USA > Missouri > St Louis County > St Louis City > 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 exposition, held at Saint Louis, May 1 to November 30, 1904 > Part 18
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
No data.
(e) Amount paid by counties out of county fund for county institutes (1903)
8,462 40
(f) The total expended on account of items above (a, b, c, d, e,) will approximate $500.000 annually, which added to the "total expenditures," would raise the per capita accordingly each year.
TABLE E. TEACHERS' WAGES-COMPARISON.
AVERAGE DAILY WAGES.
TOTAL Ex- PENDED FOR TEACHERS.
Wages of
Teachers of
All Grades
and High
Schools.
Males. Females
Males.
Females
Males.
Females
1897
$4,516,658 40
$300 07
1898
4.762,347 32
312 83
*
*
*
*
*
*
1899
4,800,964 68
309 98
$2 10
$1 90
$2 99
$2 04
$4 34
$2 33
1900
5,023,481 27
321 68
2 11
1 94
3 08
2 03
4 31
2 56
1901
4,930,292 97
308 54
2 14
1 94
3 06
2 07
1 38
2 34
1902
5,483,938 01
341 91
2 38
2 26
3 13
2 32
.4 34
2 72
1903
6,122,075 17
381 65
2 43
2 27'
3 21
2 39
4 49
2 77
1898
7.846,139 24
10 39
13 85
1899
8,188,088 74
10 83
14 70
1900
8,182.526 72
10 82
14 48
1901
8,444.267 56
11 14
15 16
1902
9,405,513 14
12 34
16 78
1903
9,901,645 41
12 90
17 66
Average Yearly
In Townships.
In Towns.
In Cities.
Year.
1897
*The statistics for 1898 are given for all teachers in each corporation-not divided into classes of males and females: In townships, $1.98: in towns, $2.32; in cities, $2.58.
187
EDUCATION IN INDIANA.
TABLE F. PAY OF TOWNSHIP TRUSTEES.
Amount Paid
Year.
Trustees for Managing Educational .Affairs.
1897
$87,607 64
1898
89,967 77
1899
110,122 90
1900
103,818 61
1901
109,975 68
1902
87,049 58
1903
95,287 55
TABLE G.
Year
Enumeration.
Enrollment.
Attendance
1880
703.558
511.283
321.659
1885
740,949
504.520
332,746
1890
$770.722
512.955
342.275
1892
776,963
511.823
360,664
1893
*795,256
519.009
350.963
1894
808,261
541,570
392,689
1895
$798,917
529.345
392,015
1896
734.640
543,665
401,702
1897
749,902
551,073
102,747
1898
754.945
566.157
៛432,931
1899
755,698
556.651
424,725
1900
756,004
564,807
429,566
1901
757,684
556,731
420,276
1902
761,801
560,224
423,078
1903
767,436
560,523
424.007
*From 1890 to 1895, inclusive. the enumeration lists were "padded." The new law on this subject makes it difficult to return an incorrect list.
¡The best attendance is shown in 1898. This was due to the then new compulsory education law.
188
EDUCATION IN INDIANA.
TABLE H.
The following table shows total amount of school fund since 1862, and the per capita belonging to each child of school age in the State :.
Year.
Enumeration.
Total School Fund Common and Congressional. $7.193,154 91
Per Capita of Funds on Enn- meration.
Interest Distributed Upon Basis of Funds Per Capita on Enu- meration.
1862
528,583
$13 61
1864
557.092
7,778,355 94
13 96
1866
959,778
7.611.337 44
13 59
.
1868
592.865
8.259,841 34
13 93
. .
1870
.619,627
*8.575,047 49
13 84
1872
631.539
8,437,593 47
13 36
. . .
1874
654,364
8.711,316 60
13 31
1875
667,736
8,799,191 64
13 18
.
...
1876
679,230
8,870,872 43
13 06
...
1877
694,706
8.924,570 34
12 85
...
1878
699.153
8,974.455 55
12 85
. .. .
1879
708.101
9,013,061 75
12 73
. ...
