© Copyright Indiana Historical Bureau 1995 · hood, and into the twentieth century. The 1787 Northwest Ordi-nance set the stage for formal education. The 1816 state Consti-tution

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The Indiana Historian, December 1995© Copyright Indiana Historical Bureau 1995 1

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The Indiana Historian, December 1995 © Copyright Indiana Historical Bureau 19952

The Indiana HistorianDecember 1995ISSN 1071-3301

EditorPamela J. Bennett

Lead ResearcherPaula A. Bongen

DesignerDani B. Pfaff

Contributing EditorsCarole M. Allen, Janine Beckley,

Alan Conant, Dani B. Pfaff,Virginia Terpening

Focus

The Indiana Historian provides re-sources and models for the study of localhistory to encourage Indiana’s citizens ofall ages to become engaged with the his-tory of their communities and the state ofIndiana.

The Indiana Historian (formerly TheIndiana Junior Historian) is issued quar-terly from September through June.

It is a membership benefit of the Indi-ana Junior Historical Society. It is distrib-uted free to school media centers, librar-ies, and other cultural and historical groupsin Indiana. Annual subscriptions are avail-able for $5.00. Back issues are available atindividual and bulk pricing.

This material is available to visuallyimpaired patrons in audio format, cour-tesy of the Indiana History Project of theIndiana Historical Society. Tapes are avail-able through the Talking Books Program ofthe Indiana State Library; contact the Talk-ing Books Program, 317-232-3702.

The Indiana Historian is copyrighted.Educators may reproduce items for classuse, but no part of the publication may bereproduced in any way for profit withoutwritten permission of the Indiana Histori-cal Bureau.

You Be the Historian• Explore the concept of philan-

thropy. How has it changed overthe years? Who in your townwould be a philanthropist in thetraditional sense? Who in yourtown is a philanthropist in themore modern sense ofvolunteerism? Talk with peopleor read about them. Why arethey philanthropists?

• The part of the obituary of Bordenon this page can be used to illus-trate that sources are not allaccurate, and all sources needto be verified. After reading thisissue, verify the information inthe obituary. What is correct andwhat is not?

Indianapolis Star, December 20, 1906, p. 5.

The cover illustration is a reproductionof an engraving of the Borden Institute(left) and the College Dormitory fromthe Annual Announcement of the BordenInstitute and Business College, 1888(Indiana Division, Indiana State Library).The quotation is from Wilson, p. 215.

Many people know the nameCarnegie because of their localpublic libraries, supported by themoney of Andrew Carnegie. InIndiana, the name Lilly, forexample, is connected with nu-merous buildings, projects, andcharitable causes.

Carnegie, the Lilly family,and many others in the state andnation are easily recognized asphilanthropists in the traditionalsense. William W. Borden wasalso a philanthropist.

The small town of NewProvidence owed him much. Oneauthor has indicated thatBorden’s “personality is indeliblyimpressed upon the town, itsinstitutions and the people”(Wilson, p. 7). The testimony offormer students throughout thisissue provides a measure of hisinfluence.

The legacy of Borden, how-ever, reached beyond his town.After his death, his scientificcollections were given to theSmithsonian Institution and toChicago’s Field Museum. Parts ofhis collections went to severalIndiana institutions.

The philanthropy of thepeople of Borden has preserved

his memory through the restoredBorden Museum, which nowserves the town as a communitycenter. Large and small contribu-tions and volunteer efforts—including those of the BordenInstitute Historical Society—havemade this monument possible.

This issue opens with adiscussion of Borden and educa-tion on page 3. Some influentialyouthful experiences are coveredon pages 4 and 5.

On pages 6 and 7, we intro-duce his contributions to geology.On pages 8 and 9, we focus on hispivotal two years in Leadville,Colorado.

His important Borden Insti-tute is highlighted on pages 10and 11. The Borden Museum isthe focus on pages 12 and 13.

“Behind the Scenes” on page14 again focuses on philanthropyas volunteerism while pointingout an important primary source.

Philanthropy: voluntary actionfor the public good—includingvoluntary giving, voluntary service,and voluntary association.Source: Robert L. Payton, Philanthropy: VoluntaryAction for the Public Good (New York: American Councilon Education/Macmillan Publishing Co., 1988).

