L.
PROGRESS OF THE PUBLIC SCHOOLS.
Not
until after the adoption of the new constitution of the state, in 1850, was
there any real progress made in the progress made in the organization of the
public school system as we have it now.
Until
1851 the schools were under the jurisdiction of the township trustees, although
by the school law at that time in force their jurisdiction was almost entirely
nominal, their school duties being little more than to make a donation to the
teacher of the morsel of interest coming from
the school fund. The usual custom seems to have been to apply the public
fund. The usual custom seems to have been to apply the public fund to the
benefit of any teacher who chose to start a school, he making up the deficiency
by tuitions from the pupils.
During
the session of the legislature in 1871, an act was passed authorizing the
appointment, by the board of county commissioners, of a county superintendent,
whose duty it should be to visit the schools, make examinations, and issue
certificates to teachers, examine the public records and enforce the payment of
all fines and forfeitures belonging to the school fund into the treasury, and
report the condition of the public schools once in each year to the
superintendent of public instruction.
The
duties of the county superintendent had, until the act of 1871, been performed
by a school examiner, whose duties were to examine applicants, make the proper
examinations and report the condition of the schools
254 HISTORY
OF MARSHALL COUNTY.
annually
to the state superintendent, and performing such other duties as were thought
for the best interest of the schools. Mark Cummings Was the first regularly appointed
examiner under the revised school law of 1851, and served as such until his death in 1868.
The law creating county superintendent of schools was the creation of Prof.
Milton B. Hopkins, who was then state Superintendent of the public schools. He
was a democrat, and resided at Kokomo. He drafted the bill, and through his
efforts its
passage through the general assembly was secured. For some time there was
considerable opposition to the measure, and in 1874 and 1876 it was something
of an effort to keep it from being injected into the political campaigns of those years.
Better counsels prevailed, however, and, as the good work of the county
superintendents began to show itself, opposition naturally ceased, and before
he died, Prof. Hopkins had the pleasure of seeing his system of county
superintendents of schools as one of the most useful auxiliaries in the
management of the public school system of the state firmly and permanently
established.
Mark
Cummings, the first school examiner under the old law, was one of the early
residents of the county, having taken up his residence in Plymouth as a school
teacher prior to 1850. He died in 1868. A. C. Capron was appointed examiner to
fill the vacancy occasioned by the death of Mr. Cummings. In the September term
of the board of commissioners, 1868, Thomas McDonald was appointed examiner,
and served as such until the act creating county superintendents was passed in 1871, when he was
appointed the first county superintendent under that act, which position he
held until his death, which Occurred March 28, 1875.
Early
Schools and School Teachers.
It
should be remembered that at the time the school question first began to be
agitated the country was almost a wilderness. Except the Michigan road, the
LaPorte road and the Winamac road, there were no regularly laid out roads in
the county; and these were only passable. A surveyor and ax-man had gone
through the lines of the contemplated roads, the trees had been "blazed" so the
traveler could keep in the direction in which he wanted to go, but as there
were few inhabitants on the way, but little work had been done on any of them.
Trees and brush arid logs had been cut out, and "corduroy" bridges
had been built across the impassable mud holes and streams, otherwise these
public roads were little better than the Indian trails through the woods.
At
that time special laws were passed by the legislature for the benefit of the
people residing in each county, and Marshall county, having been organized but
a short time, was without the benefit of special legislation. Except in a
general way the people were a law unto themselves. But it was just as well. The
inhabitants needed very few laws. They were of the better class of men and
women, and were law-abiding, Christian people who had left civilization and the
scenes of their childhood behind then, and had settled here to carve out homes
in the wilderness for themselves and children, and to assist in building up a
new civilization.
Among
the first things they did, after clearing off a patch of ground and building a
little cabin home in the wilderness, was to organize as best they could a
system of schools for the education of their children. As
HISTORY OF MARSHALL COUNTY. 255
has
been stated, there was no Jaw in relation to education, and no public funds
with which to build schoolhouses and for the pay of teachers. The material for
the support of schools was very limited and widely scattered, and in looking
back over the events of more than the past half century it seems almost
miracu1ous that these early pioneers, under the adverse circumstances and conditions
they had to overcome, were able to accomplish as much as they did.
In
1840 the census report showed that Marshall county had forty school children,
twenty-five of whom attended school, and that there were but three schoolhouses
in the county at that time. There were, however, more schools taught in the
county than the number of schoolhouses would indicate. Log cabins that had been
vacated for more commodious dwellings were frequently used for a winter's term
of school, in the absence of a building erected especially for that purpose. No
records of any of the schools were then made, and it is impossible to arrive at
anything definite in regard to them.
In
1848 the question of "free schools" was submitted to the voters of
the state for adoption or rejection. The question was voted on in Marshall
county August 7, 1848, with the following result:
Township.
For.
Against.
North. 41
12
Green
93
12
Center 300 21
Union.
38
21
Bourbon.
44
3
Tippecanoe
47
16
German 56 1
Totals 619 86
Polk,
West and Walnut townships had not then been organized. The vote on this
question taken throughout the state was for the purpose of feeling the
educational pulse of the people to be incorporated into the new state
constitution to be adopted by a constitutional convention to be held in 1850.
