Oass LN^%3 Rnnk .f\S i'iOf OFKIOIAI^ IXJNAXION. 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 IlJrcparcB for tbf {Louisiana ©urcbaac ©fposition, !)clti at Saint fiouiis I to /[5obcmbcr 30, 1904 Iy^dI i-a-y^ a.i33eL-f. qI |oh lo 1 i' c. i T) sf r m c4i' - By F. a. cotton State Superintendent of Public Instruction INDIANAPOLIS Wm. B. Burford, Contractor for State Printing and Binding May I. 1904 ?. 0, nOV 19 1904 O.ofO, CONTENTS. INTRODUCTION. INDIANA'S EDUCATIONAL EXHIBIT AT THE LOUISIANA PUR- CHASE EXPOSITION. 2— Education. CONTENTS. PAGES Introduction 9 Indiana's Educational Exhibit at the Louisiana Purchase Exposition 15 FIRST DIVISION: THE SCHOOL SYSTEM. I. STATE SUPERVISION ." 19-49 A. State Superintendent of Public Instruction 19 1. History 19 2. Administration 30 a. Election, Tenure, Deputies, Salaries 30 b. Qualifications 30 e. General Duties 31 d. Visits 31 e. Reports 31 1. To the Governor 31 2. To the General Assembly 31 /. Course of Study 32 g. Township Institute Outlines 33 /). Arbor and Bird Day Programs 33 i. Teachers' Minimum "Wage Law 34 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 b. Regulations Concerning Examinations and Licenses 40 c. School Book Commissioners 45 d. High School Commissions 45 e. State Librarian 49 /. State Normal Visiting Board 49 II. COUNTY SUPERVISION 50-73 A. Countt Superintendent 50 1. History 50 2. Administration 53 a. Tenure, Eligibility, Salary 53 b. Examinations 54 c. School Visitation 68 d. Circulars 68 (1) > EDUCATION IN INDIANA. 2. Administration — Continued. pages e. Reports . 71 /. Township Institutes 71 g. County Institutes 72 h. General Duties 72 B. County Board of Education 72 1. History ,^j.^^,,.^, .^^.. 72 2. Duties 73 m. TOWNSHIP SUPERVISION 74-79 A. Township Trustee 74 1. History 74 2. Administration 74 a. Election, Tenure, Qualifications 74 h. General Educational Duties 75 c. Graded High Schools 75 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 /(. Transfer of Pupils 77 i. Poor Children Provided for. 77 ;. Parental Homes 77 k. School Directors 77 I. Annual Expenditures 78 B. Advisory Board 79 1. Duties 79 IV. CITY AND TOWN SUPERVISION 80-84 A. The Superintendent 80 1. History 80 2. Administration 80 a. Tenure and Qualifications 80 h. Duties 80 B. City and Town School Boards 81 1. History 81 2. Administration 81 a. Tenure and Qualifications .• 81 /'. General Duties 81 '•. Reports 82 d. Kindergartens 82 ('. Manual Training 82 f. Niglit Schools 83 EDUCATION IN INDIANA. 3 PAGES C. Statistics 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 VI. THE TEACHER 86-116 1. Tenure 86 2. Contracts 86 3. Reports 88 4. Wages 90 5. School Term 91 6. Qualifications 92 7. Tiie Common Scliool Teachers 92 8. The Primary Teacher 94 9. The High School Teacher 94 10. General Duties 95 11. Examination Questions 95 a. For County and State Common School License and First Division Sixty Months' State Li- cense 95 b. For Primary License 99 c. For County and State High School and Sec- ond Division Sixty Months 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 LTniversities 115 e. Independent Normal Schools 115 /. Tlie County Institutes 116 g. The Township Institutes 116 /(. Teachers' Reading Circles 116 /. Teachers' Associations 116 4 EDUCATION IN INDIANA. PAGES Vn. COMPULSORY EDUCATION 117-125 A. The Law 117 o. Children between ages of 7 and l-l must at- tend school 117 h. County Truant officer — Duties 117 c. City and Town Truant Officer — Duties 117 d. Salary of Truant Officer 118 e. School Official and Teachers must make re- ports 118 /'. Poor Children Assisted 118 g. Parental Home for Incorrigibles 119 /(. Confirmed Truants — Disposition of 119 /. Tax for Executing Compulsory Law 119 /. Enumeration of Children 119 k. Names of Children furnislied 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 12fi 2. Young People's Reading Circle. 129 IX. ASSOCIATIONS AND INSTITUTES 133-161 A. Associations 133 1. State Teachers' Association 133 o. Historical Sketch 133 2. Southern Indiana Teachers' Association 141 (t. Historical Sketch 141 h. Program 141 3. Northern Indiana Teachers' Association 144 a. Historical Sketch 144 h. Program 144 4. City and Town Superintendents' Association 148 a. Historical Sketch 148 6. County Superintendents' State Association 154 a. Historical Sketcli ... 154 h. Program 154 6 County Associations 155 EDUCATION IN INDIANA. 5 PAGES B. Institutes 156 1 . County Institutes 156 a. Statement 156 h. The Law 157 c. Statistical Summary 158 2. Township Institutes 161 a. Statistics 161 h. The Law 161 X. SCHOOL JOURNALS 162-165 A. Indiana School Journal 162 B. The Teacher's Journal and other Educational Papers 163 XI. INDIANA UNION OF LITERARY CLUBS 166-173 XIL SCHOOL FUNDS 174-177 A. CoiNiMON School Fund 174 ] . History 174 B. Congressional Township Fund 175 1. History 175 C. Table Showing Increase in Funds from 1853 to 1903 . . . 177 XIII. SCHOOL REVENUES 178-180 A. Tuition Revenues 178 1. From State 178 a. From State Taxation 178 h. From Interest on Common School Fund 178 2. From Local Sources 178 a. From Local Taxation (township, town and city) 178 h. 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. PAGES I. HIGH SCHOOLS 193-498 A. Commissioned High Schools 193 1 . General Statement 193 a. High School Statistics 194 2. Course of Study for Commissioned High Schools . . . 195 (I. Introduction 196 h. Outline Course 196 r. Detailed Course 196 d. List of Books — Supplementary 211 8. List of Commissioned Higli Schools 215 4. The Professional Training of High School 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 b. Bloomingdale 478 r. Central 479 (I. Fairmount 479 e. Westfield 482 /. Amboy 482 2. Military Academies 483 a. Culver 483 h. Howe 484 3. Girls' Academies 486 It. Girls' Classical Scliool 486 h. Knickerbocker School 487 r. Tudor Hall 487 4. Catholic Academies 488 a. St. Mary's of the Woods 488 b. St. Augustine's 489 <■. Convent and Academy of tlie Sisters of the Third Regular Order of St. Francis 489 d. St. Joseph's, Evansville 490 e. St. Rose's 490 EDUCATION IN INDIANA. T Catholic Academies— Continued. pac4ES /. St. Meinrad College 491 g. St. John's 491 h. St. Mary's, Indianapolis 492 t. St. Charles 493 j. Sacred Heart 493 k. St. Micliael's 493 l. St. Mary's Academy, Notre Dame 493 ?n. 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 ^*^*^ 1. Statement ^''^} a. Indiana University 503 h. Purdue University ^^^^ c. The Indiana State Normal School o'S B. Denominational Institutions 520 1. Statement 520 a. DePauw University 520 h. Notre Dame University 535 c. Butler University 543 d. Taylor University 545 e. Hanover College 546 /'. Wabash College 548 ((ir, llic ('([ui])meuf was poor, and tlidse who attended bad tuition \n pay. The day of free schools for all was afar off, and illiteracy grew apace. The people were busy felling forests and draining swamps, and making for themselves homes. They exhausted their time and their energy in ])rovi(ling 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. ISTew England, the Virginias, and the Carolinas contributed to the tide of emigration that settled our state, and the l^ational Road became a dividing line between two sections that were to develop a great commonwealth. With such a diversity of opinions u]-)on 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. H THE NEW CONSTITUTION. Caleb Mills, who came to Indiana in the tUrties^as principal of the tol at CrawfordsviUe (which afterwards heca,ne Wahash ral ge), P>-oba% did more than any other man to hr>ng a change of opt on It was he who by his insistent n.essages msp.red the Lof 1849 and dictated practically the educat.onal sentiment o ■ he new constitution. Of conrse, there had been many >"- "^ f ideals splendid teachers, who had come to the state at diffeient ■mei and who with real missionary zeal had fnrthered the canse Scation. M. Kivet, a Frenchman who had fled to th-onn ry at the time of the French Revolntion-a ™W-educat d cnUnied .entleman-tanght school at Vincennes as early as 1793. ihen 1 ch men as John I. Morrison and Barnabas C. Hobbs conduct^^i lis from which young n,en went to college, -d aftenvard^^ located in other towns in the state and opened schools of their own iTw's through snch men as these that the seminaries and private a I ::re maintained in the forties and fifties As many as seventy-three of these schools had been established before 18 0. A iTe from the efficient work which these schools did in particiilar 4s they were of inestimable service in keeping the question of dcltion before the people. The people still believed that parents h uld decide what education their children should have, and should provide it for them. They had not yet -- - °. '^ ^'^^ that every child has a right to an education, and that it is to the blic's interest to promote it by taxation.. Secondary education V s thought to belong to private enterprises and religious organi- Tt ons. Seminaries similar to those established by the counties .vere founded by the churches, out of which grew many of the Lnominational colleges that are still ^-^f '"^ /""fX' work Among these may be mentioned Wabash and Hanover, Tr sbyterian;'DePauw and Moore's Hill, Methodist; Frankhn Baptist; Earlham, Friends; Butler, Christian; and Notre Dan^^^ CaLli . It was the fact that these provisions had been made for secondary and higher education, and that no systematic provision, had ben 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 m 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, townships, and towns, with combi- nations 230ssible 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. AVitli 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 towiishi]) 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 constitution 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 until after the Civil War that the revival came. The Su])reme Court held that local levies for tuition and com- nion-sehool 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 su])ervision and township and town and city high schools. It was an evolution and came naturally. The closing years of the last centiiyy 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 lately 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 account 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. Tt 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, has always been considered a unique feature of the system. Tn 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 machinery 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 township 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 state superintendent to provide for every country boy and girl just as good school privileges as are found in towns and cities in kind of work done and in length of terra. Ninth, particular attention may be directed to the provision made for the bettor preparation of the teachers. Aside from the schools, the teachers' associations, teachers' reading circle, county institute, and township institute should be 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 tliat while the development of education in the state has been made to depend upon the people and has been in a sense on the principle of local option, there is the notion that the whole state is responsible and that it should provide from the common funds for any local disability on ac- count of low property vahio and niongor po]>nhililnme of moi'e than six liundre(l pages. W. A. .MiLLis. FIRST DIVISION. THE SCHOOL SYSTEM. (17) I. State Supervision. A. STATE SUPERINTENDENT OF PUBLIC INSTRUCTION. 1. HISTOKY. In 1843, the treasurer of state was made superintendent of com- mon schools, ex-ofRcio. The treasurer was chosen because the duties were financial rather than ediicational, 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 common 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; Koyal Mayhew, 1844 to 184Y; Samuel Han- nah, 184Y 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 upon liis induction into office, setting forth his views of the best method of giving efficiency to our educa- tional system, with such suggestions as he deemed worthy of their consideration." In tlie early years 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 held the office u]) to the preseut time: Beginning of Close of Names. Term. Term. "William Clark Larrabee Nov. 8, 1852. .Nov. 8, 1854 .. Term expired. Caleb Mills Nov. 8, 1854. .Feb. 10, 1857. .Term expired. William Clark Larrabee Feb. 10, 1857.. Feb. 10, 1859.. Died in May, 1859. Samuel Lyman Rugg Feb. 10, 1859. .Feb. 10, 1861 . .Term expired. Miles Johnson Fletcher Feb. 10, 1861. .May 11, 1862. .Killed on R. R. Samuel Kleinfelder Hoshour. . .May 15, 1862. .Nov. 25, 1962 .Resigned. Samuel Lyman Rugg Nov. 25, 1862. .Mar. 15, 1865. .Term expired. George Washiugtou Hoss Mar. 15, 1865. .Oct. 13, 1868. .Resigned. Barnabas Coffin Hobbs Oct. 13, 1868.. Mar. 15, 1871.. Term expired. Milton Bledsoe Hopkins Mar. 15, 1871 . .Aug. 16, 1874. .Died Aug. 16, 1874. Alexander Campbell Hopkins. .Aug. 16, 1874.. Mar. 15, 1875. Term expired. James Henry Smart Mar. 15, 1875 . Mar. 15, 1881 . . Term expired. John McKnight Bloss Mar. 15, 1881.. Mar. 15, 1883.. Term expired. John Walker Holcomb Mar. 15, 1883. .Mar. 15, 1887. .Term expired. Harvey Marion LaFollette . . Mar, 15, 1887. Mar. 15, 1891.. Term expired. Hervey Daniel Vories Mar. 15, 1891. .Mar. 15, 1895. .Term expired. David M. Geeting Mar. 15, 1895. .Mar. 15, 1899. .Term expired. Frank L. Jones . Mar. 15, 1899. . Mar. 15, 1903. .Term expired. Fas.sett A. Cotton. Mar. 15, 1903 . . Tlie office has always connnanded the respect of the people and has generally had caj)abl(' men as iucuuilu'iits. The student will notice that nearly every man who has filled the office has stood for some distinct advance in the educational affairs of the state. Su- ])eriiitendent Larrabee, the first incundient, was the pioneer for much of the work in the West. He organized the system and began the great work of the department. Superintendent ]\Iills was really the inspiration of the whole system. Tt was he who moulded public opinion and directed the legislation that made the office and the system possible. He was particularly interested in libra- ries, and was instrunienlal in the establi.shuieut of township libraries. Superintendent llugg reorganized and placed upon a substantial basis the state school finances. Superintendent Fletcher EDUCATION IN INDIANA. 21 corrected the evil arisiiii; fVoiii tlu^ aiiti('i])ati(i]i of revenues, and made institutes more efHcieiit. Superintendent Hosliour turned his attention to examiners and examinations and used his influence toward securing- a hirger 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 alLiwing local taxation in cities and townships for tuition purposes. Su]ierintendent Hobbs, one of the best remembered of the superintendents, saw German made op- tional in the public schools, an act for the education of negroes passed, the girls' reformatory ])lanned, and Purdue university founded. Superintendent Ilopkius' chief work lay in the estab- lishment of the county su]:»erintendencv, raising the standard of examinations, reclaiming school monies, and improving school finances. To Superintendent Smart more than to any other man is dne the extended reputation of the Indiana system, brought about by his splendid organization of an educational exhibit at the Cen- tennial exjiosition. lie also made the first complete codification of our school laws. Su]ierintendent Bloss reorganized the work of the office, reformed the school census, put examinations upon a higher plane, and introduced better methods in teaching;. Superin- tendent ITolcomb established a uuiform course of study for country schools, suggested the ]»lan of graduation in them, started the Arbor-dav custom, and organized the teachers' 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 improving- the profession. Superintendent Vories raised the standard of examinations, insisted upon profes- sional training for teachers and issued one of the best volumes of school laws yet published. Su])erintendent Geeting is remembered for the compulsory education law, tlie township high school law, the law ]iro\ iding for state examination of common school teachers, and for rm-al consolidation. Sui)ei'intendent Jones emphasized the necessity for better school architecture, with more perfect sanita- tion and decoration, extended mral school consolidation, and was largely responsible for the minimum wage law for teachers. The 22 EDUCATION IN INDIANA. present incumbent has set for himself the large task of maintain- ing all that has been accomplished bj his predecessors and in addition to this of making better the work in every way possible. He hopes to place 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 cliihlrcii 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 possil)]e to consider carefully the problems of each county. The following questions will serve to show the nature of the problems considered at these meetings: 1. What should characterize the AA'ork of the superintendent? a. Should a superintendent criticise his teachers while visiting them, or later? b. Should criticisms be offered unless accompanied by heliiful 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 nn-al schools; the object of such work. 5. What can county superintendents do to encourage their teachers to attend colleges and normal schools? (1. What can county superintendents do to encourage graduates from the 8th grade to attend high school? 7. What can cuunly siiiicrintcndents do to create interest in general reading among pui)ils and patrons? 8. How can we secure more money for rural scliools? 0. P^ducational exhibit. 10. Miscellaneous. City and town supoi-iiitciidciils ai'o invited to attend jhese meet- ings and to pai'l icipatc in tlic disciissioiis. Another plan which the ])resent siiporintciidciit has adoptccl f(ir tlic ])iir])ose of getting in closer touch with tlie teachers is that of issuing monthl)' bulletins during the school term. These bear upon various phases of school work, and he has reason to bolic\e that they are proving very helpful, l^os. ,^) and <>( Uio pivscnl year in the form in which they were sent Id tlic tcaclicrs arc submitted hci'c; EDUCATION IN INDIANA. 2a State of Indiana. DEPARTMENT OF PUBLIC INSTRUCTION. Fassktt a. Cotton, State Sup't. Lawkknce McTurn an, Deputy. BULLETIN No. 5. ISSUED MONTHLY TO THE TEACHERS OF INDIANA. Indianapolis, Indiana, January, 1904. 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 the 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. You know about the postoflace, 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 community. In no other way is it possible to 24 EDUCATION IN INDIANA. catch and live iu its si)irit. In the second place I trust that you know tliat not one of these tilings happened. Every fact that you have come upoJi 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 the condi- tions of life better. Hoav many of these homes have you visited? I 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 i^arents have you asked to help you in your work? Have you found out just what children ought to be in your school, and have you exhausted the full resources of your manhood or womanhood in bi-inging- 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 coiiimunity? Are you willing to do more than j'ou 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 the cold office. In reply to his iiKpiiry 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 fire, 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 Itc. "People who never do any more than they get paid 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 Avho put in several days mowing the school yard, repairing the fences and the out-houses, and even in scrubl)ing the fioor, for which he received no pay in money. But he was paid. And after that conmiunily had iiici-cnscd his salary as inucli as it could he was called to a highci' ])ositioii. Again, have you learned yet to take the con- ditions as you find tiifui and to make tlic very bt'st of them? This is a test of your leadership. SCIIOOI, AND irOJfK. To get a little closer to the every -day jjractical i»rol)lem with which you have to deal, let us see wliat you can do to bring your school and your community into closer lelalion. And lirst. what can you and your school do for the home? Well. e 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 school V You can speak good English and require it spoken. You can provide soap and water and towels and comlts and have them used. You can by life and precept teach the life and dignity of labor, honesty, respect for law, and reverence, and you can inspire in every child an ambition to do his best. But you can do more than this. In many of tliese homes the conditions that exist are merely the results of ignorance. I rememl)er an experience like this: I was visiting a district school ami noticed two boys who were insuffi- ciently clad. They looked pinched and poorly nourished, and they con- stantly breathed through their mouths. I supposed they belonged to some poor family unable to provide for them. But on inquiry I was told they were the children of a prosperous farmer, and that they had kindly parents who simply didn't know what to feed them or how to clothe them. AVhat could you do in a case of this kind? With tact you may do some- thing directly. But suppose you could get the parents of your district together to discuss some simple questions pertaining to the health of children. If you are skillful you may l)rhig it alxmt that the parents who do know will teach those who do not. And the work need not be confined to the health problem, but may be extended to others upon which there is a vast deal of ignorance. SCnOOL AND INDUSTRY. Second, what can you do for the industry of the community V You can make your school a busy workshop, where the hum of industry is the standard of order, and where each pupil respects the rights of every other pupil. But you can do more than this. Y'ou can teach the nol)ility of honest toil. The greatest thing that you could possildy do for your boys and girls and for your community would be to build into them the habit of doing good work. The world is full of slip-shod mechanics who slight their work. You can teach the children that any task worth doing is worth doing well; that success lies in the here and now and not in the far off; in the little duties of today instead of the big 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; when the small, well-cultivated homesteads give way to landed estates. The Itoys on the farms wield the nation's destiny. Emerson says: "The city is recruited from the country. In the year 1805, it is said, every legitimate monarch in Europe was imbecile. The city would have died out, rotted and exploded long ago, but that it was reinforced from the fields. It is only country which came to town day before yesterday that is city and court today." The problem of getting this thought before your boys and girls and before your community is worthy of the best there is in you. The friction l>etween capital and laboi*, the almost universal lack of respect for property rights, ought to 26 EDUCATION IN INDIANA. serve as great stimuli towards the intelligent study of agriculture to which it would seem constantly increasing numbers must tiu'n. SCHOOL AND STATE. Third, what can you do towards bringing the school in closer touch with the state? You liave it in your hands to make good citizens out of these boys and girls. But you can only make them good citizens by making them good men and Avomen. Patriotism is one of the qualities of good citizenship. But patriotism is grounded in a wholesome I'espect 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 cau 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 Avas a time when it needed to be empha- sized more than it does now. Every boy should realize early his responsi- bility for manhood, e\'ery girl for womanhood— both for citizenship. But in bringing about this realization what are you doing? Simply leading your boys and girls to live the principles which they are to live in the l;.rger Avorld. SCHOOL AND CIILTRCH. 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 scliool an hour nor a minute Avithout 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 Avith. 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 institiitions. Study the conditions in your community and find there your problem and its solution. EDUCATION IN INDIANA. ^T Statb of Indiana. DEPARTMENT OP PUBLIC INSTRUCTION. Fassktt a. Cotton, State Sup't. Lawrence McTurnan, Deputy. BULLETIN No. 6. issued monthly to the teachers of indiana. Indianapolis, Indiana, February, 1904. THE TEACHER AND THE SCHOOL. ON THE HOME STRETCH. You have already put the larger portion of this school year behind you and are looliing 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. Ask yourself seri- ously why you are teaching. What is your attitude toward the profes- sion? Does your remaining in the work depend upon your failure to secure more money at something else? Do you know that the essential factors of the school are the child, tlie teacher and the eternal tire 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 supreme; 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 i-eorganization 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 thle end. 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 been so intent on driving in cer- tain facts that you have neglected this phase of your work. In a few years at best the facts you teach will be forgotten; but the habits of in- dustry, of study, you build into tliese lives will abide and grow. And edu- cation is not a matter of learning facts; it is a matter of habits, of character. Now, have you taken pains to inciuire into the Avay your cliil- dren w^ork in getting a lesson? Do you sometimes take up a new lesson with them and show them liow to go about getting it? Getting a lesson is a matter of seeing what tliere is in it. And ten minutes of good, active, alert, wide-awalve study is worth liours of stupid, passive stare. Study carries Avith 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 nicety of discrimination tliat 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. KECITATION AND STUDY PERIODS. This work of fixing the study habits of your children is just as impor- tant as the recitation, and just as much under your control. The study periods should be arranged witli the same care and should be insisted upon with 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 sliould never immediately i)recede its recitation. A lesson should be prepared for eternity and not for tlie recitation, and the hal)it should be fixed early. Witli your working schedule you can insist upon a strict observance of tlie study periods. Let a recitation go occa- sionally and do quiet, individual worlv 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 tlie real test of ji teacher's success may be the degree in which he gets in touch with all his pupils and keeps them working up to the best there is in tlu-in. In order to do this he must deal with each indi- vidual. The advance in a subject may be determined by the average jibllity of the class or even by the ability of its we.-ikost meinl)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 a certain amount of AVork in the subject the teaclici- ran (iircci tlie individual mem- bers in supplementary Avork, giving eacli one an u]ii)ortuiiity to go as deep into the topics in hand as he can wiili llic niatcri:il at liaiid. To illustrate, the AA'ork 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. Bnt there is a field for very wide research. Now, suppose the teacher has at hand some data for this investigation. Here is an opportunity to call into play individual effort and to assign interesting profitable home work. And the work 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 slvill 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 industrial 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 WOEK. The value of written work can not be overestimated. Frequent use should be made of it for recitations, reviews and examinations. In tJie recitation it will serve to present the independent thought of each individ- ual, and it will give splendid training in English expression. In reviews it will reveal the powers of organization and expression. To be of value, every paper handed in should lie carefully gone over by the teacher with corrections and suggestions for improvement. Indeed, written worlc 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 has 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 written work which I wanted to serve as a test. It is a part of education to learn to meet the conditions that confront us. In life the problems ai'e not generally posted. We come up against them and must thinli on our feet. In the crowded rural school, then, the examination should seiwe 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 the pupil in thinking. (3) It should aid the pupil in the expression of good English. (4) It should reveal to the pupil his mastery of the points 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 and 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 which he takes in. Herein lies the value of manual training. THE BOV ON THE FARM AGAIN. It is just in his ability to do things that the 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 expressive 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 for 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 Avork he will find to do. LAST DAY SUGGESTIONS. 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. ADMINISTEATIOTT. a. ELECTION, TENURE, DEPUTIES, SALARIES. The state snperintendoiit 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 $.'>, 000.00. Three deputies are })rovided, with salaries of $1,500, $1,200, and $720.00. b. QUALIFICATIONS. While no educational or professional qualifications are fixed by the constitution, the people ha\'e generally chosen men of high EDUCATION IN INDIANA. 31 moral eliaraeter, siroiio- echicational leaders, practical teachers, well acquainted Avith the educational needs of the state, and capahle of carrying on the work for which they were chosen. c. GENERAL DUTIES. The state superintendent has charge of the system of public in- struction 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. (1. 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. c. REPORTS. (J) Report to the (iorenior. In the month of January in each year in which there is no regular session of the general assembly, he makes a brief report, in 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 amount of school revenue collected within the year, and the amounts apportioned and distributed to the schools. (2) l,' results of the year then closing with those of the year next ])receding, and, if deemed expedient, of years ])re('eding that, so as to indicate the ])r(»gress made in the business of ])nblic instruction. Fifth. Of such other information relative to the system of public instruction — th(> schools, their ])ermanent funds, annual revenues — as he may tliiidc to be of interest to the general assembly. He a])})ends to this re])ort statistical tables coui])iled from the materials transmitted to his office by local school othcials with proper summaries, averages and totals. He makes a statement of the semi-annual collections of school revenue, and his a]5portion- ment thereof; and, when he deeius it of sutficient interest to do so, he ap])ends extracts fr(»ui the cori'espondence of school olUcers, to show either the salutary or defective operation of the system or of any of its ])arts. Teu thousand co])ies of this report are ])rinte(l 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 report assists in certain mox'cmcnts such as for bettei" sanitation and decoration of school buildings, modern architecture in building schoolhouses, manual ti'aining in public schools, con- solidation of rural schools into graded township high schools. /. corusK Ol' STin^Y. The construction ) .'?. Professional li'ainint;' ((Mo rt) II. 'I'iic Recitation O to 10 1. Suh.jocl mattoi- nppropiMiitonoss of (0 to .^») 2. Pui-posc (0 to 5) 3. Plan (0 to 5) EDUCATION IN INDIANA. 35 4. Preparation— a. Teacher (0 to 5) b. Pupils (0 to 5) 5. Sliill (0 to 5) (5. Thoroughness (.0 to 5) 7. Assignment (0 to 5) III. Relation of Teacher to tlie School and ("onnnunity. . , to 40 1. Classification and gradation (0 to 5) 2. Industry, and interest in the aims and [)lans of the school comnumity (0 to 5) o. Governing ability (0 to 10) 4. Sanitary conditions and neatness (0 to 5) 5. Care of school pi'oiierty. Ivceping records, mak- ing reports (0 to 5) ('). Co-operation with other teachers, the trustee and county superintendent (0 to 5 7. Libraries, reading circles antc (10%) 3. Personality of the teacher (10%) I II. Professional and Community Interest 15% 1. Co-operation with other teachers and supervisors. . .(5%) 2. Interest in aims and plans of the school (5%) 3. Professional ambition and growth (5%) Total % Teacher. ..City") ' Superintendent. Town J .Ind., 1903. 36 EDUCATION IN INDIANA. Schedule of Success Items. FORM III. For Use of Vitii miil I'oirn SitixiiiifciKh'nt.'^ nrsiriiiii a Marc Dctdilcd XchaJuJc. I. Teaching Ability 55% A. Professional attainment (-<>%) 1. Scholastic preparation. 2. Professional training. B. The recitation (15% ) 1. I'reparalicMi of tcai-hcr ;ni(l i)iipils. 2. .vppropriateness of sul>j('ct matter. 3. Definiteness of aim and piii])ose. 4. Slvill in questioning. 5. Progression in plan. 0. Care in assignment of lessons. 7. Balancing of lines of work. C. Results in scholarship of pupils (20%) 1. Acquisition of facts and relations. 2. Accuracy. 3. General information. 4. Awalicning or scholai'ly inlcrest. 5. Clearness and elegance df <'\i)i'esslon. II. Governing and Disciplinary Ability 30% A. Moral and social influence on pupils and commu- nity (10%) Alillity to develop in the i)Uplls the altruistic virtues — recognition of law and social rights. B. Al)ility lO develop egoistic virtues — industry, hon- esty, reliability, fidelity, etc (10%) C. Personality and ajiiK^-irance of teaclier (10%) Personal and moral woi-th and influence, habits, disposition, health, attire. symi)athy. energy, mnnliness or womanliness, honesty, etc. III. Professional and Conununity Interest 15% A. Co-operation with othei' teacliei's and with sujier- visors (5%) B. Interest in aims and plans of school cipniiniinit\ . . . .(5%) 1. Care of school ])roi)ei'ty a. I'rotecfion of supplies and furnilnre. b. Neatiu'ss. c. School dccoi'ation. 2. Building up of sti'ong school sentiment in the community. 3. Educational, literary or social cluli work. C. Professional pursuits (5%) 1. Present lines of ])rofessional 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) y Superintendent. Town J .Ind., , 1903. Form 1. as indicated, is for the use of county superintendents in grad- ing the teacliers under tlieir supervision. Form II is for tlie 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 Iveep the official success records for the counties. The county superintendents should aslv the county councils to provide supplies of blanlvs and records made necessary by the passage of this act. The following explanations of tlie schedule are submitted: By "scholastic preparation" is meant tlie time spent in study in some of the higher educational institutions in addition to the scholarship as shown on license. Teachers slionld be encouraged to study at least four years in advance of the work they are engaged in. A high school teacher should have a four years' college course and a grade teacher at least a four years' high school course, etc. The teacher who is really interested professionally is the one who seelis most persistently to better fit herself both by scholastic and professional training for more tliorongh worlv. Experience is sometimes counted by superintendents as a large factor in marking success, but the teacher who has taught twenty or more years may have shown in all that time no professional interest and little al)ility. and may have been unwilling to spend any of her time or money in real preparation for her work. It seems 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 first-class school, ought to be ranked very low in success. The remaining items under I and II will ))e readily understood. By "community interest" is meant tlu' co-operation of teacher with the' other teachers and the principal or superintendent in furthering the aims and plans of the school community. Many teachers who are satisfactory in their schoolroom work do not lit into the community life of the school. They are controlled by little troul)les of various kinds, and are often exclusive and self-centered. This always gives annoyance to the principal and keeps him constantly adjusting troul)les. Again, many good teachers are without ambition to assist in the general welfare of the school. They k)ok after their own room, but give no time or attention to help carry out 38 EDUCATION IN INDIANA. the suggestions from the principal or suix'riiitendent. The best teacher co-operates heartily with her principal, her superintendent and associates in all movements for the improvement of the school and the school com- munity. "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 shoidd be interested in good worlds on peilagogy. psychology, methods, etc. Her reading of school periodicals, attendance upon educa- tional gatherings, her Ivuowledge of current events and the literature of the day. are all important factors to be considered in marking the success grade. The difficnlt.v in applying these sclicdulcs will lie in niarlving tlic details. After having marked the items conscientiously the superintendent often finds that he does not give his real estimate of the teacher. He feels that it is too much or too little, especialh' Avhen she is compared with other teachers whom he has marked just as carefully on the same plan. The superintendent should have in niind all the items niciitii)iu'd in the schedules, but it will l)e difficult to mark them separately. After all, one',-; "general impression" of a school is a )>etter guide than the summary of the several items, especially Avhen 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 .iudg- 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 seA'eral items, should guide the superintendent in marking the success grades. A-. STATE LICENSES. Tn 1899 the legislature oavo ai)|)li('aiits for teachers' license the privilege of sending tlicii' iiiaimscri])fs 1o the department of piihlic instruction to he gradtMl. Tliis ciilitlcs tlieiii to a license to teach in anv coniitv in tlic state instead of in one ('(iiiiily if the niann- scripts are examined and iii'ade(l liy tlie (•(Hinty snperiiifenileiil. Tlie law has heen a great con\-enience to teachers and has al llie same time assisted materially in raising the standard of examina- tions. I. READINO CIRCLE BOARD. The state superintendent is, ex officio, a member of the rea<1ing circle hoard of the state. Idiis board and the department lia\(' a coninieii pnrpose in selecting the best lileralnre for teachers and pni)ils. EDUCATION IN INDIANA. 39 III. STATE NORMAL SCHOOL BOARD OF TRUSTEES. The state superintendent is also, ex officio, a member of the board of trustees of the state normal school. This duty serves to keep the department in close tonch with the professional training of teachers and the evcrvdaj practical pedagogical problems. It is a duty, too, whicli 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. KISTORY. When Caleb Mills first suggested a Ixiard of education for Indiana it was to consist of a county su]iorintendent chosen from each of the congressional districts. When in 1852 the board was created it consisted of the state suj^erintendent, and the governor, secretary, treasurer and auditor of state. In 1855 the 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 tlie state. In 1875 the president of Purdue Uni- versity was added. In 180!) the general assembly enacted a law providing for three additional mendiers to be appointed by the governor. They must be three citizens of prominence, actively engaged in educational Avork in the state, at least one of whom shall be a county siipcriiiteiKlcnt, iioiio of wlioiii sliall be appointed from any county in which any other member of the state board of educa- tion resides, or from wliich any other member was appointed. Under this last provision the present board has the following- membership : Uassett A. Cotton, president, state superintendent public in- struction. W. W. Parsons, secretary, president state normal school. Hon. W. T. Durbin, 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. IST. Kendall, superintendent Indianapolis schools. r. 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 been due to its ex officio membership. At times it has had in its membership such men as David Starr Jordan, John Merle (^oulter, and Lewis H. Jones, men of national and international rcjuitation. So constituted it will 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, two and three years. 2. Common school license, one, two and three years. e3. High school license, one, two, three and five years. 4. Professional license, eight years. 5. Life state license. In addition to making the questions the board conducts the examination and examines and grades the iii;miis('ri])ts of appli- cants for professional and life state licenses. All other examina- tions are conducted by the county sujiei-intciKlciil, and the manu- scripts are graded by the county snpci'inlciMlciit or by the slate superintendent. The law ]>rovides foi- ;iii exjiiiiiiiiit ion to be held on the last Saturday of the first eight iiioiillis in encli year. h. REGULATIONS CONCERNING EXAMINATIONS AND LICENSES. The following eireulai' was issued by the state sn])eriiitendent of public instruction. Li(li:in;ii)()lis. Ind., .lanuiu-.v 15, 1904. All applicants for coniiiioii scIkhiI or primary licenses during the year 1904— either state oi- county licenses— may select eitlier 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 tlie addition of the following: All graduates of higher institutions of learning in Indiana, or otlier institutions of equal ranli in otlier states approved by tliis 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 appi'oved 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 gi*aduating after January 18, 1900. First. Such applicants must have held one or more sixty months' licenses or a professional license. (See requirements in this circular.) Second. They must present to the state board of education 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 period 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; (3) Educational psychology; (4) Experimental psychology and child study: (.">) Leading school systems of Europe and America; (6) 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 malie 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. Examinations for these licenses will be conducted in the months of February and April. 42 F.DVCATTON IN INDTAXA. Section 1. Subjects for February: Algebra, civil government, Ameri- can literature, science of education, and two of the following three subjects— Elements of physics, elements of botany, and Latin (Latin grammar, two boolis 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 geogi-aphy 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 the application 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 anothei- 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 the examination, applicants 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 per 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 lie had oi'iginally api)lie(l 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" api)licant, who must present the same to the county superintendent, who will forward it witli the conditioned manuscript to the department of public insti'uction. Where the Examinations May Be Tal'en. 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 office 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 tlie office of the 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 the questions in each branch are entirely separate from those of any other branch, and securely fastened together. 3. Write full name and postoffice address upon each set of answers, and upon every sheet disconnected 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 be taken on the last Saturday of any of the first eight calendar months, but must be taken 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 re(iuired). Group 3— Botany, zoology, cliemistry, physics, or physical geography (one required). Group 4— History and civics, Latin or German (one required). Group 5-One subject from "2," "3," or "4" not already taken. B^ive 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 EDUCATION IN INDIANA. It is issued by the state department. The examination may be taken on the last Saturday of any of tlie first eight calendar months. General average, 95 per cent.; minimum grade, 85 per cent. VI. Twenty-four Months' State License.— Valid to teach the common branches in any school of the state. General average, 90 per cent.; min- imum grade, 80 per cent. Other conditions same as "V." VII. Twelve Months' State License.— Valid to teach the common branches in any school of the 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 upon averages and minimums as in V, VI and VII. These licenses are issued by the state department of pnl)lic instruction, and examinations may 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 subjects in any of the schools of the state. The applicant must be 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 by county superintend- ents for periods of three, two, one and one-half years, and valid to teach the common branches in the schools of the county in which the license is granted. The questions for these and all other examinations are fur- nished by the state board of education. Examinations are conducted on the last Saturday of each of the first eight 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. Other conditions the same as in X. XII. County High 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 pay the fee of one dollar. This fee pro- vides for one trial only if the applicant secures a license. If he fails to secure a license he may have a second trial. A third trial is granted in case of a second faihu'e. Tliese three trials may be made for the one fee, provided they occur within one calendar year; otherwise, the usual fee must be paid for the second or third 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, provided a lower grade of license is not issued. XIV. Sixty Months' License— High School License.— If an applicant fall too low in the common school bi'anches. a license will be issued on each section separately in accordance with the 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 state l>oard of school book commissioners. As sncli it adopts text-lxioks for the common schools for periods of five years. When a contract has been made with a publisher the books are secnrcd for tlie pnblic by a requisi- tion of the county superintendent for th(^ nundjer of books needed in his county upon the state superintendent, who in tin-n makes requisition upon the contractor for the nund)('r of l)()oks needed in the state. The county su]ierintendent becomes the agent for the sale of these books and makes his reports to the various contractors. This plan of securing uniform textdxwks has been regarded as very successful and it is believed tliat the tVdlowing advantages are gained from such uniformity : 1. It insures good books at a uniform low price. 2. It obviates the ]mrchase of now l)ooks when children move from one part of the state to another. 3. It makes classification easy. ■1. It puts teachers in closer touch. 5. It makes a uniform course of study more effective. (/. HIGH SCHOOL COMMISSIONS. The state board of education in order to keep some uniform standard of efficiency in high schools has established certain requirements in the work which entitle high schools to commis- sions. These commissions carry with them exemption from exami- nation for entrance to the freshman class in the higher institutions of learning. Upon the recommendation of the state superintendent members of the board inspect the work of high schools and deter- mine whether tlie requirements for commission have been met. This work of the board has resulted 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 part of school officials, teachers and patrons to retain them. Following are the requirements necessary for a commission : The following- coiu'se of study for the commissioned high schools of Indiana was adopted by the state board of education. July 2. 1902. It is a revision of the course adopted in 1898. It provides for required work as follows: Three years of language, three years of history, three years of 46 EDUCATION IN INDIANA. mathematics, two years of soieiicc. lour years of English, and eh'ctives to complete a full course of four years. It is not intended that the course should be an absolute one, but that it sliould 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 either botany 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 j'car 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 continued throughout the entire course, rather than a great field of subjects 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 subjects, pursued throughout the entire high school course, has many advantages: First, It gives excellent train- ing, scholarship and discipline in a given subject. Second, It malces necessary fewer teachers. Third, It requires a smaller library and equip- ment. The board recognizes the fact that a great many students do not continue their education beyond the higli school. For that reason, the option is given of substituting commercial arithmetic or bool^lvceping for solid geometry. It is the intention of the state board of education to inspect as many of tlie commissioned high schools each year as it is pos- sible 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 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 l)e 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 genei*al 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, Laboratories fully equipped to do all of the necessary work in the sciences pursued in any given high 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 Avho have com- pleted to the entire satisfaction of the school officers and teachers, all of the work of the grades. Ninth, Tlie high school 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 years of foreign language. Eleventh, Psychology, sociology and political econ- omy should not be taught in high scliools. Twelfth, Beginning with the school year ino;i, eacli high school must have in its faculty at least one graduate from an acceptable normal school, college or imiversity. Tliir- teenth, The course of study must be at least a fair equivalent of the following: EDUCATION IN INDIANA. COURSE OF STUDY. 47 (Reqiiirenn one or more subjects. The county superintendent has tlie power to revok(> liccMises heretofore granted by himself or liis ])reush(d of beans froiii his garden, and sold one-balf nf them at 24 cents a peck. llf \h\ of 63? 6. What part of U feet is 3 J inches? 7. There are 5280 feet in a mile. What part of a mile is 770 yards? 8. A man owned % of a factor.v. He sold ",'i of his share. He gave % of the renuiinder to his daughter, % of what then remained to his son, and sold J of the remainder for $9,000. What was the value of the factory? What was the daughter's share? The son's share? What was the value of what he had left? 1). Find the sum, ditl'erence, product and (luotient of 87 and 12ii. .SEVENTH YEAR. I, What do we mean liy ])er cent.? What percent, is useil to represent all of anything? When you see this (per cent.), what do you call it? •>. How many ways can the per cent, of a number be expressed? Give num- bers. EDUCATION IN INDIANA. 59 What is 5 per rent, of 300! Wliat is 6 per pent, of 200? What is 10 per cent, of 500? In a school of 250 pupils, 10 per cent, are absent. How many are absent? How many are present? What per cent, of 12 is 4? What per cent, of 60 is 12? What per cent, of 56 is 8? 30 is 6 per cent, of what number? 80 is 10 per cent, of what number? An etching costs S48, which is 80 per cent, of the cost of an engraving. What is the cost of an engraving? A farmer having 600 bushels of wheat sold 20 per cent, to one man and '31^4 per cent, to another. How many liushels did he keep? A clerk receives an annual salary of $3,500 a year. He expends 16 per cent, for board, 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. What is ratio, antecedent, consequent? Find X in the following: 72 : x : : 250 : 4: $16 : $5 : : 288 : x. If a tree 100 feet high cast a shadow 90 feet long, how long a shadow will a tower 250 feet high cast at the same time and place ? If 45 men in 16 days of 9 hours each can dig a ditch 100 rods long, 5 yards wide and 4 feet deep, in how many days can 16 men working 10 hours a day dig a ditch 250 rods long, 4 yards wide and 3 feet deep ? A, B and C build a road. A furnishes 50 men 25 days; B 40 men 40 days and C 100 men 50 days. They re- ceive S20,400 for the work; what is the share of each ? Find 9 raised to the seventh power. 1/ 622,521. 7. The area of a circle is 962,115 feet. What is its diameter and circum- 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 ? a^ — b' 10. Solve -I- = ? a= -I- ab -I- h' HISTORY. SECOND YEAR. 1. Tell some of the things the early homes did not have. 2. Mention some things that were used long ago in the homes but are not now used. 3. Tell about Hiawatha. 4. Tell what you can of Indian tribes ? 5. What weapons did Hiawatha use ? What clothing did he have ? 6. Name some things that you have in your home that your grandparents did not have. 7. What was the spinning wheel used for? 8. How was clothing made in early times ? THIRD YEAR. 1. Name some leading men of Indiana. 2. Tell the story of Columlnis. 3. Wlio was (Jeorge Washington? Tell an interesting story of him. 4. What did Lincoln do ? 5. Draw an outline map of the United States and locate the homes of (leorge Washington, 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 Whitcoml) Riley, Edward Eggles- ton, Sarah K. Bolton and Governor Durbin. FOURTH YEAR. 1. Who was Cleon ? 2. Descrilie the home of Cleon ? 3. Who was Hercules ? 4. Tell what you know of Homer. 5. Name some great men of Greece. 6. How many gods and goddesses did the Greeks have ? 7. Tell what you know of Solon and Socrates. FIFTH YEAR. 1. Give the names of some of the Saxon gods. 2. Describe the home of Wulf. 3. What was the Swan-road ? 4. What people did the Saxons 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. W'hat was the outcome of the discovery of America by the North men ? 2. Give an account of Columbus' efforts to secure aid. 60 EDUCATION IN INDIANA. 'A. What induced Colunibus to make the voyages to America ( 4. Who was Ponce de Leon f 5. Tell aV)0iit Sir Francis Drake and his voyage. 6. What were the weapons of soldiers in early times I 1. Compare and contrast the Virginia colony with that of Massachusetts. 8. Name five persons connected with the early history of Virginia; five with the early history of Massachusetts. 9. What was the Magna Charta I 10. Who is governor of Indiana ! What is the length of term of office I SEVENTH YEAR. 1. How does the constitution differ from the articles of confederation ? 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 ? 4. Which was the fourteenth State of the Union ? 5. What was the W^hisky rebellion ? fi. When was the United States bank or- ganized ? 7. Where, by whom and for what purpose was the first national Thanksgiving day appointed ? 8. What valuable rights did we secure liy a treaty with Spain in October, 1795 1 9. What state of affairs existed between our country and France when John Adams became president ? 10. What is the purpose of the World's f^air at St. Louis this year? EIGHTH YEAR. 1. What was the result of Lincoln's first call for volunteers in the North! In the South < 2. Why was Harper's Ferry so valuable to the North f 3. Name five Union an. 7. Vin- what was Andrew .loluison \n\- pcachcd '. 8. What presidents lia\ c not hi'eii clectid l)y the electoral college ( 9. Who were presidents of the Uniti-d States while the capital was at I'hiladelphia J 10. What i.s the significance of the World's Fair at St. Lous this year J NATURE STUDY. FIRST YEAR. 1. Name three parts of your body. 2. What trees have notched leaves I 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 f Name some seeds that sow themselves. 3. What insects can fly I 4. How does the old l)ird feed her young? 5. Do you sit up straight I 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 ? 4. What do snakes live on ? 5. What "tame" animals do you like best? What other word can you use for tame ? 6. In how many forms have you seen water ? PHYSIOLOGY. EKiHTH YEAR. {Aninrcr any eight, not omittina tico. three (Did four.) 1. State the relation between the skin and the kidneys. 2. (n) Draw a diagram of the lirain and spinal cord. (6) 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 I 4. What effect has late hours, cigarette smoking and personal bad haliits upon the nervous system? 5. Describe the heart. 6. Name the organs of special senses. 7. How many of the special senses are located in the head? Why? (An- swer ftilly.) 8. What is the ditl'ereiice between a healthy ))raiii and a drunkard's? 9. Why can not the drunkard keep from (li-inking alcohol f 10. If every boy and girl in our State would graduate in scientific tem- perance, would drinking alcoholic drinks be less in the future ? EDUCATION IN INDIANA. 61 MUSIC. 4. Give a quotation from the Battle Hymn . , , .• .1 "f the Hepublic. A\ hat IS meant by ehromatio scale! ^ j^^ ^^,^^^ ^^^, .^ j^,^^^^_ ^^^.^^^^ ^^^^^ H..W tar does the influenee of an aeoi- ^,.r\n^,,. ^n.l who wrote it >. dental extend in a piece of music 6. What is music and what tones are affected by it I ^; ^^.^.^^ ^ measure in douhh-. trip k- and W hat eftect has a dot placed after a quadruple time, note ! COMMITTEE ON BI-MOXTHLY QUESTIONS FOR 1903-1904. Elijah McFarland. Cliairman, Martin County. Levi H. Scott. Floyd County. Sami'ei.. Scott, Clark County. A. A. Mantel, Brown County. C. A. Robertson, Crawford ( "ounty. E. A. Gladden, Scott County. J. D, Hostetter, Hendricks County. R. H. Harney, Boone County. Lee O. Harris, Hancock County. 1903. May. 1903 STATE OF INDIANA. Question^! fur Examination of Pupils (Jompleting the Course of Stinh/ in the ' ' Common Branches. ' ' Prepared by the following committee of the County Superintendents' Association, 1901: Isaac F. Myer, Chairman, Carroll County; T. S. Tliornbursj, 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 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 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 grade, as all mistakes will be marked off. W^riting.— The penmanship shown in the entire manuscript of the examination will be graded on a scale of 100 per cent., with reference to legibility (50), regularity of form (30), and neatness (20). The handwriting of each pupil will Ije considered in itself, rather than with reference to standard models. Spelling.— The orthography of the entire examination will be graded on a scale of 100 per cent., and 1 per cent, will be deducted for each word incorrectly written. The ccunty superintendent will grade the manuscripts, and certificates of gradua- tion will be issued to i very applicant who attains a general averagelof 75 per cent., with- 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. Give the name of your township. 2. Give your age. 7. Give your postoflice. 3. Give number of your school district. 8. Give place of birth. 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. GRAMMAR. {Annivcr any ciuht.) 1. Ill each l>laiik space supply tlie past tense of sit or set. a. Hawthorne kept many note books in which he down tilings he wished to remember. h. Mr. (Treeii came in and — awhile. c. He always apart one-tenth of his income to give to the Lord. d. He tlie hen on fifteen eggs and there she two weeks. 2. Define the relative prononn. State the distinctions in the useof irhajcJiicJi, ivhat, that. 3. What is a thoiiglit; What is a sen- tence! 4. Name the kinds of sentences on ))asis of use and on basis of form. 5. Analyze: How strangely the past is peeping over the shoulders of the present. 6. Write a letter to a business firm order- ing a bill of goods. 7. Give the principal parts of : sit, set, lie, lay, see, throw, sing, run, bid, tight. 8. Write sentences illustrating the co- ordinate conjunction and the sub- ordinate conjunction. 9. W'rite 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? Com- pare fast, pretty, disagreeable, dead, little, much. HISTORY. ( .) iisifcr mill ciiihl . I 1. Show how Marco Polo's l)ook on his eastern travels suggestee exiilicit. Id. i'ixplain the compass. Why docs one end always point north? Is this properly called the ■'ni.) 1. .\cc. What causes "hardness" in water? Give difference between pei'manent 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 be the result? Explain fully. 8. By means of what acid can glass be etched? How is this acid kept? ■j) If you desire to remox'e and kee moisture frc im a box. what wonl yini use? What do yon nu'an by a reducin Ibinie? P.y ;in oxidizing llame What part < if the llame is us.-d i each case? SOLID (nioMirnn'. I .1 /)// s< nil. I .SIkiw that if there are given four points in space, no three being col- linear, the nundiei- of distinct sti'aight lines deter)nined by them is si.\: if thei'e are l\v^■ points, the iMunber is ten. EDUCATION IN INDIANA. Cu 2. State throe methods of determiniiiK- a plane. 3. Prove: If two intersecting planes pass through two parallel lines, their intersection is parallel to these lines. 4. Why is it that a three-legged chair is always stable on the floor, while a four legged one may not be? 5. Find volume of a cube whose diagonal is I' 3. (J. Prove: Parallel transverse sections of a cylindrical space are congruent. 7. Prove: A place section of a sphere is a circle. 8. How many square feet in the surface of a cylindrical water tank, open at the top, its height being 40 feet and its diameter 40 feetf SI. How many points on a spherical sur- face determine a small circle! PLANE GEOMETRY. {A)iy sefen.) 1. Define plane, proposition, theorem, postulate, corollary. 2. Prove: The bisectors of two adjacent angles formed by one line cutting another are perpendicular to each other. 3. Prove: Tangents to two intersecting circumferences from any point in the production of their common chord are equal. 4. H' one angle of a triangle is yi of a straight angle, show that the square on the opposite equals the sum of the squares on the other two sides less their rectangle. 5. How many diagonals, at most, has a general quadrilateral? A general pentagon? A general hexagon? 6. Prove: In any triangle any exterior angle equals the sum of the two in- terior non-adjacent angles. 7. Prove: All tangents drawn from points on the outer of two concen- tric circumferences to the inner are equal. 8. Draw a tangent to a given circle from a given point; the point is on the circumference. 9. Trisect a right angle. RHETORIC. (Ann seven, not omitting 9-10.) 1. Is it always best to adhere strictly to the rules for punctviation? Give reasons. What is the present ten- dency in punctuation? 2. "Sentences and paragraphs must have cohei'ence.'' Define coherence as here iislmI. 3. Write sentences illustrating 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? Illustrate. 0. Use coi'rectly the following words in sentences: affect, effect; aggra- vate, provoke. 7. Correct, giving reasons: The watch- maker fixed the watch. I have got a cold. Children love candy and ex- cursions. Can I l)orrow your pen- cil? 8. Define "triteness" as applied to writ- ing. 9-10. W^rite a description of at least 150 words. (Select your subject.) ENGLISH LITERATURE. (Ann seven.) 1. What was the plan of the Canterbury Tales? Who wrote them? 2. What is the marked characteristic of the literature of the Elizabethan age? 3. What great names are associated with the Lake School of writers? 4. Place the following authors in chrono- logical order: Swift, Spenser, Car- lyle and Wordsworth. 5. Tell what you can of the life and work of Addison. 6. Write not less then 100 words regard- ing Silas Marner. 7. Who wrote Marmion? The Ancient Mariner? Essay on Man? She Stoops to Conquer? 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-eyed, and fair in face, ( )f temper amorous, as the first of May, With length of yellow ringlets, like a girl. For on my cradle shone the Northern Star." From what is the above (luoted? Name the author. AMERICAN LITERATURE. {Any seven.) 1. What period of American literature may justly be called the Theological Era? Why? 68 EDUCATION IN INDIANA. 2. Name four wRthtJTS'cff ^jie "tlheolosrical Period. 'i. Wliat rank does Wasliint"* jii Irving hold aniou^ American authors? Malie fou-p statements 'to verify your answer. 4. Who wrote The Embargo? The Vil- lage Blacksmith? The Hoosier Schoolmaster? The Gates Ajar? What do you know of one of these authors? 5. What is the subject-matter of litera- ture? t). What is the characteristic line of thought in the writings of Thomas Jefferson? J. Fenniniore Cooper? William Cullen Bryant? O. W. Holmes? 7. Name four American authors who liave emliodied in their writings the po- litical elements of American life. 8. Name five American historians, one of wlioni is an Indiana man. 9. State briefly some thoughts you have i-eceived from Bryant's writings. State the same from Longfellow's, qin)ting from him. 10. Wlio wrote Snow Bound? Whyisitso fascinating to read? What impres- sions, do you think, must have Iteen made upon the author's mind that caused liini to write it? c. SCHOOL VISITATION. The law says that the count v superintendent shall visit schools while they are in session, for the purpose of increasing their use- fulness and elevating as far as practicalile the jxtoi-er schools to the standard of the best. Perha])s no otlicr one tiling has done so much for the schools as these jxtsmikiI visitations. The teach- ers who secure their licenses fi-oin these superintendents are always anxious to do good work and any suggestions offered are followed to the best of their ability. The superintendent has a great op})ortunity in this capacity to aid the teacher who is beginning his work. The su])ervisorv powers of the county siiperintendf^it do not extend over cities having duly apix)inted superintendents, but they do extend over the smaller incorporated towns with no regular snixM'intendents. (/. CIKCULAKS. In many eonnties the superintendents su])|ilenieiit \isit:ition with cii-cuhii-s giving s])eeiiie directions as to the woi'k lliey want done. These circulars are issued in s(nne counties as ot'leii as once ;i week, and they serve to arouse intei-est and to make the organiza- tion more etlicient. 'i'wo of tiiese circuhii's are submitte(| hei'<', one as a guide to teachers while visiting othei" schools, and the othei' giving directions in tlie r(^auhii' woi'k : EDUCATION IN INDIANA. 69 Office of QQice day. Monday. HOMER L. COOK, Residence New Phone 4103. County Superintendent Marion County Schools. Residence Indianiipolis, Incl., October 13. 1903. """n m.. and .«■„„. ..,..„.»■■ .e,.e,,. Ho.v a„o,„ ,1,. appea.a„ce of „.i,l hnr,",'„ your ,.a,VK wo,,. ,v,ll 1. ..r.smer a.ul b.„er by do.ng .«. f ;;::/j:,;;;r;::::,r:::xir:;.::::^;;:;:"» » -- •-- -•>- -7 •*■" T:iK"::'u:;';m.n.:-y ,0 yo„,. ,„,... ae, a ,,„,, .0,. y„>„. o,.„ „.o. Stuclv course of study. sr^ri::^.::;;:^:^;:;;:^ ...- ...^s ... .. .o^ ^•"tra^^z-^;;:^;::^^::-^::;^^ ... to .. .. . re.... '^'^My first assi.nn.ent always has been to worlc out new and difficult "'Next .et the thought. Probahly pupils can not do this in one day If not^lTon the thought until pupils have it. It ^^;^;;^-^^^ pupils work out pictures in poetry selections. Never '^""^\l^"l''^"^/^;'f *^ o ally until you have worked out the thought of the selec-t.on It is^not :^2ly :.;cessary for pupils to read orally all of a selection. Read a paragraph or two orally and have that done well. Teachers must make definite assignments. Ask quest ons and ha^e the.n answered. Have pupils answer your ^^'f''']^^;^^';^^,^ ,,,i.„. Some teachers say that they do not have tune to make these assign mexS K^ is so! you teach many lessons for which you have made "' rir myT:;d.ment that it is more protftahle for you to pre,.n. your .^.ork and make definite assignments than it is to spend >oui full turn r the recitation. For example, we will suppose that you have not pi e- ;:r d .^"JeJ^in. lesson. You have fifteen minutes for tV^at -.^^k^^ ^ You have not seen the lesson at all. Take hve minutes of the fifteen ^^r^ ;^ you will hnd that you will do more good i" the tei^ minutes than you could have done in the fifteen. But a wiser plan would be to nronare vour lessons at the proper time. „•,. .ri Cesay what shall w,. do if we do not oomplete the work outlined in tteco" ;If study -r My answer Is that you will set "'"'V" ■"<>- „ h- hv ptepat.ns your wo.U well than If yon .ea.h ,„ the od wa,. Be conoented ahont h.,w yon teaoh Instead of how tnneh yot, tea -h I onee had a parent ask ,ue why his boy was not allowed to t^ad I hadwl-uea „u ..'onrfellow-s -Rainy Day" one --;;■ •™' ^^^ -» ^ tov oral reading The pupils had been readnig every da> . bnt he had t le Wea tharhe iad only when be was allowed to stumble through the 70 EDrrATTOX IX IXDIAXA. vci'sc iiiisprdiKmiiciim li.