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 http://www.archive.org/details/cu31924031821055 
 
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 '^iS«?«iL?i™*i;.'?®® °' ?"•>"«! schools in 
 
 o.in.an? ^^24 031 821 055 
 
HISTORICAL SKETCHES 
 
 OF 
 
 PUBLIC SCHOOLS 
 
 Citie^, Villa^e)^ ar^d Yowi^^liip^ 
 
 THE STATE OF OHIO. 
 
CONTENTS. 
 
 X^UBLIO SOJd-OOXjS. 
 
 
 AKKON, 
 
 MIDDLETOWN, 
 
 
 BARNESVILLE, 
 
 NEWARK, 
 
 
 BEVERLY, 
 
 NEW LISBON, 
 
 
 BUCYKUS, 
 
 NEW LONDON, 
 
 
 CAMBRIDGE, 
 
 NOR WALK, 
 
 
 TANAL DOVER, 
 
 BERLIN, 
 
 
 CANTON, 
 
 ORRVILLE, 
 
 
 elNCINNATI, 
 
 
 
 CIRCLEVILLE, 
 
 PAINKSVILLE, 
 
 
 COLUMBUS, 
 
 PIQUA, 
 
 
 I?AYTON, 
 DEFIANCE, 
 
 PORTSMOUTH, 
 PREBLE CO. (See I 
 
 Hilton 
 
 EATON, 
 
 RIPLEY, 
 
 
 ELYEIA, 
 
 .SALEv', 
 
 
 FINDLAY, 
 
 FREMONT, 
 
 SANDUSKY, 
 STEUBEN VI LLE, 
 
 
 (^ARRETTSVILLE, 
 
 TOLEDO, 
 TKOY. 
 
 
 HAMILTON, 
 HILLS BOKO, 
 
 WAPAKONETA, 
 WARREN, 
 
 
 IKONTOX, 
 
 WAVEKLY, 
 
 
 LANCASTER, 
 
 XENIA, 
 
 
 LEBANON, 
 MARYSVILLE, 
 
 YOUNGSTOWN, 
 
 
 MAS8ILLON, 
 
 ZANESVILLE. 
 
 
PREFACE. 
 
 The historical sketches contained in this volume have 
 been prepared in accordance with the request of the State 
 Centennial Educational ( '< immitteo. It is | )i'esuraedthat the 
 historical ma.tter is s;enerally accurate, and probably as 
 complete as it could ho made from the data a<'cessil)le to the 
 authdi's. Tliese authors alone are,res])onsible for ;iny inac- 
 curacy in dates or statements of facts. 
 
 It is not claimed that the volume is coni])lete. The con- ' 
 tributions contained in it have been prejiared voluntarilv, 
 and many jjulilic school authoritii^s have: failed to e,om]ilv 
 with the reijuest of the committee. 
 
 There are undoubtedly many omissions in these sketches. 
 The writers, in most instances, have cliartie of the schools 
 whose histories they have written, and the facts re- 
 spectin<r their own administrations have lieen most easilv 
 collected; hence the greater prominence ,i;iven, in a few of 
 the sketches, to more recent administrations. 
 
HISTORICAL SKETCH 
 
 OF THE 
 
 AKRON PUBLIC SCHOOLS 
 
 AKRON, OHIO. 
 
 BY JUDGE a. BH,"S"-A.3Sr. 
 
 In 1846 there were williin the incoriionited limits of the 
 village of Akron 6110 children between the agos of 4 and 16. 
 Of this number there was an averaii;o atteiidaneo at the public 
 and other schools the year through of not min-e tiian 375. Dur- 
 ing the Summer of 1846 one of the district schools was taught 
 in the back room of a dwelling house. Another was taught in 
 an uncouth, inconvenient and uncomfortable building, gratui- 
 tously furnished by Captain Howe for the use of the district. 
 There were private schools, but these were taught i n rooms tem- 
 porarily hired and unsuited for the purpose in many rcs[iects. 
 Beading, writi ng, spelling, arithmetic and gramn^ar, were more 
 or less attended to in the public and private schools, but of the 
 above nvimber there were, as estimated, 200 who did not attend 
 school at all, who ought to have been receiving tlic benetits of 
 good school instruction. 
 
 THE P.VTHER Ol'' OUR SOHOHI.S. 
 
 It was in view of this state of things that Hev. I. Jennings, 
 then a 3'oung man and pastor of the Congi-egational ('hnrch of 
 Akron, self-moved, set himself to work to reorganize the com- 
 mon schools of Akron. There were many friends of a better 
 education in the place, who co-operated with Mr. Jennings, and 
 on the 16th of May, 1846, at a public meeting of the citizens, 
 a committee was appointed, of which he was chairman, ''to 
 take into consideration our present educational provisions and 
 the improvement, if any, which may be made therein." 
 
On the 2l8t of November, 1846, there was an adjourned 
 meeting of the eitizen« of Akron at Mechanics' Hall, at which 
 Mr. Jennings, on behalf of the committee, submitted their 
 report, which was published in The Summit County Beacon 
 of that month, and covers three columns and a halt ot that 
 sheet. It was a good, business-like document, clear m its state- 
 ments, definite in its recommendations, and so just and reason- 
 able in its views, that it received the unanimous approval and 
 adoption of the citizens there assembled, and a committee con- 
 sisting of E. P. Spalding, H. W. King, H. B. Spelman, and 
 L. V. Bierce, was appointed to secure the necessary legislation. 
 The following is the 
 
 PLAN OP THE CO.M.MITTEE. 
 
 1. Let the whole village be incorporated into one school district. 
 
 2. Let there be established six Primary Schools in different parts 
 of the village, so as best to accommodate the whole. 
 
 3. Let there be one Grammar School centrally located, where 
 ^ instruction may be given in the various studies and parts of studies 
 
 not provided for in the Primary Schools, and yet requisite to a 
 respectable English education. 
 
 4. Let there be gratuitous admission to each school in the 
 system, for the_children of residents with the following restrictions, 
 viz : No pupil shall be admitted to the Grammar School, who fails 
 to sustain a thorough examination in the studies of the primary 
 school, and the teacher shall have power with the advice and 
 direction of the superintendents, to exclude tor misconduct in 
 extreme cases, and to classify the pupils as the best good of the 
 schools may seem to require. ■ 
 
 5. The expense of establishing and sustaining this system of 
 schools shall be thus provided for: first, by appropriating what 
 public school money the inhabitants of the village are entitled to 
 and what other funds or property may be at the disposal of the 
 board for this purpose ; and secondly, a tax to be levied by the 
 Common Council upon the taxable property of this village for the 
 balance. 
 
 6. Let six superintendents be chosen by the Common Council, 
 who shall be charged with perfecting the system thus generally 
 defined, the bringing of it into operation and the control of it when 
 brought [into operation. Let the six superintendent« be so chosen 
 that the term of office of two of them shall expire each year. 
 
 THE PLAN ADCIPTED. 
 
 This plan was adopted by the Legislature and embodied in 
 
3 
 
 the "act for the fiupj)ort and hotter regulation of common 
 schools in the town of Akron,' passed February 8, 1847, with 
 a change in the name and mode of election of oflScers named 
 in the sixth paragraph only, the substance being retained. 
 
 The committee urged in behalf of this plan, that it will 
 secure a thorough classification of pupils, bring different classes 
 into constant fellowship, lay hold of native talent and worth, 
 whether ricli or poor, and secure the best superintendence and 
 management. It will not only give the best schools, but the 
 cheapest; for while such instruction as the youth of Akron 
 now get, costs about $2,200 a year, or, $6.82 for each of the 375 
 who attend school, untler the plan proposed, 500 can be 
 instructed for $1,700 a year, or $3.40 a scholar for cost of 
 instruction. 
 
 The interval between the meetings in Maj- and November, 
 1846, was improved by Mr. Jennings in collecting information, 
 maturing the plan and elaborating the report. 
 
 The idea originated with Mr. Jennings, and the labor of 
 visiting every house in the village to ascertain what children 
 went to school and who did not go, and who went to public 
 schools and who went to private, and how much was paid for 
 school instruction, was jjerformed by him. He went to Cleve- 
 land and Sandusky City in the same interest, to see the opera- 
 tion of graded schools theri>. He procured estimates by com- 
 petent mechanics of the cost of erecting a grammar school 
 building to accommodate 500 pupils and omitted no detail of 
 the plan that was necessary to show it in organic complete- 
 ness; and whatever credit and distinction Akron may have 
 enjoyed for being the first to adopt the principle of free graded 
 schools in Ohio, is due to Mr. Jennings. Others saw and felt 
 the need of a system and of better methods of instruction and 
 management, but in his practical and sagacious mind the sub- 
 ject took form and proportion as an organic whole, and under his 
 presentation the ]ilan looked so feasible, so admirable, that 
 hostility was disarmed and the peoj)le were eager for its 
 adoption. 
 
 Mr. Jennings was the father and founder of the Akron 
 schools; and though he did not remain in Akron to see their 
 operation, he gave them their first impulse and direction, and 
 
inspiixd their management and administration. His plan was 
 flexible to the needs of growth and enlargement, and in essen- 
 tial feature's remains as it first took form on the statute book. 
 For actions less signal and beneficent men have been honored 
 and reeogniiied as public benefactors. 
 
 THE FIRST ELECTION 
 
 under the law was in the Spring of 1847, and L. V. Bieree, 
 H. B. Spelman, Wm. H. Dewey, Wm. M. Dodge, Joseph Cole 
 and James Mathews constituted tlie first Board of Education, 
 which organized by choosing 1^. V. Bieree, President; H. B. 
 Spelman, Secretary, and Wm. H. Dewey, Treasurer. The 
 Town Council appointed J. S. Carpenter, A. B. Berry and 
 H. K. Smith, examiners. 
 
 The work of the Board fin- the first year was mainly that of 
 organization. They divided the Akron school district into 
 eight sub-districts, built two primary school houses 25 b3':>2 ft., 
 at a cost of 1.370.00 each, purchased two and a lialf acres of 
 land on Mill, Prospect and Summit streets at a cost oi' $2,137.31 
 on wliicli stood a dwelling house, which, at an expense of 
 $613.44 Was fitted up for a grammar school. Mr. M. D. Leggett. 
 late Commissioner of Patents, was employed as teacher and 
 superintendent at a salary of $500, assisted by Miss Woleott, 
 at a salary of $200, and Miss Pomei-oy at a salary of $150. 
 The primaries wei'e taught by young ladies at $3.50 per week. 
 
 FIGURES USEFUL FOR COMPARISON. 
 
 There were two terms of the grammar school, the first com- 
 mencing in August and enrolling 127, willi an average daily 
 attendance of 112, or 88 per cent., the second term enrolling 
 188 and having an average attendance of 167, or S'J per cent. 
 The primaries during the year showed an average attendance 
 of 55 per cent., and an enrollment during (he first term of 641. 
 During the second term 880 was the number enrolled. Some 
 of these were from without the district. 
 
 These figures will be useful for com]3arison hereafler. 
 
 Such was the state of opinion at the first annual report made 
 Marcli, 1848, that the Board felt called upon to justify the 
 emijloyment of female teachers in the primaries on the ground, 
 1st of economy, and 2d that the Superintendent was required 
 
to spend one Uoui- each day in these schools, visiting them in 
 rotation, whieli the Board believed secured all the advantages 
 to be derived from the emjiloyment of male teachers. 
 
 OBJECTIONS TO THE SYSTEM. 
 
 The Akron school law and the operations of the first board 
 under it had a strong opposition fi-om propertj' holders. The 
 principle of free graded schools had not yet been recognized. 
 These men felt it a grievance that their projierty should be 
 taxed to educate the children of their village. An unlimited 
 power of taxation for school purposes had been given the board 
 which they felt to be dangerous and made an objection to the 
 system. As a peace ottering to this class and to disarm oppo- 
 sition, the first call was for but two mills on the dollar. But 
 the Board went farther, asking the Legislature to limit its 
 power to five mills. The act was amendetl fixing the limit at 
 four mills a year for school purjjoses. 
 
 This change was unfortunate. The state had just changed 
 its rate of taxation for school purposes by which the amount 
 Akron would have otherwise i-eceived was reduced ovei'lJHOd.OO. 
 School houses had to be built, lots purchased and paid for, and 
 the board was eompelled to an economy of management that 
 bordered upon jjarsimony, and in the second year to losu the 
 services of Mv. Leggett, who was doing well for the school. 
 
 A OOOD SHOwrN(i. 
 
 The board was able, however, to make a good showing in its 
 first annual report in this, that the eost of tuition for each 
 scholar was less than two dollars a year — a saving to the town 
 of fVoiii $1,34(1 to SI, 776 a year on the common school system. 
 
 In the Granimar School were taught orthography, reading, 
 writing, arithmetic, geography, history, grammar, algebra, 
 geometry, trigonometi-y, physiology, natural ^)hiloso])hy, men- 
 tal philosophy, chemistry, book-keeping, astronomy, phonog- 
 raphy, and an hour each week given to composition and decla- 
 mation. 
 
 The board bears honorable testimony to the zeal and effi- 
 ciency of the teachers of Grammar and Primar}' schools, and 
 to the Board of Examiners for "efficient aid and valuable sug- 
 gestions," and in view of all the facts may be pardoned if it 
 
slightly magnified its work when it said it had given " the ben- 
 efits of a finished English education to all the children of the 
 town at less than the average rate of tuition under the com- 
 mon school system." 
 
 STEADY GROWTH. 
 
 During the second year ending March 31, 1849, two new 
 school houses were erected for the Primaries, at a cost of $480 
 each, but the accommodations were still inadequate. The 
 schools were crowded, and more room needed without the 
 means to build. The average daily per eentage of attendance 
 in the Primaries had risen to 62 j)er cent, and that of the 
 Grammar fallen to 71 for the first term and 80 for the last. 
 
 In the third j'ear the sub-districts were increased to nine, 
 the Primaries were graded, and the Grammar School suspended 
 from April 27 to September 3, 1849. At the latter date Mr. C. 
 Palmer took the charge under an engagement for two years, 
 assisted by Mrs. Palmer and Mr. Graham. The suspension 
 was a financial necessity, but the Board was enabled to speak 
 assuredly of the improvement in the public regard for the 
 schools. " The ardor of novelty had subsided, but the sober 
 judgment of the people fully sustained the system." " We 
 doubt," the Board say, " whether at any time a motion to 
 relapse into our former chaotic state would have been met by 
 a more determined or numerous opposition than now. In 
 truth, we think our school system may be looked upon as 
 having passed the crisis, and as being fixed in the convictions 
 and cherished in the conscious wants of the people." 
 
 ERECTION OP THE GRAMMAR SCHOOL BUILDING. 
 
 In the winter of 1850 and '51, the Board entered into a eon- 
 tract with Mr. Chas. Brown for laying the foundation of a brick 
 edifice 70 by 50 feet on the gi-ound, and two stories high, for 
 the Grammar School, an undertaking for which there was 
 pressing need on account of the entire unfitness of the building 
 then in use for that purpose. The corner Nlone of this edifice 
 was laid with due ceremonies August 18, 1851, and the walls 
 finished before the commencement of winter. 
 
 The Grammar School was taught but six weeks during the 
 fifth school year, and closed in consequence of the illness of 
 
Mr. Palmer, the Superintendent, not to lie opened again until 
 the new building- was ready tor occupation. The neceissitj' of 
 this suKpenKion lay in the state of the finances and the limited 
 powers of the Board for taxation. Mr. and Mrs. Olmstead 
 were employed at $50 a month to teach a high gi-ado Primary 
 School, which took the place of the Grammar School. 
 
 The salary of Mr. Palmer was $600. In the fourth annual 
 report the term " High School " first appears in the transactions 
 of the Board. 
 
 During the third and fourth school' years J. S. Carpenter, 
 Esq., is President of the Board, and the reports deal more in 
 certain general aspects, the methods, means and ends of educa- 
 tion. Less external stimulation, he would say, and more of self- 
 help in the school room — more of the stoicism and hardihood 
 of doing a task because it is to be done, and not because there 
 is pleasure in doing it. 
 
 The fifth annual i-ejiort shows the same aptness tor compara- 
 tive statistics as the first and second, and gives the cost of 
 tuition for the whole year: 
 
 Per scholar upon average enrolled $2 (10 
 
 Per scholar upon average attendance 2 80 
 
 Per scholar upon average enumeration 1 12 
 
 and believes an instance cannot be found where so thorough 
 an education can be obtained at so small an expense. 
 
 On the 13th of October, 1853, the new structure was com- 
 pleted and dedicated to the cause of education. The cost of 
 the building was $9,250, and in its plan and appearance was 
 creditable to the then village of Akron. Mr. Samuel F. Cooper 
 was put in ehai'ge of the High Seiiool, assisted by Mrs. Coojier 
 and Miss Voris. Miss Codding, assisted by Misses Prior and 
 Gilbert, had charge of the Grammar School. A nucleus of a 
 pliilo80j)hical appai'atus and geological cabinet was formed 
 under Mr. Cooper. 
 
 In April, 185tj, the engag raent of Mr. Cooper closed. In 
 the October following, H. B. I'^_)ster, Esq., of Hudson, entered 
 upon the office of instruction and superintendence, and contin- 
 ued until the following spring, when his engagement closed. 
 He was assisted by Misses Beriuird and "Williamson, ail able 
 and competent teachers, with whom the Board was loth to part. 
 
Mr. Foster declining a re-engagement, Mr. E. B. Olmstead was 
 employed to take his place, and J. Park Alexander was put in 
 charge of the Grammar School at 135 per month. The primary 
 teachers were paid from 13.75 to 15.00 per week. 
 
 In 1855-6 the Grammar School was in charge of Mr. Geo. 
 Eoot, assisted a part of the year by Misses Angel and McAi-- 
 thur. Mr. Eoot gave special attention to penmanship and 
 book-keeping in the High School, "and his instruction in those 
 branches was attended with marked results." 
 
 The pay roll of teachers for the year ending April, 1856, Avas 
 12,777.4:^, including superintendence. 
 
 THE BIBLE — QUALIFICATIONS OF TEACIIEES. 
 
 In the report made April, 1857, the estimated expense of 
 running the schools for the next year was 14,200, "including 
 incidentals," and it was in this report that claim was first made 
 tor compensation to members of the Board for their services. 
 It was in this report, also, that the first rule was laid down 
 touching the reading of the Bible and religious instruction in 
 the scliools. The following is the rule : 
 
 " Teachers may ojien their schools in the morning by singing with 
 the scholars, or reading a short passage of Scripture (the Lord's 
 Prayer for instance), without note or comment; or without any 
 general exercise, as they may tliink proper." 
 
 In this report, also, is laid down the rule of the Board 
 touching the qualifications of teachei's. -'The -Board, as a gen- 
 eral rule, have determined to employ no teachers in the Akron 
 s(.'ho(jl8 but those of ripe lu/e, ample exjicrience and success/id tact 
 in their profession ; while it is entirel}' necessary and essential 
 that a teacher shall have a fine education, and an ample fund 
 of general knowledge, it is as important to possess t(U-t also." 
 Besides these the teacher must have '■ great goodness and 
 kindness of heart, indomitable pei'severancc, good common scuxc, 
 and last but not least, the qualities, in a measure, of a successful 
 -military general." 
 
 It might excite o\ir wonder that so rare and so fair a cluster 
 of gi-aces and ac(|ulrements could be hail for the asking in the 
 year 1857, and at so low tigurus as from 13.50 a week in the 
 primaries, to S(i5 a month to the principal of the High School 
 and Superintendent of all the schools. The Board hints at no 
 
diflSculty in procuring teachers of ripe age, ample experience, 
 successful tact, fine education, &c., or that the market is not full 
 of that description of candidates for the office of instruction. 
 
 The High School lot is being graded, and when done " the 
 grounds will be planted with forest trees, evergreens and 
 shrubbery, such as will best conduce to the appearance of the 
 place, and in after years to the comfort of the scholars." A 
 substantial stone wall has been erected on the west front, and 
 on the other three sides a tight board fence. 
 
 ANOTHER STEP. 
 
 The Akron School District was, in April, 1857, divided into 
 five sub-districts, in the first and second of which, Primary 
 and Secondary grades of pupils were to be taught by the same 
 teacher in the same room. In the other sub-ilistricts, the 
 Primaries and Secondaries were to be taught separately. 
 
 A course of study is laid down. Reading and spelling run 
 through the four grades, " writing when desired" in the Sec- 
 ondary, and every day in the Grammar and in the High School, 
 " so as to be able to write a fair hand." The scholars in the 
 Grammar School shall be taught to read and spell the fourth 
 reader fluently ; to master the first half of Stoddard's Intellec- 
 tualArithmetic, the whole of Tracy^s, and Stoddard's Practical 
 as far as interest, the general definitions in grammar, Colton 
 and Fitch's Modern School Geography, to practice writing 
 every day, map drawing, declamation one hour each week, 
 and general practical oral instruction daily. 
 
 The High School course included, 3d, Stoddard's Practical 
 Arithmetic, after which Greenleat's National may be taken up, 
 (one class) and the whole school practiced in mental arithme- 
 metic; 4th, English grammar and parsing; 5th, geography 
 and map drawing; 6th, philosophy ; 7th, history; 8th, physi- 
 ology; 9th, algebra ;. 10th, chemistry ; 11th, astronomy; 12th, 
 botany and geometry. Declamation and composition to be 
 practiced by each pupil every four weeks. These in their 
 order, the 1st and 2d being occupied by reading, spelling 
 and writing. 
 
 The Superintendent is to be principal of the High School 
 and institutes, and spend two hours each week visiting the other 
 
10 
 
 public schools -of the town, advising with the teachers, exam- 
 ining the classes with reference to their classification, progress, 
 and promotion, and to report monthly to the Board. 
 
 CLOSE OF THE FIRST PERIOD. 
 
 This outline closes the 10th year of the Akron schools. One 
 of the features uf this period is the ''Specimen Schools or 
 Teachers' Institutes," held each Saturday morning in the pres- 
 ence of all the teachers, members of the Board, cfcc. One 
 teacher, by previous appointment, calls her school together on 
 Saturday morning, and pursues her routine course for an hoiii' 
 and a half, and then dismisses them. After this, lectures, dis- 
 cussions, &c. These institutes, the Board say, ■' have worked 
 admirably." Teachers were required to attend them. 
 