Amzi L. Wheeler was the member of the convention for Marshall county, and, as
he had been a "country school master" prior to his settlement here in
1836, it is fair to presume that he used his influence in favor of free
schools. The convention was held, and after a long discussion and mature
deliberation Article VIII of our present state constitution was inserted, and
it has undergone no change since that time.
The
preamble sets forth that knowledge and learning, generally diffused throughout
the community, being essential to a free government, the general assembly was
commanded to encourage by all suitable means moral, intellectual, scientific
and agricultural improvement, and to provide by law for a general and uniform
system of common schools wherein tuition should be without charge and equally
open to all.
It
further provided that the common school fund should consist of the
congressional township funds and ands belonging thereto; the bank tax fund, and
the fund arising from the 14th section of the charter of the state bank of
Indiana; the fund to be derived from the sale of county Seminaries, and the
monies and property theretofore held for such seminaries; from the fines
assessed for breaches of the penal laws of the state, and from all forfeitures
which might accrue; all lands and other estate which
256 HISTORY
OF MARSHALL COUNTY.
might
escheat to the state for want of heirs or kindred entitled to inheritance . all
lands belonging to the state, including swamp lands after deducting expenses of
draining the same, and taxes that might be assessed by the general assembly for
school purposes.
It
also provided that the principal of the school fund shall remain a perpetual
fund which may be increased but shall never be diminished; and the income
thereof shall be inviolably appropriated to the support of the common schools,
and to no other purpose whatever.
Under
these provisions of the constitution the proper legislation to carry into
effect the public school system has been had from time to time. The school fund
provided for has accumulated from year to year at the rate of about $100,000
per year, and is now more than $11,000,000, probably the largest school fund of
any state in the Union.
The
First Schools.
It
has been almost impossible to arrive at anything definite in regard to the
first schools taught in the county. As stated there were no schoolhouses, and
the schools taught for many years occupied vacated cabins, and in some cases
the "sitting room" in the cabin where a family resided. In the
winters of 1836 and 1837 there were several attempts at teaching school in
various parts of the county where enough children in the sparsely settled neighborhoods
could be got together to justify a teacher to spend his time in that way. Among
the first of these early schools was one taught by Thomas McDonald, in the
winter of 1836, in a log house which had been occupied as a temporary residence
on the farm then owned by Vincent Brownlee near Lake Maxinkuckee. Between this
time and 1840 a hewed log schoolhouse was built about half a mile east of where
this school was taught. It was the first attempt at building a house especially
for school purposes in Union township, and possibly in the county. Those who
taught in this house at the first were William E. Thompson, H. B. Dickson and
Hugh Brownlee. All of these old time "country school masters" are now
dead and, with two or three exceptions, all the boys and girls that went there
then and made the woods ring at noontime with their shouts of joy and laughter
have passed over to the unknown beyond.
During
the winter of 1837 a school was taught about two miles west of Plymouth on the
LaPorte road by William N. Bailey. About this time, although it may have been a
year afterward, a school was taught on or near the farm of Adam Snyder, in
North township, by Abraham Johnson. There was also a school taught in the
Roberts neighborhood, four miles southeast of Plymouth, and one at the
residence of Charles Ousterhaute, on the Michigan road, two miles south of
Plymouth, and one about where the town of Argos now stands, about the same
time. These were taught by Miss Catharine Logan, afterward Mrs. John B.
Dickson, and a man by the name of Erskine. In German township the first school
was taught !n an old log cabin about one mile north of the present town of
Bremen, in the year 1837, by a man by the name of Bemas. The average number of
children present was about fifteen.
The
first school in Bourbon township was taught in a log cabin which stood on
ground owned by John Greer, in the south part of the present town of Bourbon,
shortly after a settlement was made there, probably about
257 HISTORY
OF MARSHALL COUNTY.
1837
– 38 by Edward Parks. John Greer also taught school there one or two terms in
those early days.
In Tippecanoe Township the first school was taught in the summer of 1842, by Esther Jane Birney, at what is now District No. 3. or Summit chapel. She taught three successive terms of three months each for about $9.00 per month. The schoolhouse was built of logs and had a cabin roof; two small windows, both on the same side of the house, and a standing board was near the windows. The pupils all went to this board to do their writing, and when they had finished they returned to their seats again. The seats were made of hewed logs. The door was hung with wooden hinges, and had a wooden latch on the inside to which was attached a string, which was passed to the outside through a hole in the door, so that the latch could be raised from the outside by pulling the string; hence the old saying: “The latch string is out”. The floor was made of puncheon to fit tightly together; and the building was further furnished with a mud stick chimney. From this early and small beginning the township has now ten comfortable school buildings, all paid for, and furnished with every convenience for efficient school work.
