Bartholomew County, Indiana - Chapter 8, 1888

- ]>RAxciiES Taught - City of Columbus - Its Public Schools - Tonv.nsiup Schools - Hartsyh^le UmyersiTY - Progress Uxdkk the Neay Coxstitutiox.

^^Tthe close of the ReYolutionaiy AVar, the terriLor}- now r^l^ embraced within the limits of Ohio, Indiana, Illinois, Michigan and Wisconsin, and that part of Minnesota which lies east of the Mississippi River, belonged to the ^^^^ State of Virginia. On the first da}- of March, 17S4, the v^-^^W^ commonwealth of Virginia ceded all her right and ' ^\V»^ title to this vast territor}' to the Congress of the United States, for the benelit of the people of the States. The deed of cession was made through her delegates in Congress, Thomas Jefferson, Samuel Hardy, Arthur Lee and James Monroe, whom she had authorized to make the transfer. Liberal provision was made by the General Government for popular education in all the Northwestern States, l^efore any of these States had been laid off, and while the entire territory was an luibroken wilderness inhabited onl}- b} savage tribes of Indians, with here and there a trading post occupied b}' white people. Congress passed an ordinance on the 20th fif May, 1785? reserving and setting apart one square mile of land in each township of six miles square, in the Avhole Northwest Territory, for the maintenance of public schools. The third article of the ordinance of 17S7, declares, " that religion, moralit}' and knowledge being necessar}- to good government and the happiness of mankind, schools and the means of education shall be forever ei ouraged." In the assertion of this great principle and the settir.g apart of the basis of a permanent fund for the sup-

]K)rt of cdiKMtion, \vn iiiul tlic coriK-r sloiu' of our '- Vrcc Public Schools." The magnanimity and jialriotism which promptL-d the ^" Old Dominion " to make this munificent gift for the benefit of the peo]>le of the United States, was only ecpialed by the wisdom shown by the " Old Continental Congress " in its wise and far reaching provisions for the government and education of the future millions of this vast empire.

Territorial Act <^. - The Territory of Indiana was organized by the Governor - Gi^n. ITr. rison - January lo, 1801, and from that time on it was governed by the Territorial Council until the meeting of the first Legislature, July 29, 1805. In 1807, an act was passed by the Legislature for the incorporation of a University at Vincennes, and a Board of Trustees was named in the act of incorporation. The objects of the University were stated bv the Board, to be for the instruction of the 3'outh in the Latin, Greek, French and English languages, mathematics, natural philosoph}-, ancient and modern history, moral philosophy, rhetoric, and the laws tf nature and nations.

In the preamble to the act the Territorial Legislature declared that the independence, happiness, and energ}' of ever}- republic depended (under the influence of the destinies of Heaven), upon the Avisdom, virtue, talents and energy of its citizens and rulers ; and that science, literature, and the liberal arts contributed in an eminent degree to improve those qualities and acquirements; and that learning has ever been found the ablest advocate of genuine liberty, the best supporter of rational religion, and the source of the onh- solid and imperishable glor)- that nations can acquire. It will be observed that the founders of our commonwealth had Hberal ideas of what an education should be. They reflected the true spirit of the frarners of the ordinance of 1787.

An act of the Territorial Legislature, passed October 26, 180S, made it the dut}' of the courts of Common Pleas to lease the sections of land which had been reser\ ed in the respective counties for the use of the schools, upon the terms best calculated to promote the improvement of the land, and to appl}' the proceeds for the benefit of education. B}^ an act passed December 10, iSio, the Common Pleas Court was authorized to appoint Trustees of the school hni(h in the sc\"eral counties to take ch;n\i;c of tlu' same and to prc\ent the wasting" of sugar trees and other tiniher thei-eon. No furtTuT important legislation was had on the suhject of schools dnrino- the existence of the Ti^rritorial Legislature. The great principle hei<in recognized was slow in heiiig carried out. although there was from the hrst a class of puhlic-si>irited men Nvho were the frit- Is and earnest advocates of popular education.

The Ilnl Slalc Coii^ti/ii/ioii. - That part of the ninlli ai'ticle of the Constitution of 1816, in reference to common schools, is as follows: " Knowledge and learning generally diffused through a community, beint^ essential to the preservation of a free government, and spreading the opportunities and advantages of education through the various parts of the countr}' being highl3' conducive to this end, it shall be llie duty of the General Assembly to provide by law for the im])rovement of such lands as are or ma}' hereafter be granted by the United States to this State for the use of schools, and to ap]-»ly any funds which ma}' be raised from such lands, or from anv otl\er (Quarter, to the accomplishment of the grand object for which they are or may be intended; but no lands granted for the use of schools or seminaries of learning, shall be sold by authority of this State prior to the year 1820, and the moneys which may be raised out of the sale of any such lands, or otherwise obtained for the pm-poses aforesaid, shall be and remain a fund for the exclusive purpose of promoting the interests of literature and the sciences, and for the support of seminaries and common schools.

"It shall be the duty of the General Assembly, as soon as circumstances will permit, to provide by law for a general system of education, ascending in a regular gradation from township schools to a State University, wherein tuition shall be gratis and equally open to all. And for the promotion of such salutary end, the money which shall be paid as an e(piivalent by persons i-xempt from military duty, except in times of war, shall be exclusively, and in equal proportion, applied to the support of county seminaries; also all fines assessed for any breach of the penal laws shall be applied to said seminaries in the counties wherein they shall be assessed."

in the several townships, who were authorized to lease school lands for anj"^ term not exceeding seven years. Every lessee of such lands was required to set out each year, twenty-five apple, and twent3'-five peach, trees, until 100 of each had been planted. Januar}' 9, 182 1, the General Assembly by a joint resolution appointed a committee of seven members to draft and report to the next Legislature of Indiana, a bill providing for a general system of education, with instruction to guard particularly against " any distinction between the rich and the poor." This committee drew up and reported the first general school law of Indiana, which was revised and published in the Revised Statutes oi 1824, under the title of " An act to incorporate Congressional Townships and providing for public schools therein."

This law required the inhabitants of each township to meet at the sixteenth section, reserved by Congress for the use of schools, or at some place convenient thereto, to elect three pei"sons of their township as Trustees who were vested with the general control of school lands, with power to divide their respective Congressional Townships into geographical districts, appoint sub-trustees for the same, and to manage the school lands and schools generally. The law provided for building school houses as follows : " Every able bodied man of the age of twenty-one 5-ears and upwards, residing within the bounds of such school district, shall be liable to work one day in each week until such building be completed, or pay the sum of thirty seven and one-half (37^) cents for every day he may fail to work."

The same act gave directions for building the school house, in these words : " In all cases such school house shall be eight feet between the floors, and at least one foot from the surface of the ground to the first floor, and finished in a manner calculated to render comfortable the teacher and pupils, with a suitable number of seats, tables, lights, and everything necessary for the convenience of such school, ivhich shall be forever open for the education of all children within the district ivithont distinction^ When the house was completed it was examined by the Township Trustees, and if unsatisfactory the workmen were called back to complete the job. When accepted it was numbered and named. If the

<' Yoviiig Anicrk-a" of lo-day Avho allciul school in one of ovn" latc:^; modern shle of country scliool liouscs, Iniilt of lirick with cut stone foundalioh, slate roof, plate glass windows, and linished in the best style, seated with modern desks and furnished with everythingfor convenience that experience can suggest or art devise, \vith a janitor at hand to su])ply e\ery want, could attend school for a few days in one of those old-fashioned log cabins built in regulation style and furnished as required by " .Statute,"' what queer notions they would obtain of " ye olden time " ideas of being " made comfortable." For many years after the adoption of the first Constitution, but little progress was made toward establishing a system of free schools in Indiana. Some of the difBculties in the wa}- of the earlier establishment of the public school system, Avere the want of funds to build school houses and to pay teachers, the difficulty of obtaining teachers properly qualified, the sparseness of the population in school districts, the mis-management of school funds, and the prejudice on the part of man}^ against popular education under the name of "Free Schools." Yet amid all tht e difficulties the friends of a general system of education continued to work and to look forward with hope for ultimate success. .Space forbids that we enumerate the acts passed since the adoption of the first Constitution, 3'et at almost every session some la w% general or special, pertaining to education in some form, can be found on the Statute Book, for the incorporation of acadamies, colleges, universities and public libraries.