 It was in the seventh year of the schools (1854) that we 
 first hear of these "Specimen Schools or Teacher's Institutes." 
 They gave way in 1860 to Teaehei-s' meetings, which were 
 designed for mutual improvement, and to enable the teacher 
 to keep pace with progress in the " art of teaching. '■' 
 
 When Latin and Greek were dropped d(;es not appear, 
 but here is the mind of the Board upon the subject: -'The 
 introduction of the study of languages into the High School 
 has often been urged by a few of our citizens; but the Board 
 have been of the opinion that a good, practical English educa- 
 tion is all that any one has a right to expect oi- exact at the 
 hands of a generous public." 
 
 The Akron schools have noAv been in o])era.tion ten years, 
 and under five different superintendents, three of whom, 
 Leggett, Palmer and Foster, were capable, competent and 
 valuable men for the place. Their work was mainly that of 
 instruction in the department under their immediate charge ; 
 the supervision of other schools being quite nominal, consist- 
 ing chiefly in occasional visitation. In the existing state of 
 opinion and resources of the Board, this was the%est that 
 could be done. But the necessity of permanence in the office 
 of supei'intendence and instruction was being felt. The evils 
 of frequent changes had become ai)iia.reiit. ' The schools had 
 not at all times maintained the prestige they at first enjoyed. 
 nor the pre-eminence to which they were entitled as the 
 pioneer free.graded schools of .Ohio. 
 
1] 
 
 In the eleventh annual report the Board declare their con- 
 viction that the " lowest waives" principle was not the best 
 economy, and that such compensation should be paid for 
 superintendence and instruction as would secure the best skill 
 and ability in both departments. Acting upon these views, 
 Mr. T. C. Pooler, a teacher of experience in the State of 'New 
 York, was employed as SujJerintendent, at a salary of $1,000, 
 assisted by Misses M. K. Parsons and H. A. Bernard in the High 
 School. Mr. H. M. Ford, assisted by Miss Coffman, was made 
 principal of the Grammar School. During a part of Mr. Pooler's 
 first year. Misses Angel and Church were his assistants. Miss 
 Bernard coming in the second year. 
 
 Mr. Pooler retained the position three years, and declined a 
 re-engagement. With him began superintendence and the 
 practice of making annual reports to the Board. At this 
 point also begins a change in the school j-eai- from the 31st of 
 March to the 31st of August, consequently this report covers 
 fifty-three weeks of the schools — fifteen in the spring and 
 summer of 1857, and forty weeks from September, 1857, to 
 July, 1858. Hereafter the school year will commence with 
 September. 
 
 The above statement that with Mr. Pooler, superintendence 
 commenced, must be qualified, for if it commenced it did not 
 continue to any valuable extent. Rule 5th of the Board, 
 adopted September, 1859, provides that " he shall visit each 
 school at least once in four weeks, and advise and direct the 
 several teachers in regard to classif^'ing and disciplining their 
 pupils." 
 
 His reports are practical, and relate to matters with which 
 he is charged. The statistics of enrollment and attendance 
 show an imj)roving condition in these regards. 
 
 ENGAGEMENT OP SUPERINTENDENT HOLE FIRST GRADUATE. 
 
 The engagement of Mr. I. P. Hole as jn-incipal of the High 
 School and Suj)crintendent, commenced September, 1860, at a 
 salary of |9()0 a year, and continued until September, 1868. 
 during which period his salary was, from time to time, increased 
 until it reached $1,500. Besides this substantial apj^roval by 
 successive Boards, Mr. Hole was cordially endorsed, as reports 
 and resolutions of the Board abundantly show. 
 
12 
 
 His reports as Superintendent were published during the 
 first six years of his engagement, and are useful to the histo- 
 rian for what information they contain of the condition of the 
 schools. • The average of attendance for all the schools is 
 91 per cent, for the year 1866, while for the years 1863 
 and 1864 it is 78. The tables accompanying his reports show 
 an increase in enrollment and attendance during this period, 
 and they also show that the number attending the High School 
 as steadily diminished. In 1860 and 1861 the total enrollment 
 in that department was 141 ; monthly membership, 83 ; and 
 average daily attendance, 63 ; while in 1865 and 1866 the total 
 enrollment was 67 ; monthly membership, 44 ; average attend- 
 ance, 41. And for the last term of the year, he reports an 
 average attendance of four males and twenty-one females. It 
 is to be borne in mind that at this period the High School con- 
 tained the A Grammar School Grade. 
 
 The schools had become crowded. Six Primaries taught 
 during the fall of 1865, and seven during the winter and 
 spring following, had an enrollment of 724 pupils; one Second- 
 ary, school, employing three teachers, enrolled 216, and the 
 Grammar School, with three teachers, enrolled 156 pupils. 
 The High School, with an enrollment of 67, employed one 
 teacher regularly, one about half the time, and the Principal 
 something over one-half Of all these schools except the 
 High he has words of unqualified praise, and of that he says, 
 " decorum seems to forbid that I should speak." He makes 
 honorable mention of Mrs. Coburn, who had been associated 
 with him in that department six years, and had then resigned, 
 " as deserving to be held in grateful remembrance by the 
 people of Akron, and the hundreds of young persons whom 
 she had served so earnestly and faithfully." 
 
 It may be that Mr. Hole's reports are to be read in the 
 light of this rule of the Board adopted September, 1859, 
 defining the duties of Superintendents. Eule 13 say's, "He 
 shall hold a meeting of the parents at the commencement of 
 each school year, or oftener, and address them in reference to 
 their school duties and obligations." He did not restrain 
 himself to " SQch facts connected with the operation of our 
 public school system as may be of general interest to the com- 
 
13 
 
 munity," but sometimes expressed himself at large on the 
 duties of parent and citizen. 
 
 In that of 1863 he notices the assumption of parents and 
 teachers that when pupils have memorized the text books put 
 into their hands " that their work has been well done." This 
 assumption he says " stops too short," and he proceeds to elab- 
 orate his views of the processes of the mind in acquiring 
 knowledge through eight successive and distinct operations, 
 from impressions on one of the five senses, to reason, " the 
 most important characteristic of rationality." 
 
 The moral tone is always good. The report of 1864 con- 
 tains the first notice of graduation from the High School. 
 Miss P. H. Goodwin, of Akron, is the graduate of this year. 
 
 RESIGNATION OP MR. HOLE. 
 
 We find no published reports of the Board or of Mr. Hole, 
 as Superintendent, for the last two years of his connection 
 with the schools, and our history of his period of principalship 
 and superintendence substantially closes with September, 
 1866. 
 
 In February, 1868, he tenders his resignation. The 
 Board passes a resolution of confidence, " earnestly invokes the 
 confidence and support of the community as being eminently 
 due to those having charge of our public schools as superin- 
 tendent and teachers, and as at present advised decline to 
 accept the resignation." 
 
 In December, 1865, the Board assumes the control of the 
 Spicer addition to the Akron school district, with about 100 
 pupils, and in 1866 enters upon the enlargement of the High 
 School building, by the addition of two wings, with two school 
 rooms to each wing, and recitation rooms adjoining. An 
 enlargement of school accommodations had become a necessity, 
 and to meet this expense a loan of 115,000 was authorized by 
 the Board, in May, 1867, and in April, 1868, bonds in that 
 amount were provided for by resolution of the Board. 
 
 GENERAL RETROSPECT. 
 
 Before entering upon a new period of management and 
 administration of the schools, there are certain points of inter- 
 est in the past which deserve to be noticed. 
 
14 
 
 In the second year of the schools, instruction was given 
 in Latin and Greek languages, and in the fourth year classes 
 and teachers were commended for thoroughness of training in 
 those branches, as well as for others taught in the High School. 
 When these were dropped does not appear, but probably 
 during the suspension of the Grammar School. We have seen 
 the stand taken by the Board in 1858 in reference to these 
 branches, but in August, 1865, Latin and Greek were again 
 admitted by resolution. 
 
 TARDINESS AND IRREGDLARITy OP ATTENDANCE. 
 
 These have been a standing grievance from the first organi- 
 zation of the schools — the refrain of every report down to 1865. 
 Sometimes the remedy was supposed to be with the parents, 
 sometimes with teachers or pupils, or all combined. The 
 expedient is tried of closing the doors against pupils a few 
 moments after the hour for opening had arrived, and shutting 
 them* out until recess. This did not cure the evil. In 1864, 
 three absences during one month were visted with suspen- 
 sion, and Boards at succeeding meetings heard and granted 
 applications for restoration. This rule worked better. It put 
 parents to inconvenience; made them feel the power of the 
 Board, and to see that Boards of Education had rights. In 
 1847-8, the per centage of attendance in the Primaries was 
 55^; in the Grammar School 88 per cent.; while in 1866 the 
 per centage of attendance reached 90 for all the schools. This 
 improvement became a matter of gratulation with Boards 
 and Superintendents. 
 
 BOARDS AND TEACHERS. 
 
 In the report of the Board for 1861, jets of humor for the 
 first time appear in these documents. As a Board of Educa- 
 tion of Akron, after fourteen years' experience, may be sup- 
 posed to know something of Boards and teachers in general, 
 this Board may be allowed to speak on the subject. " Of the 
 numerous applications for places aS teachers in our schools, 
 and the qualifications, or rather the want of them, which 
 many of those applying exhibit," the Board says ; " Without 
 heads or hearts for the teachers' work, come the 'Jeremy 
 Diddlers,' out at the elbows, and the ' Flora McFlimseys,' with 
 
15 
 
 nothing to wear, seeking the Kiilarios of the school room to 
 mend their couts iuid failing fortunes, and Lo enlarge their 
 scanty wardr(jbes.' ' 
 
 " Tuachei-s and Boards are often sadly at fault in their 
 anatomy of the soul and botly of the young. They would 
 define a pupil tcj be a hoy or girl, from five to twenty-one years 
 of age, having no heart to make better, or keep pure, no bones 
 and joints to grow strong and shapely, no muscles to train and 
 develop to flexibility, uo taste for the beautiful to be cultivated, 
 but only a head to be filled with syntaxes and prosodies, with 
 ratios and quantities, with olngios and nsophies — onlj' this and 
 nothing more! Herbei't Spencer's work oii educiilioii should 
 be added to the library of all vvhu give or aceejitthis definition 
 of a pupil." 
 
 Whether it was the ex]tression of an abstract opinion by the 
 , Board, or whether it was suggested by the slate of things then 
 existing in the High School, d(X's not appear, but thej- say in 
 substance that inasmuch as the High School had taken the 
 place of the Academy anil Scniinarj', where attention was paid 
 to ethics and the proj^rieties of social life, the High School 
 " should cai-e somewhat for these things." 
 
 COURSE OK STUDY. 
 
 In 1859 a course of study was prescribed. For the Grammar 
 and High School, it was a three-year course. There wei'e to bo 
 (exercises in singing, dailj', by pupils who could sing. Music 
 was not a branch of instruction, but an exercise. Moral 
 instruction and attention to mannei's are enjoined upon the 
 first division of the Secondary, and in the (irammar School, oral 
 instruction in manners and behavior was U> be given daily. 
 The Board regards its work with favor, and says •■ the jiromi- 
 nencc which it assigns to moral culture, to drawing, and to 
 music, heretofore much neglected, will meet with the approba- 
 tion of all whose approbation is worth having." 
 
 Two years later the course of study was revised — that for 
 the High School enlarged U> four years, and the same prescrip- 
 tion as to manners and behavior in the G-rammar School con- 
 tinued. Why this discriminaticm <liies not apjjear, for the 
 Board, as we have seen, this j'ear suggested that these matters 
 
16 
 
 were being neglected in the High School. To all that the 
 Board enjoins in regard to "morals, manners and behavior," 
 it may be objected that they " stop too short." Standards vary 
 with persons and places, and what the ideal of this Board was 
 as to what constituted good morals and manners is left to 
 conjecture. 
 
 SCHOOL VISITATION. 
 
 The 9th section of the act for the support and better regula- 
 tion of common schools in Akron, made provision for periodical 
 visitation of the schools, by persons to be appointed by the 
 Council and Mayor. In their 11th annual report, the Board 
 called the attention of the Council to this provision, and say: 
 
 " While exclusive control over the schools is given to the Board of 
 Education, it was in the contemplation of the framers of that act, 
 that the examiners appointed by the Councu, with such persons as 
 the Mayor might from time to time appoint, should make quarterly 
 visitations to the schools and semi-annual reports to the Board 
 and Town Council with such suggescions as might occur to them. 
 These suggestions would be advisory only. But the Board submits 
 that the influence and advantage of such quarterly visitations 
 by experienced educators, with the independent' criticisms and 
 suggestions which such semi-annual reports might contain, is an 
 experiment yet to be tried. It would be the means of bringing to 
 the aid of the Board the best light and the highest intelligence 
 of the place on the subject of Education, with all the improved 
 methods of instruction, discipline and management of schools." 
 
 With thorough and systematic superintendence of the schools 
 there would be little or no need of such visitations; but that 
 period had not yet arrived. 
 
 Rev. S. Williams was appointed school visitor under that 
 section of the law, and made in the years 1858 and 1859 his 
 reports to the Council, which were published, and so far as 
 appears, were the first official visitations made. Mr. Williams 
 was a gentleman of culture and of much experience as a 
 teacher, and competent for the work he undertook. He was 
 too kindly and urbane in manners for trenchant criticism, but 
 he discriminates with candor, and leaves the reader of his 
 reports means of an opinion as to excellencies and defects of 
 particular schools. He marked the absence of historical 
 studies from the Grammar and High School, and in the yea;- 
 
17 
 
 following we find history in the "course of study" for those 
 departments. 
 
 With the fifteenth annual report of the Board is published 
 the report of R. O. Hammond, Esq., as school visitor for that 
 year. His report shows the value of independent criticism 
 and observations of the conduct and management of the schools. 
 He commends warmly and censures unsparingly. He says, 
 "the Board say in their report that mental philosophy, polit- 
 ical economy, moral science and evidences of Christianity are 
 taught in the fourth year. But they are not taught. And yet 
 there is no good reason why they are omitted." He urges the 
 cultivation of vocal music. •' This, in my judgment," he says, 
 "should be taught in our schools as a component part of daily 
 instruction. I' mean that the principles of music should be 
 taught — taught as a science. In this way, at a small expense, 
 singers with well cultivated voices, able to read music readily, 
 may be fitted for the choir, the concert and the parlor," 
 
 ENGAGEMENT OF SUPERINTENDENT FINDLEY. 
 
 The school year beginning September 1, IStiS, was the begin- 
 ning of a new period in the history of the Akron schools. 
 Akron had become a city. Its school population numbered 
 3,007. The growth and promise of the place had brought 
 in new men, and with new business success and prosperity, 
 lai'ger and more liberal views had come to prevail. Akron 
 had no institution or interest it cherished as it did its schools. 
 They had acquired a sure footing in the regard and affection 
 of the people. The report of the Board by its President, Dr. 
 Bowen, shows this by its tone of cheerful assurance. 
 
 Mr. Hole and other teachers of the High and Grammar 
 Schools had resigned, and it became the duty of the Board to 
 fill their places. "They cast about for teachers who had attained 
 a high rank in their profession and were known by competent 
 judges to have come hoaostly by their good reputations." 
 There were not many such, and the demand was large. 
 " Other Boards of Education were abroad as bidders, and hav- 
 ing made selections based, as was believed, on a full fitness for 
 the work to be done, it remained for us to pay such prices as 
 would take the teachers we wanted from other bids, and bring 
 
18 
 
 them to our schools, instead of allowing them to go elsewhere." 
 This is frank, free from tone of apology, and the Board is to be 
 commended for carrying out so good a programme. 
 
 Mr. Samuel Findley, a gentleman of good scholarly attain- 
 ments and ripe experience as a teacher, was secured as Super- 
 intendent. Mrs. N. A. Stone, of state-wide reputation as a 
 teacher and disciplinarian, was put in charge of the High 
 School, and Miss Herdman, "a teacher of much experience 
 and rare excellence," was put in charge of the Grammar School. 
 At the close of the year the Board was justified in saying of 
 the work done, that it was well done. Mr. Findley had shown 
 rare executive ability. The leading features of an improTod 
 management of the High School, under Mrs. Stone, assisted 
 by Misses Saunders and Trowbridge, " were thoroughness in 
 preparing the lesson, an animated, accurate and full recitation 
 of it, and mOre of polite deportment." The Grammar School, 
 under Miss Herdman, assisted by Misses Voris and Worthing- 
 ton, "has become a well-behaved room, where decoj-um pro- 
 vails, and where lessons are thoroughly studied and well 
 recited. Never in all its life has its oi-der been so good and its 
 teaching so thorough." The Primarj' Schools were also well 
 taught. 
 
 The Board makes a brief financial exhibit for the year end- 
 ing September 1, 1869, showing a total of disbursements of 
 $32,763. Of this amount 
 
 The salaries of Superintendent and Teachers, were §11,002.50 
 
 BuUding sites, building and repairs 15,752.60 
 
 Fuel and other contingent expenses 2,907.98 
 
 Total receipts 35,553.34 
 
 These figures and the following paragraph from the report 
 will show how opinion and the situation have changed since 
 the organization of the schools. 
 
 "If the figures on the expenditure side of this table are high up, 
 so that some well-meaning economists grow pale or turn red in the 
 face at the sight of them, and wonder how it comes that public in- 
 struction, once so cheap, has grown so dear of late, the Board begs of 
 them, to examine its stock on hand and say if its investment in it 
 has not been a good one. An inventory of this will exhibit, among 
 other items of value, lately purchased school lots, several new and 
 neat school houses well built and well fiu-niahed, a few old houses re- 
 
19 
 
 i 
 modeled, re-seated and made seemly; and a teaching force augmented 
 in numbers and increased in efficiency, to meet the growing wants 
 of our city's rapid growth in population, may be added to this 
 account of stock. It is to these taken together that the Board 
 points as witnessing the judicious expenditure of the funds that 
 cover their cost. Your decent school houses, with then- ample play 
 grounds, will long stand forth where they are, proclaiming silently 
 that your city is prosperous, and that the people whose property they 
 are, have a large measure of intelligence and educational zeal." 
 
 "We have entered upon a period of superintendence. It is 
 no longer nominal, but an office of responsibilities. The Super- 
 intendent is the executive officer of the Board, is to supervise 
 the work of instruction, to prepare blanks and prescribe rules 
 for reports, inspect school buildings and report condition 
 thereof, keep the Board advised as to school systems, make 
 reports, call teachers' meetings, fill vacancies and make tem- 
 porary arrangements, fix the time, mode and standards of ex- 
 aminations, etc. 
 
 For this work Mr. Pindley has shown rare fitness and ability. 
 With great firmness he unites courteous manners and an 
 openness of mind to what is new and also good in school 
 management and instruction. 
 
 CHANGES IN LOWER GRADES. 
 
 He found it noeessarj-, early in the year, to reduce the 
 eleven primary school districts to six, giving two schools to 
 each district, except one. and making two grades of Primary 
 scholars. By this change the teaching force was nearly, if not 
 quite, doubled, without any increase in the number of teach- 
 ers, or in expense. "With this came a course of study for the 
 Primary and Grammar Schools, of four years in each depart- 
 ment. Text books are excluded from the Primaries, except 
 readers, and the school hours of the lowest grade reduced to 
 four. There are to be monthly written examinations in the 
 High and Grammar Schools. English literature takes its 
 place in the High School, and vocal music becomes a specialty 
 of instruction in all departments of the Central building. 
 Drawing, heretofore neglected, "has been jjromoted to the rank 
 of a regular study," and runs through the Grammar and lower 
 grades. Morals and Manners run through the three first years 
 of the Primary course in this specific form: "Inculcate rever- 
 
20 
 
 ence and love for God as the Great Father of all, obedience to 
 parents and teachers, and a kind, forgiving spirit towards 
 brothers and sisters, and schoolmates. Guard against rude- 
 ness of manners, and suppress profanity and other immoral 
 practices." This is supplemented the second term by recita- 
 tion of "verses and maxims, singly and in concert," and in the 
 third term by "Bible and other stories, illustrating principles 
 in manners and morals. In addition, there is this general rule on 
 the subject of nioral instruction in all the schools:* "It shall be 
 a duty of the first importance on the part of the teachers, to 
 exercise constant supervision and care over the general con- 
 duct of their scholars ; and they are especially enjoined to 
 avail themselves of every opportunity to inculcate the observ- 
 ance of correct manners, habits and principles." 
 
 Results for the first year must be regarded as satisfactory. 
 The percentage of punctuality in no school falls below 96, 
 and in many of them reached 98 and 99, and the average for 
 all was 98.4. The percentage of attendance on average num- 
 ber belonging, for all the schools, was 93.1, and but two fell 
 below 90. How much of this was due to the steady toning up 
 of the Superintendent, is best known to the teachers. 
 
 Eeports of the Board and Superintendent eCfter the year 18G9 
 are for the school years 1871-'74-'75. The Board reports ai-e 
 plain and intelligible statements of the financial condition and 
 transactions of the Board, and the general state of the schools. 
 In 1870 there were paid for building, repairs, furniture, etc., 
 $17,412; and in 1874 for sites and buildings, 117,200. In 1871 
 the Primaries are crowded, and the necessity pressing for 
 additional accommodations for the present and increasing pop- 
 ulation of the city. The Board has settled upon a plan of 
 systematic enlargement of school structures, which is thus 
 explained in the report of G. W. Crouse, Esq., President of the 
 Board: "In providing additional buildings it is the present 
 policy of the Board that each additional school building 
 erected, shall be a part of a general plan, which shall have for 
 its object the supplying of each section of our city with a 
 suitable school building, located centrally with reference to the 
 part of the city it is designed to accommodate, and which 
 shall contain not less than six rooms." The estimated cost ot 
 
21 
 
 such structures was $15,000; and in pursuance of this plan, the 
 North Broadway building has been enlarged to the capacity 
 above named, and the school edifices known as the Perkins and 
 Spicer, have been erected and occupied. The estimated value 
 of all school property in 1874 was $136,000.00. To this is to 
 be added the Spicer school house, since built, estimated at 
 $25,000. 
 