Several
attempts in the past have been made to gather the facts in regard to the early
schools of Plymouth, but with indifferent success. In 1836 there were few
residents of Plymouth, and there were not enough children to support a school,
and so far as has been ascertained no school was taught here that year. The
first school in Plymouth is said to have been taught by Oscar F. Norton, in the
winter of 1837. Whether he taught more than that term is not known. The
building used for this school was the first courthouse, which was built by the
original proprietors of the town, and stood on the west side of Michigan
street, corner of Adams. A few years ago the writer was informed by Mrs. Sarah
A. Smith, formerly Miss Sarah A. Bannon, that she was a pupil under the
tutelage of a teacher by the name of G. Parsons in the old courthouse during
the winters of 1840 and 1841. She exhibited a reward of merit given to her by
him, a copy of which is as follows:
Reward of Merit
To
Miss Sarah a. Bannon
For Good Behavior
In school.
G. Parsons, Inst.
Plymouth, June 17, 1841.
Mrs. Smith says Mr.
Parsons was from New York state; was a short, heavy built man, and during his
stay here boarded at the house of her father, who then lived on the south side
of Yellow River, in a building known as the “American House.” She said the only
peculiarity she could remember about him was that he was very fond of soup! Her
father, James Bannon, was the first shoemaker here, and was postmaster of
Plymouth under the administration of James K. Polk.
Our
free school system had not then been established, and those who went to school
paid for their own tuition. According to the census of 1840 there were but
forty children of school age in Marshall County, not more than fifteen of whom
resided in Plymouth and not more than half of these,
258 HISTORY
OF MARSHALL COUNTY.
Mrs.
Smith thought, attended the school taught by Mr. Parsons in 1841. The census of
1840 also stated that there were but three schoolhouses in the county. Mrs.
Erskine is said to have erected a schoolhouse on Center street, on the second
block north of the courthouse, in which she taught school a few years-how long
is not known. Rev. Austin Fuller, Mrs. Smith said, taught school several terms
in the old courthouse between 1841 and 1846, in addition to marrying people and
preaching the gospel as occasion required.
A
frame school building was erected about 1846-47-48 on the corner of the lot
west of the Lutheran church building on Adams street. A young man by the name
of Clark taught school there about 185°. He was followed by Willoughby M.
McCormick in 1851 and 1852'. He was not much of a teacher, but he made the most
out of the material he had to work upon, among his pupils being such unruly
boys as Jim Westervelt, Abe Crum, Jack Bannon, Lloyd Hard, Sherm Wheeler, Jim
Bannon, Hank Cougle and the writer of this sketch. Mr. McCormick went from
Plymouth to Knox about 1853, where a few years later he was elected clerk of
the court of Stark county, and was serving as such at the time of his death.
Our
schoolhouses of nearly three-quarters of a century ago did not possess great
attractions externally or internally. They were almost invariably small log
buildings, cold and very deficient in regard to windows; a fireplace at one
end, and a few rough benches without backs for seats, and a board or two which
served for writing desks, were the sum total of the internal arrangements of
the building. During those days pupils who occupied seats at the back part of
the house would often suffer with the cold, while those who were near the fire
would suffer as much from the other extreme. Not unftequently the smoke would
drive both pupils and teacher out of the building for pure air. But pupils of
studious habits would make rapid progress, even under these disadvantages. Many
graduates of these unsightly and uncomfortable schoolhouses now sustain
excellent reputations as teachers and business men and women in other walks of
life.
The
first genuine agitation of the school question in Plymouth was in 1853. April
16th, a meeting was called to consider the propriety of employing Mr. and Mrs.
Etter, of Rochester, who were mentioned as being teachers of a different grade
from that with which the citizens had been afflicted this far. At the same
meeting the advisability of building a schoolhouse was discussed. The population
of Plymouth was given as 670.
May
26th an election was held upon the proposition to levy taxes for the support of
schools, at which the vote stood five in favor of and eight against such tax.
June 23d a township election was held for the same purpose, at which the vote
stood thirteen opposed to seven in favor. About this time Mr. and Mrs. Etter,
Mr. James Thrawls, James M. Wickizer and others taught private schools.
In
March, 1854, the lot donated to the county for seminary purposes was sold to
the town for the nominal sum of $100, and on the thirtieth of the same month,
contract for building a schoolhouse was entered into with Silas Morgan. This
building. was completed in December of the same year. It contained three school
rooms and one recitation room, and was a credit to the town. When the present
building was erected it was sold to Joseph Westervelt, and by him removed to
the river bank on the east end of Washington street,
HISTORY OF MARSHALL COUNTY. 259
where
it was overhauled and made into a flouring mill, known as "The Eureka
Mills." It was used as such for several years, when one morning .it caught
fire and was entirely destroyed. William J. Moir, who had then just retired as
cashier of the Marshall County bank, was chosen principal of the schools, and
had as assistants the first term Mrs. E. Crum and Miss E. Adams. The attendance
was at first about 150. The textbooks used were Sanders' spellers, Parker's
readers, Davies' arithmetic, Mitchell's geography and Clark's grammar.
Of
all the teachers of former times Mr. Moir has left behind him the most pleasant
recollections. He is uniformly mentioned with great respect by those who were
his pupils, and there can be no doubt that he inaugurated a new era in school
matters.
