Hamilton County, Indiana - Chapter 20: Education, 1915

Chapter 20: Education

A history of the schools of Hamilton county would be incomplete if it did not contain at least a short sketch of the growth of the school system of the state of Indiana.

The Sixth Article of the old Ordinance of 1787 declared that "religion, morality and knowledge being necessary to good government and the happi¬ ness of mankind, schools and the means of education shall be forever en¬ couraged."

The Federal Enabling Act that was approved April 19, 1816, and which gave to the people of the Indiana Territory the right to form a constitutional and state government, contained a paragraph which said that the section numbered sixteen in every township should be set apart and the proceeds of the sale of this section should be used for the support of schools and also one entire township should be reserved for the use of a seminary of learning.

Article IX of the Constitution provided for a system of schools, begin¬ ning with the common, or township schools, up through the county semin¬ aries to and including the State University, the tuition to all of which schools was to be free and gratis to all.

It is always easier to put on paper a plan of procedure than it is to carry out that plan, so it was many years before the school lands could be sold and a fund created sufficient to support a public school. In the early days in Hamilton county, as in the other counties of the state, the schools were "subscription schools." The person who desired to teach in a com¬ munity wrote up an "article," in which he agreed to teach pupils a certain number of weeks at so much per pupil. Parents "signed" for their children, and when a sufficient number of "signers" were secured the school was duly opened. Frequently the "article" set forth the branches that the teacher would offer. They were usually reading, writing, spelling and arithmetic. The teacher would teach arithmetic to the "Single Rule of Three," or "Dou- ble Rule of Three," as the community desired. Sometimes geography was taught, and in one instance in this county the teacher agreed to teach that the world is round, or flat, just as a majority of the people in the neighborhood wished. If the teacher was married and lived in the neighborhood he would often accept at least part payment of the tuition in provisions. Butter, eggs, pork, corn, tow-linen and leather were some of the articles accepted.

If the teacher were a single man he "boarded around." Some of these teachers were strong men - strong intellectually and physically, and left their impress on the minds of the boys that influenced their whole future, while the marks made on the bodies of the pupils soon faded out. But many of these so-called teachers were "tramp teachers," who went from neighbor¬ hood to neighborhood* staying for only a term or two in each. Some of them were very illiterate and incompetent and took to teaching only because they had no other business.

From 1824 to 1837 three trustees were authorized to examine applicants for schools, but no attention was paid to this law in Hamilton county, as the few schools of these early years were "private" and the teacher was not re¬ quired to have a license. From 1837 to 1861 the law required the judge of circuit court to appoint three examiners to examine teachers and issue certi¬ ficates to those who possessed the proper qualifications. These examiners were not chosen for their "much learning." Sometimes the examinations were very perfunctory. On one occasion the applicant was asked what pre¬ paration he had made for teaching and he replied that he had his winter's wood cut. "You will do," responded the examiner, and wrote out his certifi¬ cate.

In 1861 a single examined appointed by the board of commissioners, was substituted for the three which had been presiding, and examinations then were public and the standard of efficiency raised. The following were the county examiners in this county under this new provision : David Moss, P. C. Lawyer, A. P. Howre and S. N. Cochran.

Primitive School Houses

The first school houses erected were made of logs, most of them of hewn logs. They had at one end a large fire-place with stick-and-clav chim- neys. The windows were made by removing a log and covering the opening with greased paper. The floor was of puncheon, split from the nearby timber and smoothed on the upper side with an adz. The furniture consisted of logs split into halves and provided with legs. These were the seats. The writing desk was a long slab placed on pins at the proper angle beneath the window.

Later on, when saw-mills were erected in the county, came the little frame box-car school house. The only one of this type that still is occupied for school purposes is Number 13, in Washington township. Into these small houses were often crowded from sixty to eighty pupils. The buildings that gradually replaced these frame structures were mostly of brick. But five frame buildings now remain in the county. These brick houses are of various styles of architecture and none of them, except the few erected for consolidated schools within very recent years, meet the requirements of the Sanitary School Building Act, yet they are for the most part comfortable and contain more than enough room in many instances for the waning dis¬ trict school.

Of the recently erected school buildings the one at Arcadia stands at the head. It is modern in every respect and is equipped with all modern con¬ veniences. The building at Westfield is a pioneer of the better class of school buildings in the county and at the time of its erection was one of the best in central Indiana. It is now inadequate and will soon have to be enlarged. Fishers has an excellent building in point of convenience and beauty of de¬ sign. The modern building at Clay Center is well equipped, but is inade¬ quate to the needs of the community. Noblesville, Sheridan and Cicero have good buildings.

