USA > Indiana > Shelby County > History of Shelby County, Indiana : from the earliest time to the present, with biographical sketches, notes, etc., together with a short history of the Northwest, the Indiana Territory, and the State of Indiana > Part 54
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
Nelson B. Berryman.
James Harrison.
John A. Tindall.
Ed. K. Adams.
James B. McFadden.
Albert Akers.
David L. Wilson.
Edwin P. Ferris.
Lee F. Wilson.
Albert F. Wray.
Lewis T. Michener.
Charles J. Fastlaben.
Robert W. Wiles.
While it would doubtless be of much interest to have sketches of the different members of the bar who are now living, inserted here, such a feature is foreign to the plan of this work. Through the body of the work frequent reference is made of those who have won prominence at the Shelby Bar, and have now passed away. No county of like population in the State has been more prolific of attorneys that have become conspicuous in their profession. Foremost of them all was Thomas A. Hendricks, while but little, if any, less able as a lawyer, was Martin M. Ray. Other con- spicuous members of the bar have been, Eden H. Davis, William J. Peaslee and Stephen Major, that have long since disappeared from the scenes of their conquests and renown. Among those now living who appropriately occupy high positions among their pro- fessional associates are: B. F. Love, Alfred Major, O. J. Glessner, Thomas B. Adams, L. T. Michener. James Harrison and perhaps others of the younger attorneys. A short notice of each of the Judges has been given, as seemed prompted by the records. Ex- tensive accounts also have been presented of some of the earlier practitioners, those who have been translated to a tribunal of more enlarged jurisdiction and one endowed with unfailing justice.
f
574
SHELBY COUNTY.
CHAPTER IX.
BY DOUGLAS DOBBINS, EX-COUNTY SUPERINTENDENT.
SCHOOLS - PUBLIC SCHOOL SYSTEM - FIRST SCHOOLS IN THE COUNTY- EARLY METHODS OF TEACHING - COUNTY SEMIN- ARY - THE TOWNSHIP SYSTEM - EVOLUTION OF THE SCHOOLS - COUNTY EXAMINERS AND SUPERINTENDENTS - SCHOOLS OF TO-DAY -SHELBYVILLE SCHOOLS.
HE air-castles of one generation sometimes become the dwelling places of another. The theorizing and day-dreaming of one age often develop into the active living principles which animate a succeeding one. The speculations of the learned which once terrified the ignorant have now become accepted as primal truth. There have been philosophers in all ages whose know- ledge and research would have compared favorably with the wise men of our day. But they pushed far ahead of their times in the unexplored realms of thought. These sages have given to the world the results of their reflection and observation, so that we to-day use the maxims and theorems which were, perhaps, first made known two thousand years ago. Some of the greatest thinkers of the past have pictured to themselves an ideal govern- ment, in which the supreme power should be wielded by the people; in which social standing shall depend wholly upon merit; in which civil liberty should be granted to all, and where tyranny should never exist. So they searched the history of former years and noted, here and there, a solitary Republic, which rose and flourished like a green Bay tree, but which quickly fell to give place to some more despotic form of political power. Disappointed in their fancies by the application of cold facts, they set about studying the causes which brought such untimely dissolution upon their cherished scheme. As a result of these investigations we have the principles now held by all political economists. It was found that as long as men loved country better than self and as long as they served in a public capacity to benefit only their country, and not to enrich themselves, just so long did their nation prosper. But when a country becomes a prey to scheming, dishonest demagogues, who rule an ignorant populace, then her doom is sealed.
575
SCHOOLS.
From these notable facts, we have the following: A Republi- can form of government can only exist where general enlighten- ment prevails among the masses and where the standard of public morality is high. It was said in other words to the founders of all Republics, " You must enact or you will perish." So one great political economist followed another, and each left behind him the same reasoning and deductions. The founders of this Republic were well acquainted with all of these historical truths, and there- fore within the very organic law of the land they have made pro- visions for freedom in religious worship and for the freedom of the press. In the constitutions of the different States, there also ap- pear ample measures looking forward to systems of popular edu- cation. Colleges were immediately established: academies were built, and district schools were taught in the "log school-house in the clearing." But, perhaps, the grandest provision ever penned was the "Ordinance of 1787." Its principles are as follows: " Religion, morality and knowledge being necessary to a good government, schools and the means of education shall forever be encouraged." Not like many sound theories which never become better than such. for want of good and sufficient backing, those who passed this enactment gave it a practical existence by setting aside one section in every congressional township for the support of the common schools, and two entire townships for the establish- ment of higher institutions of learning. In after years, this section was subdivided and became the five great States, Ohio, Indiana, Illinois, Michigan .and Wisconsin. The land, thus granted, was sold in after years, and the proceeds of such sale, now form part of the school fund of these States. Indiana by the above means, and from other sources, has an immense tuition fund.
