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7 ALLEN COUNTY PUBLIC LIBRARY
3 1833 02555 2206
Gc 977.2 C8218E INDIANA. DEPT. OF PUBLIC INSTRUCTION. EDUCATION IN INDIANA
EDUCATION IN INDIANA
AN OUTLINE OF THE GROWTH OF THE COMMON SCHOOL SYSTEM
TOGETHER WITH
STATEMENTS RELATING TO THE CONDITION OF SECONDARY AND HIGHER EDUCATION IN THE STATE AND A BRIEF HISTORY OF THE EDUCATIONAL EXHIBIT
Prepared for the Louisiana Purchase Erposition, held at Saint Louis May 1 to fobember 30, 1904
Ic 370.9772 INde
BY F. A. COTTON State Superintendent of Public Instruction
INDIANAPOLIS WM. B. BURFORD, CONTRACTOR FOR STATE PRINTING AND BINDING May 1, 1904
Allen County Public Library 900 Webster Street PO Box 2270 Fort Wayne, IN 46801-2270
CONTENTS.
INTRODUCTION.
INDIANA'S EDUCATIONAL EXHIBIT AT THE LOUISIANA PUR- CHASE EXPOSITION.
1214
2-EDUCATION.
1518890
CONTENTS.
PAGES
INTRODUCTION.
9
INDIANA'S EDUCATIONAL EXHIBIT AT THE LOUISIANA PURCHASE
EXPOSITION 15
FIRST DIVISION: THE SCHOOL SYSTEM.
I. STATE SUPERVISION 19-49
A. STATE SUPERINTENDENT OF PUBLIC INSTRUCTION 19
1. History 19
2. Administration 30
a. Election, Tenure, Deputies, Salaries 30
b. Qualifications 30
c. General Duties
31
d. Visits 31
e. Reports 31
1. To the Governor. 31
2. To the General Assembly 31
f. Course of Study 32
g. Township Institute Outlines 33
h. Arbor and Bird Day Programs 33
i. Teachers' Minimum Wage Law 34
j. Schedules of Success Items 34
38
k. State Licenses 38
1. Reading Circle Board
m. State Normal School Board of Trustees 39
B. THE STATE BOARD OF EDUCATION 39
1. History 39
2. Administration 40
a. Examinations
b. Regulations Concerning Examinations and Licenses 40
c. School Book Commissioners 45
d. High School Commissions 45
e. State Librarian. 49
f. State Normal Visiting Board 49
II. COUNTY SUPERVISION 50-73
A. COUNTY SUPERINTENDENT. 50
1. History 50
2. Administration 53
a. Tenure, Eligibility, Salary 53
b. Examinations 54
c. School Visitation. 68
d. Circulars 68
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40
2
EDUCATION IN INDIANA.
2. Administration-Continued. PAGES
e. Reports 71
f. Township Institutes 71
g. County Institutes 72
h. General Duties 72
B. COUNTY BOARD OF EDUCATION 72
1. History 72
2. Duties 73
III. TOWNSHIP SUPERVISION 74-79
A. TOWNSHIP TRUSTEE 74
1. History 74
2. Administration 74
a. Election, Tenure, Qualifications 74
b. General Educational Duties 75
c. Graded High Schools 75
d. Centralization of Rural Schools 75
e. Report to Advisory Board 76
f. Report to County Superintendent 76
g. Report of Enumeration to County Superin- tendent 76
h. Transfer of Pupils. 77
i. Poor Children Provided for 77
j. Parental Homes 77
k. School Directors 77
1. Annual Expenditures 78
B. ADVISORY BOARD 79
1. Duties 79
IV. CITY AND TOWN SUPERVISION 80-84
A. THE SUPERINTENDENT 80
1. History 80
2. Administration 80
a. Tenure and Qualifications 80
b. Duties 80
B. CITY AND TOWN SCHOOL BOARDS 81
1. History 81
2. Administration 81
a. Tenure and Qualifications 81
b. General Duties
c. Reports 81
d. Kindergartens 82
82
e. Manual Training 82
f. Night Schools 83
3
EDUCATION IN INDIANA.
