Miami County, Indiana - Chapter 6, 1887

Chapter 6

Schools - Early Educational Advantages - First Schools - Teachers and Their Methods - Schools of Peru - The Townships in Detail - The County Seminary - The Congressional Township Funds - Normals and Institutes, Etc.

WHEN our forefathers, a century ago, declared in the ordinance of 1787 that knowledge with religion and morality was necessary to good government and the happiness of mankind, thev struck the kev-note of American libertv. Science and literature began to advance and the enthusiasm began to move forward with the tide of emigration. The declaration of the constitution of Indiana gave new life to the cause within the borders of the new State. The first who came to find homes upon the banks of the Wabash and its tributaries were illy prepared to provide the necessary means for the education of their children. So important an object, however, could not be delaj-ed, and struggling through the pressure of poverty and privation, they soon began to plant among them these early institutions of learning. The schools for many years were in a condition corresponding with the advancement in all other public matters. The teachers were, as a rule, illiterate and incompetent and selected not because of anjspecial qualifications, but because they had no other business. The only requirements were that the teachers should be able to teach reading, writing and " ciphering." The teacher who could " cipher all the sums" in Pike's arithmetic up to and including the single rule of three was considered a mathematician of no mean ability. With such a condition of things, no system and no discipline could have been expected. Among the teachers there was no concert of action and consequently no uniformitv in work. No appliances were provided without which successful work can not be accomplished. Blackboards were unknown; wall maps were not in use; text-books were few, and those provided were illogicallv arranged and unsuitable for use; classification was unknown, the number of classes always corresponding with the number of pupils. For many years there were in most districts only subscription schools and these presided over bv incompetent and inexperienced teachers. Several years had elapsed, after the first settler came to the county, before a school was open to the public. This delav was due the sparseness of the population - there being in no one neighborhood a sufficient number of white children to constitute a school until 1833. William Smith, now a citizen of Peru, was, according to good authority, the first to assume the role of the pedagogue. He opened a school during the winter of said 3'ear in a cabin tiiat stood on the present site of the town of Mexico. The cabin was built of unhewn logs, with a mud and stick chimney in one end of the building, and a fire-place wide enough to receive a four to six-foot back log. For windows a part of a log was cut out and the aperature covered with paper, which, with an application of grease became quite translucent. The writing desks consisted of hewn slabs or heavy oak plank laid upon wooden pins driven in the wall. The benches and floor were of the same material - puncheons. With these equipments the first term was opened. Tlie children presented themselves the first morning well supplied with Webster's spelling books, from which spelling, reading, writing and arithmetic were taught. The attainments of Mr. Smith were probably superior to the average teacher of to-day, yet it is safe to say that the organization was unsvstematic and the teaching immethodical, for such was certainly true of the teaching of every Hoosier school-master of that period. It is claimed by one of the pupils who attended this school that whenever there was any manifestations of a lack of interest or enthusiasm on the part of the pupils the same was restored by a vigorous application of the rod, which, it is said, was vary potent in its influence. This school was patronized by the families who resided in that neighborhood, among whom were the Wilkinsons, Beards, Connors, Cooks, Banes and others.

The second school in Jefferson Township was taught by the same teacher the following year, in a house built for the purpose. This was a log building 15x20 feet, and in convenience of arrangement was superior to the first. A school was taught by William Suewalt in the winter of 1834-35. The house was a log dwelling which stood on the Wynkoop farm, near where John Stanton now lives. The township was soon organized and other houses were erected at public expense.

At present there are two graded school buildings in the township - one at Denver the other at Me.xico, the former consisting of four graded schools and the lattter of three departments. There are nine country districts, and altogether the township employs sixteen teachers.

