USA > Indiana > DeKalb County > History of Dekalb County, Indiana, with biographical sketches of representative citizens and genealogical records of old families > Part 25
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Auburn citizens ordered the clerk to post notices of an election for school trustees and for a vote on tax or no tax for school purposes in Auburn. On May 14, 1853, the polls were opened, but only twenty-five men voted, twenty- two of whom were for the tax.
There were in 1853, thirty-one schools in DeKalb county ; nine of these, mostly built of logs, were in Concord township. As late as 1876, but few of the old log houses were standing and none was in use. Prof. Barnes, in a centennial article on education, published in the Waterloo Press, illustrates progress in school architecture as follows: "In one district in Butler town- ship, may be seen within a few rods of one another, the three representative school houses of the county. On the east side of the Fort Wayne wagon road, is the old log school house, on the west side of the road is the old frame house that succeeded it, and a few feet west of the latter stands the new brick school house erected in 1875."
In Auburn, the log cabin of O. C. Houghton was rented for three months for two dollars, and was fitted up for school use. At a special meeting held November 29, 1853, it was decided to have two free schools in Auburn. Teachers were very scarce, as the wages were too small. The average was eighteen dollars per month to male, and ten dollars to female. The organiza- tion of every town and township into school districts greatly increased the demand for teachers. Few applicants for license could pass any examina- tion. W. C. Larrabee, state superintendent of public instruction, found here a difficulty. The law required him to appoint deputies in each county to
OLD ACADEMY AT AUBURN Burned October 16, 1875
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examine applicants for license, but no standard of qualification was made. The legislature of 1853, amended this law and transferred the authority to appoint examiners to the county commissioners and at the same time made a standard of qualification. The board of examiners for DeKalb county for 1853 was composed of E. W. Fosdick, S. W. Dickinson, and L. D. Britton. The number of persons licensed to teach in 1853 was sixty-nine.
There were no normal schools. However, teachers' institutes had been organized in some counties. In 1867, an institute was held in what was the Presbyterian church at Auburn, with an attendance of fifty, and Prof. Patch as the principal instructor. John Dancer and Abigail Wolsey were employed to teach in the two schools of Auburn, the former to receive sixty dollars for three months, and the latter forty-eight, and to pay own expenses. Schools were ordered to open on Wednesday, December 7, 1853.
The books then used in the schools were: McGuffy's readers, Ray's arithmetic, Bullion's grammar, Mitchell's geography, Davis' geometry and algebra, Olnistead's philosophy and Webster's elementary spelling book.
AUBURN ACADEMY.
In March, 1859, Andrew Larimore made application to teach in the old academy, and was successful, and on August 8th, was employed as principal in what was known as Auburn Union School. In 1860, school began to be more patronized. Students were in high school departments, and a new era seemed to be forthcoming.
In 1858 the academy was built, and opened August 22, 1858, inaugurat- ing the graded free school system in Auburn. The academy was of three stories. One outer door gave access to all of the rooms. Winding stairs led to the upper floors. The furniture on the interior was old-fashioned, very cumbersome and unsuited for use. On the first floor were the primary and intermediate rooms, on the second floor the grammar and high school de- partments, and on the third floor was the rhetorical room, with a platform at one end, on which students might try their lung capacity in recitation and declamation. By the year 1869 the academy was crowded with students. In this year education was progressing very rapidly all over the county. Butler had erected good schools, as also had many other places in the county.
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SPELLING MATCHES.
Matters in the educational line were not confined to the schools, for in the spring of 1875 a spelling epidemic broke out and became the rage through-
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out the county. Auburn citizens took a lively interest in the spontaneous, but short-lived, revival of the old-fashioned spelling school. Matches were held in which prominent citizens and their families participated. However, inter- est soon declined and the custom gradually fell into disuse.
