Franklin County, Indiana - Chapter 16: Literary Clubs and Social Organizations, 1915 (part 2 of 2)

Laurel Academy

There had been an academy at Laurel since 1837 and for many years it was in no way inferior to the county seminary at Broolcville. The county seminary was forced to charge tuition rates which would bring it within the reach of the great mass of the people. As a result, it did not have the money to hire a sufficient number of teachers and this resulted in the instruction being inferior to that given in Laurel. At the latter place most of the children attended a public school, while only the more advanced attended the academy. In 1852 this was known by the name of the "Laurel Collegiate High School," and was in charge of Rev. H. B. Hibben.

By 185.2 the institution at Laurel boasted a faculty second to none in the eastern part of Indiana. There were six teachers, as follows : Rev. H. B. Hibben, principal and professor of mental and moral sciences ; L. D. Waterman, Latin, Greek and mathematics; Cornelia Belding, preceptress of the female department; EmiW Clements, assistant in the female department;

Mrs. M. M. Conwell, modern languages; Mrs. H. Fingland Hibben, piano and guitar. With thi.s strong faculty, it is no wonder tliat the school opened in August of that year with an attendance of one hundred pupils. The school was well equipped with chemical and philosophical apparatus, globes, maps and all the necessarv' apparatus and appliances for successful collegiate instruction. The sessions were twenty-two weeks long and pupils were admitted at any time upon examination.

The trustees of the Laurel Collegiate High School voted on February 19, 1853, "to change its character by adopting the graded school system recommended by the superintendent of public instruction." At this time, the trustees announced that George A. Chase, A. M., had been elected president of the school to fill the vacancy caused by the resignation of Rev. H. B. Hibben. Chase resigned in the summer of 1853 to accept the superintendency of the Shelbyville schools. It would seem from this notice that this date signifies the end of the old academy at Laurel.

An academy by this name was established at yh. Carmel in the fall of 185 1 and opened its dcx>rs for the first time on December 22, of that year, with George A. Chase as principal. From all the evidence obtainable, it appears that this academy was called Springtiekl Academy for the two'vears of its existence. During the tirst term there were sixty-one pu]iils enrolled and of this number there were only ^ix under the age of fourteen. The board of visitors reported at the end of the term that about forty had been pursuing the higher branches, including algebra, geometn,', astronomy, natural pholosophy, rhetoric, Latin, etc.

In the Brookvillc Auicncan of .\pril q. 1852, is set forth in an interesting manner the history oi the academy, its course of study, its prosi)ects and its many advantages to the community in which it is located. Chase was assisted during the first year by W. C. B. Gaston. The board of visitors state in their report at the end of the first term that stock must be sold to provide suitable Iniildings for the infant institution and that Professor Chase is willing to bear part of the burden in helping to get the academv on its feet. But the fates were against the little academy. The provisions for free education made by the new constitution of 1852 made it impossible to maintain the academies and on June 6, 1853. the Springfield Academv lost its identity and the school was advertised in the Brookville papers simply as the Mt. Carmel school. O. F. Fitch appears as the first principal of the school after the discontinuante of the academv.

In view of the present condition of the town of Mt. Carmel, it is interesting to note what was said of it more than sixty years ago. Jn the Brookvillc Indiana J.mcrican of Xovember 12, 1852, the editor takes occasion to remark that Mt. (.,'armel "is one of the most pleasant places in which to reside in the state, and anyone buying or fitting up property there need have no fear of its ever beconnng valueless. The means of education and religious privileges are good." But the editor saw t(X) much of the blue sky and failed to discern the cloud which the new constitution cast over the academies of Indiana. The academy breathed its last witiiin a year, while the town can hardly be said to have fulfilled the prediction of the optimistic -editor of three score years ago.

Early Schools Of Brookville

It appears that the first school in Brookville was opened in the old log court house by a man named Dennison. The court house served not only as a temple of justice, but also as a school house and a place for religious, services and public meetings of all kinds. No less than thirty pupils received instruction at the hands of this pioneer teacher, and it is true that much of his instruction was literally given or rather enforced by his hand. In those days the use of the rod was felt to be as essential in the management of a good, school as the spelling book, and the teacher applied the rod regardless of sex. Before the end of the first school year, Dennison got into aonie sort of trouble and left the town. The next teacher, a Mr. McLaughlin, taught in a log building which stood on Fourth street north of the old German Methodist church. In 181 8 Solomon Allen became the wielder of the birch and he seems to have been a mathematical prodigy. He taught surveying and the higher mathematics and for many years was the only teacher of the town. He built a dwelling and a school house on Fourth street, and in his own school house conducted subscription schools w'ith great success. He was followed by a man named Harris, who seems to have been a man of some literary pretentions. At least he advertised the merits of his school in verse in the weekly paper of the town. He seems to have been a better poet than a teacher, since his sojourn in Brookville was very brief. His successor, a man by the name of Haines, taught in the building where the furniiure factory is now located. The next teacher, Augustus Jocelyn. was the most famous of the early teachers of the town. He was a man of much abilitv and a good teacher, although he held strictly to the old Biblical adage, spare the rod and soil the child. He seems to have been a sort of jack-of-alltrades, and could turn his hand with equal facility to teacliing, preaching.

