Semi-centennial celebration of the Indiana State Normal School January 6-9, 1920 in commemoration of the completion of fifty years of work

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The Semi-Centennial
Celebration
of the
Indiana StateN ormal Sch~ol
1n
January 6-9~ 1920
Commemoration of the
Completion of
Fifty Years
of Work
Indiana· State Normal School Bulletin
Vol; XIII. June, 1920. No.4.
Publiohed quarterly by the Indiana State Normal School. Terre Haute. Entered ao oecond
· class matter, November 5. 1907. at the Postoffice at Terre Haute, Ind .•
under the Act of Con~re" of July 16, 1894.
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Board of Trustees
Members
SANFORD M. KELTNER
FRANK C. BALL . . .
WILLIAM C. BALL .
LINEAS N. HINES .
CHARLES E. COFFIN .
Officers
SANFORD M. KEI.;TNER .
WM. C. BALL ..
JoHN T. BEASLEY
. Anderson
. . Muncie
. Terre Haute
. Indianapolis
. Indianapolis
. President
. Secretary
. Treasurer
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Foreword
On January 6, 1920, the Indiana State Normal School
completed fiftyyears-·of work. Just a half century earlier
on January 6, 1870, the school formally opened its doors
for the reception of students, and began its work in the
training of teachers for the public schools of the state.
The fiftieth anniversary, even in the life of an institu­tion,
is a noteworthy event. It, therefore, seemed desir­able
that appropriate and fitting exercises should mark so
important an occasion. Such a celebration, too, it was felt,
should be of a substantial and permanent value, and
should not wholly expend itself in academic parades and
the mere public exhibition of buildings and equipment. It
was believed that the spirit of the institution during the
two score·and ten years of its existence could find no more
appropriate expression than in a great educational con­ference
of scholars and educators, where the history of the
past might be reviewed and interpreted anew; where the
current educational problems, now at the front, might be
critically analyzed and weighed, and where, with a fair
degree of prophetic vision, the questions of tomorrow
might be sensed.
Accordingly the school issued a call for a general edu­cational
conference, to which it invited as speakers, a
number of eminent scholars and distinguished educators.
A program was prepared extending over nine sessions,
and Wednesday, Thursday, and Friday, January 7-9, were
·designated as the conference days. A general invitation
to teachers, alumni of the school, and to friends of educa­tion
genera.lly,. was extended, and the entire student body
was asked to suspend its regular work and give its entire
attention to the work of the conference.
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Although the regular conference did not begin until
Wednesday forenoon, January 7, several social functions
preceded the formal opening. On Monday evening, J anu~
ary 5, the citizens of Terre Haute, anxious to show their
interest in the Normal School and their appreciation of its
fine leadership, gave a· complimentary dinner at the
Hotel Deming for President and Mrs. Parsons. The ad­dresses
of citizens all bore testimony of the concern and
the pride which the citizens of Terre Haute felt in the
work and management of the Indiana State Normal
School.
On Tuesday, the Rotary Club ol the city of Terre Haute
invited the faculty to a complimenta;ry luncheon at the
Hotel Deming, and by its gracious hospitality and in pub­lic
utterances expressed its desire to support .in every way
the larger interests of theN ormal School.
On Tuesday evening a public reception was held at the
Deming Hotel, very largely attended, and honored by the
presence of the Governor of the State and his wife. ·
The first session of the conference convened · at 9 :30
o'clock on Wednesday morning in Normal Hall, Mr. Wil­liam
C. Ball, the Secretary of the Board of Trustees pre­siding.
It seemed peculiarly fitting that the first speaker
should be the Honorable James P. Goodrich, the Governor
of the State. He spoke on the mutual ol;>ligations of state
and school in maintaining and in furthering a sound
Americanism in our political and social life. In a brief
but eloquent address, he stressed the new obligations rest­ing
upon the state and the public schools in preserving
those fimdamental American ideals which undergird our
national life.
President Parsons' address was a fine review of thehis­tory
of the school, and of the educational ideals that
shaped its work for a half century. President Winthrop
E. Stone, of Purdue University, gave an inspiring ad­dress
on the enlarging scope of higher education.
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The session was made memorable by a very pleasant in­terruption,
not scheduled on the printed program. At the
conclusion of President Parsons' address a larO'e deleO"a­tion
of citizens of Terre Haute filed into the \an :nd
through their delegated spokesman, Attorney Ge' orge
Oscar Dix, asked permission to have a few minutes' time
on the program. This being promptly granted by the pre­siding
officer, Mr. Dix, in a very happily worded address
presented to President Parsons, on behalf of the large
company of citizens with him, a large and handsome lov­ing
cup, as an expression of their love and esteem for him.
Then addressing the Board of Trustees he asked permis­sion
to have placed on the walls of the Normal School a
large bronze memorial tablet as a further tribute from the
citizens of Terre Haute to the President of the School.
President Parsons taken unawares, and not able to con­ceal
wholly the deep emotion which this expression of good
will had produced in him, responded briefly and thanked
the committee of citizens for their kindness.
In addition to this gift from the citizens of Terre Haute,
the College of St. Mary-of-the-\Voods presented the Presi­dent
with a beautifully inscribed roll, bearing testimony
to the high regard with which this neighboring institution
regarded his services as an educator.
It would be out of place here to re'iriew the entire pro­gram
of the conference. The themes of the various ad­dresses,
and the names of the speakers are indicated in
the detailed I)rooTam printed elsewhere in this bulletin.
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It is a matter of regret that it is impracticable at this time
to print all the addresses in full. Such a series of volumes
would have been a substantial contribution to current
educational literature.
Two addresses, however, are given in full in this issue.
These addresses touched the early history and the work of
the -Normal School ' so closely and so directly, an.d being the first-hand statements of an eye-witness and actiVe par-
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ticipant of it all, it seemed these should be put in penna­nent
fonn, and preserved for future reference. These two
addresses are those delivered by the President of the
schpol.
The attendance throughout the sessions was very grati­fying;
on several occasions testing the seating capacity of
Normal Hall.
Perhaps the best comment on the success and value.of
this educational gathering, is noting that after reviewing
the work of the several sessions, the Faculty of the Nor­mal
School by formal resolution voted, that Foundation
Day, January 6, shall be obsetved hereafter annually, if
possible, by the holding of a school conference, which shall
serve as a clearing house for the educational problems of
the day.
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General Programme
Wednesday. January seven. 9:30 a.m.
William C ... Ball. Secretary of the Board of
Trustees. presiding.
Music: Community Singing.
Professor Lowell M. Tilson. ·
Address: Indiana and Education.
By 'the Honorable James P. Goodrich,
Governor of the State.
Address: The First Half Century of the
Indiana State .Normal SchooL
By Dr. William W. Parsons,
President of the Indiana State Normal School.
Address: Education As a Factor In the So­lution
of Present Day Problems.
By Dr. Winthrop E. Stone,
President of Purdue University.
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'J.vT ednesday, January seven, 2:00 p. m.
S. M. Keltner, President of the Board of
Trustees, presiding.
Music.
Address: Fifty Years of Education In
Indiana.
:Qy L. N. Hines, ·
State Superintendent of Public Instruction.
Address: Fitting Our Rural Education to
the Needs of Our Democracy,
By Dr. W. W. Black, '92,
Professor, Indiana University.
Address: Consolidated Schools,
By Lee L. Driver,
Director of the Bureau of Rural Education of
Pennsylvania.
Address: The ·Salary Question, ·
By Dr. Robert ]. Aley,
President of the University of Mai~e.
Inspection of Home Economics Departm~nt
and social time over the teacups.
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Wednesday, January seven, 8:00p.m.·
Professor Charles M. Curry, presiding.
Music.
The Greatest Current Educational Problems,
Dr. Elmer B. Bryan, '89,
President of Colgate University.
Dr. Lotus D. Coffman, '96,
President of the University of Minnesota.
Thursday, January eight, 9:30 a.m.
Professor Frank S. Bogardus, presiding.
Music.
The StateN ormal School of the Middle West,
Dr. William W. Parsons,
President of the Indiana State Norm~l School.
Dr. H. H. Seerley,
President of the Iowa State Teachers' College.
Dr. David F elmley,
President of the Illinois Normal University,
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Thursday, January eight, 2:00 p. m .
. Dr. Louis ]. Rettger, presiding.
Music.
Teacher Training,
Dr. E. W. Bohannon, '87,
President of the State Normal School. Duluth,
I. Minnesota.
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Dr. John E. McGilvrey, '90,
President of the Kent State Normal College, Ohio.
Dr. W. P. Morgan, '95,
President of the Western Illinois State Normal
School, Macomb.
Dr. William F. Clarke, '98,
President of the North Dakota State Normal
School. Minot.
Thursday, January eight. ·s p. m .
. Students' Evening.
Recital:
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Jules Falk, Violinist.
Estelle Wentworth, Soprano.
Eugenia Hubbard, Pianist.
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Friday. January nine, 9:30 a. m.
Professor Ulysses 0. Cox, presiding.
Music.
Address: The Present Status of the Profes­sion
of Teaching,
By the Honorable P. P. Claxton,
U. S. Commissioner of Education.
Address:
By Dr .. George L. Mackintosh,
President of Wabash College.
Address:.
By J. G. Callicott,
State Vocational Director.
Address: A Retrospect and a Challenge.
By ]ames 0. Engleman, '01.
Superintendent of Schools, D.ecatur, Illinois.
Friday noon, January nine.
Luncheon. at the cafeteria for th~ returned service men.
Luncheon in Home Economics Department
for Faculty and visitors~
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Friday, January nine, 2:00 p. m.
Miss Mary Moran, presiding.
Music: Community Singing,·
Mrs. Carrie B. Adams.
Address:
By Mrs. Demarchus Brown,
Butler College.
Address:
By Mrs. Edith Whitenack Dorsey, '94,
Alton, Illinois.
Address:
By Miss Ethel Burton, '08,
Evansville College.
Friday, ]anuary nine, 8:00 p. m.
President William W. Parsons, presiding.
Music.
Address: Education for the New Era.
By Dr. Edward Howard Griggs.
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The First Half Century of the Indiana
State Normal School
By President William Wood Parsons
It would be altogether natural and allowable for you to
inquire by what right I assume to speak for the first half­century
of the Indiana State Normal School.
The answer to this question will be indicated by two or
three simple facts, unimportant in themselves, but which
will serve to show that the speaker is not without some
first-hand knowledge on the subject assigned him.
As a native born citizen of Terre Haute, my first school
days were spent in the old County Seminary building
which stood on the spot now occupied by this, the admin­istration
or main building of the State Nor.g1al School. It
was here that, under the rather efficient, though not al­ways
attractive, and persuasive tuition of the old-time
schoolmaster, Uncle Bennie Hayes, that I, in common with
many Terre Haute boys, acquired the merest rudiments of
education. Twelve years later, when the newly established
State Normal School opened its doors to receive students,
January 6, 1870, I chanced to be one of fewer than a score
that enrolled on the first day. During the fifty years that
have elapsed since that day, I have been directly connected
with the institution forty-seven years-as student·, instruc­tor,
professor, vice-president and president. It has been
my fortune to lmow personally every one of the hundred
or more men that have served the state. as.trustees of the
Normal School; to know, more or less intimately, everjr
one of the several hundred men and women who have dur-
. ing this half century served the school as members of its
· faculty; and of the fifty-five thousand young men and
women who have attended the school, I have at least
known personally the great majority. I have known the
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THE SEMt~CENTENNIAL CELEBRATION
school, therefore, at every stage of its development and in
every period of its history. In view of these facts, it will
not seem presumptuous, I am, sure, for me to assume a
reminiscent mood and bring before you some of the lead-ing
facts in the school's history. .
So far as I know or have been able to learn, the first
definite step toward the establishment of a state normal
school in Indiana for the training of teachers .was taken
in 1858, when Dr. E. T. Spottswood, a member of the
General Assembly from Vermillion County, and later a
resident of this city, introduced a resolution providing for
the appointment of a committee to inquire into the de­sirability
and feasibility of establishing a school for the
training of teachers for the public schools of the state.
·whether the committee which this resolution called for
was appointed, and if so, whether it submitted to the next
General Assembly a report on the subject of establishing
a state normal school, I have not been able to learn. At
any rate, nothing was done with the subject for several
years. Probably the rumblings of sectional disagreement
and strife which even then were in the public ear, and,
later, the rupture of the Civil War led: to the postpone­ment
of this educational project. But at the first oppor~
tunity, after the close of the war, the agitation of the sub­ject
was renewed, and in December 1865, the General As­sembly
enacted tlie law which c~eated this institution and
under the general provisions of which the school has car-
', ried on its work for a half century.
This law defined with strict accuracy, the purpose of the
school. It was to be established and maintained for the
sole purpose· of preparing teachers for teaching in the pub­lic
schools of Indiana. To restrict its work to this one
field and department of education, the law required, and
still requires, every student on entering to declare his in­tention
to become a teacher in the public schools of Indiana
and to promise to teach in these schools, if practicable, for
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a period at least twice as long as he remains a student in
the school. It further required him as 'a condition of re­ceiving
a diploma, to demonstrate his ability to teach and
ma1_1age a school by practical successful experience for a
penod of not less than two years after graduating.
Thi_s act of 1865 authorized the board of trustees tore­ceive
proposals of lands, buildings and money from towns
or cities of the state that desired to secure the location of
the school, and required the board to establish the school
in the town or city that offered the greatest inducements
to secure it. It maynot be generally known, and whether
or not it is a matter of common knowledge, it should be
reiterated and emphasized that, of all the municipalities
of Indiana, Terre Haute was the only city that manifested
the slightest interest in this new institution of learning
and that_offered any inducement to secure it. Terre Haute
proposed to donate the block of ground three hundre<!._feet
square, easily worth at this time more than a hundred
thousand dollars, on which the building we are occupying
at this time stands, to give the sum of fifty thousand dol­lars
in cash toward the erection of the building, and to
enter into contract with the state to maintain forever one­half
of all the expenses incident to keeping the buildings
and grounds of this institution in proper repair.
I want to take this occasion to say that Terre Haute has
never faltered or hesitated in the matter of keeping this
contract. During the more than fifty years that have
elapsed since this contract was made and entered into,
Terre Haute has never failed to meet her obligation to pay
one-half the expenses of repairs to all the buildings ~nd
grounds of the institution. In addition to this, and Wit~­out
any legal obligationwhatever, this city gave an ad.di-
·. tional fifty thousand in cash to aid in the reconstructiOn
of buildings destroyed by fire in 1886.
In these days of tens, and even hundreds of millions for
educational purposes, fifty thousand and one hundred
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thousand may seem mere items, but fifty-five years ago
they loomed large in the popular imagination. ·I
This offer of grounds and money was accepted. The
legislature made several appropriations for the construc­tion
of the building, and by January 1870 it was thought
possible to open the school.
It would be difficult for any one to give you an adequate
picture or realization of the conditions under which the
Indiana State Normal School began its work fifty years
ago yesterday. The building was a rather imposing four­story
structure, quite similar in architecture to the present
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main building of Rose Polytechnic Institute. This was a
semi-gothic or mixed style of architecture much in vogue
for schools, hospitals and other public buildings fifty or
sixty years ago. It stood on the east side of the tract of
land donated by the city to the state, and th~ remainder of
the lot was one immense pile of sand, broken stone, and
debris, with two or three narrow paths leading from the
street to the front door. The building was only. half com­pleted.
