USA > Indiana > A History of Indiana from its exploration to 1922 > Part 21
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ST. JOHN S CHURCH CHURCH OF THE ASSUMPTION
TRINITY CHURCH ST. PAUL'S CHURCH
1856
OLD PRESBYTERIAN CHURCH AND SCHOOL, REAR OF SECOND AND MAIN STS.
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poetry and short stories. Benjamin Flower, a regular contributor, now edits a well-known socialistic paper, and was editor of the Arena, a very popular magazine, and is now engaged in psychological re- search. Alexander Gow, Jr. is also engaged in psychological investiga- tion. Urey Woodson is now editor and proprietor of the Owensboro messenger, and at one time was secretary of the National Democratic Committee. Joe Gardner is now a practicing physician and is engaged in medical research. I only speak of these, because it seems to be the outcome of a little scheme which led to reading and writing, and it is no disparagement to others who, no doubt, "kept busy," have been quite as successful in other lines, and are just as deserving of praise.
During Mr. Gow's administration Chestnut and Campbell schools were built. Mr. Gow left the schools in 1874. I was promoted to the principalship of Campbell school, where I remained five years. Mr. Gow was succeeded by John M. Bloss, of New Albany. He was a practical teacher fresh from the school room. He improved our meth- ods of teaching, as well as our methods of discipline. In 1876, we spent much time and pains in preparation of work for the Centennial at Philadelphia. Mr. Bloss introduced algebra and physiology in the eighth grade. His method of teaching interest and bank discount was criticized by our bankers. In 1880 I returned to Canal and again found it full to overflowing and lively as ever. We had one thousand pupils in the three buildings. I remained there twenty-two years. Mr. Bloss was elected State Superintendent, and was succeeded by Mr. Cooper and then Mr. Lane, and after by Mr. Hester. There was no marked change in the schools from Mr. Bloss's going until the coming of Mr. Cooley, another "live wire." He put the teachers on a perpetual course of reading, put the teachers' work on a higher plane, put new life into the schools. In short, he is the father of a third era in the schools.
Among the many able men who have served on the school board, and who stand out prominently in my mind, are Col. John W. Foster, Judge Asa Iglehart, Judge Parrott, Dr. Casselberry, Luke Wood, Dr. Linthicum, Dr. White, Dr. Cloud, J. E. Iglehart, J. W. Wartman and Judge Richardson. Our music teacher, Mr. Tinker, came to Evans- ville with Mr. Gow and Mr. Zeller, and never was there a jollier trio. All musical, full of fun and sunshine, and no company of teachers was completed without the three. Mr. Tinker was a man whose character was based on principal and fear of God. When this is true, it is won- derful how many brilliant qualities we can dispense with. His coming was hailed with pleasure by both teacher and pupil. Music is a dis- cipline and a mistress of order and good manners. Music moves us and we know not why. We feel the tears, but cannot trace their source. What can wake the soul's strong instinct of another world like music? In one of the Canal schools sat a dear, shy little girl whose soul admitted music, which became a sort of spirit which never died. It wandered perturably through the halls and galleries of her mem- ory, and was often heard again, distinct and living as when it first dis- placed the wavelets of the air. The name of this little girl is Ada Bicking, who has now succeeded and surpassed her teacher. Mr.
i
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Tinker is indisputably the architect and builder of our unshakeable foundation, but the times demand more from Ada Bicking.
Many amusing things happen in school, and a teacher who is de- void of a sense of humor misses much and often has a hard time. After Garfield was assasinated and lay hovering between life and death, our superintendent Mr. Bloss, told the principals that the schools had been requested at a certain hour the next day to have silent prayer for the recovery of our President. Miss Minnie Boothe re- ported as follows: She told the story of Garfield's boyhood, how poor his mother was, and how she had deprived herself to educate him, and how he himself had worked and studied and always "got promoted" and finally reached the presidency, and how a bad man had tried to kill him. Now, she said, pointing to the clock "When we all get still enough to hear the clock tick, we will bow our heads, pray silently that the President may get well." Just at this juncture Wint Hunt, in the back of the room, raised his hand and asked "Must the Democrats pray too?" A shout of laughter followed, and it is need- less to add, there was no prayer in that room for the day.