doctoring or editing newspapers. He had been a -Methodist preacher in Xew York before coming to Brookville, and filled the pulpit frequently after locating here. He taught more terms of the school from 1818 to 1S30 than any other man, and was undoubtedly the best teacher which the town had up until the time tlie seminary was established.

The only public school house in Brookville until the seminary was built in 1833 was a log school house, which was used irregularly, until the land ofifice was established in Brookville in 1820. This meant a big change in tlie history of the town in many ways. There were many who began to leave Brookville and the county for the New Purchase, and within a few years the former citizens of Brookville were to be found in Greensburg, Connersville, Rushville and the new capital of the state - Indianapolis. As result of this wholesale migration, there were scores of vacant houses in Brookville, and they were not all log cabins. There were fine two-stoiy frame houses which were left by their owners, and a brick house or two was left empty as result of this migration.

These abandoned houses soon became the sheltering places of .',heep, hogs and cattle, which roamed the streets of Brookville at will. In order to secure one of these houses for school purposes, it was only necessary to drive the live stock out. scrub the floors and put in benches. In this way the town had much better school facilities than it had previously enjoyed. The cost of fitting up a house for school purposes was very little. A few benches made of slabs, a wide blackboard fixed to the wall, a chair for the teacher and all of the absolutely necessar\' equipment was provided.

In one of these abandoned houses Rev. Jocelyn held forth, although he frequently taught in one of the upstairs rooms of his own house. In tliose days there was no license required for the teacher: anvone who had the required courage could start out with a subscription paper and, if successful in getting enough patrons, start a school. There was more than one girl able only to read and write, probably, who would devote a spare room in her home to school purposes. Here she would gather around her from half to a dozen children and give them such instruction as she could. There were often three or four of these little schools running at the same time in the town. And as the tuition was usually from two to three cents a dav, she had no difficulty in getting at least enough pupils to keep her busy.

As has been previously stated, these schools were all supported bv private subscriptions and the most popular teacher always had the largest school. The person wishing to teach went from house to house with a subscription papr and secured pupils with the promise to give them instructions in certain branches for a definite length of time. The old subscrijnion papers show that some economical parents subscribed for one pupil or more, while others put their names down for only half a pupil. This, of course, did not mean that they halved their children, but simply that the child only got to attend school half a day at a time.

These schools turned out better educated boys and girls than might be thought from the above description of their management. It is true that they did not cost much and this made it possible for the poorer people to gel a schooling. It is said that, if parents hafl three children and subscri1)efl for only one, they would rotate the three children in school so that all three learned to read and write, although they paid for the tuition of only one. For instance, when one scholar was subscribed and there were three in the family, John would go for two or three weeks and then Jane would take his place, followed by Susan. In this way the tuition of one child would suffice to give all three children the rudiments of an education.

Misses Huff and Eliza and Rebecca McClure. Miss White, said to have been the first woman teacher in Brookville, afterwards married a Farnswortli and moved to Liberty, where she died in i88S. Other teachers before the fifties were Clarissa St. John, Catherine Josephine Haile, Isaac John. Joseph Ryman, Isaac K. Lee, F. C. Cooley, C. S. Blanchard and A. B. Line.

Brookville built only one school house before 1912 and that was the little brick building which stood on lot 15 of the Amos Butler plat. Jesse Butler transferred this lot to the inhabitants of school district Xo. ;. Mav 23. 1844, for a consideration of one hundred dollars. This lot lies immediately west of the old Kimble mill on Eighth street. This was owned by the school district until it was sold November 8, 1865, by the school trustees of Brookville to George ^Maxwell for five hundred dollars. On this lot was erected a substantial brick building, which was torn down at the time the grade was made through Brookville for the railroad.

From 1852 to 1871, when the college closed its career, the public schools of Brookville were in a rather disorganized condition. The Presb}1:erians conducted a school in their church for at least half of this period, while the Methodists patronized the college. Other denominations sent their children to one or the other of these two schools until the public school got started in the old seminary building. The town of Brookville bought the seminanbuilding in the fall of 1862. and used it for public school purposes until the college passed out of exis'tence.

