Randolph County, Indiana - Chapter 9: Schools, 1914 (part 1 of 3)

Chapter 9: Schools

The earlier settlers were from Virginia and the Carolinas, where the benefit of school had long since been established. Education was deemed a necessity and even before schools of the crudest kinds were established the children were taught in the cabin home by the father or mother or some traveler. If the home itself did not have any one capable of teaching the children some mother or daughter of the neighborhood more intelligent than the others, would gather about them the few children of the community and teach them the simple arts of spelling, reading and arithmetic. Education did not wait for the school houses any more than did religion wait for the church but its influences were established just the same.

The mother found sufficient time from her numerous cares and duties to spend a short time in the enlightenment of her family. True, she was limited perhaps, to the Bible or some rare book, but this served sufficiently to accomplish the end in view.

Before the organization of the state all education was conducted from private resources and indeed, many years after the state had been organized and a school fund ajnply provided for the receipts were so little that the "subscription schools" were practically the only means of an education.

Often times the teacher knew little or nothing except to "keep school," but this at least served the purpose of an organization. "The first teachers in Indiana were mainly from Ireland, or Scotland with a few from New England and occasionally one from Virginia or Tennessee. The first school houses were log cabins with puncheon floors and seats. Generally one end of the house was taken up by a fireplace, where huge logs furnished warmth and smoke. The windows were small, consisting generally of four or six panes of glass about eight by ten inches in size. In these uncomfortable houses school was taught usually three or four months in the year. Text-books were not to be had and the scholars took to school such books as the family might have brought with them from the older states. The New Testament was the approved book used for teaching reading. The course consisted of reading, writing and arithmetic, with now and then a class in geography and grammar. The teacher was always provided with a good supply of switches, and a heavy ferule or two, with which he pounded learning into the scholars. The teacher was an autocrat, and his wocd was absolute law, both to parents and children.

All studying in schools was accompanied by loud vocal noises from the scholars, until a school with twenty-five scholars resembled a modern political meeting, more than anything else. This method was deemed the only one by which students could be made to think for themselves. The idea was that studying and thinking amid such confusion and noise best iitted the student for business in after life. This custom prevailed in most of the schools until long after Indiana had become a State in the Union. The method of recitations followed very closely that of studying, and most of the lessons were recited in a monotonous, sing-song tone. One of the main requirements of a teacher was the ability to teach penmanship. In those days penmanship was a very laborious, tedious, and painful exercise. It was really pen-printing. The scholar was compelled to write very slowly and with the greatest precision. Spelling was another of the specialties in those days. Generally the classes stood around the room and "spelled for head." The last afternoon of each week was usually devoted to a spelling-bee. The school would divide and each try to spell the other down. When schools became more numerous, and within easy distance of each other, it was a common thing for one school to challenge another to a spelling match, which would be attended by as many of the adults as could find the leisure. These were great occasions for the adults as well as for the children of the whole country side, and were generally followed by a country dance or some other amusement common in those days." The above is taken from Smith's History of Indiana.

Nor indeed was spelling the only pleasure and lesson taught upon these occasions as many a young man and maiden could testify, the spelling bee was the social part and the "longest way home was the nearest arid best."

The masters of these schools ruled them with an iron will. No teacher was considered as fit unless he could give promise of being able to thrash any boy in the school. Eggleston's picture of primitive school life in his "Hoosier School Master" is not very greatly over drawn and many a patron of that time was a firm believer in the pedagogy - "No lickin', no larnin', says I".

The school houses were crude affairs, buih of poles with greased paper windows on one side, and mammoth fire places filling "rooms one end" puncheon floors, split log seats, which were made by splitting logs and boring holes in it in such a way that wooden legs were put in it, the desk was a crude affair and the only ornament of the room was the bunch of hickories hung above the master's chair.

The main fire place was fed by logs pulled into the house by the bigger boys. The wood to maintain the fire was cut in the nearby forest frequently by the boys themselves during the school period. It is easy to see how those near the fires would roast and the pupils farther away would freeze their toes, but woe unto the boy or girl who allowed such a thing as a frozen toe to interfere with his "books", for the school-master was very willing and seemingly eager for the opportunity to display his ability to "lick".

School had made but little progress when the first constitution of the State was adopted in 1816 and to establish the great system that we now have that instrument contained the following article :

"Knowledge and learning generally diffused through a community, being essential to the preservation of a free government, and spreading the opportunities and advantages of education through the various parts of the country being highly conducive to this end, it shall be the duty of the General Assembly to provide by law, for the improvement of such lands as are, or hereafter may be granted by the United States, to this State for the use of schools, and to apply any funds which may be raised from such lands or from any other quarter, to the accomplishment of the grand object for which they are or may be intended; but no lands granted for the use of schools or seminaries of learning shall be sold by the authority of the State prior to the year eighteen hundred and twenty ; and the moneys which may be raised out of the sale of any such lands, or otherwise obtained for the purposes aforesaid, shall be and remain a fund for the exclusive purposes of promoting the interest of literature and the sciences, and for the support of seminaries and public schools. It shall be the duty of the General Assembly, as soon as circumstances will permit, to provide by law for a general system of education, ascending in a regular gradation from township schools to a State University, wherein a tuition shall be gratis and equally open to all. And for the promotion of such sahitary end, the money which shall be paid as an equivalent by persons exempt from military duty, except in times of war, shall be exclusively, and in equal proportion, applied to the support of county seminaries; and all fines assessed for any breach of the penal laws shall be applied to said seminaries in the counties wherein they shall be assessed."

The following is taken from Smitji's History of Indiana : "Notwithstanding this am.ple provision in the constitution the cause of education advanced very slowly. There were many obstacles in the way. The settlements were small and widely scattered: there were no funds with which to erect school houses, and there was apathy on the part of some, and very decided hostility on the part of others. The cause of education, however, had many staunch friends, and they did not let the matter rest, but kept up the agitation from year to year. The General Assembly of 1816 made provision for the appointment of superintendents of school sections, with power to lease the school lands for any term not to exceed seven years. Each lessee of such lands was required to set out annually twenty-five apple and twenty-five peach trees until one hundred of each had been planted. Between the years 18 t6 and 1820 several academies, seminaries^, and literary societies were incorporated. In 182 1 John Badollet, David Hart, William W. Martin, James Welsch, Daniel S. Caswell, Thomas C. Searle and John Todd were appointed by the General Assembly a commission, to draft and report to the next legislature a bill providing for a general system of education; and they were instructed to guard particularly against "any distinction between the rich and poor." The commission set about their work conscientiously, and when it was completed' submitted it to Benjamin Parke, who had been at one time a delegate to Congress, and was then the United State Judge for Indiana. The bill so reported was enacted into a law, and became the first general law on the subject of education passed by the Indiana General Assembly. It was passed in 1824, and bore the title: "An Act to incorporate congressional townships and providing for public schools therein."

, After providing for the election by the people of each congressional township, of three persons to act as school trustees, to whom the control of the school lands and schools generally was to be given, the law made the following provision for building school houses : "Every able-bodied male person of the age of twenty-one years and upward residing within the bounds of such school district, shall be liable to work one day in each week until such building may be completed, or pay the sum of thirty-seven and one-half cents for every day he may fail to work." The same act described a school house as follows : "In all cases such school house shall be eight feet between the floors, and at least one foot from the surface of the ground to the first floor, and be furnished in a manner calculated to render comfortable the teacher and pupils." The trustees were required to receive lumber, nails, glass, or other necessary materials at the current prices, in lieu of work. Xo funds were provided for the pay of teachers, so the schools were not free, but they were made open to all, black as well as white. It was not until about 1830 that colored children were excluded from the schools, and then the exclusion arose from a prejudice excited by the slavery agitation. Under the law of 1824 the Schools were kept open just as long each year as the patrons could or would pay for their maintenance.

At nearly every succeeding session of the General Assembly some law was enacted on the subject of education, but still no general system was adopted. There was always an opposition that would find some way to get the laws before the courts, and thus hamper the attempts to establish schools. Private citizens did much for the cause, however, and public meetings of citizens did more, but little could be accomplished in a public way. School officers had no fund with which to erect houses, or to pay teachers. They could not levy a tax, except by special permission of the district, and even then the expenditure was limited to $50 by the act of 1834. The friends of public schools worked on and hoped on, striving to overcome every obstacle and put down all opposition. At last their day of triumph came, but even in their triumph they came near being defeated, and their noble efforts were for some years neutralized by the stupidity of a supreme court. The friends of education planned and worked until at last they found a way to providg^ for one of the most magnificent public school funds in the Union. It has already been noted that the General Government gave to the State the sixteenth section of every township, for school purposes. This was made the beginning of the grand school fund to be built up by the State."

The three "R's", "Readin', 'Ritin', and 'Rithmetic" were the basis of all early schools. It was the privilege of the children to study any or all of these subjects as long as they desired.

