Boone County, Indiana - Chapter 11: Education, 1914 (part 1 of 2)

Chapter 11: Education

The early settlers of Boone county were from Ohio and eastern Indiana, with a sprinkle from Virginia, Kentucky and the Carolinas, and a few from the woods of Pennsylvania. They came here almost any way to get here, with no provisions to get back to their homes. Some floated down the Ohio river to Cincinnati, or Madison, others made their way on horseback or on foot. Some in wagons drawn by horses or oxen. If they were on horseback or afoot, they could penetrate the dense forests of Boone, when they reached it by the Indian trail. The first that came by wagon had to cut a path for the wagon, and it was a tedious and tiresome journey. They had been accustomed to schools in their former homes, and they were considered a necessity of life, and they could not think of living without schools, any more than they could without homes and mills. Education was deemed a necessity and even before schools of the crudest kinds were established the children were taught in the cabin home by the father or mother or some traveler. If the home itself did not have any one capable of teaching the children, some mother or daughter of the neighborhood more intelligent than the others would gather about them the few children of the community and teach them the simple arts of spelling, reading and arithmetic. Education did not wait for the school houses any more than did religion wait for the church, but its influences were established just the the same.

The mother found sufficient time from her numerous cares and duties to spend a short time in the enlightenment of her family. True, she was limited, perhaps, to the Bible or some rare book, but this served sufficiently to accomplish the end in view.

Before the organization of the county all education was conducted from private resources, and, indeed, many years after the county had been organized and a school fund amply provided for, the receipts were so little that the "subscription schools" were practically the only means of an education.

"Sec. 6. Each able-bodied male person of the age of twenty-one or upwards, being a freeholder or householder residing in the school district, shall be liable equally to work one day in each week, until such building may be completed, or pay the sum of thirty-seven and one-half cents for every day he may so fail to work * * * and provided, moreover, that the said trustee shall always be bound to receive at cash price, in lieu of any such labor or money as aforesaid, any plank, nails, glass, or other materials, which may be needed about said building.

"Sec. 7. That 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, which shall be forever open for the education of all the children within the district without distinction."

Before the days these splendid colleges of the woods were erected, according to the specifications of Sec. 7, the pupils and teachers had to put up with any sort of a shack or an excuse of a house for school purposes. It was of round logs, with split logs or dirt for a floor, a spacious chimney of sticks and mud ; greased paper instead of glass for windows ; backless seats for the comfort of the pupils, and a slab to stand up and write on. There is a vast difference between what a trustee would call comfortable for teacher and pupils in 191 4 and what they would consider comfortable in 1830.

Sec. 10 provided that when the house was finished the trustee should examine it, number and name it and make all needful subsequent repairs.

The next step was to organize a school. The trustee would call the inhabitants together at such school house to determine whether they would have any tax raised, either by money or produce, to support a school, and what time the school should begin and continue. The trustee would make record and proceed to select teacher and to contract with the same as provided by the meeting of the citizens. So many days, so much money, so much produce, and especially whether the teacher should "board "round" or not.

The trustee examined the applicants for teachers in those days, whether they were qualified to teach "Readin, Ritin and Rithmetic," hence the three R's course was established in Indiana as a fixture. The early history of the establishment of schools in Boone county is full of interesting stories of the pioneer teachers and trustees which would make interesting reading. Boone county was full of these episodes and they are not unlike the stories of the beginning of schools all over this land of ours. The old blue-back spelling book. Pike's Arithmetic and the goose quill urged by the sight of the long, limber rods that reposed above the faithful teacher's desk, which developed the boys and girls of that day into honorable men and women, that laid the foundations of our county and state. They were men and women who were able to discharge well their duties to their day and generation. It is a question whether we are producing any better quality today, with all our boasted improvements in schools, churches and roads. In 1837, seven years after the organization of Boone county, there was an important change in the school law, that created an examining board of three members. This change relieved the trustee of this responsibility, and made a dignified court, before which the would-be teacher trembled with fear. We remember well the first time we ever appeared before this august body and trembled before its wisdom. Just think of a chip of a boy having thrown at him the problem : "Will you, sir, tell us what will be the product of 2$ cents multiplied by 25 cents?"

All three of those supreme judges looking at us with their two eyes, by their glare scaring out of us what little wits we had. You may imagine our feelings, but we can not express them to you in words. There was no such sum as that in Pike's Arithmetic. Figure it as we would we could only get six and one-fourth cents out of it. It looked too small, and two of the examiners so expressed themselves. The other thought it rather small, but guessed it was right, and they all concluded that we were qualified to teach. The beauty of it was they did not know any more about it than we did. Had we known that at the time we might have felt more confident. We never forgot the lesson, and years afterward, as county superintendent, we always tried not to frighten the applicants for teacher's license. We never forgot the misery of that day, and never desired to inflict it upon another. Those good old starting-days are over, and we trust that they will never come again. They were in keeping with pioneer life. Nothing else would have done. The school house, the trustee and the teacher just fitted the demands of the day. A person that had stood up against the wall of some college and had a little of the stuck-up shine on him, would have cut a pretty figure in the earlv woods of Boone as a school teacher. The trustee would have turned him down as disqualified, and the big boys would have taken him down to the spring and ducked him under three times.

The teachers - where did they come from? There was the questioning Yankee, the sturdy Englishman, the firm Scotchman and the witty Irishman, and a few backwoodsmen or native born. We remember our first teacher. He was an Irishman, who wore a broad-brim and went to church every Wednesday, and gave us a long noon recess. On invitation (sometimes bad boys got invitation to cut off the recess), well, we went. The folks sat still and mute for one round hour, and then arose, shook hands and went home. We never forgot those days nor our teacher, nor how he taught us the multiplication table, for our dear old teacher was faithful. Long ago he passed to rest, and is awaiting the glorious morning of an eternal day.

Often times the teacher knew little or nothing except to "keep school," but this at least served the purpose of an organization. "The first teachers in Indiana were mainly from Ireland or Scotland, with a few from New England, and occasionally one from Virginia or Tennessee. The first school houses were log cabins with puncheon floors and seats. Generally one end of the house was taken up by a fireplace, where huge logs furnished warmth and smoke. The windows were small, consisting generally of four or six panes of glass about eight by ten inches in size. In these uncomfortable houses school was taught usually three or four months in the year. Text-books were not to be had. and the scholars took to school such books as the family might have brought with them from the older states. The New Testament was the approved book used for teaching reading". The course consisted of reading, writing and arithmetic, with now and then a class in geography and grammar. The teacher was always provided with a good supply of switches, and a heavy ferule or two, with which he pounded learning into the scholars. The teacher was an autocrat, and his word was absolute law, both to parents and children.

scholars, until a school with twenty-five scholars resembled a modern political meeting, more than anything else. This method was deemed the only one by which students could be made to think for themselves. The idea was that studying and thinking amid such confusion and noise best fitted the student for business in after life. This custom prevailed in most of the schools until long after Indiana had become a State in the Union. The method of recitations followed very closely that of studying, and most of the lessons were recited in a monotonous, sing-song tone. One of the main requirements of a teacher was the ability to teach penmanship. In those days penmanship was a very laborious, tedious, and painful exercise. It was really pen-printing. The scholar was compelled to write very slowly and with the greatest precision. Spelling was another of the specialties in those days. Generally the classes stood around the room and 'spelled for head.' The last afternoon of each week was usually devoted to a spelling-bee. The school would divide and each try to spell the other down. When schools became more numerous, and within easy distance of each other, it was a common thing for one school to challenge another to a spelling match, which would be attended by as many of the adults as could find the leisure. These were great occasions for the adults as well as for the children of the whole countryside, and were generally followed by a country dance or some other amusement common in those days." The above is taken from Smith's History of Indiana.

Nor indeed was spelling the only pleasure and lesson taught upon these occasions, as many a young man and maiden could testify, the spelling bee was the social part and the "longest way home was the nearest and best."

The masters of these schools ruled them with an iron will. No teacher was considered as fit unless he could give promise of being able to thrash any boy in the school. Eggleston's picture of primitive school life in his "Hoosier School Master" is not very greatly overdrawn and many a patron of that time was a firm believer in the pedagogy - "no lickin', no larnin', says I". Pete Jones' were common throughout the country, but were soon put to flight by the Hannah Shockys and Bud Means'.

The school houses were crude affairs, built of poles with greased paper windows on one side, and mammoth fireplaces filling "rooms one end," puncheon floors, split log seats, which were made by splitting logs and boring holes in them in such a way that wooden legs were put in them, the desk was a

The main fireplace was fed by logs pulled into the house by the bigger boys. The wood to maintain the fire was cut in the nearby forest frequently by the boys themselves during the school period. It is easy to see how those near the fires would roast and the pupils farther away would freeze their toes, but woe unto the boy or girl who allowed such a thing as a frozen toe to interfere with his "books", for the schoolmaster was very willing and seemingly eager for the opportunity to display his ability to "lick".