PAGES
C. STATISTICS FROM CITIES OF 10,000 AND OVER RELATING TO. 84
1. Manual Training 84
2. Kindergartens 84
3. Night Schools 84
4. Departmental Work 81
V. EDUCATION OF COLORED CHILDREN 85
VI. THE TEACHER 86 116
1. Tenure
86
2. Contracts 86
3. Reports 88
4. Wages 90
5. School Term 91
6. Qualifications
92
7. The Common School Teachers
92
8. The Primary Teacher 94
9. The High School Teacher
94
10. General Duties
95
11. Examination Questions
95
a. For County and State Common School License and First Division Sixty Months' State Li- cense. 95
b. For Primary License
99
c. For County and State High School and Sec- ond Division Sixty Months 101
d. For Professional and First Division Life State License 104
e. For Second Division Life State License. 108
f. For Life State License for graduates of higher institutions of learning only 111
12. Professional Training. 114
a. Indiana University 114
b. State Normal School 115
c. City Training Schools 115
d. Colleges and Universities 115
e. Independent Normal Schools 115
f. The County Institutes 116
g. The Township Institutes 116
h. Teachers' Reading Circles 116
i. Teachers' Associations 116
4
EDUCATION IN INDIANA.
VII. COMPULSORY EDUCATION
PAGES
117-125
A. THE LAW 117
a. Children between ages of 7 and 14 must at- tend school 117
b. County Truant officer-Duties 117
c. City and Town Truant Officer-Duties 117
d. Salary of Truant Officer 118
e. School Official and Teachers must make re- ports ... 118
f. Poor Children Assisted 118
g. Parental Home for Incorrigibles 119
h. Confirmed Truants-Disposition of 119
i. Tax for Executing Compulsory Law 119
j. Enumeration of Children 119
k. Names of Children furnished to Truant Of- ficer. 119
B. STATISTICS ON TRUANCY 120
C. INFLUENCE AND COST OF COMPULSORY LAW 121
D. THE CHILD LABOR LAW 122
E. ILLITERACY IN INDIANA 123
VIII. TEACHERS' AND YOUNG PEOPLE'S READING CIRCLES 126-132
1. Teachers' Reading Circle 126
2. Young People's Reading Circle. 129
IX. ASSOCIATIONS AND INSTITUTES 133-161
A. ASSOCIATIONS 133
1. State Teachers' Association
133
a. Historical Sketch. 133
2. Southern Indiana Teachers' Association 141
a. Historical Sketch. 141
b. Program 141
3. Northern Indiana Teachers' Association. 144
a. Historical Sketch 144
b. Program 144
4. City and Town Superintendents' Association. 148
a. Historical Sketch 148
5. County Superintendents' State Association. 154
a. Historical Sketch 154
b. Program
154
6 County Associations 155
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EDUCATION IN INDIANA.
PAGES
B. INSTITUTES 156
1. County Institutes 156
a. Statement 156
b. The Law 157
c. Statistical Summary 158
2. Township Institutes 161
a. Statistics 161
b. The Law 161
X. SCHOOL JOURNALS 162-165
A. INDIANA SCHOOL JOURNAL 162
B. THE TEACHER'S JOURNAL AND OTHER EDUCATIONAL PAPERS 163
XI. INDIANA UNION OF LITERARY CLUBS 166-173
XII. SCHOOL FUNDS 174-177
A. COMMON SCHOOL FUND
174
1. History 174
B. CONGRESSIONAL TOWNSHIP FUND
175
1. History 175
C. TABLE SHOWING INCREASE IN FUNDS FROM 1853 TO 1903. . 177
XIII. SCHOOL REVENUES 178-180
A. TUITION REVENUES 178
1. From State 178
a. From State Taxation 178
b. From Interest on Common School Fund 178
2. From Local Sources.
178
a. From Local Taxation (township, town and city). 178
b. From Dog Tax. 179
c. From Liquor License Tax 179
d. From Interest on Congressional Fund 179
B. SPECIAL SCHOOL REVENUE 180
1. From Local Sources 180
a. From Local Taxation 180
XIV. COMPARATIVE TABLES ON FUNDS AND REVENUES. . 181-190
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EDUCATION IN INDIANA.
