USA > Indiana > A History of Indiana from its exploration to 1922 > Part 20
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At one of the social gatherings, the Vermont girl in relating an incident used an unfamiliar word, at which an elderly citizen, not a teacher, somewhat of a critic however, laughed loudly saying, "There is no such work in the English language." She replied "Very well, bring out Webster's unabridged. I accept that authority, if you do not find the word which was used with the implied definition attached, I surrender." The word "smudge" was there meaning exactly what was related. Mr. Wheeler enjoyed that little episode and "Turning of the tables" immensely, as the Vermonter was vindicated.
Those who made Evansville their home in after years, were his abiding friends. With his sterling qualities was combined a rare wit all his own. Miss Rebecca Clark being somewhat absent minded, kept a scholar after school for discipline; but walked out and locked the door forgetting all about the child. Mr. Wheeler took great care, by his casual humorous allusions, that she never forgot it. He was by
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no means an unskilful lawyer but his mind had a wide range and when called to be President of the old "Canal Bank" he accepted. After two and one half years it was renamed First National Bank with the presi- dent unchanged, so for over six years he was the President of what is now "The City National Bank." Those associated with him at that time, carried to their graves the remembrance of his kindliness of spirit, combined with integrity in all business transactions, but still his wit remained. When he came to business one morning speaking to the Cashier he said "Well he came last night." Who came? "Oh the man Harriet (his wife) has been expecting ever since we were married." Who was he? "A burglar."
To the same man he said "I am willing to trust my wife under al- most all circumstances and I believe she is a good cook but I will not eat even Harriet's hash." I see now the mirthful but half perplexed expression on the face of his wife, when he indulged in some of his dry witticisms.
This same cashier who enjoyed so much his fun as well as his sober conversation, was taken suddenly ill, while his wife and children were away for a part of the summer ; was taken to his own home and well cared for until he had recovered. No opportunity to do a friendly and benevolent deed seemed to escape him. Had he followed his own in- clinations, I feel sure we could visit his grave in our own Oak Hill today, but his wife longed to spend her last days in her home state of Maine ; so after twenty years of successful business life here he left for the east in 1866, leaving behind him a host of friends who deeply re- gretted his departure. Many of our people regarded him as a bene- factor, a promoter, a man who did things, which tell for the advance- ment and improvement of any community.
Returning once for a visit, his stay in our home seemed to revive the days of old and awaken all his former love for the west; and he confessed that this was home to him. A few years after being with him in Portland for a day, he again remarked that "Evansville will always be home to me."
Failing health sent him to California but the change availed noth- ing and he passed from earth in 1888 in the city of San Diego.
Giving the name of Wheeler to one of the largest school buildings was a small tribute of respect to a remarkable personage to whom Evansville owes much of her pride in her Public School System, be- cause he "Laid the foundation and others builded thereon." Jan. 1919
Lorain M. Cutler.
A PIONEER SCHOOLMASTER
Of all the early educators of Evansville I think Thos. McAvoy is the best remembered, and I have chosen him as the subject of this short history because of his early success as a teacher, his rapid downfall and his tragic death. He settled here in 1850, or 51, his early history is obscure, but it was reported that he was a sailor in the British Navy. He taught school on Third Ave. between Bond and Ohio Streets succeeding Mr. Daniel Chute; later he taught in the Park
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School House situated in what is now called John Law Park. He was a firm believer in efficiency of the rod and applied it with unsparing vigor when he thought the offense deserved it. In the School Yard on Third Ave. a few small trees grew which furnished an ample supply of switches and they were of the briary variety. When a pupil in- dulged in the pastime of playing hookey he was sternly ordered to cut one, and if he thought it was too small-which was generally the case, he was made to cut a larger one. Then Mac would whittle off the part he grasped and the rest was left for the hide of the offending pupil. When punishment was inflicted the whimpering offender was or- dered to his seat with the admonition that a double dose would be ad- ministered if the offense was repeated. He also had a ruler which he used for hand punishment. Three strokes on each hand penalty for certain breaches of school discipline, and if the pupil withdrew his hand to avoid the stroke another was added to the original number and the scholar who underwent the punishment will admit that there was some sting to that ruler. Thos. McAvoy was an excellent teacher, and a man of far more than ordinary intelligence but for his insatiable appetite for drink would have risen high in his profession. At the breaking out of the Civil War he enlisted in the 25th Ind. Reg't and served faithfully till its close, he returned home and some thought a reformed man, but he soon relapsed into his old habits and became a homeless vagrant. He fills a suicide's grave. Many of the older citi- zens attended his school and some have risen to prominence in finance, politics, and trade, many enlisted during the Civil War, and some died on the field of battle, others were wounded, and some died of disease. Sometime when in a reminiscent mood memory reverts to the old Park School House and its ill starred pedagogue, Thos. McAvoy.