Spelling was the fundamental and the first -thing taught all children. Xo child was expected to read until he was able to spell all the words of Dillworth, Webster's, or a little later, McGuffy's. It made no difference whether he knew the meaning of any of the words, or had the remotest idea of their application, he must spell it, any how. Spelling was frequently taught by having the children sing as they spelled and many an old lady today can sing "b-a ba, b-i, bi, b-o, bic a bo". To be a good reader meant that he must be able to pronounce rapidly all the words found in the book being read which was frequently "Life of Washington", "Life of Franklin", the Bible, or any book that could be found in the home.

Poetry was always read in a sing-song tone with special attention paid to the emphasis and inflection at the end of each line, in imitation of the way in which hymns were "lined" by the minister.

Along with the reading, went the "speaking a piece" on Friday afternoons, or the last day of school, being a great occasion for each and every district.

Arithmetic was, however, considered the most important of all subjects because of its being regarded as the most practical. The fundamental processes were taught to all children, many, however, never advancing beyond the attainment of being able to add, subtract, multiply and divide. If a pupil shows special inclination towards mathematics he might be able to get to the single rule of three or even so far as the double rule of three, or if he was extremely ambitious he would be shown into the mysteries of "vulgar fractions".

The clap-board and charcoal in time gave way to the slate and pencil, which was considered an enormous improvement. The single slate was later supplanted by the double one, thus enabling the child to "do the sums" and have it protected from erasure. Black-boards were unknown in the early schools. The first of these to be used were made by painting some smooth surface and wall black, later on these were coated with a prepared slating which in a few days' time wore "slick" which made it almost impossible to make a mark or to see it after it was made.

Grammar was introduced into the schools many years after the other subjects. No one was expected to study grammar unless they expected to be a Latin or Greek student. Many of the early pedagogues, however, were from Ireland and Scotland or from the classic halls of some New England college and were Latin and Greek students. If a boy could be induced by these men to study grammar they had high hopes of later making a teacher of him.

History was introduced into the course at a later period than grammar. An old text were simply tables of facts and dealt little or nothing with great National or State movements, which are of course the underlined principals of all history.

Geography had but little attention given to it in the early schools and when it was studied was regarded as being extremely foolish and full of

Barnabus C. Hobbs, a very distinguished educator of Indiana, and one of its State Superintendents of Public Instruction, who was really a great man, in speaking of the early teaching of geography said :

"I can well remember when Morse's geography came into the State. It was about the year 1825, it created a great sensation. It was a period in school history, before this but few had a clear idea of the earth's rotundity, many could not understand the subject well enough to reason upon it and many were emphatic and persisted in repudiating the absurd idea that the world is round and turns over. Debating clubs discussed the subject, and to the opposition it was perfectly clear that if the world turned over we would all fall off, and the water in the ocean would be spilled out. Morse's geography cleared away the fog and when Comstock's Philosophy, with its brief out-lining of astronomy, was introduced the school boy could understand the subject well."

In this early day geography was very much opposed because of the reasons above cited. Men would put a bucket of water on a stump to find the water there the next morning which to them was ample proof that the bucket had not been standing wrong end up over night. They further argued that if the world turned over that we would go so fast that no one could stick to it. As an evidence that we did not turn they would cite the fact that the same side of the tree was always north and never in any other position, more than that, if the earth was round the Mississippi river would have to flow up-hill to empty its water into the Gulf and "any fool knew that water would not run up-hill."

The feeling became so great that in some communities the "heresy" was preached upon from the pulpit, many an early minister taking the view that it was against the teaching of the Bible, for indeed did the Bible not say in Isaiah : "And he shall set an ensign for the nations and shall assemble the outcasts of Israel and gather together the dispersed of Judah from four corners of the earth," in Revelations when John said : "I saw four angels standing on the four corners of the earth," and how indeed could the earth be round and have four corners ? The apple was a physical proof that such teachings were absurd and out of harmony with divine revelations, therefore the earth must be flat.

The last of the common school subjects to be added to the curriculum was physiology. The first science to be developed by man was astronomy and the nearest object he could study in that was the moon, thousands of miles away. Later his attention was given to botany and physics, studies of objects about him. It seems strange that his last subject to be studied and investigated would be the one to him the most important and the greatest of all creations, - himself. The storm of opposition that arose to the study of grammar, history, or geography, was mild, indeed, to the tempest that broke forth when it was suggested that physiology be taught in the schools. It seems almost impossible that people should ever object to this study, but they did. It was thought that physiology should be studied alone by doctors and that the child should know nothing about his "inards." Many people looked upon it as unwise, indiscreet and even immoral to study the composition of one's own temple. But, like all other objection made to modern thought, the objection to the study of the human body had to give way. Later the study of physiology and anatomygave way largely in the schools to the study of hygiene and sanitation, perhaps of the greatest benefit of any subject now taught in our schools.

As has been before noted, the writing of the early day was a very laborious task. No lead pencils were to be had and the writing must be done with the pen. No teacher could get along without a sharp knife, which, from its size and purpose to which it was put was known as the pen knife, for it was with this knife that the teacher made the pens for the children to use. The child would perhaps pick up a goose quill or turkey feather on the way to school and from it the teacher would form the pen to be used that day. The typical master of that period is ahva^-s pictured as having the pen stuck behind 'his ear. The juice of the poke berry served as ink for schools. Commercial ink, of course, could be purchased. Ink purchased at that time was usually of splendid quality, as is shown by the early records. The first record made in this county, in August, 1818, is as clear today as on the day on which it was made (due, of course, to the quality of the ink and the paper).

It has long since been said that "as the teacher so is the school." This saying is largely true, but it is no wonder that the schools of that period were crude if they were to have the same state of culture as the teacher. As we have said before, the teachers were often people who had come west through the spirit of adventure and were, Micauber like, "waiting for something to turn up," and in the meantime teaching school. This naturally brought people of all conditions.

Judge Banta, in his early "Schools of Indiana," printed in the Indianapolis Ncii's. in 1892, says : "A few years ago I had occasion to look into the standing and qualifications of the early teachers of my own county, and in looking over my notes I find this statement : All sorts of teachers were emo ployed in Johnson county; there was the 'one-eyed teacher,' the 'one-legged teacher,' the 'lame teacher,' the 'teacher who had fits,' the 'teacher who had been educated for the ministry but, owing to his habits of hard drink, had turned pedagogue,' and the 'teacher who got drunk on Saturday and whipped the entire school on Monday.' "

A paragraph something like this might be truthfully written of every county south of the National road and doubtless every one north of it. The lesson this paragraph teaches is that whenever a man was rendered unfit for making his living any other way he took to teaching.

Owen Davis, of Spencer county, teacher, took to the fiddle. He taught what was known as a "loud school," and while his school roared at the top of their voices, the gentle pedagogue drew forth his fiddle and played ''Old Zip Coon,"' "Devil's Dream" and other inspiring profane airs with all the might and main that was in him.

Thomas Ayres, a Revolutionary veteran, who taught in Switzerland county, regularly took his afternoon nap during school hours while his pupils, says the historian, were supposed to be preparing their lessons, but in reality were amusing themselves by catching flies.

One of Orange county school masters was an old sailor who had wandered out to the Indiana woods, and under his encouragement his pupils spent a large part of their time, it is said, roasting potatoes.

Laughable, indeed, were some of the attempts at school-keeping in those old-time "wood colleges." In many cases, "readin' and spellin' " were the limits of what the school master dared to undertake. And the books and the classes - they were wonderful in their variety. Whatever a pupil brought, that he used ; and no high-fangled teacher nor nosing school committee interfered to "shtit down" on the pleasure of parents or of pupils ; but, as in the days of Israel of old, "every one did that which was right in his own eyes." It might chance, indeed, that a presuming youth, fresh from the schools of "Yankee land," (though such an event was almost never known), would venture, with his armful of books, to enter the school room door, thinking that his "Yankee books" would surely "pass muster out west." But no; the teacher would examine briefly, and bluntly say, "Them ar books ain't no use - take 'em home and keep 'em thar."