Mr.
Moir was succeeded by C. H. Blair, who was principal but part of one year, when
he was followed by Hiram C. Burlingame, who had formerly resided in LaPorte
county. He retired from the management of the schools in 1861, concluding that
he had done his share of missionary work, and that he would seek some less
"promising" but more lucrative employment.
Mark
Cummings, who was for many years county school examiner; then took charge of
the schools. Mr. Cummings was succeeded by D. D. Luke, who remained as
principal until August, 1870, when he was elected superintendent of the Goshen
schools. Upon his retirement Rosco A. Chase was chosen superintendent, and
served as such continuously until 1903, a period of thirty-three years. He at
once set about reorganizing the schools on a business and educational basis,
introducing many changes in the administration of the schools. A systematic
course of study was adopted; the schools were graded; a more exact discipline
was introduced, and from a state of comparative confusion, as regards any
settled policy of action, the business of the schools was as completely
systematized as any business firm in town.
In
1874 a new school building of brick, two stories, with a basement story divided
into school rooms, was built. About 1890 an addition to the main building was
erected, with an auditorium having a seating capacity of 600, with other
conveniences for the proper management of the schools
What
was known as the "Ward School Building"" was erected on the
south side in 1868. It was a two-story frame structure, and was used for the
accommodation of first-grade pupils for several years. With the growth of the
town the need of better facilities made it necessary to erect a more commodious
building, which was done in the '90s, and now there is ample room and every
facility for the education of the entire school population of the town. The
high school was organized in 1874, and the first graduating class was in 1876.
Mr.
Chase was succeeded as superintendent by R. A. Randall, of Goshen, in 1903.
Some changes have been made since Mr. Randall took charge of the schools, which
were deemed necessary for the advancement of our school interests.
The
following statistics for the school year 1907 will afford some idea of the
height to which the schools of Plymouth have attained :
Number
of school rooms in use, 21; total number of teachers and principals, 23; number
of pupils enrolled, 973; per cent of attendance, high school, 97.5;
260 HISTORY
OF MARSHALL COUNTY .
grades,
96.8; promoted to high school; 51; graduates from high school, 38.
St.
Michael's Academy.
This
is the name of a Catholic institution of learning established in Plymouth in
1870. The building .stands on Center street near the court- house square, is of
brick, substantially built, well arranged for the purposes for which it is
used, and cost about $12,000. The management of the school is under the
immediate supervision of the Sisters of The Holy Cross, from St. Mary's, St.
Joseph county, who have spared no efforts during the past thirty-seven years of
its existence to make it what it is, a first-class academy of learning, an
honor to the town and the denomination through whose liberality it was founded.
TOWNSHIP
SCHOOLS OF MARSHALL COUNTY.
NUMBER
OF SCHOOLHOUSES IN THE COUNTY.
Brick. Frame. Total.
Bourbon
township 15 .. 15
Center
township 3 13 19
German
township 1 14 15
Green
township 1 9 10
North
township 2 11 13
Polk
township 6 5 11
Tippecanoe
township , 1 10 11
Union
township 4 5 9
Walnut
township 3 7 10
West
township 4 8 12
Total
40 82 132
NUMBER
OF TEACHERS.
Male. Female. Total.
Bourbon
township 9 5 14
Center
township 5 14 19
German
township 5 8 13
Green
township 5 5 10
North
township 8 8 16
Polk
township 9 6 15
Tippecanoe
township 6 5 11
Union
township 2 9 11
Walnut
township 7 4 11
West
township 5 8 13
Total
61 72 133
NUMBER
OF TOWNSHIP HIGH SCHOOLS.
Center
township Inwood
North
township LaPaz
Polk
township Tyner
Tippecanoe
township Tippecanoe
West
township. West
Walnut
township Walnut
HISTORY OF MARSHALL COUNTY. 261
TOTAL
NUMBER OF PUPILS ENROLLED IN THE SCHOOLS FOR THE YEAR 1906-07.
Male. Female. Total.
Township
schools 1,951 1,889 3,840
Towns,
634 718
1,352
City.
382
415 797
Total
2,967
3,022 5,989
When
the first settlers came to Marshall county, Indiana had no school system, and
such schools as were taught were conducted, according to the will and pleasure
of the school master, who was employed by those of the neighborhood having
children to send to him. There were no county school superintendents then; no
school officers; no schoolhouses, and no public school funds. There was then,
as there are now, a large proportion of the population that believed in
education, and it was this element of the early pioneers whose labors and
influence have been the means of giving us our present unexcelled public school
system. There were others, as there are some now, who believed with Dogberry,
that "education should cum by nature !" They are of that class who
believe with one of Shakespeare's characters when he said to an educator of the
olden time:
"Thou
hast most traitorously corrupted the youth of the realm in erecting a grammar
school, and, whereas before, our forefathers had no other books but the score
and tally, thou hast caused printing to be used; and, contrary to the king, his
crown and dignity thou hast built a paper mill. It will be proved to thy face
that thou hast men about thee that usually talk of a noun, and a verb, and such
abominable words as no Christian ear can endure to hear!"
