USA > Iowa > Warren County > The history of Warren County, Iowa, from its Earliest Settlementto 1908 > Part 25
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The High School is a product of the last half century, and to some extent is vet in the experimental stage. Chicago's first High School was organized in 1856, but the thought soon spread from the cities to the towns and villages of the entire country. In quite all the villages there are graded schools with a lligh School having its four years' course, with freshman, sophomore, junior and senior classes. Speaking in a general way, the people are prouder of their High School than any other institution among them. There is no tax which is so cheerfully paid as the school tax, and this is likely to be the case in all the future.
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The people are delighted with the growth of the free school system and hail with joy any progressive movement, anything that advances true learning. Nothing pleases the old people more than to compare the educational conditions of today and fifty years ago, and mark the improvement, and to comment upon the superior advantages of the youth at the present time, and they moreover are truly gratified to be able to attribute their lack of learning to the limited educa- tional facilities of their youthful days. Improvements, inventions and displays of human genins abound on every hand that make for the betterment of mankind, but nowhere is that which increases human power and usefulness more clearly seen than in the improved facilities for acquiring knowledge. With such sentiments developing among the masses it is not strange that the people are willing to build commodious schoolhouses, provide the best books and teachers within reach. These sentiments were not born in a day, but were reached by slow processes, amid falterings, doubts and discouragements. There were not lacking those who hesitated, and even opposed the onward movement, but as in all developments that stand for the best interests of humanity, unfaltering trust and perseverance gained the day. Illiteracy is fast disappearing, because "The school master is abroad, and the school ma'am" and their influence was never so potent as now. There were never so many wise men and women working on text-books for the publie school as now. Human genins is determined to bring forth the best that can be devised to aid the children in acquiring that knowledge which will fit them for the best possible manhood and womanhood. The time was when parents felt that they must have the services of their children when they reached their 'teens, but now they are willing to devise some other plan to keep the larder supplied, willing that their children should attend the public school and vie with other children for the first rank in scholarship. Nobody supposes that the free school system is perfected, but all are looking for still greater achievements in school teaching. When better methods come, all stand ready to cheerfully accept them, and give honor to the inventors.
The evolutions of the public school system are most clearly set forth in the growing demand for better qualified teachers. The masses are willing to pay fair wages, but they want competent instructors. They are looking to their legislators to protect them from unqualified teachers. Many laws have been put in the statute book, defining the qualifications of teachers, who are entitled to public funds. When Iowa was organized and for several years thereafter, each school district elected three trustees, who had charge of all matters per- taining to the schools. Among their manifold duties was the examination of applicants for schools. Indeed they were required to know that an applicant possessed the necessary knowledge of the three "Rs" to teach them. In those days it was generally believed that a practical knowledge of the comon branches was enough to guide both men and women in the ordinary affairs of life. Exami- nations made by the trustees in the rural districts were sometimes amusing as well as interesting. The three usually appointed one of their number to do the examining, and of course they selected the most scholarly one. On a certain occasion the honored member sat down to perform this important function. The applicant was all in a tremor, confronting as he was the school officer, and
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IHISTORY OF WARREN COUNTY
realizing what his getting the situation depended upon the promptness with which he night answer the forth coming questions. The trustee after some hesitation propounded the following problem: "If the third of six be three, what will the fourth of twenty be?" The teacher very readily solved the question and braced himself for the next. The trustee then emphatically declared, "Any man who can work as hard a sum as that as quick as yon did is able to teach our school, so you may consider yourself employed. " About the
same time another teacher applied to a trustee in a different neighborhood for examination, and in conversation told the officer that he had lately been examined in Indiana and received a certificate to teach anywhere in the county, and good for one year. It so happened that the trustee knew that "Hoosier" examiner, whereupon he said: "If Bill Townsend examined you, and gave you a certifi- cate, you are all right, so I have no further questions to ask." The majority of teachers in Warren county, and throughout the state, fifty years ago, were not ignoramuses, but were fairly well equipped for their work.