One of the prominent men of the county gives an amusing experience in this respect. His parents had just come to the West from "Old Massachu- (38) setts." The boy, perhaps ten or twelve years old, marched proudly to the sylvan temple of wisdom with his armful of New England books - Colburn's mental arithmetic and Adams' new arithmetic, those mathematical gems of olden time; Greenleaf's grammar, Goodrich's reader (perhaps), Smith's geography, etc. The teacher, a long, lank, gaunt, ungainly fellow, rapped on the window. The children suddenly ceased playing, and crying, "It's books! it's books!" ran pell-mell into the log school house. School began. The teacher came along, eyeing askance the formidable pile of books; and fingering the one that lay on top - "Old Zerah Colburn," he opened the volume, and, leafing it over a while, broke out, "Boy, take that ar book home and tell your 'pap' to burn it up. The man what made it did not know what he was about and couldn't do the sums." (The work has no answers.) Taking up the grammar, he said, "That seems like it mought be a good enough book, but grammar ain't teached here, and you kin take that home, too." Next came Adams' new arithmetic, at that time one of the best text books on arithmetic in existence. Turning the leaves over one by one, he drawled out, at length, "This is some better, the man knows how to do about half his sums. But, see here; take that ar book home, too, and tell your 'pap' to send Pike's or Talbot's 'rethmetic. Them's the kind we use." And so with the rest. He made a clean sweep of the books, and the poor, crest-fallen boy, chagrined beyond measure that his "Yankee books" had thus summarily passed under utter condemnation, went home at night (or perhaps at noon) and made report to his astonished father of the reception which had been accorded to the books he had so proudly lugged to school in the morning.

We are told of one early teacher in Randolph county whose greatest diversion was in seeing how far from the wall he could stand and spit through a crack in it.

Another, whose farm adjoined the school house, punished the boys (and they did not have to do much to be punished) by sending them into his nearby clearing and compelling them to pile brush.

Of another teacher it is said that he brought yarn to school, out of which, for certain minor offences, he would compel the grown-up girls to knit his socks.

No doubt many of these stories told are exaggerated, but the fact remains that the teachers as weH*as the schools were very crude affairs, but the old school'master with his iron will, his hickory rods and "repressive teaching," soon gave way to the more refined spirit brought about by the introduction of lady teachers in the school, but with all that many a man owed his strength of character to habits formed in those primitive schools. The teacher had to have but little qualifications so far as law was concerned to teach school. If he were able to satisfy the three "good district fathers," whose duty it was to the school," that he was able to manage the big boys, he was almost sure of a job. Frequently no examinations were held at all by them, and if any at all were held they were of little, if any, consequence.

In time the state organized the school systems in such a way as to ascertain the qualifications of applicants to teach. The township trustees conducted the examination. Mr. Hobbs, before referred to, tells this amusing experience of his first examination for a teacher's certificate :

"The only question asked me at my first examination was, 'What is the product of 25 cents by 25 cents?" We had then no teachers' institutes, normal schools, nor 'best methods' by which nice matters were determined and precise definitions given. We were not as exact then as people are now. We had only Pike's arithmetic, which gave the sums and the rules. These were considered enough at that day. How could I tell the product of 25 cents by 25 cents, when such a problem could not be found in the book? The examiner thought it was 654 cents, but was not sure. I thought just as he did, but this looked too small to both of us. We discussed its merits for an hour or more, when he decided that he was sure I was qualified to teach schools, and a firstclass certificate was given me. How others fared, I can not tell. I only know that teachers rarely taught twice in the same place,"

Later on the state provided for a county examiner, whose duty it was to ascertain the qualifications of teachers. Frequently they were but little better for this purpose than the trustees had been, for they were appointed by the county commissioners, who had a habit of appointing lawyers, doctors, and more commonly preachers. As to the character of these examinations the following stories will speak for themselves :

When James S. Ferris, who was prominently identified with the early educational interests of Randolph county, came into the state he applied for a position of teacher in Henry county. The county examiner was a "Pennsylvania Dutchman," noted more for his loyalty to Pennsylvania than for his academic training. Mr. Ferris, like all other applicants, knew of this loyalty and immediately proceeded to acquaint himself with the geography and history of Pennsylvania. When he presented himself for the examination the old German seemed to be very happy to meet him, and upon being informed by Mr. Ferris that he desired to take an examination told him he would give him an oral examination. , His first question was : "How many counties are there in the great commonwealth of Pennsylvania?" Mr. Ferris was "loaded" and, as luck would have it. knew the number of counties in Pennsylvania and immediately gave the examiner the required number and, to the surprise of Mr. Ferris, the examiner told him, "You need not answer any more questions, for any one that knows that much about the great commonwealth of Pennsylvania can teach school in Henry county." Whereupon, Mr. Ferris was issued a first-class license.

It must be remembered that no time was fixed by law for holding these examinations, but the examiner could hold them at any time and any place, which was ustially at his home and at any time an applicant or applicants would present themselves.

Mr. Cougill lived north of Parker two miles and rode horseback to Winchester for the purpose of taking an examination. When he arrived he went directly to the home of the examiner, J. G. Bryce, commonly called "Daddy" Bryce, for the examination. Mr. Bryce was a minister and was preparing at that time, it being Saturday forenoon, to start on his circuit. Being in a hurry, he told Mr. Cougill to take his horse to the livery stable, get his dinner and return at his earliest convenience, as he desired to start on his trip. Mr. Cougill presumed that the examination would be a very difficult one and that Mr. Bryce would give him a series of questions to answer that would take the remainder of the afternoon. Upon presenting himself, however, he was given the problem known in Stoddard's arithmetic as the fish problem. I\Ir. Cougill was a student at Liber College, where mental arithmetic was one of the principal things taught, and, like all other young men of the time, knew Stoddard's arithmetic from start to finish. Mr. Bryce offered him paper on which to solve the' problem, but Mr. Cougill informed him that he was used to solving prolilems from memory. This, no doubt, was done because of the fact that the problem and its solution had been committed to memory long before. Mr. Bryce gave the problem and Mr. Cougill of course solved it very readily, whereupon Mr. Bryce commented upon his ability to teach school, and being in a hurry to get on his circuit wrote Mr. Cougill a first-class license for his trouble.

Scores of other such incidents could be told of the early examinations in Randolph county, which was no exception to all the counties of the state at that period.

"Somewhere in this vohime may be found a racy sketch of a 'woods school' in Randolph county, taught by no less a personage than Hon. N. Cadwallader, late senator and banker of Union City, Indiana, said school taught by our worthy fellow-citizen in the year of grace 18.45, only thirty-five years ago. But the sketch is so rich that it will bear reproducing, and we will tell the story again, partly in his own words :

" 'I taught in an old log building in a clearing. It had once boasted a (clay and puncheon) fire-place and a stick chimney; but the house at that time had neither, for the chimney and fire-place were wholly gone, and the end of the house was all open. The books were anything that the parents happened to have at hand at that time - Bible, Testament, Marion, Washington, Franklin, spelling book, Murray's Sequel, or anything else ; and each one used what he brought, be 'it what it might. School book uniformity was not in vogue then in that institution, but glorious liberty was the order of the day. Of course, classification was out of the question, but each urchin was head (and foot, too,) of his own class.'

"In discipline, Mr. Cadawallader was unique. One day he had four undergoing, all at once, on the puncheons, the solemn penalty of violated law. Two were standing face to face, with a stick split at each end, and one end snapped to each boy's nose. One had been thrown astride of a naked joistpole overhead, while a fourth was stationed with his hands behind his back and his nose plump up to the wall. Was not all that a sight ? The state can never know how great is her loss in not having appointed Mr. C. state school superintendent, for that original bent of genius would have wrought wonders ere this in the line of methods of instruction, of architecture, or discipline, of amusement. At any rate, such was 'school-keeping' thirty-five years ago in our beloved Randolph, full thirty-one years after its first settlenient."

In 1824 a law was passed providing for higher education in each county. This institution of learning was to be known as the county seminary. About fifty counties in the state took advantage of this law and established county seminaries. Randolph was one of these.

These schools were supported by private tuition fees, and the scarcity of money at that time kept many a child from attending who might otherwise have done so.

in Randolph county, but are sure it was before May, 1827, as on the 8th day of that month we find "Robinson Mclntire is reappointed trustee of the county seminary for the county of Randolph for and during the term of three years from and after this date." Evidently the seminary had been formed before that time, but this comes in the period of which the records of the county are lost. We find many items of interest concerning this school. Mr. Tucker, .when writing his history of the county, gave the subject no little attention, and has the following to say concerning it :

"At a called meeting of the trustees of the county seminary of Randolph county, on the 7th day of May, 1839, present, Hiram Mendenhall, John J. Peacock and Edmund B. Goodrich :

"Ordered, That E. B. Goodrich be appointed treasurer, and that he call on Zachariah Puckett, late trustee of the county seminary, for all books, notes, bonds, papers and moneys in his hands as trustee aforesaid; and that the said Edmund B. Goodrich report to this board at their next meeting.

"The board hath this day conditionally purchased of David Heaston a lot in the town of Winchester for the purpose of erecting a county seminary, the aforesaid purchase subject to. the supervision of the county commissioners."

Board met February 29, 1840, and voted to commence the erection of a county seminary, and they directed George W. Goodrich to draft a plan for a building, with dimensions as follows :

Size, 35x45 feet ; first floor at least three feet from the earth ; first story, twelve feet in the clear ; second story, ten feet in the clear.

