Randolph County, Indiana - Chapter 9: Schools, 1914 (part 2 of 3)

Thus we see the college passing from its originators to that of new hands. This was, in a way, best for the Institution, yet it must have been disappointing to the originators, principally to that of its first president, John Collier. Mr. Collier was one of those self-sacrificing men who labored for the benefits of his fellow men. It is said during the years of his presidency of this college that he thought not of himself but of others, wholly. It is even said by those who knew him, that he literally starved himself in order that the Institution might live and grow. Such spirit of sacrifice and devotion can only exist in the heart of a man who feels the burden of his fellow men.

The first catalogue of the Institution was issued for the year 1871-1782. At this time Prof. S. D. Bates became president; I. D. Atkinson, assistant; William Reed, professor mathematics ; Mrs. I. D. Atkinson and Warren S. Montgomery composing the faculty. Elisha B. Wood was the graduate of that year. Benjamin E. Boyer, a senior; Marcus Bosworth and Tillman A. Howell sophomores; the freshman class was composed of Benjamin F. Boltz, Benton Webb, Henry Kitselman, William A. Long and Russell W. Vaughn. The "Ladies Course" had as its students Ruth Bosworth, Jennie Higgins and Ida Marot. The "Practical Course" enumerated as its students James J. Eagy, David Odle. Asa Orcutt and Eli Wickersham. The Trustees at that time were H. B. Vaughn, Lagrange; Arthur McKew, Edbert Payne and WilHam J. Shoemaker, of Ridgeville; E. C. Clough, Jordon; David Pollt, Union City, and Stephen Straley, Westchester. That year they enumerated one hundred thirty students. The following year one hundred ^seventy were enumerated.

Elias Boltz became professor of mathematics in 1878. President Bates was succeeded in 1886 by E. O. Dickerson, A. M. B. D. In 1890 the college was reorganized under the name of "Ridgeville College and Indiana Normal." Prof. Dickerson remained as its president and J. E. Souers became principal of the normal school, with P. S. Tracy an assistant.

This year the school became somewhat pretentious in the number of courses offered, as their catalogue of that year advertised a College of Music, College of Oratory, College of Business, College of Shorthand, College of Typewriting, College of Pen Art and a College of Telegraphy.

In 1892, as we have seen in the above history, the school was put under the control of the Congregationalists of Indiana, with Edward D. Curtis as president of the board. Charles A. Gleason, secretary, William Charles Kruse, A. M., became the acting president. Mr. Kruse remained as president until 1896, when he was succeeded by Prof. George Hindley, B. D. Prof. Hindley was a very strong man, but the lack of financial support and the limited number of Congregationalists from which to draw as a church school, and the growth of other educational institutions about it made it impossible for him to build up the college. He was succeeded in 1899 by H. C. Garvin, P. H. D., of the University of Munich. Mr. Garvin battled against fate for two years, when he married Miss Westrader, a member of the faculty, and left the Institution May 30, 1901. Mr. Garvin was a strong professor and a profound student, but was unable to make any headway whatever with the institution. He was a man of unusual training, but cared little for any other subject than his chosen subject of philosophy. It is said he cared so little for his diplomas of various colleges that he bound books with them.

It is an unfortunate thing for the county that an institution like Ridgeville College must not be maintained. The influence of such a school was broad and many of our best citizens found their inspirations for higher ideals and training within the halls of that institution. The school, as such, has been lost, but the school as an influential factor of society will live in generations to come.

A few years ago it was the custom to have summer school or local normal school for students preparing themselves to teach or for the teachers wishing further help in their work. It was the custom for the county superintendent, together with one or two helpers, to conduct such a summer school or normal school during the summer. Mr. Dan Lesley was one of the first to undertake this movement, conducting a six-weeks' term at Winchester. The next year the school was conducted at Union City and the following year two schools of a like nature were held in Union City, one in Indiana and one in Ohio. Since that time schools were held in Winchester almost each year until 1896. Many teachers attended these schools simply to be able to pass an examination. The county superintendent was at the head of the school and it was the custom at the close of the term to hold an especial examination for teachers' license. It is easy to see why they attended. This privilege became so badly abused over the entire state that the Legislature passed a law making it impossible for a county superintendent to have anything whatever to do with summer normals. This sounded the death knell of the institution.

Some of the teachers who have taken part as instructors in the summer schools of Winchester are Messrs. Butler, Ault, Wood, Caldwell, Bowers and Baker, superintendent of the Winchester school, Driver, of the Winchester High School, Bosworth, and Branson, of Farmland, Lesley, Denney and Paris, county superintendents, and many others who were teachers in these schools.

Another factor that has entered into the schools of the state is the Township Institute. These institutes were originally voluntary associations on the part of the teachers, whereby they would come together and discuss questions of professional interests fo them and their schools. It is said thai Prof. E. P Cole was an enthusiastic supporter of this movement and many 'such meetings were held by him and his teachers. The movement grew throughout the entire state until eventually the teachers were paid for attending the institute, the Legislature feeling that the public would be sufficiently benefited to justify the expense.

In 1865 a larger institute, the County Institute, was organized by the Legislature of the state. The first of these institutes was held by Pleasant Hiatt, then county examiner of this county. These institutes have continued (40)

The Randolph County Teachers' Association and voluntary association of teachers held upon Friday and Saturday following each Thanksgiving, was organized in 1897 by the teachers of the county. This association has been held each succeeding year and is attended by every teacher of the county, each teacher being allowed pay for attending this association.

The most modern and progressive movement that has been instituted in the schools of Indiana has been that of the consolidated schools. It has long since been observed by all those who have given the question study, that the child in the small district school does not have the advantage that it has the right to demand of the state. The small number of pupils in the school does not afford the social intercourse demanded by every child and through which culture is largely attained. The few pupils found in each class removes the element of contest which is the inspirator and invigorator of every child. Then, it is impossible to have teachers of special ability in special subjects, such as music, drawing, manual training, cooking, sewing, which today is regarded as very essential to the life of every child.

As to the consolidation of schools in this county the following article appeared in the report of the state superintendent of public instruction, 1911-1912:

It is not the intention in this article to discuss the question of the superiority of consolidated schools over the district school, as that question has been settled by comparison in scores of consolidated schools all over the state. We wish to show, especially, the influence of these schools in the enrollment and attendance of the eighth year graduates. Randolph county, like all others of the state, for years depended solely upon its district schools, and we should not in any degree minimize the great work of these schools, for through them alone is the present high efficiency made possible.

Consolidation first began in this county by the school building at Losantville, in Nettle Creek township, having been condemned by the state board of health. The school authorities thought it wise to transport two small district schools to this place. Although this brought about a storm of opposition, the experiment was tried and has proved a great success. The building was built in 1905 and is of concrete, costing $14,000, and has since been equipped at a cost of about $300, not including desks, globes, maps and library. For the first time in the history of the county schools the flush system of closets was installed in a township building. A high school was established with a three years' course of six months each. This has been increased to a four years' course of seven months and is now a certified school. From the very first this school has been a success, which is shown by the fact that 94 per cent, of the eighth year graduates have entered high schools.

The school corporation of Lynn was laid down and the township took charge of its school and built a six-room building at a cost of about $24,000. At the dedication of this building Doctor Hurty, in making an address, spoke of the "large and commodious building, sanitary in every part, large enough to meet the needs of the community for years." The people of the community, realizing the advantages of such a school, abandoned two of the district schools and it became the duty of the same Doctor Hurty to condemn the building because of its lack of room in 1909. A four-room addition was built to meet the growing needs of this school, but again we find an insufficiency of room, as the building is now crowded in every part. Laboratories for physics, botany, agriculture, manual training, sewing and cooking are installed and efficient work is being done in all of them. From a school requiring six teachers and having a high school course of three years it has grown to a school requiring thirteen teachers and is commissioned. The enrollment of eighth year graduates has increased from 80 per cent, to 97 per cent.

In 1912 five districts in the north part of this same township petitioned the trustees to abandon the district schools and consolidate them. To this end a $15,000 five-room building was erected in 1912. This school, "Beech Grove," is accredited.

In 1908 a four-room dilapidated, unsanitary fire-trap of a school house in Greensfork township gave way to a modern eight-room building. This building is not only sanitary and modern in every particular, but is an architectural beauty. It is situated in a maple grove near the center of the township and accommodates the pupils from six districts.

The high school maintained here has grown from a three ) ears' course of six months to a four years' course of eight months and was commissioned in 191 1. The per cent, of attendance of the eighth year graduates has increased from 80 per cent, to 97 per cent, since the erection of this building.

In 1908 the trustee of White River township found himself facing the problem of several small schools and poor buildings in the western part of his township. It was deemed advisable to build a consolidated school. To this end a four-room building was erected at a cost of $14,000. Many people looked upon it as a foolish undertaking, as it is situated entirely remote from any town or village. In fact, at the dedication of this building, known as the "Lincoln," prophets were heard to say that the time would never come when the building would be half filled. This school began with an enrollment of forty-three. Its advantages were soon seen by the people of the surrounding districts and the following year three heavily populated districts petitioned to be abandoned and transported to this school. Many others from surrounding districts also seeing its advantages transported their children, at their own expense. This reduced the attendance in other schools until three went down for lack of attendance. The high school was established in 1910 and was commissioned in 1913. The experiment was so successful and the attendance so large that the building soon became inadequate. As some of the high school children were transported from the east end of the township it was thought that the situation might be relieved by building another large building in the eastern part of the township. This was done in 1911. but so great was the demand and need of more room in the "Lincoln," 97 patrons out of loi petitioned the trustee and advisory board to double the capacity of the school building. This was done in the summer of 1912 and instead of a failure, as was predicted by some, we find it an eight-room building equipped for botany, agriculture, manual training, sewing and cooking, attended by 237 pupils.