Development Of The School Course

The elaborate Course of Study, containing more than two hundred and fifty pages, issued by the State Department of Education for 1914-1915, with outlines and suggestions for the teaching, not only of the "eight com¬ mon branches/' but also for music, drawing, agriculture, domestic science and manual training, was not of quick growth. It is the result of much labor by far-seeing and earnest men,' many of whom were actuated by ideas far in advance of the day in which they lived.

In the first schools in Hamilton county each pupil took whatever book was at hand. It was usually the New Testament, or Webster's spelling book, or Walker's dictionary. To be able to read intelligently in the New

Testament, to spell words of four syllables in Webster's speller, to spell and define the words in Walker's dictionary (with "public" spelled "publick"), to cipher to the "Double Rule of Three" in the Western Calculator, or Pike's arithmetic, was proof of a very high grade of scholarship. Sometimes a few of the brighter pupils ventured to study Kirkham's grammar.

A little later a series of readers, by Lindley Murray, the famous gram¬ marian, was widely used. These consisted of "An Introduction to the Eng¬ lish Reader." "The English Reader" and "A Sequel to the English Reader." They were always spoken of as "The Introduction," "The Reader," and "The Sequel." The author stated that the purpose of these readers was "to assist young persons to read with propriety and effect; to improve their lan¬ guage and sentiments ; and to inculcate some of the most important princi¬ ples of Piety and Virtue."

Most of the selections in these books were very abstract. The young people of the present day, with the multitude of books at hand, could hardly be induced to read such selections as "The Pleasures of Virtuous Sensibility," or ''Piety and Gratitude Enliven Prosperity." However, these books seem to have been much appreciated by the young people of pioneer days.

Next came McGuffey's readers and spellers. These readers have never been surpassed in the excellence of the selections they contained and the in¬ fluence they exerted upon the pupils who read them. McGuffey's readers were used for many years in our schools. They were finally superseded by Swinton's readers, and these, in turn, by the American Educational. Since March 2, 1889, when the "Uniform Text Books Law" became effective, the state books have been used. A few more years will remove from earth the remaining pioneers to whom the little old "Blue-back Spelling Book" was familiar, with its columns of words once so well known to them, with its crude pictures so often looked upon with childish delight, and its wise sayings so thoroughly committed that they yet linger in the memory. The generations that succeeded these pioneers used McGuffey's speller, and many of the readers of these pages can remember the days when the small boys and girls stood up and spelled "b-a, ba, k-e-r ker, baker," and the larger boys and girls wrested with such words as "daguerreotype" or "incommunicability", and instances were not rare of pupils who learned to spell correctly every word in the book.

In addition to the long columns of words in McGuffey's speller there were "dictation exercises," which were used as memory exercises in spelling. The teacher read the sentence once to the class and each pupil, in his turn.

The McGuffey speller was used to teach the A B Cs. It was thought necessary in those days to learn the names and be able to recognize all the letters of the alphabet before trying to read. The Word Method, the Sen¬ tence Method, and the Phonic Method were not then in vogue. After the letters were learned there began a series of "b-a ba, b-e be, b-i bi, b-o bo, b-u bu," and "a-b ab, e-b eb, Fb ib, o-b ob, u-b ub." It was quite an achieve¬ ment when the child could spell and pronounce the words of the pictorial alphabet, as "A-x-e, axe; B-o-x, box; C-a-t, cat, etc. The word for V was vine, but the picture showed a large bunch of grapes, and it was not unusual for the little learner to innocently say "V-i-n-e, grapes."

De Wolfs speller was much used in advanced classes. It contained long lists of the most difficult words that could be found in the English language.

The spellers of late years have been those selected by the state board. Some of these spellers have been "made up" with some special point in view. The present one bears the name of Alexander, and is supposed to contain only such words as the pupil can learn to use in sentences.

The Bugbear Of Grammar

Grammar was a subject that was generally neglected. The boys re¬ fused to study it and the parents of the girls often objected to their daugh¬ ters taking the subject because it was popularly thought to consist princi¬ pally of the conjugation of the verb, and unfortunately the early grammar¬ ians always selected the verb "love" for conjugation, and it was considered almost rude and brazen for a large girl to arise in her class and say, "I love, thou lovest, he loves." The grammar used in pioneer days was KirkhanVs. The copy that lies before me belonged to my mother and bears the date of 1836. Its title page is as follows: "English Grammar, in Familiar Lectures, accompanied by a Compendium; embracing a new systematick order of Parsing, a new system of Punctuation, Exercises in False Syntax, and a System of Philosophical Grammar in Notes, by Samuel Kirkham, One Hun¬ dred and Fifth Edition."