It
was thought by these men that to learn to read and write and "cipher"
was the chief end of man. When there were in a neighborhood a sufficient
number, of children large enough to find their way through the woods to the
schoolhouse, preparations were made for the winter's term. The building of a
schoolhouse was the first thing in order. The neighbors got together and
selected a suitable location, as convenient as possible for all concerned. A
plan was drawn for the building, and everybody interested agreed to meet on the
grounds at the time designated for the work to be begun. Chopping axes to fell
the trees, broad axes with which to hew the logs, yokes of oxen to haul the
timber to the place where the building was to be erected, inch augers to bore
holes where needed to pin together joists and rafters, and such other tools as
were necessary and could be secured were provided. It didn't take long for the
"horny-handed sons of toil" of the neighborhood to get out the
material and erect a building twenty by thirty feet, and complete it for
occupancy. The school building of which we speak was of the dimensions named,
and was erected on a high rise of ground on the farm then owned by Vincent
Brownlee, half a mile east of where he arid his family resided, a mile or so
from Lake Maxinkuckee. It was provided with a "puncheon" floor, and
'a clapboard roof. A chimney of "nigger-heads" and oak slats daubed
with mud, was built on the outside of one end, and a puncheon door hewn out of
poplar timber, fastened together with wooden pins and hung on leather hinges,
was placed in the other end of the building. The latch was made of wood,
fastened on the inside of the door, to which was attached a leather string
which was passed through a small hole an inch or so above, so that when the
string was pulled from the outside the latch would be raised up out of the slot
on the cheek of the door, the door would open and the pupil would walk in.
These were the door fastenings in universal use at that time" And this is
how originated the saying "come and see us; you will find the latch string
out." The latch string hanging through a hole on the outside was an emblem
of hospitality, such as only the pioneers of those days knew so well how to
dispense.
262 HISTORY
OF MARSHALL COUNTY.
There
were no locks and keys on the doors in those days. The latch string was always
out. All you had to do was to pull it, walk right in and make yourself at home.
The
cracks between the logs were chinked and pinned and filled up with mud to keep
the cold out. A log on each side of the schoolhouse and at the end opposite the
fireplace at the proper height, was cut out a short distance from the corners
and served as windows to furnish light for the room. There was little or no
glass in this part of the country 'at that time, and, whether there was or not,
it was too expensive and money was too scarce to think of indulging in such a
modern invention as that; and so a sort of rough wooden frame was put in with
slats upright to which were pasted old newspapers, after which they were greased
so as to make them as transparent as possible, In front of these windows, on
the inside, were placed long "puncheon" (there was no lumber then)
writing desks, in front of which were high slats for the accommodation of such
as might be advanced to the writing grade. There were rough benches without
backs for the children to sit upon; and how the little fellows' spinal columns
did ache before school was "let out" for the day no one who has never
gone through such an experience will ever know.
Auger
holes were bored in the logs in convenient places and wooden pins driven in on
which to hang hats, bonnets and clothing.
The
grounds about the building were nicely cleared up, the logs and brush burned,
and the play-ground for jumping, foot-races, wrestling matches, bull pen, and
town ball was properly laid out, and a good big pile of wood cut and piled up a
convenient distance from the door to last during the winter term.
A
well was dug and curbed up with red oak boards, a "well sweep" was
added to which was attached at the lower end of a long hickory pole which was
fastened to the top end of the "sweep," and old-fashioned wooden
bucket.
How
that well and the sweep "and e'en the rude bucket which hung in the
well" is remembered; and how vividly comes back the memory of that good
old song:
How
dear to my heart are the scenes of my childhood
When
fond recollection presents to my view
The
orchard, the meadow, the deep tangled wild-wood,
And
every loved spot which my infancy knew.
The
wide spreading pond and the mill that stood by it,
The
bridge and the rock where the cataract fell ;
The
cot of my father, the dairy house nigh it,
And
e'en the rude bucket which hung in the well,
The
old oal,en bucket, the iron-bound bucket,
The
moss-covered bucket which hung in the well.
The
buildings and grounds and other necessary conveniences having been provided,
the next thing-in order was to "blaze" the way to the school- house
from the homes of the parents having children to send to school. At that time
there were no roads except "trails" made by the Indians, of whom
there were still quite a number in the county. These "trails" were
by-paths through the woods leading from one Indian village to another, and to
the various lakes and rivers in the northern part of the state. Indians, you
must know, always went "tandem," that is one after the
HISTORY
OF MARSHALL COUNTY. 263
other,
and in this way the
trail was sometimes worn down several inches. They wound around through the
woods, avoiding swamps, hills and fallen timber as much as possible. Some of
these trails are still in existence. 0ne through a section of unimproved land
near Twin lakes, that we have seen, and there are doubtless others about
Maxinkuckee lake, and in the vicinity of Tippecanoe river, both of which were
favorite resorts for the noble red man, from whom the lands here were stolen,
after which he was driven by the government out went to grow up with the
country. The nearest route to the schoolhouse was selected, when the trees at
convenient places were "blazed," that is, a man with an axe chipped
the bark off about as high as his head on both sides of the tree so it could be
seen both going and coming. Logs and brush were removed, and by following these
blazed trees the young " scholar ," as he was called, had no
difficulty in finding his way to the seat of learning.