On July 5, 1875, the school board bought of J. H. Ford for six hundred and seventy-five dollars, lots number seventy-nine and eighty in west Auburn, upon which to build a ward school house some time during the summer. Bonds to the amount of three thousand dollars were authorized by the town trustees to provide the means. The contract for the proposed building was awarded during July to Messrs. Lewis Griffith and George S. McCord, of Fort Wayne, for two thousand one hundred and fifty-seven dollars and fifty- six cents. The work was to be finished by August 20. The house was built of brick, and two stories. School was taught therein for a time, when the building stood vacant, the outlay seemed ill placed and premature, and the unattractive structure, surrounded by rank vegetation in the summer, sug- gested the unfinished university on a Kansas prairie. The necessities of cramped accommodations finally brought about the use of the building for a primary school.
Meanwhile the school board added very much to the appearance of the new school grounds in the central western part of the town, by planting shrubbery, making walks, and surrounding them with a fence. S. B. Duncan furnished one hundred and fifty evergreens at a cost of one hundred and twelve dollars and fifty cents, and eight chestnuts for six dollars, and Albert Wells received thirty-five and a half dollars for one hundred and fifty young forest trees.
DESTRUCTION OF ACADEMY.
The schools opened auspiciously, and the usual routine was being con- ducted on the line of study and discipline, when the schools were dismissed for the day, and, as it proved, to assemble no more in the old academy. In the early evening of October 16, 1875, an alarm of fire was given and soon the tidings spread that the school house was burning. Men were promptly on the spot, but they had no ladders nor other appliances to reach and attack the fire, which originated in the west end of the building. The population of the town crowded to the scene and looked on helplessly while the building in a short time enveloped in flames, slowly burned. Prudent forethought had placed three thousand dollars insurance on the building and five hundred on the furniture. This was a great help in the subsequent building.
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The demand for a new school house was imperative, and in this emerg- ency the school board issued ten thousand dollars' worth of eight per cent. bonds, the last payable nineteen years from date.' These bonds were taken by New York parties and the proceeds of sale were turned over to the school board to be applied in erecting a school house.
FIRST HIGH SCHOOL.
Work was begun upon the first Auburn high school building in the spring of 1876, under the general management of the school board. The site was well chosen, the structure was of brick two stories high, in dimensions sixty- one by seventy-five feet, and the highest point was sixty feet above ground. The foundation walls were of free stone, and supplied a roomy basement.
The contract was let to James W. Case, who it will be remembered, was one of the builders of the academy. The job was awarded to him at nine thousand, six hundred and seventy dollars; he was one of thirteen bidders.
The building was erected in accordance with plans and specifications pre- pared by Messrs. Moser & Gibbs, of Toledo, Ohio. This school house was substantially built at a personal loss to the contractor, who erred in making his bid too low. The furniture consisted of modern and comfortable seats and desks, and was furnished by C. P. Houser for eight hundred dollars.
Heat was effected by means of two Boynton patent hot air furnaces, which cost four hundred dollars. The entire cost of the first building was twelve thousand three hundred and thirty-two dollars. Michael Seiler of Fairfield township was the first superintendent in this school at a salary of one thousand fifty dollars a year.
This building was destroyed by fire on the evening of Tuesday, Novem- ber 30, 1880. The first was first seen near the heating apparatus in the base- nient, where it undoubtedly originated. It was of very small proportions when first seen, and with proper facilities could have been extinguished. However, the building was a total loss.
Undaunted, the citizens and authorities at once took measures for the con- struction of a new building.
PROGRESS OF EDUCATION.
The Auburn Courier of January 22, 1891, published a very compre- hensive and entertaining article on the progress of education in DeKalb
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county between the years 1866 and 1891, written by William H. McIntosh, one of the pioneer teachers of the county. The article in full is as follows :
"That progress has been made and is still making in the system and appliances for common school education, not alone, though conspicuous, in our county, but in general throughout the state, is plain to the most casual experienced observer.