In his first lecture he says: "To the young learners. You are about to enter upon one of the most useful, and, when rightly performed, one of the most interesting studies in the whole circle of science. If, however, you, like many a misguided youth, are under the impression that the study of grammar is dry and irksome, and a matter of little consequence. I trust I shall succeed

-One of the first arithmetics used in the schools of this county was the Western Calculator. Many problems in this book were very difficult and' worded in language that would seem strange to pupils of this day. Pike and Deybold were used in some schools. Then came Ray's Series of Arithmetics. The Third Part of this series was widely used. To go through Ray's Third Part, solving the last one hundred examples, was the goal of every boy and girl who wished to boast of their knowledge of arithmetic. There was a period when Mental Arithmetic occupied a prominent place. Stoddard's Juvenile and Stoddard's Intellectual Arithmetics were in the hands of almost all the pupils. In the primary classes the tables were repeated until they were thoroughly learned. The multiplication table was often chanted in concert. "Two times one are two, two times one are two, two times two are four, two times two are four,'' will bring back the old times to many of the readers of these lines.

The usual way of "reciting for head" was practiced in the mental arith¬ metic classes. Stoddard's Intellectual Arithmetic contained chapters of alge¬ braic problems. These were really difficult problems. The pupil must have them so well learned that he must give a complete solution without referring to the book after the teacher had read the problem not more than twice. The "fish," the "hare and hound," and the "time" problems were the rocks on which the bark of many a pupil foundered. But the drill was excellent and the teaching of arithmetic would be much improved today if more mental and not so much written work were done.

The old arithmetic contained many subjects that have been discarded by the modern writers. Alligation Medial, Duodecimals, and Progressions have gone into the waste basket, but the modern book still contains a number of subjects that ought to go along with those just mentioned.

Other Subjects In The Course

The subject of geography was a favorite one. It consisted principally of learning the names and location of countries, cities, bodies of water, etc. A favorite exercise was singing the states and their capitals. "State of Maine, Augusta; it's on the Kennebec River," was sung first with the rising inflection and then repeated with the falling inflection. In like manner each state, with its capital and location of the capital, was sung.

The Legislature of 1865 passed an act adding history and physiology to the course of study. These subjects did not come in at once, but gradually (22) found their way. Cutter's Series of Physiologies, with the motto, " I am fearfully and wonderfully made/' were taught in a few schools. The student was required to learn the names of all the bones of the body, but not much attention was given to rules for good health.

United States History came in later than physiology. The first book that was popular was Barnes' Fourteen Weeks in United States History. It was written in a very entertaining way and was the principal book studied for many years. The writer remembers the first class in United States History at No. 4, Nobles ville township. The teacher, W. W. Chappell, purchased the books for use and brought them on Monday morning. By the close of school on the next day the writer had read his book through. During the last month of the term but two members of the class remained in school - myself and Webster Patton. In those days a great many dates were required. Webster could remember the dates but could not recall the events; I could relate the events but could not give the dates, so I would give the events and Webster would supply the date. Our teacher often said we were like Jack Sprat and his wife - we "licked the platter clean.''

As stated above, in the first schools pupils took whatever books they had to school. There was no uniformity. Later adoptions, or selections were -made by communities, usually influenced by the teacher; then came the adoption by separate school corporations, and finally an adoption by the board of education (consisting the countv superintendent, township trustees and presidents of town school trustees) for the whole county.

Uniform Text Books

The Legislature of 1889 passed a Uniform Text Book Law, which took effect in March of that year. By this law the State Board of Education selects the. common school text books for all the schools. The following is a list of the books now adopted and in use: Readers, Child Classics; arith¬ metics. Silver, Burdett; writing, The New Outlook; geography, Frye's Lead¬ ing Facts; United States history, Gordy; spelling book, Alexander; physiology, Conn.; lessons in English, Scott-Southworth.

The Legislature of 1913 passed a Vocational Law, requiring the teach¬ ing of agriculture, manual training and domestic science in the schools. The schools of Hamilton county stand first in the state in these subjects. Already these subjects were taught in many of our schools, and school officials in many other counties looked to us for plans and methods of doing vocational work.

The subject of music has been required in all schools of the county since 1904. Teachers are required to pass an examination in music and at least one vocational subject.

The manner of conducting these early schools was entirely different from that of the present day. It was not "teacher and pupil," but "master" and "scholar." It was just as necessary to have two pegs driven in the wall just over the teacher's desk to hold the supply of switches as it was to have a quill pen with which to write. On his way to school the teacher would re¬ plenish his supply of switches with a fresh beech gad. The public opinion of the times seemed to require just this kind of discipline, and the teacher who attempted milder forms of government, such as the fool's cap or dunce stool, was put down as "afeard" to whip and the larger boys immediately arose in revolt. It was the custom with some masters to conduct a "loud" school, that is, to require the schools to study "out loud," so that it could be seen and heard whether or not the scholar was studying. My father at¬ tended such a school as this near Westfield. Sometimes the scholars would get their voices on a high pitch and the volume of sound produced by a large school could be heard a half mile distant from the school house. Sometimes a boy would find a word with a sonorous sound that just suited his fancy and he would repeat this word over and over. One boy declared he shouted the same word for three days. Judge Banta tells of one teacher who solaced himself by playing on his fiddle while his pupils were shouting their words.