-ilf llic woi'ils mid not ucttiii.u- iidi- .niviiij; any of tilt' tliouyiit. Tearh the followin.!;-: Eighth Year Julius Caosar. Seventh Year ("oiunilt Excelsior. Sixth Year V Ruttian in Feathers. Fifth Year How Little CethMe Beeanie a Knight. Fourth Year The IMne Tree Shillings. Third Year The Tlirce I'.ugs. Some teachers have asked what to do in second and third year aritli- nictic. DoiTt do much arithmetic work. The liest educiitors of tlie country to-day advise that no arithjnetic he taught until the fourth year. In tlie second year, teach the pupil tlie i-elalion between the synihol and the object. In doing tliis teacli the I'elation of the ol)ject or objects to numl)ers as expressed liy symbols. I'se different oli.jects in teaching numbers and the use of ligures. Teach old-fashioiu'd counting to one hundred. Teach the child to add simple problems. These directions are to be carried out dui'ing thi" eiitii'e year, and it is not expected that the teacher can do this Avork in less time. For third year work see Course of Study, page 01. I have this suggestion for your institute work: On institute days iiiet't in sections for one liour. Primary teachers meet to talk ovei- the work foi- the primary grades. Principals and liigli scliool teaclieis meet and talk over your work. Teachers of one-room buildings meet willi in'iinary section, 'i'ake one liour for this discussion. Appoint your chairman and make a reguhir organization. I feel tliat you ought to (h) this every month and I am (|uite sure you will lie greatly lieiieliteil liy it. In tlie words of ^^'illianl Ilawley Smith. ■■])nt tlie gi-ease right wiiere llie s(|iieak is." Yoni's res]ie<-t fully, lli)\ii:i! L. Cook. I wish to I'ecomniend "The Story of ()ui- Englisli ( irandfathers" as sui)])leni('nlaiy work foi' ••Tlie Ten I'.oys" and tlie "F. S. History." You can examine il at llie ollice. 1 would be jilenseil lo liave llie teacliers examine it. VISri ATlo.N KI<:i'()KT. This l)lanl< is jireiiared for tlie tcaclier"s use wlio visits some scliool. Pk'ase lill lliese blanks cai-efuUy and honestly, and send the same to nu>. 'J'ake notes willi iieneil while visiting and make report later on this lilaiik with ]ieii. Tiiese repoi'ls will be exaniine(l b,\- Ihe coiinly superintendent. IIoMi'.i! 1,. <'oi)i\. Superintendent of ("onnt.\' Scliools. 1. Condition of yai'd. including walilliouse. aiijieai-ance from outside, decorations. windows, blinds, lilacklioard. iiealiiiu and ventilation EDUCATION IN INDIANA. 71 li. Is tilt' sc'liool pi'ovidcd witli n clock, toilet .-iii iclcs. dictioiiai-y. cyclo- I(ii('ai'dinu' the teachers, lihraries, \alt>e of school ])ro]icrty, etc. From these repoi'ts the comity sii]»erintendeiit makes a smnmarized report aminallv to the st;ite superintendent of puhlic instruction. f. TOWNSHIP INSTITFTES. Each towiishi]) in every comity holds a nionrlily meetiiiii' of its teachers — this meeting is known as the township institute. School- room prohlems and the teachers' reading circle work are discussed. Whenever ]~»ossil)le the county su]»erintendent attends these meet- ings, of which he is cliairm:in c.r officio, ^^ore than seven thou- sand of these meetings are held evei-y year in the state, and it would be impossible to estimate the good results that come from them. Y2 EDUCATION IN INDIANA. Here the teachers discuss their problems freely and tlioroiighly and through these frank expressions all are benefited. g. COUNTY INSTITUTE. The teachers of exevy 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 best educators obtainable are em- ployed as instructors. In former years the Avork of institutes was purely academic and served as a preparation for the examination which usimlly was held at the close of the institute. In a few counties the departmental 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. /(. GENERAL DUTIES. The county superintendent decides all questions regarding the transfer of school children from one corporation to another. He decides whether or not school districts Avhen once closed shall be re-opened. Plis decision in these matters is final, but on other questions an appeal from his decision may be made to the state superintendent of ])ul)lic 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 townshi]) and school trustees, shall be open at all times to tlu^ inspection of the county su])erinteii(lent, and wlieiiexci' be finds any irregularity, or any misa|)plicatioii of sciiool funds it is his duty lo iustitute suit in the name of the state projierly to adjust such matters. B. THE COUNTY BOARD OF EDUCATION. 1. HISTORY. When the county examiners met in eonxcution at I nd ianajtolis in 180r» at llie call of State Superintendent jloss tliei'e was a resolution ado])ted calling toi' the creation by law of a county EDUCATION IN INDIANA. IS board of education. This is the tirst expression of the need whicli was felt for some nnity in the county organization. There was neitliei' unity nor uniforniity and it Wiis felt that forces that were working at random ought to be working in harmony. J^othing 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 e.v officio organization and is com- posed of the township trustees, and tlie chairman of the school trustees of each town and city of the county, and the county superintendent. 2. 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 Mondav in Mav of each vear one truant officer in the countv. III. Township Supervision. A. TOWNSHIP TRUSTEE. 1. HISTORY. Tlie townshi]), wliicli is tlic rcnl unit of the ('(Incut ioiial system of Indiana, liad its origin in an act nf c(»n ) It makes uniform facilities in the townshi]). (4) It stimulates a liealtli\- e(lucat)onal tone in neighhoring towiishi])s. ( ,-) ) It makes adjustment (d' districts and transfers ])ossible and easy. ( (i ) It makes cciil ralizal ion (d' schools pi'acli- cal. 2. ADMIXISTIJ.VTIOX. a. Kr>E("TI<)\. 'I'KXrKi:. (.»rAMI'I("ATlOX. The townshi]) ti'ustee is elecled hy the people foi' a tei'ui (d" four years and can not be re-elecle(l jo snccee(| himself. The only (74) EDUCATION IN INDIANA. ^75 qualification is tluit lio sliall be a citizen of the township. The ofhce has come to he rei^arded of so ninch importance that the people generally choose good, honest, intelligent men as incnm- bents. h. (GENERAL EDUCATIONAL DUTIES. The township trnstee has charge of the edncational aifairs of his township, lie locates conveniently a snthcient nnmber of schools for the edncation of the chihlrcn therein, and builds or otherwise provides suitable houses, furniture, apparatus and other articles and educational appliances necessary for the thoi'ongh organization and efficient management of the schools. c. GRADED HIGH SCHOOLS. When a township has twenty-fi^e common school graduates a township graded high school may be establish(Ml and maintained in the center of the townshi}), to which all ])ui)ils who are sufficiently advanced must be admitted. The trustee may, with the assistance of a trustee of another township, establish and maintain a joint graded high school in lieu of a separate graded high school. The trustees of the tAvo townshi])s have joint control over such schools. If the township does not nniintain a high school the common school graduates are entitled to transfers at ])ublic expense to a high school in another corporation. (1. 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 be enumer- ated as follows: (1) When teachers have but one or two grades, ]mpils 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. ( o) It is an established fact that a graded school can be conducted with less expenditure than a number of separate schools. In making this assertion the expense of transportation is considered, (-t) It is less expensive to the 76 EDUCATION IN INDIANA. parent to havo ohiklren transported — the saving is in the care of tlie l)ooks and clnthinii', and es])eeiall_v tliat of boots and shoes. (5) Tlic cliildrcii ai'c carcfullv iiiiai'dc(l on tlic road tu and from schooL {(>) The ideal jihice foi- a hov is a hmiie uii the farm with high school privileges at hand. e. REPORT TO ADVISORY BOARD. The townshi]) trustee makes reports to th(» advisory hoard annnallv, on the first Tuesday of Se])teiid)(M", for the school year ending the thirty-first day of duly, and as iinicli ofrciicr as the board may r(^qiiire a re])ort lli(M-eof, in writing. These re])orts 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 <»f each kind of revenue reccixc*! within the year, giving the amount of tuition revenue received at each semiannual a])portion- ment thereof. ( '.] ) The amount of each kind of revenue paid out and expended within the year. (4) The amount of each kind of revenue on hand at ihc date (d" said report, to ])e carried to the new account. f. REPORT TO COT'NTY SUPERINTENDENT. On the first Monday in August the trustee makes an annual re])ort to the county superintendent, giving statistical information obtained from teachers of the schools of his township and endiodies in ta])ulated form the following additional items: The Jiund^er of districts; schools taught and their grades; teachers, males and females; average compensation of each grade; and a detailed report concerning the financial condition of the township funds and revenues for schools. !l. REPORT OI'^ EXT'MEKATIOX '!'< ) CorXTV Sl'l'ERI XTEXDEXT. The ti'ustees of the several townships, towns and cities shall take or cause to be taken, between llie tenth day (d' .\])ril and the thirtieth day of the same montli, each year, an einimeration of all unmarried ])ersons between the ages of six and twenty-one years, resident within the res))ecti\'e townshi|ts, towns and cities. Th<^ enumeration must be summai'izecb sworn to and then snbnntted to the county superintendent. EDUCATION IN INDIANA. 77 /(. TKANSFER OF TUPILS. If any child resident in one school corporation of the state niay be better accommodated in tlu' schools of another school corpora- tion the parent, gnardian or cnstodian of such child may at any time ask of the school trustee in whose township the child resides, an order of transfer, which, if granted, shall entitle such child to attend the schools of the ('ov])oration to which sncli transfer is made. /. TOOK CIIILDHEX PKOVIDED FOR. It is the duty of each townshi]i trustee and each city school hoard to furnish the necessary school hooks, so far as they have been or may be adopted by the state, to all such poor and indigent children as may desire to attend the common schools. /. PARENTAL HOMES. School trustees of townshi])s, toAvns and cities are authorized to establish parental homes, within or without the corporate limits of their corporati(ms, a separate scho(»l for incorrigible and truant children. Any child or children who shall be truant or incorrigible may be compelled to attend such separate school for an indeter- minate time. k. SCHOOL DIRECTORS. The law provides that the voters of a district may meet on the first Saturday in October and elect one of their number as director of the school ; but tlie people very seldom if ever do this, for the reason that there is no remuneration for this ottice. In case the voters do not elect a director, the trustee is empowered to appoint one, and almost all the directors are appointed, although they exercise so little ])ower 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 presides at these school meet- ings and nuikes a record of the same. He shall, under the direc- tions of the township trnstee, have general charge of the school property in his district; and he may also visit and inspect the school from time to time, and when necessary may exclude any refracttiry pupil therefrom. 78 EDUCATTOX IN INDIANA. 1. ANNUAL EXrENDITUKES. The trustee shall, at least thirlv ('■>(>) days, and not nmre than forty (-iO) days, l)ef(ire the animal meeting of the ad\'isi)rv hoard, in each year, post at or near the door of all ])ostolfiees in the town- ship, a statement of the several estimates and amounts of the proposed annnal exjx'iiditures, and the rates of taxation projxised for levy against the })ro])ei'ty witjnii such township, for the several funds to he expended for his township during the calendar year, and also co])ies of siu*li notice shall he puhlished one time in the issue ])rinted in the hrsl week of August of each year in the two leading news])apers ])uhlished in the county, representing the two political ])arties casting the highest nund)er of votes in such county at the last preceding gc^ucral election, ;iud one pnhlication in a news])aper in the townshi]) interested, if there he a pa])er ])ul)lislie(l therein. The cost of such ])uhlicatiou shall not exceed two dollars in any one year to any one paper, an TAX LEVIES l<()i; T H !•; ^■|•:Al;. The trustee of township, county, ])ro])oses for the yearly expenditnres and tax le\ies 1)y the advisory hoard at its annual meeting, to he held at I he school house of school district Xo. — , the following estimates and amounts for said yeai': 1. Townshi]) ex|»enditures, $ , ami township tax, — cents on t he liniidre(| dojla rs. 2. Local t nit ion e.\|ienditures, $ ^ and tax, — cents on the hnndi'eil dollai's. .'). Special school tax expenditures, .$ , and tax, — cents on t he linndred dolla rs. 4. IJoad lax ex]»endit nres, $ , and lax, — cents on the linn- dred dollai's. T). Additional road tax exjieiidit nres, $ , ami tax, — cents on the hnnd I'ed di illars. EDUCATION TN INDIANA. 79 (i. l.il)rarv cxpciidilnres, $ , aiul tax, — cents on the luindivd (Inllars. 7. l^dor ('X])en(liliircs for prcccdiiiii' vcai', -$ , and tax, — cents on the Innidi'cd dollars. 8. Otlici- items, if anv, expenditures, $ , and tax, — cents on the linndred dollars. Total ('X])enditnres, $ , and total tax, — cents on tlie Imndred dollars. ( Dated) (Sio-ned) , Trustee. The trustee shall ])roenre and lay l)efore the advisory hoard at the annnal meetinii' thereof, the assessed valuatiou of the taxal)le pr(i])ei-ty of the townshi]) for sncli year, and also the ninnher of taxahle ])olls in such township. B. ADVISORY BOARD. The latest addition to the school niaehinerv (d" Indiana is a townshi]) advisory board consistinji' of three resident freeholders and qnalifle(l voters of the township, eleete(l hy the ])eople for a term of two years. This came in answer to the demand for souie kind of a check u]ion the township exj»enditnres. 1. DUTIES. The advisory hoard meets annually on the first Tuesday of Se])tend)er to c<»nsider tlie various estimates of townshi]) ex])eudi- tures as fnrnished hy tln' townshi]) ti-nstec for the ensuin<>' year, whicli it may acce])t oi- reject in ])art or in whole. In addition to this ])ower to determine the amounts for which taxes shall l)e levied the advisory hoard determines and fixes the rates of taxation for the townshi]). The meetings are o]ien to the ])nhlic and at any session of snch hoard, any tax]")ayer of the townshi]) may ai)])ear and be heard as to the advisability of any estimate or estimates of ex]oenditnres, or any ])ro])osed levy of taxes, or the a])])roval of the townslii]! trnstee's re])ort or any other matter l)eing c«)nsidered by the board. The members of the advisory board are usually anionii" the most reliable citizens of the townslii]i. The remnneration is only five dollars a year, so that the service is an indication 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 1873, when school trustees of towns and cities were given power to employ a sn])erintendent f(»r their schools, and" to prescribe liis duties, and to direct in the discharge of the same. Previous to this there had simply been no city or town schools as a rule. The city superintendent has come to be regarded as one of the most important school ofhcials in the state, and though his duties are not speciiied by law, his duty and })ower are recognized in the community. 2. ADMIlSnSTRATION. II. TENURE AND QUALIFICATIONS. There is no legalized term of otfice, but the custom is to elect annually and to retain during good bcbax'ior. There is a growing tendency to elect for two, three or four years. Tlicrc is neither educational nor professional qualiiication re(piirc(l, l)ut the super- intendent as a general thing is a man of ability and character and is an boiidf to the conimnnity. The strengtli of the city scliools lias come through tlie care witli whicli sujx'rintendents arc scIccIcmI, the long tenure, and the freedom of management conferred. 1). DUTIES. The wide-awake city superintendent is a very busy man. Tie has in liand in minute detail the side (d' ('((uipnicnt. lie knows tlic conilitioii (d' tlic bnildiiigs ami suggests ini]»ro\('nients and repairs. \\v makes <\stiniates (d' the bndget nec^ded each ycai' toi- all expenditures. In addition to liis responsibility foi' tlie material (80) EDUCATION IN INDIANA. 81 equipment, he answers for the progress of the schools in the eoni- inunitv. He chooses the teachers and assigns them. He makes the course of study and directs the teachers in making it effective. lie carries out a plan of systematic su])er\ ision hased upon his expert pedagogical knowledge. These things he does directly and through assistant supervisors. The scholarly, cultured su])erintendent has great opportunity in his conununity to direct jmhlic opinion in right channels upon educational topics. B. CITY AND TOWN SCHOOL BOARDS. 1. HISTORY. Under the law of 1875 the connnon council of each city and the board of trustees of each incor])orated 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 lx>ards under this law. Indianapolis and Evansville schools are operated under special charters secured from the legislature. 2. ADMIX ISTRATIOX. (I. TENURE AND QUALIFICATIONS. Members of school ])oards are elected for a term of three years and only one new member is elected each year. Xo qualifications are specified by law but the people usually select men of intelli- gence and culture for members 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 employ and pay. The school boards, of course, have under their charge the building and ])rotection of the school buildings. They Inne authority to buy and sell school ])ro])erty, erect buildings, establish libraries, and to do anything that will promote the best interests of the schools so long as the school funds of tlie town or city permit. 6— Eddcation. 82 EDUCATION IN INDIANA. c. KEPOKTS. The sclidol trustees of the iii('(ii'])(ir;itey an act |tasse(l in 1S8U school hoards were empowered to estahlish in connection with tlie counn(Mi scliools of incorporated towns and cities kinderuai'tens for (diildren hetween ai;es of four and six, to he i)aidi for in the same manner as other grades and departments, jH'ovided tlie expenses are met through local taxation. As a residt most (d" the cities in the state and (pute a numher of the towns have successful kindergai'teiis in opei'ation. d'lie woi'k done covei's the coiuplete range of kimlei'garteus. in addition to these there ai'c nian\- pi'i\a1e kindergai'teus. r. :MANT\VL TKAIMX(J. I'lidei' an act id' ISDl, ;dl cities of a gi\cn ])o|iulat ion were eui])owei'e(l |o estahlish in connection with and as a jtart of the system id the coumiou sidiools, a system of industrial or manual traiinng and education, wlierein •^liall he taught the |>i'actical Use (d tools and mechanical implements, the elementary principles of mechanical construclion and mechanical 2 IBqiuaiu^.i'BClaQ sj •3ui Ut«.tJ, ]BUU'BJ\[ Sllj o(j a.iB sap-Bjf ) jBtj'^vY ■J a ]) II I \[ Suipiwj .iBSj9puix Jsqranj^ '3i~; ^ « T. -iJ r. +:i r. x . r. r. -/: -/. -r. x -r. 00 00 00 00 00 00 00 00 00 ooo •siooqos' pajonpuog spoqag jq3i^ J8qran»^ -\\v,\>^ 5ui'op s(i(ln,^ ■sjooqas SuiuiBaj^ •p,}IIo.i 113 siidn^^ .i9quin>j •pr');'B.i^iu ntig sjidnj .iaqiun|vT ■saaqoBajj apBjQ J9qiun>j •S.I9q.)T!9X 5J -ooooJJ^^^ M 00X00 -* t-cn •* t-woooin-HOt-t-mc COCClOO'*30lOt~OOOOOC ot-i~-oc — - > in T* o in c- 00 «o > M M ic in 05 'J X CM— IH-CO r-<« M. ^ t^ o 1^ — o o -r . ?rx« -*>o» _a. 0. » c ■ 0. c : > oi ■X ■1. C S 5 r. > s ;: ■'• s ?- i = w.s < r _ . r O X o c i 3 a S o o a. Si U^' . 1; tuC bis 2^ •-" S.- 1- ^ * t- V. Education of Colored Children. As early as 186('), while the auieiKlinents to the constitution were still under discussion, the education of the colored children of Indiana was the subject of a recommendation made to the legislature bv State Superintendent Hoss. He 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 number 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, (o) 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 benefits 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 throngh the high school. Where such schools are separate it is insisted that jnst 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 ennmerated in Indiana 15,443 colored children between the ages of six and twenty-one years, and of this number 9,163 are attending the public schools. (85) VI. The Teacher. There are at present in Indiana over sixt(^en thousand teachers employed in the ])nl)lie schools. This army of men and women re])resents the hest l)lo(i(l and culture of the state. Really with no professional requirement specified hy law the diiiiiity of tlie voca- tion is recognized everywhere, and it is felt that tluM-e is a profession of teachiuu'. State, county and city superxisioii has constantly advaiice(l the standard of excellence required, and an educated public sentiment demands the hest service possible. Even with the life of the average teacher in the districts only about four years, jtrogress is apparent in all ])haseS'Of school work. 1. TENURE. Teachers are elected annually, liut as a matter of fact the tenure in the state is during good behavior, ihat is, the ])osition is secure as long as good work is done. Rarely does a good teacher lose a ])lace in Indiana. 2. CONTRACTS. The law pnjvides that all contracts mnde by and between teachers and school cor])orations of the stale of Indiana shall l)e in writing, signed by the |)ai'ties to be charged thei-eby, and no action can be broughl u])on any conti-act not made in confoi'niity to the })rovisions of this law. The law also ])rovides for nniformitv in contracts in the state by using the following contract : TkACIIEU'S ( "ONTKACT. For liicorixtratrd Towns and ("itics. THIS AGREEAIEXT, Made and entered iido I.etween tlie townshii), town or city SCHOOL (^OKI'OHATIOX of in County and State of Indiana. 1)y t lie Hoard of School Trustees of said Corporation, of tlic tirsi part, and a leiially (lualiticd Icaclier of said County, of tlic second part. (8(i) J^nV CATION IN INDIANA. 87 WitiicKsrtJi. That said lioreby agrees to teach, in llic Public Scliools of said Corporatidii grade, or such grade in the school departiiicut as tlic School Board or Superintendent may direct, in School ])nilding, during the scliool yeai-. beginning tlie day of A. I>. r.Hi. .. for the salary of Dollars per (month, year,) to be paid (State when all or parts of salary will be ptiid.) Said further agrees, faithfully, zealously and impart i;illy, to iierfoini all the duties as such teacher, using only sucli text-liooks as are prescribed l)y said Board, or Superintendent, of said schools; that . .he will accurately keep and use all registers and blanks placed in .... Iiands liy saiil Board, or the Superintendent of said schools; that . .he will make a com- plete and acciu-ate report at the close of the school term, the blank for ^Yhich is provided on the back of this sheet; that . .he will make all other reports rec]uired by said lioard. Superintendent or School Law; that . .he will exercise due diligence in the preservation of the school buildings, grounds, furniture, books. maj)s 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 by 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 kei'p the school buildings in good rejiair and furnish the necessary fuel, furniture, books, maps, blanks and such other appliances as may lie 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. i 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 by the County Superintendent, or by the State Superintendent, . .he shall not be entitled to any compen- sation after notice of disniissjil or annulment of license. 88 EDUCATION IN INDIANA. Provided further. That the teacher shall have a diiplieate copy of this Contract. //( Witness Whereof. We have heieniito suliscribed our names this (lay of A. D. 190. .. President. Secretary. Treasurer. Hoard of School Trustees. Teacher. Notes— (1.) Full authority is ^iven 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. REPORTS. To enable the trustees to make reports wliieli are required of them, the teacher of each school, whether in t<»\vnship, town or eitv, .shall, at the expiration of tlie term of the school for which such teacher shall have been employed, furnish a complete report to the proper trustee, verified bv affidavit, showing the length of the school term, in days ; the number of teachers employed, male and female, and their daily coni]K'nsation ; the number of ])U])ils admitted during the term, distinguishing 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. Tntil 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 re])ort : Teacher's ok Principal's Report to Township Trustee. Note.— This report nuist l)e made by each teacher having charge of the attendance of pupils. A hi^h school teacher who woiks under the direc- tion of a principal will not n"ed to make the i-eport in case the principal rei)orts for the entire hijijh school. In graded grammar schools each teacher should report for the i)ui)ils directly under his charge. The prin- cipal of a graded gramm;ir school shduld re])ort only for the pupils di- rectly under his charge. Report of (teacher, principal) of District Township County. Indiana. to the Townsliip Trustee, for the school term Iteginning and closing EDUCATION IN INDIANA. 89 For all Teachers Who Have Charge of Attendance of Pupils. 1. Number of days scliool 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, . 5. 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, . Total days of attendance by all pupils for year, - - - . * " " " absence, " " " << " . - . Total cases of tardiness, . . Time lost by tardiness, - . tAverage daily attendance for year, ----- Percent, of attendance — ll-;-(ll f 12), Number of pupils promoted to (a) Second year, (b) Third " - - - (c) Fourth " .------. (d) Fifth "--.--.--. (e) Sixth " ..-----. (f) Seventh " - - - - - - - - , (g) Eighth " --.----. (h) High School, ---.--.. Xuml)er of graduates from the eonniion l)rimches and recolv- ins; diplomas, - IMale ; female ; total. Xuniher of graduates from non-commissioned township high schools. - - 'Sl:\\e : female : total. Number of graduates from commissioned township high schools, - - Male •. ; female : total. How many books in school library (not including reading- circle books) at beginning of year? ----- How many books were added to the library (not including reading circle books) during year? ----- Notes: — *(1.) After three days of absence the pupil shoukl be withdrawn, and his absence counted no more for that period of al)sence. After being withdrawn, he is not a pupil of the school, and can not be again until he is re-entered, as in item 6. t( 2. ) To find average daily attendance divide the whole number of days of attendance made by all the pupils by the nunjber of days of school taught. 90 EDr CATION IN INDIANA. 22. Total now in school lilii-.-iry (not indudini;- rcadin.u' cii-cli' books), - - - - - - - - - - - 2o. How many rcadinu' circle lioul^s wci'c added durin.u yearV 24. IIow many implis i-ead one or nioic school lil>rary or readinu' circle liooks duriny yearV - - - - - - - 2."). Do patrons rend sclio(d library liooksV - - - - - 2<'i. Nnnd)er of visits to school. Parents, : officials : others total 27. .Xiindier of teachers em])loye(l (if school lie hiuli scliooli. .Male : female : total 25. Number of days teacher attended township in.stltute, - 20. Books and apparatus left in school room at end of term. - I do solemnly swear that the above report is true to "the best of my knowledge and belief. Teacher. rrincipal. 4. WAGES. I'lio waii'c (|ti('sti(iii has received a ii,(i(i(! deal of iiitelliu'eiil enii- .sideratiofi in lato vear.s and as a result Indiana lias tlic tullnwinc law regulatiiiii,' the wages of teacher.s : "The daily wages of teaeli- ers for teaching in the public schools of the state shall not he less in the case of beginning teachers than an amount dererniined ])\ innhi])lying two and one fourth ( i' j ) cenls hy the seholarshi]) given said teacher on his highest grade of license at the time of contracting; and after the tirst sehoid term of any teacher, said teacher's daily wages shall not he less than an amount determined hy mtilti]>lying two and oiiednilf (2.1) cents hy the general average ot selndarship and success given the teacher on his highest grade ,'eneral average of schohu'slii|) and success given said teachers: Pvoridcd , That the grade of scholarship counted in each case be that given at the teacher's last examination, and that the grade of success counted he that of the teacher's term last ])receding the date of contracting. ''All school officers shall comply with the provisions of this act and shall pay the teachers en)])loyed by them no less than such an amount as shall be determined by sections 1 and 2 of this act. School officers who shall be adjudged guilty of violating any of the provisions of this act shall be tined in any amount not exceeding- one hundred dollars ($100) for such offense. The state superin- t(Mideut of ]iiddic 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 llM)o-4: MfiJrs. FniniU'ft. Total. In t(i\vnsliii)s .f;i8,.")(;2 CI .l;il.242 27 .1^24.804 88 III lowns 1,7;{2 r)4 2.2:^4 GO :5.;)tj7 14 In cities 2.'.«(; 85 0.474 42 12.411 27 Wliol(> st;ite .'};iS.2:'.2 .$2,275 .$2.3, 10 and success, entitles the apjilicant to a ;!<) months' license. The general average is the mean of the average scholarsliii) and success (o])tained by dividing theii' snm ])y two). The above standard of license was ado])ted by the state conven- tion of county su))erintendents, held at Indianapolis, June, 1898. Here is the form (d' license used, i-^\.. TTTK TirOII SCITOOL TKAdTKTf. Still another grade of license is issned to hioh school teachers who teach subjects other than the common branches. The tendency is to limit tlu^ high school teacher to one or two snbjects and to re(|iiire s])ecial ])re])aratioii in these. There are fi\e difFercMit forms of the high school license: (1) The conntv high school license, issned bv the conntv superintendent, valid in the comity for one, two or three years, accoi'ding to grade of scholarship. (2) The state high sclnxd license, issned by the state superin- tendent, and valid in any high school in the state for one, two or three years. ( ."] ) The sixty months' license, issned by the state sn])erintendent. I>efore this can be secnred the a])])licant must hold a three years'' common school license, issued by the state sui)erintendent. (4) The ])rofessional license is granted by the state board of education, and is \-alid for a period of eight years. (5) A life state license is issued by the stat(» board of e(lncation, \alid whik^ good character is maintained. Since 18(57 the state board has issued u])on examinations ^]()'^ life state licenses and 28.'} ])rofessional licenses. UiuhT the tollowing proxisjoiis the state superintendent has eonntersigned sixty life state certiHcates from other states since the enact men t in 1 S'.i!> : The state supcrintciidciit ol' im))]ic instruction iiiiiy couiitersiji-n the life state ccrtilicates of tciiclici's of oilier stales, when the holders of such certilicates shall liave fu?-nislie(l satisfactory evidence of fj-ood moral charncter. and exiierieiice and success in teachiiifi". as is reiiuired for life state certilicates in tliis state; and wlien so countersigned sucli certiticates shall lie valid in any of tlie schools in this state: I'rovided. Tliat the rc(|\iireinents for olitaininL;' tlie life slate certilicates of otlier stales shall he e(|ni\alent to tlie re(|nirenienls foi' llie same certiticates in this slate. EDUCATION IN INDIANA. 95 10. GK^^PTRAL DFTIKS. The teacher is reipiircd to enforce in good faith the rnk's and egnhitions of th(^ comity Ixiard of education ; to exercise care over chool pro])ert_v ; to use kindly means of cnfoi'cing obedience. The listrict teacher is required to attend tnwnslii]) institnte one Satur- lay in each month, and the town and city teaclier is recjuired to ittend such meetinos as the su])erintendent shall call. The teacher s expected to make his schoolroom as clieerful aud attractive as )ossil)le. lie is r('(|uii'e<| to do ])i'ofessional readiuiz,- and to take at east one good school journal. lie is expected to take part in the ife of the community, lie is re(|uire!i hy law to make reports to u])<'rint''nd('nts, trustees aud ti'uant otHcers. 11. EXA:\riXATIOX (JFESTrOXS. Following will be found sets of examination (|U('stions such as re nsed for different grades of license: '/. (iUEi^TI()X8 FOR COUNTY AND STATE COMMON SCHOOL LICENSE AND FOR FIRST DIVISION OF SIXTY MONTHS" STATE LICENSE. RULES FOR EXAMINATION. 1. These questions shall l)e used on the -st Saturday of the month only. 2. During the examination, all liooks, aps, globes, or other aids, shall l)e re- eved from sight. 3. The writing of applicants should be Dne in every case with pen and ink, to revent erasures and changes. 4. All conversation or communication lould be absolutely forl)idden during the waminatiou. 5. At no time during the examination lould any questions be shown, except ich as have been or are then being used. G. The printed lists should be divided, ) that no opportunity oi- temptation may ; given to applicants to refer to authori- es at recess. 7. Applicants should not be permitted to (k questions. If they have any doubts as 1 the meaning of a question, let these be t'ered in writing, so that the superintend- it may consider them when he examines le answers to the question, 8. If a correction is necessary, erasures lould not be made, but a single mark should 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. Each subject shall be graded on a scale of a hundred, each question being valued at an equal part of one hundred, ex- cept when niarked otherwise. 10. These rules should lie given the ap- plicants befoi'e entering upon the exami- nation. ft«"The board suggests that, since many ((uestions 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. Note 1.— Neither the state board of edu- cation nor any member of the board pre- pares for publication in any periodical 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 Ijoard of October, 1885, are here printed in full (p. 52 record): 96 EDUCATION IN INDIANA. "Ordered, That the Keadiiig Circle ex- aminations in the science of teaching be accepted by county superintendents in place of the county examination on that subject, and that tlie average of their four .siircesiiire yearly cxdnnuationx in the science of teaching l)e accepted liy the state board in the examination for state certifi- cates." " Ordered, Tliat tlie Reading Circle ex- aminations in the general culture book be accepted by county superintendents in place of the county examination in litera- ture, and that the average of their four suc- cessive yearly examinations in the general culture books be accepted by the state ))oard in the examination for state certifi- 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 legibility (50), reyiilarity of form (30), and neatness (20). The handwriting of each applicant will be considered in itself, rather than with reference to the standard models. The orthography of the entire examina- tion will be graded on a scale of 100. and 1 will l)e ileducted for each word incorrectly written. In each list aiisirer any si.c, hut m (1) ARITHMETIC. What must be taken from 446182987 in order that the remainder maybe ex- actly divisible by 62593! The product of three numbers is 83. If the first is i\ and the second 3i"e what is the third? By what decimal part of a pint does .008 of a tiuart exceed .0004 of a peck? How many yds. of Brussels carpet must you buy to carpet a floor 21 ft. long by 13 ft. 9 in. wide, allowing 9 in. on each strip for waste in matching the figure? A cylindrical cistern is 6 ft. in diameter and 8 ft. deep. How many gallons of water will it hold? The valuation of property in a certain city is $24,500,000.00. How much tax must be levied on each $100.00 to pay the interest on bonds issued to the amount of $125,000.00 aii) QUESTIONS FOR PRIMARY LICENSE. LITERATURE. {AiiSH'f'r si.r. hut till more.) How did the Noi-mau Conquest affet-t the langiiage and literature of Eng- land? (live a concise account of some char- acter in one of Shakespeare's trasr- edies. Name the greatest poet and the great- est prpse writer of the age of Queen Anne, and the best known work of each. Name three English and two American essayists of the nineteenth century with one important work of each. Mention five great English poets of the early part of the nineteenth century and an important work of each. Briefly characterize Longfellow as a man and a poet. Name three long and three short poems which in your opinion will he most enduring. Name the author of Silas Marner, The Princess, Biglow Papers, Little Women, The Newcomes, Rise of the Dutch Republic, Coj'iolanus, The Faerie Qvieene. Name a great epic and a great elegy written by the same poet. LANGUAGE. (A)iii .six. hut no hiori'.) What do you think is tlie comparative value of oral and written language work in primary scliools? Give reasons for your decision. Many children who hear correct Eng- lish at home and in school speak as incorrectly as children who have not bad these advantages. Account for this. Is it worth while for children to put a list of disconnected words into sen- tences? Why? Write ten rules for the use of capital letters. Write a brief plan showing how you would develop the idea of the com- mand (imperative sentence). What kinds of exercises do you And most interesting to primary chil- drenl Account for the greater in- terest shown in these. What should be the characteristics of the teacher's spoken language? 8. Wliat are the sources of the vocabulary of the pupil? ARITHMETIC. {Any nijc, but no more.) 1. Outline a course in number work, suit- able for the first four years. 2. What is the object in having pupils picture problems'? In this work what principle should be rigidly en- forced? 3. Illustrate your method of teaching a pupil to " carry the tens." 4. What will be tjie lowest cost of carpet- ing a room 20 feet long and 19 feet wide, with carpet % of a yard wide, costing 65c per yard? 5. A case of 200 oranges cost $4. If there was a 10^ loss in shipping, what would be the gain per cent, if sold at 30c per dozen? 6. How many six-inch glol)es can be packed in a l)o.\ that is 2 feet long, 1% feet wide and 1 foot deep on the inside? 7. 305.75x2.25. Explain fully each step in your solution. 8. A teacher lives % mile north and 1 mile east of her schoolhouse. What is the nearest distance to her home? READING. {Any six, but no more.) 1. Name a primer or first reader with which you are very familiar. What are its good points? What are its poor points? 2. In teaching a literary selection such as The Village Blacksmith, would you put more time and effort on the study of the poeiu or on the study of the author? Why? 3. Do you consider books of a literary character or books containing in- formation better for supplementary reading? Why? 4. Many children in reading will accept a word given them by the teacher when they hesitate on a word, even if. to test them, she has offered a word that makes nonsense of the passage. Account for this in all ways that you can. 5. Do you find your children more inter- ested in the prose or in the poetry in the Indiana Readers? Why is this so? 100 EDUCATION IN INDIANA. Name some authors who have written good stories for children. What points in their work do you like es- pecially ! Name some of their sto- ries. What means do ymi use to render the children iiulependent in making out words? Be explicit. It is a common custom to have the class follow the child who is read- ing and give criticisms. Do you approve of this? Why? HISTORY. (An.sicer sijr, but no more.) What use may the teacher of young children make of l)iograpliies of great men? How may the early history of Indiana be profitably taught in the reading period? What use should be made in elemen- tary schools of the history of other countries than our own? What were the two typical ICnglish settlements? Compare them as to (a) purpose, (b) character of colon- ists, (e) government. What was the great need for a consti- tution of the United States? Wliat statesman was largely instrumental in getting the states to ratify it? What circumstances led Jefferson to purchase Louisiana? What were its boundaries? Where and how is this event to be celebrated in 1904? Where is the National Road? What effect had the building of this road upon the country? Explain why the North opposed the extension of slavery and why the South dcniandfil it. PRIMARY I'HYSIOLOOY. (.-1 //// si.r. lull )i(i liiofc.) 1. Give four reasons why pliysiology should be taught in ihv primary schools. 2. How many teeth sliouUl u six-year-old pupil have? 3. Name two diseases of the eye and give remedy for eacdi. 4. ( iivc a siinplf an iiioi-c.) Draw an outline map of your county, locating townships and towns. Compare and contrast temperate and torrid zones. Give width of each. Wliat is included in the term "cli- mate "' ? Upon what physical condi- tions does the climate of a place de- pend ? When would you begin to teach formal definitions of the physicjil forms of the earth? Describe Cuba, giving location, size, surface, climate, products, govern- ment and name its chief execntive. What geography would you teach to first year pupils? Name in order the natural divisions of land and water crossed by the equator. What is irrigation? A\'h;it poi'tions of the United States are liencfitcd by it ? SCIENCE OF EDUCATION. ( A til) xi-i". hiif fill more.) What sort of myths and stories would you select for children for the first two or three grades and how can you make them of real educational value? How can you train children in nature work so that they will learn to exer- cise " dominion over nature '" ? How should you proceed in teaching reading to l)eginners? What else should a teacher, especially in the lower grades, do for her pu- pils l)esides " putting tbcni to their books" ? What is the legal limit of the control of the tcacdicr ovci' pupils in and out of SCIUM.I? To what extremes nuiy a teacher legally liroi'ccd to maintain order in school? What do you regard as tlu' best atti- tude (d' the leaciier toward the pu- pils' Wlnit can he done to ;irouse ;ind di- velop dull pui)ilsf EDUCATION IN INDIANA. 101 (r) QUESTIONS FOR HIGH SCHOOL LICENSE. Note.— The requirements for a sixty-months' license are as follows: The first divi- sion, an average of 95 per cent., not falling below 85 per cent, in the "f'ommon Branches; " the second division, an average of 75 per cent., not falling below GO per cent, in any of the five branches, as follows: Group 1. Literature and Composition (required of all applicants i. (iroup 2. Algebra or Geometry I one requii'ed i. (iroup 3. Botany, Zoology, Gliemistry, Physics, ov Physical Geography (one reciuired). Group 4. History and Civics, Latin or German (one required). Group 5. One subject from " 2," "3" or "4 "' not already taken. Five subjects are re- quired in this division. LATIN. (Anawer fiinj ■Indinu one find tiro.) 1. Translate into idiomatic English: Mittit primo Brutum adules- centem cum cohortibus Ga'sar, post cum aliis C". Fabium legatum: postremo ipse, cum vehementius pugnaretur, integros subsidio ad- ducit. Restituto proelio ac repul- sis hostibus, eo quo Labienum mis- erat contendit; cohortes quattuor ex proximo castello dediicit, equi- tum partem sequi, partem circu- mire exteriores munitiones et ab tergo hostes adoriri jubet. Labi- enus, postquam neque aggeres neque fossae vim hostium sustinere poterant, coactis una qviadraginta cohortibus, ciuas ex proximis prae- sidiis deductas, fors obtulit, Cse- sarem per nuntios facit certiorem quid faciendum existimet. Ac- celerat Csesar, ut proelio intersit. 2. Write in Latin, marking long vowels: (a) Cicero begged Catiline to go forth from the city, saying that he would be freed from fear provided only a wall should be between them. ib) I do not (loul)t that Catiline departed gladly. 3. What justification had Cicero for or- dering the death of Roman citizens without a formal trial? 4. What nouns and adjectives of 3d de- clension are i—stem/ Which of the above have ;' as ending of ablative singular? Which / and el Which e? 5. Translate into idiomatic English: Hoc autem uno interfecto intel- lego hanc rei publicfe pestem pau- lisper reprimi. non in perpetuum comprimi posse. Quodsi se eiecerit secumque suos eduxerit et eodem ceteros undique collectos nauf ragos adgregarit, extinguetur atque dele- bitur non modo haec tam adulta rei publicie pestis, verum etiam stirps ac semen malorum omnium. Explain mode of eiecerit. What is the difference in meaning between reprimi and vompritni? What is the deriviation of naufrngos/ Translate and scan: -Eece autem complexa pedes in limine coniunx Hferebat, parvum que patri ten- debat lulum: 8i periturus abis, et nos rape in omnia tecum: Sin aliquam expertus sumptis spem ponis in armis, Hane primum tutare donum. Cui parvus lulus, Cui pater et coniunx quondam tua dicta relinquor? What would you hold forth to your puplis as the practical benefits to be derived from Latin study? GERMAN. (^1 nswer ii nil eia/it. ) Translate: Doch ist's so sclifin, an den Fruhling des Lebens zuriickzuden- ken, in sein Inneres zuriickzus- chauen— sich zu erinnern. Ja, audi im schwiilen Sommer, im triiben Herbst und im kalten Winter des Lebens gibt's bier und da einen Friihlingstag, und das Herz sagt: "Mir ist's wie Frlihling zu Muthe." Ein solcher Tag ist's heute. Detitsche Liebe.— Max Miiller. Compare the four attributive adjec- tives in the above selection. (^ive 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 IN INDIANA. 5. Write a sciitfucc coiitaiiiiug some form of the verb '"helfen" with an ob- ject; one containing some form of the verl) " ranben " witli two oli- jects, one of the persdii. tlic other of the thing. (i. Transhite: Ich mag das niclit thini. leh mochte es gern sehen. M(i<-h- ten Sie liel>er das Andere haljen? 7. Translate: He «aid he liad d(me it. Why cannot " liiitte " lie nsed as an auxiliary! 8. Translate: Aber es sassen elong! Example. ;i Why are animal plants destitute of scale leaves! 4. Define cell; tissue. Name the princi- pal plant tissues. 5. In what ways are leguminous plants helped by bacteria on their nxits! (i. IMention the common characters of foliage leaves. 7. What is the primary meristem! ^^'he|■e found! S. Characterize gymiiospei-nis. (ii\e an example. '■K What is meant liy pliotosyntax or car- bon lixution! In what part of tlie plant does it take place! I'lider w hat c(mditions! III. What is the botanical meaning of the term fruit ; What lloral parts enter into the format ion of an a|iph'! LrrKKATIKI': and CO.MI'OSITKIX. ■• Uoll on. thoii (le,-pniMl (lark Idne ocean, rolll Ten tlioll>aiiil Meets -weep o\ er thee ill \ ain : EDUCATION IN INDIANA. 103 Man marks the oiirtli witli I'liiii-his con- trol Stops with the shore :-np(>n the watery plain The wrecks are all thy deed, nor doth re- main A shadow of man's ravage, save his own. When for a moment, like a drop of rain. He sinks into the depths with bubldintr groan. Without a grave, unknelled. nncoflined, and unknown." —Byron. 1. Sketch the life of the author of the above. 2. Name the literary composition that first brought him into prominence. 3. Discuss the influence of his writings. 4. Quote him. 5. Explain the illusions in the stanza given above. 6. State some of the weaknesses of tlie modern novel. 7. Outline a lesson in composition in which you wish to teach (n) paraphi-asing. (b) vivid description. (c) 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 ordinary oli- stacles encountered in the teaching of this subject, and stiggest reme- dies for the same. PHYSICS. (Aiisn-cr 11111/ cii.lJif. hilt lilt more.) 1. A liter of air at 0°0 and 76 cm. pres- sure weighs 1.296 gm. What is the weight of 100 cu. cm. of air at 0°C and at a pressure of 740 mm.? 2. Define dyne, erg. 3. ('alcnlate the temperature of aljsolute zero expressed on the Fahrenheit and Centigrade scales. 4. What are beats and how are they pro- duced? 5. Give Huyglien's construction to show- that the angle of incidence is equal to the angle of refiection. 6. Two equal magnetic poles placed 10 cm. apart are found to repel each other with a force of 3,600 dynes. What is the strength of each pole? 7. Give 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. Give a diagram of and explain fully tlie modern telephone transmitter. PHYSICAL ({EO(iRAPHY. (An.sirer anu cii/lif. not mii i/tiiKj ninth miil tell til..) 1. l!y what processes is the surface of the earth Tjroken up and smoothed down? 2. Explain why so many rivers of the Appalachian region have their courses across the mountain ridges. What is a superimposed river? 3. What land forms in Northern Indiana are due to glaciation? 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 and North America so many gulfs, bays and islands on their coasts and South America and Africa so few? 7. What effect does the (4ulf of INIexico have on the rainfall of the United States'? 8. Why do isotherms not correspond « with parallels of latitude? 9. (4ive outline for lessons in field and laboratory work in physical ge- ography. 10. What is the relation of physical ge- ography to political or commercial geography? GENERAL HISTORY AND CIVICS. (A)isirer (tinj ciglit.) 1. Describe concisely the ('((.s^' system of Ancient Egypt. 2. Marathon— What? When? Why? 3. When and by what battle did Philip of Macedon become master of Greece? 4. What were the reforms favored by the Gracchi? 5. Give a brief account of the Feudal System. 6. \\\\»,twAi^t\\v Miiijiiii (-'hiirtiif Wlien, from whom, and how was it ob- tained? 7. Who was Richelieu? Walpole? Wil- liam Piatt? Mazarine? 8. What were the three great compro- mises of the constitutional conven- tion of 1787? 9. Of what is the congress of the United States composed? State qualifica- tions of membership, length of terms, privileges of members. 10. Of what is the general assembly of Indiana composed? State qualifica- tions of membership, terms, privi- leges of members. 104 BDUCATIOX IN INDIANA. ALGEBRA. Multiplya^+3aM) + 6 -by a --2a M)+h=. Kxplaiii fully the iiieaniiig' i>f m-sativc integral exponents. ( )f what numbers are hish powers larger than the low powers? Smaller! The same? Faotor— (2x+3)=— (x-3)^ Give true axioms used in solving: equa- tions. If 3 pows and 8 horses eost £245. and 5 cows and 7 horse* cost £250, how much do 2 cows and 3 horses cost J Solve the equation 2[x-^x— j(x- If the numerator of a certain fraction be doubled and its denominator in- creased by 7. it becomes %; if the denominator be doubled and its numerator increased by 7, it be- comes unity. Find the fraction. Express as a single fraction in its lowest terms: -x-6 .. x=+x-6.. x=-l x + 3 x=-3x-|-2 xM x-2 ^ x=-f-6x--g -f^-l-i = 0. Find both value if x. (GEOMETRY. 1 ,1 iixirrr II in/ liijlif . but no timri-. ) What is meant by oilies. SCIENCE OF EDUCATION. (Answer eight, hut >w more.) 1. To what extent, in your judgment, is there a science in education? Give reasons for the opinion you express. 2. In instruction we go from the known to the related unknown, it is said. On what principle of mind is this founded? 3. What do you consider the most im- portant laws of memory? 4. If you are teaching a child the idea of a square 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? Ij. What, in your opinion, should be the outcome of all government of chil- r grada- ' miles: separate from s they are to l)e (• coinii ly super license. PHYSICAL (iEOCJRAPHY. (.1 */// I ii/lif. lull III) iiiiin .) Describe and account for the annual changes in the climatic conditions of southern California. (a) Describe the distribution of I'ain- fall in the United States. (1)1 Annual rainfall in Indiana. (ci Account for our summer raiTis. Our winter rains. (a) What importance do you uttadi to the li(d(l woi-k in iiliysical geogra phy? Wliy? (b) Outline some field work for sccoikI year high school students. JJescribe some of the important geo- graphical features that have favorcil the development of tlic Cnitcd States. 5. Show that the character of soldiers ati-kingdoms. As- sign to proper sub-kingdom the following forms: Lobster, oyster, shark, house fly, coral, turtle, spider, jelly fish, Paramecium, whale. Explain respiratory mechanism in in- sects, fish and air-breathing mam- mals. How may these differences be explained? What factors determine character and number of faunal forms of a given region? Why are not all species cosmopolitan? 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." Give characters of any two of the ani- mal sub-kingdoms. Name the more important tissues of the animal body, giving their principal func- tion. Give the life history of any animal you may select. CHEMISTRY. (Any ei(jht. hut vo wnrr.) Show how the atomic theory ex- plains the laws of coml)ining pro- portions. How is the qualitative and how the quantitative composition of water determined? Name four substances found in the at- mosphere, and give a way of deter- mining the presence of each. Give a metliod of determining the oxy- gen from the air free from the other gases in it. Characterize nitric acid and give an explanation of its action on metals. What results are obtained by heating the following nitrates: (1) Potas- sium nitrate, (2) silver nitrate, (3) ammonium nitrate? The weight of a litre of oxygen is L429 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? When chlorine acts as a bleaching agent or as a disinfectant, what principle is involved? Give the different steps involved and the different substances produced in the Le Blanc method of making sodium carbonate. . What weight of oxygen will it take to burn completely 50 grams of pure alcohol (Co Hs OH ) ? What volume of carbon dioxide will be produced? (44 grams carbon oxide =22.39 litres.) GEOMETRY. (Any eight, but no more.) The areas of two similar triangles are to each other as the squai-es of any two homologous sides. Demon- strate. Prove that the perpendiculars from the vertices of a triangle pass through the same point. Give what you consider to be three fundamental theoi-ems of plane geometry. Demonstrate the Pythagorian theorem. What is the value of the square upon the side opposite the obtuse angle of a triangle? Demonstrate. 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 barn 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 barn, 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. 3. 6. 110 El) U(\ I TION IN IN 1)1 . 1 NA . RHETORIC. (A)ii/ clulit, lint no more.) 1. Wliat is the difference between cor- rectness and effectiveness in rhet- oric? 2. What is meant liy " tine writinar?" ;{. Wliat is the relation of the paragraph to the whole discussion? 4. What is meant in rhetoric by "colic- rence '" ? 5. What are the essential rhetorical ele- ments in argumentation? 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 figures and what their value? How many principal figures? Name them. !). Wliat is meant by grace in rhetoric? 10. With what justice can it be said that lil)eral culture assures a good rlic- torical style? ENGLISH LITERATURE. {A>ui i'iiiht, hut 11(1 more.) 1. Give an example of the influence of literature (poetry, fiction or the ora- tion) upon the development of the American people. 2. Write a sketch of a leading (diaracter in one of the following works: (a) Vicar of Wakefield, (!>) Ivan- hoe, (c) Dombey & Son. 3. Connect one of the following charac- ters with one of Shakespeare's plays, and explain its influence upon the development of the play: Portia, Ophelia, Miranda, Macbeth, Cassius, lago. 4. "As You Like It is a romantic cdinc- dy." P^xplain in detail what this sentence means. 5. Contrast the prose of Macaulay with that of Carlyle, in regard to vocabu- lary, paragraphs and the qualities of style. (>. Describe briefly tlie (diaracteristics of two periods of English literature naming in each period four of tin- more important authors ;iiid their chief works. 7. I'sing an illusti-ation one novel of each of the following writers, tell sonie thing about its author's abilit.v to handle plot and to portray char- acter: Scott. Dickeii-, Thackeray, George Eliot. 8. Discuss briefly this question: " Are the recent historical novels to be preferred to the ' dialect stories ' of a year or so ago? " i). Discuss briefly methods in tea(diing literature— (a) In reference to pur- pose or aim. (b) As to value of stiulying literary criticism or com- ment on the part of others, in com- parison with tlie author's works themselves. 10. Mention the chief works of (1) De- Uuincy, (2) Macaulay, (3) Carlyle, (4) Ruskin, (5) George Eliot. GENHRAL HISTORY. (Ann 'iijlit. lint no more..) 1. Write, briefly, of the reign of Charle- magne. 2. Discuss, briefly, the influence of King Alfred. 3. Magna Charta- (a) Time. (b) State what you considei- its most important feature. 4. Write briefly, of the life, character. and influence of Joan of Arc. 5. State three important facts in the life of Luther. 6. Discuss Carthage ami her people. 7. Name a contribution to our civiliza- tion made b.v Greece; by Rome. nal s.vstem of Swit/.i'rlaiid. What, if anything. hav(^ we to learn from it? EPUCATTON IN INDIANA. 113 Name three leading centers in the United States fai-d! What are the powers of such a board? 6. In what way was the power of town- ship trustees curtailed by the en- actment of a law requiring township advisory boards? Explain fully. 7. Discuss fully the sources of local school reveniies. 8. How may a school IDirary lie estali- lished in a town or city of say 3,000 inhabitants? 9. What are all of the sources of school revenues in Indiana? 10. What are the duties and powers of county boards of education? PRINCIPLES AND METHODS OF INSTRUCTION. iAiixircr riijlif. 'ml )'" iiniri'.) 1. State the difference between metliod and device. 2. Explain your method in teaching longi- tude in geography. 3. Indicate the devices that should be em- ployed in the process of teaching longitude in geography. 4. What principles of mind should be ' observed in the process? 5. What principles of the subject of geo- graphy should be regarded? G. State the main principles derived from the nature of mind that underlie method in grannnar. 7. Name the principles derived from the nature of the subject-matter of grammar that underlie the method in grammar. 8 and 9. Give a brief explanation of your method in teaching grammar. 10. Explain and illustrate the difference between principle and method. EDUCATIONAL PSYCHOLOGY. (Anjj vight, hut no more.) 1. What are the effects of arrest of de- velopment of the nervous system before birth, and during childhood, ■ adolescence, and at maturing f Edu- cational inferences? 2. What psychological explanations have been given of truancy, bullying and teasing, stealing, fighting, deceiv- ing, hunting, collecting, boys' clubs, etc.? 3. Discuss the law of transiency of in- stincts (James) in its educational T)earings. Is this law in harmony with President Hall's doctrine that rudimentary psychic processes are the necessary stepping stones to the highest development? 4. What is the order of development of the interest and ability of children in the grades, in history, definition of objects, drawing, regard for law, and freedom from superstition? 5. What are the main facts known al)out the period of adolescence? 6. Give a psychological and educational interpretation of play. Discuss opinions regarding it of Spencer, Groos, 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? 9. If you wish to gain the utmost possible proficiency in telegraphy or some other similar oecnpation. what would you have to do and what would be the course of your prog- r.'ss? 10. Discuss the doctrine of apperception in its educational applications. 8— Education. 114 EDUCATION TN INDIANA. EXPERIMENTAL PSYCHOLOGY. % iAtiii ciiiht, lint nil iiKirc.) Discuss the use of iiistrupo'ti'iH i" C'xperiiiifiital psyclioloji-y. Explain tlio purpcjse and nianli)iilati(in of the followiiifj instruments: 'I'lic perimeter, color mixer, kymograpli. iesthesiometer, chronoseope, erafo- graph. and automatograpli. Sliow how a psycliological experiment is to be written iip by describing one of the simple experiments npon after-images, stereoscopic vision, or visxial illusions. ^Yrite a syllabus of questions to ascer- tain what differences exist in the ability of individuals to recall sen- sations of taste. Describe experiments for ascertaiuing what the simple sensory elements in the skin are! What are tlie primary color sensations. and what are your reasons for se- lecting these? What is meant by color tone, satui'ation, intensity? What must a color theory explain and what seems to you to be true in the different theories proposed? Describe tests for nearsightedness, astigmatism, color Ijlindness, de- fective hearing and loss of muscu- lar control. Where these defects 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 iiiental work may be studied. Di'aw diagrams 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 t>f movement and the sensations from movement in space pei'ception? Cite experiments made in proof of your statements. 10. Describe the experimental work done in the stvidy of one of the following topics: Mathematical prodigies, telegraphic language, the psycho- logy of reading, fatigue, curves of mental activity, visual imagery, suggestibility of cliildrcn. or liypiio- tisin. Notice.— The state board of (■(lucatiou, at its meeting March 22, 1895, resolvc work and iiothino- was accomplished. Another similar attempt was made in ISIT whicli was also unsuccessful. In 1852 the university trustees opened ;i normal school in connection with the preparatory department. This de])artincnt was sustained at intervals more or less successful till ISTo, when it was al)an(loned. Nothiuir of permanent value was attem])ted till ISSO, when the dcpartuKMit of pedagogy was established. 'I'liis de]iartment has always been strong, and today has some of the recogiii/ed educa- tional leaders in the state as professors. EDUCATION IN INDIANA. 115 h. STATE NORIMAL SCHOOL. The discussion in regard to t-lie establislinient of a state normal school began early. Tllere was a wide diversity of opinion as to the wisdom o£ snch an institution and it was not till 1865 that the general assembly saw fit to make provision for one. In his report in 1*866 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 be distinctly professional, and it has never departed from this notion. It has always made a distinction between merely training teachers in the mechanical manipulation of devices, and practice based upon an understanding of funda- mental ]iedagogical principles. This last thing the school has striven to do, and any distinct- merit it may possess is due to this fact. The school was opened in January, 1870, and from that day to this has grown in efficiency. The state has equipped the institu- tion well and the substantial encouragement which it received at the hands of the last general assembly has given it new life and made it ]iossible to realize some long cherished ]dans. It is now equipped to meet the demands for well pre]iared teachere in every department of public school work. <: CITY TRAINING 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 under professional super- visors before they are given regular places as teachers in the schools. ^ r^ '" 'I il. INDEPENDENT COLLEGES AND UNIVERSITIES. The independent colleges and universities of the state in most instances offer courses for teachers in various academic branches and in pedagogy. The tendency is toward the equipment of strong pedagogical departments. c. INDEPENDENT NORMALS. Indiana has a number of very strong independent normal schools which offer training to teachers. Most of these schools are well equipped and do strong Avork both in theory and practice. 11 (; EDiirATION IN JXDJAXA. f. THE ("or.xTV ixs'irrrTE. One of tli(! stroiiiicst facturs in prcilcssioiiai training of teachers is the e<»nnty institute. It lias liad an interesting development in Indiana and is at the ])resrnt time in a transition stage. Educators in the state are working at the problem and it is hoped that some- thing may be done to make the institute at once more professional and more ])ractieal. At present the institute is held in each county annually for one week. Instructors are employed and the work takes a Avide range in to]>ics discussed. The work may be said to be inspirational, cultural, professional and practical. g. TOWNSHIP INSTITUTE. Probably the most efficient work is done in the township insti- tute. At least it is here that the largest number of teachers do systematic Avork looking toward better teaching. The state dej^art- nient (if ])ublic instruction prepares each year a careful outline of the \\(ii'k that is to be doue in the township institute and the county superintendent organizes the institutes and sees that the work is done. Evei'v teacher in the toAvnshi]) schools attends these insti- tutes one day each month and has some personal woi'k to do. //. TEACHERS' READING CIRC^LE. Tlie 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. /. TEACHERS' ASSOCIATK^NS. In addition to 1 he al)o\-(' forces for professional training the asso- ciations niay be mentioned. 'Idiere is first the state teachers" association, which meets annually dui-ing the Chrislmas holida\- al Tndianapojis. Xext tliei'e are the norihem and southei'u Indiana associations, which meel annnally during the sjti'ing \acaliou. 'Idien there is the connty association, which holds an annual meet- ing of two days, genei-ally at the Thanksgiving holiday. .\ll of these forces conli-ibute to aiiRE\ ASSISTED. If any jjarcnt. giiardian or cuslcMlian of any cliild or children is too poor to furnish such child or children with the necessary books and clothing with which to attend school, tlicn the school ti'ustee of the town- slii|i. or llic lioard of scIkmiI trustees or (•(Hiiinissidiici's of the cily or in corporated town where such parent, gunnli.nn or custodian resides shall furnish temporary aid for such purpose, to such child or children, wliicli aid shall be allowed and paid upon the cei'tilicjite of such officers by the board of county commissioners of said coniily. Sncli lowiiship trustee, or l)onrd of school trustees, or commissioners shall at once make out and til.' with the auditor of the (■ouiity a full list of the children so aided, and the board of county commissioners .it tlieir ncxi regulai- mt'eting. shall investigate such cases and make sucli provision for such child or children as will enabh; tl'iem to continue in scliool .-is intended bv this act. EDUCATION TN INDIANA. 119 (J. PARENTAL HOMES FOR INCORRIGIBLE CHILDREN. School commissioners, trustees and boards of trustees are empowered to maintain, either within or without the corporate limits of then' cor- porations, a separate school for incorrisible and truant cliildren. Any cliild or children who shall he truant or incorrigible may be compelled to attend such si']iMrat(> school for an indetenninate time. 7(. CONFIRMED TRUANTS-SENT TO REFOH.M SCHOOLS. Any child who al>sents itself from school habitually may be adjudged a contirmed truant l»y the truant officer and superintendent of the scliools of the county or city. Such confirmed truant may be sentenced by the judge of the circuit court to the Indiana Boys' School, if a boy. or the industrial school for girls, if a girl, provided its age is witliiii the linuts set for admission to such institution. If deemed advisable by said judge, such incorrigible child or children may be sent to such other custodial institution within the state as may be designated by him. For its main- tenance in such custodial institution, the school corporation in which it resides shall pay at the legal rate for supporting dependent children, twenty-five (25) cents per day, with such expenses of transportation as are necessary. L TAX FOR EXECUTING CO.AIPULSORY EDUCATION LAW. For the defraying of the increased expenditure necessary for the carry- ing out of the purposes of this act trustees of school townships, boards of school trustees or commissioners of cities and towns and boards of school commissioners are hereby empowert'd to levy in addition to any and all sums heretofore provided l)y law. any amount of special school revenue not exceeding ten (10) cents on the hundred (100) dollars of tax- able propei'ty, such taxes to be levied and collected as all other special school revenue. ;. ENUMERATION OF CHILDREN. In order that the provisions of this act may be more definitely en- forced it is hereby provided that the enumerators of school children in taking the annual school census shall ascertain and record the place and date of birth of every child enumerated, and the parent, guardian or custodian of such child shall subscribe and take oath or affirmation that such record is true. The enumerator is hereby 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 adjudged guilty of a misdemeanor and upon conviction thereof shall be fined any sum not less than one dollar (.