(S^mmW Winivmiii^ pibarg THE GIFT OF ■- J?^^*^:C*i^.<*fVl«pt- "..... ...v*3^. A.i.J.X.'f^.ir JJl^ll^^^ . . Cornell University Library LA283 .W88 Higher education in Indiana / olin 3 1924 030 558 682 Cornell University Library The original of tiiis book is in tine Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31924030558682 INDIANA UNIVERSITY. i: Whole Number 170 BUREAU OF EDUCATION OIRCULAK OF INFORMATION NO. 1, 1891 CONTRIBUTIONS TO AMERICAN EDUCATIONAL HISTORY EDITED BY HERBEET B. ADAMS ^"0. lO HIGHER EDUCATION IN INDIANA BY JAMES ALBERT ^OODBUEN, Ph. D. Professor of American History in the Indiana University, Sometime Fellow in History, Johns Hopkins University WASHINGTON GOVERNMENT PRINTING OFFICH 1891 A.. ^-SH-z^ "Thepeople who expect to be ignorant and free in a stats of civilization expect what never was and never can 6e."— Thomas jErifBESON. " Popular government without popular education is hut a prologue to a farce or to a tragedy, or to both." — Jambs Madison. " In our country and in our time no man is worthy the honored name of statesman who does not include the highest p>'acticable education of the people in all his plaits of adminis- tration. He may have eloquence, he may have lenowledge of all history, diplomacy, juris- prudence; and by these he might claim in other countries the eh rated yank of a statesman ; but unless he speaks, plans, labors at all times and in all places for the culture and edifi- cation of the whole people, he is not, he can not be an American statesman."— HoRi.CE Mann. " If we work upon marble, it will perish ; if we work upon brass, time will efface it; if we rear temples, they jvill crumble to the dust ; but if we work upon immortal minds ; if we imbue themwith high principles, with just fear of God and love of their fellow men, xi-een- grave on those tablets something which no time can efface, but which ivill brighten and brighten to all etei'nity." — Anon. " The State — that is every man in the State — is helped by everything that makes the ma- jority wiser, better, or more enlightened. The State stands pledged, through its common schools, its high schools, and its State universities, to give to each one of its boys — and in the West its girls also— the best education that he is willing to receive." — President David Starr Jordan, Indiana University. "Educationis an universal right, a prime necessity of man, and it is the duty of the State to provide it." — Dr, J, L. M. Curry. " The Mississippi Valley, where afeio years ago ' the danger of barbarism' was pointed out by a gifted orator, has already become a most important factor in the intellectual prog- ress of the country. The center of population, as we know, has already crossed the Alle- ghany Mountains, and is not far from that central region of polilical influence from xvhich so many of the highest officers of the Government have come. * ' * The wilderness has been ejcplored, the water power measured, the railroads built, the schools and the churches have been planted. We are beginning a new epoch of peace, thrift and enterprise, wiser and more sober as a nation than ever before. We shall attempt better and greater things than hitherto ; we shall aspire to do our national part for the advancement of knowledge, in the confidence that this liumaniti/ loill be benrfifcd, civiri:ntion extended, iniquity les- sened, and barbarism subdued, ire have a continent to teach." — President D. C. Oilman, Johns Hopkins University. L E T T E R, Depaetment of the Interior, Bureau of Education, Washington, D. C, February 27, 1889. The HoQorable the Secretary of the Interior, Washington, D. G. : Sir : The monograph which I have the honor herewith to submit gives a sketcli of the history of Higher Education in Indiana. It con- tains an outline of the free common school system of the State, a brief account of the State's educational history in the development of its common schools ; and a historical account of the origin, growth, and development and the present condition of Indiana's various institutions for Higher Education. It calls attention to the early land legislation of the Continental Congress, and to the important influence of that legislation upon the future States of the Northwest ; to the incidents and causes leading to the adoption of the Ordinance of 1787, and to the great importance of that Ordinance in the subsequent educational de- velopment of these commonwealths; and the sketch shows that from the earliest Territorial days until the present time, the relation of the State to education, both elementary and higher, has been close and constant. At no time has the State acknowledged that any department of education, from the elementary schools to the university, was beyond its province. When Manasseh Cutler, Rufus Putnam, Samuel H. Parsons, and their coadjutors of Revolutionary days were planning the foundation for a free State beyond the AUeghanies, they held it to be the duty of the Government to give encouragement and support to religion and com- mon schools. The West gained its first Puritan colony on the basis of this idea. Congressional endowment for schools and colleges was a part of the agreement asserted in the grant and settlement of western lauds. Though the pressing financial straits of the old Confederacy may have been the decisive factor in securing the early land endow- ment, and though the policy of higher education by the State was not asserted by the t3ontineutal Congress, yet it is evident that no doubt existed in the minds of the Puritan colony who first settled the Ohio Valley, as to the duty and province of the State in education. They 3 4 l.ETTEB OF TRANSMITTAL. began their first State on the basis of Government aid for higher learn- ing. This was to be lilce the first written line of their fundamental charter. The people have never departed from that principle. Though the principle of American republicanism, asserted by the Continental Congress as a part of the earliest law of these Territories, namely, that special favors should be shown to no particular sects or modes of worship, and that no orderly and peaceable person should be molested, either on account of his religious sentiments, or for the lack of them, yet it was none the less' a part of that fundamental law that religion, morality, and knowledge are to be forever encouraged. Eeligious people of various names, encouraged by the assurance of Government support in providing schools for their children, sought homes in the West. While they were yet pioneers upon the frontiers of civilization, they begaji casting about them for ways and means to establish academies and colleges for the higher education. In the early years of Indiana history various religious denominations within her borders, with a spirit of zeal, courage, and self-sacrifice, founded insti- tutions for the college training of young men. The Methodists estab- lished " Asbury," which has developed into the De Pauw University ; the Presbyterians founded " Wabash " and "Hanover"; "Earlham" became a seat of learning for the Friends ; Franklin College for the Baptists ; and Butler University, founded under the name of the Iforthwestern Christian University, became the literary care of the Christian denomi- nation. All these institutions from small beginnings have grown into prosperous condition. This sketch contains an account of their origin, their early experience, and their development. The influence which they have exerted for good, in extending knowledge, and in training men and women for worthy citizenship, is beyond estimate. No one who appreciates the importance of education in a government by the people will fail to recognize the great services of these institutions to the State. The direct work of the State in higher learning is to be especially noticed. The most interesting phase in the history and development of edu- cation in the West is to be seen in the attitude of the State. There never has been a time when the right of government to provide for education of some kind has been called in question by any considerable body of thinking people. Both the elementary and the higher educa- tion were provided for by many of the early colonies, especially by those of New England. And from the time of the first land grant for common school purposes by the Congress of 1785, State aid to education has been an acknowledged principle of the American people — even those of the most conservative iudividualisiu conceding, in some measure, the right and duty of the State to educate. As to the extent to which State aid may be carried, and in what provinces it may operate, there is to be noticed a yef y wide difference LETTER OP TRANSMITTAL. 5 of opinion. The discussion on that subject runs back at least to Plato- Between the state of the public mind on this theme a hundred years ago and the prevailing opinion of today, a wide and significant dif- ference is to be distinguished. In the public conception of the relation of the State to education, there have been many changes and much growth. The evolution of the State university, one of the most recent of educational phenomena, and also one of the most interesting, is the outcome of these changing opinions. It is the origin and history of State institutions for higher learning, to which this sketch directs espe- cial attention. For this study the States of the Northwest oifer a pro- ductive and peculiar field. Those who are interested in studying the principle of State control of education will find in such a sketch as this some interesting illustrations and some useful experience. The educational history of Indiana will serve to show how dominant is the idea that all functions of education have come to be vested in the State. At the time these western Territories were settled, and the first of their States was admitted to the Uni(m, it was a dominant idea in the public mind that primary education might well be promoted by the State, but that the higher education should be left to the control of re- ligious denominations, or to private benevolence. It was generally understood that most of the great universities of the world had been established by the church, or by the king as the kind parental guardian of his people. It was forgotten that whatever church or prince had to give was derived for the most part from the people at large. Says President Charles Kendall Adams of Cornell University : " Bologna, Paris, Oxford, Prague, Salamanca, and Cambridge were endowed in some cases by the church, in others by kings and princes, but in all cases with moneys which came directly or indirectly from the masses of the people. A peculiarity of the situation at the beginning of our national era was the fact, that, while the State was inclined to keep its hold on the education of children, it appeared to be not un- willing to abandon its direction of the education of youth. In colonial and provincial days, the State, as we have seen, had all grades of edu- cation under its fostering care, but now that the churches began to con- tend with one another for the occupancy of the field in higher educa- tion, the State showed an unmistakable tendency to leave the endow- ment of the higher grades of schools to the churches. The doctrine was often put forward, and soon came to be very generally held, that the moral and religious character of students in the higher schools of learning would be unsafe unless such schools were under the direct con- trol of the religious denominations — a doctrine built up on the singular postulate that children, so long as they are at an age that is peculiarly susceptible to religious impressions, may safely be left under the guid- ance of State schools, while at the moment they emerge from that age and enter upon a period less susceptible to such impressions, they must be under a more careful religious guidance than any which schools established by the State can afford." 6 LETTER OF TRANSMITTAL. This conditon of the public mind at the time of the earliest organiza- tion of States in the Northwest Territory led in large meatsure to decen- tralization of elTort in the establishing and the fostering of colleges. A generation later, in the newer States, there was a tendency toward centralization in a single university. The result of the differing poli- cies may be seen in the numerous colleges of Ohio on the one hand, and the development of the University of Michigan upon the other. Indi- ana illustrates the eft'ects of these conflicting ideas. In the first part of the century her people were influenced largely by the early opinions. The tendency to-day is toward more vigorous State support, and toward centralization of effort. A study of such an educational history can not fail to be profitable to the student of educational problems. Presi- dent Adams points out the significant fact, that there were two great statesmen of those early days, who, above all, appreciated the para- mount importance of the establishment by the State of institutions for higher learning ; who looked forward to an education of the people, for the people, and by the people. One of these statesmen was the founder of the University of Virginia ; the other entertained the loftier idea of a National University at the National Capital.' In the history of institutions for higher learning there are three phases to be easily distinguished. In the first place, they may be estab- lished, endowed, and controlled by religious denominations. This has been the case with most of the great institutions of the past. The second phase is to be seen as the result of private benevolence. Clark, Cornell, Vassar, and Johns Hopkins are examples. In the third phase we see the college and the university founded and maintained by the State. President Gilman, of the Johns Hopkins University, in a recent lecture at that institution on " The Eelation of the State to Education," called attention to the pertinent fact that one tendency in higher educa- tion is very largely toward State maintenance and control ; and he asserted that the northwestern States offered the best field for the study of the operation of this principle. More than twenty years ago, while professor in Yale College, in a discussion of the question, "What sort of schools ought the State to keep," President Gilman said : "The State may say to private parties, you may maintain the schools, and we will inspect them ; you shall have the responsibility, and we will bestow encouragement and bounties. This would give us univer- sal private schools. Or the State may say to the churches, you may do this work in your own religious way, and we will oversee and assist your efforts. This would give us universal parish schools. Neither of these plans stands any chance of adoption among us, at least in this genera- tion. Again, the State may say, we will maintain schools for the des- titute and neglected only, and all who cau afibrd to i)ay must look out for themselves. This would establish pauper schools— likepauper homes in the almshouses. Or, finally, the State may establish Public Schools ' Jeil'oi'son and Wasliiugtou. LETTER OF TRANSMITTAL. 7 adapted to the wants of all. The discussion is practically narrowed to a choice between these two conflicting theories." The essay from which I have quoted related chiefly, if not entirely, to the subject of common public schools for training in the elementary branches. But the same question pertains as well to schools of higher grades. Since then, we think the discussion has closed and the ques- tion, "What sort of schools ought the State to keep," is answered in the States of the Northwest by the unquestioned establishment of pub- lic schools of all grades open to all the people. The history of this establishment includes the origin and development of the State Uni- versity, the State Kormal School, and the State Agricultural and Me- chanical Institute. This sketch is a study along these lines. The sketch calls attention also to the development and value of the common school system. A writer in the English Westminster Eeview, for January, 1887, says : "The distinguishing feature of public education in America is that it is free. Tuition in all public schools, whether elementary or high, is essentially gratuitous ; in no other country has it been so clearly recog- nized that it is the duty of the State to provide free instruction for all the children of its people." Emile de Laveleye, in speaking of the United States some years ago, said : " It is not simply true that every one knows how to read, but every one does read for purposes of instruction, entertainment, participation in public affairs, direction of labor, gaining of money, or investigation of religious truth. The American Union in consequence uses up as much paper as France and England combined. Free to all, open to all, receiving upon its benches children of all classes, and all religious de- nominations, the Public School obliterates social distinctions, deadens religious animosities, roots out prejudices and antipathies, and inspires in all a love of their common country, and a respect for free institutions. It is the American public school which enables their people to assimi- late so great a number of foreigners every year into their nationality." The writer of this monograph believes that in no State is the Ameri- can common school system to be seen to better advantage than in In- diana. The School Law of the State and its practical service have attracted favorable comment from various States of the Union, and professional educators frequently accord to it precedence over the laws of all other States. The scheme upon which the Indiana system oper- ates and its ofiicial machinery are here presented. The monograph also traces the early struggles of pioneers to estab- lish a public institution for classical learning, even before the State be- came a member of the Union. General William Henry Harrison, at the " Boro of Vinoennes," in 1807, became the President of the first Board of Trustees of the first institution of learning founded in Indiana Terri- tory. This was the same year that Pulton's steamboat made its trial trip 8 LETTER OF TRANSMITTAL. on the Hudson ; it was but four years after Jefferson had completed Lis purchase of Louisiana, an event so freighted witli future cousquences to the Nation; scarcely a decade had elapsed since Great Britain had withdrawn her forces from northwestern soil; nearly a quarter of acen- tury was to elapse before the opening of the National Road offered easy immigration to the West; and it was longer still till the railway and the locomotive should appear. Along the banks of the Ohio and the Wabash, and on the larger interior streams, lived a few thousand whites, while many Indian tribes lived in rude huts on the river banks or roamed the forests of the Territory. Tecumseh and the Prophet were yet to reach the fulness of their power. • In these days, as this sketch shows, " with the howl of the wolf within hearing of their homes and the smoke of the wigwam within sight, the boys of the hardy settlers were learning to read, 'arma virumque cano.'^' The story of these times is surely not uninteresting in the his- tory of education. I respectfully recommend that this valuable monograph be published at the earliest possible day. I have the honor to be, sir, very respectfully, your obedient servant, N. H. E. Dawson, Commissioner. Department of the Inteetor, Washington, B. C, April 11, 1889. Sir : I acknowledge the receipt of your letter of February 27, 1889, in which you recommend the publication of a monograph giving a sketch of higher education in the State of Indiana. Authority is hereby given for the publication of the monograph pro- vided there are funds in sufiacient amount, available for such purpose. Very respectfully, John W. Noble, Secretary. The Commissioner of Education. CONTENTS. Introduction. Page. Periods of Educational History 19 ThePioueers 19 Preparation for the Present School Law 19 Under the Constitution of 1851 20 Chapter I. — Territorial Legislation of tub Continental Congress. State Claims in the Northwestern Territory 21 Virginia's Cession 21 Bland's Proposition for Land Reservation _. 21 Ordinance of 1784 22 Pickering's Suggestions 22 Law of 1785 22 Nature of its Reservation 22 Motive of Congress 22 Growth of the Idea of Free Schools 22 Ordinance of 1787 23 Centennial Celehration of This Ordinance 23 Definition of the Ordinance 23 The Ordinance as a Model for Suhsequent Legislation 23 George Rogers Clark 23 Diplomacy of Jay, Franklin, and Adams 23 The North west Territory 23 Maryland's Service to the Union 24 Land Cessions 24 The Ohio Company 24 Manasseh Cutler 24 Authorship of the Ordinance of 1787 24 Services of the Continental Congress 25 Two Great Documents 25 Provisions of the Ordinance : 1. Free Soil •. 25 Slavery in Indiana Territory 25 2. Religious Freedom - 27 3. Civil Liberty 27 4. Support and Eocouragement for Education 27 Tribute to the Ordinance 27 9 1 CONTENTS. CiiArxKU TI.— Trim Beginnings of Higher Education: VrxcBNNES IJni- VKR8ITY. Page. Laud Grant for TJnlvorsity 29 Indiana Territorial Districts 29 Act of Congress, 1804 29 (iallatiu locates a Seminary Township.. '. 29 Koservation of 1816 29 First Territorial Law for Education, 1806 30 Vinceiines University 30 Trustees 30 Provi.>iiou for Lottery: A Question in Morals 31 Samuel Scott ., 33 Knox County Seminary 33 Withdrawal of State Support, by Act of 1822 33 Litigation, the State vs. Vincennes University 33 Supreme Court Decision 34 Later History ^ 35 Chapter III. — The Common School System of Indiana. I. The Old Constitution and the Common Schools : Early Inhabitants of Indiana Territory 36 St. Clair and Gibault 36 Other Testimony 36 Delay in Devising a School System - 37 Obstacles and Impediments • '.^^ Early Home-Hunters in Indiana 38 Growth of Institutions 38 Origin of the Free School System in the Minds of Territorial Legislators. 3S Educational Provisions of the First Constitution. 1816 39 Early Legislation for Schools under this Constitution 40 Act of 1816 40 Act of 1821 41 Act of 1824 41 Act of 1833 41 Act of 1837 41 Era of Unsuccessful Effort 42 Educational Opinion 43 The Pioneer School 43 First Schools and Teachers in the Territory 43 " Early School Days : " Hon. B. C. Hobbs 44 Hardships of the Early Teacher 45 Nature of Educational Growth 45 The County Seminaries and Academies 45 The Seminary Teachers and Students 45 Benefits of the Seminaries 46 Agitation for Improved Common Schools 48 Local Self Government 48 Conditions Forcing Re lorm 49 Illiteracy in Indiana 49 Prof. Caleb Mills — An Educational Leader 50 Early Interest of Jlills in Common Scliocds 50 "One of the People" 51 HiHMenHag<^H 51 Influence of the Agitation ., 53 CONTENTS. 11 I. The Old Constitution and the Common Schools — Continued. Election for Free Schools 53 Another Message from " One of the People" 53 Act of 1849 53 State Treasurer and the School Superintendency 54 Chapter IV.— The Common' School System (Continued). II. The New Constitution and the System as it is : Constitutional Convention of 1851 - 55 Purpose of the Friends of Free Schools 55 Provision against Former Defects 55 The State Superintendency ; Hon. Jno. I. Morrison 56 Educational Provisions of the Constitution 56 The School Funds 56 Congressional Township Fund -• 57 Common School Fund and its Sources : Surplus Eevenue Fund 59 The Bank Tax Fund.... 59 The Saline Fund 60 TheSiuking Fund 60 The Seminary Fund 60 Total of Funds ." 61 Security oftheFunds 61 The School Fund can not he Diverted 62 Taxation for Tuition 62 The General Government and Education in Indiana 62 School Law of 1852 62 Constitutional Difficulties in the Way of Tuition Levy 63 Opposition to Free Schools 63 Mr. E. P. Cole on the "Educational Conditions of Indiana," 1857 63 State Teachers' Association 65 School Journal 66 Outline of the Present System 66 Superintendent of Public Instruction 67 Duties 67 List of 68 State Board of Education 68 Suggestions for Enlargement of 68 Present Board 69 The County Superintendents 69 School Trustees 70 The Township Trustee 71 Present Condition of Indiana Schools 72 Union of Common Schools with the Higher lustitutions 72 All Functions of Education Assumed hy the State 73 Chapter V. — The Indiana Seminary. Act of Admission 74 Constitution of 1816 74 Provision for University 74 Settlements in lndi.aua 75 Population 75 Boundary '. 75 12 CONTENTS. Page. Fonndation Day of tho Seminary "^^ Tlio Seminary Township '^■^ Governor Jeuning's Message '^^ Passage of tlm Seminary Act 5^6 Bloomington, the Seat of tho Seminary 76 Dr. David H. Maxwell 77 Prof. Bayiiard K. Hall 77 Tho "New Purchase" 77 Election of Professor Harney 78 Opposition 78 Report of Dr. Maxwell 78 Salaries 78 Board of Visitors ^ 79 The Seminary becomes tho State College 79 Chapter VI. — The College and the University. Act of Establishment 80 President Andrew Wylie 80 Course of Study ,.. .- 81 President Wylie's Services V\ Indiana University 81 School of Law 82 School of Medicine 82 Act of 1852 82 Later Presidents 82 Permanent Endowment 83 Annual Appropriations 83 Disasters by Fire 84 Too Early Sale of Lands 84 President Jordan 84 Courses ofStudy 85 Principles of the Courses 86 The University Idea 87 Organization 88 Trustees 83 Faculty 88 Location 89 Buildings 89 Expenses 90 Financial Condition 90 Library 90 Museum 91 Laboratories 92 Statistics of State Universities of the Northwest 95 Biographical Sketches 96 Chapter VII.— Purdue University. Foundation and Development of 102 Chapter VIII. — The Indiana State Normal School. Location and Organization 123 Act of Institution 123 CONTENTS. 13 Purpose 123 Appropriation 123 Classes of Students 123 Objects and Methods of the School 124 Principles of its Operation 124 Chapter IX.— Kose Polytechnic Institute. Purpose of the Institute 130 Chaunoey Kose 130 Foundation of a Technical School 130 First Board of Trustees 131 Death of Kose 131 His Bequests 131 President Charles 0. Thompson 131 President Mendenhall 132 Present Organization: Board of Managers 132 Faculty of Instruction 133 Plan of Instruction 133 Shops in Mechanics 133 Engineering 134 Mechanical Drawing Koom 135 Chemical Laboratory 135 Physical Laboratory 135 Mathematics 136 Language 136 Library 136 Course of Study 136 Buildings and Grounds , 137 Tuition Fees 137 Conditions of Admission 137 Alumni and Students 138 CiiAPTBK X.— The Denominational Institutions: De Pauw, Wabash, BUTLEK. Religion in Education 139 The Founding of Harvard 139 Yale 139 Inflneuce of the Church iu Indiana 139 De Pauw University: Influence of Wesley, Francis Asbury, and Matthew Simpson 140 Governor Wallace at President Simpson's Installation, 1840 140 Sectarianism in Indiana 142 President Simpson's Inaugural Words 142 Charter 143 Location 143 Purpose of Incorporation 143 Early Years 144 Trustees 144 Financial Resources 145 Washington C, De Pauw 145 14 CONTENTS. Pago. De Pauw Univk1!SIt\— Continued. Uuiveisity IJopartmcntH - 146 1. CollofTo of Liberal Arts 146 2. School of Theology 146 :i. School of Law 146 4. School of Military Science and Tactics 146 5. School of Music 146 6. School of Art 146 7. Grceucastle Preparatory School 147 Buildings 147 Library 148 Attendance 149 Growth of the University 149 Pluii of its Development 150 Wabash College : Foundation 152 Charter J 152 Location 153 Buildings 153 Laboratories 154 Scientific Collections - 154 Libraries 154 Courses of Study 155 Preparatory Department '. 155 Relations to School System of Indiana 155 Purpose of the College 155 The Presidents 156 Faculty 156 Butler University : Early Foundation 156 The Northwestern Christian University 1.56 Subscription of Stock 157 Commissioners 157 Elder O'Kano 158 Constructive Ideas ^ 158 Historical Development 159 President Hoshour 160 Effect of the War 160 President Benton 160 President Burgess 160 Eemoval to Irvington 161 Endowment 161 Ovid Butler 161 The Demia Butler Chair 161 Comiuercial Department 161 The Faculty 16-2 Courses of Study 162 CHArTBR XI.— Till-; Denominational Institutions (continued). FRANKLrx College : Eurly Baptist Imniigi'antu .„ 163 Albert F. Tilton 164 The Manual Labor Institute 164 CONTEMTS, 15 Page. Fkanklin College— Coutiuued. Financial Straits ,. 164 President Bailey 1()5 Suspension 165 Revival 165 President Way land 165 President Stott 166 Growth 166 Departments 166 Faculty 167 Directors 167 Alumni = .. 167 Hanover College : Presbyterian Synod of Salem 168 "-Rev. John Finley Crowe 168 Hanover Academy 168 Theological School 168 College Charter 168 Manual Lahor System 169 President Blythe ..,., '. 169 President McMaster 169 " Madison University " 169 Dr. Crowe - 170 Presidents Scovel and Edwards , 170 President Heckman 171 College Courses 171 Eleotives 172 Benefactors of Hanover 172 Faculty 172 Earlham College : Quaker Element in the Early Population 173 Systematic Measures for Ed ucation among the Friends 173 Friends' Boarding Scliool 174 Popular Contributions 174 Growth of the College 174 Coeducation 174 Eeligion in the College o^. 175 Faculty 175 Buildings and Equipment 175 Biological Laboratory 175 Parry Hall 176 Astronomical Observatory 176 Boarding Department 176 Courses of Study , 176 Conditions of Admission 176 Notre Dame : Early Jesuits in the Northwest 182 Father Badin 182 Location of St. Mary's 183 First College Building 183 Opening of the College 183 Eev. E. Sorin, President 183 Growth •- 183 Disaster 184 Present Condition 184 16 CONTENTS. Page. NoTitK Dame — ContiniUiil. Science l'^4 Keligiou 1^5 Scioiice Hall IS-'' Moohanical Eugimjirin;^ 1^5 Gymnasium 18(> Musical College , 18i3 College Course 1^5 Fort Wayne College 186 Moore's Hill College 189 Hartsville College , 191 Minor Institutions 192 Chaptek XII. — The Independent Nohmal Schools. Early Normal Schools - 193 Growing Demand for Normal Training 193 Teachers poorly Educated 193 Peculiar Demand 194 Class of Students 194 Valparaiso Normal School. Organization 194 Departments 195 Nature of the Work 19.5 Influence of the School 197 President H. B. Brown 197 Central Normal College, Danville : Organization 197 Growth 197 Faculty 196 Departments 198 Value of the Work 198 President Hargrave I'JS Southern Indiana Normal, Mitchell : Organization 199 Purposes 199 Faculty - , 199 Extent of the Work 199 Similar Institutions and their Influence 200 Conclusion : Growth of Two Generations 200 State Policy in Education 200 LIST OF ILLUSTRATIONS. Indiana University t I Preparatory School and Society Halls 82 Biological Laboratory 84 Chemical Laboratory "A" 86 WylieHall 88 Owen Hall 90 New Library Building 90 Physical Laboratory 92 Plan of Chemical Laboratory = 92 Purdue University - ^ » , 104 Agricultural Hall 112 Interior of Botanical Laboratory, U. S. Experiment Station 112 Plan of First Floor, Mechanical Laboratory 114 Plan of First Floor, Electric Laboratory 117 Plan of Second Floor, Electric Laboratory 118 Plans of Biological and Chemical Laboratories 119 The State Normal School 124 Rose Polytechnic Institute: IVIachiue Shops 139 Machine Shops, Interior View 134 Academic Building 134 Free-hand Drawing Eoom ., 134 Physical Laboratory "A" 136 Laboratory for Quantitative Analysis 136 De Pauw University : Main Building, East College 140 West College 142 Music Hall 146 McKim Observatory 148 Ladies' Hall 148 Hauover College 1C8 Earlham College : Parry Hall 174 Lecture Room, Parry Hall 174 Lindley Hall 176 Laboratory of Analytical Cliemistry 176 Notre Dame : First College Building 182 Before the Fire of 1879 184 Bird's-eye View of the New Notre Dame 184 Central Normal College, Danville 198 17 12524— ¥o. 10 2 HIGHER EDUCATION IN INDIANA. INTRODUCTION. There are three distiuct periods of educational history in Indiana : First, from the year of the celebrated Ordinance of 1787, until the adoption of the first Constitution at the time of the admission of the State into the Union in 1816. Second, the time of the operation of the old Constitution from 1816 to 1851. Third, from 1851, when the new Constitution was adopted until the present time. The history of the first period is the record of pioneers, in their at- tempt under the fostering care of the Federal Government to make provision for the future education of the people under the care of the State. The period in our continental history preceding and including the Ordinance of 1787, recorded legislation of vital importance in the subsequent history of Indiana Education. The record of that time be. longs as much to the history of the otter States of the Northwest as to that of Indiana ; but no sketch of Indiana educational history would be acceptable without some appreciation of this influence. To that early legislation and its influence we call attention in the first chapter of this work. The second period was one of preparation, during which the people were getting ready for the fulfillment in law of the educational provis- ion of their first Constitution. That Constitution asserted that " it shall be the duty of the general assembly, as soon as circumstances will per- mit, to provide by law for a general system of education, ascending in regular gradation from township schools to a State university wherein tuition shall be gratis and equally open to all." Circumstances seemed not to "permit" while that Constitution endured. Not that the Constitu- tion was at fault, but preparation for common schools in "regular grada- tion" was necessary. That period of foundation-laying lasted a genera- tion. For thirty-five years this provision of the Constitution was left unsatisfied by the general assembly of the State. The college, the academy, and the seminary had yet to lay the foundation for free com- mon schools. This was the period of the rise aud growth of the State and sectarian colleges and of the county seminaries. School lands were 19 20 HIGHER EDUCATION IN INDIANA. taken care of, but schools for the i^eoplo were not provided. The school fund was growing and was jealously guarded, and the enactment of a few inefficient school laws indicated the growth of educational senti- ment, but no uniform system of free schools was instituted for the State until after the adoption of the new Constitution. For five years or more before the constitutional convention met in 1850 an agitation was going on for free and uniform schools. Colleges and academies had produced the agitators. One of these college agitators, during the years froui 18iG to 1851, as we have occasion to relate in subsequent pages, addressed some forcible messages to the legislature. Speaking as " one of the peo- ple" his purpose was to give to the legislators an adequate idea of the dangers and evils of the existing illiteracy, and to press upon them their duty under the circumstances. By the existing law there was no uniformity throughout the State, or even throughout a single county or township in educational matters. The maintenance of schools depended upon the whims of the district. Feuds, apathy, or opposi- tion caused abandonment of education in many communities. The "pure democracy" of the New England town did not always succeed in the West. Not all communities in Indiana were like New England. Indiana stood twenty -third in the list of States in regard to popular education, with only three slave States below her. Such was the con- dition of the State when the new Constitution was adopted in 1851. It has been during this ttiird period, since 1851, and under the wise and liberal provisions of this second Constitution, that the present ad- vanced position of the State in educational afiairs has been attained. The essential fact in this period is that the fundamental law not only required that the educational system of the State should be general and uniform, but also forbade the enactment of local or special laws for supporting common schools. In 1852 these provisions were enacted into a law containing the germs of the present system. Tiiis act, after a few revisions under the guidance of Supreme Court decisions, was embodied in the act of 18G5, the last comprehensive statute on the sub- ject of common schools. Our sketch will include a brief analysis of this system of schools. But before directing attention to that theme, or before attempting to trace the growth of the higher education, we must turn to the early influences which made this development possible. To understand prop- erly the educational history of any of the States of the Northwest we must recall the organization of the territory from which tlu\v were formed. This will lead us to the inlluonco in the Northwest of the men of the lievolution and of the Congress of the Old Confederation. CHAPTER I. TERRITORIAL LEGISLATION OP THE CONTINENTAL CON- GRESS. At the close of the Revolutiouary War four States presented claims to the same or different parts of the Northwest Territory. Massachusetts and Connecticut claimed by their original royal char-, ters all the land between their northern and southern parallels from the Atlantic Ocean to the Mississippi Eiver. New York relied chiefly upon her rights derived from the Six Na- tions. Virginia, quoting the old charter granted by James I in 1609, which gave her the land north and south along the coast from Old Point Com- fort " up into the land north and west from sea to sea," and asserting the more tangible right of possession derived from the success of her expedition under George Rogers Clark, embraced by her claim what was then our entire Northwest. The settlement of these coniiicting claims was one of the most impor- tant questions with which the peace Congress of the old Confederacy had to deal. Through the courageous and far-seeing policy of Mary- land the Articles of Confederation had not been allowed to go into operation until assurance had been given by the claimant States that this land, " won by the common blood and treasure of all," should be- come the common possession of the United States. The cessions guar- anteed on the part of New York as early as 1780 and by Virginia as early as 1781 were completed by Connecticut's cession, September 30, 178C, with the exception of her "Western Reserve," which she held until 1800. On June 5, 1783, Colonel Bland, of Virginia, moved in Congress to accept Virginia's cession of her northwestern land to the General Gov- ernment on the terms which Virginia had offered. These terms were, chiefly, that Congress should guarantee to Virginia the possession of the territory now known as Kentucky. His motion included a proposition for the division of the Northwestern Territory into districts suitable for prospective States and for a reservation of land for the founding of seminaries of learning. This proposition was the first one looking toward an appropriation of public lands in the new Territory for the support of education. When Virginia afterward made her cession without condition, the proposi- 22 HIGHER EDUCATION IN INDIANA. lion of Colonel Bland was not revived l)y Mr. Jefferson in his ordi- nance of 1784. Kill, on May 7 of that year, a little more than a fort- night after the passage of liis ordinance, Jefferson reported to Congress a bill for ascertaining the mode of locating and disposing of lauds in the Western Territory. This bill received no attention from Congress till March 4, 1785, when it was reported from the committee unchanged. Timothy Pickering_ noticed that no provision was made in the bill for schools and academies, and in a letter to Eufus King, a member of the committee, Pickering called attention to the fact. On April 12, 17S5, the committee reported the bill with many modifications and additions. During the month's debate which followed, the clause which sought to give public support to religion was stricken out and on May 20, 1785, the bill became a law. This was the first law of Congress relating to education within the present Territory of Indiana. In the law were these significant words: "There shall be reserved from sale the lot Ko. 16 of every township for the maintenance of public schools within the said township." "This reservation," says Professor Knight, " marks the beginning of the policy which, uniformly observed since then, has set aside one thirty- sixth of the land in each new State for the maintenance of common schools."^ The reservation was, no doubt, in the nature of an inducement to pur- chasers, for the pioneer settlers who were proposing to leave their homes for the wilderness were seeking the most favorable terms they could se- cure, and the easiest way Congress had to meet its pressing creditors was by payment in lands. Whatever may have been the motive of Congress, whether it acted for revenue only or from a public-spirited purpose of establishing and fostering a system of State education, it is certain that the early settlers in the Ohio Valley were firm believers in general and higher education by the State. If they dictated terms to a needy Congress, it may still be said that the terms were wise and gen- erous and from a public spirit, and that the Congress acted not without meritorious design. This act of the Continental Congress may be looked upon as the beginning of State education in the AYest. The system of education seen in Indiana, and which we describe in the following pages, did not, as we have intimated, spring up in a day. Its rise and progress may not be said to be the result of any single leg- islative act nor the outcome of any one man's genius and foresight. The early law of 1785 to which we have refei-red does not contain the permanent principle on which these Commonwealths have developed a system of free education. We must iook elsewherefor the durable basis upon which the structure has been reared. Somewhere in law, by educational foresight, a found.ation was laid which has made this development possible. The tendency to trace the origin of institutions to some one act, opinion, or law has become a ' The Northwest Territory ; Papers of the Am. Hist. Assoc, Vol. I. TERRITORIAL LEGISLATION. 23 noticeable babit with the historic writer. But seldom, we repeat, may an institutional development be truly called the product of a single par- liamentary or legislative enactment. Yet, like the institutions of civil liberty, the educational institutions of the Northw^est Territory have their Magna Oharta. That great charter is found in THE ORDINANCE OF 1787. The school boys and girls of the "Old Northwest" have been learn- ing in recent years the history and the importance of this celebrated ordinance. The hundredth anniversary of its passage has been the occasion of calling the attention of the Commonwealths which it has blessed to the wisdom and benefits of its provisions. On the evening of July 13, 1887, more than 5,000 American teachers met in national convention at Chicago, the present metropolis of the Northwest Terri- tory, to celebrate the centennial anniversary of this last act of the old Confederate Congress. It is not the purpose of this sketch to give a history of the events leading to that enactment, nor to attempt to esti- mate adequately its great consequences. But some notice of its wise provisions and a brief outline of the influences leading to its adoption may not be impertinent in this connection. What was this celebrated ordinance, and why has it become so famous ? In itself the ordinance was but an act of the Continental Congress providing for the government of the Northwest Territory. It bears the distinction of being the model upon which nearly all subsequent Terri- torial governments were organized. The territory to which it applied, coming to England by the treaty of 1763 from the undefined claim of France, known as Louisiana, had come to the States of the Confederacy in 1783 by the definitive treaty of peace which acknowledged our in- dependence. The expedition of George Rogers Clark had secured possession of the disputed soil, and it was the right of possession which was the determining fact in the disposal of this region by the treaty closing the Revolution. It was the energy of Clark and the diplomacy of Jay, Franklin, and Adams which secured for us the great Northwest. But the Territory came to the States severally and not to the General Government. It embraced all territory south of the present bounda- ries of British Canada, east of the Alleghanies, north of the Chio, and east of the Mississippi, comprising the now flourishing States of Ohio, Indiana, Illinois, Wisconsin, and Michigan, and that part of Minnesota east of the Mississippi.' The lines of the conflicting claims of Massa- chusetts, Connecticut, New York, and Virginia ran across these lands. Their original charters usually gave them occasion to claim from sea 'Since the ordinance applied only to tbe land north of the Ohio, the laws of Ken- tucky were afterward operative across that river to low-water mark. By the cut- ting of the current in the lower part of the river some interesting land litigation has arisen between Indiana and Kentucky. 