School had made but little progress when the first constitution of the State was adopted in 1816 and to establish the great system that we now have that instrument contained the following article:

"Knowledge and learning generally diffused through a community, being essential to the preservation of a free government, and spreading the opportunities and advantages of education through the various parts of the country being highly conducive to this end, it shall be the duty of the General Assembly to provide by law, for the improvement of such lands as are, or hereafter may be granted by the United States, to this State for the use of schools, and to apply any funds which may be raised from such lands or from any other 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 the authority of the State prior to the year eighteen hundred and twenty ; and the moneys which may be raised out of the sale of any such lands, or otherwise obtained for the purposes aforesaid, shall be and remain a fund for the exclusive purposes of promoting the interest of literature and the sciences, and for the support of seminaries and public 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 a 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 equivalent by persons exempt from military duty, except in times of war, shall be exclusively, and in equal proportion, applied to the support of county seminaries; and all fines assessed for any breach of the penal laws

The following is taken from Smith's History of Indiana : "Notwithstanding this ample provision in the constitution the cause of education advanced very slowly. There were many obstacles in the way. The settlements were small and widely scattered; there were no funds with which to erect school houses, and there was apathy on the part of some, and very decided hostility on the part of others. The cause of education, however, had many staunch friends, and they did not let the matter rest, but kept up the agitation from year to year. The General Assembly of 1816 made provision for the appointment of superintendents of school sections, with power to lease the school lands for any term not to exceed seven years. Each lessee of such lands was required to set out annually twenty-five apple and twenty-five peach trees until one hundred of each had been planted. Between the years 18 16 and 1820 several academies, seminaries, and literary societies were incorporated. In 1821 John Badollet, David Hart, William W. Martin, James Welsch, Daniel S. Caswell, Thomas C. Searle and John Todd were appointed by the General Assembly a commission, to draft and report to the next legislature a bill providing for a general system of education ; and they were instructed to guard particularly against 'any distinction between the rich and poor." The commission set about their work conscientiously, and when it was completed submitted it to Benjamin Parke, who had been at one time a delegate to Congress, and was then the United States Judge for Indiana. The bill so reported was enacted into a law, and became the first general law on the subject of education passed by the Indiana General Assembly. It was passed in 1824, and bore the title : "An Act to incorporate congressional townships and providing for public schools therein." After providing for the election by the people of each congressional township, of three persons to act as school trustees, to whom the control of the school lands and schools generally was to be given, the law made the following provision for building school houses: "Every able-bodied male person of the age of twenty-one years and upward residing within the bounds of such school district, shall be liable to work one day in each week until such building may be completed, or pay the sum of thirty-seven and one-half cents for every day he may fail to work." The same act described a school house as follows : "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 be furnished in a manner calculated to render comfortable the teacher and pupils." The trustees were required to receive lumber, nails, glass, or other necessary materials at the current prices, in lieu of work. No funds were provided for the pay of teachers, so the schools were not free, but they were made open to all, black as well as white. It was not until about 1830 that colored children were excluded from the schools, and then the exclusion arose from a prejudice excited by the slavery agitation. Under the law of 1824 the schools were kept open just as long each year as the patrons could or would pay for their maintenance.

At nearly every succeeding session of the General Assembly some law was enacted on the subject of education, but still no general system was adopted. There was always an opposition that would find some way to get the laws before the courts, and thus hamper the attempts to establish schools. Private citizens did much for the cause, however, and public meetings of citizens did more, but little could be accomplished in a public way. School officers had no fund with which to erect houses, or to pay teachers. They could not levy a tax, except by special permission of the district, and even then the expenditure was limited to $50 by the act of 1834. The friends of public schools worked on and hoped on, striving to overcome every obstacle and put down all opposition. At last their day of triumph came, but even in their triumph they came near being defeated, and their noble efforts were for some years neutralized by the stupidity of a supreme court. The friends of education planned and worked until at last they found a way to provide for one of the most magnificent public school funds in the Union. It has already been noted that the General Government gave to the State the sixteenth section of every township, for school purposes. This was made the beginning of the grand school fund to be built up by the State.

The three "R's", "Readin', 'Ritin', and 'Rithmetic", were the basis of all early schools. It was the privilege of the children to study any or all of these subjects as long as they desired.

Spelling was the fundamental and the first thing taught all children. No child was expected to read until he was able to spell all the words of Dillworth's, Webster's, or a little later, McGuffy's. It made no difference whether he knew the meaning of any of the words, or had the remotest idea of their application, he must spell it, anyhow. Spelling was frequently taught by having the children sing as they spelled and many an old lady today can sing "b-a ba, b-i, bi, b-o, bic a bo". To be a good reader meant that he must be able to pronounce rapidly all the words found in the book being read, which was frequently "Life of Washington", "Life of Franklin", the Bible, or any book that could be found in the home.

Poetry was always read in a sing-song tone with special attention paid to the emphasis and inflection at the end of each line, in imitation of the way in which hymns were "lined" by the minister.

Along with the reading went the "speaking a piece" on Friday afternoons, or the last day of school, being a great occasion for each and every district.

Arithmetic was, however, considered the most important of all subjects because of its being regarded as the most practical. The fundamental processes were taught to all children, many, however, never advancing beyond the attainment of being able to add, subtract, multiply and divide. If a pupil shows special inclination towards mathematics he might be able to get to the single rule of three, or even so far as the double rule of three, or if he was extremely ambitious he would be shown into the mysteries of "vulgar fractions".

The clapboard and charcoal in time gave way to the slate and pencil, which was considered an enormous improvement. The single slate was later supplanted by the double one, thus enabling the child to "do the sums" and have it protected from erasure. Blackboards were unknown in the early schools. The first of these to be used were made by painting some smooth surface and wall black, later on these were coated with a prepared slating which in a few days' time wore "slick" which made it almost impossible to make a mark or to see it after it was made.

Grammar was introduced into the schools many years after the other subjects. No one was expected to study grammar unless they expected to be a Latin or Greek student. Many of the early pedagogues, however, were from Ireland and Scotland or from the classic halls of some New England college and were Latin and Greek students. If a boy could be induced by these men to study grammar they had high hopes of later making a teacher of him.

History was introduced into the course at a later period than grammar. An old text were simple tables of facts, and dealt little or nothing with great

Geography had but little attention given to it in the early schools, and when it was studied was regarded as being extremely foolish and full of statements wholly out of harmony with the thoughts of the backwoods people of the time.

Barnabas C. Hobbs, LL.D., a very distinguished educator of Indiana, and one of its State Superintendents of Public Instruction, who was really a great man, in speaking of the early teaching of geography, said:

"I can well remember when Morse's geography came into the State. It was about the year 1825, and it created a great sensation. It was a period in school history, before this but few had a clear idea of the earth's rotundity, many could not understand the subject well enough to reason upon it, and many were emphatic and persisted in repudiating the absurd idea that the world is round and turns over. Debating clubs discussed the subject, and to the opposition it was perfectly clear, that if the world turned over we would all fall off, and the water in the ocean would be spilled out. Morse's geography cleared away the fog, and when Comstock's Philosophy, with its brief outlining of astronomy, was introduced, the schoolboy could understand the subject well."

In this early day geography was very much opposed because of the reasons above cited. Men would put a bucket of water on a stump to find the water there the next morning, which to them was ample proof that the bucket had not been standing wrong end up over night. They further argued that if the world turned over that we would go so fast that no one could stick to it. As an evidence that we did not turn they would cite the fact that the same side of the tree was always north and never in any other position, more than that, if the earth was round the Mississippi river would have to flow uphill to empty its water into the Gulf and "any fool knew that water would not run uphill."

The feeling became so great that in some communities the "heresy" was preached upon from the pulpit, many an early minister taking the view that it was against the teaching of the Bible, for indeed did the Bible not say in Isaiah: "And he shall set an ensign for the nations and shall assemble the outcasts of Israel, and gather together the dispersed of Judah from four corners of the earth," in Revelations when John said: "I saw four angels standing on the four corners of the earth," and how indeed could the earth be round and have four corners? The apple, was a physical proof that such teachings were absurd and out of harmony with divine revelations, therefore the earth must be flat.

The last of the common school subjects to be added to the curriculum was physiology. The first science to be developed by man was astronomy, and the nearest object he could study in that was the moon, thousands of miles away. Later his attention was given to botany and physics, studies of objects about him. It seems strange that his last subject to be studied and investigated, would be the one to him the most important and the greatest of all creations - himself. The storm of opposition that arose to the study of grammar, history, or geography, was mild, indeed, to the tempest that broke forth when it was suggested that physiology be taught in the schools. It seems almost impossible that people should ever object to this study, but they did. It was thought that physiology should be studied alone by doctors, and that the child should know nothing about his "inards." Many people looked upon it as unwise, indiscreet and even immoral to study the composition of one's own temple. But, like all other objections made to modern thought, the objection to the study of the human body had to give way. Later the study of physiology and anatomy gave way largely in the schools to the study of hygiene and sanitation, perhaps of the greatest benefit of any subject now taught in our schools.