Changes in School Laws. - In these generally wise provisions we ma}-- see the grain of mustard seed planted by patriotic hands, which has since grown into our great educational tree. We have cited these acts not only because the history of the school system of the State is the history of the county system, but for the reason that a careful ludy of them will enable us to understand the condition and progress of public opinion in the development of our system of free public schools as nothing else can. It will also bring out the fact that our fathers builded more wisely than they knew or dreamed of; thus laying the foundation of our State system, nowacknowledged to be the simplest and the best in the great Union of States, embodying and carrying out the ideas of its founders to es- tablisli a S3'Slcm of free schools "ascending in rei;-ular i^iadatioa from townsliip schools to the State University,*' wlierein tuition shall l)e gratis and c([ually open to all. It is now. supported by a permanent school fund of nearly $ro,ooo,ooo, " which maybe increased but shall never be diminished." This fund is now larger than that of any other State in the Union b}- $2,000,000, and is constantl}^ increasing.

The men of foresight and of bioad and statesman-like \'iews, in the Congress of the United States, who not only consecrated this vast Territory of the North\Yest to freedom, but laid the foundation of the maintenance of free schools in all the great States which ha\-e been carved out of the Territory, are deserving of the grateful remembrance of all generations who shall inhabit this highly favored region of country. In a propoi'tionate degree are those also deserving of grateful remembrance who have borne the bm-- den and heat of the da}' in the contest for the inestimable principles in the Territory and State of Indiana. "The laws \vhich have been enacted," says our state historian, J. B. Dillon, "are memorials of only a small part of the labor that has been performed by the friends of education in Indiana." Many perplexing and important questions in reference to school laws, school funds, etc., have been decided by the courts and the Superintendents of public instruction. The labors of Legislative committees, count}" conventions, township and district meetings. Teachers' Associations, etc., must not be forgotten in taking account of the vast amount of labor performed in perfecting our system of public schools.

We have now brought down the histor}^ of school legislation to the date of the organization of Bartholomew County. Our purpose shall be to note onl}^ the more important acts as we develop the history of country schools.

Early School Days. - -Bartholomew Count}" was organized in 1821. Her adult population of less than 1,000, with possibly 200 children of school age, fell heir to the magnificent heritage of more than 7,000 acres of school lands - the noble gift of a patriotic Congress - perpetually devoted to the cause of education. Within the memory of many of the residents of our now beautiful and highly cultivated county it was an unbroken wilderness. As time passed on llic Ijardy iiionocr ffUcd the liiulxT and Iniill his calMii here and there. The forests ga\'e \vav to smiling;" lli'Ids of _L;r;iin and tlie evidences of advancing ci\'iH/-ation A\'erc seen on cver^- liand. Coeval with this state of affairs tlie old log school house made its appearance, willi its puncheon iloors anti clap-board roof, ' its greased paper windows, backless seats, " cat and cla}" chimney, and its broad lire-place - being the first seminaries of learning dedicated b}- those noble ]ii(^neers to the cause of education for the benefit of their children. Ilut there were no funds to buiKl school houses, or to pay the teachers, notwithstanding the State owned about 600,000 acres of land set apart for the use of schools. Hence the appropriateness of the school law of 182^1, already cited, for building and keej)ing in repair school houses. As soon as the house was finished the inhabitants of the district were called together by the Ti-ustees to determine whether a tax of mone}' or produce should be levied to support the school, also to determine its length and what proportion of the tax should be paid in money. A report was made to the Township Trustees, who made a record of the proceedings and attended to the collection of the tax, as well as the rents of the school sections. Next in order the District Trustees, by and with the advice of the inhabitants of the district, selected a teacher. An "article of agreement " was drawn up with the teacher, " on the most advantageous terms," stating what part of the amount should be paid in produce, and where delivered, what part should be paid in money and whether the teacher would " board round " among his patrons. A cop}^ of the contract was required to be spread upon the records of the Township Trustees.

Qualifications, of TcacJicrs. - The Township Trustees were required to examine the teachers in reference to their qualifications, and particularly as respected their knowledge of " English Grammar, Writing and Arithmetic." These were also required by the statute to certify whether in their opinion the applicants would be useful persons to be emplo3'ed as teachers in the schools. In 1S31, the language of the Revised Statutes in sj^eaking of the legal branches, was changed to read as follows: " as respects their knowledge of reading, writing and arithmetic." Whether this chani-e in

.siihsliuiting reading' for ICnglish was mack' because of the diiriciilty in procuriun' Icaclicrs \vlio \n cri' (jualiiiccl to teach the subject of'Knglisli granunar, or because of a ]->reju(lice b\' the menibers of that particular Legishilure agaiust tlie use of our Mother Tongue in its ]iuril\', or for some otlier reason, we aie unable to deternn'ne. Whatever may have 1:ieen the reason, we are certain the day of tlie three 1^'s was " no m}t!i,"' but a realil\' legally in existence until near the achi iit of tlie new Constitution in 1851. We may remark that the minds of the pedagogues who held sway for a brief period o\er " the young scions of royalty " within those rude \valls were often as rude and unpolished as the rougli logs and boards of which the houses were built.

The simple statement that the country was new and sparsely settled and money scarce, and the grain rents received b\' the Township Trustees from the few acres of school lands under cultivation for a score or more years after the organization of the county, being little more than suflicient to pay the expense and trouble of collecting and selling, will explain the meager salary of teachers and necessit}- of "boarding round." From $10 to $12 per month was the maximum price paid, except in rare instances in favored localities, during the continuance of the llrst Constitution. Teachers being poorl}-^ paid, with but few text-books in their schools, and those of a poor quality, often entirely unsuited to the age and requirements of the pupils; with no training schools for teachers, it is no wonder that their knowledge was hniited, or that their pupils failed to show much advancement. It will be remembered by those who attended school forty or fifty years ago, the "school master" who could take his pupils through the single rule of three and could give them a smattering of fractions and simple interest in Pike's Arithmetic, stood at the head of "the profession." The majority of the patrons believed the earth to be as flat as a pancake, and " jography " was voted out of the school as a nuisance. It was only taught b}' some Yankee from down east, or by a teacher from the old woi'ld.

The law touching the examination of teachers was changed in 1837 so as to require the appointmen. of three examiners in each county to examine teachers, thus relic \ing the Township Trustees

Exanii Hill ion of Teachers. - 'J'he w'riter well remembers- his first expi'rience in appearing before the Hon. Samuel Goodnow, Examiner of Jefferson County, this Slate, more than forty 3-ears ago. The fear and trembling of the applicant as he approached the august presence of the official, a\ hom he found engaged in sonie domestic duties at his home; the cordial greeting, the words of Avelcome and re-assurance which came to his relief ^vhen the introduction of the important "business was over," an hour of social converse, the simple but practical questions, especially upon the subjects of orthography and arithn)etic, not entirel}^ forgetting geography, grammar and reading. Then came the first class certificate, giving a permit "to teach the young idea how to shoot," the starlight ride home feeling as proud as any youth with his first r.air of bifurcated garments, all pass the mind in rapid review, bringing up many pleasant memories. Barnabas C. Hobbs came from Salem, Ind., to Bartholomew Count}' in 1833 at the age of eighteen years, and taught school in Sand Creek Township near the present site of the old Friends' Church. At this school five families furnished twenty-five scholars - Willis New^som, Nathan Newsom, AViUiam Cox, Isaac Parker and Joel Newsom. The school was taught in a new frame house which had taken the place of the old log cabin. His experience in obtaining his first certificate as related b}' himself is as follows: "I shall never forget my first examination. The onl}'- question asked was, 'What is the product of 25 cents by 25 cents?' We then had no teachers' institutes, normal schools nor best methods. We were not as exact then as now. We had onl}' Pike's Arithmetic which gave the rules and sums. How could I tell the product of 25 cents by 25 cents, when such an example could not be found in the books ? The examiner thought it was 6^ cents, but was not sure; I thought just as he did, but this looked too small to both of us. We discussed its merits for an hour or more, when he decided that he was sure I was qualified to teach school, and a first class certificate was given me."

tin- writer liis cxperii'iicc ;is Sclioul ICxaniiiui', wIkmi Townsliip "^rnistce of Town (5) i\\r, Kangc (9) nine north, Cohnnbns 'J'ownshiji, tliis count}'; ho beiniij tlie only one of the three 'l^u.stees who could " read, write and cipher," it became his duty to examine the teachers, and certif}' to their beinj;" suitable jiersons to pi. ice in charge of a school. One of his cpiestions L;"i\en to an aspirant for peda|L;"og'ical honors was: "Givi'ii a plank 1,800 feet lon^^ and oijchalf inch wide; how many feet, board measure, does it contain ?" Or again: "What is the -/jpart of 16 ?*' Or some ecjuall\- puzzling question with which he was familiar, lie stated that the 3'oung man became confused and could not answer.