2+ HIGHER EDUCATION IN INDIANA. to sea. Marylaiul, one of the landless States, had wisely insisted as a condition of her iiuc^eptanceof the articles of confederation that the ter- ritory socun'roposed grants in disregard of the claims of the other States or rely- ing upon their pledges, received the Northwestern Territory from the delegates of Virginia. Virginia bad fitted out Clark's expedition with- out the help of the Continental Congress, and she held his success as a crowning title to the land. The Congress was now under obligation to provide for the government of the Northwest. The ordinance of 1784, prepared by Jefferson, was the immediate result, and was the first at- tempt of Congress in this direction. Except as the basis and the forerunner of later laws and the greater ordinance, the draft of Jefferson is not important in this sketeb. It opened the way and helped to make straight the path for the more im- portant enactment of three years -later. The immediate occasion for the ordinance of 1787 was the proposition of the Ohio Company of New England to purchase lands in the West. Gen. Eufus Putnam, Dr. Manasseh Cutler, and Gen. Samuel H. Parsons, as the author- ized directors of this company, were pressing Congress for a favorable offer of the public lauds. As early as 1783 some Revolutionary soldiers of New England had conceived the project of forming a new State west of the Ohio, and Timothy Pickering had outlined a plan for its govern- ment. Early in 178G they effected an organization and applied directly to Congress for liberal terms of purchase. The financial straits of the Continental Government tended to the promotion of their project; Con- gress was anxious to sell, the land company was anxious to buy. But the directors of the proposed new State had well-formed opinions as to the conditions upon which they were willing to purchase Government land, to leave their New England homes and to settle in the " fiir West." They were looking to the building of a free State, and it was reserved for Manasseh Cutler, their agent in the purchase, to secure in the fun- damental law of the Territory a stable foundation for future Common- wealths. AUTHORSHIP OP THE ORDINANCE. The controversy over the authorship of the ordinance is interesting only to technical and particular students of history. "Great meas- ures," says Mr. J. P. Dunn, in his history of Indiana, "are seldom the fruit of any one mind." It is well said in connection with the ordinance of 1787. Timothy Pickering is credited with the earliest suggestions of some of its fundamental features. Thomas Jefferson outlined the gen- eral plan for Territorial govern ments three years before. Nathan Dane, a careful and iiainstaking lawyer, as chairman of the committee of Con- TERRITORIAL LEGISLATION. 25 gress, had charge of the ordiuauce on its passage, and was, no doubt, its legal draughtsman. Manasseh (Jiitler, the wise and far-sighted agent of pioneer land i)urchaser8, secured particular and satisfactory amend- ments, and the original sixth article of the great compact forever for- bidding slavery north of the Ohio river, is found in his handwriting. The enactment was the result of a consensus of wisdom and the ex- perience of a series of years in land legislation. Its creation and pas- sago are a part of the record of the Continental Congress, and the honor connected with it belongs largely to that historic body. Owing to the impotence of its declining years no great honor or re- nown attached, in the early opinion of the American people, to the suc- cessor of the Revolutionary Congress. Its name had become almost a synonym for impotence. For nearly a decade of years it had dragged its weary length along without power, without energy, without respect, almost without a local habitation and a name. Later years have res- cued its memory from an unmerited disrespect. Yet this representa- tive Congress of a weak confederacy was the same Congress, in effect, wliicli had organized resistance to the mother country, had gathered the Colonial army, had given Washington his commission, had negoti- ated foreign assistance, and had declared and achieved our national in- dependence. A small assembly of great statesmen, sometimes for months unable to muster a quorum, it was a body Constitutionally so weak as to be despised, but personally so strong that, with all its Con- stitutional impediments, it was able to perform a work which has won the veneration of their posterity and the admiration of mankind. The records of the Continental Congress contain two remarkable documents which alone entitle the body to a memorable place in history. One of these is the Declaration of Independence, the other the Ordinance of 1787. The same body laid the foundation and prepared the way for the Constitution, and these three documents, in the opinion of Hon. George F. Hoar, "make the three title deeds of American history. "i The great statute of '87, the last six articles of which are in the nature of a compact between the original States and the people of the new Ter- ritories, contained for the prospective States some solemn guarantees. Upon these guarantees rests the fame of the ordinance. It guaranteed to their people forever : 1. FREE SOIL. " There shall be neither slavery nor involuntary servitude in the said Territory otherwise than in the punishment of crimes whereof the party shall have been duly convicted," These historic and familiar words, which became the model for subse- quent restrictions upon slavery, had been inserted by Jefferson in his Ordinance of 1784, but as his design covered the Southwest as well as the Northwest Territory, Congress refused to ratify the restrictiou. When, three years later, the words became part of the law of the land, they ' Oration at Centennial Celebration of the foundiug of Marietta, Ohio, April, 1888. 26 HIGHER EDUCATION IN INDIANA. made slavery forever illegal in tlieNorthwest Territory. At least, their enactment into law made tbo future pej-manenco of slavery impossible in these States. They were also the words of the famous Wilmot Pro- viso which attempted the rescue from slavery of our Mexican acquisi- tion in 1846 and 1847 ; and subsequently thoy were made a part of our Constitution by the 13th amendment, in 1865. Mr. J. P. Dunn in his late admirable sketch of the early history of Indiana has pointed out the extent to which slavery existed in the In- diana Territory. The Territorial statutes are evidence enough upon that point. In 1796, as Judge T. M. Gooley has made known,' the slaves in the Northwest, "as regards the legal question affecting their liberty," were divided into three classes: (1) Those subject to French owners previous to the cession to England in 1763 ; (2) Those held by British owners at the time of Jay's Treaty in 1796; (3) Those brought from States in which slavery was lawful. The first class had become merely an historical reminiscence ; English ownership had transmitted an in- considerable and a rapidly decreasing number — the only legal slaves that ever existed in the Territory after its possession by the United States ; it was the third class, that which came by immigration, chiefly from Virginia and Kentucky, which presented a slave problem to In- diana. The " act concerning servants, " approved by Governor Harrison September 17, 1807, bears testimony to a social condition from which sla- very was by no means debarred. The language concerning "negroes" " mulattoes " and the " purchase of servants, " the provisions concern- ing indentured servants, those allowing masters to bring their slaves into the Territory and to hold them in servitude until a specified age, attest the fact of slavery. But we do not find that any legal decision ever gave sanction to such enactments. In the course of events they would certainly have been set aside in a constitutional way ; and even though the majority of the people of Indiana had not soon voted to be- come a free Territory and a free State, it would have been decided as it was in Michigan that " a right of property in the human species can not exist in this Territory." Slavery could not exist in the face of the ordi- nance of 1787. The great compact guaranteed the soil in fact, as well as in theory, to free labor and free men. The eloquence of Senator Hoar at the centennial anniversary of the founding of Marietta, Ohio, in April 1888, is in accord with the truth of history : " When the older States or nations, where the chains of human bondage have been broken, shall utter the proud boast ' With a gr(>at sum obtained I this freedom,' each sister of this imperial group — Ohio, Michigan, Indiana, Illinois, Wisconsin — may lift her queenly head with the yet prouder answer, ' But I was free born. ' " The importance of this provision the events of history have in a meas- ure revealed. Without it the story of education in Indiana as it is to» day would not have been written. ' Cooloy's History ot Micliig.an. TERRITORIAL LEGISLATION. 27 2. EELIGIOTJS FREEDOM. This, also, the ordinance guaranteed : " No person, demeaning him- self in a peaceable, orderly manner, shall ever be molested on account of his mode of worship or religious sentiments, in the said territory." This was a step in advance of the general sentiment of the age. Establish- ment and religious discrimination had not yet been driven out of New England. In this respect Virginia had gone to the front. Jefferson, Madison, and Mason had been contending for some years in the Old Dominion for religious freedom. That which they had so great a struggle to secure under their own local government they thus helped to guarantee to the populations of future States. The influence of the fact on social jjrogress and education is best understood by those who most appreciate the significance of the idea of religious freedom in uni- versal history. 3. CIVIL LIBERTY. The benefits of habeas corpus, of trial by jury, of reasonable fines, and moderate bail, of all judicial proceedings according to the common law, these rights secured to Englishmen by Magna Charta and the glorious revolution of 1688, and which are embodied in the first eight amend- ments of our Constitution known as the "American Bill of Eights," were incorporated in the constitutional law of the Northwest Terri- tory. 4. SUPPORT AND ENCOURAGEMENT FOR EDUCATION. "Eeligion, morality, and knowledge being necessary to good gov- ernment and the happiness of mankind, schools and the means of edu- cation shall be forever encouraged." This guarantee is as familiar to the people of the Northwest as the language of the Declaration, or of the Constitution. It became the basis and inspiration of the educational life of these States. Like the first line of a written Constitution it bound each State, as it came into the Union, to recognize its obligation to carry out this provision. Such was the last act of the old Continental Congress.' It was q,n exercise of national sovereignty, as Madison said, •' without the least color of constitutional authority." It has been called " a usurpation to meet an emergency." That such an exercise of authority passed with- out serious objection shows the growth of sentiment in the States toward the national idea. Like Mr. Jefferson's later extra-constitutional act in the purchase of Louisiana, this assumption of power in imposing a form of government upon the Northwest has been fraught with such momentous consequences for good that the act is remembered as the 'The two other articles of compact in the ordiuance related to the division of the territory into States, and asserted the perpetual jurisdiction of the United States over the people of the new territories as a part of the Federal Union. 28 HIGHER EDUCATION IN INDIANA. chief glory of the closing yearn of tlie Oongress. The act was ratified by the Orst Congress under tlie Oonstitulioii. Tin; eulogies which it has received, though zealous in admiration, yet may not be called extrava- gant. Mr. Webster has said of it, " We are accustomed to praise the lawgivers of antiquity ; we help to perpetuate the fame of Solon and LycurguH ; but I doubt whether one single law of any law-giver, ancient or modern, has produced effects of more distinct, marked, and lasting character than the ordinance of 173.7. We see its consequences at this moment and we shall never cease to see them while the Ohio shall flow." Senator Iloar has called it one of the acts " which devoted this nation forever to equality, to education, to religion, and to liberty." Jndge Timothy Walker, of Ohio, has described it as "one of those matchless specimens of sagacious foresight which even the reckless spirit of inno- vation would not venture to assail." Oliief Justice Chase, in his Intro- duction to the Statutes of Ohio, says : " Never, probably, in the history of the world, did a measure of legislation so accurately fulfill, and yet so mightily exceed, the anticipation of the legislators. The ordinance has well been described as having been a pillar of cloud by day and of lire by night in the settlement and government of the Northwestern States. Dr. Cr. V. N. Lothrop, of the University of Michigan, says of this legislation, " In advance of the coming millions it had, as it were, shaped the earth and the heavens of a sleeping empire. The great char- ter of the Northwest had consecrated it irrevocably to human freedom, to religion, learning, and free thought. This one act is the most domi- nant one in our whole history since the landing of the Pilgrims. It is the act which became decisive in the great rebellion. Without it, so far as human judgment can discover, the victory of free labor would have become impossible." Attention has been directed, at so great a length, to this law because it is fundamental to all subsequent legislation in the Territory and the State. Its influence has been decisive, not only in determining legisla- tion, but in shaping thought and opinion upon popular education, and in giving direction to the spirit of the people. Without a comprehen- sion of its provisions and its influences the subsequenthistory of educa- tion in the State can hardly be explained. It may be safely said that the free school system of the State is the natural, if not the inevitable, out- growth of this radical and organic law. We give in a subsequent chapter a brief analysis of Indiana's sys- tem of education. CHAPTER II. THE BEGINNINGS OE HIGHER EDUCATION— VINCENNES UNIVERSITY. After the passage of the ordinance of 1787 Congress still hesitated to offer satisfactory terms of laud sales to the Ohio Comijany. Condi- tions offered in an ordinance, July 19 of that year, provided that the only reservation was to be the lot No. 16, as provided for in the law of 1785. Dr. Cutler insisted upon more favorable terms and he made known to Congress the only conditions upon which the Ohio Company was willing to purchase. By his perseverance aud determination he gained for the State of Ohio, by the law of July 23, 1787, two addi- tional townships for the perpetual support of a university. The prece- dent here established gave Indiana au opportunity to claim a similar donation from Congress, which, it will be seen, she afterwards obtained. Indiana Territory was organized in the year 1800. In 1804, March 26, Congress passed an act entitled, "An act making provision for the disposal of the public lands in the three land districts, viz, Detroit,. Kaskaskia, and Vincennes." In 1805 the Detroit district became the Territory of Michigan; in 1809 Kaskaskia became Illinois, embracing substantially the present States of Illinois and Wisconsin. The act of 1804 provided for the sale of certain lands, " with the exception of the section numbered sixteen, which shall be reserved in each township for the support of schools within the same ; also, of an entire township in each of the three described tracts of country or districts to be located by the Secretary of the Treasury for the use of a seminary of learning." On the 10th October, 1806, Albert Gallatin, then Secretary of the Treasury, located township No. 2 south, range 11 east, now in Gibson County, Indiana, for the use of a seminary of learniug, as required by this act. We will refer in this connection to the second reservation of land by Congress for the purpose of higher education in Indiana. By an act to provide for the admission of Indiana as a State of the Union, Congress provided, April 19, 1816, "that oue entire township, which shall be designated by the President of the United States, in addition to the one heretofore reserved for that purpose, shall be reserved for the use of a seminary of learning to be appropriated solely to the use of such seminary," by the legislature of the State. Mr. Monroe, then President, designated the township, which is now named Perry, in the county which received the name of Monroe by reason of the President's selec- tion. 29 30 HIGHER EDUCATION IN INDIANA. The first representative lawmaking power in the Northwest Territory pronij)tly turned its attention toward carrying out the declaration of the ordinance of 1787 in regard to encouraging "good government and the happiness of mankind " by the promotion of education. The Ohio University at Athens was founded by the Territorial legislature Jan- nary 9, 1802.^ This was nearly a year before Ohio's admission as a State. The Indiana Territory, organized as we have said in the year 1800, com- prised all of the Northwest Territory except the more thickly settled and lately separated Territory of Ohio. The same liberal policy toward education was early instituted in the Territory of Indiana, in harmony with the purpose of the early ordinance. The first general assembly of the Territory "begun and held at the Borough of Viucennes" passed "an act to incorporate an university in the Indiana Territory," which act was approved by Governor William Henry Harrison, November 29, 1806. The words preceding the " Be it enacted" are as follows : " Whereas the independence, happiness, and energy of every republic depends (under the influence of the destinies of Heaven) upon the wis- dom, virtue, talents, and energy of its citizens and rulers ; "And whereas science, literature, and the liberal arts contribute in an eminent degree to improve those qualities and requirements ; " And whereas learning hath ever been found the ablest advocate of genuine liberty, the best supporter of rational religion, and the source of the only solid and imperishable glory which nations can ac- quire ; " And forasmuch as literature and philosophy furnish the most useful and pleasing occupations, improving and varying the enjoyments of prosperity, affording relief under the pressure of misfortune, and hope and consolation in the hours of death ; "And considering that in a commonwealth where the humblest citi- zen may be elected to the highest public ofiices, and where the Heaven- born prerogative of the right to elect and to reject is retained and se- cured to the citizens, the knowledge which is requisite for a magistrate and elector should be widely diffused : " It was then enacted by the legislative council and house of represent- atives that an university be, and is hereby, instituted and incorporated within this Territory, " to be called and known by the name or style of the Vincennes University." The following persons designated by theordi- uance composed the first board of trustees : William Henry Harrison, John Gibson, Thomas T. Davis, Henry Vanderburgh, Waller Taylor, Ben- jamin Parke, Peter Jones, James Johnson, John Baddollet, John Eice Jones, George Wallace, William Bullitt, Elias McNamee, Henry Hurst, Gen. W. Johnston, Francis Vigo, Jacob Kuykendoll, Samuel McKee, Na- thaniel Ewing, George Leaoh, Luke Decker, Samuel Gwathmey, and John Johnson. Goveiiior Harrison was elected president of the board. This body was empowered to make bylaws, ordinances, and regulations Liuva N. W. Territory, 180V.', p. 101. BEGINNINGS OF HIGHER EDUCATION. 31 for its owa government not inconsistent witli the charter or laws of the Territory or of the United States. The trustees were to establish " as speedily as may be, an university within the borough of Vincennes,and to appoint to preside over and govern it, a jiresident and not exceeding four professors for the instruction of youth in Latin, Greek, French, and English languages, mathematics, natural philosophy, logic, rhetoric, and the law of nature and of nations." The faculty was empowered to grant, with the consent of the trustees, degrees in the liberal arts to such students as were considered pro&cient in learning. It was also enacted that " no x^articular tenets of religion shall be taught in said university," but it was provided that whenever it was deemed necessary for the " good of the university and for the progress of education, de- partments of theology, law, and physic might be established, and whenever the funds of the university permitted, all students were to be educated gratis in all or ^ny of the branches they might require." * Two other sections deserve to be quoted entire : "And whereas the establishment of an institution of this kind in the neighborhood of the aborigines of the country may tend to the gradual civilization of the rising generation, and if properly conducted be of essential service to themselves, and contribute greatly to the cause of humanity and brotherly love, which all men ought to bear to each other, of whatever color, and tend also to preserve that friendship and harmony which ought to exist between the Government and the Indians: Be it therefore enacted, and it is hereby enjoined on the said trustees to use their utmost endeavors to induce the said aborigines to send their children to the university for education, who, when sent, shall be maintained, clotjied, and educated at the expense of said institution." ^ " Be it enacted. That the said trustees, as soon as in their opinion the funds of the said institution will admit, are hereby required to estab- lish an institution for the education of females, and to make such by- laws and ordinances for said institution and the government thereof as as they may think proper." But the young Indians, it seems, had a greater relish for following Tecumseh on the war path than for the civilization of books. Only one Indian was ever allured within the walls of the institution. The young warriors, as was remarked at the time, " showed a far greater natural predisposition for disfurnishing the outside of other people's heads than for furnishing the insides of their own." After this indication of their philanthropic interest and Christian sympathy with their aboriginal neighbors, we find in this educational law of the Territorial legislators the further enactment, which we must transcribe in full : ' " That for the support of the aforesaid institution and for the pur- pose of procuring a library and the necessary philosophical and experi- mental apparatus, agreeably to the eighth section of this law, there shall be raised a sum not exceeding $20,000 by a lottery, to be carried ' Indiana Territorial Laws. 32 JIIOHEK EDUCATION IN INDIANA. ioto operation as 8i)eedily as may be after the passage of this act, and thatthetrustees of tlie said university shall appoiutftve discreet persons, either of their body or other persous, to be managers of the said lottery, each of whom shall give security, to be approved of by said trustees, in such sum as they shall direct, conditioned f(jr the faithful discharge of the duty required of said managers ; and the said managers shall have power to adopt such schemes as they may deem proper to sell the said tickets ['tickets' had not beeu 'said'] and to 8ui)erintend the drawing of the same and the payment of the prizes ; aud that as often as the said managers shall receive $1,000 they shall deposit the same in the hands of the treasurer of the said board of trustees, aud the said man- agers and trustees shall render an account of their proceedings therein at the next session of the legislature after the drawing of said lottery." This clause legalizing a public lottery in the name of higher education was the last of peculiar interest in this long law, except that the " professors during their professorship " and the " students while at col- lege " were to be exempt from militia duty. We do not find that much interest was subsequently taken in the successful operation of the lottery. Public sentiment in the State, no doubt, soon condemned such a financial policy, and it soon ceased to operate. It was revived and used as ameans of income to the Vincennes University at times in later years, but never without protest, and the institution of the lottery has long since been finally abolished. This practice, formerly existent iu many American States, has permanently disappeared from every State of the Union save one. Any one who is attracted to questions of casuistry will find iu this early legislation some interesting reflections. Perhaips these pioneers thoughtthe end justified the means ; orit might have been they thought that, as corporations have no souls, so nobody was answerable to any power, temporal or eternal, for the moral conduct of the State. There is evidence that they held the belief, in harmony with a doctrine often seen in practice iu later days, that the State might do what, bj' the law of right aud the public welfare, the individual should be prevented from doing. For we find in the Territorial laws an enactment, approved Sep- tember 17, 1807, to the effect that— " No person, in order to raise money or other propertj' for himself or another, shall publicly or privately put up a lottery of blanks and prizes, to be drawn or adventured for, or any prize or anything to be raffled or played for ; ichoever shall offend herein shall forfeit, to the use of the Territory, the whole sum of money or property proposed to be raised or gained J' It may be that the Territory intended by this means to guard the moral welfare of the people ; or it is barely possible tliat it rather pro- posed to allow no infringement upon its peculiar monopoly. At least the legislature proposed to see to it that if the lottery d(nice existed at all, the profits should accrue to the public, in the interests of education. BEGINNINGS OP HIGHER EDUCATION. 33 Thus, Viacennes University was the first institution for higher learn- ing established by and under the act of the Territorial jmblic; and it was the first such institution of learning within the limits of Indiana- To it was given the seminary township reserved by the act of Congress in 1804, and power was granted to sell 4,000 acres and to receive be- quests, and to hold not exceeding 100,000 acres of land. In the wil- derness, among hardy pioneers, before the State took its place in the Union, and years before any system of common schools for its people had birth, the representatives of the people made provision for the higher education. The Territorial University at Vincennes was not fully open for in- struction till 1810. Rev. Samuel Scott was its first president. Mr. Scott preached the first Protestant sermon in Indiana, and founded the first Protestant church in the State, the "Indiana Church" (Presbyterian) as it was called. He opened a private school in Vincennes in 1808, and this school became the nucleus of the university. To secure sufficient income for the institution it was allowed that elementary branches be taught in connection with it. The school at Vincennes was in contin- uous existence, in some capacity, until it was converted into the " Knox County Seminary " in 1825, an act which was afterwards declared to be illegal. But during these years, from 1810 to 1825, while it was nom- inally a public institution, it received no support from State taxation ; its trustees had allowed their organization to lapse, and the State en- tirely withdrew care and attention from its affairs. In 1822 an act was passed by the general assembly for the practical confiscation of its lands for the suiiport of the new " State seminary "at Bloomington, and in 1824 the State formally declared the Vincennes institution extinct. This act of 1822 recited the fact that the trustees of Vincennes University "had said portions of such lands, and had negligently permitted the corpo- ration. to die without having executed deeds to purchasers, and the act provided for the sale of the Seminary township in Gibson County, and for the use of the money as a " productive fund for the benefit of the State seminary," previously established at Bloomington. Subsequent acts, in 1825 and 1827, were passed providing for the sale of the sem- inary townshipsin Gibson and Monroe Counties, on the assumption that the lands granted to Vincennes University, in 1806, were still the prop- erty of the State. Out of these acts, under which 17,000 acres of the Gibson County lands were sold and the proceeds returned to the State treasury for the benefit of the seminary and college funds, came the subsequent litigation between the trustees of Vincennes University and the State of Indiana. This litigation it will be proper to describe briefly in this connection. The withdrawal of State care and attention from this early school is not fully explained. The removal of the capital of the Territory, and consequently of public influence, from Vincennes to Corydon, in 1813; the carelessness and the suspension of organization in its own board of 12524— No, 10 3 34 HIGHEK EDUCATION IN INDIANA. trustees and the indifferenco of its friends ; the rise of similar " acade- mies " and " seminaries " in otlier portions of the State ; the desire to have the State's " seininary" near the centre of population, which was tlien moving rapidly toward the north, and, perhaps, political influence — all these worked adversely to the continuance of the school at Vin- cenues as a State institution. But after the school had continued for some years as the Knox County Seminary, the old corporation was resuscitated by an act of the legislature in 1838, making provision for supplying vacancies in the board of trustees. A clause, however, was inserted in this act intended to i)revent the renewal of any claim to the seminary township taken from it in 1822. But in 1845 the trustees of Vincennes University, thus revived, laid claim to the Gib- son County lands, and to the proceeds of previous sales made by the State, which had been transferred to the Indiana University, formerly the State seminary, and suit was brought to test the question of title. On January 17, 1846, in order to make legal a suit against a State, and to relieve the occupants of the lands of responsibility and litigation, an act was passed by the State legislature authorizing " the trustees of Vincennes University to bring suit against the State of Indiana, and for other purposes." This suit, in the Marion County circuit court, resulted in a decree in favor of the trustees in the amount of $30,099.66 as the proceeds of previous sales. On an appeal to the supreme court of the State, this decision was reversed, the court holding that the act of the Territorial legislature of 1806 granting the lands- to the Vincennes University was nugatory, because no such power was vested in it by act of Congress, and that they were not, at the time of this sale and disposal, in existence as a corporation, having allowed their corporation to lapse. In this suit Mr. Samuel Judah appeared far the trustees and Mr. O. H. Smith and Mr. Geo. G. Dunn for the State. The trustees of the Vincennes University were not satisfied with this decision, and they sued out a writ of error from the Supreme Court of the United States, which, at the December term, 1852, reversed the de- cision of the supreme court of the State, holding that when the Terri- torial legislature of 1806 incorporated a " board of trustees of the Vin- cennes University," the grant of a township in the Vincennes district by the Congress of 1804, and which was located by the Secretary of the Treasury in 1806, attached to this board, although for the two preceding years there had been no grantee in existence ; and holding further that, if the board of trustees, by a failure to elect when vacancies oc- curred, or through any other means, became reduced to a less number than was authorized to act by the charter, the corporation was not thereby dissolved, but its franchises were suspended until restored by legislative action. By this decision the State recovered to the Vin- cennes University the sum of $66,585, one-fourth of which was retained as attorney's fees. It will be interesting to note on this topic that the trustees subsequently brought suit against Mr. Judah to compel him to BEGINNINGS OF HIGHER EDUCATION. .35 hand over to the university the $16,625 retained by him as attorney He answered that they had, by resolution duly entered upon their records, contracted to pay him one-fourth of what they should recover in the suit. The trustees replied that at the date referred to Mr. Judah was secretary of their board and had falsely entered the resolution upon their record, which Mr. Judah denied. Though two favorable decisions were gained by the trustees in the lower courts, Mr. Judah carried the case to the Supreme Court of the United States, and in 1864 gained a reversal, and the suit ended in his retention of the fees. We have carried this recital forward in point of time in order to place in connection the related events in the history of this pioneer institution. It is an interesting part of the educational history of the State. After the reorganization of its trustees by the enabling act of 1838, and after they had recovered by litigation more than $40,000 of its laud endow- ment, the Vincennes University, in 1853, again opened for academic instruction. Its endowment has since been increased to over $60,000, and its corps of instructors have brought the institution into the con- dition of a vigorous academic school. In 1856 a department for women was added to the school. This continued in successful operation as a separate department until 1870. In that year it was deemed advisable to unite the two schools, and since then pupils of both sexes have had the same teachers and recited in the same classes. Owing to the curtailment of its revenues by the action of the legis- lature the school has never become the complete institution designed by the founders, but has corresponded to the most advanced high schools and academies. It makes no pretensions to more than this at the present time. However, opportunities have been offered to those who desire to take a more advanced course to do so. Its regular gradu- ates are enabled without examination to enter the Junior class of the State University, and are prepared for that grade in similar institu- tions. President E. A. Bryan is a graduate of Indiana University, class of 1878, and his administration has'won for the institution a con- fident and growing favor. ■ The early history of Vincennes University is an essential part of the histoty of higher education by the State. In its early life it may be said to represent the first effort of the people toward a State university. During the most of its career its record is inseparably connected with the early conduct and attitude of the State toward higher education. Naturally its history leads our consideration to the Indiana University, to the account of which we presently turn. But before doing so, however, we wish to direct attention to the common school system of Indiana. CHAPTER III. THE COMMON SCHOOL SYSTEM OF INDIANA. I. — THE OLD CONSTITUTION AND THE COMMON SCHOOLS. " They are the most ignorant people in the world. There is not a fiftieth man that can either read or write." These words were spoken of the inhabitants of the Wabash Valley and the adjacent country by Governor St. Clair in 1790. What hath a century wrought ? Then there lived h^e a people isolated from civi- lization, almost untouched by the influences of refinement and cult- ure. They were living in a wilderness among savage beasts and sav- age men. The English-speaking population, outside of the military posts, consisted almost entirely of refugee adventurers who had come across the mountains, or followed the river courses, to reach the neigh- borhood of the old French settlements, or for the purpose of forming new settlements of their own. Frenchmen, Englishinen, and Ameri- cans, as Governor St. Clair himself records, had all given to Clark's late Indian expedition of 1786 all that they could spare, and " often much more than they could spare with any convenience to themselves." Most of these people had always been ignorant; the Indian wars had left all of them poor. P. Gibault, priest, and eighty-seven others are our witnesses to the "statement that the settlers comprised a few un- happy beings who are scarcely able to support their pitiful existence, not knowing where to find a morsel of bread to nourish their families."' At the time of which St. Clair and Gibault spoke, the French settler and his mode of life had not yet given place entirely to the institutions and spirit of English civilization. Within less than two decades there- after the Frenchman had disappeared as an element of influence in the institutional life of Indiana Territory, and the fact that his civilization and law had ever contested the soil was attested chiefly by the names he had left upon the map. When Indiaija became a separate Territory in 1800 the inhabitants were still poor, ignorant, unaspiring, unchanging; simple and relig- ious, it may be, but especially marked by a conspicuous absence of the spirit of enterprise. All reminiscences of that day, and some years later, go to prove that they liad but little thought to give to education. Mr. Washburn, in his sketch of Gov. Edward Coles, of Illinois, bears testimony to this fact in his description of the " poor white" element ' Dillon's History of Indiana, 36 THE COMMON SCHOOL SYSTEM. 37 which came from the Carolinas, and other parts of the South, into the southern settlements of Illinois and Indiana. Judge Burnett, of Ohio, in his " Notes" on the early life of the Territory, describes the inhabi- tants as strikingly ignorant and superstitious, treading in the footsteps of their fathers, imitative, destructive in their agricultural methods, ex- hausting their fields and then abandoning them, not seeming to know of any improvements in agriculture since the days when Noah planted his vineyard. These few indications may serve to give us some idea of the land and the people in Indiana in the two decades which met at the threshold of the nineteenth century. No doubt the picture, in large measure, is one of ignorance and poverty. Nevertheless the American had scarcely set his foot in the Territory before the project of free schools followed his coming. That he came in poverty renders his efforts for the realization of his desire a]! the more to his honor. We have seen what beginnings were made in higher education in the unsettled Territory in the first decade of this century. We wish now to trace the growth and influence of common schools for the people. Nearly a half century elapsed from the time the Vincennes University was established by the early pioneers of Indiana before the plan of the present common-school system of the State was completed in the Con- stitution of 1851. Why was there such delay in providing a common system for universal ijopular education 1 Was it that the men who founded Indiana were indifferent to the benefits of free education for all the people? Or, were they unwilling to undertake the burdens and responsibilities necessary for its provision 1 Or, did they fail to appre- ciate the necessity of popular education under a popular government? The evidence which we discover as we follow the history of Indiana pioneers all goes to prove that they had an earnest appreciation of these important elements in the upbuilding of a State. They were not for- ^ getful of the truth which Jefferson had taught — that " if a people expects ^^ to be ignorant and free in a state of civilization, it expects what never was and never can be;" and they were far from endorsing, either in their opinions or by their public conduct, the old dogma and heresy of privileged rulers — that the ignorance of the masses is necessary to their ^ obedience to law. Bather, they were possessed with a spirit of willing- ness to undergo a continuous struggle for the sake of their schools and colleges. It was not an easy task which they had before them, nor one which they could be expected to accomplish in a year or a decade ; and it is not surprising to those who have studied the conditions of their early life that more than a generation elapsed with the people of Indiana before they had worked out a comprehensive system of schools to be applied in common to all the communities of the State. Those who understand the impediments and difficulties which they endured will not speak in disparagement of them in this respect. In their first State Constitution, as we shall see, the people made it incumbent upon 38 HIGHEK EDUCATION IN INDIANA. subsequent legislatures to establish a system of common schools=a ^ resj)onsibility from which subsequent generations could never escape— and the early efibrts in this direction, without precedents or models, or means, or the conveniences of settled communities, is proof sufl&cient of 1 the earnest desire of the people for educational advancement. It must be remembered that when the early home-hunters came into Indiana they came, in the great majority of cases, in comparative pov- erty. The uplands of Indiana were in densest forest, the lowlands were often flooded, and the prairies were for the most part in uridrained swamps. Judge D. D. Banta, in his account of the early years of the university, says of the early comers : " These were all poor men, poor even for their own day. Most were able to buy 40, 80, or 100 acres of land at 'Congress price,' but there were comparatively few who could -^ do more. What had they undertaken ? To subdue the wilderness ; to [ wrest from reluctant nature a livelihood for themselves and their fami- lies; to construct highways; to build towns; to establish churches and schools— in a word, to make a State. What had they to encounter? The story of their hardships never has been and never can be fully told. There was the forest, dense, damp, and gloomy, unexcelled in its mag- nitude in this forest continent of ours; swamps interminable where now are fruitful fields; wild beasts waiting to devour the products of labor; the late and early frosts ; the annual floods ; the want of markets ; a financial revulsion more disastrous in its consequences than has ever cursed the people of Indiana since ; and the almost universal preva- lence of the autumnal and other sickness peculiar to a new country. From 1820 to 1825 the mortality in the State was appalling. In the fall of 1820 the sickness in the Blue River settlements was so great that there were not enough well people to nurse the sick ones. In 1822 an epidemic of fever broke out in the new town of Indianapolis, and car- ried off 72 persons, an eighth of the population. In 1820 over 100 out of a population of 600 died in Yevay. Palestine, then the seat of jus- tice in Lawrence County, was nearly depopulated." "In most neigh- borhoods," says another historian, "there were but few persons who escaped without one or more severe attacks of fever. Death numbered his victims by hundreds. The land was filled with mourniug, and the graveyards were filled with the pioneer dead." It was in such times as these that the subsoiling and preparation > were going forward for the system of education vrhich, it has often been thought, was conceived and invented in the second constitutional convention of 1851. But it is to be observed that it is not by quick invention that lasting and worthy institutions arise. Rather the slowly acquired habits of life, the experiences gained through difiSculties and />/ failures, are the means by which firm foundations are established. The English-speaking people receive their organized life, in civil society, law, politics and education, not from persuasion, philosophy or logic but from the realities of actual experience. Because of this is it so THE COMMON SCHOOL SYSTEM. 