When the office of county Superintendent was created, that officer was entrusted with the examination of teachers in his county. Although there has been much complaint about the inefficiency of teachers yet in a general way the county Superintendents were capable men and women; therefore no just cause of complaint existed, but the complainer as well as the school mnaster is abroad.
The history of the country shows that new developments are constantly emerging, and many of them tend to promote the welfare of mankind. Conse- quently people are in search for the new, and growing restive under the established order of things. Likewise there is a tendency to centralization, breaking away from home rule, looking for the best in the far-away distance. There can be no doubt that in the main the educational interests of the state were progressing finely, but somebody anxious to be accounted an inventor, suggested the idea of disrobing the county Superintendent of part of the power and all the dignity of his office. The suggestion was caught up by professional teachers, a rally was made, and the legislature was induced to pass the present law, which runs thus : A candidate for a certificate must make application to the county superintendent, who gives him a printed list of questions furnished by the state superintendent. The applicant sits down in the county superintendent's office and makes written answers to the questions. Then the county superintend- ent forwards the questions and answers to the state superintendent, who examines the same himself or by proxy, and if satisfactory, the applicant receives a state certificate for two years. Another phase of the case under this new regime is. a college graduate who has taken an educational course of two years. and one year in physiology, may receive a state certificate for a limited time, therefore every teacher in the state must look to one man, the Superintendent of Public Instruc- tion, for authority to exercise the teaching function in lowa. The law has not been in operation long enough to test its worth. Many are prophesying that it will be short-lived, others are enthusiastic in their praise of the new departure. One thing is certain, it created great commotion among both teachers and school officers. If it proves a snecess and gives the people better qualified teachers. whose labors will speak favorable of the law, it will be well to let it stand a
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generation or so, before it is displaced by some other untried scheme. £ History everywhere and in all lines of activity establishes the fact that too frequent changes are not beneficial. Furthermore, the nearer all official transactions that deal with the affairs of communities can be kept to the people the better for all concerned. The people suspicion that the assistants called in by the State Superintendent to pass upon the examination papers will not average in competency above the county Superintendents. The law is on trial and should be given a fair test before being condemned. In proof of the disturbed and uneasy condition of many school officers, who chafe under the established order, the Des Moines papers note this item: "By a vote of fifty-eight to eight, the county Superintendents of schools, who are now in session here, went on record as being in favor of a commission form of government for the schools of the state. For two hours this morning the pedagognes discussed the question of doing away with the old form of government by directors. When a vote was taken it was shown that there was a large majority in favor of the new system. Many of the Superintendents did not vote. The new system would put the entire govern- ment of schools for the county into the hands of a committee of five men. The old office of treasurer would be abolished." This would be another move in the direction of taking the home affairs of the people and placing them in the hands of persons outside the community.