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Borden and EducationAt the University in Bloomington, Borden finished his ”school

education, but such an education is but a small item incomparison with the great fund which comes from

many years of life and observation.“Catalogue of the Borden Museum, p. 17.

William W. Borden from an engraving.

Lewis C. Baird, Baird’s History of ClarkCounty Indiana (Indianapolis: B.F. Bowen

& Co., 1909), p. 497.

You Be the Historian• Compare Borden’s supplies for

the university with your tools inschool today. Research educa-tion and technology at the timeBorden went to school.

• What is a common school asindicated in the 1851 Constitution?

• Research other aspects of thehistory of education in Indiana.Compare the types of schools inIndiana today to the types ofschools in Borden’s lifetime.

William W. Borden was bothformally educated and self-taught.Learning was critically importantto Borden, and he frequentlydiscussed various aspects of hisown education in his writings.

In his 1901 “Personal Remi-niscences,” he points out thelimited opportunities at the one-room school in New Providence,noting that there were manybooks to read at home and thathe “learned more under mymother’s supervision, than atschool” (p. 15).

Borden was able to attendthe Washington County Seminaryin nearby Salem for three years.He then

went to the University atBloomington. The trip was a stagejourney of two days. . . . My trunkwas packed with home madeclothing, in fact blue jeans, towlinen shirts, a supply of homemade dip candles, and a bundle ofgoose quills for pens (p. 17).

Borden’s personal experiencewith education in Indiana—andhis later founding of the BordenInstitute—illustrate well somesteps in the progress of Indianaeducation.

The history of education inIndiana is complicated and re-flects many changes in the social,economic, political, and religiousconditions as Indiana moved fromthe territorial period, into state-hood, and into the twentiethcentury.

The 1787 Northwest Ordi-nance set the stage for formaleducation. The 1816 state Consti-

tution defined a general,graded educationalsystem “from townshipschools to a stateuniversity, whereintuition shall be gratis,and equally open toall.” The 1851 Constitu-tion recognized the need“for a general and uni-form system of CommonSchools, wherein tuitionshall be without charge, andequally open to all.”

Little effort, however, wasput forth to make public, state-supported schools a reality. Theearliest schools in Indiana seemto have been associated withreligious organizations. By theearly 1860s, many privately-funded academies served assecondary schools to bridge thegap between elementary educa-tion and university work.

It was not until 1896 that itbecame mandatory to attendschool. Funding, curriculum, andteachers’ training are just a few ofthe additional problems requiringsolutions as Indiana’s educationalsystem progressed.Sources: Quotations from the 1816and 1851 constitutions are fromCharles Kettleborough, ConstitutionMaking in Indiana, Vol. 1, 1780-1851(Indianapolis: Indiana HistoricalBureau, reprint, 1971), 114, 346.Sources on education are listed onpage 15. Borden’s “Personal Reminis-cences” are part of the Catalogue ofthe Borden Museum.

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Memories of His Youth

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Maps of Indiana Counties in 1876 (Indianapolis:Indiana Historical Society, 1968) [p. 10].

”If a lesson can be drawn from my long life it is this: That allprosperity must rest upon an economical use of time andresources; that energy and perseverance long continuedwill eventually overcome all obstacles; that a poor boy orgirl possessed of energy, honesty and frugality will be sureto win a way in life.“

William Borden’s 1901“Personal Reminiscences” containmuch information about hisyouthful pursuits.

His admiration for hismother is obvious:

She was a woman of broad viewsand energetic habits. What wasmore remarkable for that day, shewas well read, and thoroughlyconversant with the politics of thetime (pp. 21-22).

After his father’s death, hismother managed the inn andfarm. William worked as thehostler at the inn when he hadtime left from working on thefarm.

William was apparently typ-ical of youths of his time. Alongwith regular shooting matches,

Log rolling, and later corn husk-ing, Saturday afternoonhorseracing and swapping, train-ing days for the militia, mustersand battalion drillls, were the greatsocial events (p. 13).