Board met March 18, 1840, and directed advertisements for bids for building the seminary, to be put up at Winchester, Windsor, Spartanburg, Mendenhall's Mill and Deerfield.

June 10, 1841, board ordered the letting of two jobs: i. Digging well, erecting pump, building privies and leveling yard. 2. Making and fixing forty-nine desks in the school room. Both jobs were to be done by October i, 1 841.

June ID, 1841, board met, opened bids, and let the jobs as follows : First, to George W. Goodrich, for $170; second job, to Ernest Strome, for $124.

December 18, 1841, board met and accepted, with some slight reservations, the seminary and ordered the contractor to be paid for the same $2,200.

Section i. - Be it ordained that any person or persons who shall break any glass or shall break any locks, hinges, or latches, or break or lose any keys, or any of the sash, cords, or pulleys, or springs, or shall tear any of the curtains of the windows, shall be fined as follows :

For each glass, 50 cents ; for each lock broken or key lost, $4 ; for each latch or hinge broken, 50 cents ; for each light or sash broken, 50 cents ; for each pulley cord broken or torn loose, 25 cents; for each pulley string broken, 37 cents ; for each tearing window curtain, 37 cents ; for injuring desk, seats, etc., not above 50 cents for the first offence, to be doubled for any subsequent offence; for scratching the wall, etc., not over $3 ; for breaking or injuring the gates or fences, not above 50 cents, to be doubled upon repetition ; for injuring trees or shrubbery, not above $1, doubled for repetition.

The studies allowed were orthography, reading, writing, arithmetic, English grammar, geography, algebra, geometry, surveying, philosophy chemistry and latin.

Mr. Spencer continued for several years, and his successor was Prof. E. P. Cole, who retained connection for three or four years. During his administration much was done in procuring library, apparatus, etc., for the use of the school, which, however, was all sold back to him in liquidation of debts due him as principal of the seminary.

The school, on the whole, was flourishing and prosperous, and did excellent service in furnishing the opportunity of higher education to the youth of the county and the region.

The county seminary plan would seem, indeed, to have been a wise provision, and might well have been continued. Under the constitution of 1851, however, the county seminaries were closed, the property sold, and the avails applied to the general school funds.

During their existence very many youths were aided in their efforts after knowledge. Most who have been prominent since that time, who were then in their youth, attended the seminary more or less.

Schools were kept for a while in the building by private enterprise, but it was finally sold by the trustees and employed as a woolen factory by the Carter Brothers, and afterward by another as a wagon shop.

The instructions given in that institution were of a kind of which those who gave them had no heed to be ashamed. Modern educators appear to imagine that before them was nothing, and after them shall be - what? And echo answers. What? Yet, it is nevertheless true that the methods practiced and the results obtained by the gentlemen who presided over the labors of that seminary in those early years were good enough even for an age so fastidious and boastful as the present.

One instance must be given to show that the teachers in the Winchester Seminary knew how to perform thorough work, and to make the pupils do the same.

It was the custom in that school - and not by any means a bad one, either - - to have classes examined separately, and whenever any class might chance to be ready, and then to call upon a teacher of the region to conduct the examination. An arithmetic class was ready, and a neighboring professor was summoned to the work of finding out how much that particular group of youngsters knew about "figures." The method of examination was this :

The subject of arithmetic, as found in "Rays' Third Part," was divided into topics. Each topic was presented under sub-heads, adapted to' bring out fully and clearly its true nature, and the mutual relation of each to all the rest. Slips of paper were prepared, each containing the matters belonging to a distinct topic. The class was numbered, and the professor, knowing no pupil in the class, assigned to them by number the topics simply by chance. Each pupil took his topic, and, with no opportunity for preparation b)' text-book or otherwise, going to the board, put the needful work thereupon, and, when his time came, explained, in a clear and connected manner, the whole subject assigned him (or her), since several of the class were females. No questions were asked; none were needed. The examiner merely sat and listened. In fact, the subjects were presented so clearly, so fully, so exhaustively, that, as the professor sat gazing on their work, and hearing their recitations and explanations, the lines of Goldsmith, adapted, might be applied :

He had witnessed and conducted many examinations before, as he has done many since, and some that were by no means poor nor unworthy ; yet he is, in candor, obliged to declare, that, for completeness, for thoroughness, for clearness and uniformity of knowledge, for absence of failure, for lack even of hesitation on the part of the pupils concerned, for excellence in general and in particular, that performance stands unrivaled within his knowledge. Some dozen pupils were in the class, but not a poor one among them all. Halfgrown boys and timid girls alike stood the test, and went through their work calmly, smilingly and triumphant. The author would be glad to record the names of the members of that class as a slight token of admiration for their instructor and themselves, as he feels sure that a group, who, in boyhood and youth, could pass so heroically such an examination as that to which they, on that eventful day, submitted themselves, could not fail, in the coming years, to be otherwise than men and women of mark in the life struggle into which they were so soon compelled to plunge. But the examiner knew not then whom he was examining, nor does he to this day. All honor to the faithful, earnest, enthusiastic, laborious, successful instructors of that olden time. By the great teacher it was said, thousands of year ago, "By their fruits ye shall know them," and well and confidently may the educators of "Auld Lang Syne" appeal to the apparent, unquestionable results of their laborious energy in triumphant vindication of their faithfulness, and of their wisdom and their practical skill as well, in the department of instruction."

We have at this time an organization in the city of Winchester known as the "Old Seminary Girls," which organization is inspired by the many happy associations while attending this school. True, they were among the last to attend this famous institution, but; nevertheless, they caught the spirit of higher learning while attending there. Xo doubt much of the educational interests to be found among the citizenship of Winchester today is due largely to the influence of the old seminary.

The first school or association for school purposes, so far as we know, was formed by some citizens of Winchester and the immediate vicinity, record of which is made in 1827. These gentlemen, whose names were: Thomas Wright, Jr., William Wright, Paul W. Way, Abner Overman, David Heaston. Caleb Odle, Thomas Hanna and Jonathan Hiatt, Jehu Robinson, David Hayworth, Aaron Dolby, John Odle, John B. Wright, Jonathan Hiatt, Sr., Albert Banta, James Davis, Jonathan Edwards. William Edwards, John Wright, Jacob Porson, David Wright entered into the following agreement:

"We, the undersigned, citizens of the State of Indiana, and of Randolph county, being aware of the importance of school education, do mutually covenant and agree to and with each other, to form ourselves into a society, under the name of the Winchester' School Association, and to elect out of our body three trustees to manage the business of the society. August 21, 1827."

There was evidently some connection between this school association and that of the county seminary, as Winchester, then a mere village, could not, under any condition, support two schools. Each of these schools were su]5ported by private subscription and by tuition collected from those attending. While we presume the schools were conducted as one school we have been unable to find any authentic relation existing between them.

The county seminary was intended to be and to a great degree became "The College of the Poor Man." It was the intention that one was to be established in each county of the state. This was almost realized, as seventythree really were established.

No one can estimate the good done by these institutions and no doubt the cause of free education in later years was made possible through their in fluence.

Indiana did not vote upon free education until 1848, and it is a matter of history that the vote was heaviest for free public schools in the communities where the seminaries were most popular.

Public libraries were maintained in connection with the seminaries, and this, indeed, became the "disseminators of public knowledge." The seminary was democratic in its organization and reached out to every one who had a desire for higher education. Even at that remote period no one could, with truth, claim lack of opportunity for not having an education.

The culture about this institution was high and the scholarship of the professors good ; the morality of the student body well cared for and protected by the stability and honesty of those connected with this institution o^" learning.

They were the direct forerunners of the present high schools of the country and have always been looked upon by all the educators as the real "pioneers of learning."

"After the extremest criticism has been passed upon the deficiencies of the means of general public education during the period, it must be said that more efiicient teaching, more generously supported considering their resources, (jr more generally appreciated, than in the supplementary institutions that made the state honorably famous just prior to and following the middle of the century. On a frontier not yet freed from the swamp and thicket, where there was little wealth and less leisure, in more than a score of towns and country neighborhoods, were well-known and prosperous centers of the severest classical and disciplinary culture. No compromise was made with the practical. Their training was altogether 'liberal' and general. They imitated the older East in the curriculum, and rivaled it in method and efficiency. The really classically educated, both among pupils and teachers, were relatively far more common than now."

In August, 1848, by vote of the people of the state, free public schools were established in the State of Indiana and the seminaries soon gave way to these great institutions. It is interesting to know that in the election where the question to be determined was "shall we maintain free public schools?" Randolph county's vote was in the affirmative. It may seem strange today that the vote was not practically unanimous, but it carried in this county by only about 6 per cent. The heaviest vote for it was in and around the communities whose center was "The Quaker Church."

Union Literary Institute

The influence of the Quaker belief and the influence of the Quaker church as exemplified in the lives of its members, was shown in as marked a degree in the earlv schools as it was in the church.

