Vigo County, Indiana - Chapter 29: Schools, 1891

" Knowledge and learning generally diffused throughout a com¬ munity, being essential to the preservation of a free government, it shall be the duty of the general assembly to encourage, by all suitable means, moral, intellectual, scientific and agricultural im¬ provement, and to provide by law for a general and uniform system of common schools, wherein tuition shall be without charge, and equally open to all."

I know of no Territory or State that manifested an equally pro¬ found and intelligent interest in the subject of education as has Indiana, commencing with her first territorial existence in 1800. While the congress of the United States, under the controlling in¬ fluence of Jefferson, had been wise and far-seeing on this subject, yet it is a fact that in the organization of new Territories and States that body was more or less influenced by the men who ap¬ proached congress in the interests of the new municipality - men who were identified with it. And according to whom these men were, and the suggestions that they would urge, would be many of the provisions in the enabling acts, especially on the subject of schools.

In the territorial formation, Indiana, in addition the general provisions of the ordinance of 1797, had reserved for her one town¬ ship of land, exclusively for the purpose of aiding in founding a State university.

When the Territory had reached the second stage of territorial advancement she at once began to make further provisions, looking toward aiding and promoting the cause.

The act of congress of April 19, 1816, "to enable the people of Indi¬ ana Territory to form a constitution and State government, and for the admission of such State into the Union," submitted to the peo¬ ple certain propositions " for their free acceptance or rejection." No. 4 of these propositions was as follows: "That one entire township, which shall be designated by the President of the United States, in addition to the one heretofore reserved for that purpose, shall be reserved for the use of a seminary of learning, and vested in the legislature of the said State, to be applied solely to the use of such seminary by the said legislature."

Thus we find the legislature of the young State invested with the rich heritage of 72,080 acres of those broad rich lands of Indiana, for the sole purpose of advancing the schools, and aiding in establishing a "seminary of learning."

Practically the munificent grant was without restrictions, and the legislatures deemed it good policy to sell as soon as the land came into market, and apply the proceeds for the designated pur¬ pose. They were doing the best they knew. They could not know the future. It is therefore, as we can now know, a pity that the grant was not accompanied with a perpetual inhibition to sell or tax, but with power to make leases, renewable upon agreed terms of say every fifty years. In that case the school would have to-day still been the owner of the land, and receiving annually from it an in¬ come of perhaps millions of dollars, and this without levying the amount of one cent of taxes on the people.

Congress did suggest that the lands should not be sold immediately. I his indicates that the inception of the idea advanced above of not selling at all, would have needed but little more than a strong suggestion by some member to have been made a fundamental part of the compact.

Such a proviso would have been eminently wise, and a great permanent good. It would have conserved the public welfare for all time. Indeed, it would have been a practical demonstration of how the wise and good government may permanently protect the public weal by purely democratic institutions.

One of the greatest problems that has confronted the philoso¬ phers of the science of economics, has been what and how to dispose of the problem of the " increment of wealth " that is added, especially to real estate, by the industry and forethought of the public. Fiom this puzzle, under the old forms of government, has come the land question that in the near future, from present indications, will overshadow many of the present questions of political economy. This increment attaches to all property nearly where the public furnishes the demand for it.

A man in London buys a tract of land or a town lot in our new country for a merely nominal sum. The people rush into the locality, and their presence, and the improvements of their own prop¬ erty in a few years may make the absent owner of the real estate vastly wealthy. Here is a case of acquired wealth where others earned it, at least where others contributed the largest part. Upon this fundamental idea some of the colossal fortunes have come to families and have grown through generations; and as the waste places of the earth will some day be heavily populated, this prob¬ lem will continue to grow, and will, year by year, become more difficult of any equitable adjustment, if there be, indeed, any hope of a solution at all. It can be easily seen that this political prob¬ lem may reach a point when it will simply resolve itself into a question of the universal conditions of master and slave - the wealth unchangeably in the hands of the shrewd, strong and favored, while the masses are left to poverty and toil. Statesmen have looked back¬ ward for precedents, and to the present prosperity of their neighbors in all past times, and the future has been trusted to take care of itself. They were totally incapable of anticipating the future results that must inevitably come of their present acts. Immediate success, real or apparent, satisfied their largest ambitions as well as the crown of their loftiest conceptions. They formed their gov¬ ernment the best they could, and imagined nothing could be more just and fair than to leave everything for their children in the shape of "a free for all hurdle race."

And we, their children's children, are born to those conditions and their arrangements of government - taught chiefly to regard the work of our wise fathers as sacred, and never to be changed. The question of land titles was not connected in their, or much in our minds, with these greater collateral questions, such as the in¬ crement of wealth to real estate, and hence they could not conceive that there were long future results to arise here, any more than in the question of the ownership of a horse or a pig. They knew the land was a permanent thing, and theoretically understood that from it comes all life, everything we have. And they looked upon the land speculator as one of the fair and proper means to aid in settling and developing new countries. If his shrewdness, fore¬ sight or luck led him to investments that gave him fortune, they were as much rejoiced at this as at any other successes in life.

In this way government institutions were formed, and men were taught to be enthusiastic patriots, and the memory of great statesmen perpetuated in the hearts of a grateful posterity. And the man who dared to suggest innovation anywhere along the line of this order of things came to be looked upon with suspicion. Any science that may have come in government affairs only arose slowly after the long experiments of all governments, and as these tended to demonstrate any of the mistakes of the fathers, they were in that ratio the more bitterly resisted.

The old idea was that the land belonged to the king - that was the source and commencement to title. In our country the source of title is the government, to be sold or given away exactly the same as the individual can any of his possessions. On its face this was fair enough; all had the equal right to buy; no questions were ashed of any purchaser. Why should there arise any future ques- . tions on the subject?

In our very thinly populated country this problem is only be¬ ginning to make its appearance. The cloud is not so large as a man s hand yet, but we live at a tremendous pace in this hemi¬ sphere. To-morrow is heavily freighted. The land question mav come; who knows? If it does it will not be settled by carping at the doings of our ancestors, any more than by poohing at the sug¬ gestion that there is to be such a question, or that most sordid and meanest of philosophy which is happy always in the " after me the flood complacency.

In the case m hand: Suppose congress as it had the power had provided that the grand domain, reserved for schools in Indiana had been fixed as the location of the permanent seat of State govern¬ ment, and the fee never to be sold. This would have now been the entne lealty of that splendid city of Indianapolis.

To jump at the conclusion that this would have been the ruin of the city - that it would have driven away capital or enterprise, and retarded its development to its present greatness, would be verv in¬ considerate. Here would have been a great city without taxes to pay, where no vexatious questions of title could arise. Here all men in the State would have shared in " the increment of wealth " and this title could not be taken from them. Here would have been an abundant revenue for all the schools of the State. It is not in place here to extend the- consideration of this important subject it is not propounded in advocacy of any one's theories on the land question, but simply to suggest the fact that our theory of land title is not as many suppose, the only possible arrangement that could be made, and is therefore a perfect one. Suppose the most of our o-0yernment institutions had been based upon some plan similar toxins leally co-operative, and as permanent as the very foundations of government, would not this have been a happy anticipation as well as solution of those matters that may soon arise to vex the world?