"Not until thoughtful attention has been directed to this all-important subject, however, do the striking changes for the better and along the lines of genuine and permanent advancement in all that pertains to schools and school teaching, become evident.
"It becomes an unexpected pleasure to have found ample grounds for encouragement for trustees, parents and teachers in a partial presentation of testimony that the great cause of popular education is being advanced in grand movement towards approximate perfection. There is no need to unjustly dis- parage the past to honor the present. Indiana's complete school system is the combined and adequate effect of long and tireless effort. Good schools in village and district, there were a quarter century ago. Earnest, efficient and successful educators unexcelled since in all the essentials of pedagogy were not wanting, and they were recompensed measurably according to deserts by intelligent patrons whose wise forethought secured their services.
"In the face of difficulties now unknown, those intrepid, enthusiastic leaders in teaching inspired pupils with love of learning, pride in their schools and noble ambition to excel; they enlisted the ready sympathy and co-opera- tion of parents, and filled the community at large with confidence and desire to increase school facilities and to augment the number of such educators.
"Inscribed upon the roll as the first to avail themselves of the State Normal school at Terre Haute, and to pioneer the way to better things and educative methods in DeKalb county, stand the honored names of C. P. Houser, and the brothers Cyrus and Michael Seiler. Since their day even our state institutions have been pleased to secure as teachers in advanced branches the services of young men from this county whose ambition was in- cited and fostered by those and such like progressive instructors.
"But while these few in the van upheld and aroused school interest, the general mass of teachers were woefully deficient in theory and practice of teaching, the people in contentment of ignorance of the character of their school never or rarely inspected them and the standard of education remained apparently stationary at the close of term after term.
"But agencies were at work, destined to revolutionize these conditions, and the normal schools conducted by school examiners, the powerful influence
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of the county institute, the selection for township trustee of live men and leading local schoolmasters, awakened a sentiment whose fruition is manifest in various progressive measures to which attention is briefly directed in a retrospection commencing with the school site and closing with the teacher at work.
"We have, then, first, better school sites as to area and location. The time is recent when trustees with good sense and no small degree of courage, im- periled their popularity by geographical locations of school sites, and when the apology for a school house built upon the very field corner had but the ground it occupied, itself the focus whence fences diverged as from an angle. The public highway was the only playground, and there was absolutely no provisions for privacy.
"There were no wells for water, no sheds for wood, no trees for shade, and children were given less consideration than stock upon the farms.
"Gradually, these injurious and shameful conditions have been changed till the worst features have been eliminated, but gross evils easily remedied yet exist.
"The proper area for a school site-an acre of ground-has in many districts been purchased, arrangement has been made for separate play- grounds, conveniences in the interest of health and morality have been sup- plied, and permanence reached in central, healthful and ample sites.
"In all communities there exist those progressive and those obstinately opposed to progress, and the traveler sees in the size and location of school grounds indisputable indications of the predominant district influence.
"Secondly, the number of districts has been reduced. Instead of twelve illy located schools, there are but nine in the full congressional township, and each district theoretically complete comprises four sections. This hard-won improvement has reduced the cost to the township of its schools, increased the number attending each and enabled trustees to pay higher salaries and to ex- tend the terms.
"No live teacher but feels encouraged when the consolidation of two weak schools has given him the stimulus of full classes, in one strong one. A notable illustration of this fact appeared in the union of numbers five and six, Wilmington township, under the able management of J. J. Eakright, vet- eran district teacher of the school at Moores Station, successfully contesting the honors of leadership in interest, atendance and scholarship, not only in the district but in the town schools.
"Third, there has been great improvement in the style and material of school buildings. Twenty-five years ago, the age of log houses had been
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succeeded by that of frame structures, and in these later years they in their turn have been superseded by spacious, convenient, and attractive brick edifices of handsome exterior and interior. Most have been fully supplied with slated blackboards, modern seats and desks, boxes for firewood, some appa- ratus and heating stoves, designed with falling window sashes to secure even temperature and proper ventilation.