He points out that there werequilting parties for the girls (p. 14).

Catalogue of the Borden Museum, p. 34.

New Providence was located in WoodTownship, Clark County. Note: The PostOffice name was later changed to Borden,in honor of its distinguished citizen, WilliamW. Borden.

In his reminiscences, Bordennotes:

Three incidents of this periodare indelibly impressed on mymind. The first was the CholeraPlague [reached Indiana in 1832].. . . The disease was very fatal, forthe physicians did not understandits nature nor its treatment. Ahealthy person would be seizedwith the disease and in twenty-four hours afterwards be a corpse.. . . Salem lost nearly one hundredof her citizens . . . . Merrill Weir, achum of mine, was withdrawnfrom school, to assist his father tomake coffins for the dead (p. 16).

The other incidents aredescribed on page 5.

The Borden FamilyThe Borden FamilyThe Borden FamilyThe Borden FamilyThe Borden Family• John, Jr. (father)

Born Portsmouth, RI; platted NewProvidence, IN, 1816;died, age 38, November 7, 1824.

• Lydia, née Bellows (mother)From Groton, CT; married John Borden,May 1822; died, age 54, June 2, 1851.

• William W.Born August 18, 1823; died, age 83,December 19, 1906.

• John (brother)Born April 23, 1825.

Borden saved this 1835 receipt for his mother’s subscription to the Saturday Evening Post.

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This shower of fire can never be forgotten by those whowitnessed it. The meteors were observed from the WestIndies to British America, and from 60° to 100° westlongitude from Greenwich. As early as 10 o’clock on theevening of the 12th shooting-stars were observed . . . .From 2 to 6 o’clock the numbers were so great as todefy all efforts at counting them; while their brilliancywas such that persons sleeping in rooms withuncurtained windows were aroused by their light. Themeteors varied in apparent magnitude from the small-est visible points to fire-balls equaling the moon indiameter. . . . No sound whatever accompanied thedisplay. . . . A gentleman of South Carolina described. . . “I was suddenly awakened . . . I heard a faint voice. . . . beseeching me to arise, and saying ‘O my God,the world is on fire!’ I then opened the door . . . . Thescene was truly awful; for never did rain fall muchthicker than the meteors fell towards the earth.”Daniel Kirkwood, Comets and Meteors: Their Phenomena In All Ages; Their MutualRelations; And The Theory of Their Origin. (Philadelphia: J.B. Lippincott and Co.,1873), pp. 69-71.

“This phenomenon was supposed by the superstitious to be connected insome way with the cholera, I have described” (p. 16). Borden’s words andthis short news article do not begin to describe the magnitude of thisastronomical phenomenon. In his 1873 book, Comets and Meteors, DanielKirkwood, Professor of Mathematics at Indiana University, gives adramatic account of the event.

“From some unknown cause, great numbers of these animals movedsouthward. They were so fat that they were unable to climb smoothbarked trees, and it was inferred they fed on the seventeen yearlocusts, which matured at that time. They were so plentiful and thestrange migratory instinct rendered them so insensible to danger, thatthey were slain in great numbers with clubs” (p. 16).

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A Passion Becomes a ProfessionIn 1862, Borden was

introduced to geology andpaleontology by a Dr.Reid of Salem, whovisited New Providence.

He was interested infossils, and gave me someActinocrinidae fossils[crinoids], which he hadfound at Paynter’s Hill inWashington county. Heexplained to me the structureof the creatures, and whatthe term fossil meant. Seeingthat I was much interested,he advised me to buy Dana’sGeology. War prices prevailedthen, so I paid six dollars forthe book. As soon as my day’swork was completed, I devotedmyself to its perusal. I had noinstructor, and soonbecame involved in alabyrinth of theories andscientific terms.

With what I could gleanfrom the pages of this book, Ibegan field work, and studied the

rocks and formations(pp. 27-28).

Bordenimmersedhimself in therich geologicalresources ofsoutheastern

Indiana. Hisarduous studies, exten-

sive field work, and collabora-tions with experts who visited theregion, brought him recognition.