 In the report of this year, by Lewis Miller, Esq., President 
 of the Board, attention is called to the fact that about twenty- 
 eight years ago the experiment of free graded schools was 
 authorized in Akron by special act of the Legislature, and that 
 about a year since the Legislature by general act had extended 
 the principle to all the public schools of the State. 
 
 STATUS IN 1872. 
 
 In the year 1872 Middlebury becomes a part of the Akron 
 School District, bringing with it 163 jDupils, and the Board of 
 Education from 1872 consists of twelve members, instead of 
 six, as formerly. 
 
 The reports of the Superintendent that accompany these 
 reports are instructive reading. They relate to matters that 
 eome under his official supervision, and are within the legisla- 
 tive sphere of the Board. He carefully considers what he 
 says, and gives trustworthy information and matured opinions 
 on educational matters. 
 
 The following summaries from "Superintendent's tables" 
 contain evidences of good condition and healthfulness. The 
 averages are so high that they leave little room for improve- 
 ment in that line : . 
 
 1874. Number of youth between six and twenty-one 3,809 
 
 1875. Number of youth between six and twenty-one 3,964 
 
 SCHOOLS. 
 
 High School 1 
 
 Grammar Schools 8 
 
 Primary Schools 24 
 
 Teachers in High School 4 
 
 Teachers in Grammar Schools 13 
 
 Teachers in Primary Schools 24 
 
 Music Teacher. 1 
 
 Average number regular teachera 40.3 
 
 Average number of pupils in daily attendance at 
 
22 
 
 High School ' 111-8 
 
 Grammar Schools 513.8 
 
 Primary Schools 1,128.8 
 
 Total average daily attendance 1,754.4 
 
 The percentage of average daily attendance on tlie average 
 number belonging : 
 
 In the High School 95-6 
 
 In the Grammar Schools 94.8 
 
 In the Primary Schools 95 
 
 In ^11 the schools ; 94.9 
 
 Graduates from High School. 
 
 Prior to 1869— beginning in 1864 15 
 
 In 1869 5 
 
 In 1871 4 
 
 In 1872 17 
 
 In 1873 11 
 
 In 1874 , 16 
 
 In 1875 18 
 
 The course of study adopted in 1869 has been adhered to. 
 The High School course has been cut down to three years, and 
 the scholars of the A Grammar grade who have been hitherto 
 included in the High School, have been confined to their proper 
 department. Written examinations are twice a term, instead 
 of monthly, and promotions twice a year, instead of annually. 
 School hours have been reduced to five. Musical instruction 
 runs through all grades, and is in the hands of a specialist in 
 that department. The "lessons in music," he says, "ai'e given 
 daily, and occupy from 15 to 30 minutes, according to the age 
 of the pupil. The instruction is thoroughly graded, commenc- 
 ing in the lowest Primary grade with th,e simplest exercises in 
 distinguishing and making musical sounds and advancing by 
 regular gradations, to the practice of classic music in the High 
 School." As Mr. Findley declares himself an original skeptic 
 on the subject of musical capabilities, he may be allowed to 
 state his conversion, in his own words: "Before investigating 
 the subject and hearing the testimony of those who had made 
 the experiment, I shared in the common belief that musical 
 talent is a special gift, and that only the favored few have it 
 in suificient degree to make its cultivation desirable. That this 
 is a fallacy has been amply proven. Nothing else in all my 
 experience in connection with the work of instruction has 
 
23 
 
 given« mc such enlarged views of what is attainable in the 
 direction of the cultivation of the human powers. We can fix 
 no limits to the possibilities of human culture. " 
 
 FEMALE TEACHERS. 
 
 The competence of women for instruction and discipline has 
 been fairly tried in the Akron Schools, and the i-esults thus 
 stated in the report of 1874: '■ The average number of regular 
 teachers employed was thirty-seven — all women. I have no 
 hesitation in saying that the experiment we have made the 
 last six yeai's in employing none but women as regular teachers 
 in our schools has been eminently successful." 
 
 "The testimony of all familiar with the schools is that the 
 discipline has been uniformly better under the management 
 of women than under masculine rule." 
 
 MORAL AND RELKilOUS INSTRUCTION 
 
 is a subject which undergoes discussion in these reports. 
 The views entertained on this subject by successive Boards 
 and Superintendents may, so far as they have given them 
 expression, be briefly stated. In the second year the moral 
 nature is recognized as ot equal rank with the intellectual. 
 But this cannot have been a sentiment rather than a conviction, 
 though it led to no definite provision then and there for the 
 moral nature. With teachei's of the right ethical tone, the 
 whole matter of "Morals and Manners" in schools might with 
 safety be left, and this is where the early Boards seem to have 
 loft them. In the tenth year came the rule for the qualified 
 reading of the Bible as an opening exercise. In the twelfth 
 year, "Moral Culture," heretofore neglected, or but little 
 cared for, " was assigned a rank with drawing and music." 
 In the fifteenth year Mr. Hole gave "Moral Training ' a 
 pi'ominence and introduced Cowdereys •• Moral Lessons," but 
 the Board protested " that nothing sectarian has been intro- 
 duced into your schools — nor any sectarian practice per- 
 mitted." All Mr. Hole's convictions inclined him to do in 
 the schools whatever could be done for the moral nature, and 
 the 12th Board quotes this with approval. "It has become 
 quite evident that moral education, not (occasional and irregu- 
 lar, but systematic and thorough, is entitled to a fixed position 
 in every system of instruction." 
 
24 
 
 We share the surprise and conviction of Superintend- 
 ent Pindley, as expressed in his report of 1869. " It seems 
 strange that any attempt should be made to divorce in- 
 tellectual and moral culture. The two are inseparable. 
 Our moral and intellectual faculties are so closely allied 
 as to be scarcely distinguishable to our consciousness ; at least 
 life's intellectual activities and pleasures And their culmina- 
 tion and fulfillment in the moral. The moral is the pinnacle 
 of our whole being. A man is whatever his heart is. His 
 faith, his love, his purposes — these determine his character.'' 
 He touches the key note to the whole great question of the 
 Bible in the public schools in the above passage and others in 
 the same and subsequent report. " It is not so much what the 
 teacher says, as what he is and does, which effects for good or 
 evil the future lives and characters of his pupils. All the 
 moral and religious influence of the school which is of any 
 worth must come as an emanation from the teacher's charac- 
 ter and life." 
 
 We accept the following from the report of 1871 as a fair, 
 reasonable and just solution of the question. " It is idle to 
 talk about making the instruction of our schools strictly 
 secular. We could not do it if we would. It remains for us to 
 see that a healthy moral influence permeates all the instruction 
 and all the discipline of our schools ; and this I believe can be 
 secured without any violation of the principle of religious 
 liberty which lies at the very foundation of our free institu- 
 tions. It does not require the teaching of Creeds or cate- 
 chisms, nor the enforcement of the peculiar dogmas of any 
 sect, nor do I believe it requires the enforced reading of the 
 Bible in our schools. Far more important than the Bible in 
 our schools is its spirit in the hearts of our teachers. Bible 
 reading in public schools should not be enforced, neither 
 should it bo prohibited by either State or local enactment. It 
 is a matter which can be bettor regulated by the discretion of 
 the teacher guided by an enlightened public sentiment, than 
 by statute." 
 
 SECURING EXPERIENCED TEACHERS. 
 
 In his report of 187-t, the Superintendent called the atten- 
 tion of the Board to the necessity of employing untrsiiued and 
 inexperienced teachers, as the greatest evil with which they 
 
have to contend, withimt, however, suggesting at that time any 
 remedy. 
 
 It is but one step from tlie discovery of an evil or want to 
 the invention and application of a remedy. The remedj- in 
 tliis ease is simple, and consists in the eimversion of the iie«' 
 Spicer building into a training or normal school. Young- 
 ladies, graditates of the High School, without experience in 
 teaching, are employed at nominal salaries for the first year, 
 and set to teaching. Over them is placetl a teacher of tried 
 skill and ability in the instruction and government of schools, 
 who oversees and directs the work of the new teachei-s. It is 
 an experiment which has been entered ttpon during the pres- 
 ent year, and has the merit of originalitj- and simplicity-, with 
 a promise of good results. 
 
 The change from annual to semi-annual examinations atid 
 promotions, incidentally mentioned above, deserves more par- 
 ticular notice. Hitherto examinations in all grades below the 
 High School have been at the close of each school year, and 
 pupils who failed to reach the required standing had to fall 
 back to the beginning of the year, and go again over the 
 whole ground. This was an evil and often a severe one. The 
 remedy consists in changing the course of study into half 
 yearly instead of yearly periods, with examinations tor promo- 
 tion at the close of the half year, and pupils who fail at 
 these semi-anriual examinations fall back six months only,, 
 instead of twelve, as formerly. 
 
 GOOD RESULTS REACHED. 
 
 Certain results have been reached which are a promise of 
 good fruits in the future. One. of these is a demand for a 
 higher education, as shown by the increased attendance upon 
 the High School, which amounts for the six years ending Jan- 
 uary 25, 1875, to two hundred and thirty-four per cent., while 
 the increase in all the schools has been fifty per cent, for 
 the same period. 
 
 That the supply has kept pace with the demand, maj- be 
 seen in the fact that at the close of the spring and summer 
 term of 1874, four boys of the Akron High School passed 
 creditable examinatioDS for admission to Western Eeserve 
 
26 
 
 College, and three of them entered that institution the fall 
 following. Three of the four were prepared wholly under 
 Miss Oburn, assistant in the High School, and the fourth in 
 part. 
 
 Another gain is the punctuality of attendance and the sub- 
 stantial cure of tardiness and irregularity. This subject is 
 referred to in the report of 1871, which says: "Irregular 
 attendance and tardiness have become unpopular with the 
 pupils themselves, and the majority of parents appreciate the 
 importance of punctual and constant attendance." 
 
 Miss Herdman remained in charge of the Senior Grammar 
 School with the same eminent success that marked her first 
 year, until the spring of 1S74, when she withdrew on account 
 of ill-health, and died in the November following. Her Super- 
 intendent says of her: " Her strength of character combined 
 with fervent atfection and genial humor, gave her great power 
 over her pujjils. She governed by the strength of her own 
 character, rather than by the infliction of pains and penalties;" 
 and Miss P. H. Goodwin, for manj- years an assistiuit in the 
 High School, paid a touching tribute to liei- memory in a paper 
 read before the Teachers' Meeting. " She has given to us," 
 she says, "an example of a true teacher, wrought out before 
 our eyes in characters of light — a grand six years' object les- 
 son, that increases in significance as we study its harmony of 
 parts." 
 
 Mrs. N. A. Stune continued in charge of the High School as 
 Principal until the close of the school year, 1873, a period of 
 five years, with the same success and ability which marked 
 her first year, and then resigned for a year of rest and travel. 
 She was succeeded by Miss l^aria Parsons, who still holds the 
 position, and is eminently faithful and successful in it. The 
 school has not only kept up its interest, but has increased in 
 size to such an extent that a third assistant became necessary. 
 
 Many teachers in the Akron schools, not already named, 
 have attained a high degree of success; but for a long and 
 faithful, service of sixteen years, Mrs. M. L. Harvey deserves 
 honorable mention. 
 
 Duiing the first ten years of the schools, the labor of super- 
 vision, now performed by the Superintendent, was thrown 
 
upon the Board and Examiners; and for faithful and valuable 
 services, the three first Presidents of the Board, Messrs. Bierce, 
 Carpenter, and Howard, and the three first Examiners, Messrs. 
 Carpenter, Berry, and Sm^ith, deserve to_be honorably remem- 
 bered: especially General Bierce, for eight years of service 
 upon the Board — six of these as President, and Judge Car- 
 penter, for four years of service as member of the Board of 
 Examiners — who gave to the schools in that period of construc- 
 tion and organization the full benefit of their practical ability 
 and generous public spirit. 
 
 The first death that occurred in the Board was that of Dr. 
 Joseph Stanton, in the year 1855, of whom the Board of that 
 year say "In his death the Board has lost a valuable member, 
 the State an bonorable citizen, and the cause of education an 
 earnest friend.' 
 
 The death of Houston Sisler, member, and late Treasurer of 
 the Board, is announced in the report of 1861-2, and of him the 
 Board say; "We can bestow no fitter eulogy upon liim than to 
 say that be was an honest, intelligent and conscientious man, 
 just to himself, and just and generous to his neighbors. ' 
 
 The death of J, K. Holloway is recorded at a meeting of the 
 Board, April 18, 1S74, and in him the Board "mourn the loss 
 of a valuable member, a congenial companion, an esteemed 
 friend, and a useful citizen." 
 
 The following have been Presidents of the Board of Educa- 
 tion of Akron, for the periods named: 
 
 GknbraIj Li. V. Bierce, . . .6 yeara. 
 
 Judge J. H. Carpenter, . . 2 '• 
 
 Dr. E. W. Howard, . 2 " 
 
 C. B. Bernard, Esq., • • 2 " 
 
 Rev. S. Williams, . 3 " 
 
 Mr. M. W. Henry, 2 " 
 
 Dr. T. E. Carter, 2 " 
 
 Dr. Wm. Bowen, 1 " 
 
 Judoe S. H. Pitkin, , . 2 " 
 
 Mr. Gko. W. Crousb, 2 
 
 Mr. Lewis Miller, . 2 " 
 
 Dr. Thos. Mo. Ebright, 1 " 
 
 There was fitness in the choice of these gentlemen as 
 presiding oflicers of the Board. 
 
28 
 
 In closing this history of tlie Akron schools, it is but just to 
 say that they have always been in the hands of their friends. 
 No Board, and no member of any Board, was ever elected on 
 account of known or supposed hostility to them, and no citizens 
 deserve better or will be held more in honor than those who, 
 having opportunity as members of the Board of Education, 
 use the means of placing and maintaining their schools in the 
 very front rank with the best in the countiy. 
 
The above cut represents the plan of the Spicer school building, Atron, Ohio 
 It is two stories in height, and contains four school-rooms with their necessary 
 cloak-rooms, vestibules and passage ways to each story. The unusual features of 
 this plan, are, 1st. The window distribution in the school-rooms is such as to 
 admit the light from behind and the left of the scholars. 3d. There is a separate 
 exterior entrance for every two school-rooms; those of the first floor being 
 entered througli the side vestibules, and those of the second by means of stair- 
 ways and halls in communication with the front and rear entrance. 3d. The 
 fresh air admitted through the furnaces to be warmed, is, for the purpose of 
 securing purity and a regular supply, conducted from above tho roof, by means 
 of the fresh air shaft, located near the center of the building. 
 
 The main ventilating shaft, located diagonally with that tor fresh air, is of 
 sufficient capacity to extract the foul air from all the apartments. With it, 
 smaller air-ducts, both from floor and ceiling levels, are connected — the former 
 having a downward, and the latter an upward draft. Thus are furnished 
 facilities for drawing out from the building either cold or warm air,— or both 
 at the same time. 
 
This cut embodies the plan of the Perkins school bniUling, Akron, Ohio. Its 
 central portion is three stbries in height, and is occnpled by cloak-rooms, 
 passage-ways, and vestibules upon the first and second floors, and by an extra 
 achool-room upon the third. The three projecting wings arc each two stories, 
 containing in all six school-rooms. 
 
 The plan ia peculiar, because each of the school-rooms is provided with an 
 individual exterior way of commuuication. 
 
 This building, like the Spicer, is provided with the most approved system of 
 ventilation. The shaft for this purpose, is located iu the center; and by experi- 
 mental test it has been fouud to serve its purpose eflfectually. 
 
 The architectural services upon both tliis and the Spicer building have been 
 fnruished by Jacob Snyder, architect, of this city. 
 
— OF — 
 
 FROM 1828 TO 1876. 
 
 On the first floor in the old Masonic Building that stood on 
 the N. E. corner of Church and Chestnut Streets, Mr. Enoch 
 Thomas, in the fall of 1828, taught cur first Public School. 
 
 Prior to this there had been "Subscription Schools," taught 
 by Mr. John Heskins, as early as 1820; afterwards by Messrs. 
 Jas. McKay; Folke and Brock. 
 
 Mr. Thomas was succeeded in 1830 by Mr. S . P. Hunt. 
 
 In 1831, Mr. Kelion Hager purchased the whole Masonic 
 Building, gi'ving for the school-room therein, a part of the 
 present school-grounds, and building thereon what has since 
 been known as the "Little Brick School House." 
 
 For full twenty years, this was the "seat of learning" for the 
 youth of the village. Here taught Bichard Hatton, Jas. Gar- 
 retson, Nimrod Johnson, Jas. Garretson sr., Phillip Gulick, Dr. 
 Ashbaugh, J. W. Harris, John Fry, J. W. GUliland, Jesse 
 Thomas, J. H. Smith, Asa McCoy, J. G. Spear, and Wm. Smith. 
 
 By this time, 1848, the "Little Brick" was found not only 
 "badly over-erowded," but also with one comer most fearfully 
 "tumbled in." For several years the teachers "kept school" in 
 sundry rooms aboiit town; during which period flourished the 
 Ladies Seminary and The Classical Institute. 
 
 In 1851, the Academy Building on the east hill was rented, 
 in which to try the experiment and "see whether it would be 
 possible to teach so many children all together." Fortunately, 
 under the supervision of Mr. John I. Thompson, assisted by 
 Mr. Wm. Smith, Miss M. W. Mackall, and Mrs Mary Hoops, 
 
the "eiperiment" proved a success, and folly demonstrated the 
 advantage of the system of graded schools. 
 
 By a vote of the people in the spring of 1854, the Directors, 
 Messrs. W. A. Talbott, John Morrow, and Edia Bamsey 
 proceeded to erect a "Union School House'' containing five 
 rooms. 
 
 At this juncture, the schools not having been in session as 
 many weeks in the year as required by the Law of 1853, it was 
 feared that our proportion of the State School Fund, amount- 
 ing to $2200, would be forfeited. To secure this, Temperance 
 Hall, the Christian Church, and some other place was rented 
 and school again started "itinerating' round." 
 
 In the fall of 1854, long before the "New House" was com- 
 pleted, it was opened for school, with the following corps of 
 teachers; Messrs. Williston White and Jos. N. Smith ; Misses 
 Baehel Baily and Mary Walters . After these followed Messrs. 
 Tyson Bowles and Wm. Thompson; Misses Agnes Grove, Julia 
 Leeke, and Laura Gilliland. For 1860-1, we find the names 
 of Mr. J. H. Ferguson, Misses M. W. Mackall, K A. Dove, 
 J. M. Leeke and S. S. Warfield. 
 
 Up to this date, the "big boys and girls" had not been al- 
 lowed to sit in the same school-room to study. These educa- 
 tors brought them together, if not "in one promiscuous mix,'' 
 at least within sight, and social distance of each other. 
 
 No record of Salaries can be found prior to the year 1861, 
 when the Principal, Mr. Ferguson, was paid $40 per month; 
 his subordinates $15 and $20 In 1864, Mr. C. W. Daven- 
 port's salary was advanced to $45, the other teachers $25. We 
 find with him some new names upon the teacher's list, viz.: 
 Misses L. A. Ball, Lucretia Ferguson, Angelina Cowgill and 
 Euphemia Laws. 
 
 In 1866, Mr. I. T. Woods was engaged as Superintendant, at 
 $70 per month; in 1867 his salary was increased to $86; that 
 of the others to $30. The new teachers under Mr. Woods, 
 were Misses Ellen McCroby, M. E. Neiswanger, and H. M. 
 Wilson. 
 
 In 1870, Mr. E. D. Whitlock was elected Superintendent at 
 $100 per month; new teachers, Mr. W. P. Thompson, Misses 
 Lou Scovern, M. F Clark and H. Swayne. 
 
Mr. J. A. McEwen elected in July 1871, at $800 per an. 
 nam, resigned March 29, 1872. On the 2d of April following, 
 Mr. W. H. Kennon was elected his successor at $80 per month, 
 and continued the next year, 1872-3 at $75, Among the names 
 of teachers we notice the new ones viz.: Messrs. D. A. Watters 
 and J. W. Knox, also Miss E. G. Smith. 
 
 Since 1873 the schools have been under the charge of J. M. 
 Tarnell, salary $1200; new teachers, Mr. K P. Woodbury. 
 Miss Clara Buchanan, Mrs. N. D. Hanlon, Misses S. E. Eeed, 
 L. M. Hyer, M E. MeGarraugh, Ellen Whitacre,. V. V. Price, 
 C E. Ewers and M. J. Sproat. 
 
 Long after the school had been graded, it was called Barnes- 
 ville Union School, but reported as Sub-District No . 5, in 
 Warren Tp. In 1855 it was organized as a "Separate School 
 District" under the provision of Sec. XXXII of the Law of 
 1853. 
 
 On the 1st of Aug. 1868, the Board organized under the 
 Law passed Jan. 30, 1868; members, Messrs. John Bradfield, 
 B. Mackall and E. McLane 
 
 Pursuant to a petition from the people, on the 2d of May, 
 1870, Messrs. J. S. Bracken, S. B. Piper, J. S. Ely, Allen Floyd 
 and Smith StClair were elected under the Akron Law, by 
 which the schools were conducted until the Law of 1873 took 
 effect. 
 
 The Board of Examiners under the Akron Law consisted of 
 Messrs. Nathan Bundy, E. P. Lee and G. H. Kemp. In 1873 
 Drs. A. Plumley, J. S. Ely and G. H. Kemp composed the 
 Board. Dr. Kemp retiring in 1874, Eev. S. Price has since 
 served in that capacity. These gentlemen have frequently vis- 
 ited the schools and rendered valuable assistance in the month- 
 ly and annual examinations. 
 