When Brookville College closed its doors in 1873, the town purchased the college building, and used it continuously from that time down to 1912 as a public school building. The school trustees selected A. \V. Bieghle, of Laurel, as superintendent in the summer of 1873, and he had charge of the schools for the following three years. Mr. Bieghle had taught for many years in the county and was well known as an able and efficient instructor. During this period of three years there was little or no high school work done. The attendance during the three years of Bieghle's incumbency increased from one hundred ninety-eight in 1873 to three hundred sixty his last year. There were five teachers besides the superintendent, the latter being compelled to spend practically all of his time in teaching. The school board charged fifteen dollars tuition annually for those living outside of the incorporation.

In the fall of 1876 the board of education selected as suj>crintendent John E. Morton, who, after being at the head of the schools for five years, resigned to engage in the practice of dentistry, a profession which he has followed for the past twenty-five years in Brookville. He was well educated, a man of wide experience in teaching and had previously had charge of the schools in Frankfort and Hartford City, Indiana. When Mr. Morton came to Brookville to take charge of the school he at once planned to grade all the pupils before the opening of the school year. In order to do this he had the teachers in their rooms for several days before the opening of the term. A notice was placed in the paper asking all those who intended entering school to come to the school house in order to be graded. Superintendent Morton planned a series of questions which would enable him, with the aid of his teachers, to determine the grade to which every pupil belonged. Consequently, when school opened September 11, 1876, the pupils were all graded, the programs were on the blackboard and classes were reciting before noon of the first day. A start was made in the fall of the same year towards the organization of a four-year high school course, and in 1S79 a commission v/as issued to the high school by the state board of education.

Since 1876 may very fittingly be called a new epoch in the history of the schools of Brookville, it may be interesting to give the names of the teachers who had charge of the schools. In addition to Superintendent Morton, there were the following teachers : M. A. Mess, a graduate of Otterbein University, later county superintendent; Henry Showalter, of Kokomo, Indiana; Mrs. Jennie E. Speer. who w^as a sister of Alsie B. Dole, another one of the teachers ; Kate Davis, who remained about three years ; Ella Creswell, who taught in the schools here for several vears. Durinsr the administration of Superintendent ;Morton the schools were put on a firm basis and when he retired from the superintendency in 1881, he left the schools in a very satisfactory condition.

Hubert M. Skitmer came to Brookville in 1880 to take charge of the high school when he was aljout thirty years of age. He was the eldest son of Hon. John N. Skinner, of Valparaiso, and his early education had been acquired in his native city in the college which his father was chiclly instrumental in founding. He finished his preparatory and scientific course at the head of his class and then pursued a thorough classical course at DePauw University. His first school work was done in the south as professor of Latin in the Baptist University of Arkansas and subsequently as professor of belles-lettres and history at Little Rock. Returning north, he married Emma Ogden and came to Brookville. His first year's work (1S80-81) in Brookville was under tlic superintendency of Dr. J. E. Morton. When Doctor Morton retired, Mr. Skinner was promoted to the superintendency, a position he filled with satisfaction until the spring of 1S84. when he resigned to accept the position of deputy state superintendent of public instruction.

In Mr. Skinner's experience as a public school teacher many plans suggested themselves to him. While practically doing the work of the superintendent he inaugurated many improvements that are still lifting teachers to a higher appreciation of their ])osition. He was the first secretary and manager of the Young People's Reading Circle of Indiana, a state which still leads all others in meml)ership and influence. He was a regular contributor to the School Journal and frequently addressed institutes and other bodies on educational topics. In 18S6 he represented Indiana at the meetings of the state superintendents at Washington and delivered an address before that body on "The Purpose, Plan and Progress of Reading Circle Work of the Country at Large.''

The most notable efforts of 'Sir. Skinner's useful career have been those given to the preparation of school works to carry forward the spirit of that address. His outlines for institute work: his plans for the common school; the study of literature in the common schools: the systematic use of the dictionary ; the intluence of narcotics and stimulants ; the colonial history of Indiana ; the noble part borne by Indiana in the Civil War - all bore the imprint of his thoughtful and systematic arrangement. He published a volume of biographical sketches of the state superintendents of Indiana and a carefully prepared and accurate history of education in the state. In collaboration with John W. Holcombe, he wrote '"The Life of

In 1 886 Mr. Skinner went to Chicago to accept a position with the piibHshint,^ house of A. S. P.arnes & Company. Later he became associated with the American P.onk Company as head of the reading-circle work of the company. There was nr) man better fitted for this than he and in a short time the resuhs of his e.xperience brou.tjht a heavy increase in business to his company. He also found time to prepare some volumes for the press, namely: "Readings in Folk Lore," "The Schoolmaster in Literature," and many books of like character were prepared by him from time to time - a list too long to enumerate in a sketch of this nature.