One custom that was frequently practiced in this county was that of compelling the master to treat on a holiday. Oftentimes he would rebel, but if there were enough big boys attending school he was usually brought to terms, often by a ducking in a nearby pond or creek, and sometimes through a hole cut in the ice. I have found a number of the older men still living in this county who can tell of the part they took in "ducking the master/' Gradually the customs have changed and reason has taken the place of force and kindness has supplanted brutality.

Many peculiar forms were resorted to. Besides the customary way of flogging the teacher often fell upon some other method. At the old Aboli¬ tion school house that stood in the north part of Westfield the teacher one day put a strap around the body just under the arms of a boy and hung him up on one of the large pegs that was driven into the wall for the purpose of hanging wraps and dinner buckets. A spelling class was called. The pupils stood around the wall reaching almost to the boy suspended by the strap. It so happened that a number of the pupils at the foot of the class missed a word; the boy hanging on the wall spelled it correctly. The teacher lifted him from the peg and carried him above the pupils who had missed the word and hung him at the proper place on another peg. During the whole recita¬ tion the boy was moved up or down as he spelled or missed, but always a convenient peg was* near to hang him on. A teacher at Strawtown required the offenders to go out and grub stumps as a punishment.

Struggle For Free Schools

The report for the school year showed an enrollment in the public schools of Hamilton county for the school year of 1913-14 of five thousand five hundred thirty-six pupils, with an average daily attendance of four thousand five hundred twenty-eight. The report also shows that there were paid out of the tuition fund to teachers one hundred and one thousand seven hundred eighty dollars and eighty-five cents, and out of the special school fund for the support of the schools, ninety-nine thousand six hundred sixtvfour dollars six cents. Only two generations ago, in 1848, Hamilton county cast one thousand four hundred thirty-one votes on the question of free schools, and of this vote thirty-nine per cent, was for and sixty-one per cent, against. The free schools carried in the state and the "Law of 1849" was passed by the Legislature. In 1849 an election was held in each county on the acceptance of this law. This county cast one thousand eight hundred and fifty-five votes, twenty-eight per cent, for the law and seventy-two per cent, against it.

pay for the education of the children within our own county but we con¬ tribute liberally to the support of schools in the poorer counties of the state.

Under the County Seminary Law of 1818 commissioners were to be appointed to take charge of certain funds designated to be used for the estab¬ lishment and maintenance of county seminaries. When these funds should amount to five hundred dollars the commissioners in each county, or after his appointment, the seminary trustee should proceed to erect a building. The ground was usually donated. At the November session, 1830, of the board of commissioners, Lot Number 1, in Square Number 7, in the town of Ncblesville, was donated to the county for the use of the Hamilton County Seminary, and a common school. This lot had been donated to the county for the use of public buildings by Polk and Conner. It was ordered that ''the title of said lot be vested in a board of trustees that may hereafter be elected agreeable to the statute in that case for the uses and purposes first above named and no other."

I11 1825 John D. Stephenson had been appointed seminary trustee and the sum of seven dollars placed in his hands. In 1832 Stephenson was re¬ appointed to this office, but resigned a year later and Albert B. Cole was ap¬ pointed in his stead.

At the December session of 1846 bids were received for the construction of a seminary building on "Seminary Square," in the town of Noblesville. The building was to be of brick, thirty-two by forty-five feet, and two stories high; the first story ten feet, the second, twelve. The bid submitted by William Bauchert for one thousand nine hundred ninety-three dollars and fifty cents, was accepted. The construction of the building proceeded very slowly and it was not until September, 1852, that it was received off the hands of the contractor. From this time forward the building was used - regularly for school purposes.

Private seminaries were established by the Friends church at Westfield, Carmel, Poplar Ridge and Spicewood. Perhaps the school that had the greatest influence was Union high school at Westfield. It was organized in 1861 by the Society of Friends as an institution of learning in which stu¬ dents should have an opportunity of preparing themselves for college, for laying the foundation for a good general education and for fitting them¬ selves to teach school. This school, like the other seminaries or academies, was erected by private subscription. The building at Union High was a brick building of two stories with three rooms in each story. The school opened January 7, 1861, with John R. .Hubbard, A. M., as principal, and Susan Hubbard as associate principal. Among those who have been prin¬ cipals were Enos Doan, Martha Doan, Zenas Carey, Lewis A. Estes, Huldah C. Estes, William Howland, James Sanders, Nathan Wilson, Phoebe Fur¬ nas, John Pennington, Absalom Rosenberger, Amos Sanders, Irvin Stanley, Dr. Erastus Test, J. F. Brown, A. V. Hodgin.