First School. - The history of the schools of Shelby County has, no doubt, been repeated in nearly all of the ninety-one coun- ties of our State. Yet there are so many special incidents that have happened, that may serve to give freshness to the narrative and the readers for whom it is intended, being a native here, our sketch may possibly be an interesting one after all. Less than seventy years ago, the population of Shelby County could be num- bered by the census taker in a few hours. In the year 1821, there were probably less than 100 families in the whole county. There were three principal settlements, one located near the mouth of Brandywine, called the Ray Settlement, one near Edinburg, in a rich, flat country called the "Haw Patch," and one, the most his- toric, too, at the Village of Marion, in Marion Township.
This settlement at Marion was a public spirited place; they loved advancement and progress, and in fancies their lonely cabins
576
SHELBY COUNTY.
" melted away into stately halls." The forests, dark and gloomy, shut out the great world with its culture and refinement, and so to do the next best thing, they concluded to set up shop, and manu- facture those articles at home. A school-house must be built and that immediately. They had no brick, no lumber, no door-frames, nor window glass. In fact, they had none of the materials a mod- ern workman would set about to build a house of. One day, by previous arrangement, the heads of those pioneer families as- sembled and prepared to erect a school-house in the square at Marion. Each carpenter brought his tools along, which consisted of one axe. They felled the straight beech trees and cut them into the desired lengths, and began to build. For windows they cut out about half of two logs. placing one above the other with the hewn-away portion side to side. They had no win- dow panes, so when the weather was cold, greased paper was pasted along this "crack " which did quite well. They had no tongue-and-grooved lumber for flooring so they left the bare earth instead. They had no shingles, nor slate, but were forced to use clap-boards for roofing. There were very few stoves in the world at that time, and of course these folks had to contrive what some might call a very peculiar "heater." Several logs were cut out of one end, and a fire-place extending the whole length of that end was built of small pieces of timber covered with clay. The furniture consisted of rude benches made by splitting small logs in two, and planing the flat sides of each piece with an axe. Then pegs were driven in each end of the con- vex side. Upon these the pioneer children sat all day without a brace to lean upon, and often with their tender limbs dangling in mid-air. They were taught writing by being ranged along the sides of the house under the alleged windows. A writing desk made of a board hewn out of a tree, called in those days a " pun- cheon," was placed upon a row of pegs driven in the wall and slant- ing down toward the pupils. Here seated upon a rough slab, armed with a quill pen, and often using " poke-berry juice " for ink, sat Shelby County's first generation learning to write. The teacher " set " all the copies and the pupils wrote them without regard to elements or principles.
In the fall of 1821, the first teacher began his work. He was not a graduate of any famous college. He had only the advantage of a six months' previous attendance at a pioneer school in Fair- field, Franklin County, Indiana. There he had learned to read, write and " cipher " to the " Rule of Three." His name was Jonathan M. Wilson, and he was a brother to Mr. Isaac H. Wilson, of this county. During this same winter, having some enterpris-
577
SCHOOLS.
ing pupils who pushed ahead, he was forced to prepare his lessons in advance each evening by the aid of a fire made of hickory bark.