The basement and fourth story were unplastered
and wholly in the rough. The second and third stories
were plastered and floored, most of the doors and windows
were in· place, and the usual trim-casings, base boards,
etc.-had been put in before the building fund was ex­hausted.
There was no money left to complete the build­ing
or even to clear the ground and lay the walks to the
doors. There were no lighting fixtures of any kind, and,
so far as the building was heated at all, it was by means
of a few large, rough cannon stoves. The halls were as
cold as outdoors itself. l ·
The school had only the most necessary furniture and
absolutely no equipment with which to begin its work. It
did not have the semblance of a laboratory, not a map, not
a piece of apparatus of any description, and its library
consisted of a Bible and one unabridged dictio~ary. It
was a very near approach to.the log with Hopkins at one
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THE SEMI- CENTENNIAL CELEBRATION ..
end and Garfield at the other, the unfortunate difference
being that neither Mark Hopkins nor James A. Garfield
was on the ground.
The sixth day of January, 187,0, was a cold, raw, bleak
day with a "nipping, eager air," when fewer than a score
of prospective students, all but two or three from Terre
Haute and Vigo County, made their way up the narrow
winding paths between the sand hills on either side and
offered themselves as students with whom to begin the
work of teacher-training in Indiana. As a matter of neces­sity
in part, no doubt, they were all accepted and the
school made its start. With the present entrance condi­tions,
not more than three or four of these applicants could
have been admitted.
As I look back upon that opening day and reflect for a
moment upon the conditions which existed at that time; I
hardly see how those in aJUthority had the courage to try
to organize and open a normal school. A shelter from _the
weather, it' is true, but without any of the facilities, ap­pliances
and· conditions which are now regarded as essen­tial
to school work; and perhaps worst of all, no popular
sympathy with the idea and thought of professional train­ing
of men and women for school teaching. The whole
spirit, atmosphere and environment were as negative and
discouraging as the building and grounds were barren,
bleak and forbidding.
For the first few days the faculty consisted of William
A. Jones, the president, and Professor Bosworth. Pro­fessor
Bosworth had been a teacher in the Terre Haute
Female College, a school for young women, for which the
l:milding that afterwards became and is now the property
of St. Anthony's Hospital, was originally constructed. A
-few days later a Miss Newell, who had shortly before re-
-turned from a European trip with Mark Twain, an ac-count
of which is given in one of this celebrated humorist's
·best books-"Innocents Abroad"-was added to the fac-
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THE SEMI-CENTENNIAL CELEBRATION
. ulty. A little later Miss Mary A. Bruce and Miss Amanda
P. Funnelle joined the teaching force, and still later, Pro­fessors
Nathan Newby and Lewis H. Jones were added.
Miss Newell, who had had no training nor exp~rience fit­ting
her for work in a normal school, dropped out at the
end of a few weeks, quickly followed by Professor Bos­worth.
The five faculty members left-President Jones,
Miss Funnell, Miss Bruce, and Professors Lewis H. ·
Jones and Nathan Newby~took hold of the work in
earnest, organized the school and put it on its first feet. A
little later, four additional teachers came into the faculty
-Cyrus Hodgin, James H. Wilson, J. T. Scovell, and
Benjamin C. Burt. These nine men and women, with
Miss Ruth Morris (present at these exercises today, I am
very happy to say, as Mrs: Ruth Morris Kersey), Rosa
King anti Sarah Donaghue, as the training school teach­ers,
constituted the teaching force mainly during the
school's first years. It was they, under the leadership
and direction of President vVilliam A. Jones, who de­termined
the early policy of the school and stamped
upon it a character somewhat unique among the normal
schools of the country and which has persisted as its
thought and spirit to this day.
In· another address at a later stage of these Semi­Centennial
exercises, I shall attempt to characterize and
describe more accurately and in some degree of detail the
underlying doctrines and principles on which the school
was founded. For the present I wish only to emphasize the
fact that 'the early work of the school laid unusual stress
on two things-thoroughness in teaching and logical or-.
ganization of subject-matter. William A. Jones and the·
teachers associated with him in this early day had no pa­tience
with the slip-shod, superficial teaching so common
in the schools of a half century ago, and their reaction
against their unscientific and p~rely capricious methods
of school work probably carried them to an extreme of
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thoroughness and system in the instruction given in the
Normal School in its early years. But it was a healthy
wholesome reaction from the loose methods formal in~
struction and slavery to text-bookS so. prev~lent in the
schools of that day.
It is not too much to claim that the Indiana ·State
Normal School, under the direction of President William
A. Jones and the nine or ten men and women associated
with him during the ten years of his presidency of the
school, made a distinct, positive and enduring contribu­tion
to the educational thought and practice of the
schools of Indiana. It had the opportunity to do this
and the time was ripe for a forward step. In a word, the
State Normal School planted itself on the doctrine that
there is a rational foundation for all educational proce­dure,
that it is possible to discover these rationally deter­mined
principles and to train men and women in the con­scious
application of these in all their work as teachers.
This, I believe, could fairly be considered as a compre­hensive
and correct statement of the basic thought of the
Indiana State Normal School. As I shall try to set forth
in another address, it was maintained and promulgated as
the underlying doctrine of the school that it is possible
by proper study of certain subjects to found all teaching
of all subjects on scientific principles and thus reduce to
a reasonable minimum the teacher's experimental period
in the school room.
This was m3w educational doctrine in Indiana and it
frequently excited much opposition, and sometimes not
.a little ridicule. More than once in those early days I
heard the theory of scientific pedagogy ridiculed as vis-
. ionary and impractical, and at the State Teachers' Asso­ciation
on several occasions the doctrine of orderly
method, except as derived from teaching experience in the
school .room was scoffed at as new-fangled and unreal.
So radically' and completely has public sentiment changed
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that it is doubtful if to-day any teacher in I:ridiana would
have the temerity to stand before an assembly of teachers
and deny the existence and validity of a body of educa­tional
principles that should be mastered before entering
the school room as a teacher.
,go far as I am informed, the Indiana State Normal
School was the first institution in Indiana to undertake
the systematic professional preparation of teachers for the
work of the school room. Prior to this time it was the
current assumption of the educational world that scholar­ship-
the knowledge of subject ,matter-was the only
qualification for teaching that could be directly acquired
in a course of preparation for the school robm. Let me
not be misunderstood. Scholarsli.ip-large, liberal, ac­curate,
rich scholarship-must be the presupposition and
necessary foundation of all efficient, inspiring instruction;
and I am altogether convinced that the pervading and
prevailing sin of early normal school instruction in the
United States was the substitution of method for matter.
In their early history the normal schools in some degree
ignored scholarship as the basis of preparation for the
school room, and laid undue stress relatively on the peda­gogical
aspects of education. Too often the student was
left to acquire a know ledge of something to teach after he
had learned how to teach the something he had yet to
acquire. The natural and logical process was reversed.
They learned how to teach, and then afterwards learned
something to teach by the method acquired. However,
the realization that there is a valid and vitally necessary·
element of training for the school room which is addi~
tiona! to and over and above this element.of scholarship
had its beginning in Indiana about a half century ago.
To-day there is no institution in ·Indiana, if, indeed, in
the United States, which publicity invites prospective
teachers to enter its doors and which professes to train
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teachers for the schools that omits or ignores this aspect
of the teacher's proposition.
I wish at this moment to speak a few words about the
· character of the young men and wo~en constituting the
student-body of the Indiana State Normal School during
its early years. ·
Fifty years ago there were probably not ten high schools
in Indiana, and what schools there were had been estab­lished
over the protest and ·in spite of the strong, but
quiet opposition of a very considerable element of our
people. Some of the leading citizens and most promi­nent
lawyers of the state maintained that the high school
was not contemplated, and, indeed, was precluded by the
constitutional provision imposing upon the General As­sembly
the duty of establishing a syste~ of free common
public schools. The result was that during the first ten
or fifteen years of the State Normal School its students,
with very few exceptions, came with little more than a
know ledge · of the common school branches-arithmetic,
geography, English grammar, physiology, United States
history, and so on; A few of them knew a little Latin,
algebra, general history, geometry, ~nd physics, the lat­ter
under the name of natural philosophy. But I wish
to emphasize the point that they did know something
about these subjects. N otw~thstanding the fact that the
, schools were conducted in the crude school houses of the
state, with little equipment and under methods long since
discarded, these men and women did know something
about these subjects, and the very limited range of their
study had given them a somewhat intensive knowledge
of these common school branches.
· These first students were twenty or twenty-five years
old, many of them qlder than this. Nine-tenths of t~em,
under the system of examinations that then prevailed,
had been able to secure licenses and had taught country
schools. One of the best ways to learn a subject is to try
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THE SEMI-CENTENNIAL CELEBRATION
to teach it, although this is oftentimes very expensive
to the children. In my opinion, these young men and
women were the best raw material-and they were in­deed
raw material-that any school ever had out of whom
to make common school teachers. They had been brought
up in the country, and I sometimes think it is the natural
and constitutional right of everybody to be born in the
country. They were poor-in itself a great blessing to a
student-and they had not lived a soft, easy life. They ·
knew what it is to work, and they were not dismayed and
discouraged by obstacles and difliculties. They had set­tled
habits of industry, economy and persistence. They
knew the value of time and opportunity and they were in
dead earnest from the word go.· They had no time for
the diversions of the modern student. They attended the
theater very seldom, the picture shows never, and then
only when they were assured that they could not afford
to miss the plays. They had never heard the words ten­nis,
golf, baseball, athletics, although occasionally the
men did play shinny, town ball, three-cornered cat, or bull
pen. A students' dancing club was unheard of, and I'
doubt ·if a deck of cards was ever in the possession of a
student of the Normal School during the first ten years
of its history. On this subject, however, I don't care to
be qualified, for it may be. that a few of us had learned
the games of euchre, sledge and seven-up clandestinely ..
in the barn lofts of our country homes. They were a
body of poor, self-supporting students, and they could
make a dollar go further than any other people I have
ever known. They had sprung from the loins of hibor,
they knew what it was to get up at four or five o'clock in
the morning and do a half day's work before walking a
mile, or two, or three, over the country roads· to the school
house. At the close of the school day, they walked home,
milked the cows, fed the stock, chopped the next day's ·
wood and attended to aU the chores of the primitive life
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they lived on the farms of that day. And after the ·sup­per
tabl~ was clea:ed (in those days they had supper in
the evemng, not dmner) they gathered around the table
and, by the. light of a kerosene lamp, really studied and
learned their lessons for the next day. The men had
never dreamed that rich, costly silks would be made' into
ten, fifteen and twenty-dollar shirts, and the women had
never heard of four, six, eight or ten-dollar silk hose.
The conventionalities and extravagances of modern dress
were unknown to them.
"They had a rustic woodland air,
And they were wildly clad,"
but they had the stuff in them, and, strange as it may seem,
they believed that the chief duty of a student is to get his
lessons and perform the tasks assigned to him.
At the end of ten years William A. Jones resigned from
the presidency, and was succeeded by George P. Brown,
who remained at the head of the school until June'30,
1885. U:nder President Brow:n's direction the school
made several important advances. The courses of study
were broadened and extended, larger appropriations. were
secured for maintenance, fuller account was taken of and
more cre.dit given for the work of the high schools which
had greatly multiplied by this time, and :more was done
· to popularize the school and to bring its work to the at­tention
of the people of the state. Moreover, to ·a consid­erable
extent the extreme and somewhat abstract terminol­ogy
adopted and employed in the early days of the school
was abandoned to give place to the language more current
in educational literature and circles. These and other
changes greatly increased the attendance and gave the
work of the school a wider and more general approval.
President Brown was a· man of keen educational insight,
and of extended, varied and successful experience in all
kinds of public school work. This intimate knowledge
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of the schools enabled him to bring the work of the Nor­mal
School into closer harmony with the schools of the
state and in this way he rendered a very great service
during the six years of his presidency.
Now, let me touch as briefly as possible without 'alto­gether
ignoring, the period from July 1, 1885, to the pres­ent.
During this period Indiana has had her greatest ex­pansion
and development in all lines, directions •and fields.
One might almost characterize the Indiana of the last
third of a century as the New Indiana, for the former
things have, in part, been don~ away, and Indiana is
clothed with .and dominated by a new spirit and life. ·
Physically, her remaining forests have been cut away, her
swamps and marshes have been· drained and converted
into fertile farms, her railways and interurbans have
multiplied and extended until the state has become a net­work
of these, interlacing and tying together as one great
family her nearly three million people. Her public high­ways
have been improved in a degree not realized by the
younger generation of to-day. Her agricultural, mining;
manufacturing and commercial interests have undergone
marvelous development, and a newer, finer and broader
spirit animates her people.
Along with this march of physical, material improve­ment
has gone a steady expansion and development of In­diana's
educational system. Schools of all classes have
multiplied and expanded_:colleges, teacher-training
schools and departments, special, technical, industrial,
professional and trade schools of all kinds adapted to the
growing needs of our complex specialized industrial and
commercial life. As already stated, fifty years ago, there
were not to exceed ten high schools in Indiana. To-day
there are more than twelve hundred such schools. New · ·
and enlarged courses now have place in the public school
work of the state, and the normal and teacher-training
schools have all been obliged to expand in every way to
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train teachers for the new education furnished by the pub­lic
schools.
!he history of the State Normal School for the past
third of a century has been largely in the nature of an
effort ~o keep up with and adapt itself to the growing,
enlargmg demands of the schools to serve which it is main­tained.
Its foundations had been securely laid and fifteen
years of steady, thoughtful dealing with the problems of
teacher-training with several thousand student-teachers,
. representing all degrees of attainment and fitness for
teaching had established well the lines of this effort. The
new problem which confronted the school was to extend
its courses of study, increase its teaching force, multiply
and enlarge its equipment and facilities, and in every
way meet these growing demands. To this task the ener­gies
of the school have been devoted in no small degree
during the past third of a century.
The course of this development was seriously inter­rupted
and hindered for about two years by a disastrous
fire in April, 1888. The forenoon of April 9, 1888, wit­nessed
the complete destruction by fire of its entire plant
-buildings, furniture, library, laboratories-such as they
were- everything- the accumulation of more ·than
eighteen years. Not an article of furniture of any de­scription,
not a piece of apparatus, not a book was left.
All that was left was the smoking, broken walls of the
building-six hundred earnest students, about thirty
teachers, and the intangible but most real something that
I want to call the spirit of·· the Indiana State Normal
School. In the face of this overwhelming disaster this
spirit remained unbroken and undismayed. And this is
a good time to declare that this last-the spirit of a
. school-is, after all; the abiding, enduring reality. This
is not subject to fire, flood, earthquake, or any other ex­ternal
contingency or disaster. This most real, potent,
active spirit or energy immediately set about creating for
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THE SEMI-CENTENNIAL CELEBRATION
itself a new, more comprehensive, finer and better ex­ternal
embodiment than it had before enjoyed. And .this
invincible normal school spirit and reality stands here to­day
in the form of real estate trebled in extent and hardly
less than ten times greater in value, with six great modern
buildings well adapted to the purposes for which they
were intended, with library, laboratories and equipment
of every nature, totalling in cost and value not less than
one and one-half million dollars.
