,. , ,I:' ; ;'..- . .,; ')." "~: \ I , " h . "'J' HISTORY OF THE INDIANA STATE TEACHERS COLLEGE ,) by Max P. Allen Contributions of the. Graduate School Indiana State Teachers College Number 37 Submitted in Partial Fulfillment· of the Requirements for the W~ster of Arts Degree in Education 1931 • ,. "',; / ') :',', ,) '.J ',' J): I .:', ,', ';' :,' : ' , "J L. ., ~ ) ~ ",' : ,", ;" ,,' ; ': , , , , J,. ,.,' ", 'J) , , " , , '" ,,' , ' " , >,' ), J ',). \ TABLE OF CONTENTS Chapter I. - BACKGROUIJD AND EARLY HISTORY OF THE SCHOOL. Page Early Attempts to Provide Professional Education•••• 1 The Spotswood Mem.orial •••••••••••••••••••••••••••••• 2 Recommendations of State Superintendents •••••••••••• 3 House of Representatives Bill No. llg ••••••••••••••• 4 Location of the School•••••••••••••••••••••••••••••• 5 Laying of the Corner stone •••••••••••••••••••••••••• 7 Description of the Building••••••••••••••••••••••••• 8 Opening Day ••••••••••••••••••••••••••••••••••••••••• g FaCUlty••••••••••••••••••••.••••••••••••••••••••••••• 10 Students •••••••••••••••••••••••••••••••••••••••••••• 12 Board of Visitors ••••••••••••••••••••••••••••••••••• 13 Policy of President Jones ••••••••••••••••••••••••••• 14 General View of the Barly Period •••••••••••••••••••• 15 Side Lights ••••••••••••••,••••••••••••••••••••••••••• 16 Bhapter II. - THE i>.DMINISTRATION OF G. 1"). BRmiN, W. W. PARB ONS ~ AND L. N. HINES. George P. Brown l87g-l885 •••••••••••••••••••••••••• 18 Summary of Brown's Work •••••••••••••••••••••••• 21 Fiilliam Wood Parsons l885-lg2l . 22 Summary of Parsons' Work ••••••••••••••••••••••• 23 The Fire of 1888••••••••••••••••••••••••••••••• 24 Other Buildings •••••••••••••••••••••••••••••••• 26 Special Terms ••••••••.••••••••••••••••••••••••• 28 Opposition from the Non-State Schools •••••••••• 2g College Course ••••••••••••••••••••••••••••••••• 30 "Scrapping rl'eachers" ••••••••••••••••••••••••••• 31 IvIunc i e NorlDal ••••••"•••••••••••••••••••••••••••• 34 Linnaeus Neal Hines 1921- •• ••••• •••••••• • ••• • ••• • • 35 Recent Changes .••~ •••••••••••••••••••••••••••••• 36 Higher Academi'C Standards for the Faculty•••••• 37 Finance·s •••••••••••••••••••••••••••••••••••••••. 38 Statistics •••• : ••••••••••••·••.•••.••••••••••••• 40 Chapter III. - CONDITIONS OJ!' .i-I.DMISSION, FEES, CURRICULA, AND DEPARTNIENTS. Cona,i tions of "Admissi on••••••••••••••••••••••••••••• Fees ••••••••••••••••• '•••••••••••••••••••••••.••••••• Curri cula •••••.•••••••••••••••••••••••••••••••••••••• Curricula l870-~g06••••••••• ~ ••••••••••••••••• Curricula 1906-lg23••••••••••••••••••••••••••• Curricula 1923-lg3l ••••••••••••••••••••••••••• ..... --' . " Page J)epar tme nts . 63 Art 1881 . ....... 66 Comraerce 1918. • •••• ••••• • ••••• • ••• • • •• • • • 67 Education - 1870 •.•...•.•....•••••..•••.••••• 68 English 1870 .••.•....••••••••••..•••.••.••• 69 Home Economics - 1915 .•••••.•.••.••.........• 71 Industrial Arts - 1905 •.•.•...•••.•.•.•.••••• 72 La ti n and German - 1881 •••••·••••••••••••••••• 73 Library - 1892 ••••.•.•••...•...•••.•..••.•••. 74 lVIa th ema tics 1870••••••••••••••••••••••••••• 76 Music 1887 ••••••• • • e·e e ..... • • •••• • ••••••• • • 77 Physical Education (Men) 189? . 77 Physical Education (Women) 189? .....•..... 78 Romance Languages 1917 •...•.•..••......•... 79 Science 16,70 .........................•..... 79 Social Studies 1870 .•.• .......... • • • • • 81 Officers of ..i..dministration••••••• • • e • • • • • 82 Chapter IV. - STUDEWr iloCTIVI'I'IES. A t hIe tics . 83 Deba ting. ..•.. e • e •••••••••••••••••••••••••••••• 89 Drarna tics•••.••••••••.•••••••••••••••• .••• ,• e ••••• 92 I\1us i c ••••••••••••••••••••••••••••••••••••••••••••• 93 Organizations •••• ............................... 93 Provisions for Living Facilities ....•..••••••••••• 95 Publications . 98 Student BuildiIlg e •••••••••••••••••••••••• 100 Stu den t Counci 1 ...•..............•...•............ 101 Success of l'ilurlmi .•••..•••.••...•.•..•.•....•••..• 102 Chap tel" V. - THE TRil.INING SCHOOL. Its Origin........................•............... 103 'Financial Difficulties • ••••••••••••••••••••••••• 104 General Conditions ••••.••••••••••••••••••••••••••• 105 Changes duri ng the Eighties and Nineti es •••••••••. 106 Observation and Practice ••••••..•..•••.••••.•••..• 108 A Separate Trai ning School Buildi ng••••••••••••••• 109 End of Joint Control ..•••••.•••..•.•••••••••.• 110 The High School..•.•.•...•••••...•.•••••..•....... 111 Rural Training School•••••••....... •• • • • • • • • • 112 Additional Facilities•••••••••••••••••••• ~ •••••••• 114 A New Training School . • • • ..... ..... 