1880
703,558
9.065,254 73
12 88
...
1885
. 740.949
9.328.791 39
12 59
. .
1890
.770,722
9.784,170 55
12 69
.76
1892
776,963
9,955,394 28
12 81
.77
1893
795,256
9,993,377 42
12 56
.75
1894
SOS,261
10.157.163 32
12 56
.75
1895
798,917
10.146,959 30
12 70
.76
1896
734,640
10.218.432 19
13 90
.83
1897
749,902
10,222,792 24
13 63
1.82
1898
754.945
10,303,184 01
13 63
1.82
1899
755.698
10.312,015 27
13 64
7.82
1900
756,004
10,359,969 05
13 70
1.82
1901
757,684
10,890,326 33
13 71
1.82
1902
.761.801
10.443,SS5 34
13 70
$.82
1903
767.436
10.498,716 09
13 68
1.82
*It is believed that the figures for 1870, which were taken from a former report, are not accurate.
fIt is apparent that the growth in the school funds can no longer exceed the growth in school enumeration. For seven years the per capita distri- bution upon the basis of the interest from the funds has been the same amount, namely, 82 cents.
189
EDUCATION IN INDIANA.
TABLE I. ADDITIONS TO COMMON SCHOOL FUNDS.
Year.
Fines and Forfeitures.
Balance from Other Sources.
1880
$43.910 48
$8.489 67
Total Additions. $52,400 15
1881
43.262 65
3,848 52
47,111 17
1882
53,591 59
26,644 06
80,235 65
1883
54.470 93
4,300 21
58,771 14
1884
58.220 46
6.939 11
65,159 57
1885
49,860 77
6,664 28
56.525 05
1886
57.907 91
4,465 27
62,373 18
1887
68.423 30
14,143 70
82,567 00
1888
70,617 08
13,167 60
83.784 68
1889
44,094 58
12,699 56
56,794 14
1890
68,208 16
14.455 88
82,664 04
1891
61,716 07
9,189 97
70,906 04
1892
71.106 23
11,134 86
82.241 09
1893
57.120 95
9,473 09
66,594 04
1894
58.839 43
5,162 22
64,001 65
1895
59,969 57
14,867 06
74,836 63
1896
57.119 03
11,945 21
69,064 24
1897
34,738 97
7.919 73
42,658 70
1898
41,682 94
4.739 85
46,422 79
1899
36.765 53
8,477 24
45,242 77
1900
44.858 23
6.439 64
51.297 87
1901
34.369 12
2,698 46
37,067 58
1902
43,444 43
9,706 77
53,151 20
1903
41.433 82
12,080 90
53,514 72
196
EDUCATION IN INDIANA.
TABLE J. SCHOOLHOUSES, NUMBER OF TEACHERS AND SCHOOL TERMS.
Year.
Number of School- houses.
Number of Teachers.
Average Length of School in Days.
1880
9,647
13,578
136
1885
9,877
13,254
127
1890
9,907
13,278
130
1892
9,873
13.549
132
1893
10,007
13,896
No data.
1894
9,327
14,071
No data.
1895
9,327
13,869
No data.
1896
. 10.051
14,884
No data.
1897
. 10,053
15,052
136
1898
9,754
16,223
144
1899
9,983
15,488
14!
1900
. 10,038
15,617
152
1901
10,003
15,979
140
1902
*9.987
16,039
146
1903
9,375
16.041
+137
*On account of school consolidation we have probably reached our maxi- mum number of schoolhouses.
¡The increase in teachers' wages has tended to decrease the length of school term.
SECOND DIVISION.
SECONDARY EDUCATION.
(191
I. HIGH SCHOOLS.
A. COMMISSIONED HIGH SCHOOLS.
1. GENERAL STATEMENT.
Indiana is justly proud of her high school system. She has 704 high schools each employing two teachers or more. Add to this an estimated number employing one teacher each and the grand total will reach about 1,000, or approximately one high school for each township. We have high schools accessible to nearly every child in Indiana.