Mr. Wilson articled to teach the school for a term of three months for six-bits, or 75 cents a scholar. There were twenty-five or thirty pupils in attendance. Counting the number thirty, and giving the old pioneers credit of having all paid up, the teacher made the princely sum of $22.50 or $7.50 a month. They used no readers in the school, as we do to-day. Their text-book in reading was the New Testament. They "ciphered " in Pike's Arithmetic and learned their letters and spelling from Webster's Spelling Book. There was no graduation or even classification. Each pupil recited separately, except in spelling. The classes in the latter study were ranged around the room and " spelled for head." The pioneer idea of the school well disciplined, was one well whipped. To stimulate the body, was to invigorate the mind. Often were the echoes of the forest awakened by the plaintive howls of the boy who suffered at the hands of the teacher, " who spared not the rod." When the weather was cold, the teacher and pupils pre- pared the fire-wood. It was no great task, however, for the woods were on every hand, and the fire-place capacious enough to take in fuel without much cutting. Several terms of school were taught in this same house. Mr. Wilson's immediate successor, was a Mr. Jesse Frazer, who in turn, was succeeded by Mr. Ben. P. Alward. The attendance had by this time increased to forty or fifty. The last named teacher was accidentally drowned in the Wabash River, a short time after his school closed.
The second school ever taught in Shelby County was in Shel- byville, in 1822. The building occupied at that time was a log house 16x18 feet, "clap-board door and puncheon floor," etc. It was the first house ever built in Shelbyville, and was originally the residence of Mr. Frank Walker. It stood on the lot now owned by Mrs. Susan Dixon on the corner of Tompkins and Washington Streets. The first teacher was a Mr. William Hawkins. This same teacher afterward taught a school in the second story of the log jail. In 1824, the first school-house was built in Shelbyville, of round logs, on what is now the southeast corner of the public square. The first brick school-house was erected in 1826, where school-building No. I now stands in the City of Shelbyville. It was 20x26 feet, and was also used for town meetings and sometimes for holding court. Just before the first term of school was taught the patrons held a meeting for the discussion of various educational subjects of importance. Some one introduced a resolution in re- gard to the fuel. A prolonged debate ensued upon the question whether the wood should be cut in suitable lengths for the fire-
578
SHELBY COUNTY.
place before it was hauled to the school-house, or whether it should be taken there in "drags," leaving the teacher and his pupils to prepare it for burning. The meeting ended in a row. At a sub- sequent meeting, however, it was determined that among other duties the master and his scholars might chop their own fire wood to give them plenty of exercise.
In 1825, the Legislature of the State began chartering county seminaries in the various counties. The Shelby County Seminary was chartered June 29, 1831. During the next month the Assembly by a general law rendered charters unnecessary. The building, it appears, was not erected until about 1835. It was a two-story brick building with a cupola on top. The first principal of this school was Mrs. Kent, wife of the Rev. Eliphalet Kent, an old-time Presbyterian minister. She was ably assisted by her husband. Thomas A. Hendricks, afterward Vice President of the United States, was one of her pupils, as he had also been one of Mr. William Hawkins'. He always spoke of Mrs. Kent as one of his greatest benefactors. When Mr. Hendricks was Governor of In- diana, he visited Shelbyville and delivered an address upon some occasion of importance. He referred to the days of his boyhood, and paid a glowing tribute to the nobility and worth of Mrs. Kent, saying that she first gave him a taste for learning and an inspiration for true living. "The Governor has not mentioned his first teacher," remarked Mr. Isaac Wilson, at the close of his address. "He has said nothing about Mr. Hawkins." "No," remarked Mr. Hen- dricks, "I confess I do not relish the memory of his birch rods."
Rev. Mr. Kent is yet living, but his wife has long since gone to join the Great School above. Quite a number of teachers taught in the "Old Seminary." The names of some are as follows: Misses Knowlton and Town, Messrs. Vawter, Cummins, Reeves and others whose names can not now be obtained. Many interest- ing stories are told in connection with the old seminary. The teaching done there, if all reports are true, would compare favorably with some of our modern institutions of learning. The results, at least have proved highly satisfactory. In 1852, the General As- sembly ordered the sale of all of the county seminary buildings throughout the State, as the county was no longer a corporation for school purposes, having been superseded by the township. Be- fore a sale of the one in this county could be effected, and during the same year of the passage of the act, the old building took fire and burned.
For quite a while school-houses were erected in the following manner : There were elected three trustees for each township, who were empowered to locate school districts, appointing for each
.