What has the school accomplished for Indiana during
the half century of its active existence~ No human being
A
could answer this question, but this much in truth can be
said-the Indiana State Normal School,has stood in sea­son
and out for sound, earnest; thorough, philosophical
preparation and training for teaching in the public
schools of Indiana, and it has, first 1:md last, sent fifty-five
thousand young men and women out into these schools~
strongly and fully imbued with these ideas and doctrines
of thoroughness, system and organization of school work.
Probably not a city, town, hamlet, village or township in
Indiana l1as failed to come under its influe'nce either
through the direct teaching of its students, or by means
of the general educational atmosphere ·and tone which the
school :has helped to create. At this moment there are
several thousand teachers in the public schools of Indiana
who have received their instruction and training in the
Indiana StateN ormal School.
May I devote a final word to this question: To ·what
does the Indiana State N~rmal School owe whatever de­gree
of success it has enjoyed during the fifty years of its
work~
Ideals, principles, theories and doctrines, be they ever
so sound and correct, have no inherent power to organize
and realize themselves in concrete activities and results.
These abstractions have no dynamic power. Only as they
have men and women behind .them bent ·on putting them
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into. for~e ~nd operatio~ do they take on outward reality.
An mstitutwn of learnmg founded on correct ideals an:d
principles and having aims of the highest character might
nevertheless, for want of energetic, aspiring, courageous,
devoted men and women to carry these into effect attain
only a mediocre degree of success, or even suffer disaster
and failure.
Almost without exception, the Indiana State Normal
School throughout its fifty years' history .has been blessed
with men and women of unusual ability as teachers and
of singular devotion to the highest interests of the school.
Since, as I have already made known, it has been my for­tune,
·and mine alone, to know the attainments and capa­bilities
of all these men and women of the half century, it
will not be thought amiss for me to bear this public testi­mony
to their ability, fidelity and devotion.
But the high character of this teaching body has not
been the result of mere chance and good luck. It has
come about and has been maintained by a system of ap­pointments
and elections having regard only to ques­tions
of fitness for and adaptation to the work to be done.
No questions of political or religious belief, or other irrele­vant
matters h~ve entered into the appointment or reten­tion
of the faculty of the State Normal School, and when
once appointed and tested, men and women have been
made to feel that the tenure of position was secure. More­over,
they have been given a large degree of freedom in
working out the problems of and in administering their
respective departments. A continuity of thought _and
method and consistency of aim and effort. have been gwen
to the school in these ways, which have proved of t~e
highest value and which could not have been secured m
.any other way. - .
The school will enter upon the second half century of Its
career with an honorable worthy history behind it. It
can not say1 with the Apo~tles of old, "I have finished my
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course," for larger fields of usefulness·are yet ahead of it;
but it can truthfully declare, "I have fought a good fight,
I have kept the faith." That it will keep faith with the
high ethical and educational ideals that have character­ized
the first half century of its life we may safely believe.
That its sphere of usefulness will widen with the years to
come seems certain. ';rhus will it more than. ev~rmerit the
confidence and support of the people of Indiana, whose
highest and 'dearest interests-the education an"d training
of their sons and daughters for usefulness in a high and
honorable calling-it seeks to p~omote. .
That the half century just end~d may prove to have laid
the foundations broad enough and deep enough for an
ever growing superstructure that shall .endure through
the ages, ministering to the highest, most enduring needs
of humanity, and brightening and blessing toilsome life
is the hope and wish of my soul and the ·prayer of my
heart.
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The· State Normal School of the
Middle West
By President William Wood Parsons
The subject of this symposium rather assumes that the
state normal schools of the Middle West have a distinc­tive
character, as they have differed in origin and history,
from similar institutions in other sections of the country.
And I feel sure that, within certain limitations, this as­sumption
is well founded.
The general fact seems to be that institutions of learning
derive their character, in part at least, from their physical,
intellectual and social surroundings, and, as a general
proposition, it is true that such institutions seek to train
their youth for intelligent, helpful, useful activity in the
institutional and social life they are to live. It would,
therefore, s·eem reasonable that the state normai schools'of
the Middle West would to some extent, differ from such
institutions as they exist and are carried on in other coun­tries,
and even in different parts of the United States.
There is an intangible, indefinable, but none the less real,
something which we may call the Spirit of the Middle
'\Vest. This would perhaps elude any effort at precise defi­nition
or analysis, but it exists none the less. The spirit
of New England is not identical with that of the Pacific
Coast. Go from New Orleans, Charleston, Nashville, or
even Louisville, to Minneapolis, Omaha or Kansas City,
and one feels at once the presence of a different life. With­out
attempting to characterize the difference; any one who
has addressed assemblages of teachers in New England,
.the Middle Atlantic.states, Pennsylvania and New York,
and in the far Northwest, could hardly fail to appreciate
the difference of educational attitude and spirit prevail~
ing in these widely separated sections.
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The Middle West is a blend or union of nearly all the
elements of our national life. The hardy New Englander,
the Quaker and the Pennsylvania Dutch, the cavalier of
the South, the Virginian, the Carolinian and the Ken­tuckian
have met on common western soil and have each
contributed to the political, civil, commercial and social
life of the region. The peculiarities, provincialisms and
idiosyncrasies of each have been submerged and lost in
the compound character that has emerged. Here was an
empire to subdue. Forests were to be cut away, homes
to be builded, cities and towns established, railways,
bridges and public highways con'structed. A highly de­veloped,
complex civilized life was .to. supplant, and has
within the past one hundred years taken the place of the
Middle West as thi~ great region came from Nature's
hand. ·
In this transformation it was inevitable that the people
themselves should be transformed. A Western character
-a Middle Western charader-was the result and out­come.
These people believed in. religion and education
and the church and the school house were objects of their
early attention. Very early they realized that the value
of the school depends primarily on the lability and effi­ciency
of the teacher, and the conception of schools for
the special training of teachers very soon took hold of the ,
popular mind. The normal schools in all these Middle
Western states· had their origin in the _clear, positive
recognition of the necessity for special training for the
work of teaching. .
These schools, like the public elementary schools for
which they were designed to prepare teachers, had certain
elements of originality and differentiation about them.
They were not patterned closely after the normal schools
of any other nation or country, and did not adopt as
models for strict, close imitation the normal schools al­ready
established in the United States. The rugged, in- .
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dependent, vigorous character of the people themselve·s re­flected
itself in the normal schools. These schools have
not been conducted altogether along traditional lines and
have not been bound by the conservatism and the conven­tionalities
of any section or. region; nor again have they
been overshadowed and dominated by college and univer­sity
interests. For the most part they have been free to
work out their own problems in their own clearly defined
field. To some extent they have attacked and attempted
to solve these problems of school teachinOo ' and manaOb 'e-ment
from different angles and points of view, and in the
summing up I have no doubt that each of them will be
found to have made some valid contributions toward the
solution of the problems of normal school education.
I have the impression, though it is quite possible that
this is. an error, that the Indiana State Normal School,
under the direction of its first president, William A. Jones,
made a more distinct and positive effort to found its work
on a preconceived system of philosophy and psychology
than did normal schools generally. Mr. Jones was a virile,
independent thinker in the field of education. Coming
from New England, he had broken with what he regarded
as traditional formalism in the schools and in his reaction
from this, he went to a possible extreme in the view that a
rational philosophy of the world and a complete psy­chology
of man must become the conscious working in­tellectual
possession of every teacher. But this was a
most wholesome reaction from the superficial, formal and
imitative methods of school work prevalent in Indiana
and elsewhere at that time. Perhaps I should be justified
in the broad statement that the most distinctive charac­teristic
or feature of this school, particularly in its early
years, was the assumption that, by a t?orough study of
.academic subjects and a careful analysis of ~ental. pro­cesses
methods of instruction could be determmed With a
great ' degree of scientific accuracy. An ol d say.m g cur-
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rent here many years ago was supposed to be the summa­tion
of this doctrine-"the fact in the subject, the law in
the mind, the method as the product." Or, stated a little
more fully, the theory of this normal· school embraced
four distinct but closely related doctrines as necessary to
a teuche:r's preparation and training for the school room.
These were: First. A thorough organic knowledge of the
subject or subjects to be taught. Second. A knowledge
of the human mind involving the mental processes by
which knowledge of subject-matter is acquired, with the
laws controlling these processes . ..: Third. A systematic,
orderly method of instruction derived from this knowledge
of subject-matter and of the being to be taught. Fourth.
An extended period of actual practice· in teaching in a
school, organized for the purpose and in which these·
rationally derived methods of instruction could not only
be tested, but become the habitual and regular procedure
with the tea:cher.
Before entering into a vocy brief consideration. of each
of these four underlying ideas constituting the educa­tional
doctrine of the Indiana State Normal School, let
me give my general adherence to the educational platform
here laid down. In general terms, tliis·is sound, compre­hensive
and complete. A half century's study of these
four cornerstones of the essentials of pedagogy has not
changed my conviction as to their soundness and\truth, nor
shaken in any way my faith in these as the basic lines of
teacher-training and instruction. Whoever undertakes to
teach a subject or sub3ects to others, presumably less ma­ture
and intellectual than himself; or, better, whoever at­tempts
to teach others most effectively with a subject or
subjects of instmction must, necessarily, give earnest at­tention
to the subject itself, the nature and capacities of
the learners, and the method or procedure of adapting the
subject to the inherent needs of those who are taught. And
if a long and expensive period of experimentation is to be
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avoid~d, a time must be devoted to preliminary pr~ctice
teachmg under the most intelligent, skillful guidance.
It would be un~versally conceded, I assume, that a
thorough, sy~t~matiC knowledge of any subject is the ''ery
first prereqms1te to any skillful teaching of that subject,
and norma~ schools have not been alone in emphasizing this
fact. No mformed person, I take it, would deny that a
te~cher's mental furniture, whatever this includes or does
not include, must embrace a knowledge of the subject or
subjects which he is required to teach. There can be no
successful teaching of any subject by a person who does
not have a reasonably thorough understanding of that
subject. It must always be understood that nothing can
be offered as a substitute for this. But a subject may be
studied, and in a sense mastered, from either of at least
two points of view. It may be mastered as a means or
instrument of self-education and self-culture alone, or it
may be pursued and considered at every stage from the
point of view of one who wishes to employ it as a rrl'eans
of educating others. In the first instance, the student's
question would be, how can I so study the facts, prin­ciples,
general truths and rules of this subject as to de­rive
for myself the largest amount of useful information,
the best discipline and exercise of my mental powers, and
the truest and best insight into the department of knowl­edge
to which the subject introduces me? In the second
case the inquiry would be, how can I so study and master
the' sphere ·of subject-matter presented in a given subject
as to be able to wield this most effectively in leading an­other
to acquire this lmowledge, power and insight? .~n
other words the Indiana State Normal School has In­sisted
from ~he first that there is something that may be
called a teacher's knowledge of a subject of study-and
that it is the duty of the Normal School to lead the stu­dent-
teacher to acquire this. Again, it must be under­stood
that this teacher's knowledge of a subject .is not a
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substitute for a thorough understanding of the subject- ·
matter in itself, but it is something added to and over and
above what the student requires when the object is his own
self-education and culture alone. This professional or
pedagogical mastery of a subject grows out of the general
attitude of the student while pursuing his studies. A
medical student and a prospective public school teacher
could easily study the same field of subject-matter,. but
each would view this from his own special angleand in­terest.
Each would consider it from the point of view of
the particular use to be made of' it. Questions of educa­tional
value, adaptation to varying stages of mental un­folding
and understanding, methods of presentation, etc.,
would come within the teacher's view, and would' to that
extent differentiate his study of the subject from that of
the general or the medical student. This systematic,
thorough, organic pedagogical view and mastery of sub­jects
of study was insisted upon and drilled into the stu­dent
from the first by this school; and, held within rea­sonable
limits, it is a valid element of teacher training.
The student's attitude toward the subject he is pursuing
will help to determine the. character of the know ledge he
acquires.
But, in my opinion, this doctrine was in the early days
of this institution pushed quite beyond its .·reasonable
limits, and, necessarily, resulted in a ;~ery limited, re­stricted,
although intensive, and accurate scholarship. The ·
school identified thoroughness with exhaustiveness. A
reasonably thorough working teacher's lmowledge of a
subject can be acquired and should be taught without at­tempting
to exhaust the subject. Moreover, no subject
. stands unrelated and alone. Using the current qualifica­tion,
other things being equal, though we lmow they never
are equal, he will be the best teacher of arithmetic, for
example, who, in addition to knowing arithmetic, has
illuminated and enriched his knowledge of the subject by
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the study of higher mathematical branches who can let
down into the subject the light which algebra, geometry,
calculus, etc., are fitted to throw oh the lower subject.
·while this thorough, organic, deeply intensive study
and mastery of a limited range of subjects as carried on
in the early normal schools was of the highest value in
some respects, it at least leaves open the question whether
a larger range of subjects-a more liberal scholarship­would
not in the end contribute more largely to the teach­er's
success and efficiency.
Psychology has from the first been the favorite pedago­gical
study in normal schools. This has been considered
the gateway to all really rational, scientific method in
teaching. A large element of truth is contained in this
implication. The child is himself the· real subject of edu­cation.
Branches of instruction are determined by his
inherent needs as a human being and the institutional life
he is to live among his fellows. They are simply the
means, the tools, the instruments of the child's unfolding
and development. Methods of instruction, principles of
school management, the rules of the school-everything
indeed pertaining to the school-can be traced back to
the nature and needs of the being to be educated. The
entire. work of the school revolves about the child and
centers in his nature, needs, and destiny. Philosophically,
all this is true, but it yet leaves open the. question whether
it is necessary that every teacher, without regard to his
sphere of work in the school room, should consc~ously
possess this deep philosophy of the world and this ra­tional
child psychology.
Probably no other normal school in the Middle West,
if indeed in the United States, laid greater stress on
this aspect of professional training than did the Indiana
State Normal School. Educational Psychology had a
larO'e place in the curriculum and much effort was devoted
to founding all method and everything valid in school
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work on psychological grounds and philosophical prin­ciples.
As an abstr.act, academic, theoretical doctrine it
would not be difficult to assent to this proposition, but as
a practical working scheme for training young men and
women for the schoolroom, especially by short. courses, it
can easily be unduly stressed. The eighteen or nineteen
year old boys and girls from the high schools who now
constitute the student-body in the typical normal school,
have little power to enter into the deep, introspective
mental processes which have been supposed to clear up and
illuminate all school problems f01i the teacher. Moreover,
these young people have little power, even under the best
direction and guidance, to anticipate the actual problems
of the school and solve them on purely theoretical grounds .
. The more obvious general activities of mind with the con­ditions
attending these and the general laws of such opera­tions
can and should be studied, but highly speculative,
philosophical and obscure facts and theories have no
necessary place in the teacher's study of the subject.
I rather think it yet remains for somebody to write a
· psychology for teachers which shaU deal in the most sim­pie
way with those mental activities, facts, products· and
laws which closely relate themselves to the work .of the
teacher, and leave in the background almost entirely the
strictly metaphysical, philosophical aspects of the sub-ject.