115 ANJiJOTATED EIBLIOGHAFHY • Acknowledgements In addition to the people cited in footnotes, varying degrees of assistance have been rendered by V. Dewey Annakin, Hazel E. Armstrong, Vachel E. Breidenbaugh, Howard W. Byrn, Robert K. Devericks, Dorothy Eaton, Helen Ederle, Mary Jo 'Ferguson, Edwin M. Fitzroy, Helen Gilbert Gillum, Frank Grove, Minnie E. Hill, Harry Huntwork, Leslie II. Meeks, Clarence M. Morgan, Mary R. Morgan, Frederick ~. Mutterer, Christine V. Openshaw, Marie Reiman Orton, Jennie Parker, Martina Erickson Parsons, Earl E. Ramsey, Ruth M. Richart, Charles Roll, Waltc:e O. Shriner, Lucile Viehe, Margaret E. Wisely, and probably several others. The folloWing merit special consideration: Charles W. and Myrtle Printy Allen, for encouragement and assistance in proof­ reading; city and county officials, for the cordial manner in which they permitted me to use official records; Louise Lawson, for the conscientious and careful way in which she typed this thesis; Fred A. Shannon, for his suggestions concerning historical research and thesis writing; especially John Raymond Shannon, for his constructive criticisms and efficient perform­ ance of the duties of counselor. Max P. Allen '. Indiana had yet to reach her twenty-first birthday when the first attempts were made to provide professional training for teachers. In 1534 the Wabash Manual Labor College and Teachers' Seminary was incorporated wi th the power of conferring degrees , 1 and granting diplomas. The same year saw the incorporation of the Indiana Teachers' Seminary, to be located in Jefferson 2 county. These were private enterprises which little affected present-day stat e training faci liti es. " In the late '30s and the '40s the attempts of Indiana University to offer Oourses for the training of teachers failed because of inadequate financial support. In 1852 the trustees of that institution established a Normal Department which was 3 sustained at intervals more or less successfully until 1873. On the whole it seemed that the pioneer inbabitants of the state lived blissfully unaware of the advantages of a teachers' school supported by the government. 1 Acts of Indiana General Assembly, 1834, pp. 57-5g. 2Ibid., pp. 334-335. 3W111 E. Edington,' "Evolution of the Indiana Pedagogue and the Common School Sys tem," Normal ~_nc~~ ,J~n:e~" l?l,~", p,. 255; Fassett A. Cotton, Education in Indianu:\ I~c1:Lallapo1:,i~; ,1:g04) , p. '114. :',',,',,',, 1 .' " .,' , . ;').' . ). 2 The Spotswood Memor ial To Doctor Edmund Traverse Spotswood goes the credit for starting the agitation in the legislature for a state normal school.4 No direct action came, however, from his memorial of 1855 which said in part: "Resolved, That the Conuni ttee on .Education be instructed to inquire into the expediency of! es­ tablishing a State Normal School, .in which persons who design making teaching a profession shall receive instruction free of charge."5 It must have been considered of more than ordinary importance, even though not acted upon. For it was the custom for merely the number and name of a bill to be recorded when re­ ferred to a ooromi ttee. Yet this resolution was recorded in full. 4Dr.Spotswood came to Indiana in 1840 from Virginia where his family had been prominent since colonial days. He reoeived his medioal degree from Rush Medical College in 1851. He was eleoted to the General Assembly in 1854 from Vermillion oounty on an independent ticket. In addition to the memorial oited above, he also introduced one favoring prohibition. He moved to Terre Haute in 1887, spending the latter part of his life with his daughter, Mrs. Harry B. Rhoads. By a rare coinoidence he died in 1917 on the anniversary of the establishment of the , Indiana State Normal School. During his residenoe at Terre Haute he frequently visited the sohool. In fact some people oame to believe that he alone was responsible for its establishment. Suoh was not the case. As he himself reIlIirked, ttl am given a great deal of credit for the Indiana state Normal Sohool, but more oredit is due to JUdge Rhoads who did what I couldn't do, that is, get the resolution which I introduced through the legislature." (This information was secured from an interview With Mrs. Rhoads and · .~ from an unpublished autobiography of Dr. ·Spotswood, the quotation being found on page 12 of the latter). 5Indiana House Journal, 1855, p. 160. ). , .\ 3 Reoommendations of State Superintendents Caleb Mills, Indiana's renowned educator, at one time recommended that teacher training be accomplished by means of county institutes and teachers' associations, deeming the es­ tablishment of a normal school not then desirable.6 Later he .outlined a comprehensive system of a rather hybrid nature. He suggested that na suitable Faculty of teachers •••approved by the state Board of Educati on •••shall perform a specific amount and kind of service•••substantially the following: teach six- teen