USA > Indiana > Elkhart County > History of Elkhart County, Indiana; together with sketches of its cities, villages and townships, educational, religious, civil, military, and political history: portraits of prominent persons, and biographies of representative citizens > Part 54
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641
HISTORY OF ELKHART COUNTY.
ing houses of the Mennonites were of the most primitive character; but as years rolled on even they advanced a little and now claim a church or meeting-house in every township. The Amish Mennon- ites, though few in number, have a few churches.
There are several other denominations possessing churches and meeting-honses within the county. each doubtless deserving a historical sketch, but the very little information which can be gathered regarding them precludes the possibility of a notice in this section of the county history. The reader may, however, rest assured that there is sufficient church room within the county, a large number of pastors who, evidently, cannot find a leisure hour to reply to a polite note, asking for information in the interest of their churches, and thousands of really honest men and women, whose faith is living, and whose devotion is unquestionable.
CHAPTER XVI.
EDUCATIONAL.
Some high or humble enterprise of good, Contemplate till it shall possess thy mind, Become thy study, pastime, rest and food, And kindle in thy heart a flame refined.
The education of the masses is the leading characteristic of a free country; it is the guide to national greatness and to salutary reforms. Without it the people are less than the negroes of the darker days of the Republic; without it man cannot sum up the blessings of liberty nor aid fully in the duties of a good citizen. Though man may be always prepared for liberty, yet he who had not an opportunity, in his earlier years, to attain even the rudi- ments of that education which a school offers, is a dangerous man to confer liberty upon; because his animal passions are then let loose, and the educated - the political reformers -- who con- tended, and won the precious boon for him, as well as for themselves, have often reason to cry out, " O Liberty, what crimes are commit- ted in thy name!" From a want of a well-organized system of education many, if not all, evils spring. The terrible forces with which the dangerous classes often threaten to annihilate the people are recruited from the haunts of ignorance and vice. All the shocking crimes which disgrace the annals of many glorious revolutions have their origin in ignorance. The hideous Parisian communist and the brutal sectionalist receive their ideas from it, and by it are urged on to these horrible deeds which darken, as it were, the enlightenment of the age, and leave a deep stain on the pages of our history. Though the secret tribunal of olden times comprised men of fair fame, the members of it were led to the perpetration of acts that to-day would merit capital punishment and consign their naines to obloquy. In the dark ages such men were heroes, and ignorance worshiped them as such. In later years religious and political parties have resorted to desperate and disreputable means to assert supremacy, and so all the evils attend- ant on a want of education have been carried down to our time, to show us the dangers of ignorance, and lead us from the paths of
(642)
643
HISTORY OF ELKHART COUNTY.
viciousness. That the terrible example set by bad men has borne good frnit is evident. Look over the educational statistics of the State, and deductions may be made of a most consolatory nature. A desire exists in the hearts of even the youth to pursue a course of study which the State offers, and as years grow apace this desire becomes an absolute longing until now a promise of the universal- ity of knowledge seems to be consummated.
Mr. Chamberlain, in his address in 1859, when speaking on the uses of education, said :- "Old settlers, I cannot leave this theme, on this occasion so appropriate to enforce the duties which it imposes, without urging the consideration of their paramount importance. Even every motive inspired by mere grovelling self- ishness, to urge no higher and nobler incentives, should induce us, now that we are passing off the stage, to see to it that those in whom ourselves are reproduced should be qualified by every kind of useful knowledge to buffet with the world, and all the adverse events which will beset them on their journey through life. ' Riches take to themselves wings and fly away.' Therefore, for our children's sake, let us not place reliance upon riches. But use- ful knowledge is that food of the soul which, allied with the immor- tality of our being, fosters and develops all the undying energies which characterize our true nature. As our feet are sliding from their hold on mortal life, let us then see to it, I say, that this great, first and last duty, in every iota, is faithfully fulfilled. We owe it to ourselves, we owe it to our children, we owe it to onr race, we owe it to our country, we owe it to our God. Yes, I tell yon, our feet are sliding, noiselessly it may be, yet, resistlessly as the course of time, we are going, going, going. In the performance of this duty then we have no time to spare; even since our last meeting we miss some familiar faces. Where is Harris, who then was one of our number, and whose familiar voice greeted us with good cheer? His work on earth is done; and if ours is not, let us be warned to be up and doing. Where is Mather? Cut off in the prime of life; we shall meet his ever kind and cordial greeting no more here. Where is young Defrees? An old settler indeed, born on the banks of the St. Joseph, the very year, and at the point where I first looked upon that placid emblem of the even current of his life,-the first fruits, shall I say, of the great reaper, native to our soil. Thus the boy has come and gone. And we are old settlers of a generation. Do we realize it?"