If our government had left postal affairs to private enterprise and ownership instead of, as it did, largely through the wisdom of the great Ben Franklin, made it one of the most beneficent and just ot all our public or private institutions, those who would now advo¬ cate a change to something as we have it, would have been laughed to scorn for their pains, told with a boundless show of virtue that the idea was preposterous - would have repelled capital, etc. Then, too, when matters have gone on until there are immeasurable vested rights involved, there comes such difficulties that the average states¬ man realizes that the only safe thing he can do is to relegate the question to posterity.

The State constitution framed on the formation of the new State of Indiana met in the most liberal way this wise measure of congress in behalf of education. In article IX of that instrument the subject of "learning and its diffusion" among the people is con¬ sidered in the light of its being the first essential to the preservation of a free government. They believed that spreading the opportuni¬ ties and advantages of education abroad to the various parts of the country were the chief conducive things in promoting a healthy civilization. To this end they believed it their imperative duty to provide by law for the improvement of such lands as are or here¬ after might be granted by the United States to this State for the use of schools, and also to apply any funds which might be raised from such lands, or "from any other quarter," to the accomplish¬ ment of the grand object for which they are intended; "but no lands granted for the use of schools or seminaries of learning shall be sold by authority of this State prior to the year 1820." They also further wisely provided that the money raised by such sale of lands should be a fund, and so remain for the exclusive support of seminaries and public schools. They proceeded to require of the State legislature that it should, from time to time, pass such laws as shall be calculated to encourage intellectual, scientific and agricult¬ ural improvement, by allowing " rewards and immunities for the promotion of art, science, commerce, agriculture, manufactures and natural history."

The able men who framed the first State constitution declared it the solemn duty of the legislature, as soon as circumstances might permit, to provide by law a general system of education, ascending in a regular gradation from township schools to a State university, wherein tuition shall be gratis and equally open to all. They di¬ rected that nearly all fines or assessments for neglect of duties by any citizen or official should go to the school fund.

Such were some of the advanced steps these framers of the funda¬ mental law of Indiana incorporated into the constitution of the new State, worthy, indeed, of making the name of every man who partici¬ pated therein immortal. These men were fresh from the great war for independence. Their immediate fathers had cast off the cruel tyrant's yoke and picked up the gauge of battle, placing their fortunes, honor and lives on the tremendous issue. They rebelled not against their country and its history and institutions, but against the individual, the king, the despot, whose chief ambition was to despoil them of every sacred human right, and the cry of " liberty or death " rang out o\ ei the land like the call of the archangel, and then came swiftly Lexington, and the shot was fired that was heard around the world. When our liberties had been so dearly won, the great and brave men naturally enough turned to their leader and " thrice did offer him the crown." But he who was incomparably greater than his age or time, had come to know that all men are born with "an equal right to life, liberty and the pursuit of happiness." If he had known, could he have told them that a government for freemen is purely impersonal; that it has no existence except to aid them in founding those institutions that will remain for the equal, perma¬ nent good of all, the poorest and the weakest equally with the sinew dest and strongest, and that the basis of human happiness and welfare is the true education - that education alone that develops lobust manhood, self-reliance and absolute liberty to every human being - could he have known and told them this, would not such maivelous wisdom have fallen upon dull ears, as men have to be pre¬ pared beforehand for great changes or great advances.

Thus in the history of the race for freedom men must make haste slowly, and this is equally true of education. We are now concentrating our attention too much on the hot-bed pressure of our schools for the education of the young in the not unnatural folly that all education is in the school-room and is over when the work done. This is something after the style of the ten-year-old little miss who in much distress exclaimed: "If my school and marriage were only over all my troubles would be at an end." If there are faults or fundamental mistakes in our youn«--life educa¬ tion, then it is very reasonable to say that the more we have of it the worse we are off. If in mature life the books we read bear no tendency to enlarge the mind and broaden and extend the view, then the chances are the more we read the less we are benefited, if we are not actually injured.

Men are now discussing with earnestness and great ability our systems of schools. It is not all men who are able to think for themselves who agree that we have perfected the great scheme and now nothing remains except to push it. We have free schools. Lest that term may be a little misleading, we have schools that are wholly supported by a public tax, where men are supposed to pay for the schools according to their wealth without regard to the num¬ ber of children they may have or whether any at all. They are State schools more properly - supported and controlled by the powers of the State. Then too the general government has a few schools, but these are mostly of a military or naval character. Private schools and religious schools and colleges and universities, some under religious organizations, and others under State and yet others that are legal corporations. Literary, medical, theological, military, industrial, scientific and classical, free and pay schools, sup¬ ported by patrons, by a public tax, by the wise benevolence of such great philanthropist as Peabody, etc., almost without limit and with¬ out number as well as kind and quality, that it would seem this age is truly the educational era. Even there are the white, negro and Indian schools, as well as of nearly every different nationality under the sun.

An.d the complaint goes up that the list of illiterates is rapidly increasing and States are passing tolerably stringent laws on the subject of compulsory education.

Well, it is the waters that are kept well stirred that remain fresh and pure. Just here as a part of the history of the cause of educa¬ tion in Yigo county, we are only concerned to see whether this generation has kept even pace in the great advance of this most important branch of life with that of the founders of the State and its institutions, and with those other branches of life and human progress.

Whereas, The general assembly of the State of Indiana are [is] deeply im¬ pressed with the importance of knowledge and learning being diffused through the rising generation of the State of Indiana, therefore, Be it enacted, etc.

The act or resolution appointed a committee from leading men of several of the counties to draft and report to the next general assembly of this State, "a bill providing for a general system of education in a regular grade from the township schools," etc. And directing the governor to notify these gentlemen of their appoint¬ ment, and requesting their entering at once upon the discharge of the named duty.

January 2, 1819, the legislature passed an act containing the following proviso: "It shall be the duty of the different school teachers in every congressional township which has become incor¬ porated, on the said first Mondays in May and November in each and every year, to make out a certificate and swear or affirm to the same before some person authorized to administer oaths and affirma¬ tions of the number of scholars which have come to his said school since the previous return day, and hand the same to the treasurer and board of trustees aforesaid, which certificate or certificates shall govern the said treasurer and board of trustees in making the apportionment aforesaid." Then they inserted this very sensible provision: "No allowance shall be made for any scholar who is learning any other than the English language, or who does not reside in the proper congressional township."

