Delaware County, Indiana - Chapter 20: Education in Delaware County, 1908

Chapter 20: Education in Delaware County

The first schoolhousc in Delaware county was built bv the pioneers ,,,' Perry township in 1827. Seven years before, the first considerable group of settlers had located in this township, that being the first permanent settlement in the county. The fact that these first settlers and many of their successors came from Wayne county, which has always been one of the educational strongholds of Indiana, may have had some bearing on the first attempts at education in the county.

That first schoolhouse, erected just eighty years before this writing', has long been an object of historical and sentimental interest for the people of Delaware county. Many years ago a Muncie schoolboy, who had listened many times to a pioneer's description of the schoolhouse, constructed a model of this first temple of learning in the county, and succeeded so well in reproducing the original that the miniature was part of Indiana's exhibit at the Philadelphia centennial, and drawings and cuts of the model have been used as a perfect representation of the first schoolhouse.

This school building was a fair type of the schoolhouscs attended by the children of the pioneers. This one was twenty feet square, with ceiling eight feet high ; built of round logs, fitted over each other bv rough notching at the end ; probably a puncheon floor, and a roof made of "shakes" split out with an a.xc, and bound down by long poles. Hardly a piece of iron in the shape of a nail went into the make-up. The door frame may have been smoothed and squared so the door would close tight; but it is likely that the door sagged as it swung on its wooden pivots or hinges. The cracks between the logs were chinked with mud or clay plaster most frequently. On the opposite side of the room from the door was the wide fireplace; its bottom a broad, fiat stone or beaten clay, surrounded with a circle of <'.-nes or burnt clay extending up above the reach of the flames, and then continuing in a "mud and stick" chimney, the stick scaffolding supporting and giving shape to the hardened mud plaster in which it was embedded. From each of the other two sides of the room, about five or six feet from the floor, one of the horizontal logs had been cut out for the greater part of its length, and the opening thus left was the "window." To admit light and at the same time exclude the cold winds, greased paper was stretched over this aperture, window glass being one of the later importations in a pioneer community.

While the exterior form of the school buildings varied, the interior furnishings remained about the same throughout what may be termed the pioneer period, in fact, until after the middle of the last century. The rough walls of the room were unadorned except as the individual taste of the teacher might seek to relieve its dreariness. The seats were primitive They were nothing more than a split log with the flat surface up, and resting on legs driven into holes on the under side, or the timber for the scat mi"ht be a plank with some attempt at smoothing the top surface. But there were no backs to these benches. There were no desks in the modern sense of the term. Around two or three sides of the room was fixed a broad board, with a slant convenient for the writer, and on this the pupils, or as many of them as this rough form of desk would accomodate, did their "copy book" writing. A piece of slate was used for all calculations, and paper was only used for penmanship exercises.

Of school apparatus there was none. Even the first forms of blackboard were not introduced for some years. Graphite pencils were also unknown. A "pen knife" was then a necessary part of the teacher's equipment, for he used that instrument in a way to suggest the name, that is, to make for each scholar a pen from a selected gooscquill. Paper was coarse and expensive, and the era of cheap wood-pulp paper tablets did not begin until comparatively recently.

Many pages might be written about these early schools. Eut nearly all were of the general type which prevailed in every county of Indiana during that period, and in fact in every state of the middle west. It is a tribute to the character of the pioneers that, within so short a time after reaching a new locality, they concerned themselves with providing some kind of school facilities for their children. Coming from whatever sections of the Union, most of the settlers understood the fundamental importance of education and, as a matter of course, included schools among their foremost plans for permanent settlement. A site was selected, a clearing was made, the standing trees would quickly be converted into some such building as has been described, and as soon as a teacher could be found the children of each pioneer home would begin attendance, often finding their way to the schoolhouse along a path indicated by blazed trees.

The building of the first schoolhouse in Perry township does not necessarily fix the date for the beginning of education in the county. The writer has not found any traditions that some of the pioneer mothers of Delaware county turned their spinning wheels and taught the children of the neighborhood at the same time, but it is probable that this happened in some individual homes at least, and in the majority of households the mother and father did what they could in assisting the children to learn the rudiments.

These voluntary endeavors to provide literary instruction were the basis and principal support of all the common schools in Indiana until about the middle of the century. The first schoolhouses were built not because the laws of the nation, state or county commanded the people to build them, but because the people themselves chose to take this initiative and in spite of the fact that for many years little or no financial support was received from the civil authorities for the maintenance of schools.

The first constitution of Indiana, adopted in 1816, provided for education. Yet in an early clay the cause advanced slowly. There was no school law under the territorial government, nor any state law on common schools until 1824. Nearly all the schoolhouses built both before and for some time after that date were erected by voluntary efforts of neighborhoods; and all schools were supported by agreement between teachers and patrons. The one definite provision for education made by the national government, in planning the disposition of the public domain, set aside section 16 in every township for the maintenance of public schools. When Indiana became a state the care of these school sections was entrusted to the state government ; so that, while the other sections of the township were entered at the government land office, this section 16 was disposed of by local officials selected by the state, and the proceeds turned over for the support of schools in that particular township. Indiana and Michigan pursued very different policies with reference to this common school fund. In Michigan the proceeds from the sale of the school sections were turned into a common state fund, and the income distributed to each locality according to the school papulation. Evidently many of the school sections proved of little value, while others sold for a high price, thus causing a wide divergence between the amounts derived from the various townships. In Indiana, since the proceeds of the school section were devoted to the benefit of the schools in the township where the section was located, the inequity of the system proved one of the greatest weaknesses of the common school system during the first half of the century. One township would receive a disproportionately large income for its schools, while perhaps the one adjoining, because section 16 had sold for only a few dollars, had no income for the support of schools except the local tax.

In 1824 the general assembly passed an act to incorporate congressional townships and provide for public schools therein. The act provided for the election in each congressional township of three persons of the township to act as school trustees, to whom the control of the school lands and the schools generally was given ; and for the building of schoolhouses. Every able-bodied person in each school district who was over twenty-one years of age must work one day in cacli week, or else pay thirty-seven and onehalf cents in lieu of a day's work, until the schoolhousc was built. Almost every session of the legislature witnessed some addition to or modification of the school law. Provision was made for the appointment of school examiners, but the examinations might be private, and the examiners were quite irresponsible. Under such circumstances it could not be expected th.it competent teachers be employed. Often the most trivial questions were asked a teacher, and this was called an examination. In many instances there was no examination at all - the teacher was simply engaged to teach. A free school system was not provided for until after 1850. Each district had complete jurisdiction over its school affairs, deciding every question concerning the building of a schoolhousc, and the regulation of local school affairs. The taxes for building the schoolhousc and for the support of the teacher was raised by the authority of the district, and the amount of tuition to be assessed against each child attending school was fixed by the local board. There was no considerable state school fund until after 1S37, so that the annual distribution of school money by the state had little effect on the individual schools. With local taxation kept down to a minimum amount by nearly all the counties, the school system of Indiana soon became a reproach to its free institutions. It was during this depressing period of educational backwardness that the word 'Tioosier" became a term of derision, denoting the uncouth and ignorant countryman that the inhabitant of Indiana was supposed by most easterners to be.

In 1840 one-seventh of the adult population of Indiana could not read nor write, and many of those who could were densely ignorant. While one out of seven was illiterate in Indiana, the proportion in Ohio was only one out of eighteen. Ohio raised $200,000 in 1845 f°r common schools, while Indiana had no means of raising such tax. In the matter of literacy, Indiana stood sixteenth among twenty-three states in 1S40; in 1850 she was f.wcnty-third among twenty-six states, "lower than all the slave states but dirce," as Caleb Mills expressed it. The following table contains some interesting figures showing the population of Delaware county and some of its neighbors in 1840 and in 1850, and the number of illiterates over twenty years of age in the same years:

It is seen thai there was a rapid increase in most of the counties named jn the number of illiterates between 1840 and 1850. Wayne county was the center of the Quaker settlements, where education was one of the chief concerns, and in 1S40, with only 42 persons who could not read or write, this county had a remarkable record. But during the following decade, it is presumed, the inadequacy of Indiana's provisions for common schools deprived thousands of children of the most rudimentary education, and the number of illiterates in Wayne county as well as elsewhere increased many times. A like increase out of proportion to the total population is shown in Delaware county.

With such alarming statistics before them, the people of Indiana were soon awakened to their educational necessities by such agitators as Caleb Mills, whose memorials to the legislature form a most important contribution to the history of education in Indiana. Finally, on May 20, 1847, a state common school convention met in Indianapolis. Many prominent men were present, among them Oliver H. Smith of Delaware county, and their deliberations determined that: Common schools must be free; that the time had come for action by the state; that the revenue already provided must be increased by taxation until sufficient to maintain at least three rr.ondis' free school each year.