Mr. Skinner has retired from the American Book Company and is now engaged in literary work, fie still makes contributions to educational journals and other periodicals, ^\'hile connected with the Brookville schools he made a special study of the educational and historical interests of the place and published se\eral articles on the subject.

Albert Newton Crecraft, who followed H. M. Skinner as superintendent in 1884, was a native of Ohio. Fresh from Princeton College, Xew Jersey, he taught his first school in this county at ^Nlt. Carmel in 18S0. The next year he served as principal of the Fairfield schools. With an attractive personality, affable, industrious and alert to each child's needs, he was soon master of the situation. His work so fired the ambitions of a number of his pupils that they sought a continuation of his services in a subscription term immediately following the short winter term of public school.

The ne.xt fall. 1882. although scarcely twenty-three years old, he succeeded to the principalship of the Brookville high school. Before another autumn came, he returned to Fairfield and brought away as his wife one who had probably been a source of much inspiration in his excellent work there, one of his lady assistants of the previous year, Mattie L. Tyner, the talented daughter of Richard Tyner, a Fairfield merchant.

After serving two years as principal, Mr. Crecraft followed H. M. Skinner as superintendent of the Brookville schools in 1S84. But he was not to tarry long in that ])osition. Upon the resignation of ^l. A. Mess as county school superintendent in the spring of 1886 Mr. Crecraft was selected to fill the vacancy. This position he held for five years. In 1890 he purchased the Franklin County Democrat, then edited by Edgar R. Quick. With the assistance of Will K. Bracken, he conducted this paper a vear until the close of the term for which he had been elected. During this year he installed many improvements in his printing apparatus, and more than doubled the circulation of the pa])er. In October of 1891 he sold the Democrat to the present editor. M. II. Irwin, and bought the Franklin Democrat. Franklin, Indiana, where he now resides. This paper he still owns and edits.

Some misgivings as to his health caused Mr. Crecraft to quit school work, but he has given to the profession a son, Earl, who, inheriting the talents and personal magnetism of both father and mother, bids fair to sustain with due credit the name Crecraft among educators.

The rapid promotion of A. N. Crecraft from a village school to the most important position in the county is proof enough of his ability as an educator. An indefatigable worker himself, he had little patience with shams, sluggards or disturijers. Any such were sure of a stern rebuke with language and means to suit the case. In a commencement essay in 1900 a graduate of the Brookville high school, who had probably talked with former pupils of Mr. Crecraft. said, "He was a brilliant and inspiring teacher and commanded excellent discipline. He did a great deal for the Ijoys and girls in opening their eyes to the significance of life, and in cultivating an appreciation for nature, art and poetry." The tribute would have been complete if the young writer had added that Mr. Crecraft's life preached the gospel of hard work and fidelity to duty.

C. W. McClure was superintendent of the Brookville schools for a period of seven years (18S6-93). He was a good, earnest worker and did much for the schools. He established weekly teachers' meetings for the various departments, in which the work was thoroughly discussed, and, later, monthly meetings, where all the teachers met and the work in general was talked over. Cases in discipline were discussed as to best methods for the different i)upils. ^Ir. ^McClure was always just and sympathetic. He made the pupils feel that they had a part in the main argument of the school. He kept in close touch with all the teachers, the pupils and the work in every department. While he was superintendent, a junior and senior literary society, known as the J. S. L. W., was formed. This society was composed of the members of the junior and senior classes of the high school. It met every Saturday night at the homes of the students. ^luch good was gotten from these meetings.

Every year ]Mr. McClure compiled a catalogue of the schools, in which the course of study was mapped out. The names of all teachers, pupils and the alumni ap[)eared therein. Every home represented in school received a catalogue. Mr. ^McClure established mid-year promotions, which were a great benefit to the school. He was a good citizen, a good school man and a good man socially. He wa.s one (jf the founders of the Brookville Saturday Club. He was greatly mis.sed when he took up his work as superintendent of the Oxford (Ohio) schools.

E. M. Teeple followed C. \V. McClure as superintendent of the Brookville schools. He came here in ill health and was here about a year and a half before death claimed him. Mr. Teeple followed Mr. McClure's methods of management. He was a cultured man and under favorable conditions would have been capable of doing much good work for the school had his health permitted.

