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 5
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
(d) Ou needs of the school
(e) On the length of school term
(f) On attitude of school officers
(g)
VIII. Recommendations:
(a)
(Signed)
e. STATE LIBRARIAN.
The state board of education appoints the state librarian and assistants, who hold office during good behavior. It is thus respon- 'sible for the efficiency of the library system of the state.
f. STATE NORMAL VISITING BOARD.
The law provides for an annual board of visitors which shall inspect the work of the state normal school. This board of visitors is appointed by the state board of education. Its membership is chosen from the prominent educators of the country and its work is intended to be helpful in a suggestive way to the institution.
4-EDUCATION.
II. COUNTY SUPERVISION.
A. COUNTY SUPERINTENDENT.
1. HISTORY.
County supervision has come to be what it is today through a long process of development. As early as 1818 the general assembly made it the duty of the governor to appoint for each county a seminary trustee. The duty of this officer was almost entirely connected with the financial problem. In 1824, the law provided for the election of three trustees in each township and placed examining teachers and granting licenses among their duties. The examiners were not school men, and the meager test covered the subjects of reading, writing and arithmetic. There were only six organized counties at that time.
In 1831 the law provided for a school commissioner for each county who looked after the funds of the local school corporations and who was elected for a term of three years. In 1833 in addi- tion to the school commissioner for the county and the three trustees for the township provision was made for the election of three subtrustees in each district, to hold office one year. These district trustees examined applicants and employed teachers. The law of 1836 made it legal for any householder to employ a teacher in case of failure to elect district trustees. In 1837, in addition to all these officers, and with only a slight modification of their duties, the circuit court was authorized to appoint annually three examiners whose duty it should be "to certify the branches of learning each applicant was qualified to teach." During the next decade no change was made in the county system. In 1847, Caleb Mills in the second of his famous messages gave as one of the essential characteristics of a state system of schools, efficient super- vision, state and county. The law of 1849 abolished the office of county school commissioner, retained the three school examiners
(50)
51
EDUCATION IN INDIANA.
in each county, and the three township trustees, but substituted one trustee in each district instead of three. This was the beginning of the simplification of the school machinery of the county. This law prescribed a minimum school term, made schools in each township of uniform length, and adopted an elab- orate system of records and reports through teachers, district and township trustees, the county auditor and treasurer, the superin- tendent of common schools, and the legislature.
The new constitution in 1851 left the county school machinery practically as the law of 1849 had left it, and so it remained till the sixties. The law of 1852 did make the licensing of teachers a part of the duty of the state superintendent of public instruction by himself or deputies whom he was authorized to appoint, one to a county. This arrangement did not prove satisfactory. In 1856 Superintendent Mills recommended the appointment of three ex- aminers to each county to constitute a board. In 1859, Superin- tendent Rugg, speaking of the system, said that there was "a gap in the supervision of its interests and affairs, which, if properly filled, would contribute much to facilitate its workings and assist in its administration." He recommended that the examiners, in- stead of the anditors, be held responsible for the annual school reports ; that they should visit and inspect the schools of their respective counties, looking to greater uniformity in their organi- zation and management. The outcome of these recommendations was a change in the law of 1861 substituting one examiner with a term of three years for the three that had held office in each county and placing the appointing power in the board of county commis- sioners. This law made all examinations public and prohibited the granting of a license upon private examinations. It was another step towards the simplification of the school machinery of the county and resulted in great advance. But the greatest advance appeared in the provision that "said examiners shall constitute a medium of communication between the state superintendent of public instruction and the subordinate school officers and schools ; they shall visit the schools of their respective counties as often as they may deem it necessary, during each term, for the purpose of increasing their usefulness, and elevating as far as practicable the poorer schools to the standard of the best ; advising and seeuring,
52
EDUCATION IN INDIANA.
as far as practicable uniformity in their organization and manage- ment, and their conformity to the law and the regulations and instructions of the state board of education and of the state super- intendent of public instruction, and shall encourage teachers' institutes and associations. They shall receive from the trustees their reports of enumeration and their regular school and other reports which are required by law to be made by them, and other- wise gather up the necessary data and information, including that relative to private schools, high schools, colleges and other private institutions of learning within their respective counties, so as to present a view of the educational facilities of the state and enable them to make full and complete reports to the state superintendent of public instruction ; and receive for, and distribute to the town- ship libraries sneh books as may be furnished for them, and advise sneh a disposition and use of them as will tend to increase their usefulness and advise the trustee as to the most approved school furniture, apparatus and educational agencies."