The law makes it necessary for every school officer to provide high school facilities at home or in lien thereof to transfer eligible pupils at public expense to corporations maintaining them.
The following is a summary of high school statistics :
13-EDUCATION.
(193)
194
EDUCATION IN INDIANA.
4. HIGH SCHOOL STATISTICAL SUMMARY. 1903.
1 Number of commissioned and non-commissioned high schools in Indiana having two or more teachers. 763
2. Number of high schools having one teacher, about. 240
3. Number of commissioned high schools. 185
4. Number of graduates (1903) from non-commissioned
high schools 1,344
5. Number of graduates (1903) from commissioned high schools 3,096
6. Number of pupils enrolled in non-commissioned high schools 13,305
7. Total paid teachers in non-commissioned high schools. . . . . $248,787 21
S. Total paid during the year for libraries, appliances, stoves, furniture, etc., not including janitors' service .. 37,001 42
9. Total current or annual cost of maintaining non-com- missioned high schools .. 285.788 63
10. Average cost per pupil in non-commissioned high schools .. 25 00
11. Number of pupils enrolled in commissioned high schools .. 23,336
12. Total paid teachers in commissioned high schools. $570,803 90
13. Total paid for appliances, reference books, stoves and fur- niture in commissioned high schools 61,465 42
14. Total current or annual cost of commissioned high schools 632,269 32
15. Average current cost per pupil in commissioned high schools 33 00
16. Number of teachers employed in schools 981
commissioned higlı
17. Number of teachers employed in non-commissioned high schools 848
18. Average yearly wages of teachers in commissioned high schools $726 00
19. Average yearly wages of teachers in non-commissioned high schools 432 00
From the figures given above it is evident that the state is concerned in a large way with secondary education. It is im- portant, therefore, that the work be carefully supervised to avoid waste and incompetent instruction.
195
EDUCATION IN INDIANA.
2. COURSE OF STUDY FOR COMMISSIONED HIGH SCHOOLS.
Adopted May 14, 1904.
a. INTRODUCTION.
The following course of study for the commissioned high schools of Indiana was adopted by the state board of education, May 14, 1904. It is a revision of the course adopted in 1898 and revised in 1902. It provides for required work as follows :
Three years of language, three years of history, three years of mathe- matics, two years of science, four years of English, and electives to complete a full course of four years. It is not intended that the course should be an absolute one, but that it should guide local school officers and teachers and form the basis of a minimum course. For example, the option is given in the first year to study either botany or zoology, or one of four languages. In the third year to pursue the study of English history throughout the entire year, or to divide the year between the French and English history; in the fourth year to study either physics or chemistry, or both, or to carry throughout the year any one of a number of electives. It is the desire of the board to have a few subjects contained throughout the entire course rather than a great field of subjects each through a brief period. It would not seem advisable to drop one year of English for the purpose of substituting an elective, nor does it seem advisable to drop one year of history and substitute an elective in a different department. A course of study containing few subjects pursued throughout the entire high school course has many advantages: First, It gives excellent training, scholarship and discipline in a given subject. Second, It makes necessary fewer teachers. Third, It requires a smaller library and equipment. The board recognizes the fact that a great many students do not continue their education beyond the high school. For that reason, the option is given of substituting commercial arithmetic or bookkeeping for solid geometry. It is the intention of the state board of education to inspect as many of the com- missioned high schools each year as it is possible for them to reach. The points of interest to them are those required of all commissioned high schools, namely: First, The character of the teaching must be satisfactory. Second, The high school course must not be less than thirty-two months in length, continuing from the eighth year. Third. The whole time of at least two teachers must be given to the high schoo. work. Fourth. At least one of the high school teachers must be a college graduate. Fifth, The pursuing of few subjects throughout the entire course, rather than many covering short periods. Sixth. A library ade- quate to meet all the demands for reference work and general reading supplementary to the regular text books. Seventh, Laboratories fully equipped to do all of the necessary work in the sciences pursued in any given high school. Eighth, No science should be taught for a term of less
196
EDUCATION IN INDIANA.