One of the results of this convention was that, at the general election of 184S, a question of public policy was referred to the voters, whether a law should be enacted "for raising by taxation an amount which, added to the present school funds, should be sufficient to support free common schools in all the school districts in the state not less than three nor more than six months each year." This was the question of free schools. At die election 78,523 votes were cast in the affirmative; 61,887 against it. Fifty-nine counties gave majorities in favor of free schools; thirty-one voted against them. Delaware county showed herself adverse to the establishment of free schools by a vote of 715 for them, and 80S against them. It is interesting to compare the attitude taken by the neighboring counties with reference to the same proposition. The vote follows :

It will be noticed that La Porte, one of the counties on the northern line of the state, and settled largely by New England people, gave a heavy majority for free schools, as did all the northern Indiana counties. To explain satisfactorily the results of the vote in Delaware county and vicinity seems impossible, except that the sentiment for free schools seemed weakest in those counties whose percentage of illiteracy had been greatest

The following legislature provided for a general tax for the support of common schools, and then referred the law to the people for approval. This question was in concrete form and touched the people more nearly since it provided for increased taxation. The voters of Delaware county showed themselves averse to any such taxation by giving a majority of 286 against the law. In the state at large the law was approved by a vote of 79,079, against 63,312, sixty -one counties voting for the measure and twenty-nine against it.

But before this law became effective for the improvement of the schools, a new constitution was adopted by the people, and pursuant to the provision that a general system of education should be established the school law of June 14, 1S52, was passed. This marked the passing of the district system of schools and the beginning of the era of actual free schools. It abolished the congressional township as limiting school organizations, and made the civil townships into school corporations. Cities and incorporated towns were made school corporations distinct from the townships in which located.

In the scheme of education that prevailed^ before the adoption of the new constitution, the place now taken by the township high school was taken by the county seminary, which was supposed to offer instruction intermediate between that of the common school and the state university. The Delaware County Seminary during its existence gave instruction to hundreds of boys and girls who otherwise would never have received any of what was then considered the "higher education," and many of the best known people of the county were students in that institution. To "graduate from the Seminary" was equivalent to graduation from the high school of this time, and because schools of that grade were not so numerous and their privileges not so free and attainable as those of the high schools now, attendance at the Seminary was doubtless esteemed as the highest educational advantage.

The County Seminary was established in 1S41, its first trustees being B. F. Haycock, Samuel G. Campbell and John Jack. A square was donated by George W. Garst, upon which a building was constructed and manyother citizens contributed generously. One of the first teachers was Volney

Willson. Eor several years the Seminary was little better than a common school, but with the advent of James S. Ferris as principal in 1S47, the school was advanced to the rank which its name implied. Associated -,vith him was Russell B. Abbott, and both arc still gratefully remembered |)V some who were pupils during the late forties. Air. Ferris resigned in the summer of 1850, and was succeeded by G. W. Hoss, a graduate of Asbury University. Other teachers were Pierre L. Munnis and Marshall White. In later years, before the development of the high schools, there were several private academies that gave many young people the education which they needed above that offered by the common schools. Luther \V. Emerson, George H. Richardson,* E. J. Rice and William Richardson arc those who are specially mentioned in this connection.

Mary E. Xeely, Martha J. Xccly, Emily E. Jack, Marv F. Willard, Emily C. Willard, Anna Halstead, Clara A. Jackson, Frances C. Sayre, Martha A. Janes, Hannah A. Janes, Man- M. Roekinfield, Phoebe A. Davis, Margaret A. Conn, Juliet Minshall, Elizabeth Sutton, Xancy E. Nottingham, Xarcis'a Simmons, Mary E. Barnes, Rachel A. Salisbury, Marv J. Salisbury, Psycho A. Jewell', Irene Jewell, Xancy M. Fisher, Margaret A. CunniDgham.

James M. Davis, Thomas .). Brady, Kliiui If. Swniu, .loli a A. Klein. Kvender C. Kennedy, William A. Maddy, Cole.-I.erry S. Maddy, Ma rl in V. If. Oomerford, OthnicI Gilhert, Orlando Swain, Horace. Williams, Tlioiiiiw Oillicrt, C'hurte.s D. Sayro,

For many years there was lack of uniformity among the various townships in school affairs, resulting from the absence of anything like a central county supervision. It was not until 1873 that an important step was taken toward unity in school management, by the creation, in that year, of the office of county superintendent, a county board of education and of township institutes. Previous to that time the county examiner had exercised such general supervision as was permitted, and his reports show that he seldom interfered with the local school bodies.

Until 1837 the trustees of each congressional township had examined applicants for teaching positions. From 1837 to 1S53 the circuit court appointed three persons as examiners ; this appointing power was transferred to the county commissioners in 1S53. I'1 l^1 tne number of examiners was reduced to one, with service term of three years. Those who held this position after the law of 1861 were E. J. Rice, William Richardson, Fred E. Putnam, Thomas J. Brady, Arthur C. Mellette, Ralph S. Gregory and O. M. Todd. Mr. Todd was in the office when the county examiner was abolished and his duties assumed by the county superintendent. Mr. Todd was the first to hold the office of county superintendent.

With the law of 1S73 lne county board of education was made to consist of the township trustees, the presidents of school boards of towns and cities and the county superintendent. The county superintendent was elected by the township trustees, for a term of two years, and the trustees and the superintendent have complete oversight of the schools of the county. By the same law the township institute became an effective instrument for securing unity in school work and raising the standards of the teaching body.

O. M. Todd served as county superintendent under the new law for six years. Albert W. Clancy was elected by the trustees in June, 1879, and held the office two terms. June 4, 18S3, J. O. Lewcllen was elected to the office, and by re-elections served until 1897. Since 1S97 Mr. Chas. A. Van Matre has held the office of superintendent. In 1899 the term was lengthened to four years.

Early Schools in the Various Townships. Since the first schools in Delaware county were subscription schools, organized and maintained by voluntary association and contribution of the settlers, it seldom happened that formal record of the schools was kept, and their history was usually preserved only in tradition and the memory of those who had been connected with them as pupils or parents of pupils. Quite often the formation of a school was not effected in strict accordance with the rules of the state, and owing- to the fact that during the first ten years of tills country's history no income was derived from the state fund, there was little incentive to follow the prescribed formalities. Doubtless some voluntary efforts resulting in the holding of school terms have escaped the attention of the annalists who have recorded the facts concerning the first schools, and now, since even the pupils of these schools have passed away, it would be impossible to determine and to honor with mention all those early schools.

The building of the first schoolhousc in the county has already been mentioned-. This was built on land owned by Aaron Richardson, one of the first settlers of Perry township, and was only a short distance east of the site now covered by New Burlington. The Van Arsdoll, Reese and many other pioneer children attended this school, and among the first teachers was Aaron Richardson. Another schoolhouse is said to have been erected about 1S29, and several other schools are mentioned in the years that followed. Nothing more than the fact, however, is recorded, and in some instances the name of a teacher.

"The first school in Muncietown," according to the local historian, John S. Ellis, "was taught in a log cabin that stood at or near the southwest corner of Main and Walnut streets, during the winter of 1829-30 by Henry Tomlinson, a native of North Carolina, who had come here a short time previously from Preble county, Ohio. The families represented in this school were about eight in number, sending some twenty pupils. It was maintained by subscription, the patrons agreeing to pay and payin"- so much for each and every scholar. Such was the custom of those days. As a consequence the schools were not continuous, occupying about three months during the winter, with an occasional summer term." The subsequent history of Muncie schools belongs in a separate article.

Mt. Pleasant township having been among the first settled, it is natural to look there for early schools. Yet, so far as known, the first school was taught there in 1831. In this case the teacher became in later vears one of the county's best known men. His rise to prominence had alreadv begun, in fact, and the year following his work as teacher for the pioneer families then gathered in Mt. Pleasant he went to the legislature, and a fewyears later was elected judge of the circuit court. David Kilgore had only recently come to the county, fresh from his law studies, and during the summer of 1S31 he gathered some of the pioneer children in a deserted cabin and pave them, so far as can be ascertained, the first formal instruction imparted in this township. In 1832 a hewn-log building was erected for school purposes, which was long known as the Reed schoolhousc, bciii"- near No. 6 or Liberty schoolhouse. During the '40s several schools were formed and buildings erected, among them the Antioch school, Nebo school Mt. Pleasant school, Shepherd school and a school in Yorktown.