These great and good people believe in following the dictates of their own conscience and obeying the faithful injunctions made known to them by the "moving of the spirit," not only in private life but in public life as well and in the school as well as the home and the church. All honor must be given to these men and women, simple in faith, who had the courage as well as conviction to do something for their f ellowmen.

In the cjuietude of their home deliberations or the spiritual environment of their week-day meetings came a con\'icting desire to put into effect what seemed to them to be the Will of God. Under such environment and desire to be of service to a down trodden race a few members belonging to the "New port Meeting" conceived the idea of endowing an institution for the high and noble purpose of carrying knowledge and learning within the reach of those who desire it.

With this end in view, Nathan Thomas, William Clemens, David Wilcuts, Eli Hiatt, Jacob Hackett, Henry H. Way, John Randle, Daniel Hill, Thornton Alexander, Albert Smith, William Davidson, John H. Bond and Charles Clemens were selected by the donors as the board of managers of the new institution of learning to be established in the Edgewater colored community of Randolph county.

At the first meeting, 9th month 4, 1845, o^ the board, William Clemens was elected president, and Daniel Hill, secretary. The next day they met again and resolved, "That this institution be called the Union Literary Institute."

They immediately proceeded to arrange for what they hoped to be a great school, and appointed "Daniel Hill, John Randle and Thornton Alexander a committee to superintend the building of a hewed log house thirty feet long, twenty feet wide and two stories high" and to "finish it off for the accommodation of a school."

These men were actuated by the highest of motives and sincerity and lost no time or opportunity in the execution of the trust placed upon them.

They immediately appointed a committee to prepare a constitution for the government of the institution. In this they were aided by Mr. James S. Ferris, of Winchester, a man of scholarly attainment. Mr.. Ferris was elected to the board of managers in 1845. In April, 1846, they arranged definitely for the organization of the school. "On motion, resolved that we open a manual labor school on the i8th of next month and that Nathan Thomas and Thornton Alexander be permitted to report at this meeting at what age pupils shall be admitted and the length of time they shall be required to labor .each day." After retiring a short time the committee reported that students be admitted into the manual labor department at the age of fourteen, be required to labor four hours per day." This is, perhaps, one of the oldest, if not the oldest, vocational schools of the state.

Every effort was made to get a suitable person for principal of the school. It depended largely upon Oberlin College, and in June, 1846, they secured the services of Ebenezer Tucker, a graduate of that institution, "for the term of eight months for the sum of two hundred dollars, the school to commence on the 22d of June." They immediately entered into an agreement with Mr. Tucker to teach the school and agreed to furnish a team to assist in moving liim from his residence in Ohio to the institution. Thus it was that Mr. Tucker became an early factor in the education of Randolph county. Mr. Tucker's influence was always for the best and he succeeded in building up an institvition that was known far and near, as one of the very best. It attracted attention, not only throughout this county, but as far east as the New England states; in fact, the success of the institution was due more to Mr. Tucker than to any other one man. We shall have more to say of him later on.

"At a general meeting of the contributors to the Union Literary Institute, held in Friends Meeting at Newport, Wayne county, tenth month, first, 1846, a report of the proceedings of the board of managers the past year was read, accompanied by an essay of a constitution for the government of the institution."

The earnestness with which the managers considered their work is shown by the fact that the constitution was discussed all that day, and, desiring to give it due deliberation, "adjourned until early candle lighting tomorrow evening to re-discuss the matter." The meeting assembled according to adjournment and considered and adopted their constitution. Their high ideals and purposes are fittingly set forth in the preamble, which is as follows :

"Whereas, a number of benevolent men and women have given lands and contributed money and goods for the purpose of building up and sustaining a Manual Labor School. Principly for the benefit of that class of the population whom the laws of Indiana at present preclude from all participation in the benefits of our public school system and further for the purpose of placing the blessings of an education in the higher branches of science within the reach of all who have not the means and facilities for the acquisition of scientific knowledge, whicii are always at the command of the wealthy. Now therefore that the greatest possible good may be derived to those whom the munificence of the donors was designed to reach and bless. To secure and employ for the same benevolent end all gifts, grants, contributions, devises and donations that may hereafter from time to time be made in furtherance of this laudable and christian enterprise. To provide for the due and proper application of the same, according to the true interest and design of the donors. And to define and fix some* general principles for the good government and promotion of the best interests of such school and collegiate institution as may grow up on the foundations. We do ordain and establish the following:"

The constitution itself is rather an able document and in many of its articles shows the true motive back of the promoters of the institution. Article I affirms the name "Union Literary Institute." Article 6 gives a majority of the board "power to make rules and by-laws for their own government, and that of the school in all matters relating to discipline and manual labor. Fixed rates of labor, board and tuition, to contract for necessary buildings, to employ teachers, tutors and professors, to provide suitable libraries, philosophical and chemical apparatus." Article 8, 9 and 10 are worthy of special interest, as they show the attitude of that institution toward slavery and religion.

"Art. 8th. There never shall be tolerated or allowed in the Union Literary Institution, its government, discipline or privileges any distinction on account of color, rank or wealth.

Art. 9th. In all matters relating to ecclesiastics each person connected with the school, either as teacher or pupil, shall be left to his or her denomination preference : nor shall any teacher be employed or other instrumentalities used, to favor one church organization sect more than another; but the authority of the Scriptures of the Old and New Testaments and the divinity of the Christian religion shall be maintained inviolate; and no person known to hold contrary opinions shall be admitted to any official station in the Institution.

After their constitution was adopted they immediately planned to build a boarding house in connection with the school and appointed a committee, which presented the following plan :

Naturally rules were necessary for the control of the students who made their homes in this building. We are informed by Mr. Bass, of that community, that the second story had the sleeping apartments on each side of a long hall which went through the entire building. The girls occupied the rooms on one side of the hall and the boys' rooms on the other side. This made the matter of discipline somewhat of a difficult one and Mr. and Mrs. Tucker, who had charge of this building for a great many years, proved themselves equal to all needs. The "code of by-laws" for the regulation of the school is another evidence that the founders of this institution intended it to be one of worth and force and one which the student body must respect.

"No student shall absent himself, unless by leave from the principal nor be excused from any lesson or any school exercise except by the principal. No student shall at any time or place use any intoxicating liquor as a beverage. No member of the institution shall play at cards, checkers, chess or any similar game of chance or skill. No student shall burn gun powder in or near any of the institution buildings except by leave of the principal or superintendent. Students are required to be at their rooms by lo o'clock p. m. and after 9 p. m. to avoid everything which may disturb repose. Students shall not be allowed, upon pain of expulsion, upon any pretense to visit the other sex at their rooms or receive them at their own except by special permission of the principal or the superintendent in cases of serious illness. Every student upon the age of fourteen years shall, unless he be prevented by sickness or shall for other reasonable cause be excused by the superintendent, perform manual labor under the direction of the superintendent four hours per day. Every student shall, unless prevented by iH health or other reasonable cause, rise by 5 o'clock a. m. Study hours shall compromise from five and one-half o'clock a. m. til 12 m. and from i p. m. to 5-^ p. m. and from seven to nine p. m., allowing one hour for breakfast and provided that requisite time may be taken for manual labor so far as necessary from the above prescribed hour of study. All students of sufficient age and advancement shall engage in study athis room (or other proper place by permission of the principal) during the hour of study hours. The laws of the Christian morality shall be binding on every member of the institution and any breach of them shall be regarded a violation of these laws. No distinction shall be allowed on account of complexion and especially every member of the institution shall carefully avoid unkind, reproachful or approbrious names Or languages. Quiet shall be observed on the first day of the week by carefully avoiding any unnecessary noise and no unnecessary labor shall be done by students or others at the boarding establishment. And the students shall (except such as may be regularly excused) assemble twice in the day, morning and evening, in company with the principal or superintendent to read or hear read portions of the scripture. The students shall be required to furnish bed and other necessary accommodations for their rooms; to keep their rooms clean and decent, to mop the floors at least once in three weeks, to take it by turns to keep the hall, alley ana stairs clean and to take care that all the rooms be arranged, beds made, floors swept, etc., by the first breakfast bell so that the hall, alley and stairs may be put in proper order before breakfast. Smoking tobacco shall not be allowed in any of the rooms of the institution. The sexes shall refrain from spending time with each other - provided that the public sitting room shall be free for such as choose to occupy it on first day (Sunday) from one to three p. m. and from half past six to half past seven on Thursday evening. Males and females may walk out in company only by permission of the principal or male or female superintendent. Students shall not spend time in the kitchen except when engaged in necessary labor."

The attitude of the institution toward slavery is manifested on all occasions; in 1847, ^t a meeting in the Friends Meeting House at Newport, "Ebenezer Tucker was invited to address the meeting on the condition of people of color, which he did in an able and interesting manner."

