GIFT or Digitized by the Internet.Archive in 2007 with funding from IVIicrosoft Corporation http://www.archive.org/details/educationinindiaOOindirich Education in Indiana AN OUTLINE OF THE GROWTH OF THE COMMON SCHOOL SYSTEM TOGETHER WITH Statements Relating to the Condition of Secondary and Higher Education in the State and a Brief History OF THE Educational Exhibit I^rcparEti for tl)e Houisiana I^urcljase ©jpo^ition, tjelH at ®aint Houw 8@ap 1 to f^obemfaer 30, 1904 By F. a. cotton State Superintendent of Public Instruction INDIANAPOLIS Wm. B. Burford, Contractor for State Printing and Binding May I, 1904 7| c ^ 1 ^1^ UA2.13 h-^ %/tKi^ CONTENTS. INTRODUCTION. INDIANA'S EDUCATIONAL EXHIBIT AT THE LOUISIANA PUR- CHASE EXPOSITION. 257636 2— Education. CONTENTS. PAGES Introduction 9 Indiana's Educational Exhibit at the Louisiana Purchase Exposition 16 FIRST DIVISION: THE SCHOOL SYSTEM. I. STATE SUPERVISION 19-49 A. State Superintendent of Public Instruction 19 1. History 19 2. Administration 30 a. Election, Tenure, Deputies, Salaries 30 6. Qualifications 30 c. General Duties 31 d. Visits 31 e. Reports 31 1. To the Governor 31 2. To the General Assembly 31 /. Course of Study 32 g. Township Institute Outlines 33 h. Arbor and Bird Day Programs 33 I. Teachers' Minimum Wage Law 34 j. Schedules of Success Items 34 k. State Licenses 38 I. Reading Circle Board 38 m. State Normal School Board of Trustees 39 B. The State Board of Education 39 1. History 39 2. Administration 40 a. Examinations 40 h. Regulations Concerning Examinations and Licenses 40 c. School Book Commissioners 45 d. High School Commissions 45 e. State Librarian 49 /. State Normal Visiting Board 49 IL COUNTY SUPERVISION 50-73 A. County Superintendent 60 1. History 50 2. Administration 53 a. Tenure, Eligibility, Salary 53 h. Examinations 54 c. School Visitation 68 d. Circulars 68 (1) 2 ^ EDUCATION IN INDIANA. 2. Administration — Continued. pages e. Reports 71 /. Township Institutes 71 g. County Institutes 72 /*. General Duties 72 B. County Board of Education 72 1. History 72 2. Duties 73 III. TOWNSHIP SUPERVISION 74-79 A. Township Trustee 74 1. History 74 2. Administration 74 a. Election, Tenure, Qualifications 74 b. General Educational Duties 75 c. Graded High Schools 75 d. Centralization of Rural Schools 75 e. Report to Advisory Board 76 /. Report to County Superintendent 76 g. Report of Enumeration to County Superin- tendent 76 h. Transfer of Pupils 77 i. Poor Children Provided for 77 j. Parental Homes 77 k. School Directors ^ 77 I. Annual Expenditures 78 B. Advisory Board 79 1. Duties 79 IV. CITY AND TOWN SUPERVISION 80-84 A. The Superintendent 80 1. History 80 2. Administration 80 a. Tenure and Qualifications 80 b. Duties 80 B. City and Town School Boards 81 1. History 81 2. Administration 81 a. Tenure and ^Qualifications 81 b. General Duties 81 c. Reports 82 d. Kindergartens 82 e. Manual Training 82 /. Night Schools 83 EDUCATION IN INDIANA. 3 PAGES 0. Statistics from Cities of 10,000 and Over Relating TO 84 1. Manual Training 84 2. Kindergartens 84 3. Night Schools 84 4. Departmental Work 84 V. EDUCATION OF COLORED CHILDREN 85 VI. THE TEACHER 86-1 16 1. Tenure 86 2. Contracts 86 3. Reports 88 % 4. Wages 90 5. School Term ,91 6. Qualifications 92 7. TJie Common School Teachers , 92 8. The Primary Teacher 94 9. Tlie High School Teacher 94 10. General Duties 95 " 11. Examination Questions 95 a. For County and State Common School License and First Division Sixty Months' State Li- cense 95 b. For Primary License 99 c. For County and State High School and Sec- ond Division Sixty Months 101 d. For Professional and First Division Life State License 104 e. For Second Division Life State License 108 /. For Life State License for graduates of higher institutions of learning only Ill 12. Professional Training 114 a. Indiana University , 114 b. State Normal School 115 c. City Training Schools 115 d. Colleges and Universities 115 e. Independent Normal Schools 115 /. The County Institutes 116 g. The Township Institutes 116 h. Teachers' Reading Circles 116 i. Teachers' Associations 116 4 EDUCATION IN INDIANA. PAGES VII. COMPULSORY EDUCATION 117-125 A. The Law 117 a. Children between ages of 7 and 14 must at- tend scliool 117 h. County Truant officer — Duties 117 c. City and Town Truant Officer — Duties 117 d. Salary of Truant Officer 118 e. School Official and Teachers must make re- ports. 118 /. Poor Children Assisted 118 g. Parental Home for Incorrigibles 119 h. Confirmed Truants — Disposition of 119 i. Tax for Executing Compulsory Law 119 j. Enumeration of Children 119 k. Names of Children furnished to Truant Of- ficer 119 B. Statistics on Truancy '. . 120 C. Influence and Cost of Compulsory Law 121 D. The Child Labor Law 122 E. Illiteracy in Indiana 123 Vm. TEACHERS' AND YOUNG PEOPLE'S READING CIRCLES 126-132 1. Teachers' Reading Circle 126 2. Young People's Reading Circle 129 IX. ASSOCIATIONS AND INSTITUTES 133-161 A. Associations 133 1. State Teachers' Association 133 a. Historical Sketch 133 2. Southern Indiana Teachers' Association 141 a. Historical Sketch 141 b. Program 141 3. Northern Indiana Teachers' Association 144 a. Historical Sketch 144 b. Program 144 4. City and Town Superintendents' Association 148 a. Historical Sketch 148 5. County Superintendents' State Association 154 a. Historical Sketch 154 b. Program 154 6 County Associations 155 EDUCATION IN INDIANA. 5 PAGES B. Institutes 156 1. Oonnty Institutes 156 a. Statement 156 6. The Law 157 c. Statistical Summary 158 2. Township Institutes 161 a. Statistics 161 h. The Law 161 X. SCHOOL JOURNALS 162-165 A. Indiana School Journal ^ 162 B. The Teacher's Journal and other Educational Papers 163 XI. INDIANA UNION OF LITERARY CLUBS 166-173 Xn. SCHOOL FUNDS 174-177 A. CoacvioN School Fund 174 1. History 174 B. Congressional Township Fund 175 1. History 175 C. Table Showing Increase in Funds from 1853 to 1903 ... 177 XIH. SCHOOL REVENUES 178-180 A. Tuition Revenues 178 1. From State 178 a. From State Taxation 178 b. From Interest on Common School Fund 178 2. From Local Sources 178 a. From Local Taxation (township, town and city) 178 h. From Dog Tax 179 c. From Liquor License Tax 179 d. From Interest on Congressional Fund 179 B. Special School Revenue 180 1. From Local Sources 180 a. From Local Taxation 180 XIV. COMPARATIVE TABLES ON FUNDS AND REVENUES. .181-190 EDUCATION IN INDIANA. SECOND DIVISION: SECONDARY EDUCATION. PAGES I. HIGH SCHOOLS 193-498 A. Commissioned High Schools 193 1. General Statement 193 a. High School Statistics 194 2. Course of Study for Commissioned High Schools ... 195 a. Introduction 195 h. Outline Course 196 c. Detailed Course 196 d. List of Books — Supplementary 211 3. List of Commissioned High Schools 215 4. The Professional Training of High School Teach- ers 219 5. Statistics and Illustrations of Commissioned High Schools 232 B. Township High Schools 471 1. Statement Concerning 471 2. The Law 471 3. History 472 C. Academies 477 1. Friends' Academies 477 a. Spiceland 477 h. Bloomingdale 478 c. Central 479 d. Fairmount 479 e. Westfield 482 /. Amboy 482 2. Military Academies 483 a. Culver 483 h. Howe 484 3. Girls' Academies 486 a. Girls' Classical School 486 h. Knickerbocker School 487' c. Tudor Hall 487 4. Catholic Academies 488 a. St. Mary's of the Woods 488 h. St. Augustilie's 489 c. Convent and Academy of the Sisters of the Third Regular Order of St. Francis 489 d. St. Joseph's, Evansville 490 e. St. Rose's 490 EDUCATION IN INDIANA. 7 Catholic Academies — Continued. pages /. St. Meinrad College 491 g. St. John's 491 h. St. Mary's, Indianapolis 492 I. St. Charles 493 j. Sacred Heart 493 k. St. Michael's 493 I. St. Mary's Academy, Notre Dame 493 m. Academy of Immaculate Conception 494 n. Jasper College 494 0. St. Joseph College 496 THIRD DIVISION: HIGHER EDUCATION. I. UNIVERSITIES, COLLEGES AND NORMAL SCHOOLS. .501-604 A. State Institutions 501 1. Statement 501 a. Indiana University 503 h. Purdue University 509 c. The Indiana State Normal School 515 B. Denominational Institutions 520 1. Statement.... 520 a. DePauw University 520 b. Notre Dame University 535 c. Butler University 543 d. Taylor University 545 e. Hanover College 546 f. Wabash College 548 (J. Earlham College 551 Ih. Franklin College 554 ■i. Moore's Hill College 555 }. Concordia College 560 k. Union Cliristian College 561 /. North Manchester College 563 C. Private Institutions 564 a. Vincennes University 564 h. Oakland City College 569 c. Valparaiso College 571 d. The Central Normal College 575 e. Tri-State Normal College 578 f. Marion Normal College 578 g. Rochester Normal University 580 h. Goshen College 581 i. Indiana Kindergarten and Primary Normal Training School 582 EDUCATION IN INDIANA. PAGES Special State Institutions 584 1. Statement 584 a. Indiana State School for the Deaf 684 b. Indiana State School for the Blind 592 c. Indiana State School for Feeble-Minded Youth 594 d. Indiana State Scliool for Soldiers' and Sail- ors' Orphans 596 e-. Indiana Boys' School 598 /. Indiana Industrial School for Girls 600 g. Indiana Reformatory 601 INTRODUCTION. SIGNIFICANT LEGISLATION. It was in May, 1785, that Congress passed an act providing for a survey of the Northv^est Territory which should divide it into townships six miles square, each township to be further subdivided into thirty-six sections each one mile square and containing six hundred and forty acres. This act also provided that Section 16 in every township should be reserved for the maintenance of public schools. Here we have the origin of what have come to be consid- ered the two most significant factors in the development of Indi- ana's school system — the township unit and the first source of revenue. The famous ordinance of 1787, to which we trace so largely the origin of our free institutions, set up for us a high ideal, which has dominated olir work in education : ^'Religion, morality, and knowledge being necessary to good government and the happi- ness of mankind, schools and the means of education shall be for- ever encouraged." An act of 1804 authorized that a township of land be set apart near Vincennes to be used in founding a college. In 1816 the act which made Indiana a state provided for a section in each township for the use of schools, and also that one entire township, in addition to the one heretofore reserved for that pur- pose, be reserved for the use of a seminary of learning. The con- stitution adopted in 1816 provided for township schools, county seminaries, and state university, ascending in regular gradation, with free tuition and equally open to all. In 1818 the general assembly of Indiana passed a law making it the duty of the gov- ernor to appoint for each county a seminary trustee, who was to accumulate and invest funds arising from exemption moneys and fines, as provided in the constitution, and looking to the establish- ment of a high-grade secondary school in each county that should receive pupils from the township schools and fit them for the uni- versity. In 1821 the general assembly appointed a committee of seven to report to the next general assembly a bill providing for a (9) 10 EDUCATION IN INDIANA. general system of education ascending in regular gradation from township schools to a state university. The work of this connnit- tee resulted in the laAV of 1824, which made the system consist of the rural school, the county seminary, and the state seminary. .No provisions whatever were made for town or city schools. Indeed, the schools during all these years, and for many years longer, de- pended wholly upon the sentiment of the community. In 1883 a law made some attempt to ehiborate the sy,7tem by providing for a county connnissioner of education, three township trustees, and three trustees in each school district. SLOW DEVELOPMENT. These acts tell the story of the progress of education in Indiana to the middle of the nineteenth century. School systems arc not nuide by the paps-\ge of laws — except on ])aper. The Indiana system was on paper. The ideals were good, but they could not be realized for more rers( ns tlian one. The resources were meager, and in many cases not ])r(iperly cared for. Tlie county seminaries furnished practically the only opportunity for education, and this opportunity was poor enougli, with a few exceptions. The bui'd- ings "|u*()vided were poor, the equi])ment was ])oor, and those who attended had tuition to pay. The day of freo schools for all was afar off, and illiteracy grew apace. The people were busy felling forests and draining swamps, and making for themselves homes. They exhausted their time and their energy in providing for their families the necessities of life, and in battling with malaria and other prevalent diseases. So they had no leisure for the contem- plation of educational problems, and the spiritual life had to wait. Then, it must be remembered that our forefathers came from such diverse sections that the population was made up of almost every shade of belief, and with manners and customs as varied as the regions Avhence they came, ^ew England, the Virginias, and the Carolinas contributed to the tide of emigration that settled our state, and the National Road became a dividing line between two sections that were to develop a^'reat commonwealth. With such a diversity of opinions upon all subjects, it is not strange that educa- tipnal progress was slow. The people were slow to impose upon themselves so-called burdens of taxation for public education, and it took a lona' struffode to brins: about a different notion. EDUCATION IN INDIANA. ll THE NEW CONSTITUTION. Caleb Mills, who came to Indiana in the thirties as principal of the school at Crawfordsville (which afterwards became Wabash College), probably did more than any other man to bring a change of opinion. It was he who by his insistent messages inspired the law of 1849 and dictated practically the educational sentiment of the new constitution. Of course, there had been many men of high ideals, splendid teachers, who had. come to the state at different times, and who with real missionary zeal had furthered the cause of education. M. Rivet, a Frenchman who had fled to this country at the time of the French Revolution — a well-educated, cultured gentleman — taught school at Vincennes as early as 1793. Then, such men as John I. Morrison and Barnabas C. Hobbs conducted schools from which young men w^ent to college, and afterwards located in other towns in the state and opened schools of their own. It was through such men as these that the seminaries and private academies were maintained in the forties and fifties. As many as seventy-three of these schools had been established before 1850. Aside from the eflicient work which these schools did in particular cases, they were of inestimable service in keeping the question of education before the people. The people still believed that parents should decide what education their children should have, and should provide it for them. They had not yet come into the notion that every child has a right to an education, and that it is to the public's interest to promote it by taxation. Secondary education was thought to belong to private enterprises and religious organi- zations. Seminaries similar to those established by the counties were founded by the churches, out of which grew many of the denominational colleges that are still flourishing and doiijg good work. Among these may be mentioned Wabash and Hanover, Presbyterian; DePauw and Moore's Hill, Methodist; Franklin, Baptist ; Earlham, Friends ; Butler, Christian ; and N^otre Dame, Catholic. It was the fact that these provisions had been made for secondary and higher education, and that no systematic provisions had been made for common schools', that led Caleb Mills to under- take the work which he did. * He and the men wjiom he associated with him succeeded in arousing the people to a sense of their re- sponsibility. The first fruit of their labors came in the law of 12 EDUCATION IN INDIANA, 1849, the most significant provisions of which was the consolida- tion of schools in the districts. It is an interesting fact that before the middle of the nineteenth century Mills had seen the real solu- tion of the problem of education in a democracy, and had named consolidation as the key. Out of this thought came the idea of centers of learning in districts, townships, and towns, with combi- nations possible in districts and townships, and finally with combi- nations possible between and among districts and townships. This made the township graded school possible, which in turn made possible and necessary the township high school. Mills, in his messages to the legislature in the forties, and afterward in his re- ports as state superintendent of public instruction, goes over all the arguments for consolidation and centralization of district schools. It was through such men as Mills on the outside, and John I. Morrison, chairman of the educational committee in the constitutional convention, that education received recognition in the new constitution. With the new constitution and the law of 1852, the township became the political and the school unit of the state. This fact is of the largest significance in dealing with the Indiana school system, for Indiana was probably the first state to make the township the school unit. The claims made for it and admitted need not be repeated here. The new constitution gave state supervision, and the people shortly voted in favor of taxation for the maintenance of schools. The movement forward with the new constitution was interrupted by unfavorable decisions of the courts and by the coming of the Civil War. In the early sixties from these causes the schools suffered and dropped to the lowest level. It was not until after the Civil War that the revival came. The Supreme Court held that local levies for tuition and com- mon-school revenues were constitutional, thus making it possible for towns and townships to provide for terms of school of respect- able length. This really was the beginning of public education in Indiana. Out of all these influences, with the township as the unit and center of educational activity, came township and county supervision and township and town and city high schools. It was an evolution and came naturally. The closing years of the last century witnessed a rapid development of our school system. EDUCATION IN INDIANA. 13 SIGNIFICANT FEATURES IN SYSTEM. The attention of the student of education is called to what are believed to be significant features in the Indiana system. First, the system has developed from the bottom to the top, from lower to higher education, from common schools to special schools, from the people. Second, the unit of the system is the township for the education- al affairs of which one trustee elected by the people is responsible. It may be proper to say here that the chief adverse criticisms to this arrangement have been three: (1) Too great power placed in one man's hands with no check on expenditure of funds. (2) No educational qualifications. (3) The incongruity of the triple duty placed upon the officer, namely, looking after the paupers, the roads and the schools. The first defect has lately been remedied by the provision of an advisory board. The second is being grad- ually eliminated by the people who attach great importance to the office on account of the schools. As a consequence the third defect has been reduced to the minimum. Third, the township trustees constitute the appointing power of the superintendent of the county schools. In recent years the edu- cational and professional qualifications of this officer have been increased and as a consequence better men are filling these places. It is believed that this mode of election removes the office further from politics than it would be with direct election by the people. Fourth, the state superintendent of public instruction is elected by the people, among whom there is a perceptible tendency to attach more importance to the office and to demand better qualifi- cations on the part of the incumbent. Fifth, the state board of education, membership of which, with the exception of three members, is determined ex-officio, has always been considered a unique feature of the system. In recent years the three members were added and the appointive power was placed in the governor of the state, who is himself a member of the board ex-officio. This board has legal and advisory control of the primary and secondary education of the state. Township trus- tee, county superintendent, state superintendent of public instruc- tion, and this board constitute the entire machinery of the common schools. 14 EDUCATION IN INDIANA. Sixth, ample provision has been made for higher education in the university at Bloomington, the technical and agricultural school at Lafayette and the normal school at Terre Haute, all of which are a part of the system and receive students from the high schools without examination. These institutions keep in close touch with the primary and secondary schools and the tendency is constantly toward higher standards. Seventh, the student of education will not overlook the impor- tance to be attached to the large number of excellent private schools and colleges in the state. These furnish every phase of education to a great and growing army of students. Eighth, referring again to the township as the unit, it may be significant that the present tendency is toward centralization. With the advent of better roads and better facilities of travel there has come the demand for a perfect and complete school, covering the entire range of primary and secondary work in the center of each township. This demand is being rapidly met and it is the hope of the present state superintendent to provide for every country boy and girl just as good school privileges as are found in towns and cities in kind of work done and in length of term. Ninth, particular attention may be directed to the provision made for the better preparation of the teachers. Aside from the scliools, the teachers' associations, teachers' reading circle, county institute, and towmship institute should be mentioned as worth the student's attention. Particular stress may be placed upon the work of the township institute, which has come to be one of the important factors in the work of the county superintendent. Tenth, finally, it ought to be noted that while the development of education in the state has been made to depend upon the people and has been in a sense on the principle of local option, there is the notion that the whole state is responsible and that it should provide from the common funds for any local disability on ac- count of low property value and meager population. FASSETT A. COTTOX, State Superintendent of Public Instruction. Indianapolis^ Tnd., May 1, 1904. Indiana's Educational Exhibit at the Louisiana Purchase Exposition. By an act of the general assembly of Indiana, effective March 0, 1903, a commission was created and empowered to provide for an adequate representation of the resources, industries, prog- ress, institutions and attainment^ of the state of Indiana at the Louisiana Purchase Exposition, to be held in Saint Louis in 1904. The act provided for the appointment of the members of this commission by the governor of the state, who appointed the following commissioners : Newton W. Gilbert, Fort Wayne ; Henry W. Marshall, Lafayette; J. W. Cockrum, Oakland City; W. W. Wicks, Bloomington; W. W. Stevens, Salem; W. H. O'Brien, Lawrenceburg ; Crawford Fairbanks, Terre Haute; D. W. Kinsey, Xew Castle; Nelson A. Gladding, Indianapolis; Frank C. Ball, Muncie; C. C. Shirley, Kokomo; Fremont Goodwine, Williamsport ; Joseph B. Grass, Huntington; S. B. Fleming, Fort Wayne, and W. W. Mix, Mishawaka. The act conferred upon the commission full power to determine the nature and extent of exhibits, to employ agents for the organization and management of such exhibits, aand to provide for the conven- ience and comfort of the people of the state who might be in attendance upon the exposition. The act carried an appropria- tion of $150,000. Of this fund $10,000 were appropriated for the purpose of an exhibit of the educational facilities and progress of the state. A committee on education was appointed of the members of the commission, namely, Fremont Goodwine, chair- man, C. C. Shirley and D. W. Kinsey. The committee on education requested the endorsement and co-operation of the state board of education, which was readily given. It also requested the state superintendent of public in- struction to take charge of the preparation of the exhibit. Mr. Cotton assumed this responsibility, and, with his assistants, devoted much of the summer of 1903 to awakening an interest 2>^— Education. (15) 16 EDUCATION IN INDIANA. in the matter in all parts of the state. It was early determined to make an honest showing of the status of school work of the state under all economic and geographical conditions. The mate- rial for such exhibit must come from all the schools. It became necessary, therefore, to wage a cam])aign in behalf of the move- ment. It is to the credit of Mr. Cotton and the deputy superin- tendent, Mr. Lawrence McTurnan, that sixty-nine counties out of ninety-two, one hundred and twenty-seven towns and cities, and practically all the colleges and libraries of Indiana contributed special exhibits. This labor involved the presentation of the question before county institutes, teachers' associations, and other educational meetings, conferences with county superintendents, a convention of city superintendents, the issue of a number of bulle- tins to school officials and a vast deal of correspondence. With this large preliminary work accomplished, upon the request of Superintendent Cotton , the commission appointed the under- signed, superintendent of schools of Crawfordsville, manager of the exhibit. The manager acts in the capacity of agent jointly of the commission and of the department of public instruction. He assumed the responsibility of collating and organizing the mate- rial of the exhibit in December, 1903, and has succeeded, with the co-operation of the department of public instruction and a number of prominent county and city school men, in submitting to the public the most general and faithful representation of all phases and conditions of educational effort in Indiana ever made. Through the kindness of the educational committee it was made possible for the state department of public instruction to issue this special report on the schools of Indiana — a volume of more than six hundred pages. W. A. MiLLIS. FIRST DIVISION. THE SCHOOL SYSTEM. (17) I. State Supervision. A. STATE SUPERINTENDENT OF PUBLIC INSTRUCTION. 1. HISTOKY. In 1843, the treasurer of state was made superintendent of com- mon schools, ex-officio. The treasurer was chosen because the duties were financial rather than educational, the preservation and management of the school fund being the chief requirement of the office. It is true he was required to make annual reports to the general assembly, showing "the condition and amount of funds and property devoted to education ; the condition of colleges, acad- emies, county seminaries, conmion schools, public and private; estimates and accounts of school expenditures, and plans for the management and improvement of the common school fund, and for the better organization of the common schools," but his chief duty was to look after the finances of the schools. The state treasurers who acted in this capacity were George H. Duuu, 1841 to 1844; Eoyal Mayhew, 1844 to 1847 ; Samuel Han- nah, 1847 to 1850; James P. Drake, 1850 to 1853. In 1852 the state treasurer was relieved of his school duties by the creation of the office of state superintendent of public instruction. It was made an elective office with a term of two years and an annual salary of $1,300. His duties were "to spend each term at least ten days in each of the ten judicial circuits ; to recommend a list of books, and superintend the purchase and distribution of the township libraries; to determine appeals from township trustees; to have a watchful care of the educational funds; to prepare all blank forms for his office and receive funds from county auditors and treasurers, township trustees and clerks ; to report to the gen- eral assembly and the governor; to examine all applicants for license ; to preside at all meetings of the state board of education (19) 20 EDUCATION IN INDIANA. and to address the board upon his induction into office, setting forth his views of the best method of giving efficiency to our educa- tional system, with such suggestions as he deemed worthy of their consideration.'' In the early years of the existence of the office the superintendent was really the sole educational official in the state department. Following is a complete list of the superintend- ents who have held the office up to the present time : Beginning of Close of Names. Term. Term. William Clark Larrabee Nov. 8, 1852. .Nov. 8, 1854. .Term expired. Caleb Mills Nov. 8, 1854. .Feb. 10, 1857. .Term expired. William Clark Larrabee Feb. 10, 1857.. Feb. 10, 1859.. Died in May, 1859. Samuel Lyman Rugg Feb. 10, 1859. .Feb. 10, 1861 . .Term expired. Miles Johnson Fletcher Feb. 10, 1861. .May 11, 1862. .Killed on R. R. Samuel Kleinfelder Hoshour. . .May 15, 1862. .Nov. 25, 1962. .Resigned. Samuel Lyman Rugg Nov. 25, 1862. .Mar. 15, 1865. .Term expired. George Washington Hoss Mar. 15, 1865. .Oct. 13, 1868. .Resigned. Barnabas Coffin Hobbs Oct. 13, .1868. .Mar. 15, 1871.. Term expired. Milton Bledsoe Hopkins Mar. 15, 1871. .Aug. 16, 1874. .Died Aug. 16, 1874. Alexander Campbell Hopkins. .Aug. 16, 1874. .Mar. 15, 1875. Term expired. James Heiiry Smart Mar. 15, 1875 .Mar. 15, 1881. .Term expired. John McKnight Bloss Mar. 15, 1881. .Mar. 15, 1883. .Term expired. John Walker Holcomb Mar. 15, 1883. .Mar. 15, 1887. .Term expired. Harvey Marion LaFoUette . . . Mar. 15, 1887 . . Mar. 15, 1891 . . Term expired. Hervey Daniel Vories Mar. 15, 1891. .Mar. 15, 1895. .Term expired. David M. Geeting Mar. 15, 1895. .Mar. 15, 1899. .Term expired. Frank L. Jones Mar. 15, 1899. . Mar. 15, 1908. .Term expired. Fassett A. Cotton . . Mar. 15, 1903 . . The office has always commanded the respect of the people and has generally had capable men as incumbents. The student will notice that nearly every man who has filled the office has stood for some distinct advance in the educational affairs of the state. Su- perintendent Larrabee, the first incumbent, was the pioneer for much of the work in the West. He organized the system and began the great work of the department. Superintendent Mills was really the inspiration of the whole system. It was he who moulded public opinion and directed the_ legislation that made the office and the system possible. He was particularly interested in libra- ries, and was instrumental in the establishment of township libraries. Superintendent Rugg reorganized and placed upon a substantial basis the state school finances. Superintendent Fletcher EDUCATION IN INDIANA. 21 corrected the evil arising from the anticipation of revenues, and made institutes more efficient. Superintendent Hoshour turned his attention to examiners and examinations and used his influence toward securing a larger per cent, of women teachers in the State. Superintendent Hoss was instrumental in adding history and phj^siology to the list of common school branches, in securing state aid to county institutes, the in- corporation of the state normal school, and the reenactment of the law allowing local taxation in cities and townships for tuition purposes. Superintendent Hobbs, one of the best remembered of the superintendents, saw German made op- tional in the public schools, an act for the education of negroes passed, the girls' reformatory planned, and Purdue university founded. Superintendent Hopkins' chief work lay in the estab- lishment of the county superintendency, raising the standard of examinations, reclaiming school monies, and improving school finances. To Superintendent Smart more than to any other man is due the extended reputation of the Indiana system, brought about by his splendid organization of an educational exhibit at the Cen- tennial exposition. He also made the first complete codification of our school laws. Superintendent Bloss reorganized the work of the office, reformed the school census, put examinations upon a higher plane, and introduced better methods in teaching. Superin- tendent Holcomb established a uniform course of study for country schools, suggested the ]^lan of graduation in them, started the Arbor-day custom, and organized the teachers' reading circle. Superintendent LaFollette has the credit of adding $450,000 to the school fund, and of making the reading circle one of the most fruitful factors in improving the profession. Superintendent Vories raised the standard of examinations, insisted upon profes- sional training for teachers and issued one of the best volumes of school laws yet published. Superintendent Geeting is remembered for the compulsory education law, the township high school law, the law providing for state examination of common school teachers, and for ri^ral consolidation. Superintendent Jones emphasized the necessity for better school architecture, with more perfect sanita- tion and decoration, extended rural school consolidation, and was largely responsible for the minimum wage law for teachers. The 22 EDUCATION IN INDIANA. present incumbent lias set for himself tlie large task of maintain- ing all that has been accomplished by his predecessors and in addition to this of making better the work in every way possible. He hopes to place teaching upon a higher professional plane, and to this end he is urging better preparation on the part of the teachers in every grade of Avork. He is placing special stress upon the Avork in the rural schools, and believes that equal privileges ought to be secured to the children of country and town. The problems of consolidation, improved township high schools, longer tenure, better salaries are all receiving his attention. One of the plans that he has inaugurated for accomplishing his Avork is the annual conference of county superintendents in each congressional district. Since there are only about seA^en counties in each dis- trict, it is possible to consider carefully the problems of each county. The folloAving questions Avill serve to shoAv the nature of the problems considered at these meetings : 1. What should characterize the AAork of the superintendent? a. Should a superintendent criticise his teachers AVhile visitinj:? them, or later? b. Should criticisms be offered unless accompanied by helpful sug- gestions? 2. What a ne^v superintendent is doing for his schools. 3. What an experienced superintendent is doing for his schools. 4. What can be done in classifying and grading rural schools; the o))ject of such Avork. 5. What can county superintendents do to encourage their teachers to attend colleges and normal schools? G. What can count.A' superintendents do to encourage graduates from the 8th grade to attend high seliool? 7. What can countA' superintendents do to create interest in general reading among pupils and patrons? 8. HoAA^ can aa'C secure more money for rural schools? 9. Educational exhibit. 10. Miscellaneous. City and toAvn superintendents are invited to attend these meet- ings and to participate in the discussions. Another plan Avhich the present superintendent has adopted for the purpose of getting in closer touch Avitli the teachers istiiat of issuing monthly bulletins during the school term. These bear upon various phases of school Avork, and he has reason to believe that they are proving A^ery helpful. !N^os. 5 and 6 of the present year in the form in AAdiich they AA^ere sent to the teachers are Submitted here : EDUCATION IN INDIANA. State of Indiana. DEPARTMENT OF PUBLIC INSTRUCTION. Fassktt a. Cotton, State Sup't. Lawrence McTurnan, Deputy, BULLETIN 'No. 5. ISSUED MONTHLY TO THE TEACHERS OF INDIANA Indianapolis, Indiana, January, 1904. THE SCHOOL AND THE COMMUNITY. NATURAL ENVIRONMENT. You have now been at work for some months in your present position. It may be tliat tliis is not your first year in tlie community in whicli you are teaching. There are some relations existing between your school and your community that are worth thinking about, and this is a good time to think about them. Doubtless you are by this time thoroughly ac- quainted with your school district. You know its bounds; you knoAV its hills and valleys and streams; you know its soil, its trees, its vegetation, its riches in stone, coal, clay, gas or oil. Doubtless you have used all this knowledge to an advantage in awakening your boys and girls to life's truth and beauty and in giving them correct notions of simple earth facts. I trust that in trying to use God's out-of-doors in your teaching you have not been hampered by narrow public opinion. A student told me recently that in his boyhood he dwelt upon the banks of the Ohio river; and that there in sight of splendid hills and streams and islands he studied geography from a book and got poor, starved, inadequate notions of things which nature had placed at his very door. SOCIAL LIFE. So much in regard to your knowledge of what nature has done for your community. Now what do you know of the social life of your dis- trict V How many homes are there? How many parents? How many children of school age? In what kinds of houses do the families dwell? What has been done to beautify these dwellings without and within? What is the spirit that dwells within each home? Doubtless you know the conditions of industry. You know what phases of agriculture and stock raising are prosperous and profitable. You are acquainted with any railroads, pikes, blacksmith shops, groceries or mills that may be in the district. You know of any clubs, societies, orders that may exist for improvement and amusement. You know about the postofflce, the rural routes and offices of any kind that exist. You are, of course, acquainted and identified with the churches and Sunday-schools and their work. THE teacher's attitude. I have taken it for granted that you know all these things in your community. Now what have you done about it? In the first place, of course, you reside in the community. In no other way is it possible to 24 EDUCATION IN INDIANA, catch and live in its spirit. In tlie second place I trust that you know that not one of these things happened. Every fact that you have come upon in your community has reasons for its existence and you can explain this existence if you are a student of life. You are there to make the condi- tions of life better. How many of these homes have you visited? I read somewhere the other day that the teacher is no missionary. Aye, but he is. He comes into the community to minister and not to be ministered to. How many parents have you asked to help you in your work? Have you found out just what children ought to be in your school, and have you exhausted the full resources of your manhood or womanhood in bringing them in before you have taken advantage of the truancy law? The school bears the very closest relation to every phase of community life. It has been said often that the school is the other institutions in miniature. I wonder if you have realized just what that means. It means that the school lives the life of the community. It thinks its thoughts, feels its emotions, and bases its conduct upon the same princi- ples exactly. The school ought to be so life-like that the transition from its life to actual life will be attended by no shocks or surprises. What can you do towards bringing this about? What is your attitude toAvard your community? Are you willing to do more than you get paid for? A man told me this story recently: He had a boy employed in his offices. One morning he found this boy shiver- ing in the cold office. In reply to his inquiry as to why he was working in the cold, the boy said the janitor had built no fire yet. He was asked if he could not build a fire, and he replied that he could, but that he didn't intend to; that he was not paid for making fires. This boy was not in line for promotion and never will be. "People who never do any more than they get paid for seldom get paid for any more than they do." This is just as true of school teachers as of persons in other professions. Now, what have you done toward making your school an attractive place? You haven't left it all to your trustee, have you? I hope that you have taken some pride in seeing that everything is as neat as it can be. I know a young man who put in several days mowing the school yard, repairing the fences and the out-houses, and even in scrubbing the floor, for which he received no pay in money. But he was paid. And after that community had increased his salary as much as it could he was called to a higher position. Again, have you learned yet to take the con- ditions as you find them and to make the very best of them? This is a test of your leadership. SCHOOL AND HOME. To get a little closer to the every-day practical problem with w^hich you have to deal, let us see what you can do to bring your school and your community into closer relation. And first, what can you and your school do for the home? Well, do you know what the abiding principle of the home is? It is love so full of affection and sympathy that it would shield from harm, save from suffering, and smooth life's rough places. You are said to stand in the place of the parent. But have you realized that many children will come to you hungry for this love and sympathy and that it may be your privilege to minister to them? Life in EDUCATION IN INDIANA, 26 some homes is hard and scant fare brings bitterness to children. Every home ought to do certain things for every child. It ought to give him a sound mind in a sound body. It ought to teach him to use good English. It ought to make him neat and orderly. It should teach him habits of industry. It should teach him to be honest, to respect law, to revere sacred things and to work toward lofty aims. If the home be wanting in these duties, what can you do in your school? You can speak good English and require it spoken. You can provide soap and water and towels and combs and have them used. You can by life and precept teach the life and dignity of labor, honesty, respect for law, and reverence, and you can inspire in every child an ambition to do his best. But you can do more than this. In many of these homes the conditions that exist are merely the results of ignorance. I remember an experience like this: I was visiting a district school and noticed two boys who were insutfi- ciently clad. They looked pinched and poorly nourished, and they con- stantly breathed through their mouths. I supposed they belonged to some poor family unable to provide for them. But on inquiry I was told they were the children of a prosperous farmer, and that they had kindly parents who simply didn't know what to feed them or how to clothe them. What could you do in a case of this kind? With tact you may do some- thing directly. But suppose you could get the parents of your district together to discuss some simple questions pertaining to the health of children. If you are skillful you may bring it about that the parents who do know will teach those who do not. And the work need not be confined to the health problem, but may be extended to others upon which there is a vast deal of ignorance. SCHOOL AND INDUSTRY. Second, what can you do for the industry of the community? You can make your school a busy workshop, where the hum of industry is the standard of order, and where each pupil respects the rights of every other pupil. But you can do more than this. You can teach the nobility of honest toil. The greatest thing that you could possibly do for your boys and girls and for your community would be to build into them the habit of doing good work. The world is full of slip-shod mechanics who slight their work. You can teach the children that any task worth doing is worth doing well; that success lies in the here and now and not in the far off; in the little duties of today instead of the big things one is going to do tomorrow. And you can teach them to stay on the farm and to work out its problems. It will be a sad day for our national life when all our young farmers come to town; when the small, well-cultivated homesteads give way to landed estates. The boys on the farms wield the nation's destiny. Emerson says: "The city is recruited from the country. In the year 1805, it is said, every legitimate monarch in Europe was imbecile. The city would have died out, rotted and exploded long ago, but that it was reinforced from the fields. It is only country which came to town day before yesterday that is city and court today." The problem of getting this thought before your boys and girls and before your community is worthy of the best there is in you. The friction between capital and labor, the almost universal lack of respect for property rights, ought to 26 EDUCATION IN INDIANA. serve as great stimuli towards tlie intelligent study of agriculture to which it would seem constantly increasing numbers must turn. SCHOOL AND STATE. Third, what can you do towards bringing the school in closer touch with the state? You have it in your hands to make good citizens out of these boys and girls. Rut you can only malve them good citizens by making them good men and women. Patriotism is one of the qualities of good citizenship. But patriotism is grounded in a Avholesome respect for law, in a trained sense of justice. As a teacher, there are two things that you can do and that yoli must do if you succeed here. First, you can be just yourself. If by sincere living you make every pupil realize that no matter what happens he will find you just, that he will find in you a friend, you Avill so prepare the way for wielding the largest influence. Second, you can lead every pupil to see that what he does he does to him- self; that he and not the teacher is the punisher and the rewarder; that the consequences of one's deeds, whether good or bad, must be visited upon one's self. This is the very essence of good citizenship. In no other way can one come finally to realize that we, the people, are the state. There is no better place than the public school to teach this respect for law and order, and there never was a time when it needed to be empha- sized more than it does now. Every boy should realize early his responsi- bility for manhood, every girl for womanhood — both for citizenship. But in bringing about this realization what are you doing? Simply leading your boys and girls to live the principles which they are to live in the Larger world. SCHOOL AND CHURCH. Fourth, has the school any relation to the church? I think that it has. The church has an abiding principle which can not be disregarded, because it belongs to life. E'verj^ soul is religious. Mercy must touch and temper love in the home, regard for property rights, mere justice, and wTien it does it glorifies them. Service takes the place of selfishness and the spirit of humanism is born. This is the essence of religion, and you can not teach school an hour nor a minute without it in your lives. Finally, I have tried to say to you that in your community you have nature and social life as factors to deal with. They are your materials. You are to use them. The social life of your community is merelj- an expression of conscious life. The institutions are real. They are built on principles of life. Your pupils must live in them. It is yours to direct so that they shall come more fully into the real spirit of the institutions. "Study the conditions in your community and find there your problem and its solution. EDUCATION IN INDIANA. 27 State of Indiana. DEPARTMENT OF PUBLIC INSTRUCTION. Fassrtt a. Cotton, State Sup't. Lawrence McTurnan, Deputy. BULLETIN No. 6. ISSUED MONTHLY TO THE TEACHERS OF INDIANA. Indianapolis, Indiana, February, 1904. THE TEACHER AND THE SCHOOL. ON THE HOME STRETCH. You have already put the larger portion of this school year behind you and are looking forward to the close of school. There are some things that may be said just here by way of caution, suggestion and encourage- ment. In the first place, this is a good time for you to examine yourself and determine what manner of school teacher you are. Ask yourself seri- ously why you are teaching. What is your attitude toward the profes- sion? Does your remaining in the work depend upon your failure to secure more money at something else? Do you know that the essential factors of the school are the child, the teacher and the eternal fire that comes from soul contact? That while the school exists for the child, the teacher is the determining factor. We may build fine buildings, equip them Avith the best material, centralize, systematize and supervise, and the teacher will remain the central figure in the school. The school will never be any better than the teacher. His problem has always been and always will be how to touch and awaken every child in his presence. And he will succeed just in the degree in which he does this. Great armies of un- taught children sit day by day in the presence of teachers and never re- ceive a message. No fire is struck out, no life is awakened into new being; for them it is as if there had been no teacher. I hope you have in the months that are gone always made the child supreme; that you have made constant daily preparation; that in every recitation you have had at least one clear-cut truth to present; that you have kept your lines of organization closely drawn; and that you have made your work so inter- esting that no shadow of indifference has fallen across your school. If you have had this attitude nothing can keep you from succeeding. If for any reason you have permitted your interest to languish, now is the time to renew your energy. Indeed, this is the crucial time. It really doesn't take much ability to conduct a school the first few weeks or up to the holidays. Indeed, a school which is well organized and conducted to a successful close one year Avill almost run itself till the holidays the suc- ceeding year. The real test of the teacher comes in the reorganization of demoralized forces and in directing and conducting these forces to a suc- cessful close of the year's work, after the holidays. It is the teacher who can keep the self-activity of every child to the highest notch who can meet the test. Let me suggest some things that may contribute to this end. 28 * EDUCATION IN INDIANA. WHAT IT IS TO STUDY. The greatest thing that you can possibly do for your pupils is to teach them how to study. Perhaps you have been so intent on driving in cer- tain facts that you have neglected this phase of your work. In a few years at best the facts you teach will be forgotten; but the habits of in- dustry, of study, you build into these lives will abide and grow. And edu- cation is not a matter of learning facts; it is a matter of habits, of character. Now, have you taken pains to inquire into the way your chil- dren work in getting a lesson? Do you sometimes take up a new lesson with them and show them how to go about getting it? Getting a lesson is a matter of seeing what there is in it. And ten minutes of good, active, alert, wide-awake study is worth hours of stupid, passive stare. Study carries with it the concentration that can shut out completely the whole world from the subject in hand. It carries with it the powder of obesrva- tion that can detect in the minutest detail the points in the subject. It carries with it a nicety of discrimination that can put all points observed in their proper relation. Finally it carries with it an ordering power that brings independent mastery. Patient work in leading your children to see what there is in a lesson, in selecting out the most essential thing, and the subordinate things, and in grasping these relations, will prove worth while. KECITATION AND STUDY PERIODS. This work of fixing the study habits of your children is just as impor- tant as the recitation, and just as much under your control. The study periods should be arranged with the same care and should be insisted upon with the same regularity as the recitations. As a rule the study period should be removed as far as possible from the recitation. After children are old enough to prepare lessons from assignments the study period of a subject should never immediately precede its recitation. A lesson should be prepared for eternity and not for the recitation, and the habit should be fixed early. With your working schedule you can insist upon a strict observance of the study periods. Let a recitation go occa- sionally and do quiet, individual work among your pupils. A workshop with the busy hum of industry is what a school-room ought to be and it is a sure sign of good teaching. HOME STUDY. I said that the real test of a teacher's success may be the degree in which he gets in touch with all his pupils and keeps them working up to the best there is in them. In order to do this he must deal with each indi- vidual. The advance in a subject may be determined by the average ability of the class or even by the ability of its weakest members. But the width and depth of investigation, must be determined by the strength of each individual. Now, while the class as a whole covers a certain amount of work in the subject the teacher can direct the individual mem- bers in supplementary work, giving each one an opportunity to go as deep into the topics in hand as he can with the material at hand. To illustrate, the work that the class as a whole is to do upon some movement in his- EDUCATION IN INDIANA. 29 tory, say the ordinance of 1787, may be limited. But tliere is a field for very wide research. Now, suppose the teacher has at hand some data for this investigation. Here is an opportunity to call into play individual effort and to assign interesting profitable home work. And the work should always be interesting work which the pupil can do without worry to himself or his parents. Or suppose some little piece of apparatus would be helpful to the teacher in making clear some points in history or geog- raphy. Here is an opportunity to use the skill of some boy on the farm. To illustrate, a little model of the primitive cotton-gin, or a simple loom, might throw much light upon social and industrial problems in the history of our people. To the resouceful teacher every subject will suggest many things to occupy the attention of the boys and girls. WRITTEN WORK. The value of written work can not be overestimated. Frequent use should be made of it for recitations, reviews and examinations. In the recitation it will serve to present the independent thought of each individ- ual, and it will give splendid training in English expression. In reviews it will reveal the powers of organization and expression. To be of value, every paper handed in should be carefully gone over by the teacher with corrections and suggestions for improvement. Indeed, written work is worse than worthless if this is not done. And then the examination has its place and it is important. Not that I would have you exaggerate its importance or hold it over the pupils as a menace or threat, or that I would put very large stress upon it as a basis for promotion. But it has a place in school work, and if given under right conditions there will be no dread. A large part of the adverse criticism that has been made against examina- tions is mere drivel and has come more largely from teachers who do not like to work than from healthy, wide-awake pupils themselves. I think I should seldom announce beforehand any written work which I wanted to serve as a test. It is a part of education to learn to meet the conditions that confront us. In life the problems are not generally posted. We come up against them and must think on our feet. In the crowded rural school, then, the examination should serve some such purposes as these: (1) It should enable the teacher to examine his pupils and himself at the same time. (2) It should aid the pupil in thinking. (3) It should aid the pupil in the expression of good English. (4) It should reveal to the pupil his mastery of the points in question. (5) It should serve to make the pupil more self-reliant. (6) It should enable the teacher at times to do double work in the school-room. Of course, this all means work for you. But it will pay. The suggestions I made above in regard to home work and these in regard to written work are in keeping with the pedagogical prin- ciples that expression must keep pace with impression— that construction must equal instruction. The child must be encouraged to use that which he takes in. Herein lies the value of manual training. THE BOY ON THE FARM AGAIN. It is just in his ability to do things that the boy on the farm has a better chance to succeed than the town or city boy. And it is because the 30 EDUCATION IN INDIANA. boy on the farm has work to do. He is well trained in the expressive side of life. It is expression, too, that amonnts to something, and in it he gets the notion that there is work to do in the world— that life is not all play. Now, if you can use these good qualities in your school work, well and good. And if you can use them in building in the community a larger regard for labor and a supreme respect for the farm and its problems that will keep the boys in the country it will be all the better for the boys and the nation in the years to come. Of course, if a young man really believes that he will have better opportunities for himself and for what he would do for humanity by going to the city, he should go. He can succeed, as scores who have preceded him to the city are succeeding. But let him remember that farm work is just as important, just as honorable, just as clean, that it requires just as much ability, and that it is just as remu- nerative as any work he will find to do. LAST DAY SUGGESTIONS. The close of your term may be made profitable to the community by arranging a definite program of your work and sending it to the patrons with an invitation to be present at least part of the time. Two or three days could be taken up in oral examinations. A schedule of these should be made and dignified, interesting examinations conducted. You can make a careful preparation and conduct an oral quiz. Or you can make a careful list of the questions you wish to ask, write them on slips and let the children draw their questions. This device serves to keep interest alive. In addition to oral examinations an exhibit of written work, draw- ings and models may be made. If there is also the entertainment feature it can carry with it a dignity and an influence for better things in educa- tion by selecting that which is worth while for the occasion. Whatever you can do to promote a healthful, educational interest in your community will be so much gain for the cause in which Ave are engaged. Emerson must have been thinking of teachers when he wrote: "To help the j^oung soul, add energy, inspire hope, and blow the coals into a useful flame; to redeem defeat by new thought, by firm action, that is not easy, that is the work of divine men." 2. ADMmiSTEATIO:^. a. ELECTION, TENURE, DEPUTIES, SALARIES. Tlie state superintendent of public instruction is elected by the people at the general elections for a term of two years. There is no limit to the numl^er of terms he may be elected. His salary is $3,000.00. Three deputies are provided, with salaries of $1,500, $1,200, and $720.00. &. QUALIFICATIONS. \¥hile no educational or professional qualifications are fixed by the constitution, the people have generally chosen men of high EDUCATION IN INDIANA. 31 moral character, strong educational leaders, practical teachers, well acquainted with the educational needs of the state, and capable of carrying on the work for which they were chosen. c. GENERAL DUTIES. The state superintendent has charge of the system of public in- struction and a general superintendence of the business relating to the common schools of the state and of the school funds and school revenues set apart and apportioned for their support. At the request of school officials it is his duty to render, in writing, opinions touching all phases of administration or construction of school law. d. VISITS. He visits each county in the state at least once during his term of office, and examines books and records relative to the school funds and revenues. He meets with teachers and officers in various parts of the state, counsels with them and lectures upon topics calculated to subserve the interests of popular education. e. REPORTS. (1) Report to the Governor. In the month of January in each year in which there is no regular session of the general assembly, he makes a brief report, in writing, to the governor, indicating, in general terms, the enumera- tion of the children of the state for common school purposes, the additions to the permanent school fund within the year, the amount of school revenue collected within the year, and the amounts apportioned and distributed to the schools. (2) Report to General Assembly. At each regular session of the general assembly, on or before the fifteenth day of January, the superintendent presents a biennial report of his administration of the system of public instruction, in which he furnishes brief exhibits — First. Of his labors, the results of his experience and observa- tion as to the operation of said system, and suggestions for the remedy of observed imperfections. 32 EDUCATION IN INDIANA. Second. Of the amoiTiit of the permanent school funds, and their general condition as to safety of manner of investment ; the amount of revenue annually derived therefrom, and from other sources ; estimates for the following two years ; and the estimated value of all other property set apart or appropriated for school purposes. Third. Of such plans as he may have matured for the hetter organization of the schools, and for the increase, safe investment, and hetter preservation and management of the permanent school funds, and for the increase and more economical expenditure of the revenue for tuition. Fourth. Of a comparison of the results of the year then closing with those of the year next preceding, and, if deemed expedient, of years preceding that, so as to indicate the progress made in the business of public instruction. Fifth. Of such other information relative to the system of public instruction — the schools, their permanent funds, annual revenues — as he may think to be of interest to the general assembly. He appends to this report statistical tables compiled from the materials transmitted to his office by local school officials with proper summaries, averages and totals. He makes a statement of the semi-annual collections of school revenue, and his apportion- ment thereof ; and, when he deems it of sufficient interest to do so, he appends extracts from the correspondence of school officers, to show either the salutary or defective operation of the system or of any of its parts. Ten thousand copies of this report are printed and distributed to the several counties of the state ; and they have been the means of stimulating the schools of the state to greater effort; for instance, the report assists in certain movements such as for better sanitation and decoration of school buildings, modern architecture in building schoolhouses, manual training in public schools, con- solidation of rural schools into graded township high schools. f. COURSE OF STUDY. The construction of the course of study and the state manual was placed in the hands of the state superintendent of public EDUCATION IN INDIANA. 33 instruction by a resolution of the county superintendents' associa- tion in June, 1894. The course of study is revised from time to time in order to meet the changing conditions. While the superin- tendent is responsible for the course of study in its preparation and revision he confers with county, city and town superintendents who are in closer touch with the schools and know better their needs. If the reader cares to examine the present course of study he may obtain one from the manager of the exhibit. g. TOWNSHIP INSTITUTE OUTLINES. The laws provide that all township teachers shall meet in insti- tute one day in each month while the schools are in session. There are in Indiana 1,016 townships and this number of institutes is held each month of the school term, or 7,112 meetings during the year. The programs for these meetings are professional and cultural. In addition to the consideration given the branches of study which are taught in the schools, two books adopted by the Indiana reading circle board are studied each year. During the present year the books were Ivanhoe, and ^N'icolay's Lincoln. Those for the coming year are, Button's School Management, and Henderson's The Social Spirit in America. The reader may obtain a pamphlet on the Indiana reading circle work from the manager of the exhibit. h. ARBOR AND BIRD DAY PROGRAMS. The superintendent issues programs to be used in the public schools for the observance of certain days in October and April each year. These programs are somewhat elaborate, giving something of the history of the days, the reasons for observance, the governor's proclamation, descriptions of trees, with pictures and instructions as to what and how to plant them, descriptions of birds, with suggestions as to their value and care, poems on trees and birds, and appropriate selections. In Governor Durbin's last proclamation on arbor and bird day he said : ^^There has been within recent years a widespread awak- ening of interest in reforestization, especially in Indiana, a state favored lavishly by nature with timber resources that to the pioneer seemed limitless and inexhaustible. The rapid develop- 3— Education. 34 EDUCATION IN INDIANA. ment of the agricultural and industrial interests of the state has been accompanied by a sacrifice of our forests, until the people have been brought to a realization of the importance of a system- atic eifort with a view of preventing further devastation." Since 1896, the year the state department of education began effectively to urge the importance of this matter, thousands of trees have been planted by the teachers and pupils of the state, and the birds have received more consideration than ever before. The results of this work have been very gratifying to all lovers of nature. i. TEACHERS' MINIMUM WAGE LAW. It is the duty of the state superintendent of public instruction to enforce the minimum wage law. This is a recent piece of legislation calculated to increase the salaries of teachers and to bring about better preparation of teachers, and will be found under the discussion of ^'The Teachers of Indiana." j. SCHEDULES OF SUCCESS ITEMS. An act of the last legislature, approved March 9, 1903, makes it the duty of the state superintendent of public instruction ''To adopt and schedule the items entering into teachers' success grades," to be used by the city, town and county superintendents in grading the ''teachers under their charge and supervision." In compliance with the provisions of this act, the following forms have been prepared, which are now used by all county, city and town superintendents in grading their teachers in success : Schedule of Success Items. FORM I. For the Use of County Superintendents. I. Qualification to 20 1. Natural ability and personality (0 to 10) 2. Scholarship (0 to 5) 3. Professional training (0 to 5) II. The Recitation to 40 1. Subject matter— appropriateness of (0 to 5) 2. Purpose (0 to 5) 3. Plan (0to5) EDUCATION IN INDIANA. 35 4. Preparation— a. Teacher (0 to 5) b. Pupils (0 to 5) 5. Slvill (0 to 5) 6. Tlioroiiglmess (0 to 5) 7. Assignment (0 to 5) III. Relation of Teacher to the School and Community. . , to 40 1. Classification and gradation (0 to 5) 2. Industry, and interest in the aims and plans of the school community (0 to 5) 3. Governing ability (0 to 10) 4. Sanitary conditions and neatness (0 to 5) 5. Care of school property, keeping records, malv- ing reports (0 to 5) 6. Co-operation with other teachers, the trustee and county superintendent (0 to 5 7. Lil)raries, reading circles and journals (0 to 5) Total % Teacher. County Superintendent. Ind., 1903. Schedule of Success Items. FORM TI. For the Use of City and Town Superintendents Desiring a Brief Schedule. I. Teaching Ability 55% 1. Professional attainment (20%) 2. Conduct of the recitation (15%) 3. Results in scholarship of pupils (20%) II. Governing and Disciplinary Ability 30% 1. Moral and social influence on pupils and commu- nity (10%) 2. Ability to develop self-reliance, industry, integrity, fidelity, etc (10%) 3. Personality of the teacher (10%) III. Professional and Community Interest 15% 1. Co-operation with other teachers and supervisors. . .(5%) 2. Interest in aims and plans of the school (5%) 3. Professional ambition and growth (5%) Teacher. City , Superintendent. Town ) Ind., 1903. 36 EDUCATION IN INDIANA. Schedule of Success Items. FORM III. For Use of City and Town Superintendents Desiring a More Detailed Schedule. I. Teaching Ability 55% A. Professional attainment (20%) 1. Scholastic preparation. 2. Professional training. B. The recitation (15%) 1. Preparation of teacher and pupils. 2. appropriateness of subject matter. 3. Definiteness of aim and purpose. 4. Skill in questioning. 5. Progression in plan. 6. Care in assignment of lessons. » 7. Balancing of lines of work. C. Results in scholarship of pupils (20%) 1. Acquisition of facts and relations. 2. Accuracy. 3. General information. 4. Awakening or scholarly interest. 5. Clearness ana elegance of expression. 11. Governing and Disciplinary Ability 30% A. Moral and social influence on pupils and commu- nity (10%) Ability to develop in the pupils the altruistic virtues— recognition of law and social rights. B. Ability lO develop egoistic virtues — industry, hon- esty, reliability, fidelity, etc (10%) C. Personality and appearance of teacher (10%) Personal and m#ral worth and influence, habits, disposition, health, attire, sympathy, energy, manliness or womanliness, honesty, etc. III. Professional and Community Interest 15% A. Co-operation with other teachers and with super- visors (5%) B. Interest in aims and plans of school community. . . .(5%) 1. Care of school property— a. Protection of supplies and furniture. b. Neatness. c. School decoration. 2. Building up of strong school sentiment in the community. 3. Educational, literary or social club work. C. Professional pursuits (5%) 1. . Present lines of professional study. 2. Reading of educational literature. EDUCATION IN INDIANA. 37 Professional pursuits— Continued. 3. Attendance upon summer schools, institutes and associations. Total % Teacher. [ Superintendent. Town j Ind., , 1903. Form T, as indicated, is for the use of county superintendents in grad- ing the teachers under their supervision. Form II is for the town and city superintendents. Form III is a detailed analysis of Form II, and is in- tended more especially for guidance of teachers in their study, but may be used by the city and town superintendents desiring the longer form. The city and town superintendents should hand the success grades to their teachers not later than July 1st each year, and forward copies of the same to the county superintendents, who will keep the official success records for the counties. The county superintendents should ask the county councils to provide supplies of blanks and records made necessary by the passage of this act. The following explanations of the schedule are submitted: By "scholastic preparation" is meant the time spent in study in some of the higher educational institutions in addition to the scholarship as shown on license. Teachers should be encouraged to study at least four years in advance of the work they are engaged in. A high school teacher should have a four years' college course and a grade teacher at least a four years' high school course, etc. The teacher who is really interested professionally is the one who seeks most persistently to better fit herself both by scholastic and professional training for more thorough work. Experience is sometimes counted by superintendents as a large factor in marking success, but the teacher who has taught twenty or more years may have shown in all that time no professional interest and little ability, and may have been unwilling to spend any of her time or money in real preparation for her work. It seems to me that, a teacher who is willing to teach ten or twelve years without first having made extensive preparation for good work in some first-class school, ought to be ranked very low in success. The remaining items under I and II will be readily understood. By "community interest" is meant the co-operation of teacher with the other teachers and the principal or superintendent in furthering the aims and plans of the school community. Many teachers who are satisfactory in their schoolroom work do not fit into the community life of the school. They are controlled by little troubles of various kinds, and are often exclusive and self-centered. This always gives annoyance to the principal and keeps him constantly adjusting troubles. Again, many good teachers are without ambition to assist in the general welfare of the school. They ^oo^ 9XtGX their own room, but give no time or attention to help carry out 38 EDUCATION IN INDIANA. the suggestions fj?om the principal or superintendent. The best teacher co-operates heartily with her principal, her superintendent and associates in all movements for the improvement of the school and the school com- munity. "Professional pursuits" is an important item. A teacher who is satisfied simply to teach school without investigating and improving, except as suggested by the principal or superintendent, is not doing her best. She should be interested in good works on pedagogy, psychology, methods, etc. Her reading of school periodicals, attendance upon educa- tional gatherings, her knowledge of current events and the literature of the day, are all important factors to be considered in marking the success grade. The difficult.v in applying these schedules will be in marking the details. After having marlved the items conscientiously the superintendent often finds that he does not give his real estimate of the teacher. He feels that it is too much or too little, especially when she is compared with other teachers whom he has marked just as carefully on the same plan. The. superintendent should have in mind all the items mentioned in the schedules, but it will be difficult to mark them separately. After all, one',? "general impression" of a school is a better guide than the summary of the several items, especially when the superintendent is in doubt. A teacher is successful Avhen she is training her children to love order, obedience, politeness, and to have reverence for things sacred. In judg- ing the work of a gardener we pay very little attention to the "method" of planting, sowing, cultivating or reaping, but the emphasis is placed upon the growing plant in its various stages, and to the finished product. Likewise, in passing judgment upon the work of the teacher, the general spirit of the school, rather than the detailed analysis; the "general impression" of the teacher's worth instead of the grading of the several items, should guide the superintendent in marking the success grades. k. STATE LICENSES. In 1899 the legislature gave applicants for teachers' license the privilege of sending their manuscripts to the department of public instruction to be graded. This entitles them to a license to teach in any county in the state instead of in one county if the manu- scripts are examined and graded by the county superintendent. The law has been a great convenience to teachers and has at the same time assisted materially in raising the standard of examina- tions. l. READING CIRCLE BOARD. The state superintendent is, ex officio, a member of the reading circle board of the state. This board and the department have a common purpose in selecting the best literature for teachers and pupils. EDUCATION IN INDIANA. 39 m. STATE NORMAL SCHOOL BOARD OF TRUSTEES. The state superintendent is also, ex officio, a member of the board of trustees of the state normal school. This duty serves to keep the department in close touch with the professional training of teachers and the everyday practical pedagogical problems. It is a duty, too, which takes the superintendent away from his clerical duties and brings him face to face with the actual problems of teachers. B. THE STATE BOARD OF EDUCATION- 1. HISTOEY. When Caleb Mills first suggested a board of education for Indiana it was to consist of a county superintendent chosen from each of the congressional districts. When in 1852 the board was created it consisted of the state superintendent, and the governor, secretary, treasurer and auditor of state. In 1855 the attorney- general was added. In 1865, it was changed and consisted of the state superintendent, the governor, the president of the state uni- versity, the president of the state normal school (not established till 1872), and the superintendents of schools of the three largest cities in the state. In 1875 the president of Purdue Uni- versity was added. In 1899 the general assembly enacted a law providing for three additional members to be appointed by the governor. They must be three citizens of prominence, actively engaged in educational work in the state, at least one of whom shall be a county superintendent, none of whom shall be appointed from any county in which any other member of the state board of educa- tion resides, or from which any other member was appointed. Under this last provision the present board has the following membership : Fassett A. Cotton, president, state superintendent public in- struction. W. W. Parsons, secretary, president state normal school. Hon. W. T. Durbin, governor of Indiana. Dr. William L. Bryan, president Indiana university. Dr. W. E. Stone, president Purdue university. 40 EDUCATION IN INDIANA. Dr. W. T. Stott, president Franklin college. C. iN". Kendall, superintendent Indianapolis schools. F. W. Cooley, superintendent Evansville schools. J. ^N". Study, superintendent Ft. Wayne schools. Prof. J. M. Bloss, ex-state superintendent of public instruction. E. E. Robey, superintendent Howard county. The state board of education with its ex officio nlembership has always been regarded as a unique feature in the Indiana system. Indeed its strength has been due to its ex officio membership. At times it has had in its membership such men as David Starr Jordan, John Merle Coulter, and Lewis H. Jones, men of national and international reputation. So constituted it will necessarily always have the best qualified educators of the state. 2. ADMmiSTEATION. a. EXAMINATIONS. The state board of education is responsible for all examinations of teachers and makes all questions used in these examinations which are for the following grades of license : 1. Primary license, one, two and three years. 2. Common school license, one, two and three years. 3. High school license, one, two, three and five years. 4. Professional license, eight years. 5. Life state license. In addition to making the questions the board conducts the examination and examines and grades the manuscripts of appli- cants for professional and life state licenses. All other examina- tions are conducted by the county superintendent, and the manu- scripts are graded by the county superintendent or by the state superintendent. The law provides for an examination to be held on the last Saturday of the first eight months in each year. h. REGULATIONS CONCERNING EXAMINATIONS AND LICENSES. The following circular was isSued by the state superintendent of public instruction. Indianapolis, Ind., January 15, 1904. All applicants for common school or primary licenses during the year 1904— either state or county licenses— may select either one of two lists of EDUCATION IN INDIANA. 41 questions on the subjects of history and literature. In each subject, one list will be based upon the general field of the subject, the other upon the reading circle booli corresponding with it. Grades of Licenses. I. Life State License for Graduates of Higher Institutions of Learn- ing Only.— The state board of education revised its rules governing appli- cants for life state licenses by the addition of the following resolutions: Resolved, That the rules of the state board of education relating to examinations for and the granting of life state licenses, shall be and are hereby amended by the addition of the following: All graduates of higher institutions of learning in Indiana, or other institutions of equal ranli in other states approved by this board, which require graduation from com- missioned high schools, or the equivalent of the same, as a condition of entrance, which maintain standard courses of study of at least four years, and whose worli, as to scope and quality, is approved by the state board of education, shall, on complying with the conditions enumerated below, be entitled to life state licenses to teach in Indiana: Provided, however. That graduation by the applicant shall have been accomplished by not less than three years' resident study and by thorough, extended examinations in all subjects pursued privately and for which credit has been given by the institution: And, provided further, That the requirement as to three years' resident study shall apply only to applicants graduating after January 18, 1900. First. Such applicants must have held one or more sixty months' licenses or a professional license. (See requirements in this circular.) Second. They must present to the state board of education satisfac- tory written testimonials from competent superintendents, special super- visors, teachers, or other school officials to the effect that they have taught and managed a school or schools successfully for a period of not less than thirty months, at least ten of which shall have been in Indiana. Third. They must pass thorough, satisfactory examinations in any three of the following subjects: (1) General history of education; (2) The school system and the school law of Indiana; (3) Educational psychology; (4) Experimental psychology and child study; (5) Leading school systems of Europe and America; (6) Science of education, and (7) The principles and methods of instruction. Fourth. Before entering upon the examination, such applicants shall present to the state board of education satisfactory evidence of good moral character, and shall pay five dollars each (the fee prescribed by law), which can, in no case, be refunded. Examinations in the subjects named above may be talien on the last Saturday of April. Fifth. A license will be granted to those who malie a general average of 75 per cent., not falling below 65 per cent, in any subject. II and III. For Applicants, not Graduates of Higher Institutions of Learning.— Life state and professional. Examinations for these licenses will be conducted in the months of February and April. 42 EDUCATION IN INDIANA. Section 1. Subjects for February: Algebra, civil government, Ameri- can literature, science of education, and two of the following three subjects— Elements of physics, elements of botany, and Latin (Latin grammar, two books of Gaesar and two of Virgil). A satisfactory exami- nation on the above entitles the applicant to a professional license, valid in any Indiana school for eight years. Section 2. Subjects for April: Geometry, rhetoric, general history, English literature, physical geography and two of the following three subjects— chemistry, geology, and zoology. A satisfactory examination on both 1 and 2 entitles the applicant to a life state license. The following requirements govern the application for life state and professional licenses: 1. Applicants for life state and professional licenses must have held two thirty-six months' licenses in Indiana, or an equivalent in another state, obtained by actual examination, and must have taught successfully at least forty-eight months, which fact shall be properly certified to and sent with the manuscript to the state board of education. Before entering upon the examination, applicants shall present to the examiner satisfactory evidence of good moral character and professional ability. Applicants for life state license shall pay five dollars each (the fee prescribed by law), which can, in no case, be refunded. 2. Applicants for professional license will take the February exami- nation only. 3. No fee is required of applicants for professional license. 4. A license will be granted to those who make a general average of seventy-five per cent., not falling below sixty per cent, in any subject, and who present satisfactory evidence of professional ability and good moral character. 5. An applicant for a life state license failing in the examination for the same, but who will have met all the requirements for a professional license, shall receive such license, or if he reach the required average for a professional license, but fall below the standard per cent, in one subject, he may be conditioned in such subject, and may be granted a professional license, on the same conditions as if he had originally applied for a iicense of this class. 6. An applicant is "conditioned," that is, he may complete the work at the next regular examination, if he makes the required general average and pass successfully upon all the branches except one, required for the license applied for. A statement setting forth this fact will be furnished such "conditioned" applicant, who must present the same to the county superintendent, who will forward it with the conditioned manuscript to the department of public instruction. Where the Examinations May Be Taken. Applicants for a professional license or a life state license may be ex- amined by members of the state board of education at any one of the fol- lowing places on the last Saturdays of February and April, respectively: 1. In the department of public instruction, state house. 2. In the office of the city superintendent of schools, Fort Wayne. EDUCATION IN INDIANA. 43 3. In the office of the city superintendent of schools, Evansville. 4. In the office of the county superintendent of schools, Valparaiso. 5. In the office of the county superintendent of schools, Richmond. 6. In the office of the county superintendent of schools, Terre Haute. 7. In the office of the county superintendent of schools, Lafayette. 8. In the office of the city superintendent of schools, Seymour. 9. In the office of the city superintendent of schools, Bloomington. Rules. 1. Write upon one side of the paper only, using legal cap. 2. See that the answers to tlie questions in each branch are entirely separate from those of any other branch, and securely fastened together. 3. Write full name and postoffice address upon each set of answers, and upon every sheet disconnected from the first one. 4. Answer the general questions upon a separate sheet. 5. Furnish the examiner with recommendations required, which are to be filed for future reference. Applicants should furnish to tlie examiner the necessary postage to send manuscripts. IV. Sixty Months' State License.— This license is valid to teach any subject in any non-commissioned high school in the state; to teach all of the common branches in any school in the state; and to teach the subjects upon which the examination is made in any commissioned school. The examination may be taken on the last Saturday of any of the first eight calendar months, but must be taken in two divisions, as follows: The first division, an average of 95 per cent., not falling below 85 per cent, in the common branches;" the second division, an average of 75 per cent, not falling below 60 per cent, in any of the five branches, as follows; Group 1— Literature and composition (required by all applicants). Group 2— Algebra or geometry (one required). Group 3— Botany, zoology, chemistry, physics, or physical geography (one required). Group 4— History and civics, Latin or German (one required). Group 5— One subject from "2," "3," or "4" not already taken. Five subjects are required in this division. In order to secure a sixty months' .license the MSS. of both divisions must be sent to this department, by number, for gradation. The fee of $1.00 must be sent with the MSS. in each division. These examinations may be taken in any county. Note 1. An applicant who has never taught may take the examination in any county. Note 2. An applicant who has taught must take the examination in the county in which he last taught unless he has permission from the county superintendent under whom he last taught, and then he must bear recommendations and be fully identified to the county superintendent to whom he applies for examination. V. Thirty-six Months' State License.— Valid to teach the common branches in any common school of the state for a period of three years. 44 EDUCATION IN INDIANA. It is issued by the state department. The examination may be talien on the last Saturday of any of the first eight calendar months. General average, 95 per cent. ; minimum grade, 85 per cent. VI. Twenty-four Months' State License.— Valid to teach the common branches in any school of the state. General average, 90 per cent.; min- imum grade, 80 per cent. Other conditions same as "V." VII. Twelve Months' State License.— Valid to teach the common branches in any school of the state for a period of twelve months. Gen- eral average, 85 per cent.; minimum grade, 75 per cent. Other conditions same as "V." VIII. State Primary License.— For periods of one, two or three years upon averages and minimums as in V, VI and VII. These licenses are issued by the state department of public instruction, and examinations may be taken on the last Saturday of March, April, May, June, July or August IX. State High School License.— Issued by the department of public instruction and valid to teach high school subjects in any of the schools of the state. The applicant must be examined upon all subjects he desires to teach. No license will be issued for a period of more than one year unless the applicant write upon at least five subjects. The averages and minimums are the same as in V, VI and VII. The examinations may be taken on the last Saturday of any of the first eight calendar months. X. County Common School Licenses.— Issued by county superintend- ents for periods of three, two, one and one-half years, and valid to teach the common branches in the schools of the county in which the license is granted. The questions for these and all other examinations are fur- nished by the state board of education. Examinations are conducted on the last Saturday of each of the first eight calendar months. The aver- ages and minimums are the same as in V, VI and VII. XI. County Primary Licenses.— Issued by the county superintendent for periods of one, two and three years. The examinations may be taken in March, April, May, June, July or August. Other conditions the same as in X. XII. County High School License.— Issued by the county superintend- ent for periods of one, two and three years. Other conditions the same as IX. XIII. Fees.— An applicant for any grade of license mentioned in V, VI, VII, VIII and IX above, must pay the fee of one dollar. This fee pro- vides for one trial only if the applicant secures a license. If he fails to secure a license he may have a second trial. A third trial is granted in case of a second failure. These three trials may be made for the one fee, provided they occur within one calendar year; otherwise, the usual fee must be paid for the second or third trial. Applicants for the first division of a sixty months' license are entitled to three trials in any one calendar year for one fee in case of failure to make the required grades, provided a lower grade of license is not issued. XIV. Sixty Months' License— High School License.— If an applicant fall too low in the common school branches, a license will be issued on each section separately in accordance with the standard attained by him in such sections; in which case a subsequent examination would make necessary an additional fee. EDUCATION IN INDIANA. 45 c. SCHOOL BOOK COMMISSIONERS. The state board of education is the state board of school book commissioners. As such it adopts text-books for the common schools for periods of five years. When a contract has been made with a publisher the books are secured for the public by a requisi- tion of the county superintendent for the number of books needed in his county upon the state superintendent, who in turn makes requisition upon the contractor for the number of books needed in the state. The county superintendent becomes the agent for the sale of these books and makes his reports to the various contractors. This plan of securing uniform text-books has been regarded as very successful and it is believed that the following advantages are gained from such uniformity : 1. It insures good books at a uniform low price. 2. It obviates the purchase of new books Avhen children move from one part of the state to another. 3. It makes classification easy. 4. It puts teachers in closer touch. 5. It makes a uniform course of study more effective* d. HIGH SCHOOL COMMISSIONS. The state board of education in order to keep some uniform standard of efficiency in high schools has established certain requirements in the work which entitle high schools to commis- sions. These commissions carry with them exemption from exami- nation for entrance to the freshman class in the higher institutions of learning. Upon the recommendation of the state superintendent members of the board inspect the work of high schools and deter- mine whether the requirements for commission have been met. This work of the board has resulted in a perceptible increase in the efficiency of the high schools, since all schools want commis- sions, and when once obtained every effort is made on the part of school officials, teachers and patrons to retain them. Following are the requirements necessary for a commission : The following course of study for the commissioned high schools of Indiana was adopted by the state board of education, July 2, 1902. It is a revision of the course adopted in 1898. It provides for required work as follows: Three years of language, three years of history, three years of 46 EDUCATION IN INDIANA. mathematics, two years of science, fom* years of English, and electives to complete a full course of four years. It is not intended that the course should be an absolute one, but that it should guide local school officers and teachers and form the basis of a minimum course. For example, the option is given in the first year to study either botany or zoology, or one of four languages. In the third year to pursue the study of England throughout the entire year, or to divide the year between the French and English history; in the fourth year to study either physics or chemistry, or both, or to carry throughout the year any one of a number of electives It is the desire of the board to have a few subjects continued throughout the entire course, rather than a great field of subjects each through a brief period. It would not seem advisable to drop one year of English for the purpose of substituting an elective, nor does it seem advisable to drop one year of history and substitute an elective in a different department. A course of study containing few subjects, pursued throughout the entire high school course, has many advantages: First, It gives excellent train- ing, scholarship and discipline in a given subject. Second, It malvcs necessary fewer teachers. Third, It requires a smaller library and equip- ment. The board recognizes the fact that a great many students do not continue their education beyond the high school. For that reason, the option is given of substituting commercial arithmetic or bookkeeping for solid geometry. It is the intention of the state board of education to inspect as many of the commissioned high schools each year as it is pos- sible for them to reach. The points of interest to them are those required 1 of all commissioned high schools, namely: First, The character of the| teaching must be satisfactory. Second, The high school course mustj not be less tlian thirty-two months in length, continuing from the eighth \ year. Third, The whole time of at least two teachers must be given to j the high school work. Fourth, The pursuing of few subjects throughout the entire course rather than many covering short periods. Fifth, A library adequate to meet all the demands for reference work and general reading supplementary to the regular text-books. (See recommendations in connection with the outlines of the different subjects and reference list on page 35.) Sixth, Laboratories fully equipped to do all of the necessary work in the sciences pursued in any given high school. Seventh, No science should be taught for a term of less than one year. Eighth, Ad- mission to the high school must be given only to those who have com- pleted to the entire satisfaction of the school officers and teachers, all of the work of the grades. Ninth, The high school building must be kept in good order, the sanitary appliances adequate, the heating and lighting good, and outhouses and indoor closets clean and sanitary. Tenth, All courses leading to college entrance should provide at least three years of foreign language. Eleventh, Psychology, sociology and political econ- omy should not be taught in high schools. Twelfth, Beginning with the school year 1903, each high school must have in its faculty at least one graduate from an acceptable normal school, college or university. Thir- teenth, The course of study must be at least a fair equivalent of the ^ following: EDUCATION IN INDIANA. COURSE OF STUDY. 47 First Year. Second Year. Third Year. Fourth Year. (Required.) Algebra, one -half Plane Geometry, one- half year, and Solid English. year, and Plane Geometry, one-half Geometry, one-half American History Algebra. year, or Concrete year. and Civil Govern Geometry, one-half year. (Elective.) ment. Physics or Chemis- Botany or Zoology. English. English. try. Electives— English. History of England, one year, or French Physical Geogra- phy. History of Greece, Geology. one-half year, and and English His- Language— History of Rome, one-half year. tory, one year (one- Commercial Arith- (a) Latin, half year each). metic. (b) German, (c) French Bookkeeping or or Language, one (d) Greek. Language. Language. year. The following is a high school inspection blank used by the board of education : REPORT OF HIC^H SCHOOL INSPE'CTION. Ind., , 190... To the State Board of Education: Gentlemen— Having visited tlie high school at on the day of , 190. .., and having made a careful inspection of said school, I beg to submit the subjoined report: I. Physical Conditions: (a) Building (b) Heating (c) Ventilation (d) Premises (e) Outhouses (f) (g) II. Name and Educational and Pedagogical Qualifications of the Superintendent High school principal. First assistant ....... Second assistant .... Third assistant III. (a) (b) (0 (d) (e) (f ) (g) Course of Study (Number of months of worli in): (a) Composition and rhetoric (b) Literature (c) Physics 48 EDUCATION IN INDIANA. III. Course of Study— Continued. (d) Zoology (e) Botany (f) Geology (g) Chemistry (h) Latin— a b c d (i) History and civics— a b c d (j) Algebra (k) Geometry (1) (m) (n) IV. *Libraries: (a) No. classical books (b) No. mathematical books (c) No. scientific books (d) No. literary books (e) No. reference books, as dictionaries, etc (f) (g) V. t Apparatus: (a) For work in physics No. of pieces and value (b) For work in botany No. of pieces and value (c) For chemistry No. of pieces and value (d) For zoology No. of pieces and value (e) (f ) VI. Enrollment: (a) In senior class (b) In junior class (c) In second year (d) In first year ^ (e) In grades below high school ♦List of titles should be attached on separate sheet unless the library is very large. tList of most important pieces should be attached. EDUCATION IN INDIANA. 49 VII. Remarks: (a) On character of instruction (b) On spirit of sctiool and community (c) On average age of graduating class (d) On needs of ttie school (e) On the length of school term (f) On attitude of .school officers (g) VIII. Recommendations: (a) (Signed) e. STATE LIBRARIAN. The state board of education appoints the state librarian and assistants, who hold office during good behavior. It is thus respon- sible for the efficiency of the library system of the state. f. STATE NORMAL VISITING BOARD. The law provides for an annual board of visitors which shall inspect the work of the state normal school. This board of visitors is appointed by the state board of education. Its membership is chosen from the prominent educators of the country and its work is intended to be helpful in a suggestive way to the institution. 4— Education. 11. County Supervision. A. COUNTY SUPERINTENDENT. 1. HISTOEY. County supervision has come to be what it is today through a long process of development. As early as 1818 the general assembly made it the duty of the governor to appoint for each county a seminary trustee. The duty of this officer was almost entirely connected with the financial problem. In 1824, the law provided for the election of three trustees in each township and placed examining teachers and granting licenses among their duties. The examiners were not school men, and the meager test covered the subjects of reading, writing and arithmetic. There were only six organized counties at that time. In 1831 the law provided for a school commissioner for each county who looked after the funds of the local school corporations and who was elected for a term of three years. In 1833 in addi- tion to the school commissioner for the county and the three trustees for the township provision was made for the election of three subtrustees in each district, to hold office one year. These district trustees examined applicants and employed teachers. The law of 1836 made it legal for any householder to employ a teacher in case of failure to elect district trustees. In 1837, in addition to all these officers, and with only a slight modification of their duties, the circuit court was authorized to appoint annually three examiners whose duty it should be "to certify the branches of learning each applicant was qualified to teach." During the next decade no change was made inihe county system. In 1847, Caleb Mills in the second of his famous messages gave as one of the essential characteristics of a state system of schools, efficient super- vision, state and county. The law of 1849 abolished the office of county school commissioner, retained. the three school exaniiners (50) EDUCATION IN INDIANA. 51 in each county, and the three township trustees, but substituted one trustee in each district instead of three. This was the beginning of the simplification of the school machinery of the county. This law prescribed a minimum school term, made schools in each township of uniform length, and adopted an elab- orate system of records and reports through teachers, district and township trustees, the county auditor and treasurer, the superin- tendent of common schools, and the legislature. The new constitution in 1851 left the county school machinery practically as the law of 1849 had left it, and so it remained till the sixties. The law of 1852 did make the licensing of teachers a part of the duty of the state superintendent of public instruction by himself or deputies whom he was authorized to appoint, one to a county. This arrangement did not prove satisfactory. In 1856 Superintendent Mills recommended the appointment of three ex- aminers to each county to constitute a board. In 1859, Superin- tendent Rugg, speaking of the system, said that there was ''a gap in the supervision of its interests and affairs, which, if properly filled, would contribute much to facilitate its workings and assist in its administration." He recommended that the examiners, in- stead of the auditors, be held responsible for the annual school reports; that they should visit and inspect the schools of their respective counties, looking to greater uniformity in their organi- zation and management. The outcome of these recommendations was a change in the law of 1861 substituting one examiner with a term of three years for the three that had held ofiice in each county and placing the appointing poAver in the board of county commis- sioners. This law made all examinations public and prohibited the granting of a license upon private examinations. It was another step towards the simplification of the school machinery of the coimty and resulted in great advance. But the greatest advance appeared in the provision that "said examiners shall constitute a medium of communication between the state superintendent of public instruction and the subordinate school ofiicers and schools; they shall visit the schools of their respective counties as often as they may deem it necessary, during each term, for the purpose of increasing their usefulness, and elevating as far as practicable the poorer schools to the standard of the best ; advising and securing. 62 EDUCATION IN INDIANA, as far as practicable uniformity in their organization and manage- ment, and their conformity to the law and the regulations and instructions of the state board of education and of the state super- intendent of public instruction, and shall encourage teachers' institutes and associations. They shall receive from the trustees their reports of enumeration and their regular school and other reports which are required by law to be made by them, and other- wise gather up the necessary data and information, including that relative to private schools, high schools, colleges and other private institutions of learning within their respective counties, so as to present a view of the educational facilities of the state and enable them to make full and complete reports to the state superintendent of public instruction ; and receive for, and distribute to the town- ship libraries such books as may be furnished for them, and advise such a disposition and use of them as will tend to increase their usefulness and advise the trustee as to the most approved school furniture, apparatus and educational agencies." While a great advance had been made, the feeling soon became apparent that the good of the schools required better service than could be rendered by the examiner under these conditions. In re- sponse to a call made by State Superintendent Hoshour the exam- iners met in Indianapolis in convention for the first time on No- vember 6, 1862. They discussed such problems as qualifications of teachers, examinations, visitation, and reports. The second state convention of examiners met at the call of State Superintendent Hoss in the summer of 1866 and among the changes recommended was one calling for the creation of a county board of education. In 1868 Superintendent Hobbs held that "to be able to judge of the practical qualities of teachers the examiners should spend enough time with them in their schools to know that their work is professionally done ; that the entire time of one man is not too much for the work demanded in a majority of the counties." In 18Y2 Superintendent Hopkins made the recommendation that the office of school examiner be abolished and that of county superin- tendent be created. As a resuk of these cumulative recommenda- tions by the leading educators of the state the general assembly of 18Y3 created the office of county superintendent. This law provided that "the township trustees of the several townships shall EDUCATION IN INDIANA. 