The other building referred to in the above paragraph is known as the "McKinley" and is situated one mile east of Winchester. It is a seven-room building, costing $28,000, modern in every particular and fully equipped for all the needs of a modern school. Seven schools are transported to this building. The enrollment for the current year is 176. The high school maintained here is commissioned.

For five years previous to the establishment of the township high schools in this township the enrollment of eighth year graduates had been 53 per cent. Since these high schools have been started, 93 per cent, of the eighth year graduates are enrolled in high school.

In 1909 Parker abandoned its school corporation and its management was assumed by Monroe township. A new building was necessary. Four acres of ground near town were purchased by the trustee and a building costing $34,500 was erected. This is also equipped and maintains a commissioned school having twelve teachers. The children in the western half of the township are transported by wagons and interurban to this school. This building is equipped for manual training, sewing, cooking, botany, agriculture and physics. There yet remain four district schools. The per cent, of attendance of eighth year graduates has increased from (^'j per cent, to 90.

Green township erected a six-room $19,000 building upon a three -acre school lot in the center of the township. This is the first township in the county to have complete consolidation as all of the eight schools are now abandoned and transported to the central school. For five years previous to the establishment of this school but 21 per cent, of its eighth year graduates enrolled in high school. This low per cent, is perhaps due to the fact that no high schools were near this township. The growth of this school has been remarkable, and a four years' commissioned high school is maintained. The per cent, of attendance of the eighth year graduates has increased from 21 to 92 per cent., every member of the class of 1911 enrolled. This school is commissioned.

Jackson township is another that built in the year 1910. Its building was erected in the center of the township and, like the others, is modern in every particular. It has five rooms and was built at a cost of $18,000. Two rooms were occupied the first year, but this year, 19 12, finds every nook and corner filled. Every indication points to the building of an addition in the very near future. Five schools are centralized at this place, and the enrollment of eighth year graduates has increased from 31 to 95 per cent. In 1913- 1914 the Jackson was commissioned and was the fourth largest high school in the county.

Ward township had a high school at Saratoga previous to the year 1910, but Saratoga is in the extreme corner of the township, which made the high school inaccessible to most of the children of the township. Two schools abandoned for lack of attendance, together with three abandoned by petition were centralized in the "Jefferson," near Deerfield, in the western part of the township. This building has four school rooms and two recitation rooms and was built at a cost of $17,000. The high school is now certified and is growing very rapidly. The attendance of eighth year graduates in the territory covered by this school has increased from 31 per cent, to 92 per cent. It is only a question of a short time until this building must be increased.

In the spring of 191 1 the board of health condemned the joint school building between Nettle Creek and West River townships at Modoc, and the trustees of these townships built a five-room building at a cost of $18,000. During the summer three district schools petitioned to be abandoned and consolidated with the school at Modoc. The high school, which had been a two years' course of seven months, was put upon a commissioned basis immediately, and has grown from an attendance of 15 to 40. The school is now certified, and the per cent, of enrollment of eighth year graduates in the territory covered by this school has increased from 68 per cent, to 96. It is now equipped for botany, agriculture, manual training, sewing and cooking.

At the same time in which the Modoc school building was condemned another building in West River township at Huntsville was also condemned, but the board of health realizing that a township would be burdened by building two buildings during the same year extended the time for condemnation to 19 1 2. In the summer of 19 12 a four-room building was erected at Huntsville at a cost of $15,000. This school, like the one at Modoc, has been increased from a two years' course of seven months and placed upon a commissioned basis. Three abandoned schools are transported to this school, leaving only two district schools in the township. The eighth year enrollment has increased from 68 per cent, to 92 per cent.

In the spring of 191 2 four districts in the central part of Wayne township petitioned to be abandoned and consolidated in a central school. To this end five acres of ground were purchased and a contract let for a seven-room building at a cost of $23,000. The Wayne is the only school to have a residence for the use of the school. The high school is upon a commissioned basis and gives every evidence of being as successful as the others of the county. But 44 per cent, of the eighth year graduates for the past five years have entered high school.

In mentioning the number of rooms in each of the buildings named above we have made no attempt to enumerate such rooms as might be termed recitation, library, laboratory, rest or playroom. Each building has from two to six of such rooms which are as valuable in their place as the rooms mentioned in the description.

These buildings have been built according to the rules and regulations of the state board of health, as to lighting, heating and ventilating. The heating is by furnace and steam, the A'entilation being by fans. Automatic regulation is installed in most of these buildings, thus insuring a constant temperature! The flush system of toilets is made possible by cess-pools which are easily drained and which have proved \'ery satisfactory.

In some cases the old school buildings are used for barns and in others new barns are built. These are used for the horses of the hack drivers and of children who furnish their own transportation.

The greatest problem in consolidated schools is the transportation of the children. This can be best done only by the best men as drivers with the best teams to be had, and these attached to the best hacks possible. Too great care cannot be taken to insure the best service in this line. The hack routes must be as short as possible so that children may be in the wagons for a minimum period only. The hacks should be commodious, warm and well ventilated. To this end the trustees of this county are purchasing only hacks that have glass sides and ventilators. They should be heated by coal stoves and thus eliminate any fumes.

The glass sides give good opportunity for ventilators and insure plenty of light, both of which are not only essential to good health but are conducive of good deportment. Hack drivers who formerly drove the hacks with curtained sides report that the discipline in the modern hacks is much better. This is due largely to the fact that the hacks have plenty of light and that the children can see over the country as they pass along. This is also an insurance against accidents while crossing railroads.

Good roads are also a necessity to successful transportation. Since these hacks have to go over the roads at all times of the winter they are equipped with wheels having two and a quarter inch tires to prevent any unnecessary wear upon the road. Hack routes, like mail routes, bring about good roads, as the best service is only possible under the most favorable conditions.

Only men of the highest moral worth should be employed as drivers. As much care should be exercised in the selection of a hack driver who has charge of the children to and from school as in the teacher who has charge of them while in school. The best of men can only be secured when the position pays the price demanded by a first-class man. Bids for driving a hack should never be taken by a trustee, as this brings about unsatisfactory complications.

The rules and regulations of the hack sei-vice should be a part of the contract into which the hack driver enters and in which he gives bond for the successful performance of the work. The contract here shown is the one used in this county and attempts to reach and overcome some of the difficulties encountered in the past.

Each hack driver is required to make a daily report to the principal of the school. This not only secures his co-operation but the children in this way learn of their responsibility to the driver. A report is also required of each driver to the county superintendent so that official may be made acquainted with prevailing conditions.

These buildings are constructed for a broader purpose than merely school buildings. Many of them have become the centers of community interests because of their facilities for the accommodation of public gatherings. Many of the townships have no other public buildings of sufficient size to accommodate general meetings of the community. Without exception these buildings have auditoriums which are made by combining two to four rooms, and sometimes the corridor. Folding doors of unusual height are used for this purpose. These auditoriums vary in size, depending on the size of the building, but in most instances will seat from 300 to 400 people. These facilities have brought about many entertainments such as are given in lecture courses of high quality. Commencem.ents, township institutes, both teachers' and farmers', political meetings, .Sunday school conventions, farmers' organizations, parents' and teachers' meetings - in fact, all meetings found in any high grade community are being held in these buildings. This has brought about a closer relation between patrons, children and the schools, and this alone is well worth the extra cost of any auditorium.

These schools have brought about a higher appreciation of school work in advance of the eighth grade. Families are now represented in the high schools of the townships which were never represented before. Children no longer are discussing the question of stopping at the eighth grade, because they have in their own midst an institution of higher learning. We know of no more convincing proof of the above influences than a reference to the statistical report of this county. In 1908-1909, the year before these schools were started outside the towns, this county had 371 eighth grade pupils enrolled, 191 high school pupils. In 1911-1912, by a strange coincidence, the report shows the same number of eighth grade pupils, but the enrollment in the high school has increased from 191 to 417. Seventy-one per cent, of the pupils of the townships of the county are- in consolidated schools.

The township high school enrolled during that year 539 pupils, all of whom in addition to the regular academic work had the advantage of sewing, cooking, manual training, and agriculture. Seventy-three per cent, of all the pupils in the townships were in graded schools and 94.7 per cent, of the eighth year graduates of the year previous were in high school during that year. This is a phenomenal record when one considers that the average for the state is by far less than one-half that amount.

of the vocational movement in schools. This movement was brought about by the Legislature of 1913 passing the "Vocational Educational Bill," whereby it was required to teach agriculture, sewing, cooking and manual training in all the certified high schools of the state. This Randolph county had been doing and the school year of 1913-14 found all its consolidated schools equipped completely for all the vocational subjects mentioned.

