Wayne County, Indiana - Education in Wayne County, 1912 (part 1 of 2)

Education in Wayne County

PIONEER PERIOD - - DISTRICT PERIOD - LOCATION OF SOME EARLY SCHOOLS - - EARLY INFLUENCE OF THE FRIENDS - EDUCATIONAL INSTITUTIONS - SCHOOLS OF. RICHMOND - SCHOOL BUILDINGS - EARLHAM COLLEGE - RICHMOND BUSINESS COLLEGE.

Pioneer Period

"There are four documents which should be most carefully studied by every student of American History: viz,., the Declaration of Independence, the Constitution of the United States, Washington's Farewell Address, and the Ordinance of 1787. They mark four epochs and give insight into four epochs of American History."

It is to the Ordinance of 1787 - the paragraph in it touching education in the Northwest Territory - to which our attention is turned; the paragraph concerning the establishment of schools in the territory - "the first enunciation by any self-ruling government of the obligation of the State to furnish intellectual training to the children within its jurisdiction." Up to this time education had been regarded as the concern of the parent, or at most within the province of the church, but never a responsibility resting upon the civil government. In the first Act of Congress (1785), which provided for the surveying and sale of such part of the Northwest Territory as had been purchased of the Indians, a section in each township of land was reserved for the maintenance of public schools. But it was the Ordinance of 1787 which commanded the encouragement of education. "That ordinance fixed forever the character of the emigration and of the social, political, and educational institutions of the people who were to inhabit this imperial territory - then a wilderness, but now covered by five great States, with one-fourth of the entire population of the nation and one-third of the total amount of permanent school fund in the United States, and public school property equal in value of that of all other States combined." [W. F. Poole, North American Review, 1876. ]

Since the passage of the Ordinance the establishment and maintenance of schools - the furnishing of the means of obtaining knowledge - has been regarded as one of the departments of State duty and State action, along with making roads, carrying mail, etc. The school system is a branch of the Government. When the land was surveyed, the Ordinance of 1787 stated, that one square mile of land in every township should be reserved for the maintenance of public schools within that township. A township, according to the survey, is six miles square, containing thirtysix square miles, called sections. The section numbered 16 was called the school section. When Indiana was admitted into the Union (1816) the school sections within her boundaries were given by Congress into the care of the new State. The first Constitution of Indiana then declared that it should be the duty of the General Assembly to provide by law for the improvement of such lands and "to apply any funds which may be raised from such lands to the accomplishment of the grand object for which they were intended; but no lands granted for the use of schools shall be sold prior to the year 1820; and the money which may be raised out of the sale of any such lands shall be and remain a fund for the exclusive purpose of promoting the interests of literature and the sciences and for the support of schools." The same constitution declared "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, wherein tuition shall be gratis and equally open to all."

In 1824 the first law that may be called a common school law was enacted. It was entitled "an act to incorporate congressional townships and provide for public schools therein." This law required each able-bodied adult male in the school district to do a certain amount of labor in assisting to erect a schoolhouse in his district. Such a house should be forever open for the education of all children within the district without distinction. This was not enacted until nineteen years after the settlement of Wayne county had commenced, and the people of nearly every neighborhood had already provided houses. Therefore, it is doubtful whether any schoolhouses were erected according to this law in the county. It may be safe to say that all the

The money derived from rent of the school lands could be applied to the furnishing of houses, and if any surplus remained, the trustees could apply it to the payment of the teachers. But. the school was not free. Tuition was to be paid according to an agreed rate per scholar. It is probable that all the legislation on public schools, until 1831, was of little, if any, avail to the people of Wayne county. In 1831 an important revision of the school laws was made. Trustees were to be elected in each Congressional township, with sub-trustees in the districts. At the time of electing trustees the voters of each Congressional township were to give expression upon the question whether their school section should be sold or not. The act of 1828 provided for a school commissioner in each county, whose duties were to conduct the sale of the land whenéver the inhabitants decided in favor of selling; to place the proceeds at interest; and to disburse the interest derived in such manner as to return the benefits thereof to the people of the Congressional township of which the section sold was a part.

The law of 1831 directed the sub-trustees to call meetings in their respective districts and submit the question whether the district "will or will not support a public school for any number of months, not less than three in each year.' Whenever it was made necessary, by the new arrangement of districts, to build a schoolhouse, the question of building such house was decided by the voters at a meeting. This law seems to have affected Wayne county generally. Meetings were held in the year following the passage of the act, mostly in 1833-34, and in many townships the sale of the school section was determined and the erection of houses was directed. The effect of this action was to change the location of many schools, to cause the erection of new houses, and to distribute them more uniformly over the country. Many of the houses erected by this movement were better than those of the former period. Frame houses were frequently erected and the interior furnishings were proportionately improved. The school system of that period is called by J. C. Macpherson, "The District System."

But the earliest settlers of what is now Wayne county, although, we are told, were not possessed with extraordinary scholarship, had among them few who were illiterate or ignorant, and fully appreciated education; so they early determined to secure its benefits for their children. It was in 1807 that the little company of settlers, the first family of which had immigrated from Kentucky in 1805, determined upon erecting a house, and supporting a school, which was the first school in what is now Wayne county. That period, from 1807 to 1831, Mr. Macpherson has designated as "the pioneer period." During this period, he says, there were schools maintained, but they were local affairs. The people of a neighborhood would agree to arrange for schooling for their children; they would secure some vacant house, or put up a log house with the rudest of furnishings, and then make an agreement with some one in the neighborhood to act as teacher. Sometimes the school was an individual affair. A schoolmaster would happen in the settlement, obtain the use of some house and circulate his subscription paper, or "school article," for scholars. The "article" set forth the length of the term and price per scholar, the patron would sign his name and the number of pupils he would send. The "article," written by the teacher, was supposed to give evidence of his skill as a penman, and this: evidence was usually the only certificate of qualification presented. Examinations were unknown.

This first schoolhouse, built in 1807, was located: on the north bank of Big Elkhorn creek opposite the mouth of Little Elkhorn, in the northeast quarter of section 31, township 13, range I west. It was upon ground now included in the Elkhorn Cemetery, five miles southward from Richmond. The particulars in regard to this movement, its originator, who carried it out, etc., are lost. The house probably stood twenty rods south of the present Elkhorn Chapel, near the east wall of the cemetery. It was built expressly for a school, of round logs, in many respects like the homes of that day, except that its floor was made of sawed boards. A saw-mill had been erected on the Elkhorn, about a mile bélow, the previous year, and from it were obtained boards for this floor in the place of puncheons, which were common in many homes. The first term was opened in November, but it is not known how long it lasted. Joseph Cox was the first school teacher in Wayne county. Besides being the first teacher he may also be known as the first householder in the county. He and his wife came, in 1805, from New Castle, Ky., where he had been teaching. He taught several terms and at several places in what is now the eastern part of Abington township and western part of Boston township. It must also be told of him that, in 1817, with his father, he laid out the town of Abington. For a number of years after teaching he lived on a farm near Abington and had an interest in a mill near by on the Whitewater, but meeting with financial disaster he finally removed his family to another part of the State. There is now no one living who attended that first school. The house was used for several years for schools and for religious meetings. In time it was replaced by a house better suited for a church. The locality is a noted one in the history of the county. The first grave was made on that hill, and in the water at the foot of the hill was performed for the first time the ceremony of baptism. The organization of the first church was effected there.

It is always difficult to state with any certainty the time and place of events, where the evidence depends so entirely upon tradition, which is more or less influenced by pride of-locality. But it may be accepted as true that the first school was in 1807, as has been stated, and that the second was taught in the fall of 1808, by Thomas Hastings, and another by Isaac Julian, either that fall or the following; though it is probable that both were opened in 1808, as they were some four or five miles apart. In 1808 Thomas Bulla erected a pole cabin on the bank of Elkhorn creek, about two miles above and northeast of the falls, and employed Thomas Hastings as teacher for his children and such others as could attend. Lacking a knowledge of arithmetic, Mr. Bulla himself attended the school about six weeks and studied that branch. It is probable, as has been stated, that Isaac Julian taught that same winter in a house about a mile southwest from Richmond, perhaps in the locality of what is now Wernle Orphans' Home. This was fully three miles from Thomas Bulla's schoolhouse and both these were five miles from the first schoolhouse. Isaac Julian taught for three months. It might also be mentioned that a debating society met in this schoolhouse, among the debaters being Eli Overman, Isaac Julian, Henry Hoover, Joseph Holman, William Holman and Asa Prevos.

In 1809 a log schoolhouse was built on the north branch of the Elkhorn, about one mile below the earliest schoolhouse. From its location, near the residence and on the farm of James Lamb, it came to be known as the "Lamb Schoolhouse." The name of the first teacher is lost, but "some of the best teachers of the time taught there," says an old citizen, once'a pupil. It is claimed it was the first school to instruct in Grammar.

In 1810 Robert Smith taught a school in a cabin near where North D street meets Fort Wayne avenue from the west. He was a brother of John Smith, the founder of Richmond. In the same year a log schoolhouse was erected on Burgess' Hill, where Liberty pike crosses the township line. But the names of the early teachers are lost. It is possible that school may have been taught earlier than 1811 in the house used as the White Water Monthly Meeting house, which was a vacated log house on the ground near where their yearly meeting house afterwards stood. That "meeting had a standing committee on schools appointed, '23d of 2d month, 1811," says John Macpherson. Robert Brattain taught there certainly in the winter of 1811-12, Other early schools will be found mentioned in connection with the townships. Schools were held wherever means and convenience of the settlers permitted. The schools were supported by subscription, there being of course, during this period, no public fund. The settlers did not consider the absence of a legalized system, nor the privations which surrounded them excuses for neglecting the education of their children.

