Carroll County, Indiana - Chapter 15: Institutes and Normal!, 1882

Chapter 15: Institutes and Normal!

Theik Mission - The lMi'(iin-A\ri ni. Tin: Foii Teachers - The La >\ on mm mi; gators- The Fir.st Insiiiiii^ llii Results - MoitE Recent wvr OF the Woriv - County Normal.s U School Work - Review, Etc.

THE existence of institutes is the outgrowth of a necessity originating in the general inefficiency of that class of teachers employed in the early days of school work, as it existed in Indiana and other of the Western States between a quarter and half century ago, when schools were taught almost exclusively diu-ing the winter season, and by persons out of employment, who, to put in their time, would " play school-master " for the money that was in it, and not for any interest felt in the present or after prosperity of the school. In the progress of yeare. however, experience began to develop the fact, that successful teaching need not be expected except from qualified teachers, who were not only proficient in the branches usually proscribed as forming the basis of a " common-school education," but possessed also of the faculties for imparting practical instruction in them, and well versed in the " arts and mysteries " of school government. Hence, according to the expressed opinion of Prof. Bates, one of the most popular of our early institute instructors, " There are two main pur- poses designed to be accomplished by the institute. The first consists in imparting to the teacher a knowledge of the philosophy of his profession. The second is the establishment of a common sympathy between teacher and people. * * * ^ system of instruction will meet with success in proportion to its conformity to the laws of psychological development. To be fruitful in good results, it must be founded on principles which govern our spiritual natures. If a teacher proceeds upon a theory contrary to this, he either gives an erroneous development, or he endeavors to force upon the minds of his pupils instruction which they do not appreciate, and which can never be of any practical value. To discover the philosophical principles which underlie every department of instruction, and to pi'operly apply these to the natural order of mental development, should be the fii'st and leading object of attention.

" Teachers ai-e too apt, in practice, to follow on in the beaten track, and adopt the plans pursued by those who taught them. If these plans were erroneous, the teacher is to be convinced of their falsity, and that others are preferable, because, when tried by reason, they are found to be in harmony with the constitution and growth of the mental faculties. Teaching is not an imitative art, but a science, based upon immutable principles. If we make it an imitative process, and devote the time of the institute to a detail of the plan for teaching each branch, we may present a plan which one man can imitate, but another cannot. But if we develop the elements of the science, we put into the hands of every one the means for independent action, and each can develop his methods in accordance with his own subjectivity.

" Unfortunately, many of oiu' text-books are written, not by teachers, who understand the true theory of teaching, and are fully imbued with its spirit, but they are ' made ' by men who have facilities for publishing and forcing them into use, and are desirous of having a full 'series.' The teacher, therefore, needs to be so familiar with the fundamental principles of the branches he is to teach that he will be above text books - that he shall himself be the text- book in every branch, and, where books are at fault, by proper instruction to set them right. The day is past when the teacher is to be pinned down to a superstitious adherence to authority, and go hobbling upon crutches into such a noble work. The general principles upon which every branch rests should be discussed aijd understood, so that his views shall be correct and clear; and he who intends to keep up with the times and be a reliable practitioner in the profession, must come to the institute, once or twice a yeai' at least, to get his opinions adjusted, as the navigator comes to have his chronometer corrected before departing on his perilous voyage over restless seas.

" The second pm-pose of the institute is to create and maintain a sympathy, a common bond of interest, between teachers and people. In order that the instruction which the teacher imparts in his school may jiroduce the best results, it is highly important that he have the confidence of the parents. A teacher who fails to command the respect of the people is robbed of much of that power for good which he could otherwise exercise, however skillful and efficient he may be. It is, therefore, the sphere of the institute to demonstrate that the teacher is aliv(( to the interests of his calling; that he is making sacrifices to be the better fitted to discharge his duty ; that he is worthy of the confidence of his patrons: that his knowledge is superior to that possessed by the teachers of a by-gone age, from which their judgment of teaching capacity was formed; that his ability is such as to challenge their respect; that he is really mastering the theory of his profession, and, by a thorough knowledge of the discoveries which have been made, is able io practice with skill in one of the most delicate and arduous jx)sitions in which the members of any profession are called upon to act."