39 frequently said that our institutions are a growth. To make great institutions out of hand, either educational or political, has seldom, if ever, fallen to the lot of any people. Noticing this truth in the growth of institutions we may truly say that the common-school system of Indiaua, as it is to-day, is in no inconsiderable measure the result of these 50 years of apparent neglect, defeat, and failure. The people were learning in the severe school of adversity. It is well further to emphasize the fact that the Indiana school sys- tem is not the product of some creative genius in the constitutional convention of 1851, a body which has been, perhaps, too much eulo- gized by such assertions in Indiana educational literature. The idea was of earlier origin. As ex-Superintendent John W. Holcombe has said, " the conception and invention of our system took place in the minds of our territorial statesmen." True, the date of 1851 marks an epoch in Indiana educational development. Within a few years, under the operation of a new Constitution and a new law, a great change occurred in the aspect of public education, and it seemed that all these things which were good had come from the measures which were new. "But what is the teaching of history?" asks a social reformer, "but that great transformations, while ages in unnoticed preparation, when once inaugurated, are accomplished with a rapidity and resistless mo- mentum proportioned to their magnitude, not limited by it." The labor of a generation, and the changed conditions resulting therefrom, had made possible the realization of what had been the con- stant desire, we may even say the settled purpose, of men who had come before. The principle of uniform education in free schools sup- ported by the State came down through the Constitution of 1816 from - the men who first made Indiana a State. The men of the convention of 1851 may be said to have recognized, certainly they did not conceive, the idea as a policy for the State. To their honor it may be said that, by the line of positive progress which they pursued, they gave the idea a favorable opportunity to develop. We should look with gratitude to the workers of the later convention, but we must not fail to recog- nize the work of their fathers, who laid the foundation upon which they stood. That the people strove for a generation without accomplishing the object in view does not prove the effort to have been useless or vaiu, or that the object was not clearly apprehended. The first Constitution under which the people seemed to be struggling toward a goal which itself had set before them, continually reminded the general assembly of what had yet to be done. This Constitution was adopted in convention at Corydon in 1816. It contained these provisions on the subject of education : 1. " Knowledge and learning generally diffused throughout a com- munity, being essential to the preservation of a free government, and spreading the opportunities and advantages of education through the various parts of the country being highly conducive to this end, it shall 40 HIGHEE EDUCATION IN INDIANA. be tlio duty of the general assembly to provide by law for the improve- ment of such lands as are, or hereafter may be, granted by the United States to this State for the use of schools, and to apply any funds which may be raised from such lands, or from any other quarter, to the accom- plishment of the grand object for which they are or may be intended. But no lands granted for the use of schools or seminaries of learning shall be sold by authority of this State prior to the year 1820; and the moneys which may be raised out of the sale of any such limds, or other- wise obtained for the purposes aforesaid, shall be and remain a fund for the exclusive purpose of promoting the interest of literature and the sciences, and for the support of seminaries and public schools. The general assembly shall, from time to time, pass such laws as shall be calculated to encourage intellectual, scientific, and agricultural im- provements, by allowing rewards and immunities for the promotion and imi^rovement of arts, sciences, commerce, manufactures, and natural history; and to countenance and encourage the principles of humanity, honesty, industry, and morality. 2. " It shall be the duty of the general assembly, as soon as circum- stances will permit, to provide by law for a general system of educa- tion, ascending in a regular gradation from township schools to a State university, wherein tuition shall be gratis and equally o^ien to all. 3. "And for the promotion of such salutary end the money which shall be paid as an equivalent by persons exempt from militia duty, except in times of war, shall be exclusively and in equal proportions applied to the support of county seminaries ; also all fines assessed for any breach of the penal laws shall be applied to said seminaries in the counties wherein they shall be assessed." "No efficient school law," says Mr, H. M. Skinner, " was ever passed under that Constitution." However, immediate steps were taken for the care and improvement of the school lands. Perhaps under the conditions of that time, which we have in a measure described, this was the best which could be done. If they could not then support schools, they would see to the care of the revenue for the future. An act of December 24, 1816, provided for the appointment of a superin- tendent of the school section in each congressional township. It was the duty of this officer to attend to the leasing of the school lauds. The unimproved lands he could let out for seven years, allowing one lessee to a quarter section. The improved lands might be let for three years, tlie lessee being required to set out apple and peach trees to the number of 100 each on his allotment. The superintendent was ap- pointed for a term of two years, to be paid at the discretion of the county commissioners. , The first school law of the State was enacted at this time, December ""^4, 1816. It provided that by the petition of twenty householders in * any Congressional township, there should be an election of three town- ship trustees for school purposes. The law gave to these trustees all THE COMMON SCHOOL SYSTEM. 41 necessary pbwers to promote education and to encourage schools ; but for their work they were left without visible means. Their chief purpose seemed to be to wait for revenne. On the 9th of January, 1821, the general assembly appointed a com- mittee of seven to prepare for the assembly at its next session a bill providing for a general State system of education. They wete in- structed to " guard especially against any distinction between the rich and the poor." The vacation during which the committee was to do this work passed away without the preparation of a bill. A joint resolu- tion at the next session, reminded the committee of its duty. But it was not until January 31, 1824, that the expected school law was" secured. It was entitled "An act to incorporate Congressional town- ships, and providing for public schools therein." By its provisions there were to be three trustees for each township who were to have power to locate school districts, to appoint subtrustees for these dis- tricts, to manage the school lands, and to have the general manage- ment of the schools. The school buildings were to be erected by the people of the several districts, and the law levied the tax for that pur- pose in the shape of manual labor. Every able-bodied male person, except minors, was to work one day each week until the district school- house be completed. Every voter was turned into a builder, some were carpenters, some masons, some hewers. In case the builder refused to work, or to pay an equivalent in glass, boards, nails, or other mate- rial, he was to be fined 37J cents a day for each day's failure. Specifica- tions were made as to the schoolhouses ; the ceiling was to be eight feet high, the floor one foot from the ground. The trustees were also made township examiners, and the teacher was required to i)rove his competency before this non-professional body by examination in the three branches of the entire school curriculum, reading, writing, and arithmetic. The schools established by this law were neither general nor free. They were not general, because the law did not make their establish- ment mandatory. They were not free, because no State revenue was provided for their maintenance ; they were sustained by " rate bills," a kind of graduated tuition fee. The consequence of these important defects was that, while in an enterprising neighborhood schools were sustained for a few months in the year, in many parts of the State schools were entirely unknown. Another general school law was passed February 2, 1833, but it seems to have had no considerable influence on the educational develop- ment of the State. To the three trustees in each Congressional township, it added a school commissioner for the county. The school corporation was evidently growing. It had passed from the district to the town- ship ; it had now reached the county. The law gave to the inhabitants of each Congressional township the option of determining whether, when their school lands had been sold, / 42 HIGHER EDUCATION IN ^INDIANA. tlioy would lend the money in their corporate capacity to the citizens ol" their township and county, or give it in trust to the loan ofiQce of the State. In the first instance, there was no security beyond the mort- gage or note of the individual borrower; in the second, the faith of the State was pledged for the perpetual payment of the interest. Many individual interests would lead the township to the former course. The State was still leaving too much local self-government to the people. The next general school law of the State was enacted February 6, 1837. By this law the county school commissioner was retained and to him was assigned the duty of managing the school revenues. Three county school examiners were provided for, whose duty it should be to pass upon the qualifications of teachers, and who were to be appointed by the judge of the circuit court. There were to be as formerly three trus- tees to each Congressional township. The county commissioner and the trustees were to hold their offices for three years, the examiners for one. In each district there were to be three district trustees. All matters pertaining to schools, the building of houses, length of term, etc., were- to be left to popular vote, the election for all such purposes being con- ducted under the supervision of the district trustees. In this law no pro- vision was made for town and city schools. ■ These, it was supposed, would be provided in the various county seats by the county seminaries, which we presently describe. We have here given a brief sketch of the general school legislation under the Constitution of 1816,' to the time when the agitation began which resulted through the convention of 1851, and the law of 1852, in a new period in the educational development of the State. With the test of the law of 1837, the first epoch may be said to have closed. It was an epoch of experiment. This law and all its predecessors upon which if- was based were inadequate. As a means of providing for pop- ular education in free common schools they must be regarded as fail- ures. They may have accomplished some other good ; certainly they did not accomplish the principal object which the legislators and the peo- ple seemed to have had in view. It must not be supposed that during this time there was no other school legislation. There was much ; but all of it, as we shall have oc- casion to see, related to the State and county seminaries, to the care and sale of school lauds and the accumulation of the school fund. These were by no means unimportant matters, and in the light of the Indiana school fund of to-day, whicli is held in such inviolable trust by the State, it does not become any one of this generation to depreciate the sense and foresight of the legislators of a half century ago. In forming our opinions of these men, we must think in part from their point of view. Evidently they thought that as a natural stream may not rise higher than its source, so, indeed, could none of the common district schools be developed faster than the districts themselves. The school, if ' Holcombe's Report, 1884. THE COMMON SCHOOL SYSTEM. 43 a district saw fit to establish one, could be in no further stage of develop- ment thau the people whose school it was. As yet there was no thought that the State might control and use the schools for the better growth of the local district. The kinds of schools the various townships should have was not thought a proper subject of legislation by the State. To give the various counties and districts an opportunity, or to take care of the school lauds was, it was thought, the most of what the State needed to do. And after all it is only upon this material basis of se- cured wealth that the superstructure of our present school system can rest. It has been well observed that the wonder is, that in the promo- tion of general education the early legislators succeeded so well. Their difficulties of which we have often heard, we have probably never been able to appreciate. Certain it is, they did not lose sight for a moment of the consummation toward which they labored — free public schools by the State for universal education. But why this failure of which we have spoken ? Such instances of trial and failure have given rise to what is now almost an historical adage, that a people, struggling with the problems of government and institutions, are first to be taught by their failures, afterward by their successes. The experience furnished the usual proc- ess of social development, through which it seems the people had nec- essarily to go, a process which leads us to observe that while any pos- sible, but inadequate, measure is still open and untried, the common- wealth refuses the final and radical remedy. The common schools of this period, as we may well expect, were few and poor indeed. Remi- niscences of them suggest the old story of the rugged pioneer teacher, the log schoolhouse, the bare rude walls, the rough pins above the teacher's desk to hold his " gads," the huge fireplace, the rickety back- less benches, the writing exercise, the spelling-book, and "ciphering to the double rule of three" — these recall for us the early school. The buildings were in most instances in inconvenient places and without furniture — such a matter as the modern apparatus not having ijeen thought of. There were some professional teachers in those days, but usually the schools were managed and the lessons heard by men — seldom by women — with whom school-teaching was but an incidental occupation. The secular schools in the Territory before the admission of the State probably did not number a score, and fewer of them were free. M. Eivet, a French missionary, had opened a school at Vincennes as early as 1793. One was opened near Charlestown, Clark County, in 1803. John Dumout and wife, coming from New York, taught in Vevay as early as 1812. School was taught in the old fort which stood where Fort Wayne is now, in 1821, and in various other parts of the State there were occa- sional schools usually conducted as private enterprises. Barnabas 0. Hobbs, a veteran teacher of the State, and ex-superin- tendent of public instruction, in his reminiscences of " Early School 44 HIGHER EDUCATION IN INDIANA. Days," says : " The pioneer teachers were generally adventurerti from the east or from England, Scotland, or Ireland, who nought temporary employment during winter while waiting for an opening for business. Another class wei'e men unsuccessful in trade, or who were lame or otherwise disabled. I once went to school to a retired liquor seller, who was very corpulent and sedentary in his habits. He was extraordina- rily faithful in beginning early and ' keeping ' late. School commenced at 7 in summer and 7:30 in winter. Eecesses, morning and afternoon, were five minutes long, and we had one hour at noon. We were fully ten hours in school in summer. How scarcely endurable was that confine ment! We had to sit\)u backless benches all those long days, and we wished — anxiously wished — recess or noon or night would come. Hours seemed like ages. May no generation ever be so punished again. But there was some silver lining to that cloud in my early school days. It is unreasonable to suppose that 250 pounds avoirdupois could sit in one corner of any house all day without getting sleepy. Peace to his mem- ory. When the naps came there was relief to the school. We ever enjoyed these genial occasions, and dreaded to see the gentleman wake up. I never complained of his needed siestas." This was probably a type of a good many schools of the time. But that day in some respects was not unlike this; there were then as now schools and schools, teachers and teachers. Mr. Hobbs bears testimony of another kind: "An accomplished woman from a bright center in North Carolina, taught a summer school in southern Indiana in the early days. She had read much and could talk well ; she had a happy way of illustrating prose and poetry by anecdotes of history and biography, and she could tell much about mythology. The lessons of poetry in Murray's Introduction and English Reader, became intensely interesting after her stories about Greece and Eome, Ajax, Pegasus, and Parnassus. She stirred within me a love for classic literature, history and art which has never abated and which has led me to buy many books that would not otherwise have been bought. She lived a few years imperfectly appreciated, aud went to the upper kingdom. " To such early and worthy teachers were due in no small measure the influences which subsequently moulded public opinion for a better time. The trustees whose duty it was to examine the teachers were, as a rule, incapable; the teacher himself was usually without education. If one could write and show the boys how to cipher through the " rule of three" he was considered unusually proficient. There were no teachers' institutes, normal schools, or best methods. To spell well and to write a good haud were considered the chief ends of learning. The trustees were required by law to employ their teacher upon the most advanta- geous terms. Consequently the article of agreement specified what produce should be paid him, whore it should be ilelivered, what ]>art should be in money, and whether or not the teacher should " board round." THE COMMON SCHOOL SYSTEM. 45 These early schools often lasted from sunrise to sunset. The first comers generally received first attention from the teacher, the subse- qnent arrivals awaiting attention in turn. Sometimes the first comer was awarded the place of honor at the head of the class, and in conse- quence the smart boy would be apt to be found awaiting his teacher at the school door at 5 o'clock in the morning. The schools were gener- ally " noisy," every pupil conning his lesson as loud as he pleased. The discussion as to the relative merits of "loud" and "silent" schools occupied the attention of educators for a considerable period of years. The capable young teacher of those days, though he had no great drain on his intellectual capacity in the schoolroom, had not an easy time in other ways. He was a pioneer worker like his neighbors. One of them who was afterwards a teacher in the State University has left some recollections of his first country school in Monroe County, within four miles of the location of the university. It was in the early thirties. The " big road " — the State road to Columbus — was the only highway through the country. The woods were full of deer and turkeys ; coons and foxes and wolves and panthers jirowled around occasionally, and now and then a bear was known to pass through the neighborhood. The boys of that day, the young teacher among them, had to work harder than seems necessary now. They had the trees to cut down^ cut up, roll, and burn, sprouts to grub up, rails to make and haul, fences to build, corn to plow and hoe in the rootiest ground one ever saw. At harvest they had the wheat to cut with a sickle, to tramp it out with horses or beat it out with a flail. It was not an easy task under such circumstances, while most of the people were striving for homes and existence, to establish a uniform system of schools among the common people. But we would not be understood as implying that education at this time in Indiana, depended alone upon the struggling free schools. In such a case the outlook would have been hopeless. But that common law of development, so noticeable in the history of education, was work- ing here as it had invariably worked before. The foundation, if we may employ the paradox, was laid at the apex of our educational system. It was the colleges and seminaries which were destined to work out the problem of the lower schools. The colleges had begun to do their work, and local seminaries were multiplying and growing. Their influences were taking permanent hold on the State. We can not in this sketch fail to recognize the rise and influence of the old county seminaries. Only a brief outline of their history can be given. By the act of January 26, 1818, the Governor was empowered to appoint a seminary trustee for each county whose duty it should be to attend to the accumulation of a seminary fund from fines and for- feitures, and to loan this fund to the best advantage. Two years later the legislature chartered the State seminary at Bloomington. As early as 1821, Eev. William Haughton, an Irish Quaker, opened a 46 HIGIIEK EDUCATION IN INDIANA. school in Fayette County. He became famous as a teacher through- out the southeastern part of the State, and largely through his efforts thefirst county seminary in the State was established iu Union OouTity, February 7, 1825. This was the beginning of the county seminaries, a series of institutions established in various counties of the State to serve the need of advanced i)upils and to prepare students for college. Their history extends through a period of 25 years. The establishment of the Union County Seminary at Liberty in 1825 was by special charter, but in 1831 a general law provided for the es- tablishment of a seminary in each county. Besides these institutions under the control of the respective counties, other institutions of a sim- ilar kind generally called "academies" were established iu various parts of the State, whose charters were secured from the legislature by towns and cities and religious denominations. The earliest of these was founded December 27, 1816, in Corydon, then the capital of the State. One followed soon after, January 9, 1823, at Aurora, secured chiefly through the enterprise of James Walker, Jesse L. Holman, and other public-spirited citizens of Dearborn County. The Territorial University became Knox County Seminary in 1825, These schools, like the elementary schools, were not supported with- out a charge for tuition in the shape of " rate bills." As the buildings, fuel, and furnishings were supplied by county funds, the charges were not very heavy. The success which any seminary achieved depended almost entirely upon the principal who was placed at its head and who became its faculty and directing energy. Many worthy educators to whom later generations in Indiana are indebted in an inestimable de- gree, gave the first and best energies of their professional lives to the establishment and maintenance of these schools. John I. Morrison, Samuel K. Hoshour, George W. Hoss, Hiram A. Hunter, B. P. Cole, Barnabas C. Hobbs, James G. May,-George A. Chase, Cyrus l^Tutt, John Dumont, and other faithful teachers who were in subsequent years the prominent educators of Indiana were early principals in these efficient schools. /From among their students have come many men known to fame. Nathan Kimball, Newton Booth, late U. S. Senator from Cali- fornia, and Washington 0. DePauw, were students of the Salem Sem- inary under Morrison. Oliver P. Morton and Lew Wallace studied under Hoshour in the Wayne County Seminary at Centreville. Miles J. Fletcher, Thomas A. Hendricks, John Coburn, and many other promi- nent men of Indiana, received their preparatory training in these insti- tutions. These old seminaries gradually disappeared after the passage of the first school la n^ under the new Constitution. The free public high schools have succeeded to their places. In their day they served an excellent, we may even say indispensable, purpose, They raised the educational standard of the State ; they educated teachers, they brought the ad- vantages of education within reach of a majority of the people, and in THE COMMON SCHOOL SYSTEM. 47 demonstrating the gteat benefits therefrom they made possible the movement for universal schools. They were the main reliance for the education of the people for a quarter of a century. They are to be- assigned a respectable place in the story of Indiana schools, and their influence is yet felt in the educational forces of the State, not only in the work of a few of their number which still survive, but in the impres- sions left by the many which have long since suspended their opera- tions. "The very names of the old seminaries," says Mr. Skinner, " call back in the minds of elderly citizens trooping memories of the days of youth. Pictures of faces long changed by time or resolved to dust in the church- yard, with glad young voices that call no more except in memory's halls, are evoked with every thought of these old schools." Several of these academies and seminaries, instead of closing their doors as most of them did, developed into larger institutions. The State Seminary at Bloomington became the State University. The Teachers' Seminary at Crawfordsville became Wabash College. Han- over Academy has grown into Hanover College, and the Manual Labor Institute at Franklin was the forerunner of Franklin College. Mr. H. M. Skinner has collected as complete a list as possible of these schools with the dates of their incorporation which we transfer to our pages.^ ' Incorporation of County Seminaries. County. Union Knox Gibson Orange Jeiferson Franklin Lawrence Shelby Decatur Greene Monroe (Female Sem- inary) Poaey Date of in- corporation. Feb. 7, 1825 Feb. 12, 1825 Jan. 21,1826 26, 1826 11, 1830 22. 1830 8, 1831 29. 1831 Jan. 26, 1832 .-..do Jan. Jan. Jan. Jan. Jan. Jan. 29, 1833 Feb. 1, 1834 County. Perry Switzerland Dearborn Crawford Rush Parke Carroll Clay Kosciusko (Leesburgb School Society) Daviess Laporto Brown Date of in- corporation. Jan. 30, 1831 Feb. 1, 1831 Jan. 2, 1835 Feb. 7, 1835 Feb. 1, 1836 Feb. 5, 1836 Jan. 27, 1837 Fob. 2, 1837 Feb. 24, 1810 Fob. 10, 1811 Feb. 9, 1813 Feb. 11,1813 INCORPOUATION OF SEMINARIES IN GENERAL. Name. Corydon Seminary Aurora Seminary Cambridge Academy (Dearborn County) Hanover Academy Eugene Academy Rising Sun Seminary Date of in- corporation. Dec. 27, 1816 Jan. 9,1823 Jan. 13, 1826 Jan. 6, 1829 Dec. 31, 1829 Dec. 30, 1829 48 HIGHEK EDUCATION IN INDIANA. Wo have now to approach the period of the new Constitution. The agitation leading to the changes which occurred in educational sen- timent and legislation in Indiana, between the years 1840 and 18.52, contains an interesting and instructive story. Out of that agitation came the main features of the present school system of the State. By it the people were moved to supply the deficiency which had stood so long and on account of which the State had made so little progress in popular intelligence. The axe had to be laid to the root of the evil. Firm belief in the principle of local self-government wasdorainautin the minds of the early settlers in Indiana. In their adherence to this principle they consented to let the pendulum swing too far from cen- tralization. They seemed not yet willing to concede that the district school should be a State institution, and the teacher a State officer. They would leave each community to regulate its own affairs in school matters, in its own way, without aid, almost without advice, always without interference or supervision. Yet all communities were not Incorporation of Seminaries in General — Coutiuued. Name. Bate of in- corporation- Greencastle Seminary Crawfurdsville Seminary Cliristian College Wealorn Union Seminary Indiana Teachers' Seminary Carlisle School olive Branch School (Tippecanoe County) Richmond Educational Society Vincennea Academy Indiana Baptist Manual Labor Institute Peru Collegiate Institute Laurel Academy St. Joseph Manual Labor Collegiate Institute Washington Seminary Indiana G-eneral Baptist Seminary , Kockville ITemale Seminary Orleans Institute Lagrange Collegiate Institute CrawfordsviUe Female Institute St. Gabriel's College St. Mary's Seminary (Indianapolis) Seniiuary of St. Mary's of the Woods (Torre Ilauto Perrysville Seminary Anderson's Collegiate Institute (Xiiw Albany) Franklin Institute (RicbmoTul) I'air\'ie\v Academy (Rush County) Goodwin Female Institute (Lafayette) Hartsvlllo Academy Indiaaapolis Collegiate Institute Cloverd ale Seminary Indiana Female Normal School Jan. i, 1830 -..do Jan. 24,1833 Feb. 2,1833 Feb. 1,1834 Jan. 16, 1835 Feb. 6,1835 Feb. 7, 1835 Jan. 23, 1836 Jan. 30, 1836 Jan. 7,1837 Feb. 4, 1837 Jan. 30, 18;i7 Jan. 22, 1840 Jan. 31, 1840 .. do Feb. 7,1840 Feb. 11!, 1840 l'\'b. 24, 1840 Jan. 9, 1841 15, 18(4 14, 1810 ■27, 1(;47 -.1847 2!>, l,'i48 Feb. 10, 1848 Jan. 17, 1S50 ,lan. 12,1850 Jan. 19, 1850 ...do Jan. 21, 1850 Jan Jan Jan -Jan. THE COMMON SCHOOL SYSTEM. 49 alike io enterprise, nor were they equal in the means at command to provide education for their children. The people were but in the proc- ess of learning that within the State, as within the Church, the strong ought to help bear the infirmities of the weak. The principle of uniform free schools where the children of the rich and the poor might be taugh t alike at public expense was but making its way ; it had yet to be fully comprehended. The seminaries and academies, where tuition was charged, gave unto those that had, but for those that had not, nothing- was provided. Bat it was a condition, not a theory, which moved the general assem- bly to action. Abstract argument seldom, if ever, causes a popular movement. In order to arouse a people to action they must feel the moving power of positive evils. Ifo sentimental wish for universal edu- cation could have secured sufficient school legislation in Indiana. It could not have been brought about by the brilliant orations of some educational agitator, nor by a series of eloquent editorials from some wise and philosophic editor, nor by a prophecy from some seer of evils "fo come. Stern reality, the present facts of life, the actual social con- ditions which the people see and feel, these are the motive forces in changes and reform. These are the only effective weapons of the re- former, and it was these that the educational reformers in Indiana began to use. In 1834 a competent witness asserted that the " state of common edu- cation in Indiana is truly alarming. Only about one child in eight, between 5 and 15 years, is able to read. The common schools and com- petent teachers are few." "In 1840," says Dr. Tattle, of Wabash College, " there were 273,784 children in the State of school age, of whom 48,180 attended the com- mon schools. -One-seventh of the adult population could not read and a large proportion of those who could read did so imperfectly. In spite of the constitutional provision of the State and the famous '16th sec- tion,' the common schools of Indiana were in a bad condition. As late as 1846 the State rated lowest among the free States as to its popular intelligence and means of popular education. Even the capital of the State did not have a free school until 1853, and then one was kept open "^ly two months." The school facilities and opportunities were proving utterly inade- quate for the rapidly increasing population. Year by year affairs were becoming more serious and disgraceful, as is evidenced by the fact that while Indiana stood 16th among the 23 States of the Union as regards popular intelligence in 1840, by 1850 she had sunk to the rank of 23d among a total of 26. While her population had increased 50 per cent., her illiteracy had increased 100 per cent. Only three slave States were below her. What was to be done? While a condition, as we have said, is the only effective weapon 12524— No. 10 4 50 HIGHER EDUCATION IN INDIANA. needed by him who is seeking change and reform in the social life and laws of the people, we properly honor the man above his fellows who first seizes the condition by mental grasp and knows best how to use it. Honor to whom honor is due. No man stood alone at that time in seeking to arouse a public sentiment in favor of a better condition in the public education. At Indianapolis, Orawfordsville, Salem, Green- castle, Centreville, Hanover, Bloomingtoii, La Porte, and other places there were men who had an appreciation of educational needs, and who, like public-spirited citizens, were using their energies in the cause of enlightenment and progress. They were making their power felt through voice and pen for advance on educational lines. One among them all has left a preeminent mark, and seems to have stood as a natural leader among the educational forces then arraying themselves for a forward movement, a leader "who deserves a statue in Indiana's capital," says President Tuttle, "as much as Horace Mann in front of the Boston State house." Prof. Caleb Mills, of Wabash College, the leader of whom we speak, subsequently the second superintendent of public instruction in Indiana, not only possessed by nature many of the elements of a popular educator, but he was as well a constant and , constructive thinker. He believed thoroughly in the honesty and in- tegrity of the people, and he never doubted their capacity for self- government. He believed that no honest appeal to the people in a good cause would be in vain, and the sequel of his effort proved the justification of his coniidence. Democratic in his instincts, he was a man of the most vigorous-pub- lic spirit and of the truest aspirations. Believing thoroughly in popu- lar government, he never doubted the issue of the experiment which the commonwealths of the Union had undertaken, if the masses could be won for education. He thus saw clearly that the fundamental con- cern in a commonwealth where a universal ballot prevails, was com- mon intelligence. Education in Mills's mind was of paramount impor- tance in the State. Professor Mills was therefore thoroughly interested in the cause of common schools. This cause and the preaching of the Gospel he ranked together as " claiming the attention of a patriotic and christian community." A classical graduate of Dartmouth College, he was "nominated to fill the English department" in Wabash College at Crawfordsville, July 18, 1833. From that time until his death, October 17, 1879, he never ceased to take a vital interest in the cause of educa- tion in Indiana, and during the larger part of a long life he was one of the ablest, most constant, and active laborers in the promotion of pub- lic education by common schools. As early as 1833, while yet a student, he had planned his "common-school campaign" in Indiana. In a letter of that year he says : " My thoughts have been directed of late to the subject of common schools, and the best means of awaljening a more lively interest in THE COMMON SCHOOL SYSTEM. 51 their establishment in the western country. Public sentiment must be changed in regard to free schools; prejudice must be overcome, and the public mind awakened to the importance of carrying the means of education to every door. Though it is the work of years, yet it must and can be done. The sooner we embark in this enterprise, the better. It can be effected only by convincing the common people that the scheme we propose is practicable, is the best and most economical way of giving their children an education." In 1846, the Hon, James Whitcomb was elected Governor of Indiana. He had formerly been a teacher in the State and was one of the most scholarly of Indiana's public men. The friends of educatiou had high hopes that his annual message to the general assembly would contain some important recommendations on the subject of the common schools. For ten years the cause of education had been entirely neglected in the messages of the successive Governors, and some expectant ones were hoping that with a patron of education in the Governor's chair, the sub- ject would receive the attention which its importance deserved. The hope for a while was disappointed. The first Monday in December came once and was gone, atid with it came and went, also, the assembly and the Governor's message. But as in previous years, the schools of the State were left unnoticed, as a matter not worthy the attention of the law-making body. Who was there to call the legislators to their duty ? Who could arouse the indifferent mass to a sufficient under- standing of an alarming condition? Where was the statesman? It was the silent scholar who, twenty years a thinker and a teacher, was now ready to shape the course of events by shaking the educational thought cf the State. In the Indiana State Journal of December 7, 1846, appeared a com- munication in the nature of a "Message to the General Assembly of Indiana." The " message " was signed by " One of the People." It was the first of a series of papers addressed to the people of the State and to their representatives which, continued at intervals for the next six years, had a decisive influence on the subsequent course of public education in Indiana. " One of the People," the author of the " message " was Prof. Caleb Mills, of Wabash College. For years his identity was concealed ; he relied for power upon the merit of his cause and the intrinsic force of what he had to say. In the six papers that he prepared. Professor Mills "presented a remarkable array of facts, suggested plans, answered objections, and presented aguments, all bearing on the one point, the free common school for all the children of Indiana." i In his first message he courteously reminded the Governor of his pre- vious neglect. "Whilst our Governor," he said, "will in his annual message shed the light of executive wisdom upon the path of your le"'- islative duties as to many of the more prominent and important interests ' Preaident Tuttle'a Memorial Paper on Milla. 52 HIGHER EDUCATION IN INDIANA. of the state, one important interest has been neglected. Feeling that there is one toi)ii! which has not received from him or any of his illus- trious predecessors for the last ten years, that degree of executive rec- ommendation which its intrinsic importance demands, and the good of the commonwealth requires, I have taken the liberty to address you for the, purpose of brinf;ing the subject before your minds for considera- tion at an early ])oriod of your labors. Some apology may perhaps be deemed necessary for the novel method I have adopted to acconjplish my object. Novel as it may appear, it has nevertheless been taken with the utmost deference to your wisdom, and the sole desire to pro- mote, in some humble manner, the great object that should be upper- most in the mind of a legislator, the good of the entire mass of his fel- low citizens. * * * i have examined the proceedings of the legis- lature for the last twelve years in earnest expectation of seeing the sub- ject of education discussed and disposed of in some good degree as it deserves at the hands of the appointed guardians of the commonwealth. And I am not alone in my disappointment, for I often hear my fellow- citizens expressing their deep regret at the inefficient character of our common schools and the wretched condition of our county seminaries, to say nothing of a liberal and enlightened policy iu respect to our higher institutions of learning. * * * There are gentlemen on this floor representing rich and populous counties who, perhaps, never dreamed that one-sixth, or one-fourth, or one-third of their constituents can not read the records of their legislative wisdom nor peruse the elo- quent speeches made in these halls ! Putnam County, containing a university, has the sixth of its adults unable to readj Montgomerj', worse yet, having a college, aud yet every fifth adult can not read. " G-entlemen from Jackson, Martin, Clay, and Dubois must feel them- selves very much relieved from the burden of sending newspapers and legislative documents to those whom they represent, when informed that only a fraction over one-half of their constituents can read or ■write." "It was a noble message," says President Tuttle in his memorial paper on Mills, "packed with startling facts, spiced with humor, and everywhere grand with common sense. And that message was the startling rill that has since swelled into the river. So well had 'One of the People' iu his message pleaded the cause of public schools, that eight days afterward Governor Whitcomb, for the first time, opened his lips on the subject in some very pertinent words in his annual message. 'One of the people' had moved the Governor to speak for the public schools officially." The following year another message from the same source appeared on the desks of the members of the general assembly. It contained the same figures and statistics, repeated the story of In- diana's illiteracy and urged the legislature to action. The forcible statement of this illiteracy and the added exhortation recalled to the general assembly the imperative duty resting upon them of providing for THE COMMON SCHOOL SYSTEM. 