USA > Indiana > Orange County > History of Lawrence, Orange, and Washington counties, Indiana : from the earliest time to the present, together with interesting biographical sketches, reminiscences, notes, etc > Part 67
USA > Indiana > Washington County > History of Lawrence, Orange, and Washington counties, Indiana : from the earliest time to the present, together with interesting biographical sketches, reminiscences, notes, etc > Part 67
USA > Indiana > Lawrence County > History of Lawrence, Orange, and Washington counties, Indiana : from the earliest time to the present, together with interesting biographical sketches, reminiscences, notes, etc > Part 67
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16 | Part 17 | Part 18 | Part 19 | Part 20 | Part 21 | Part 22 | Part 23 | Part 24 | Part 25 | Part 26 | Part 27 | Part 28 | Part 29 | Part 30 | Part 31 | Part 32 | Part 33 | Part 34 | Part 35 | Part 36 | Part 37 | Part 38 | Part 39 | Part 40 | Part 41 | Part 42 | Part 43 | Part 44 | Part 45 | Part 46 | Part 47 | Part 48 | Part 49 | Part 50 | Part 51 | Part 52 | Part 53 | Part 54 | Part 55 | Part 56 | Part 57 | Part 58 | Part 59 | Part 60 | Part 61 | Part 62 | Part 63 | Part 64 | Part 65 | Part 66 | Part 67 | Part 68 | Part 69 | Part 70 | Part 71 | Part 72 | Part 73 | Part 74 | Part 75 | Part 76 | Part 77 | Part 78 | Part 79 | Part 80 | Part 81 | Part 82 | Part 83 | Part 84 | Part 85 | Part 86 | Part 87 | Part 88 | Part 89 | Part 90 | Part 91 | Part 92 | Part 93 | Part 94 | Part 95 | Part 96 | Part 97 | Part 98 | Part 99 | Part 100 | Part 101 | Part 102 | Part 103 | Part 104 | Part 105 | Part 106 | Part 107 | Part 108 | Part 109 | Part 110
The Congressional Township system now coming into operation. the above schools were discontinued, giving way to the district schools, which were now being established. The territory now comprising Stampers Creek Township was made up of a part of four different Congressional townships, each one independent of the others in school matters. The portion situated in Town 1 north, of Range 1 east, seemed to enjoy the best school privileges, on account of the school land of that township having been sold earlier and for a better price than any other school land
Digized by Google
570
HISTORY OF ORANGE COUNTY.
in the county. The first district schoolhouse was built on the land of Richard Hall, in 1829. This was a hewed-log house, constructed by the citizens of the district, fitted and furnished as required by the acts of the Legislature of 1824. The patrons of this school were: the Halls. Grigsbys, Beasons, Burtts, Burgesses, Chambers, Dilliards and others. The first teacher was Jacob O'Feather. The branches of study same as in the more early schools. N. W. T. Goodwell succeeded to the manage- ment of this school in 1831. He remained for two years. His was the first silent school in this neighborhood. Wages of teacher $35 for term of three months. The Danner Schoolhouse, south of this, was built in 1832. Alexander Ralston was the first teacher. He was succeeded by Will- iam Johnson, the services of the latter being much in demand on account of superior scholarship, being able to teach geography and grammar, and to take his pupils through arithmetic. The patrons of this school were: the Danners, Vandeveers, Hollowells and Noblitts. Prof. Johnson, of Marengo, was a pupil of this school. Colored children attended this school upon the same terms as whites. In 1841 Richard D. Walters, who had been educated at the Washington County Seminary, under the instruction of the famous John I. Morrison, opened an independent sem- inary of learning in the Hall district. The school was a success. Joel C. Dilliard and Julia Talbert prepared themselves to enter the field as teachers at this school. The next year MIr. Dilliard taught a nine months' school at Millersburg, in this township. This was a subscription school. The patrons were: the Dilliards, Duncans, McCoys, Wolfs and Cornwells.