"What caricatures of houses those old, weather-beaten, dilapidated frame buildings were! Outside rough, heavy shutters, swayed by winter winds, swung creaking back and forth, slamming against sash and clapboard. Within, a red-hot stove was encircled by a favored few, while others at their seats, suffered with the cold.
"The air was unwholesome and heated in some, and the recess or noon- ing-time brought in pure atmosphere like a breath from Paradise.
"What seats! Inconvenient, immovable, ink-splashed, knife-notched. What lack of blackboard and seats for recitation !
"That good work was done under great disadvantages heightens claim to honorable recognition of the faithful labors of the teachers of that time, and emphasizes a silent, but conscious, demand that present progress shall be proportionate to the ratio of modern advantages.
"Popular interest has been awakened and interested in school archi- tecture and the election to the office of trustee of competent progressive men. Often leading teachers in their townships have made the schoolroom pleasant and healthful as the home.
"Fourth, progress and change mark the method of raising the money wherein to recompense teachers.
"In 1854, the income derived from school fund was but $159,501.17, from loans at seven per cent. interest. Two and a half per cent. of this was paid the county auditor and the treasurer for their services, leaving but $143,- 551.06 for distribution. This gave thirty-five cents per child enumerated, between the ages of five and twenty-one years. The state levy was ten cents on each one hundred dollars valuation, and fifty cents on each poll.
"In 1866, the rate school was obsolete, and salary was a compound of board and wages. Teacher boarded in families such times as the number of children in the family bore to the number of days in the term. Local tuition taxes were unknown, and from the state was derived the common school fund based upon the annual enumeration of children of school age.
"After successive changes, always in the line of economy, school taxa- tion has varied until it falls heavily and directly upon the land owners in
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respective townships of the county, and declares plainly the cost of free schools. Last year the state sold upward of four million dollars' worth of three per cent. bonds to eastern capitalists, and applied the proceeds to pay- ment of its indebtedness to the school fund. Till then the state and other borrowers had paid interest at eight, then seven per cent .; later, when these vast sums had been distributed to the counties, the rate was still further re- duced to six per cent., always payable in advance.
"Present sources of revenue are school fund interest, state tax, township tuition tax, surplus dog fund, and moneys for liquor licenses. The people are content when satisfied that for each dollar paid a dollar's worth is re- ceived. The state school fund disbursed in DeKalb in 1889 was eighteen thousand dollars. The tuition home levy was twelve thousand dollars and the special, sixteen thousand dollars.
"Fifth, there has been progress in the increased number of branches re- quired taught, the uniformity of text books, cheapened in cost, the gradation of instruction and the system of honorable graduation.
"Physiology and history, formerly exceptional, are now regular studies. Where it was common to find in one school, among those of the same ability, classes in Kidd's or Putnam's elocution and fifth and sixth readers, Pinneo's and Clark's grammar, McNally's and Mitchell's geography, White's, Ray's and Robinson's arithmetics, now is seen one strong class in each branch of study, resulting in time saved, more time to recitation, and the greater in- terest in greater numbers.
"Formerly there was no sequence to instruction of a previous term. Teachers, by trial, found where to commence pupils, or left it to them to begin in what and wherein they pleased. Winter schools absorbed most interest and money and the cheap summer school was a parody on teaching. Now the terms are equalized and connected by hiring one person for both, records are kept and successive teachers continue each grade where their predecessors left off, and the course of studies, systematically arranged, provides for grad- uation on its completion. This again simplifies the teacher's labors, and stimulates the school to better attendance and effort to reach the goal of their aspiration.