Sc/iools of Peril. - The common schools of every State or county are the foundation upon which the general system of education must be built. These are the colleges of the people, and if neglected the great mass must grow up in ignorance. Although manv of these primitixe schools were but little more than a place at which the pupils would gather to receive their dailv '- tannings " by a teacher who was selected because of his physical, rather than his mental procli\ities, yet there is no doubt but that the influence was good. The first institution of learning was a log building 18x24 feet, located on Third street and erected bv the venerable William Smith, at his own expense. This building was probably completed in the fall of 1834, '^"'^ the first term taught the winter following. Mr. Smith, who had previously taught at Mexico, was the lirst teacher, and taught three consecutive terms. This was a subscription school, each pupil being required to pay a fee of .$2.50. It is claimed that in some instances this amount was paid in coonskins and venison hams, which, at a still earlier day, is said to have been very generally used as a medium of exchange. The attendance averaged about ten pupils daily, which brought to the teacher about $25 per term, he furnishing both house and fuel. The .second house was a frame structure, located on Third street opposite the residence of Dr. Bloomfield. Another house which was used but a short time, was erected on Broadwav. The Presbyterian and Catholic churches were both used for school purposes during the latter part of the thirties. About the vear 1S37, what was known as the Peru Collegate Insticute, was estabHshed. A Presb3'terian minister by the name of John Stocker, a classical scholar, was the first principal, and his wife, who was an accomplished lady, associate principal. The building used stood on the present site of the Presbjterian church, and at times when the attendance was too larfje to be accommodated in one building, an old log house on Second street was used by the academical department. The institute was largely patronized not only by the people of Miami, but adjoining counties as well. Among others who served as members of the board of trustees, were Rev. S. Newberry, Wm. N. Hood, Richard L. Britton, James B. Fulwiler and Alfred S. Keiser. Prof. H. Waldo. A. M., succeeded Mr. Stocker as principal.

Since the establishment of the Colle<jiate Institute the schools of Peru have steadily developed into a system equal in the results obtained to those of an}- citv in Northern Indiana. For man}- years there was no supervision other than that afforded bv the Trustees or Directors, but early in the sixties the necessity becoming more apparent, as the attendance increased, Lyman Walker, a young graduate from the east, was appointed City Superintendent. Under his supervision many of the methods that proved successful in the older states were introduced, and in a short time there w'as a manifest improvement in the work. D. Eckley Hunter, one of Indiana's best known educators, served in the same capacity until 187 1, when he was succeeded by the present incumbent. Prof. G. G. Manning. The best tes- timonial of the eminent titness of Manning, and the satisfactoiy results obtained under his management, is the mention of the fact of his re-appointment each year for fifteen consecutive years. The city has provided and conveniently located a sufficient number of buildings to accommodate an enrollment of 2,ioo children. The following teachers were employed in the schools in 1886-7 'ind assigned as follows: High School - W. E. Henry, Mamie G. Taylor and W. A. Woodring. Seventh and Eighth Grades - Eileen Ahern, Ida Stutesman and Carrie C. Puterbaugh. Sixth Grade - Alice Stahl and Nannie Rees. Fifth Grade - Belle Watson and Madge Calvert. Fourth Grade - Mamie Smith and Clara Stoneberger. Third Grade - Alice Reisecker and Ma}' Servoss. Second Grade - Emma Davidson and Rose Seyfert. First Grade - Minerva Beckwith and Eva McFarland. Brownell School - W. D. Whisler and German A. Gehring. The work is divided into eight grades and a High School course of four years. The school has been commissioned by the State Board of Education which entitles the graduates to admission into the State University without examination.

The school history of Peru would be incomplete without more than passing memtion of the name of the venerable William Smith. To his wisely directed energies the efficiency of the early schools of Peru are largely due. He came at a time when his services were needed and at once entered into the work with little promise of reward. He taught the first school, erected at his own expense the first house, and dedicated it to the cause. For the first thirty years of the county's existence he lead in every movement that promised an increase of the schools, and in all his actions he has shown an unselfish de\otion to the cause of education.