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Notwithstanding these shortcomings, if, indeed, they
were limitations, it would be safe to declare that the school
rendered a great service to the educational work of the
state by the emphasis it placed on this general necessary
element in the training of the teacher.
Rational method must be derived from two things-the
matter of the subject and ·the being to be taught with the
subject. There is, of course, a method, that is to say, an
organization in and of the subject itself which can not be
ignored in determining the· teacher's procedure. ·The
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logica.l or~e~ of dep~ndence which inheres ln the subject
and gives It Its orgamc char·acter and renders it a valuable
instrument of education is a very large fa·ctor in the de­termination
of all questions of method. On this doctrine of
method in the subject the Indiana State Normal School
has always, and I think with entire correctness, placed
great emphasis. A subject of study, for example, English
grammar, arithmetic or geography, ·is not simply a
C!haotic mass of facts, rules, general principles, etc., but
all this matter classified, arranged and organized in the
order of logical dependence. The subject is methodical
and organic. It is an essential element of the teacher's
knowledge that he become fully conscious of the necessary
method and organization that inhere in the subject
he is to teach. This inherent method and organiza­tion
of the subject and the child's natural and neces­sary
activities of mind furnish the clue to the only
really int~lligent scientific method possible in tea9h­ing
the subject. It has been the ·almost unanimous testi­mony
of both graduates and under-graduates of this school
that this close, intensive, analytic study of subject-matter,
dwelling constantly on the inherent organization of the
subject, has been of the highest value to them, both as
means of self-education and as preparation for teaching.
The normal schools of the Middle West have in very con­siderable.
degree, I am quite sure, differentiated themselves
from the schools of other sections of the country by the
emphasis they have placed on this phase of academic
study.
From the first the Indiana State Normal School has
maintained an extensive system of schools for observa­tion
and practice under the special guidance of trained
· critic teachers. At present it maintains a typical country
school, the eight grades of the common public schools and
a full four-year high sohool department. An element of
completeness would be added if the system embraced a
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well ordered, efficient kindergarten. These schools are
organized and maintained oii the theory that, following a
thorough and careful study of subjects of instruction in
their organic and methodical nature and in every way
from a teacher's point of view, also· a thorough study of
method, it is possible to acquire at· least a degree of skill
in actual instruction under competent critic guidance be­fore
the student actually takes charge of a school as a
responsible teacher. It would be an ·error to hold, as has
sometimes been done, that this period of practice work,
however extended and well coliducted, takes the place of
his own actual experience in the school of his own teach­ing.
It does not; nothing can be offered as a substitute
for the years of actual, everyday contact with the prob- ·
lems of instruction and school management in the teach­er's
own school. But that this experimental period in a
school room can be greatly reduced and that the young
teacher can be so taught and trained in the practice schools
that he will profit rapidly and greatly'by his experience in
his own school, seems altogether reasonri ble. The condj­tions
which obtain in the school of criticism and directive
practice are substantially identical with those which he
will encounter when he leaves the normal school. In the
practice schools· the student-teacher has the opportunity
to apply consciously the theoretical principles of methods
of instruction which he has been led to acquire during his
course of academic and pedagogical training, and he is
led to justify his teaching and management by a reference
to the principles of method and psychology involved. The
theory of the training school is that, by means of a period
of conscious, predetermined application of the8e spund
principles, he will ultimately grow into the habitual, au­tomatic
use of these in all his work as a teacher, and thus
become in reality and in truth a free, a rationally free,
teacher.
If I were asked to compress into a few. sentences my
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THE SEMI-CENTENNIAL CELEBRATION
convictions and conclusions as to the work done by the
nonnal schools of the United States, and especially of the
Middle West, I think I should set up the following claims:
First: These schools have had as students almost ex­clusively
a poor, self-supporting cbss of young men and
women who were not "sent" to school, but who voluntarily
chose the nonnal schools as institutions in which to pre­pare
for a definite, predetermined calling or life work.
The fixed aims of these students and their earnestness and
devotion have enabled the normal schools to do a grade of
plain, honest, thorough, systematic work which, under
different conditions, would have been impossible. Men
and women who know where they are going and who have
chosen the means of reaching the desired goal are not
likely to divert any considerable part of their energy from
the accomplishment of their object.
Second: The character and aims of their students as a
class, as well as the necessary nature of their work, have
given to these schools a pedagogical atmosphere or spirit
which of ·itself has had a high educational value for teach­ers.
The schools have done their work in this atmosphere
and with students having this attitude of mind.
Third: The normal schools from the first have recog­nized
that education is a many-sided problem worthy of
the best efforts which men and women of learning, expe­rience
and ability can bestow on the subject. And they
have studied every phase and aspect of the problem with
patience, intelligence and persistence. They have thus
been able to make a substantial contribution to the body
of permanent educational doctrine accepted by the
world's educational thought .
Fourth: The hundreds of thousands of students these
. , schools ·have trained have in great numbers remained in
the schools as teachers and they have given their lives to
the work of education. More generally than any other
classes of teachers do these persons adopt teaching as a
41
THE SEMI-CENTENNIAL CELEBRATION
life work and give their life energy to the study of edu­cation
and to the systematic instruction and training of
the children. The normal schools have certainly done
their part toward giving the world a body of professional
teachers.
Fifth and last, they have done much to create in the
public mind the consciousness that teaching is a great, im­portant
vocation to which men and women of the highest
ability and the largest. culture may reasonably dedicate
their lives, having little thought to the ordinary rewards
of human endeavor, and findirig thei:r r.eal remuneration
in the lrnowledge of permanent benefit bestowed on man­kind
through their efforts and sacrifices. Institutions that .
set up as their sole ends the training of ~achers for the
schools in a republic, where the security of all institutions
of society rests ultimately on the intelligence, the patri­otism
and the morality of the people at large, deserve the
approval, the encouragement and the liberal support of
the state and the people.
42
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Historical I
The Indiana State Nor mal School
Terre Haute
HISTORICAL.-The Indiana State Normal School was
created by an act of the General Assembly approved De-
. cember 20, 1865. This act defined the object of the school
to be the preparation of teachers for teaching in the com­mon
schools of Indiana. This act provided that the in­stitution
should be located at the town or city of the state
that should obligate itself to give the largest amount in
cash or buildings and grounds to secure the school. The
city of Terre Haute. offered to give a tract of land near
the heart of the city and $50,000 in cash, and agreed fur­ther
to maintain forever one-half the necessary expense of
keeping the. buildings and grounds in repair. This liberaJ
offer was accepted and the school was located here.
The Normal School opened its doors for the instruction
of students on January 6, 1870, with twenty-three students
pr~sent on the opening day. From this meagre enrollm~nt,
the school has grown steadily. During the year 1918-1919,
1,936 different students were enrolled. Since the school
was organized 54,000 different students have been in at-tendance
and 3,100 have graduated. . ·
EQUIPMENT.-On the forenoon of April 9, 1888, the
original building and its contents were almost totally de­stroyed
by fire, and the library, the furniture, and the ap­paratus-
the accumulation of eighteen years-were con­sumed.
Terre Haute provided temporary quarters for the
. 'school, andpromptly gave $50,000 in cash with which to
begin the work of rebuilding. The G_eneral Assem~ly_ap­propriated
$100,000 for the completiOn of the bml~mg,
now known as Main Hall. With the growth of the scnool
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new buildings have been added from time to time. A large
modern training school was built on Mulberry Street.
This school maintains all the eight grades ·and a four
years commissioned high school, and has every advantage
for carrying on the work of practice teaching. ·A few
years later, what is now known as North Hall was con-structed,
and contained for a number of years the rapidly
growing library and some of the science departments. In
1910 the school dedicated its magnificent new library on
Eagle Street, which is to be the permanent home of the
library now numbering over 80,000 volumes. With the
growing importance of the vocational work in the schools,
a large modern building was erected, thoroughly equipped
throughout to carry :forward the work ·in the Industrial
Arts. In 1917 the new science hall was completed, now
containing the departments of Botany, Zoology, Agricul-ture,
Physics, and Chemistry. In addition to these seven
large buildings constructe9. directly for educational work,
the school has remodeled a large, commodious residence on
Eagle Street serving as a student building, the headquar-ters
for all social affairs of the school. Two other small
residences near the school have been refitted :for a students'
cafeteria, in which good, nourishing food is furnished the
students at actual cost. From the single original building
the school has therefore_ grown until it now uses nine build­ings
to carry on its work. In addition to these buildings
the school has the full use of a rural school about four
miles east of the city for practice work in the training of
teachers for rural schools.
· FACULTY.-The faculty, numbering ·over fifty regular
members, is chosen for the express purpose of training
teachers for the public schools and directs its entire energy
upon this one thing alone. Twenty-two different depart- ,;
ments offer every phase of work required in the public
schools, including grade and high school subjects, pro-fessional
courses, Industrial Arts, Domestic Economy, and
44
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Agriculture. Well equipped gymnasiums for men and
women and convenient athletic grounds, furnish ample
opportunity for training in every phase of physical cul­ture.
LmRARY.-The school offers excellent library advan­tag~
s. The library now has upwards of 80,000 volumes 'to
wh1ch the students have free and easy access. The library
also has practically all of the current educational maO'a-
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zmes and literary and scientific periodicals and publica-tions,
TRAINING ScHooLs.-The State Normal School main­tains
a complete system of training schools, including the
eight grades and high school in the city, and a typical
rural school in connection with the township school in the
country. All these schools are in charge of skillful, pro-fessionally
trained teachers.. ·
THE STUDENT BUILDING.-This building is situated on
the south side of Eagle Street, next to the City Library.
Though it was originally built to be a private residence, it
has been so remodeled and renovated since the property
was purchased by the school that it now serves the pur­pose
of a student welfare building very well. It is the
center of the social life of the student body. Here the
various organizations. of the school may hold their meet­ings,
such as the Y. M. C. A., Y. W. C. A., sections of the
Women's League, the literary societies, and the patriotic
and religious organizations. It is also a good place to hold
the smaller receptions and entertainments. But probably
its greatest value to the student body as a whole lies in ~he
fact that the building is kept open from morning till even­in()'
every day as a place to study, lounge, or visit with
friends. That it may be kept orderly at all times, a ~om­petent
matron has been engaged by th~ Board of Trustees
· to supervise the building during .all open hours.
STUDENTS' CAFETERIA.-A cafeteria has been installed
at 663 Eagle Street, and it is the purpose of the school to
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THE SEMI-CENTENNIAL CELEBRATION
have this institution help in furnishing nourishing, well
cooked foods to the student body at very reasonable prices.
An up-to-date equipment has been installed in this build­ing,
which has been thoroughly overhauled and made sani­tary
in every way. The dining-room will accommodate
about 150 students at one time. Three meals are served
per day.
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Eastern Division
Muncie, Indiana
GENERAL.NATURE.-The Eastern Division of·the Indiana
State Normal School, which is located in Muncie, is con­trolled
by the same Board . of Trustees and presided over
by the same President as the division that is located in
Terre Haute .. The two divisions constitute the Indiana
State Normal School.· Requirements for entrance courses . . . '
of study offered, certificates and diplomas granted, and de-grees
· conferred are identical in the two divisions.
H:rsTORY.-In the winter of 1918 the B·au Brothers of
Muncie, Indiana,. offered to donate to the Indiana State
Normal School the school property known as the Muncie
National Institute, which had recently come into their
possession. This property consisted of a very commodious,
handsome school building situated in the center of a beau­tiful
ten-acre tract; a commodious dormitory; and a tract
of about' sixty acres adapted in every way to supply the
agricultural, athletic, and other .similar needs of a school.
After thorough investigation and consideration, the Board
of Trustees acceptedthis generous offer and established in
this property a branch or division ·of the· Indiana State
Normal School, which is known as the Indiana State Nor­mal
School, Eastern Division.
Students were first registered in the Eastern Division
of the school on June 17, 1918. As many of the teachers
had been transferred from the school in Terre Haute and
were. therefore farriili~r with the established methods and
policies, the work of the new Division was carried on from
the opening day with the orderliness and dignity of the
State Normal,School. Theideals, ~tandardsof work, and
methods of procedure ofthe.Eastern Dl.vision ar~ so much
like those of the division in Terre Haute that the student
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who goes from one division to the other will realize that
he has not gone from one school to another.
The Eastern Division of the School has been developed
quietly, but steadily. As equipment and supplies have
been added, the enrollment has increased. The enrollment
the first·term, the Summer Quarter of 1918, was 383; that
of the Summer Quarter of 1919 was.536; and that of the
Summer Quarter of 1920 is more than 875. Enrollment
during other quarters of the year is smaller, but the in­crease
in attendance has been steady.
LocATION.-The school is located about one mile :from
the business center of Muncie. Electric and steam rail­ways
lead in all directions from Muncie through one of the
richest and most populous parts of Indiana, and no other
large school of collegiate rank is located in this part of
the State;
FAcDLTY.-The faculty consists of about twenty-five
members, many of whom were transferred from the school
in Terre Haute. This faculty is chosen for the express
purpose of training teachers for the public schools, and
it direct~ its entire energy upon this one thing.
DEPARTMENTs-The departmental organization of the
Eastern Division of the School is similar to that of the
rerre Haute division. The various . departments offer
courses of training in .all kinds of 'work required in the
public schools, including work for grade teachers, for high
school teachers, and for teachers and supervisors of spe-cial
subjects. . ·.
EQmPMENT.-The main building is a large, handaome
brick structure, beautifully situated on a ten-acre wooded
campus. Most of the apparatus and other laboratory
equipment is new and modern, and additions are made to
the equipment of laboratories when they are justified by
the needs of the school. The library has been reorganized
and several thousand dollars' worth of new, well selected
books have been added. Other books will be purchased
48
THE SEMI-CENTENNIAL CELEBRATION"
from ter~ to term. The Department o£ Agriculture ~ses
for practical demonstration and experiment the large
tract of good farming land owned by the school, and the
Department of Home Ecqnomics uses the excellent cafe­teria
of the school as a laboratory in which to prepare
t~achers of institutional management. The new athletic
field has been equipped with a one-fifth mile cinder track
and a one hundred twenty yard straight-away. · The ball
field is large and well constructed, and there are numerous
tennis courts for the use of all students.
TRAINING ScHooLs.-An eight-grade city school, sit­uawd
two blocks from the campus, is used as a training
school for students in observation and practice roaching.
Four of the critic teachers in this school are employed by
the State Normal School and are under its direct· super­VISIOn.
The use o£ the Muncie High School has been
tendered by the trustees as a training school for students
preparing to do high school w.ork. One critic teacher in
this schoor'is employed by the State Normal School and.is
under its direct supervision. The Normal School will en­deavor
to provide other opportunities for observation and
practice in high school work when there is a demand.
FoREST HALL.-A dormitory for women students of the
school, known as Forest Hall, is owned and managed by
the school. This home for women students is beautifully
situated on a tract o£ ground adjoining the campus. It
will accommodate about sixty students. The rooms are
arranged in suites of two rooms each, and are neat, well
ventilated, steam .heated, and in every respect sanitary.