In eaily times the settlers, as soon as there were enough in a neighborhood, would meet and agree upon the erection of a schoolhouse and meeting-house combined. No subscriptions were taken up for either purpose, but the men all turned out, made a day of it, and by night the church and school would be completed, and then they looked out for a teacher, hoping to get one that could at least "read, write and cipher." In some localities this was placing the standard too high, and they would employ one who could go no taither than spelling and reading, but who was under the necessity o signing his name John "X" Smith. The most aristocratic were satisfied if the teacher could " cipher to the rule of three," while the youths might wonder how one small head could contain all he knew. The leading man in the neighborhood would "pass on the applicant for a school," and this was all the "certificate" needed The school was made up by getting " signers," different prices being charged per month, dependent on the size or the advancement of the respective pupils. But the world was advancmg, and m time they came to teach by the singing method. This worked the best on geography, and the whole face of the earth was soon sung over m the night schools, all out of doors. Then came the writing master, generally another night school. What scream - mg eagles and flourishes he could make - marvelous man! But great and good as he was his fires paled before the " singing master' - he of the tuning fork and the "Old Missouri Harmony." JNext to the stage driver he was the greatest man that ever rose, reigned and passed away. He always courted the belle of the neigh¬ borhood, and, for that matter, there was a general mixture of time and outmf-tune squawking and courting going on during the whole term They imported the "square notes" in those days, and it was therefore much easier to tell whether a particular note in the music was either do-re-mi-fa-sol-la-si-do or not. The great man married the belle, if she was getting a little old, and settled in the neighbor¬ hood as a " renter," if she was young enough she jilted him, and he went on Ins singing way to pastures new. All the schools of that day were subscription schools, payable by the month.

±t. YV. brail was teaching school in Terre Haute in 1824. This fact is gleaned from Osborn's newspaper of that year, in which he adver¬ tised that lie would be glad to receive "most kinds of produce in payment for tuition." It might have been possible in that day to have seen a well- grown youth on his way to the temple of learning with a sack of beans on his shoulder to pay his way. Some years ago a very ancient pioneer related that he paid the teacher in "warnuts" that he had gathered and packed on foot some miles from the walnut grove. But there was a " school master " here before Gail. This was James Thayer, and I am informed by ReY. W. M. Modesitt that he was the first to open a school in Terre Haute, or probably in the county. This gentleman extended his memory back in this line, and it produced the following remarkable fact: While the State at that time had nothing to do with educat¬ ing the children - paying no part of the tuition fees, and built no school-houses - in the face of the fact that no one was then rich and all were poor and struggling to make a start in the new country, yet there were no beggar children then as now, whose parents were so poor that they could not think of sending their children to the short chance terms of school then offered them. These primi¬ tive people had not then been taught to lean upon the State or the public to help them rear their young, or fit them for the struggle for life when they should go out from the parental roof -tree. Let this thought drop where it may, it is not wholly an idle one. The theory that the State is even more interested in the rising genera¬ tion than are the parents; that the State is stronger, wiser, and knows best, and can do best in shaping the young life, is rather a fascinating paternal-government conceit. But is there not another side to it after all? The value of true education is beyond price; beyond compare; the supreme thing in this life, but is this the reason that should compel intelligent men to accept, without ques¬ tion, the plausible theory that all education is a subject for the State to care for, pay for, and control? There were men here at the very beginning - before Vigo county was created even - as there are men here now, who gave their children all the advantages that the schools could give. There were a few, then, who had no apprecia¬ tion of any education, as there are people now, and who reared illiterates. But whether the comparative proportion was greater then than now, is only a guess. Is it a fact that the best people possible are the freest and most self-reliant people? What is true education? Is the university graduate of necessity an educated person? One of the early-day school teachers - he was more than that, as he may be called one of Terre Haute's foremost schoolmen - was Charles T. Noble. He not only was interested in the subject, but he interested others, and from the little early school he taught, lived to see the town grow into a noted place for its excellent schools.

Hedges published a joint card in the paper that is full of historic interest. Among other things, they" said: "The subscribers, believing that schools in which youths are taught those branches . tliat eiiable them to transact the customary business of life, are preferable to those Sunday-schools at which recitations of spiritual hymns and songs are the principle exercises, do hereby give notice that they will attend at C. T. Noble's school-room on Sundays of each week, and give instructions gratis in the branches usually taught m common schools, and in algebra. * * * Strict attention will be paid to scholars that may be entrusted to their care," etc.

In the latter years of his life Mr. Noble made a memorandum on the waste leaves of an old account book to this effect- "The first effort made in Terre Haute to erect a building for worship and schooi was by Judge A. Kinney, John F. Cruft, Elijah Tillotston, Moody Chamberlain, Thomas Houghton, Russell Ross, Enoch Hole, Mathew Stewart and John F. Cruft, who formed a joint stock company." This was put on foot in 1827. But little money was subscribed, one would subscribe so many days' work, hauling, brick¬ laying, or so many brick or lumber, or anything needed. The peo¬ ple literally all contributed their mite to this important buildinoand among Mr. Noble's papers is a bundle of old school-house re¬ ceipts. These are all in the writing of either Mr. Noble or Curtis

It resulted in the building during the year 1827 of the old brick school-house on the northwest corner of Fifth and Walnut streets, now the Catholic Female Academy and church property. Judging ing by the date of the bills, it was not completed till i831. Willlam Ramage's bill for painting is dated June, 1831. This was the people's school truly, a proud monument to their devotion to the cause of education, and it placed Terre Haute in advance of the times.

From that first public school building the growth to our splen¬ did tree-school system and many and splendid large brick schoolhouses was slow, but the advance was constant.

There were, in 1858, no "public schools."' The following is a list of the private schools at that time: Old Seminary School, Sixth street, between Mulberry and Eagle streets; Female School' Mrs. Ho mes, teacher; Classical High School, Moses Soule, teacher' Mde and Female School, Miss Hersey, teacher; Male and Female School Mr. and Mrs. Hayes, teachers; school, corner of Market and Oak streets; English and German schools, conducted by Ger¬ mans; Male and Female school (Sibleytown), Miss Trowbridge teacher. A school-house had just been erected on the corner of Fourth and Mulberry streets.

In 1831 the public funds provided for in the different sales of real estate had become sufficient to justify the steps that were then taken looking to the building and founding of a county seminary for the promotion of a higher education.

In September of that year the seminary trustees purchased of W. C. Linton, agent for the heirs of William and Joseph Montgom¬ ery, Out-lot No. 43, for the sum of $100, for seminary purposes.

By an act of the legislature June 12, 1852, to form a system of public free schools, the county commissioners, August, 4, 1853, authorized the treasurer, N. E. Cunningham, and auditor, Albert Lange, to proceed according to law and sell at the court house door at public sale, the seminary lot and building and the fixtures, situated on Out-lot 43, and to transfer the proceeds arising therefrom to the common-school fund. The property sold for $7,600 and the fixt¬ ures, $31.

June, 1844, the county board contracted with William Naylor and William Wines to build the Vigo County Seminary. John King, Jacob Jones, Samuel Crawford, T. A. Madison and R. W. Thompson were appointed a building committee and to fill and grade the lot and receive the building. The seminary was on the ground where the normal now stands. It was owned by the city, and here the Terre Haute high schools were taught many years, and in this old school building many of the youths, now men and women of mid¬ dle age received their education and have bravely met the trials and struggles of life - many to triumphs, and the unfortunate few to defeat.