53 meet at the office of the county auditor of their respective counties on the first Monday of June, eighteen hundred and seventy-three, and biennially thereafter, and appoint a county superintendent." The act did not create a new office, it merely changed the name and enlarged the powers of the old office. The change made the term two years and increased the function of supervision. This law carried with it no educational or professional requirements, but the people as a rule saw that the best men available were chosen. The status of county supervision remained unchanged, but for a few simple modifications, till the general assembly of 1899 extended the term of office to four years, and holding a thirty-six months' license, or a life or professional license a test of eligibility. Since 1873 supervision for the rural schools has meant some- thing in Indiana. The teachers pass rigid examinations, for which the questions are provided by the state board of education, and the examination and grading of the manuscripts may be done by the county superintendent or the state superintendent. The county superintendent makes systematic supervision a large part of his work. The rural schools have all been graded, the standard of efficiency has been constantly raised, and through the good work of the county superintendent the children are receiving advantages equal to those of the towns and cities. Such men as Dr. B. W. Evermann, of the U. S. Fish Commission, and Supt. W. H. Elson, of Grand Eapids, were formerly among the successful county superintendents of Indiana. 2. ADMIKISTEATION. a. TENURE, ELIGIBILITY, SALARY. The term of the county superintendent is four years, and he is eligible for re-election during good behavior. The educational qualifications, holding a three years' license, is still meager, and there is no professional qualification. The office is still often the spoil of party politics, since the political complexion of the majority of the trustees too often determines the election. It must be said, however, that Indiana has been fortunate in having as county superintendents men of integrity and ability interested in the schools. The salary, which is much too small, is four dollars 54 EDUCATION IN INDIANA. for every day of actual service and the county provides office, postage and stationery. b. EXAMINATIONS. The county superintendent with questions provided by the state board of education holds one public examination on the last Satur- day of each of the following months : January, February, March, April, May, June, July and August; but special examinations may be held at any time upon .the written request of school boards. The applicant must file with the superintendent a certificate of good moral character from a trustee of the county or from some other satisfactory source. The county superintendent may issue licenses of twelve, twenty- four and thirty-six months, determined by the answers and other evidences of qualification furnished by the applicant. A teacher who has taught for six consecutive years and holds a thirty-six months' license, is exempt from examination in the county in which he has taught, so long as he continues to teach without interruption. There are three grades of licenses based upon the grade of school work done, primary, common school and high school. Teachers who do primary work, that is, work up to the fourth grade, are permitted to teach upon the primary license, which, while requir- ing a knowledge of the principles pertaining to primary work, does not call for advanced academic training. The common school license is valid in grades one to eight inclusive, and calls for larger scholarship. The high school license is valid in high schools. A county or state high school license may be granted upon one or more subjects. The county superintendent has the power to revoke licenses heretofore granted by himself or his predecessors or granted by the state superintendent of public instruction, for incompetency, im- morality, cruelty or general neglect of duty on the part of the teacher. The teacher may appeal to the state superintendent of public instruction, whose decision is final. The county superintendent provides for the examination of all applicants for graduation in the common school branches from township, district or town schools during the months of March, April and May, and furnishes them certificates of graduation, if in EDUCATION IN INDIANA. 55 the judgment of the county superintendent they are entitled thereto, which entitles the recipients to enter any township, town or city high school of the state. He likewise provides for the examination of all applicants for graduation from the township graded or town graded high schools not employing a superintend- ent, during the months of April, May and June, and furnishes them certificates of graduation, if entitled thereto. He attends as many commencements as he can of the township and town schools, and also of the township and town high schools. In addition to these examinations the county superintendent provides questions for bimonthly examinations in the schools. These questions are prepared by a committee of county superin- tendents, and printed and distributed by the state superintendent of public instruction. It is upon these examinations that the rural teacher promotes his pupils. Lists of questions issued by the county superintendent are sub- mitted here. FIRST EXAMINATION— 1903-1904. Questions for the First Examination, Based on the First Part of the State Course of Study. WRITING. Grade the penmanship on legibility (40), regularity of form (25), neatness (10), move- ment (10), and improvement (15). SPELLING. 1. In each grade teachers select thirty words from the spelling work of the last two months, and have pupils spell on paper. 2. Grade each pupil on the entire exam- ination, deducting one-half per cent, for each misspelled word. READING. FIRST YEAR. 1. Give each pupil a sentence printed or written on paper and have him read it at sight. 2. Test each pupil on naming at sight words selected from lesson 23, page 86. 3. Have each pupil study in lesson 23, page 86 from memory. 4. Select five words to be spelled by sound and by letter. I paragraph and give it Permit each pupil to select and read some lesson, or part of a lesson, which has been studied during the year. SECOND YEAR. Study lesson 27, page 141. Why is the lesson called "A Boy's Tri- umph? " What was Willie's temptation? Describe Willie's copy-book. Who had the right idea of honor, Wil- lie or the other boys? Why do you think so? Read the lesson orally. THIRD YEAR. Read silently the lesson on page 180. Why did the Abbot place the bell on Inchcape Rock? How was it placed? Why did the mariners bless the Abbot? What is a mariner? What is an abbot? Describe the wicked act of Sir Ralph the Rover. What is a Rover? Why did he cut loose the bell? What did Sir Ralph the Rover then do? What happened on his return? What lesson may we learn from this story? Read the poem orally. 56 EDUCATION IN INDIANA. FOURTH YEAR. 1. Read silently the lesson on page 71. 2. From the first part of this poem, what opinion do you get of the skipper of the Hesperus? 3. What advice was given him? Why did he refuse it? 4. Did he show affection for his little daughter? If so, write the lines which tell you this. 5. Tell how, he tried to calm her fears after the storm began. 6. Tell the result of the voyage. 7. Read at least a part of the poem. FIFTH YEAR. 1. Read silently the lesson on page 232. 2. Between what armies was the Battle of Waterloo fought? Where? Its re- sult? 3. What scene is described in the first and second stanzas? The officers of which army were at the dance? 4. What is described in the third and fourth stanzas? In the fifth and sixth. 5. What figures of speech do you find in the first stanza? 6. Read the selection orally, SIXTH YEAR. 1. Read silently lesson on page 231. 2. What is an arsenal? To what does the poet liken it? Why? 3.' What does the poet mean by, " When the death angel touches those swift keys? " 4. Who were the Saxons; the Normans; the Tartars? 5. Who were the Aztec priests? What was " their teocallis? " 6. In the description of a battle given in the seventh stanza, why does the poet say: ** The diapason of the can- nonade? " 7. In the first part of the poem the poet describes the tumult of battle; what is his theme in the last four stanzas? 8. Read the selection orally. 4. Why was Ireson so indifferent to his punishment as to say— " What to me is this noisy ride?" 5. Who first took pity on him, and why? 6. Name three other poems by the same author. EIGHTH YEAR. (Lincoln's Second Inaugural Address— Lit. Studies, page 300— 5th Reader, page 310.) 1. Read the selection silently. 2. Give a brief sketch of the life of Lin- coln. 3. What was the situation of the country at the time this inaugural was de- livered (March 4th, 1865)? 4. What does Lincoln say was the situa- tion in the two contending sections of the country at the time he de- livered his first inaugural address? 5. What does he say was "the object for which the insurgents would rend the Union? " What does he say was the right claimed by the govern- ment? 6. What seemed to be his personal wish? 7. Give the substance of the last para- graph of the inaugural. LANGUAGE AND GRAMMAR. SECOND YEAR. 1. Write a short story about a flower that you like. 2. Write five statements about your school room. 3. Write a statement, change your state- ment to a question. THIRD YEAR. 1. Write the name of your town, town- ship, county and state. 2. Write three rules for using capital let- ters. 3. Write four names of boys, four of girls and four of cities. 4. Write a story that you learned from your .reader. SEVENTH YEAR. (Skipper Ireson's Ride— Literary Studies, page 129.) 1. Tell briefly, and in your own language, the story given in this poem. 2. What is meant by— " such as chase Bacchus round some antique vase?" 3. What is meant by,*'Hulks of old sailors run aground," and why does the poet use this figure in describing part of the crowd? FOURTH YEAR. 1. Write the plural forms of marble, tree, bird, car, spoonful, cupful, basket. 2. Write the plural of leaf, knife, wife. 3. How do you form the plural forms of words ending in " y" ? 4. Write the possessive plural forms of the following: boy, bird, lady. 5. Write a composition on " Our Flag." 6. Write a sentence using the and an. When is an used? 7. Write a short letter. EDUCATION IN INDIANA. 5Y FIFTH YEAR. 1. Write a declarative sentence. 2. Write an imperative sentence. 3. What is a simple sentence? Write one. 4. What is a complex sentence? Write one. 5. Write a compound sentence. 6. Write a business letter. 7. What are the parts of a letter? 8. Why is it important to be able to write a letter without mistakes? SIXTH YEAR. 1. Write a sentence containing a personal pronoun, a relative pronoun, a com- pound personal pronoun. 2. Parse the pronouns in the following: "He that filches from me my good name robs me of that which enriches him not and makes me poor in- deed." 3. What is the antecedent of a pronoun? Illustrate in a sentence. 4. What is an adjective pronoun? Illus- trate in a sentence. 5. To what are the following usually ap- plied: who, which, what, that? SEVENTH YEAR. transitive verb? An in- verb? Give examples of What is a transitiv each. WMte five sentences using adverbs of time; five using adverbs of place. What is a simple adverb? A conjunc- tive adverb? An interrogative ad- verb? Compare the following adverbs: far, much, late, well, rapidly, swiftly. Write five sentences each containing a prepositional phrase and two con- taining an adverbial phrase. Illustrate the use of a subordinate con- junction, and of a co-ordinate con- junction. EIGHTH YEAR. What are the principal elements of a sentence? What is a simple modifier? A com- pound modifier? A complex modi- fier? Name the different sentences as to form. Illustrate each. Name the different sentences as to use and write one of each kind. Write a sentence containing an ap- positive word; an appositive phrase. Write a complex sentence. Give its analysis. Write five sentences each containing a noun clause. GEOGRAPHY. FOURTH YEAR. 1. What is a desert? How might this country become a desert? 2. Name the continents in order of their size. Which are joined together? 3. Locate the Pacific ocean. The At- lantic ccean. 4. What is a volcano? Where are they found in the United States? 5. What color is Tibbu? Why does he go to bed at dark? 6. Tell the color of the Japan girl. Des- cribe the furniture in her home. 7. What animals are found in Tibbu's country? What kind of people are the Kaffirs? 8. In what ways are the people of China and Japan alike? In what ways do they differ? 9. How do Laplanders dress? Why? What animals have they? FIFTH YEAR. 1. Which is the most important nation of Asia? Name its products. 2. To what race do the people of India belong? What do they raise? Tell from what plant opium is made. 3. Where is Jerusalem? Why is it noted? What sea is near this city? Why is it so called? 4. What countries in Asia are thickly in- habited? 5. What large river flows through Egypt and what city is at the mouth of this river? 6. What can you say of the wild animals of Asia and Africa? Name some of them. 7. What is the color of the natives of Australia? 8. What is the direction of the Philippine Islands from the United States? The Hawaiian Islands? Porto Rico? Cuba? 9. What are some of the products of the Philippines? 10. Where is Manila? For what noted? Where is Havana? Santiago? " San Juan? Ponce? SIXTH YEAR. 1. Sketch an outline of Asia, indicate its highlands, show sources, direction of the flow and mouths of five of its rivers. 2. Why are the northern plains of Asia marshy? 3. Wh^t possessions has England in Asia? What has France? Holland? The United States? 58 EDUCATION IN INDIANA. 4. Name the inland capitals of Asia. 5. Trace the line of the Siberian railway from the Ural mountains to the waters of the Pacific ocean. 6. Why is western and southern Europe so much warmer than the interior? 7. Locate the sources and the mouth of the following: rivers: Danube, Vol- ga, Po, Rhine, Rhone, Thames. 8. Name ten cities of Europe, state which is the largest and how it ranks as a commercial city. 9. How does Africa compare with Europe in general elevation? What portion of Africa receives plenty of rain- fall? What deserts on each side of this area? 10. What nations have possessions in Africa? What two states are inde- pendent? SEVENTH YEAR. 1. Why are none of the African rivers navigable to the interior? Describe the important rivers, giving rise, course and mouth. 2. What country of Africa has been re- cently conquered. 3. What government controls New Zea- land. What does it export? 4. How did the Hawaiian Islands come under the control of the United States? 5. Name the smallest continent. Tell all you can of its surface, climate and products. 6. Name five seas and four peninsulas of Europe. 7. How many nations of Europe have a republican form of government? Name them, giving their capitals. 8. What form of government has Rus- sia? Name three cities of Russia, giving their location. 9. In what two industries does San Fran- cisco rank first? 10. Compare Canada and Mexico as to size, surface, inhabitants, form of government, natural resources, pro- ducts and civilization. ARITHMETIC. FOURTH YEAR. 1. Henry gathered a bushel of beans from his garden, and sold one-half of them at 24 cents a peck. How muoii money did he receive? * 2. Write in Arabic L; C; CLV; M. Write in Roman forty-nine; eighty- one; one thousand one. 3. One-eighth of 24 acres of land is planted in corn, one-twelfth in pota- toes, one-sixth in oats, and the re- mainder in meadow. How many acres in meadow? 4. How many pint bottles will it take to hold 3 gallons? 5. A real estate agent bought some land for $2,000. How much will he gain if he divides the land into 4 lots and sells them at $600 each. 6. A farmer traded 500 pounds of hay at 7 cents a pound for a new mower worth $42.50; how much cash should he pay? FIFTH YEAR. 1. What is a decimal fraction? A deci- mal point? A mixed decimal? 2. Change to decimals one-fourth, four- fifths, one-eighth, 12 and two twenty- fifths. 3. Find the difference between .8 and .08; 1005.15 and 105.015; 9 and .0009. 4. When the dividend is .1 and the divi- sor is 12.8 what is the quotient? 5. If three-fourths of a yard of cloth cost $2.16, what will be the cost of 5 and one-half pieces each containing 447 yards? 6. Reduce 21 bushels and 1 quart to quarts. SIXTH YEAR. W^hat is a proper fraction? An im- proper fraction? Give two ways that a fraction may be multiplied or divided? Add 3-6 + 2-8 -|- 7—9 -h 9-10 -|- 15-20, Subtract 21| from 421. What is I of I; of {r, of \h of 6S? What part of 1? feet is 3^ inches? There are 5280 feet in a mile. What part of a mile is 770 yards? A man owned % of a factory. He sold % of his share. He gave 3^ of the remainder to his daughter, 34 of what then remained to his son, and sold \ of the remainder for $9,000. What was the value of the factory? What was the daughter's share? The son's share? What was the value of what he had left? Find the sum, difference, product and quotient of 8f and n\l. SEVENTH YEAR. What do we mean by per cent.? What per cent, is used to represent all of anything? When you see this (per cent.), what do you call it? How many ways can the per cent, of a number be expressed? Give num- bers. EDUCATION IN INDIANA. 59 10. What is 5 per cent, of 300? What is 6 per cent, of 200? What is 10 per cent, of 500? In a school of 250 pupils, 10 per cent, are absent. How many are absent? How many are present? What per cent, of 12 is 4? What per cent, of 60 is 12? What per cent, of 56 is 8? 30 is 6 per cent, of what number? 80 is 10 per cent, of what number? An etching costs $48, which is 80 per cent, of the cost of an engrraving. What is the cost of an engraving? A farmer having 600 bushels of wheat sold 20 per cent, to one man and 373^ per cent, to another. How many bushels did he keep? A clerk receives an annual salary of $3,500 a year. He expends 16 per cent, for board, 10 per cent, for clothes, 9 per cent, for charity, and 22 per cent, for other expenses. How much does he save per year. EIGHTH YEAR. What is ratio, antecedent, consequent? Find X in the following: 72 : x : : 250 : 4; $16 : $5 : : 288 : X. If a tree 100 feet high cast a shadow 90 feet long, how long a shadow will a tower 250 feet high cast at the same time and place ? If 45 men in 16 days of 9 hoiirs each can dig a ditch 100 rods long, 5 yards wnde and 4 feet deep, in how many days can 16 men working 10 hours a day dig a ditch 250 rods long, 4 yards wide and 3 feet deep ? A, B and C build a road. A furnishes 50 men 25 days; B 40 men 40 days and C 100 men 50 days. They re- ceive $20,400 for 'the work; what is the share of each ? Find 9 raised to the seventh power. V 622,521. The area of a circle is 962,115 feet. What is its diameter and circum- ference ? Find the entire surface of a cube whose volume is 91,125 cubic feet. What is the tariff on 40 yards of silk that cost $5 a yard, at 50 cents spe- cific and 50 per cent, ad valorem ? a' — b^ Solve -\- = ? a= + ab + b' HISTORY. SECOND YEAR. Tell some of the things the early homes did not have. 2. Mention some things that were used long ago in the homes but are not now used. 3. Tell about Hiawatha. 4. Tell what you can of Indian tribes ? 5. What weapons did Hiawatha use ? What clothing did he have ? 6. Name some things that you have in your home that your grandparents did not have. 7. What was the spinning wheel used for? 8. How was clothing made in early times ? THIRD YEAK. 1. Name some leading men of Indiana. 2. Tell the story of Columbus. 3. Who was George Washington? Tell an interesting story of him. 4. What did Lincoln do ? 5. Draw an outline map of the United States and locate the homes of George Washington, Abraham Lin- coln, Captain John Smith and Miles Standi sh. 6. Draw an outline map of Indiana and locate the homes of Benjamin Har- rison, Thomas Hendricks, James Whitcomb Riley, Edward Eggles- ton, Sarah K. Bolton and Governor Durbin. FOURTH YEAR. 1. Who was Cleon ? 2. Describe the home of Cleon ? 3. Who was Hercules ? 4. Tell what you know of Homer. 5. Name some great men of Greece. 6. How many gods and goddesses did the Greeks have ? 7. Tell what you know of Solon and Socrates. FIFTH YEAR. 1. Give the names of some of the Saxon gods. 2. Describe the home of Wulf. 3. What was the Swan-road ? 4. What people did the Saxons plunder ? 5. Who were the Britons? Where did they live ? 6. Tell a short story of King Arthur. 7. Explain this quotation: "The banner of the white horse went ever for- ward." SIXTH YEAR. 1. What was the outcome of the discovery of America by the North men ? 2. Give an account of Columbus' efforts to secure aid. 60 EDUCATION IN INDIANA. 3. What induced Columbus to make the voyages to America ? 4. Who was Ponce de Leon ? 5. Tell about Sir Francis Drake and his voyage. 6. What were the weapons of soldiers in early times ? 7. Compare and contrast the Virginia colony with that of Massachusetts. 8. Name five persons connected with the early history of Virginia; five with the early history of Massachusetts. 9. What was the Magna Charta 1 10. Who is governor of Indiana? What is the length of term of oJ3ice ? SEVENTH YEAR. 1. How does the constitution differ from the articles of confederation ? 2. Who were some of the ablest men who met at Independence Hall in May, 1787, to form a constitution for the United States ? 3. Whom did Washington select as his cabinet officers ? 4. Which was the fourteenth State of the Union ? 5. What was the Whisky rebellion ? 6. When was the United States bank or- ganized ? 7. Where, by whom and for what purpose was the first national Thanksgiving day appointed ? 8. What valuable rights did we secure by a treaty with Spain in October, 1795? 9. What state of affairs existed between our country and France when John Adams became president ? 10. What is the purpose of the World's Fair at St. Louis this year ? EIGHTH YEAB. 1. What was the result of Lincoln's first call for volunteers in the North? In the South ? 2. Why was Harper's Ferry so valuable to the North ? 3. Name five Union and five Confederate generals of the civil war. 4. Name five important battles of the civil war and state the result of each. 5. Give an account of Sherman's march to the sea. 6. What was the one great purpose in the West and who carried this out j 7. For what was Andrew Johnson 'im- peached ? 8. What presidents have not been elected by the electoral college ? 9. Who were presidents of the United States while the capital was at Philadelphia? 10. What is the significance of the World's Fair at St. Lous this year ? NATURE STUDY. FIRST YEAR. 1. Name three parts of your body. 2. What trees have notched leaves ? 3. Describe the kind of day it is. 4. Will seeds sprout if the earth is dry? 5. Name as many parts of a plant as you can. SECOND YEAR. 1. What makes the leaves fall ? 2. What seeds do we sow? Name some seeds that sow themselves. 3. What insects can fly ? 4. How does the old bird feed her young ? 5. Do you sit up straight ? 6. Which side of the house does the sun shine on at noon ? THIRD YEAR. 1. Of what do we make sugar ? 2. Tell how to raise potatoes. 3. Should the windows that light your school room be at your sides, your back, or in front of you ? 4. What do snakes live on ? 5. What "tame" animals do you like best? What other word can you use for tame ? 6. In how many forms have you seen water ? PHYSIOLOGY. EIGHTH YEAR. {Ans 10. wer any eight, not omitting two, three and four.) State the relation between the skin and the kidneys. (a) Draw a diagram of the brain and spinal cord-, (b) Where is the in- tellect supposed to be located ? What is the relation of good, whole some food to a strong, nervous or- ganism ? What effect has late hours, cigarette smoking and personal bad habits upon the nervous system ? Describe the heart. Name the organs of special senses* How many of the special senses are located in the head? Why? (An- swer fully,) What is the difference between a healthy brain and a drunkard's ? Why can not the drunkard keep from drinking alcohol ? If every boy and girl in our State would graduate in scientific tem- perance, would drinking alcoholic (^rinl^s be less in the future ? EDUCATION IN INDIANA. 61 MUSIC 4. Give a quotation from the Battle Hymn of the Republic. . In what key is Home, Sweet Home written, and who wrote it? . What is music '? , Write a measure in double, triple and quadruple time. What is meant by chromatic scale ? How far does the influence of an acci- dental extend in a piece of music and what tones are affected by it 1 What effect has a dot placed after a note I COMMITTEE ON BI-MONTHLY QUESTIONS FOR 1903-1904. Elijah McFarland, Chairman, Martin County. Levi H. Scott, Floyd County. Samuel Scott, Clark County. A. A. Manuel, Brown County. C. A. Robertson, Crawford County. E. a. Gladden, Scott County. J. D. Hostetter, Hendricks County. R. H. Harney, Boone County. Lee O. Harris, Hancock County. 1903. May. 1903 STATE OF INDIANA. Questions for Examination of Pupils Completing the Course of Study in the '* Common Branches. " Prepared by the following committee of the County Superintendents' Association, 1901: Isaac F. Myer, Chairman, Carroll County; T. S. Thornburg, White County; Wil- liam F. Landes, Marion County; E. E. Helt, Vermillion County; J. W. Barlow, Shelby County; Levi Scott, Floyd County; R. W. Stine, Wells County. To BE USED THE THIRD SATURDAY IN MaY, 1903. Instructions.— Pupils need not copy the questions, but must number each answer to correspond with the question, and must write the manuscript in ink. When you are asked to answer "any six" or "any seven," etc., out of eight or ten questions respec- tively, stop when you have answered the number required. To answer more is a loss of time and may lower your grade, as all mistakes will be marked off. Writing.— The penmanship shown in the entire manuscript of the examination will be graded on a scale of 100 per cent., with reference to legibility (50), regularity of form (30), and neatness (20). The handwriting of each pupil will be considered in itself, rather than with reference to standard models. Spelling.— The orthography of the entire examination will be graded on a scale of 100 per cent., and 1 per cent, will be deducted for each word incorrectly written. The county superintendent will grade the manuscripts, and certificates of gradua- tion will be issued to every applicant who attains a general averagelof 75 per cent., with- out falling below 60 per cent, in any subject. Notice to Applicants.— On the first white page in your manuscript answer these requests: 1. Give your name or number. 6. Give the name of your township. 2. Give your age. 7. Give your postoffice. 3. Give number of your school district. 8. Give place of birth. 4. Give your teacher's name. 9. Give date of birth. 5. Give your trustee's name. 10. Give number of years you have at- tended school. 62 EDUCATION IN INDIANA. GRAMMAR. {Answer any eight.) 1. In each blank space supply the past tense of sit or set. a. Hawthorne kept many note books in which he down things he wished to remember, h. Mr. Green came in and — awhile. c. He always apart one-tenth of his income to give to the Lord. d. He the hen on fifteen eggs and there she two weeks. 2. Define the relative pronoun. State the distinctions in the use of M'/jo,w/iieJ'*, what, that. 3. What is a thought? What is a sen- tence? 4. Name the kinds of sentences on basis of use and on basis of form. 5. Analyze: How strangely the past is peeping over the shoulders of the present. 6. Write a letter to a business firm order- ing a bill of goods. 7. Give the principal parts of: sit, set, lie, lay, see, throw, sing, run, bid, fight. 8. Write sentences illustrating the co- ordinate conjunction and the sub- ordinate conjunction. 9. Write the possessive, singular and plural of these words: man, chil- dren, boxes, tomato, penny, Mr. Brown. 10. What is comparison? What parts of speech admit of comparison? Com- pare fast, pretty, disagreeable, dead, little, much. HISTORY. (Answer any eight.) 1. Show how Marco Polo's book on his eastern travels suggested the dis- covery of America. 2. What two companies were organized in England to colonize America? What territory was controlled by each? 3. Name four inventions that have ma- terially affected the industrial growth of our country. i. Tell the story of the Boston Tea Party. Of the Charter Oak. 5. What was England's argument for tax- ing the colonies? 6. Give a brief account of Hamilton's plan for restoring the credit o^our country. 7. What were the Alien and Sedition Laws? 8. How did slavery divide our country in regard to trade with Europe? 9. Give the most important provisions of the Omnibus Bill. 10. Why did Congress impeach President Johnson? MUSIC. {Answer any five.) 1. Construct scale ladders, on one place the scale names in the key of E; on the other, the key of Eb. Show to w^hat extent they are alike? Unlike? 2. What is an interval/ An accent? Name two kinds of accent. 3. In four-part music, how many voices are represented? Give name of each. 4. There are how many kinds of keys? Give name and signatures of each key. 5. Wh&t is a scale/ Name two kinds. Do in one kind is w^hat in the other? 6. Give all the uses of sharps and flats. READING. Based on the Legend of Sleepy Hollow. 1. Give an account of the author. Name other selections that he wrote. 2. Describe Ichabod Crane. 3. Name two other characters and de- scribe them. 4. What is the author writing about? 5. Describe the barn-yard scene. 6. What does the author think of ghost stories? Why do you think so? 7. Let the applicant be graded from to 40 on his oral reading. ARITHMETIC. {Answer any eight.) 1. At $3.50 per cord, what is the value of a pile of wood 16 feet long, 7 feet wide and 5 feet high? 2. Ten cents is § of Frank's money; Frank's money is f of mine ; how much have I? 3. Define ratio, addition, circle, rate per cent, and commission. 4. A man bought 3 bales of hay of 112^ lbs. each at $12.00 per ton. How much did it cost? 5. A man bought the E. ^ of the N. E. i of N. W. quarter of a section of land at $25.00 per acre. How much did it cost? 6. Find the interest on $1,025.00 for three months and 6 days ® 6 percent. 7. How many bushels in a bin 12 feet long, 5 feet wide, and 4 feet deep? 8. Sold 25 bbls. of apples for $69.75 and made 24 per cent. How much did they cost per bbl.? EDUCATION IN INDIANA. 63 9. The diameter of a spherical balloon is 25 feet. How many square yards of silk will cover it? 10. An agent who purchased a lot of wheat forwarded his bill for $568,875. If this included his commission of 2i per cent., what sum was paid for wheat? GEOGRAPHY. (Answer any eight.) 1. Give the circumference and diameter of the earth. 2. What is a mountain system? A moun- tain range? Give an example of each. 'S. What is latitude? Longitude? Give the latitude and longitude of the place in which you live. 4. Name and describe five large rivers in North America. 5. Name the races of men and tell in what respects they differ. 6. What are the chief articles of food of the people of the hot belt? 7. Name the coal districts of the U. S. 8. Locate Trieste, Lucknow, Bogota, Va- lencia and Tokyo. 9. Name three state, three religious, and three private schools of Indiana. 10. Describe the state government of In- diana. PHYSIOLOGY. {Answer any eight.) 1. What do we mean by lesser circulation? By greater circulation? 2. Name the organs found in the thorax. 3. Give four reasons why we should not use intoxicants. 4. Describe the heart. 5. Show how the heart is adapted in sev- eral ways to do its work. 6 and 7. Trace a piece of bread and butter from the hand until it becomes blood, noting the changes that oc- cur in it. 8. Name the parts of the ear. 9. Draw a cross section of a long bone. Of what benefit do you think the study of physiology is? • 10 GENERAL STATEMENT. After you have finished your examina- tion, copy and fill the blanks in the follow- ing: State of Indiana, County of Township of I am years of age; have been a stu- dent in public schools for years; and I do solemnly declare that in the examina- tion to-day I have not given or received aid in any manner whatever. ♦(Name or number) (Postoffice) (Date 1903.) *NoTE.— Use name or number, as county superintendent may desire. 1904. April. 1904. STATE OF INDIANA. Questions for Examination of Pupils Completing the Course of Study in the ** High School Branches." First Examination. Prepared by the following committee of the County Superintendent's Association, 1903: Jas. W. Frazier, Madison County, Algebra, Plane Geometry and Solid Geometry; H. E. Coe, Dekalb County, American and English Literature and Rhetoric: Edgar Men- denhall, Decatur County, Chemistry and Physics; Jesse M. Neet, Parke County, General History, Civics and Physical Geography; William H. Stone, Owen County, Latin and German; John W. Lewis, Wabash County, Botany and Zoology. To BE HELD Friday, April 1, 1904, Instructions,— Pupils need not copy the questions, but must number each answer to correspond with the question, and must write the manuscript in ink. When you are asked to answer "any six" or "any seven," etc., out of eight or ten questions re- spectively, stop when you have answered the number required. To answer more is a loss of time and may lower your grade, as all mistakes will be marked off. 64 EDUCATION IN INDIANA. Writingr.— The penmanship shown in the entire manuscript of the examination will be graded on a scale of 100^ with reference to legibility (50?t), regularity of form, (30^), and neatness (20i). The handwriting of each pupil will be considered in itself, rather than with reference to standard models. Spelling.— The orthography of the entire examination will be graded on a scale of lOO^ic, and H will be deducted for each word incorrectly written. The county superintendent will grade the manuscripts, and certificates of gradua- tion will be issued to every applicant who attains a general average of IBfi, without fall, ing below 60i in any subject. Notice to Applicants.— On the first white page in your manuscript answer these requests : 1. Give your name or number. Give your age. Give number of your school dis- trict. Give your teacher's name. Give your trustee's name. 6. Give the name of your township. 7. Give your postoffice. 8. Give place of birth. 9. Give date of birth. 10. Give niimber of years you have at- tended high school. ZOOLOGY. {Any seven.) What is the difference between plants and animals? Make a drawing of the fresh-water hy- dra. Indicate the parts. Give full description of hydra and life history. Give a full description of the '* flicker," giving his nesting place, number of eggs, food, use to the farmer, etc. Discuss fully the benefit of honey and bumble bees to the fruit grower and farmer. (Be explicit.) Give the life history of the house fly. Give the life history of the electric light bug. Define symbiosis; give an example. Distinguish beetle and bug. Give two examples of eacji. ALGEBRA. {Any seven.) Factor 9a*-|-38a''b*-»-49c'' Reduce to lowest terms ■(b-l-c)^ Solve: a^+ab-t-ac. The sum of % of one number and % of another is 38; and if 3 be added to the first, the sum will be equal to % of the difference between the second and 8. Find the numbers. x-1 x-2 /^• A rectangular field is 12 rods longer than it is wide and contains 7 acres. What is the length of its sides? Find the values of x; x* -1-3x2=28. Find least common multiple of: * a'^-f-3a-4, a^-Ga-l-S and a2-a-20r What two numbers are there, such that their sum increased by their prod- uct is 34, and the sum of their squares diminished by their sum is 42? 9, Find the highest common divisor of; x2-6xy+8y2 and x^-8xy + 16y^ LATIN. {Any seven.) N. B.— Pupils who have had two years Latin answer any seven; and pupils who have had three years answer eight, includ- ing No. 7 or 9, and No. 8 or 10. 1. Decline one noun from each declen- sion. Give principal parts of one verb from each conjugation. 2. Give rules for the formation of ad- verbs from adjectives and compare the following: misere, fortiter, pa- rum. 3. How many infinitives has the regular verb in Latin? Name them and give rule for the formation of each. 4. How many participles has the Latin? Name them and tell how each is formed. 5. How is the active periphrastic conju- tion formed? The passive peri- phrastic? How is each used? 6. Translate: C»sar said that he would invade Gaul. He (another) said that Caesar would invade Gaul. It was said that Ceesar would invade Gaul. 7. Translate: Caesar onini exercitu ad utramque partem munitionum de- posito, ut, si usus veniat, suum quisque locum teneat et noverit, equitatum ex castris educi et pro- elium committi iubet. 8. Translate into Latin: But the enemy attacked the cavalry so quickly, while they had no fear, because the deputies a little while before had asked Caesar for a truce, that they threw them into confusion. EDUCATION IN INDIANA. 65 9. Translate: Hisee omnibus, Catalina, cum siimma rei publieae salute, cum tua peste ac pernicie, cumque eorum exitio qui se tecum omni scelere parricidioque junxerunt, proflciscere ad impium bellum ac nefarium. 10. Translate into Latin: Cicero prom- ised so to manage this treacherous war as a civilian that all good men would be safe. For he thought that the gods, who had formerly de- fended the Roman people from a foreign foe, would now defend the city and their own temples. BOTANY. (Any eight.) 1. Distinguish between cryptogams and phanerogams. 2. Draw and describe fully, one of the lower cryptogams. 3. State difference in structure between aquatic and dry land plant stems. 4. («) Show how fungi are different from green plants. (b) Name some of the common ones. (c) How are they useful? 5. How are rootlets especially adapted to grow in hard ground? 6. What constitutes the food of green plants? How is it secured? 7. At present great interest is taken in the preservation and maintenance of forests. Why is this true? 8. Name three native Indiana plants that are of economic value. 9. What is the purpose of the distribution of seeds? How is it accomplished? 10. What are stoma, where found, and of what value? GENERAL HISTORY. {Any seven.) 1. In what way did the characters of the Spartans and Athenians differ? 2. What were the Crusades? 3. Tell the story of Joan of Arc. 4. Who were Demosthenes and Cicero? 5. Why noted: St. Helena, Austerlitz, Elba? 6. Tell what you can of the Spanish ar- mada. 7. What was the edict of Nantes'? 8. What do you understand by feudalism? 9. Mention some history connected with the Bastile; with the tower of Lon- don. 10. Describe the assassination of Julius Caesar. GERMAN. N. B.— Second year pupils answer any eight; third year answer 6, 12, and any other six. 1. Define ablaut; umlaut. Explain the origin of umlaut. 2. How many declensions has the Ger- man? Give the distinguishing mark of nouns in the strong declension. 3. Decline, der Fall; die Folge; der Gedanke. 4. Write out in German, 101, 8755, 147936, 1000208. 5. Give the principal parts of the follow- ing verbs: frieren, gleiszen, fan- gen, sieden. 6. Translate: Der beriihmte General Georg Washington sasz einmal mit mehreren seiner Oflfiziere bei Fis- che. Da steisz einer von ihnen einen Fluch aus. Washington liesz Messer und Gabel fallen, warf einen strengen Blick auf den Flu- cher, so dasz dieser die Augen niederschlug Washington sagte dann: "Ich hatte geglaubt, wir alle betrachteten uns selbst als an- standige Manner." 7. Translate into German: I thought of you, but I did not know where you were then. You would do wrong if you thought so of me. I did not know what you would think of it. Give a synopsis of the verb, greisen, in the indicative, passive, singular. Name three poems by Goethe; two by Heine. Translate: Ein Reisender kam an einenFluszund mietete ein Boot, um ihn Uberzusetzen. Da das W^asser ein wenig bewegten war, als ihm gefiel, so fragte er den Schiffer, ob jemand bei dieser Ueberfahrt ver- loren worden ware. ** Niemals," erwiderte der Schiffer, "niemals! Mein Bruder ertrank hier letzte Woche, aber wir fanden ihn am nachsten Tag wieder." Give case and construction of all nouns in 10. Translate into German: Now-a-days, when a man, a woman or a child wants a pair of boots or shoes, he usually goes to a shoe store and buys ready-made whatever he wants in this line. But years ago it was different. There were no ready- made shoes in those days, and peo- ple always went to a shoemaker, who took their measure and made them the article. 8. 10. 11. 12. 5— Education. 66 EDUCATION IN INDIANA. CIVIL GOVERNMENT. (Any seven.) 1. State the preamble to the constitution. 2. Name five noted men who assisted in framing the constitution. 3. What is meant by the writ of habeas corpus? When may it be sus- pended? 4. How may the constitution be amended? 5. What bills must originate in the house of representatives? 6. How are United States senators chosen? What qualifications must they have? 7. Name and define the different depart- ments of our government. 8. What is statute law? Unwritten law? Common law? 9. How are judges of the United States supreme court chosen? What is their term of office? 10. What were the three great compro- mises of the constitutional conven- tion of 1787? PHYSICS. {Any seven.) 1. Define physics. Define physical change. 2. Explain action and reaction, giving three illustrations. 3. Explain the hydraulic press. Upon what law of liquids does it depend? 4. Explain the rainbow. 5. What is the result and what is its di- rection: (1) When two forces act in opposite directions'? (2) When they act in parallel directions'? (3) When they act at an angle? Make drawings to illustrate. 6. What is the pendulum? State one law of the pendulum. 7. How is sound propagated? Describe and explain the telephone. 8. Give the construction of any battery with which you may be familiar. Name the chemicals used in it and thoroughly explain its use. 9. Describe an ordinary camera. Why is the image inverted? Be explicit. 10. Explain the compass. Why does one end always point north? Is this properly called the "north pole" of the compass? PHYSICAL GEOGRAPHY. {Any seven.) 1. Account for the shape of the earth. 2. What are isothermal lines'? Why do they not coincide with the parallels'? 10. Discuss the causes of ocean currents. How do they affect climate? Discuss briefly the effect of climate on the distribution of plants and ani- mals. Compare and contrast the relief of North America and South America. Account for the arid condition of the Great Basin. Give the history of the formation of coal. Locate the coal fields of Indi- ana. Describe the gulf stream and give its climatic effects. Account for the heavy rainfall on the southern slopes of the Himalaya Mountains. Explain the formation of the rainbow. CHEMISTRY. {Any seven.) Distinguish clearly between chemical and physical changes. Describe and draw a diagram of the apparatus necessary to obtain oxy- gen. How would you obtain oxygen? What do you understand by "valence"? From the following formulas: Ha S04, Hcl, HN03, Na CI, Cu CI2, give the valence of S04, CI, N03, Na and Cu. Explain and give the equation for the chemical reaction which takes place when CO gas is passed through lime water. Is sulphur a metallic element? Ex- plain why you answer as you do. What causes "hardness" in water? Give difference between permanent and temporary hardness. If a room were entirely filled with pure hydrogen and an electric spark in- troduced at center of room, what would be the result? Explain fully. By means of what acid can glass be etched? How is this acid kept? If you desire to remove and keep moisture from a box, what would you use? What do you mean by a reducing flame? By an oxidizing flame? What part of the flame is used in each case? SOLID GEOMETRY. {Any seven.) Show that if there are given four points in space, no three being col- linear, the number of distinct straight lines determined by them is six; if there are five points, the number is ten. EDUCATION IN INDIANA. State three methods of determining a plane. Prove: If two intersecting planes pass through two parallel lines, their intersection is parallel to these lines. Why is it that a three-legged chair is always stable on the floor, while a four legged one may not be? Find volume of a cube whose diagonal is k "sT Prove: Parallel transverse sections of a cylindrical space are congruent. Prove: A place section of a sphere is a circle. How many square feet in the surface of a cylindrical water tank, open at the top, its height being 40 feet and its diameter 40 feet? How many points on a spherical sur- face determine a small circle? PLANE GEOMETRY. {Any seven.) Define plane, proposition, theorem, postulate, corollary. Prove: The bisectors of two adjacent angles formed by one line cutting another are perpendicular to each other. Prove: Tangents to two intersecting circumferences from any point in the production of their common chord are equal. If one angle of a triangle is 3^ of a straight angle, show that the square on the opposite equals the sum of the squares on the other two sides less their rectangle. How many diagonals, at most, has a general quadrilateral? A general pentagon? A general hexagon? Prove: In any triangle any exterior angle equals the sum of the two in- terior non-adjacent angles. Prove: All tangents drawn from points on the outer of two concen- tric circumferences to the inner are equal. Draw a tangent to a given circle from a given point; the point is on the circumference. Trisect a right angle. RHETORIC. {Any seven, not omitting 9-10.) Is it always best to adhere strictly to the rules for punctuation? Give reasons. What is the present ten- dency in punctuation? 2. "Sentences and paragraphs must have coherence." Define coherence as here used. 3. Write sentences illustrating the cor- rect use of notorious, noted, famous. 4. In what forms of discourse do the fol- lowing terms occur: Point of view; incident; conclusion. 5. What is a localism? Illustrate. 6. Use correctly the following words in sentences: affect, effect; aggra- vate, provoke. 7. Correct, giving reasons: The watch- maker fixed the watch. I have got a cold. Children love candy and ex- cursions. Can I borrow your pen- cil? 8. Define "triteness" as applied to writ- ing. ^10. Write a description of at least 150 words. (Select your subject.) ENGLISH LITERATURE. {Any seven.) 1. What was the plan of the Canterbury Tales? Who wrote them? 2. What is the marked characteristic of the literature of the Elizabethan age? 3. What great names are associated with the Lake School of writers? 4. Place the following authors in chrono- logical order: Swift, Spenser, Car- lyle and Wordsworth. 5. Tell what you can of the life and work of Addison. 6. Write not less then 100 words regard- ing Silas Marner. 7. Who wrote Marmion? The Ancient Mariner? Essay on Man? She Stoops to Conquer? 8. Give a brief outline of the plot in the Merchant of Venice. 9. Write not less than ten lines on Scott's narrative poems. 10. "A prince I was, blue-eyed, and fair in face. Of temper amorous, as the first of May, With length of yellow ringlets, like a girl. For on my cradle shone the Northern Star." From what is the above quoted? Name the author. AMERICAN LITERATURE. {Any seven.) 1. What period of American literature may justly be called the Theological Era? Why? 68 ~ EDUCATION IN INDIANA, Name four authors of the Theological William Cullen Bryant? O. W. Period. Holmes? What rank does Washington Irving 7. Name four American authors who have hold among American authors? embodied in their writings the po- Make four statements to verify litical elements of American life, your answer. 8. Name live American historians, one of Who wrote The Embargo? The Vil- M'hom is an Indiana man. lage Blacksmith? The Hoosier 9. State briefly some thoughts you have Schoolmaster? The Gates Ajar? received from Bryant's writings. What do you know of one of these State the same from Longfellow's, authors? quoting from him. What is the subject-matter of litera- 10. Who wrote Snow Bound? Why is it so ture? fascinating to read? What impres- What is the characteristic line of sions, do you think, must have been thought in the writings of Thomas made vipon the author's mind that Jefferson? J. Fennimore Cooper? caused him to write it? c. SCHOOL VISITATION. The law says that the county superintendent shall visit schools while they are in session, for the purpose of increasing their use- fulness and elevating as far as practicable the poorer schools to the standard of the best. Perhaps no other one thing has done so much for the schools as these personal visitations. The teach- ers who secure their licenses from these superintendents are always anxious to do good work and any suggestions offered are followed to the best of their ability. The superintendent has a great opportunity in this capacity to aid the teacher who is beginning his work. The supervisory powers of the county superintendent do not extend over cities having duly appointed superintendents, but they do extend over the smaller incorporated towns with no regular superintendents. d. CIRCULARS. In many counties the superintendents supplement visitation with circulars giving specific directions as to the work they want done. These circulars are issued in some counties as often as once a week, and they serve to arouse interest and to make the organiza- tion more efficient. Two of these circulars are submitted here, one as a guide to teachers while visiting other schools, and the other giving directions in the regular work : EDUCATION IN INDIANA. 69 Office of HOMER L. COOK, Office day, Monday. County Superintendent Marion County Schools, Residence New Phone 4103. Indianapolis, Ind., October 13, 1903. Teachers: Read first and second circular letters. How about the appearance of your pupils at this time? Do you have devotional exercises every morning? Use the Bible. You will find that your day's work will be brighter and better by doing so. Have you plenty of material for busy work? I have found several teachers allowing pupils to keep their books open and recite from them during the recitation. If you will study the schedule of success items on your last county license, I think you will mark off ten for that one fault. Talk county library to your pupils. Get a card for your own use. Study course of study. Begin to work for World's Fair exhibit. Choose some particular subject on which your pupils can do good work, and keep the best of their daily work. Quite a number of teachers have asked me what to do in a reading lesson. My first assignment always has been to work out new and difficult words. Next get the thought. Probably pupils can not do this in one day. If not, work on the thought until pupils have it. • It is always well to have pupils work out pictures in poetry selections. Never allow pupils to read orally until you have worked out the thought of the selection. It is not absolutely necessary for pupils to read orally all of a selection. Read a paragraph or two orally and have that done well. Teachers must make definite assignments. Ask questions and have them answered. Have pupils ansAver your questions in writing. Some teachers say that they do not have time to make these assign- ments. If that is so, you teach many lessons for which you have made no preparation. It is my judgment that it is more profitable for you to prepare your work and make definite assignments than it is to spend your full time on the recitation. For example, we will suppose that you have not pre- pared your reading lesson. You have fifteen minutes for that recitation. You have not seen the lesson at all. Take five minutes of the fifteen to prepare it; you will find that you will do more good in the ten minutes th^n you could have done in the fifteen. But a wiser plan would be to prepare your lessons at the proper time. Some say, what shall we do if we do not complete the work outlined in the course of study? My answer is that you will get along more rapidly by preparing your work well than if you teach in the old way. Be concerned about how you teach instead of how much you teach. I once had a parent ask me why his boy was not allowed to read. I had worked on Longfellow's "Rainy Day" one week, but was not ready for oral reading. The pupils had been reading every day, but he had the idea that he read only when he was allowed to stumble through the 70 EDUCATION IN INDIANA. verse mispronouncing half tlie words and not getting nor giving any of the thought. Teach the following: Eighth Year Julius Caesar. Seventh Year Commit Excelsior. Sixth Year A Ruffian in Feathers. Fifth Year How Little Cedric Became a Knight. Fourth Year The Pine Tree Shillings. Third Year The Three Bugs. Some teachers have asked what to do in second and third year arith- metic. Don't do much arithmetic work. The best educators of the country to-day advise that no arithmetic be taught until the fourth year. In the second year, teach the pupil the relation between the symbol and the object. In doing this teach the relation of the object or objects to numbers as expressed by symbols. Use different objects in teaching numbers and the use of figures. Teach old-fashioned counting to one hundred. Teach the child to add simple problems. These directions are to be carried out during the entire year, and it is not expected that the teacher can do this work in less time. For third year work see Course of Study, page 61. I have this suggestion for your institute work: On institute days meet in sections for one hour. Primary teachers meet to talk over the work for the primary grades. Principals and high school teachers meet and talk over your work. Teachers of one-room buildings meet with primary section. Take one hour for this discussion. Appoint your chairman and make a regular organization. I feel that you ought to do this every month and I am quite sure you will be greatly benefited by it. In the words of William Hawley Smith, "put the grease right where the squeak is." Yours respectfully, Homer L. Cook. I wish to recommend "The Story of Our English Grandfathers" as supplementary work for "The Ten Boys" and the "U. S. History." You can examine it at the office. I would be pleased to have the teachers examine it. VISITATION REPORT. This blank is prepared for the teacher's use who visits some school. Please fill these blanks carefully and honestly, and send the same to me. Take notes with pencil while visiting and make report later on this blank \yith pen. These reports will be examined by the county superintendent. Homer L. Cook, Superintendent of County Schools. 1. Condition of yard, including walks, fences, pump, grass, out-buildings, trees and plants 2. Condition of schoolhouse, appearance from outside, decorations, windows, blinds, blackboard, heating and ventilation EDUCATION IN INDIANA. 71 3. Is the school provided with a cloclv, toilet articles, dictionary, cyclo- paedia, reading circle books of this year; any library whatever? Is the teacher making an effort through the trustee or otherwise to get these things ? 4. Appearance of teacher and pupils 5. Preparation of teacher for the day's work 6. Preparation of pupil 7. Recitation.— Discuss the teacher's method, mentioning his strong and weak points as you see them. Discuss the results of the recita- tion 8. Discuss some particular lesson given. In this discussion give the subject-matter treated and the purposes accomplished. Point out definitely some of the strongest points in the recitation and also mention definitely some points that are not so good Discipline. Geneeal Remarks. Write a summary including any special points not mentioned above of not fewer than six lines. e. REPORTS. The township trustees of the townships and the school boards of the towns and cities report annually to the county superintendents the school enumeration, which includes all persons between the ages of six and twenty-one years. They also make reports showing the financial condition of the schools and statistics regarding the teachers, libraries, value of school property, etc. Erom these reports the county superintendent makes a summarized report annually to the state superintendent of public instruction. f. TOWNSHIP INSTITUTES. Each township in every county holds a monthly meeting of its teachers — this meeting is known as the township institute. School- room problems and the teachers' reading circle work are discussed. Whenever possible the county superintendent attends these meet- ings, of which he is chairman ex officio. More than seven thou- sand of these meetings are held every year in the state, and it would be impossible to estimate the good results that come from them, 72 EDUCATION IN INDIANA. Here the teachers discuss their problems freely and thoroughly and through these frank expressions all are benefited. g. COUNTY INSTITUTE. The teachers of every county are called together annually by the county superintendents for a week's session known as the county teachers' institute. The work in these meetings is inspirational, professional, and academic and serves as a stimulus to higher life and better teaching. The best educators obtainable are em- ployed as instructors. In former years the work of institutes was purely academic and served as a preparation for the examination which usually was held at the close of the institute. In a few counties the departmental plan has been successfully tried. Just at present a movement is on foot to improve the institute and the educators of the state are studying the problem. h. GENERAL DUTIES. The county superintendent decides all questions regarding the transfer of school children from one corporation to another. He decides whether or not school districts when once closed shall be re-opened. Plis decision in these matters is final, but on other questions an appeal from his decision may be made to the state superintendent of public instruction. The ofiicial dockets, records, and books of account of the clerks of the courts, county auditor, county commissioners, justices of the peace, prosecuting attorneys, mayors of cities, and township and school trustees, shall be open at all times to the inspection of the county superintendent, and whenever Jie finds any irregularity, or any misapplication of school funds it is his duty to institute suit in the name of the state properly to adjust such matters. B. THE COUNTY BOARD OF EDUCATION- 1. HISTOEY. When the county examiners met in convention at Indianapolis in 1866 at the call of State Superintendent Hoss there was a resolution adopted calling for the creation by law of a county EDUCATION IN INDIANA. Y3 board of education. This is the first expression of the need which was felt for some unity in the county organization. There was neither unity nor uniformity and it was felt that forces that were working at random ought to be working in harmony. IJ^othing came of this resolution directly, but in 1873 when the county superintendency was created, the law also authorized a county board of education. It is an ex officio organization and is com- posed of the township trustees, and the chairman of the school trustees of each town and city of the county, and the county superintendent. 2. DUTIES. While the duties of this board are in the main general, the work it does is of larger importance than it seems to be. It really is responsible for the school spirit in the county, for the appearance of school property, and for the advancement made in education. When organized the law said that this board should meet semi- annually on the first days of May and September to consider the general wants and needs of the schools and school property of which they have charge, and all matters relating to the purchase of school furniture, books, maps, charts. The school-book law re- lieved it of its duty to adopt the text-books in the grades. It formerly also regulated the course of study which is now made by the state department and adopted and carried out by this board. It may adopt rules and regulations for the government of the district schools. Another of its duties is to appoint on the first Monday in May of each year one truant ofiicer in the county. III. Township Supervision. A. TOWNSHIP TRUSTEE. 1. HISTOKY. The township, which is the real unit of the edncational system of Indiana, had its origin in an act of congress in May, 1785, and has figured as an important factor ever since. In 1816, the state legislature provided that ^^upon petition of twenty householders in any township, there might be ordered an election, at which three trustees should be chosen to manage the schools of the township.'' Until 1852 the affairs of the township were not very well defined. Indeed two political divisions, the congressional and civil town- ship, were maintained. With the new constitution a change was made; the congressional township was abolished and the civil township became the school unit and took on larger importance and uniformity in the affairs of the state at the same time. The three trustees were maintained, however, making the school ma- chinery very complex. The law of 1859 reduced the number of township trustees to one, making a great stride toward that sim- plicity that characterizes the school machinery today. Some of the claims made and allowed by educators for the township unit as it is in Indiana may be enumerated: (1) It reduces the school machinery to the minimum. (2) It makes one man responsible for the schools. (3) It makes uniform facilities in the township. (4) It stimulates a healthy educational tone in neighboring townships. (5) It makes adjustment of districts and transfers possible and easy. (6) It makes centralization of schools practi- cal. 2. ADMINISTKATIOK a. ELECTION, TENURE, QUALIFICATION. The township trustee is elected by the people for a term of four years and can not be re-elected to succeed himself. The only (74) EDV CATION IN INDIANA. Y5 qualification is that he shall be a citizen of the township. The office has come to be regarded of so much importance that the people generally choose good, honest, intelligent men as incum- bents. 6. GENERAL EDUCATIONAL DUTIES. The township trustee has charge of the educational affairs of his township. He locates conveniently a sufficient number of schools for the education of the children therein, and builds or otherwise provides suitable houses, furniture, apparatus and other articles and educational appliances necessary for the thorough organization and efficient management of the schools. c. GRADED HIGH SCHOOLS. When a township has twenty-five common school graduates a township graded high school may be established and maintained in the center of the township, to which all pupils who are sufficiently advanced must be admitted. The trustee may, with the assistance of a trustee of another township, establish and maintain a joint graded high school in lieu of a separate graded high school. The trustees of the two townships have joint control over such schools. If the township does not maintain a high school the common school graduates are entitled to transfers at public expense to a high school in another corporation. d. CENTRALIZATION OF RURAL SCHOOLS. Under the law, above mentioned, the township trustees have been doing much toward centralizing their schools ; large buildings are erected near the center of the township, to which pupils living at a distance are transported in wagons at public expense. This move is growing more popular every year as its advantages become known. The advantages of centralizing schools may be enumer- ated as follows: (1) When teachers have but one or two grades, pupils are better classified and the work is better organized. (2) Pupils are given the advantages of high school facilities which they otherwise could not have. (8) It is an established fact that a graded school can be conducted with less expenditure than a number of separate schools. In making this assertion the expense of transportation is considered. (4) It is less expensive to the 76 EDUCATION IN INDIANA. parent to have children transported — the saving is in the care of the books and clothing, and especially that of boots and shoes. (5) The children are carefnll}^ guarded on the road to and from school. ( 6 ) The ideal place for a boy is a home on the farm with high school privileges at hand. e. REPORT TO ADVISORY BOARD. The township trustee makes reports to the advisory board annually, on the first Tuesday of September, for the school year ending the thirty-first day of July, and as much oftener as the board may require a report thereof, in writing. These reports must clearly state the following items: (1) The amount of special school revenue and of school revenue for tuition on hand at the commencement of the year then ending. (2) The amount of each kind of revenue received within the .year, giving the amount of tuition revenue received at each semiannual apportion- ment thereof. (3) The amount of each kind of revenue paid out and expended within the year. (4) The amount of each kind of revenue on hand at the date of said report, to be carried to the new account. f. REPORT TO COUNTY SUPERINTENDENT. On the first Monday in August the trustee makes an annual report to the county superintendent, giving statistical information obtained from teachers of the schools of his township and embodies in tabulated form the following additional items: The number of districts; schools taught and their grades; teachers, males and females; average compensation of each grade; and a detailed report concerning the financial condition of the township funds and revenues for schools. g. REPORT OF ENUMERATION TO COUNTY SUPERINTENDENT. The trustees of the several townships, towns and cities shall take or cause to be taken, between the tenth day of April and the thirtieth day of the same month, each year, an enumeration of all unmarried persons between the ages of six and twenty-one years, resident within the respective townships, towns and cities. The enumeration must be summarized, sworn to and then submitted to the county superintendent. EDUCATION IN INDIANA. Y7 Ji. TRANSFER OF PUPILS. If any child resident in one school corporation of the state may be better accommodated in the schools of another school corpora- tion the parent, guardian or custodian of such child may at any time ask of the school trustee in whose township the child resides, an order of transfer, which, if granted, shall entitle such child to attend the schools of the corporation to which such transfer is made. i. POOR CHILDREN PROVIDED FOR. It is the duty of each township trustee and each city school board to furnish the necessary school books, so far as they have been or may be adopted by the state, to all such poor and indigent children as may desire to attend the common schools. j. PARENTAL HOMES. School trustees of townships, towns and cities are authorized to establish parental homes, within or without the corporate limits of their corporations, a separate school for incorrigible and truant children. Any child or children who shall be truant or incorrigible may be compelled to attend such separate school for an indeter- minate time. k. SCHOOL DIRECTORS. The law provides that the voters of a district may meet on the first Saturday in October and elect one of their number as director of the school ; but the people very seldom if ever do this, for the reason that there is no remuneration for this office. In case the voters do not elect a director, the trustee is empowered to appoint one, and almost all the directors are appointed, although they exercise so little power that they are now hardly thought of as officers. The school director may call a meeting of the voters of his district at any time. The director presides at these school meet- ings and makes a record of the same. He shall, under the direc- tions of the township trustee, have general charge of the school property in his district ; and he may also visit and inspect the school from time to time, and when necessary may exclude any refractory pupil therefrom. 78 EDUCATION IN INDIANA. ' I. ANNUAL EXPENDITURES. The trustee shall, at least thirty (30) days, and not more than forty (40) days, before the annual meeting of the advisory board, in each year, post at or near the door of all postoffices in the town- ship, a statement of the several estimates and amounts of the proposed annual expenditures, and the rates of taxation proposed for levy against the property within such tow^nship, for the several funds to be expended for his township during the calendar year, and also copies of such notice shall be published one time in the issue printed in the first week of August of each year in the two leading newspapers published in the county, representing the two political parties casting the highest number of votes in such county at the last preceding general election, and one publication in a newspaper in the township interested, if there be a paper published therein. The cost of such publication shall not exceed two dollars in any one year to any one paper, and the cost of necessary copies for posting and delivery to the board shall not exceed one dollar and fifty cents in any one year. And he shall furnish within like periods to each of the members of the advisory board a statement of such estimates and amounts. Such statement shall contain a notice of the place of meeting of the advisory board, and shall be substantially in the following form : EXPENDITURES AND TAX LEVIES FOR THE YEAR. The trustee of township, county, proposes for the yearly expenditures and tax levies by the advisory board at its annual meeting, to be held at the school house of school district N^o. — , the following estimates and amounts for said year : 1. Township expenditures, $ , and township tax, — cents on the hundred dollars. 2. Local tuition expenditures, *$ , and tax, — cents on the hundred dollars. 3. Special school tax expenditures, $ , and tax, — cents on the hundred dollars. -^ 4. Road tax expenditures, $ , and tax, — cents on the hun- dred dollars. 5. Additional road tax expenditures, $ , and tax, — cents on the hundred dollars. EDUCATION IN INDIANA, 79 6. Library expenditures, $ , and tax, — cents on the hundred dollars. 7. Poor expenditures for preceding year, $ , and tax, — ■ cents on the hundred dollars. 8. Other items, if any, expenditures, $ , and tax, — cents on the hundred dollars. Total expenditures, $ , and total tax, — cents on the hundred dollars. (Dated) (Signed) , Trustee. The trustee shall procure and lay before the advisory board at the annual meeting thereof, the assessed valuation of the taxable property of the township for such year, and also the number of taxable polls in such township. B. ADVISORY BOARD. The latest addition to the school machinery of Indiana is a township advisory board consisting of three resident freeholders and qualified voters of the township, elected by the people for a term of two years. This came in answer to the demand for some kind of a check upon the township expenditures. 1. DUTIES. The advisory board meets annually on the first Tuesday of September to consider the various estimates of township expendi- tures as furnished by the township trustee for the ensuing year, which it may accept or reject in part or in whole. In addition to this power to determine the amounts for which taxes shall be levied the advisory board determines and fixes the rates of taxation for the township. The meetings are open to the public and at any session of such board, any taxpayer of the township may appear and be heard as to the advisability of any estimate or estimates of expenditures, or any proposed levy of taxes, or the approval of the township trustee's report or any other matter being considered by the board. The members of the advisory board are usually among the most reliable citizens of the township. The remuneration is. only five dollars a year, so that the service is an indication of the public spirit of the citizen chosen. IV. City and Town Supervision. A. THE SUPERINTENDENT. 1. HISTOKY. Provision for separate school systems in incorporated towns and cities was not made till 1873, when school trustees of towns and cities were given power to employ a superintendent for their schools, and to prescribe his duties, and to direct in the discharge of the same. Previous to this there had simply been no city or town schools as a rule. The city superintendent has come to be regarded as one of the most important school officials in the state, and though his duties are not specified by law, his duty and power are recognized in the community. 2. ADMmiSTKATIO:NT. a. TENURE AND QUALIFICATIONS. There is no legalized term of office, but the custom is to elect annually and to retain during good behavior. There is a growing tendency to elect for two, three or four years. There is neither educational nor professional qualification required, but the super- intendent as a general thing is a man of ability and character and is an honor to the community. The strength of the city schools has come through the care with Avhich superintendents are selected, the long tenure, and the freedom of management conferred. 6. DUTIES. The wide-awake city superintendent is a very busy man. He has in hand in minute detail the side of eqviipment. He knows the condition of the buildings and suggests improvements and repairs. He makes estimates of the budget needed each year for all expenditures. In addition to his responsibility for the material (80) EDUCATION IN INDIANA. 81 equipment, he answers for the progress of the schools in the com- munity. He chooses the teachers and assigns them. He makes the course of study and directs the teachers in making it effective. He carries out a plan of systematic supervision based upon his expert pedagogical knowledge. These things he does directly and through assistant supervisors. The scholarly, cultured superintendent has great opportunity in his community to direct public opinion in right channels upon educational topics. B. CITY AND TOWN SCHOOL BOARDS* 1. HISTOEY. Under the law of 1875 the common council of each city and the board of trustees of each incorporated town of the state were authorized to elect three school trustees to constitute a school board. All cities and towns in the state with the exception of Indianapolis and Evansville choose their school boards under this law. Indianapolis and Evansville schools are operated under special charters secured from the legislature. 2. ADMIN ISTRATIOISr. a. TENURE AND QUALIFICATIONS. Members of school boards are elected for a term of three years and only one new member is elected each year. N^o qualifications are specified by law but the people usually select men of intelli- gence and culture for members of these boards. h. GENERAL DUTIES. The school boards have charge of the schools in their respective corporations. They employ the superintendent, who is directed by them to nominate teachers, whom they employ and pay. The school boards, of cours6, have under their charge the building and protection of the school buildings. They have authority to buy and sell school property, erect buildings, establish libraries, and to do anything that will promote the best interests of the schools so long as the school funds of the town or city permit. 6— Education. 82 EDUCATION IN INDIANA. c. REPORTS. The school trustees of the incorporated towns and cities receive a special school revenue and a tuition revenue belonging to their corporations. They are required to keep accurate accounts of the receipts and expenditures of such revenues, which they render to the county commissioners annually on the first Monday in August for the school year, which, in Indiana, ends on the 31st day of July. This report includes the following things: First, the amount of special revenue and tuition revenue on hand at the commencement of the year then ending; second, the amount of each kind of revenue received during the year, gi\ ing the amount of tuition revenue received at each semi-annual apportionment thereof; third, the amount of each kind of revenue paid out and expended within the year; fourth, the amount of eaeh kind of revenue on hand at the date of said report to be carried to the new account. d. KINDERGARTENS. By an act passed in 1889 school boards were empowered to establish in connection with the common schools of incorporated towns and cities kindergartens for children between ages of four and six, to be paid for in the same manner as other grades and departments, provided the expenses are met through local taxation. As a result most of the cities in the state and quite a number of the towns have successful kindergartens in operation. The work done covers the complete range of kindergartens. In addition to these there are many private kindergartens. e. MANUAL TRAINING. Under an act of 1891, all cities of a given population were empowered to establish in connection with and as a part of the system of the common schools, a system of industrial or manual training and education, wherein shall be taught the practical use of tools and mechanical implements, the elementary principles of mechanical construction arrd mechanical drawing. Indianapolis, until quite recently the only city that met the conditions, has a splendid manual training high school. Splendid manual training schools are now established in Ft. Wayne, Evansville, Richmond, EDUCATION IN INDIANA. 83 Terre Haute and other cities. Some work in manual training is done in a number of schools in smaller cities over the state and the idea is growing. f. NIGHT SCHOOLS. By act of 1889 all cities with a population of three thousand or more were authorized to maintain night schools whenever twenty or more inhabitants having children between the ages of fourteen and twenty-one years of age, or persons over twenty-one years of age, who, by reason of their circumstances are compelled to be employed during the day for family support, shall petition school trustees so to do. It was provided that all persons between the ages of fourteen and thirty who are actually engaged in business or at labor during the day shall be permitted to attend such schools. This furnishes an excellent opportunity for certain classes to obtain an education which would otherwise be denied them, but no large demand has yet been made for such schools. See table, which includes night schools, for statistics. 84 EDUCATION IN INDIANA. CO ^ s 8 w Q « 12; ^^ ^ h^ k4 ^ H :zi w w H tf W <5 Cl3 P^ M W 125 P £ 2 ^ ..r^ HH H ^ «2 £2 g^ ^ 5g H H <1 CO h^ ^ < F? §1 1^ w 0-3 > 2 08 o O ui auoQ 5iJ0^w I'Bqiuaunj'BdaQ s] •Sui C __ 4) . ''- .'^ (1) . . O . » . . . "o ri « -*^ a. -t^ rj « . OC X X X, X X X iScr ® 03^ Oft! 4>oa>_,^go>ct--OQpoooMr«'«'£|^!r't i050«OOSlOOTt-M'!|iOS'ct-c 'S? N «*i OS U5 S.,./,.s of recommendations, ni> they dire tohe filed for future reference, and can not be returned. 5. The expense of sending manuscripts should be furnished the county superintend- ent by the applicant. EDUCATION IN INDIANA. 105 RULES. 1. Each applicant for a state certificate shall, at the opening of the examination, pay to the county superintendent the sum of five dollars, the fee prescribed by law, which can in no case be refunded. Appli- cants for a "professional" license are not required to pay a fee. 2. Applicants shall provide themselves with legal cap paper and pens and ink, and shall write all their work in ink. 3. Each applicant will be furnished with a printed list of questions in each subject at the hour designated. He shall number his answers to correspond with the ques- tions, biut need not copy the latter. The pages upon each subject should be fastened together, and across the top of the first page should be written at the left the subject, in the middle the applicant's name, at the right the county. Manuscripts must not be folded or rolled. 4. No books shall be consulted nor com- munication permitted during the examina- tion. No one shall be permitted to make inquiries respecting the import of any question. If any one shall be in doubt as to the meaning of a question he shall ex- press his doubt in writing, and this state- ment shall be submitted to the board with his examination papers. 5. If corrections are necessary they shall be made by drawing a single line over the amended error, that the error as well as the correction may be seen. No slate or trial papers shall be used, but all the writing shall be upon the sheets of the examination papers. 6. Any violation of these riiles shall be reported by the superintendent to the state board. 7. The county superintendent will col- lect and carefully count the manuscripts to see that none are missing, and will send them immediately to the state superin- tendent, by mail or express, at the expense of the applicants. GENERAL STATEMENT. {On separate sheet.) 1. Forwhat grade of license do you apply ? 2. If applying for a professional or life state license, state the dates and general averages of your two 36-months' licenses. 3. How many months have you taught, and how many of these have been in In- diana i i. Make this or an equivalent declara- tion: I solemnly declare that in the March division of the examination I have not given or received aid in any manner what- ever, and will neither giA-e nor receive aid in the remaining division thereof. [Sign with full name (not initials), and add postoffice address and date.] ALGEBRA. 1. Would you introduce the subject of algebra before entering the high school? Give reasons for your an- swer, 2. If the product of three consecutive numbers be divided by each of them in turn, the sum of the three quo- tients is 74, What are the numbers? 1 3. Demonstrate that a° = 1., — = c»., — is indeterminate, that a a" 4. Find the nearest approximate fourth root of 17, to five decimal places. 5. If the product of two numbers be added to their difference the result is 26, and the sum of their squares ex- ceeds their difference by 50. Find the numbers. 6. At what time between 10 and 11 o'clock is the minute-hand of a watch 25 minutes in advance of the hour- hand? 7. Solve the following: 1 1 1 X y z 1 1 1 y z X 1 1 1 z X y 8. By using the following, develop the law of signs, exponents, and coeffi- cients, of the binomial theorem (2a2-3b=')^ 9. Factor (a) a=» -I- 8b\ (b) Gx^ + 5x - 4. (c) X* -I- x^y^ + 9*. (d) x^' - 5x2 _ 2x -I- 10. (e) a^ - b^ - c^ -F 2bc -f a + b -t- c. 10. Solve the equation given below and tlius determine a formula for the solution of all quadratics: ax^ -f bx -I- c = o. CIVIL GOVERNMENT. (Any eight, hut no more.) 1. Give in detail the processes involved in making a treaty with a foreign country. 106 EDUCATION IN INDIANA. 2, What important advantage was gained for the United States in the late Hay-Pauncefote treaty? J. What is the title of our highest diplo- matic representatives in foreign countries? Name the foreign na- tions to which we accredit such representatives. Name two or more of these representatives noM' in the service. I. Describe fully how a bill becomes a law, giving all the processes of its enactment. ). When does a man elected to congress in November, 1902, become a mem- ber? Unless extra sessions are held, when will the member first meet with congress? ). Enumerate six sole poM^ers of the president. '. Write one page on the subject: The Powers and Duties of the Governor of Indiana. S. Write fully on the jurisdiction of the United States supreme court. I. Enumerate some acts of congress which were made possible only upon the basis of "implied powers." I. How are congressional vacancies filled —in lower house? In senate? AMERICAN LITERATURE. (Any eight, hut no more.) . Give a sketch of the life and w^ork of the leading literary character of the revolutionary period. . Discuss Washington Irving as to (a) Rank as an author. (b) His important writings. (c) The merits of one of his works. . Criticise one of Emerson's essays. . Quote from the Vision of Sir Launfal, and indicate the author's rank com- pared with contemporary writers. . Compare Holmes with Whittier as to (a) Literary style. (b) Influence, "The groves were God's first temples. Ere man learned To hew the shaft and lay the architrave. And spread the roof above them— ere he framed The lofty vault, to gather and roll back The sound of anthems; in the darkling wood. Amid the cool and silence, he knelt down And offered to the Mightiest solemn thanks And supplication." . (a) Name the author and give names of contemporary writers. 10. (b) For what was the author of these lines particularly noted? Who is your favorite American poet? Quote him. Who is your favorite American novel- ist? Name his important works, and give a brief sketch of one. Discuss the historical novel as to (a) purpose, (b) influence, (c) literary merit. BOTANY. What are the physical factors chiefly determining plant distribution? Which of these is the most import- ant? Give reasons. Name the great groups into which the plant kingdom is divided. Give an example of a plant ■ form belonging to each of these groups. What characteristics (anatomical) do plants growing in water or in soils rich in water show? Give reasons for these structural features. Explain in detail the various protective devices of plants growing in desert regions. What would be the proba- ble effect of irrigation upon the plant life of a desert region. Define plant transpiration and explain its necessity. Through what parts of a plant does transpiration take place ? How do plants breathe ? Show that plant breathing is strictly com- parable to the breathing of animals. W^hat is carbon fixation or photo- syntax ? Define the term roof as applied to higher plants. Give the functions of roots. In what ways may plants reproduce their kind ? Give an example of each method. Explain plant migrations. Explain occurrence of arctic plants on moun- tain tops in temperate regions. Give the life history of any plant you may select, LATIN. (Answer any eight.) Translate: Caesar paucos die in eorum finibus moratns,OYnnih\is vicis aedi- ficisque incenses fatisque succisis se in fines Uniorum recepit, atque his auxilium suum pollicitus, si ab Suebis premerentur, per explora- tores pontem fieri comperissent more suo concilio habito nuntios in omnes partes dimisisse, tit de oppi- dis demigrarent, liberos, uxores EDUCATION IN INDIANA. 107 siiaque omnia in silvis deponerent, atque omnes qui armaferre possent unum in locum convenirent. Hunc esse delectum medium fere re- gioniim earum quas Suebi obtiner- ent; hie Romanorum advent urn ex- pectare atque ibi decertare eon- stituisse. 2. Give the syntactical use of the words in italic. 3. Translate into Latin: ia) Many have been found who have declared pain the greatest ill. (6) Before I come back to the case I will say a few things concerning myself, {c) He answered Caesar that he had come into Gaul before the Roman people. What did he want? Why did he come into his domain ? {d) Change (c) into oratio recta. 4. Give the forms and uses of the peri- phrastic conjugation, active and passive. 5. Translate: At vero C. Caesar intellegit, legem Semproniam esse de civibus Romanis constitutam; qui autem rei publicae nit hostis, eum civem esse nulla modo posse; denique ipsum latorem Semproniae legis iniussu populi poenas rei publicae dependisse Idem ipsum Lentulum, largitorem et prodigum, non putat cum de pernicie populi Romani, exilic huius urbis tam seerbe, tam crudeliter cogitarit, etiam appellari posse popularem. 6. Give the special use of the words in italic in the above. 7. Give the general rules of participles— as to form— as to use. 8. Name the prominent poets and prose writers of the " Silver Age." 9. Translate: En Priamus! Sunt hie etiam sua praem ialaudi; Sunt lacrimae rerum et mentem mortalia tangimt. Solve metus; feret haec aliquam tibi fama salutem. Sic ait, atque animum pictura pascit inani. Multa gemens, largoque umectat flumine vultum. Namque videbat, uti bellantes Pergama circum Hac fugerent Graii, premeret Troi- ana inventus. Hac Phryges, instaret currvi crista- tus Achilles. 10. Scan the above, and give rules of quantity and accent. PHYSICS. 1. Show how it is possible for an ice-boat to sail faster than the wind. 2. What sort of a force is acting in the case of a body moving {a) with uni- form velocity; (&) with uniform speed in a straight line: (c) with uniform acceleration in a straight line; id) with simple harmonic motion? 3. Without, the use of a formula, either expressed or implied, describe what is meant by Moment of Inertia. 4. Define weight, stress, strain, elasticity, density, specific gravity, w^ork, spe- cific heat, water equivalent of a calorimeter, electrical difference of potential. 5. Deduce an expression for the value of "g" in terms of the length and period of a simple pendulum. 6. Describe any method of determining the temperature of a furnace when you have no thermometer that will indicate more than 100° C. 7. With an external resistance of 9 ohms, a certain battery gives a current of 0.43 amperes, while with an external resistance of 32 ohms, the current falls to 0.2 amperes. Find the re- sistance of the battery. 8. When large amounts of electrical power are to be transmitted long distances alternating currents are employed instead of continuous currents. Why? 9. Explain why a piece of iron is attracted by a magnet. 10. Give the cause of the color of bodies. SCIENCE OF EDUCATION. (Answer eight, but no more.) 1. To what extent, in your judgment, is there a science in education? Give reasons for the opinion you express. 2. In instruction we go from the known to the related unknown, it is said. On what principle of mind is this founded? 3. What do you consider the most im- portant laws of memory? 4. If you are teaching a child the idea of a square corner, of what value would it be to have him construct a square corner? 5. What are the arguments for and against out-door recesses? 6. What, in your opinion, should be the outcome of all government of chil- dren in the school? lOS EDUCATION IN INDIANA. "Action is the principle of character." What does this mean, and is this correct? "Keep thy heart with all diligence; for out of it are the issues of life." Explain the ethical and pedagogical principle embodied in this quota- tion. To what extent, in your opinion, is it the duty of the school to train the child in social usages and customs? Of what value would it be to a teacher to study thoroughly the Greek and Roman ideals and systems of edu- cation. e. FOR SECOND DIVISION LIFE STATE LICENSE. Questions to be Used on the Last Saturday in Ajjnl. Note.— The following resolution was adopted by the state board of education, Octo- ber 31, 1887: Besolved, That the examination for professional license include the following branches: Algebra, Civil Government, American Literature, Science of Education, and two of the following three subjects: Elements of Physics, Elements of Botany or Latin (Latin grammar, two books of Caesar, and two of Virgil) ; and Further resolved. That the examination for state license shall include, in addition to those of professional license. Geometry, Rhetoric, General History, English Literature, Physical Geography, and two of the following three subjects: Chemistry, Geology, Zoology. SPECIAL NOTICE TO APPLICANTS. In view of the fact that the manuscripts of applicants for both life state and profes- sional licenses are sent to the several members of the state board of education for grada- tion, it is essential that applicants for such licenses observe the following rules: 1. Write on one side of the paper onty, using legal cap. 2. See that the answers to the questions in each branch are entirely separate from those of any other branch, and seciirely fastened together. 3. Write full name and postoflfice address upon each set of answers. 4. Furnish your county superintendent copies of recommendations, as they are to be filed for future reference and can not be returned. 5. Necessary postage for sending manuscripts should be furnished the county super- intendent by the applicant. 6. A fee of five dollars should be collected from all applicants for this license. PHYSICAL GEOGRAPHY. {Any eight, hut no more.) Describe and account for the annual changes in the climatic conditions of southern California. (a) Describe the distribution of rain- fall in the United States. (b) Annual rainfall in Indiana. (c) Account for our summer rains. Our winter rains. (a) What importance do you attach to the field work in physical geogra- phy? Why? (b) Outline some field work for second year high school students. Describe some of the important geo- graphical features that have favored the development of the United States. Show that the character of soldiers and their sviccess in warfare are de- pendent largely on geographical conditions. Discuss northern and southern Indiana as to (a) topography: (b) soils; (c) drainage. (a) What is a contour map? (b) Draw a contour map of Indiana, with a contour interval of 100 feet. Account for our daily weather changes, and the intensity of these changes during our winters. Discuss the Great Salt Lake basin as to (a) origin; (b) former conditions; (c) former and present drainage. The Piedmont Belt: (a) Location; (b) present topography; (c) former con- ditions; (d) distribution and occu- pations of the people. EDUCATION IN INDIANA. 109 10. ZOOLOGY. {Any eight, but no more.) Give chief characteristics separating animals from plants. Distinguish between development and differ- entiation. What is meant by physiological divi- sion of labor? Give an example showing how division of labor gives an advantage in the struggle for existence. Prove that the color of wild forms is of great value. How may the equal color brilliance of the male and fe- male bird of certain species be ex- plained? What changes are brought about in animal forms as the result of do- mestication? How may these changes be explained? Name the animal sub-kingdoms. As- sign to proper sub-kingdom the following foi-ms: Lobster, oyster, shark, house fly, coral, turtle, spider, jelly fish, Paramecium, whale. Explain respiratory mechanism in in- sects, fish and air-breathing mam- mals. How may these differences be explained? What factors determine character and number of faunal forms of a given region? Why are not all species cosmopolitan? Illustrate (by at least two examples) the economic relations existing be- tween lower life forms and man. Show the effect of disturbing the "balance of life." Give characters of any two of the ani- mal sub-kingdoms. Name the more important tissues of the animal body, giving their principal func- tion. Give the life history of any animal you may select. CHEMISTRY. {Any eight, hut no more.) Show how the atomic theory ex- plains the laws of combining pro- portions. How is the qualitative and how the quantitative composition of water determined? Name four substances found in the at- mosphere, and give a way of deter- mining the presence of each. Give a method of determining the oxy- gen from the air free from the other gases in it. Characterize nitric acid and give an explanation of its action on metals. What results are obtained by heating the following nitrates: (1) Potas- sium nitrate, (2) silver nitrate, (3) ammonium nitrate? The weight of a litre of oxygen is 1.429 grams and its molecular weight is 32. The weight of a litre of a second gas is .089 grams. What is its mo- lecular weight? When chlorine acts as a bleaching agent or as a disinfectant, what principle is involved? Give the different steps involved and the different substances produced in the Le Blanc method of making sodium carbonate. ). What weight of oxygen will it take to burn completely 50 grams of pure alcohol (C2 H5 OH)? What volume of carbon dioxide will be produced? (44 grams carbon oxide=22.39 litres.) GEOMETRY. {Any eight, hut no more.) The areas of two similar triangles are to each other as the squares of any two homologous sides. Demon- strate. Prove that the perpendiculars from the vertices of a triangle pass through the same point. Give what you- consider to be three fundamental theorems of plane geometry. Demonstrate the Pythagorian theorem. What is the value of the square upon the side opposite the obtuse angle of a triangle? Demonstrate. Two chords that intersect in a circle are mutually proportional. Demon- strate. The areas of two circles are to each other as -. Complete and demon- strate. A house and bam are upon the same side of the road, but at unequal dis- tances from it. I wish to so locate a well upon the road that I can build the shortest possible walk from the house to the barn, touching the road at the well. Show how you would locate the well, and 10. Find the volume of the frustum of a pyramid. 110 EDUCATION IN INDIANA. RHETORIC. {Any eight, but no more.) 1. What is the difference between cor- rectness and effectiveness in rhet- oric? 2. What is meant by " fine writingrf" 3. What is the relation of the paragraph to the whole discussion? 4. What is meant in rhetoric by "cohe- rence"? 5. What are the essential rhetorical ele- ments in argfvimentation? 6. Explain somewhat the difference be- tween rhetoric as a science and as an art. 7. What are the characteristics and what the uses of the climax? What are rhetorical figures and what their vakie? How many principal figures? Name them. 9. What is meant by grace in rhetoric? 10. With what justice can it be said that liberal culture assures a good rhe- torical style? ENGLISH LITERATURE. {Any eight, but no more.) 1. Give an example of the influence of literature (poetry, fiction or the ora- tion) upon the development of the American people. 2. Write a sketch of a leading character in one of the following works: (a) Vicar of Wakefield, (b) Ivan- hoe, (c) Dombey & Son. 3. Connect one of the following charac- ters with one of Shakespeare's plays, and explain its influence upon the development of the play: Portia, Ophelia, Miranda, Macbeth, Cassius, lago. 4. "As You Like It is a romantic come- dy." Explain in detail what this sentence means. 5. Contrast the prose of Macaulay with that of Carlyle, in regard to vocabu- lary, paragraphs and the qualities of style. 6. Describe briefly the characteristics of two periods of English literature, naming in each period four of the more important authors and their chief works. 7. Using an illustration one novel of each of the following writers, tell some-^ thing about its author's ability to' handle plot and to portray char- acter: Scott, Dickens, Thackeray, George Eliot. 8. Discuss briefly this question: " Are the recent historical novels to be preferred to the ' dialect stories ' of a year or so ago? " 9. Discuss briefly methods in teaching literature— (a) In reference to pur- pose or aim. (b) As to value of studying literary criticism or com- ment on the part of others, in com- parison with the author's works themselves. 10. Mention the chief works of (1) De- Quincy, (2) Macaulay, (3) Carlyle, (4) Ruskin, (5) George Eliot. GENHRAL HISTORY. (Any eight, but no more..) 1. Write, briefly, of the reign of Charle- magne. 2. Discuss, briefly, the influence of King Alfred. 3. Magna Charta— (a) Time. (b) State what you consider its most important feature. 4. Write briefly, of the life, character. and influence of Joan of Arc. 5. State three important facts in the life of Luther. 6. Discuss Carthage and her people. 7. Name a contribution to our civiliza- tion made by Greece; by Rome. 8. Mention two great causes of the French revolution. 9. State causes and results of the Franco-Prussian war. 10. Give an account of the rise of English power in India. GEOLOGY. {Any eight, but no more.) 1. What agencies bring about the decay of rock? Explain fully how each of these act. 2. Give the geological growth of North America, locating the oldest and the youngest formations. 3. In what does the geological wealth of Indiana consist? In what part of the state is each of the leading products found? 4. Illustrate by diagram the different kinds of mountains and tell how each is formed. 5. What has been the effect of the glacial period on the surface of Indiana? 9. Trace back to its origin in the sun, the heat produced by a lump of anthra- cite coal. EDUCATION IN INDIANA. Ill 7. Explain coral formation and locate Notice.— The state board of education, the coral formations of the United at its meeting March 22, 1895, resolved that States. it reserve the right to call before it any ap- 8. Draw a diagram showing the forma- plicant for life state or professional license tion of springs, and show how ar- for oral examination in addition to the tesian wells may be made. written examination based upon the ques- 9. What is a fossil? What fossils, if any, tions herewith submitted. are found in Indiana? Locate. For the state board of education: 10. How do you account for the existence FASSETT A. COTTON, of gas and oil fields? Locate the State Supt. Public Instruction, most important. ^ President. 11. State fully your preparation for teach- ^* ^ • PARSONS, ing geology. Prest. Indiana State Normal School, Secretary. NOTES TO THE EXAMINER. 1. In October, 1885 (p. 52, record), the state board of education made the following order: Ordered, That the Reading Circle examinations in the science of teaching be ac- cepted by the county superintendents in place of the county examination on that subject, and that the average of their four successive yearly examinations in the science of teach- ing be accepted by the state board in the examination for state certificates. 2. The state board of education reserves the right to call before it any applicant for oral examination, in addition to the written examination based upon the questions sub- mitted for life state and professional licenses (p. 429, record). 3. Please send manuscripts on Monday following the examination. /. FOR LIFE STATE LICENSE. For Graduates of Higher Institutions of Learning Ordy.- SPECIAL NOTICE TO APPLICANTS. The following rules govern the examination of teachers for life state licenses: 1. For Graduates of Higher Institutions of Learning Only.— The state board of edu- cation revised its rules governing applicants for life state licenses by the addition of the following resolutions: Resolved, That the rules of the state board of education relating to examinations for and the granting of life state licenses shall be and are hereby amended by the addition of the following: All graduates of higher institutions of learning in Indiana, or other in- stitutions of equal rank in other states approved by this board, which require graduation from commissioned high schools, or the equivalent of the same, as a condition of en* trance, which maintain standard courses of study of at least four years, and whose work as to scope and quality, is approved by the state board of education, shall on complying with the conditions enumerated below, be entitled to life state board licenses to teach in Indiana: Provided, however, That graduation by the applicant shall have been accom- plished by not less than three years' resident study and by thorough, extended examina- tions in all subjects pursued privately and for which credit has been given by the insti- tution: And, provided further. That the requirements as to three years' resident study shall apply only to applicants graduating after this date, January 18, 1900. First. Such applicants must have held one or more sixty months' or professional licenses. Second. They must present to the state board of education satisfactory written testi monials from competent superintendents, special supervisors, teachers, or other school officials to the effect that they have taiight and managed a school or schools successfully for a period of not less than thirty months, at least ten of which shall have been in Indiana. Third. They must pass thorough satisfactory examinations in any three of the f ollow- ing svibjects : (1) General history of education; (2) The school system and the school law of Indiana; (3) Educational psychology; (4) Experimental psychology and child study; (5) Leading school systems of Europe and America; (6) Science of education, and (7) The principles and methods of instruction. 112 EDUCATION IN INDIANA. Fourth. Before entering upon the examination, such applicants shall present to the state board of education satisfactory evidence of good moral character, and shall pay five dollars each (the fee prescribed by law), which can in no case be refunded. Fifth. A license will be granted to those who make a general average of 75 per cent., not falling: below 65 per cent, in any subject. In view of the fact that the manuscripts of applicants for both life state and profe^i- sional licenses are sent to the several members of the state board of education for grada- tion, it is essential that applicants for such licenses observe the following rules: 1. Write on one side of the paper only, using legal cap. 2. See that the answers to the questions in each branch are entirely separate from those of any other branch, and securely fastened together. 3. Write full name and postofifice address upon each set of answers. 4. Furnish the member of the state board of education conducting the examination copies of recommendations, as they are to be filed for future reference, and can not be returned. 5. The expense of sending manuscripts should be furnished by the applicant. 6. A fee of five dollars should be collected from all applicants for this license. 10. HISTORY OF EDUCATION. {Answer eight, but no more.) What defects in the education in India and China were due to the home life of those peoples? In what respects was education among the Jews sviperior to that among other Orientals? What educational advantages could Egypt have afforded Moses during his residence in the palace? What were the differences in the methods of education in Athens and Sparta? Mention some of the chief Roman edu- cators and give their principles and methods. What direction and impxilse were given education by Christianity? State advantages and disadvantages which came to education from the Monastic system. Give an account of the rise of the uni- versities of Britain and Europe, and give the main differences in the educational methods of the two countries. What is the status of education in France today? In what respects, if any, do modern methods of education excel those of antiquity and the middle ages? . SCIENCE OF EDUCATION. {Answer eight, but no more.) Briefly discuss the place of the imagin- ation in education. Briefly discuss the statement that the grammar school age is the period of drill, mechanism and habituation. Name what are, in your judgment, the five most prevalent faults or weak- nesses of American teachers. What may be the educational value of the school recess? Should the educational process follow the so-called natural bent of chil- dren? State reasons for answer. What should be the aim of the teach- ing of history in the grammar school? "Man, in this country, has attained no small part of his education by the preaching and practice of the gospel of work on the American farm." Briefly discuss this statement and describe what educational move- ment or movements have been founded on this idea. What mistake or mistakes have been made in the practice of schools from regarding the child as an adult. Is the school life itself, or is it a prep- aration for life, or is it both? Give reasons for your answer. Discuss briefly the place of "thorough- ness," so called, in the education of young children. LEADING SCHOOL SYSTEMS OF EUROPE AND AMERICA. {Any eight, but no more.) Briefly discuss the educational contro- versy going on in England in the* fall of 1902. What advances have been made in education in Germany under the present emperor. What is the method of teaching history in the schools of Germany? How has the Herbatian philosophy in- fluenced American schools? Discuss the educational system of Switzerland. What, if anything, have we to learn from it? EDUCATION IN INDIANA. 