Randolph county's schools today stand among those at the head of the great educational system of Indiana, and the fight for better schools has been a difficult one and has been met by the opposition of those who are not in the progressive spirit of the present school age and has been met with the threadbare statement that "the old schools were good enough for me and my father, therefore they are good enough for my children." In spite of all this the growth has been phenomenal and will result in a higher citizenship, an asset beyond value. As one reflects upon the schools of the past and compares them with those of the present, with all their advantages the question arises, "What great things are in store for the children of the next generation?"

The county schools at this time are under the management of the county board of education, composed of G. Walter Hiatt, White River township ; Henry Nichols, Washington township; George O. Wise, Greensfork township; Clarkson Puckett, Stoney Creek township; Robert Lumpkin, Nettle Creek township; Smith Lee, West River township; Emanuel Zimmerman, Green township ; Albert Belong, Ward township ; W. P. Noffsinger, Jackson township; G. C. Shultz, Wayne township; Daniel Grove, Monroe township; Albert Zimm.erman, Franklin township, trustees ; Thomas C. Hinton, president Ridgeville school board; Samuel Miller, president Farmland; W. J. Purdy, president Winchester, and Theodore Shockney, president Union City.

At the present time White River township has two consolidated high schools, the McKinley, one mile east of Winchester, and the Lincoln, four and one-half miles west; six district schools, and has abandoned sixteen district schools. Wayne township has two consolidated schools, the West Union and the Wayne; has four district schools and has abandoned seven district schools. Greensfork township has two consolidated schools, the Witter and Spartanburg; has four district schools, and has abandoned six district schools. Washington township has four consolidated schools, the Lynn, Beech Grove, Bloomingsport and Carlos, and has abandoned eight district schools. West River has one consolidated school, the Huntsville, and a joint consolidated school with Nettle Creek at Modoc ; has two district schools and has abandoned nine district schools. Nettle Creek has a consolidated school at Losantville, four district schools and has abandoned four district schools. Stoney Creek township has at this writing no consolidated schools, but has one two-room graded school at Windsor and six district schools; however, at the present time a majority of the patrons of that township have petitioned the trustee to establish a consolidated high school ; this, however, is being opposed by a certain element and it will take court decision to determine it. We fancy that in a few years from now the children of the opponents will wonder why their parents were so short sighted. Monroe township has one consolidated school, the Monroe ; has three district schools, and has abandoned five district schools. Green township has but one school, the consolidated high school, the Green, in the center of the town,ship; they have abandoned eight district schools. Franklin township has one consolidated school; has three district schools, and has abandoned three. Ward township has two consolidated schools, the Saratoga and Jefferson ; has six district schools and has abandoned five district schools. Jackson township has one consolidated school, the Jackson ; four district schools, and has abandoned six district schools.

Were we to offer a prophecy concerning the school situation it would be that in fifteen years from now there will not be a district school in Randolph county.

In addition to the township school excellent schools are maintained in Winchester, Union City, Farmland and Ridgeville. The first of these four towns to have schools was Winchester.

It is impossible at this time to know where the first school was located, as no records have ever been kept of it. No doubt, however, it was a private school located in the cabin of some enterprising, intelligent citizen who taught a subscription school.

The first school house of which we have record was "built of logs with the ends projecting at the corners." This descriiDtion would indicate that it was built of poles rather than of hewn logs, but be that as it may, it was built some time prior to 1830, and stood upon Broad street (Washington) and East street just north, across the street, from the present site of the Friends church. Jacob Henderson was teaching school in this log cabin when it was burned down in 1836. Nothing was saved from the building, hence the pupils lost "all the books." This perhaps was not a very heavy loss, because no child was known to have over three books, seldom two, frequently only One and occasionally none.

Mrs. Smith, daughter of Jacob Elzroth,. was a girl eight years old when they moved to this county in 1833. ^'^^s. Smith attended school in this log building and has the following to say concerning it :

"The house was buih of logs and stands where Dr. Hunt's office now stands; it was a one-room building, not very large; the door faced the east, and windows on the south side were made of ten small glass placed side by side as if a log had been left out and this put in its place ; there was also a window on the west side. There was a large paddle fastened to the wall by a string hung near the door. This paddle had the word "out" printed on one side and the word "in" printed on the other, the rule being that when the child left the room the paddle was changed so that the word "out" would show and upon their return the paddle would be turned. We would get full of mischief sometimes and fail to turn the paddle and in that way two or three of us would get out at the same time and have a good time. The seats were made of big slabs with pegs in them and reached clear across the room. Polly Heaston was the only pupil who had a slate and Polly received a great deal of attention from the other pupils because of this. The slate was borrowed by as many pupils of the school as could find time to use it. The only book we used was a spelling book and no other book was used until we got to the upper grades. There weren't many books burned when the house burned because there weren't many there, but we had a good time in the old school. Aly father taught one term because he did not want to see the children go without an education ; he had young men and women come to him who were almost of age, who didn't know their a-b-c's."

The school was next held in the old Methodist church, which stood on Main street, one square south of where the county jail now stands. The school was moved from this site to the old seminary, which stood on West Franklin street. Later on a brick building, which is still standing, was built on the north side of Will street, east of the G. R. & I. railroad. This served as a building for public schools, for a number of years, when it became necessary to build another building. This building was built on North Main street and north of Third street, and it is now used as a residence. This served their purpose until the year 1867, when the schools, having become better organized, and the needs much greater, it was found necessary to build a new building.

The town (whose schools were conducted by the township), was fortunate in having as the township trustee a man of indomitable courage and determination to give the boys and girls splendid facilities for school. This man was Thomas W. Kizer. Mr. Kizer, in spite of the opposition of those opposed to higher education, persisted in carrying out his plans and built the "Central" school building, which was finished in 1867, at a cost of about

$22,000.00. This building \^as one of the best-equipped and approved structures of its time. Few men would have had the courage to build such a building, but, thanks to Mr. Kizer, the community was given this splendid edifice. School was opened in this building on March 9, 1868. A short time after this Winchester incorporated for school purposes and the building becaine the property of the town.

The school held in the old seminary was transferred to this building and Prof. James S. Ferris became the first acting superintendent of the city. Mr. Ferris acted as superintendent until June, 1870.

For the history of the schools from this time until 1888 we shall copy a history compiled at that time by Superintendent C. H. Wood and printed in the Winchester Journal. Mr. Wood, however, has said nothing in this article concerning the erection of two new school buildings, commonly known as the North and South wards. These buildings were built about 1879 and were located, one on Orange street, between Main and Meridian, and the other on the corner of East and Third streets.

The earliest records found in the superintendent's office show that in the month of June, 1870, John Cooper was appointed superintendent of the schools and that he entered upon his duties in the month of September following. The teachers were T. S. Gordon, Daniel Lesley, Miss L. E. Lamme, A. Wells, E. Abshire and Mrs. Emma Thompson. The school was known as the Winchester Graded and Normal Schools, and the board of trustees consisted of T. W. Kizer, Joseph Edger, J. W. Diggs, J. B. Routh, Hon. T. Ward and General A. Stone. The course of study did not differ materially from that of the present day except in the order in which the subjects in the high school succeeded each other. Trigonometry then appeared in the tenth grade, and the graduating class studied evidences of Christianity, moral philosophy and political economy.

The next year the board of education remained the same except that Hon. E. L. Watson was substitute for Joseph Edger. The new teachers were Thomas Hiatt and Misses L. Erlougher and Mollie Hutchens. The length of the school was nine months. There was an increase of five pupils in the number enrolled and an increase of sixty in the average daily attendance. There were thirty-two cases of corporal punishment.

The next year the board of education seems to have consisted of J. W. Diggs, township trustee, and T. W. Kizer, director ; the other three members were the same as those of the year previous. Lee Ault was this year made principal of the high school and the other new teachers were Misses Libbie

Fay, Kate Williamson, Mary Lamme and Elva Witt. Logic was added to the work of the senior class and some other subjects dropped. As the statistical reports were not left on the record this year it is impossible to give those facts.

The next year, 1873, Lee Ault was elected superintendent, with J. M. Hodson as principal of the high school, and the other new teachers were Misses Rebecca Weaver, Jennie McClure and Emma Henderson. The board of education consisted of A. J. Stakebake, president; A. R. Hiatt, secretary, and T. W. Kizer, treasurer. The course of study remained materially unchanged, except that Natural Theology appeared in the senior year in the place of logic ; surveying, leveling and navigation had been taught for several years previous. The number of pupils enrolled was 540, and the daily attendance was 270, just 50 per cent, of the number enrolled, you will observe. The superintendent was paid a salary of $1,500 and the janitor $235. The average per diem of teachers was $2.37^/2-

For the next year, 1874-75, James Clenny and J. W. Polly were the new teachers added, the latter being the principal of the high school. At the close of this school year, among the names of pupils promoted from the first to^ the second grade, we happen to recognize Mamie Frankenstine, Emma Engle, Lou Jaqua, Linkie Reinheimer, Eddie Ludy and Rosa Bosworth. We give the names as they appear upon the record, and ask you, dear readers, to recognize them if you can.