579
SCHOOLS.
district sub-trustees, to manage the school lands and the school generally. Every able-bodied male person, not a minor, was liable for one day's service upon the school-house, in his own district once a week, or else pay a fine of 3712 cents for each day's failure to aid in the work. All school-houses were to measure eight feet from floor to rafters above, and one foot from the ground to the floor. The school fund, which was year by year increasing, was put at interest in various ways, and only the interest was used in the payment of teacher's wages. This was divided among the various counties in the State, in proportion to the number of pupils of school age. It was only sufficient to run the school a short time, and if a longer term was desired, the residue was made up by private subscription. In 1851, the State of Indiana adopted for her- self a new constitution, which gave the State Legislature great lati- tude in making laws favoring education. Since the adoption of the new constitution, a series of continually improving laws have been passed, granting among other things the power to levy a sufficient per cent. of tax upon the taxable property of a school corporation, and for the purpose of making up the deficiency in the State ap- portionment for school revenue and for building school-houses and furnishing them.
The Theory of Evolution, although some may doubt its scientific accuracy, when applied to the animal kingdom, may be illustrated in a peculiar way by the progress of the school system in Shelby County. Several great causes were at work to bring about the results we are just going to notice. First, there was the impetus given by the " Ordinance of 1787, " and the old constitu- tion. Then the rapid accumulation of revenue, kept the matter on a practical basis. Again the popular esteem in which the benefits of an education were held, secured the co-operation of the people. Lastly, the grand work of an intelligent General Assembly removed the obstacles in the way of advancement as fast as they presented themselves. When we speak of the condition and civilization of nations gone before, judging from relics and monuments left be- hind them, we have a " golden age, " a " bronze age, " a " stone age " and an "iron age. "" The period of the early pioneer might be called the " wooden age " and it was certainly the rudest of all. The cabin of the early settler was probably one of the poorest habi- tations known among the people of the earth.
Taking the log school house at Marion, already described, for the starting point, the advance has simply been miraculous. First round logs were used, then they were hewed. The log-house gave place to frames of different construction. Now in nearly all of the districts handsome brick structures are found. The windows were elongated
580
SHELBY COUNTY.
openings covered at first with greased paper, then by a row of small- sized panes. After a few years the opening " braced up " so to speak, divided itself into two or more parts and began a more window-like existence. It was in this shape transferred to the frame and at last found its way into the brick, with carved stones above and below, and green shutters. Clap-board roofs have disappeared. At first shingles were cut or planed out of native timbers. Now they are sawed from northern pine or Hemlock. In many instances slate- roofs have superseded all others. In earliest times the fire-place was a wonderful institution. It was usually one of the dimensions of the house in length. In wet, foggy weather, the smoke so filled the room, that the air was blue, and woe unto the eyes of those who had to endure it. The pioneer children seem not to have minded the smoke at all. The fire-place shrunk until it became about the size of the fire-places now in use in some of our country homesteads. First they were made of small pieces of timber covered with clay. Afterward they came to be made of brick or stone. Nothing but stoves or " heaters " are now used in the school-rooms. Great im- provement has been made in stoves, even since they first came into general use.
Rude benches without backs gave place to those made of dressed lumber with backs. First they were made long enough for a dozen pupils to sit in a row. They narrowed down to allow room enough for two. In many of our schools of to-day each pu- pil sits alone in a handsome single desk. At first, writing tables were constructed along the sides of the house under the windows. The earliest improvement seems to have been the substitution of planks instead of " puncheons." The larger pupils sat upon their benches in front of their writing tables, while the smaller ones oc- cupied the centre of the room. When not engaged in writing, they, the larger ones, sat facing the school, leaning back against their writing tables for braces. Now, the benches are constructed with desks in front to write upon, and also there is a place to put away books and slate. They are also made of different sizes to accommodate all grades of pupils.