T//C Pioneer Teachers, usually' came from the Eastern states, or from England, Ireland or Scotland. Yet wc are indebted to the old North State for x'er}-^ many teachers both in this county and in others in the State. Barnabas C. Ilobbs before mentioned, is from North Carolina. His name and fame as an educator and philanthropist is known, not only in this State, but throughout the Nation, and even across the waters in many States of Europe. The main features of a legal school room, have already been described, and yet some points of interest ma}^ be noted; and as this was the best building that could be realized or hoped for, the majority of the houses were far below the model. It is a fact that the first schools were taught in old deserted log cabins, which had been built and used for dwellings. INIany of these had only the bare earth for a floor, or at most a floor made of rude puncheons, with a log out on two sides of the house to admit the light. Over these openings greased paper was pasted, which kept out the cold and let in the light. The flat rails or puncheons for seats,. the dunce block in one corner of the room, the backless seats, and the teacher's desks, with lt)ck and ke}', to hold'thc copy books, and the ruler and flattened lead j^encil to mark them off with; the leather spectacles for bo3'S whose e^'es wandered around the room, not forgetting the pins on the wall to hold the long whips, which often fell without warning on our backs, all rise up before the mind like a panorama of bygone days. The teachers made our pens of quills from the sturdy gander and the old gray goose, deftly cutting the nibs on the thumbnail of his left hand. He ruled our cop}' books with a piece of bar lead flaltciied, and sot llu' copies of straii;ht marks or pot hooks, in fine hand, coarse hand or round, as t)ur needs required. And Avoe be to the luckless \vi_t(ht who mis-spelled his words or blotted his copy book. The writing was done w ith ink made from ripe elder berries or maple bark bt)iled down to the consislencN" of thick paint; we dipped this ink with our <^oose-ipiill pens ivom inkstands made by sawing oil a section of a cow's horn and fitting in a wooden bottom so as to liold the ink. Our slate pencils were often made from a soft soapstone found in the caves along the l.ianks of rocky streams.

Jellies and Ciis/oiiis. - At some schools the pupils who came iirst in the morning said their lessons Iirst and took the head of the class in reading and spelling for the da}'. Some teachers cut out a section of writing paper in circular form and notched it all around. On this they would write "head of the spelling class," with pupiFs name, and date. This certiiicate was high!}' prized by the pupil to it was given.

In many schools it was the custom to hang up a paddle by the door, in eas}' reach of all pupils, on one side of which, in small capitals, was cut the letters O. (J. Zl-out; on the other side the letters /. A^.-in. B\' rule, only one pupil was allowed out of the room at a time; he was recj^uired to turn the paddle, showing that he was out. On his return he must turn the paddle to show that he was in. It was customary to greet the teacher with a polite bow on coming in the morning, and when school was dismissed, each pupil was compelled to face the teacher and bid him good evening, the boys making a low bow, the girls making a courtesy. One custom which we are glad to note has rapidly passed away, was for the larger boys to take possession of the school house on Christmas morning and bar out the teacher b}' nailing down the windows and placing the long benches against the door. In this way they would hold the fort until the teacher would agree to stand treat to apples and cider, or give them a holiday. Those who have read the " Iloosier Schoolmaster " know that sometimes these bo3'S would be outwitted and punished for their rudeness.

Avns coinmamlcd, bul usuall}- loud lalkin;;,^ in "<rcUini^' lli lessons, " and "doing ihc sums" was heard on every Jiand. Wlu-u the time '-came for learnino- the spelling lesson we had confusion confounded. The les;on was rajiidly spelled over many times; it was considered a work of great merit to spell antl jironouncc the words a dozen or more times. As spelling was considered the foundation of all learning it was given special attention. " Head marks "' in the spelling class were held in higher esteem than in any other branch. Hence everj^ jneans to become a good speller was eagerlv sought. Spelling matches on Friday afternoon, or spelling bees during long winter evenings, were common in pioneer da3's.

Sometimes one school would challenge another to see who should wear the laurels, the entire community takino; jrreat interest in the results.

J^cadcrs. - As there were no " graded readers " in the early days, it was necessary for the child to learn to call all the long words in Webster's spelling book, ending in os/fy and a/ioii, at sight, before he could read in the English Reader or Moral Instructor, It was a very difficult task, but it was accomplished somehow. The New Testament was used in almost all schools as a reading book, and no doubt many good and lasting impressions were made by its teachings. McGuffey's readers were introduced about 183S and were a much needed improvement. A revolution in the methods of teaching reading and spelling was the result.

Arithmetic. - This branch was given greater prominence because of its practical value. Pupils were not classed in this branch, each one bci ig left to learn the rules and work all the sums as rapidly as pi ible. At the second time in going through the book, the pupil was required to copy all his work neatly in a ciphering book. As books were scarce and expensive, some pupils copied the rules and tables entire. Pike's arithmetic was the first in use. Next came Smiley's, which was but a little improvement over the first named. About 1838, Ray's arithmetic came into use in Indiana, and did much to systematize the work of teaching this branch.

and iMilclieU's. Each had an atlas containing the maps. This science was rej^arded with much prejudice, and in some schools it was voted out as a nuisance. The earth was believed to be flat, and it was also thought that it stood still while the sun " rose and set " by passing entirely around it.

Granuuar. - This branch was taught only b}-^ teachers who had enjo^'cd .superior advantages. Murra3''s Grammar came first and was regarded as a standard work. It was in general use up to 1830-35. This was followed by Kirkham's, which was written in a more popular style and did much to encourage the study of this science. Later came Smith's and Butler's, and a host of others, each in turn to be supplanted by some more popular work.

Comity Sail /'nary. - Certain fines which were assessed by Circuit Court for breaches of the peace were set apart b}' an act of the Legislature, to constitute a fund for the establishment of a County Seminar}- in county, which was intended as a sort of high school or connecting link between the common schools and Slate University. In 1838, this fund had increased until it amounted to $2,516, which sum was paid over to Trustees appointed by the court, to manage the fund. A lot of ground adjoining the city on the northwestj Avas purchased of George Doup for the sum of $25, on which was erected a brick building, 60x24 feet, and two stories high, by Samuel Patterson, contractor, for the sum of $1,196. School was kept in the seminar^' building occasionally until 1853, when under the new Constitution and new system of schools, then inaugurated, it was sold to William Singleton. It is now owned by Dr. John Wright, of this city. It is in a good state of preservation and constitutes one of the interesting relics of " ye olden time." William F. Pidgeon, late of Vincennes, was probably the first teacher, he \\'as followed by Thomas F, Thompson, Mr. Scott, Rev. Benjamin Nice, and others.

City of Cotumbus. - The first school in the town of Columbus was taught by Andrew Wallace in 1825. Mrs. Harriet (Ilinkston) Jones and the mother of Zach Hauser attended this school. The teachers boarded at " Hinkston Tavern." About the year 1828, one Redenbough taught in a log cabin at the cross roads south of the fair grounds. In 1830, John R. Phillips taught in a new log liousc soulheast of the .same cross ruads. J]. ]). Jones and sister, now Mrs. Dr. Ilitiiiian, and Dr. J. C". I>eek, of CMneinnali, were pu- *'pi\s of tlic .school. The wife of Dr. Jolm Ritchey taught in this town in 1S29. The Doctcjr had come from liiuler County, Ohio, early in 1829. His wife was the liisl lady teaclur in the town of Columbus and probably the second in the count}-. Next came Robert Gessie who taught one or more terms in the old Union Church on Tliird Street, which was used both as church and school house - Hon. W. II. 11.^ Terrell, AVilliam Washburn and B. ]]. Jones attended this school. Mr. Wa.shburn says that ;he whips stood in the corner or la}- on pegs in the wall, and that the "cat o' nine tails " was kept in the teacher's desk. He also states that the whips were real instruments of torture in the hands of Gessie, but the " cat o' nine tails " frightened the pupils and did little real harm; as he had no doubt tested the good points of each, we lake his word at par. Gessie was considered a good teacher. Mrs. Brough, the wife of Hippie Brough, an Englishman, taught school and needle work in 1830, in the old church on the Third Street, on the lot now owned and occupied by the famil}' of Samuel Samuels. This was probably the first attempt in the State to introduce manual labor b}^ a school teacher. Hippie Brough was the first person naturalized in Bartholomew County.

