grades below the high school. They are in charge of competent critic teachers, and the instruction given in them is in harmony with the theories of education taught in the normal school. Students are required to observe and interpret the work of the practice schools during the time they are receiving instruction in methods, and, in the later stages of the course of instruction, they are required to spend a considerable period in actual teaching in each of these schools, under the criticism of both the regular critic teacher and the teacher of methods. They are thus enabled to leave the school possessing a fair degree of skill in the instruction and management of classes attained by actual experience.

The State Normal School, then, undertakes to fulfill the purpose of its organization by (1) leading the student to acquire a thorough knowledge of the branches required to be taught, the professional aspects of the subject receiving attention during this study; (2) giving a comprehensive knowledge of mind; (3) the study of the history and science of education, and (4) a system of instruction in methods, and an extended period of observation and actual teaching in the training schools connected with the institution.

These have been the ideas upon which the institution was founded. Its presidents and instructors from the beginning have directed it upon this line of thought.'

The following are its present courses of study:

1 William W. Parsons, the president, graduated from the State Normal School with the first class in 1872. He taught a country school in Illinois the following year. He was teacher of mathematics and literature in Indianapolis from 1874 to 1876; was professor of English and rhetoric in the State Normal School from 1876 to 1881; he was transferred to the chair of history for the years 1881 to 1883, and reoccupied the chair of English from 1883 to 1885. In the latter year he was elected president and professor of the science and history of education. He has contributed many articles to educational journals, and read many papers before educational bodies, chiefly in the line of literature, mental science, and the science of education.

2 One term of vocal music is required, and may be taken as an extra study at any stage of the course.

Eighth term... History of Education. Astronomy or Geol- Geometry..

Advanced Compo

'One term of vocal music is required, and may be taken as an extra study at any stage of the course.

CHAPTER IX.

ROSE POLYTECHNIC INSTITUTE.1

HISTORICAL.

The Rose Polytechnic Institute is devoted to the higher education of young men in engineering, including under this term all those productive and constructive arts by which the forces of nature are made subservient to the needs of man, and the principles which underlie those arts. Its courses of instruction include the principles and practice of engineering, with special reference to mechanical engineering, civil engineering, chemistry, and the applications of electricity.2

It owes its existence to the munificence of the late Chauncey Rose, of Terre Haute.

Born in Connecticut, of Scotch ancestry, near the end of the last century, Mr. Rose at an early age came to what was then known as "the Northwest Territory," reaching Vigo County, Indiana, early in 1818, and becoming a resident of Terre Haute, just then laid out, and consisting at that time of but two cabins.

Being a man of indomitable will, perseverance, and energy, and of uncompromising integrity, his success in the new settlement was assured from the beginning. He interested himself in the growing commerce of the country, and particularly in the building of its railroads. and the development of its natural resources.

Throughout his whole life, and especially during his later years, he exhibited a warm sympathy for young people who were forced to struggle against adverse fortune without having been properly equipped by previous education and training, and he made many and liberal gifts to aid such.

Out of his interest in this direction was undoubtedly developed a desire to devote a large part of his accumulated wealth to the establishment of a technical school, in which young men might receive such a

By Ex-President T. C. Mendenhall.

Dr. Henry Turner Eddy, the successor of President Mendenhall, was born at Stoughton, Mass., in 1844; graduated from Yale College in 1867, from Sheffield Scientific School in 1868; received the degrees A. M. from Yale in 1870, C. E. and PH. D. from Cornell University in 1870-72. He was engaged in teaching mathematics and civil engineering in the University of Tennessee and Cornell University from 1868 to 1873, and was professor of mathematics and civil engineering in the University of Cincinnati 1874-90. Dr. Eddy has published many papers in journals of mathematics and engineering.