Lewis Coffin, a great leader of the under-ground railway, was at that time made one of the members of the board of managers. Mr. Coffin was instrumental in making the community about this institution one of the leading stations on the under-ground railway.

In 1848 they asked for a charter from the Legislature of the State and were granted it. A mistake was made in the charter by calling the institution "The University Institution" instead of "Union Literary Institute," and the board asked the Legislature to change the name to the correct one and it was done in 1849.

The institution was supported from the income of the land which had been donated and from donations made to solicitors or agents for the institution. The board had its regularly authorized agents, who traveled through the entire United States soliciting aid for the institution. These agents made claim, and truthfully so, that the institution was primarily in the interest of the

Statements as to the financial condition were published annually in such papers as the Pre-territorial Sentinel, Cincinnati Weekly Globe, Rochester, N. Y., North Star and now and then a Boston paper.

The solicitors received ten per cent, of the amount collected for their services. All kinds of donations were acceptable and the records show such donations as "one day's work," "one horse collar," "one steel trap," "five pounds coffee," "6 pounds sugar," "fifty pounds flour," "four bushels wheat," and in fact most any kind of articles that could be used in the institution.

The report of James Moorman, treasurer, May 8th, 1850, shows the receipts from October 5th, 1847, to May 8th, 1850, $375.18; disbursements, $375.22. Receipts, howe\'er, sometimes went as high as $600.00 for four or five months. The highest collections were during the year 1850, and to show the scope of territory covered we shall give the report of William Beard, agent :

"I hereby present the following report of my collections and services as General Agent for the U. L. Institute from my appointment as such agent up to the prst. time.

By ten per cent charged (aces to contract of Board) for collection of $2400.00 the percent on $81.00 being omitted on account of unsalable books 240 dollars one hundred dollars of which

The books, axes and globes were duly forwarded, those from Boston having been sent by ship by N. Orleans which latter are expected to arrive about the first of tenth month next. All of which is respectfully submitted to the Board of Managers as a full and accurate report of my proceedings collections & disbursements etc., as agent.

The higher ideals of the board and their anticipation of a glorious future for the school is shown in the organization of what they called a "Professorship Fund." By this fund they hoped to have an endowment that would, in the future, support "the principle teacher of the Institute." This movement, however, met, with little encouragement as only $250.00 was donated to that fund.

The success of the school was for a long time very marked as many as ninety pupils at one time being in attendance. As we have said before the success of the Institution was largely due to the individuality of Ebenezer Tucker. The school lost in attendance very rapidly upon his removal in 1850 and regained somewhat of its former prestige upon his return in 1873. Prof. Tucker, however, was never able to put the school upon a very solid, foundation after his return. The spirit of giving had given way to the spirit of receiving. The old records show the time, money and services were always donated but later records show that the trustees, managers and all others who performed services for the Institution demanded and received pay for the same.

The Institution rapidly deteriorated and it soon became necessary to support the school partially by public funds. Politics entered into the control of the Institution. The Indiana and Ohio members became antagonistic, each trying to gain control of the Institution. The Indiana side finally gained control. The Ohio contingency brought suit to gain control of the Institution. The case was taken to Wayne county for trial which resulted in the Courts assuming control and appointing thirteen Trustees for the management of the Institution. The land had been sold and the proceeds squandered. The Board of Trustees were able to re-purchase a part of the land and the Institution now owns one hundred ninety-three acres.

While they were undergoing this it became necessary to build a new barn, new house, new fences and to do a great deal. This completely exhausted all resources and the township was compelled to assume control of the school. This they did by maintaining a district school in the "seminary building" until 1910. That year the trustee found that they had nothing to maintain the school so the next year, 191 1 they had enough money to pay a portion of the expenses. School, however, had in the meantime, been abandoned because only eight colored pupils remained in the district.

lematic and it can only be hoped that some way can be devised by which the original intent of the founders of this institution will be carried out.

Through the leadership of Prof. Tucker the school did a world of good to many who were entirely worthy of its beneficience. The influence of the Institution has been for the best and will no doubt last for generations to come.

After some years of pioneer school work, a new aid to education arose in the county in the shape of the Union Literary Institute, near Spartanburg, and literally "in the woods." There was the green stump of a huge oak, four feet through, not ten feet from the schoolroom door ; and the immense tree trunk lay there, prostrate, just as it fell, with its huge body for the children to run on, and to play over and across. And the boarding house stood above several green stumps, to make room for the house.

Prof. Tucker, its first principal, and his goods, had been brought from Central Ohio, i6o miles, in big open wagons, by two teamsters from Wayne county, Ind., who went clear through by land to bring the young professor, his wife and their infant child, and his few household goods, all lonely and solitary, into the Indiana woods ; and to that hewed-log schoolhouse in the forest, and to the boarding house, made of timbers cut and hewed wholly from the green woods, with home-shaved shingles and studding split, like rails, from a tree, with rafters and sleepers and joists all hewed from logs, made ready with the broad-ax, the Hoosier and the Buckeye lads and lasses began to come ; and, as years rolled, they came still more and more, and, during eight years and more, nearly five hundred persons from many counties and several states were at some time members of the institute.

And, as those days come up in memory, and the picture of those old-time scenes is renewed, the question presses. Why did those young men and maidens flock into that boarding house, working for their daily food, and living almost literally on bread and water at that ? And the more one thinks, the more the wonder grows. Why did they come ? But come they did, and for eight long, but happy and fruitful years, did the work of that school go on, under the shadow of the wilderness, till, from sheer exhaustion, the professor gave up his task, and pushed still farther west upon the untrodden prairie, feeling that not for the best farm in the west would he repeat the labors of those eight years, since he felt literally worn out. And well he might be. For months his days were spent thus : One recitation at home before breakfast ; at 7 a. m. algebra and geometry before school; at 8 p. m., school began, and classes recited solid, without intermission, till 12 or 12 130; school i p. m., and recitations solid again till 6 p. m., sometimes two at once; and then at home, through the evening, till 9 p. m., classes in his own room, making fully twelve hours of solid teaching every day. This labor went on day after day and night after night for months and months. Not seldom would two classes come forward at once and both would be put through their "paces" at the same time. It was once said of him by a friend that he could hear three classes explain a problem in algebra and read the newspaper all at the same time. This, of course, was a terrible exaggeration, but the labor undergone during some of those years in that forest college was '"fearful." These lines are written today not in the least by way of boasting, but simply to gi\'e the present generation some faint idea of the way in which were laid, in days gone by, the foundations of knowledge and wisdom in the Randolph woods. But the j'ears filed apace, and the last came, and the farewell word was spoken, and that dear old spot was left to the care of other men ; and those pioneer days are gone, and cabins and hewed-log buildings are used as schoolhouses no more. And the teacher of today may be glad that it is so, yet he may beware not to despise those low and humble beginnings, for truly, unless those old things had been in those years long ago when this whole region was a wilderness, the present happy and better times could never have come to pass. The change, indeed, is wondrous ; from a rude log cabin, with rough puncheon floor and split-pole seats, with greased-paper cracks for light, puncheon desks against the wall, and huge fire-places, with heaps of wood piled on, sled length, and roaring in full blaze on the hearth, and $7 a month, to the comforts and even luxuries of today, with the princely wages that now prevail. Forty years ago, it was no uncommon thing for a teacher to go to his school-room by sun-up, and to begin to teach, even at that early hour, those who were already in vi-'aiting to take up the labors of the clay. Eight hours were the regular and expected time, and that whole time had to be spent, and not seldom, ten, and even twelve hours were put in each day in the work of the school-room.

But the question remains still unanswered - Why did those students in those old times flock to that hewed-log schoolhouse in the Indiana woods ?

So anxious, so eager, so earnest were they all, that the instructor could wish the day to be forty hours long, that he might have time enough to teach his longing, hungry pupils all they desired to learn.

No urging heedless dunces, no pushing, no forcing, were needed. The eager students, hungry for knowledge, had to he held back, to be restrained, lest they should study themselves to death.

One feature of this institution, unique for those times, was that no distinction was made for race nor 'color nor sex. Black and red and yellow and white, male and female, have from the very beginning, even to the present hour, been welcomed without distinction to its advantages.

Established by the munificence, chiefly, of some anti-slavery friends, and managed by a board chosen from several religious denominations, and of both colors, race. prejudice and class favoritism have been utterly banished from its walls. Even the distinction of sex, on which is founded, throughout the land, so widely varying systems and methods of training, made no difference here. Whatever a boy had to do, that a girl had to do. And the same practice the same instructor has maintained through more than forty years of his life, spent in the business of teaching. His motto was and is, "Give to each and all the best possible chance, and let each make the most and highest that he can."