Cohinihus Public Sc/iooh. - The historj' of the public schools of this cit}' begins with the year 1859. Pi'lor to that time, private schools were taught in different places in the town and in the old brick building, in the northwest part of the cit}', now known as the " Old Seminary." These schools were kept up by private donation and subscription, assisted by public funds. Under such an arrangement, the education of the children was, oftentimes, sadly neglected. In the 3-ear 1.858, a movement was made looking toward the erection of a public school building. Ralph Hill, now of Indianapolis, Col. Simeon Stansifer, of this city, and Aquilla Jones, now postmaster of Indianapolis, were foremost in the work. These gentlemen constituted the first Public School Board of this city. A tax, the highest allowed by law,* was levied, a site selected, an architect consulted, plans submitted, and a building, worthy the effort it had cost, was completed in the year 1859, ^"^ was, as i.s cxpi esst-d in sloiu' over llic front door, a _£;ifl "To Our ChiUlrcn." This sloiic also l)oars llic names of " William l^inslc}', Architect,'' and " ]lo\vle\- & IJranham, Builders." The shade trees, now oTown so large, were also the gift f)f cili/.ens, the donors themselves selling them in the ground. The schools o])ened under favorable circumstances. Mr. Theodore P. Marsh was chosen first Superintendent, and continued as such until the 3'ear 1S61, when he was succeeded b}- Prof. J. M. Olcott. He reniained in that position till 1862, and was succeeded I)}' Mr. - . Vance, who also remained but a 3'ear. Mr. Vance was followed b}' Prof. David Shuck, who remained in charge but one or two terms of the year, when the work was taken up b}- Mr. Amos Burns, whose superintendence continued until the fall of 1S65. During all these years, from the opening of the schools in the year 1859, ^° ^'""^ ^^^^ ^^ ^^^ 3'ear 1865, there is no record of attendance of pupils nor a complete list of the teachers emplo3'ed. At the close of the schools in Ma}-, 1865, the number of pupils in attendance was near 300. David Graliam, then Superintendent of the Public School of Madison, Ind., was ernplo3-ed, and began his labor in the fall of 1865. He continued as Superinl ndent until tliC summer of 1869, when the present incumbent, A. H. Graham, succeeded him.

The rapid increase in the attendance kept pace with the growth of the town, and it was found necessar}' to furnish more room. It was decided to enlarge the building of 1S59, and during the summer of 1873, the work was pushed forward, and by the first of Januar}', 1874, a building containing ten (10) school rooms, a hall with seating capacit3' of 600, a music room and Superintendent's office, was completed, and the children of the cit37 took possession with glad hearts, on the morning of Januar}^ 12, 1874. This building is now known as the Central School. Although the seating capacit3' had been nearly doubled b}' the remodeling of this building it was all occupied the first 3-ear, and the crowded condition of the rooms was again temporarih- relieved b}' the Board renting the school building known then as "Classical Institute," now occupied as a blacksmith shop near the grain elevator. In the year 1S77, the First Ward school buildin^" was erected on the corner of Sec- oikI and Franklin sliccls. Il was hardh' opened imlil its desks were all occupied. In the s]>rinL;' of the year iSSo, the School ""Board, keepini;- pace with the demands, selected a site in the northern part of the city, on the corner of Twelfth and Sycamore streets, for the erection of another wartl building. It was completed, and on the 15th of November, 18S0, was gi\en to the children. Bc^th of. these ward schools arc handsome and substantial brick buildings, with seating capacit}- of 200 pupils each, with spacious hallways and cloak rooms.

In the summer of 18S4 the Central School had become too small for the number of school children in this district of the citv, and the Board was compelled to give additional room, which was done by erecting, on the same grounds, a frame building containing two large rooms for primary grades. The manufacturing interests of Columbus during this time, and for several years following, were greatly prosperous and gave such a stead}- and substantial growth to the cit}- that it was but a short time until the problem of more school room was again presented to the Board for solution. It was now determined to erect a city school. The work was begun in June, 1886, and pushed forward with all possible speed. It was completed and read}' for use b}' the opening of the schools in September following. The building stands on Pearl Street between Seventh and Eighth. It is complete in all its appointments, an ornament to the city, and an honor to its projectors. It has, on the first floor, two large recitation rooms, librar}'^ room and Superintendent's ofFice. On the second floor, a large chapel, used also as a recitation room, an apparatus room and class recitation room. There are spacious halls and cloak rooms on both floors. For the first time in man}' years it may truly be said that Columbus has room, comfortable and ample, for all her school children.

The present enrollment (March, 1888), is near 1,200. In the High School there are 107 students. The following are the officers and teachers of the public schools: School Board, John H. Long, President; John G. Lay, Treasurer; William F. Kendall, Secretary; Superintendent, A. H. Graham. High School: Miss Elizabeth Long, Principal; Miss C. D. Laird, Assistant; Samuel Wertz, Assistant. Central School: Mrs. Lou M. Summers, Principal;

//azu Creek Tozi'iis/iiji. - One of the llrst schools taught in this township was b}- a Mr. Maccabee on the site of the town of llartsville,.as early as 1833. This is given on the authority of Mrs. Rogers who lives in Hartsville and has just celebrated her one hundredth anniversary. The first school at Hope was taught by L. J. Levering, about the year 1830. Tlie Hon. Thomas Essex, who has been already mentioned, began teaching in this township soon after the last date, and continued for a number of years. He was an excellent teacher and did much to inspire in his pupils a desire to live noble, patriotic and useful Hves. Philip Essex, one of the early settlers and teachers in this part of the country, no doubt taught in this township previous to 1840, but we do not know the exact date. Sandy Spaugh taught several schools in this township along in the 40's, and later. Robert Spaugh taught near old Saint Louis about 1845-47, and Rev. Albert Carter taught in the same neighborhood from 1S47-50. Prof. Henry J. Kluge was one of the earlier teachers in Hope and vicinity. He was a fine scholar and an enthusiastic educator. He was the first principal of the Moravian Female Seminar^-, which was opened in 1859. He continued in charge of that institution for several years. He also taught in the public schools of the township. Prof. F. R. Holland has been identified with the school interests of this township and count}^ for more than twenty years. He became principal of the Moravian Seminary for Young Ladies, in 1866, which position he. held until the school was closed. It is well here to remark that many of our best lad}' teachers have been pupils of this seminar}'. Prof. Holland served several years as a member of the School Board of the town of Hope, and one term of two years as Trustee of Haw Creek Township. Tn all these positions he was a good counselor and an ardent supporter of the common school S3-stem of his ;ulo})tcd State, lie is a man of broad culture, of liberal views, good executive ability, and takes deej) interest in the education and elevation of the youlli of our country.

-* Notwithstandini;- a sketch of Ilartsville University is given in another place, a brief reference to its work in connection with our public schools, will not be out of place. The school was organized in 1851, as Ilartsville Universit\'. The charter given was a liberal one, and was introduced into the Legislature by Hon. Thomas Essex, of this count3^ Since that time a large number of our teachers have received more or less education within its walls, many of them graduating in the scientific or classical course. While man}' of them have continued to teach in this and adjoining counties, others have dropped out, and some have taken up other professions or engaged in business. Among the large number of teachers who deserve honorable mention, we can onh' find space for a few names: W. D. Williams, Albert Wertz, INIrs. Lucretia (Shuck) Armen and Miss Tenie Murphy, of Ilartsville public schools. S. M. Glick, W. T. Strickland, James H. Clark, James C. Black, J. Frank Matson, Mrs. Lottie (Holder) Redman, Misses Carrie Rickseeker, Florence Jones and Ahce Kluge, of Hope. D. A. Robertson, John L. Rose, William F. Barrett, A. B. Clapp and Misses Jennie Handle}-, Alta Renny, Monta Hopkins, Susie Shore and Druzie R. Lytle.

Flat Roch Township. - Miss Mary Smith, eldest daughter of Garland Smith, taught the first school in the county in 182 1 in a round log cabin in this township about one mile west of Clifford, probably on land owned by Samuel Quick, father of the late Judge Tunis Quick. Philip Essex, father of Mrs. Albert Carter and Wells Essex, taught a school in a cabin near the Owens school house in Hawpatch about 1830. Thomas Essex, a brother of Philip and of thelate Hon. LewisEssex,'of this county, taught near the south line of the township in 1S29-30, in a cabin on the Jesse Ruddick farm. He was educated in North Carolina, and was said to be the best scholar in the county at that time. William Ruddick, M. J. Quick and the Sims boys, Noah and Russell, attended this school.

yard about ]\'^3o-32. Justin Dudley and Mr. Hlair were also early teachers. Major William N\e, who \Yas born and educated in Vermortt, taught in Ilawpatrh one mile west of Clifford, about 1838. lie continued to teach in this township perhaps as late as 1855. He was a good teacher and was qualified to teach algelira, geometry and surveying. The families of Judge Quick and Joshua McQuct-ii were among his pupils. Sandy Spaugh taught a school in the northeast part of the township in 1S44-45. The families of Philip Reed and John Essex attended this school. Rev. Amos Essex, now in Cherry-vale, Kan., taught in the Quick school house about 1866. Of the later teachers we would name Isaac Lucas, John W. McQueen, Julius Norton, Dr. James L. Carr, Charles !^. Meseke, Oscar D. McQueen, Misses Mary McFall, Fannie Fisher and Amanda Carter.