113 10. Name three leading centers in the United States for the scientific study of education. Discuss briefly the influence of Francis W. Parker upon American schools. What provision is made in France for the art instruction of the people? What contributions have been made to American education by the Scan- dinavian countries? What was the Greek ideal of educa- tion? What, if anything:, have we to learn from it? SCHOOL SYSTEM AND SCHOOL LAW OF INDIANA. {Any eight, but no more.) 1. What do you consider the greatest weakness in Indiana's system of education, as a system? Discuss fully. 2. What legal authority has the county superintendent of schools? What qualifications are required for elec- tion? 3. W^hen may teachers be exempt from further examination? 4. The statute authorizes the revocation of a teacher's license upon either one of four charges. What are they? 5. What is meant by a de facto board? What are the powers of such a board? 6. In what way was the power of town- ship trustees curtailed by the en- actment of a law requiring township advisory boards? Explain fully. 7. Discuss fully the sources of local school revenues. 8. How may a school library be estab- lished in a town or city of say 3,000 inhabitants? 9. What are all of the sources of school revenues in Indiana? 10. W^hat are the duties and powers of county boards of education? PRINCIPLES AND METHODS OF INSTRUCTION. (Answer eight, but no more.) State the difference between method and device. Explain yoxir method in teaching longi- tude in geography. Indicate the devices that should be em- ployed in the process of teaching longitude in geography. 4. What principles of mind should, be observed in the process? 5. What principles of the subject of geo- graphy should be regarded? 6. State the main principles derived from the nature of mind that underlie method in grammar. 7. Name the principles derived from the nature of the subject-matter of grammar that underlie the method in grammar. 8 and 9. Give a brief explanation of your method ir^ teaching grammar. 10. Explain and illustrate the difference between principle and method. EDUCATIONAL PSYCHOLOGY. {Any eight, but no more.) 1. What are the effects ofj arrest of de- velopment of the nervous system before birth, and during childhood, adolescence, and at maturing? Edu- cational inferences? 2. What psychological explanations have been given of truancy, bullying and teasing, stealing, fighting, deceiv- ing, hunting, collecting, boys' clubs, etc.? 3. Discuss the law of transiency of in- stincts (James) in its educational bearings. Is this law in harmony with President Hall's doctrine that rudimentary psychic processes are the necessary stepping stones to the highest development? 4. What is the order of development of the interest and ability of children in the grades, in history, definition of objects, drawing, regard for law, and freedom from superstition? 5. What are the main facts known about the period of adolescence? 6. Give a psychological and educational interpretation of play. Discuss opinions regarding it of Spencer, Groos, and Hall. 7. What does Dr. W. T. Harris mean by his three orders of thinking? 8. What is the mental training value of the study of a foreign language like Latin? Is this training value of use in all other subjects? 9. If you wish to gain the utmost possible proficiency in telegraphy or some other similar occupation, what would you have to do and what would be the course of your prog- ress? 10. Discuss the doctrine of apperception in its educational applications. 8— Education, 114 EDUCATION IN INDIANA. EXPERIMENTAL PSYCHOLOGY. {Any eight, but no more.) . Discuss the use of instropection in experimental psychology. , Explain the purpose and manipulation of the following instruments : The perimeter, color mixer, kymograph, sesthesiometer, chronoscope, ergo- graph, and automatograph. Show how a psychological experiment is to be written up by describing one of the simple experiments upon after-images, stereoscopic vision, or visual illusions. Write a syllabus of questions to ascer- tain what differences exist in the ability of individuals to recall sen- sations of taste. Describe experiments for ascertaining what the simple sensory elements in the skin are? What are the primary color sensations, and what are your reasons for se- lecting these? What is meant by color tone, saturation, intensity? What must a color theory explain and what seems to you to be true in the different theories proposed? Describe tests for nearsightedness, astigmatism, color blindness, de- fective hearing and loss of muscu- lar control. Where these defects exist among pupils, what should be the practice of the teacher and school authorities? 8. DescriVje experiments by which the bodily effects of the emotions or mental work may be studied. Draw diagrams of the apparatus that should be used. 9. What experiments show that the space perceptions of the adult are made up chiefly of the results of experi- ence? What is the relation of movement and the sensations from movement in space perception? Cite experiments made in proof of your statements. 10. Describe the experimental work done in the study of one of the following topics: Mathematical prodigies, telegraphic language, the psycho- logy of reading, fatigue, curves of mental activity, visual imagery, suggestibility of children, or hypno- tism. Notice.— The state board of education, at its meeting March 22, 1895, resolved that it reserve the right to call before it any applicant for life state or professional license for oral examination in addition to the written examination based upon the qvxestions herewith submitted. 12. PKOFESSION AL TRAINING. a. INDIANA UNIVERSITY. Probably the earliest attempt at professional training for teach- ers was that made by the board of trustees of Indiana university in 1839, when it was proposed to establish a professorship to prepare teachers for the common schools. There was no available fund for the work and nothing was accomplished. Another similar attempt was made in 1847 which was also unsuccessful. In 1852 the university trustees opened a normal school in connection with the preparatory department. This department was sustained at intervals more or less successful till 1873, when it was abandoned. Nothing of permanent valitfe was attempted till 1886, when the department of pedagogy was established. This department has always been strong, and today has some of the recognized educa- tional leaders in the state as professors. EDUCATION IN INDIANA. 115 6. STATE NORMAL SCHOOL. The discussion in regard to the establishment of a state normal seh'ool began early. There was a wide diversity of opinion as to the wisdom o:&siich an institution and it was not till 1865 that the general assembly saw irt to make provision for one. In his report in 1^66 State Superintendent Hoss, after stating what the legis- lature had done in regard to a state normal, makes a labored attempt to justify the act. The idea of this school from the beginning was that it should be distinctly professional, and it has never departed from this notion. It has always made a distinction between merely training teachers in the mechanical manipulation of devices, and practice based upon an understanding of funda- mental pedagogical principles. This last thing the school has striven to do, and any distinct merit it may possess is due to this fact. The school was opened in January, 1870, and from that day to this has grown in efficiency. The state has equipped the institu- tion well and the substantial encouragement which it received at the hands of the last general assembly has given it new life and nfade it possible to realize some long cherished plans. It is now equipped to meet the demands for well prepared teachers in every department of public school work. c. CITY TRAINING SCHOOLS. A number of the larger cities in the state sustain training schools in connection with the city systems. In these high school graduates are given a course of training under professional super- visors before they are given regular places as teachers in the schools. . G "^ ^^;JI1 (I INDEPENDENT COLLEGES AND UNIVERSITIES. The independent colleges and universities of the state in most instances offer courses for teachers in various academic branches and in pedagogy. The tendency is toward the equipment of strong pedagogical departments. €. INDEPENDENT NORMALS. Indiana has a number of very strong independent normal schools which offer training to teachers. Most of these schools are well equipped and do strong work both in theory and practice. 110 EDUCATION IN INDIANA. f. THE COUNTY INSTITUTE. One of the strongest factors in professional training of teachers is the connty institute. It has had an interesting development in Indiana and is at the present time in a transition stage. Educators in the state are working at the problem and it is hoped that some- thing may be done to make the institute at once more professional and more practical. At present the institute is held in each county annually for one week. Instructors are employed and the work takes a wide range in topics discussed. The work may be said to be inspirational, cultural, professional and practical. g. TOWNSHIP INSTITUTE. Probably the most efficient work is done in the township insti- tute. At least it is here that the largest number of teachers do systematic work looking toward better teaching. The state depart- ment of public instruction prepares each year a careful outline of the work that is to be done in the township institute and the county superintendent organizes the institutes and sees that the work is done. Every teacher in the township schools attends these insti- tutes one day each month and has some personal work to do. 7l TEACHERS' READING CIRCLE. The reading circle board selects each year two books which form part of the work outlined for the township institute. These books are generally professional and cultural and each township teacher is required to own them and study tbem. i. TEACHERS' ASSOCIATIONS. In addition to the above forces for professional training the asso- ciations may be mentioned. There is first the state teachers' pssociation, which meets annually during the Christmas holiday at Indianapolis, l^ext there are the northern and southern Indiana associations, which meet annually during the spring vacation. Then there is the county association, which holds an annual meet- ing of two days, generally >t the Thanksgiving holiday. All of these forces contribute to and keep alive the professional spirit among teachers. There never was a time in the state when there was larger professional zeal or larger determination to place the calling upon a higher plane every way. VII. Compulsory Education. A. THE LAW. a. CHILDREN BETWEEN THE AGES OF SEVEN AND FOURTEEN YEARS MUST ATTEND SCHOOL. The Law.— Every parent, guardian, or other person in the state of Indiana, having control or charge of any child or children between the ages of seven (7) and fourteen (14) years, inclusive, shall be required to send such child or children to a public, private or parochial school or to two or all [more] of these schools, each school year, for a term or period not less than that of the public schools of the school corporation where the child or children reside: Provided, That no child in good mental and physical condition shall for any cause, any rule or law to the contrary, be precluded from attending schools when such school is in session. 6. COUNTY TRUANT OFFICERS— DUTIES— MISDEMEANOR. The county board of education of each county shall constitute a board of truancy whose duty it shall be to appoint on the first Monday in May of each year one truant officer in each county. The truant officer shall see that the provisions of this act are complied with, and when from per- sonal knowledge or by report or complaint from any resident or teacher of the township under his supervision, he believes that any child subject to the provisions of this act is habitually tardy or absent from school, he shall immediately give written notice to the parent, guardian, or custodian of such child that the attendance of such child at school is required, and if within five (5) days such parent, guardian or custodian of said child does not comply with the provisions of this section, then such truant officer shall make complaint against such parent, guardian or cus- todian of such child in any court of record for violation of the provisions of this act: Provided, That only one notice shall be required for any child in any one year. Any such parent, guardian or custodian of child who shall violate the provisions of this act shall be adjudged guilty of a misdemeanor and upon conviction thereof shall be fined in any sum not less than five ($5.00) nor more than twenty-five dollars ($2r).00). to which may be added, in the discretion of the court, imprisonment in the county jail not less than two nor more than ninety days. c. TRUANT OFFICERS IN CITIES AND TOWNS. A city having a school enumeration of five thousand or more children, or two or more cities and towns in any county having a combined school enumeration of five thousand or more, may, in the discretion of the county (117) / 118 EDUCATION IN INDIANA. board of truancy, constitute a separate district for the administration of tliis act. Cities containing a school enumeration of ten thousand children or less shall have but one truant officer. Cities containing a school enu meration of more than ten thousand and less than twenty thousand chil- dren shall have two truant officers. Cities containing a school enumera- tion of twenty thousand and less than thirty thousand shall have three truant officers. Cities containing a school enumeration of thirty thousand and less than forty thousand children may have four truant officers. Cities containing a school enumeration of more than forty thousand chil- dren may have five truant officers tp be selected by the board of school commissioners. The truant officers of cities and such separate districts shall enforce the provisions of this act in the manner and under such penalties as are prescribed by section 2 of this act. Truant officers of cities mentioned in this section shall be appointed by the board of school trustees or board of school commissioners, respectively, of the city. d. SALARY OF TRUANT OFFICER. The truant officers shall receive from the county treasury two [dollars] ($2) for each day of actual service, to be paid by the county treasurer upon warrant signed by the county auditor: Provided, That no county auditor shall issue a warrant upon the county treasury for such service until the truant officer shall have filed an itemized statement of time employed in such service; and such statement shall have been certified to by the super- intendent or superintendents of schools of the corporation or corporations in which such truant ofitcer is employed and such claim have been allowed by the board of county commissioners: Provided, further, That no truant officer shall receiA^e pay for more days than the average length of school term, in the county, cities or towns under his supervision. e. REPORTS MUST BE MADE BY SCHOOL OFFICIALS. All school officers and teachers are hereby required to make and fur- nish all reports that may be required by the superintendent of public instruction, by the board of state truancy or the truant officer, with ref- erence to the workings of this act. f. POOR CHILDREN ASSISTED. If any parent, guardian or custodian of any child or children is too poor to furnish such child or children with the necessary books and clothing with which to attend school, then the school trustee of the town- ship, or the board of school trustees or commissioners of the city or in- corporated town where such parent, guardian or custodian resides shall furnish temporary aid for suchpurpose, to such child or children, which aid shall be allowed and paid upon the certificate of such officers by the board of county commissioners of said county. Such township trustee, or board of school trustees, or commissioners shall at once make out and file with the auditor of the county a full list of the children so aided, and the board of county commissioners at their next regular meeting, shall investigate such cases and make such provision for such child or children as will enable them to continue in school as intended by this act. EDUCATION IN INDIANA. 119 g. PARENTAL HOMES FOR INCORRIGIBLE CHILDREN. School commissioners, trustees and boards of trustees are empowered to maintain, eitlier witliin or without the corporate limits of their cor- porations, a separate school for incorrigible and truant children. Any child or children who shall be truant or incorrigible may be compelled to attend such separate school for an indeterminate time. h. CONFIRMED TRUANTS— SENT TO REFORM SCHOOLS. Any child who absents itself from school habitually may be adjudged a confirmed truant by the truant officer and superintendent of the schools of the county or city. Such confirmed truant may be sentenced by the judge of the circuit court to the Indiana Boys' School, if a boy, or the industrial school for girls, if a girl, provided its age is within the limits set for admission to such institution. If deemed advisable by said judge, such incorrigible child or children may be sent to such other custodial institution within the state as may be designated by him. For its main- tenance in such custodial institution, the school corporation in which it resides shall pay at the legal rate for supporting dependent children, twenty-five (25) cents per day, with such expenses of transportation as are necessary. i. TAX FOR EXECUTING COMPULSORY EDUCATION LAW. For the defraying of the increased expenditure necessary for the carry- ing out of the purposes of this act trustees of school townships, boards of school trustees or commissioners of cities and towns and boards of school commissioners are hereby empowered to levy in addition to any and all sums heretofore provided by law, any amount of special school revenue not exceeding ten (10) cents on the hundred (100) dollars of tax- able property, such taxes to be levied and collected as all other special school revenue. ;. ENUMERATION OF CHILDREN. In order that the provisions of this act may be more definitely en- forced it is hereby provided that the enumerators of school children in taking the annual school census shall ascertain and record the place and date of birth of every child enumerated, and the parent, guardian or custodian of such child shall subscribe and take oath or affirmation that such record is true. The enumerator is hereby empowered to administer such oath or afiirmation, and any parent, guardian or custodian of any child who shall refuse to take such oath or afiirmation shall be adjudged guilty of a misdemeanor and upon conviction thereof shall be fined any sum not less than one dollar ($1.00). fc. NAMES OF CHILDREN FURNISHED TRUANT OFFICER. On the first day of school the trustees, boards of trustees, or com- missioners of school corporations, shall furnish the truant oflEicer with the names of the children of compulsory age who are enumerated on the 120 EDUCATION IN INDIANA. regular eninneration lists. These names shall be alphabetically arranged and give all the information contained in the regular enumeration returns. The county commissioners shall provide necessary postage and such blanks as may be required by the state board of truancy or the state superintendent of public instruction. B. STATISTICS ON TRUANCY. Truancy is the primary school of crime;. This is the substance of the testimony of the judges of many juvenile courts. Since the establishment of children's courts in one after another of our larger cities, it has been found that most of the cases of juvenile delinquency began with truancy. A well-executed compulsory education law is of the greatest value as a preventive of crime. Since the enactment of the first truancy law in this state, in 1897, the results have been noteworthy. The reports of all of the truant officers for the last year have been compiled and the information gathered from them is as interesting as that of the preceding years. The law provides for the appointment of one truant officer in each county, with additional officers in counties having large cities. This results in one officer in each of eighty-one counties, two in seven counties and three in three counties, while in Marion county the city of Indianapolis has five officers and the county one. Through the efforts of these 110 officials, 23,267 children were brought into school during the 1902-1903 term — 22,135 to the public schools and 1,132 to the private or parochial institu- tions. This was accomplished at a financial outlay of $19,209.91 for the salaries of officers and $20,215.02 for clothing and books given poor children — a total of $39,424.93, or an average of $1.69 for each child brought into school. The aid furnished was given to 8,618 children, of whom 8,313 went to the public schools and 305 to the private schools. In the performance of their duties, the truant officers made 72,223 visits to the homes of truant children and the schools, and 15,650 days were spent in this service. Under the provision of the law which permits the truant officer to pros- ecute parents who violate the law, 325 prosecutions were made during the year, all but sixty-five of these being successful. In twenty-seven counties no prosecutions were made ; in forty-five EDUCATION IN INDIANA. 121 there were from one to five. St. Joseph county had the highest number, t^\nenty-fi^'e ; Vigo came next with twenty-four ; Jefferson county had twenty, Boone county, seventeen; Grant and Vermil- lion each thirteen, and Marion county eleven. The ofiicers of two counties, Steuben and Miami, report no children brought into school. Martin county reports one. Twenty- eight counties report less than 100; twenty-two counties from 100 to 200 ; fourteen counties from 200 to 300 ; thirteen counties from 300 to 400 ; five counties from 400 to 500. The following counties report the highest numbers: Madison, 568 ; Dubois, 62Y; Henry, 630; Laporte, 656; St. Joseph, 769; Marion, 2,049; Vigo, 2,485. In a tabulated form the reports of truant ofiicers for the school term 1902-1903 make the following showing: Number truant officers in state 110 Total amount salaries paid $19,209.91 Number days spent in service 15,650 Number visits made 72,22.3 Number pupils brought into school 23,267 Number of above attending public schools 22,135 Number of above attending private schools 1,132 Number who received aid 8,618 Number aided attending public schools 8,313 Number aided attending private schools 305 Total cost of assistance given 20,215.02 Number of prosecutions 325 Number of prosecutions successful 260 Number of prosecutions not successful 65 Salaries 19,209.9] Assistance 20,21.5.02 Total cost of administering the law $39,424.93 Amount per capita spent for children brought into school $1.69 Amount per capita spent for children aided to attend school 2.34 C. THE INFLUENCE AND COST OF EXECUTING THE COMPULSORY EDUCATION LAW. The number of children brought into the schools and the cost of enforcing the law since its passage in 1897 as shown bv the reports of the secretary of the board of state charities are as follows : 122 EDUCATION IN INDIANA, No. CMldren Cost in Salaries Brought into and Assistance the Schools. to Poor Children. 1898 21,447 $51,351 04 1899 19,160 43,442 54 1900 28,974 48,344 31 1901 25,025 47,686 98 1902 24,784 36,745 80 1903 23,267 39,424 93 D^ THE CHILD-LABOR LAWS OF INDIANA ASSIST IN THE EXECUTION OF THE COMPULSORY EDUCATION LAW. The child-labor law follows : Sec. 2. No child under fourteen years of age shall be employed in any manufacturing or mercantile establishment, mine, quarry, laundry, reno- vating Avorks, bakery or printing office within this state. It shall be the duty of every person employing young persons under the age of sixteen years to keep a register, in Avhich shall be recorded the name, birthplace, age and place of residence of every person employed by him under the age of sixteen years; and It shall be unlawful for any proprietor, agent, foreman or other person connected with a manufacturing or mercantile establishment, mine, quarry, laundry, renovating works, bakery or print- ing office to hire or employ any young person to work therein without there is first provided and placed on file in the office an affidavit made by the parent or guardian, stating the age, date and place of birth of said young person ; if such young person have no parent or guardian, then such affidavit shall be made by the young person, which affidavit shall be kept on file by the employer, and said register and affidavit shall be produced for inspection on demand made by the inspector, appointed under this act. There shall be posted conspicuously in every room where young persons are employed, a list of their names, with their ages, respectively. No young person under the age of sixteen years, who is not blind, shall be employed in any establishment aforesaid, who can not read and write simple sentences in the English language, except during the vacation of the public schools in the city or town where such minor lives. The chief inspector of the department of inspection shall have the power to demand a certificate of physical fitness from some regular physician in the case of young persons Avho may seem physically unable to perform the labor at which they may be employed^ and sliall have the poAver to prohibit the employment of any minor that can not obtain such a certificate." EDUCATION IN INDIANA. 123 E. ILLITERACY IN INDIANA. The inquiry of tile ISTational Census Bureau with respect to the literacy of the population does not apply to persons under ten years of age, but '^covers a return on the population schedule concerning the ability of each person ten years of age and over to read and write in any language; that is, the test of literacy is based upon one's ability to read and write not necessarily the English lan- guage, but the language ordinarily spoken by him." The inquiry into illiteracy naturally developed the fact that there are two classes of illiterates : (1) Persons who can neither read nor write ; (2) p»Fsons who can read (in a limited way) but can not write. In giving the figures below both classes are represented in the totals and per cents. : I. Total population of United States, ten years of age and over: (a) In 1880 36,761,607 (b) In 1890 47,413,559 (e) In 1900 57,949,824 II. Illiterates in United States, ten years of age and over: in) In 1880 . u 6,239,958 (b) In 1890 6,324,702 (c) In 1900 6,180,069 III. Per cent, of illiteracy in United States: (a) In 1880 17 percent. (b) In 1890 18.3 per cent. (c) In 1900 10.7 Pier cent. IV. Total population of Indiana, ten years of age and over: (a) In 1880 1,468,095 (b) In 1890 1,674,028 (c) In 1900 1,968,215 V. Total illiterate population of Indiana, ten years of age and over: (a) In 1880 110,761 (b) In 1890 - 105,829 (c) In 1900 90,539 VI. Per cent, of illiteracy on total population of Indiana, ten years of age and over: (a) In 1880 7.5 per cent. (b) In 1890 6.3 per cent. (c) In 1900 4.6 per cent. (This showing is better than that of any other state lying to the east of us, save Ohio.) VII. Illiterate male population, ten years of age and over: 1. In the United States— (a) In 1880, 2,966,421, 15.8 per cent, of males of age as above. (b) In 1890, 3,008,222, 12.4 per cent, of males of age as above. (c) In 1900, 3,055,056, 10.2 per cent, of males of age as above. 124 EDUCATION IN INDIANA. 2, In Indiana— (a) In 1880, XI. 1. ,033, 6.9 per cent, of males of age as above. (b) In 1890, 49,505, 5.8 per cent, of males of age as above. (c) In 1900, 43,763, 4.3 per cent, of males of age as above. III. Illiterate female population, ten years of age and over: 1. In the United States— (a) In 1880, 3,273,537, 18.2 per cent, of females of age as above. (b) In 1890, 3,316,480, 14.4 per cent, of females of age as above. (c) In 1900, 3.191.801. 11.3 per cent, of females of age as above. 2. In Indiana— (a) In 1880, 58.728, 8.2 per cent, of females of age as above. (b) In 1890, 56.324, 6.9 per cent, of females of age as above. (c) In 1900, 46,776, 4.9 per cent, of females of age as above. IX. Illiterate native white population, ten years of age and over: 1. In the United States— Total Population of Such Age. (a) In 1880 25,785,789 (b) In 1890 33,144,187 (c) In 1900 41,363,565 2. In Indiana— (a) In 1880 1,297,159 (b) In 1890 1,495,302 (c) In 1900 1,780,458 (This is larger than in the states.) New Illiterate Population of Such Age. Per Cent. 2,255,460 8.7 2,065,003 6.2 1,916,434 4.6 87,786 6.8 78,638 5.3 63,800 3.6 England and Eastern X. Illiterate colored population,* ten years of age and over: 1. In the United States— Total Population of Age as Above. (a) In 1880 4,601,207 (b) In 1890 5,482,485 (c) In 1900 6,810,934 In Indiana— (a) In 1880 (b) In 1890 (c) In 1900 29,140 35,694 47,355 Total ni iterate Pop K hit ion— Kin d and Age as Above. Per Cent. 3,220,878 70.0 3,112,128 56.8 3,037,252 44.6 10,363 35.6 11,495 32.2 10,680 22.6 Illiterate negro population, ten years of age and over: In the United States— (a) In 1900 Males 43.0 per cent. (b) In 1900 Females 45.8 per cent. (c) In 1900 •^. . .Both sexes 44.4 per cent. In Indiana— (a) In 1900 Males 21.7 per cent. (b) In 1900 Females 23.4 per cent. (c) In 1900 Both sexes 22.6 per cent. *Persons of negro descent, Chinese, Japanese and Indians. EDUCATION IN INDIANA. 125 XII. Illiterate native wliite poinilatioii of native parentage, ten to four teen years of age: 1. In the United States— (a) In 18D0 6.7 per cent. (b) In 1900 4.4 per cent. 2. In Indiana— (a) In 1890 2.0 per cent. (b) In 1900 0.5 per cent. (Good showing for modern schools.) XIII. Illiterate foreign white population, ten to fourteen years of age: 1. In the United States— (a) In 1890 5.9 per cent (b) In 1900 5.6 per cent. 2. In Indiana— (a) In 1890 3.4 per cent. (b) In 1900 2.0 per cent. (Good showing.) XIV. Illiterate negro population, ten to fourteen years of age: 1. In the United States— (a) In 1900 30.1 per cent. 2. In Indiana— (b) In 1900 1.5 per cent. VIII. Teachers' and Young People's Reading Circles. 1. TEACHEES' EEADING CIKCLE. At a meeting of the Lidiana teachers' association held at Indian- opolis December, 1883, the first steps were taken toward the organ- ization of the Indiana teachers' reading circle. According to a res- olution introduced by W. A. Bell it was decided that this circle be under the care and direction of the association and that this asso- ciation choose a board of directors, select a course of professional and literary reading, issue certificates of progress and grant di- plomas as evidence of its completion. The first meeting of the board of directors was held ^February, 1884. At this meeting, after a full discussion of the ways and means to be employed, a committee on plans of organization was appointed. A month later this committee reported the following plan: «■■■-- THE PLAN OF ORGANIZATION. ■(See Present Plan of Organization at close of this division.) 1. Any teacher or other persons in the state of Indiana may become a member of this circle by forwarding his name to the manager of his county, together with a pledge faithfully to pursue the prescribed course of study, and paying a fee of twenty-five cents for the present year, and for future years, such fees as may be decided upon at the beginning of the year. 2. In case there is no manager within a county, any teacher may become a member of the state circle and receive all the benefits of the same by applying to the manager of an adjoining county. The members of the state circle resident in any town, township or neighborhood, may form a local circle which shall meet once every week or fortnight', as they may elect, for the purpose €if reading and discussion. 3. Each local circle shall elect a secretary, whose name shall be reported to the county manager, and who shall act as the medium of communication between the local circle and the county manager; but this provision shall not preclude the possibility o£ indf\iduals who are not members of a local circle reporting directly to the county manager. (126) EDUCATION IN INDIANA. 127 4. The general direction of the worlv in each county shall be placed in charge of the county superintendent or other person to be appointed by the state board of directors, who shall be called the county manager. 5. It shall be the duty of the county manager to transmit to the teachers of his county all circulars, books, examination questions, etc., issued* by the board of directors; to solicit and transmit to the board of directors names of members and membership fees, and all examination papers, etc., that shall be called for; and to discharge all duties that may devolve upon him as the medium of communication between the local circle and the board of directors. 6. The board of directors shall estabhsh and maintain at the capital of the state a bureau under the charge of the secretary of the board, to whom all communications from county managers shall be addressed. Said bureau shall, for the present, be located at the office of the state superintendent of public instruction. 7. It shall be the duty of the state board of directors to arrange and prescribe two or more lines of reading, along which the reading of the local circle and individual members sliall be pursued; but the amount of read- ing to be done within any given time and other details of the worlv not herein provided for shall be arranged by the county manager in conjunc tion with the secretaries of the local circles of the county. 8. It shall be the duty of the state board of directors to make provi- sions for all requisite examinations of the issuance of certificates and diplomas. The results of the first four years of the history of the circle very fully justified the efforts made to improve the professional spirit among the teachers of the state. It had been proved beyond a doubt that the teachers were growing, were becoming more interested, more skillful, more intelligent in their work. However, much progress had been made, there was an important step taken in 1888 in the adoption, as a part of the reading for the next year, Hawthorne's "Marble Faun" and Carlyle's ^^Heroes and Hero Worship." The work done in the study of real literature rather than a study about literature was an epoch-making experience among the rank and file of the teachers of the state. When they had completed the year's work, helped by a suggestive plan of study for the Marble Faun, for instance, they had learned something about how to get real culture from the poet, and the novelist. In short this year's work marked a period of greatest growth in char- acter, in insight, that the circle had yet known. Many teachers had been reached and helped who had not had opportunities in normal schools and colleges. Many were so inspired by their entrance into the fields of truth. It had been felt by many that this pursuit of 128 EDUCATION IN INDIANA. general culture contributes more to the equipment of the teacher than does the study of purely professional lines of thought. The state board of education has recognized the importance of the teachers' reading circle to the profession by offering credits on examination for county and state licenses. At the October meet- ing, 1885, the following order was passed by the board: '^Ordered that the reading circle examinations in the science of teaching (science of education or theory) be accepted by the county superin- tendents in place of the county examinations on that subject, and that the average of their four successive yearly examinations in the science of teaching be accepted by the state board of education in the examination for state certificates." Again at the May meeting, 1896, the following order was unan- imously adopted: '^Ordered that the reading circle examinations in the general culture book be accepted by the county superintend- ents in place of the county examinations in literature, and that the average of their four successive yearly examinations in the general culture books be accepted by the state board (of education) in the examinations for state certificates." The growth of interest has been most gratifying. It is not an unusual thing for a new venture to meet with success in the beginning and then gradually lose its hold and pass into neglect, leaving little but a remembered failure. But the Indiana teachers' reading circle has steadily grown, each year fully justifying its existence by the improvement in the work done in the schools as a direct result of the fostering of higher educational standards, and of encouraging a finer professional spirit. The membership for 1887-8 was in round numbers 7,000, every county in the state, and in thirty counties almost every district, being represented in this membership. The membersliip for 1902-3 was 13,274, every county in the state being represented. This was an average of 144 members for each county. The highest membership for any one county was 300 ; the lowest 52. These two counties had 356 and 78 teachers respectively. EDUCATION IN INDIANA. 129 2. YOUJS^G PEOPLE'S KEADING CIKCLE. In the summer of 1887, at a meeting of the state association of county superintendents a report of the very satisfactory progress made by the teachers' reading circle in the four years then passed, was presented. After this report was made it was suggested that the work should begin with the children. Following this sugges- tion, at a meeting of the state teachers' association in 1887, a committee was appointed to consider the feasibility of such a movement and this committee made the following report which was unanimously adopted by the association : We regard the subject one of the highest importance. To place the general reading of the half million of children of the public schools under competent guidance and control, even to a limited extent, would in our judgment, be productive of most beneficial results. To substitute for the trashy and often vicious reading matter, which finds its way into the hands of children and youth, a grade of literature at once sound in its content, chaste in its language and imagery, and pure in its moral tone, is an end which may properly command the best and most earnest efforts of this association, and of the teachers of Indiana. To your committee the enterprise proposed seems a means for accomplishing, in a measure, this highly desirable end. By vote of the association the organization and management of a young people's reading circle was referred to the board of directors of the teachers' reading circle. Accordingly the work was at once undertaken. The guiding thought from the beginning has been to avoid making the reading in any sense a task. There has been done everything to avoid the routine of school work for it has been felt that the purpose of the reading would be largely defeated if the children should come to look upon it as an additional task to be performed under compulsion.. There have been no examinations given, no set ways of reading suggested. The purpose of introduc- ing the children to the best in books suited to their needs has been felt to be the highest service that could be performed in this connec- tion. Of course, much good has been done by tactful teachers in making the children desirous of looking into these books for them- selves. It has been the aim to place no book upon these children's lists from year to year which was not worthy as literature. Whatever quality it might possess of value, however interesting, however full of information, the book has been subjected to scrutiny as to 9— Edocation. 130 EDUCATION IN INDIANA. whether it were an artistic production, worthy as literature, whether a beautiful expression of truth. Books have been selected appealing to a wide variety of tastes and interests. Books of fiction, travel, biography, science, nature study, poetry, history have been included. Under the plan of organization the reading of one book in the year's list is sufficient to constitute a membership in the circle. A card of membership has been awarded each member. The wisdom of separating the reading of these books from the regular school work has impressed itself more and more upon those who have observed the progress of the work. There has been all over the state a very noticeable elevation of the taste. A very strong current of influence has set in against the trashy vicious stuff so much of which is waiting to corrupt the morals of the youth of luany communities. These books selected for the young people have done their good Avork not only for the children but they have gone into the homes and have interested the older members of the family. So they have created a demand for more of the best books. From sixteen to twenty books are selected for each year, distrib- uted into five groups : ( 1 ) Those for second grade, ( 2 ) those for third grade, (3) those for fourth and fifth grades, (4) those for sixth and seventh grades, (5) those for eighth and advanced grades. Previous to the year 1902-03, 352,481 books had been distrib- uted throughout the state. During this same year and up to April 1, 1904, 114,132 were added, making a grand total of 4J36,613 books now in the young people's reading circle libraries. This makes an average of 5,0 Yl for each county. The highest number owned by any one county is 16,369 ; the lowest 631. The enumeration for 1902-03 was 560,523 children of school age. Of this number more than 200,000 were members of the circle. Within the twenty years that this work has been carried on, experience has suggested -siarious changes in the organization and management of the affairs. At first, Avhen the Avork Avas neA\^, there Avere many difficulties Avhich have gradually been OA^ercome. One of the most gratifying results obserA^ed has been the fact that such a market for the best books has been created tliat the A^ery best EDUCATION IN INDIANA. 131 publishers have come to think it worth their while to supply books at very much lower rates than had before been possible. In 1886 by action of the state teachers' association, the state superintendent of public instruction was made, "ex-officio," a member of the board of directors of the reading circle. Another change was made in the abolition of both membership and examination fees from members. During the 'first three years of the circle there were charged a fee of twenty-five cents for membership, and an additional twenty-five cents for examiilation, the former going to the board of directors, and constituting a fund for running expenses, the latter to county managers as remunera- tion for the examinations. The returns from both were so small as to meet but a fraction of the expense. So no remuneration was furnished for time spent or services rendered by either local or state directors. In 1887, with the prospect of larger sales, some- what lower rates were secured from publishers with the provision also that the discount usually allowed the trade should be paid to the board. This arrangement proved a double gain in that it secured to teachers a lower rate on the books, and gave a definite income for the management in proportion to the membership. PRESENT PLAN OF ORGANIZATION. In December, 1897, the following constitution, rules and regu- lations for the government of the board of directors were author- ized by the state teachers' association : 1. The Indiana state teachers' association hereby constitutes the board of directors for the Indiana teachers' and young people's reading circles, and adopts the following rules and regulations for its government. 2. The aforesaid board of directors shall be composed of seven mem- bers, including the state superintendent of public instruction, who shall be ex-officio a member of the board. Of the remaining six members, at least one shall be a county superintendent; at least one a city superin- tendent, and the remainder shall be chosen from the teaching profession at large. 3. No member of a publishing firm, or agent of such firm, s^iall be eligible to membership on this board. Should any member of this board become a member of a publishing firm, or agent of such firm, within the term for which he was appointed to this board, his membership herein shall immediately cease, and the state teachers' association shall at its next meeting fill the vacancy thus arising from the unexpired portion of said term. 132 EDUCATION IN INDIANA. 4. The members of this board, except the state superintendent of public instruction, wliose membership shall be concurrent with his in- cumbency of the state superintendency, shall be appointed by the state teachetsi association In annual convention for a term of three years, or until their., successors are appointed. 5. Stiou)4 any member of the board of directors leave the teaching professipQ or quit active school work, his membership shall immediately cease. At each annual meeting of the state teachers' association, the members of the reading circle board of directors shall meet and organize for the ensuing year. 7. The members of this board shall receive a per diem of four dollars and actual expenses, for all time employed in discharging the duties devolving upon them as members of said board; but no member shall receive any additional per diem or salary as an officer of the board. The board shall allow and pay the secretary such reasonable salary as will be a fair compensation for the duties performed. 8. It shall be the duty of this board to plan a course of reading from year to year, to be pursued by the public school teachers of Indiana, to provide for examination on the said course and to prepare questions for the same; to issue certificates to such teachers as pass the examination satisfactorily, and to issue diplomas to such teachers as pass the exami- nations in four successive years satisfactorily. It shall also be the duty of this board to plan a course of reading, from year to year, to be pursued by the pupils in the public schools in Indiana, and to make such rules and regulations as to examinations, cer- tificates and diplomas, in the young people's reading circle, as the board may deem desirable and practicable. It shall be the further duty of this board to select the books to be read in such teachers' and young peoples courses; to make the most favorable terms with the publishers as to prices of such books to members of the two reading circles, and to provide a plan for a convenient and inexpens- ive distribution of the books to the teachers and pupils. 9. At each annual meeting of the state teachers' association, this board shall make a report of the receipts and disbursements for the year just closing and of such other items as in its judgment shall be of interest to the association, or as the association may from time to time request. At each annual meeting of the association, an auditing committee shall be appointed 'for the coming year, to audit the books and accounts of the reading circle board. At each meeting of the association, the report of this auditing committee shall be appended to the report of the board of directors and shall be a part of the report of that board to the state teachers' association. 10. This constitution, rules and regulations may be amended, revised, or annulled by a majority vote at any annual meeting of the Indiana state teachers' association. IX. Associations and Institutes, A. ASSOCIATIONS' 1. STATE TEACHEES' ASSOCIAITOK a. HISTORICAL SKETCH. Prepared by A. C. Sliortridge, W. A. Bell, W. E. Henry, Committee ap- pointed by State Teachers' Association, December, 1903. In accordance with resolutions previously passed by teachers' meetings held at Shelby ville and Salem, a circular was issued for the purpose of calling a '^convention of practical teachers" with a view to the organization of a permanent ''state teachers' associa- tion." This circular was signed by the following persons : Caleb Mills, E. P. Cole, B. L. Lang, O. J. Wilson, G. W. Hoss, Chas. Barnes, John Cooper, M. M. C. Hobbs, Rufus Patch, T. Taylor, J. Bright, Cyrus INTutt, James G. May, B. T. Hoyt, Lewis A. Estes, J. S. Ferris, R. B. Abbott, Geo. A. Chase, Silas Baily. In pursuance of the above call a convention was held in Indian- apolis, December 25, 1854. The first president was Rev. Wm. M. Daily, president of the state university. The first constitution, which has never been materially changed, was prepared by Prof. Caleb Mills, then state superintendent of public instruction. The preamble to this constitution is worth remembering. It reads : As harmony and concert of action are highly necessary for the thor- ough and entire accomplishment of any important purpose; and believing that it is especially so in the department of education, we, the under- signed, as a means of elevating the profession of teaching, and of pro- moting the interests of schools in Indiana, associate ourselves together under the following constitution. (133) 134 . EDUCATION IN INDIANA. The addresses at this first meeting were as follows : 'te "Importance of civil polity as a branch of conmion school educa- tion/' by Prof. Daniel Read, of the state university; "Graded schools/' by Dr. A-. D. Lord, of Columbus, Ohio, editor of the Educational Monthly; "Drawing in schools," by Prof. J. Brain- ard, of Cleveland, Ohio; "Use of the Bible in schools," by Dr. R. J. Breckenridge, of Kentucky, author of the public school sys- tem of Kentucky ; "Female education," by Hon. E. D. Mansfield, of Ohio; and the principal address of the session Avas on "The duty of the state to provide for and control the education of youth," by Hon. Horace Mann, then president of Antioch College, of Yellow Springs, Ohio. The record shows that Calvin Cutter, of Massachusetts, was present, but it does not show that he made an address. It will be remembered that Calvin Cutter was the author of one of the first if not the first public school physiology ever published. In addition to the above addresses the association considered the following: The supreme court had, a short time before this, rendered a decision to the effect that local taxation for the payment of teach- ers in the district schools was illegal. The supreme court, in 185Y, made a similar decision in regard to incorporated towns and cities. This made it impossible to keep the public schools open more than from two to four months in the year. This was a vital matter with the teachers and it was one of the live topics in every association for several years. After discussion a committee was appointed in regard to the establishment of an educational journal with Mr. E. P. Cole as chairman. A resolution was adopted favoring the addition of history, physiology, political and moral science, to the curriculum of com- mon school studies. It was Resolved, That the members of this association will exert their utmost efforts to have the Bible introduced as a reader or class book into every school tn the state, in which it is nof-thus used already. Resolved. That we recommend to the lesjislature of this state to create the office of circuit superintendent of public instruction, and to make it one of the dutie* of that officer to hold a series of teachers' institutes during each year, in his circuit. EDUCATION IN INDIANA. 135 Resolved, That in case such action is not talven by our next legislature, we hereby instruct our executive committee to hold institutes in different parts of the state in the name of this association. Resolved, That we, as teachers, will use all our efforts to organize county associations in our respective counties and report our progress at the next meeting of our state association. Resolved, That the delegates present, as far as practicable, appoint a committee of one, whose duty it shall be to report the condition and character of the public schools in his county at the next meeting of this association. Resolved, That a committee of three be appointed to investigate the claims of the phonetic method of spelling . . . and give their views of the propriety of introducing it into the common schools of the state. Resolved, That this association recommend to the county examiners, throughout the state, to observe strictly the provisions of our school law in licensing teachers; or if any case be found in which circumstances seem to demand the licensing of teachers of defective qualifications for a short time, the examiner should inform such teacher that he will not receive a second license until the requisitions of the law shall be fully satisfied. Resolved, unanimously, As the opinion of this association that the tax for school libraries ought to be continued for another period of three years, as a great instrumentality of popular education. These resolutions were not reported by a resolution committee, and adopted as a whole, but were introduced from session to session and discussed separately. It will be seen from the above that many subjects vital to the welfare of the schools of the state w'ere considered in this first meeting of the association, and they indicate the general purpose of the organization. Among the charter members were many who continued for years to exercise a large influence in shaping the educational forces of the state. Among the more conspicuous of these are Cyrus !N^utt, then of Centerville, but afterward for many years president of the state university; B. T. Hoyt, then of Lawrence- burg, afterward professor in Asbury, now DePauw, university; James G. May, of l!^ew Albany, who continued in active work till he was the oldest teacher in the state ; Chas. Barnes, for many years superintendent of the Madison schools; Rufus Patch, for many years principal of the Ontario academy in Lagrange county ; E. P. Cole, then of Indianapolis, but afterwards of Bloomington ; Miles J. Fletcher, afterward superintendent of public instruction ; John B. Dillon, Indiana's most noted historian ; Geo. W. Hoss, 136 EDUCATION IN INDIANA. afterward state superintendent and professor in the state uni- versity, and for many years editor of Indiana School Journal ; Caleb Mills, the second state superintendent of public instruction, for many years connected with Wabash college, but always in- terested in the public schools; Geo. A. Chase, superintendent of the Rushville schools, who was the first secretary of the state association ; W. D. Henkle, the second editor of the Indiana School Journal, and afterward state school commissioner of Ohio ; Moses C. Stephens, of Richmond, for many years professor of mathematics in Purdue university; John Cooper, then of Dublin, but afterward superintendent of the schools at Richmond and later of Evansville; and A. C. Shortridge, then of Milton, but afterward for many years superintendent of the Indianapolis schools and later president of Purdue university. Out of the 178 charter members, now at the end of fifty years, only four of them are living, so far as the committee can learn, viz. : Hoss, St/^vons, Cooper and Shortridc^o. It will be noticed that the enrollment of this association reached 178, which was a larger per cent, of the teachers at that time than is an attendance of 1,000 of the teachers now employed in the state, and this in face of the fact that at that time but few rail- roads entered Indianapolis. The second meeting of the association was held at Madison, December 26, 2Y, 28, 1855. At this meetino: the committee ap- pointed at the previous meeting reported in favor of establishing an educational journal, and after discussion it was Resolved, That this association will publish an educational journal, similar in size and typojjraphical execution to the Ohio Journal of Educa- tion, that this journal be conducted by nine editors appointed by this association, one of whom shall be styled the resident editor, and that the journal shall be furnished to subscribers at one dollar per annum. Geo. P. Stone, superintendent of the Indianapolis schools, was anpointed resident editor. Members of the association present subscribed for 425 copies, and the first issue appeared the follow- insr month, January, 1856. "'Por several years the association continued to appoint editors and stand responsible for the finances of the iournal. EDUCATION IN INDIANA. 137 At this meeting on motion of Moses C. Stevens it was Resolved, That we, as teachers, believing the use of tobacco in all its forms to be unnecessary and injurious, v^ill exert our influence to restrain its use by every laudable effort. The resolution was discussed and passed with enthusiasm. Dr. Daily, who was presiding, listened to the discussion and put the motion without hesitation, but continued chewing and spitting as though nothing had happened. At this meeting a committee was appointed to memorialize the next legislature to provide means to sustain a competent corps of instructors to assist the state superintendent in conducting teach- ers' institutes for at least six months annually ; and also to consider the propriety and wisdom of making provision for the establish- ment of at least two normal schools. In August of this same year a semi-annual meeting of the association was held at Lafayette, at which resolutions were passed in favor of longer school terms, more frequent county institutes, higher standards for .teachers, and a state agent was appointed to canvass for the school journal. At the meeting of 185 Y committees were appointed for each congressional district, whose duty it was to conduct teachers' insti- tutes. These speciiic citations indicate clearly the scope of the work of the association. Its work may be classed largely under four heads : ( 1 ) To create a better public sentiment in regard to public schools; (2) To suggest and influence school legislation; (3) To secure higher standards for teachers and better methods of teach- ing; (4) To extend the length of the school term. Working along these lines the association has accomplished wonders. In 1867 the same law that had been declared unconstitutional by the supreme court in 1854-7 — the law giving the people the right to levy local taxes for tuition purposes — was re-enacted, and so great had been the change in public sentiment in ten years, that the constitution- ality of this enactment was not tested for eighteen years and then it was declared constitutional. Largely through the influence brought to bear by this association the legislature of 1865 enacted laws adding physiology and U. S. history to the legal common school branches ; extending the powers and duties of the school examiner; making the legal age for a 138 EDUCATION IN INDIANA. child to enter school six instead of five years ; making the holding of county teachers' institutes obligatory upon examiners. At this session also the school law was amended by the addition of this clause : "The Bible shall not be excluded from the public schools of the state.'' It will be remembered that the first meeting of the association passed a resolution in regard to the teaching of the Bible, and an examination of the records will show that down to the present time there has scarcely been a session held in which Bible and Christian teaching has not been commended in some form. And the record shows no instance in which one word has ever been spoken against such teaching. This ought to be conclusive proof that those who denounce the public schools as "Godless" belong CO that class who cannot distinguish between religious and dog- matic teaching, and that their statements are libelous. The fight for a state normal school, begun in the second meeting of the association, was kept up until the year 1865, when the normal school bill became a law. This legislation was hastened be- cause of the fact that the chairman of the executive committee of this association, A. C. Shortridge, induced Gov. O. P. Morton to make an address before the association and to recommend in his message to the legislature the establishment of a normal school. The governor read to Mr. Shortridge that part of his message which referred to the normal school question and asked for sugges- tions. It was further aided because a member of this association, Hon. B. E. Kliodes, of Vermillion county, was a member of the legislature and was its chief supporter. ^ext to the law permitting local taxation the county superin- tendency law was the most important piece of school legislation ever achieved in the state. It did more to integrate, unify, and elevate the county schools than any other one law. This law was enacted in 1873 and was the direct outgrowth of the work of this association to elevate the standard of teachers and to make better the district schools. As will be seen from the 'above, that years before the state made any provision for the holding of township associations or county institutes, this association urged the holding of such meeting voluntarily and often appointed committees to look after the work. In this way thousands of teachers were reached and helped. EDUCATION IN INDIANA. 139 In 1865 this association appointed John M. Olcott to hold a state institute. It was held at Knightstown, and continued three weeksj with an enrollment of 131. In each of the years 1866, 1867, 1868, four state institutes w^ere held in the four quarters of the state. These were under the management of a committee appointed by this association. Able instructors \yere brought from other states and the work was of a high order. It can readily be seen that, under the then existing conditions, this work was of great value. In the early history of this state and for many years after the organization of this association no provision whatever was made for the education of the negroes. The subject was frequently brought forward in the association and always aroused animated discussion. On one occasion a member introduced a resolution favoring the education of the negro, and the president (James G. May) refused to entertain the motion. An appeal being taken to the association and a majority deciding against the president he vacated the chair rather than put the motion, and did not resume it till that question was disposed of. Among the agencies for the improvement of teachers in the state is the teachers' reading circle. This originated in this association and is still controlled exclusively by it without the help of state aid. The resolution under which the reading circle was organized was introduced by W. A. Bell in December, 1883, and the reading circle board was organized and began its work the following year. This has been, from the beginning, the most successful teachers' reading circle in the United States and has been the means of cir- culating among the teachers thousands of good books every year. The amount of good this agency has done in the last twenty years can hardly be estimated. Another child of this association is the young people's reading circle. It came as the result of a paper read before the association by Prof. Joseph Carhart, in December, 1877, and it began its work the following year. It is under the control of the teachers' reading circle board and has been managed in such a way as to be a great success from the start. It is supplemental in a way to the legally constituted common-school system, but this does not dimin- ish in any degree its power for good. Through this agency good 140 EDUCATION IN INDIANA. books bj the hundred thousand go into the hands of children and their homes every year. In these later years the association has greatly increased its scope and its influence by providing for different sections to occupy a part of the time. These sections are the high school, primary, classical, English, mathematical, musical, elocution, county super- intendents, etc. In these sections the special needs of the various departments of Avork can be considered and the main association can give its time to the discussion of the larger more general educational problems. Of course it is not claimed that this association has been the exclusive agency in bringing about all the educational reforms named above, but it is claimed that it inaugurated many of them and has helped in all of them. This closes its fiftieth year's work, and it has reason to be proud of what it has accomplished. We can all rest assured that in the future, as in the past, it will strive for what is the highest and best. Below we give the names of the various presidents' of the asso- ciation, with the dates of their service : Wm. M. Daily 1854 Wm. M. Daily .1855 Ghas. Barnes 1856 James G. May 1857 Barnabas G. Hobbs 1858 Galeb Mills 1859 E. P. Gole 1860 Geo. A. Irvine 1861 Gyrus Nutt 1862 A. K. Benton 1863 B. F. Iloyt 1864 E. T. Brown 1865 Geo. W. Hoss 1866 Jos. F. Tuttle 1867 A. G. Shortridge 1868 Joseph Tingley 1869 D. Eckley Hunter. 1870 Alex. M. Gow 1871 Wm. A. Bell 1872 Jas. H. Smart 1873 Wm. A. Jones 1874 Geo. P. Brown. 1875 Wm. H. Wiley 1876 J. H. Martin 1877 John M. Bloss 1878 J. T. Merrill 1879 John Gooper 1880 H. B. Jacobs 1881 Horace S. Tarbell 1882 John S. Irwin 1883 Harvey B. Hill 1884 E. E. Smith 1885 Gyrus W. Hodgin 18S6 Emma Mont McRae 1887 Lewis H. Jones 1888 J. A. Zeller 1889 W. W. Parsons 1890 E. B. Bryan 1891 EDUCATION IN INDIANA. 141 J. K Study 1892 W. H. Glascock 1899 L. O. Dale 1893 Eobert I. Hamilton 1900 Joseph Swain 1894 H. B. Brown 1901 Howard Sandison 1895 C. A. Prosser 1902 J. F. Scull 1896 Charles A. Van Matre . . . 1903 K. A. Ogg 1897 Wm. L. Bryan 1904 F. 11 Stalker 1898 2. SOLTTHEKN mDIAl^A TEACHEES' ASSOCIATION. (K HISTORICAL SKETCH. The state teachers' association has always contributed largely to the interest which keeps alive the professional spirit among our teachers. But it was observed soon after its organization that its influence was not as far-reaching as it should be. In order to "bring together, annually, a large number of teachers who seldom attend the sessions of the state association, a number of superin- tendents and teachers from the southern part of the state met during the session of the state teachers' association" held in December, 18YY, "and formed a new organization, called the ^Southern Indiana teachers' association.' " The attendance in 1902 was about 2,000. h. PROGRAM. Program Bloomington Meeting, April 3, 4 and 5, 1902. general association. Thursday, April 3, 8 p. m. Greetings— (a) From the city of Bloomington. (b) From the public schools. (c) From the university of Indiana. Response— Charles A. Prosser, superintendent schools, New Albany. Address— Retiring president, C. N. Peake, superintendent schools, Prince- ton. Inaugural Address— President J. H. Tomlin, superintendent schools, Sbel- byville. Business— Appointment of committees, etc. "** Social Function— General reception to teachers by the women's council of the city of Bloomington. 142 EDUCATION IN INDIANA. Program State Teachers' Association, December 26-28, 1901. general association— house of representatives. Thursday, December 26, 8 p. m. Invocation- The Rev. H. C. Meserve. pastor Plymouth church. Music— Viohn solo. Prof. Fred Noble. Address— Retiring- president, Supt. R. I. Hamilton, Huntington. Inaugural Address— "The Responsibilities of the Educator," President H. B. Brown, Valparaiso. Music— Vocal solo, Miss Effle C. Hessin. Business— Appointment of committees and miscellaneous business. Friday, December 27, 8:30 a. m. Invocation— The Rev. Joshua Stansfield, Pastor Meridian-street M. E. church. Music— Piano solo, Miss Olive Kilgore. Symposium— "What Shall be Indiana's Next Steps in Education?" a. As to "Ideals and Processes," Prof Howard Sandison; 20 minutes. b. As to "Reforms," Prof. Amos W. Butler; 20 minutes. c. As to "School Economy," Supt. F. L. Jones; 20 minutes. d. As to "Supervision," Supt. Chas. A. Van Matre; 20 minutes. e. As to "Manual Training," Supt. R. I. Hamilton; 20 minutes. f. As to "The Training of Teachers," Supt. D. M. Geeting; 20 minutes. Discussion of the views presented in the Symposium, Prof W. W. Parsons; 20 minutes. Address — "Education Through Self-activity," Mrs. O. P. Kinsey, Val- paraiso college. Friday, December 27, 2 p. m. Music— Vocal solo, Miss EfRe C. Hessin. Selection— By Mrs. C. W. Boucher. Lecture— "Some Foundation Stones of Pjducation." Prof. R. P. Halleck, principal male high school, Louisville, Ky. "The Function of the Training School," Miss Anna Trueblood, state normal training school. Discussion— Mrs. Elizabeth O. dopeland, Marion normal college; Mrs. E. E. Olcott, Danville normal college. General discussion. Lecture— "Liquid Air, Its Uses and Possibilities," Prof. H. B. Thearle. Note — Prof. H. B. Thearle will come prepared with apparatus and will make liquid air, which the audience will be allowed to examine. Dr. Glenn, of Georgia, says that Prof. Thearle's work is wonderful and will be highly valuable to the educator. Friday, December 27, 8 p. m. Music— Piano solo, Miss Olive Kilgore. Violin solo, Prof. Fred Noble. Address— Annual address, "Fads," Supt. F. Louis Soldan, St. Louis, Mo. EDUCATION IN INDIANA. 143 Friday, April 4, 9. a. in. Invocation— Rev. T. J. Clark, pastor Kirkwood-avenue Christian cliurcli. Address— "Thinking- in Things and in Symbols," Dr. Nathan C. Schaeffer, Harrisburg, Pa. Paper— "Education by Occupation," Dr. W. L. Bryan, university of In- diana. Discussion— Principal R, F. Taylor, colored high school, Jeffersonville. Indiana as the State Teachers' Association. Friday, April 4, 2 p. m. Address— "Grades of Thinking and Thinking in the Grades," Dr. Schaefifer. Address— "Modernizing the Course of Study," W. A. Hester, superintend- ent schools, Evansville. Discussion— Prof. F. M. Stalker, state normal school, Terre Haute. Address — "Art," Mr. A. M. Brooks, university of Indiana. Friday, April 4, 8 p. m. Annual Address— "The Central Factor in Education," F. Trendley, Super- intendent schools, Youngstown, Ohio. Saturday, April 5, 8:30 p. m. Invocation— The Rev. C. E. Clough, pastor Baptist cliurcli. Address — "Does Education Pay?" Dr. Schaeffer. Report— Committee on revision of constitution. Business— Miscellaneous. PRIMARY SECTION — WYLIE HALL, SECOND FLOOR (ROOM 36). April 4, 2 p. m. This work does not come to hand in time for publication. MUSIC SECTION — WYLIE HALL, SECOND FLOOR (ROOM 36). April 5, 8:30 a. m. Paper— "Music in the Primary Grades," Miss Ella Duncan, Columbus. Paper— "Sense and Nonsense, in Music Teaching," Arthur Mason, (%) luinbus. Discussions— (a) "Tone," Mr. Ridgeway Gebhart, New Albany. (b) "Individual Work," Mr. J. M. Black, Washington. Music — Vocal and instrumental, will be interspersed through the work of the session. ART SECTION. Exhibit in woman's gymnasium, open Friday and Saturday. Work in connection with this to be arranged. 144 EDUCATION TN INDIANA. HIGH SCHOOL SECTION — WYLIE HALL — SECOND FLOOR (ROOM 36). Friday, April 4. 9 a. m. Paper— "General Secondary School Problems," W. S. Rowe, superintend- ent of schools, Connersville. Discussion — A. O. Neal, principal high school, Franklin; Lotus D. Coff- man, principal high school, Salem. Paper— "The High School Principal and His Work," Edward G. Bauman, principal high school, Mt. Vernon. Discussion— S. H. Hall, Borden college, Borden. Paper— "Some Phases of High School English Composition Work." A. W. Senior, department of English, university of Indiana. Discussion— O. H. Greist, department of English, Bedford high school; Clara Funk, department of English, Jeftersonville high school. General discussion and miscellaneous business. J. H. TOMLIN, President. FANNIE WATTS, Secretary. W. D. KERLIN, Treasurer. J. K. BECK, Chairman Executive Committee. 3. :NT0ETHEE^t mDiAI^W TEAOHEKS' ASSOCIATION. a. HISTORICAL SKETCH. In order to accomplish the same results in northern Indiana that the southern association accomplished in the southern part of the state, an organization hearing the above name was effected at Island Park (Rome City, Ind.), July 9, 1883. This association has enrolled large numbers of teachers each year, bringing together teachers from all grades of school work. The attendance in April, 1902, was about 3,000. ft, PROGRAM. Progeam of the South Bend Meeting. 1902. GENERAL ASSOCIATION— STUDEBAKER AUDITORIUM. Thursday, April 3, 2:30 p. m. Music. Invocation. Music. Address of Welcome— (a) On behalf of the city, Hon. Schuyler Colfax. mayor city of South Bend, (b) On behalf of the schools, Hon. John B. Stoll, president South Bend board of education. Response— Supt. J. W. Carr, Anderson, Ind. Address of Retiring President— Supt. J. W. Hamilton. Monticello, Ind. President's Inaugural Address— Supt. A. H. Douglass, Logansport, Ind. Music. Miscellaneous business and annoimcements. Appointment of committees. Adjournment. EDUCATION IN INDIANA. 145 ThursdaJ^ April 3, 8 p. m. Illustrated Lecture— "Physical History of a World," Mr. Jacques W. Redway. Music. Announcements and adjournment. Friday, April 4, 9 a. m. Music. Invocation. Music. Address— "Some Traditions and Common Errors in Geography," Mr. Jacques Redway. Intermission. Physical culture drill by pupils from South Bend. Address— "Education and Democracy," Mr. Charles Zueblin. Report of committee on division. Committee: T. A. Mott, Richmond; W. R. Snyder, Muncie; W. C. Bellman, Hammond; J. N. Study, Ft. Wayne; C. W. Benton, Indianapolis; W. A. Millis, Crawfordsville; B. F. Moore, Marion; Wm. Clem, South Bend. Announcements and adjournment. IN THE AUDITORIUM. Friday Evening. April 4, 8 o'clock. Music. Lecture— "American Painters and Sculptors of Today," Mr. Lorado Taft With this lecture are exhibited 120 beautiful illustrations of repre- sentative works of American painters and sculptors. Announcements and adjournment, IN THE AUDITORIUM ANNEX. Music. Lecture — "Public Schools," illustrated by stereopticon, by Mr. Charles Zueblin. This lecture gives views of school equipments, decorations, and classes at work in kindergarten, nature study, manual training, domestic science, vacation schools, commercial work, recreations and athletics. Announcements and adjournment. Saturday Morning, April 5, 9 o'clock. Music. Invocation. Music. Address— "Rivers and the Lessons They Teach," Mr. Jacques W. Redway. Music. Address— "Social Organization," Mr. Charles Zueblin. Reports of committees and election of officers. Miscellaneous and adjournment. IC— Education. 146 EDUCATION IN INDIANA. SECTIONAL MEETINGS. OKADE teachers' SECTION— FIKST PRESBYTERIAN CHURCH. Friday Afternoon, April 4, 2 o'cloelv. Address— "Culture," Mr. Charles Zueblin. Music. Address— "Essentials in I*riniary Geography," Mr. Jacques W. Redway. Election of officers and miscellaneous business. O. L. WOOLEY, Ft. Wayne, President. J. H. WHITELY, Greenfield, Secretary. HIGH SCHOOL SECTION — FIRST METHODIST CHURCH. Friday, April 4, 2 p. m. Music. Appointment of committees. Address— "Some Tendencies in Secondary Education," George H. Locke, A. M., assistant professor of education Chicago university, and editor of School Review. Music. "Status of Physical Culture in Secondary Schools," I. N. Warren, Laporte, Ind. Paper— J. B. Pearcy, Anderson, Ind. Miscellaneous business and election of officers. Immediately upon the conclusion of the above program the section will take up a round table discussion of such topics as may be presented bj^ its members. J. Z. A. McCAUGHN, President, Kokomo, Ind. S. C. HANSON, Ch. Ex. Com., Williamsport, Ind. CATHARINE BLYNN, Ft. Wayne, lud. ART SECTION — STUDEBAKER AUDITORIUM. Friday, April 4. 2 p. m. Music. Lecture— "A Glimpse of a Sculptor's Studio," or "How Statu?s Are :Made," Mr. Lorado Taft. This lecture is illustrated fully at each step by the actual process upon the stage. Election of officers and miscellaneous business. Announcements and adjournment. There will be exhibited at the Central higli school building a collection of drawings from the public schools of various towns and cities in northern Indiana. There will also ho. an exhibit of class work from the Chicago art institute. EVELYN K. DeCEW, Pres., Huntington, Ind. JOSEPH SULLIVAN, Sec, Connersville, Ind. EDUCATION IN INDIANA. 147 COUNTRY AND VILLAGE SECTION — FIRST BAPTIST CHURCH. Friday, April 4, 2 p. m. Music, "Uses and Abuses of Texts," Mr. B. A. Winnaiis, Berne, Ind. Address— "Nature Study in Country Schools," Supt. AV. H. Hershman, Hammond, Ind. Paper— "Rewards as a Disciplinary Measure," Supt. W. S. Gibbons, Ful ton county, Ind. Music. Paper— "Religious Worship in Public Schools," Mr. Carl Beard, Oakford, Ind. Report of committees and election of officers. Announcements and adjournment. The executive committee invites general discussion on each topic. ELBERT LANGLEY, President, Center, Ind. SUPT. GEO. W. WORLEY, Ch. Ex. Com., Warsaw. MARIE KELLY, Secretary, I^Rincie, Ind. MUSIC SECTIONS-LECTURE ROOM FIRST METHODIST CHURCH. Friday, April 4, 2 p. m. Music. Appointment of committees and miscellaneous business. Paper— "Is it Practical to Make Independent Readers of Children in the First Four Years of School?" Wm. Niles, Ft. Wayne. Discussion — Dessa Kilander, Winaraac. Music. Report of committees and election of officers. On the completion of the above program the section will talie up the following: Questions for Round Table Discussion. 1. How much general culture outside his immediate specialty should the director in music have? How much special training? 2. Should the director of music, any more than the regular teacher, be absent from meetings when matters of method and discipline are under consideration? 3. When parents and the director of music disagree as to what part the child should sing, what is the proper course to pursue? 4. Should the room teacher be allowed to employ a teacher to instruct her pupils in music? 5. What is to be done with a pupil wiio absolutely can not sing, if there be such? G. The rhythmic element and its development in child-life. 7. Cause and cures for singing "off pitch." 8. Should patriotic songs be sung while pupils are seated? 148 EDUCATION IN INDIANA. 9. A practical lesson on some music problems suggested by members of the music section. Note.— Supervisors are invited to write and to hand the president of the music section the problem they wish to have demonstrated and choice will be made from the suggestions offered. L. M. TILSON, President, Lebanon. WILL EARHART, Ch. Ex. Com., Richmond. Headquarters— Auditorium Annex, 207 South Michigan Street. The annex will be open at all hours to all members of the association and their friends. Make this your downtown home during the association. OflBces: Room 1, treasurer; Room 2, executive committee; Room 3, local comrhittee. Baggage will be checked at the office of the local committee, where porters and guides will be in waiting. Officers. President— A. H. Douglas, Logansport. Vice-President— Alexander Thompson, Marion. Secretary— Miss Margaret Porch, Anderson. Treasurer— W. A. Mills, Crawfordsville. R. R. Secretary— T. A. Mott, Richmond. Chairman Business Committee— Calvin Moon, South Bend. President Grade Section— O. S. Wooley, Ft. Wayne. President High School Section— J. Z. A. INIcCaughn, Kokomo. President County and Village Section— Elbert Langley, Center. President Music Section— L. M. Tilson, Lebanon. President Art Section— Miss Evelyn DeCew, Huntington. President Penmanship Section— J. H. Bachtenkircher, Lafayette. Executive committee — John A. Wood, chairman, Laporte; H. C. Hei- ronimus, Richmond; T. E. Kinzie, Indianapolis; W^. E. Ervin. Muncie; Daniel Freeman, Crawfordsville; Edward Ayres, Lafayette; L. T. Turpin, Kokomo; D. A. Lambright, Kendallville; Walter Dunn, Knox. Local business committee— William Clem, South Bend; Charles H. Bartlett, South Bend; John H. Rittinger, New Carlisle; Essie B. Dakin, South Bend; Sarah E. Kirby, South Bend; Ludwig S. Fickenscher, River Park; Alice E. Hill, South Bend; John A. Byers, South Bend; Winona Dodd, South Bend; Calvin Moon, Chairman, South Bend. 4. CITY AND TOWX SUPERIN^TENDE:NTS' associatio:n^. a. HISTORICAL SKETCH, BY'SUPT. R. A. OGG, KOKOMO, IND. During the year 1889 a controversy arose over the distribution of the public school revenues. The county superintendents and others representing the interests of the county schools held that EDUCATION IN INDIANA. 149 the method of distributing the state's school revenues in propor- tion to the enumeration of children of school age discriminated against the country, because the enumeration in cities was not accurately taken. They charged that in some cities the lists were deliberately padded by the enumerators to increase their pay for taking the enumeration. The question assumed such proportions that it became evident that wisdom must be used to prevent an injury to the school interests of the state. Prompted by a desire to aid in the solution of the problem, at the meeting of the state teachers' association in 1889, a few of the city su])erintendents met together on December 26th to con- sult, and agreed to organize an association of city and town super- intendents corresponding to the county superintendents' associa- tion. Superintendent J. N. Study, of Richmond, presented a plan of organization, which, with sundry modifications, was adopted. The following ofiicers were then elected: President, L. H. Jones, Indianapolis; vice-president, R. I. Hamilton, Huntington; secretary, E. A. Ogg, Greencastle; treasurer, J. T. Merrill, La- fayette; executive com.mittee, J. ^N". Study, chairman, Richmond; E. H. Butler, Rushville ; W. H. Wiley, Terre Haute ; P. P. Stultz, Jeffersonville ; W. R. Snyder, Muncie ; Sheridan Cox, Kokomo. A second session was held at which a number of other superin- tendents were present. Work was assigned to various commit- tees, which were to investigate and report at the next meeting. Some of these questions were: Is the school enumeration less honestly taken in the city than in the country ? Is there any reason in the nature of things why the ratio of children of school age to the census should differ in the city and country ? Are there any reasons why city schools should naturally show a smaller enrollment upon enumeration than the country schools ? Relative cost per capita per day in city and country ? On November 20, 1890, the second meeting was held and the reports on the v-^rious questions were heard and discussed. It was felt as a result of the investigation that the system of distri- bution of revenues was not unjust to any interest of either country or city, if honestly administered, and it was agreed that the asso- ciation should labor to secure such amendments to the law as would insure equity. 150 EDUCATION IN INDIANA. The question at issue between country and city was given formal consideration at the following meeting of the state teachers' asso- ciation by a discussion of its merits on the one side by the state superintendent and two county superintendents, and on the other by three city superintendents. The result was a law requiring a rigid system of enumeration, and what threatened to divide the educational forces of the state, resulted in bringing them into greater unity and better understanding. This controversy having been happily settled, the association began its legitimate work of discussing topics of general interest to the city and town schools. At the meeting on November 12, 1891, ^'Methods of Promotion," ^^The Uniformity of Commis- sioned High Schools," ^'The Superintendent's Term of Office," etc., were discussed. The records show that for two years the leading questions considered by the association related to exami- nations, promotions and the uniform text-book law. In 1893 a departure was made which has prevailed ever since, viz., that of appointing committees to make certain investigations and do certain work, and report to the following meeting. Three of these reports were presented and discussed in 1894, viz., '^Systems of Promotion," by R. A. Ogg; "School Examina- tions," by Edward Ayres ; "Hindrances to the Highest Efficiency of Town and City Schools," by J. W. Carr. The great "Report of the Committee of Ten," from the national educational association had called out a great interest in the ques- tion of what should constitute the school curriculum, and on mo- tion of Mr. Ayres, the president, D. W. Thomas, of Elkhart, appointed a committee to prepare "a report on a course of study for the public schools, said report to indicate the principles which should underlie such a course of study, and to contain an outline of the work of the public schools as determined by said principles." The committee was made to consist of R. A. Ogg, chairman; W. R. Snyder, W. H. Sims, W. C. Belman, W. P. Burris. The time of the meeting in 1895 was largely occupied by the discus- sion of this report. The course as proposed by the committee was unanimously approved for trial for one year and the com- mittee asked to report at the next meeting such modifications as the experience of the superintendents might suggest. At the meet- ing in 1896 the committee reported no changes called for, and EDUCATION IN INDIANA. 151 after discussion the course was adopted without dissent. Super- intendent Woody then moved that a committee of forty, eight for each of the five lines of study, grammar, arithmetic, geography, reading and history, be appointed to amplify the work planned by the original committee. These vaiious committees reported in 1897, and after discussion the reports were referred to the chair- men of the various committees with Superintendent W. D. Weaver^ president of the association, as chairman, to unify and print the course as thus developed. At the IN^ovember meeting of 1898 this final report was adopted. This discussion of course of study running through four years has added largely to the efficiency of superintendents, the discus- sion bringing out the fundamental principles of education. Coup- led with this was a fine address at the meeting in 1897 on '^The Principles That Underlie the Formation of a Course of Study, and Which Constitute the Canons of Criticism," by Lewis H. Jones, of Cleveland, O., formerly superintendent of Indianapolis schools, and the first president of the association. At the meeting in 1899 the matter of greatest interest was a report on the uniform course of study for high schools, with Supt. W. A. Millis as chairman. An excellent report was pre- sented and a full discussion was had. The result will be to further unify the work in our high schools, though it seems unlikely that as large a unity will prevail as in the lower grades because of the more diverse conditions under which the high schools work. The awakened interest in the subject of art in the schools was given impetus by two excellent addresses from Dr. W. L. Bryan, of the state university, and Prof. J. L. Lowes, of Llanover col- lege. The meeting of 1900 was characterized by three reports, one on '^The School in Relation to Institutional Life," by W. H. Glascock, Bloomington, Edward Ayres, Lafayette, and M. W. Harrison, Wabash ; one on ^^The School as Related to Art," by W. R. Snyder, Muncie, and Mary E. E^icholson, Indianapolis; and one on '^Spelling Book," by W. F. L. Sanders, Connersville. The first of these was a printed report. All elicited much interest and discussion. The meetings of 1899 and 1900 were character- ized by a departure in the way of a dinner on Friday evening, at which time a welcome was extended to all new superintendents. 152 EDUCATION IN INDIANA. and they were called upon to respond, that the association might become acquainted with them. In 1900 this occasion was made very enjoyable by a fine address on '^Shylock/' by Judge W. D. Robinson of the appellate court. While it is a superintendents' association, the friends of the colleges and normal schools are invited, and a number of them attend and participate in the discussions. x\t the meeting in November, 1901, the matter of chief interest was a printed report on "Course in E'ature Study for Common Schools." This report was presented by Supt. H. B. Wilson of Salem and discussed by Prof. Sherman Davis of Indiana uni- versity, wlio had aided the committee in the preparation of the report. Much difference of opinion was expressed by the mem- bers of the association regarding the kind of nature study to be done and the method to be employed. A departure which marked the beginning of a modified order of things was made in having an address on "School Boards and Superintendents," by William George Bruce, editor of the American School Board Journal. The significance of this may be seen in the following programs which provide for certain joint sessions of this association and that of school boards, the organization of which followed the address of Mr. Bruce. Another significant discussion was that which followed a report by Supt. I. V. Busby of Alexandria upon "Defects of State Text Books." In view of the fact that the state board was providing for a revision of some of the adopted texts, the discussion was of very great interest. At the meeting in November, 1902, a discussion on "The Best Method of Selecting Teachers and of Determining their Tenure of Office" was led by Supt. Robert L. Hughes of Whiting. "Needed School Legislation" was discussed by Supt. R. I. Ham- ilton of Huntington. A printed report on "Additional Normal School Facilities — Necessity and Feasibility" was made by Supt. J. W. Carr of Anderson, C. W. McDaniel of Madison and R. A. Ogg of Kokomo. The report was fully discussed and indorsed by the association. At the joint meeting of superintendents and school boards, W. H. Anderson of Wabash led the discussion on "School Janitors," and Hon. Theodore Shockney of Union City on "Relation of the Superintendent to the School Board." EBU CATION IN INDIANA. 153 The meeting of 1903 was characterized by a printed report on "School Heating and Ventilating," prepared by a joint com- mittee of superintendents and school board members with Supt. J. A. Wood of Laporte as chairman. Under this topic were special discussions led by Dr. J. 1^. Hurty of Indianapolis, W. H. An- derson, A¥abash, B. F. Moore, Marion, A. M. Sweeney, Indian- apolis. The discussion of "A Uniform Card to Record Worl^ of High School Pupils Desiring to Enter Other High Schools or Colleges/' was presented by J. Z. A. McCaughan, principal of Kokomo high school, and after discussion was referred to a special committee to perfect and report a year later. "Defects of City Superintendents from the Point of View of Teachers" was dis- cussed by Supt. E. L. Hendricks of Delphi. State Superintendent F. A. Cotton discussed "The Ideal Superintendent Characterized." Two round tables were held at which brief discussions of various topics were had. "Do Indiana Schools Compare Favorably with the Schools of Other States" was discussed by Supt. C. ^N". Ken- dall of Indianapolis and Supt. F. W. Cooley of Evansville, both of whom have of late years come into Indiana from other states. They discussed both the features of superiority of the Indiana system and the points of weakness. A printed report on "N^eeded Eliminations and Additions to the Course of Study for Indiana Schools" showed that history repeats itself and that the important question of the course of study still appeals to Indiana superin- tendents. The committee which made this report consisted of Supt. C. A. Prosser, I^ew Albany, Supt. W. A. Millis, Craw- fordsville, and Supt. T. A. Mott, Richmond. It is safe to say that the association of city and town superin- tendents is the most distinctively pedagogical organization of the state, and since its organization has done more than any other to mould the educational sentiment of the state. Its work is rather that of a round table, papers seldom being read, and dis- cussions being as informal as possible. It is not a meeting for pyrotechnics, but for discussion by all who choose to participate. It has grown from a small company to an annual gathering of over one hundred from all parts of the state. 154 EDUCATION IN INDIANA. ^INTEKra CIATIO^T, a. HISTORICAL SKETCH. State Superintendent of Public Instruction Milton B. Hopkins called the first state meeting of county superintendents. The convention assembled in the high school hall at Indianapolis, July 22, 1873. From that time the association has met annually, and has been of incalculable service to the state. In the early meetings many questions arose as to the duties of the super- intendents under the new laws. Following the adjustment of these questions the superintendents addressed themselves to the educational questions of the day. Such questions as the following claimed the attention of the first superintendents: 1. The examination of teachers. 2. Visiting schools. 3. ToAvnship and county institute worl?. 4. Duties of the county board of education, etc. A few years later they began the study of such subjects as — 1. Course of study for tlie rural schools. 2. Classification and gradation. 3. The graduation of pupils from the common branches. 4. Uniform outline of township institute work, etc. They prepared and had printed a course of study for the rural schools and outlines of township institute work. The preparation of these documents was placed in the state department of public instruction, December, 1894. For several years the association has been preparing the ques- tions for the examination of pupils in the grades and high schools of the townships and small towns. Following is a program of the last meeting of the superin- tendents : 1). PROGRAM. To the County Supei-intendents of Indiana: You are hereby called to meet in "convention on .Tune 30 and July I, 1903. For which attendance you are allowed the regular per diem as pro- vided by law. Yours sincerely, F. A. COTTON, State Supt. EDUCATION IN INDIANA. 155 Officers: Supt. E. E. Robey, president; Supt. E. C. Crider, secretary; Supt. Claude Rankin, treasurer. Meetings to be held in the supreme court room. Headquarters at Grand hotel; rates, $2.00 per day. Tuesday, 10:30 a. m. Devotional exercises. Address— "The County Institute," Dr. Wm. L. Bryan, president state uni- versity. Discussion— Dr. W. T. Stott, president Franklin college; Francis M. Stalker, associate professor of psychology and methods, state normal school. Tuesday, 2:00 p. m. Reading Circle Work— A. L. Gary. "The Ex-County Superintendent," Ex-Supt. Elmer C. Jerman, Decatur county. "The New County Superintendent,*' Supt. J. W. Dunn, Starke county. Address— F. A. Cotton, state superintendent. Wednesday, 9:00 a. m. "Indiana's Educational Exhibit at the World's Fair," Senator Fremont Goodwine, chairman educational committee, world's fair committee. "The Superintendent's Work with Inexperienced Teachers," Supt. O. F. Grosjean, Vigo county. Visit to T. B. Laycock's factory. Wednesday, 2:00 p. m. Symposium— "The County Superintendent as a Supervisory Officer" (10 minutes), Supt. E. C. Crider, Tippecanoe county. "The County Superintendent in Relation to Grading Manuscripts" (10 minutes), Supt. Samuel L. Scott, Clark county. "The County Superintendent in Relation to County Institutes" (10 minutes), Louis H. Hamilton, Jasper county. "The County Superintendent in Relation to Township Institutes" (10 minutes), Supt. William Clem, St. Joseph county. "The County Superintendent in Relation to the People" (10 minutes), Supt. W. O. Baker, Morgan county. . "The County Superintendent in Relation to the Common School Gradu- ate" (10 minutes), Supt. Irvin Brandyberry, Adams county. "General Discussion of Special Points in Symposium," F. A. Cotton, state superintendent. Miscellaneous Business. Adjournment. 6. COUNTY ASSOCTATIONS. ^N^otwitlistanding the fact that the attendance in the state asso- ciation grew rapidly, from year to year, and enrolled teachers from all grades of school work^ there were a great many prominent edu- 156 EDUCATION IN INDIANA. cators who believed that there was yet a larger and still more im- portant field for association work in Indiana. In response to this general feeling of the need for an annual meeting that would reach all the teachers in the state, the county teachers' associations were organized in the several counties. These associations are the most efficient agencies in promoting the interests of the rural and vil- lage schools. Occurring as they do after the schools have been in session, at a time when the teachers really feel the need of inspira- tion and helpful suggestions, the county associations exert a greater influence in the improvement of teachers than the county insti- tutes. The meetings are conducted under efficient supervision, with instructors capable of increasing the range of thought among teachers. In many of our counties the annual associations are the most helpful meetings in our system. The first associations were instructed largely by home talent, but in recent years the best men in the faculties of our colleges and normal schools have been drafted into the work. As a result of this change, the professional spirit is growing. Teachers are studying educational problems as they never have before. If nothing more should come from these meetings than the good from merely get- ting away from home for a day or two and making new acquaint- ances, the associations are worth much to the profession. But there is more than the social element and the rest. B. INSTITUTES. 1. COLTXTY INSTITUTES. a. STATEMENT. The county institute has had an interesting development in Indiana and is at present in a transition stage. Educators in tlie state are working at the problem of improving the work, and it is hoped that something may be*done to make the institute at once more professional and more practical. At present the institute is held in each county annually for one week. Instructors are em- ployed and the work takes wide range in topics discussed. The work is inspirational, cultural, professional and practical. EDUCATION IN INDIANA. 157 6. THE LAW. In order to the encouragement of teachers' institutes, the county auditors of the several counties of this state shall, whenever the county superintendent of such county shall file with said auditor his official statement, showing that there has been held, for five days, a teachers' institute in said county, with an average attend- ance of tv/enty-five teachers, or of persons preparing to become such, draw his warrant on the county treasurer, in favor of said county superintendent, for thirty-five dollars ; and in case there should be an average attendance of forty teachers, or persons pre- paring to become such, then the said county auditor shall draw his warrant on the treasurer for fifty dollars; and in case there should be an average attendance of seventy-five teachers, or per- sons preparing to become such, then the county auditor shall draw his warrant on the treasurer for one hundred dollars for the pur- pose of defraying the expenses of said institute : Provided, how- ever, That but one of said payments be made in the same year. All laws and parts of laws in conflict herewith are hereby repealed. 1. Superintendent's Duty and Pay.— Such an institute as is contem- plated by the law is not a voluntary association, but a teachers' meeting, at the head of which is the county superintendent. He, therefore, has no right to surrender it into the hands of an incompetent director, nor to permit a course of procedure by any one, or by the institute itself, by which time shall be wasted or unsatisfactory work done. The teachers are there to be instructed, and the superintendent must necessarily take the responsibility of the institute upon himself. The money which the auditor is authorized to pay is to defray the expenses of the institute exclusive of the per diem of the superintendent, whose compensation must be obtained in the usual way. He is also entitled to his per diem for reasonable services in making preparations for the institute. 2. Pay of Teachers.— Teachers are allowed their regular per diem when attending both county and township institutes. Schools Closed. — When any such institute is in session, the com- mon schools of the county in which said institute shall be held shall be closed. (K. S. 1881, §4522; R. S. 1894, §6011; R S. 189T, §6231.) Sessions. — The several county superintendents are hereby re- quired, as a part of their duty, to hold, or cause to be held, such teachers' institutes, at least once in each year in their respective counties. (E. S. 1881, §4523; E. S. 1894, §6012; E. S. 1897, §6233.) 158 EDUCATION IN INDIANA. The county superintendents liave entire charge of the institutes. They fix the time of holding the meetings, eiuploy instructors, etc., the only statutory requirement being that one institute shall be held annually. There is an appropriation of $100 in each county for the support of such institute, when the average daily attend- ance is seventy-five or more. Since no county has an attendance below that number, the annual appropriation by the state is $8,462.40. The remainder of the cost is borne by the teachers. c. STATISTICAL SUMMARY. Number males enrolled in state (three counties omitted on ac- count of no report) 7,621 Number of females enrolled in state (three counties omitted on account of no report) 8,899 Total number enrolled in state (one county omitted on account of no report) 17,025 Average attendance in state (tAvo counties omitted on account of no report) 15,597.6 Average attendance in county 173.3 Length of session in days for entire state (one county omitted on account of no report) 457 Average length of session in days for each county 5 Amount of money drawn from county treasury for support of county institute (one county omitted on account of no report) $8,462 40 Average amount of money drawn per county 93 00 Total cost of county institutes for entire state (one county omit- ted on account of no report) 21,459 53 Average cost of county institute per county 235 92 EDUCATION IN INDIANA. 159 STATISTICS ON COUNTY TEACHERS' INSTITUTES, HELD IN 1903. COUNTIES. Enrollment. A eg O L^ es O § ^ S »2 ;3 Adams Allen (No report) . Bartholomew Benton Blackford . Boone Brown — Carroll — Cass Clark . . . Clay.... Clinton . Crawford Daviess.., Dearborn Decatur . . Dekalb . . . Delaware Dubois Elkhart . . , Fayette .. Floyd .... Fountain . Franklin. Fulton . Gibson. Grant . . Greene . Hamilton.. Hancock . . . Harrison.., Hendricks . Henry Howard Huntington Jackson Jasper Jay Jefferson .. Jennings . Johnson . . . Knox Kosciiisko Lagrange . . Lake Laporte . . . Lawrence . Madison . . Marion - . Marshall. Martin • . . Miami 108 77 185 107 109 216 41 82 123 47 50 97 1(« 102 205 70 40 110 97 96 193 100 150 250 100 135 235 109 111 220 130 104 234 90 55 145 154 144 298 72 83 155 58 97 155 90 84 174 120 145 265 82 79 161 212 324 536 44 46 90 78 98 176 72 70 142 50 64 114 70 65 135 104 92 196 * * 360 90 110 200 110 104 214 105 82 187 128 92 220 82 121 203 76 91 167 90 89 179 120 101 221 90 112 202 48 113 156 105 77 182 89 177 266 58 71 129 70 90 160 84 106 190 101 127 228 71 85 156 50 170 220 33 150 183 70 90 160 180 120 300 76 127 203 100 111 211 * * 145 100 120 220 178 $100 00 192 118 197 95 190 225 230 207 190 132.1 240 147 151 155 250 250 150.6 131 112 130 175 240 200 204 175 200 186 162 168.2 215 191.6 151 200 180 121.6 125 178 224 145 214 161 155 250 204 220 100 00 100 00 100 00 100 00 100 00 100 00 100 00 100 00 100 00 100 00 100 00 100 00 100 00 100 00 50 00 100 00 100 00 100 00 100 00 100 00 50 00 100 00 100 00 100 00 100 00 100 00 100 00 100 00 100 00 100 00 100 00 100 00 100 00 100 00 100 00 100 00 100 00 50 00 100 00 100 00 100 00 100 00 100 00 100 00 50 00 50 00 100 00 100 00 50 00 100 00 *No report. 160 EDUCATION IN INDIANA. STATISTICS ON COUNTY TEACHERS' INSTITUTES, HELD IN 1903-Contiriued. COUNTIES. Enrollment. Monroe Montgomery Morgan Newton Noble Ohio Orange Owen Parke Perry Pike Porter Posey Pulaski Putnam Randolph . . Ripley Rush Scott Shelby Spencer Starke St. Joseph . . . Steuben Sullivan Switzerland Tippecanoe . . . Tipton Union Vanderburgh Vermillion . . . Vigo Wabash Warren Warrick Washington . Wayne Wells White Whitley Total 81 62 143 105 118 223 88 106 194 40 65 105 71 95 166 25 27 52 . 64 67 131 73 55 128 80 91 171 79 57 136 114 31 145 43 102 145 78 70 148 59 141 200 100 125 225 102 101 203 78 74 152 60 73 133 51 41 92 160 142 302 73 82 155 41 49 90 98 204 302 38 112 150 110 137 247 80 58 138 100 218 318 101 45 146 22 38 60 29 53 82 59 55 114 173 307 480 76 151 227 50 81 131 125 64 189 162 66 228 50 165 215 101 60 161 92 93 185 61 80 141 7,621 8,899 17,025 140 212 185 90 160 45 125 123 166 128 144 142 148 158 200 194 147.3 128.2 76 286 150 89 225 142 235 110 300 135 55.3 81 109 425 227 125 152 200 215 156 181 138 W c s 5 cs ^ il-^ $100 00 100 00 100 00 100 00 100 00 50 00 100 00 100 00 100 00 100 00 100 00 100 00 100 00 100 00 100 00 100 00 100 00 100 00 62 40 100 00 50 00 100 00 100 00 100 00 100 00 50 00 100 00 100 00 50 00 50 00 100 00 100 00 100 00 100 00 100 00 100 00 100 00 50 00 100 00 100 00 173.3 457 $8,462 40 9-M $241 00 268 00 223 60 200 00 185 15 86 39 221 00 278 60 205 85 190 68 205 00 236 40 246 00 276 32 185 00 323 42 211 96 174 50 109 65 250 00 220 00 195 00 265 00 183 00 275 00 145 70 290 00 207 97 183 40 267 50 200 00 215 00 350 00 180 00 201 00 322 50 318 00 183 64 209 53 325 00 $21,469 53 EDUCATION IN INDIANA. 10 i 2. TOWNSHIP INSTITUTES. Local school officers and teachers give increasing attention to township institutes. These are the most valuable meetings held in Indiana in the name of education. The assembling of all of the teachers of a township at least once each month during the school term to discuss matters of educational concern is of great value to the state. It is a great institution for the regeneration and educa- tion of the rural teaching corps. a. STATISTICS. Township institutes lield during year ending July 31, 1903 6,421 Average number lield in eacli township 6.3 Cost in wages to teachers for year $149,602.20 h. THE LAW. (1889, p. 67. Approved and in force March 2, 1889.) Township Institutes. 9, At least one Saturday in each month during which the public schools may be in progress shall be de- voted to township institutes, or model schools for the improve- ment of teachers ; and two Saturdays may be appropriated, at the discretion of the township trustee of anj township. Such insti- tute shall be presided over by a teacher, or other person, desig- nated by the trustee of the township. The township trustee shall specify, in a written contract with each teacher, that such teacher shall attend the full session of each institute contemplated herein, or forfeit one day's v/ages for every day's absence therefrom, unless such absence shall be occasioned by sickness, or such other reason as may be approved by the township trustee, and for each day's attendance at such institute each teacher shall receive the same wages as for one day's teaching : Provided, That no teacher shall receive such wages unless he or she shall attend the full session of such institute and perform the duty or duties assigned. (R. S. 1894, §6009 ; R. S. 1897, §6230.) 1. A trustee failing to comply with the above is subject to prosecu- tion and removal from office. 11 -Education. X. School Journals. A. THE INDIANA SCHOOL JOURNAL. The Indiana state teachers' association was organized at Indi- anapolis, December 25, 1854, and at the first session the subject of an educational journal was considered. The project of establish- ing a journal was referred to the executive committee with instruc- tions to report at the next annual session. The second association met at Madison, Ind., in December, 1855, and the following report Avas submitted by Prof. E. P. Cole, principal of the Indianapolis high school: Resolved, (1) That this association will publish an educational journal, similar in size and typographical execution to the Ohio Journal of Educa- tion. (2) That this journal be conducted by nine editors appointed by the association, one of whom shall be styled resident editor. The report was promptly adopted, and the paper was named the Indiana School Journal. Members of the association sub- scribed for 475 copies, and W. B. Smith, of Cincinnati, Ohio, do- nated $200 to aid the enterprise. The first number was issued in January, 1856, and it bore the name of the Indiana School Jour- nal until the summer of 1900, when it and the Inland Educator, of Terre Haute, were consolidated at Indianapolis under the name of the Educator-Journal. After the first number of the Indiana School Journal had been issued Prof. E. P. Cole acted as traveling agent for same for only a few months, and as a result the subscription became large for a new publication. The editors selected were as follows: Geo. B. Stone, superintendent Indianapolis schools, resident editor; asso- ciate editors, W. D. Henkle, E. P. Cole, Geo. A. Chase, liufns Patch, B. E. Tloyt, Mary Wells, and Jane Chamberlain. In 1858 Mr. Stone left the state and W. D. Henkle became resi- dent editor of the Indiana School Journal, and in i859 he was succeeded by Mr. O. Phelps, to whom the management of the Jour- nal was transferred by the Indiana state teachers' association in (162) EDUCATION IN INDIANA. 