Under the Congressional township system there were six schools in this township, and strange to say they were in so great esteem that the people refused to exchange them for a free school system, as the vote at the August election in 1848 abundantly proves. At that election, there were cast for free schools, three votes; against free schools, 151 votes. The question was again submitted in 1849, also in 1850 and 1851, but with no better results, the friends of the law not being able to poll more than a half dozen votes at any election. But free schools came with the adoption of the school law of 1852. The first Trustees were Joel Vandeveer, Fleming Duncan and Edward Cornwell. They were elected in April, 1853, and at once entered upon the duties of their posi- tion. They found the old district schoolhouses in very bad repair and therefore resolved to build new houses, but before anything could be done in the matter money must be voted for building purposes by the people of the township. An election was ordered for August 1, 1853, and after a very exciting canvas, the proposition to levy a tax of 45 cents on the hundred dollars' worth of property was carried by a majority of six votes. Five of the old houses were now sold for $38.10. One house was adopted as a township house. Five new houses were built. They were frame, 20x24 feet, four twelve-light windows, plank desks and
Diazed by Google
1
1
1
571
HISTORY OF ORANGE COUNTY.
seats for pupils. Blackboards and a map of the State of Indiana were also furnished. The first free schools were in the winter of 1855-56. Henry H. Polson, L. K. Martin and R. C. Wells were among the first teachers. By the year 1869 the schoolhouses having been found to be too small, the building of larger houses was commenced, one being built each year until the entire number was replaced. The houses are frame, 24x36 feet. well finisbed and furnished with improved furniture, maps, globes, charts, etc. The schools are sustained for about five months in each year at a cost of about $1,200 per annum.
GENERAL VIEW OF THE SCHOOLS.
By the term " pioneer schools," I mean those early schools which were established and supported without any aid from the public funds. These schools were generally loud schools. By this is meant that the pupils were not required to prepare their lesson quietly, but that each pupil had the privilege of repeating his lesson in whatever tone of voice best suited him; indeed, in some cases it seemed that a premium was set upon noise, and that he who could make the most noise did the best. The studies pursued in these schools were usually reading, writing and spell- ing. and sometimes arithmetic. The recitations in these subjects were heard by the teacher, taking one pupil at a time and hearing him read or spell as best he could in the noise and confusion. The text books were usually Webster's Speller and the Testament. Writing was prac- ticed in a bold round hand, from copies set by the teacher with a goose. quill pen. Arithmetic was taught from the " cyphering book of the mas. ter." When a pupil failed to solve the problem given him, he carried it to the teacher, who looked over it until he found an incorrect figure; this be marked and returned the slate to the waiting pupil without explana. tion or comment. There was one rule in these schools which survived for many years, and rendered futile all attempts at classification. It was that he who was first at school in the morning should recite first during the entire day. The day's session was usually from sun-up until sun- down. There was no regular time for opening school in the morning. When a pupil arrived at the schoolhouse he was required to take his seat and commence upon his lesson. There were no recesses in those days or time for relaxation, except at the noon " playtime," which was usually spent by the teacher in making or mending goose-quill pens. Now, is it really to be wondered at if the weary pedagogue did sometimes fall a-leep amid his labors, or the thoughtless urchin begnile the weary hours by repeating the word " horse grammar: "
The Congressional township system originated with the act of Con- gress to enable the people of Indiana Territory to form a State govern- ment, approved April 19. 1816. This act provided that Section 16 in every township should be granted to the inhabitants for the use of
36
Dionzony Google
572
HISTORY OF ORANGE COUNTY.
schools. Nine of these school sections are situated within the bounda- ries of Orange County. Soon after the admission of Indiana as a State the Legislature provided for the appointment of Superintendent of school lands in each township. These officers had power to lease said lands for a term of years, the rents to be applied to the support of schools.
The first law under which schools could be established in Indiana, appears in the Revised Statutes of 1824, under the title of an "Act to incorporate congressional townships, and providing for public schools therein." The law authorized the inhabitants of each congressional township to elect, three School Trustees, who were to have control of the school lands and schools generally, with power to divide their townships into districts and appoint Sub-Trustees for the same. These Trustees also examined teachers in regard to their ability to teach reading, writing and arithmetic. Schoolhouses were to be erected by the labor of all able- bodied male persons of the age of twenty-one years or more, residing in the district: those who failed to work to pay 37} cents for each day so failing. These houses were to be eight feet between floors, and at least one foot from the surface of the ground to the first floor, and finished in a manner calculated to render comfortable the teachers and pupils. Township 1 north, of Range 1 east, was the first to organize under the act. As stated elsewhere, the first district school established was at Lick Creek. three miles east of Paoli. The inhabitants of this township were also the first to ask that their school land be sold. The sale was at pub- lic anction on the 25th day of September, 1829, by William Lindley, School Commissioner. Samuel Chambers was auctioneer. The land was sold in eighty acre lots and bronght an average of 84.37 per acre, the highes' price paid being $7.32 per acre and the lowest $2 per acre. This WAR the highest price realized for any school lands in Orange County, the greater amount being sold for $1.25 per acre. The organization and establishing of schools proceeded very slowly under this system, some townships not being organized until about 1840. The crowning defect of the whole system was that no schools could be organized until the inhabitants declared by vote that they wished their township organ- ized and schools established. This, with the want of funds, made it impossible to establish anything like a school system in Orange County. By the year 1850 there were forty-nine district schools in the countv. receiving an average of abont $16 per annum of public money for the Anpport of schoola. There were now about 4.500 children of school age in the county. Schools were taught for about three months in the rear. Teachers received from $10 to $12 per month. The defi- ciency of public money was made up by rate bills levied upon pupils. The methods of instruction were very nearly the same as in the more early schools. In some localities silent schools and better methods of
Diglicod by Google
1
578
HISTORY OF ORANGE COUNTY.