In Salem township, in section 21, where David Van Matrc had made settlement as early as 1826, the first school of the township was taught in 1S2S-29. The teacher was Elza Watkins, who did not become permanently identified with the county, but who was long remembered as having been a man of unusual culture and intellectual ability, and equipped beyond the average for the task of directing the young minds of pioneer children. Before the next winter a schoolhouse was erected on the farm of John Van Matre. and as successor of Mr. Watkins James Perdieu taught the second term of school. Rev. Abncr Perdieu was also one of the early teachers of the township. A school was taught in 1833-34 on the site where afterward was located school No. 7, three miles east of Daleville, the lot having been donated by Henry Miller.

Of the early schools in Delaware township, Mr. Ellis has given a very interesting account in his history of the county. Joseph Godlove, one of the original settlers in section 4, taught the first school in his kitchen. "As to whether he had any other rooms in his house than the kitchen we arc left to guess," remarked Mr. Ellis, who then continues with the following description of school custom. "It was a common practice in those early times for the school teachers to board by turns with the patrons, and in order to equalize matters he was supposed to. board the most where the greatest number of pupils were sent from. While this arrangement was just, it was not always pleasant, as the teacher had some choice as to his boarding house . . . The week the teacher was to board at our house was always looked forward to with much interest. Mince pics were baked, 'crulls' were fried, the best applebury was opened, and a general talk had between the mother and children as to proper conduct in the presence of the teacher. And, oh! how proudly the mother would sit, the bright knitting needles flashing in the firelight as they were dexterously plied by her nimble fingers, while she listened to Mary and John rehearse their lessons to the teacher. . . .

"In the year 1836 the cabin which William Venard first settled, near the center of what is now the town of Albany, was converted into a schoolhouse, and a three months term of school taught by a man whose name has been forgotten. In the following year (1837) the first building erected expressly for school purposes was built on the farm of Adam Kecver, some two

5011th of Albany. This was a hcwn-log building, much superior . J ;!ic buildings in which the schools had been held formerly. This house <,;.i;r.e noted as being the first representative of the free school system in Delaware township, for in the winter of that year the term began and the .,.ji,lic money, or 'congressional fund,' belonging to the township, was ap- to pay the teacher. But unfortunately this fund proved sufficient , to meet the expenses of one-third of the term (one month) and the remaining two months' salary was made up pro rata by subscription, as was i;?iial in such cases."

In Liberty township, because the settlers had not been able to maintain a school up to the year 183 1, John Moore, who lived in the western edge of the township, sent his son down to Wayne county to receive instruction from one of the many excellent schools there. A short time later Mr. Moore converted a deserted cabin on his farm into a schoolhouse, and the parents of the neighborhood children having subscribed for a teacher's pay a two months' term of school was taught by Samuel Collier from Muncie. Near the old settlement of Smithfield a cabin was made into a schoolhouse and Anderson R. East taught there during the winter of 1832-33. In the northeast part of the township a school was taught by Amos Meeks in 1839. In Monroe township a cabin on the land of Robert Gib»on served as the rirst schoolhouse, where the Gibson children and others of the neighborhood gathered during the winter of 1830-31 to receive instruction from William Abrams. Deserted cabins were used for schoolhouses until 1S38, when the first schoolhouse was erected in this township.

A cabin on the farm of Thomas Reeves in Hamilton township was the first schoolhouse, so far as known, and of the man who posed as teacher and exemplar to the few children who came to him during the winter of 1S3S-39, nothing is left to record except his name - Joseph Custer.

It seems that the majority of the pioneer teachers were men. Unruliness was characteristic of early schools, and it was thought necessary that a strong man should sit at the teacher's desk to subdue the restive spirits of the "big boys." However, in the earliest school known in Union township, taught in 1S36, the teacher was Miss Susan Ilanley. She taught in a cabin on the farm of Junius McMillen, in the east part of the township, and besides the McMillen children her scholars came from the homes of Wilson Martin, William Essley, Philip Stoner, Aaron Mote and Francis Harris, the teacher's salary being estimated at one dollar and a half a scholar. In the following year a log schoolhouse was built on the farm of Aaron Mote, and during that winter a man, William Campbell, was employed as teacher. Over in the western part of the township, in section iS, the first term of school was being conducted in the Green schoolhouse, on land owned by Plavilla Green, Robert Wharton being the teacher.

As the first settlers of Xi'.cs township were grouped in the southwest corner, so, naturally, the first term of school was taught there, in a cabin on section 32, erected by John Sutton several years previously. This term was held in 1837. A year or so later, schools were taught on sections 2$ and 19. The first building erected for special use as a school was on the farm of Walter Mann in section 36, in 1839. About this time school districts were formed, and a schoolhousc erected in each one.

In Harrison township it is thought that the first school was taught in a building erected for that purpose, on the southeast quarter of section 29, during the winter of 1834-35.

Washington township, as will be remembered, was early settled, but mainly by traders, so that it is not surprising that nearly ten years elapsed before the first effort was made to maintain a school It was in the house of the pioneer William Ideal, in section 11, that Mrs. Olive Ileal, his wife, taught the first school for the benefit of her own and her neighbors' children in the winter of 1833-34. No schoolhouse was built until 1839, and Ezra- Maynard was the name of the first teacher who occupied it. In the meantime, besides Mrs. Ileal, school had been held in the Methodist church by William Wharton in 1838. In 1840 the second schoolhouse in the township was built at Wheeling, and as settlement proceeded other schools came into existence.

All these early schools, it will be understood, were subscription schools, and the history of each and of all was very similar. Of co-ordination and systematic methods of instruction there was nothing until long after the pioneer period had passed, and, as already indicated, little was done in this direction until the general law of 1S73. To add anything of importance to the early history of education in Delaware county, further than what has been given, seems impossible. The pioneer schools seldom varied from the type that has been described. But to the men and women whose memory goes back to those old schools, there is an individuality of association, a distinctness of details, and a fondness* for their recollection that no words of description would satisfy.

Until within the past decade half the school population of Delaware county was dependent on the ungraded district school for all the educational advantages offered them during childhood. Outside of Muncie. few schools had passed beyond the one-room one-teacher stage. So far as educational efficiency is concerned, the old district school merits little prai-e. It has a place of affection in the minds of all who attended one in youth, many associations dear to Americans cling about this institution in its primitive forms, and the "little red schoolhouse" has produced men and women of such sterling character, high-minded ability, and lofty patriotism, that their names and deeds will always exist as ready arguments for those .vho desire a defense of the old-fashioned education. But while the district ;cliool may not have failed in its essential purposes, it never measured up to the educational standards of the present day. Grading and classification, .-;,! specialization in teaching, which were never possible in the district .,-iiool. arc fundamental in the modern system of education. In towns ami cities, where population is relatively dense, the grade principle is easily introduced, but in the country the advantages of classification were seldom obtained until a means was discovered for bringing the children of several districts, or a whole township, to one central school.

For a number of years some of the Delaware county towns have mainlined schools ranking above the ordinary district school. Selma had, in 1S68. erected a two-story brick building, containing four rooms, and costing $6,000, and in two of the rooms had established a school for the children of the town and district, employing two teachers. With the increase of prosperity and population brought about by the gas boom, Albanv and Eaton each developed the district school into the graded system, with two or more teachers dividing the responsibilities of instruction between them.

Jacob II. Koontz and David Kilgore were most actively concerned with the establishment of a free public school in Yorktown. After the law of 1852 enabling the people to vote taxes for public schools, the people of the township voted a small levy for that purpose, and then, a few weeks later, reconsidered their action and voted against the levy. Determined that Yorktown should have a school, these two citizens secured about six hundred dollars by popular subscription, and, a lot having been donated by O. H. Smith, a one-story frame building, containing two rooms, was erected, and :. public school for six months each year conducted. The subscribers to the school fund were afterward reimbursed for their contributions. In March, iSS-i, Yorktown completed and dedicated a new school building, H. \V. Zuckle being principal at the time.