An act to provide for a "general and uniform system of Common Schools" was passed June 4, 1852. An emergency clause was attached which provided that the act should go into effect immediately upon its publication and distribution; but owing to a difference between the school law and the township law, making it impossible to elect school officers for the township before the time of the regular election of township trustees in April. the law did not become operative until the first Monday of April, 1853. The law provided for the consolida- tion and equalization of the school funds and for the organizing of school corporations by civil townships. It also gave the people the power to assess special school taxes for the building of schoolhouses and for continuance of schools after the public funds were expended. But the power to levy taxes was subsequently transferred to the town- ship trustee.
The school officers of the state, under the constitutional provisions of the new constitution and those which have been provided for by law are as follows: State Superintendent of Public Instruction, the State Board of Education, County Superintendents, School Trustees of townships, Boards of School Commissioners, School Trustees of cities, School Trustees of incorporated townships, and directors or moderators of districts in townships:
The State Superintendent of Public Instruction is elected by the qualified voters of the state at the general election held on the first Tuesday after the first Monday in November, for a term of two years. He shall have charge of the administration of the system of public instruction and shall act as general superintendent of the business re- lating to the common schools of the state, and of the funds and school revenues set apart and appropriated for their support. He shall ren- der an opinion in writing to any school officer asking the same, touch- ing the administration or construction of the school law. It is his duty to make a report to the governor at least once each year concerning
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HISTORY OF VANDERBURGH COUNTY
matters relating to the enumeration of children and the amount of school revenue collected within the year and the manner in which the same was apportioned and distributed to the schools. His duties also require him to make a more complete report to the General Assembly at each regular session on or before the 15th day of January.
He is required by law to visit each county in the state at least once during his term of office and examine the auditor's books and records relative to the school funds and revenues. He may require reports from various county and township officers. He shall cause to be printed copies of the Acts of the General Assembly in relation to the common schools or the school funds. Many other services are re- quired of him, as our educational system has developed, and much more authority has been given him.
There are, at present, twenty-four persons associated with the State Superintendent in carrying out the general supervision of the schools of Indiana. The department is divided into five main divi- sions ; namely, Vocational, Manuscript, Pension, Inspection, and Teacher Training-each with its director, assistant, clerks and stenog- raphers.
Notwithstanding the fact that the State Superintendent's office is political, the state has been fortunate in having some very able men at the head of the educational department. The State Board of Educa- tion of Indiana is considered by some of our educators as the best organized educational board of any of the states of the Union. The membership of the board under the first organization, was as follows : Governor, ex-officio, State Superintendent of Public Instruction, President of the State University, President of Purdue University, President of the State Normal, and the Superintendents of the three largest cities, now Indianapolis, Evansville and South Bend. The general assembly, in the year 1913, enlarged the membership to include three citizens actively engaged in educational work in the state, at least one of whom shall be a county superintendent of schools ; and three persons actively interested in and known to be in sympathy with vocational education, one of whom shall be a representative of em- ployees and one of employers. The Governor shall appoint these additional members of the Board for a term of four years.
The duties and powers of the Board have been greatly increased until at the present time, they prescribe the rules and regulations for the issuing of all teachers' licenses, pass upon the professional qualifi- cations of teachers, and adopt all texts to be used in the common schools of the state, both elementary and high school. Evansville, hav- ing long ranked as one of the three largest cities of the state, has al- ways been adequately represented on this Board.
The office of the County Superintendent was not provided for until 1873. Previous to that, an officer called the County Examiner per- formed some of the duties now required of the County Superintendent, but the state law required only meager educational qualifications, and because of the per diem allowance, the supervision of the county schools was inadequate. In the report of the Commissioner of Educa-
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HISTORY OF VANDERBURGH COUNTY
tion, 1871, we find the following recommendation was made: "That a qualified County Superintendent be appointed who will give his en- tire time to such counties as have a population and make their wages such as will afford them competent support." The law of 1873 pro- vided that the County Superintendent should be appointed by the Township Trustees biennially on the first Monday of June, and gave him general supervision of the schools of the county,-except in the cities employing a superintendent,-with a salary of four dollars a day for the actual number of days in service. The law of 1913 provided that the term of office for the County Superintendent should be four years, and that he should enter upon the duties of his office on August 16th following the date of his election. The General Assembly of 1920 raised the qualifications of the County Superintendent and provided for adequate compensation and assistance in the office.