instruction had been introduced. The want of text-books rendered it impossible to classify pupils. Geography and grammar had been intro. duced. Pike's Arithmetic and Murray's Grammar were standard text- books. Meanwhile the friends of popular education were working with all their power to establish schools and build up a sentiment favorable' to education in the county. During the winter of 1835 the citizens of Paoli organized a "Moot Legislature." Mr. James A. Watson, Princi- pal of the County Seminary, and Chairman of the Committee on Educa- tion in that body, presented a report upon the necessity of completing our system of education which deserves more than passing notice. He insisted that the Legislature could no longer plead the infancy of our State; that a public school system would increase the wealth of the State by encouraging immigration; that it was an imperative duty to comply with the demands of the Constitution in regard to establishing schools; that public justice demanded the education of the masses; that it is not unjust to tax those who have no children for the support of schools. The last proposition was long a bone of contention among our people, but the principle has now became well established. This report was ordered to be printed in the county papers and copies sent to the Committee on Education in both branches of the Indiana Legislature. As to whether this exerted any influence or not cannot now be determined, but certain it is that the legislative mind became at once convinced that there was not sufficient educational advantages in Orange County. They therefore passed an act dividing the county into five seminary districts and providing for the establishing of schools in each district, also appropria- ting all money derived from fines and forfeitures to the support of these schools. This act was vetoed by Gov. Noble on the ground that it was unconstitutional in this. that it diverted the funds derived from fines and forfeitures from the support of county seminaries as required in the Con- stitution.
The Board of County Commissioners now resolved to give some assis- tance to the schools, and in June, 1836, ordered Alexander Morris, County Treasurer, to pay 5 per cent. of the county revenue to the School Commissioner, for the encouragement of education. This was the first money derived from taxation for the support of schools in Orange County. But while this work was going on, the people imbibed the idea that schools could be supported without cost; that the Congress of the United States had or would provide ample means for the education of all the children within her borders, so that when the Legislature of 1847 submitted the question of establishing free schools in the State, it was the "bugbear" of ta.ration that did the voting, and made such a bad showing for Orange County at the August election in 1848. At this election there were but 152 voters in the county who deposited a ballot in favor of free schools. The school law of 1548, which contained a pro-
Dlg ced by Google
574
HISTORY OF ORANGE COUNTY.
vision that the several counties of the State should be exempt from its provisions until a majority of the voters gave an assent thereto, was three times rejected in Orange County by the same cry of taxation. But our people were, even then, a progressive people, when they understood the question upon which they were called upon to vote. They regarded the free schools as bringing nothing but burdensome taxes and a band of hungry office holders to feed and fatten at the public crib. But they gave a majority of nearly 400 votes in favor of the Constitution of 1851, which made it possible to have a free school system in Indiana.
Under this Constitution, free schools have grown and prospered in Orange County. By the year 1857, they were well under way in all the townships of the county. Uniformity of text book now enabled the teachers to arrange their pupils into classes. Loud schools and rate bills were heard of no more, and modern methods of instruction were intro- duced. Blackboarda, globes and outline maps were placed in the school- rooms. The school law of 1865, which provided more money for the support of schools, established the County Teachers' Institute, and requiring all schools in a township to be taught an equal number of days, gave new life to the schools of Orange County. By a careful system of county examinations, a better class of teachers was provided. Perhaps no agency has done so much to elevate the standard of teaching as the County Institute. The law of 1873, creating the County Superintendency and County Boards of Education, and providing for holding Township Institutes, was also a progressive movement. The Township Institutes were organized in the several townships during the school year of 1873 -74. They meet once each month during the session of the public school and have been a useful agency in bringing about uniformity in the schools of the county.
GRADING OF THE SCHOOLS.
At the meeting of the County Board of Education May, 1876, it was resolved to grade the schools of Orange County. An adjourned meeting was accordingly held June 7, and the following course of study adopted for the schools of Orange County:
PRIMARY DEPARTMENT.