$1.00). k. NAMES OF CHILDREN FURNISHED TRUANT OFFICER. 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 enumerated on the 120 EDUCATION IN INDIANA. regular eiuinieration lists. Those names shall l)e alphabetically arranged and give all the information contained in the regular enumeration i-eturns. 'I'hc county commissioners sliall provide necessary postage and such blanks as may be reiiuircd by tlie state l>oard of truancy or the state superintendent of public Inst imh-I ion. B. STATISTICS ON TRUANCY. Trtuiiicv is tlie ])riiiun'\' scIkioI of crime. This is the stil)staiK'e of the testiiridiiy of the judges of uiaiiv juvenile courts. Since the establisliiiK^iit (tf chil(h'eirs eonrts in one after another of onr larger cities, it has been found that most of the cases of juvenile delinquency l)egan 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 1S97, the results have been noteworthy. The reports of all of the truant oiiicers for the last year have been compiled and the information gathered from them is as interesting as that of the preceding years. The law ]»ro\ides for the appointment of one truant officer in each coiiiiiv, with ailditional officers in counties having large cities, 'i'his resuhs in one officer in each of eighty-oiu' co\inties, two iu seven counties and three in three counties, while in jMarion county the city of Indianapolis has five officers and the county (•lie. Tlii'ongli tlie cfl'orts of tlicsc 110 officials, 23,2(>7 children were hrotiglil into school during the 1 '.•()i!-lltO;> term — '2-2A'-'>'> t^) the public schools and 1,1;)l' to tlie private or parochial institu- tions. 'Idiis was accomplished at a hnancial outlay of $lli,iM)il.!t 1 for the salaries of officers and '$20,iM r).Oi^ foi' clothing and books gi\'cii |)ooi- chihli'cn — a total of $;5!t,4LM.lb"l, or an aNcragc (d' $l.(itl for each child bi'ought into school. The aid fnniishcd was given to .'-!,rilS children, of whom S,.')!.'! went Ilic schools and .'lO.") to the pi'i\atc schools. In the performance of their duties, the ti'uant oiiicers made 7'2,22'''> visits to the homes of truant <'hildren and tlie schools, and 1 .'•, (;,")() days were spent in this ser\ice. I'nder the |>r(i\isioii of the law which ])ermits the truant officer |o ]»ros- ecute parents who \dohili' the law, 825 prosecutions were made during the year, all but sixty-five of th(>se being successful. in twentv-scNcn counties no pi-osecut ions wei'c manr l;i\v follows: St^e. 2. No child under fourtoeii years of atje sliall be eiiiploycil in any manufacturing or mercantile establishment, mine, quarry, laundry, reno- vating Avorks, bakery or printing office within this state. It shall be the duty of every person employing young persons under the age of sixteen years to keep a register, in Avliich shall be recorded the name, birthplace, age and place of residence of every person employed by him undei" the age of sixteen years; and it shall be unlawful for any proprietor, agent, foreman or other person connected with a manufacturing or mercantile establishment, mine, quarry, laimdry, renovating works, bakery or print- ing office to hire or employ any young yierson to work therein without there is first provided and placed on lile in the otlice an affidavit made by the parent or guardian, stating the age. dale and ])l;ice of birth of said yoiing person; if such young person have no ])ar('nt or .uu.-irdi.-iii. then such affidavit shall be made by the young i)erson. Avhich affidavit shall be kept on tile by the employer, and said register and affidavit shall be produced for inspection on demand made by the inspccloi', jiijpointcd undei- this act. There sliall be posted conspicuously in every room where young persons are employed, a list of their names, with jlu'lr agi's, resiMM-i jvcly. No young person under the age of sixteen years, who is nol blind, shnll be employed in any establishment aforesaid, who can not n-.id and write simple sentences in the English language, except during the v.ncation of the public schools in the city or town where such minor lives. The chief inspector of the departnuMit of inspection shall have the jiower to denmnd a certificate of physical fitness from some regular ])hysician in the case of young persons who may seem physically nu;iblc to iicrlonii the labor at which they may ii<' enq)loyed. and shall h.ave the jiowcr to pi-oliibit the emi»loyment of any minoi- that c;in iKtt obtain such, a i-ci'l iticate." EDUCATION IN INDIANA. 123 E. ILLITERACY IN INDIANA, The inquiry of tlie j^ational Census Bureau with respect to the literacy of the popuLation does not apply to persons under ten years of age, but "covers a return on the popuLation schedule aoncerning the ability of each person ten years of age and over to road and write in any language ; that is, the test of literacy is based upon one's ability to read and write not necessarily the English lan- guage, but the language ordinarily spoken by him." The inquiry into illiteracy naturally developed the fact thai there are two classes of illiterates : (1) Persons who can neither read nor write ; (2) pwsons who can read (in a limited way) but can not write. In giving the figures below both classes are represented in the totals and per cents. : I. Total population of United States, ten years of age and over: (a) In 1880 36,701, COT (b) In 1800 47,413,.5.'i9 (c) In 1000 57,940,824 li. Illiterates in United States, ten years of age nnd over: Ja) In 1880 . 6,230,958 (b) In 1890 6,324,702 (c) In lOtjO 6,180,069 III. Per cent, of illiteracy in United States: (a) In 1880 17 per cent. (b) In 1800 13.3 per cent. (c) In lOOO 10.7 liter cent. IV. Total population of Indiana, ten years of age and ©ver: (a) In 1880 l,46S,00o (b) In 1890 1,674,028 (e) In 1000 1,068,215 V. Total illiterate population of Indiana, ten yi'ars of age and over: (a) In 1880 110,761 (1)) In 1800 105.820 (c) In 1000 00,530 VI. Per cent, of illiteracy on total popuhition of Indiana, ten years of age and over: la) In 1880 7.5 per cent. (b) In 1890 (!.3 per cent. (cj In lOOo 4.(3 per cent. (This showing is better than that of any other state lying to the east of us, save Ohio.) VII. Illiterate male population, ten years of age and over: 1. In tJie United States- fa) In 1880, 2,966.421, 15.8 per cent, of males of age as above. (b) In 1890, 3,008,222, 12.4 per cent, of males of age as above. (c) In 19O0, 3,055,056, 10.2 per cent, of males of age as above. 124 EDUCATION IN INDIANA. '1. Ill Iiidiana — (ai 111 ISSO, ."li.dHM. Ci.'.l iicr cciil. oT lualcs of a.iit' as almvc. (b) 111 IS'.K). 4!».r)(»r). .1.8 \H'\- cciiT. of males of a.ui' as above, (el 111 1!K)(». 4.").Tti.'>. 4.."'. per c 'iit. of males of a^c as aliove. \'1I1. Illiterate female iiopulatioii. ten yeais of a.iic and over: 1. In the T'nited States— (ai 111 1SS((. .■■..■J7;'>,.1.".T. IS.:; ])er cent, of females of a.u'e as above (b) 111 IS'.M). 3.:n(;.4.S(), 14.4 p.T cent, of females of aye as above (c) In T.MIO. .'MDl.Sdl. n.?, pel' cent, of females of a.ii'e as above, '1. In Indiana — (a) In IJSSIl. ."(.S.TiiS. ,S.2 \)v\- <•( iit. of females of ati'e as above. (b) In ISOd. r)(i.:',24. (■>.;» iiei' cent, of females of au'e as above. (c) In I'.Xtd. 4(;.77r,. 4.;i jiei- cent, of females of a.ue as above. IX. Illiterate nati\(' white population, ten yi-ars of a.ue and over: 1. In the T'nited States— Tofdl ['iijiiiltifidii of Surl, An,-. (a) In 1880 iM.TS^.TS!) (b) In 18!M» :W.144.187 ((•) In I'.iiMi 41. :;<;;;,. ")(;.■) 2. In Indiana— (a) 111 1880 l.L'KT.ir.li (b) In 18!Mt 1.4!»r).;i02 (c) In l!)(l() 1.780.4.")8 (This is larger than in the New Eniiland and Eastern states. I X. Illitei'ate coloi'ed iioi)nlat ion.* ten years of a.ye and o\er: 1. In the United States— '/ofit/ Poiiiilatiiiii ii/Ai/rds Ahoiw. (a) In 1880 4.<;(tl.2()7 (b) In 18!)(t r).482.4S5 ((•) In liKKi (;.8i(>.".):;4 2. In Indiana — (a) In 1880 2!».14(i (In In is'.io :;r..(;;M (CI In r.Mio 17. :!.").■) XI. Illileiate ne.^ro population, ten years of a.i;e and over: 1. In the I'nited States- la I In 1! 1(1(1 .Males 4:;. (I iter cent. (Ill In r.XMi I•^'males ITlS per cent. (c) In I'.llld P.oth se.\es 44.4 per cent. 2. In Indiana — (ai In I'.KIO :\Iales 21.7 per cent. (bi In I'.IIMI Females 2:;. 1 percent. (c) In I'.Miii r.otli sexes 22. Ci per cent. n/lii'vate Piiinildlion •if Such Age. 2.2r)r>.4(*>o Per Cent. 8.7 2.0( ;."'..( )(!.", 6.2 1.!I1C..4:!4 4.(; 87.78(5 0.8 78.088 0.3 03.800 3.0 Tiitul Illiterate Pn, >, (latin, l-Ki„,l a ml A (/I as A hare. 3.220.878 Per (^ent. 70.0 3.112.128 .")(!. 8 3.037.2:^2 44.0 1(1, ;;(;;; :!.").(■> n.4!».-. 32.2 10.080 22.0 *Pers()n.s of negro descent, Chinese, .liipaiiese iiimI Indians. EDUCATION IK 7XD7AXA. 125 XII. Illiterate native wiiile |ioinilaii(>n of iialive iiareiiiauc ten to fonr teen years of age: 1. In the United States- la) In 1S!M> 0.7 per cent. (1)) In 1!)<)() 4.4 per cent. 2. In Indiana (a) In IS'.M) :.*.<• jier cent. (ID In 1!»00 tt.-"> per cent. (Giood sliow ing for modern sclioois.) XIII. Illiterate foreign wiiite population, ten to fonrteen years of age: 1. In tlie I'nited States- la) In ISDI) ."..'.» per cent |l)l In T.Mio .").<; per cent. 2. In Indiana- la ) In 1890 3.4 per cent. Il)) In litoo 2.(1 per cent. Kiood showing.) XIV. Illiterate negro population, ten to fourteen yeai's of age: 1. In the United .States- la) In 1!MM» 30.1 per cent. 2. In Indiana — (b) In 101)0 1..1 per cent. VIII. Teachers' and Young People's Reading Circles. 1. TE AGREES' READING (^LRGLE. At a meeting of the IiKliana teachers' association held at Indian- opolis December, 1883, the first steps were taken toward the organ- ization of the Indiana teachers' reading circle. According to a res- olntion introdnced by W. A. Bell it was decided that this circle be under the care and direction of the association and that this asso- ciation choose a board of directors, select a course of professional and literary reading, issue certificates of progress and grant di- ])lomas as evidence of its completion. The first meeting of the board of directors was held it^ebruaTV, 1884. At this meeting, after a full discussion of the ways and means to be employed, a committee on plans of organization was a]ipointed. A month later this committee reported the following THE PLAN OF ORGANIZATION. (See Present Plan of Organization at close of this division.) 1. Any teacher or other persons in the state of Tndijina may beconu' a member of this circle by forwarding his name lo the manager of his i-ounty, together witli a pledge faithfnlly to pursue tlic pr(>scribed course of study, and i)aying a fee of twenty-five cents for tlie i)resent year, and for future years, such fees as may be decided upon at the beginning of the j^ear. 2. In case tliere is no manager wrtliiu' a county, any (eadicr may become a meml)er of the state circle and receive all the l)enefits of tlie same by applying to the manager of an adjoining county. The meml)ers of the state circle i-esident in any town, tnwnslii]i or neigld)orhowd. may I'ofHi a local circle Mhicli shall meet once every week or fortnight, as they may elect, for the purjiose of reading and discussion. 3. Each local circle shall elect a secretary, whose name shall be reported to the county manager, and wlw) sli.all act as the mecliuiii of communication bet ween Ihe local circle* and llie county manager: l»ut this provision sliail not jire^'Jnde the posBil)ility of iiidrvidn.-ils who are not members of a local circle repoiMing directly to Ihe county manager. ii2i;) EDUCATION IN INDIANA. ' 127 4. The g-eiieral direction of tlie worlv in each county sliall be placed in charge of tlie county superintendent or other person to be appointed by tlie state board of directors, wlio sliall be called the county manager. 5. It shall be the duty of the county manager to transmit to the teachers of his county all cii-culars, books, examination (lucslions, etc., issued by the board of directors; to solicit and transmit to tlie 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 may devolve upon him as the medium of communication between the local circle and the board of directors. (). The board of directors shall establish and maintain at tlie capital of the state a bureau under the charge of the secretary of the I)oard, to whom all communications from county managers shall be addressed. Said bureau shall, for the present, be located at the office of the state superintendent of public instruction. 7. It shall be the duty of the state board of directors to arrange and prescribe two or more lines of reading, along which the reading of the local circle and individual members shall be pursued; but the amount of read- ing to be done within any given time and other details of the work not herein provided for shall be arranged by tiie county manager in conjunc tion with the secretaries of the local circles of the county. 8. It shall be the duty of the state board of directors to make provi- sions for all reiiuisite (>xaminations of the issuance of certirtcates and diplomas. The results of the first four years of the history of the circle very fully justified the efforts made to improve the professional spirit among the teachers of the state. It had been proved beyond a doubt that the teachers were growing, were becoming more interested, more skillful, more intelligent in their w^ork. However, nuich progress had been made, there was an important step tnlvon in 1888 in the adoption, as a part of the reading for the next year, ITawthorne's "Marble Faun" and Carlyle's "Heroes nnd Hero Worship." The work done in the study of real literature rather than a "study abottt literature was an epoch-making experience among the rank and file of the teachers of the state. When they had completed the year's work, helped by a suggestive plan of study for the Marble Faun, for instance, they had learned something about how to get real culture from the poet, and the novelist. In short tliis year's work marked a period of greatest growth in eliar- acter, in insight, that the circle had yet known. Many teachers had been reached and helped who had not had opportunities in normal schools and colleges. ]\rany were so inspired by their entrance into the fields of truth. It had lieen felt by many that this ]uirsuit of 128 EDUCATION IN INDIANA. general eultiii-c coiitribiitos more to the equipment of the teacher than does the stiidv of })nrely professional lines of thought. The state board of education has recognized the imp(jrtanee of the teachers' reading circle to the profession by offering credits on examination for county and state licenses. At the October meet- ing, 18S5, 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 su[)erin- tendents in place of the county examinations on that subject, and that the average of their four successive yearly examinations in the science of teaching be ac(!epted by the state board of education in flic examination for state certificates." Again at the May meeting, 1896, the following order was unan- imously ado])ted : ''Ordered that the reading circle examinations in the genci-al culture book be accepted by the county superintend- ents in place of the county examinations in literature, and that the average of their four successive yearly examinations in the general culture books be accepted by the state board (of education) in the examinatieeti\ely. EDUCATION IN INDIANA. 129 2. YOUNG PEOPLE'S READING CIRCLE. in the suiuiiier of 1887, at a meeting of the state association of countj" 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 coimnittee 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 beneticial results. To substitute for the trashy and often vicious reading matter, which tinds 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. The guiding thought from the beginning 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 been 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. The purpose of introduc- ing the children to the best in books suited to their needs has been felt to be the highest service that could be performed in this connec- tion. Of course, much good has been done 1)v tactful teachers in making the children desirous of looking into these 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 oi 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 wisdom of separating the reading of these books from the regular school M^ork 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 ]nany communities. These books selected for the young- people have done their good work not only for the children but they liave gone into the homes and have interested the older members 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- utee! 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 tlio year 1002-03, 352,481 books had boon distrib- uted throughout the state. During this same year and up to April 1, 1004, 114,132 were added, making a grand total of 4r)(),013 books now in the young ])oople's reading circle libraries. This makes an av(M"age of 5,071 for each county. The highest number owned by any one eoniify is 16,360 ; the lowest 631. The einniiei'alion for 1002-03 was 560,523 children of school age. Of lliis iiiiiniKT more than 200,000 were memliers of the circle. Wilhiii ihe Iweiily years 1hat lliis work has been e;ii'i'ie(l on, experience has snggesleil \iirioiis clianges in the organi/nt ion and management of tlie atl'aii's. At tirsl, wiieii ihe work was new, there were nniny (lilHcnlt ies wliieli liave gradually been overcome. One ol the most grat i t'yiiii^ I'esnlls obsei'xcd has be(^n the fact that such a niai'kel foi- llie best books has IxM-n created tlnit the verv best EDUCATION IN INDIANA. 1-31 publishers have come to think it worth their wliik^ to siii)[)ly hool^s at very much lower rates than had before been possible. In 1886 by action of the state teachers' association, the state superintendent of public instruction was made, "ex-otticio/' a member of the board of directors of the reading circle. Another change was made in the abolition of both membership and examination fees from members. During the first three years of tlie 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 constituting 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 for 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 usually allowed the trade should be paid to the board. This arrangement proved a double gain in that it secured to teachers a lower rate on the books, and gave a definite income for tlie management in proportion to the mendiership. TRESENT PLAN OF ORGANIZATION. In December, 1807, the following constitution, rules and regu- lations for the government of the board of directors were author- ized by the state teachers' association : 1. The Indiana state teachers' association liereby constitutes the board of directors for tlie Indiana teachers' and yonng people's reading circles, and adopts tlie folloAving- rules and regulations for its government. 2. The aforesaid lioard of directors shall be composed of seven mem- bers, including the state superintendent of piiblic instruction, who shall be ex-officio a member of the board. Of the remaining six members, at least one shall be a couiit.v superintendent: at least one a city superin- tendent, and the remainder shall be chosen from the teaching profession at large. 3. No member of a pxililisliing firm, or agent of such firm, shall lie eligible to membership on this lioard. Should any member of this board become a memlier of a publishing firm, 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 the un(*x]iiivd portion of said term. 132 EDUCATION IN INDIANA. 4. The iiiL'uibers of this board, except the state superinteudeiit of iniblic iustniction, whose nieinbersliii) shall be coiieurreut with his in- cumbency of the state superintendency, shall be appointed l)y the state teachers' association in annual convention for a term of tliree years, or until their successors art' appointed. 5. Should any memlier of llic board of directors leave the teaching- profession or (pilt active scliool work, liis 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 sli;ill i-cccivc a per diem of four dollars and actual expenses, for all time cniiiloycd in discliarging tlie duties devolving upon them as members of said board; Ijut no nn'ml)er shall receive any additional per diem or salary as an otticer of the lioard. The board shall alloAy and pay the secretary such reasonalile salary as will be a fair compensation for the duties performed. 8. It shall be the duty of this board 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 exandnation 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 i)lan a course of reading, from year to year, to be pursued Ijy the pupils in the public schools in Indiana, and to make such rules and regulations as to exannnations. cer- tificates and diplomas, in the young i)eoi)le's reading circle, as the board may deem desirable and practicable. It shall be the further duty of this board to select tlie booloard to the state teachers' association. 10. This constitution, ndi's and regnlations may l)e ;i mended, revised, or anmilled l)y a majority vote at any annmU meeting of llie Indian.-i state teachers' association. IX. Associations and Institutes. A. ASSOCIATIONS. 1. STATE TEACTIERS' ASSOCIATIOT.v'. a. lIISTOiilCAL SKETCH. Picp.'iit'd liy A. C. Shortridge, W. A. Bell, AV. E. Henry. Committee ap- pointed liy State Teachers' Association. December, 1903. In accordance with resolntions previunsly passed by teachers' meetings hehl at Shelbyville and Salem, a circular Avas issued for the purpose of calling' a "convention of practical teachers" with a view to the organization of a permanent ''state teachers' associa- tion." This circular was signed by 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. Tayloi-, J. Bright, Cyrus A^utt, James G. May, B. T. Hoyt, Lewis A. Estes, J. S. Ferris, R. B. Abbott, Geo. A. Chase, Silas Baily. In pursuance of the above call a con^■ention was held in Indian- apolis, December 25, 1854. The first president was Rev. Wm. M. Daily, president of the state university. The first constitution, which has never been materially changed, was pre])ared by Prof, (^aleb ^lills, then state superintendent of public instruction. The preamble to this constitution is wortli remembering. It reads : As harmony and concert of action are highly necessary for the thor- ough and entire accomplishment of any important pm'pose; and believing that it is especially so in the department of education, we. the mider- signed, as a means of elevating the profession of teaching, and of pro- moting the interests of schools in Indiana, associate ourselves together under the following constitution. (133) 134 EDUCATION IN INDIANA. The addresses at this first meeting were as follows: . "rni])ortance of civil polity as a branch of common school educa- tion," bv Prof. Daniel Road, of the state university; "Graded schools," by Pr. A. T). LihmI, of Columbus, Ohio, editor of the Educational ^Monthly; "l)i";n\iiiii- in schools," by Prof. J. Brain- ard, of Cleveland, Ohio ; "Use of the P)ible in schools," by Dr. R. J. Breckenridge, of Kentucky, author of the public school sys- tem of Kentucky ; "Female education," by Hon. E. D. Mansfield, of Ohio; and tiie princi]ial address of tlie session was on "The duty of the state to provide for and control the education of youth," by Hon. Horace Mann, then president of Antioch College, of Yellow Springs, Ohio. The record shows tliat 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. In 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 1R57, 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 tr» four months in the year. This was a vital matter with tlie teachers and it was one of the live topics in every association for several years. After discussion a committee was appointed in regard to the establishment of an educafional jonrnal witli IMr. E. P. Cole as chain nan. A resolution was adopted fa\'oring the addition of liistoiw, ]1hysio^og^', political and moral science, to tlie cni'ricnlnni of com- mon school stndies. It was Resolved. Tlial the iiieiiil»ei-s of this assochition will exert their utmost efforts to have the Bi1)le introdneerl ns a render or class hook into every school in the state, in Avhich it is not thus used already. Resolved. That Ave I'ecomniend to the le.irislntni'e of this stale (o ci-e:ite the office of circuit sui)erintendent of imblic inslruclion, and 1o nial])orter. Xext to the hiw pei'uiitting locnl t;!xation the county superin- tendeiiey hiw wiis the most ini]Hii-i;ini piece of school legislation ever achieve. I in tlie stiit(>. It did more to integrate, nnify, and ele\'ate the c the state made any ]>rovision for t,he holding' of township associations oi' connty institutes, this association uriicil ihc Indding of sn(di meeting vohintarily and often ap|)ointed committees to look after the work. In \\\\< WAV thonsainls of teacdiers were i-ea(die(l and li(di»eih EDUCATION IN INDIANA. 139 In 1865 this association a})p()inte(.l John M. Olcott to hold a state institute. It was hekl at Knightstown, and continued three weeks, with an cnrolhnent of 131. In each of the years 1866, 1867, 1868, four state institutes were hekl in the four quarters of the state. These were under the management of a conmiittee appointed by this association. Able instructors were brought from other states and the work was of a high order. It can readily be seen that, under the then existing conditions, tins 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 was made for the education of the negroes. The subject was frequently brought forw^ard in the association and always aroused animated discussion. On one occasion a member introduced a res(jlution favoring the education of the negro, and the president (James G. May) refused to entertain the motion. An appeal being taken to the association 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 originated 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 introdnced by W. A. Bell in December, 1883, and the reading circle board was organized and began its work the following year. This has been, from the beginning, the most successful teachers' 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 good this agency has done in the last twenty years can hardly be estimated. Another child of this association is the young people's reading circle. It came as tlie result of a paper read before the association by Prof. Joseph Carhart, in December, 1877, and it began its work the following year. It is under the control of tlie teachers' reading circle board and has been managed in such a way as to be a great success from the start. It is supplemental in a way to the legally constituted common-school system, l)nt this does not dimin- ish in any degree its ]>ower for good. Thrr»ngh this agency 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 hy ])ri)\ idiiig foi' diii'erent sections to occupy a part of the time. These sections are the high school, primary, classical, English, mathematical, musical, elocution, county 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 conrse it is not claimed that this association has l)een the exclusive agency in l)ringing alxiut all the educational reforms named above, l)iit it is claimed that it inangnratcil many of them and has hel])ed iii all of them. This closes its fiftieth year's work, and it has reason to 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 we give the names of the various presidents of the asso- ciation, with the dates of tlieii- service: Wni. M. Daily.. 1854 Jas. H. Smart 1873 Will. M. Daily 1855 Wm. A. Jones 1874 Chas. Barnes 1856 (ieo. P. IJrown 1875 James G. "Slay 1857 Wm. 11. Wiley 1876 IJarnabas (\ ilobbs 1858 J. H. Martin 1877 ("ale!) Mills 1859 .lohn .M. Bh)ss 1878 K. W Cole I860 • J. T. ]\rerrill 1879 (h'o. A. Irvine 1861 'bihn Cooper 1880 ( yrns Xutt 186:> J I. B. Jacobs 1881 A. i;. lienlon 1863 Horace 8. Tavbell 1882 1!. F. IloyI 1864 John S. Irwin 1883 K. T. I'.rown 18()5 Harvey B. Hill 1884 (!eo. W. I loss ls(i(; E. E. Smith 1885 Jos. F. Tut lie 1S67 Cyrns W. ilodgin 1886 A. C. Shortridge ISCS Fnnna Mont Mcliae 1887 Joseph Tinghw 18(;<> Lewis II. Jones 1888 I). Fckley llnnler 1S7(» d. A. /eller 1889 Alex. M. (h.w 1871 W. W. Parsons 1890 Wm. A. I](dl 1872 E. B. Bryan 1891 EDUCATION IN INDIANA. 141 J. TsT. Study 1892 W. H. Glascock 1899 L. O. Dale 1893 Eobert I. namiUun 1900 Joseph Swain 1894 H. B. Brown 1901 Howard Sandison 1895 C. A. Prossor 1902 J. F. Scull 1896 Charles A. Van Matre. . .190:5 K. A. Ogg 1897 Wm. L. Bryan 1904 F. M. Stalker 1898 2. SOUTHEEN INDIATiA TEACHERS' ASSOCIATTOX. a. HISTORICAL SKETCH. The state teachers' association has always contributed largely to the interest which keeps alive the professional s]iirit aniono- 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, annnally, a large nun doer 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 DecendDcr, 187Y, "and formed a new orgauization, called the ^Southern Indiana teachers' association.' " The attendance in 1902 was about 2,000. I>. PROGRAM. Program Bloojiixgton Meeting, April 3, I and 5, 1902. GENERAL ASSOCIATION. Thursday, April .3, 8 p. m. Greetings— (a) From the city of Bloomington. (b) From the i^ublic 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 J. H. Tomlin, superintendent schools. Shel- byville. Business— Appointment of committees, etc. Social Function— General reception to teachers l)y the women's council of the citv of Bloomington. 142 EDUCATION IN INDIANA. Program State Teachers' Association, December 26-28, 1901. general association — house of kepitesentatives. 'riiursdiiy, Dc'ceniber 26. 8 p. m. Invocation- Tlif Kcv. II. ('. Meserve. jiastor Plyniouth clmreli. Music— Violin scilo. I'rof. Fred Noble. Address -Retiring;- president, vSupt. R. I. Hamilton. Iluntington. Inaugural Address— ".The Responsibilities of the Educator," President H. B. Brown, Valparaiso. Music— Vocal solo, Miss Eltie C. Ilessin. Business — Appointment of connnittecs and miscellaneous business. Frid:i.v. I>eci'm))er 27, 8:oO a. m. Invocation— The Rev. .loshna Stausfield, Pastor Meridian-street M. E. church. Music— Piano solo. Miss Olive Kilijore. Symposium— "What Shall be Indiana's Next Steps in ICducationV a. As to "Ideals and Processes," Prof Howard Sandison; 2(i minutes. b. As to "Reforms," Prof. Amos W. Butler: 2(1 minutes. c. As to "School Economy." Supt. F. L. .b)nes: 20 minutes. d. As to "Supervision." Supt. ("lias. A. A'an Alatre; 20 minutes. e. As to "Manual Training," Supt. R. 1. Hamilton; 2U minutes. f. As to "The Training of Teachers," Supt. D. M. Geeting; 20 minutes. Discussion of the views pres(>nted in the Symposium. Prof W. W. Parsons; 2() minutes. Address— "Education Tln-ough Sell-activity,'' .Mrs. (). I'. Kinsey. Val- paraiso college. Friday. December 27. 2 ii. m. Music— Vocal solo, Miss Ettie C. Ilessin. Selection— By Mrs. C. W. Boucher. Lecture— "Some Foundation Stones of Education. "' Pi'ot. K. P. Ilalleck, princii)al nnile liigli school, Louisville. Ky. "Th(> Function of the '['raining Sclmo!." Miss .Vnn;\ ■["i-ueblood, slate normal training school. Discussion— Mrs. Elizabeth O. Copelinid. .M;irion normal college: .\li-s. 10. E. Olcott, r>an\ille normal college. (Jenerai discussion. Lecture— "Liipiid Aii-. Its Fses .-ind Possibilities." Prof. 11. it. Tlie.irle. Note— Prof. II. B. TJiearh^ will come prepared witli apparatus and will maJvc li(inid air, whicii ilie audience will be allowed to ex:iinine. I )r (Jlenn, of (Jeorgia, says llial FroC. 'I'hearle's work is wonderful and will be highly valuable lo the ediicalor. Friday. December 27. S ]i. m. Music— Piano solo, Miss Olive Kilgore. N'iolin solo. Prof. I'l'ed Noble. .\ddress .\nnual iiddress, "I'ads," Supt !■'. Louis Soldan. Si. Louis, Mo. EDUCATION IN INDIANA. 143 Friday. April 4, 9. a. lu. Invocation— Rt'v. T. J. Claris, pastor KirlvAvood-aveniie Cliristian L-liurcli. Address— "Thiiildng in Things and in Symbols," Dr. Nathan C. Schaeffer, Harrisburg. I'a. Paper— "Education by Ucciipation," Dr. W. L. Bryan, university of In- diana. Discussion— Principal K. F. Taylor, colored high school. .Jeft'ersonville. Indiana as the State Teachers' Association. Friday, April 4, 2 p. m. Address— "Grades of Thinking and Thinking in the Grades," Dr. Schaeffer. Address— "Modernizing the Course of Study." W. A. Hester, superintend- ent schools, Evansville. Discussion— Prof. F. M. Stalker, state normal school. Ttrre Haute. Address— "Art," 'Sir. A. ]M. lirooks, university of Indiana. Friday, April 4. 8 p. m. Annual Address— "The Central Factor in Education." F. Trendley, Super- intendent schools, Youngstov\'n, Ohio. Saturday, April 5, 8:30 p. m. Invocation— The Kev. C. E. Clough, pastor Baptist cliurch. Address— "Does Education PayV" Dr. Schaeffer. Report— Committee on revision of constitution. Business— Miscellaneous. ^ PRIMARY SECTION — WYLIE HALL, SECOND FLOOR (ROOM 36). April 4. '2 p. m. This work does n(»t come to hand in time for publication. MUSIC SECTION — WYLIE HALL, SECOND FLOOR (ROOM 86). April 5. 8:30 a. m. Paper— "Music in the Primary Grades." :\Iiss Ella Duncan. Columbus. Paper — "Sense and Nonsense, in ISIusic Teaching." Arthur Mason. Co lumbus. Discussions— (a) "Tone." Mr. Ridgeway Gebhart. New All)any. ())) "Individual Work." Mr. J. M. Black. Washington. Music — Vocal and instrumental, will lie interspersi'd through the work of the session. ART SECTION. Exhibit in woman's gynniasium, open Friday and Saturday. Work in connection with this to lie arranaed. 144 EDIUWTION IN IXDIAXA. HIGH SCHOOL SECTION — WYLIE HALL — SECOND FLOOR (ROOM 86). I'lMdny. Ai)ril -I. U m. hi. PaptT — "Geiiornl SiMMiiuliiry Scliool rnililciiis."' AN'. S. Rowe. siiiKTiiitcnd- eiit of schools, ("oiinersvillc. Discussion— A. O. Nciil, princii);!! Iii.uli school, l-'ninklin; Lotus 1). ("ofl'- man, principal hi.iih school, Salcni. Paper — "The High School l*rincipal and His Work." Edwai'd (i. Bauuian. principal high school, Mt. A^ernon. Discussion— S. H. Hall, I'orden college, Borden. Papei'— "Some Phases of High School English Conijiosilion Work." A. W. Senior, department of English, university of Indiana. Discussion— O. H. Greist, department of English. I'.cdford high school: Clara Fiudv. department of English, Jeffersonvillc high school. (Jeneral discussion and miscellaneous business. .1. H. TOMLIN, President. FANNIE WATTS, Secretniy. W. D. KERLIN. Treasui( r. .1. K. r>E(T\. ("hairniau E.xecutive ('ouiniittcc. 3. NOETHEEN INDIANA TEAOHEKS' ASSOCIATION. lisli tlio same results in iiortlicni Iiidiaiia tlial . tli(! soiitlicni association accomplished in the sontliern part of the state, an oro-anization boarin_2,' the al)o\'e name was effected at Island Park ( If. .me Oity, Ind. ), July !), 188:5. This association has enrolled lariic numbers of teacliers each year, hriniiiiiii' tnocther teachers from all iirades of school w(»rk. The attendance in A])ril, 1002, was about 0,000. h. PROGRAM. PROOIi.AM OF THE SoUTII BeNH MeFTIXO. 1002. (lENERAL ASSOCIATION — STUDEBAKER Ai:i)ITORIUM. Thursday, .\pril :!. '2:'.'M ]i. in. Music. Invocation. Music. Address of Wclcoinc en On hchaif of the city. lion. Scjiuylci' Cnltax. mayor city of South Bend. (In ( »n licii.ilt of the scl Is. lion. .lolin B. Stoll. i»resident Soiilli P.eiid lio.-ird of cdnc-ilion. Res])onse- Suj.t. .1. W . Carr, Anderson, hid. Address of Retiring Prcsideni - Snpt. .1. W. 1 l,i millon. .Monlicclio, Ind. President's Inangnral .\ddi-ess Snpt. .\. II, Dongiass. Loganspoft. Ind. Music. Miscellancons Inisincss and .•mnouncenients. .\pl)oiMt inent of conimil tees. Adjournment. EDUrATTOX TN INDIANA. 145 TliiirsdM.v, April 3. S p. m. Illustrated r>('cturc '•riiysical History of a World," :\rr. Jacques W. Kodway. Music. AnuoiuicciHcnts and ad.jouriiincnt. Friday, April 4, !) a. in. Music. Invocation. Music. Address— "Some Traditions and Conunon P^ri-ors in (Teosraitliy." Mr. Jacques Redway. Intermission. Physical culture drill l)y pupils troni South I'.end. Address— "Education and Democracy," ^Nlr. Charh's Znehlin. Report of committei' on division. Committee: T. A. Mott. Richmond; W. R. Snyder, Muncic: W. (". Rellman. Hammond: J. N. Study, P't. Wayne; C. W. Benton, Indianapolis: W. A. Millis. ("rawfoi-dsville: P>. F. Moore. Marion: Wm. Clem, South Bend. Annotmceinents and ad.jouriunent. IN THE AUDITORIUM. I'^riday lOveniny. A]iril 4. S o'clocis. Music. Lecture — "American Painters and Sctdi)tors of Today." Mr. Lorado Taft AVith this lecture are exhiliited 120 beautiful illustrations of repre- sentative works of American jia inters and sculptors. Announcements and adjoui'nment. IN THE AUDITORIUM ANNEX. Music. Lecture — "Public Schools."' illustrated by stereoiiticon, l)y Mr. Charles Zueblin. This lecture gives views of school equipments, decorations, and classes at work in kindergarten, nature study, manual training, domestic science, vacation schools, commercial work, recreations and atldetics. Announcements and adjoiu-nment. Saturday Morning. April 5, b o'l'lock. Music. Invocation. Music. Address — "Rivers and the Lessons They Teach." 'Slv. .laeipies W. Redway. Music. Address — "Social Organization," Mr. Charles Zuelilin. Reports of committees and election of officers. Miscellaneous and .-idjonrnment. IC— Education. 14f) E DUCAT I OX IN IX DIANA. SECTIONAL MEETI NGS. (IKADt TEACHEKS' SECTIO>^— FIKST PKESHYTEKIAN CIirRCll. Friday Afternoon. April 4. 1* o'clock. Adilrt'ss— •■("ultiirc," Mr. Charles Zncldiii. Music. Address— '■Es.seiitials in I'rimary Geograpliy," Mr. Jaciiucs W. Kcdwny. Election of officers and miscellaneous Inisiness. <». I.. WOOLEY, Ft. Wayne. Fresident. .1. IJ. A\'HFrELY. Greeutield. Secretary. HIGH SCHOOL SECTION — FIRST METHODIST CHCKCH. Friday. April 4. 1' p. ni. Music. Appointment of committees. Address~"Some Tendencies in Secondary Education." Geor.c'e H. Locke, A. M.. assjsl;int professor of education Cliicayo university, and editor of School Iteview. Music. "Status of IMiysical Cullure in Secondai'v S<4iools." I. X. Wan-en. I>aporte, Ind. Paper— J. i;. Feai-cy. Anderson. Ind. JMiscellaneous business and (4ectioii of othcers. Innnedialely upon llie conclusion of tlie aliove program tlie section will take up a round l.ihle (liscussion of such topic-s as may be in-esented liy its members. J. Z. A. McCAUGHN, President. Kokonio, Ind. S. C. HANSON. Ch. Ex. Com., Williamsport, Ind. CATHARINE BLYNN. Ft. Wayne. Ind. AKT SECTION — STUDEBAKEK AUDITORIUM. Friday. .\ piil 4. "_' ]). m. Music. Lecture "A Glimpse of a Sculptor's Studio," or "How Status's Are Madt'." Mr. i.orado 'i'aft. This lecture is illuslrated fully at each stc]) by the actual ]irocess upcui tlie sta-e. I';ieclion of otlicei's .-lud nnscellaneons business. .\ nn(Uincements and ;idjoui'nment. There will be exhibited at the Central hiuli scliool liuildiui;- a collection of drawin.us from the jinblic schools of v.-uions towns and cities in nortlcrn Indi.'ina. There will also be an exliibil of (4ass work from the Chica.iio art insl it ute. E\'E]-V.\ K. DkCFW. I'res., linnlin-lon. Ind. .loSFI'I! sri.I.n'A.X, Sec, Connersville, lud. EDUCATION IN INDIANA. 147 COUNTRY AND VILLAGE SECTION — FIRST BAPTIST CHURCH. Friday, April 4. 2 p. in. Music. "Uses and Abuses of Texts," Mr. B. A. Wiiuians. Berne. Ind. Address— "Nature Study in Country Schools," Supt. W. H. Hershman, Hammond, Ind. Paper— "Rewards as a lUsciplinary Measure." Supt. AV. S. Gibbons, Ful ton county. Ind. Music. Paper -"Religious Wcn-sliip in Public Schools," Mr. Carl Beard, Oakford. Ind. Report of committees and election of officers. Announcements and adjournment. The executive committee invites general discussion on each topic. ELBERT LANGLEY, President, Center, Ind. SUPT. GEO. W. WORLEY, Ch. Ex. Com., Warsaw. MARIE KELLY, Secretary, Mnmcie, Ind. MUSIC SECTION — LECTURE ROOil B'IRST METHODIST CHURCH. Friday. April 4. 2 p. m. Music. Appointment of committees and miscellaneous business. Paper— "Is it Practical to ]\Iake Independent Readers of Children in the First Four Years of School?'' ^^'m. Niles, Ft. Wayne. Discussion— Dessa Kilander, Winamae. Music. Report of committees and election of officers. On the completion of the above program the section will take up the following: Questions:! for Round Table Discussion. 1. How much general culture outside his immediate specialty should the director in music have? How much special training? 2. Should the director of music, any more than the regular teacher, be absent 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 should sing, ^^ hat is the proper course to pursue? 4. Should the room teacher be allowed to employ a teacher to instruct her pupils in music? 5. What is to be done with a pupil who absolutely can not sing, if there be such? (>. The rhythmic element and its development in child-life. 7. Cause and cures for singing "off pitcli." S. Should jiatriotic songs be sung while pupils are seated? 148 EDUCATION IN INDIANA. 9. A practical lesson on some music prol)lems suggested by members of the music section. Note.— Supervisors are invited to write and to liand tlie president of the music section the problem they wish to have demonstrated and clioice will be made from the suggestions offered. L. M. TILSON, I'resident. Lebanon. WILL EARHART. Ch. Ex. ("om.. Richmond. Headquarters — Auditorium Annex, 207 South Michigan Street. The annex will 1)e open at all hours to all members of the association and their friends. Make this your downtown Ikiiiic during the association. Offices: Room 1, treasurer; Room 2, executive committee: Room .">. local committee. Baggage will lie checked at the oltici^ of the local committee, where porters and guides will be in waiting. Officers. I'resident— A. H. Douglas, Logansport. Vice-President— Alexander Thompson, Marion. Secretary— Miss Margaret Porch. Anderson. Treasurer— W. A. Mills, Crawfordsville. R. R. Secretary— T. A. Mott, Richmond. ("hail-man Business Committee— Calvin ^b)on. Soinli I'.cnd. President Grade Section— O. S. Wooley. Ft. Wayne. President High School Section— J. Z. A. McCauglm. Kokonio. President County and Village Section— Elbert Langley, Center. President Music Section— L. M. Tilson, Lebanon. President Art Section— Miss Evelyn DeCew, Hiuitington. President Penmanship Section— .T. TT. Bachtenkirclier. Lafayette. Executive committee— John A. \\'o()d. cliairman, Laporte: H. C. Hei- ronlmus, Richmond: '1'. E. Kinzie. Indianapolis: W. E. Erviii. Muncie: L)ani(>l Freeman. Crawfordsville; Edward Ayres. Lafayette; L. T. Turpin, Kokomo; D. A. Landiriglit, Kendallville: Walter Dunn. Knox. Local business committee— William Clem. Soutli Bend; Charles H. Bartlett, South Bend; John H. Rlttinger. New Carlisle: Essie P.. Dakin, South Bend: Sarali E. Kirliy. Sontli Bend: Ludwig S. Fickenscher. River Park: .\li(e E. llill. Soutli Bend: Jolni A. Byers. South Bend; Winona Dodd. Soutli r.riid; Calvin ^b)on. Cliairman. Soutli Bend. 4. CITY \N\) ^1H)\VX SUPKRIN^Trr>TDKNTS' ASSOCIATTOTsT. (I. IIISroRIC.VL SKE'I'CIL BY SCP'l". R. A. OCC. K< )K( >.M( ». IXD. hiiriiii:- tlio year 1 SSO n controN'crsv ai'dsc dxcr flic ilistrilml ioii >r tlic |iiiltli(' scliodl rcx'cmics. M'lic ('(Hiiilv sii|icriiitc!Hlc!its and •llicrs v('|)i-esciil iiiu llic iiiterosts of llic coiiiitv schools lidd lliat EDUCATION IN INDIANA. 149 the method of distribntinii' the state's school revenues in propor- tion to the enumeration of children 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 wisdom must be used to prevent an injury to the school interests of the state. Prompted by a desire to aid in the solution of the problem, at the meeting of the state teachers' association in 1880, a few of the city superintendents 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. Su})erintendent d. X. Study, of Richmond, presented a ])lan of organization, which, with sundry modifications, was adopted. The following officers were then elected : President, L. H. Jones, Indianapolis ; vice-president, R. I. Hamilton, Huntington ; secretary, P. A. Ogg, Greencastle ; treasurer, -T. T. Merrill, La- fayette ; executive committee, J. jST. Study, chairman, Richmond ; E. H. Butler, Rushville; W. H. Wiley, Terre Haute; P. P. Stultz, Jeffersonville ; W. R. Snyder, Muncie ; Sheridan Cox, Kokomo. A second session was held at which a number of other superin- tendents were present. Work was assigned to various commit- tees, which were to investigate and report at the next meeting. Some of these questions were : Is the school enumeration less honestly taken in the city than in the country ? Is there any reason in the nature of things why the ratio of children of school age to the census should differ in the city and country ? Are there any reasons ^\'hy city schools should naturally show a smaller enrollment upon enumeration than the country schools '( Relative cost per capita per day in city and country ? On Xovend^er 20, ISIM), the second meeting w^as held and the reports on the various ([ucstions 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 shonld labor to secure such aniendnients to the law as would insure equity. 150 EDUCATION IN INDIANA. Tlic question at issue Ix'twccu cniniti'v and city was i>ive]i formal consideration at the folldwini:' meeting of the state teachers' asso- ciation by a disenssion of its merits on tlie one si(h' bv tlie state snperintendent and two county su])erintendeiits, and on the other by three city sn])erintendents. The resnh was a hiw recjuiring a rigid system of ennmeration, and wdiat threatened to divide tlie e. Township and county institute worlc. 4. Duties of the county honnl of education, etc. A few years later they began the study of such subjects as — 1. Course of study for the rural schools. 2. Classiticatiou and gradation. 3. The graduation of pupils from tlic coninion liranches. 4. Uniform outline of townsJiip institute woi'k. etc. They prepared and had ])riufcd a course of study foi- tlic rural schools and outlines of township institute work. The prej^aration of these documents was ydaced in the state dcyiartmeut of ]mblic instruction, Decciubor, 1804. Eor several years the association has Ikhui i)i-('|)ariiiii I he (lues- tions for the examination of pupils in Ihc grades and liiuli schools of the toAvushi])^ iiiul snudl toAvns. Eolhtwing is a ])rogi'ani of llic last niccling of the superin- tendents : h. ruocuAM. To the ('ouiity Suiii'rintcndcnls of Indi.-iiui: You arc hcrcliy called lo iiiccl in coiivciUioii on .lunc .".(i and .Inly 1. IDO.S. For wiiicji allcndancc you arc allowed ihc regular per diem as pro- vided by law. ^'oins sincerely. V. A. COTTON. Slate Supl. EDUCATION IN INDIANA. 155 Olfleers: Siipt. E. E. Kohey, president; Supt. E. C. Crider. secretary; ►Supt. Claude Rankin, treasurer. Meetings to be lield in tlie supreme court room. IIead(juarters at Grand hotel; rates. !|;2.(M> per day. Tuesday. 10:30 a. m. Devotional exei'cises. Address — "The County Institute." Dr. Wni. L. ]'>ryan. i)resident state uni- versity. Discussion — Dr. W. T. Stott, president Franklin college; Francis M. Stalker, associate professor of psychology and methods, state normal school. Tuesday. L*:00 p. m. Reading- Circle Work— A. L. Gary. "The Ex-County Superintendent." Ex->5npt. Elmer C. .Terman. Decatur county. "The New County Superintendent," Supt. .J. ^^^ Dunn. Starke county. Address — F. A. Cotton, state superintendent. Wednesday, 9:00 a. m. "Indiana's Educational Exhil)it 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. Grosjean. Vigo county. Visit to T. B. Laycock's factory. Wi'dnesday. 2:00 p. m. Symposium — "The County Superintendent as a Supervisory Otficer" (10 minutes). Supt. E. C. Crider, Tippecanoe county. "The County Superintendent in Relation to Grading Manuscripts" (10 minutes), Supt. Samuel L. Scott, Clark county. "The County Superintendent in Relation to County Institutes" (10 minutes), Louis H. Hamilton. Jasper county. "The County Superintendent in Relation to Township 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 the Common School Gradu- ate" (10 minutes), Supt. Irvin Brandyljerry, Adams county. "General Discussion of Special Points in Symposium." F. A. Cotton, state superintendent. Miscellaneous Business. Adjournment. 6. rOrNTY ASSOC lATTO^TS. Kotwitlistaiidiui;' the fjict tliat the attoiidniicc in the state asso- eiatioii grew ra])i(ll\-, froui year to year, and enrolled teachers from all grades of sehool work, there were a great many prominent edn- 156 EDUCATION IN INDIANA. cators \vli(> helioved 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 annnal meeting that would reach all the teacliers in the state, the county teachers' associations were organized in the several counties. These associations are the most ofRcient agencies in promoting the interests of the rural and vil- lage sclicdls. Occurring as they do after the schools have been in session, at a time when the teachers really feel the need of ins]»ira- tinii ;iii(l liclpfiil suggestions, the county associations exert a greater iiitluciu'c in the improvement of teachers than the county insti- tutes. I'hc meetings are conducted under efficient supervision, witli insti-nctors capable of increasing the range of thought among teachers. In many of our counties the annual associations are the most lielpful meetings in our system. The first associations were instructed largely by home talent, lint in recent years the best men in the faculties of our colleges and normal schools have been drafted into the work. As a result of this change, the professional spirit is growing. Teachers are studying educational prol^lems 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 tlian the social element and the rest. B. INSTITUTES. 1. COrXTY INSTITUTES. a. STATI<:.\rKNT. Tlie coiinlv iiistitnte has had an interesting development in Indiana ami is at pi'eseni in a transilidii stage. Kducators in t]\o stat(> are Avorking at the pfoKlem of improx-ing tlie work, ami it is hoped that something may lie done to make the institute at once more professional and mofe practical. .\l ]»i-esent the institut(> is held in each county ;iniiually for one \V(M'k. Instructors are em- ])loyed anta1e (one county omit- ted on accovuit of no rei)oi-t) 21,4.59 .53 Average cost of county insiimie ]ier county 235 92 EDUCATION IN INDIANA. 159 .STATISTICS ON COUNTY TEACHEKS' INSTITCTES, HELD IN 1003. COUNTIES. Enrollment. ^2 ij +^ ^:^ p! H ?x ogS °*: Adams Allen (No report) . Bartholomew Benton Blackford. Boone Brown Carroll — Ca.ss Clark . . . Clay .... Clinton . ( 'raw ford . Daviess. . . Dearliorn . Decatur. . Dekalb... Delaware . Dubois.... Elkhart... Payette . . Floyd . . . . Ponntain . Franklin. Pulton . (Tibson . Crant . . Greene . Hamilton . . Hancock .. . Harrison.. . Hendricks. Henry Howard Huntington Jackson Jasper Jay Jeffersc Jenninf Johnson ... Knox Kosciusko Lagrang-e . . Lake Laporte . . . Lawrence . Madison . . ISIarion . . Marshall. Martin . . Miami 108 77 185 107 109 216 41 82 123 47 50 97 103 102 205 70 40 110 97 96 193 100 150 250 100 135 235 109 111 220 130 104 234 90 55 145 154 144 298 72 83 155 58 97 155 90 84 174 120 145 265 82 79 161 212 324 536 44 40 90 78 98 176 72 70 142 50 64 114 70 65 135 104 92 196 * * 360 90 110 200 110 104 214 105 82 187 128 92 220 82 121 203 76 91 167 90 89 179 120 101 221 90 112 202 43 113 156 105 77 182 89 177 266 58 71 129 70 90 160 84 106 190 101 127 228 71 85 156 50 170 220 33 150 183 70 90 160 180 120 300 7(5 127 203 100 111 211 * * 145 100 120 220 178 192 118 96 197 95 190 225 230 207 190 132.8 240 147 151 155 250 250 463 150.6 131 112 130 175 240 200 204 175 200 186 162 168.2 215 191.6 151 200 180 121.6 125 178 224 145 214 161 155 250 186 204 * 220 .$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 $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 00 238 00 212 60 280 00 275 00 233 23 256 00 280 00 182 15 177 93 210 00 225 00 263 72 209 09 201 80 2f 1 25 275 00 500 00 250 00 192 75 228 67 320 00 *No report. 160 EDUCATinx JX IX PI AX A. STATISTICS ON COl^NTY TEACHERS" INSTITUTES. HELD IN 1903-('oiitimu-(l. COUNTIES. Monroe Montgomery Morgan Newton .... Noble . . Ohio . . . Orange . Owen .. Parke . Perry . Pike Porter. Posey — Pulaski . . . Putnam . Randolph Ripley . Rush . Sfott - . . Shelby . Spencer — Starke . . . . St. Joseph Steuben . . Sullivan Switzerland Tippecanoe . Tipton Union Vanderburgh Vermillion ... Vigo Wabash . . . Warren . . . Warrick . . Washiiigtf Wayne . Wells White .. Whitley. Total . Eniioi.l.ment. 81 62 143 105 118 223 88 106 194 40 65 105 71 95 166 25 27 52 64 67 131 73 55 128 80 91 171 79 57 136 114 31 145 43 102 145 78 70 148 59 141 200 100 125 225 102 101 203 78 74 152 60 73 133 51 41 92 160 142 302 73 82 155 41 49 90 98 204 302 38 112 150 110 137 247 80 58 138 100 218 318 101 45 146 22 38 60 29 53 82 59 55 114 173 307 480 7(> 151 227 50 81 131 125 64 189 162 66 228 50 165 215 101 60 161 92 93 185 61 80 141 7.621 8,899 17.025 140 212 185 90 160 45 125 123 166 128 144 142 148 158 200 194 147.3 128.2 76 286 150 89 225 142 235 110 300 135 55.3 81 109 425 227 125 152 200 215 15(i 181 138 ^c $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 62 40 100 00 50 00 100 00 100 00 100 00 100 00 50 00 100 00 100 00 50 00 50 00 100 00 100 00 100 00 100 00 100 00 100 00 100 00 50 00 100 00 100 00 173.31 457 $8,462 40 $241 00 268 00 223 60 200 00 185 15 86 39 221 00 278 60 205 85 190 68 205 00 236 40 246 00 276 32 185 00 323 42 211 90 174 50 109 65 250 00 220 00 195 00 265 00 183 00 275 00 145 70 290 00 207 97 183 40 267 50 200 00 215 00 350 00 180 00 201 00 322 50 318 00 183 64 209 53 325 00 $21,469 53 EDUCATION IN INDIANA. 101 2. TOWXSIIIP INSTITUTES. ]^ocal school oiticcrs ;iii1. liH):!.... 0.421 Average number held in each township 0.3 Cost in wages to teacliei-s for year !j^l49,002.20 h. THE LAW. 1 1889, p. 07. Approved and in force March 2, 1889.^ Township Institutes. 1). At least ro])riated, at the discretion of the to\vns]ii]» trustee of any township. Such insti- tute shall be ])resided dver by a teacher, or other ]Kn'son, desig- nated by the trustee of the t'lwnship. The township trustee shall specify, in a written contract with each teacher, that such teacher shall attend the full session of each institute contemplated herein, or forfeit one day's wages for every day's absence therefrom, unless such absence shall be occasioned by sickness, or such other reason as may be ap])ro\-ed 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 teacliing: Provided, That no teacher shall receive such wages unless he or she shall attend tiie full session of such institute and perform the duty or duties assigned. {11. S. 1894, §6009 ; R. S. 1807, §^Cy2W.) 1. A triistee failing to comply with the above is subject to prosecu- tion and removal from office. 11 Educatio.v. X. School Journals. A. THE INDIANA SCHOOL JOURNAL* The Indiana state teachers' association was organized at Indi- anapolis, December 25, 1854, and at the first session the snbject of an edncatioiial jdiinnil was considered. The project of establish- ing a journal was referred to the executive couimittee with instruc- tions to report at the next annual session. The second association met at Madison, lud., in December, 1855, and the following re]X)rt was submitted by Prof. E. P. Cole, principal of the liiut his associates and nierged tlic Teacli- ei* 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 fcnnalo college, edited and published a paper called The Couinion Sclxiol Tcachci'. This paper continucfl for a number of veai's 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, su])erintendent of the Iiulianapolis schools, and Geo. P. Brown, principal of the Indiana])olis high school, started the Educationist. This paper continued for two years and was edited with mnch al)ility. In March, l.s75, the Educationist was merged in the School doui-nal and Messrs. Short- ridge and Brown became for a time associate editors of the Journal. In Janmiry, ISTI, 11. A. Ford, editor of the "Michigan Teach- er," at Lansing, Mich., stai'tccl The Xorthern Indiana Teacher and published it at South Bend, lud. The body of this paper was the same as that of the Michigan Teaclier, which did not at all detract from its merit, but its miscellaneous and personal departments were es])ecially devotca|>er was also ehange(l to that ])lace. The paper represented lai'gely llie thonght sci'ibers with the ScIkioI .loiirnal. In issl a paper was stai'teil at \'al])araiso, calle;ates from constituent clnbs made reports to the first conventions concerning the work of their respective clnbs, but soon the membership grew so large that the very valuable plan was necessarily abandoned. The importance of continuity in club work and' the advantages of printed programs soon became 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 universally 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 books 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 ao-ain 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 ^oble, Mrs. Virginia C. Meredith, Mr. Jacob P. Dunn and others making some valuable suggestions, but it was at the Warsaw convention of 189Y 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. In her president's address Miss Merica Hoagland "entered a plea for a library law which would establish a i^ublic library commission and secure to even the smallest towns free public libraries." At the last session of the same convention IMrs. Elizabeth C. Earl, of Con- nersville, introduced the following: Resolved, That the president of this convention appoint a committee of five, of which she shall be one. to co-operate with the state library association, in framing a law which shall secure to Indiana a library com- mission, and this committee sliall report progress at the next convention at Bloomington. The union adopted the resolution and the following legislative committee was appointed : Mrs. Elizabeth C. Earl, Connersville ; ins E DUCAT J ox IN INDIANA. ]\rrs. Tnooh P. Dnnii, Indianapolis; Miss Sarali A. Catlin, War- saw; Prof. T. F. Moran, Lafayette; Miss Merica Ploagland, Fort AVayiic. After a year's earefnl stndy of the library laws of tli(> more proo-ressive states, the eomniittee submitted to the P)lo(imino- tnii convention its re]iort, which contained the followinc; ])rovi- sioris: The creation of a pnblic library commission, said commis- sion to assnme charge of the state library, render the use of manv 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 pnblic libraries and make possible the establishn'ent of a system of traveling libraries and the organiza- tion of township libraries. The report was adopted and the com- mittee continned, as a legislative committee, with instrnctions to have the bill introdnced into the next general assembly. Inadvertently whih^ working toward an ideal centralization of librai'x- interests sei)nriited in administraled foi'm. thongli closely related to the school system of the state, the committee fonnd itself somewhat involved in the state and nonstate school controversy which was coniing ni» in the assembly of l.SOO. Prof. T. F. ]\roran, of Pnrdne nniversity, resigned from the committee and ^fr. Tames F. Stntesman, of Pern, was a])pointed by ^frs. Frances \r. Swain to take his olace. The committee introdnce(l what it considered an ideal bill, "Senate Pill 5S (Prooks)" and allowed it to l)e amended bv the senate committee to which it was referred. The irritation cansed bv the original measnre lias never wholly disaiipeai'f'd ;Mid the iiKist interested in the library development of Indiana now feel tliat the elimination of tliat section relating to the st^ite librarv was nnwise, as there is little donbt bnt tliat it conld have been carried. As a direct resnlt of the etforts of the Indiana nnion of literary clubs, ill ISiOO. there was secured the passage of a law, creatine; a public librarv conimission, providing for a system of fr(^e traveling libraries, appropriating $.1,000 foi- them and making possible the estal)lisliiiieiit of new township liln'aries. Oox-ernor Monnt ap- pointed as librarv eoniinissioners Mrs. Flizabeth (\ Farl, of Con- nersville; ^Fr. Jacob P. Dunn, of Indiana]iolis, and Afr. Jose])h P. Voris, of Pedfortl. riovenioi- ^lonnt reai)pointed ^frs. Farl. and Coveriinr r)nrbiii, '^^r. hiiiiii. .\t flie eNVtiratioii of his term ^Fr. EDUCATION IN INDIANA. IG'J 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 1001 to make a sufficient appropriation to admit of ex- tending the traveling libraries and the appointing of a library or- ganizer. j\liss Alerica lloagiand, 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. W^ith 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 Keynolds, of Elkhart, was appointed librarian of the traveling library depart- ment October, 1902. From the opening of the office of the public library commission, November 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 commission has given much attention to the instruction of librarians, assembling a class of thirteen members in its office October 31 to November 7, 1901. The first school for 170 EDUCATION IN INDIANA. librarians was held at the state house, April 17 to May 15, 1902. In May, 1903, the commission secured the services of Miss Anna R. Phelps as permanent instructor. The second course of the school for librarians was held in 190;5 at Winona Lake in connection with the assembly and summer school. At the same place will be held the third course in 1904. The course has gradually been improved until it ranks among the best in the country. In May, li)03, 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 appointing 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 incorporated 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 played by the Indiana union of literary clubs in the recent library development must not only be gratifying to each member of its affiliated clubs, but to every citizen of the common- wealth. Ill tlic very bcgi lining it was decided that membership in tlic union should not be limited to wr[nnity for the right development of tlic ])hysical and spii'ihial nahn'cs is the basis for seeking to brinu' abont a system of eihication that will give some degree of |)i'e|)ai'ation to the one wIim wdnid in'iianize a home. The subject is iKil considered e\clnsi\( ly a woinaiTs snbject, but, on the otiier hand, is thought to be so dillicult and so far-i-eaching in its intluence that the intelliucnce and s\iiip;itliy of men is solicited in its behalf." Mrs. TIarry ( 'ook, of lM;iiis\ille, was appointcMl chainuan of the ''standing coniniittee on business," which has charge of all the liusiness of t!ie annual cnn\ ciit ion. excn includiuii' resolutions EDUCATION IN INDIANA. 173 and elections. Tt contribntes greatly to the ra]>irl and orderly transaction of the bnsiness of the convention. At the reqnest of the standing committee on fine arts a stand- ing coiiimittee on mnsic was anthorized with Mrs. Ennice A, Yonche, of Crown Point, chairman. The nnion of literary clnhs is intelligent npon and interested in pnblic qnestions, and has brought to its annual conventions the best thinkers upon educational and sociological tlienies, while the exhibition of the paintings of Indiana artists at Huntington in 1805, the "composition of a picture," graphically illustrated by W. E. French, at Evansville, in 1902, and the "embellish- ment of backyards," shown by stereopticon vicAvs from the ^a- tional cash register company, of Dayton, Ohio, have had a benefi- cent influence not easily over-estimated because so widely dif- fused. The union discussed forestry and asked legislative action before the present forestry laws were passed. 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. IIlSTOliY. l-'rom llic State Constitulion. Sec. 2. The coiuiuoii school fund shall consist of the congressional township fund, and the lands helonging thereto; The surplus revenue fund; The saline fund, and the lands belonging thereto; The bank tax fund and the fund arising from the one hundred and fourteenth section of the charter of the state bank of Indiana; The fund to be derived from the sale of county seminaries, and the moneys and property heretofore held for such seminaries; from tlie tines assessed for breaches of the ])(>n;tl l.-nvs of the stale: and from all foi'- feitures which may accrue: All lands and other estate which shall escheat to the state for want of heirs or kindred entitled to tlie inheritance: All lands that have been or n^ay hereafter Ite granted to the state, whei'e no special purpose is expressed in tlie grant, and the proceeds of the sales thereof, including the pi-oceeds of the sales of the swamp lands granted to the state of Indiana by the act of congress, of the 28th of September. IS.'itt. after deducting the expeiise of selecting and draining the same; Taxes on the pi-oi>ei'ty of coi'poi-ations that may be as^sessl■(l by the general assembly for common school purposes. Sec. 8. The ])rinci])al of the common school fund shall remain ;\ pi'rpetu.'il fund. Avliicli may lie increased but shall never )»:■ diiiiiiiished: and the income thereof shall lie inviolal)ly ai)i)ropria1ed to the sujiport of common schools, and to no other jiurpose whatever. Sec. 4. The general assc^nbly shall invest, in some sate and prolitable manner, all such i)ortions of the common school fund as have not hereto- fore been i-nlrusled to llie several counties: and shall iii:ike |in;\isious. by law, for the distril)Ul ion. among the sexcral counties, of the interest thereof. Sec. 5. If any county shall fail to deuiand its pi-ojioi'tion of such interest for common school purposes, the sauu' shall be reinvested for the benefit of such county. Sec. ti. The several counties shall lie held li.-ible foi- the iireservation of so much III' I he said fund .-is uiny lie cnl rusted to them, and for the payuu'id of the annual interest thereon. (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 lS."i"J, upon the adoption of the new constitution, Avas to consolidate the several school funds into one common fund (see Art. viii. of constitution of Indiana), but the supreme court (6 Ind. 83) decided at tlie 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 congressional township fund and the common school fund, which latter is made up of several funds, such 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 scliool law. sec. 4325.) B. THE CONGRESSIONAL TOWNSHIP FUND— $2,465,983.65. 1. HISTORY. The cong-ress of the T^iiited States, bv an act passed on the 19th of April, 1S16, "to enable the people of the Indiana terri- tory to form a eonstitntion and state goA^ernnient, and for the admission of snch state into the nnion on eqnal footing Avith tlie original states, offered for the free acceptance or rejection -of the people, the proposition among other propositions that the section of land nnmbered l(i in everv township, and when such section has been sold, granted or disposed of, otlier 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 slmnld ])rovide by an ordinance irrevocable without the consent of the United States, that every and each tract of land sold by the United States should be and remain exempt from any tax, laid by order or under any authority of the state, county, township, or any other ]^urpose wdiate^'cr, for the term of five vears from and after the dav of sale." In 182Y 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, 1S28, 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." 170 EDUCATION IN INDIANA. By virtue of acts of January 24, 1828, congressional lands Avore aiitliorizcd to be sold and the money loaned, the interest a]"»plicd to the nse of schools. By virtue of an act of 18?>3, Febrnary 2, which provided for three trustees for each congressional township and for a school commissioner for each county, the inhabitants of each congres- sional township were authorized to determine by vote whether the moneys received from the sale of lands should be forwarded to the state loan office f established by acts of January 9, 1821) or loaned to the citizens of the county. In 1838 (see R. S. 1838, p. 509) each congressional township Avas 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 fart, viii, sec. 114) made the cMinlies 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. T"p to that time $27,918 were lost to this fund through the failure of mortgagors to pay the funds borrowed in full. The county 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. ITT TABLE SHOWING INCREASE IN FUNDS FROM 1853 TO J 903. I'ear. 1853. 1854. 1856. 1858. 1860. 1862. 1864. 1866. 1868. 1870. 1872. 1873. 1874. 1875. 1876. 1877. 1878. 1879. 1880. 1881. 1882. 1 $2, otal. 278 ,559 :.785 .8(50 ,293 193 778, 611 259 575, 437 590 711, 799, 870, No No No No No No Fund. ,588 14 Vvar 1883 ,308 12 1884 ,358 87 1885 ,609 72 1886 .426 7(t 1887 ,154 91 1888 ,355 04 1889 ,337 44 1890 ,341 34 1891 ,047 49 1892 ,593 47 1893 ,239 00 1894 ,319 60 1895 ,191 64 1896 ,872 43 1897 recorrl 1898 record 1899 record 1900 record 1901 record 1902 record 1903 Total 9,339 9,458 9,518 9,617 9,654 9,765 9,784 9,856 9,986 10,057 10,157 10,141 10,218 10,256 10,303 10.312 10,359 10,390 10.443 10,498, Fund. ,748 79 ,205 58 ,085 71 ,887 83 ,250 49 ,552 05 ,598 25 ,170 56 ,585 77 ,855 59 ,649 37 ,163 32 ,316 47 ,4.32 19 ,418 72 ,184 01 ,015 27 ,9.59 05 ,326 33 ,885 32 716 09 12-Edocation. XIII. School Revenues. A. TUITION REVENUES. 1. FROM STATE. a. VliOM STATE TAXATION. There shall be in the year 189.5, 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 propei-ty. and lifty cents on I'ach taxable poll in the state, wliich money, when collected, 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 nianntM- noAV provided by law. h. FKO.M INTEREST OX COMMON SCHOOL FUND. 