At one time the attendance arose to three hundred students. From a number of counties in Indiana and from some of the adjoining states young men and women came to Westfield to attend school at Union High. Its in¬ fluence was felt throughout the county. Many of the public schools were taught by its students.

The Richland High School (called also Carmel Academy) was erected by the members of the Richland Monthly Meeting of Friends. It was a brick building, two stories high, the first story containing two rooms, the second story one room. The elementary school occupied the lower rooms and were provided for at public expense. The high school occupied the second story and for the first few years was conducted as a private school, but later was free to residents of Delaware and Clay townships. The first principal of this school was James Sanders. He was a mathematician of more than ordinary ability and created an interest in higher arithmetic and algebra that lived for many years in that community. Some of the princi¬ pals that followed him were : Mr. Hastings, Alva Jenkins, Lewis Estes, Isaac N. Cox, Zeri Fodrea, J. F. Haines and David Wells. The course of study for the high school was a mixture of common school and high school subjects. It was the beginning of the modern high school and the line was not sharply drawn between the common school subjects and the high school subjects.

The high school room at Richland (or Carmel) was used as a Com¬ munity Center. Public meetings were often held here. A flourishing literary society was conducted for a number of years. This society met on Friday evening and gave a program of recitations, essays, dialogues, etc. It accu¬ mulated quite a library of miscellaneous books and was the training school for many young men who later became public speakers in the court, teach¬ ers' meetings and the church.

The seminary at Spicewood, under the principalship of John Penning¬ ton, was a large and popular school E. A. Hutchens was principal of this seminary for two years.

Professor Boone says of the seminaries: "The schools of today may be better organized and more uniform and more generally accessible, but from no school or system of schools has been taught a truer patriotism, more generous living, or safer habits than in these same old seminaries."

The first teachers' institute was held at Cicero in 1867. The instructors were Lewis Estes and Professor Hoss. The entire cost of the institute was twenty dollars. Each year from that date a county teachers' institute has been held in the county. Most of these sessions have been held at Noblesville, but a single session has been held at Arcadia, Sheridan, Westfield and Carmel. The cost has increased until it is now impossible to conduct a ses¬ sion for less than three hundred and twenty-five dollars.

The Hamilton County Teachers' Normal was organized in 1873 by James Baldwin and Stanley Losev. These normals were conducted each year to and including 1903. Mr. E. A. Hutchens was an instructor for eighteen terms of the normal and J. F. Haines for fifteen years.

Noblesville Schools

The first schoolhouse in Nobles ville was a log cabin on the corner of Maple avenue afcd Eighth street. The first term was taught by R. L. Hannaman. The next schoolhouse was a cabin on the corner of Tenth and Clinton streets. A Mr. Simpson taught in this house for several years. The next schoolhouse was a frame building situated on Sixth street. It is still stand¬ ing. The next house was the brick on East Logan street. Following this the Seminary was erected. T. J. Kane and P. C. Lawyer were popular teachers in these early years. One of the principals of the Seminary was De Witt. He was a man of very short stature. After his service as teacher he opened a restaurant in Noblesville, which he conducted for a number of years.

The high school was organized by James Baldwin in 1870. At first there was a two-years' course; in a few years this was increased to three years, and in 1886 the course was lengthened to four years. Following is a list of the superintendents: James Baldwin, John Lacy, E. E. Henry, B. F. Owen, F. W. Reubelt, George F. Kenaston, John F. Haines, John A. Carnagey, Edwin L. Holton and Emmet C. Stopher.

The period of the greatest growth of the schools was from 1888 to 1900. In 1888 there were enrolled in the schools about six hundred pupils, fifty-six of whom were in the high school. There were thirteen teachers, two in the high school. In 1900 there were almost fourteen hundred pupils, two hundred and sixteen of whom were in the high school. The number of teachers had increased to thirty. In 1888 there was but one building, the second ward schoolhouse, which occupies the grounds where formerly stood the Seminary, on Seminary square. It was completed in 1872. In 1889 the first ward building was completed, in 1892 the third ward building was oc¬ cupied, and in 1900 the high school building.

At present there are twenty-one teachers in the grades, seven teachers in the high school and supervisors of domestic science, drawing and music. Mr. Emmet C. Stopher is the superintendent.

Sheridan Schools

The first schoolhouse near Sheridan was built by George Boxley on his farm for the instruction of his own children and those of his neighbors. He himself was an efficient teacher. In this rude log schoolhouse, one end of which was taken up with a large fireplace, was the beginning of the schools of Sheridan. Mr. J. O. Pearson gives the following personal recollection of the house and scholars:

"The windows had sticks across and paper on, and were greased to ad¬ mit the light. The seats were split out and hand-shaved, with wooden pins for legs. The door was of shaved boards. The one long desk was a long plank on pins in the wall. There was John McKinzie, F. M. McKinzie, Mrs. S. A. Vickery, Peter D. Horn, Nelson Higbee's uncles and aunts, Ellis Dean's mother, Howard Stephenson's mother, P. G. Pearson and Addison Boxley."