The necessity for the kind of qualification prescribed by the foregoing review of the conditions upon which institutes were gradually developed, did not at once become fully manifest. The changes and modifications of the school laws are mile-stones designating the steps of advancement made beyond the original provisions. Almost every session for a series of years' experience having demonstrated the inefficiency of some of the old provisions, improved ones were suggested, and became a part of the living law upon the subject, until now, when the school law and the facilities for school management are equal, perhaps, to those of almost any other State. Even before there were anv specific provisions making it obligatory to hold institutes, some of the far-seeing educators, having in charge the management of the county schools, to meet, in their opinions, the demands of the situation, provided for and held institutes, and otherwise improved opportvmities for elevating the standard of the teachers of youth who labored fi-om motives of love for the profession. In older portions of the State, examples of this character were somewhat numerous. Among the counties foremost in this forward movement, Carroll County is entitled to be placed in the history of the movement for the education of trained teachers for the instruction of our children. Rev. Edward W. Wright, in 1853, being one of those advance thinkers, and at that time in charge of the public schools of Carroll County, first prepared the minds of teachers therefor, and in March, 1854, held probably the first institute for the benefit of teachers ever held in the county. The attendance was not large, yet the earnestness of the work and the motives that seemed to impel the movement tended to compensate for the disparity of numbers and settle the question of the utility of such aids to the proper training of teachers. The effect, therefore, was not lost in the experiences of later yeai-s. Other institutes were held dm-ing the administration of Mr. Wright, and the zeal with which he entered into the work was a sufficient guaranty that what was done could not fail in the accomplishment of great good. Dui-ing the administration of Mr. Wright, which closed in 1863, institutes were held occasionally, always with satisfactory results, the teachers in attendance being able to command better wages in consequence, and the patrons of such were better pleased with the improvement visible in the methods of school work as the outgrowth of the new policy. From 18(33 until 1870, while Mi-. John A. Cai-twi-ight was Examiner, and subsequently, during the administration of John W. Faweett, some progress was made in preparing teachers for the discharge of the responsible duties required at their hands. For this purpose, teachers' meetings and institutes were held, and the encouragements incident to the training of those persons under whose instruction the children of the county were placed, were bestowed with becoming interest. The details of these meetings, and of the methods proposed for securing the objects aimed at, are not now at hand; the results, however, are discoverable, and the influence has not been lost in the experiences of the school officers, who, since 1870, have exercised a control over the educational economy of the county. In 1870, Mr. L. E. McKeynolds became County Examiner, and took advance ground in the jirocess of preparing teachers for their mission.

general supervision of Mr. McReynolds, the County Superintendent, assisted by D. D. Blakeman, Superinteudent of the City Schools, Thomas H. Britton, of Burlington, and others, chiefly from this county. The attendance was very large, ninety-three names having been em-olled the first day. Hon. Milton B. Hopkins, State Superintendent of Public Instruction, being present during the first day's exercises, occupied a considerable portion of the time " in catechising teachers. Superintendent and Trustees, and in answering such questions as were asked of him in return," touching the duties imposed by the laws and usages of. the State upon all in any way connected with or auxiliary to the practical workings of our excellent school system. " He first questioned them [the Superintendent and Trustees] in relation to their stewardship and mode of conducting their official business, sandwiching the questions and answers with such wholesome and timely advice as was deemed most pertinent. He gave them a short lecture upon the manner of selecting teachers, using the funds and prolonging the school term, impressing upon the minds of the Trustees of the rural districts the great importance of at least six months school in each year, and giving them advice which, if strictly followed, will enable them to comply with his wishes in this respect. He then changed the order of the exercises, giving the County Superintendent and the Township Trustees the privilege of asking him questions, which they did, and which questions he answered in such a prompt and satisfactory manner as to impress all who witnessed the proceedings with the idea that the educational interests of Indiana will lose nothing in the hands of this earnest and practical Superintendent of Public Instruction." This latter exercise was an after part in the programme, and was conducted during the afternoon, at the court house.

In the evening. Superintendent Hopkins delivered a lectm-e, also at the court house, upon educational matters generally, in the presence of a very large and orderly assemblage. " He gave a short history of the sources from which was derived the eight and a half million dollars which constitute the Indiana school fund, a sum of money continually at interest, the proceeds of which, together with money derived from taxation, constitutes the school revenue, which is annually applied to the payment of tuition; this annual revenue, exclusive from that arising from taxation, is over $2,000,000. This original fund is not diminished, or any part of it absorbed for salaries or for its management; it cannot be decreased, but can be increased ad libitum. * * * * ijujg effect was to impress his audience with the importance and growing need of a more general and thorough form of education, and the rapid strides our own noble State is making in that direction."