The First Graded Free School. - The first steps looking toward establishing a free graded school, independent of Harrison town¬ ship, may be dated January 21, 1853. At that time Moses Soule, Virgill J. Burnett, James Hook, Amory Kinney and Joseph Cooper, went before Squire Isaac M. Ray, and made oath that they faithfully discharge the duties of school trustees for the town of Terre Haute. The board being organized, it was voted to send the president there¬ of to Cincinnati and other cities where were graded schools to in¬ vestigate the subject and report. On March 8, following, the board met " at early candle light" and received the report of persons who had made the school enumeration. The report showed a population of school age as follows: Males, 615; females, 719; total, 1,324. A meeting was called to consider the question of levying a tax of 30 cents on $100, for school purposes. Then followed the pur¬ chase of the old seminary building by the city as related here¬ tofore.

August 25, 1853, the people voted to purchase the county sem¬ inary and levy the 30-cent tax, and the trustees proceeded in the business and at once engaged three teachers. But troubles came thick and fast to the board of trustees, enough indeed to make their official life a burden; injunctions and all other possible legal limdiances met them in their pathway. The work lingered. The records show the board paid a teacher $20 on account of the disap¬ pointments in not opening the schools in the spring. In the fall of 1853 the schools actually opened. The board purchased a dwelling on leased ground in the southern part of the city for the sum of $300. Two one-room houses were secured in the north part. This was the total of school-rooms in 1853. The seating capacity was about 250. September 12, 1853, the schools were opened with seven or eight teachers; this number was soon increased to twelve or thirteen. Total cost of school buildings in 1853-44 was $4,448. 31 and the salaries to teachers $33 to $41.50 for men. In August' 1854, the trustees suspended the schools till the first Monday in January, 1855, and agreed to rent the buildings (if applied for by suitable persons) ; but they were not again opened at the time named Another act of the legislature, March 5, 1855, to better enable the establishment of free schools was passed; but there were no fiee schools taught during all this time. Injunctions were sued out, and the law was eventually decided by the supreme court to be unconstitutional, and thus matters remained until 1860. In the meantime the trustees proceeded to provide houses. A buildinowas erected at the corner of Third and Oak streets (Ninth distiict) at a cost of $3,330. March 16, 1857, was commenced the erection of the building at the corner of Fourth and Mulberrv streets; this cost, completed, $733.65. This was demolished in 1878 and rebuilt into its present form. During the time that the board could not open free schools they rented their buildings to parties to teach private schools. The houses were injured and the rents not generally paid. And to remedy this the board resolved to require renters to give security for rents as well as repairs. In 1858 rooms were offered J. H. Moore in House No. 1, containing four rooms, rent free for three months.

In I860 dawned the new era for the free schools, and the trustees employed eighteen teachers for a five-month term; the total salary was $3,000, and rented such additional rooms as were necessary. There was then no school superintendent, and the trustees had to fill this part of the duties ex-officio. At this final effort was made to establish free schools. The buildings were the old seminary build¬ ing, which stood where is now the normal; the house in North Terre Haute of two rooms, the First district building and the one on the corner of Third and Oak streets.

In 1864 the Fourth district building was erected, one-half the capacity of the present, when the building in North Terre Haute was abandoned. In 1867 the buildings in the Second and Fifth districts were constructed, one-half the capacity of the present buildings. This year the county seminary was abandoned and became the normal grounds. The high school, which had been in the building at the corner of Fourth and Mulberry, was changed to rooms in the Normal Institute on its completion, where it remained until 1885, when it was removed to its present quarters - a magnifi¬ cent building on Seventh and Walnut streets, erected at a cost of $80,000, including the ground, $20,000.

In 1870 buildings were erected in the Third and Sixth districts, at the corner of Third and Farrington streets and at the corner of Twelfth and Ohio streets. In 1871 the Seventh district build¬ ing was built at the corner of Fourteenth and Second avenue. In 1876 this was replaced by the present building. In 1873 the Fourth district building was remodeled and its capacity doubled. In 187 1 four rooms in the normal were leased for district school (Eleventh ) and are now used. In 1875 the buildings in the Sec¬ ond and Fifth districts were rebuilt and their capacity doubled. This year the Mont Hose school building was purchased and became District No. 8, situated at the corner of Seventeenth and Franklin avenue. In 1876 the present building was erected in the place of the old frame mentioned above. In 1878 rebuilt the First district building in its present form. In 1886 the building at the corner of Thirteenth and Franklin avenue (colored) was built, and its capacity doubled in 1889. In 1886 leased a building for the Thirteenth district in the north part of the city, and in 1887 leased the build¬ ing at the corner of Eighth avenue for the Thirteenth district. In 1886 leased building on North Fourteenth for colored school. This was replaced in 1889 by a new building on the corner of Sixteenth and Elm streets. The building on the corner of Second and Wil¬ son streets was leased in 1886, and this was replaced by the present building on the corner of Second and Crawford in 1889. In 1887 leased the ground on North Fifteenth street, which is the present primary school. The city owns ground near this on which it is intended to erect a building at an early day. The title has been secured for a building on the corner of Third and Seventh streets for a new building to be erected. The new building on the corner of Eighth and College streets is now being furnished.

Total value of city school property is nearly $300,000. There are seventeen buildings; total desks and sittings, 1889, being 5,519. This does not include all of the high-school building. One hundred and twenty teachers, of these 105 are women and fifteen are men ; enrollment 5,012; expenses of teachers, 1889, $60,938.21; improve¬ ments for that time $16,067.16; current expenses $19,788.19.

The Terre Haute public library is a part of the school property, located at 709-| Wabash avenue. In 1889 it had 7,251 volumes; taken out, 42,791 books. This library was formed under the law author¬ izing a 2-cent tax on $100 for such purposes. It was started June 10, 1881. In May, 1882, they purchased a small library, paying $70 therefor.

The trustees are appointed by the city council. At first for a term of one year, then two years and now three j^ears. At this time they are allowed by the council a salary of $200. Sixty men have acted as trustees, many of them serving more than one term.

The Rose Polytechnic Institute is a school of technology. In order to understand the functions of the school it is necessary to take a brief survey ofthe field of technical training. This phrase describes all those forms of training youth which deal with the application of art or of science to the industrial arts. Those schools in which designing for the patterns of textile fabrics, or for the decoration of wood, iron, pottery, gems, etc., is the principal end, are called art schools, or schools of design, of which the South Kensington system is the most famous example; all those in which the principles of physical science are studied with reference to their application to the solution of practical problems in building, machine construction, and design, or in civil engineering, are called polytechnic or technological schools. There is great confu¬ sion just now in the use of terms, technical education being used to describe all that which aims at a directly practical end as opposed to the education given at the college; while that part of it which does not deal with ornament or textile design is sometimes described by the same term. The word technology, which for¬ merly signified the terms used in the sciences, now means the application of the sciences to industrial ends. The term polytech¬ nic, originally used to describe schools of technology, has refused to yield to the more desirable synonym, technological, partly be¬ cause it is an easier word, and partly because it contains a sugges¬ tion of the many-sidedness of the subject which the better word lacks. There is no good word corresponding to polytechnic or technological to apply to the persons who practice the profession indicated, and so these persons are called, now as always, engi¬ neers, and the business engineering. A few still cling to the term scientific schools in speaking of these institutions. In the present prevailing confusion of terms, the best that can be said is that a polytechnic school teaches technology to engineers. Engineering is the term that includes all the arts of production and construction which arise from the physical sciences. Its object is to bend the forces of nature to the service of man.