From the second to the third room, among many others, we recognize Stella Way, Rosa Frankenstein, Minnie Evans and Eddie Diggs. Promoted from the third to the fourth room, we find among a few others, Eddie Riley, Annie Tooker, Leroy Chapman and Gracie Watt. We preserve the spelling of the record scrupulously. In the fourth room we find Willie Edger. Do you recognize the staid Deacon? Percy and Jimmy Goodrich, and Frank Kizer. And here are all the names that appear in the fifth room as having merited promotion. The figures following the names indicate their average per cent, for that year of 1874-75: George Neff, 87; Charles Yunker, 89; Allie Pennington, 89 ; Ina Watts, 97 ; Hortence Robinson, 95 ; Bell McNeil, 96; Ida Teal, 96; Minnie Wright, 90. The whole number enrolled was 475, a decrease of 65 on the previous year, but the average daily attendance was 269, thus lacking but one of being as many as the year previous. The number of cases of tardiness this year was 762 ; the superintendent was paid $1,500, and the average pay for the teachers was $442.50. This year the first graduating exercises of the high school were held, the class consisting of W. E. Monks.

The next year, 1875-76, Alice Kizer was added to the list of teachers and the board of education consisted of W. E. Murray, F. M. Way and T. W. Kizer. The number enrolled was 529 and the average daily attendance, 273. The salary of the superintendent is given at $1,500, and that of the janitor, $230, while the teachers average $442.50. The school property and apparatus was valued at $22,500. The record says that in the month of February the school was seriously injured by the smallpox. In room one, among those who were examined and promoted, we!" recognize the following with the average per cent, indicated by the numbers following their respective names: Charles Arbaugh, 90 ; Philip Kayser, 93 ; Charles Kelley, 93 ; Ivie Ginger, 98 ; Lee Bosworth, 98 ; Clara Swain, 93 ; Lillie Swain, 88 ; Eddie Preston, 90. In the second room we find such smart boys as Omar Tripp, 100; Willie Preston, 100. Also Ida Favorite, 95; Gracie Carver, 98; May Chenoweth, 96; Willie Cheney, 95.

The next school year, 1876-77, we find that Miss Flora Steele was added to the list of teachers, the board of education consisting of William Moore, F. M. Way and J. L. Stakebake. One more grade was added to the school, and it was taught in the basement of the Friends church by Mary Lamme. The per cents made by the different pupils this year and the names of those promoted are not recorded. The salaries of the superintendent and teachers remained the same, but the board economized by reducing the janitor's salary five dollars.

Next year, 1877-78, the teaching force was as follows: E. H. Butler, superintendent; H. W. Bowers, principal of high school; Alice Kizer, Mary Lamme, Clara Crane, Flora Steele, Rebecca Marker and Emma Henderson. For the eight succeeding years E. H. Butler remained superintendent, and the following persons, in addition to those mentioned above, were at different times employed as teachers in the schools : B. F. Marsh, Jennie Will, Alice Nichols, Kittie Nichols, A. L. Nichols, Alice Henderson, Emma Williamson, Cora Frist, Lizzie Moon, Rosa Frankenstine, Annie Tibbott, May Wiseman, Ella Bowen, Annie Tooker, Lyda Hadley, Vina Moorman, Mary Swain, Jennie Penland, C. H. Wood, F. S. Caldwell, Charlotte Hill, May Chenoweth, Chloe Lesley, J. T. Day, Emma Engle, S. A. Canada, and perhaps some others. During the nine years Mr. Butler held the position of superintendent, there were fifty-four graduates from the high school, the enrollment increased from 547 to 630, and the number of teachers from seven to thirteen; also the north and south ward buildings were erected.

during the year 1883-84. In 1881, W. S. Montgomery was employed to teach music. He held this position two years when he was succeeded by James McKeever. After teaching a fe\\ months the latter gentleman resigned and the following year Professor Davis, of Union City, filled this position, and he in turn was succeeded the next year by Annie Tibbott.

In June, 1886, C. H. Wood was elected superintendent, and immediately entered upon the duties of the office. School opened September 20th with the following teachers : F. S. Caldwell, Misses Annie Tibbott, Elma Brooks, Mrs. Lizzie Moon, Misses Rosa Frankenstine, Emma Williamson, Allie Henderson, Lizzie Nichols, Mrs. Mary S. Swain, Misses Toda Frist, Emma Engle, May Wiseman, Myra Ross. Janitors : Oscar G. Puckett,' Archie Arbaugh and David L. Stine.

For the past two years the high school has been under the principalship of F. S. Caldwell, who has rendered faithful and efficient service. He was recently offered the superintendency of the public schools of Miles City, Montana, at a salary of $1,500 per year, but our board would not let him go, as it would be absolutely impossible to fill his place.

We desire to say to the young people of Randolph county 'who may be preparing for college, or the duties of life, that no pains will be spared to give those who may attend this school, facilities for acquiring a sound education surpassed by no other schools of this grade in the state. The enrollment in this department of the school last year reached eighty-three, an increase of nine over the previous year, and the number graduated was six. It is very gratifying to know that there is a commendable interest on the part of the pupils to complete the high school course of study. The studies pursued have been selected with special reference to the wants of pupils in practical life, while it does not ignore those who desire to prepare for college. The State University at Bloomington and DePauw University at Greencastle admit graduates from the regular high school course without examination, and it is likely that any of the higher institutions of the state would do the same.

Several graduates of the high school are enrolled in various institutions of learning, among whom we might mention: John R. Commons, senior, Oberlin; John J. Wilmore, senior, Purdue; Grant C. Markle, sophomore, Wabash ; Thomas Ward, Jr. Preparatory, Oberlin ; R. J. and L. U. Bosworth, sophomores, Indiana ; F. G. Keller, freshman, Indiana.

The board this year very wisely determined to require all pupils of the tenth, eleventh and twelfth year grades to take Latin. Satisfactory results have not been obtained in this study in past years, for the reason that as the course has heretofore been arranged, pupils who, of their own accord, chose to take Latin were all the time laboring under the disadvantage of having one more study than their less ambitious classmates. Consequently many of our graduates who have gone away to enter the various higher institutions of learning of this and adjoining states, have been compelled to make up the Latin which should have been given them in their high school course. It is gratifying to notice an increasing interest among those who are going out from the Winchester high school to secure the benefits of a college education, hence the necessity of a strong course in Latin. This year the pupils use "Smith's Principia Latina," part one. Next year they will be able to take Caesar and perhaps some Virgil. This will leave one more year for Cicero or some other authors.

Some of the higher classes last year having shown the inability of the pupils to reason logically, or to obtain mathematical results mentally, the board, at the beginning of the second term, ordered mental arithmetic taught daily in grades six, seven and eight. The beneficial results obtained from this partial course last year have warranted its continuance as part of the regular course of these grades.

Special attention was paid to the teaching of reading last year. Stories adapted to the capacities of the pupils of the different grades, were selected by the teachers or the pupils of the higher classes, and rewritten in words of one syllable. These were then printed on the typewriter by the janitors and used in the different rooms as lessons in sight reading. The results obtained were very satisfactory and sight reading as well as good supplementary reading of all kinds, is made a prominent feature of this year's work.

For the last three years we have had but two lessons per week in each grade in vocal music, but it is this year ordered by the board that instruction be given in this subject in all the grades every day, that all pupils be required to take this study and pass the examinations, just as in other branches of the course. Further, the per cent, obtained in the examinations in music will be held equal in value to that obtained in any of the other studies, in determining the standing and promotion of pupils, and no pupil will be excused from taking the course in music except by consent of the board.

Professor Williams is a teacher of more than fifteen years' experience in this and adjoining counties of Eastern Indiana, and the work this year so far has been very satisfactory.

The teachers hold their regular meetings every Tuesday afternoon from four to five p. m., in the superintendent's office, for study and consultation

My predecessor fought heroically for nine years against tardiness, which evil had grown to terrible proportions before he took charge of the schools. This evil he in a great measure subdued. Our greatest difficulty now seems to be to get the boys and girls of the town to enroll. With an enumeration last year of one thousand and thirty-three and an enrollment of six hundred and thirty-seven, we surely have a serious state of affairs staring us in the face - an enrollment of not 62 per cent of the young people of school age who are entitled to school privileges ; and so far as I know none of those boys and girls were receiving any instruction except such as the streets afford. Parents, you will some day wake up with alarm, to the terrible consequences that must ensue to your sons and daughters whom you have raised in ignorance despite the great Indiana free school system. Every good citizen, every one who has the welfare of our common country at heart should urge upon careless parents their obligations in this regard, not only to their own children but to their native land.

The record of every pupil who enters these schools is carefully preserved in the superintendent's office, and these records are open to the inspection of visitors at all times."

Mr. Wood remained as superintendent of the schools until the year 1891. He was fresh from college and enthusiastic in his work and under his charge the schools made rapid progress, in fact, Mr. Wood made such a record for himself and school that he was offered the superintendency of the New Harmony schools, among the oldest and best schools of the states and accepted that position. He was afterwards city superintendent of the schools at Valparaiso. During Mr. Wood's administration it became apparent that a new building must be built to accommodate the growing needs of the city. A great deal of strategy and diplomacy had to be used to accomplish this purpose and Mr. Wood's skill was shown in handling the matter.