'J'lie principal of all moneys, whether licl(»niiing: to the common school fund, or the congressional township 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 date of such loan, 'i'lie Interest from these funds go to the tuition revenue. 2. FROM LOCAL SOURCES. It. FROM LOCAL TAXATION. The school trustees of the several townshii)s. towns and cities shall have power to levy annually a tax not exceeding fifty cents on each one hundred dollars of taxable property and twenty-five cents on each taxable poll, which tax shall be assessed and collected as the taxes of the state and county revenues are assessed and colhH-ted. and the revenues arising fi'om sucli tax levy shall consfilutc a supplementary tuition fund, to extend tlie terms of school in said townslijps. towns and cities after tlH> tuition fund ai)i)ortioned to sneh towiisliips. towns and rities from llie stale tuition rcvenu(>s siiall l)e exliausled: Provided, however. That siionld tliei-e lie rcnnaiiung in tlie tuition fund of any township, town or city levying such tax at the close of any school year any unexpended l)alances of such supplementary tuition fund assessed and collected foi- us(> in such school year, or ju'evious ye.-ii-s. e(iii;d to or (exceeding in amount one cent upon each one liundred dollnis of laxalile i)roperty in said town^ slui). town or city, then il sJiall be tlie a\\\\ of the eonnly auditor to l;ike notice of llie same, and at the lime when the tiaislee or trustees of such a78) EDUCATroN IN INDIANA. 179 school corporation shall make the annual levy for such tax such trustee or trustees shall make, under oath, an estimate of the amount of supple- mentary tuition fund that will Ix' ro(iuired to meet the actual expenses of the schools for the next school year, and from such estimate said auditor shall deduct the unexpended bahnu-e of such fund in such trustee or trustees' hands on the first Monday of July, and the said trustee or trustees shall make a levy not larger than shall be sufficient to produce a supplemental revenue eiiual 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 fund and shall be distributed among the townships of the county in which the orders drawn against the dog fund exceed the money on hand. Tliis distribution shall be made on the second Monday in March of each year, and if said county dog fund be insufficient to pay for all the live stock or fowls maimed or killed by dogs of all the town- ships the distribution shall be made in the ratio of the orders drawn against the dog fund of the townships and unpaid and unprovided for. which ratio shall be obtained from 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 township trustee of the county upon the first Monday of March of each 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 Avhen it shall occur again upon the second Monday in March of any year that there is a sui-plus 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 shall be distributed for the schools of the county in the same manner the common school revenue of such comity is dis- tributed. c. FUOM LIQUOR LICENSE TAX. The money and income derived from licenses for the sale of intoxicat- ing liquors shall be applied exclusively to furnishing tuition to the com- mon schools of the state, witliout any deduction for the expense of collec- tion or disbursement. X '" 3j ■t Z 1880 1884 1887 1888 1889 1890 1891 1892 1893 1894, 1895. 189(5 . 1897. 1898. 1899 1900. 1901. 1902. 1903. $1,519,791 m 1,408.113 49 1,443.176 55 1,403,412 91 1,390,092 27 1,440,2,55 4G 1,453.568 01 1,483,036 42 1,983,348 34 2,077.323 12 1,980,452 20 1,868,745 11 1,535,429 04 1,568,187 59 1,559,144 91 1,595,344 10 1.564.955 27 1,623,170 87 1,698,868 59 .$204,145 30 211.112 19 440.612 15 464.140 73 462,207 22 476,184 31 427,550 42 436,924 66 435,197 84 436,960 17 431.994 76 444.400 13 422,125 88 437,794 99 436.847 51 451,055 84 443.811 36 423,130 68 401.829 06 $197,675 80 187,162 70 197.748 14 218.118 93 199.165 22 180.188 30 213.464 60 191,761 17 157,246 10 161,906 62 153,169 95 1.")4.817 02 162.729 63 148,744 53 167,748 68 147,456 01 153.145 27 139,059 59 144,981 53 $1,921,612 76 1.806.388 38 2.090.536 84 2.085,672 57 2,051.464 71 2.102,628 07 2.094,583 03 2,111,722 25 2,575,792 28 2,676,189 91 2,.565,616 91 2,467,962 26 2,120,028 55 2,154,727 11 2,163,741 10 2,193,8.55 95 2,161,911 10 2,185,361 14 2,271,570 59 VI. O' c " $2 71 2 51 2 80 2 74 2 71 2 76 3 31 .i 36 3 17 3 08 2 89 2 87 2 86 2 !I0 2 73 2 88 2 91 Notes on Above Tahi.p;: l. In cnlniiins II. III. \'ll. \lll. IX. XI the sourcfs 2 2,:/. - rt'-^- S 2 C OJ a°2 S 2 P S § S 0/ Cfi iJ C ?-"i ^xlS J . f^ :rj h:; Eh w ^ $589,093 21 None. $1,461,891 15 $8,986 36 $193,512 15 $2,253,482 87 $3 18 $5 89 806.415 35 None. 1,410,091 09 20.969 11 279,885 89 2,517,361 44 3 50 6 01 951,979 78 None. 1,546,659 90 31.377 11 331,256 59 2,8(il,273 38 3 84 6 64 1.008.072 56 None. 1,615,386 52 22.202 16 344,342 79 2.990.004 03 3 93 6 67 1.001,032 68 None. 1,567,921 46 31.743 07 346,652 83 2,947,350 04 3 87 6 60 1,172,232 39 ,%45,752 61 1,777,500 85 11,474 30 337,779 83 3,344,739 98 4 42 7 06 1.370.799 85 57,187 13 1,705.727 94 26,421 78 353,155 40 3,513,292 10 4 56 7 27 1,408,336 64 67.789 30 1,689,135 64 18,872 50 358,407 04 3,542,541 12 4 64 7 40 1,051,796 08 43,714 74 1,810,417 39 25.1!)2 54 391,554 56 3,322,675 31 4 28 7 59 1,433.792 75 18,(530 54 2,048,179 03 18,646 14 395.029 80 3,914,878 26 , 4 92 8 28 1,562,155 75 17,421 69 2,415,600 44 20,937 54 396,160 00 4,412,275 42 5 45 8 77 1,472,016 56 15,713 81 2,239,349 44 12.671 83 377,937 72 4,117,()89 36 5 15 8 24 1,770,816 24 15,545 71 2,316,077 11 27,588 58 344.492 17 4,474,519 81 6 09 8 98 2,228,546 40 26,926 47 2,493,610 32 29,712 31 386,637 07 5,165,432 57 6 89 9 76 2.489,396 06 15.638 45 1,855,543 91 30,686 88 401.243 70 4,572,509 00 6 32 8 92 2,599,262 95 151,744 65 1,838,022 79 19,460 42 426,670 37 5,035,161 18 6 67 9 56 2,687,931 96 96,265 24 2.557,590 51 29,405 41 436,946 64 5,808,139 76 7 68 10 54 2,706,923 83 87,873 67 2,535,696 45 52.403 86 487,601 09 5.870,499 50 7 78 10 63 3,285,490 06 106,806 79 3,163,011 29 83,467 74 496,514 92 7,135,290 80 9 29 12 20 4. The per capita of revenues as above, column XIV, does not accord with the per capita cost of education (Table D). This is due to the fact that there are sources and ex- penditures which do not come through the regular channels of school taxes and revenues, e. g., tuition pai(;,085 13 $10 25 $13 96 1898 7.840,139 24 10 39 13 85 1899 S.18S.088 74 10 83 14 70 1900 8,182,526 72 10 82 14 48 1901 8.444.267 5(5 11 14 15 16 1902 9.405.513 14 12 34 16 78 1903 9.001.r.45 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) Annual salaries of township trustees from town- ship funds (approximated) $80,000 00 (b) Compulsory education expenses from county funds 36,000 00 (c) Salaries of county superintendents I'niiii county funds (approximated) 92,000 00 (d) Funds realized from the sale of local school lionds for building purposes No data. (e) Amount paid by counties out of county fund for county inst itutes (1903) 8,462 40 (fl 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. Total Ex- pended KOK Teachers. Average Yearly Wages of Teachers of All Grades and High Schools. Average Daily Wages. In Townships. In '{'owns. In ( "ities. Males. Females Males. Females Males. Females 1897 $4,516,658 40 1,702.:! 17 :« i.soo.iifu m r>.()2;i.4si Tt 4.9:i(l.292 97 r,.4s:{.!):js oi (;, 122.075 17 %m 07 :n2 Ki :m !»8 :i2i (W :«)s 5.1 :i4i 91 ;i8i (i5 '*" ' .S2 99 :i 08 .'i 0(i .•i i:{ ;i 21 1898 18i»!) 1900 1901 1902 1903 * $2 10 2 11 2 14 2 :w 2 4;} * $1 90 1 94 1 94 2 2(1 2 27i * $2 04 2 m 2 07 2 ■.^2 2 ;^9 * $4 ;« 4 -iX 4 ;« 4 U 4 49 * $2 33 2 56 2 34 2 72 2 77 ♦The statistics for 1898 are classes of males and fcnialfs: given for all toachor: in townships, S1.;»S: iTi cacli corporation— not divided into n towns, S2,:!2: in citii's. $2.58. EDUCATION' IN INDIANA. 187 'I'AliLE F. PAY OF TOWNSHIP TRUSTEES. A won lit Paid Tnigfcc.s for MiDiauing JSdnritfioiial rear. Affnirft. 1897 $87,007 (J4 1898 89,967 77 1899 110,122 90 1900 103,818 61 1901 109,975 OS 1902 87,049 58 i;X)3 95,287 55 TAHLE f4. Fear Unitmerntio)/. EiiroUnK'tit. Affeiidanee 1880 703,558 511,283 321,659 1885 740,919 504.520 332,740 1890 *770,722 512,955 342,275 1892 776,963 511,823 360,604 1893 *795,250 510,009 '350.963 1894 *808.261 541,570 392,689 1895 *798,917 529,345 392,015 1890 734,040 543,005 401,702 1897 749,902 551,073 402,747 1898 754,945 500,157 t432,931 1899 755,098 550,651 424,725 1900 756,004 564,807 429,560 1901 757,084 556,731 420,276 1902 761,801 560,224 423,078 1903 767,436 560,523 424,007 *Fi'om 1890 to 1S95. inchisivc. tlio cimmeration lists wore "padded." The new law on this siihji'ct maizes it difficult to return an incorrect list. tTlie best attendance is sliown in 1898. This was due to the then new compulsory education law. ISft I'WrcATiny jx fXDf.\x.\. thr I 'lie rollowin.i;' Tnlilc ici' capiT;! Iicldii^'iii TABLP] II. ,s.r),s:! 1S(;4 .V>7.(ti>L' 18()() o.V.t.TTS ISliS oD^.Slio INTO C.IM.ti-JT isTii r,:\\ .:>.','.) 1S74 (ir,4.:',(;4 isir. (;(;7.7.".<; 1X7(1 (;7!>.L':!(! 1S77 (■.•»4.7(m; 1S7.S (uc.t.i.-.:; 1870 7(lS.l()1 1880 7o:i.r)58 1885 740,949 1890 770.722 1892 770.90;! I.s9;i 79.-..2r>(; 1894 ,S(>8.201 189.-) 7!»8.917 189(5 7:',4.(;4(i 1897 749.9(12 1898 7r.4.94.-, 1899 7.V..(;9S 19(1(1 7.")(;.(l(l4 19(M 7r)7.(;8l l'.>02 701.8(11 1903 7(;7.4:!(; Total Srhnol Fit lid CininiKin mill Pir ('mil til of F mills oil Fiiii- DIsti l'po)i of F I Cii o)l i-ri'xt ■iliiiti'd /ill sis mills 'I'r til til Fiiii- Coiiiiyi'sxioiia 1 . ttii'fii tloll nir rut lull . .^7.i9;!.ir,4 91 .$13 01 7. 778. !>.">.") 94 13 9(; 7.(;ii.:',:!7 44 13 .-)9 8.2o9..",41 :!4 13 93 ^^S.r)7.'i.(l47 49 i:'. 84 s.4:',7.r.9:! 47 1."! .">0 s.7ii.:!io 0(1 i:; :;i S.799,191 04 i:; IS S.,S7(>.872 43 i:! (Id S.924..-)70 .34 12 s.-, S.974.4.V) .->.-> 12 8.-> 9.(li:',.(l(!l 7.-) 1 ■' 73 9,(H;r).2.">4 73 1 2 ss 9.:52S.791 39 1 ■' .-.9 9.784.170 .-).-> 12 09 .70 9,9r..-).894 28 1 ■' 81 . 77 9.99.",.;',77 42 1 2 .-.( ; . 7.-) i().ir.7.io:> ;>•> 1 2 .")( i . 7.-| 1(>.14().9r)9 3(» 12 70 .70 l(l.218.4.T2 19 i:; 90 . s;', 10.222.792 24 i.'j o;; t.82 1(i,:!(i:!.lS4 01 i:; 0.3 t.82 10.:!1 2.(11.-, 27 i:'> 04 -;- . 82 l(i.:;.-)9,9(;9 (1.-. i:i 70 t . 82 i(i.:!!>(i.:;2(; .".:> l."> 71 t.82 1().44:!.88.-, 34 i:; 7(1 t . 82 1(1, I9S.71C. (19 i:: c.s V . S2 'It is believed tiiat llie liuill-es I'ol' |S70. wllicil were lakel I'eporl. are not .-lecurate. 'roni a I'oi'iiier It is appai'eiit llial llie ui'owlii in Ihe scliool I'nnds can no longer exceed the ,ui-o\\ 1 1 1 in school ennnieralion. l-'oc s-ven ye.-irs l he jier capil;i disi ri- ))ntion njion the basis of llie interest I'runi the funds has bt'en the same anionnt, nanielv. S:_' cents. HDUCATION IN IXPfANA. 180 'J'ABLE I. ADDl'JIUXS TO CUM.MON .SCHOOL Fill IS lialinici' .. iiikI from Other ^ <'">' Forfi'ifiircx. Soiirrt's. 1880 $48.!>10 48 .$8,48'J 07 1881 4a.2(;2 (•>'> .-{.848 52 1882 r);:!.5!»l 5!) 2(j,(j44 OG 1883 ;-,4.47() U:>, 4,300 21 1884 .",8,220 4r, (;.<):',<) 1 1 1885 4;»,8(\ 188!> 44,01)4 .->8 I2.(;i);» .-,(; 18'-><» (•,8.2(18 Ki 14,455 88 18'J1 (JIJIO 07 !»,18!» 97 185>2> 71,100 23 11,134 80 1893 57,120 95 9,473 09 1894 58.839 43 5,102 22 1805 59,909 57 14,807 00 1890 .57,119 03 11,945 21 1897 34.7;!8 97 7,919 73 1898 41,082 94 4,7.39 85 1899 .•{0,705 .53 8,477 24 1900 44,858 23 0,439 04 1901 .34,.309 12 2,098 40 1902 43,444 43 9,700 77 1903 41,433 82 1l',o8o i»0 FUNDS. Total Additions. .$52,400 15 47.111 17 80.235 05 58.771 14 05,1.59 57 .50, .525 05 02,373 18 82,507 00 83.784 08 50.7!)4 14 82,(J(j4 04 70.900 04 82.241 09 00..594 04 O4.(lol 05 74.830 o;! 09.004 24 42,0.58 70 40,422 79 4.5.242 77 51.297 87 37.007 58 53.151 20 53,514 72 !!)() EDUCATION IN INDIANA. TABLE .1. SCHOOLHOUSHS. NUMBER OF TEACHERS AND SCHOOL TERMS. XiinibiT Arcrai/r of XnDibi'r Leiigtii ni School- of Schoo/ ill i'eiir. houses. Ti'iu-hcrs. Daijs. 1880 9,647 13,578 i:5C. 1885 9,877 13,254 127 1890 9,907 13,278 130 1892 9,873 13,549 132 1893 10,007 13,896 No data. 1894 9,327 14,071 No data. 18«J5 9,327 13,869 No data. 18,' one teacher each and the grand total will rcvich ;d)ont 1,000, or approximately one high school for each to\viishi]>. We have high schools accessible to nearly every child in Indiana. The law makes it necessary for every school officer to provide high school facilities at home or in lien thereof to transfer eligibh; pn])ils at ])nl)lic ex])ense to cor])orations maintaining them. The following- is a snmmarv of hii>li school statistics: 13— Education. (193) 194 EDUCATION IN IX DIANA. (I. HIGH SCHOOL STATISTICAL SHAI^LMiV. V.Mi. L Number of coiniiiissidiicd and non-cuuimissiom'd hi.iili schools ill IiKliaiia liaviiiu' two 2. Xiuiilier of high schools liaviny one teacher, about 247i».8(i:'. l»(i 13. Total paid for a])pliancrs. reference ))oo]5 42 14. Total current or annual cost of crjinmissioiicd higii schools (;32.2()0 32 15. Averagi' cnrrenl cost per jpiipil in coniniissioiied liigli schools :!3 (to 1(>. Number of teacliers eiiiployed in coniniissioiied liigh schools 081 17. Xumlier of teachers employed in non-coimnissioiied high schools 848 18. Average yearly w.ages of teachers in comniissioiicd high schools -1^720 00 10. Average yt-arly \vag<'s of teachers in non-coinniissioned high schools 4.32 00 From the fig-nres given nl)n\e it is evident that tln^ state is eonceriied in a large way with seeoiuhiry education. It is im- portant, therefore, that the work he carefully siijiervised to avoid waste and incompetent iiisi ruction. EDUCATIUS IS lyDIANA. 195 i ' COUKSE OF STUDY FOR COMMISSIONED HIGH SCHOOLS. Adopted May 14, l'JU4. (I. INTRODUCTION. The following course of study for the couiinissioned high schools of Indiana was adopted hy the state board of education, May 14, 1004. It is a revision of the course adopted in 1898 and revised in 1902. It provides for reqtiired 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 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 either botany or zoology, or one of four languages. In the third year to pursue the study of English history 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 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 year of English for the piu-pose 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 subjects pursued throughout the entire high school course has many advantages: First, It gives excellent training, scholarship and discipline in a given subject. Second, It malvcs 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 geometiy. It is the intention of the state board of education to inspect as many of the com- missioned high schools each year as it is possible 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 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 schoo. work. Fourth, At least one of the high school teachers must be a college graduate. Fifth, The pursuing of few subjects 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 regidar text books. Seventh, Laboratories fully equipped to do all of the necessary work in the sciences pursued in any given high school. Eighth, No science should be taught for a term of less 196 EDUCArrnx rx txdtaxa. llian "iiic ycjir. Xiiilli. Adinissicn lo llic lii.uli sclioul imisl he uivcii only lo iliosc who li.-ivc I'oiuiik'tt'd io tlic entire satist'arlion ol' Ihc school oltici'i-s and teachers, all of the work of the grades. Tenth. The lii.uh school huildin.u nuist l)e kept In j;()od or(h'r. the sanitary appliances ade(inate. tlie heiitln,u- and li.nhting- good, and oiitlionses and indooi- closets clean and sanitary. Eleventh. All courses leading to college entrance should pro- vide at least three years of foreign language, t^f't' outline. i Twelfth. Psychology, sociology and jjolitical econouiy should not lie taught in high schools. Thirteenth, Beginning with the school year I'.in;; e.-ich high school must have in its faculty at least one graduate from an acceptable normal school, college or university. Koui'teenth. The course of study must be at least a fair equivalent of the following: b. UUTLIXE COURSE. First Year. Second Year. Third Year. FocRTH Year. (Kequirtnl.) Algebra, one-half year. Plane Geometry, one- English. and Plane (Teometry, half year, and .Solid one-half year, or Con- (Teometr.v, one - half American History Algebra. crete (Teometry, one- year. anil Civil (iovcrn half year. (Elective) ment. Physics (II- ( 'hern ti-y Botaii.v or Zoology. English. English. Electives— Physical Geogra- Engli.sli. History of England, phy. (ic.ildgv. History of Greece, one- one year, or French Language— half year, and His- tory of Konie. one- andEnglish History, one year, lone - half Commercial Arith mclic. (a) Latin, half year. yeai' each, i (h) (Ternian, (cj French Hookkeeping or or Language, one (d) Greek. Language; Language. year. c. DETAILED COT' USE. Science. Systematic instruction in one oi- more branches of natural science is an I'ssential i>art of the high school curriculum, but it should not be attempted unless a skilleon natni'.-il phenomen:i. to develop his powers of observation, and 1o cnlli\ale lln' scjeiilitic sjiiri! of accurac.v and truthfulness. The choice of subjects to be taught should be made deliberately, for delinite reasons ••ind then adiicn d Io: il should nol be accidental to the wishes or convenience of leachers whose services may be of a temi>or:iry character only. At least one of the leachers in the high school should be emjdoyed because of specijil training and tiliiess Io adniinisler the particular science sub.iects of ihe cui-ricTdum. EDUCATION IN INDIANA. 197 Wherever po8sil»le u separsite rocnn should be provided for laboratory work, supplied Avith proper desks or tables and with cases for storing of apparatus. The equipment should be kept clean 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 hi,i;idy all of the tMiuipnient and supplies furnished for that imrpose. The eiiuipnient should be well selected, simple and for use.* A common mistake in presenting science to high 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. Scientitic theories which are not Avell established should be avoided and the attention of the pupil directed to a study of ob.iects 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 branch of science. BOTAXV. Only certain phases of botany can be profitably pursued in the high school. It is advised therefore that these be emphasized 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 coiu'se work which ca]i only be given with i)rotit in the college or university. Plants as living things may obviously be studied in any one of thi'ee ways: MurjthoJoiiti. The general appearance of plants (form, color, gross anatomy, etc.). and their more evident .-idaptation to their suircnmdings, animate and inanimate, may be olisei'ved. At the i)resent time this way of studying plants is the only one which i>upils at the average high school, or at many of the commissioned high schools, can protitably attempt. It is known as the general morphology of plants. In this course, which shoidd 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 imder which they live, and their adaptation to these condi- tions. For the Avork of this course either Gray's "Structural Botany" (American Book Co., New York), or Coulter's •Tlant Studies'' (D. Appleton (S: Co., Chicago.), may serve as a guide. These should be supplemented by such works as Kerner's "Natural History of Plants" (Henry Holt & Co.. New York), or C')ulter's -'Plant Relations" (D. Appleton & Co.. Chicagoi. AlKltdlllll. The constructive elements of plants may be studied, noting not merely the form and the arrangement of the parts, but the tltness of each ele- ment, and the suitableness of each arrangement of elements to meet *(Memhers of the fioard nf (■(hicatioii will bt' sjlacl to give adviee in such matters when requested.) 198 EDUCATION IN INDIANA. external conditions, larg-ely those of a physical natnre. such as mechan- ical strains, the foi'ce of .gravitation, etc. Only in the most advanced high schools as yet can ])ni)ils profitably undertake tlie study of the microscopic anatomy of plants and the study of jjlants which, because of their minute size, must be examined under the microscope to be known at all. Some knowledge of the fundamental principle of physics will In- necessary before such a course is attempted, not only that the pupil may understand the instruments with which he works (lenses). l»ut also the mechanical and other principles involved in every plant strnctnr(>. even the simplest. The state board of education distiuetly advises a.uainst the introduction of microsco])ic 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 subject is given one-fourth of the pupil's time during one year, the second course may be made to cover the folh'wiiig topics: 1. The Typical Plant Cell. — A study of its structure, general comjjo- sition. contents, form and methods of multiplication. 2. Unicellular Plants.— A study of the general structure and main facts of growth and reproduction of yeasts and protococcus. 3. Multicellular Plants. — Noting tlie :irr-ingemenTs of cells togetlu'r. the effect of such groupings on the niunbers of the groups, the mechanical, physical and physiological results of such groupings and the modes of re]>roduction as shown by: a. Si)irogyra (common i)ond scum) cladoi>hoi-a. chara or nitella. b. Mucor (bread mold). c. The rusts and mildews. d. A moss. e. A fern. g. Flowering plants. The character and scojie of desiral)le work under these various heads is iiidicat(Ml with sufficient accuracy in tlie various text-books in botany on the market. Additional books recommended for this course are "Spalding's Introduction to Botany" (D. C. Heath iK: Co.. New York). Atkinson's "Elementary Ilotany" (Henry Ilolt & Co.. New York). '"Piot- any," L. II. Bailey (The Macmillan Co., New York). Sedgwick i^- Wilson's "Biology," Goodale's "Physiolo.gical I'.otnny" (Anu'rican Book Co., New York). Arthur, Barnes and Coulter's "Ilandltook of Plant Dissection" (Henry Holt & Co., New Yoi-k). Bergen's "Elements of Botany" (Rinn i^- Co., Chicago). Bower's "A Course of Practical Instruction in liotany' (Macmillan t'c Co.. New York). Strasburger. Schimper. Sclienck and Noll's "Lehrlnieli (]>■]• Botanik." lOnglish I i-anslalion ( Al.'icniillan vV ( 'o.. New Yoi'l<). 'i'lie followin.a appni'mns wctuld lie i'e(|nire(l for the etlicienl jirose- cution of tliis course: ('oni|)ound microscopes, one foi- each pupil during his stay in tiie laboi'atory, but by dividing the class into small sections the total number of microscojies need not i)e large. 'I'he B.-iusch iK: Bomb Optical Co., Rochester. N. V., or ]lie ('and)iMd.ge Botanical Suit])l.v Co., Cambridge, INIass. (who will iinpoii foreign instruments, duty free, for school), can furnish snit.-ible microscopes from ^'21 npw.ii'd in pric«^ Cheaper ones are untrustwoi-thy. 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. AVatch 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 reagents, such as iodine, glycerine, potassic-hydrate. potassic-iodine, and a few stains such as fiidisin, eosiii. saffanin. costing in all about $5.00. I'liilsUiJoijII. The plant at work may be studied, considering both the nature of the work done and the means by which it is accomplished. Tlie most im- portant facts of plant physiology should be presented by thi^ teacher to classes studying plants in either of the ways already described; but the study of plant physiology itself should not be attempted in the high school, since the conditions necessary for successful experimentation can not ordinarily be provided, and especially since the antecedent training in chemistry and physics essential to a comprehension of the (piestions involved can not have been given under high school conditions. Zoology. Assuming that one-fourth of the student's time for one year is devoted to the subject, the following sclunne may be followed: Fall and Avinter, 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 body into definite organs and systems for definite functions, and tlie gradual increase in complexity and efficiency 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 l)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 be taken, and especial atten- tion paid to the variety of species found, the character differing most in the different species, the peculiar surroundings in M-hich each one lives, the peculiarities that tit each one as to its peculiar liome; the habits of each species, the coloration of each species as comjiarcd witli its surround- ings, the comparative number of individuals of eacli species, the difference between individuals of the same species. For this purpose Nos. and 7 of the books given below will be found useful. All of the books mentioned below should be accessil)le in tlie laliora- tory. Each student should be supplied with 1 or 2. 1. Elementary Riology, Royer. About $1.00; pultlished by D. C. Heath & Co., Chicago. 2. Elementary Les.sons in Zoology, Needham. Al)()ut $1.25: published by American Rook Co., Cincinnati. 200 EDrriTinx TX txdtaxa. :',. Klfiiicutary lUoJd.Liy. I';ii-kci'. Aliout .S2.r)0: imblislicd by ^laciiiill.in ».^ ("().. Xrw York. 4. Invertebrate Morpholo.uy. .Mac.Muricli. About .S4.(M>: pulilishod liy Henry Holt & Co., Boston. ."). Comparative Anatomy of Vertebrates, \\'ir(lers«4ieini. About $3.r)0-, published l)y Macmillan & Co.. New York. (). Manual of Insects, Comstock. About $4. (Mi; ]iublislu>(l l)y Comstock I'ublisliiui;- Co.. Ithaca, N. Y. 7. .Mamial of Vertebrates. .lord.-in. ^•2.7>i\: published liy Mc(4ur.i;' \- Co.. Chicago. 8. Colton's Practical /oolo.uy. so cents: I). C. Heath i^t Co.. ChicajiO. !>. Holder's Elenu'iits of Zoology: published l)y D. Aiii)leton Co.. CJiic-iiio. 1(1. I'r.-ilt's Invertebr.-ite Zooloyy: ])u1ilished l)y Cinn iVc Co., Boston. 11. .lordan and Kellou-y's Animal Life; pulilislicd liy I>. .Vpidctoii iV Co.. Chicago. A /iiKiral IIS far " 10 lbs. glass tubing, sot(. assorkd .^izes. at .'>nc 5 00 1 Bunsen l)nrner (for gas) 3o •J thermometers. lt)0 degrees C. etclicd on stem, at 05c.. . 1 00 2 tuning forks. C. & C\ at .$1-50 3 00 1 sonometer 1 00 1 long brass spiral spring— for waves T5 '2 flint glass prisms, at 35c 70 1 doulile convex h-ns, 4 inclies, ar .$1.25 1 25 1 crystal of Iceland spar 1 25 1 magnetic needle on stand 5"^ 2 bar magnets (about 20 cm. long) 50 1 electro magnet (helix), with i-emovable core 1 50 1 astatic galvanometer •> <^^ 2 gravity cells (crowfoot), at .5(»c 1 00 1 grenet cell. 1 qt 1 '•'> 2 lbs. insulated oftice wire. No. IS, at 35c "o 1 lb. iron filings ^" 1 gold leaf electroscope 7o 1 electrophorus ^ -^'^ 10 lbs. copper sulphate iconunercial), at 5c 50 10 lbs. sulphuric acid (eonnnercial). at 5c 50 1 lb. cliromic acid -10 1 rublicr (ebonite! rod, 1 cm. diaau'ler 30 1 soldering outflt '•' For supplies (as tunililtrs. cans, zinc, lorks, wire, chem- icals, etc.) that can l)e purchased as needed of local dealers 10 W Total ^<'" 30 Suitable texts may Ite mentioned as follows: Carhart and Chute's Physics (Allyn & Bacon, pulilisliers). Gage's Physics (Ginn & Co.). Appleton's School I'hysics; Outlines of Pliysics (Macmillan tV Co. publishers. New York). Tlnving's Elementary Physics (,B. H. Sanborn tS: C(».. Boston). The following named are reliable dealers in supplies and api)aratus: W. A. Olmstead, LS2 Wabash ave., Chicago. Elmer & Amend. 20.5-211 Third ave., New York. Cliicago Laboratory Suiiply and Scale Co., Chicago. The Columbia School Supply Co., Indianapolis, Ind. 202 EDUCATION IN INDIANA. ClIEMISTltY. TJio study of chcniislry. accompanii'd by individual cxperiuieutal worl< liy the pupil and dcinonstratidus by tlu' teacher, pi'ovides excellent train- i)ig in observation and a useful knowled.iic of iniixirtant natural and industrial processes, as well as in lo.s>ical thinkini;. The aim of the course in the high school should l)e mainly to secure an understanding of funihi- mental principles and the development of the jiowers 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 the study of a suitable text accompanied by numerous simple experiments done by the pupil to show the method of preparation and the properties of various sulistances. These should lie supplemented by demonstrations by the teacher if circumstances permit, showing the quantitative 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 om* present theories have been deduced from and are not the causes of the facts obs(>rved. With Ibis in view, most of tlie time coniiiionly devoted to (pialitative ana.lysis may well be given to more thorough work in general chemistry. Analytical Avork. unless under the guidance of a very exceptional teacher, is limited in its instructional value and has little direct application unless supplemented by more advanced study and practice. The lalioratory eiiuiiiment need not be extensive. Table space is essen- tial for the iterformanc (• of exiieriments. Cas and water attachments arc not indispensable Init desirable. A resotu'ceful instrudor will lie able to conduct th(- work of a class without most of the tixtures 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 lisls and prices of matei-ials and apparatus needed for tlie course presented. The cost of such outlits will vary from .$1") to .$."((. and since some of tliis is (»f pei'uianent ch.'ii'acter. the subsequent annual cost of maintiMiance is small. Not less than one year should be given to tlu' study even in its ele- mentary outline. The following are some of tlie nini'e recent lexis which seem best adapted to higli scliool work: r.riefer ( "ouise in ('heniistry. IJemson. (Ilenry lloll \- Co.) Experimental ("heniistry. Newell. (I>. (". Heath \- Co.) Elementary rrinciitles of Cliemistry. Young. (.Viipleion iV- Co.) The following are relial)l(> dealers in el:emic;il aii|Kii';il us ;ind sujiplies: E. H. Sargent & Co.. Cliicago. Elmer & Anu'ud. New York City. The Chicago Laboratory and Scale Co.. Cliicago. The Columbia School Sup]ily Co.. Indianapolis, Ind. Gkoi.oov. It would be I'ai- lielter lor the student ,iiid the scliool not to attem]it to teach geology than to give a disconnected aiid ]iooiiy b;ilanced course. EDIUWTION IN INDIANA. 203 lu case, however, it is desirable to include this subject, it is recommended that it be taught in connection Avith the physical geography, which may be elected in the last part of the third year or throughout the fourth year. At least one complete year should be devoted to the course. As far as may be possible, the work of the student should 1m', in juirt at least, of an observational nature. The student should ln' encouraged to reason and draw conclusions from observed facts. As preparatory to further work, the high school courses in geology may be based upon Tarr's "Elementary Geology," or ^\'. 1'.. Scott's "Intro- duction to Geology." For the work ui physical geograi)hy the course may be based upon Tarr's "Physical Geography." For fuller treatment of the topics than can be given in_ the course fre(iuerit 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. Russel, L. C. Volcanoes of North America. Geikie, Physical Geography. LeConte, Elements of Geology. D. Appleton «& Co. MATHE^tATICS. Two courses of study for classes in high school mathematics are here- with given, either of which covers the amount of mathematics required of commissioned high schools. It will be seen that they ditfer but slightly, one introducing the study of concrete geometry which the other does not offer, and requiring its study previous to the study of demonstrative geometry, thus pushing demonstrative geometry one-half year farther along in the course. The formal study of demonstrative geometry immediately following algebra is known to be extremely difficult for many students, and the study of concrete geometry as an introduction to demonstrative geom- etry, thus familiarizing the students with the simpler elements of the sul).iect but particularly Avith the langtiage of geometry, has been found by skilled instructors to make the mastery of demonstrative geometry much easier by students generally, and its study more thoroughly (mjoyed by them. It is recommended that those students whose school education will end with their graduation from the high school, be permitted to elect some other mathematical subject, say advanced arithmetic, advanced algebra or bookkeeping, in the place of solid geometry in the fourth year, /. Alf/chra. One and one-half years (at least 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 EDUdA TION TX I X PI A XA . 'I'lic following' iiauuHl texts, whirli liavc liccii tlKiroughly tested by coiuix'tent teachers of algel)r.i. are recoinnieiided fur usi- in high school classes: 1. Taylor's ElenuMits. AUyn l^: liacon. 1'. Wells' Essentials. D. ('. Heath & Co. :!. Wcutworth's Revised. Jinn t.V: Co. 4. l''isher and Schwnli. I'niversity of reniisylvaiiia. ."•. I'enian and Siiiitli. (iinii iV Co. (I. Milne-Acadeniic. .Vnierican I'.ook Co. .i. Coiii-ntt (i< (iiiK'l 111. One-half year (a nnniniuni iiei-iod ot four school months* of daily recitations to be devoted to tlie uinsiei'v of I lie "langnage of geometry" and such of the simpler elements of geometry as may be illustrated in a concrete way. To l)e taught orally or with the assistance of some good text. .{. ItiiiKiiistfdti re dcduicl ril. One yeai' (eight scliool nioiiihsi of daily recitations in plain geonietr.v i'e(piii-ed of all students, and onc-linlf year (foui- inonrlisi of solid geometry reipiired of students wlio are ju'eparing for entrance to colle,ge. but elec- tive with those who will cease going to school at the close of their high school course. Special emphasis to be placed on the woi'king out of l)ractical exercises and the solution of original pi-oblems. The following texts are I'econiMiended: 1. Wells' Essentials, Itevised, 1 >. C. Heath A: Co. L'. Wentworth, Revised. (Jinn iV Co. .">. Reman and Smith. Revised. (Jinn iV- Co. 4. I'hilii)s and I''ishei'. .Vnua-ican P.ook Co. o. .Milne. Amei'ican Itool; ( "o. (■). Schultze and Sevenoak. The Macmillan Co. Years. Course I. Course II. First Algebra. Alsrehra. Alg:t4)i-a. one-half of year. Demonstrative Geoinetry, one- of year. Plane. lalf Algehra. one-half of year. Concrete (Teometry. one I year. alf of Third Demonstrative (ic()mctr.\ — I'l one-half of year. Demonstrative ( icotnctry — S( one-half of yeai-. inc. .11(1. Denioiisti'ative ( iconicti-y- cntiT-e year. Plane. Fourth Ele'-tive. Demonstrative ( ifometi'y -Solid, first half of year. Elective, second half of year. i'jnrCATlOX I A INJ)L\NA. 2'):. FoREiox Languages. Latin. Greek. Fivik-1i or Gernian. if equally well taught, may l)e given equal value in tlie high school coiu-se. But in order to meet the require- ments for admis.sion to Indiana colleges generally, a student must have had not less than three full years' work in some one of these languages. Lathi. The study of Latin in tlie high school may l)e divided conveniently into periods of nine nionllis cacli, whether or not these periods correspond to tlie length of the year in tlie several schools. P]ach period of nine months should lie devoted to a distinct suliject, the elements of the lan- guage, Caesar, Cicero and A'irgil. These four subjects, or as many of them as the length of the course permits, should he taken in the order given above, and no subject should be begitn until nine months has been spent upon the one immediately jireceding. i^chools having a three years' course, should, therefore, omit Virgil altogether; those having a two years' course should omit Cicero. The course which gives nine months to the lelements and nine months to Caesar is a lietter course than one of the same length wliicli distributes the last nine moiitlis aiiioiig Caesar. Cicero and Virgil, or between any two of tlieiii. A school lil)rary is as essential to good Avork in Latin as is a collection of apparatus to good worlc in physics or zoology. Thirty or forty dollars will buy a good working collection as :i nucleus, and the following list is recommended as a good one from wliich to make selections: Madvig's (Giun «fc Co.) or Roby's (Macmillani Latin (iranimar: Kiep- ert's (Leach. Shewed «.^ Sanborn) or Ginn »S: Co.'s Classical Atlas: Lewis" Latin Dictionary for Scliools (Harper's); Harper's Dictionary of Classical Antiquities and Literature; Schreiber's Atlas of Classical Antiquities (JMacinillau); Johnston's Latin Manuscrij^t (Scott, Foresman «& Co.): Gow's Companion to School Classics (Macmillan); Howard's Quantitative Pro- nunciation of Latin (Scott, Foresman »S: Co.): Mackail's Latin Literature (Scribner's); any good history of Rome; Plutarch's Lives; Roman Politi- cal Iiastitutious, by Abbott (Ginn & Co.); History of Latin Literature, by Simcox (Harper's); Private Life of rlie Romans, by I'reston & Dodge (B. H. Sanborn & Co.); Helps to the Intelligent Study of College Prepara- tory Latin, by Harrington ((Jinn iV: Co.); Latin Phrase Book, by Meissner (Macmillan); Harper's Latin-Kiiglish Dictionary; Smith's Dictionary of Greek and Roman Biography and Mythology, 3 vols. (Harper's); Ward Fowler's Julius Caesar (Putnam); Caius Julius Caesar, by Dodge (Hough- ton, Mifflin & Co.); Julius Caesar, by Dodge (Houghton Mifflin & Co.); Julius Caesar, by Napoleon III (Harper's): Julius Caesar, by J. A. Froude (Harper's); Caesar's Comiuest of — Virgil, ))y Sellar (Oxford); Essays on the Poetry of Virgil, in connection with his life and times, by Nettleship (D. Appleton & Co.); Master Virgil, by Tuuison (Robert Clark & Co., Cincinnati); Classic Myths, by Gayley (Ginn scMitences should be short and easy, and are liest made by the teacher fi'om day to day; if, however, the teacher lacks time to compose the sc'iiteiiccs he may draw them from such manuals as Collar's (Ginn & Co.): Dan id's {V.. F. Sanborn); Moulton's (Ginn & Co.); Dodge & Tuttle's (Anieii( an Book Co.), or Rigg's The Series in Latiniim (Scott, Foresman & Co.). In addition to lliis translation there should be a systematic drill in syntax li.-e^cd ujion one of the oldei' meth- ods (.Tones' is. perhaps, the most thoroughly tried) which should be con- tinued throughout th(> second (CaesaiMan) and third (Ciceronian) period. While Vii'gil is read, jtrosc coniiiosition niay be susjxMided and the time EDUCATION IN INDIANA. 207 devoted to rt'ports upon inytbolosy based on assigned references to works in the liltrary. Siglit translation, once a fetich, shonld lie 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 Tolmau, or Harkness (American Book Co.); Chase & Stuart (Eldridge & Bro.); Greenough (Ginn & Co.); Lowe & Ewing (Scott, Foresman i\: Co.). It is recommended that the class read tirst Book T. Chapter 1-29, then Books II. Ill and IV. and then the omitted chapters of Book I, or an equivalent amount from Book V. In Cicero the class should read tirst 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: Kelsey (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 Hrst. and either the advance or the review lesson ought to be scanned in full every day. The following editions are recommended: Greenough iV: 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 before the classical section of the state teachers' association in December. lS!)(i. by Professor Johnston, of Indiana university. It may be oljtained without cost of Scott, Fores- man & Co., :!ie ontliiu'fl liy the city superintendents" association. 208 EDrCATTOy IN INDIANA. French.'^' 1. A standard coiirso in elementary French, with exercise in composition, and tlie reading of L'Abbe Constantin and ivindred selections from French literature. 2. Continue the study of French uramniar and read Madame Therese, Coppee et Maui)assant. and Contes de Daudet. 3. French composition and readinii' of IIuuo's Ileiaiani, Moliere's Le Bourgeois Gentilljomnie. and Racine's Atluilic. LlTEKATTRE ANT) CoMPOSir lOX. The object of tlie Englisli course in the comndssioncd hiuli school is to give tlie student the al)ility to speak his native language correctly, to write readily and effectively, to read with sympatliy and insight, and thus to strengthen himself with the best thoughts of othi-rs. and to conimnni- cate his own best thoughts in an unmistakable way. 'i'o attain this obji-ct involves the teaching of literatui-e and of composition. One recitation a day for four years sliould be given in English. The teaching of composition should extend over tli« full period of four years, even if tlic subject can not be tauglit oftener than once a week. The reason for tins is that composition is not a subject that seeks to impart a given amount of information: it is a subject that concci-ns itself with the student's al)ility to express iiiniself at all times. This a])ility can be conveyed to the student oidy Ity drilling him in writing at all stages of his care(>r. As lie grows in thought, he must advance in expression; iind hence lU'acticc in composition must be continuous until the student has the command of English suggested al)ove. There is less reason for nniking the study of litei-atnre continuous: in so far as the study of literature consists of infonnation. it may he taught like history or science: 1)ut in so far as ir is ;i training in t.-iste. it requires continuous treatment. Add to this the fact that literature is a potent aid to composition, and it ;i]ipe;irs that, on the wliole, literature ought to be taught coiitiniionsly tliiough the four ye;irs. If, however, only one of the two subjects can lie taught continuously, that one subject should be composition. .\s to the relative amount of time to be spent on literature and com- position, it is suggested that .-ipiiroximately two-fifths of the time given to English lie devoted lo composition. This course of study is recommended for I lie non-commissioned and township grailed high schools of the state also, and tv-^acliei's ai-e urged to follow I hi' suggestions for commissioned high schools whenever l)ossible. The woi'U should lie done so well that jiniiils comiileling one. two or three years in the non-commissioned schools should reccixc credit for same upon entering any of the commissioned schools. ( 'oMi'osnioN. The work in comiioslt ion shonld consist of constnnt practice in writ- ing. The two gi'eat sources of ni.Mteri.al tli;il the impil sliould use in his *('oiirs(' oiitlincil by tlii' <-ity suiici-iiiti-ndcnts' ;i>Micj;itir- eau and Martin in exposition: liurke. Welister and Keecher in argtunenta- tiou. Of these forms of discourse, description and narration shoidd re- ceive most attention. Exjiosition 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 vjirious forms of dis- courvSe. Xo one text-book in rhetoric or composition will l>e found adapted to tlie needs of every school. The text-l)ooks named Ix'low are all practical books: but the tcaclier must remember that in coiii]iosition teaching no text-book can take the place of stininlating class-room instruction. Stiidies in English Composition. Keeler and Davis: Outlines of Rheto- ric, Genung: Handbook of Composition, Hart: Found.itioiis of Rhetoric. Hill: English Composition. Newcomer: Exercises in Rhetoric and Com- position. Carpenter: School English. Rutler: Composition-Rhetoric. Scott and Denny: Composition and Rhetoric for Schools. Herrick and Damon; Composition and Rhetoric, Lockwood and Emerson: Talks on Writing English, Arlo Bates: English Composition. l>arrett Wendell: Short Story AYriting, Charles Raymond Barrett: I'liilosopliy of the Sliort Story. I'ran- der .Matthews: Story Composition. Sherman Cody: Tlie Story Teller's Art. Charity Dye. LlTETJATinE. The Avork in literature slionld consist mainly of tlie study of repre- seiit.ative selections from the a\(»i-1v in Ihiglisli ;ui(l Aiiieric.ui ;iuthors. The simplei forms of writing, those tlnit the student can interpret most e.asily. should be tirst presented, narrative poi-nis and tliose liaving strongly marked symbols coming before descriptive poems and those in which the charm is largely in suggestion. As the student gains in interpretative power, the more dithcidt forms may be put before him. Thus the litera- ture work might Htly begin with selections from LongfeUow and Wliittier. and end witli Shakesiieare. Browning and Carlyle. 14— Education. 210 EDUCATION IN INDIANA. Tlie enipliasis should at all tiuios be placed u\Hn\ the study of the liter- ature rather thau upon books al)out literature. But this should not mean tliat 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 instinicior. or some of the briefer manuals may be put into the linnds of the pupils. While it is trite that it is l)etter to knoAv a few books well than to know many imperfectly, yet it is also true that one purpose of tliis 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 nianyi more should be read ra])idly for special points 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 masti-rpiece study is that it gives an utterly false perspective of the sul).iect. This may in some measure be corrected by the means suggested. In the following list the dates refer to tlie year of graduation, i. e.. a class graduating in 1!H)2 should read during its high school rnreer the books n;inied under that date. 1. For general reading and composition work: 1902. 1903. 1904. * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * 1905. Shakespeare— Merchant of Venice Shakespeare— Julius C'sesar .\\' high scIkjoI age. Opportunity would thus be (dfered foi- directing to con- sider.-ible extent the outside reading of the boys .-ind girls at this impor- tant period of their mental developineiit. Vkv purposes of geiier.al reading and culture it is suggested that ;is many of the woi'ks n.-imi'd below, and (dliers of similar c]iaract( r, as c;in he sniiplicd lie jilaced on the shelves of Ihe lilii-ai'V in every high sciionl of the sl;ite: EDUCATTON IN INDIANA. 211 ,iy in Ancient Rome. Harrison. lienj. This Counny of Ours. Ball, Robert S. Starland. Bulfineh. Thos. Age of Fable. Bulwer-Lytton. Sir Edward. 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. Wni. I'rue and I. Diclvens. Chas. Story of Oliver Tavist: condensed by Ella B. Kirk. Matthews. Wm. Getting on in the World: or Hints on Success in Lite. Heilprin. Angelo. Earth and Its Story. Shaler. N. S. Story of Our Continent. Thoreau. Henry F). Succession of Forest Trees. Byron, Lord. Childe Harold; ed. by Andrew J. George. Dryden. John. I'alamon Arcite: ed. by W. H. Crawshaw. Goldsmith, Oliver. She Stoops to Conciuer. Wordsworth. Wm. On the Intimations of Inimort.-ility. GrifHs. Wm. Elliott. Brave Little Holland ami Wliat She Taught Us. Hodgin, Cyrus W. Indiana and The Nation. Marcus Aurelius Antoninus. The Thought of: ed. by Edwin Ginn. Campbell. Tliomas. Pleasures of Hope. Emerson. R. W. American Scholar. Self-Reliance and Compensation Keats, John. Endymion: ed. liy Gollancz. Moore. Thos. La 11a Rookli. Pope, Alex. Essay on Man. Sophocles. Antigone and Oedipus King: tr. by Coleridge. Moore, Sir Thos. Utopia: ed. by Gollancz. Wallace, Lew. Ben Hur. AVarner. Chas. Dudley. Being a Boy. Lamartine. A. de. Oliver Cromwell. Mahatty. J. P. Old Greek Life. Whipple. Edwin P. Character and Characteristic Men. Plato. Apology. Crito: tr. by I'aul E. More: Republic. Mulock. John Halifax Gentleman. Kipling, R. Light that I-'ailed. Captains Courageous. Dickens, Chas. David Copiierlield: Nicholas Nickleby. Bryant, Wm. C. Thanatopsis. Brooks. Lecture on Biogra])hy. Burke. Speech on Conciliation witii America. Coleridge. Ancient Mariner. Cooper. Last of the Mohicans. DeQuincey. Revolt of the Tartars. Dickens. Chas. Tale of Two Cities. Bpictetus. 212 F.DICATIOX IX INDIANA. Gayloy. Classic Myths in English Literature. Eliot. Gi-oryc. Silas Mariicr. Goldsinitli. Oliver. Vicar of \\'akeliel(l; Deserted Village: The Traveler. Irviiiii-. \^■. Sketch liook. Johnson. Hasselas. Maeaulay. Essays on Addison and Milton. Milton. Paradise' Eost. Bks. 1. II, and Lycidas; L'AlleKro. II I'enserdso. ("onuis. I'lutarch. Lives. Ruskin. Selections. Scott. Ivanhoi": Tales of a Grandfather. Shakespeare. Merchant of Venice; .Iidins Caesar: IL-uuIet: Macbeth: ed. by Hitdson. Coverley. Sir Koticr de. Papers. Tennyson. Tlie I'riiu-ess: Enoch Arden: In .Menioi'iani: Locksley Hall. Webster. Speeches: First P.nnker Hill Address. White. Natural History of Selborne Wrisht. (". I). Industrial Evolution of the U. S. Clodd. Edw. Story of I'rinntive Man. Atkinson. Philip. Electricity for Iilverybody. Grinnell, <;. P.. Story of the Indian. LodLic II. (". and Roosevelt. Tlieodore. Hero Tales from .\inerican History. Walker. P. A. .Makin.t;- of the Nation. ITSII-ISIT. Dana. Two Veai's liefore th(> .Mast. Poe. Raven. • Sclnnz, Carl. Abraham Lincoln. Chancel'. Prolofiiie. The Kin.yhfs Tale, and Tlie .Nun's Priest's Tale. Lowell. N'ision of Sii- Launfal: Rooks and Libraries: .My Garden .Vc- (piaintance. Franklin. P.en.j. Pool- Riclinrd's Almanac and .Vutobiourapliy. Hawihoriie. Greal Stone I'ace: Snow-1 ma.i;'e. Whitlier. Siiow-P.ound: .Maml .Mnller. Emerson. Pi lia\ior: Rooks. Everett. Character of \\'aslnii,L;-1on. Loniifellow. lOvaii.^eline: RuildiiiL;- of the Ship: Courtsliip of Miles Standisii. Tennyson. Cliai-ii'e of llie Liulit P.riuade: Death of tlie old Year: Ci-ossinu' the Par. \\'(.rds\voiili. Will. 'I'o a Skylark: To the Cuckoo: Daffodils: To the Daisy. P.nnis. Till' Cotter's Saturday NiuJil: To a .Mouse: For .\' Tiial and .\' That : .\nld Lan.ii Syne. Lamb. Dream Childi-eii: Dissertation Ppon Uoast I'ii;-: Parliara S : Old China. Coleridge. Ruble Rliaii. P.acoii. I':ssays: of travel: of Studies: of Suspicion: of .Xe^ot iatinu': of .Mas(|Ues a'ul 'j'riumphs. Lowell, .\braliam Lincoln: Commemorat ion ( »de. Holmes. .\utocr;it of tlie Preakl'ast Table. EDUCATION IN IXni.lNA. 21:^ Hughes. Tom BroAvn's School Days^. Larcom. I.iu-y. A Xt>w En.uiaiid Girlhi.od. Longfellow, ('hili-cn's Hour. Dickt'iis. ('has. Clnistmas Carol. St. Pierre. Paul and \'irginia. Brown. .lohn. Pah and His i'riends. Carlyle. (ioethe. an Essay. Gray. Elegy in a Connti-y ( "linrchyai-d. Lamb. Essays from Elia. Thomson. The Seasons. Thackeray. Lighter Hours. Homer. Iliad; Odyssey: tr. by P.ryaiu. Aeschylus. I'rometheus Bound: tr. by .Moi-i>. Euripides. Alkestis: .Medea: Hippolytos; tr. by Lawton. Dante. Divine Comedy: tr. by Norton. Omar Khayyam. Pubaiyat: tr. by Fitzgerald. Fiske. War of Independence. Course in HrsTonv a.xd Civk s fou Commissioned High ScII()OI.^. Second Year- History of (Greece (hrst half year). History of Pome (second half year). Third Year- History of I{;ngland (whole year), or History of France (first half of year). History of England (second lialf of yeai"). Fourth Year- American History and the Civil (iovernnient of Fnited States and In- diana (througliouf the year). Text-books— History of Greece. .Myers, Botsford. History of Rome. Allen. History of England. Larned: Montgomery: Oman: Goman and Ken- dall. History of France. The Growth of the French Nation, Macmillan. American History. McLaughlin: McMaster: Channing: Fiske. Civics— TT. S. Fiske; Hinsdale: Macy; Wright. Civics— Indiana. Rawles; Hodgin. It is recommended that the third year's work, while particularly de- voted to France and England, be made to iiu-lude a general survey of mediaeval and modern history. As a basis for such study France is to be l.referred. H", 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 pliases of English history like the Norman conquest. Magna Charta ami the lieginning of parliament. In the fourth year it is desiraljle that the work in American history and civil government l)i' as closely correlated as possildc. Tlius. the study of the text of the articles of confederation and of the constitution sliould come in connection with the study of their historical setting. Among the books that should be placed in the libr.-iry as reference l)ooks in history may be named the folloAving: History for Ready Reference. Larncd. V, 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. Froude. History of England. Green. History of England. Oman. History of England. (Juest. The Dutch Republic. Motley. United Netherlands. Motley. Periods of European History. The .Macmlllan Go. P^rdinand and Isabella. Prescott. Philip II. Prescott. England in the Eigliteenth Century. Leekey. S vols. Civilization During the Middle Ages. Adams. Causes of the French Revolution. Dabney. History of the People of the United States. .McMaster. Twelve English Statesmen. The INIacmillan Go. American Statesmen Series. Houghton. :MilHln iVc Go. History of the United States. Bancroft. Epochs of American History. Longmans. Gi-een & Co. American History Series. Scrllmer's. Schouler's Histoiy of the United States. Khodes" History of the United Statics. Critical Period of Anun-ican History. American Common Wealth Series. Bryce's Amei'icaii Coiiiiiion wealth. Also each school should l)e supplied with; MacGoun's Historical (Jeogi-ajihy of Kni-ope. .\nclent .and Classical Period. MacGoun's lllsloi-ical Geogr.aphy of lOurope. .Mediaeval and Modern Period. .MacGoun's Historical (Jeo^raphy of the liiited States, or some series of charts ('(luivalent tliereto. EDUCATION IN INDIANA. 215 3. LIST OF COMMISSIONED HIGH SOliOOLS. < 'if 1/ , Su'pmv U'luJcnt . Akron Mrs. Carrie Tem])lctou. Albany W. L. Cory. Albion J. A. Cmnmings. Alexandria J. G. CoUicott. Amboy A. E. Martin. Anderson J. W. Carr. Angola H. H. Keep. Arcadia E. J. Llewellyn Ashley J. A. Moody. Attica E. H. Drake. Auburn BE. Harrison. Aurora J. R Houston. Bedford W. E. Alexander. Bloonitield C. B. McLinn. Bloomington . . . , . J. K. Beck. Bluft'ton W. A. Wirt. Boonville O. 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. Q. Brown. Cambridge City Lee Ault. Cannelton J. F. Organ. Carmel John W. T»>ter. Carthage J. H. Sclioll. Cayuga Colfax Martin. Chalmers John Gowers. Charlestown W. A. Ceilings. Chesterton 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 Kautfman. Corydon Jesse W. Riddle. Crawfordsville W. A. Millis. Crown Point F. F. Heighway. Dana W. H. Smythe. Danville O. C. Pratt. 210 KDCCMIOX !X I X III ASA. ' '%. tSupen'iiti'iiilrnl. Darlington Daniel Freeman. Decatur H. A. Hartman. Delphi E. L. Hendricks. Dublin J. C. Mills. Dunkirk C. E. Vinzant. East Chicago W.C.Smith. Edinburg C. F. Patterson. Elkhart D. W. Thomas. Elwood C. S. Meek. Evansville 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. Lollar. Gas City J. H. Jeffrey. Goodland M. A. Hester. Goshen V. W. B. Hedgepeth. Gosport Edwin L. Tliompson. Greencastle H. G. Woody. Greenfield W. C. Goble. Greensburg E. C. Jerman. Greentown H. E. Shephard. Greenwood O. E. Behymer. Hagerstown O. L. Voris. Hammond W. H. Hersliman. Hartford City C. H. Dry bread. Hobart W. R. Curtis. Huntingburg F. D. Kepner. Huntington W. P. Hart. Hebron S.N. Greery. Indiana])olis C. N. Kendall. Jasper B. Sanders. Jeffersonville C. M. Marble. Jonesboro A. E. Highley. Kendallville D. A. Lambriglit. Kentland C. L. Stubl)s. Kirklin F. B. Long. Knightstown W. D. Kirlin. Knox C. W. Egner. Kokomo H. A. ( )gg. EDUCATION IN INDIANA. 217 CHi/. SKperintmdnif. Ladoga J. F. Warfel. Lafayette R. F. Hight. Lagrange W. H. Brandenburg. Lapel W. W. Mershon. Laporte John A. Wood. Lawreuceburg T. H. Meek . Lebanon C. A. Peterson. Liberty J. W. Short. Ligonier "W. O. Palmer. Lima A. W. Nolan. Linton Oscar Dye. Logansport A. H. Douglass. Lowell H. B. Dickey. Lynn Ossian S. Myers. Madison C. M. McDaniel. Marion B . F. Moore. Markle John Reber. Martinsville J. E. Robinson. Michigan City P. A. Cowgill. Middletown H. N. Coffman. Mishawaka J. F. Nuner. Mitchell J. L. Clauser. Monon J. H. Shaffer. Montezuma J. A. Lineberger. Monticello J. W. Hamilton. Montpelier L. E. Kelley. Mooresville 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. Carnagey. 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. Malmn. Oxford M. F. Orear. Paoli J. C. Brown. Pendleton E. A. Allen. 218 EDurj/riox L\ IXniAXA. C iti/. Superintendent . Pennville W. W. Knox. Peru A. A. Campbell. Petersburg Sylvester Thompson. Piereeton F. F. Vale. Plymouth 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. Roachdale E. C. Dodson. Roanu J. C. Reynolds. Roanoke W. T. Lambert. Rochester D. T. Powers. Rocliester Township Higli School W. H. Bauta. Rockport F. S. Morganthaler. Rockville O. H. Blossom. Rushville A. C. McGregor. Salem Lotus D. Cotfman. Seymour H. C. Montgomery. Shelby ville J. H. Tomlin. Sheridan Abral)am Bowers. Shipshewana J. W. Hostettler. Shoals O. H. Greist. South Bend Calvin Moon. South Whitley J. W. Coleberd. Spencer A. L. Wliitmer. Summitville A. C. Wooley. Sullivan W. C. McCullough. Swayzee E. E. Petty. Terre Haute W. H. Wiley. Thorntown T. C. Kennedy. Tipton I. L. Conner. Topeka L. K. Babcock. Union City Linnaeus Hines. Upland W. W. Holiday. Valparaiso A. A. Hugliart. Van Buren S. W. Convoy. Veedersburg W. C. Brandenburg. Vevay E. M. Daiiglade. Vincennes A. E. Humke. Wabasli Miss Adalaide S. Baylor. Walkerton A. E. Olawson. Wanatah F. R. Farnam. Warren J. H. Shock. EDUrATTON TN TXDIANA. 219 ( 'if I/. Svprrintcndcuf. Warsaw Noble Harter. Washington W. F. Axtell. Warterloo W. S. Almond. Waveland Rupert Simpkins. Westfield W. A. Jessup. West Lafayette E. W. Lawrence. Whiting R. L. Hughes. Williamsport .S. O. Hanson. Winamac W. H. Kelley. Winchester O. R. Baker. Windfall John Owen. Wolcott E. B. Rizer. Worthington W. B. VanGorder. Zionsville H. F. Gallimore. 4. PEOFESSTOTv^AL TRATNIXG OF HIGH SriTOOL TEACHERS. The public lii^i scliool as it exists today in America is largely the growtli nf the p-Tst sixty years. These schools have to a large extent sn])])lante(l 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 com]ilete that at the beginning of the twentieth century Ave find it a fundamental ])art 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 the work begun in the ele- mentary 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 selectiou 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 snpplies teachers and furnishes incentives to the ele- mentary schools. 5. Tt seeks to maintain political equality and active sympathy among all classes. fi. Tt serves to extend among the mass of people the beneficent results of hia'her training- and sound learnino-. 220 EDUCATION TN INDIANA. 7. Tt seeks tn iiii|)liiiit in rlic minds of vniitli tli(> finulanieiital notions of ideTilisiii and morality. Tn inalvinc; a stnnse of their i)n])ils. Tlnndrcds of yonng teachers with high scholarly attainments enter onr high schools with ambition to sncceed, rejoicing in their op])ortnnities for suc- cess; yet there is a constant ))rocession of those who as failnr{\s abandon the profession simi)ly becanse they ne\('i' wore tanght the first principles of theory and ]iractice. and of method in the work before them. The secondary school is not merely the tii'st fonr years of the college, nor is it an additional foni' years of the elementary schools. The secondary school of tod;iv fills a place in the edn- cation of tlie child (hal is nntonche(l bv the elenicntai'v school or the \vnv co]l(>ge. The child enters the high school at fivmi thirteen to fifteen \-ears of age. and for the next fonr or five years passes tliron,uh a distinct and x'ital pei'iod of his develo])- ment. TTis trainiiii: dnring this adolescent perio(l j-yresents new and vital ])roblenis that are not met in the )»i'imary oi' elementary schools, and which are not impoi'tani in the real college. With this psychological and new bii'tli, new and distinct meth- ods become im])erati\c. The indi\idnal at this stag(^ more than at ;iny other time of his life, is susceptible to real cnltni'e and EDUCATION IN INDIANA. -l-Jl development. In most lives tliis is rlic time of natural dawn of the educational instinct. It is tlu' waking time of life in both body and mind. Jt is now that Ave find "subtle emotions are setting into dispositions, and disp<:>siti()iis 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 indi\-i(hial the great conception that life is after all not to be lived for self, V)iit for others; there comes to the soul the instinct of subordination and sacrihce, of being ready to die for w^hat he would live for." In this period of the cliihrs growth there is demanded of l)otli parents and teachers a larger knowledge 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 question concerning the necessary qualiiications 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 growth of the high school has introduced variety, not only in the subject of instruction, but in the purposes of the school as well, the former supply of teachers has proved inadequate. Unquestionably the lack of professional training and technical knowdedge 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 nu^n- agement have been 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 knowdedge has but a slight advantage in gainino- 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" nnless 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 were, high school pupils are not taught or disciplined as college students are. The work of the secondary school is unique. It requires an arrangement and ]U"esentation of the subject matter of instrnctiou 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 of the advanced training of teachers for the secondary schools we 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 gradnntc to tind employment in the schools at a living salary. Grante, P. I.; L. II. Jones, Cleveland, Ohio. Pweh'c^ of these forty-two made the S])e('ializiiig in the subject the eiiiididatc" expcM'ts to leaeh, in addition to the usual college course, a vrvy iuipoiMaul I'ecjuire- ment. In the second question the general answer was that the colleges and universities could furjiish opportunities for the preparation of high school teaeluu-s by the establishment of schools of pedagogy for graduate students. In ord(U' 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 have 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. L, 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. IMost 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. General culture. Six ^^ears ago the committee of fifteen said that "the degree of scholarship required of the secondary teacher is by common 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. 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 the subjects to be taught. The fact that a high school teacher must in some degree be a specialist is generally recognized. In addition to the usual college course, the applicant should have specialized 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 able to teach the subject ever so well, may have the reputation of being a distinguished educator, yet througli 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 haying the future wrapped up in it; a transition period of storm and stress, in which egoism giyes 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 guidance 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. In many cases they provide ample opportunity for observation, but omit entirely the practice work. In 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 BroAvn university we understand tliat 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 Dutton, 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 Avork 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 scIkjoI tonchevs and give in compact, separate, practical form sucli 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 witli 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 snbjects in the high school curri 'iilinn are given by the professors of the different departments of the university concerned. 4. Observation and apprentice courses. Each student talcing 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. 232 EDUCATION IN INDIANA. 5. STATISTICS AT^D TLLTTSTRATIONS OF COMMISSIONED HIGH SCHOOLS. AKRON HIGH SCHOOL. Mrs. C. H. Templeton. Snporintondont. Organized, 1896. Commissioned, 1901. Superintendents, witti dates of service: Mr. A. A. Campbell 1896-1899 Mr. James Heines 1899-1902 Mr. A. E. Cast 1902-1903 Mrs. Carrie H. Templeton 1903-1904 Principals and assistants: Mr. A. E. Gast. 1899-1901 Mrs. C. H. Templeton 1901-1903 Mr. J. H. Heighway 1903-1904 High school teachers and subjects they teach: Mrs. C. H. Templeton, English and Mathematics. Mr, J. D. Heighway, Mathematics and Science. Mr. Ralph Noyer, Latin and History. Average yearly salary of high school teachers. Including superintendents, $480. Training of teachers: Mrs. C. H. Templeton, 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 High School; an undergradu- ate of Indiana University, attended one year. Enrollment in high school 42 Total enrollment in grades and high school 230 Number of girls graduated last year (1903) 3 Number of boys graduated last year (1903) 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 HIGH SCHOOL. W. L. Cory. Superintendent. Organized, 1893. Commissioned, October. 1899. Superintendents, witli dates of service: N. B. Powers 1893-189.^) E. F. Dyer 1805-1899 H. S. Kaufman, September 3899-1903 W. L. Cory, September 1903- Principals and assistants: Principal, .7. E. Orr; Assistant. :\Irs. H. S. Kaufman 1899-1900 Principal, W. L. Cory; Assistant, Mrs. IT. S. Kaufman 19n?)-in03 Principal, J. C. Dickerson; Assistant. Wilbur V. Bell 1903- EDUCATION IN INDIANA. 233 High school teachers and subjects they teach: W. L. Cory, Botany, Physics and History. J. C. Diclierson, Latin and Mathematics. W. V. Bell, English and History. Average yearly salary of high school teachers, including superintendent, $G00. Training of teachers: W. L. Cory, graduate classic course, three years. Central Normal College; also graduate, four-year course, Indiana State Normal School. J. C. Dickerson, graduate course, Lebanon Normal. W. V. Bell, graduate Albany High School. Enrollment in high school 34 Total enrollment in grades and high school 32.5 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 33 Number of these who have attended college 8 Albany High School. 234 EDUCATION IN INDIANA. ALBXxlNDRIA HIGH SCHOOL. J. G. Collicott, Superiuteudent. Organized, ISOo. Commissioned, 1894. Superintendents, witli dates of service: T. M. Nuzum 1893-1894 I. V. Busl.y 1S94-1!;m:)2 Lawrence McTuriian 1902-1903 J. G. Collicott 1903-1904 Principals and assistants: J. T. Giles 1894-1900 J. G. Collicott 1900-1901 J. H. Wagner 1901-1904 O. II. Williams 1904- Iligh scliool teachers and subji'cts they teach: Oscar Williams, Science. Beatrice Jones, History. Nellie Cooke, English. D. A. Norris, Latin. Esther Schwartz, German. Harry Reddick, Mathematics. Mary Brereton, JVIusic. Gertrude Galerin, Drawing. Average yearly salary of higli scliool teachers, including supiM-intendent, $693. Training of teacliers: Oscar Williams, graduate Indiana State Normal; senior, Indiana University. Beatrice .Tones, junior Leland Stanford, Jr.. University. Nellie Cooke, gr.-iduale Itel'auw University. I). C. Nori'is. gi':!(lu;ite Indiana State Normal. Esther Sch\v;irtz. soplKiniore Indiana University. Harry Reddick, senioi-. Indiana I'niversity. Km-ollment in lugli scliool 140 Total enrollment in grades and liigh scliool 1,335 Number of girls graduated last year (1903) 6 Number of boys graduated last year (1903) 3 Number in this class that went to college 1 Number of graduates since school was organized ~u Number of these who Iiave alteiided colleuc 14 EDUCATION IN INDIANA. 235 Alexandria High School. Amboy (Academy) High School. 236 EDUCATION IN INDIANA. AMBOY HIGH SCHOOL. A. E. Martin, Superintendent. Organized, 1872. Commissioned 1889. Superintendents, with dates of service: J. Z. A. McCaughau 188G-189.3 Supt. Kimmell 1893-18'J.j P. M. Holie 1895-1902 F. D. Perliins 1902-1902, Dec. 27 A. E. Martin 1903-1904 Principals and assistants: Jesse Small 1892. A. C. Baldwin 1892-1894 Verne Baldwin 1894-1896 O. T>. Melton 1896-1899 P. L. Kling 1899-19«2 Mildred Cain 1902-1903 F. J. Kimball 1903-1904 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 superintendent, $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 Aciulciny; Slate Normal; and four terms at State University. A. S. Thomas, graduate Aml)oy Academy, and one term State Nor- mal. Enrollment in high scliool 60 Total enrollment in grades and high school 230 Number of girls graduated last year (1903) None Number of boys graduated last year None Number in this class that went to college None Number of graduates since school was organized 125 Number of tliese wlio have attended college 55 EDUCATION IN INDIANA. 237 ANDERSON HIGH SCHOOL. J. W. CaiT, Superintendent. Organized, 1873. Commissioned, 1875. Superintendents, with dates of service: Justin N. Study 1873-1881 R. I. Hamilton 1881-1887 A. J. Dipboye 1887-1890 T. W. Carr 1890- Priucipals and assistants: R. I. Hamilton, A. J. Dipboye, Luther Cromer, John F. MeClure, O. L. Kelso, Wilbert Ward, James B. Pearcy. Average yearly salary of high school teachers, including superintendent, $982.94. Training of teachers: If you mean high scJiool teachers alone, see list 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 have 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 Number of boys graduated last year (1903) 22 Number in this class that went to college 12 Number of graduates since school was organized 560 Number of these who have attended college 238 238 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 is;*:',- p. >().■; No data for earlier superintendents. Principals and assistants: C. J. Sharp, Howard Long, Mrs. INIelendy, Orville Smith. High school teachers and subjects they teach: H. L. Rockwood (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. Ein-ollmeiit in high school 85 Total em-ollment in grades and high school 425 Number of girls graduated last year (1903) 13 Number of boys graduated last year (1903) 6 Number in this class that went to college No data Number of graduates siTice school Avas organized 190 Number of these avIio have ;i It ended college No data EDUCATION IN INDIANA. 