First Grade. Reading words at sight-McGuffey's New Chart. Daily practice, writing script on slates. Reading through First Reader. Spel- ling words of reading lesson. Writing lessons on slate. Counting and writing numbers to one hundred. Simple lessons in addition and sub. traction to tens.
Second Grade. Reading through Second Reader. Oral and written spelling-McGuffey's Speller to sixtieth page. Addition and subtraction continued. Multiplication and division to tens. Counting and writing Roman and Arabic numbers to one thousand.
Dioned by Google
575
HISTORY OF ORANGE COUNTY.
INTERMEDIATE DEPARTMENT.
Third Grade. Reading through Third Reader. McGuffey's Speller to one hundredth page. Writing exercises on paper. Arithmetic- Ray's Third Book, to compound numbers. Geography-Oral lessons in local geography; map drawing, including, first, the school grounds; sec- ond, the section and its divisions; third, the township, civil and con- gressional; fourth, the county.
Fourth Grade. Reading through Fourth Reader. Spelling through McGuffey's Speller. Writing-Spencerian Copy-book, No. 3, or its equivalent. Arithmetic to decimal fractions. Primary Geography com- pleted. Language lessons to page eighty-one.
GRAMMAR DEPARTMENT.
Fifth Grade. Fifth Reader through and reviewed. Spelling selected words from reader, geography and other sources. Arithmetic completed. Geography (comprehensive) completed. Language lessons completed. Practical Grammar-Harvey. United States History and Physiology.
This course of study was revised, and with very few changes re-adopt- ed by the Board of Education October, 1882, and is still in force. By the year 1881, the course of study having been successfully introduced into all the schools of the county, the Board of Education resolved to introduce a graduating system. Accordingly a plan was drawn up under which the County Superintendent examines pupils who have completed the common-school course. Those pupils who can pass the examination required by the Board receive a common-school diploma, signed by the the County Superintendent, Trustee and teacher. Since that time three of these annual examinations have been successfully beld and sixty pupils graduated from the public schools of Orange County.
In the preceding pages we have endeavored to give a fair and impar- tial account of the founding and progress of the schools of the several townships of the county. In many cases we have not been able to find school records, and have relied upon the recollections of the older inhab- itants. We therefore do not claim perfect accuracy for the work, but submit it to the candid judgment of our readers, asking them to take it for what it is worth, but with the confident assurance, that while there may be errors and omissions which should not have occurred, in the main the work will be found to be correct. We close with this sentiment: " The public schools of Indiana-the pride and glory of the State-may our people ever sustain them." The remainder of this chapter was pre- pared by a member of the historical company.
COUNTY TEACHERS' INSTITUTE.
The organization of the first Teachers' Institute or Association, took place at Paoli, Saturday, October 15, 1565, the teachers assembling in
Dgizedby Google
576
HISTORY OF ORANGE COUNTY.
the court house. S. T. Lindley was chosen Chairman and W. Lomax appointed Secretary. Prof. N. Boles, Junins Lomax and William S. Shirley were appointed a Committee to draft a constitution and by-laws, which they accordingly did, the following being the preamble: "For the purpose of mutual improvement and the elevation of the teachers' profession, the undersigned do agree to forin an association, to be gov- erned by the following constitution." The constitution provided that the organization should be known as the " Orange County Teachers' Asso. ciation," but at the first regular meeting, held for the purposes of drill and discipline, the name was changed to the "Orange County Teach- ers' Institute." It was also provided that meetings should be held regu- larly the last Saturday in each month; that seveu members shonld con- stitute a quorum; that any teacher in the county. by signing the consti- tution and paying 25 cents into the treasury, could become a member; and that the exercises shonld consist in discussions. drills, lectures, the reading of essays, etc. Theodore Stackhouse was elected Permanent President; S. T. Lindley, Vice-President; N. Boles, Secretary; L. B. Cogswell, Treasurer. It was determined to hold the first Teachers' Insti - tnte at Paoli for five days, beginning November 6, 1865. On this veca- sion the total enrollment was sixty-three, showing the great interest mani- fested by the teachers of the county iu the advancement of their pro. fession. The occasion was important, and justly felt so by the leading citizens of the county seat and elsewhere, who visited the sessions and took part in the exercises. Instrumental music was furnished by Mrs. A. E. Williamson, and devotional exercises by Rev. H. O. Chapman. Mr. Stackhouse instructed classes in orthography and elocution: Dr. J. C. Stanley, in physiology, penmanship, arithmetic, etc .; Prof. Boles, in geography, history, English grammar, vocal music, etc. ; and other teach. ers gave exhibitions of practical methods in the dissemination of knowl. edge. The lectures took place in the evenings, and were well attended by town folk. Mr. Stackhouse lectured on "The Schools of Orange Connty; " Prof. Boles, on the " Means and Ends of Education: " Dr. Stan- ley, on "Respiration," in its application to the schoolroom; Francis Wilson, Esq., on " The Duties of Parents and Teachers," and Judge Simpson on "Engaging the Attention of Pupils." Great interest was shown by all throughout the entire session, and the teachers parted full of resolution to maintain the organization.