In 1850 the Dunn schoolhouse was built near the Rodeman corner. Isaac Underwood was the only teacher who taught in this house for a num¬ ber of years. In 1869 what was known as the Rodeman schoolhouse was built. It was a two-room building. A peculiar circumstance connected with the building of this house was that the trustee refused to build the house unless Mr. E. A. Hutchens would agree to teach the school. The consent of Mr. Hutchens was secured, the house erected, and Mr. Hutchens was the teacher for the next five years.

where the second ward building now stands, and Henry Devaney, his suc¬ cessor, erected the building in 1886. School opened in September, 1886, with John F. Haines as principal. A number of high school subjects were taught, but some of the common branches were also retained. The following year a regular two years' high school course was established by direction of the county superintendent, E. A. Hutchens.

The growth of the town was very rapid and consequently the growth of the school was equally rapid. The building erected in 1886 contained four rooms, which were not adequate for the attendance the first year, and an addition of four rooms was built and more teachers added. In 1895 the first ward building was erected. This was a substantial brick building, con¬ taining four rooms. The growth of the schools has been very rapid, and for a number of years the high school had outgrown its quarters. In 1912 the board erected an addition to the first ward building, to which the high school was removed.

Sheridan has had excellent schools for many years. The school spirit of the community is good and the support of the public is cheerfully given. Following is a list of the superintendents: John F. Haines, T. L. Harris, C. A. Peterson, David Wells, M. H. Stuart, Chas. Mendenhall, Abraham Bowers, E. J. Llewelyn, Roscoe Beals, H. L. Moreland, Jas. W. Kirk.

Westfield Schools

The first school in Westfield was located just east of town and was a "loud school." Later a school called the "abolition school" was held in the old Abolition church. This house was located just north of the present cor¬ poration line of Westfield and at the west side of the road. In 1856 John Beals and Lisle Jessup built a two-room house in Westfield. This was the first public school building. In 1858 A. P. Howe, then a young man, or¬ ganized the first work in high school subjects. He made his own course of study. I wish to pause a moment here to pay tribute to the work of Prof. A. P. Howe. He was one of the pioneers of education in Hamilton county. He served as examiner and afterward as county superintendent of Hamilton county. For many years he was connected with the schools of Westfield. At one time he was editor and proprietor of the Westfield News. In both public and private life he was a man of pure life, high ideals and strict integrity.

'The building that served as the public schoolhouse of Westfield was a frame structure containing four rooms in the first story and two in the sec¬ ond story. High school was conducted in the upper rooms. The early high school course was not clearly differentiated from the common school course. The high schools of the early seventies, and even into the eighties, taught a mixture of high school subjects and common school subjects.

In 1892 the high school classes were transferred to the Union High building and all the grades to the town building. This was the first real public high school. Mr. A. V. Hodgin was superintendent and Clinton Sherrick, trustee. In 1898 the high school was moved back to the Westfield building and the township high school began in September of that year, with W. C. Day as superintendent. A commission was secured and has been held continuously to the present day.

In January, 1904, the public schoolhouse burned. The high school se¬ cured rooms at the Union High building to complete the term and the grades were quartered in empty storerooms. For three years the schools were housed in whatever rooms could be secured. In spite of the poor quarters, the schools, under the supervision of W. A. Jessup, maintained a high stand¬ ard. The attendance was increased and new departments created. A class in agriculture was organized in 1906. This was the first class in agriculture organized in any public high school in Indiana.

In 1908 the present building was erected. To the trustee, Ira Stanbrough, and Supt. W. A. Jessup, much credit is due for the splendid build¬ ing and its equipment. At the time this building was erected it was pro¬ nounced by a government expert from Washington to be one of the most commodious and best equipped school buildings in the Central West. It was here that the first domestic science kitchen in Indiana was established outside of a large city. The reputation of the Westfield schools is not sur¬ passed by any other schools in the county. It has always stood for well qualified and efficient teachers. It maintains departments in vocational work and in music and art. Following is a list of principals: A. P. Howe, J. H. Fodrea, A. Knight, Charles Chambers, A. V. Hodgins, W. C. Day, W. A. Jessup, Guy C. Cantwell and H. M. Dixon.