Much of knowledge is gained by comparison. The school government of today is so much better than that of fifty years ago that there is no comparison, speaking figuratively. In that early day throughout the west the school master was supplied with ferule and switch, and they were not articles for mere exhibi- tion, but were for practical use. Today the school government is better, because home government is vastly superior, and is brought about by "safer and saner" methods. Then there are avenues of information open for all, unsought by any, which bring in a natural way stores of knowledge to the youth of the land, and which were not made known to the people of fifty years ago. To illustrate : Abraham Lincoln never spoke into a phonograph, nor a telephone, he never rode in an automobile, he never saw a typewriter, he never heard of wireless tele- graphy, he was never treated with an X-Ray, he never used an adding machine, he never read a paper set up by machinery. This list might be extended until one would tire of reading it. If the children of today had eliminated from their minds what they know of these various inventions, it would seem like depriving them of a large part of their knowledge, yet, they do not go to school to be taught about these things, their knowledge of them comes, it might almost be said unbidden. Truly the day has already dawned when, "Many shall run to and fro, and knowledge shall be increased." A better day will doubtless be ushered in, but a breathing spell is in order at this time. Those who were unacquainted with the log schoolhouse, the big fire-place, one log cut out for a window, the backless seats, the school master armed with ferule and switch, cannot appreciate the improved methods of today. Heaven forbid that any elderly man or woman should speak harshly of the schools of fifty years ago. The environment was so different then from now. No generation in the world's history met its obliga- tions better than the generation of the middle of the nineteenth century. The
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schools of that time developed a worthy class of citizens, who are entitled to all honor, but mention is made of the rude buildings and primitive methods simply to show by contrast why the present generation should esteem their privileges. One marked change in the education of the children may be seen in this; then much teaching was done by private tutors, especially among the well-to-do people. There were private schools where the wealthier sent their children to be instructed in the rudimental branches. Some of them were called boarding schools and in many of them most excellent work was done. That the inasses did not have the thirst for learning, which is so general now was probably true, but a limited number of young people were as eager and determined to taste of the pure streams of knowledge as any of today, and in defiance of untoward surroundings struggled up the shining way. Men prize most that which they have wrested from opposing forces and nufavorable environment. An educa- tion obtained by sacrifice and self-denial tastes a thousand times sweeter, than where money, facilities and opportunities are not wanting. There is no doubt but a rich and indulgent father is often in the way of the son's educaton, for "there is no royal road to geometry."
The present free school system is for the masses, especially the poor, who may come to the fountain of learning "without money and without price." If there is a criticism to be offered on present methods it is this : too much theory and not enough practice. The child is started to school at five years of age, and if it keeps up with its classes, it will graduate from the high school at seventeen, and then go forth to learn business, beginning at the foot of the ladder. When reformers can suggest a plan by which a High School graduate is ready for business, or skilled labor of any kind. they will be benefactors of the race, and worthy of the name reformer. Summing up the public school of this generation all must admit that it has met expectation, and has kept pace with the sciences, art and discoveries. The pessimist if he gets a hearing must select some other theme than the present public school system, notwithstanding its minor imperfections.
INDIANOLA PUBLIC SCHOOLS.
The report of July, 1907 shows that there were four hundred and twenty- mine males and five hundred and thirty-three females making a total of nine hundred and sixty-two children of school age. The total school enrollment was eight hundred and seventy and the average daily attendance six hundred and seventy-four.
The first class to graduate from the Indianola High School was in 1876 and consisted of two members. The total number of graduates up to and inelnding the class of 1907 was four hundred and ninety-six; the class of 1908 will number about forty-two members.
In the spring of 1903 a number of the girls in the High School organized a "Young Women's Christian Association." At present there are one hundred and twelve members. The officers are as follows: President. Ava Hathaway ; vice president, Lois Porterfield ; secretary, Vera Maxwell; treasurer, Ina Free-
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man. The meetings are held every Thursday afternoon at four o'clock in the High School building, during the school year, and at the home of Mrs. T. T. Anderson during the vacation at the same hour. The "Young Men's Christian Associa- tion" was organized in 1906. The present enrollment is seventy-one members. The officers are: President, Frank Hester; vice president, Elmer Holmes ; seere- tary. Panl Claytor; treasurer, Paul Homan. The regular meeting is held every Wednesday afternoon in the Iligh School building at the close of school. Eighty per cent of the boys and seventy per cent of the girls enrolled in the High School are members of these organizations.
The following is a list of the High School teachers: O. E. Smith, Superin- tendent; S. A. Krell, Principal; Alice Story, Lahuna Clinton, Forester Stanley, Addie Cornwall, Vera Ingram, Lenore Snodgrass. The following is a list of the grade teachers: George L. Matson, Elizabeth Wadsworth, Inez M. Park, Carrie Vangilder, Hallie Guthrie, Ruth Baker, Marabell Fraser, Alice Schooler, Edith Calhoun, Mrs. N. A. Clark, Stella Tucker, Ruby Igo, Jessie Angier, Mary Kelly. Teacher in music, Effie Silliman.