 By Sec. XXXI of the Law of 1853, Township Boards were 
 required to establish separate schools for colored children when- 
 ever the whole number in the township exceeded 30. But little 
 had been done for their education until by the enumeratino of 
 1865, it was found that there were in the town 29 colored youth- 
 and in the township 61, who were entitled to a pro rata tui- 
 tion from the State's gratuity. In 1865 the September 
 installment for those in the town amounted to $18 24. 
 
4 
 
 Heretofore Jesse Hargrave, colored, had been their first and 
 only preceptor. A room was now rented on Arch St. and Miss 
 A. F. Price employed as teacher. 
 
 Through the efforts of Messrs. J. T. Scofield, S. Price, B. 
 Mackall and R. McLane, a joint sub-district, No. 9, was formed; 
 a commodious house erected in 1868, outside the village corpo- 
 ration, and a colored teacher, Mr. T. H. Jackson, employed 
 for the winter of 1868-9. Afterwards Mr. J. H. Betts, Miss 
 Anna Edson, Mrs. Garretson, Miss L. H. Ellis, Mr. Daniel 
 Guy and Mr. Daniel F. Caliman successively filled the office of 
 teacher. 
 
 The "East Addition" to the Union School House was built in 
 1867, under the direction of Messrs. W. A. Talbott, B, Mackall, 
 and R- McLane as members of the Board. The "Primary" 
 Building was purchased and refitted for school-rooms in 1873, 
 by order of the Board, A. C. Hogue, J. McCoUin, H. W. Baker, 
 J. H. Piper and Wm. Smith. 
 
 We find no account of "patent furniture" purchased until 
 the summer of 1868, when the Ezra Smith desk was introduc- 
 ed. There was, however, a style much more ancient in the 
 High School; which proved to be prehistorical, and its pat- 
 entee a myth.- The old fashiond 'home-made" desk yielded a 
 room, year by year, until in 1875, the last unsightly "boxes" 
 were replaced by the "champion" desk. 
 
 Under the administration of Mr. Woods, a set of outline 
 maps and writing charts were introduced. 
 
 In May, 1872, Messrs E. G. Graves, Wm. Smith and Allen 
 Floyd, a committee appointed to examine the school-rooms 
 and premises, and report what repairs were required, and what 
 apparatus was needed to render the instruction more efficient, 
 reported an estimate of $855 75, of which $440 was for appa- 
 ratus. For this the schools waited until Feb. 1873, when the 
 first installment was received, which was one set of geometrical 
 forms, costing $2 50, This is the total outlay for school 
 apparatus that appears on record for a period of 45 years. 
 
 In the fall of 1873, Guyot's wall-maps, Perce's magnetic 
 globe, some philosophical and chemical apparatus were pur- 
 chased. Since that the supply has been increased annually, 
 until it has now reached a respectable range. 
 
On the 18th of May, 1870 the Board ordered a levy of one 
 (1) mill on the dollar; May 19th, 1871, a leTy of one and one- 
 half (IJ) mills; June 18th, 1872, two and three-fourths (2f) 
 mills; in 1873, a levy of seven (7) mills was made. 
 
 The first Janitor was Mr. T. Hardesty, employed for the year 
 1870-1, at $1 00 per day, For 1871-2 no Janitor's bUls were 
 paid; in 1872-3 the teachers paid out of their own private re- 
 sources, a Janitor bill amounting to $47 40. Since the fall of 
 1873, Mr. G. P. Deal has served as Janitor. 
 
 On the 10th of Dec. 1872, after the teachers' term reports had 
 been filed with the Secretary, the Board made a "deduction 
 of one day for thanksgiving day, on which day the schools were 
 not in session." It was urged "that all the teachers had refus- 
 ed to sign articles that looked to their forfeiting claims for said 
 day." 
 
 The school grounds were first inclosed in 1870. The '-$70" 
 worth of "needed" shade trees reported by the committee of 
 June 4th, 1872, did not soon cover the bare commons with their 
 inviting shade. In the spring of 1873, Dr. H. W. Baker and 
 Mr. A. C. Hogue gratituously set out the first trees in the 
 front yard; others have since been added each year, mostly 
 brought from the forests by the pupils. In the spring of 1874, 
 the front yard was laid off into tasteful walks, lined with beau- 
 tiful flower-beds, and decorated with various artistic ornamen- 
 tation. 
 
 The oldest code of Written Rules and Regulations of which 
 we have any account, is dated Jan. 12th, 1867; a revised code 
 was adopted Oct. 7th, 1870; the^same further revised, was print- 
 ed in Oct. 1872. 
 
 On the 23d of June, 1870, the Secretary was directed "to 
 correspond with Superintendents of schools in difi'erent places, 
 to ascertain the grade of schools, Branches taught in each, 
 Text-books used," &c. The result of such correspondence and 
 after deliberation, shows a consequent elevation of the ideal 
 standard of a common school education, as shown by the reso- 
 lutions adopted July 7th, requiring "all applicants to pass a 
 satisfactory examination in Orthography, English Grammar 
 and Theory and Practice of Teaching, (Geography was added, 
 in 1871.) For the two Higher Grades in addition to the pre- 
 
ceding, Elocution, Composition, American History, Natural 
 
 ■ Philosophy, Chemistry, Physiology and Algebra. For Super- 
 intendent the foregoing branches; also Geometry, Surveying, 
 Astronomy, Mental Philosophy, Physical Geography, Rhetoric, 
 Geology, Latin and Greek." 
 
 The High School dates as far back as the Union School. It 
 always had an existence, in name at least, although all the 
 "common school branches" were taught in ir as late as 1872-3. 
 Pupils who never had studied geography were allowed to attend 
 it without being required to "waste their time" upon that branch 
 
 ■ of study; arithmetic being considered of paramount value for 
 disciplinary purposes. 
 
 Qtiite a number of able teachers have served as Principals 
 ' and much valuable instruction must have been imparted; but 
 untU 1873 there was no regular course of study prescribed, 
 much less any .thought of ever graduating a class. Every pu- 
 pil studied what he pleased and no more. 
 
 We can find no account, official or unofficial, of any student 
 from this school ever entering college; neither have we ever 
 heard of any resident pupil going out to teach in the common 
 school, s until quite recently. 
 
 In September 1873, the schools were reclassified, and a reg- 
 ular course of study introduced. This divides the schools into 
 five departments; Primary, Secondary, Intermediate, Gram'mar, 
 and High School;' each of which includes two grades of one 
 year each, corresponding to the number of rooms occupi- 
 ed, excepting the High School, which requires three years for 
 its completion. No classes have as yet graduated, as all the 
 pupils in the High School commenced vnth the first year's 
 ■studies when'the present-course was adopted. After this we 
 -will have a graduating class each year. 
 
 The number of teachers employed m 1845 was 1; in 1855, 4. 
 in 1865, 5; in 1875, 10. ' ' 
 
 Yeab. Enumebaxion, Enrollment. Av. Daily Atten. 
 1872-3. 740. 462. 296 
 
 18734. 702. 547. 359* 
 
 1874-5. 749. 552. 378 
 
 1875-6, 835. _ _ 
 
The returns for 1872-3 included all youth between 5 and 21 
 years; that for 1873-4, those between 6 and 21. 
 
 The popular idea of a well regulated school developed 
 with us about as rapidly as our school buildings were erect- 
 ed and other facilities provided. While this growth has been 
 slow it has been comparatively steady, though uniformly inad- 
 equate to the demand. There is, at present, an imperative 
 necessity of more and better buildings, not only to provide 
 suitable accommodations for the mental culture of the children, 
 but more especially to furnish sufficient seating space, more fa- 
 vorable to healthy physical growth. 
 
 We commenced with our schools "on the first floor;" for 26 
 years our teachers thus humbly toiled, ere they were permitted 
 to the second; for 21 years past, they have been limited in 
 their labors to second stories; being kept down while ready to 
 advance to higher vantage grounds. Third-story ideas have 
 taken several decades to germinate, yet from the mere pres- 
 sure of our over crowded rooms, they must eventually result in 
 the erection of a more elevated dome; so that, by the next 
 •'Centennial," we may hope that our great-grand children may 
 have th" privilege of attending the Barnesville Pubhc Schools 
 in more suitable and sightly buildings, furnished with conveni- 
 ences commensurate with the importance of the work they have 
 to do. 
 
A LOCAL SCHOOL HISTORY 
 
 OIF THIS 
 
 Independent School District of Beverly, Ohio. 
 
 The earliest record of this school, accessible to the writer, is 
 that of July 25th, 1838. It was then known by the name of "Dis- 
 trict No. 2, Waterford Township." 
 
 The following quotation is from Mr. B. Marsh, Township Clerk, 
 at this time; "In this district the school house is so poor as to be 
 wholly unfit for a school; but during this summer a female teacher 
 was engaged in it who appeared to understand the business of 
 teaching and governing the children under her care. She had no 
 certificate of eismination Her day-book was correctly kept, with 
 the exception of distinguishing males and females, and setting the 
 ages of the children.'' 
 
 Mr. Marsh recorded the following in 1839 : Diatriot No. 2— 
 Visited the school in this district — found a large number of chil- 
 dren collected together in an unfinished school house. The lower 
 floor was loose and consequently the house was cold and uncom- 
 fortable; the day being cold the children were crowded around the 
 stove, and many of them were in great disorder. The teacher had 
 but liftle command over them, and did not appear to understand the 
 government of a school. I noticed no great improvement in any 
 branch of learning, except writing. T believe the teacher was a man 
 of science; his school continued three mouths, commencing in the 
 winter. The directors for this district in 1839 were John Dodge, S. 
 B. Robinson, Samuel Hammontree. During the year two male teach- 
 ers were employed. The number of pupils enumerated was 49 males 
 and 34 females, a total of 83. 
 
 In 1844 the number of pupils enumerated was 125, and in 1849 
 there was 192. Mr. Cory, the Clerk, recorded in 1849-that 886.39 
 was drawn from the Treasurer, J. M. Hart, for school purposes. 
 
 In these earlier times, schools were kept up chiefly by subscrip- 
 tion. The teacher was hired at such a price as he and bis patrons 
 could agree upon, and he was expected to "board around.'' The 
 tuition was paid according to the number or ability of those send- 
 ing. The boundaries of school districts were then somewhat arbi- 
 
ffflify, 60 that often the central schools drew many pupils, to the 
 detriment of tho more sparsely settled districts. Previous to this 
 period, teachers received not more than from 11.00 to $1 50 per week. 
 
 In 1854 this school organized under the General School Law, 
 passed March 14th, 1853, for the re-organization, supervision, and 
 maintenance of common schools, section 32, relating to villa(:es, &c. 
 In the minutes of this date, it is recorded aa tho "Beverly School 
 District, in Waterford township.'' At the annual election, Thomas 
 Skillington was chosen Director for three years. By virtue of his 
 o£Bce, he appointed Thomas Thomas to serve as Director for two 
 years, and James Little one year. A. 8. Clark, was Clerk, and J. 
 M. Hart, Treasurer. Tho Board made preparations this year for 
 building a new school house, which cost nearly |3,000. . The names 
 of the teachers were: John Tavbell, who received $118; Miss B. 
 Brown, $45; John Skivington, S87; Sarah Thomas, $33; making 
 the whole amount paid to teachers this year, $283. 
 
 In 1855, Beverly was incorporated, and additional territory was 
 annexed for school purposes. During the year, 66 volumes were 
 received for the school library. A. J. Morris was appointed Libra- 
 rian. Some school apparatus was also received which was left in 
 the hands of Z. G. Bundy. The directors for this year were Thomas 
 Skillington, William Glines and James Little. A. 8. Clark was 
 Recorder, and J. B. Bane, Treasurer. 
 
 In 1857 a new Board was elected, viz; Wm. Blelntosh, for three 
 years; A. 8. Clark, two years, and Wm. Glines, one year. Thos. 
 Cory, was Clerk; E. S. Mcintosh, Treasurer. The teachers were 
 Z. G. Bundy, E M. Devol, W. H. MeCarty, Cordelia Thomas and 
 Eliza Brown. They received in all $642. i 
 
 In 1858, the school was recorded as tlie "Beverly Independent 
 School District." It still retains this name, although by the new 
 school law, it is constituted a special district. At this time, or per- 
 haps a year or two later, the graded system was established. 
 
 In 1860, the grades were called Nos. 1, 2, 3 and 4. Z. G. Bundy 
 was the first Principal, and to him may be given the credit of exert- 
 ing the greatest influence in bringing this system about. He served 
 the Board in this capacity the following four years. He was also 
 connected with the schools as teacher or Principal for about six 
 years previous; the writer was not personally acquainted with him 
 while he was connected with the schools, but has reason to believe 
 that they were well managed under his supervision. He received 
 this year, $40 per month for ten months, The names of the other 
 teachers are not given. The whole amount paid to teachers this 
 year was $954 70. The number of pupils enumerated this year 
 was 345. The Directors were Loyd Reynolds, J. W. Newton, and 
 J. H. Jewett. 
 
 In 1862, the teachers were Z. G. Bundy, Principal; J. Snyder 
 M. A. Seeley, J. N. Glines, Miss H. Medlicott, C. B. McCoUum' 
 M. A. Jordan and C. Wood. The whole amount paid them was 
 $922.36. ^ 
 
In 1863, the teachers were Z. Q. Bandy, Principal, for seven 
 
 months, and J. M. Yarnall, Principal foi" three months, each of 
 
 whoni received 140 per mouth. The other teachers were Miss 
 
 Medlicott, Mary Whissen, Mary Jordan, Maria Soeley and Wm. 
 
 Dcwees, each of whom received |20 per month. The entire amount 
 
 paid to teachers was 1968.90. 
 
 In 1864, J. M. Yarnell, received as Principal, nine months, $450 
 
 " " Mary Whissen, in No. 2, received for " 226 
 
 " " Mary Clymer. in No. 3, " " " 226 
 
 '' " Mary Jordan, in No. 4, " " " 180 
 
 " " Alma'Sprague, in No 4, " " " ' 66 
 
 Total amount paid to feachers was, . $1 049 
 
 In 1865, a Mr Smith was employed as Principal, but there seems 
 to be no record of the names of the teachers employed nor of the 
 amount paid to them. 
 
 In 1866, Jefferson Heston was employed as Principal, at a salary 
 of S630 for nine months; Lizzie Heston, in Grammar Department, 
 Maria Clymer, in Secondary Department, and Amanda Beynolds, 
 in Primary Department, each at a salary of $270; making a total of 
 $1,540 paid teachers.. During the year a radical change was made 
 in the grading, and a course of study was prepared by the Princi- 
 pal for each grade. This was the first course of study adopted by 
 the Board. The following is subjoined from the minutes of the 
 Board, at a meeting held in September of this year: "The Princi- 
 pal of the school made some very interestiijg remarks on the con- 
 dition of the schools, and requested the Board to establish a rule 
 to grade the qualifications of scholars, to pass from one department 
 to another, which was agreed to by the Board." The following is 
 the course of study referred to : 
 
 Primary Department — First Year — Alphabet, Spelling, First 
 Reader, Oountinfr, Adding and Subtracting Numbers. Second 
 Year — Spelling, Second Reader, Multiplication, six lines.- 
 
 Secondary Department — First Year — Spelling, Third Readeri 
 Printing, Mental Arithmetic, part 1st. Second Year — Spelling, 
 Printing, Writing, Fourth Reader, Geography, Mental Arithme- 
 tic, part 2d, to section xi. 
 
 Grammar School — First Year — Spelling, Writing, Drawingi 
 Fourth Reader, Geography, Mental Arithmetic, part 2d. Second 
 Year — Spelling, Writing, Drawing, Fifth Reader, Geography, 
 Mental Arithmetic. Third Year — Spelling, Writing, Geography, 
 Fifth Reader, Mental Arithmetic, Practical Arithmetic, 3d part, to 
 Ratio, Grammar, Declamations and Compositions. 
 
 High School — First Year — Arithmetic, Grammar, 1st Latin 
 Book or Book-keeping, Algebra, Eng. Analysis, Latin Grammar 
 or Physical Geography. Second Tear — Algebra, 2d part. Geom- 
 etry, Latin Reader or Physics, Caesar or Science of Government. 
 Third Year — Trigonometry, Mensuration and Surveying, Analyti- 
 
oal Geometry, RbetoricVirgil or Physiology, Astronomy,Lop;io,Vir- 
 ^jil or Zoology. Fourth Year—Astronoray, Intellectual Philosophy, 
 Virgil or Zoology, Ancient History, Horace or' Botany, Moral 
 Philosophy, U. S. History, Constitution of U. S., Declamations, 
 Compositions and Vocal MurIo, throughnut this course. 
 
 Of this course, it may be said, that no pupil of this school has 
 completed it; several have completed the second year's course, how- 
 ever; classes in several of the higher branches have been kept 
 durins: the greater part of the past ten or fifteen years. Perhaps 
 no other public school in the county has turned out more teachers. 
 The youngest pupil from this school who has obtained a certificate 
 from the County Examiners, is Laura Vanmeter, who last year at 
 the age of twelve years, merited and receiv^ed a cortificate for twelve 
 months. Jemson Little, a graduate of Marietta Oolleire. and after- 
 wards a successful physician, was a pupil of this school until 1867 
 or 1868, The members of the Board this year were Dr, James 
 Little, Dr, Wm. Glines and. Charles Clymer, The same Principal 
 and assistant teachers were retained from 1866 to 1869. Mary 
 Clymer taught part of the time. The wages were 170 per month 
 for the Principal and $30 per month for each assistant. In 1870, 
 the Board, W. A, Hawley, Wash, Preston and B. Legeti, employed 
 the following teachers; L. C. Wilhelm, Principal, at $90 per month, 
 Mary Cooney, assistant, at $30 per month; Mrs, Park, Grammar, 
 at S35; Emily Miley, Secondary, $30; Mary Keyhoe, Primary, $30. 
 in 1871, J. Heston was again employed as Principal, at 8100 
 per month; Lizzie Heston (Gram.) at $37 60;' Mrs. Park (Assist.) 
 135; Mary Paxton (Secondary) $30; Mary Keyhoe (Primary) $30. 
 In 1871, Mary Paxton resigned and Alice Tucker was employed 
 at $30 per month for the Primary. The wages of the other teach- 
 ers continued the same as last year. 
 
 The teachers for 1873, 1874 and 1875, were J. Heston, Princi- 
 pal, Lizzie Heston, Mary Keyhoe and Alice Tucker. The salaries 
 for this jperiod were |100 per month for Principal, $37.50 per 
 month for Lizzie Heston, and $30 per month for the others. By 
 means of exhibitions, the present Principal, J. Heston, has been 
 able to furnish an organ and bell for the school; the former costing 
 $125 and the latter $150. 
 
 Honorable mention should be made of those connected with the 
 School Board within the past ten years. Of the Directors, Dr. Jas. 
 Littleand Dr. Wm. Glines visited the schools most frequently; be it 
 said to their credit that their remarks were generally suggestive and 
 encouraging. Dr. John Reynolds was always ready to sustain the 
 teacher. The credit of placing the school in a healthy financial 
 condition, and of making the most improvement in and about the 
 sohool building, such as putting on shutters, re-seating, re-painting 
 a.nd beautifying the school grounds, is due to Mr. E. B. Leget and 
 Dr. H. S. Clark, each having served in the Board six years. They, 
 with Mr. J. D. Lashley, have shown a fair degree of liberality to 
 pay teachers reasonable wages, 
 
THE BUCYRUS PUBLIC SCHOOLS. 
 
 Bucyrus, the county seat of Crawford County, is situ- 
 ate on the Sandusky river, about fifty miles from its 
 mouth. The Pittsburgh, Fort Wayne- and Chicago Rail- 
 way passes through the village, which, at this time, has 
 a population of about four thousand. 
 
 The first school in this place was opened in 1822. It 
 was taught by William. Blowers, who charged a tuition 
 fee of one dollar and fifty cents per pupil for a term of three 
 months. It was opened in a log cabin on the bank of 
 the Sandusky. The furniture was of the most primitive 
 kind, and the accommodations the best the pioneer settler 
 could afford. The common branches were taught in this 
 school ; Dillworth's Spelling Book, Pike's Arithmetic 
 and the Columbian Orator being the text books. The 
 teacher, so far as can be learned at this time, was fully 
 qualified for his position. 
 
 The- first public school house built in Bucyrus was 
 erected soon after the passage of the act of 1824, estab- 
 lishing free schools in Ohio. It was built of logs, and 
 was twenty feet square. It was furnished in the cheap- 
 est and most simple style. All the children of the Dis- 
 trict, who could be ''spared from work," attended. A 
 Board of Directors controlled or managed the school ; 
 that is, they hired the teacher and drew orders on the 
 Treasurer of the township for the payment of his salary, 
 which was fifteen dollars per month. Zalmon Rowse 
 was the first teacher in the first school house, and, though 
 not a professional teacher, his labors were entirely satis- 
 factory to his neighbors. When the public fund, which 
 at that time was small, became exhausted, the school was 
 
dismissed ; this generally occurred after a three months 
 term. During the summer months a school was opened 
 for the younger children by some one who chai'ged a 
 small tuition fee. 
 
 The log house soon became too small, and was suc- 
 ceeded by a one-story brick, eighteen by thirty-six feet, 
 built near the center of the village, on a lot deeded to 
 the district for school purposes, by the late Samuel lifor- 
 ton. In this house were taught Orthography, Reading, 
 Writing, Arithmetic and Geography, and, when the 
 teacher was qualified, a few of the larger boys and girls 
 were taught English Grammar and Natural Philosophy. 
 
 In 1839, the brick school house in town became too 
 small, and had to give way to a more imposing struc- 
 ture. A frame building, fifty by thirty feet, two stories, 
 divided into four rooms, with closets and suitable stairs, 
 was erected upon the the school lot near where 
 the old brick had stood. This house was finished 
 in good style, and was furnished with the best kind of 
 school-house furniture then in use, made of black walnut 
 plank, the value of which, at this time, would be a small 
 fortune in itself. The house was provided with a belfry 
 and fine bell, and, when entirely finished, painted white, 
 with green blinds, was the best and most imposing public 
 school house in this part of the State. 
 