The following year another session was held at Paoli, though not with as satisfactory resulte. A few earnest teachers. at the head of whom was the County Examiner, met and carried iuto effect quite an interesting prograinme. The session of 1867 was about like that of 1866. The session of 1868 was better. The Legislature had provided for an appropriation of $50 ont of the county funds to be used in defraying the expenses of the County Teachers' Institute, and this amount was realized
Digitized by Google
577
HISTORY OF ORANGE COUNTY.
and used this year for the first time. It was a great help, small as it was, and no doubt has been the cause of the continuance of the Institute with such uniform success until the present. There were sixty-six members enrolled in 1868, and the session lasted four days. Prof. Bloss was Chairman of the session, and W. J. Throop, Secretary. There were daily recitations and drills in all the leading branches of study, a specialty being object lessons and map drawing. Lectures were delivered by Messrs. May, Howard and Robbins. Since then sessions have been held annually with increased interest and success. In 1869 the Teachers' Convention of Orange, Lawrence and Washington Counties was organized, a full account of which will be found elsewhere in this volume. The following instructors were booked for the Institute August, 1884 :
Prof. O. P. Jenkins-Science of Teaching, Hygiene, Physiology, Good Behavior, Language, Grammar, Geography, Writing, and Indiana in the War.
Prof. E. B. Smith-Arithmetic, Dictionary, and United States Constitution.
Mrs. Helen E. Smith-United States History.
Miss Jennie J. Throop-Reading and Spelling.
Miss Bessie Mavity-Music.
State Superintendent John W. Holcomb and Barnabas C. Hobbs are expected to lecture some time during the Institute. Other distinguished gentlemen are invited.
Dighed by Google
Digizedby Google
PART IV. BIOGRAPHICAL SKETCHES.
PAOLI TOWNSHIP.
JOHN C. ALBERT of Paoli, Ind., is one of the men who has figured largely in the history of Orange County during the last four decades. A native of Westmoreland County, Penn., he was born March 5, 1818, one of twelve children of Peter and Frances (Breniman) Albert. At the age of thirteen years he was apprenticed to the tailor's trade. which he com- pleted, and in 1838 emigrated West, soon afterward locating in Paoli. In 1853 he was appointed Treasurer of Orange County, and was after- ward elected and re-elected to the same position as a Democrat. In 1865 he was elected cashier of the Bank of Paoli, and it was in this that he met his first heavy financial loss on account of the bank stock being based upon bonds of some of the Confederate States. At the opening of the war he abandoned the Democratic party, with which he had hitherto been connected, and allied himself with the Republicans, where he con- tinued to act until 1872. In that year he supported Horace Greeley, and in 1876 was one of the few men in Orange County who voted for Peter Cooper. Since that time he has acted with the National party, and in 1880 was the nominee of that organization for Congress in the Second Indiana District. Through his marriage with Miss Ellen McVey in 1841 he is the father of four children-two daughters and two sons-both of the latter dying in the Civil war, and one of which-John C .- was killed in the attack upon Fort Wagner, as Captain of Company H, Sixty-seventh Ohio Volunteer Infantry. Mrs. Albert died in 1872, and with her son James was deposited in a vault at Paoli. In February, 1879, Mr. Albert met another heavy loss in the burning of a large hotel at Paoli, which he bad for several years been keeping. The loss is said to have been about $30,000, with no insurance. Since then he has been engaged in the real estate business.
DR. LEWIS S. BOWLES was born at French Lick Springs, in Orange County, December 8, 1834. He is one of three children, all sons, born to Thomas C. and Anna (Patton) Bowles, who came from Maryland in an early day, and located in Washington County, Ind. Thomas C. Bowles, while a young man, went South, and for several years had charge of an extensive plantation. Upon his return North he settled in Orange County a short time, but soon after in Washington County; his death occurred in 1840. Lewis S. began the study of medicine in 1850. with Dr. J. C. Kelso. at Livonia, in Washington County. After attending a course of lectures at the university of Louisville, Ky., he began the practice at French Lick Springs, which he continued for eighteen months, then went to Fredericksburg. In 1865 he located at
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.