The old idea that Latin, Greek and the humanities are all there is of a higher education, happily is passing away. That ancient conception was the evil genius of advancing education. It was the stumbling block of the centuries. There may be some education in the exclusive classics, if used only as a polish to the real and the true, but to make it a foundation structure is a nearly fatal miseducation, because it is simply looking backward; it may hinder more than help, because the mind that would advance must look in the direction it would go.

Three buildings have been erected, the academic building, work- shop and chemical laboratory. The academic building is a handsome edifice of brick, with stone trimmings, four stories high above the basement story ; it contains forty-six rooms. The building is 200 feet long, with terminal transepts sixty-four feet deep, and central transept eighty. The work-shop is also of brick, two stories in height, and contains ten rooms. The chemical labora-

The scientific school was founded in 1874, by the munificence of the late Chauncey Rose, of Terre Haute. As the honored life of this most generous and public-spirited gentleman drew near its close, among the many benefactions that suggested themselves as deserving objects of his liberality was a school in which young men might be thoroughly trained in the seiences applicable to the in¬ dustrial arts. Careful study of the plans and methods of such schools, and consultation with numerous experienced educators, fixed this sug¬ gestion in his thoughts; and out of his deliberations grew the es¬ tablishment, whose first detailed and formal publication of its progress and purposes is set forth in the following pages.

Inviting the assistance of his trusted friends, Messrs. Josephus Collett, Firmin Nippert, Charles R. Peddle, Barnabas C. Hobbs, William A. Jones, Demas Deming, Ray G. Jenckes, Gen. Charles Cruft, and Col. William K. Edwards, he associated them with him¬ self in a body corporate in conformity with an act of the general assembly of the State of Indiana, approved February 20, 1867, and the amendments thereto, said act being entitled "An act concern¬ ing the organization and perpetuity of voluntary associations, and repealing an act entitled 'An act concerning the organization of voluntary associations, and repealing former laws in reference thereto,' approved February 12, 1855, and repealing each act re¬ pealed by said act, and authorizing gifts and devices by will to be made to any corporation or purpose contemplated by this act."

September 10, 18 i 4, articles of association were adopted setting forth the objects of the corporation to be the establishment and maintenance in the county of Yigo, and State of Indiana, of an "Institution for the intellectual and practical education of young men," designating the corporate name as " Terre Haute School of Industrial Science," and entrusting its administration to the cor¬ porators under the title of managers.

various arts and manufactures, with other branches of active busi¬ ness, and was to include such training as would furnish the pupils with useful and practical knowledge of some art or occupation, and enable them to earn competent livings. Preference was to be given to students who were residents of Vigo county, moderate tuition fees were permitted to be charged, if considered necessary, and ap¬ plicants for admission were required to be not less than sixteen years of age, and to be so prepared as to pass satisfactory examina¬ tions in the branches of a fair English education.

October 10, 1874, the board of managers was organized, by-laws were adopted and the following officers elected: President, Cliauncey Pose; vice-president, Josephus Collett; treasurer, Demas Deming; secretary, William K. Edwards.

At the same time a committee, comprising Messrs. Cruft, Peddle Hobbs, Jones and Collett, was appointed to consider plans for carrying into effect the objects of the association.

On the 12tli of December the committee reported progress, and Messrs. Peddle, Cruft and Jenckes were deputed to confer with an architect. One week thereafter Mr. Rose made his first donation, being a deed of conveyance of the ten acres of land now occupied by the institute, and personal securities to the amount of $100,- 000. The committee on architect reported conferences with Mr. Isaac Hodgson, of Indianapolis.

December 26 Mr. Hodgson was elected architect, and Mr. Rose made a further gift of $86,000 in bonds of the Evansville Terre Haute & Chicago Railroad Company.

By the end of January, 1875, the architect had prepared sug¬ gestive sketches, which were submitted to the consideration of Mr. Rose, and having met his approval, were adopted by the board of managers, and detailed drawings with specifications and estimates of cost were ordered to be prepared. These being in readiness by the latter part of April, on the 21st of that month they were ac¬ cepted, and proposals for building were ordered to be solicited. Early in May a number of bids had been received, and after due consideration, a contract for the entire building was awarded to Messrs. McCormack & Sweeney, of Columbus, Ind., at the total price of $81,000. On the 9th of August, all the preliminaries in the way of gathering materials, executing bonds and contracts and the like having been accomplished, Messrs. C. R. Peddle, Josephus Collett and Charles Cruft were elected a building committee, and Messrs. Cruft, Jenckes, Nippert and Edwards were chosen as a committee on the laying of the corner-stone.

citizens of Terre Haute and visiting strangers marched in proces¬ sion from the center of the city to the grounds of the school, to witness the exercises over which Gen. Charles Cruft presided * bv request of the board. AVhen the company had been called to order, prayer was offered by Rev. E. Frank Howe, pastor of the First Congregational Church, and a choir of mixed voices sang a selec¬ tion. The corner-stone was laid by the architect, assisted by the contractors and their workmen, a metal box with numerous inter¬ esting memorials of the occasion being deposited therein. The president of the day then introduced Col. William K. Edwards, who delivered an appropriate and eloquent address. A second musical selection was sung by the choir, and was followed by a masterly oration by Barnabas C. Hobbs, LL. D. The benediction by Rev. Mr. Howe closed the exercises.

On the same day a meeting of the board of managers was held, and unanimously passed amendments to the articles of incorpora¬ tion, which changed the name of the association from " Terre Haute School of Industrial Science" to "Rose Polytechnic Institute." This alteration was not affected without persistent protest from the venerable founder; but the universal wish, not alone of his fellowmanagers, but of the entire community of his fellow-citizens, that his noble benefactions should bear his own honored name, at length overcame his modest scruples, and he reluctantly gave his consent. Proper legal measures were also authorized to effect the transfer of the property of all kinds that had been received from Mr. Rose, from the industrial school to the Polytechnic Institute.

18 1 0 had pioceeded so far that questions of purchasing appliances for heating the building began to suggest themselves. Proposals to furnish the requisite fixtures were invited, and in July the con¬ tract to supply them was awarded to Messrs. R. P. Duncan & Co., of Indianapolis, at a cost of $8,759. In November of 1876 the contractors for the building had completed their work in accordance with the plans and specifications of the architect, and had added, with his approval, certain matters amounting in the aggregate to $1,700. This sum was allowed them, and on December 1 the final warrant for their payment was drawn, the total cost of construction being $82,700.