 School was opened in this house in October, 1840, and 
 was, in a qualified sense, a graded school. The first 
 teachers were S. Fry, J. B. Squire, Misses Marshall, Gary 
 and Espy. Mr. Pry taught the more advanced boys, and 
 had a general supervision of all the schools, though he 
 spent no part of his school hours in supervising, and 
 never taught in a place other than the room under his 
 immediate charge. Mr. Squire taught the smaller boys. 
 Miss Marshall the more advanced girls. Miss Gary and 
 Miss Epsy the younger girls. All of these "teachers, 
 unless it be Miss Marshall, are still living, honored and 
 respected members of society. There was no regular 
 course of study prescribed. The common English 
 
branches were taught, and when boys or girls desired 
 instruction in Natural Philosophy and Algebra, they 
 could be accommodated ; but if they became extravagant 
 in their desires, and wanted to get still higher, they had 
 to be sent from home. 
 
 The text books then used were Speller, Webster's 
 Elementary; Readers, McGuffey's First, Second, Third 
 and Fourth, and Porter's Rhetorical ; Arithmetics, Col- 
 burn's Mental and Adams' Practical ; Geography, Olney's ; 
 Grammar, Kirkham's ; Natural Philosophy, Comstock's. 
 Declamations and Compositions were in order each week. 
 Some of our most substantial citizens received all their 
 " school education " in the old brick and frame school 
 houses. 
 
 In the fall of 1849, the citizens, by a fair majority, at 
 an election called for that purpose, voted to organize the 
 schools under the provisions of the Act of February 21, 
 1849, for the better regulation of public schools in cities, 
 towns and villages. The persons most active in securing 
 this plan, were Hon. Josiah Scott, late Chief Justice of 
 the Supreme Court, Dr. Willis Meriman, Aaron Gary, 
 Dr. Jacob Augenstein, Hon. L. W. Hall, J. B. Larwill, 
 Rev. John Pettitt, John Anderson, John Moderwell, M. 
 P. Bean, editor of the " Forum," and Zalmon Rouse. 
 There were, no doubt, others who were active and effi- 
 cient in producing the desired result, but the above 
 named are, at this time, prominent in the mind of the 
 writer. The most serious and obstinate opposition came 
 from a few men of wealth, who had no children to edu- 
 cate, or who cared but little for any education beyond 
 what was necessary to compute interest at twelve per 
 cent. The iirst election held under the new plan re- 
 sulted in the election of Dr. Willis Meriman, Rev. John 
 Pettitt,, John Anderson, Aaron Gary, Dr. Jacob Augen- 
 stein and John Moderwell, all active and zealous friends 
 of education and of the new plan, as members of the 
 Board of Education. The Union school was in the 
 hands of its friends. The Board was organized by the 
 
election of Dr. Meriman as President, Aaron Gary a 
 Secretary, and Dr. Jacob Augensteiu as Treasurer. 
 
 The school was opened about the first day of May, 
 1850, and was graded as follows : High School, Senior 
 and Junior Grammar, Secondary and Primary depart- 
 ments. The High School, for the first year, was located 
 in the Odd Fellows' Hall, rented for the purpose, and 
 was not provided with anj^ school furniture. All the 
 other departments were accommodated (?) in the old 
 district school house. The means to keep the school in 
 motion were derived from the Common School Fund of 
 the State, and from a special tax levied by the Board, 
 sufficient in amount, when added to the State Fund, to 
 pay teachers and contingent expenses. 
 
 During the first year, the branches taught in the High 
 School were all the common branches, so called at that 
 time, with Algebra, Natural Philosophy, Latin, French 
 and Drawing. In the other departments the common 
 branches alone were taught. 
 
 The first Superintendent was Israel Booth,' a pains- 
 taking and conscientious gentleman, who taught about 
 one-half of his time and had his regular classes ; the re- 
 mainder of his time was spent in supervising the sub- 
 ordinate teachers and in instructing in the best way to 
 teach. Miss Dian Taylor was teacher in the High 
 School at a salary of $25.00 per month ; Mr. T. C. 
 Bowles taught the Senior Grammar School at a salary of 
 $25.00 per month; N. P. Tarr and Jacob Scroggs taught 
 the Junior Grammar at a sala.ry of |20.00 per month ; 
 Misses Ann McCracken and Maria Fitzsimmons taught 
 the Secondary and Primary departments at a salary of 
 $13.00 per month. 
 
 The school grew rapidly in favor with the people, and 
 after the first year all open opposition died out. In 1851 
 the people voted a special tax to buy a new site and 
 build a new school house. The new house was made 
 to accommodate the High School and the Grammar 
 Schools — the old house being filled to overflowing with 
 pupils in the Secondary and Primary grades. As the 
 
number of pupils increased, such changes were made in 
 the grading and classification as the exigencies of the 
 time appeared to demand. In 1863 the board purchased 
 additional grounds, adjoining the site purchased in 1851. 
 With this addition the school grounds embrace four 
 acres, including a fine natural grove of Oak trees. 
 
 In 1867 the accommodations for the pupils of the vil- 
 lage having again become inadequate, the people, by a 
 popular vote, authorized the Board to issue bonds of the 
 district and build a new school house. This was accord- 
 ingly done. The corner stone of the new building was 
 laid on the 30th day of July, 1868, in the presence of a 
 large number of people. The building is situated at the 
 head of Lane street ; is three stories in height, with a 
 nine-foot basement under the entire building. The ex- 
 treme length is two hundred and eight feet; depth of 
 center or main building, one hundred and twenty feet ; 
 depth of wings, forty-five feet. There are twenty-one 
 large rooms, besides a fine hall for exhibitions, capa- 
 ble of seating five hundred persons. The house is con- 
 structed of stone and brick in the most substantial man- 
 ner, and is finished in plain, but in a neat and durable 
 style. All the rooms now used are furnished with the 
 best modern school-room furniture. The entire cost of 
 the building and furniture was about one hundred thou- 
 sand dollars, exclusive of interest on bonds. The house 
 was formally dedicated on the evening of September 
 28th, 1869, and is said to be the best public school house 
 in the State. It is now almost paid for ; the tax to pay 
 the last bonds was levied last summer. Owing to the 
 heavy charge upon the tax-payers for grounds, build- 
 ings, &c., the library has not increased as it otherwise 
 would, nor have any additions been made to the stock of 
 apparatus. The library contains but few books beside 
 those furnished by the State. 
 
 From the orgainzation of the High School to the 
 present, the prescribed course of study has been about 
 such as is usual in High Schools and Academies. 
 
 The following is a synopsis of the entire course of 
 study in the schools at this time : 
 
SYJSIOPSiS OF THE COURSE OF STUDY 
 
 
 PrIMAKT DT5FABTMENT. 
 
 
 D&C. 
 
 B. 
 
 
 A. 
 
 STUDIES AND TEXT BOOKS. 
 
 1st Tear. 
 
 2d Year. 
 
 3d Tear. 
 
 
 Terms. 
 
 Terms. 
 
 Terms. 
 
 
 1 
 
 2 
 
 3 
 
 1 
 
 2 
 
 3 
 
 1 
 
 2 
 
 3 
 
 
 22^'- 
 
 46 
 
 71 
 
 84E 
 
 
 
 
 50 
 
 84 
 
 125 
 
 162 
 
 R 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 'E'lft-h "Rfini^pr " 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 32 
 
 42 
 
 ■R 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 I* 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 { 
 
 
 
 
 
 
 
 
 
 Arithmetic, Written— Kay's Part Third ... 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 { 
 
 
 
 Geography — Cornell's Intermediate 
 
 
 
 
 
 
 
 
 
 
 Grammar — Oral Instruction 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 History of the United States — Swinton 
 
 
 
 
 
 
 
 
 
 
 Writing on Slates 
 
 { 
 
 
 
 
 
 
 
 
 
 Copy Books— Eclectic 
 
 
 
 
 
 
 
 
 
 
 Drawing— Inventive Combinations 
 
 { 
 
 
 
 
 
 
 
 
 
 Map Drawing ; 
 
 
 
 
 
 
 
 
 
 
 Sentence Making 
 
 
 
 
 
 
 
 { 
 
 
 
 Composition and Letter Writing 
 
 
 
 
 
 
 
 
 
 
 Singing by all Grades 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 " These numbers refer to pages in text-books. 
 
 t Review. 
 
 t The braces indicate where a corresponding study begins and ends. 
 
FOR THE BUOYRUS UNION SCHOOLS. 
 
 Intkemediate. 
 
 &SAMHAB. 
 
 G-BBMAN-ElfGLISH. 
 
 0. 
 
 B. 
 
 A. 
 
 C. 
 
 B. 
 
 A. 
 
 
 ■tth T'r. 
 
 5th T'r. 
 
 6th Y'r. 
 
 7th Y'r. 
 
 8th T'r. 
 
 9th Y'r. 
 
 3 
 
 i 
 
 
 i 
 1 
 
 in 
 
 
 Totms. 
 
 Terms. 
 
 Terms. 
 
 Terms. 
 
 Terms. 
 
 Terms. 
 
 t 
 
 to 
 
 1 
 
 2 
 
 3 
 
 1 
 
 2 
 
 3 
 
 1 
 
 2 
 
 3 
 
 1 
 
 2 
 
 3 
 
 1 
 
 2 
 
 3 
 
 1 
 
 2 
 
 3 
 
 ^ 
 
 o 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 84 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 125 
 
 162 
 
 ]48 
 
 242 
 
 
 5S 
 
 98 
 
 148 
 
 197 
 
 242 
 
 B, 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 59 
 
 104 
 
 149 
 
 197 
 
 242 
 
 R 
 
 
 
 
 
 
 
 
 
 
 149 
 
 
 
 
 
 
 
 68 
 128 
 
 126 
 139 
 
 194 
 R 
 
 271 
 
 838 
 
 
 
 
 
 
 
 
 52 
 
 62 
 
 R 
 
 72 
 
 82 
 
 R 
 
 90 
 
 98 
 
 R 
 
 108 
 
 US 
 
 R 
 
 
 64 
 
 110 
 
 42 
 
 62 
 
 82 
 
 98 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 96 
 
 160 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 161 
 94 
 
 264 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 40 
 
 74 
 
 B, 
 
 
 
 
 
 
 
 
 
 } 
 
 
 
 
 
 
 
 
 
 
 ^. 
 
 
 
 
 
 
 25 
 
 35 
 
 K 
 
 44 
 
 55 
 
 R 
 
 67 
 
 81 
 
 R 
 
 } 
 
 95 
 
 108 
 
 R 
 
 130 
 
 151 
 
 R 
 
 35 
 
 55 
 1 
 
 81 
 
 
 
 
 {• 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 100 
 
 162 
 
 195 
 
 260 
 
 320 
 
 R 
 
 
 
 
 
 
 100 
 
 
 
 
 
 
 } 
 
 
 
 
 
 
 
 
 
 {.. 
 
 ...} 
 
 
 
 
 
 
 
 
 
 17 
 { 
 
 26 
 
 R 
 
 38 
 
 50 
 
 R 
 
 ffl 
 
 72 
 1 
 (" 
 
 B 
 
 82 
 
 92 
 
 R 
 
 
 
 26 
 
 sn 
 
 
 
 
 
 
 
 
 
 
 
 
 } 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 64 
 161 
 
 135 
 225 
 
 199 
 300 
 
 R 
 R 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 54 
 
 109 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 {..|..} 
 
 
 
 
 
 
 1 
 
 1 
 
 2 
 
 2 
 [ 
 
 2 
 
 3 
 
 3 
 
 3 
 
 4 
 
 4 
 
 5 
 
 5 
 
 6 
 
 
 
 7 
 
 7 
 
 1 
 
 2 
 \ 
 
 3 
 
 4 
 
 
 
 { 
 
 
 
 
 
 
 
 
 
 1. 
 
 
 
 
 
 
 
 
 
 
 
 I 
 
 
 
 
 
 {... 
 
 ! 
 
 
 
 
 
 [ 
 
 f 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 ...[ 
 
 
 
 - 
 
 
 
 
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 1 
 
 
 
 {... 
 
 } 
 
 
 
 
 V 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 ■■■■| 1 
 
 
 
 
 
 
HIGH SCHOOL DEPARTMENT. 
 
 
 IST YSAK. 
 
 2d Tear. 
 
 3d Tear. 
 
 4th Teak- 
 
 STUDIES AND TEXT- 
 BOOKS. 
 
 Terms. 
 
 Terms. 
 
 Terms. 
 
 Terms. 
 
 
 1 
 
 2 
 187 
 
 3 
 
 1 
 
 2 
 
 3 
 
 1 
 
 2 
 
 ,3 
 
 1 
 
 2 
 
 3 
 
 
 110 
 
 240 
 
 
 
 
 
 
 
 
 
 
 Aleebra — "Rav's Part II 
 
 148 
 
 227 
 
 331 
 
 
 
 
 
 R 
 
 
 Aritttmetic — Ray's Part III 
 
 
 R 
 
 
 
 
 
 
 
 Arithmetic, Mental — Stoddard. 
 
 
 
 R 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 136 
 
 210 
 
 259 
 
 
 
 
 
 
 
 
 
 
 
 
 
 7? 
 
 English Grrammar — Harvey's... 
 
 R 
 
 
 R 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 235 
 
 426 
 
 
 
 
 
 English Literature — Shjiw's 
 
 
 
 
 
 
 
 
 
 
 Sfifi 
 
 
 
 
 R 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 212 
 
 390 
 
 487 
 239 
 
 
 
 
 Science of Government— Alden 
 
 45 
 
 83 
 
 103 
 
 
 
 
 
 
 
 Physical Geography— Cornell's 
 
 
 
 
 Geology — Dana's 
 
 
 
 
 
 
 
 345 
 
 
 
 Botany— Wood's 
 
 
 
 
 
 
 
 
 302 
 
 
 
 Elements of Chemistry — Oral 
 
 
 
 
 192 
 
 
 
 
 
 
 
 Instruction. 
 Natural Philosophy — Quacken- 
 
 
 
 
 316 
 
 406 
 
 
 
 
 
 
 
 bos'. 
 Chemistry — Steele's 
 
 
 
 
 
 
 
 285 
 
 
 
 Physiology— Cutter's 
 
 
 
 
 
 182 
 
 298 
 
 
 
 
 
 
 Astronomy— Mattison's 
 
 
 
 
 
 
 
 
 
 252 
 R 
 
 
 Gen'l Review of entire Course.. 
 
 
 
 
 
 
 
 
 
 
 R 
 
 R 
 
 Book-keeping (elective)— May- 
 
 
 
 
 
 
 
 
 
 
 
 hew's. 
 Latin (elective)— Bullions' Se- 
 
 
 
 
 
 
 
 
 
 
 
 
 
 ries. 
 Composition and Elocutionary 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Exercises throughout the 
 Course. 
 
 
 
 
 
 
 
 
 
 
 
 
 
Prior to the opening of the schools in the new build- 
 ing the studies were in a manner elective, and there 
 were no regular graduations. The only pupils prepared 
 for college in the school were prepared during that 
 period. ■ The number thus prepared was five, three boys 
 and two girls. The first class graduated March 25th, 
 1870, J. C. Harper, Superintendent, six members, all 
 girls; second, 1871, three members, all girls; third, 1872, 
 eight members, seven girls and one boy ; 1873, one boy ; 
 1874, nine members, six girls and three boys ; 1875, six 
 members, one girl and five boys. 
 
 Since the organization of the High School, the follow- 
 ing persons have been principals in the order named : 
 Misses Dian Taylor, Carrie Thayer, Harriet Weight, 
 Julia Brown, Delia Galusha, Julia Dustin, Emma Mc- 
 Gregor, Martha Stewart, Julia A. Breckenridge, Julia A. 
 Walwork, Jennie Jackson, Marcella Swingley, Sarah 
 Rexroth, Anna Sigler, Messrs. A. G. Gumaer, H. E. 
 Kratz and William Thomas, present incumbent. Of 
 these, Miss Swingley had charge three years, and Miss 
 Walwork five years. 
 
 As before stated, Israel Booth was the first Superin- 
 tendent. He served two years at a salary of six hundred 
 dollars per year, H. S. Martin one term, at the rate of 
 five hundred dollars per year ; J. M. Hill one year, at six 
 hundred per year; David Kerr two years, at six hundi'ed 
 per year; J. K. Mason one term, at the rate of six hun- 
 dred per year; John Hopley two years, at nine hundred 
 per year ; Alexander Miller four years, at eight hundred 
 dollars per year ; B. B. McVey two years, at eight hun- 
 dred dollars per year; S. J. Kirkwood one year, at one 
 thousand dollars; J. C, Harper four years, closing at six- 
 teen hundred dollars per year ; Miss Marcella Swingley 
 three years, closing at eleven hundred dollars per year; 
 F. M. Hamilton, present incumbent, on his third year, at 
 seventeen hundred dollars per year. 
 
 Since the organization of the schools under the law of. 
 -1 849, most of the Superintendents have been required to 
 
teach at least half of the time, and have had their regu- 
 lar classes. A departure from this general rule was 
 attended with no advantage to the schools, and was 
 made the ground of complaint by the tax-payers, for it 
 was claimed that no able-bodied man or woman could 
 earn the salary of a Superintendent in the supervision of 
 all the teachers and schools in a village the size of 
 Bucyrus. The present Superintendent is required to 
 teach one-half of his time ; he has his regular classes, 
 and does teach five-ninths of his time, and there has 
 never been a better general supervision than during his 
 administration. 
 
 Teachers' meetings are held each week, conducted by 
 the Superintendent. Examinations of teachers are 
 conducted by examiners appointed by the board ; they 
 are both oral and written. 
 
 At this time the schools are graded knd classified as 
 follows : A, B, C and D Primar}', A, B, and C Inter- 
 mediate, A, B and C Grammar, German, English and 
 High School — thirteen teachers beside the Superin- 
 tendent. Amount paid each year to Superintendent and 
 teachers, seven thousand dollars. Examinations, oral 
 and written, are made twice each term. 
 
 In the spring of 1873 the Board resolved that pupils 
 should not graduate from the schools until, in addition to 
 the usual class examination, by the teachers and Super- 
 intendent, they should pass a satisfactory examination 
 in all the branches taught in the entire course, com- 
 mencing with Orthography. This examination to be 
 conducted by a committee of citizens appointed by the 
 Board. This resolution has been adhered to ever since, 
 and while it may have reduced the number of graduates, 
 it has insured a higher scholarship. 
 
 Review classses are organized in the High School, in 
 which all the branches taught in the lower grades are 
 thoroughly reviewed by the members of the A or Senior 
 class. The necessity of the resolution above named was 
 •made apparent, when it was found that members of the 
 
A class who could pass an excellent examination in the 
 studies of Senior year, could not conjugate a common 
 irregular verb, or cast the interest on a plain English 
 note of hand upon which several payments had been 
 paid. The people are well pleased with the change, as 
 they can see that the system of reviews can but tend to 
 make more thorough scholars, and they know now that 
 a graduate of our schools can, without trouble, procure 
 a certificate to teach a common country school. The 
 schools are firmly fixed in the hearts of the people ; they 
 take a ,deep interest in and are proud of them. 
 
 During the last three years no changes have been 
 made in school books ; parents have thus been relieved of 
 a heavy and grevious tax. If some means could now be 
 devised to prevent the wicked extortions of the school 
 book publishers, the people of Bucyrus, with their ele- 
 gant school house paid for, and with their excellent Su- 
 perintendent and teachers, would be happy. 
 
 A noteworthy feature of the Bucyrus schools is, that 
 the colored children of the village have always been re- 
 ceived in the schools with the white, and treated, not as 
 outcasts, but as human beings, with minds to educate 
 and souls to save. The motto of Bucyrus is, " Education 
 for all, without regard to sex, color, or previous condi- 
 tion." 
 
-^>^^- 
 
 STRoafliooFi/^oo Lirh tin o 
 
 UNION HCHnDL, HDUSE, 
 
 CAMBRIOGE.O. 
 
 J^ANNAFORD ^■fROCTER, 
 ARCHITECT? ^SUPERINTENOENTS.CINCINNATI.O. 
 
HISTORY OF CAMBRIDGE SCHOOLS. 
 
 The first school ever taught in Cambridge was opeaed 
 in the winter of 1809-10 by John Beatty, a Virginian, 
 and brother of Col. Zaccheus Beatty, one of the founders 
 and original proprietors of the town. It was kept in one 
 of the several small cabins then standing on the north 
 bank of Will's Creek, near where the old bridge crossed 
 that stream. He was succeeded by his widowed sister, 
 Mrs. Sarah McClanahan, who taught a school in one of 
 the rooms of her father's dwelling house, which stood on 
 lot No. 65. 
 
 The next schools were kept in a log building that stood 
 on lot No. 21, and were taught by John W. Kipp (who 
 afterwards compiled a Speller that was published), Elijah 
 Dyson (who was elected the first Sheriti^ of Guernsey 
 County), and a man by the name of Acheson. 
 
 During the winter of 1813-14, a school was taught in 
 the same place by Thomas Campbell, father of the late 
 Alexander Campbell, of Bethany, Va. As the school was 
 full, his daughter, Jane (who afterward became the wife 
 of Mathew McKeever, of West Middletown, Pa.), assisted 
 her father in hearing classes. A disease called the cold 
 plague, and attended with considerable fatality, prevailed 
 during the winter, and Master Campbell was in the habit 
 of attending the funerals, with his school, arranged in 
 regular order, beginning with the tallest and running 
 down to the shortest., 
 
 From this time until the organization of the Public 
 Schools under the act of 1836, there was no regular school 
 building or any system of education established. Any 
 person who desired to teach, got up a subscription paper, 
 proposing to teach a school upon certain terms, usually 
 
at fifty cents per scholar for a quarter of thirteen weeks, 
 and the branches taught comprised the Alphabet, Spell- 
 ing, Reading, Writing and Arithmetic. The parents 
 gave little or no attention to the education of their chil- 
 dren. The schools were allowed to get along as best they 
 could. The teachers were generally Irish or Yankee 
 school masters, not very profound scholars, and frequently 
 men of indifferent habits. Their object was to make 
 somcimoney. They went in on their muscle, and if they 
 succeeded in maintaining their authority, nobody com- 
 plained, but if they failed, it was useless for them to try 
 to get another school in the same place. 
 