As has been before noted, the writing of the early day was a very laborious task. No lead pencils were to be had and the writing must be done with the pen. No teacher could get along without a sharp knife, which, from its size and purpose to which it was put was known as the pen knife, for it was with this knife that the teacher made the pens for the children to use. The child would perhaps pick up a goose quill or turkey feather on the way to school and from it the teacher would form the pen to be used that day. The typical master of that period is always pictured as having the pen stuck behind his ear. The juice of the pokeberry served as ink for schools. Commercial ink, of course, could be purchased. Ink purchased at that time was usually of splendid quality, as is shown by the early records. The first record made in this county is as clear today is on the day on which it was made (due, of course, to the quality of the ink and the paper).

saying is largely true, but it is no wonder that the schools of that period were crude if they were to have the same state of culture as the teacher. As we have said before, the teachers were often people who had come west through the spirit of adventure and were, Micawber like, "waiting for something to turn up," and in the meantime teaching school. This naturally brought people of all conditions.

Judge Banta, ir> his early "Schools of Indiana," printed in the Indianapolis News, in 1892, says: "A few years ago I had occasion to look into the standing and qualifications of the early teachers of my own county, and in looking over my notes I find this statement: All sorts of teachers were employed in Johnson county ; there was the 'one-eyed teacher,' the 'one-legged teacher,' the 'lame teacher,' the 'teacher who had fits,' the 'teacher who had been educated for the ministry, but, owing to his habits of hard drink, had turned pedagogue,' and the 'teacher who got drunk on Saturday and whipped the entire school on Monday." "

A paragraph something like this might be truthfully written of every county south of the National road and doubtless every one north of it. The lesson this paragraph teaches is that whenever a man was rendered unfit for making his living any other way he took to teaching.

Owen Davis, of Spencer county, teacher, took to the fiddle. He taught what was known as a "loud school," and while his school roared at the top of their voices, the gentle pedagogue drew forth his fiddle and played "Old Zip Coon," "Devil's Dream" and other inspiring profane airs with all the might and main that was in him.

Thomas Ayres, a Revolutionary veteran, who taught in Switzerland county, regularly took his afternoon nap during school hours while his pupils, says the historian, were supposed to be preparing their lessons, but in reality were amusing themselves by catching flies.

One of Orange county's schoolmasters was an old sailor, who had wandered out to the Indiana woods, and under his encouragement his pupils spent a large part of their time, it is said, roasting potatoes.

Laughable, indeed, were some of the attempts at school-keeping in those old-time "wood colleges." In many cases, "readin' and spellin' " were the limits of what the schoolmaster dared to undertake. And the books and the classes - they were wonderful in their variety. Whatever a pupil brought, that he used ; and no high-fangled teacher nor nosing school committee interfered to "shut down" on the pleasure of parents or of pupils; but. as in the days of Israel of old, "every one did that which was right in his own eyes." It might chance, indeed, that a presuming youth, fresh from the schools of "Yankee land" (though such an event was almost never known) would venture, with his armful of books, to enter the schoolroom door, thinking that his "Yankee books" would surely "pass muster out west." But, no; the teacher would examine briefly, and bluntly say, "Them ar books ain't no use - take 'em home and keep 'em thar."

One of the prominent men of the county gives an amusing experience in this respect. His parents had just come to the West from "Old Massachusetts." The boy, perhaps ten or twelve years old, marched proudly to the sylvan temple of wisdom with his armful of New England books - Colburn's mental arithmetic and Adams' new arithmetic, those mathematical gems of olden time; Greenleaf's grammar, Goodrich's reader (perhaps), Smith's geography, etc. The teacher, a long, lank, gaunt, ungainly fellow, rapped on the window. The children suddenly ceased playing, and crying, "It's books! it's books!" ran pell-mell into the log schoolhouse. School began. The teacher came along, eyeing askance the formidable pile of books; and fingering the one that lay on top - "Old Zerah Colburn," he opened the volume, and, leafing it over a while, broke out, "Boy, take that ar book home and tell your 'pap' to burn it up. The man what made it did not know what he was about and couldn't do the sums." (The work has no answers.) Taking up the grammar, he said, "That seems like it mought be a good enough book, but grammar ain't teached here, and you kin take that home, too." Next came Adams' new arithmetic, at that time one of the best textbooks on arithmetic in existence. Turning the leaves over one by one, he drawled out, at length. "This is some better, the man knows how to do about half his sums. But, see here; take that ar book home, too, and tell your 'pap' to send Pike's or Talbot's 'rethmetic. Them's the kind we use." And so with the rest. He made a clean sweep of the books, and the poor, crestfallen boy, chagrined beyond measure that his "Yankee books" had thus summarily passed utter condemnation, went home at night (or perhaps at noon) and made report to his astonished father of the reception which had been accorded to the books he had so proudly lugged to school in the morning.

We are told of one early teacher in Boone county whose greatest diversion was in seeing how far from the wall he could stand and spit through a crack in it.

Another, whose farm adjoined the schoolhouse, punished the boys (and they did not have to do much to be punished) by sending them into his nearby clearing and compelling them to pile brush.

Of another teacher it is said that he brought yarn to school, out of which, for certain minor offenses, he would compel the grown-up girls to knit his socks.

No doubt many of these stories told are exaggerated, but the fact remains that the teachers as well as the schools were very crude affairs, but the old schoolmaster with his iron will, his hickory rods and "repressive teaching," soon gave way to the more refined spirit brought about by the introduction of lady teachers in the school, but with all that many a man owed his strength of character to habits formed in those primitive schools. The teacher had to have but little qualifications so far as law was concerned to teach school. If he was able to satisfy the three "good district fathers," whose duty it was to "run the school," that he was able to manage the big boys, he was almost sure of a job. Frequently no examinations were held at all by them, and if any at all were held they were of little, if any, consequence.

In time the state organized the school systems in such a way as to ascertain the qualifications of applicants to teach. The township trustees conducted the examination. Mr. Hobbs, before referred to, tells this amusing experience of his first examination for a teacher's certificate :

"The only question asked me at my first examination was, 'What is the product of 25 cents by 25 cents?' We had then no teachers' institutes, normal schools, nor 'best methods' by which nice matters were determined and precise definitions given. We were not as exact then as people are now. We had only Pike's arithmetic, which gave the sums and the rules. These were considered enough at that day. How could I tell the product of 25 cents by 25 cents, when such a problem could not be found in the book? The examiner thought it was 6j4 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 schools, and a first-

Later on the state provided for a county examiner, whose duty it was to ascertain the qualifications of teachers. Frequently they were but little better for this purpose than the trustees had been, for they were appointed by the county commissioners, who had a habit of appointing lawyers, doctors, and more commonly preachers. As to the character of these examinations see pages 160, 161 and 162.

The northwest territory embraced all the territory in the United States lying between the Ohio river and the Mississippi river. The ordinance of 1787 provided an educational foundation for this section of country. The sixteenth section in each congressional township was to be devoted to educational interests. The proceeds of this section, when sold, were to go into a perpetual fund, the interest of which was to be used for the education of the children of the state. The funds derived from the sale of these lands were not to be used for any other purpose. The fifteenth section of the charter of the State Bank, in the year 1834, provided that twelve and one-half cents on each share not held by the state be placed to the permanent school fund of the state. This yielded the sum of $80,000 which is now bearing interest in favor of education. It was called the bank tax fund. The same act, establishing the State Bank in 1834 provided for the state borrowing $1,300,000 for twenty years at five per cent., $800,000 appropriated to the purchasing of bank stock, and the remaining $500,000 was designed to be loaned to individuals on long time at six per cent, interest to aid them in paying for their portion of the bank stock. The same act provided that the interest received on these loans, and the dividends paid on the state stocks, together with any part of the state loan not required for paying the state stock in bank should constitute a sinking fund, reserved and set apart, principal and interest, for the purpose of paying off the loan negotiated on the part of the state, and the interest thereof. The residue of the fund after paying off the loan, interest and expenses was ordered to form a permanent fund appropriated to the cause of common school education. This provision has yielded to the common school fund of the state five and one-half million dollars and is known as the sinking fund.

When Andrew Jackson was president of the United States, the national debt contracted by the Revolutionary war and the purchase of Louisiana, was entirely discharged, and a surplus remained in the treasury. Congress, in June, 1836, passed an act distributing this surplus among the states at the rate of their representation in congress. This gave to Indiana as her share the sum of $860,254.