The average compensation for 1908 is $53.71 per month. The salaries ranging from $145 to $30 per month. The average cost for tuition per month is $3.00. The present enrollment for the entire school is eight hundred and fifty. The attendance is most remarkable, would be difficult to duplicate. Last year there were between the ages of seven and fourteen two hundred and fifty-one males and two hundred and seventy-nine females and the number of persons of this age not attending school was one female.
School Board: John F. Schee, president ; E. W. Hartman, secretary ; F. H. McChire, treasurer; E. Porterfield, J. W. Lundy, Walter Peck, Adam Schimelfenig.
The school is giving universal satisfaction, the government splendid, the teachers enjoying the confidence and respect of the patrons. There has always been the utmost harmony between the Indianola High School and Simpson college. No less than nine of the present teaching force of the Indianola Public School were graduated from Simpson college. The people take as much or more interest in the High School because of the presence of the college in the city.
The following statement of the receipts and disbursements of the Independ- ent School District of Indianola, for the year ending February the 17th, 1908, shows the healthy financial condition of the school.
Teacher's Fund.
Received from tax.
$13,013.24
Received from apportionment
1,280.70
Received for tuition 814.00
Total
$15,107.94
Paid Teachers
11,065.00
Contingent Fund.
Received from taxes
$ 4,938.35
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64.90
Received from sale of seats
Total $ 5.003.25 Paid Secretary. Janitors. Fuel. Supplies $ 5,224.72
School House Fund.
Received from tax $ 4,123.48
Interest paid 1,395.00
The finance committee composed of J. W. Lundy. Emmett Porterfield and Adam Schimelfenig made the following estimate for the coming year. which was approved by the Board of Directors February the 18th. 1908. For teacher's fund, $5,000. For contingent fund, $1,500. For schoolhouse fund, five mills.
The first schoolhouse erected in Indianola was a small frame building with three rooms, one large assembly and two small recitation rooms. It stood south west of the present Hawthorne building. The early school records are lost. The precise time of the erection of this building is now unknown, but was some- time prior to 1855. The cost is also a matter of conjecture, probably about $450, and was built of native lumber.
This building answered the purpose for more than a dozen years, but there came a time when the community outgrew it, and it was disposed of together with the lot on which it stood. The Board purchased the present south school lot and erected on it a brick building which cost $15.000. This was in 1867, and the patrons regarded the enterprise as quite a triumph. The coroding tooth of time told upon the structure and in twenty-six years it was legally condemned and wrecked in 1893, and the present Hawthorne building was erected at a cost of $20,000. The evolution of school building in Indianola has been up-grade. The north school building, known as the Irving school was erected in 1876, at a cost of $18,000. The second story of this building was occupied by the High School for seventeen years, and witnessed the graduation of a large number of the Indianola boys and girls, but the time came when larger and more commo- dious quarters were demanded by the increasing number of High School students
The School Board selected the beautiful site on College avenue, and in 1904 erected the present High School building at a cost of $30.000. This building is crowded to its utmost capacity, especially the assembly room. All can now see that the plans were too small, and how to remedy the matter is the question now puzzling the Board. The apparatus at the ITigh School is valued at over seven hundred dollars. There are seven hundred volumes in the High School library.