While a great advance had been made, the feeling soon became apparent that the good of the schools required better service than could be rendered by the examiner under these conditions. In re- sponse to a call made by State Superintendent Hoshour the exam- iners met in Indianapolis in convention for the first time on No- vember 6, 1862. They discussed such problems as qualifications of teachers, examinations, visitation, and reports. The second state convention of examiners met at the call of State Superintendent Hoss in the summer of 1866 and among the changes recommended was one calling for the creation of a county board of education. In 1868 Superintendent Hobbs held that "to be able to judge of the practical qualities of teachers the examiners should spend enough time with them in their schools to know that their work is professionally done ; that the entire time of one man is not too mnich for the work demanded in a majority of the counties." In 1872 Superintendent Hopkins made the recommendation that the office of school examiner be abolished and that of county superin- tendent be created. As a result of these cumulative recommenda- tions by the leading educators of the state the general assembly of 1873 created the office of county superintendent. This law provided that "the township trustees of the several townships shall
53
EDUCATION IN INDIANA.
meet at the office of the county auditor of their respective counties on the first Monday of June, eighteen hundred and seventy-three, and biennially thereafter, and appoint a county superintendent." The act did not create a new office, it merely changed the name and enlarged the powers of the old office. The change made the term two years and increased the function of supervision. This law carried with it no educational or professional requirements, but the people as a rule saw that the best men available were chosen. The status of county supervision remained unchanged, but for a few simple modifications, till the general assembly of 1899 extended the term of office to four years, and holding a thirty-six months' license, or a life or professional license a test of eligibility.
Since 1873 supervision for the rural schools has meant some- thing in Indiana. The teachers pass rigid examinations, for which the questions are provided by the state board of education, and the examination and grading of the manuscripts may be done by the county superintendent or the state superintendent. The county superintendent makes systematic supervision a large part of his work. The rural schools have all been graded, the standard of efficiency has been constantly raised, and through the good work of the county superintendent the children are receiving advantages equal to those of the towns and cities. Such men as Dr. B. W. Evermann, of the U. S. Fish Commission, and Supt. W. H. Elson, of Grand Rapids, were formerly among the successful county superintendents of Indiana.
2. ADMINISTRATION.
4. TENURE, ELIGIBILITY, SALARY.
The term of the county superintendent is four years, and he is eligible for re-election during good behavior. The educational qualifications, holding a three years' license, is still meager, and there is no professional qualification. The office is still often the spoil of party politics, since the political complexion of the majority of the trustees too often determines the election. It must be said, however, that Indiana has been fortunate in having as county superintendents men of integrity and ability interested in the schools. The salary, which is much too small, is four dollars
54
EDUCATION IN INDIANA.
for every day of actual service and the county provides office, postage and stationery.
b. EXAMINATIONS.
The county superintendent with questions provided by the state board of education holds one public examination on the last Satur- day of each of the following months : January, February, March, April, May, June, July and August ; but special examinations may be held at any time upon the written request of school boards. The applicant must file with the superintendent a certificate of good moral character from a trustee of the county or from some other satisfactory source.
The county superintendent may issue licenses of twelve, twenty- four and thirty-six months, determined by the answers and other evidences of qualification furnished by the applicant.
A teacher who has taught for six consecutive years and holds a thirty-six months' license, is exempt from examination in the county in which he has taught, so long as he continues to teach without interruption.
There are three grades of licenses based upon the grade of school work done, primary, common school and high school. Teachers who do primary work, that is, work up to the fourth grade, are permitted to teach upon the primary license, which, while requir- ing a knowledge of the principles pertaining to primary work, does not call for advanced academic training. The common school license is valid in grades one to eight inclusive, and calls for larger scholarship. The high school license is valid in high schools. A county or state high school license may be granted upon one or more subjects.
The county superintendent has the power to revoke licenses heretofore granted by himself or his predecessors or granted by the state superintendent of public instruction, for incompetency, im- morality, cruelty or general neglect of duty on the part of the teacher. The teacher may appeal to the state superintendent of public instruction, whose decision is final.