The Legislature of Indiana, in its session of 1837, on February 6th, set aside $573,502.96 as a permanent part of the school fund and it is known as the surplus revenue fund.

In 1832 Congress authorized the Legislature of Indiana to sell the Salt Spring lands that had been donated or given to the state by Congress in 1816, and appropriate the proceeds to the permanent fund of the common schools. This yielded a fund of $85,000 and is known as the Saline fund.

Congressional Fund

The United States government, in the ordinance of 1787, pledged itself to the encouragement of "schools and the means of education." In accordance with that policy the enabling act submitted to the Indiana territorial convention in 18 16, required that the sixteenth section of each congressional township throughout the state be reserved '"to the inhabitants for the use of schools." The aggregate fund derived from the sale of these lands is $2,476,297.44.

Distribution of Congressional Interest. - The constitution of Indiana for 1852 provided for the consolidation of all school funds into one "Common School Fund." The school laws enacted in June, 1852, in accordance with that provision were framed so as to enable counties to turn all of their school moneys into one fund producing a common revenue to be distributed in proportion to the school enumeration of the various corporations. Serious complaints were made against this law for the reason that the fund arising from the sale of the sixteenth section varied greatly in amount in different townships. The contention was made that the Legislature had no right to divert these funds from the inhabitants of the townships where they belonged. Test cases were brought and among them the case of The State vs. Jefferson township, Franklin county. In this case the Supreme Court handed down the following opinion :

"The sixteenth section in the several congressional townships in the state, was granted by Congress to the inhabitants of such townships respectively, (18)

"By the sale of the sixteenth section in the several congressional townships of the state, under the act of Congress of 1828, the proceeds became trust funds, to be applied to the use of schools in such townships, respectively, and not elsewhere. * * * A repeal by the Legislature of the act creating Congressional townships could not affect the validity of the grant by Congress of the sixteenth section in those townships, to the inhabitants for the use of the schools therein, nor give the state any better right than it otherwise would have to divert the funds derived from the sale of such sections. The grant in question was a contract executed, and incapable of revocation by the Legislature. * * * The school law, so far as it diverts the proceeds of the sale of section sixteen in the several Congressional townships from the use of the schools in such township, respectively, to the use of the school system of the state-at-large, is in contravention of section seven of article VII of the constitution."

In order to secure an equal distribution of the funds, the law now requires county auditors, after having distributed the Congressional fund to the various civil school corporations composing the respective Congressional townships, to so distribute the common school fund as to bring about an equalization. This practically places the distribution upon a per capita basis and substantially carries out the purpose of the 1852 school law.

This necessity for the county auditor to keep a separate account of the funds belonging to the various Congressional townships and parts of Congressional townships composing his county, as well as with the various school corporations included in the same territory, entails a complicated system of bookkeeping, much confusion of accounts and loss. For these reasons it is recommended that our Legislature adopt a resolution requesting that our senators and representatives endeavor to secure legislation giving the grant to the state as a whole, rather than to the inhabitants of the various congressional townships. In Indiana and Illinois only of the states of the northwest is the fund under local control.

On this foundation Boone county began to build in the woods. We have touched on this subject in connection with the sketch of each township and it is only necessary here to speak in general terms of its beginnings, progress and attainment in the county. About the first thing the early set- tier called for after securing a shelter for his family was a place to educate his children. Just as soon as there were sufficient children in a neighborhood to form a class, arrangement was made for them to get together, and some one was employed to instruct them in the rudiments of education. Everything was very crude at the beginning. It was really the backwoods. Everything was in the brush. For years during the early days it was indeed Brush College, and the most of the training of the boys and girls that grew into stalwarts in the county, received most of their instruction under the tuition of Mother Nature in the wild-woods; and through the discipline of the hardships of pioneer life. Brush College was a good business institution and its graduates became the very founders of the county with grit, energy and wisdom to build wisely, homes, roads, school-houses, churches and all the comforts and luxuries that constitute the beauty and wealth of our county. The graduates of this early institution of Boone became good citizens, and discharged well the duty and responsibility of life. We doubt whether better ever came from any institution so far as real manhood and womanhood are concerned. The first house or home for the school was almost any kind of a shelter in time of a storm. It may have been a deserted cabin, or a log church, or perchance a brand new cabin erected specially for school purposes. Round logs with ends protruding at the corners, one end occupied by the fireplace, one or two logs sawed out for light to flicker in through greased paper, puncheon floor or none, a split log on pegs backless for a seat, and the same device for a writing-desk resting on pins driven in the wall ; this crude furniture with two pegs driven in the log back of the teacher's desk to hold the correcting rods with the puncheon door and the structure was complete. You smile - you need not, for when you see the strong characters and behold the stanch men and women that got their start and idea of life in these early schoolhouses ; and the success that they made in life you will conclude that the pioneer schoolhouse of Boone county wrought wonderfully and nobly.

In a few years the round log building fulfilled its mission and the hewn log building with its more modern fixtures, seats and desks of boards and glass for light came into use. In a few years came the frame building and last of all the brick with all the modern devices and improvements of our day looking like luxuries when compared with what our fathers and grandparents enjoyed. Beginning on nothing in the woods, we have grown into luxury and wealth, and our county has kept pace with the growth of our sister counties

Consolidation Of Schools

Worth township is the first in the county to make the effort. Whitestown, the chief trading point in the township, is near the center and convenient to concentrate all the schools of the township. The plans are made and efforts are being made to carry them out. A controversy arose in the township over the question of providing school buildings and it got into the courts and delayed matters for accommodation of the pupils. The plan seems feasible and we presume will work out in time. The plan in Sugar Creek township is to have two school-houses, one on the north of Sugar creek and one on the south side of the creek. The houses for this plan are already constructed and nothing remains except to induce the people that this plan will be best for the educational interest of the township. Other townships in the county are moving along in this line as fast as circumstances will permit. We submit here the report of the state superintendent of the state for the year 191 2:

County Schools

The county schools rank favorably with any county in Indiana. There are one hundred and thirty-five excellent school buildings scattered in every portion of the county, of which one hundred and fourteen are substantial brick buildings while twenty-one are good tenantable frame structures. The estimated value of these is two hundred sixty thousand two hundred and ninety dollars. The teachers employed are competent, and the good results they produce is evident on all sides. There are at present one hundred and seventy-five teachers engaged and the aggregate compensation they received during the fiscal year ending August, 1897 was fifty thousand eighty-two dollars and fifty-two cents. The following gentlemen served as school examiners and county superintendents since the establishment of the system until the present: School Examiners - 1853-60, W. F. W. C. Ensminger; 1860-62, N. S. Caldwell; 1862-65, F. M. Greene; 1865-67, C. K. Thompson; 1867-71, J. M. Saunders; 1871-72, Joseph Foxworthy; 1872-73, A. E. Buckley.

Thorntown High School and Grades, F. B. Long, superintendent Thorntown ; Celine Neptune, principal, Thorntown ; Grace Roberts, arith metic, history, geography, Thorntown; Chester Hill, manual training, algebra, physics, Thorntown ; Edith Walker, seventh and eight and English Thorntown; Glydas Larue, second and English, Thorntown; Alta Jaques fifth and sixth, Thorntown; Maud Richey, fourth, fifth and sixth, Thorntown ; Belle Mater, third and fourth, Thorntown ; Gertrude Proctor, first and second, Thorntown ; Zella Bratton, music. Thorntown ; Laura Breckenridge, penmanship, Thorntown.

Central Building. - Principal, Lydia Bell, history, physiology, domestic science, Lebanon ; departmental, Kenyon Stephenson, Myra Richardson and Cora Haller; sixth year, Drubelle Imel, Lebanon; fifth year, Rose Sims, Lebanon ; fourth year, May Shannon, Lebanon ; third year, Charlotte Opel, Lebanon ; second year, Ethel Barlow, Lebanon.

Zionsville High School - T. H. Stonecipher, superintendent, agriculture and science, Zionsville; W. A. Ross, principal, history and English, Manual training, Zionsville; Fay Fulmer, Latin, German and physics, Zionsville; H. N. Swaim, science and German, Zionsville. Grades - primary, Mabel Gregory, Zionsville; Nos. 2 and 3, Emma Smith, Zionsville; No. 4, Grace Deer, Zionsville; No. 5, Mina Vandever, Zionsville; Nos. 6 and 7, Wilber Casey, Zionsville; No. 8, Z. W. Vandever, Zionsville.

Whitestown High School and Grades, M. C. Marshall, superintendent, science, German ; principal, C. E. Hull, Latin and mathematics, Whitestown ; Flora Cline, English, history and domestic science, Whitestown ; Horace Wysong, grades 7 and 8, Whitestown ; James Hawkins, grades 5 and 6, Whitestown ; Jennie Elmore, 4th grade, Whitestown ; Coila Thomlinson, grades 2 and 3, Whitestown; primary and 1st, Isa Pollard, Ross Caldwell, No. 2, Whitestown; music and drawing, Irva Morris, Whitestown.