Noble Harter, who came to the head of the Brookville schools in 1895, was splendidly equipped for the position. An indefatigable worker, he spared neither time nur effort in the work of promoting the interest of the school. A graduate from the Indiana State Normal, also from Indiana University, he did not attempt to follow wholly the methods of either in his work. He selected from both institutions the ideas that he could best use hi working out the plan for his school and, being a man of rare originalitv, he adapted these to his purpose and supplemented them with valuable notions of his own. He believed the normal method emphasized the reasoning process too much in the lower grades, and that this was done at the expense of the memory. He frequently said, "To have a child question evervthing in school tends to make him sharp minded rather than broad minded."' He believed the time for conscious analysis came beyond the primarv grades. In this view he was heartily supported by Dr. W. L. Bryan.

As an organizer, !Mr. Harter had few superiors. His school was so planned that he had every detail clearly in mind. To him his school, as a whole, was a force moving to accomplish a certain, definite result. To attain success, he believed it essential to have complete harmon\- in all its departments. While not hampering the individuality of the teacher in her work, he insisted that she should try to see her department in its relation to the whole school, and shape her work accordingly. ^Ir. Harter believed in much drill on the formal side of composition work. One composition a week was required from each pupil. In each grade above the fourth vear the pupils were rcc|uired to read two books and hand in a written review of them sometime within the year. He encouraged debates in the grammar grades and in the high school. He introduced the vertical system of writing into the schools. He had a small bookcase put in each room and into each were put the library books best suited to that particular grade. It was through his influence that a special music teacher was employed. When sickness rendered him unable to go to the school building, he had his teachers' meetings in his home and from there directed his work. He believed that a superintendent should, to use hi.s own expression, "keep his fin^^er on the public pulse." Through the liclp of certain reliable citizens he kept himself informed as to how the school w(jrk was being received in the community. He invited inspection of the school and met criticism in a fair spirit.

When Herbert S. \''o<)rhees succeeded Mr. Harter as superintendent in 1899, he announced his intention of carrying out the former superintendent's method for a time, and introducing graduall}- any changes that he desired to make. This plan prevented confusion and friction. Mr. Voorhees, like his predecessor, was an untiring worker. "Thoroughness"' was his watchword. He succeeded in inspiring the students with the spirit of investigation and research. In The High School News of April 6. 1901, we find the following about his work : "Every book in Mr. Voorhees' library, every fact at his commanrl, was at the service of a seeking student. When the school needed ap])aratus or material it was always forthcoming. If the fund for the purpose was exhausted, Mr. Voorhees made or bought it." The above expresses his school spirit. Pie worked with the pupils and made them feel that their work was worth while. In the short time that he was superintendent he did much for the advancement of the school. The chan'res made in the routine work proved to be wise and helpful. Perhaps no other superintendent of the Brookville schools has been more closely in sympathy with his teachers than was he. By all means at his command he tried to help them, and he never failed to express his appreciation of any good work that they did. The laboratory was frequently open after school hours to the children of the grades. There by the use of the microscope or by simple experiments he gave life and interest to their nature work. He left the school in the spring of 1901.

In the history of the Brookville schools, the administration of Supt. H. Lester Smith deserves strong comments. He came to the position well equipped in scholarship. He graduated from Indiana University. He filled the position of principal under Superintendent A^oorhees. He was well acquainted with the policies of the school and the splendid organization of his predecessors. These policies he continued and added to their efficiency.

Mr. Smith worked out a splendid course of institute work with his teachers. He was a man of striking personality and splendid leadership, which made him a potent force in these meetings. His ability as an instructor left its influence upon his students and the school itself. He raised the requirements of the teachers of the school. No person could teach (26)

The school probably took more interest in athletics after Mr. Smith became superintendent. Tliis interest has never waned. He also aroused, a greater interest by the parents in the school. He felt that one of the greatest things lie could do was to arouse an interest in a new building. While he never realized his ambitions to have a building built under his administration, he did much in molding public opinion in tliis direction. He was a strong l^eliever that the teacher's greatest work docs not lie in the imparting of knowledge, but in the silent influence of a clean, upright life before the pupil and the cnirnunity. This he succeeded in drilling into his teachers. It can be said of him, as did Dr. William Lowe Bryan of Dr. Joseph Swain: "I was able to succeed because of the splendid force of teachers selected by my predecessor."

Superintendent Smith became connected with the public schools of Indianapolis after leaving Brookville and later went to the Panama zone to take charge of the schools there, l^or the past several years he has been superintendent of the Bloomington ^Indiana) schools and ha^ made an enviable reputation as one of the leading educators of the state.