644
HISTORY OF ELKHART COUNTY.
Elkhart county has from its beginning paid much attention to educational matters. In the foregoing chapters reference has been made to the first village school and to the industrious teachers who instructed the youthful pioneers that came hither with their parents; but here the work of years of well-directed labor unfolds itself, and shows its immensity in the number and high character of the county schools. In every city, town and village of Elkhart, progress, remarkable, unusnal. magnificent, has been made. No reasonable expense has been spared to render the working of the schools perfect, and it must be a subject for congratulation to a people who made much sacrifice of time and money, to behold the result of their own earnestness in the matter, and the zeal mani- fested by both township and county school officials. The follow- ing statistics show the progress of the cause of education in the county, and cannot fail to be of much interest:
REVENUE FOR TUITION, 1878.
Amount on hand September, 1877 $31,829.58
received February, 1878. 29,022.54
June, 1878. 17,066.23
Miscellaneous receipts.
1,365.85
Total.
$79,284.20
Amount expended since September, 1877
$50,781.30
now on hand. 28,502.90
$79,284.20
SPECIAL SCHOOL REVENUE, 1878.
Amount on hand September, 1877.
$18.547.01
since received. . 30,985.85
$49,532.86
Amount expended since September, 1877
$31.542.05
now on band.
17,990.81
$49,532.86
REVENUE FOR TUITION, 1880.
Amount on hand September 1, 1879.
$23,892.66
received in February, 1830 20,928.15
" June, 1880. 25.638.12
Miscellaneous receipts.
2,021.94
$72,480.87
Amount expended since September 1, 1879.
$46,958.07
now on hand ..
25,522.80
$72,480.87
Horace Randolph
647
HISTORY OF ELKHART COUNTY.
SPECIAL SCHOOL REVENUE, 1880.
$17,608.62
since received.
28,881.18
Amount expended since September 1, 1879
31,026.52
now on hand.
15,463.28
$46,489.80
1878.
1880.
No. of school buildings, brick.
66
frame.
81
64
. 6
total
145
144
Est. val. of school-honses, including grounds, seats, etc .. $229,437.13
$ 252,79
globes, maps, etc
4,200.00
6,190.00
Total “ school property
$233,637.13
$258,983.28 $25,197.22
No. of vols. in tp. libraries.
2,704
2,765
taken out during the year
459
448
added to the libraries.
1
5
Amt. pd. trustees for managing educational matters.
$1,007.50
$1,055.50
No. of school-honses erected during the year
10
5
Val 66 66
$17,650.00
$6,700.00
No. of private schools
5
1
teachers in the same (male 1, females, 4).
5
1
pupils in the same admitted within the year.
55
19
Average daily attendance of same.
38
18
cost of tuition per pupil, per month.
$ .58
$ 3.00
No. of tp. institutes during the year.
pupils admitted to the public schools during the year.
white, male.
46
female.
4,304
4,286
colored, male.
16
2
female.
18
2
Average daily attendance of all children.
6,060
6,184
No. of districts.
133
134
graded schools
5
8
3
1
Average number of school days.
142
1603
No. of teachers, male.
158
165
female.
143
140
total.
301
305
Wages of teachers per day, in townships, males.
$1.56
$1.67
females.
1.34
1.27
in towns, males.
2.69
4.09
females, .
1.54
2.03
in cities, male.
3.67
3.67
=
females.
2.13
2.13
1
0
66
in which no school was taught.
107
120
9,107
9,120
4,800
4,840
" township
=
39
Amount on hand September, 1879.
$46,489.80
64
80
amount of special school tax. $28,491.48
648
HISTORY OF ELKHART COUNTY.
SEMI-DECENNIAL STATISTICS.
No. of
NO. of
Attendance
Total Am't
Year.
School Days. Teachers. at School. P'd Teachers.
1855.
66
- 65
2,720
$ 3,381
1860.
159
6,952
9,438
1865.
96
201
7,507
15,875
1870.
143
287
7,969
33,388
1875.
139
284
9,108
42,755
1880.