53 a general system of education as directed by the early Oonstitution. This could be done only by State assumption and control, by making out of a complex system, out of the diversified plans of various communities, a system of simplicity and unity, with a single head over all and with the various parts properly subordinated to appointed supervision. Led by the force of Professor Mills's arguments and by similar influ- ences throughout the State, the legislature passed an act at the session of 1847-'48, submitting to the voters of the State the question of free public schools. The discussion was conducted before the people of the State during the summer of 1848, and in October of that year the vote was taken. When the voter had deposited his ballot at the regular election of that year, he was asked by the judge of election, " Are you in favor of free schools ?" and the vote was taken viva voce. When the votes were counted it was found that 78,523 had voted for free schools and 61,887 against them — leaving a majority of 16,886 in favor of the State's becoming responsible for the education of its children. " Vox poijuli, vox dei ; " free schools had hereafter in Indiana this measure of divine endorsement. Of those who answered "No" to this simple enquiry which now seems to us to admit of but one answer, some did so out of conscientious oppo- sition to education by the State; others out of chronic opposition to every new idea, and others claimed to be voting in defense of their "liberty ;" they would not have the State interfere with parent or child in supporting or attending school. In December, 1848, " One of the People '_' issued his third message to the legislature. He analyzed the vote which had just been taken and suggested measures for carrying the will of the people into effect. A year later, December, 1849, the fourth message appeared. It pressed with even greater persistency than former ones had done the importance of an advance step in education and the necessity of a new school law. "The Constitution" said this message addressed to the members of the general assembly, "has committed to your charge the primary schools, the only institutions to which nine-tenths of the rising generation will ever have access. Devise such measures on their be- half that on the legislature of 1849-50 may rest the benediction of the youth of Indiana for having the wisdom to devise and the independence to enact such a system of free schools as may serve as a model to her younger sisters while it secures the proper education of her own rising generation." After showing the deficiencies of the present system and the remedy to be adopted, "One of the People" thus concludes this remarkable message : " With the fond hope that the statistics and sug- gestions contained in this address may be received by you, gentlemen legislators, as the contribution of one who desires to see the entire youth of Indiana enjoy the blessings of free schools, and the community ex- perience the incidental results of such an education, and that all may have occasion to retain a long and lively remembrance of your legis- lative fidelity, wisdom, and patriotism, I am, etc., 'One of the People,'" 54 HIGHER EDUCATION IN INDIANA. A fsiaiilar work w;us beiug done tliroiigliout the State in the educa- tiou of public sentimeut by educators liardly less able, nor less inter- ested tliau Mills. During these and several subsequent years, journals of State circulation were publishing able articles from their i)ens. Mills and his work may be taken as the types of a numerous kind. As a result of their effort, the legislature of 1848-'49 passed a new school law January 17, 1849. By this act, the office of county commissioner was established and the number of district trustees was limited to one in each district, instead of three as required by the law of 1837. The law levied for school purposes a tax of 10 cents on the hundred dollars, a poll-tax of 25 cents, and a tax on insurance companies. A special school tax for buildings and supplies, and a special tuition tax were to be allowed in districts where the inhabitants so desired. Whatever may have been the desires and motives behind this law, it seemed almost like trifling with the necessities of the case. For it fatally provided that each county should have the option of ratification or rejection of its provisions at a succeeding election. In counties refusing to ratify, the old law was to remain unchanged. This left the root of the old difficulty untouched. The counties which the State most needed to control for the sake of intelligent citizenship were the ones which would be most apt to refuse their sanction. This is exactly what followed. The progressive counties took advantage of the new law and made some advancement. The 6thers lagged still further behind. The new law, like that of 1837, ignored the cities and towns, leaving them to the influence of the seminaries. By an act of 1843 the State treasurer was made ex officio State superintendent of public instruction and was required to make an annual report to the general assembly. This was an important progressive step. Henceforth the common schools had a delegated official to represent them before the legislature and the people, though his duties to the schools were to be but incidental to his regular office. The first school reports, like all those which came from the State treasurer while serving in this ca- pacity, were chiefly statistical — not professional, nor strictly educa- tional reports. The provision secured the interest of the State treasurer for the com- mon schools, and one of them, James P. Drake, of Indianapolis, ren- dered good service in securing subsequent important legislation. Meanwhile,' many other matters of public interest and importance were attracting the attention of the people ; and the legislature which passed this law passed an act upon the recommendation of Governor Whitcomb, calling a representative convention of the people to take into consideration the drafting of a new Constitution. This was the oppor- tunity of the friends of education. In the work of this convention and in the immediate law which followed we find in all essential j)arts the Indiana system as it is. CHAPTER IV. THE COMMON SCHOOL SYSTEM OF INDIANA (Continued). II. — THE NEW CONSTITUTION AND THE SYSTEM AS IT IS. The new constitutional convention met at Indianapolis October 7, 1850. It finished its work February 10, 1851. An important part of that work related to the subject of free schools. The agitation of the five previous years and the experience which the schools had endured were not to prove fruitless. The public mind was ready for a radical change, and those who had struggled long and watched anxiously while the fundamental concerns of the schools were left to the care of chang- ing and uncertain legislatures, had now resolved to secure a guarantee for a wise state guardianship of the schools by the fundamental pro- visions of the commonwealth. Some of the best men of the State were members of this convention. They had seen clearly for years that the school interests of the State had suffered from these principal defects, and without the removal of these causes there could be no confident hope for the future. They would no longer entrust such important affairs to the caprice of legis- latures, and experience had taught them the wisdom of guarding not the people but communities, falsely imagining themselves to be the peo- ple, against themselves. They therefore proposed, while holding fast to that which was good in the old Constitution, and there was much good, to seek a guarantee in the fundamental law of the State on the three following points : 1. The careful guardianship and the permanent security of the com- mon-school fund. 2. Uniformity in the operation of school laws. 3. State supervision and control. The first two of these guarantees, it was not difficult to secure from the convention. While some good laws had been passed in care of the school fund, much revenue which should have accrued to that interest had been lost by carelessness and neglect. The importance of carefully defining and guarding this fund the more easily recommended itself to the members of the convention since some had previously dared to raise the question whether the State should keep this fund inviolate for the benefit of the schools. It was not hard to arrive at the will of the people upon this subject. Also the necessity of uniformity in the ap- 55 56 HIGHER EDUCATION IN INDIANA.. plication of the laws to the administration of the schools of the State had been thoroughly taught by a, generation of experience, and upon this point all the friends of education seemed to be united. The prin- ciple encountered no serious opposition either in committee or in the convention. But the idea of State supervision by State superintendency did not meet such easy passage. Generally the friends of the schools felt convinced tliat without some scheme of efficient supervision, the pub- lic-school system could not succeed. John I. Morrison, the master of the Salem Academy, and one of the ablest teachers of the State, was a member of the convention from Washington County. He was made the chairman of the Cojumittee on Education. We do not know how many of the provisions of the Constitution relating to education were due to his suggestion, but he has left us the story of the eighth section of article Tin, which provides for the election of a State sux^erinten- deut of public instruction. In the original draft of Mr. Morrison's re- port to the committee this section was included. By a majority vote of the committee, it was stricken out of the final report which was to go to the convention. This action Mr. Morrison regarded iis " a fatal blow against the State's undertaking to educate the children of the State;'" and in this exigency, in face of the adverse vote of the committee, he de terminedto submit the rejected article to the tender mercies of the con- vention itself. When the report of the committee came up, Mr. Morrison, weak from illness,was hardly able to stand before the convention. In an- swer to his brief but earnest appeal, the convention, as much moved, as Mr. Morrison afterward said, by his anxiety and the weakness of his condition, as by the strength of his appeal, accepted the section rejec- ted in committee and ordered it engrossed by a vote of 78 to 50. Thus was secured to the State ever after a supervising educational oflScer. The educational jirovisions of the new Constitution, comprising eight sections of article Viii, are as follows: Section 1. Knowledge and learning generally diffused throughout a community being essential to the iireservation of a free government, it shall be the duty of the general assembly to encourage, by all suitable means, moral, intellectual, scientiflc, and agricultural improvement, and to i)rovide by law for a general and uniform system of common schools, wherein tuition shall be without charge and equally open to .ill. Sec. 2. Tlie common-school fund shall consist of the Congressional township fund and the lands belonging thereto; The surplus revenue fund ; The saline fund, and the lands belonging thereto ; The bank-tax fund, and the fund arising from tlio one hundred and fourteenth section of the cliiirtcr of the ritate bank of Indiana; The fund to be derived from the sale of county seminaries, and the moneys and property heretofore held lor such seminaries ; from the iiues assessed for breaches of the penal laws of the State, and from all forfeitures which may aecriu' : THE COMMON SCHOOL SYSTEM. 57 All lands and other estate which shall escheat to the State for want of heirs or kindred entitled to the inheritance; All lauds that have been, or may hereafter be, granted to the State, where no special purpose is expressed in the grant, and the proceeds of the sales thereof, including the proceeds of the sales of the swamp lands granted to the State of Indiana by the act of Congress of the 28th of September, 1850, after deducting the expense of selecting and drain- ing the same ; Taxes on the property of corporations that may be assessed by the general assembly for common school purposes. Sec. 3. The principal of the common-school fund shall remain a per- petual fund, which may be increased, but shall never be diminished ; and the income thereof shall be inviolably appropriated to the support of common schools, and to no other purpose whatever. Sec. 4. The general assembly shall invest in some safe and profitable manner all such portions of the common-school fund as have not hereto- fore been intrusted to the several counties; and shall make provision by law for the distribution among the several counties of the interest thereof. Sec. 5. If any county shall fail to demand its proportion of such in- terest for common school purposes, the same shall be reinvested for the benefit of such county. Sec. 6. The several counties shall be held liable for the preservation of so much of the said fund as may be intrusted to them, and for the payment of the annual interest thereon. Sec. 7. All trust funds held by the State shall remain inviolate and be faithfully and exclusively applied to the purposes for which the trust was created. Sec. 8. The general assembly shall provide for the election, by the voters of the State, of a State superintendent of public instruction, who shall hold his office for two years, and whose; duties and compensation shall be prescribed by law. It will be noticed that six of these eight sections, all but the first and the last, relate to the subject of the common-school fund. It is a sub- ject of the first importance and more than usual interest. The amount of that fund and the care with which it is guarded are justly a matter of xjride to the people of Indiana. The school fund of Indiana is divided into two distinct parts : 1. The Congressional township fund. 2. The common-school fund. The first is easily comprehended. It came from the land given to In- diana by the United States when the State was admitted to the Union in 181G. It is the fund derived from the sale of the famous " sixteenth section." The enabling act passed by Congress April IS, 1816, " to en- able the people of the Indiana Territory to form a Constitution and State government, and for the admission of such State into the Union," offered 68 IIXellER EDUCATION IN INDIANA. to the people ol' the State "sectiou numbered sixteen iii every towu- ship, ;iud when such section has been sold, granted, or disposed of, other lauds e(iuivaleut thereto, for the use of schools." This gift by the General Government was upon the condition that the State " should provide, by an ordinance irrevocable without the consent of the United States," that this laud should have exemption from taxation during the five years next succeeding its sale. By an act of 1828, Congress granted power to the general assembly of Indiana to sell these lauds, but not without the " consent of the in- habitants thereof." Provision was made in the same year for their sale by the agents of the State. The proceeds were to be loaned at interest, and the income to be applied to the use of schools. Acts of 1833 and 1838 related to the sale and distribution of this fund. In the latter year, the Congressional township was made a body politic and corporate, and the township school commissioner was author- ized to sell lands aud lend the money for the use of the schools of the township. The legislation of these years was based upon the ijrinci- pie that the school section was intended for the exclusive appropriation of the respective townships. This seemed to be the verbal intent of the enabling act of Cougress in 1816, which provided that the lands " should be grauted to the inhabitants of such township." This in- terpretation of the grant was described by Dr. Larrabee, the first sujier- intendent of public instruction, as an " inequality manifestly never intended," for by it there was given to some townships where the six- teenth section happened to include rich laud, a large sum, suflScient for tuition throughout the year, and to others where the section was li?ss valuable the fund would be altogether inadequate. As the larger part of the school revenue is now not derived from this source, the inequal- ity is not so noticeable ; yet some townships are still enjoying a larger income from that source than others. But for the fact that the fund is an inviolable one, the State would probably have converted it into a trust fund to be held by the State and distributed to the counties in proportion to school i)opulation. But the fact still remains that each township gets from this source in proportion to what its sixteenth sec- tion was sold for. From such considerations as these the general assem- bly in 1852 attempted to consolidate the funds. In 1843 the counties were made liable to the Congressional townships for the preservation of this fund and the i)aymeut of interest. Nearly $28,000 had already been lost to this fund through the failure or dis- honesty of mortgagees. There was then no constitutional jirovision for its security. Thus we see that the Congressional township fund is the gift of the General Government for the cause of popular education in the State. Land has been sold from this donation amounting to 050,317 acres, mak- ing a fund of $2,4S7,8()6.39. Twelve counties report 5,100 acres still unsold. THE COMMON SCHOOL SYSTEM. 59 The common-school fund is uot so easily understood. The constitutional convention of 1851, seeking light on educational finances, asked the Treasurer of the State for an itemized statement showing the sources of this fund. Then was revealed the folly of the State, in past years, that no comptroUership had been provided for these important revenues. No one knew exactly how much had come to the fund from each several source. By carelessness and neglect, large sums had been lost. No one could tell exactly how much nor to what ac- counts the lost amounts were due; while the sources of this fund are known, only an approximate statement can be made of the amounts which the various sources have furnished. The common-school fund and its sources may be seen in the following : 1. THE STJEPLTJS-EETENUE PXJND. In 1836 the United States Government was confronted with the problem of a " surplus." By act of Congress, approved June 23, 1836, this surplus revenue was distributed to the various States according to their representation in Congress. Indiana received $860,254. In 1837, the general assembly of the State provided that $537,502.96 of this amount should be applied to the school fund. It was distributed to the counties for the use of schools according to the number of polls. By the terms of this grant the United States Government bound the State to return this money when called for by the Secretary of the United States Treasury, and it is therefore held subject to call. 2. THE BANK-TAX FUND. The Secretary of the- United States Treasury, Hon. E. B. Taney, withdrew the surplus revenues of the Government from the Second United States Bank in 1833. These funds were distributed among the various State banks, the "pet banks" of President Jackson, as they were called. This encouraged the increase of such banks. Indiana chartered such an institution January 28, 1834. Within the following year it received over $1,000,000 from the General Government. On this money the bank paid no interest, while the money was loaned again at the current rate. The bank became a paying institution. The State owned a large number of shares, and the charter of the bank stipulated that at the winding up of the institution, 25 years later, the profits of the State should go to the school fund.' It was also provided that a tax of 12J cents on each share not held by the State should be deducted from the annual dividends and applied to the same fund. The terms of the charter were faithfully observed, and the school fund received from this source of the taxation on this stock more than $80,000. In 1845 this was distributed to the counties. 'These profits were very large, and Lave beea classified under the sinking fund explained hereafter. 60 HIGHER EDUCATION IN INDIANA. 3. THE SALINE FUND. The eiiabliug act of Congress in 1816 donated to Indiana all salt springs witbiu the State, and the lauds reserved near them, and such other lauds as the President of the United States might deem iiecessary for working these springs — tiie whole amount of the reserve not to exceed 3C sections. The lands were not to be sold nor leased for au;y x>eriod longer than ten years. In 1832 this restriction was removed, and in 1833 the lands were ordered to be sold and the proceeds appropriated to the commou- school fund. The lands sold on this account amounted to 23,829i acres — 789J acres more than the stipulated 36 sectious, and the school fund has received from this source more than $85,000. This was dis- tributed among the counties by the act of 1845. These "salt lauds" are now valuable health resorts, French Lick and West Baden Springs being among the most famous. 4. THE SINKING FUND. This fund has been classed by some as properly belonging to the bank fund. Its origin is to be found in the State's relation to the State bank of 1834. In order to take stock in the bank the State issued her bonds for the -money, which it was necessary to borrow. In order to provide for the payment of these bonds and the interest thereon, a sinking fund was established by the bank law of 1834, which was to consist of all unap- plied balances of the procured loans, the semiannual interest, and the dividends on the stock of the State. It was stipulated by this law that after paying these loans and all expenses relating thereto, "the residue of said fund shall be a permanent'fund and be appropriated to the cause of common-school education in such manner as the General Assembly shall hereafter direct." A board of sinking-fund commissioners was appointed to care for this fund. In 1859-60 a small part of the revenue derived from this source, $350,948.05, was distributed among the counties of the State. In 1865 the sinking-fund commission was abolished and the remainder of the fund was invested in State stocks and Government bonds, and on this account the State pays interest to the common -school fund in the sig- nificant sum of $3,904,783.22. The semiannual interest from this source is $117,143.49 The fund is safely secured to the purposes of education by the Constitution of the State. 5. THE SEMINARY FUND. The State, under the Constitution of 1816, had not been very generous to the old county seniiniu ies. Tiie early Constitution itself provided that the money paid for exem])ti()n from military duty and fines for THE COMMON SCHOOL SYSTEM. 61 breach of the penal laws should be given for the use of these semina- ries. The act of 1853, soon to be considered, provided that " all county seminary buildings, grounds, and other property belonging to the State shall be sold by the county auditor and treasurer and the proceeds of such sales shall be added to the common-school fund." The counties did not make exact reports of sales and it is not known what amount was received or lost from this source. The gain to the fund from this source is supposed to be in excess of $100,000. The summary of tln^se various school funds of Indiana is given by State Superintendent La FoUette, in his report of 1888, as follows: Common-schogl fund lield by counties, June, 1888 13,247,643.57 Non-negotiable bonds, interest paid by State 3,904,783.21 Congressional township fund 2,50j, 125.27 Total 9,654,552.55 This is an increase of nearly $1,000,000 since the Centennial exhibit of 1876, and the school revenues have increased more than $200,000 within the same time. It was the purpose of the general assembly, in the first school law enacted under the new Constitution, to consolidate all these funds into one common fund, but the law to this effect was declared unconsti- tutional by the supreme court in 1854, the court holding that the Con- gressional township fund could not be merged with the others. This magniflceut sum, now nearly $10,000,000, shall remain, accord- ing to the fundamental law of the State, '^ a perpettial fund, which may he increased hut shall never be diminished, the income thereof shall be invio- lably appropriated to the support of common schools and to no other pur- pose tchatever.'' This is a significant passage in the Constitution of Indiana. It is the solemu guarantee of the State that the school fund shall be zealously guarded and never diverted from the purposes of education. The pro- vision of the Constitution has been carried out in law, and the school fund is secured from loss by as careful a scheme as human ingenuity and legal science can devise. It may be truly said that, while the fund will constantly increase through the provisions made by the Constitu- tion and the law — from swamp lands, fines, escheats, forfeitures, and licenses — it is virtually impossible for the fund to grow less. It is always gaining, and it can never lose. The moneys intrusted to the counties are in the care of the county auditors. 'The State is responsible to the fund — the counties are responsible to the State — the auditors are responsible to the counties. Each county is charged 6 per cent, of all the money intrusted to it. This the county pays, whether or not its auditor succeeds in making safe loans of (he amount to individuals. The auditor may lend from this fund only on the security of first mort- gage on real estate, and never in amount .more than half the appraised value of the mortgaged property. This provision, in almost all instances,, 62 HIGHER KDUCATION IN INDIANA. secures the fund. But if by mistake or fraud, if by any connivance of auditor, assessor, and borrower, more of the fund be loaned to an indi- vidual than his mortgaged property will make good at public sale, any consequent loss falls, not upon the fund, the last loser in any conceiv- able emergency, nor upon the State, but upon the county itself. The counties are called to the strictest account for every cent of the school fund intrusted to their care. It is interesting to notice also how strictly is interpreted the provi- sion that no part of the income of this fund can be used for any other purpose than for tuition in the common schools. None of it can b diverted for buildings, grounds, or equipments. The superintendent of schools in incorporated cities and towns can not be paid from this source; a special tuition tax has been necessary to meet the expenses of these officers, and their salaries come from a distinct and separate source. In addition to the income for tuition which comes from the interest on the various funds which we have described, the State, by a general, law, has assessed sixteen cents on the hundred dollars, and fifty cents on each poll for tuition j)urposes. This, with the interest from the Con- gressional and common-school funds, brings a yearly revenue to the State for school purposes of about five and a quarter millions of dollars. This sum Indiana is spending every year for the education of her chil- dren in her primary schools. It is interesting to reflect in this connection on the influence of the General Government in this direction. It has been constantly a benefi- cent influence. The United States Government laid the foundation of Indiana's school fund in the grant of the sixteenth section. It had previously given educational encouragement to the State in the grant of university and seminary lands ; it added to the common-school fund by the saline reservations of 1816, and made jjossible further increase by thegrant of the swamp lands in 1850, while the deposits of the United States in 1834 were a very material aid in enabling the State to realize such a princely sum to the school fund by the operation of the old State bank. We venture to think that if accounts were strictly reckoned ^ ^the people of Indiana would find themselves indebted to the General Government not only for the conception and the origin of their school fund, but for the major part of the amount into which it has grown. Indiana is under obligation in many ways to the Government of the United States. In no way may that obligation be moreclearly seen than ,^ in the history of Indiana education. The States of the Northwest have not been unmindful of the source of so great a benefit ; their deep national spirit and their ardent devotion to the Union have proven a memorable reciprocal strength. The year after the Constitution was adopted which gave a funda- i^ mental guarantee to the school fund, a new general school law was passed by the assembly. Tliis was the law of June 14, 1852. It attempted to consolidate the various school funds and it provided for a school tax of THE COMMON SCHOOL SYSTEM. 63 10 cents on the hundred dollars. It made school corporations out of the towns and cities and civil townships, and provided for special cor- poration taxes for the support of schools and the construction of build- ings. Township libraries were also provided for in this year, and the libraries resulting from this provision were for many years afterward very valuable In an educational way among the people. The provisions of this law consolidating the funds and authorizing special tuition taxes were soon declared unconstitutional by the supreme court, the latter provision because inconsistent with the requirement that the school law should be " general and uniform." This provision, authorizing a special tuition levy, was revived in 1855 through the influence of the lately organized State Teachers' Associa- tion, and the privilege was conferred on incorporated cities and towns. In 1857 it was again declared unconstitutional. In 1867 the special tuition tax was again revived and the privilege conferred upon all school corporations. This provision has never been set aside, and school trustees may now assess taxes for special purposes at as high a rate as 25 cents on the hundred dollars. The law of 1852 contained the substance of the present system. It has been many times amended and strengthened. It is not our pur- pose to trace in this connection the various slight changes through which it has gone. These additions and changes are noticed in the presentation of the system as it is to-day. Although the State has taken no backward step in its common-school law since 1852, and although the progress of its schools since that time has been the occasion of frequent congratulatory remark, it must not be supposed that the course of free schools has always run smooth among the people. The free-school system, in spite of the many advantages to recommend it, and strong friends to defend it, had to overcome many obstacles and discouragements ; it met many unreasoning, dogged, and persistent enemies. Prejudice and ignorance are always stubborn foes to encounter. The old bourbon spirit of opposition, which seems never open to an idea nor subject to death, i)lanted itself squarely to resist the introduction and operation of the new system. Mr. E. P. Cole, one of the ablest educational leaders of that time, and one of the few who were looking a generation ahead, to a condition which the people have since realized, read a paper before the State Teachers' Association August 25, 1857, on the subject of " Indiana— Her educational condition and prospects." This was more than five years after the enactment of the new law. Yet from this paper we learn what the opposition to the free system was in many parts of the State. And he spoke " not alone of the newer and more uncultivated portions of the State, but of those parts claiming a large share of refinement and intelligence." One county for two successive elections returned a majority of 1,900 against the establishment of the free-school system within her boun- (Jaries, 6i HIGHER EDUCATION IN INDIANA. " From a certain class of people," says Mr. Cole, " we frequently hear langiiM.^o like the following: 'We have lived to old age and made money, too, witUoufc any of this book-learning, whose only tendency is to make scoundrels of men, and wishing to shield our children from all such malign intluences, we intend that they, too, shall grow up as their parents before them, ignorantof the villainies superinduced by the district school.' But the 75,000 illiterate must by no means bear all the blame of an opposition to our school system. Tliis oppo- sition has its representatives among all classes of our population, and the motives are almost as various as are the opposers; but various as are the motives, they are unsanctified by a single generous, patriotic or intelligent feeling. * * * There are not more than three cities in our State where the question of these schools seems to be settled in the affirmative. There are always men who prefer the exclusiveness of private schools, in which the nobility of their children shall not be tainted by contact with the vulgar crowd attendant upon the free schools. Others resist on account of the tax; having no children of their own, they ignore their relation to the common brotherhood of man, and, in the language of their great exemplar, exclaim, 'Am I my brother's keeper?' Corporations forget, purposely, too, to provide the necessary tax, and the school, after having diffused for a while a sound and vir- tuous education and convinced the people of its superior excellence, is mercilessly garroted. * * * There has not, we believe, been a 'Single session of our legislature since the adoption of the new Constitu- tion, during which a bitter hostility to our school system has not man- ifested itself. At two several sessions strenuous eftbrts were made to abolish the office of superintendent of public instruction, and on both occasions the members making the same were so ignorant of the Con- stitution whose interests they had sworn to subserve, that they did not know that the abolition of the office could not be effected by the leg- islature, being constitutionally provided for. Thwarted at this point, another tack was taken and an effort made to virtually accomplish the same end by so reducing the salary that a perpetual vacancy would be insured. It was only at the last session that a motion was made to post- pone indefinitely the operation of the school law. And all efforts to improve that law and make it more efficient were steadily and persist- ently rejected. These facts do not redound much, we admit, to the credit of those seeking to legislate for the imperishable interests of a great and growing State." This is sufficient to show the character of the opposition which the schools endured. But the stars in their courses fought against the ene- mies of the schools. The new movement was one of the destined re- forms which are proverbial for never retracing their steps. The spirits of the men and women fighting for the schools were stronger than those which fought against them. Changing conditions which touched the lives of the people, the fact THE COMMON SCHOOL SYSTEM, 65 of improvement, which the most obtuse could understand and the most selfish could not gainsay, presented arguments in support of the new system, which neither indifference nor obstinacy could overcome. Free schools gradually made their way to every county of the State. ITo valuable feature of the school law was ever repealed, and the new system grew in favor in the State as rapidly, after its first few years of trial, as the friends of the cause had a right to expect from a move- ment of such size and importance. One of the most potent influences leading in this direction was the organization of the Indiana State Teachers' Association. No one who is careful to appreciate properly the forces which have made for the progress of education in Indiana will neglect the estimation of this organized body of teachers. They have been the recognized leaders in every forward educational movement. Usually a wise and conserva- tive body of men and women, the association has always had a vigor- ous, if not a decisive, influence in shaping the school legislation of the State. No other influence has been more constant and beneficial in this direction. Never radical in its demand for change unless it was sure of being right, always conservative if there were probabilities of its going wrong, the voice of the association has invariably carried great weight in the legislative councils of the State. More than a thousand teachers gather at its annual meetings, and in the 33 years of its history it has produced an educational literature of no mean value. Through this society of Indiana teachers have been proposed and worked out various schemes for the improvement of the schools and the methods of teaching. The Northern and Southern Associations are offshoots from this, and the three annual gatherings exert an appreciable influence on the public toward deeper interest in educational affairs. The first convention of Indiana teachers of which we have record was held as early as 1836. Governor Noble presided at a teachers' convention in that year at Indianapolis, and Dr. Andrew Wylie, presi- dent of the State University, made the principal address. There was a Northern Indiana Teachers' Institute in 1849 and for several subse- quent years, and there were a number of county associations organ- ized under the operations of the old school laws. These were mostly temporary and spasmodic. The present organization, known as the State Teachers' Association, was organized at Indianapolis December 25, 1854. Mills was then State superintendent. In accordance with resolutions previously passed by "Teachers' Associations" which met at Shelby ville and Salem, a circular was issued for the purpose of call- ing a convention of practical teachers with a view to the organization of a permanent State teachers' association. This circular was signed by the following persons : Caleb Mills, M. M. C. Hobbs, B. T. Hoyt, E. P. Cole, Eufus Patch, Lewis A. Ester, B. L. Lang, T. Naylor, J. S. Ferris, O. J. Wilson, J. Bright, E. B. Abbott, G. W. Hoss, Cyrus Nutt, Geo. A. Chase, Charles Barnes, James G. May, Silas Baily, John Cooper. 12524— No. 10 5 66 HIGHER EDUCATION IN INDIANA. At the first sessions of the association steps were taken for the establishment of a school journal as an organ of the teachers, and in consequence of this organized effort, the Indiana School Journal began publication in 1856. For a number of years, until 1865, the Journal was the organ of the State Association, edited by committees appointed for that purpose at the annual meeting. It had a " Eesident editor, " a " Mathematical editor," and seven "Associate editors." The names of these ou the title page of volume ii, we find as follows: George B. Stone, Indianapolis. W. D. Henklb, Eichmond. Associates, George A. Chase, Brookville. B. P. Cole, Bloomington. Kev. E. A. Abbott, Dunlapsville. E. M. Johnson, La Porte. Miss M. F. Wells, New Albany. Miss Cynthia M. Bishop, Eichmond. Miss M. J. Chamberlain, Indian- apolis. Mr. E. P. Cole made a tour of the State in the interest of the journal, soliciting support for the new enterprise, collecting information and sta- tistics on the condition of the public schools, and pressing the cause of free schools on the people. Though the journal at that time was a haz- ardous financial enterprise, the vigor thrown into its first year's man- agement assured its success. The teachers thereafter had a means of speaking to each other and to the people — a lever with which to raise the educational public sentiment of the State. Since that time the In- diana School Journal has been an indispensable agency in the peda- gogical concerns and educational progress of Indiana, and while it has gradually and naturally passed to individual ownership, it is not less to-day than when inaugurated, except in a technical sense, the organ and representative of the State Teachers' Association and of the four- teen thousand teachers of Indiana. It has been for twenty-five years under the business management and editorship of Mr. W. A. Bell, who is probably personally known to every teacher of three years' standing in the State. The Indiana School Journal has grown with the State schools of which it is the organ, and it stands to-day with the times, or in advance of them, as an educational journal of the first rank. It has proven a constant source of strength in the defense of the free common schools, in the promotion of wise legislation, and for the advancement of a better and higher education. Its files contain a record of the prog- ress of educational thought in Indiana for a third of a century, and its influence and agency as an element in this progress can not be over- looked. Turning from the history of the development of the Indiana school system, wo have now to look to tlie operation of the system under the present school law of the State. This presents to us the system as it is. THE COMMON SCHOOL SYSTEM, 67 The claim has been repeatedly made by representative men of Indi- ana that their State has one of the best educational systems in the Union, and the excellency of the Indiana school law has been readily conceded by professional educators who have inquired into the relative merits of State systems. The law embodies two generations of expe- rience. The educational polity of Indiana will be understood by notic- ing, in brief outline, the official bodies created by this law, and a sum- mary of their most important duties under its operation. It is these bodies and the duties they perform under the law which constitute the " common-school system " of the State. The following outline^ will aid the reader in understanding the description of the oflicers and functions which the system comprises : Officers : Superintendent of public instruction. State board of education (superintendent being president). (Jounty superintendent. City and town trustees. Township trustees. Institutions, general : Ungraded schools. District graded schools. Town and city schools. University system : State University (at Bloomington). State Normal School (at Terre Haute). Purdue Industrial University (at Lafayette). Institutions, charitable : School for the Blind, Indianapolis. School for Deaf-Mutes, Indianapolis. Soldiers' Orphans' Home, Knightstown. Institutions, reformatory : Boys' Reformatory, Plainfleld. Girls' Eeformatory, Indianapolis. Institutions, sx)ecial : County and township institutes (compulsory). State Teachers' Association (voluntary). 1. THE SUPERINTENDENT OP PUBLIC INSTRUCTION. This officer is elected biennially by the voters of the State. It is his duty to exercise a general superintendence of the school affairs of the State, to manage the funds and revenues, to guard against deficits to the fund in any county, to interpret the school law, to make reports to the Governor and the general assembly, to apportion revenue among the counties, to publish and distribute the school laws, to compile school statistics, and to visit for supervision the various counties of the State. ' Smart's Report, 1880. 68 HIGHER EDUCATION IN INDIANA. The circumstances connected with the origin of this office we have already related. During the 38 years of its existence it has been filled by leading educators of the State. While the office is the object of party candidacy, it has not suffered from malign partisan iniiuences, and the people exercise a large measure of indefieudence in their election. The office has been filled as follows : November, 1852, William Clark Larrabeeji November, 1854, Caleb Mills ;i February, 1857, William Clark Larrabee;' February, 1859, Samuel Lyman Eugg;' February, 1861, Miles Johnson Fletcher;' May, 1862, Samuel Kleinfelder Hos- hour (appointed to fill vacancy);' November, 1862, Samuel Lyman Eugg;' March, 1865, George Washington Hoss; October, 1868, Bar- nabas Coffin Hobbs; March, 1871, Milton Bledsoe Hopkins;' August, 1874, Alexander Campbell Hopkins (appointed to fill vacancy); March, 1875, James Henry Smart; March, 1881, John McKnightBloss; March, 1883, John Walker Holcombe; March, 1887, Harvey M. La FoUette; March, 1891, H. D. Voris. 