A description of a schoolhouse of this period could not be out of place just here. The path which led to the schoolhouse was marked by a line of blazed trees, running in a direct line from the house of each family whose children were sent to the school. The house was usually located in a field of stumps, or just on the edge of the woods. Those of the earliest period were built of round logs or poles and covered with "clap-boards," laid on each successive course and extending from one end of the building to the other. The floor was sometimes made of "puncheons" or "slabs," split from logs and hewn smooth with the ax; sometimes boards were secured from the neighboring saw-mill. The door was usually cut out of one side and a rude wooden shutter was swung by wooden hinges on the inside, from which a string passing through the door allowed it to be worked from the outside. Some early houses were heated by charcoal on a hearth in the center of the room or in large kettles. When there was a fireplace it was built in the middle of one end of the room and was usually constructed of rocks and sticks in untempered mortar, the clay mortar always extending far enough to protect the floor and walls. The "stick and clay" chimney above was of split sticks and mortar, made of clay tempered with straw, to prevent it from cracking and falling to pieces, such chimneys standing for years. Sometimes in the door, and always in the end of the room opposite the fireplace, a log was cut out to admit light. In summer time these windows would be left open, but during the winter they would be closed by pasting greased Paper over them. Along the length of the walls were driven, a short space apart, pins of wood in a slanting position. Upon these pins were laid wide boards, which constituted the only kind of desk or table for both pupils and teacher. The seats were as rudely constructed, being made of "slabs," either hewed or sawed, supported by wooden pins driven into the floor. These seats had no back and were usually of such height that the feet of the younger children could not touch the floor. Occasionally a teacher would be favored with the use of an old "split-bottomed" chair, from which the "splits" had been worn out and a board substituted. In one corner of the room, farthest from the fireplace, was placed a shelf for the dinner buckets, and over it were pegs or pins for the hats and shawls. In many instances a small board hung by the door, on one side of which was marked "in" and on the other "out."

The teacher was supposed to be in the school room very early, to build the fire and sweep out the room. He must collect the '"copybooks," look them over, and write a new line of copy in each, collect the quill pens and mend them. By this time the pupils had arived and by 8 o'clock the work began. It was the custom in this period, among many teachers, to conduct what was known as "loud schools'" - that is, to allow the pupils to study aloud. This was supposed to cultivate concentration of thought as well as to aid memory. This was very common, the first wholly silent school being taught in 1820 by Maria Holman, in Jacksonsburg.

Classification in schools of so few pupils and of such variety of ages was quite impossible. The patrons of the school were usually poor in money and possessed of few books. The pupils in spelling were usually supplied with Noah Webster's Speller, and the more advanced, who wanted reading, brought whatever book the family might happen to have. "The Columbian Orator'" was a favorite, as well as the "Life of Washington," "Life of Gen. Francis Marion," "Travels of Lewis and Clark," and, if no other book could be found, there was always the New Testament. Probably a half-hour after assemblying was spent in preparation and then commenced the recitations - first the reading classes, then the spelling classes, then the A B C classes - until every pupil had recited. Then the same rotation would begin again. Many teach- ers began in the morning where they stopped in the evening before. Others ended the day's work by calling up all the pupils. beyond the elementary spelling book and exercising them in "spelling off the book." After the spelling each pupil remembered his place which he gained by "spelling down" his neighbor or by being "turned down," as the competition was in order to gain "head place." If no class could be formed in arithmetic some older pupil was given charge of the elementary class so the teacher could assist each individual working in that branch, for arithmetic was regarded the most important, because the most practical, science. It was common for the teacher to "skip" fractions, since they were rarely used in business. Such teachers only took their classes to the "Rule of Three." The general idea prevailed that girls had little need for Arithmetic beyond "Reduction," and their course was very brief. But when a young man became an expert in Arithmetic he was the pride of the neighborhood and much in demand. Writing was given close attention, one of the qualifications of the teacher being to be a "good copy." A bold, round hand was taught, as copying records was the end of special work in writing.

It was not until the pupil had gone through the "Speller" two or three times, no matter how little thought was given to the words, that he was considered able to read. He must be able to pronounce words readily, so he might be able to read rapidly, as "the idea of that day was loud and fast reading," - the faster the better. Few teachers of this period were able to teach Grammar successfully. It is stated that classes were formed as early as 1824-25. Murrey became the standard author, and Kirkham's. Grammar was very popular, as it was written in an easy, familiar style. Hale's History of the United States was used in about 1840. In Grammar, geography, and history, the interrogation method was used and much parsing was done in the first named branch.

District Period

The next period in the school history Mr. Macpherson calls "the District Period." It began in 1831, when a State law was passed, in which the trustees in a district of the county were to meet and decide whether the district could or would support a public school for any number of months, not less than three in each year, The voters at a district meeting could also decide the question of new schoolhouses. Thus the establishment and support of schools was decided upon by the voters of each district. The voters could levy a tax, to be paid in work or in money, or in both, for purchasing ground, erecting and furnishing a house, and they might, by a two-thirds vote, authorize the levying of a tax for the payment of a teacher for a longer period than three months in each year.

In 1837 there was in the National Treasury an unexpended balance of more than $20,000,000. It was divided among the States according to their population. Indiana received some $750,000, to be paid in three installments. The legislature was divided in opinion. as to its disposition. Two-thirds of the house wished to apply it to internal improvement, while one-third preferred that it should go to the public schools. A great deal of maneuvering was carried on. The "internal improvement men" became divided, some wanting the amount invested in bonds and mortgages of real estate and some in State bonds. Finally a bill was drawn up in which it was provided that the first and third installments of this surplus revenue should go for internal improvements and the second for a public school fund. This bill was drawn up by Richard Owens, of Posey county, a leader of the "education men," and presented by Joel Venderveer, leader of the "bond and mortgage men." The bill passed the house and in the senate was amended by giving two-thirds of the amount to the commonschool fund and one-third only for internal improvements.

Before this, common schools had been local affairs, their establishment being determined by the district and their funds managed within the county. From this on schools were a State concern. In 1834 a State Bank was chartered. The State became a shareholder and a certain annual dividend was turned into a school fund. About the same time some land containing salt springs were given to Indiana by Congress. It was sold and the money was added to the school fund. There was much improvement in many ways during this period. ~The hewed-log house followed the round-log house, and then, during the latter part of the period, frame houses became general. The pupils were pretty generally furnished with desks after 1840, and after this more attention was paid to the physical comfort of children and teachers.

Under the Congressional Township System, the trustees were to hire the teacher on "the most advantageous terms," and a written agreement was made as to what part of the payment should be money and what part produce; what kinds and where delivered, and whether he should "board around" or not. After the sale of the school sections, there was some interest money which could be used to pay the teacher. Township 16, range 13, had annually $16 for each school to apply toward tuition. All this naturally tended to attract better qualified teachers and in the latter part of the period an occasional teacher would have a pupil in Natural Philosophy or in Latin. Schools at this time were absolute monarchies. The teacher was to be obeyed without question or argument. The rod was regarded as possessing a two-fold virtue; it was not only terror against evil doing but a specific against idleness and stupidity. The fatal result of this system was that conscience was not sufficiently regarded as the highest, greatest, and most desirable restraint on the one hand, and the surest incentive to duty on the other.

Location Of Some Early Schools

In order to have some system in the mentioning of the early schools of Wayne county, the writer has adopted J. C. Macpherson's plan of taking the townships in the order in which early schools were established:

As has been stated, the first school in Wayne county was located in Boston township. Joseph Cox, its first teacher, has been noted. This was in 1807. In about 1810-11, John Nelson and Aaron Martin taught schools in this township, in a Baptist church. James P. Burgess, Joseph Hodges, and a Mr. Johns, taught in a frame house built in 1819. John Nelson, Alfred Moore, William Layers, and Hiram Smelser were early teachers in the western part of the township. In 1820 Dillon Bridges taught in a schoolhouse on the site of Boston. In 1822 Simeon Beck taught at the northwest quarter of section 34. Jesse Johns, James Estel, Ruth Ann Morris, William Lowe, and Samuel S. Brown were the early teachers in the eastern part of the township. David Clark and Sarah Henly were the early Friends' teachers.

Isaac Julian taught the first school in Wayne township in the winter 1808-09. Edward Holman, Betsy Snow, James Williams, Robert Smith, Robert Brattian, John Morrow, James Wright, Joseph Ratliff, Morris Place, Jonathan Lister, Isaac Hiatt, Joshua Pool, and John Andrews were all early teachers in this township.

The first teacher is not known, but John Nelson, Joshua Nelson, Elijah Holland, Jacob Whitinger, Betsy Stark, and John Miller were early teachers here. William Williams, Lazarus Whitehead, George Hunt, Jonathan Hunt, Reverend Wiles, Enoch Railsback, Alonzo Osborn, Daniel Osborn, Mary Williams, A. C. Shortridge, Henry Shombre, Daniel Green, and William Personette were early teachers in the eastern part of the township, and Daniel Noland, John Miller, Allen Leeson, Peter Quinn, James Wood, Arnold Fairbrother, Caleb Lewis, Daniel Stevens, Elijah Holland, Shelby Jones, William and J. Meek, and Franklin Larsh in the western part.