The county superintendent provides for the examination of all applicants for graduation in the common school branches from township, district or town schools during the months of March, April and May, and furnishes them certificates of graduation, if in
55
EDUCATION IN INDIANA.
the judgment of the county superintendent they are entitled thereto, which entitles the recipients to enter any township, town or eity high school of the state. He likewise provides for the examination of all applicants for graduation from the township graded or town graded high schools not employing a superintend- ent, during the months of April, May and June, and furnishes them certificates of graduation, if entitled thereto. He attends as many commencements as he ean of the township and town schools, and also of the township and town high schools.
In addition to these examinations the county superintendent provides questions for bimonthly examinations in the schools. These questions are prepared by a committee of county superin- tendents, and printed and distributed by the state superintendent of public instruction. It is upon these examinations that the rural teacher promotes his pupils.
Lists of questions issued by the county superintendent are sub- mitted here.
FIRST EXAMINATION-1903-1904.
Questions for the First Examination, Based on the First Part of the State. Course of Study.
WRITING.
Grade the penmanship on legibility (40), regularity of form (25), neatness (10), move- ment (10), and improvement (15).
SPELLING.
1. In each grade teachers select thirty words from the spelling work of the last two months, and have pupils spell on paper.
2. Grade each pupil on the entire exam- ination, deducting one-half per cent. for each misspelled word.
READING. FIRST YEAR.
1. Give each pupil a sentence printed or written on paper and have him read it at sight.
2. Test each pupil on naming at sight words selected from lesson 23, page 86.
3. Have each pupil study a paragraph in lesson 23, page 86, and give it from memory.
4. Select five words to be spelled by sound and by letter.
5. Permit each pupil to select and read some lesson, or part of a lesson, which has been studied during the year.
SECOND VEAR.
1. Study lesson 27, page 141.
2. Why is the lesson called "A Boy's Tri- umph?
3. What was Willie's temptation!
4. Describe Willie's copy-book.
5. Who had the right idea of honor, Wil- lie or the other boys? Why do you think so!
6. Read the lesson orally.
THIRD YEAR.
1. Read silently the lesson on page 180.
2. Why did the Abbot place the bell on Inchcape Rock! How was it placed!
3. Why did the mariners bless the Abbot! What is a mariner! What is an abbot!
4. Describe the wicked act of Sir Ralph the Rover. What is a Rover? Why did he cut loose the bell!
5. What did Sir Ralph the Rover then do? 6. What happened on his return? What lesson may we learn from this story ! 7. Read the poem orally.
56
EDUCATION IN INDIANA.
FOURTH YEAR.
.
1. Read silently the lesson on page 71.
2. From the first part of this poem, what opinion do you get of the skipper of the Hesperus!
3. What advice was given hin? Why did he refuse it!
4. Did he show affection for his little daughter? If so, write the lines which tell you this.
5. Tell how he tried to calm her fears after the storm began.
6. Tell the result of the voyage.
7. Read at least a part of the poem.
FIFTH YEAR.
1. Read silently the lesson on page 232.
2. Between what armies was the Battle of Waterloo fought? Where? Its re- sult?
What scene is described in the first and second stanzas? The officers of which army were at the dance!
4. What is described in the third and fourth stanzas? In the fifth and sixth.
5. What figures of speech do you find in the first stanza?
Read the selection orally.
SIXTH YEAR.
1. Read silently lesson on page 231.
2. What is an arsenal? To what does the poet liken it? Why?
3. What does the poet mean by, " When the death angel touches those swift keys! "
4. Who were the Saxons; the Normans; the Tartars?
5. Who were the Aztec priests? What was "their teocallis! "
6. In the description of a battle given in the seventh stanza, why does the poet say: " The diapason of the can- nonade? "
7. In the first part of the poem the poet describes the tumult of battle; what is his theme in the last four stanzas? 8. Read the selection orally.
SEVENTH YEAR.
(Skipper Treson's Ride-Literary Studies, page 129.)
1. Tell briefly, and in your own language, the story given in this poem.
2. What is meant by- "such as chase
Bacchus round some antique vase?"
3. What is meant by, "Hulks of old sailors run aground," and why does the poet use this figure in describing part of the crowd?