SECOND DIVISION: SECONDARY EDUCATION.
PAGES
I. HIGH SCHOOLS 193-498
A. COMMISSIONED HIGH SCHOOLS 193
1. General Statement. 193
a. High School Statistics 194
2. Course of Study for Commissioned High Schools 195
1. Introduction 195
b. Outline Course 196
c. Detailed Course 196
d. List of Books-Supplementary 211
3. List of Commissioned High Schools 215
4. The Professional Training of High School Teach- ers 219
5. Statistics and Illustrations of Commissioned High Schools 232
B. TOWNSHIP HIGH SCHOOLS 471
1. Statement Concerning 471
2. The Law 471
3. History 472
C. ACADEMIES 477
1. Friends' Academies 477
a. Spiceland
477
b. Bloomingdale 478
c. Central 479
d. Fairmount 479
e. Westfield. 482
f. Amboy.
482
2. Military Academies 483
a. Culver 483
b. Howe. 484
3. Girls' Academies 486
11. Girls' Classical School. 486
b. Knickerbocker School 487
c. Tudor Hall 487
4. Catholic Academies. 488
. St. Mary's of the Woods 488
b. St. Augustine's. 489
c. Convent and Academy of the Sisters of the Third Regular Order of St. Francis 489
d. St. Joseph's, Evansville 490
e. St. Rose's 490
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EDUCATION IN INDIANA.
4. Catholic Academies-Continued. PAGES
f. St. Meinrad College.
491
g. St. John's. 491
h. St. Mary's, Indianapolis 492
2. St. Charles 493
j. Sacred Heart 493
k. St. Michael's 493
l. St. Mary's Academy, Notre Dame 493
m. Academy of Immaculate Conception 494
n. Jasper College .. 494
0. St. Josephi College 496
THIRD DIVISION: HIGHER EDUCATION.
I. UNIVERSITIES, COLLEGES AND NORMAL SCHOOLS. . 501-604
A. STATE INSTITUTIONS 501
1. Statement 501
a. Indiana University 503
b. Purdue University 509
c. The Indiana State Normal School 515
B. DENOMINATIONAL INSTITUTIONS 520
1. Statement 520
a. DePauw University 520
b. Notre Dame University 535
c. Butler University 543
e. Hanover College 545
f. Wabash College. 548
g. Earlliam College 551
h. Franklin College 554
i. Moore's Hill College. 555
j. Concordia College 560
k. Union Christian College. 561
1. North Manchester College 563
C. PRIVATE INSTITUTIONS 564
a. Vincennes University 564
b. Oakland City College 569
c . Valparaiso College 571
d. The Central Normal College 575
e. Tri-State Normal College 578
f. Marion Normal College.
g. Rochester Normal University 578
h. Goshen College. 580
581
i. Indiana Kindergarten and Primary Normal
Training School
582
546
d. Taylor University
S
EDUCATION IN INDIANA.
PAGES
D. SPECIAL STATE INSTITUTIONS. 584
1. Statement. 584
a. Indiana State School for the Deaf 584
b. Indiana State School for the Blind
592
c. Indiana State School for Feeble-Minded Youth 594
-
d. Indiana State School for Soldiers' and Sail- ors' Orphans 596
e. Indiana Boys' School. 598
.f. Indiana Industrial School for Girls. 600
g. Indiana Reformatory 601
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INTRODUCTION.
SIGNIFICANT LEGISLATION.