The school board at that time was composed of J. T. Chenoweth, W. W. Canada and A. R. Hiatt. Mr. Hiatt was very much opposed to the building of a new building and was even more opposed to high schools. Fortunately for the new project a crack appeared at this time in the old "Central" building. Immediately the report was circulated that the building was unsafe and that it had been condemned, however, it was never condemned except as Mr. Wood puts it "by the members of some sewing society." This however, was done for effect and Mr. Hiatt gave his consent to the building of a new build- (41) mg and for this reason the building is known yet as the "East Ward" building. The building was completed and used for school beginning in the fall of 1891.

Mr. Woods served as superintendent in this building one year only, when he was succeeded by F. S. Caldwell, who had been principal of the high school six years previous to that time. Mr. Caldwell who was one of the most popular teachers the school has ever had, was equally as efficient and popular as a superintendent, however, Mr. Caldwell did not desire to make school work his life work and resigned at the end of his first year to take up the practice of law, at which he has been equally as successful, being at this time a member of the Appellate Court of the State. Mr. Caldwell was followed in 1892 by superintendent H. W. Bowers, who remained for three years, at which time he resigned to take charge of the Union City schools which position he held one year. He was then elected superintendent at Union City remaining five years in that position, at which time he moved to Portland to take charge of the schools of that city.

Mr. Bowers was succeeded in 1895 by Mr. O. R. Baker, who had been principal of the high school three years previous to that time. Mr. Baker immediately proceeded to put the schools upon an entirely different plan from what they had been heretofore. The second story of the high school building was remodeled, an assembly room was made and class rooms arranged for so that the school might be put upon the departmental plan. Amos C. Maple was selected principal with A^ictor Hedgepath and Esther Conway as assistants. The departmental plan was at that time a new one in the school but Mr. Baker was far sighted enough to see the benefits from it and was fortunate enough to have good support both of the faculty and the people to make it a success.

The policy of the Winchester school has been to keep a teacher, principal or superintendent so long as they desire, provided they have made good. This has added greatly to the efficiency of the school. No doubt due largely to the splendid plan which was really inaugurated by Mr. Baker.

Mr. Hedgepath resigned at the end of his second year as teacher in mathematics and botany and was succeeded by Lee L. Driver who succeeded Mr. Maple as principal of the high school two years later, and continued as such until his election as county superintendent in 1907. Mr. Driver was followed as principal of the high school by C. E. McKinney who had been a teacher of Latin in the high school during the school years of 1903-04 and 1904-05.

Winchester is the only corporation in Randolph county to maintain a free kindergarten. This institution has been under the management of Miss Flora Steel and Miss Belle Edger since its organization and has proved to be one of the most popular divisions of the Winchester schools. The kindergarten has had the loyal support of the patrons of the school and is looked upon as essential in the life of the child as any other division of the work.

The east ward building, which was built in 1890, was destroyed by fire in 1898 during the school year of 1898-1899. School was then held in the old Central school building, the high school being located in the third story. The next year the new building, which is the present high school building, was occupied and is one of the best school buildings in the country.

The growth of the city made necessary the building of a new grade building which was done in 1906. This building is located in the southwest part of the city and is known as the "Frances E. Willard." This is a splendidly equipped building costing twenty-seven thousand dollars and at the present time the vocational work of all the schools is done in this building. Upon the completion of the new building the south ward building was abandoned and the building sold.

At the present writing, 19 14, the North ward and the "Central" buildings have been condemned by the State Board of Health which of course will necessitate the building of new buildings to take their place.

Winchester has an enviable reputation as to the number of its graduates attending college, which of course is due largely to the influence of the teachers with whom these boys and girls came in contact.

Mr. Ebenezer Tucker being a resident of Union City when writing his history paid especial attention to the schools of that city and was very diligent in his research concerning it.

Union City. - The first school was taught by Miss Mary Ensminger, in the fall of 1853. The first public school was taught by George W. Brainard, i853"54- Next, was a school by J. T. Farson, in the "Bee Line Boarding Car," standing near the old Presbyterian church. Next, Mr. and Mrs. Osborn taught in the Httle brick house on the state Hne, north of Mr. Dixon's. Also, Miss Anderson in a house lately occupied by Mr. E. Bunch; Columbia, north of Oak. Pinneo Case taught in White's Ware House, where Branham's restaurant now is. That ware-house, with all the books, etc., was burned in 1857. During the next two years (.1857-59), N. Rowe taught in a building now owned by N. Moore, on Pearl street, and Messrs. Hitchcock and Dady, in a building opposite the former Eagle office. In 1858, a brick public schoolhouse was erected, the east part of the present main building. Mr. and Mrs. Gray taught the first school in that building, and after them, William A. Wiley, with an as.sistant. In the winter of 1860-61, Wright and Russell opened a select school in Paxson's Hall, and Miss Amanda Parson taught a school in 1861. In the winter of 1862-63, Levi Wright and wife taught the public school. Pupils enrolled, 168; compensation, $2 and $1.13 per day. Mr. Wright continued till 1864 (April). The statistics of the last term are as follows: High school, L. Wright, $2; Intermediate school, Simon Hedrick, $1.50; Primary school, Mrs. Wright, Si. Enrollment, 201. Teachers in the following years : 1864, Mr. Frash and three assistants; 1865, William D. Stone and three assistants; 1866, J. S. Leckbider and three assistants; 1867, Elias Loofbourrow and four assistants; 1868, Ebenezer Tucker and four assistants; 1869-70, Delia Posey and four assistants; 1871, Ariston Dwinell and four assistants; 1872-73, W. B. Page and four to six assistants; 1874-78, J. C. Eagle and seven to eleven assistants; 1879, G. F. Meade and ten assistants (died in February, 1880) ; 1880-81, F. Treudley and ten assistants; 1881-82', F. Treudley and eleven assistants.

1874 - Principal, J. C. Eagle, $i,ooo a year; J. V. Stewart, $4 a day; Jennie L. French, Sallie E. George, Martha A. Wilson, Emma A. Marshall, Alice Kemp, Ruth Hutchfnson, $2.50 each.

1877 - Principal, J- C. Eagle, $1,100 per year; Lizzie Meredith, H. S. Foster, $2.50 each; G. Reynard, M. A. Willson, $2.12^^ each; Joanna Torrence, Nettie V. Wiggs, Susie Bowersox, Ella Ferguson, $2 each. [Whether there were others we do not know. J

1879 - Principal, Giles F. Mead, $1,000 a year; F. Treudley, $3; M. D. Ozias, ?»I. A. Harlan, $2.50; J. C. Torrence, $2.25; Inez Bartholomew, Bell Dwinell, Susie Bowersox, Ella Ferguson, M. A. Willson, $2 each; Ella Dill, $1.50. Professor Mead died February, 1880, and Mr. Treudley took the vacant place.

The trustees of the Union City schools have been as follows : J. N. Converse, Nathan Cadwallader, J. M. Jaynes, Edward Starbuck, Henry Jackson, Tilghman Tfitt, David Ferguson, W. A. Wiley, C. S. Hardy, L. D. Lambert, O. C. Gordon, Allen Jaqua, H. H. Yergin, John S. Starbuck, C S [f-iok, William Harris.

A regular course of study has been established, requiring twelve years for its completion. Ninety-nine hundredths of the pupils in attendance never go through the prescribed course, but drop out anywhere between No. i and the third high school year. A few, however, do persist in the arduous chase after their diploma, and succeed in capturing it at last. The graduates are given elsewhere.

Some efforts are now being made to obtain a library for the high school, but the attainment of that desirable end is yet mainly in the future. A good beginning, however, has been made, and some valuable volumes have been obtained. A praiseworthy enterprise has been inaugurated here and elsewhere to create a love for higher and purer literature, and with some success. The form the enterprise has taken has been chiefly the celebration of the birthdays of certain distinguished poets, as Bryant, Longfellow, Whittier and possibly others, by reading and reciting extracts from their works, writing essays and critiques, etc. The effect, both in this city and elsewhere, has been very good. The light of a new world of beauty and love and wisdom has dawned upon the minds of the young, and they are surprised to discover how vastly superior are Thanatopsis, Evangeline and the sweet and soft flow of the mild and gentle "Quaker Poet's" verse to the trashy dime novels, or even the blood and thunder stories or the love and murder tales of the Ledger, or the Weekly, or the Saturday Night, or any of the legion of sensational sheets that weekly spawn their noxious brood upon a gaping and astonished world. The first schoolhouse in Union City was built in 1858, made of brick, with two stories and three rooms. The first addition was made in 1868. at a cost of $5,500, also built of brick, with two stories, two schoolrooms, two halls, a pump-room and an office. A second addition was made some years afterward, of wood, with two stories and two rooms. Another building has since been put up, made of wood, with two stories and four rooms. The main school building as now existing has the greatest amount of school room, with the smallest space of hall, entry and stairways, and withal, the most ready and convenient of access that we have ever seen. There are eight large schoolrooms and an office, with only one stairway, one lower entry and one upper entry, both small. There are no halls nor passage ways properly so called. A single teacher standing at the top of the stairs can oversee almost the entire ingress and egress of the pupils of all the rooms through the entries up or down the stairway and through the outer door of the building. The course of study as at present existing may be stated in substance thus : ing, print and script on the slate and board ; spelling, words in their lessons ; numbers, addition and subtraction, amounts not to exceed forty. Language and oral lessons.