The first school house to make its appearance in Jackson Township was in 1848, and was located on the farm of Benjamm Davis. During the same year another was built on the farm of Mr. Gates. The first board of trustees was constituted of the following named persons: O. H. P. Masey, Samuel Draper and Thomas Moore. Prominent among the early teachers were David Stanfield, Elizabeth Cook, Mason Sharp, Thomas Reese and Harvey Cooper. Several years later a graded school was established in Xenia. The school is divided into four departments, viz: High school. Grammar grade, Intermediate and Primarjr grades, presided over, respectiveh', by M. H. Hester, Principal, Edgar A. Smith, Ida Armstrong and Anna Tue}-. There are at present fourteen teachers emplo\-ed in the scliools of the township. The schools of Amboy have taken high rank, and under J. Z. A. McCaughan the course is sufficienth- advanced to prepare pupils to enter the State Uni- versitv, and to that end the school has been commissioned by the State Board of Education. The schools of Harrison Township had their inception in a small log hut, which had been abandoned as a residence, that stood on the farm of Jesse Lee. It was a subscription school, 'taught by Mr. Lee, and, although the attendance was small, it is said that much interest was manifested. The vear following, 1849, Irwin Murden taught in a house that stood on the farm of William Smith, Jr. One of the principal characteristics of these schools was the freedom and vigor with w'hich the birchen twig was bent about the larger boys. "Whip the large ones and the small ones will not need it," was the maxim of the pioneer pedagogue. The Township has at present six district school houses and a township graded school with two departments, at North Grove. The people of Clay Township began to provide means for the education of their children in the beginning of the forties. At first, instructions were gi\en in spelling and reading in the houses of several of the earljsettlers by a traveling pedagogue, who w^ould make dail}- trips and impart his knowledge in a way that was not calculated to over-work the student. Feeling the necessity for increased facilities for school work, people living in the vicinity of Z. Hostettle's erected a house on the farm of said Hostettle, and, in the winter of 1843, the first school was taught by Elias Hobaugh. The next house was built on the Lewis Hoover farm in the fall of 1850, and the first term of school was commenced in the winter of the same year. To Henry Murden is due the honor of dedicating the new building. The Township is at present divided into eight school^ districts, each supplied with commodious buildings.

The earlv settlers of Deer Creek Township were not slow in giving their children all the opportunities for an education that the circumstances would admit of. The first settlers came to the territory now included within the boundaries of the township, in 1844, and in the following year, 1S45, they had provided a small log cabin on the farm of Mr. Haines, and earlv in December the first school was opened, with Henr}- Garrett in charge. The inconvenience of having to walk three and four miles was verv great, and especially at a time when for a considerable portion of the winter the ground was covered with snow. This was at once overcome by the erection of another house the following }'ear on the farm of Austin Herrel, where John Truax was installed as teacher. Among the earlv families who patronized these schools were the Millers, Pearsons, Hoffmans, McCrareys, Davises, Lewises, Armstrongs, McConnels, Busbys, besides a few others. The Township, at present, has eight school houses and employs nine teachers.

Educational Advantages

The early settlers of Pipe Creek Township were not lacking their appreciation of education although they were not so earlv in providing the necessary means. The first school was taught in a hastilj- constructed cabin on the farm of the tirst settler, Joel Julian, in the winter of 1843-44. The name of the first teacher has been forgotten, but, a few years later, Jacob Brandt and Eliza Barnett taught in the same district. What was known as the Marquis school house, in the northeast part of the Township, stood near the residence now owned by Joseph Sullivan, and was used for manj- years. Another of the early school houses was erected on the farm of Samuel Dewese, near Bunker Hill. Mr. Dewese, a Baptist minister, was the first to occupy this house. He is said to have been a very serviceable man, being an excellent hunter, a good preacher and a fair teacher, and if occasion demanded it, he could serve in any other capacity with about equal ability. Daniel Puterbaugh w^as one of the prominent early teachers, and taught in various parts of the township. i\ house was erected at an early day on the farm of Jacob Brandt. A few years ago a graded school was established at Bunker Hill, in which four teachers are now employed, viz : J. H. Neff, principal; J. E. Rinehart, grammar grade; Jennie Haggerty, second primar}- and Eva Wilson, first primary. There are six houses in the township, not including the graded school building at Bunker Hill. The first house in which school was taught in Washington Township, was erected on the farm of John Allen, in 1842, and in the following year was dedicated to God by Rev. Johnson, of Peru. The house had been built for a dwelling, but being unsuitable for the purpose, was converted into a school and church building. The first teacher was a young lady from Peru. In the fall of 1843 this house was abandoned for a small round log cabin that was erected on the farm of Patrick Colgan. A small Buckeye cabin was built on the Peter Weckler farm the same year. In this house Lucy O'Brien was the first teacher, and she is remembered bv the old settlers as being one of the most competent pioneer teachers of the county. The township is now divided into ten school districts, and each is supplied with a well arranged house, some being of the most modern style of architecture.