239 ARCADIA HIGH SCHOOL. E. J. Llewelyn, Superintendent. Org-anized, 1887. Commissioned, 1902. Superintendents, with dates of service: C. A. Peterson 1887-1889 J. A. Mitcliell 1889-1891 M. C. Martz 1891-1893 J. M. Ashby 18!)3-1894 J. H. Mavity 1894-1895 W. Curtis Day 1S95-189G E. E. Vance 1890-1897 N. C. Randall 1897-1901 E. J. Llewelyn since 1901 Principals and assistants: Preceding the year 1899 the superintendent did all the work. W. A. Jessup, Principal 1899-1901 E. G. Klotz, Principal 1900-1901 R. G. Seals, Principal 1901-1903 Miss Julia E. Stout since 1903 The Assistant Principals are as follows: E. E. Fitzpatrick 1899-1902 W. B. Shoemaker, A. B., 1902-1903 J. S. Hinshaw, A. B since 1903 Arcadia High School. 240 EDUCATION IN INDIANA. High school teachers and subjects they teach: Miss Julia E. Stout, High School Principal, English and History. Mr. I. S. Hiushaw, 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 Westtield Commissioned High School; undergraduate in Earlham College for three years; and attended and taught in a county normal three summei's. Has taught and superintended for 51 montlis. Miss Julia E. Stout, graduate of Cicero Commissioned High School; has had 11 terms of worl^; at DePauw University, and has taught a number of terms successfully. Mr. I. S. Hinshaw, A. B., high school graduate; Earlham graduate 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 (1908) 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- Principals 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 Tri-State Normal College, An- gola, Ind.. course 36 months. EDUCATION IN INDIANA. 241 Principal Miss Roxana G. Johnson, A. B., from Indiana University. Seventh and eighth grades, Miss Luella Rempis, undergraduate of Indiana State Normal, with three years 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. B. Layton, 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. Millis, E. H. Drake, J. E. Layton. Principals and assistants: W. F. Mullinnix, present Principal. High school teachers and subjects they teach: ' W. F. Mullinnix, 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, $789. Training of teachers: J. E. Layton, graduate Indiana State Normal School and Indiana University. Carolyn Greene, graduate Monticello Seminary. Winifred Hubbell, graduate Michigan University. W. F. Mullinnix, graduate Spencer High School. Enrollment in high school 85 Total enrollment in grades and high school 661 Number of girls graduated last year (1903) 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 16— Education. 242 EDUCATION IN INDIANA. AUBURN HIGH SCHOOL. B. B. Harrison, SupcrintondeuT. Organized, 18S0. Commissioned, 1886. Superintendents, witli dates of service: W. H. Myers 1880-1882 M. W. Harrison 1882-1886 B. B. Harrison 1SS6 to present time Principals and assistants: Dr. Lida Leasure 1882-1884 H. E. Coe 1884-1888 Minnie Deming 1888-1889 H. E. Coe 1889-1894 J. C. Teeters 1894-1898 H. G. Brown 1898-1901 O. D. Tyuer 1901- Higli scliool teacliers and sul)jects tliey teacli: O. D. Tyner, Principal Iligii School, Mathematics and History. Julia M. Hodge, Latin and English. B. B. Harrison, Superintendent, Latin, German and Science. Mae Pro vines. Physical Geography. Average yearly salary of high school teachers, including superintendent, $712.50. Training of teachers: B. B. Harrison, A. B., Oberlin College. O. D. Tyuer, 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 liigli scliool 020 Number of girls graduated last year (1903) 8 Numl)er of boys graduated last year (190o) 2 Numl)cr in this class that went to college 2 Number of graduates since school was organized I.jI Numl)er of these who have attended college 54 AURORA HIGIII SCHOOL. Jos. R. Houston, Su|i('rint(Mi(h'nt. Organized, 3 860. Commissioned, 1904. Su])('i-intend('nts, Avitli dates of servic(>: A. \V. Freeman 1S(;,3-1S65 .M. llutcliinson 1865-1866 O. H. Temi)le 1866-1868 J. M. Davidson 18(!8-1869 E. S. Clark 1860-1876 F. H. Tufts 1S76-1881 R. S. Groves 1881-188:? F. D. Cliurcliill 1883-1890 EDUCATION IN INDIANA. 243 244 EDUCATION IN INDIANA. Robt. Wood 1890-1895 Sanford Bell 1895-1896 J. R. Houston 1896- Pi'incipals and assistants: Thos. W. Records. High school teachers and subjects they teach: Thos. W. Records, Physics, Euglish and History. Miss Huldah Severin, Mathematics. Civil Government, Physical Geography and Botany. Miss Kalla Kassebaum, English 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 Huldah 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 (1903j 5 Number of boys graduated last year (1903) 4 Number in this class that went to college 3 Number of graduates since school was organized 334 Number of these who have attended college 45 BEDFORD HIGH SCHOOL. W. E. Alexander. Superintendent. Organized, 1870. Commissioned, 1884. Superintendents, with dates 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- Iligli school teachers and subjects they teach: Arda Knox, Mathematics. A. B. Lowder, English. R. E. Newland, Science. Clara Friedley, History. Lillian Bassett, Latin. Average yearly salary of higli school teachers, including superintendent, $782.50. EDUnATTDN TN INDIANA, 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 DePaiiw. Clara Friedley, DePauw. Lillian Bassett, Depauw. Enrollment in high school 149 Total enrollment in grades and high school 1,.51S Number of girls graduated last year (100.3) 10 Number of boys graduated last year (lOOo) Number in this class that went to college 5 Number of graduates since school was organized Altout 300 Number of these who have attended college 7.5 BLOOMFIELI) HIGH SCHOOL. C. B. McLinn, Superintendent. Organized, . Commissioned. 1880. 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 sul).iects they teach: C. B. McLinn, English. W. L. .Tones, Mathematics and Science. Anne M. Cunningham. Latin and History. Average yearly salary of high school teachers, including superintendent, ."fOOO. Training of teachers: Superintendent. C. B. McLinn, Indiana Universily. Principal. W. L. .Tones, undergraduate Indiana TTniversity. Miss Anne M. Cunninglinm, undergraduate Indiana State Normal and AVestern College and Seminary. IOnr(»lhnent in higli school, tliis year's enrollment, 75; present enroll- ment 05 Total enrollment in gr.ades and high school 4.50 Number of girls graduat(>d last year (1903) 9 Number of boys graduated last year (1903) 5 Number in this class lliat went to college Xunil)er of graduates since school was organized Since 1889. 120 Number of these who have attended college Since 1889, 34 EDUCATION IN INDIANA. 247 BLOOMINGTON HIGH SCHOOL. James K. Beck, Superinteudeut. Organized, 1885. Commissioued, 1885. Superintendents, witli dates of service: Margaret H. McCalla 1885-1890 C. M. Carpenter 1890-1893 Zenas B. Leonard 1893-1895 W. H. Fertich 1895-1900 Will H. Glascock 1900-1901 James K. Beck 1902- Bloomington High School. Principals and assistants: Principal, John W. Carr; Assistants. William A. Kawles, Ella Tur- ner and Grace Woodburn. Principal, Grace Woodburn; Assistants. Laura Hendrix, J. E. Sliep- ardson and D. T. Weir. Principal, J. Z. A. McCaugliau; Assistants, Carrie Colvin and Kate M. Hight. Principal, James K. Beck; Assistants. Kate M. Hight, Nester D. Dodd and James F. Organ. Principal, Howard H. Clark; Assistants, J. H. Castleman and J. C. Castleman. 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. Hauua, 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 1904, $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 H. 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. R. 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 University. Edith R. Riley, Instructor in Latin and German, A. B., Woman's College, Baltimore, Maryland. 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 scliool 1,400 Number girl graduates, June, 1903 24 Number boy graduates, June, 1903 12 Number girl graduates, June, 1903. in college 13 Number boy graduates, June, 1903. in college 9 Number graduates since 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 1881-1891 W. P. Burris 1891-1897 E. H. Walker 1897-1899 W. A. Wirt 1899- Principals and assistants: Chas. G. Dailey, Principal. EDUCATION IN INDIANA. 249 High school teachers and subjects they teach: Chas. G. Dailey, Mathematics and Geology. Blanche Karns, Latin, English and Botany. Oliver C. Lockhart, History and English. Simon G. Engle, Zoology, Physics, Chemistry and (lorman. Harriett Fudge, Music and Drawing. Ethel Thornbnrg, Sewing. Guy E. Wulfing, Manual Training. Average yearly salary of high school teachers, including superintendent, $793. Training of teachers: No teacher is employed for high school work who is not a graduate of a standard college or university, except in manual training, drawing and music departments. Enrollment in high school 166 Total enrollment in grades and high school 1,043 Number of girls graduated last year (1903) 17 Number of boys graduated last year (1903) 11 Number in this class that went to college 12 Number of graduates since school was organized 235 Number of these who have attended college 72 Bluffton High School. 250 EDUCATION IN INDIANA. BOONVILLE HIGH SCHOOL. Cliiirles E. Clark. Superinteiidont. Oryauized, ISOS. CoimiiissioiuHl, 1887. Superintendents, with dates ot service: D. S. Hoover 18<;8-1871 Walter Welch 1871-1874 John W. Davidson 1874-1877 INIartin 1877-1880 John W. Davidson 1880-1881 Zachariah 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, .$805. Training of teachers: Martin W. Numbers, Ph. B., Ann Arbor. R. S. Moore, A. B., Indiana State ITniversity. Chas. E. Clarke. Enrollment in high scliool 07 Total enrollment in grades and high scliool 702 Number of girls graduated last year (lOO.*!) 7 Number of boys graduated last year (l!>(i;>) :^ Nnml)er in this class that went to college 2 Number of graduates since school was organized 118 Number of these who have attended college 19 BOSWELL HIGH SCHOOL. J. H. Barnes, Superintendent. Organized, 1890. Commissioned, 1901. Superintendents, wilh dates of service: J. Caldwell 1896 C. H. Kellog 1897-1900 C. H. Miller 1900-1904 .L H. Barnes 1904- Principals and assistants: Miss Ada Smith, J. G. Winsoi-. Mrs. C. F. Millc)-. M. A. Dalman and Miss Sara Darby. High school teachers and siilijcds llicy Icacli: J. II. Barnes, Superintendent. P.otany and Mnllicinatics. M. A. Dalman, I*rincii)al, Latin and Physics. Miss Sara II. DaiMiy, Assistant in German, Literature and History. Average yearly salary of high school teachers, including siii)erintendent, .$.597. EDUCATION IN INDIANA. 251 Training of teachers: J. H. Barnes, A. B., DePauw, Superintendent. M. A. Dalman. A. B., DePauw, Principal. Miss Sara II. Darby, Ph. B., DePauw, Assistant. Enrollment in hii-h school (m Total enrollment in schools 2:j() Number of girls graduated last year (I'.JUoj 7 Number of boys graduated last year (1903) 1 Number of graduates since school Avas 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, 18TG 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, $804.60. Training of teachers: P. M. Garver, undergraduate Indiana University, graduate Indiana State Normal. Wm. Arnett, 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 gradiiates since school was organized 273 Number of these who have attended college No record 252 EDUCATION IN INDIANA. BREMEN HIGH SCHOOL. W. F. Ellis, Superiutendent. Organized, 1887. Counnis.sioued, 1901. ►Superintendents, with dates of service: H. H. Miller 1878-1892 J. E. Pomeroy 1892-1893 D. B. Fliclcinser 1893-1894 W. P. Ellis 1894-1904 IM'ineipals and assistants: Lizzie Christy 1894-1895 I. S. Hahn 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 Harscli, Assistant in English. Average yearly salary of high school teachers, including superintendent. $500. Training of teachers: W. F. Ellis, A. B., Indiana University, 1899; graduate Indiana State Normal, 1892; graduate student Chicago University, 1901. C. H. Barts, three years in Valparaiso School. D. O. Miller, graduate of Scientific Course, Valparaiso. Evelyn Harsch, graduate Plymouth 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 RIPPLE HIGH SCHOOL. S. B. Flasket, Superintendent. Organized, 1883. Commissioned, 1893. Superintendents, with dates of service: J. S. Puett 1883-1891 Thomas Smith 1891-1893 R. E. Harris 1893-1901 S. B. Flasket 1^01- Principals and assistants: E. A. Cunningham. J. W. Bowdcn. Bessie Hendrix. Arthur Jackson. J. B. Hessong. EDUCATION IN INDIANA. 253 '^•^m^ Bremen High School. High school teachers and subjects they teach: Arthuf Jackson, Science and History. Bessie Hendrix, German and English. J. B. Hessong, Mathematics and English. Average yearly salary of high school teachers, including superintendent, $733. Training of teachers: S. B. Flasket, A. B., Indiana University; graduate Indiana State Normal; graduate student Chicago University, summer quarter, 1902. Arthur Jackson, undergraduate Indiana University, nearly four years. Bessie Hendrix, A. B., Indiana University. John 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 (1903) 6 Number of boys graduated last year (1903) 1 Number in this class that vfent to college 1 Number of graduates since school was organised G5 Number of these who have attended college 15 254: EDUCATION IN INDIANA. BROOKVILLE HIGH SCHOOL. Henry L. Smith, Siiperiiitenclent. Organized, ISTo. Commissioned, 1879. Superintendents, witli dates of service: A. W. Biegble 1873-18TG J. E. Morton 18TG-1881 H. M. Skinner 1881-1884 A. N. Crecraft 1884-1880 C. W. McClure 188G-1893 E. M. Temple 1893-189,j Noble Harter 1895-1899 H. 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. Patterson, Latin, three years; Geometry, one year; Physics, Chemistry and English, second yeai'. Michael Bossert, English, tirst year; Algebra, tirst and second years; General History, French and English; History, Botany, Review. Average yearly salary of high school teachers, including superintendent, $765. 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 (19():>) 8 Number of boys graduated last year (190:*.) 1 (These figures are misleading. This year the figures are, boys, 4; girls, 5. We usually have as many boys in high school as girls.) Numlicr in Ihis class that went to college 6 Number of graduates since school Avas organized 150 EDUCATION IN INDIANA. 255 Brookville High School. 256 EDUCATION IN INDIANA. BROWNSTOWN HIGH SCHOOL. W. B. Black, Snperintendent. Orgaiiizt'd, 1858. Coiumissionecl, 1882. Superintendents, with dates of service: J. L. Lucas 1880-1884 Prof. Sims 1884-188.") C. L. Hottel 1885-1888 E. C. Hobbs 1888-1889 J. T. Perizo 1889-1890 Prof. OAven , 1890-1891 Prof. Evans 1891-1893 L. N. Fouts 1893-1898 E. W. Davis 1898-1902 W. B. Black 1902- Principals and assistants: J. C. Browning. Will H. Hackendorf. Mrs. L. N. Fouts. Essie Shirley. Daisy Plunket. High school teachers and subjects they teach: Essie Shirley, Mathematics and Botany. Daisy Plunket, Latin and English. W. B. Black, History, Civics and Physics. Average yearly salary of high school teachers, including superintendent. $566. Training of teachers: Daisy Plunket, graduate Indiana University. Essie Shirlej% graduate Indiana University. W. B. Black, graduate Indiana University. Enrollment in high school GO Total enrollment in gx'ades and high sdiool 40(J Number of girls graduated last year (1903) ". 9 Number of boys graduated last year (1903) .• 2 Number in this class that went to college 4 Number of graduates since school was organized About IK! Number of these who have attended college 40 BUTLER HIGH SCHOOL. H. G. Brown, Sniierintcndcnt. Organized, 1868. Commissioned, 1902. Superintendents, with dates of service: No records. Principals and assistants: No records. High school teachers and sult.jccls (hey teach: Mis.s Lillian Ilillman, Principal, History and English. Miss Anna Taylor, Assistant Principal. Latin and German. H. G. Brown, Superintendent, Latin and Science. EDUCATION IN INDIANA. 25T Average yearly salary of high school teachers, including superintendent, $645. Ti'aining of teachei's: Superintendent, H. G. Brown, B. S., Tri-State Normal School. Principal, Lillian A. Hillman, 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 organizea Don't know Number of these who have attended college No record CAMBRIDGE CITY HIGH SCHOOL. Lee Ault, Superintendent. Organized, 1869. Commissioned, 1880. Superintendents, with dates of service: J. M. Coyner 1869-1871 Jas. R. Hall 1871-1881 W. H. Simms 1881-1883 W. F. L. Sanders 1883-1889 N. C. Johnson 1889-1890 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: Lee 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. OANN ELTON HIGH SCHOOL. James F. Oi-gan, Superintendent. Organized, 1S9G. Commissioned, 189G. Superintendents: G. P. Weedman. O. P. Robinson. Abel PoAvell. James F. Organ. Principals and assistants: Claas. A. Unnewelir, I'rincipal 1902-1904 A. J. Blickenstaft', Assistant Principal 1902-1904 Average yearly salary of high school teachers, including superintendent, $540. Training of teachers: Superintendent, James F. Organ, A.B., Indiana University. Principal, C. A. Unnewehr, A.B., Indiana University. A. J. Blickenstaft", A.B., Indiana University. Peter Van Braani. I'h.I).. from Utrecht, Holland. Enrollment in high school 43 Total enrollment in grades and high school oOO Number of girls graduated last year (1903) 4 Number of boys graduated last year (1903) None Number in this class that went to college None Number of graduates since school was organized 20 Number of these who have attended college 6 CARMEL HIGH SCHOOL. John "W. Teter, Superintendent. Organized, l&ST. Conmiissioned, 1901. Superintendents, with dates of service: J. E. Kethcrf ord 1901-1902 John W. Teter i;X)2-l!X)4 Principals and assistants: Principal, Clare O'Neal. Luella McWurter. Maude White. Elbert Harold. John Langston. Edward Morgan. High school teacliers jiiid sul)jects they teach: Maude White, Latin and English. Edward Morgan, Mathematics and History. John W. Teter, Ilistoi-y and Science. Average yearly salai-y of high school teacliers, including superintendenr, $440. Training of teachers: All of the teachers have had college training. The superintendent and assistant principal are from Indiana University. The princi- pal is a graduate of K'nrlham College. EDUCATION IN INDIANA. 259 Cannelton High School. Enrollment in high school 75 Total enrollment in grades and high school 275 Number of girls graduated last year (1903) 2 Number of boys graduated last year (1903) 6 Number in tliis class that went to college 2 Number of graduates since school was organized 15 Number of these who have attended college 2 CARTHAGE HIGH SCHOOL. J. H. Scholl, Superintendent. Organized, 1879. Commissioned, 1881. Superintendents, with dates of service: A. J. Johnson 1879-1884 B. Martin 1884-1885 Louis Morgan 18S5-1S87 E. P. Trueblood 1887-1888 A. H. Sherer 1888-1895 Edwin Jay 1895-1898 J. H. Scholl 1898-1904 Principals and assistants: Mrs. A. H. Sherer, 1888-1895. J. F. Evans, 1895-1900. E. A. Lanning, 1900-1904. 200 EDUCATION IN INDIANA. High school teachers and subjects they teach: E. A. Laiming, Latin, Mathematics, History and Literature. J. H. Scholl, Physics, Ciaemistry, Latin, Literature. Ida L. Ludlow, English, Mathematics, Civil Government. Lulu Robinson, English. Average yearly salary of liigli school teachers, includin.L; superintendent, $605. Training of teachers: J. H. Scholl, A. B., Indiana University, 1898. E. A. Lanning, I>. S., Tri-State Normal School. Ida Ludlow, undergraduate of State Normal School. Lulu Robinson, graduate Olivet College, Michigan. Enrollment in high school 94 Total enrollment in grades and high school 295 Number of girls graduated last year (190;:!) 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 138 Number of these who have attended college 6G CAYUGA HIGH SCHOOL. Colfax Martin, Superintendent. Organized, 1894. Commissioned, 1897. -^■ Superintendents, with 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. PaU-ick, assistant 1902 J. S. Schumaker, assistant 1903 J. H. Caldwell, principal 1903-1904 Chas. A. Wright, assistant 1903-1904 High school teachers and subjects they teach: 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. 201 Carthage High School. Number of girls graduated last year (1903) Number of boys graduated last year (1903) Number of each in this class that went to college, olis Kindergarten) Number of graduates since school was organized. . Number of these who have attended college nrls (the Indianap- 1 40 10 CHALMERS HIGH SCHOOL. John B. Gowers, Superintendent. Organized, 1891. Commissioned. 1900. Superintendents, with dates of service: E. C. Green 1900-1903 John B. Gowers 1903-1904 Principals and assistants: Ernest Matlock 1900-1901 E. S. Dyer 1901-1902 Lynn Scipio 1902-1904 High school teachers and subjects they teach: John B. Gowers, History and English. Lynn Scipio, Mathematics and Science. Florence Dwyer, Latin and English. 262 EDUCATION IN INDIANA. Average yearly salary of high school teachers, including superintendent, $506.00. Training of teacners: John B. GoAvers, Michigan State Normal School. Lynn ScipiO; Angola Normal. Florence Dwyer, Michigan State Normal. Enrollment in high school 40 Total enrollment in grades and high school 175 Number of girls graduated last year (1903) 3 Number of boys graduated last year (1903) 2 Number of each in this class that went to college Number of graduates since school was organized No data Number of these who have attended college No data CHARLESTOWN HIGH SCHOOL. W. A. Collings, Superintendent. Organized, 1880. Commissioned, 1901. Superintendents, with dates of service: John A. Wood 1886-1889 J. G. Scott 1889-1890 D. B. Beck 1890-1893 Chas. Ammermau 1893-1894 AV. E. Life 1894-1895 E. E. Olcott 1895-1899 W. A. Oldfather 1899-1900 W. A. Collings 1900-1904 Principals and assistants: Allen Harbolt, principal. High school teachers and subjects they teach: W. A. Collings, Mathematics and Science. Allen Harbolt, Latin and English. Mrs. A. L. Crawford, History and English. Average yearly salary of high school teachers, including superintendent, $533.33%. Training of teacliers: W. A. Collings, Ph. B.. DePauw University. Allen Harbolt, imdergraduate in Indiana University, two years. Mrs. A. L. Crawford, graduate of the Cincinnati Normal School. Enrollment in high school 42 Total enrollment in grades and high school 227 Number of girls graduated last year (1903) 3 Number of boys graduated last year (1903) None Number of each in this class that went to college — girl 1 Number of graduates since school was organized GO Number of these who have attended college 25 EDUCATION IN INDIANA. 263 CHESTERTON HIGH SCHOOL. S. H. Roe, Superintendent. Organized, 1807. Commissioned, 1898. Snperintendent, with date of service: S. H. Roe, September, 1897. Principals and assistants: J. E. Derbyshire. F. R. Farnam. Lois E. Prentiss. High school teachers and subjects they teach: S. H. Roe, Mathematics and Science. Lois E. Prentiss, English and Latin. Mi's. Alice Ingram, Business Course. Miss Matilda Swanson, History. Average yearly salary of high school teachers, including snperintendent, $783. Training of teachers: S. H. Roe, B. S., Northern Indiana Normal. Miss Lois Prentiss, Ph. B., Chicago University. Mrs. Alice Ingram, E. A.. Northern Indiana Normal. Miss Matilda Swanson, Northern Indiana Noi-mal. ten terms. Enrollment in high school 38 Total enrollment in grades and high school 300 Number of girls graduated last year (1903) 3 Number of boys graduated last year (1903) None Number of each in this class that went to college 1 Number of graduates since school was organized 22 Number of these who have attended college 5 CHURUBTJSCO HIGH SCHOOL. Claude Beltz, Superintendent. Organized, 1875. Commissioned, 1003. Superintendent, with date of service: Claude Beltz 1899-1904 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 L^niversity, three years. Teressa Patterson, graduate Missouri State Normal. Enrollment in high school 58 Total enrollment in grades and high school 249 264 EDUCATION IN INDIANA. Number of girls graduated last year (1903) 3 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 1894-1890 Frank A. Gause lS9(i-1904 Principals and assistants: C. M. McConnell. W. A. Collings. Ida A. Adams. W. M. McCoy. Myra Tucker. John M. Kreag. Lenore Alspaugh. High school teachers and subjects they teach: John M. Kreag, Mathematics and Science. Lenore Alspaugh, German and History. Frank A. Gause (superintendent), English. A-vorage yearly salary of high school teachers, including superintendent $6(X). Training of teachers: F. A. Cause, student of Indiana University, SV2 years. J. M. Kreag, student at Indiana University, two years. Lenore Alspaugh, graduate DePauw University and student at Chi- cago University one year. Enrollment in high school 60 Total enrollment in grades and high school 389 Number of girls graduated last year (1903) 4 Number of boys graduated last year (1903) 2 Number of each of this class that went to college None Number of graduates since school was organized 30 Number of these who have attended college 13 EDUCATION IN INDIANA. 265 Cicero 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 188G-1891 Will P. Hart 1891-1894 H. P. Leavenwort li 1894-1899 H. S. Schell 1899-1902 Wm. F. Clarice 1902-1904 Principals and assistants: Joseph W. Strain, principal. Anna O. Marlatt, assistant. High school teachers and subjects they teach: Jos. W. Strain, Science and Mathematics. Anna O. Marlatt, History and Latin. Eva L. Reefsnider, History and English. Wm. F. Clarke, English and German. Average yearly salary of high school teachers, including superintendent. .?G77.50. Training of teachers: William F. Clarke, A. M., Ph. D.. Butler College. Joseph W. Strain, graduate State Normal, undergraduate 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 770 Number of girls graduated last year (1903) 8 Number of boys graduated last year (190.3) 3 Number of each in this class that went to college- Girls 1 Boys 3 Number of graduates since the school was organized 87 Number of these who liave attended college 20 COLFAX HIGH SCHOOL. C. O. Mitchell, Superintendent. Organized, 1873. Commissioned, 1903. Superintendents, with dates of service: F. B. Ciark 1 8S(MSSt F. G. Sharp 1 ,SS7-1 889 G. E. Long 18S9-1 S9r> Frank Long 189r)-l!)00 J. W. Lydy 1900-1 W2 Abraham Bowers 1902-1903 C. O. Mitchell 19^)3-1904 Principals and assistants: Geo. A. Rinehart 1885-188G Bruce Clark 1893-1895 EDUCATION IN INDIANA. 267 Clinton High School. Belle Eldred 1897-1900 Dottle Dainmoud 1901-1902 C. W. Miller 1902-1903 S. H. AVatson 1903-1904 High school teachers and subjects they teach: C. O. Mitchell, Latin, German, English. S. H. Watson. Latin, Mathematics, English, Physics. W. F. Burroughs, French and English History. Average yearly salary of high school teachers, including superintendent, $570. Training of teachers: G. O. Mitchell, A. B., Indiana University. S. H. Watson, H. B., Wabash Gollege. W. F. Burroughs, undergraduate Wabash College. Enrollment in high school 42 Total enrollment in grades and high school 275 Number of girls graduated last year (1903) 3 Number of boys graduated last year (1903) 2 Number of each in this class that went to college None Number of graduates since school was organized GO Number of these who have attended college 10 268 EDUCATION IN INDIANA. COLLEGE CORNER HIGH SCHOOL. Eli P. Wilson, Superintendent. Organized, 1893. Commissioned, 1901. Superintendent, with date of service: E!i P. Wilson 1893-1904 I'rincipals and assistjints: Miss Minnie Cliiuubers. Mr. C. E. Gillespie. High school teachers and su))jects tliey tesich: E. P. Wilson, Latin, Geometrj-, Chemistry. Miss Chambers, English, Mathematics. Mr. Gillespie, Latin and History. .Vverage yearly salary of high school teachers, including superintendent. $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 work by correspondence. Miss Minnie Chambers, gi-aduate of Valparaiso Normal, student Colonel Parker's school, Cliicago and student Indiana State Nor- mal. Mr. Gillespie. A. P.., graduate of Miami University. Enrollment in high school 52 Total enrollment in grades and higli school 230 Xumlier of girls graduated last year (19t(3) 7 Number of boys graduated last year (19113) G Number of each in this class that Avent to college 3 Number of graduates since school was organized 77 Xumlier of these wlm liave attended college 12 COLUMBIA CITY HLill SCHOOL. C. L. Ilottel. Snpei'inttMKh'iit. Organized, 18G9. Commissioned. 1880. Superintendents, with dales of service: Kev. A. .1. Douiilas 1,%9-1879 Augustus C. Mills 1879-1881 W. C. Barnhart 1881-1883 John C. Kinney 1883-1885 W. C. Palmer 1885-1891 P. II. Kiisli 1891-189(5 Luella A. Mellinch 1S9(;-1898 Craven L. Hottel 1898-1904 EDUCATION TN INDIANA. 269 Columbia City High School. 270 EDUCATION IN INDIANA. Principals and assistants: James A. Campbell. W. A. Dickey. J. E. Doorhuul. Le Roy D. Tliorman. L. S. I. Hunt. A. G. Miller. J. E. McDonald. Frank B. Mae. R. H. Pierce. W. C. Palmer. Ira C. Batman. Mary L. Stone. Charles Egner. Helen I. Millspaugh. Emma R. Thatcher. Clara Kinney. Luella Mellinch. Helen I. Millspaugh. Liicien McCord. W. A. Beam. I. T. Glenn. J. C. Sanders. High school teachers and subjects they teach: Helen Millspaugh, English. Olive M. Lawrence, Latin and History. C. L. .Tohnston, Latin and Mathematics. Alma Ball. Latin and ^lathematics. L. L. Hall, Science and Mathematics. Ida Galbreath, English. Herbert Irwig, Science and History. Average yeaijy salary of high school teachers, including superintendent, !f!725. Training of teachers: .1. C. Sanders, from N. O. N. University. Herbert Irwig. A. li.. from Indiana University. Ida Galbreath. A. B.. Lombard. C. L. Hottel, superintendent. Ph. D.. from llartsvillc I'niversity. Enrollment in high school ^T Total enrollment in grades and high school T4.'i Nunil)cr of girls graduated last year (19<);>i '•> Nunil)er of boys graduated last year (I90;!) 1 Xuml)er of each in lliis class that went to college None Xumljer of irraduatcs since school was organized 1-^2 Number of these wiio have attended college •'>'• EDUCATION IN INDIANA. 271 "r. — ■ — O O « O 272 EDUCATION IN INDIANA. COLUMBUS HIGH SCHOOL. T. P. Fitzg^ibbon, Superintendent. Organized, 1859. Superintendents, witli dates of service: Theo. P. Marsli 1859-1861 J. M. Olcott 1861-1862 Mr. Vance 1862-1863 David Shuciv 1863-1864 Amos Burns 1864-1865 David Graham 1865-1869 A. H. Graham 1869-1890 J. A. Carnagey 1890-1901 T. F. Fitzgibbon 1901-1904 Principals and assistants: Mrs. B. L. Sanders 1872-1887 Miss Lizzie Long 1887-1889 Samuel Wertz 1889. High school teachers and subjects they teach: Samuel Wertz, Mathematics. Mrs. L. S. Armen, Latin. W. C. Cox, Science. Elizabeth Wright, History. Martha Scott, English. Clara Hussey, Shorthand and Typewriting. Amy Brown, assistant; in Mathematics and English. M. L. Sandifor, assistant in Latin and Mathematics. Average yearly salary of high school teachers, including superintendent. $820. Training of teachers: Samuel Wertz, A. B.. Hartsville College and student Indiana Uni- versity. Mrs. L. S. Armen, A. B., Hartsville. W. C. Cox, A. B., Earlham College. Elizabeth Wright, A. B., Indiana University. Amy Brown, imdergraduate Indiana University. 3% years. Martha Scott, undergraduate Indiana University. SVs years. Merl Ij. Sandifor. graduate Indiana State Normal. Enrollment in high school 236 Total enrollment in grades and high school 1,750 Number of girls gi-aduated last year (1903) 7 Number of boys graduated last year (1903) 13 Number of each in this class that went to college — Males 3 Females 4 Number of graduates since school was organized 457 Number of these who have attended college 85 EDUCATION IN INDIANA. 273 CONNERSVILLB HIGH SCHOOL. W. S. Rowe, Superintendent. Organized, 1877. Commissioned, 1881. Superintendents, with date of service: John Brady 1858-1860 Chas. Rhoel 1865-1867 J. L. Rippetoe 1867-1871 Mr. Hughes 1871-1873 J. L. Rippetoe 1873-1886 D. Ecliley Hunter 1886-1889 W. F. L. Sanders 1889-1899 ^- ^- K^^e 1899-1904 Principals and assistants: E. A. Ttirner. principal. Catherine Chilton, assistant. High school teachers and subjects they teach: E. A. Turner. Science. Catherine Chilton. History. W. F. L. Sanders. Mathematics. W. R. Houghton, Latin. Helen Weston, English. Charlotte Griggs, English and Matliematics. 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. L. Sanders. B. S., Indiana University, three years. Helen Weston, Ph. B.. DePauw University. Chariotte Griggs, undergraduate Butler ' Universitv. student two years.. W. H. Garus, graduate Northern Illinois Normal School, art depart- ment. E. M. Lippitt. Enrollment in high school -( ^4 Total enrollment in grades and high school ' . " . .i,09l Number of girls graduated last year (1903) * . 5 Number of boys graduated last year (1903) 4 Number of each in this class that went to college (a giri) 1 Number of gi-aduates since school was organized 298 Number of these who have attended college (girls 45, boys 41) 86 18— Education. 274 EDUCATION IN INDIANA. CONVERSE HIGH SCHOOL. C. E. Spaulding, Siiperinteudent. Organized, 1873. Commissioned, 1895. Superintendents, with dates of service: H. S. Miller 1872-1873 John S. Stout 1873-1875 S. S. Bowman 1875-1880 Arnold Tompkins : 1880-1882 Mr. Caroway 1882-1883 Mr. Crispman 1883-1884 S. S. Bowman 1884-1886 Jesse Lewis 188(3-1888 Jasper Goodykoontz 1888-1890 ]\Ir. Hester 1890-1893 W. E. Alexander 1893-1895 H. S. Bowers 1895-1897 S. L. Heeter 1897-1903 C. K Spaulding 1903-1904 Principals and assistants: S. L. Heeter 1896-1897 C. C. Marshall 1897-1902 C. B. Spaulding 1902-1903 E. B. Wetherow 1903- Iligh school teachers and subjects they teach: C. E. Spaulding. German, English, English History, Geometry, Latin. D. L. Cowan, Algebra, Arithmetic, Civil Government. E. B. Wetherow, Latin, English, Ancient History, Physics, (Tcometry. Average yearly salary of high school teachers, including superintendent, ipoio.io. Training of teachei-s: Supt. C. E. Spaulding, A. B., Indiana University, 1897. Principal E. B. Wetherow, undergraduate Indiana University. Assistant Principal D. L. Cowan, high school gi-aduate. Enrollment in high school 50 Total enrollment in grades and high school 314 Number of girls graduated last year (1903) 8 Number of boys graduated last year (1903) Number of each in tliis class that Avent to college 3 Number of graduates since school Avas organized 48 Numlier of these who have attended college 10 COKYDON HIGH SCHOOL. Jesse AV. Kiddle, Suiicrintcndcnt. Organized. 1877. Commissioned. I'.mi. Superintendents, with dates of servic(>: Joseph P. Funk 1875-1888 1-1904 Principals and assistants: Principal, A. G. Slocomb; assistants. Flora B. Bronsou, Ella M. Lj-- ons, Bertha Watkins, Emelie Pooley, Carrie B. Hemenger, Man- tia Bloom, May Rolfe, Kathryn Sheets. High school teachers and subjects they teach: A. G. Slocomb, Algebra, Arithmetic, Geometry, Commercal Law. Flora B. lironson, Latin, German. Ella M. Lyons, English, History. May Kolfe, Physiology, Physical Geography, I'hysics, Botany, Chem- istry. Kathryn Sheets, Bookkeeping, Shorthand. Average yearly salary of high school teachers, including superintendent. $785.0(5%. Training of teachers: W. C. Smith, AVashington University, two years; Normal, two years. A. G. Slocomb, B.S., Valparaiso. Flora B. Bronson, A.B., Valparaiso; undergraduate University of Chi- cago, two years. Ella M. Lyons, undergraduate Indiana University, one-(]uarter year; University of Chicago, one-half year. May Rolfe, A.B., University of Illinois. Kathryn Sheets. Enrollment in high school 58 Total enrollment in gi-ades and high school 800 Number of girls graduated last year (19U3) 2 Number of boj^s graduated last year (1903) 4 Number in this class that went to college 4 Number of graduates since school was organized 21 Number of these who have attended college 5 EDINBURG HIGH SCHOOL. C. F. Patterson, Superintendent. Organized, 1875. Commissioned, 1880. Superintendents, with dates of service: John Martin 1807-1878 J. C. Eagle 1878-1888 W. n. Owens 1888-1894 Chas. F. Patterson 1894-1904 EDUCATION IN INDIANA. 287 Principals and assistants: Janie Deming. C. M. McDaniel. J. H. Haywortli, Leva M. Foster, High scliool teachers and subjects they teach: Miss Leva M. Foster, Mathematics and Latin ^^"Imojr'' "''"■' '' '^'■' -"'"^^ ^"^^'^^^^••^' "--^"^-^^ superintendent, Training of teachers: Leva M. Foster, Indiana University. Enrollment in high school Total enrollment in grades and high' school.' .' ,]li ^ umber of girls graduated last year (1D(>3) Number of boys graduated last year (1903) ^ Number in this class that went to colle-e ' Number of graduates since school was organized ^ : : " Aumber of these who have attended college f- i^AST Chicago High School. 288 EDUCATION IN INDIANA. ELKHART HIGH SCHOOL. D. W. Thomas, Superintendent. Organized, 1868. Commissioned, 1886. Superintendents, witli dates of service: Valois Butler 1868-1870 J. K. Waltz 1870-1874 J. M. Strasburg- 1874-1875 M. A. Barnett 1876-1879 A. P. Kent 1879-1882 T. B. Swartz 1882-1886 D. W. Thomas 1886-1904 Principals and assistants: Nellie Smith. Mary E. Gordon. Sei-eue E. Hoadley. 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 Wilkinson, Latin. A. M. Smith, Mathematics. Ella Rice, American Literature. Retta 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 superintendent. $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. liynch, 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 TN INDIANA. 280 Retta E. SpcMs. liulinun Stale Normal. Willis L. (Jai-d, Indiana State I'uivcrsit.v. Elizabt'th Aitkeii. Michijian State Nuniial. Eiirollnieiit in high school 252 Total eni-ollment in grades and liigli school 2,764 Xnndjer of girls graduatetl last year (IIR):!) 22 Xnnil)er of boys gi-aduated last year (19(t:>) Number in tliis class that went to college 3 Number of graduates since school was organized 496 Numlier of these who have attended college 60 ELWOOD IIKJH SCHOOL. (". S. Meek. Superintendent. Organized, 1S,S!). Commissioned. 1801. Superintendents, with dates of service: T. P. Fitzgibbon 181)0-1901 Chas. S. :Meek 1901-191)4 Principals and assistants: Chas. S. Meek 1892-1894 John Freeman 1894-1898 L. D. Owens 1898-1901 J. G. Collicutt 1901-1903 V. W. Owen 19u3-l!>n4 High school teachers and subjects they teach: Everett Owens, Mathematics. Chas. Haseman. ^lathematios. Otto Sperliu, English. Edward McDonald, English. Ida Webb, History. (ieo. I). Shafer, Science. E'dna Chaffee, German. Lucy Poucher, L.-itin. Average yearly salary of high school teachers, including superintendent, .i;786. Training of te;ichers: Clias. S. Meek, A.B., TTniversity of Indiana. F^verett Owens, A.R.. University of Indiana. Chas. Haseman, A.B.. I'niversity of Indiana. Otto Sperlin. A.P>., University of Indiana. (it'o. D. Shafer, A.B., ITniversity of Indiana. Ethel Chaffee, A.B., DePauw I'niversity. Lucy Poucher, AB., DePauw Universty. Ida Webb, Indiana State Normal. Enrollment in high school 24.5 Total em-ollment in grades and high school 2.670 Number of girls graduated last year (19t>3) 10 Number of boys graduated last year (1903) 13 Number of each in this class that went to college, boys, 4: girls 5 Numlier of graduates since school Avas organized 176 Number of these wlio have attended college 40 19— Edu(!ation. 290 EDUCATION IN INDIANA. FAIRMOUNT HIGH SCHOOL. C. H. Copeland, Supcrintondent. Organized, 1896. Commissioned, 1S99. Superintendents, with dates of service: R. W. Himelick lS9(i-1897 C. H. Copeland 1897-1904 Principals and assistants: M. E. Monaban. W. L. Jay. M. N, Hadley. J. C. Castleman. H. C. Brandon. Hi.uli school teachers and sulijccts they teach: H. C. Brandon, Physics and Geometry. L. C. Robey, English and Algebra. R. D. Smith, English and History. .Josephine Abel, Latin and German. C. H. Copeland, Botany. Lenora Denton, Music. Average yearly salary of high school teachers, including suiJerintendent. $560. Training of teachers: C. H. Copeland, A.M., Indiana University, Superintendent. H. C. Brandon, A.B., Indiana University, Principal. R. D. Smith, Indiana State Normal graduate. .Josephine Abel, A.B., Indiana University. L. C. Robey, A.B., Wabash College. Lenora Dentou, Thomas Normal Training School, Detroit, Mich. Eiu'olhnent in high school 110 Total enrollment in grades and high school S.IO Numl)er of girls graduated last year (190.'}) 7 Number of boys graduated last year (1903) 2 Number in this class that went to college— girl 1 Number of gi-aduates since school was organized 38 Number of these Avho have attended college 5 EDUCATION IN INDIANA. 291 292 EDUCATTOX TX IXDIAXA. FT-OUA ITirjlI SrHOOL. J. S. Sl;ili.iui;li. Snporiiiteiulent. Organized, 18!)!'. ('oiiiniissioncd, liiiii'. Superinteiuleiils. witli d.-itcs of sci'vicc: I. F. Myer 1S!)2-1S'.»4 E. N. Canine lSit4-1S'.»7 Geo. B. Asbury 181)7-1 !>o:', .Taney S. SlabaiiL-li lf>0.'M904 Principals and assistants: (). B. Bottorff, principal. K. .7. Todd, assistant. Iliuii school teachers and snl).iects tlicy teach: .1. S. Slabangli, History and Latin. O. B. Botorff, English and Latin. K. .1. Todd, Mathematics and Science. Average yearly salary of high sciiool teacliers. including superintendent, $560. Training of teachers: J. S. Slabaugli, graduate of Indiana State .Xorni.-il. senior in lndian:i University. O. B. Bottorff, A. B.. from Indiana University. K. J. Todd, undergraduate of Indiana University, three years. Enrollment in high S(diool t;(» 'I'otal eni-ollment in grades and higli sclmol :',8i) Xundier of girls graduated lasl year (IDo;;! 4 Numlier of hoys graduated l;ist year (l!>n:!i (! Nnmliei- in tins class that went to college .None Xumlier ol graduates since scliool was organized .">8 Xuiiibei' of tliese wlio h;i ve attended (M)]!!'!;^ 12 EDUCATION IN INDIANA. 293 FOKTNILLE UK ill .SCHOOL. W. A. Myers. SiiiJt'i'iiiteiKk'ut. Organized. 1S!MI. ruiiiiuissioiied, 189t). Siiperiiitendeiits. with dates of service: .J. W. .lay IS'.r.-l'.MM) William A. Myers l!l(Ml-l'.H)4 Priuripals and assistants: J. M. Pog-ue, W. A. Myers. W. A. Bowman. II. ^\•. \\'(dre. .lames A. Moody, O. L. Morrow. Hi.i4li seliool teachers and subjects they teach: W. A. Myers, Algebra, Botany. Cicero. American Literature, Amer- ican History, Civics. O. L. Morrow, -11»im) T. F. Beri-y lS!t7-1S!)!) Burton Berry 1S!i4-],S'.tT P. V. Voris 1S!C_'-1,S!I4 W. J. Bowen Isito-lS'.rj Samuel Lilly ISSS-LSJMi Mr. Brunton 18S7-188S Mr. Bueldey 188<;-1S8T W. J. Bowen 188.j-lS8(i Principals: J. H. Stanley l!M);!-i;»i)4 Edward Gardnei- l!>n'_'-ling senior wt)rl< in State University: Chicago University, summer. I'.tiii). Rose E. Hay, graduate high scliool. Vermillion. 111.: Westtield Col- leg(\ Illinois, two years: Indiana Stjite .Xoinial. two years. Enrollment in high school 7(1 Total enrollment in gi-ades and liigli scliool ;;7'j Number of girls graduated last year ( r.iii;!i Vj Number of boys graduated last yeai' i r.Ki:!i .-, Number of each in this class that went lo eoIIeg(«— Girls 1 Boys 3 Number ol graduates sinee school was organized 137 Xninher of Ijiese who lia\-e attended college 49 EDUCATION IN INDIANA. 297 298 EDUCATION IN INDIANA. FRANKFORT HIGH SCHOOL. Edwin S. Monroe, SuperLntondent. Organized, 1875. Commissioned, . Superintendents, with dates of service: E. H. Slatey 1860-1872 J. P. Rous 1872-1874 J. E. Moxtou 1874-187G Richard G. Boone 1870-188(5 E. E. Griffith 1880-1890 B. P. Moore 1890-1899 H. L. Franli 1899-1901 George L. Roberts 1901-1903 Edwin S. Monroe -. . 190.3-190-1: Principals and assistants: J. S. Ludlam, J. F. Millpaugh, A. M. Huycke, J. F. Warfel, C. E. Newlin. D. K. Goss, J. A. Wood, J. A. Hill, J. J. Mitchell. High school teacliers and subjects they teach: J. J. Mitchell, Mathematics. P. 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, $909.37. Training of teachers: J. J. Mitchell, A. B., Indiana University. F. W. Smith, graduate Indiana State "Normal. O. A. Rawlins, A. B., Indiana University. William Robison, A. B., Indiana' University. Cliristiana Thompson, A. B.. Otterbein University. Anna M. Claybaugh. graduate Indiana State Normal. Alice Hadley, graduate Indiana State Normal. Edwin S. Monroe, suporintcndcnl, A. JNI., Hanover College. Euiollment in hi^h school 222 Total enrollment in grades and liigli sclioul l.lilij Number -of girls graduated last year(19o:')i 13 Number of boys graduated last year (190;;) 14 Number of oacli in tliis class that Avcnt to college- Boys 3 Girls 3 Number of graduates since sdiool was organizml 405 Number of these who liave attended college 100 EDUCATION IN INDIANA. 299 Frankfort High School. noo F/nrcAT'iox ix iXdjaxa. FRANKLIN IIKJII SCHOOL. IL 1'.. Wilson, SupcriiitciHlciit. Oru'.-niizcd. ISTL ( 'mniiiissiuiKML . Siiiici'iiiti'Hdt'iils. with Ml-. Hunter 1874-1 87.". Mr. Martin 187.1-1881 Mr. Kemp 1881-188-J Arnold Thompkins 1882-188.'> Mr. Kirsch 188r)-188(*. W. J. Williams 18S7-18!W Will Featheriniiill 18!):M8!t8 N. C. Jolnison 18H8-l!Hi() Horace Ellis 1<.hmi-1. Wilson. sn])eriiiten(lcni. Indiana State Norin;il. gi-;i Total enrollment in .grades and high school 8(1:5 iNiiiuher of girls graduated last year (1903) '.• Xninlicr of hoys grtiduated last year (1903) "J Numhcr in this class that went to college •"' Number of graduates since school was organized li!)i> Number of these who have attended college 175 EDUCATION IN INDIANA. 301 FKANKTOX IIKiil SCHOOL. J. B. Fayiin. SuiiciMiitciKlciif. Oi-;;;Uii/,(Ml. IS'.lT. ('(iniiiiissidiicd. Ainil IJ. IS'.Ct; ,M;iy US. I'.lillj, ;iii(l Novciii- Ih'I- 5, 1!M):;. .SuiterinteiHU'iits. with d.-ilrs of scrxici': J. 15. Fayan 1S!)7-1!H)4 rriiicipals and assistants: C. E. Greene, principal ls;»7-l!MM) L. Blanche Merry, principal 1!»()0-I!»lt4 L. Blanche Merry, assistant 1S!)S-1!M)(» J. H. Stanle.v. assistant 1!)P()-1!)()1 Grace Triplett, assistant I<.t(il-1<.MI2 Malissa B. Furr. assistant 1!ii»2-1;mi4 Fkankton High School High school teachers and snlijects they teach: L. Blanche Merry, English and History. Malissa B. Fnrr, Latin and Science. I'liysics. Chemistry. J. B. Fagan, Mathematics. Average yearly salary of high school teachers, including superintendent. .$T2G.(JG%. 302 EDUCATION IN INDIANA. Training of teachers: Malissa B. Furr, A. B., Eminence College, Kentucky; graduate In- diana State Normal. Blanche Merry, graduate Indiana State Normal; student Michigan State University. J. B. Fagan, graduate Indiana State Normal. Enrollment in high school 30 Total enrollment in gi-ades and high school 2."50 Number of girls graduated last year (1903) 1 Number of boys gx-aduated last year (1903) 1 Number in this class that went to college Number of graduates since school was organized 14 Number of these who have attended college 7 GALVESTON HIGH SCHOOL. Elmer E. Tyler, Superintendent. Organized, 1895. Commissioned, 1903. Superintendents, with dates of service: Elmer E. Tyner 1903-1904 Principals and assistants: J. W. t.aird, R. C. Hiliis, H. M. Stout, and Miss Ida Galbreath, as- sistant; Elmer E. Tyner, and H. R. Bean, assistant. High school teachers and subjects they teach: Elmer E. Tyner, Latin and Science. H. R. Bean, Mathematics, English and History. Average yearly salary of high school teachers, including superintendent, $600. Training of teachers: Elmer E. Tyner, M. S., Franklin Colloue. Indiana. H. R. Bean, A. B., Toronto University, Canada. Enrollment in high school .50 Total enrollment in grades and high school 177 Number of girls graduated last year (190."'.) 5 Number of boys graduated last year (19i»3) 3 Number of each in this class that went to college- Girls 2 Boys 1 Number of graduates since school was organized 19 Number of these who have attended college 7 EDUCATION IN INDIANA. 303 Galveston High School, 304 EDUCATIOS IX IXDIANA. GARRETT HIGH SCHOOL. Ezra E. Lollar. Superintendent. Organized, ISSit. Comniissionod. 1895. Superintendents, witli dates of servi'-e: Tho.s. S. Merica ISSC-ISOO P'rancis M. Merica IS'.MMSlMi George M. Holve 1S!m;-18!HI Ezra E. Lollar ls;»;>-l!M)4 Principals and assistants: Principals— F. M. Mericn. Ell;i \i\ian. (Jco. .M. Hoke. (i. P. Thieleii. E'zra E. Lollar, C. E. White. J. W. ("oIei)erd. Estella Wolf. Assistants— Maude Braderick. .1. ^^'. ("oleberd. Delano Rrinkerhoff, W. A. Hogue, .7. B. Tarne.v. Verna Darb.v. High school teachers and subjects they teach: Estella Wolf. Latin, English. Yerna Darb.v, Matheniiitics. Science. Ezra E. Lollar. Histoiy. Average yearly salary of high school teacliers. inchuliiig superintendent, $670.00. Training of teachers: p:zra E. Lollar A. B.. OtterbeLn. Estella Wolf. A. B.. Heidellierg. Verna Darby, A. B., Indiana University. Enrollment in high school '>4 Total enrollment in gi-ades and higli school (»(i4 Number of girls graduated last yciir (1003) 5 Number of- boys graduated last year (1903) o Num))er in this class thnt went to college — Boys 3 Numl)er of graduates since sciiool was organized. . 104 Number of these who have attended college 20 EDUCATION IN INDIANA. 305 Garrett High School,, 20— Education. 306 EDUCATION IN INDIANA. GAS CITY HIGH SCHOOL. J. H. Jeffrey, Superinteudcnt. Organized, 1894. Commissioned, 1897. Superintendents, with dates of service: W. O. Warrioli 1894-1899 A. H. Sherer 1899-1901 .T. H. Jeffrey 1901-1904 Principals and assistants: B. L. McVicar, Mrs. AV. O. Warriclv, Mrs. A. H. Sherer, W. B. Schoonover, E. N. Canine. lligii school teachers and subjects they teach: J. H. Jefl'rey, superintendent, Algebra. E. N. Canine, principal. History and Physics. Frances N. Curry, Latin and German. Elizabeth L. Meigs, English. Josephine Brown, Science and Mathematics. Average yearly salary of high school teachers, including superintendent, $667. Training of teachers: J. H. Jeffrey, superintendent, A. B., Indiana University. E. N. Canine, principal, A. B., Indiana University. Miss Frances N. Curry, A. B., Wooster, O. Miss Elizabeth L. Meigs. B. S. Purdue. Miss Josephine Brown, P.. S., Iowa College. Enrollment in high school 40 Total enrollment in grades and high scliool 796 Number of girls graduated last year (190.3) 1 Number of boys graduated last year (190.3) 2 Number in this class that went to college— Boys 2 Number of graduates since school was organized 14 Number of these who have attended college 5 EDUCATION IN INDIANA. 307 Gas City High School. 308 E DUCAT JON IX INDIANA. GOODI.AXl) IIKJH SCHOOL. M. A. Hester. SiiiKTiiilciMlciit. Or,u;iiii/,('(l, ISSl). ('oiuiiiissioiicd. 1S'.)4. Wuperiutencleiits. with d.ilcs of sci-viee: J. C. Dickoisun IS'.CMiMKJ M. A. Hester l!X);i-l!)04 Pi-iiK-ipals aucl assistants: Mr. Huml)ar(l, Mr. .loe P». Fagan. .Mr. Ficd WCiuiar, .AJr. (iarrisuii. Mr. Deest, Mr. H. A. Henderson: .Miss Maud Ellis, Miss Edna Watson, May Hnston. High school teachers and snlijects they teach: M. A. Hester, superintendent. Geometry, History. I'hi,i;lisli. Latin. H. A. Henderson, Bookkeeping. History, Physics, Latin, Chemistry. Geometry. May Huston, Englisli, Algelira. Average yearly salary of liigli scIkkiI teachers, iuclnding .superintendent. .$U98.33%. 'J'raining of teaclu'rs: May Huston, Franklin (liid.i Itaptist College, four years. H. A. Henderson, Battle Creek. Mich., six years. M. A. Hester, DePauw. Ind.; Brookville. Ind.: .Moores Hill College. E'urollment in high school (K) Total enrollment in grades and high school .">.")(» Number of girls graduated last year (in^C.i .'! Number of boys graduated last year (lOO:!) None .Number of each in this class that went to college None .Number of graduates since tlie scliool was organized Not l W. O. Hiatt 189.>1898 Mr. Newlin 1898-1900 Mr. Ragsdale 19(10-1901 I). M. McCarver 1901-1902 E. L. Thompson 1902-1904 IMiiicipals and assistants: Miss Grinisle.y 1888-1891 Miss Hose Newconili 1891-189.", Miss Sallie V. Bi'own 18!t^M894 Miss Steplienson 1S94-1897 Miss Edith Morton 1897-1 89S .Jacob Kinney ls<.(7-l!io4 High school teachei's and sulijccts they teach: E. L. Thompson, History. Latin. English. Chemistry. (JiTUian. Ira r. B.aldwin, M.atheni.atics. Latin, Physics, Engiisli. Average yearly salary nt higli sdinol teachers, including sn|iei'iiitendent. .*|;.'')0O. i^'in'olluient in liigli scliool 48 Total eniolliiient in grades and high school 208 Number of girls graduated List year (I'.Mi:',) 11 Number of boys graditated last year (lOt).",) 7 Nundjer in this class that went to college Number of gr.adiiates since school \\;is organized 270 Number of these wiuj have attended college Not Icnowii EDUCATION IN INDIANA. 813 GREENCASTLE HIGH SCHOOL. H. (J. Woody. Superintendent. Organized, . Conuiiissioiu'd. . Superintendents, with dales of serAice: Reuben Ragan ISC.l-lSCC D. D. Waterman ISfKMSCT-lSCS-ISSO Gillum Ridpatli ISCT-ISCS E. P. Cole 1ST(»-1.S7-J George W. Lee ISTL'-lSSl J. N. Study 1881-1884 J. M. Olcott 1884-188(J James Baldwin 188(5-1887 Robert A. Ogg 188T-18!)8 H. G. Woody 18!)8-1".M)4 I'rincipals: Miss Martha J. Ridpath 1882-1!MJ4 High school teachers and sub;ects they teach: Martha J. Ridpath. Latin. Florence W'ood, English. Jessie E. Moore. Mathematics ami Latin. Mary E. Hickman. Biology. Lillian E. Southard. History. Elizabeth Towne. Mathematics. Grace W. Birch. German. W. M. McGaughey, Physics. Kate S. Hammond, Music. Training of teachers: In high school, university graduates. ldn%. In high school, with M.A. degree. •")()%. In grades, universit.v graduates. .">()%. Entire corps, university graduates. (►()%. Entire corps with some college training. (*)'.)%. Entire corps, with some college or normal training. 100%. Entire corps, with normal training. (>2%. Enrollment in high school 20T Total enrollment in grades and high school 778 Number of girls graduated last year (10o;'>i 18 Number of boys graduated last year (VM)'.\\ Number in this class that went to college 13 Number of graduates since school was organized 483 Number of these who have attended college 322 314 EDUCATION IN INDIANA. GREENFIELD HIGH SCHOOL. AV. C. Goble, Suixn-iiitoiidont. Organized, 1875. Commissioned, 1879. Superintendents, with dates of service: W. H. Sims 1877-1881 Jolin W. Stout 1881-1883 J. M. Strasburg 1883-1884 J. V. Martin 1884-1889 W. H. Glascoclc 1889-1891 Geo. S. Wilson 1891-1898 Alpheus J. Reynolds 1898-1901 John H. Whiteley 19(11-1901 Andrew E. Martin 1901-1903 W. C. Goble 1903-1904 I'liiicipals and assistants: :Miss Mary E, Sparks 1878-188G J. J. Pettit 1877-1878 Geo. S. Wilson 188G-1891 Titus B. Kinsie 1891-1900 Elwood Mori-is 1900-1901 .Tohn Whiteley 1901-190:; Jolin II. JohiHSiton 1903-1904 lligli school teachers and subjects they teach: .lohn H. .Tolmston, English. Fi-ances L. Petit. Latin. W. C. Goble, History. Franlv Larrabee, Mathematics. Hugh E. .Johnson, Science. Delia M. .Tames, Music. .\\('ragc yearly salai'y of high sclionl teachers, inebiding superintcMidiMit. .$713.. Training of teachers: W. C. GoI)le, superintendent, Indiana State Normal. John H. Johnston, principal, A. P.., State University. Frank Larrabee, B.S., Central Normal College. Francis L. Petit, A.B., Michigan State Univei-sity. Hugh E. Johnson. Delia M. James. Enrollment in high school 1G8 Total enrollment in grades and high sclionl 9G0 EDUCATION IN INDIANA. 315 Greenfield High School. 316 EDUCATION IN INDIANA. GREENSKT'KC; HIGH SCHOOL. KliiKH' ('. .Ici-iii;iii. SuiicriiitciKh'iit. Oiyanizeil. lS(i;». Superiiiteudeuts. with dales dl' sci-vicc: C. W. Harvey lS(i9-1888 W. P. Shannon l.SS.'M897 G. L. Roberts 18!lT-19nl D. M. Geeting I'Mtl-l'.HW PL'hner ( ". .lerniaii l!Ht;j-l!MJ4 I'rincipals: Alfred Knmnier. W. P. Shannon. C. L. Hottell. Geo. L. Roberts. Thos. L. Harris. Edgar Mendenhall. J. W. Rhodes. Ui.^li school teacliei's and sul)jecls tiiey teacli: J. ^\'. Rhodes, principal. Mallieniatics. Eustace Foley, Science. Kate F. Andi-ews, English. Cora K. Ragsdale, Latin and History. Claribel Winchester, Mnsic. Average yearly salary of high school teadiers, including superinlendeni, •$7L'( ;.(;(-,%. Training of teachers: John W. Rhodes, undc I'giaduatc Indiana liiiN crsity. Eustace Foley. B.S.. Indiana I'niversity. Kate F. Amlrews. li.A.. Weiiesley College. Cora Kemp Ragsdale. I'h.P... Franklin College. Elmer C. .lernian, A.M.. Franldin College. Claribel AVinchester. nn Nundter of yraduales siin-e school was organize'! 421 ^fuinlier of these who liaN'e allended college 8.1 EDUCATION IN INDIANA. •n7 (Jhkknubuhg High Schuui.. 318 EDUCATION IN INDIANA. GREENTOWN HIGH SCHOOL. H. E. Shepliard, Superintendent. Org.nnized, 1870. Commissioned, 1901-02. Superintendents, witli dates of service: Moses Heinmiller 1893-1890 Lee Chalfant 189.5-1897 J. D. Wliite 1897-1900 II. B. Dielcey i;XMM<>o:! H. E. Shepliard 190;M(X)4 Principals and assistants: Penelope V. Kern, principal; Effie Kinnison, assistant. High school teachers and subjects they teach: H. E. Shephard, Mathematics and Science. Penelope V. Kern, English. Latin and German. Efiie Kinnison, English, Latin and History. Average yearly salary of high school teachers, including superintendent, $520. Training of teachers: II. B. Shephard, graduate Indiana State Normal; one year at Indiana University. Penelope V. Kern, A.B., Butler College; Ph.B., University of Chicago. Etfie Kinnison, Ph.B., from Northwestern University. Enrollment in high school 42 Total enrollment in grades and higli school B.S5 Number of girls graduated last year (1903) 4 Number of boys graduated last year (1903) 1 Number in this class that went to college 1 Number of graduates since school was organized 13 Number of these who have attended college 4 EDUCATION IN INDIANA. 319 Greentown High School. 320 EDUCATION IX INDIANA. HACiKUSTOWX IIKill SCHOOL. < ). L. \'(His, Suin'rintciidciit. Organized. 1871). CoiiiiiiissidiKMl. ISStJ. Superintendents, wiili dales of service: Lee Ault ISTIt-l SSH R. Nelson 1SS:MSS4 H. F. Wls.sler 1S,S4-1,SS7 P. V. N'oris 1887-1802 li. F. Wissler 1892-1893 Fee Ault 18!»8-11>()0 (). F. N'oris Il»n0-1!>()4 PriTicipal: W. J. Kowden. High school teachers and suli'ects they teacli: W. J. Bowden, Latin. Filcrature. ( Jcunietry. Al.uclira. ("ivil (invern- nieiit. Physical (Ji'ourapliy and PsychoioLiy. O. L. Voi'is. Falin. Filer.ilun". Ulictoric ( Jeoinclry. Pliysiis and Botany. As'erage yearly salary of liigli sclni:il teachers, including supt-rintendenl. $586. Training of teachers: W. 9. Bowman, gi'aduate Indiana State Xornial School. O. F. N'oi'is. graduate Indian.i Sl.-ile Xorniid School. Enrollment in Idgh school (!() Total eiu'ollment In grades and high scliool . 2:!!» Number of girls graduated last year (T.»u;!) 7 Number of boys graduated last year (I'.tii.'i) ."> Number in this class that went to college 1 Numlier of graduates siiu-e school was orgainzi'd 14(» Nundiei' of t liese wlio lia\c atteniled college 21 Il.\UTFOKl> CITV IIICII SFIIOOF. ( ". IF Dryliread. Superinlendenl. Organized. isSd. ( "onnnissioiied. Fs;>7. Principals .and .assistants: W. P. .Modliu. |)iincipal High School. May (". Reynolds. suiiervis(M' uf .Music and iMiiwing. Higll scliool te.-iciicrs and suli'ecls tlley le;lcli: \V. 1'. Modliu. Fnglisli. Jennie E'. lloovei'. Fat in. Wm. Reed. .M;illieni;it ics. Maris ProHill, History ;ind ('i\ ics. James Siiiionlon. Science. Average yeaily s.-il.iry of liigli scliool leaciiers. including superintendent. .$8(1.".. EDUCATION IN INDIANA. 321 Training of teachers: W. I'. Modlin, gradu.-ite of State Xornial: nndergradnate State Tini- versity, one year. Wni. Reed, undergraduate Hillsdale, three yeai's. Jennie E. Hoover, nndergriidnate Chieago University, one year. Maris Proltitt. nndergradnate Franklin College, three years. James Sinionton, graduate Indiana T'niversity. Enrollment in high school 70 Total enrollment in grades and high scliool 1,4.30 Number of girls graduated last year (19o;]i 9 Number of boys graduated last year {19():',) 4 Number in this class that went to college 6 Nunilier of graduates since school was organized 141 Hagerstown High School. 21— Education. 322 EDUCATION IN INDIANA. HOBART HIGH SCHOOL. W. R. Curtis, Superintendent. Organized, 1888. Commissioned, 1898. Superintendents, Avitli dates of serA-ice: A. J. Smitlj 1888-18;)-J P. S. Gristy 18!J2-1895 A. R. Harde.sty 1 S!).">-l!)ni W. R. Curtis l!)i)l-l!i:;t Principals and assistants: G. H. Tliompson, principal. H. Alena Wolfe. High scliool teachers and subjects they teach: G. H. Thompson, English History, Stenography, Botany. H. Alena Wolfe. Algelira. Latin, Physical Geography, German. W. K. Curtis. Alg('l)ra. I'liysics, Chemistry, Bookkeeping. Average yearly s;ilnry of high school teachers, including superinlendent, $88G.G0. Training of teachers: G. H. Thompson, undei'graduate ^'alparaiso College; eight terms in institution. H. Alena Wolfe, A. 15., Olivet College. W. R. Curtis, S.B., Valparaiso College; one year Chicago University. Enrollment in high school 70 Total enrollment in grades ami liigli schoiil :V2-i Number of girls graduated last year (IDo:',) '2 Number of boys graduated last year ( l!Kt."!l Number in this class that Avent to college Number of graduates since school was organized 02 Number of the.se Avbo have attended college 5 EDUCATION IN INDIANA. !23 324 EDUCATIOX fX JX/Kf.W.l. HAMMOND HKJII SCHOOL. W. H. Herslnnau, Superiutendent. Organized. ISST. ('ommissioncd. IS'.is. Superiiiteiidcnts, with dates of service; W. C. Belman l,S,s:i-l!W)(t W. H. Hershman l!)(»ii-l<.>i(4 Principals aud. assistants: W. A. Hill, principal High School, Science and Uookkeejiing. Ili.uli school teachers and sub.jects they teach: Annie Bassett, Mathematics. Delia (iandy, Latin. EA'a Page, German. Guy C. Cantrell, Literature, English. Minnie Haines, Histor.v. Flora Merry^Yeathel•, Stenography. Agnes Benson. Music. Average yearly salary of high school teachers, including superintendent, i)!824. Training of teachers: W. H. Hershman, superintendent. P>.A.. Indiana University. W. A. Hill, P..S., Chicago ITniversity. Annie Bassett. undergraduate. Miss Delia G:indy. Ph.M., Chicago University. p]va Page. Pli.M.. Chicago University. Minnie Haines. Ph.B., Northwestern University. (!ny Cant well. A.B., Indiana University. Agues r.ciison. 'I'omlin's School of ^Music. Clucago Xornial School. l'"loi-a Merry weather, undergraduate. Enrollnieiil in high school 120 Total enrollment in grades ;ind iiigji sciinnl L».(l,s.") Xnmlici- of girls graduated last yc-.w ( i;i():;i <) Nundier of hoys graduated last yc.ii' (l!lli:!i ;•, Nnndicr iii tliis cl.-iss that went to cdjh'ge (! Xuudier (if gr;i(lu;ilcs siuce scIh.dI was orgaui/.ed ItJO Nnudier ni' ijicsc who lia ve ;il truih'd college fK) f'J DUCAT ION IX IXD/ANA. 325 li AM MONO High School. 326 EDUCATION IN INDIANA. IIUNTINGBUKG HIGH SCHOOL. F. B. Kepner, SuptTiiiteudent. Organized, 1885. Coui missioned, 1887. Superintendents, AA'itli dates of service: C. E. Clark 1872-lSS.l Milton Hersberyer 188.J-188G F. S. Morgenthaler 1886-1892 .J. T. Worsham 1802-1900 F. I ). Cluirchill 1900-1901 F. B. Kepner 1 901-1JX>4 Principals and assistants: Willa McMahan, principal. Edw. Eberhardt, tirst assistant. I. A. Benton, second assistant. High school teachers and subjects they fcacli: Willa McMahan, English, Latin. (Jcomctry. Edw. Eberhardt, German. I. A. Benton, Physics, Botany. F. B. Kepner, Algebra, English. Average yearly salary of high school teachers, including superintend(>nt, Training of teachers: F. B. Kepner, A.l'.., Indiana T'niversity. Willa McMahiin, .\.I'.., Indiana T'ni versify. Edw. Eberh.-irdl. \. 1!., Wesleyan ITni versify. I. A. Benton. l.nrolhnent in high school Vvl Total enrollment in gi'ades and high school ."i:'.(t Number of girls graduated last year (190:j) 4 Number of Itoys graduated last year (1903) 4 Number in this class that went to college 2 Number of graduates since scliool was organized 9(i Xninl)cr of these who li;ivc attcn(h'd coll(>ge 40 EDUCATION IN INDIANA. 32Y HUNTIKGBURG HiGH SCHOOL. 328 EDUCATION IN INDIANA. HUNTIXCTUN HKJII SCHOOL. W. 1'. llnrt. Suiicriiitciulent. Organized, 1873. Commissioiu'cl. ISito. Superiuteudeuts, with dates ol" servici": James Baldwin 1873-1883 Morgan Caroway 1X83-1884 John Caldwell 1 S,S4-1887 Robert I. Hamilton 18S7-irM)3 W. P. Hart iyu3-1904 Principals and assistants: P. C. Emmons, principal. (Jcrniau. W. I. Early, assistant principal. .Matln'iiiatics ami Science. High school teachers and subjects they teach: Evangeline E. Lewis, Mathematics. Fredrica R. Tucker, English. Frances E. Hutsell, History. Mary E. Hartman, Latin. S. J. Stauffacher, Commerce. L. C. Ward, Science. R. S. Crawford, English. Mary B. Cox, History. Evelyn K. DeCew, Drawing. Vivian L Stoddard, Music. Average yearly salai-y of higli school teachers, inclnding snpei-intendeut. $936.36. Training of teachers: P. C. Emmons, B.S.. A.B., Central Normal College: A.B.. Indiana TTniversity: one-third of year gi'aduate work Indiana University. W. I. Early, A.B., Indiana LTniversity; 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 Wisconsin; some giadnale work at University of Wisconsin. Samuel .T. Stauffacher, Ph.B., Northwestern College: graduale of Northwestern Business College. Louis (". Ward. A.B., Indiana University: one-third year of gi-.iduate work at Indiana University. Mary B. Cox, Indiana State Normal: rniversity of .Miciiigan. l''rances K. Hutsell. Indiana State Normal: P.ntler College: I'niver- sify of Chicago. lOvelyn K. DeCew, Michigan State Normal: graduate of l)etr(Hl Con servatory of INfusic, Public Scliool Department, in Ix.tli .Music and Drawing. Vivian I. Stoddard, graduate of Tliomas .\orm;il Training: speci;il training in Detroit Conservatory of Music. KVVCATTON JN TNDTANA. ^20 Enrollment in high school 244 Total enrollment in grades and high sch(Jol 1,748 Number of girls graduated last year (1!M>3) 14 Number of boys graduated last year (19(>3j (i! Number in this class that went to college 5 Number of graduates since school was organizt^d. . ?>(!<) Number of these who have attended college lir> Huntington High School. 330 EDUCATION IN INDIANA. INDIANAPOLIS MANUAL TRAINING HIGH SCHOOL. C. E. Emmerich, Principal. Orgauized, February, 1S05. Commissioned, 3895. Principal: Clias. E. Emmerich. High school teachers and subjects they teach: George A. Abbott, Chemistry. Fiske Allen, Mathematics. Harvey M. Appleman, Woodworlv. William H. Ballard, Woodwork. Arthur J. Bean, Woodwork. Emma S. Bopp, German. Nellie M. Bowser, Latin. Frank F. Bronson, Mechanical Drawing-. John R. Carr, History. Maria Leonard, Mathematics. Paul W. Covert, Machine Fitting. Margaret Donnan, English. Violet A. Demree, English. Mary A. Davies, Sewing. Margaretta DeBruler, English. Cora Emrich, English. Willard F. Enteman, Mathematics. Beatrice S. Foy, English. Anna J. Griffith, Englisli. Frank O. Hester, Mathematics. Robert Hall, Latin and Greek. Elizabeth C. Hench, Englisli. Julia C. Hobbs, Latin. Leirion H. Johnson, Mechanical Drawing. Emma E. Klanke, Mechanical Drawing. Josephine M. Loomis, Cooking. Mary R. Langsdale, English. Anna M. Locke, English. Hamilton B. Moore, Englisli. Mary ]McEvoy, Stenography. Kemper McConib, English. Emily JMcCullough, Sowing. Frank K. Mueller, Mechanical Di'awing. Josephine Brooks, French. Itobert Promberger, Fouiidi'y. Harriet C. Rhelts, History. Il:in-i(-t lO. Robinson, Matlicnialics. Laura Kupp, German. Otto Stark, Free Drawing. Heleiie G. Sturm, German. Milo II. Stuart, Botany. Bciijainin F. Swart liout, P>oc)kke('i)iiig. William .1. Thissele, Bookkeeping. EDUCATION IN INDIANA. 331 Kate A. Thompson, English. Chambex's H. UnderAvood, Physics. Mabel West, Free Drawing. Kate Wentz, Mathematics. James Yule, Forging. Ida M. Andrus, Mathematics. Edith M. Compton, Sewing. Wan-en H. Davis, Woodworlc. 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. Harvey 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. Beau, 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 R. 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, Oberlin. one and one-half years; Mt. Ilolyoke. one and one-half years. Mary E. Davies, Stockwell College Institute, two years. Warren H. Davis, S.B., Worcester Polj'technic Institute. Margaretta DeBruler, A.B., Rockport College Institute; A.M., Indi- ana University. Cora Emrich, 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. t):)2 KmU'ATloX IX IXDIAXA. Elizabeth C. Hendi. IMi.B.. ,Miclii.i;;iii I'liivci'siry: ('.-unl iridic. Eug- land, oue year; Bryu Mawi\ twd ycai's. Julia C. Hobbs, A.B., Chicago rnivcrsity. Leiriou H. Johnson, Ph.B., University of N'crniont; <"o()])er Union: Pratt Institute. Emma E'. Klanlce, Pratt Institute. Maria Leonard, Butler, two and one-half yeai's. Josephine M. Loomis, Pratt Institute. Mary R. Langsdale, A.B., DePauw; Michigan, one year. Anna M. Locke, A.B., A.M., Columl>ia Uollege. Hamilton B. Moore, Pli.P... Cornell: A.AI.. Indiana T'niversity. Mary McEvoy. Kemper McConib, A.B., A.M.. Hanovei' ('oliege. Emily McCullough, Pratt Institute. Frank K. Mueller, S.B., Purdue University. Robert Promberger, Pratt Institute: Cincinnati University, one ye.-ir. Harriet C. Rhetts, A.B., A.M., Indiana University: Indian.-i .Xornial: Harvard, one term. Harriet E. Robinson, Ph.B., Hiram College. Laura Rupp, A.B., Butler College: Indiana T'niversity and ("Incago. one year. Otto Stark, Academy of Arts, Paris and Munich. Helene G. Sturm. Milo H. Stuart, A.B., Indiana University; Chicago, one year. Benjamin F. Swartliout, Normal School. Miidiell. Ind. William J. Tliissele, Lebanon Normal; r.uclitei College, one hall' year. Kate A. Thompson, University of Chicago, one yeai-. Chambers H. Underwood, B.S., P.uclitel; one year post-graduate. Mabel AVest, Pratt Institute. Kate Wentz, B.S., Purdue: M.S.. Corni'li. .lames Yule. Enrollment in high school, 1,.">7."J in V.nC; in 1;H)4 about l.T-'tH Number of girls graduated last year ( r.iii;'.i •"•1 Numbei' of boys gi'aduated last year ( l!>ii:!i 4S Number in this class that went to college, pi'dlialily !"