The second day of the session was devoted to the regular work, Ml'. Britton, of Burlington, leading the exercises in arithmetic, which occxipied a portion of the forenoon. In the afternoon, Dr. E. W. H. Beck lectured the class on the subjects of physiology and hygiene in their application to school instruction, the proper observance of which, by teachers and pupils, is an essential element in our educational economy. The subject matter of the lecture was well presented, and was the means of putting the teachers present in possession of many facts of vast import in the successful progress of their work. The large number in attendance showed that the teachers were impressed with the idea that thereafter, skill in teaching, and not skill in electioneering, would be the qualification most desirable in those expecting to practice the profession of teachers in the public schools of the county.

Dui-ing the remainder of the week, the exercises of the institute were somewhat vai'ied in character, covering, in a great measure, the chief features of successful school work. The success attending the first week's proceedings induced an extension of the time through the week following, at the close of which an examination was held to determine the respective qualifications of the candidates for positions in the schools of the succeeding season.

Superintendent McReynolds, in his report to the Superintendent of Public Instruction, dated September 14, 1874, says: " Our township institutes were held regularly all over the county, and I cannot speak too highly of their good effects. I found it impossible for me to conduct an institute in each township, for the want of time, but I attended what I could, and the Trustees and teachers took a lively interest in them, and altogether made them a grand success. Our county institute began on the '24th of August last, and continued five days. The enrollment of actual teachers was 133, and the average attendance 102.0. Memorial resolutions, relating to the death of lamented Superintendent M. B. Hopkins, were adopted. A resolution was also adopted favoring an efficient system of county and township superintendency. Altogether, it was the best institute, in all respects, ever held in the county."

In August, 1875, another institute was held in this county, at which 105 of the 120 teachers of the county were in regular attendance. The results were in all respects satisfactoiy.

The institute held in 1877 was not so well attended as formerly. Only eighty- one of the 128 teachers employed in the county participated. Subsequent sessions were more successful in point of interest, as well as attendance. In 1879, an institute was held under the direction of Superintendent Thomas H Britton, at which 121 of the 126 teachers of the county were in attendance. The division of work and the topics discussed dui'- ing the session were highly interesting and duly appreciated, the tendency of which was to inspire the teachers with greater zeal in the performance of the tasks imposed upon them respectively. Another session of the Carroll County Teachers' Institute was held in the court house at Delphi, commencing on Monday, August 23, 1880, at which the usual number of the teachers were present. Among the very efficient instructors who took part in the exercises. Profs, George F. Bass, of Indianapolis, S. B. Mc- Craoken and Bailey Martin, were entitled to special mention in connection with the proceedings. On Thiu'sday, August 26, Rev. J. C. Fletcher, of Indianapolis, delivered a very interesting lecture before the institute in reference to Italy, Portugal and Brazil, which was well received, since it imparted a fund of information regarding these countries unattainable, probably, from any other channel than that through which Mr. Fletcher derived the subject matter of his discora-se.

A session of the Cai'roll County Normal and Teachei's' Institute was held at Camden, in this county, commencing July 1'.), and closing August 25, 1881, at which a large number of the teachers of the county were present and pai'ticipated in the proceedings. A visitor says of it that it " was the most interesting and instructive one that has ever been held in the county. Instructors were; In United States history, grammar, reading and methods, S. B. McCracken: in arithmetic, geograjihy and orthoepy, Bailey Martin; in physiology, Henry Carter; in penmanship, E. J. Heeb; in primary teaching, Mi.ss Jessie Stretch.

" The United States history work was a review from the constitution to the civil war; grammar, a general review of the sentence and the parts of speech; reading, the elements of expression were studied, practice in oral and silent reading, with a week spent in studying the principal American authors, their lives, etc.; from their best works were given by S. B. McCracken. The pui'pose in the arithmetic work was to give a thorough study of factoring and its applications, with a general review in arith metic. In geography, to study the earth under those conditions which especially make it fitted for man's habitation, and by that means to decide what conditions have aided in making the nations what they are. The word-study included orthoepy, and some time spent in word analysis." The model school, an attractive and instructive feature of the normal, was conducted by Miss Jessie Stretch, the purpose being to give students an opportunity to observe the work in the first, second and fourth grades in primary schools. " Four lectm-es were given. S. H. Furshe lectm-ed on ' Three Despised Races of Mankind,' and on ' Success in Life.' W. A. Bell, of the School Jomiial, delivered a forcible lecture on ' Young America and His Sister.' W. B. Everman, on 'Yosemite,' to a large and appreciative audience."