In no way is the progress of the community more graphically ex- emplified than in the development of the educational system. From crude beginnings the public school system has grown to be the pride of the city, and the many fine school buildings, capable instructors and varied curricula are the source of civic gratification. The following statistical information serves to show the results that have been achieved in the seventy years of the free school in Evansville.
The last available statistics concerning the condition of the public schools are those for the year 1921-22, and show that there was in that year a grand total of 13.986 pupils in the public schools, divided as fol- lows : 5,159 boys and 4,932 girls, a total of 10,091 in the elementary grades ; 1,182 boys and 1.326 girls in the high school ; a total of 2,508; and 1,387 children in the kindergarten. These figures include kinder- garten, ungraded and open air room children. Of the whole number of pupils, 12,776 are white and 1,210 are colored. The school enum- eration shows 21,288 children in Evansville up to the age of twenty. The average daily attendance for the year was 9,117.6 in the elemen- tary grades and 2,415.7 in the high school, a total of 11,533.3.
There are three commissioned high schools in the city, 1 elemen- tary school having one teacher and 17 elementary schools having three or more teachers. The number of graduates from the high school for the year came to 282, 120 of whom were boys and 162 girls.
The total cost of elementary public education for the year was $549,493.42, a per capita cost of $62,86, the latter figure including $15.00, 8% on the investment. The total cost of high school education was $230,073.74, a per capita cost of $106.73, which also includes the above $15.00.
There were 80 white male, 314 white female, 12 colored male and 23 colored female teachers employed in all schools, a total of 429, divided as follows: 1 superintendent, 13 supervisors and special teach- ers, 3 high school principals, 17 elementary school principals, 96 high school teachers and 299 elementary school teachers.
There are 37 school houses in use, 30 of brick and seven frame, having a total value of $3,183,500. The assessed valuation in March, 1921 was $121,000,000 ; the rate of taxation for special school tax was
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HISTORY OF VANDERBURGH COUNTY
22c per $100, the rate of local tuition tax for 1922 was 55c per $100, and in addition there was a special poll tax of 50c which went for school purposes. The total expenditures from the tuition fund for the year were $857,595.50 and from the special fund were $658,726.67. The city indebtedness for school purposes is $769,300. The above sta- tistics will impress the reader with the magnitude and importance of the school system. -
The ensuing facts gleaned from the latest report of the public schools of Evansville will give an insight into the scope and work of the education department. With more recent years there has been a pronounced tendency to inculcate into the mind of youth something beside merely book learning. It is sought to inculcate in the children the principles of good citizenship and useful labor, and this depart- ure from the old scheme is making the public school of today infinitely more valuable to the community than formerly. Lessons in citizen- ship are sent out to the teachers in the elementary grades from four to eight, and in this way the seed of civic pride is planted in the child's mind. Eighth grade pupils are given three months of instruction in elementary civics, and in the first year of high school a course in civics is given which treats with honesty, sympathy, simplicity, loyalty, in- dustry, obedience, manners and one's duty to the school and its various organizations. The text book used in the course is an elementary so- cial science. In each of the public schools, at the suggestion of Mr. E. H. Hyman of the Chamber of Commerce, there has been organized a Future Citizens' League. Each child who is a member, and a major- ity of the children enrolled have asked to join, has a work card which he turns in at regular intervals. On this card is indicated what he has accomplished in the way of good citizenship since his last previous report.
In January, 1920, there was installed in all of the schools the school banking system of the Educational Thrift Service. Teachers and prin- cipals have loyally co-operated to make this a success, and the idea of saving is kept systematically before the minds of the children. The office of the bank is in a small room in the Central High School build- ing, and here the funds are brought once a week from each school and from this point they are distributed through the clearing house to the various banks of the city. The children are encouraged to deny them- selves needless luxuries rather than simply to collect the money from their parents for the purpose of banking it.