The
schoolhouse and grounds having been duly and truly prepared, the next step was
for those having children to send to school to select by common consent, a
"master" to take charge of the children who were to compose the
school. There were no "professors" or super-intendents of schools, or
instructors or teachers then. Those early educators were always known as
"schoolmaster~" until Edward Eggleston changed the name to
"Hoosier Schoolmaster" in his charming story of that name, written in
the early history of the state. There were no professional schoolmasters then.
Those who taught school simply did so to pass away the long winter months when
there was very little work on the farm to do. He was generally a resident of
the neighborhood who was supposed to have attained to a higher grade of
educational knowledge than his neighbors, and whose skill in manipulating the
birch rod was known to be all that the most enthusiastic advocate of corporal
punishment could desire. It was also deemed necessary that he should be
provided with a pen-knife and that he should be able to make a quill pen, for,
be it known, at that time steel and gold pens had not found their way into this
part of the country, and it is possible that pens made of metals had not then
been invented; at any rate, all the records in the various offices in this
county, all the bookkeeping in commercial transactions, and all the letters,
both of a business and social nature, at that time were written with a quill
pen, and it was considered quite an accomplishment to be able to make, out of a
goose quill, a pen that would enable the writer to do his work in a
satisfactory manner.
Some
of the finest penmanship we have ever seen can be found on some of the early
records of Marshall county made with quill pens. In the auditor's office some
of the records made by the then auditor are equal to any ever made since with
gold or steel pens. In the clerk's office William G. Pomeroy left some fine
quill pen records. Samuel C. Sample was one of the three commissioners who
organized the county June 20, 1836. He afterwards served as judge of the
circuit court until October 19, 1843. He was an excellent penman, and his
signature to the last court record on Order Book A, page 673, written with a
quill pen, is equal to the famous signature of John Hancock to the Declaration
of Independence.
Most
of the ink used in those days was of domestic manufacture. A solution of pokeberry juice
boiled down was sometimes used. Black walnut bark boiled in water until it
became as thick as syrup was the basis for
HISTORY
OF MARSHALL COUNTY. 264
Much
of the ink used in the country schools. A solution of copperas was added, after
which it was reduced to the proper thickness by pouring into the whole a
quantity of hot water.
After
a consultation had been held and an agreement reached as to who should be the
schoolmaster, and how much Salary he ought to have for the quarter’s term, a
subscription paper was circulated through the neighborhood to ascertain how
many children would be “subscribed” to attend during the winter. The amount is
was decided each one should pay was determined by dividing the number of
“scholars” subscribed. The amount generally agreed upon was from $15 to $20 per
month, and the master was to “board around” among his scholars, dividing the
time as nearly equal as convenient.
The
first day of school was a day long to be remembered. The nearest resident to
the schoolhouse was on hand early and had the building well warmed with a great
big cracklin’ fire long before the appointed hour for school to “take up.” By
nine o’clock the scholars were all on hand ready for the opening of the crusade
against the citadel of ignorance. No record of attendance was kept, and so, of
course, there were no tardy marks recorded against any of those composing the
school. There were very few school books to be had, and those in use had been
transmitted through several generations. Webster’s Elementary spelling book,
Pike’s or Smith’s arithmetic, the Columbian Orator, Weem’s Life of Washington,
and the Life of Francis Marion, Lindly Murry’s or Kirkham’s grammar, comprised
the books used in the curriculum of those days, and at no time were there
enough to go around.
Each
pupil in attendance was permitted to study such branches as he saw fit, or all
of them if he thought he could master them. The larger number, as a rule, were
in what was called the A,B,C class, and special efforts were put forth that the
members of this class mastered this part of the course of study, and advanced
and gained some insight into spelling in words of one syllable before the last
day of school.
The
reading class was arranged so that all those who were able to read could be
accommodated whether they were provided with books or not. The class was seated
on a long bench, and the lesson was so arranged that half a dozen of the
scholars could use the same book. The head of the half a dozen of the scholars
could use the same book. The head of the class would rise to his or her feet,
read the first paragraph and hand the book to the next in line. Thus progress
was made without unduly disturbing his neighbor, and was continued until all
had “read around’ and until the lesson for the day had been fully mastered.
Then
came the class in arithmetic, the members of which had been laboring to commit
to memory the rules laid down by Pike, Smith, or Talbott, each in his day
renowned for the great labor through which he had attained fame by puzzling his
brains in making what to the scholars seemed to be impossible rules by which to
work more impossible problems.