2. THE STATE BOARD OP EDUCATION. This is an ex officio body of professional educators. The membership of the board consists of the following officers : 1. The Superintendent of Public Instruction, president ex officio. 2. The Governor of the State. 3. The President of the State University. 4. The President of Purdue University.^ 5. The President of the State Normal School. 6. The Superintendents of the city schools in the three largest cities, of the State. These cities, since the organization of the Board, have been Indian- apolis, Bvansville, and Fort Wayne ; but Fort Wayne has been lately supplanted by Terre Haute. It is the duty of this Board to examine applicants for State certifi- cates, to prescribe examinations for professional eight-years' licenses, to prepare uniform questions to be used by county superintendents in their examinations of teachers, and to take cognizance of and determine all other matters in the administration of the school system not other- wise provided for. The State Board was created in 1852, and consisted at first of the State Superintendent of Public Instruction, the Governor, Secretary, Treasurer, and Auditor of State. The Attorney-General became a member in 1855. It was not until 1865 that the Board was given its professional constituency, since which time it has been com- posed as at present, excepting that the President of Purdue University was not made a member until 1875. It will be seen that the authority and province of this Board are not very clearly defined. There is a j;rowing sentiment in the State, notice- able in the expressions of educational assemblies, in favor of an exteu- ' Deceased. ' Purdue University is the State Agricultural and Mechanioal Scliool. THE COMMON SCHOOL SYSTEM. 69 sion and a more accurate deftnitioa of the powers of the State Board of Education. The proposition is seriously considered of increasing its membership by the addition of three county superintendents to be appointed by the Goveruor, only two of whom may be members of the same political party. This was first proposed by Hon. J. W. Holcombe, State Superintendent, in 1885, and was endorsed the following year by the Board itself. The proposition has since been endorsed by the State School Journal and the State Teachers' Association. With the enlargement of its membership Superintendent Holcombe suggested the following extension of its jurisdiction, all of which go to show the tendency toward the control of local education by the State : 1. It should be given full powers to fix the qualifications of teachers for the different classes of schools, to determine the grades and dura- tion of their licenses, and, through the county superintendents, to pro- vide for and direct their examinations. 2. It should be empowered to prescribe courses of study for the schools of different grades and classes. 3. It should be empowered to make general rules and regulations regarding the location and construction of schoolhouses. 4. It should be given full supervisory control of the county and township institutes. 5. It should be empowered to make general rules and regulations for the government of county boards of education, in the adoption of text-books and apparatus, and for the government of trustees in the purchase of school furniture and supplies. The following is the list of members of the present (1889) State Board of Education : Harvey M. La Follette,' President, Superintendent of Public Instruction. L. H. Jones, Secretary, Superintendent of Indianapolis Public Schools. James H. Smart, President of Purdue University. David S. Jordan, President of Indiana University. W. W. Parsons, President of State Normal School. J. W. Layne, Superintendent of Evansville Public Schools. W. H. Wiley, Superintendent of Terre Haute Public Schools. Alvin P. Hovey, Governor of Indiana. 3. THE COUNTY SUPERINTENDENTS. These supervising officers, one in each countj^, are appointed bien- nially by the township trustees. In this election the county auditor has the casting vote in case of a tie, and the board of county commis- sioners has the power of dismissal for immorality or incompetency. It is the duty of the county superintendent to examine and license the teachers, to direct and superintend their work, to revoke licenses for cause, to hold county institutes, to attend and preside at township institutes, to compile educational and financial statistics for the county, and to report these statistics to the State department of public instruc- ' Succeeded in 1891 by H. D. Voris. 70 HIGHER EDUCATION IN INDIANA. tion, to carry out the directions of the State superintendent and of the State board of education, and to have a general superintendence of the schools of his county. The county superintendency has been very efficient in securing the better organization and classification of the school machinery of the State. The superintendents are the successors of the old examiners, whose only duty was to examine applicants and to issue teachers' licenses to the worthy (?) candidates. This left the teachers of the various townships without supervision, and they were not accountable to any professional head. Indiana spends annually over $5,000,000 for public instruction. It is asserted by the State superintendent of public instruction, that the supervision which these officers afford "secures an application and benefit 25 to 50 per cent, greater than had been secured before such improvement; there has been, commercially speaking, a material gain by such improvement of over $1,000,000 value received annually." " No county official," says Superintendent La Pollette, in his last re- port, " is required to do anything like the amount of labor with his own hand and brain that is demanded of the county superintendent. To all kinds of weather he must be exposed in visitation and insijection of schools, spending upon the average more than 100 days in such manner. He must annually grade, with technical skill and exactness, several thousand manuscripts prepared by several hundred different applicants for licenses; and with the skill of a specialist, and with a judgment of human nature required of few, he must take into consideration the special fitness of such applicant in previous school work, and uninflu- enced by personal considerations, and local, personal, or political press- ure, must so impartially determine upon such applicants as to secure the best possible return to the State for the public money thus expended." 4. THE SCHOOL TRUSTEES. Every civil township and incorporated city and town in the several counties of the State is a distinct municipal corporation for school pur- poses. In each civil township there is one trustee, elected biennially by the people. In each incorporated city or town there is a " school board," consisting of three school trustees appointed consecutively for a term of three years by the town board or city council. These school boards and the township trustee are charged with the ownership and management of school property within their jurisdiction ; they employ teachers, receive the special school revenue and the revenue fortuition, levy special taxes for local educational purposes, have the management of township institutes, and make financial and statistical reports to county superintendents and county commissioners. Provision is also made that in cities of 30,000 inhabitants or more there may be elected by the voters of the city a board of school commissioners. There must be one commissioner for each school district, and in the city as many school districts as there are wards. THE COMMON SCHOOL SYSTEM. 71 This board of school commissioners performs all the functions of the board of school trustees of smaller cities and towns, and, in addition, is empowered to district the city for school purposes, to levy all taxes for building, tuition, and library uses, to examine and license teachers for the city schools, to purchase grounds, construct buildings, and to exercise all ordinary functions in the management of schools. All parts of the general school law, not inconsistent with the provisions creating and governing the board, are applicable to the system of common schools in the city. The commissioners serve for a term of three years, without pay. Indianapolis is the only city of the State which has taken advantao'e of this provision. THE TOWNSHIP TRUSTEE. The township trustee is an ofQcer worthy of special notice. There is not a more important oflBcer in the affairs of the State. In all matters pertaining to the local interests of the people, he is vested with powers and duties of the highest moment. The "civil township" and the " school township," though conterminous in territory, and popularly identical in name, are yet distinct corporations in law. The trustee of the civil township is ex officio " school trustee " of the township. As civil trustee he has many important functions entirely distinct from any educational relation, such as the care of the poor and the superintend- ence of roads. But it is as township school trustee that his duties and powers are most interesting. Under the law and by the precedent of legal decisions, he stands clothed with almost autocratic powers in all school affairs. In all actual power he is the corporation. The voters and taxpayers of the township have not much voice or part in manag- ing the details of educational affairs, except as may be allowed them by the trustee. Though this officer is held liable for all revenues and funds intrusted to him, and must make accurate and regular reports concerning such funds, and though he may not borrow money, with power to bind his township for its payment, yet he may execute his notes for debts which he contracts in the purchase of furniture, for which his corporation is liable. There is no limit to the indebtedness which he may incur for a township, short of the constitutional limit of 2 per cent, on the value of taxable property. This absolute power, or irre- sponsibility, vested in a single ofQcer, has been the source of much annoy- ance and dissatisfaction, and, in frequent and recent instances, of mal- feasance in office. This part of the school law will probably be the next important feature to receive amendment. A memorial of the Indiana Teachers' Association to the general assem- bly of the State, adopted in annual session December 28, 1888, advises that township trustees should take their office upon the first Monday in August after their election. This would be at the beginning of the financial and statistical school year, and would save the double reports on election years now required, and which are a source of much annoy- 72 HIGHER EHUCATION IN INDIANA. ance to county and State officials. The incoming trustee sbould make the school levy for the ensuing year at the time of his entrance upon his official duties in August. The memorial further advises that the township trustee should be given powerto iix the time of opening of all school terms. And all township orders for sums greater than $5 should be invalid unless recorded or registered in the county auditor's office ■within 30 days after their issue, and there should be a requirement for the annual publication by the county auditor of the itemized indebted- ness of every school and civil corporation in the county, a report of such indebtedness to be included within the annual reports of all town- ship and corporation officials. Any early changes in the school law of the State will probably be along these lines. A school director, in each school district, under the direction of the trustee, has*the care of the schoolhonse, presides at school meetings of the patrons, and has charge, subject to appeal, of the local school affairs of the district. 5. THE COUNTY BOARD OP EDUCATION. This consists of the township trustees and the chairmen of the school trustees of each town or city in the county, with the county superin- tendent as president ex officio. This body, which meets semiannually, may adopt the text-books for the countj^ outside of the incorporated cities and towns," and it considers in its collective capacity the general needs and wants of the schools. As a quasi corporation it has no author- ity to contract, to sue or be sued, nor has it any control of revenues nor power to order any expenditure. It is chiefly an advisory board with the purpose of bringing the schools of the county to a uniform system. In addition to these institutions for common schools, and the special institutions of education for benevolent purposes, the State is provided, in the completion of its system, with three institutions of higher learn- ing : The State University, literary and scientific; Purdue University, agricultural and mechanical ; and the State Normal School, for the professional training of teachers. Sketches of the history and work of these institutions follow in subsequent pages. On the 31st of July, 1888, Indiana owned 9,882 schoolhoiises valued at $13,491,872, and school apparatus of the value of $809,942, a total valuation of $14,751,814. She had 100 efficient high schools com- missioned by the State board of education to prepare pupils for the Freshmen classes of the colleges and universities of the State. She had a force of 14,202 teachers and 92 county superintendents, more than 10,000 of whom meet yearly at the educational assembly of the county institute. There was an enrollment of 514,463 children in her schools, with an average daily attendance of 79 per cent, upon the enrollment. • The new school law of 1889, making text-books uniform throughout the State, re- lieves the county board of this function. THE COMMON SCHOOL SYSTEM. 73 Her total school revenue for the school year, spent in the interest of free public education, was $5,235,031.98, and the fund always growing from which her revenue is derived had reached at this date the magnificent sum of $9,654,000. To-day in Indiana a child of six years may enter the primary grade of any school in the State, and if he earn promotion, may pass by graduation to the honor of a diploma from the State University. Whether he be in the better classified graded school of city or town, or in the common district school of the country, he may pass by term or yearly promotions through the common-school grades, through the town or city high school, or some central township high school to a post- graduate course in higher education. The State board of education has commissioned various high schools and academies in the cities and towns of the State as preparatory schools for its institutions of higher learning. If the high-school graduate does not choose to take a scientific or literary training in the State University, the State Normal school offers him professional training as a teacher ; and Purdue University, the agricultural and mechanical institution of the State, offers to him oppor- tunities in these directions. On a certificate of promotion, he is passed as readily from a commissioned high school to the Freshman class of any of these higher institutions as from one grade in a grammar school to another. All parts of the system are well articulated. The State has assumed all the functions of education in the development of the citizen, and is now realizing her early Constitution, inasmuch as she is attending to the education of her children from the most elementary branches to the advanced learning of the university. .The elementary schools are a continually widening and strengthening base ; the uni- versity is a continually growing structure. These are interdependent and mutually supporting. In these State institutions of all grades there are offered equal opportunities for all and special privileges for none. Indiana has fully given her adherence to the idea of State super- intendence in education. CHAPTER V. THE mDIANA SEMINARY. By the act of Congress of April 18, 1816, provision was made for the admission of Indiana into the Union. By that act certain propositions were made to the people of the proposed new State for " their free acceptance or rejection." Two of these related to education, and one was a proposition on the part of the Federal Government to donate to the new State a township of land "for the use of a seminary of learn- ing." Indiana was admitted to the Union under a Constitution adopted at Corydon, June 19, 1816. This Constitution recognized the necessity of a free common-school system for the people j it ijrovided for the im- provement of the school lands of the State, forbade the sale of any such lands prior to the year 1820, and provided that all money received thereafter from the sale of these lands should remain a permanent and exclusive fund for the "purpose of promoting the interest of literature and the sciences, and for the support of seminaries and public schools.'' It was also provided, as we have previously noticed, that "it shall be the duty of the general assembly, as soon as circumstances will permit; to provide by law for a general system of education, ascending in a regular gradation from township schools to a State University, wherein tuition shall be gratis and equally open to all." This was the first formal action of the State toward the establishment of an institution which subsequently became the State University. It is worthy of notice that the new Constitution, adopted in 1851, did not mention a State University. But at that time the University of the State was an established public institution. It was so recognized by special statute in 1852. It had been for more than a score of years ex- erting a strong educational influence in the State, while in all the years between 1816 and 1851 the early provision in the first Constitution for a system of free common schools had never been enacted into law or put into successful operation by the legislature and people of the State. Thus Indiana affords a very clear illustration of the well-known truth in the history of education that institutions of the higher learning pre- cede — are in themselves the conditions precedent to — the establishment, operation, and maintenance of common schools. As President Jordan has said, "the growth in educational systems is from above, downwards. In historical sequence Oxford must precede Eugby, and the German 74 INDIANA SEMINARY. 75 university must come before tlie gymnasium." Prom the State Uni- versitj' and similar institutions the people received the educational life and sentiment which made free schools possible. The settled parts of Indiana, at the time of its admission as a State, were confined to a narrow fringe of territory extending down the Ohio border from Fort Wayne to the Ohio Eiver, down that stream to the Wabash, and up the Wabash to Vincennes. A great part of southern Indiana, nearly all of central, and all of northern Indiana was a wilder- ness. The voting population was 12,112, the total white population was 63,837. Schools were few and far between. There were no public funds, no public schoolhouses, and but few teachers ; and the teachers who had wandered from the East or South into this wilderness were usually ill- qualified for service. Monroe County, the future seat of the " Seminary," was then a part of Orange County, and was not laid off as a separate county until 1818. But few inhabitants had reached a point so far north in the migration from the southeast. The northern part of the county was the southern limit of what was known as the " new purchase," which embraced the central and northern parts of the State, and part of Illinois. " By a treaty made with the Delawares and some other Indians in the fall of 1818, the southern Indiana boundary line was set back well up toward the sources of the Wabash Eiver, and two years thereafter the door to all central Indiana, then and long after known as the ' new purchase,' was thrown open to an anxious throng of hardy pioneer home-hunters. Before the Indians had ceased to occupy the new pur- chase, the advance guard of white settlers began to invade it, and by the fall of 1820 the sound of the pioneer's axe was heard in every county watered by the White Eiver from the ' Forks ' to its sources. The immigrants came by way of the Indian trails or cut through the woods. Some came in wagons and some in sleds. Many packed in on horseback and a few came on foot. In 1820 the census showed a popu- lation of a little more than 147,000 as against 64,000 of five years before, and by 1825 it had mounted up to a quarter of a million."^ ' On January 20, 1820, as soon as the four years during which the Con- stitution required the lands to be withheld from sale had expired, the general assembly in session at Corydon established a " State Seminary" at Bloomington. Governor Jennings, in bis message to the assembly, had said : " The Constitution has made it the duty of the general assembly, as soon as circumstances will permit, to provide by law for a general sys- tem of education. The lands received for the use of the seminary of learning are vested in the legislature, to be appropriated solely for that purpose, and it is submitted to your consideration whether the location of such an institution upon, or near, such lands, would not greatly enhance their value and enlarge the funds for a purpose so important. ' D. D. Banta : " Seminary Period of the University." 76 HIGHER EDUCATION IN INDIANA. It is believed that the Seminary Township, situated in Monroe County, would afford a site combining the advantages of fertility of soil with a liealthy climate, as well as a position sufficiently central to the various sections of the State. To authorize the sale of a portion of these lands under judicious regulations would increase the value of the residue, and the sooner enable us to lay the foundations of an institution so desira- ble." This part of the message was on the 11th of December referred by the house of representatives to a committee of seven, of which Mr. Eoss of Clark County was chairman, with leave to report by bill or otherwise. On the 31st of December, twenty days after the reference, Mr. Ross, on behalf of his committee, reported a bill to establish a semi- nary, which, after two readings, was referred to a committee of the whole house and was made a special order for the following day. But upon the next day and for several days following, various matters of local interest to the members absorbed their attention. But on the 11th of January the bill was taken up by the house, and passed with " sundry amendments." Four days later the bill was passed in the senate with some amend- ments thereto, one of which was to vest in the trustees of the State Seminary the seminary lands in Gibson County, and the other was to strike from the bill the following : ^^ Provided, That 2,000 acres of laud in Monroe County vested in the trustees be forever reserved by said trustees as a glebe for the said seminary and the use of the professors thereof." Finally, the bill was passed only by the casting vote of Lieut. Gov. Eatliffe Boon, the presiding officer of the senate. The house concurred in some of the amendments of the senate and rejected others, and upon the return of the bill to the senate it came to its final passage on January 20, 1820, This, then, may be said to be the day of the founding of Indiana Seminary, which subsequently developed into Indiana University. The first section of this act named for the trustees of the new sem- inary Charles Dewey, Jonathan Lindley, David H. Maxwell, John M. Jenkins, Jonathan Nichols, and William Lowe, they and their suc- cessors in offlce to have perpetual succession. They were authorized to meet in Bloomington on the first Monday of the following June and select " an eligible and convenient site for the seminary." It was made their duty to appoint an agent to lay off and sell lauds not exceeding 640 acres near Bloomington, the seat of the seminary. As soon as the trustees should deem it expedient they were to " proceed to the erection of a suitable building for a State seminary, and also a suitable and commodious house for a professor." They were to report to the next general assembly their proceedings, together with a plan of buildings by them erected. In their report to the next legislature the trustees say: INDIANA SEMINARY. 77 " The site chosen is almost one-quarter of a mile due south from Bloomington, on a beautiful eminence and convenient to an excellent spring of water, the only one on the section selected that could with convenience answer the purposes of a seminary." At this time the population of Bloomington did not exceed 300 souls. Migration was first directed to this county by the location there of the new Seminary Township by President Monroe. Among those who came on this account was Dr. David H. Maxwell, of Madison, Jefferson County. He came to Monroe County in 1819. Dr. Maxwell was full of energy and zeal in behalf of education. He went to the State capital at Corydon to use his influence with members of the legislature for the purpose of securing the location of the proposed " State Seminary" at Bloomington. With several of the members of this assembly Dr. Max- well had served in the Constitutional Convention of 18 16. It was chiefly through his influence that a site so farnorth was chosen for the seminary. Dr. Maxwell was immediately made a member of the first board of trustees, a position which he occupied with but little inter- mission throughout his life. During the seminary period, while the in- stitution was struggling for establishment, from 1820 to 1825 especially, he was not only the presiding officer of the board, but was algo its ex. ecutive officer and corresponding secretary, having the erection of new buildings under his supervision, carrying on a heavy correspondence with prominent men throughout the State in behalf of the institution, while having to contend with a disaffected element at home. Solely on behalf of the seminary .he solicited election to the legislature, and from 1821 to 1826 he was a member either of the lower house (where he was once Speaker) or of the senate, and at all times he was especially in- terested in watching jealously the affairs of the new seminary. In the establishment of institutions it seems that the life and services of some one man are paramount and essential. In the establishment of the Indiana Seminary Dr. David H. Maxwell was the essential man. The legislature in 1825 authorized the election by the board of a principal and professor of languages, and on May 1 of that year the institution was opened to the public. Prof. Baynard E. Hall was the first teacher, and for the first few years he was the "faculty" of the seminary. He was a man of excellent classical attainments, and while the general assembly of the State was legislating the seminary into existence he was finishing his course at Union College under the tui- tion of the celebrated Dr. Nott. In his book, entitled " The New Pur- chase, or Seven and a Half Years in the Far West," he gives a vivid idea of the primitive habits of the time. This new school was a State Seminary, therefore it belonged to the " people j" instruction was to be " free " in all branches, including the most elementary. The conse- quence was a perfect stampede from the private schools of the town, and the principal was under the necessity of sending- the pupils back to their schools. In sifting the applicants only ten were found qual- 78 HIGHER EDUCATION IN INDIANA. ifled for entrance. As the warm weather approached, the " ten boys and young gentlemen" came to recitations without coats, and " as the thermometer arose, they came without shoes." After the manner of the time, the judge on the bench sat in court " without coat and cravat, with his feet modestly reposed on the upper rostrum, showing his boot soles to the bystanders and lawyers." The lawyers were in their sliirt sleeves and the Governor of the State, when he appeared on the " stump," had the same careless dress and manner. In the election of the second teacher, the " people " proposed to have a voice. A mass meeting, with a local politician in front as spokesman, marched to where the Board of Trustees were in session and made known their demands. But the trustees, who had received intimation of their coining, speedily determined the election, whereupon the opposers, moved partly by sec- tarian motives, and partly by the spirit of pure democracy, carried their complaint to the State legislature. They objected to a " foreigner " in their college, though the accepted candidate was recognized as a schol- arly gentleman, the best qualified of all the applicants, and lived no farther away than the neighboring State of Kentucky. But it was suspected by the men who opposed his election that he " smelled of Presbyterianism." From such things we have some idea of the social conditions during the first years of the " State Seminary " and " college." Prof. John Ef. Harney, at whose election this episode occurred, was made " professor of mathematics and natural and mechanical philosophy and chemistry," and was the second teacher employed in the institution. These two professors were allowed a salary at first of $250 each, which was soon afterwards increased to $400, with fees which might increase it to $650. The fees of the students were $10 per year, and when the trustees raised this to $15, the opponents of the college, always ready for an occasion to arouse opposition, complained that " poor persons " were thus de- barred from the privileges of the institution. It will be seen that it was not an easy task to maintain a " State Seminary " in pioneer Indi- ana, in those early years of her history. During the year of the election of the second professor some of the opponents of the seminary sent a protest to the legislature against what they alleged as the extravagant and careless and sectarian man- agement of the institution. A resolution of the house of representa- tives called out a report on the work and condition of the seminary from Dr. Maxwell, who was at all times watchful of its interests. From that report we learn that 13 students attended the seminary the first year, 15 the second, and 21 the third. Professor Hall's salary of $250 as originally fixed was continued at that sum for 3J years, during which he " preached to the Presbyterian church of Bloomington, for which service they paid him $150 in articles of trade." At the end of the 3J years the trustees forbade the preaching and advanced his salary to $400. INDIANA SEMINARY." 79 It was resolved by the board some time during the second year " that in addition to the Greek and Latin languages heretofore taught in the State Seminary there shall be taught by the said Hall English Gram- mar, Logic, Ehetoric, Geography, Moral and Natural Philosophy, and Euclid's Elements of Geometry ; " but for reasons unassigned the re- quirements were not complied with, for Dr. Maxwell's report asserts that "during the first three years one teacher only was employed by the trustees, and the Greek and Latin languages alone were taught during that time." Dr. Maxwell was showing, in defence of the institution^ that the trustees had exercised due economy in its management. So great was the jealousy of the time against extravagant expenditures ! Eor the three years from 1824 to 1827 Baynard R. Hall was the sole professor in the Indiana Seminary. No catalogues were printed during this period, and the trustees' records were subsequently destroyed by fire, so the history of the time is limited. On January 26, 1827, provision was made by the legislature for a board of visitors to the "State Seminary." These "visitors" were to visit the school, inspect its workings, and report to the general assem- bly "any recommendations they may think proper, of such measure within the competency of the legislature as may tend to sustain, foster, and improve the seminary aforesaid." James B. Ray, Governor of the State, and James Scott, a judge of the supreme court, were members of the board of visitors. The law required of the visiting board that they examine each student in all the branches he had pursued, and after the oral examinations had been gone through with, one of the board was to make a speech to the boys. The law seems to have been observed, and the " visitors " went away pleased with the conduct of the school. The Governor made his report through his annual message; Judge Scott wrote a report for the board of visitors, and Dr. Maxwell fol- lowed with a report as the president of the board of trustees. All agreed that the time had come when the Indiana Seminary should be raised to the dignity of a college. By the act of the assembly of Jan- uary 24, 1828, the " Indiana Seminary" was merged in the "Indiana College." CHAPTER VI. THE COLLEGE AND THE UNIVERSITY. The Indiana College was established January 24, 1828, " for the edu- cation of youth in the American, learned, and foreign languages, the useful arts, science and literature," and the institution was placed under the control of a board of fifteen trustees. No instructor could be required to profess any particular religions opinions, and no student was to be denied admission or refused any particular honors, or degrees, on account of religious opinions, and no sectarian principles were to be taught or inculcated. A board of visitors was also provided for the new college with powers and duties similar to those of the " visitors " of the seminary. THE FIRST PRESIDENT. In 1829, under the new regime, with the election of the first presi- dent, came a better era. Dr. Andrew Wylie, the new president, came from Washington, Pennsylvania. He was a man of marked character, an excellent scholar, and a successful teacher. He was an inspiration to his students, who, it seems, held him in great veneration. Many young men from Pennsylvania and Virginia, who had studied under Dr. Wylie in the Bast followed him to his new field of labor in the "far west." Under his administration the college grew rapidly in numbers, usefulness, and influence, and at his death, November 11, 1851, after twenty-three years of service, he left it a well-established institution. Dr. Wylie's services to Indiana in the capacity of first president of her university, are not easily estimated. As a class-room instructor he disciplined the minds and molded the characters of young men for useful service in the State. By his personal power be attached every student who had received the benefit of his tuition, to the welfare of the university. As a public educator and lecturer, and as a man among the people, he performed an enormous amount of labor in making known to the citizens of the State, and of other States as well, the advantages of higher education. He thus popularized the university and gave it strength in its appeals for legislative support. A copy of the first catalogue, published in August, 1831, contains the names of the president, two professors, and sixty students, with a " superintendent of a preparatory department." The classes in the college department had their " regular hours of x'ecitatiou, after which 80 INDIANA UNIVERSITY. 81 they were dismissed, but the classes ia the preparatory department remained throughout the day, as in common schools, under the eye of the superintendent." i^he single course of study was the old-time clas- sical course. This embraced Greek and Latin, mathematics and phys- ics, moral and mental philosophy, and the evidences of Christianity. From small beginnings have grown the extensive opportunities of elec- tive courses offered in the university to day. It was a favorite idea of President Wylie that the student should study " one thing at a time." He should complete his languages, then his mathematics, then his philosophy. Dr. Wylie's thought was to make broad and well-disciplined minds by requiring a special study of various essential subjects " in their turn." " The studies of the insti- tution," we read in his first report, " are so conducted that each stu- dent gives his undivided attention to one principal study till it is com- pleted. This method has been adopted by the president under the full conviction, founded on twenty years' observation and experience, that it possesses many and decided advantages over that, which is pursued in most colleges, of blending together a variety of studies." This was specialization by rotation. It contained an essential idea of the mod- ern plan that, even for discipline's sake, the thorough study of some One subject is better than a general study of many. It reversed the more modern idea by proposing a final equalization in all lines of study. The " Indiana College " was changed to the " Indiana University " by the act of February 15, 1838, It was at this time enacted by the gen- eral assembly of the State of Indiana that " there shall be and hereby is created and established a university adjacent to the town of Bloom- ington, in the county of Monroe, for the education of youth in the American, learned, and foreign languages, the useful arts, sciences (in- cluding law and medicine), and literature, to be known by the name and style of the Indiana University." The act provided for a board of 21 trustees. It was made the dutj' of this board of trustees " to elect, from time to time, as the interests of the institution may require, a president of said university, and such professors, tutors, instructors, and other officers of the same as they may judge necessary for the interests thereof, and shall determine the duties, salaries, emoluments, responsibilities, tenures of their several offices, and designate the course of instruction in said university." Among the members of the first board of trustees of the newly created university were David Wallace, Governor William Hendricks, Jesse L. Holman, Eobert Dale Owen, and Eichard W. Thompson. To the university, as to the " Indiana College," were appropriated all the funds arising from the sale of lands in the Monroe and Gibson reservations. All the power and authority of the trustees of the college over " the funds, estate, property, rights, and demands thereof, were to be transferred to the trustees of the new university created by this act, and the said trustees and their succes- sors in office shall have, hold, possess, and exercise all the powers and 12524— No. 10 6 82 HTGHER EDUCATION IN INDIANA. authority over the said institution." This act was amended in 1841, and the number of trustees was reduced to nine ; and any trustee who was absent from two consecutive meetings without excuse forfeited his seat as a member of the board. The pay of the members was fixed at the same per diem and mileage as that allowed by law to the members of the general assembly and was to be paid out of the university funds. There are traces, but no records, of a law department in the early years of the college. Hon. Miles 0. Eggleston was an early law pro- fessor. But in 1840 this department was fully and legally organized, and a successful law school was carried on until 1877. It was abolished largely because of opposition in the State to the maintenance of purely professional schools — and especially to the education of lawyers — at public expense. In its day this school contained some of the ablest lawyers of the State among its faculty, and many of the prominent men of the Indiana bar received here their instruction in law. The provision in the law of 1838 for a school of medicine as a part of the university was never realized. The Indiana Medical College at Indianapolis was, at a meeting of the board of trustees in 1871, made the medical department of Indiana university. This school was nom- inally under the control of the university, and was reported in the annual catalogues as a part of the working force of the university from 1872 to 1876. But the connection was one of name only. After the adoption in 1851 of the new Constitution, which omitted mention of the university, the legislature, by act of June 17, 1852, recognized the " college established by the act of 1828 " as the Uni- versity of the State ; and the Governor, Lieutenant Governor, Judges of the Supreme Court, Speaker of the House of Eepresentati ves, and Super- intendent of Public Instruction were made, ex officio, a board of visitors to the institution. By this law some member of the faculty whom the faculty may select is required to lecture each year on the purposes and work of the university in at least ten diflerent counties of the State. In 1855 the board of trustees was made to consist of eight members, no two of whom could be from the same county, except from Monroe, where the university is located, which county was allowed two members. After the death of Dr. Wylie in 1851, Rev. Alfred Eyors, B. D., was elected to the i^residency. He occupied the position for but one year. He was succeeded by Eev. Wm. M. Dailey, D. D., who was president from 1853 to 1858. Dr. Lathrop, who had been chancellor of the Uni- versity of Wisconsin, and was subsequently elected to the presidency of the University of Missouri, was at the head of the institution from 1858 to 1860. From that date until 1875 Eev. Cyrus Nutt, D. D., ll. d, was president, and Eev. Lemuel Moss, d. d., from 1875 to 1885. In all these early years the university received practically no support from the treasury of the State. Its reliance was upon land endowment. These lands had been sold early and at a sacrifice, and no further en- dowment or increase of income could be hoped for from this source. INDIANA UNIVERSITY. 83 The year 1867 marks an advance step in the institution's financial history. By the act of March 8 of that year it was asserted, " Whereas the endowment fund of the university is no longer sufftcient to meet the growing wants of education and make said university efficient and use- ful, therefore" there was appropriated $8,000 annually out of the State treasury. This sum was soon found insufficient, and it was necessary to appropriate $8,000 more to meet the debt incurred by the trustees in keeping the several departments in operation. The legislature by act of February 19, 1873, after declaring that " the income of the endow- ment fund of the State University, together with the amount appro- priated by the act of 1867, has become wholly inadequate to meet the growing wants of public education, and is not sufQcient to provide for the education of all who are seeking instruction within her walls, and to accomplish her true mission as the head of our present great system of common schools, where education shall be free to all," enacted that an annual appropriation of $15,000 be made to the university, to be paid from September 30, 1872. The stated annual appropriation has since been increased to $23,000. PERMANENT ENDOWMENT. The most notable advance in the legal history of the university, and the one which will do more than any other to accomplish the fulfillment of the ideas of the founders of the institution, is found in the "Act to provide a fund for the permanent endowment of Indiana University," approved March 8, 1883. By this act, the passage of which was secured largely by the efforts of the alumni, it was provided that " there shall be assessed and collected, as State revenues are assessed and collected, in the year eighteen hundred and eighty-three, and in each of the suc- ceeding twelve years, the sum of one-half of one cent on each one hun- dred dollars of taxable property in this State, which money, when collected and paid into the State treasury in each of the years named in this act, shall be placed to the credit of a fund to be known as the Per- manent Endowment Fund of the Indiana University." It is estimated that this fund will in the twelve years amount to more than $700,000, which, with the present endowment from sales of land and other sources, will give a permanent fund for the university of nearly a million. The annual appropriation to the current expenses of the university from the treasury of the State is now $23,000, and by special act of appropriation in March, 1885, $43,000 were given, with which to improve the grounds and buildings of the university, to replace the library and museum, and to supply the chemical, philosophical, and natural science departments with apparatus and appliances. The law declared this necessary by reason of the " total destruction of one of the buildings with its contents in July, 1883, to replace which the county of Monroe had with great liberality contributed the sum of $50,000, with which sum the board of trustees had purchased a new site for the college campus, and erected two new buildings thereon for the use of the university." 