163 December, 1859. In 1862 Mr. Phelps, with the consent of the state teachers' association, transferred the Journal to Prof. Geo. W. Hoss. In 1869 Prof. Wni. A. Bell, principal of the Indian- apolis high school, became half owner. In July, 1871, Professor Hoss, having been elected president of the Kansas state normal, sold his interest in the Journal to W. A. Bell, who then became editor and sole proprietor, and he continued as such for twenty- eight years, when he sold the Journal to Hon. D. M. Geeting, state superintendent of public instruction, and his deputy, Hon. F. A. Cotton, the latter selling his interest to Mr. Geeting a few months later. In July, 1900, the former owners of the Inland Educator, which had been published at Terre Haute since 1895, united their interests with the owners of the Indiana School Jour- nal, and the Educator-Journal Company was incorporated for $20,000, and the first number of the Educator- Journal was pub- lished at Indianapolis in August, 1900. The first issue consisted of 20,000 copies. In January, 1901, the following editor and officers were chosen: Hon. D. M. Geeting, editor ; Wm. H. Wiley, superintendent Terre Haute schools, president; Chas. F. Patterson, superintendent Edinburg scliools, treasurer ; J. W. Walker, secretary and business manager. * In 1903 Dr. Robt. J. Aley, professor of mathematics in Indiana university, became editor. From its first issue in 1856 the Journal has been thoroughly representative of the best thought and sentiment in Indiana, and its circulation now extends to almost every state in the union. Ite subscription price is one dollar per year. The paper was never more prosperous than at present. B. THE TEACHER'S; JOURNAL AND OTHER EDUCA- TIONAL PAPERS THAT HAVE BEEN PUB- LISHED IN THE STATE. In January, 1869, A. C. Shortridge, superintendent of the Indianapolis schools, George P. Brown, superintendent of the Richmond schools, and W. A. Bell, principal of the Indianapolis high school, started The Indiana Teacher. At the end of s^x 164 EDUCATION IN INDIANA. months W. A. Bell bought out his associates and merged the Teach- er into the Indiana School Journal and thus became half owner of the Journal. W. B. Chrisler, who was for many years at the head of Bedford male and female college, edited and published a paper called The Common School Teacher. This paper continued for a number of years and had more than a local circulation. The exact date of this publication is not at hand, but it was in the seventies. In 1873, A. C. Shortridge, superintendent of the Indianapolis schools, and Geo. P. Brown, principal of the Indianapolis high school, started the Educationist. This paper continued for two years and was edited with much ability. In March, 1875, the Educationist was merged in the School Journal and Messrs. Short- ridge and Brown became for a time associate editors of the Journal. In January, 1874, H. A. Ford, editor of the ^'Michigan Teach- er,'' at Lansing, Mich., started The Northern Indiana Teacher and published it at South Bend, Ind. The body of this paper was the same as that of the Michigan Teacher, which did not at all detract from its merit, but its miscellaneous and personal departments were especially devoted to Indiana interests. In July, 1876, W. A. Bell bought this paper and merged it in the Journal. The Normal Teacher, edited and published by J. E. Sherrill, was started at Ladoga in 1878, but soon afterward, when the Central Indiana normal school was removed from Ladoga to Danville the paper was also changed to that place. The paper represented largely the thought of the normal school, although not formally connected with it. The Normal Teacher was pushed with great vigor and secured an extensive circulation. After some years the name of the paper was changed to the Teachers' Examiner. In 1892 Mr. Sherrill sold the paper and its standard was not kept up by its new proprie- tor. In a short time after this change W. A. Bell bought it and filled the time of its subscribers with the School Journal. In 1881 a paper was started at Valparaiso, called the Northern Indiana School Journal, and in 1884 W. J. Bell bought out his partner and became sole owner and editor. In December of this same year Mr. Bell sold the paper to a man, who changed its name to "The American," and in 1886 removed it to Iowa. EDUCATION IN INDIANA. 165 The Student Avas the name of a paper edited and published by Prof. Bogarte, of the !N^orthern Indiana normal school, from February, 1891, to October, 1892. In 1882 John M. Olcott started The Educational Weekly. This was the only weekly educational paper ever published in Indiana, it was pushed with Mr. Olcott's characteristic energy and in a short time secured a large circulation, but was never made to pay financially. In 1884 Mr. Olcott accepted the superintendency of the Greencastle schools, but continued to edit the Weekly. In N^ovember, 1885, the paper was sold to the 'New England Journal of Education. The Teachers' Journal is an educational monthly published at Marion, by A. Jones, editor, and 0. W. Eord, business manager. The proprietors are both members of the faculty of the Marion normal school. The first issue of this paper was in July, 1901, and it now claims a circulation of Y,000. It has among its con- tributors some of the best educational writers in the state. l^umerous county papers have been published by county super- intendents, some of them lasting many years. Some of these were well edited and served well the purpose for which they were in- tended. That these school papers have been a help to teachers and thus been a means of advancing the educational interests of the state, can not be doubted. XL Indiana Union of Literary Clubs. Note.— Mrs. Eva B. Rohbock, president of the Union, appointed Mrs. Elizabeth V. Earl to edit the above chapter and acknowledgments are due Mrs. May Wright Sewall, Mrs. Martha N. McKay, Miss Merica Hoagland, Mrs. C. B. Woodworth, Mrs. George Felts and Mrs. Virginia C. Meredith for co-operation. The Indiana union of literary clubs was formally organized in Richmond, June 3, 1890, during a convention in which were dele- gates representing twenty-six literary clubs. The preliminary work of the organization, however, had been undertaken by the executive committee of the Indianapolis woman's club. Miss Eliza- beth ^N^icholson, with whom originated the idea of a state union of clubs, was chairman of this committee. The initial step in the organization was a reception given by the woman's club of Indi- anapolis in Octt5ber, 1889, to the literary clubs of the state, when, for the first time, members of clubs met socially. The object of the union as set forth in the constitution is ''the discussion in open annual meeting of questions pertaining to so- cial, educational and literary matters, and of methods for the best culture and advancement of the state." The annual convention has been marked by comprehensive programs, strong speakers and rich social opportunities ; while notable art exhibits and excellent musical programs have characterized many of the meetings. Four- teen annual conventions have been held in the following places: Richmond, Terre Haute (twice), Lafayette (twice). Fort Wayne, Indianapolis, Huntington, Connersville, Warsaw, Bloomington, Evansville, Valparaiso and Crawfordsville. The presidents elected annually have been representative of the different sections of the state — 1890, Mrs. Joseiohine E. Martin, Richmond; 1891, Mrs. A. B. McGregor, Indianapolis; 1892, Miss Elizabeth l^icholson, Indianapolis; 1893, Mrs. J. H. Smart, Lafayette; 1894, Mrs. C. R. Drver, Terre Haute; 1895, Mrs. Yiririnia C. Meredith, Cam- bridge Citv; 1896, Mrs. O. W. Connor, Wabash; 1897, Miss Mer- ica Hoaffland, Eort Wayne: 1898, Mr. John B. Wisely, Terre Haute; 1899. Mrs. Frances M. Swain, Bloomington; 1900, Mrs. Emma Mont McRae, Lafayette; 1901, Mrs. George F. Felts, Fort (166) EDUCATION IN INDIANA. 167 Wayne; 1902, Mrs. S. Elliott Perkins, Indianapolis; 1903, Mrs. Elizabeth C. Earl, Connersville ; 1904, Mrs. Eva B. Kohbock, Wabasb. The delegates from constituent clubs made reports to the first conventions concerning the work of their respective clubs, but soon the membership grew so large that the very valuable plan was necessarily abandoned. The importance of continuity in club work and the advantages of printed programs soon became appar- ent and the eagerness for exchange of programs was a marked fea- ture of the earlier conventions, but with age and experience clubs have come to take their own initiative, so there is now little de- mand for exchanges. The reports of the constituent clubs soon disclosed the need for libraries universally felt outside of the larger cities. Study programs participated in by members is the general plan pursued by the clubs, therefore access to reference books is imperative. A few clubs early adopted the plan of each year purchasing with club funds a number of books relating to the subjects of the year's study; this excellent plan could not, however, be generally adopted and in consequence there is found recurring again and again in the minutes of the conventions resolutions re- lating to public libraries and library laws. At the Connersville convention the discussion assumed a more definite form. Miss Har- riett l^oble, Mrs. Virginia C. Meredith, Mr. Jacob P. Dunn and others making some valuable suggestions, but it was at the Warsaw convention of 1897 that the Indiana union of literary clubs took definite steps toward securing better library legislation and time has proved what earnestness of purpose will accomplish. In her president's address Miss Merica Hoagland "entered a plea for a library law which would establish a public library commission and secure to even the smallest towns free public libraries." At the last session of the same convention Mrs. Elizabeth C. Earl, of Con- nersville, introduced the following: Resolved, That the president of this convention appoint a committee of five, of which she shall be one, to co-operate with the state library- association, in framing a law which shall secure to Indiana a library com- mission, and this committee shall report progress at the next convention at Bloomington. The union adopted the resolution and the following legislative committee was appointed : Mrs. Elizabeth C. Earl, Connersville ; 168 EDUCATION IN INDIANA. Mrs. Jacob P. Dunn, Indianapolis; Miss Sarah A. Catlin, War- saw; Prof. T. F. Moran, Lafayette; Miss Merica Hoagland, Port Wayne. • After a year's carefnl stndy of the library laws of the more progressive states, the committee submitted to the Blooming- ton convention its report, which contained the following provi- sions : The creation of a public library commission, said commis- sion to assume charge of the state library, render the use of many of the books contained therein accessible to the whole people of the state ; to give advice and information concerning the administra- tion and organization of public libraries and make possible the establishment of a system of traveling libraries and the organiza- tion of township libraries. The report was adopted and the com- mittee continued, as a legislative committee, with instructions to have the bill introduced into the next general assembly. Inadvertently while working toward an ideal centralization of library interests separated in administrated form, though closely related to the school system of the state, the committee found itself somewhat involved in the state and nonstate school controversy which was coming up in the assembly of 1899. Prof. T. P. Moran, of Purdue university, resigned from the committee and Mr. James P. Stutesman, of Peru, was appointed by Mrs. Prances M. Swain to take his place. The committee introduced what it considered an ideal bill, "Senate Bill 58 (Brooks V and alloAved it to be amended bv the senate committee to which it was referred. The irritation caused bv the original measure has never wholly disappeared and the most interested in the library development of Indiana now feel that the elimination of that section relating to the state librarv was unwise, as there is little doubt but that it could have been carried. As a direct result of the efforts of the Indiana union of literary clubs, in 1899, there was secured the passage of a law, creatinjr a public library commission, providing for a system of free traveling libraries, appropriating $3,000 for them and making possible the establishment of new township libraries. Governor Mount ap- pointed as library commissioners Mrs. Plizabeth C. Earl, of Con- nersville; Mr. Jacob P. Dunn, of Indianapolis, and Mr. Joseph P. Voris, of Bedford. Governor Mount reappointed Mrs. Earl, and Governor Durbin, Mr. Dunn. At the expiration of his term Mr. EDUCATION IN INDIANA, 169 Voris, declining a reappointment, Mr. William W. Parsons, of Terra Haute, was appointed to fill the vacancy. To meet an apparent need, the commission induced the general assembly of 1901 to make a sufficient appropriation to admit of ex- tending the traveling libraries and the appointing of a library or- ganizer. Miss Merica Hoagland, of Fort Wayne, was appointed library organizer. The value of the commission's services to the state commended itself to the legislature of 1903 and it granted for the further extension of library interests an annual appropriation of $7,000. At present this is being expended in four departments of work : Purchase and circulation of traveling libraries j office and publication; instruction of libraries and library institutes; organization and improvement of public libraries. In all the com- mission's legislation the Indiana union of literary clubs has given valuable assistance. The commission purchased and equipped 34 traveling libraries, which were ready for circulation August 26, 1899. By October, 1900, these had increased to 80 and at present number 127. Dur- ing the second and third fiscal years, for some reason there was a decline in the popularity of the traveling libraries, 87 being sent out in 1901 and 72 in 1902. With the transfer of the administra- tion and custody of the books to the commission's office the interest has been revived and the report for the year 1903 shows 244 trav- eling libraries circulated in the state. Miss Georgia Reynolds, of Elkhart, was appointed librarian of the traveling library depart- ment October, 1902. From the opening of the office of the public library commission, November 1, 1901, information has gone out from it concerning the selection and classification of books, library organization, im- proved methods in administration, instruction of librarians, best building plans, etc. The erection of the Henry Henley library building at Carthage and of 39 library buildings, the gifts of Mr. Andrew Carnegie to various cities in the state, has laid upon the commission the in- spection of plans and the giving of advice concerning the essentials of library buildings. From the first, the commission has given much attention to the instruction of librarians, assembling a class of thirteen members in its office October 31 to November 7, 1901. The first school for 170 EDUCATION IN INDIANA, librarians was held at the state house, April 17 to May 15, 1902. In May, 1903, the commission secured the services of Miss Anna R. Phelps as permanent instructor. The second course of the school for librarians was held in 1903 at Winona Lake in connection with tlie assembly and summer school. At the same place will be held the third course in 1904. The course has gradually been improved until it ranks among the best in the country. In May, 1003, the public library commission, following the plan of !New York state, divided Indiana into seventeen districts for the purpose of holding library institutes similar to the teachers' and farmers' institutes. The Indiana union of literary clubs and the Indiana state federation of women's clubs are co-operating with the commission in appointing district library institute directors who will become responsible for the library interests in their sec- tions. This concentration of attention upon a circumscribed area can not but be effective in the library development of the state. Under the Mummert library law of 1901, amended in 1903, it is possible for any incorporated town or city to organize a free pub- lic library and the efforts of the public library commission is to en- courage such organization, the library organizer visiting any place desiring to secure organization. The part played by the Indiana union of literary clubs in the recent library development must not only be gratifying to each member of its affiliated clubs, but to every citizen of the common- wealth. In the very beginning it was decided that membership in the union should not be limited to women's clubs, but that men's clubs and mixed clubs should be included, and to this ideal the union has remained loyal. During its entire existence, however, there has been an element in the union that desired affiliation with the general federation of women's clubs. This, of course, was im- possible while the constituency of the union included men's clubs and mixed clubs. When the '^Indiana federation of women's clubs" was organized, in 1901, naturally some of the women's clubs belonging to the union withdrew in order to join that organi- zation, thereby reducing the number of clubs in the union, which had reached 190 in 1900 to 136 in 1903. This loss in membership is explained in order to forestall incorrect inferences. EDUCATION IN INDIANA. Ill The annual convention of 1901 authorized four standing com- mittees, the object being to secure deliniteness of aim and concen- tration of effort in promoting 'Hhe best culture and advancement of the state." These standing committees were : Fine arts (music and architecture), education (schools, libraries, clubs and press), home economics (home and municipal housekeeping and the pro- tection of family life), and business (executive work of the an- nual convention). Each committee was given the responsibility of a program for one session of the annual convention in addition to the task of interesting the constituent clubs in their respective subjects. Mrs. C. B. Woodworth, of Fort Wayne, was appointed chair- man of the ^'standing committee on fine arts." Up to the present time three traveling picture galleries have been purchased; one, of 45 photographs dealing with the technique of art; one, of 72 photographs on French painting; and a third, of .82 photographs and etchings outlining American art. These galleries are sent to any club of the union, the club becoming responsible for ex- pressage one way and having the privilege of retaining the desired section two weeks or more. The committee is also prepared to send lecturers on art whenever requested to do so. Mrs. May Wright Sewall, of Indianapolis, was appointed chairman of the ^^standing committee on education." The pur- pose of the committee was to find a means of relating clubs to the other educational agencies of the state, the home, the school, the church and the press. ^'The whole world has always agreed that women have a right to be interested in their children, and a democracy more cer- tainly and continually than any other form of government takes children out of the home. It is because children are taken out of the home by democratic institutions that under democratic institutions women must go out of the home to follow the chil- dren. Each woman by her personal influence follows by her care and her criticism her own children to and fro from their daily school, into the Sunday-school of her church ; she may, if she will, dictate to her children what and how much of the daily paper tlaey may read ; she may, if sh^ will, dictate to her children what public entertainments they may attend. It is in their organized capacity within the club that this function of guardianship, which 172 EDUCATION IN INDIANA. belongs to woman by virtue of her own nature and lier maternal function, may be exercised by women." The committee by cir- cular letters and by its convention programs has sought to enlist each individual club in a study of the schools and the press of its locality. Mrs. Virginia Meredith was appointed chairman of the ^'stand- ing committee on home economics." The announced object of the committee is to promote a public sentiment favorable to the teaching of home economics in the common schools and the colleges of the state. "The wise use of knowledge, time, energy and money, in what- ever pertains to the home, is the scope of home economics. Many clubs have observed the request of this committee to have special programs during the year, while in some instances clubs have had a series of consecutive programs dealing with the several phases of home economics. Speakers from schools and colleges where the subject is being taught have addressed the annual con- ventions. There are a number of schools in the state where a beginning is being made by the introduction of subjects closely related to the art of living. School superintendents usually are favorable to the idea, and when the club women of a town are sufficiently informed to be hospitable to the proposition to intro- duce this subject into the school, they become a helpful influence and one that sometimes prevents the too narrow conception of the subject which would limit the teaching to cookery and sewing. They may also prevent this by insisting upon specially prepared teachers who are competent to give instruction in hygiene, the distribution of income and house furnishing. The proposition that home is a place and an opportunity for the right development of the physical and spiritual natures is the basis for seeking to bring about a system of education that will give some degree of preparation to the one who would organize a home. The subject is not considered exclusively a woman's subject, but, on the other hand, is thought to be so difficult and so far-reaching in its influence that the intelligence and sympathy of men is solicited in its behalf." Mrs. Harry Cook, of Evansville, was appointed chairman of the ''standing committee on business," which has charge of all the business of the annual convention, even including resolutions EDUCATTON TN INDIANA. 173 and elections. Tt contributes greatly to the rapid and orderly transaction of the business of the convention. At the request of the standing committee on fine arts a stand- ins^ committee on music was authorized with Mrs. Eunice A. Youche, of CroAvn Point, chairman. The union of literary clubs is intelligent upon and interested in public questions, and has brought to its annual conventions the best thinkers upon educational and sociological themes, while the exhibition of the paintings of Indiana artists at Huntington in 1895, the "composition of a picture," graphically illustrated by W. R. French, at Evansville, in 1902, and the "embellish- ment of backyards," shown by stereopticon views from the Na- tional cash register company, of Dayton, Ohio, have had a benefi- cent influence not easily over-estimated because so widely dif- fused. The union discussed forestrv and asked legislative action before the present forestry laws were passed. At the present time it is asking a law making it mandatory that school boards shall include at least one member a woman. The Indiana union of literary clubs is one of the potential forces in creating public sentiment favorable to advanced methods and agencies in education; it has become so on account of the scope of subjects embraced in club programs, the earnestness of its membership and the wide distribution throughout the state of its constituent clubs, the aggregate membership of which reaches into the thousands. XII. School Funds. A. COMMON SCHOOL FUND— $8,032,654.79. 1. HTSTOEY. From tho State Constitution. Sec. 2. The common school fund shall consist of the congressional township fund, and the lands belonging thereto: The surplus revenue fund; The saline fund, and the lands belonging thereto; The bank tax fund and the fund arising from the one hundred and fourteenth section of the charter of the state bank of Indiana; The fund to be derived from the sale of county seminaries, and the moneys and property heretofore held for such seminaries; from the fines assessed for breaches of the penal laws of the state; and from all for- feitures which may accrue; All lands and other estate which shall escheat to the state for want of heirs or kindred entitled to the inheritance; All lands that have been or may hereafter be granted to the state, where no special purpose is expressed in the grant, and the proceeds of the sales thereof, including the proceeds of the sales of the sAvamp lands granted to the state of Indiana by the act of congress, of the 28th of September, 1850, after deducting the expense of selecting and draining the same; Taxes on the property of corporations that may be assessed by the general assembly for common school purposes. Sec. 3. The principal of the common school fund shall remain a perpetual fund, which may be increased but shall never be diminished; and the income thereof shall be inviolably appropriated to the support of common schools, and to no other purpose whatever. Sec. 4. The general assembly shall invest, in some safe and profitable manner, all such portions of the common school fund as have not hereto- fore been entrusted to the several counties; and shall make provisions, by law. for the distribution, among the several counties, of the interest thereof. Sec. 5. If any county shall fail to demand its proportion of such interest fof common school purposes, the same shall be reinvested for the benefit of such county. Sec. 6. The several counties shall be held liable for the preservation of so much of the said fund as may be entrusted to them, and for the pnyment of the annual interest thereon. (174) EDUCATION IN INDIANA. 175 Sec. 7. All trust funds held by the state shall remain inviolate, and be faithfully and exclusively applied to the purposes for which the trust was created. The purpose of the general assembly in 1852, upon the adoption of the new constitution, was to consolidate the several school funds into one common fund (see Art. viii, of constitution of Indiana), but the supreme court (6 Ind. 83) decided at the November term of 1854 that the con- gressional township fund could not be so used. We have then two dis- tinct funds, known as the congressional township fund and the common school fund, which latter is made up of several fund^, such as the surplus revenue fund, the bank tax fund, the saline fund, sinking fund and the seminary fund. (See R. S. 1881, sec. 4325, and school law, sec. 4325.) B. THE CONGRESSIONAL TOWNSHIP FUND— $2465,983.65* 1. HISTORY. The congress of the United States, by an act passed on the 19th of April, 1816, "to enable the people of the Indiana terri- tory to form a constitution and state government, and for the admission of snch state into the nnion on equal footing with the original states, offered for the free acceptance or rejection of the people, the proposition among other propositions that the section of land numbered 16 in every township, and when such section has been sold, granted or disposed of, other lands equiv- alent thereto, and most contiguous to the same, should be granted to the inhabitants of such township for the use of schools, on condition that the convention of the people in forming a state constitution should provide by an ordinance irrevocable without the consent of the United States, that every and each tract of land sold by the United States should be and remain exempt from any tax, laid by order or under any authority of the state, county, township, or any other purpose whatever, for the term of five vears from and after the day of sale." In 1827 the legislature of Indiana applied to congress to ex- tend to the general assembly the power to sell the school lands. By act of congress, 1828, such request was granted and the trust estate became a "trust fund.'' The provision of this act declared that "Said land, or any part thereof, shall in no case be sold, without the consent of the inhabitants thereof." 1Y6 EDUCATION IN INDIANA. By virtue of acts of January 24, 1828, congressional lands were authorized to be sold and the money loaned, the interest applied to the use of schools. Ey virtue of an act of 1883, February 2, which provided for three trustees for each congressional township and for a school commissioner for each county, the inhabitants of each congres- sional township were authorized to determine by vote whether the moneys received from the sale of lands should be forwarded to the state loan office (established by acts of January 9, 1821) or loaned to the citizens of the county. In 1838 (see R. S. 1838, p. 509) each congressional township was made a body politic and corporate, and the affairs of the several congressional townships situated within each county were managed by a school commissioner who made deeds for the lands sold and loaned the money for the use of the to^vnship. Tn 1843 the legislature (art. viii, sec. 114) made the ccunlies liable to the inhabitants of the respective congressional townships for the preservation of said fund, and the payment of the annual interest thereon, at the rate established by law. ITp to that time $27,918 were lost to this fund through the failure of mortgagors to "pay the funds borrowed in full. The county auditors of the several counties manage this fund, loaning it upon mortgage secured by real estate, at 6 per cent, interest, and the interest is collected and apportioned within the respective counties managing it. EDUCATION IN INDIANA. 177 TABLE SHOWING INCREASE IN FUNDS FROM 1853 TO 1903. Year. Total Fund. 1853 $2,278,588 14 1854 2,559,308 12 1856 2,785,358 87 1858 2,860,609 72 1860 3,293,426 70 1862 7,193,154 91 1864 7,778,355 94 1866 7,611,337 44 1868 8,259,341 34 1870 8,575,047 49 1872 , 8.437,593 47 1873 8.590,239 00 1874 8.711.319 60 1875 8,799,191 64 1876 8,870,872 43 1877. 1878. 1879. 1880. 1881. 1882. No record No record No record No record No record No record Year. Total Fund. 1883 $9,271,748 79 1884 9,339,205 58 1885 9,458,085 71 1886 9,518,887 83 1887 9,617,250 49 1888 .' 9,654,552 05 1889 9,765,598 25 1890 9,784,170 56 1891 . 9,856,585 77 1892 9.986,855 59 1893 10,057,649 37 1894 10,157,163 32 1895 10,141,316 47 1896 10,218,432 19 1897 10,256,418 72 1898 10,303,184 01 1899 10,312.015 27 1900 10,359,959 05 1901 10,390,326 33 1902 10,443,885 32 1903 10,498,716 09 12-Education. XIII. School Revenues. A. TUITION REVENUES. 1. FKOM STATE. a. FROM STATE TAXATION. There shall be in the year 1895, and annually thereafter, assessed and collected, as other taxes are assessed and collected, the sum of eleven cents on each one hundred dollars worth of taxable property, and tifty cents on each taxable poll in the state, which money, when collected, shall be paid into the school revenue for tuition fund in the state treasury, and shall be apportioned to the several counties of the state in the manner now provided by law. J). FROM INTEREST ON COMMON SCHOOL FUND. The principal of all moneys, whether belonging to the common school fund, or the congressional township school fund, received into the county treasury, shall be loaned at 6 per cent, per annum payable annually at the end of each year from the date of such loan. The interest from these funds go to the tuition revenue. 2. FEOM LOCAL SOUKCES. ' a. FROM LOCAL TAXATION. The school trustees of the several townships, towns and cities shall have power to levy annually a tax not exceeding fifty cents on each one hundred dollars of taxable property and twenty-five cents on each taxable poll, which tax shall be assessed and collected as the taxes of the state and county revenues are assessed and collected, and the revenues arising from such tax levy shall constitute a supplementary tuition fund, to extend the terms of school in said townships, towns and cities after the tuition fund apportioned to such townships, towns and cities from the state tuition revenues shall be exhausted: Provided, however, That should there be remaining in the tuition fund of any township, town or city levying such tax at the close of any school year any unexpended balances of such supplementary tuition fund assessed and collected for use in such school year, or previous years, equal to or exceeding in amount one cent upon each one hundred dollars of taxable property in said town- ship, town or city, then it shall be the duty of the county auditor to take notice of the same, and at the time when the trustee or trustees of such (178) EDUCATION IN INDIANA. 1Y9 school corporation shall make the annual levy for such tax such trustee or trustees shall make, under oath, an estimate of the amount of supple- mentary tuition fund that will be required to meet the actual expenses of the schools for the next school year, and from such estimate said auditor shall deduct the unexpended balance of such fund in such trustee or trustees' hands on the first Monday of July, and the said trustee or trustees shall make a levy not larger than shall be sufficient to produce a supplemental revenue equal to the corporation as well as upon money capital paid in: Provided, That this act shall not apply to waterworks companies. h. FROM DOG TAX. And when it shall so occur on the first Monday of March of any year in a'hy township in the state of Indiana that said fund shall accumulate to an amount exceeding one hundred dollars over and above orders drawn on the same, the surplus aforesaid shall be paid and transferred to the county treasurer of the county in which such township is located and the fund arising from such surplus from the township of the county shall constitute a county dog fund and shall be distributed among the townships of the county in which the orders drawn against the dog fund exceed the money on hand. This distribution shall be made on the second Monday in March of each year, and if said county dog fund be insufficient to pay for all the live stock or fowls maimed or killed by dogs of all the town- ships the distribution shall be made in the ratio of the orders drawn against the dog fund of the townships and unpaid and unprovided for, which ratio shall be obtained from the report of the trustees of the town- ships made to the auditor of the county which is hereby directed shall be made by each township trustee of the county upon the first Monday of March of each year, which report shall show all receipts into the dog fund of his township, and all orders drawn against the same in the ord«r in which they were drawn. And when it shall occur again upon the second Monday in March of any year that there is a surplus left of the county dog fund after provisions have been made for the payment for all the live stock or fowls killed or maimed, of all the townships of the county, such surplus shall be distributed for the schools of the county in the same manner the common school revenue of such county is dis- tributed. c. FROM LIQUOR LICENSE TAX. The money and income derived from licenses for the sale of intoxicat- ing liquors shall be applied exclusively to furnishing tuition to the com- mon schools of the state, without any deduction for the expense of collec- tion or disbursement. d. FROM INTEREST ON CONGRESSIONAL TOWNSHIP FUND. The revenues derived from the congressional township fund are dis- tributed by the county auditors to the townships and counties to which tb»y belong. ISO EDUCATION IN INDIANA. B. SPECIAL SCHOOL REVENUE. 1. FEOM LOCAL SOUKCES. a. FROM LOCAL TAXATION. The trustees of the several townships, towns and cities sliall have the power to levy a special tax, in their respective townships, towns or cities, for the construction, renting, or repairing of school houses, for providing furniture, school apparatus, and fuel therefor, and for the payment of other necessary expenses of the school, except tuition; but no tax shall exceed the sum of fifty cents on each one hundred dollars worth of tax- able property and one dollar on each poll, in any one year, and the income from said tax shall be denominated the special school revenue. Any tax- payer who may choose to pay to the treasurer of the township, town or city wherein said taxpayer has property liable to taxation, any amount of money, or furnish building money for the construction of school houses, or furniture or fuel therefor, shall be entitled to a receipt therefor from the trustee of said township, town or city, which shall exempt such tax- payer from any further taxes for said purposes, until the taxes of said taxpayer, levied for such purposes, would, if not thus paid, amount to the sum or value of the materials so furnished or amount so paid: Pro- vided, That said building materials, or furniture and fuel, shall be received at the option of said trustee. XIV. Comparative Tables on Funds AND Revenues. The tables on following pages give a brief survey of the growth of Indiana's schools. (iHi: 182 EDUCATION IN INDIANA. TABLE A. *PK1NCIPALS OF SCHOOL FUNDS BY CALENDAR YEARS. Common School Congressional Town- Year. Fund. ship Fund. 1880 $6,616,112 02 $2,449,142 69 1885 6,923,854 57 2,404,936 82 1890 7,290,065 20 2,494,105 35 1892 7,454,632 41 2,500,761 87 1893 7,521,226 45 2,472,150 97 1894 7,585,228 10 2,571,935 22 1895 7,645,369 22 2,501,590 08 1896 7,714,433 46 2,503,998 73 1897 7,752,727 96 2,470,064 28 1898 7,799,150 75 2,504,033 26 1899 7,842,032 77 2,469,982 50 1900 7,892,303 52 2,467,655 53 1901 7,925,579 50 2,464,746 83 1902 7,978,580 70 2,465,304 64 1903 8,032,654 79 2,465,983 65 *These amounts are loaned by" county auditors, payable annually at the end of the borrowers' year. Counties must pay interest on unloaned balances. The congressional principal has reached its maximum (ap- proximately). The common school fund increases by fines, forfeitures, escheats, etc. EDUCATION IN INDIANA, 183 TABLE B. ^REVENUES AVAILABLE FOR SCHOOL PURPOSES EACH CALENDAR YEAR. Tuition Sevemie Special School Rev- for Paying enue for Buildings, Year. Teachers. Sepairs, etc. 1880 $2,943,105 77 $1,461,891 15 1885 3,371,295 00 1,545,739 92 1890 3,794,52(3 03 1,777,598 32 1892 3,835,918 91 1,773,735 89 1893 4,428,267 10 1,940,462 09 1894 4,379,666 10 2,140,847 06 1895 4,735,088 63 2,412,507 03 1896 4,301,413 04 2,275,857 89 1897 4,533,316 62 2,411,351 23 1898 4,966,839 36 2,425,340 15 1899 5,290,217 61 2,507,825 97 1900 5,443,092 17 2,578,046 67 1901 5,480,400 56 2,542,460 01 1902 5,790,002 66 2,795,352 32 1903 6,160,381 86 3,163,011 29 *Tliese revenues represent the January and June distributions of each calendar year. The June distribution is used, ordinarily, to meet the expenses of the schools for the first half of the succeeding school year. In view of this fact the sum of the tuition and special revenues set opposite each year above will not accord with the total revenues available for school expenditure as set forth in the succeeding table (Table C), which shows sources for the actual school year, namely, the June distribution of one year with the January distribution of the succeeding year. Neither will these figures agree with "Table D," showing the expenditures. Expenditures are always in excess of the revenues from tax and interest sources. The sources other than rev- enues are private tuition charges, money realized from bond sales, school warrants, and transfers. 184- EDU CATION IN INDIANA. TABLE C. SOURCES OF ALL SCHOOL STATE SOURCES. I. II. III. IV. V. VI. School Year Ending on Com- chool Loans y Bor- July 31- •1^ iterest mon S Fund Paid I rower iterest gressi Town Fund. « H W 1880 1884 1887 1888 1889 1890 1891 1892 1893 1894 1895 1896 1897 1898 1899 1900 1901 1902 1903 $1,519,791 66 1,408,113 49 1,443,176 55 1,403,412 91 1,390,092 27 1,446,255 46 1,453,568 01 1,483,036 42 1,983,348 34 2,077,323 12 1,980,452 20 1,868,745 11 1,535,429 04 1,568,187 59 1,559,144 91 1,595,344 10 1,564,955 27 1,623,170 87 1,698,868 59 $204,145 30 211,112 19 449,612 15 464.140 73 462,207 22 476,184 31 427,550 42 436,924 66 435,197 84 436,960 17 431,994 76 444,400 13 422,125 88 437,794 99 436,847 51 451,055 84 443,811 36 423,130 68 401,829 06 $197,675 80 187,162 70 197.748 14 218,118 93 199.165 22 180,188 30 213,464 60 191,761 17 157,246 10 161,906 62 153,169 95 154,817 02 162,729 63 148,744 53 167,748 68 147,456 01 153,145 27 139,059 59 144,981 53 $1,921,612 76 1,806,388 38 2,090,536 84 i 2,085,672 57 2,051,464 71 2,102,628 07 2,094,583 03 2,111,722 25 2,575,792 28 2,676,189 91 2,565,616 91 2,467,962 26 2,120,028 55 2,154,727 11 2,163,741 10 2,193,855 95 2,161,911 10 2,185,361 14 2,271,570 59 $2 71 2 51 2 80 2 74 2 71 2 72 2 72 2 76 3 31 3 36 3 17 3 08 2 89 2 87 2 86 2 90 2 73 2 88 2 91 Notes on Above Table: 1. In columns II, III, VII, VIII, IX, XI the sources of the revenues actually used are the January distribution of any year, together with the June distribution of the previous year, not the two distributions of a calendar year. The school year embraces the last half of one and the first half of the next calendar year. 2. In column IV the current year is used. The congressional interest remains about the same from year to year. 3. The table shows that the state's participation in education is about the same per capita each year, whereas the local support has more than doubled in the period from 1880 to 1903. EDUCATION IN INDIANA. 185 REVENUES IN INDIANA. LOCAL SOURCES. VIL VIIL IX. X. XI. XIL xin. XIV. J 0) 1 Com- ool id by onlTn- ind. ol from urces. ■ji Hapita from e and urces. '3 9, ii o a 1^ iterest or mon Sell Fund Pa Counties loaned fi .2 ® ill otal Per ReA'enue both Stat Local So c/i ^ ■ ^ H « ^ $589,093 21 None. $1,461,891 15 $8,986 36 $193,512 15 $2,253,482 87 $3 18 $5 89 806,415 35 None. 1,410,091 09 20,969 11 279,885 89 2,517,361 44 3 50 6 01 951,979 78 None. 1,546,659 90 31,377 11 331,256 59 2,861,273 38 3 84 6 64 1.008.072 56 None. 1,615,386 52 22,202 16 344,342 79 2,990,004 03 3 93 6 67 1,001,032 68 None. 1,567,921 46 31,743 07 346,652 83 2,947,350 04 3 87 6 60 1,172,232 39 $45,752 61 1,777,500 85 11,474 30 337,779 83 3,344,739 98 4 42 7 06 1,370,799 85 57,187 13 1,705,727 94 26,421 78 353,155 40 3,513,292 10 4 56 7 27 1,408,336 64 67,789 30 1,689,135 64 18,872 50 358,407 04 3,542,541 12 464 7 40 1,051,796 08 43,714 74 1,810,417 39 25,192 54 391,554 56 3,322,675 31 4 28 7 59 1,433,792 75 18,630 54 2,048,179 03 18,646 14 395,629 80 3,914,878 26 4 92 8 28 1,562,155 75 17,421 69 2,415,600 44 20,937 54 396,160 00 4,412,275 42 5 45 8 77 1,472,016 56 15,713 81 2,239,349 44 12,671 83 377,937 72 4,117,689 36 5 15 8 24 1,770,816 24 15,545 71 2,316,077 11 27,588 58 344,492 17 4,474,519 81 609 898 2,228,546 40 26,926 47 2,493,610 32 29,712 31 386,637 07 5,165,432 57 689 976 2,489,396 06 15,638 45 1.855,543 91 30,686 88 401,243 70 4,572,509 00 632 8 92 2,599,262 95 151,744 65 1,838,022 79 19,460 42 426,670 37 5,035,161 18 6 67 9 56 2,687,931 96 96,265 24 2,557,590 51 29,405 41 436,946 64 5,808,139 76 7 68 10 54 2,706,923 83 87,873 67 2,535,696 45 52,403 86 487,601 69 5,870,499 50 7 78 10 63 3,285,490 06 106,806 79 3,163,011 29 83,467 74 496,514 92 7,135,290 80 9 29 12 20 4. The per capita of revenues as above, column XIV, does not accord with the per capita cost of education (Table D). This is due to the fact that there are sources and ex- penditures which do not come through the regular channels of school taxes and revenues, e. g., tuition paid by private parties for the privilege of sending a child from one corpora- tion to another. The per capita distribution of school revenue is never a measure of the per capita expenditure. The whole object in making this table is to show the relative degrees of participation of the state and local corporations in raising school revenues. 186 EDUCATION IN INDIANA. TABLE D. EXPENDITURES FOR THE MAINTENANCE OF COM- MON AND HIGH SCHOOLS. COMPARATIVE TABLE. Note.— This table takes no account of expenditures for the state's higher institutions. Total Per Capita Per Capita, Expenditure A'-rpendifnre Expend it are for 0)1 SrJiool OK, School Tear. Schools.* E)iit)neratio)i.* E)iroll)ne)it* 1897 $7,096,985 13 $10 25 $13 96 1898 7,846,139 21 10 39 13 85 1899 8,188.088 74 10 83 14 70 1900 8,182,526 72 10 82 14 48 1901 8,444,267 56 11 14 15 16 1902 9,405,513 14 12 34 16 78 1903 9,901,645 41 12 90 17 66 *These items show all expenditures from the school funds (state and local). They do not take account of the following, paid from funds outside of school revenues: (a) Annual salaries of township trustees from town- ship funds (approximated) $80,000 00 (b) Compulsory education expenses from county funds 36,000 00 (c) Salaries of county superintendents from county funds (approximated) 92,000 00 (d) Funds realized from the sale of local school bonds for building purposes No data. (e) Amount paid by counties out of county fund for county institutes (1903) 8,462 40 (fl The total expended on account of items above (a, b, c, d, e,) will approximate $500,000 annually, which added to the "total expenditures," would raise the per capita accordingly each year. TABLE E. TEACHERS' WAGES— COMPARISON. Total Ex- pended FOR Teachers. Average Yearly Wages of Teachers of All Grades and High Schools, Average Daily Wages. In Townships. In Towns. In Cities. 83 Males. Females Males. Females Males. Females 1897 $4,516,658 40 4,762,347 32 4,800,964 68 5,023,481 27 4,930,292 97 5,483,938 01 6,122,075 17 $300 07 312 83 309 98 321 68 308 54 341 91 381 65 1898 1899 1900 1901 1902 1903 * $2 10 2 11 2 14 2 38^ 2 43 * $1 90 1 94 1 94 2 26 - 2 27^ * $2 99 3 08 3 06 3 13 3 21 * $2 04 2 03 2 07 2 32 2 39 * $4 34 4 31 4 38 4 34 4 49 * $2 33 2 56 2 34 2 72 2 77 *The statistics for 1898 are given for all teachers in each corporation— not divided into classes of males and females: In townships, $1.98: in towns, $2.32; in cities, $2.58. EDUCATION IN INDIANA. 187 TABLE F. PAY OF TOWNSHIP TRUSTEES. Amount Paid Trustees for Managing Educational Fear. ' Affairs. 1897 $87,607 64 1898 89,967 77 1899 110,122 90 1900 103,818 61 1901 109,975 08 1902 87,049 58 1903 05,287 55 TABLE (4. Year Enumeration. 1880 703,558 1885 740,949 1890 *770,722 1892 776,963 1893 *795,256 1894 *808,261 1895 *798,917 1896 734,640 1897 749,902 1898 754,945 1899 755,698 1900 756,004 1901 757,684 1902 761,801 1903 767,436 nrollment. Attendance. 511,283 321,659 504,520 332,740 512,955 342,275 511,823 360,664 519,009 350.963 541,570 392,689 529,345 392,035 543,665 401,702 551,073 402,747 566,157 t432,931 556,651 424,725 564,807 429,566 556,731 420,276 560,224 423,078 560,523 424,007 ^From 1890 to 1895, inclusive, the enumeration lists were "padded." The new law on this subject makes it difficult to return an incorrect list. The best attendance is shown in 1898. This was due to the then new compulsory education law. 188 EDUCATION IN INDIANA, TABLE H. The following table shows total amount of school fund since 1862, the per capita belonging to each child of school age in the State: Vear. Etmmeration. 1862 528,583 1864 557,092 1866 559,778 1868 592,865 1870 619,627 1872 (>31,539 1874 ()54,364 1875 667,736 1876 679,230 1877 694,706 1878 699,153 1879 708,101 1880 703,558 1885 740,949 1890 770,722 1892 776,963 1893 795,256 1894 808,261 1895 798,917 1896 734,640 1897 ; 749,902 1898 754,945 1899 755,698 1900 756,004 1901 757,684 1902 761,801 1903 767,436 and Total School Fund Common and Per Capita of Funds on Enn- Interest Distributed Upon Basis of Funds Per Capita on Enu- Congressional. mera tion. meration. $7,193,154 91 $13 61 . . . . 7,778,355 94 13 96 7,611,337 44 13 59 8,259,341 34 13 93 *8,575,047 49 13 84 8,437,593 47 13 36 8,711,316 (JO 13 31 8,799,191 ()4 13 18 8,870,872 43 13 0(; 8,924,570 34 12 85 8,974,455 55 12 85 9,013,061 75 12 73 9,065,254 73 12 88 9,328,791 39 12 59 9,784,170 55 12 69 .76 9,955,394 28 12 81 .77 9,993,377 42 12 56 .75 10,157,163 32 12 56 .75 10,146,959 30 12 70 .76 10,218,432 19 13 90 .83 10,222,792 24 13 63 t.82 10,303,184 01 13 63 t.82 10,312,015 27 13 64 t.82 10,359,969 05 13 70 t.82 10,390.326 33 13 71 t.82 10,443,885 34 13 70 t.82 10,498,716 09 13 68 ■ -.82 *It is believed that the figures for 1870, which were taken from a former report, are not accurate. tit is apparent that the growth in the school funds can no longer exceed the growth in school enumeration. For seven years the per capita distri- bution upon the basis of the interest from the funds has been the same amount, namely, 82 cents. /H)UCATION IN INDIANA 189 TABLE I. ADDITIONS TO COMMON SCHOOL FUNDS. Fines Balance and from Other Total Year. Forfeitures. Sources. Additions. 1880 ...$43,910 48 $8,489 67 $52,400 15 1881 43,262 65 3,848 52 47,111 17 1882 53,591 59 26,644 06 80,235 65 1883 54,470 93 4,300 21 58,771 14 1884 58,220 46 6,939 11 65,159 57 1885 49,860 77 6,664 28 56,525 05 1886 57,907 91 4,465 27 62,373 18 1887 68,423 30 14,143 70 82,567 00 1888 70,617 08 13,167 60 83,784 68 1889 44,094 58 12,699 56 56,794 14 1890 68,208 16 14,455 88 82,664 04 1891 61,716 07 9,189 97 70,906 04 1892 , 71,106 23 11,134 86 82,241 09 1893 57,120 95 9,473 09 66,594 04 1894 58,839 43 5,162 22 64,001 65 1895 59,969 57 14,867 06 74,836 63 1896 57,119 03 11,945 21 69,064 24 1897 34,738 97 7,919 73 42,658 70 1898 41,682 94 4,739 85 46,422 79 1899 36,765 53 8,477 24 45,242 77 1900 44,858 23 6,439 64 51,297 87 1901 34,369 12 2,698 46 37,067 58 1902 43,444 43 9,706 77 53,151 20 1903 41,433 82 12,080 90 53,514 72 190 EDUCATION IN INDIANA, TABLE J. SCHOOLHOUSES, NUMBER OF SCHOOL TERMS. jyumher of School- Year, houses. 1880 9,647 1885 9,877 1890 9,907 1892 9,873 1893 10,007 1894 9,327 1895 9,327 1896 10,051 1897 10,053 1898 9,754 1899 9,983 1900 10,038 1901 10,003 1902 *9,987 1903 9.375 TEACHERS AND Number of Teachers. Average Length oi School in Days. 13,578 136 13,254 127 13,278 130 13,549 132 13,896 No data. 14,071 No data. 13,869 No data. 14,884 No data. 15,052 136 16,223 144 15,488 149 15,617 152 15,979 140 16,039 146 16,041 tl37 *0n account of school consolidation we have probably reached our maxi- mum number of schoolhouses. tThe increase in teachers' wages has tended to decrease the length of school term. SECOND DIVISION. SECONDARY EDUCATION. (191 I. High Schools, A, COMMISSIONED HIGH SCHOOLS* 1. GENEKAL STATEMENT. Indiana is justly proud of her high school system. Slie han 704 high schools each employing two teachers or more. Add to this an estimated number employing one teacher each and the grand total will reach about 1,000, or approximately one high school for each township. We have high schools accessible to nearly every child in Indiana. The law makes it necessary for every school officer to provide high school facilities at home or in lieu thereof to transfer eligible pupils at public expense to corporations maintaining them. The following is a summary of high school statistics: 13— Education. (193) 194 EDUCATION IN INDIANA. a. HIGH SCHOOL STATISTICAL SUMMARY. 1903. 1. Number of commissioned and non-commissioned liigh schools in Indiana having tAvo or more teachers 703 2. Number of higli schools having one teacher, about 240 3. Number of commissioned high schools 185 4. Number of graduates (15)03) from non-commissioned high schools 1,344 5. Number of graduates (1903) from commissioned high schools 3,09G 6. Number of pupils enrolled in non-commissioned high schools 13,305 7. Total paid teachers in non-commissioned high schools $248,787 21 8. Total paid during the year for libraries, appliances, stoves, furniture, etc., not including janitors' service. . 37,001 42 9. Total current or annual cost of maintaining non-com- missioned high schools 285,788 G3 10. Average cost per pupil in non-commissioned high schools. . 25 00 11. Number of pupils enrolled in commissioned high schools. . 23,330 12. Total paid teachers in commissioned liigh schools .1^570,803 90 13. Total paid for appliances, reference books, stoves and fur- niture in commissioned high schools 01,405 42 34. Total current or annual cost of commissioned high schools 032,209 32 15. Average current cost per pupil in commissioned high schools 33 00 10. Number of teachers employed in commissioned high schools 981 17. Number of teachers employed in non-commissioned high schools 848 18. Average yearly wages of teachers in commissioned high schools $720 00 19. Average yearly wages of teachers in non-commissioned high schools 432 00 From the figures given above it is evident that the state is concerned in a large way with secondary education. It is im- portant, therefore, that the work be carefully supervised to avoid waste and incompetent instruction. EDUCATION IN INDIANA. 195 2T' COUESE OF STUDY FOE COMMISSIONED HIGH SCHOOLS. Adopted May 14, 1904. a. INTRODUCTION. The following course of study for the commissioned high schools of Indiana was adopted by the state board of education, May 14, 1904. It is a revision of the course adopted in 1898 and revised in 1902. It provides for required work as follows: Three years of language, three years of history, three years of mathe- matics, two years of science, four years of English, and electives to complete a full course of four years. It is not intended that the course should be an absolute one, but that it should guide local school oflScers and teachers and form the basis of a minimum course. For example, the option is given in the first year to study either botany or zoology, or one of four languages. In the third year to pursue the study of English history throughout the entire year, or to divide the year between the French and English history; in the fourth year to study either physics or chemistry, or both, or to carry throughout the year any one of a number of electives. It is the desire of the board to have a few subjects contained throughout the entire course rather than a great field of subjects each through a brief period. It would not seem advisable to drop one year of English for the purpose of substituting an elective, nor does it seem advisable to drop one year of history and substitute an elective in a different department. A course of study containing few subjects pursued throughout the entire high school course has many advantages: First, It gives excellent training, scholarship and discipline in a given subject. Second, It makes necessary fewer teachers. Third, It requires a smaller library and equipment. The board recognizes the fact that a great many students do not continue their education beyond the high school. For that reason, the option is given of substituting commercial arithmetic or booklveeping for solid geometry. It is the intention of the state board of education to inspect as many of the com- missioned high schools each year as it is possible for them to reach. The points of interest to them are those required of all commissioned high schools, namely: First, The character of the teaching must be satisfactory. Second, The high school course must not be less than thirty-two months in length, continuing from the eighth year. Third, The whole time of at least two teachers must be given to the high schoo. work. Fourth, At least one of the high school teachers must be a college graduate. Fifth, The pursuing of feAv subjects throughout the entire course, rather than many covering short periods. Sixth, A library ade- quate to meet all the demands for reference work and general reading supplementary to the regular text books. Seventh, Laboratories fully equipped to do all of the necessary work in the sciences pursued in any given high school. Eighth, No science should be taught for a term of less 196 EDUCATION IN INDIANA. than one year. Ninth, Admission to the high school must be given only to those who have completed to the entire satisfaction of the school officers and teachers, all of the work of the gi*ades. Tenth, The high school building must be kept in good order, the sanitary appliances adequate, the heating and lighting good, and outhouses and indoor closets clean and sanitary. Eleventh, All courses leading to college entrance should pro- vide at least three years of foreign language. (See outline.) Twelfth. Psychology, sociology and political economy should not be taught in high schools. Thirteenth, Beginning with the school year 11)03 each high school must have in its faculty at least one graduate from an acceptable normal school, college or university. Fourteenth, The course of study must be at least a fair equivalent of the following: h. OUTLINE COURSE. First Year. Second Year. Third Year. Fourth Year. (Required.) AIgebra,one-half year. Plane Geometry, one- English. and Plane Geometry, half year, and Solid one-half year,or Con- Geometry, one -half American History A 1 a crete Geometry, one- year. and Civil Govern- Algebra. half year. (Elective) ment. Physics or Chem try Botany or Zoology. English. English. Electives— Physical Geogra- English. History Tof England, phy. Geology. History of Greece, one- one year, or French andEnglish History, half year, and His- Commercial Arith- Language— tory of Rome, one- one year, (one -half (a) Latin, half year. year each.) metic. (b) German, (c) French Bookkeeping or or Language, one (d) Greek. Language. Language. year. c. DETAILED COURSE. Science. Systematic instruction in one or more branches of natural science is an essential part of the high school curriculum, but it should not be attempted unless a skilled teacher is available and proper facilities for laboratory work can be provided. The chief object of science teaching in the high school is not to impart information or attempt scientific train- ing, but rather to fix the interest of the pupil upon natural phenomena, to develop his powers of observation, and to cultivate the scientific spirit of accuracy and truthfulness. The choice of subjects to be taught should be made deliberately, for definite reasons and then adjjiered to; it should not be accidental to the wishes or convenience of teachers whose services may l>e of a temporary character only. At least one of the teachers in the high school should be employed because of special training and fitness to administer the particular science subjects of the curriculum. EDUCATION IN INDIANA. 197 Wherever possible a separate room should be provided for laboratory work, supplied with proper desks or tables and with cases for storing of apparatus. The equipment should be kept clean and in order. It is destructive of a proper estimate of the value of science study if the pupil is not made to respect and value highly all of the equipment and supplies furnished for that purpose. The equipment should be well selected, simple and for use.* A common mistake in presenting science to high school pupils is the attempt to do too much. In most instances the amount of time, the char- acter of equipment, the capacity of the teacher and the' character of the pupil forbid the attempt to do more than teach some of the elementary principles of a science. Scientific theories which are not well established should be avoided and the attention of the pupil directed to a study of objects and phenomena, of causes and results and of relations. Intelligent note-taking and recording of work performed should be cultivated. Not less than one year's time should be given to any particular branch of science. Botany. Only certain phases of botany can be profitably pursued in the higl^- school. It is advised therefore that these be emphasized rather than that the work be extended. Much harm has been done both to science and to the pupil by the attempt to include in the high school course w^ork which can only be given with profit in the college or university. Plants as living things may obviously be studied in any one of three ways : MorpJwJor/ii. The general appearance of plants (form, color, gross anatomy, etc.). and their more evident adaptation to their surroundings, animate and inanimate, may be observed. At the present time this way of studying plants is the only one which pupils at the average high school, or at many of the commissioned high schools, can profitably attempt. It is known as the general morphology of plants. In this course, which should be as much as possible out of doors, the pupil should observe the young as well as the old plants, not merely as individuals, but as parts of the general scheme of nature, noting the conditions of soil, light, moisture and exposure under which they live, and their adaptation to these condi- tions. For the work of this course either Gray's "Structural Botany" (American Book Co., New York), or Coulter's "Plant Studies" (D. Appleton & Co., Chicago.), may serve as a guide. These should be supplemented by such works as Kerner's "Natural History of Plants" (Henry Holt & Co., New York), or Coulter's "Plant Relations" (D. Appleton & Co., Chicago*. A natomy. The constructive elements of plants may be studied, noting not merely the form and the arrangement of the parts, but the fitness of each ele- ment, and the suitableness of each arrangement of elements to meet ♦(Members of the board of education will be glad to give advice in such matters when requested.) 198 EDUCATION IN INDIANA. external conditions, largely those of a physical nature, such as mechan- ical strains, the force of gravitation, etc. Only in the most advanced high schools as yet can pupils profitably undertake the study of the microscopic anatomy of plants and the study of plants which, because of their minute size, must be examined under the microscope to be known at all. Some knowledge of the fundamental principle of physics will be necessary before such a course is attempted, not only that the pupil may understand the instruments with which he works (lenses), but also the mechanical and other principles involved in every plant structure, even the simplest. The state board of education distinctly advises against the introduction of microscopic anatomy into the high school course in botany except when the teacher in charge has been well trained for the work and the apparatus is ample and appropriate. Assuming that the subject is given one-fourth of the pupil's time during one year, the second course may be made to cover the following topics: 1. The Typical Plant Cell.— A study of its structure, general compo- sition, contents, form and methods of multiplication. 2. Unicellular Plants.— A study of the general structure and main facts of growth and reproduction of yeasts and protococcus. 3. Multicellular Plants.— Noting the arrangements of cells together, the effect of such groupings on the numbers of the groups, the mechanical, physical and physiological results of such groupings and the modes of reproduction as shown by: a. Spirogyra (common pond scum) cladophora, chara or nitella. b. Mucor (bread mold). c. The rusts and mildews. d. A moss. e. A fern. g. Flowering plants. The character and scope of desirable work under these various heads is indicated with sufficient accuracy in the various text-books in botany on the market. Additional books recommended for this course are "Spalding's Introduction to Botany" (D. C. Heath & Co., New York). Atkinson's "Elementary Botany" (Henry Holt & Co., New York). "Bot- any," L. H. Bailey (The Macmillan Co., New York), Sedgwick «& Wilson's "Biology," Goodale's "Physiological Botany" (American Book Co., New York), Arthur, Barnes and Coulter's "Handbook of Plant Dissection" (Henry Holt & Co., New York), Bergen's "Elements of Botany" (Grinn & Co., Chicago), Bower's "A Course of Practical Instruction in Botany' (Macmillan & Co., New York), Strasburger, Schimper, Schenck and Noll's "Lehrbuch der Botanik." English translation (Macmillan «S: Co.. New York), The following apparatus would be required for the efficient prose- cution of this course: Compound microscopes, one for each pupil during his stay in the laboratory, but by dividing the class into small sections the total number of microscopes need not be large. The Bausch & Loml) Optical Co., Rochester, N. Y., or the Cambridge Botanical Supply Co.. Cambridge, Mass. (who will import foreign instruments, duty free, for school), can furnish suitable microscopes from $27 upward in price Cheaper ones are untrustworthy. In addition will be needed: EDUCATION IN INDIANA. V,)\) Glass slides, about 75 cents per gross. Cover glasses, 75 cents per ounce. Razors, $1 to $1.50 each. Camel's hair brushes (small), 20 cents or more per dozen. Watch glasses (flat on bottom), 25 cents per dozen. Dissecting needles (self-made by forcing sewing net'dles into slender handles). Fine pointed forceps, 15 cents to 75 cents per pair. Chemical reagents, such as iodine, glycerine, potassic-hydrate, potassic-iodine, and a few stains such as fuchsin, eosin, saffanin, costing in all about $5.00. Physiolo(jy. The plant at work may be studied, considering both the nature of the work done and the means by which it is accomplished. The most im- portant facts of plant physiology should be presented by the teacher to classes studying plants in either of the ways already described; but the study of plant physiology itself should not be attempted in the high school, since the conditions necessary for successful experimentation can not ordinarily be provided, and especially since the antecedent training in chemistry and physics essential to a comprehension of the questions involved can not have been given under high school conditions. Zoology. Assuming that one-fourth of the student's time for one year is devoted to the subject, the following scheme may be followed: Fall and winter, a study of comparative anatomy of a series of ani- mals, beginning with the lower types. In this the organism as a living thing may be considered, and then its parts, noting the division of the body into definite organs and systems for definite functions, and the gradual increase in complexity and efficiency of these organs and systems as the higher types are reached. Detailed outlines for the study of indi- vidual forms are to be found in Nos. 1 and 2 of the books mentioned below. The spring may be taken up with a more detailed study of some group of local representatives of animals most familiar to the teacher. In this connection frequent excursions must be taken, and especial atten- tion paid to the variety of species found, the character differing most in the different species, the peculiar surroundings in which each one lives, the peculiarities that fit each one as to its peculiar home; the habits of each species, the coloration of each species as compared with its surround- ings, the comparative number of individuals of each species, the difference between individuals of the same species. For this purpose Nos. 6 and 7 of the books given below will be found useful. All of the books mentioned below should be accessible in the labora- tory. Each student should be supplied with 1 or 2. 1. Elementary Biology, Boyer. About $1.00; published by D. C. Heath & Co., Chicago. 2. Elementary Lessons in Zoology, Needham. About $1.25; published by American Book Co., Cincinnati. 200 EDUCATION IN INDIANA. 3. Elementary Biology, Parker. About $2.50; published by Macmillaii & Co., New York. 4. Invertebrate Morphology, MacMurieh. About $4.00; published by Henry Holt & Co., Boston. 5. Comparative Anatomy of Vertebrates, Wiederscheim. About $3.50; published by Macmillan & Co., New York. 6. Manual of Insects, Comstock. About $4.00; published by Comstock Publishing Co., Ithaca, N. Y. 7. Manual of Vertebrates, Jordan. $2.50; published by McClurg & Co., Chicago. 8. Colton's Practical Zoology. 80 cents; D. C. Heath & Co., Chicago. 9. Holder's Elements of Zoology; published by D. Appleton Co., Chicago. 10. Pratt's Invertebrate Zoology; published by Ginn & Co., Boston. 11. Jordan and Kellogg's Animal Life; published by D. Appleton & Co., Chicago. Apparatus for- a Class of Ten. A well-lighted room with table space of 2^2x1^2 feet for each student. Two compound microscopes, at $27.00. Bausch & Lomb. Rochester. N. Y. AAB2. Five dissecting microscopes, at $5.00. Bausch & Lomb, Rochester, N. Y. Improved Barnes. One scalpel, one pair small scissors, one pair forceps, one blow pipe, hand lens, mounted needles. Five sets at $1.00. To be had put up in small box form from E. H. Sargent & Co., Chicago, or Bausch & Lomb, Rochester, N. Y. Alcohol may be purchased for schools at about 50 cents per gallon. Application should be made to some distillery to set aside ten gallons or more for withdrawal, duty free. A bond must be given for twice the amount of the tax of the alcohol to be so withdrawn. Printed instruc- tions may be secured from the nearest collector of internal revenue. Physics. It were better that this science be left out of the high school curricu- lum than to entrust its presentation to a teacher who has not had special training in a physical laboratory. If physics can not be taught well, substitute for it a science that can be. It makes not so much difference what is taught as how it is taught. Physics is an experimental science, and must be taught largely by experiment. This means that each high school must have a supply of physical apparatus. But the amount that is actually required is mucl» less than is generally supposed. With the aid of the apparatus and sup plies mentioned in the appended list, an enthusiastic and skilled teacher will be able to give most of the experiments mentioned in the usual high school text-books on physics: 2 meter sticks (to millimeters and inches), at 25c $0 50 3 spring balances (24 lb.), at 15c 45 1 platform balance (beam graduated to 1-10 gm) 5 65 EDUCATION IN INDIANA. 201 1 set metric weights (2 kgm. to 1 gm.) $1 75 1 box metric weigtits (brass), 100 gm. to 1 egm 1 50 1 specific gravity balance (upright) 3 00 1 pump (reversible, condensing and exhausting) 3 00 10 feet 3-16-inch rubber tubing (heavy), at 10c 1 00 10 lbs. mercury, at 65c 6 50 10 lbs. glass tubing, soft, assorted sizes, at 50c 5 00 1 Bunsen burner (for gas) 35 2 thermometers, 100 degrees C, etched on stem, at 95c. . . 1 90 2 tuning forks, C. & C\ at $1.50 .- 3 00 1 sonometer 4 00 1 long brass spiral spring— for waves 75 2 flint glass prisms, at 35c 70 1 double convex lens, 4 inches, at $1.25 1 25 1 crystal of Iceland spar 1 25 1 magnetic needle on stand 50 2 bar magnets (about 20 cm. long) 50 1 electro magnet (helix), with removable core 1 50 1 astatic galvanometer 5 00 2 gravity cells (crowfoot), at 50c 1 00 1 grenet cell, 1 qt 1 75 2 lbs. insulated office wire. No. 18, at 35c 70 1 lb. iron filings 10 1 gold leaf electroscope '. 75 1 eleetrophorus 1 50 10 lbs. copper sulphate (commercial), at 5c 50 10 lbs. sulphuric acid (commercial), at 5c 50 1 lb. chromic acid 40 1 rubber (ebonite) rod, 1 cm. diameter 30 1 soldering outfit 75 For supplies (as tumbltrs, cans, zinc, corks, wire, chem- icals, etc.) that can be purchased as needed of local dealers 10 00 Total $67 30 Suitable texts may be mentioned as follows: Carhart and Chute's Physics (Allyn & Bacon, publishers). Gage's Physics (Ginn & Co.). Appleton's School Physics; Outlines of Physics (Macmillan & Co., publishers, New York). Thwing's Elementary Physics (B. H. Sanborn & Co., Boston). The following named are reliable dealers in supplies and apparatus: W. A. Olmstead, 182 Wabash ave., Chicago. Eimer & Amend, 205-211 Third ave., New York. Chicago Laboratory Supply and Scale Co., Chicago. The Columbia School Supply Co., Indianapolis, Ind. 202 BDVCATtON IN INDIANA. Chemistry. The study of diemistry, accompanied by individual experimental work by the pupil and demonstrations by the teacher, provides excellent train- ing in observation and a useful Ivuowledge of important natural and industrial processes, as well as in logical thinking. The aim of the course in the high school should be mainly to secure an understanding of funda- mental principles and the development of the jjowers of observation, deduction and expression. The pupil should not be led to think that he is being trained in the practice of analytical chemistry. The course should include the study of a suitable text accompanied by numerous simple experiments done by the pupil to show the method of preparation and the properties of various substances. These should be supplemented by demonstrations by the teacher if circumstances permit, showing the quantitative relations concerned in some fundamental re- actions. The pupil may thus become familiar by observation with the experimental evidence of the more important quantitative laws, and thus realize that our present theories have been deduced from and are not the causes of the facts observed. With this in view, most of the time commonly devoted to qualitative analysis may well be given to more thorough work in general chemistry. Analytical work, unless under the guidance of a very exceptional teacher, is limited in its instructional value and has little direct application unless supplemented by more advanced study and practice. The laboratory equipment need not be extensive. Table space is essen- tial for the performance of experiments. Gas and water attachments are not indispensable but desirable. A resourceful instructor will be able to conduct the work of a class without most of the fixtures considered necessary in college and university laboratories. Of course the best equip- ment is desirable if the school can afford it. The elementary text-books on chemistry usually contain complete lists and prices of materials and apparatus needed for the course presented. The cost of such outfits will vary from $15 to $50, and since some of this is of permanent character, the subsequent annual cost of maintenance is small. Not less than one year should be given to the study even in its ele- mentary outline. The following are some of the more recent texts which seem best adapted to high school work: Briefer Course in Chemistry. Remson. (Henry Holt «fe Co.) Experimental Chemistry. Newell. (D. C. Heath & Co.) Elementary Principles of Chemistry. Young. (Appleton & Co.) The following are reliable dealers in chemical apparatus and supplies: E. H. Sargent & Co., Chicago. Eimer & Amend, New York City. The Chicago Laboratory and Scale Co., Chicago. The Columbia School Supply t^., Indianapolis, Ind. Geology. It would be far better for the student and the school not to attempt to teach geology than to give a disconnected and poorly balanced course. EDUCATION IN INDIANA. 203 In case, however, it is desirable to include this subject, it is recommended that it be taught in connection with the physical geographj^ which may be elected in the last part of the third year or throughout the fourth year. At least one complete year should be devoted to the course. As far as may be possible, the work of the student should be, in part at least, of an observational nature. The student should be encouraged to reason and draw conclusions from observed facts. As preparatory to further work, the high school courses in geology may be based upon Tarr's "Elementary Geology," or W. B. Scott's "Intro- duction to Geology." For the work in physical geography the course may be based upon Tarr's "Physical Geography." For fuller treatment of the topics than can be given in the course frequent reference should be made to the following books: Dana, Manual of Geology. American Book Co. Geikie, Class Book of Geology. Shaler, Story of Our Continent. Shaler, Sea and Land. Russel, L. C, Volcanoes of North America. Geikie, Physical Geography, LeConte, Elements of Geology. D. Appleton & Co. Mathematics. Tavo courses of study for classes in high school mathematics are here- with given, either of which covers the amount of mathematics required of commissioned high schools. It will be seen that they differ but slightly, one introducing the study of concrete geometry which the other does not offer, and requiring its study previous to the study of demonstrative geometry, thus pushing demonstrative geometry one-half year farther along in the course. The formal study of demonstrative geometry immediately following algebra is known to be extremely difficult for many students, and the study of concrete geometry as an introduction to demonstrative geom- etry, thus familiarizing the students with the simpler elements of the subject but particularly with the language of geometry, has been found by skilled instructors to make the mastery of demonstrative geometry much easier by students generally, and its study more thoroughly enjoyed by them. It is recommended that those students whose school education will end with their graduation from the high school, be permitted to elect some other mathematical subject, say advanced arithmetic, advanced algebra or bookkeeping, in the place of solid geometry in the fourth year. 1. Algehra. One and one-half years (at least twelve school months) of daily reci- tations given to the mastery of the fundamental processes, factoring, fractions, simple and quadratic equations, simple simultaneous equations, powers and roots. (Have omitted logarithms.) 204 EDUCATION IN INDIANA. The following named texts, which have been thoroughly tested by competent teachers of algebra, are recommended for use in high school classes : 1. Taylor's Elements. Allyn & Bacon. 2. Wells' Essentials. D. C. Heath & Co. 3. Wentworth's Revised. Ginn & Co. 4. Fisher and Schwatt. University of Pennsylvania. 5. Beman and Smith. Ginn & Co. G. Milne-Academic. American Book Co. 2. Concrete (leometry. One-half year (a minimum period of four school months) of daily recitations to be devoted to the mastery of the "language of geometry" and such of the simpler elements of geometry as may be illustrated in a concrete way. To be taught orally or with the assistance of some good text. S. Demonstrative Geometry. One year (eight school months) of daily recitations in plain geometry required of all students, and one-half year (four months) of solid geometry required of students who are preparing for entrance to college, but elec- tive with those who will cease going to school at the close of their high school course. Special emphasis to be placed on the worlving out of practical exercises and the solution of original problems. The following texts are recommended: 1. Wells' Essentials, Revised. D. C. Heath & Co. 2. Wentworth, Revised. Ginn & Co. 3. Beman and Smith, Revised. Ginn & Co. 4. Philips and Fisher. American Book Co. 5. Milne. American Book Co. 6. Schultze and Sevenoak. The Macmillan Co. Years. Course I. Course II. First Algebra. Algebra. Second. Algebra, one-half of year. Demonstrative Geometry, one-half of year. Plane. Algebra, one-half of year. Concrete Geometry, one-half of year. Third Demonstrative Geometry— Plane, one-half of year. Demonstrative Geometry— Solid, one-half of year. Demonstrative Geometry— Plane, entire year. Fourth Eler'tive. Demonstrative Geometry— Solid, first half of year. Elective, second half of year. EDUCATION IN INDIANA. 205 Foreign Languages. Latin, Greek, French or German, if equally well taught, may be given equal value in the high school course. But in order to meet the require- ments for admission to Indiana colleges generally, a student must have had not less than three full years' work in some one of these languages. Latin. The study of Latin in the high school may be divided conveniently into periods of nine months each, whether or not these periods correspond to the length of the year in the several schools. Each period of nine months should be devoted to a distinct subject, the elements of the lan- guage, Caesar, Cicero and Virgil. These four subjects, or as many of them as the length of the course permits, should be taken in the order given above, and no subject should be begun until nine months has been spent upon the one immediately preceding. Schools having a three years' course, should, therefore, omit Virgil altogether; those having a two years' course should omit Cicero. The course which gives nine months to the lelements and nine months to Caesar is a better cdurse than one of the same length which distributes the last nine months among Caesar, Cicero and Virgil, or between any two of them. A school library is as essential to good work in Latin as is a collection of apparatus to good w^ork in physics or zoology. Thirty or forty dollars will buy a good working collection as a nucleus, and the following list is recommended as a good one from which to make selections: Madvig's (Ginn & Co.) or Roby's (Macmillan) Latin Grammar; Kiep- ert's (Leach, Shewell & Sanborn) or Ginn & Co.'s Classical Atlas; Lewis' Latin Dictionary for Scliools (Harper's); Harper's Dictionary of Classical Antiquities and Literature; Schreiber's Atlas of Classical Antiquities (Macmillanj; Johnston's Latin Manuscript (Scott. Foresman & Co.); Gow's Companion to School Classics (Macmillan); Howard's Quantitative Pro- nunciation of Latin (Scott, Foresman & Co.); Mackail's Latin Literature (Scribner's) ; any good history of Rome; Plutarch's Lives; Roman Politi- cal Institutions, by Abbott (Ginn & Co.); History of Latin Literature, by Simcox (Harper's); Private Life of the Romans, by Preston & Dodge (B. H. Sanborn & Co.); Helps to the Intelligent Study of College Prepara- tory Latin, by Harrington (Ginn & Co.); Latin Phrase Book, by Meissner (Macmillan); Harper's Latin-English Dictionary; Smith's Dictionary of Greek and Roman Biography and Mythology, 3 vols. (Harper's); Ward Fowler's Julius Caesar (Putnam); Caius Julius Caesar, by Dodge (Hough- ton, Mifflin & Co.); Julius Caesar, by Dodge (Houghton Mifflin & Co.); Julius Caesar, by Napoleon III (Harper's); Julius Caesar, by J. A. Froude (Harper's); Caesar's Conquest of Gaul, by T. Rice Holmes, London, 1899 (Macmillan); Roman Britain, by H. M. Scarth (Oxford); Roman Poets of the Augustan Age— Virgil, by Sellar (Oxford); Essays on the Poetry of Virgil, in connection with his life and times, by Nettleship (D. Appleton & Co.); Master Virgil, by Tunison (Robert Clark & Co., Cincinnati); Classic Myths, by Gayley (Ginn & Co.); Story of the Aeneid, Edward Brooks, superintendent public schools, Philadelphia; Myths of Greece and Rome, by Guerber (American Book Co.); Johnson's Metrical Licenses of Virgil 206 EDUCATION IN INDIANA. (Scott, Foresmaii & Co.); Trollop's Cicero, 2 vols. (Harper's); Life of Cicero, by Forsyth (Scribiier's) ; Catiline, Claudius and Tiberius, by Bees- ley (Longmans, Green & Co.) ; Cicero and the Fall of the Roman Republic, by Strachan— Davidson (Putnam's); Roman Life in the Days of Cicero, by Church (Dodd, Mead & Co.). The first nine months in Latin should be devoted to the study of the elements of the language under the guidance of some one of the modern books for beginners. It may be safely said that good results may be secured from any book in the following list, and also that books not in this list should be adopted by experienced teachers only, who have them- selves tested the books: Collar and Daniels (Ginn & Co.); Coy's (Ameri- can Book Co.) ; Jones' (Scott, Foresman & Co.) ; Scudder's (Allyn & Bacon) ; Tuell & Fowler's (B. F. Sanborn). The main emphasis should be laid during the use of the beginner's book upon the pronunciation, the inflec- tions, the order of words and the translations. In the average school time can hardly be spared for quantitative pronunciation, but the student should be well drilled in the Roman sounds of the letters and in accent. In regard to the inflections, nothing short of absolute mastery will suffice, and at least one-fhird of the recitation time should be devoted to black- board drills upon declensions and conjugations until such mastery has been gained. In drilling the pupils to take the thought in the Latin order the teacher should follow the method outlined by Professor W. G. Hale (Ginn & Co.) and should give daily exercises. In translation the teacher should insist upon faultless English, fluent and idiomatic, and should pre- pare his own translations of even the easiest sentences with great care that they may serve as models for imitation by the class. At least nine months will be necessary for doing well the work given in any of the beginner's books named above, and schools having a year of less than nine months in length should carry this subject over into the second year. During the remainder of the course the work will be centered upon some one of the three great classics, and the methods of the several periods will differ very slightly. In justice to the teacher the authorities should insist that all members of a class use the same text, and special texts for class-room should be provided and owned by the school. As the work goes on less and less attention need be given to inflections, but the drill in reading in the Latin order and in idiomatic translations should be maintained to the end. Special attention must be given throughout the rest of the course to syntax. The student should be examined every day upon the notes in his edition, and the teacher should test his knowl- edge by setting English sentences based upon the vocabulary and syntax of the Latin text for translation. These sentences should be short and easy, and are best made by the teacher from day to day; if, however, the teacher lacks time to compose the sentences he may draw them from such manuals as Collar's (Ginn & Co.); Daniel's (B. F. Sanborn); Moulton's (Ginn & Co.); Dodge & Tuttle's -(American Book Co.), or Rigg's The Series in Latinum (Scott, Foresman «fe Co.), In addition to this translation there should be a systematic drill in syntax based upon one of the older meth- ods (Jones' is. perhaps, the most thoroughly tried) which should be con- tinued throughout the second (Caesarian) and third (Ciceronian) period. While Virgil is read, prose composition may be suspended and the time EDUCATION IN INDIANA. 207 devoted to reports upon mythology based on assigned references to works in the library. Sight translation, once a fetich, should be used with caution, and only in connection with the text of the next day's lesson. In Caesar a text may be selected from the following: Kelsey (Allyn & Bacon); Harper and Tolman, or Harkness (American Book Co.); Chase & Stuart (Eldridge & Bro.); Greenough (Ginn & Co.); Lowe & Bwing (Scott, Foresman & Co.). It is recommended that the class read tirst Book I, Chapter 1-29, then Books II, III and IV, and then the omitted chapters of Book I, or an equivalent amount from Book V. In Cicero the class should read first the four orations against Catiline, then one of the longer orations (e. g., the Manilian Law, the Milo, the Murena or Roscius, then if there is time for further reading, a selection from the letters will be found interesting and profitable. The following editions are the best: Kelsey (Allyn & Bacon); "D'Oge" (Sanborn, Bos- ton); Greenough's (Ginn & Co.); Johnston's (Scott, Foresman & Co.). In Virgil the reading should be confined to the Aeneid and Book III may well be postponed or omitted altogether. Scanning should be taught from the first, and either the advance or the review lesson ought to be scanned in full every day. The following editions are recommended: Greenough & Kittredge (Ginn & Co.); Comstock's (Allyn & Bacon); Frieze's six books and vocabulary (American Book Co.). Practical suggestions on the teaching of the Latin in the high schools of Indiana will be found in a paper read before the classical section of the state teachers' association in December, 1896, by Professor Johnston, of Indiana university. It may be obtained without cost of Scott, Fores- man & Co., 308 Wabash ave., Chicago. Greek* 1. A beginner's book, followed, if time permits, by the reading of easy selections from Xenophon. 2. Three or four books of the Anabasis, or two of the Anabasis and two of the Hellenica, with plentiful exercise in prose composition and some study of Greek history. 3. Three or four books of Homer, either Iliad or Odyssey, with careful study of forms and the heroic meter, and a general view of Greek literature. German* 1. Elementary German, vising a beginner's book, supplementing the same with Guerber's MJirchen und Erziihlungen, and Storm's Immensee. 2. German Grammar and reading of Holier als die Kirche, Aus dem Leben eines Taugenichts, Der Neffe als Onkel and Der Bibliothe- kar. 3. Prose composition and reading of Der Fluch der Schonheit, Wilhelm Tell, Hermann and Dorothea, Minna von Barnhelm. A general view of German literature. *Course outlined by the city superintendents' association. 208 EDUCATION IN INDIANA. French* 1. A standard course in elementary French, with exercise in composition. and the reading of L'Abbe Constantin and l^indred selections from French literature. 2. Continue the study of French grammar and read Madame Therese, Coppee et Maupassant, and Contes de Daudet. 3. French composition and reading of Hugo's Hernani, Moliere's Le Bourgeois Gentilhomme, and Racine's Athalie. Literature and Composition. The object of the English course in the commissioned higli school is to give the student the ability to speak his native language correctly, to write readily and effectively, to read with sympathy and insight, and thus to strengthen himself with the best thoughts of others, and to communi- cate his own best thoughts in an unmistakable way. To attain this object involves the teaching of literature and of composition. One recitation a day for four years should be given in English. The teaching of composition should extend over the full period of four years, even, if the subject can not be taught oftener than once a week. The reason for this is that composition is not a subject that seeks to impart a given amount of information; it is a subject that concerns itself with the student's ability to express himself at all times. This ability can be conveyed to the student only by drilling him in writing at all stages of his career. As he grows in thought, he must advance in expression; and hence practice in composition must be continuous until the student has the command of Etiglish suggested above. There is less reason for making the study of literature continuous; in so far as the study of literature consists of information, it may be taught like history or science; but in so far as it is a training in taste, it requires continuous treatment. Add to this the fact that literature is a potent aid to composition, and it appears that, on the whole, literature ought to be taught continuously through the four years. If, however, only one of the two subjects can be taught continuously, that one subject should be composition. As to the relative amount of time to be spent on literature and com- position, it is suggested that approximately two-fifths of the time given to English be devoted to composition. This course of study is recommended for the non-commissioned and township graded high schools of the state also, and teachers are urged to follow the suggestions for commissioned high schools whenever possible. The work should be done so well that pupils completing one, two or three years in the non-commissioned schools should receive credit for same upon entering any of the commissioned schools. Composition. The work in composition should consist of constant practice in writ- ing. The two great sources of material that the pupil should use in his *Course outlined by the city superintendents' association. EDUCATION IN INDIANA. 209 work are (1) his own experience, (2) literature. The work in literature and composition should be so correlated as to malie the first furnish a great deal of the material for the second, while the second should sti-ongly supplement the first. Themes or essays upon subjects well within the student's range -should be called for at least once a week. Many short papers, daily, If possible, rather than longer papers weekly, will contribute to the ends sought. Difficult, complex subjects, beyond the reach of the immature mind, should never be given. These papers should be corrected, discussed and returned for rewriting. Careful, conscientious supervision of the work on the part of the teacher, and judicious, sympa- thetic criticism of all the work on the part of the teacher and pupils is strongly to be desired. There is a large part of the habit-forming element in composition. Correction should involve points in spelling, grammar, punctuation, choice of words and construction of paragraphs. The teach- ing of rhetoric should be made distinctly subordinate to the teaching of composition. The study of standard authors as models; for example, Irving and Stephenson in description; Hawthorne, Poe and James in narration; Thor- eau and Martin in exposition; Burke, Webster and Beecher in argumenta- tion. Of these forms of discourse, description and narration should re- ceive most attention. Exposition should have more time than argumenta- tion. It is not necessary, however, that pupils spend a great deal of time in learning to make sharp distinctions between these various forms of dis- course. No one text-book in rhetoric or composition will be found adapted to the needs of every school. The text-books named below are all practical books; but the teacher must remember that in composition teaching no text-book can take the place of stimulating class-room instruction. Studies in English Composition, Keeler and Davis; Outlines of Rheto- ric, Genung; Handbook of Composition, Hart; Foundations of Rhetoric, Hill; English Composition, Newcomer; Exercises in Rhetoric and Com- position, Carpenter; School English. Butler; Composition-Rhetoric, Scott and Denny; Composition and Rhetoric for Schools. Herri ck and Damon; Composition and Rhetoric, Loekwood and Emerson; Talks on Writing English, Arlo Bates; English Composition, Barrett AVendell; Short Story Writing, Charles Raymond Barrett; Philosophy of the Short Story, Bran- der Matthews; Story Composition, Sherman Cody; The Story Teller's Art, Charity Dye. LiTERATUEE. The work in literature should consist mainly of the study of repre- sentative selections from the work in English and American authors. The simpler forms of writing, those that the student can interpret most easily, should be first presented, narrative poems and those having strongly marked symbols coming before descriptive poems and those in which the charm is largely in suggestion. As the student gains in interpretative power, the more difficult forms may be put before him. Thus the litera- ture work might fitly begin with selections from Longfellow and Whittier. and end Avith Shakespeare, Browning and Carlyle. 14— Education. 210 EDUCATION IN INDIANA. The emphasis should at all times be placed upon the study of the liter- ature rather than upon books about literature. But this should not mean that some very systematic work should not be done in studying the devel- opment of the literature and the place occupied by each author in this development. This work may be in the form of talks by the instructor, or some of the briefer manuals may be put into the hands of the pupils. While it is true that it is better to kuoAv a few books well than to know many imperfectly, yet it is also true that one purpose of this work is to give an idea of the extent of the fields covered. To that end a num- ber of masterpieces should be studied in reasonable detail, while many more should be read rapidly for special points and to give some hint to the pupil of the great variety and diversity of literary products. The greatest objection to a set course of masterpiece study is that it gives an utterly false perspective of the subject. This may in some measure be corrected by the means suggested. In the following list the dates refer to the year of graduation, i. e., a class graduating in 1902 should read during its high school career the books named under that date. I. For general reading and composition work: 1902. 1903. 1904. * * * * * * * * * * * * * * * * * * * * * •• * * * * * * * * * 1905. Shakespeare— Merchant of Venice Shakespeare— Julius Cassar Addison— De Coverly Papers Tennyson— The Princess Lowell— Vision of Sir Launf al Scott— Ivanhoe Coleridge- Ancient Mariner Pope-Iliad, I, VI, XXII, XXIV Goldsmith— Vicar of Wakefield Cooper— Last of the Mohicans George Eliot— Silas Marner Carlyle— Essay on Biirns II. For minute and critical study: Shakespeare— Macbeth Milton— L'Allegro, II Penseroso, Comus, Lycidas Macaulay— Milton and Addison Burke— Conciliation with America * * * * * * * * * * * * (*) An asterisk indicates the year a book is to be used. It is greatly to be desired that every high school be supplied with a large number of standard works suited to the needs of boys and girls of high school age. Opportunity would thus be offered for directing to con- siderable extent the outside reading of the boys and girls at this impor- tant period of their mental development. For purposes of general reading and culture it is suggested that aVmany of the works named below, and others of similar character, as can be supplied be placed on the shelves of the library in every high school of the sta-te: EDUCATION TN INDIANA. 211 (L LIST OF KOOKS FOR HIGH SCHOOLS-SUPPLEMENTARY. Cervantes, S. M. de. Don Quixote; abridged by Clifton Johnson. Hugo, Victor. Jean Valjean; ed. by Sare E. Wiltse. Stevenson. R. Louis. Treasure Island. Morse, John T. John Quincy Adams. Shumway, Edgar E. Day in Ancient Rome. Harrison, Benj. This Country of Ours. Ball, Robert S. Starland. Bulfinch, Thos. Age of Fable. Buhver-Lytton, Sir Edward. Last Days of Pompeii. Guerber, H. A. Legends of the Middle Ages. Hale, E. E. Man Without a Country, and Five Other Stories. Curtis, Geo. Wm. Prue and I. Dickens, Chas. Story of Oliver Tavist; condensed by Ella B. Kirk. Matthews, Wm. Getting on in the World; or Hints on Success in Life. Heilprin, Angelo. Earth and Its Story. Shaler, N. S. Story of Our Continent. Thoreau, Henry D. Succession of Forest Trees. Byron, Lord. Childe Harold; ed. by Andrew J. George. Dryden, John. Palamon Arcite; ed. by W. H. Crawshaw. Goldsmith, Oliver. She Stoops to Conquer. Wordsworth, Wm. On the Intimations of Immortality. Griffis, AVm. Elliott. Brave Little Holland and What She Taught Us. Hodgin, Cyrus W. Indiana and the Nation. Marcus Aurelius Antoninus. The Thought of; ed. by Edwin Ginn. Campbell, Thomas. Pleasures of Hope. Emerson, R. W. American Scholar, Self-Reliance and Compensation Keats, John. Endymion; ed. by Gollancz. Moore, Thos. Lalla Rookh. Pope, Alex. Essay on Man. Sophocles. Antigone and Oedipus King; tr. by Coleridge. Moore, Sir Thos. Utopia; ed. by Gollancz. AVallace, Lew. Ben Hur. Warner, Chas. Dudley. Being a Boy. Lamartine, A. de. Oliver Cromwell. Mahaffy, J. P. Old Greek Life. Whipple, Edwin P. Character and Characteristic Men. Plato. Apology, Crito; tr. by Paul E. More; Republic. Mulock. John Halifax Gentleman. Kipling, R. Light that Failed. Captains Courageous. Dickens, Chas. David Coppertield; Nicholas Nickleby. Bryant, Wm. C. Thanatopsis. Brooks. Lecture on Biograj^hy. Burke. Speech on Conciliation Avith America. Coleridge. Ancient Mariner. Cooper. Last of the Mohicans. DeQuincey. Revolt of the Tartars. Dickens, Chas. Tale of Two Cities. Epictetus. 212 EDUCATION IN INDIANA. Gayley. Classic Myths in English Literature. Eliot, George. Silas Marner. Goldsmith, Oliver. Vicar of Waketield; Deserted Village; The Traveler. Irving, W. Sketch Book. Johnson. Rasselas. Macaulay. Essays on Addison and Milton. Milton. Paradise Lost, Bks. I, II, and Lycidas; L' Allegro, II Penseroso. Comus. Plutarch. Lives. Ruskin. Selections. Scott. Ivanhoe; Tales of a Grandfather. Shakespeare. Merchant of Venice; Julius Caesar; Hamlet; Macbeth; ed. by Hudson. Coverley, Sir Roger de. Papers. Tennyson. The Princess; Enoch Arden; In Memoriam; Locksley Hall. Webster. Speeches; First Bunker Hill Address. White. Natural History of Solborne Wright, C. D. Industrial Evolution of the U. S. Clodd, Edw. Story of Primitive Man. Atkinson, Philip. Electricity for Everybody. Grinnell, G. B. Story of the Indian. Lodge, H. C. and Roosevelt, Theodore. Hero Tales from American History. Walker, F. A. Making of the Nation, 1783-1817. Dana. Two Years Before the Mast. Poe. Raven. Schurz, Carl. Abraham Lincoln. Chaucer. Prologue, The Knight's Tale, and The Nun's Priest's Tale. Lowell. Vision of Sir Launfal; Books and Libraries; My Garden Ac- quaintance. Franklin. Benj. Poor Richard's Almanac and Autobiography. Hawthorne. Great Stone Face; Snow-Image. Whittier. Snow-Bound; Maud Muller. Emerson. Behavior; Books. Everett. Character of Washington. LongfelloAv. Evangeline; Building of the Ship; Courtship of Miles Standish. Tennyson. Charge of the Light Brigade; Death of the Old Year; Crossing the Bar. Wordsworth, Wm. To a Skylark; To the Cuckoo; Daffodils; To the Daisy. Burns. The Cotter's Saturday Night; To a Mouse; For A' That and A' That; Auld Lang Syne. Lamb. Dream Children; Dissertation Upon Roast Pig; Barbara S ; Old China. Coleridge. Kuble Khan. * ^ Bacon. Essays: of travel; of Studies; of Suspicion; of Negotiating; of Masques and Triumphs. Lowell. Abraham Lincoln; Commemoration Ode. Holmes. Autocrat of the Breakfast Table. EDUCATION IN INDIANA. -213 Hughes. Tom Brown's School Days. Larcom, Lucy. A New England Girlhood. Longfellow. Chilren's Hour. Dickens, Chas. Christmas Carol. St. Pierre. Paul and Virginia. Brown, John. Rab and His Friends. Carlyle. Goethe, an Essay. Gray. Elegy in a Country Churchyard. Lamb. Essays from Elia. Thomson. The Seasons. Thackeray. Lighter Hours. Homer. Iliad; Odyssey; tr. by Bryant. Aeschylus. Prometheus Bound; tr. by More. Euripides. Alkestis; Medea; Hippolytos; tr. by Lawton. Dante. Divine Comedy; tr. by Norton. Omar Khayyam. RubaiyM; tr. by Fitzgerald. Fiske. War of Independence. Course in History and Cnacs for Commissioned High Schools. Second Year- History of Greece (first half year). History of Rome (second half year). Third Year- History of England (whole year), or History of France (first half of year). History of England (second half of year). Fourth Year- American History and the Civil Government of United States and In- diana (throughout the year). Text-books— History of Greece. Myers, Botsford. History of Rome. Allen. History of England. Larned; Montgomery; Oman; Conian and Ken- dall. History of France. The Growth of the French Nation, Macmillan. American History. McLaughlin; McMaster; Channing; Fiske, Civics— U. S. Fiske; Hinsdale; Macy; Wright. Civics— Indiana. Rawles; Hodgin. It is recommended that the third year's work, while particularly de- voted to France and England, be made to include a general survey of mediaeval and modern history. As a basis for such study France is to be preferred. If, however, the year consists of at least nine full months, this subject may be taken up during the first half, and the remaining time be devoted to England. In this case it would be well to concentrate the work in English history on the development of English institutions since 214 EDUCATION IN INDIANA. the accession of the Tudors, going over briefly earlier phases of English history like the Norman conquest, Magna Cliarta and the beginning of parliament. In the fourth year it is desirable that the work in American history and civil government be as closely correlated as possible. Tluis, the study of the text of the articles of confederation and of the constitution should come in connection vrith the study of their historical setting. Among the books that should be placed in the library as reference books in history may be named the following: History for Ready Reference., Larned. vols. History of Rome. Duruy, 8 vols. History of Greece. Botsford. History of Rome. Gibbon. History of Middle Ages. Duruy. History of France. Duruy. History of England. Froude. History of England. Green. History of England. Oman. History of England. Guest. The Dutch Republic. Motley. United Netherlands. Motley. Periods of European History. The Macmillan Co. Ferdinand and Isabella. Prescott. Phihp II. Prescott. England in the Eighteenth Century. Leckey, 8 vols. Civilization During the Middle Ages. Adams. Causes of the French Revolution. Dabney. History of the People of the United States. McMaster. Twelve Enghsh Statesmen. The Macmillan Co. American Statesmen Series. Houghton, Mifflin & Co. History of the United States. Bancroft. Epochs of American History. Longmans, Green & Co. American History Series. Scribner's. Schouler's History of the United States. Rhodes' History of the United States. Critical Period of American History. American Common Wealth Series. Bryce's American Commonwealth. Also each school should be supplied with: MacCoun's Historical Geography of Europe. Ancient and Classical Period. MacCoun's Historical Geography of Europe. Mediaeval and Modern Period. MacCoun's Historical Geography of the United States, or some series of charts equivalent thereto.. EDUCATION IN INDIANA. 215 3. LIST OF COMMISSIONED HIGH SCHOOLS. City. Superintendent. Akron Mrs. Carrie Templeton. Albany W. L. Cory. Albion J. A. Cummings. Alexandria J. G. Collicott. Amboy A. E. Martin. Anderson J. W. Carr. Angola H. H.-Keep. Arcadia E. J. Llewellyn Ashley ". J. A. Moody. Attica E. H. Drake. Auburn B. B. Harrison. Aurora J. R Houston. Bedford W. E. Alexander. Bloomfield C. B. McLimi. Bloomiugton J. K. Beck. Bluffton W. A. Wirt. Boonville O.E.Clark. Boswell J. H. Barnes. Brazil L. B. O'Dell. Bremen W. F. Ellis. Broad Ripple S. B. Plaskett. Brookville H. L. Smith. Brownstown W. B. Black. Butler H. G. Brown. Cambridge City Lee Ault. Cannelton J. F. Organ. Oarmel John W. Teter. Carthage J. H. Scholl. Cayuga Colfax Martin. Chalmers John Gowers. Charlestown W. A. CoUings. Chesterton S. H. Roe. Churubusco Claud Belts. Cicero F. A. Gauze. Clinton Wni. F. Clark. Colfax CO. Mitchell. College Corner E. P. Wilson. Columbia City C. L. Hottel. Columbus T. F. Fitzgibbon. Connersville W. S. Rowe. Converse C. E. Spaulding. Covington H. S Kauffman. Corydon Jesse W. Riddle. Crawfordsville W. A. Millis. Crown Point F. F. Heighway. Dana ' W. H. Smythe. Danville O. C. Pratt. 216 • EDUCATION IN INDIANA. City. Superintendent. Darlington Daniel Freeman. Decatur H. A. Hartman. Delphi E. L. Hendricks. Dublin J. O. Mills. Dunkirk O. E. Vinzant. East Chicago W. C. Smith. Edinburg C. F. Patterson. Elkhart / D. W. Thomas. Elwood C. S. Meek. Evansville ,. . Frank W. Cooley. Fairmount C. H. Copeland. Flora J. S. Slabaugh. Fortville W. A. Myers. Fort Wayne J. N. Study. Fountain City B. W. Kelley. Fowler Lewis Hoover. Frankfort E. S. Monroe. Franklin H. B. Wilson. Frankton J. B. Fagan. Galveston E. E. Tyner. Garrett E. E. Lollar. Gas City J. H. Jeffrey. Goodland M. A. Hester. Goshen V. W. B. Hedgepeth. Gosport Edwin L. Thompson. Greencastle H. G. Woody. Greenfield , W. C. Goble. Greensburg E. C. Jerman. Greentown H. E. Shephard. Greenwood O. E. Behymer. Hagerstown O. L. Voris. Hammond W. H, Hershman. Hartford City C. H. Dry bread. Hobart W. R. Curtis. Huntingburg F. D. Kepner. Huntington W. P. Hart. Hebron S.N. Greery. Indianapolis C. N. Kendall. Jasper B. Sanders. Jeffersonville CM. Marble. Jonesboro A. E. Highley. Kendallville ♦^ D. A. Lambright. Kentland * C. L. Stubbs. Kirklin F. B. Long. Knightstown W. D. Kirlin. Knox C. W. Egner. Kokomo R. A. Ogg. EDUCATION IN INDIANA. 