Normal schools, which were designed to be preparatory to the coimty institutes, were first established in Carroll County on the 81st of July, 1876. It has been the custom to hold a session of the noimal each year, during the months of July and August, continue the same four weeks, and conclude by holding an institute for the benefit of county teachers for one week, making the usual sessions for normal and the institute work five weeks. The first session of the normal was held at Camden, commencing as noted above. With one exception, the normal has uniformly been held at the same place, the session of 1878 having been held at Delphi. The instructors at the first session were: Henry Carter, Joseph Studebaker and the Superintendent, Mr. Britton, together with several lecturers from abroad. " The second session commenced on the '23d of July, 1877, and lasted four weeks. It was in charge of Prof. W. H. Fertioh, one of the finest elocutionists and institute workers in the State, assisted by Henry Carter and Thomas H. Britton, the County Superintendent, with occasional assistance from D. D. Blakeman, of Delphi, and others."

The third, fourth, fifth and sixth sessions were held respectively, commencing the last Monday in July, 1878, 1879, 1880 and 1881, and continuing for four consecutive weeks, followed by sessions of the Coimty Teachers' Institute of one week each. The session of 1878 was conducted by George F. Bass, of Indianapolis, assisted by William Hooper and Thomas H. Britton; that of 1879, by William Britton, of Ohio, S. B. HcCracken, of this county, and the Siiperintendent. In 1880, it was conducted by the County Superintendent and S. B. McCracken, assisted by Bailey Martin. That of 1881 was conducted by S. B. McCracken and Bailey Martin, assisted by Henry Carter, an account of which has been elsewhere given.

" Dui-ing the six years the normal has been in session, it has made a steady progress, not only in attendance, but also in the method of instruction. The purpose of furnishing the teacher with the knowledge of ' how to teach ' is becoming more and more fixed," as the resultant influence becomes more manifest.

Ohaptee Xvi Country Schools

COUNTRY SCHOOLS. Some of the Early Teachers - First Schools and Their Methods - Introduction OF Improved Methods, The Result.s - School Apparatus, Furniture, Houses, Etc - The Fir-st Schoolhouses in the County - The First Erected for That Purpose - The Names and Work of Pioneer Laborers in THE Field - The County Seminary, Etc.

-~^T~EXT to the organization of religious societies and the erec -'-^ tion of houses of worship, the establishment of schools and the building of schoolhouses are the most satisfactory evidences of progress and improvement, and of the moral aud mental status of pioneer settlers in any locality, since the presence or absence of one or both of these landmarks more accurately determine the measure of culture and characteristics of a people than can be ascertained by any other process. Circumstances, it is true, must be taken into consideration in making the estimate. Indeed, the surroimdings, maybe such as to prevent the outward show of such evidences. There is nothing, however, that need prevent private or family worship, or, generally, public worship, if the people are so inclined, except the absence of worshipers. The tendency of private wor.ship naturally is toward the outwai'd manifestations of public worship, and public worship can-ies with it the presumption of a church edifice or a meeting-place. So with schools and schoolhouses. Nothing, as a rule, need prevent tho presence and conduct of schools or places of instruction for juveniles, except the absence of children to whom instruction can be imparted. Without children enough in a given neighborhood to make up a school, the safe substitute is like routines of instruction caiTied out at home. As soon as the number of children of the proper age is such as to justify the employment of a special teacher, first, a private room suitable for the purpose is obtained, and schools taught therein until the situation will waiTant the erection of a public schoolhouse. Therefore, the primary conditions being apparent, and the secondary following as natural consequents, we instinctively infer that the people of such a community are provident, likely to possess the elements of good citizenship - otherwise, the opposite inference prevails.

By such a standard, if we measure the early settlers of Carroll County, taking into consideration the experiences of pioneer life, the inevitable conclusion follows that this people was not without churches, schools and schoolhouses in the beginning, nor have they been since.