In 1873, Professor E. T. Cox,the state geologist, asked him toassist in the geological surveys ofClark and Floyd counties. In1874, he assisted in surveyingJefferson and Scott counties,and, in 1875, Ripley andJennings counties.

Manual of Geology by James Dana.Although not Borden’s personal copy,this 1880 edition is in the collectionof the Indiana State Library.

A drawing of a Crinoid.Walter H. Bucher, Elementary Guide to the Fossils andStrata in the Vicinity of Cincinnati (Cincinnati: TheCincinnati Museum of Natural History, 1945), p. [30].

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Borden sent specimens of Indiana fossils to universities throughout the United States, as revealedby this page from a journal kept by Borden from 1871 to 1873. The journal is a fascinatingcollection of field research, scientific as well as spiritual observations, and articles on historicalevents. Perhaps the most remarkable pages were entitled, “Some Things Science Has AccomplishedIn My Day,” where he mentions the daguerreotype, Morse telegraph, and the railroad!

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Source: William W. Borden,“Report of aGeological Survey of Clarke [sic] and FloydCounties, Indiana,” included in E.T. Cox,Fifth Annual Report of the Geological Surveyof Indiana (Indianapolis: Sentinel Co.,1874), p. 149.

Map and description of the Falls of the Ohio. This area isnow a state park and collecting is not allowed.

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Leadville: Dust, Disease, and DestinyWilliam Borden made his

fortune as a result of part owner-ship of a silver mine in Leadville,Colorado. According to Borden’sreminiscences, “my brother said,‘if you can distinguishe betweengranite and limestone, we wantyou with us.’ Well, I thought Icould do that, so I went out” (p.29).

The venture was a familyaffair.

My nephew was already locatedin Leadville as the expert assayistfor Leiter of Chicago. He hadsecured an interest in a mine bygrub staking the prospector,George Fryor, and asked mybrother, John, to take an interestin some abandoned claims whichFryor, [a man called] “Chicken Bill”and my nephew had attempted todevelop (pp. 28-29).

During the two years he wasin Leadville, Borden becamepartners with his brother John,and H.A.W. Tabor, a prominentcitizen of Leadville. Marshall Fieldof Chicago provided money for theoperation. The New AlbanyCourier-Journal reported on March7, 1879, when Borden was visitingNew Albany, that “The firm ofBorden, Tabor and Co. ownsmining property worth over fivemillion dollars at the presentwriting, which is constantlyincreasing in value.”

In approximately 1880, afterreturning to New Providence,Borden wrote a book to answerthe questions that people askedhim about Leadville. Some ex-cerpts from that publication areon the next page.

”After two years of mining in Colorado, we sold ourinterests and I returned to my farm with a competency,which would enable me to carry out certain ideas for theadvancement of learning and the benefit of my fellowman, which I had for some time entertained.“Catalogue of the Borden Museum, p. 29.

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“In 1876, the attention of the country was drawn again to the mineralresources of Colorado. . . . The gold miner moved away and prosperousmining towns . . . were given over to desolation . . . . minerals, overwhich the gold miners had been treading for years, were morecritically examined, and found to be rich in silver. Railroads had begunto penetrate the mountain gorges and bring these waste places intocommunication with the outer world” (p. 28).

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These excerpts from Borden’s Leadville:A Treatise on Leadville Colorado (pp. 14,37) offer a different description ofLeadville and an idea of the high cost ofliving in the mining town.

This image, titled “Suburban Scene,Leadville,” is on page 103; quotation isexcerpted from page 101.

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Opportunity Among the Hills

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The Laboratory at the Borden Institute in 1900.

Borden returned to NewProvidence after his financialsuccess in Leadville, Colorado. Heengaged in collecting and scien-tific study, and he implementedhis educational theories with thefounding in 1884 of the BordenInstitute.

The documents on the nextpage provide some brief informa-tion about the school and itscurriculum in the year 1887-1888. William E. Wilson’s AHistory of Borden Institute (1931)provides the best summary of theschool’s extensive curriculum.Wilson derived much of hisinformation from publications byBorden, including The BordenQuarterly, a newspaper publishedby the school.