Thos. Mckeever, one of his pupils.
In August 1912 Moses Ross, Asst. Post Master, arranged for a meeting of Professor Adams, known as "Squint Eyed Adams" by the boys in 1856, who taught a grade school in the Canal building. and all of the surviving scholars of his school who lived in Evansville were present at a banquet at the Ace Hotel on or about the 10th of Septem- ber, 1912, at which Professor Adams presided, and at the request of Mr. Iglehart some time in advance read the following paper. A flash- light picture was taken at night of the party at the round table, which is a curiosity, a copy of which is held by Mr. Leslie Igleheart, Mr. Tom Ross, and one was in the possession of the late Henry Reis, presi- dent of the Old State National Bank. The paper is as follows :-
Sept. 10, 1923.
Veteran scholars and friends :
I thank God that He has spared my life to this the 78th anniversary birthday, to mingle with you once more, as teacher in the days of yore ; who taught when men's hearts quailed before the "cruel war was o'er." Allow me to congratulate you in your arduous efforts to make this reunion as pleasant, profitable and entertaining as possible.
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Fifty-six years ago this fall I came from Wadesville to Evansville by recommendation of Hon. John B. Gardiner of Blairsville, to the solicitation of H. Q. Wheeler, President of the school board of trustees of your city -- a man that I shall always rever-a man that did much to advance the interests of education to a high standard -- a man that had no superior, and but few equals-a man I can safely say, had his whole heart and interest for the future welfare of this city, and the rising generations yet to come. He came from the state of Main. The other trustees were William Hughes, a merchant who had a store on Main Street, and Philip Hornbrook, a grocerman on Water Street; good men in business, and whatever H. Q. Wheeler thought was best, was quickly sanctioned by them.
In a half hour I was examined as to my qualification as teacher, received my license, soon was taken to the school, and commenced.
Evansville at that time (1856) was similar to Mount Vernon as it now is, except but a few large buildings in it. I could stand on the story and a half roof of John Shanklin's store, situated at the north- west corner of Main and First Street, and view all that could be seen in Evansville, in two minutes time, and that without the aid of a spy glass. I could then see the marked division existing between Evans- ville and Lamasco, and Independence, just across Pigeon Creek, was only in imagination, and what is now called Howell and West Side was then in an unbroken forest; except the latter, a small place called Babytown.
I came very near buying a whole block, fenced off, but no buildings on it, situated in Independence, not far from the Marine Hospital, for $500.00, which could not now be bought for $40,000; instead of the 48 acres that I did buy in Center township, Posey County, for $600.00.
Some of the largest buildings at that time were City Hall on Main Street; Washington House, corner of Main and Third Streets, Sher- wood House, corner of Locust and First Streets ; Barnes wholesale and retail store on Water Street; John Shanklin variety and produce, cor- ner of Main and First Streets; Babcock and a few more that I cannot recollect just now. The two largest residences were Willard Car- penter's that stood a half-mile to the northwest, and Robert Barnes', that stood near the river about a half mile to the southeast from the center of Evansville, Carpenter and Barnes were considered the wealthiest men.
The school building which I taught in was nearly new. It was three stories high, and had five departments in it. It occupied a whole block, fenced in, surrounded by sycamore trees, which were about 40 feet apart. It fronted Canal Street, which was the sixth parallel east of Main Street, and near Mulberry Street. And opposite or south of the canal, as it took a bend to the north, and a bridge across the canal at that bend. The canal was used some then, and extended 30 or 40 miles from Evansville, and it was the intention to complete it to Lake Erie. It failed for want of funds, and a new era of traveling by rail- roads has superceded canals ; therefore in a few years it was filled in, and covered with buildings and streets, so that only a few citizens
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can trace where it once was. Now I will direct your minds back again to the school building.