Gcnu'.in Tun'iiship. - The first school in this township was taught by WiUiam Morris as earh- as 1S24-25. It was held in a small log cabin one-fourth mile west of present residence of Joseph Steinbarger. Eli Pence, who still lives in the township, was one of his pupils. A school was taught by a Yankee teacher in an old deserted cabin on Judge Jones' farm at an early date. His name was More}' Artie. He came from Vermont. He was a bright, wide-awake teacher, and made his mark. The boys of Judge Jones and Samuel Brown were among his pupils. James T. Garrettson taught school in a log school house near the old Union Church in 1847. Strander and George Bozell and Benjamin Schuder, were patrons of this school. Among the later teachers - G. W. Chandler, David Stobo, Jesse M. l^Iook, H. H. Winn, Mrs. Sue W. Buxton, Mrs. M3'ra W. Edson, and H. S. Struble, deserve honorable mention. This township has been noted for long terms of school, and it was one of the first in the county to build brick school houses in each district. Taylorsville has a commodious four-room structure - neat in appearance and a model of convenience. Large school districts, together with a large list of taxable properl}' and wide-awake school officers, supported by generous-hearted patrons who believe in the education of their children as earl}' in life as possible, will account for their valuable school propert}' and long terms of school. Such townships who

C(>J//ii//iiis Tozi'iisli/'p. - hi writing U]i the earlv school hisior}' of the cil}' of Columbus, much of it has a histor3' of townshiji schools outside of the present city limits. Under the above heading any facts pertaining to either city or townsliip not alread\' given niay be included. After the adoption of the new Constitution in 1S51, n, s^-stem of graded schools was adopted b}' the Trustees of the city of Columbus, and the schools were organized in 1852, by James Brownlce, in the "old Seminary building." In the llrst report made b}' State Superintendent Larabee, in 1853, special mention is made of the graded schools of Columbus. The number of children then reported was 200. EHsha P. Jones taught a school as earl}' as 1827 in a log cabin about one-half mile north of the old Elias Co^: farm. He afterward taught a school in the old Libert}^ meeting house in Columbus. John S. Foster attended this school. John Bass taught in a school house at Jacob Cook's crossing on the Cambridge Railroad, in 1838. Prof. John S. Hougham, late of Franklin College, Indiana, taught in the same school house in 1841. George W. Aikens and Jacob Cook attended these schools. John D. Fawcett, father of Mrs. Laura C. Arnold, taught school in Columbus as earl}- as 1836, and probably in other parts of the township as late as 1843. Silas W. Kelley taught in the Carter settlement about 1836. John Boggs came from Ohio about 1839, and taught in the old Liberty Union church and school house on Third Street. He introduced the Eclectic series of school books, which was a great improvement. This was a mixed school of girls and bo3'S. The boys turned him out on Christmas, He taught for several years and then became an editor of a periodical published at Cincinnati. William French, Lyman Dewe}-, John McNeal, Lewis P. Wilkinson, Mrs. Martha Hook, D. B. Farrington and Mrs. D. B. Farrington were teachers in the city and township from 1839 to 1844. Mrs. Hook was afterward married to Benjamin Irwin, of New Hope. Many reminiscences of these teachers might be given did space permit. We can only name some of the later teachers of the township: John R. Owens, Tunis J. Quick, Frank Ha3-s, James

Clijty cnnl Clay Tii-.cii<./iip^. - These two to\vn,sliij)s havino- been under om- ori(anazation until 1842, we shall consider them as one in giving their school histor\ . William Morris, a young teacher from Penns^-Ivania, taught the lirst school in this townshij) in 1822^23, on the south bank of Cliftv, about two miles west of Newbern, Avherc General Charles Scott's Arm}' crossed Clift}- on their expedition against the Indians in May, 1791. George D. Roland, Mrs. Sail}- Ilook, Mrs. Luke Covert, and perhaps others yet living, attended this school. Mrs. John Morris, mother of William, taught three summers in the same house. The old log house where these schools were held, was built by Samuel Philhps in 1819, and used first as a dwelling. The cabin of the first settler became the school house a few years later. Joseph Ilart, great grandfather of George Pence, of Pencecalla, this county, taught school at the Sandhill Cemetery about 1824-25. He continued teaching for several 3-ears. Bond Burnett, John S. Foster, William Branham, and J. Swain were pupils, llestin Buchanan taught here in 1832. Joseph Hart in 1833, and Justin M. Dudley in 1836. The last named w as a classical scholar. Dr. J. C. Beck, of Cincinnati, attended the last three schools. John Williams taught in this school house a few v^ears later. It was then called the Hart school house. Aaron Davis taught the first school in Newbern in an old cabin, in the summer of 1 83 1. Rev. Aaron Farmer taught there in 1836. John Edwards, a lame luan, taught school in his own house in Newbern, where he kept "bachelor's hall " in 1830. A hewed log school was built by citizens in the western part of Newbern in 1839. This was the first school house erected in the neighborhood, and we are at libert\' to assume that it was built in regulation style " according to statute " made and provided. Mr. James T. Garrettson was the first teacher in this house. He continued to teach there for 8e\eral years. Dr. J. C. Beck, who was a pupil, says he was one of the best teachers of the early day. Dr. W. T. Stott, now president of Franklin College, taught in District No. 6, in Clay Township, previous to i860. Samuel J. Beck taught at Newbern in 1857, and several years befoPe this about two miles east of the village. David Stobo in. 1858, and Tlionias Clap]i in 1863, ATrs. Jane Shepherd as as carl}' as 1864 to 1870. Dr. W. 11. Beck of Ilartsvillt: taui^ht several terms in this township along- in the 50's. Miss E. Nellie Beck, now assistant editor of the Advance Courier, published at Bartow, Florida, taught in Newbern in 186S.

It will be seen by reference to a map of these townships in connection with the early settlements which were made along or near the banks of Clifty that the four points named where schools were mainly held, at least up to 1850, were located, so as to accommodate the greater number of the children in these townships. Of course the children had to walk two or three miles through an unbroken forest to reach these " seats of learning," and it is no wonder then that a boy who had mastered the three R's was voted a ver^- bright pupil, and the master a successful teacher. None of the pioneer teachers, or those who taught during the first quarter of a century after settlement, now remain. But few of the second quarter are with us. Of those belonging to the last two decades, we would mention, W. M. Garrettson, J. W. Bline, Thomas Clapp, James Mahaffey, Preston R. Redman, now of Tacoma, Oregon, William J. Beck, N. F. Glick, Edward A. Herod, C. W. 'Adams, James Finkle, George H. Glick, Dr. F. D. Norton, Rev. Charles Boaz, F. G. Hecker, J. W. Donaker, George A. L3tle, of Illinois, D. A. Mobley and Edward K. Adams, of Shelb3-ville.

Sand Creek Township. - William Parker, grandfather of Willis and Phineas Parker, taught the first school in this township in 1822, near the site of the present Friends' Seminar}^ He was from North Carolina and settled at Salem, Ind., in 1820, coming to this count)' in 182 1. William Knott taught near the same place in tlie Old Friends' Church, in 1831, and Horatio Treakle in 1832. Barnabas C. Hobbs taught his first school in 1833, on or near the site of the present seminar)^ building. He was then only eighteen years of age, but taught a very successful school. He received his education at the old seminary taught b}- James G. May, in Salem, Washington County, Ind. Five families furnished twent3'-five scholars for this school in Sand Creek. Joel Newsom, Willis Parker, Cader Newsom, Jesse R. Newsom, Isaac P. Cox, and perhaps ollicrs still li\"in<;', attended this scliool. Man}' jtleasant jnemories will be recalled by the mention of the names of these teachers*J The 'first lady teachers were Miss Abigail Albertson, who taught in 1834, and Miss Mary Moore, in 183S.