On December 27 Mr. Rose presented a statement of certain pay¬ ments^ Jie had made for the benefit of the school, amounting to $31,255.66, with quittance in full thereof, and at the same time transferred the sum of $100,000 in certificates of preferred stock in the Evansville & Crawfordsville Railroad Company, as an addition to the endowment.

At the annual meeting, held on June 2, 1877, Mr. Rose tendered his resignation as a member of the board of managers, in consider¬ ation of his great age and infirmities. In deference to his wishes, his fellow-members accepted it, but most unwillingly. Mr. Josephus Collett was elected to succeed him as president of the board, and Mr. Charles R. Peddle was chosen as vice-president. Daring the same month a contract for the building of the machine shops of the institute (designs for which had been prepared by Mr. Hodg¬ son) was awarded to Messrs. Clift & Williams, of Terre Haute, at a cost of $14,400. Mr. Rose died on August 13, 1877, and on October 17 the vacancy occasioned by his resignation was filled by the election of Judge William Mack.

The total of Mr. Rose's gifts to the institute prior to his death reached the sum of $345,614.61. By his will a specific legacy of $107,594.34 was bequeathed to the institute, and it was constituted his residuary legatee after the payment of his devises to his family, to the Rose Orphan Home and the free dispensary. What may be the exact amount to be derived from the settlement of the estate it is impossible to determine, but it is reasonable to estimate that the grand aggregate of his donations to the school will consider¬ ably exceed $500,000.

On September 26, 1878, Col. William K. Edwards, who had most ably and efficiently discharged the duties of secretary of the board of managers from its organization, died, and Mr. Samuel S. Earley was chosen on the 2d of November to succeed him as a member of the board and as secretary. Toward the close of that year the machine shops were finished, and some debts which had been in¬ curred in the various works of construction were paid. The question then arose whether with the means remaining at their command the managers could purchase the costly equipment required for the school and have sufficient income to cover its running expenses should it be put in operation. Committees and officers of the board were deputed to visit the principal institutes of technology in the country and make careful investigations concerning their appliances, methods of management and cost of maintenance. From these investigations it became evident that it would be impossible to pro¬ cure the outfit without a serious impairment of the capital proposed to be retained as endowment, and at the same time that even after the acquisition of the equipment, the endowment fund as it stood would not furnish revenues sufficient for the current outlay of a school of the character Mr. Rose had desired to establish. There was no alternative, therefore, but for the managers to defer the opening until accumulated income should supply funds for the out¬ fit, and the settlement of Mr. Rose's estate should place at their disposal such portions of their legacy from him as would swell their permanent resources to the required amount. It was not until the beginning of 1882 that these results had been approximately at¬ tained. By that time the executors of Mr. Rose were enabled to pay the specific bequest - for the greater part in cash and pro¬ ductive investments, with the remainder in valuable real estate - and accrued interest had so far grown as to provide a basis for the purchase of equipment.

Pending this delay, some further changes had occurred in the personnel of the board. The prolonged absence in Europe of Dr B. C. Hobbs as a member of the World's Peace Congress, and the remova! to Mount Vernon of Mr. R. G. Jenckes, led to the withdrawal ot both these gentlemen in January, 1879, and on the 31st of that month Messrs. Robert S. Cox and Preston Hussey were elected to fill leir places. Trusty custodians had been appointed to care for and protect the buildings, and small outlays made from time to time for books, apparatus and specimens for the cabinet. Diligent inquirv had continued to be prosecuted also into the availability of candi¬ dates for the professorships of the faculty, and a number of eminent educators had been invited to visit Terre Haute and confer with the managers upon the future organization and conduct of the school.

?n « df Jie1lded an income of about $25,000, the managers 6 that tbe tlme bad come when they might take the necessary measures for opening the institute. Their first important step was the election of Dr. Charles O. Thompson, of Worcester, Mass., to the presidency of the faculty. This occurred on the 20th of Pebruary 1882, and the president of the board, with the secretary and Gen. Charles Cruft, visited Worcester for a personal conference with Dr. Thompson. . Toward the end of March he accepted the ap¬ pointment and immediately began the work of selecting a faculty and preparing a detailed plan for the organization of the school lotessors of chemistry, of elementary and the higher mathematics and of drawing and the superintendent of the machine shops, were ciosen and accepted. Those whose services were necessary, re¬ ported tor duty so soon as their prior engagements admitted, and by tie end of the summer of 1882 great progress had been made in the w°rb of preparation. It was found that a small class could be provided for by the beginning of March, 1883, and in August of 1882 circulars were published inviting applications for admission. An opportunity for the purchase of the apparatus and library of the ate Dr. John Bacon, of Harvard College, was availed of by the board, and a most admirable collection of instruments and scien¬ tific books was added to the resources of the school. Power, ma- chinery and tools for the shop were purchased by Mr. Edward S. Cobb, the superintendent, under the sanction of a committee com¬ posed of Messrs. Peddle, Nippert and Cox, cases for the mineralogical specimens were constructed after the plans of Prof. Charles A. Colton, of the department of chemistry, and the elegant collec¬ tion was mounted, labeled and stored under his skilled labors. Shelving for the library, designed by Prof. Clarence A. Waldo, the future librarian, was provided and the early purchases of the board and the Bacon library were catalogued by the secretary and ar¬ ranged by members of the faculty. Large additions to the library and apparatus were made by President Thompson, who had sailed for Europe in July of 1882, for study of the methods and progress of technological instruction in the more advanced schools abroad. Tables, easels, models, in brief all the required appliances for the department of drawing, were procured upon the suggestions of Prof. William L. Ames of that department, and by the time anticipated everything was in readiness for the opening. On the 6th of March candidates for admission were examined, and a class of twenty-five members was selected from the most proficient.

Coates College. - In February, 1884, Mrs. Jane P. Coates, of Greencastle, Ind., decided to found an institution at Terre Haute, Ind., for the " higher Christian education of women." That the institution might be denominated " Coates' College," and that she would purchase for it the property known as the Gookins or Duy property in Terre Haute.

February 16, 1885, Mrs. Coates wrote to Hon. B. E. Rhoads, with whom she had corresponded, and discussed the matter as follows: "Being conscious of what the Christian religion has done for myself, and believing that all education should be for the glory of God and the good of man, I would desire that the Holy

Scriptures be daily and systematically read and studied in the col¬ lege, and hoping that the day of small things will not be despised, but that this comparatively small gift * * * will be received

As a result of the proposition of Mrs. Coates, an organization was formed, and the necessary articles of incorporation were exe¬ cuted, by which a corporation was duly created, with a self-perpetu¬ ating board of trustees.

The first board of trustees consisted of Rev. George R. Pierce, Hon. B. E. Rhoads, Dr. Joseph T. Scovel, H. P. Townley, Leslie D. Thomas, S. C. Stimson, E. M. Mering, Charles W. Conn and S. B. Davis. The corporate name adopted was " Coates College."