Wilson, in that work, quotesmany former students of theBorden Institute, who praise theireducational experiences and theman who enabled them to havethose experiences. Jesse H.Newlon is quoted as follows:

In many respects Borden was aunique school. . . . Things pro-ceeded very informally. Rules andregulations were conspicuous onlyby their absence. There were nostudy halls. Between classesstudents studied in various placesaround the building or in theirrooms. There were no examina-tions. . . . Yet the learning wasmost thorough, more thoroughthan in any classroom in school oruniversity where examinations aremost rigid. . . .

. . . It was a creative institutionof unusual distinction (pp. 217-18).

Borden Institute SiteCoeducational school founded 1884by William W. Borden primarily toserve children of southern Indiana

farmers. Low-cost, progressiveprogram included teacher

preparation and laboratory-basedscientific studies. School closed

1906. Borden also established libraryand museum with extensive

geological collections.

Georgia Bellows Wilsonattended the Borden Institutefrom 1902-1906:

The idea of Borden Institute wasconceived in Professor Borden’smind because he loved the com-munity. He believed in the abilityof the young people, but realizedthat most of them lacked fundsand opportunity for an education.He knew how handicapped theywere going to be without it (p. 224).

”Believing that a liberal education is thebest preparation for the struggles of life,

I encouraged the erection of a collegebuilding in my native town, where

within a short distance from home, andat reasonable expense, such an educa-

tion could be given to the sons anddaughters of the farmers of this region.“

Catalogue of The Borden Museum, p. 33.

This marker is being installed bythe Indiana Historical Bureau and

West Clark Community Schools—Gifted/Talented Program.

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Fall Term begins Sept. 14, 1887.Winter Term begins Dec. 7, 1887.Winter Vacation Dec. 21, 1887—Jan. 3, 1888.Spring Term begins March 21st, 1888.

You Be the HistorianExamine the documents reproducedon this page.• In 1887-1888, where were stu-

dents housed? What housing op-tion for students was being added?

• How does the school calendarcompare to schools in Indiana to-day?

• What was the cost of attendingthe Borden Institute for a full year?

• How do the courses offered com-pare with classes offered in today’shigh schools?

Left and above (right) are excerptsfrom two pages in the 1887-1888Announcement, the cover of which ispictured above (left).

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A Lifetime of Collecting

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Catalogue of the Borden Museum, p. 31.

The Borden Museum was aresult of William Borden’s lifetimeof collecting, starting as a child.In addition, he had traveledextensively:

In all these journeys, I havesecured objects for my cabinets,which I thought would interest andinstruct.

Having brought together a largeassemblage of fossils, minerals,curios, rare books and manu-scripts, the question arose, whatshall I do with them (pp. 30-31)?

He also envisioned the museumas a memorial of the love andadmiration he had for his parents

Borden built the BordenMuseum in 1900 on the site ofhis family’s 1819 two-story brickhome/inn and incorporated partof the original structure. The new

museum structure was built ofstone and brick. According toWilliam E. Wilson, it was fire-proof, and “is equipped with steeldoors and window guards andhas the safety of a bank vault.”Wilson indicated that the mu-seum contained “one of the mostvaluable and rare collections inthe state of Indiana.”

Following Borden’s deathand the closing of Borden Insti-tute in 1906, his widow, accord-ing to Wilson,

has donated the use of buildingsand equipment to Wood Townshipfor the use of a high school. . . .[in] 1929, she presented thisvaluable property to the township.

Source: Wilson, A History of theBorden Institute, pp. 200-201.

This photograph shows the second floor ofthe Borden Museum. It was taken by

Frank M. Hohenberger, who established astudio in Nashville, Indiana in 1917. He wastaking photographs as early as 1902; he

worked until 1963. This photographhas not been dated.

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.This article appeared in TheBorden Quarterly , a newspaperpublished by the school, which

provided the latest newsabout the school, education,

and world events.

”Then my thoughts turned to my ancestors, to my parentswho penetrated the wilderness, and wrought with sterling

manhood and womanhood, for the future of their decedents,and I said, no more fitting memorial of their worth can be

made, than to erect upon the sight of their early struggles amuseum into which these things can be placed, and where

may be gathered old furniture, utensils, books, as a mementoof how they lived and what they thought.“

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You Be the Historian• Share your collecting experiences

with other students.• Do you have a large collection of

a particular kind? If so, have youcataloged your collection? Haveyou considered donating your col-lection to a museum or historicalsociety?