J. W. Stott, the successor of H. L. Smith as su])erintendent. believed thoroughly in effective organization and in natural discipline. Probably no superintendent had a better working machinery. This was not formal. The effects of Superintendent Stoit can be seen in the splendid grade and high school library. The board was very free in assisting him to build up the library. He also created a book fund in the school. Thus the community took an active part in the school w(irk. He also, with the aid of the pupils, added the splendid pictures in the various rooms. They were the best that could be secured. He, like his predecessor, continued to agitate sentiment in favor of a new building. Superintendent Stott felt that teachers could not do their most efficien work unless they mingled with their fellow workers in the state. He was successful in establishing the custom of the teachers attending the Indiana State Teachers Association. Superintendent Stott. in common with the splendid list of superintendents, was a man of strong personality and executive ability. I'he school board recognized his ability by frequent increases in salary.

A. J. Reifel, the present superintendent of the Brookville schools, has held this position since H}09. Previous to that time he had served as superintendent of the Franklin county schools for seven years and during his incumbency made such a record as to attract the attention of the school trustees of Brookville. lie has Ijeen no less successful in the administration of all the duties connected with his position as superintendent of the town schools. When he took charge of the schools in 1909 the old college building was still being used for public school purposes. This was replaced in 1912 by the present beautiful and well-arranged building of thirty-three rooms. The building has the most modern equipment of all kinds, including steel furniture, hot air heating and a system whereby the air is changed four times an hour. The original contract for the building called for a brick foundation, but many of the patrons thought that it should be stone. Consequently, a sufificient amount of money was raised by contributions to provide a stone foundation. The building cost the town forty thousand dollars.

Since the building has been erected the school has raised money by means of entertainments and lectures and used it in providing equipmeiu for domestic science and manual training. Some of the money was used for electric fixtures, library jmrposes. pictures for the various rooms and even trees for the yard. Nearly six hundred dollars had been raised in the last five years for these various purposes, which speaks well for the interest which the community has in its public school .system.

Prevocational education was introduced several years before the lawdemanded it and now a complete system of vocational work is in operation. Cooking and sewing are taught the girls by an experienced teacher. Maidie Schwacke, who is a graduate of Purdue University. Woodworking and allied arts are taught the l.)oys, as well as courses in scientific agriculture. One feature of the domestic work is the fact that classes are maintained for the girls of Brookville who are not in school. During the present year three classes in cooking for the town girls are given by the regular instructor in domestic science. In addition, there are classes in sewing and millinery given for town girls. There has been a total of one hundred aiid se\en town girls taking the courses in cooking, sewing and millinery during the year 1914-15-

The high school now enrolls one hundred and eight and the grades two hundred and ninety-four, making a total enrollment of four hundred and two for the present (1914-15) year. The high school owns a piano and has chorus singing each morning under the leadership of the principal. Mr. Hitchcock. A lecture course is under superv-ision of the high school and the money obtained from this source is used in adding to the library and for other general purposes. A healthy interest is taken in athletics and basket ball and baseball are given every encouragement. During the present year the high school has had probably the best basket ball team of its career and altliou,!:;h it failed to <:^et in tlie state meet, yet it made a very creditable showing-. The new huildinj,' has a c^ymnasium which is amply large enough for basket hall and other indoor sport.

A noticeable feature of the Rrookville schools is a splendid «-chool spirit manifested by the pupils. There is no rowdyism and the general demeanor of the high school pupils is such as to attract the favorable comment of everv one who visits the school. The school l)oard visits the building at least once a month and thus keeps in close touch with affairs. The town has been fortunate in having splendid school boards, men who have taken a deep interest in the welfare of the school. The present school board is as follows : President. E. L. Patterson ; secretary. Philip Plartmaii ; treasurer, E. W. Showalter.

The first class was graduated from high school in 1877 and since that time three hundred and twenty-four young people have recei\ed diplomas from the high school. There were no graduates in 1882, 1883 and 1884, due to the fact that Superintendent Skinner readjusted the course of study in such a way that there were no graduates for these three years.

Graduates Of Brookvili.E High School 1877-I9I4 Teachers Of Brookville

1894 - High school: E. ^I. Teeple. H. S. Vorhees ; grade teachers: William Cole. Kate A\"inscott. Ida B. ]\Ieyers, Rose Starkle. ^lary Carmichael, Mary V. Stoops. Minnie Cohu. A. V. Dietz and Harry "M. Stoops.

1902 - High school: II. Lester Smith. N. V. Patterson and Michael Bossert; grade teachers: S. G. Lord, Carrie Logan, Kate Winscott, Bertha E. Morton, Bess A. Buckley, Leona O'Hair and Louisa Vorhees (music).