At first, until after the lapse of a yeai' or two, the number of settlers was small, and the number of children of a proper age to attend school was necessarily insufficient to make up a school; hence no school was actually formed in this county until the summer and fall of 1827. Then there were children sufficient, and a school was organized, of which Miss Sarah B. Robinson, daughter of the late Henry Robinson, the first settler of Carroll County, and sister of Samuel H. Robinson, Esq., was the teacher. There was no schoolhouse especially appropriated to that purpose, but teacher and patrons alike were equal to the emergency, and an old log cabin on Mr. Robinson's premises, and unused, was appropriated to that use. This building was also the first cabin erected in the county, and first occupied by Mi-. Robinson and his family, which facts, in this connection, it is eminently proper should be transmitted to future generations as worthy of especial record.

wai-d, also, Miss Robinson occupied the same room in the same cajjacity, and among those who received instmctions at her hands in that hrnnble cabin, the names of Gen. Robert H. Milroy and his younger brothers, John B. and Samuel, with the children of Daniel Baum, Sr., Hugh Manary, Benjamin D. Angell, Aaron Dewey and John Odell, are remembered. These, and without doubt many others, during the perodof their juvenility, received, then and there, their first experiences in school life, and to the instiiictions of that estimable lady, in that cabin of unhewn logs, can many of them look back with the full assurance that from thatfountain they imbibed their first lessons in a life of usefulness. This lu-st teacher of youth in Carroll County has her reward in the quiet remembrance of her surviving pupils.

The first schoolhouse especially built for the purpose was a log cabin, also, situated on the lot adjoining that on which the residence of the -late William Barnett now stands. For many years afterward, it was used for all purposes - for schools, courts, singing schools, religious meetings, the mock Legislatm'e, debating societies, shows, political meetings, etc. It was an important building in its day, and well subserved the several purposes to which it was from time to time appropriated, and as such it still holds a place in the memory of not a few old citizens, who, in times past, enjoyed its privileges.

Aaron Dewey was the first " schoolmaster," but not the fh-st school " teacher," as is elsewhere shown. In the winter of 1827-28, he taught a private school in a cabin adjoining the one in which he lived at the time, on the hill near the house afterward occupied by John Marsh; and, hence, was the second of the long roll comprising the names of those who, in Carroll County, have appropriated a portion of their lives to the instruction of youth. He is said to have been a successful teacher, and from him, also, have many of oui' citizens received all the school instruction ever enjoyed by them.

The name of the first teacher who occupied the first public school building, erected during the winter of 1828-29, cannot now be readily ascertained, nor, indeed, any of his immediate successors. At later dates, other log schoolhouses were erected in the immediate neighborhood of Delphi, and teachers provided, as a rule, from among the better educated people of the locality. It was usual, and was rarely otherwise, that teachers for the fii'st schools in the neighborhood were thus provided. The employment of a professional teacher in those days was an anomaly, because teachers of that class were seldom or never found in a community where sturdy farm laborers were most in demand.

Outside of what is now Deer Creek Township, the first schools and schoolhouses in the county were, probably, in the Paint Creek and Bachelors' Run settlements, within the present geographical limits of Jackson Township. It it? stated upon good authority, that, about the year 1831, a respectable hewed- log house was constructed on Paint Creek, and used for the double purpose of a meeting-house for the Paint Creek Baptist (Jhiu'ch, and for a schoolhouse, also. Not far from the same period, the patrons of the neighborhood erected a building on Bachelors' Run, known as the Mount Pleasant Schoolhouse, especially for school purposes. It was constructed of hewed logs, and had a great fire-place in one end of the building, with a " cat and clay " chimney - as most buildings of the period were constructed. But, as in most other instances in the history of early school work as practiced in new countries, chiefly on the private plan, no records having been kept, the names of teachers and pupils, with details of proceedings, are lost in the traditions of the past - are not remembered. It is sufficient to know, however, that schoolhouses were erected and schools maintained in that, as in most other localities in Carroll County, during the periods of early settlement, before the inauguration of the public school system of later days. Now, schools and school-teachers are not forgotten, as in the remote past

As rapidly as new settlements were extended into other portions of the county, the conditions precedent being apparent, the same spirit that actuated the settlers at an earlier date moved the people elsewhere to utilize the means at hand for the education of their children. In Burlington Township, the first settlements were made in 1829, though the settlers were not very numerous until a later period. However, the first schoolhouse was probably not erected until the year 1834 - a log one, of coiu-se. Whether private schools were taught at an earlier date is uncertain. Who the teachers were, if any, in that vicinity, we are not informed, nor whether there were any schools prior to the date when the first schoolhouse was built.