Second Year, C Primary - Reading, second reader ; spelling, words of the lessons, writing, slates, board and copy-books, with pencil ; number, fundamental operations, not above three figures, signs, Roman numerals to C; language, short sentences, correct common errors, kinds of sentences, etc. Oral lessons.

Third Year, B Primary - Reading, third reader ; spelling, words in the lessons; writing, penmanship No. i; numbers, up to $1,000,000, subtraction, no carrying, multiplication to nines; language, review verb, subject, predicate, make sentences. Oral lessons.

Fourth Year, A Primary - Reading, fourth reader; spelling, McGuffey's speller to pages 50 ; writing, copy-book, no. 3 ; number, written arithmetic commenced; geography, eclectic no. i, commenced. Language and oral lessons.

Fifth Year, B Intermediate - Reading, fifth reader begun ; spelling, eclectic speller to page 71 ; writing, No. 3 copy-book; geography, eclectic No. I continued; arithmetic, mental and written continued. Language and oral lessons; no text-books.

Sixth Year, A Intermediate - Reading, fifth reader completed ; spelling, eclectic speller to page 91; writing copy-book No. 4; numbers, mental and written arithmetic -through reduction; geography, primary geography completed ; language, continued ; no text -book. Oral lessons.

Seventh Year, C Grammar - Reading, sixth reader; spelling, electic speller completed ; writing, copy-book, No. 5 ; numbers, mental and written, to partial payments; geography, eclectic No. 2, begun; language, grammar (in text-book) begun. Oral lessons.

Eighth Year B Grammar - Reading, sixth reader; spelling, selected lessons; writing, copy-book No. 6; numbers, mental, through Ray's Intellectual; written, through Ray's Practical; geography, eclectic No. 2, completed; language, grammar continued. Oral lessons.

Ninth Year, A Grammar - Reading, sixth reader; spelling, selected lessons ; writing, copy-book No. 7 ; numbers, higher arithmetic begun ; history, begun; geography, physical, Cornell's; grammar, false syntax, analysis, parsing, composition. Oral lessons.

Second year, algebra, natural philosophy, rhetoric, Latin, begun. Third year, geometry, Latin completed, chemistry, United States History, United States Constitution. Spelling, definition, composition, declamation, etc., through the course.

Recapitulation - Primary course, four years, Nos. i to 4, through fourth reader; intermediate, two years, fifth reader; grammar, three years; high school, three years; total course, twelve years.

If the great body of the pupils could spend twelve years in the pursuit of those courses, one might suppose they would thereby gain "oceans" of knowledge. As it is, one in a hundred "gets through," but where are the ninety and nine? And conjecture sadly answers, "I know not where, indeed."

The text-books are as follows : McGuffey's reader and speller - new series; arithmetic, Ray's; grammar, Harvey's; geography, Eclectic; geograph}', physical, Cornell's; algebra,, Loomis & Ray's; history, Ridpath's; botany. Wood's ; geometry, Loomis' ; physiology, natural philosophy, chemistry, Steeles ; Latin, Harkness' ; Virgil and Caesar.

The commencement exercises. May 18, 1882, held in the capacious Methodist Episcopal church, were of a high order. The graduation essays and orations were well prepared and finely delivered in the presence of a crowded and deeply interested assembly, the music was splendid, the presentation address was excellent and impressive, and the \Ahole performance was such as to reflect great credit upon all concerned in any way therein.

We have printed the above in full because Mr. Tucker was a man of broad school experience and this article shows what he considered the most advanced conditions of his time. The mention of the library for the high school is worthy of note.

His idea of a school building seems to be that it should be constructed with as little space for stair ways and hall ways as possible. How dififerent he would see things. today were he to enter the present high school building with its many stairways, broad and commodious halls, ornamented by pictures and statuary, ample basement room and gymnasium. The schools of Union City like those of other cities of Indiana have made wonderful progress since 1880.

Mr. Treudley remaining in the schools for several years and started them upon a high plane. Mr. Treudley was followed by James R. Hart, who, in turn was followed by Mrs. Susan G. Patterson.

]\Irs. Patterson has been a very successful principal and under her superintendency the schools made rapid progress. She was followed in 1896 by H. W Bowers who had been principal of the high school one year.

Mr. Bowers, through his interest and enthusiasm in the school was retained for five years as superintendent, when he was followed by Linnaeus Hines.

Mr. Hines during his five years as superintendent, put the high school upon an entirely different basis from what it had been before - that of the departmental plan. yiv. Hines also aroused considerable enthusiasm in athletics. He was especially strong in school management and took quite an interest in the public library. It is largely through his personal influence that the splendid Carnegie library of Union City was instituted. Mr. Hines left Union City in 1906 to take charge of the Crawfordsville schools, which place he now occupies. He was followed in that year by Mr. O. H. Blossom who was retained for three years being followed by J. W. Stott.

Mr. Stott kept the school on the high plane and increased its efficiency and left it only for a larger field. He was followed in 191 1 by John P King.

It was through the influence of Mr. King that the high school again took an especial step in advancement, as it was under his administration that vocational work was instituted. Some of the principals of the high school, other than the already mentioned, have been D. C. Arthur, Eleanor Deem, Ethelbert Woodburn, James Gray, John Stanley, James O. Batchelor, Carl H. Mote, W. Morrison, Clyde Cleveland, W. O. Love and W. O. Stockinger. The Union City schools, like the others of the county, stand very high and the patrons are loyal and enthusiastic in their support and great things are certainly in store for their school.

When the present school building of Farmland was dedicated Dec. 2, 1909, the usual dedicatory exercises were held. At these exercises two papers of unusual interest were read ; one written by J. W. Macy, the other by Omar Caswell.

Mr. Macy's paper gave so graphically the organization and development of its first school we are quite sure it will interest all the readers of this book. The history of the first school in Farmland is practically the history of most "first schools" of the country.

Mr. Caswell's paper was written after weeks and months of careful investigation and study and may be taken as authentic for anything he may have to say.

In the year 1855 the town of Farmland then about three years old, had a population of perhaps one hundred and fifty of which about three-fifths were eligible to admission to public schools and the only places bearing any semblance to school houses were two old log houses, one about where the late Dennis Thornburg's residence now stands, and one just east of the residence of the late Elias F. Halliday, then owned and occupied by Dr. William Macy and they both together would not afford room for fifty pupils, and besides were unfurnished even with seats. The necessity for immediate provisions for school facilities was apparent and urgent. There was then on the statute books of our state a law authorizing the formation of school associations for the erection of school houses, and authorizing such association to receive contributions and accept subscriptions and take and hold title to real estate for such purpose and further providing that such associations when so organized and when a building was constructed by such efforts, to employ teachers and draw the public money due from the public school fund to support schools, pay teachers, etc. In that year a few of the citizens of the new town met, organized a school association, pursuant to the provisions of this law and purchased the tract of ground on the west side of town upon which the old school house stood. The deed was made by Dr. AVilliam Macy and wife Lucy to the Farmland School Association and was dated December 21, 1855. The records of this association unfortunately have been destroyed so that we can not know certainly how it was organized, the amount of subscrip- tions and donations, or the names of the subscribers and donors, all of which would be interesting to us now, but from public records at Winchester it seems reasonably certain that the trustees of the association were Dr. William Macy, James Pursley and David Macy-

The foregoing conclusions are reached from recorded facts. Thenceforth I must depend entirely on my memory. In the early spring of 1856 the work of clearing away and laying the foundation for the new seat of learning began. I remember it as of yesterday. The site was an unbroken forest. The day a superb spring morning. I distinctly remember that it had rained during the night, and the branches and buds of the underbrush were wet and dripping. The morning sun came up gloriously in the east, and, shining on the clinging drops, glistened and glittered like emeralds. The ground was soft and yielding and we began the work of grubbing and cutting away the timber every stroke would bring down a shower upon our heads, which made it great sport for us boys. I also remember many of the people whoiwere there. I hope after the lapse of nearly fifty-four years the omission of a name will not be charged as an intentional omission of deserved, honorable mention, but that it may be laid properly to defect of memory, excusable under the circumstances. I remember that earnest, dignified Judge Peter S. Miller was there, and so Avas Dr. William Macy, then and always enthusiastic and optimistic on all educational subjects. David Macy, my father, energetic and whole hearted in the enterprise and a firm believer in the doctrine that education and Christianity are inseparably linked, indissoluably bound and must survive or perish together. And James Pursley, a practical cool-headed man who realized the need of education and went about this work like he was building a barn. Doctor Ford, fine generous, intelligent, with a house full of girls to educate, but not a boy among them. All of these men who had boys large enough to handle an axe or a grubbing hoe or pull one end of a cross-cut saw, had them on the ground.

The whole crowd "waded" into the clearing with such vigor that before the sun was half way down the western horizon, the underbrush was grubbed, piled and burned, the trees felled, bodies trimmed and branches stacked and burned, blocks sawed to put the sills upon, as a foundation and the ground staked off for laying the same. And as the work approached completion I distinctly recollect that my father and Dr. Macy who were great personal and political cronies, but on theology were as wide apart as the poles, became engaged in an argument of religion. The Doctor was a materialist or at least he thought he was, and my father, a most devoted, orthodox Quaker.