The students in this do~mitory are under the direct super­vision
of Miss Geneva Nugent, Assistant Professor of
Home Economics, who resides in the building. Women
'students who wish to engage rooms in Forest Hall should
address President W. W. Parsons, Indiana State Normal
School, Eastern Division, Muncie, Indi~na. .
Rool\Is.-Students may secure rooms m splendid homes
49
THE SEMI-CENTENNIAL CELEBRATION
convenient to the school at very reasonable rates. The
Dean of Women and the Dean of Men inspect· all rooms
offered for rent to students and ·approve them before they
may be engaged; therefore women students should consult
the Dean of Women, and men students should consult the
Dean of Men before engaging rooms. It has seemed best
to require women students not to engage' rooms where men
are· rooming, and to require men students not to engage
rooms where women are rooming. For further informa­tion,
women students should address Miss Viletta E.
Baker, Dean of Women, and men students should address
President W. 'V. Parsons, Indiana S,tate Normal School,
Eastern Division, Muncie, Indiana.
BoARDING.-A large, well equipped ~afeteria is estab­lished
in Forest Hall to accommodate students and teach­ers
of the school. It is managed by the school for the pur­pose
of giving students, at actual cost, well cooked, nour-.
ishing food. The dinirig-room is large, attractive, and
thoroughly sanitary. . By providing for the health and
comfort of non-resident students, this cafeteria helps
greatly in maintaining favorable conditions for good
school work Students who choose to do so may ·get their
meals at reasonable rates in the numerous student boarding
houses near the campus. . .
SuPERVISION OF STliDENTs.-.,.-The quiet, beautiful, health­ful
location of the school and the excellent moral and
Christian influences that surround the students are con­ducive
to successful school work. The bean of Women
keeps in close touch with each of the .women students of
the school. She inspects and approves rooms that they
may occupy; she visits them when they are ill; advises
them when they need counsel, and protects them in all pos­sible
ways. The Dean of Men has similar supervision over
the men students of the school.
REcOMMENDATIONS FOR PosiTIONs.:_All students now or
formerly registered in the Indiana State Normal School
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who wish to secure positions as teachers. are invited to
register with the Committee on Recommendations for
Positions. This committee endeavors to promote the wel­fare
of the public common and high schools by· assisting
school authorities to secure suitable teachers to fill vacan­cies.
It furnishes information only when it is requested
by school authorities, and it recommends only present or
former students of the school. The services of this com­mittee
are entirely free and are given cheerfully to school
officials and to students and former students of the school.
Communications intended for this committee should be
addressed to Committee on Recommendations, Indiana
State Normal School, Eastern Division, Muncie, Indiana .
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The James McGregor Student­Endowment
Fund
James McGregor, of Terre Haute, passed away about
three years ago, leaving a will which creates the "James
McGregor Student Endowment Fund." This fund con­sists
of $100,000, "the net income, earnings and profits of
. which are to be used and applied by the Trustee for and
upon the tuition, board and support of worthy young men
and women who shall ·themselves be without sufficient
means and who shall desire to acquire such education and
training as may be furnished by permanently established
non-religious, non-sectarian educational· institutions lo­cated
and maintained in Vigo County, Indiana, wherein
and whereat are taught the various branches of learning of
a. higher grade than those taught in the public common
schools."
The proceeds· of this fund will be divided equally be­tween
Rose Polytechnic Institute and the Indiana !State
Normal -School at Terre Haute. ~tis estimated. that the
fund will yield annually about $2~500 to each of these in­stitutions.
It :is probable that the State Normal School
will establish two or three grades of scholarships for the
classes of students named in the will and .that these will
be available in the very near future. Applicants for these
scholarships must be graduates of high schools and must
· present reco~mendations from high school principals or
superintendents certifying to their graduation, their abil­ity
and promise and that they are unable to meet the cus­tomary
expenses of a college education.
Further announcement regarding the eligibility of ap­plicants
will be made Jater.
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The Student Loa11 Fund
For a long time it has been the custom of the graduating
class of the Indiana State Normal School to make some
gift to the school on graduation which might also be a
memorial of the class. The Class of 1907 conceived the
idea of leaving the cost of such gift in money to establish
a fund which should be known as the Student Building
Fund, to which all succeeding classes might contribute
until such fmid together with money donated by other
almnni and friends of the school should amount to enough
to build a Student Building. Accordingly, the class of
'07 left in the custody of the president of the school. $329
for this purpose. ·
The class of 1908 proposed to improve somewhat on this
plan. By class action, it directed that the money in the
Student Building Fund, until such fund should be suffi­ciently
large to construct a Student· Building, should be
used as a loan fund to help worthy students during their
senior year. This class added $442.43 to the fund and
adopted a constitution, which provides that the Student
Loan Fund shall be under the management and control
of the Alumni Association. The fund is in charge of a
trustee, who is elected by the Association every three
years. . Assisting the trustee are two members of. the Fac­ulty
elected annually, one by the Alumni Association and
one by the Faculty of the school.
These two members of the Faculty . together with the
trustee constitute the Loan Committee. It is the duty of
-this Loan Committee to pass upon the applications of all
students for loans from the fund. Any worthy student of
the school may, during his senior year, borrow from this
fund on his personal note, without security, at six percent
interest, any amount not to exceed $100.00.
Since 1908 every class except one has contributed to the
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fund until at the close of the year, June 10, 1919, the
money so contributed amounted to $33,612.24. During this
eleven years, the trustee has loaned $15,535.00 and has as­sisted
173 different students, some of whom have borrowed
from the fund more than once. .
Professor Howard Sandison was elected a member of
the Loan Committee in 1908 by the Alumni Association
and was re-elected each year until he severed his relations
with the Normal School. Since that time, Miss Ivah
Rhyan, head of the Department of Domestic Economy, has
been elected to the place from year to year. Professor F.
S. Bogardus, head of the Department of History, has been
the faculty representative on the Loan Committee since
the establishment of the fund, and Professor John B.
Wisely, head of the Department of English, has been
from the beginning trustee, having been re-elected to the
position every three years by the Alumni Association.
--\·' Loans from this fund are looked upon by the students
who receive them as honor debts, and although students
are required to give no security of any kind, not a penny of
the fund has been lost since it was founded. One fine
young man who had borrowed one hundred dollars from
the fund died of typhoid 'fever only a short time before his
note fell due, leaving ilo property whatever which could
be used in paying his debt. His brother, who was a.Jso a
student in the school, paid the debt, principal and interest.
It is the hope of those who are interested in the Student
Loan Fund that this high sense of honor among the stu­dents
with regard to this, one of their o~n institutions in
the school, may ever persist.
54
The Indiana State Normal and
the World War
The Indiana State Normal has a record in the W o~ld
War of which the State may well be proud. Immediately
after the United States declared war the Board of Trus­tees
adopted a resolution placing the entire resources ~f
the school at the disposal of the government. Throughout
the struggle the institution left nothing undone which it
could do to further the cause for which the country was
fighting.
FORMER STUDENTS AND THE WAR.
Over eight hundred former students of the Indiana
State Normal were in the military service. At all times
the school sought to keep in touch with these boys and to
give them all the encouragement possible. Nineteen of
these former students died in the service.
THE YOUNG WOl\1EN STUDENTS.
The young women students of the school. were equally ·
anxious to do their part. Ten days after the War began,
the women organized a Red Cross unit. The membership
of the unit reached eight hundred and twenty-six. Very
effective work was done by the unit in making material
for the Red Cross.
i In the winter of 1918 a Patriotic League was organized
among the youngwomen of the school for the purpose ?f
promoting a more patriotic spirit. The membership
reached nearly three.hundred and fifty.
THE RED CROSS.
Aside from the work of the Red Cross unit mentioned
above, the students and faculty contributed liberally to
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the various relief funds. The contribution to the war re­lief
fund raised in November 1917 amounted to over two
thousand dollars. By the end of the year 1918 every stu­dent
and employee of the school had become a member of
the Red Cross.
THE FRENCH WAR· ORPHANS.
Especially generous was the response of the State Nor­mal
to the appeal for aid for the French war orphans. The
student body and faculty were supporting· fifty of these
orphans at the close of the War. 1. The contributions to this
cause have amounted to over three thousand dollars. The
school is still contributing to the support of a number of
these little orphans. !
THE STUDENTS ARl\IY TRAINING CORPS. S. A. T. C.
In the autumn of 1918 a unit of the Students ·Army
Training Corps was organized in the school. About one
hundred and fifty young men were enrolled in the unit.
Barracks were fitted up on the fourth floor of the main
building. The school authorities co-operated with the
military authorities in every W!LY they could until the
signing of the armistice led to the demobilization of the
unit.
THE FACULTY AND THE WAR.
Four regular members of the faculty entered the mili­tary
service. Twenty-seven members of the faculty were
"Four minute men." About one-half of the speakers for
the Four Minute Men's Organization in the city were fur­nished
by the school. One member of the faculty did pub­lic
speaking and organization work for the State Council
of Defense from the summer of 1917 to the spring of 1918
and was district director of the War Issues Course in col­leges,
universities and technical schools in the Central De-
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purtment which included thirteen states from July to De­cember
1918.
CONCLUSION.
The Indiana Stat~ Normal has complewd a hal£ cen­tury
of its career. It has no brighter page in all its his­tory
than the one which concerns its record in the World
War. '
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58
it o 11. o f 1!} o n ·o r
Andrew, Robert, Clay City, Indiana
Beall, Clarence R~ , Versailles, Indiana
Bennett, Robert, West T~rre Haute, Ind .
. Bultman, Forrest, Batesville, Indiana
' Cox, Byron, Darlington, Indiana
Davis, Ben H., Fortville, Indiana
Duck, Paul 1., Sanford, Indiana
Flick, John 1., Holton, Indiana
Hubbard, William Thomas, English, Indiana
Huck, Herbert, Wadesville, Indiana
McAdams, D. B., Forest, Indiana
McClanahan, Guy, Farmersburg, Indiana
Mann, Leroy
Passwater, Chas. B., Noblesville, Indiana
Patterson, Leonard, Loogootee, . Indiana
Pound, Floyd, Farmersburg, Indiana
Schopmeyer, A. C., Poland, Indiana
Shelton, Ray, Rochester, Indiana
. ,,
Ql:berisbing tuitb ~nburing ~ratitube tbe
~atriotic jlebotion of ~er ~anp
~ons anb maugbters
~be 3Jnbiana ~tate Jllormal ~cbool
~kes lQribe in 119ibing 1§tlow
tbe JUst of §!most
<!&ne \!rbou~anb. ~tubent~
'mtbo ~ntereb tbe ;ilflilitarp ~erbice of ftje Wniteb
~tates in tbe ~reat War for tbe
jlldense of jiemocracp:
Allyn, Wm. P., Ashby, Paul Warren,
Mt; Vernon, Indiana Acton, Indiana
Austin, Ralph, Ashby, Joyce A.,
Terre Haute, Indiana Acton, Indiana
Atchley, Herbert E., Arvin, Lewis Claude,
Sanbo,rn, Indiana Loogootee, Indiana
Avery, Joseph, Arvin, Thos. E.,
Shelbyville, Indiana Loogootee, Indiana
Austin, Cecil, Armstrong, Fred 0.,
Coalmont, Indiana Huntington, Incliana
· Ashworth, Ralph A.,
Terre Haute, Indiana
Arensman, Wm. F.,
Huntingburg, Indiana
Asher, Paul,
Gosport, Indiana
Archibald, Paui;
Terre Haute, Indiana
Applegate,'ilfarion,
Asher, ·Floyd, Brazil, Indiana
Gosport, Indiana
'59
''
THE SEMI CENTENNIAL CELEBRATI.ON
Andrews, Glen,
Clay City, Indiana
Andrews, Robert,-
Clay City, Indiana
Anderson, Ralph Irwin,
Bicknell, Indiana
Anderson, Ralph,
Adams, Ira G.,
Monroe City, Indiana
Adams, Glenwood,
Huntington, Indiana
Abbott, Harry E.,
Paragon, Indiana
Ascher, Albert,
Algt_· ers, Indiana B aeon, Fre d ,
Anderson, Harley, Seymour, Indiana
Tuosa, Indiana Bird, Inman,
Anderson, Earl,
Bicknell, Indiana
AUsman, .Toe,
Carli!-<lc, Indiana
Allison, Harry W.,
Mauckport, Indiana
Allen, L. A.,
Bruceville, Indiana
Allen, Fred,
Cloverdale, Indiana
All, Carrell R.,
Terre Haut-e, Indiana
Alexander, Wm. P.,
Salem, Indiana
Alexander, Clarence,
Frankton, Indiana
Albright, .T ohn,
Colfax. Indiana
Albright, .Tames,
Plainville, Indiana
Albion, Christa,
Shelby,•ille, Indiana
Addison, Paul F.,
Greenfield, Indiana
Adams, Richard .T.,
Roclrrille, Indiana
60
Depauw, Indiana
Bixlei-, Baxter,
Haubstadt, Indiana
Blackman, Clifford,
Marion, Indiana
Bliss, Atwood,
New Amsterdam, Indiana
Blunk, Raymond,
Hall, Indiana
Boggerly, Clifford,
Grass Creek, Indiana
Bollhoefer, .John S.,
Van Buren, Indiana
Boots, Edwin B.,
West Terre Haute, Indiana
Boston, .T esse 1\f.,
Lewis, Indiana
Bouldeux, Clifford,
Franceville, Indiana
Boultinghouse, Ray,
Wheatland, Indiana
Bowman, Noah,
Paragon, Indiana
Bowers, Berna T.,
Terre Haute, Indiana,
Bowers, Don.,
Terre Haute, Indiana
THE SEMI-CENTENNIAL CELEBRATION
Boyle, Harry H.,
Riley, Indiana
Brandenburg, Ralph L.,
Clay City, Indiana
Breitwieser, T. J.,
Muncie, Indiana
Brown, George,
Almo, Indiana
Brown, Curtis F.,
Farmersburg, Indiana
Brumbaugh, Lloyd,
Huntington, Indiana
Bridges, Charles Athal, Brunegraff, Herman
Roachdale, Indiana Poneto, Indiana
Bridges, George, Bruner, Claude E.,
Huron, Indiana Mulberry Grove, Ill.
Bridges, Lowell, Bryant., Ward,
Huron, Indiana Williams, Indiana
Bright, Ira J., Buckles, Crofford H.,
Plainville, Indiana Martinsville, Indiana
Brier, L. F., Buckner, Edward,
Lafayette, Indiana West Union, Ill.
Bright, Wm. H., Burke, Maurice H.,
Plainville, Indiana Terre Haute, Indiana
Briley, Fuller, Burke, Jay M.,
Lewis, Indiana Converse, Indiana
Brill, Harry R,
Saline City, Indiana
Britt<m, Winston,
Terre. Haute, Indiana
Brinton, Ewing A.,
Bowling Green, Indiana
Brown, Clarence S.,
Loogootee, Indiana
Broadstreet, Virlyn,
Bloomington, Indiana
Brown, Raymond T.,
Terre Haute, Indiana
Brown, Parke T.,
Tangier, Indiana
'Brown, Luther,
Salem, Indiana
Brown, Harry,
Paragon, Indiana
Bultman, Forrest Clyde,
Batesville, Indiana
Burton, Chas. E.,
Hazleton, Indiana
Busing, Eli C.,
Haubstadt, Indiana
Byrne, Amos P.,
Terre Haute, Indiana.