The first school in New Garden township was formed by the- "School Article" and was taught in a Friends' Meeting House by David Jones, in 1814. Mary Pegg taught in this township in 1815; James McMurrey and Charles Baldwin in 1818; Edward Coggshell in 1821; Ahira Ballard in 1820; Jonathan Harris in 1829; Mordecai Bond, Ellis Osborn, Rachel P. Wilson, Robert Harrison, Thomas Woodard, Amos Bond, Eli Jessup, Erastus Test, Hoxie Kenyan, Lizzie Brunson, Tristan Coggshell, Elias Baldwin, and Zeri Hough were a succession of teachers in this Friends' schoolhouse. H. H. Way, Beulah Puckett, and Joshua Williams taught in a school where Fountain City now stands. Eli Macy in 1829, and a Mr. Jonathan in 1830, also taught there. These schools were denominational. East of Fountain City, James R. Mendenhall taught in 1817-18; H. H. Way in 1823-24; William Way and John Marine later, and Michael Farmer in 1822.

In Center township the first schoolhouse was built in 1815 or 1816, on the northwest quarter of section 18. William Hastings was the first teacher. Among his successors were Joshua Williams, James Osborn, and George W. Julian. Other early teachers were James Williaras, John Patterson, Daniel Noland, Daniel Osborn, and Olive T. Jones. John Copeland, in 1818, in another section of the county; William Jordan, Robert Russell, Jonathan Dicks, Joel Cloud, John Kerr, George Druley, and L. D. Personette taught in 1820 to 1830. Sallie F. James and A. F. Scott were also early teachers.

James Wright was the first teacher in Webster township.. He taught-in a log house, erected in 1815, and was followed by Ahira Ballard and his sister Rhoda, and later Darius Bond, Thomas Livingston, and George Druley taught in "the Personette schoolhouse," 1820-21. ; Two localities claim the honor of having the earliest school in Harrison township. In 1815 a schoolhouse was erected in the southwestern part of the township. Jonathan Kidwell taught here in 1815-16, followed by John Frazier. It is claimed by some that a schoolhouse was erected a year earlier in the northwestern part, on Martindale's creek. David Morris was the first teacher here. Jonathan Platts followed him. Maria Holman taught in Jacksonsburg, about 1820. William Boyd, Richard L. Leeson, and Edmund Harrison were early teachers in this section. Isaac Kinley taught in 1826, being employed by the Franklin Union School Society, in the southern part of the township. Jerry Griffin taught in this township in 1844. Mr. Macpherson says: "In early schools in the township children learned their letters from a printed sheet containing the alphabet. The sheets were pasted upon a wooden paddle which was held in the hand. The printed sheets were kept for sale in the stores, at one egg a copy."

The first school in Perry township was taught by John Canada in 1816. He taught several terms and was followed by Samuel Swain and Thomas R. Stanford, in the old log house built in what was known as "the Tennessee Settlement." John Underhill taught in the same old house in 1820-24. His reputation induced pupils to come from other localities. He taught here until 1832. In 1826 Charles Osborn taught in a house erected in Economy. He was followed by Isaiah Osborn, James Osborn, and Rhoda Swain. Elijah Mendenhall, Lydia Maulsby, and Jonah Pierce were all early teachers in Perry township.

James Cathcart was the first teacher in Washington township. He taught in 1817 in a log cabin built by the Shakers. Among the early teachers of the township were Thomas Leonard, a Methodist preacher from Pennsylvania; Adam Banks, who introduced spelling schools; William McKinney, and Eli Elwell, in 1824; John Foulke, a Virginian; Orlinda Church, in 1831; Othniel Beeson in 1834; William Hurst and Daniel Noland in 1818; Thomas Leonard, Jason Hudson, and Elijah Holland. Elijah Coffin taught the first school in Milton in 1825. He was followed by Mr. Wirrick, Richard J. Hubbard, Mr. Harrison and others. The first schoolhouse built by taxation was in Milton, in 1846, and Thomas Reagan, John Calloway, E. B. Newman, James Allen, and A. C. Shortridge were all early teachers in this building. George W, Julian, Jacob Shuman, Noah Leeds, and John Rea were early teachers in Milton.

other term in the same house. James Wickersham, from Philadelphia, taught in the same house in 1821-22. Joseph Harrison was another early teacher. A number of houses were built in the early days and schools were held, but the names of the teachers are lost.

Robert Murphy, John Underhill, and Elijah Mendenhall were the first teachers in a log house erected in 1818 in Clay township. Elijah Martindale in 1820, Jesse Bond, Rachel Swain in 1824, William Dunham, John Martindale, Jonathan Baldwin in 1825, Isaac Nordyke, James Shoemaker, William Trindle, and Bailey Albertson, in a house built in 1827. Martin Jones, Andrew Nicholson, Alfred Underhill, Robert Gordon, Robert Cowgill, and Oscar Jobs, who introduced a blackboard, were all early teachers in this township.

Richard Lewis taught the first school in Green township shortly after the war of 1812. George Dougherty was probably the next teacher, followed by Nathan McCracken. Robert Burns and Samuel Johnson taught near the site of the present Mt. Zion church in 1827. Other early teachers were Griffin Davis, Samuel - Johnson in 1830, Jacob Taylor, Andrew Nicholson in 1835-36, Richard Jobes, Joshua Ferguson in 1838, William Fagan, Erastus Spencer, a Mr. Jones, a Mr. Baily, Charles Stanley, Absolam Wright, Joseph Lomax, William Hutcheons, Washington Cornelius, Eliza Ladd, India Goodrich, William Peelle, and David Frazier. In Williamsburg, Samuel Johnson taught in 1830, Sommerville Frazier in 1844, and a Mr. Spencer in 1848.

Probably the first schoolhouse built in Jackson township was in 1822, on the northeast quarter of section 24, township 16, range 12, the first teacher being Joshua Pool. Another school in the same quarter was taught by Morris Place in 1824. The Lutheran congregation carried on schools from 1828 to 1830, near the present town of Germantown. John McCormic was probably their first teacher. John Russell taught in 1828 in a log house on the southwest corner of section 3. Exum Elliott taught in 1830 and a Mr. Newby in 1832.

The first schoolhouse in Jefferson township was probably in the southeast part of the township, but the date, exact location, and teacher are unknown. A house of most primitive style was built in 1824. This was abandoned about 1840 for another building. An early school was taught in 1834 by C. B. Murrey, the house having glass windows and a stove.

Wiles was the second. Wilson Dennis and John Jordon were the first teachers in the second house, erected in 1834. They were paid by subscription, ranging from $1.25 to $2 per scholar. In the third house Miles Mendenhall, Clarkson Reynolds, William Moore and Samuel Lamar were first teachers. Other early teachers were Luther Gray in 1842, Isaac Chamness, Franklin Baldwin, William S. Chamness, Henry Thornburgh, Benjamin Maulsby, Absolam Dennis, Emily Ellis and Jonathan Baldwin.

Early Influence Of The Friends

"To the Friends," says J. C. Macpherson, "is to be credited the first organized educational effort in Wayne county. Elementary schools were established by them quite early under the direction of their Monthly Meeting." The first record of attention to educational matters is found in the minutes of the meeting held on the 25th of 8th mo., 1810, as follows: "A number of school books were received from the last Quarterly Meeting. Andrew Hoover, Ephraim Overman, John Townsend, Joshua Piggot, Ralph Wright, Ben. Maudlin, and Benjamin Harris are appointed to have care of them, and report to next meeting what way they think best to dispose of them." On 29th of the 9th mo., 1810: "The Friends appointed to form a system for the disposal of the school books, report that trustees be appointed to have the care of them; to let them out, and where they think charity requires bestow them as a donation, which the meeting concurs with and the same Friends are to continue to dispose of them and to report when complied with." Later on we find, on 23d of 2nd mo., 181r: "Ephraim Overman, Andrew Hoover, Cornelius Ratliff, Jesse Bond, John Smith, Ralph Wright, John Morris, Jonathan Holliagsworth, John Townsend and John Clark are appointed a standing committee to have care of schools." The old log meeting house, which stood on the site of the present brick one on North Tenth street in Richmond, was used as a school house in these early days. Robert Brattain is said to have taught the first school there during the winter of 1811-1812. Dr. John Plummer, in his history of Richmond (1856) says: "I hold in distinct remembrance the old log meeting house of 1823, with its leaky fo0f tiv ya. on its slab benches with no backs; its charcoal fire kept in sugar kettles." Levi Jessup, in an account of Whitewater Monthly Meeting, says: "As they [Friends] improved in their circumstances, the log house gave place to a frame, and still later to the large substantial brick on the adjoining lot" [1836]. On the meeting, taking into consideration the subject of education, appoints John Townsend, Benjamin Maudlin, John McLain, John Clark, Robert Hill, David Hollingsworth, William Talbert, Aaron Stanton, Patrick Beard, John Addington, and Theodore Stafford to join with a committee of women Friends and visit all the particular meetings which constitute this, in order to..encotirage school education, and also to consider of the propriety of proceeding to make the necessary arrangements for a settled school within the verge of this meeting; and to report to the next meeting." There were six subordinate meetings in Wayne county constituting the Whitewater Monthly Meeting. The committee reported as follows: "31st of 8th mo., 1816. The committee appointed on the subject of education report as follows - we the committee appointed to visit all the meetings that constitute this, on the subject of school education, have attended to the appointment and find the branch meetings mostly provided with 'schools; but not finding sufficient encouragement to settle an established school, think best to lay down the subject at this time." This report serves to show the attitude of the Society of Friends towards education in those early days. Many of Wayne county's first teachers were Friends. Among these it seems fitting to mention John Underhill, William Williams, Isaac Hiatt, Joseph Hopkins, Morris Place, Beulah Puckett, Ahira Ballard, Thomas R. Stanford, Sarah Henly, Joshua Pool, James Weeks, Mary Pegg, Jonathan Harris, Joshua Williams, Eli Macy, Henry Way, Rhoda Ballard, James Osborn, Elijah Mendenhall, Jesse Bond, and Joseph Ratliff, In 1836 a school giving instruction in the higher branches - including surveying and even Chemistry - was conducted in Richmond by the Friends in a school build-. ing near their Yearly Meeting House on North Tenth street. In 1847 the Boarding School, under the direction of the Yearly Meeting, was opened. This institution afterwards became Earlham College, in 1859.