Arcadia Schools

The schools of Arcadia have improved greatly in comparison with those of many towns of about one thousand inhabitants. The first school was held in a building on the land which was entered by Moses Martz, built by a few of the settlers who saw the necessity of a building. This round-log building had a roof of clapboards, windows of greased paper and seats of split logs. The heating apparatus consisted of a fireplace made of clay mor-

. The building just described was used for school purposes from 1840 until 1858, when the second building was erected on the present site of Jacob Gettle's restaurant. This was a square one-room frame building. The third building, erected in 1869, was a four-room brick structure. In 1882 this latter building was condemned and a new one of six rooms erected on the same site. A few years later two rooms were added to this building, at which time the first organized course of study was introduced for high school students. In 1911 this building, also, was condemned as being unsanitary, and a new one was erected the following year. The present building is a brick structure of twenty rooms, with all the modern conveniences.

The first teacher was an old German by the name of Baum. The other superintendents until the beginning of the high school were Sumner, Mundell, Burgess, Annie Fisher, Rood, William Martz, Griffin, Oldacre, Mont¬ gomery, Moore, Ships, McKinsey, Williamson, Roudeybush, Sheil, Alford, Mavitv and Bartholomew. Mitchell was the first of the superintendents after the organization of the high school. Following Mitchell were M. C. Martz, Ashby, Day, Vance, Randall. Llewellyn, Cantwell, Worley, Pfaffman, Wilmore and Wearly. In 1913 another step was made toward the unification of the schools, when Mr. T. P. Charles was made superintendent of the Jackson township schools.

In the beginning the high school course consisted of only two years' work. The subjects taught were quite limited, the main studies being al¬ gebra, civil government, general history, physics and English. About 1895 a few studies were added to the curriculum and the course was lengthened to three years. Again, about the year 1900, more subjects were introduced and the course lengthened to four years.

Until within the last few years the subjects taught were chiefly cultural. Recently the need of a vocational course of studies has been seen. Manual training was the first of the vocational studies taken up. The first -work¬ shop was in the physics laboratory. Owing to the lack of room, benches and tools, not much could be accomplished the first year. In the present building two rooms in the basement are occupied for this work, there being enough tools and benches for a class of about twenty-five to work at one time.

Nothing much was done toward teaching domestic economy until the present building was erected. Two rooms are used for this department of the course of studies. In the basement there is a well equipped kitchen and on the second floor a sewing room.

Great interest is taken in agriculture, although the course at present is mainly theoretical. A movement is now on foot, however, through which State aid will be gained to help carry on this work, and conditions look favor¬ able for a more practical course. A splendid course in music is offered. Prof. C. M. Carter, the instructor, was the first of the township supervisors.

Walnut Grove School

Walnut Grove is situated in the center of White River township. It was named by Harbin Hobbs, who donated one acre of ground for the school. The first house erected was ordered by the county commissioners on a petition presented by Harbin Hobbs and James Good. Joe Orth built the house at a cost of six hundred dollars. It contained the first improved desks with folding seats in the township.

School was conducted in this building until 1903, when the present brick building was erected by F. H. Tascher, trustee. A high school was organized, which was commissioned in 1904. The first principal was Hosea Whiteneck. Following him was M. G. Burton. Under his administration the school acquired a reputation that reached beyond the borders of the State. He organized a splendid orchestra and band. Out of the speakers' stand on the school grounds he made a work-shop and equipped it with benches made by himself and the students. It was the first manual training shop in Indiana outside of a large city. A sewing class was also conducted at the same time.

In 1909 an auditorium was erected on the school grounds. These grounds now contain three acres, two acres having been given by John Newby. This auditorium is used for a number of purposes and is a valuable building for the community.

Under the management of the schools of the township, with Walnut Grove at the head, a very prosperous school and agricultural fair has been held for the last four years. At the fair held in October, 1914, there was a fine display of school work, domestic science and manual training work, agricultural products and fine stock. At least two thousand people were present. This school was one of the first to demonstrate that a successful high school can be conducted away from a town or village.

Fishers School

The school at Fishers was originally taught in a small frame building. A two-room frame building was finally erected. This was followed by a brick building containing four rooms. It was finally condemned and the present elegant building was erected. This is an adequate and modern build¬ ing. Fishers has had as its principals such strong men as N. C. Randall, E. J. Llewelyn, J. W. Stern, Will Hershman, W. H. Hershman, Will Dyer, H. L. Craig and C. G. Shortridge. It is a certified high school, is well equipped and is doing excellent work.

The Boxley Schools

The first school in Boxley was taught in a log cabin in the south part of the village. After a few years a frame building was erected in the north part of town and school was taught here. Only the grades were taught until 1877, when a two years' course in high school was organized and W. S. McMurty was chosen principal. After a few years the course was extended to four years and the school soon outgrew the building, necessitating the erection of the present building by Theo. Pettijohn, trustee, in 1904.