Jamestown High School and Grades, A. C. Kibbey, superintendent, Latin, history ; C. G Lawler, principal, history and English, Jamestown ; Cordelia Caldwell, mathematics and domestic science, Jamestown ; Charles O. Fulwider, science and manual training, Jamestown ; No. 8. Claude Lucas ; No. 7,

Advance High School and Grades, P. D. Pointer, superintendent, English and Latin; Nancy A. Wilson, principal, mathematics and domestic science, Advance; Walter J. Barr, history and science, Advance; Voris Demaree, Latin and manual training. Advance ; Orville Pratt, 7th and 8th grades, Advance; Iva Owens, 6th and 7th grades, Advance; Carmon Caplinger, 4th and 5th grades. Advance ; Cora Swindler, 2d and 3d grades, Advance ; Sallie Beaver, primary, Advance.

Rules are provided by the county board of education for the government and regulation of the schools, teachers, pupils, drivers of wagons for the conveyance of pupils to and from schools and all other matters pertaining to the welfare of the schools. There is also a county oratorical contest association, composed of the members of the high schools of the county, with county superintendent as president, and an elected secretary and treasurer. The association meets once a year, the first Saturday of November,, and arranges for the year's work. The contest consists of orations by the boys and readings by the girls. All pupils in the high schools, in good standing, passing grades in daily recitations are eligible. Three prizes are given, first second and third, $8, $5 and $3.

Concentration Of Schools

The idea is to enlarge the school district so as to collect enough children to form a school. That was the way our forefathers did when they settled this wilderness. As soon as there was a neighborhood formed the log school house was reared ; and blazed ways were marked out through the timber for the children to reach the school house the nearest way; but you see civilization moved in, the timber was cut out, roads established on section and half section lines instead of cutting across farms. It was figured out that four sections of land would support a school. Our fathers figured on a family on eighty acres of land and five children to a family, and two of these school age. That would make sixteen school children to the section and sixty-four children for the district of four sections. This would be plenty of children to make a flourishing school and none of them - if the school house was placed at the cross roads at the center - would have to go over a mile or threefourths if they went around the roads. Their calculations were well founded. In a healthful civilization eighty acres of land should at least support one family and in that family there should be at least two school children. Boone county was that way in her prime. She is now on her decline. Decrease of children means the decline of every interest of the community. Our school men are trying to remedy the evil by placing our school houses farther apart and call this concentration of schools, when in fact it is only taking in enough territory to include sufficient children to make a school. We are actually losing out on the one thing necessary for a school, children. The cities have a good supply, but our rural districts are suffering from under production. If this condition continues there will come a calamity, not only to our schools and churches but to all our institutions. If eighty acres of land such as we have in Boone county does not produce any more live stock and cereal than in proportion to five children the city will starve. Five children to eighty acres of land is almost depopulation. It should alarm us when we know that we have hardly one school child in Sugar Creek township to each eighty acres of land. The child after all is the foundation of not only the school but also the church and state. You may build houses at any cost but you can not have a school, home or church without the child. Placing a school house every four or five miles will not remedy the fatal malady. Our nation since last April has been agonizing over tariff and currency rules as if the dollar was the only thing in this country worth considering. The child is secondary. When the woman goes to the chief source of law and pleads for protection of the child and home the head man replies, that is not on my party's slate; we can't take it up. The ravages will have to continue in our homes ; divorce

County Seminary

Early in the history of Indiana she provided for a seminary of learning to be a stepping stone to the higher institutions of training. Boone county was still in the dense woods and swamps when her sons moved up to avail themselves of the best that was going. The earliest record we find in the matter is in a little journal of about two quires preserved in the archives of the county, stored away in the top loft of the court house.

The first session of the board of directors on record is dated November 8, 1838, seventy-six years ago, and reads as follows : "Be it remembered that at a meeting of the board of trustees of the county seminary of the county of Boone in tht stapp of Indiana, held at the clerk's office in the town of Lebanon on the 8th day of November, 1838."

Now at this time, the board of trustees proceeded to organize and on motion Samuel S. Brown was appointed clerk pro tern, for the present day. On motion, Cornelius Westfall was appointed clerk of the board of trustees of the county of Boone, for and during the pleasure of said board. Now at this time the board proceeded to settle with the former trustee, as there appears to be in notes and interest due on said notes the sum of five hundred and three dollars and forty-five and one-half cents and cash on hand of sixteen dollars and one cent, making in all five hundred and nineteen dollars, forty-six and a half cents ($519.46^). Ordered that Addison Lane be and is appointed treasurer of the board of trustees of the seminary of the county of Boone, by entering into bond and approved security in the penal sum of three thousand dollars. And, now at this time comes Addison Lane and filed a bond as above ordered. Ordered that this board adjourn to meet at Thorntown on the first Monday of December next. Signed November 8, 1838.

corner of Church and Front streets and $1,580 if they would locate the Seminary in Thorntown, upon the lots donated. The next day the Board met at Lebanon to consider the offer made by that city. The offer of Lebanon was as follows: cash, $1,236.98^2, material, $364 and as trade making a total of $1,600.98^4. Also a site of one acre of land on Main street, second block east of public square. The Lebanon offer was $20.9834 better than the Thorntown offer and it turned the balance in favor of the capital city against the commercial city at that date. The offer was accepted and the Board in session, January 9, 1839, planned to build. Notice for bids were posted in six of the most important places of the county and on March 4, 1829 the Board met to examine the bids for building and John S. Forsythe was the lowest and it was accepted. The building was to be of brick, 48 feet long, 26 feet wide, two stories high. The architect of the building was William Zion. The contract with Forsythe was to the amount of $2,496, to be paid in three equal payments. Mr. Forsythe was to take in payment the material donated at the price stipulated by the donor. The usual difficulties and perplexities came up in the progress of the work but the efficient Board overcame all of them and the building was completed by the aid of three referees, William Zion, John Berryhill and Moses King, to adjust matters. The arduous labor was begun in 1840 and completed in the summer of 1843.

The first school was in the fall of 1843, taught by Stephen Neal, in 1844 John M. Patton, of Thorntown, was principal. The Seminary continued to flourish during the period of ten years until the new school law of 1852, when it was sold at public sale for $900 and converted into a boarding house, known as the Bray House.

The Old Brown Academy History Of The Thorntown Academy

The educational history of Indiana presents the fact, that half a century ago there was in the state a manifest want of schools of Academic grade. No guarantee through Legislative enactment or otherwise, had been given in that period, that facilities would be afforded the masses in the near future, for obtaining a liberal and practical education. The urgent necessity seriously impressed the more enterprising citizens of every community. Hence that general awakening in this line of thought, which followed in the establishment of academies and seminaries in various localities throughout this Commonwealth.

This timely movement received a generous and ready endorsement from the ministerial and other ranks, where were found earnest advocates of any measure, that might prove conducive to the well being of every community.

There was no man more solicitous for the success of this, then advanced, yet laudable step in mental culture, than the Reverend John L. Smith, and it was in the year 1854 that he began his work as instigator of the educational enterprise, which resulted in the founding of the Thorntown Academy.

That we may be more accurate as to time and introductory movements of this undertaking, we quote from a letter from Dr. Smith, written in 1894. He says:

"In 1854 I was appointed to the Indianapolis District as Presiding elder and immediately moved from Laporte, Indiana, (where I had resided for years) to the Capital City. My district extended westward including Crawfordsville and Thorntown. After settling my family in the new home I made a tour through the district, seeking a suitable location for school purposes, where I might educate my children, having in view the establish- ment of a school, if I found none to suit me already in operation. I accordingly visited Zionsville, Crawfordsville, Danville, Darlington and Thorntown. At Thorntown I met Reverend William Campbell, Oliver Craven, Phillip King, N. W. Weakly and others. When I told my business to them they all said with one accord, Thorntown is the place for the school. In looking around the town, I said, if we can secure two thousand five hundred dollars in reliable pledges, as a fund for the purchase of a suitable lot, and the erection of a suitable building, I will lead the subscription by giving five hundred dollars, and will return to Indianapolis and move my family to Thorntown next week. The pledges were made in a few minutes. Phillip King was employed to put up the building-

"I secured a house for my family and within the next three days we were residents of Thorntown. The frame of the Academy was soon up and enclosed, but not yet finished. Winter came on and it was not until the spring of 1855 that it was ready for occupancy. It was then that the Reverend Levi Tarr, coming from the pastorate, began his work as principal in the new building, The Thorntown Academy. Miss Lou Cooper was chosen assistant teacher."

