Steuben County, Indiana - Chapter 9: Educational, 1885

Chapter 9: Educational

Introductory Remarks. - Progress in Educational Methods ani> Standards. - Importance of Good Schools. - Early Schools. - Text Books. - Improvements. - Northeastern Indiana Literary Institute, or Orland Academy. - Inception, Prosperity and Decline. - Trt-State Normal College.

"That people which has the best books and the best schools is the best people; if it is not so to-day, it will be so to morrow." These words from the pen of the French educator and statesman, Jules Simon, deserve to become a household quotation the world over, for no more patent or expressive truth was ever uttered. Of course all progress and education is not derived from the study of books, and as Hosea Ballou has said, " Education commences at the mother^s knee, and every word spokei^ within the hearing^ of little children tends toward the formation of character;" but at the same time no one other agency is so powerful as the common school in developing a nation of self-governing people.

The citizens of Steuben County feel a just pride in their progress in educational methods, which have fully kept pace with the advancement in wealth and the development of material resources. As soon as the county was sufficiently settled to enable any neighborhood to open a school, a school-house was provided and the services of a teacher secured. Often a room of a private house was occupied, and sometimes the deserted cabin of a squatter became a temporary school-room, in which the old-time masters, who worked on the tuition plan, flourished the rod and taught the rudiments of reading, writing and arithmetic. The first school-houses built were structures of the rudest kind, such as no pioneer would be content to occupy as a dwelling.

Built of logs, with floors and benches of puncheons, with a huge fire-place and a stick and mud chimney, they were little calculated for comfort or convenience. Window-glass was too expensive an article to be used in the construction of a school-house, and there- fore greased paper was substituted for it. The writing-desk was a notable feature in e^^ery school-room. It generally extended across one end or one side of the room, and was made of a slab, held in its place by wooden pins. For architectural effect, probably, certainly not for convenience, it was fastened high up on the wall, and the pupil in order to use it must climb upon a high wooden bench and sit there without a support for his back or his feet.

Of the qualifications of the teachers of those days the less said the better. Many were accounted good teachers who in these days would be unable to secure a certificate even of the third grade. Yet the most of them put to the best use the little talent and less training they had, and succeeded in planting good seeds in the minds of their pupils. Some of the best minds Steuben County has produced were those of men whose whole school education was received in the log school-houses of the pioneer days.

The progress of education here is only a miniature reproduction of what has taken place more slowly among all civilized nations. Tn recent years improved methods of mental culture have aided the teacher in securing better results. The primary object of educating children is not that they may escape labor, thereby, but that they may labor more intelligently. Children should be taught that employment leads to happiness, indolence to misery, and that all trades and professions whereby an honest livehood is maintained are honorable. Eight living is the end to be achieved, and it is the workers that do the most good in the world. The man who constantly and intelligently thinks, is above temptation. The women who honorably labor in the various trades are to be preferred and honored above those who sit with folded hands. It is education that makes duty more apparent, lessens toil and sweetens life. It is by true education that the moral responsibilities of the human family are better understood. Methods are now souo-ht for and followed in the school-room. The child's capacity and character are better understood now than in the pioneer days. The rod is laid aside, and children are no longer forced under the gag or lash to order and apparent studiousness. Fretful and cruel teach ers are giving way for those who love children, and again will mankind draw nearer to the millennium through the influence of the law of love. In this age better attention is paid to hygiene and ventilation in the school-room. Houses are lighted, aired and warmed in a rational manner. Since the introduction of the "automatic " school desks there need be no more disagreeable seating in our school-houses. The inventor of this new desk will have a reward in the numbers of healthy men and women who in this generation, as children, are comfortably seated in many of our best schools.

New and better studies have been added to the course of study in our common schools within the last decade. Now the child is taught to apply what he learns directing his course of study in the line of his mental activity, cultivating the good, and restraining the evil propensities. The time was, not far back, when only a limited knowledge of reading, writing and arithmetic could be acquired in the common schools. The highest aim of the youth of the pioneer days was to write a fair hand, spell orally, and solve mathematical puzzles. This age is moving in a better educational sphere. The change was of course gradual. It was a long struggle of ignorance and bigotry against education, in which the latter had been crowned the victor. But few teachers cling to the old theory. Little by little they are growing a.wa,j from the old system. A few teachers, who do not improve, are yet votaries at the shrine of their idols - the birch, the dunce-cap and other old-fashioned methods. .But "too weak the sacred shrine to guard," they must soon yield to the new education and enter the contiict against error and for a better intellectual life.