• Visit some museums. Are theexhibits presented in a similarway to the Borden Museum pic-tured on page 12? Talk with amuseum curator about how ex-hibit techniques have changed.

• Ask about collecting policies andhow they have changed over theyears.

• What effect has technology hadon museum exhibits and cata-loging?

• Investigate any local, state, orfederal laws that regulate col-lecting objects from archaeologi-cal sites.

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Respecting, Not Collecting

Collecting fossils, prehis-toric animal bones, and evenIndian relics, was once an ac-cepted and legal pastime.

Today, many prehistoricanimal sites and all human pre-historic and historic habitationsites are protected by state andfederal laws.

Borden purchased a major collection in 1885 from Dr. James Knapp. According toBorden, “Dr. Knapp, a Louisville physician, had spent the leisure moments of thirtyyears, in collecting relics, corals and crinoids from the Ohio Falls and BeargrassCreek, Ky. This collection, carefully arranged and labeled was kept intact until theDoctor’s death, when it was purchased and added to my cabinets” (pp. 31-32). Thereceipt for the Knapp Collection is reproduced above (top, left); a letterrecognizing Borden’s stewardship is reproduced above.

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Behind the Scenes “Behind the Scenes” presents some aspect of how the Bureau staff produces eachissue of the magazine. The focus may be, for example, the research process, aninterpretation problem, etc. It also enables us to thank our partners and demonstratethat research is a collaboration with often unexpected twists and turns.

A major factor in the selec-tion of topics for The IndianaHistorian, is the availability ofprimary sources. Being located inthe same building as the IndianaState Library, the Indiana Histori-cal Society, and the Indiana StateArchives, is an enormous advan-tage. They contain a wealth ofIndiana documents. Most of theprimary sources that we use inour issues are found in thisbuilding.

When we chose to do thisissue on Borden, however, wewere determined to get a copy ofBorden’s mining claim. After aquick visit to the Indiana StateArchives, Steve Towne, ReferenceArchivist, indicated that such adocument would be located at theCounty Recorder’s office inLeadville, Colorado.

We knew from other docu-ments that Leadville was in LakeCounty. The telephone company

provided the number for the LakeCounty Recorder’s office. Wetelephoned and told them whatwe needed.

Within a week, we receivedthe mine deed we wanted (detailreproduced below) and copies oftwo articles about Tabor, theBordens, and their mining proper-ties.

The response revealed an-other instance of the value andnecessity of the volunteer spirit.

The Lake County Recorder’sOffice, and other Lake Countyoffices, do not have staff to doresearch for the many inquiriesthat they receive. The volunteerfriends of the Colorado MountainHistory Collection of the LakeCounty Public Library have addedthis research to their mission.

Our thanks to the friends,especially Nancy Manly, that acopy of the two-page mine deedwas available for our issue.

Detail from recorder’s book entry, recorded January 3, 1879 at 11 a.m.

Special Thanks

• Cecil J. Smith, Leader Pub-lishing Co., Salem, Indiana.• Edward Wooten, The Courier-Journal, Louisville, Kentucky.• Shirley Nolot, Borden,Indiana.

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Selected ResourcesA Note Regarding Resources: Items are listed on this page thatenhance work with the topic discussed. Some older items, especially,may include dated practices and ideas that are no longer generallyaccepted. Resources reflecting current practices are noted wheneverpossible.

Bibiography

• Borden, W[illiam] W. Borden’sLeadville: A Treatise on Leadville,Colorado. New Albany, IN: FrankA. Cannon, [circa 1880].

Written after he returned fromLeadville, Borden addressed thisdetailed guide to individualsthinking of making the trip west.• [Borden, William W.] Catalogueof the Borden Museum. NewAlbany, IN: The Tribune Com-pany, Printers, 1901.