The first school house, in the northwest part of this towpship, was built on the farm now owned by Jesse R. Newsom. Harvey Sloan taught there in 1S38, and Hawly Chenowilh in 1840. The house burned down while Chenowith was teacher. The first school kept on the section was taiight in an old deserted log dwelling, by William Marshall in 1841. H. Sloan also taught one term in 1843. Jesse R. Newsom taught his first school at Azalia in 1851, and the next one on the section in 1852. Joel S. Davis taught his first school on the section in 1S55-56, and also in 1857-58, each term being three months. Hon. W. T. Friedley of Jefferson Count}^ Ind., taught a school at Azalia in the 50's. Joseph Moore, ex-President of Earlham College, Miss Linda Mills, L. Estes, Prof. R. G. Boone, now of the State University, L. J. Woodward, J. J. Mills, President of Earlham College, O." B. Todhunter, W. N. Trueblood, tin; INlisses Parker, and the Misses Armstrong, and many others who taught at the seminary, will be remembered with pleasure. We also mention B. F. Owens, Marshall Hacker, J. B. Anderson, Dr. H. M. Connelly, Ab. Anderson, at Elizabethtown, and T. H. Dunn, C. Ricketts, W. H. Redman, and Charles Newsom, at the section. Also Pennie Newsom, L. P. Cox, W. J. Davis, A. H. Morris, and Misses Rhoda Parker, and Ida Davis, and S. E. Nicholson of the township.

Nineveh Township). - John W^ilson, who was probably the first teacher in this township, taught a school in a cabin of John S. Drybread's farm about 1832. Mrs. Jacob Slack was a pupil in his school at that time. Thomas Lowry taught several terms in district number one, in the northeastern part of the township, previous to 1838. - WilHam Lee taught in the same house in 1839, and Henry Barlow, in 1840. John Ball taught one or more terms in the western part of the township near the village of Kansas. Next came Elzea Matthews, Hiram Jackson and Z. Y. Bailey, the latter in 1 841. John S. Dr\'bread, who is still living on a farm in this neighborhood, attended these schools, and still retains a lively inter- est in liis log cabin school days. Tiic veteran tcaclici-, Jacob Slack, taught his lu'st school, which was a subscription school, in district *i'iuiiibci- one, in 1841, near the residence of J. I). Marsh, a pioneer of this township. He also taught the two winters following in the. same house at the rate of forty dollars per term of three months. This \vas considered good wages for a teacher at that time. Mr. Slack continued to teach each year in different parts of the townshi]-) until about 18S0 - a period of forty 3ears' continuous service. His record in this respect as a teacher in the conuuon schools is perhaps not excelled by any one in the State. He is still living and is a man of great moral worth. It is probable that others of the earl}- teachers continued to teach in the township several years later. Jonathan Hammond commenced teaching in this township about 1856, and continued until his death in 1875. He was a good teacher and was probably the best-posted teacher in geography in the count}'. We can only find space to mention the names of a few of the many good teachers of this township: William Beatt}', J. H. Beatty, George C. Hammond, George C. Hubbard, John IVr. Hicke}^ Jacob Stucker, James H. Clark and Elijah S. Carter, will all be pleasant]}' remembered by both patrons and pupils.

Rock Creek Toxuus/iip. - Jame Burns taught the first school in this township, in 1830. His daughter, now Mrs. John Callahan, and William T. Strickland, w^ere among his pupils. The next teacher was David Hill, who taught at the same place, one or more terms. These w^ere followed by Christian Parker, H. St. John, and others. But few persons are now living who will remember these teachers, who gave perhaps all the education that man}- of the children of the pioneers received. Later came James K. Patterson, a student from Hanover College, who taught at Burnsville, and also near the old Donaldson Church about the year 1850. James W. Wells and David Stobo were pupils of his, and bear testimony to his high character and standing as an instructor and scholar. This township has much unwritten history in connection with its earl}'- school days, which would be of great interest to the present generation, but the writer has been unable to obtain it.

write during llic next century of the progress of education in the past. This township is well sujiplied with good, room}-, hrick. school buildings, with many conveniences in doors and out, to make the teacher and children comfortable. In respect to furniture and other appliances, such as blackboard surface, reference books, maps, charts, globes, etc., it is not surpassctl b}' any other township in the county. Time would fail us to speak particularly of W. T. Strickland and D. B. Clapp, at number six; of A. W, Dean, James Phillips and J. R. Callahan, at number one; James W. Wells, M. Hacker and Birch Barrett, at number two; W. M. Garrettson, at number three; of Joseph Stevenson, at number four, and John Petree, at number five, besides a host of others, many of whom arc equall}^ deserving of mention.

Wayne Townshif. - -Thomas Winkler taught the first school in this township near the present site of the village of Wa3'nesville, in 1824. Mrs. Silas Thompson, Sr., of Columbus, Ind., whose maiden name was Lane, was a pupil of this school. The next teacher was Peter Kinney, who owned and operated one of the old time copper distilleries in the neighborhood. He taught in an old blacksmith shop in Waynesville. This was a winter term and only attended by boys and young men. The first lady teacher in this township, and probably the second in the count}', was Miss Nancy Thompson, sister of Archie F. Thompson. She taught in an old house in or near the town of Augusta, in the summer of 1825 or 1826. This school was onl}' attended by the smaller bo3's and girls of the neighborhood. This village was a short distance south of Waynesville, and in time was supplanted by its rival. During the summer of 1827 a teacher named Myers, who had only one arm, taught a school which was attended only b}' the smaller children and young ladies. In the early days 3'oung men and young women past school age would often attend school, especially during the winter term, which usually lasted three months. As the teachers were paid by rate bills made up by subscription, it made no difference about the age of pupils. At this time there was no school fund in Indiana, for the support of schools; indeed, no general school laws were published until 1824, and no revenue was derived until a later period. These accounts show what meager opportunities our fathers had to obtain ancducalion, and yet these were tlie humble beginning of our magnilicent s3-,steni of schools. A large parocliial school under charge of the Lutheran church, has been in successful operation for about twent}' (20) years. They have a good brick school house of two rooms, located about four miles west of Jonesville, with an average eiu-ollment of seventy-li\e scholars. Prof. 11. T. Bollman, of Columbus, Jnd., was a teacher in this school for several years. Mr. II. Lotz is principal. There is a parochial school in Joncs\-il]e with an enrollment of twenty-live scholars, with Rev. II. Eirich as teacher. Among the later teachers of this township we would mention William Hubbard, Ben F. Kobbe, William J. Thompson, F. D. Harger, II. F. Eckelman, Dr. J. S. Clark, James W. Overman, II. S. Quick, B. W. Parker, Dr. George E. Clark, Misses Lizzie R. Parker, Viola Perry, Mrs. Flora (Lowe) Godfrey, Mrs. Ella (Clark) Ensle}^, Mrs. Lucy (Bush) Sincebaugh and Lewis H. Donhost.

Ohio Tozuusliip. - - One of the first schools in this township, of which we can gain any information, was taught by Joseph Rose about 1847. He continued to teach in different districts for several years. He had the reputation of being a good teacher. He is still living in the township at an advanced age, and is one of the few pioneers remaining. Josiah Cooper was one of the first settlers, and probabl}' taught the first school in the township. While our knowledge with reference to the early teachers is very meager, the citizens have always taken a deep interest in the education of their children. They have enjoyed the distinction for a good many years of having the longest terms of schools, with the lowest per cent, of school taxes of any township in the count}'. The districts are large and their school houses few in munber. This causes the children to travel farther to school with the advantajje of havinji' seven or eight months of school without the burden of heav}'- taxation. Many of their teachers have found emplo3'ment in other townships when not engaged at home. Among those who will be remembered for their success and faithfulness in teachintr, we would mention the names of Misses Clara E. Moore, Fannie Ogilvie, Anna Wint, Rachel Moore, Julia Ogilvie, Parmelia Winchester, and Messrs. V. D. Ault, J. M. Davis, RoUin Brown, C. H. Wright, yacl-soii Toii'iis/iip. - WilHam Ilowbcrt tauglit the first schoo in this township in the winter of 1844 -.[5. It was lield in an old log cabin, which had been used as a dwellmi;' liouse, near tlie village of Mount Healthy. As it Avas the only school in the township, pupils came in from a distance of three or four miles. This part of the count}' at that time was almost an unbroken wilderness, with here and there a small clearing surroundin<>- a dwellincf. Wolves, deer and wild turkey were still abundant. The second school was held near the present town of Wa3-mansville on the Wantland farm about 1845. It was taught b}' Gideon Fitch, father of Samuel Fitch, of Ohio Township. Soon after the town of Mount Healthy was laid out an effort was made to establish a school; a round log cabin was erected and a school was taught in 1S47, by William Howbert. This house was replaced in a few years by a large, roughly made frame building, which was called the Mount Healthy Academy. It . was advertised by means of a circular, but on account of the difficulty of access, and perhaps the lack of advantages, it did not prosper. But few persons are now living who attended these earty schools, and hence the difficulty of obtaining information regarding them. Mrs. Donaker, of Columbus, is the only one whose name we can give. She retains a vivid recollection of her early school da3's, and to her we are indebted for these items. Perhaps the fact that many of the earl^'- settlers were from Ohio and other States where they had good school privileges, was the cause of their early efforts to found an academy, so as to afford their children better opportunities for education than is usually found in a new country. The name of Rev. Henry Borchers was so well known in this township, and his work so intimately connected with the cause of education, that while he was not a resident we feel that he deserves a brief notice. Mr. Borchers was a Lutheran minister who opened and taught a select school just over the line in Jackson County, about the year 1848.