In this struggle for better methods, opinions covered with age and honors have been marched ofl the stage of human action, and supplanted by facts and principles which have cost years of toil to discover, and more years to establish. To the close student and observer this theory is new only in its application to our schools. It is the normal or natural method. This is the theory of educa. tion that antedates all others. The ancients taught by objects, when but few of the most wealthy men of that day could aflford books. In fact, text-book knowledge is a new thing to the world. The first teachers gave instruction orally. They were by the force of circumstances independent of text-books. To this excellent plan has been added the written method. Then, it was principally by observation that pupils received instruction. By placing the object before the pupils, the teachers could easily reach their minds by his lectures. In this age, blackboards, spelling tablets, slates, charts and other school apparatus is in general use in our best schools. In the schools of to-day it is through the eye that a mental picture is formed from the printed page which children draw upon paper or boards from the ends of their lingers. Well-qualilied teachers do not think of depending upon text-books at their recitations, but rather imitate the ancient normal methods. In order to meet the demand for betterqualified teachers, normal training schools have been established in this and other States. The teachers' institute is also an outgrowth of the demand for teachers of a higher standard. Now true education is admitted to be the drawing out and developing of that which the child already possesses, instead of the old crowding theory of pioneer days.

There is, perhaps, no question which can so deeply interest the people of a county as that of obtaining teachers of known and tried ability. In the period of the early settlement of this county almost any one could teach. That time, with all of its rude school appliances, has rolled away. The claims of to-day can no longer be met by appliances of even a decacle ago, for experience is beginning to show that teaching, like every other department of human thought and activity, must change with the onward movements of society, or fall in the rear of civilization, and become an obstacle to improvement. The educational problem of to-day is to obtain useful knowledge - to secure the practical part of education before the ornamental, and that in the shortest time. An intellectual life of the highest culture is what is called for in a free country like ours. Only an educated people can long sustain a free republic; therefore it is the duty of the State to educate, that her free institutions may stand through all ages as sacred and endeared monuments of the enlightened people.

Education sweetens and hedges in the family circle, and drives away frivolity and gossip from a community, protecting the members from the inroads of vice and immorality. It is the strong bulwark of education that binds this nation of 56,000,000 people together for advancement that she may shine in the near future the brightest star in the constellation of governments. Rapid strides have been made in education within the last half century, but the field of improvement is yet boundless, and the work of education must still go on and make perhaps greater changes than those from the time when

" The sacred seer with scientific truth In Grecian temples taught the attentive youth, With ceaseless change, how restless atoms pass From life to life, a transmigrating mass,"

Between 1S35 and 1840 several school-houses were ei'ected in Steuben County, though but few neighborhoods were able to sustain a school regularly, and never more than three months in a year. Many of the first schools and teachers, with dates and interesting facts, are mentioned in the township histories. In 1840 nearly all the school-houses were log structures and about the only improvement which had been made in them was the substitution of a few 7x9 panes of glass for the old-fashioned paper windows. At that time the text books in common use were the;New Testament, Pike's Arithmetic, Comly's Spelling Book and Webster's Elementary Spelling Book. Writing books were generally made of foolscap paper, or of leaves out of some old account book stitched together. The teacher wrote the copies and made pens from goosequills for the whole school. Sometimes evening writing schools were conducted by some itinerant teacher of penmanship. These were attended by as many as could afford to pay the very moderate tuition fee. The young people derived much pleasure from these gatherings and gained some knowledge of penmanship. Debating societies were instituted early in some parts of the county.^with very beneficial results to the youth who took an active part in

By 1840 some of the townships had begun to have a small school fund derived from the sale of lands set apart for educational purposes. Though the amount of revenue was generally small, sometimes not more than $2 or $3 for each school, yet this amount served as a nucleus and stimulated neighborhoods to maintain schools. Teachers were paid from $5 to $15 per month. Three months was an unusually long term; probably the average length of the school term did not exceed two months. From 1840 to 1S50 there was gradual progress in educational matters. Better teachers were to be had in the country schools. At that time the best schools in the county were at Angola, Orland and Brockville (Fremont). At these the teachers generally gave instruction in grammar, algebra, natural philosophy and other high branches.

After the adoption of the new constitution in 1852, a tax of 16 cents on each $100 worth of property was assessed for school purposes, according to law. Then, for the first time in its history, Steuben County began to have school accommodations adequate to the wants of its population. School-houses were erected where- ever they were needed, in every township, and a short term of free school was taught in each. The greatest want was then found to be good teachers, and there was great difficulty in securing such as were competent. The examinations as then conducted were simple and easily passed, embracing only reading, writing, arithmetic, geography and grammar. But gradually new methods were introduced and the schools improved. That now indispensable feature in every school-room, the blackboard, made its appearance, and with it came progress.