On May 21, 1885, Rev. L. G. Hay, D. D., of Indianapolis, was elected president of the college and financial agent. Dr. Hay accepted the positions, and soon after entered upon the duties of his position. The college has no organic relation to any church organ¬ ization, but its articles of association provide that two-thirds of the members of the board shall always be members of the Presbyte¬ rian Church. The college opened October 6, 1885, with three pupils, viz.: Misses Frances Haberly, Ester Barth and May Davis, and two teachers, Dr. Hay and Prof. Stanley Coulter. The number of pupils increased to thirty-six in the school year 1877-78. In August, 1888, Dr. Hay resigned the presidency, and August 21 John Mason Duncan was elected president and accepted the posi¬ tion. President Duncan entered at once upon the discharge of his duties. Since that time the school has prospered beyond the most sanguine expectations. The year 1889-90 the college had an enrollment of 100 in all departments, with an excellent working faculty. During the year it has acquired considerable other real estate, and now owns a fraction over twelve acres of land. It has built a large school building which is handsomely finished and fur¬ nished with the latest styles of school furniture and fixtures, nothing like the furniture being in use in this part of the country. It now has college classes up to and including junior.

It was felt, in establishing this institution, that it would be un¬ wise to establish a school of only academic or seminary grade. That there were enough of those, and if Coates College was to ac¬ complish the work its founder desired, i. e. " the higher Christian education of women," it must adopt a high standard, the equal of the colleges for men.

Wellesley and Vassal'. ' And it is the settled purpose of its trustees to offer to the young women of the Mississippi valley all that is use¬ ful, that either of those colleges, which are pre-eminently the best in the country for young women, can or does offer. And that, at less expense and near to their homes. The college is fitted with laboratories, gynasium, art, and physics departments, etc. The geographical location of the college is peculiarly happy, being about equal distances from the great cities of the Mississippi valley, Chicago, Cincinnati and St. Louis. Neither could a more healthful location be found than the one occupied, a locality unequaled for its beauty.

Coates College offers especial advantages to the citizens of Vigo county, who have daughters ambitious to obtain a college education equal to that of their brothers, and which is unattainable elsewhere, except at great expense and long journeys from home.

State Normal School. - Dr. E. T. Spottswood, afterward removed to Terre Haute, introduced in the legislature in 1854, a bill to estab¬ lish a normal school to be supported out of the State funds. While not called by that name the idea was practically the same. He was at that time a representative from Vermillion county. December 20, of that year, a bill passed appropriating $50,000for a normal school, to be located wherever the citizens would offer the greatest advan¬ tages, and help in the way of donations of not less than $50,000.

Vigo county promptly subscribed $50,000 in cash and $25,000 in realty. Fifteen hundred of her citizens petitioned the county board and the city council, in favor of the donation. J. A. Vrydaugh was architect and superintendent of building. The wrork was done by Terre Haute parties. Brick work, J. B. Hedden; stone work, Wagner & McFarland; wood work, Capt. James Hook; fin¬ ishing, S. T. Beese; roofing, Moore & Hagerty; iron, W. J. Ball & Go. ; painting R. Buckle.

Work on the building commenced in 1867, and the corner-stone laid August 13 of that year; Senator Morton and Dr. Richard Ed¬ wards, of Illinois, made addresses. The building was completed at the close of the year 1869, at a total cost of $189,000, to which were soon after added improvements costing $25,000.

The first board of tiustees were Hon. John Ingle, Jr., Hon. R. W. Thompson, Judge W. C. Hannah, Timothy Nicholson and Milton B. Hopkins. First officers were: John Ingle, president of the board; R. W. Thompson, secretary; W. R. McKeen, treasurer. First faculty of the school were: W. R. Jones, president; Nathan Newby, instructor in mathematics; Mrs. Amanda P. Funelle, in¬ structor of geography and methods of primary teaching, and Miss Mary A. Bruce, instructor in English grammar and composition.

The school opened January 6, 1870, with less than a score of stu¬ dents, and for the first two terms the average enrollment was fiftythree, and the total was sixty-six. From this beginning a rapid giowth went steadily along until the total enrollment for the year preceding its burning was 769 different pupils in all grades and rooms. The total number of students from opening to burning being about 5,000. In June, 1879, president Jones resigned, and was succeeded by Mr. George P. Brown. He in turn was suc¬ ceeded in September, 1885, by Mr. W. W. Parsons, the present in¬ cumbent, who was a graduate of the school, then one of the profes¬ sors and finally president.

Building Burned. - The Terre Haute Express , April 10, 1888, describes the burning of the State Normal Institute: The fire was first noticed about 9 o'clock on the morning of the 9th, a few minutes aftei the school hour commenced. In nine minutes the entire fire department was on the ground fighting the fire bravely, but at that moment the flames were seen bursting through the win¬ dows of the mansard roof. The wind was very strong. The fire¬ men in a few minutes found the entire upper floor ready to fall in, and they drove the people from the building as quickly as possible' and even then some narrow escapes were made. By noon nothing but the blackened threadbare walls of the splendid building lemained. Fortunately for the surrounding buildings, just when the flying sparks threatened most, a heavy rain set in, as though it pitied the heroic efforts of the firemen and would aid them. Presi¬ dent Parsons was among the first who discovered the fire, and his piesence of mind in going to every recitation room and quietly notifying them, prevented all confusion of the 618 students that were in the different recitation rooms. There were also four rooms on the first floor of the building, these ranged from six to twelve years of age. These were all quietly taken out before they knew what was going on. Two accidents are noted: Frank Federson, of the chemical company, was struck by falling slate on the back of the hand, cutting the leaders and breaking his arm. William Hultz, a bus driver, who was assisting his brother, O. B. Hultz, the school stationer, to remove his stock, was penned in the building. He finally made his escape, only with the loss of most of his hair and eyebrows and a scorched moustache; total loss, $225,000; no in¬ surance. The building originally cost $189,000 exclusive of furni¬ ture worth $25,000. All the important school records were burned and the library valued at $6,000, there was but one volume saved.' Prof. B. A. Everman had a large collection of natural history speci¬ mens which he had been treasuring for years all consumed. He saved most of his books, but his collection of fishes alone, the labor of many years, while invaluable to him, would probably have sold for $3,000 or $4,000. One collection, gathered only the year before, by the assistance of Prof. O. B. Jenkins, had been transferred to the institute only the day before the fire. The conclusion was that the fire originated from a burning flue. Immediately after the fire Trustee Joseph Gilbert telegraphed for all the members of the board. At noon Mr. Murray Briggs arrived from Sullivan. At the meeting of the board in the afternoon were present: Gilbert, Briggs, of the normal board; Boland, Scudder and Richardson, of the city board; Superintendent Wiley, President Parsons, President Men¬ denhall, Secretary C. M. Thompson, E. Gilbert, J. W. Landrum, Judge Carlton, Architect Yrydaugh, and other citizens. Mr. Briggs was made chairman, and Superintendent Wiley, secretary. The first question was securing temporary quarters for the school. The Baptist, Congregational, Christian and Centenary churches offered their Sunday-school rooms. President Mendenhall tendered the third floor of the Polytechnic, Mr. Gilbert offered the draughting rooms of the Phoenix Works, and the city board tendered the second story of the higli-school building.