A phase of public education long neglected and never appraised at its true value is the teaching of the rules of healthy living. In the schools of a generation ago, so-called physiology was taught. It in- cluded anatomy, but very little hygiene. Present day instruction in health topics deals more with hygiene than with anatomy. In the words of one school teacher, we are more inclined to teach the struct- ure and use of the tooth brush, than the structure and use of the tooth. A great deal has been done in the way of spreading the gospel of right living among the children of the Evansville Public Schools.
Through the aid of the Anti-Tuberculosis Society there was pur-
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chased for Claremont school a supply of eskimo suits, with the inten- tion of installing in that building an open-air school. This open-air room was started in the early spring of 1921. Stanley Hall school fol- lowed the lead of Claremont through the aid of the Parent-Teachers Association. As a result of the examination of all the children in the city by the medical staff, assisted by Dr. Johnson of Boehne Camp, active cases of tuberculosis were discovered in nearly all schools and furnish, with the anaemic and undernourished children for whom nu- trition tests and diet experiments have been inaugurated, sufficient material to fill at least one room. It is planned, as rooms are avail- able, to supply each district with one of these open-air rooms. At the suggestion of the Vanderburgh County Anti-Tuberculosis, there has been tried out in several of the schools, with success, a system known as the Modern Health Crusaders, the object of which is to bring child- ren to observe certain habits of cleanliness and hygiene, this work be- ing an extra-class activity.
The medical inspection staff and the dental clinic make thorough and complete examinations of all children, give treatment, gratis to those unable to pay, and are doing heroic work in preserving the health of the children and preventing the spread of contagious diseases.
Perhaps the most notable development in the school system has been the introduction of special departments, such, as music, penman- ship, art, physical training, libraries, vocational training, evening com- mercial classes, attendance, household arts and school gardens. Each of these departments has a director or person in charge.
The success of the music work depends very largely upon the musi- cal experience of the children gained in the Kindergarten, and the im- provement in kindergarten music has been very noticeable. Rythmic response has been made exceedingly interesting to the children through the use of percussion instruments such as triangles, drums, tamborines, sand blocks, castanets, rattle bones, railroad spikes, clappers, cymbals and bells. Education in music is carried on through the elementary grades, largely through vocal music. The high school music depart- ment has offered courses in musical appreciation, voice training, girls' glee, boys' glee, mixed chorus, orchestra and band. Light operas have been rendered by the high school with success.
The handwriting or penmanship department is doing much to pre- serve and spread the art of good penmanship. The demand for ex- pert penmen is greater than ever heretofore in spite of the typewriter, and efforts are made to encourage children to a realization of this fact.
The art department has complete charge of the teaching of art in the public schools. In the kindergartens nothing more is ever at- tempted than to give the children a little start in good habits of work and in the proper handling and use of materials in connection with whatever the regular teacher in charge sees fit to have them do. In the grades the following course of study was used: Beginning in September with nature study, the class then takes up very elementary problems in invention, mechanical drawing or processes, and design- this culminating in the articles for Christmas-giving. Thus the
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Christmas spirit is used as an incentive for accomplishing what is otherwise an irksome task. After Christmas the usual study in land- scape, still-life, life and illustration with booklet making of the year's work is done. In the high school there were small classes electing art study. In these classes there is study of still life, life and land- scape, in charcoal, lead pencil, ink, colored chalks, water colors and oils. There is also a study of perspective principles.
In 1892 the Board of Education introduced physical education into the curricilum of the Evansville public schools. They fully under- stood the meaning of "a healthy mind can only dwell in a healthy body. Evansville was then one of the few American cities where some sort of physical exercise was part of the regular school work. During the years since that time this department now consists of calisthenics the years since that time this department has been steadily improved, and the work of the department now consists of calisthenics school yards, formerly empty spaces, are now fairly well equipped play- grounds. Summer playground and recreational work is yet in its in- fancy, a lack of available funds retarding this phase of physical edu- cation.
School libraries have been installed, better books have become avail- able for the use of children, and they have been educated in the use and utility of reference works of all kinds as well as of the books of a literary character. The ever increasing circulation is a sure indication of the success of those in charge of the library work.