In 18S0 there were, outside of Muncie. graded schools in Selma, Yorktown, Daleville. Albany. In 1S95 the graded schools of the county, outside of Muncie. were at the following points: Daleville, Cross Roads, Yorktown, Cammack, Gaston, Cowan, Congerville, Whitely, West Side, Rogerton, Shidelcr, Eaton, Selma, Albany. At the present writing, in the fall of 1907. there arc, in the county, outside of Muncie. Eaton and Albanv, twenty-one graded schools, a number of them housed in handsome, modem buildings, with the best of educational facilities and the teachers in many cases are university graduates.

entirely new movement in education. Marvelous as have been the changes wrought by the rural free delivery and the intcrurban traction service, tliev are not greater in permanent benefit to the rural communities than the new system of education that now prevails over half of Delaware countv. The experimental stages of the movement and a forecasting of results that has since been more than verified, were described in an editorial in the Muncie News, Dec. 24, 1S97, at which date, as is evident, nothing had yet been accomplished in this county, outside of the towns, toward grading schools. The article reads as follows:

In these columns a few days ago reference was made to a suggestion of county superintendent of public instruction as to the advisability of consolidating the district schools of townships, partly because some of the schools, being sparsely attended, cost more than is required per capita tor larger schools. This'consolidation of the district schools in the center of the" township has been tried in one or two instances and found to work admirably. In Webster township, Wayne county, there were formerly three school' buildings, at this time there is but one, and it is answering every purpose of the three and it has been fully demonstrated that much better work is being done at a less expense. The school is located in the village 0: Webster, which is about the center of the township. Children who 'live a considerable distance away are carried to and fro in hacks, which are maintained by the trustees. Superintendent Winebcrg says that the new system is working admirably and it is being gradually adopted in several other townships. A number of schools have been abolished in Perry, Dalton and Jefferson townships, same county, and it will not be long until there is but one in each. It was first thought the new scheme would be productive 0; no good and would only result in great inconvenience to children and greater expense to the townships. The experiment was made, and as it has proved a success it is thought its adoption will take place all over the state within a few vears at the furthest.

The Wabash Plain Dealer says that the superintendent in that county has been investigating the subject and found to his surprise that some of the district schools had not more than ten pupils enrolled. As the teacher of these ten pupils receives $35 or $40 a month, it makes tuition come high. This superintendent thinks that many of the districts could be consolidated and graded schools he built up without discommoding pupils, and resulting in better schools at less cost. It is possible that in some localities or under some conditions the consolidation plan would not work well, but it isjiclicved that in most localities it could be applied advantageously. Certainly one centrally located, well conducted graded school in a' township is better than several feeble and sparsely attended ones.

Only a few weeks after the appearance of this editorial, Superintendent Van Matre, with Trustees Thornburg and Hollinger, investigated the Wayne county consolidation, and were so far convinced of the feasibility of the system as applied to conditions in Delaware county, that consolidation of schools has since been a fixed policy with the county superintendent and with ninny of the trustees, and as a principle has consistently gained ground since Uiat time, only two or three individual cases showing reversion to the old system.

Practically, Perry township has the honor of having the first consolidated school, though all the requirements of such a school were not met. In [he fall of 1S9S the pupils of district 7, numbering seven in all, were conveyed by wagon to school No. S. Xo grading was attempted, and the districts were not formally consolidated. But the experiment demonstrated [he practicability of transporting pupils at the expense of the district, showing that the results were better when two small schools were combined and the expense less. The trial in Perry township was all that was done in 1S9S, but since that year consolidation has made rapid headway and has long since proved its value and passed beyond experimental stages.

The arguments for consolidated and graded schools were generally expressed in two categories, as follows : - Defects of small district schools -

Some inexperienced teachers must be placed in small district schools. Too many grades under one teacher. Classes too small to create enthusiasm. Proper classification impossible. Xo advanced work. Cost per pupil above average. Advantages of graded schools -

The first thorough consolidation of districts was accomplished in Hamikon township, while William Campbell was trustee. In the fall of 1S99 districts Xos. 1 and 4 were abandoned, two one-horse wagons were used to transport the ten or twelve children from each district to the school at Royerton (Xo. S). It is of interest to note that schoolhouse Xo. 4 had been built only two years before this consolidation took place. At that time Roverton had a new two-room building, and when the new pupils came the old school building was used to accommodate the primary grades. Three teachers \\ere employed. This was the first school in this county to adoot the principle of consolidation with graduation and centralization.

already graded, having been made so in 1S91, had two teachers and a tworoom building. In 1900 the seven pupils in district No. 11 were hauled to Cross Roads and distributed among the grades, the most distant pupil not more than five miles. This accession to Cross Roads did not necessitate another teacher nor did it increase to an appreciable extent the burden of instruction or extension of facilities in the school; yet the advantages accruing to the No. 10 pupils from the consolidation were all that the advocates of the new system had claimed. In 1901 another district in Salem was dissolved, when the seven pupils of Pike's Peak school (No. 2) were conveyed some to the Dalcville school (a four-room school) and some to a neighboring district school.

In 1901 Hamilton township made another great advance in consolidation. Districts Nos. 2, 5, 7 and 10 were all abandoned and the children conveyed to Royerton (No. S), this making six schools that were merged with No. S. The Royerton school, which by this time had four rooms and iour teachers, drew its patronage from an area of twenty square miles. Seven wagons were used for conveyance of the 129 pupils, transportation costing $8.75 a day or about seven cents per pupil.

Liberty township was the third township to try consolidation. District No. 4 had been abandoned some time previously and the pupils had gone to Sclma, the pupils providing their own conveyance, but in 1901 the 24 pupils of Nos. 10 and 4 were conveyed to Selma (which had a four-room school ) .

Consolidation in Center township also dates from 1901. District No. 10 of Hamilton, mentioned above, was a joint district, and when it was abandoned those pupils living in Center were given to No. 7 in Center (Riverside school). At the same time a partial consolidation of districts Nos. 3 and 9 was made with the Riverside school, a few of the pupils of No. 9 being hauled in order to give them the benefit of gradation. This was discontinued after two years.

The fall of 1902 found consolidations in five other localities. In Monroe township the first consolidation was district No. 6 with No. 5 (Cowan). In Center the Boyccton school (No. 11) was combined with Whitcly (Xo. 14). In Perry the first real consolidation was effected. Petitions from four districts, Nos. 7, S, 2 and 6, were filed with the trustee, and at the beginning of the fall terms four wagons were installed to carry the pupils of these districts to school No. 9. In the same year the Selma school in Liberty was increased by the granting of petitions from districts Nos. 2 and 3 that these schools be discontinued and their pupils conveyed to Selma.

In Union township Trustee Stradling had abandoned district No. S about 1899, but at that time sentiment was against the discontinuance of the old school districts and nothing in the way of real consolidation was

Consolidation in this year was notable for the reversion of several districts to their original form. Despite the patent advantages in consolidation, the new system has everywhere made progress slowly. There is a sentimental attachment for the old district schools that becomes a formidable obstruction in the movement to establish fewer and better schools. The old school at the crossroads, within walking distance of every house in the district, was good enough for the preceding generation, why should the children of today be removed from their familiar home surroundings and conveyed four or five miles to be among strange associates? The district school was a central point in the community, and almost without exception in this part of the middle west was the pioneer institution. It preceded the church. There the settlers met to vote and perform civil business ; there the problems that confront a new social organization were discussed and solved ; there the people met for social enjoyment, and there they came together for religious worship. The schoolhouse was the focal point of pioneer life, and it is not strange that the descendants of the pioneers parted with the institution so regretfully and often unwillingly. For this reason and for various specific and local causes, sentiment has usually been divided on the subject of district consolidation, and the effective work accomplished in this county is the result of persistent argument and progressive activity on the part of the township trustees and the county superintendent.

In 1903 the Pike's Peak school (Xo. 2) in Salem township was reestablished with its original limits, the patrons having become dissatisfied with consolidation, and at the present writing this district still maintains a separate school. But to take the place of Xo. 2, the Davis school (Xo. 9) was added to the Cross Roads school, and. also Xo. 7 (Center school) was abandoned and its pupils distributed between the Cross Roads and the Daleville schools. District Xo. 7 retained its boundaries and was re-established in 1905, and in the meantime as no wagon was used to convey its pupils, no real consolidation was effected.

In Monroe township in this year, Xo. 8 was abandoned, the pupils going to Cowan, and also the children residing in that part of district Xo. 10 lying within Monroe township were added to Cowan (Xo. 5). In Perry township there was a breaking away from consolidation, when districts Xos. 2 and 6 were re-established. In Liberty township the Selma school was still further increased by the conveyance of the pupils of district Xo. 1 to that point. The first consolidation in Xiles township was effected in 1903 when Xo. 4 was combined with Xo. 9.

Salem and Perry townships were the points of activity this year. ]n Salem No. S was consolidated with Cross Roads, making the latter the center of four original districts. In Perry a change of sentiment occurred favoring consolidation, and Nos. 2 and 6, which in the previous year had withdrawn, were again united with district No. 9.

School No. 9 was rapidly becoming the central and principal school of Perry township. In 1905 two new districts, Nos. 3 and 4, were annexed to it, making six districts that had been consolidated within the past three years.

In Salem township a new division of districts was made, by which No. 7 was re-established and enlarged by the annexation of No. 8, which was taken from No. 10.

In this year the first schools were consolidated in Delaware township. The town of Albany already had a good graded school and drew to it a number of children from the surrounding country. In 1905 the Stafford school (No. 2) was consolidated with the Albany town school. In addition, district No. 4 was combined with district No. 9, though without grading, and No. 8 was combined with No. 11.