In 1905 some agriculture was taught by the principal, Arza Harris. This is one of the first high schools in the State to introduce this subject. At present excellent work is done in each of the vocational subjects. Fol¬ lowing is a list of the principals: W. S. McMurtry, Stephen Hinshaw, F. L. Greeson, A. C. Harris, John Teter, F. V. Kercheval, E. C. Denney and N. E. Boyer.

Cicero Schools

The early schools of the vicinity of Cicero were taught by New Eng¬ landers. One lady taught for many years in a school located at Cicero. Not much is known of the early history of these schools. They were like most of the pioneer schools. In 1867 Cicero erected what was then called a mag¬ nificent school building. It was three stories high and contained nine rooms. The erection of this building threw a burden on the corporation of Cicero that sapped its resources for many years.

The school was conducted as a common school until the administration of Frank A. Gause, who organized the high school. In 1911 the building was. destroyed by fire. Immediately the board took steps to erect a new building, and the present structure is modern and well equipped. The vo¬ cational subjects are taught and the school is up to date. A. Landreth is the efficient superintendent.

Atlanta Schools

For many years the school at Atlanta was called the Shieldville school, and later the Beuna Vista school. It afterward became the Atlanta school, and in 1900 a high school was organized with a two years' course taught by one teacher. Gradually more teachers were added and the course lengthened to three years, and then to four years. During the three years, from 1911 to 1914, the growth in the high school has been very rapid, increasing from fifty to eighty-six members.

These schools for a number of years have been noted for the excellency of their work. The grades and high school are well equipped, and vocational work is carried on in an up-to-date manner. Following is a list of the prin¬ cipals: J. A. Mitchell, Grafton Reagan, J. H. Mavity, John Hussey, C. Teter, Roscoe Beals, E. O. Maple, Jas. Moody and T. P. Charles.

Carmel Schools

The Carmel schools for many years were a part of Carmel Academy. Previous to the erection of Carmel Academy a one-room building stood onehalf mile north of Carmel, on the west side of the road. An old-fashioned box-car schoolhouse also stood just south of town. This house was occu¬ pied long after Carmel Academy was organized.

In 1887 the present building was erected, the Carmel Academy building abandoned (it had already been condemned) and school was organized in the new building. The school grew rapidly and at present has five grade teachers and four teachers in the high school. The present building is in¬ adequate and has been condemned. A temporary building has been erected, where the vocational and science work is taught. Following is a list of the principals since Carmel Academy was abandoned: David Wells, Bert E. Ellis, John Hussey, F. A. Gause, Chas. Mendenhall, J. E. Retherford, John W. Teter, Edward Morgan, Homer Cotton, John W. Starn, W. C. Pidgeon and M. L. Sterritt.

The schools of Hamilton county rank with the best in the State. There are a number of consolidated schools, requiring sixty-nine wagons in which to convey the children to and from their school work. These consolidated schools are well equipped and are doing splendid work. Atlanta, Arcadia, Carmel, Westfield and Walnut Grove are commissioned schools under town¬ ship control. Boxley and Fishers are certified high schools. All these schools are doing excellent work and, in addition to the former courses, are offering courses in agriculture, manual training and domestic science. Wash¬ ington township high school at Westfield was the first in Indiana to include

Clay Center School

One of the best schools in the county is the consolidated school at Clay Center. It is the only school building occupied in Clay township. The building was erected in 1911 and is modern in all respects. No high school work is offered but the grades are maintained. Work in agriculture, manual training and domestic science is given. Music is also well taught. The playground is well equipped with apparatus.

This school is a typical community center. Lectures and entertain¬ ments are given and the patrons from the whole community attend. Mr. H. L. Hollenbach is the efficient principal.

The rural schools of the county have not been neglected. Music has been taught in all these schools since 1904. Chorus classes, orchestras and mandolin and guitar clubs have been formed. One, often two, and some¬ times all three of the vocational subjects are taught in a one-room building.

The Bethlehem school, in Fall Creek township, was the first rural school in Indiana, perhaps in the United States, to teach manual training and do¬ mestic science. These subjects were taught by Mr. and Mrs. H. L. Hollenback.

In 1908 an Athletic, Oratorical and Musical Association was organized. It has held eight very successful meetings. The field day and the oratorical evening are events that all high school students look forward to.

Every country schoolhouse in the county is situated on a pike road. Most of these houses are neat brick buildings. The first brick house erected in a rural district is Number Six, in Jackson township. It is still in use. The last log house used for school purposes was Number sixteen in Adams town¬ ship. The last term taught there was in 1876, by O. P. Roberts, a colored man.

The -above account of the schools of Hamilton county occupies a num¬ ber of pages, and yet the writer recognizes that the sketch is very imperfect and that many things of importance are omitted. Nor is his pen capable of paying due tribute to the noble men and women who have given their lives to the education of the children of this county, and to the equally noble fathers and mothers whose sacrifices and support have made possible the splendid schools that adorn our community.