This closes the first quotation from Dr. Smith. The departments at the organization of the school were known as Academic and Primary. To the school, both sexes were admitted with equal rights and privileges. The Academic year was divided into three sessions or terms of thirteen weeks each. The school, under the supervision of the teachers above named, rapidly grew in influence and popularity, having the hearty co-operation and wise counsel of the Board of Trustees. The esteem in which the academy was held by its patrons and many friends, was continuously exemplified by the general attention given it and the special interest taken in the public examinations, in the branches taught, and the literary entertainments at the close of each term. Rhetorical exercises were then introduced and continued in all the departments of the school. Each department was divided into two sections. Each student was required to declaim or read an original essay on each alternate Friday afternoon in the presence of one or more of the teachers. This exercise was invaluable to effective school work.

By this time the teachers realized the necessity of organizing a literary society for the benefit of the Academic Department. It was done and was named Excelsorian. It had for its motto the Latin sentence, "labor omnia vincit," in English, meaning "Labor Conquers all things." Officers were elected, constitution and by-laws adopted, in which the routine of duties was specified. At a special time during the year a public exhibition of tbe society was given, the performers being chosen by election. Both ladies and gentlemen were admitted to membership, each having the same rights and privileges.

At this period in the history of the Academy, the town began to take on new life. Material improvements were manifest on every hand. New business and dwelling houses were being built. An opening for the boarding of students was made in many homes. Circulars were distributed and newspaper comments made here and there over the country, each speaking of the efficient work done by this new institution of learning, and of the prospects for its future success.

The town continued to increase in population, as many families from various sections of the surrounding country came to the town, making it their place of residence, that they might have the privilege of the educational advantages then and there afforded.

Early in the calendar year 1856 the increase in the number of students in the Academic department became such as to demand an addition to tbe faculty. Professor L. D. Willard, a teacher of some experience, was chosen assistant in the Academic department. Soon after this, in the same scholastic year, Miss Cooper resigned her position as teacher in the primary department, and the vacancy was filled by the election of Miss S. A. Perry, who at once began her work in this department. The faculty then was, viz, Professor Tarr, Principal; Professor Willard, Assistant in Academic department and Miss Perry, primary teacher.

The Academic year, which closed in the summer of 1856, was replete with success on all lines, and the reputation of the academy was far reaching. Interested visitors came often through the year to the town, expressing highest commendation of tbe wise management shown in the affairs of the school and for the excellent record thus far made by it.

"In the Fall of 1856, at the annual Conference, to which I belonged, 1 requested that the Bishop appoint the Reverend W. F. Wheeler Presiding

Elder in my place and to assign me to Thorntown as its first stationed Methodist pastor. This was cheerfully done, and by this appointment I was to spend more time at home and give more special attention and direction in the development of our new school work, so recently and hopefully commenced. Altogether I invested seven hundred and twenty-five dollars in the school property, which was a larger sum than that given by any other person. It was a good investment and I have never regretted that I made it."

This ends the second and last quotation from Dr. Smith. We record also the names of other liberal donors who readily responded to this urgent call for five hundred dollar pledges, in the persons of Rev. W. F. Wheeler, Armstrong Ross, Isaac Gerhart and Oliver Craven. Later on still there were others who contributed, some of whom gave as liberally as the first donors, when necessity demanded.

At the close of the winter term of 1856, Professor Willard, having had offered him a more lucrative position, resigned his place in the school. This necessitated the selection of another teacher, and in January, 1857, at the beginning of the winter or middle term of the year. Reverend Charles N. Sims, then an undergraduate of Indiana Asbury University, was chosen Principal. The faculty was then as follows : Professor Charles N. Sims, Principal ; Professor Levi Tarr, assistant teacher in Academic department; Miss S. A. Perry, teacher of primary department and Mrs. Amanda Tarr, teacher of instrumental music. The school continued with marked prosperity, and before the close of the Academic year, which was in midsummer, 1857, it was seen that the capacity of the Academic building would be inadequate for the accommodation of the large number of students expected at the beginning of the next term. At a meeting of the trustees and faculty in July of that year, it was resolved to at once begin the work of enlarging the building, which when completed would be three times its former size. The work, when commenced, went rapidly forward, yet was not completed at the opening of the Fall term, the beginning of the Academic year in September. 1857. Of necessity the Methodist church was used for chapel exercises temporarily and in it the primary department was taught, while the new building was being completed.

In grading and classifying it was found necessary to create another department, which was done, and was known as the Intermediate. The record of class standing in recitations in the Intermediate and Academic (19)

Miss Jennie Parsons, of Illinois, was elected as teacher for this new department. By the opening of the second term of this Academic year, January, 1858, the new building was completed in all its parts. The General Assembly of the State this year granted a charter to the Thorntown Academy. A senior class of three in number was organized.

Apparatus to be applied in the study of natural science was purchased. The student body had so much increased in number that it more than doubled that of any previous year. Additional facilities for the study of vocal and instrumental music had recently been provided. At the close of this scholastic year the large and interested audiences, that attend class examinations and exhibitions of the several departments, gave evidence of the merits of the new, yet growing institution.

It was then that a new feature in the work was presented; that of a commencement ; the graduation of the first senior class of two gentlemen and one lady.

It was at this time that Professor Tarr, having been elected to the Principalship of the Danville Academy, Danville, Indiana, resigned his position in Thorntown Academy and at once went to his new field of labor. Mrs. Tarr also resigned her position as teacher of instrumental music, and Miss Arabelle Reeves was elected to fill this vacancy. At this time Miss Parsons resigned as teacher of the Intermediate department, and Miss Anna Gray was elected in her stead. Then was Professor Oliver H. Smith, A. B., elected to fill the chair that Professor Tarr vacated. The scholastic year opened September 22, 1858, with most favorable surroundings, with in part a new faculty. The faculty was then Rev. Charles N. Sims, Professor of Mental and Moral Science and Languages; Oliver H. Smith, A. B., Professor of Mathematics and Natural Science; Miss Anna Gray, teacher of Intermediate department ; Miss S. A. Perry, teacher of Primary Department, and Arabelle Reeves, teacher of instrumental music. During this year the course of study was partially revised and a senior class of five was organized. The Northwest Indiana Conference of the Methodist Episcopal church favorably recognized the work and influence of the Academy, and appointed two of its members as visitors to the school, and the visits were accordingly made at the close of each term in the year.

Such appointment the conference continued to make year after year. Near the middle of this year it was found necessary to organize another literary society. It was readily done and named Philosonian, and had for its motto, "lux et Veritas," in English it read," Light and Truth." Its order of exercises and time of weekly meetings were the same at that of the Excelsorian. Ladies and gentlemen were admitted to its membership with equal privileges. During the last term of this year Mr. Richard Foster organized a class in surveying, he was not a member of the faculty. He was employed and his work was well done and most highly appreciated. This year witnessed a still greater number of visitors at the close of each term.

During the year a spirit of rivalry sprang up between the two literary societies. A strife for supremacy was manifest. Such was the interest in this matter that the citizens of the town and vicinity, some of them not connected with the school, took sides and were eager for the triumph of their favorite society. This was emulation with a slight sprinkling of restrained jealousy.

At the close of the second term of this year Miss Gray resigned as teacher of the Intermediate department and the vacancy was filled by Henry G. Jackson, an undergraduate of Asbury University. Before the school year closed there were frequent inquiries for boarding and rooms for students who expected to be in attendance the next term. The close of the year came in July 1859.

The usual preparations for class examinations and literary exhibitions were made. The crowds of visitors, in patrons and friends of the school, who came to the town, increased daily. Much was said about and expected of the senior class, that would appear on commencement day. The graduating exercises were of the highest order. The three gentlemen and two ladies received their diplomas. The scholastic year of 1859 and i860 began in the middle of September. Thus far favorable reports of the institution had been continuously made by the conference visitors, through the public press and otherwise. At this period a slight change in the course of study was made, and the departments were then First and Second Academic, Intermediate, Primary and Music. Before the opening of the second term of this year Miss Perry, the primary teacher, resigned and her position was supplied by Miss Amelia J. Campbell, M. E. L., graduate of the institution.

A senior class larger than any former class was organized. At the close of the second term of this year, which was in April, i860, Professor Sims resigned the Principalship of the school, to accept the Presidency of an institution of learning in Valparaiso, Indiana. Then changes in the faculty were necessarily made. Professor Smith was elected Principal ; Professor Jackson was elected to the position vacated by Professor Smith, and Joseph Foxworthy, B. S., a graduate of the Academy, was chosen teacher of the Intermediate department, vacated by Professor Jackson. During the scholastic year additional apparatus was procured for needed chemical and philosophical experiments, also necessary charts and maps for the use of all departments. The former prosperity of the school still continued, and as commencement approached the usual preparations were made. It came. The festivities were truly of a collegiate type. A senior class of twelve graduated, five ladies and seven gentlemen. It was then that Miss Reeves, the teacher of music, resigned and Miss Mollie Shipp was elected in her stead. The next Academic year began September 24, i860.