► The colleges to which these went, with nnnilier nf I'acli: Purdue. Indiana. Michigan. Wellesley. DePauw. Butler. Numbers not known. Number of graduates since school w;is oig.ini/.ed <•>" Number of these who have attended college 1S.> Number of these who have attended college. ai(|>roxiniaitdy 1^5% EDUCATION IN INDIANA. 334 EDUCATION IN INDIANA. INDIANAPOLIS SHORTRIDGE HIGH SCHOOL. Geo. W. Benton, Superintendent. Urgauized, 1853. Superintendents, with dates of service: A. C. Shortridge 1871-1874 Geo. P. Brown 1874-1878 H. S. Tarbell 1878-1884 L. H. Jones 1884-1894 David H. Goss 1894-1900 Calvin N. Kendall 1900-1904 Principals and assistants: Wm. A. Bell 18G4-1865 Pleasant Bond 1865-1865 W. I. Squire 1865-18CG Wm. A. Bell 1866-1871 Geo. P. Brown 1872-1874 Junius B. Roberts 1874-18S1 Willard W. Grant 1881-1892 Geo. W. Hufford 1892-1902 Lawrence 0. Hull 1902-190,3 Geo. W. Benton liX )3-19U4 High school teachers and sulijects they teach: Chas. S. Thomas, English. Angeline P. Carey, English. Charity Dye, English. Martha Dorsey, English. Florence Richards, English. Flora Love, English. Georgina Montgomery, English. Zella O'Hair, English. Lucia Ray, English. Marian Schibsby, Englisli. Janet P. Shaw, English. Josephine Brooks, French. Eugene Mueller, German. Peter Scherer, German. Virginia E. Claybaugh, Latin. Archer Fei'gnson, Latin. Ella G. Marthens. Grace Triplett, Latin. John E. Higdon, Mathematics. James P. Millis, Mathematics. Amelia W. Platter, Mathematics. Agnes R. Rankin, Mathematics. Grace Clifford, Mathematics. John C. Trent, Mathematics. Ralph Lane, Mathematics Walter D. Baker, Physics I. Lynn B. McMullen, Physics II. EDUCATION IN INDIANA. 335 Rosseau McClellan, Botany I-II. Frank B. Wade, Chemistiy I. Arthur W. Dunn, History. Josephine Cox, History. Laura Donnan, Civil Government. Edgar T. Forsyth, History. Junius B. Roberts, History. Arthur H. Holmes, Bookkeeping IT. Nellie I. Hamlin, Stenography. Rhoda E. Selleck, Drawing. Martha Feller, Drawing. Average yearly snlai'y of high school teachers, including superintendent $1,100. Shortridge High School, Indianapolis. Training -of teachers: With very few exceptions college graduates, and many of them with graduate work to their credit. Enrollment in high school 1.263 Total enrollment in grades and high school Number of girls graduated last year (1903) 100 Number of boys graduated last year (1903) 35 Number of this class that went to college 50 Number of graduates since school was organized 2,000 Number of these who have attended college GOO 336 EDUCATION IN INDIANA. JASPEll IIKJH SCUUOL. Bertram Saiidcis. Suijeriuteudeut. Or^Miiizcd, 1S!>1'. ( 'oiiiiiiissioiHMl. ]S'.)~. iSuperiiitt'iulciils. with dales of serviei': E. F. Sutlieiiaiid 1S!17-1902 Bertram Sanders l!Kf_'-lJM)4 Prineipals aud assistants: P. T. Clark, priiieipal and assistant ISMT-1900 Maggie A. Wilson, piMneii)al and assistant i;R)U-l!Xi4 High school teachers and subji'cts tlie.v teacli: Bertram Sanders, Algebra. (Jeonietry. I'liysies i\nd Latin. Maggie A. Wilson, History, English .ind I'.ot.iuy. Average yearly salary of liigh scIkmjI teachers, including supeiintendent, $620 Enrollment in high school 17 Total enrollment in grades and Ingli scIkioI ll'o Xnml)er of girls graduated last year (I'.MKli None Numl)er of boys graduated last y(>ar (lIHiMi i; Number in this class that went to college .j Number of graduates since school was organized 2o Nundter of these who have attended college 14 JEEFEKSONVILLE IIKHl SCHOOL. C. 'SI. ^lai'ble, Superintendent. Organizi'd, ISliS. Conunissidned. ISSI. Superintendents, wiili dates of sei'vice: Mr. Snutli K. S. Hopkins -1881 D. S. Kelley 188M88r) K. W. W(mh1s 1SSr.-1889 1'. r. Stnltz 188I)-18J)7 D. S. KeDey 1897-1899 A. C. Goodwin 1899-19t)4 C. M. Marl)l(> February 1904- Principals and assistants: F. E. Anderson. C. M. M;n-ble. .Miss 1'. Simpson. K. S. iloi)kins. Mr liutler. Miss J. Ingram, .Mi', .\niisl I'ong. High school teachers and subjecls tliey teach: F. B. Ajidi-ews, princip;il. Mathematics. Miss Clara Funk, English. Miss Ada W. Frank, Latin. Miss Mary K. Voigt. History. Mr. Lewis Richards, Science, George Nashtoll, German, A. A. Voigt, Music. EDUCATION IN INDIANA. ;337 Averago yoarly salary uf high .school tracht-r.s, iueluding suDuriuteudeut $859. Training of teachers: C. M. Marble, superinteuiU'iit. IMi. 15.. from Cliicago University; three years N. W. University, Uliio. H. E. Andrews, collegiate education, one year at State Normal. Clara Funli, two years normal training. Ada W. Frank, collegiate education. Mary K. Voigt. normal training and did some work in the State University. George Nashtall, educated in (Jermany. A. A. Voit. no special training. Lewis Richards, collegiate education. Enrollment in high school o] 5 Total enrollment in grades and high schonl 2 (K)0 Number of girls graduated last year (1!)0;{) ' ' '"20 Number of boys graduated last year (l!>():!i "atin and German. Mrs. C. A. Gregory, English. Mr. C. A. Gregory, Science. E. O. Maple, History and Arithmetic. A. E. Highley. :\Iatliema1ics. ANcragc yeai'ly salary (if liigli scliool teaclici's, iiii-ludiiig snpci'iiilciuh'Ut. .1^480. Ti'aining of teacliors: C. A. (iregory, P.. S., Marion Normal. Miss Delia S. Wintrode, from DePauw. E. O. Maple, P.. S., Marion Normal. A. E. Highley, P>. S.. Marion Normal: tlircc yeai-s Slate Normal. Enrollniciil in liigli sclutnl .")(» Total cni'iillment in gr.-idcs ;ui(l liigli sclmol 430 Number of girls graduated last year (1903) 4 Numi)er of boys graduated last year (1903) 2 Nunibei' in this class that went tO' college None Number of graduates since school was organized (K) Number of these who have attended college 12 EDUCATION IN INDIANA. I'AO EDUCA'I'lnS LX /XDJASA. kp:nti,am» high school. ('. I.. Stiililis, Supcrintenclcnl. Organized. 1870. ("oiiiiiiissioiMMl. iN'.is. Siiperintemlonls, witli d.-itcs of :^ci'vi(c: E. PI. Drake IsltC-liMK:; Minnie B. Ellis l!Mtl-l!)0;] F. A. Hiirrinston 1 Tf)tal enrollment in gi-a,7 Total enrollment in grades and high school 11)2 Number of girls graduated last year (190:0 1 Number of lioys graduated last year (190:!) ;{ Number In this class that went to college ;*, Number of graduates since school was comnHssione.. National .Xornial: scicntilic and classical course. J. H. EAvhanlv-. graduate Indiana Stati' .Xornial. Pv'nrollnient in higii school Si' Total eni'ollnient in grades anil liigli sclmol •_' Number in this class that went to college 7 Number of graduates since school was oiganizel l(;.s Nundier of these wlio have attended college ;_!S LAFAYETTE 11 Kill SCHOOL. K. F. Hight, SuperintendiMit. Organized. 1S(i4. CdUimissioned. . Superintendents, with dates of service: Benjandn Naylor is.'il-is.'iri A. J. Vawter 1S.V>-1S(i:! J. W. Moliere 18(;:M8(;7 J. T. .M(-rrill 1S(;7-189I1 Edward .Vyres isnil-l'.tn:.' Russell K. Bedgond 1!HI2-I!inl R. F. Hight I'.Mil- I'riiK ijials and assistants: K. F. Hight. .Fulius P.. ,Mc\cr. elected f.893 XunUier of girls graduated last year (l!ll):',) 22 Xundier of boys graduated last year (1'.Mi:*.i S Number in this class that went to college 13 LACRAXtJE men SCI I ()()!. . W. IT. P.r.-indentiurg. Snpei-intendent. Organized. 1S74. Commissioned. ISS;;. Suiierintendents. willi dates of service: A. I). Mohler 1874-188:'. B. J. Bogue 1883-1887 A. J. Johnson 1887-1890 F. N. Dewey 1890-1802 Mr. :McCartney 1892-1893 C. M. Leib 1893-189.'. C. H. Taylor 1895-1897 F. M. Meriea 1897-1900 V. W. B. Hedgepelli 1900-1901 W. H. Brandenburg 1901-1904 350 EDUCATION IN INDIANA. Priucipal: Miss Etta H. De Lay. High scliool teachers and suhjects tliej^ teach: Etta H. De Lay, Malhomatics. Emma Welch, Latin. G. W. Reed, Science and History. Edith L. Fox, English and German. Average yearlj- salary of high school teachers, inclnding superintendent, $700. Training of teachers: Etta De Lay, Avork in Mathematics at Indiana University. G. W. Reed, special work in Botany and Physics at Indiana Uni- versity. Miss Welch, special work in Latin. University of Chicago. Enrollment in high school 14(5 Enrollment in grades and higli scliool 418 Nnmber of girls graduated last year (l!Ki;'.) 10 Numl)er of boys graduated last year (1903) 1!) Xiunber in this class that went to college Xnmljer of graduates since school was orgnni/.i'd :>40 NunU)er of these who have attended college 108 LAPEL HIGH SCHOOL. W. W. Mershon, Snpci-intcndent. Organized, 1894. Commissioned, 190.3. Superintendents, Avilli d.-ilcs of service: Absalom Knighl 1894-1897 J. AY. Teter 1897-1899 Clarence Basset 1899-1900 Edwin L. Holton 1900-190.3 W. W. Mershon 19i):!-1904 Principals and assistants: K. A. Hoover 1898-1904 II. G. Baird 190.3-1904 High school teachei's and sul).j('cts thry ic;icli: W. AV. Mershon, History and Scii'ucc. R. A. Lloover, Latin .Mnd .Matlicniati'S. H. G. Baird, English. Average yearly salary of high school teachers, including superintendent. $572. Training of teachers: AV. AA'. Mershon, A. M., Indiana University. suiuM'intcudcnt. R. A. Hoover, student of Indiana Univei'sity. H. G. Baird. Enrollment in high school 60 Enrollment in grades and high scliool 325 Number of girls graduated last year (190:!) 3 Number of lioys graduated last year (190:!) 2 Number in this class that Avent to college 2 EDUCATION IN INDIANA. 351 i^»?S^ Lapel High School. LAPOKTE HIGH SCHOOL. Julii) A. Wood, Superiiitoiideiit. Organized, 3SG5. Commissioned, l'.)(l2. Superintendents, Avitli dates of service: T. L. Adams 18G5-1SG7 C. F. Kimball 18G7-1S69 C. B. Otis, A. B 1SG9-1S71 J. E. Hinman, A. K 1ST1-1ST3 L. B. Swift, Ph. M 1873-1879 Frederic L, Bliss, A. B 1879-1880 John J. Abel, 1880-1882 Horace Phillips, A. M 1882-1883 W. N. Hailmann, Ph. D .1883-1894 W. H. Elson, Acting Superintendent 1892-1893 James F. Knight 1894-1896 Osman C. Seelye, Ph. B 1896-1898 John A. Wood, A. M 1898-1904 352 EDUCATION IX INDIANA. I'riuoipiils and assistants: C. F. Kimball ISCm-ISC!) Coleman Bancroft, H. S lS(>lt-l,S7] B. F. French, A. B 1871-1872 L. B. Swift, Ph. B 1872-187;'. James Riddle Goff. I'll. .M 1878-187S F. L. Bliss, B. A 1878-187!) John J. Abel 187!)-188(i Edward M. Brown 188(i-lS,S2 George Hemple. A. B 1,SS2-1SS4 Edward M. Brown 18S4-1SS(; Frederick C. Kicks ISNli-lSSS Nathan D. Corbin 1888-188!) Arthur G. Hall. B. S 1889-1801 Jas. F. Knight 18!^)1-1898 H. J. I.eggett .• 189:M897 John A. Wood, A. B 18!)7-18!)8 I. N. Warren, A. B 18!)8-1I)()2 Frederic L. Sims, B. S 1!K)2-1!)04 High school teachers and subjects they icnh: F. L. Sims, B. S., Mathematics. Katherine A. Crane, B. L., IJteraturc. C. O. Nelson, A. M.. Latin. George W. Gannon, B. I'd.. Science. F. H. Simons, M. E., Art. J. L. Criswell, A. B., History. Nelle Wright, A. B., German and English Composition. Helen Poole. Music. H. C. Noe, A. M., Commercial I »cpartiiii'nt. Average yearly salary of higli school Icaclcrs. including sniicrintcndcnt. $9(X).30. Training of teachers: John A. Wood. A. B., A. M.. Indiana Cnivcrsity. graduate St.-itc Normal. F. L. Sims, princijial. P.. .. DcP;m\v and Cliicago Universities. F. H. Simons. .\1. !■:., P.cilin. Geo. W. (Janiion. 1'.. I'd.. Viisilanti, Midi. Katherine A. Ci-anc. B. L.. rnivcrsity of Michigan. C. O. Nelson. A. M.. Jcwctt College, l.ibeity. Mo. H. C. Noe, A. M., Hillsdale. Midi. Nelle Wright. A. 1'... Oliio State rniversity. .T. I... Criswell. A. I'... Ohio Wesleyan Inivcrsity. Helen Poole, gradu.ate .Xational Si'liooi of .Music. Enrollment in high school 24:'. Total enrollment in grades and liigli sdiool 1,:'.21 Number of girls graduated last ye.ir ( I!mi:;( 2:! Number of boys graduated last year i llt(»:;i Id Number in this class that went to college 10 Number of graduates since school was organized 48ri Number of these who have atti'iided colleg(> 172 EDUCATION IN INDIANA. 28— Education. 354 EDUCATION IN INDIANA. LAWRENCEBURG HIGH SCHOOL. T. H. Meek, Superinteudent. Organized, 1879. Commissioned in the seventies. Superintendents, with dates of service: J. M. Olcott 1858-18G1 Professor Hatch 1861-1863 George Taylor 1863-1865 Josiah Hurty 1865-1868 John ClarlvC Ridpath 1868-1869 J. G. Houselveeper 1869-1870 ^. H. Butler 1870-1874 John R. Trisler 1874-1885 T. V. Dodd 1885-1887 W. H. Rucker 1887-1895 G. D. Knopp 1895-1896 R. El. Call 1896-1898 T. H. Meek 1898-1904 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 superintendent, $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. 355 LawrenceburgJIHigh School. 356 EDUCATION IN INDIANA. I.EBANON HIGH SCHOOL. C. A. Peterson, Superintendent. Organized, 1870. Superintendents, with dates of servli-e: J. R. Owen 1870 A. O. Renbelt 1874 J. F. Scull 1876 O. C. Charlton 1880 T. H. Dunn 1881 D. D. Blakeman 1883 R. H. Harney 1883-1887 Joseph Wiley 1887-1889 D. K. Goss 1889-1891 T. H. Dunn 1891-1892 U. J. Griffith 1892-1894 J. R. Hart 1894-1901 C. A. Peterson 1901-1904 Principals and assistants: Miss Mattie Matthews, central ItuildiuK- Mrs. R. H. Hiirney, north building. Mrs. Hattie K. Stokes, south building". High school teachei's and sul).;ects they teach: E. G. Walker, i)rincii)al. Latin. G. A. Wilcox, Science. Hattie Cochran. English. Jennie Pugh. llistiny. Kenneth Foster. MMihcinaiics. Average yearly saljiry df high s. Enrollment in high sclinol l-"' Total enrollment in grades and high sclmol l.isi' Xuml)er of girls graduated last ye.-ir (19ii:!i II Number of boys graduated last year (l!Nt3l 1- Number in this class that went to college 3 Number of graduates since school was org.niizcd 220 Number of these who have atlended college 05 EDUOATTON IN INDIANA. 358 EDUCATION IN INDIANA. LIBERTY HIGH SCHOOL. John W. Short, Superintendent. Organized, 1873. Commissioned, 1887. Superintendents. Avitli dates of service: R. W. Wood -1880 John W. Short 1880- Principals and assistants: P. B. Nye, principal. A. A. Graham, assistant. Edward Gardner, assistant. High school teachers and subjects they teach: John W. Short, Botany, English Literature and Classics, American History, Civics. P. B. Nye, Geometry, Algebra, Physics. Rhetoric. A. A. Graham, Greelj, Roman and Englisli 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.B., State Normal, Millersville, Pa. A. A. Graham, National Normal, Lebanon, O.; Normal at Danville; Earlham College, Richmond, Ind. Edward Gardner, A.B., Earlham College, Richmond, Ind. Enrollment in high school 67 Total enrollment in grades and high school 296 Number of girls graduated last year (1003) 6 Number of boys graduated last year (1903) 4 Number in this class that went to college 1 Numlier of graduates since school was organized 259 Number of these who have attended college 53 LIGONIER HIGH SCHOOL. W. C. Palmer, Superintendent. Organized, 1876. Commissioned. 1901. Superintendents, with dates of servic(>: D. D. Luke 1S75-1SS7 Ambrose Blunt 1887-1889 Charles Dolan 1890-1891 W. C. Palmer 1891-1904 Principals and assistants: Thos. Jackson, pi-incii)al; Carrie Morritl, assistant. W. A. Beanc. principal: Cai-rie Merritt. Martha Fritschcll, Helen Adair, assistants. Minnie Flinn, principal: Dnrotliy I'opity. assisl.aiit. Dorothy Poppy, principal: \\'. .\. Iloguc. assistant. W. A. Hogue, principal: H. V. <'ralg. assistant. W. A. Beane, principal; Clara E. Seamens, assistant. EDUCATION IN INDIANA. ;'.51j High school teachers and subjects they teach: W. A. Beane, Mathematics and Science. Clara B. Seamens, Latin and English. W. C. Palmer, Civics and History. Average yearly salary of high school teachers, including superintendeut, $590. Training of teachers: W. A. Beane, A.B., Indiana University. Clara E. Seamens, A.B., Northwestern University. Enrollment in high school 54 Total enrollment in grades and high school 4li5 Number of girls graduated last year (1903) 13 Number of boys graduated last year (1903) 9 Number in this class that went to college 3 Number of graduates since school was organized o 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 188G Prof. Lieb 188G-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 they 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, $800. 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 il 150 Number of girls graduated last year (1903 1 3 Number of boys graduated last year (19031 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. OryanizL'd, lUUO. Commissioned, 1901. Superintendents, with dates of service: Oscar Dye, since organization and commission. Principals and assistants: Laura M. Moore, principal since organization and commission. Mary Harrah, assistant, 1901-1903. Blanch Hannah, assistant, 1903. High school teachers and subjects they teach: Oscar Dye, Physics and General History. Laura M. Moore, Mathematics and Latin. Blanch Hannah, English and Science. Average yearly salary of higli school teachci's. iiichidiiig suiiorintendent, $700. Training of teachers: Oscar Dye, graduate Indiana State Normal. Laura M. Moore, graduate Indiana Univcrsily. Blanch Hannah, graduate Indiana State Xoiinal. Enrollment in high school <)1 Total enrollment in grades and high school 1 .3()3 Number of girls graduated last year (190.3) 3 Number of boys graduated last year (1903) 2 Number in this class that went to college 3 Number of graduates since school was organized 19 Number of these who have attended college 9 LOGANSPORT HIGH SCHOOL. A. H. Douglass, Superintendent. Organized. ISC.T. Commissioned. . Superintendents, with dates of service: Sheridan Cox 1807-1872 Mr. Shephard 1872-1873 J. K. Waltz 1873-1880 J. C. Black 1880-1889 Anna V. Lallose 1889-1891 A. II. Douglass 1891-1904 Principals and assistants: J. A. Hill, principal. High school teachers and su1».ieets Ihey teach: F. M. Spralcer. Latin. Uba S. Hattery, Latin. Elizabeth McConnell, Mai lienia lies. Mary D. Torr, Mathematics. J. P. Hochhalter, Biology. B. E. Curry, Physics and cheiiiislry. Abigail .1. Davios. Englisli. Mary A. I'utnam, English. F. M. Starr, German. J. A. Hill, History. EDUCATION IN INDIANA 361 Average yearly salary of high school teachers, including superintendent, $851.36. Training of teachers: J. A. Hill, principal, A.B., Franklin College. F. M. Spraker, A.M., Indiana University. J. P. Hochhalter, B.S., Indiana University. B. B. Curry, Indiana University, four years. Elizabeth McConnell, Chicago University, two years. Mary D. Torr, A.B., Smith College. Abigail ,T. Da vies, A.M.. Lake Forest College. Mary A. Putnam, Chicago University, one year. F. M. Starr, A.B., DePauw University. TTba S. flattery. A.B.. DePauw University. LoGANSPOKT High School. Enrollment in high school 3.^-^ Total enrollment in grades and high school .....' .2.891 Number of girls graduated last year (1903) ...."••>-) Number of boys graduated last year (1903) ^ jo Number in this class that went to college! .....^. '...'. . 8 Number of graduates since school was organized .120 Number of these who have attended college ' m 362 EDUCATION IN INDIANA. LOWELL HIGH SCHOOL. H. B. Dickey, Superintendent. Organized, 1S90. Commissioned, 3898. Superintendents, -\vitli dates of service: G. A. Hawkins 1891-1893 W. H. Higli 1893-1894 Frank F. Heigliway 1894-1896 Wm. M. Sheets 1896-1903 Homer B. Dickey 1903-1904 Principals and assistants: Wm. H. Morey 1903-1904 Persis E. Pryse 1903-1904 High school teachers and subjects they teach: Persis E. 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 Belle vue College, University of Omaha. Enrollment in high school 90 Total enrollment in grades and high school 347 Number of girls graduated last year (1903) 9 Number of boys graduated last year (1903) 5 Number in this class that went to college 2 Number of gi'aduates since school was organized 96 Number of these who have attended college 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: ISIrs. Editli Winslow. Iligli school teachers and subjects they teach: Ossian S. Myers, Latin and Mathematics. Mrs. Edith Winslow. English, History, Science. Average yearly salary of high school teachers, including superintendent, $725. EDUCATION IN INDIANA. 363 Training of teachers: Ossian S. jNIyers, A.B., from Baldwin University, Berea, O.; A.M., from Wooster University, Wooster, O. Mrs. Edith Winslow, B.L., from Earlham College. Enrollment in high school 49 Total enrollment in grades and high school 310 Number of girls graduated last year (1903) 3 Number of boys graduated last year (1903) 2 Number in this class that went to college 2 Number of graduates since school was organized IG Number of these who have attended college G ^Vi^UioOiN illGH SCHOOL. 364 EDUCATION IN INDIANA. MADISON HIGH SCHOOL. C M. McDanic'l, Snperintendeut. Organized, 1852. Commissioued, . Superiuteudeuts, witli dates of sersice (record incomplete): Charles Barnes. T. B. Dodd. John Martin 18S2-18i)0 F. M. Churchill 18!>U-1S92 D. M. Geetiug- 1892-1895 T. A. Mott 1895-189G C. M. McDaniel 1896-1904 Principals and assistants (record incomplete i: Dr. W. A. Graham, W. M. Craig, Miss Driggs. Mary D. Reed, Mr. Payne, J. A. Carnagey, Geo. Hubbard, C. M. McDaniel, Geo. Taylor, M. J. Bowman, Jr., A. O. Neal. High school teachers and subjects 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 high school teachers, including superintendent, $721.GG. Training of teachers: A. O. Neal, Franklin College; also student at Chicago University. Harriett MacKenzie, Normal School, Ypsilanti, Mich.; also student at Chicago University. S. Belle Hilands, Hanover College; also student of Chicago Univer- sity. Lucina Borton, University of Illinois and of the Department of Ora- tory of Northwestern. B. W. Billings, DePauw University. L. G. Millisor. Rochester Normal School. Josephine Schumann, Cincinnati College of Music. Enrollment in high school 194 Total enrollment in grades and high school 1,387 Number of girls graduated last year (190.3) 8 Number of boys gi-aduated last year (190:'.) 2 Number in this class that went to college 2 Number of graduates since school was organized 429 Number of these who have attended college 70 EDUCATION IN INDIANA. 365 MARION HIGH SCHOOL. Benjamin F. Moore, Superintendent. Organized, 1805. Commissioned, 1883. Superintendents, witli dates of service: A. H. Harritt. William Russell. W. C. McCord. Mr. Wood. I. W. Legg 1S79 Irving Baruhart 1879-1881 A. H. Hastings 1881-1883 Hamilton S. McCrae 1883-1887 John K. Waltz 1887-1890 WelfoBd D. Weaver 1890-1899 Benjamin F. Moore 1899-1904 Principals and assistants: T. D. Thorp. Mrs. Wm. Russell. Miss Frone A. Case. Miss Nannie Mooney. Will Mclntire 1876-1877 George A. Osborn 1877-1879 Frank R. Osborn 1879-1881 Phariba White 1881-1883 Mrs. Emma Mont IMcRai' 1883-1887 Alva Graves 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. McKnight 1896-1902 J. T. Giles 1902-1904 High school teachers and sul).(H-ts they tcacli: J. T. Giles, principal. Alva Graves, Mathematics. F. K. Mowrer, Biology. Frances Benedict. English. George C. Bush. Chemistry and Physics. Georgetta Bov\-man, History. Mary K. Birch, Latin and German. Mildred H. Keith, Latin. Kate M. Meek, Mathematics. Catherine M. Callaway, English. J. E. McMullen, English. .Tillie Billiods, German. Minnie May Hodges, Music. J. L. Massena, Drawing. May SerA'iss, 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, 1894; two years post graduate worls: in Indiana University and Leland Stan- ford Jr. Alva Graves, Mathematics, high school, Earlham College. F. K. Mowrer, Biology, graduate high school; graduate Union Chris- tian College, 1890; undergraduate Indiana State Normal. Frances Benedict, English, graduate Indiana State Normal; under- gi-aduate 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, gi-aduate 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. E. McMullen, English, graduate DePauw University; graduate De- Pauw University Normal School; one year post graduate work in Syracuse University. Tillie 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 350 Total enrollment in grades and high school 4,400 Number of girls graduated last year (1903) 18 Number of boys graduated last year (1903) 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 EDUCATION IN INDIANA. 8G7 368 EDUCATION IN INDIANA. MARKDE HIGH SCHOOL. John Rebel", Superintendent. Organized, 1895. Commissioned, 1901. Sui)eriutendents, with dates of service: P. H. Beclc 1895-1898 C. O. Ohmert 1898-1899 John Reber 1899-1904 Pi'lncipals and assistants: Miss Anna Kemp 1899-1900 J. G. McGimsey 1900-1902 Miss Victoria Johnson 1902-1904 High school teacliers and subjects thej' 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 one year, Indiana University. Enrollment in high school 26 Total enrollment in grades and high scliool 127 Number of girls graduated last year (390:3) 4 Number of boys graduated last year (190:i) Number of each in this class that -went to college 2 Number of graduates since school was organized in Number of these who have attended college 8 EDUCATION IN INDIANA. 369 Markle High School. 24 — Education. 370 EDUCATION IN INDIANA. MARTINSVILLE HIGH SCHOOL. J. E. Robinson, Superintendent. Organized, 1870. Commissioned, 1882. Superintendents, with dates of service: Mrs. N. D. Standiford 1870-1872 B. F. French 1872-1876 J. R. Starliey 1876-1896 W. D. Kerlin 1896-1901 J. E. Robinson 1901-1904 Principals and assistants: Maggie Cox. Miss P. 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. High school teachers and subjects they teach: O. P. West, principal, German, Chemistry. Lulu Clarli, Latin, History. Chas. P. Jackman, Mathematics, Physics. Lillian Hart, English and Literature. J. W. Hesler, History, Botany. Average yearly salary of high school teachers, inc-luding superintendent, $72.3.33. Training of teachers: Q. P. West, graduate Indiana University, Indiana State Normal School. Chas. F. Jaclvman. gi'adnate Indiana University. J. W. Hesler, graduate Indiana State Normal School and student Indiana University. Lillian Hart, graduate DePauw University. Lulu Clark, student at DePauw and India an University. Enrollment in high school 128 Total enrollment in grades and high school 984 Number of girls graduated last year (1903) 8 Number of boys graduated last fear ('1903) 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 EDUCATION IN INDIANA. 371 372 EDUCATION IN INDIANA. MICHIGAN CITY HIGH SCHOOL. I'aul A. Cowgill, Suiu'riiiteiideiit. Organized, 1871. Cummissioned, 19U1. Superinteudeuts, with dates of service: S. E. Miller 18G7-1S8S J. C. Blacli 1888-1893 Edward Boyle 1893-1899 J. G. Monroe 1899-1901 Paul A. Cowgill 1901-1904 I'rineipals and assistants: Louis W. Keeler. H. A. Leber. Edward Boyle. George Burns. High school teachers and subjects they teacli: Margaret Sleezer, English. Lelia Childs, Mathematics. Sadie Sheehan, Latin. Le Roy La Gess, Botany. Grace Gillespie, History. Clara Hughes, Art. Mrs. Bertha Child. French nnd German. Chas. Kibby and Geo. .Xiidcrson. Commercial. Average yearly salary of higli scliool teachers, including superintendent, $665. Training of teachers: Louis Keeler, University of Michigan. Enrollment in high school 187 Total enrollment in grades and high school 3,191 Number of girls graduated last year (1903) 13 Number of boys graduated last year (19(t.">) 1 Number in this class that went to college 1 Number of graduates since school was orgaiii/.cd 351 EDUCATION TN INDIANA. 3Y3 374 EDUCATION IN INDIANA. MIDDLETOWN HIGH SCHOOL. H. N. Coffman, Siiperinteiideiit. Organized, 1890. Commissioned, 1895. Superintendents, with dates of service: W. H. Sanders 1888-1893 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, Training of teachers: H. N. Coffman, graduate of Indiana State Normal; A.B. and A.M. residence worlc at Indiana University, Department of Philosophy and Pedagogy. R. S. Tice, gTaduate 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 43 Total enrollment in grades and high school 287 Number of girls graduated last year (1908) 1 Number of boys graduated last (1903) Number in this class that went to college The colleges to which these went with number of oacli Number of graduates since school was organized 61 Number of these who have attended college 21 EDUCATION IN INDIANA. 375 MlDDLETOWN HiGH SCHOOL. 376 EDUCATION IN INDIANA MISHAWAKA HIGH SCHOOL. B. J. Bogiie, Sviperintondciit. Organized, 1862. Commis.sioiied, 187S. Superintendents, with dates of servir-e: Mr. E. Sumption 1869-1873 E. S, Halleelv 1873-1877 E. Whipple 1877-1879 AY. H. Fertich 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. Long. Mrs. C. V. Sherwood. Geo. A. Powles. Miss Olive Batman. Chas. Dolan. Mary D. Welch. High school teachers and subjecls they teach: Evangeline Abbey, Science. C. E. White, Mathematics. Marie Simpson, English. Mary D. Welch, principal. Language. .\verage yearly salary of high scIidoI traciiers. inchuliug supcrinti'ndcni. .f;795. 'I'laiiiing of teachers: Mary D. Welch. Olivet. :Mich. Evangeline Abbey. Olivet. Mich. Marie Simpson, Olivet. Mich. C. E. White, Indiana I^niversity. .7. F. Nuner, Indiana State Norm:il: 1 year at Indiana rniversit.v; 2 years at Chicago Tlniversity. Our grade teachers are principally liigli school gi'aduatcs. lOiiidilnient in high school 09 Total enrollment in grades and high school 1.()2 I Nnmlier of girls graduated last year (lOO:!) 7 Nnm))er of boys graduated last year (10f)3l M Numl)er in this class that Avent to collegia 3 Number of graduates since school was organized 190 Number of these who have attended college 50 EDUCATION IN INDIANA. 5Y7 MisHAWAKA High School. 3Y8 EDUCATION IN INDIANA. MITCHELL HIGH SCHOOL. J. L. Clauser, Superiutendeut) Organized, 18G9. Commissioued, 1879. Superintendents: J. C. McLaughlin. J. P. Funli. R. A. Ogg. D. W. Allen. A. H. Hastings. H. T. Pickle. C. W. McClme. Mr. Lugenbiel. A. E. Soutlierland. E'lla Munson. D. H. Ellison. Mrs. Kate Gilbert. E. L. Hendricks. .T. L. Clauser. Can not give dates of 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 teachers and subjects they teach: Robert Tirey, Latin and English. Charles D, Mclntire, Science and History. J. L. Clauser, Mathematics. Average yearly salary of high school teachers, including superintendent, $G46. Training of teachers: J. L. Clauser, Superintendent, gi-aduale Indiana State Normal School. Robert Tirey, Principal, graduate Southern Indiana Normal School, undergraduate Indiana University. Charles D. Mclntire, undergraduate Southern Indiana Normal School and Valparaiso, 1 year in former, 10 weeks in latter; graduate Voris Business College. Enrollment in high school 45 Total enrollment in grades and high scliool 550 Number of girls graduated last year (190:5) 4 Number of boys graduated hist year (190.".) 2 Number in this class that wont to college 1 EDUCATION IN INDIANA. 379 Mitchell High School MoNON High School. 380 EDUCATION IN INDIANA. MONON HIGH SCHOOL. .Tauu'S H. Shaffer, Superintendent. Organized, 181)4. Commissioned, 1002. Superintendents, witli dates of service: Wm. M. Slieets 1894-189G James H. Sliaffer 189G-1904 Principals and assistants: James H. Shaffer. John G. Yorli. H. M. Appleman. Mrs. Nona Kent. Miss Fredrica K. Tucker. Miss Belle Jones. Clyde C. Tull. Charles J. Cari)enter. High school teachers and sul).jccts they teacli: James H. Shaffer, Physics. Zoiilogy. Chas. .T. Carpenter, Mathematics and I/atin. Miss Agnes Carr. English and History. Average yearly salary of high school teaclu'rs, including superintendent, ipoor.. (!(;%. Training of teachers: James H. Shaffer, five terms Dcl'auw rnivci-sity: tlu-ee terms Indi- ana State Xorm.Ml Scluxil. Chas. .1. Carpciitci-. gi-aduali' Slate Xonnal School. Miss Agnes Can-, gi'adu.'ilc of (Jlcndale CoUege: nearly one year in Chicago TJiuversity. P^"nro|]inent in high school GO Total eiiidllnient in grjides and liigh scliool 314 Xumliei- of gii-ls gr;i(ln;iteil I his year (li»():!| 11 Xumlier of hoys gi'aduated last year (lOOo) 5 Xiimhei- in tills class tliat went to college 3 Xumhei- of graduates since school was oi\ganiz"d 55 Xumber of these who have attended college 11 EDUCATION IN INDIANA. 381 MONTPELIER HIGH SCHOOL. L. E. Kelly, Siiperinteudent. Organized, 1S05. Commissioned, 1898. Superintendents, with dates of service: L. E. Kelly Principal: John W. Holdeman. High school teachers and sidi'ects they teach: John W. Holdeman, Mathematics and History. John D. Gabel, Science. Clarice M. Lytle. Latin and English. Caroline English. :\fnsic. .1890-1904 MONTPELIER High School. ^'IJSsr'"'''^ '''''''' *" '"''''" '''''"' '"'"''''' '"^^'"^'"^ superintendent. Training of teachers: L. E. Kelly, Gradnato Indiana State Normal. John W. Holdeman. graduate Indiana State Normal. John D. Gabel, graduate Hanover College. Clarice M. Lytle, graduate Northwestern. 382 EDUCATION IN INDIANA. Enrollment in high school 115 Total enrollment in grades and liigli school • 787 Number of girls graduated last year (1903) 3 Number of boys graduated last year (1903j Number in this class that went to college 1 Number of graduates since school was organized 24 Number of these who have attended college MONTICELLO HIGH SCHOOL. J. W. Hamilton, Superintendent. OrgMuized, 1870. Coninilssioned, 1887. Superintendents, with dates of service: J. G. Royer 1879-1884 Wm. Sinclair 1884-1885 B. F. Moore 1885-1890 J. W. Hamilton 1890-1904 I'riucipal: Lewis E. Wheeler, principal. High school teachers and su)).1ects they teach: Lewis E. Wheeler. Harriet Harding, English. Genevieve Williams, Latin. Mabel Rothrock, History and Geruinn. Clinton Routh, Music. Frances Westfall, Art. Average yearly salai'y of high school teachers, including superintendent. *710. Training of teacliers: Lewis El. Wheeler, graduate State Normal, unth'rgradnate State Uni- versity. Harriet Harding. A.B., graduate DePauw, seven years' experience. Genevieve Williams, undergraduate DePauw, seven years' experi- ence. Mabel Rothrock, A.B., graduate Indiana Ihiiversity, two years' ex- perience. Clinton Routh, private school nnd student Northwestern College, three years' experience. Frances Westfall, student Art Institute, Chicago, five years' experi- ence. Enrollment in high school 173 Total enrollment in grades and higli school 700 Number of girls graduated last year (1903) 13 Number of boys gi-aduated last year (1903) 14 Xumber in this class that Avent to college 9 XiTnibei' of graduates since school was organized 214 .Vnnihcr of these who have attended college 50 EDUCATION TN TN DIANA 383 MUOKEcJN ILLE HIGH SCHOOL. W. C. Pidgeon, Superintendent. Organized, 1895. Commissioned, 1895. Superintendents, witli dates of service: G. B. Coffman 1895-1899 Alaslva Eaton 1899-1903 W. C. Pidgeon 1903-1904 ri'incipals and assistants: Carrie Scott 1899-1903 Flora M. Guyer 1903-1904 High school teachers and subJL'tts they teach: W. C. Pidgeon, Science, English and History. Flora M. Guyer, Latin, Mathematics and History. Average yearly salary of high school teachers, including superintendent. Training of teachers: W. C. Pidgeon, A.M., Indiana University. Flora M. Guyer, B.L., Franklin College. Enrollment in high school 60 Total enrollment in grades and high school 375 Number of girls graduated last year (1903) 3 Number of boys graduated last year (1903) 2 Number of each in this class that went to college Number of graduates since school was organized No data Number of these who have attended college 20 384 EDUCATION IN INDIANA. MT. VERNON HIGH SCHOOL. Edward G. Bauman. Superintendent. Organized, 1871. Comniissioned, 1890. Superintendents, with dates of service: A. J. Snoke 1870-1874 Alfred Kummer 1874-1876 B. S. Clark 1S7G-1879 W. 1. Davis 1879-1882 P. P. Stultz 1882-1889 H. P. Leaven wortli 1889-1896 Edwin S. Monroe 1896-1903 Edward G. Bauman 1903-1904 Principals and assistants: Alice Choate. Florence Hawley. J. W. Hiatt. W. S. Bushnell. Thomas Orr. M. J. Conine. Rebecca Portens. G. H. Welker. O. L. Sewall. T. W. Thomson. R. O. Cavanah. E'. S. Monroe. Charles Pulliam. L. P. Doerr. E. G. Bauman. G. W. Bishop. High school teachers and sulijects they teach: George W. Bishop. Chemistry and Latin. T. H. Stonecipher. Mathematics. M. Abigail Smith, History, Stenograpliy, Typewriting. Flora Heidel, German and Latin. Helen A. Sullivan, English. Average yearly salary of high school l('a<'hcis. including superintendent, .$775. Training of teachers: Edward G. Bauman, Pli.B., A.M., Illinois Wesleyan University. George W. Bishop, undei-graduate Illinois University. M. Abigail Smith, undergraduate Indiana State Normal. T, H. Stonecipher, undergraduate Ewing College and Indiana Uni- versity. Flora Heidel, A.B., Central Wesleyan College. Helen A. Sullivan, A.B., University of Michigan. Enrollment in high school 140 Total enrollment in grades and high scliool 1,100 Number of girls graduated last year (1903) 7 EDUCATION IN INDIANA. !85 Number of boys graduated last year (1903) 5 Number in this class that went to college 4 Number of graduates since school was organized 354 Number of these who have attended college 104 ^ '-:M * iltA^fm^-'^ ^■^^^^^^^^-■i 1 m-' . J^^^^^^^^^HI Mt. Vernon High School. MUNCIE HIGH SCHOOL. George L. Roberts, Superintendent. Organized, 18GS. Commissioned, . Superintendents, with dates of service: Charles R. Payne 1866-1867 H. S. McRea 1867-1881 F. M. Allen 1881-1882 H. S. McRae 1882-1883 John M. Bloss 1883-1887 W. R. Snyder 1887-1903 George L. Roberts 1903-1904 25— Education. 386 EDI'CATIOX IN INDIANA. PiMii('ii)al: Kriiest r. Wiles. High school tonchcrs mikI subjects they tench: Mrs. .M. 1. l\iiis. .Mnlheinalics. Emma Cammack, Latin and Knuiisli. L. H. Pittinyer. English. William Thrnsh, I.atiu. II. S. reacock. History. A. L. Mnrray. English. J. F. Bower, Commei'cial. W. I. Underback, Science. ( 'yrns Rector. Science. S. I. Conner, Reading. Alina Rnrton. (Jerman and French. .1. (>. Rotter. Mathematics. Average yeai-jy salai-y of higii sclmol icai-liers. inchiding sni>erinten(h'nts. ifTDC. Training of teachers: Xo data givi'ii. Enrollment in high school 34G Total enrollment in grades and high school :5.918 Number of girls gi'aduated last year (1!M)?,1 28 Xumbci- of hoys graduated last year (I'.Mi:!) !) Number in this class that went to college (i \uml)er of graduates since school \\as organized i'A'.i Number of these who have a.tl ended college 135 M<('()ui»svii,LE men school. \\'. I'.. Sto(iln(» R.. W. Foi'kner 1!>(iO-l!)Ol O. L. INIorrow T.lol-liMi:'. Will Scott RM»;M!H)1 Iligli scliool teachers aiid sulijects tlie,\' leach: relci' Hinds. Latin. W. r.. Stool -l^ MCCORDSVILLE HlGH SCHOOL. NAPPANEK HIGH SCHOOL. S. W. Baer, Superintendent. Organized. 18!).-.. Coniniissioned. 1S!»S. Superintendents, with (hites of service- S. W. Baer ' Principals and assistants: Olive A. Voliva. George W. Bailor, assistant. . .1805-1904 388 EDUCATION IN INDIANA. High school teachers and subjects they teach: S. W. Baer, German, History, Psychology. Olive A. Voliva, Latin and English. George W. Bailor, Science and Mathematics. Average yearly salary of higli school teachers, including superintendent. $740. Training of teachers: S. W. Baer, Ph.B.. A.M., Del'auw TTniv(>rsity. Olive Voliva, Ph.B., DePauw University. George AV. Bailor. A.B.. DePauw University. Enrollment in high school (io Total enrollment in grade and high school 402 Number of gii-ls graduated last year (ir)!i;!) .■■) Number of l)oys graduatpd last year (191):]) 7 Numl)er in this class that went to college (i Number of gi-aduates since school was organized ."i!) Number of these who have attended college 1(! NEW ALBANY HIGH SCHOOL. Charles A. Pressor. Superintendent. Organized, IS.":!. Commissioned, 1873. Superintendents, Avith dates of service: Chas. Barnes 18rt(i-lSo7 .las. (J. May 1857-1859 Geo. l\ Brown lS()4-lSaj Dr. E. Newland 18(;5-1S70 J. K. Walts 1870-1872 H. B. Jacobs 1872-188:] Chas. F. Coffln 188:]-18S(i J. B. Starr 188(;-18!)4 W. H. Hershman 18!)4-1S1);» C. A. Pressor 18!)9-1004 Principals and assistants: George H. Harrison. Charles Barnes. Jas. G. May. O. V. Towsley. Geo. P. Brown. F. L. Morse. J. B. Reynolds. Jacol) K. Walts. John M. Bloss. W. W. Grant. E. S. Wellington. George P. Weaver. Mrs. J. M. Lindley. K. A. Ogg. J. P. Funk. II. A. Buerk. W. O. Vance (colored). EDUCATION IN INDIANA. 389 390 EDUCATION IN INDIANA. High school teachers ai)d siilijects they teach: H. A. Buevk. Mathematics. Alice Funk, Kotaiiy. Pliysiology auci Biology. Mrs. M. U. 81iiaaei-. Latin, History, Greek. Frances Fawcett, Literature and Roman History. George Kahl, Knglisli and Greek History. Edwin Kahl, Pliysics, Matliematics and Civil (Jovernment. Average yearly salary of liigii scliool teacliers, including superintendent, .$s2i:). 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 St.-ite Normal: 2 years Indiana Uni- versity. Alice Funk, graduate Lelianon (Oliioi Normal; ."> summt'rs Chicago University. Mrs. ;M. H. Shrader, graduate DeUauw Female Scnnnary. Frances Fawcett, graduate DePauw Fenial<> Seminary. Enrollment in high school 2T."> Total eni-olIni(Mit in grades ;ind high school :;.4(in Xund)er of girls graduated last year (IDli:!) 2li Number of boys graduated last year (11)0;!) H Number in this class that went to college 7 Numlier of graduates since school was organized l,2.")i) Nundjer of these who have atetnded college 12.'> NEW AU(iUSTA HIGH SCHOOL. Jolni Shipman. Suiierinlendent. Organized. ISS!). Commissioned, IS!)!). SuperinlciKJcnts. witli dates of service: .1. A. Swan ISS'.i-IS!)! B. F. Sisk 1S!)1-1S!)2 E. L. Malnes lS!)2-lS!t;; J. A. Swan 1,S!):',-US!14 ]•'. C. Senour l,S!)4-lS!)i; H. C. I'.erry lS!)(*)-1!)ni) I'. ( '. Senour l!»n()-ll»l(2 .lohn Shipman I!)()2-1!M)4 Pi'incipal: !■'. C. Senour. Iligji school teacliers and subjects they leach: .lolni Shiimian. .Malhematics, Physics. (JtM-man. F. ( '. Senoui-. ihiglish. History, Latin and P.otany. A\'ei'age \('aily salary of high scluiol teachers, including suiierintendent. .f;.")."(». Ti'ainiug of teacht'i-s: .loliii Sliipman. undcruraduate Stafe University; undei-gi aduate Pur due Uni\-ei'sity. V. C. Senour. undergr;iiluatc St.-itc Uni\-ei-sit v. EDUCATION JN INDIANA. 391 Biirollment in high school 38 Total enrolliiK'nt in griulcs and high school 120 Number of girls graduated last year (UM):!) ?, Number of boys graduated last year (1008) 2 Number iu this class that went to college '.\ Number of gradiiates since school was organized 39 Number of these who have attended college 18 New Augusta High School. 392 EDUCATION IN INDIANA. NEW CASTLE HIGH SCHOOL. J. C. Weir, SuiJerintendent. Organized, 1873. Commissioned, 1883. Superintendents, witli dates of service: George W. Hufford , 1870-187(5 William McK. Blake 187G-1879 William A. Moore 1879-1881 J. W. Caldwell 1881-1881 Henry Gunder 1881-1883 C. W. Harvey 1883-1887 W. D. Kerlin 1887-1888 J. C. Wier 1888-1004 Principals and assistants: Joseph Dobell 1870-1878 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 I. Root 18,88-1890 Rose R. Mikels 1890-1904 High school teachers and subjects they teach: Robert McDil, Mathematics. Charles Chambers, Science. Mary Meek, German and History. Wannetah McCampbell, English and Civics. Abbie J. Schrock, Drawing. Rose R. Mikels, Latin and English Literature. Average yearly salary of high school teachers, including supei-intendent. .$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 McCampbell, A. B., Indiana University. Enrollment in high school 145 Total enrollment in grades and high school 875 Number of girls graduated last year (1903) 3 Number of boys graduated last year (190;{) 5 Number in this class that went to college 1 Number of graduates since school was organized 2(55 Number of these who have attended college 41 EDUCATION IN INDIANA 393 394 EDUCATION IX INDIANA. NEW IIAILMONY HIGH SCHOOL. Joscpli E. KfUcy, Suporintendont. Or.Uiuii/fil. ISTl'. ("uiiiinissiinu'd. 1.SS2. SiiiK rintciideuts, Willi diiti'>^ of siTvice: ( '. II. AN'ood 1SS2-18S(J J. W. McConiiick 18S(M8S8 C. L. Hopper 1888-1800 C. II. Wood 1892-189.5 H. W. ^tonical 189.J-1899 .Tos.'ph E. Kolley 1899-l!t(>4 High scliool teachers aud sul'jects they teach: Dora Carver De Lay. Latin and Science, (ii'acc I'dte. Literature and History. Ida Stallinys, Alyebra. .losepli E. Kelley. Average yearly salary of high scliool teachers, including supcriiilciideiit, $737.59. Training of teachers: Dora Carver De I^ay, Indiana University. Enrollment in h.igh school (H Total enrollment in grades and high school :!28 Number of girls graduated last year (19!);>) ."» Number of lioys graduated last year (191):!) 2 Nunilier in this class that went to college 2 Number of graduates since school was organized 218 Number of these Avho have attended college .")2 NEWPORT HIGH SCHOOL. J. AY. Kendall, SuperinteiHh'nt. Oi'ganized, . Coiiuuissioiied, 1S99. Superintendents, willi dales of service: Clyde L. Wagner bS9S-19in) ,1. W. Kendall 1!);)i)-19l)4 Principrds and assistants: .\gnes Pochin 1898-191)0 Mary K. Birch 19i)()-19()2 Edith Kavenscrofl 19i)2-19i):! Mary Campbell 1!)i):;-19i)t High school teachers and suli.jecls ihcy leach: Mary ('aiii]ibi'll. l.-ilin and I'higllsii. .1. W. Kendall, .Mallieinal ics. Science and History. Average yearly salary of higli scliool lc,i<-licrs, including snpriinUMidcnt. .$fjr>o. Traiiung of t(>achers: :\rary Camitbell, A. P... INIoores Hill: .\. M.. Dd'anw. J. W. Kendall, graduate State Normal: undcigradualc Indiana I'ni- versity. EDUGATJnK I.V INVIANA. 395 396 EDUCATION IN INDIANA. Enrollment in high school 29 Total enrollment in grades and high school 175 Nnmber of girls graduated last year (1903) 5 Number of boys gi-aduated last year (1903) 1 Number in this class that went to college 1 Nnmber of graduates since school was organized 18 Number of these who have attended college 9 NOBLESVILLE HIGH SCHOOL. J. A. Carnagey, Superintendent. Organized, 1872. Commissioned, 1881. Superintendents, with dates of service: James A. I'.aldwiii 1870-1873 John Lacy 1873-1874 E. E. Henry 1874-1875 B. F. Owen 1875-1870 F. W. Keubelt 1870-1885 G. F. Kenaston 1885-1889 J. F. Haines 1889-1903 J. A. Carnagey 1903-1904 Principals and assistants: Miss xinnis Henry, J. S. White. J. F. Haines. W. J. Greenwood. J. W. Hubbard. Reid Carr. F. L Jones, E' A. Scholtz. Milton (Jantz. H. W. Thompson. W. O. BoAvers. AV. M. Cay lor. High school teachers and subjects they teach: Will M Caylor, principal, Algebra and Latin. Clara Brown, English. Clara O'Neal, Latin. Florence Morgan, History. A. J. Burton, Science. E. E. Fitzpa trick. Mathematics. W. J. Stabler, Music. Average yearly salary of high school teachers, including sui)erintendent, $640. Training of teachers: J. A. Carnagey, A. M., Hanover. W. M. Caylor, Indiana State Normal. Clara Brown, A. B., Earlham. Clara O'Neal, A. B., Earlham. A. J. Burton, senior Indiana University. E. Ei, Fitzpati-ick, junior Indiana University. Florence T. Morgan, senior Indiana LTniversity. Enrollment in high school 210 Total enrollment in grades and high school 1,240 Number of girls graduated 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 90 EDUCATION IN INDIANA. 397 NORTH JUDSON HIGH SCHOOL. C. F. Blue, Superintendent. Organized, 1S89. Commissioned, 189D. Superintendents, with dates of service: W. R. Murphy , .1889-1892 J. B. Lung 1892-1894 C. S. Smith 1894-1890 J. S. Ragsdale 189G-1898 A. E. Murpliy 1900-1901 O. O. Whitenaelv 1901-1903 C. F. Blue 1903-1904 IM'incipals and assistants: Mr. Redmond -1900 Florence Knipe 1900-1903 Higli school teachers and su'i.jects they teach: No data. Average yearly salary of liiiih school teachers, including superintendent, .*i?fi42. Training- of teachers: C. F. Blue, Michigan Military Academy: graduate Tri-State Normal. KnioUnieiit in high school 38 Total enrollment in grades and high scluxil 295 Number of girls graduated last year (19ii:!i None Number of boys graduated last year (19i»oi 3 Number in this class that went to college 2 Number of graduates since school was organized 4G Number of these who have attended college 27 NOBLESVILLE HiGH SCHOOL. 398 EDUCATION IN INDIANA. NOKTII .^rAXCIIESTEK HIGH SCHOOL. ("harU's F. Miller, Superintcndt'iit. Organized, 18S2. Comuiissioiied, 1S;J4. Superintendents, with dates of service: Walter Irwin 1 81)4-1808 H. S. llippenstcll 18U8-l!Mt:{ Charles F. ;Miller 1!>():M!K>-I: Ih'incipal: A. H. Synions. Hi^-h school teachers and subjects they teacli: A. H. Syinons. Science. Ella Lorni, En.i;lish and Histoi-y. OraJ. Brookover. Laliii. Minnie R. Lavei'. Art. Average yearly salary of hinli srliool teachers, iucludinii' superintendent, $725. Training of teachers: Charles F. .Miller. .\. I',.. Del'aiiw rni\-ersity. A. H. Synions. I',. S.. Earlhain College. Ora .1. ISrookover. A. H. \\'itteid)erg. Ella Foim. A. I'.., CJiicago rniversity. E'nrollnu'ui in Jiigh school !>() Total einollnient in grades and high school ."iOO Xuniher of girls gi-adnated last year (I'.Kt:!) 7 Xundier of lioys graduated last ye.-ir (1'.»!i;'>i 7 Nunilier in this class that went to colh'ge 7 Xuniher of gi';idu;ites since school was orgainzed 17ti Xundier of these who have attended college Cu XOliTFI VEKXON HIGH SCHOOL. (Jeorge V. Weednian. Superintendent. Oi-ganiz((l, 1S7(!. Coniniissinueil. 1SS7. Suiierintcndc nts, witli dates of ser\ice: .1. \V. Stout lS7i;-lS77 A. VV. iMinkle 1S77-1879 William Isley 187!)-18S1 C. 1>. P.ogart.' 1881-1883 .Viiiirs Sand 'rs 188:1-1887 Clia'-lcs X. I'e:ike 1.SS7-1891 Horace Ellis 18:)1-1895 Lena ]\I. Foster lS!r.-18!)8 Curtis 1!. Xewsoni 18!tS-l!)()l (Jeorge V. Weednnm l'.M)l-ll>m iriiicipals ;uid assistants: Charles 10. .McClintoc k. princijial. lOlias i'.rewer. assistant princiiial. EDUCATION IN INDIANA. 399 O 400 EDUCATION IN INDIANA. High school teachers and subjects they teach: George P. Weedmaii, Latin and Physics. Charles E. McCllntock, History and Mathematics. Ellas Brewer, English and Latin. Average yearly salary of high school teachers, iurludiiig superintendent, $813. Training of teachers: George P. Weedman, A. B.. Indiana University; graduate Danville Normal. C. E'. McCllntock, principal liigh scliool. undergraduate Indiana LTni- verslty, one year a stiulent there; one year a student in Franklin College. Ellas Brewer, A. B., Indiana University; six years student of Indiana University; one year student State Normal. Enrollment in high school 101 Total enrollment in grades and high school 590 Number of girls graduated last year (1903) 4 Number of boys graduated last year (1903) 4 Number in this class that went to college 2 Number of graduates since school Avas organized 176 Number of these who have attended college 50 OAKLAND Cri'Y HIGH SCHOOL. R. J. Dearliorn. Superintendent. Organized. 1S75. Commissioned, 18S(!. Superintendents, with dates of service: Lee Tondin 1873-1881 Robert Duncan 1881-1883 N. C. .Tohnson 1883-1888 J. M. Robinson 1888-1890 Joseph Johnson 1890-1891 J. L. Pi-ice 1891-1893 James H. Henry 1893- F. D. Churchill 1893-1900 J. F. Worsham 190O-l!M)2 R. J. Dearborn 1902-1904 Principal: A. (J. Cato. High school teachers and subjects they teach: A. G. Cato. MatluMnatics. Latin and Physics. \'irgiiii;i ('.■ur. Knglisii. Music. Bookkeeping, riiysical ( ;»Migr;i]iliy. R. .1. Dcarlmni. Botany, History. Pliysiology. Average yearly salary of liigli scliool t(';icli"rs. i'lcluding supcrinlcndent. Training of teachers: A. G. Cato, A. B., Oaklaml City College: one term Chicago T^niver- sity; life State license. Virginia Carr, Ph. P... DePanw TTniversity. R. J. Dearborn, A. B., Indiana University: graduate Indiana State Normal School. EDUCATTON IN INDIANA. 402 E DUCAT J OX IN INDIANA. Eni'oUuieiit in liiuli schuol (59 Total eurolljiu'iit in grades and high school 500 Xumbcr of girls graduated last year (lIMi:!) None Nuniber of boys graduated last year (19118) 4 Number iu this class that went to college None Number of graduates since school was organized 12S Number of these who have attended college 20 ODON HIGH SCHOOL. V. ]M. ]Mc('oniiell. Superintendent. Organized, 1S94. Conunissioncd, 19t)2. H. H. Clark 1894-1896 S. W. Satterfield 189G-1899 Wm. A))el 1899-11X12 E. W. Bennett 1902-190.3 F. :M. McConnell 19o:M904 Principals and assistants: .1. S. IIubI)ard 1S9(>-1897 Charles Brooks 1899-1900 J. W. Sattertield 1900-1!M:)1 E. W. I'.ciuiett 1901-1902 Clarice Courtney, assistant 1:a»1-1902 Edna Sconip, assistant 1902-1903 A. T. :\Iaylield 19o:MrH)4 l-\-innie O'Dell, assistant 190:M904 High scliool teachers and subjects they teach: F. M. McConnell. History, Physics. Algebra. A. T. ^Nlaytield. L;itin. Literature, (ieonietry. Botany. Fannie O'Dell. Latin, Algebi-a. I'hysics. Avera.ge yearly salary of liigii scliool teacliers, including superintendent. Training of teachers: F. M. McConnell, Indiana State Normal. A. T. INIayfield, Indiana State Normal. Fannie O'Dell, Indiana State Normal. Eni'ollment in high school 42 Total enrollnieni in grades :ind high scliool 2T."i Xuiiil)er (»f girls graduated last year (lOO:',) 4 Xnmber of lioys grade.ated l;is( ye;ir (l'.lo:;i 4 Numbei- in this class that went to college Numl'ci- of graduates since school Avas oi'gani/.ed No I'ecord Nuinlx'r of tlie^e wlio have attended college No record EDUCATION IN INDIANA. 403 UDON High School. 404 EDUCATION IN INDIANA. ORLEANS HIGH SCHOOL. M. S. Mahau, Superintendent. Organized, ]8U(j. Commissioned, 1887. Supei-intendents, with dates of service: John M. Bloss 1870- Mr. Allen Mr. Sturgis -1875 J. Ralph Burton 1875-187G J. C. Chilton 1880-1881 G. M. Scott 1881-1885 P. M. Stalker 1885-188G Mr. Smith Mr. Sutherlin — ■ — Ricliard Park 1887-1888 Mr. Belden J. P. Ligle 1890-189f) Robert Troth 189G-1S98 C. B. Spaulding 1898-1902 M. S. Mahan 1902-1904 High school teachers and subjects they teach: M. S. Mahan, Botany, Algebra, Geometry. Edith Vail, Latin, English, Geometry. Mabel Graves, English, History, Civics. Average yearly salary of high school teacliers, including superintendent, $553. Training of teachers: M. S. Mahan, graduate Central Normal College, undergraduate Indi- ana University. Edith Vail, graduate Indiana State Normal. Mabel Graves, undergraduate Indiana University. Enrollment in high school 43 Total enrollment in grades and high sclinol 350 Xuml)er of girls graduated last year (19i)."'>) 3 Number of boys graduated last year (1903) 4 Number in this class that went to college None Numlier of graduates since school was organized 125 Number of tliese who have attended college 25 OXFORD HIGH SCHOOL. M. F. Oi'eai-, Superintendent. Organized, 1SS5. Commissioned, 188G. Superi)itendents, with dates of service: Alexander T. Reid 1S8G-1888 Thomas L. Harris 1888-1889 M. P. Orear 1889-1904 Principals and assistants: Nora E. IIunt(>r 1892-1895 Lura E. Grimes 1895-1897 Elizabeth Hewson 1897-1900 EDUCATION IN INDIANA. 40^ Mary Meek. E. G. Sutton. High school teachers aud snl)jects they teach: Mary Roberts, Latin. Selma A. Stemfel, English and German. B. G. Sutton, Mathematics and Science. M. F. Orear, History. Average yearly salary of high school teachers, including superintendent, .^018. Training of teachers: M. F. Orear, M. L., Mt. Sterling. Ky.. College; postgraduate Indiana University, one year. E. G. Sutton, B. S., Purdue University. Selma A. Stempel, A. B., from Indiana University. Mary A. Roberts, A. B., from Indiana University. Enrollment in high school 73 Total enrollment in grades and high school .307 Number of girls graduated last year (1903) 12 Number of boys graduated last year (1903) (i Number in this class that went to college 4 Number of graduates since school was organized 133 Number of these who have attended college 42 Paoli High School. 406 EDUCATION IN INDIANA. PAOLI HIGH SCHOOL. J. C. BroAYii, Superiutendent. Ornanized, 1873. Coinuiissioiu'd. T.IO,'}. Sni)t'i'inteiKlents, with dates of sorvico: .1. J. Copeland T.tDi'-V.Hi:; I'rincipals and assistants: Bertha Lingle, principal. Ivin Batcheor, assistant. High school teachers and sulijccts they teach: J. C. lioAvn, ^Mathematics and I.itcr.itnre. Bertha I.ingle, History. Latin. (Mvics, Literatnre. .1. W. Siirmions, First ^Mathematics. Physical Geography. Average yearly salary of liigii schoi)] teachers, inclndiiig sui)eiMntendcnt. .$52tK Training of teachers: J. C. Brown, gradua.te Hanover ''ollege; special work Chicago Uni- vei'sity. Bei'tha Lingle. gi'.-idnate Indiana University. .1. \^'. Simmons, hanville Normal. Enrollment in high school 4S Total enrollment in grades and liigh scli )ol '2iu Nnndu'i' of girls graduated last year (lliii:!i. ... 2 Xnndier of boys graduated last yeai' (T.iii:;) 4 .\unil;er in this class that went to colli^ge 1 .Xumlier of graduates since sclio)! \\as organized 153 Xriinlier of these who have attended college 51 PKXDLKTOX HIGH SCHOOL. E. I). Allen. Superintendent. Organized. ISS'J. ( 'onimissioni'd. ISSC. Superintendents, \\itli dates of ser\ice: P. A. Randall 1SS2-1SS.-) A. J. Reynolds ISS.VISST J. D. AVhite 1S,S7-1SP2 !•:. 1 ). Allen is;)2-r.)n4 Principals and assistants: H. F. Hunt. (4 race Smith. (4. L. I)e Vilhiss. S. B. Walker. Blanche P. Noel. High s(4iool teachers and sidijects they teach: E. I). Allen, superintendent. Science. George L. I >e N'illiiss, i)rinci|i;d. Mathematics. S. P.. Walkei-. Fnglisli and History. I'.lan(4ie P. .\o(4. Latin and l'"reiicli. Average yearly s.-ilary of Ingh sciiool tea(4iers. in(4uding sui)erintendent. EDUCATION IN INDIANA. 407 Training of teacliors: E. D. Allen. B. 8.. EarlliiUii. George L. I)e Vllbiss, A. P.., Indiana rnivcrsily. S. n. Walker. K. 1'. Noel. A. I'... I'.ntler: A. M.. Indiana I'liiversity. Enrollment in high sehool 120 Total enrollment in grades and high scho(tl 400 Graduates in l!)o:! 19 Number ^Yho went to c-ollege G Total numlier of graduates 2.'57 Number who have attended eoUege 40 PENNVILLE' HIGH SCHOOI.. J. E. Heeson. Superinti-ndent. Organized. is;!;i. ('(onmissioned. l'.)Ul. Superintendents, with dates of service: W. T. Knox ] 1)00-1903 J. P:. Beeson 1908-1904 Principals and assistants: O. O. Emmons 1900-1901 E. E. Emmons, assistant princi]):il 1900-1904 Morton Myers 190l-19o:3 B. B. Baker 1903-1904 High school teachers and snlijects they teach: J. B. Beeson. Political Economy, (Jeometry. History. Physics and English Literature. B. B. P>aker. American Literature. Chemistry. Latin, Geometry. His- tory. E. E. Emmons. Algebra. Rhetoric. Physical Geogi-.-ipliy. Average yearl.v salary of high school teachers, including superintendent. .$.")( M». Training of teachers: J. E. Beeson. Ph. B. and LL. P... DePauw University. B. B. Baker. A. B. Ohio Normal I'niversity. E. E. Emmons. ^Marion Normal. Enrollment in high school 38 Total enrollment in grades and high school 224 Numl)er of girls graduated last year (1903) .i Xuniiier of lioys gradu;iled last year (19n:!i 4 Number in this class that went to college None Number of graduates since school was organized 00 Numl)cr of these who have attended college 10 408 EDUCATION IN INDIANA. PERU HIGH SCHOOL. A. A. Campbell, Superinteiideut. Organized, ISdl. Co3niiiissioiied, . Superintendents, -with dates of service: G. G. Manning 1S71-1S92 R. J. Stratford 1892-1808 A. E. Malsbnry 1898-1901 A. A. Campbell 1901-1904 Principals and assistants: Miss Terry. Miss Brown. Mr. De Hooper. A. J. Dipboye. W. E. Henry. A. D. Moffett. L. E. McCord. Mr. Armstrong. Victor Hedgepetli. H. L. Hall. Ross Lockridge. High school teachers and subjects they teach: R. F. Lockridge, History. A. J. Redman, Science. Thos. P. Berry, Latin. Lillian Bappert, r:nglish. Elizal)eth Wilson, Mathematics. George Demuth, Science and Mathematics. Grace Armitage, English. Average yearly salary of high school teachers, including supcrinlciidoiit. $887.50. TiMiiiing of teachers: A. A. Campbell, University of Michigan. R. F. Lockridge, Indiana University. A. .1. Redmond. Indiana ITiiiversity. Elizabeth Wilson, Indiana ITniversity. Grace Armitage, DePauw University. Lillian Bappert, DoPauw Univ(>rsity. George Demuth, DePauw TTinvcisity. Thomas Berry, State X(ii-mal and Indiana University. Enrollment in high scliool 230 Total enrollment in grades and high school 1,828 Numlier of girls gradnatt d last year (190o) 26 Numliei- (if linys graduated l;ist year (190;!) 18 Number In this class that went to college 7 Numbei- of gradu.iles since scliool was organized 492 Numlier of these wIki have atiended college 60 EDUCATION IN INDIANA. 409 PETERSBURG HIGH SCHOOL. Sylvester Tliompsoii, Superiuteiident. Orgauized, 1871. Commissioned, 19f)2. Superinteudeuts, -witli dates of service: A. M. Bryant 1871-1872 J. W. Wilson 1872-1874 W. D. McSwain 1874-1878 W. H. Linlv 1878-1S81 A. C. Crouch 1881-1895 W. H. Foreman 1895-1901 Sylvester Thompson 1901-1904 Principals and assistants: Sjivester Thompson. J. H. Risk. Welman Thrush. J. N. Risley. C. A. Coffey. Walter Freanor. J. B. Clatz. High school teachers and subjects they teach: Sylvester Thompson, Geometry and Physics. J. H. Risley, Latin, English History, Literature. C. A. Coffey, Science, Literature and Rhetoric. Walter Treanor, Algebra. Average yearly salary of high school teachers, including superintendent $G77.50. Training of teachers: Sylvester Thompson, B. S., Valparaiso. J. N. Risley, Indiana University. C. A. Coffey, Indiana University. Walter Freanor. undergraduate, ^'alpai'aiso. Number in high school jq Total enrollment in grades and high school (503 Number of girls graduated last year (19'j:^) 1 Number of boys graduated last year (190;!j 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 PIERCBTON HIGH SCHOOL. F. F. Yale, Superintendent. Organized, 1870. Connnissioned, 1903. Supei-intendents, with dates of service: C. P. Hodge 1870-1872 ^- ^^- «™ss 1872-1874 ^•W.Miller I^IA-ISIZ. John H. Lewis 1875-1870 Mary Sanders 1876-1877 410 EDUCATION IN INDIANA. M. F. Scott 1877-1878 W. J. Spear 1878-1881 Frank Mc Alpine 1881-1883 E. J. McAlpine 1883-1887 Byron McAlpine 1887-1889 H. J. Gardner 1889-1890 J. E. McDaniel 1890-1892 H. E. Cole 1892-1893 Wm. Eisenman 1893-1897 Chas. W. Egner 1897-1903 F. F. Vale 1903-1904 Principals and assistants: F. F. Vale. Bertha Sweney. Ili.uli scliool teachers and snb.iects they teach: F. F. Vale, Orthoepy. Civics, Geometry, Als'ei)ra. Latin, Bookkeeping, Physics. Bertha Sweney. Al.i^cl.rn. Ilistoi-y. Composition. Rhetoric, Mnsic, Literatnrc. Average yearly salary of high school teachers, inclnding superintendent. ^500. Training of teachers: F. F. Vale, National Normal Fiiiversity. P>er1ha Sweney, undergraduate Indiana State Normal. Enrollment in high school 37 Total enrollment in grades and high school 220 Xnnd)er of girls graduated last year (1903) Xundicr of Ijoys graduated last year (19(13) 2 Xnndicr in this class tliat went to college 1 Xumhcr of gi'aduatcs since schdol was oi'ganizeil 70 Xmnlier of tliese who have attended college 7 pLYMorTii iii(;h school. R. .\. R;iiidall. Superintendent. Oi-gam'zed. 1870. Commissioned. 1880. Superintendents, witli dates of ser^■ice: R. A. Chase 1871-1903 R. A. Randall 1903-1904 Pi-inci|);ds and assistants: 1). F. R.>dd. Enima Chesney. T. P.. Carey. lIi,L;li school tea( liers ;ind sulijects they teach: D. F, Redd, Science. Emma Cihesney, Language. Alice Mertz, English and History. Average yearly salary of higli school teachers, including suiierintendent, !f;881. EDUCATION IN INDIANA. 411 Tniiiiinjx of teachers: D. F. Redd, Ashland, Ohio, two and one-half years: Indiana State Normal, one year; Indiana Ihiiversity, one term, diana University, one term. E'mnia Chesney. A. B., Kalamazoo College. Alice Mertz, Indiana State Normal: A. P>., Indiana Univ.ersity. R. A. Randall, Michigan State Normal: B. S., University of Michigan. Enrollment in liigh school 118 Total enrollment in grades and high school 801 Number of girls graduated last year (l!Hi:t) 8 Number of boys graduated last year (10(1^) C, Nnndier in this class that went to college 1 Nundier of graduates since school was organized LMJ!) Number of these who have attended college 50 PORTLAND HIGH SCHOOL. Hale Bra (It, Superintendent. Organized. ISKI. Commissioned. INTO. Superintendents, with dates of service: Mr. Hastings -1S7S W; C. Hastings ISTS-lSSi) Mr. McAlpine 1880-18S1 Morgan Caro way 1881-1S84 W. W. Wirt 1884-1887 II. W. Bowers 188T-18'.r_' C. L. Hottel 180:2-1808 J. E. Neff 1808-1800 E. F. Dyei- 1899-1001 J. A. Hill lOni-1002 Halt Bradt 101il>-1!)ii4 rriiicipals and assistants: W. ( '. Hastings Elwood Haynes -1884 Frank Harris 1884-1885 K. Van Dermarten 1885-1887 C. M. McDaniel 1885-1802 G. W. Meckel 1802-1803 J. S. Axtell 1803-1804 J. E. Neff 1804-1808 Mr. Tyler 1808-1800 E. W. Gritfith 1890-1901 H. W. Bowers 1001-1902 H. H. Journay 1902-1904 High school teachers and subjects they teach: H. H. Journay. Mathematics. E. W. Cox, History. E\elyn Butler, English. Henrietta Hyslop, Language. Hale Bradt. Science. 412 EDUCATION IN INDIANA. Average yearly salary of high school teachers, incliuling superintendent, $798. Training of teachers: H. H. Joiirnay, 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 Butler College; 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. P^nrollment in high school ; 125 Total enrollment in grades and high school 1,220 Number of girls graduated last year (1903) 1" Number of boys graduated last year (1903) 7 Number in this class that went to college 9 Number of graduates since school was organized 247 Number of these who have attended college 125 rRINCETON HIGH SCHOOL. Harold Barnes, Superintendent. ^ Organized, 1871. Commissioned, 1892. Superintendents, with dates of service: D. Eckley Hunter 1871-1874 A. J. Snoke 1874-1890 P. B. Dresslar 1890-1891 C. N. Peak 1891-1903 Harold Barnes 1903-1904 Principals and assistants: Anna M. Small. Lizzie Horney. Ella Waldo. M. O. Andrews. Josephine Bruce. John A. Ramsey. Lida Powers. Ruth Gentry. Louisa Koehler. S. P. McCrea. J. C. Hall. T. G. Rees. Ida F. Welsh. F. B. Dresslar. H. W. Monical. J. H. Edwards. Hiram Huston. W. F. Book. R. S. Munford. EDUCATION IN INDIANA. 413 Portland High School. Princeton High School. 414 EDUCATION IN INDIANA. High school teachers and sultects they teach: R. S. Munford, prhiclpal, Sciences. Lillian Carter, Latin iuid Botany. Af;nes Bross, German and Latin. Madeline Norton, History. Forrest H Lnnt. E'nglisli. ^Margaret Morgan, Mathematics. Elnia Boyd. Commercial Branches. Anna M. Lyndall, Mnsic. Average yearly salary of liigli scliool teachers, inclnding snperintendent. .f()2S..",:]. Training of teacliers: Roderick 8. Mnnford, A.B.. Monnionth College. Lillian Cartel', A.B., Indiana University. Agnes Bross. A. P.., Wisconsin University. i\Iai-garet [Morgan. A.B., Ohio Wesleyan. Forest F. Lunt. A.I'.., Tuft's College. Madeline Norton, A.B., Indiana LTniversity. p]lma lioyd, gradnate Fvansville Commercial College. Harold Barnes, A. 15.. Kansas University. Enrollment in liigli scliool 17!) Total enrollment in grades .'inil higli school L450 Numl)er of girls giaduated last year (lUIUi) 11 Nundx'r of lioys graduated l.-ist year (1908) 8 Number in this class tli.-it svent to college 8 Nundier of graduates since scliool was organized 310 Numlier of tliose wlio have attended college Unknown REDKEY IIICII SCHOOL. J. E'. Orr. SninM-inteiideiit. Organized. 1801. Cominis.^ioned. 1S:I0. Sujierintendents. witii dates of si-rvice: W. L. .Morgan 1803-1895 W. A. ^\'iit 1 805-1897 ( Jeorg(> - E. I )ee 1807-1808 W. 1). Cliamhers 1808-llNK) .1. E. ( )rr 1900-1004 I'riiiciiuils and assistants: \\'. A. Wirt. Ceorge E. Dee. G. V. Chenoweth. C. E. Wilson. N. W. Bortuer. lligli scliool teachers and suh^ects they te:icli: J. E". Orr, Latin. Geometry. English. History. H. W. Bortner. Algeltra, G(>ometi-y. Ilistoi-y. English, Science. Average yearl.\- salary of high .scliool teachers, including suiierinteiident. .$( ;<)(). EDUCATION IN INDIANA. 415 Training" of teaoliers: J. E. Orr, A.B., Central Normal. Danville, and nn(ler,L;rnilnate Uni- versity of Chicago. H. W. Bortner, underuradnate C(>ntral Normal College. Danville. Ind. Enrollment in high school ;5<> Total enrollment in grades and higli scliool 421 Number of girls gi-aduated last year (ino:!) 4 Number of boys gradviated last year (lUOIi) Number in this class that went to college 1 Numlier of graduates since school was organized ^7 Number of these who have attended college ITnknown REMINGTON HKJIT SCHOOL. J. N. Spangler. Sni)erintendeut. Organized. 1875. Commissioned. 1S8S. Superintendents, Avith dates of service: L. N. Fonts ■ 1884-1887 J. C. Dickerson 1887-lS!fJ Alfred H. Beldeii 1892-180:5 Wm. K. Murphy 18!t;',-i;»()l M. n. :Marshall Hlill-l'.H):'. .1. N. Spangler 1<.IIi:M;)()4 rrim-ipals and assistants: J. N. Spangler 18S9-18ni) Mary A. .Johnson 1800-1892 Wni. U. Murphy 1802-189:5 U. M. Vanatta 180:5-180.-. :Mark Helm ISO.l-LSOC. .lohn \. .Tohnson 1800-1808 .M. K. Marshall 1808-1001 (Jeorge E. Mitchell 1001-190:5 Ira B. Kinker 100:5-1004 High school teacliers and subects they teach: J. N. Spangler. (Geometry, Botany and Algebra. Ira P. Kinker, English, Chemistry and Bookkeeping. Louise Ford, History and Latin. Average yearly salary of high school teachers, including superintendent, .$g:i8. Training of teachers: J. N. Spangler, A.B. from Indiana University, and A.M. from LTni- versity of Illinois. I. P. Kinker. A.I'.. Indiana Univei-sity. Louise Ford, A.B., Earlham College. Enrollment in high school 47 Total enrollment in grades and high school 2ri5 Number of girls graduated last year (190:3) Nundjer of lioys graduated last year (190:3) 2 Number in this class that went to college 2 Number of graduates since school was organized 127 Numlier of these Avho have attended college 40 416 EDUCATION IN INDIANA. RENSSELAER HIGH SCHOOL. W. H. Sanders, Superintendent. Organized, 1877. Commissioned, 1SS5. Suiierintendents, witli dates of service: G. W. Allen 1877-1880 Wm. D. M. Hooper 1880-1882 C. P. Mitc-hell 1882-1884 P. N. Kirscb 1884-1885 F. W. Renbelt 1885-1890 H. L. Wilson 1890-1892 E. W. Bohannon 1892-1895 W. II. Sanders 1895-1904 Principals and assistants: Margaret Hill. Edgar Taylor. H. L. Wilson. S. E. Sparling. Harry O. Wise. E. W. Retger. A. H. Purdue. Thomas Large. E. O. Holland. I. TJ. Warren. ^^'nl. T. McCoy. W. O. Hiatt. High school teachers and su))'ects they teach: W. O. Hiatt, principal. Matliematics and Physics. T. J. Headlee, Science. E. E. Brooks, INIathematics. H. H. Bass, History. Helen Wasson, English and Latin. Effie Warvelle, English. Maude P]. Allen. Latin and Gorman. Average yearly salary of high school teachers, including su]UM-intendent. $769.37. Training of teachers: W. H. Sanders. M.A.. Indiana University. W. O. Hiatt, A.B., Indiana University. T. J. Headlee, A.M., Indiana University. E. E'. Brooks, graduate State Normal. Miss Maude E. Allen, A.B., Michigan University. Miss Effie Warvelle, B.S., University of Chicago. Miss Helen Wasson, graduate State Normal. Mr. H. H. Bass, M. A.. Wisconsin University. Enrollment in high school IGO Total enrollment in grades and high school 050 Number of girls graduated last year (190:!) 