than one year. Ninth. Admission to the high school must be given only to those who have completed to the entire satisfaction of the school officers and teachers, all of the work of the grades. Tenth. The high school building must be kept in good order. the sanitary appliances adequate, the heating and lighting good, and outhouses and indoor closets clean and sanitary. Eleventh. All courses leading to college entrance should pro- vide at least three years of foreign language. (See outline.) Twelfth, Psychology, sociology and political economy should not be taught in high schools. Thirteenth, Beginning with the school year 1903 each high school must have in its faculty at least one graduate from an acceptable normal school. college or university. Fourteenth. The course of study must be at least a fair equivalent of the following:
b. OUTLINE COURSE.
FIRST YEAR.
SECOND YEAR.
THIRD YEAR.
FOURTH YEAR.
(Required.)
Algebra, one-half year, and Plane Geometry, one-half year, or Con- crete Geometry, one- half year. (Elective)
Plane Geometry, one- half year, and Solid Geometry, one - half year.
English.
American History and Civil Govern- ment.
Botany or Zoology.
English.
English.
Physics or Chem try
English.
ELECTIVES- Physical Geogra- phy. Geology.
Language- (a) Latin, (b) German,
History of Greece. one- half year, and His- tory of Rome, one- half year.
History of England, one year, or French and English History, one year, (one - half year each.)
Commercial Arith . metic.
(e) French or
Bookkeeping or Language, one year.
(d) Greek.
Language.
Language.
c. DETAILED COURSE.
SCIENCE.
Systematic instruction in one or more branches of natural science is an essential part of the high school curriculum, but it should not be attempted unless a skilled teacher is available and proper facilities for laboratory work can be provided. The chief object of science teaching in the high school is not to impart information or attempt scientific train- ing, but rather to fix the interest of the pupil upon natural phenomena. to develop his powers of observation, and to cultivate the scientific spirit of accuracy and truthfulness.
The choice of subjects to be taught should be made deliberately. for definite reasons and then adhered to; it should not be accidental to the wishes or convenience of teachers whose services may be of a temporary character only. At least one of the teachers in the high school should be employed because of special training and fitness to administer the particular science subjects of the curriculum.
Algebra.
197
EDUCATION IN INDIANA.
Wherever possible a separate room should be provided for laboratory work, supplied with proper desks or tables and with cases for storing of apparatus. The equipment should be kept clean and in order. It is destructive of a proper estimate of the value of science study if the pupil is not made to respect and value highly all of the equipment and supplies furnished for that purpose. The equipment should be well selected. simple and for use .*
A common mistake in presenting science to high school pupils is the attempt to do too much. In most instances the amount of time, the char- acter of equipment, the capacity of the teacher and the character of the pupil forbid the attempt to do more than teach some of the elementary principles of a science. Scientific theories which are not well established should be avoided and the attention of the pupil directed to a study of objects and phenomena, of causes and results and of relations. Intelligent note-taking and recording of work performed should be cultivated.
Not less than one year's time should be given to any particular branch of science.
BOTANY.
Only certain phases of botany can be profitably pursued in the high school. It is advised therefore that these be emphasized rather than that the work be extended. Much harm has been done both to science and to the pupil by the attempt to include in the high school course work which can only be given with profit in the college of university.
Plants as living things may obviously be studied in any one of three ways:
Morphology.
The general appearance of plants (form, color, gross anatomy, etc.). and their more evident adaptation to their surroundings, animate and inanimate, may be observed. At the present time this way of studying plants is the only one which pupils at the average high school, or at many of the commissioned high schools, can profitably attempt. It is known as the general morphology of plants. In this course, which should be as much as possible out of doors, the pupil should observe the young as well as the old plants, not merely as individuals, but as parts of the general scheme of nature, noting the conditions of soil. light, moisture and exposure under which they live, and their adaptation to these condi- tions. For the work of this course either Gray's "Structural Botany" (American Book Co .. New York), or Coulter's "Plant Studies" (D. Appleton & Co., Chicago.), may serve as a gnide. These should be supplemented by such works as Kerner's "Natural History of Plants" (Henry Holt & Co .. New York). or Coulter's "Plant Relations" (D. Appleton & Co .. Chicago).