Professor Foxworthy then resigned as teacher in the Intermediate department and David H. Ashman, a former student, was elected to fill the vacancy- The faculty then read: Oliver H. Smith, A. M., Principal and Professor of Mental and Moral Science and Languages; Henry G. Jackson, Professor of Mathematics and Natural Science; David H. Ashman. Principal of the Intermediate department: Miss Amelia J. Campbell, teacher of Primary department, and Miss Mollie Shipp, teacher of Instrumental music.

At the close of the second or middle term of this year Professor Jackson resigned, that he might complete his course of study at the University, and Reverend Frederick S. Woodcock, a senior in Asbury University, was chosen to fill the vacancy.

This brings us to the early springtime in 1861, to a perilous period in the history of our country. Two internal factions, many years forming, were arraigned one against the other, each making demands of the other, which culminated in a conflict of arms, an open rebellion against the National Government. Many young men, students in various institutions of learning throughout the North, actuated solely from a spirit of patriotism, closed desks and books and bade adieu to school associations, responding to their country's call, gave their service to the Nation in defense of every National and domestic interest dear to the hearts of the Union loving citizen. Many young men thus responded who were students in Thorntown Academy. The Academic departments were much depleted in numbers, as was shown in roll call. The boys donned the blue and hastened to the front, ready for the call to duty. Some fell on the battlefield, some were victims of disease incident to soldier life, some met death in hospitals and others answered the last roll call in prison pens. Some were rapidly promoted in rank and rose to distinction. Some lived to return to loved ones again, after victory was won in the memorable surrender at Appomatox. The bodies -of others found a resting place under the pines in the Southland. Some such graves are marked, that it may be known who they were, others bear the sad, yet common, inscription, "Unknown." They all nobly did duty, and those whose lives were given in the conflict for the right, are numbered as fallen heroes, the heroic dead. Such surroundings as obtained in consequence of this fratricidal war. were discouraging for school work in Thorntown Academy. War was the general topic of conversation, absorbing the public mind. A spirit of unrest possessed and dominated the loyal general public. Some who would have graduated at the close of this year had gone to the war. Even to the close of the Academic year students volunteered at their country's call. The teachers and students who remained in school were faithful in the line of duty, however, and the Academic year of 1 860-61 closed with the usual interest, graduating a class of five, four gentlemen and one lady. During the summer vacation many who had been in the Academic classes the preceding year volunteered as soldiers. The next scholastic year opened in September. 1861, with a much smaller attendance upon the part of the male portion of the Academic departments. At this time Miss Shipp resigned as teacher of music and Miss Helen Bedell was chosen in her stead. The war news from the daily papers was closely read, and often through this medium, or by the unwelcome missives to the home, came the sad intelligence that one of the boys, well known, had fallen in battle. This scholastic year, with the usual exercise of the commencement week, closed. The graduating class numbered five, three gentlemen and two ladies. At this time Miss Bedell resigned as teacher of music and Miss Sophronia Lee was elected to fill the vacancy. Professor Woodcock also resigned and John Clark Ridpath, an undergraduate in Asbury University, was elected in his stead.

Professor Ashman resigned his position as Intermediate teacher and went to the army. The number of students then in attendance would not justify the continuance of the Intermediate department. The faculty then stood in their respective departments, Professors Smith and Ridpath, Miss Campbell and Miss Lee. The continuous war distractions and falling oft" in attendance on the part of the male students in the Academic departments very much detracted from the general interest of the school. Professor Ridpath's efficiency in leadership, in vocal music, however, was a very attractive feature in the school work. The year closed with a good record, considering the distracted condition of the country. No graduating class this year.

The school year of 1863-64 opened with some changes in the faculty. Miss Lee, of the department of Instrumental Music, resigned and Miss Fannie M. Fraley was chosen to fill the vacancy. Miss Emma M. Chafee, M. E. L., a graduate of Brookville College, Brookville, Indiana, was elected teacher upon the guitar. The faculty for the several departments then read: Oliver H. Smith, A. M., Principal and Professor of Mental and Moral Science and Languages; John C. Ridpath, A. B., Professor of Mathematics and Natural Science; Miss Amelia J. Campbell, M. E. L., teacher of Primary department; Miss Fannie M. Fraley, teacher upon piano; Miss Emma M. Chafee, M. E. L., teacher upon guitar.

At this time the Civil war was at its height, yet the earnest work of the teachers in the Academy showed great efficiency. Visitors appointed by the annual Conference frequently came to inspect the work in hand by the teachers. The examinations and entertainments as in other days had their attractions at the close of each term. The studies known as those of the Intermediate department were now taught by teachers in the higher departments. The Stars and Stripes were constantly afloat in and about the Academy building. This year closed, showing efficient work on the part of all concerned. No graduating class this year.

At this time Professor Smith, having been elected to the Principalship of Danville Academy, Danville, Indiana, resigned his connection with Thorntown Academy. Professor Ridpath was then elected Principal and F. M. Cones was chosen assistant in the second Academic department. Miss Campbell at this time resigned as Primary teacher and Miss Anna Fisher was chosen to fill the vacancy. Miss Fraley also resigned her position as music teacher and Professor S. Henry Fielding was chosen for that position. The regular routine of school work continued. Early in the year a senior class was organized. A year previous to this the two literary societies combined, making a new society called the Union Literary Society. Before the close of this Academic year the war cloud had passed away and peace came to the country, and many new students came thronging the halls of the Academy, making extra work for the corps of teachers then employed. The close of this Academic year was auspicious. New life on all lines of school work was taken on. All the exercises of the commencement week were attractive, and especially was that of the senior class graduating exercise. The class numbered four, two ladies and two gentlemen. During the year a piano was purchased and placed in the chapel, to be used for the various exercises held in the same. The beginning of the new school year, 1865-66, was characterized with increased interest on every line. The large ingathering of new students, many of them just home from the army, insured a large increase in the size of the higher classes. Enlargement of the faculty was demanded. Reverent W. O. Wyant, A. B., a recent graduate of Asbury University, was elected as Professor of Mathematics and Natural Science; the Intermediate department was re-established, and it was under charge of F. M. Cones. During the year Mrs. Kate Fipps was chosen assistant teacher in the Primary department. Often for want of time recitations were held outside of the study hours. Enthusiasm characterized lectures, recitations and examinations. At the close of the second or middle term of this year in April, 1866, Professor Ridpath resigned the Principalship of the school and Professor Wyant was elected to fill the vacancy. Professor Levi Thorne was chosen to occupy the place made vacant by Professor Wyant's promotion. The other positions in the faculty remained the same to the close of the year. The commencement week was one of much interest. A class of three gentlemen received diplomas. At this time Professor Wyant and Thorne resigned. Professor John P. Rous, an experienced educator, was chosen Principal and Professor J. J. Osborn was elected instructor in first Academic department.

The next Academic year opened early in September, 1866, with the above changes in the faculty. Many new students came. Special attention was given to vocal music, and large classes were formed in instrumental music also. Most excellent work was done in all departments this year. At the close of the first term Miss Fisher resigned and Mrs. P. Palmer was chosen to fill the vacancy. F. M. Cones, at the close of the school year, resigned, and Miss Maggie Shaw was elected to fill the position. The year's work was successful and fruitful of good, yet there was no graduating class. The scholastic year, 1867-68, the last year's work of the Thorntown Academy, opened September 9, 1867, with the following as the faculty: John P. Rous, A. M., Principal and Professor of Mental and Moral Science and Languages; Joseph J. Osborn, Professor of Mathematics and Natural Science ; Miss Maggie Shaw, Principal of Intermediate department ; Mrs. P. Palmer, teacher of Primary department ; Mrs. Sarah L. Rous, teacher upon the piano, and Miss Emma M. Chafee, M. E. L., teacher upon the guitar. Professor Fielding having resigned his position as music teacher. Vocal and Instrumental music were attractive features throughout the year. A senior class was organized. Earnest thorough work was done throughout the year. At the close of this year the usual attractions known to commencement occasions were manifest. With the graduating exercises of the senior class, of two ladies and two gentlemen, the Thorntown Academy closed its history of thirteen years of earnest and efficient work. The Academy property was then sold to the public school authorities of the town. The Seminary and Academy, such as the one whose history we now consider, did a good work. They gave facilities to the young men and young women for a liberal and practical education, who, for the want of time and means, could not enjoy the advantages of the college. Such institutions were also both an inspiration and a means for the attainment of a collegiate education. It is here in place that mention be made of the characteristic work of each successive Principal of the Academy, giving titles or degrees possessed by each, at the time of his incumbency. Professor Levi Tarr, A. M., was a model teacher and carefully and earnestly impressed his classes with the necessity of thoroughness in all their work. While he was efficient in all the branches he taught he evinced a preference for the English language and Natural Science. He was steadfast and faithful in duty, and cheerfully sacrificed for the good of others.