In Tippecanoe Township, the first building erected especially for school purposes was the Pleasant Run Schoolhouse, a neat, hewed-log structure, built about the year 1836, or prior to that date. It was used and occupied pretty regularly, at least one term each year being taught therein. After having been used for some fifteen or sixteen years, it took fu-e and was burned to the groxmd on the 3d day of January, 1851. Soon after, a frame building was erected on the site of the old log schoolhouse, with which many interesting reminiscences are connected in the days of its prosperity.

Pursuant to the provisions of an act of the General Assembly of the State of Indiana, approved January 27, 1837, to incorporate the Carroll County Seminary, W illiam George, James H. Stewart, Samuel Grimes, James P. Dugan, James B. Larimer, Lewis Johnson, George C. Saunderson, Isam Adkins, John Lennon, William Wyatt, Daniel F. Vandeventer, James McCully, Hugh Graham, William Hance, Samuel Moore, William Alldridge and Thomas Stirlen, were appointed Trustees, three of whom were for the town of Delphi, and one for each of the several civil townships of the county. Immediately succeeding the appointment of these gentlemen, notice was given that on the 17th of June, 1837, a meeting of the board would be held at the court house for the purpose of deliberating upon and making an-angements for the immediate erection of a county seminary building. One of the primary considerations for the early meeting of the board and the determination of the question of erecting such an edifice, was the proposed donation of a considerable sum by Dr. Samuel Grimes in case the work was commenced within one yeai- from the date of the proposition. The consideration was an important one, which, to become available, required the fulfillment of the conditions precedent. The meeting was held in pursuance of said notice, and the necessaiy preliminary action taken towai'd the commencement of said building. Upon examination of the accumulated fimds in the hands of the County Treasurer liable to be appropriated to such use, they were found to be insufficient for the. piu-pose, and steps were immediately taken to make up the deficiency by voluntary subscriptions. In that way, a sum of money was procured, which, with the sum already on hand and promised was deemed to be sufficient to wiu-rant further proceedings on the part of the Trustees. To meet in part the necessaiy demands, the Board of County Commissioners, at their November session, 1837, directed the County Treasurer to pay over to tlie treasury of the Can-oil County Seminai-y, of the funds in his bands liable to be so ap{)ropriated to that purpose, the sum of 1300, and charge the same to account of said seminary. Subsequently the work was commenced, and progressed with tolerable rapidity for a time, but occasional delays, induced by a want of money, tended to protract the time of completion to an indelinite length. At the March session, 1838, the Board of Commissioners took further action in the premises in the way of granting additional aid as a means of promoting the enterprise. The contract apjjears to have been awarded to Thomas C. Hughes, carpenter and builder, for the erection and completion of the building, and the movement of the County Commissioners was to place the evidences of indebtedness under their control in favor of the county seminary fund, in the hands of the contractor. The order of the Commissioners was to direct the County Treasurer to pay to the Treasurer of the seminary fund S300, to enable him to pay the contractor that sum, " provided that said Hughes take the notes in said Treasurer's hands given by individuals toward the amount of their contract, for doing the caipenter work on the county seminary, except a fifty-dollar note on Finley." Thus the work went on, but so gradually that the building was little more than covered and inclosed at the end of the year 1 838, for that, about the latter period and subsequent thereto, the managers of the " Delphi Thespian Society" proposed to donate their net earnings to the inside finishing of the edifice, that it might the sooner be utilized for the purposes contemplated in its erection. The building was of brick, two stories high, and of octagonal form, and, while it was never finished in strict accordance with the plans proposed for its construction, it was used as the principal schoolhouse of the place for many years, both the lower rooms being occupied for school purposes by some of the best teachers who have engaged here as instructors of youth, and a very large proportion of the children then resident here received not only their rudimentary, but a comparatively thorough, education within its walls. It was finally destroyed by fire, some time in the year 1848. The real estate afterward went into the common-school fund.