The argument became heated and to an extent personal and acrimonious, so much so, that Judge Miller put an end to the debate by a demand for the previous question, on the subject of a new school house. Meanwhile we boys taking advantage of the lull in active operations selected the driest point and engaged in wrestling and jumping matches then the principal athletics for the boys in the spring time. From this beginning and from that time on, the work was prosecuted with more or less vigor and to an extent irregular and spasmodic. Nearly every carpenter within a range of ten miles worked on that building one time or another. If a carpenter owed a merchant, blacksmith, shoemaker, wagon makers, tanners, or what not of the town, the value of a day's work he was immediately called in and put to work. But it meant something to build a house in those days. It is probable that when we began the work on that spring morning every stick of timber afterwards put into that school house was then standing green in the woods ; the frame timbers had to be hewed from the round logs, all the saw timber, boards, shingles, weather boarding, had to be cut into logs, hauled to the mill, sawed, then stacked into dry kilns and dried, even for the doors and windows, window sashes. The stone for the lime had to be ground and burned for the plastering. A man in those days couldn't take a hand saw and hatchet and put up a frame house, as in the present machine made age. So, notwithstanding all the energy, enthusiasm and vim put into it, the house was not near completed when time to take up fall school arrived. I know my father made most of the desks, having turned one of the rooms of our dwelling into a work shop for that purpose, and after school began kept making and putting them in as he could find time to do so. And now, I imagine, if we had one of those desks here, it might, when compared with the beautiful furniture of this school room, be a source of amusement, but to me that old school house and those old desks were sacrificial offering upon the altar of duty to family and country, by rugged, earnest. God-fearing, family and country loving men and patriots. Well the old, or rather the new, school house was completed and the boys and the girls came, the boys clad in home spun jeans and flannel and shod in cow skin boots, the girls in their home made linsey woolsey frocks, wearing substantial calf skin shoes, with soles half inch thick, and poke bonnets, I think that was Avhat they called them, but whatever they called them, my recollection is, they partially concealed the sweetest rosey faces ever worn by girls since time began. And when these girls sailed up the aisle to their seats it may not have been noiseless, but it was with the air and grace of queens, and so they were queens, and ever shall be to me. And what a host of these boys and girls there were! They came from the families of Judge Miller, Doctor Ford, Solomon Robbins, Jacob Simmons, the four Macy families - Jonathan, William, David and Aaron - John and Elisha Doty, James Pursley, Samuel, John and Newton McNees, John Mclntire, George Gray, William Peterson, Eli Hiatt, Thomas Connor, Francis Wilkins, Nicholas Caywood, Dr. James M. and John W. Keener, Beneville Moyer and George Ludwick and doubtless many others, which I can not thus hurriedly call to mind. And they came through the mud, oceans of mud, think of it ! There wasn't a sidewalk in the town, board, gravel, or otherwise, save about 50 feet of bark in front of Miller & Ford's store, and when the worst came the larger ones had to carry the smaller ones from their homes to the school house.

But to my subject, the first school house. It was used for everything under the sun, for school, for town hall, for shows (strictly moral, of course), for prayer meetings, revivals, school exhibitions, to hold court in political rallies, temperance and scientific lectures, war meetings, and 1 vividly remember one hot August day in 1862, that about one hundred of us met there under the lead of Captain Burres and elected officers of Company "A" of the Eightyfifth Indiana. And there were our teachers, Samuel McKee, Francis Marion Way, Major Stine, Captain Peoples, all good earnest educators. But Farmland's favorite teacher was Mr. Way. He was the idol of his pupils. In person, tall, straight as an arrow, broad shouldered, symetrical, a perfect athlete in build and in fact. In the school room he was an earnest, intelligent tutor, exacting from pupils, obedience to rules, close application and hard work, giving them kindest attention, lucid instructions and encouragement. He rejoiced in their successes and sympathized in their failures. On the play grounds he led in every play and was the play fellow and familiar comrade of every girl and boy. He was most anxious to be with you today but ill health and the infirmities of old age prevented his attendance.

Not only was it the scene of busy hours and the buzz of the school room, full of happy, hopeful, lazy, caged and restless boys and girls, deep in grammar, arithmetic, reading and writing, but its walls have echoed to the declamations of embryo orators in the rendition of such old pieces as "Rienzis address to the Romans" Shakespeare's dramatic history of "The quarrel of Brutus and Cassius," the "Maniac,"' Patrick Henry's "Give Me Liberty or Give Me Death," Webster's "The Union One and Indivisible," "The Border Ruffian" and it resounded to the philips of orators against the crime of human slavery, the ignus fatus of squatter sovereignity the awful crime of intemperance, to the appeals of flush faced oratory to stand by the old flags and of preachers to come to the mourners' bench and give your soul to God. And at its north door afterwards stood we young male gamin, shivering with fear and burning with desire, waiting for the girls, and dreading the mitten.

I have briefly outlined the building of the first public school house in your beautiful town and it should end the task assigned me, but I crave one word more. I loved that old school house and carried its picture, architectually ugly as it was, in mind all through life, not because I had had something to do with its building, but because of the tender memories it invokes, because within its walls and upon its play grounds, I passed the happiest hours of my life, because of the friendships there begun, lasting through all the trials and vicissitudes of life ending, or ended, only by death. Oh, the beauty, the strength, the purity, the unselfishness, may I say the immorality of the friendships of youth and finally because of the happ)' hopeful young faces lastingly impressed on my memory, faces made radiant by the morning sunlight of life, its hopes, its aspirations, its expectations.

Caswell Article

In the spring of 1855 ]\Iary Ellen Macy taught the first school in Farmland. The school house was a log cabin, 14x16 feet, which stood across the street from the Christian church where the residence of the late Dennis Thornburg now stands. The salary of the teacher, of this school, and that of the next one was paid by subscriptions of the patrons. The second school was taught during the winter of 1855-1856 by James McNees. He had recently married Miss Macy and they lived in a two-room house on West William street. In one room he taught school, assisted by his wife.

On December 31, 1855, William Macy made a deed to the Farmland school association, for a lot on the angling pike on the west side of Farmland. This association was probably organized under the statutes of 1843, with Doctor R. Ford, Peter S. Miller, and David Macy as trustees. On this lot was erected the first public school house in Farmland. In this house Francis IMarion Way taught the public school, during the winter of 1856 and 1857.

During the summer and fall of 1863 another school house was erected, on the east side of Farmland, where the Friends' church now stands. The deed to this lot was made by David Macy to the trustee of Monroe township, but not until March 22, 1867.

erected, was made by Curtis Thornburg and wife, April i8, 1868. The building was three-story without basement and contained five rooms. It was erected while James S. Davis was the township trustee. About this time there was an advisory board, consisting of Elias Halliday, Captain William Burris and Dennis Thornburg. Mr. Lee Ault says, 'The schools had not been graded, prior to 1869. The present building was erected in that year and was not ready for occupancy when the schools opened. I remember that we organized the different grades in the Methodist church, while the workmen were cleaning the school building, putting up blinds, etc'

In 1876 the Farmland schools were taken from under the control of the township trustee and put in charge of its school board. The town did not own the school building, but paid the township rent for its use, at the rate of eight dollars per month, and kept the building in repair. The town continued to pay rent until this territory was taken into the corporation. In October, 1888, the town trustees gave notice that they would present a petition to the county commissioners, asking for the annexation of lots, on which the Friends' church stands and territory owned by Monroe township.

The town council passed an ordinance, at the regular monthl}- meeting of the board, Monday night. May 5, 1890, authorizing the issue and the sale of bonds to the value of five thousand dollars for the purpose of erecting a new school building, on the site of the present dilapidated structure. This was an addition to the old building.

The contract was let to David Wasson for the sum of three thousand four hundred thirty-eight dollars ; not including heating and ventilating and installing of closets. These were let to George H. Hess Co., $1,230.00.

The alumni association of the Farmland High School was organized in 1894. Norman Wood, president. Russell Wilson, vice-president; Vinnie Eby, secretary; Earl Wood, treasurer. Esther McProud, Grace Collins, Carrie Eby, executive committee.

The early schools of Ridgeville had practically the same experience as has been described in Mr. Macy's article concerning Farmland schools.

At the time high schools were being organized Ridgeville was fortunate to have its college, and the needs of the community were supplied by it rather than having a high school organized; however, an attempt was made and a high school started but this merged into the Ridgeville college. This brought about a very bitter school fight, which resulted eventually in the high school being organized as a separate institution.

H. W. Bortner was its superintendent at that period. He was succeeded by M. S. Gragh in 1900. But little high school work was done in 1900, as that was the year the "school fight" took place; however, Mr. Gragh reorganized the high school in 1902 and put it upon a sound basis.

The history of the Ridgeville high school was virtually a history of Mr. Gragh's work, because he has been superintendent since that period.

J. E. McFarland later taught the eighth grade and part of the high school work; in 1905 Thurlow Shugart became principal, and was followed by John Shook in 1906, and Mr. J. E. McFarland, who had been in the grade work of the eighth grade, was chosen principal of the high school, which position he retained until 1910. Miss Alice Newman was elected to this place; in 1912 Mr. C. C. Bair was principal; in 1913, W. S. Fagley.