I taught on the ground floor to the right as you enter the building. A Miss Street was my assistant. Miss Hooker taught the primary department, at the left 1st story of boys and girls. In the second story just above Miss Hooker, a Miss Fisher taught the girls Intermediate. I was not so well acquainted with that lady as with Miss Hooker, be- cause Miss Hooker was my nearest neighbor, and quite intimate. Right above me in the second story, Prof. Knight, an old teacher with many years of experience, taught the grammar school. He and I did not agree in our manner of teaching-he taught with fear; I tried to teach with love. But then he had some very rough, nearly grown scholars, and perhaps this way was best after all, with the scholars he had to deal with. Prof. Snow taught the High School, which occupied the whole of the third story. Two or three lady teachers taught primary schools down in temporary buildings, just as the trustees could rent for the time until they could do better. The whole number of teachers employed was twelve, beside some parochial schools which I knew but little about.
METHODS OF TEACHING
The alphabet was taught 70 and even 60 years ago to the little child first. They must master every letter in the alphabet forwards and backwards, and backwards and forwards before they were allowed to use words. Then spell and pronounce words of two letters, this way : a-b, ab ; e-b, eb; i-b, ib; o-b, ob; u-b, ub, etc., then words of three letters this way, b-a-t, bat, c-a-t cat, f-a-t fat, g-a-t gat, h-a-t hat, m-a-t mat, n-a-t nat, etc., then words of four letters thus, b-a-r-d bard, c-a-r-d card, h-a-r-d hard, etc., even to baker, caper, maker, tiler, etc. They could say whole pages without looking on the book, in rhythmic order. Later on the word method was taught by objects, pictures and the words printed and written beneath the pictures thus ; the object box was held in the hand, then the picture of a box was drawn on the blackboard, then the word, both printed and script beneath the pictures were used. as for instance-The box. It is a box. It is my box. Is it a box? The box is for me. It is for you. The cup. See the cup. The cup is for me. A fly is on the cup. Have them come to the board and point to the several objects and tell its name. Make the word in different places, so that they may know the name wherever they see it. Dismiss the class, take their seats, copy what they can on their slates, not over ten minutes at a time.
The next method, taught some years afterward was: Sentences at the first, and to the finish. I never practiced that much, for I soon saw that was too much for their little minds to grasp all at once, and that the words taught first, and then sentence building, little at a time, showing that a was different from o and e, i from j, g from y, b from h or d, m from n, v, from w, b-d-p-g in print being nearly alike, and the hardest for a new beginner to learn.
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GRADATION OF SCHOLARS
Grades were given in those days by classes ; and orally, instead of written as it is now. A class was drawn up and questions and an- swers were given orally to each one in that class and graded according to the question, rightly answered. The questions being given in that part of the study, the class has just been over and reviewed. The questions were made up by the teacher previous to the examination. Examination of a teacher for a license was also made and given the same way, orally. I remember a few foolish catch questions the ex- aminer of teachers had in that day, and no more ludicrous than the questions they have in this day and age to test the real qualifications of a person to teach a school.
Question 1. Why does a cow sleep in the dusty road on August nights, in preference to the grass beside the road?
Question 2. Why is frost seen earlier on the grass beside than in the well-beaten path?
Question 3. When a cow lies down which feet and legs does she first put down, hind or fore legs ?
Question 4. When a horse lies down which feet and legs does he first put down, hind or fore legs ?
Question 5. When a cow wishes to get up, which feet and legs does she use first hind or fore legs?
Question 6. When a horse gets up which legs and feet does he use first, hind or fore legs ?
Question 7. What does the initials L. N. T. stand for ?
A teacher is supposed to know all these things in order to teach- Sanctum Sanctorum. Another thing I will remind you that previous to A. D. 1856 a teacher should know how to make a good goose-quill pen. Steel pens had just come into use then.
I am with you to strike glad hands. Men of rank of good standing, men of wealth, esteem and of respect, men of different professions, yet all good citizens, who I can look square in the face and you will not flinch, for your good deeds go before you ; men I am proud of, not a shadow of doubt in your dealings with your fellow men. Men who have the future welfare of our country sacred in their hearts, and I trust the fear of God before their eyes.
And as I extend my hand to teach one of you, I sincerely hope your last days will be your brightest and best.