Of the early school history of Peru and Erie Townships but little can be said. The residents of the former for many j'ears availed themselves of the privilege afforded by the town of Peru, which was for manv years a part of the Township system, and in consequence but little was done outside of what is now the city. There are at present school houses in the Township. In Erie Township seventeen years had elapsed after the coming of the first white man, in 1827, before a school was organized. This was not due however, to lack of zeal in educational matters, but for want of a sufficient number of settlers to organize and support a school, and, in consequence, there was no school taught until the winter of 1844. There were at this time two houses built, one on the Philabaum and the other on the Peer farm. The rapid growth of the school from the date of their inception was largeh' due to the influence of Pheobe Cox, Robert Ta}lor and James Corwin, who were pioneer teachers of the Township. In school enumeration, as well as area, the Township is the smallest in the County, and employs but five teachers.

Butler Township has eleven school districts and emploj-s twelve teachers. The Santa Fe school is what is known as a district graded school and consists of two departments. The development of the schools into their present excellent condition speaks well for the citizens of the Township, who have been zealous in the cause of education since the opening of the first school. This was in the winter of 1842-43, in a house that stood on what was known as the J. Long farm. It is uncertain as to who was tl.ie first teacher. The year following a house was erected near the present site of the Claj'ton cemetery. This was a \e\-y rudely constructed cabin, 16.X16 feet. Jacob Elliott is said to have been the first to teach in this building. The school was made up of about an equal number of Caucasians and Indians, there being six of the former and eight of the latter. The patrons of this school were the Votaws, Sullivans, Millers, Claytons, and prominent among the Indian pupils were the children of Pymyotimah, a Miami Indian, who was conspicuous among his tribe for the interest he manifested in education. Elliott was probably succeeded as teacher by Margaret Mackey, a native of Ohio and teacher of more than ordinary abilitv. John Bowman was also a pioneer teacher of the township. The Bradley school .house, in the northern part of the township, on the Wabash river, and the one on the land of John Miller, were also constructed at an earlv dav. Among those who wielded the birchen rod in a manner entireh' satisfactory to early settlers of the Township may be mentioned the name of Lewis Reeves. Union township was settled as early as 1835, the number of inhabitants at the close of the year being four. These were soon joined by new emigrants, and in 1S37 the township was organized. Churches were soon built, and in the winter of 1838 that most important factor in the civilization of every communit}- - education - began to receive attention, and a school house was accordingly erected on the land erected of John Plaster. It was the same characteristic log house, with stick chimney, puncheon floor, paper windows that was provided for all the primitive schools. Mahala Scott was thought to be competent to perform the duties of teacher and was at once put in charge of the school. In literary attainments she was probably not equal to the requirements of the most fastidious. Yet slie was endowed b}- nature with good common sense, a qualification found wanting in many of tlie college bred of to-dav. The following year, 1S39, '^^^^ more houses were built, one on the farm of Mr. Kiplinger and the other near the residence of Mr. Cross. Other houses were built as soon as the}' became necessary, until there are now six houses in the township, which includes a township graded school building at Perrysburg.

Probably to Robert Watson is due the credit of establishing the tirst school in Richland township. The house was built upon the land of said Watson in the fall of 1838, and in the winter of the same year he began teaching, It had been but two years since the first settler had erected his pioneer mansion within the limits of the township, and consequenth' in so short a time but few others had come. There were not to exceed ten enrolled during the term, and these represented nearly every family of the township at that time. The house was also used by the Methodists as a place of worship. The church was always given the right-of-way when appointments conflicted, for the reason any other course would have been considered sacrilegious in those days. The same year a house Was built on the farm of M. Martindale, and in the winter of 1838-39 the first term of school opened by M. Martindale. Jr. This was followed by the erection of a diminuti\e structure on the farm of R. C. Harrison, which was used for school purposes for several years. A house was built near Chili earh- in the forties. There are at present ten district school buildings and one township or district graded schojl building, making a total of eleven, requiring the services of twelve teachers. The school history of Perry Township begins with the winter of 1836-37. During said winter two buildings were erected, one on the land of Benjamin Landis, and the other three miles northwest of Gilead. The schools were attended by the children living in a radius of three and four miles and included nearly all settlers in the township at that time. The best informed now living differ as to who was the first teacher. Prior to 1840 there was a building erected near the present site of Gilead in which Samuel L. Thomas is said to have tanght the first school. Hiram Butler taught in the 'southeast part of the township about the same time. These were followed b}' the location of houses in various parts of the township. In the southwest part, at what was known as Paddytown, James Potter taught at an early day, John Gaerte taught in a log house that stood on the land of Jacob Hoffman. In the eastern part of the township, a log house was erected on the land of Joseph Grogg. Others who belong to the catalogue of pioneer teachers of the township, were Peter Smith, Alvin Dunbar, Valentine Hobart, Amanda Doud, C. B. Ash, Joel Crum-