The parochial schools carried on by the Lutherans have been mentioned before. There were a number of private schools held in Richmond in the early days, even after the organization of the public schools. Many subscription schools were taught at the close of the public school term. Probably the first secular school was the one started by Isaac Morris, in 1833. A Mr. Brown taught a school in his own dwelling house on North Fifth street, the east side, near Main, in 1834. From 1840 until 1842 Rawson Vaile taught a private school in a building willed to the city for school purposes by Dr.

Warner. James M. Poe was a prominent teacher, from 1838 to 1848, in a private school held in the basement of the old Pearl Street Methodist Episcopal Church. Many other private schools were held in homes by teachers well fitted for the work and many of the strongest men and women of the county owe their education to these private schools.

The framers of the Constitution of 1816 made it 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, and for the promotion of such. The money which shall be prepaid as an equivalent by persons exempt from military duty, except in times of war, shall be exclusively, and in equal proportions, applied to the support of 'County Seminaries." In 1831 a general law, providing for the establishment of a seminary in each county, was passed. The seminary of Wayne county was established by an act passed Jan. 26, 1827. The bill was introduced by James Rariden, the senator from Wayne. The bill made it the duty of the circuit court of Wayne county to appoint three persons to constitute a Board of Seminary Trustees. Lot Bloomfield, Daniel Jenkins, and Robert Hill were appointed, and this board received by donation two lots in the town of Centerville, which they accepted and reported as suitable for the Wayne County Seminary. In 1828 the west wing was erected. Nathan Smith taught the first school. Rev. S. K. Hoshour taught three years, 1836-39. Rawson Vaile had charge for six years at one time. The east wing was built in 1842 and in 1848 the remainder of the building was commenced. In 1848 the institution was changed. into "The White Water College." Some time in 1850 the control was transferred to the Methodist Conference. In 1856 Mr. Edwards, A. C. Shortridge, and Mr. Roberts leased the building for five years. The school then taught was not denominational. In 1861 the building was sold to W. H. Barnes, who conducted a boarding school until 1865, when he sold the building to J. M. Coyner, who in turn sold it to S. S. Potter, in 1867. In 1869 the building was purchased for the public school, which use was continued until 1891, when the old building was destroyed by fire, after having stood for fifty years. In 1832 the legislature ordered the sale of all county seminaries, with all their property, real and personal, and provided that the net proceeds should be added to the permanent school fund.

Dublin Female Seminary

In 1836 John Whippo, Caleb W. Witt, and Jonathan P. Creager erected the building which afterwards became known as "The Dublin Female Seminary." This was the first school building erected in Dublin. It was a frame building, 20x30, surmounted by a bell, a "marvel in those days," possibly the first bell in the county. It was a school "expressly for young ladies," and was the seat of learning in Wayne county at the time. The building is now standing, in use aS a pump shop, yet over the door on the inside may still be seen the old motto, 'We Should Be Able to Give a Reason for Every Truth We Admit, and Every Fact We Profess to Believe." Miss Sarah Dickinson, from New York, a lady of high culture and education for the time and place, was the first teacher in the seminary. She was the first in Dublin to teach Grammar, Geography and History. The Misses Theodosia and Eliza Holman, daughters of George G. Holman, an educated Englishman, were the next teachers.

The Dublin Academy

In 1838 a two-story brick building was erected in Dublin by subscription and was called "The Dublin Academy." Oliver Taylor | was the first teacher. Joshua W. Haines, now of Richmond, took charge the following year and he was succeeded by N. H. Johnson. William Personette followed, teaching three years. At first the school was for boys only, but one determined girl took her books and seated herself for work. As there was no law to eject her she remained, and other girls soon followed.

Cambridge Seminary

In November, 1839, the Cambridge Seminary opened under the charge of Samuel K. Hoshour, who had had charge of the county seminary at Centerville for three years. He remained here for seven years. Dr. Lee R. Johnson, of Cambridge, in the "Annual Report" of 1878, has this to say of the school: "It was not a common school, a select school, a high school, nor an academy, though possessing many of the elements of all." Students were of both sexes and the course of study included all branches from the alphabet up to Latin, Greek, French, and German. Some of Mr. Hoshour's methods were unique enough to attract attention. His ability to amuse while instructing has been rarely equaled, says Mr. Johnson. For instance, in his classes in Grammar, Grammar was Grammar City, a city of 100,000 inhabitants (words), residing at that time in ten streets - the parts of speech. The class entered the city on Article street, where none but little folks named A and The lived. Whenever A went down street and met Mr. A, Mr. E, Mr. I, Mr. O, Mr. U, or the mute was Noun street, where one was told the names of things and persons. Then came Adjective street, where one was told the qualities and numbers of things. Then on Verb street actions were learned. On Adverb street one learned where, when, and how things were done. In Preposition street one learned how things were related to each other. In Conjunction street the citizens were married, etc., through the whole of Grammar. Mr. Hoshour was also famous for his wide general knowledge. He always had information for his pupils which was not found in their text books. He had questions to propound which taught them to observe, inquire and to think. At the close of each week, after the younger pupils had been dismissed, an hour was spent in reading the New Testatment, accompanied by questions and instructions in regard to the geography and topography of Palestine and the manners and customs of the Jews. This instruction was especially appreciated, as Sunday schools were very poorly equipped at that time. There was no permanent successor to Mr. Hoshour. The names of other teachers are lost. The building was destroyed by fire in April, 1848.

Green Mount Seminary

In 1851 John Haines erected a large building, southeast from Richmond, and opened a boarding school known as the "Greenmount Seminary." Jesse Wilson was the first principal, acting until 1854. Miss Sue Owens was the first woman teacher. Miss Mary Moss, from Miss Lippincott's school in New Jersey, and Miss Snowden were the other women teachers. The latter brought order and discipline into the school. From 1854 to 1857 W. D. Henkle and M. C. Stevens were managers. Dr. Plummer went out from Richmond to give instructions in Botany and occasionally in Astronomy. The students were of both sexes, from ten to twenty years of age. The school was closed in 1858. The building is now in the hands of the German Lutheran church and is used as "Wernle Orphans' Home."

County Examiners

In 1837 a law was enacted which read: "It shall be the duty of the Circuit Court of each county to appoint three suitable persons as examiners of common school teachers." Up to this time the common school teachers were examined by the trustees of each Congressional township. The term of the county examiner was one year, or until his successor should be appointed and qualified. The following were examiners from- 1838 to 1850: 1838, March - John S. Newman, Daniel Strattan, and John B. Stitt; 1839, Nov. 8 - Oliver T. Jones and J. B. Stitt; 1841, March 18 - Jacob B. Julian, James A. Fay, and Lot Bloomfield; 1842, Sept. 2 - Rawson Vaile, George G. Holman, and Oliver T. Jones; 1843, Sept. 15 - George W. Julian, Michael Wilson, and Rawson Vaile; 1850, March 18 - James P. Poe, John C. Kibbey, and Charles H. Raymond. In 1853 the appointing power was transferred to the County Commissioners. The Wayne County Board of Education was established in 1873 and the following have been superintendents of Wayne county: T. C. Smith, 1873 to 1875; John C. Macpherson, 1875 to 1887; B. F. Wissler, 1887 to 1891; Thomas A. Mott, 1891 to 1895; William. E. Wineburg, 1895 to February, 1903; Charles W. Jordan, 1903 to September, 1910; Charles O. Williams, present incumbent.

Private And Public Schools Of Richmond

In the settlement of any pioneer country there are always hardships and privations and the struggle for existence is of necessity the foremost thought in the lives of the settlers. This was true of the early settlers of Richmond and vicinity, and yet, like thousands of other settlements in the United States, these settlers planned churches and school-houses at the first possible opportunity. So important a matter as*the education of their children they did not defer until they could build convenient houses, but were content with such as corresponded with their own rude dwellings. The early settlers of Wayne county, while not possessed of extraordinary scholarship, had among them few ignorant or illiterate persons. Many of them had a good knowledge of common rudimentary learning. These early schools, founded by the early settlers, either as a church or as a community, were the foundation of the present school system, and prepared the way for the high standard of education now maintained by our city and county. Many of our best educated and most prominent citizens received their early education in the Friends' schools and the early secular private schools of Richmond. The early Friends at first held their schools in the rude log meeting houses, and later they built school houses better adapted to the needs of the school. Other private schools were often taught in the home of the teacher, or in a room rented for the purpose. Often the men of a community would combine their efforts to erect a house for school purposes. This house would be furnished with the rudest of furniture, and then an agreement would be made with some one in the neighborhood to act as teacher. He was paid by the patrons in proportion to the number of children each sent.