14 Number of boys graduated last year (1903) Number in this class that went to college 2 Number of graduates since school was organized 213 Number of these who have attended college 113 nnrrATrnx rx tndiakA. 417 Remington High School. KISIXG SUN HIGH SL'HOOI.. If. li. Thiebaud, Sniieriutendeiit. Urgaiiizea, 1875. Commissioned, 1889. Superintendents, witli dates of service: P- ^- StiUtz 1ST5-1882 S. S. Overliolt 1882-1885 E. B. Stevenson ' 18.85-1892 J. B. Evans 1892-1895 W. S. Rowe 1895-1899 R. L. Tliiebaiid 1899-1904 Principal and assistant: Perry Canfield, principal. E. Burke Elfers, assistant principal. High school teachers and subjects they teach: R. L. Thiebaud, superintendent, Latin and Geometry. Perry Canfield, principal, English, Science and Latin. E. Burke Elfers, assistant principal. History, Algebra and I<:nglish. Average yearly salary of high school teachers, including superintendent $(580. 27— Education. 418 EDUCATION IN INDIANA. Training of teachers: R. L. Tliiebaud, superintendent. Normal Training, two years; Uni- versity, two terms; Moores Hill College, one term. Perry Canfield, principal, two years, college. E. B. Elfers, assistant principal, university, four years. Enrollment in high school 80 Total enrollment in grades and high school .380 Number of girls graduated last year (190:}) 8 Number of boys graduated last year (1908 1 5 Number in this class that went to college 3 Number of graduates since school was organized 248 Number of these who have attended college 72 RICHMOND HIGH SCHOOL T. A. Mott, Superintendent. Organized. 1804. Commissioned, . Superintendents, with dates of service: Josiah H. Ilurty 18o5-18o7 William I). Henklc i8r)T-18.-)8 George H. Grant 1858-1800 George P. Brown 18G0-1864 Jesse H. Brown 1804-1805 Wm. A. Bell 1805-1807 George P. Brown 1807-1809 James McNeill 1809-1873 John Cooper 1873-1881 Jacob A. Zeller 1881-1884 Justin Study 1884-1890 T. A. Mott 1890-11J04 High school teachers and subjects they teach: D. R. Ellabargar, principal. Department of Mallieniatics. Bertha H Hawkins, Mathematics. P. L. Torrence, Mathematics. Carolina Stahl. Department of German. Elma Nolle, Latin and German. M. A. Stubbs, Department of Latin. W. A. Fiske, Department of Physical Sciences. Katherine P. Schaefer, English and Physical Sciences. J. F. Thompson, Department of Biological Sciences. C. Augusta Mering, Department of English. W. S. Davis, Department of History. Carrie Price, Department of Drawing. Will Earhart, Department of ^lusic. Average yearly salary of high school teachers, including superintendent, $993.50. Training of teachers: Daniel R. Ellabarger. A. B., principal, ludian.'i State University. Mary A. Stubbs. A.M., Earlham College. Carolina Stalil. studied in Em-ope. EDUCATION IN INDIANA. 419 Elinn I.. Xoltc, I'll. 15.. Earlhnin Colleso. C. Ang-ust:i Aferiuii-. A.M.. K:ii-lli;iiii ('ollc^e. W. S. Davis, A.M.. Cliicago Fiiiversity and DePanw College. Elizabeth Comstock, B.L., Indiana State TTniversity. J. F. Thompson, jM.S.. Adrian. Mh-li. W. A. Fiske, A.M., Del'anw Eniversity. Katherine E. Schaefer, A.P... Iiidian.-i Sl.ite Eniversity. Bertha K. Hawkins. A.M., Indi.-ma St.-ite T;niversity. Caroline B. Price, graduate Massachusetts Nnrni.-il Art College. Will Earh.art. studied in Eurojie. Enrollment in high schoul .,-,, Total enrollment in grades and liigli sclioo] •> <)-- Xund)er of girls gradua1((l last year (]'.)ii:i) -^ Xumher of boys gTaduated last year (l!)l);! t^ Numlier in this class that went to college ^S Xuml)er of graduares since scIkmiI was nrg;iin/ed .-,88 Xund)er of these who have attended college lOO Richmond High School. 420 PJDVCATJON ]j\r INDIANA. ROAOIIDALE HKill SCHOOL. Cliarlos W. Dodson, SupcriiitoiuTpnt. Organized, ].S!)4. Commissioned, 1902. Hnpei'intendents, witli dates of service: Edwin C. Dodson irHtl-lDo:] Chas. W. Dodson i;tiio-l!»04 Pi-incipal and assistant: Nora Loclvridge, principal. Charles McGaughey, assistant. High school teachers and snbjects they teach: Chas. W. Dodson, Mathematics and Science. Nora Lockridge, Latin, English and Lilerafnre. Chas. MeCJaiighey, History. Average yearly salary of high school tcaclici's. inclnding sni»orintcndent. «pt>oo.o.>. Training of teachers: Charles W. Dodson, Indiana State Normal: Chicago TTnivcrsity. Nora Loclvridge, tAVO years' pi'epai'atory worlv, DeTanw. Charles McGanghey, DePanw, two years. Enrollment in high school 04 Total enrollment in grades and high school 231 Number of girls graduated last year (l!M>;i) 7 Number of boys graduated last year (10O3) 1 Number in this class that went to college 4 Number of graduates since school was commisslouvl 13 Nundier of tlies(> who have ntt(Midcd college ■ EDUCATION IN INllTANA. 421 ROACHDALE HiGH SCHOOL. KOAXN IIKJII SCHOOL. J. (". Kcyiiohls, Suix'rintciKk'Ut. Organized, 1877. ('oiiniii.s.sioiu'd, iSIto. Superinteiiclents, with dates of servit-e: Noble Harter 180:MSJ.Kj Thos. Berry 1895-1897 Henry Hiitpensted 1897-189!) AVilliam Eiseiiinan 1S99-19UU Clyde L. Wagoner 1900-1901 H. F. Black 1901-1902 J. C. Reynolls 1902-1904 I'rineipals and assistants: Emerson Clayton. Ira Ournbangli. U. R. Yonng. H. F. Black. J. D. DeHnff. A. I. Rehni. C. AV. Botkin. Iligli school teachers and subjects they teach: J. C. Reynolds, History and Physical Geography. A. I. Rehm, Latin and English. C. AV. Botkin. Mathematics and Science. 422 EDUCATION IN INDIANA. Av('rn.j;e yearly salary of )ii,iili school fcai-licrs. inclutliiii;- snitoriiitoiident. ^(ni\.m-/:i. Training of teachers: ("ollejje anfl normal trainin.y-. all. Enrollmenr in hiyh school o4 Total enrollment in grades and high scliool 247 Number of girls graduated last year ( r.Hi:;i 3 Number of boys graduated last year (lillC!! 2 Number of graduates since school was organized 70 Nninlier of these who have attended college 33 KOANOKP] HKill SCHOOL. ^^'ilI T. Lamlicrt. Superintendent. Oi'ganized, IS'j.'!. Connnissioned, 1904. Superintendents, with dates of service: Thomas I.ai-ge 180;]-1894 ('. I >. l'.i ock 1804-1900 Will T. Lanil)ert , 1900-1904 Principal: AV. F. Huston, ii.gh school teachers and sub'ects they teach: \A'. F. Huston. Algebra. English. History. Civics. Tiotany. Will T. Landicrt, Latin. Ceometry. I'liysics. Avei-age yearly salary of high school tivichers. including superintendent. ,1!600. Training of teachers: W. F. Iluston, graduate State Normal. Will T. Lnnd)ert. undergi'aduate Failliaiii ('«>l]eg(\ Enrollment in lugli school 41 Total enrollment in grades and high scliool 22r> Number of girls graduated last year (lOii:!) .l Num1)er of lioys graduated last year (lOlC!) Number in tliis class tliat went to college 1 Numl)er of graduates since sciio;>! Avas oi'ganized 4n Nund)er of these wlio have attended college 11 EDUCATION IN INDIANA. 423 RoANN High School,, 424 . EDUCATION IN INDIANA. ICOCIIESTEU llKill SCHOOL. D. T. Powers. Supcriutemloiit. Oi'gauizrd. ISTti. ( 'oiiiiiiissioiu'il, 1SS4. Siiin'rinlciRU'iils. \\\\\\ daU's of sorvico: W. J. Willi.'iius 1S72-18S1 W. II. W.ini lSSl-1882 .I.'inu's F. Scull 1882-1903 J >. T. I'owers lU(«-lfM)4 rriiicilia! and assistant: ( ). A. Jdlinson, iirincipal. High school teachers and snlrects tln'.v teach: O. A. Jolnison, Seienee. Annette I'owers. History and Mai hematics. Margaret llines, E'nglish. Mary B. Denny, Latin and German. Average yearly salary of high school teachers, including suiierintendent, .$sr,;5. Training of teachers: I). T. Powers, Indiana State Normal; Indiana Slati' I^niversity. O. A. Johnson, Junior Indi.ana State University: gr.iduate of Val- paraiso College. Annette Powers, graduate Indiana State Normal. Margaret Hines, gradnate Indiana State Normal. ]\Iary B. Denny, graduate Dcd'anw University. Enrollment in high school 102 Total enrollment in grades ;ind high school CjI Number of girls graduated last year (l'.)n;i) 2 Number of boys graduated last year (lOit:!) 7 Number in this class that went to college 2 The colleges to which these went with number of eac'.'.: Rochester Normal College^ ] Purdue University 1 Number of graduates since school was organized 17!) Number of these who have attended college 35 ROCKPORT HIGH SCHOOL. P. S'. IMorgenthaler, Snpei'intendent. Organizi'd, unknown. Comuiissioued. 1002. Superintendents, with dates of service: A. II. Kennedy 1878-1889 Virgil McKnight 1889-1891 J. H. Tomlin 1891-1894 K. S. Morgenthaler 1894-1904 Princi])als and assistants: .1. II. B. Logan. C. L. PuUiam. II. L. lI.iH. (>. I'. I'orcniaii. (i. I'. Wecdman. .1. P. Richards. JWrCATlnX IX IXniAXA. 405. High school toachors niul snIvN'cts tlicy ic.-idi: J. P. Richards, Science and Lilciatiire. Helen Morgan, Mathematics. Agnes McCreary. Latin and En,ulisli. Average yearly sahiry of Iiigh school t...,.l.,.rs. including superintendent Training- of teachers: F. S. MorgentliaU.r. Indiana State Normal and stu.lent Cliicago Uni- versity. J. P. Richards. Indiana State Normal. Tayh.r University. Helen Morgan. Bethany College. Kansas. Agnes :Mc('reary, Oberlin. (). Phirollment in high sdiool Total enrollment in gi'ades and higli schn..| (.71 Number of girls graduated last year (IMu.-.i ",- Number of boys graduat<'d la!>t year (lOo;!) Numlyer in this class tliat went to colleg-e. ............'. 5 Number of graduates since school was organized. o-O Number of these wlio lia\-e attended college. "^^^ Rochester Normal University and Rochester Township HioH School. 426 EDUCATION IN INDIANA. ROCKVILLE HIGH SCHOOL. O. H. Blossom, Superintendent. Oryauized, 187(J. t'ounuissioned, 1890. Siiperinteudents, with dates of service: Mr. Craig- 187G-1S8S L. H. Hadley 1888-1892 John A. Miller 1892-1893 J. N. Spangler 1893-189G J. F. Thornton 1890-1902 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 teach: O. H. Blossom, superintendent. Science. May Walmsley, principal. History. English, German. Nellie F. Wall^er, Latin and Mathematics. Mary Sandl)urg, Eiiglish and Music. Average yearly salary of iiigh school teachers, including superintendent, $695. Training of teachers: O. H. Blos.som, A.B., Indiana University. May Walmsley, A.B.. Miclugan Univei'sity. Nellie Walker. A.B., DePauw University. Mary Saudljurg, undergraduate of Cliicago University. Enrollment in high school 100 Total enrollment in grades and liigli school 450 Number of girls graduated last year (1903) 9 Number of boys graduated last year (1!K)3) 5 Number In this class that went to college G Number of graduates since school was organized 226 Number of these who have attended colelge 75 RUSHVILLE' HIGH SCHOOL. A. G. McGregor, Superintendent. Organized, 1869. Commissioned, 1900. Superintendents, witli dates of service: David Graham 1869-1883 Cyrus W. Hodgin 1883-1884 James Baldwin 18S4-188G B. H. Butler 1 KSS-l ,s<.t3 Samuel Abercrombie 189:'.-1!MM) A. G. McGregor 1900-1904 EDUCATION IN INDIANA. 427 Prineipals and assistants: Mrs. R. A. :\roffctt 1872-1886 Mary Henley 18.S(;-188S Mary D. Keid 1S,S8-1889 Sanniel Abercroudiie 1S8!)-18'.>:', Mr. Masters 18!»:j- Anna B. Collins 1893-1895 W. C. Barnliart 189r)-190<) H. B. Wilson 19( M)-1IX)3 Hig-li school teachers and snbjects they teach: A. F. Stewart, Mathematics. Martha B. Lacy, History and German, Winifred Muir, English. T. A. Craig. Science. Inez Abbott, Latin. Average yearly salary of high school teachers, inclmling superintendent $764. Enrollment in high school 151 Total enrollment in grades and high school 845 Number of girls graduated last year (1903) 9 Number of boys graduated last year (1903) 9 Nnmber in this class that went to college 4 Number of graduates since school was organized 296 Nnmber of these who linv(» attended college 70 Salem High School. 428 EDU CATION IN INDIANA. 8ALEM HIGH SCHOOL. Lotus I). Cofrinan. SiiiJcriiitciidont. Oiyaiiized, ISTli. ('oiiiniissioiKMl. ISSL Superintendents, with dates ot scrxice: James G. May 1,S72-1S74 William Ilussell 1874-1877 J. A. Wood 1877-188.") Isaac Bridgmau 1885-1881) W. S. Almond 1889-180:5 Cliai-les E. iNIon-is 1893-1898 H. B. Wilson 1898-1902 L. D. GotTman 19 Total enrollment in grades and high school 488 Number of girls graduated last year (19(»:'.) 7 Number of boys graduated last year (1903) 4 Nunil)er in this class that went to college 4 Nuudx'r of graduates since school was organized 201 Nundier of these who have attended college 89 EDUCATION IN INDIANA. 429 sp:ymouk high school. H. C. MoiitgoiiK'ry, SuptTiiitciuleut. Organized, 1S70. Commissioned, 1S7S. Superintendents, Avitli dates of service: J. C. Houselieeper 1S70-1ST2 J . W. Caldwell l,S72-18SO W. S. Wood 1SS0-1S92 II. C. Montgomery lS!»2-iIM)4 I'rineipals and assistants: Elizal)eth Granel. J. M. Caress. H. C. Montgomery. Ada Frank. T. E. Sanders. J. E. Graham. Prances Branaman. High scliool teachers and suV».jects they teach: J. E. Graham, History and Civics. Frances Branaman. Science and Matliematics. Katherine B. Jackson, German and Algebra. Anna L. Hancock, Latin and Electives. Ag^nes L. Andrews. English Literature. Elenthera V. Davison, Composition and History. Average yearly salary of liigli scliool tcichcrs, including superintendent. $800. Training of teachers: II. C. Montgomery, A.B., Hanover College; A.M., University of Michigan. J. E. Graham, graduate Central Normal College; Butler College, one year. Frances Branaman, several years at Indiana University and other colleges. Katherine B. Jackson, student Indiana University, and one year Berlin, Germany. Anna L. Hancock, A.B., Indiana University. Agnes L. Andrews, A.B., the Western College Oxfoi'd O. Elenthera V. Davison, A.B.. tlie Western Colle-e, O"fo ;1, O. Enrollment in high school 150 Total enrollment in grades and higli school 1,200 Number of girls gi-aduated last year (190?>) 7 Number of boys graduated last year (1903) 10 Number in this class that went to college 4 Number of graduates since school was organized 32.3 Numlier of these who have attended college 65 430 EDUCATION IN INDIANA. SHELP.YVn.LE IIICII St'HOOL. J. H. U'oinlin, Supi'iinlt'iident. Organized, 18G4. Commissioned, 1S82. Superintendents, witla dates of service: L. C. Page 1875-1882 W. H. Ferticli 1882-1887 J. C. Eagle. 1887-1894 J. H. Tondin 18!)4-1!M)4 No exact data prior to 1.S7."). Principals and assistants: D. O. Coate, principal liigh scliool. Higli scliool teachers and subjects they teach: D. O. Coate, principal and general assistant. Janie Deming, Science. Clara J. IMitchell, History and Eiiglisli. Mary L. Isley, Mathematics. J. H. Henke, Latin. Average yearly salary ot high school tcaclicrs. including suiicrnitcndent. .'?04(j. Training of teachers: D. O. Coate, A.l!.. Indiana University. Clara J. :Mitchell, A.H., Indiana Cnivcisity. J. H. Henke. A.B., Indiana University. Enrollment in high school 178 Total enrollment in grades and high school l.OOS Number of girls graduated last year (l!)ii:',i (i Number of boys graduated last year (l!M)o) 7 Number in this class that went to college 4 Number of graduates since school was organized 804 Number of these who have attended college 25% EDUCATION IN INDIANA. 431 Shelbyville High School. 432 EDUCATION IN INDIANA. SIIUALS IIKJII SCHOOL. O. 11. (Jriesi, Siipcrintnidcnt. Oruiiiiized, 1S'.)'2. t'oinmissioncd, IS'.tS. .Siiiicriiitciideiits, -with dates ol' siTvico: ^^■. V. Mottetf. G. W. Wriiiiit. W. B. Hoiii-litoii. Z. B. Leonard. AV. A. M.veis. W. A. Bowman. O. H. Groist, PrinL'ipals and assistants: J. M. Twitty. INIrs. Z. B. Li'unard. JMar.nnerite INIcyi-r. Mabel Yenne. High school teachers and sul).jects they teaeli: O. H. (ireist. Mathematics, Science. Advanced Latin. ]Mabel Yenne, Bciiinninj;' Latin, Literatnre and History. Average yearly salary of hi.uh school teaclu rs, indndin.L;' snperintendont. .$1)4(1. Training;' of teachers: O. H. Greist, Waliasli. :\lal)el Yenne, Ph. I).. Oerauw. Enrollment in hixh school of) Total enrollment in grades and hiuli scIiodI 2SS Number of girls graduated last year (lUli:',! 1 Number of boys graduated last year (ti)i»:;) 1 Number in this class that went to college Number of graduates since school was organized oo Number of these who have attended college 15 SHERIDAN HIGH SCHOOL. Abraham Bowers, Suiierintendent. Organised, ISST. Conunissioni'd. lirst ISMT: last. V.)02. Superintendents, with dates of service: T. L. Harris , ISST-ISSS C. A. Peterson l.S,SS-1802 David Wells 1892-1895 M. H. Stuart 18!)5-18!>0 C. L. Mendenhall 18!)9-1903 Abraham Bowers r.tn:!-in04 IM'incipals.. and assistants: W. B. Shoemaker, principal high school. Jesse L. Harvey, principal Fii-st AVard grade scliools. Miss Daisy Tipton, principal Second A\ard grade scliools. High school teachers and subjects tliey le.acl:: Alirahani Bowers, siUH'rinleiideiit. (ieinian A and B, C;esar. tlWCATION IN INDIANA. 4il^ W. J>. ►Sliuriimki'i-, Euii'lisli History, Alyclira, (Jeuiuclry, I'li.vsics, Sociology. W. H. Hill, Latin, Physiography, Kiiglisli, liouldcocpiug. Miss Katherine Hoti'uian, EnglisJi, Cicero, Algebra. George W. Scott, Civil (Jovenniieiit, Advanced Aritiunetic, Ancient History. T. S. Harris, Lecturer in American History. Average yearly salary of high school teachers, including suiierintendeut. .K>27.4.->. Training of teachers: Abraham Bowers, superintendent. University of Chicago. ."> years. W. B. Shoemaker, A.l!., principal high school. Indi:ina University. W. H. Hill, graduate Indiana State Normal. George W. Scott, various normals, course incomplete. T. L. Harris. A.B., Harvard University. University of Indiana. Miss Katherine Hoffman. Sheridan High School. Enrollment in high school 141 Total enrollment in grades and high school G75 Number of girls graduated last year (1903) 2 Nundier of boys graduated last year (1903) Number in this class that Avent to college Number of graduates since school was organized IIG Number of tliese Avho h.ive attended college 43 Sheridan High School. 28— Education. 434 EDUCATION IN INDIANA. SOUTH BE'ND HIGH SCHOOL. Calvin Moon, Superintendent. Organized, IStiT. Connnissioned, 1888. Superintendents, witli dates of serviee: Daniel Eyre 18(iT-1869 L. E. Denslow l,S(>n-1870 W. K. Kidd 1X70-1871 David A. Kwinj;- 1871-1876 Alfred Kuninier 187(!-1879 James DuShane 1879-1891 Calvin Moon 1891-1894 Prineipals: . Daniel Eyre 18(;7-18(i9 L. E. Denslow 1 S( i! t- 1 ,S7( » W. K. Kidd 1870-1871 Benjamin Wilcox 1871-1875 James DuShane 1875-1878 Alfred Kummer 1878-1879 Charles H. Bartlett 1879-1899 Eugene F. Lohr 1890-1893 Stuart MacKiltben 1893-1895 Mary L. Hinsdale 1895-1897 John M. Culver 1897-1898 Dumont Eotz 1898-1901 Chas. H. Barllett 19;)1-1994 High sehool teachers and sub ccts they teach: Chas. H. Bartlett. princiiial (does not hrar any recitations). Esse B. Da kin. Mathematics. Calvin O. Davis, History. Thekla Sack, German. Katherine Campbell, Latin. Lilian Brownfield, English. Ernest I. Kizer, Chemistry and Physics. Clara Cunningham, Botany and Physical Geography. Miriam Dunbar, Assistant in English and Mathematics. Ellsha M. Hartman, Assistant in Latin and Histoi-y. p]thel ^Montgomery, Assistant in Science. Dora I. Keller, Assistant in P^nglish. O. Odell Whitenack, Assistant in Mathematics. Mae Millei-. Assistant in English and History. Average yearly salni'y of high school teachers, including supei-iiitendent, .$1,918.81. Training of teachers: Calvin jNfoon. superintendent, 8 years" course V. M. and P. College, Valparaiso College. Chas. II. Bartlett, principal, A.B. and M.A., Wal)ash College, 4 years at Wal)ash. Esse Bissoll Dakin, B.S., Cornell University, 4 years. EDUCATION IN INDIANA. 435 Calvin Olin Davis. A.B., University of Micliit-an. 4 years, and has done two4liirds ul' retinired worlv for M.A. de.iil'ee. Lilian Browntield, 4 yeai's at DcPauw, '2 years correspondence work at Cliicago Univei-sity. Will take M.A. this spring (1W4) at Ohio Wesleyan. Miriam Dunbar, It.S. (in liiology). Michigan University, 4 years; 1 term at summer school, University of Chicago. Katherine Cami)l»ell, A.B., Michigan University. 3 years. Dora I. Keller, A.B. and M.A., Uuniversity of Michigan, 5 years. Ernest I. Keller. B.S. (general science), 3 years at Purdue. Ethel Montgomery, B.S. and M.S.. Purdue University, 3 years' resi- dent work. Clara Cunningham, B.S. and M.S., Purdue University, 5 years. E'. M. Hartman. M.L., University of Michigan, 5 years. O. O. Whitenack. A.B., Indiana University, 1897, 2 years post-gradu- ate work. Mrs. W. E. Miller, 3 years in University of Cliicago.; A.M. degree in i'(>si(lent work. I>nt never wrote the thesis. South Bend High School. Enrollment in liigli school 413 Total enrollment in grades and high school 5,409 Number of girls graduated last year 29 Number of boys graduated last year (1903) 11 Numl>er in this class that went to college 14 Number of graduates since school Avas organized 525 Number of these who Iiave attended college 121 436 EDUCATION IN INDIANA. SOUTH WHITLEY IIKJII SCIIUUL. J. \\ . ("olclicrd. Suiit'i'iiiU'iidunt. OryanizL'd. IMSG. Cuiumissioiicd, ISlj;). Superintendents, with dates of service: G. M. Nal)er 1SS4-18S7 L. H. Pi-lee 1SS7-1889 J. E. Merriman I.SSD-ISDI (J. H. Tapy lS!tl-lSi)!3 0. II. Bowman 1S!)!)-1!)():] J. W. Colel)erd Il)n:j-l<>u4 Principals : Adele P.ond 1S!)5-1S!JG 1. T. Melz 1800-1897 Mis. Bessie I'crry 1807-1000 H. B. Clnu'cli 10IM>-1003 E. K. Cliapnian lOlKMOUl Assistants: Mrs. G. II. Tapy 1804-1805 Alice Whitman 1800-1807 C. E. ^^^'ybright 18O7-lO0::5 Mary C. Strickler IOI):',-10()4 High school teachers and sul).iects they (each: Miss Mary C. Strickler, English and History. E. K. Chapman, Mathematics and Science. J. W. Coleberd, Latin. Average yearly salary of liigli school teacliers. inckiding superintendent, $572.8. A\'liitni('r. Sn])erinlendent. Org.-nii/.cd. islL'. ( 'iiiiniiissioiicd. 1SS4. Superinlendents, with dates of service: AV. B. Wilson ISTI 1874 INIrs. Celia Hunt 1874-1881 S. E. Harwood 1881-1SS7 Fraidv E. Andei'son 1887-1888 Harvey Lautz 1888-1891 P.mJCATTON JN mm AN A. 43: 438 EDUCATION IN INDIANA. Renos Richards 1891-1897 Fred L. Poeliiu 1897-1900 A. L. Wliitmor i;»()(l-T.)()4 Priucipal.s aud assixtauts: Mrs. Celia Hunt. Lora Sarcliet. Nancy White. Lon Abraham. L. Bro\^ni. Robt. Spear. R. J. Aley. Martha Ridpath. Eva Tarr. Chas. W. Egnor, Helen Cunningham. Chas. Zariug. Ed. Oden. Alice Milligan. Cora Spears. Milton Gautz. Frank Hughes. W. I. Early. Jacob Kinney. C. D. Mead. Assistant principals of high scliool: Hattie Elliott. O. P. Robinson. C. D. Mead. Harry A. Miller. Florence L. Richards. High school teachers and subjects they teacli: Florence Richards, Science and Mathematics. C. D. Mead, Litei-ature aiul Histoi-y. A. L. Whitnier, History and Latin. Average yearly sal;n-y of liigli sclnxil Ic-idicrs. including superinlcndt'nt, .«f(i90. Training of teachers: Florence Richards, Ph. I'.., Northwestern T^niversity. C. D. Mead, principal, I'n.l*.. DePauw TTnivcrsity. A. L. Whitmer, A.M., lii(li;in.i T^nivcrsity. Enrollment in high school !»:} Total enrollment in grades and liigli scliool 4(18 Numlier of girls gi-aduated hist year (19():!i 2 Numlier of boys graduated last ye;ir ( l!tii:!i 11 Number in this class that went to cdllege 5 Number of graduates since scliod! was organized 221 Numlier of tliese who have :itti'ii(ie(l college 97 EDUCATION IN INDIANA. 439 SUMMITVILLE HIGH SCHOOL. A. C. AVoolley, Superintendent. Organized 1894. Comuiissioned. 1898. Superintendents, with dates of service: Oriu E. Walker 1894-1897 Thomas Smith 1897-1900 A. C. Woolley 1900-1904 Principals and assistants: Wm. H. Traster 189G-1897 A. C. Woolley 1897-1900 C. E. Greene 1900-1904 High school teachers and sul).iects tliey teach: A. C. Woolley, Algebra, (ieometry, Aritlimetic. Boolclceepiug. C. E. Greene, Latin, Physics, Chemistry, Ancient History. Katheriue Grithn. German, English. Englisli and United States His- tory. Average yearly salary of high schuol teachers, including superintendent, $616.66%. Training of teachers: A. C. Woolley, A.B., from Indiana University, 1897; also graduate Indiana State Normal School, 1893. C. E. Greene, graduate Indiana State Normal Scliool, 1897: also stu- dent Indiana University 1 term. Katheriue Griffin, A. B.. Butler -College, 1903: also student Chicago University, half year. 440 KDVCATION IN INDIANA. K'luollnient in high sclinul 42 Total oiirollment in yrailcs anil hii;ii school 332 Nnmhcr of ,i;irls graduated last year (l!»n;;) 4 Nnmlier ol" hoys graduated last year (lllilo) 2 Numher in this class that went to college 1 Numher of graduates since school was organiz^sd 30 Numher of these who have attended college 10 SULLIVAN HIGH SCHOOL. W. ('. McCollough. Su])erintendent. Organized, . Coinniissioned. lSr)2. Su])erintendents. Avitli dales of service: W. R. Nesi)it 1SS()-18!)1 S. E. Ra ines 18!)1-1895 AV. T. Reid 1895-1896 W. C. McCollough 1890-1904 Principals and assistants: A. G. Mc'Hah 1894-1897 J. W. Walker 1897-1898 Ira H. Larr 1898-1899 V. M. Price lS!>:i-1904 High school teachei-s and sub.jccis lliey teacli: V. M. Price, pi'lncipal. liotany, Pliysics, I'hysical (Jeography. Laura E, Irwin, History, Latin. Adah Shafer, English, German. A. L. Ratcliff, Mathematics. Average yearly salary of high scliool teacluM's. including superintendent, ip7r,3. Ti-aining of t(>acliers: W. C. McCollough, A.:M., T'niversity of Michigan. F. M. Price, A.P>.. Indiana University, liaura E. Irwin. A. P.., Indiana University. A. L. Ratcliff, A. P., Union Christian College. Adah Shafer, Ph.B., DePauw Univ(>rsity. Enrollment in high school 90 Total enrollment in grades and higli scliool 800 Number of girls graduated last year (191):',) 8 Numher of hoys graduated last year (1903) (i Niimliei' ill tills class tliat went to college Numlier of graduates since scliool M'as org;inized 300 Nuiiilicr (it I liese wild lia ve at teiidcil collf^i' 40 EDUCATION IN INDIANA. 441 SwAYZEE High School. 442 EDUCATION IN INDIANA. SWAYZEE HIGH SCHOOL. Elmer E. Petty, Superintendent. Organized, September, 1898. Commissioned, September. 1902. Superintendents, with dates of service: O. D. Clawson 1898-1901 C. S. Stubbs 1901-190?. E. E. Petty 1903-1904 Principals and assistants: E. E. Heeter, principal. T. B. Loer, assistant. High school teachers and subjects they teach: E'. E. Petty, History, Botany, Physical (it'ograjiliy and Literature. W. E. Rauch, Music. E. E. Heeter, Mathematics, Latin, Chemistry, Physics. T. B. Loer, Rhetoric. Average yearly salary of high school teachers, including superintendent. Training of teachers: Superintendent Elmer E. Petty, graduate Indiana State Normal School and Indiana State University. E. E. Heeter, undergraduate Chicago Ciii versify. Elnrollment in high school 42 Total enrollment in grades and high school 250 Number of girls graduated last yeai' (l!»(»;b 1 Number of boys graduated last year (1903) 1 Xuml)er in this class that went to college Number of graduates since scliool was organized 4 Number of these who have attended college 1 TERRE HAUTE IIKUI SCHOOL. Wm. H. AViley, Superintendent. Organized. 1S(>:!. Commissioned. 1873. Superintendents, with date of service: Wm. M. Ross 18o3-1854 James H. Moore 18(>0-1862 .Toseidi W. Snow 18(12-1863 John M. ( )lcott 184 Numl)er of these who have attended college 40 446 EDUCATION IN INDIANA. TIPTON HIGH SCHOOL. I. L. Conner, Superintendent. Organized, 187o. Couinilssioiied, 1S85. Superintendents, with dates of service: H. L. Rust 1872-1873 J. C. Gr(\y,i;- 187:M87(j A. B. Tluusher lS7(i-1877 J. W. Stuart 1877-1881 A. F. Armstrong 1881-1882 W. H. Clenunens 1882-188:3 A. I). Moffctt 188-t-188r. C. K. Sutton 1885-188*; M. F. Riekoff 1880-1890 E. A. Reniy 1890-1895 C. D. Higby 189.-.-1896 F. L. Jones 189ti-1899 J. A. Hill 1899-1900 I. L. Conner 19U0-1^X)4 I'lincipals and assistants: 0. C. Flanagan. J. M. Ashley. John A. Hill. F. C. Whiteomb. 1. L. Conner. E. E'. Hosteller. Teachers and subjects they teach: E. E". Hosietler. Mathenialics. lilanche Kununer, English. Eleanor Tonn, Latin and Modern History. J. H. Stuckrath. German. Ancient History and Science. I. L. Conner. Science. Average yearly salary of high school teacliers. including superintendent. .$7.-.:',. Training of teachers: Eleanor Tonn. graduate DePauw Fniversity. Blanche Kummer, graduate Leland Stanford .Tiv T'nivcrsity. J. H. Stu(llt .Xmnber of gills graduated last ye;ir (19li:!i 4 Number (if boys gi'adnated List year I l'.lii:',i 8 \und)er in tins class that went (o college 4 Nundier of gi'aduates since school was organized 192 Number of these who ha\"e attended college <>(• EDUCATION IN INDIANA. 447 LMOX (ITV llUni SCllUUL. L. N. nines. Snperintendeut. Organized, ISTO. Commissioned, 1S72. Superintendents, with dates of service: F. A. Meade 1880-1882 Fred Truedly 1882-1SS8 J. R. Hart 1888-1893 Susan Patterson 1893-1895 H. W. BoAvers 1895-1901 L, N. Hines 1IK)1-19()4 Principals and assistants: Fred Truedly. Mrs. F. A. Meade. H. W. Bowers. Nellie Deem. Ethelbert \\'oodl)urn. James H. (iray. Teachers and subjects they teach: James H. Gray, Mathematics and History. Troy Smith, Science, History antl I>iterature. Frank Trafzer. Latin and English. L. N. Hines, Rhetoric. 448 EDUCATION IN INDIANA. Average yearly salary of liiyli school teachers, includiiii;- superintendent, $890. Training- of teachers: L. N. Hines, graduate Indiana University, post-graduate student Cor- nell University. James H. Gray, graduate of Indiana State Xoi'inal. Troj^ Smith, graduate of Indiana University. Frank Trafzer, gradiiate of Kldgeville eollcgc. liolds a State life license. Enrollment in high school 85 Total enrollment in grades and high sclioni 526 Numl»er of girls graduated last year (l'.)it:;i 10 Number of boys graduated last year (lOiK!) 2 Number in this class that went to college Number of graduates since school was organized 249 Number of these who have attended college 50 UPLAND HIGH SCHOOL. W. W. Ilolliday. Su])ei-inteiident. Organized, 1S77. Commissioned. V.iDl. Superintendents, witli dates of service: A. B. Thompson ISOT-ISHS E. A. Clawson 1898-1900 W. W. Holiday 1900-1904 Principals and assistants: C. C. Whltemau, prlncii)al. Daisy Kline, assistant. High school teachers and subjects they teach: C. C. AVhiteman, Algebra. (Jeometry. Physical (Jeography, Botany, English and History. Daisy Kline, Latin, Liteiature, Khi'toi'ic. General Illstoi-y. W. W. Holiday, Chemistry, Pliysics, Ti-igoiiomelry. Average yearly sal.-iry of liigh school teachers, inclniling sui>erintendent, $580.00. Training of teachers: W. W. Holiday, 4 years in comnioii scliools. 7 years in superintend- ing and teaching in liigii scliools. normal woi'k at Northern Indi- ana Normal School. C. C. Wliiteman, years in common schools, 4 years as i)i'inclpal of high school, normal work at Northern Inili.-ina Norm.'il School. Daisy Kline, 4 years in common school, liiree years as high school teacher, normal woi'k ;it 'i";iylor Cnivei'sily. Enrollment in hl.gh school 54 Total enrollment in grades and high school 422 Number of girls graduated last year (19o:',) 5 Number of boys graduated last year (lOO.'Si Number in this class thai went to college 2 Number of graduates since scliool was organized 27 Number of these who li.-ixe at lei id ed college 10 EDVCATTON TN INDIAN A. 440 29-Education. 450 EDUCATION IN INDIANA. VALrAKALSO HIGH SCHOOL. A. A. Hugliiirt, Supcrintcndciil. Organized. 1S7U. Commissioned, . Superintendents, witli dates of service: W. H. Banta. 1870-1893 C. H. Wood 1893-1902 A. A. Huf^liart 1902-ltM)4 Principals and assistants: Jas. MacFetricli. Susie Slcinner ('am]ilicll. Nona MacQuillvin. Reljecca P.artliolomew. Martlia Fnrncss. Hiyli scliool teaclicrs ;ind subjects rlicy teacli: Maljel P.enncy. Latin. Eugene Slvinlcle, ^Matlicniatics. E. S. Miller. Science. Nona MacC^nilkin. English. Minnie ]\Iclnt,vre. Assistant Englisli. Average yearly salary of hiuh school teachei-s, including superintendent. .$820. Training of teachers: Nona McQuilkin, undergraduate Chicago Pniversity. Mabel Benney, Ph.D., Chicago University. Eugene Skinkle, . E. S. Miller, A.M.. Indiana ITniversity. Minnie Mclntyrc. uiidei graduate of Chicago Fni versify. Enrollment in higli school 133 Total enrollment in grades and high school 927 Nund)er of gii-ls graduated last yeai' (P.m:!) 7 Number of boys graduated last year (19i):;i 5 Numlx'r in this class that went to college 1 Niunlx'r of graduates sinci> school was organized 378 Nundiei- of ttiesc who have attended colh'ge 4 VEEDE'HSBUPvO HKHI SCHOOL. \\'. C. l'.randcnl)urg. Supi'riiilendi'nt. Organized. 1899. Connnissionod, 1901. Superintendents, Avith dates of service: W. E. Carson 1898-1899 W. C. Brandenburg " 1899-1894 I'rincipals and assistants: L. M. Barker, princlj)al. O. E. McDowell, tirst assistant. ' Loyola MacConnis, second assistant. Daily Sumniernian. pi'incii)al grades. EDUCATION IN INDIANA. 451 High school teachers and subjects they teach: L. M. Karker, En.L;lish and Botany. O. E. McDowell, Mathematics, Physics and ZoiUogy. Loyola MacConias, Latin and American History. W. C. Brandenburg. History. Average yeai'ly salary of high school teachers, including superintendent, .$72!». Training of teachers: W. C. Brandenburg, B.S., from Westtield College, Westfield, 111.; spent 4 years in work. L. M. Barker, undergraduate in Indiana University; spent 3% years in work. O. K. McDowell, undergraduate in Butler University. Loyola MacComas. undergraduate in Indiana University. Enrollment in high school 60 Total eni'ollment in grades ami high school 371 Number of girls gi'aduated last year (1903) 9 Number of boys graduated last year (1903) Number in this class that Avent to college 7 Number of graduates since school was organized 37 N\imber of these Avho have attended college 15 VE'VAY HIGH SCHOOL. Ernest Danglade, Superintendent. Organized, 1803. Commissioned, 1902. Superintendents, with dates of service: AV. O. Wyant 1863-1865 .lolni P. Bous 1865-1866 Hamillon S. .AIcKae 1866-1867 R. F. Brewington 1867-1871 M. A. Barnett 1871-1872 A. O. Reubelt 1872-1878 P. T. Hartford 1873-1881 T. G. Alford 1881-1884 A. Hildebrand 1884-1886 Wm. B. .1. Sti'atford 1887-1891 A. L. Tr;ifelet 189M9t o Number in this elass that went to college 4 Numiier of gradnab ^- since scliool was organized o!)2 NumJjer of tliese who liave altended college 05 N'lXCEXXES IIICH SCHOOE. A. E. Ilumke. Sniiei inteiidcnt. Organized, 1S71. ( "nniniissioned. . Superintendents, witli dal( s of s^'rvice: A. W. Jones 1S71-1873 T. J. Cliarleton 1873-18S0 R. A. Townsend , ISSO-ISSl' Edward Taylor ISSi'-ISItl Al))ert Edward Ilumke 1S'.)1 l'.u>4 I'rincipals and assistants: R. A. Townsend. Annabel Flendng McClnrc Pliilmer Day. A. C. Yoder. O. V I'orenian. C. E. Morris. High school teacliers an^l subjects they teacli: C. E. INIorris, I-higiish. O. F. Fidlar. Science, Eflie A, I'atee, (Jernian, Edith Raveiiscroft, Lalin. J. C. Sti'atton, Matliematics. Cora A. Snyder, llis1oi-y. Katherine l''oley, common school hr;inclies. AIl)ert Price, assistant in Science. Rosa Rush, assistant in English. Average yearly salary of liigh school teacliers. including superintendent. !f:7r.o. Training of teacliei's: C E. Mori-is, gi'aduate of Indiana State Norni.al Scliool and Indiana TTniversity. O, F. Fidlar, gradiiafc of Indiana State Xornial Sclionl. Albert Price, gi-aduale of Indiana State .Xonnal Scliool. Rosa Rnsli, graduate of ie.di.-nia Stale Xoi-mal School. Etiie A. I'atee, gi-aduateof I»(d';!uw I'nivcrsily. Edith Uaveiiscrol'l. gi'aduate of IteTauw I'niversity. EDUCATION IN INDIANA. 453 J. ('. Stratton. .^radunlc of Iiidi.-nia TTiiivcrsity. Cora A. Snyder, iiraduatc of Indiana University. Katherine Foley, graduate of Ft-rris Institute. Enrollment in high sehool 220 Total enrollment in grades and higli sduiol 2.()S(; Number of girls graduated last year (l!)i»:;i 17 Number of boys graduated last year (liH).".) r, Number in tliis class that went to cojlrgc ;> Nund)er of graduates since scliool was oi'ganiz'.'d :12S Number of these wlio have attended colleuc 7." ViNCEN.NES High School. 454 EDUCATION IN INDIANA. WABA8H HIGH SCHOOL. Adelaide S. Baylor, Superintendent, Organized. 18U9. Commissioned. 1885. Superintendents, with dales of service: Pleasant Bond 1869-1871 J. J. Mills 1871-1873 I. F. iNIills Spiius term of 1873 D. AV. Thomas 1873-1886 M. W. Harrison.. 1886-1903 Adelaide S. Baylor 1903-1904 Principals and assistants: I'rincipals— J. .1. Mills. I. F. Mills. Levi Beers. Mary Byid. Miss Willets. Lizzie Horney. , A. M. Huycke. Adelaide S. Baylor. Cyrus W. Knouff. Assistants — Adelaide Baylor. i Anna Rnell, Aymez Pettit. Grace McHenry. Emma Bain. Bettine Amoss. Ella Maybach. Minnie Flinn. Walter Bent. ; Olive Foucher. Jane Pettit. Georse Hoke. Olive Beroth. Alice Robson. Miss Heine. T. A. Hanson. Hazel Ilarter. Clara Haas. Florence Ross. Alice Carey. Anna Carey. Waller G reckon. .Tessie i'lionipsoii, Estella Moore. Herman Fischer. Beatrice ILiskins. EniniJi Biirnettc, EDUCATION IN INDIANA. 455 Mary Sullivan. Edna Miinsoii. JNIancl Anthony. High school teachers and subjects they teach: Cyrus W. Knouff, History. Estella Moore, History. Walter Greeson, Physics and ('hcniistry. Edna Munson, Gcrniau. Emma Barnette, Latin. Herman Fischer, Mathematics. Maud Anthony, Biology. Alice Carey, English. Beatrice Haskins, English. Mary Sullivan, Commercial Department. Minnie Laver. Free Hand and Mocliaiucjil Drawinj Cora Small. Music. Wabash High School. 456 EDUCATION IN INDIANA. Average yearly salary of lil.uh school teachers, including- superintcntlent, $744.55. Training of tcaclicrs: Cyrus W. Knoulf. A. !>.. Lake Foresl. E'stella iMoore, uudergradnatc T'nivi rsity of Chicago. Waiter (irceson, B. S.. ]'urdue T'iii\ cisity. Edna Munsoii. A. 1',.. Oxford. Ohio. Maud Anthony. M. A., Lake Forest. " ]Mary Sullivan, undergraduate Business Colleges of Detroit and In- dia najxtlis. Beatrice llaskins, A. 1'... Cniversity of Michigan. Alice Carey, A. B.. Oherlin. Emma B.ariielte. A. B... Otterliein. Ilerniau I'Mscher. A. B.. Wheaton. Minnie Laver, graduate of Art Institute, Chicago. Cora Small, undergraduate, Oxford, Ohio. Has studied in several schools of music. Enrollment in high school olO Total enrollment iu grades and Jiigh scliool 2.(in5 Number of .girls graduated last ye.ir ( l!iii:;i ;!2 Number of boys graduated last year (l'.)i):!i 10 Number in this class who went to college 7 Niimbi'V of graduates since school Avas organized 5;>1 Number of these who have attended college 135 EDUCATION IN INDIANA. 4 a 1 W 458 EDUCATION IN INDIANA. WALKERTON HIGH SCHOOL. A. E. Clawsuii. SuiicrintciKU'nt. Ori;anized, 1884. Commissioned, V.Ml. Superiutendents, 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. Rittenger, B. S. Steele. A. S. Whitmer. Elmer McKessen. O. V. Wolfe. High school teachers and sul).iects they teach: A. E. Clawson, I'liysics, Botany, Zoi'dogy. Algebra. Geometry. Trig- onometry. O. \. Wolfe, Rhetoric and Composition. American and English liit- eratnre. Ancient, Median'al and Modern History. Latin (Ix'ginning Ca?sar), Cicero, Virgil. A.verage yearly salary of higli school teachers, including superintendent. $520. Training of teachers: A. E. Clawson, A. I!., from Indiann Tiniversit.v. O. V. Wolfe, und(>rgraduate of Valparaiso College, five terms. Kate Togarty, graduate of home schools. Edna Vincent, gi'aduate of home schools. Mrs. Lizzie Townsend. grndnate of riymoutli Iligli Scliool: ixinder- garten work in Chic-igo. Eni'ollment in high scliool 8.3 Total enrollment in gr.'ides and liigli school 240 Nuni))er of girls graduated Inst year (liM);',) 3 Nund)er of boys graduated last year (19().".) 5 Number in this class that went to college None Number of graduiites siiice school was organized 00 Nund)er of tliese wiio have attended college 15 EDUCATION IN INDIANA. 459 WASHINGTON HIGH SCHOOL. W. P. Axtell, Superintendent. Organized, ISTfJ. Commissioned, 1898. Superintendents, witli dates of service: Mr. Cole — D. E. Hunter 1876-1885 W. F. 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. J. M. Black, Music. Average yearly salary of high school teachers, including superintendent. $862.50. Training of teachers: W. F. Axtell. A. B., Indiana I'niversity: student Chicago University. H. Allen, undergraduate of Franklin College. H. Wadsworth, B. S.. Indiana ITniversity. H. R. Gers, B. S., Indiana University. J. M. Vance, undergraduate Indiana University. C. (t. Lielihardt. undergraduate Indiana ITniversity. Sue II. Reece, A.B., Indiana University. J. M. Black, Music. Enrollment in high school 162 Total enrollment in grades and high school 1,600 Number of girls graduati'd last year (1903) 15 Numl)cr of boys graduated last year (1903) 9 Nund)cr in this class that went to college 3 Number of graduates since school was organized 300 Number of these who have attended college 75 WATERLOO HIGH SCHOOL. W. S. Almond, Superintendent. Organized, 18G5. Commissioned, 1887. Superintendents: M. M. Harrison. L. B. Griftin. H. H. Keep. M. D. Smith. 460 EDUCATION IN INDIRA. Principals and assistants: II. M. Coo. Ml-. rvin.uAvalt. M. li. Sniitl). ]\Iary L. Li']>])('r. High scliool teaclicrs and subjects they teacli: Mary L. Lciiiici'. Matliematics. I.atin, l'.ni)l Nundier of eacli in III is (4ass llial went I o college 1 Nundiei' of graduates since schodl was oi'ganizrd S2 Nuudjer (jf these w ho liave altenilcd c illege llJ EDUCATION IN INDIANA. tr.l WEST LAFAYETTE lUCll SCHOOL. E. AY. LiiwriMice, Su|icriiilcii(li'iit. Or.n'.'Uiizcd. is;).">. Coinniissioiietl. I8II0. Siiperintoiulciils, with dates of service: Horace Ellis E. W. La wri'iice High school teachers and subjects they teach: F. E. Trucksess, Science and (4ernian. Alfred A. Ala.v. I^atin and (Jerman. Daphne Kieffer, History and Literature. Flora Roberts, Mathematics and English. Avera,i;'e yearly salarj' of hi.yh school tt'acher; .$(;,s:!. . i,s;i.j-J',ti>i> ,1!)1»., from Wooster, Ohio. Enrollment in high school 12(; Total enrollment in grades and high school .VJU Number of girls graduated last year (i;)n:!i !) Number of boys graduated last year (19Uo) 8 Number in this class that went to college 12 Number of graduates since school was organiz(>d 115 Number of tliese who have attended college 45% 462 EDUCATION TN INDIANA. WESTFIELD HIGH SCHOOL. W. A. Jessup, Superintendent. Organized. . Commissioned, 1898. Superintendents: W. C. Day. tliree years. W. A. Jessup. foni' years. Principals and assistants: Gail White. Lara V. Hanna. Laura Laughnian. Jessie Smith. High school teachers and subjects they teach: H. Kenyon, History and Geography. W. P. Black, Science. Jessie Smith. Latin and p}nglish. W. A. Jessup, Mathematics. Average yearly salary of high school teachers, including superintendent. $593.75 Training of teachers: W. A. Jessup, A. B., Earlham College. Jessie Smith, A. B., Indiana University. W. P. Black, A. B.. Wabash College. H. Kenyon, graduate academy. Enrollment in high school 80 Total enrollment in grades and high school .SOO Number of girls graduated last year (19(>3( 4 Xun)ber of l^oys graduated last year (1903» 5 Number in this class that went to college 1 Number of graduates since school Avas organized (Ut Number of these who have attended college '2''> WHITING HIGH SCHOOL. Robert L. Hughes. Superintendent. Organized, 1898. Commissioned, 19(12. Superintendents, witli dates of service: J. M. Wood 1898-1899 Mrs. F. B. Hornman 1,S99-19IU) Robert L. Hughes , 19 Number of graduates since school was organized 14 Nund)er of these wlio have attended college 4 ^^'1N1>F.M.L IIKiH SCHOOL. .loliii Owens, Sniterintendent. Organized. 1801). Commissioned. 1!IIH). Superintendents, with dates of service: Oscar H. ^^'illianls .Tohu Owens " .'l!)nl-l!M)4 Ir'rincipals and assistants: Stella Shrader. Flora Guyer. Maude Bennett. High school teachers and subjects they teach: Maude Bennett, Latin, Mathematics and History. John Owens, Science and Literature. Avera,ge yearly salary of high school teachers, including superintendent $480. Training of teachers: Flora Guyer, graduate of Franldin College. Stella Shrader, undergraduate State Normal School. Maude Bennett, undergraduate State University. Oscar Williams, gi'aduate State Normal Sclioid.' John Owens, graduate State Normal School iind Franklin Colle.ge: A. :\[., work at Franklin Coll<>gc. Enrollment in high scliool 5,, Total enrollment in .grades and high schoc: 300 Number of girls graduated last year (1903) \\\\\ 2 Number of boys graduated last year (1903) s Number in this class that went to college 5 Number of graduates since school was organized , 2,5 Number of these Avho have attended college .,,,, 12 4(i4 EDVCATIOX IN INDIANA, WILLI AMSPOHT HIGH SCHOOL. S. ('. Hniisoii. SiiiicrintciKlcnt. Oi'agiiized, 1885. ("oiiiinissiuiu'd, LSNT. Siipeniitendent.s, with dates of service: S. C. Hanson 1885- Trincipals and assistants: Mande Stearns 18!»:!-18n4 I'L'dna Welnier. iirincipal 18'.»4-1897 Olias. (i. Davis, jji'lnripal 18!>7-r.»rio Edgar >\\'bl). ijrincipal 1!nn-T.t()4 Lydia ( Jemnier, as.sistant 18!)7-18;)'.i Wni. Evans, assistant 18!»M-l!Hil Mrs. M. F. McCord. assistant I'.till-V.MIl Hiyli scliool tcacliers and sulijeets tliey teacli: S. C. Hanson, History. Englisli. Biilany. I'liysics. lMiysi(),L':i'ai»liy. Boolclceeping. Edgar Webl). Latin. Ca'sar, Ciecro. N'irgil. I'lani' and Solid (Jeoni- etry and ( "i\ics. Mrs. ^L l'\ McCuid. lirst and s(>cond year K'nglisli. tirst and second year .Vlgclna. and a little worlc in ei^lilh year. Average yearly salary of Ingli sclmol teacliers, inclnding snperinten lent. $(;4(). Ti-aining of teachers: S. ('. Hanson, completed teacliers' conrse. two years, in Westtield College; ]'.. S.. ]M. S. and A. M. hater from sjime institntiim: A. M. also from Lane University. Kansas: sindent in Miami Conserva- tory of Music; post gradnate stndent in English, School Organiza- tion and ecology. University of Chicago. ISHHl. Edgai- AN'ehh. gradnate Indiana State Normal School: also pnrsning a conrse in Indiana University. Mrs. M. E. IMcCord, gradnate Indiana Sl.-ite Noi-mal Scliool Enrollment in high s< hool ^ 4:1 Total enrollment in grades and high si liool oOO Nnml)(o- of girls graduated last year (IIX):]) 4 Nnndter of boys graduated last year (^'.)^K]) Number in this class that went to college 2 Nundier of graduates since school was org;inized 81 Numlier of Ijicse wlio liave attended colle-e 41 KnrCATION JN INDIANA. 465 WiLLIAMSPORT HlGH SCHOOL. 30— Education. 466 EDUCATION TN INDIANA. WINAMAC HIGH SCHOOL. ^^^ H. Kelly. SupcrintciKlciit. Organized. 1880. Conuuissloned. IS'.H). .Suiierlnteudents. with dates of service: A. T. Keid 1880-189:1 J. O. Jones 18!«-18!n C. W. Kiiniiicll ISO.VLS!)'. A. T. Reid ISllT-l'.t'il W. H. Kelly liHil-ini) 1 Principals and assistants: E'mnia Robinson. Kathryn Daggy. Carrie Matliews. Alfred Rober. J. E. Layton. R. G. Taylor. B. M. Hendricks. Albert Reep. Jnlia E. Marbrougli. Edgar Packard. Lida M. Layton. Mary MacHatton. High school teachers and subjects they teach: W. H. Kelly, U. S. History. English and liiiokk-eplng. Albert Reep, Mathematics and Physics. Edgar Packard, English and Botany. Mary MacHatton. Latin and (4eneral History. Average yearly salai-y of liigh scliool teachers, inclu;lin;- suiierhiten liMit. $650. Training of teachers: W. H. Kelly, A.B.. Indiana University. Albert Reep, A. B., DePanw University. Edgar Packard, graduate Indiana State Xorninl School. Mary INIacHatton. A. B.. Indiana T'nivei'sity. Enrollment in high school 8!) Total enrollment in grades and high school 44;> Number of girls graduated last year (100:>) 4 Number of boys graduated last year (1003i 4 Number in this class that went to college 1 Number of gi'aduates since school was organized TO Number of these who have attended college 1- EDUCATION IN INDIANA. W, \VlNAAJA< iiji.ii .-^1 mad.. WOLCOTT HIGH SCHOOL. . • E. B. Rizer. Superintendent. Organized, 181)2. Ci)nuni.ssioned. ISHK!. Superintendents, witli dates of service: Mae Romig 1802-1S!)() E. B. Rizer 1896-1904 Pi-incipals and assistants: Wert K. Neel, principal. Anna Ida Stultz, assistant. High scliool teacliers and subjects tliey teach: E. B. Rizer. History, Geography and Physics. Wert R. Neel. Mathematics and Botany. Anna Ida Stultz, Latin and English. Average yearly salary of high school teachers, including superintendent, $720. Training of teachers: E. B. Rizer, undergraduate of Purdue and of Indiana Universities. Wert R. Neel, undergraduate of Indiana University. Anna Ida Stultz, graduate of Indiana University. 468 EDUCATION IN INDIANA. Eurollmcnl in high school •")(; Total enrollment in grades and liigh school oUO Number of girls graduated last year (1JX):'>I Number of boys graduated last year (l!ll);b 2 Number in this class that Avent to college Number of graduates since school was organized 40 Number of these who have attended college 10 WIXCIIKSTEK HKiH SCHOOL. (»scar K. I'.akei-. Supei'intendent. Organized, 1S7"_*. Coniiuissioned, ISMl.*. Superintendents, with dates of service: John Cooper 1.S70-1S73 Lee Ault 1873-1877 E. H. Buller . .1877-1886 C. H. Wood 18S(;-18ni F. S. Caldw.'ll lS!tl-ls;i2 H. W. Bowers IS'.iii-lS'.ir. Oscar U. Baker ISliH-liMi-l Principals and assistants: L. E. Lamme. Lee Ault. E. H. Buller. C. H. Wood. ' J. W. Polly. H. W. Bowers. F. S. Caldwell. Oscar R. Baker. High school teachers and sultjects tliey teacli: Lee L. Driver, Mathematics and Science. Clarence E. McKinney, Latin and (Jennan. Emma G. Engle, Englisli and History. Oscar K. Bakei-. Civics •■unl Cliemistry. Average yearly salary of higli school teacliers. including superintendent, $815. Training of teachers: Lee L. Driver, normal and colk'gc work. C. E. McKinney. college work. E'mma Engle, college woik. Oscar R. Baker, normal and academy work. Enrollment in high school 1"<^ Total enrollment in grades and high school 772 Number of girls gnidunted last ye.ar (I'.iu:!) 8 Numliei' of boys graduated last yeai' (r.lii:',i U Number in Ihis class thai weid to college C> Numliei- of graduates since school was org;nii/,ed 27."> Niiinlier of tliese who lia\e at tended college 74 F. mi CAT I ON TN INDIANA. 409 WI^'CHESTKR High School. W()utiiix(;t()x iikui si'iiool. "\^'. B. Van (Jonlcr, Superintendent. Organized. 1S7'.). ("oniniissinned. . Suiierintendenis, with dates ot service: .Idlm C. ciKUiev 1S79-1SS0 Arnold Tonipldns 1SSn-lSS3 D. M. Nelson 1.SS:',-1SS4 Bailey :Martin 1SS4-1S85 W. (). Warri<-lc ISS.l-lSSS .Teiinie .T. Troop 1SS8-1890 J. V. /artnian 18;»0-1893 W. 1). Kerliu 1893-1896 Frances Benedict 1896-1899 W. B. Van Gorder 1899-1904 rrincii)als and assistants: I). A. Little. Ellen I.. Piel. 470 EDUCATION IN INDIANA. High school teachers and subjects they teach; D. A. Little, Latin and Alyebra. Ellen L. Piel, assistant, History and English, Average yearly salary of high school teachers, iMcluding superintendent, Training of teachers: D. A. Little, graduate of State Xoruial Scliool. Ellen Piel, graduate of Ann Arbor University. W. 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 190 Number of these who have attended college 46 ZIONSVILLE HIGH SCHOOL. H. F. Gallimore, Superintendent. Organized, 1885. Commissioned, 1902. Superintendents, with dates of sei'vice: A. B. .Tones 1885-1888 M. D. Avery 1888-1894 H. F. (iallimore 1894-1904 Princijials and assistants: Flora A. Menniiiger. Edna Johnson. Susie jM. Aldrich. High scliool teachers and suhjects they teach: Susie .M. Aldi'icli. English and German. N. K. Mills. Ma I hematics and Histor.v. H. F. (iallimore. Science and History. Average yearly salary of high school teachers, including suiierintendent. Training of teachers: II. l'\ Gallimore, supeiinlendent, Indiana State Noi-inal School and undergraduate lu'lian.-i Fniversily. Susie ;M. Aldricli, .Michigan Stale .Xornial School, Michigan Fni- versity. N. K. .trills. nndergrM(hi:ite Notre Dnuie and Indiana Universities. Em'ojlment in higli scliool 52 Total enrollment in mades ;iii(l high school 325 .Xumliei- of girls gradnaled last year (1!Mi:;i 1 Xuniber of boys graduated last year (19(i;!) .Xiuiiher in this class who went to college 3 Number of graduates since school was organized 92 Number of these who have attended college 42 EDUCATION IN INDIANA. 471 B. TOWNSHIP HIGH SCHOOLS. 1. GENERAL STATEMENT. Tlie greatest activity in high sch(jol circles during the last few years has l)een 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 he 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 Marph 11. I!t01; in force May. 1901.) The school trustees shall take char.ce of the edueational affairs of their respective townships, towns and cities. They shall employ teachers, estaldish and locate conveniently a snthcient nninber of schools for the education of the children therein, and liuild. or otherwise provide, suit- ahle houses, furnitnre. apparatus and other ai'ticles and educational appliances necessary for the thoron.uh organization and etticient 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 s(>ems wise, at least one separate graded high school, to which shall ])e admitted all pupils who are sufliciently advanced: Provided. That the scliool trustees of two or more school corporations may estab- lish and maintain joint graded high school|s| in lieu of separate graded high schools, and when so done I hey jointly shall have the care, manage- ment and maintenance thereof: Provided further. That any trustee, instead of Iniilding a separate graded high school for his township, shall transfer the pupils of his township competent to enter a graded high scliool to another school corporation: Provided further. That all pay- ments of tuition, provided for under this act, heretofore made l>y school trustees for such high school privileges are hereby legalized: Provided further. That no such graded high school shall be so built unless there are at the time such house is built, at least twenty-live common school graduates of school age residing in the township. 472 EDUCATION IN INDIANA. ?,. HISTORY. It is an iiitorosting fact that before tlic middle of the nine- teenth centnry State Snperintendent ]\lills had seen the real sohi- tion of the problem of education in a democracy, and had named consolidation as the key. Out of this thonght came the idea of centers of learning in districts, townships, and towns, with condonations possible in districts and t()wnslii])S, and finally with combinations 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. Snper- intendent ]\rills, in his messages to the legislature in the forties, and afterward in his reports as state superintendent of public instruction goes over all the arguments for consolidation and centralization of district schools; and, so far as I know, his argu- ments have nev(M' b"en improved or added to. It was through- such men as ]\rills on the outside, and John I. Morrison, chairman of the educational committee in the constitutional convention, that education receivecl r(>cognition in the new constitution. AA'ith 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 ])robably the first state to make the township ihe school unit. Since, it has been ado]ited by other states in the Union. The claims made for it and admitted need not be re- peated here. The new constitution gave state supervision, and the ])eo])le shortly voted in favor of taxation for the maintenance of schools. Idle movement forward with the new constitution was interru])ted by unfavorable decisions of the courts and by the com- ing of the civil war. In the early sixties from these causes the schools suffere(l and di'o])ped to the lowest level. It was not until after the civil war that the revival came. The supreme court held that local levies for tuition and conrmon-school revenues were con- stitutional, thus making it ]ii>ssible for towns and townships to ])ro- vide for terms of school of resjiectable leiiglh. This i-eally was the beginning of local, ]>uhlic high-school education. The law had also made it cleai" ihat it was the duty (d" township trustees to ])i'ovide secondary schools for pupils who have com])leted the \\di'k in the ur.ides. Out er hi"h school. 474 EDUCATION IN INDIANA. In the matter of school architecture there has been great progress in the state. This is particularly trne with regard to township bnildings. Some of these high schools are housed in modern, Avell-equipped buildings that are models in every way. The Nineveh township high school in Johnson county has been in operation since l''^72, and is ]in>l)ably tlie oldest school of its kind in the state. It was established by 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 township prepared to do high-school work. I find an account of the work of this school in State Superintendent Geeting's report of 1808. Superintendent Geeting gave great impetus to this movement; indeed, liis name and the growth of the township high schools are inse})arable in Indiana. The fol- lowing account of the JSTineveh school is evidently from the pen of one who was familiar with the work of the school: It is one of the most potent factors in oiu' coiiiimuiity for yood. and lias unquestional)ly raised tlie standard of intelligence, of morality, of taste, and therefore, of life aniony the people. While a few in the township are opposed to hi.ulu>r edncation, the vast majority favor the school and wonld not do withont it. The school has many graduates now, some of them in higher institutions of learning-, and some tilling positions of trust in different ])arts of the coinitry. Many have married and settled here in the townsliiii. ;ind have an elevating influence njion the com- munity. The principal is also superintendent of the grades, and receives four dollars per day. We have two teachers doing high school work. The principal is a college graduate with a master's degree, and the as- sistant is a high school graduate. ;ind has made nilier siiecial preparation for her work. We have a four-year course. Ihongh the terms are only six to st'ven months. T1h> character of the work done is eiiual to that done in any of the high schools or preparatory schools of the state, so far as we go. I rtrndy believe the Avork done by om- ]»upils is far sui)erior to that done in the larger towns, as there are fewer things here to take attention from the work. Our pupils range in .ige from fourteen to twenty-two, and spend ;iii average of two hours a day u|>on each study. There are Ave graduates this year, two from town .-ind three from the country. Two of these live about fovn- miles dist.-inl. and their parents have conveyed them back and forth for four years. In this connection I Avould state that about half of our ])upils live ni>on farms. Xo lu-ovision has been nnnh' liy the trustee for conveyance, but tins is not felt as being a hardsliiii. as tliose living in tlie country liave rigs or wlieels of their own. In tlie lirst year tliere are ten jiupiis; in tlie second, three; in the third, foui'; and in the fourth, live. In Latin, besides the pre- liminary work and gi*ammar, we read two books of Caesar and three of Virgil- In mathematics we com])lete Milne's High School Algebra and EDUCATION IN INDIANA. 475 WentAvorth's Plane liprimotri- a\- two .ea. to ,.J.:rZZ: o :;r t^^eZv '^ ""'''''''' '''''^''^'' one year to rhetorie. oiK^ vJa • to , I sie.l f"'"^'^/"^ ''''-^'' *« l>hj'«i<^«. to civil government. ' geography, and three months As Hei anoth.. exan.,]o the St.at.,].n township hi^h school, i„ a^ c.o„nty ,s tvpu-al of .cores of schools over the s;ate. AUat I wnte here .s taken from a recent account sent to me of the Avork of this school: o,.,o;:::/^«r";;; r;t' :" ■,"''!: - '"-'- -'-"'• -- o,..„,„.«, „, 'Ii-"P1»-.I ..i.t tlH. llr.. V,..,,. .,r """ '"• " ™"x«I" e six of them • ■^^-- w,-.^::; H:i.nr;i";;;;™\:r:;,r";'.,'T'-- -"" •» °^ r';..;;xr:;:;^ ^;-;.:;;;':;:;;;;r„:;;;" '^7- -™ "-' -- --r:;;:: sc-liool oours.. Tl, , ,,„ ' " ■' """■"■ '■'■■■"■ """"1 *" th- Hlgl- began ,„e ,."„., , s .;;:,''" l'"".'?"';"-'""" """"■'■ ^'""■'- -"" .....1™',, 'I: h:::':™:,:;;;;;"' "^'^ ""■;"-™"" ■"•••■"» »' «.itm.e ,.,„ Of tl,e thlrtT two o- „ ; ■ : '" "'■" "'"""■'• P™"'' »f e sohool. o. .ea,.,.„, '^,;::,;'^:;'i; :-:t;:;; ;;;;;;-^™;^ >^.- ..-m„io,. :..^':::Xf:trf.,:::;:j ■■■--; --""..r^ -■ -m. ,, ;;„!';r„:;.;";f';;''";"?;''""'^- " '^ «« °>"''"'" '■■ " -""""■■"■. .-... .b,;,7;7;:;;;;^,:;rrf,;ri:";rn:,,:r" "- While , hero are seo.-es of ,„w„shi|, hi,!, sehools woHdno^ ™de.. ,™,elv ,hffe,.e„f e,.„ditio„s, so.ne .-ith short fern. el , eef he ve,,.,„.e„,e„ts o, t,,e state hoard .f ed„eatio„, a„d Ihe req„n-ement.s for a eo„„nissi„„ „re as follows- Three years „f la„s„aoe, three years of histor,, three vears of ™at,he„,at,es, two years of seie„ee, f.,„r vears o E„,lisl , ^equ.red, w.th eleetives to eo„,,„ete a f„n ...rse of f,„; - ar' Th s ,s ™ „.ea„t to he ahsoh.te h„t is s„,,este,l „.s a hasis' „p i ettte t: ;;"'""■ "".■' "^ ""- ■""""""» -™""' °f -n. foned. (1) The character of the teachit.g „„,st be satisfactorv ; 470 E DUCAT] OX IN IXDTANA. i'2) the liigli-sclxHil coiii'sc nnist not l)e less tliaii tliirty-two iiioiitlis in length, (Miitinniuii,' from the eit;hth year; (o) the whole time of at least two teaehers must he ii,iven to the hieh- school work; (4) the ])nrsuiuii' of a few suhjects throuiihont the entire course rather than many cox criiiii,- short ])eri(Kls; (5) a library a(le(|uate to meet all the (K'Hiaiids for reference work ami general readiiiii' supplementary to the reiiulai' text-hooks; ( (i ) laboraldries fully e(|ui|)j:e4, wlicn tile mendxTs of the Society af Friends living in the vicinity of Sjticehind, Im!., decided. ib,;it tiuy must have l)etter facilities for the education ^\)'2 an association was formed with a capital stock of $10,000, and a certilicate of incor]ioration 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 u]i 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 with a fourth member form an executive committee, are the ofiicers of the board. At present there are four members of the faculty, and the present enrollment is fifty. The school is sujiported principally by tnition of $;>0 a year. There is a ]iermanent endowment of $^2,500, and other funds ])r(tdu<'ing alxnit $1*50 a yeai". d. FAIRMOTTNT ACADEMY. A ]u-o])osition for the estaldishment of a quarterly meeting school was presented to Xorthern Quarterly Meeting of Friends held at Back ci-eek, two miles north of Fairmount, Indiana, Decendx^r IT), 188^3. A committee composed of sixteen men and ten women Avas ap]iointed at this meeting to consider the feasi- bility of the proposition. In three months the committee, after having met four times, reported that they thought the opening a good one for the establishment of a higher institution of learn- ing, and giving in justiiication of their recommendation the fol- 480 FAnJCATlON IN INDIANA. lowing: '^\s we Tfcognixo in a proix-rlv coiKluctod school the elements for the building up of character and rendering the pos- sessor more useful in both church and state."" This committee suggested that the quarterly meeting incorpo- rate itself for the ]uir])ose of holding ])roperty, and also presented to the meeting "an article of association" for an institution of this kind. In -lune, 1S84, the committee re])orte(l the location and jiurcliase of the grounds for the academy building in Fair- mountj Ind., and presented to the meeting tlie names of six per- sons to serve as trustees of said academy, viz., Jesse ITaisley, Samuel V. Wilscm, Peter II. Wright, Enos Harvey, Abel Knight, and W. C Winslow; also an incor[)orating committee composed of Ehvood Ilaisley, James ^I. Ellis, Thomas J. Xixon, Ivy Lu- ther and Mahlon Harvey. In September, 1885, the trustees reported the building coni' pleted at a total cost of $9,029.53, and that the school would open September 21, 1S85, with Jose]Ji W. Parker as principal and instructor of the academic department, and Elwood O. Ellis as instructor of the gi'ammar (le])artment. By action taken by the quarterly meeting in ]\rarch, l.SSS, the academy was inctu'- porated. In June, 1888, a contract for taking one hundred pu]>ils from the corporation of Eairmount was closed for the sum of $720.00 tuition and $145.00 rent and fuel. The school has been supported 1)y tuitinn ])aid Iw the students, and, from time to time, voluntary subscriptions for its su]iport by friends of the institution. In March, 1893, the school having outgrown its old quarters, a. proposition to sell the academy building and grounds and rebuild in another location was presented to the quarterly meeting. The meeting ap])roved the ])lan and ap- pointed a committ(>e tor tbis purpose. Tbe obi building and location was s(d(l for $.S,()0().OO. The new building and grounds, costing $17, ')27. ('»(>, are Incnted one mile iioriliwest of the center of Eairmount. Legal nolice being given, the board of trustees, consisting of six memb(U's, was apjioiiited by the (piarlerly meeting to serve for three years, two being ele('te(l at eacli dune meeting. At present (May, 1904) tbe bdard edusists (»f the following persons: Ancil 1^. ivatlilV, PresidenI ; dames M. Pxdl, Secretary; EDUCATION IN INDIANA. 481 Joel B. Wriglit, Treasurer; William W. Ware; (Airs.) Anna M. Johnson; (Mrs.) Ida WinsLtw. The faculty (l!)0o-lU04) is made up as follows: Principal Leon L. Tyler, literature and pedagogics; (Mrs.) Minnie L. Ty- ler, history and Knglish; Frances A. Sheppard, Latin and Ger- man ; Forest Foraker, science and mathematics ; II. E. Dean, com- mercial; Harriett E. Henry, piano and voice. The enrdllnient in the academic courses for the present year (1003-1904) is 100, in the commercial course 20. The school is now approaching the completion of a $20,000 endowment which it is h()ped -will be reached by September, 1904. This will, in a measure, fre(^ 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, and 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 one central source of pleasure and forensic opportunity during the winter months. Tlie 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 ; two 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 with 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 ; American history, one ; English grammar, one ; physiology, one-half ; physical geog- raphy, one-half ; trigonometiy, one-half ; commercial arithmetic, one-half; commercial law, one-half; business correspcmdence, one ; 31— Education. 482 EDUCATION IN INDIANA. penmanship, one ; spelling, one ; bookkeeping, one ; sliortliand, 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. ]^o report was submitted by the Westfield academy, though it is known to be an excellent school. About two hundred students are enrolled. /. AMBOY ACADEMY, AMBOY. Amboy academy was established by the Society of Friends at Amboy, Miami county, Indiana, in 18^2, and was 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 iirst three years after the school was founded, it was supported by tui- tion and private subscriptions. From the first the object 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 this 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, Miami county, Indiana. It is under the joint management of the township trustee and three members of the town school board. Said trustee is elected by vote of the people for a term of four years. Tlie members of the scho(d board of Amboy academy are elected by the trustees of the town of Audioy for a term of three years. There are eight members in the faculty and four grade teachers. The school occupies one buikling. The present enrollment is two hundred and thirty-five, sixty of whom are in the high school dei)artment. It is supported by state funds and local taxation of Jackson township and town of Amboy. The townshi]) (h'fi-ays (IT) ])er cent, of iJic i'\nniiug expenses and the town 35 per cent. The school has graduated 120 students. At ])resent A. E. Martin is sii])erintendent. EDUCATION IN INDIANA. 483 2. MILITARY ACADEMIES. a. CULVER MILITARY ACADEMY, CULVER. The Cnlvei- military academy, the largest and possibly the best known private academy in the world, was founded in 1894 by the late H. H. Cnlver, 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 great 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 been 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 sununer session becomes a naval school. The cadets take one or two stuased in num- bers a modification of the idea was necessary. The school during' the next ten years multiplied in every respect, and as a result of gifts from various sources, hut principally from ]\Irs. Howe, a broad foundation was laid. But the school remained in comparative insignificance until Dr. Spaulding was superseded in 1805 by the present rector, Dr. 