217 City. Superintendent. Ladoga J. F. Warfel. Lafayette R. F. Hight. Lagrange W. H. Brandenburg. Lapel W. W. Mershon. Laporte John A. Wood. Lawrenceburg T. H. Meek. Lebanon O. A. Peterson. Liberty J. W. Short. Ligonier W. O. Palmer. Lima A. W. Nolan. Linton Oscar Dye. Logansport A. H. Douglass. Lowell H. B. Dickey. Lynn Ossian S. Myers. Madison CM. McDaniel. Marion B. F. Moore. Markle John Reber. Martinsville J. E. Robinson. Michigan City P. A. Oowgill. Middletown H. N. Ooffman. Mishawaka J. F. Nuner. Mitchell J. L. Clauser. Monon J. H. Shaffer. Montezuma J. A. Lineberger. Monticello J. W. Hamilton. Montpelier L. E. Kelley. Mooresville W. O. Pidgeon. Mt. Vernon E. G. Bauman. Muncie G. L. Roberts. McOordsville W. B. Stookey. Nappanee S. W. Baer. New Albany O. A. Prosser. New Augusta John Shipman. New Carlisle J. W. Rittinger. New Castle J. C. Weir. New Harmony Joseph Kelley. New London M. R. Heinmiller. Newport J. W. Kendall. Nobjesville J. A. Carnagey. North Judson C. F. Blue. North Manchester C. F. Miller. North Vernon G. P. Weedman. Oakland City R. J. Dearborn. Odon F. M. McConnell. Orleans M. S. Mahan. Oxford M. F. Orear. Paoli J. C. Brown. Pendleton E. A. Allen. 218 EDUCATION IN INDIANA. City. Superintendent. Pennville W. W. Knox. Peru A. A. Campbell. Petersburg Sylvester Thompson. Pierceton F. F. Vale. Plymouth R. A. Randall. Portland Hale Bradt. Princeton Harold Barnes. Redkey J. E. Orr. Remington J. N. Spangler. Rensselaer W. H. Sanders. Richmond T. A. Mott. Rising Sun R. L. Theibaud. Roachdale E.G. Dodson. Roann J. O. Reynolds. Roanoke W. T. Lambert. Rochester D. T. Powers. Rochester Township High School W. H. Banta. Rockport F. S. Morganthaler. Rockville O. H. Blossom. Rushville A. O. McGregor. Salem Lotus D. Coffman. Seymour H. O. Montgomery. Shelbyville J. H. Tomlin. Sheridan Abraham Bowers. Shipshewana J. W. Hostettler. Shoals O. H. Greist. South Bend Calvin Moon. South Whitley J. W. Coleberd. Spencer A. L. Whitmer. Summitville A. C. Wooley. Sullivan W. C. McCullough. Swayzee E. E. Petty. Terre Haute W. H. Wiley. Thorntown T. C. Kennedy. Tipton I. L. Conner. Topeka L. K. Babcock. Union City Linnaeus Hines. Upland W. W. Holiday. Valparaiso A. A. Hughart. Van Buren S. W. Convoy. Veedersburg W. C. Brandenburg. Vevay E. M. Danglade. Vincennes -^ A. E. Humke. Wabash Miss Adalaide S. Baylor. Walkerton A. E. Clawson. Wanatah F. R. Farnam. Warren J. H. Shock. EDUCATION TN INDIANA. 219 City. Superintendent. Warsaw Noble Harter. Washington W. F. Axtell. Warterloo W. S. Almond. Waveland Rupert Simpkins. Westfield W. A. Jessup. West Lafayette E. W. Lawrence. Whiting R. L. Hughes. Williamsport . S. O. Hanson. Winamac W.' H. Kelley. Winchester O. R. Baker. Windfall John Owen. Wolcott E. B. Rizer. Worthington W. B. VanGorder. Zionsville H. F. Gallimore. 4. PEOFESSTO^TAL TKATOIIstg OF HIGH SCHOOL TEACHEKS. The public hi,ch school as it exists today in America is largely the growth of the p^st sixty years. These schools have to a large extent supplanted the endowed academies and private schools that formerly constituted the only connection between the ele- mentary schools and the college. Its development has been so rapid and complete that at the beginning of the twentieth century we find it a fundamental part of the system of public education in all our states. The functions of the high school may be enumerated as follows : 1. It completes and symmetrizes the work begun in the ele- mentary schools. 2. It seeks the safety of the state by extending to the more capable children of all classes those educational advantages that will result in the selection and training of leaders for intelligent service in academic, professional, and industrial life. 3. It opens the doors of the college, the technical, and the professional schools to capable boys and girls of slender means. 4. It supplies teachers and furnishes incentives to the ele- mentary schools. 6. It seeks to maintain political equality and active sympathy among all classes. 6. It serves to extend among the mass of people the beneficent results of higher training and sound learning. 220 EDUCATION IN INDIANA. 7. It seeks to implant in the minds of yonth the fnndamental notions of idealism and morality. In making a study of the high schools of the country one will find that the weakest element in their work results from lack of trained teachers. A great majority of the teachers have re- ceived no professional training whatever. It has been too long held that teachers like poets are born, not made, and therefore any professional and technical instruction, or criticism of their work is superfluous. There seems to be a belief that by some mysterious process of mental alchemy college students may be transformed into successful teachers by sitting behind the in- structor's desk. A young man does not become a practicing phy- sician after taking a college course in physiology, or a lawyer after passing his examination in constitutional law; the state in both cases protects, alike, the young man from himself and the community from his inexperience. This sort of protection is not extended to the schools of the state, and high school students everywhere are sufferers from the well meant but crude efforts of college graduates to gain experience, an experience that must be gained at the expense of their pupils. Hundreds of young teachers with high scholarly attainments enter our high schools with ambition to succeed, rejoicing in their opportunities for suc- cess; yet there is a constant procession of those who as failures abandon the profession simply because they never were taught the first principles of theory and practice, and of method in the work before them. The secondary school is not merely the first four years of the college, nor is it an additional four years of the elementary schools. The secondary school of today fills a place in the edu- cation of the child that is untouched by the elementary school or the true college. The child enters the high school at from thirteen to fifteen years of age, and for the next four or five years passes through a distinct and vital period of his develop- ment. His training during this adolescent period presents new and vital problems that are not raet in the primary or elementary schools, and which are not important in the real college. With this psychological and new birth, new and distinct meth- ods become imperative. The individual at this stage more than at any other time of his life, is susceptible to real culture and EDUCATION IN INDIANA. .221 development. In most lives this is the time of natural dawn of the educational instinct. It is the waking time of life in both body and mind. It is now that we find ''subtle emotions are setting into dispositions, and dispositions are becoming char- acter." This is especially the period ''when the great instincts of altruism begin to be felt and transform the soul, and there comes to the individual the great conception that life is after all not to be lived for self, but for others'; there comes to the soul the instinct of subordination and sacrifice, of being ready to die for what he would live for." In this period of the child's growth there is demanded of both parents and teachers a larger knowledge of his physical and psychical life than at any other time; here a broader knowledge of the child nature and the laws of his growth is imperative. Here, as well as in the kindergarten and the elementary schools, the teacher trained for his particular work is a necessity. It is only during the last few years that there has arisen any serious question concerning the necessary qualifications of teach- ers in the secondary schools. So long as the only secondary school of consequence was the academy or college preparatory school, so long the only teacher worth considering was the college grad- uate. He who would successfully fit boys for college must him- self know by experience what the college demanded. But with the growth of knowledge of the child's life, with an enlarged curriculum, and especially since the growth of the high school has introduced variety, not only in the subject of instruction, but in the purposes of the school as well, the former supply of teachers has proved inadequate. Unquestionably the lack of professional training and technical knowledge in the art of teach- ing, on the part of the average college graduate, had great weight in promoting the belief that a college education was not an essen- tial pre-requisite for teaching in the secondary schools. In hun- dreds of cases the normal school graduate, the specialist and the elementary teacher who has made a reputation in school man- agement have been selected for positions in the high school in pref- erence to those with a liberal college training. We may deplore the situation as we will, it is nevertheless true that the college-trained teacher without true professional knowledge has but a slight advantage in gaining admission to 222 EDUCATION IN INDIANA, our secondary school. The college graduate has been carefully weighed these many years and too frequently found wanting. The specialist and the normal school graduate have also been tested and the popular verdict is that they, too, are often poor craftsmen. The educational welfare of the country demands that public opinion recognize higher standards of professional prep- aration. Those interested in the good of the school must know that "School keeping is not necessarily school teaching." The technical ability to teach includes both. ''The art of teaching is mimicry and a dangerous gift" unless it is founded on the true science of life, which takes into account the ends and means of education and the nature of the mind to be taught. ''Gradu- ates of colleges and normal schools must fail as teachers in the high school if they teach only as they have been taught." The methods of college professors are not always the best, and if they were, high school pupils are not taught or disciplined as college students are. The work of the secondary school is unique. It requires an arrangement and presentation of the subject matter of instruction in a way unknown in the elementary school and unheeded in most college teaching; it requires tact, judgment, and disciplinary powers peculiar to the management of youth. In considering the question of the advanced training of teachers for the secondary schools w^e can not fail to take into considera- tion the problem of remuneration of the teacher. It is becoming harder, year by year, for the college graduate to find employment in the schools at a living salary. Granted that the number of positions annually falling vacant is relatively stationary, and that the number of applicants are annually increasing, but one result may be expected unless an increase of wages can be brought about. The law of supply and demand would seem to force the salaries down. In the majority of secondary schools of the country, little pecuniary inducement is offered to the intending teacher to take an advanced course in professional training. It may seem true that so lightly is higher professional training re- garded in secondary schools th^t it is a question whether the average teacher who must depend on the usual salary can afford to spend the time and money necessary to the higher preparation for his work. EDUCATION IN INDIANA. 223 While we acknowledge the strength of this argument, we still contend that the great advantage of the trained teacher in the high school will be finally recognized. When the American people see that a thing is really worth having they know how to pay for it without grumbling. The better class of secondary schools over the country now pay fair salaries and insist on getting the ablest teachers. The very fact that the competition for these posi- tions is disagreeably keen is the surest guarantee of a better system of training teachers for the secondary work. The earnest young teacher can not afford to compete, other things being equal, with those whose preparation has been less expensive and less complete than his; the only hope of the ambitious college grad- uate is to put himself distinctively above his competitors in the field of his chosen work. This fact furnishes the opportunity for the teachers' college and the school of pedagogy in the uni- versity. It is precisely this condition of affairs which makes possible for the first time in America a serious consideration of ideal methods for training teachers for secondary schools. The committee of fifteen have said that ^^One-sixth of the teach- ers in the United States are engaged in secondary work and in supervision. These are the leading teachers. They give edu- cational tone to the communities as w^ell as inspiration to the larger body of teachers. It is of great importance that they be imbued with the professional spirit springing from sound professional culture. The very difficult positions which they fill demand ripe scholarship, more than ordinary ability, and an intimate knowledge of the period of adolescence.'' During the sixty years of the existence of the normal school in America, its influence on the educational methods and thoughts of the country has been beyond estimate and its growth phe- nomenal. According to the latest educational report of the na- tional bureau of education, 69,593 students were in attendance at the different normals and training schools of the United States. The excellence and thoroughness of the work in most of these .schools have always made them centers of educational thought in our country. That these institutions have as yet failed to provide an ideal preparation for all classes of teachers is largely due to the fact that they have in nearly all cases disregarded some of the most fundamental principles of professional training 224 EDUCATION IN INDIANA. which were so ably set forth by Commissioner Harris in his article on "The Future of the Normal School." The most obvi- ous of these defects is the failure to differentiate the work they have attempted. The result of this failure is that all students, irrespective of the part they are to take in the profession, are trained side by side. The same course is supposed to train teach- ers to become city superintendents, county superintendents, prin- cipals and teachers at high schools, elementary teachers, primary teachers, and teachers in normal schools and colleges. It is certainly plain that the qualifications and equipment needed for teachers in these various positions are different in a very large degree. The great advance made in educational methods during the past twenty years surely warrants us in saying that a new era in the problem of training teachers is beginning, resulting first from the demand of public opinion for a higher class of trained teachers in all departments of the school, and secondly, from the recent movement of colleges and universities in establishing professorships of education. It is evident to all students of edu- cational processes that the method of instruction and the organi- zation of the work of training teachers should vary according to the grade of education in which the student expects to work. Commissioner Harris, in the article above referred to, says: "There is one method for the higher education and another for the elementary. Within each of these there should be a further discrimination of methods, so that five stages of method will be noted." These five he enumerates as the method of the kin- dergarten, of the elementary school, of the secondary school, of the college, and of the university. Speaking of the work which will be required of the future normal school and the department of education in the university, he says: "The student will be taught how to present a branch of study symbolically according to the method of the kindergarten; by typical facts as in the elementary school; scientifically as in the secondary school; com- paratively as in the college f. as a specialist would investigate it in the post-graduate course." In France there are three classes of normal schools and the prospective teacher enters one or the other according to his inten- tion of becoming a teacher in the elementary schools, a teacher EDUCATION IN INDIANA. 225 in the secondary schools, or a teacher of teachers. The first of these normal schools trains those who are to be teachers of boys and girls under the age of fifteen. Eighty-nine of such normals have been established for young men and eighty-six for young women in France and the French colonies. For the training of instructors in these normal schools two special schools have been established, one for men and one for women. Here the subjects taught in the elementary schools are studied with a special reference to the needs of those who are to become a teacher of teachers. The norm'al school for the training of teachers for positions in secondary and higher institutions of learning is at Paris. In this school there are approximately one hundred students who aPCQ chosen by competitive examinations, open only to those who hold the bachelor's degree. At the end of the first year of the course all students are required to pass the examination for the master's degree. In all these normal schools courses are given in philosophy, psychology, history and principles of education, and during the last year of the course much time is devoted to observation and practice teaching under skilled critic teachers. In Germany's experience we find an illustration of the truth that for the true high school teacher "to liberal scholarship must be added special scholarship, and to special scholarship profes- sional knowledge, and to professional knowledge technical skill." There the intending teacher in the secondary schools must first of all be a graduate of a secondary school; he must also hold a degree from the university ; he must then obtain a certificate from, a state board of examiners. But this certificate confers no right to teach. Something more . than culture and scholarship is required. The applicant must have taken a course in philoso- phy, ethics, logic, psychology, and in the history and principles of education, and have spent one full year in the teacher's sem- inary, where he is trained in special methods of presenting the subjects which he expects to teach, in practice teaching under guidance, and in familiarizing himself with practical workings of a secondary school. It is safe to say that Germany owes more to the professional training of her teachers and their strong professional spirit than to any other factor in her educational system. 16— Education. 226 EDUCATION IN INDIANA. When taking up the study of this question your committee addressed a letter of inquiry to about sixty leading educators of the United States containing the following questions: 1. In addition to the regular collegiate course, or its equiva- lent, what professional training should be required of applicants for high school positions? 2. How can this training be given by colleges ? 3. How can this training be given by our normal schools ? 4. How can this training be given by our city training schools ? 5. What requirements as to professional training are made of applicants for high school positions by the Board of Education of your city? Fifty-one answers were received to this letter. In answer to the first question, forty-two said that in addition to the regular college course one or more years of strictly professional character covering the work of the high school should be required. Of these forty-two answers, twenty-one insisted that one-half year or more should be given by all students to the observation of good high school work and practice in actual teaching under skilled critic teachers. Among those favoring the requirement of the practice work were the following : Charles Degarmo, Cor- nell university ; Elwood Cubberly, Leland Stanford ; F. Truedley, Youngstown, Ohio ; George P. Brown, Bloomington, 111. ; J. F. Millspaugh, Minnesota state normal; Edwin B. Cox, Xenia, Ohio; G. Stanley Hall, Clark university; Henry Wittemore, Massachusetts state normal; J. M. Greenwood, Kansas City; W. ^. Hailmann, Dayton, Ohio; Paul H. Hanus, Harvard uni- versity; Sam T. Dutton, Columbia university; Arthur C. Boy- den, Massachusetts state normal; S. T. Dial, Lockland, Ohio C. B. Gilbert, Rochester; C. A. McMurray, Bloomington, 111. Francis W. Parker, Chicago ; H. S. Tarbell, Providence, B. I. L. H. Jones, Cleveland, Ohio. Twelve of these forty-two made the specializing in the subject the candidate expects to teach, in addition to the usual college course, a very important require- ment. In the second question the general answer was that the colleges and universities could furnish opportunities for the preparation of high school teachers by the establishment of schools of pedagogy for graduate students. In order to provide for the observation EDUCATION IN INDIANA, 227 and practice work provision would necessarily have to be made for co-operation with the public high school in the vicinity of the college where students could do work under skilled direction. The answers to the third question were nearly uniform and to the effect that this work could not be done by the normal school as generally organized. But it would require the establishment in these schools of special departments for intending high school teachers who have completed the regular course in the college or its equivalent, and the establishment of practice school facili- ties. Concerning the fourth question the answers were uniform to the effect that the city training school could not practically do this work owing to the small number of teachers required and the large cost of maintaining a special school for this work. This plan was tried for a time at Providence, R. I., and at Brookline, Mass. The answers to the fifth question were to the effect that no city from which an answer was received had any uniform re- quirement in regard to the professional training of high school teachers. Most of the cities require that the candidates have a college education or its equivalent, and many of them that they should have specialized in the branches they are to teach. Two answers held that professional training for elementary work and successful practice therein were a good preparation for high school teachers. What, then, is the ideal preparation to be expected of high school teachers ? The lowest requirements we can consistently demand would include four elements: (1) General academic culture. (2) Special academic training in the subjects the can- didate expects to teach. (3) Theoretical professional training. (4) Practical training in the art of teaching. First. General culture. Six years ago the committee of fifteen said that "the degree of scholarship required of the secondary teacher is by common consent fijj:ed at a college education. 'No one, with rare exception, should be employed to teach in a high school who has not this fundamental preparation.'' The culture gained by a four years' course in advance of the grades to be taught is not too much to demand. The inspiring influence that comes from a well developed manhood or womanhood taught 228 EDUCATION IN INDIANA. to view the subjects of the secondary school in a comparative manner, and trained to see the relationships existing in the vari- ous spheres of knowledge, is a force that the managers of a high school can not afford to neglect. Second. Special training in the subjects to be taught. The fact that a high school teacher must in some degree be a specialist is generally recognized. • In addition to the usual college course, the applicant should have specialized one or more years either during his college course or in the post-graduate courses of the university in the subjects he expects to teach. Mr. Russell, of Columbia university, in his article on the '^Training of Teachers for Secondary Schools," says: ''The strongest argument that we can use against the average college graduate is that he has nothing ready to teach. This argument applies with even greater force to the normal graduate, however well he may be equipped on the professional side. Neither liberal culture nor professional skill can at all replace the solid sub-stratum of genuine scholar- ship on which all true secondary education rests. 'No one who knows the scope, purpose, and methods of collegiate instruction, no one familiar with the work of the average normal school, will for a moment say that such training necessarily gives any remark- able degree of special knowledge. Special scholarship is an abso- lute necessity to qualifications for secondary teaching. Without it the teacher becomes a slave to manuals and text-books ; his work degenerates into a formal routine with no life, no spirit, no educa- tive power." Third. Theoretical professional training. The committee of fifteen outlined the course in the science of teaching for the secondary teacher to include psychology in its physiological and experimental features, methodology, school economy, history of education, and philosophy of education. The true teacher must know the nature of mind. He must understand the process of learning, the formation of ideals, the development of the will, and the growth of character. The secondary teacher should have had such a course in professional work as will enable him to view his own subjects and the entire course of instruction in their relation to the child and society. "A teacher may be able to teach the subject ever so well, may have the reputation of being a distinguished educator, yet through his whole life may EDUCATION IN INDIANA, 229 "be a teacher of Latin or physics or history, rather than a teacher of children." The secondary teacher needs to know the psychology of the adolescent period, in particular. This is that important time in a child's life which we know as the period of beginnings, the beginning of a more generous and ambitions life, a period having the future wrapped up in it ; a transition period of storm and stress, in which egoism gives way to altruism and the social, moral and religious feelings bud and bloom. To be a guide of youth in this formative state requires a nature both deep and sympathetic, and a knowledge and insight into the deeper nature of child life. Fourth. Practical training in the art of teaching. The special training for the actual work of the schoolroom is of primary importance. Tt is safe to say that no quality is so absolutely desired in the teacher as the technical ability to teach. After the question relating to general culture, special and professional knowledge have been answered, there comes the all-important ques- tion that must be asked of every candidate — "Can he teach?" This training in the art of teaching should include both obser- vation and practice. Tn all real training schools for secondary teachers, students must be required to observe true high school work until they have become saturated with its spirit. They must also be given large opportunity to do practice teaching under the fruidance of skilled critic teachers. Many of the larger colleges and universities of our country have' within the past few years recognized the importance of professional training of college graduates for teaching in high schools and colleges and have established post-arraduate courses in educational work to meet this need. A few of the best normal schools have also sought to meet this demand, and have estab- lished re^nilar courses, in which college graduates may do a hiffh grade of professional work. Tn most instances, however, both the normal schools and the colleges have failed to afford oppor- tunities for regular practice work in high school teaching. Tn many cases they provide ample opportunity for observation, but omit entirely the practice work. Tn TTarvard pedafirofirical school arrangements have been made with the neifrhboringr hi2:h schools whereby g^raduate students, before completing their course in professional work, may not only 230 EDUCATION IN INDIANA, observe high school work, but do actual teaching under skilled critic teachers. In Brown university we understand that grad- uate students in the pedagogical department may teach half the time in the Providence high school under skilled supervision. The Columbia teacher's college affords opportunities to all stu- dents for both observation and practice work. The high school at Brookline, Mass., under Superintendent Button, arranged to give graduate students from Wellesley college opportunities for observation and practice under critic teachers. We understand that a few of the state normals in the east have offered similar advantages to students preparing for high school teaching. The Indiana state normal school attempts to do four things in order to aid the student wishing to engage in high school work in their preparation: 1. The course of study affords to the students a fairly ade- quate opportunity to study the different branches taught in the high school, and to specialize upon them. 2. In the practice work the students who are to enter upon teaching in the high schools are given more extended observation and practice in grades seven and eight than in the lower grades. This enables them to have a very clear notion of the condition of students entering the high schools. 3. By an arrangement with the city school board and the superintendent of the city schools, such students are assigned for observation in the Terre Haute high school. This observation is both general and special; that is, they observe the work of the different departments in general, and give special observation in the department for which they are preparing. 4. These students at the end of the work in observation make a specific report to the head of the professional department as to courses of study, methods and presentations, etc., as found in the high schools. The Indiana university offers courses in psychology, philosophy and pedagogy in educational work which it would require several years' study to complete.-- Some of these are designed especially for intending high school teachers and give in compact, separate, practical form such a survey of principles, methods, and organi- zation in secondary education as is deemed necessary. The fol- EDUCATION IN INDIANA. 231 lowing statements of these special courses are taken with but slight alteration from their catalogue: 1. Special courses in high school pedagogy. High school ped- agogy, lectures, reports, recitations. The following topics are treated : High school management, including hygiene ; the organ- ization and function of secondary schools in different coimtries; the general history of secondary education; the history of meth- ods; the psychology of adolescence; the reports of the committee of ten and the committee on college entrance requirements, with related literature. 2. Teachers' courses in the different departments. Most of the departments whose subjects are represented in high schools offer teachers' courses in which the methods of teaching such subjects are discussed and illustrated. 3. Conferences on secondary education. Lectures on the methods of teaching the subjects in the high school curri^ulumi are given by the professors of the different departments of the university concerned. 4. Observation and apprentice courses. Each student taking this work will teach not less than two weeks as an apprentice in some high school to be agreed upon, and will also visit and prepare a written report upon the work in at least four other high schools. In these schools opportunities for full and sufficient practice work are not yet provided. But the indications all point one way. The outline of work in the high grade professional school of the future, in which high school teachers are to be trained, must include in addition to the usual curriculum in special studies, full opportunities for observation and practice in high school classes under trained supervision. — From report of committee rep- resenting the Indiana council of education, Supt. T. A. Mott, chairman. 232 EDUCATION IN INDIANA. 5. STATISTICS A:NTD ILLUSTRATIOl^S OF COMMISSIO:NrED HIGH SCHOOLS. AKRON HIGH SCHOOL. Mrs. C. H. Templeton, Superintendent. Organized, 1896. Commissioned, 1901. Superintendents, with dates of service: Mr. A. A. Campbell 1896-1899 Mr. James Heines 1899-1902 Mr. A. E. Cast 1902-1903 Mrs. Carrie H. Templeton 1903-1904 Principals and assistants: Mr. A. E. Cast. 1899-1901 Mrs. C. H. Templeton 1901-1903 Mr. J. H. Heighway 1903-1904 High school teachers and subjects they teach: Mrs. C. H. Templeton, English and Mathematics. Mr. J. D. Heighway, Mathematics and Science. Mr. Ralph Noyer, Latin and History. Average yearly salary of high school teachers, including superintendents, $480. Training of teachers: Mrs. C. H. Templeton, State Normal, Terre Haute, a graduate; an undergraduate of Chicago University; attended three years. Mr. J. D. Heighway, a graduate of Valparaiso Normal. Mr. Ralph Noyer, a graduate of Akron High School; an undergradu- ate of Indiana University, attended one year. Enrollment in high school . 42 Total enrollment in grades and high school. 230 Number of girls graduated last year (1903) 3 Number of boys graduated last year (1903) 1 Number in this class that went to college None Number of graduates since school was organized 22 Number of these who have attended college 5 ALBANY HIGH SCHOOL. W. L. Cory, Superintendent. Organized, 1893. Commissioned, October, 1899. Superintendents, with dates of service: N. B. Powers 1893-1895 E. F. Dyer 1895-1899 H. S. Kaufman, September 1899-1903 W. L. Cory, September >. 1903- Principals and assistants: Principal, J. E. Orr; Assistant, Mrs. H. S. Kaufman 1899-1900 Principal, W. L. Cory; Assistant, Mrs. H. S. Kaufman 1900-1903 Principal, J. C. Dickerson; Assistant. Wilbiu- V. Bell 1903- EDUCATION IN INDIANA. 233 High school teachers and subjects they teach: W. L. Cory, Botany; Physics and History. J. C. Dickerson, Latin and Mathematics. W. V. Bell, English and History. Average yearly salary of high school teachers, including superintendent, $600. Training of teachers: W. L. Cory, graduate classic course, three years. Central Normal College; also graduate, four-year course, Indiana State Normal School. J. C. Dickerson, graduate course, Lebanon Normal. W. V. Bell, graduate Albany High School. Enrollment in high school 34 Total enrollment in grades and high school 325 Number of girls graduated last year (1908) 5 Number of boys graduated last year (1903) 2 Number in this class that went to college 2 Number of graduates since school was organized 33 Number of these who have attended college 8 Albany High School. 234 EDUCATION IN INDIANA. ALEXANDRIA HIGH SCHOOL. J. G. Collicott, Superintendent. Organized, 1893. Commissioned, 1894. Superintendents, with dates of service: T. M. Nuzum 1893-1894 I. Y. Busby 1894-1902 Lawrence McTurnan 1902-1903 J. G. Collicott 1903-1904 Principals and assistants: J. T. Giles 1894-1900 J. G. Collicott 1900-1901 J. H. Wagner , 1901-1904 O. H. Williams 1904- High school teachers and subjects they teach: Oscar Williams, Science. Beatrice Jones, History. Nellie Cooke, English. D. A. Norris, Latin. Esther Schwartz, German. Harry Reddick, Mathematics. Mary Brereton, Music. Gertrude Galerin, Drawing. Average yearly salary of high school teachers, including superintendent, $693. Training of teachers: Oscar Williams, graduate Indiana State Normal; senior, Indiana University. Beatrice Jones, junior Leland Stanford, Jr., University. Nellie Cooke, graduate DePauw University. D. C. Norris. graduate Indiana State Normal. Esther Schwartz, sophomore Indiana University. Harry Reddick, senior, Indiana University. Enrollment in high school 140 Total enrollment in grades and high school 1,335 Number of girls graduated last year (1903) 6 Number of boys graduated last year (1903) 3 Number in this class that went to college 1 Number of graduates since school was organized 57 Number of these who have atten^Jed college 14 EDUCATION IN INDIANA, 235 Alexandria High School. Amboy (Academy) High School. 236 EDUCATION IN INDIANA. AMBOY HIGH SCHOOL. A. E. Martin, Superintendent. Organized, 1872. Commissioned 1889. Superintendents, with dates of service: J. Z. A. McCaughan 1886-1893 Supt. Kimmell 1893-1895 P. M. Hoke 1895-1902 F. D. Perkins 1902-1902, Dec. 27 A. E. Martin 1903-1904 Principals and assistants: Jesse Small 1892. A. C. Baldwin 1892-1894 Verne Baldwin 1894-189G O. r>. Melton 1896-1899 P. L. Kling 1899-1902 Mildred Cain 1902-1903 F. J. Kimball 1903-1904 High school teachers and subjects they teach: A. E. Martin, Latin, History and Physics. F. J. Kimball, Mathematics and English. A. S. Thomas, Physiography, Geography, Civics and General History. Average yearly salary of high school teachers, including superintendent, $600. Training of teachers: A. E. Martin, high school graduate; student Moore's Hill College, two years; Indiana University, one term; and graduate of Earlliam, 1904. F. J. Kimball, graduate Amboy Academy; State Normal; and four terms at State University. A. S. Thomas, graduate Amboy Academy, and one term State Nor- mal. Enrollment in high school <^^>0 Total enrollment in grades and high school 230 Number of girls graduated last year (1903) None Number of boys graduated last year ^one Number in this class that Avent to college None Number of graduates since school was organized 125 Number of these who have attended college 55 EDUCATION IN INDIANA. 237 ANDERSON HIGH SCHOOL. J. W. Carr, Superintendent. Organized, 1873. Commissioned, 1875. Superintendents, witli dates of service: Justin N. Study 1873-1881 R. I. Hamilton 1881-1887 A. J. Dipboye 1887-1890 J. W. Carr 1890- Principals and assistants: R. I. Hamilton, A. J. Dipboye, Luther Cromer, John F. McClure, O. L. Kelso, Wilbert Ward, James B. Pearcy. Average yearly salary of high school teachers, including superintendent, $982.94. Training of teachers: If you mean high school teachers alone, see list of teachers. If you mean all teachers, I will say that there are 46 college people and 66 normal school people. Only three have had neither college nor normal school training— 93 teachers in all. So you see some have had both normal school and college training. Enrollment in high school 480 Total enrollment in grades and high school 3,721 Number of girls graduated last year (1903) 48 Number of boys graduated last year (1903) 22 Number in this class that v^ent to college 12 Number of graduates since school was organized 560 Number of these who have attended college 238 238 EDUCATION IN INDIANA. ANGOLA HIGH SCHOOL. H. H. Keep, Superintendent. Organized, 1871. Commissioned, 1902. Superintendents, with dates of service: A. B. Stevens No data W. O. Bailey No data J. W. Wyandt 1893-1903 No data for earlier superintendents. Principals and assistants: C. J. Sharp, Howard Long, Mrs. Melendy, Orville Smith. High school teachers and subjects they teach: H. L. Rockwood (Grammar Grade), Algebra and Geometry. E. V. Shockley, English, History, Latin, Physical Geography. H. H. Keep, Algebra, Science, German. Average yearly salary of high school teachers, including superintendent, $741.66%. Training of teachers: H. H. Keep, superintendent, B. S,, Tri-State Normal College. E. V. Shockley, senior, Indiana University. H. L. Rockwood, B. S., Tri-State Normal College. Training of teachers: , No special, except from experience. Enrollment in high school 85 Total enrollment in grades and high school 425 Number of girls graduated last year (1903) 13 Number of boys graduated last year (1903) 6 Number in this class that went to college No data Number of graduates since school was organized 190 Number of these who have attended college No data EDUCATION IN INDIANA, 239 ARCADIA HIGH SCHOOL. E. J. Llewelyn, Superintendent. Organized, 1887. Commissioned, 1902. Superintendents, with dates of service: C. A. Peterson 1887-1889 J. A. Miteliell 1889-1891 M. C. Martz 1891-1893 J. M. Ashby 1893-1894 J. H. Mavity 1894-1895 W. Curtis Day 1895-1896 E. E. Vance 1896-1897 N. C. Randall 1897-1901 E. J. Llewelyn since 1901 Principals and assistants: Preceding the year 1899 the superintendent did all the work. W. A. Jessup, Principal 1899-1901 E. G. Klotz, Principal 1900-1901 R. G. Reals, Principal 1901-1903 Miss Julia E. Stout since 1903 The Assistant Principals are as follows: E. E. Fitzpatrick 1899-1902 W. B. Shoemaker, A. B., 1902-1903 J. S. Hinshaw, A. B since 1903 ■'\\, / 4h ^: .i>^^:5i^^(t;ji»^.il!v;:'i^-„ Arcadia High School. 240 EDUCATION IN INDIANA, High school teachers and subjects they teach: Miss Julia E. Stout, High School Principal, English and History. Mr. I. S. Hinshaw, First Assistant Principal, Science and Mathe- matics. E. J. Llewelyn, Superintendent, Latin. Walter Harger, Music Supervisor. Average yearly salary of high school teachers, including superintendent, $570. Training of teachers: E. J. Llewelyn, graduate of Westfield Commissioned High School; undergraduate in Earlham College for three years; and attended and taught in a county normal three summers. Has taught and superintended for 51 months. Miss Julia E. Stout, graduate of Cicero Commissioned High School; has had 11 terms of worli at DePauw University, and has taught a number of terms successfully. Mr. I. S. Hinshaw, A. B., high school graduate; Earlham graduate spring of 1903; attended summer term (1903) at State Normal. Enrollment in high school 72 Total enrollment in grades and high school 351 Number of girls graduated last year (1903) 5 Number of boys graduated last year (1903) 2 Number in this class that went to college 2 Number of graduates since school was organized 74 Number of these who have attended college 22 ASHLEY HIGH SCHOOL. James A. Moody, Superintendent. Organized, 1894. Commissioned, 1903. Superintendents, with dates of service: W. H. May 1893-1897 J. Walter Johnson 1897-1901 H. H. Keep 1901-1903 James A. Moody 1903- Principals and assistants: Miss Roxana G. Johnson. High school teachers and subjects they teach: James A. Moody, Latin, Geometry, Physics, Chemistry and Book- keeping. Miss Roxana G. Johnson, Greek and Roman History, English History, Literature (American and English), Composition and Rhetoric, and Algebra. Average yearly salary of high school teachers, including superintendent, $500. Training of teachers: Supt. James A. Moody, A. B., from Tri-State Normal College, An- gola, Ind., course 36 months. EDUCATION IN INDIANA, 241 Principal Miss Roxana G. Jolinson, A. B., from Indiana University. Seventli and eightli grades, Miss Liiella Rempis, undergraduate of Indiana State Normal, with three years credits. Fifth and sixth grades. Miss Berta Mills, undergraduate of DePauw, two years. Third and fourth grades, Miss Gussie Courter, Rochester Normal graduate, three years. Second grade. Miss Ruth Keep, undergraduate from Tri-State Nor- mal College, two years attendance. First grade, Miss Alma Hussleman, undergraduate Tri-State Normal College, two years. Enrollment in high school 34 Total enrollment in grades and high school 240 Number of girls graduated last year (1903) 4 Number of boys graduated last year (1903) 3 Number in this class that went to college . . . . .^ 4 Number of graduates since school was organized 20 Number of these who have attended college 12 ATTICA HIGH SCHOOLS. E. H. Drake, Superintendent, J. E. Layton, Acting Superintendent. Organized, 1870. Commissioned, 1875. Superintendents, with dates of service: Waltz, Caldwell, Barnett, Butler, Buzzell, French, Kenaston, S. E. Harwood, Coultrap, W. H. Hershman, W. A. Millis, E. H. Drake, J. E. Layton. Principals and assistants: W. F. Mullinnix, present Principal. High school teachers and subjects they teach: W. F. Mullinnix, Mathematics and History. Carolyn S. Greene, English and German. Winifred A. Hubbell, Latin and History. G. W. Henderson, Science. Average yearly salary of high school teachers, including superintendent, $789. Training of teachers: J. E. Layton, graduate Indiana State Normal School and Indiana University. Carolyn Greene, graduate Monticello Seminary. Winifred Hubbell, graduate Michigan University. W. F. Mullinnix, graduate Spencer High School. Enrollment in high school 85 Total enrollment in grades and high school 661 Number of girls graduated last year (1903) 8 Number of boys graduated last year (1903) 3 Number in this class that went to college ,. 2 Number of graduates since school was organized 151 Number of these who have attended college 70 16— Education, 242 EDUCATION IN INDIANA. AUBURN HIGH SCHOOL. B. B. Harrison, Superintendent. Organized, 1880. Commissioned, 1886. Superintendents, with dates of service: W. H. Myers 1880-1882 M. W. Harrison 1882-1886 B. B. Harrison 1886 to present time Principals and assistants: Dr. Lida Leasure 1882-1884 H. E. Coe 1884-1888 Minnie Deming 1888-1889 H. E. Coe 1889-1894 J. C. Teeters 1894-1898 H. G. Brown 1898-1901 O. D. Tyner 1901- Higli scliool teachers and subjects they teach: O. D. Tyner, Principal High School, Mathematics and History. Julia M. Hodge, Latin and English. B. B. Harrison, Superintendent, Latin, German and Science. Mae Provines, Physical Geography. Average yearly salary of high school teachers, including superintendent, $712.50. Training of teachers: B. B. Harrison, A. B., Oberlin College. O. D. Tyner, undergraduate (several schools). Julia M. Hodge, A. B., Michigan University. Mae Provines, undergi'aduate Chicago University. Enrollment in high school 72 Total enrollment in grades and high school 920 Number of girls graduated last year (1903) 8 Number of boys graduated last year (1903) 2 Number in this class that went to college 2 Number of graduates since school was organized 151 Number of these who have attended college 54 AURORA HIGH SCHOOL. Jos. R. Houston, Superintendent. Organized, 1869. Commissioned, 1904. Superintendents, with dates of service: A. W. Freeman 1863-1865 M. Hutchinson 1865-1866 O. H. Temple 1866-1868 J. M. Davidson .^r 1868-1869 E. S. Clark 1869-1876 F. H. Tufts 1876-1881 R. S. Groves 1881-1883 F. D. Churchill 1883-1890 EDUCATION IN INDIANA, 243 244 EDUCATION IN INDIANA. Robt. Wooa 1890-1895 Sanford Bell 1895-1896 J. R. Houston. 1896- Principals and assistants: Thos. W, Records. High school teachers and subjects they teach: Thos. W. Records, Physics, English and History. Miss Huldah Severin, Mathematics, Civil Government, Physical Geography and Botany. Miss Kalla Kassebaum, English and Latin. Average yearly salary of high school teachers, including superintendent, $731.25. Training of teachers: Thos. W. Records, graduate of State Normal and State University. Miss Huldah Severin, graduate of State Normal. Miss Kalla Kassebaum, graduate State Normal and State University. Jos. R. Houston, M. S., Moores Hill College. Enrollment in high school 118 Total enrollment in grades and high school 600 Number of girls graduated last year (1903) 5 Number of boys graduated last year (1903) 4 Number in this class that went to college 3 Number of graduates since school was organized 334 Number of these who have attended college 45 BEDFORD HIGH SCHOOL. W. E. Alexander, Superintendent. Organized, 1870. Commissioned, 1884. Superintendents, with dates of service: Jas. A. Madden 1870-1880 D. D. Blakeman 1880-1883 F. P. Smith 1883-1888 F. M. Stalker 1888-1892 Chas. Thomas 1892-1893 E. K. Dye 1893-1895 Chas. Cunningham -. 1895-1896 W. E. Alexander 1896- High school teachers and subjects they teach: Arda Knox, Mathematics. A. B. Lowder, English. R. E. Newland, Science. Clara Friedley, History. Lillian Bassett, Latin. Average yearly salary of high school teachers, including superintendent, $782.50. EDUCATION IN INDIANA, 245 246 EDUCATION IN INDIANA, Training of teachers: W. E. Alexander, Indiana State Normal and Ft. Wayne College. Arda Knox, Indiana University. A. B. Lowder, Indiana University. R. E. Newland, Indiana University, State Normal and DePauw. Clara Friedley, DePauw. Lillian Bassett, Depauw. Enrollment in high school 149 Total enrollment in grades and high school 1,518 Number of girls graduated last year (1903) 10 Number of boys graduated last year (1903) 6 Number in this class that went to college 5 Number of graduates since school was organized About 300 Number of these who have attended college 75 BLOOMFIELD HIGH SCHOOL. C. B. McLinn, Superintendent. Organized, . Commissioned, 1889. Superintendents, with dates of service: Christian Daniels 1894 A. J. Johnson 1894-1895 W. T. Brown 1895-1900 E. R. Mason 1900-1902 C. B. McLinn 1902- High school teachers and subjects they teach: C. B. McLinn, English. W. L. Jones, Mathematics and Science. Anne M. Cunningham, Latin and History. Average yearly salary of high school teachers, including superintendent, $600. Training of teachers: Superintendent, C. B. McLinn, Indiana University. Principal, W. L. Jones, undergraduate Indiana University. Miss Anne M. Cunningham, undergraduate Indiana State Normal and Western College and Seminary. Enrollment in high school, this year's enrollment, 75; present enroll- ment 65 Total enrollment in grades and high school 450 Number of girls graduated last year (1903) 9 Number of boys graduated last year (1903) 5 Number in this class that went to college 6 Number of graduates since school was organized Since 1889, 120 Number of these who have attended college Since 1889, 34 EDUCATION IN INDIANA. 247 BLOOMINGTON HIGH SCHOOL. James K. Beck, Superintendent. Organized, 1885. Commissioned, 1885. Superintendents, with dates of service: Margaret H. McCalla 1885-1890 C. M. Carpenter 1890-1893 Zenas B. Leonard 1893-1895 W. H. Fertich 1895-1900 Will H. Glascock 1900-1901 James K. Beck 1902- Bloomington High School. Principals and. assistants: Principal, John W. Carr; Assistants, William A. Rawles, Ella Tur- ner and Grace Woodburn. Principal, Grace Woodburn; Assistants, Laura Hendrix, J. E. Shep- ardson and D. T. Weir. Principal, J. Z. A. McCaughan; Assistants, Carrie Colvin and Kate M. Hight. Principal, James K. Beck; Assistants, Kate M. Hight, Nester D. Dodd and James F. Organ. Principal, Howard H. Clark; Assistants, J. H. Castleman and J. C. Castleman. 248 EDUCATION IN INDIANA. Present corps of high school teachers: Howard H. Clark, Principal and Instructor in Latin. J. O. Castleman, Assistant Principal and Instructor in English. R. E. Roudebush, Instructor in Mathematics. Minnie B. Ellis, Instructor in History. Edith R. Riley, Instructor in Latin and German. Sarah V. Hanna, Assistant Instructor in English. O. D. Melton, Assistant Instructor in Science. ' John Montgomery, Assistant Instructor in Mathematics and Science. Mary Johnston, Assistant Instructor in Latin. Average yearly salary of high school teachers, including superintendent, from 1885 to 1904, $687.14. Training of present corps of high school teachers, including superin- tenent: James K. Beck, Superintendent, A. B. and A. M., Indiana Univer- sity. Howard H. Clark, Principal and Instructor in Latin, graduate Dan- ville, Indiana, Normal, and A. B., Indiana University. J. C. Castleman, Assistant Principal and Instructor in English, A. B., DePauw University, and A. B., Indiana University. R. E. Roudebush, Instructor in Mathematics, A. B., Indiana Univer- sity. Minnie B. Ellis, Instructor in History, graduate Indiana State Nor- mal and A. B., Indiana University. Edith R. Riley, Instructor in Latin and German, A. B., Woman's College, Baltimore, Maryland. Sara V. Hanna, Assistant Instructor in English, A. B., Indiana University. John Montgomery, Assistant Instructor in Mathematics and Science, student Indiana University. Mary Johnston, Assistant Instructor in Latin, A. B. and A. M., Indiana University. Enrollment in high school 250 Total enrollment in grades and high school 1,400 Number girl graduates, June, 1903. .' 24 Number boy graduates, June, 1903 12 Number girl graduates, June, 1903, in college 13 Number boy graduates, June, 1903, in college 9 Number graduates since school was organized 500 Number of these who have attended college 300 BLUFFTON HIGH SCHOOL. W. A. Wirt, Superintendent. Organized, 1881. Commissioned^ 1882. Superintendents, with dates of service: P. A. Allen 1881-1891 W. P. Burris 1891-1897 E. H. Walker 1897-1899 W. A. Wirt 1899- Principals and assistants: Ghas. G. Dailey, Principal. EDUCATION IN INDIANA. 249 High school teachers and subjects they teach: Chas. G. Dailey, Mathematics and Geology. Blanche Karns, Latin, English and Botany. Oliver C. Lockhart, History and English. Simon G. Engle, Zoology, Physics, Chemistry and (Jerman. Harriett Fudge, Music and Drawing. Ethel Thornburg, Sewing. Guy E. Wulfing, Manual Training. Average yearly salary of high school teachers, including superintendent, $793. Training of teachers: No teacher is employed for high school work who is not a graduate of a standard college or university, except in manual training, drawing and music departments. Enrollment in high school 166 Total enrollment in grades and high school 1,043 Number of girls graduated last year (1903) 17 Number of boys graduated last year (1903) 11 Number in this class that went to college 12 Number of graduates since school was organized 235 Number of these who have attended college 72 Bluffton High School. 250 EDUCATION IN INDIANA, BOONVILLE HIGH SCHOOL. Charles E. Clark, Superintendent. Organized, 1868. Commissioned, 1887. Superintendents, with dates of service: D. S. Hoover 1868-1871 Walter Welch 1871-1874 John W. Davidson 1874-1877 ■ Martin 1877-1880 John W. Davidson 1880-1881 Zachariah Emerson 1881-1885 Chas. E. Clarlve 1885- Principals and assistants: M. W. Numbers, Latin and Mathematics. R. S. Moore, History and English. Average yearly salary of high school teachers, including superintendent, $805. Training of teachers: Martin W. Numbers, Ph. B., Ann Arbor. R. S. Moore, A. B., Indiana State University. Chas. E. Clarke. Enrollment in high school 67 Total enrollment in grades and liigh school 762 Number of girls graduated last year (1903) 7 Number of boys graduated last year (1903) 3 Number in this class that went to college 2 Number of graduates since school was organized 118 Number of these who have attended college 19 BOSWELL HIGH SCHOOL. J. H. Barnes, Superintendent. Organized, 1896. Commissioned, 1901. Superintendents, with dates of service: J. Caldwell 1896 C. H. Kellog 1897-1900 C. H. Miller 1900-1904 J. H. Barnes 1904- Principals and assistants: Miss Ada Smith, J. G. Winsor, Mrs. C. F. Miller, M. A. Dalman and Miss Sara Darby. High school teachers and subjects they teach: J. H. Barnes, Superintendent, Botany and Mathematics. M. A. Dalman, Principal, Latin and Physics. Miss Sara H. Darby, Assistant in German, Literature and History. Average yearly salary of high sdliool teachers, including superintendent, $597. EDUCATION IN INDIANA. 251 Training of teachers: J. H. Barnes, A. B., DePaiiw, Superintendent. M, A. Dalman, A. B., DePauw, Principal. Miss Sara H. Darby, Ph. B., DePauw, Assistant. Enrollment in high school 65 Total enrollment in schools 230 Number of girls graduated last year (1903) 7 Number of boys graduated last year (1903) 1 Number of graduates since school was organized 19 Number of these who have attended college 3 BRAZIL HIGH SCHOOL. L. B. O'Dell, Superintendent. Organized, 1885. Commissioned, 1889. Superintendents, with dates of service: J. C. Gregg Began, 1876 A. D. Hurst, James W. Brown, W. H. Ferdicli and L. B. O'Dell. Principals and assistants: T. M. James, eighteen years. F. M. Garver, two years. High school teachers and subjects they teach: F. M. Garver, Algebra, Geometry and Physics. Wm. Arnett, History, Botany and Physiology. Nellie Head, English Grammar, Composition, Rhetoric and English Literature. Jennie Fisher, Latin. Average yearly salary of high school teachers, including superintendent, $804.60. Training of teachers: F. M. Garver, undergraduate Indiana University, graduate Indiana State Normal. Wm. Arnett, graduate Indiana State Normal. Nellie Head, graduate Indiana State Normal. Jennie D. Fisher, graduate of DePauw and undergraduate of Ann Arbor. L. B. D'Bell, graduate of Indiana State Normal, Northwestern, and undergraduate of Columbia University. Enrollment in high school 144 Total enrollment in grades and high school 1,844 Number of girls graduated last year (1903) 7 Number of boys graduated last year (1903) 4 Number in this class that went to college 4 Number of graduates since school was organized 273 Number of these who have attended college No record 252 EDUCATION IN INDIANA. BREMEN HIGH SCHOOL. W. F. Ellis, Superintendent. Organized, 1887. Commissioned, 1901. Superintendents, with dates of service: H. H. Miller. 1878-1892 J. E. Pomeroy 1892-1893 D. B. Flickinger 1893-1894 W. F. Ellis 1894-1904 Principals and assistants: Lizzie Christy 1894-1895 I. S. Hahn 1895-1897 John Crowley 1897-1898 Milo F. Hale 1898-1903 Chas. H. Barts 1903-1904 High school teachers and subjects they teach: W. F. Ellis, History, Latin and English. C. H. Barts, Science and Mathematics. D. O. Miller, German. Evelyn Harsch, Assistant in English. Average yearly salary of high school teachers, including superintendent, $500. Training of teachers: W. F. Ellis, A. B., Indiana University, 1899; graduate Indiana State Normal, 1892; graduate student Chicago University, 1901. C. H. Barts, three years in Valparaiso School. D. O. Miller, graduate of Scientific Course, Valparaiso. Evelyn Harsch, graduate Plymouth High School. Enrollment in high school 34 Total enrollment in grades and high school 400 Number of girls graduated last year (1903) 8 Number of boys graduated last year (1903) 2 Number of graduates since school was organized 68 Number of these who have attended college 37 BROAD RIPPLE HIGH SCHOOL. S. B. Plasket, Superintendent. Organized, 1883. Commissioned, 1893. Superintendents, with dates of service: J. S. Puett 1883-1891 Thomas Smith 1891-1893 R. E. Harris 1893-1901 S. B. Plasket 1901- Principals and assistants: E. A. Cunningham. .T. W. Bowden. Bessie Hendrix. Arthur Jackson. J. B. Hessong. EDUCATION IN INDIANA. 253 Bremen High School. High school teachers and subjects they teach: Arthur Jackson, Science and History. Bessie Hendrix, German and English. J. B. Hessong, Mathematics and English. Average yearly salary of high school teachers, including superintendent, $733. Training of teachers: S. B. Flasket, A. B., Indiana University; graduate Indiana State Normal; graduate student Chicago University, summer quarter, 1902. Arthur Jackson, undergraduate Indiana University, nearly four years. Bessie Hendrix, A. B., Indiana University. John B. Hessong, graduate State Normal School. Enrollment in high school 47 Total enrollment in grades and high school 260 Number of girls graduated last year (1903) G Number of boys graduated last year (1903) 1 Number in this class that went to college 1 Number of graduates since school was organized 05 Number of these who have attended college 15 264 EDUCATION IN INDIANA. BROOKVILLE HIGH SCHOOL. Henry L. Smith, Superintendent. Organized, 1873. Commissioned, 1879. Superintendents, with dates of service: A. W. Bieghle 1873-187G J. E. Morton 1876-1881 H. M. Sliinner 1881-1884 A. N. Crecraft 1884-1886 C. W. MeClure 1886-1893 E. M. Temple 1893-1895 Noble Harter 1895-1899 H. S. Voorhees 1899-1901 H. L. Smith 1901- Principals and assistants: Principal, N. V. Patterson; Assistant, Michael Bossert. High school teachers and subjects they teach: N. V. Patterson, Latin, three years; Geometry, one year; Physics, Chemistry and English, second year. Michael Bossert, English, first year; Algebra, first and second years; General History, French and English; History, Botany, Review. Average yearly salary of high school teachers, including superintendent, $765. Training of teachers: H. L. Smith, A. B. and A. M., Indiana State University. N. V. Patterson, A. B., four years. Michael Bossert, graduate Indiana State Normal, four years; under- graduate Indiana State University. Enrollment in high school 46 Total enrollment in grades and high school 292 Number of girls graduated last year (1903) 8 Number of boys graduated last year (1903) 1 (These figures are misleading. This year the figures are, boys, 4; girls, 5. We usually have as many boys in high school as girls.) Number in this class that went to college 6 Number of graduates since school was organized 150 EDUCATION IN INDIANA. 255 Brookville High School. 256 EDUCATION IN INDIANA. BROWNSTOWN HIGH SCHOOL. W. B. Black, Superintendent, Organized, 1858. Commissioned, 1882. Superintendents, with dates of service: J. L. Lucas 1880-18S4 Prof. Sims 1884-1885 C. L. Hottcl. . ; 1885-1888 E. C. Hobbs 1888-1889 J. T. Perizo 1889-1890 Prof. Owen 1890-1891 Prof. Evans 1891-1893 L. N. Fonts 1893-1898 E. W. Davis 1898-1902 W. B. Black 1902- Principals and assistants: J. C. Browning. Will H. Hackendorf. Mrs. L. N. Fonts. Essie Shirley. Daisy Plunket. High school teachers and subjects they teach: Essie Shirley, Mathematics and Botany. Daisy Plunket, Latin and English. W. B. Black, History, Civics and Physics. Average yearly salary of high school teachers, including superintendent, $566. Training of teachers: Daisy Plunket, graduate Indiana University. Essie Shirley, graduate Indiana University. W. B. Black, graduate Indiana University. Enrollment in high school 00 Total enrollment in grades and high school 400 Number of girls graduated last year (1903) 9 Number of boys graduated last year (1903) 2 Number in this class that went to college 4 Number of graduates since school was organized About IIC Number of these who have attended college 40 BUTLER HIGH SCHOOU H. G. Brown, Superintendent. Organized, 18G8. Commissioned, 1902. Superintendents, with dates of service: No records. I'rincipals and assistants: No records. High school teachers and subjects they teach: Miss Lillian Hillman, Principal, History and English. Miss Anna Taylor, Assistant Principal, Latin and German. H. G. Brown, Superintendent, Latin and Science. EDUCATION IN INDIANA. 25 Y Average yearly salary of high school teachers, including superintendent, $645. Training of teachers: Superintendent, H. G. Brown, B. S., Tri-State Normal School. Principal, Lillian A. Hillman, undergraduate University of Michigan. Assistant Principal, Anna Taylor, Smith College. Enrollment in high school 50 Total enrollment in grades and high school 450 Number of girls graduated last year (1903) 1 Number of boys graduated last year (1903) 2 Number in this class that went to college 1 Number of graduates since school was organizea Don't know Number of these who have attended college No record CAMBRIDGE CITY HIGH SCHOOL. Lee Ault, Superintendent. Organized, 1869. Commissioned, 1880. Superintendents, with dates of service: J. M. Coyner 1869-1871 Jas. R. Hall 1871-1881 W. H. Simms .1881-1883 W. F. L. Sanders 1883-1889 N. C. Johnson 1889-1896 Paul Wilkie 1896-1900 Lee Ault 1900- High school teachers and subjects they teach: Isadore Wilson, English, History, Literature and Latin. W. O. Wissler, Mathematics and Latin. Lee Ault, Science. Average yearly salary of high school teachers, including superintendent, $805. Training of teachers* Lee Ault, Superintendent, White Water Academy and S. W. Normal School, Lebanon, Ohio. Isadore Wilson, Earlham College. W. O. Wissler, Indiana State Normal School. Enrollment in high school 89 Total enrollment in grades and high school 409 Number of girls graduated last year (1903) 8 Number of boys graduated last year (1903) 4 Number in this class that went to college 8 Number of graduates since school was organized 269 Number of these who have attended college 74 17— Education. 258 EDUCATION IN INDIANA. CANNELTON HIGH SCHOOL. James F. Organ, Superintendent. Organized, 1896. Commissioned, 1896. Superintendents : G. P. Weedman. O. P. Robinson. Abel Powell. James F. Organ. Principals and assistants: Cbas. A. Unnewebr, Principal .1902-1904 A. J. Blickenstaff, Assistant Principal 1902-1904 Average yearly salary of bigb school teachers, including superintendent, $540. Training of teachers: Superintendent, James F. Organ, A.B., Indiana University. Principal, C. A. Unnewebr, A.B., Indiana University. A. J. Blickenstaff, A.B., Indiana Universit5\ Peter Van Braam, Ph.D., from Utrecht, Holland. Enrollment in high school 43 Total enrollment in grades and bigb school 300 Number of girls graduated last year (1903) 4 Number of boys graduated last year (1903) None Number in this class that went to college None Number of graduates since school was organized 20 Number of these who have attended college 6 CARMEL HIGH SCHOOL. John W. Teter, Superintendent. Organized, 1887. Commissioned, 1901. Superintendents, with dates of service: J. E. Retherford •. 1901-1902 John W. Teter 1902-1904 Principals and assistants: Principal, Clare O'Neal. Luella McWurter. Maude White. Elbert Harold. John Langston. Edward Morgan. High school teachers and subjects they teach: Maude White, Latin and English. Edward Morgan, Mathematics and History. John W. Teter, History and Science. Average yearly salary of high school teachers, including superintendent, $440. Training of teachers: AH of the teachers have had college training. The superintendent and assistant principal are from Indiana University. The princi- pal is a graduate of Earlham College. EDUCATION IN INDIANA. 259 Cannelton High School. Enrollment in high school 75 Total enrollment in grades and high school 275 Number of girls graduated last year (1903) 2 Number of boys graduated last year (1903) 6 Number in this class that went to college 2 Number of graduates since school was organized 15 Number of these who have attended college 2 CARTHAGE HIGH SCHOOL. J. H. Scholl, Superintendent. Organized, 1879. Commissioned, 1881. ' Superintendents, with dates of service: A. J. Johnson 1879-1884 B. Martin 1884-1885 Louis Morgan 1885-1887 E. P. Trueblood 1887-1888 A. H. Sherer 1888-1895 Edwin Jay 1895-1898 J. H. Scholl 1898-1904 Principals and assistants: Mrs. A. H. Sherer, 1888-1895. J. F. Evans, 1895-1900. E. A. Lanning, 1900-1904. 260 EDUCATION IN INDIANA. High school teachers and subjects they teach: E. A. Lanning, Latin, Mathematics, History and Literature. J. H. Sclioll, Physics, Chemistry, Latin, Literature. Ida L. Ludlow, English, Mathematics, Civil Government. Lulu Robinson, English. Average yearly salary of higli school teachers, including superintendent, $605. Training of teachers: J. H. Scholl, A. B., Indiana University, 1898. E. A. Lanning, B. S., Tri-State Normal School. Ida Ludlow, undergraduate of State Normal School. Lulu Robinson, graduate Olivet College, Michigan. Enrollment in high school 94 Total enrollment in grades and high school 295 Number of girls graduated last year (1903) 7 Number of boys graduated last year (1903) 2 Number in this class that went to college 2 Number of graduates since school was organized 138 Number of these who have attended college 6G CAYUGA HIGH SCHOOL. Colfax Martin, Superintendent. Organized, 1894. Commissioned, 1897. Superintendents, with dates of service: R. E. Newland 1894-1895 O. B. Zell 1896-1898 Colfax Martin 1899-1904 Principals and assistants: John D, Groves. 1896 Edwin Dodson 1897-1898 Chas. D. Marley 1899 J. R. Patxick, assistant , 1902 J. S. Schumaker, assistant 1903 J. H. Caldwell, principal 1903-1904 Chas. A. Wright, assistant 1903-1904 High school teachers and subjects they teach: Colfax Martin, History. J. H. Caldwell, Latin and Mathematics. Chas. A. Wright, Science and English. Average yearly salary of high school teachers, including superintendent, $637.50. Training of teachers: Colfax Martin, graduate Indiana State Normal and graduate of the State University. J. H. Caldwell, graduate of State Normal, two terms in Indiana Uni- versity, one term in Chicago University. Chas. A. Wright, graduate Indiana State Normal School. Enrollment in high school 46 Total enrollment in grades and high school 302 EVU CATION IN INDIANA 201 Carthage High School. Number of girls graduated last year (1903) 7 Number of boys graduated last year (1903) 4 Number of each in this class that went to college, girls (the Indianap- olis Kindergarten) 1 Number of graduates since school was organized 40 Number of these who have attended college 10 CHALMERS HIGH SCHOOL. John B. Gowers, Superintendent. Organized, 1891. Commissioned, 1900. Superintendents, with dates of service: E. C. Green 1900-1903 John B. Gowers. 1903-1904 Principals and assistants: Ernest Matlock 1900-1901 E. S. Dyer 1901-1902 Lynn Scipio 1902-1904 High school teachers and subjects they teach: John B. Gowers, History and English. Lynn Scipio, Mathematics and Science. Florence Dwyer, Latin and English. 262 EDUCATION IN INDIANA. Average yearly salary of high school teachers, including superintendent, $5G6.66. Training of teacners: John B. Gowers, Michigan State Normal School. Lynn ScipiO; Angola Normal. Florence Dwyer, Michigan State Normal. Enrollment in high school 40 Total enrollment in grades and high school 175 Number of girls graduated last year (1903) 3 Number of boys graduated last year (1903) 2 Number of each in this class that went to college Number of graduates since school was organized No data Number of these who have attended college No data CHARLESTOWN HIGH SCHOOL. W. A. Collings, Superintendent. Organized, 1886. Commissioned, 1901. Superintendents, with dates of service: John A. Wood 1886-1889 J. G. Scott 1889-1890 D. B. Beck 1890-1893 Chas. Ammerman 18931894 W. E. Life 1894-1895 E. E. Olcott 1895-1899 W. A. Oldfather 1899-1900 W. A. Collings 1900-1904 Principals and assistants: Allen Harbolt, principal. High school teachers and subjects they teach: W. A. Collings, Mathematics and Science. Allen Harbolt, Latin and English. Mrs. A. L. Crawford, History and English. Average yearly salary of high school teachers, including superintendent, $533,331/3. Training of teachers: W. A. Collings, Ph. B., DePauw University. Allen Harbolt, undergraduate in Indiana University, two years. Mrs. A. L. Crawford, graduate of the Cincinnati Normal School. Enrollment in high school 42 Total enrollment in grades and high school 227 Number of girls graduated last year (1903) 3 Number of boys graduated last year (1903) None Number of each in this class that went to college — girl 1 Number of graduates since school was organized 60 Number of these who have attended college 25 EDUCATION IN INDIANA. 263 CHESTERTON HIGH SCHOOL. S. H. Roe, Superintendent. Organized, 1897. Commissioned, 1898. Superintendent, with date of service: S. H. Roe, September, 1897. Principals and assistants: J. E. Derbyshire. F. R. Farnam. Lois E. Prentiss. High school teachers and subjects they teach: S. H. Roe, Mathematics and Science. Lois E. Prentiss, English and Latin. Mrs. Alice Ingram, Business Course. Miss Matilda Swanson, History. Average yearly salary of high school teachers, including superintendent, $783. Training of teachers: S. H. Roe, B. S., Northern Indiana Normal. Miss Lois Prentiss, Ph. B., Chicago University. Mrs. Alice Ingram, B. A., Northern Indiana Normal. Miss Matilda Swanson, Northern Indiana Normal, ten terms. Enrollment in high school 38 Total enrollment in grades and high school 300 Number of girls graduated last year (1903) 3 Number of boys graduated last year (1903) None Number of each in this class that went to college 1 Number of graduates since school was organized 22 Number of these who have attended college 5 CHURUBUSCO HIGH SCHOOL. Claude Beltz, Superintendent. Organized, 1875. Commissioned, 1903. Superintendent, with date of service: Claude Beltz 1899-1904 Principals and assistants: Lavon Chapman. Teressa Patterson. High school teachers and subjects they teach: Teressa Patterson, Science and Mathematics. Regina Coudricl?:, History and Latin. Claude Beltz, English and German. Average yearly salary of high school teachers, including superintendent, $493. Training of teachers: Claude Beltz, Indiana University, three years. Teressa Patterson, graduate Missouri State Normal. Enrollment in high school 58 Total enrollment in grades and high school 249 264 EDUCATION IN INDIANA. Number of girls graduated last year (1903) 1 Number of boys graduated last year (1903) 5 Number of each in this class that went to college- Boys 3 Girls 1 Number of graduates since the school was organized No data Number of these who have attended college 20 CICERO HIGH SCHOOL. Frank A. Gause, Superintendent. Organized, 1894. Commissioned, 1901. Superintendents, with dates of service: J. A. Mitchell 1894-]89«; Frank A. Gause 189()-]904 Principals and assistants: C. M. McConnell. W. A. Collings. Ida A. Adams. W. M. McCoy. Myra Tucker. John M. Kreag. Lenore Alspaugh. High school teachers and subjects they teach: John M. Kreag, Mathematics and Science. Lenore Alspaugh, German and History. Frank A. Gause (superintendent), English. Average yearly salary of high school teachers, including superintendent, $660. Training of teachers: F. A. Cause, student of Indiana University, 3% years. J. M. Kreag, student at Indiana University, two j^ears. Lenore Alspaugh, graduate DePauw University and student at Chi- cago University one year. Enrollment in high school • 60 Total enrollment in grades and high school 389 Number of girls graduated last year (1903) 4 Number of boys graduated last year (1903) 2 Number of each of this class that went to college None Number of graduates since school was organized 30 Number of these who have attended college 13 EDUCATION IN INDIANA. 265 Cicero High School. 266 EDUCATION IN INDIANA, CLINTON HIGH SCHOOL. Wm. F. Clarke, Superintendent. Organized, 1886. Commissioned, 1886. Superintendents, with dates of service: J. H. Tomlin 1886-1891 Will P. Hart 1891-1894 H. P. Leavenworth 1894-1899 H. S. Schell 1899-1902 Wm. F. Clarke 1902-1904 Principals and assistants: Joseph W. Strain, principal. Anna O. Marlatt, assistant. High school teachers and subjects they teach: Jos. W. Strain, Science and Mathematics. Anna O. Marlatt, History and Latin. Eva L. Reefsnider, History and English. Wm. F. Clarke, English and German. Average yearly salary of high school teachers, including superintendent. $677.50. Training of teachers: William F. Clarke, A. M., Ph. D., Butler College. Joseph W. Strain, graduate State Normal, undergraduate State University. Anna O. Marlatt, A. B., DePauw. Eva L, Reefsnider, graduate of State Normal. Enrollment in high school 75 Total enrollment in grades and high school 770 Number of girls graduated last year (1908) 8 Number of boys graduated last year (1903) 3 Number of each in this class that went to college- Girls 1 Boys 3 Number of graduates since the school Avas organized 87 Number of these who have attended college 26 COLFAX HIGH SCHOOL. C. O. Mitchell, Superintendent, Organized, 1873. Commissioned, 1903. Superintendents, with dates of service: F. B. Clark 1886-1887 F. G. Sharp 1887-1889 G. K Long 1889-1895 Frank Long 1895-1900 J. W. Lydy * 1900-1902 Abraham Bowers 1902-1903 C. O. Mitchell 1903-1904 Principals and assistants: Geo. A. Rinehart 1885-1886 Bruce Clark 1893-1895 EDUCATION IN INDIANA. 267 Clinton High School. Belle Eldred 1897-1900 Dottie Dammond 1901-1902 C. W. Miller 1902-1903 S. H. Watson 1903-1904 High school teachers and subjects they teach: C. O. Mitchell, Latin, German, English. S. H. Watson, Latin, Mathematics, English, Physics. W. F. Burroughs, French and English History. Average yearly salary of high school teachers, including superintendent, $570. Training of teachers: G. O. Mitchell, A. B., Indiana University. S. H. Watson, H. B., Wabash Gollege. W. F. Burroughs, undergraduate Wabash Gollege. Enrollment in high school 42 Total enrollment in grades and high school 275 Number of girls graduated last year (1903) 3 Number of boys graduated last year (1903) 2 Number of each in this class that went to college None Number of graduates since school was organized 60 Number of these who have attended college 10 268 , EDUCATION IN INDIANA. COLLEGE CORNER HIGH SCHOOL. Eli P. Wilson, Superintendent. Organized, 1893. Commissioned, 1901. Superintendent, with date of service: Eli P. Wilson 1893-1904 Principals and assistants: Miss Minnie Chambers. ■ Mr. C. E. Gillespie. High school teachers and subjects they teach: E. P. Wilson, Latin, Geometry, Chemistry. Miss Chambers, English, Mathematics. Mr. Gillespie, Latin and History. Average yearly salary of high school teachers, including superintendent, $570. Training of teachers: E. P. Wilson, student university of Colorado and Indiana University; former one year and latter one year and four summer terms; also some work by correspondence. Miss Minnie Chambers, graduate of Valparaiso Normal, student Colonel Parker's school, Chicago, and student Indiana State Nor- mal. Mr. Gillespie, A. B., graduate of Miami University. Enrollment in high school 52 Total enrollment in grades and high school 230 Number of girls gi-aduated last year (1993) 7 Number of boys graduated last year (1903) 6 Number of each in this class that went to college 3 Number of graduates since school was organized 77 Number of these who have attended college 12 COLUMBIA CITY HIGH SCHOOL. C. L. Hottel, Superintendent. Organized, 1869. Commissioned, 1880. Superintendents, with dates of service: Rev. A. J. Douglas 1869-1879 Augustus C. Mills 1879-1881 W. C. Barnhart 1881-1883 John C. Kinney 1883-1885 W. C. Palmer 1885-1891 P. H. Kirsh 1891-1896 Luella A. Mellinch 1896-1898 Craven L. Hottel 1898-1904 EDUCATION IN INDIANA. 269 Columbia City High School. \ 270 EDUCATION IN INDIANA. Principals and assistants: James A. Campbell. W. A. Dickey. J. E, Doorland. Le Roy D. Thorman. L. S. I. Hunt. A. G. Miller. J. E. McDonald. Frank B. Mae. R. H. Pierce. W. C. Palmer. Ira C. Batman. • Mary L. Stone. Charles Egner. Helen I. Millspaugh. Emma R. Thatcher. Clara Kinney. Luella Mellinch. Helen I. Millspaugh. Lucien McCord. W. A. Beam. I. T. Glenn. J. C. Sanders. High school teachers and subjects they teach: Helen Millspaugh, English. Olive M. Lawrence, Latin and History. • C. L. Johnston, Latin and Mathematics. Alma Ball, Latin and Mathematics. L. L. Hall, Science and Mathematics. Ida Galbreath, English. Herbert Irwig, Science and History. Average yearly salary of high school teachers, including superintendent, $725. Training of teachers: J. C. Sanders, from N. O. N. University. Herbert Irwig, A. B., from Indiana University. Ida Galbreath, A, B., Lombard. C. L. Hottel, superintendent, Ph. D., from Hartsville University. Enrollment in high school 97 Total enrollment in grades and high school 745 Number of girls graduated last year (1903) 9 Number of boys graduated last year (1903) 1 Number of each in this class that went to college None Number of graduates since school was organized 152 Number of these Avho have attended college 30 EDUCATION IN INDIANA. 271 272 EDUCATION IN INDIANA. COLUMBUS HIGH SCHOOL. T. F. Fitzgibbon, Superintendent. Organized, 1859. Superintendents, with dates of service: Theo. P. Marsh 1859-1861 J. M. Olcott '. 1861-1862 Mr. Vance 1862-1863 David Shuclv 1863-1864 Amos Burns 1864-1865 David Graham 1865-1869 A. H. Graham 1869-1890 J. A. Carnagey 1890-1901 T. F. Fitzgibbon 1901-1904 Principals and assistants: Mrs. B. L. Sanders 1872-1887 Miss Lizzie Long 1887-1889 Samuel Wertz 1889. High school teachers and subjects they teach: Samuel Wertz, Mathematics. Mrs. L. S. Armen, Latin. W. C. Cox, Science. Elizabeth Wright, History. Martha Scott, English. Clara Hussey, Shorthand and Typewriting. Amy Brown, assistant in Mathematics and English. M. L. Sandifor, assistant in Latin and Mathematics. Average yearly salary of high school teachers, including superintendent, $820. Training of teachers: Samuel Wertz, A. B., Hartsville College and student Indiana Uni- versity. Mrs. L. S. Armen, A. B., Hartsville. W. C. Cox, A. B., Earlham College. Elizabeth Wright, A. B., Indiana University. Amy Brown, undergraduate Indiana University, 3% years. Martha Scott, undergraduate Indiana University, 3^^ years. Merl L. Sandifor, graduate Indiana State Normal. Enrollment in high school 236 Total enrollment in grades and high school 1,750 Number of girls graduated last year (1903) 7 Number of boys graduated last year (1903) 13 Number of each in this class that went to college- Males 3 Females ^ 4 Number of graduates since school was organized 457 Number of these who have attended college 85 EDUCATION IN INDIANA. 2T3 CONNERSVILLB HIGH SCHOOL. W. S. Rowe, Superintendent. Organized, 1877. Commissioned, 1881. Superintendents, with date of service: John Brady 1858-1860 Chas. Rhoel 1865-1867 J. I/. Rippetoe 1867-1871 Mr. Hughes 1871-1873 J. L. Rippetoe 1873-1886 D. Ecliley Hunter 1886-1889 W. F. L. Sanders 1889-1899 W. S. Rowe 1899-1904 Principals and assistants: K A. Turner, principal. Catherine Chilton, assistant. High school teachers and subjects they teach: E. A. Turner, Science. Catherine Chilton, History. W. F. L. Sanders, Mathematics. W. R. Houghton, Latin. Helen Weston, English. Charlotte Griggs, English and Mathematics. E. M. Lippitt, Music. W. H. Garus, Drawing. Average yearly salary of high school teachers, including superintendent. $892.15. Training of teachers: W. S. Rowe, A. B., DePauw University, four years. E. A. Turner, graduate State Normal (four years' course), four years credit in Indiana University, five terms in Biological station. Catherine Chilton, graduate State Normal, A. B., Indiana University, two years. W. R. Houghton, M. A., Indiana University. W. F. L. Sanders, B. S., Indiana University, three years. Helen Weston, Ph. B., DePauw University. Charlotte Griggs, undergraduate Butler University, student two years.. W. H. Garus, graduate Northern Illinois Normal School, art depart- ment. E. M. Lippitt. Enrollment in high school 114 Total enrollment in grades and high school 1,091 Number of girls graduated last year (1903) 5 Number of boys graduated last year (1903) 4 Number of each in this class that went to college (a girl) 1 Number of graduates since school was organized 298 Number of these who have attended college (girls 45, boys 41) 86 18— Education. 274 EDUCATION IN INDIANA. CONVERSE HIGH SCHOOL. C. E. Spaulding, Superintendent. Organized, 1873. Commissioned, 1895. Superintendents, with dates of service: H. S. Miller 1872-1873 John S. Stout 1873-1875 S. S. Bowman 1875-1880 Arnold Tompkins 1880-1882 Mr. Caroway 1882-1883 Mr. Crispman 1883-1884 S. S. Bowman 1884-1886 Jesse Lewis 1886-1888 Jasper Goodykoontz 1888-1890 Mr. Hester 1890-1893 W. E. Alexander 1893-1895 H. S. Bowers 1895-1897 S. L. Heeter 1897-1903 C. K Spaulding 1903-1904 Principals and assistants: S. L. Heeter 1896-1897 G. C. Marshall 1897-1902 C. R Spaulding 1902-1903 E. B. Wetherow 1903- High school teachers and subjects they teach: C. E. Spaulding, German, English, Eliglish History, Geometry, Latin. D. L. Cowan, Algebra, Arithmetic, Civil Government. E. B. Wetherow, Latin, English, Ancient History, Physics, Geometry. Average yearly salary of high school teachers, including superintendent, $610.10. Training of teachers: Supt. C. E. Spaulding, A. B., Indiana University, 1897. Principal E. B. Wetherow, undergraduate Indiana University. Assistant Principal D. L, Cowan, high school graduate. Enrollment in high school 50 Total enrollment in grades and high school 314 Number of girls graduated last year (1903) 8 Number of boys graduated last year (1903) 3 Number of each in this class that went to college 3 Number of graduates since school was organized 48 Number of these who have attended college 10 CORYDON HIGH SCHOOL. Jesse W. RiMle, Superintendent. Organized, 1877. Commissioned, 1901. Superintendents, with dates of service: Joseph P. Funk 1875-1888 George B. Haggett 1888-1890 EDUCATION IN INDIANA. 2Y5 Edwin S. Hallett 1890-1893 Charles K. Shafer 1893-1895 Jesse W. Riddle 1895-1904 Principals and assistants: Herman I. Stern, Blanche Ridley, Adam H. Reising, Emma K. Hal- lett, Mollie M. Riddle. High school teachers and subjects they teach: Adam H. Reising, Mathematics and Science. Emma K. Hallett, Latin. Mollie M. Riddle, Music and Drawing. Jesse W. Riddle, History and English. Average yearly salary of high school teachers, including superintendent, $625. Training of teachers: Jesse W. Riddle, A.B., Indiana; LL.B., Michigan. Adam H. Reising, graduate Indiana State Normal School. Emma K. Hallett, graduate Jeffersonville High School; Borden In- stitute, two years. Enrollment in high school 60 Total enrollment in grades and high school 450 Number of girls graduated last year (1903) 4 Number of boys graduated last year (1903) 4 Number in this class that went to college 3 Number of graduates since school was organized 137 Number of these who have attended college 50 (Converse High School. 276 EDUCATION IN INDIANA. COVINGTON HIGH SCHOOL. H. S. Kaufman, Superintendieiit. Organized, 1879. Commissioned, 1896. Superintendents, with dates of service: J. Warren McBroom 1879-1882 H. M. McKnight, - 1882-1883 V. E. Livengood. 1883-1887 S. A. D. Harry 1887-1891 W. H. Fertieh 1891-1895 W. P. Hart 1895-1903 H. S. Kaufman. 1903-1904 Principals and assistants: Letha Fertieh 1891 Mollie McMahon 1892 Edna Hays 1894 W. P. Hart 1896 J. F. Millis 1897-1898 S. H. Hall 1903- High school teachers and subjects they teach: S. H. Hall, Mathematics. H. S. Kaufman, Mathematics. H. C. Fish, History. Earl M. Watsen, Science. LaVerne Glascock, Latin. Josephine B. Calhoun, English. Lura Hunter, Music and DraAving. Average yearly salary of high school teachers, including superintendent. $583. Training of teachers: H. S. Kaufman, Indiana University, A.B. S. H. Hall, Indiana University, A.B. La Verne Glascock, University of Michigan, A.B. H. C. Fish, University of Wisconsin, B.L. Josephine B. Calhoun, DePauw University, Ph.B. Earl M. Watson, Wabash College, A.B. Lura Hunter, Michigan Normal College. Enrollment in high school : 100 Total enrollment in grades and high school 518 Number of girls graduated last year (1903) 14 Number of boys graduated last year (1903) 4 Number in this class that went to college 2 Number of graduates since school was organized 158 Number of these who have attended college 46 EDUCATION IN INDIANA. 277 2Y8 EDUCATION IN INDIANA, CRAWFORDSVILLE HIGH SCHOOL, W. A. Millis, Superintendent. Organized, 1876. Commissioned, 188(>. Superintendents, with dates of service: W. T. Fry 187G-1882 T. H. Dunn 1882-1890 I. M. Wellington 1890-1897 G. F. Kenaston 1897-1900 W. A. Millis 1900- Principals and assistants: Miss Anna Willson 1895-1904 High school teachei's and subjects they teach: Anna Willson, English. Hannah Muhleisen, Latin. Sophie Kleinhans, German. Lena F. Myers, English. Curtis Merriman, Mathematics. J. W. Pierce, History. Fred L, Cory, Science. Elizabeth M. Abernathy, Music. Frances Westfall, Art. Average yearly salary of high school teachers, including superintendent. $804. Training of teachers: W. A. Millis, A.M., Indiana University. Anna AVillson, student Chicago University and Harvard College. Hannah Muhleisen, Indiana University. Sophie Kleinhans, University Gottinger. Lena F. Myers, A.B., University of Michigan. Curtis Merriman, A.B., Indiana University. J. W. Pierce, graduate Indiana State Normal School. Fred L. Cory, A.B., Wabash College. Enrollment in high school, 123 boys and 143 girls 26<5 Total enrollment in grades and high school 1,424 Number of girls graduated last year (1903) 10 Number of boys gi-aduated last year (1903) Number in this class that went to college 9 Number of graduates since school was organized 387 Number of these who have attended college 101 CROWN POINT HIGH SCHOOL. F. F. Heighway, Superintendent. Organized, 1883. Superintendents, with dates of service: W. B. Dimon 1881-1884 G. L. Voris 1884-1888 M. J. Mallery 1888-1890 J. J. Allison 1890-1896 F. F. Heighway 1896-1904 EDUCATION IN INDIANA. 279 Principals and assistants: Margaret McCowan. High school teachers and subjects they teach: Margaret McCowan, Latin, Algebra, Plane Geometry. Clara Vierling, English and History. Augusta Kopelke, German and History. Frank F. Heighway, Science. Average yearly salary of high school teachers, including superintendent, $640. Training of teachers: Frank F. Heighway, B.S., and undergraduate student University of Chicago. Margaret McCowan, A.B., Iowa College and University of California. Clara Vierling, A.B., Indiana University. Augusta Kopelke, German College. Enrollment in high school 80 Total enrollment in grades and high school 467 Number of girls graduated last year (1903) 11 Number of boys graduated last year (1903) 5 Number in this class that went to college 5 Number of graduates since school was organized 150 Number of these who have attended college 45 Crawfordsville High School. 280 EDUCATION IN INDIANA. DANA HIGH SCHOOL. W. E. Smythe, Superintendent. Organized, 1895. Commissioned, 1897. Superintendents, witli dates of service: I. C. Reubelt 1895-1901 E. M. Hughes 1901-1903 W. E. Smythe 1903-1904 Principals and assistants: J. Walton Clark. Mr. Large. C. E. Dodson. Eva Malone. Effie I. Roberts. High school teachers and subjects they teach: W. K Smythe, Algebra, Plane Geometry, Physics and U. S. History. Effle I. Roberts, English Composition and Rhetoric, Botany, Oriental History. Eva Malone, Latin, Greek and Roman History. Average yearly salary of high school teachers, including superintendent, $430. Training of teachers: W. E. Smythe, graduate Indiana State Normal. Effie I. Roberts, B.L., graduate of College of Liberal Arts, North- western University. Eva Malone, one year in Vassar College, graduate of Decatur High School. Enrollment in high school 50 Total enrollment in grades and high school 214 Number of girls graduated last year (1903) 6 Number of boys graduated last year (1903) 4 Number in this class that went to college 3 Number of graduates since school was organized 00 Number of these who have attended college 15 DANVILLE HIGH SCHOOL. O. C. Pratt, Superintendent. Organized, 1879. Commissioned, 1895. Superintendents, with dates of service: J. P. Albin 1879-1880 Libbie Jarrett .- 1880-1882 P. F. Pragg 1882-1883 Milton J. Mallory • 1883-1888 A. Jones ^^ 1888-1890 H. J. Shafer T 1890-1892 P. M. Saxton 1892-1894 P. V. Voris 1894-1897 Orville C. Pratt 1897-1904 Principals and assistants: Principal, C. W. Eaton; assistant, Grace Welshans. EDUCATION IN INDIANA. 281 High school teachers and subjects they teach: Orville C. Pratt, German, Commercial Geography and English His- tory. Ghas. W. Baton, Mathematics and Science. Grace H. Welshans, Latin and English. M. A. Keeney, English and History. Average yearly salary of high school teachers, including superintendent, $650. Training of teachers: O. C. Pratt, Ph.B., DePauw. G. W. Eaton, Valparaiso Normal. Grace H. Welshans, undergraduate Chicago University. M. A. Keeney. Enrollment in high school .' 75 Total enrollment in grades and high school 425 Number of girls graduated last year (1903) 11 Number of boys graduated last year (1903) 5 Number of graduates since school was organized No data Number w^ho have attended college No data DARLINGTON HIGH SCHOOL. Daniel Freeman, Superintendent. Organized, 1896. Commissioned, 1903. Superintendents, with dates of service: O. H. Ghriest 1896-1900 W. S. King 1900-1903 Daniel Freeman 1903-1904 Principals and assistants: Assistant, W. B. Rodman 1896-1898 Assistant, Adam Carrick 1898-1901 Assistant, Margaret Weesner 1901-1904 High school teachers and subjects they teacji: Daniel Freeman, Geometry, General History, Latin, German, Physics. Margaret Weesner, English, General History, Algebra, Physical Geography. Average yearly salary of high school teachers, including superintendent $564.40. Training of teachers: Daniel Freeman, Ph.B., Earlham College, and graduate of Indiana State Normal. Margaret Weesner, Indiana State Normal and undergraduate in State University. Enrollment in high school 63 Total enrollment in grades and high school 260 Number of girls graduated last year (1903) 7 Number of boys graduated last year (1903) 2 Number in this class that went to college 2 Number of graduates since school was organized 45 Number of these who have attended college 8 to 10 282 EDUCATION IN INDIANA. DECATUR HIGH SCHOOL. H. A. Hartman, Superintendent. Organized, 1878. Commissioned, 1894. Superintendents, with dates of service: S. G. Hastings 1878-1881 C. G. Wliite 1881-1883 G. W. A. Lucky 1883-1887 C. A. Dugan 1887-1891 J. Lewis 1891-1892 A. D. Moffett 1892-1896 Lell M. Segar 1896-1897 W. F. Brittson 1897-1899 H. A. Hartman 1899-1904 Principals and assistants: W. J. Meyer. Miss Lell M. Segar. H. D. Merrell. C. E. Hocker. High school teachers and subjects they teach: C; E. Hocker, Mathematics. Miss Rose L. Dunathan, Latin and History. Miss Sophia Luzzader, English. J. B. Dutcher, Science. W. J. Creig, Commercial. Average yearly salary of high school teachers, including superintendent, $672.50. Training of teachers: H. A. Hartman, A.B., Ph.D., Ann Arbor and State College Alabama. C. E. Hocker, undergraduate Indiana University, one year. Rose L. Dunathan, A.B., Ohio Wesleyan University. Miss Sophia Luzzader, A.B., Indiana University. J. B. Dutcher, A.B., Tri-State Normal. W. J. Creig, Vories Business College. Enrollment in high school 67 Total enrollment in grades and high school 825 Number of girls graduated last year 4 Number of boys graduated last year (1903) 2 Number in this class that went to college 1 Number of graduates since school was organized 216 Number of these who have attended college 56 EDUCATION IN INDIANA. 283 DELPHI HIGH SCHOOL. E. L. Hendricks, Superintendent. Organized, 1872. Commissioned, 1872. Superintendents : D. D. Blakeman. A. W. Dunkle. W. H. Hershman. W. S. Almond. E. L. Hendricks. J. M. Hitt. Jolm H. Shafer. Principals and assistants: K. R. Smoot. G. W. Julien. S. B. McCracken. J. M. Culver. D. C. Ridgeley. F. C. Whitcomb. Emma B. Shealy. Jas. O. Engleman. High school teachers and subjects they teach: J. O. Engleman, Principal, Mathematics, History, Latin. F. J. Breeze, Science, American Literature. Anna M. Scholl, Literature and Latin. E. L. Hendricks, Superintendent, History. Average yearly salary of high school teachers, including superintendent, $881.25. Training of teachers: E. L. Hendricks, superintendent, graduate of Franklin College; A.M., Indiana University; summer in University of Chicago; summer in Harvard. J. O. Engleman, graduate Indiana State Normal; correspondence work in University of Chicago. F. J. Breeze, graduate Indiana State Normal; chemistry work in Purdue University. Anna M. Scholl, graduate St. Mary; one year post-graduate St. Mary; one term Indiana University. Enrollment in high school 114 Total enrollment in grades and high school 456 Number of girls graduated last year (1903) 15 Number of boys graduated last year (1903) 5 Number in this class that went to college 2 Number of graduates since school was organized 288 Number of these who have attended college 60 284 EDUCATION IN INDIANA. DUNKIRK HIGH SCHOOL. C. E. Vinzant, Superintendent. Organized, 1891. Commissioned, 1898. Superintendents, with dates of service: Elias Boltz 1891-1897 H. S. Gray 1897-1902 C. E. Vinzant 1903-1904 Principals and assistants: G. 0. Powers. Ruth F. Stone. W. H. Rudders. Alta Branagan. High school teachers and subjects they teach: G. C. Powers, Mathematics and Science. Ruth F. Stone, Latin and English. C. E. Vinzant, History. Average yearly salary of high school teachers, including superintendent, $700. Training of teachers: G. C. Powers, graduate Earlham. Ruth Stone, DePauw, three years. C. E. Vinzant, graduate State Normal. Enrollment in high school 60 Total enrollment in grades and high school G50 Number of girls graduated last year (1903) 9 Number of boys graduated last year (1903) Number in this class that went to college 3 Number of graduates since school was organized Records burned DUBLIN HIGH SCHOOL. J. C. Mills, Superintendent. Organized, 1871. Superintendents, with dates of service: W. W. White 1871-1874 John Mather 1879-1881 R. N. Johns 1881-1882 J. McNeil 1882-1885 Victor C. Alderson 1885-1887 T. A. Mott 1887-1891 F. L. Harris 1891-1892 D. R. Ellbarger 1892-1893 J. R. Sparks 1893-1895 S. B. Plaskett -^ .1895-1897 A. L. Ellabarger. * 1897-1898 H. D. Nicewanger 1898-1900 W. D. Cook 1900-1901 J. C. Mills 1901-1904 EDUCATION IN INDIANA. 285 Dublin High School. Principals and assistants: Mrs. M. E. F. Stewart. High school teachers and subjects they teach: Mrs. Stewart, Latin, English, part of work in Science. Mr. Mills, Mathematics, History and part of work in Science. Average yearly salary of high school teachers, including superintendent, $580. Training of teachers: ,1. C. Mills, undergraduate Earlham, three years. Mrs. Stewart, graduate Indiana State Normal ; undergraduate Indiana State University, one and one-half years. Enrollment in high school 35 Total enrollment in grades and high school 200 Number of girls graduated last year (1903) 2 Number of boys graduated last year (1903) None Number in this class that went to college 2 Number of graduates since school was organized ' 151 Number of these who have attended college 78 286 EDUCATION IN INDIANA. EAST CHICAGO HIGH SCHOOL. Wm. C. Smith, Superintendent. Organized, 1898. Commissioned, 1902. Superintendents, with dates of service: Irwin F. Mather 1899-1901 Wm. C. Smith 1901-1904 Principals and assistants: Principal, A. G. Slocomb; assistants. Flora B. Bronson, Ella M. Ly- ons, Bertha Watkins, Emelie Pooley, Carrie B. Hemenger, Man- tia Bloom, May Rolfe, Kathryn Sheets. High school teachers and subjects they teach: A. G. Slocomb, Algebra, Arithmetic, Geometry, Commercal Law. Flora B. Bronson, Latin, German. Ella M. Lyons, English, History. May Rolfe, Physiology, Physical Geography, Physics, Botany, Chem- istry. Kathryn Sheets, Bookkeeping, Shorthand. Average yearly salary of high school teachers, including superintendent, $785.66%. Training of teachers: W. C. Smith, Washington University, two years; Normal, two years. A. G. Slocomb, B.S., Valpai-aiso. Flora B. Bronson, A.B., Valparaiso; undergraduate University of Chi- cago, two years. Ella M. Lyons, undergraduate Indiana University, one-quarter year; University of Chicago, one-half year. May Rolfe, A.B., University of Illinois. Kathryn Sheets. Enrollment in high school 58 Total enrollment in grades and high school 800 Number of girls graduated last year (1903) 2 Number of boys graduated last year (1903) 4 Number in this class that went to college 4 Number of graduates since school was organized 21 Number of these who have attended college 5 EDINBURG HIGH SCHOOL. C. F. Patterson, Superintendent. Organized, 1875. Commissioned, 1880. Superintendents, with dates of service: John Martin 1867-1878 J. C. Eagle 1878-1888 W. B. Owens V 1888-1894 Chas. F. Patterson 1894-1904 EDUCATION IN INDIANA. 287 Principals and assistants: Janie Deming. C. M. McDaniel. J. H. Haywortli. Leva M. Foster. High school teachers and subjects they teach: Miss Leva M. Foster, Mathematics and Latin. Average yearly salary of high school teachers, including superintendent, $962.50. Training of teachers: C. F. Patterson, Wabash and Franklin Colleges, Professional and Life State Licenses. Leva M. Foster, Indiana University. Enrollment in high school 70 Total enrollment in grades and high school 508 Number of girls graduated last year (1903) 6 Number of boys graduated last year (19Q3) 7 Number in this class that went to college 5 Number of graduates since school was organized 300 Number of these who have attended college 150 East Chicago High School. 288 EDUCATION IN INDIANA. ELKHART HIGH SCHOOL. D. W. Thomas, Superintendent. Organized, 1868. Commissioned, 1886. Superintendents, with dates of service: Valois Butler 1868-1870 J. K. Waltz 1870-1874 J. M. Strasburg 1874-1875 M. A. Barnett 1876-1879 A. P. Kent 1879-1882 T. B. Swai-tz 1882-1886 D. W. Thomas 1886-1904 Principals and assistants: Nellie Smith. Mary . E. Gordon. Serene E. Hoadley. Lydia A. Dimon. Sarah D. Harmon. Chas. M. Van Cleave. Geo. W. Barr. A. G. Hall. Leonard Conant. Theodore Johnson. Horace Phillips. Z. B. Leonard. S. B. McCracken. High school teachei-s and subjects they teach: S. B. McCracken, Physics and Chemistry. Clara Van Nuys, English Literature. Ella Wilkinson, Latin. A. M. Smith, Mathematics. Ella Rice, American Literature. Retta Speas, Biology. Wm. O. Lynch, History. C. W. Blanchard, Commercial Subjects. W. L. Gard, Assistant in History. Elizabeth Aitken, Assistant in Mathematics. Average yearly salary of high school teachers, including superin tendon I, $868.64. Training of teachers: D. W. Thomas, superintendent, A. B., A. M., DePauw University. S. B. McCracken, A.B., Indiana State University. Clara Van Nuys, Indiana State Normal. Wm. O. Lynch, Indiana State Normal, Indiana State University. 0. W. Blanchard, Indiana* ilJentral College, Fayette Normal Univer- sity, Ohio. Amandus M. Smith, Bucknell University, Pa.; Pennsylvania State Normal. Ella E. Rice, Michigan University, one year. M. Ella Wilkinson, New York State Normal. EDUCATION IN INDIANA. 289 Retta E. Speas, Indiana State Normal. Willis L. Gard, Indiana State University. Elizabeth Aitlven, Michigan State Normal. Enrollment in high school 252 Total enrollment in grades and high school 2,764 Number of girls graduated last year (1903) 22 Number of boys graduated last year (1903) 9 Number in this class that went to college 3 Number of graduates since school was organized 496 Number of these who have attended college 60 ELWOOD HIGH SCHOOL. C. S. Meek, Superintendent. Organized, 1889. Commissioned, 1891. Superintendents, with dates of service: T. F, Fitzgibbon 1890-1901 Chas. S. Meek 1901-1904 Principals and assistants: Chas. S. Meek 1892-1894 John Freeman 1894-1898 L. D. Owens 1898-1901 J. G. Collicutt 1901-1903 V. W. Owen 1903-1904 High school teachers and subjects they teach: Everett Owens, Mathematics. Chas. Haseman, Mathematics. Otto Sperlin, English. Edward McDonald, English. Ida Webb, History. (4eo. D. Shafer, Science. E'dna Chaffee, German. Lucy Poucher, Latin. Average yearly salary of high school teachers, including superintendent, $786. TraJning of teachers: Chas. S. Meek, A.B., University of Indiana. Everett Owens, A.B., University of Indiana. Chas. Haseman, A.B., University of Indiana. Otto Sperlin, A.B., University of Indiana. Geo, D. Shafer, A.B., University of Indiana. Ethel Chaffee, A.B., DePauw University. Lucy Poucher, AB., DePauAV Universty. Ida Webb, Indiana State Normal. Enrollment in high school 245 Total enrollment in grades and high scliool 2,670 Number of girls graduated last year (1903) 10 Number of boys graduated last year (1903) 13 Number of each in this class that went to college, boys, 4; girls 5 Number of graduates since school was organized 176 Number of these who have attended college 40 19— Education. 290 EDUCATION IN INDIANA. FAIRMOUNT HIGH SCHOOL. C. H. Copeland, Superiuteiideiit. Organized, 1896. Commissioned, 1899. Superintendents, with dates of service: R. W. Himeliclv.. 1890-1897 C. H. Copeland 1807-1904 Principals and assistants: M. E. Monaban. W. L. Jay. M. N. Hadley. J. C. Castleman. H. C. Brandon. High school teachers and subjects they teach: H. C. Brandon, Physics and Geometry. K C. Robey, English and Algebra. R. D. Smith, English and History. Josephine Abel, Latin and German. C. H. Copeland, Botany. Lenora Denton, Music. Average yearly salary of high school teachers, including superintendent, $560. Training of teachers: C. H. Copeland, A.M., Indiana University, Superintendent. H. C. Brandon, A.B., Indiana University, Principal. R. D. Smith, Indiana State Normal graduate. Josephine Abel, A.B., Indiana University. L. C. Robey, A.B., Wabash College. Lenora Denton, Thomas Normal Training School, Detroit, Mich. Enrollment in high school 110 Total enrollment in grades and high school 850 Number of girls graduated last year (1903) 7 Number of boys graduated last year (1903) 2 Number in this class that went to college— girl 1 Number of graduates since school was organized 38 Number of these who have attended college 5 EDUCATION IN INDIANA. 291 292 EDUCATION IN INDIANA. FLORA HIGH SCHOOL. J. S. Slabaiigli, Siiperiiitendent. Organized, 1892. Commissioned, 1902. Superintendents, witli dates of service: I. F. Myer 1892-1894 E. N. Canine 1894-1897 Geo. B. Asbury 1897-1908 Jancy S. Slabaugli 1903-1904 Principals and assistants: O. B. Bottorff, principal. E. J. Todd, assistant. High school teachei's and subjects they teach: .1. S. Slabaugh, History and Latin. O. B. Botorff, English and Latin. E. J. Todd, Mathematics and Science. Average yearly salary of high school teachers, including superintendent, $560. Training of teachers: J. S. Slabaugh, graduate of Indiana State Normal, senior in Indiana University. O. B. Bottorff, A. B., from Indiana University. E. J. Todd, undergraduate of Indiana University, three years. Enrollment in high school fi6 Total enrollment in grades and high school 380 Number of girls graduated last year (1903) 4 Number of boys gi-aduated last year (19^3) 6 Number in this class that went to college None Number of graduates since school was organized 58 Number of these who have attended college 12 EDUCATION IN INDIANA. 293 FORTVILLE HIGH SCHOOL. W. A. Myers, Superiiiteiideut. Organized, 181MJ. Commissioned, 189(j. Superintendents, witli dates of service: J. W. Jay 1895-1900 William A. Myers , 1900-1904 Principals and assistants: J. M. Pogiie, W. A. Myers, W. A. Bowman, H. W. Wolfe, James A. Moody, O. L. Morrow. Higli school teachers and subjects they teach: W. A. Myers, Algebra, Botany. Cicero, American Literature, Amer- ican History, Civics. O. L. Morrow, Geometry, Physics, beginning Latin, Caesar, English Literature, Physical Geography, Ancient History. C. H. Griffey, Algebra, Literature, Composition. Average yearly salary of high school teachers, including superintendent, $576. Training of teachers: W. A. Myers, superintendent, A. B., 1896; A. M., 1899, Indiana Uni- versity. O. L. Morrow, principal, graduate Indiana State Normal School. C. H. Griffey, undergraduate Butler College, two terms. Enrollment in high school (190.S-04) 62 Total enrollment in grades and high school 317 Number of girls graduated last year (1903) 7 Number of boys graduated last year (1903) 2 Number of each in this class that Avent to eollege— Girls , .: , , 1 Boys 1 Number of graduates since school was commissioned 85 Number of these who have attend:ed college. .... . ............ . . .... 15 294 EDUCATION IN INDIANA. FOUNTAIN CITY HIGH SCHOOL. B. W. Kelly, Superintendent. Organized, 1872. Commissioned, 1902. Superintendents, with dates of service: David P. White 1872-1873 John Mather. Mary E. Han-is. Lucius Fall. Abbott Mott. Mr. Woolford 1885-1886 R. E. Kirkman 1886-1888 Dan Barrett 1889-1890 J. M. Meek 1891-1895 A. L. Ellabarger 1896-1898 C. A. Thornburg 1899-1903 Principals and assistants: B. W. Kelly, superintendent. Carrie B. Gritfis, principal. High school teachers and subjects they teach: B. W, Kelly, English, History, Physics. Carrie B. Griffis, Latin, Algebra, Geometry. AA^erage yearly salary of high school teachers, including superintendent, $600. Training of teachers: B. W. Kelly, superintendent, B. S., Earlham College. Carrie B, Griffis, principal, undergraduate Indiana University, one year. Enrollment in high school 25 Total enrollment in grades and high school 225 Number of girls graduated last year (1903) 1 Number of boys graduated last year (1903) 1 Number in this class that went to college None Number of graduates since school was commissioned No data Number of these who have attended college No data EDUCATION IN INDIANA, 295 :^:3^j?*^ N^w-'fe^sLi-ar 296 EDUCATION IN INDIANA. FOWLER HIGH SCHOOL. Lewis Hoover, Superintendent. Organized, 1886. Commissioned, 1895. Superintendents, witli dates of service: Lewis Hoover 1900-1904 Louis Lambert . 1899-1900 T. F. Berry 1897-1899 Burton Berry .1894-1897 P. V. Voris 1892-1894 W. J. Bowen 1890-1892 Samuel Lilly 1888-1890 Mr. Brunton , 1887-1888 Mr. Buckley 1886-1887 W. J. Bowen , 1885-1886 Principals: J. H. Stanley 1903-1904 Edward Gardner ... 1902-1908 J. G. Perrin 1901-1902 J. A. Linebarger 1899-1901 Cora Snyder 1895-1899 High school teachers and subjects they teach: J. H. Stanley, Latin and Mathematics. Rose E. Hay, History and English. Average yearly salary of high school teachers, including superintendent, $738.33. Training of teachers: Lewis Hoover, superintendent, graduate high school, Hagerstown, Ind.; graduate Indiana State Normal; doing senior work in Earl- ham College. J. H. Stanley, graduate Indiana State Normal; doing senior work in State University; Chicago University, summer. 1900. Rose E. Hay, graduate high school, Vermillion. 