It was in May, 1785, that Congress passed an act providing for a survey of the Northwest Territory which should divide it into townships six miles square, each township to be further subdivided into thirty-six sections each one mile square and containing six hundred and forty acres. This act also provided that Section 16 in every township should be reserved for the maintenance of public schools. Here we have the origin of what have come to be consid- ered the two most significant factors in the development of Indi- ana's school system-the township unit and the first source of revenue. The famous ordinance of 1787, to which we trace so largely the origin of our free institutions, set up for us a high ideal, which has dominated our work in education : "Religion, morality, and knowledge being necessary to good government and the happi- ness of mankind, schools and the means of education shall be for- ever encouraged." An act of 1804 authorized that a township of land be set apart near Vincennes to be used in founding a college. In 1816 the act which made Indiana a state provided for a section in each township for the use of schools, and also that one entire township, in addition to the one heretofore reserved for that pur- pose, be reserved for the use of a seminary of learning. The con- stitution adopted in 1816 provided for township schools, county seminaries, and state university, ascending in regular gradation, with free tuition and equally open to all. In 1818 the general assembly of Indiana passed a law making it the duty of the gov- ernor to appoint for each county a seminary trustee, who was to accumulate and invest funds arising from exemption moneys and fines, as provided in the constitution, and looking to the establish- ment of a high-grade secondary school in each county that should receive pupils from the township schools and fit them for the uni- versity. In 1821 the general assembly appointed a committee of seven to report to the next general assembly a bill providing for a
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EDUCATION IN INDIANA.
-
general system of education ascending in regular gradation from township schools to a state university. The work of this commit- tee resulted in the law of 1824, which made the system consist of the rural school, the county seminary, and the state seminary. No provisions whatever were made for town or city schools. Indeed, the schools during all these years, and for many years longer, de- pended wholly upon the sentiment of the community. In 1833 a law made some attempt to elaborate the system by providing for a county commissioner of education, three township trustees, and three trustees in each school district.
SLOW DEVELOPMENT.
These acts tell the story of the progress of education in Indiana to the middle of the nineteenth century. School systems are not made by the passage of laws-except on paper. The Indiana system was on paper. The ideals were good, but they could not be realized for more reasons than one. The resources were meager, and in many cases not properly cared for. The county seminaries furnished practically the only opportunity for education, and this opportunity was poor enough, with a few exceptions. The build- ings provided were pcor, the equipment was poor, and those who attended had tuition to pay. The day of free schools for all was afar off, and illiteracy grew apace. The people were busy felling forests and draining swamps, and making for themselves homes. They exhausted their time and their energy in providing for their families the necessities of life, and in battling with malaria and other prevalent diseases. So they had no leisure for the contem- plation of educational problems, and the spiritual life had to wait. Then, it must be remembered that our forefathers came from such diverse sections that the population was made up of almost every shade of belief, and with manners and customs as varied as the regions whence they came. New England, the Virginias, and the Carolinas contributed to the tide of emigration that settled our state, and the National Road became a dividing line between two sections that were to develop a great commonwealth. With such a diversity of opinions upon all subjects, it is not strange that educa- tional progress was slow. The people were slow to impose upon themselves so-called burdens of taxation for public education, and it took a long struggle to bring about a different notion.
11
EDUCATION IN INDIANA.
THE NEW CONSTITUTION.