Perhaps in nothing has the spirit of progress been so clearly exhibited as in the school master himself, and his methods. To-day the profession of teaching is an honorable one. Some of the best talent to be found in any calling is found among the pedagogues. The descriptions given by writers, not only of our State but of oth- ers, of the early school masters, are ridiculous in the extreme. For examples, read Irving's "Legend of Sleepy Hollow," " Pro- fessor Smith's School," in the State Superintendent's Report of IS85-1886; also, " Early School Days," in the same work. There
58I
SCHOOLS.
seems to have been no species of punishment except the rod. It was applied for all offenses. The teacher kept a large number of long gads as part of the apparatus of the school. Each pupil studied and played in fear and trembling. The whip has dimin- ished so in size that in many schools it has entirely disappeared. Other modes of punishment are now in vogue in nearly all of the schools, relying more in correcting the pupil by appealing to his manli- ness. The methods used in schools in early days depended wholly upon the teacher's originality and inclination. There were no normal schools or institutes, where the best methods were discussed, and of course each teacher followed the bent of his own mind. There were some good teachers in those days, mind you. The teacher is born, not made, some say. That man or women who loves little children, who has a high ideal in regard to the importance of training the youth properly, and who really enjoys teaching, cannot fail. So, in the annals of early times, a noble man or women who did good work, was long cherished and remembered by his or her pupils.
In the first schools each pupil recited alone, except in spelling. Even to this day there are parents who request teachers to allow their children to recite by themselves. Spelling was considered the most important branch. The spelling class was the only place where a pupil could win distinction. To be the best speller in a school was to be upon the very pinnacle of fame, only to be sur- passed by the still higher honor of being the winner at the "spell- ing school;" most of the energy of teacher and pupil was thrown in that channel. In the classes every incentive was used to induce the pupil to work for "head marks." The author of this sketch was at the residence of Mr. Lewis Barlow, Trustee of Jackson Township, some time ago. Mr. Barlow and he were conversing about the early schools of that township. "I have something to show you," said Mr. B. After considerable rumaging up-stairs he produced the following unique document :
MOUNT AUBURN-REWARD OF MERIT.
Th39 39 T4 c2073f6 Th17 L2W39 Biol4w W19 h2Id of 7h2 f3097 ch199 ISd 7h202 f402 m20379 7h2 29722m 4f b47h P102879 ISd 72ch20. 7h39 MIoch 7h2 17" 1848. I. D. 1848.
R4d203ck H. M4402," IS9705c740."
After some trouble it was translated and read as follows:
" This is to certify that Lewis Barlow was head of the first class, and therefore merits the esteem of both parents and teacher. This March 17, 1848. RODERICK H. MOORE,"
2I
Instructor." 0
1 4
1
582
SHELBY COUNTY.
The hand writing in this slip of paper was very creditable, and the fact that it has been preserved so long shows that its owner must have been pleased in receiving it.
Reading, writing and arithmetic were all the branches that any one was thought to need, and few teachers pretended to teach any others. The writer of this chapter, though a young man, remem- bers the time some eighteen or twenty years ago, when he was the only pupil in a large school situated five miles from Shelbyville, who studied grammar, and to his certain knowledge there was not a geography or physiology in the school. A few histories were used by the large class as a text-book in reading. The pupils came with an inspiration to " cipher," and the boy who ciphered through Ray's third part arithmetic was considered of great importance. Principles and methods in arithmetic were not taught, neither were the definitions given to be learned. A pupil came with a text-book in arithmetic and began to cipher, except when interrupted by his reading or spelling classes, after which recitations he seldom wasted much time in preparing. He kept on passing through his book until he was "stalled." He then called his teacher to his seat by a few significant taps with his pencil. The teacher "worked " the " sum" and the boy resumed his journey.
In the earlier times, spelling was considered the most important study. But later on arithmetic came to divide the honors, and un- less there was a spelling match in a neighborhood, or something to call unusual attention to spelling, arithmetic received the lion's share of attention. It is wonderful to note the progress that has been made even in the last twenty years. 6 Then the farmer's boy went to school to learn arithmetic in order to prevent being cheated when hauling off his corn or driving away his hogs. Now he has a higher idea. He studies physiology, a name unknown in the schools twenty years ago, to know himself and to preserve his health; he studies history to be a good citizen: he studies grammar to learn to speak good English; he studies geography to know about the great world. He not only studies arithmetic to aid in his business calculations, but to give him mental discipline. Any one of average age can remember the time, if he went to school in Shelby County in his boyhood, when many of the absurdities in methods and government to be seen in the first schools were still found. The great and sweeping changes have been caused by the County Superintendency and the County Board of Education. It would be unjust not to speak of our grand Normal Schools, of the State Superintendency, and the State Board of Education. But still the County Superintendency is the central figure in the van. Through the township and county institute he has accomplished
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.