And I will say in conclusion that I have many many friends who are dear to me, and far better than riches, and that I have seen an end of hours, days, weeks, months and even the end of 78 years of my life, yet I have never seen an end of God's goodness and mercy, extended to poor fallen man.
EARLY SCHOOLS By Virginia C. Read, 1918.
In 1863, most of the teachers in the Evansville public schools, especially in the higher grades, were from the east. The Misses Fan- nie and Abbie Fisher, Miss Clark, Misses Hooker and Hough, Mr.
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Butterfield, S. K. Leavitt and J. W. Knight were eastern people. It was not until 1863 that teachers were required to have a license to teach in our public schools. This was precipitated by a clash between a parent and teacher, which led to a threat to prosecute superintendent Wheeler. So in 1863 we had our first institute, and our first exam- ination of teachers at the Lower building. Mr. Knight was leader, in- structor and examiner. It was decided to add physiology to the course of study. Heretofore it was a question whether it was proper for ladies to study the human body and its organs. Then the boys and girls had separate schools-boys occupying one side of the building and girls the other-and woe betide the boy or girl found on the wrong side. The front porch of the school house, even to the entrances on both sides of the building had, I might say, an airtight partition reaching from floor to ceiling separating boys' and girls' sides. There was no holding hands or toying with neckties on the premises in those days. I was assigned to assist Miss Christina Hooker in the boys' first grammar grade in the upper building. We had four grades cor- responding to the Junior high school and A and B seventh grades of the present day. The school room was furnished with double seats and full to overflowing with boys from twelve to twenty, most of them larger and some a little older than I. A number of the oldest boys came from Kentucky to take advantage of the schools and to get out of the war zone. The Civil war was at its height. Every day brought news of victory or defeat which created a feeling of exhilaration or depression. At such times arithmetic and grammar suffered, and order ran riot. Then we had recourse to our war songs, which were many, portraying the spirit of the times and set to catchy music. Sometimes we, in the songs, substituted the names of our home officers for those of others. I remember one which ran, "With Foster, and Grant and Hovey too, we'll thus the Union save." The boys raised a flagstaff on the school house. flung the Stars and Stripes, singing the Star Spang- led Banner, after which they marched around the school house "We'll Rally 'Round the Flag Boys," and "Tramp, Tramp, Tramp, the Boys are Marching." Stirring speeches were made by John F. Glover, Mr. Ed. Wheeler, Mayor Baker, and other good fathers of the times. One day news of the assassination of our President, Abraham Lincoln, came. It was a long, sad and very quiet day. Our mayor issued an order for everybody to show their regret and deep sorrow for the tragedy by a sign of mourning. Every house in town had a badge of crape on it in some conspicuous place. Mrs. "Paducah" Jones had the entire foundation of her house covered with a broad strip of black. The next morning after the tragedy, we all returned to school with a badge of crape on. Will McBride, a son of one of our prominent politicians, whom the boys teased and even abused because, they said, "he was a butternut," came with a broad badge of black crape pinned on his sleeve. This satisfied his tormentors, and he was left undis- turbed ever after. Politics ran high and much hard feeling existed even among the boys. "Butternut" was a name given to a faction of Democrats who opposed the war.
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Colburn's mental arithmetic was one of Mr. Wheeler's hobbies. Many of the problems were long and difficult without the open book, which was prohibited. The work had not been satisfactory for some time, and Miss Hooker proposed to give the class a whole holiday if perfect in the next assigned lesson. Each boy went home with his Colburn under his arm and with vision of a prospective circus in Mr. John Hall's stable. The next morning the recitation passed off beau- tifully until near the close, when, Oh horrors! Will Foster missed. Ev- ery boy there turned a glare of, "I'll get you after school" on poor, crest-fallen Will. As the boys had done so well, Miss Hooker compro- mised on one-half holiday.
Our schools had two public, oral examinations yearly, from which promotions were made. Our newspapers were very generous in their notices of the schools. Especially, do I remember Mr. J. N. Silver- thorn, who never failed to be present and to say something encourag- ing both to teacher and to pupil. At one of these examinations, Ed Silverthorn, son of J. N., was awarded a prize for best mental arith- metic work. Mr. Wheeler presented the prize with many commenda- tions for his industry and success and said in conclusion, "I hope you will become a much better man than your father." In the next issue of the Journal we read a very clever notice of our school, giving much praise to both teachers and pupils, but said "that Mr. Wheeler in his usual blundering, bungling way, had attempted to make a speech which had detracted from the general interest." Nothing pleased Mr. Wheeler more than to have a spar in words with someone.