And times have changed, also, for the "nigger college." In place of the hewed-log house, built among the green stumps, now stands a comfortable, sightly brick edifice, that, for five and twenty years, has opened its doors, with no warmer nor more kindly welcome, indeed, than did its predecessor in previous years, yet gladly and freely, to receive the youth of all colors and conditions, both from near and from far, inviting them, without prejudice and without distinction, to partake, without money and without price, of all the riches of knowledge that it has to offer.

Prof. Tucker left the institution in 1854, returning, however, in 1873 and remaining till 1879. After being under the management of various instructors - Messrs. Parker, Housh, Bagby, Smothers and others - the school was for a time mostly intermitted, and the chief part of the landed estate sold, the proceeds being vested in a fund, the income of which has been and is to be expended in maintaining the school. Some of the land sold has come back into possession of the institution, and they own at the present time forty acres, with the schoolhouse, teacher's dwelling and a farm residence.

The Trustees of the institution originally were Daniel Hill, John H. Bond, John Randle. John Clemens and Nathan Thomas, and besides these William Beard, William Peacock, Richard Robbins, William H. McKown, Reuben Goens, Ebenezer Tucker, Jesse Okey.

The school has a charter from the State of Indiana, vesting the property in five trustees. The constitution of the company provides for a board of thirteen directors, five of who are the five trustees, and eight more are chosen by the donors to the institution, four annually, to hold for two years, and till their successors are elected and qualified."

Into this short article must be read, between the lines, the influence of that truly great man, Ebenezer Tucker, whose modesty prevented him from telling the entire truth.

"Rev. Ebenezer Tucker, Congregationalist. Union City, born in Cherry Valley, N. Y., in 1819, attended common schools and Cherry Valley Academy, . 1826-29; Oneida Institute, Xew York, 1836-40; teaching winters, and manual labor summers; Auburn and Oberlin Theological Seminaries, 1841-44, graduating at Oberlin in 1844: married Lois Patchin, North Gage, Oneida county, New York, September 25, 1844; Fredericktown, Ohio, 1844; pastor Congregational church eighteen months, 1844-46; principal Union Literary Institute, near Spartanburg, Indiana, 1846-55 (school mainly for colored youth, established largel}' by Anti-slavery Friends); farmer, Nora, Illinois, 1854-59; president Liber College, Jay county, Indiana, 1859-68; principal Union City one year; lamp agency, 1869; Xew Orleans, professor in Straight University, 1870; Tougaloo University, Mississippi, 1871-72; missionary, Raymond, Mississippi, 1872-73; Union Literary Institute, Spartanburg, Indiana, 1873- 79; Union City, 1879. He began teaching April 5, 1835, and taught, in all, a time equal to forty-two years of eight months each. He has been a clergyman since 1844, preaching mostly without compensation, being pastor eighteen months at Fredericktown, Ohio, and nine years at Liber, Indiana. His teaching has been laborious and exhausting, but not without power for good. About four thousand youth have been members of the schools under his charge, and great numbers of young men and women in Ohio, Indiana, Mississippi, Louisiana, New York, etc., ascribe to his counsels and instructions an impulse toward light and knowledge which has urged them onward to grander heights of wisdom and usefulness. He has had six children ( four living) , as follows :

Granville Clarkson, Caroline Amelia, Julius Edson, Laura Frances, Charles Finney, Philo Andrew. G. Clarkson, farmer, teacher, soldier, miller, died 1882; Caroline A., died, Nora, Illinois, 1858; Julius E., carpenter, miller, cabinet-maker; Laura F., teacher, milliner; Charles F., teacher; Philo A., telegrapher. G. C. married Mary A. Pomroy - Emma Teagle; Jtilius E., married Sarah Ellen Knight - widower ; Charles F. married Cinderella Maria Campbell ; Philo A. married Janetta Ckpp. Ebenezer Tucker's parents were both of New England descent, his father having been born in Vermont. His maternal grand parents were natives of Connecticut, the grandfather having been a soldier in the Revolutionary War at Stonington, Connecticut, and an early and active pioneer of Cherry Valley, New York. His father's father was born in Marlboro, New Hampshire, about 1740, and his father's mother in Roxbury, near Boston, in 1747, fifteen and eight years before the French and Indian War respectively. His father was one of twins who were the youngest of nineteen children by one marriage, many of whom were born in the state of Vermont. Being married at sixteen, the mother bore nineteen children by one husband, and lived to be ninety-three years old, dying in Cherry Valley, New York, in 1840. They were married at Roxbury, Massachusetts; kept house several years in Keene, New Hampshire; moved into Vei^mont, hauling their goods with oxen, and the married couple riding on the same horse two hundred miles into the Green Mountain land. In about 1 790, they set out for what was then called New Connecticut, and now Western Reserve, in the winter, upon a sled, with two horses, the group consisting of husband and wife and nine children, two being twins a year old. They crossed the Green Mountains ; the snow left them, and they left the sled and kept on with the two horses. One horse died, and they still pressed forward with the other. They pawned their things as they went on, the last thing disposed of thus being the woman's shawl, seventeen miles from where they finally stopped. They quit traveling, because - because - well, because they could get no farther, ending their wearisome journey in Montgomery county, New York, removing shortly to Otsego county. New York, about fifty-five miles west of Albany. There they settled, and there they resided till they left the scenes of mortality, the husband in about 1822, and the wife in 1840, at the great age of ninety-three. Poor and destitute, they reached that hard and rugged region, and poor for forty or fifty years longer they continued to be, during their whole sojourn in this sublunary sphere; that poverty and destitution made deeper and more desperate by the sad fact that twice in that country their house was burned to the ground, the last time escaping barely in their night clothes, losing everything in their dwelling. Thus did emigration take place, and thus did emigrants live in those olden times in that Eastern land. Such a group as the one described - man, wife, nine children, one poor, woe-begone horse, wandering, strangers in a strange land - would be a sight to behold! Yet of the great crowd of descendants of these poor emigrants, scattered east and west, Vermont, New York, Pennsylvania, Ohio, Michigan, Indiana, Illinois, Wisconsin, Minnesota, Iowa, Nebraska, Kansas, the great body have always been, and are to this day, upright, thriving, respectable, industrious, intelligent, and by far the larger portion of the whole number Godfearing people. The tree was good, and the fruit has been good for many generations. God bless and prosper the poor, but hardy and virtuous, emigrant, and let all the people say. Amen ! Let no man despise the poor and the lowly, but let all conspire to favor and to encourage the humble and desolate, for out of such shall come, in the following years, through successive ages and generations, those who shall become the strength and substance of the nation, and the pride and glory of the land ! The region of New York to which they came is famous in the annals of the Eastern land. Cherry Valley was settled in 1740, one hundred and forty-two years ago, by intelligent and pious people from Scotland. The winter after their establishment of the colony, the snow lay in immense depth for months upon the ground, and they came near starvation. A friendly Indian discovered their condition, and kept them alive by successive trips to the settlements on the Mohawk river, some fifteen miles distant, traveling upon snow-shoes and carrying provisions upon his back for their sustenance, persevering in his friendly work till the return of spring enabled them to obtain their own supply. In the Revolutionary war, the town was burned, and the inhabitants were either killed or carried captive to Carada. One person, who was then an infant in his mother's arms, became afteiward the distinguished Judge Alfred E. Campbell, of Cooperstown, New York, who became the author of the work entitled "Annals-of Tryone County," embracing the whole of New York west of Albany county, a most valuable and interesting treatise, and crowded with information concerning those olden times. Cherry Valley was burned near the same time with the massacre of Wyoming, in Pennsylvania, both being in the Susquehanna valley, the former town being at the head of Cherry Valley creek, one of the sources of that river, and Cooperstown being the residence of Judge Fennimore Cooper, the famous novelist, who immortalized that whole region by the productions of his vigorous and fertile brain. Some of the families of the original settlers one hundred and forty-two years ago still occupy the homesteads of their ancestors.