4. Why was Ireson so indifferent to his punishment as to say-
" What to me is this noisy ride?"
5. Who first took pity on him, and why?
6. Name three other poems by the same author.
EIGHTH YEAR.
(Lincoln's Second Inaugural Address-Lit. Studies, page 300-5th Reader, page 310.)
1. Read the selection silently.
2. Give a brief sketch of the life of Lin- coln.
3. What was the situation of the country at the time this inaugural was de- livered (March 4th, 1865) ?
4. What does Lincoln say was the situa- tion in the two contending sections of the country at the time he de- livered his first inaugural address?
5. What does he say was "the object for which the insurgents would rend the Union? " What does he say was the right claimed by the govern- ment!
What seemed to be his personal wish? 6.
7. Give the substance of the last para- graph of the inaugural.
LANGUAGE AND GRAMMAR.
SECOND YEAR.
1. Write a short story about a flower that you like.
2. Write five statements about your school room.
3. Write a statement, change your state- ment to a question.
THIRD YEAR.
1. Write the name of your town, town- ship, county and state.
2. Write three rules for using capital let- ters.
3. Write four names of boys, four of girls and four of cities.
4. Write a story that you learned from your reader.
FOURTH YEAR.
1. Write the plural forms of marble, tree, bird, car, spoonful, cupful, basket.
2. Write the plural of leaf, knife, wife.
3. How do you form the plural forms of words ending in "y" ?
4. Write the possessive plural forms of the following: boy, bird, lady.
5. Write a composition on "Our Flag."
6. Write a sentence using the aud an. When is an used?
7. Write a short letter.
57
EDUCATION IN INDIANA.
FIFTH YEAR.
1. Write a declarative sentence.
2. Write an imperative sentence.
3. What is a simple sentence! Write one.
4. What is a complex sentence? Write one.
Write a compound sentence.
6. Write a business letter.
7. What are the parts of a letter!
8. Why is it important to be able to write a letter without mistakes!
SIXTH YEAR.
1. Write a sentence containing a personal pronoun, a relative pronoun, a com- pound personal pronoun.
2. Parse the pronouns in the following: "He that filches from me my good name robs me of that which enriches him not and makes me poor in- deed."
3. What is the antecedent of a pronoun? Illustrate in a sentence.
4. What is an adjective pronoun? Illus- trate in a sentence.
5. To what are the following usually ap- plied: who, which, what, that?
SEVENTH YEAR.
1. What is a transitive verb! An in- transitive verb? Give examples of each.
2. Write five sentences using adverbs of time; five using adverbs of place.
3. What is a simple adverb! A conjunc- tive adverb! An interrogative ad- verb!
4. Compare the following adverbs: far. much, late, well, rapidly, swiftly.
5. Write five sentences each containing a prepositional phrase and two con- taining an adverbial phrase.
6. Illustrate the use of a subordinate con- junction, and of a co-ordinate con- junction.
EIGHTH YEAR.
1. What are the principal elements of a sentence!
2. What is a simple modifier? A com- pound modifier? A complex modi- fier?
3. Name the different sentences as to form. Illustrate each.
4. Name the different sentences as to use and write one of each kind.
5. Write a sentence containing an ap- positive word; an appositive phrase.
6. Write a complex sentence. Give its analysis.
7. Write five sentences each containing a noun clause.
GEOGRAPHY.
FOURTH YEAR.
1. What is a desert? How might this country become a desert?
2. Name the continents in order of their size. Which are joined together?
3. Locate the Pacific ocean. The At- lantic ccean.
4. What is a volcano? Where are they found in the United States?
5. What color is Tibbu? Why does he go to bed at dark!
Tell the color of the Japan girl. Des- cribe the furniture in her home.
7. What animals are found in Tibbu's country! What kind of people are the Kaffirs!
8. In what ways are the people of China and Japan alike? In what ways do they differ?
9. How do Laplanders dress! Why? What animals have they!
FIFTH YEAR.
