The college was organized and for a time controlled on the joint stock plan. In 1855 the trustees tendered to the Southeastern Indiana Conference of the Methodist Episcopal Church the fee simple of the property of the said institution. The conference accepted the generous offer, and appointed commissioners "to receive, hold, and vote the stock of said institution on behalf of the conference."

The college is supported by income from endowment, by tuition, and by public contributions. The grounds, buildings, furniture, and apparatus are valued at $28,200. The endowment is $20,000. The number of volumes in the library is 1,000.

The government of the college is vested in a board of trustees and the faculty. The course of study in the collegiate department extends through four years, and embraces the ordinary branches of advanced academic learning, and much of what is taught in representative American colleges.

In addition to the regular courses of study there have been established a normal department, a department of music, and a preparatory department. There are seven instructors and an annual enrollment of 130 students.

The following is a list of the presidents and the time during which each served: Rev. Samuel R. Adams, 1856–62; Rev. William O. Pierce, 1862-64; Rev. Thomas Harrison, 1864–70; Rev. J. H. Martin, 1870–72; Rev. F. A. Hester, 1872-'76; Rev. John P. D. John, 1876–79, and 1880–82; Rev. J. H. Doddridge, 1879–280; Dr. L. G. Adkinson, 1882–287; Rev. G. P. Jenkins, 1887 to present time. Moore's Hill College, like many other institutions, has passed through many stormy seasons. During the past ten years the interest in this college has been gradually increasing. The college building is a large three-story brick structure, located in the center of a beautiful campus of seven acres, and presenting a good appearance.

The following list shows the members of the faculty of Moore's Hill College in 1890:

G. P. Jenkins, A. M., D. D., President, and Professor of Mental and Moral Philosophy and English Literature.

Monroe Vayhinger, A. M., Vice President, and Professor of Mathematics and German.

Edward B. T. Spencer, A. B., Professor of Latin and Greek.

Andrew J. Bigney, A. B., Professor of Natural Sciences.

Charles W. Lewis, B. S., Instructor in Normal Department.

Miss Lillian Carter, Tutor in Latin.

Miss Estella Leonard, Principal of Music Department.

Miss Estella Leonard, Secretary.

E. B. T. Spencer, Librarian.

HARTSVILLE COLLEGE.

On the 12th of January, 1850, this institution was chartered under the name of "The Hartsville Academy." It was founded by the Indiana Conference of the United Brethren in Christ, with the aid of citizens in Bartholomew County. It was placed in charge of a board of trustees, with power to fill all vacancies occurring in the board, also "to appoint a president, professors, and other instructors who should constitute the faculty of Hartsville Academy," who "by and with the consent of the trustees should have power to grant all such degrees in the sciences and arts as are customary in other such colleges, universities, or academies of the United States." On the first Monday of May, 1850, the school was opened, with Prof. James McD. Miller, A. M., a graduate of the Indiana State University, class 1849, in charge. Soon other conferences of the church coöperated in maintaining the school.

By act of the legislature February 8, 1851, the name was changed from the "Hartsville Academy" to the "Hartsville University," with power" to establish the various schools of a university." But failing to secure the coöperation of conferences which had been expected, the institution was continued as an academy until about the year 1865, when it began to employ professors as in the different departments of a college. March 5, 1882, the charter was again changed. The number of trustees was reduced from 27 to 16, four from each of the coöperating conferences, who were to be elected by the conference and to continue in office four years, and the institution was made in name what it was in reality-a college.

Professor Miller was succeeded in 1852 by the Rev. David Shuck, A. M., also a graduate of the State University, class of 1846. Rev. Shuck continued in the presidency for thirteen years. Within this period a scholarship endowment plan was instituted, and scholarships amounting to near $200,000 were sold; also the present building, a brick structure, 60 by 80 feet and three-stories high, was erected in the center of a beautiful campus of seventeen acres, immediately south of the town. In 1865 Professor Shuck was succeeded by Prof. J. Woodbury Scribner, A. M., of Dartmouth College. Under his administration the institution took on the form and undertook the work of a college. System was introduced and the school took rank with other colleges in the State. A hall was also erected for the accommodation of lady students, which was consumed by fire a few years ago. In 1873 Professor Shuck was again called to the presidency of the institution for one year, when he was followed by the Rev. W. J. Pruner, M. S., of the class of 1866, also a graduate of Union Biblical Seminary, Dayton, Ohio. For five years, with Professors J. J. Riley, S. Wertz, L. Mobley, J. L. Funkhouser and Mr. Fix as his associates in the various departments, he carried forward the work, when Rev. C. H. Kiracofe, A. M., an alumnus of Otterbein University, Ohio, was called to the head of the institution.

Within his administration the library has been largely increased, the courses of study have been improved, and the institution brought into more complete harmony with the genius and polity of the U. B. Church. Equality in privilege is not denied to women.