160.5
305
9,130
An address delivered by Prof. Moury in 1878 deals with the subject of school management very fully. His opinion on such matters is of some importance, since he has made the school a sub- ject of life-long study. He says:
" By a complete course of study we understand that a certain fixed curriculum is to be pursued and finished by the pupils in a deter- mined period of school life, and as thoroughly taught by their instructors. Referring to the Constitution of Indiana, we obtain an idea of what the framers of that fundamental code of State law intended should constitute a common-school education. It may be expressed in brief thius: Moral, intellectual and practical, or agri- cultural training and improvement. The State is bound to provide for all its children the opportunity for a free and thorough educa- tion, embracing all necessary training under the above heads. Each child has a right to be instructed in a course of study com- prising a sufficient range of subjects to awaken all his faculties and employ his time from the age of 6 to 21 years. The organic laws of the State do not limit to any youth the acquisition of knowledge, nor fix the boundary line of mental culture. It aims rather at affording its youth full opportunity to gain all the knowledge they have the capacity to acquire. The limits of acquirement are regulated by two factors: First, the capacity of the pupil; second, the willingness of the parents to avail themselves of the oppor- tunity offered by the State. Legislative acts have determined the least number of branches constituting a course of study, and these are enumerated in section 147 of the new school law. No person who has given the subject of education much attention will question the propriety of demanding that every child of sound mind in the State shall receive at least this limited amount of instruction. How can he be fitted to perform his duties as a citizen and voter unless he has at least this much education ?
" Any teacher who cannot teach these indispensable branches is not qualified to be employed in the schools of the State. The salaries of teachers are now such as to justify our demand that they
F
649
HISTORY OF ELKIIART COUNTY.
should be able to teach all the branches previously indicated. It is a very encouraging feature to observe the pupils in the rural schools advancing in their endeavors to obtain a good English education, and their appreciation of its value. In this day of enlightenment and progress when any one aspiring to the teacher's duties and responsibilities is so amply aided to prepare for the same, no one can say that the examination we require them to pass through is too extended or severe; in other words, that we ask too much in requiring a thorough knowledge of all the ordinary English branches. This does not keep the standard of our schools too high. In more advanced districts we often find this course of study considerably extended, algebra, geometry, botany and other kindred subjects being extensively taught. Nor do we find that other and more ordinary branches are less thoroughly pursued in schools where this addition is made. On the contrary, it seems to arouse the ambition of the scholars and enkindle in the school an activity which permeates and increases in value all the work done. Yet, unfortunately, many fail to obtain a competent knowledge of even those branches of study which are to a certain extent made obligatory upon the would-be teacher. Many causes may be assigned for such failures; but, perhaps, the chief one in the greater number of cases is a lack of a systematic plan of study formed from the beginning, and pursued undeviatingly through the school course. This should be so systematically mapped out and arranged that both the pupil and the interested parent or friend of the pupil may at any time perceive just what has been done and may be accomplished in a given time. Also, this course should be so arranged that each pupil may, at any time, be able to compare himself with the standard of acquirement and intelligence suitable to his age, and in comparing may see at a glance what he lacks to obtain it. This co-operation on the part of the pupil must not only constantly benefit himself, but also greatly aid the teacher in his endeavors to keep up a high standard in the school. The idea of a course of study for the country schools is a new thing, and is one of the good results of county supervision. The good already accom- plished by it is most encouraging for the future, and the teachers are becoming convinced that no school can be properly system- atized without its nse.
"Grading, as applied to school work, simply means advancement by regular steps. This is the natural process by which the mind acquires knowledge, and any departure from ways established by
650
HISTORY OF ELKHART COUNTY.
the Creator entails its own penalty. But when wrong methods are employed in education the penalty is not paid by the responsible violators of its laws; the children who trust implicitly in their in- structors are the sufferers. The practicability of grading rural schools has long been a question, but experience-the test which proves or disproves the value of any system-has shown it not only possible but highly practicable and valuable in its results.
" We, indeed, now find that from any school not graded no satis- factory results can be attained. Some of our leading educators concede the possibility of attempting to establish this system in our country schools, but doubt that of maintaining it. True, in the rural dis- tricts many obstacles intervene to retard the good results of first- rate educational measures, yet these only prove the necessity of having a still more efficient system of organization in country than in city schools in order to produce equally good results. Justice requires that, as much as possible, all our youth profit equally by the advantages of our excellent school system. Since then the sys- tem of grading is not only a possible, but a perfectly practicable, one, as can be proved by its results in many Indiana schools, it should be applied to all, and the teachers and other officers, of both city and country schools, should insist that each school be thor- onghly graded, and that this system be maintained from year to year.