One day a request came from someone in authority that several of the largest boys be permitted to leave school for an hour or two to do some work relative to the soldiers. Miss Hooker did not like this idea, but reluctantly consented with the understanding that when the work was done, they were to return to school at once. The first two days they returned promptly. The third day, they straggled in, one at a time, and two of them laid their heads on the desk and went to sleep. Miss Hooker went to them to investigate, scented the cause, and left them to sleep it off. The school evidently did not notice this, as noth- ing was ever said about it; but that was the last time they went to assist the soldiers. I taught two strenuous years in this school, and learned much, more, probably, than I imparted, but it helped me all the way through thirty-nine years of pleasant service in the Evansville schools. Mr. Wheeler, Mayor Baker, Miss Hooker and many of the boys have, no doubt, met on that beautiful shore where everlasting sun sheds everlasting brightness. Only once in a while do I meet with one of my "war boys" as I like to think of them. Mr. Wheeler and Mr. Baker left the schools in 1865, much to the regret of all. Misses Hoker and Hough opened a private school, and I taught in another part of the city. Mr. E. J. Rice succeeded Mr. Wheeler and served one year. His administration was referred to as the Rice water period. Mr. Charles Butterfield, who had been principal of the high school, went to serve in the army and came back a colonel, and was appointed superintendent of the schools and served one year. Not much progress
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was made until A. M. Gow, a "live wire," took charge, and at once inaugurated a general upheaval of conditions, placing boys and girls in the same room, tearing down the aforesaid porch partitions, had all buildings cleaned, all markings scrubbed off, and floors kept clean. Thus placing his house in order, he paid his respects to the schools. Written excuses from parents for absence of children made obligatory ; written examinations of children established from which promotions were based : indoor recesses and one session in bad weather were all put into practice. Teachers' grade meetings were organized where the amount of work for each grade was assigned, and methods for present- ing the subjects discussed and agreed upon. Up to this time the sub- ject for discussion at our general teachers' meeting was discipline. Mr. Gow was the author of a little book entitled "Gow's Good Morals and Gentle Manners" which was used in the schools. In the hands of a skillful teacher it was productive of good. Judge Asa Iglehart and Col. John Foster were members of the school board and showed an un- usual interest in the schools. Col. Foster was a gentleman, easy to approach, gracious in manner and ever ready to listen concerning the schools. They decided to send east for some trained teachers. They came, presented their methods, which we very readily interpreted and put into successful practice. Strange to say these trained teachers when put in a school of children were not successful with their methods. Mr. Gow was a strong forceful man, and I would pronounce him the father of the second era in the history of the schools. He im- proved their moral tone. stimulated the teacher and emphasized the study of words-the correct spelling, an original definition, if pos- sible, and always an original sentence. Of course this was carried to an extreme by some teachers. I heard some of the first reader pupils recite as follows: bed, a vessel to sleep in; rain, God's water ; gone, not come ; if, because.
Mr. Gow was a true friend to the teacher, and a stone wall between her and trouble. He had no toleration for sham, and his motto, "Ev- ery tub stands on its own bottom," if not elegant, was practical. The Upper building was now known as Canal school. Captain A. J. Mc- Cutchan, fresh from the seat of war, was the principal. He never tired of telling about his war experiences in the army, and loved to close the day with singing a war song. One of his favorites was "John Brown's Body etc." He sang the first part as a solo, and the children joined in the chorus "Glory, glory, Hallelujah." He insisted that Grant was the greatest General in the world. The Captain was very popular. Miss Mary Blythe. daughter of Rev. Blythe and niece of Colonel Blythe, was my assistant at Canal in a school full to overflowing and disgustingly lively. As one of the means to keep them busy and out of mischief, we decided to have the school edit a newspaper, requiring all to contribute weekly, and the paper to be read to the school monthly. Our staff was, Miss Blythe, director ; Will Woodson, editor and man- ager ; Joe Gardner, reporter and solicitor. As a result of a little seed sown with its object "keep busy," Minnie Gow, one of our regular contributors, is now recognized in her own community as a writer of
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