Sometimes subscription schools were taught. A teacher would come into the neighborhood, obtain a house and circulate his subscription paper, which set forth the length of time and price per scholar; the patron would sign his name and the number of pupils he would send. The article was written by the teacher to give evidence of his skill as a penman, and this was usually the only certificate of qualification presented. In the earliest schools, the instruction was restricted to the three "R's," with possibly a little Grammar and Geography. Webster's speller was used, and the child who was able to own one was considered fortunate. Classification in the schools of so few pupils and of such variety of ages was quite impossible. It was the custom in this early period among many teachers to conduct "Loud Schools' - that is, to allow the pupils to study aloud. This was supposed to cultivate concentration of thought as well as to aid memory.

Orthodox Friends

To the Friends is to be credited the first organized educational effort in Richmond and vicinity. Elementary schools were established by them quite early, under the direction of the Whitewater Monthly Meeting. The first record of attention to educational matters is found in the minutes of the meeting held on the 25th of 8 mo., 1810, "When a committee was appointed to dispose of a number of school books which had been received from the Quarterly Meeting." On the 23rd of 10 mo., 1811, Ephraim Overman, Andrew Hoover, Cornelius Ratliff, Jesse Bond, John Smith, Ralph Wright, John Morris, Jonathan Hollingsworth, John Townsend, and John Clark were appointed a standing committee to have care of the schools.

The old log meeting house which stood on the site of the present brick meeting house, on the corner of North Tenth and G streets, was used as a schoolhouse in these early days. The committee appointed by the Monthly Meeting managed the schools; they solicited for pupils, collected the pay and hired the teachers. The schools were open to all children in the community, whether of Friends' families or not. Robert Brattain, a Quaker who was a native of Ireland, is said to have taught the first school, in the winter of 1811-2. One of his pupils said of him, "He was a good teacher, but strict." Dr. John Plummer says in his "History of Richmond" (1856): "I hold in distinct remembrance the old log meeting house, with its leaky roof, its slab benches with no backs, its charcoal fire kept in sugar kettles." In 1836, a brick schoolhouse of two rooms was built by Friends in the lot south of the old meeting house. The first teacher was Isaac Hiatt, who conducted a high school (the first in Richmond), giving instruction in the higher branches, including Chemistry and Surveying. Barnabas C. Hobbs taught in this building in 1843. He was afterwards a teacher in the Earlham Boarding School, and still later the first president of Earlham College. William Haughton, assisted by Dr. William Marmon, taught in 1846. Other early teachers were Jesse Stanley and Daniel Clark.

Hiram Hadley began teaching in 1856 and conducted a high school or academy for.seven years. His assistant was Wilhelmina Bell. Then schools were taught by Erastus Test, Matthew and Eliza Charles, and Mary Burson, assisted by Wilhelmina Bell Jones. Lydia and Jemima Burson taught the last Friends' school in this building. In 1873, the Board of School Trustees rented it for the use of public schools. In 1878 the board purchased the property from Whitewater Monthly Meeting. In 1888, Mather Brothers bought the building for offices, and in 1900 it was burned.

Hicksite Friends School

Shortly after the separation of Friends into the two branches, Orthodox and Hicksite, in 1828, the latter branch built a meeting house on the lot where the Warner School now stands, at the intersection of North Seventh street and Ft. Wayne avenue. About nine years later they built a Yearly Meeting House, and both of these buildings were used for school purposes. Among the early teachers were Jesse S. Wilson, Elizabeth Leeds, Jesse H. Brown, assisted by Mary J. Winder; and Eliza Smith King, who was assisted by Sarah Evans Hutton. Mrs. Hutton afterwards conducted the school 'alone. Many persons now living in Richmond remember their school days in Mrs. Hutton's school, and all who remember her speak in terms of praise of her success aS a teacher. She taught both before and after her marriage, to John Hutton, in 1857. Mrs. Hutton was assisted by Elizabeth E. Haynes and Rachel Ballard.

In 1868, the Hicksite Friends built the building until recently used for the Business College, on the corner of North Twelfth and B streets. William Jackson conducted an academy in this building from 1869 to 1876. He taught with his wife - Anna M. Jackson - Mary J. Turner, Elizabeth Mendenhall, and others. High school subjects were taught. Many of our prominent citizens of today attended this academy, preparatory to entering college.

Secular Schools

It is always difficult to state with any certainty the time and place of events where the evidence depends so entirely upon tradition, which is more or less influenced by the pride of locality. But it may be accepted as true that the first house erected for school purposes in Wayne county was upon the ground now included in the Elkhorn grave-yard, five miles southeast of Richmond. School was taught in this house for the first time in the fall of 1807. Joseph Cox was the teacher. In the winter 1808-9 Isaac Julian, the father of Congressman George W. Julian and of Isaac H. and Jacob Julian, taught a term in a cabin a mile southeast of Richmond, on the present site of the Wernle. Home. In 1810 Robert Smith, brother of John Smith, the founder of Richmond, taught a school in'a cabin near where D street meets Ft. Wayne avenue from the west. This was the first school taught on the site of Richmond. The second school was Robert Brattain's, in 1811, which has been mentioned before. The old log house which stood for many years on the corner of South Fourteenth and A streets was built in 1812 by Nathan Hawkins. It originally stood a little north of the corner. Nathan Hawkins occupied it for one winter, having moved here from a more unsettled part of the county to seek protection from the Indians. In the winter 1813-14 it was used as a schoolhouse. John Andrews was the teacher. In 1900 it was moved to Glen Miller Park, where it will be preserved as a "pioneer schoolhouse."

About this time a school was opened in the south part of town by a man whose name is not known. Later, Atticus Siddall taught in the same house. In 1822-23 Nathan Smith, a New Englander, taught in a one-story frame house which stood on South A street, and which was still standing in 1857, Dr. Plummer says, on the corner of South Fifth and A streets, southwest corner. Jeremiah Smith taught in the same house a little later. There was a schoolhouse built on the west side of Ft. Wayne avenue near North Sixth street, in 1819. Beulah Puckett was one.of the early teachers there.

James E. Reeves has given the following description of a schoolhouse, which may have been the one just mentioned, and also a little sketch of the schools of the early twenties:

"The log schoolhouse was poorly lighted and, except for a great stone and clay fireplace at one end, insufficiently heated. Desks there were none. In the place of them were half-logs, flattened by the adze, fixed against the walls by wooden pins. Long seats of log slabs were in front of the desks, and upon them the scholars sat and learned pothooks from a sample set by the teacher. The light was dim, as the schoolhouse had no windows. In the walls above the desks one log had been left out. Over this aperture thus made was stretched long sheets of greased paper.

"School books were scarce. Few scholars had a full complement of books, and one copy of Webster's spelling-book had to do duty for several boys and girls. The curriculum was literally restricted to the three 'R's,' unless, indeed, by special favor of the teacher, a little geography was imbibed by the more advanced scholars. Such was the 'schooling' offered by the village of Richmond in the 20's. Manual training was indeed taught, but not as an elective study, and then out of school hours. A near-by brick yard offered an opportunity for a boy to make himself useful. There, during the long vacations, my father helped to load brick for a dollar a month. Chores were to be done, the cows taken to pasture and returned. There was little chance for a boy to exercise his ingenuity in planning mischief. Except for a game of town-ball (always called 'tomball') in the long summer twilights after the chores were finished, the boy had little fun. It was all work and very little play, but it did not make a dull boy. He became strong and self-reliant; he had resources within himself, and learned to value the spare hours of leisure because they were hard earned."

Beulah Puckett also taught a school in Adam Coffin's house, which stood on the east side of South Fourth street, in the first block, in 1820-21. About this time the Friends built a brick meeting house on the ground which was called the Public Square. It was one acre of ground, situated between Fourth and Fifth streets, on South B street, where the Finley School now stands. The ground was given to the city by John Smith. Soon after the Friends built this house the city decided to take it for its own use, paying back the donations that Friends had made for its erection.

tainments, and later for schools. The first school known to be taught there was by E. H. Buckley, in 1834. Isaac Morris taught in 1833 on Ft. Wayne avenue. A Mr. Brown taught in his own home on the east side of North Fifth street, near Main street, in 1834. The Richmond Educational Society was organized in January, 1834, for the purpose of furthering the interests of education in Richmond. A school for girls was held in a room formerly occupied by Mr. and Mrs. Morris, a few doors east of Horner's Hotel, by Miss Whitworth. The Palladium of Sept. 5, 1834, contained the following advertisement of Miss Whitworth's school: "Instruction given to children and young ladies in Orthography, Reading, Penmanship, English Grammar, and Arithmetic, for $2 per quarter; Needlework, $2.50; Geography, History, $3; rent and fuel separate charges equally proportioned to the number of scholars. School hours 8 to meridian, 1 to 4." Laura Phelps taught in the Pearl Street Methodist Church in 1834, and later she taught a school for females and boys under twelve years with Lavinda Root. Francis King taught in 1835 on South A street, in a house owned by the Richmond Educational Society. In 1835 William McGorkin, A. B., Jefferson College, opened an academy for both sexes in the brick schoolhouse. In March, 1835, Dr. Ithamar Warner died, providing in his will that his property on North Fifth street, where the city building now stands, be used for the education of school children. He was a successful physician who lived in Centerville, then came here and built a house on North Fifth street. He was never married and wished to leave his property for educational purposes. The will was contested by his relatives, so the city compromised by paying the sum of $800 to them.