 PUBLIC SCHOOLS. 
 
 Upon the organization of the Public Schools, Cam- 
 bridge became District No. 9. A two story brick build- 
 ing on lot No. 82 was purchased for $630, and Andrew 
 Magee became the first teacher. But as the public funds 
 were only sufficient to maintain a school part of the time, 
 they had to depend upon subscriptions for the balance, 
 and the schools made but little improvement. 
 
 Upon the passage of the act of February 21, 1849, for 
 the better regulation of schools in cities and towns, 
 Alex. McCracken, Isaac Morton, John Mahaffey, Mathew 
 Gaston, Thomas W. Peacock and some others interested 
 themselves in calling a meeting of the citizens and getting 
 a vote in favor of the adoption of the act. On the 22d 
 day of September, 1849, an election was held for members 
 of the Board of Education, and Alex. McCracken, John 
 Mahaffey, Thos. W. Peacock, C. J. Albright, C. L. Madi- 
 son and J. C. Hunter were elected members of the first 
 Board of Education of the Cambridge Union School. 
 WilUam Lyons, a brother of Sir Edward Lyons, late Min- 
 ister from England to the United States, became the first 
 Principal, with Misses Sarah Metcalf, Dorcas Reed and 
 Maria J. Plummer as assistants. 
 
 From 1850 to 1853, the Principals were James M. Mc- 
 Lane, Miss Dorcas Reed and Jos. D. Tingle. Wages 
 
about $35 per montli. From 1853 to the close of 1857, 
 J. C. Douglass, Levi C. Brown, W. K. Gooderl and C. C. 
 B. Duncan, who each received a salary of $40 per month. 
 From 1858 to 1861, John McClenahan was Principal, at 
 |60 per month, when he resigned his position to recruit 
 a company for the 15th O. V. I., of which he subse- 
 quently became Colonel. 
 
 In August, 1861, Samuel J. Kirkwood, now Professor 
 of Mathematics in Wooster University, Wooster, O., be- 
 came the first Superintendent, at a salary of $450 a year. 
 He was succeeded by Thomas H. Smith, at a salary of 
 $600 a year. In August, 1866, John McBurney, the pres- 
 ent Superintendent, to whom the school is indebted for 
 much of its present efficiency, was elected, at a salary of 
 $540, which has since been increased to $1,200. 
 
 The High School was organized in 1869, and the first 
 class, numbering four, graduated in 1872. After the loss . 
 of the former house, and while the present one was in 
 course of erection, the schools occupied such rooms as 
 could be procured for them, and were subjected to every 
 inconvenience. As a result of this condition of affairs, 
 no classes were graduated in 1873 and 1874, but in 1875, 
 a very fine class, numbering eight, graduated. Changes 
 in classification, grading, course of study, methods of in- 
 struction and of examining, have been made from time 
 time, as the interests of the school seemed to require. 
 The present course of study embraces all the elementary 
 and higher branches of a complete English education, to- 
 gether with the Latin and Greek Classics. 
 
 SCHOOL BUILDING. 
 
 From their organization until 1860, the schools were 
 taught in the building on lot 82, to which two rooms had 
 been added, making, in all, four. During that year, a 
 building erected at the east end of town by the M. P. 
 Church for a College was purchased by the Board of Ed- 
 ucation for $1,201, and was finished for school purposes, 
 at a total cost of $5,000, with five rooms, to which a wing, 
 
witk two additional rooms, was added in 1866. This 
 building was destroyed by fire September 27, 1871. 
 
 In January, 1872, lots 126,.127 and 128, on Steubenville 
 street, were purchased, and the present Union School 
 Building erected, at a total cost — including site, fencing, 
 grading, paving, seating, heating, out-houses, clock, bell, 
 etc. — of about |56,000. The architect was S. Hannafofd, 
 of Cincinnati, and the contractor Thomas F. Jones, of 
 Marietta, O. This building contains ten large school 
 rooms, furnished with all the modern improvements 
 and a seating capacity of six hundred scholars, includ- 
 ing a Superintendent's ofiice and a large, well fur- 
 nished assembly room, with seating capacity for five hun- 
 dred. This building, complete in all its arrangements, 
 was first occupied on the 16th day of February, 1874. It 
 is one of the best in the State, and reflects much credit 
 upon the enterprise and public spirit of the citizens of 
 Cambridge. Within its walls eleven well trained and ex- 
 perienced teachers are engaged, ten months in the year, 
 in the iuBtruction of six hundred children, at a cost for 
 the last year of $4,840, 
 
 OOLOEBD SCHOOL. 
 
 The house for the Colored School is on Gomber street. 
 It is a neat frame building, erected in 1871, at a cost of 
 $2,000, and furnishes accommodations for sixty pupils. 
 In this house a competent teacher is employed, teaching 
 about forty colored children from eight to ten months in 
 the year, at an annual cost of $400. 
 
 The growth of the school in the last ten years is shown 
 in the following table. We have no means of carrying 
 the comparison farther : 
 
 1865. 1875. 
 
 Number of pupils enumerated 576 986 
 
 Number of pupils enrolled 398 703 
 
 Average daily attendance 279 524 
 
 Number of teachers employed 7 12 
 
 Number of weeks school in session 36 40 
 
 Amount paid for teaching $1,780 $4,767 
 
The members of the Board of Education at this time 
 are : W. H. McFarland, John N. Fordyce, "Wm. Smith, 
 Wm. M. Farrar, John Orme and A. Wall. 
 
 The teachers are : Miss Annie Means, assistant, High 
 School; Miss J.A.Greenlee, 2d Grammar Department; 
 Miss Anna Williams, 1st Grammar Department ; Miss 
 Mollie F. Broom, 3d Intermediate Department; Miss 
 Emma Keeler, 2d Intermediate Department ; Miss Belle 
 Eeddle, Ist Intermediate Department; Miss Nannie E. 
 Morton, 4th Primary Department ; Miss Mary Turner, 
 3rd Primary Department ; Miss Mattie S. McCartney, 2d 
 Primary Department ; Miss Mattie Allison, 1st Primary 
 Department; Marshal Grayson, Colored School. 
 
OF THE 
 
 From their Organization to the Present Time— 1876. 
 
 The exact date of the openingof the' public schools can not 
 now be ascertairierl, but prior to the year 1837 various pri- 
 vate houses were occupied at different times in which school 
 was held for three, and rarely more than four months, in the 
 year. In the year above mentioned, a small frame building 
 was erected for school purposes, in the extreme eastern part of 
 the present limit of the corporation. The furniture consisted 
 of slab seats, being entirely destitute of backs or desks. This 
 then included a district several miles in area with the eight or 
 nine houses on the east side of the river. Mrs. Russell was the 
 iirst teiicher employed in tliis building. At this time was taught 
 Arithuietic, Reading, Spclhng and Writing, which by many 
 was considi-'red all that one need know anything of. In these 
 days the Imsy school boy might be delighted by the merry 
 (•hi UK! of the feathered songsters, as they went flitting from tree 
 10 tree and from branch to branch, which, with hazel bush, 
 iiivcred what is now the business portion of our town. 
 
 I'l the year 1839, a frame house was built for public school, 
 in what was known as Milan, being that portion of the town 
 situated on the west side of the river. 
 
 'the village now grew very rapidly, and more interest was 
 displayed in behalf of education. The authorities in charge of 
 the public schools found that more room was necessary for the 
 accommodation of those who sought knowledge, and not feel- 
 iu"- financinlly afile to erect another new building, in 1844 
 
leased the basement of tli? Presbyterian Church, which had 
 been arranged for a private school, for the sura of twelve dol- 
 lars per annum. In 1S50, pursuant to a legal notice, an elec- 
 tion WHS held for the purpose of adopting or rejecting the 
 organization of the schools, in accordance with the act passed 
 by the Legislature, February 11, 1849, entitled "an act for the 
 better regulating of public schools in cities and towns." The 
 result of the vote was a majority of eight in favor of adoption. 
 
 The following persons were in a great measure instnimental 
 in bringing this measure about : W. W. Cunningham, Michael 
 Ruch and John Mobley. 
 
 The revenues necessary for carrying on the schools at this 
 time was principally gotten by taxation, although a portion was 
 yet secured by subscription. The first assessment levied by the 
 Board of Education, after being organized in accordance with 
 the provisicns of the above act, was two hundred dollars for 
 the expenses of the schools for the ensuing year. The schools 
 now being united under the jurisdiction of one Board, were 
 designated the Union Schools of Canal Fulton, ai.id were also 
 divided into two grades ; those conducted in the public build- 
 ings being the primary, and the one conducted in the basement 
 room of the Presbyterian Church being the high school. The 
 number of teachers now einployed was th.oe, one to each room. 
 Mr. Linger was the first principal employed after this organiza- 
 tion, at a salary of twenty-six dollars per month for the term of 
 four months', the contract for lii.o services being conditioned 
 that he should be able to answer fifty per c( nt. of the questions 
 in the following branches: Geogr; phy, Arithmetic and English 
 Grammar, the examination being conducted by Dr. L. Howard, 
 who was appointed by the Board of Education. Dr. Lewis 
 Slusser who was now (and Imd been ior t^everal years,) a very 
 active and efficient nitnibei' of the Boavd. iii;d to whom many 
 thanks iirc justly due for the progress and success of the 
 Schools, now bc^'an to agitate the question of erecting a new 
 Ijuildiiig more coir.njodious and better arranged for school pur- 
 poses. Ill ISo;! provisons were made for levying a tax for this 
 purpose. Two years later the main part of the present build- 
 ing was coniplcteil at a cost of 15000. This building contained 
 two good sized, well ventilated rooms, commodious enough for 
 the accommodation of eighty to one hundred pupils each, lieinw 
 fiiniishctl with raodeiii furniture — wooden seats, with desks. 
 
blackboards, &c. The basement room of the Church was now 
 vacated, after having been in use for a period of ten years. 
 
 The School was now re-graded and organized into three 
 grades, which consisted of two primaries, one secondary and a 
 high school, ior which four teachers were employed for four 
 months in the year, and for the remainder of the year the sec- 
 ondary and high school were consolidated, and under the care 
 of one instructor. S. H. Barnes was the first superintendent 
 after the schools were thus organized, in the new building, 
 employed at a salary of three hundred dollars per annum. 
 
 In the year 1858, C. S. Merril took charge of the Schools, by 
 whoso efibrts a course of study was prescribed for the primary 
 and secondary grades, and for three successive years the School 
 progressed rapidly and harmoniously under the management of 
 this true patriot in the cause of Education. 
 
 In the year 1870 an addition, in the form of a wing, was 
 built to the main building, at a cost of twenty-three hundred 
 dollars, which contained two rooms. All the schools were now 
 brought into one building, and under the immediate care and 
 jurisdiction of the principal in the high school. 
 
 The following table serves to illustrate the growth and pro- 
 gress of the Schools : 
 
 
 1845. 
 
 1856. 
 
 1865. 
 
 1875. 
 
 Number of pupils enumerated 
 
 150 
 
 m 
 
 301 
 
 363 
 
 " enrolled 
 
 125 
 
 247 
 
 258 
 
 237 
 
 Avvi-aKO ilally iittc ndancii 
 
 
 102 
 
 128 
 
 169 
 
 Nunib.-rof luacliers 
 
 2 
 
 3 
 
 4 
 
 ■4 
 
 '* ^(MO0^ looms 
 
 2 
 
 3 
 
 4 
 
 4 
 
 " j;i'ades - _ - _ _ 
 
 1 
 
 2 
 
 3 
 
 3 
 
 " \v.L'ks school was in session 
 
 22 
 
 40 
 
 38 
 
 36 
 
 jVniounl pai<l ti^aohers 
 
 180 
 
 608 
 
 855 
 
 1757 
 
 Total expenditures 
 
 
 1234 
 
 1021 
 
 2233 
 
 V'ltiuooi .-eiiuoi piojxrty 
 
 lOOO 
 
 5000 
 
 5000 
 
 GOOO 
 
 The si'liool libr;iiy was instituted in 1857. It contained one 
 liuruiieil and sevcnty-eigljt volumes, valued at One hundred 
 and tliirtv-eight dollars. At'torwards the number of volumes 
 wiis ii (•rc'ii>('d to two liniidrtd and fifty, and valued at two hun- 
 crt^il dolliirs. The library liijs for some years been placed in 
 chiU'ze of the superintendent, and has been very thoroughly 
 u-;ed. 
 
 Since the oriTiinization of the schools on the graded system, 
 iinnual e.xain nations have been conducted for the promotion of 
 
pupils. These examinations were conducted by the .superin- 
 tendent of the schools. 
 
 The following teachers have been employed since 1855. S. 
 II. Barnes, taught two years, at a salary of 1300 per year. Mr. 
 Broam, at $30 per month, taught one term only. Mr. J. 0. 
 Merril now takes charge of the schools, at a salary of $400 
 per year. His services as principal were retained for three 
 years, during which tiir.e the schools made more progress and 
 gave better satisfaction than they had yet done since their or- 
 ganization. Mr. J. C. Smith's services were retained but one 
 year, at a salary of 140 per month. Mr. J. W. Rayle al'.;o was 
 in charge for the same length of time, at same salary. J. C 
 Payne was now employed at the same salary and remained in 
 charge two years, giving good satisfaction. Mr. 0. G. Vander- 
 hoof was principal for one year. Mr, Weber was superintend- 
 ent for two years, at a salary of 1500 per year. He was a 
 talented man, and gave new life to the schools. D. Rowe was 
 his successor, at the same salary, and remained in charge two 
 years. J. P. Yockey was the first principal after all the schools 
 were placed in one building, who succeeded in more thoroughly 
 grading and classifying the schools than had yet been done. His 
 services were retained for a period of three years, at a salary of 
 $540. J. B. Ross now takes charge of the schools, who suc- 
 ceeded in getting them under very thorough discipline, although 
 but very little attention was paid to classifying them. He re- 
 mained in charge two years, at an average salary of •?850, giv- 
 ing general satisfaction. I. M. Tiiggart, the present superin- 
 tendent, was employed at the beginning of the school year of 
 1875. at a salary of S800 per annum. He is now taking meas- 
 ures to have the Board establish a course of study and tl;or- 
 oughly grade the school at the opening of the coming year. 
 
OF THE 
 
 CANTON UNION SCHOOL 
 
 STARK COUNTY, OHIO. 
 
 The Canton Union, or Graded School, was organized upon 
 a vote of the people to that efifect, about the year A.D. 1848. 
 Previous to that time all the schools of the village were 
 under private management, and no special arrangements 
 had been made for the education of the poorer class of 
 children. Among the prominent teachers of the former 
 period yet living and residents of Canton, are Archibald 
 McGregor and Ira M. Allen, the former, editor of the Stark 
 County Democrat, and the latter, late Treasurer of Stark 
 County. Both these gentlemen, with other teachers of the 
 olden time, were devoted and earnest educators, whose soul 
 was in the work, and they laid deep and strong the foun- 
 dation upon which the present condition of general intel- 
 ligence and educational progress in Canton has been 
 attained. They were also among the first advocates of the 
 Public School system, and have, ever since its adoption, 
 stood among its leading friends and strongest defenders. 
 Among those who against all opposition did good work in 
 securing the vote of a majority of our people for the organ- 
 ization of the Public School, the name of George W. Hunt- 
 ington stands deservedly prominent, aiid he also yet lives 
 to witness the good results which the people secured for 
 themselves and their children by the work of that election 
 day, nearly twenty-seven years ago. The opposition came 
 principally from the wealthier classes, and was somewhat 
 formidable, though a few prominent property-holders gave 
 
tke project their favor from the beginning, and nearly all 
 have ever since given the Public School work their cordial 
 support. 
 
 Mr. Allen was teaching in Canton at the time the vote 
 was taken, and became the first Superintendent after the 
 organization under the General School Law of 1849. Can- 
 ton was at this time a village of less than four thousand 
 inhabitants. Mr. Allen was succeeded by Hon. H. S. Mar- 
 tin as Superintendent in the year 1854. The writer has 
 not been able to get possession of the original records of 
 the Board of Education, which have been either lost or 
 destroyed, nor any satisfactory statistics of the schools 
 prior to the year 1856. In July of that year Mr. Martin 
 was re-elected Superintendent and teacher in the High 
 School, with eight assistant lady teachers in the lower 
 departments, as follows : Two in the Grammar School, one 
 in the Secondary (C and D Grammar) School, four in the 
 Primaries, and one in a mixed school. Among these was 
 Miss Betsy S. Cowles, who is yet well known all over the 
 State as one of the beet teachers that have graced the pro- 
 feseioii in Ohio. 
 
 From the nearest calculation that can be made upon the 
 meagre data of this period at hand, the number of pupils 
 enrolled in the year 1855 did not amount to five hundred 
 in all the schools. The Superintendent's salary was $800 ; 
 and that of lady teachers ranging from $400 to $160 per 
 annum. 
 
 Mr. Martin continued in the schools until January 1st, 
 1864, a term of more than eight years. His former pupils 
 invariably speak well of him, and not a few of them, to- 
 gether with some of his later associate teachers, are still 
 teaching in the Canton Public Schools. He left the Super- 
 intendency to take his seat in the Senate of Ohio, to which 
 distinguished position he had been chosen at the preceding 
 October election. In the Senate he was a warm friend of 
 all measures pertaining to the efficiency of the school work, 
 and served, if we mistake not, as a member of the Standing 
 Committee on Public Schools throughout his term. He, 
 
also, is still a resident of Canton, and a warm friend and 
 patron of the schools. His successor was Mr. H. S. Leland, 
 who continued as Superintendent during the remainder of 
 that year and the greater part of the following school year. 
 On account of misunderstandings and difficulties, which 
 for a time seriously threatened the success of the school 
 work, he resigned his position in the latter part of May, 
 1865. His successor, Daniel Worley, was appointed on the 
 13th of June following, but did not take the place until the 
 beginning of the next school year in September, 1865. Mr. 
 Worley was annually thereafter appointed until June, 1874^ 
 when he was unanimously elected, under the new School 
 Law, as Superintendent for three years from the first Mon- 
 day in September of that year. He is accordingly yet in 
 charge. Since their organization the schools have, there- 
 fore, been under the charge of the following four named 
 Superintendents : 
 
 Ira M. Allen, from 1849' to 1854. 
 
 H. S. Martin, from. 1854 to 1864. 
 
 H. S. Leland, from 1864 to 1865. 
 
 Daniel Worley, from 1865 to the present time. 
 
 During Mr. Martin's superintendency additions were 
 made to the old Union School building, and a small new 
 school house was built in the eastern part of Canton, now 
 beginning to be numbered among the cities of the State. 
 During Mr. Leland's time preparations were made for a n«w 
 building, with four school rooms, in the south part of the 
 city, but this was not erected until after his successor had 
 taken charge. Since Mr. Worley's connection with the 
 schools, the Board of Education have erected, in addition to 
 the one last named, a building of four rooms, in the north- 
 eastern part of the city, one of six rooms in the eastern 
 part, and one of two rooms, for Primary pupils, in the 
 southeastern part; and they have now in course of erection 
 a building of six rooms in the southwestern part of the 
 city, leaving only to be supplied a good building for the 
 northwestern part, and a new and creditable central build- 
 
ing for the higher grades of Grammar Schools and the High 
 School. 
 
 With all that has thus been accomplished to furnish 
 adequate school facilities, the population of the city, and 
 consequently the school population also, has increased so 
 rapidly that our schools have always been crowded beyond 
 their just capacity. The old Union School building, never 
 well -adapted for its purpose, has become so generally di- 
 lapidated that the Board of Education were constrained to 
 take the sense of the people upon the question of borrowing 
 money upon bonds for a series of years, and a tax to meet 
 the principal and interest, to enable them to erect several 
 new buildings for Primary and Grammar Schools, and one 
 for the High School during the coming season. As the 
 people decided favorably, though against strong opposition, 
 we may hope within a year or two to be amply provided 
 with school room for all our children, as the law and the 
 future wellbeing of the community demand. 
 
 The growth of the schools may be seen from the following 
 exhibit : 
 
 Total enrollment for year ending August 31st, 1855, about 500 
 
 " " " " 1865 965 
 
 " " " " 1875 1,674 
 
 " for first term of 1875-6 1,515 
 
 No. of teachers in 1854-5, male 1, female 8 — total 9 
 
 " " 1864-5, " 3, " 11 " 14 
 
 " " 1874-5, « 7, " 26 " .; 33 
 
 " at present " 7, " 29 " 36 
 
 Average 
 
 salaries 
 
 paid 
 
 in 1854-5, male $800, 
 
 female. 
 
 ti 
 
 {( 
 
 11 
 
 1864-5, 
 
 " 900, 
 
 
 ti 
 
 " 
 
 li 
 
 1874-5, 
 
 " 1037, 
 
 
 Highest salary. 
 
 
 1854-5, 
 
 " 800, 
 
 
 Lowest 
 
 
 
 U 
 
 (C 
 
 
 Highest 
 
 
 
 1864-5, 
 
 " 1,200, 
 
 
 Lowest 
 
 
 
 (1 
 
 " 600, 
 
 
 Highest 
 
 
 
 1874-5, 
 
 " 1,800, 
 
 
 Lowest 
 
 
 
 a 
 
 " 600, 
 
 
 .$250 
 .. 314 
 .. 423 
 .. 400 
 .. 150 
 .. 550 
 .. 250 
 .. 800 
 .. 350 
 
The present status of the schools (January, 1876) is as 
 follows : 
 
 Enrolled in Primary Schools, males 437, fema'es 438— Total 875 
 
 " Grammar " " 167, " 186 " 353 
 
 " High " " 28, " 50 " 78 
 
 " German " " 61, " 63 " 124 
 
 Total enrollment, " 693, " 737 " 1430 
 
 Number of teachers in Primary Schools, females, 17 " 17 
 
 No. of teachers in Grammar Schools, males 3, females 8 — Total 11 
 
 High " " 1, " 2 " 3 
 
 German " " 1, " 1 " 2 
 
 Special teachers Male 1, Female 1 — Total 2 
 
 Superintendent " 1, " ... " 1 
 
 Total " 7, " 29 " 36 
 
 About 30 per cent, of the number of pupils enrolled in 
 our Primaries are found in the Grammar Schools, and about 
 20 per cent, of the number in the Grammar Schools in the 
 High School ; but it is gratifying to all friends of our pub- 
 lic school work to know the fact that, within the last few 
 years, the number of pupils continuing a longer time in the 
 schools, and of those completing the entire course, is at least 
 25 per cent, greater than formerly. 
 