84 HIGHER EDUCATION IN INDIANA. In 1854, and again in 1883, the university suffered disaster by fire. In tiie first fire it lost a valuable and only building and all of its library; in the second there were destroyed a new college building, all of the university library, the physical and chemical apparatus, and a valuable museum containing the " Owen Cabinet." This cabinet was the largest geological collection in the West. From these disasters the university, on account of liberal public provisions, has more than recovered. Though some of its losses can not be replaced, it has a far better practi- cal equipment to-day than it has ever had before in its history. It will be seen that during the first generation of its history the In- diana University endured a continuous struggle. It had to contend against the reluctance of the State to give to it a vigorous and liberal financial support; its lands were unfortunately, or unwisely, managed, and by their too early sale it never realized from its land endowment an income of more than $8,000 ; it was troubled by uncertainty and con- fusion and subsequent litigation concerning this endowment ; it was hampered (in the early history of the State) by the antagonisms of re- ligious sects, whose adverse influence was seen sometimes in the man- agement of the institution, but more often in unkind and uncalled-for opposition to its management and interests ; it suffered two disasters , by fire; it had to resist an unreasonable, but common, feeling of suspi- cion, among many of the masses, toward higher education by the State;— all these causes, with some minor ones, have operated to make the growth of the university slow and difficult. Yet under its first president, during its first quarter of a century, it continued to do respectable and thorough college work. Under the advancing and more liberal policy of the last twenty years on the part of the State toward her institutions of higher learning, the institution, from being only a training school in the classics and mathematics, is rapidly pushing into the work of the university proper, and offers grow- ing opportunities for advanced and original investigation. To advance in the direction of the university idea has been the policy and purpose of the present administration. Larger freedom of study, under qualified teachers, with a university environment, suggests the controlling idea on which the university is moving. After the resigna- tion of Dr. Moss in JS'ovember, 1884, David Starr Jordan was promoted from the professorship of zoology to the presidency of the university. The present advance in the evolution of the university has been under his direction. Dr. Jordan was graduated from Cornell University in 1872. He was a teacher in the Indianapolis High School in 1874-75. He was professor of natural science in Ijombard University, Illinois, in 1872-73; in Butler University, Indiana, from 1875 to 1879. In the lat- ter year he was called to the chair of zoology in Indiana University, since which time he has been in the service of this institution. Presi- dent Jordan's special work has been in the field of natural science. He is best known to the scientific world by his papers on fishes, which INDIANA UNIVERSITY. 85 comprise over 250 titles, and 15,000 printed pages, mainly in Govern- ment reports and proceedings of soientiflc societies. With the assist- ance of Prof. 0. H. Gilbert, who now holds the chair of zoology, he has described within the last thirteen years, over 250 species of fishes new to science, most of which work has been done in connection with the Smithsonian Institution and the United States Fish Commission. He has been a frequent contributor to scientific journals, and is the author of " Science Sketches," and "A Manual of the Vertebrates of the East- ern United States." His labor and ability have contributed much to the growth of the university. "The highest function of the real university," says President Jordan^ "is that of instruction by investigation. The essential quality of the university is the presence in its, faculty of men qualified to do univer- sity work. It matters not how many or how few the subjects taught, or what may be the material equipment of the teacher, the school in which study and investigation go hand in hand is in its degree a uni- versity. Men of common-place, or second-hand, scholarship are of ne- cessity men of low ideals, however carefully that fact may be disguised, and such men can have no part in university development." PLAN OP INSTRUCTION AND COUESES OF STUDY. There are now organized and equipped fifteen departments, each offer- ing a three or four years' course to be pursued as a specialty, each of the fifteen courses leading to the degree of A. B. The courses offered are: 1. The Course in Greek. 2. The Course in Latin. 3. The Course in Eomance Languages. 4. The Course in Germanic Languages. 5. The Course in English. 6. The Course in History. 7. The Course in Social Science. 8. The Course in Philosophy. 9. The Course in Pedagogics. 10. The Course in Mathematics. 11. The Course in Physics. 12. The Course in Chemistry. 13. The Course in Geology. 14. The Course in Zoology. 15. The pourse in Botany. These courses are the same in extent and value. Bach requires the same preparation for admission, and each requires four years for comple- tion, and that the student shall follow some special line for three or four years. It is intended that every graduate of the university shall have a thorough drill in some department, while breadth of culture is encour- aged by means of certain general studies required of all students, and by a wide range of elective studies during the Junior and Senior years. 86 HIGHER EDUCATION IN INDIANA. The following principles have been recognized in the present arrange- ment of the courses of study : (1) No two minds are alike, and different minds require different dis- ciplinej hence, after the completion of certain studies deemed essential to all culture, great freedom in the choice of studies should be granted. (2) The thorough study of any subject is conducive to mental dis- cipline; hence all departments should be placed on the same footing. (3) The beginnings of any study are easy compared with the diffi- culties the student meets after going beyond the mere elements of his subject ; hence a better mental training can be obtained from the study of one subject for several years than from the study of a number of subjects for a short period each. Every candidate for the degree of A. B, must complete the following ■work: General : English, one year, daily. Mathematics, one year, daily. Physical science (zoology, geology, chemistry, botany, physics or astronomy) three terms (two of which must be speut in labo- ratory), daily. English prose composition two terms, daily. Special : Every student must select for a specialty a subject in which a four-years' course is offered. Collateral : The head of each department may layout, in connection with his course, work in related subjects, — such required collateral work not to exceed six terms of daily recitations; and to be espe- cially arranged for each student. Elective: The remainder of his work the student may elect from any de- partments in the university. Freshmen may first take the required general studies without select- ing a specialty. The order in which the required general and collateral studies are to be taken may vary with the conditions of each case; the student is to be guided in this matter by the advice of the president, and, after choosing a specialty, by that of the professor under whom he desires to work. Sophomores, Juniors, and Seniors must report to the professor in charge of the department in which they have chosen their specialty within a week after entering the university; they may change their specialty at the end of a term with the consent of the professors in the two departments concerned, but no changes as to si)ecial, col- lateral, or elective studies will be permitted after the beginning of a term, and no student will be graduated who has not finished all the work required for graduation in some one department, no matter how much work he may have done in other departments. INDIANA UNIVEEStTY. 87 It will be noticed that the university is moving on the line of the elective principle. Of this advance President Jordan has spoken in a late address on "The Evolufton of the College Curriculum." His words will give the best expression of the present tendencies of the university of Indiana. He says : " From the second to the third stage in its history the curriculum of the American college is now passing. This is marked by the advent of the elective system. It is impossible to study everything, or even many things, in four years. Thoroughness of any sort is inco npatible with the so-called breadth of culture characteristic of the patchwork era. True breadth of culture comes from breadth of life, and four years iu col- lege can not give it. The elective system when carried out iu its en- tirety involves the following elements : (1) A substantial and thorough course preparatory to the college course — this course including much that is now taught in the Freshmen and Sophomore years in most of our western colleges ; (2) the placing of all subjects taught in the college course on an equality so far as the degrees are concerned. * * * "The chief need of a college orgaaization is to bring great teachers together, that their combined influeuce may effect results which can not be reached in isolation. In other words, the use of a college is to pro- duce a college atmosphere, such an atmosphere as formed itself around Arnold at Eugby, around Dollinger at Munich, around Werner at Frei- berg, around Agassiz at Cambridge, around Mark Hopkins at Williams- town, around all great teachers everywhere. * * * The various so-called colleges and universities in America will gradually differentiate into universities and preparatory schools, and the ultimate line of di: vision will be one of money as well as one of management. To do university work requires better trained professors and many more of them than to teach the elements of Latin, Greek, and mathematics. Schools, ill-endowed, or not endowed at all, can not attempt this, Those who can do it will do it, and the success of Johns Hopkins Univer sity shows how this can be done. The ideas of Lehrfreiheit and Lern,' freiheit — freedom of teaching and freedom of study^on which the Ger man university is based, will become a central feature of the American college system." The university maintains no preparatory school. Its entrance require- ments coincide with the requirements for graduation in the officially rec- ognized or "commissioned" high schools of the State. Thus the pub- lic schools of Indiana form, as contemplated in the first Constitution, a cont nuous gradation from the lowest to the highest. In his address on Higher Education, Dr. Jordan says : " Buildings, departments, museums, courses, libraries, catalogues, names, numbers, rules, and regulations do not make a university. It is the men who teach. Go where the masters are, in whatever depart- ment you wish to study. Far more important than the question of what you shall study is the question of who shall be your teachers. The 88 HIGHER EDUCATION IN INDIANA. teacher should be a source of inspiration, leading the student in his de- partment to the farthest limit of what is already known, inciting him to make excursions to the greater realm of-'the unknown. "Ezra Cornell said, 'I will found an institution in which any person can find instruction in any subject.' A great idea, and in the institu- tion he founded, this idea has been nobly carried out. Such a school does not yet exist among us, but it will come, and when it comes it will work a revolution in college education. I do not know where it may be or when, but in my dreams day and night I can see it, the college of the masters, the college of the twentieth century, standing as the rightful head of the school system of Indiana." ORGANIZATION (1890). THE BOARD OF TRUSTEES. James D. Maxwell, Bloomington; Julius W. Touche, Crown Point; terms expire 1889. James L. Mitchell, Indianapolis ; Isaac Jeukinson, Eichmond; Eobert S. Eobertson, Fort Wayne; terms expire 1890. Isaac P. Leyden, New Albany; Eobert W. Miers, Bloomington ; Eobert D. Eichardson, EvansviUe ; terms expire 1891. - THE FACULTY. David Starr Jordan, M. D., PH. D,, ll. d.. President, and Professor of Systematic Zoology. Theophilus Adam Wylie, D. D., LL. D., Professor Emeritus of Physics. Daniel Kirkwood, A. M., ll. d.. Professor Emeritus of Astronomy. Amzi Atwater, A. M,, Professor of the Latin Language and Literature. Thomas Charlton Van Niiys, m. d.. Professor of Chemistry. Orrin Benner Clark, A. M., Professor of the English Language and Liter- ature, and Secretary of the Faculty. Horace Addison Hoffman, A. M., Professor of the Greek Language and Literature. John Casper Branner, PH. D., Professor of Geology. Eichard Gause Boone, ph. d.. Professor of Pedagogics. Joseph Swain, m. s., Professor of Applied Mathematics and Astronomy, Gustaf Karsten, ph. d.. Professor of Germanic Languages. William Lowe Bryan, A. M., Professor of Philosophy. Joseph P. Naylor, M. s.. Professor of Physics. Douglas Houghton Campbell, PH. D., Professor of Botany. Charles Henry Gilbert, PH. D., Professor of Zoology. Jeremiah Whipple Jenks, PH.D., Professor of Social Science and Eco- nomics. Earl Barnes, A. B., Professor of History. David Demaree Banta, ll. b., ll. d., Dean of the Departm.ent of Law. George William Saundersou, A. m., ll. b.. Professor of Rhetoric and Oratory. Ernest Wilson Huffcut, B. s., ll. b.. Professor of Law. INDIANA UNIVERSITY. 89 John Ernst Matzke, PH. B., Professor of Romance Languages. Eufus L. Green, B. s., Professor of Pure Mathematics. James Albert Woodburn, pn. D., Professor of American History. William Wesley Spangler, B. L., A. M., Librarian, Registrar, and Secre- tary of Board of Trustees. Carl Ostliaus, A. M., Associate Professor of German, James Kirkwood Beck, A. M., Associate Professor of Latin. Edward Howard Griggs, A. M., Instructor in English. Eobert Edward Lyons, A. M., Instructor in Chemistry, Arthur Lee Foley, A. b.. Instructor in Physics. Schuyler Colfax Davison, A. b., Instructor in Mathematics. GENERAL INFOEMATION. Location. — Bloomington, the seat of the Indiana University, is situated in Monroe County, on the Louisville, New Albany and Chicago Eail- way, in a picturesque and healthful region. The town has a popula- tion of about 5,000. Buildings. — The buildings occupied by the university are five in num- ber. One of these, formerly the main building of the university, con- tains the largest university assembly room, used for public exercises and for the literary societies. This building is situated on the old cam- pus, at the south end of the town, facing the termination of College avenue. It is of brick, finished with stone, three stories in height, 145 feet front, 60 feet deep. Near the main building stood the science hall, containing the museum, libraries, laboratories, and the recitation rooms for the sciences and the modern languages. This building was destroyed by fire on the night of July 12, 1883, with nearly all its contents. After the fire, a gift of $50,000 was made to the university by the county of Monroe. With this fund, and the insurance money obtained on the burned building, the trustees of the university immediately purchased the property known as " Dunn's Woods," adjoining the city on the east, and erected on it three additional buildings, in which the work of the university is now carried on. The new campus, the university park, contains 20 acres of elevated ground, covered with a heavy growth of maple and beech timber. The commanding position of the land, and the beauty of the natural forest which adorns it, render this one of the most attractive college sites in the country. Wylie Hall, the largest of the new buildings, is 113 feet long by 84 deep. This is devoted to the departments of mathematics, chemistry and physics. Owen Hall is 71 feet by 65, This is devoted to the museum, lecture- rooms, and laboratories in geology, zoology, and botany. These two buildings are of brick, relieved by native limestone trim- mings, colored bands, and terra cotta work, are slate roofed, have con- crete floors, supported by iron girders, are well lighted, and are thor- 90 SIGHEK EDUCATION IN INDIANA. ougWy fireproof. Each is two stories tiigli, with ample stone basements, is lighted with gasoline, heated by steam, and provided with every- thing necessary for the purposes for which it was built. In each, the internal arrangements were planned by the professors in charge of the departments specially concerned. Maxwell Hall, a frame building, has been erected for the present accommodation of some of the literary departments, and contains the chapel for the daily religious exercises. The new library building, recently finished, is of white limestone, 140 by 70 feet. The central half of the building is occupied by books and is one story high. There will be two floors in each of the two wings, which will afford rooms for various library and recitation pur- poses. The law library and lecture rooms will be on the upper floor of one of these wings, and rooms of the historical and political science departments on the upper floor of the other. A large reading room and the offices of the librarian adjoin the main library room on the first floor. The lower rooms in the east wing are used by the departments of English and pedagogics. Expenses of the student.— ImtiovL is free in all the departments of the university. The contingent and library fees amount to $18 per year, - No dormitory is connected with the university, Bloomiugton is sur- rounded by a farming community, hence the cost of living is much lower than in the larger towns of the State, and is probably lower than in any other town in the Northwest in which an institution of similar character is located. Board and lodging in private families cost from $3 to $3,50 per week. Board in clubs is furnished at $2 per week, and room rent alone is from 50 cents to $1. The necessary expenses of the student? exclusive of clothing and railway fares, will range from $160 to $200 per year, Financial condition of the university. — The annual revenues of the uni- versity for 1889-90 were as follows : Balance on hand November 1, 1888 S1,5T8.71 Stated annual appropriation provided by statute 23,000.00 Interest on endowment fund accumulated from sale of lands given by the United States 7,200.00 Fees for library and contingent expenses 5,550.50 Interest on State bonds, issued on account of special university tax. 15,741. 00 Interest on unpaid purchase money due on lands 'J-24. 59 Diplomas 205.00 Sundries and unexpended balances 600. 00 Total 54,099.80 THE LIBRARY. The 15,000 volumes in the general collection, selected to meet the special needs of the various departments of college study, are on open shelves, of easy access, so that the utmost freedom of reference and use is afforded. The arrangement of the books on the shelves is by sub- INDiANA UNIVERSITY. 91 jects, according to the " Dewey Decimal System of Classification," in which the library is divided into 10 classes, numbered (1) Philosophy, (2) Eeligion, (3) Sociology, (4) Philology, (5) Natural Science, (6) Useful Arts, (7) Fine Arts, (8) Literature, (9) History, (10) General works. Bach of these ten classes is subdivided into tea divisions of the maiu subject, and numbered with the digits 0-9, and each of these divisions again into ten seiitions, and so on as far as the subject-matter in each department requires. For example, 942 is the second section (England) of the fourth division (Modern Europe) of the ninth class or special library (History). All the histories of the whole or any part of England, for whatever period of time, are marked with this number, 942, and for more minute reference decimal subdivisions are affixed. Thus, 942.03 is a history of England under the Plantagenets ; 942.05, under the Tudors; 942.09, under Queen Victoria; 942.1, a history of London ; and 942.9, of Wales. Combining the decimals for time and place, 942.19 is the history of London during the present reign. So in the whole library each book bears the number deterrdined by its subject, as fixed in the printed classification scheme, and the books are arranged on the shelves in the simple arithmetical order of these class numbers, which brings every book in its logical place with reference to related subjects — and keeps it there, whatever the growth of the library may be. An alpha- betical index of authors, titles, and subjects, referring in detail to each volume thus numbered, is prepared on cards, giving the class-number, book-number, volume-number, and page-numbers, and making in fact a single encyclopaedic dictionary of the whole collection of books and pamphlets. Accessions amounting to about 2,000 volumes are annually made by purchase. THE MUSEUM. The museum of the university is in Owen Hall. Tlie principal room occupies the second floor of the building, and is devoted to the display collection, while most of the alcoholic collections are in special rooms of the basement. The policy of the museum is not the collection of heter- ogeneous material, but (1) to give by means of selected specimens and explanatory diagrams a synopsis of the principal groups of the animal and vegetable kingdoms, and outlines of the more imiiortant geological groups and phenomena ; (2) to illustrate, as completely as possible, the natural history of the State of Indiana ; (3) to furnish material neces- sary for the prosecution of original investigations on the part of pro- essors and students. The collections now contain about 3,000 minerals and 5,000 fossils. Among them is the finest specimen in existence of Blegalonyx jeffersoni. There are also several hundred specimens from the cretaceous strata of South America, deposited by Professor Branner. The zoological collections consist of about 1,900 mounted specimens and skins of mammals and birds, and a considerable number of nests 92 HIGHER EDUCATION IN INDIANA. and eggs. The fishes number some 50,000 specimens, representing about 3,000 species, representing fairly well the fish fauna of North America and Europe. There are some 0,000 specimens of insects, and about 2,000 of marine invertebrates, many of the latter in alcohol. LABORATORIES. The geological laboratory, — The geological laboratory is provided with geological maps and diagrams, and with the appliances required in the construction of topographical and geological maps, models, sections, diagrams, etc. In the lecture-room are large photographs, illustrating geological subjects, and a copy of Hitchcock's large geological wall map of the United States. The zoological laboratory, — The zoological laboratory is a large, well lighted room, fitted with tables, microscopes, microtomes, reagents, and other apparatus for the study of animals. There is also a well equipped laboratory in the department of botany. THE CHEMICAL LABOEATOEY. Hond S EE ^^r^ 3 FT^ I* ■Hsar H BE H e H E B I Table < Hair- 6l»vUmp» ' Combustion Furnace A — Laboratory for qualitative analysis. Jj — Laboratory for quantitative analysis. C — Laboratory for special work. D — Lecture room. E — Balance room. F — Distilling- room. G — Store room. H — Store room. For the department of chemistry there are two general laboratories and a " preparation room " or special laboratory. In the two labora- INDIANA UNIVERSITY. 93 tories (A and B of the diagram) there are stands, each of which affords room for four students, aud there being eleven stands in the laboratory for qualitative analysis, and six in the laboratory for quantitative analysis, there is room for sixty-eight students. The laboratory A is 80 by 30 feet, and the laboratory B is 48 by 30 feet. The stands are 12 by 4J feet, hence each student has 6 feet of space, and as the aisles are 4 to 10 feet there is ample room, even when every place is occupied. The laboratories are well ventilated, as vapor and gases escape through flues in the hoods. Adjoining the laboratory for qualitative analysis is the room P, in which reagents and the apparatus for distilling water are kept. In the small room, Gr, are supplies for the stands. In the room, B, connected with the laboratory for quantitative analysis, are five balances of precision, and in the adjoining room, H, is the appa- ratus employed in quantitative work. The laboratory, 0, for special work is connected with the lecture room, D. Between these rooms is a hood, as shown by the diagram. The lecture room has seating capacity for seventy-five students. Besides the rooms shown by the diagram there are in the basement two store rooms, a dark room for special work, and a room containing the assay and fusing furnaces. The laborato- ries as now furnished afford every means to facilitate work without loss of time, as nearly every reagent and piece of apparatus are supplied each student. In qualitative work the student has at his place nearly thirty reagents, and in his cupboards and drawers are flasks, beakers, tongs, evaporating dishes, test tubes, filter and retort stands, filter and test papers, etc. Bach place is supplied with gas and air under pres- sure, so the quality of the flame may be changed as desired. At the end of each stand is a water supply and a basin connected with a drain pipe. In the laboratories each student works independently, as there are no classes. Facilities are now afforded for laboratory practice in physiological chemistry, embracing the study of the constituents of muscular tissue, brain, bile, faeces, urine, etc. For this purpose G-eissler's air pump, with receivers for evaporating in vacuum, Laurent's polariscope, for estimat- ing sugar, peptone, and hemialbuminose, and a spectroscope for study- ing the spectra of haemoglobin and its derivatives, have lately been im- ported. THE PHYSICAL LABORATORY. The physical laboratory is being rapidly supplied with the best in- struments that can be obtained for the presentation of a course in modern experimental physics. Besides the usual apparatus for the illustration of the elementary principles of physics, as presented in the lectures, the laboratory is being provided with the best standards and instruments for precise measurements. These are intended for the use of students in the laboratory. By working with them, the student may not only quantitatively verify physical laws and truths, but, what 94 HIGHER EDUCATION IN INDIANA. is of far greater value, may catch the spirit and methods of scientific investigation. A partial list of apparatus may show some of the advantages the In- diana University is already able to offer. For the fundamental unit of time, there are provided a good clock with chronograph, a stop-watch, and a Verdin chronograph reading to yooo of a second, with control fork by Koenig, of Paris. For length, a Soci6t6 Genfevoise standard meter with reading microscope for subdivisions, Brown & Sharp scale and micrometre, spherometre reading to tooo millimetre, cathetometre, optical lever, and other standards of less accuracy are provided. Two fine balances, accurate to -^ milligram, with weights, are provided for measurements of mass. A Borda pendulum, thermometers, barometers, thermopile, Eowland grating, spectrometre, prisms, specific- gravity apparatus, vapor-density apparatus, sonometre, sirens, polariscope, reading telescopes and scales, and other instruments are provided for general work in measurements of various kinds. For magnetic and electrical measurements, the lab- oratory is well provided so far as light current work is concerned. A magnetometre, a standard tangent galvanometre, by Hartman & Brown, Carpentier's ammetre, low resistance astatic galvanometre for thermo- electric work, Elliott's high resistance astatic galvanometre with lamp and scale, a low resistance mirror galvanometre, tangent galvanometre with three coils of different resistance, Thomson's quadrant electro- metre, resistance boxes, standard ohm, Wheatstone's bridge, box-form, by Elliott, divided metre bridge, one-third micro-farad, Key's induction coils, batteries of various forms, standard cells, and other instruments are provided for work in this line. PSYCHOLOGICAL LABORATORY. This laboratory is provided with a number of superior instruments. The Hipp chronoscope with full apparatus reading to yoW ot a second, the Verdiu chronograph with central fork of the same accuracy, appa- ratus for applying graded stimuli of various sorts. Physiological psy- chology is pursued experimentally for verification of past and current results and in original investigation. INDIANA UNIVERSITY. 95 Staiiatics of the State Univeraitiea of iTie Northwest in 1888.* [Compiled from official sources.] state universities. PopulatioD of State, 1880. Taxable property of State in 1880. Value of buildings and grounds. &\ Ed P) E« •sag > Actual in- come from all sources. Special appropria- tion last session of legislature- Number of full pro- fessors, collegiate department. Ann Arljor, Mich 1, 636, 937 1,316,497 780, 773 1, 978, 301 3, 077, 871 3, 198, 062 1, 624, 615 2, 168, 380 996, 096 452, 402 135, 177 191, 327 1, 542, 359 $654, 580, 850 425, 680, 143 258, 055, 543 728, 944, 231 786, 616, 394 1, 546, 470, 544 418, 482, 472 658, 361, 443 160,901,688 90, 499, 618 11, 163, 168 57, 784, 243 213, 117, 680 $600, 000 750, 000 550, OOO 120, 000 460, 000 800, 000 1 125, 000 400,000 360, 000 600, 000 110, 000 70, 000 260, 000 $450, 000 125, 000 100, 000 25, 000 85, 000 60, 000 1 30, 000 61, 000 175, 000 60, 000 5,000 12, 000 6,000 $222,750 145, 000 76, 000 40, 343 60, 000 74, 408 75, 000 60, 000 77, 606 80, 000 10, 000 32, 675 33, 000 $64, 450 198,000 40, 000 25, 000 25, 336 1 60, 000 47, 100 60, 000 35, 000 24 33 IB 16 18 16 13 20 16 11 9 8 9 Minneapolis, Minn Bloomington, Ind GhampaigD, 111 KnoxTille, Tenn Position of Indiana in Fourth. Third. Eleventh. Tenth. 1 * Since this table was prepared there has been great growth in the institutlouH mentioned. The value of the buildings and grounds of Indiana TJiiiveraity has been increased to $200, 000, its income to $60,000, students 390, full professors 24. t Estimated. Statistics of the Universities of the Northwest in 1888 — Continued State nniTeraities Ann Arbor, Mich Madison, Wis I^nneapolis, Minn Bloomington, Ind Champaign, 111 Columbus, Ohio Iowa City, Iowa Columbia, Mo Lawrence, Kana Lincoln, Nebr Vermillion, Dat Boulder, Colo KnoKville, Tenn Position of Indiana in each re spect A verage salaries (approxi- mate). $2, 400 2,100 2,400 1,575 1,900 2,250 1,800 2,200 1,900 2,000 1,200 1,800 1,800 Twelfth. Number of stu- dents in college classes, 1888. A a 712 *400 *439 275 *274 *236 265 J*673 182 *186 76 63 *224 Fourth. Tes. Xes. Yes No.- No.. Tes. Tes Tes. Tes. No.. No.. Tes- Tes- Is indus- trial college united with State university 1 No.. No.. No.. Tes. Tes. No.. No.. Tes. Tes. Tes. Tes. Te^. No.. Number of people in State (1880) for each one in college classes of State uni- versity. (1888.) Eighth. Number of dollars (1880) of property for each dollar of, univerei ty income (1888) Twelfth. * Includes students in mechanic arts and agriculture. t These figures have little value on account of the rapid growth in population and wealth since 1880. { Includes preparatory school. 96 HIGHER EDUCATION IN INDIANA, BIOGRAPHICAL SKETCHES. It would be regarded as an iuexcusable omission, in even a brief sketch of Indiana University, were some notice not given to personal mention of some of the distinguished teachers whose names were long identified with the usefulness and growth of the university, and to whose services the State is very greatly indebted. The history of edu- cation in any State is the history of the thought and work of her great educators. Indiana has had in her university a number of gifted teach- ers, who have stamped their thought and influence on the life of the State by the way in which they have shaped and directed the lives of men of eminence and influence in various walks and professions. The older alumni of Indiana University will recall a group of Christian scholars who gave reputation and dignity to the university a genera- tion ago, whose names will always be regarded by the students who knew them as part of the glories of the past. We have already made mention of the first president, Dr. Andreic Wylie. Dr. Wylie was born in Fayette County, Pa., April 12, 1789. He was of Scotch-Irish parentage, his father having come from County Antrim, Ireland. His early education was such as he received at the common school. He graduated with the honors of his class at Jeffer- son College, Cannonsburgh, Pa., and in his twenty-third year, and within a few years after graduation, he was honored by being elected to the presidency of his alma mater. In 1817 he resigned the presidency of Jefferson College to accept the presidency of Washington College, in the hope that the two institutions might be united. From the troubles attending the attempt at union, Dr. Wylie was led to resign his posi- tion, to leave Pennsylvania and accept the presidency of Indiana Col- lege. This was in 1828. There he lived and worked until his death, in 1851. Among the resolutions of the board of trustees, on the occasion of his death, we find the following : Sesohed, That a just regard to the memory of the first president of onr university, who has labored so long and earnestly to build up an institution of learning Tvorthy of our State, imposes new and greatly increased responsibilities upon all connected with the university ; and tha|i the best and most permanent monument to his name is the Indiana University, made such as he for a series of years was striving to make it — the pride and ornament of Indiana. Judge David McDonald, professor of law in the university, in some remarks to his class at the time of Dr. Wylie's death, made use of the following language : "Andrew Wylie was a man of truth. He was so not merely because of his views of policy, but because he loved the truth. In thought, in word, in action, he was truthful; and no man during a long life ever pursued the truth with more unwearied search through all the fields of learning and science." These quotations may serve to indicate the estimate of acquaintances and students of Dr. Wylie's character and ability. Dr. Wylie's publications were not numerous. A small work, entitled " Sectarianism is Heresy," was INDIANA UNIVERSITY. 97 noticed favorably by the Boston Dial, but criticised unfavorably, while its ability was admitted, by the Priacetou Eeview. These, together with a large number of baccalaureate addresses, sermous, and some translations from Plato, were all the writings ever printed from his pen. He was a man of active life, a practical teacher, and while he was a thorough scholar, his aspirations or inclinations did not lead him toward authorship. Governor Henry A. Wise, of Virginia, who grad- uated under Dr. Wylie's presidency in Jefferson College, said of him : "I proudly boast that he was the best moral philosopher, metaphysi- cian, and Greek linguist whom, as far as my knowledge extends, this country has produced." The late Dr. Eobert Baird testified : " It cau not be questioned that he was one of the best educated men of his country. He was thoroughly versed in history, was an able logician and metaphysician, and in classical learning his knowledge was great and extensive." Dr. Wylie's address at Wabash College, July, 1838, on " The Eetention of Greek and Latin in tfie College Curriculum," attracted attention from classical scholars throughout the country. His " Eulogy on Lafayette," delivered in Bloomington, elicited a letter of praise from Daniel Webster and other men of national reputation. The students of Dr. Wylie were charged with regarding their pres- identwith inconsiderate and enthusiastic "idolatry." It is evident that Presidwnt Wylie has left behind him the traces and indications of a a great man. Dr. Gyrus Nutt came to the presidency in 1860. At that time the faculty consisted of seven professors, including the president — Eli- sha Ballantine, T. A. Wylie, James Woodburn, Judge Bryant, pro- fessor of law. Professors Hibben and Marquis had lately been elected to the chairs of English literature and modern languages. Daring the fifteen years of Dr. Eutt's service he labored constantly, with great self-sacriflce and devotion, iu popularizing the university throughout the State, and in removing sectarian suspicion and opposition. Cyrus Nutt was born in Trumbull County, Ohio, in 1814. He was educated at Allegheny College, Meadville, Pa., where he graduated in 1831. He was immediately made principal of the preparatory department of his alma, mater, and was soon called from there to a similar position in Indiana Asbury College, Greencastle. He became professor of languages in that institution in 1837, and retained this chair until 1843, when he retired for pastoral work in the Methodist Episcopal Church, in which church he had been for some time a leading minister. In 1849 he became president of Fort Wayne Female College, and again in 1857 he was recalled to Asbury. He labored at a time when from an edu- cational point of view Indiana was virgin soil, and he lived long enough to see and to reap great fruits from his laborious sowing. Br. Theophilus Adam Wylie, a coworker with Kutt, a contemporary but not a relative of the elder Wylie, retired but a few years ago from .active teaching in the university after a half-centary of faithful and 12524— No, 10 7 98 HIGHER EDUCATION IN INDIANA. acceptable service;. He. is now, at the age of eighty, professor emeri- tus of pliysics and astrononjy. Professor Wylie graduated from the UiiiveiKity of rcnusylvauia in 1830,iii his twentieth year. He was born in Pliilack'liiliia in 1810. He came to Indiana in 1837 as professor of natural philosophy and chemistry. With the exception of one year's absence, in 1853, during which he occupied a professorship in Miami University, Oxford, Ohio, he served the Indiana University continuously until his retirement, in 1886, a i^eriod of forty-nine years. Dr. Wylie has the characteristics of the modest and retiring scholar, and is re- membered by the generations of students who have been under his care as a helpful and thorough teacher. Passing with the university through various calamities and changes, he has been called upon for services of various kinds, and he is one of the few versatile men of his day who had the attainments to enable him to teach whatever the cur- riculum required. Professor Wylie was, until recently, a minister in the Eeformed Presbjterian (Covenanter) Church, and was a personal friend of his fellow-churchman, the distinguished philanthropist, Hon. George H. Stuart, of Philadelphia. No one has rendered better or more faithful service to the cause of education in the State of Indiana than this venerable scholar, who, without seeking honor or preferment, has found the highest honor in the recognition of the thousands of students whom he has benefited. Another of these classical scholars was Ulisha Ballantine, who gave his life and his talents to the cause of the church and Christian educa- tion. Professor Ballantine was born at Schodack-on-the-Hudson, N. T., October 11, 1809. He graduated from the Ohio Universitj', Athens, Ohio, in 1828, and afterwards studied at Union Theological Semi- nary, in Virginia, and at Halle and Leipsic, in Germany. He was professor of Hebrew and Greek in Union Theological Seminary from 1831 to 1837, and professor of languages in Ohio University from 1838 to 1840. From 1840 to 1852 he was engaged in the ministry of the Presbyterian Church, being pastor of the First Church, Washington, D. C, for four years. He came to Indiana University in 1854 as pro- fessor of mathematics, but was soon transferred to the chair of lan- guages. In 1863 he resigned his professorship to acecpt the secretary- ship of the Board of Foreign Missions of the Presbyterian Church, and in 1806 was called to the chair of Hebrew in the Lane Theological Seminary, Cincinnati, Ohio. He returned to the Indiana University in 1867 as professor of Greek, and continued in service until Ms final retirement, in 1878. He died suddenly, at his home in Bloomington, March 31, 1886, after a service of more than fifty years in the ministry and as an educator. Professor Ballantine was recognized by all who knew him as a scholar and a teacher. Dignified, direct, simple, and sincere, he was ■without dissembling and flatterj'. Benevolent and kind, he was beloved by all with whom he came in contact, and was respected by INDIANA UNIVEKSITY. 