The building was used for many years for school purposes, and for city offices. The back room and the two upstairs rooms were used at different times for school, lectures, entertainments, etc. The city still pays $250 per year to the School Board for the use of the ground upon which the city building stands. In the east wall of the city building is a slab taken from his home with "I. W., aged 42 years," engraved on it. Dr. Warner's property was known after his death as the "Warner Building" and it was soon used as a schoolhouse. One of the early teachers was Miss Mary Thorpe, who taught in 1836 or near that time. She was a well educated woman, having come here with her parents from Washington, D. C. She was a successful teacher and afterwards taught in the seminary at Centerville. Lyman J. Loveland taught, in 1836, in the schoolhouse on South A street, and in 1837 Noah Leeds conducted a school. In 1838 there was a convention of teachers of Richmond and vicinity, held at the Warner Building, which must have been the first teachers' association or organization of any kind in the city. The teachers discussed the advantages of using uniform text books. Heretofore the different teachers had used any that they chanced to have or that the pupils might have. About this time McGuffey's school books seemed to have the preference. This convention also urged classification in the schools. This organization continued to meet once a month during the next year or two, being kept up largely through the efforts of Rawson Vaile, who, with his wife, opened a school here in 1840. It was a high school, or academy, as they were then called.

Rawson Vaile was a graduate of Amherst and was a very bright man and a successful teacher, teaching in Richmond two years. He was afterwards principal of the Wayne County Seminary at Centerville. William R. Foulke was president of the teachers' convention, and with the assistance of Mr. Vaile he arranged for an open meeting of the Teachers' Convention in 1841. This meeting was' addressed by Dr. J. T. Plummer, S. K. Hoshour, and others. In 1840 the teachers decided on uniform text books. It is probable that the Eclectic school books were adopted. In 1839 J. Arnold taught a school in the public building on the Public Square. He also taught in the Warner Building later. George S. Rea, a prominent member of the Teachers' Association, taught in the Warner Building in 1839. Edward W. Kennedy also had a school there in the same year. In 1838 or 1839 James M. Poe, afterwards an influential citizen of Richmond, opened an academy in the basement of Pearl Street Methodist Church. He was assisted by E. A. Bishop, A. B., of Oxford, Ohio. His school was conducted for about ten years. Eliza Rogers was another teacher at Pearl Street church. Elizabeth Stanley conducted a boarding school for girls in 1840; the place is not known. In 1841 Eraline Cox taught a school in a house built for a school on North Fifth street, now No. 33. The house was afterward remodeled by Thaddeus Wright and has been used for a dwelling house since. Miss Cox also taught in the house on the corner of North Fifth street and Ft. Wayne avenue, called the Branson House.

About this time Jzremiah Hubbard taught in a schoolhouse at the corner of North Seventh and C streets. Eliza Ann Smith also taught in the building on North Seventh street. In 1842 there was a school in the Presbyterian church on the east side of South Fourth street, between A and B, taught by Emily T. Knowlton.

In 1842 Jesse Stanley taught. Milton Hollingsworth, assisted by Phoebe Crawford, taught in the brick schoolhouse in 1850-51. Daniel Clark also taught the same year. A small Seceedees church was moved from a lot near-by to the Public Square about this time and was used for a schoolhouse. In 1850 Rev. George Fiske, Rector of St. Paul's Episcopal Church, built a schoolhouse which is now No. 134 South Seventh street. He taught there, and it was afterwards used as a public school. An academy was opened by William W. Austin and D. H. Roberts in the brick schoolhouse. Mr. Austin also taught, in 1854, in the public schools. These schools and possibly others were arranged for mainly by the teachers, and were usually held for a quarter (3 months) during the fall or spring. The later private schools, opened after the system of public schools had been well organized, are as follows:

First, the Academy conducted by Hiram Hadley from 1865 to 1867. This school came as a result of the solicitation of his friends who had known of his successful work in Whitewater Meeting school some years before. The Academy was held in the Hicksite schoolhouse which Mr. Hadley purchased from the Friends. The meeting house was also used for recitations. The other teachers were Misses Eliza B. Fulghum and Abbie S. Fuller, graduates of Westfield Normal School of Massachusetts. Mr. Hadley was succeeded by Cyrus W. Hodgin, as-principal of the school, who taught for one year, Mr. Hadley taking a position as principal of the high school. Miss Fulghum acted as principal for one year, when the academy was closed. A little later than this Miss Fulghum opened a Select School on Main street, on the second floor of the building later occupied by the Second National Bank. In 1872 James McNeill conducted a private school in Reid's Hall, over Reid's hardware store. In 1883 Prof. Cyrus W. Hodgin opened a Normal School in the Hicksite school building on North B street. This school continued for four years. The teachers were Cyrus W. Hodgin, James B. Ragan, Erastus Test, C. E. Hodgin, Caroline Fuiber, Belle Morrison, Mary Anderson, Margaret Kendall, Carrie Lesh, Elmer E. Jones, and E. L. Thomas.

Public Schools

It is probable that all the legislation, until 1831, was of little or no avail to the people of Wayne county. In 1831 an important revision of the law was made, Trustees were to be elected in each Congressional township, with sub-trustees in the districts, whose duty it was to call meetings of voters who were to decide whether there would be a public school in the district or not, and to look after the building, if there was one, and the hiring of the teacher, etc. In 1834 The Common School Fund was established by the State; school sections were also being sold at this time, both of which gave an impetus to educational affairs, and many new schoolhouses were built over the county. It is supposed that Richmond took advantage of this law, and it is known that as early as 1833 a school commissioner was elected to look after schools in the city. In 1848 there was another revision of the school law which provided that schools be maintained in each district for a term of three months each year, to be paid for from the School Fund. Richmond took advantage of this, as is shown from the following announcement:

"The Trustees. of the District South of Main Street have made arrangements to expend public money with the different teachers of the city. The term begins the first Monday in September. Job Borton, Trustee."

In 1850 two trustees were elected - for the district north of Main street, John H. Hutton; for the district south of Main street, John Finley. They advertised two free schools - one at the Warner Building, the other at the brick schoolhouse on the Public Square.

Thus we see that Richmond had many good schools, and at one period the excellence of the schools of Richmond and vicinity gave it a reputation as an educational center. But there were no schools entirely free until after the new State Constitution went into effect, when the Richmond schools became a part of the system of public instruction of the State of Indiana. The Constitution of 1851 provides that there shall be established by law, "a general and uniform system of common schools, wherein tuition shall be without charge, and equally open to all." On June 14, 1852, a law was enacted to carry into effect the intention of the Constitution. By that law it was provided that a State tax of ten cents on each $100 be levied annually. The proceeds of this tax, with the interest on the State Funds, became the "revenue for tuition," distributed every year to the school corporations. Cities, incorporated towns, and civil townships were created school corporations and as such corporations were to elect school trustees; and had power to levy taxes for the building and furnishing of schoolhouses, "and for continuing their schools after the fund shall have been expended." By that law Richmond became a school corporation, separate and independent from the township in which it is situated. A new impulse was given to school affairs in Indiana by that law. Taking advantage of its liberal provisions, the people proceeded to found the school system contemplated. Commodious houses were erected, especially in the larger towns and cities, many graded schools were organized, and everywhere hope, enterprise and enthusiasm in school matters prevailed - nowhere to greater extent than in Wayne county.

In 1853, Dr. Joel Vaile, Dr. James R. Mendenhall, and James Elder (an editor) were chosen trustees to manage educational affairs in Richmond. A high tax was levied, ground purchased, and a building capable of seating 500 pupils was commenced in 1854. The house on North Eighth street, corner of North B (now the Garfield School), is that building. It cost $18,000, and was one of the earliest large buildings in Indiana, erected under the law of 1852. It was completed in the summer of 1855. The first use made of it was the holding therein of the first Teacher's County Institute, in August of that year. The east half of the second story: was then one large room, designated "No. 9." In it assembled the institutes and other public gatherings, and when the schools were organized it was occupied by the most advanced pupils. Free public schools were opened in the city of Richmond in the fall of 1855. Josiah H. Hurty, from Xenia, Ohio, was selected as the superintendent. To his administration fell the task of organizing the pupils into a system of gradation. The previous schools in Richmond had been "mixed" schools, with the pupils in all stages of advancement, from the Alphabet to Algebra. To classify these pupils according to a regular and uniform plan was the great task required of the public schools in the first terms. Professor Hurty was superintendent two years (1855-6 and 1856-7). In grading the schools he was quite successful for the time and brought them well forward in that particular.