The question of rebuilding then came up. The general opinion was that to wait until the legislature met would be fatal, for there was and would be great rivalry, for the school architect Yrydaugh, the designer and superintedent said that $100,000 would place the school in nearly as good condition as before. It was at once deter¬ mined to raise $50,000, and commence immediately rebuilding. A. committee of five was appointed to confer with the county commis¬ sioners and city council - looking toward an appropriation of $25,- 000 from each body; the committee appointed: Mayor Kolsem,R. S. Tennant, W. R. McKeen, William Mack and T. C. Mendenhall. There was school the next day. The churches and higli-school build¬ ing, and rooms offered by the Rose Polytechnic Institute were availed of, and the frightened brood was once more gathered together, and the work went on. The work of rebuilding proceeded as quickly as were the work of the teachers was resumed. Men were clearing away the debris of the fire before it had time to cool. The walls, as suggested by Architect William Vrydagh, stood intact. These were used, and the opportunity of adding certain changes and en¬ largements was taken advantage of, and, Phoenix like, arose from the ashes enlarged and beautified, and stands there in its grandeur and beauty, one of the finest public buildings in the State.

School in the new building commenced September 17, 1888, with the school year. The building, though not completed, was ad¬ vanced far enough for the school to take possession of it. The work of the year was accordingly begun in the new building. After the opening the work has continued, and is now completed. The entire basement was fitted up for school purposes, the heating apparatus being in a separate building erected for it, thus giving a larger amount of room for the work of the school than the old building

The structure is worthy of the grand purpose for which it is de¬ signed. Its outward appearance is imposing, and its inner arrange¬ ments seem to be admirably adapted to the wants of the school Tire promptness with which the city of Terre Haute and the State of Indiana responded to the call of the normal school in its hour of need is worthy of all commendation. It is one of those indications of the popular interest in education that are so cheering to the heart of every true philanthropist.

While the new building is not so high by one story as the old, there is in it, by reason of placing the heating apparatus in a seperate building, considerably more available room for school pur¬ poses. It cost less, but is thought to be architecturally much supe¬ rior, and is. in its internal structure and arrangement in every way, better adapted to the needs of the institution. Through the liber¬ ality of the city of Terre Haute, which gave promptly $50,000, to aid in the restoration of the building, and the appropriation by the last general asembly of $100,000 for the same purpose, the insti¬ tution finds itself to-day in the possession of more ample and suitable quarters than it has heretofore enjoyed; with a library superior to that lost by the fire; with better furniture for the building, and with more and better apparatus, appliances and materials of all kinds for all departments of its work.

The State Normal School, then, undertakes to fulfill the purpose of its organization by (1) leading the student to acquire a thorough knowledge of the branches required to be taught, the professional aspects of the subject receiving attention during this study (2) giving a comprehensive knowledge of mind; (3) the study of the history and science of education, and (4) a system of instruc¬ tion in methods, and an extended period of observation and actual teaching in the training schools connected with the institution.

Clerk and librarian: Helen L. Gilbert. Faculty: William W. Par¬ sons, president history and science of education ; Howard Sandison, vice-president mental science and methods; Nathan Newby, mathe¬ matics; Michael Seiler, geography; Albert E. Humke, reading; Alpheus McTaggart, Latin; William B. Woods, grammar, composition and literature; Barton W. Evermann, biology and geology; Elwood W. Kemp, history; Mrs. Carrie B. Adams, music; George W. Thomp¬ son, penmanship and drawing; Bobert G. Gillum, physics and chemistry. W. W. Parsons is president of the institution, assisted by a large and efficient corps of teachers.

St. Mary's of the Woods , Academic Institute. - This institution for the education of females is conducted by the Sisters of Provi¬ dence. It is one of the oldest institutions of higher learning in the county. It is pleasantly situated about four miles west of Terre Haute on the Indianapolis & St. Louis Railroad. It has ample grounds and is in the open healthy country. The school has its own railroad station. The motto is: "Knowledge and Virtue United." It is one of the prosperous Catholic institutions of the country. Its first graduating class was one young lady in 1860. Now it averages each year about eight " sweet girl graduates."

Away back in 1840 - fifty years ago - St. Mary's Academic In¬ stitute began in its small existence, October 22, of that year Joseph Thralls and family invited the Sisters to occupy a part of their log cabin, and five Sisters of Providence, who had just arrived from France, by invitation of Bishop Brute, accepted the offer and opened a school. Nothing could be more humble than this primi¬ tive cabin school in the woods. This little band of five Sisters is now in this country grown to be 500, and at St. Mary's of the Woods the little log cabin has grown to the present elegant brick and stone-trimmed edifices that are quite an interesting vil¬ lage, and to all has just been added a new and elegant convent church that was built somewhat in honor of their fiftieth anniver¬ sary here - a memorial of the arrival of Mother Theodore and her four companions. Under the order of the Sisters of Providence are now 10,000 children where were once the few of the neighborhood around St. Mary's. This is the mother house of this order. It was appropriately named " St. Mary's of the Woods " in honor of the birthplace of the founder of the order, " Ste. Marie des Bois." The hardships, the trials and the triumphs of these poor and gentle women are a part of the pioneer history of Vigo county.

St. Joseph's Parochial Catholic School is on Fifth street, west side, and the church and school buildings occupy the block between Ohio and Walnut streets. The female academy is the old first brick school-house built in Terre Haute, by stock subscrip- tions. This was purchased and made a Catholic school in 1862, and placed in charge of the Sisters of Providence. The building was remodeled and largely added to, and is the girls' academy attached to St. Joseph's church. In 1888 the large brick school building was completed. This is the boys' school, and adjoins St. Joseph's church on the north. Both these schools are in charge of the Sis¬ ters, and in the two are 175 pupils, and seven teachers.

St. Benedict's German Catholic School is adjoining the church at the corner of Ninth and Ohio streets. The building was erected by the church in 1887. This is also under the care of the Sisters of Providence, and has an attendance of 175 pupils and four teachers.

St. Patrick s Day School. - This is called a day-school to distin¬ guish it from the other Catholic schools that receive girl boarders. It is at the corner of Thirteenth and Poplar streets; has an at¬ tendance of 190 pupils - built in 1882; four teachers - Sisters of Providence.

The German Lutheran Parochial School was commenced in 1858 in the basement of the old Evangelical-Lutlieran frame church on the corner of Swan and Fourth streets. When the church was removed to its present quarters on Poplar, between Sixth and Seventh, the school was provided its present rooms in the south part of the church building and parsonage. The school has an en¬ rollment of 80 pupils - one male teacher.