In Center township No. 1 was combined with No. 14 (Whitely), and also the wagon that had previously conveyed the pupils from -the Center- Hamilton joint district to the Riverside school now brought them to Whitely.

This year is notable by Washington township entering the consolidation movement. The Gaston school (No. 10) was a natural center for graded school work, and in the fall of 1906 districts Nos. 8, 9 and 11 were combined with it. In the same year school No. 9 in Perry received the pupils of district No. 1, and the Selma school district increased its area by the inclusion

A new law became effective in the spring of this year, favoring the consolidation movement. This made it obligatory upon a trustee, when the average attendance in a district fell below twelve, to abandon the school and find education for the pupils in another district. This law has already affected schools in four townships. In Salem, district No. 12 had to be abandoned, the pupils now going to Daleville. In Monroe, No. 2 was abandoned and combined with No. 5 (Cowan). In Nilcs, the pupils of No. 7 have been combined with No. 9, and in Delaware township school No. 10 has been annexed to Albany.

Besides these schools that have been abandoned according to the newlaw, regular consolidation has been effected in several other instances. In Monroe township No. 4 has been consolidated with No. 5. This year has «ecn the complete consolidation of Liberty township into one district, with Sclma school at the center. No. 9 was the last outlying school to come in, and at this date the thirty-six square miles of Liberty's area arc all included in one school jurisdiction, and every child in the township has school advantages hardly inferior to the best city schools.

In the southwest corner of Delaware township the sentiment of the people has been for consolidation during the past seven years. The De Soto >chool (Xo 11) is the natural center for a consolidated district," and yet owing to the lack of building accommodations the trustee has never been able until this year to permit consolidation. At various times as far back as 1900 districts Nos. S, 9, and 4 have petitioned to combine with Dc Soto. In 1937, in answer to another set of petitions from Nos. 4 and 9, the trustee -ranted consolidation and at this writing a new building is in process of construction in De Soto to accommodate the increased attendance -at that point. No. 5 is also combined with De Soto, and in consequence of schoolhouse Xo. 7 having been burned a short time before the opening of the school term, it has become necessary for the pupils of that district also to attend at De Soto.

Sonic of the results of consolidation may be briefly stated. It is less than ten years since the movement started in this county, and the consolidated districts now embrace nearly half the entire area of the county. Mt. Pleasant and Harrison townships arc the only ones in which consolidation has as yet obtained no foothold. The other townships have areas under consolidation as follows: Liberty, 36 (square miles) ; Perry, 27; Hamilton, 25; Delaware, 23 ; Salem, 22 ; Monroe, 14^2 ; Center (exclusive of Muncie), 12 ; Washington, 10 ; Xiles, 10 ; Union, 6. Out of a total area of 395 square miles, outside of Muncie, 185^2 square miles are consolidated, practically one-half the county. Evidently consolidation has passed the experimental stage in this county. The conveyance of pupils has been proved practicable and less expensive than the wages of a separate teacher. The increased efficiency of the central school is in itself the best vindication of the system.

Royerton had the first modern school building for the accommodation of the pupils of the combined districts. In 1903 a four-room addition was built to the two-room school which had first served the district. The building which stands on the south edge of the village, is the best public structure in Hamilton township and in every way a credit to the school architecture of the county. It is a two-story brick building, with large corridors on the second floor which arc converted into an auditorium seating- three hundred persons. In the basement is a lavatory, a modern steam heating apparatus is a welcome change from the stove to which many pupils had been accustomed in the old district schoolhouse, and in convenience, comforts and sanitation the Koyerton school is equal to most city schoolhouscs. The cost of the building was $17,500. The Royerton high school has a recognized efficiency in second education, having been recently commissioned by the state university. The school has seven teachers and is maintained eight months in the year. The average daily attendance of pupils in Hamilton township is 309, all but five square miles belonging to the consolidated area. The daily cost per pupil, including transportation, is about 16 cents. Going back about twenty years, we find that with a school term of six months, the average cost per day was between ten and twelve cents per pupil. In 1884 a teacher's pay averaged $1.85 a day, while now it is $2.93. Taking these things into consideration, the average daily cost per pupil under the new system is very little more than it was twenty years ago, while even the most prejudiced would have to admit that the advantages offered by the Royerton school arc far and away superior to those afforded in the best district schools. Some of the teachers arc university graduates, all have had special training for their work, and the classification of pupils in grades makes the teachers' work more easy and more efficient.

The handsomest school building in the county, outside of Muncie, is that which was built in Selma in 1904. As already mentioned, Selma had a four-room building erected many years ago before consolidation was thought of. With the enlargement "of district Xo. 5, more room was necessary, and the structure which is now used for school purposes for all the children of Liberty township is a two-story, eight-room brick and stone building that cost about $23,000, and is thoroughly modern. This and other schools erected during the last few years have a special excellence of design that suits them to all the demands that may be made upon them in the future as in the present. This design might be called a multiple unit system, the unit being a two-story two-room building complete in itself, and yet capable of combination with similar units so that a house of four, six or eight rooms may be made as needed. Thus, the Selma school is really a combination of four structural units, joined by corridors that in themselves increase the floor space of the building and afford, on the second floor, an auditorium with seating capacity for 700. An automatic steam blast heating apparatus is another modern feature of this building. The average attendance at the Selma school during 1906-07 was about 310, of whom 269 were transported at public expense. For the entire year there were but 6S cases of tardiness.

In Perry township, Center school, in the center of the township, was originally a district school. In 1899 a hiSh scn°o1 department had been established in a store building at New Burlington, but this arrangement was not satisfactory to the people in the cast side of the township, and the result tt-ns the addition of a one-room building to the Center school to be used for |;i<jli school purposes. There was no consolidation as yet, but the enlarged Center school was the nucleus around which consolidation was effected. In 1902. when the four districts were combined with Center (Xo. o), the room which had been used for high school purposes was partitioned into two rooms, making three rooms for the accommodation of the grades. These rooms were used until the construction of the present building, which was finished about January, 1906. The Perry schoolhousc is built of cement blocks, is a two-story, four-room building, with an auditorium and cost nl-out $12,000, being equipped with mechanical furnace and all the conveniences. There are four teachers. The enrollment is 212, of whom 203 are conveyed at public expense. The average attendance during the past year was 168. The other school in the township, the only district not consolidated, has an enrollment of 57.

Tiie DeSoto building, already mentioned, was constructed in 1907, at a cost of $13,000, and is a two-story, brick, four rooms, and with the auditorium feature. Two other township buildings should be mentioned. In 1902 Center township erected the Roosevelt school in Congerville, a twostory brick, six rooms, costing about $14,000. Properly speaking this is a district school, built to accommodate the large school population in Muncie's suburb. However, the old joint district on the south edge of the township lias been added to the Congerville school, and one wagon conveys the pupils from that neighborhood. The Longfellow school in Whitely is another handsome township school, erected by Center township in 1905, a two-story, eightroom brick building on a fine campus near AlcCulloch park, and costing about $25,000. The Whitely school, at the beginning of the consolidation movement which resulted in several districts being annexed to it, was located in a four-room frame building two blocks cast of the present site.

An account of the Delaware County Seminar}' and of the establishment of the first school on the site of Muncie has been given. Besides these facts, little of interest can be said about Muncie schools for a number of years. A belief that school facilities were not up to the standard during the forties is evidenced in the following excerpts from a criticism that appeared in the Muncie Journal March 21, 1S46: "The town of Muncie has, I believe, about Soo inhabitants . . . which would give 133 children between the ages of 6 and 14 who should be constantly in school. From 6 to 16 constitute one-fourth of the population. This would give two hundred. Now deduct 25 per cent for necessary detention and you have 150 children in your town which should be at school. What arc the facts as to the number actually attending school? Not 60, including those from the country and over 16. Look at your sister county, Randolph. The seminary at Winchester has over one hundred students. And yet the population of Winchester is less than that of Muncic."

Muncie schools were under the direction of the township trustee until 1S53, and were supported only by the townshhip school fund and general tax. Under such conditions free public schools were not possible, and "pay schools" were the rule with the exception of a few weeks each year. In June, 1S53, a special school tax was voted down, but in the fall of the same year the proposition to levy a special tax carried. At this time Muncie had two schools, one of them in the seminary building, and the other, becoming too large for the schoolroom, was moved, about 1S54, to the Methodist church.