This school was continued about thirty years, during which time quite a number of young men from this township enjoyed the benefits of his instruction elements of the German and English languaoes and some of tlu' higlicr brandies of study, wliich proved of lastino- value to them in after life. Among the teachers whose names we recall, as his pupils are, Charles E. Mcseke, B. F. Miller, Thomas J. Kobbe and J>. F. Kobbe, of tliis county, and Henry Mullenbrauo-h, and Henry .Myers, of Kansas, all of whom did good work in teaching- p:ngli.sli and German schools in this and other townships. Rev. Borchers was a graduate of a German university and could read and translate German, English, French, Latin, Greek and Hebrew. He was a good thinker and a fluent writer. Of the later teachers of this township we mention Meseke, Miller, Mellenbraugh, Myers, li. G. Chamberlain, Henry Aufderheide, Miss Mary Wichman and Miss Julia Ogilvie. There is a parochial school at the village of Waymansville established about 1865. The first teacher was Rev. Henry Wendt, who held the position for a number of years. At present Rev. Schaffer, pastor of the Lutheran Church, has charge of the school which has an attendance of about thirty scholars.

Harrison Tozvnshif. - The pioneers of this township, and we may say of the county, have passed away with here and there an exception. The little we can learn of their early history brinn-s out man}^ noble traits of character. Prominent among these was the fact that as soon as a settlement was made and the first year's crop housed, provision Avas made for a school, in which their children might obtain the rudiments, at least, of an English education. The cabin was erected, the rude furniture was put in place, and a teacher employed. In this township it seems they did not always wait to find a deserted cabin or to build. a school house.

As early as 1823, one Lemuel Hedges, employed a teacher and opened a school in his own house and invited his near neighbors to send in their children and §njoy its privileges. This school was on upper Wolf Creek, near that old pioneer's, F. L. Whittington, who is still liA'ing and to whom we are indebted for this interesting item of school history. The name of the teacher has been lost, but the fact and his work remain. William Franklin taught in an old deserted log dwelling near the Magaw hill, in 1840. Henry Rucker was the first teacher after this township was organized in 1841. He taught in a log school house, west of the Magaw farm.

Tlicse scliools \\fi"e paid by subscrijHioii at a very low rale. Sanford Jjarucy followed Rucker in the same school house. Daniel BaniharJ., Jk-njaliiin Whillinglon and Soloni;>n Walters attended these schools. Schools were started in South Bethany and in the John P. Holt/, neighborhood jirobabh' before lliis date, but we can not give the names of the teachers. Among later teachers in this township who deserve honorable mention are the following : William Daugherty, John \\\ Anil, John N. Maring, and Bush T. Haislup, who will be kindly remembered for their faithful work in the school room. Still later came F. L. Whittington, Jr., S. C. Daughert}-, Charles Bruce, Robert Hart, A. E. Hart, William Ta3-lor, Oscar Sherwood, and John R. Stewart.

The first school in this township was taught by Thomas Edgerton, in the eastern part of the township, about 1840. A few years later Jacob Snyder, Sr., who was afterward elected Treasurer of the county, taught several terms of school in district No. i. The first lady teacher was a Miss Singer, a sister of the late Harvey Singer. She taught in a log cabin on the farm now owned by Stephen B. Cook, about one mile southwest of Drybread's mill, as early as 1845. Phillip Ports taught several terms previous to 1850. He came from Ohio and was a very good scholar and teacher. Reuben Snyder and Jacob Snyder, Jr., taught in the eastern part of the county in the 50's. Among the latter teachers whose names will be remembered, are: A. M. Rhodes, T. J. Guffey, Oscar Evans, A. W. Bolinger and Mrs. K. Smith. Much interesting histor}'^ in this and other townships has been lost, because of the removal or death of the early settlers, and the fact that no record, even of the public schools, has been preserved.

HartsviUc College. - On the third day of April, 1847, the voters of district No. 7, Haw Creek Township, Bartholomew County, Ind., met at their school house in the town of Hartsville, " and after cliscussing the matter at some length, the}^ concluded to build a new school-house for said district." The building; was to be of wood, 25x50 feet, and two stories high, and to be located in the center of the public square, in the town of Hartsville, and when completed, to be used for school purposes, for religious worship, *' and for all lawful public meetings of the citizens."

Oil the 25111 of November followinL,^. the job of ereclin^^ the buikhng- " was solil at jnibhc outcry, to tlie lowest bidder." About 4.he same lime, the Indiana conference of the church of the United J3rethren in Christ, stimulated by an act of the general conference of 1845, recommending" the establishment of educational institutions in the church, Avas casting about for a location where the}'' might establish such an institution. Hence, at a meeting held in February, 1S49, ^'^"^ voters of district No. 7, proposed to said Indiana conference to surrender to them all claim to their new building upon condition that said conference should complete it and use it for educational purposes. This proposition Avas accepted, and on the 26th day of May, 1849, t^^'^ transfer was made. On the 1 2th of January, 1850, the institution was chartered under the name of " The Hartsville Academ}-," in charge of a board of twenty-seven Trustees, with power to fill all vacancies occurring in the Board, also to appoint a president, professors and other instructors, who together should constitute the facult}' of Hartsville Academy'," who, " b}'^ and with the consent of the Trustees, should have power to grant all such degrees in the sciences and arts, as are customary in other such colleges, universities or academies of the United States."

On the first Monday of May, 1S50, the school was opened with Professor James McD. Miller, A. M., a graduate of the Indiana State University, class 1849, in charge. Near the end of the first year in school, the White River conference agreed to co-operate with the Indiana conference in building the school. In the fall of 1852, the co-operation of the Wabash and the St. Joseph confer- -ences was secured, thus uniting all the conferences of the State in support of the school. After seven years, however, the two latter conferences, wishing to build schools in their own territories, withdrew, and for a period of twenty-two A-ears, the institution was maintained b}" the Indiana and White River conferences aloiie. In the autumn of 18S1, the}' were joined by the North Ohio conference. It was followed the next year by the Michigan conference. 'These four conferences embrace the territory of southern and -eastern Indiana, northwestern Ohio and southern Michigan. By .act of the Legislature, February 8, 1S51, the name was changed from the "Hartsvillo Academy" to "The Ilartsville University," ^vith power to estabhsh the various schools of a university. Bui failing t<j secm-e the co-o])eration of other conferences as had been expected, the institution ^vas continued as an academv until about the year 1865, when it began to emploN' professors in the different departments of a college. March 5, 1882, the charter was again changed. The number of Trustees was reduced to sixteen, four from each of the co-operating conferences, who were to be elected by the conference and to continue in ofhce four }-ears, and the institution was made, in name what it Avas in reality - a college.

Prof. Miller was succeeded in 1852 by the Rev. David Shuck, A. M., also a graduate of the State Universit}^ class of 1846, who for thirteen 3'ears had charge of the school, most of the tinie employing his own assistants. Within this period the scholarship endowment plan was instituted, and scholarships amounting to near $200,000 were sold, also the present building, a brick structure, 60x80 feet and three stories high, was erected in the center of a beautiful campus of seventeen acres, immediately south of the town. In 1865, Prof. Shuck was succeeded b}^ Prof. J. Woodbury Scribner, A. M., of Dartmouth College. Under his administration the institution took on the form, and undertook the work of a college. S3'stem was introduced and the school took rank with other colleges in the State. A hall was also erected for the accommodation of lady students, which was consumed by fire a few years ago. In 1873, Prof. Shuck was again called to the presidency of the institution for one year, when he was followed by Rev. W. J. Pruner, M. S., of the class of 1866, also a graduate of Union Biblical Seminary, Dayton, Ohio. For five years, with Professors J. J. Rile}^ S. Wertz, L. Mobley, J. L. Funkhouser and'W. Fix, as his associates in the various departments, he carried forward the work, when the present incumbent, Rev. C. H. Kiracofe, A. M., an alumnus of Outterbein University, Ohio, was called to the head of the institution. Within his administration, the library has been largely increased, the government of the institution and its courses of study have been radically changed and improved, and the institution brought into more complete harmon}' with the genius and polity of the United Brethren Church.