 The course of study provides, in the schools below the 
 High School, for thorough drill in the common English 
 branches, including Vocal Music and Drawing, and object 
 lessons in Elementary Science. In the High School the 
 pupils are taken through a tolerably thorough academic 
 course in Language (Latin and German), Mathematics and 
 Natural Science. Besides making frequent reviews, pupils 
 in all the departments from the A Primary upwards, are 
 subjected to the test of a written examination four or five 
 times a year. Candidates for graduation in the High School 
 are examined at the end of their course, and are only given 
 a diploma after passing, satisfactorily, examinations in all 
 the studies of the course, with the exception that in Lan- 
 guage, only the full course in one of the languages studied 
 is required. 
 
Pupils are allowed to enter the schools at the age of six 
 years. To complete the entire course ordinarily requires a 
 period of twelve years ; of these, four years are given to the 
 Priniaries D, C, B and A ; four j^ears to the Grammar Schools 
 D, C, B and A, and four years to the High School. Promo- 
 tions are made upon examinations once a year by the Super- 
 intendent, but provision is made for promoting pupils at 
 other times, whose natural capacity or diligent application 
 enables them to advance more rapidly than the average of 
 the class in which they may chance to be at any time. On 
 the other hand, pupils not properly sustaining themselves 
 are equally liable to demotion. Besides these regular grades 
 of schools, the Board of Education have, under the require- 
 ments of the school law, provided a German-English School, 
 with two teachers, in which the gradation of the other 
 schools is observed, as nearly as may be, as far as the B Gram- 
 mar grade, or through six years of the school course. 
 
 The High School is justly dear to the great majority of 
 our people; for, notwithstanding the much- greater cost of 
 maintaining it, and the comparatively small percentage of 
 all the pupils attending it, it gives the opportunity to a 
 great many of our young people to secure that more thor- 
 ough education of which they would otherwise be largely 
 or entirely deprived, and serves as a constant stimulant, in 
 all the lower grades of schools, to increased devotion and 
 zeal in study. Our school system without it would be sadly 
 deficient. Many of our High School pupil's and gradtiates 
 of former years now fill responsible positions at home and 
 abroad, who have received their whole preliminary train- 
 ing for them in our Public Schools, and through their influ- 
 ence in and upon society, they pay back into the treasury 
 of the public security and good much, yea, infinitely more, 
 than was expended upon their education from the public 
 purse. 
 
 In addition to the schools embraced in the public school 
 work of Canton, there are two parochial schools (English 
 and' German) of the Roman Catholic Church, with six 
 teachers, enrolling, during the year, about six hundl-ed 
 
pupils; a German parochial school of the Lutheran Church, 
 enrolling about sixty pupils, under one teacher ; and the 
 Collegiate Institute, enrolling about one hundred pupils 
 annually, under four regular teachers. In the parochial 
 schools provision is made for instruction in the Primary 
 and lower Grammar grades of study, with special religious 
 instruction, and in the Collegiate Institute, for Primary, 
 Intermediate and Academic instruction. 
 
 The total enrollment in the Public Schools this year 
 
 will be about 1,800 
 
 The total enrollment in the Parochial Schools 700 
 
 " " " Collegiate Institute 100 
 
 Total in all the Schools, about 2,600 
 
 The enumeration of children entitled to the privileges of 
 the school was, in September, A. D. 1865, one thousand eight 
 hundred and thirty-five, between the ages of five and twenty- 
 one years ; and in September, 1875, three thousand one hun- 
 dred and fifty-five, bet ween six and twenty-one years, about 
 doubled in ten years. 
 
 In conclusion, it may be remarked that, at no previous 
 time in their history, have the schools of Canton been dearer 
 to the people than they are now ; and as increased facilities 
 are afforded from year to year, they will, under wise and 
 discreet management, assuredly also increase in efficiency, 
 in thoroughly preparing the mass of our growing youth for 
 the responsibilities before them, and in beneficent results 
 upon society in general which are only to be secured through 
 the intelligence and virtue of the people. 
 
CINCINNATI PUBLIC SCHOOLS. 
 
 A Brief Sketch of the History, the Rise and Progress and Eeoent Oon- 
 dition of the Common Schools of Oincinnati, to which are Added 
 Three Appendices, Containing Examination Papers, a List of Some 
 of the Principal Private Educational Facilities of the City, and a 
 Nominal Eoll of the School Board and School Officers for the Cen- 
 tennial Tear. 
 
 The Public School system of Cincinnati is now in the 
 forty-eighth year of its existence ; but as the city, on the 
 12th day of February, 1829, was then, comparatively 
 speaking, in its cradle, it is difficult to give more than a 
 rapid retrospect of the early history of the public educa- 
 tion of the masses of the children. But two short dec- 
 ades had then elapsed since the incorporation of the 
 city, and at that time the hard struggles of the early 
 pioneers had left but little opportunity for the cultivation 
 of those graces, and the utilization of those agencies of 
 learning which now so thoroughly, in almost every de- 
 partment, characterize the energies of the community. 
 In Cincinnati, as elsewhere, in the most advanced Eastern 
 and Western cities alike, the first attempts at universal 
 and common education were owing to the activity of 
 individuals. First, in order of time, John Kidd, in 1818, 
 devised $1,000 ^er annum, charged upon the ground rents 
 of his estate, to be expended for the education of the 
 poor children and youth of Cincinnati. His devise was 
 unfortunately frustrated by the title to his estate, which 
 proved to be defective; but, in 1824, Thomas Hughes, an 
 Englishman, who had long made his home here, left a 
 
tract of land yielding a perpetual ground rent of $2,000, 
 " to be appropriated and applied to the maintenance and 
 support of a school or schools in the city of Cincinnati 
 for the education of destitute children whose parents 
 and guardians were unable to pay for their schooling;" 
 and Mr. Woodward's bequest followed some years after- 
 wards. These were the foundations of our High 
 Schools, and to them must be attributed the awakened 
 attention of the Legislature which, upon this subject, 
 first found its expression in an attempt to pass a general 
 rule school law in 1823, and the passage of the first law 
 on the 5th of February, 1825. 
 
 But the law of 1825 simply provided for State educa- 
 tion, without leaving any autonomy to the great corpo- 
 rations in the West — such as Cincinnati was then, 
 although her population was but little more than 20,000. 
 It was soon, however, evident that the action of the 
 Legislature would be, if not inoperative, at least incapa- 
 ble of producing the desired fruits. The plan of the 
 law was in itself defective, and the tax it authorized in- 
 sufficient for the purpose. The schools were, moreover, 
 opposed not only by the heavy tax-payers and the pro- 
 prietors of private academies, but also neglected by the 
 people for whose benefit they were set on foot, upon the 
 ground that they were " charity" or "poor schools." 
 
 These disadvantages soon became so obvious that, in 
 February, 1829, the friends of education, taking advan- 
 tage of amendments to be made in the city charter, se- 
 cured the passage of a statute giving an independent 
 organization to the schools of Cincinnati, and empower- 
 ing the City Council to levy special taxes for building 
 school houses and supporting schools. The terms of this 
 act required the City Council to divide the city into ten 
 districts, in each of which within ten years they were 
 to purchase a lot and erect a substantial building of brick 
 or stone, to be two stories high, and containing two 
 school rooms, all of the same size and dimensions. For 
 the cost they were authorized to levy a tax of one mill 
 
on the dollar, and another mill for the expenses of the 
 teachers. The Board was composed of one raenibep 
 fronn each Ward, elected annually by the people. Their 
 duties were to appoint teachers and superintend their 
 ■ work, to select a Board of Examiners, examine and re- 
 port every three months, and file the necessary certifi- 
 cates. This law has long been altered and amended, but 
 ever since that 12th day of February, 1829, the funda- 
 mental principle of the Cincinnati Public Schools has 
 been based upon the same theory of local self-govern- 
 ment and civic direction. 
 
 A great and a manifest improvement had been made — 
 one, too, thoroughly in harmony with the principles of 
 American ; freedom and in the same Spring the Trustees 
 went zealously to work. Unfortunately, their means 
 were stinted, and close economy prevented the expan- 
 sion and complete usetuhiessof that system conferred by 
 the act of 1 829. Even so late as 1831 some of the schools 
 wore in the basements of houses, amid stagnant water, 
 and subject to the inconveniences of a disregard of all 
 the most vital principles of hygiene. It is not to be 
 wondered at, therefore, that during the early years of 
 our Public School system, the people, in great measure, 
 refused to avail themselves of the opportunities it offered. 
 
 Even then, too, in that very civic inauguration of the 
 march of education, anotlier grievous evil arose. The 
 keen compilers of educational manuals perceived their 
 chance, and a war of Spelling Books and Dictionaries 
 and Geographies arose. The result was the resignatioa. 
 of some of the trustees, and the consequent injury of the 
 schools. In the morning days of so great an enterprise, 
 it was impossible that strife and contention should not 
 have created, in an almost fatal manner, a spirit of par- 
 tisanship in the Board, and disobedience among the sub- 
 ordinates. To these drags upon the wheel were added 
 the unsettled relations between principal and teacher, 
 between teacher and scholar, and the uncertainty with 
 which a novel and everchanging cbde of rules an 
 
regulations weighed upon the Board, teachers and schol- 
 ars. This was so painfully apparent, and the indifter- 
 ence into which it was leading the people so strongly 
 marked, that at length, in 1833, a resolution was adopted 
 to bring the real advantages of public education more 
 vividly before the eyes of the people. In pursuance of 
 this, annual examinations of the pupils were set on foot. 
 Teachers from other States, public men, members of the 
 Press, and friends and relatives of those whose progress 
 was to be tested, were invited- The city caught and 
 acted upon the spirit of the affair, and the memorable 
 procession of girls and boys, in 1833, through the streets 
 of the city at the close of the examinations, marks an 
 epoch in the history of our schools. 
 
 It was also at about this time that another great im- 
 petus was given to the good cause by the first annual 
 meeting ever held by the Western College of Teachers in 
 ftncinnati ; and, with the vie'w of permitting the city 
 teachers to reap every possible benefit from the Associa- 
 tion, the whole general school work was suspended during 
 thfeir sittings. 
 
 'But time was passing, and but little progress had been 
 made in the erection of the ten substantial school houses 
 provided for by the act of 1829. In 1833, however, a 
 Mndel School House was finally built upon liace street, 
 near Fourth. It was of brick and stone, in accordance 
 with the law, and within two years afterwards its lead- 
 ing features had been' copied in the remaining nine dis- 
 tricts. The total cost of the lots and buildings was 
 $96,159.44, most of which was raised by five per cent, 
 city bonds. All were of neat proportions and substan- 
 tial construction, having two rooms in each story, divided 
 by passages, with a separate entrance for boys aiid girls. 
 The rooms were thirty-six in number, each thirty-six by 
 thirty-eight feet in diraensic)ns, and every house had sep- 
 arate play-grounds for boys and girls. 
 
 These were our earliest schools built under the law, the 
 fundamental principles of which still animate our sys- 
 
teni, and insufficient as they may now appear to be, they 
 were a boon extraordinarily great to the rising genera- 
 tion. No uniformity of grading or classiiication had yet 
 been reached, but by 1836 two thousand four hundred 
 pupils were assembled in daily attendance, under the 
 superintendence of forty-three teachers. The large ma- 
 jority were males, and the salaries varied from |500 for 
 Principals to $300 for Assistants. The female Principals 
 then received only |250, and the Assistants $200 a year. 
 
 In 1836 the city teachers formed a Faculty Association, 
 and met twice a month to prepare plans for the improve- 
 ment of the schools, and a short time afterwards quar- 
 terly conferences were regularly held between the trustees 
 and the teachers. During the same year the Trustees of 
 the Woodward High School offered to receive for the 
 same year, for gratuitous instruction, ten boys from the 
 Common Schools, to be selected by the School Board. 
 
 These vigorous steps resulted in the improvement of the 
 School Board in 1837, which thenceforth was to consist 
 of two members instead of one from each Ward, and by 
 the united effiarts of managers and teachers, and the de- 
 cided improvement manifest in the pupils, the schools 
 rapidly grew in numbers and popularity. In 1889 the 
 Board adopted the plan of providing schools for Orphan 
 Asylums, and in 1840 an important step was taken in 
 providing for instruction in the German language. The 
 necessary powers were given by an act of the Legislature 
 of 19th March, 1849, establishing in certain District 
 Schools a German Department, where the children were 
 taught the German language, simultaneously pursuing 
 the ordinary studies in English. In this manner a move- 
 ment for the separation of the offspring of the two classes 
 of our citizens was most judiciously nipped in the 
 bud, and abundant means provided for welding into one 
 whole the youth of our people, without losing sight of 
 the distinguishing excellencies which are the best charac- 
 teristics of both the German and the native stock. The 
 department was divided into two grades, the Junior com- 
 
prising all who were iu the Primary grades in English, 
 and placed under the joint care of an English and Ger- 
 man teacher, while in the Senior grade were classed all 
 pupils who had attained to the higher grades in English. 
 These attended once or twice a day in the German teach- 
 er's room, for the rest of the school hours remaining 
 under the supervision of the English masters. 
 
 In 1842 Night Schools, authorized by the same law 
 which had provided for the German Schools, were opened 
 and sustained during the winter months until 1857, when, 
 in consequence of the paucity and irregularity of the 
 scholars, they were suspended, and their success has not 
 been strongly pronounced until, comparatively speaking, 
 a very recent date. It was also about 1840 that special 
 Professors of Penmanship were first added to the general 
 staff, and their influence for good in bringing about prac- 
 tical success in subsequent commercial and professional 
 life has been so clearly demonstrated that, with few inter- 
 missions, owing to enforced economy, they have since been 
 maintained upon the roll of teachers. 
 
 In 1842 a delicate question, which,, in one respect or 
 another, has since that period been debated with the 
 greatest and most unnecessary acrimony, first threatened 
 the harmony of our public schools. It was stated by the 
 President to the Board that the Catholic Bishop of the 
 Diocese objected to the text-books in use in the schools, 
 and also to the books in circulation in the district libra- 
 ries, upon the ground that they contained matter repug- 
 nant to the faith of Catholics, and also that tiie children 
 were positively required to read the Protestant Bible. 
 The Board promptly directed that, in the event of any 
 objection by parent or guardian, the children should not 
 be required to read the King James version of the Bible, 
 or permitted to borrow books from the libraries, and 
 teachers were prohibited, in general terms, from dwelling 
 in a hortatory form upon any notes or comments, or in 
 any way insisting upon anything approaching even to 
 a sectarian explanation of the text. 
 
In October, 1845, another stride in advance was made. 
 Mr. Symmes proposed the establishment of a Central 
 School, for the instruction of the more advanced pupils 
 of both sexes. On the 11th of February, 1846, the School 
 Board was authorized by the Legislature to provide for 
 sucli other grades of schools, in addition to those already 
 on foot, as might seem necessary and expedient, and also 
 to contract with any persons or institutions "in relation 
 to any funds for school purposes that might be at their 
 disposal." This directly referred to a contract with the 
 Trustees of the Hughes Fund, which as yet was wholly 
 without any connection with the public schools. A con- 
 tract, to which brief reference only can be made, was 
 subsequently concluded for the establishment of a Female 
 Academy, free for the admission of girls upon terms and 
 with instruction similar to those already afforded to boys 
 in the Woodward High School ' but it was defeated by 
 an injunction issued from the Court of Common Pleas, 
 sued out by members of the Council. The interposition, 
 at first sight so ill-judged, turned out most fortunate. In 
 1847 the School Board established the Central School, 
 and on the 8th November of the same year it was opened 
 with 103 pupils, selected, by examination, from all the 
 schools. It continued in successful operation until 1851, 
 when it was merged into the present constitution of the 
 High Schools. This arrangement, by a fortunate union 
 of the funds given by Woodward and Hughes with the 
 system of Common Schools, resulted in our present High 
 Schools, accomplishing all the benefactors could have 
 hoped, and preserving inviolate the trusts created under 
 their wills. 
 
 These High Schools were thenceforward to be con- 
 trolled by a Union Board of thirteen members; five 
 Woodward Trustees, two Hughes Trustees, and six dele- 
 gates from the School Board. 
 
 In 1849 an act of the Legislature authorized the estab- 
 biishment of separate schools for colored i)eople, but, 
 
owing to legal obstacles, they soon passed under the con- 
 trol of the School Board. 
 
 The success of the school system as a whole had, how- 
 ever, been already fully proved, and in 1850 there was a to- 
 tal attendance of 5,362 scholars, with 138 teachers, meeting 
 and working in fourteen school houses. By an act dated 
 the 23d of March, 1850, the election of a General Super- 
 intendent by popular vote was authorized, but in 1853 it 
 was wisely modiiied by providing for a choice by the 
 Board. In November, 1854, a very important change 
 was introduced into the organization of the schools, by 
 the creation of the Intermediate Schools. The motive 
 was primarily one of economy. The schools had been uni- 
 formly classed into six grades, each pursuing strictly one 
 course of study and text books, and it being a rule that 
 each teacher should have an average attendance of forty- 
 five pupils, it had been observed that in the two highest 
 grades, necessarily requiring teachers of the most experi- 
 ence and highest qualifications, the daily attendance 
 did not exceed thirty-five, and in many schools thirty, pu- 
 pils to the teacher ; it was therefore decided to concen- 
 trate the two upper grades of all the District Schools 
 into four schools, to be called Intermediate, and in this 
 way it was expected that the same pupils might be in- 
 structed by a much smaller number of teachers, and 
 thus a great improvement be gained in the management 
 of the overcrowded grades of the Primary Schools. The 
 plan was gradually carried into effect, but not without 
 opposition, and the result rapidly proved the wisdom of 
 the scheme. 
 
 In 1857 a difficulty began to be felt in supplying the 
 demand of experienced teachers, then numbering a corps 
 of three hundred, and to remedy this defect a Normal 
 School was founded for the training of teachers, upon a 
 scientific plan, in accordance with the advanced require- 
 ments of the age. The Norma! School rapidly proved 
 its usefulness, and education being thus offered to future 
 
educators, the higher standard of efficiency demanded 
 was far more easily and firmly upheld. 
 
 Thus far the main facts of the early history of the School 
 System of Cincinnati have been succinctly traced. It hak 
 seemed best to avoid adverting to many initiatory details in 
 the vast field of public education, which might have been em*, 
 braced in a long and exhaustive treatise, but which, after ally 
 might have served but to load the waste-paper basket and to 
 cumber the shelves of the library of reference. From 1867. 
 till the ])resent time the great work of progress and improve- 
 ment went on. There were lapses and delays, caused by the 
 war and various other causes; but overcoming all, rising 
 superior to all obstacles, the genius of the American desire 
 for progress and enlightenment has won its way with a step 
 sometimes temporarily checked, but ever resolute in its aim 
 and march. In 1869, the same question which, under a par-, 
 tially different aspect, seemed so dangerous in 1842, again 
 cropped up. An active movement was set on foot to ex- 
 clude the Bible from the schools. The contest was strenuous 
 and vigorous. The case, after many public meetings, held 
 for and against the object at stake, came up before the courts,, 
 and eventually, in appeal, the doctrine was laid down that' 
 the Board had cognizance of the admission of all books and 
 subjects of study, the Bible included, but the exclusion was 
 consequently maintained. It is useless to recapitualate the . 
 argiiments or to analyze the decision. They have been printed 
 in a separate volume as a report of what is known as one of 
 the Causes Celebres of the West. 
 
 On the 1st of May, 1873, an act was jiassed by the State 
 Legislature, entitled an act " For the Reorganization and 
 Maintenance of Common Schools," in which, with a few tri- 
 fling amendments upon points of detail, and read in connec- 
 tion with the city charter, will be found all the present pro- 
 visions regulating our schools. Section 50, which may now 
 be called the Magna Charta of Ohio free public education, 
 enacts that " each Board of Education shall establish a suffi- 
 cient number of schools to provide for the free education of 
 the youth of school age within the district, at such places as 
 
win be most convenient for the attendance of the largest num- 
 ber of such youth, and also may establish one or more schools 
 of higher grade than the Primary schools, whenever they deem 
 the establishment of such school or schools proper or neces- 
 sasry for the convenience or progress in studies of the pupils 
 jfttending the same, or for the conduct and welfare of the edu- 
 ea/tional interests of such district ; and tlie Board shall con- 
 tinue each and every school established by them for not less 
 than twenty-four nor more than forty-four weeks in each 
 school year: Provided, that each Township Board of Educa- 
 tion shall establish at least one Primary school in each sub- 
 district of their township." The section contains many other 
 provisos, but these essential elements, recognizing the right 
 of the public tax-payers to demand adequate provision for the 
 due training of their children, are the elements underlying 
 the* whole frame- work of our modern system. Its growth has 
 been traced from its earliest stages, and it will be now suffi- 
 eieat to pass over the interval from 1857 to the present time, 
 arad exhibit to the reader the present aspect of the Public 
 Schools of the city, their attendance, the number and status 
 of their teachers, and give some idea of the branches of study 
 and the progress made from grade to grade of the students. 
 
 It must, however, be remembered that by the same act of 
 the Legislature of 1873, previously alluded to, the Colored 
 Schools, once under the control of a Board elected by the col- 
 ored people, were placed under the control of the Board of 
 Education, and were reorganized by the present Supeiintend- 
 ent, Mr. John B. Peaslee, in the year 1875. 
 
 The schools, then, are now managed by a Board consist- 
 ing of fifty members, two from each Ward, elected for two 
 years. 
 