The Campbell family in particular still remain where their progenitor established his home in 1740, after crossing the stormy ocean- wave from the rocks and mountains of his native Scotland. One of his sons was a colonel in the Revolutionary army. General Washington, in his Presidential tour through New York and New England, was a guest at the Campbell mansion, and one little boy, a lad of some ten years, who saw President Washmgton at his father's residence at that early time, lived»to be more than ninety years old, and had the honor, in General Grant's administration, to be able to say that he had seen the first president and the last. Wheen President Grant visited Troy, in the state of New York, to attend the funeral ceremonies of General Wool, Mr. Campbell, then above ninety years of age, made a journey from his home to Troy on purpose to have it say that he had seen the first president and the last. He saw and was glad, and in a short time he lay down to take his last earthly sleep, and was gathered to the sepulchers of his fathers. The ancestral graveyard in that village is, indeed, a most interesting spot, containing, as it does, the tombs of several generations. In the fall of 1880, a centennial celebration was held, attended by perhaps twenty thousand people, and addresses were delivered by Governor Horatio Seymour and other distinguished personages of the state and region, commemorating the capture and burning of the town by the Indians under the famous Mohawk chief, Thayandanega, or Brant, and the cruel Tory partisan, Col. Walter Butler, who, in merciless ferocity, exceeded the savages themselves, and who was himself shot and tomahawked on the banks of Oneida creek by an Indian, who cried, in answer to Butler's appeals for mercy as the avenging savage took his scalp, "Remember Sherry Valley! Remember Sherry Valley!" The subject of this sketch was an early Abolitionist, joining that much abused and maligned group of men and women in his early youth, in 1835. He attended the Oneida Institute at Whitesboro (near Utica, New York), the first collegiate school in the United States which opened its doors to colored youth. While there and at Oberlin, he became acquainted with many of the young men of color who have since became famous in the country. Among them were Alessrs. Freeman, Sidney, Loguen, Whitehorne, Day, Garnett, Crunmell, Rogers, Vashon, Allen and others not now recollected. He graduated with the class of 1840 a member, of which class was Rev. Highland Garnett, then and ever since - till his death in Liberia, in 1882, whither he had gone by presidential appointment as consul to that African commonwealth - an energetic, talented, influential and greatly successful clergyman, being, from his youth, remarkable for his oratorical ability. It is an interesting fact that Mr.

Garnett was the first colored person who was permitted to speak in the United States Hall of Representatives, which he did, to a crowded assembly, on the I2th of February, 1865. He was pastor of a church in Washington City at the time, and their choir also officiated upon the occasion. The spacious hall was crammed, both upon the floor and in the galleries, and the vast audience hung spell-bound upon his lips. One who heard the memorable discourse concludes an account of the remarkable scene as follows: "It is needless to say more. Men who went to the house to hear a colored man, came away having heard a man in the highest and fullest sense. ^Nlany who went there with feelings simply of curiosity came away wrapped in astonishment. Not only a man, but a great representative man, had spoken, and they were amazed. In fact, Mr. Garnett was the finest colored orator in the land - far superior, not, indeed, in reasoning power, yet, in dignity and impressiveness of personal presence, in the graces of finished oratory, and in the grandeur of natural and cultured eloc[uence, to the far-famed Fred Douglas, for so many years a prominent personage before the American public." As stated, Ebenezer Tucker graduated in 1840 from Oneida Institute, the class numbering eleven, most of whom are still living, after a lapse of forty-two years, but not one of whom he has ever seen in the flesh since the morning after the commencement, when that band of earnest young men took the parting hand and separated to their life-work for Christ and for the welfare of the human race. His business has been chiefly teaching,, and, during the larger portion of the more than forty years spent in that employment, his work has been in institutions fully and warmly open to the youth who have been guilty of the heinous crime of ' possessing a "skin not colored like our own;"' fifteen years Principal at Union Literary Institute; nine years President of Liber College; and nearly four years in Straight Uni\'ersity, New Orleans, and at Tougaloo University, .Mississippi, bringing him thus in connection with some thousands of young persons of color, many of whom have since become prominent among their people and before the country. And, though still poor in purse, he feels rich in the reward of the esteem and affection of his pupils now of the olden time, and the conviction that his hands have been enabled to scatter seed upon the furrows of the great world-field, which is even now yielding, and shall, in the growing future, continue still more largely to yield an abundant harvest for the garner of eternal life."

intimate friend of Mr. Tucker, wrote the following concerning him, which no doubt reflects the universal opinion of all who came in contact with him :

"From 1844 to the day of his death, he was a minister of the gospel, preaching most of that time for very little compensation. He was a man of great will power and untiring energy and perseverance ; a man of strong convictions, and radical on all reform questions; a man who never councilled expediency or trimmed his sails to catch tjje popular breezes.

"He never acquired much property, and was poor in this worlds goods, but he was rich in having a contented disposition which made his life full of sunshine to those who surrounded him. The best days of his life were given to the education and elevation of the then despised and downtrodden black man. From boyhood he had been an earnest advocate of the equal rights and equality of all men before the law, and for this cause he went to Mississippi after the war, and right in the hotbed of secession, he bore the persecution and sneers of his own race, simply that he might aid the freedmen in acquiring knowledge, and no question of dollars and cents ever drove him from this, his chosen path of duty.

"He was of that type of man who honored God by serving men who are the salt of the earth, and one of the pillars that supports the cause of truth and justice.

"Socially he had few equals. His long life of studious habits had filled his mind with a wonderful fund of general knowledge on all subjects, and he was a most interesting con\-ersationalist to those who sought his company. Especially to the young he was like a new book, full of light and knowledge, mingled often with wit and humor.

"For his old students, many of whom are now the heads of families in this and adjoining counties, he always cherished the warmest feelings of love and friendship, and to many of them he seemed more a father than friend. With him he said the "old friends were the best friends, and the old days were the best days." and in his later years he loved to talk of the days of toil that had passed. His life was a labor of love, and few men have done more for the cause of humanity, for so little pay, as Mr. Tucker. But he has the reward of all good workers in the fact that in the hearts of those who knew him best, the memory of his bright example will leave a halo of blessed light so long as memory lasts.

"While, to some, he appeared to be grufif and austere in his manners, yet a kinder, more tender and loving-hearted man never lived. "He loved righteousness, and he hated iniquity," but he had that charity which is first pure, then peaceable and easy to be entreated. He was a pure man in his thoughts and in his conversation. No one ever heard him utter a vulgar or profane word, or indulge in idle talk or foolish jesting. In this respect his life is a blessed example to all who would live Godly in this present evil world.

"He was a man of prayer, and such pathos and eloquence in smiple prayer as he possessed is seldom the gift of mortals. There were no vain repetitions, no stereotyped phrases, no set forms, but his whole soul was full of fervent sweet prayers, ready to gush forth at all times in loving tenderness and supplication, and his words fell like a heavenly benediction on the heads of those who heard.

"As a minister of the gospel, his prepared sermons were models of eloquence logic and gospel combined. His power to touch the heart was most felt when he spoke extemporaneously, which he often did with great effect for good. He was a man who lived out his religion in his daily life. He literally walked humbly, he dealt justly and loved mercy, and his life was devoted to the interest of the poor, for he had walked in the same pathway from boyhood.

''He never was rocked in the cradle of luxury or sought for the easy places. He was literally a son of toil, but he was 'strong in the Lord, and in the power of His might.' 'He fought the good fight; he kept the faith and henceforth there is laid up for him a crown of righteousness which the Righteous Judge shall give.'

"He died as he had lived at peace with God and men. He rests his labors and works to follow. Let us thank God, who hath given him victory our Lord, Jesus Christ. I. P. Watts."

Mr. Tucker was buried in the cemetery at Union City but upon the death of his wife in 1901 was taken to Fountain City where his body now rests.

Ridgeville College

Another institution of great importance which the county has had was the Ridgeville College. This institution was located at Ridgeville and for

"About the year 1867, Rev. John Collier and other Free- Will Baptist ministers, together with a few enterprising citizens of Ridgeville, conceived the idea of founding a college, to be under the control of the Free- Will Baptist denomination. The erection of the large building now in use was commenced soon after, but was only recently completed.

The hope of the founders of the school was that the denomination would recognize the institution by act of their General Conference, and properly equip and endow it. In these things they were sorely disappointed from the fact that the denomination already had more schools than they could furnish with the means necessary for aggressive work. From the first the college was crippled and weak from the lack of funds, and, in spite of the heroic efforts of Presidents Collier and Bates, the actual endowment never reached $20,000. While the attendance at times was encouraging, the fact became raore and more apparent thatthe Institution must cease to exist, or pass into other hands.

In August, 1 89 1, a correspondence was opened between the Prudential committee and Rev. E. D. Curtis,. D. D., Superintendent of the Congregational Home Missions in Indiana. The object in view was the transfer of the coir lege to the above named body. At the request of Superintendent Curtis, Rev. C. A. Gleason, of Angola, Indiana, visited Ridgeville and held a conference with the college authorities, the result of which was a call for a joint meeting of the trustees of the school and representatives of the Congregational churches, to be held at Ridgeville, September 13 and 14, 1891.

After a careful study of the situation, a second meeting was arranged for, and held on November 3rd and 4th. The trustees and delegates of the Salem Free- Will Baptist Quarterly meeting voted in favor of the transfer, and in this were enthusiastically supported by the citizens of the town and vicinity. From the first, the secretaries of the Congregational Education Society, Rev. J- A. Hamilton, D. D., and Rev. T. Y. Gardner, heartily favored the enterprise and pledged the sympathy and aid of their society.

The third and final meeting was held in the college building, January 19 and 20, 1892, when the entire property, valued at $40,000 was transferred to the Congregational churches of Indiana. A new board of trustees was elected, with Rev. E. D. Curtis, D. D., President and Rev. C. A. Gleason, Secretary.