1903 - High school : H. Lester Smith, N. V. Patterson and Michael Bossert : grade teachers : W. N. Lacy, W. A. Younts, Carrie Logan, Kate Winscott, Mary Hornung, Bess A. Buckley, Bertha }iIode, and Louia Vorhees (music).

1904 - High school: H. Lester Smith. X. V. Patterson and Michael Bossert ; grade teachers : W. N. Lacy, W. A. Younts, Carrie Logan. Bertha Mode, ^lary Hornung, Kate Winscott, Bess A. Buckley and Louisa \'orhees.

1905 - High school: J. W. Stott, Michael Bossert and Chloe Foster; grade teachers : W. N. Lacy, W. A. Younts, Carrie Logan, Bertha ^lode, Mary Hornung. Kate Winscott, Bess A. Buckley and Louisa \''orhees.

1906 - High school: J, W. .Stott, M. Bossert and Chloe Foster; grade teachers : W. N. Lacy. W. A. Younts, A. N. Logan, Carrie Logan, ^lary Hornung, Clara Mode, Bertha Anderson.

1907 - High school : J. W. Stott, Michael Bossert and Helen E. Sandison; grade teachers: W. N. Lacy. W. A. Younts. A. X. Logan. Carrie Logan, Bertha M. Anderson, Clara !Mode, Bess A. Buckley and Maud Jones.

1908 - High school: J. W. Stott. Archie Crawford. Ralph W. Anderson ; grade teachers : Willard N. Lacy. W. A. Younts. A. X. Logan. Carrie Logan, Bertha Anderson, Bess Buckley and Maud Jones ('music).

iQio - High school: A. J. Reifel, C. \V. Hitchcock and W. X. Lacy; grade teachers: Alanson Phillips, Cordelia Keeler, \V. A. Younts, \V. A. Younts, A. N. Logan, Carrie Logan, Edith Cleaver, Clara Mode, Bertha Anderson and J. T. Reese.

1911 - High school: A. J. Reifel. C. W. Hitchcock, and W. X. Lac>- ; grade teachers : Manson H. Phillips, Cordelia Keeler, W. A. Younts, A. X. Logan, Carrie Logan. Edith Cleaver, Clara IMode, Josephine Rosenmund and J. T. Reese.

1912 - High school: A. J. Reifel, C. W. Hitchcock. W. X. Lacy and Clara K. Holmes; grade teacher's: Frank Baker. Cordelia Keeler, \V. A. Younts, A. X. Logan, Carrie Logan, Edith Cleaver. Kate Winscott and Josephine Rosenmund.

ipi3_High school: A. J. Reifel, C. W. Hitchcock, W. X. Lacy and Clara K. Holmes; grade teachers: Maidie Schwacke, A. X'. Logan, Hazel Siebert, W. A. Younts. Carrie Logan, Edith Cleaver. Kate Winscott, Josephine Rosenmund.

1914 - High school: A. J. Reifel, C. W. Hitchcock. \V. X. Lacy, Clara K. Holmes; grade teachers: Bess Kidney. A. X. Logan, Maidie Schwacke, Hazel Siebert, W. A. Younts, Ernest Clark. Carrie Logan, Edith Cleaver, Josephine Rosenmund, Kate Winscott and Ellen Shirk.

As has been stated, the Constitution of 185 1 made provision for a system of free public schools. It went into effect in November, 1852, and in the spring of the follovving year Franklin county made an attempt to introduce free schools. In May, 1853, the various townships of Franklin county voted upon the question of levying a tax for free schools and the building of school houses. In Fairfield township, polls were opened in the regular way and a startling result was disclosed. One vote was cast for a school tax and seventv-nine against it. In the same township the public-spirited citizens voted against the building of school houses by a majority nf seventy-four out of seventv-eight votes. This would seem to be pretty conclusive evidence that the people of Fairfield township did not want to be taxed for school purposes.

In Brookville township a public meeting was held in the court house and a resolution was passed favoring both a school and a school-house tax.

The Brookiillc American (May 27, 1853), i" speaking? of the meeting at the court house, said: "Although this was rather a loose and uncertain way of doing business, yet so general is public opinion in favor of good schools and a willingness to pay for them, that we suppose the citizens will heartily co-operate with the trustees to carry out the plans."

In Blooming Grove township the ballot v.as used and the citizens cast a negative vote for both the school and the school-house tax. There seems to have been considerable dissatisfaction over the result on the part of those who favored the schools and steps were taken shortly afterwards to submit the question again.