Caleb Mills, who came to Indiana in the thirties as principal of the school at Crawfordsville (which afterwards became Wabash College), probably did more than any other man to bring a change of opinion. It was he who by his insistent messages inspired the law of 1849 and dictated practically the educational sentiment of the new constitution. Of course, there had been many men of high ideals, splendid teachers, who had come to the state at different times, and who with real missionary zeal had furthered the cause of education. M. Rivet, a Frenchman who had fled to this country at the time of the French Revolution-a well-educated, cultured gentleman-taught school at Vincennes as early as 1793. Then, such men as John I. Morrison and Barnabas C. Hobbs conducted schools from which young men went to college, and afterwards located in other towns in the state and opened schools of their own. It was through such men as these that the seminaries and private academies were maintained in the forties and fifties. As many as seventy-three of these schools had been established before 1850. Aside from the efficient work which these schools did in particular cases, they were of inestimable service in keeping the question of education before the people. The people still believed that parents should decide what education their children should have, and should provide it for them. They had not yet come into the notion that every child has a right to an education, and that it is to the public's interest to promote it by taxation. Secondary education was thought to belong to private enterprises and religious organi- zations. Seminaries similar to those established by the counties were founded by the churches, out of which grew many of the denominational colleges that are still flourishing and doing good work. Among these may be mentioned Wabash and Hanover, Presbyterian ; DePauw and Moore's Hill, Methodist; Franklin, Baptist ; Earlham, Friends; Butler, Christian ; and Notre Dame, Catholic. It was the fact that these provisions had been made for secondary and higher education, and that no systematic provisions had been made for common schools, that led Caleb Mills to under- take the work which he did. He and the men whom he associated with him succeeded in arousing the people to a sense of their re- sponsibility. The first fruit of their labors came in the law of
12
EDUCATION IN INDIANA.
1849, the most significant provisions of which was the consolida- tion of schools in the districts. It is an interesting fact that before the middle of the nineteenth century Mills had seen the real solu- tion of the problem of education in a democracy, and had named consolidation as the key. Out of this thought came the idea of centers of learning in districts, townships, and towns, with combi- nations possible in districts and townships, and finally with combi- nations possible between and among districts and townships. This made the township graded school possible, which in turn made possible and necessary the township high school. Mills, in his messages to the legislature in the forties, and afterward in his re- ports as state superintendent of public instruction, goes over all the arguments for consolidation and centralization of district schools. It was through such men as Mills on the outside, and John I. Morrison, chairman of the educational committee in the constitutional convention, that education received recognition in the new constitution. With the new constitution and the law of 1852, the township became the political and the school unit of the state. This fact is of the largest significance in dealing with the Indiana school system, for Indiana was probably the first state to make the township the school unit. Thie claims made for it and admitted need not be repeated here. The new constitution gave state supervision, and the people shortly voted in favor of taxation for the maintenance of schools. The movement forward with the new constitution was interrupted by unfavorable decisions of the courts and by the coming of the Civil War. In the early sixties from these causes the schools suffered and dropped to the lowest level. It was not until after the Civil War that the revival came. The Supreme Court held that local levies for tuition and com- mon-school revenues were constitutional, thus making it possible for towns and townships to provide for terms of school of respect- able length. This really was the beginning of public education in Indiana. Out of all these influences, with the township as the unit and center of educational activity, came township and county supervision and township and town and city high schools. It was an evolution and came naturally. The closing years of the last century witnessed a rapid development of our school system.
13
EDUCATION IN INDIANA.
SIGNIFICANT FEATURES IN SYSTEM.
The attention of the student of education is called to what are believed to be significant features in the Indiana system.
First, the system has developed from the bottom to the top, from lower to higher education, from common schools to special schools, from the people.
Second, the unit of the system is the township for the education- al affairs of which one trustee elected by the people is responsible. It may be proper to say here that the chief adverse criticisms to this arrangement have been three: (1) Too great power placed in one man's hands with no check on expenditure of funds. (2) No educational qualifications. (3) The incongruity of the triple duty placed upon the officer, namely, looking after the paupers, the roads and the schools. The first defect has lately been remedied by the provision of an advisory board. The second is being grad- ually eliminated by the people who attach great importance to the office on account of the schools. As a consequence the third defeet has been reduced to the minimum.
Third, the township trustees constitute the appointing power of the superintendent of the county schools. In recent years the edu- cational and professional qualifications of this officer have been increased and as a consequence better men are filling these places. It is believed that this mode of election removes the office further from politics than it would be with direct election by the people.