The children of school age are amply provided for by the public, but those between the nursery and school age are left wholly to parental tutorage, and this is by far the most important period of life. The kindergarten is the school of all schools, and deserves the attention of law-makers. There are only a few teachers adapted to kindergarten work. Many who are skillful in the public schools are at a loss when they come to deal with the little folks. The want in the primary grades is a better knowledge of child nature. Devotion to the teacher's work is the one word that needs to be emphasized in all Normal schools
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HISTORY OF WARREN COUNTY
and Teacher's Institutes. Pestalozzi made for himself a reputation that will run through the ages by his unstinted devotion to his work. When he gathered the little Swiss children on the shores of Lake Lucerne, who were without food and shelter, absolutely homeless, he showed the teaching quality in his devoted- ness that stands without a parallel. He says: "I was from morning to evening, almost alone in their midst. Everything which was done for their body or soul proceeded from my hand. Every assistance, every help in time of need, every teaching which they received came immediately from me. My hand lay in their hand, my eye rested on their eye, my tears flowed with their tears, and my laughter accompanied theirs. They were ont of the world, they were out of Stanz; they were with me, and I was with them. Their sonp was mine, their drink was mine. I had nothing; I had them alone. Were they well, I stood in their midst; were they ill I was at their side. I slept in the middle of them. I was the last who went to bed at night, the first who rose in the morning. Even in bed I prayed and taught with them until they were asleep, they wished it to be
SO. '' Pestalozzi's biographer says: "Thus he passed the winter; but in June, 1799, the building was required by the French for a hospital, and the children were dispersed. We have dwelt especially on this episode of Pestalozzi's life, because in this devotion lay his strength."
The time was when community verily believed that any girl who could read and write was competent to teach the little folk. What a mistake! There are few men who are capable of being presidents of great Banking institutions, or presidents of great railway corporations, so there are but few women who are fitted by both gift and acquirement to deal with the unfolding mind of a little child. It is now customary in some of the towns to pay the primary teachers more than those of other grades; this is right. The very best teachers ought to be secured to lay the foundations of education. It is certain that no two children are alike in disposition. What variety of dealing in a room of thirty or forty children just entering the school.
In all the larger and many of the smaller cities the kindergarten has been established. It is the true principle of education, which is to draw out, rather than to take that which is without and try to pound it into the child. When Froebel called to his aid blocks, sticks, cards, bits of paper, peas, threads and tablets to awaken young minds and help in unfolding them he was doing more for the cause of education than all his predecessors. In fact he was dealing with the most neglected, and yet the most important class of humanity "from the cradle to the grave." The whole system of education will be lamentably im- perfect until a kindergarten is established in every neighborhood, and public funds provided for its support.
SIMPSON COLLEGE.
Early in the history of Iowa the Methodist people began to provide for Christian Higher Education. At the first session of the Western Iowa Annual Conference, held in Indianola, the following resolution was passed :
Resolved, 1st. That we look with favor upon the enterprise; and we advise those engaged in it to proceed diligently, and to further the enterprise, we adopt
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IHISTORY OF WARREN COUNTY
the board of trustees appointed on the part of the people, viz., Rev. J. C. Read. J. W. Bundy. Thomas Thompson. G. W. Jones. P. Gad Bryan, Rev. Lewis Sileott. Dr. B. S. Noble. Dr. C. W. Davis. Albert Randolph. Lewis Todhunter. G. E. Griffith, and on the part of the Conference we appoint. S. Haines, E. M. II. Henning. E. Wood, HI. Il. Badly. E. II. Winans and R. S. Robinson. constituting a joint board of trustees, with the assurance that as soon as they shall complete a suitable building worth at least $3.000. this Conference will take it under its patronage. provided : That the enterprise shall not be pecuniarily embarrassed. and that this Conference will not be responsible in any way. for any funds necessary for the future prosecution of the enterprise.
Professor E. W. Gray was the first Principal. and the school was opened in the fall of 1860 in the old seminary building on east main street. Professor Gray's administration was not a success, and before the close of the year he left without warning. At the Conference session in 1861, the name appears Indian- ola Male and Female Seminary. Principal, E. Il. Winans, and the following trustees were appointed : Dr. II. Fisk, G. R. Stover. George E. Griffith, G. N. Elliott. J. W. Bundy. Rev. J. C. Read, IIon. J. H. Gray, Rev. V. P. Fink, James Laverty. Lewis Todhunter, J. C. Jordan, Rev. S. S. Haines, U. P. Golliday. E. M. II. Flemming. E. Wood, E. H. Winans. A. H. Murphy.
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