Professor Charles N. Sims, A. B., kept up his studies in Asbury University and graduated from it while teaching in the Academy at Thorntown. His administration was a marked success. His executive ability was admirable and the Institution grew in efficiency and ranked among the first of its grade, while under his Principalship. In the recitation room he was perfectly at home and gave stimulus to those whom he instructed. In mind he was analytic and philosophic and was classed among the first of platform speakers.

Professor Oliver H. Smith, A. M., was recognized as a man of ripe scholarship, and was eminently successful as an instructor, and especially so in the Higher Mathematics and the Classic. His record was a praiseworthy one, and his administration highly commendable. Reference to him was often made by those who knew him best in such terms as thorough teacher, good man, genial friend.

Professor John C. Ridpath, A. B., whose fame since those days has become national and international, as historian and lecturer, kept up his studies in the University, graduating, taking first honors of his class at the University, while connected with Thorntown Academy. He was especially apt and ready in the work of the recitation room and imparted great enthusiam to his classes. He was an acknowledged genius, and his career as Principal was characterized by an energetic and aggressive spirit.

Professor William O. Wyant, A. B., was a man of superior intellectual endowment and refined culture. As an instructor he was clear and logical, impressing his classes with the facts considered. He was an orator of acknowledged ability, possessed a gentle spirit and was in the highest sense a manly man.

Professor John P. Rous, A. M., as an instructor was accurate and painstaking and gave special attention to classification in the different departments. His administration was a smooth and pleasant one. In manner he was quiet, was truly a matter of fact man, and was always conscientious for the right. It is proper that place be given here, touching the work of assistant or subordinate teachers.

Louis D. Willard was but a short time connected with the Academy, but he did excellent work, was independent and firm in disposition, yet pleasant with it all.

Professor Henry G. Jackson, A. B., kept up his studies in the University while teaching in Thorntown, graduating from the University, taking first honors of his class. As a teacher he was clear and accurate in illustration. His lectures in the school elicited noteworthy and favorable comment.

Professor Frederick S. Woodcock, A. B., was genial, and in every way ready to assist the student that endeavored to succeed. His pleasant smile

Professor Joseph J. Osborne gave constant evidence of his thoroughness in that which he taught and in Mathematics ; there were none superior to him in the institution. His mode of instruction in this branch as well as in others gave stimulus to his class, noteworthy and highly commendable. He was personally social and pleasant.

Professor Joseph Foxworthy, B. S., was noted for his energy and keen perception of that which he had in hand as instructor. He was personally cheerful with an occasional vein of humor, which was always helpful to present surroundings.

Professor David H. Ashman had a superior intellect. As instructor he ranked as first class, and was constantly equipped for daily duty. His lectures were of high order.

Ladies of the Intermediate and Primary departments, Mesdames Phipps and Palmer, together with the Misses Parsons, Gray, Perry, Shaw, Campbell and Fisher each showed great efficiency in their several positions and were affable and cheerful in the same.

The teachers of music in the persons of Mesdames Tarr and Rous, together with the Misses Reeves, Shipp, Bedell, Lee and Fraley, also Professors Fielding and Adair, gave cheer and animation to school life, in song and melodious accompaniment, and made an impress on student life, indelibly for good, of which the Institution was justly proud.

During the eutire history of the Academy, in the devotional exercises held each morning in the chapel, preceding the regular work of the day, the teachers and students sang from the church hymn book without notes, but later on a choir of vocal music was established and a book of sacred songs with notes was introduced and used.

Honorable mention of those who were members of the Board of Trustees, Custodians, of this time honored Institution, claims our attention. They were Reverend William Campbell, William F. Wheeler, Conrad S. Bergner, John L. Smith, John H. Hull and Samuel Godfrey, together with Oliver Craven, Jeffery Horner, Baltser Kramer, M. D., Allen Younts, James Miller, Nelson W. Weakly, Samuel Cason, John T. Alford, David Binford,

Joseph Cones, George W. Cones and Joseph Shipp, all of whom have passed out of this life save Dr. Samuel Godfrey and Mr. Joseph Shipp. These were all trustworthy and rendered valuable service in this relation. Oliver Craven was the only one of this number who was a member of the Board continuously, from the founding of the Academy to the close of its history. We venerate his name and are assured we voice the belief of those now living who knew him best, that the prosperity of the financial strength and the business means devised which contributed to the success of the school were largely due to the energy, tact and generous sacrifice of this good man.

From Dr. Kramer, Jeff err Horner, N. W. Weakly and others who were constant residents of Thorntown and vicinity were obtained wise counsel, financial support and hearty co-operation in sustaining this school of Academic grade.

Of the six Principals who presided over the interests of this Institution, all were ministers of the gospel but two, namely, Professor Ridpath and Professor Rous.

All except Professor Tarr were classical graduates of Indiana. Asbury (now DePauw) University, Professor Tarr also had been a student of the Ohio Wesleyan University.

But three' of them are now living, viz : Professors Sims, Smith and Rous. Some of the subordinate teachers have also passed way from this life. Likewise many students are no more among the living.

It is here just to state that some of the teachers and students once connected with this school have since those days received from Institutions of learning, honorary degrees.

While in this reunion our minds are busy with reminiscent scenes of school life, and such associations, we gratefully call to mind and pay tribute of tenderest regard to the memory of that faithful janitor, Jacob Vanarsdel. With gratitude we recall his characteristic acts of kindness. When on a stormy winter's morning a student a little behind time was hastening to the chapel exercises, as the bell was announcing the hour for the same, and fearing a record of tardiness against himself, inevitable, he is seen by his steadfast friend, the janitor, who by a continued grasp on the rope gives additional strokes to the bell, thereby prolonging the time and enabling the anxious student to gain his place in the chapel, free from the anticipated demerit. He ever greeted us with pleasing salutations. Peace to his memory.

In those days Thorntown was known throughout the state for its temperance proclivities. Dating from the spring of 1857 forward for seventeen consecutive years the town had no saloons. Its opposition to intemperance was so marked that its citizens were styled, whisky fighters and whisky spillers. It was said that the clergy of the town not only prayed that the saloon might not enter their midst but when active measures for protection were necessary in personal, physical endeavor, the preachers, led the van. In 1874, in the crusade movement, Thorntown was at the front in duty. Thus we see, the influence of sentiment established in Academy days perpetuated.

Thorntown Academy was founded in 1855 and was chartered as the property of the Methodist Episcopal church and was under its supervision. A course of study was provided which met the demands of its patrons and was fully as comprehensive as that of any school of its grade. Young gentlemen completing the regular Academic course received the Degree, Bachelor of Science. Young ladies completing the same course received the Degree, Mistress of English Literature.

Class of i860: Mattie J. Davis, Jemima Gordon, Miss Jemima Gordon of this class was for four years previous to her graduation an efficient assistant teacher in the Intermediate department ; Philora Russell, Mary A. Tiberghein, Mattie J. Wilson, Addison, O'Rear, James H. O'Rear, Archibald McCurdy, William H. H. King, Samuel L. Cason, Samuel W. Cosand and Francis M. Cones. Of this class of twelve in number eight are deceased, of the gentlemen, King, McCurdy, Addison, O'Rear, Samuel W. Cosand ; of the ladies, Davis, Russell, Tiberghein and Wilson.

Class of 1865 : Lucy E. Hargrave, Mary V. Kramer, Charles Cones and John W. Scott. Mrs. Mary V. Kramer-Stafford is the only survivor of this class.

This was the eighth and last senior class in the thirteen years history of of Thorntown Academy. There were others, both ladies and gentlemen who did not complete the full course of study, who have occupied honorable positions in life. The voices of some who were once students of the Academy have been and are still heard from the pulpit, and others from the bar of civil justice, and others in halls of Legislation, while many have become physicians, eminent in the practice of the healing art, while others have graced the editorial chair.

In fact very many have honored their teachers and the old Academy in the various vocations of life. With sadness of heart we recall the names of others who were of great promise but failing in health fell victim to the King of Terrors, just as the avenues of usefulness were opening to them. Their record was noble and influence for good unsurpassed.

In order to a proper appreciation of the government and character of this Institution we quote from paragraphs as given in one of the earliest catalogues. It reads thus :

"The government of the Institution is mild but firm, aiming always to develop the ennobling feeling of self respect and to cultivate love for law rather than fear of authority. The social manners, and moral habits, and religious feelings, of both sexes, are strictly guarded and diligently cultivated. Therefore, it is expected that all in the Academic departments will attend some church on Sunday morning and a lecture in the afternoon, delivered by some member of the faculty in the Academy chapel. Morning worship is held in the chapel as the opening exercise of each day." This closes the quotation from the catalogue.

when one of the faculty was to deliver the Sunday afternoon lecture. These addresses varied in topic of the highest moral and religious tone, and gave inspiration to student life in words of character building.