The vocational department of the public schools is highly valuable to those pupils who are inclined toward the learning of useful trades. Classes in automobile repair, applied electricity, drafting, machine shop practice, wood turning, printing, salesmanship, in fact in practically every trade are held, and many students are given the fundamentals of a trade by which a good living can be made upon graduation from the schools.
Evening commercial classes have been of much benefit to students seeking a commercial education and who do not otherwise have time or opportunity to gain such instruction. Shorthand, typewriting, bookkeeping, business English, spelling, arithmetic, penmanship, com- mercial law and French are taught in these evening classes.
So diversified has become the school system of today that it is able to fit a student for practically any life he may choose. In comparison with the present schools, the old log school house of a century ago seems insignificant, but in the log school of the pioneer day was ex- pressed the desire of the people to educate their children, and down through the years the community has been ever striving to increase the advantages offered to the child. With what success this met!
Evansville has been fortunate in the caliber of men who have guided the destiny of the public school, and the names of those who have served on the boards of education and as superintendents are eminently worthy of being recorded here. The following table gives the names and terms of all those who have been associated with the Evansville public schools either as members of the board or as super- intendents.
TRUSTEES AND SUPERINTENDENTS OF THE SCHOOLS AND THEIR TERMS OF SERVICE
FOR THE SCHOOL YEARS
PRESIDENTS
TREASURERS
SECRETARIES
SUPERIN- TENDENTS
1853-1857
H. Q. Wheeler H. Q. Wheeler
Willlam Hughes Wllllam Hughes Phillp Hornbrook
Christlan Decker Phillp Hornbrook Carl Schmidt
1860-1861
H. Q. Wheeler
1861-1865
H. Q. Wheeler
1865-1866
Emll Bishop
1866-1867
Emll Bishop
Asa Iglehart Asa Iglehart Asa Iglehart
Isaac Casselberry Isaac Casselberry John W. Foster Dr. H. W. Cloud John H. Pols- dorfer
A. M. Gow
1873-1874
Dr. H. W. Cloud
S. R. Hornbrook
John H. Pols- dorfer
A. M. Gow
1874-1875
Luke Wood
Dr. H. W. Cloud
John H. Pols- dorfer
A. M. Gow
1875-1876
Luke Wood
T. C. Bridwell T. C. Bridwell Adolph Pfafflin J. W. Wartmann T. C. Bridwell and L. M. Balrd
S. I. Loewensteln Adolph Pfafflln J. W. Wartmann T. C. Bridwell Adolph Pfafflln and
John M. Bloss
1880-1881
1881-1882
L. M. Balrd Jno. W. Roelker J. W. Wartmann Alex. Gilchrist
John W. Roelker J. W. Wartmann Alex Glichrist
R. F. Schor
John Cooper
1883-1884
R. F. Schor
Dr. E. Linthicum
John Cooper John Cooper John Cooper
1885-1886
Dr. E. Linthicum Jas. T. Walker
Dr. E. Linthicum Jas. T. Walker Charles J. Kehr
Dr. Isaac T. White
J. W. Layne
1887-1888
Chas. J. Kehr
J. E. Iglehart
J. W. Layne
1888-1889
Dr. Isaac T. ~ White and ) S. G. Evans J. E. Iglehart Jno. W. Roelker August Brentano W. M. Akin, Jr. J. W. Roelker Newton Kelsay W. M. Akin, Jr.
John W. Roeiker August Brentano W. M. Akın, Jr. John W. Roelker Newton Kelsay W. M. Akin, Jr. William Koelling
August Brentano W. M. Akin, Jr. John W. Roelker Newton Kelsay W. M. Akın, Jr. Willlam Koelilng Charles E. Sco- ville
W. A. Hester
1896-1897
Wm. Koelling
Charles E. Sco- vllle
W. M. Akin, Jr., and Aaron M. Well Frcd Lauensteln Chas. E. Scoville Aaron M. Well
W. A. Hester W. A. Hester W. A. Hester
1900-1901 1901-1902
Chas. E. Scoville F. Lauensteln
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