111.; Westfield Col- lege, Illinois, two years; Indiana State Normal, two years. Enrollment in high school 70 Total enrollment in gi*ades and high school 372 Number of girls graduated last year (1903) 12 Number of boys graduated last year (1903) 5 Number of each in this class that went to college- Girls 1 Boys 3 Number of graduates since scheol was organized 137 Number of these who have attended college 49 EDUCATION IN INDIANA. 297 298 EDUCATION IN INDIANA. FRANKFORT HIGH SCHOOL. • Edwin S. Monroe, Superintendent. Organized, 1875. Commissioned, . Superintendents, with dates of service: E. H. Slatey 18G0-1872 J. P. Rous 1872-1874 J. E. Moxton 1874-1876 Richard G. Roone 1876-188G E. E. Griffith 1880-1890 B. F. Moore 1890-1899 H. L. Frank 1899-1901 George L. Roberts 1901-1903 Edwin S. Monroe 1903-1904 Principals and assistants: J. S. Ludlam, J. F. Millpaugh, A. M. Huycke, J. F. Warfel, C. E. Newlin, I). K. Goss, J. A. Wood, J. A. Hill, J. J. Mitchell. High school teachers and subjects thej^ teach: J. J. Mitchell, Mathematics. F. W. Smith, Science. O. A. Rawlins, Science. William Robison, Mathematics and English. Christiana Thompson, English. Anna M. Claybaugh, Latin. Alice Hadley, History. Average yearly salary of high school teachers, including superintendent, $909.37. Training of teachers: J. J. Mitchell, A. B., Indiana University. F. W. Smith, graduate Indiana State Normal. O. A. Rawlins, A. B., Indiana University. William Robison, A. B., Indiana University. Christiana Thompson, A. B., Otterbein University. Anna M. Claybaugh, gi-aduate Indiana State Normal. Alice Hadley, graduate Indiana State Normal. Edwin S. Monroe, superintendent, A. M., Hanover College. Enrollment in high school .• 222 Total enrollment in grades and high school 1,615 Number of girls graduated last 3'ear(1903) 13 Number of boys graduated last year (1903) 14 Number of each in this class that went to college- Boys 3 Girls %- 3 Number of graduates since school was organized 465 Number of these who have attended college 10<3 EDUCATION IN INDIANA. 299 Frankfort High School. 800 J^DUCATTON TN INDIANA. FRANKLIN HIGH SCHOOL. H. B. Wilson, Superinteiulent. Organized, 1871. Commissioned, -, Superintendents, witti dates of service: F. M. Fergason 1866-1871 H. H. Boyce 1871-1873 E. B. Thompson 1874-1875 Mr. Hunter 1874-187.J Mr. Martin 1875-1881 Mr. Kemp 1881-1882 Arnold Thompkins 1882-1885 Mr. Kirsch 1885-1886 W. J. Williams 1887-1898 Will Featheringill 1893-1898 N. C. Johnson 1898-1900 Horace Ellis 1900-1902 H. B. Wilson 1902-1904 Principals and assistants: Mrs. Boyce, Mrs. Thompson, Miss Neily, Mrs. Martin, Mrs. White, Mary Adams, Mr. Barnett, E. L. Stephenson, Mr. Martin, Kitty Palmer, Alva O. Neal, C. R. Parker, Geo. B. Asbury. High school teachers and subjects they teach: Geo. B. Asbury, principal, Latin. Herriott Palmer, History. Clara Hannaman, English. Nettie Craft, Science. N. C. Grimes, Mathematics and German. Margaret Pritchard, Latin and English. Ethelwyn Miller, Latin and Mathematics. Average yearly salary of high school teachers, including superintendent, $768. Training of teachers: H. B. Wilson, superintendent, Indiana State Normal, graduate: In- diana University, two years. George R. Asbury, graduate Indiana State Normal; undergraduate Indiana University. Herriott C. Palmer, Franklin College, B. S., Ph. M., summer school. Clara Hannaman, Franklin College, three years. Nettie C. Craft, Franklin College, B. S., summer school. N. C. Grimes, Michigan State University, three years. Margaret Pritchard, Franklin College, A. B. Ethelwyn Miller, Franklin College; Boston University, one year. Enrollment in high school 215 Total enrollment in grades and high school 863 Number of girls graduated last year (1903) 9 Number of boys graduated last year (1903) 2 Number in this class that went to college 5 Number of graduates since school was organized 299 Number of these who have attended college 175 EDUCATION IN INDIANA. 301 FRANKTON HIGH SCHOOL. J. B. Fagaii, Superintendent, Organized, 1897. Coniniissioned, April 12, 1899; May 28. 1902. and Novem- ber 5, 1JJ03. Superintendents, witli dates of service: J. B. Fagan 1897-1904 Principals and assistants: C. E. Greene, principal 1897-1900 L. Blanche Merry, principal 1900-1904 L. Blanche Merry, assistant 1898-1900 J. H. Stanley, assistant 1900-1901 Grace Triplett, assistant 1901-1902 Malissa B. Furr, assistant 1902-1904 i ' * • i ^^ ■ ivlj; ^^^ ffjrf'vP'im / fi|Pw|^ : ^ V. ^ "v'^lyj *\ ■ H ^ t %\ ' W If /M M - 1 «|f;-:: ,/ '^'^^vft i 1 1— - ^■■■■^i^^^^sppnf^^^B i p m^m ^^^^^^^^^^^^^^^iij_i^iigw| PS FRANKTON High School. High school teachers and subjects they teach: L. Blanche Merry, English and History. Malissa B. Furr, Latin and Science, Physics, Chemistry. J. B. Fagan, Mathematics. Average yearly salary of high school teachers, including superintendent, }?72!;.(:{;%. 302 EDUCATION IN INDIANA, Training of teachers: Malissa B. Furr, A. B., Eminence College, Kentucky; graduate In- diana State Normal, Blanche Merry, graduate Indiana State Normal; student Michigan State University. J. B. Fagan, graduate Indiana State Normal. Enrollment in high school 30 Total enrollment in grades and high school 250 Number of girls graduated last year (1903) 1 Number of boys graduated last year (1903) 1 Number in this class that went to college Number of graduates since school was organized 14 Number of these who have attended college 7 GALVESTON HIGH SCHOOL. Elmer E. Tyler, Superintendent. Organized, 1895. Commissioned, 1903. Superintendents, with dates of service: Elmer E. Tyner 1903-1904 Principals and assistants: J. W. Laird, R. C. Hillis, H. M. Stout, and Miss Ida Galbreath, as- sistant; Elmer E. Tyner, and H. R. Bean, assistant. High school teachers and subjects they teach: Elmer E. Tyner, Latin and Science. H. R. Bean, Mathematics, English and History. Average yearly salary of high school teachers, including superintendent, $600. Training of teachers: Elmer E. Tyner, M. S., B^ranklin College, Indiana. H. R. Bean, A. B., Toronto University, Canada. Enrollment in high school 50 Total enrollment in grades and high school 177 Number of girls graduated last year (1903) 5 Number of boys graduated last year (1903) 3 Number of each in this class that went to college- Girls 2 Boys 1 Number of graduates since school was organized 19 Number of these who have attended college 7 EDUCATION IN INDIANA. 303 Galveston High School, 304 EDUCATION IN INDIANA. GARRETT HIGH SCHOOL. Ezra E. Lollar, Superintendent. Organized, 1889. Commissioned, 1895. Superintendents, with dates of service: Thos. S. Merica 1886-1890 Francis M. Merica 1890-1896 George M. Holie 1896-1899 Ezra E. Lollar 1899-1904 Principals and assistants: Principals— F. M. Merica, Ella Vivian. Geo. M. Hoke, G. P. Thielen, Ezra E. Lollar, C. E. White, J. W. Ooleberd, Estella Wolf. Assistants— Maude Braderick, J. W. Coleberd, Delano Brinkerhoff. W. A. Hogue, J. B. Tarney, Verna Darby. High school teachers and subjects they teach: Estella' Wolf, Latin, English. Verna Darby, Mathematics, Science. Ezra E. Lollar, History. Average yearly salary of high school teachers, including superintendent. $670.00. Training of teachers: Ezra E. Lollar A. B., Otterbein. Estella Wolf, A. B., Heidelberg. Verna Darby, A. B., Indiana University. Enrollment in high school 64 Total enrollment in grades and high school 664 Number of girls graduated last year (1903) 5 Number of boys graduated last year (1903) 5 Number in this class that went to college— Boys 3 Number of graduates since school was organized 104 Number of these who have attended college 26 EDUCATION IN INDIANA. 305 Garrett High School, 20— Education. 306 EDUCATION IN INDIANA. GAS CITY HIGH SCHOOL. J. H. Jeffrey, Sui3erinteudeiit. Organized, 1894. Commissioned, 1897. Superintendents, with dates of service: W. O. Warriclv 1894-1899 A. H. Sherer 1899-1901 J. H. Jeffrey 1901-1904 Principals and assistants: B. L. McVicar, Mrs. W. O. AVarrick, Mrs. A. H. Slierer, W. E. Schoouover, E. N. Canine. High school teachers and subjects they teach: J. H. Jetrrey, superintendent, Algebra. E. N. Canine, principal, History and Physics. Frances N. Curry, Latin and German. Elizabeth L. Meigs, English. Josephine BroAvn, Science and Mathematics. Average yearly salary of high school teachers, including superintendent, $667. Training of teachers: J. H. Jeffrey, superintendent, A. B., Indiana University. E. N. Canine, principal, A. B., Indiana University. Miss Frances N. Curry, A. B., Wiooster, O. Miss Elizabeth L. Meigs, B. S. Purdue. Miss Josephine BroAvn, B. S., Iowa College. Enrollment in high school 40 Total enrollment in grades and high school 796 Number of girls graduated last year (1903) 1 Number of boys graduated last year (1903) 2 Number in this class that went to college— Boys 2 Number of graduates since school was organized 14 Number of these who have attended college 5 EDUCATION IN INDIANA, SOY k + mJI^^^I riL l^l 1 1 Gas City High School. 808 EDUCATION IN INDIANA. GOODLAND HIGH SCHOOL. M. A. Hester, Superiiitendeiit. Organized, 1889. Cominissioiifcd, 1894. Superintendents, with dates of service: J. C. Diclverson 1893-1903 M. A. Hester 1903-1904 Principals and assistants: Mr. Humbard, Mr. Joe B. Fagan, Mr. Fred Weimar, Mr. Garrison, Mr. Deest, Mr. H. A. Henderson: Miss Maud Ellis, Miss Edna Watson, May Huston. High school teachers and subjects they teach: M. A, Hester, superintendent, Geometry, History, English, Latin. H. A. Henderson, Bookkeeping, History, Physics, Latin, Chemistry, Geometry. May Huston, English, Algebra. Average yearly salary of high school teachers, including superintendent, $698,331/3. Training of teachers: May Huston, Franklin (Ind.) Baptist College, four years. H. A. Henderson, Battle Creek, Mich., six years. M. A. Hester, DePauw, Ind.; Brookville, Ind.; Moores Hill College. Enrollment in high school 60 Total enrollment in grades and high school 350 Number of girls graduated last year (1903) 3 Number of boys graduated last year (1903) None Number of each in this class that went to college None Number of graduates since the school w\ns organized Not known Number of these who have attended college 6 or 8 EDltCATtON IN INDIANA 309 GooDLAND High School. 310 EDUCATION IN INDIANA. GOSHEN HIGH SCHOOL. Victor W. B. Hedgepeth, Superintendent. Organized, 1871. Commissioned, . Superintendents, witli dates of service: D. D. Lulve July 1, 1871 Ambrose Blunt July 1, 1877 W. H. Sims July 1, 1884 J. F. Rieman July 1, 1899 V. W. B. Hedgepeth July 1, 1901 Principals and assistants: ^ Miss E. R. Chandler, principal; Miss M. Lawrence, Miss Hills, assist- ant principals; Miss L. E. Michael, principal; D. J. Tyner, R, A. Randall, G. Wuthrich, assistant principal. High school teachers and subjects they teach: Lillian E. Michael, A. M., Latin. Guy S. Wuthrich, Biology. Emma L. Butler, A. B., English. Elizabeth Dugdale, History. Edwin Jacobs, Ph. B., Science. J. W. Bremer, German. A. J. Gerber, Ph. B., Mathematics. Mary Biggs, Commercial Department. Grace Galentine, Assistant English and Mathematics. Effle C. Hessin, Music. Victor Hedgepeth, A. M., Senior Mathematics. Average yearly salary of high school teachers, including superintendent, $973. Training of teachers: Lillian E. Michael, A. M., Ohio University. Guy S. Wuthrich, Indiana University, 2^/^ years, one year Valparaiso. Emma L. Butler, A. B., Chicago University. Elizabeth Dugdale, Michigan University, two years; two-thirds year Indiana Normal. Edwin Jacobs, Ph. B., Wooster University. J. W. Bremer, graduate Royal Seminary, Cologne. A. J. Gerber, Ph. B., Wooster University. Mary Biggs, Commerical Department, Elmira one year, five months Chicago University. Grace Galentine, six weeks Butler summer school. Effie C. Hessin, Boston and Chicago. • Victor Hedgepeth, A. M., Bethany, Wabash. Enrollment in high school 323 Total enrollment in grades and high school 1,G09 Number of girls graduated last y^ear (1903) 26 Number of boys graduated last ye'ar (1903) 11 Number of each in this class that went to college — Girls 3 Boys 5 Number of graduates since school was organized 351 Number of these who have attended college 108 EDUCATION IN INDIANA. 311 312 E DUCAT to N TN INDIANA. GOSPORT HIGH SCHOOL. E. L. Thompson, Superintendent. Organized, 1870. Commissioned, 1892. Superintendents, with dates of service: W. W. Parsons 1870-1872 Bruce CaiT 1872-1876 Samuel Lilly 1876-1886 J. N. Spangler 1886-1887 Mr. Hubbard 1887-1890 Ira P. Baldwin 1890-1895 W. O. Hiatt 1895-1898 Mr. Newlin 1898-1900 Mr. Ragsdale 1900-1901 D. M. McCarver 1901-1902 E. L. Thompson 1902-1904 Principals and assistants: Miss Grimsley 1888-1891 Miss Rose Newcomb 1891-1893 Miss Sallie V. Brown 1893-1894 Miss Stephenson 1894-1897 Miss Edith Morton 1897-1898 Jacob Kinney 1897-1904 High school teachers and subjects they teach: E. L. Thompson, History, Latin, English. Chemistry. German. Ira P. Baldwin, Mathematics, Latin, Physics, English. Average yearly salary of high school teachers, including superintendent, $500. Enrollment in high school 48 Total enrollment in grades and high school 208 Number of girls graduated last year (1903) 11 Number of boys graduated last year (1903) 7 Number in this class that went to college 6 Number of graduates since school was organized 270 Number of these who have attended college Not known EDUCATION IN INDIANA. 313 GREENCASTLE HIGH SCHOOL. H, G. Woody, Siiperinteiideiit, Organized, . Commissioned, . Superintendents, witli dates of service: Reuben Ragan 1861-1866 D. D. Waterman 1866-1867—1868-1880 Gillum Ridpatli 1867-1868 E. P. Cole 1870-1872 George W. Lee 1872-1881 J. N. Study 1881-1884 J. M. Olcott 1884-1886 James Baldwin 1886-1887 Robert A. Ogg 1887-1898 H. G. Woody .1898-11)04 Principals: Miss Martha J. Ridpatli 1882-1904 High school teachers and sub'ects they teach: Martha J. Ridpath, Latin. Florence Wood, English. Jessie E. Moore, Mathematics and Latin. Mary E. Hickman, Biology. Lillian E. Southard, History. Elizabeth Towne, Mathematics. Grace W. Birch, German. W. M. McGaughey, Physics. Kate S. Hammond, Music. Training of teachers: In high school, university graduates. 100%. In high school, with M.A. degi-ee, 50%. In grades, university graduates, 50%. Entire corps, university graduates, m%. Entire corps with some college training. 69%. Entire corps, with some college or normal training, 100%. Entire corps, with normal training, 62%. Enrollment in high school 207 Total enrollment in grades and high school 778 Number of girls graduated last year (1903) 18 Number of boys graduated last year (1903) 9 Number in this class that went to college 13 Number of graduates since school was organized 483 Number of these who have attended college 222 314 EDUCATION IN INDIANA. GREENFIELD HIGH SCHOOL. W. C. Goble, Superintendent. Organized, 1875. Commissioned, 1879. Superintendents, witli dates of service: W. H. Sims 1877-1881 John W. Stout 1881-1883 J. M. Strasburg 1883-1884 J. V. Martin 1884-1889 W. H. Glaseociv 1889-1891 Geo. S. Wilson 1891-1898 Alplieus J. Reynolds 1898-1901 John H. Whiteley 1901-1901 Andrew E. Martin 1901-1903 W. C. Goble 1903-1904 Principals and assistants: Miss Mary E. Sparks 1878-1886 J. J. Pettit 1877-1878 Geo. S. Wilson 1886-1891 Titus E. Kinsie 1891-1900 Ehvood Morris 1900-1901 John Whiteley 1901-1903 John H. Johnston 1903-1904 High school teachers and subjects they teach: ■ John H. Johnston, English. Frances L. Petit, Latin. W. C. Goble, History. Frank Larrabee, Mathematics, Hugh E. Johnson, Science. Delia M. James, Music. Average yearly salary of high school teachers, including superintendent, . $713. Training of teachers: W. C. Goble, superintendent, Indiana State Normal. John H. Johnston, principal, A.P)., State University. Frank Larrabee, B.S., Central Normal College. Francis L. Petit, A.B., Michigan State University. Hugh E. Johnson. Delia M. James. Enrollment in high school 168 Total enrollment in grades and 'high school 960 EDUCATION IN INDIANA. 315 Greenfield High School. 316 EDUCATION IN INDIANA. GRE'ENSBURG HIGH SCHOOL. Elmer C. Jeriiian, Siiperinteudent. Organized, 1869. Superiutendents, with dates of service: C. W. Harvey 1869-1883 W. P. Shannon 1883-1897 G. L. Roberts 1897-1901 D. M. Geeting 1901-1903 Elmer C. Jerman 1903-1904 Principals: Alfred Kummer. W. P. Shannon. C. L. Hottell. Geo. L. Roberts. Thos. Jj. Harris. Edgar Mendenhall. J. W. Rhodes. High school teachers and subjects they teach: J. W. Rhodes, principal, Mathematics. Eustace Foley, Science. Kate F. Andrews, English. Cora K. Ragsdale, Latin and History. Claribel Winchester, Music. Average yearly salary of high school teachers, including superintendent, $726.66%. Training of teachers: John W. Rhodes, undergraduate Indiana University. Eustace Foley, B.S., Indiana University. Kate F. Andrews, B.A., Wellesley College. Cora Kemp Ragsdale, Ph.B., Franlvlin College. Elmer C. Jerman, A.M.. Franklin College. Claribel Winchester, undergraduate student in New England Con- servatory of Music, Boston; Cincinnati Conservatory of ^Nlusic: Potsdam State Normal, Potsdam, N. Y. ElQrollment in high school Ill Total enrollment in grades and high school 955 Number of girls graduated last year (1903) 10 Number of boys graduated last year (1903) 12 Number in this class that went to college 6 Number of graduates since school was organizeil 421 Num.ber of these who have attended college. .......................... ^ 8.^ EDUCATION IN INDIANA. 317 GuKENSBUK(j High School. 318 EDUCATION IN INDIANA. GREENTOWN HIGH SCHOOL. H. E. Shepliard, Superintendent. Organized, 1879. Commissioned, 1901-02. Superintendents, witli dates of service: Moses Heinmiller 1893-1895 Lee Clialfant 1895-1897 J. D. Wliite 1897-1900 H. B. Diclvey 1900-1903 H. E. Shephard 1903-1904 Principals and assistants: Penelope V. Kern, principal; EfRe Kinnison, assistant. High school teachers and subjects they teach: H. E. Shephard, Mathematics and Science. Penelope V. Kern, English, Latin and German. EfRe Kinnison, English, Latin and History. Average yearly salary of high school teachers, including superintendent, $520. Training of teachers: H. E. Shephard, graduate Indiana State Normal; one year at Indiana University. Penelope V. Kern, A.B., Butler College; Ph.B., University of Chicago. Etfle Kinnison, Ph.B., from NorthAvestern University. Enrollment in high school 42 Total enrollment in grades and high school 335 Number of girls graduated last year (1903) 4 Number of boys graduated last year (1903) 1 Number in this class that went to college 1 Number of graduates since school was organized 13 Number of these who have attended college 4 EDUCATION IN INDIANA. 319 Greentown High School. 320 EDUCATION IN INDIANA. HAGERSTOWN HIGH SCHOOL. O. L. Voris, Superintendent. Organized, 1879. Commissioned, 1886. Superintendents, with dates of service: . Lee Ault 1879-1888 R. Nelson 188H-1884 B. F. Wissler 1884-1887 P. V. Voris 1887-1892 B. F. Wissler 1892-1893 , Lee Ault 1893-1900 O. L. Voris 19(M)-1904 Principal: W. J. Bowden. High school teachers and sul>>cts they teach: W. J. Bowden, Latin, Literature, (Geometry. Algebra. Civil Govern- ment, Physical Geograpliy and Psychology. O. L. Voris, Latin, Literature, Rhetoric, Geometry. Physics and Botany. Average yearly salary of high school teachers, including superintendent. Training of teachers: W. J. Bowman, graduate Indiana State Normal School. O. L. Voris, graduate Indiana State Normal School. Enrollment in high school (>0 Total enrollment in grades and high school 239 Number of girls graduated last year (1903) . 7 Number of boys graduated last year (1903) '> Number in this class that Avent to college 1 Number of graduates since school was organiztnl 140 Number of these who have attended college 21 HARTFORD CITY HIGH SCHOOL. C. H. Drybread, Superintendent. Organized, 1880. Commissioned, 1897. Principals and assistants: W. P. Modlin, principal High School. May C. Reyuolds. supervisor of Music and Drawing. High school teachers and sub'ccts they teach: W. P. Modlin, English. Jennie E. Hoover, Latin, Wm. Reed, Mathematics. Maris Proffitt, History and Civics. James Simonton, Science. ^ Average yearly salary of high school teachers, including superintendent. EDUCATION IN INDIANA. 321 Training of teachers: W. P. Modlin, graduate of State Normal; undergraduate State Uni- versity, one year. Wm. Reed, undergraduate Hillsdale, three years. Jennie E. Hoover, undergraduate Chicago University, one year. Maris Proffitt, undergraduate Franklin College, three years. James Simonton, graduate Indiana University. Enrollment in high school 70 Total enrollment in grades and high school 1,430 Number of girls graduated last year (1903) 9 Number of boys graduated last year (1903) 4 Number in this class that went to college ■. . 6 Number of graduates since school was organized 141 Hagerstown High School. 21— Education. 322 EDUCATION IN INDIANA, HOBART HIGH SCHOOL. W. R. Curtis, Superintendent. Organized, 1888. Commissioned, 1898. Superintendents, Avitli dates of service: A. J. Smith 1888-1892 P. S. Gristy 1892-1895 A. R. Hardesty 1895-lim W. R. Curtis 19;)l-19:;l Principals and assistants: G. H. Thompson, principal. H. Alena Wolfe. High school teachers and sub,;ects they teach: G. H. Thompson, English History, Stenography. Botany. H. Alena Wolfe, Algebra, Latin, Physical Geography, German. W. R. Curtis, Algebra, Physics, Chemistry, BooklN;eeping. Average yearly salary of high school teachers, including superintendent, $886.60. Training of teachers: G. H. Thompson, undergraduate Valparaiso College; eight terms in institution. H. Alena Wolfe, A.B., Olivet College. W. R. Curtis, S.B., Valparaiso College: one year Chicago University. Enrollment in high school . 76 Total enrollment in grades and high school 324 Number of girls graduated last year (1903) 2 Number of boys graduated last year (1903) Number in this class that went to college Number of graduates since school was organized 62 Number of these who have attended college 5 EDUCATION IN INDIANA. 323 324 EDUCATION IN INDIANA HAMMOND HIGH SCHOOL. W. H. Hershman, Superintendent. Organized, 1887. Commissioned, 18J)8. Superintendents, with dates of service: W. C. Belman 1888-1JX>0 W. H. Hershman llMK)-lfMJ4 Principals and assistants: W. A. Hill, principal High School, Science and Booklveeping. High school teachers and subjects they teach: Annie Bassett, Mathematics. Delia Gandy, Latin. Eva Page, German. Guy C. Cantrell, Literature, English. Minnie Haines, History. Flora Merryweather, Stenography. Agnes Benson, Music. Average yearly salary of high school teachers, including superintendent, $824. Training of teachers: W. H. Hershman, superintendent, B.A,, Indiana University. W. A. Hill, B.S., Chicago University. Annie Bassett, undergraduate. Miss Delia Gandy, Ph.M., Chicago University. Eva Page, Ph.M., Chicago University. Minnie Haines, Ph.B., Northwestern University. Guy Cantwell, A.B., Indiana University. Agnes Benson, Tomlin's School of Music, Chicago Normal School. Flora Merryweather, undergraduate. Enrollment in high school 120 Total enrollment in grades and high school 2,085 Number of girls graduated last year (1903) 9 Number of boys graduated last year (190.3) 3 Number in this class that went to college 6 Number of graduates since school was organized 160 Number of these who have attended college 60 EDUCATION IN INDIANA. 325 Hammond High School. 326 EDUCATION IN INDIANA. HUNTINGBURG HIGH SCHOOL. P. B. Kepner, Superintendent. Organized, 1885. Commissioned, 1887. Superintendents, witli dates of service: C. K Clarlv 1872-1885 Milton Hersberger 1885-1886 F. S. Morgentlialer 188G-1892 J. T. Worsliam 1892-1900 F. D. Churcliill 1900-1901 F. B. Kepner 1901-1904 Principals and assistants: Willa McMalian, principal. Edw. Eberhardt, first assistant. I. A. Benton, second assistant. High school teachers and subjects they teach: Willa McMahan, English, Latin, Geometry. Edw. Eberhardt, German. I. A. Benton, Physics, Botany. F. B. Kepner, Algebra, English. Average yearly salary of high school teachers, including superintendent, $655. Training of teachers: F. B. Kepner, A.B., Indiana University. Willa McMahan, A.B., Indiana University. Edw. Eberhardt, A. B., Wesleyan University. I. A. Benton. Enrollment in high school 52 Total enrollment in grades and high school 530 Number of girls graduated last year (1908) 4 Number of boys graduated last year (1903) , 4 Number in this class that went to college 2 Number of graduates since school was organized 96 Number of these who have attended college 40 EDUCATION IN INDIANA. 32Y HUNTINGBURG HiGH SCHOOL. 328 EDUCATION IN INDIANA. HUNTINGTON HIGH SCHOOL. W. P. Hart, Superintendent. Organized, 1873. Commissioned, 1890. Superintendents, with dates of service: James Baldwin 1873-1883 Morgan Caroway 1883-1884 John Caldwell 1884-1887 Robert I. Hamilton 1887-1903 W. P. Hart 1903-1904 Principals and assistants: P. C. Emmons, principal, German. W. I. Early, assistant principal, Mathematics and Science. High school teachers and subjects they teach: Evangeline E. Lewis, Mathematics. Fredrica R. Tucker, English. Frances E. Hutsell, History. Mary E. Hartman, Latin. S. J. Stauffacher, Commerce. L. C. Ward, Science. R. S. Crawford, English. Mary B. Cox, History. Evelyn K. DeCew, Drawing. Vivian I. Stoddard, Music. Average yearly salary of high school teachers, including superintendent, $936.36. Training of teachers: P. C. Emmons, B.S., A.B., Central Normal College; A.B., Indiana University; one-third of year graduate work Indiana University. W. I. Early, A.B., Indiana University; some graduate work at In- diana University. Evangeline E. Lewis, A.B., Indiana University. Fredrica R. Tucker, A.B., DePauw University. Mary E. Hartman, A.B., Indiana University; some graduate work at University of Chicago. Robert S. Crawford, B.L., University of Wisconsin; some graduate work at University of Wisconsin. Samuel J. Stauffacher, Ph.B., Northwestern College; graduate of Northwestern Business College. Louis C. Ward, A.B., Indiana University; one-third year of graduate work at Indiana University. Mary B. Cox, Indiana State Normal; University of Michigan. Frances E. Hutsell, Indiana State Normal; Butler College; Univer- sity of Chicago. Evelyn K. DeCew, Michigan State Normal; graduate of Detroit Con- servatory of Music, Public School Department, in both Music and Drawing. Vivian I. Stoddard, gxaduate of Thomas Normal Training; special training jn Detroit Conservatory of Music, EDUCATION IN INDIANA, ^"^^ Enrollment in high school 244 Total enrollment in grades and high school 1,748 Number of girls graduated last year (1903) 14 Number of boys graduated last year (1903) 6 Number in this class that went to college 5 Number of graduates since school was organized 360 Number of these who have attended college 115 Huntington High School. 330 EDUCATION IN INDIANA. INDIANAPOLIS MANUAL TRAINING HIGH SCHOOL C. E. Emmerich, Principal. Organized, February, 1895. Commissioned, 3895. Principal: Clias. E. Emmerich. High school teachers and subjects they teach: George A. Abbott, Chemistry. Fislve Allen, Mathematics. Harvey M. Appleman, Woodwork. William H. Ballard, Woodwork. Arthur J. Bean, Woodwork. Emma S. Bopp, German. Nellie M. Bowser, Latin. Frank F. Bronson, Mechanical Drawing. John R. Carr, History. Maria Leonard, Mathematics. Paul W. Covert, Machine Fitting. Margaret Donnan, English. Violet A. Demree, English. Mary A. Davies, Sewing. Margaretta DeBruler, English. Cora Emrich, English. Willard F. Enteman, Mathematics. Beatrice S. Foy, English. Anna .J. Griffith, English. Frank O. Hester, Mathematics. Robert Hall, Latin and Greek. Elizabeth C. Hench, English. Julia C. Hobbs, Latin. Leirion H. Johnson, Mechanical Drawing. Emma E. Klanke, Mechanical Drawing. Josephine M. Loomis, Cooking. Mary R. Langsdale, English. Anna M. Locke, English. Hamilton B. Moore, English. Mary McEvoy, Stenography. Kemper McComb, English. Emily McCullough, Sewing. Frank K. Mueller, ]Mechanical Drawing. Josephine Brooks, French. Robert Promberger, Foundry. Harriet C. Rhetts, History. Harriet E. Robinson, Mathematics. Laura Rupp, German. Otto Stark, Free Drawing. * Helene G. Sturm, German. Milo H. Stuart, Botany. Benjamin F. Swarthout, Bookkeeping. William J. Thissele, Bookkeeping. EDUCATION IN INDIANA. 331 Kate A. Thompson, English. Chambers H. Underwood, Physics, Mabel West, Free Drawing. Kate Wentz, Mathematics. James Yule, Forging. Ida M. Andrus, Mathematics. Edith M. Compton, Sewing. WaiTen H. Davis, Woodwork. Francis M. Bacon, History. Hermann S. Chamberlain, Physics. Average yearly salary of high school teachers, without superintendent or assistants, $955. Training of teachers: Charles E. Emmerich, Coblentz and Cologne, Prussia; A.M., DePauw. Qeo. A. Abbott, A.B., A.M., DePauw University. Fiske Allen, A.B., Indiana University; Indiana State Normal. Ida M. Andrus, A.B., Michigan University. Harvey M. Appleman, Indiana Normal; Tri-State Normal, one year; Purdue, one year. Francis M. Bacon, A.B., University of Michigan. William H. Ballard. Arthur J. Bean, S.B., Worcester Polytechnic Institute, one year; graduate work, same school. Emma S. Bopp, Indianapolis Normal, one year; Kindergarten Nor- mal, one year. Nellie M. Bowser, A.B., A.M., Indiana University. Frank F, Bronson, S.B., Purdue. Josephine Brooks John R. Carr, A.B., Butler; Ph.B., Chicago. Edith M. Compton. Hermann S. Chamberlain, A.B., Allegheny College; Case School, one year. Paul W. Covert, S.B., M.K, Purdue University. Margaret Donnan, A.B., Chicago University. Violet A, Demree, Oberlin, one and one-half years; Mt. Holy ok e. ' one and one-half years. Mary E. Davies, Stoclvwell College Institute, two years. Warren H. Davis, S.B., Worcester Polytechnic Institute. Margaretta DeBruler, A.B., Roclvport College Institute; A.M., Indi- ana University. Cora Einrich, A.B., Butler; Ph.B., Chicago; two years graduate work, Chicago. Willard F. Enteman, Borden Institute; Indiana University, two and one-half years. Beatrice S. Foy, Indianapolis Normal, one year. Anna J. Griffith, Chicago University, four terms; Indiana University, one term. Frank O. Hester, A.B., DePauw; graduate work. University of Chi- cago. Robert Hall, A.B., Butler College; A.M., Harvard, two years. ^32 EDUCATrON TN INDIAN A. Elizabeth C. Hench, Pli.B., Michigan University; Cambridge, Eng- land, one year; Bryn Mawr, two years. Julia C. Hobbs, A.B., Chicago University. Leirion H. Johnson, Ph.B., University of Vermont: Cooper Union; Pratt Institute. Emma E. Klanke, Pratt Institute. Maria Leonard, Butler, two and one-half years. Josephine M. Loomis, Pratt Institute. Mary R. Langsdale, A.B., DePauw; Michigan, one year. Anna M. Locke, A.B., A.M., Columbia College. Hamilton B. Moore, Ph.B., Cornell: A.M., Indiana University. Mary McEvoy. Kemper McComb, A.B., A.M., Hanover College. Emily McCullough, Pratt Institute. Frank K. Mueller, S.B., Purdue University. Robert Promberger, Pratt Institute; Cincinnati University, one year. Harriet C. Rhetts, A.B., A.M., Indiana University; Indiana Normal: Harvard, one term. Harriet E. Robinson, Ph.B., Hiram College. Laura Rupp, A.B., Butler College; Indiana University and Chicago, one year. Otto Stark, Academy of Arts, Paris and Munich. Helene G. Sturm. Milo H. Stuart, A.B., Indiana University; Chicago, one year. Benjamin F. Swarthout, Normal School, Mitchell, Ind. William J. Thissele, Lebanon Normal; Buchtel College, one-half year. Kate A. Thompson, University of Chicago, one year. Chambers H. Underwood, B.S., Buclitel; one year post-graduate. Mabel West, Pratt Institute. Kate Wentz, B.S., Purdue; M.S., Cornell. James Yule. Enrollment in high school, 1,575 in 190.3; in 1904 about 1,750 Number of girls graduated last year (1903) 54 Number of boys gi-aduated last year (1903) 48 Number in this class that went to college, probably 15 The colleges to which these went, Avith numbei' of eacli: Purdue. Indiana. Michigan. Wellesley. DePauw. Butler. Numbers not known. Number of graduates since school was organized 750 Number of these who have att-^ided college 185 Number of these who have attended college, approximately 25% EDUCATION TN INDIANA. 334 EDUCATION IN INDIANA. INDIANAPOLIS SHORTRIDGE HIGH SCHOOL. Geo. W. Benton, Superintendent. Organized, 1853. Superintendents, Avitli dates of service: A. C. Shortridge 1871-1874 Geo. P. Brown 1874-1878 H. S. Tarbell 1878-1884 L. H. Jones 1884-1894 David H. Goss 1894-1900 Calvin N. Kendall 1900-1904 Principals and assistants: Wni. A. Bell 18G4-1865 Pleasant Bond 1865-1865 W. I. Squire 1865-1866 Wm. A. Bell 1866-1871 Geo. P. Brown 1872-1874 Junius B. Roberts •. 1874-1881 Willard W. Grant 1881-1892 Geo. W. Hufford 1892-1902 Lawrence C. Hull 1902-1903 Geo. W. Benton 1903-1904 High school teachers and subjects they teach: Chas. S. Thomas, English. Angeline P. Carey, English. Charity Dye, English. Martha Dorsey, English. Florence Richards, English. Flora Love, English. Georgina Montgomery, Englisli. Zella O'Hair, English. Lucia Ray, English. Marian Schibsby, English. Janet P. Shaw, English. Josephine Brooks, French. Eugene Mueller, German. Peter Scherer, German. Virginia E. Claybaugh, Latin. Archer Ferguson, Latin. Ella G. Marthens. Grace Triplett, Latin. John E. Higdon, Mathematics. James F. Millis, Mathematics. Amelia W. Platter, Mathematics. Agnes R. Rankin, Mathematics. Grace Clifford, Mathematics. John C. Trent, Mathematics. Ralph Lane, Mathematics Walter D. Baker, Physics I. Lynn B. McMullen, Physics II. EDUCATION IN INDIANA, 335 Rosseau McClellan, Botany I-II. Frank B. Wade, Chemistry I. Arthur W. Dunn, History. Josepliine Cox, History. Laura Donnan, Civil Government. Edgar T. Forsyth, History. Junius B. Roberts, History. Arthur H. Holmes, Bookkeeping IT. Nellie I. Hamlin, Stenography. Rhoda E. Selleck, Drawing. Martha Feller, Drawing. Average yearly salary of high school teachers, including superintendent, $1,100. Shortridge High School, Indianapolis. Training of teachers: With very few exceptions college graduates, and many of them with graduate work to their credit. Enrollment in high school 1,263 Total enrollment in grades and high school Number of girls graduated last year (1903) 100 Number of boys graduated last year (19()3) 35 Number of this class that went to college 50 Number of graduates since school was organized 2,000 Number of these who have attended college 600 336 EDUCATION IN INDIANA. JASPER HIGH SCHOOL. Bertram Sanders, Superinleiideiit. Organized, 1892. Commissioned. 1897. Superintendents, witli dates of service: B. F. Sutlierland 1897-1902 Bertram Sanders 1902-1904 Principals and assistants: P. T. Clark, principal and assistant , 1897-1900 Maggie A. Wilson, principal and assistant 1900-1901 High school teachers and subjects they teach: Bertram Sanders, Algebra, Geometry, Physics and Latin. Maggie A. Wilson, History, English and Botany. Average yearly salary of high school teachers, including superintendent, $620 Enrollment in high school 17 Total enrollment in grades and high school 120 Number of girls graduated last year (1903) None Number of boys graduated last year (1903) Number in this class that went to college 5 Number of graduates since school was organized 23 Number of these who have attended college 14 JEFFERSONVILLE HIGH SCHOOL. C. M. Marble, Superintendent. Organized, 1868. Commissioned, 1881. Superintendents, with dates of service: Mr. Smith E'. S. Hopkins .' -1881 D. S. Kelley 1881-1885 R. W. Woods 1885-1889 P. P. Stultz 1889-1897 D. S. Kelley 1897-1899 A. C. Goodwin 1899-1904 C. M. Marble February 1904- Principals and assistants: F. E. Anderson, C. M. Marble, Miss F. Simpson, E. S. Hopkins. Mr Butler, Miss J. Ingram, Mr. Armstrong. High school teachers and subjects they teach: F. B. Andrews, principal, Mathematics. Miss Clara Funk, English. Miss Ada W. Frank, Latin. Miss Mary K. Voigt, History. Mr. Lewis Richards, Science. George Nashtoll, German. A. A. Voigt, Music. EDUCATION IN INDIANA. 837 Average yearly salary of high school teachers, includiug superiuteudent, $859. Training of teachers: C. M. Marble, superintendent, Ph. B., from Chicago University; three years N. W. University, Ohio. H. E. Andrews, collegiate education, one year at State Normal. Clara Funk, two years normal training. Ada W. Frank, collegiate education. Mary K. Voigt, normal training and did some work in the State University. George Nashtall, educated in Germany. A. A. Voit, no special training. Lewis Richards, collegiate education. Enrollment in high school ,. 215 Total enrollment in grades and high school 2,000 Number of girls graduated last year (11>(>3) 20 Number of boys graduated last year (IDQo) 9 Number in this class that went to college 8 Number of graduates since school was organized No data Number of these who have attended college 50 22— Education. 338 EDUCATION IN INDIANA. JONESBORO HIGH SCHOOL. A. E. Highle5% Superintendent. Organized, . Commissioned, about 1893. Superintendents, AVitli dates of service: Friedline Gilclirist -1898 R. W. Himelielv 1898-1902 J. H. Adams 1902-1903 A. E'. Higldey 1903-1904 Principals and assistants: Dewitt Carter A. E. Highley 1901-1903 High school teachers and what tliey teach: Delia S. Wintrode, Latin and German. Mrs. C. A. Gregory, P^nglish. Mr. C. A. Gregory, Science. E. O. Maple, History and Arithmetic. A. E. Highley, Mathematics. Average yearly salary of high school teachers, including superintendent, $480. Training of teachers: C. A. Gregory, B. S., Marion Normal. Miss Delia S. Wintrode, from DePauw. E. O. Maple, B. S., Marion Normal. A. E. Highley, B. S., Marion Normal: three years State Normal. Enrollment in high school 56 Total enrollment in grades and high school 430 Number of girls graduated last year (1903) 4 Number of boys graduated last year (190.3) 2 Number in this class that Avent to college None Number of graduates since school was organized 60 Number of these who have attended college 12 EDUCATION IN INDIANA. 339 340 EDUCATION IN INDIANA. KENTLAND HIGH SCHOOL. C. L. Stiibbs, Siiperiiitendeiit. Organized, 1870. Commissioned, 181)8. Superintendents, with dates of service: E. H. Dralve , 1896-1903 Minnie B. Ellis 1901-1903 P. A. Harrington 1903-1904 C. L. Stubbs 1904- Prineipals and assistants: Minnie B. Ellis, J. C. Collier, F. A. Harrington. Cieorge Larson. High school teachers and subjects they teach: C. L. Stubl)S, English. Economy, Civics and Latin, George Larson, Science, Mathematics and History. Maude Myers, assistant in Latin and Algebra. Average yearly salary of high school teachers, including superintendent, $792. Training of teachers: C. L. Stubbs, B. L., graduate of Earlham. George Larson, graduate Normal, Illinois. Maude Myers, graduate Kentland High School. Anna B. Thompson, graduate of Purdue, special teacher in drawing. Enrollment in high school 33 Total enrollment in grades and high school 180 Number of girls graduated.last year (1903) 7 Number of boys gi-aduated last yeaV (1903) 2 Number in this class that went to college 1 Number of graduates since school was organized 1(38 Number of these who have attended college 30 EDUCATION IN INDIANA, Ul 1 \ \fg^ ' m m^^'^r Kentland High School. 342 EDUCATION IN INDIANA. KIRKLIN HIGH SCHOOL. F. B. Long, Superintendent. Organized, 1890. Commissioned, IIXJO. Superintendents, with dates of service: S. P. Kyger 1890-1892 A. L. Hiatt 1892-1896 J. W. Lyety 1896-1900 F. B. Long 1900-1904 Principals: Kate M. Smiley, Esther Fay Shover, Mabel Whitenack. High school teachers "and subjects they teach: F. B. Long, Latin, Mathematics and Physics. Mabel Whitenack, English, History and Botany. Average yearly salary of high school teachers, including superintendent, $625. Training of teachers: Kate Smiley, primary, 2 years at Franklin College, 8 years teacher. A. L. Hiatt, 1 year West Point. M. D. Boulden, Angola, Enrollment in high school . 37 Total enrollment in grades and high school 192 Number of girls graduated last year (1903) 1 Number of boys graduated last year (1903) 3 Number in this class that went to college 3 Number of graduates since school was commissioned 11 Number of these who have attended college 6 KNIGHTSTOAVN HIGH SCHOOL. W. D. Kerlin, Superintendent. Organized, . Commissioned. . Superintendents, with dates of service: Charles E. Hewitt -1893 D. A. Ellabarger 1893-1895 W. B. Van Gorder 1895-1899 H. H. Cooper 1809-1900 W. D. Kerlin 1900-1904 Principals and assistants: B. F. Franklin 1900-1901 Dora Free 1901-1904 High school teachers and subjects they teach: Dora Free, English. W. S. Peters, Latin and History. P. H. Wolfard, Mathematics aiul Science. Average yearly salary of liigli school teachers, including superintendent. $787. EDUCATION IN INDIANA. 343 Training of teachers: W. D. Kerlin, Indiana State Normal and Cliicago University. Dora Free, Indiana State Normal, Indiana University and Chicago University. W. S. reters, DePauw; Chicago University. P. H. Wolfard, Taylor University. Enrollment in higli school 117 Total enrollment in grades and high school 450 Number of girls graduated last year (1903) 11 Number of boys graduated last year (1903) 4 Number in this class that went to college 9 Number of graduates since school was organized No data Number of these who have attended college No data Knox High School. 344 EDUCATION IN INDIANA. KNOX HIGH SCHOOL. C. W. Egner, Superintendent. Organized, 1894. Commissioned, 1901. Superintendents, witli dates of service: A. J. Whiteleatlier 1894-1897 A. H. Slierer 1897-1898 J. Walter Dunn 1898-1903 C. W. Egnew Ifla3-1904 Principals and assistants: Anuabelle Sherer 1897-1898 J. H. Brickies 1898-1899 Sophie H. Luzadder 1899-1902 Harriet M. Silliman 1903-1904 High school teachers and subjects they teach: Sophie H. Luzadder, English. History, Latin, Physical Geography. Harriet M. Silliman, English, History, Latin, Physical Geography. Elmer Gordon, Algebra, Physical Geography, English and Latin, first year. Average yearly salary of high school teachers, including superintendent, $600 Training of teachers: C. W. Egner, superintendent, undergraduate, senior standing, Indi- ana University. Harriet M. Silliman, graduate Oberlin University. Elmer Gordon, B. S., Rochester Normal University. Enrollment in high school 57 Total enrollment in grades and high school 415 Numl^er of girls graduated last year (1903) 8 Number of boys graduated last year (1903) 1 Number in this class that went to college 1 Number of graduates since the school was organized 21 Number of these who have attended college 9 EDUCATION IN INDIANA. 345 ^f ?«. *■ T. rm 1? rirH i rwTt 4 WWri " ^ ^1 L. ^ 346 EDUCATION IN INDIANA. KOKOMO HIGH SCHOOL. R. A. Ogg, Superintendent. Organized, 1872. Commissioned, 1886. Superintendents, with dates of service: Sheridan Cox 1872-1893 Horace G. Wood 1893-1898 Robert A. Ogg 1898-1904 Principals and assistants: A. .J. Youngblood, Mm. Bessie G. Cox, C. M. Harrison. W. H. Mc- Clain, H. G. Wood, B. B. Bryan, .J. Z. A. McCanghan. High school teachers and subjects they teach: India L. Martz, Latin. Anna B. Collins, English. Anna B. Ward, Mathematics. Ethel Pyke, English. Howard Armstrong, English. L. L. Beeman, History. Katharine Hughes, German. G. E. Mitchell, Science. P. L. Foucht, History. L. G. Goetz, Physics. Average yearly salary of high school teachers, including superintendent, $744. Training of teachers: R. A. Ogg, A. M., Indiana University, four years. J. Z. A. McCanghan, A. B., Indiana University, 4Mi years. India L. Martz, A. B., Butler College, three years. Anna B. Collins, A. B., Indiana University, two years. Anna B. Ward, Indiana University, 2% years. Ethel Pyke, A. B., Ohio Wesleyan, three years. Howard Armstrong, Butler College, 3^/4 years. L. L. Beeman, A. B.. Indiana University, four years. Katherine Hughes, A. B., Hanover College, four years. George E. Mitchell, A. B., Indiana University, four years. P. L. Foucht, A. B., Chicago University, four years. L. G. Goetz, Wabash College, IVj years. Enrollment in high school 324 Total enrollment in grades and high school 2,507 Number of girls graduated last year (1903) 13 Number of boys graduated last year (1903) 5 Number in this class that went tQ college None Number of graduates since school was organized 477 Number of these who have attended college Not known EDUCATION IN INDIANA. 347 KoKOMO HiGPi School. v,K, «•;_. ^ , * ^■HIlv tif T'fl ^k^ ^ jgg^ i i J ai MPH HmiII 1 t m ^ i d 1 H ^H i^^^^^^^^^H 1 1 I i i| ^1 1 k i hi ■1 1 i S? •t ■ f ipiH /^ ■B ■■1 {■■■■■1 muyn ■ ■ ■ fl ■ 1 ■ ■ iBi 1 Ladoga High School. 348 EDUCATION IN INDIANA. LADOGA HIGH SCHOOL. J. F. Warfel, Suijerintendent. Organized, 1892. Commissioned, 1898. Superintendents, witli dates of service: J. F. Warfel 1885-1903 Principals and assistants: Mrs. E. G. Wilson, principal. J. H. Ewbank, assistant. High school teachers and subjects they teach: J. F. Warfel, Latin and Science. Mrs. E. G. Wilson, History and English. J. H. Ewbank, Mathematics. Miss Elsie Marshall, Music. Average yearly salary of high school teachers, including superintendent, $700. Training of teachers: J. F. Warfel, A. B., Central Indiana Normal; teacher's, scientific and classical course. Mrs. E. G. Wilson, A. B., National Normal; scientific and classical course. J. H. Ewbank, graduate Indiana State Normal. Enrollment in high school 82 Total enrollment in grades and high school 208 Number of girls gi-aduated last year (1903) 7 Number of boys graduated last year (190'3) 5 Number in this class that Avent to college 7 Number of graduates since school Avas organized 168 Number of these who haA^e attended college 38 LAFAYETTE HIGH SCHOOL. R. F- Hight, Superintendent. Organized. 1864. Commissioned. . Superintendents, Avith dates of service: Benjamin Naylor 1854-1855 A. J. Vawter 1855-1863 J. W. Moliere 1863-1867 J. T. Merrill 1867-1890 Edward Ayres 1890-1902 Russell K. Bedgood 1902-1904 R. F. Hight 1904- Principals and assistants: R. F. Hight. Julius B. Meyer, elected foi: 1904-1905, . EDUCATION IN INDIANA. 349 High school teachers and subjects they teach: Alice E. Brown, Latin. Helen Hand, Latin and German, Selma Mayerstein, German. Helen R. Blackburn, English. Marie Stuart, English. Julius B. Meyer, Mathematics. Hugh H. Barcus, Mathematics. Ernest Roller, Physics and Chemistry. R. F. Hight, Biology. Lydia C. Maries, History. J. H. Bachtenkircher, Bookkeeping. Rena Rice, Music. Zoelali Burroughs, Drawing. Average yearlj- salary of high school teachers, including superintendent, $1,012,50. Training of teachers: Russell K. Bedgood, DePauw University. R. P. Hight, Indiana University. Alice E. Brown. J. H. Bachtenkircher. Mrs. Helen R. Blackburn. Helen Hand. Selma Mayerstein. Julius B. Meyer, Purdue University. Marie Stuart, Smith College. Lydia C, Marks, I'urdue University. Hugh Barcus. Purdue University. Ernest Roller, DePauw University. Enrollment in high school ;U1 Total enrollment in grades and high school 3,393 Number of girls graduated last year (1003) 22 Number of boys graduated last year (1O03) 8 Number in this class that went to college 13 LAGRANGE HIGH SCHOOL. W. H. Brandenburg, Superintendent. Organized, 1874. Commissioned, 1883. Superintendents, with dates of service: A. D. Mohler 1874-1883 B. J. Bogue 1883-1887 A. J. Johnson 1887-1890 P. N. Dewey 1890-1892 Mr. McCartney 1892-1893 C. M. Leib 1893-1895 C. H. Taylor 1895-1897 F. M. Merica 1897-1900 V. W. B, Hedgepeih 1900-1901 W. H. Brandenburg. . 1901-1904 350 EDUCATION IN INDIANA. Principal: Miss Etta H. De Lay. High scliool teaeliers aud subjects they teach: Etta H, De Lay, Mathematics. Emma Welch, Latin. G. W. Reed, Science and History. Edith L. Fox, English and German. Average yearly salary of high school teachers, including superintendent, $700. Training of teachers: Etta De Lay, work in Mathematics at Indiana University. G. W. Reed, special work in Rotany and Physics at Indiana Uni- versity. Miss AVelch, special work in Latin, University of Chicago. Enrollment in high school 14(5 Enrollment in grades and high school 418 Number of girls graduated last year (19D.3) 19 Number of boys graduated last year (1903) 19 Number, in this class that went to college 9 Number of graduates since school was organized 340 Number of these who have attended college 108 LAPEL HIGH SCHOOL. W. W. Mershon, Superintendent. Organized, 1894. Commissioned, 1903. Superintendents, with dates of service: Absalom Knight 1894-1897 J. W. Teter 1897-1899 Clarence Rasset 1899-1900 Edwin L. Holton 1900-1903 W. AV. Mershon 1903-1904 Principals and assistants: R. A. Hoover 1898-1904 H. G. Raird 1903-1904 High school teachers and subjects they teach: W. W. Mershon, History and Science. R. A. Hoover, Latin and Mathematics. H. G. Raird, English. Average yearly salary of high school teachers, including superintendent, $572. Training of teachers: W. W. Mershon, A. M., Indiana University, superintendent. R. A. Hoover, student of Indiana University. • H. G. Raird. Enrollment in high school 60 Enrollment in grades and high school 325 Number of j^irls graduated last year (1903) 3 Number of boys graduated last year (1903) 2 Number in this class that went to college 2 EDUCATION IN INDIANA. 351 ■-% Lapel High School. LAPORTE HIGH SCHOOL. John A. Wood, Superintendent. Organized, ]8(j5. Commissioned, 11)02. Superintendents, with dates of service: T. L. Adams 1865-1867 C. F. Kimball 1867-1869 C. B. Otis, A. B : 1869-1871 J. K Hinman, A. B 1871-1873 L. B. Swift, Ph. M 1873-1879 Frederic L. Bliss, A. B 1879-1880 John J. Abel, 1880-1882 Horace Phillips, A. M 1882-1883 W. N. Hailmann, Ph. D 1883-1894 W. H. Elson, Acting Superintendent 1892-1893 James F. Knight 1894-1896 Osman C. Seelye, Ph. B 1896-1898 John A. Wood, A. M 1898-1904 352 EDUCATION IN INDIANA. Principals and assistants: C. F. Kimball 1865-1869 Coleman Bancroft, B. S 1869-187] B. F. French, A. B 1871-1872 L. B. Swift, Ph. B 1872-1873 James Riddle Goff, Ph. JSl 1873-1878 F. L. Bliss, B. A 1878-1879 John J. Abel 1879-1880 Edward M. Brown 1880^1882 George Hemple, A. B . 1882-1884 Edward M. Brown 1884-1886 Fredericli C. Hicks : 1886-1888 Nathan D. Corbin 1888-1889 Arthur G. Hall, B. S 1889-1891 Jas. F. Knight 1891-1893 H. J. Leggett 1893-1897 John A. Wood, A. B 1897-1898 I. N. Warren, A. B 1898-1902 Frederic L. Sims, B. S 1902-1904 High school teachers and subjects they teach: F. L. Sims, B. S., Mathematics. Katherine A. Crane, B. L., Literature. C. O. Nelson, A. M., Latin. George W. Gannon, B. Pd., Science. F. H. Simons, M. E., Art. J. L. Criswell, A. B., History. Nelle Wright, A. B., German and English Composition. Helen Poole, Music. H. C. Noe, A. M., Commercial Department. Average yearly salary of high school teachers, including superintendent, $906.30. Training of teachers: John A. Wood, A. B., A. M., Indiana University, graduate State Normal. F. L. Sims, principal, B. . ., DePauw and Chicago Universities. F. H. Simons, M. E., Berlin. Geo. W. Gannon, B. Pd., Ypsilanti, Mich. Katherine A. Crane, B. L., University of Michigan. C. O. Nelson, A. M., Jewett College, Liberty, Mo. H. C. Noe, A. M., Hillsdale, Mich. Nelle Wright, A. B., Ohio State University. J. L. Criswell, A. B., Ohio Wesleyan University. Helen Poole, graduate National School of Music. Enrollment in high school 243 Total enrollment in grades and high school 1,321 Number of girls graduated last year (1903) 23 Number of boys graduated last year (1903) 16 Number in this class that went to college 10 Number of graduates since school was organized 485 NumbeT of these who have attended college 172 EDUCATION IN INDIANA. 353 ^ =5^ »^^».Mk ' ' /',■ "" i -m. ^ m , \- ^ 1 i , 1 1 _ s ^l^',\A 1 1 Hj^HQKiif if ; B ^^^^K^lMW 1 : 1 1. 1 ^^^ ^^M§MM ^^ ii - y ^^ ? 1 ^i5Sg^*^®p«^::i5^-J**^^ ■' v*^ 1 ' cl 2 (■tali J 28— Education. 354 EDUCATION IN INDIANA. LAWRENOEBURG HIGH SCHOOL. T. H. Meek, Superintendent. Organized, 1879. Commissioned in the seventies. Superintendents, witli dates of service: J. M. Olcott 1858-1861 Professor Hatch 1861-1863 George Taylor 1863-1865 Josiah Hurty 1865-1868 John Clarke Ridpath 1868-1869 J. G. Housekeeper 1869-1870 E. H. Butler 1870-1874 John R. Trisler 1874-1885 T. V. Dodd 1885-1887 W. H. Rucker 1887-1895 G. D. Kuopp 1895-1896 R. E. Call 1896-1898 T. H. Meej^ 1898-1904 Principals and assistants: George C. Cole, principal high school. Edward W. Koch. Clayton J. Slater. Else W. Schrader. High school teachers and subjects they teach: Edward W. Koch, Science. Clayton J. Slater, English. Elsie W. Schrader, German and History. Average yearly salary of high school teachers, including superintendent, Training of teachers: T. H. Meek, A.B., University of Indiana. Geo. 0. Cole, A.B., Indiana State Normal. Edward W. Koch, undergraduate University of Indiana. Clayton J. Slater, undergraduate University of Indiana. Elsie W. Schrader, German and History. Enrollment in high school 85 Total enrollment in grades and high school 700 Number of girls graduated last year (1903) 14 Number of boys graduated last year (1903) 4 Number in this class that went to college 4 Number of graduates since school was organized 209 Number of these who have attended college 45 EDUCATION IN INDIANA. 355 LawrenceburgJHigh School. 356 EDUCATION IN INDIANA. LEBANON HIGH SCHOOL. C. A. Peterson, Superintendent. Organized, 1870. Superintendents, with dates of service: J. R. Owen 1870 A. O. Reubelt 1874 J. F. Scull 1876 O. C. Charlton 1880 T. H. Dunn 1881 D. D. Blalieman 1883 R. H. Harney 1883-1887 Joseph Wiley 1887-1889 D. K. Goss 1889-1891 T. H. Dunn 1891-1892 U. J. Griffith 1892-1894 J. R. Hart 1894-1901 C. A. Peterson 1901-1904 Principals and assistants: Miss Mattie Matthews, central building. Mrs. R. H. Harney, north building. Mrs. Hattie B. Stokes, south building. High school teachers and subjects they teach: E. G. Walker, principal, Latin. G. A. Wilcox, Science. Hattie Cochran, English. Jennie Pugh, History. Kenneth Foster, Mathematics. Average yearly salary of high school teachers, including superintendent, $666.66. Training of teachers: C. A. Peterson, superintendent, A.B., Indiana University. E. G. Walker, principal, A.B., Indiana University. G. A. Wilcox, A.B., Cornell University. Hattie Cochran, Indiana University. Jennie Pugh, Indiana University. Kenneth Foster, Franklin College. Enrollment in high school 15.) Total enrollment in grades and high school 1.182 Number of girls graduated last year (1903) 14 Number of boys graduated last year (1903) 12 Number in this class that went to college 3 Number of graduates since schoof was organized 220 Number of these who have attended college 65 EDUCATION IN INDIANA. 357 358 EDUCATION IN INDIANA. LIBERTY HIGH SCHOOL. John W. Short, Superintendent. Organized, 1873. Commissioned, 1887. Superintendents, with dates of service: R. W. Wood -1880 John W. Short 1880- Principals and assistants: P. B. Nye, principal. A. A. Graham, assistant. E'dward Gardner, assistant. High school teachers and subjects they teach: John W. Short, Botany, English Literature and Classics, American History, Civics. P. B. Nye, Geometry, Algebra, Physics, Rhetoric. A. A. Graham, Greek, Roman and English History, Physical Geog- raphy and Latin. Edward Gardner, Advanced Grammar, American Literature, Chem- istry. Average yearly salary of high school teachers, including superintendent, $776.25. Training of teachers: John W. Short, A.M., Miami University, Oxford, O., four years. P. B. Nye, graduation diploma, B.E., State Normal, Millersville, Pa. A. A. Graham, National Normal, Lebanon, O.; Normal at Danville; Earlham College, Richmond, Ind. Edward Gardner, A.B., Earlham College, Richmond, Ind. Enrollment in high school 67 Total enrollment in grades and high school 296 Number of girls graduated last year (1003) -. 6 Number of boys graduated last year (1903) 4 Number in this class that went to college 1 Number of graduates since school was organized 259 Number of these who have attended college 53 LIGONIER HIGH SCHOOL. W. C. Palmer, Superintendent. Organized, 1876. Commissioned, 1901. Superintendents, with dates of service: D. D. Luke 1875-1887 Ambrose Blunt 1887-1889 Charles Dolan 1890-1891 W. C. Palmer 1891-1904 Principals and assistants: Thos. Jackson, principal; C*^rrie Merritt, assistant. W. A. Beane, principal; Carrie Merritt, Martha Fritschell, Helen Adair, assistants. Minnie Flinn, principal; Dorothy Poppy, assistant. Dorothy Poppy, principal; W. A. Hogue, assistant. W. A. Hogue, principal; H. V. Craig, assistant. W. A. Beane, principal; Clara E. Seamens, assistant. EDUCATION IN INDIANA. 859 High school teachers and subjects they teach: W. A. Beane, Mathematics and Science. Clara E. Seamens, Latin and English. W. C. Palmer, Civics and History. Average yearly salary of high school teachers, including superintendent, $590. Training of teachers: W. A. Beane, A.B., Indiana University. Clara E. Seamens, A.B., Northwestern University. Enrollment in high school 54 Total enrollment in grades and high school 4G5 Number of girls graduated last year (1903) 13 Number of boys graduated last year (1903) 9 Number in this class that went to college 3 Number of graduates since school was organized Number of these who have attended college 30 LIMA HIGH SCHOOL. A. W. Nolan, Superintendent. Organized, 1875. Commissioned, 1890. Superintendents, with dates of service: Prof. G. Myers. 1886 Prof. Lieb 1886-1894 H. S. Gilhams 1894-1898 S. K. Ganiard 1898-1903 A. ^Y. Nolan 1903-1904 Principals and assistants: V. G. Myers. W. G. Sweitzer. Grace Hoff. High school teachers and subjects they teach: A. W. Nolan, Science and Eliglish. V. G. Myers, Latin and History. W. G. SAveitzer, Mathematics and Physical Geography. Grace Hoff, Music and English. Average yearly salary of high school teachers, including superintendent, $800. Training of teachers: A. W. Nolan, Indiana UnivervSity, four years; ten years' experience teaching. V. G. Meyers, A.B., Hillsdale College. W. G. Sweitzer, Michigan State Normal, two years. Grace Hoff, graduate Chicago Music School. Enrollment in high school 45 Total enrollment in grades and high school 150 Number of girls graduated last year (1903) 3 Number of boys graduated last year (1903) 8 Number in this class that went to college 4 Number of graduates since school was organized 150 Number of these who have attended college 40 360 EDUCATION IN INDIANA. LINTON HIGH SCHOOL. Oscar Dye, Superintendent. Organized, 190O. Commissioned, 1901. Superintendents, with dates of service: Oscar Dye, since organization and commission. Principals and assistants: Laura M. Moore, principal since organization and commission. Mary Harrah, assistant, 1901-1903. Blancli Hannah, assistant, 1903. High school teachers and subjects they teach: Oscar Dye, Physics and General History. Laura M. Moore, Mathematics and Latin. Blanch Hannah, English and Science. Average yearly salary of high school teachers, including superintendent, $700. Training of teachers: Oscar Dye, graduate Indiana State Normal. Laura M. Moore, graduate Indiana University. Blanch Hannah, graduate Indiana State Normal. Enrollment in high school 91 Total enrollment in grades and high school 1,3(]3 Number of girls graduated last year (1903) 3 Number of boys graduated last year (1903) 2 Number in this class that went to college 3 Number of graduates since school was organized 19 Number of these who have attended college 9 LOGANSPORT HIGH SCHOOL. A. H. Douglass, Superintendent. Organized, 1867. Commissioned, . Superintendents, with dates of service: Sheridan Cox 1867-1872 Mr. Shephard 1872-1873 J. K. Waltz 1873-1886 J. C. Black ; 1886-1889 Anna V. LaRose 1889-1891 A. H. Douglass 1891-1904 Principals and assistants: J. A. Hill, principal. High school teachers and subjects they teach: F. M. Spraker, Latin. Uba S. Hattery, Latin. Elizabeth McConnell, Mathematics. Mary D. Torr, Mathematics. J. P. Hochhalter, Biology. B. E. Curry, Physics and Chemistry. Abigail J. Davies, English. Mary A. Putnam, English. F. M. Starr, German. J. A. Hill, History. EDUCATION IN INDIANA. 361 Average yearly salary of high school teachers, including superintendent, $851.36. Training of teachers: J. A. Hill, principal, A.B., Franklin College. F. M. Spraker, A.M., Indiana University. J. P. Hochhalter, B.S., Indiana University. B. E. Curry, Indiana University, four years. Elizabeth McConnell, Chicago University, two years. Mary D. Torr, A.B., Smith College. Abigail ,T. Davies, A.M., Lake Forest College. Mary A. Putnam, Chicago University, one year. F. M. Starr, A.B., DePauw University. Uba S". Hattery, A.B., DePauw University. _ / . . -...'■. ll*,*iuL,-ii£ LoGANSPORT High School. Enrollment in high school 321 Total enrollment in grades and high school 2,891 Number of girls graduated last year (1903) 25 Number of boys graduated last year (1903) 12 Number in this class that went to college 8 Number of graduates since school was organized 526 Number of these who have attended college 60 362 EDUCATION IN INDIANA. LOWELL HIGH SCHOOL. H. B. Dickey, Superintendent. ,, Organized, 1890. Commissioned, 1898. Superintendents, with dates of service: G. A. Hawkins 1891-1893 W. H. Higli 1893-1894 Prank P. Heigliway 1894-1896 Wm. M. Slieets 1896-1903 Homer B. Dickey 1903-1904 Principals and assistants: Wm. H. Morey .1903-1904 Fersis E. Pryse 1903-1904 High scliool teachers and subjects they teach: Persis E. Pryse, Latin, Algebra, Physics. Wm. H. Morey, History, English. H. B. Dickey, Botany, Latin, Geometry. Average yearly salary of high school teachers, including superintendent, $723. Training of teachers: H. B. Dickey, superintendent, graduate from Indiana State Normal; undergraduate in Indiana University, one term; undergraduate in University of Chicago, one term. Wm. H. Morey, undergraduate in Valparaiso (Ind.) Normal, three and one-half years; undergraduate Indiana State Normal, one term. Persis E. Pryse, graduate from Bellevue College, University of Omaha. Enrollment in high school 90 Total enrollment in grades and high school •. 347 Number of girls graduated last year (1903) 9 Number of boys graduated last year (1903) 5 Number in this class that went to college 2 Number of graduates since school was organized 96 Number of these who have attended college 35 LYNN HIGH SCHOOL. Ossian S. Myers, Superintendent. Organized. 1892. Commissioned, 1902. Superintendents, with dates of service: F. E. Addleman 1892-1900 Ossian S. Myers 1900-1904 Principal: Mrs. Edith Winslow. High school teachers and subjects*they teach: Ossian S. Myers, Latin and Mathematics. Mrs. Edith Winslow, English, History, Science. Average yearly salary of high school teachers, including superintendent, $725. EDUCATION IN INDIANA. 363 Training- of teachers: Ossian S. Myers, A.B., from Baldwin University, Berea, O.; A.M., from Wooster UniA^ersity, Wooster, O. Mrs. Edith Winslow, B.L., from Earlham College. Enrollment in high school 49 Total enrollment in grades and high school 310 Number of girls graduated last year (1903) 3 Number of boys graduated last year (1903) 2 Number in this class that went to college 2 Number of graduates since school was organized 16 Number of these who have attended college 6 Madison High School. S64 EDUCATION IN INDIANA. MADISON HIGH SCHOOL. C. M. McDauiel, Superintendent. Organized, 1852. Commissioned, . Superintendents, with dates of service (record incomplete): Charles Barnes. T. B. Dodd. John Martin 1882-1890 F. M. Churchill 1890-1892 D. M. Geeting 1892-1895 T. A. Mott 1895-1896 C. M. McDaniel 1896-1904 Principals and assistants (record incomplete): Dr. W. A. Graham, W. M. Craig, Miss Driggs, Mary D. Reed, Mr. Payne, J. A. Carnagey, Geo. Hubbard, C. M. McDaniel, Geo. Taylor, M. J. Bowman, Jr., A. O. Neal. High school teachers and subjects they teach: A. O. Neal, principal, Latin. S. Belle Hilands, Science. Harriet MacKenzie, German. Lucina Borton, English. Bertha Wrigley, Mathematics. B. W. Billings, History. L. G. Millisor, Commercial. Average yearly salary of high school teachers, including superintendent, $721.66. Training of teachers: A. O. Neal, Franklin College; also student at Chicago University. Harriett MacKenzie, Normal School, Ypsilanti, Mich.; also student at Chicago University. S. Belle Hilands, Hanover College; also student of Chicago Univer- sity. Lucina Borton, University of Illinois and of the Department of Ora- tory of Northwestern. B. W. Billings, DePauw University. L. G. Millisor, Rochester Normal School. Josephine Schumann, Cincinnati College of Music. Enrollment in high school 194 Total enrollment in grades and high school 1,387 Number of girls graduated last year (1903) 8 Number of boys graduated last year (1903) 2 Number in this class that went "bo college 2 Number of graduates since school was organized 429 Number of these who have attended college 70 EDUCATION IN INDIANA. 366 MARION HIGH SCHOOL. Benjamin F. Moore, Superintendent. Organized, 1865. Commissioned, 1883. Superintendents, with dates of service: A. H. Harritt. William Russell. W. C. MeCord. Mr. Wood. I. W. Legg .1879 Irving Barnhart 1879-1881 A. H. Hastings 1881-1883 Hamilton S. McCrae 1883-1887 John K. Waltz 1887-1890 Welfoid D. Weaver 1890-1899 Benjamin F. Moore 1899-1904 Principals and assistants: T. D. Thorp. Mrs. Wm. Russell. Miss Frone A. Case. Miss Nannie Mooney. Will Mclntire 1876-1877 George A. Osborn 1877-1879 Franli R. Osborn 1879-1881 Phariba White , 1881-1883 Mrs. Emma Mont McRae 1883-1887 Alva Graves 1887-1889 Mrs. E. C. Gear 1889-1890 Addison W. Moore 1890-1892 Russell K, Bedgood 1892-1894 W. J. Williams 1894 Francis M. Ingler 1894-1896 Virgil R. McKnight 1896-1902 J. T. Giles 1902-1904 High school teachers and subects thej^ teach: J. T. Giles, principal. Alva Graves, Mathematics. F. K. Mowrer, Biology. Frances Benedict, English. George C. Bush, Chemistry and Physics. Georgetta Bowman, History. Mary K. Birch, Latin and German. Mildred H. Keith, Latin. Kate M. Meek, Mathematics. Catherine M. Callaway, English. J. E. McMullen, English. Tillie Billiods, German. Minnie May Hodges, Music. J. L. Massena, Drawing. May Servlss, substitute teacher. 366 EDUCATION IN INDIANA, Average yearly salary of liigli school teachers, including superintendent, $953. Training of teachers: J. T. Giles, principal, graduate Indiana University, 1894; two years post graduate work in Indiana University and Leland Stan- ford Jr. Alva Graves, Mathematics, high school, Earlham College. P. K. Mowrer, Biology, graduate high school; graduate Union Chris- tian College, 1890; undergraduate Indiana State Normal. Frances Benedict, English, graduate Indiana State Normal; under- gi'aduate Spiceland Academy. George C. Bush, Chemistry and Physics, graduate high school; grad- uate Indiana University; two years post graduate worli in Indiana University. Georgetta Bowman, History, graduate high school; graduate Indiana University; post graduate work Indiana University; post grad- uate work Harvard University. Mary K. Birch, Latin and German, graduate high school; graduate DePauw University; one year post graduate work DePauw Uni- versity. Mildred H. Keith, Latin, graduate high school; graduate University of Michigan, A.B. and A.M. degrees; post graduate work in Chi- cago University. Kate M. Meek, Mathematics, graduate high school; graduate Indiana University; post graduate work in Indiana University and Iowa State University. Catherine M. Callaway, Eliglish, graduate high school; graduate In- diana State Normal School; three years post graduate work at Chicago University. J. E. McMullen, English, graduate DePauw University; graduate De- Pauw University Normal School; one year post graduate work in Syracuse University. Tillie Billiods, German, graduate Indiana State Normal School: graduate Indiana University; post graduate work in University of Cincinnati and in Berlitz Language School. Minnie May Hodges, Music, Paw-Paw (Mich.) High School; Valpa- raiso Normal School; work in various music schools and private professional courses in music. J. L. Massena, Drawing, Central Normal College; Pratt Institute; Teachers' College, Columbia University. May Serviss, substitute teacher, graduate high school; graduate Grant Collegiate Institute; Wellesley College. Enrollment in high school 350 Total enrollment in grades and high school 4,400 Number of girls graduated last year (1903) 18 Number of boys graduated last yea!" (1903) 14 Number in this class that went to college 11 Number of graduates since school was organized 392 Number of these who have attended college 150 EDUCATION IN INDIANA 367 368 EDUCATION IN INDIANA. MARKLE HIGH SCHOOL. John Reber, Superintendent. Organized, 1895. Commissioned, 1901. Superintendents, with dates of service: P. H. Beck 1895-1898 C. C. Ohmert 1898-1899 Jolm Reber 1899-1904 Principals and assistants: Miss Anna Kemp 1899-1900 J. G. McGimsey 1900-1902 Miss Victoria Jolmson 1902-1904 Higli school teachers and subjects they teach: Victoria Johnson, English, Latin, Mathematics, History. John Reber, Science, Mathematics. Average yearly salary of high school teachers, including superintendent, $570. Training of teachers: John Reber, A.B., Indiana University; graduate Indiana State Normal. Victoria Johnson, graduate of college, Valparaiso, Ind.; student one year, Indiana University. Enrollment in high school 26 Total enrollment in grades and high school 127 Number of girls graduated last year (1903) 4 Number of boys graduated last year (1903) Number of each in this class that went to college 2 Number of graduates since school was organized 16 Number of these who have attended college 8 EDUCATION IN INDIANA. 369 Markle High School,. 24— Eduoatiok. 370 EDUCATION IN INDIANA. MARTINSVILLE HIGH SCHOOL. J. E. Robinson, Superintendent. Organized, 1870. Commissioned, 1882. Superintendents, with dates of service: Mrs. N. D. Standiford 1870-1872 B. F. French 1872-1876 J. R. Starkey 1876-1896 W. D. Kerlin 1896-1901 J. E. Robinson 1901-1904 Principals and assistants: Maggie Cox. Miss F. A. Case. Ella R. Tilford. Maggie Boyd. Mary E. Long. Miss N. M. Woodward. Paul Monroe. E. W. Abbott. W. F. Clarke. J. E. Robinsoh. J. A. McKelvey. O. P. West. High school teachers and subjects they teach: O. P. West, principal, German, Chemistry. Lulu Clark, Latin, History. Chas. F. Jackman, Mathematics, Physics. Lillian Hart, English and Literature. J. W. Hesler, History, Botany. Average yearly salary of high school teachers, including superintendent, $723.33. Training of teachers: O. P. West, graduate Indiana University, Indiana State Normal School. Chas. F. Jackman, graduate Indiana University. J. W. Hesler, graduate Indiana State Normal School and student Indiana University. Lillian Hart, graduate DePauw University. Lulu Clark, student at DePauw and Indiana University. Enrollment In high school 128 Total enrollment in grades and high school 984 Number of girls graduated last year (1903) 8 Number of boys graduated last year (1903) 8 Number in this class that went to "college 6 Number of graduates since school was organized 279 Number of these who have attended college 100 EDUCATION IN INDIANA, 3Y1 3Y2 EDUCATION IN INDIANA. MICHIGAN CITY HIGH SCHOOL. Paul A. Cowgill, Superintendent. Organized, 1871. Commissioned, 1901. Superintendents, with dates of service: S. E. Miller 1867-1888 J. C. Black 1888-1893 Edward Boyle 1893-1899 J. G. Monroe 1899-1901 Paul A. Cowgill 1901-1904 Principals and assistants: Louis W. Keeler. H. A. Lober. Edward Boyle. George Burns. High school teachers and subjects they teacli: Margaret Sleezer, English. Lelia Childs, Mathematics. Sadie Sheehan, Latin. Le Roy La Gess, Botany. Grace Gillespie, History. Clara Hughes, Art. Mrs. Bertha Child, French and German. Chas. Kibby and Geo. Anderson, Commercial. Average yearly salary of high school teachers, including superintendent, $665. Training of teachers: Louis Keeler, University of Michigan. Enrollment in high school 187 Total enrollment in grades and high school 3,191 Number of girls graduated last year (1903) 13 Number of boys graduated last year (1903) 1 Number in this class that went to college 1 Number of graduates since school was organized 351 EDUCATION IN INDIANA. 3Y3 3T4: EDUCATION IN INDIANA. MIDDLETOWN HIGH SCHOOL. H. N. Coffman, Superiiitendeiit. Organized, 1890. Commissioned, 1895. Superintendents, witli dates of service: W. H. Sanders 1888-1893 W. L. Cory 1893-1896 H. N. Coffman 1896-1904 Name of principal: R. S. Tice, Principal. Names of high school teachers and subjects they teach: H. N. Coffman, History. R. S. Tice, Latin, Algebra, Physics. Willian Graves, English, Geometry, Physical Geography and Botany. Average yearly salary of high school teachers, including superintendent, Training of teachers: H. N. Coffman, graduate of Indiana State Normal; A.B. and A.M. residence work at Indiana University, Department of Philosophy and Pedagogy. R. S. Tice, graduate of Indiana State Normal; resident graduate of Indiana University in the Department of Zoology. Wm. Graves, three years' work in Indiana University. Enrollment in high school 43 Total enrollment in grades and high school 287 Number of girls graduated last year (1903) 1 Number of boys graduated last (1903) Number in this class that went to college The colleges to which these went with number of each Number of graduates since school was organized 61 Number of these w'lo have attended college 21 EDUCATION IN INDIANA. 376 MiDDLETOWN HiGH SCHOOL. 376 EDUCATION IN INDIANA. MISHAWAKA HIGH SCHOOL. B. J. Bogue, Superintendent Organized, 1862. Commissioned, 1878. Superintendents, with dates of service: Mr. E. Sumption 1869-1873 E. S. Hallecli 1873-1877 E. Whipple 1877-1879 W. H. Fertich 1879-1883 Elias Boltz 1883-1887 B. J. Bogue 1887-1903 J. P. Nuner 1903-1904 Principals and assistants: Geo. L. Harding. B. J. Bogue. H. G. Long. Mrs. C. V. Sherwood. Geo. A. Powles. Miss Olive Batman. Chas. Dolan. Mary D. Welch. High school teachers and subjects they teach: Eyangeline Abbey, Science. C. E. White, Mathematics. Marie Simpson, English. Mary D. Welch, principal, Language. Average yearly salary of high school teachers, including superintendent. $795. Training of teachers: Mary D. Welch, Olivet, Mich. Evangeline Abbey, Olivet, Mich. Marie Simpson, Olivet, Mich. C. E. White, Indiana University. J. F. Nuner, Indiana State Normal; 1 year at Indiana University: 2 years at Chicago University. Our grade teachers are principally high school graduates. Enrollment in high school 99 Total enrollment in grades and high school 1,024 Number of girls graduated last year (1903) 7 Number of boys graduated last year (1903) 3 Number in this class that went to college 3 Number of graduates since school .was organized 190 Number of these who have attended college 50 EDUCATION IN INDIANA. 3YY MiSHAWAKA High School. 3Y8 EDUCATION IN INDIANA. MITCHELL HIGH SCHOOL. J. L. Claiiser, Superiutendent. Organized, 18G9. Commissioned, 1879. Superintendents : J. C. McLaughlin. J. P. Funk. R. A. Ogg. D. W. Allen. A, H. Hastings. H. T. Pickle. C. W. McCluie. Mr. Lugenbiel. A. E. Soutlierland. Ella Munson. D. H. Ellison. Mrs. Kate Gilbert. E. L. Hendricks. J. L. Clauser. Can not give dates of services of each. Principals and assistants: Ed Odonnel. Hugh Holmes. Nora Williams. Clara Mitchell, J. P. Callahan. Frank A. Wood. Robert Tirey. Charles D. Mclntire. High school teachers and subjects they teach: Robert Tirey, Latin and English. Charles D. Mclntire, Science and History. J. L. Clauser, Mathematics. Average yearly salary of high school teachers, including superintendent, $646. Training of teachers: J. L, Clauser, Superintendent, graduate Indiana State Normal School. Robert Tirey, Principal, graduate Southern Indiana Normal School, undergraduate Indiana University. Charles D, Mclntire, undergraduate Soxithern Indiana Normal School and Valparaiso, 1 year in former, 10 weeks in latter; graduate Voris Business College. Enrollment in high school 45 Total enrollment in grades and high school 550 Number of girls graduated last year (1903) 4 Number of boys graduated last year (1903) 2 Number in this class that went to college 1 EDUCATION IN INDIANA. 379 Mitchell High School. MoNON High School. 380 EDUCATION IN INDIANA. MONON HIGH SCHOOL. James H. Shaffer, Superintendent. Organized, 1894. Commissioned, 1902. Superintendents, with dates of service: Wm. M. Sheets 1894-1896 James H. Shaffer 1896-1904 Principals and assistants: James H. Shaffer. John G. York. H. M. Appleman. Mrs. Nona Kent. Miss Fredrica R. Tucker. Miss Belle Jones. Clyde C. Tull. Charles J. Carpenter. High school teachers and subjects they teach: James H. Shaffer, Physics, Zoology. Chas. J. Carpenter, Mathematics and Latin. Miss Agnes Carr, English and History. Average yearly salary of high school teachers, including superintendent, $606.66%. Training of teachers: James H. Shaffer, five terms DePauw University; three terms Indi- ana State Normal School. Chas. J. Carpenter, graduate State Normal School. Miss Agnes Carr, graduate of Glendale College; nearly one year in Chicago University. Enrollment in high school 60 Total enrollment in grades and high school 314 Number of girls graduated this year (1903) 11 Number of boys graduated last year (1903) 5 Number in this class that went to college 3 Number of graduates since school was organized 55 Number of these who have attended college 11 EDUCATION IN INDIANA. 381 MONTPELIER HIGH SCHOOL. L. E. Kelly, Superintendent. Organized, 1895. Commissioned, 1898. Superintendents, with dates of service: L. E. Kelly Principal: John W. Holdeman. High school teachers and subjects they teach: John W. Holdeman, Mathematics and History. John D. Gabel, Science. Clarice M. Lytle, Latin and English. Caroline English, Music. 1895-1904 MoNTPELiER High School. Average yearly salary of high school teachers, including superintendent, $677.50. Training of teachers: L. E. Kelly, Graduate Indiana State Normal. John W. Holdeman, graduate Indiana State Normal. John D. Gabel, graduate Hanover College. Clarice M. Lytle, graduate Northwestern. 382 EDUCATION IN INDIANA. Enrollment in high school 115 Total enrollment in grades and high school 787 Number of girls graduated last year (1903) 3 Number of boys graduated last year (1903) Number in this class that went to college 1 Number of graduates since school was organized 24 Number of these who have attended college C MONTICELLO HIGH SCHOOL. J. W. Hamilton, Superintendent. Organized, 1870. Commissioned, 1887. Superintendents, with dates of service: J. G. Royer 1879-1884 Wm. Sinclair 1884-1885 B. F. Moore 1885-1890 J. W. Hamilton 1890-1904 Principal : Lewis E. Wlieeler, principal. High school teachers and subjects they teach: Lewis E. Wheeler. Harriet Harding, English. Genevieve Williams, Latin, Mabel Rothroclv, History and German. Clinton Routh, Music. Frances Westfall, Art. Average yearly salary of high school teachers, including superintendent, $710. Training of teachers: Lewis B. Wheeler, graduate State Normal, undergraduate State Uni- versity. Harriet Harding, A.B., graduate DePauw, seven years' experience. Genevieve Williams, undergraduate DePauw, seven years' experi- ence. Mabel Rothrock, A.B., graduate Indiana University, two years' ex- perience. Clinton Routh, private school and student Northwestern College, three years' experience. Frances Westfall, student Art Institute, Chicago, five years' experi- ence. Enrollment in high school 173 Total enrollment in grades and high school 700 Number of girls graduated last year (1903) 13 Number of boys graduated last year (1903) 14 Number in this class that went t©^college 9 Number of graduates since school was organized 214 Number of these who have attended college 50 EDUCATION IN INDIANA ,^83 MUOilESVlLLE HIGH SCHOOL. W. C. PidgGon, Superintendent. Organized, 1895. Commissioned, 1895. Superintendents, with dates of service: G. B. Coffman 1895-1899 Alaslva E'aton 1899-1903 W. C. Pidgeon 1903-1904 Principals and assistants: Carrie Scott 1899-1903 Flora M. Guyer 1903-1904 High school teachers and subjects they teach: W. C. Pidgeon, Science, English and History. Flora M. Guyer, Latin, Mathematics and History. Average yearly salary of high school teachers, including superintendent, $569. Training of teachers: W. C. Pidgeon, A.M., Indiana University. Flora M. Guyer, B.L., Franklin College. Enrollment in high school 60 Total enrollment in grades and high school 375 Number of girls graduated last year (1903) 3 Number of boys graduated last year (1903) 2 Number of each in this class that went to college Number of graduates since school was organized No data Number of these who have attended college 20 384 EDUCATION IN INDIANA. MT. VERNON HIGH SCHOOL. Edward G. Bauman, Superintendent. Organized, 1871. Commissioned, 1890. Superintendents, with dates of service: A. J. Snoke 1870-1874 Alfred Kummer , 1874-1876 E. S. Clark 1876-1879 W. I. Davis 1879-1882 P. P. Stultz 1882-1889 H. P. Leavenworth 1889-1896 Edwin S. Monroe 1896-1903 Edward G. Bauman 1903-1904 Principals and assistants: Alice Choate, Florence Hawley. J. W. Hiatt W. S. Bushnell. Thomas Orr. M. J. Conine. Rebecca Portens. G. H. Welker. O. L. Sewall. T. W. Thomson. R. O. Cavanah. B. S. Monroe. Charles Pulliam. L. P. Doerr. E. G. Bauman. G. W. Bishop. High school teachers and subjects they teach: George W. Bishop, Chemistry and Latin. T. H. Stonecipher, Mathematics. M. Abigail Smith, History, Stenography, Typewriting. Flora Heidel, German and Latin. Helen A. Sullivan, English. Average yearly salary of high school teachers, including superintendent, $775. Training of teachers: Edward G. Bauman, Ph.B., A.M., Illinois Wesleyan University. George W. Bishop, undergraduate Illinois University. M. Abigail Smith, undergraduate Indiana State Normal. T. H. Stonecipher, undergraduate Ewing College and Indiana Uni- versity. Flora Heidel, A.B., CentraUWesleyan College. Helen A. Sullivan, A.B., University of Michigan. Enrollment in high school 140 Total enrollment in grades and high school 1,100 Number of girls graduated last year (1903) 7 EDUCATION IN INDIANA. 385 Number of boys graduated last year (1903) 5 Number in this class that went to college 4 Number of graduates since school was organized 354 Number of these who have attended college 104 vfllHuHlli h ■ ^^ L f 1 ■ ,mi «fc 1 fl^l 1 ■ -■-« Mt. Vernon High School. MUNCIE HIGH SCHOOL. George L. Roberts, Superintendent. Organized, 18G8. Commissioned, — . Superintendents, with dates of service: Charles R. Payne 1866-1867 H. S. McRea 1867-1881 F. M. Allen 1881-1882 H. S. McRae 1882-1883 John M. Bloss 1883-1887 W. R. Snyder 1887-1903 George L. Roberts 1903-1904 25— Education. 386 • EDUCATION IN INDIANA. Principal: Ernest P. Wiles. High school teachers and^subjects they teach: Mrs. M. I. Ivins, Mathematics. Emma Cammack, Latin and English. L. H. Pittinger, English. William Thrush, Latin. H. S. Peacock, History. A. L. Murray, English. J. F. Bower, Commercial. W. I. Underback, Science. Cyrus Rector, Science. S. I. Conner, Reading. Alma Burton, German and French. J. O. Potter, Mathematics. Average yeai'ly salary of high scliool teachers, including superintendents, $796. Training of teachers: No data given. Enrollment in high school 346 Total enrollment in grades and high school 3,918 Number of girls graduated last year (1903) 28 Number of boys graduated last year (1903) 9 Number in this class that went to college 6 Number of graduates since school was organized 643 Number of these who have attended college. 135 McCORDSVILLE HIGH SCHOOL. W. B. Stookey, Superintendent. Organized, 1880. Commissioned, 1897. Superintendents, witli dates of service: W. B. Stookey 1897-1904 Principals and assistants: Peter Hinds 1897-1898 Mr. Bowman 1898-1899 Claude Brown 1899-1900 B. W. Forkner 1900-1901 O. L. Morrow 1901-1903 Will Scott 1903-1904 High school teachers and subjects they teach: Peter Hinds, Latin. W. B. Stookey, teaches 7 classes. Will Scott, teaches 8 classes. Average yearly salary of high school teachers, including superintendent. $580. Training of teachers ; W. B. Stookey, graduate Indiana State Normal. Will Scott, 3 years Indiana State Normal. EDUCATION IN INDIANA. 38Y Enrollment in high school 24 Total enrollment in grades and high school 144 Number of girls graduated last year (1903) 3 Number of boys graduated last year (1903) . , 3 Number in this class that went to college 2 Number of graduates since school was organized 53 Number of these who haA-e attended college 24 MCCORDSVILLE HlGH SCHOOL. NAPPANEE HIGH SCHOOL. S. W. Baer, Superintendent. Organized, 1895. Commissioned, 1898. Superintendents, with dates of service: S. W. Baer Principals and assistants: Olive A. Voliva. George W. Bailor, assistant. ,1895-1904 388 EDUCATION IN INDIANA. High school teachers and subjects they teach: S. W. Baer, German, History, Psychology. Olive A. Yoliva, Latin and English. George W. Bailor, Science and Mathematics. Average yearly salary of high school teachers, including superintendent, $740. Training of teachers: S. W. Baer, Ph.B., A.M., DePauw University. Olive Voliva, Ph.B., DePauw University. George W. Bailor, A.B., I)el*auw University. Enrollment in high school 05 Total enrollment in grade and high school 492 Number of girls graduated last year (1903) 5 Number of boys graduated last year (19'03) 7 Number in this class that went to college (J Number of graduates since school was organized 59 Number of these who have attended college 10 NEW ALBANY HKiH SCHOOL. Charles A. Prosser. Superintendent. Organized, 1853. Commissioned, 1873. Superintendents, with dates of service: Chas. Barnes 185li-1857 Jas. G. May 1857-1859 Geo. P. Brown 1804-1805 Dr. E. Newland 1805-1870 J. K. Walts 1870-1872 H. B. Jacobs 1872-1883 Chas. F. Coffln 1883-1880 J. B. Starr 1880-1891 W. H. Hershman 1894-1899 C. A. Prosser 1899-1904 Principals and assistants: George H. Harrison. Charles Barnes. Jas. G. May. O. V. Towsley. Geo. P. Brown. F. L. Morse. J. B. Reynolds. Jacob K. Walts. John M. Bloss. W. W. Grant. E. S. Wellington. George P. AVeaver. Mrs. J. M. Lindley. R. A. Ogg. J. P. Funk. H. A. Buerk. W. O. Vance (colored). EDUCATION IN INDIANA. 389 ' /•li±±iUEBihl ^ bb 390 EDUCATION IN INDIANA. High school teachers and subjects they teach: H. A. Biierk, Mathematics. Alice Funk, Botany, Physiology and Biology. Mrs. M. H. Shrader, Latin, History, Greek. Frances Fawcett, Literature and Roman History. George Kahl, English and Greek History. Edwin Kahl, Physics, Matliematics and Civil Government. Average yearly salary of high school teachers, including superintendent, $829. Training of teachers: H. A. Buerk, graduate Harvard; 2 years Indiana University. Edwin Kahl, 2 years DePauw; graduate of Indiana University. George Kahl, graduate Indiana State Normal; 2 years Indiana Uni- versity. Alice Funk, graduate Lebanon (Ohio) Normal; 5 summers Chicago University. Mrs. M. H. Shrader, graduate DePauw Female Seminary. Frances Fawcett, graduate DePauw Female Seminary. Enrollment in high school 275 Total enrollment in grades and high school 3,400 Number of girls graduated last year (1903) 20 Number of boys graduated last year (1903) 14 Number in this class that went to college 7 Number of graduates since school was organized 1,250 Number of these who have atetnded college 125 NEW AUGUSTA HIGH SCHOOL. John Shipman, Superintendent. Organized, 1889. Commissioned, 1899. Superintendents, with dates of service: J. A. Swan 1889-1891 B. F. Sisk 1891-1892 E. L. Maines 1892-1893 J. A. Swan 1893-1894 F. 0. Senour 1894-1890 H. C. Berry 1896-1900 F. C. Senour 1900-1902 John Shipman 1902-1904 Principal: F. C. Senour. High school teachers and subjects they teach: John Shipman, Mathematics, Physics, German. F. C. Senour, English. History, Latin and Botany. Average yearly salary of high school teachers, including superintendent. $550. Training of teachers: John Shipman, undergraduate State University; undergraduate Pur- due University. F. C. Senour, undergraduate State University. EDUCATION IN INDIANA. 391 Enrollment in high school 38 Total enrollment in grades and high school 120 Number of girls graduated last year (1903) 3 Number of boys graduated last year (1903) 2 Number in this class that went to college 3 Number of graduates since school was organized 39 Number of these who have attended college 18 1% m^K r *> B H ' ^ ' i 11 i New Augusta High School. 392 EDUCATION IN INDIANA. NEW CASTLE HIGH SCHOOL. J. C. Weir, Sux)eriiiteiideiit. Organized, 1873. Commissioned, 1883. Superintendents, witii dates of service: George W. Hutford 1870-187G William McK. Blaise 187G-1879 William A. Moore 1879-1881 J. W. Caldwell 1881-1881 Henry Gunder • 1881-1883 C. AV. Harvey 1883-1887 W. D. Kerlin 1887-1888 J. C. Wier 1888-1904 Principals and assistants: Joseph Dobell 187G-1878 Wm. A. Moore 1878-1879 George Vinnedge : 1879-1881 John O. Reid 1881-1882 Frank Norris 1882-1883 Jno. Schurr 1883-1885 * Pheriba White 1885-1887 Carrie Furber 1887-1888 Mary I. Root 1888-1890 ^ Rose R. Mikels 1890-1904 High school teachers and subjects they teach: Robert McDil, Mathematics. Charles Chambers, Science. Mary Meek, German and History. Wannetah McCampbell, English and Civics. Abbie J. Schrock, Drawing. Rose R. Mikels, Latin and English Literature. Average yearly salary of high school teachers, including superintendent. $745. Training of teachers: J. C. Wier, A. M., Indiana University. Rose R. Mikels, A. M., De Pauw University. Robert McDill, A. M., Indiana University. Charles O. Chambers, A. M., Indiana University. Mary Meek, A. B., Indiana University. Wannetah McCampbell, A. B., Indiana LTniversity. Einrollment in high school 145 Total enrollment in grades and high school 875 Number of girls graduated last year (1903) 3 Number of boys graduated last yelfi' (1903) 5 Number in this class that went to college 1 Number of graduates since school was organized 2G5 Number of these Avho have attended college 41 EDUCATION IN INDIANA. 393 394 EDUCATION IN INDIANA. NEW HARMONY HIGH SCHOOL. Joseph E. Kelley, Superintendent. Organized, 1S72. Commissioned, 1882. Superintendents, with dates of service: 0. H. AVood 1882-1886 J. W. McCormielv 1886-1888 C. L. Hopper ; 1888-18^ C. H. Wood 1892-1895 H. W. Monical 1895-1899 Joseph E. Kelley 1899-1904 High school teachers and subjects they teach: Dora Carver De Lay, Latin and Science. Grace Pote, Literature and History. Ida Stallings, Algebra. Joseph E. Kelley. Average yearly salary of high school teachers, including superintendent, $737.50. Training of teachers: Dora Carver De Lay, Indiana UniversitJ^ Enrollment in high school 61 Total enrollment in grades and high school 328 Number of girls graduated last year (1903) 5 Number of boys graduated last year (1903) 2 Number in this class that went to college 2 Number of graduates since school was organized 218 Number of these who have attended college 52 NEWPORT HIGH SCHOOL. J. W. Kendall, Superintendent. Organized, . Commissioned, 1899. Superintendents, with dates of service: Clyde L. Wagner 1898-1900 J. W. Kendall 1900-1904 Principals and assistants: Agnes Pochin 1898-1900 Mary K. Birch 1900-1902 Edith Ravenscroft , 1902-1903 Mary Campbell .1903-1904 High school teachers and subjects they teach: Mary Campbell, Latin and English. J. W. Kendall, Mathematics, Science and History, Average yearly salary of high school teachers, including superintendent, $650. Training of teachers: Mary Campbell, A. B., Moores Hill; A. M., DePauw. J. W. Kendall, graduate State Normal; undergraduate Indiana Uni- versity. EDUCATION IN INDIANA. 395 396 EDUCATION IN INDIANA. Eni-ollment in high school 29 Total enrollment in grades and high school 175 Number of girls graduated last year (1903) 5 Number of boys gi-aduated last year (1903) 1 Number in this class that went to college 1 Number of graduates since school M'as organized 18 Number of these who have attended college 9 NOBLESVILLE HIGH SCHOOL. J. A. Carnagey, Superintendent. Organized, 1872. Commissioned, 1881. Superintendents, with dates of service: James A. Baldwin 1870-1873 John Lacy 1873-1874 E. E. Henry 1874-1875 B. F. Owen 1875-187G F. W. Keubelt 187G-1885 G. F. Kenaslon 1885-1880 J. F. Haines 1889-1903 J. A. Carnagey 1903-1904 Principals and assistants: Miss Annis Henry, J. S. White, J. F. Haines, W. J. (Jreenwood. J. W. Hubbard. Keid Carr, F. L Jones, E A. Scholtz. Milton Gantz, H. W." Thompson, W. O. Bowers, W. M. Caylcr. High school teachers and subjpcts tliey teach: Will M Caylor, principal. Algebra and Latin. Clara Brown, English. Clara O'Neal, Latin. Florence Morgan, History. A. J. Burton, Science. E. E. Fitzpatrick, Mathematics. W. J. Stabler, Music. Average yearly salary of high school teachers, including suiierintendent, $640. Training of teachers: J. A. Carnagey, A. M., Hanover. W. M. Caylor, Indiana State Normal. Clara BrOwn, A. B., Earlham. Clara O'Neal, A. B., Earlham. A. J. Burton, senior Indiana University. *; E. E. Fitzpati-iclv, junior Indi-ma University. Florence T. Morgan, senior Indiana University. Enrollment in high school 210 Total enrollment in grades and hl^h school 1.240 Number of girls gi"aduated last year (1903) 15 Number of boys graduated last year (1903) 17 Number in this class that went to college 6 Number of graduates since school was organized 389 Number of these who have attended college 90 EDUCATION IN INDIANA. 397 NORTH JUDSON HIGH SCHOOL. C. F. Blue, Superintendent. Organized, 1889. Commissioned, 1899. Superintendents, with dates of service: W. R. Murphy 1889-1892 J. K Lung- 1892-1894 C. S. Smith 1894-1896 J. S. Ragsdale 1896-1898 A. E. Murphy 1900-1901 O. O. Whitenaclv 1901-1903 C. F. Blue 1903-1904 Principals and assistants: Mr. Redmond -1900 Florence Knipe 1900-1903 High school teacliers and subjects they teach: No data. Average yearly salary of high school teachers, including superintendent, lh642. Training of teachers: C. F. Blue, Michigan Military Academy; graduate Tri-State Normal. Enrollment in high school 38 Total enrollment in grades and high school 295 Numher of girls graduated last year (1903) None Number of boys graduated last year (1903) 3 Number in this class that went to college 2 Number of graduates since school Avas organized 46 Number of these who have attended college 27 NOBLESVILLE HiGH SCHOOL. 398 EDUCATION IN INDIANA. ^ NORTH MANCHESTER HIGH SCHOOL. Charles F. Miller, Superintendent. Organized, 1882. Commissioned, 1894. Superintendents, with dates of service: Walter Irwin 1894-1898 H. S. Hippenstell 1898-1903 Charles F. Miller 1903-1904 Principal: A. H. Symons. High school teachers and subjects they teach: A. H. Symons, Science. Ella Lorm, Emglish and History. Ora J. Brookover, Latin. Minnie R. Laver, Art. Average yearly salary of high school teachers, including superintendent, $725. Training of teachers: Charles F. Miller, A, B., DePauw University. A. H. Symons, B. S., Earlham College. Ora J. Brookover, A. B., Wittenberg. Ella Lorm, A. B., Chicago University. Enrollment in high school 90 Total enrollment in grades and high school 500 Number of girls graduated last year (1903) 7 Number of. boys graduated last year (1903) 7 Number in this class that went to college 7 Number of graduates since school was organized 170 Number of these who have attended college 65 NORTH VERNON HIGH SCHOOL. George P. Weedman. Superintendent. Organized, 187(5. Commissioned, 1887. Superintendents, with dates of service: J. W. Stout 1876-1877 A. W. Dunkle 1877-1879 AVilliam Isley 1879-1881 C. D. Bogart 1881-1883 Amos Sanders 1883-1887 Charles N. Peake 1887-1891 Horace Ellis 1891-1895 Lena M. Foster 1895-1898 Curtis B. Newsom 1898-1901 George P. Weedman .1901-1904 Principals and assistants: Charles E. McClintock, principal. Elias Brewer, assistant principal. EDUCATION IN INDIANA 399 400 EDUCATION IN INDIANA. High school teachers and subjects they teach: George P. AVeedman, Latin and Physics. Charles E. McClintoclv, History and Mathematics. Elias Brewer, English and Latin. Average yearly salary of high school teachers, incUuling superintendent, $813. Training of teachers: George P. Weedman, A. B., Indiana University; graduate Danville Norma). C. E'. McClintock, principal high school, undergraduate Indiana Uni- versity, one year a student there; one year a student in Franklin College. Elias Brewer, A, B., Indiana University: six years student of Indiana University; one year student State Normal. Enrollment in high school 101 Total enrollment in grades and high school 590 Number of girls graduated last year (1003) 4 Number of boys graduated last year (1003) 4 Number in this class that went to college 2 Number of graduates since school was organized 17(5 Number of these who have attended college 50 OAKLAND CriY HIGH SCHOOL. K. J. Dearborn, Superintendent. Organized, 1875. Commissioned, 188C. Superintendents, with dates of service: Lee Tomlin 1873-1881 Robert Duncan '. 1881-1883 N. C. Johnson 1883-1888 J. M. Robinson 1888-1800 Joseph Johnson 1800-1801 J. L. Price 1801-1803 James H. Henry 1803- P. D. Churchill 1803-1000 J. F. Worsham 10nO-lJK)2 R. J. Dearborn 1002-1004 Principal: A. G. Cato. High school teachers and subjects they teach: A. G. Cato, Mathematics, Latin and Physics. Virginia Carr, English, Music, Booklveeping, Physical (Geography. R. J. Dearborn, Botany, History, Physiology. Average yearly salary of higli school .teachers, including superintendent. $8(>0. Training of teachers: A. G. Cato, A. B., Oakland City College; one term Chicago Univer- sity; life State license. Virginia Carr, Ph. B., DePauw University. R. J. Dearborn, A. B., Indiana University: graduate Indiana State Normal School. EDUCATION IN INDIANA 401 26— Education. 402 EDUCATION IN INDIANA. Enrollment in high school 69 Total enrollment in grades and high school 500 Number of girls graduated last year (1903) None Number of boys graduated last year (1903) 4 Number in this class that went to college None Number of gi'aduates since school was organized 128 Number of these who have attended college 20 ODON HIGH SCHOOL. F. M. McConnell, Superintendent. Organized, 1894. Commissioned, 1902. H. H. Clark 1894-1896 S. W. Satterfield 1896-1899 Wm. Abel 1899-1902 E. W. Bennett 1902-1903 F. M. McConnell 1903-1904 Principals and assistants: J. S. Hubbard 1896-1897 Charles Brooks 1899-1900 J, W. Satterfield 1900-1901 E. W. Bennett 1901-1902 Clarice Courtney, assistant l'jOl-1902 Edna Scomp, assistant 1902-1903 A. T. Mayfield 1903-1904 Fannie O'Dell, assistant , 1903-1904 High school teachers and subjects they teach: F. M. McConnell, History, Physics, Algebra. A. T. Mayfield, Latin, Literature, Geometry, Botany. Fannie O'Dell, Latin, Algebra, Physics. Average yearly salary of high school teachers, including superintendent. $506. Training of teachers: F. M. McConnell, Indiana State Normal. A. T. Mayfield, Indiana State Normal. Fannie O'Dell, Indiana State Normal. Enrollment in high school 42 Total enrollment in grades and high school 275 Number of girls graduated last year (1903) 4 Number of boys graduated last year (1903) 4 Number in this class that went to college Number of graduates since school was organized No record Number of these who have attended college No record EDUCATION IN INDIANA. 403 Odon High School. 404 EDUCATION IN INDIANA. ORLEANS HIGH SCHOOL. M. S. Malian, Superintendent. Organized, 18G6. Commissioned, 1887. Superintendents, witli dates of service: John M. Bloss 1870- Mr. Allen Mr. Sturgis -1875 J. Ralph Burton 1875-187G J. C. Chilton 1880-1881 G. M. Scott 1881-1885 F. M. Stalker 1885-188G Mr. Smith Mr. Sutherlin Ricliard Parlv 1887-1888 Mr. Belden J. F. Ingle 18{>0-18m> Robert Troth 18l)()-1898 C. E. Spaulding- 1898-1002 M. S. Mahan KM)2-1!>04 High school teachers and subjects they teacli: M. S. Mahan, Botany, Algebra, Geometry. ■Edith Vail, Latin, Englisli, Geometry. Mabel Graves, English, History, Civics. Average yearly salary of high school teachers, including superintendent, $553. Training of teachers: M. S. Mahan, graduate Central Normal College, undergraduate Indi- ana University. . Edith Vnil, graduate Indiana State Normal. Mabel Graves, undergraduate Indiana Fni versify. Enrollment in high school ^ 43 Total enrollment in grades and high school 350 Numbpr of girls graduated last year (1903) 3 Number of boys graduated last year (1903) 1 Number in this class that went to college None Number of graduates since school was organized 125 Number of these who have attended college 25 OXFORD HIGH SCHOOL. M. F. Orear, Superintendent. Organized, 1885. Commissioned, 1886. Superintendents, with dates of service: Alexander T. Reid ,. 1880-1888 Thomas L. Harris ? 1888-1889 M. F. Orear 1889-1904 Principals and assistants: Nora E. Hunter * 1892-1895 Lura E. Grimes 1895-1897 Elizabeth Hewson 1897-1900 EDUCATION IN INDIANA. 405 Mary Meek. E. G. Sutton. High school teachers and subjects they teach: Mary Roberts, Latin. Selma A. Stemfel, English and German. B. G. Sutton, Mathematics and Science. M. F. Orear, History. Average yearly salary of high school teachers, including superintendent, jf;()i8. Training of teachers: M. F. Orear, M. E., Mt. Sterling, Ky.. College; postgraduate Indiana University, one year. E. G. Sutton, B. S., Purdue University. Selma A. Stempel, A. B., from Indiana University. Mary A. Roberts, A. B., from Indiana University. Enrollment in high school 73 Total enrollment in grades and high school 307 Number of girls graduated last year (1903) 12 Number of boys graduated last year (1903) 6 Number in this class that went to college 4 Number of graduates since school Avas organized 133 Number of these who have attended college 42 Paoli High School. 406 EDUCATION IN INDIANA. PAOLI HIGH SCHOOL. J. C. Brown, Superintendent. Organized, 1873. Commissioned, 1903. Superintendents, with dates of service: J. J. Copeland 1902-1903 {Principals and assistants: Bertha Lingle, principal. Ivin Batcheor, assistant. High school teachers arid subjects they teach: J. O. Bown, Mathematics and Literature. Bertha Lingle, History, Latin, Civics, Literature. J. W. Simmons, First Mathematics, Physical Geography. Average yearly salary of high school teachers, including superintendent, $520. Training of teachers: J. C. Brown, graduate Hanover College; special work Chicago Uni- versity. Bertha Lingle, graduate Indiana University. J. W. Simmons, Danville Normal. Enrollment in high school 48 Total enrollment in grades and high school 267 Number of girls graduated last year (1903) 2 Number of boys gi-aduated last year (1903) 4 Number in this class that went to college 1 Number of graduates since school was organized 153 Number of these who have attended college 51 PENDLETON HIGH SCHOOL. E. D. Allen, Superintendent. Organized, 1882. Commissioned, 18§6. Superintendents, with dates of service: P. A. Randall 1882-1885 A. J. Reynolds •. 1885-1887 J. D. White 1887-1892 E. D. Allen , 1892-1904 I*rincipals and assistants: H. F. Hunt. Grace Smith. G. L. De Vilbiss. S. B. Walker. Blanche P. Noel. High school teachers and subjects they teach: E. D. Allen, superintendent," -Science. George L. De Vilbiss, principal. Mathematics. S. B. Walker, English and History. Blanche P. Noel, Latin and French. Average yearly salary of high school teachers, including superintendent, $675. EDUCATION IN INDIANA. 407 Training of teachers: E. D. Allen, B. S., Earlham. George L. De Vilblss, A. B., Indiana University. S. B. Walker. B. P. Noel, A, B., Butler; A. M., Indiana University. Enrollment in high school 120 Total enrollment in grades and high school 400 Graduates in 1903 19 Number who went to college 6 Total number of graduates 237 Number who have attended college 40 PENNVILLE HIGH SCHOOL. J. E. Beeson, Superintendent. Organized, 1893. Commissioned, 1901. S«uperintendents, with dates of service: W. T. Knox '. 3900-1903 J. E. Beeson 1903-1904 Principals and assistants: O. O. Emmons 1900-1901 E. E. Emmons, assistant principal 1900-1904 Morton Myers '. . 1901-1903 B. B. Baker 1903-1904 High school teachers and subjects they teach: J. E. Beeson, Political Economy, Geometry, History, Physics and English Literature. B. B. Baker, American Literature, Chemistry, Latin, Geometry, His- tory. E. E. Emmons, Algebra, Rhetoric, Physical Geography. Average yearly salary of high school teachers, including superintendent, $500. Training of teachers: J. E. Beeson, Ph. B. and LL. B., DePauw University. B. B. Baker, A. B, Ohio Normal University. E'. E. Emmons, Marion Normal. Enrollment in high school 38 Total enrollment in grades and high school 224 Number of girls graduated last year (1903) 5 Numoer of boys graduated last year (1903) 4 Number in this class that went to college None Number of graduates since school was organized 60 Number of these who have attended college 10 408 EDUCATION IN INDIANA. PERU HIGH SCHOOL. A. A. Campbell, Superintendent. Organized, 18(n. Cojinnissioned, . Superintendents, Avith dates of service: G. G. Manning 1871-1802 R. J. Stratford 1892-1898 A. E. Malsbury 1898-1901 A. A. Campbell 1901-1904 Principals and assistants: Miss Terry. Miss Brown. Mr. De Hooper, A. J. Dipboye. AV. E. Henry. A. D. Moffett. L. E. McCord. Mr. Armstrong. Victor Hedgepeth. H. L. Hall. Ross Lockridge. High school teachers and subjects they teach: R. F. Lockridge, History. A. J. Redman, Science. Thos. F. Berry, Latin. Lillian Bappert, English. Elizabeth Wilson, Mathematics. George Demuth, Science and Mathematics. Grace Armitage, English. Average yearly salary of high school teachers. Including superintendent. $887.50. Training of teachers: A. A. Campbell, University of Michigan. R. F. Lockridge, Indiana University. A. J. Redmond. Indiana University. Elizabeth Wilson, Indiana University. Grace Armitage, DePauw University. Lillian Bappert, DePauw University. George Demuth. DePauw University. Thomas Berry, State Normtil and Indiana University. Enrollment in high school 230 Total enrollment in grades and high school 1,828 Number of girls graduated last year (1903) 2G Number of boys graduated last, year (1903) 18 Number in this class that went to college 7 Numbei* of graduates since school was organized 492 Number of these who have attended college 60 EDUCATION IN INDIANA. 409 PETERSBURG HIGH SCHOOL. Sylvester Thompson. Superintendent. Organized, 1871. Commissioned, 1002. Superintendents, with dates of service: A. M. Bryant 1871-1872 J. W. Wilson 1872-1874 W. D. McSwain ; 1874-1878 W. H. Linlv 1878-1881 A. C. Crouch 1881-1895 W. H. Foreman 1895-1901 Sylvester Thompson 1901-1904 Principals and assistants: Sylvester Thompson. J. H. Risk. SVelman Thrush. J. N. Risley. C. A. Coffey. Walter Freanor. J. B. Clatz. High school teachers and subjects they teach: Sylvester Thompson, Geometry and Physics. J. H. Risley, Latin, English History, Literature. C. A. Coft'ey, Science, Literature and Rhetoric. Walter Treanor, Algebra. Average yearly salary of high school teachers, including superintendent, $077.50. Training of teachers: Sylvester Thompson, B. S., Valparaiso. J. N. Risley, Indiana University. C. A. Coffey, Indiana University. Walter Freanor, undergraduate, Valparaiso. Xuml ter in high school 70 Total enrollment in grades and high school 603 Number of girls graduated last year (19'Jo) 1 Number of boys graduated last year (190.S) 1 Number in this class that went to college None Number of graduates since school was organized 75 Number of these who have attended college 30 PIERCETON HIGH SCHOOL. F. F. Vale, Superintendent. Organized, 1870. Commissioned, 1903. Superintendents, with dates of service: C. P. Hodge 1870-1872 I. M. Gross 1872-1874 O. W. Miller 1874-1875 John H. Lewis 1875-1870 Mary Sanders 1876-1877 410 EDUCATION IN INDIANA. M. F. Scott 1877-1878 W. J. Spear 1878-1881 Frank McAlpine 1881-1883 E. J. McAlpine 1883-1887 Byron McAlpine 1887-1889 H. J. Gardner 1889-1890 J. B. McDaniel 1890-1892 H. E. Cole 1892-1893 Wm. Eisenman 1893-1897 Chas. W. Egner 1897-1903 F. F. Vale 1903-1904 Principals and assistants: F. F. Vale. Bertha Sweney. High school teachers and subjects they teach: F. F. Vale, Orthoepy, Civics, Geometry, Algebra, Latin, Bookkeeping, Physics. Bertha Sweney, Algebra, History, Composition, Rhetoric, Music, Literature. Average yearly salary of high school teachers, including superintendent, $500. Training of teachers: F. F. Vale, National Normal University. Bertha Sweney, undergraduate Indiana State Normal. Enrollment in high school 37 Total enrollment in grades and high school 220 Number of girls graduated last year (1903) 3 Number of boys gi'aduated last year (1903) 2 Number in this class that went to college 1 Number of graduates since school was organized 70 Number of these who have attended college 7 PLYMOUTH HIGH SCHOOL. R. A. Randall, Superintendent. Organized, 1876. Corrimissioued, 1880. Superintendents, with dates of service: R. A. Chase 1871-1903 R. A. Randall 1903-1904 Principals and assistants: D. F. Redd. Emma Chesney. T. B. Carey. High school teachers and subjects they teach: D. F. Redd, Science. Emma Chesney, Language. Alice Mertz, English and History. Average yearly salary of high school teachers, including superintendent EDUCATION' IN INDIANA. 