The first class, consisting of two members, was graduated in 1859, ^^^^ next in 1866. At the present time, 1888, tlie alumni and *tilumn£e of the institution number seventy-six, of whom a large per cent, are ministers. Others are professors and presidents in colleges, editors, lawyers, physicians, teachers, housekeepers, farmers, etc. Of those not taking a full course, some have become even more distinguished than the graduates. From the beginning both sexes have been admitted to the institution on the same conditions and with like privileges, and, doubtless, many an interesting reminiscence might be given by a Pyramus and a Thisby making love under difficulties, or, of marches stolen upon an unsuspecting (?) faculty, but since the unwritten part of histor}' is often the most thrillingly interesting part, it may be well to leave this portion of our history unwritten, or, at least, for the pen of some alumnus or alumna who may have been a participant of the events.

The financial condition of the institution has alwa3's been embarrassing, and has militated much against its success. The histor}' of higher education in the State, will, possibly, not show another institution which has done as much work, and done it so well, at so little expense. In this respect Hartsville College challenges comparison.

Its courses of stud}' are such as are offered in the ordinary western college. It has been and will continue to be the place where many a poor boy or girl may secure an education, who, for want of means, could not secure it elsewhere. To all such, as well as to the more wealth}', the doors of Hartsville College are ever wide open.

Progress Under the New Constitution. - We have already spoken of the condition of things previous to this time, when there was little or no funds to pay the teachers, and none to build houses or provide furniture or school apparatus. The houses were built by the liberalty of the citizens of the district; and meager school fund was supplemented by subscriptions sufficient to satisf}' the teacher. There was no sj'Stem of free schools in Indiana at this time. The new Constitution was adopted in 185 1, providing for a system of free public schools. The Legislature carried this provision into effect in June, 1852, by a tax levy of 10 cents on each $100 worth of taxable property, for the support of the schools. Also for the building and repairing of school houses; for furnishing fuel and apparatus for the use of the pupils. The township Trustees were charged with the dut}' of carr3'ing these provisions into effect. With this advance step came a new era. The old log structure passed away and better houses, better teachers, longer terms of school, and better attendance were the results. In 1859 came the law changing the number of Trustees in each township to one instead of three Trustees, with clerk and treasurer as before. A few years later, about 1865, the tax was increased to 16 cents on the 100, to meet the demands of an increasing population.

Again, in 1867, in obedience to an advanced public opinion, came the law allowing the Trustees to levy an amount sufllcient, if desired, to open their schools from eight to ten months each 3-ear. As time passed on still higher ground was taken. Normal schools were established for the training of teachers. Teachers' institutes and associations were organized in ever};- county in the State. Principles and methods were discussed as never before; the standard was elevated and culminated under the lead of State Superintendent M. B. Hopkins in the count}^ superintendency act of 1873. With it came another step in advance and Indiana came to the front educationall}'. This act brought the office of County Superintendent in place of school examiner with enlarged duties and greater usefulness. With it came township institutes and a County Board of Education, from which we have uniformity of text books and grading of our town and countr}'- schools. The S3'^stem is being perfected and the standard of qualifications for the teacher is being elevated by a better S3'^stem of examination than before. The leading educators, trustees and patrons of this count}'- have always shown a disposition to keep abreast of all advanced movements in the cause of education. Hence the liberal support given to our public schools in the payment of special and tuition taxes for the building and furnishing of all needed apparatus, for reference books, and the pa^-ment of teachers' salaries.

townsliip histories. The Ilartsvillc University was fouiuled in 1850 b}' the United Bretliren Church. The Moravian Female Seminary at Hope was opened in 1S66. The Friends' Seminary or High School in Sand Creek Township has been in successful operation for more than twenty-five 3'ears, wlule our Columbus City High School which was founded in 1859 lias turned out more than one hundred graduates, besides the large number who have been prepared for business or have finished llieir education in other institutions of learning.

We are indebted for mucli of this spirit of education to the leading teachers, educators and school oflicers within our own borders, many of whom have alread}^ been mentioned, others will follow. Gideon B. Hart, uncle of George Pence, of Columbus, was school commissioner for many years, indeed almost as long as one was needed. He was a wdde-awake, noble-hearted man. He resigned the office in 1847 and was succeeded b}^ the late William H. H. Terrell, of Indianapolis. Rav. N. S. Dickey held the position as school examiner for man}'^ 3'ears. He w^as followed by Prof. Amos Burns, who held the position four years or till 187 i. To his efforts, perhaps, more than to any of his predecessors is due the careful discrimination in reference to the teacher's character and qualifications, and his aptness to teach. Prof. Burns was a close student and a critical scholar, and. his habits were brought to bear upon the teachers' work in the school room as well as upon his manuscript. Hence there was a corresponding advance in the methods of instruction in the school room.

J. M. Wallace was the next examiner, and held the position for two 3'ears, or until the ofTice was merged into that of County Superintendent. On account of the liberalit3' of the count3' commissioners he was permitted to do more school visiting under the law than any previous examiner. In June, 1873, he was elected Count3' Superintendent b3'- the township Trustees, which position he held for ten years, or until 18S3. He brought a rare devotion to the cause of education, and a conscientious discharge of dut3'-, extending to all the details of his office. This united with good executive ability, and an. interest in his work which never flagged, contributed to produce a successful administration.

During this period a g-n.:ater advance educationally was made than in any previous decade. This was owing largely to an increased effort on the part of the educators of the State to elevate the standard of education preceding and following the adoption of the amcndmenls to the school law known as the "County Superintency Act"'; also to the enlargement and extension of the powers and duties of the County Superintendent. The county institutes were better attended, and more enthusiasm prevailed. Township institutes brought the Superintendent in direct contact with the teacher, which enabled him to see his weak and strong points and to administer " a word in season." The standard of examination for teachers' license was raised and better teachers was the result. A graded course of study for the common schools was prepared by the Count}' Superintendent, a uniform series of text books was adopted by the count}^ board of education and immediately introduced in the schools of this count3\ A system of monthly and term reports was placed in the hands of the teachers, which has been kept up and improved each year.

These amendments have been opposed and their repeal attempted at almost ever}^ meeting of the Legislature since their passage. Yet they still remain on the statute books, and during the fifteen years since their passage no material change has been made by friends of the law except that in relation to an extension of teachers' license. W. T. Hacker was elected in 18S3, and served ac- . ceptably a term of two years. Prof. Amos Burns was elected in 1885, and entered upon the duties of his office with the same care and pains-taking fidelity that had characterized his work fourteen years before. The present incumbent is James W. Wells, elected in 1887. He is now devoting his time faithfully to the duties of his office. During the last five years much good work has been done in the schools of the count}'. The examination for teachers' license has been made more diflicult. The number of pupils who have passed through the graded course of study in the pubfic schools of the county and graduated therefrom has increased each year. The first examination for this purpose was held in 1882-3. A reading circle has been established for the county, and much interest is being manifested in its success. We may add also that in addition to the eight common scliool branches, most of the town graded schools and many of the district schools teach algebra, -German, civil government and elements of natural philosophy. We wish here to remark that while much of the early school history of our county has been lost or exists only in the mind of the " oldest inhabitant," yet we have plenty of material from which to draw during the last quarter of a century. But we leave this for the future historian. We are largely indebted to many men who have held high official positions in our State and educational institutions for the high position educationally we hold as a county, from the early labors of ex-State Superintendent Hobbs, down to the present State Superintendent, La Follette, and especially for the abundant labors in our county institutes from the first one held in this county by Prof. J. M. Olcott, in 1S65, clown to the present time.

An enumeration of the names of the distinguished educators. State Superintendents, college presidents, professors and teachers in normal schools and colleges, and editors of school journals from whom we have drawn both instruction and inspiration at our annual gatherings, would make a list of which an}- county might be proud.

Our earnest desire is that the beginning of the next century may witness the highest ideal of a perfected county school system, beginning with the kindergarten and ending with the high school, which shall give an education perfectly adapted to develop our children mentall}', morally, and physically.