Byrne, Basil,
Georgetown, Indiana
Barr, Jas. Hobart,
Knox, Indiana
Bartley, Robert,
Dayton, Indiana
Bass, Wm. L.,
Stendal, Indiana
Batteiger, John F.,
Mt. Vernon, Indiana
61
'··''
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THE SEMI- CENTENNIAL CELEBRATION
Bayh, Birch,
Patricksburg, Indiana
Bayles, Robt.,
Terre Haute, Indiana
Beadles, Wm .. M.,
Stendal, Indiana
Beall, Clarence,
Versailles, Indiana
Beasley, Vertis E.,
Elnora, Indiana
Bell, Bruce,
Chambers, Will L.,
Leavenworth, Kansas
Champers, Burord A.,
New Harmony, Indiana
Champion, Paul V.,
Crawfordsville, Indiana
Charman, Howard R.,
Terre Haute, Indiana
Chestnut, Leamon,
Odon, Indiana
Childress, Harvey E.,
Flora, Indiana 1. Freedom, Indiana
Bell, vVm. Howard, Clark, Caspar,
Terre Haute, Indiana Francesville, Indiana
Benham, Morton,
Clay City, Indiana
Bennett, Robert U.,
-West Terre Haute, Indiana
Biggins, Wm.,
Diamond, Indiana
Binning, Russell S.,
·Terre Haute, Indiana
Burke, Jay,
· Converse, Indiana
Byrne, Cadet Herman,
Georgetown, Indiana
Caldwell, Curtis,
Windfall, Indiana
Campbell, Ernest C.,
Bridgeton, Indiana
Campbell, Wayne,
Elnora, Indiana
Carpenter, Seth,
Akron, Indiana
Carter, D. H.,
Plainville, Indiana
Carter, Dayton P.,
Quincy, Indiana
62
Clark, Ray,
Plainville, Indiana
Clauser, William,
Owasco, Indiana
Clement, Urban L.,
North Vernon, Indiana
Clingan, Orville A.,
Danville, Ill.
Clodfelter; Glen,
Greencastle, Indiana
,.(Clogston, Evan Bernard,
Terre Haute, Indiana
Coffin, Dwight J.,
Carthage, Indiana
Coffin, 'Van·en M.,.
Cayuga, Indiana
Colbert, A. Russell,
Washington, Ind.
Colvin, Henry H.,
Union, Indian;t
Conover, James,
Terre Haute, Indiana
Cooprider, Joseph E.,
·Jasonville, Indiana
' I
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THE SEMI CENTENNIAL CELEBRATION
Corn, DeWitt, Cunningham, Clyde,
Augusta, Indiana Mecca, Indiana
Cornell, Clarence A.,
Terre Haute, Indiana
Couts, Emery,
Oakland City, Indiana
Cunni:ngham, Ray M.,
Loogootee, Indiana
Curley, Frank E.,
West Terre Haute, Indiana
Courtney, Clarence, Curtis, Ernest,
Thorntown, Indiana Eminence, Indiana
Cox, Byron, Curtis, Glenn,
Darlington, Indiana Hall, IndiAna
Cox, Elmer, Dages, Orner Francis,
Elwood, Indiana Loogootee, Indiana
Cox, Lawrence R., Davies, Ellis,
Charlottesville, Indiana Brazil, Indiana
Cox, Raymond, Davies, Rhaslyn L.,
New Harmony, Indiana Brazil, Indiana
Cox, Walter, Daugherty, Virgil F.,
Huntingburg, Indiana Decker, Indiana
Crapo, Ge01:ge S.,
Terre Haute, Indiana
Davis, Charles L.,
Brookville, !~diana
Cree, Oscar L., Davis, Ben. H.,
Walton, Indiana Fortville, Indiana.
Crim, Casper R.-, Davis, Clarence E., .
Hartsville, Indiana Shelburn, Indiana
Crist, Albert,
Terre Haute, Indiana
Davis, Wm. R.,
Cass, Indiana
Cromwell, Eskin E.,
Center Point, Indiana
Davis, Wm. R.,
Sullivan, Indiana.
Cromwell, Geo.,
Davis, Ward B.,
Fortville, Indiana
Ashboro, Indiana
Cromwell, Hobart,
Ashboro, Indiana.
Deal, .T. A.,
Odon, Indiana
Cromwell, Philip R.,
Ashboro, Indiana
DeBaun, Harold,
Terre Haute, Indiana
Cross, Howard,
Winslow, Indiana.
Densford, John A.,
Austin, Indiana
Cross, Wm. W.,
Pontiac, Ill.
Deppe, Ed. K.,
Oaktown, Indiana.
63
5
THE SEMI- CENTENNIAL CELEBRATION
DevVitt, Alexander,
Mt. Vernon, Indiana
Dickey, Joseph S.,
Diggs, Elder W.,
Madisonville, Ky.
Dillard, Arthur L.,
Newton, Indiana
Dillard, Wm. A.,
Newton, Indiana
Dinger, George,
New Harmony, Indiana
Dobbyn, Fred,
Washington, Indiana
Donaghy, Fred,
Ossian, Indiana
Donham, Kilbourne,
Riley, Indiana
Donovan, Paul,
West Terre Haute, Indiana
Dooley, Clyde,
Temple, Indiana
Dougherty,- J. Clinton,
Washington, Indiana
Douglas, Richard H.,
1
Terre Haute, Indiana
Dowe, Wm. A.,
Martinsville, Indiana
Dowell, Emil H.,
Prairie Creek, Indiana
Downing, Dallas,
Brazil, Indiana
Drake, Lafay. E.,
Terre Haute, Indiana
Duck, Paul I.,
Sandford, Indiana
Dudley, Marion S.,
Sullivan, Indiana
64
Duggins, J. Hubert,
Youngs Creek, Indiana
Durrett, John,
Indianapolis, Indiana
Dye, Oscar,
Lyons, Indiana
Ewing, Elbert,
Leavenworth, Indiana
Eaton, Merrill T.,
Burns City, Indiana
Ebbi~ghous, Homer S.,
North Manchester, Indiana
Eckerly, Geo.,
Amboy, Indiana
Edwards, Ralph B.,
Greenfield, Indiana
Edwards; Ray,
St. Paul, Indiana
Elleman, Clifl'ord,
Russiaville, Indiana
Elliott, Merril,
Georgetown, Indiana
Ellis, Bert,
Jasonville, Indiana
Elliso11:, H. R.,
Heltonville, Indiana
Ellwanger, Walter,
Laneville, Indiana
Englehart, Ira,
Brazil, Indiana
Englehart, Otto T.,
Brazil, ·Indiana
Evanas, Howard R.,
Brazil, Indiana
Evans, Loraine M.,
Brazil, Indiana
~------..........
I .. ·
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THE SEMI- CENTENNIAL CELEBRATION
Fagin, James G.,
Riley, Indiana
Farber, John,
Ferguson, Eugene,
Zionsville, Indiana
Ferguson, Fred G.,
Etna, Indiana
Fields, Lester,
Lyons, Indiana
Figg, Benj. F.,
Terre Haute, Indiana
Fisher, Byron,
Terre Haute, Indiana
Fisher, Laban J.,
Elnora, Indiana
Fisher,. Lloyd V.,
Elnora, Indiana
Fisher, Sherman,
Lapel, Indiana
Fleming, James L.,
Sullivan, Indiana
Frakes, Orville E.,
Prairieton, Indiana
Francin, John H.,
Apalona, Indiana
Frederick, Clifford v.,
Union, ,Indiana
French, Claude,
Cory, Indiana
French, Virgil,
Riley, Indiana
Frushour, Wm.,
Urbana, Indiana
Fultz, Harry T.,
Salem, Indiana
Funcannon, Walter L.,
Terre Haute, Indiana
Fuson, Wm. M.,
Farmersburg, Indiana
Garrett, Elmo Leslie,
Rosedale, !~diana
Garr!'t, Paul,
Flick, John L., Rosedale, Indiana
Holton, Indiana Ga~rP.tt, Rollie V.,
Flint, Roy, Burns City, Indiana
Plainville, Indiana Geis, Franklin A.,
'Forster, Harry,
Riley, Indiana
Fossler, Geo. M.,
Laurel, Indiana
Foster, James A.,
Lyons, Indiana
Fowler, Chas. B.,
Bicknell, Indiana
Fox, Lee,
Bicknell, India,na
Fox, Raymond,
Holton, Indiana
Brookville, Indiana
Gettelfinger, Clement,
Ramsey, Indiana
Gibson, Edison, ·
Branchville, Indiana
Gilmore, James E.,
Monroe City, Indiana
Gleeson, Joseph E.,
Leopold, Indiana
Goshorn, Robt. R.
Graham, Frank,
Grass Creek, Indiana
65
~ ' "
1:·
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II,
':1·.·';
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: ..
THE SEMI- CENTENNIAL CELEBRATION
·Gray, Arthur Dillman
Charlottesville, Indiana
Haney, Harold,
Brazil, Indiana
Gray, Chas. F.,
Greenfield, Indiana
Haney, Oscar,
Green, Glenn,
Brazil, Indiana
Hannah, Carlt~n J.,
Riley, Indiana Coal City, Indiana
Gregory, Claude C., Hanner, Dewey L.,
Sanborn, Indiana Kurtz, Indiana
Grove, Frank, Hanshoe, Allen,
Scircleville, Indiana Griffin, Indiana
Griffith, Columbus,
Greenfiield, Indiana
Griffith, Elbert,
Greenfield, Indiana
Grigsby, Carl R.,
Terre Haute, Indiana
Grim, Harold,
Coal City, Indiana
Grose, Wm.,
Riley, Indiana
Gwinn, Paul,
Terre Haute, Indiana
Gunn, Virgil,
New Albany, Indiana
Gunn, Chester,
Hanson, Chas. M.,
Washington, Indiana
Harbaugh, Harry W.,
Clay City, Indiana
Harbaugh, 'Carl M.,
Clay City, Indiana
Harbin, Don,
Linton, Indiana
Harbin, Merle D.,
Pleasantville, Indiana
Hardesty, Roy E.,
Carbon,· indiana
Hargis, Bryan,
Bicknell, Indiana
New Albany, Indiana ·Harkness, Robt.,
Hahn, George W.,
Huntington, Indiana
Haig, Michel,
Terre Haute, Indiana
Halberstadt, John,
Farmersburg, Indiana
Halberstadt, Loring C.,
Farmersburg, Indiana
Halin, Geo.
Hall, Willard A.
Hall, Lunsford,
Trafalgar, Indiana
66
Terre Haute, Indiana
Harmon, Wilbur,
Odon, Indiana
Harney, Hugh F.,
Terre Haute, Indiana
Harris, Paul E.
Harris, Paul R.,
Terre Haute, Indiana
Harris, Ralph W.,
Cannelburg, Indiana
Harris, Simon E.,
Hutingburg, Indiana
! !
r.
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T_H_E_ _s E_M_r_ _c_ E_N_T_E_N_N_I_A_L __:C-=E L E B R A, T I O N
Harrison, Cecil,
Monticello, Indiana
Harrison, Ray,
Monticello, Indiana
Hart, Frank M.,
Terre Haute, Indiana
Harter, Raymond C.,
Nappanee, Indiana
Hauck, Raymond R.,
Terre Haute, Indiana
Hawkins, Justave A.,
West Terre Haute, Indiana
Hayden, Charles S.,
Tobinsport, Indiana
Hayes, J. L.,
West Terre Haute, Indiana
Hays, Thos. A.,
Burns City, Indiana
Hazzard, P~ince A.,
Scottsburg, Indiana
Heidorn, Leo,
.Stendal, Indiana
Rein, Charles,
Terre Haute, Indiana
Heiney, Fred,
Andrews, Indiana
Heithecker, Albert,
Plainville, Indiana
Helderman, Leonard,
Vincenness, Indiana
. Hemmer, Edwin J.,
Somerville, Indiana
Henderson, John,
Indianapolis, Indiana
Hendricks, Hugo,
Reelsville, Indiana
Hensley, H. F.,
Gosport, Indiana
Henson, N. B.,
West Baden, Indiana
Herman, Harry R.,
Washington, Indiana
Herrmann, Irvin A.,
Evansville, Indiana
Hiberly, John C.,
Santa Cruz, California
Hickman, 0, G.,
Summitville, Indiana
Hill, Harry L.,
Rockville, Indiana
Hill, Will;trd
Hinshaw, Wm. C.,
Indian Springs, Indiana
Hirth, Albert S.,
Linton, Indiana
Hisey, Curtis D.,
Mauckport, !~diana
Hoagland, Jerry,
Warsaw, Indiana
Hochstetler, Tipton,
Coal City, Indiana
Hochstetler, W. G.,
Coal ·City, Indiana
Hoffman, Clarence A.,
Laurel, Indiana
Hoffman, Robt. C.,
Greencastle, Indiana
Hoffman, Clifford W.,
Laurel, Indiana
Hollingsworth, Marion W.,
Terre Haute, Indiana
Hoover, Lawrence
Hostetler, Elsworth P.,
Shelburn, Indiana
Houck, Glenn, Kennard, Indi"ana
67
i
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THE SEMI- CENTENNIAL CELEBRATION
Housel, W'ard, Hyman, Hugh,
Corydon, Indiana Galveston, Indiana
Howell, Verner Karl, Hyman, Lewis,
Terre Haute, Indiana Galveston, Indiana
Howick, Harry, Imel, Edward S.,
Salina, Ohio Petersburg, Indiana
Hubbard, Disco, Irons, Ralph,
Jasonville, Indiana Alma, Indiana
Hubbard, William Thomas,
English, Indiana
Huber, Godfrey,
Harrison, Ohio
Huck, Herbert,
Wadesville, Indiana
Huff, Clay G.,
Cory, Indiana
Hufnagel, Artus,
Holland, Indiana
Hughey, Luther R.,
Washington, Indiana
Hunt, Arnold D.,
Greenfield, Indiana
Hunt, Ernest Okley,
Prairie Creek, Indiana
Hunt, Edgar,
Pimento, Indiana
Hunt, Jesse M: ..
Farmersburg, Indiana
Hunt, Lawrence,
Sulphur Springs, Indiana
Hunt, Mahlon C.,
Noblesville, Indiana
Hunt, llfarcus,
Terre Haute, Indiana
Hurst, Jno. R.,
West Terre Haute, Indiana
Hyde, Carl,
Brazil, Indiana
68
Irwin, 'Vm.,
West Point, Indiana
Jamison, Otis G.,
" Scotland, Indiana
Jamison, Van,
Newberry, Indiana
Jared, Raymond,
Terre Haute, Indiana
Jeffers, Fred,
Coalmont, Indiana
Jenkins, Cobert
Jessup, Morris K.,
Rockville, Indiana
Jewell, Roy,
Shelburn, Indiana
Jinks, Clifford,
Laurel, Indiana
Johns.:>n, Harold,
M:t. Vernon, Indiana
Johnson, Paul F.,
Prairie Creek, Indiana
Johnson, R. A.,
Saratoga, Indiana
Jones, Harry A.,
Scottsburg, Indiana
Jones, Herman A.,
Scottsburg, Indiana
Jones, Orville P.,
Seelyville, Indiana
Jones, Edgar Leroy,
Akron, Indiana
~----~ .......... . I
THE SEMI- CENTENNIAL CELEBRATION
Jones, Roy,
Washington, Indiana
Jordan, Garrett L.,
Bippus, Indiana
Jordan, Willard,
Crete, Indiana
Kamrn, Geo. J.,
Clinton, Indiana
Kardokus, David,
Bicknell, Indiana
Kinman, Prentice L.