411 Training of teachers: D. F. Redd, Ashland, Ohio, two and one-half years; Indiana State Normal, one year; Indiana University, one term. diana University, one term. E'mma Chesney, A. B., Kalamazoo College. Alice Mertz, Indiana State Normal; A. B., Indiana University. R. A. Randall, Michigan State Normal; B. S., University of Michigan. Enrollment in high school 118 Total enrollment in grades and high school 801 Number of girls graduated last year (1903) 8 Number of boys graduated last year (1903) 6 Number in this class that went to college 1 Number of graduates since school was organized 269 Number of these who have attended college 50 PORTLAND HIGH SCHOOL. Hale Bradt, Superintendent. Organized, 1876. Commissioned, 1879. Superintendents, Avith dates of service: Mr. Hastings -1878 W. C. Hastings 1878-1880 Mr. McAlpine 1880-1881 Morgan Caroway 1881-1884 W. W. Wirt 1884-1887 H. W. Bowers 1887-1892 C. L. Hottel 1892-1898 J. E. Neff 1898-1899 E. F. Dyer 1899-1901 J. A. Hill 1901-1902 Halt Bradt 1902-1904 Principals and assistants: W. C. Hastings Elwood Haynes -1884 Frank Harris 1884-1885 K. Van Dermarten 1885-1887 C. M. McDaniel 1885-1892 G. W. Meckel 1892-1893 J. S. Axtell , 1893-1894 J. E. Neff 1894-1898 Mr. Tyler 1898-1899 B. W. Griffith 1899-1901 H. W. Bowers 1901-1902 H. H. Journay 1902-1904 High school teachers and subjects they teach: H. H. Journay, Mathematics. E. W. Cox, History. Evelyn Butler, English. Henrietta Hyslop, Language. Hale Bradt, Science. 412 EDUCATION IN INDIANA. Average yearly salary of high school teachers, iiichiding superiiitenclent, $798. Training of teachers: H. H. Journay, A. B., from Ohio Northern University; also three j^ears as undergraduate student at Indiana University. E. W. Cox, A.B., from Angola Normal and three years' work done at Indiana University. Evelyn Butler, A.B., from Butler College: two terms of post graduate work at Chicago University and AVisconsin University. Henrietta Hyslop, A.B., from Indiana University; two terms of post graduate work. Enrollment in high school 125 Total enrollment in grades and high school 1,220 Number of girls graduated last year (19C)3) 17 Number of boys graduated last year (19Q3) 7 Number in this class that went to college 9 Number of graduates since school Avas organized 247 Number of these who have attended college 125 PRINCETON HIGH SCHOOL. Harold Barnes, Superintendent. Organized, 1871. Commissioned, 1892. Superintendents, with dates of service: D. Eckley Hunter 1871-1874 A. J. Snoke 1874-1890 F. B. Dresslar 1890-1891 C. N. Peak 1891-1903 Harold Barnes 1903-1904 Principals and assistants: Anna M. Small. Lizzie Horney. Ella Waldo. M. O. Andrews. Josephine Bruce. John A. Ramsey. Lida Powers. Ruth Gentry. Louisa Koehler. S. P. McCrea. J. C. Hall. T. G. Rees. Ida F. Welsh. F. B. Dresslar. H. W. Monical. J. H. Edwards. Hiram Huston. W. F. Book. R. S. Munford. EDUCATION IN INDIANA. 413 Portland High School. Princeton High School. 414 EDUCATION IN INDIANA. High school teachers and subjects they teach: R. S. Munford, principal, Sciences. Lillian Carter, Latin and Botany. Agnes Bross, German and Latin. Madeline Norton, History. Forrest E. Lunt, English. Margaret Morgan, Mathematics. Elma Boyd, Commercial Branches. Anna M. Lyndall, Music. Average yearly salary of high school teachers, including superintendent, $628.33. Training of teachers: Roderick S. Munford, A.B., Monmouth College. Lillian Carter, A.B., Indiana University. Agnes Bross, A.B., Wisconsin University. Margaret Morgan, A.B., Ohio Wesleyan. Forest E. Lunt, A.B., Tuft's College. Madeline Norton, A.B., Indiana University. Elma Boyd, graduate Evansville Commercial College. Harold Barnes, A.B., Kansas University. Enrollment in high school 171) Total enrollment in grades and high school 1,450 Number of girls graduated last year (1903) 11 Number of boys graduated last year (1903) 8 Number in this class that went to college 8 Number of graduates since school was organized 319 Number of those who have attended college Unknown REDKEY HIGH SCHOOL. J. E. Orr, Superintendent. Organized, 1891. Commissioned, 1899. Superintendents, with dates of service: W. L. Morgan 1893-1895 W. A. Wirt 1895-1897 George Ei. Dee 1897-1898 W. D. Chambers 1898-1900 J. E. Orr 1900-1904 Principals and assistants: W. A. Wirt. George E. Dee. G. V. Chenoweth. C. E. Wilson. N. W. Bortner. High school teachers and subjects they teach: J. E. Orr, Latin, Geometry, English, History. H. W. Bortner, Algebra, Geometry, History, English, Science. Average yearly salary of high school teachers, including superintendent, $600. EDUCATION IN INDIANA. 415 Training of teachers: J. E. OiT, A.B., Central Normal, Danville, and undergraduate Uni- versity of Chicago. H. W. Bortner, undergraduate Central Normal College, Danville, Ind. Enrollment in high school 3G Total enrollment in grades and high school 421 Number of girls graduated last year (1903) 4 Number of boys graduated last year (1903) Number in this class that went to college 1 Number of graduates since school was organized 37 Number of these who have attended college Unknown REMINGTON HIGH SCHOOL. J. N. Spangler, Superintendent. Organized, 1875. Commissioned, 1888. Superintendents, with dates of service: L. N. Pouts 1884-1887 J. C. Diclierson 1887-1892 Alfred H. Belden 1892-1893 Wm. R. Murphy 1893-1901 M. R. Marshall .1901-1903 J. N. Spangler 1903-1904 Principals and assistants: J. N. Spangler 1889-1890 Mary A. Johnson 1890-1892 Wm. R. Murphy 1892-1893 R. M. Vanatta 1893-1895 Mark Helm 1895-189G John N, Johnson 1896-1898 M. R. Marshall .1898-1901 George E. Mitchell 1901-1903 Ira B. Rinker 1903-1904 High school teachers and subjects they teach: J. N. Spangler, Geometry, Botany and Algebra. Ira P. Rinker, English, Chemistry and Bookkeeping. Louise Ford, History and Latin. Average yearly salary of high school teachers, including superintendent, $638. Training of teachers: J. N. Spangler, A.B. from Indiana University, and A.M. from Uni- versity of Illinois. I. P. Rinker, A.B., Indiana University. Louise Ford, A.B., Earlham College. Enrollment in high school 47 Total enrollment in grades and high school. . . ., 255 Number of girls graduated last year (1903) 6 Number of boys graduated last year (1903) 2 Number in this class that went to college 2 Number of graduates since school was organized 127 Number of these who have attended college 40 416 EDUCATION IN INDIANA. RENSSELAER HIGH SCHOOL. W. H. Sanders, Siiperintendeut. Organized, 1877. Commissioned, 1885. Superintendents, witli dates of service: G. W. Allen 1877-1880 Wm. D. M. Hooper 1880-1882 C. P. Mitchell 1882-1884 P. N. Kirsch 1884-1885 F. W. Renbelt 1885-1800 H. L. AVilson 1800-1802 E. W. Bohannon 1802-1805 W. H. Sanders 1805-1004 Principals and assistants: Margaret Hill. Edgar Taylor. H. L. Wilson. S. E. Sparling. Harry O. Wise. E. W. Retger. A. H. Pnrdue. Thomas Large. E. O. Holland. L U. Warren. Wm. T. McCoy. W. O. Hiatt. High school teachers and sub'ects they teach: W. O. Hiatt, principal. Mathematics and Physics. T, J. Headlee, Science. E. E. P>rooks. Mathematics. H. H. Bass, History. Helen Wasson, English and Latin. Etfie Warvelle, English. Maude E. Allen, Latin and German. Average yearly salary of high school teachers, including superintendent. $760.37. Training of teachers: W. H. Sanders, M.A., Indiana University. W. O. Hiatt, A.B., Indiana University. T. J. Headlee, A.M., Indiana University. E. E. Brooks, graduate State Normal. Miss Maude E. Allen. A.B,, Michigan University. Miss Effle Warvelle. B.S., University of Chicago. Miss Helen Wasson, graduate State Normal. Mr. H. H. Bass, M. A., Wisconsin University. Enrollment in high school 160 Total enrollment in graded? and high school 650 Number of girls graduated last year (1003) 14 Number of boys graduated last year (1003) 6 Number in this class that went to college 2 Number of graduates since school was organized 213 Number of these who have attended college 113 EDUCATIOX m INDIANA, 417 , Remington PIigh School. RISING SUN HIGH SCHOOL. R. L. Thiebaiul, Superintendent. Organized, 1875. Commissioned, 1889. Superintendents, Avitli dates of service: P- P- Stultz 1875-1882 S. S. Overholt 1882-1885 E. E. Stevenson 1885-1892 J. B. EVans 1892-1895 AV. S. Rowe 1895-1899 R. L. Thiebaud 1899-1904 Principal and assistant: Perry Canfield, principal. E. Burke Elfers, assistant principal. High school teachers and subjects the.v teach: R. L. Thiebaud, superintendent, Latin and Geometry. Perry Canfield, principal, English, Science and Latin. E. Burke Elfers, assistant principal. History, Algebra and English. Average yearly salary of high school teachers, including superintendent. $680. 27— Educatiov. 418 EDUCATION IN INDIANA. Training of teachers: R, L. Thiebaud, superintendent, Normal Training, two years; Uni- versity, two terms; Moores Hill College, one terra. Perry Canfield, principal, two years, college. E. B. Elfers, assistant principal, university, four years. Enrollment in high school 80 Total enrollment in grades and high school 380 Number of girls graduated last year (1903) 8 Number of boys graduated last year (1903) 5 Number in this class that went to college 3 Number of graduates since school was organized 248 Number of these who have attended college 72 RICHMOND HIGH SCHOOL. T. A. Mott, Superintendent. Organized, 1864. Commissioned, . Superintendents, with dates of service: Josiah H. Hurty 1855-1857 William D. Henkle 1857-1858 George H. Grant 18.58-1860 George P. Brown , 1860-1864 Jesse H. Brown 18(54-1865 Wm. A. Bell 1865-1867 George P. Brown 1867-1869 James McNeill 1869-1873 John Cooper 1873-1881 Jacob A. Zeller 1881-1884 Justin Study 1884-1896 T. A. Mott 1896-1904 High school teachers and subjects they teach: D. R. Ellabargar, principal. Department of Mathematics. Bertha E. Hawkins, Mathematics. F. K Torrence, Mathematics. Carolina Stahl, Department of German. Elma Nolte, Latin and German. M. A. Stubbs, Department of Latin. W, A. Fiske, Department of Physical Sciences. Katherine F. Schaefer, English and Physical Sciences. J. F. Thompson, Department of Biological Sciences. C. Augusta Mering, Department of English. W. S. Davis, Department of History. Carrie Price, Department of Drawing. Will Earhai't, Department of Music. Average yearly salary of high siiliool teachers, including superintendent, $993.56. Training of teachers: Daniel R. Ellabarger, A. B.. principal, Indiana State University. Mary A. Stubbs, A.M., Earlham College. Carolina Stahl, studied in Europe. EDUCATION IN INDIANA. 419 Elma L. Nolte, Ph.B., Earlham College. C. Augusta Mering, A.M., Earlham College. VV. S. Davis, A.M., Chicago University and DePauw College. Elizabeth Comstock, B.L., Indiana State University. J. F. Thompson, M.S., Adrian, Mich. W. A. Fiske, A.M., DePauw University. Katherine F. Sehaefer, A.B., Indiana State University. Bertha E. Hawkins, A.M., Indiana State University. Caroline B. Price, graduate Massachusetts Normal Art College. Will Earhart, studied in Europe. Enrollment in high school 359 Total enrollment in grades and high school 2,955 Number of girls graduated last year (1903) 11 Number of boys graduated last year (1903 9 Number in this class that went to college 8 Number of graduates since school was organized 588 Number of these who have attended college 100 Richmond High School. 420 hJDUCATJON IN INDIANA. ROACHDALE HIGH SCHOOL. Charles W. Dodsou, Siiperiiiteiideiit. Organized, 181)4. Commissioned, 19<)2. Superintendents, witli dates of service: Edwin C. Dodson 1901-1003 Chas. W. Dodson 11)03-1904 Principal and assistant: Nora Lockridge, principal. Charles McGaughey, assistant. High school teachers and subjects they teach: Chas. W. Dodson, Mathematics and Science. Nora Lockridge, Latin, li^nglish and Literature. Chas. McGaughey; History. Average yearly salary of high school teachers, including superintendent. $5?»3.33. Training of teachers: Charles W. Dodson, Indiana State Normal; Chicago University. Nora Lockridge, two years' preparatory work, DePauw. Charles McGaughey, DePauw, two years. Enrollment in high school G4 Total enrollment in grades and high school 231 Number of girls graduated last year (1JX>3) T Number of boys graduated last year (1903) 1 Number in this- class that went to college 4 Number of graduates since school was commiss.oied 13 Number of thes% who have attended college C EDUCATION IN INDIANA. 421 ROACllDALi: HlG LI SCilOOI.. ROANN HIGH SCHOOL. J. C. Reynolds, Snperinteiident. Organized, 1.ST7. Commissioned, 181)5. Superintendents, witli dates of service: Noble Harter 1893 Thos. Berry 1895- Henry Hippensted 1897 William Eisenman 1899- Clyde K Wagoner 1900- H. F. Black 1901- J. C. Reynolds 1902- Principals and assistants: Emerson Clayton. Ira Ournbangli. U. R. Yonng. H. F. Black. J. D. DeHnff. A. I. Rehm. C. W. Botkin. High school teachers and subjects they teach: J. C. Reynolds, History and Physical Geography. A, I. Rehm, Latin and English. C. W. Botkin, Mathematics and Science. 1895 1897 1899 1990 1901 1902 1904 422 EDUCATION IN INDIANA. Average yearly salary of high school teachers, including superintendent, $616.66%. Training of teachers: College and normal training, all. Enrollment in high school 54 Total enrollment in grades and high school 247 Number of girls graduated last year (1908) 3 Number of boys graduated last year (1903) 2 Number of graduates since school was organized 70 Number of these who have attended college 33 ROANOKE HIGH SCHOOL. Will T. Lambert, Superintendent. Organized, 3893. Commissioned, 1904. Superintendents, with dates of service: Thomas Large 1893-1894 C. D. Brock 1894-1900 Will T. Lambert 1900-1904 Principal: W. F. Huston. Jiaigh school teachers and sub"ects they teach: W. F. Huston, Algebra, English. History, Civics, Botany. Will T. Lambert, Latin. Geometry, Physics. Average yearly salary of high school teachers, including superintendent, $600. Training of teachers: W. F. Huston, graduate State Normal. Will T. Lambert, undergraduate Earlham College. Enrollment in high school 41 Total enrollment in grades and high school 225 Number of girls graduated last year (1903) 5 Number of boys graduated last year (1903) Number in this class that went to college 1 Number of graduates since school was organized 40 Number of these who have attended college 11 EDUCATION IN INDIANA. 423 RoANN High School,, 4:24: EDUCATION IN INDIANA. ROCHESTER HIGH SCHOOL. D. T. Powers, Superintendent. Organized, 1870. Commissioned, 1884. Superintendents, witli dates of service: W. J. Williams 1872-1881 w! H. Ward 1S81-1882 James F. Seull 1882-1903 D. T. Powers 1903-11X)4 Principal and assistant: O. A. Johnson, principal. High school teachers and subjects they teach: O. A. Johnson, Science. Annette Powers, History and Mathematics. Margaret Hines, English. Mary B. Denny, Latin and German. Average yearly salary of high school teachers, including superintendent, $853. Training of teachers: D. T. Powers, Indiana State Normal; Indiana State University. O. A. Johnson, Junior Indiana State University: graduate of Val- paraiso College. Annette Powers, graduate Indiana State Normal. Margaret Hines, graduate Indiana State Normal. Mary B. Denny, graduate DePauw University. Enrollment in high school 102 Total enrollment in grades and high school O')! Number of girls graduated last year (1903) 2 Number of boys graduated last year (1903) 7 Number in this class that went to college 2 The colleges to which these went with number of each: Rochester Normal College 1 Purdue University 1 Number of graduates since school was organized 179 Number of these who have attended college 35 ROCKPORT HIGH SCHOOL. F. S. INIorgen thaler, Superintendent. Organized, unknoAvn. Commissioned, 1902. Superintendents, with dates of service: A. H. Kennedy 1878-1889 Virgil McKnight 1889-1891 J. H. Tomlin 1891-1894 F. S. Morgenthaler 1894-1904 Principals and assistants: J. H. B. Logan. C. L. Pulliam. H. L. Hall. O. P. Foreman. G. P. Weedman. J. P. Richards. EDUCATION IN INDIANA. 4:^5 High school teachers niirt subjects they teach: J. P. Richards, Science and Literature. Helen Morgan, Mathematics. Agnes McCreary, Latin and Englisli. Average yearly salary of high school teachers, including superintendent, i?7i:].75. Training of teachers: F. S. Morgenthaler, Indiana State Normal and student Chicago Uni- A^ersity. J. P. Richards, Indiana State Normal, Taylor University, Helen Morgan, Bethany College, Kansas. Agnes jNIcCreary, Oberlin. O. Enrollment in high school 90 Total enrollment in grades and higli school (571 Number of girls graduated last year (11)03) Number of boys graduated last year (1903) G Number in this class that went to college 5 Number of graduates since school was organized 286 Number of these who have attended college 61 i-SHi 1^ ^^^^^^^^^^^^^^^^^^^^^^Hi m- ll'i^liHill i "■' 1 m m Rochester Normal University and Rochester Township High School. 426 EDUCATION IN INDIANA. ROCKVILLE HIGH SCHOOL. O. H. Blossom, Superintendent. Organized, 1876. Commissioned, 1890. Superintendents, witli dates of service: Mr. Craig 187G-1888 L. H. Hadley 1888-1892 John A. Miller 1892-1893 J. N. Spangler 1893-1896 J. F. Thornton 1896-1902 O. H. Blossom 1902-1904 Principal and assistants: Miss H. Hinkle. Clara Van Nuys. Georgia Byer. Delia Brown. Georgia Bowman. Lillian Snyder. O. H. Blossom. May Walmsley. High school teachers and subjects they teach: O. H. Blossom, superintendent, Science. May Walmsley, principal. History, English, German. Nellie F. Walker, Latin and Mathematics. Mary Sandburg, English and Music. Average yearly salary of high school teachers, including superintendent, Training of teachers: O. H. Blossom, A.B., Indiana University. May Walmsley, A.B., Michigan University. Nellie Walker, A.B., DePauw University. Mary Sandburg, undergraduate of Chicago University. Enrollment in high school 100 Total enrollment in grades and high school 450 Number of girls graduated last year (1903) 9 Number of boys graduated last year (1903) 5 Number in this class that went to college 6 Number of graduates since school was organized 226 Number of these who have attended colelge 75 RUSHVILLE HIGH SCHOOL. A. G. McGregor, Superintendent. Organized, 1869. Commissioned, 1900. Superintendents, with dates of service: David Graham *. 1869-1883 Cyrus W. Hodgin. ,1883-1884 James Baldwin 1884-1886 E. H. Butler 1888-1893 Samuel Abercrombie 1893-1900 A. G. McGregor 1900-1904 EDUCATION IN INDIANA. 427 Principals and assistants: Mrs. R. A. Moffett 1872-1886 Mary Henley 1886-1888 Mary D. Reid 1888-1889 Samuel Abercrombie 1889-1893 Mr. Masters 1893- Anna B. Collins 1893-1895 W. C. Barnhart 1895-1900 H. B. Wilson 1900-1903 High school teachers and subjects they teach: A. F. Stewart, Mathematics. Martha B. Lacy, History and German. Winifred Muir, English. T. A. Craig, Science. Inez Abbott, Latin. Average yearly salary of high school teachers, including superintendent, $764. Enrollment in high school 151 Total enrollment in grades and high school 845 Number of girls graduated last year (1903) 9 Number of boys graduated last year (1903) 9 Number in this class that went to college 4 Number of graduates since school was organized 296 Number of these who have attended college 70 Salem High School. 428 EDUCATION IN INDIANA. SALEM HIGH SCHOOL. Lotus D. Coffman, Superintendent, Organized, 1872. Commissioned, 1881. Superintendents, with dates of service: James G. May 1872-1874 William Russell 1874-1877 J. A. Wood 1877-1885 Isaac Bridgman 1885-1889 W. S. Almond 1889-1893 Charles E. Morris 1893-1898 H. B. Wilson 1898-1902 L. D. Coffman .1902-3904 Principals and assistants: A. B. Wright, principal. High school teachers and sub ects they teach: A. B. Wright, principal, Mathematics and Science. Mj^rtle E. Mitchell, English and History. Jj. L. Hall, Latin, Science. Mathematics. Grace Sutherlin, Englisli I and Eighth Grade. L. D. Coffman, Latin and Mathematics. Average yearly salary of high school teachers, including superintendent, $084. Training of teachers: Lotus D. Coffman, graduate Indiana State Normal and undergrad- uate in Chicago and Indiana Universities. A. B. Wright, one year in Franklin College, graduate of "Indiana State Normal; undergi'aduate at Indiana University. Myrtle E. Mitchell, A.B., Indiana University. L. L. Hall, Indiana State Normal. Grace Sutherlin, Junior at Indiana State Normal. Enrollment in high school • 105 Total enrollment in grades and high, school 488 Number of girls graduated last year (1903) 7 Number of boys graduated last year (1903) 4 Number in this class that went to college 4 Number of graduates since school was organized 201 Number of these who liave attended college 89 EDUCATION IN INDIANA. 429 SEYMOUR HIGH SCHOOL. H. C. Moiitgomer3% Superintendent. Organized, 1870. Commissioned, 1878. Superintendents, with dates of service: J. C. Houselveeper 1870-1872 J. W. Caldwell 1872-1880 W. S. Wood 1880-1892 H. C. Montgomery 1892-1904 Principals and assistants: Elizabeth Granel. J. M. Caress. H. C. Montgomery. Ada Frank. T. E. Sanders. J. B. Graham. B'rances Branaman. High school teachers and subjects they teach: J. E. Graham, History and Civics. Frances Branaman, Science and Mathematics. Katherine B. Jackson, German and Algebra. Anna L. Hancock, Latin and Electives. Agnes L. Andrews, English Literature. Elenthera V. Davison, Composition and History. Average yearly salary of liigli school teachers, including superintendent. $800. Training of teachers: H. C. Montgomery, A.B., Hanover College: A.M., University of Michigan. J. E. Graham, graduate Central Normal College; Butler College, one year. Frances Branaman, several years at Indiana University and other colleges. Katherine B. Jackson, student Indiana University, and one year Berlin, Germany. Anna L. Hancoclv, A.B., Indiana University. Agnes L. Andrews, A.B., the Western College Oxford O. Elenthera V. Davison, A.B., the Western College. O'ifo tl. O. Enrollment in high school 150 Total enrollment in grades and high school 1,200 Number of girls gi-aduated last year (1903) 7 Number of boys graduated last year (1903) 10 Number in this class that went to college 4 Number of graduates since school was organized 323 ^'uniber of these who hove attended college , , . (5S 430 EDUCATION IN INDIANA. If] I,' i SHELBYVILLE HIGH SCHOOL. J. H. Tomlin, Superintendent. Organized, 1864. Commissioned, 1882. Superintendents, with dates of service: L. C. Page 1875-1882 W. H. Fertich 1882-1887 J. C. Eagle 1887-1894 J. H. Tomlin 1894-1904 No exact data prior to 1875. Principals and assistants: D. O. Coate, principal high school. High school teachers and subjects they teach: D. O. Coate, principal and general assistant. Janie Deming, Science. Clara J. Mitchell, History and English. Mary L. Isley, Mathematics. J. H. Henlie, Latin. Average yearly salary of high school teachers, including superintendent, $946. Training of teachers: D. O. Coate, A.B., Indiana University. Clara J. Mitchell, A.B., Indiana University. J. H. Henke, A.B., Indiana University. Enrollment in high school 178 Total enrollment in grades and high school 1,698 Number of girls graduated last year (1903) 6 Number of boys graduated last year (1903) 7 Number in this class that went to college 4 Number of graduates since school was organized 304 Number of these who have attended college 25% EDUCATION IN INDIANA. 431 L i Shelbyville High School. 432 EDUCATION IN INDIANA. SHOALS HIGH SCHOOL. O. H. Gi-iest, Supei-iiiteiidoiit. Organized, 1892. Commissioned, 1898. Superintendents, with dates of service: W. V. Moffett. G. W. Wright. W. B. Houghton. Z. B. Leonard. W. A. Mj-ers. W. A. Bowman. O. H. Greist. Principals and assistants: J. M. Twitty. Mrs. Z. B. Leonard. Marguerite Meyer. Mabel Yenne, High school teachers and subjects they teach: , O. H. Greist, Mathematics, Science, Advanced Latin. Mabel Yenne, Beginning Latin, Literature and History. Average yearly salary of high school teachers, including superintendent, $040. Training of teachers: O. H. Greist, Wabash. Mabel Yenne, Ph.D., DePauw. Enrollment in high school .SO Total enrollment in grades and high school 288 Number of girls graduated last year (1908) 1 Number of boys graduated last year (1903) 1 Number in this class that went to college Number of graduates since school was organized 35 Number of these who have attended college 15 SHERIDAN HIGH SCHOOL. Abraham Bowers, Superintendent. Organized, 1887. Commissioned, first 1897; last, 1902. Superintendents, with dates of service: T. L. Harris 1887-1888 C. A. Peterson 1888-1892 David Wells 1892-1895 M. H. Stuart 1895-18t)9 C. L. Mendenhall 1899-1903 Abraham Bowers 1903-1904 Principals and assistants: W. B. Shoemaker, principal "4iigh school. Jesse L. Harvey, principal First Ward grade schools. Miss Daisy Tipton, principal Second Ward grade schools. High school teachers and subleets they teach: Abraham Bowers, superintendent, Gennaii A and B, Crcsur. EDUCATION IN INDIANA. 433 W. B. Shoemaker, English Histoiy, Algebra, Geometry, Phj^sics, Sociology. W. H. Hill, Latin, Physiography, English, Bookkeeping. Miss Katherine Hoffman, English, Cicero, Algebra. George W. Scott, Civil Government, Advanced Arithmetic, Ancient History. T. S. Harris, Lecturer in American History. Average yearly salary of high school teachers, including superintendent, $527.45. Training of teachers: Abraham BoAvers, superintendent, University of Chicago, 5 years. W. B. Shoemaker, A.B., principal high school, Indiana University. W. H. Hill, graduate Indiana State Normal. George W. Scott, various normals, course incomplete. T. L. Harris, A.B., Harvard University, University of Indiana. Miss Katherine Hoffman, Sheridan High School. Enrollment in high school 141 Total enrollment in ^-ades and high school 675 Number of girls graduated last year (1J>U3) 2 Number of boys graduated last year (11)03) (3 Number in this class that went to college . Number of graduates since school was organized 110 Numl)er of these Avho have attended college 43 Sheridan High School. £8— Education. 434 EDUCATION IN INDIANA, SOUTH BE'ND HIGH SCHOOL. Calvin Moon, Superintendent. Organized, 1807. Commissioned, 1888. Superintendents, witli dates of service: Daniel Eyre 1867-1869 L. E. Denslow 1869-1870 W. K. Kidd 1870-1871 David A. Ewing 1871-1876 Alfred Kummer 1876-1879 James DuSliaue 1879-1891 Calvin Moon 1891-1894 Principals: Daniel Eyre 1867-1869 L. E. Denslow 1869-1870 W. K. Kidd 1870-1871 Benjamin Wilcox 1871-1875 James DuShane 1875-1878 Alfred Kummer 1878-1879 Charles H. Bartlett 1879-1890 Eugene F. Lolir 1890-1893 Stuart MacKibben 1893-1895 Mary L. Hinsdale 1895-1897 John M. Culver 1897-1898 Dumont Lotz 1898-1901 Chas. H. Bartlett. . ; 1901-1904 High school teachers and sub eots they teach: Chas. H. Bartlett, principal (does not hear any recitations). Esse B. Dakin, Mathematics. Calvin O. Davis, History. Thekla Sack, German. Katherine Campbell, Latin. Lilian Brownfield, English, Ernest I. Kizer, Chemistry and Physics. Clara Cunningham, Botany and Physical Geography. Miriam Dunbar, Assistant in English and Mathematics. Elisha M. Hartman, Assistant in Latin and History. Ethel Montgomery, Assistant in Science. Dora I. Keller, Assistant in English. O. Odell Whitenack, Assistant in Mathematics. Mae Miller, Assistant in English and History. Average yearly salary of high school teachers, including superintendent, $1,018.81. Training of teachers: Calvin Moon, superintendent, 3 years' course V. M. and F. College, Valparaiso College. Chas. H. Bartlett, principal, A.B. and M.A., Wabash College, 4 years at Wabash. Esse Bissell Dakin, B.S.. Cornell University, 4 years. EDUCATION IN INDIANA. 435 Calvin Olin Davis, A.B., University of Micliigan, 4 years, and has done two-thirds of required work for M.A. degree. Lilian Brownfield, 4 years at DePauw, 2 years correspondence work at Chicago University. Will take M.A. this spring (1904) at Ohio Wesleyan. Miriam Dunbar, B.S. (in Biology), Michigan University, 4 years; 1 term at summer school. University of Chicago. Katherine Campbell, A.B., Michigan University, 3 years. Dora I. Keller, A.B. and M.A., Uunlversity of Michigan, 5 years. Ernest I. Keller, B.S. (general science), 3 years at Purdue. Ethel Montgomery, B.S. and M.S., Purdue University, 3 years' resi- dent work. Clara Cunningham, B.S. and M.S., Purdue University, 5 years. E. M. Hartman, M.L., University of Michigan, 5 years. O. O. Whitenack, A.B., Indiana University, 1897, 2 years post-gradu- ate work. Mrs. W. E. Miller, 3 years in University of Chicago.; A.M. degree in resident work, but never wrote the thesis. South Bend High School. Enrollment in high school 413 Total enrollment in grades and high school 5,409 Number of girls graduated last year 29 Number of boys graduated last year (1903) 11 Number in this class that went to college 14 Number of graduates since school was organized 525 Number of these who have attended college, ....,,...,,,..,,,,, 121 436 EDUCATION IN INDIANA. I SOUTH WHITLEY HIGH S(;H00L. J. W. Coleberd, Siiijeriiiteiideut. Organized, 188(J. Commissioned, 1891). Superintendents, with dates of service: G. M. Naber 1884-1887 L. H. Price 1887-1889 J. E. Merriman 1889-1891 G. H. Tapy 1891-1899 0. II. Bowman 1899-1903 J. W. Coleberd 1903-1994 Principals: Adele Bond 1895-189(> 1. T. Metz 1890-1897 Mrs. Bessie Perry 1897-1900 H. B. Church 1900-1903 E. K. Chapman '. 1903-1904 Assistants: Mrs. G. H. Tapy 1894-1895 Alice Whitman. . 1890-1897 C. K Weybriglit 1897-190:; Mary C. Strickler 1903-1904 High school teachers and subjects they teach: Miss Mary C. Striclvler, English and History. E. K. Chapman, Mathematics and Science. J. W. Coleberd. Latin. Average yearly salary of high school teachers, including superintendent, $572.80. Training of teachers: Miss Mary C. Strickler, Pli.B., Northwestern University. E. K. Chapman, A.B., Oberlin. J. W. Coleberd, Ph.B., Wooster. Enrollment in high school 95 Total enrollment in grades and high school 257 Number of girls graduated last year (1903) 5 Number of boys graduated last year (1903) 7 Number in this class that went to college Number of graduates since school was organized Ill Number of these who have attended college 28 SPENCER HIGH SCHOOL. A. L. Whitmer, Superintendent, Organized. 1872. Commissioned. 1884. ^Superintendents, with dates of-^ervice: W. B. Wilson , . , ..:■... 1871-1874 Mrs. Celia Hunt. ..,..,, 1874-1881 S. E". Harwood. 1881-1887 Frank E. Anderson , 1887-1888 Harvey Lautz ,..,,,.,..... ,,,....,, 1888-1891 EDUCATION IN INDIANA. 43" 438 EDUCATION IN INDIANA. Renos Richards 1891-1897 Fred L. Pocliin 1897 1900 A. L. Wliitmer 1900-1904 Principals and assistants: Mrs. Celia Hunt. Lora Sarchet. Nancy White. Lou Abraham. L. Brown. Robt. Spear. R. J. Aley. Martha Ridpath. Eva Tarr. Chas. W. Egnor. Helen Cunningham. Chas. Zaring. Ed. Oden. Alice Milligan. Cora Spears. Milton Gautz. Frank Hughes. W. I. Early. Jacob Kinney. C. D. Mead. Assistant principals of high school: Hattie Elliott. O. P. Robinson. C. D. Mead. Harry A. Miller. Florence L. Richards. High school teachers and subjects they teach: Florence Richards, Science and Mathematics. C. D. Mead, Literature and History. A. L. Whitmer, History and Latin. Average yearly salary of high school teachers, including superintendent, $690. Training of teachers: Florence Richards, Ph.B., Northwestern University. C. D. Mead, principal, Pii.B., DePauw University. A. L. Whitmer, A.M., Indiana University. Enrollment in high school 93 Total enrollment in grades and high school 468 Number of girls graduated last year (1903) 2 Number of boys graduated last year (1903) 11 Number in this class that wen<.to college 5 Number of graduates since school was organized 221 Number of these who have attended college 97 EDUCATION IN INDIANA. 439 SUMMITVILLE HIGH SCHOOL. A. C. Woolley, Superintendent. Organized 1894. Commissioned, 1898. Superintendents, with dates of service: Orin B. Walker 1894-1897 Thomas Smith 1897-1900 A. C. Woolley 1900-1904 Principals and assistants: Wm. H. Traster 189G-1897 A. C. Woolley 1897-1900 C. E. Greene 1900-1904 High school teachers and subjects they teach: A. C. Woolley, Algebra, Geometry, Arithmetic, Bookkeeping. C. E. Greene, Latin, Physics, Chemistry, Ancient History. Katherine Griffin. German, English, English and United States His- tory. Average yearly salary of high school teachers, including superintendent, $616.66%. Training of teachers: A. C. Woolley, A.B., from Indiana University, 1897; also graduate Indiana State Normal School, 1893. C. E. Greene, graduate Indiana State Normal School, 1897; also stu- dent Indiana University 1 term. Katherine Griffin, A. B., Butler College, 1903; also student Chicago University, half year. 440 EDUCATION IN INDIANA. K'niollmont in high scliool 42 Total enrollment in grades and high school 332 Number of girls graduated last year (1!)03) 4 Number of boys graduated last year (iua3) 2 Number in this class that went to college 1 Number of graduates since school was organized 30 Number of these who have attended college 10 SULLIVAN HIGH SCHOOL. W. C. McCollongh. Superintendent. Organized, . Commissioned, 1S02. Superintendents, with dates of service: W. II. Nesbit 1880-181)1 S. E. Raines 1801-1895 W. T. Reid 1805-189(5 W. C. McCollough ." 189G-1904 Principals and assistants: A. G. McHab 1804-1807 .T. W. Walker 1897-1898 Ira H. Larr 1898-1899 F. M. Trice 1899-1904 High school teachers and subjects they teach: F. M. Price, principal, Botany, Physics, Pliysical Geogi'aidiy. Laura E, Irwin, History, Latin. Adah Shafer, English, German. A. L. Ratclift", Mathematics. Average yearly salary of high school teachers, including superintendent, .$753. Training of teachers: W. C. McCollough, A.M., University of Michigan. F. M. Price, A.B., Indiana University. Laura E. Irwin, A.B., Indiana University. A. L. Ratcliff, A.B., Union Christian College. Adali Shafer, Ph.B., DePauw University. P^nrollment in high school 90 Total enrollment in grades and high school 800 Number of girls graduated last year (1903) 8 Number of boys graduated last year (1903) Number in this class that went to college Number of graduates since school Avas organized 300 Number of these who have attended college 40 EDUCATION IN INDIANA, 441 SwAYZEE High School. 442 EDUCATION IN INDIANA. SWAYZEE HIGH SCHOOL. Elmer E. Petty, Superintendent. Organized, September, 1898. Commissioned, September, 1902. Superintendents, with dates of service: O. D. Clawson 1898-1901 G. S. Stubbs 1901-1903 E. E. Petty 1903-1904 Principals and assistants: E. E. Heeter, principal. T. B. Loer, assistant. High school teachers and subjects they teach: E. E. Petty, History, Botany, Physical Geography and Literature. W. E. Ranch, Music. E. E. Heeter, Mathematics, Latin, Chemistry, Physics. T. B. Loer, Rhetoric. Average yearly salary of high school teachers, including superintendent, $566. Training of teachers: Superintendent Elmer E. Petty, graduate Indiana State Normal School and Indiana State University. E. E. Heeter, undergraduate Chicago University. Enrollment in high school 42 Total enrollment in grades and high school 250 Number of girls graduated last year (li>03) 1 Number of boys graduated last year (1903) 1 Number in this class that went to college Number of graduates since school was organized 4 Number of these who have attended college 1 TERRE HAUTE HIGH SCHOOL. Wm. H. Wiley, Stiperintendent. Organized, 1863. Commissioned, 1873. Superintendents, Avith date of service: Wm. M. Ross 1853-1854 James H. Moore 1860-1862 Joseph W. Snow 1862-1863 » John M. Olcott 1863-1869 W^m. H. Wiley 1869-1904 Principals and assistants: Wm. H. Crosier. Wm. H. Wiley. Wm. H. Valentine. Lizzie P. Byers. Howard Sandison. W. W. Byers. Albert L. Wyeth. Charles S. Meek. Wm. A, Lake, EDUCATION IN INDIANA. 4:4:3' 444 EDUCATION IN INDIANA. High school teachers and subjects they teach: W. A. Lake, principal, Latin. Lydia Whitaker, Assistant Latin. Jessie Keith, Greek and Assistant Latin. Mary Stimson, Assistant Latin. B. A. Ogdon, English. Marietta Grover, Vice-Principal and Assistant English. Alice C. Graff, Assistant English. Blanche Freeman, Assistant English. Louise Peters, Assistant English. J. C. Piety, History. Louise Barbour, Assistant Plistory. Elisabeth Messmore, Assistant History. Rebecca Torner, German. Tillie T. Nehf, Assistant German. Anna B. Hoffman,- Assistant German. C. J. Waits, Mathematics. Sarah Scott, Assistant Mathematics. Katherine Walsh, Assistant Mathematics. Ida B. Ensey, Assistant Mathematics. F. H. Stevens, Assistant Mathematics. J. T. Scovell, Science. Lucy Youse, Assistant Science. W. H. Kessel, Assistant Science. T. H. Grosjean, Chemistry. Average yearly salary of high school teachers, including superintendent, $844.40. Training of teachers. All have been trained in the high school. Seventeen are graduates of the Indiana State Normal School. Nine are graduates of colleges and universities. Enrollment in high school 069 Total enrollment in grades and high school 7,517 Number of girls graduated last year (1903) 52 Number of boys graduated last year (1903) 23 Number in this class that went to college 51 Number of graduates since school was organized 1,312 Number of these who have attended college THORNTOWN HIGH SCHOOL. T. C. Kennedy, Superintendent. Organized, 1868. Commissioned, 1890. Superintendents, with dates of service: A. E. Malsbary ^.^ 1890-1898 L. B. O'Dell r 1898-1902 T. C. Kennedy 1802-1904 Principals and assistants: R. B. Duff. Carrie M. Little. O. Claude Kinnick. EDUCATION IN INDIANA. 445 High school teachers and subjects they teach: K. B. Duff, Latin, History. Carrie M. Little, German, Botany, English. O. Claude Kinnick, Mathematics, Physics. T. C. Kennedy, Mediaeval and Modern History, Senior English. Average yearly salary of high school teachers, including superintendent, $(520. Thorntown High School. Training of teachers: R. B. Duff, A.B., Indiana Universitj-. Carrie M. Little, A.B., DePauw University. O. Claude Kinnick, State Normal. T. C. Kennedy, State Normal, undergraduate Indiana University, two terms; graduate of Commercial Department Northern Indiana Normal School and Business Institute. Enrollment in high school 73 Total enrollment in grades and high school 423 Number of girls graduated last year (1903) 5 Number of boys graduated last year (1903) o Number In this class that went to college 6 Number of graduates since school was organized 154 Number of these who have attended college 40 446 EDUCATION IN INDIANA. TIPTON HIGH SCHOOL. I. L. Conner, Superintendent. Organized, 1873. Commissioned, 1885. Superintendents, with dates of service: H. L. Rust 1872-1873 J. C. Gregg 1873-1876 A. B. Thrusher 1876-1877 .J. W. Stuart 1877-1881 A. F. Armstrong 1881-1882 W. H. Clemmens 1882-1883 A. D. Mo'ffett 1884-1885 .C. E. Sutton 1885-1886 m. F. Rielvoff 1886-1890 IE. Jk. Remy 1890-1895 C. ©.. Higby 1895-1896 F. U l(ones 18mM899 J. A. Hill 1899-1900 I. L. Conner 1900-1904 Principals and assistants: 0. C. Flanagan. J. M. Ashley. John A. Hill. F. C. Whitcomb. 1. L. Conner. E. K Hostetler. Teachers and subjects they teach: E, K Hostetler, Mathematics. Blanche Kummer, English. • Eleanor Tonn, Latin and Modern History. J. H. Stuckrath, German, Ancient History and Science. I. L. Conner, Science. Average yearly salary of high school teachers, including superintendent, $753. Training of teachers: Eleanor Tonn, graduate DePauw University. Blanche Kummer, graduate Leland Stanford Jr. University. J. H. Stuckrath, graduate Iowa Normal College. E. E. Hostetler, graduate Otterbein University. I. L. Conner, graduate Purdue University. Flora Wharton, graduate Indiana State Normal School. Enrollment in high school 110 Total enrollment in grades and high school 750 Number of girls graduated last-year (1903) . ; 4 Number of boys graduated last year (1903) 8 Number in tliis class that went to college 4 Number of graduates since school was organized 192 Number of these who have attended college 60 EDUCATION IN INDIANA. 44Y UNION CITY HIGH SCHOOL. L. N. Hines, Superintendent. Organized, 1870. Commissioned, 1872. Superintendents, with dntes of service: F. A. Meade. 1880-1882 Fred Truedly 1882-1888 J. R. Hart 1888-1893 Susan Patterson 1893-1895 H. W. Bowers 1895-1901 L. N. Hines 1901-1904 Principals and assistants: Fred Truedly. Mrs. F. A. Meade. H. W. Bowers. Nellie Deem. Ethelbert Woodburn. James H. Gray. Teachers and subjects they teach: James H. Gray, Mathematics and History. Troy Smith, Science, History and Literature. Frank Trafzer, Latin and English. L. N. Hines, Rhetoric. 448 EDUCATION IN INDIANA. Avei*ag:e yearly salary of high school teachers, including superintendent, $800. Training- of teachers: L. N. Hines, graduate Indiana University, post-graduate student Cor- nell University. James H. Gray, graduate of Indiana State Normal. Troy Smith, graduate of Indiana University. Frank Trafzer, graduate of Ridgeville college, holds a State life license. Enrollment in high school 85 Total enrollment in grades and high school 526 Number of girls graduated last year (ltX>3) 10 Number of boys graduated last year (1!>03) 2 . Number in this class that went to college Number of graduates since school Avas organized 249 Number of these who have attended college 50 UPLAND HIGH SCHOOL. W. W. Holliday, Superintendent. Organized, 1877. Commissioned, 1901. Superintendents, with dates of service: A. B. Thompson. . 1807-1808 E. A. Clawson 1808-1 TMXJ W. W. Holiday 1900-1904 Principals and assistants: C. C. Whiteman, principal. Daisy Kline, assistant. High school teachers and subjects they teach: C. C. Whiteman, Algebra, Geometrj^ Phj'sical Geography, Botany, English and History. Daisy Kline, Latin, Literature, Rhetoric, General History. W. W. Holiday, Chemistry, Physics. Trigonometry. Average yearly salary of high school teachers, including superintendent, $58G.6(>. Training of teachers: W. W. Holiday, 4 years in common schools. 7 years in superintend- ing and teaching in high schools, normal work at Northern Indi- ana Normal School. C. C. Whiteman, (\ years in common schools, 4 years as principal of high school, normal work at Northern Indiana Normal School. Daisy Kline, 4 years in common school, three years as high school teacher, normal work at Taylor University. Enrollment in high school 54 Total enrollment in grades and high school 422 Number of girls gi-aduated last year (1903) 5 Number of boys graduated last year (1903) Number in this class that Avent to college 2 Number of graduates since school was organized 27 Number of these who have attended college 10 EDUCATION IN INDIANA. 449 29— Education. 450 EDUCATION IN INDIANA. VALPARAISO HIGH SCHOOL. A. A. Hughart, Superintendent. Organized, 1870. Commissioned, . Superintendents, with dates of service: W. H. Banta 1870-1893 C. H. Wood 1893-1902 A. A. Hughart 1902-1904 Principals and assistants: Jas. MacFetrich. Susie Skinner Campbell. Nona MacQuilkin. Rebecca BartholomeAv. Martha Furness. High school teachers and subjects ihey teacli: Mabel Benney, Latin. Eugene Skinkle, JNIathematics. E. S. Miller, Science. Nona MacQuilkin, English. Minnie Mclntyre, Assistant English. Average yearly salary of high school teachers, including superintendent, $820. Training of teachers: Nona McQuilkin, undergraduate Chicago University. Mabel Benney, Ph.D., Chicago University. Eugene Skinkle, . E. S. Miller, A.M., Indiana University. Minnie Mclntyre, undergraduate 6f Chicago University. Enrollment in high school 133 Total enrollment in grades and high school 927 Number of girls graduated last year (1903) 7 Number of boys graduated last year (1903) 5 Number in this class that went to college 4 Number of graduates since school was organized 378 Number of these who have attended college 4 VEEDE'RSBURG HIGH SCHOOL. W. C. Brandenburg. Superintendent. Organized, 1899. Commissioned, 1901. Superintendents, with dates of service: W. E. Carson 1888-1899 W. C. Brandenburg 1899-1894 Principals and assistants: L. M. Barker, principal. O. E, McDowell, first assistant. Loyola MacComas, second assistant. Daily Summerman, principal grades. EDUCATION IN INDIANA. 451 High school teachers and subjects they teach: L. M. Barker, English and Botany. O. E. McDowell, Mathematics, Physics and Zoology. Loyola MacComas, Latin and American History. W. C. Brandenburg, History. Average yearly salary of high school teachers, including superintendent, $729. Training of teachers: W. C. Brandenburg, B.S., from Westfield College, Westfield, 111.; spent 4 years in work. L. M. Barker, undergraduate in Indiana University; spent 3% years in work. O. E'. McDowell, undergraduate in Butler University. Loj'ola MacComas, undergraduate in Indiana University. Enrollment in high school 60 Total enrollment in grades and high school 371 Number of girls graduated last year (1903) 9 Number of boys graduated last year (1903) 6 Number in this class that went to college 7 Number of graduates since school was organized 37 Number of these w^ho have attended college 15 VE'VAY HIGH SCHOOL. Ernest Danglade, Superintendent. Organized, 1863. Commissioned, 1902. Superintendents, with dates of service: W. O. Wyant 1863-1865 John P. Rous 1865-1866 Hamilton S'. McRae 1866-1867 R. F. Brewington 1867-1871 M. A. Barnett 1871-1872 A. O. Reubelt 1872-1873 P. T. Hartford 1873-1881 T. G. Alford 1881-1884 A. Hildebrand 1884-1886 Wm. R. J. Stratford 1887-1891 A. L. Trafelet 1891-1900 Ernest Danglade 1900-1904 Principals and assistants: Julia L. Knox. Grace Stepleton. Hannah Waldenmaier. High school teachers and subjects they teach: Julia L. Knox, Literature. Grace Stepleton, History. Hannah Waldenmaier, German. Average yearly salary of high school teachers, including superintendent, $546.66%. 452 EDVCATION IN INDIANA. Training of teachers: Ernest Danglade, B.S., Buchtel College. Julia L. Knox, nmlergradiiate Indiana University. Grace Stepleton, undergraduate Indiana University. Enrollment in liigli school . 70 Total enrollment in grades and high school 330 Number of girls graduated last year (1903) 7 Number of boys graduated last year (1903) 5 Number in this class that went to college 4 Number of graduates since school was organized 392 Number of these who have attended college 65 VINCENNES HIGH SCHOOL. A. E. Humke, Superintendent. Organized, 1871. Commissioned, — . Superintendents, with dates of service: A. W. Jones 1871-1873 T. J. Charleton 1873-1880 R. A. Townsend 1880-1882 Edward Taylor 1882-1891 Albert Edward Ilumlve 1891-1904 Principals and assistants: R. A. Townsend. Annabel Fleming McClure, Philmer Day. A. C. Yoder. O. P Foreman. C. E. Morris. High school teachers and subjects they teach: C. E. Morris, English. O. F. Fidlar, Science. Eflie A. Patee, German. Edith Ravenscroft, Latin. J. C. Stratton, Mathematics. Cora A. Snyder, History. Katherine Foley, common school branches. Albert Price, assistant in Science. Rosa Rush, assistant in English. Average yearly salary of high school teachers, including superintendent, $750. Training of teachers: C. E. Morris, graduate of Indiana State Normal School and Indiana University. O. F. Fidlar, graduate of IiKliana State Normal School. Albert Price, graduate of Indiana State Normal School. Rosa Rush, graduate of Indiana State Normal School. Effie A. Patee, graduate of DePauw University. Edith Ravenscroft, graduate of DePauw University. EDUCATION IN INDIANA. 453 J. C. Stratton, graduate of Indiana University. Cora A. Snyder, graduate of Indiana University. Katlierine Foley, graduate of Ferris Institute. Enrollment in high school 220 Total enrollment in grades and high school 2,086 Number of girls graduated last year (1D03) 17 Number of boys graduated last year (1903) 6 Number in this class that went to college 3 Number of graduates since school was organized 328 Number of these who have attended college 7o Vi.NCENNES High School. 454 EDUCATION IN INDIANA. WABASH HIGH SCHOOL. Adelaide S. Baylor, Superintendent. Organized. 1869. Commissioned, 1885. Superintendents, with dales of service: Pleasant Bond 1869-1871 J. J. Mills 1871-1873 I. F. Mills Spring term of 1873 D. W. Thomas 1873-1886 M. W. Harrison 1886-1903 Adelaide S. Baylor 1903-1904 Principals and assistants: Principals— J. J. Mills. I. F. Mills. Levi Beers. Mary Byrd. Miss Willets. Lizzie Horney. A. M. Huycke. Adelaide S. Baylor. Cyrus W. Knouff. Assistants- Adelaide Baylor. Anna Ruell, Aymez Pettit. Grace McHenry. Emma Bain. Bettine Amoss. Ella Maybach. Minnie Flinn. Walter Bent. Olive Poucher. Jane Pettit. George Hoke. Olive Beroth. Alice Robson. Miss Heine. T. A. Hanson. Hazel Harter. Clara Haas. Florence Ross. Alice Carey. Anna Carey. Walter Greeson. Jessie Thompson. Estella Moore. Herman Fischer. Beatrice Haskins. Emma Bcarnette. EDUCATION IN INDIANA. 455 Mary Sullivan. Edna Munson. Maud Antllon3^ High school teachers and subjects they teach: Cyrus W. Knouff, History. Estella Moore, History. Walter Greeson, Physics and Chemistry. Edna Munson, German. Emma Barnette, Latin. Herman Fischer, Matliematics. Maud Anthony, Biology. Alice Carey, English. Beatrice Haskins, English. Mary Sullivan, Commercial Department. Minnie Laver, Free Hand and Mechanical Drawing. Cora Small, Music. Wabash High School.. 456 TWUCATIOX IX iX DIANA. Average yearly salary of high school teachers, including superintendent, $744.55. Training of teachers: Cyrus W. Knouff, A. B., Lake Forest. E'stella Moore, undergraduate University of Chicago. Waiter Greeson, B. S., Purdue University. 'Edna Munson, A. B., Oxford, Ohio. Maud Anthony, M. A., Lake Forest. Mary Sullivan, undergraduate Business Colleges of Detroit and In- dianapolis. Beatrice Ilaskins, A. B., University of Michigan. Alice Carey, A. B., Oberlin. Emma Barnette, A. B., Otterbein. Herman Fischer, A. B., Wheaton. Minnie Laver, graduate of Art Institute, Chicago. Cora Small, undergraduate, Oxford, Ohio. Has studied in several schools of music. Enrollment in high school 310 Total enrollment in grades and high school 2,fN)5 Number of girls graduated last year (1903) 32 Number of boys graduated last year (1903) 10 Number in this class who went to college . 7 Number of graduates since school was organized 531 Number of these who have attended college 135 EDUCATION IN INDIANA. tsr 458 EDUCATION IN INDIANA. WALKERTON HIGH SCHOOL. A. E. Clawson, Superintendent. Org:anized, 1884. Commissioned, 1901. Superintendents, with dates of service: I. C. Hamilton 1901-1902 A. E. Clawson 1903-1904 Principals and assistants: J. A. Jones. A. E. Rowell. A. H. Barber. John Bear. S. C. Urey. A. E. Jones. William Clem. J. W. Rittenger. B. S. Steele. A. S. Whitmer. E'lmer McKessen. O. V. Wolfe. High school teachers and subjects they teach: A. E. Clawson, Physics, Botany, Zoology, Algebra, Geometry, Trig- onometry. O. V. Wolfe, Rhetoric and Composition, American and English Lit- erature, Ancient, Mediaeval and Modern History, Latin (beginning Caesar), Cicero, Virgil. Average yearly salary of high school teachers, including superintendent, $520. Training of teachers: A. E. Clawson, A. B., from Indiana University. O. V. Wolfe, undergraduate of Valparaiso College, five terms. Kate Togarty, graduate of home schools. Edna Vincent, graduate of home schools. Mrs. Lizzie Townsend, graduate of Plymouth High School: kinder- garten work in Chicago. Enrollment in high school 33 Total enrollment in grades and high school 240 Number of girls graduated last year (1903) 3 Number of boys graduated last year (1903) 5 Number in this class that went to college None Number of graduates since school was organized 00 Number of these who have attended college 15 EDUCATION IN INDIANA, 459 WASHINGTON HIGH SCHOOL. W. F. Axtell, Superintendent. Organized, 1876. Commissioned, 1898. Superintendents, witli dates of service: Mr. Cole ■ — D. E. Hunter 1876-1885 W. F. Hoffman 1885-1894 W. F. Axtell 1894-1904 Principals and assistants: A. O. Fulkerson. Jos. L. Wallace. C. F. Maxwell. High school teachers and subjects they teach: Hamlet Allen, Geometry. H. R. Gers, Chemistry and German. H. C. Wads worth. Biology. Sue H. Reece, Latin. J. M. Vance, English. C. G. Liebhardt, Algebra and History. J. M. Black, Music. Average yearly salary of high school teachers, including superintendent, $862.50. Training of teachers: W. F. Axtell, A. B., Indiana University; student Chicago University. H. Allen, undergraduate of Franklin College. H. Wadsworth, B. S., Indiana University. H. R. Gers, B. S., Indiana University. J. M. Vance, undergraduate Indiana University. C. G. Liebhardt, undergraduate Indiana University. Sue H. Reece, A.B., Indiana University. J. M. Black, Music. Enrollment in high school 162 Total enrollment in grades and high school 1,600 Number of girls graduated last year (1903) 15 Number of boys graduated last year (1903) 9 Number in this class that went to college 3 Number of graduates since school was organized 300 Number of these who have attended college 75 WATERLOO HIGH SCHOOL. W. S, Almond, Superintendent. Organized, 1865. Commissioned, 1887. Superintendents: M. M. Harrison. L. B. Griffin. H. H. Keep. M. D. Smith. 460 EDUCATION IN INDIANA. Principals and assistants: H. M. Coe. Mr. Ringwalt. M. B. Smitli. Mary L. Lepper. High school teachers and subjects they teach: Mary L. T>epper, Mathematics, Latin, Booklveeping, English. W. S. Almond, Science, History, Civics, English. Average yearly salary of high school teachers, including superintendent, $750. Training of teachers: Two, normal school; one, Butler; one, Mrs. Blaker's kindergarten; one, Ann Arbor; one, high school. Enrollment in high school 42 Total enrollment in grades and liigh school 275 Number of girls graduated last year (ir)03) 2 Number of boys graduated last year (11K)3) 3 Number in this class that went to college None Number of graduates since school was organized No record Number of these who have attended college .No data WAVELAND HIGH SCHOOL. Rupert Simpkins, Superintendent. Organized, 1881. Commissioned, llKll. Superintendents, with dates of service: George L. Guy. Marcus A. Moffitt. W. V. Mangrum ' 1900-1903 Rupert Simpkins 1903-1904 Principals and assistants: Monta Anderson. Bertha M. Switzer. Rose Cunningham. High school teachers and subjects they teach: Rupert Simpkins, History, Mathematics and Physics. Monta Anderson, Latin, English and Music. Rose Cunningham, IMiysiology, Geography, Commercial Geography, Algebra, Composition and Literature. Average yearly salary of high school teachers, including superintendent, $533. Training of teachers: Rupert Simpkins, A. B., M. A., LL. B., Indiana University. Monta Anderson, graduate State Normal. Rose Cunningham, graduate State Normal. Enrollment in high school V. 61 Total enrollment in grades and high school 246 Number of girls graduated last year (1903) 8 Number of boys graduated last year (1903) 5 Number of each in this class that went to college 1 Number of graduates since school was organized 82 Number of these who have attended college 16 EDUCATION IN INDIANA. 461 WKST LAFAYETTE HIGH SCHOOL. E. W. Lawrence, Siiperiutendent. Organized, 1895. Commissioned, 1895. Superintendents, witli dates of service: Horace Ellis 1895-1900 E. W. Lawrence 1900-1904 High school teachers and subjects they teach: F. E. Trucksess, Science and German, Alfred A. May, Latin and German. Daphne Kieffer, History and Literature. Flora Roberts, Mathematics and English. Average yearly salary of high school teachers, including superintendent, $683. West La Fayette High School. Training of teachers: F. E. Trucksess, A. B., from Purdue University. Daphne Kieffer. student in Purdue University. Flora Roberts, A. B., Purdue University. Alfred A. May, A. B., from Wooster, Ohio. Enrollment in high school 126 Total enrollment in grades and high school 529 Number of girls graduated last year (1903) 9 Number of boys graduated last year (1903) 8 Number in this class that went to college 12 Number of graduates since school was organized ^ 115 Number of these who have attended college 45% 462 EDUCATION IN INDIANA. WESTFIELD HIGH SCHOOL. ' W. A. Jessup, Superintendent. Organized, . Commissioned, 1898. Superintendents: W. C. Day, tliree years. W. A. Jessup, four years. Principals and assistants: Gail White. Lara V. Hanna. ; , Laura Laughman. Jessie Smitli. High school teachers and subjects they teach: H. Kenyon, History and Geography. W. P. Black, Science. Jessie Smith, Latin and English. W. A. Jessup, Mathematics. Average yearly salary of high school teachers, including superintendent. $593.75 Training of teachers: W. A. Jessup, A. B., Earlham College. Jessie Smith, A. B., Indiana University. W. P. Black, A. B., Wabash College. H. Kenyon, graduate academy. Enrollment in high school 80 Total enrollment in grades and high school 300 Number of girls graduated last year (1903) 4 Number of boys graduated last year (1903) 5 Number in this class that went to college 1 Number of graduates since school Avas organized 60 Number of these who have attended college 23 WHITING HIGH SCHOOL. Robert L. Hughes, Superintendent. Organized, 1898. Commissioned, 1902. Superintendents, with dates of service: J. M. Wood 1898-1899 Mrs. F. B. Hornman 1899-1900 Robert L. Hughes 1900-1904 Principals and assistants: Eugene Gates. R. L. Hughes. John C. Hall. High school teachers and subjects they teach: John C. Hall, Science and Mathematics. Mary Stoerlein, Latin and English. Edith Faucher, German, Edith Glasfelter,'Commercial Branches, and History. Mabel F. Doty, Music and Drawing. J. C. Jones, Manual Training. EDUCATION IN INDIANA. 463 Average yearly salary of high school teachers, including superintendent, $942.85. Training of teachers: Robert L. Hughes, A. B., A. M., University of Chicago. John C. Hall, A. B., University of Illinois. Mary Stoerlein, A, li., Iowa College. Edith Faucher, A. B., Northwestern University. Edith Gladfleter, A. B., Washington University, and A. M., Univers- ity of Chicago. J. C. Jones, University of Illinois. Enrollment in high school 60 Total enrollment in grades and high school 625 Number of girls graduated last year (1903) 4 Number of boys graduated last year (1903) . 1 Number in this class that went to college 2 Number of graduates since school was organized 14 Number of these who have attended college 4 WINDFALL HIGH SCHOOL. John Owens, Superintendent. Organized, 1S90. Commissioned, 1900. Superintendents, with dates of service: Oscar H. Wilhams John Owens 1901-1904 Principals and assistants: Stella Shrader. Flora Guyer. Maude Bennett. High school teachers and subjects they teach: Maude Bennett, Latin, Mathematics and History. John Owens, Science and Literature. Average yearly salary of high school teachers, including superintendent. $480. Training of teachers: Flora Guyer, graduate of Franklin College. Stella Shrader, undergraduate State Normal School. Maude Bennett, undergraduate State University. Oscar Williams, graduate State Normal School. John Owens, graduate State Normal School and Franlvlin College: A. M., work at Franklin College. Enrollment in high school 50 Total enrollment in grades and high schorl 300 Number of girls graduated last year (1903) 2 Number of boys graduated last year (1903) 8 Number in this class that went to college 5 Number of graduates since school was organized 25 Number of these who have attended college 12 464 EDUCATION IN INDIANA. WILLIAMSPORT HIGH SCHOOL. r-^ S. C. Hanson, Superintendent. Oragnized, 1885. Commissioned, 1887. Superintendents, witli dates of service: S. C. Hanson 1885- Principals and assistants: Maude Stearns 1893-1894 E'dna Welmer, principal 1894-1897 Clias. G. Davis, principal 1897-1900 Edgar Webb, principal 19iM}-1904 Lydia Gemmer, assistant 1897-1899 Wni. Evans, assistant 1899-1901 Mrs. M. F. McCord, assistant 1901-1904 High school teachers and subjects they teach: S. C. Hanson, History, English, Botany, Physics, Physiograpliy, Bookkeeping. Edgar Webb, Latin, Ciesar, Cicero, Virgil, Plane and Solid Geom- etry and Civics. Mrs. M. P. McCord, first and second year 'English, first and second year Algebra, and a little work in eighth year. Average yearly salary of high school teachers, including superintendent, $640. Training of teachers: S. C. Hanson, completed teachers' course, two years, in Westfield College; B. S., M. S. and A. M. later from same institution; A. M. also from Lane University, Kansas; student in Miami Conserva- tory of Music; post graduate student in English, School Organiza- tion and Geology, University of Chicago, 1900. Edgar Webb, graduate Indiana State Normal School; also pursuing a course in Indiana University. Mrs. M. F. McCord, graduate Indiana State Normal School Enrollment in high school 43 Total enrollment in grades and high school 300 Number of girls graduated last year (1903) 4 Number of boys graduated last year (1903) 6 Number in this class that went to college 2 Number of graduates since school was organized 81 Number of these who have attended college 41 EDUCATION IN INDIANA. 465 WiLLIAMSPORT HiGH SCHOOL. 30— Education. 466 EDUCATION IN INDIANA. WINAMAC HIGH SCHOOL. W, H. Kelly, Superintendent. Organized, 1889. Commissioned, 1890. Superintendents, witli dates of service: A. T. Reid 1889-1893 J. O. Jones 1898-1895 C. W. Kimmell .1895-1897 A. T. Reid 1897-1901 W. H. Kelly 1JX)1-1904 Principals and assistants: E'mma Robinson. Katliryn Daggy. Carrie Mathews. Alfred Rober. J. E. Layton. R. G. Taylor. B. M. Hendricks. Albert Reep. Julia E. Marbrough. Edgar Packard. Lida M. Layton. Mary MacHatton. High school teachers and subjects they teach: W. H. Kelly, U. S. History, English and Bookkeeping. Albert Reep, jNIathematics and Physics. Edgar Packard, English and Botany. Mary MacHatton, Latin and General History. Average yearly salary of high school teachers, includin.r? superintonrlpiir, $650. Training of teachers: W. H. Kelly, A.B., Indiana University. Albert Reep, A. B., DePauw University. Edgar Packard, graduate Indiana State Normal School. Mary MacHatton, A. B., Indiana University. Enrollment in high school 89 Total enrollment in grades and high school 443 Number of girls graduated last year (1903) 4 Number of boys graduated last year (1903) 4 Number in this class that went to college 1 Number of graduates since school was organized 79 Number of these who have attended college 12 EDUCATION IN INDIANA. 467 WiNAMAC High School. WOLCOTT HIGH SCHOOL. E. B. Rizer, Superintendent. Organized, 1892. Commissioned, 1903. Superintendents, witli dates of service: Mae Romig 1892-1896 E. B. Rizer 1896-1904 Principals and assistants: Wert R. Neel, principal. Anna Ida Stultz, assistant. High school teachers and subjects they teach: E. B, Rizer, History, Geography and Physics. Wert R. Neel, Mathematics and Botany. Anna Ida Stultz, Latin and English. Average yearly salary of high school teachers, including superintendent, $720. Training of teachers: E. B. Rizer, undergraduate of Purdue and of Indiana Universities. Wert R. Neel, undergraduate of Indiana University. Anna Ida Stultz, graduate of Indiana University. 468 EDUCATION IN INDIANA. EDi'ollment in high school 56 Total enrollment in grades and high school 300 Number of girls graduated last year (1903) Number of boys graduated last year (1903) 2 Number in this class that Avent to college Number of graduates since school was organized 40 Number of these who have attended college 10 WINCHESTER HIGH SCHOOL. Oscar R. Balier, Superintendent. Organized, 1872. Commissioned, 1882. Superintendents, with dates of service: John Cooper 1870-1873 Lee Ault 1873-1877 E'. H. Buller 1877-1886 C. H. Wood 1886-1891 F. S. Caldwell .1891-1892 H. W. Bowers 1892-1895 Oscar R. Baker 1895-1904 Principals and assistants: L. El. Lamme. Lee Ault. E. H. Buller. C.H.Wood. J. W. Polly. H. W. Bowers. F. S. Caldwell. Oscar R. Baker. High school teachers and subjects they teach: Lee L. Driver, Mathematics and Science. • Clarence E. McKinney, Latin and German. Emma G. Engle, English and History. Oscar R. Baker, Civics and Chemistry. Average yearly salary of high school teachers, including superintendent, $815. Training of teachers: Lee L. Driver, normal and college work. C. E. McKinney, college work. Emma Engle, college work. Oscar R. Baker, normal and academy work. Enrollment in high school 100 Total enrollment in grades and high school 772 Number of girls graduated last year (1903) 8 Number of boys graduated last year (1903) 6 Number in this class that went to college 6 Number of graduates since school was organized 273 Number of these who have attended college 74 BmJCATJON IN INDIANA. 469 Winchester High School. WORTHINGTON HIGH SCHOOL. W. B. Van Gorder, Superintendent. Organized, 1870. Commissioned, . Superintendents, with dates of service: John C. Chaney 1879-1880 Arnokl Tompldns 1880-1883 D. M. Nelson 1883-1884 Bailey Martin 1884-1885 W. O. Warrick 1885-1888 Jennie J. Troop 1888-1890 J. V. Zartman 1890-1893 W. D. Kerlin ...... 1893-1896 Frances Benedict 1896-1899 W. B. Van Gorder 1899-1904 Principals and assistants: D. A. Little. Ellen L. Piel. 470 EDUCATION IN INDIANA. High school teachers and subjects they teach: D. A. Little, Latin and Algebra. Ellen L. Piel, assistant, History and English; Average yearly salary of high school teachers, including superintendent, $606. Training of teachers: D. A. Little, graduate of State Normal School. Ellen Piel, graduate of Ann Arbor University. W. B. Van Gorder, graduate of Taylor University; also undei'- graduate of Chicago University. Enrollment in high school 73 Total enrollment in grades and high school 415 Number of girls graduated last year (1903) 8 Number of boys graduated last year (1903) 2 Number in this class that went to college 2 Number of graduates since school was organized 196 Number of these who have attended college 46 ZIONSVILLE HIGH SCHOOL. H. F. Gallimore, Superintendent. Organized, 1885, Commissioned, 1902. Superintendents; with- dates of service: A. B. Jones 1885-1888 M. D. Avery 1888-1894 H. F. Gallimore 1894-1904 Principals and assistants: Flora A. Menninger. Edna Johnson. Susie M. Aldrich. High school teachers and subjects they teach: Susie M. Aldrich, English and German. N. K. Mills. Mathematics and History. H. F. Gallimore, Science and History. Average yearly salary of high school teachers, including superintendent, $680. Training of teachers: H. F. Gallimore. superintendent, Indiana State Normal School and undergraduate Indiana University. Susie M. Aldrich, Michigan State Normal School. Michigan Uni- versity. N. K. Mills, undergraduate Notre Dame and Indiana Universities. Enrollment in high school 52 Total enrollment in grades and high school 325 Number of girls graduated last f^av (1903) 1 Number of boys graduated last year (1903) 6 Number in this class who went to college 3 Number of graduates since school was organized 92 Number of these who have attended college 42 MWCATION IN INDiANA. 471 B. TOWNSHIP HIGH SCHOOLS. L GENERAL STATEMENT. The greatest activity in high school circles during the last few years has been in the townships. The new transfer law has promoted high schools, while the new high school law has improved them in quality. It is now required as a prerequisite that there shall be at least twenty-five common school graduates of school age residing in the township. This last law checked the organization of small high schools throughout the state inci- dent to the attempt to defeat the transfer law. In nearly every case new high schools are now organized only where the demands are strong and the conditions favorable. 2. THE TOWISTSHIP HIGH SCHOOL LAW. (1901, p. 514. Approved March 11, 1901; in force May, 1901.) The school trustees shall take charg^e of the educational affairs of their respective townships, towns and cities. They shall employ teachers, establish and locate conveniently a sulficient number of schools for the education of the children therein, and build, or otherwise provide, suit- able houses, furniture, apparatus and other articles and educational appliances necessary for the thorough organization and efficient manage- ment for said schools. Such school trustees may also establish and maintain in their respective corporations, as near the center of the town- ship as seems wise, at least one separate graded high school, to which shall be admitted all pupils who are sufficiently advanced: Provided, That the school trustees of two or more school corporations may estab- lish and maintain joint graded high school [s] in lieu of separate graded high schools, and when so done they jointly shall have the care, manage- ment and maintenance thereof: Provided further, That any trustee, instead of building a separate graded high school for his township, shall transfer the pupils of his township competent to enter a graded high school to another school corporation: Provided further. That all pay- ments of tuition, provided for under this act, heretofore made by school trustees for such high school privileges are hereby legalized: Provided further, That no such graded high school shall be so built unless there are at the time such house is built, at least twenty-five common school graduates of school age residing in the township. 472 EDUCATION IN INDIANA. 3. HTSTOEY. It is an interesting fact that before the middle of the nine- teenth century State Superintendent Mills had seen the real solu- tion of the problem of education in a democracy, and had named consolidation as the key. Out of this thought came the idea of centers of learning in districts, townships, and towns, with combinations possible in districts and townships, and finally with combinations possible between and among districts and townships. This made the township graded school possible, which in turn made possible and necessary the township high school. Super- intendent Mills, in his messages to the legislature in the forties, and afterward in his reports as state superintendent of public instruction goes over all the arguments for consolidation and centralization of district schools ; and, so far as I know, his argu- ments have never been improved or added to. It was through such men as Mills on the outside, and John I. Morrison, chairman of the educational committee in the constitutional convention, that education received recognition in the new constitution. With the new constitution and the law of 1852, the township became the political and the school unit of the state. This fact is of the largest significance in dealing with tlie Indiana school system, for Indiana was probably the first state to make the lownship ihe school unit. Since, it has been adopted by other states in the Union. The claims made for it and admitted need not be re- peated here. The new constitution gave state supervision, and the people shortly voted in favor of taxation for the maintenance of schools. The movement forward with the new constitution was interrupted by unfavorable decisions of the courts and by the com- ing of the civil war. In the early sixties from these causes the schools suffered and dropped to the lowest level. It was not until after the civil war that the revival came. The supreme court held that local levies for tuition and conxmon-school revenues were con- stitutional, thus making it possible for towns and townships to pro- vide for terms of school of respectable length. This really was the beginning of local, public high-school education. The law had also made it clear that it was the duty of township trustees to provide secondary schools for pupils who have completed the work in the grades. Out of all these influences, with the town- EDUCATION IN INDIANA. 473 ship as the unit and center of educational activity, the township high school came. It was an evolution and came naturally. Academies, seminaries, and other secondary schools gradually came under the control of the towns and townships, and there are few private or denominational preparatory schools left. The closing years of the last century witnessed a rapid development in township high schools. The township high school was usually located in a centrally situated town, but not always. There are many flourishing schools in rural communities, some of these bearing commissions from the state board of education. Some of these schools are located in small municipalities, and are organized jointly between town and township. Others, as hinted above, are joint township schools under the management of two or more townships. These schools are often the centers of really great learning, hav- ing, as they do, some of our strongest men and women as teachers. Bright young graduates of our normal schools, col- leges, and universities, ambitious to rise in the profession, come to these schools and attract to them the best young blood in the township. The result is apparent in increased educational inter- est in the community. The course of study is made to appeal to the interests of the many, and everything is done to make the time spent in school worth while. For the vast majority this is the finishing school, and it is made to mean as much as possible. And so it becomes a great educational center, and marks an epoch in the lives of many who are to take up their life-work in its shadow. It is not a preparatory school for college, though many of its graduates go to college. Its aim is to do the best thing it can for those who presumably will go no farther. Com- munity life determines our course of study, and the puplis are prepared for life's activities. In doing the best thing for the majority who do not enter college, we have found that we are doing the best thing for the minority who do go to college, and we have come to believe that such a course prepares for college best. In the smaller schools courses are articulated with courses in the large high schools, so that in many. cases where good work is done, and Avhere the teachers are known, one, two, or three years' work in small schools is accepted in full and given credit for credit in the larger high school. 4T4 EDUCATION IN INDIANA. In the matter of school architecture there has been great progress in the state. This is particularly true with regard to township buildings. Some of these high schools are housed in modern, well-equipped buildings that are models in every way. The Nineveh township high school in Johnson county has been in operation since 1872, and is probably the oldest school of its kind in the state. It was established by the abandonment of three district schools located near the village. The high school is in the center of the village, and is attended by all the pupils in the township prepared to do high-school work. I find an account of the work of this school in State Superintendent Geeting's report of 1898. Superintendent Geeting gave great impetus to this movement; indeed, his name and the growth of the township high schools are inseparable in Indiana. The fol- lowing account of the I^ineveh school is evidently from the pen of one who was familiar with the work of the school : It is one of the most potent factors in our community for good, and has unquestionably raised the standard of intelligence, of morality, of taste, and therefore, of life among the people. While a few in the township are opposed to higher education, the vast majority favor the school and would not do Avithout it. The school has many graduates now, some of them in higher institutions of learning, and some filling positions of trust in different parts of the country. Many have married and settled here in the township, and have an elevating influence upon the com- munity. The principal is also superintendent of the grades, and receives four dollars per day. We have two teachers doing high school work. The principal is a college graduate with a master's degree, and the as- sistant is a high school graduate, and has made other special preparation for her work. We have a four-year course, though the terms are only six to seven months. The character of the work done is equal to that done in any of the high schools or preparatory schools of the state, so far as we go. I firmly believe the work done by our pupils is far superior to that done in the larger towns, as there are fewer things here to take attention from the work. Our pupils range in age from fourteen to twenty-two, and spend an average of two hours a day upon each study. There are five graduates this year, two from town and three from the country. Two of these live about four miles distant, and their parents have conveyed them back and forth for four years. In this connection I would state that about half of our pupils live upon farms. No provision has been made by the trustees for conveyance, but this is not felt as being a hardship, as those living in the country have rigs or wheels of their own. In the first year there are ten pupils; in the second, three; in the third, four; and in the fourth, five. In Latin, besides the pre- liminary work and grammar, we read two books of Caesar and three of yirgil. In mathematics we complete Milne's Hi^h School Algebra an(i EDUCATION IN INDIANA. 475 Wentworth's Plane Geometry. We give two years to English literature, two years to general history, one year to geology, one year to physics, one year to rhetoric, one year to physical geography, and three months to civil government. As another example, the Straughn township high school, in Henry county, is typical of scores of schools over the state. What I write here is taken from a recent account sent to me of the work of this school : The township graded school, with a high school, was organized in October, 1893, in a three-room building, with tlu-ee teachers and one hundred five pupils, eighteen of whom constituted the freshman class of the high school. Eight of these freshmen had not completed the work in the common schools nor grades and as a consequence six of them dropped out the first year. Two married in the second year, and ten of the original eighteen finished the three-year course. Last year another room was added to the building, and there are now four teachers and one hundred and twenty pupils with a fourth year added to the high- school course. The school has graduated thirty-two pupils. Many who began the work in the Straughn school finished in other high schools, and many did only a part of the work. Tliat the Straughn school has awakened ideals of culture hitherto unknown in the community is conceded by all. Patrons, pupils and teachers have worked in harmony, and are equally proud of the school. Of the thirty-two graduates, sixteen have attended higher institutions of learning. Eight are teachers or have taught school. Six are graduates of business colleges. Four are Indiana university students. Two have been students in the farmers' course at Purdue. One has been a DePauw student. Twelve are farmers, and two are merchants. It is the opinion of the writer that the influence of this school has entered every home in the community, and that it is an influence for better living. While there are scores of township high schools working under widely different conditions, some wdth short term^ and short courses, and no limited number of teachers, the tendency is to meet the requirements of the state board of education, and there is a constantly increasing number receiving commissions. The requirements for a commission are as follows : Three years of language, three years of history, three years of mathematics, two years of science, four years of English are required, with electives to complete a full course of four years. This is not meant to be absolute but is suggested as a basis upon which to form a course and as the minimum amount of work required. As further requirements the following may be men- tioned: (1) The character of the teaching must be satisfactory; 4Y6 EDUCATION IN INDIANA. (2) the high-scliool course must not be less than thirty-two months in length, continuing from the eighth year; (3) the whole time of at least two teachers must be given to the high- school work; (4) the pursuing of a few subjects throughout the entire course rather than many covering short periods; (5) a library adequate to meet all the demands for reference work and general reading supplementary to the regular text-books; (6) laboratories fully equipped to do all of the necessary work in the sciences pursued in any given high school. INTERESTING DATA. Number of counties in Indiana 92 Number of townships 1,01G Number of high schools, all grades 763 Number of township graded schools doing work in common branches only 1,011 Number of township high schools 580 Number of commissioned township high schools 15 High-school enrollment 3G,641 Township high-school enrollment 13,305 High-school graduates, 1903 4,440 Township high-school graduates, 1903 1,344 Number of high school teachers 1,829 Number of township high-school teachers 848 Salaries of teachers employed: a. Commissioned high-school teachers (170 days average school year) per year $720.00 b. Township high-school teachers (140 days average school year) per year 432.00 Per capita cost of maintenance: a. In commissioned high schools 33.00 b. In township high schools 25.00 The value of the work that these township schools are accom- plishing cannot be stated. Provision is made for free secondary training for every child in the state. The one great end kept in view is the preparation of the child as fully as possible for the real duties, opportunities, and privileges of life. We are trying to make an institution that wHl develop manly men and womanly women; one that will teach the boys and girls that there is work to do in the world, and that Avill help each one to find his life- work, and show him liow to be successful and liai)]w in it. The secondary school can bring to the pupils and to the communify EDUCATION IN INDIANA. 477 the great forces in life which guide, inspire, and realize possibili- ties. It can minister to the needs of life, not only by bringing broad fundamental principles of culture, but by suggesting practical social problems and their solutions, and, more than this, by suggesting and pointing out actual vocations and ways to succeed in them. Our school machinery has been simplified. There is now only one trustee in a township, and the large responsibility placed upon him is gradually being realized, and we are obtaining better men all the while for the position. The dignity of the calling is growing, and there is for us not far in the future to see a complete realization of the things for which Ave have hoped and for which we have striven. C. ACADEMIES. 1. FEIE^^DS' ACADEMIES. a. SriCKLAND ACADEMY, SPICELAND. The foundation of Spiceland academy was laid as earty as 18'']4, when the members of the Society of Friends living in the vicinity of Spiceland, Ind., decided that they miist have better facilities for the education of their children than the common schools of the state then afforded. Before the Friends were able to build a school house, Robert Harrison, an Englishman, taught several terms in a log meeting house. Mr. Harrison was well edu- cated and also taught a Latin class, which recited twice a week. The school increased in interest and members until the Friends felt that they were able to support a school of their own. A frame building was built especially for school purposes. During this time the school was under the care of a committee appointed by Spiceland monthly meeting. In 18 GO a more commodious house was built and in 1871 a brick building was built. The school was chartered in 1870 and is the oldest academy in charge of the Friends in the state. AVliile the school is under de- nominational control, it is not sectarian in the least, its purpose being to develop practical, earnest and active christian manhood and womanhood. 478 EDUCATION IN INDIANA. Practically all the teachers of Henry county and many of the adjoining counties have been students of .the academy, and we might conclude that the school has influenced the teaching force of the surrounding counties to no small degree. The board of trustees consist of six members, two of whom are appointed annually by Spiceland monthly meeting to serve a term of three years. Usually two of the members are women. At present the faculty consists of six members, and the enrollment is eighty-three. . The academy has an endowment of nearly seven thousand dol- lars and owns a farm worth at least four thousand five hundred dollars. The school is supported from the interest of the endow- ment fund, the proceeds of the farm and private tuition. It also receives public funds from the township trustee for the township high school work. h. BLOOMINGDALE ACADEMY, BLOOMINGDALE. The Friends' Bloomingdale academy was founded as a manual labor school in 1845 under the care of the Friends in western Indiana. About that time there was much speculation on new educational schemes. The socialistic system was rampant, com- munities were being organized, and manual labor schools had many enthusiastic advocates. Harvey Thomas, a well known educator of Pennsylvania, having conceived the idea of establishing a manual labor school somewhere in the west, came out to Parke county, Indiana, and found a promising field for such an enter- prise and attentive ears to listen to his economic plans. About thirty acres of land were purchased at Bloomfield (now Blooming- dale) and buildings were erected. In a few years the manual labor phase of the institution was abandoned as impracticable. Though failing to reach what was desired in technical arts and industries, the school was a success in college work. Prominent among those to whom the institution owes its success was Barnabas C. Hobbs, LL. D., who served as superintendent for twenty-one years. During- his superintend'ency the school was reorganized and incorporated under the laws of Indiana as the Friends' Bloomingdale academy. The charter provides that this institution shall be controlled and managed by Bloomingdale quarterly meeting of the Friends' church. Its officers consist of EDUCATION IN INDIANA. 479 a board of trustees appointed by the church. This board selects a principal who has immediate jurisdiction over the school. The laboratory facilities, through the energy and earnestness of A. r. Mitchell, present superintendent, have been greatly enlarged and improved. The present enrollment is sixty-seven. This academy is sup- ported mainly by tuition of its students. There is an endowment fund that gives an annual revenue of $300. c. CENTRAL ACADEMY, PLAINFIELD. Central academy was organized in 1878 for the purpose of pro- viding thorough secondary education for all young people of the conimunity who could not otherwise obtain such advantages. Afterward the work was taken up by the Friends church. In 1892 an association was formed with a capital stock of $10,000, and a certificate of incorporation under the laws of Indiana was granted. At this time three quarterly meetings in Morgan, Marion and Hendricks counties, known as the White Lick, Fairfield and Plain- field meetings, took up the work. Later Danville quarterly meet- ing was admitted into the association. The school is controlled by a board of twelve directors chosen by these quarterly meetings, three from each meeting. A president, secretary and treasurer, who together with a fourth member form an executive committee, are the officers of the board. At present there are four members of the faculty, and the present enrollment is fifty. The school is supported principally by tuition of $30 a year. There is a permanent endowment of $2,500, and other funds producing about $250 a year. > d. FAIRMOUNT ACADEMY. x\ proposition for the establishment of a quarterly meeting school was presented to Northern Quarterly Meeting of Friends held at Back creek, two miles north of Fairmount, Indiana, December 15, 1883. A committee composed of sixteen men and ten women was appointed at this meeting to consider the feasi- bility of the proposition. In three months the committee, after having met four times, reported that they thought the opening a good one for the establishment of a higher institution of learn- ing, and giving in justification of their recommendation the fol- 480 EDUCATION IN INDIANA. lowing: ^'As we recognize in a properly conducted school the elements for the building up of character and rendering the pos- sessor more useful in both church and state." This committee suggested that the quarterly meeting incorpo- rate itself for the purpose of holding property, and also presented to the meeting "an article of association" for an institution of this kind. In June, 1884, the committee reported the location and purchase of the grounds for the academy building in Fair- mount, Ind., and presented to the meeting the names of six per- sons to serve as trustees of said academy, viz., Jesse Haisley, Samuel C. Wilson, Peter II. Wright, Enos Harvey, Abel Knight, and W. C Winslow; also an incorporating committee composed of Elwood Haisley, James M. Ellis, Thomas J. ]S[ixon, Ivy Lu- ther and Mahlon Harvey. In September, 1885, the trustees reported the building com- pleted at a total cost of $9,029.53, and that the school would open September 21, 1885, with Joseph W. Parker as principal and instructor of the academic department, and Elwood O. Ellis as instructor of the grammar department. By action taken by the quarterly meeting in March, 1888, the academy was incor- porated. In June, 1888, a contract for taking one hundred pupils from the corporation of Fairmount was closed for the sum of e$720.00 tuition and $145.00 rent and fueL The school has been supported by tuition paid by the students, and, from time to time, voluntary subscriptions for its support by friends of the institution. In March, 1893, the school having outgrown its old quarters, a proposition to sell the academy building and grounds and rebuild in another location was presented to the quarterly meeting. The meeting approved the plan and ap- pointed a committee for this purpose. The old building and location was sold for $8,000.00. The new building and grounds, costing $17,327.60, are located one mile northwest of the center of Fairmount. Legal notice being given, the board of trustees, consisting of six members, was appointed^.by the quarterly meeting to serve for three years, two being elected at each June meeting. At present (Maj^ 1904) the board consists of the following persons : Ancil E. Ratliff, President ; James M. Bell, Secretary ; EDUCATION IN INDIANA, 481 Joel B. Wright, Treasurer; William W. Ware; (Mrs.) Anna M. Johnson; (Mrs.) Ida Winslow. The faculty (1903-1904) is made up as follows: Principal Leon L. Tyler, literature and pedagogics; (Mrs.) Minnie L. Ty- ler, history and English; Frances A. Sheppard, Latin and Ger- man ; Forest Foraker, science and mathematics ; R. E. Dean, com- mercial; Harriett E. Henry, piano and voice. The enrollment in the academic courses for the present year (1903-1904) is 100, in the commercial course 20. The school is now approaching the completion of a $20,000 endowment which it is hoped will be reached by September, 1904. This will, in a measure, free the quarterly meeting from special efforts to meet the deficits which result yearly, from the fact that a merely nominal tuition rate is charged ($25 per year). Judged by the character of its 200 graduates, a better place to put a gift could not be found. In equipment, the academy is practically in the college class. Its laboratory was one of the first opened in a preparatory school in Indiana, and its library, the gift of Iredell B. Rush, of Co- lumbia City, Ind., is rich in reference works and books of rare value. The students publish a paper called the Academician. The Aurora literary society is the one central source of pleasure and forensic opportunity during the winter months. The work is organized so as to give the largest measure of latitude in the choice of courses. A four years' course leads to university and college entrance; a three years' elective course for general education or college ; a three years', covering English work only with a year's study in pedagogics ; two commercial courses, preferably for post-graduates, each covering one year, one making bookkeeping the major, the other shorthand and type- writing. As to subjects offered with maximum time: Latin, four years; German, two; algebra, two; geometry, one; physics, one; general history, two; English, three and one-half; civics, one-half; bot- any, one-half; biology, one-half; chemistry, one-half; Bible study, four ; pedagogics, one ; arithmetic, one ; American history, one; English grammar, one; physiology, one-half; physical geog- raphy, one-half; trigonometry, one-half; commercial arithmetic, one-half ; commercial law, one-half ; business correspondence, one ; 31— Education. 482 EDUCATION IN INDIANA. penmansliip, one ; spelling, one ; bookkeeping, one ; shorthand, one ; typewriting, one; business practice, one; instrumental music, four; vocal music, four. Tennis, basket-ball, croquet and other out-of-door sports afford diversions, both healthful and attractive. c. WESTFIELD ACADEMY, WESTPIELD. E^o report was submitted by the Westfield academy, though it is known to be an excellent school. About two hundred students are enrolled. /. AMBOY ACADEMY, AMBOY. Amboy academy was established by the Society of Friends at Amboy, Miami county, Indiana, in 1872, and was under the con- trol of the Friends church. The first building was built by the Friends and paid for largely by private donations. For the first three years after the school was founded, it was supported by tui- tion and private subscriptions. From the first the object of the school was to do academic or high school work. Consequently an academic spirit has always pervaded the institution. In 1875 the Friends leased this building to the township trustees and school was continued under township management. Then the town and township bought the Friends' building together; other buildings were added and the school became a joint town and township high school. The school is at present under the management of public officers, and is a commissioned high school. Amboy academy is now a joint graded school of Jackson town- ship and town of Amboy, Miami county, Indiana. It is under the joint management of the township trustee and three members of the town school board. Said trustee is elected by vote of the people for a term of four years. The members of the school board of Amboy academy are elected by the trustees of the town of Amboy for a term of three years. There are eight members in the faculty and four grade teachers. The school occupies one building. The present enrollment is two hundred and thirty-five, sixty of whom are in the high school department. It is supported by state funds and local taxation of Jackson township and town of Amboy. The township defrays 6.5 per cent, of the running expenses and the town 35 per cent. The school has graduated 120 students. At present A. E. Martin is superintendent. EDUCATION IN INDIANA. 483 2. MILITAEY ACADEMIES. a. CULVER MILITARY ACADEMY, CULVER. The Culver military academy, the largest and possibly the best known private academy in the world, was founded in 1894 by the late H. H. Culver, a generous and philanthropic citizen of St. Louis. Since his death his widow and sons, residents of St. Louis, who with the superintendent, constitute a self -appointing board of trustees have vigorously carried out Mr. Culver's plans, constantly adding new buildings and equipment, until today the school stands a great monument to its founder, and a credit to the state and nation. The rapid growth of the institution is without parallel in the history of private schools, its attendance increasing 800 per cent, in three years. Col. A. E. Fleet, A. M., LL. D., the present superintendent, has been the head of Culver military academy almost since its begin- ning. Under his skillful and almost magic touch, the corps of cadets has grown from a company of thirty to a battalion of almost two hundred and forty ; with enough applicants in excess of capac- ity for each of the past two or three years to fill another school. Col. Elect received his instruction in the great civil war and during all the years since he has been teaching. The superin- tendent is assisted by a staff of sixteen officers and instructors, who are themselves graduates of leading colleges. There are three great fire-proof barracks, a steel and brick rid- ing hall, a splendid gymnasium of similar structure, equipped with running track, baths, etc. These constitute the main build- ings of the Culver plant. Eor military purposes the United States government has issued the academy a splendid equipment of small arms and artillery. The academy is affiliated with the university of Chicago. The life of cadets is regulated by the trumpet, and, while strict, has many features of great interest to the boys. The cadet black horse troop is possibly the most attractive feature to the boys. A unique feature of Culver is the summer session. The academy is located on lake Maxinkuckee, and the government has issued four man-of-war cutters, so that the summer session becomes a naval school. The cadets take one or two studies in the morn- 484 EDUCATION IN INDIANA. ing, and have great sport learning the sailor's art on the water in the afternoon. The school is under the command of Major L. R. Gignilliat, who has been for a number of years the commandant of the Culver military academy. 6. HOWE MILITARY ACADEMY, LIMA. Howe School was founded in 1884 at, Lima, Indiana, in the northeastern part of the state, in the name of Hon. John B. Howe, who had deceased the year before. A property including thirteen acres of land and a beautiful residence were left by him at his death to the church to be used preferably for educational purposes. It was an humble beginning but the gift had behind it a clear view of what was lacking in American education. Along with this gift of property went a gift of $10,000 which was to serve as an endow- ment fund for the education of boys to the church ministry. This whole gift seems to have been made without any clear view as to how the provisions of the will were to be carried out. Fortunately Bishop Knickerbacker, who had been consecrated in 1883, was anxious at this time to establish some organized educational work in his diocese. This legacy left by Mr. Howe, the great healthf ul- ness of Lima and the beauty of the surrounding country, influ- enced the bishop into choosing this spot for his school. The condi- tions of the gift and the ideals of the donor were so peculiarly in sympathy with the bishop's own ideas that the coincidence was a very happy one and the school, though humble, was started imder very propitious circumstances. The endowment and property, however, were not large enough, and the bishop out of his own re- sources added materially to the gift. Without the njunificence of Mr. Howe's widow and brother, however, the plan of the bishop could never have been brought to fruition. In fact, from the very first, the school became the life-long object of the munificence and love of Mrs. Frances M. Howe. The school opened in 1884 with two boys. The Reverend C. I*^. Spaulding, formerly rector of St. John's Church, Lancaster, Pennsylvania, was the first rector of Howe School. But it was not long before the school began to enlarge and more room was necessary. The fundamental idea at the beginning had been that the school life should be as nearly as possible a real home EDUCATION IN INDIANA. 485 life. This idea has always exercised a definite influence in the administration of the school, but as the school increased in num- bers a modification of the idea was necessary. The school during the next ten years multiplied in every respect, and as a result of gifts from various sources, but principally from Mrs. Howe, a broad foundation was laid. But the school remained in comparative insignificance until Dr. Spaulding was superseded in 1895 by the present rector. Dr. J. H. McKinzie. The first ten years had hardly fulfilled expectations and hardly carried out the ideals of its founder and benefactors. A more energetic and intelligent policy was necessary for the put- ting of the school among the preparatory schools of the west. A stronger hand was needed at the helm, and from the time of the change in management, the school began to grow and enlarge in an encouraging way. The material equipment was soon largely in- creased. The horizon of the future began soon to brighten. The first few years, to be sure, of the new regime were passed under very discouraging circumstances, but by grimly holding on and by the encouragements which came from the various members of the Howe family, and especially from Mrs. Howe, the dark days were successfully weathered and brighter skies came with cheer and help. The accommodations were enlarged by the building of the James B. HoAve Hall and Blake Hall. 'New quarters were pro- vided for the dining room; the plumbing and lighting equipment was largely added to; a separate building was soon found for the separate organization of the lower school, and finally, and within the last year, the school was blessed with an addition in the form of a school chapel. The school life growing more and more intricate has thus not been hampered by want of increasing accommodations and facilities. The founders have seen to it that the school lacked nothing in the way of equipment. The increasing usefulness and influence of the school have filled all with confidence and many have not hesitated to invest their money, knowing that it would be permanently useful and aid in an enterprise that is bound to as- sume larger and larger proportions as the years pass by. The ideals and inner life of the school have kept pace with the material development. The religious infiuence of the church has always been carefully looked after. ' The military discipline and drill which came in with the advent of the new rector has always 486 EDUCATION IN INDIANA. been an important but not predominant feature of tbe school. The academic requirements have been pushed imtil the school prepares for the most difficult examinations of American colleges. In fine, the grade and character of the school has become such that it has been admitted as a member in the north central association of col- leges and secondary schools. Its diploma now admits without examination to any college or university in the west. The history of the last nine years are prophetic of a period of great usefulness. 3. GIKLS' ACADEMIES. a. GIRLS' CLASSICAL SCHOOL, INDIANAPOLIS. The girls' classical school was founded by Theodore Lovett Sewall, A. B., in 1882. Mr. Sewall, who had in 1876 opened a classical school for boys, felt that a local school was even less ade- quate for girls than for the education of boys. His wife, May Wright Sewall, being deeply interested in education and wishing an opportunity to apply some theories of her own in the education of girls, suggested to Mr. Sewall that he extend his own in- fluence in the field of education by organizing a school Avhich would secure to girls the same opportunities for classical culture which were provided for boys by the school he was already conduct- ing, and at the same time make provision for such special tuition and discipline as both Mr. and Mrs. Sewall believed to be required for girls. The school was opened in September of 1882. Since the school was organized courses of study have been introduced form time to time until now there are four distinct courses leading to graduation besides special courses which may be pursued by students not expecting to graduate, and, in addition to these, departments in art, music and household science. While entirely non-sectarian the inculcation of religious principle and belief are steadily maintained. Up to date 195 young ladies have graduated from the school ; of this number sixty-four entefed the best colleges for women in the country. The school is now perfectly equipped for all kinds of work cus- tomary in girls' schools and besides has a department of household science. It now occupies two buildings. The enrollment for the EDUCATION IN INDIANA. 487 current year is 130 pupils. The faculty includes twenty members. While it has a board of advisors, it remains what it was at the be- ginning, an individual enterprise, supported solely by the tuition of its pupils and conducted under the direction of a single mind. &. KNICKERBOCKER SCHOOL, INDIANAPOLIS. ^NTo detailed information can be given of this school as no report was submitted. c. TUDOR HALL, INDIANAPOLIS. Founded by Rev. J. Gumming Smith., D. D., and Miss !Fre- donia Allen, Ph. B., in the year 1902. Aim. — The aim of the school is to provide for its pupils a thor- ough, systematic training, with a view to an all-around efficiency, emphasis furthermore being placed on surrounding the school with a homelike atmosphere. Though the school is absolutely unde- nominational, yet the literature of the Bible is used as a basis of religious study. The college preparatory course receives particular attention, and an exceptionally high standard is characteristic of the school. Location. — Indianapolis is a healthful and beautiful city, far- famed for its homes and churches, and offering unusual opportuni- ties in art, music, lectures and the drama. The site of the school is in the most attractive residential portion. The house, contain- ing large, cheerful apartments, is heated with hot water and lighted by electricity. Music. — The music department is under the personal direction of Prof. Bellinger and his faculty, in piano, theory, and singing, both individual and choral. Physical Culture. — Daily work in gymnasium under Miss Swan is given to each pupil. The Standard. — A school diploma requires four years of English, two years of Latin, one year of mathematics, three years of French, German or Greek, four years of Bible study, four years of choral work, one year of history, one year of mathematics. The Primary Department. — The aim in this department is to give the children a wholesome development, laying the foundations for future work slowly, wisely and thoroughly. The teachers in 488 EDUCATION IN INDIANA. charge have made a careful study of the application of kindergar- ten methods to primary work so that the pupils are led by easy steps and a plain path. In addition to the usual studies of this grade, reading, writing, spelling, number and nature study, the children are given lessons in physical training, drawing, chorus singing, Bible stories, Ger- man, local geography, weather observations and maps. Boys are admitted for the first three years of this work. The Preparatory Department. — In this department the students are taught to investigate for themselves, to consult dictionaries and reference books freely. They are impressed with the necessity of careful preparation and are trained in accuracy of observation and expression by teachers who are specialists. Since so much of the success in higher grades depends upon the work done in this, it is placed on an equal footing and taught by the same instructors. The Kindergarten. — The kindergarten makes the child at ease with himself and his little companions ; it teaches the alphabet of things, arouses a keen, happy spirit of investigation, translates the Golden Rule into daily living, and trains the head, the heart and the hand. The best results can not be had unless a child is entered during his fourth year. The general development of kindergarten pupils makes their progress more rapid and thorough in after years. 4. CATHOLIC ACADEMIES. a. ST. MARY'S OF THE WOODS, TERRE HAUTE. St. Mary's of the Woods was founded in 1840 by sisters of Providence from Ruille-sur-Loir, Erance. The institution was chartered in January, 1846, by the state legislature of Indiana, and empowered with rights to confer academic honors and collegi • ate degrees. The instruction is entirely under the direction of the sisters, and the education given is practical, solid and refined, em- bracing the development of ^the student in physical, mental and moral powers. The present enrollment is 240. The buildings are eight in number, the three principal ones being the church, college and con- EDUCATION IN INDIANA. 489 vent. The curricula of collegiate, academic and preparatory de- partments are arranged after the most approved methods. The courses in art and music are most excellent, every advan- tage of equipment being offered. 