The Ridgeville school at the present time is laboring under disadvantages of equipment and assessed valuation sufficient to build a new building which it requires. No doubt this, in time, will be done.

Other teachers in the high school of Ridgeville have been : Feme Allen, Harold Trimble, Margaret Hardin, Marcia King, Alice McFarland, Bessie Rubey, and others whose names can not be learned at this time.

A Catholic school has been maintained for many years. The building contains two rooms, the upper room being entered by an outer (covered) stairway. The school is conducted by two female teachers and a music teacher. It is wholly free to the pupils through the income of a fund established for that purpose by Peter Kuntz, lumber dealer, a public-spirited citizen of the town and a worthy member of the Catholic church. This school is well patronized. The number of pupils reaches and sometimes surpasses a hundred. If the Catholic friends seem disinclined to patronize the public schools, which are supported by public taxation and freely open to the whole community, it is well, at least, that by the princely munificence of one largehearted citizen, liberally contributing out^of his honorable and abundant gains for the praiseworthy object, the poorest child shall have equal opportunity at learning with the richest man in the land !

The child of today, surrounded, as he is, by the modern school's, with every convenience, as to sanitation, perfect heat and ventilation, with walls ornamented by splendid pictures, copies of the masterpieces of the world, statuary of the highest class greeting him in the corridors, teachers of culture, graduates of normal schools and colleges to teach him, books in plenty upon all subjects which he may wish to investigate, laboratories equipped for the sciences, manual training and sewing rooms, kitchens, and, in fact, with all up-to-date conveniences, can scarcely appreciate or imagine the conditions under which his grandfather struggled for these same things which he has handed to him.

The old school, with its meagre equipment and lack of facilities, however, turned out men and women capable of meeting and solving the problems of their time. All honor is due them and can be paid them for the advancement which they made under such adverse circumstances. They have made civilization and culture of today a possibility, and the boys and girls who today avail themselves of the modern school is only doing as his grandfather did - living up to his highest opportunity. (42)

The hope of the country lies in its schools, and no citizenship can possibly attain its highest degree without having the most efficient schools. The community that in any way fails to offer its children the best of opportunities is robbing itself of the possibility of the highest citizenship of the future.

Formerly students were appointed by the county commissioners to attend Indiana University, Wabash College and Purdue University. These privileges were not extended from Wabash College for very many years and was soon withdrawn from Indiana University, but is still continued to Purdue University.

The first student appointed to Indiana College was Samuel Hawkins, appointed in 1834. W. D. Wood and William J. Shoemaker were appointed in 1846. Isaac Jenkinson and John W. Jarnigan were appointed in 1848. LaSalle Bailey and Elisha H. A¥ood in 1866. There seems to be but two more appointees to Indiana University, - Leander U. and Rosecran J. Bosworth were appointed in 1886. Albert Price was appointed to Wabash College in January, 1847, for five years. Paris P. Thomas was also appointed to Wabash in 1881, they being the only appointees of the county to that school. Purdue has had more appointees than any other school; they are as follows: J. J. Wilmore, 1884; Emerson Lasley, 1885; William W. Kennon, 1891; Edwin G. Chenoweth, 1891 ; Harry Piatt, 1897; Don Shockney, 1897; .Gerald Johnson, 1903; T. F. Moorman, 1904; Clarence W. Driver, 1905 and 1908; Fred S. Boltz, 1905; Merle B. Davis, 1909; Oscar Britt, 1909; Merle B. Davis and Glenn Holmes, 1910; Lawson Thompson and Seward Wright, 191 1; Edward Davis, 1912; Walter Simmons, 1912; Jesse Haynes and Chester Macy, 1913, with Walter C. Simmons and Reed Clevenger alternate students of 1913. * to be a very important factor in the development of the schools. The framers of the Constitution recognized that the school system must have a head and

Indiana has what is known as the township unit of schools, or the schools of the township are under the management of one man. This management, however, was not given to the township trustee until 1853. Prior to that time schools were under the control of the "three good district fathers," the picture of which is so graphically drawn in the "Hoosier School Master." It was the duty of these men to build the school house and provide a teacher.

In 1845 they were given the power of examining the teachers. It soon became evident that this was a very poor plan, and as early as 1853 examiners were appointed for the county instead of each district. From 1853 to 1861 there were two examiners for each county.

James Brown was one of these examiners in 1853-54-57-58-59-60; John W. Cheney, 1853-60; Colonel Colgrove, 1855-56. June 7th, 1861, Pleasant Hiatt was appointed for three years and was again appointed in 1864 for three years. Mr. Hiatt served during the war period, and the records of the county superintendent's office show that he had his difficulties. Some of his teachers were considered disloyal to the Union and Mr. Hiatt did not hesitate a moment to revoke the license of any one so inclined. Mr. Hiatt's theory was. that any patriotic man does not lose an opportunity to show his patriotism, and a lack of showing it was construed by Mr. Hiatt as disloyalty.

Mr. Hiatt was succeeded by John F. Cooper June nth, 1864. Mr. Cooper was elected for a period of three years, but removed to Wayne county in a few weeks after his election and was succeeded by J. B. Harrison on October 24th, 1864. Mr. Harrison was elected to serve until the first Monday in June, 1867. For some reason Mr. Harrison resigned. Mr. Pleasant Hiatt was again elected October 24, 1864, to serve until the first Monday in June, 1867.

For some reason not understood by the writer, the commissioners, on June 19, 1865, "Appointed Pleasant Hiatt school examiner for Randolph county for the term of three years from this date." Mr. Hiatt served until September 7th, 1866, when he presented the following to the county commissioners, through the county auditor : "To the Honorable William E. Murray, auditor of Randolph county. Sir : I hereby tender my resignation as school examiner of said county - You will please accept the same to the satisfaction of myself and all parties concerned. Pleasant Hiatt." The commissioners accepted the resignation and on the next day John G. Brice was "appointed school examiner to fill the vacancy in the unexpired term of Pleasant Hiatt who had resigned." Mr. .Brice immediately qualified.

The first evidence of a contest for this office is shown in the June election of 1871, when "the petitions of J. G. Brice and A. J. Stakebake and the application of Prof, John Cooper for the appointment of school examiner were presented

"And the board having seen and inspected said papers and being satisfied with the matters and things therein contained and having maturely de- Hberated thereon hereby appoint Andrew J. Stakebake school examiner for Randolph county for the term of three years and until his successor is appointed and qualified."

Mr. Stakebake was the last to hold this office of county examiner. It was evident that the office of the county examiner was not far reaching enough in its powers to be of sufficient service to meet the growing needs of the schools. The examiner merely held examinations and issued licenses ; he also had the power of revocation of licenses. He had no supervision of schools ; his office contained no powers of superintendency, which left the township trustees the sole directors of the school interests. Even the power of examination was very much abused on the part of a great many school examiners and applicants.

"The office was not an onerous one, and was rarely filled by persons appointed for their fitness, sometimes by teachers or ex-teachers, generally by professional or tradesmen, often in a perfunctory way. The law required only that they should 'examine such persons as should apply for that purpose, and certify what branches they were qualified to teach.'

"With persons of different degrees of attainrnent and experience, each operating independently of the others, there was no possible or uniform standard of examination. 'He who was most lenient and superficial was most patronized. A teacher failing to pass with one examiner frequently applied to another and received license.' In no respect does a system show itself weaker than in the careless or indiscriminate selection of teachers. Good schools mean good teachers. This requires a wise and critical sifting of applicants, in which sifting most laws fail, notably the earlier ones."

It became apparent to the leaders of education that a more central system was necessary. Various state superintendents of public instruction recommended changes in these laws, but it was not until 1873 that the Legislature heeded this recommendation and passed what is known as the "County Superintendent Law.'' This increased the efficiency of school government perhaps more than any law up to tha.t time. Doctor Smart says of it : "The act did not create a new office, ,as many have supposed, but merely enlarged the powers of an old officer and changed his title. The county examiner was a county superintendent in fact. The county superintendent examines and licenses teachers ; so did the examiner. The superintendent makes certain re- ports to the county auditor and to the state superintendent of pubHc instruction; so did the examiner. The superintendent visits the schools of the county; so did the examiner; the superintendent holds county institutes; so did the examiner. The truth is that we have had (December, 1876. See Eighth Biennial Report, p. 91), county superintendency in Indiana for more than twenty-five years, the chief difference between the present and the former system being that the one provides for an efficient supervision, while the other did not."

Under this law the county examiner was made county superintendent and was required to visit schools, look after their organization, personally direct township institutes ; examine official reports or trustees in school matters - in fact, was given the general superintendence of the schools. Instead of being elected by the county commissioners, as the county examiners had been, he was elected by the township trustees, who, with the county superintendent and president of the town school boards, constitute the county board of education.

The county superintendent has charge of all the schools of the county except those of towns and cities. He examines all teachers and becomes advisor of the teachers and directs the school work of his county. Pursuant to this act the trustees met in June, 1873, and elected Charles W. Paris, counts- superintendent of schools for a two-year term provided for by law. Mr. Paris was limited to thirty days per year for visiting schools, certainly a very short time in which to do a very tremendous work. Mr. Paris was succeeded June 16, 1875, by Daniel Lesley. Mr.. Lesley served the county until 1883, ^nd Mr. H. W. Bowers was elected.