" Many of our Northern Indiana schools may be cited as illus- trating the eminently good results of this system, since under its workings they have risen to a far higher state of efficiency than ever before. Teachers and patrons of our schools are unanimous in com- mending its results. The necessity of gradation, or in other words, of proceeding by regular degrees, is a fundamental principle in life. We find it established everywhere, in all business enterprise, in all mechanical pursuits, in the labors of professional men, in the ranks of our army and navy; yet nowhere is its necessity so imperative as in the work of the educator.
" A child proceeds from the known to the unknown, and he ad- vances by regular steps or degrees. These steps are necessarily short, but if they are skillfully directed they will be just long enough to promote in the highest degree the best development of the learner's powers.
" A carefully arranged course of study is the first thing needful in the introduction and establishinent of grades in the rural schools. This course should indicate the number and kinds of grades into
651
HISTORY OF ELKHART COUNTY.
which the stipulated studies will divide the pupils. Grades are not formed by dividing walls, but by the different degrees of ad- vancement on the part of the pupils. Therefore there may be sev- eral grades in any one department. Some fixed regulations are needful to sustain a grade when it is once established. An incom- ing teacher should find a perfect record left by his predecessor. This should indicate the exact grade and class to which each pupil belongs, either because of promotion or because he has failed of such promotion, and it is found necessary to leave him in lower grades and classes until he can pass satisfactory examinations. The record should further show the exact page in each study where the pupil should recommence his work. These records should be made in books, prepared for that purpose, and kept in the archives of the district for reference. Keeping these records on blank paper is simply of itself enough to defeat the entire system of grading. It is only possible to grade perfectly and to give the system a fair trial, where the school officers are willing to do their whole duty."
During the first months of 1880 many of the township trustees sent in their reports, and as they have special reference to the divis- ions of the county, they may be regarded with some interest in this connection.
Middlebury Schools .- One of the school trustees, Mr. D. H. White, of Middlebury, furnished to the county superintendent of schools a report under date of December, 1879. Since that period Mr. D. T. Kanffman, the present township trustee, furnished a statement as follows: Total number enumerated, 573; number enrolled during the month, 338; average belonging, 307; average attendance, 285; per cent. of attendance, 91; days of absence, 578; number neither tardy nor absent, 89; time lost by tardiness, 34 hours.
Mr. J. C. Mehl, a conscientious teacher, reported very favorably of his pupils, but was so precise in the premises that he debited himself with a period of time extending over ten minutes; yet, as he acknowledges, a rabbit was caught during those few minutes, which must be matter for congratulation to the farms and school anthorities, as it was an exercising subject for himself.
The trustee of Elkhart township, Mr. Thomas Miller, furnished the following report: Total number enumerated, 530; number in school during the month, 368; number belonging, 347; average daily attendance, 304; per cent. of attendance, 90; days of absence,
652
HISTORY OF ELKHART COUNTY.
605; number neither tardy nor absent, 120; time lost by tardiness, 43 hours.
This report is unsupplemented by any remark from the teacher; but it is not to be supposed for a moment that the individual is less conseientions than Mr. Mehl.
Mr. Peter D. Berkey reported for Harrison township as follows: Total number enumerated. 716; number in school during the month, 457; average number belonging, +28; average daily attend- ance 372; per cent. of attendance, 89; days of absence, 126; num- ber neither tardy nor absent, 90; cases of tardiness, 282; time lost by tardiness, $2 honrs.
The trustee for Concord township, Mr. J. D. Compton, gave the total enumeration, 518; number in school during the month, 346; average belonging, 300; average daily attendance, 274; per cent. of attendance, 90; cases of tardiness, 109; days of absence, 487; number neither tardy nor absent, 76; time lost by tardiness, 22 hours.
Mr. Isaac Wisler, trustee of Loeke township, reported a total enumeration, 402; number in school during the month, 222; num- ber belonging, 201; average daily attendance, 184; per cent. of attendance, 90; days of absence, 425; number neither tardy nor absent, 60; cases of tardiness, 168; time lost by tardiness, 62 hours.
The trustee of Cleveland township, Mr. Hiram Kantz, furnished his report as follows: Enumeration, 145; number in school during the month, 110; number belonging, 114; average daily attendance, 96; per eent. of attendance, 91; days of absenee, 230; number neither tardy nor absent, 14; cases of tardiness, 86; time lost by tardiness, 29 hours.