Prof. William D. Henkle, a man distinguished for his varied and thorough knowledge, who had been connected with "Greenmount Boarding School" (in the vicinity of Richmond), was superintendent for the year 1857-8. In the year 1858-9, George H. Grant was at the head of the public schools. He conducted efficient subscription schools several years, in the months when the free schools were not in session. Of the teachers employed in these years may be named: Myron Edgerson, Lewis Estes, and G. H. Grant, who at different times had charge of No. 9; Evaline Cox, a much loved primary teacher; Jane Way; Clara Rogers

(now Mrs. Commons, of Winchester), Josephine Logan (now Mrs. Ruhl), Rebecca Johnson (now Mrs. Farnham), Anna Schofield, Mrs. Hulda Estes, and Susan P. Owens (now deceased). In these years the number of pupils in the city exceeded the accommodations of the building on North Eighth street, and other buildings were of necessity occupied. The children residing south of Main street were placed in a two-story schoolhouse at No. 134, South Seventh street, near South B, and in the old brick building of two rooms which stood on the Public Square, on South B street, in the First ward. The first mentioned of these houses belonged to the estate of Rev. George Fiske, and from a peculiarity of its construction was named by the children "Flat Roof." At the old house on the Public Square, Hulda Estes and Susan P. Owens were the teachers several years. In 1860 George P. Brown was employed for superintendent. He had been principal at Waynesville, Ohio. He remained in charge of the schools of Richmond four years, and, although criticized by some, brought the schools into better organization than had been their condition previously. The length of the term that could be furnished by the public money was less than the full year; and, either before or after the public term, there would be held subscription schools for several months. Superintendent Brown proposed to conduct the two kinds of schools - the "free school" and the "pay term' - upon one plan of organization continued through the whole school year, thus preventing the interruption of the classification of the pupils and the changing of the teachers. For several years schools were maintained for the full school year, by connecting the public term with subscription terms, conducted by George P. Brown.

Jesse H. Brown, who had been principal teacher in the advanced department, in Room No. 9, for the two years previous, was the superintendent for 1864-5. That year the high school was established, and the pupils admitted thereto were separated from the Grammar grades and seated in Room No. 6 (of House No. 3, on North Eighth street). .Erastus Test was the teacher that year, assisted by the superintendent, who heard the recitations of some classes. Latin, Algebra, Natural Philosophy, Physical Geography and Bookkeeping were among the branches pursued that year. Samuel R. Mitchell had charge of the Grammar grade, in Room No. 9. For 1865-6, William A. Bell was superintendent and Matthew Charles was teacher of the high school. The next year Jesse H. Brown was returned to the superintend- ency. In the fall of 1867 George P. Brown was again made superintendent and remained in that position two years. The enactment of the "local tuition law," in 1867, and the "schoolhouse bond law," in 1869, permitted the people of Richmond to contemplate longer terms of school and better schoolhouses. In this second period of George P. Brown's superintendency, the term was lengthened, the grading improved, the high school firmly established, and the large building on the Public Square (South B street) erected. Cyrus W. Hodgin was principal of the high school, which had grown until it required Room No. g to accommodate its pupils. Mr. Hodgin succeeded William Mendenhall, who resigned on account of ill health before the close of 1867-8. Mr. Hodgin completed the year and taught the next. Julia E. Test became teacher of the first year primary grade in 1867. She taught in the same room, in House No. 3, for eighteen years.

James McNeill, a graduate of Antioch College (Ohio), under Horace Mann, and for several years principal of the schools of Hagerstown, was chosen superintendent in 1869. He remained at the head of the public schools of Richmond four years. In 1871 Mrs. Jane G. Holcombe, who was appointed a teacher in the high school in 1869, became principal, a position she held until 1885. The first public graduation from the high school took place in 1871. By changes in the law, in 1873 and 1875, the entire board of school trustees was chosen in each of those years. Prof. John Cooper was called to the superintendency in 1873. He was a graduate of Miami University, Oxford, Ohio; had taught and supervised schools twenty-four years, thirteen of them being in the neighboring town of Dublin. Professor Cooper was the first superintendent in Richmond whose full time was required by the duties of the position. Former superintendents gave some part of the day to hearing recitations. He instituted a thorough system of examination, reports, etc. In the year 1874 the high school was removed to a separate building, on the corner of Twelfth and South A streets. Next year the graduating exercises were performed in a public hall for the first time.

Superintendent Cooper was retained eight years. In that time the public schools of Richmond had a marked growth. After 1876 there were no other schools in the city except three parochial schools, two of them taught wholly in the German language. The public schools were expected to accommodate all who desired an elementary or academic education. The number of teachers was increased ; House No. 6, on South Eighth street, was erected and other houses provided, as is set forth elsewhere. The course of study was revised and published in pamphlet form. Music was added to the course in 1873. The building on South Eighth street (No. 6) was assigned for the bi-lingual schools, and all pupils who wished instruction in both English and German were required to attend that building. This arrangement was made in 1878, and that year Dr. Zaccheus Test was appointed to supervise the teaching of German. Provision was made for separate schools for colored children, started in 1869, by securing property as needed, in both divisions of the city. This was kept up only for a short time. Prof. Jacob A. Zeller was chosen superintendent in 1881. He was a graduate of Miami University and had been for many years the successful principal of the Evansville High School. While he was superintendent two large buildings were erected on North Fifteenth and North G streets. Mr. Zeller remained at the head of the schools for three years and was followed by Justin N. Study, a graduate of Ohio Wesleyan University, who had been superintendent of the Anderson schools for ten-years, and at Greencastle for three years. Mr. Study was superintendent of the schools for twelve years, during which period the efficiency and high standing of the schools steadily increased.

The present superintendent, Thomas A. Mott, succeeded Mr. Study, in 1896. He has been connected with Wayne county schools for many years, having served as County Superintendent from 1891 till 1895. He was superintendent of the Madison schools in 1895-96. Since he has been superintendent the Master's degree has been conferred on him by Earlham College. The schools have advanced steadily during Mr. Mott's superintendency, many new courses have been added, and the corps of teachers increased. It has been mentioned that there was not, in the earlier years of the public schools of Richmond, public money sufficient to maintatin free schools throughout the school year. The legislation of 1853 provided that school corporations might levy taxes to continue their schools after the money distributed by the State was exhausted. This provision was nullified by the Supreme Court in 1854. The next year an act was passed empowering towns and cities to levy taxes for the extension of their school terms. As a result of this legislation, graded schools were established in many places and considerable enthusiasm was awakened. But in 1857 that law was also declared unconstitutional. The graded schools were suspended in some places, the terms shortened, and much disappointment felt.

Some teachers sought employment in other states; others endeavored to "piece out" the year with subscription schools, while they remained and labored for better laws. For about ten years, in Richmond, the term of free schools would be preceded or followed - sometimes both - by several months of private schools. Frequently, teachers employed in the term of public school would organize subscription schools of pupils in their respective grades, to follow the public term. But often the teachers of the private schools had no connection with the public schools, except to use rooms in the public buildings. The organizers of subscription schools, in those years, sougth patronage wherever it could be found, regardless of previous or future gradation. Hence, all classification was destroyed; and confusion reigned when pupils of different subscription schools and the children who had not attended any school since the previous public term were thrown together at the opening of the next term of free school. George P. Brown, while superintendent, in 1861, attempted to provide an escape from these evils, by a scheme in which the school trustees were to conduct school§ throughout the school year, retaining the same teachers in their places, collecting tuition fees for the part of the year's session not provided by the public money. The grading could be preserved by this plan, whereas, previously, the subscription schools were somewhat "mixed," and consequently broke up the classification of the public terms. To carry out this plan, George P. Brown was elected Trustee, in 1861, and had reasonable success, considering that the Civil war was in progress at that time.

In 1865 the rate of State taxation for tuition was increased from ten cents to sixteen cents; and in 1867 a law avoiding the unconstitutional features of the laws of 1852 and 1855 was enacted, whereby a local tuition tax was allowed. With these ways of increasing the tuition revenue, the length of term was increased to nine months, in 1868-9; the supplemental "pay term" was rendered unnecessary after the spring of 1868; and the course of study was extended through the full number of years assigned to Primary, Grammar, and High School grades.

It has also been mentioned that, at times, the number of pupils in Richmond exceeded the accommodations afforded by the public buildings. The first large house (opened in 1855) was full the first year, and two rooms in its attic story were occupied. As the population increased rooms were rented at different places, and the basement of that first house was fitted up for two schools. It was not till after the legislation of 1865, giving trustees authority to levy a tax for buliding purposes, distinct from tuition, that the trustees of Richmond could undertake the erection of needed buildings. In 1868 the large house on the old Public Square (now School No. 1) was commenced. By an act of the legislature in 1869, city councils were empowered to issue bonds to secure means for erecting schoolhouses. Since that enactment Richmond has been able to increase her facilities as the growth of the city demanded. Nevertheless, there were times when the houses owned by the school corporation of Richmond were inadequate, and additional quarters had to be sought. The attic and basement stories of the First Ward building (No. 1), and the old frame on that square; the Lutheran school-house and basement of the church on South Seventh street; and the Friends' Academy on North B street, were places occupied by public schools at different times between 1869 and 1883.

School Buildings

Since the completion of the Fairview School, in 1897, Richmond has used ten large brick school buildings, all conveniently located and beautifully constructed, capable of accommodating 3,200 or 3,300 pupils. These buildings are all well lighted and thoroughly heated, are beautiful in design and construction, and are surrounded by beautiful grounds. All the buildings have rooms for lavatory purposes within the buildings, which are large, well lighted and heated, and equipped in a hygienic manner.

The Finley building is the oldest school building now in the city. It was built on the Public Square in 1869. This is a threestory brick building, pleasing in appearance and beatifully located. The grounds are very large and are well set with trees and shrubbery. The building contains eight rooms on the first and second floors. In the third story are three rooms - one used for public entertainments, one for basket ball, and the third is being equipped for Domestic Science by the Mother's League of Finley School.