1. Which is the most important nation of Asia? Name its products.
2. To what race do the people of India belong? What do they raise? Tell from what plant opium is made.
3. Where is Jerusalem? Why is it noted? What sea is near this city! Why is it so called?
4. What countries in Asia are thickly in- habited?
5. What large river flows through Egypt and what city is at the mouth of this river?
6. What can you say of the wild animals of Asia and Africa? Name some of them.
7. What is the color of the natives of Australia!
8. What is the direction of the Philippine Islands from the United States? The Hawaiian Islands? Porto Rico? Cuba?
9. What are some of the products of the Philippines?
10. Where is Manila! For what noted? Where is Havana? Santiago? San Juan? Ponce!
SIXTH YEAR.
1. Sketch an outline of Asia, indicate its highlands, show sources, direction of the flow and mouths of five of its rivers.
2. Why are the northern plains of Asia marshy!
3. What possessions has England in Asia? What has France? Holland! The United States?
58
EDUCATION IN INDIANA.
4. Name the inland capitals of Asia.
5. Trace the line of the Siberian railway from the Ural mountains to the waters of the Pacific ocean.
6. Why is western and southern Europe so much warmer than the interior?
7. Locate the sourees and the mouth of the following rivers: Danube, Vol- ga, Po, Rhine, Rhone, Thames.
8. Name ten cities of Europe, state which is the largest and how it ranks as a commercial city.
9. How does Africa compare with Europe in general elevation? What portion of Africa receives plenty of rain- fall! What deserts on each side of this area?
10. What nations have possessions in Africa! What two states are inde- pendent!
SEVENTH YEAR.
1. Why are none of the African rivers navigable to the interior? Describe the important rivers, giving rise, course and mouth.
2. What country of Africa has been re- cently conquered.
3. What government controls New Zea- land. What does it export?
4. How did the Hawaiian Islands come under the control of the United States!
5. Name the smallest continent. Tell all you can of its surface, climate and products.
6. Name five seas and four peninsulas of Europe.
7. How many nations of Europe have a republican form of government! Name them, giving their capitals.
8. What form of government has Rus- sia? Name three cities of Russia, giving their location.
9. In what two industries does San Fran- cisco rank first?
10. Compare Canada and Mexico as to size, surface, inhabitants, form of government, natural resources, pro- duets and civilization.
ARITHMETIC. FOURTII YEAR.
1. Henry gathered a bushel of beans from his garden, and sold one-half of them at 24 cents a peck. How much money did he receive!
2. Write in Arabic L; (; OLV; M. Write in Roman forty-nine; eighty- one; one thousand one.
3. One-eighth of 24 acres of land is planted in corn, one-twelfth in pota-
toes, one-sixth in oats, and the re- mainder in meadow. How many acres in meadow?
4. How many pint bottles will it take to hold 3 gallons!
5. A real estate agent bought some land for $2,000. How much will he gain if he divides the land into 4 lots and sells them at $600 each.
6. . A farmer traded 500 pounds of hay at 7 cents a pound for a new mower worth $12.50; how much cash should he pay!
FIFTH YEAR.
1. What is a decimal fraction? A deci- mal point? A mixed decimal!
2. Change to decimals one-fourth, four- fifths, one-eighth, 12 and two twenty- fifths.
3. Find the difference between .8 and .08; 1005.15 and 105.015; 9 and .0009.
1. When the dividend is .1 and the divi- sor is 12.8 what is the quotient!
5. If three-fourths of a yard of cloth cost $2.16, what will be the cost of 5 and one-half pieces each containing 417 yards!
6. Reduce 21 bushels and 1 quart to quarts.
SIXTH YEAR.
1. What is a proper fraction? An im- proper fraction?
2. Give two ways that a fraction may be multiplied or divided?
3. Add 3-6 +2-8 +7-9 +9-10 + 15-20,
4. Subtract 212 from 425.
5. What is & of &: of 7; of 1}; of 63!
6. What part of 1} feet is 32 inches?
7. There are 5280 feet in a mile. What part of a mile is 770 yards!
8. A man owned 2% of a factory. He sold 16 of his share. He gave 13 of the remainder to his daughter, 14 of what then remained to his son, and sold } of the remainder for $9,000. What was the value of the factory? What was the daughter's share? The son's share? What was the value of what he had left!
9. Find the sum, difference, product and quotient of 8; and 1212.
SEVENTH YEAR.
1. What do we mean by per cent .? What per cent. is used to represent all of anything! When you see this (per eent.), what do you call it!
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.