"Sixth, there is improvement in the supervision and payment of teach- ers. Formerly no provision was made for inspection of schools and it is on record that Spencer Dills and myself, while serving as county school exam- iners, and in the performance of that all important duty, at a compensation of three dollars a day, were officially notified by county commissioners who
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were then acting within the law, to cease from such school visitation, as no allowance would be made therefor. Their act voiced popular opinion that school supervision was an unnecessary expense. The young teacher had no experienced superintendent to set him right, the disheartened had no one to cheer him, and the incompetent time server met with no one to show his unfit- ness.
"Teachers met only on occasion of the county institute, at which the best effort possible was put forth in their aid. They rarely, if at all, held meetings among themselves, and later it was difficult to get them out to township institutes. Now superintendent and trustee are required by law to visit schools, to encourage, to suggest beneficial changes, to create and foster feelings of responsibility, local ambition and professional pride, to make so far as practicable the poor schools equal to the best.
"Formerly teachers at county institute were entertained by the people gratis and enjoyed a very good diet in hoarding around, now they are salar- ied, pay their board, are paid janitor's fees, allowed for day's attendance at township institutes, and these changes contribute to self-respect, independence and personal health, comfort and time for improvement.
"Seventh, all these foregoing evidences of progress are subsidiary to the one great and all important condition that teachers of good moral char- acter and fairly qualified be obtained in sufficient numbers to conduct the schools.
"It has ever been the intent of school legislation to eliminate from the profession all that class who owed their employment to misdirected sym- pathy, and to lax examination of qualifications. Ignorant pretenders and failures elsewhere no longer caricature keeping school, and gradually the standard of proficiency and ability has been elevated in favor of higher grades of teachers. To whatever extent this object has been realized, pro- portionate progress in education has been made, for it is not to be questioned that the character of schools for morality, discipline and study is based upon the possession and practice of those virtues by those who influence, govern and teach in them.
"In the primitive condition of pioneer settlement, each locality neces- sarily built its own house and provided and paid its own schoolmaster. Young men and women attended in winter, and such scenes were witnessed and enjoyed as have been recently enacted in Huntington county, where the county superintendent, on his visitation, after finding several teachers locked out for a Christmas treat, at length entered the school house to find the
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schoolmaster bound fast to his desk and his insurrectionary pupils perform- ing, to the clatter of ash bucket and dinner pail, a parody of the Sioux ghost dance. From 1855 to 1875 it was legal and customary for householders of any school district, at their annual meeting, to designate by vote their choice of a teacher, and the trustee was obligated to hire such person, providing he obtained a license to teach.
"It not infrequently happened that persons so chosen proved utterly un- qualified, and knowing this the people petitioned the examiner to exempt them from examination in more or less of the branches, notably physiology and history, on the ground that theirs were backward schools, and these studies would not be taught in them.
"The climax was reached in my own experience, when a girl whose average of seventeen was the lowest of all, brought me a paper signed by every householder in the district, petitioning for the issue of a license, ac- companied by a statement that she was good enough for them.
"Abrogation of this popular privilege and the placing of this duty solely with the trustee has enabled that officer to locate his teachers to ad- vantage, and rendered them less dependent upon their patrons. Enforce- ment of legal requirement in granting license created a scarcity of teachers and enabled those qualified to demand an advance in wages, and forced those desirous of teaching to measures for self-improvement.
"The examination fee of one dollar has been abolished, and the exam- ination made free, while the widely varying estimates of examiners has been made uniform by state supply of questions to superintendents. A great change has transpired in teachers past and present. It was the rule to employ men in winter, women in summer, and such as reversed this condition were regarded as out of their proper place.
"The winter teachers were energetic and capable young men, residents of the township preferably, and these living at their homes secured higher wages than are now saved. Those teachers were experienced, ambitious and of excellent character and cannot be surpassed, present or future, whatever changes otherwise occur.
"They are remembered with pride and affectionate regard and recog- nized as having been strong and hearty co-workers with patrons and officials in the noble work of promoting the great cause of education. The change caused by hiring one teacher for the school year threw out these teachers and caused an irreparable loss, viewed from the standpoint of a winter term,
(18)
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