99 all classes and denomiuations of men. As a scholar and a literary man, Professor Ballantine occnpied the first rank. He had a thorough knowledge of Latin and Greek, was an excellent Hebrew scholar, and was conversant with other Semitic languages, and had ready use of the German and French tongues. He was the father of President William G. Ballantine, of Oberlin College, who received from his father's tutelage his first scholarly instincts and impressions. Daniel Kirlcwood is another distinguished name whose services hav6 given luster to the last generation of Indiana University. Only those who have known him personally will understand with what honor his name should be uttered. His work in applied mathematics, especially in astronomy, made his name known a generation ago among scholarly men throughout the world. Herschel and Proctor and Loomis were his friends, correspondents, and admirers, and his name was better known on the continent of Europe than in some parts of Indiana. Dr. Kirk- wood first published in 1839 his " Analogy in the Periods of Eotation of the Primary Planets," in Silliman's Journal of Science. This anal- ogy, derived from La Place's nebular theory, was first brought to the attention of Prof. Sears 0. Walker in a private letter from young Kirk- wood, who was at that time principal of the Pottsville Academy, in Pennsylvania, and upon its publication it attracted much attention both in Europe and America, Professor Kirkwood came to Indiana as pro- fessor of mathematics in Indiana University in 1856, and he continued to occupy this position until his retirement as emeritus professor in 1886, with the exception of two years during which he was professor of mathematics in Jeiierson College, Cannonsburgh, Pa. Professor Kirk- wood published a paper in the Proceedings of the Royal Astronomical Society of London which first indicated the cause of the intervals be- tween Saturn's rings. Numerous papers from his pen have won him distinction among scientific men. A "Treatise on Comets and Meteors," i>ublished by Lippincott & Co., Philadelphia; "Kirkwood's Analogy," already noticed; "On the Nebular Hypothesis," in Silliman's Journal, 1860; "On the Formation and Primitive Condition of the Solar System," published in the Proceedings of the American Philosophical Society, are a few of the many original papers which he has produced. He is also the author of the articles on astronomy in the annual supplements of Appleton's Cyclopedia. Dr. Kirkwood is still living, in retirement, and in good health, at Eiverside, Cal. He was born in Harford County, Md., in 1814. He spent the best years of his life to promote the cause of higher education in Indiana. His services to the State have been of the kind which seldom receive their due recognition and meed of praise until the lapse of years. While a generation may seem unappreciative, republics do not continue always ungrateful in their bestowal of honor. Dr. Kirkwood will receive the highest honor of the teacher, the reward most acceptable to the modest scholar — his work in the years to come 100 HIGHER EDUCATION IN INDIANA. will receive the recognition which it deserves and his name will live in the history of Indiana as one of the great men of his day and genera- tion. Another name deservedly associated with Wylie, Ballantine, and Kirkwood is that of Bichard Owen, who was professor of the natural sciences and chemistry in the Indiana University for nearly thirty years. Professor Owen was bora in New Lanark, Scotland, in 1810. He was a son of the distinguished socialist and philantbropist, E«bert Owen, and a brother of the famous statesman and diplomatist, Eobert Dale Owen. He came with his father from Scotland to the Bew Har- mony communal settlement in 1827. He served as captain of a com- pany during the Mexican war, and at the outbreak of the rebellion in 1861 he was commissioned by Governor Morton as lieutenant-colonel of the Fifteenth Indiana Volunteers. His military service extended for two years, when, in 1863, he came to Indiana University as professor of natural philosophy and chemistry. Before the war Colonel Owen had been a teacher of the natural sciences in the Western Military Institute of Kentucky, before which time he acted as an assistant to his brother, David Dale Owen, in making a United States geological survey of Minnesota. In 1859-'60 he made also a geological survey of Indiana, serving during the latter of these years as State geologist. Dr. Owen was an explorer and traveler, and an intelligent and quick observer. He was regarded by the students in his classes as a "professor of gen- eral information," for he had a good experimental knowledge of all lands and peoples, and in conversation or class room he was a clever and delightful talker. He was a constant contributor to literary and scientific journals, and until the day of his death he was a devoted and enthusiastic student and investigator in certain lines of the natural sciences. In 1887, ten years after his retirement from the university, at the age of seventy-seven, he contested for a high prize offered by the King of Belgium for the best method for the teaching of geography and the presentation of maps. He was one of the few who, missing the prize, received honorable mention from the Eoyal Academy. Dr. Owen died March 25, 1890, at his home in New Harmony, Ind., from the effects of poison taken accidentally. His name is one of the best known in Indiana educational history and his services to science were of a high order. The Owen cabinet came to the Indiana University through his influence, and one of the present buildings is named in his honor. Among this group of scholars there were others whose lives deserve to be sketched, where their names can only be mentioned. Ool. James Thompson, an honored graduate of West Point, a soldierly scholar, brought a healthful spirit of discipline and training iuto the university during several years of service as professor of engineering and military tactics; Hermann B. Boisen, professor of modern languages during the seventies, a mental enthusiast and a surprising genius, was a teacher with a soul all instinct with tuition, with class in hand the INDIANA UNIVERSITY. 101 greatest master it has ever been our privilege to see;^ Oeorge W. Moss, for several years superintendent of public instruction for Indiana, was for a number of years one of the best known members of the faculty in these days; and it may be said of the quarter of a century from 1850 that the university contained a body of men who brought honor to the State, whose great offices to the youth of Indiana will always be remem- bered with gratitude, and among whom as colaborers in education it is no small honor to have been enrolled. The university has made its greatest changes and its greatest growth under later administrations, but its new strength and breadth have been added to foundations already laid, and no one has a higher and truer appreciation of the benefits which have come from these great men than the distinguished and ingenious young president with whose administration the univer- sity entered its renaissance. 1 Class History, 1876. CHAPTER VII. PURDUE UNIVERSITY. In the field of American politics belief in the inestimable benefits to the States of the "more perfect union" has long been a part of the popular faith. Though they may not have understood, the people have at least believed that in the source of the. Federal Union they live and move and have their being. The sacrifices of years in blood and treas- ure bear witness to the belief of the people that with the loss of the Union would come the lossof tbeir political life as State and Nation. In the national i>olitical life, in the broad sense, education is one of the most important fields of State application ; and of the great benefits of the Union in the institutional life of the States the history of popular edu- cation aftbrds a specific and striking example. We have in a measure recognized the beneficent influence of the Fed- eral Government in the development of education in Indiana. That government has been the most generous and powerful patron of the In- diana schools. The two fownships for colleges, the sixteenth section for the common schools, the surplus fund, the Saline lands, and minor donations, all coming from the General Government, have proved to be the basis for the growth of the State University and the foundation on which the splendid school fund of the State has arisen. The history of Purdue University continues the story of the benefits received for edu- cation in Indiana from the National Government. Purdue University is the agricultural and mechanical college of In- diana. It has been said of Cornell University that it was the " gift of the United States Government and Ezra Cornell." Purdue rests upon a similar basis — on private benevolence upon the one hand and the gift of the Central Government upon the otlier. Both institutions, Cornell and Purdue, like many of the State agricultural colleges, bad their origin in the act of Congress of July 2, 1862. The history of national legislation upon this subject is not without interest in the study of State agricultural education. In 1860 the National Government had at its command, with the con- stitutional right of disposal, more than a billion acres of unclaimed pub- lic land.' It had not yet given away an empire to Western railways. Agricultural societies throughout the Union, seemingly in concerted 1 The Land Officn Report of 1800 sliowcd 1,400,000,000 acres of public laud. 103 PURDUE UNIVERSITY. l03 action, had for some years been petitioaing Congress for the donation of some of this laud to the States for the purpose of agricultural edu- cation. The agitation took formal shape at least as early as 1852, when the legislature of Massachusetts passed a resolution asking Con- gress for a grant of lands for the purpose of promoting a national normal agricultural college. It seems that the idea of Washington in favor of a national institution for education still found favor in the minds of the people. Propositions came from several sources urging that the nation should promote scientific instruction in agriculture, which would soon be needed if we were to preserve our national her- itage in forest and field. Abusive methods in cultivation were fast making away with the riches of the soil. Similar resolutions followed the one in Massachusetts. In 1858 me- morials from the Kentucky and New York Agricultural Societies, and from the legislatures of New York, California, and Missouri, praying for lands for educational purposes in State agricultural colleges, were presented in Congress. Mr. Morrill, of Vermont, in speaking upon this subject before the House of Representatives on April 20,1858, said: " There has been no measure for years which has received so much attention in the various parts of the country as the one now under con- sideration, so far as the fact can be proved by petitions which have been received from the various States, North and South, from State societies, county societies, and from individuals. Petitions have come in almost every day from the commencement of the session." It will be seen that the agitation in the country had been persistent and forcible. The bill then before Congress granting land to the States for agri- cultural colleges, upon which Mr. Morrill spoke the words which we have quoted, was similar in most respects to the one which became a law four years later. It was introduced and brought to its passage in the House by Mr. Morrill. The main difference between his bill and that which finally won success was that the measure of Mr. Morrill granted only 20,000 acres of land to each Eepresentative and Senator in Congress, instead of 30,000 finally allowed. Thus we are again re- minded that temporary loss ofttimes results in permanent gain. The first bill passed the House April 22, 1858, and was indorsed by the Sen- ate at the following session. It met the veto of President Bucha,nan February 24, 1859. It is not impertinent to our subject to examine the grounds of this veto. It describes the controversy through which we came by our State agricultural colleges ; it illustrates the progress of thought on the rela- tion of the State and Federal governments in education ; it explains well the view of the cautious, or timid, school of constitutional inter- preters; and it sets forth the obstacles which the friends of national aid to education had to encounter a generation ago. The veto rested mainly, like that of Mr. Buchanan's well-known veto of the homestead bill a year later, upon constitutional grounds. He 104 HIGHER EDUCATION IN INDIANA. urged tbe minor objections that such a measure Mas inexpedient in cut- ting off $5,000,000 of revenue at a time when it was diifieult to meet the expenses of Government and to sustain the public credit; that it would be injurious to the new States in enabling speculators who might buy the land scrip to withhold their lands from settlement, and thus run up the price to the actual settler ; that the Government would have no power to follow its gift into the States to see that it was properly executed, and that such a donation would interfere with the work and growth of established colleges in the States. " It would be far better," says the message, " if such an appropriation of land must be made to institutions of learning, to apply it directly to the establishment of professorships of agriculture and the mechanic arts in existing colleges without the interference of the State legislatures." But the main ground of the President's objection was that the pro- posed grant violated the Constitution of the United States. One of the strictest of the strict school in constitutional construction, Mr. Buchanan presumed it to be "undeniable that Congress does not possess the power to appropriate money in the Treasury, raised by taxes on the people of the United States, for the purpose of educating the people of the re- spective States. This would be to collect taxes for every State purpose which Congress might deem expedient and useful, an actual consolida- tion of the Federal and State governments." The power specifically given to Congress " to dispose of the territory and other property of the United States" was to be used only for the objects specifically enumerated in the Constitution. At least the public lands could not be " given away." The President believed that the previous donations of the sixteenth section, and later of the eighteenth and thirty-sixth sec- tions for common schools, and of townships for universities and semi- naries, were safely constitutional ; but in these transactions the Gov- ernment had not " given away " land ; it had merely acted as a prudent speculator in " disposing of" some land in order to enhance the price of the balance. The message " purposely avoided any attempt to define what portions of land may be granted and for what purposes, to im- prove the value and promote the sale of the remainder without violating the Constitution." That would, indeed, have been an interesting definition. It would have squared the circle in a constitutional sense. For nothing has been more impossible in our constitutional history than to limit by rigid and permanent written definitions the constitutional powers of the nation. It is now generally accepted as true that while a written parchment can define broad principles of government which may not be violated, it can not contain specifically all the necessary and proper jiowers which, under varying circumstances, may be exercised by the State. These must be determined by progressive national interpretation. In the doc- trine of implied powers there was found " a sleeping giant in the Con- stitution " which has been able at numerous times to assert its strength PURDUE UNIVERSITY. PURDUE UNIVERSITY. 105 for the common benefit of all the States. This giant power has been forcibly wielded, always in a beneficent way, in the history of national grants in aid of education within the States. In seeking to promote the public welfare under the same written document, another Congress and a new President found it possible for the nation to extend again a help- ing hand to the States in the establishment of schools and for the pro- motion of learning. " When there is a lack of argument against a measure," said Mr. Morrill, while facing the veto of his bill, " the Constitution is fled to as ' an inexhaustible source of supply." ' Firmly believing that the measure which had be6n defeated was both wise and constitutional, Mr. Morrill reintroduced the measure in the House of the Thirty-ninth Congress, De- cember 16, 1861. It was again unfavorably reported by the Committee on Public Lands, and, seeing its inevitable defeat, Mr. Morrill proposed to submit a substitute, which he hoped would satisfy the committee and the House, but he was overruled by an objection from Mr. Holman. In the meantime the measure had found a champion in the Senate in the person of Senator Wade, of Ohio. On May 5, 1862, Senator Wade introduced in the Senate the bill which finally became a law, and which became the foundation of several State agricultural colleges, among them Purdue University. The measure did not pass the Senate without decided opposition. After introduction, reference to committee, and favorable report, it was, by request of opponents, laid upon the table for further consideration, and in various ways it was postponed and delayed. Senator Lane, of Kansas, objected to the measure, because it would, as he thought, ex- haust all the valuable public lands of Kansas, " the only State with de- sirable public lands within its borders," and he was opposed to the appropriation of these lands to the use of New York, New Jersey, Georgia, or South Carolina, or of any other State than Kansas. Senator Lane finally fell back on the constitutional objection and warned the Senate against the danger of " giving to sovereign States the right of entering lands within sovereign States." Lane and his coadjutors, un- able to defeat the bill, made a successful fight for the amendment 'Mr. W. E. W. Cobb, of Alabama, chairman of the Committee on Public Lands in the House in 1858, in speaking against the passage of the agricultural college bill, thought that if the proposition became a law " the people of every State will have the right to come aud ask Congress to provide for their common schools and other local institutions. The x)Oor will have a right to come and ask Congress to grant lands to aid in the erection of buildings to shelter them from the inclemency of the weather." Yet, a few months before, Mr. Cobb, at the request of a memorial from his State legislature, had voted for a grant of lands to aid the establishment of insane asylums in the States. Facing the difficult and embarrassing task of reconciling this vote with the one he was about to cast, he explained that a young lady philanthro- pist — a Miss Dix who had advocated the former measure in his State — had by her persuasions "such an extraordinary effect that he gave way to his better feelings without examining the constitutional questions involved." Tliore have been many Interesting inconsistencies in the history of constitutional interpretation. 106 HIGHER EDUCATION IN INDIANA. that not more than 1,000,000 acres of the land should be located in any one State by assignees of the land scrip. The anticipated evil Of the bill to the new States, beyond tlie general objection to non-resi- dent holdings of laud, was that the land scrip would be bought up at cheap rates, 50 or 75 cents per acre, by speculators, who would place their claim on the best lands within these States, and by holding for a high price would retard settlements and the growth of population. The objections and the repeated postponements for the consideration of other propositions finally led Senator Wade to remark that he " would never get his bill through unless he stood by it," and in moving the final consideration of the measure in the Senate he proposed ''not to give it up for anything." The forcible way Senator Wade had of standing by what he believed in was not without its efi'ect in this instance. His bill, as amended by Senator Lane, passed the Senate June 10, 1862. It passed the House one week later, and on July 2, 1862, it received the signature of President Lincoln and became a law. By this measure it was " enacted by the Senate and House of Repre- sentatives in Congress assembled, that there be granted to the several States, for the purposeshereiuafter mentioned, an amount of public land, to'be apportioned to each State a quantity equal to 30,000 acres for each Senator and Representative in Congress to which the States are respect- ively entitled under the census of 1860." The lands to be selected ex- cluded all mineral lands, and were to be chosen within the respective States if there were enough such lands subject to sale at private entry for $1.25. Otherwise, the Secretary of the Interior was to issue land scrip for the amount of the deficiency, the scrip to be sold by the Statis and the proceeds to be applied for the uses prescribed in this act. This land scrip was to give the buyer full claim to any unappropriated land of the United States which was then subject to sale at $1.25. The buyer had but to enter the land properly to make it his own. All taxes and expenses attached to the necessary proceedings of sale and owner- shijj were not to come out of the funds so appropriated, but were to be paid by the States. All moneys derived from this donation were to be invested in stocks of the United States or of the States or some other safe stock yielding not less than 5 per cent, per annum on the par value, . " to constitute a perpetual fuud, the capital of which shall remain forever undiniiuished, the interest of which shall be inviolably appropriated to the endowment, support, and maintenance of at least one college where the leading object shall be, without excluding other scientific and classi- cal studies and including military tactics, to teach such branches of learning as are related to agriculture and the mechanic arts in such manner as the legislatures of the States may prescribe, in order to pro- mote the liberal and practical education of the industrial classes in the several pursuits and professions of life." The conditions attached to the grant, which are worthy of notice, may be briefly summarized as follows : PURDUE UNIVERSITY. 107 (1) The fund was to remain inviolate, never to be diverted from the purposes for which it was granted, and any loss of principal or interest was to be replaced by the State. (2) No portion of the fund was to be applied directly or indirectly to the purchase, erection, preservation, or repair of any building. This expense was to be met by the State. (3) Any State which might take and claim the benefit of the provis- ions of this act was required to provide, within five years, at least one college, as described in the act, or the grant to such State should cease; and the State should then be bound to pay to the United States the amount received of any lauds previously sold, and the title to purchasers under the State should be valid. (4) An annual report shall be made on the progress of each college, recording improvements and experiments, one copy of which shall be sent by each to all the other colleges which may be endowed under the act, and one copy to the Secretary of the Interior. (5) If lands were selected by any State in places where railroad grants or other causes had raised the land above Government price, the number of acres allowed to the State should be proportionally diminished. (6) No State was to be entitled to the benefits of the act unless it ex- pressed acceptance thereof by its legislature within two years from the date of its approval by the President. On April 14, 1864, Congress ex- tended by two years the time within which a State might signify its acceptanc'e of the grant, and offered the benefits of the grant to the State of West Virginia. Indiana, with 2 Senators and 11 Representatives by the census of 1860, received as her share of this donation 390,000 acres of laud, or the equivalent in land scrip. From this source she realized for her agri- cultural college $340,000. The State accepted the grant March 6, 1865, by an act providing for the receipt, investment, and management of the donation. She accepted and claimed the benefits of the provisions of the Congressional act and assented to all the conditions and provisions contained therein. The Governor of the State, and Alfred Pollard of Gibson County, Smith Vawter of Jennings County, Henry Taylor of Tippecanoe County, and Lewis Burke of Wayne County, and their suc- cessors, were created a body corporate for the management of the insti- tution under the name of the Trustees of Indiana Agricultural College. The land scrip, to be received by the board through its treasurer from the Secretary of the Interior, was to be sold at the most advantageous terms, and the proceeds invested in United States stocks yielding not less than 5 per centum on the par value of stock. ■ The act of 1865, however, made no provision for the location of the institution, and so strong a rivalry sprang up among several places in the State that it was not until the special session of 1869 that the mat- ter was finally settled. The act of that session accepted a donation of 108 HTGHER EDUCATION IK INDIANA. $150,000 from John Purdue, ou condition that the donation be made eifectual, and in consideration thereof the State agreed that the insti- tution should bear the " name and style of Purdue University," and Mr. Purdue was made a life member of the board of trustees. The State also at this time accepted a donation of 100 acres of land adjoining the proposed site of the institution from the citizens of West La Fayette, a donation of $50,000 from Tippecanoe Oounty, and some other minor and contingent donations. The act located the institution in Tippecanoe Oounty, at such point as the trustees might subsequently decide, gave it the name of Purdue University, and provided for its organization.' Prior to this time the trust funds arising from the sale of the land scrip, amounting to $340,000, had been managed by a board of trustees with the corporate name " The Trustees of the Indiana Agricultural College." In 1870 the board was reorganized to meet the new condi- tions; in 1871 its number was increased from fire to nine, and this board purchased the site of the university, constructed the buildings im- mediately needed, and made provisions for the opening of the institution. It was expected that it would be possible to open the university in 1873, and in August, 1872, Prof. Kichard Owen, of the department of natural science in the State University, was elected i)resident. The hope of opening the university in 1873 was not realized, and in March, 1874, President Owen resigned his position. To meet the requirements of the act of Congress, which required the institution to be opened as early as July, 1874, one of the professors took charge of a class on the 2d of March, 1874, and gave instructions until June. Ou September 17, 1874, the doors of the university were formally Opened, with A. C. Shortridge, president, and the following chairs filled: Physics and industrial mechanics. Mathematics and engineering. Botany and horticulture. Chemistry. English literature and drawing. By an act of the legislature, which went into force August 24, 1875 the Governor of the State was authorized to appoint six trustees, two of whom to be nominated by the State board of agriculture, one by the State boanl of horticulture, and three selected by the Governor himself. The trustees are to represent different Congressional districts, except that two may come from the district in which the university is located, and their term of service was fixed at three years. The board of county commissioners in each county was authorized to appoint, in such man- ner as it may choose, " two students or scholars to Purdue University, who shall be entitled to enter, remain, and receive instruction in the same, upon the same conditions, qualifications, and regulations pre- scribed for other applicants, room rent and tuition free." ' Credit is due for subsequent p:irts of this chapter to Dr. Stimley Coulter, profes.sor of biology in Pnrdne University. PURDUE UNIVERSITY. 109 We have thus briefly concluded the legal history of Purdue Univer- sity, except on points where the legislation of the State touched its financial management in the line of carrying out those provisions of its foundation which we have fully enough described. The plan of organization adopted by the board of trustees was based on the theory of special education, and the instruction of the univer- sity was distributed among the following special schools: I. School of natural science, including — (a) Physics and industrial mechanics. (b) Chemistry. (c) Natural history. II. School of engineering, including — (a) Civil engineering. (6) Mining engineering. (c) Architecture. III. School of agriculture, including — (a) Theoretical and practical agriculture. (6) Horticulture. (c) Veterinary science. IV. School of military science. Detailed courses of study, however, were only adopted and an- nounced in agriculture, chemistry, engineering, and physics. For two years the university was conducted on this plan of special education, but there seemed little demand for the special courses of instruction -provided. The only special students received entered the school of chemistry, and most of these were in preparatory branches in other studies. Nearly all the students entered the preparatory classes. President Shortridge resigned November 5, 1875, and after a brief interregnum E. E. White, ll. d., was elected president, entering upon his duties May 1, 1876. In June, 1876, by action of the board of trustees, the university was divided into three departments, the college of gen- eral science, special schools of science and industry, and the university academy. The college was first organized with but one course of study, the scientific course, so arranged as to be a general preparation, not only for all industrial pursuits, but for the courses in the special schools. In 1879 the college was made to embrace three courses, the scientific, agricultural, and mechanical; and the special school of agriculture with its experiment station and the school of mechanics with its work-shop were put into successful operation. Upon the resignation of President White, in 1883, James H. Smart, LL. D., was called to the presidency by the board of trustees, and under his administration the subsequent development of the institution has taken place. At the opening of the fall term of 1883 the school of industrial art was made a distinctive school, and in 1884 the school of pharmacy was established. In 1887 the school of civil engineering was organized, as was also the special school of veterinary science. lu this 110 HIGHER EDUCATION IN INDIANA. year, also, by virtue of the provisions of tlie " Hatch bill," the annual grant from the National Government for the use of experiment sta- tions became available, and the station in connection with the uni- versity was at once greatly .strengthened and thoroughly equipped. To meet still further the necessities of the university there have been organized special courses in various branches for resident post-graduate students, the immediate necessity for which is made apparent by the fact that nearly 60 per cent, of the last two graduating classes have entered the work in these courses. In 1889 the school of electrical en- gineering was organized and provision for buildings and needed ap- paratus made by the State legislature. The addition of these various schools has not been made at the expense of the work in existing de- partments, for in these there has been a constant and earnest endeavor to increase their eflflciency and, as far as possible, their scope. From the organization of the university to the present time there has been a constant increase in the number of students in attendance, the increase being very largely in the college department. At the same time there has been a corresponding increase in the faculty, so that at least up to the present time Purdue University has escaped many of the dangers which its rapid growth made probable. As in all colleges established under the act of Congress referred to, the work of Purdue University has been in a certain measure experimental. The phrase "for the benefit of agriculture and the mechanic arts" was suflflciently indefinite to invite the variety of interpretations it has called forth. The interpretation placed upon it by the authorities of Purdue University, briefly stated, is that the teaching of branches relating to agriculture and the mechanic arts shall be the leading object, and as a consequence that the teaching of the other branches shall be made a subordinate object. The experimental part of the past work of the university has been chiefij^ in determining what branches of learning could be fairly classed as relating to agriculture and the mechanic arts, and the degree of subordination necessary to maintain the leading object and still provide for " the liberal and practical education of the indus- trial classes in the several pursuits and professions of life." The courses of study as laid down in the various catalogues of the university, mark with sufiicient clearness not only the modifications of the original plan of organization which experience proved necessary, but also the growth from a school of somewhat indefinite ends, to a practical and thoroughly equipped school of ajiplied science. The manifest recognition by the authorities of the university of the fact that, in order to meet the growing demand of the times, there must be a growing excellence in the character of the work done, is one of the most promising signs of the future. The policy of the management also warrants the belief that future advances will lie chiefly in the im- provement of the character of the work done and not in further exten- sion of the scope of work. What the university hopes to do for the PURDUE UNIVERSITY. Ill State in the future, is to send out men and women thoroughly trained along the lines indicated by the present curriculum. The work of the future will be cumulative, not different. A brief sketch of the work done in the various departments will give the best iueans for judging what the future influence of the university will be. Agriculture. — In the arrangement of this course it was necessary to consider with a great deal of care many important economic prob- lems, and the course presented is the attempt of the management of Purdue University to solve these problems. " Those who have studied the progress of agriculture in this country will teir you that one of its most alarming features is the degeneracy of the soil. In many cases the shrinkage in its productive power has been fully 30 per cent., and in some it is still going on at a very rapid rate. This is certainly alarming. " In addition, there is still a greater wastage that results from mis- directed effort in cropping and seeding, in cultivation and in gather- ing and curing of crops, but worse than all is the enormous destruc- tion of grains, fruits, and of domestic animals through disease. Hun- dreds of millions of dollars are lost in the United States every year by fungous diseases, and hundreds of millions by insect ravages. It is es- timated that in the United States the loss from insect ravages alone amounts to $300,000,000 annually. " We have not far to go to find the cause. It comes chiefly from the fact, I think, that the tendency of modern civilization is such as to educate the boy in the rural districts out of his surroundings and away from his natural occupation, to make him dissatisfied and restless with his environment, and to fill him with a desire to move out and to move oft'."' Whatever may be the cause, the fact remains that in many parts of the country the numbers of the so-called nonproduciug classes are increasing and of the producing classes, in the rural districts, compara- tively decreasing. One of the greatest industrial problems of the day is involved in these questions: "How shall we keep our sons and daughters out of the rush and whirl of city life, and in the pure free air of our rural life"? How shall we keep them in the ranks of the great producing classes?" This must be done by proper education. It is the province of agricultural colleges to induce the young men to remain upon the farm, not because they are compelled to do so, but because they so desire. In this age of fierce competition every man must enter the conflict fully armed and equipped for his work. "Science, and especially agricultural science, has made such gigantic strides in the last few years that agriculture has almost become a pro- fession, requiring as much skill and sense as it does to become a-first- rate lawyer or a first-rate physician. 'Industrial eduealion : President J. H. Smart, before the Sixth National Commit- tee of the Bureaus of Statistics of Labor of the United States, pp. 4 and 5. 112 HIGHER EDUCATION IN INDIANA. "Science teaches us that nature will not be cheated. It teaches us that we can not expect the soil to respond with a continued harvest if it is subjected to constant robbery. It teaches that taking money out of the soil and putting it into a bank may make rich farmers, but that it will be likely to make poor sons, and that the safest bank of deposit for a farmer is his farm. "Now, we may not be able to make two blades of grass grow where one grew before, but it is possible to stop this enormous wastage and to largely increase the annual yield of agricultural products and to iiu prove their quality. "The agricultural college can not directly educate all of the farmers in a State. What it can do and ought to do is this : It can send out a dozen men in each, county of a State in which it is located, well in- formed, well disciplined, capable of applying the very best methods of farming in the most practical and economic way, and who will, by ex- ample as well as by precept, show the better methods."' This is the work Purdue University hopes to accomplish for the State of Indiana through its school of agriculture. The facilities for the work in this department are of such character and extent as to warrant the belief that this hope will soon be an accomplished fact. The col- lege campus, Peirce conservatory, nursery, orchard, experiment farm, and meteorological station afford facilities for practically illustrating the class-room instruction. The experimental grounds contain many varieties of grapes and small fruits, grains, and grasses, which furnish ample means for observation and training in those branches especially adapted to the farmer and fruit-grower. The museum connected with the department of veterinary science contains skeletons of the various domestic animals, pathological specimens, dissections, and models. Free clinics are held one day of each week. The improved breeds of cattle on the college farm and iu the vicinity of La Payette afford good opportunity for illustrating the instruction on live stock and stock breeding. But the most important addition to the facilities of Purdue Univer- sity is the establishment of an experiment station by the United States, with an income of $15,000 per annum. This new endowment is the most notable occurrence in the history of the university so far as its relation to agricultural pursuits is con- cerned. The plans for station work have been carefully considered and have been mapped out on the most extensive scale. A comprehensive series of crop rotations has been planned and inaugurated, a series of feeding experiments has been arranged, a plant of lysimeters has been com- pleted, and the members of the staff are busily engaged in preparing bulletins on economic agricultural questions. ' Indus I rial Education : J. H. Smart, pp. 6 and 7, PURDUE UNIVERSITY. 113 The building devoted to this purpose contains twenty rooms, distrib- uted as follows : Director's office, one room. Library, one room. Chemical department, five rooms. Botanical department, four rooms. Horticultural department, two rooms. Entomological department, two rooms. Veterinarian's office, one room. Weather se«rvice, one room. Museum, one room. For recitations, two rooms. Besides, there are vegetable cellars, storage room for grains, and a temporary dissecting room. The building is furnished with water and gas throughout, and is heated by steam, which is generated by an independent boiler. The laboratories, work rooms, and offices have been thoroughly fitted and supplied with the most modern apparatus and appliances. Mechanical engineering. — It is the purpose of the school of mecbanical engineering to afford young men an opportunity to acquire a good col- legiate education in mathematics, science, literature, and art, and at the same time to secure instruction and practice in such lines of work as will fit them to engage in the practical industries of life. The student has his four years' instruction in geometry, trigonome- try, analytics, calculus, physics, chemistry, English literature, history, psychology, political economy, and in modern languages. In addition to this he spends two hours per day for a period of two years in car- pentry, wood-turning, pattern-making, mol'ding, blacksmithing, and in machine work. The usual methods of text-book study, recitation, and lecture are em- ployed, but the student is required to put into practice, so far as possi- ble, the instruction which he receives. He, for example, not only re- ceives instruction in regard to the theory and principles of drawing, pattern-making, and machine construction, but he is required to make working drawings himself, to construct patterns, to make the castings in the foundry, to finish and set up the machine, and to operate it when it is completed. This combination of the theoretical and the practical characterizes the institution. Daring the last two years of this course he spends two hours per day in making plans and designs for machinery, in testing building material, in boiler and engine tests, in dynamometric tests of power, and in ad- vanced experimental engineering. It may be asked, is it the purpose to make carpenters and black- smiths ? This is an incidental, but not the final purpose. The purpose is to teach the principles that underlie all the constructive trades, and to fit the student to become a designer of machines, a master of con- 12524— No. 10 -8 114 HIGHER EDUCATION IN INDIANA. struotion ; iu other words, a mechanical engineer. It is held that a mechanical engineer should himself be a good mechanic. It is held, also, that a civil engineer should be a good mechanic. Those who wish to become expert mechanics merely remain for two years, while those who wish to become mechanical engineers remain four. WOOD W0RKIN6 ROOM 33 FT. X 9qrT. rrrr; WASH rofessors, 6 instructors, autl 6 assistants. The degrees granted are bachelor of science to graduates of schools of science, agriculture, and industrial art. PURDUE UNIVERSITY. 121 Bachelor of mechanical engineering to graduates of schools of me- chanical and electrical engineering. Bachelor of civil engineering to graduates of school of civil engi- neering. The advanced degrees granted upon satisfactory completion of pre- scribed courses and submission of approved theses are master of sci- ence, mechanical engineer, and civil engineer, respectively. Graduates from school of pharmacy receive the degree of pharma- ceutical graduate. No honorary degrees have been conferred, though no reason for this exists save in the disinclination of the faculty to rec- ommend for degrees those who have not at some time been students of the university. It will be seen that the work done by Purdue University is of a kind not furnished by any other college in the State, and that it is faithfully endeavoring to fulfill the spirit of the act of Congress which gave it existence. FACULTY OP PURDUE UNIVERSITY IN 1891. James H. Smart, ll. d., President. William F. M. Goss, A. m.. Professor of Practical Mechanics. Moses C. Stevens, A. m.. Professor of Mathematics. Oscar J. Craig, A. M., Professor of Political Economy and History, James Troop, M. s.. Professor of Horticulture and Entomology. Arthur L. Green, ph. c, Professor of Pharmacy. Henry A. Huston, A. M., A. C, Professor of Agricultural Chemistry. Mrs. Emma Mont McRae, Professor of English Literature. Joseph C. Arthur, D. sc, Professor of Vegetable Physiology and Pathology. Alfred E. Phillips, C. e., Professor of Civil Engineering. Stanley Coulter, A. m., ph. d., Professor of Biology. William H. P. Creighton, u. S. N., Professor of Mechanical Engineering. Anna Von Holland, Professor of Modem Languages. Ernest Knaufft, Professor of Industrial Art. Horace E. Stockbridge, ph. d., Professor of Agriculture. Albert P. Carmen, D. sc, Professor of Physics and Applied Electricity. Winthrop E. Stone, ph. d., Professor of Organic and Inorganic Chemistry. Erastus Test, A. m., m. d., PrijicijMl of Preparatory Department. Mrs. Emma P. Ewing, Prof essor of Domestic Economy. Theries D. Hinebauch, M. s., V. s.. Professor of Veterinary Science. Bertha A. Eeynolds, Instructor in Elocution. Michael Golden, Instructor in Wood-shop and Foundry, William P. Turner, Instructor in Forging and Machine Worlc. Abner Pickering, u. s. A., Professor of Military Science and Tactics and Assistant Instructor in Mathematics. George Spitzer, ph. g.. Instructor in Pharmacy. Otto G. Zerse, ph. C, Special Lecturer in Materia Medica. Anna E. Baker, B. S., Instructor in Wood Carving. 