Excellent source of information onBorden, his life, and the times inwhich he lived. Quotations through-out this issue, unless otherwisenoted, are from this source.• “Historical and PicturesqueIndiana. Clark County.” TheIndianian, 5:1 (January 1900), 2-37.

Interesting article on the his-tory of Clark County, whichincludes information and photo-graphs of the Borden Institute.• O’Connell, Brian, ed. America’sVoluntary Spirit: A Book of Read-ings. New York: The FoundationCenter, 1983.

Provides useful discussions ofthe changing perceptions ofphilanthropy.• Reminiscences of New Provi-dence, 1884-1994: A Collection ofStories About People, Places, andEvents In and Around The Villageof New Providence. [Salem, IN:Leader Publishing Co., 1994].

This booklet contains newspa-per articles, photographs, andother sources of informationabout Borden, the Borden Insti-tute, and the Borden Museum.

According to Shirley Nolot—Borden resident, Wood TownshipTrustee, and active leader insaving the Borden Museum—agroup of volunteers—called The

Compilers—“wanted this informationin a book for historical purposes.”• Wilson, W[illiam] E[arl]. A Historyof Borden Institute. Terre Haute, IN:Teachers College Press, 1931.

Very informative look atBorden, his school, and museum.Quotes many Borden publica-tions. Section of excellent quota-tions from former Borden Insti-tute students.

Further Reading on Education

The four books listed below aresome sources for information oneducation in Indiana.• Boone, Richard G. A History ofEducation In Indiana. Indianapolis:Indiana Historical Bureau, reprint1941. First published in 1892.• Mattingly, Paul H., and EdwardW. Stevens, Jr., eds. “. . . Schoolsand The Means of Education ShallForever Be Encouraged.” A Historyof Education in the Old Northwest,1787-1880. Athens, OH: OhioUniversity Libraries, 1987.• Phillips, Clifton J. Indiana inTransition: The Emergence of anIndustrial Commonwealth, 1880-1920. Indianapolis: IndianaHistorical Bureau and IndianaHistorical Society, 1968.• Thornbrough, Emma Lou.Indiana in the Civil War Era,1850-1880. Indianapolis: IndianaHistorical Bureau and IndianaHistorical Society, 1965.

Further Reading

• Doris, Ellen. Entomology. NewYork: Thames and Hudson, 1993.

Contains tips on how to begin acollection, advice that can transfer toother types of collectible materials.• Finn, David. How to Visit aMuseum. New York: Harry N.Abrams, Inc., 1985.

An interesting book suitable foradults or older students.• Fisher, Leonard Everett. TheSchools. New York: HolidayHouse, 1983.

A history of schools in thenineteenth century for intermedi-ate readers.• Kalman, Bobbie, Early Schools.Toronto/New York: CrabtreePublishing Co., 1982.

An easy-to-read overview of earlyeducation with many graphics.• Pollard, Michael. Pioneers inHistory: People Who Care. Ada,OK: Garrett Educational Corpora-tion, 1992.

Easy-to-read, brief biographiesof individuals who have tried toimprove the lives of others; in-cludes a time line and glossary.• Smith, Carter, ed. The Richesof the West: A Sourcebook on theAmerican West. Brookfield, CT:The Millbrook Press, 1992.

This excellent work uses photo-graphs and maps from the Libraryof Congress collection.• Symes, R. F. Rocks & Minerals.New York: Alfred A. Knopf, 1988.

A good introductory work foryounger readers.• Williams, Brian. Mining. Austin,TX: Raintree, Steck-Vaughn, 1993.

Presents students with an easyto understand overview of themining industry.

For More Information

• The Borden Museum stillcontains some of the books fromthe original collection. There are afew artifacts on display that weredonated after Borden’s death.Tours are available by appoint-ment only. Call Shirley Nolot,Wood Township Trustee, at 812-923-8228.

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Indiana Historical Bureau140 North Senate Avenue • Room 408 • Indianapolis, Indiana • 46204-2296 • 317-232-2535 • TDD 317-232-7763

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© Copyright Indiana Historical Bureau 1995 · hood, and into the twentieth century. The 1787 Northwest Ordi-nance set the stage for formal education. The 1816 state Consti-tution