Fourth, the state superintendent of public instruction is elected by the people, among whom there is a perceptible tendeney to attach more importance to the office and to demand better qualifi- cations on the part of the incumbent.
Fifth, the state board of education, membership of which, with the exception of three members, is determined ex-officio, has always been considered a unique feature of the system. In recent years the three members were added and the appointive power was placed in the governor of the state, who is himself a member of the board ex-officio. This board has legal and advisory control of the primary and secondary education of the state. Township trus- tee, county superintendent, state superintendent of public instruc- tion, and this board constitute the entire machinery of the common schools.
14
EDUCATION IN INDIANA.
Sixth, ample provision has been made for higher education in the university at Bloomington, the technical and agricultural school at Lafayette and the normal school at Terre Haute, all of which are a part of the system and receive students from the high schools without examination. These institutions keep in close touch with the primary and secondary schools and the tendency is constantly toward higher standards.
Seventh, the student of education will not overlook the impor- tance to be attached to the large number of excellent private schools and colleges in the state. These furnish every phase of education to a great and growing army of students.
Eighth, referring again to the township as the unit, it may be significant that the present tendency is toward centralization. With the advent of better roads and better facilities of travel there has come the demand for a perfect and complete school, covering the entire range of primary and secondary work in the center of each township. This demand is being rapidly met and it is the hope of the present state superintendent to provide for every country boy and girl just as good school privileges as are found in towns and cities in kind of work done and in length of term.
Ninth, particular attention may be directed to the provision made for the better preparation of the teachers. Aside from the schools, the teachers' associations, teachers' reading circle, county institute, and township institute should be mentioned as worth the student's attention. Particular stress may be placed upon the work of the township institute, which has come to be one of the important factors in the work of the county superintendent.
Tenth, finally, it ought to be noted that while the development of education in the state has been made to depend upon the people and has been in a sense on the principle of local option, there is the notion that the whole state is responsible and that it should provide from the common funds for any local disability on ac- count of low property value and meager population.
FASSETT A. COTTON,
State Superintendent of Public Instruction. Indianapolis, Ind., May 1, 1904.
INDIANA'S EDUCATIONAL EXHIBIT AT THE LOUISIANA PURCHASE EXPOSITION.
By an act of the general assembly of Indiana, effective March 9, 1903, a commission was created and empowered to provide for an adequate representation of the resources, industries, prog- ress, institutions and attainments of the state of Indiana at the Louisiana Purchase Exposition, to be held in Saint Louis in 1904. The act provided for the appointment of the members of this commission by the governor of the state, who appointed the following commissioners: Newton W. Gilbert, Fort Wayne; Henry W. Marshall, Lafayette; J. W. Cockrum, Oakland City ; W. W. Wicks, Bloomington; W. W. Stevens, Salem; W. H. O'Brien, Lawrenceburg; Crawford Fairbanks, Terre Haute; D. W. Kinsey, New Castle; Nelson A. Gladding, Indianapolis; Frank C. Ball, Muncie; C. C. Shirley, Kokomo; Fremont Goodwine, Williamsport; Joseph B. Grass, Huntington; S. B. Fleming, Fort Wayne, and W. W. Mix, Mishawaka. The act conferred upon the commission full power to determine the nature and extent of exhibits, to employ agents for the organization and management of such exhibits, aand to provide for the conven- ience and comfort of the people of the state who might be in attendance upon the exposition. The act carried an appropria- tion of $150,000. Of this fund $10,000 were appropriated for the purpose of an exhibit of the educational facilities and progress of the state. A committee on education was appointed of the members of the commission, namely, Fremont Goodwine, chair- man, C. C. Shirley and D. W. Kinsey.
The committee on education requested the endorsement and co-operation of the state board of education, which was readily given. It also requested the state superintendent of public in- struction to take charge of the preparation of the exhibit. Mr. Cotton assumed this responsibility, and, with his assistants, devoted much of the summer of 1903 to awakening an interest
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