During the ten years from 1855, while Muncie was a town corporation, the officials under whose direction the schools were improved were F. E. Putnam, Wm. F. Jones, Edward G. Keasby, who were on the board most of 'this period, George W. Spilker and Robert Winton serving brief terms. These trustees, in their report for 1859, said that in the spring of 1S55 they "had found the corporation without schoolhouse or real estate, with the exception of one lot." In that year the trustees bought the old seminary building, and in the spring of 1S56 commenced the erection of a new schoolhouse, which, until torn down to make room for the modern building, was the south room of the Washington school. A. J. Finch was principal in the Washington building and O. S. Howe in the seminary' building. With an enumeration of nearly four hundred, even then there was not sufficient room. It is said that when a family was largely represented in school, the younger members were told to go home and remain until there should be more room or the older ones had completed their course. With the repairs and additions to the seminary, these two buildings served for school purposes until Muncie became a city. Until a few weeks, three months at most, of free school was afforded, each family contributing its share to support school for additional

Arthur F. Patterson, John A. Hustcd and Stacy A. Haines were the first school board under city government in 1S65. They found the Washington school in good condition, capable of accommodating about three hundred pupils, but pronounced the seminary building unfit for use. In the meantime the school enumeration had increased to nearly eight hundred, with an enrollment of over six hundred, so that the Washington school could not accommodate more than a third of the children in the city. It was finally decided to remove the seminary building and build a two-story brick structure on the site. At a total cost of nearly $S,ooo a schoolhouse, 33 by 65

awl two stories, was completed by December, 1S66, and tbenccfortb known as the Jefferson school. This location, when first occupied by the seminary, was thought to be out in the country. Many persons are still living who were pupils of the city schools about this time, and will be interested in recalling the names of the teachers; they were: Charles R. Paine superintendent; Julia Gilbert, grimmer room; Sophia Gilbert, intermediate, all in the Washington school ; while in Xo. 2, or Jefferson school, the teachers were Thomas Marshall, Josephine Gilbert, Abraham J. Buckles, Miss Sarah M. Kemper. Including several assistants, there were twelve teachers altogether, and the entire length of the free-school term was 60 days.

Two conspicuous figures now become identified with Muncic's educational r flairs, and so influence and mold them that the schools became largely representative of their ability and personality. A change in the superintcfidency was made in the summer of 1867. and Hamilton S. McRae was ciiosen to that position and Miss Mary Emma Montgomery became principal of the high school. At the same time the school board resolved to inaugurate a free-school system worthy of the name, extending the term to ten months or 200 days.

These changes were epochal in the history of Muncie's schools. Mr. McRae, who was born in Indiana, January 2, 1S33, was an organizer as well as educator, and gained a place of lasting esteem because of his work in Muncie. A few years after coming to Muncie he married Miss Montgomery, the principal of the high school, a woman whose many excellencies of character and versatile ability brought her into prominence in various movements connected with education. She was best known, after her marriage, as Mrs. Emma Mont. McRae. Her activity in woman's club work is told on other pages. Mr. McRae was superintendent of Muncie schools until 1SS3. and four years later, in April, 1SS7, he died at Marion. He was buried in Muncie and the honor in which he was held by all classes of citizens was shown in many ways at the time. Besides his activity in the schools, he has been given the credit for organizing the Muncie public library.

During the decade from 1S70 to 1SS0 notable progress was made in every department. The number of school buildings increased from two to four; the number of teachers from ten to fourteen; the enrollment from about nine hundred to nearly thirteen hundred; the amount paid teachers from $4,655 to over eight thousand, while the value of school property increased from $20, coo to over $8o.coo.

In the first year of Mr. McRac's supcrintendency the high school was moved from the Washington building and quartered in the basement of the Univcrsalist Church. In 1873 another extension became necessary, when a room was rented for the children living south of the railroad. From this as a beginning came the Jackson school. Two rooms, afterward forminfT the north end of the Jackson school, were built and opened in February, 1S76. and in 1S7S the south half of the building was completed. This was No. 3 school building, and was located on the south side.

Plans for the erection of the high school building, on the square surrounded by High, Adams, Charles and Franklin streets, were made in September, 1S7S. This four-story brick building, with ground dimensions of about 90 by 75 feet, is now the oldest school building of the city, and the only one in use before natural gas made a city out of the town. The building' was completed some time during 1SS0, and is now the oldest public building in the city.

The progress of the schools during a quarter of a century afforded some interesting comparisons, which were stated by Mr. W. F. Jones in an address delivered in June, 1S82. "In 1855," said he, "the city of Muncie had enumerated only 396 school children. At that time we had no schoolhouse. ... In 18S0 we had scholars enrolled for the schools in Muncie, 1,790; we now have four large fine brick school buildings, of the value of $So,i50. In 18S0 we paid for tuition to our children $8,050. Our entire expenses for that year for all purposes in connection with our common and high school departments were $24,611.21."

The enrollment in the public schools in September, 1882, as given by the Daily News at the time, totaled 86S, distributed in the four schools as follows :

A sketch of educational affairs in such a city as Muncie must be almost a continuous record of improvements, extensions, especially in buildings and facilities. During the fifties when the board built the brick building at Vine, Adams and Charles streets that was afterward called the Washington school, a distinct step had been taken in advancing the educational interests of Muncie. But less than thirty years afterward the agitation began for the removal of this part of the building (then only the south wing of the entire school building) and the erection of a modern structure on the site. However, the construction of the Washington school, which was the first of the modern school buildings that are now a matter of pride to the city and a distinct addition to its architecture, was not begun until June, [889, after Muncie had begun its remarkable progress consequent upon the gas boom.

In the meantime Mr. McRac had resigned as superintendent of schools, lie was followed by John M. BIoss, for a short term, who himself deserves prominence in the history of education both in Indiana and Delaware county. In June, 18S7, W. R. Snyder, who had been principal of the high school, became superintendent. Under his progressive control the schools had a great growth. By the close of 1S90 the city had eight school buildings and forty teachers, besides the Catholic parochial school. In that year a tworoom addition to the Avondalc school was completed, and in July construction of a four-room frame building was begun on the Jefferson school grounds. In January, 1891, an addition of four rooms was completed for the Jackson building.

Besides the existence of several art and other classes that were sometimes called "schools," several educational beginnings should be noted. The Muncie Business College was established about 1890, with J. W. Howard in charge, and its work and patronage continued in a flourishing condition from the start. A rival business college, known as the Ball Business School, was soon after established. In March, 1880, Mrs. M. C. Smith and Mrs. Theodore Riley started what afterward became known as the Industrial School, which existed for many years and accomplished results in practical benevolence that are immeasurable. It was a kind of mission Sunday school at first, meeting in Mrs. Smith's home and then in the mayor's office, but its scope expanded into a day school, and for many years its annual reports were a record of worthy benevolence which few of the more pretentious organizations could surpass. Mrs. Smith remained superintendent for years.

The Kindergarten movement was begun during the superintendency and largely at the suggestion of Mr. McRae. At a meeting of interested persons on March 19, 1S79, the Kindergarten Association of Muncie was formed, to support a kindergarten, to which each member of the association had the privilege of sending one pupil. The first officers of the association were Mrs. Mary Kirby, president; Mrs. W. S. Richey, secretary; Mrs. Martha Little, treasurer. Miss Fannie C. Colcord was the first teacher obtained, and she opened a school with twenty-five members at the home of G. S. Maddy on March 31, 1879. On the completion of the high school building a room on the first floor was set aside for this purpose.

By January, 1892, there were 2,219 pupils in Muncie schools, against 1,419 in 1887, at the beginning of Mr. Snyder's term. In 1SS6 there were four buildings and 20 teachers, and in 1892, nine buildings and 45 teachers.

After the construction of the Washington school in the early nineties, it became a necessity, as a result of increase of wealth and population, to erect a large new schoolhousc every few years. In 1895 the Avondale school burned. It was the third schoolhousc erected within a few years for the accommodation of a rapidly growing school population, and the school board resolved to erect a building that should be ample for its purposes. In March, 1805, they obtained permission to issue $20,000 in bonds for the erection of a building at Sampson and Ohmcr avenues, to be 106 by 100 feet in ground dimensions, a two-story stone and brick building, with basement and attic, of the most modern type. The contract was let in May and the building completed without delay. This was the Lincoln school.