1). ST. AUGUSTINE'S ACADEMY, FORT WAYNE. St. Augustine's academy of Ft. Wayne, was founded in 1843 and chartered in 1848, and is under the supervision of the sisters of Providence, whose mother house is at St. Mary's, Terre Haute. There are preparatory and academic departments, also special work in music and art. There is one main building, well equipped in all departments. The present enrollment is four hundred thirty-seven, and twenty teachers are employed. The Institution is self-supporting. c. CONVENT AND ACADEMY OF THE SISTERS OF THE THIRD ORDER REGULAR OF ST. FRANCIS, WHOSE MOTHER- HOUSE IS AT OLDENBURG. The founder of the community of the sisters of St. Francis at Oldenburg, Indiana, is the Rev. Francis Joseph Rudolph, a native of Battenheim, Alsace, who was ordained priest in 1839, at Strass- burg, Alsace. While yet a student of theology, he resolved to de- vote himself to the American missions. In 1842 he came to the United States and commenced work at Fort Wayne. In 1844 he went to Oldenburg and opened a school with the best educated man he could find as teacher. He became convinced that the only way he could give the youth competent instruction was to open a con- vent, and others soon joined him in the work. The community now numbers about five hundred. The sisters conduct twenty-six parochial schools, one exclusively for colored children, and ten are at the same time public schools. Furthermore, ten academies are doing successful work in higher education. The property consists of a mother-house with 400 acres of land and twelve mission houses. The community is gov- erned by a superior general, each mission by a local superior. In 1885 the community was incorporated in the states of Indiana and 490 EDUCATION IN INDIANA. Missouri, under the legal title of ^'Sisters of St. Francis, of Olden- burg, Ind.," for the purpose of establishing and maintaining a school and institution in Oldenburg, Ind., for training of teachers (females) for the education of males and females. There is a board of five trustees, elected for a term of three years, by the ballot of the community, every third year. The trustees, of whom mother superior is president, make all other ap- pointments of faculty, etc. The enrollment at present is 120 at the academy, and it is self- supporting. There is also in the community a normal school for those who aspire to be teachers. The attendance ranges from twenty-five to thirty for the winter term and from forty-five to fifty for the sum- mer term. d. ST. JOSEPH'S ACADEMY, EVANSVILLE. The sisters of Providence first came to Evansville from St. Mary's of the Woods in 1853. From that date until 1878 they taught the parochial schools of the assumption parish and those of Holy Trinity parish. Music and art are taught with the regular academic work. There are twelve teachers in all in the two parishes. The charter provisions of 1846 cover all the branch houses. The institution is supported by a salary for the parochial schools and the income of the high school, the music and art. There are 450 pupils in the two parishes and sixty in music and art. e. ST. ROSE'S ACADEMY, LAPORTE. St. Rose's academy was founded in 1854. It furnishes thor- ough courses in the common school branches, also a high school (academic) course. The school is a branch institution of St. Mary's academy (college), JSTotre Dame, which is imder the direc- tion of the religious order of the sisters of the Holy Cross (Roman Catholic). The faculty numbers five members of that order, and has an en- rollment of seventy-one at present. The school is supported entirely by private tuition fees. EDUCATION IN INDIANA. 491 f. ST. MEINRAD COLLEGE AND SEMINARY, ST. MEINRAD. St. Meinrad college, which was first opened for the education of joung men in January 1, 1857, has developed since its establish- ment into an institution with three distinct departments and fac- ulties: St- Meinrad seminary, St. Meinrad college, and Jasper college. The three departments of this institution are conducted by the fathers of the Benedictine order, which for the past fourteen centuries has done so much for civilization, education, and the spread of Christian piety — and are connected with the abbey of St. Meinrad. The first two (for ecclesiastical students) at St. Meinrad, Ind., the last named (for secular students) at Jasper, Ind. All three departments were incorporated in the year 1890 under the title of "St. Meinrad Abbey," subject to the laws of incorporation of the state of Indiana, and empowered to confer the usual degrees. There are seven members of the board of trustees chosen annually by the president of the institution from among the members of St. Meinrad abbey. The faculty of the ecclesiastical departments and the majority of the faculty board of the commercial department are likewise members of the same abbey, seventeen of them composing the former, and four others aided by two lay professors, the latter. The current enrollment of the three departments is as follows: in the department of theology and philosophy, forty-five; in the department of classics, sixty-six ; in the commercial department, ninety. The institution is supported by fees from the students. The library contains 16,000 volumes. g. ST. JOHN'S ACADEMY, INDIANAPOLIS. In June of the present year (1904) St. John's academy hopes to celebrate its forty-fifth annual commencement. Shortly after the erection of St. John's church, the first Catholic church in the city. Rev. Aug. Bessonies began to be solicitous about estab- lishing a school, and invited the sisters of Providence of St. Mary's of the Woods to undertake this work. In response to his call, a number of sisters opened an academy on the corner of Georgia and Tennessee streets. Two years later, an addition 492 EDUCATION IN INDIANA. had to be made to accommodate all the applicants. In 1873 the sisters removed to their present large and commodious struc- ture facing Maryland street. There are at present three hundred pupils enrolled in this acad- emy under the direction of seventeen teachers. The institution is self-supporting. A board of examiners, consisting of five mem- bers chosen by the reverend mother superior general and the Rt. Rev. Bishop of Indianapolis, annually assembles at St. Mary's of the Woods for the purpose of holding the institute and the ex- aminations. This institute is a yearly reunion of all the teachers of the schools in charge of the sisters of Providence. The method of instruction followed embraces all that goes to form the character of an amiable, useful and accomplished woman. To preserve the integrity of the system established by the sis- ters of Providence, pupils that aim at graduation must conform strictly to the required academic course. There are eight grades preparatory to this course. The academic department embraces four grades. The music department is one of the most attractive of the institution. In this department instruction is given to the pupils collectively and individually, in order to preserve and cultivate each one's characteristic style. To contribute -to the development of artistic taste, recitals are given semiannually, in which all the pupils who have acquired a certain proficiency participate, playing from memory. Aside from these there are monthly examinations. The piano music course is divided into eight grades. The time required to com- plete the course is determined by the pupil's talent and appli- cation. The class of music studied embraces selections from the best composers, both ancient and modern, and the students are expected to conform to the established curriculum. Ji. ST. MARY'S ACADEMY, INDIANAPOLIS. St. Mary's academy was established in 1863, the present building having been occupied since 1876. The institution is under the charge of the sisters of St. Prancis, the moral and re- ligous training being of paramount importance. There are several departments such as music, art, business, and liberal arts. The school is supported by tuition. EDUCATION IN INDIANA. 493 i. ST. CHARLES' SCHOOL, CRAWFORDSVILLE. This school was founded in 1865 by Mother Angela, superior of the sisters of the Holy Cross. It is not chartered, being a small parochial school. At present there are eighty pupils enrolled, who are taught by three sisters of the Holy Cross sent from St. Mary's convent, ISTotre Dame, Ind. The school is supported by the tuition paid by the pupils. ;. SACRED HEART ACADEMY, FORT WAYNE. This institution, a private boarding school for a small number of pupils, was founded in 1866 under the direction of the sisters of the Holy Cross from St. Mary's academy, ]N"otre Dame, Ind., it being the third school founded by the order. Its work embraces all the branches necessary to a refined and practical education, ten years being required to complete the course. The faculty now numbers seven, and the present enrollment of pupils is fifty. The institution is run on such a plan as to make the terms easy for poor students, yet it is self-supporting. The pupils are encouraged to edit quarterly a journal, which is of great value in their work. Ti. ST. MICHAEL'S ACADEMY, PLYMOUTH. This institution was founded in 1870, and is under the direc- tion of the sisters of the Holy Cross from their mother house, St. Mary's, Notre Dame. There are two brick buildings costing $18,000. The school is carried on as a boarding school for boys under twelve years of age, and a day school for young ladies and children. One hundred and thirty pupils are now in attendance. I. ST. MARY'S ACADEMY, NOTRE DAME. St. Mary's academy, under the direction of the sisters of the Holy Cross, was chartered February 28, 1885, under an act of the general assembly of the state of Indiana, whereby the insti- tution was empowered ^^to confer such degrees upon scholars as are usual in academies of the highest standing." 494 EDUCATION IN INDIANA. The officers, superior general and four assistants form the council of administration and make up the board of trustees. The officers are elected by general suffrage, the term of office being six years. The second assistant-general is directress of St. Mary's academy and is head of a faculty of thirty-eight members. Pupils enrolled for 1903-04, 300. There are three departments, the senior, junior and minim. Girls under twelve years are placed in the minim department. The collegiate course requires four years and special advantages are offered in music, art, English literature or languages. The entire course is practical and comprehensive, and it is the aim to train the heart as well as the mind, to form women wbo will grace society witb tbeir accomplishments, and honor and edify it with their virtues. Every attention is given to moral and religious culture. m. ACADEMY OF IMMACULATE CONCEPTION, ST. MEINRAD. This institution was established in 1886 by the sisters of St. Benedict, for the purpose of educating young ladies. It is located ^ve miles from the well-known college of St. Meinrad. The course of instruction includes every useful and ornamental branch of education, divided into four departments — primary, interme- diate, senior and commercial. Diplomas are awarded to all those who complete all the studies of either senior or commercial de- partments. The number in attendance is twenty-five pupils. n. JASPER COLLEGE, JASPER. Jasper college was founded in 1889 and was opened for the occupation of students on September 12 of the same year. It was incorporated in January, 1890, under the laws of the State of Indiana, in conjunction with St. Meinrad's college, and em- powered to confer the usual academic degrees. The institution is supervised and conducted by the Benedictine fathers. The Rt. Rev. Athanasms Schmitt, O. S. B., abbot of St. Meinrad's monastery, is ex officio president of the institution. E'ot residing in the college at Jasper, be- is represented by the reverend rector of the institution, who is the head of the college and is assisted by a faculty of five professors. EDUCATION IN INDIANA. 495 The course of study comprises three years for the commercial course and two for the scientific course. Applicants who upon an examination prove themselves far enough advanced to take up any other course than the first may obtain their diploma and degree within a shorter period of time. The object of Jasper college is to afford the facilities for se- curing a solid and complete commercial and scientific education, and hence the college is open to all, irrespective of religious persuasion. The college is situated on the outskirts of Jasper, the county seat of Dubois county, and is directly accessible by the Louis- ville-St. Louis division of the Southern railway, Jasper forming the terminus of the Evansville and Jasper branch of the above- mentioned railroad. The college buildings are substantially built of brick and sand- stone, with Bedford and Lake Superior limestone trimmings. The kitchen, refectorj^ and boiler-room are located in separate buildings especially constructed for that purpose, at a distance of several yards from the main structure. This separation was made in order to obviate divers difficulties and hindrances, which, experience teaches, can not be avoided without such precaution. All the halls, rooms and corridors in each building are well ventilated and lighted by electricty, heated by an excellent system of steam heating, and furnished with water-pipes and appurte- nances. The lavatory and bathrooms, supplied with hot and cold water, have been fitted with the latest modern improvements. For cleanliness and convenience they are almost perfect. Attention is called to the fact that there is very little or no danger of fire occurring in the building. The absence of stoves, the convenience of fireplugs and hose, the caution taken to have every wall built of stone, all tend to make the construction safe against conflagra- tions. Fire escapes are erected on the east and west sides of the main building. These were put up strictly according to the specifications of the laws of the state of Indiana. Every appli- ance has been carefully and tastefully selected with a view of giving the college the advantage of a beautiful, commodious rnd healthfully arranged edifice. 496 EDUCATION IN INDIANA. The college does not enjoy the support of the state but depends upon the attendance of its students. The present attendance is ninety-four. 0. ST. JOSEPH'S COLLEGE, RENSSELAER. This institution is situated near the city of Rensselaer, about 48 miles north of Lafayette, and 72 miles southeast of Chicago. The college was opened in 1891, and is incorporated under the laws of Indiana, with powers to confer degrees and academical honors. The first class graduated in 1896. The main building presents a frontage of 325 feet, and has ample accommodations for 200 students. Spacious classrooms,- recreation, cheerful refectories, fine reception rooms, a beautiful chapel, comfortable private rooms, airy dormitories, lavatories, bathrooms, a replete gymnasium, etc., form parts of this model establishment. A smaller building is devoted to the musical de- partment of the institution. A spacious music hall, eiglit practice rooms, besides apartments for the use of the military band and orchestra belong to this department. The recreation grounds are extensive and afford every facility for beneficial and manly sports. The surrounding groves, lawns and the campus are very extensive and beautiful. According to the American Journal of Health, St. Joseph's "is an ideal board- ing school from the view point of the hygienist." St. Joseph's college is exclusively a Catholic institution, founded and conducted by the fathers of the Society of the Most Precious Blood, a religious community engaged in educational and missionary work. The board of trustees is composed of six persons, elected by the members of the community, in whom the ownership and con- trol of the college is vested. The president and other officers are appointed by the officials of this community. The faculty at present consists of thirteen professors and two assistants. The college has three different courses of study, the collegiate, the normal and the commercial. For the completion of the normal and commercial courses a three years' attendance is re- quired; for the completion of the classical or regular collegiate, gix years. The degree of Bachelor of Arts is conferred on the EDUCATION IN INDIANA, 49 Y student who lias successfully completed the collegiate course. To obtain this distinction he must pass satisfactory examinations in religion, logic, ethics, Latin, Greek, English literature, poetics, plane and spherical trigonometry, geometry, algebra, ancient and modern history. A diploma is awarded to the students of the normal and com- mercial course for proficiency in religion, English, mathematics, pedagogy, physiology, United States history, physical geography, civil government. Bookkeeping, commercial law, mathematics, typewriting and stenography form the greater part of the com- mercial course. Besides these branches there are many optional branches such as the principal modern languages, especially German and French; the sciences, astronomy, botany, physics, geology, and zoology. A complete course of instruction in instrumental and vocal music is also included in the curriculum of the college. It in- cludes a thorough understanding and application of the 'principles of harmony and musical composition. The institution is also equipped with a library of several thousand volumes, two reading-rooms and libraries for the stu- dents, a well-selected museum of curiosities as also the apparatus necessary for the science classes. At present Stw Joseph's college has an enrollment of 130. The college is supported entirely by the tuition fees of the students. 32— Education. THIRD DIVISION. HIGHER EDUCATION. l4W) I. Universities, Colleges and Normal Schools. A. STATE INSTITUTIONS. 1. STATEMENT. The first proposition looking toward an appropriation of public lands in the ^N'orthwest territory for the support of education was made June 5, 1783, when Col. Bland, of Virginia, moved in congress to divide the territory into districts suitable for pros- pective states, and for a reservation of lands for the founding of seminaries of learning. On May 20, 1785, a law was enacted which provided that sec- tion 16 in every township should be reserved for the maintenance of public schools. This reservation marks the beginning of the pol- icy which, uniformly observed since then, has set aside one-thirty- sixth of the land in each new state for the maintenance of com- mon schools. This act of the continental congress may be looked upon as the beginning of state education in the west. On July 23, 1787, two additional townships were gained for the state of Ohio, for the perpetual support of a university. The precedent here established gave Indiana an opportunity to claim a similar donation from congress, which she afterward obtained. On March 26, 1804, congress passed an act providing for the sale of certain lands in the three districts — Detroit, Kaskaskia and Vincennes — "with the exception of the section numbered 16, which shall be reserved in each township for the support of schools within the same; also, of an entire township in each of the three described tracts of country or districts to be located by the secre- tary of the treasury for the use of a seminary of learning." On the 10th of October, the said secretary located township 2 south, range 11 east, now in Gibson county, Indiana, for the above stated use. (501) 502 EDUCATION IN INDIANA. By an act to provide for the admission of Indiana as a state into the union, congress provided, April 19, 1816, ^'that one entire tov^nship, v^^hich shall be designated by the president of the United States, in addition to the one heretofore reserved for that purpose, shall be reserved for the use of a seminary of learning to be appropriated solel}^ to the use of such seminary, by the legislature of the state." The first general assembly of Indiana territory passed '^an act to incorporate a university in the Indiana terri- tory." This act was approved November 29, 1806, and the insti- tution was then and is still known as Vincennes university. This was the first institution for higher learning within the limits of Indiana. To it was given the seminary township, as referred to above, and power was granted it to sell four thousand acres, to receive bequests, and to hold not exceeding one hundred thou- sand acres of land. The lottery method was at one time employed to raise funds for the support of the institution and to procure a library. Public sentiment condemned this policy, and it soon ceased to operate. In 1822 an act was passed by the general assembly for the practical confiscation of its land for the support cf its new ^^state seminary" at Bloomington, and in 1824 the state formally declared the Vincennes institution extinct. This act provided for the sale of the seminary township in Gibson county and for the use of the money as a productive fund for the benefit of the state seminary, previously established at Bloom- ington. The withdrawal of state care and attention from this early school is not fully explained. The removal of the capital; the carelessness of trustees and indifference of its friends ; the rise of similar "academies" and "seminaries" in other portions of the state ; and perhaps, political influence — all these worked adversely to the continuance of the school at Vincennes as a state insti- tution. Notwithstanding the many reverses of this institution, its early history is an essential part of the history of higher education by the state. Its early life represents the first effort of the people toward a state university. Thus, in the wilderness, among hardy pioneers, before the state took its place in the Union, and years before any system of common schools for its people had birth. EDUCATION IN INDIANA. 503 the representatives of the people made provision for higher edu- cation. a. INDIANA UNIVERSITY— BLOOMINGTON. In accordance ^ith section 2, article IX of the constitution of 1816, the general assembly, by an act passed and approved January 20, 1820, took the first definite step toward the estab- lishment of the Indiana university, and as a result the Indiana seminary was opened in May, 1824. Within three years it had made such progress in number of students and the general char- acter of its work that a board of visitors, appointed by the general assembly in 182Y, recomtoiended that the Indiana seminary be raised to the dignity of a college. On January 28, 1828, this recommendation was enacted into law. The continued growth and increasing importance of the institution led the general assem- bly, in 1838, to confer upon it the name and style of the Indiana university. The board of trustees of the Indiana university is required to report biennially to the governor of the state, and to the super- intendent of public instruction whenever by him requested, on all matters relating to the university. The whole administration of the university is likewise open to the inspection of a board of visitors, composed of the governor, lieutenant-governor, speaker of the house of representatives, judges of the supreme court, and the superintendent of public instruction; and all accounts of the university are regularly audited by the auditor of state. The president of the university also is ex-ofiicio a member of the state board of education, a body which has general supervision of public education within the state. Under the system authorized by the constitution and the laws of the state, instruction for the first eight years of school life is furnished in the grades, the next four in the high school, and the last four in the university. The annual attendance prior to 1850 ranged from thirty-eight in 1841 to one hundred and fifteen in 1848. From 1850 to 1884 the smallest attendance in the university was forty-eight in 1853, the largest one hundred and ninety in 1881. The remarkable 504 EDUCATION IN INDIANA. growth in the last fifteen years is shown by the following five- year table: 1888 275 1893 572 1898 1049 1903 1469 Dr. William Lowe Bryan is president of the nniversity. He is tenth in line of succession. In chronological order the list of presidents is as follows: Andrew Wylie, D. D., 1829-51; Alfred Eyors, D. J)., 1852-53; William Mitchel Daily, D. D., LL. D., 1853-59; John Hiram Lathrop, LL. D., 1859-60; Cyrus Nutt, D. D., LL, D., 1860-75; Lemuel Moss, D. D., 1875-84; David Starr Jordan, Ph. D., LL. D., 1884-91; John Merle Coulter, Ph. D., LL. D., 1891-93 ; Joseph Swain, M. S., LL. D., 1893- 1902; William Lowe Bryan, Ph. D., since 1902. Admission to the university was, until the college year 1868-69, restricted to men, but by a resolution of the board of trustees the doors of the university were at the beginning of that year opened to women on the same terms. Since 1869, therefore, the university has baen co-educational in all its departments. Of the fourteen hundred and sixty-nine students in Indiana uni- versity last year, nine hundred and nine were men and five hundred and sixty were women. Indiana university was one of the first educational institutions of the country to adopt the elective course of study. This system is designed to secure a fundamental uniformity in the work of all students, and at tlie same time be flexible and adaptable to the needs of individuals. An equal amount of preparation for admission is required of all students — all must take a group of similar prescribed studies, all must follow some special line of study during three or four years. All students meeting the uni- versity requirements receive the degree of bachelor of arts. At the same time the student is granted great freedom in the selec- tion of his studies, the educational value of the element of per- sonal choice being fully recognized. The board of trustees is composed of eight members, five of whom are selected by the state board of education, and three by the alumni of the institution. The officers of the board are a president, secretary and treasurer. EDUCATION IN INDIANA. 505 There are seventy-one members of the faculty who were edu- cated in sixty of the leading institutions of America and Europe. Exclusive of the school of law^ and the school of medicine, there are nineteen departments, as follows: Greek, Latin, Romance lan- guages, German, English, history and political science, philosophy, economics and social science, pedagogy, mathematics, mechanics and astronomy, physics, chemistry, geology and geography, zool- ogy, botany, fine arts, music and physical training. The first site of the university adjoined the town on the south. This site lay in Perry township, the township granted by congress in 1816 for seminary purposes. Here in a temporary structure was opened in 1824 what was called the state seminary, the style being changed to Indiana college in 1828 and to Indiana uni- versity in 1838. In 1836 a more pretentious building was erected, which was destroyed by fire in 1854, with its valuable contents in the form of libraries and collections. The friends of the uni- versity then rallied to its aid, and another and better building was erected. This building, one of the most picturesque in Bloom- ington, is now known as the old college. It was purchased in 189Y by the board of education of the city of Bloomington, and is occupied by the Bloomington high school. In 1874 a second larger building, of similar design to the old college, was erected for the libraries and museum. In a second fire, in 1883, this building, with all its contents, was destroyed. The fire of 1883 marked a turning point in the history of the institution. It was decided to remove the university to a more ample site and one away from the noise and disturbance of the railway. For this purpose the tract known as Dunn's woods, east of the city of Bloomington, was purchased. Including later purchases, the campus now has an extent of about fifty acres. The campus proper is well wooded and of a rolling na- ture; a portion of the remainder is more level, and is used for the athletic field and for tennis courts. The campus is cared for by an experienced gardener, who, under the direction of the department of botany, has set out many rare plants, shrubs and trees. The chief university buildings form an L on the crest of the campus proper, the longer line of the L overlooking the town to the west. The chief buildings, beginning with the one nearest the city, are: Maxwell hall, 506 EDUCATION IN INDIANA. erected in 1890; Owen hall, 1884; Wjlie hall, 1884; Kirkwood hall, 1894; Science hall, 1902. Other buildings are: Mitchell hall, 1884; Kirkwood observatory, 1900; the men's gymnasium, 1896 ; the power house, and the old gymnasium. Maxwell hall, which forms the north side of the L, is named for Dr. David H. Maxwell, one of the most energetic promoters of the state seminary and a life-long friend of the university in the three stages of its development, and for his son. Dr. James D. Maxwell, a member of the board of trustees from 1860 to 1892. The building is of white limestone and is fireproof. In architec- ture it is romanesque, with the characteristic grotesque and ara- besque ornaments of the style. Maxwell hall is used chiefly for the library and administrative offices. Quarters in the basement are occupied by the co-operative association and the woman's league. Owen hall, a square brick building with pentice vestibule, is named for Richard Owen, the geologist, who was professor of natural science in Indiana university from 1862 to 18Y9. It is practically fireproof. Owen hall contains the collections in natural history, and quarters of the departments of zoology and botany. A greenhouse for the use of the department of botany has been erected in connection with this building. Wylie hall (partially destroyed by fire February 7, 1900, but now entirely restored and increased by one story) is larger and more imposing than Owen hall. Like Owen it is built of brick, trimmed with stone. Dr. Andrew Wylie, the first president of Indiana university, and Professor Theopolis A. Wylie, the col- league of Professors Owen and Kirkwood, are worthily com- memorated in this building, erected in 1884. Wylie hall is devoted to chemistry (basement, first floor and part of second), mathematics (second floor), and law and the law library (third floor). Kirkwood hall is tlie second largest building on the campus, and is built of white limestone. A romanesque portal surmounted by a massive square tower is.^the most striking feature of the facade. The building contains the rooms of the following de- partments: English (basement and first floor), economics and social science (basement and first floor), history and political science (first floor), Greek (second floor), Latin (second floor). EDUCATION IN INDIANA. 507 Eomance languages (second floor), German (second floor), fine arts (third floor). The Christian associations also have quarters in the third story, while a women's waiting room is provided on the first floor. Science hall was com-pleted in 1902 and dedicated January 21, 1903, in connection with the exercises of foundation day and the installation of President Bryan. It stands at the tip of the L. Its interior construction is of brick, iron and con- crete, the exterior being of white limestone. It is fireproof, and is the largest building on the campus. It contains a basement and four stories, and is occupied by the following departments: Physics (basement and first floor), philosophy and psychology (second floor, third floor), pedagogy (second floor, third floor, fourth floor), geology and geography (third floor, fourth floor). Mitchell hall, named for the Hon. James L. Mitchell, a grad- uate of 1868 and trustee from 1883 till his death in 1894, is a wooden structure east of Science hall, and is at present used for the women's gymnasium. Kirkwood observatory, situated southwest of Maxwell hall, is built of white limestone. It contains six rooms, including a circular dome room twenty-six feet in diam'eter. Both the observ- atory and Kirkwood hall are named in honor of Dr. Daniel Kirk- wood, one of the most eminent of America's astronomers, who was for many years a member of the faculty of the university. The men's gymnasium was erected in 1896. It is a frame structure of modern design. In addition to its athletic uses, it serves as an assembly room for the public exercises of the university; when so used, the floor and gallery have a seating capacity of 1,600. The old gymnasium, north of Owen hall, is still used for practice games of various kinds. Behind the men's gymnasium is the power house. From this central plant all the buildings, except Kirkwood observatory, are supplied with steam heat and electric light, and the laboratories of the departments of physics, chemistry and psychology with electricity. In the tract of low ground lying northeast of Owen hall and the men's gymnasium is Jordan field, the athletic grounds — named in honor of David Starr Jordan, president of the university from 1884 to 1891. Here a field for football and baseball has been 508 EDUCATION IN INDIANA. graded and a running track laid out; on the contiguous ground to the west are located a number of tennis courts for the use of the n:en students. In the wooded ground on the south side of the campus, conveniently near to Mitchell hall, are two well-shaded courts for women. The Indiana university biological station is located at Winona Lake, Indiana. The Winona Assembly has erected for the sta- tion two buildings, each 20x45 feet and two stories high. The tenth annual session will be held in 1904. The funds of the university, in its earlier days, were derived almost wholly from the proceeds of the seminary lands, from gifts, and from fees paid by students. In 1867, by an act ap- ])roved March 8, the general assembly provided for the increase of these funds by an annual appropriation. "Whereas," the act reads, "the endowment fund of the state university, located at Bloomington, Monroe county, is no longer sufficient to meet the growing wants of education and make said university efficient and useful; and whereas, it should be the pride of every citizen of Indiana to place the state university in the highest condition of usefulness and make it the crowning glory of our present great common school system, where education shall be free," therefore eight thousand dollars annually were appropriated out of the state treasury to the use of the university. This amount was found insufficient, and from time to time the amount of the annual appropriation was increased. In 1883, by an act approved March 8, provision was made for a permanent endowment fund to be raised by the levy, for thirteen years, of a tax of "one-half of one cent on each one hundred dollars worth of taxable property in this state," to be paid into the state treasury to the credit of the Indiana university. In 1895 an act was passed (approved March 8), levying an annual tax of "one-sixth of one mill on every dollar of taxable property in Indiana," the proceeds to be divided among the Indiana university, Purdue university, and the Indiana state normal school, in lieu of any further annual appropriations for maintenance. Of this amount the Indiana university received one-fifteenth of a mill on the taxable property in the state. By an act approved March 5, 1903, this law was amended, and Indiana university now receives one-tenth of a mill on every dollar of taxable property in the state. EDUCATION IN INDIANA. 509 Indiana university is pre-eminently the institution of tlie peo- ple. It is the concrete example of the democracy described by President William Lowe Bryan in his inaugural address when he said: ^^What the people need and demand is that their cMldren shall have a chance — as good a chance as any other children in the world — to make the most of themselves, to rise in any and every occupation, including those occupations which require the most thorough training. What the people want is open paths from every corner of the state, through the schools, to the highest and best things which men can achieve. To make such paths, to make them open to the poorest and lead to the highest is the mission of democracy." The rapid increase in the attendance is the best evidence that the university is fulfilling its mission. Worth and not wealth is the test applied in the class room and in society. Last year almost fourteen hundred of the sons and daughters of Indiana alone were in attendance. For the last five years every county in the state has been represented annually. The course of study keeps abreast of the times. Every honorable calling is ably represented by the graduates of the institution. h. PURDUE UNIVERSITY— LAFAYETTE. Purdue university, located at Lafayette, Ind., originated in the act of congress approved July 2, 1862, appropriating public lands to the various states for the purpose of aiding in the main- tenance of colleges for instruction in agriculture and the mechanic arts. The state of Indiana accepted the provisions of the act of congress by an act of legislature approved March 6, 1865, thus pro- viding for the establishment and maintenance of the institution. Two subsequent acts of congress for the further endowment of the institution have been formally accepted under the stated conditions by the legislature of the state, which has also fixed the name and location of the university. From the first, the institution has been under the control of trustees appointed either by the legislature or the governor. These trustees, now nine in number, are responsible for all official acts, are subject to removal, and are in the strictest sense trustees of 510 EDUCATION IN INDIANA. the state's interest. The property of the institution is held in the name of the state and can not be disposed of without legislation. The plan and purpose of the university is to provide liberal instruction in those arts and sciences relating to the various industries, and to conduct investigation and disseminate informa- tion concerning the principles and applications of agricultural science. The scope and work of tlie university is fixed by law as set forth in the three acts of congress relating to the establishment of the institution as follows : The act approved 1862, appropriating lands, states that — "Tlio leading' objects shall be, without excluding other scientific and classical studies, and including military tactics, to teach such branches of learning as are related to agriculture and the mechanic arts, in such man- ner as the legislatures of the states maj' respectively prescribe, in order to promote the liberal and practical education of the industrial classes in the several pursuits and professions in life." The act approved 1887 appropriates $15,000 annually for the experiment station, and states — "That in order to aid in acquiring and diffusing among the people of the United States useful and practical information on subjects connected with agriculture, and to promote scientific investigation and experiment respecting the principles and applications of agricultural science, there shall be established, etc." The act of 1890 appropriates e$25,000 annually for mainte- nance with the provision that it "Be applied only to instruction in agriculture, the mechanic arts, the English language, and the various branches of mathematical, physical, natural and economic science, with special reference to their application in the industries of life and to the facilities for such instruction." In accordance with this law the university offers the following courses of instruction : 1. Agi-iculture.— (a) Science and practice of agriculture, (b) horticul- ture, (c) entomology, (d) agricultural chemistry, (e) veterinary science, (f) dairying, (g) animal husbandry. 2. Applied Science.— (a) Biol^y, (b) chemistry, (c) physics, (d) indus- trial art, (e) sanitary science. 3. Mechanical Engineering.— (a) Shop practice, (b) machine design, (c) transmission of power, (d) hydraulic engineering, (e) steam engineering. 4. Civil Engineering.— (a) Shop practice, (b) railway engineering, (c) bridge engineering, (d) hydraulic engineering, (e) sanitary engineering. EDUCATION IN INDIANA. 511 5. E'lectrical Engineering.— (a) Shop practice, (b) machine design, (c) electrical engineering, (d) dynamo construction, (e) installation and man- agement of electric railway and lighting plants, (f) telephonic engineering. G, Pharmacy.— (a) Pharmacy, (b) chemistry, (c) materia medica, (d) prescription practice, (e) botany. In addition to these departments of instruction the agricultural experiment station is occupied solely with investigations pertain- ing to agricultural problems. Instruction was begun at Purdue in 1874. The first class graduated in 1875, since which time the instructional work of the institution has been continuous. One thousand eight hundred students have been graduated from the institution, and over six thousand have received instruction for a longer or shorter period. The faculty numbers one hundred. The courses of study are continuous throughout the year, hence the annual enrollment is practically complete by the close of the first semester. At that time, February 1, 1904,. the enrollment was 1,424. The institution is supported by the interest on its endowment fund ($340,000) ; by the proceeds of the state educational tax of 1-20 of a mill on each one hundred dollars of taxable prop- erty, and by an appropriation from the United States of $25,000 per annum, known as the Morrill fund. The Indiana experiment station, which is an organic part of the university, receives its support from the United States, and the farmers' institutes are supported by funds received from the state, of which the university acts as trustee. Equipment. — The grounds of Purdue comprise one hundred and eighty acres, fifty acres of which constitute the university cam- pus, the remaining one hundred and thirty serving as a farm- laboratory for the school of agriculture and experiment station. Twenty-two large buildings accommodate the various depart- ments. University hall is occupied by the library and reading room, the halls of literary societies, and the offices of the registrar and the secretary of the board of trustees. The engineering build- ing, presenting a floor space of more than an acre, contains the offices, lecture rooms, drawing rooms, shops and extensive labora- tories of the departments of mechanical and civil engineering. The electrical building, chiefly characterized by its large dynamo 512 EDUCATION IN INDIANA, laboratory, is devoted to tlie departments of electrical engineering and physics. Science liall is tlie home of the departments of biology and chemistry. Agricultural hall, the experiment sta- tion, the veterinary infirmary and a group of extensive farm build- ings give accommodation to various phases of the work of the school of agriculture. Purdue hall is occupied entirely by reci- tation and lecture rooms, the pharmacy building by the depart- ment of pharmacy, and the art hall by the lecture room and studios of the art department. The latter building also serves as a dormitory for women students. The Eliza Fowler hall is a beautiful building containing the auditorium used for public and official functions of the university, and also the offices of the president of the university. In the organization and development of the various departments at Purdue, there have been supplied liberal facilities for the accom- modation of students in experimental study and research. It is not too much to say that a marked characteristic of the university is to be found in the number and extent of its laboratories. The equipment which fills these laboratories is in all cases of a very practical sort. In them, the student of engineering finds machines identical in size and character with those which in power-stations and factories are doing the world's work; the student of science commands instruments and apparatus not inferior to those with which professional scientists employ their time ; while the student of agriculture deals directly with the machines, the materials and the animals of the farm. In the departments of engineering, the work shops for begin- ning students are elaborately equipped with tools and machines for carpentry and joinery, pattern making, foundry work, forging and machine work, and are sufficiently extensive to accommodate one hundred and sixty men at a time. The steam engine lab- oratory for more advanced students contains fifty or more typical engines, the largest of which is rated at 300-horse power. There arie Corliss engines and plain slide valve engines, pumping en- gines and mill engines, and bf whatever character, they are in all cases mounted in such a way as to permit their action to be studied and their performance to be tested. A separate building contains a locomotive testing plant embrac- EDUCATION IN INDIANA. 513 ing a modern locomotive so mounted that it may be fired and its motion controlled precisely as if. it were upon the road. The electrical laboratories contain more than thirty dynamos and motors wliich are served by switchboards having more than four hundred terminals. Nine other switchboards serve in con- nection with a large array of accessory apparatus. The photo- metric laboratory, the telephone laboratory, the storage batteries and the instrument cabinets each have their appropriate equip- ment. Similarly, for field work in surveying, for hydrographic work, and for astronomical work in connection therewith, the equipment of the civil engineering cabinets contains types of all instruments usually employed in such work, the list including no less than sixteen engineer's transits and thirteen levels. The laboratory for testing materials contains a large variety of testing machines for making tests of materials of construction in tension, compression, torsion, and abrasion under both static and impact conditions. Facilities exist for testing cement and concretes. A full supply of cabinet apparatus for delicate meas- urements is provided. In the department of hydraulics, also, there are steam and power pumps, water-wheels and motors, standpipes and weir tanks, together with accessory apparatus for expert testing. The engineering laboratory is the repository of the American master car-builders' association, and as such contains the air- brake testing rack, embracing the complete air equipment for two railway trains of fifty cars each, and a brake shoe testing machine designed to determine the coefficient of friction between brake shoes of various materials, and a standard car wheel, these being the property of the association. A locomotive -museum contains four historic locomotives. The science laboratories include a suite of rooms occupied by the department of biology. There are rooms for general biology, physiological and cryptogamic hotanj, bacteriology, sanitary sci- ence, fermentation, vegetable physiology and plant pathology. The equipment of these laboratories includes microscopes, microtomes, dissecting instruments, illustrative apparatus, herbarium and col- lections, its extent being suggested by the fact that there are as 33— Education. 514 EDUCATION IN INDIANA. many as twenty Beck, and fifty Bausch and Lonib's microscopes. Similarly, the department of chemistry has, in addition to its general laboratory which is equipped to accommodate one hundred and seventy-six students at a time, a laboratory for quantitative analysis, special laboratories for advanced study, a departmental library, balance rooms, furnace rooms, store-rooms, etc., while the pharmaceutical laboratories include a prescription room which is equipped as a modern dispensing pharmacy, and a pharma- cognosy room, the cabinet of which includes 1,100 specimens of crude drugs and chemicals. The equipment of the department of agriculture includes a laboratory of agricultural physics for work in mechanical analysis of soils, a laboratory of agricultural chemistry, a horticultural laboratory supplied with modern appliances for the study of various operations in plant reproduction, and for the investiga- tion of problems in economic botany. A dairy laboratory occu- pying a series of twelve rooms is equipped as a modern creamery for butter and cheese making, while a room devoted to farm- dairying involves more simple apparatus. A veterinary laboratory and museum and an entomological lab- oratory contain cabinets and equipment usual in such cases. The farm machinery contains an exhibit of modern agricultural ma- chinery, and an agricultural museum contains a collection of specimens of soils, fertilizers, wools, cereals, etc. The agricultural experiment station, while devoted chiefly to problems of agricultural research, opens its well-equipped labora- tories to advanced students in chemistry, botany and veterinary science. The college farm with its one hundred and thirty acres is di- vided into fields upon which staple Indiana crops are systemati- cally raised, the rotation and the fertilization being after a plan covering a considerable number of years. The live stock farm is designed to serve in class room work for judging types and breeds, and for experimentation. While most of the animals are bred on the farm, the univerrsity from time to time makes pur- chase of stock from some of the best flocks and herds of Europe and America. The orchard of the farm contains fifty varieties of Eussian and standard apple trees, and numerous varieties of pears, plums, EDUCATION IN INDIANA. 515 cherries and other fruit trees, as well as grapes, bush fruits and strawberries. G. THE INDIANA STATE NORMAL SCHOOL— TERRE HAUTE. The act of the general assembly which created the state normal school was approved December 20, 1865. This act defined the object of the school to be "the preparation of teachers for teaching in the common schools of Indiana," provided for the appointment of a board of trustees, the location of the buildings, the organi- zation of a training school and the adoption of courses of study, and created the normal school fund for the m,aintenance of the institution. The act further required the trustees to locate the school at the town or city of the state that should obligate itself to give the largest amount in cash or buildings and grounds to secure the school. The city of Terre Haute was the only place to offer any inducements to secure the institution. A tract of land three hundred feet square near the center of the city, valued at $25,000, and $50,000 in cash were offered, and the city agreed to maintain forever one-half the necessary expense of keeping the building and grounds in repair. This liberal offer was ac- cepted, and the construction of the building was begun. Aided by subsequent appropriations, the trustees were able to complete certain portions of the building, and the school was opened Janu- ary, 1870. The professional training of teachers was an experi- ment in Indiana, and the institution began its work without the confidence and united support of the people of the state. Twenty-three students were present on the opening day, and this number increased to forty by the end of the term. The attendance has grown steadily since the opening of the school, and during the year ending October 31, 1903, 1,Y91 different students were enrolled. In 1887 the school had become so large that it was necessary for the high school of Terre Haute, which had occupied a portion of the building since its completion, to find new quarters, thus leaving the entire building of three stories to be occupied by the normal school alone. On the forenoon of April 9, 1888, the building and its contents were almost totally destroyed by fire. Only the foundations were left unimpaired ; the library, furniture, apparatus and everything 516 EDUCATION IN INDIANA. in the building — the accumulation of eighteen years — were con- sumed. Terre Haute provided temporary quarters for the school, and, under the contract to maintain one-half the expense of repairs to the buildings and grounds, promptly gave $50,000 in cash with which to begin the work of rebuilding. The next general assembly appropriated $100,000 for the completion of the building and the purchase of a new library, etc. With these sums the school con- structed a commodious and beautiful building and purchased an equipment for every department much superior to that possessed before the fire. The legislature of 1893 appropriated $40,000 for the construc- tion of a new building to be used for gymnasia, library and labor- atories. The general assembly of 1805 appropriated $20,000 and the general assembly of two years later $10,000 with which to com- plete this building. Material Equipment. — The state normal school occupies two large, handsome buildings, each four stories high. The larger building, constructed immediately after the fire of 1888, is about 190x150 feet, and is a very commodious, well-appointed school building. It contains an assembly room capable of seating three hundred persons, a beautiful chapel which seats comfortably one thousand persons, the president's office, reception room, cloak room, class rooms, wash rooms, etc. It is, architecturally, one of the most beautiful buildings in the state, and its internal arrangement is well adapted to Ihe purpose for which it was constructed. The second building is about 100x100 feet, and is, architec- turally, in general harmony with the larger building. The base- ment story contains the two gymnasia ; the second story is occupied by the library. This is a large, w^ell-lighted, beautiful room, ad- mirably adapted to library use. The third story is occupied by the several science departments. The fourth story is used by the literary societies and the Y. M. and Y. W. C. associations. The library is equipped with every needed appliance, and contains about 35,000 well-selected volumes. The chemical, biological and physical laboratories on the third floor are substantially finished and are equipped with everything needed for the science work of the school. Probably there are few, if any, normal schools in the United EDUCATION IN INDIANA. 517 States that are more fully equipped in all their departments for work than is this institution. Proposed Enlargement. — The general assembly of 1903 made a very liberal provision for an increased support of the school. A specific appropriation of $50,000 was made for the construction of a training school building, and a very substantial advance in the institution's annual maintenance was given by increasing the tax for the support of the school. For many years the school has felt greatly hampered by the presence in its main building of the large training schools which it is necessary to maintain. These schools have occupied portions of the building very much needed for the other work of the school. In addition to this fact, it has been impossible to provide room enough for maintaining the training school commensurate with the important work that it is intended to do in the preparation of teachers. A suitable site has been purchased near the present buildings and it is the intention to erect thereon a modern building complete in all its details, to be used as a training school building. Every effort will be made to construct a model building that shall afford every facility for the work of the training school. The training school itself will then be enlarged so that each of the eight grades below the high school will have a large, well-ventilated room complete in all of its appointments. Heretofore it has been necessary to have more than one grade in each of several of these rooms. With the new building contemplated, each grade will be to itself in a separate room and managed by a single teacher. A portion of the new training school building will be set apart for elementary manual training work. The $50,000 appropriated by the general assembly will be supplemented by about $25,000 taken from the general funds of the institution, in order that the train- ing school building may be in every respect a modern, model and complete school building. The increase in the tax for the support of the school will give the institution, beginning July 1, 1904, about $100,000 annually for its maintenance. This will enable the school to enlarge many of its courses and provide additional teachers. It is the intention to offer courses in the various advanced subjects that will equip teachers in every way for teaching the most advanced high school subjects. 518 EDUCATION IN INDIANA, The Purpose of the School. — The statute of 1865 which created the Indiana state normal school clearly defined its object. This was declared to be "the preparation of teachers for teaching in the common schools of Indiana." The state normal school, then, is not an institution for general culture for its own sake; it is a special school — a professional school. Its sole purpose is to confer on its students that education, discipline, professional training and practical skill which will best fit them for teaching in the pub- lic schools of Indiana. The school limits its attention and work to this one thing — the preparation of teachers for teaching in the common schools of Indiana, l^o person is admitted who does not enter for the purpose of preparing to teach in the common schools of the state, and all the work of the school has this one end in view. Perhaps a brief statement of the school's work in its attempt to fulfill this one object of its existence may aid some to determine whether or not they wish to become students. Since the common schools of the state consist largely of the district and grade schools and the greater part of the common school work is in the elementary or common branches, the state normal school seeks first of all to ground its students (such as do not already possess this knowledge) thoroughly in the common or legal branches of study. These lie at the foundation of all learning and scholarship. They are indeed the "fundamental branches of learning." It is also true that the great majority of pupils in the public schools do not advance beyond these elemen- tary subjects. If the state's system of common schools is to become what its founders designed it to be, it must be largely through the efiicient teaching of these elementary branches. About one year of the normal school course is devoted to a thorough, reflective study of these. They are not pursued and taught as in a common ele- mentary school. The student is required to possess the usual general knowledge of these subjects to be admitted. In the normal school he is led to make a more critical and philosophical investi- gation of the facts and subject-matter than he has hitherto done. He now studies these subjects from a professional point of view, from a teacher's standpoint. His own method of studying them, and the method of presenting them appropriate to the different grades of the public schools, are themselves objects of attention and study. Tlie wliole presentation of the subject is surrounded by a EDUCATION IN INDIANA. 519 pedagogical atmosphere which is altogether absent from the ordi- nary school. The student is not only acquiring a larger and better knowledge of the subjects themselves, but he is learning to teach them. All persons are required to pursue the common school branches before graduating except college graduates and persons holding three years', sixty months', professional or life state licenses. In the next place, the course in the normal school requires every student to pursue a long line of more strictly professional work — that is, work which is designed to give special insight into all edu- cational questions and prepare the individual for intelligent and reasonable charge of a school. This line of study consists of edu- cational psychology, experimental psychology, theory of the school, the principles of methods, observation in the training schools and the interpretation of the teaching observed, child-study, history of education, school supervision, school systems of Europe and Amer- ica, science of education, and practice in the training schools. In this more strictly professional department of the student's work every phase of education receives extended and systematic treat- ment — the historical, the theoretical and practical. The whole ob- ject of this is to lead the student to acquire a knowledge of the principles of education and to acquire a reasonable degree of skill in applying these as a teacher. He is to be freed from obedience to mere prescription and rule as a teacher and acquire genuine orig- inality and true individuality. Rational understanding of his vocation is aimed at and the power to determine from the stand- point of principle what the process and work of the school should be. In the third place, the school requires its students to pursue such advanced lines and courses of study as will best reinforce the knowledge of the common school branches, and at the same time best prepare them for the more advanced grades of public school work. Courses in Latin, German, history, mathematics^ literature, science, etc., are offered, and no student can graduate who does not, in addition to his study of the common school branches and the professional line, pursue a sufficient number of these to com- plete four years' work in the school. Like the common school sub- jects, these branches are studied constantly from the teacher's point of view, and the student is frequently led to reflect upon their 520 EDUCATION IN INDIANA. value as means of education, the method by which they are being studied, methods of teaching these appropriate to the grades in which they are studied, etc. The object is to make the entire work of the school strongly and distinctively professional. The faculty now numbers thirty-five. In the spring term, when the attendance is largely increased, the faculty is enlarged by the employment of about ten additional teachers. B, DENOMINATIONAL INSTITUTIONS. 1. STATEMENT. The establishment of denominational schools in Indiana reveals the same si)irit which prompted the Pilgrim fathers to advance learning. Their chief purpose was to advance learning in order to propagate the gospel. They dreaded ''to leave an illiterate min- istry to the churches after our present ministry shall be in the dust." With just such zeal and earnestness did the early pro- moters of our denominational institutions accomplish their pur- pose. They believed with Francis Lieber, not only that "Christi- anity considered as a branch of knowledge constituted an indis- pensable element in a liberal education," but that Christianity taken solely as a historical fact is incomparably the mightiest fact in the annals of human society; that it has tinctured and pene- trated all systems of knowledge, all institutions, both civil and exclusively social, the laws, languages, and literature of the civil- ized nations, their ethics, rights, tastes, and wants. This influence and this religion they conceived the chief end of education to maintain. The proof of such influence in the habits, minds, wants and lives of the early citizens in Indiana is seen in the struggle they endured to secure and perpetuate the denominational christian col- leges. a. DePAUW UNIVERSI.TY— an HISTORICAL SKETCH. By Belle A. Mansfield, A.M., LL..D. The development of institutions in a state like our own, where they have been a part of the indigenous growth, is always of peculiar interest. Even in the pioneer days in Indiana there was EDUCATION IN INDIANA. 521 a distinct recognition of needs beyond those for the mere material existence, and the life was known to be more than meat, and the body than raiment. Consequently the most far-seeing men and wom- en, with distinct appreciation and rare devotion, bent the best ener- gies of their lives to bring about the most helpful surroundings, for growth and development, not only within their own homes, but also in their several communities and within the reach of the still wider public. Under this impulse, churches and schools naturally found their places among the homes, the mills, the shops, and the stores of the new communities, and the growing civilization. This soon meant schools for the higher education, as well as those of primary and secondary grade ; schools, too, not only under state manage- ment and support — but those nnder religious control as well — where distinct attention should be given to the spiritual growth, at the same time that the intellect was receiving its strictest training and most careful direction. As an outgrowth of this idea, the Methodist ministers of Indiana, in their annual conference as- sembled in 1835, voiced the sentiment of the most progressive, not only of their own numbers, but also of their congregations, when, after long and careful consultation, they drew into a formal resolu- tion this sentiment that had been growing for several years, and adopted it and spread it upon their records — that they would found an institution for higher learning, to be known as "The In- diana Asbury university.'' This meant much. The state was, as yet, sparsely settled ; its roads, where laid out at all, were well nigh impassable; Methodism had only about 25,000 members within the state confines — and money was scarce among them, as it was also among their neighbors ; but the need seemed great, energy was at high tide, and faith in the future unbounded. These ministers went from their conference session, and talked over their new plans with the people of their widely extended circuits. Several places presented their claims and urged them to be the seat of this new center of learning — prominent among which were Lafayette, Indianapolis, Rockville, Putnamville and Greencastle. After it was once decided that the location should be within Put- nam county, the advantageous situation of Putnamville was argued seemingly with propriety and with special force, because it was on that important '^national road" that lead in unbroken distance even from Pittsburg and beyond it westward to the Mississippi 522 EDUCATION IN INDIANA. river. But notwithstanding this really important factor, the bal- ance of the argument was against it, and the decision was cast in favor of Greencastle. This vote was reached at the conference session of 1836, which was held in Indianapolis, and on the Satur- day afternoon of that occasion. The next Monday morning, Rev. J. C. Smith and Rev. Aaron Wood were appointed agents to col- lect money for the erection of suitable buildings for this important new enterprise. A committee also was named to memorialize the legislature at its coming session in the interests of a charter. All the preliminaries were adjusted and work in earnest was about to begin. The first serious opposition was encountered when the com- mittee appeared before the legislature with their petition — a double line of opposition — from the foes of advancing Methodism, and from those who were opposed to attempting anything more than was already being done in the matter of education under the existing difficulties. But the way was finally cleared — in the lower house, by argument ; and in the upper by strategy, combined with the argument; and on the 10th of January, 1837, the charter was granted which provided as follows : ^'That a seminary of learning shall be, and the same is hereby established in the town or vicinity of Greencastle, in Putnam county, and state of Indiana, to be known by the name and style of 'The Indiana Asbury university,' which shall be founded and maintained forever, upon a plan most suitable for the benefit of the youth of every class of citizens, and of every religious denomination, who shall be freely admitted to equal advantages and privileges of education, and to all the liter- ary honors of said university according to their merit." As yet, it will be noticed, that no maiden was provided for in all this uni- versity outlook; her presence was not described even on the uni- versity horizon and the "youth'' of this charter provision is to have its strict interpretation of being, as the grammarian would say it, of masculine gender. The claims of this new institution were presented and urged all over the state, and money came in at least liberally, if not abun- dantly. A building was begun which was to furnish the "local habitation and the place," and its corner stone was laid amid great ceremony on June 20, 1837. This was the noblest occasion Putnam county had ever yet seen. Twenty thousand people had come from the surrounding country — some of them even from dis- EDUCATION IN INDIANA. 523 tant parts to witness this important ceremony. All Greencastle was a center of hospitality in the entertainment of its guests. The rermon of the occasion was preached by that splendid orator, Dr. Henry B. Bascom, of Kentucky, who later on became one of the bishops of the Methodist church south. All the incidents consid- ered as belonging to such occasions w^ere fully observed, and the men and women went to their homes resolved upon renewed zeal and added sacrifices in the interests of their "university." The building which was the original of what is now known as "west college," progressed without interruption or serious delay, and was really a noble structure from the standpoint of its times and its surroundings. But the educational idea did not wait upon its completion. Rev. Cyrus Nutt, of Allegheny college, Pennsylvania, had recently opened a school in Greencastle, which within a few days of the laying of the "corner stone," was adopted as the preparatory school for the "university ;" it had its beginning in an old school house, but in I^ovember of its first year was moved into a building on the piece of ground now occupied by the College-avenue Methodist church. The first home of this school was neither spacious nor pretentious — a room of about twelve by fifteen feet, but this was quite large enough for the teacher and his ^ye students — the total enrollment at the opening of the first term ; of these five, four were from Greencastle and the remaining one was from a few miles out in the country ; their names are carefully preserved and are a part of the records. One-fifth of these charter member students contin- ued his course even to graduation, and was a member of the class of '42 — the third class that graduated from the institution. Several ineffectual attempts to organize a faculty, were made within the next two years. The trustees, in their wisdom, saw that first-class talent must be called and the very best preparation that the church could command ; in return they had little but possibil- ities to offer by way of inducement. During this period, Prof. Xutt — be his name written with reverence — ^held steadily to his course, and was himself acting president, professor, faculty, treas- urer and whatever other offices the duties of the day might demand. With such assistance as he could from time to time secure, he did his work bravely and had the reward of seeing it prosper under his 524 EDUCATION IN INDIANA. care, and of recognizing- the promise of larger things in the times to come. At a meeting of the board in 1839, upon the recommendation of Bishop Roberts, whose home was then in Indiana, and of Dr. Charles Elliott, editor of the Western Christian Advocate, Prof. Matthew Simpson, of the faculty of Allegheny college, was elected president ; largely through the representations and the urgency of those who recommended him, he decided to accept this important place, and entered upon his duties September 23, 1839. The first regular faculty as then constituted was as follows : Rev. Matthew Simpson, A. M., M. D. — President and professor of mathematics Rev. Cyrus ^utt, A. M. — Professor of languages. Rev. John W. Weakley, A. M. — Principal of preparatory de- partment. John A^Hieeler — Tutor in Languages. Dr. Simpson soon became known as wise in counsel, strong in executive quality and eloquent in speech. lie was a statesman, and orator and a consecrated man of God. The new being com- mitted to his care received into its veins some of the rare quality that carried him some years later to the eminent distinction of being recognized as the greatest man in American Methodism, since the days of Bishop Asbury. His associates in the faculty, too, were men of genuine merit and of unfaltering devotion to their work. All of them became in subsequent years themselves presidents of important educa- tional institutions. This faculty entered upon its duties in 1839, the school still being located in the old seminary building. But at the opening of the second term of that scholastic year, in the spring of 1840, the new structure though not yet completed, was so far advanced that one part of it could be used for school purposes while the re- mainder was being finished. Work was pushed forward vigor- ously, both in the classes and with the brick and mortar, in order that by the commencement time, which was to be about the middle of September, everything might be in readiness for a veritable ^'commencement,'' and the looked for day at length arrived. The close of the school year witnessed a great event, the graduation of the first class from the "university," a class of three, of whom Dr. EDUCATION IN INDIANA. 525 Thomas A. Goodwin, of Indianapolis, with a long line of useful labors back of him, still lives to encourage us with his abounding spirits, to enliven us with his spicy reminiscences and to stimulate us with his enthusiastic activity. He still keeps a clear brain and wields a trenchant pen. On the 13th of September, Dr. Simpson, who had been busily at work for nearly one year already, was formally inaugurated and the keys of the institution were placed in his possession by the Hon. David Wallace, the governor of the state of Indiana; this was his official announcement as the first president of ^^The Indi- ana Asbury university." The next day the board of trustees took important action, look- ing toward making larger provisions for the growing needs. The chair of mathematics was separated from the president's duties and Rev. W. C. Larrabee, A. M., then principal of Cazenovia semi- nary, was elected professor of mathematics and natural science — but was soon relieved of the latter half of this combination to take charge of which Charles G. Downey, A. M., was elected. Tlie chair of languages, too, was divided — its former incumbent retain- ing the Greek, his tutor. Rev. John Wheeler, A. B., being elected to the chair of Latin language and literature. The president also organized the department of mental and moral science and took charge of its classes in addition to his official duties as the head of the institution. The faculty was now considered quite complete, and was, indeed, under all the circumstances one of remarkable strength. Only one change and one addition were made in its composition for the liberal arts work, until the end of what is som<3time called the Simpson period ; the change was incident to the resignation of Prof. T^utt and the succession of the elegant and enthusiastic Prof. B. P. Tefft, A. M., from the state of Maine. The retiring pro- fessor, however, returned a few years later to serve through another period of years in connection with the faculty here, and then in the faculty of a neighboring institution in our own state. The addi- tional name placed in the teaching list was that of the accom- plished scholar. Rev. S. K. Hoshour, A. M., who in 184Y was elected as tutor to take charge of the new work in German and French. In July 1848, President Simpson, with his work in full tide of prosperity, resigned his place to accept the editorship of the 526 EDUCATION IN INDIANA. Western Christian Advocate, to which position he had been re- cently elected. He had been at Asbury about ten years; during that time it had grown from its small beginnings, though with a large enough name, surely, to the status of a really prosperous and well known college. From the first, its educational standards had been placed high, and its corps of instructors was from among the best scholars and thinkers that the country could furnish. This meant very much, not only for those days and years, but for those that have followed even down to the present; and it will mean much for the subsequent times — not only in the records that are back of us and the traditions that are about us, but in the impulse under which we shall continue to live and grow. Students, too, came in goodly numbers — as many as under the existing conditions could be well cared for; and these not only from our own state, but a liberal proportion from adjoining states and even more distant regions — recognizing that here was a place to gain an education of a high order, and to gain it under the ad- vantages of broad healthful, christian surroundings. The best educational interests here subserved, and the importance of chris- tian influences was emphasized. During the year that followed the resignation of Dr. Simpson, while the board was trying to find a successor who would exactly suit the conditions and the needs — the administration was placed in the hands of Prof. Larrabee, and the standards were well main- tained during this interim. July 14, 1849, Rev. Lucien W. Berry, A. M., was chosen presi- dent and entered very soon afterward upon the duties of his ofiicial position. He was pre-eminently an orator; one of the most bril- liant pulpit orators of his time — and withal a man of learning. He came to the new field of labor with the confidence of his breth- ren and the strong support of the church. His formal inaugura- tion took place at the next commencement time, nearly one year after he commenced his work; the keys of the university were placed in his charge by the chief executive of the state. Governor Wright. He continued to administer the affairs of the institution for four years longer, and at the end of that time resigned his place here, and accepted the presidency of the Towa Wesley an uni- versitv at Mt. Pleasant. EDUCATION IN INDIANA. 527 In the following August, the Rev. Daniel Curry, D. D., of !New York city, was elected to the vacancy ; he began his work with the opening of the school year and remained until July, 1857, a period of about three years. Dr. Curry was a superior teacher, a man of fine native ability and extensive culture, but not quick to assimi- late the spirit of the west into his eastern life and habits ; nor was he, perhaps, always v^ise in government. Passing by entirely what may have been the merits of the case, it is a matter of history that during these years arose the college rebellion that threatened such dire things to the school. So serious did the conditions become that a special session of the board of trustees was called in Decem- ber, 1856, to adjust the differences between faculty and students that seemed incapable of easier adjustment. During this session the resolution was presented and adopted discouraging, as a gen- eral principle all appeals from students to the board of trustees as "against faculty action. But at the end of the school year, the pres- ident decided that perhaps the interests of all concerned might be best subserved by a change in administration. He resigned his place and enjoyed many years of successful labor in other fields — the greater part of the time as editor of some of the most important periodicals under the control of Methodism. From July, 1857, to July, 1858, the institution was again with- out an executive head. At this time Dr. Nutt was again elected to a professorship, after an absence of a number of years, and was also made vice-president. With this arrangement a successful year ensued and at the close of it Rev. Thomas Bowman, D. D., was elected to the presidency.' He brought with him into his work, a beautiful spirit and a thorough education. Upon his coming, the school people and the general public rallied about him and the fourteen years of his administration were fourteen good years. There was genuine progress in those times and a good degree of peace on earth, good will among men. In 1872 he resigned the place which he had held through so many and such successful years, because the church in its wisdom had transformed the college president into a bishop of the Methodist Episcopal church. Rev. Reuben Andrus, D. D., at that time pastor of Meridian-street church in Indianapolis, was chosen as his successor, and continiied in the place for three years ; he was a strong preacher and a noble hearted man whose presence even impressed people toward the 528 EDUCATION IN INDIANA. better things. He came to his new work in days of its prosperity and after three faithful and successful years concluded to return to the work of his choice in the regular pastorate. Rev. Alexander Martin, D. D., was the choice for the next presi- dent. He was a Scotehman by birth and had the true fibre of his own strong, rugged country. He was a born ruler and an able organizer. Dr. Martin came to Asbury in 18Y5, with ripe and broad scholarship and with firm conviction of right, which he car- ried out without fear or favor. He knew what a university ought to be, and furthermore knew that the one to which he was called was only an excellent college; he believed though, that the tiriie had come to extend its circle of usefulness, and to make it in fact what it had all along been in name. To this end he labored and with how large degree of success is well known, till he saw Asbury enlarged and itself the liberal arts school of DePauw university, with beginnings at least of all the special and professional schools that usually enter into the constitution of a university, excepting only that of medicine. In 1889, he feeling that, with advancing years, he should be relieved from the heaviest of his responsibil- ities and the most arduous of his duties, his resignation as presi- dent, offered for the second time, was finally accepted and his ac- tive duties in the university were alloM^ed to remain only in connec- tion with his department of philosophy— at which post he contin- ued until the end of his long and useful life in 1893. After muc'i consultation in the matter of the next presidency. Rev. J. P. John, D. I)., was chosen in 1889. He was already one of the university professors and the institution's vice-president. He was thoroughly acquainted with the life about him and in full s.ympathy with the course of development of the last few years. With his strong logical mind and his enthusiastic nature he rec- ognized large possibilities in the very near future, and bent his energies toward them. He devoted himself assiduously to the reorganization of the courses of study, and to the looking out pro- fessors of the highest available quality in their own lines of work, so that whenever a change h§^l to be niade in the faculty, or an addition could be made, it might always be the best one possible in the interests of the highest order of work in all departments. These were the days when the university expectations were at their greatest as regarded the value of its endowments and large things EDUCATION IN INDIANA. 529 seemed to be within tlie reasonable reach of the institution. But hard times came this way in '98 and continued through several subsequent years. Business interests suffered; stocks and shares declined in value; productive funds became non-productive; stu- dent numbers decreased because incomes in their homes were un- certain, and the horizon of present possibilities narrowed and that beyond the power of any one to prevent it. Many a man and many an institution during those years had to exchange its inquiry of ^Svhat is best" for the more available one of "what is now most expedient." But a high order of work was done in recitation rooms, libraries and laboratories, and young men and young women w^ere learning to think, and were getting ready for the great world. Dr. John resigned the presidency in 1896 and was followed by Kev. II. A. Gobin, A. M., D. D., who for some years previous had been the dean of the school of theology. He showed himself to be a man among men for the time in the midst of which lie was placed, and answ^ered with rare discretion the best interests of the university, and brought it through the severest days of its financial difficulties, till the dawn of a new era of prosperity ap- peared on its horizon. Within these fifty-two years, and under these seven administra- tions that have followed since the times of the first president, professors, associates, instructors and tutors have come and gone — many of them of noble quality and a high degree of efi&ciency in their several departments, ^or has it always been in their depart- ments alone that they have rendered inestimable and imperishable service; for some have been wise and careful counsellors as well, and have touched for healing and for health the young life about them ; some, too, have contributed bountifully toward the solutions of the weightiest problems that have presented themselves through these years, for university solution, and have planned and worked wnth zeal and efficiency for enlarging interests and advancing opportunities. But there are too many of them whose merits place them in honored ranks in the educational world, even to be named and titled in the brief pages of this historical sketch. Many interesting things present themselves as worthy a place in the records of these passing years, but naturally we can stop here to make mention of only a few of them, so these few must 34— Education. 530 EDUCATION IN INDIANA. be selected from among those that are conspicuous as record making ones : On the 23d of May, 1843, the trustees entered into compact with the secretary of war to educate ten Choctaw boys, and pursuant to this agreement Indians came into the school. At first it seemed peculiar but was entirely consistent with the provisions of the charter as was also the coming in at later times of Japanese, Afri- cans and Chinese. Hon. James Whitcomb, in 1853, gave the university his valu- able library of 4,500 volumes, and made provisions for its super- vision and enlargement. This furnished a very considerable nu- cleus for the accumulations of all these years. The regular in- come from the endowment which he left for it is still one of the important sources of revenue for the purchases of new supplies from year to year. In 1859 it was considered expedient to reorganize the depart- ments, and this was done under the following eight titles — each member of the corps of instructors fitting in some one of these groups. I. President, and professor of mental and moral philosopliy. II. Vice-president and professor of mathematics. III. Professor of natural science. IV. Professor of Greek language and literature. V. Professor of Latin language and literature. VI. Professor of belles lettres and history. VII. Adjunct professor of mathematics and principal of preparatory department. VIII. Professor of law. This new classification, in itself, made no changes in the work about the institution, or in the respective duties of the various persons concerned, but merely set forth in more systematic order facts that had been thrown into more or less of confusion by many adjustments and readjustments. The year 1867 witnessed a real innovation; after careful con- sideration and protracted discussion, it was decided in June, that ladies should be admitted fo the college classes. This was a great departure from the old standards ; the mixed student contin- gent had as yet appeared in but very few of our colleges — notable among this few were Oberlin college and the Iowa Wesleyan uni- versity. With the opening of the next school year, a number of EDUCATION IN INDIANA, 531 young women availed themselves of the privileges for higher education, and in 18 Yl four young women were in the graduating class. In 1869, Kobert Stockwell having given $25,000 to the endow- ment funds — which then seemed quite a munificent gift — the chair of Greek was named in his honor "The Robert Stockwell chair of Greek language and literature.'' But naturally amid all the growth and expansion of the times, the one building that had been so ample in its first years was entirely too small to meet even tolerably well the present needs. An additional building must be erected and that in the near future. After much deliberation, with but little money for it in hand and not much more in sight, but with large faith in the possibilities, the work was undertaken, and on the 20th of October, 1869, the comer stone was laid for a new building — the one now known as east college. The work progressed but slowly, for the trustees and the building committee were not willing to go much in advance of the ready money for the payment of the bills; so that about six years passed by before the structure was completed, though parts of it were ready for occupancy before that time. When it was finished it was at a total cost of something more than one hundred thousand dollars. Quite a number of its rooms were finished, furnished and named by private individuals, and the spa- cious chapel was beautifully furnished by Mr. Jesse Meharry, and named in honor of his wife "Meharry hall." In ISYY a department of military science was established. It was organized and considerably advanced in drill through the generous and unrecompensed labors of Major C. W. Smith, of the class of '67, and Major M. Masters, both of Indianapolis, but an' ofiicer of the regular army was soon afterward secured, and the department was maintained without interruption until the out- break of the recent Spanish war, which called in for the active service the officers and the guns. A department of physical cul- ture has for the present superseded it. In 18Y9 laboratories were first opened for science work; prior to this time, these studies had been pursued from the text book with occasional experiments made by the teacher in the presence of his class; with this new era, the student was sent into the laboratory to conduct his own investigations and make his reports. 532 EDUCATION IN INDIANA. The chemical laboratory was opened first, to be followed soon by the physical, and a little later by the biological. On February 10, 1879, the old college building was nearly de- stroyed by fire. A little later it was rebuilt, enlarged and refitted — ^not at all a thing of beauty in its present state, but spacious and useful. Eighteen hundred and eighty-two witnessed two marked actions of the board of trustees — the first one the election of Prof. Alma Holman, A. M., to the chair of modern languages, the first lady called to a full professorship in the institution ; the second one the establishment of the department of theology, to which Rev. S. L. Bowman, S. T. D., of Xew Jersey, was called as the head. On May 5, 1884, there came to a happy termination the series of negotiations that had been in progress for nearly three years, and that resulted in the change from "Indiana Asbury university" to "DePauw university," with the beginnings of all that it has meant in the way of strengthening and of enlargement. For the details of these important transactions reference must be made to the fuller records of the university. Suffice it here to say that impor- tant financial interests were subserved, by which the institution re- ceived $60,000 from Greencastle and Putnam county, $120,000 from the Indiana conferences and friends outside of Putnam county, and from Hon. W. C. DePauw, the liberal bequests, which, notwithstanding the vicissitudes of subsequent years, have netted the institution already about four hundred thousand dollars with settlements yet to be made within the near future that, according to most conservative estimates, will amount to about an additional one hundred and fifty thousand doUars. Also, ])ending these negotiations, arrangements were completed for several other important enterprises prominent among which was the building and equipment of our excellent McKim observ- atory entirely at the expense of him whose name it bears. And this is in the line of advancement which has long been in progress. From the early beginning of the university down to the present time, friends have come forwai^ with generous gifts to meet the pressure of special difficulties or to open the way for important advances that could not otherwise be made. Indeed the institu- tion has never been wanting in friends who have been willing to labor, to plan, and even to sacrifice in its behalf. This has been EDUCATION IN INDIANA. 533 one element of its vitality and its strength. Rooms and corridors, libraries and alcoves are eloquent in their tributes, and the names and generosity of numbers of these earnest and devoted friends and helpers are among the most sacred of the records of these years. With the new possibilities that opened with the coming in of these larger amounts of money of the past sixteen years the oppor- tunity seemed at hand for realizing in fact the name of "univer- sity," and several new schools were projected and formally opened; so that by the year 1886 the following schools were in operation, and so continued for several years : The Asbury college of liberal arts, school of theology, school of law, school of military science, school of music, school of art, normal school, preparatory school. In 1890 it was deemed wise to elect a professor of pedagogy into the faculty of the Asbury college of liberal arts rather than to maintain a separate normal school — not because of any difficulty in maintaining the latter, but because more in harmony with the educational idea about a university. In 1894, from lack of funds that could appropriately be used in developing the law school into what it really should be, it was thought best by the board of trustees to suspend it at least for a time, and in 1899 similar action, for reasons partly similar, was taken in regard to the school of theology, and a professorship of biblical literature was added in the liberal arts department. In 1896 the name, "preparatory school" was changed to "acad- emy," in order that the work done there might be more exactly designated. With these changes the several schools continue. Incident to the enlargement of the institution in these recent years several new buildings have been added. At present the buildings are as follows: East college, west college, science hall, McKim observatory, woman's hall, music hall, art hall and Flor- ence hall — the last named of which' is the most recent one, and was built through the bounty of Mrs. DePauw and Miss Florence DePauw. An additional building devoted to chemistry and physics is just completed; it has cost about $60,000, and was made possible by the generous gift of the late Hon. D. W. Min- shall, of Terre Haute. In addition a handsome residence has re- 534 EDUCATION IN INDIANA. cently been purchased and refitted for the occupancy of the pres- ident. In recent years the university has passed out of its period of financial crisis, though the problem of larger endowments still abides. The Eev. W. H. Hickman, under the title of chancellor, served the institution for several years. He brought to his task unbounded enthusiasm and tireless energy, and has been a large factor in rescuing the university from its embarrassments. In 1903 Dr. Gobin and Dr. Hickman both resigned their positions, the former remaining as vice-president, the latter accepting the presidency of the Chautauqua institution. After much canvass- ing of the situation the trustees and visitors centered the headship of the university in one person and rearranged the work accord- ingly. In June, 1903, the Eev. Edwin Holt Hughes, S. T. D., then pastor of the Centre Methodist Episcopal church. Maiden, Mass., was unanimously elected as president of DePauw univer- sity. He began his administration at the opening of the fall term in 1903. There is now a remarkable turning of confidence and enthusiasm toward the university from all its natural con- stituency. The prophecy is everywhere heard that DePauw uni- versity is entering upon an era of unexampled prosperity and usefulness. And now this sketch has reached one of the most important factors of university life and university connection — the alumni and other former students of all these years from the beginnings even unto this present time ; these men and, in mor^ recent years, these won^en, too, whose lives have been to so large an extent molded and directed under its influence. After all this is one of the true tests of the value of an institution of learning — its permanent influence on the lives and character under its influence, and under this test there are no words or sentences that can ade- quately express what Asbury and DePauw have meant and are still meaning in Indiana and more distant parts of our own coun- try and e\en of other lands. There is already a graduate list of near two thousand and that-still longer list of those who have pursued longer or shorter courses of study under these same influ- ences, but who for various reasons stopped short of their com- pletion. Among these graduates and others whose lives have been largely molded and directed here, are many conspicuous and able EDUCATION IN INDIANA. 'o6,y leaders — divines, lawyers, doctors, auditors and editors, diplomats, statesmen and men of affairs — men and women, whose lives enrich the communities in which they live and help to establish and maintain noble ideals in life and to press toward them. DePauw university enters upon the new century with sixty- one years of noble and honorable life back of it, with a record that contains the accounts of some serious struggles, but all of them leading to ultimate victories, with vigorous energy in its present life and firm in faith for the coming years. It is rich in its traditions and in the sacrifices that have been made for it; rich in its alumni and non-graduate students, and its noble and many friends within its own church and outside of it; rich in its students and in the spirit within its halls and walls; and rich in the prospects toward which it is moving. CLASSIFICATION OF GRADUATES DePAUW UNIVERSITY. EDUCATIONAL POSITIONS. C'ollege presidents 51 College professors, etc. .129 City and county superintendents 104 Other teachers 370 GENERAL OCCUPATIONS. Teachers 654 Lawyers 510 Ministers and missionaries. 389 General business 163 Physicians 147 Editors and journalists 102 Authors 52 Farmers 52 Bankers 35 Manufacturers 22 Engineers 21 PUBLIC OFFICES. Governors 2 Lieutenant-governors — 2 Cabinet officers 2 Foreign ministers 5 Attaches and consuls 5 United States senators (2 non-graduates) 7 Congressmen 10 Other state officers 10 State senators 21 Federal and state su- preme judges 23 State representatives 59 Army and navy 77 Note.— In estimating these figures bear in mind (1) That some names are on more tlian one list. (2) That since 390 of the graduates are women, the public offices have been distributed among 1,741 of the graduates. (3) That the classes from 1900 on are not yet listed. Where can the above record be surpassed ? h. NOTRE DAME UNIVERSITY— SOUTH BEND. A drive of twenty minutes from South Bend, Ind., brings the visitor to a broad and beautiful avenue of maples, which more than a mile in length, is the entrance to E"otre Dame. While being carried between the neatly trimmed hedges he sees far up that shady arcade the glittering dome of the university and the 536 EDUCATION IN INDIANA. lofty spire of the church of the Sacred Heart. As he draws nearer he passes on either hand the quaint old postoffice and the keeper's lodge. Iliese are the points of the large crescent which traces the plan of the buildings of the university. Directly before him, a quarter of a mile away, is the main building, on either side of which is the church and the conservatory of music — Washing- ton hall. Beyond the church is the large resident hall, Corby; and beside Washington hall is the new gymnasium. To the vis- itor's right as he enters the grounds is the institute of technology ; and to his left is the site of Walsh hall, the library building soon to be erected. Midway between the institute of technology and the conservatory of music is science hall; and opposite to it is the senior dwelling hall, Sorin. To the rear of Walsh hall is St. Joseph dwelling hall; and near the institute of technology is the astronomical observatory. A hundred other buildings surround this group which occupies the main campus. Half a mile to the west, on the shore of St. Mary's lake, stands the seminary of Holy Cross, where all stu- dents aspiring to clerical orders live apart. Nearly a mile to the north, across St. Joseph lake, is the novitiate of the order. Midway between them is the community house, where the brothers and priests of the congregation of the Holy Cross live. This is Notre Dame today. Situated on an eminence in the midst of the charming modulations of the valley of the St. Joseph, a lovely landscape stretches away before it as far as the eye can see. To the west are the picturesque windings of the hardy stream, and beyond the broken horizon. Northward lie the green hills and lake-dotted fields of Michigan. To the east are the rich farm lands and untouched woods of Indiana. Two miles to the south in the valley stretching in a beautiful panorama lies the third city of the state — South Bend. What the poet has well called ^^the sense of beauty inspired by fair surroundings" has had much to do with the success of Notre Dame as an educational institution. She was founded on the shore of twin crystal lak^e, that are still embraced by their native groves. The site of Notre Dame is such as the poet would wish for. Long rows of maples line the walks. Evergreens and ornamental trees are planted in profusion through the parks and grounds of the university. The soft slopes and inviting lanes EDUCATION IN INDIANA. 537 by the placid waters of the crystal lakes, the quadrangle with its sparkling fountain and flowers of radiant hues, the beautiful avenue of approach — all these were planned with an eye to beauty, and can not fail to appeal to all. Few who have never visited ISTotre Dame can realize the symmetry and the grandeur of its architectural structures or the charm and beauty of its environs. Here long ago came the missionaries with the light of the truth to the Indians. Long ago this place was hallowed by the voice of prayer and the deeds of saintly men. Through here more than two centuries ago crossed Marquette on his last voyage, just before his death. I^earby, La Salle wandered about lost in the woods during that night which Parkman mentions. Here likewise came the noted missionaries Frs. Allouez, De Seille, and Petit. On the shore of St. Mary's lake the proto-priest of the L^nited, Father Badin, built his log chapel on the land he had purchased from the government. But they had all come in suc- cession and passed away, though still the faithful red man repeated the prayers that the ''black robes" had taught his grandfathers. Such was the condition of the Indian mission of St. Mary's of the Lakes when Fr. Sorin laid the foundation of Notre Dame in 1842. With him came six brothers of the Holy Cross from France. They were young, and they spoke a strange tongue; they were poor, but the inspiration for their work filled their whole being. They had devoted their lives to God and the cause of Christian education. They sought the patronage of His blessed mother; and today in all this broad land is no greater monu- ment reared as a tribute to the queen of heaven than the insti- tution of Notre Dame. In 1844 the college was opened. The first student was the boy who two years before had led Fr. Sorin through the woods to the shore of the lakes. He became the famous wagon maker of South Bend — Alexis Coquillard. The first graduate of the institution was Neil Gillespie, afterward the well-known Fr. Gil- lespie, first cousin of the Hon. James G. Blaine. Three college buildings have occupied the present site. The original was soon found to be too small and was replaced by a larger one. In '79 the entire community was destroyed by fire, the church alone remaining. Yet through the years Notre Dame has prospered, and now as one looks back over her history he 538 EDUCATION IN INDIANA. wonders at the strangeness, completeness and rapidity of the change from the log chapel in the wilderness, with its single priest and half dozen brothers, to the massive pile of architecture which is known as the leading Catholic college of the west. In '44 the general assembly of Indiana had chartered the institution under the name of the university of IN^otre Dame du Lac. To the founders and their perpetual succession was con- ferred the full power and authority to grant such degrees and diplomas in liberal arts and sciences, in law and medicine as are usually conferred by the other universities of America. Ac- cordingly today the thousand students of l^otre Dame, under the direction of seventy-five instructors and professors, are pur- suing courses in (1) school of arts and letters, (2) school of science, (3) school of engineering, (4) school of law, (5) school of pharmacy. In the school of arts and letters there are three four-year courses leading to three degrees. The purely clas- sical, which includes eight years of Greek and Latin, and the modern languages, leading to the degree of A. B. The English course, which differs from the classical principally in the sub- stitution of English and American history for the Greek, leads to the degree Litt. B. The course in history and economics leads to Ph. B. Closely allied to these courses is the course in jour- nalism. In the school of science two courses are given — one in general scientific training granting the degree of B. S., the other special- izing in biology and gaining the same degree. In the school of engineering there are three four-year courses. The first leads to the degree of civil engineer, the second to that of mechanical engineer, the third to that of electrical engineer. In connection with the department of electrical engineering a short course in practical electricity has recently been instituted. In the law school there is a three-years course leading to the degree of LL. B. Eor an additional year of post-graduate work in law the degree of LL. M. is granted. In the school of phar- macy there are two courses— ^one of three years, leading to the degree of pharmaceutical chemist (Ph. C), and the other a course of two years, gaining graduate of pharmacy (Ph. G.). There is also a four years course in music and architecture. EDUCATION IN INDIANA. 539 The Very Rev. Andrew Morrissey is president of the insti- tution, which distinguished position he has held with honor since 1893. He is truly a son of Notre Dame. As a boy of twelve years he came to the institution already well advanced in his preparatory studies ; during the years he was a student he became thoroughly imbued with the spirit of the place. He distinguished himself for his ability in mastering the classics and as a math- ematician. He has held many prominent places in the faculty. To the fulfillment of his office he brings the resources of a mind well trained in all the requirements of his high position. Fr. Morrissey is widely known as an orator and as an educator. Col. William Hoynes, dean of the law school, has a wide ac- quaintance in the middle west in the legal profession. He was a very successful lawyer in Chicago before being called to fill his present position at the head of the law department in 1883. He is a thorough organizer and a man possessing a most com- prehensive knowledge of law. Professor John G. Ewing, of the department of history and economics, is one of the ablest Catholic historians in America. He is widely known as a public speaker, principally in connec- tion with the Knights of Columbus, of which organization he is a state deputy. The main building of the university is -of neogothic ar C0SbDb773b 'V .,;.'«