Then
the class in writing took their places at the long writing desk in front of the
windows. They attempted to follow the copy “set” by the master, and with the
new beginner the master would find its motion so as to shape the letters
attempted to be made. During the lesson the master had
265 HISTORY
OF MARSHALL COUNTY.
to
answer many questions aside from making and mending numerous goose quill pens,
that were continually in need of repairs. When the sun's rays cast a shadow
straight into the schoolroom through the south door, indicating that it was
noon, the\l came from the master the welcome announcement, "You are
dismissed." Such scrambling as there was, and such tumbling over benches
to get out into the open air, and to the play grounds, was a performance not
permitted nowadays. The noon hour was spent by the master in eating his dinner,
which, like the children, he had brought with him, and in setting copies and
blocking out a line of procedure for the following day. The dinner baskets were
quickly emptied, and then came the play, that best of all things to teach the
complicated study of human nature. Among the boys was soon heard the call
"bull pen," "town ball," or "base ball,' and other
games, while the girls chose other amusements. Of these the more athletic games
and sports were generally preferred by the vigorous young fellows of the woods,
and a roysterous, boisterous hour it was, from which memory recalls many a
happy incident. Why can't our schools of the present day get out of their
confined limits where space compels that the lives of the helpless, innocent,
prattling children whom wt; love be risked in tucked-up rooms and their noon
hour be lost to the first lessons of ,the study of nature, human and physical,
in healthful outdoor play?
The
afternoon was a repetition, generally, of the forenoon exercises, except that
"spelling down" ended the day's doings. The school was divided into
two classes, those that could spell in words of two syllables, and those who
could stand up under such words as "Con-stan-ti-no-ple" and
"val-e-tu-di-na-ri-an."
When the spelling class was called to its place the members stood up in a
straight line the long way of the room, while the master gave out the words,
beginning at the head of the class or number one, who had one trial at spelling
and pronouncing the word, which if missed, was quickly taken by the next, who
if successful, went up to the head of the class. It sometimes happened that the
word was not properly spelled till at or near the foot of the class, when the
one who spelled it right went clean up to the head of the class. This was the
custom every day until Friday afternoon, when the week's exercises were closed
with a "spelling
bee."
The master selected two of the best spellers as captains of the forces, one of
whom threw up a stick which was caught by the other, and so on until the O11e
who held the top of the stick was awarded first choice, and then they would
choose alternately until all were on one side or the other.
The
master gave out the words, and when a scholar missed, under the rule, he was
required to take his seat, and so it went on until all were spelled down but
one, and he and the side he was on were declared the victor.
There
is a very wide difference between the education of the children of the early
pioneers al1d those of the present day. The one had only the rudiments embraced
in the three R's instilled into his mind, while the student of the present day,
even in the common schools, is thoroughly drilled in orthography, reading,
writing, arithmetic, geography, grammar, United States history, physiology,
literature, etc., and a system of graduation has been devised under which it is
possible for all who complete the course of study pursued to secure a
certificate that they have mastered the various branches named.
266 HISTORY
OF MARSHALL COUNTY.
Nowadays
to enable one to attain any considerable degree of success in life it is deemed
essential that he should be at least fairly well educated in the common
branches. In the pioneer days the small amount of business transacted was of
such a nature that beyond reading, writing and arithmetic, education was not required.
If all had been graduates of Harvard, Cornell or any of the great universities
of the country, they could not have made any use of their surplus knowledge,
and that being the case it was not deemed necessary to waste time in acquiring
it. The men of Marshall county who have left their impress for good on her
institutions and who were identified with its organization, and the building up
of society generally, were blessed with limited education. Some of them could
barely write their names, and a few that we have in mind who attained to
distinction and wealth could neither read nor write. On the other hand, many of
those who have come on the stage of existence long since those pioneer days who
have had the benefits of high schools, seminaries and colleges, and hold
certificates of graduation, have dropped into kinds of business requiring.
little education, and with all their acquired knowledge have been impotent to
make their mark in the world to any considerable extent. It is a serious
question whether, in this progressive age, we are not cramming the beads of
many children who go to school too full of the knowledge of branches that they
can't understand, and which will do them no good in fighting the battle of life
before them. The theory seems to be that children's heads are hollow, and so
they
Ram
it in, cram it in,
Children's
heads are hollow;
Slam
it in, jam it in,
Still
there's more to follow.
Hygiene
and history,
Astronomic
mystery, Algebra,
histology,
Latin, etymology,
Botany,
geometry,
Greek
and trigonometry-
Ram it in, cram it in,
Children's
heads are hollow.
Rap
it in, tap it in-
What
are teachers paid for!
Bang in it slap it in-
What
were children made for!
Ancient archaeology,
Aryan
philology, Prosody, zoology,
Physics,
clinictology,
Calculus
and mathematics,
Rhetorics
and hydrostatics-
Hoax
it in, coax it in,
Children's
heads are hollow!
There
was another kind of education in the early days that was deemed as essential to
the well-being of the community as the branches usually taught in the schools.
That was a knowledge of the science of vocal music.
Education
in this branch of learning was taught in what was called
HISTORY OF MARSHALL COUNTY. 267
singing
schools, usually held in the school houses in the evening. They were patronized
mostly by the young people as a sort of meeting place to visit and have a good
time, but there were also a considerable number of married people who had
mastered the mysteries of the old "buckwheat" notes, who attended and
assisted in helping to "carry the parts."