Anatomy.
The constructive elements of plants may he studied, noting not merely the form and the arrangement of the parts, but the fitness of each ele- ment, and the suitableness of each arrangement of elements to meet
*(Members of the board of education will be glad to give advice in such matters when requested.)
198
EDUCATION IN INDIANA.
external conditions, largely those of a physical nature, such as mechan- ical strains, the force of gravitation, etc. Only in the most advanced high schools as yet can pupils profitably undertake the study of the microscopie anatomy of plants and the study of plants which, because of their minute size. must be examined under the microscope to be known at all. Some knowledge of the fundamental principle of physics will be necessary before such a course is attempted. not only that the pupil may understand the instruments with which he works (lenses), but also the mechanical and other principles involved in every plant structure. even the simplest. The state board of education distinctly advises against the introduction of microscopic anatomy into the high school course in botany except when the teacher in charge has been well trained for the work and the apparatus is ample and appropriate. Assuming that the subject is given one-fourth of the pupil's time during one year, the second course may be made to cover the following topics:
1. The Typical Plant Cell .- A study of its structure, general compo- sition, contents, form and methods of multiplication.
2. Unicellular Plants .- A study of the general structure and main facts of growth and reproduction of yeasts and protococcus.
3. Multicellular Plants .- Noting the arrangements of cells together, the effect of such groupings on the numbers of the groups. the mechanical, physical and physiological results of such groupings and the modes of reproduction as shown by:
a. Spirogyra (common pond seum) cladophora, chara or nitella.
b. Mucor (bread mold).
c. The rusts and mildews.
d. A moss.
A fern.
g. Flowering plants.
The character and scope of desirable work under these varions heads is indicated with sufficient accuracy in the various text-books in botany on the market. Additional books recommended for this course are "Spalding's Introduction to Botany" (D. C. Heath & Co., New York). Atkinson's "Elementary Botany" (Henry Holt & Co., New York), "Bot- any." L. H. Bailey (The Macmillan Co., New York), Sedgwick & Wilson's "Biology," Goodale's "Physiological Botany" (American Book Co., New York), Arthur. Barnes and Coulter's "Handbook of Plant Dissection" (IIenry Holt & Co., New York), Bergen's "Elements of Botany" (Ginn & Co., Chicago), Bower's "A Course of Practical Instruction in Botany' (Macmillan & Co., New York). Strasburger, Schimper, Schenck and Noll's "Lehrbuch der Botanik." English translation (Macmillan & Co., New York). The following apparatus would be required for the efficient prose. cution of this course: Compound microscopes, one for each pupil during his stay in the laboratory. but by dividing the class into small sections the total number of microscopes need not be large. The Bausch & Lomb Optical Co., Rochester, N. Y., or the Cambridge Botanical Supply Co., Cambridge, Mass. (who will import foreign instruments, duty free, for school), can furnish suitable microscopes from $27 upward in price Cheaper ones are untrustworthy. In addition will be needed:
199
EDUCATION IN INDIANA.
Glass slides, about 75 cents per gross.
Cover glasses, 75 cents per ounce.
Razors, $1 to $1.50 each.
Camel's hair brushes (small), 20 cents or more per dozen.
Watch glasses (flat on bottom), 25 cents per dozen.
Dissecting needles (self-made by forcing sewing needles into slender handles).
Fine pointed forceps. 15 cents to 75 cents per pair.
Chemical reagents, such as iodine, glycerine, potassic-hydrate, potassic-iodine, and a few stains such as fuchsin, eosin, saffanin, costing in all about $5.00.
Physiology.
The plant at work may be studied, considering both the nature of the work done and the means by which it is accomplished. The most im- portant facts of plant physiology should be presented by the teacher to classes studying plants in either of the ways already described; but the study of plant physiology itself should not be attempted in the high school, since the conditions necessary for successful experimentation can not ordinarily be provided, and especially since the antecedent training in chemistry and physics essential to a comprehension of the questions involved can not have been given under high school conditions.