Kirk, Harry F.,
Huron, Indiana
Kirk, Richard G.,
Shelburn, Indiana
Kirkham, Julius,
Elizabeth, Indiana
Klingaman, John,
Syracuse, Indiana
Kautz, Raymond, Knaub, Norman K.,
Gary, Indiana Patoka, Indiana
Keifner, John J.,
Loogootee, Indiana
Keller, Ovid W.,
Lyons, Indiana
Kelley, Edwin W.,
Terre Haute, Indiana
Kelly, Frank,
Knauth, Henry,
Terre Haute, Indiana
Knowling, Chas.
Knox, Gerald,
Converse, Indiana
Knox, Prentice,
Riley, Indiana
Kelly, George,
Salem, Indiana Kohlmeyer, Henry F., /
Francisco, Indiana
Westport, Indiana
Kelley, Harold,
Terre Haute, Indiana
Kennett, D. Herman,
Milroy, Indiana
Kent, Edward E.,
Clay City, Indiana
Kerr, Chas. I.,
Winslow, Indiana
Kerr, George;
Bridgeton, Indiana
Kerr, Paul S.
Ketcham, Daniel W;
Kidd, Linneaus S.,
Brazil, Indiana
Kilmer, Grover,
Clay City, Indiana
Kahre, Raymond J.,
Edwardsport, Indiana
LaFollette, Ancil Summers,
Ladoga, Indiana
LaFollette, Robt.
Lahr, Herbert G.,
Bippus, Indiana
Lapping, Edward,
Salem, Indiana
Larr, George C.,
Jasonville, .Indiana
Lash, Willard P.,
Farmersburg, Indiana
Laub, Carl H.,
Terre Haute, Indiana
Laughlin, Lester,
Robinson, Indiana
69
1.,
I
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THE SEMI- CENTENNIAL CELEBRATION
Lee, Allen H., Lord, Jesse L.,
Rome, Indiana Sullivan, Indiana
Leech, Bert,
Monroe City, Indiana
Lemen, Walter ,
Bicknell, Indiana
Letsinger, Arthur,
Jasonville, Indiana
Leminger, Wm.,
Riley, Indiana
Lewis, Robt. W.,
Markleville, Indiana
Liechty, Hershel,
Clay City, Indiana
Lingle, David,
Oaklandon, Indiana
Linville, Ralph,
Clarksburg~ Indiana
Little, J. Hubert,
North Manchester, Indiana
Livingstone, Courtney,
Greencastle, Indiana
Lloyd, Clarence L.,
Cayuga, Indiana
Lloyd, J no. R.,
Terre Haute, Indiana
Lockwood, Luther,
Laurel, Indiana
Lockwood, Ray,
Pittsburg, Penn.
Laughlin, Frank,
Robinson, Indiana
Lollar, Horace,
Sara toga, Indiana
Long, Lewis 0.,
Bowling Gree~, Indiana
Long, F. D.,
Pimento, Indiana
70
Loser, Paul,
Terre Haute, Indiana
Lowery, Lester,
Tunnelton, Indiana
Lawnsdale, Robt. P.,
Union, Indiana
Lundergan, Joseph M.,
Montgomery, Indiana
Lostetter, Paul R.,
Taylorsville, Indiana
Lucas, Augustus,
Mackey, Earl, ,
Rockport, Indiana
Maehling, J no. J.,
Terre Haute, Indiana
Mahoney, Jerry J.,
Terre Haute, Indiana
Mandeville, Merten J.,
Terre Haute, Indiana
Manhart, C. D.,
Terre Haute, Indiana
Mann, LeRoy
Terre Haute, Indiana
Marchand, Austin F.,
Haubstadt, Indiana
Marshall, Claude R.,
Rochester, Indiana
Marshall, Robert C.
Martin, Fonzo,
Shelburn, Indiana
Martin, Harold A.,
Shelburn, Indiana
Martin, Jake R.,
· Greencastle, Indiana
Martin, Robt. A.,
Attica, Indiana
•.•• ,.: i ·~·
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THE SEMI- CENTENNIAL
CELEBRATION
::lluxwell, Roy E.,
St. Joe, Indiana
McQueeney, Albert R.,
Greenfield, Indiana
McAdams, D. B., McShanog, Lester,,
Forest, Indiana · Cayuga, Indiana
:McBrayer, Thos. G.,
Terre Haute, Indiana
McBride, Friel,
Freedom, Indiana
McCammon, Eldo,
Westport, Indiana
McCauley, John N.,
Loogootee, Indiana
McClanahan, Guy S.,
Farmersburg, Indiana
~fcCiarren, Plato,
Worthington, Indiana
McClellan, Everett,
Salem, Indiana
McConnell, Thos.,
'otterbein, Indiana
McCord, Floyd,
Oaktown, Indiana
McCoskey, Laurel G.,
Farmersburg, Indiana
McCracken, Howard C.,
Monrovia, Indiana
McCrocklin, Horace,
Riley, Indiana
McDonald, Irl,
Hobbieville, Indiana
McKigg, Robbie,
Springville, Indiana
M:clCinney, Joseph,
Scircleville, 'Indiana
.McPheeters, Wm., .
Terre Haute, Indmna
McPherren, Richard, .
West Terre Haute, Indmna
McWilliams, Ralph,
Plainville, IIidiana
Medlock, Clarence A.,
Borden, Indiana
Mehringer, Walter R.,
Jasper, Indiana
:i\felton, Chas. E.
Melton, 'Monroe
Melton, Presley
Mendenhall, Thos.,
Young America, Indiana
Merrill, Harold W.,
Arcadia, Indiana
Merrill, Raymond
Miller, Cana R.,
Martinsville, Indiana
Miller, Carl,
Terre Haute, Indiana
Miller, Chas.,
Plainville, Indiana
Miller, Earl,
Cory, Indiana
Miller, Harlan H.,
Cory, Indiana
Miller, Lemuel C.,
Sullivan, Indiana
Miller, Paul B.
Miller, Raymond B.,
Terre Haute, Indiana
Miller, Wayne L.,
Brazil, Indiana
Miller, Wayne,
East Chicago, Ill.
71
THE SEMI- CENTENNIAL CELEBRATION
Miller, W. F.,
Huntingburg, Indiana
Milnor, Wilbur,
Rome City, Indiana
Mitchell, Jno. D.,
Cayuga, Indiana
Mitchell, Lotus Jno.
Dugger, Indiana
Moore, Albert L.,
Center Point, Indiana
Moore, I.eonard F.,
Ligonier, Indiana
Moman, Jesse P .,
Princeton, Indiana
Montgomery, Roy,
Bedford, Indiana
Morehart, Floyd M.,
Terre Haute, Indiana
Moren, Rollie,
Plainville, Indiana
Morphet, Edgar L.,
Grass Creek, Indiana
Morris, De:l...'"ter,
Salem, Indiana
Moye, Erma! L.,
Stewartsville, Indiana
Mullins, Virgil,
Summitville, Indiana
Murphy, Maurice.
Murray, Henry H.,
Mt. Vernon, Indiana
Musselman, Paul,
Camden, Indiana
Myers, J. P.,
Wheatland, Indiana
Myers, Oscar,
Cannelton, Indiana
72
Myers, Owen,
Battle Ground, Indiana
Myers, Roscoe T.,
Plainville, Indiana
Nace, Edgar,
Monticello, Indiana
Nees, Oliver R.,
Cory, Indiana
Neill, Walter,
West Terre Haute, Indiana
Newby, Loren H.,
Fredericksburg, Indiana
Newton, Wayne,
Terre Haute, Indiana
Nice, J. Elbert,
Star City, Indiana
Noblitt, Clarence E.,
Eckerty, Indiana
Noblitt, Dewey I.,
Fargo, Indiana
Noblitt, Ivan E.,
Eckerty, Indiana
Nolan, Peter,
Loogootee, Indiana
Norton, Fred,
Stewartsville, Indiana
Nowling, J. Frank,
Mecca, Indiana
O'Dell, Harry,
Farmersburg, Indiana
Overmeyer, Perry,
Monterey, Indiana
Overpeck, Geo. R.,
Rockville, Indiana
Offutt, R. Keith,
Terre Haute, Indiana
Owens, Myrick,
West Terre Haute, Indiana
THE SEMI- CENTENNIAL CELEBRATION
Osborne, John
Orth, Albert A.,
Terre Haute, Indiana
Orman, John W.,
Coal City, Indiana
O'Connell, Wm. J.,
Terre Haute, Indiana
O'Brien, Eugene,
Plainville, Indiana
Oberholtzer, Sherman B.,
Bowling Green, Indiana
Paddock, Frank
Pickhardt, Evan,
Huntingburg, Indiana
Porter, Richard L.,
Terre Haute, Indiana
Pike, Paul,
Rockville, Indiana
Brooks, Pinnick,
· Petersburg, Indiana
Plummer, Dallas 0.,
Michigantown, Indiana
Pope, Clarence A.,
English, Indiana
Pope, Felix H.,
English, Indiana
Pickett, Hale,
Holton, Indiana
Padgett, Raleigh H.,
Terre Haute, Indiana
Pancake, Lee,
Clifford, Indiana
Parker, Hurshal E.,.
. Pimento, Indiana
Passwater, Chas. B.,
Noblesville, Indiana
Pate, Carl R.,
Loogootee, Indiana
Patten, Elmer,
Stilesville, Indiana
Patterson, Leonard,
Loogootee, Indiana
Payton, Frazier J.,
Terre Haute, Indiana
Payne, Melvy,
Brazil, Indiana
Pen, George R.,
Brazil, Indiana
Fell, Marshall,
Carbon, Indiana
Pennington, Ben Frank,
Edwardsport, Indiana
Perchman, Suvare,
Mt. Vernon, Indiana
Perry, Merl V.,
Selma, Indiana
Pettiford, Irvin S.,
Terre Haute, Indiana
Phillips, Harry A.,
Cory, Indiana
Phillips, Luke,
Gosport, Indiana
Pribble, Wm. E.,
Cayuga, Indiana
Powers, Geo.
Powell, Horace,
Pound, Floyd,
Riley, Indiana
Farmersburg, Indiana
Pottenger, Thurl,
Claypool, Indiana
Porter, J. P.
Pittman, Claude,
Shelburn; Indiana
Ragsdale, Edward,
Columbus, Indiana
73
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Rafferty, Henry W.,
Paris, Ill.
Rafferty, Ora,
Paris, Ill.
Rainforth, Lyman R.,
Leavenworth, Indiana
Rans, Edgar,
Kewanna, Indiana
Rasor, Everett E.,
Warsaw, Indiana
Rawley, Ezra L.,
Freedom, Indiana
Ray, Herman,
Riley, Indiana
Ray, Howard A.,
Terre Haute, Indiana
Ray, .r ohn L.,
Terre Haute, Indiana
Ray, .Julian V.,
Stilesville, Indiana
Rea, Howard A.,
Bridgeton, Indiana
Reagan, Edgar W.,
Mauckport, Indiana
Reynolds, Ralph F.,
Terre Haute, Indiana
Rhinehart, Ray M.,
Francesville, Indiana
Rhoads, Paul,
Terre Haute, Indiana
Rice, Verner .r.,
Terre Haute, Indiana
Richard, Wm. N.,
Tell City, Indiana
Richards, August M.,
Terre Haute, Indiana
Richarus, Walter W.,
Terre Haute, Indiana
luchey, Herman G.,
Terre Haute, Indiana
Rieckin, William,
Mt. Vernon, Indiana
Rickeberg, J. Maurice,
Muncie, Indiana
Riehl, Chas. Edward,
Troy, Indiana
Reavis, Jesse, Riggs, Floyd,
Summitville, Indiana Clay City, Indiana
R ecord s, Tho s. W ., Ringer, Reid
Terre Haute, Indiana Rinkard, Samuel R.,
Reed, Loren, Castleton, Indiana
Pimento, Indiana Risley, Orval A ..
Redick, Wm. R. Oaktown, Indiana
Ress, Leland, Ritter, Clay H.,
Converse, Indiana Plainville, Indiana
Reid, Newton W.,
Quincy, Indiana
Reynolds, Glenn R.,
Coal. City, Indiana
Reynolds, Homer,
Coal Cit~, Indiana
74
Roberts, Frank,
Boonville, Indiana
Roberts, Lewis C.,
Indian Springs, Indiana
Robinson, Chas. H.,_
Veedersburg, Indiana
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THE SEM 1- CENTENNIAL CELEBRATION
Robinson, Russel F.,
Roachdale, Indiana
Rochelle, Charles Edward,
Terre Haute, Indiana
Roesinger, Oscar W.,
Indianapolis, Indiana
Rogers, Clyde,
Dunreith, Indiana
Rohm, Harley M.,
Auburn, Indiana '
Roland, Sherman,
West Baden, Indiana
Roll, Grover,
Sake!, Hubert H.,
Stendal, Indiana
Sanders, Willet E.,
Merom, Indiana
Sanford, Loren,
Terre Haute, Indiana
Sanm, Clarence D.,
Coalmont, Indiana
Schaupp, Ralph,
Linn Grove, Indiana
Schenck, Ralph E.,
Lebanon, Indiana
Schierling, Walter J.,
Riley, Indiana North Vernon, Indiana
Ross, Ray
Columbus, Indiana
I< Rotruck, Clarence D.,
Monticello, Indiana
Rouch, Earl,
Kewanna, Indiana
Row, E. A.,
Clay City, Indiana
Royer, Hershel,
Cory, Indiana
Royer, Hervey E.,
Saline City, Indiana
Royse, Win. C.,
Terre Haute, Indiana
Rumple, Ora E.,
Spencer, Indiana
Rutherford, Elmer V.,
St. Paul, Indiana
Rutherford, Lewis
Rutherford, Vane R.,
Terre · Haut:e, Indiana
Rutledge, William J.,
Judson, Indiana
Schinnerer, Mark C.,
Riley, Indiana
Schlegel, Clarence 0.,
Clay City, Indiana
Schockel, Bernard H.,
Aurora, Indiana
Schopmeyer, A. C., ,.
Poland, Indiana
Schorling, Raleigh,
Batesville, Indiana
Schroeder, Nelson F., .
Carlisle, Indiana
Schultz, Ernest J.,
Francesville, Indiana
Scofield, John,
Brazil, Indiana
Scott, Ralph M.,
Kurtz, Indiana
Scotten, Melvin E.,
Stilesville, Indiana
Sechler, Ralph,
st. Joe, Indiana
Seybold, Arthur
75
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THE SEMI- CENTENNIAL CELEBRATION
Shackelford, Basil,
Eminence, Indiana
Shaffer. Paul V.,
Huntington, Indiana
Shahan, J. Raymond,
Lebanon, Indiana
Shanner, R: B.