The
singing master, as a rule, didn't know much about the science of music beyond
what was contained in the "rudiments" printed in the introduction to
the old "Missouri Harmony," the only vocal music book then known in this
part of the country. If he had been asked what was a musical sound, or what was
meant by "concert pitch," and how it happened that the letter A on
the second space from the first line below had been settled upon as the sound,
or pitch, to which all human voices, and all musical instruments all over the
world must be adjusted, he would have fallen flat on the floor in a spasm of
surprise. He could no more have told how many vibrations per second were
necessary to produce a sound fixed by all the musical congresses of the world
known as "concert pitch," or the sound from which every other musical
sound in every musical composition that has ever been written must be in
harmony, than he could have told by a mathematical process how many drops of
water there were in the ocean.
He
arranged the singers so that all with voices fitted to one part would be
together such as bass, counter, tenor and treble, as the parts were then
called, and then he commenced teaching them the notes and how to rtm the
"gamut." The pupils soon learned the names of the notes by their -
"buckwheat" shape and their position on the staff, and as the master
knew all the pieces ill the book "by heart," it didn't take very long
drilling for the whole school to become familiar with the favorite tunes
selected for practice, although they knew nothing absolutely about the science
of music or the culture of the voice. At the close of the term a concert was
usually given for the benefit of the people in the locality where the school
was taught. No admission fee was charged, and of course the room was jammed
full, while many remained outside in hearing distance. Those who may have lived
in those days, and who may have attended any of those exhibitions of musical
culture, will call to mind with what feeling and pathos those old singers
executed "Lenox," "Old Hundred," "Schenectady,"
"Solitude New," "Portuguese Hymn," "Pastoral
Elegy" and other familiar pieces which they will readily call to mind. "Heavenly
Vision" was reserved for the grand closing anthem. When the master had
"bit" his tuning fork and placed it to his ear, and had given the key note to the
several parts, then the trouble began. The "counter," always composed
of a goodly number of strong voices, broke forth with: "I beheld and 10! A
great multitude, which no man could number ." And then the
"bass" took it up: "Thousands and thousands, and ten times
thousands, stood before the Lamb," and then the tenors came to the rescue
with: " And they ceased not day nor night crying." And here the trebles
joined in the fray and the four parts raised the roof when they sang
"Holy, Holy, Lord, God Almighty, which was and is, and is to come !"
and so on over a dozen pages occupying more than half an hours' time in its
rendition. That was a grand anthem, indeed, that "Heavenly Vision."
Since then we have heard the finest instrumental bands in this country, have
heard the best opera companies in existence, have heard famous
268 HISTORY
OF MARSHALL COUNTY.
Brignoli,
Patti, Nilsson and all the famous singers since Jennie Lind's day, and at the
opening of the World's Fair, listened to the grand chorus of five thousand
voices under the direction of Theodore Thomas, but the music of all these, to
us, was "flat, stale and unprofitable," as compared with the charms
of "Heavenly Vision" as sung by our old time pioneer friends, nearly
all of whom have long since gone, it is hoped, to participate in a realization
of that dream of bliss prophesied in that grand old anthem of long ago.
It
must have been about 1847-48 that the "round notes" by the names of
"do, ra, mi, fa, sol, la, si, do," began to take the place of the old
style flat notes, or buckwheat notes, as they were called, known as "faw,
sol, law, faw, sol, law, mi, faw." All the singer had to do was to learn
the shape of the note and then he was prepared to master anything in the book.
"Faw" was half a square cut diagonally. "Sol" was round,
"law" was square, "mi" in shape was a hexagon. In the
different keys sol, law and faw doubled up so as to fill up the
"gamut." Lewis A. Joseph was the pioneer who introduced the round
note innovation at the Pisgah meeting house a mile northeast of Wolf creek
mills. It was something pew, and those who had mastered the buckwheat notes
took hold of the new system with considerable zeal, and it was not long until
the round notes were all the go.
Among
the leaders in the movement were the Lelands, Hands, Logans, Dicksons,
Thompsons, McDonalds, and others who lived in that neighborhood at the time.
"Pisgah" was a noted place, for meetings, spelling and singing
schools, and other social gatherings, from the time it was built until a dozen
or more years ago, when having outlived its usefulness it was abandoned. It was
built by J allies Logan ( "Carpenter Jim" ) , and was considered one
of the finest frame buildings of the kind in the county at the time. It was
given the name of "Pisgah" by Thomas McDonald, deceased, who was
mainly instrumental in securing its erection.
ENUMERATION
FOR SCHOOL
Male. Female. Total.
Bourbon township 231 236 467
Center
township 479 410 889
German
township 329 284 613
Green
township 167 155 322
North
township 255 272 527
Polk
township 301 283 584
Tippecanoe
township , 194 190 384
Union
township 268 240 508
Walnut
township 205 207 412
West township 212 188
400
Argos
town 142 169 311
Bourbon
town 148 172 320
Bremen
town 218 219 437
Culver
town : 90 88 178
Plymouth
City 336 329 665
Grand
total 3,575 3,442 7,017 --