The first school taught within the present limits of Allen Township was taught by Sarah Brjant in 1839. '^^^ house in which this school was taught stood near the residence of Mathias Carvev, and had previously been used as a dwelling. She was succeed the following year by Betsy Bailey. This school was patronized b}- the Harveys, Baileys, Carveys, Bryants, Carrs and all the early families of that communitj-. The first school house was built in 1840, on land at that time owned b}- George Neese. George Wilkinson is said to have been the first to teach at the Neese school house. A house was built on the land of Mr. Wait, in the east part of the township, sometime in the fifties, and another about the same time at Five Corners. S. S. Trac}- taught at an early day in a house that stood on the Fred. Beck farm. Joseph A. Howard taught in various parts of the township, and was one of the most successful of the earl)- teachers. In the township there are seven houses conveniently located, each well supplied with furniture and apparatus. The town of Macy is a distinct corporation for school purposes, and sustains a well regulated graded school of three departments of which A. M. Arnold is principal.

Spelling Schools. - In many of the localities of Miami County "spelling school" was the chief public evening entertainment for man}' years. Both young and old look forward to the next spelling-school with as much anticipation and anxiety as the people now look forward to a general Fourth of July celebration, and when the time arrived the people for many miles around would flock together to witness the combat of the learned individuals. If there was good sleighing the young folks would turn out. The wagon box would be placed on the "bobsled," and with sufficient hay to secure a soft seat, the \oung "fellers" with the "gals" were off in great glee.

When the appointed hour arrived the battle was commenced by two of about equal attainments by "choosing up." The captains would then decide who should have first choice b}- guessmg at the number of a page of a book which the teacher held partly open before them. When this was decided each would choose alternately, always selecting the best speller, and the ultimate strength of the respective sides would be about equal. There were many methods of testing the relative strength of the opposing parties. One of the most popular in many sections of the county was for the captains to apen the contests. The}' would spell the words alternately until a word was missed - the person missing was required to take his seat, and the first chosen on the side of the defeated captain would be the next combatant, and so on until one side was defeated. It would occasionally happen that two or three good spellers would retain the floor so long that the exercises would become monotonous, when a few.difllcult words taken from the dictionary would break the monotony. A few minutes intermission which was usual!}' given was a time for all amusements common to the neighborhood, and was participated in by all present. While this method of teaching would not meet with the approval of the modern pedagogue there is no doubt but what much good resulted.

County Seminary. - The old constitution of the State provided that all fines for the breach of the penal law and all commutations for military service be appropriated to the use of the countv seminaries. Under the operation of this provision of the constitution monev began to accummulate at once. Upon the organization of a county, a trustee, whose duty it was to properly invest the money, was appointed bv the Board of Commissioners. The first to act in that capacity in Miami County was Wm. N. Hood, the proprietor of the town of Peru. Others who acted in that capacity prior to 1845 were Daniel Bearss, Eli Pugh, William Cole, E. P. Loveland, Albert Cole, I. R. Leonard and G. W. Goodrich. The accumulation of the fund was necessarily slow, and the growing demand for a school in which other than the rudiments of the elementarv branches might be taught was so widely felt that private donations to the fund were solicted. The citizens of Peru donated in money, notes and building material $211.93. The people af Mexico, desirous of securing the location of a seminary, donated real estate and building material to the value of $1,000. The fund in 1843 aggregated about $1,700.