In this gentleman's report to the county superintendent he states that one of the teachers in his township failed to send in a report. Some other townships have been backward also, so that the returns of the county are not complete.
Mr. Isaac Lamb, of York township, gives the following report, as published in February, 1880: Total enumeration, 345; number in school during the month, 249; number belonging, 228; average daily attendance, 215; per cent. of attendance, 93; days of absence, 269; neither tardy nor absent, 90; cases of tardiness, 100: time lost by tardiness, 39 hours,
Clinton township schools, reported by Mr. Jacob Rohrer, claim an enumeration of 666; number in school, 430; number belonging,
653
HISTORY OF ELKHART COUNTY.
391; average attendance, 352; per cent. of attendance, 89; absence, 870; neither absent nor tardy, 93; cases of tardiness, 216; time lost by tardiness, 64 hours.
Mr. Jacob Ehart, trustee of Olive township, reported enumera_ tion, 538; number in school, 326; number belonging, 305; attend- ance, 286; per cent., 94; absence, 545; neither tardy nor absent, 84; cases of tardiness, 133; time lost by tardiness, 38 hours.
Osolo township schools, reported in January, 1880, by Mr. Geo. Rich, the township trustee, show the following results: Total enumeration, 222; number in school, 116; number belonging, 85; average attendance, 81; per cent. of attendance, 90; absence, 196; neither tardy nor absent, 22; cases of tardiness, 32; time lost, 11 hours.
Mr. F. G. Romaine, trustee for Washington township, reported as follows: Total enumeration, 186; number in school, 168; num- ber belonging, 152; average attendance, 129; per cent., 89; ab- sence, 469; neither absent nor tardy, 19; cases of tardiness, 51; time lost,'18 hours.
The trustee for Baugo, Lester Sawyer, reports a total admission of pupils to the schools of the township during the year of 292. An average attendance of 132; average number of days in which school was taught, 140; number of teachers employed, 12; and average salary, $1.41 per day. The balance to credit of township school fund on Sept. 1, 1880, is reported to be $1,089.17; the num- ber of township institutes, 16; and the estimated valne of school property is $10.100.
The schools of Benton received 411 pupils during the year end- ing Sept. 1, 1880. The average daily attendance was 270; the number of days on which school was taught equaled 140; teachers employed, 23, at an average salary of $1.56 per day. The balance to credit of school fund is $877.21; the number of township insti- tntes, 7; and the estimated value of school property, $10,300. Thomas Prickett, the trustee, furnished the report.
Mr. C. Landgraver, trustee of Jackson township, reported the admission of 538 pupils to the schools during the year ending September, 1880; number of teachers employed, 10; amount to credit of school fund, $117.74; value of school property, $13.100; and number of township institutes, S.
The number of pupils admitted to the Jefferson schools was 393; teachers employed, 20; amount to credit of school fund, $358.25;
654
HISTORY OF ELKHART COUNTY.
value of school property, $11,650.00; and number of township institutes, 6. Phillip F. Nye is trustee of this township.
The trustee of Union township, Samuel Smith, reported the ad- mission of 606 pupils to the schools during the year ending Sep- tember, 1880; the number of teachers employed, 20; the amount on hand, $721.67; the number of institutes, 7; and the total value of school property, $13,300.
The statistics show a steady advance in the number of pupils attending the township and city schools. That great progress has been made in the art of education is evident, but amid the general improvement, many evils still exist. Graded schools do not lead in every township; there are exceptions to the industry, zeal and ability which characterize by far the greater number of teachers employed. Men who forget the duties they owe to their children do not render all that co-operation which is in their power, and many teachers are actually driven to lose interest in pupils who become incorrigible under home influences. In a few instances the trustees do not exercise sufficient care and earnestness in their connection with school matters, and very often this laxity on the part of men holding such important positions leads to dire results by instilling itself into the minds of instructors and pupils. It was ever thns: carelessness on the part of the old and responsible begets negligence on that of the young and irresponsible. An example must be set and a precedent laid down by those in authority before the governed incline to industry and all the virtues which follow it. Every man to whom this country has endeared itself must exert all the powers of both mind and body to lay down examples for youth and lead them away from the brink of that chasm, to which evil precedence and ignorance might have guided their footsteps. A federal government, a great republic, requires the masses to be educated. Ignorance and a pure federalism cannot dwell in the same house; therefore the republic ordains that liberty and enlight- enment must progress together, and she calls upon the true men of the land to educate! educate!
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