If other townships voted on the question at this time, no record has been found of it. The editor of the American, in the issue above noted, says, editorially, concerning the movement for free schools: "There is a reluctance in the public mind to vote a tax on themselves. It is too direct a matter. They will vote for representatives, year after vear, who will vote for extravagant expenditures, and saddle heavy taxes on them, but put the vote direct and few would vote for a tax to pay it."' However, the people of the county soon began to take a more favorable view of the public schools and it was only a few years until there were schools all over the county which had been provided for by taxation.

The general supervision of the schools of the county from id,^T, to 1873 was intrusted to a board of examiners appointed by the commissioners. This board of three examined all the teachers and had the power to issue licenses. This arrangement continued until 1S73, when the office of county superintendent was established. The first three examiners of Franklin county were Thomas A. Goodwin, R. R. Spencer and J. A. Applegate. The county superintendents from 1873 down to the present time are as follows: C R. Cory, 1873-75: A. B. Line, 1875-76; C. R. Cory, 1876-81; M. A. Mess, 1881-86; A X. Crecraft. 1886-1891; W. H. Senour, 1891-1902; A. J. Reifel, 1902-09; T. J. McCarty, 1909 to present time.

Brookville is the only commissioned high school in the county, althouo-h there are seven other schools in the county doing high school work. Two years' work is done at New Trenton. Bath, Fairfield and Blooming Grove, while three-year courses are maintained at Mt. Carmel. :Metamora and Laurel. Agriculture and domestic science are taught in all the schools of the county. Bath, with two teachers, is the only consolidated school in the county. The only special teacher outside of the Brookville schools is the domestic science teacher at Laurel.

thirty-four males and sixty-seven females. Xinety-one teachers are in the grades and ten in high school. There are seventy-three school buildings in the county, seventy in the townships and one each in the towns of Brookville, Laurel and Oldenburg. It is interesting to note that forty years ago there were ninety-six school houses in the county with a total of one hundred and eleven teachers - seventy-eight males and thirty-three females.

The following table shows the enumeration and enrollment for 191 4, as well as the number of teachers in each township. For the purposes of comparison, the enumeration of 1885 is also given:

The first Franklin county teachers' institute was organized on Xovember 20, 1852, and annual sessions have been held from that time. The men chiefly instrumental in effecting the first organization were T. A. Goodwin. H. B. Hibben and George A. Chase. A feature of the educational history of the county is what was known as the county normal. This was started in 1S77 by J. E. ^lorton, superintendent of the Brookville schools, and he had charge of the county normal up until and including the summer of 18S0. He was assisted in 1877 and 1878 by Thomas Harrison, of Moores Hill College, and by Professor Murray in 1879 and 1880. In 1881 the county superin- tendent took charj^e of the county normal and it continued under his supervision until it was finally discontinued in the summer of 1891. The six weeks' normal was held at Brookville every year except one, when it was held at Laurel. These normals were for the purpose of reviewing the teachers in the common school branches and thus better preparing them for their work in the school room. The attendance varied from year to year, although there were never less than rtfty teachers in attendance. Since the closing of the county normal the teachers of the county have been attending the state normal at Terre Haute, the State University or some of the other institutions of the state. Each year the standard for teachers has risen and better teachers are to be found in the county now than ever before. It is safe to say that the standard is as high in Franklin county as in any other county in the state. With the introduction of vocational training. Superintendent McCarty has insisted that the law be lived up to in this county. Agriculture and domestic science are now being taught by all the teachers and. although it is too soon to estimate tlie value of the work, there can be no doubt that it is a step in the right direction.

Franklin county has prided itself on its record in the Young People's Reading Circle work. Every school in the county has a library and nearly every school buys the books recommended by the reading circle board each year. Since the time of A. N. Crecraft the county has been in the front rank of counties which have placed reading circle lx)oks in the public schools. Another distinctive feature of the educational history of the county is the township institute, which, under the guidance of the county superintendent, has been made a great factor for good. The county has an enviable record for the excellence of its township institutes and those who attend them have remarked upon their good work. A county institute is held in August of each year and the teachers of the county take pride in being present every day. Two instructors are always employed and often a third is added. The superintendents of Franklin county maintain a close supervision over their schools and visit every school in the county twice each year. In this way they are able to note the progress of the schools and suggest methods of improvement.

The county schools had an exhibit at the World's Fair in Chicago and also at the St. Louis Exposition in 1904. Creditable exhibits were prepared for both occasions and at St. Louis Franklin county was awarded a certificate and a handsome bronze medal for the best exhibit of written work in the elementary schools of Indiana. Superintendent Reifel had charge of this exhibit and received many favorable comments on all the work from the county.