The Blaine school was erected before the Lincoln, the school bond issue of $20,000 which was recently paid off having been made in July, 1892, for the erection of this building. Since 1S95 the school city has built and equipped the Jefferson school building; purchased the grounds, built and equipped the Garfield and the McKinley school buildings; remodelled the Lincoln school building; installed new heating and ventilating systems in the Washington and the Lincoln buildings; installed system of sanitary closets in the Washington, High School, Lincoln and Jackson buildings; and planted trees, graded and improved the school grounds generally. All of these improvements, and interest on bonds, together with all necessary repairs, have been made and paid for without increasing in any way the indebtedness of the school city. The school property of Muncie, which is in a sense the material results of sixty years' progress, represents a total valuation of $354,200, as set forth in the following table:

The "Towth of Muncie is reflected in a comparison between the figures given in a preceding paragraph for 1S92 and those for 1906. In the latter year the school enrollment was 4,370, nearly double what it was fifteen years before. There has been a steady increase each year, but especially marked since 1904, in which year the enrollment was 3,635. In 1S92 forty- five teachers composed the teaching corps. Ten years later these had incrc.T>eil 10 f)S teachers and three assistants, and in 1906 there were in teachers and three assistants. Besides, there has been growth in many other directions. Reference is made elsewhere to the introduction of manual training in the public schools, .Mr. 13. E. Cannon having charge of this work :':: the sixth, seven til and eighth grades, and the work for the girls of the 5,i::ic grades being under the direction of Miss Nina Walldorff.

The Eastern Indiana Normal University was incorporated May 14, iS.y'i. J. 0. L.cwellen, president; L. J. Hooke, vice president; F. D. Haim- [j.ingli, secretary; J. A. Quick, treasurer. The promoters of the enterprise 50t abide ten acres on the West side, one mile from the court house, and endeavored to dispose of the lots of the townsite, the income thus derived to be applied to the building and support of the institution. Those interested did r.( t at first succeed, but in the spring of 1S9S the matter was revived, .vh] a vigorous campaign begun for selling three hundred lots at three hundred doliars each. The sale was continued up to April 29, when, bv the help of ( ne man who bought twenty lots at the last minute rather than see :l:e undertaking fail, the ninety thousand dollars was raised and active preparations begun to open the university. A three-story building, of stone ar.d while pressed brick, with handsome colonial front, was completed in the spring of 1899, and in the following fall the school was opened. The school was the center of a new town - Normal City - which was incorporated and which it was heped would build up around the college.

Tiic Indiana Business College was established in 1857, and incorporated under the laws of the state of Indiana in 1903. At the time of its incorporation, only three schools were included in the organization, namely, Marion, Kokomo, and Logansport. The headquarters of the' association were then at Marion. Since its organization, the institution has grown very rapidly, and now includes schools at Muncie, Marion, Anderson, Kokomo, Lafayette, Logansport, Richmond, Columbus, and Indianapolis, making a total of nine schools. The head offices are now located at Indianapolis, and the officers are: J. D. Brunner, president, Indianapolis; Chas. C. Cring, genera! manager, Indianapolis; R. F. Cummins, vice president, GlufTton; J. T. Pickcrill, business manager, Muncie; A. N. Ilirons, principal, Muncie; \V. II. Carrier, secretary, Lafayette.

Four years ago when the Muncie school was established the fall term opened with but two students in attendance. Last year the total enrollment in the Muncie school was about three hundred, and the present year bids fair to be even better. These figures show the rapid growth the institution is making. The institution also maintains an employment bureau, which fads employment for its graduates. This department is separate and apart

Muncic was incorporated as a city February, 1865, with a population of 2,196. At a meeting of the Council January 13, 1S73, several improvements were decided upon. Among them was the establishment of a public library and reading room. A meeting of the citizens was called by Hamilton S. McRae, superintendent of public schools, at the court house, for the evening of May 30, 1S74, for the purpose of discussing the practicability of organizing a public library. Those who were present at this meeting become the stockholders of the society. They were Hamilton S. McRae, Walter March, William B. Kline, William Brotherton, Carlton E. Shipley, Thomas J. Brady, Erville B. Bishop, James Boyce, Marcus C. Smith, William Glenn, James X. Templcr, Stanton Hussey, Frank Ellis, X. F. Ethcll, David H. Case and John W. Ryan. All of these took two shares each, except David H. Case, who subscribed for five shares. After much discussion it was deemed impossible to support the library by private subscription and a committee was appointed which was to appeal to the city council to raise the subscription by taxation. This committee, consisting of H. S. McRae, M. C. Smith and J. W. Ryan, met with the city council on July 31, 1S74, and secured the passage of an ordinance subscribing 1,500 shares of $2 each to the capital stock of the association ; 375 shares had already been subscribed to by individuals.

The first books of the public library were those collected from the old county, township, Philalethian Society and Workingmen's libraries, consisting of about 2,195 volumes. The county library was in an upper room in the old court house, and books could be rented by the day or year. The Township library was located on East Main street, west of the Xeely house, and Wilson R. Smith was librarian. Smith later became sheriff and removed to the jail, from where the books were circulated.

At a meeting Xovcmber 6, 1S74, "On motion William Glenn and E. B. Bishop were appointed a committee to meet the Common Council of Muncie at its next meeting and arrange for the use of the cast room in the second story of the city building for library purposes." (From minutes of Secretary.) On December 12 the committee reported that it had secured the use of the rooms for one year, free of rent. Furniture was purchased at a cost of $145, 5 book cases, 1 table, 1 reading stand, library desk and a 25 foot counter, were also secured.

tciition to the public library as one of the departments of general education. Its cost to the city is hereinafter shown; its real value, time alone can determine. From our librarian's report, I find periodicals, including dailies, weeklies, monthlies and quarterlies upon her table, numbering fiftv; number of books issued for the year ending March 31, 1S77, is 11,979; and for the vcar ending March 31, 1S7S, is 17.120, being a gain on the last year in circulation, of 5,141 ; and for library reading by persons without cards of membership and the use of books in the library lor reference, about 1,500, making the equivalent to a reading of iS,620 books. This extensive reading by the people cannot fail to have an influence for good, present and future, to the people and the city. Through the efforts of the friends of education, our public library has been selected as the repository of the Congressional publications for this Congressional district. From that source we have received, during the past year, many very valuable books. Our library now needs room and shelving for about five hundred volumes that are now idle for the want of such accommodations. In view of these facts, I recommend to your consideration the adoption of some means in connection with the library board, to place our library where it will be easy of access, free from nil objectionable surroundings, with proper room for the reading and storing of its valuable treasure, believing that a generous public will sustain your efforts."

Mrs. Harriet L. Patterson served as Librarian for six years, at a salary of $250 "with the privilege of selling stationery in the Library rooms only,'* and in her final report made in January, 1S81, she says that in February, 1S75, the books from the county and township libraries were given in trust and sent to the public library; that the library committee about the same time, purchased Henry Marsh's circulating library of over 1,300 books, and the library of the W'orkingmen's institute was donated. The first book in the catalogue was donated sometime during 1S74 by Miss Lucy Trueworthy. The first donation in 1S75 was made by Thomas Kirby. June 1, 1875, the library was opened to circulation. Up to that time there had been entered on the accession catalogue 2,190 books.

"On last Monday night the evening's exercises were opened by placing Rev. O. M. Todd in the chair. Rev. Guthrie then delivered a very fine prayer, and was followed by the regular address of the evening by Mr. Todd. He was succeeded by Mr. J. W. Ryan, who read an historical sketch. Then came Glenn March, Charley Kilgore. Charley Marsh and George McCullough. Mrs. Patterson then delivered a short address, after which the meeting adjourned."

a case in the reading room containing ninny geological specimens. These specimens belonged to Mr. Charles Kilgore, who claimed them again at the time the library was moved. Interest in the library seems to have been active, for almost every issue of the paper contains some assurance that the circulation department will be opened as soon as possible; also notices of library attendance and of gifts appear almost every day.

The Secretary's book shows no record of a meeting between July 2, 1S7S. and January 1, 18S1. At the meeting of January 1, 1SS1, a motion was made that a committee be appointed to make investigations as to a proper library building. January 12, iSSl, Mrs. Caroline R. Fleming was chosen Librarian, at a salary of $200, "with an allowance of $40 for an assistant, janitor and such other help as may be found necessary."

Some talk was circulated among the members of the City Council in the early part of 1SS1 to the effect that the Kirby House livery stable would be purchased for the fire department and the public library be moved to the rooms occupied by the fire department. But nothing definite was done.

The library possesses a little blank book about 6x3 inches in which are written a list of paper bound books in the H. C. Marsh circulating library. The books number 146, and added is a list of periodicals, and also of donations. It also contains the expense book of the library beginning January, 1875, presumably the first one used. The expense for the quarter, January to March, 1875, was $4.72. This little book is also a record of receipts for stock purchased. It notes receipts and expenditures through October, 1902.

The Library is also fortunate in having the reports of the Secretary from the beginning, which show the progress of the library step by step. The growth was steady and each report makes apparent an increased interest.