In consideration of the donation made bv the people of Mexico and vicinitv, the site was selected at said place and the contract for the erection of a brick building, 35x45 feet, two stories high, was sold at public outcry. There was no halt in the work until the first stor}' was completed, when the donors failing to furnish the material promised, work was suspended. The money that had been invested was lost and whate\er of the fund was on hand was merged into the common school fund under the provisions of the new constitution.

The Origi'ji of the Congressional Township Fund oj Miami Countv. - The congressional township fund originated from the sale of one section of land in each congressional township. This section, usually the i6th, was set apart b}' Congress for the purpose of creating a fund which might be utilized without delay. Miami count\- had ten of these sections, the sale and rent of which was managed by the School Commissioners; later by the County Audi-

A^ormah and Institutes. - During the summer of each year there is held, under the management of the County Superintendent, a Normal Institute. The usual length of the term is about six weeks, and the attendance varies from seventy-five to one hundred. The attendants are, as a rule, the voung and inexperienced teachers or those preparing to teach, who, as a result, become better acquainted with the plans of the County Superintendent, learn more of the practical part of their work, increase their ability to orfjanize their schools and utilize their acquired knowledge. These normals are not without their socials features, which afford an opportunity for more intimate acquaintance among teachers of the county, thereby rendering uniformity of work possible. The first institute was held in the summer of 1886, under an act of 1865, which provided for an annual appropriation of $50 to defray necessary expenses. There were about thirty-five teachers in attendance, and although there were no regular instructors - each teacher acting in that capacity - the institute was an acknowledged a success. Since that time institutes have been held annually, and with fee of $1.00 (which each teacher voluntarly pays), the fund is sufficiently large to warrant the employment of instructors of experience and ability. The last institute, which was held in August, 1886, was attended by 116 teachers. Institutes were given by Profs. W. W. Parson, President of the State Normal; H. B. Brown, President of the Northern Indiana Normal, and R. I. Hamilton, of Madison, in all the branches appertaining to school work.

The present method of teachers examining teachers was adopted earh" in the fifties. Under the provisions of the law, as it then existed, three persons were appointed to perform that duty. These examinations were conducted in an informal manner, usualh' oral, and were in no way a test of the qualifications of the applicant. In 1861, the law was amended, providing for the performance of the duty by one examiner instead of three, as before. This change had little effect, however, in increasing the usefulness of the office; and it was not until the creation of the office of Count)' Superintendent, in March, 1S73, that the school officers of the county was given the general management of the school work. This marked the beginning of a new epoch in the school historj' of Indiana. The advancement in educational affairs since the creation of this office has been truly wonderful, and to no other influence may be attributed the growth and efficiency of the district schools of the State. Amon<j those who held the office of examiner were H. H. Miller, G. I. Reed, and Prof. Dunham. The first regularly appointed to fill the position of County Superintendent was W. Steele Ewing, who was twice re-elected, serving in all six 3-ears. N. W. Trissal became the successor of Mr. Ewing, and after serving one term was succeeded June, 18S1, b}' W. C. Bailj-, at present a member of the Peru bar. He was a practical teacher, and his experience of several 3'ears was proved to be one of his most essential qualifications and aided him much in the administration of his office. Mr. Bail}- carried into effect the plans introduced bv his predecessors, besides adopting better plans and introducing many new methods. In fact, an impetus was given to the cause of education, which has been followed bv fruitful results. The present incumbent, A. J. Dipboye, who succeeded to the ofiice in 1885, is a man of more than scholastic attainments, besides having had much experience in school work. He is a man of indomitable energy, and during his incumbency created much enthusiasm in school work. A manual, which was issued by the Countv Superintendent in 1SS5, shows that the work of the district schools has been divided into a primary, grammar and graduation di\isions or five district grades. The time fixed for the completion of the course is eight years, and those completing are presented with a certificate of <jraduation. The commencement or irraduating exercise is held at some central point in the township, to which the people are invited to attend. The exercise consists of either an original essay or oration from each of the candidates for graduation. This brings prominentlv before the people the results of the pupil's work and has done much to popularize the svstem.