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 preparatory schools of the west. A stronger hand was needed at the lielm, and from tlie 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 be sure, of the new regime were passed under very discouraging circumstances, but by grimly holding on and by the encouragements which came from the various members of the TLowe family, and especially from Mrs. Howe, the dark days were successfully weathered and brighter skies came with cheer and help. The accommodations were enlarged by the building of the James B. Howe Hall and Blake Hall. ISTew quarters were pro- vided for the dining room; the ])lumbing and lighting equipment was largely added to; a separate building Avas soon found for the separate organization of the lower school, and finally, and within fhe last year, the school was blessed Avith an addition in the form of a scliool 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 scIkwI have filled all with confidence and many have not hesitated to invest their UKniey, knowing that it would be permanently useful and aid in an enterprise that is bound to as- sume larger and larger ])ropoi-tions as the years pass by. The ideals and inner life of the school have kept pace with tlie material development. The religious influence of the church has always been carefully looked after. The military discipline and drill which came in with the advent of the new rector has always 486 EDUCATION IN INDIANA. been an important bnt not predominant featnre 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 cliaracter of the school lias 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 18Y6 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 whieli 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 September 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 inculcation of religious pi-incii)le and belief are steadily maintained. Up to date 195 young ladies have gradnated from the school; of this number sixty-four entered the best colleges f(irting. The pupils are encouraged to edit quarterly a journal, which is of ffreat value in their work. A-. ST. MICHAEL'S ACADEMY, TLYMOUTH. This institution was founded in ISTO, and is under the direc- tion of the sisters of the Holy Cross from their mother house, St. Mary's, ISTotre Dame. There are two brick buildings costing $18,000. The school is carried on as a boarding 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. /. ST. MARY'S ACADEMY, NOTRE DAME. St. Mary's academy, under the direction of the sisters of the Holy Cross, was chartered February 28, 1885, under an act of the general assembly of the state of Indiana, whereby the insti- tution was empowered "to confer such degrees upon scholars as are usual in academies of the highest standiufr." 404 EDUCATION IN INDIANA. Tlie 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 terai 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. m. ACADEMY OF IMMACULATE CONCEPTION, ST. MEINRAD. 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 either 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. The institution is supervised and conducted by the Benedictine fathers. The Et. Eev. Athanasius Schmitt, O. S. B., abbot of St. Meinrad's monastery, is ex officio president of the institution. ITot residing in the college at Jasper, he is represented by the reverend rector of the institution, who is the head of the college and is assisted by a faculty of five professors. EDUCATION IN INDIANA. 495 The course of study comprises three years for the comuiercial 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 Louis- ville-St. I.ouis 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. Tliis separation was made in order to obviate divers difliculties and liin0. The college is supported entirely by the tuition fees of the students. 32— Education. THIRD DIVISION. HIGHER EDUCATION. 149',!) I. Universities, Colleges and Normal Schools. A. STATE INSTITUTIONS. 1. STATEMENT. The first proposition looking toward an appropriation of pnblic lands in the 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, 1785, a law was enacted which provided that sec- tion 16 in every toAvnship should be reserved for the maintenance of public schools. This reservation marks the beginning of the pol- icy which, uniformly observed since then, has set aside one-thirty- sixth of the land in each new state for the maintenance 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 23, 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 26, 1804, congress passed an act providing for the sale of certain lands in the three districts — Detroit, Kaskaskia and Vincennes — "with the exception 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 the use 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 INDIANA. Bv an act to provide for the admission of Indiana as a state into the union, congress provided, April 10, ISlfi, "that one entire township, which shall be designated by the president of the United States, in addition to the one heretofore reserved for that purpose, shall be reserved for the use of a seminary of learning to be appropriated 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 I^ovember 29, 1806, and the insti- tutinii was then and is still known as Vincennes university. This was the first institution for higher learning within the limits of Indiana. To it was given the seminar}^ township, as referred to above, and power was granted it to sell four thousand acres, to receive bequests, 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 condemned this policy, and it soon ceased to operate. In 1822 an act was passed by the general assembly for the practical confiscation of its land for the support of its new "state seminary" at Bloomington, and in 1824 the state formally 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 benefit of the state seminary, previousl}' established at Bloom- ington. The withdrawal of state care and attention from this early school is not fully explained. Tlie 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 state ; and perhaps, political influence — all these worked adversely to the continuance of the school at Vincennes as a state insti- tution. ISTotwithstanding the many 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 pioneers, before the state took its place in the Union, and years before any system of common sdiools for its i)(M»])le had birth. EDUCATION IN INDIANA. 50;] the representatives of the people iua(h? provision for hii>lier edu- cation. a. INDIANA UNI VP:H8ITY— BLOC ).MIX(;T()N. In aeeordance with seetion 3, article IX of the constitution of 1810, the general assenibly, bv an act passed and approved January 20^ 1820, took the first definite step toward the estab- lishment of the Indiana university, and as a result the Indiana seminary was opened in May, 1824. Within three years it had made such progress in nmnber of students and the general char- acter of its work that a board of visitors, appointed by the general assembly in 182^, recommended 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-officio a member of the state board of education, a body wdiich 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 tbe last fifteen years .is shown hy the following five- year table: 1888 275 1893 572 1898 1049 1903 1469 Dr. William Lowe Bryan is president of the nniversity. He is tenth in line of succession. In chronological order the list of presidents is as follows: Andrew Wylie, D. D., 1829-51; Alfred Eyors, D. J)., 1852-53; William Mitchel Daily, D. D., LL. D., 1853-59; John Hiram Lathrop, LL. D., 1859-60; Cyrus Nutt, D. D., LL. D., 1860-75; Lemuel Moss, D. D., 1875-84; David Starr Jordan, Ph. D., LL. D., 1884-91; John Merle Coulter, Ph. D., LL. D., 1891-93; Joseph Swain, M. S., LL. D., 1893- 1902; William Lowe Bryan, Ph. D., since 1902. Admission to the university was, 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 boen co-educational in all its departments. Of the fourteen hundred and sixty-nine students in Indiana uni- versity last year, nine hundred and nine were men and five hundred and sixty were women. Indiana university was one of the first educational institutions of the country to adopt 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 fiexible 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 prescribed studies, all must follow some special line of study during three or four years. All students meeting the uni- versity requirements receive the degree of bachelor of arts. At the same time the student is granted groat freedom in the selec- tion of his studies, the educational value of the element of per- sonal choice being fully recognized. The board of trustees is composed of eight mend^ers, five of whom are selected by the state board of education, and three by the alumni of the institution. The officers of the board are a president, secretary and treasurer. EXfUCATION 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 chauged to Indiana college in 1828 and to Indiana uni- versity in 1838. In 1836 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- ingtou, is now known as the old college. It was purchased in 189Y 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 woods, east of the city of Bloomington, was purchased. Including later purchases, the campus noAv has an extent of about fifty acres. The campus 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 cam])us 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 city, are: Maxwell hall, 506 EDUCATION IN INDIANA. erected in 1890; Owen hall, 1884; Wylie hall, 1884; Kirkwood hall, 1894; Science hall, 1902. Other hnildings 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. Maxwell, a member of the board of trustees from 1860 to 1892. The building is of white limestone and is fireproof. In architec- ture it is romanesque, with the characteristic grotesque and ara- besque oi'iiaiiiciits of the style. Maxwell hall is used chiefly for the library and a(hiiinistrative oflices. Quarters in the basement are occupie(l In- the co-operative association and the woman's league. Owen lial], a s(iuare 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])r(iof. Ow^en hall contains the collections in natural history, and (|iuirters of the departments of zoology and botany. A greeidi(uise for the use of the department of botany has been erected in connection with this building. Wylie 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 university, 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/chciiiistrv (basement, first floor and part of second), mathematics (second tloor), and hiw and the law library (third floor). Kirkwood liall is tlic sccoimI largest l)iiil(ling on the campus, and is l)iiilt of wliilc limestone. A romanesqiu* portal surmounted by a massive sipiai-e tower is the most striking feature of the facade. The biiildiui!,' contains the rooms of the following de- partments: Knglisli (basement and first floor), economics and social science (basement and first floor), history and political science (first floor), (ireek (second floor), Latin (second floor). EDUCATION IN INDIANA. 507 Romance languages (second floor), German (second floor), fine arts (third floor). The Christian associations also have quarters in the third story, while a women's waiting room is provided on the first floor. Science hall was com'pleted 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 white 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 : Pliysics (basement and first floor), philosophy and psychology (second floor, third floor), pedagogy (second floor, third floor, fourth floor), geology and geography (third floor, fourth floor). Mitchell 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. Kirkwood observatory, situated southwest of Maxwell hall, is built of white limestone. It contains six rooms, including a circular dome room twenty-six feet in diam'eter. Both the ol>serv- 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 gymnasium was erected in 1896, It is a frame structure of modern design. In addition to its athletic uses, it serves as an assembly room for the public exercises of the university; when so used, the. floor and gallery have a seating capacity of 1,000. 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 1881 to 1891. I-Iere a fic^ld for football and baseball has been 508 EDUCATION IN INDIANA. graded and H running track laid out; on the contiguous ground to the west are located a number of tennis courts for the use of the men 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, each 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 roads, "the endowment fund of the state university, located at IJloomington, Monroe county, is no longer sufficient 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 8, provision 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 be paid into the state treasury to the credit of the Indiana university. In 1895 an act was passed (approved ^Farcli 8), levying an annual tax of "one-sixth of one mill on every dollar of taxable property in Indiana," the proceeds to be divided among the 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 received one-fifteenth of a mill on the taxable ])roperty in the state. By an act approved March 5, 1903, this law was amended, and Indiana university now receives one-tenth of a mill on every dollar of taxable property in the state. EDUCATION IN INDIANA. • 509 >»■ Indiana university is pre-eminently the institution of the peo- ple. It is the concrete example of the democracy described by President William Lowe Bryan in his inaugural address when he said : "What the ])eople 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 want 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 patlis, to make them open to the poorest and lead to the highest is the mission of democracy." 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. PURDUE UNIVERSITY— LAFAYETTE. Purdue university, located at Lafayette, Ind., originated in the act of congress approved July 2, 1862, 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 acce])ted the provisions of the act of congress by an act of legislature approved March 6, 1865, 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 university. 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 strictest sense trustees of 510 EDUCATION IN INDIANA. the state's interest. The property of the institution is hehl in the name of the state and can not be disposed of without legishition. The plan and purpose of tlie university is to provide liberal instruction in those arts and sciences relating to the varions industries, and to conduct investigation and disseminate informa- tion concerning the principles and applications of agricultural science. The scope and work of the university is fixed by law as set forth in the three acts of congress relating to the establishment of the institution as follows : The act approved 1862, a])])r()])riatiiig laiislevan uni- vcrsitv at Ait. Pleasant. EDUCATION IN INDIANA. 527 In the following Angust, tlie Kev. Daniel (\irry, D. D., of New York city, was elected to tlie 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 rebellion that threatened such dire tilings to the school. So serious did the conditions become that a special session of the board of trustees was callccl 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 stiulents to the board oi 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 subserved by a change iu administration. He resigned his place and enjoyed many years of successful labor in other fields — the greater part of the time as editor of some of the most important periodicals under the control of IMethodism. From July, 1857, to July, 1858, the institution was again with- out an executive head. At this time Dr. Xutt was again elected to a professorship, after an absence of a number of years, and was also made vice-president. With this arrangement a successful year ensued and at the close of it Kev. Thomas Bowman, D. D., was elected to the presidency. He brought with him into his work, a beautiful spirit and a thorough education. F])ou his coming, the school people and the general public rallied al)out him and the fourteen years of his administration were fourteen good vears. There was genuine progress in those times and a good degree of peace on earth, good will among men. In 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 ]U'esident into a bishop of the Methodist Episcopal church. Eev. Reuben Andrus, D. D., at that time pastor of Meridian-street church in Indianapolis, ^yas 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 impressed people toAvard the 528 EDUCATION IN INDIANA. better things. ITe came to his new work in days of its prosperity and after tliree faithful and successful years concluded to return to the work of his choice in the regular pastorate. Rev. Alexander Martin, D. D., was the choice for the next presi- dent. ITe was a Scotchman by birth and had the true fibre of his own strong, rugged country. He was a born ruler and an able organizer. Dr. ]\Iartin came to Asbury in 1875, with ripe and broad scholarship and with firm conviction of right, which he car- ried out without fear or favor, lie knew what a university ought to be, and furthermore knew" that the one to which he was called Avas only an excellent college ; 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 enlarged and itself the liberal arts school of DePauw university, with beginnings at least of all the special and professional schools tliat nsnally enter into the constitution of a university, excepting only that of medicine. In 1889, he feeling that, with advancing years, he slunild be relieved from the heaviest of his responsibil- ities and the most arduons of his duties, his resignation as presi- dent, offered for the secimd 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 the end of his long and useful life in 1893. Aftei" ninc'i consultation in the matter of the next presidency. Rev. J. P. Jdliii, I). 1)., was chosen in 1889. He was already one of the university ])r()fess(>vs and the institution's vice-president. He was thoronghly acquainted witli the life about him and in full sympathy with the conrse of development of the last few years. With his strong logical mind and bis enthusiastic nature he rec- ognized hii'gc ])(>ssibilities in the very near future, and bent his energies toward them, lie (levot(Ml himself assidnously to the reorganization rif the courses of study, and to the looking out pro- fessors of tlie higliest availal)l(^ (|ualify in their own lines of work, so that whenever a change liiid to 1)(^ made in the faculty, or an addition could be made, it might always be the best one possible in the interests of the highest order of work in all departments. These were the days when the university expectations were at their ii'reatest as regarded the valu(> of its endowments and larne thinsis EDUCATION IN INDIANA. 529 seemed to ho witliin the reasonahle roach of the institution. But hard times came this way in '93 and continued through several subsequent years. Business interests suffered ; 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 laboratories, and young men and young women were learning to think, and were getting ready for the great world. Dr. John resigned the presidency in 1896 and was followed by Rev. II. A. Gobin, A. M., T). D., who for some years previous 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- peared 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, instructors and tutors have come and gone — many of them of noble quality and a high degree of efficiency in their several departments. ISTor 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 Avith zeal and efficiency for enlarging interests and advancing opportunities. 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— Education. 5;J0 EDUCATION IN INDIANA. be selected from among' those that are conspiemms as record making ones: On the 23d of May, 1843, the trustees entered into compact with the secretary of war to educate ten Choctaw boys, and pursuant to this agreement Indians came into the schooL At first it seemed peculiar but was entirely consistent with the provisions of the charter as was also the coming in at later times of Japanese, Afri- cans and Chinese. ITon. James Whitcond), in 1853, gave the university his valu- able library of 4,r»00 volumes, and made })r(»visions lor its super- vision and enlargement. This furnished a very considerable nu- cleus for the accnmuhitions of all these years. The regular in- come from the endowment wdiich he left for it is still one of the important sources of revenue for the purchases of new su})plies from year to year. In iSa!) it was considered exi)edient to reorgani/c the depart- ments, and this was done under the following eight titles — each member of the corps of instructors fitting in some one of these groups. I. I'lvsidciit. nnd professor of iiiciital mid iiior;il pliilosopliy. II. Vice-president and professor of niatlieniiil ics. III. I'rofessor of natural science. IV. Professor of Greelv lan.s;na.i;v JUid literature. y. I'rofessor of Latin laniiuaiie and literatm-e. VI. Professor of belles lettres and Instory. VII. Adjunct pi-ofessor of niallieniatics and principal (d' prepai'atory department. VI II. Professor (d' law. This new classification, in itself, made no changes in the work about the institution, or in the respective duties of the various persons concerned, but mcu-ely set forth in more systematic order facts that hay \wa\\\ adjustments and readjustments. The year 18r>T witnessed a real iuuo\aliou; aflcr careful con- sideration and i)rotvaeted discussion, it was decided in dune, ihat ladies should be admitte(l to the college classes. This was a great departure from the old standards; the mixed student contin- gent had as yet appeared in but vcn-y few of our colleges — notable among this few were Obeidin college and the Iowa Wesleyaii uni- \-ersil\-. Willi Ibe oneniuj'' of ihe next school veai', a iiuudter of EDUCATION IN INDIANA. 531 yoiui^' women availed tlieiiisclves of the privileges for higher education, and in 1871 fonr jonng women were in the graduating class. In 18G9, Robert Stoekwell liaving given $25,000 to the endow- ment funds — Avhich then seemed quite a munificent gift — the chair of Greek w^as named in his honor "The Robert Stoekwell chair of Greek language and literature." But naturally amid all the growth and expansion of the times, the one l)uilding that had been so ample in its first years Avas entirely too snuiU 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 20tli of October, 1869, the corner 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. "VAHien 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 chapel was l)eautifully furnished by Mr. Jesse ]\reharrv, and named in honor of his wife "^Meharry hall." In 1877 a department of military science was established. It 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 ofiicer of tlie regular army Avas soon afterAvard secured, and the department Avas maintained Avithout interruption until the out- break of the recent Spanish Avar, Avhich called in for the active service the officers and the guns. A department of physical cul- ture has for the present superseded it. In 1879 laboratories Avere first opened for science Avork; prior to this time, these studies had been pursued from the text book Avith occasional experiments made by the teacher in the presence of his class; with this ncAv era, the student was sent into the laboratory to conduct his own investigations and make his reports. 532 EDUCATION IN INDIANA. The cliemical lahoratory was opened first, to be followed soon by the physical, and a little later by the biological. On February 10, 1879, 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 Holman, A. M., tf) 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, S. T. D., of New 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 university/' with the beginnings of all that it has meant in the way of strengthening and of enlargement. For the details of these important transactions reference mnst be made to the fuller records of the university. Suffice it here to say that impor- tant financial interests were subserved, by which the institution re- ceived $60,000 from Greencastle and Putnam county, $120,000 from the Indiana conferences and friends outside of Putnam county, and from Hon. W. C. DePauw, the liberal bequests, which, notwithstanding the vicissitudes of sidisequent years, have netted the institution already about four hundred thousand dollars with settlements yet to be made within the near future that, according to most conservative estimates, will amount to about an additional one hundred and fifty thousand dollars. Also, ])ending these negotiations, arrangements were completed for several otlier im])ortant enterprises prominent among which was tlic hiiiMiiig autl (M|uipnient of our excellent Mclvim observ- atory ciiiii'cly ;it the expense of him whose name it bears. x\nd this is ill tlic lino of advancenuMit which has long been in progress. From tlic early beginning of the university down to the present time, friends have come forward with generous gifts to meet the pressur(> of special difficulties or to open the way for important advances that could not otherwise be made. Indeed the institu- tion has never been wanting in friends who have been willing to lal)or, to plan, and even to sacrifice in its behalf. This has been EDUCATION IN INDIANA. 533 one element of its vitality and its strength. Rooms and corridors, libraries and alcoves are eloqnent in their tribntes, and the names and generosity of nnmbers 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 amonnts of money of the past sixteen years the oppor- tnnity 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 Asbnry 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 1896 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 foUow^s : East college, M^est 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- sliall, of Terre Haute. In addition a handsome residence has re- 534 EDCrATTOX JX 7 NOT ANA. eeiitlv 1)0011 ])iircli;iso. NOTRE DAME UNIVERSITY— SOUTH BEND. A drive of twenty minutes from South Bend, Ind., brings the visitor to a broad and beautiful avenue of maples, which more than a mile in length, is the entrance to iSTotre Dame. While being carried between the neatly trimmed hedges he sees far up that shady arcade the glittering dome of the university and the 536 EDUCATION IN INDIANA. loftj spire of the clnircli of the Sacred Heart. As he clraAvs nearer he passes on either hand the quaint old postoffice and the keeper's lodge. These are the points of the 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 tlie 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 technology ; 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 astronomical 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. jSTearly 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 today. Situated on an eminence in the midst of the charming modulations of the valley of the St. Joseph, a lovely landscape stretches away before it as far as the eye can see. To the west are the picturesque windings of the hardy stream, and beyond the broken horizon. ITorthward lie the green hills and lake-dotted fields of Michigan. . To the east are the rich farm lands and untouched woods of Indiana. Two miles to the south in the valley stretching in a beautiful panorama lies the third city of the state — South Bend. What the poet 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 crystal lakes, that are still embraced by their native groves. The site of Notre Dame is such as the poet would wish f(u-. Long rows of mJiplos line the walks. Evergreeus and ornamental tre(>s ar(> planted in ])rofusion through the ])arks and gi'ounds of ihc university. The soft slopes and inviting lanes EDUCATION IN INDIANA. 537 bj 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 ISTotre Dame can realize the symmetry and the grandeur of its architectural structures or the charm and beauty of its environs. Here long ago came the missionaries with the light of the truth to the Indians. Long 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. JSTearby, La Salle wandered about lost in the woods during that night 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 the prayers that the ''black robes" had taught his grandfathers. Such was the condition of the Indian mission of St. Mary's of the Lakes when Fr. Sorin laid the foundation of Notre Dame in 1842. With him came six brothers of the Holy 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 tliis broad land is no greater monu- ment reared as a tribute to the queen of heaven than the insti- tution of ISTotre Dame. In 1S44 the college was opened. The first student was the boy who two 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 Iv^eil 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 was 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 A^otre 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 ])riest 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 l^otre 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 usually 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, (3) school of engineering, (4) school of law, (5) school of ])harmacy. In tlie school of arts and letters there are three four-year courses leading to three degrees. The purely ehis- 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 sul> 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 courses is the course in jour- nalism. In the school of science two courses are given — one in general scientific training granting the degree of B. S., the other special- i/ing in l)iology and gaining the same degree. In the school of engineering there are three four-year courses. The first leads to the degree of civil engineer, the second to that of mechanical engineer, the third to that of electrical engineer. In connection witli the department of electrical engineering a short course in practical electricity has recently been instituted. In the law school there is a three-years course leading to the degree of LL. B. Eor an additional year of post-graduate work in law tlie degree of LL. ]\f. is grantiMl. In the school of phar- macy there are two courses — one of three years, leading to the degree of pharmaceutical chemist (Ph. C), and the other a course of two years, gaining graduate of ])harmacy (Ph. G. ). I'liere is also a four years course in music ami ai'('hite('tur(\ EDUCATION IN INDIANA. 535) The Very Rev. Andrew Morrissey is president of the insti- tution, wliieli distingnislied positi(^n he has hekl with honor sinee 189-3. lie is truly a son of Notre Dame. As a boy of twcdve years he eanie to the institution ah-eady well advanced in his preparatory studies; durinj;' the years he was a student he became thoroughly imbued with the spirit of the place. He 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 fultillment 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 Hoynes, dean of the law school, has a wide ac- quaintance in the middle west in the legal ])rofession. He was a very successful lawyer in Chicagt) before being called to Hll his present position 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 nuiin building of the university is 4»f ne^gothic architec- ture. Its dimensions are 320 by 155 feet. It is five stories high, and is built with two wings, 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 ISTotre 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 bv the beautiful mural paintings, whidi illustrate in eight panels the life story of Columbus. They are the work of the famous Italian, Luigi Gregori, who spent eighteen years at ISTotre 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 above his head in tlie 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. In the words of the noted writer John Gihnary Shea, "in this collec- tion is more material for a real history 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 Tip with 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 buildiug is the conservatory of music and Washington hall — the assembly hall and place of amusement of N^otre Dauio — 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 concert course v/hich brings about twenty-five attractions, comprisiug the promiuont lecturers and leading concert and oper- atic companies. N^ear Washington hall is the new gymnasium, one of the finest ill the west. Its dimensions are 230 by 100 feet, affording ample room for in(lo(n' base ball and track meets, as w^ell as an excellent floor for dancing in the part reserved for gymnastics. Beside the gymnasiinn is Cartier field, one of the largest and best ath- letic fields ill the state, comprising gridiron, l)as(> ball diaiiiond, a 220-yards straightaway, and a (|iiart('r-iiiilc ciiidcr Irack. EDUCATION IN INDIANA. 541 The equipment of science hall is most perfect fur physical, chemical and biological conrses. The institute of technology and the 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, atfording 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 l^otre 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 twelve 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 ISTotre Dame, which for three centuries stood in Rome and which has all the indulgences attached to the portuncula 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, which 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 ISTotre Dame, 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 have builded upon 542 EDUCATION IN INDIANA. the rock foinidatioii. JS(»tre ])aiiu' is tlionmulily and nii('romotion of the sciences and arts. 544 EDUCATION IN INDIANA. The affairs and business of tli(3 institution by provision of the charter are placed under the control and management of a board of twentj-one directors, elected bj 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 H. 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, February 22, 1877: Resolved, That under and by virtue of au 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, page 16G, the corporate name of this corporation be, and the same is hereby changed from "The Northwestern Christian univer- sity" to be from and after this date "Butler university;" and that by such name and style of "Butler university" it shall continue to hold and possess any and all rights, honors, franchises, immunities, exemptions, estates, and interests, real, personal, and mixed, of any and all kinds held and possessed in any manner by this corporation under its name of the North- western Christian university. During recent years the 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 economics, (6) chemistry and physics, (7) homi- EDUCATION IN INDIANA. 545 letics and pastoral theology, (EGE— HANOVER. In ves]^onse io a request made by the presbytery of Salem, which then embraced a large part of Indiana and Illinois, Kev. John Fiidey Crowe opened the Hanover academy, January 1st, 1827, in a log cabin, near where the Presbyterian church of Han- over now stands. On the 30th of December, 1828, the legislature of Indiana ])assed an act incorporating Hanover academy. In 1829 this academy was adopted by the synod of Indiana as a synod ical school. EDUCATION IN INDIANA. 547 One of the conditions on wliicli the synod adopted the academy was that a theological department shonld be opened in connection with it. This condition was promptly met, and this theological dc])artment was continned nntil 1S40, when it was removed to jSTew 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 Avas 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 imi'tossible 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 btember, 1834, the faculty included Rev. Elihu W. Baldwin, ])resident (elect) ; Caleb Mills, professor of ancient and modern languages; John S. Thomson, professor of mathematics and nat- ural philosophy ; Edmund O. Hovey, professor of natiiral science. In 1835 the site of the college was removed from the romantic bluffs of Sngar creek to its present location in the center of (Crawfordsville. The campus contains thirty-two acres. Sonth hall, a four-story brick building, 50 l)y 100 feet, was begun in 1835 and was burned Se])tember 23, 1838. It was rebuilt in 1839. President Baldwin was inaugurated July 13, 183(3, and died October 15, 1840. Succeeding presidents of the college have been the following: Rev. Charles White, D. D., 1842-lSGl. EDUCATION IN INDIANA. 549 Kev. Joseph F. Tiittle, D. D., 1862-1892. Eev. Geo. S. Bni-roAvs, T). T)., 1892-1899. Rev. William P. Kane, I). 1)., 1899- Tlie purpose of the founders of Wabash college was to create an institution for higher education, which should be Christian in spirit and yet not under denominational direction. It was also to be independent of state assistance or control. Tt has achieved its present success entirely through the generous efforts of private citizens. By the provision of the charter, granted by the legislature 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 : Eev. Wm. P. Kane, D. D., president, 1892. Prof. John L. Campbell, secretary, 1855. Hon. Theodore H. liistine, 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 1). Thomas, M. A., 1833. Mr. James L. Orr, M. A., 1885. Hon. Robert S. Taylor, M. A., 18Y7. Rev. Matthias L. Haines, D. D., 1890. Rev. William P. Kane, D. D., 1890. Mr. Orpheus :\L Gregg, M. A., 1892. Hon. Charles B. Landis, M. A., 1893. Mr. Edward Daniels, M. A., 1895. Eev. 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 building's were erected in the following years: Sonth hall, 1838; center hall, 1855; Peck scientific hall, 1878; steam heating plant, 1878; Yandes library hall, 1801; 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 different 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 IMilford, M. A., Yandes professor of the Eng- lish language and literature. James Harvey Osborne, M. A., associate professor of Latin and mathematics. Robert Augustus King, M. A., professor of the German and French languages and literature. Hugh McMaster Kingery, Ph. I)., 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., ])r()fessor of mathematics. James Bert Garner, Ph. D., Vcvk ])rofcssor of chemistry. EDUCATION IN INDIANA. 551 !N"orton Adams Kent, Ph. D., professor of physics. Harry Stringliaiu Wedding, B. S., librarian. Daniel Pratt Baldwin, LL. D., special lecturer in literature. Edward Daniels, M. A., special lecturer in jurisprudence. Rev. George Lewes Mackintosh, D. D., special lecturer in the English Bible. For catalogues and further information apply to the president of Wabash college, Crawfordsville, Indiana. (/. EARI.HAM COLLEGE— 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 "vv^ith 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 Avhom 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 l)oard, 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, geology, biblical literature, 552 EDUCATION IN INDIANA. and interpretation, olocution 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 sliaded 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 modern design, lY4xl50 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 foiir-story brick building with a frontage of IDO 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, 60x40 ft. The buildings of Earlham college are heated by steam and lighted by gas and electricity. Laboratories. — The chemical hiboratory occupies the entire sec- ond floor of Parry h:ill, and is thoroughly equipped to accommo- 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-Ree^'es library, of Richmond, which contains over 30,000 volumes. 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 dis|)lay 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 s'pecimens — paleontology, mineralogy, biology, archaeology. 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 Avere 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, 3Y4 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 T5 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 endowuient funds amounting to $250,000 ; and the value of the material equipment of the college is estimated at $250,000. //. FKAXKLIN 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 assend)ly of Indiana Fel)ruary 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 officers 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, Avhich position he has ably filled since 1872, EDUCATION IN INDIANA. 555 /. MOOKES HILL COLLEGE— MOORES HILL. Moores Hill college was establisliod for the purpose of furnish- ing a liberal edncation 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 ]\Iethodism, 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 l)oard as Dr. Enoch G. Wood, Hon. John K. Thompson, Sampson Tincher, D. D., Judge Downey, Gov. Will Gumback 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 place, as acting president. Rev. W. O. Pierce was principal from 1863 to 1864. Rev. Thomas Harrison, D. D., president from 18<)4 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 to 1897. Charles 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- offieio, and twenty-seven mend)ers, 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, ajipointing 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- ' munieation 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 400 feet above the Ohio river. The surface is roll- ^ing and slopes in all directions from the town, thus affording the vibest 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 floor. 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 Hill college does not seek to develop the mind alone, but Ix'lieving that education consists of more than mere intellectual training strives to bring to the highest possible state of develop- ment the threefold nature of man — spirit, mind and body — and be- lieving that spiritual interests are always paramount, the institu- EDUCATION IN INDIANA. 557 tion carefnlly surroiuids licr students with cliristian 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 services are held twice each Sunday, besides Sunday school at 2 p. m. and class meeting at 3 p. m. '\'\niile 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 about five thousand bound vohunes and two thousand pani- ])hlets, 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 18!);3. The membership is open to all alumni, stu- dents and faculty of the college. The president of the association is a member of the faculty and 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 gymnasium 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 Photozetean 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 j\tyer's literary hall at diflFerent times in the week. Philoneikean Society. — This organization is the oldest society in the college. Its 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. Contril)utions for va- rious interests have been quite liberal. The "Philos" now have under 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 l)uilding 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 ])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 audience. The aim of the society is to develop the best talent in the organization. Meetings held for business purposes are con- ducted in harmony with parliamentary customs, Robert's rules of order being the authority. At the end of the year a public enter- tainiiicnt is given in connection with regiilar commencement exer- cises. The influence^ of this society on college life is one of the important factors in the growth of the institution. Motto, Laureas super montern sclent carpe. Organized 1857. Young Men's Christian Association. — The Young Men's Chris- tian association holds a regular devotional meeting each Monday 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 '^big 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 Geneva 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 70 per cent., poor; from 70 to 80 per cent., nie., psychology and normal. Sadie F. Phmkett, M. A., drawing and painting. Margaret Flanner, vocal and instrumental music. Pearl AVright, elocution and physical culture. William H. llartin, penmanship. Zenohia Weimer, librarian. Sanna H. Sutton, matron of hulies hall. % The college maintains academic and collegiate departments ; the standard courses of Indiana higher institutions; also special courses in English l)il)le, liomiletics and theology. The library contains about o,G00 volumes. Connected with the library is a free reading room, containing the leading magazines and a variety of daily and weekly journals. A chemical laborat(U-y and cabinet of nnneralogy and natural history each provide facilities for scientific research. The institution is sup})orted' from the income of $75,000, in- vested endowment, from tuition fees, rents and personal donations. The years 11)02 and 190o were marked by a very material in- crease of permanent endowment. The Hon. Francis A. Palmer of N"ew York, contributed $;50,000 August 1, 1!)03, to which more than five hniidrcd other friends added $20,000 the same year. The year ])revions Mr. and Mrs. Levi Wilkinson of Cynthiana, Indiana, deeded the college a farm in Gibson count}^, Indiana, valued at $15,000. Several difi'erent states arc re])resente(l in the student body, bnt the attendance, which averages about 170 iinnually, is chietiy from the adjoining counties of Indiana and Illinois. The present term cnrolliiiciit is about 100 — nearly one-half of whom are young women. EDUCATION IN INDIANA. 563 I. NOIiTII MANCHESTER COLLEGE, NORTH MANCHESTER. Founded 1805. Owned and conti-olled by four state districts of the German Baptist Brethren Chnrch in Indiana and Ohio. The trustees are chosen in the annual conference of tliese sev- eral districts bv the delegate body. Officers of the Board of Trustees : Chairman, Elder S. F. Sanger, South Bend, Ind. ; Secretary, Elder L. A. Bookwalter, Dayton, Ohio; Treasurer, Elder S. S. Ulrey, ISTorth Manchester, Ind. The school is leased to the following Board of Management: President, E. M. Crouch, A. ]\I. ; 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 uniyersities. CoiJESES. 1. formal English Course — Four years professional course for teachers. Decree, B. E. 2. College Preparatory — Four years. 3. College Course — Four years. Degree, A. B. Bible— 1. Two years English course. 2. Hebrew and Greek Course — Three years. Dee-ree, Bach- elor of Sacred Literature, Music — 1. Course for Teachers — Two years, in both yocal and in- strumental. 2. Course in Voice Culture — Harmony and history of music. 3. Piano Course — Four years. Commercial — 1. One year course. 2. Course of two years for commercial teachers. Degree, Master of Accounts. 3. Thorough courses in shorthand and typewriting. Elocution- — Course of two years. The institution is centrally located. A high standard of moral character and culture is maintained. 564 EDUCATION IN INDIANA. C. PRIVATE INSTITUTIONS. (/. VINCETSfES UNIVERSITY. Vinconiies, the seat of Vincennes university, is the county seat of Knox county. It is situated on the famous AVabash river, on a high rolling prairie, with picturesque upland surroundings and a background of forest, garden and farm land. It is 117 miles soutlnvest 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 city 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 Governor 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 J^o- 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 appointed a lioard of trustees and created said trus- tees and their successors a body 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 imekrded in tlie present city of Princeton, December 6, ISOG, the first meeting of tbe trustees was beld; General William Henry Harrison was elected president and Gen. W. Johnson, secretary. Fnder the grant the trustees were authorized to sell not ex- ceeding -ijOOO acres of this land, and rent the 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 IS 30, 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 (1853) 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. 566 EDUCATION IN INDIANA. In 1890, for tlic first time, tlie university made a proposition for a fnll and final settlement by offering a bill appropriating $120,000 in twenty -year four per cent, bonds. This bill passed by an oyerwhelming' majority. The governor in a message said he had not snifieient 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 1001, 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 amount. 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 ofiicers, 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 lil>rary 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 lilu'ary of fiction, though this leading purpose by no means precludes fiction and current literature. ]^ew books are added from time to time, and such books are selected by the heads of the different departments in conjunction with the president. Among the reference books and charts is included an extensive list of dictionaries, of encyclopedias, of histories, of compends of science, and of charts and atlases. Aside from these, however, there are many bof)ks of fiction and current periodicals, the latter including gazetteers, magazines, bulletins and newspapers. EDUCATION IN INDIANA. 5G7 The reading-room, in connection with the li1)rary, is a hirge, well-lighted, attractive apartment, located on the ground iloor 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 mineraloffi- 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 ab(n-igina] 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 j^hysical geography. The chemical laboratory, 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 sup])ly, 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 pi-ovided with a lecture table, cases for apparatus, gas fixtures, and an accessory "dark room" for experiments in light requiring the "porte 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, Tsefler- Holtz macliine, Leyden 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 tliat tlu^ niglit 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, wdiich are used in the public performances given period- ically by the musical de])artment. The university issues an annual catalogue of information con- cerning its various departments of work each May, and also in Feluniarv, 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 legislative district one cadet, who must be a male at least sixteen years of age, five feet four inches tall and in good health. All aiqxtintments must be made upon blanks fur- EDUCATION IN INDIANA. 569 nished by the nnivcrsity, wliicli may be obtained from tlio presi- dent. The holder of this scholarship shall be exempt from all fees connected with the nniversity, except laboratory fees and mnsic and business tuition. The Tan Phi Delta Greek letter society was organized and is 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. Eveiy 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. h. OAKLAND CITY COLLEGE AND CONSERVATORY OF MUSIC, OAKLAND CITY. Oakland City College, 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. Houchin, Pike county, Ind ; G. B. Young, Poseyville, Ind ; J. O. M. Selby, Petersburg, Ind ; Geo. A. Putter, Oakland City, Ind. The pur])ose of the institution is set forth in article 1 of the articles of association : "The purpose of this association is the 570 EDUCATION IN INDIANA. fomidiiic,", endowing and niaintaininc; witliin the lx)unds liereto- fore mentioned a college for tlie use and benefit of tlie General Baptist denomination in tlie 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 tlie 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 ])resident. In response to the call for endowanent, four chairs have now been endowed and many unclassified gifts to the general work haA'e been received. This endowmient consists of 520 acres of productive hind, 75 town lots in Oakhind (Mty, other real estate, and several thousand dollars in interest bearing notes. The institution is su])ported 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-educa- tional, and such a relation between the sexes has been maintained tliat the system has been highly satisfactory. The original scope 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 teaclier's course fitting teachers for principalships and higher ])ositions in the teaching line; a four-year preparatory course conforming to the general entrance requirements in all standard colleges ; three four-year collegiate courses — classical, literary, and scientific, the first two leading to the degree of Bach- elor of Arts, tbe last to the degree of Bachelor of Science; two theological coursos, one of three years, the other of two, the former leading to tlio degree of Bachelor of Divinity; a four- year course in j)iaiio, a four-year course iu voice, and a three- year course in violin. EDUCATION IN INDIANA. 571 In 1901 a large addition was bnilt, 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 lil)rary accommodations were also materially increased. One of the prettiest assembly rooms in the State tilled a long-felt want. The two Christian associ- ations were given ])ermanent quarters in the college building, thus strengthening the spiritual forces of the scliool. 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 stand])oint. Tliis 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 atten(huice is 187 — 86 males and 101 females. The present faculty consists of eight members, with AVilliam Prentice Bearing 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. A'ALl'AHAISO COLLEGE, VALPARAISO. Organized first as the ATorthern Indiana IsTormal School, was founded by its present president, Henry B. Brown, in the city of Valparaiso, Indiana, September IG, 1873, with 35 students m 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 ^^orthern Indiana N'ormal 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 somcAvhat restricted in its scope, and it was extended by the following articles of asso- ciation to include the N'orthern Indiana l^ormal School: 572 EDUCATION IN INDIANA. Articles of Association of the Northern Indiana Normal School AND Business Institute. Be it known that we, the undersig-ned, Henry B. Brown, John N. Skinner, Joseph Gardner, Azariah Freeman, DeForest L. Skinner, Marquis L. McClelland, Artillus Y. 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 known 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 memliers 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 corporation 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 OARDNER, A. FREEMAN, D. L. SKINNER, M. L. M'CLELLAND, A. V. BARTHOLOMEW. J. C. FLINT, G. BLOCII. Northern Indiana Normal School and Business Institute. Valparaiso, Ind. EDUCATION IN INDIANA. 573 Under this 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 ISTorthern Indi- ana Xornial School, which reads as follows: Department of State.— Certificate. State of Indiana, Office of ttie Secretary of State, ss: To all whom these presents shall come, Greeting: Wlaereas, A statement verified by oatli, liaving been filed in ttie office of tlie secretary of state of tlie state of Indiana, on the 10th 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 incorporation of high schools, acad- emies, colleges, universities, theological and missionary boards,' approved February 28, 1885, approved March 9, 1807, and the various acts amend- atoi'y 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 liereby 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. ISTow there are seventy professors, besides a numlier 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 twice its former size, and seven other buildings have been erected : The auditoriimi, 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, 60 by 90 feet, two stories high. Medical college (in Chicago but owned by the school), 90 by 150 feet, four stories high, JSTew 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 buildings for 574 EDUCATION IN INDIANA. the same purpose. The institntioii has also erected a l)iiildiiig known as the sup})lY buildini;'. This contains the printing presses, bindery, book-renting- department and general supply store. When the school was estal)lished there were four depart- ments — preparatory, teachers', connnercial, 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, elocution and oratory, pharmacy, medicine, music, fine arts, law, commercial, penmanship, phonography and type- writing, review. The school is now quite well equi])ped. ^ It has a library occupying a space of 00 by 90 feet. This contains more than 11,000 volumes of the very best reference books, besides all of the most popular magazines and a number of the best daily papers. This is free to all students. The new science hall is well equipped Avith the latest and most approved apparatus. It has a capacity in its laboratories for I-OO 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 l>iii](ling 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 conmierce, commercial geography, mathematics, etc. The pur- pose of this de])artment is not only to prepare young people for bookkeepers, but also for teaching these various branches in our public schools. The phonogra])hic de])artment is sup])lied witli 50 new Rem- ington typcAvriters of the latest pattern, together with a uuud)er of Smith-Premier and Oliver machines. The art dc])artmeiit is (piite well equipped with models of various kinds, for ])aintiiig, crayon work, etc. It is also supplied with apparatus for china ])aiutiug, ])yrogra])hy, etc. The facil- ities for drawing are also very couq)lete. EDUCATION IN INDIANA. 57; Tlio music (l('])artiHciit is snp])lio(l with 45 pianos (two of Avhicli arc grand ])ianos) and 5 organs. Tli(> law de])artniont lias qnite a complete law library of its own in the law hnilding. The (lo])artin("nt of ]isycliologv and pedagogy is equipped with all of the apixiratns necessary for thoroughly elucidating the subjects. The niannal training department is well equipped for doing' all of the work required l)y cur public schools, commencing with the ])rimary department and continuing through the high school. Tlie l)oarding 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 "How to provide an abundance of well-prepared food at the very lowest expense." The enrollment thirty years ago was 35 students. The enroll- ment of different students for the past year was 3,742, and this year the number of different students enrolled will exceed 4,000. The school is self-supporting. ^Miile the management has, from time to time, in the erection of buildings and the supplying of equipments, drawn upon its own private resources, yet' the school 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 only defrays the current expenses, but the expense of tlie im])rovements as well d. THE CKXTRAL NORMAL COLLEGE, DANVILLE. This college was established at Ladoga, Indiana, September, 1S7(1, by W. F. Harper and J. W. Darst. It was removed to Danville in 1878. The same year Frank P. Adams succeeded to the presidency. He had come into the faculty the preceding year under most favorable circumstances, and at once became the most popular teacher 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 576 EDUCATION IN INDIANA. his experioiieo or education. It was a thing of nature, apparent to all wlio met him. lie had a strong mind, unusual energy and an unyielding ambition to carry to success whatever he undertook. lie entered on his new Avork determined to succeed, and it was soon evident that he had infused new life into the institution. He selected the best teachers he could secure, and the attend- ance rapidly increased. He worked day and night, and it was soon evident tliat his health was failing. He could not be per- suaded to rest. S(f 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. Steele was made vice-president and business manager. In 1884 Prof. Steele was compelled to leave his work and seek health in FUu'ida. He was disappointed in that. He returned in tlie spring of 1885 but died in May of that year. During his illness Prof. C. A. Hargrave had been intrusted with the bnsiiiess management. This work he continued to do under the title of secretary and treasurer of the college until 1889, when he was made president. Miss A. Kate Huron, now Mrs. D. B. Gilbert, 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 promoted Prof. Jose])h to the presidency. In 1900 the college was sold to a company of Danville citizens, incorporated under the state laAvs, and entirely reorganized. The new officers were : Jonathan Pigdon, president ; G. L. Spillmann, vice-president; ( '. A. Hargrave, secretary and treasurer. In 1902 Prof. Spillnuinn moved to Florida and in 1903 Prof. Rigdon ]*esigned. The new officers are : A. J. Kinnaman, Ph. D., president; G. W. Diiidavv, vice-president; C. A. Hargrave, sec- retary and treasurer. The college sustains the following courses and departments: Four general colh^ge courses, law course, two business courses, de])artnient of insirnmental music, department of voice, de- partment of art, the model school. EDUCATION IN INDIANA. 577 The faculty 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. Gofer, G. T. Pattison, Kev. Townsend Cope, Ghas. L. Hollowell, O. E. Gulley, J. D. Hogate 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 Ghapel Hall and Kecitation 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 Ghapel Hall. The laboratories are located in Kecitation Hall. There also are the society rooms, the studio and the large business hall. A large supply 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 ])rovided. There are available nearly 1,000 microscopic slides. The sole support of the college is the tuition paid by students. ISTot 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 G. N. G. 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. Kinuaman is the best equipped president the college has ever 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 per 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. 578 EDUCATION IN INDIANA. evidently a place for the college and it will put forth every effort to meet all demands upon it. e. TKI-STATE NORMAL CUT, LEGE. 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 eqnipment consists of three buildings with laboratories, furnishings and library, costing about $40,000. The support of the college is wholly by tuition. f. THE MARION NORMAL COLLEGE, MARION. The first movement toward the establishment of the Marion N'ormal College was made in the year 1890. In this year the ISTormal 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. In 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. 5Y9 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 modern 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 university, 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 modern 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 NORMAL 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 coiirses 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 are 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. IST. U. do not hesitate to place its work in the highest rank of excel- lence. The president, W. TI. Banta, 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 laboratory 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 Goshen, enlarged into a junior college, and named Goshen college. The college is owned 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 betAveen 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. In the main building are an assembly hall, seating YOO, library and reading room, three laboratories, gymnasium and bath room, 14 recitation and lecture rooms, and offices. The enrollment for this year is 135. The institution is supported by tuition, income from endow- ment and donations. It has now, in real estate, equipment and endowment, property amounting to $75,000. The college has the following departments : Junior college, academy, normal, bible, commercial, elocution, music, and art. 582 EDUCATION IN INDIANA. i. THE INDIANA KINDERGARTEN AND PRIMARY NORMAL TRAINING SCHOOL. INDIANAPOLIS. When tile 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 officers, 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 officers 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, Avith a present enrollment of one hun- dred and eighteen students. In 1903, through the zeal of Mrs. IT. 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. ISTine 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 1902-1908 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. 584 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 the deaf established in the United States, those preceding being in Con- necticut, 181Y; IvTew York, 1818; Pennsylvania, 1820; Ken- tucky, 1823; Ohio, 1829; Virginia, 1839. Although established and referred to as 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 state, 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 was the second educational institution 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 deaf mute and a reputed graduate of the E'ew 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 folloAving 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 Resolved, By the 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 upon each one hundred dollars worth of ])ro]ierty for the purpose of "supporting a deaf and dumb asylum." This bill was passed by the assembly, became a law, and stands as the first direct tax levy ever made anywhere 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 586 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, ill providing for the instruction of the deaf and dumb within their bounds is in the highest degree 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 deafinutes 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 iiistructor of deafmutes in that state, and has justly gained for himself a high reputtltion 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 gi-atified 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 should, after such a visit, commence a school for deafmutes on a small scale at Indianapolis, preparatory to such further action of the legislature and otlier 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 Octohor 1, ^fr. Willard opened his school on the north side of Washington street, midway between Illinois street and Capitol avenue, with twelve scholars in attendance who, while paying for boarding, pnid nothing for instrnction. Gardener ))i'iglit from Eden's bower. Tend with care that lily flower; To its leaves and roots infuse Heaven's sunshine, heaven's dews. 'Tis a type, and 'tis a pledge. Of a crowning privilege. The general asseinbly convening in the following December, its members reflecting the awakened interest of the people, still EDUCATION IN INDIANA. 587 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 Illinois 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 offer 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 building, and secured an increase of the rate of taxation. Money sufficient was obtained and buildings with a capacity of 160 to 175 were at once erected, and were ready for occupancy October 2, 1850. 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 department; 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. 589 The total number of pupils matriculating since October 1, 1844, 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. ^Vlien 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 IX, section 1, of the constitution reads as follows : "It shall be the duty of the general assembly to provide, by law, for the support of the Institution for the Education of the Deaf and Dmnb, 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 beginning, 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 liberality 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 590 EDUCATION IN INDIANA. years of seventeen and twenty-one depends upon circumstances. jSTo 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 younger 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, harboring 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 served 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 instructor for twenty years. Tn 1852, Mr. Brown resigning, the Rev. Thomas Maclntire 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 -Tuly, 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- Ixn- 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 by 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, president; 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 live the good school! giving out year by year Recruits to true manhood and womanhood dear: Brave boys, modest maidens, in beauty sent forth, The living 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. h. 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. ^Vhat 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 number of the pu]~)ils of the Xentucky institution came to Indianapolis and gave an exhibition before the succeeding session of the legislature. Soon after an act was passed levying a tax of two (2) mills on each $100 of the taxable property for the ]uirpose of sending the blind of this state to the schools for the blind in Ohio and Kentucky until a school omild bo 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 were constituted a board to superintend the use of the funds raised from this tax. This board advertised in numerous papers for pupils. It sent circulars to all the known persons eligible, EDUCATION IN INDIANA. 593 and employed William H. Churchman to search 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 1846 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 purchased, for $5,000, 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 grounds 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 members 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. Since that time no 38— Eddcation. 594 EDUCATION IN INDIANA, special appropriations have been made except for the greenhouse, which is now in nse. The buildings now on the ground are 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 modern 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-Minded Children." In the year 1870 the legislature, by an act, provided for the state care of feeble-minded children, requiring that arrangements be completed for the admission of this class of defectives not later than ISTovember 1st of that year. It continued as a department of the S. & S. O. Plome until 1887, when the legislature gave the institrtion an independent existence, changed its name to "Indi- ana School for Feeble-Minded Youth," aj^propriated $10,000 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 tempornry y)remises and to take immediate charge of the fecble-mindo