The courses of study are such as are offered in the higher academies. It has been and will continue to be the place where many a poor boy or girl may secure an education, who for want of means could not secure it elsewhere. To all such, as well as the more wealthy, the doors of Hartsville College are ever wide open.

There are other colleges and academies in the State of local reputation which are doing valuable educational service in their several communities. They are manned, usually, by careful, painstaking instructors, and their students receive an efficient preparatory training either for the advanced courses of the university or for professional careers in life. These minor schools are doing much to educate the citizenship of Indiana.

Merom, Ridgeville, De Pauw Female College at New Albany, Coates College near Terre Haute-these institutions, and others, private high schools and academies, are exerting a good influence throughout Indiana. It is but fair to say that some of these are of equal rank with institutions to which this sketch has given a more extended notice. But for their provision many young men and women would be denied the literary training and classical attainments which now are within their reach.

CHAPTER XII.

THE INDEPENDENT NORMAL SCHOOLS.

A sketch of Indiana education, however meagre, would be unsatisfactory without some notice of the independent normal school.

Although the direct purpose of this sketch is to trace the growth and to set forth the condition of the collegiate life of Indiana, while the normal has to do more directly with the common schools, yet the recent growth in the independent normal schools of the State, especially in their collegiate departments, and the influence which these institutions have exerted upon the educational life of the State, call for recognition.

Under the old constitution and in the early years of the new, the "normal school" existed for temporary periods and at various places. They were, professedly, schools for the training of teachers. In most instances they were makeshifts and impositions. One of the leading educators of the State referred to them as "so-called schools which are abnormal."

The schools of the country districts and villages were then not numerous or lucrative enough to create a body of professional teachers in such numbers as would make the support of first-class normal schools possible. The graduates of the colleges who had devoted themselves to teaching were in the seminaries or academies. As the free-school system grew in favor the increase of teachers-or of those offering themselves as such-was rapid and constant. The demand arose in the State Association of Teachers and in smaller educational assemblies, for a normal school designed for the special preparation of teachers. The State answered the demand in 1865 by the establishment of the State Normal School at Terre Haute. Ten or fifteen years later, there was a demand still unsatisfied. The number of applicants for positions in the schools had largely increased. Many of these were grossly incompetent; some were rejected, some were accepted for lack of men and women who were better prepared and who were willing to accept the meagre emoluments offered in the common school for those who had spent many years in preparation. There has always been an ignorant class of people in Western communities who imagine any able-bodied person, however narrow his intelligence, competent to "hold school." Among such a class the requirement of a test of intelligence and capacity seemed an imposition upon equal privileges. It has not been two decades since men applied for positions at the teacher's 12524-No. 10——13

193

desk in Indiana who thought the "metropolis of Illinois was corn, wheat, and rye," and that Shakespeare and Virgil were American poets. It has been the business of the schools and the laws to make it morally impossible for such ignoramuses to present themselves in a body of teachers. To that end the schools must be supplied with efficient material. Teachers had to be provided for and taught.

There arose a general demand in the State for a school with good teachers which could offer to mature minds in a brief period of time carefull drill and instruction in the elements of arithmetic, geography, grammar and the other common-school branches of study.

Many young men and women, of good sense and intellect and with pedagogical ability, aspired to teach in the common schools, who had not time, nor money-perhaps not the disposition-to undergo in preparation, what seemed to them, the long course of the curriculum in college or in the classical normal school. They had only a few years, in many instances only a few months, to spend in school, and in that time they wished to study, not what some fixed and prescribed course dictated for them on examination, but those things only which they wished to teach and in which they felt themselves deficient. They would have a school where they might come for any period of time and at any time of the year, study what subjects they pleased and begin where they chose. They were seeking training as teachers, and instruction in the common-school branches.

The establishment by private enterprise of good schools in answer to this demand has been an instrument in materially raising the educational standard among the common-school teachers of the State. No one can despise the work which they have done and are still doing, and their representative graduates, filling positions of honor and responsibility, speak well for the intellectual and pedagogical training which these schools have to offer.

THE VALPARAISO NORMAL SCHOOL.

During the spring of 1873 the idea of establishing a school which would, it was thought, accommodate a large number of students whose wants had not already been met, was put in operation. The design was to build up such an institution as would enable all to secure a thorough, practical education at the very least expense possible, and thus meet the wants of those who were depending largely on their own resources for their education and who would not be able to attend school in consecutive terms. Owing to the fact of its close proximity to Chicago, the metropolis of the West, the peculiar railroad facilities, and especially the healthfulness of the climate, Valparaiso was selected as the location of the school. The extensive college buildings once occupied by the Methodists were purchased and work was at once commenced for such improvements as then seemed necessary.

The founder of the institution, well knowing that his plans could not