The Warner School stands at the junction of Seventh street and Ft. Wayne avenue. This is a large eight-room building, of an attractive architectural plan. In heating, lighting and ventilation the building is modern in every particular. A part of the ground now occupied by this building was formerly used for meeting and school purposes by the Hicksite branch of Friends for many years, and afterward by Hiram Hadley for his private school. It was bought by the School Board of Richmond in 1870, and was used for a public school until 1884, when the lot was enlarged by the purchase of the rest of the triangle, as it now stands, and the present building was built. The entire cost of buildings and grounds as they now stand was about $41,000.

The Starr building was erected in 1883, at a cost of $22,842. It is located upon the half-square lying upon the east side of North Fifteenth street, between C and D streets. When first built it contained eight rooms. In 1905 it was remodeled and an addition built. It now has twelve rooms. The building is lighted, ventilated and heated in the best manner, and is one of the most beautiful buildings in the city.

The Whitewater School building is located on the northeast corner of North Thirteenth and G streets. It is an ample eightroom building, with large corridors and lavatories on each floor. It was erected in 1883. Its equipment is modern in every way. It has a capacity for about 400 pupils, which is more than ample for the needs of the district north of the railroads. Before this building was built the old Friends' Meeting House was used for school purposes in the North End.

The Hibberd building, located upon the corner of South Eighth and F streets, was built in 1878. It is of brick and contains twelve school rooms, with ample corridors and spacious lavatories. Two rooms were added in 1900. The grounds are large and are set with beautiful trees and shrubbery. Pupils from the entire city who wish to take up the German language while in, the primary and intermediate grades attend this building. In no other building is German taught until the pupils enter the Garfield School.

The Vaile building is located on the corner of South Fourteenth and C streets. It is a handsome eight-room building, with ample corridors and well arranged lavatories upon each floor, It has a large beautiful playground, well set with trees. This building was built in 1884.

The Baxter building was built in 1882 and is located upon the corner of West Third and Randolph. It is a large eight-room building, containing wide corridors, well arranged lavatories on each floor, and is lighted and heated in the best manner. The grounds are ample and are very attractive.

The Fairview building was completed in 1897. It is located on Ridge street, opposite Maple street. This is a commodious sixroom building. In the manner of lighting, heating and ventilation, and of the water supply, it is arranged in the most approved manner. Its architectural plan is very pleasing, its surroundings and

The old Garfield building, which stood upon the same ground as the present one (now a part of the High School building), was completed in 1854, and was one of the earliest of the large school buildings in this part of the State. It was the historic land-mark in educational growth in Wayne county for many years. In 1894 this building was removed and the present large building was completed in 1895. There are few school buildings in the country more beautiful and appropriate in their architecture, or better adapted for the use for which they are built than this. It was built for the use of the eight grades of the city and is intended as a union school. The work in this building has been conducted on the departmental plan. Although this was at first an experiment, it has proven to be far the best arrangement of teachers and classes for these grades. The plan has been every way successful. Having special teachers in each of the studies has added much to the interest, as well as to the thoroughness of the work, on the part of the pupils. This plan puts upon the pupil more responsibility in the matter of individual study than the usual plan of placing one teacher in charge of a body of pupils to teach all the studies. The pupils of this' school range from twelve to fifteen years of age, and the workings of this plan have shown that they can do more work and do it more successfully in a school arranged for special teachers in each branch of study than by the usual system. The recitations are all heard in class rooms and the large study rooms are kept quiet for study purposes, which greatly assists the pupils in their individual work. The results are seen in the better preparation of the pupils for the work of the high school, and in the fact that a larger percentage of the pupils leaving the eighth year go on to the high school than under the old plan.

In these grades the course of study has been so modified that the pupils entering 7A work have the privilege of beginning their work in either Latin or German, preparatory to entering high school at the end of the eighth year.

The old High School stood on the same ground as the building on the corner of South Twelfth and A streets, formerly used for the High School, but now known as the Garfield School. The building was erected by James McNeill, who expected to have a high school there, but he sold it to the city instead, in 1874. In 1888 that building was removed and the present structure built. It is an eighteen-room building and cost $40,000.

The Training School

In 1895 the Board established a city Training School, which continued its work for six years. The work done in this department offered to high school graduates and others of more extended scholarship an opportunity for special training and preparation for the work of teaching. The course of study required one year's work in professional study, under the principal of the school, and one semester of practice teaching under a skilled critic teacher. The work of the department was most satisfactory to all concerned. Most of the graduates of the school are doing excellent work as teachers at the present time. In 1901 this department was closed on account of its cost and on account of the fact that the number of graduates who were ready to take work,in our schools made its existence unnecessary at the present time.

As a result of the work of this department all new teachers who have been employed in our schools during the past seven years have either graduated from this course or have, in addition to high school training, taken two or more years in a college or normal school. The excellent work of this department is evidenced in the earnest devotion to duty, the progressiveness and resourcefulness in method, on the part of its graduates. Miss Emma Craig was principal of the Training School from 1895 to 1897; Mrs. Margaret Dennis Vaile was principal from 1897 to 1901. The critic teachers in the practice work were Miss Anna.Lupton and Miss Catherine Reese.

Music

The Department of Music was introduced into the public schools. G. M. Cole entered the Richmond schools in 1875 as Special Supervisor of Music. By his earnest, well directed and persevering labor he brought the work in music up to a high degree of efficiency. He remained only one year, and was succeeded by W. J. Stabler, who held the position until 1895, when T. J. Reese was elected to fill the position. He served one year, when Will Earhart took the position, and is still teaching, He has been successful and has made the music department one of the best in the State.

ment of the School Board. In 1897 a kindergarten was established in the Fairview School ; in 1900 in the Baxter School; in 1902 in the Finley School, and in 1905 in the Warner and Starr schools.

Drawing

Drawing was made a separate department of the course of study of our schools and placed under the direction of a special teacher in 1885. The work of this branch has always been under the charge of efficient teachers. Although there has been several different supervisors in this branch all have been well equipped for their work and the instruction has been of the highest character. Each person who has filled this position has been a graduate of the Massachusetts State Normal Art School.

Manual Training Art In The School

Richmond has done much during the past few years to make the school rooms beautiful and attractive. Besides taking care to have the school rooms decorated in colors pleasing to the eye, each building has a good collection of pictures and casts by great artists, representing some of the world's master pieces of art.

Earlham College

A period of over seventy years has elapsed since the Friends of Eastern Indiana took the first step toward building an institution for higher education. They were a progressive people, endowed with more than average intelligence, and they recognized the lack of organization and system in the schools of the day and the general apathy of the public on the subject of education. Recognizing the need for better educational facilities for their children, the Yearly Meeting of Friends, held at Richmond in the fall of 1832, discussed ways and means of improving the educational progress of the State, with especial reference to their own children's needs. The initial movement thus taken was followed by further efforts until the purpose assumed tangible form in the purchase of a tract of 300 acres of land near Richmond for the site of a boarding school. With determination, these pioneers set about to raise a building fund, and a committee was appointed to solicit subscriptions. The record shows a total of $137 subscribed the first year; $11.50 was added in 1834, nothing reported in 1835, and $7 in 1836. The committee put forth a greater effort in 1837 and was able to report for the year $59.8534, thus bringing the total building fund up, to $215.5334. Those were times when every fraction of a cent counted and the fraction of a cent resulted from contributions of the 6%4-cent silver pieces. During the year 1837 Joseph John Gurney, an English banker and a prominent minister among Friends in England, subscribed and paid $50 to the boarding school fund. A desire to inculcate the doctrines and beliefs of the church, and among them a love of peace, influenced the Friends to establish a school for higher education. As a matter of principle they stood opposed to war and to mere force exerted by a stronger people against a weaker people. The Friends had no sympathy with the doctrine that might makes right. The Black Hawk war served as an object lesson to impress their beliefs, and the movement to establish a Friends' boarding school was inaugurated at the close of that war, and continued with increasing persistence until it was crowned with success.

So the Yearly Meeting in 1837, with a faith almost sublime, resolved to continue the struggle for the establishment of a school. Not discouraged by the small progress made in earlier years, but ever looking happily to the future, a plan was formulated for the organization of all the elements and forces favorable to the opening of such an institution as had been contemplated from the begnning. A committee of thirteen men of deep convictions and earnest purpose was chosen to perfect the work with a fund of $215.3434 in the treasury. The first man on the committee was Elijah Coffin, of Richmond, and the thirteenth was William Hobbs, of Salem. Contracts for building material were let the following year. An organization, known as the Association for Young Friends, by systematic methods added to the funds for beautifying the grounds and constructing the buildings. The work gradually moved forward so that each year marked some distinct gain, although it was retarded by periods of depression. At one time, it seemed that all work would have to be indefinitely postponed, but perseverance won the day and we have the simple record that on "the seventh day of the sixth month, 1847," the Friends' boarding school was opened in the west wing of the projected building, which was afterwards named Earlham Hall. The number of students was not large and the equipment was scant, indeed. The efforts put forth had been so persistent.and strenuous, however, as to command the admiration of the public and the confidence of patrons and Friends everywhere. During the first year Friends in England 'donated $1,000, which was expended for scientific apparatus and the beginning of a library.