122 HIGHER EDTJCATION IN INDIANA. Duraont Lotz, B. S., Assislant in (Hieviieal Laboratory. Kate Weiitz, u. s., Asfsiniant Instructor in Mathematics. Heury L. Bolley, M. S., Assistant Instructor in Biology. William J. Liitz, m. s., Assistant Instructor in, Physics and Military Tactics. L. J. Stabler, Assislanl, Instructor in Pharmacy. Jacob M. Slioll, B. M. E., Assistant Instructor in Wood-shop. William H. Wells, b. m. e., Assistant Instructor in Wood-shop. Wiuthrop K. Howe, B. M. E., Assistant Instructor in Shop. L. D. Swan, Librarian. The station staff is composed as follows : Horace B. Stockbridge, PH. D., Director. William 0. Latta, M. S., Agriculturist. James Troop, M. s., Horticulturist. Henry A. Huston, A.m., a. g.,. Chemist. J. 0. Arthur, M. s., D. SO., Botanist. Francis M. Webster, U. S. Department Entomology. Entomologist. T. D. Hinebaugh, M. S., D. v. S., Veterinarian. Arthur Goss, A. C, Assistant Station Chemist. Pierre Van Landeghem, Florist. CHAPTER VIIT. INDIANA STATE NORMAL SCHOOL.' • The State Normal School of Indiana is located at Terre Haute, Vigo County. To secure the location of the school the city of Terre Haute gave the grounds which the building occupies, and supplemented the legislative appropriation for erecting and furnishing the building, by a donation of $50,000, and obligated itself to pay oue-half the necessary expenses for repairs from year to year. The school is a State institution. Aside from the donations stated the institution was organized, and is wholly maintained, at the expense of the State. The school is managed by a president and faculty elected by a board of trustees. The trustees are appointed by the Governor, except the State superintendent of pub- lic instruction, who is ex officio a member. The act which created the institution clearly defines its object in the following language : " There shall be established and maintained, as hereinafter provided, a State normal school, the object of which shall be the preparation of teachers for teaching in the common schools of Indiana." It was thus declared to be a school for the professional training of teachers. This object has never been lost sight of. Prom the passage of this act in 1865 to the present day the normal school has sought by all means at its command to develop and perfect itself as a professional institution. It is not a school for general culture and edu- cation in the ordinary sense. It was created, has been supported, and now exists as a professional school for teachers. Only those are ad- mitted who desire to qualify themselves to be teachers and who promise to teach, if practicable, in the common schools of Indiana for a period equal to twice that spent as students in the school. To be admitted, males must be 18 and females 16 years of age. Under the law, a stated appropriation of $22,000 is made for the support of the institution and this has been supplemented of late years by special allowances to meet the growing demands of the school. The school was opened in January, 1870, since which time it has enrolled about 5,500 students, and has at the present an average term attendance of about 450. There are three classes of students whose needs the Normal School undertakes to meet. The first class consists of young men and women who have simply a common-school education. They have studied un- der fair instruction the eight branches required by law to be taught in the common schools of the State. Many of these are persons of excel- ' By President W. W. Pjiraous. 123 124 HIGHER KDtlCATION IN INDIANA. lent ability, and liave. liad more or less experience as teachers in the country schools. They come mainly from the farm, and possess habits of regularity, persistence, and industry which are of the utmost value to them as students. This class of students are required to pursue a regular three or four years' course, which embraces, in addition to an extended range of academic study, thorough instruction and drill in all phases of professional work. The second class is composed of graduates of the leading high schools of the State, and others of equal scholarship. These receive a formal credit of one year on the course. They are excused from the study of such subjects as they liave pursued in the high school, and of which they are found to possess a good academic knowledge. They are required to study all the professional subjects in the course, together with the common school and other branches of which they do not possess a teacher's working knowledge. The third class is made up of graduates of colleges and others of equivalent scholarship. They possess a range of general scholarship entirely superior to either of the other classes named, but have made no special or professional preparation for teaching. Eeceiving a credit of three years on the course of study, they are subjected to one year's instruction in all the phases of professional work done in the institution. In other words, the course of study for college graduates is a strictly professional field of work. To each of these classes certificates of graduation are given on the completion of the course, and at the end of two years' successful teach- ing after graduation, diplomas are granted, which, by law of the State, are a life license to teach in Indiana. The following statement, taken from the last annual catalogue, pre- sents quite fully the general object and methods of the school. On the 20th of December, 1864, it was enacted by the general assem- bly of Indiana "that there shall be established and maintained, as hereinafter provided, a State Normal School, the object of which shall be the preparation of teachers for teaching in the common schools of Indiana." This statute clearly defines the object of the State Normal School. Its sole function is the preparation of tearhei's for the State. It is distinctly a professional school. Its central idea is to confer that knowledge which constitutes the science of education, and to train stu- dents in the art of instruction and school management. Its leading aim is to give that knowledge and training which belong as distinctively to the teacher as does the science of medicine to the physician or the science of law to the legal practitioner. A school is a normal school, in the sense contemplated in the statute quoted, only when it makes these its controlling ends. That the State Normal School may be held to its one object as a professional institution, only those are admitted to its privileges who intend to prepare lor the work of the schoolroom. By what means does it seek to give that preparation* The answer may be made as follows : r I STATE NORMAL SCHOOL 125 I. It seeks to lead the pupil to acquire a thorough, scientific knowledge of the branches he is to teach. This knowledge is the prime condition of any success in the schoolroom. The teacher's instruction in a given subject can never rise above his own knowledge of that subject. No knowledge of methods of instruction, however excellent in themselves, no fund of general information, however accurate and extensive, can be substituted for the specific and thorough knowledge of the subjects which the individual is required to teach. He must at least know these. Gen- eral culture and information will greatly augmeut the teaching power of one already possessing the requisite knowledge of what is to be taught, as will also correct methods of instruction ; but these are auxiliaries to, not substitutes for, a definite understanding of the matter of instruction. The teacher must himself know that which the pupils are expected to acquire under his tuition. His mastery of these subjects must be thorough and complete. Other things equal, he is the best teacher of a subject who has the most thorough and complete knowledge of it. Not only must the teacher be conversant with the facts of the various branches he teaches, but he must know these in their logical connections. It is only thus that they form a subject of study. The facts of arith- metic, for example, constitute the science of arithmetic only when viewed in the necessary relations that exist among the facts themselves. Knowledge proper is to be distinguished from mere information. The latter is the knowledge of facts, as facts, i. e., in their isolation ; the former is the comprehension of facts in their organic connections. In- formation is not education. A mass of information systematized by thinking it under the relations which inhere among the facts and prin- ciples themselves becomes knowledge, and as such has great educational value. The instruction in the various branches of study in the common schools must result in this latter form of knowledge. This alone con- fers real power upon the pupil. Many persons, under the usual tests, show a fair degree of familiarity with the subject matter of this or that branch of learning ; but when required tothinlc the subject as a system, independent of a text-book treatment of it, they are found to possess no adequate, coherent knowledge of it. It is a necessary part of a teacher's knowledge that he shall have thought the facts of the various subjects of instruction into a coherent and systematic whole. While such a knowledge as this is the only true one for any educational pur- pose, it is preeminently the teacher's view. Nothing less than this or- derly knowledge of the subject will suf&ce for the teacher. As a pri- .mary requirement, then, the normal school seeks to ground its students thoroughly in the knowledge of the branches required to be taught in the common schools of the State. II. As a second element of a teacher's preparatioii for the work of the schoolroom, the normal school endeavors to give its students a knowledge of the nature, processes, laws, and products of the human mind. Mind is the subject of the educating process. The teacher is 126 HIGHER EDUCATION IN INDIANA. in the presence of from 35 to 50 cliildreu from 5 to 6 hours per day. It is his function, as teaclier, to train and develop each of these individual minds ; to strengthen them in every correct power and habit of thought; to purify and chasten their feelings, and to present such motives as will tend to the discarding of all bad habits of body aud mind, and to the formation of good ones. To train a faculty or power of mind it must be exercisi'd upon its proper objects, and in accordance with the laws of its nature. Exercise is the condition of mental growth. But mental activity, without the guidance of a rational end, and not in obedience to the proper laws of the faculty exercised, may produce a distorted aud abnormal growth. The human mind, in its natural and leading forms of activity, with their conditions, laws, and products, bears a relation to the art of teach- ing similar to that of the bodily nature and functions to the physician's art. For the teacher to attempt to pursue his art, with all its compli- cated and responsible duties, without a clear knowledge of the pro- cesses and laws of mind, is hardly less irrational than would be the practice of medicine without au adequate knowledge of the principal organs of the body and their laws and functions. Moreover, the teach- er's method of instruction, if based upon reason or principles, and not derived from mere authority and experiment, must spring largely from the study of mind. The mind is to be educated. The instruments of the process are the various subjects of study. These two, then — mind aud matter of study — must be the main factors in a rational or scientific method of instruction. In this thought the study of mind in all its manifestations occupies a prominent place in the course of study in the normal school. The effort is made to study mind itself, in its conditions, activities, laws, and results. Too often the study of mental science is made the mere learning of text without verification by appeal to indi- vidual and personal mental experience. The true method of pursuing this subject is by introspection, using the text mainly as a guide. For the teacher's purpose it must be chiefly a direct study of mind. It is only in this way that the study of mental science can become au efficient aid to the teacher. It must ever be admitted and emphasized that knowledge of the sub- ject is of the first importance to whoever would teach the subject. The teacher must know that which he is to teach. Nevertheless, it is proba- bly true that more failures in the Schoolroom are due to ignorance of child nature than to any other cause. The chief weakness in the public schools to-day is on the side of mind, not ignorance of subjects. Knowl- edge of motives, conditions, processes, aud laws of mind activity is the key to scientific instruction, and it is not held by the majority of teachers. III. But the teacher's preparation must include more than the knowl- edge of the branches to be taught and the nature and operations of mind. It is all-important that the teacher have clear and correct ideas STATE NORMAL SCHOOL. 127 as to the true ends of the educating process. His theory of education, i. e., his views concerning the main results to be accomplished by the process, will go far toward determining the spirit and methods of the school in all its work. If the teacher regards the informing of the mind as his chief work, this vi«w will manifest itself in all he does. If to him the prevailing aim of the school is to lead the pupil to acquire a large fund of systematic knowledge, receiving such training of the in- tellectual faculties as the acquisition of this incidentally and necessarily gives, this theory will in a great degree determine the character of the work done in the school. If the teacher holds information and system- atized knowledge, valuable and important as they are, to be necessary means only, and the quickening and unfolding of all the intellectuaf, moral, and spiritual faculties to be the abiding aims of the school, the instruction given and the discipline administered will look to this end. The normal school holds that character and power are above learning. While in nowise underestimating or depreciating the value of knowl- edge, it yet teaches that the ultimate outcome of all school work must be the individual with trained powers of intellect, acute moral percep- tions and sentiments, a will trained in the habit of obedience to the right, and a reverential spirit. The man or woman rounded and trained in every natural capacity must be the aim of the school. The correct theory of the school is sought to be imparted by a study of the training schools in their actual work, by an extended study of the history and science of education, and by the method of performing the daily class work in all departments. IV. If in a fair degree iitted by natural aptitude for the work of in- structing and managing a school, a person trained in a thorough knowl- edge of the subject's he is to teach, possessing a theoretical knowledge of mental activities and laws, and grounded in a correct theory of edu- cation, will ultimately succeed in the schoolroom. The problem now is how to reduce the period of actual experiment to the minimum. The person who has made the threefold preparation indicated is prepared for two phases of work which should precede his taking charge of a school, namely, (1) the study of methods of instruction, and (2) a period of actual practice, under competent direction, in instructing and gov- erning schools. To these two lines of work the normal school gives great prominence. It has a department of methods and a system of training or practice schools. Both of these are under the supervision and direction of the teacher of methods. In the first, suflicient instruc- tion is given to enable the student to employ his knowledge of the sub- ject and of mind in determining a rational method of procedure for teaching the subject. Special attention is given to methods of primary instruction, since in the lower grades the foundations of knowledge are laid, and the imma- ture mind has less power to seize and assimilate knowledge not skill- fully presented. The schools for observation and practice include all 128 HIGHER EDUCATION IN INDIANA. grades below the high school. They are in charge of competent critic teachers, and the instruction given in them is in harmony with the theories of education taught in the normal school. Students are re- quired to observe and interpret the work of the practice schools during the time they are receiving instruction in methods, and, in the later stages of the course of instruction, they are required to spend a consid- erable period in actual teaching in each of these schools, under the crit- icism of both the regular critic teacher and the teacher of methods. They are thus enabled to leave the school possessing a fair degree of skill in the instruction and management of classes attained by actual experience. The State Normal School, theu, undertakes to fulfill the purpose of its organization by (1) leading the student to acquire a thorough knowledge of the branches required to be taught, the professional as- pects of the subject receiving attention during this study; (2) giving a comprehensive knowledge of mind ; (3) the study of the history and scieuce of education, and (4) a system of instruction in methods, and an extended period of observation and actual teaching in the training schools connected with the institution. These have been the ideas upon which the institution was founded. Its presidents and instructors from the beginning have directed it upon this line of thought.' The following are its present courses of study : • ENGLISH C0UKSE.2 FirsI, year : Penmanship one- half term ; Kead- ing. Methods iu Keading Keading ...do Do and Numlior. Third term .... MeDtal Science Mathematical and Physical Gcogia- Physiology ... United Slater His- torv. SecoDil year : I'hy. do Composition.. ioal Ot'Ography, with Map Brac- ing. Fifth term General History. GoopTii p Ii y, rtud Coinpositiou. 'William W. Pavaons, the president, graduated from tlie State Normal School with the first class iu 1872. Ho taught a country school iu lUiuois the following year. He was teacher of mathematics and litoratnre in Indianapolis from lh74tol876; was professor of English and rhctnric in tbo State Normal Soliool from 1870 to 1881 ; he was transferred to the chair of history for the yi'ars 1881 to 1883, and reoccupied the chair of English from 18X'! to IsSf). In the latter yoar ho was elected president and professor of the H<^ionco and history of education. He bas contributed many articles to educational journals, and read many papers before educational bodies, chieflj' iu the line of literature, mental science, and the soienco of education. -One term of vocal music is required, and may bo taken as an extra study at any stage of the course, STATE- NORMAL SCHOOL. ENGLISH COUESE— Continiled. 129 Secondyear— Cont. Physics one-balf t «rm; Khetoric one- Third year : half term. do . do do ... Eighth term... History of Bducation . Astronomy or Geol- ogy. Geometry Advanced Compo- sition. do Graduating T h e- 8is. ENGLISH AND LATIN COURSE.' First year : Theory . Penmanship one- half term; Keadiog. Arithmetic . .. ....do Methods in Beading and Number. Mental Science do Do. Third term .... Physiology ... Composition . . Latin United States His- Second year: . .do tory. Do Fifth term Methods in Geography, Grammar, and Com- position. Latin General History. Do Sixth term Khetoric Third year: ....do do Algebra ....do Advanced Compo- sition. Ninth term History of Education. Science of Education ....do Chemistry, Astron- omy or geology. Fourth year : Geometry do Do, Do. Moral Science Trigonomotry. Latin, Graduating Thesis. ' One term of vocal music is required, and may be taken as an extra study at any stage of the course. COUESE FOR COLLEGE GRADUATES. First term. Second term . Third term . Science of Education ...do] History of Education. Methods in Reading and Number. Practice in Training Schools. ...do. Mental S c i- en GO (Intel- lects ...do Mental S c i- once (Feol- 1 n g and Will). Theory. Methods in Geog- raphy, Grammar, and Composition. Elective. 12534— No. 10 9 CHAPTER IX. EOSE POLYTECHNIC INSTITUTE.' IIISTOEIOAL. The Rose Polytechnic lastitute is devoted to the higher education of young men in engineering, including under this term all those pro- ductive and constructive arts by which the forces of nature are made subservient to the needs of man, and the principles which underlie those arts. Its courses of instruction include the principles and practice of engineering, with special reference to mechanical engineering, civil engineering, chemistry, and the applications of electricity.' It owes its existence to the munificence of the late Ohauncey Eose, of .Terre Haute. Born in Connecticut, of Scotch ancestry, near the end of the last cen- tury, Mr. Eose at an early age came to what was then known as " the Northwest Territory," reaching Vigo County, Indiana, early in 1818, and becoming a resident of Terre Haute, just then laid out, and consist- ing at that time of but two cabins. Being a man of indomitable will, perseverance, and energy, and of uncompromising integrity, his success in the new settlement was as- sured from the beginning. He interested himself in the growing com- merce of the country, and particularly in the building of its railroads and the development of its natural resources. Throughout his whole life, and especially during his later years, he exhibited a warm sympathy for young people who were forced to strug- gle against adverse fortune without having been properly equipped by previous education and training, and he made many and liberal gifts to aid such. Out of his interest in this direction was undoubtedly developed a de-' sire to devote a large part of his accumulated wealth to the establish- ment of a technical school, in which young men might receive such a 'By Ex-President T. C. Meudenhall. 'Dr. Heury Turner Eddy, the successor of President Mendenhall, ivas born at StougUton, Mass., in 1844; graduated from Yale College in 1807, from Sheffield Sci- entific School in IHCS ; received the degrees A. M. from Yale in 1S70, C. E. and Ph. D. from Cornell University in 1870-7'J. He \v;is engaged in teaching mathematics and civil engineering in the University of Tennessee and Cornell University from 1868 to 1873, and was professor of mathematics and civil engineering in the Univer- sity of Cincinnati 1874-90. Dr. Eddy ijas puljlislied many papers in Journals of luathematics and engineering. ROSE POLYTECHNIC INSTITUTE. 131 training as would fit them for an active and self-sustaining participa- tion in the work of the world. After seeking advice from his confidential friends and from those who, in virtue of their long connection with educational work, were competent to advise, this desire was crystallized as to a definitive plan, and the proposed school was incorporated in 1874 under the name of Terre Haute School of Industrial Science. Associated with Mr. Rose, as constituting the first board of man- agers, were Messrs. Josephus OoUett, Firmin Nippert, Charles B. Ped- dle, Barnabas 0. Hohbs, William A. Jones, Demas Doming, Kay G. Jenckes, G-en. Charles Cruft, and Col. William K. Edwards. Many of these gentlemen were the trusted friends and business asso- ciates of Mr. Eose, and all were in thorough sympathy with the move- ment which he had inaugurated. During the first few years following the incorporation of the institiite considerable progress was made towards the erection of the principal buildings. The corner stone of what is known as the " academic building" was laid with imposing ceremonies on the Hth of September, 1875, and on the same day the board of managers amended the articles of incorpora- tion, changing the name of the association to the " Rose Polytechnic Institute." This was done in spite of the earnest protest of the ven- erable founder, but in accordance with the unanimous desire of his fellow managers and of the entire community of his fellow citizens. On the 2d of June, 1877, Mr. Rose tendered his resignation as a mem- ber of the board of managers on account of his failing health, and on the 13th of August of the same year he died, at the age of 81 years. Previous to his death Mr. Rose had transferred to the institute board properties and securities amounting to several hundred thousand dol- lars. In his will, in addition to the large bequests establishing the "Rose Orphans' Home" and other extensive charities, he made a spe- cial bequest to the institute, and at the same time constituted it the re- siduary legatee of his estate. The aggregate of his donations to the school considerably exceeds half a million dollars. In order that the expenses of completing the erection of shops, labo- ratory, etc., and the expenses of equipment, which would necessarily be heavy under the scheme adopted, might not make too great a draft upon the principal, the managers wisely allowed the interest of the fund to accumulate for several years before the doors of the institute were opened to pupils and a faculty of instructors appointed. In the year 1882 active preparations were made for the real beginning of the work of the school. For the very important position of president of the institute the man- agers were fortunate in securing Dr. Charles O. Thompson, who for many years had served as principal of the Worcester Free Institute, at Worcester, Mass, Pr. TUompson was widely and well kuown as one of 132 HIGHER EDUCATION IN INDIANA. the pioneers in technical education in this country, and in accepting the direct management of the new institution he brought to the work not only a successful experience of many years but an enthusiastic faith in its future, and a sljill as an organizer by which ho was singularly fitted for the administration of the trust committed to him. Under his direction the organization of the institute was completed, and in March, 18S3, a class of about 2.5 students was admitted, selected from a num- ber of applicants, and the real work of the Eose Polytechnic Institute began. Another class was admitted in September of the same year, and in 1884 some advanced students, who had partially completed their studies elsewhere, entered to be graduated as the first class in 1885. In the spring of 1885 the institute suffered a most serious loss in the untimely death of Dr. Thompson, which occurred just as he was begin- ning to see the results of his labors in directing its organization. Fortunately for its interests the members of the faculty which he had gathered about him had caught much of his enthusiasm and spirit in the work, and under their direction, assisted whenever possible by the board of managers, the institute continued to flourish with increas- ing numbers of students, and in the autumn of 1886 Dr. T. C. Menden- hall, of Washington, D. rs from it mainly by the substitution of German and additional studies in physical science and mathematics, for the Greek. Graduates in the course receiw the degree of Bachelor of Science. German is begun in the Freshman class and is completed in the Sophomore class. ELECTIVES. In the advanced classes, when it is thought to be best and is practi- cable, an election within certain limits is allowed as to studies. The studies chosen must always be in amount and character sufiQcient to place the respective sections of the classes as nearly as possible on an equality as to work required. For most purposes the election between the classical and scientific courses is all that is desirable. The college now has a faculty of the president and six professors ; it has libraries of 10,000 volumes, which are open daily and in daily use ; a well selected scientific apparatus and a good cabinet. It is out of debt and has an income sufficient to meet its present expenses, and is in a better condition to do a good work for the church, the world, and for God than ever before. It has 625 graduates, and at least 400 stu- dents have been wholly or in part educated within its walls. It will be proper in closing this sketch to mention the names of a few who have aided the cause of higher education through Hanover College. First among them is its founder. Dr. John Finley Crowe, D. D., " who for more than thirty years with heroic benevolence, self-denial, and for- titude identified his time, talents, and interests with the cause of educa- tion in our church." Intimately associated with him was Judge Wil- liamson Dunn, who was among the founders of both Hanover and Wabash Colleges. Mrs. Mary T. Lapsley, of New Albany, has been the most munificent benefactor of the college ; but with her deserve to be named Rev. William A. Holliday, of Indianapolis, John King, esq., of Madison, Eev. James M'Kee, D. D., of Georgia, and Mrs. Sarah Don- nell, of Greensburgh, Ind. " A like spirit animated, and still animates, many others of smaller means, whose names will not be forgotten in the early annals of Presbyterian education in Indiana." FACULTY, HANOYER COLLEGE, 1S90. D. W. Fisher, D. D., LL. D., President, Holliday Professor of Logic and Mental Philosophy, and Crowe Memorial Professor of Biblical In- struction. NOTB. — Tlio following are the sources for a full history of the college: 1. Minutes of the hoard of trustees and of the faculty, 'i. The catalogues of the college, espe- cially the general catalogue piihlished in 1883. :!. Various sketches of college his- tory : (a) in Hanover Miscellany, April, 1834 ; (b) appeal of Dr. Crowe, 1858 ; (c) Semi-Centennial Sketch by Dr. Heokman, 187(1 ; (d) the general catalogue. 4. His- tory of the College (manuscript) by Dr. Crowe, from the beginning till 1849. DENOMINATIONAL INSTITUTIONS. 173 Rev. Joshua B. Garritt, A. M./Ph. D,, King Professor of Greek Lan guage and Literature, and Secretary of the Faculty. Frank Lyford Morse, A. M., Ph. D., Silas G. Day Professor of Mathe- matics. A. Harvey Young, A. M., Ph. D., Ayers Professor of Natural Sciences. Rev. A. P. Keil, A. M., Mary Edward Hamilton Prefessor of Latin and Modern Languages. Rev. John P. Baird, A. M., James A. M'Kee Professor of Ethics and Christian Evidences. Rev. Alexander S. Hunter, A. M., Professor of Physics and Astronomy. George P. Hays, D. D., LL. D., Lecturer Extraordinary on English Con- stitutional Law. John DeWitt, D. D., LL. D., Lecturer Extraordinary on History. John Jay Francis, Lecturer Extraordinary on English Literature. ■ , Teacher of Piano and Organ. 3. Q. Donnell, A. M., Lecturer Extraordinary on Political Economy. James 0. Nelson, Tutor. Alexander Hartmau, Tutor. Leila A. Garritt, Librarian. STUDENTS. Post- Graduates. — Eva M. Fitzgerald, B. S., Hanover; Ida M. Hen- nessy, B. S., Madison. , Post-gradutes, 2. Eaklham College. — Historical Sketch.' quaker element, In the early settlement of eastern Indiana the Friends constituted a large and influential element of the population. Richmond, the seat of Earlham College, from its first founding has been characteristically a Quaker city. Indiana Yearly Meeting, includ- ing originally in its membership all the Friends of the Ohio Valley, was organized here in 1821 and has continued to make Richmond the place of its annual session. SYSTEMATIC MEASURES FOR EDUCATION. As early as 1829, a quarter of a century before the inauguration of the free public schools in Indiana, this body took definite steps toward the establishment of a system of schools for the general education of the children of its members. Thus there came into existence among the population of the then new States of Indiana and Ohio, numerous schools of both primary and academic grade, under Quaker control, and patron- ized both by Friends and the general public. Nine flouiishing academies, with courses of study preparatory to Earlham College, are still maintained in Indiana, Ohio, southern Mich- igan, and eastern Illinois, as monuments of this enterprising educational spirit which characterized the early Friends in these States. ' By President J. J. Mills. 174 HIGHER EDUCATION IN INDIANA. Ill 1832 the first movement was made by Indiana Yearly Meeting toward tlie founding of a boarding school of bigli grade whicb should stand as the head of this wide-spread system of denominational schools. The limited moans of these pioneer people together with their desire to cultivate habits of thrift and independence in their children led them to incorporate into jthe plan of the proposed boarding school a provision for manual labor by the students. Accordingly a large tract of land was secured as the first step towards the establishment of the school. The industrial theory was soon found to be impracticable and was abandoned, but to it Earlham now owes an exceptionally fine campus and an ample athletic field. The whole amount of land now belonging to the college is 120 acres. GROWTH. After six years of effort to raise the necessary funds for the erection of a suitable building for the school, work was begun with a nucleus of less than $6,000. Throughout its history, aside from the income from tuition fees, the institution has been dependent upon private contribu- tions for its support and material development. Xot less than 3,000 names in America and Great Britain are found upon its list of benefac- tors. Within the last three years, the friends of the college have been especially liberal in their aid and the present estimated value of its grounds and buildings, apparatus and invested funds is $200,000. The school was opened in June, 1847, and was maintained as a board- ing school of exceptionally high standard until 1859, when it received a charter from the State under the name of " Earlham College." A de- partment of preparatory instruction has, up to the present time, been maintained in connection with the college, The numerical increase of the Friends in the Central States having led to the establishment of Western Yearly Meeting, embracing the mem- bership of the church west of the center of Indiana, that body in 1879, by invitation, joined Indiana Yearly Meeting in the management of the college, so that it is now underthe joint control of the largest two bodies of Friends on the American continent. During the forty years of its existence as boarding school and col- lege, about 5,000 students have been in attendance upon Earlham's classes. Of these more than 20 per cent, have been engaged as teachers in public and private schools and colleges. Two hundred students have been graduated from the college. The number of students of full college standing in 18S6-'S7 was 144, of whom 20 were in the Senior class. COEDTTCATION. _- Earlham was a pioneer in the work of coeducation in tliis country. Students of both sexes were admitted at the opening of Friends Board- ing School. The first class graduated from the college (in 1862) was composed of DENOMINATIONAL INSTITUTIONS. 175 one man and one woman. Thirty per cent, of the graduates have been women. Although under denominational control, Earlham is in no sense a sectarian college. The expressed design of its founders, to provide for the " guarded religious education " of youth, survives as one of the distinguishing characteristics of the institution. ^ The religious instruction within the college has always been of a positive character and in harmony with evangelical Christian doctrine. But in connection with the religious work of the college there has never been the slightest admixture of proselyting influences. The courses of study and the instruction have at all times been such as to stimulate a spirit of broad and Impartial research in every department of truth. The college faculty is at present composed of eleven professors. Asso- ciated with these are seven teachers in the departments of prepara- tory instruction, music and painting. The total number of officers and instructors is twenty-two. EQUIPMENT. Four buildings accommodate the several departments of the college. Lindley Hall, erected in 18S8, is a substantial three-story brick and stone structure of modern design, with a frontage of 174 feet and depth of 159 feet. It contains the President's office, a cabinet 61 by 70 with bal- cony on three sides and a professor's private workroom immediately adjoining; a biological laboratory 24 by 40 with adjoining private work- room, a library and reading room 33 by 61 with alcoves; 15 large class rooms ; an art gallery 60 by 38 with two alcoves ; 4 rooms for the depart- ment of music; two large literary society halls ; a ladies' gymnasium ; and an auditorium having a seating capacity of 1,100. The biological laboratory in Lindley Hall is furnished with an ex- cellent microtome, fifteen compound microscopes (Bausch and Lomb model), and a good supply of accessory apparatus. THE CABINET. Some idea of the extent and usefulness of the cabinet may be gained from the following inventory : (a) Twenty complete and well-mounted skeletons, including the skel- eton of a large elephant, of a lion, of a horse, of an eagle, and of a python 16 feet in length. (b) Two hundred and thirty-five stuffed and mounted birds and ani- mals. (c) Five hundred and ninety species of shells. (d) Six hundred specimens of coral, mainly from the Sandwich Isl- ands — many of them very fine. (e) Three hundred and sixty-two specimens of volcanic origin. (/) Two hundred and fifty archseological specimens, exclusive of arrow-heads. 176 HIGHEE EDUCATION IN INDIANA. {g) Fifteen hundred paleoutological species. (/*) One thousand and twenty minerals and ores. (i) One hundred and fifty botanical species not belonging to the vi- cinity. (j) A collection of nearly twelve hundred coins. A few of these are ancient, including some Eoman copper coins of great value. Some are mediiBval, but the larger portion of the collection is made up of modern coins. Almost all parts of the civilized world are represented. There are fine collections of English, French, German, Spanish, Mexican, Ital- ian, Turkish, and Egyptian coins, both gold and silver. Nearly all the German and South American States are represented ; also the early North American colonies, China, and Japan. (k) The Earlham College Missionary Society's collection of miscella- neous articles from various missionary fields. This includes interesting and valuable specimens from Palestine, Africa, Madagascar, Jamaica, Mexico, China, and other lands. (I) One thousand miscellaneous specimens, including textile fabrics, implements, ornaments, weapons, etc., from the Sandwich Islands; heathen idols from various parts of the world, and other objects of edu- cational value. The college has a fairly good working-library of 5,000 volumes. This is supplemented by the 10,000 volumes in the Morrison Library of Rich- mond, to which students have free access. Parry Hall contains a laboratory of analytical chemistry, with work- ing tables and complete equipments for 44 students ; a balance room ; a physical laboratory well supplied with apparatus ; a battery room ; two rooms for professors, and an admirably arranged lecture room with seats for 150 students. The astronomical observatory is a small unpretentious building, but aifords good facilities for the practical study of astronomy. It is furnished with an achromatic telescope having a 6^^ inch object glass, 5 eye-pieces affording high and low magnifying powers, and a focal length of 8 feet ; a transit instrument, and sidereal clock. Earlham Hall, the original boarding-school building, is now devoted exclusively to the boarding department. It furnishes good accommo- dations for 150 students. The dormitory system, as ordinarily under- stood, has never prevailed at Earlham, but in its stead a well-ordered and attractive home for students of both sexes is maintained under liberal but efficient supervision. This feature of the college is popular with students, although mem- bers of the college classes have the option of boarding within the col- lege or with families in the vicinity. COUESES OF STUDT. Six regular collegiate courses of study of four years each are pro- vided, viz: DENOMINATIONAL INSTITUTIONS. 177 (1) The course in ancient classics, having for its distinctive studies the Greek and Latin languages and literatures. It provides for the equivalent of 4 hours a week in Greek for 3J years and 4 hours per week in Latin for 3 years, 2 years of preparatory Latin being required for admission to the course. (2) The course in modern classics, in which the German and French languages and literatures are the characteristic studies. The first year of this course corresponds to the first year of the Latin scientific course. The subsequent three years are almost the same as the corresponding years of the course in ancient classics, except that German and French are substituted for Greek and Latin. It offers three full years' work in German and two in French. (3) The Latin and science course, which has all the Latin of the course in ancient classics and a considerable portion of the natural science, mathematics, and English of the scientific course. (4) The natural science course, embracing the usual range of studies required in that course by the best colleges in the country. It pro- vides for 2 full years (5 hours per week) in chemistry — one year being elective. In addition to 12 full weeks preparatory work, 11 weeks of 5 hours each are given to physics. Biology is a required study, 10 hours per week through one term, and is offered as an elective, 10 hours per week through an additional year. Geology is required through two terms, 5 hours per week during one term and 4 during the other. Three hours per week through one term is devoted to mineralogy. Students are required to pass satisfactory examinations inhuman physiology and botany before entering this course. Psychology and related subjects occupy 4 hours per week throughout the Senior year. (6) The history course, which offers as a specialty nine full terms' work (4 hours per week) in history and the science of government. (6) The English course, in which provision is made for nine full terms' work (4 hours per week) upon the English language, English lit- erature, and Anglo saxon. The mathematical studies common to all the courses are geometry, solid and spherical ; trigonometry, plane and spherical ; and analytical geometry. In addition to these branches, the Latin scientific and scientific courses include mathematical drawing, descriptive geometry and calcu- lus, and scientific students have one term in surveying. Analytical mechanics is a required study in the scientific course dur- ing one term of the Senior year, and is elective in the Latin scientific course. Descriptive astronomy is a required study through one term in all courses, except the English course, in which it is elective. Mathemat- ical astronomy is required during one term of the scientific course, and is elective in the Latin scientific course. 12524— No. 10 12 178 HIGHEE EDUCATION IN INDIANA. H O P4 ^d hI fl I-) O o s O << w W 1-1 Pi F4 ^ It H CO M H O m ;?! d o ^ a u ja w rn f^ w M V M H ^ t^ § § SO « u fl H ^ 09 3 ;z; a o o .d iA 1^ a ■P! ■^i i s a M O O W O n ,4 ^>' •43 cT ■* i1 2 P 1 1. 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