When it began to be generally known that Andrew Carnegie- was willing to assist various towns to equip a public library Muncic, always alert to take up anything which might benefit the town, was among the first in Indiana to agitate the question. It was discussed for some time by the members of the Library Board, but this Board having heard that the Commercial Club was considering the subject, decided to turn it over to their committee. The committee prepared the following letter, which was sent

We have been appointed a committee of the Commercial Club of this city, to ask for assistance in providing a public library for the city. We hope it will be convenient for you to investigate the conditions, which webelieve will make the project worthy of a place in your splendid scheme of public benefactions.

We have a population of 29,000, city and suburbs. It is a manufacturing city, and has grown from a substantial county seat with a population of a'iout 0,000 in 12 years to its present size. It has also, by public spirit, developed in a permanent and progressive manner. Wc already have a fair bco-inning for a public library. If we had a building worth $50,000 it could be liberally maintained and would be a perpetual fountain of intelligence and worthy of your noble efforts.

Yours of Feb. 27th received. If the city of Muncie will furnish a suitable site and agree to maintain a free public library at a cost of not less than $5,000 per year, Mr. Carnegie will be glad to give $50,000 for a building. Respectfully yours, James Bertram, Secretary.

This reply was turned over to the city council, and at a meeting on March 11, 1901, was presented by Dr. Allen Eudd, and with it the following resolution :

"Be it resolved by the Common Council in the City of Muncie,- in the County of Delaware and State of Indiana, That the generous offer of Andrew Carnegie, stated in the letter of James Bertram, his private secretary, to Hardin Roads, dated March S, 1901. to give said city S50.000 for a free public library, upon condition that said city provide a suitable site, and agree to maintain such free public library, at a cost of not less than $5,000 per year, be and the same is hereby accepted. Be it further

"Resolved, That the Mayor of said city be, and he hereby is instructed to express to Mr. Carnegie the appreciation of said gift by said city and this Common Council, and transmit to him a copy of the resolution, and request information with, respect to such further proceedings as may be necessary to make such gift effective."

On March 25 the City Council passed a resolution guaranteeing a perpetual maintenance for a free public library, the annual income to be as required by Mr. Carnegie, i. e., i-ioth of donation. At this meeting a committee was appointed to investigate suitable building sites, and on July 29 it reported and recommended the purchase of 'the Shirk property, corner Jackson and Jefferson streets, which was valued by its owner at

$13,000. The recommendation was accepted and the committee authorized to purchase the property. Mr. George W. Spilker had previously given his home for library purposes, and this residence was now sold for $6,000 and the amount applied toward the new ground. Wing & Mahurin, of Fort Wayne, were chosen as architects, and the contract was awarded to Morrow & Morrow, of Muncie. The committee contracted with various firms for furniture, decorations, etc., as shown by the list given below, which shows the total cost of the building ready for use, to be about $56,000:

The building was dedicated Jan. 1, 1904, with appropriate exercises, the Mayor of the city, Mr. Charles W. Sherritt, formally turning over the keys to the library board.

In January, 1903, the library was reorganized under the Mommert law of 1 901. The Board required by law consisted of T. F. Rose and Mrs. Nellie M. Stoudcr, appointed by the city school board ; L. W. Catcs and Miss Belle Thomas, appointed by the City Council; A. L. Johnson, Miss Nettie Wood and C. M. Carter, appointed by the Circuit court judge. All of these were new members excepting Mr. Rose and Mrs. Stouder, both of whom had served for a number of years on the old board.

In accordance with an amendment made by the Legislature in 1903, the Township Trustee, J. \V. Dragoo, and his appointee, G. A. Ball, became members of the Board in May. 1903.

During 1903 Miss Artcna M. Chapin served as librarian, with an assistant part of the time, the library being open every day except Sundays from 9 A. M. till 9 P. M., closing one hour at noon and evening for meals. Be"-inninc Ian. 1, 1904. the library was open every day, continuously, from 9 A. M. until 9 P. M., except Sundays. On Sundays and holidays the reading room is open from 2 to 5 P. M.

On Ian. I. 1904. the library contained 19.291 volumes, and during the year 1903, 35.077 books were circulated, an average of 11S per day. On Jan. 1, 1007, the library contained 22,750 volumes, 1,800 of which were added during the year. The statistics for 1906 showed that 77.765 books were circulated, making an average of 254 per day. In the reading room

History 01- Delaware County 275

3re n.i magazines and 12 newspapers. During 1906, 15.07S persons used rhc rc::'!:ncr room. All persons living in Muncic and Center Township n;av have the privileges of the library and any others may have the same privileges by the payment of two1 dollars per year.

In the Monograph on Indiana Public Libraries issued for the Chicago World's Fair, Mr. Dunn gives statistics of libraries, and Muncie's library 6th in number of volumes, and 9th in circulation, it then having S.266 volumes, and a circulation of 10,000. The last report of the Indiana Library Commission (1904-06) shows Muncie fifth in number of volumes and ?econd in circulation, the only public library having a greater number of books borrowed being the Indianapolis public library. In this report the Muncie library contained 20,859 books and had a circulation for the year of O5.525. A comparison of these figures is interesting as indicating the larger use of the library. In 1S93 the circulation was 1.2 times the number of hooks in the library, and in 1905 it was 3.2S times. In 1893 the number of Looks borrowed was an equivalent to one book to every 1.13 persons in the town (population 11,345 - census of 1890); in 1905 the circulation equaled 3.22 books to each person in the town (population 20,942-r-ccnsus of 1900). These statistics arc very gratifying, showing, as they do, that while tiie funds of the library have not permitted a great expenditure upon books the interest has increased and the use of the books become much :r.ore widespread.

After the library had been open about a year it was found that the r.ccommodations for the reference department were too small and it was decided to move the children's books down stairs, and to use the room formerly occupied by the Juvenile department for the reference books. This was done, a room being fitted up for the children with shelves and deliverv desk, at a cost of about S700. The children's books were ail removed to ibis room, which has been made the most attractive in the building. Here they are apart from the rest of the library and have a freedom which could rot be allowed them while upstairs. Each Saturday afternoon there is a >:ory-hour for the children, during which a story is told on some current topic or of some book which it is desired to bring to their attention. Recently a Children's Literary Club has been started. The club is conducted entirely by the children, a committee chosen among themselves having elected the officers, and formed the constitution. Another committee arranges the programs, which consist of discussions and papers on literarv subjects.

Early in 1906 were started three Rranch stations, one in Avondale, one in Congcrvillc, and a third in Whitelcy. The object in establishing these ;iations was to reach the people (especially the children) who lived at too LTreat a distance to come to the main library. Thcv have come to mean merely an extension of the children's department, for so few adults canic that it did not seem practicable .to send hooks for them. The books, during school months, arc kept in the respective school buildings, and one morning each week, an assistant from the building goes there and distributes them. During the summer the little libraries are kept in stores, whose use is kindly donated by the proprietors; almost all of the children who u-c these books were never in the habit of patronizing the main library. It j^ hoped that when they reach the age to care for adult books they will continue in the habit of reading which they thus have formed, and will borrow from the main building.

As is the case in every public library the per cent of fiction reading ;^ the largest part of the whole. And whether this is to be deplored, as some librarians think, or whether it is merely as it should be, as other librarian; contend, it is always gratifying to find that through the instrumentality of the library its patrons have been lead to more serious reading than is found in the average novel. The annual report of the library for 1906 shows a gradual decrease in fiction reading for the past four years as fellows :

The next largest class of books read is the magazines, current numbers of which are allowed to circulate whenever there are duplicates, ami otherwise as soon as the succeeding number is received. Duplicate copic. of about a half dozen of the most popular magazines are subscribed for and these are bound in cloth binding and circulated as books. We find that these magazines give as much satisfaction as the new fiction, to many of our readers.

The library is fortunate in having donations from some of its friends; these include two water-colors by Alden Mote, and an oil painting of a view of Muncie by J. O. Adams, the gift of T. F. Rose; a reproduction of "The Lion Hunt," by Rubens, bequeathed to the library by Mrs. T. F. \ccly; some valuable relics from Dr. G. W. H. Kemper, besides the donation of a number of medical periodicals and other books. Generous gifts of books have been made by different citizens, and two clocks, made and donated by Mr. Charles YVillard, add much to the appearance of the library.

The library encourages the public school teachers to use its books Inputting forth every effort to have those needful in their work. An arrangement was made three years ago whereby the library buys eight copies for the supplementary work and the school board furnishes the extra

:,:i.s. Those eight copies arc sometimes borrowed entirely hv the teacher, dv sends her pupils to the library to consult them. The reference work - ;hc schools is heavy in the school months, and man)' lists are prepared ,iii! the pupils in their studies.

'I |;e largest part uf the reference work, however, is done for the clubs. ..- programs are received in advance whenever possible and the subjects estimated so that they may be reedy for use when needed.