Shake, Shelby S.,
Cloverdale, Indiana
Shanklin, W. A.
Shanner, W. H.,
Ft. Branch, Indiana
Shields, Jesse M.,
Crandall, Indiana
Sigler, Russell,
Elwood, Indiana
Simon, Fred A.,
DePauw, Indiana
Simpson, Jas. L.,
Terre Haute, Indiana
Singer, Vernon D.,
Sanborn, Indiana
Sink, Chester,
Charlestown, Indiana
Sharp, John, Sipe, James E.,
Whiting, Indiana Saratoga, Indiana
Sharp, Kenneth S., Skelton, H. B.,
Coatesville, Indiana Bowling Green, Indiana
Shaw, Clyde, Sibert, George,
Riley, Indiana White Cloud, Indiana
Shelten, Ray,
Rochester, Indiana
Sherrill, Evan M.,
New Amsterdam, Indiana
Shirley, Wm. E.,
Bedford, Indiana
Shoemaker, Irwin C.,
Bluffton, Indiana
Shofstall, Paul R.,
Terre Haute, Indiana
Short, Orville C.,
Center Point, Indiana
Shotwell, John,
West Union, Ill.
Showatter, Paul,
Liberty, Indiana
Shriner, Walter,
Huntington, Indiana
Sickbert, A.,
Skinner, Walter,
Evansville, Indiana
Slude, Adron B.,
Zionsville, Indiana
Smaii, Aria Leo,
Ridgeville, Indiana
Smiley, Ralph W.,
Williams, Indiana
Smith, Alger,
Colfax,Indiana
Smith, Chas. W.,
Sanborn, Indiana
Smith, Elmer L.,
Oakland City, Indiana
Smith, Evart,
Martinsville, Indiana
Smith, Virgil,
Markle, Indiana
Smith, Virgil 0.,
Holland, Indiana Cannelsburg, Indiana
76
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THE SEMI- CENTENNIAL CELEBRATION
Smith, Walter G.,
Owensburg, Indiana
Smith, Millard,
Bicknell, Indiana
Smith, Paul IC,
Loogootee, Indiana
Smith, Ralph W.,
Acton, Indiana
Smith, Robert F.,
Goldsmith, Indiana
Smith, Roy R.,
Bristow, Indiana
Snyder, Alonzo,
Terre Haute, Indiana
Spark'3, Ralph,
Monticello,· Indiana·
Spencer, Hoyt,
Terre Haute, Indiana
Spuller, Lawrence,
Decatur, III.
Stark, John,
Cass, Indiana
Stark, Judson,
Hymera, Indiana
Starks, Lambert,
Flat Rock, Indiana
Stephenson, B. F.,
Windfall, Indiana
Stevens, Vv. D.,
New Salisburg, Indiana
Stewart, Emmet c.,
vVhitestown, Indiana
Stigler, Roy c.,
Brazil, Indiana
Stoneburner, Worth,
Cory, Indiana
Stork, Harvey E.,
Huntingburg, Indiana
Storm, Harry,
Clay City, Indiana
Storms, Vernon K.,
Loogootee, Indiana
Stotz, Raleigh,
, Vallonia, Indiana
Strickler, Fred,
North Manchester, Indiana
Strickler, Robert, .
North Manchester, !~diana
Stroud, Milby Raymond,
Birdseye, Indiana
Sublette, Myrick,
Taylorsville, Indiana
Sublette, Sherman,
Taylorsville, Indiana
Summers, Newel M.,
Riley, Indiana
Tower, Indiana Sutton, Arle H.,
Stevenson, Paul, Columbus, Indiana
Stephenson, C. A.,
Zionsville, Indiana
. Stephenson, Thos.,
Algiers, Indiana
Stephenson, Winchell R.,
Paoli,. Indiana
Swango, Joe,
Worthington, Indiana
Swango, Mervin E.,
Worthington, Indiana
Swinford, Basil,
Anderson, Indiano
Stevens, Odie E.,
Farmersburg, Indiana Sylvester, Thos. 77
THE SEMI CENTENNIAL CELEBRATION
Taylor, Lee,
English, Indiana
Thomas, Ray,
Terre Haute, Indiana
Thomas, Thomas C.
Thompson, Benj. R.
Thompson, Jesse H.,
Odon, Indiana
Thompson, l\faurice M.,
New Priladelphia, Indiana
Thompson, Parke L.,
Rockville, Indiana
Thompson, Richard E.,
Jasper, Indiana
Thompson, Roger M.,
New Philadelphia, Indiana
Thompson, Ward T.,
New Philadelphia, Indiana
Tierney, E. L.,
North Vernon, Indiana
Timmons, Chas. Clyde,
Andrews, Indiana
Tierney, J. L.,
North Vernon, Indiana
Tucker, Russell,
Cory, Indiana
Turman, Arthur F.,
Terre Haute, Indiana
Turman, Claude Kenneth,
Cynthiana, Indiana
Turne~, Eugene G.,
West Terre Haute, Indiana
Unverferth, Wm. C.,
Freelandville, Indiana
Van Cleave, A. R.,
Lewis, Indiana
Van Cleave, Ira H.,
Salem, Indiana
Van Pelt, Clinton,
Clinton, Indiana
Vermillion, John,
Greencastle, Indiana
Volker, Fred,
Somerville, Indiana
Wagner, Clarence J.,
Freelandville, Indiana
'Walden, Simon,
Crawfordsville, Indiana
Tower, James H., Wall, F. J.,
Leavenworth, Indiana Ridgeville, Indiana
Tranbarger, J. C., Wall, Jno. W.,
Forest, Indiana
Traylor, Fitzhugh,
Montgomery, Indiana
Trimmer, Jas, N.,
Riley, Indiana
Trotter, Russel,
Hardinsburg, Indiana
Tryen, Boyd E.,
:Monroe City, Indiana
Tucker, Lester R.,
Osgood, Indiana
78
Carlisle, Indiana
Walsh, Jno. R.,
Terre Haute, Indiana
Wakefield, Walter,
Jasonville, Indiana
Wann, Hubert,
Terre Haute, Indiana
Warmoth, Raymond,
Monrovia, Indiana
Warner, Irvin B.,
North l\fanchester, Indiana
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Warrinel', Earl,
Brooklyn, Indiana
Watson, Courtney,
Terre Haute, Indiana
Weaver, Silvin D.,
Brazil, Indiana
Webber, Thomas,
Plainville, Indiana
Weber, Jno. Glenn,
Clay City, Indiana
Webster, Marcus H.,
Carbon, Indiana
Welch, 0. D.,
Bridgeton, Indiana
Wells, Wm. F.,
Mt. Vernon, Indiana
Wesner, L. D.,
Campbellsburg, Indiana
Wells, Milton ,M.,
Mt. Vernon, Indiana
Wright, Wendell Wm.,
Greencastle, Indiana
Wheeler, Max,
Terre Haute, Indiana
Whelan, Lloyd,
Terre Haute, Indiana
Whippo, Wm., .
North Terre Haute, In:bana
White, Roy D.,
Greenfield, Indiana
Whitehead, Clarence,
Otwell, Indiana
whittenburg, Harry W.,
Terre Haute, Indiana
'Wible, Ralph E.,
Farmersburg, Indiana
Wibbler, Benj.,
Holland, Indiana
Wiggs, Geo. A.,
Spurgeon, Indiana
Wildman!. Roscoe E ..
Denver, Indiana
Williams. John
Williams, Paul B ..
Farmersburg, Indiana
Williams, Leonard S.,
Haubstadt, Indiana
Willis, F. E.,
Algiers, Indiana
Witty, Paul A.,
Terre Haute, Indiana
Wilm, John,
Haubstadt, Indiana
Wilson, Arthur T.
Wilson, Noble,
Bargersville, Indiana
Wilson, Oral,
Prairieton, Indiana
Wilson; Otis
Aurora, Indiana
Wilson, Paul,
Prairieton, Indiana
Wilt, James Napier,
Hillsboro, Indiana
Wimmer, Perley,
Rosedale; Indiana
Winklepeck, A. 1f.,
Elnora, Indiana
Winter, Harry D.,
Pershing, Indiana
Wisely, Edson W., .
Terre Haute, Indmna
Witt, Chester R.,
Roachdale, Indiana
Wood, Frederick, .
Zionsville, Indiana
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THE SEMI- CENTENNIAL CELEBRATION
vVood, 'Jesse _A., Wythe, Leroy C.,
Bedford, Indiana Terre Haute, Indiana
Woods, Walter, Yeager, Walter,
Terre Haute, Indiana Francisco, Indiana
Woods, Willard L., Younts, Stanley P.,
Zionsville, Indiana · Brookville, Indiana
Woodcox, Willie Grey, Young, Luke F.,
St. Joe, Indiana Washington, Indiana
Wright, Homer, Yocum, Simeon D.,
Clinton, Indiana Carlisle, Indiana
Wright, Oliver Dennis,
Cloverdale, Indiana
Ya;yer, Sylvan A.,
Advance, Indiana
Zerbe, Walter B.,
Terre Haute, Indiana
Eastern Division, Muncie, Indiana
Addington, Orvah
Armstrong, Walter Otis
Austin, Ralph V.
Bailey, Ralph Vernon
Bales, Harold
Bantz, John
Benjamin, Ernest
Brammer, Daniel
Brindel, Clyde
Brooks, Hova
Brouse, Cecil
Brown, Harold
Brown, Howard
Brubaker, Harold
Carpenter, Kenneth
Campbell, Arthur
Cortner, Paul
Costin, Leroy
Coulson, Lawrence
Craig, Ronald
Curtis, Ralph
Dailey, William
Dilts, Edgar
80
Dragoo, Ralph
Elgaway, Messi
Ellison, Dale
Ellsworth, Willis
England, Charles
England, George
Fager, Edwin
Fields, Thomas
Foster, Kenneth
Fowlie, Everett
Fraze, Vere
French, Clifford
Furst, Russell
Garinger, Orville
Glasgow, Joseph
Goddard, Joseph
Green, Frank
Greene, LeRoy
Harding, George
Harding, William
Hardsog, Harley
Hatcher, Harry
Hazelrigg, Harry
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Heagy, William
Henderson, Irving Frank
Hollowell, Quimba
Howell, Leander
Hughes, Claude
Isely, Samuel
James, Ora
Jellison, Leonard
Jenkins, Delbert ~
Jolliffe, Francis
Keener, Donald
Keller, Edwin
King, Frank
Knight, Don
Lane, Byron
Laven, Chas.
Lennington, Abraham
Locke, Orlando
Longwith, Guy
McKee, Donald
McMahan, H. Neil
McManus, Rex
:tvfcNaughton, Hugh
l\fauller, Charles
MaA.·well, Harold
Mettler, Donald
Miller, Paul
Mitchell, Ralph
l\fochwart, Howard
Mock, Charles
Moler, Russell
Monks, Merritt
Moore, Thos.
Morgan, Byron
Murray, Herbert
Myer, Joseph
Osbun, Clifford
Palin, Marvin
Park, Frank
:Pollock, James
Porter, Clyde
·Reed, Hubert
Reed, John
Reitenour, Chas.
Retter, Roy
Riddleberger, Jesse
Rightsell, Glendon
Root, Claude
Schlenker, Everett
Schug, Edgar
Schull, Hubert
Scott, Arthur
Scott, Donald
Sleeth, Haines
Sharp, Herbert
Sheller, Howard
Silvers, Honor
Sloniker, Lawrence
Smail, Aria
Smith, Clifford
Smith, Joseph
Smith, William
Sowers, James
Spuller, Lawrence
Stanley, Morris
Stewart, Morris
Stout, Bruce
Stout, Leslie
Stratton, Ray
Striker, Carl
Stuck, Harold
Taylor, William
Teagle, Everett
Treasure, Clyde
Trotter, Ralph
Tyler, C. Melvin
Uebele, Lowell
Vice, Harold
Wade, Frederick
Waite, Richard
Ware, Noel
West, Merril
Williams, Dewey
Williams, Eugene
Williams, Lyle
Williams, Marshall
Wilson, Frank
Wolfe, Hobert
Young, Earl
81
Nor mal Training High School
Terre Haute
Bartholomew, Henry W., '14
Briggs, Herbert Jr., '16
Brinkman, Richard J., '15
Bronson, Paul, '15
Brown, Charles E., '11
Cashmore, Harold F., '18
Charman, Howard R., '10
Cooper, Robert J., '18
Cox, Paul S., '15
Cox, Warren R., '10
Dailey, John E., '11
Drake, Thorn. Earl, '11
Fishback, George, '13
Froeb, Karl A., '16
Gillum, Joseph S., '10
Gillum, Richard P., '15
Gray, Frederick W., '11
Gwinn; Lawrence, '11
Hecklesberg, Edwin A., '17
Hoffman, Herman M. J., '18
J aenish, Edward T., '17
Lawrence, Stanley 0., '18
Leibing, Robert H., '19
Lockwood, Roy C., '12
McAllister, Philip S., '18
Mandeville, Marten J., '14
Manson, Mahlon E., '12
82
Neukom, Albert H., '10
N eukom, Oliver W., '13
Newton, R. Wayne, '16
Owens, Myric, '12
Paddock, Richard, '15
Piety, John K., '15
Rettger, Robert E., '1!>
Robt, William R., '18
Rynick, George ]\{. Jr., '17
Sanford, John M., '11
Schlicher, Rudolph, '16
Schloss, Philip J., '13
Schloss, Harold, '15
Scott., Richard W., '13
Smith, Raymon M., '14
Streeter, H. Winton, '15
Streeter, William A., '17
Sulger, Alden H., '14
Swearingen, Mark, '17
Turman, Arthur S., '14
w·agoner, Willys P., '16
Walsh, John R., '16
\Vhissen, Harry R., '10
Wisely, Edsori W., '17
Williams, Willis E., '18
Wood, Clifford, '17
Young, Clift, W., '16
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Women of the Nor mal Engaged in War
Work in Camp or Abroad
Sara E. Carpenter ................ Cloverland Indiana
A. l •
.. tl .. merican Library" Association-served as Base Hos-pital
Librarian in camps.
Imogene Hope Kauffman ...... , ... Huntington, Indiana
Y. W. C. A. work in camp.
Ariel Anderson ................. Huntingburg, Indiana
(U. S. Army Nurse Corps.) Nurse in camp.
Martha Royse ................... Terre Haute, Indiana
In France.
Nora \Vright .......................... Sullivan, Indiana
U.S. Army Nurse Corps.
Mercedes Penna . .- ................ Terre Haute, Indiana
(U .. S. Army Nurse Corps.) Nurse in camp. ·
Mary Engle ........................ :. Carlisle, Indiana
Nurse in camp.
Ina Frances Keith ................ Shelbyville, Indiana
U. S. Army Nurse Corps.
Mary Turney
Technician-Base Hospital, Fort Benjamin Har-rison.
,Jean Town le y .... · · · · · · · · · · · · · · · · · Evansville ' Indiana
Entertainer in Camps in France.
Mary Wilhite ....................