ZOOLOGY.
Assuming that one-fourth of the student's time for one year is devoted to the subject, the following scheme may be followed:
Fall and winter, a study of comparative anatomy of a series of ani- mals, beginning with the lower types. In this the organism as a living thing may be considered, and then its parts, noting the division of the body into definite organs and systems for definite functions, and the gradual increase in complexity and efficiency of these organs and systems as the higher types are reached. Detailed outlines for the study of indi- vidual forms are to be found in Nos. 1 and 2 of the books mentioned below. The spring may be taken up with a more detailed study of some group of local representatives of animals most familiar to the teacher. In this connection frequent excursions must be taken, and especial atten- tion paid to the variety of species found, the character differing most in the different species, the peculiar surroundings in which each one lives. the peculiarities that fit each one as to its peculiar home; the habits of each species, the coloration of each species as compared with its surround- ings, the comparative number of individuals of each species, the difference between individuals of the same species. For this purpose Nos. 6 and 7 of the books given below will be found useful.
All of the books mentioned below should be accessible in the labora- tory. Each student should be supplied with 1 or 2.
1. Elementary Biology, Boyer. About $1.00; published by D. C. Heath & Co., Chicago.
2. Elementary Lessons in Zoology, Needham. About $1.25; published by American Book Co., Cincinnati.
200
EDUCATION IN INDIANA.
3. Elementary Biology. Parker. About $2.50; published by Macmillan & Co., New York.
4. Invertebrate Morphology, MaeMurich. About $4.00; published by Henry Holt & Co., Boston.
5. Comparative Anatomy of Vertebrates. Wiederscheim. About $3.50; published by Macmillan & Co., New York.
6. Manual of Insects, Comstock. About $4.00; published by Comstock Publishing Co., Ithaca. N. Y.
7. Manual of Vertebrates. Jordan. $2.50; published by MeChurg & Co .. Chicago.
8. Colton's Practical Zoology. 80 cents; D. C. Heath & Co .. Chicago.
9. Holder's Elements of Zoology: published by D. Appleton Co .. Chicago.
10. Pratt's Invertebrate Zoology; published by Ginn & Co., Boston.
11. Jordan and Kellogg's Animal Life: published by D. Appleton & Co., Chicago.
Apparatus for a Class of Ten.
A well-lighted room with table space of 21x116 feet for each student. Two compound microscopes, at $27.00. Bausch & Lomb. Rochester. N. Y. AAB2.
Five dissecting microscopes. at $5.00. Bausch & Lomb. Rochester. N. Y. Improved Barnes.
One sealpel. one pair small scissors, one pair forceps, one blow pipe, hand lens, mounted needles. Five sets at $1.00. To be had put up in small box form from E. H. Sargent & Co .. Chicago, or Bausch & Lomb. Rochester, N. Y.
Alcohol may be purchased for schools at about 50 cents per gallon. Application should be made to some distillery to set aside ten gallons of more for withdrawal, duty free. A bond must be given for twice the amount of the tax of the alcohol to be so withdrawn. Printed instruc- tions may be secured from the nearest collector of internal revenue.
PHYSICS.
It were better that this science be left out of the high school currieu- lum than to entrust its presentation to a teacher who has not had special training in a physical laboratory. If physics can not be taught well. substitute for it a science that can be. It makes not so much difference what is taught as how it is taught.
Physics is an experimental science. and must be taught largely by experiment. This means that each high school must have a supply of physical apparatus. But the amount that is actually required is much less than is generally supposed. With the aid of the apparatus and sup plies mentioned in the appended list. an enthusiastic and skilled teacher will be able to give most of the experiments mentioned in the usual high school text-books on physics:
2 meter sticks (to millimeters and inches), at 25c $0 50
3 spring balances (24 lb.), at 15c. 45
1 platform balance (beam graduated to 1-10 gm). 5 65
201
EDUCATION IN INDIANA.
1 set metric weights (2 kgm. to 1 gm.). $1 75
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.