The system of county superintendency has had a most beneficial efi'ect. Township and county institutes have accomplished much good work, teaching the teacher, giving him a broader view of his vocation, and causing him to abandon old, worn-out and useless methods. To-day the people of Steuben County may well take pride in the excellencies of their school buildings, the general intelligence and high character of their teachers, and the good man agement exhibited in all departments of school afiairs. Although there is still room for improvement, magnificent results have already been accomplished by the free-school system.

The hardy New Englanders who settled this county brought their free-school ideas with them, and Orland, or "Vermont settlement," was always a center of intelligence. Hardly was the country around sparsely settled with young farmers when the citizens of Orland began to discuss the practicability of founding an institution where a higher mental training could be obtained than in the common schools. The Northeastern Indiana Literary Institute, which name was given to the Orland Academy when it was first established, began its career in 1850. It was first started under the more direct auspices of the Baptist church of Orland, and the association with which that church was connected. But the matter, as an educational enterprise, immediately received the earnest, hearty support and patronage of all the people, irrespective of denominational connection. The times, the wants of the country and the needs of the people in this regard all conspired to waft the institution into the fullest success.

It was, however, to the individual energy and determination of one or two individuals who took more than ordinary interest in the enterprise that the school owes the credit of its establishment and operation. Notably among these " fathers" of the school should be mentioned Captain Samuel Barry and Elder E. R. Spear. There were others in Orland and vicinity who did perhaps as much and as well as did the bluif, enei-^etic, sputtering, eccentric, though earnest old Captain but none could have done more nor much better than he did.

Prof. Samuel Harper, a graduate of the University of Michigan, then a young man and unmarried, now a farmer and a grandfather, was the first principal and teacher of the school. He was a successful manager, as well as teacher, and under his tuition scores of young men and young women stepped from the common schools of the country through his classes to a completer discipline and greater progress in intellectual attainments, and to that higher culture, which have rendered them eminently useful and respected in life. Mr. Harper now lives in Lagrange County, which he represented for a number of sessions in the State Legislature. The academy prospered equally well under subsequent principals, among whom should be mentioned Profs. G. W. Gibson, John Barnard, Neihardt, Fast, Gillespie, Williams, Cowen and others, who sent out from the portals of this institution hundreds to fill honorable positions in life. The institution prospered until the breaking out of the Rebellion, when many of the young men, including three teachers, entered the service of their country. This caused a decline in its prosperity from which it never fully recovered until 1878, when it was merged with the common-school system of the township.

Tri-State Normal College

This is a young institution, but its success may be considered as already assured. It is a creditable school, from an educational point of view, and thus adds to the literary advantages of the youth of Northeastern Indiana and the adjacent portions of Michigan and Ohio, while at the same time it adds to the business of Angola. It also gives social advantages that are of great benefit. All these considerations were in the minds of the founders of the college, who have given their money solely for the benefit of Angola and the surrounding country. They do not hope to profit by their investment.

The association which controls the Tri-State Normal College was founded at a meeting held July 23, 1883, when the following oflicers were elected : President, Hugh D. Wood, M. D.; Yice- President, L. A. Hendry; Secretary, W. W. Ferrier; Treasurer,

Lawrence Gates; Trustees, O. Carver, O. Goodale, L. A. Hendry, J. S. Draper and L. E.. Williams. Six acres of land were purchased at a cost of $4,200, and a neat and substantial colleo^e building was erected on a commanding site. Near bv stands the dormitory. The college property is estimated to be worth $20,000.

The school was opened in June, 1884, and dedicated with appropriate and impressive ceremonies on the 17th of that month. ^ The dedicatory address was delivered by J. M. Olcott, of Indianapolis. The college year contains five terms, and there are no vacations between terms. The first commencement was held May 20, 1885, when there was a class address by the president, and a contest by the literary societies, as well as other exercises. The second year began June 1, 1885, after a brief vacation. So far the attendance as averaged 100, a remarkably good showing, while the institution is as yet so little known abroad.

The present faculty is composed of the following instructors : L. M. Sniif, A. M. (President), common branches and higher mathematics; L. W. Fairfield, natural sciences, rhetoric, and history; F. E. Knopf, A. M., Latin, Greek and modern languages; Mrs. L. M. Sniff, elementary grammar and physiology; L. D. Creel, B. C. L., book-keeping, commercial law and penmanship; Miss Addie Shepherd, music; Mrs. F. E. Work, fine arts; Miss Allie Cline, telegraphy; Frank T. Burnham, phonography and type-writing.

Three regular courses are offered, teachers', scientific and classical; and there are also maintained special departments for music, engineering, fine arts, telegraphy, phonography and book-keeping. Board is remarkably cheap, ranging from $1.50 to $3.00 per week. The degrees conferred are A. B., B. S., B. C. E. and B. C. L.