 The total receipts for the year ending 3Jst August, 1875, 
 based upon the taxation of three mills on the dollar, and in- 
 cluding every other source of income, such as tuition fees of 
 Bon-residents, High School funds, etc., amounted to $757,- 
 492.68. The total expenses were $650,676.02, and this in- 
 cludes outlay upon two new school houses in process of erec- 
 tion, and an addition to another. There are twenty-six dis- 
 
tricts, the cost of whicli varies from $7,016.93 in the lowest^ 
 to $34,074.24 in the liighest. There are also four Interme- 
 diate Schools, two High Scliools, one Normal School and 
 five Colored Schools. The special teachers of Music, Draw- 
 ing and Penmanship attached to the general staff, and work- 
 ing under special regulations from school to school, as their 
 services are demanded, cost the city $21,631.08. The total 
 cost of the High Schools, including gas, was, for the whole 
 year, $15,252.37. The officers' salaries, including the Supa:- 
 iiitondents of both wliite and colored, is $12,341.97, the item 
 of offices is $1,134.70. The Public Library, not including 
 books purchased, costs $32,747.37, and with general and inci- 
 dental expenses amounting to $16,368.95, the sum total of 
 $650,676.02 is reached. 
 
 Having thus indicated the total receipts and outlay, it will 
 be proper to consider the subject of the education of the chil- 
 dren, properly speaking, and upon this point a more detailed 
 representation may he made. In both the High Schools, the 
 A grade is the highest, and next in succession the B, C and 
 D. In both schools the hours of study are from 8 to 1:30 P. 
 M., with an intermission of one-half an hour's relaxation. On 
 Friday afternoons the A grade has also lessons in Practical 
 Chemistry in the laboratory, from half past one until four 
 o'clock, with a recess of fifteen minutes. The full course of 
 study in the High Schools extends over a period of four years 
 for both sexes, both studying together in the same rooms, and 
 taught upon the same methods, on the same subjects, by the 
 same teachers. There are three courses of study, the Classi- 
 cal, the Technological, and the general. The Classical and 
 Technological are intended as preparatory to the University. 
 The latter of these is for specialists, and includes Mathematics 
 in the higher branches. Astronomy, Civil Engineering, Sur- 
 veying, Chemistry, Metallurgy, Natural History, and the 
 ordinary branches of the general course. The Classical course 
 includes Greek, Latin, Algebra, Ancient and Modern History, 
 German, French, Physiology, Drawing, Geometry, Trigonom- 
 etry, Botany, Chemistry, Music, Physics, Elocution and prac- 
 tice in original Composition upon themes selected by the 
 
teachers. The General Course embraces German or Latin, 
 at the option of the scholar, Algebra, Ancient and Modern 
 Histdry, Physiology, French or Rhetoric (optional), Geome- 
 ti'y, Trigonometry or Botany, English Literature, Studies on 
 the Constitiition of the United States, Chemistry, Mental 
 Philosophy, Surveying. Book-keeping, Drawing, Composi- 
 tion, Elocution and Physical Geography and Physics. In 
 the Hughes High School alone, for the year ending 2")th June, 
 1875, the whole number of pupils enrolled- was 452 — 189 
 hoys and 263 girls. Of these 245, or 54.1-5 per cent, were 
 in the D 'Grade ; 122, or 27 per cent, in the C Grade ; 48, or 
 iO.3-5 per cent, in the B Grade; and 37, 8.1-5 per cent, in 
 the A Grade. The withdrawals during the year number 119, 
 leaving at the close 333 remaining ; thus showing the with- 
 firawal, of a fraction over 25 per cent, of the whole number 
 enrolled. Of these withdrawals 77, or nearly 65 per cent., 
 Were from the D Grade, being 31 per cent, of that grade ; 34, 
 or nearly 29 per cent, were from the C Grade, being 28 per 
 cent, of that grade ; 6, or 5 per cent, from the B Grade, being 
 12J per cent, of that grade ; and 2, or nearly 2 per cent, from 
 the A Gradfe, being nearly 5i per cent, of that grade. All 
 bf these' withdrawals occurred between the opening of the 
 school in September and the close of the same in the follow- 
 ing June. But a large number of the pupils in all of the 
 grades do not return to the school after the long summer va- 
 cation. 
 
 If, the tables of both the High Schools, and in most re- 
 sj)eets they are equal, be closely examined, it appears that, of 
 those who enter these schools, 50 per cent, remain more than 
 one year; 29| per cent, more than two years; 19 percent, 
 more than three years; and 17 percent, graduate. Compar- 
 ing the High School graduation from the total number of 
 Public School pupils, it appears that Chicago graduates an 
 average of 2i per 1,000, St. Louis 2^, and Cincinnati 3J. 
 
 The minimum number of recitations per week required of 
 each pupil is fifteen, but seventeen may be offered. The 
 method from grade to grade is based upon these recitations, 
 arid tlie semi-annual and annual examinations. The maxi- 
 
mum of marks for transfer in each subject is 100, the mini- 
 mum 70. For transfer, one-half marks may be secured at 
 tlie daily recitations, and the other half must be won at the 
 examinations, which, it must be remembered, are not con- 
 ducted in any case by those who have been engaged in teach- 
 ing upon the subject tested during the year. Throughout the 
 whole system, indeed, the Intermediate and District as well 
 as the High Schools, no teacher is in any way suffered to affix 
 marks upon those in wiiose progress he or she is interested, 
 and this secures a unity of progress or uniformity of system 
 throughout the city; for not only are the questions in exami- 
 nation prepared by non-iiiterested parties, but previous to 
 submission to tiie pupils they are referred to the'Superintend- 
 ent of schools. After each annual examination the following 
 prizes are awarded, the entire marks during the four years' 
 course governing their distribution : German prize, gold 
 medal ; French prize, gold medal ; best general scholar, what 
 is known as the " Unknown " gold medal ; for Mathematics, 
 a gold and silver " Ray " medal. 
 
 The Intermediate (or Grammar) Schools are, as their names 
 import, a half-way house from the District to the High 
 Schools, and their object is not only to perfect the branches of 
 learning taught in the District Schools, but to qualify the 
 pupils for the demands of the High School. The full course 
 is three years; but as the Principals in the Intermediate 
 Schools are permitted to transfer pupils making sufficient 
 progress from one grade to another at any time during their 
 pupilage, scholars not unfrequentiy pass through the Inter- 
 mediate and are admitted to the High Schools in a year and 
 a half. As a matter of practice, however, the majority pass 
 the full term of three years. It is gratifying to be able to 
 say that of those who pass through the Intermediate Schools 
 seventy-five per cent, enter the High Schools. The average 
 age of their admission is twelve and four-tenth years; of the 
 leaving for the High Schools, nearly fifteen years The 
 minimum numl)er of the marks to secure a transfer is sev- 
 enty of a possible one hundred in each subject. Upon the 
 question of the relative ability of both sexes, the general 
 
opinion of the teachers is to the effect that in the District 
 Schools the girls slightly excel the boys, but this is counter- 
 balanced by the superiority in mathematics evinced by the 
 boys in the Intermediate and High Schools, the girls main- 
 taining their equality in all other sul)jects, and being gen- 
 erally rather above the boys in original composition. 
 
 In the school year of 1875, there were in the Intermedi- 
 ate Schools, boys 2,284; girls, 2,036 — making a total of 
 4,320. 
 
 Exclusive of the Colored Schools, there are 31 district 
 school houses, and, in one point of view, these are the most 
 important in our whole school system. A large number of 
 children, upon leaving the District Schools, enter at once into 
 some employment, and, hence, have no. other opjjortunity of 
 regular training. In the school year of 1875, in a popnla- 
 tion, according to the census of 1870, of 216,239, there were 
 in the District Schools 12,438 boys and 11,284 girls, making 
 a total of 23,722. Speaking upon this point, the Superin- 
 tendent of Public Schools, in his annual report for 1875, and 
 comparing the estimated number of children of school age 
 with the enrollment in the public schools, says: 
 
 The census of the school youths taken September, ] 874, 
 shows thiit there were at the time in Ciijcinnati, between the 
 ages of six and twenty-one years : 
 
 White Youths 74,484 
 
 Colored Youths 1,993 
 
 Total 76,477 
 
 The number attending the public schools at that 
 
 time was 25,962 
 
 Church Schools 13,815 
 
 Private Schools 1,143 
 
 Total attending whool 40,920 
 
 Not attending school (whites) 34,399 
 
 Not attending school (colored) 1,158 
 
 Total not attending school 35,557 
 
This enumeration, however, includes all, both male and 
 female, between the ages of six and twenty-one years. The 
 Superintendent goes on to estimate the numbers between the. 
 more proj)erly called school years from six to fourteen, and 
 he arrives at a total of 46,228. Of these 26,615 attended the 
 public schools, and 15,714 the church and private schools, 
 250 the reformatory schools, thus making a total of 42,579 
 attending school between these ages, and 3,649 who could not 
 be traced ; but he adds that the childrenfof many of our more 
 intelligent citizens receive home education until the age of 
 seven or eight, and many children of the poorer classes are 
 withdrawn from the schools after they have obtained the 
 most essential rudiments of education. It appears, therefore, 
 that a very limited number of the children of Cincinnati re- 
 main totally uneducated in either private or public schools. 
 
 The children in these District Schools are divided into five 
 grades, ranging from H, the lowest, through G, F and E to 
 D, the highest. In 1875 the average age of the pupils 
 entering the H grade was six and seven-tenth years ; of the 
 G, eight and one-tenth; of the F, nine and three-tenths; of 
 the E, ten and tour-tenths, and of the D, or highest grade, 
 eleven and four-tenths ; the average of those leaving either 
 for active life or to enter the Intermediate School being 
 twelve and four-tenths years. 
 
 The children of the H grade are instructed in Reading, 
 Writing, Arithmetic, Spelling, Singing, Grammar, Object Les- 
 sons, and in Drawing and German when desired by parents. 
 In the G grade Composition is added, and in the F further and 
 particular attention is paid to Grammar. In E Geography 
 is also studied, and in D Text Books in Grammar and 
 Geography are used, the previous instruction in these sub- 
 jects being exclusively oral. In all these grades the teachers 
 are directed to resort, as much as possible, to Object Lessons, 
 which were introduced into Cincinnati before any other city 
 of the Union. It is the universal opinion that this object 
 method at once quickens the intelligence of the young chil- 
 dren, and saves the teachers from falling into a mere system 
 of routine. Since commencing its practice, both teachers and 
 
taught appear to take more vivid and spirited interest in 
 their work. 
 
 In the District Schools semi-annual and annual written 
 examinations are held by the Superintendent of the schools, 
 the several Principals also holding a monthly oral or written 
 examination, at their own option. From the written examin- 
 ations, however, the H grade, the very young children, are 
 generally excused. For transfer from a lower to a higher 
 grade, a minimum of seventy out of a possible one hundred 
 on general average of subjects is exacted. The marks in the 
 District Schools for transfer are only estimated upon the an- 
 nual examinations; but, to avoid keeping back bright children, 
 the Principals are authorized to make a transfer at any time 
 during the year; and children who may have failed at the 
 examination are not excluded from this opportunity. 
 
 The school hours are in G and H grades four and a half 
 hours a day; that is, from 9 A. M. to 12 noon, and from 1:30 
 P. M. to 3 P. M. In the other grades of the district, and also 
 throughout the Intermediate Schools, the morning hours are 
 the same, the afternoon from 1:30 P. M. to 4 P. M. 
 
 The schools are in session from the first of September till 
 the last Friday in June, with a holiday from Christmas eve 
 till the morning of the day after New Years. 
 
 There are, in addition to these, one Colored High School, 
 two Intermediate and five District Schools. The number of 
 High School colored pupils is, boys 14, girls 8, total 22 ; in the 
 Intermediate, boys 31, girls 54, total 85; in the District 
 Schools, boys 398, girls 448, total 846 ; the total colored pop- 
 ulation of the city, between the ages of six and twenty-one, 
 being, in 1874, 1,993. The general age of the colored pu- 
 pils in all the schools is higher than that of the whites; the 
 subjects taught are the same. 
 
 The general subjects of study are taught by the general 
 corps of teachers in the Public Schools of Cincinnati, but 
 there are other subjects for which special teachers are pro- 
 vided. These are Music, Drawing and Penmanship, 
 
 In Music, the theory and practice of singing are both taught, 
 and examinations in both are held twice a year. The children 
 
are noted far and wide for their proficiency, and the best 
 proof of their attainments was the excellent method with 
 which they contributed to the success of both the bien- 
 nial May Musical Festivals. At these festivals about fifteen 
 hundred children were present, and took part in such music 
 as the "Prayer," from Gluck; "Night Shades no Longer," 
 from "Moses in Egypt;" the " Praise of Friendship," from 
 Mozart, etc., etc. All the chief musical journals and most of 
 the great dailies in the United States were present at these 
 festivals, and with one voice they all declared that the 
 musical education of the Cincinnati children was unrivaled 
 in the land. There are seven special musical teachers, includ- 
 ing the Superintendent, who teach exclusively in the Inter- 
 mediate and High Schools and the D grade in the District 
 Schools, and superintend the teaching in the lower grades. 
 Their salaries are $1,800 per annum ; the Superintendent 
 recfeiving $2,100. 
 
 Drawing, like music, is taught in all the grades of the 
 Public Schools, the first year upon slates, and afterward with 
 paper and pencil. Only an hour and a half a week is de- 
 voted to drawing, but the specimens exhibited at the annual 
 examinations prove the great progress made by the pupils. 
 There are two male and three female teachers of drawing, the 
 salaries of the ladies ranging from $700 to $800, and those 
 of the gentlemen from $1,500 to $2,100. 
 
 In Penmanship the city is noted for the calligraphy of the 
 pupils. There are three teachers — a Superintendent and one 
 lady and one gentleman. The salary of the Superintendent 
 is $1,800, that of his assistants $1,000 a year. In the Dis- 
 trict and Intermediate Schools the regular teachers also give 
 instruction in teaching, under the supervision of the special 
 / teachers. Writing is taught upon the blackboard and the 
 slate and paper. 
 
 The Superintendent of the.se special branches gives instruc- 
 tion to the teachers as well as the pupils, and is authorized 
 twice a month to dismiss the schools from the regular duties 
 of the day, and substitute special instruction in his own de- 
 
jDartment. This rule has had the happiest results, and has 
 raised the standard both among the teachers and pupils. 
 
 In German there is, also, special study ; but there are not, 
 as in Music, Drawing and Penmanship, special teachers. The 
 Germans are so important and influeutial an element in our 
 community, nearly one third of our population being German 
 or of German origin, that the knowledge of the language 
 is here mo,st certainly a necessary element of common school 
 education. The State law enacts that whenever there are 70 
 parents in any school district, representing forty-iive pupils, 
 German must be taught. This is a feature of the law common 
 to Cincinnati and the whole of the State. In the districts 
 where this is demanded — and this is the case in twenty-five 
 of the twenty-six School Districts in Cincinnati — in the four 
 lower grades of the District Schools a moiety of the 
 school, hours excepting those devoted to Music and Drawing, 
 which are counted against this division, are devoted to Ger- 
 man. In the D grade one hour a day, and in the Interme- 
 diq.te and High Schools forty-five minutes, are German. 
 
 The Superintendent of the Public Schools, in his report 
 from which quotations have already been made, says : 
 
 The following table shows the number enrolled last year 
 in the German Departments of the District, Intermediate and 
 High Schools, and what per cent, that number was of the 
 whole number enrolled in those schools (exclusive of the Col- 
 ored Schools) : 
 
 Enrolled. Per cent. 
 
 District Schools 13,622 59.5 
 
 Intermediate Schools 1,275 30. 
 
 High School ; 222 25. 
 
 All the Schools 15,119 53.2 
 
 The increase in the enrollment in the schools (exclusive of 
 the Colored Schools) was one hundred and seventy-one over 
 the previous year, while the increase in the German depart- 
 ment was one thousand and twenty-seven. 
 
 During recent years the question has been debated whether 
 the study of another language retards or advances the study 
 of English. The experience of the Cincinnati schools would 
 
clciirly point to the negutive. Theoretically, it facilitates and 
 makes clearer by comparison the laws of Grammar, and prac- 
 tically it lias been found that the average age of children going 
 from the District to the Intermediate schools, passing in En- 
 glish the same examination, is lower than that of those whose 
 studies have been restricted to English alone. This fact, as 
 well as the great advantages conferred by the knowledge of 
 German in many districts of what may bt termed a bilingual 
 po|)ulation, conclusively proves the justice of tiie views of the 
 advocates of German training in our Public Schools. On the 
 othei' hand, it certainly has not had the effect of lessening the 
 influence and the acquisitjon of the English language upon 
 our German fellow-citizens. 
 
 In addition to these general and specific opportunties for 
 study, High Schools have been opened during the four win- 
 ter months of the year They were first established in 1869, 
 for the benefit of youths and young girls over fourteen years of 
 age who were unable to attend the regular day schools. The 
 average enrollment, until the sprintj of 1875, was 3,056, with 
 an average yearly attendance of 1,542. Last year there were 
 of these night schools, nen District and one High School. The 
 teaching is conducted upon the elective plan, adopted three 
 years ago, by the terras of which ench pupil is allowed to se- 
 lect both the nature and number of his studies, and is required 
 to be present only at the time of recitation; secondly, to the 
 fact that specialists arc employed as teachers, thereby insuring 
 a high order of instruction in the several branches. The fol- 
 lowing are the subjects taught: Arithmetic, Grammar, Pen- 
 manship, Drawing, Elocution, Book-keeping, Anatomy and 
 Physiology, Physics, General History, American History, 
 Con.stitution of the United States, Algebra, and German. 
 
 At the close of the last session of this school, 27 members 
 of the A class in book-keeping received diplomas, after hav- 
 ing passed satisfactorily a rigid examination upon questions 
 prepared by practical book-keepers. A number of the grad- 
 uates of this school are now holding responsible positions in 
 business houses of this city. 
 
 But the children, although they are the object of all the 
 
solicitude, ure not the only elements of the educational' sys- 
 tem of Cincinnati. Provision has been again made, as was 
 designed in the early period of our School History, to estab- 
 lish a Normal School to train teachers to their special work. 
 Into the Normal School of this city all graduates of the 
 High School are admitted without any examination ; all 
 others are required to undergo the examination of a teacher 
 previous to appointment. A condition precedent, however, is a 
 declaration of intention to teach in the Public Schools of the 
 city, and graduation in the Normal School is considered 
 equivalent to two years' ex[)erience in teaching, the graduates, 
 on appointment, being paid in accordance with this rule upon 
 the scale to be found hereafter. The result is, that of the 240 
 Normal School graduates, nearly all are already employed in 
 the profession. German and English branches of a liberal 
 education are both taught, and particular attention is paid 
 to the theory and practice of teaching. The following figures 
 will give the reader some idea of the work of the Normal 
 School : 
 
 Number of pupils graduated June, 1875, English 35 
 
 " " " " German.. 6 
 
 " " permanently withdrawn 4 
 
 " " remaining at close of the year 33 
 
 Total enrollment 78 
 
 In the Normal School the Superintendent is a lady, Miss 
 Delia Lathrop, receiving a salary of |2,000 a year. She has 
 five assistants, their salaries varying from, ladies $800 to 
 $1,000, and the gentlemen |1,600. 
 
 In addition to this method of cultivating the abilities of 
 instructors, the teachers of the city generally have formed 
 tliemselve.s voluntarily into three City Teachers' Associations, 
 one composed of the English Principals, the second of the 
 whole body of German teachers, the third of the lady teach- 
 ers. These Associations meet once a month, for the purpose 
 of comparing views upon teaching, text-books, and every 
 other subject connected with their calling. The rii'les of the 
 School Board, moreover, require the teachers to meet in what 
 is known as the ■ Teachers' Institute, held during the week 
 
preceding the aanual September school opening. The Insti- 
 tute is presided over and its exercises conducted by the city 
 Superintendent of Public Schools, and noted educators in 
 special branches from abroad are employed to give instruc- 
 tion to the teachers, who are then paid as for regular school 
 duty, and subjected, generally, to the same rules and regula- 
 tions which affect their own pupils during term-time. The 
 Institute is divided into two departments, English and Ger- 
 man. It is univesally admitted that this Institute has con- 
 tributed materially to tiie energy, progress and enthusiasm 
 with which the schools are conducted, and the employment of 
 specialists from abroad hns infused new life and honorable 
 rivalry into our home teachers. 
 
 In the two High Schools, the Hughes and the Woodward, 
 there are 23 teachers. The salary of the Principals is $2,600 
 a year, that of their male assistants from $1,200 to $2,200, 
 and that of the ladies from |1,000 to $1,500, according to 
 time of service. 
 
 In the four Intermediate Schools there are 27 male teach- 
 ers and 67 ladies. The salary of the Principal varies with 
 years, from $1,900 to $2,100, that of the ladies from $700 to 
 $800, and of the male assistants from $1,200 to $1,500. 
 
 In the District Schools there are 51 male teachers and 356 
 ladies. The Principals receive from $1,700 to $1,900 a year, 
 the male assistants from $1,000 to $1,300, and the ladies from 
 $400 to $700. Graduates of the Normal Schools, or ladies 
 of two years' experience, commence with the salary of the 
 third year, and the increase in salary of the gentlemen from 
 the raininum to the maximum is $100 a year, that of the 
 ladies $50. The Colored School teachers, of whom there 
 are 17 in all in the city, are paid upon the same scale as in 
 the white schools. 
 
 The Public Library is anotlier adjunct of tiie Public 
 School System. In 1855 the small Public School Libraries 
 scattered throiigh the city were uollected together and placed 
 in the rooms of the Board of Education. In 1856 a partial 
 union was effected with the Mechanics' Institute, and the 
 books transferred to its shelves. During the same year it 
 
was resolved to levy the legal tax of one-tenth of a mill for 
 Public Library purposes, and in September, 1868, the pres- 
 ent lot was purchased. The Public Library, built at a total 
 cost, including the site, of a little over |400,000, was formally 
 opened in February, 1874. The total number of books upon 
 the shelves is 78,249, and the circulation to the date of the 
 last school year was 215,220 volumes. The Library is under 
 the control of a committee specially appointed from the mem- 
 bers of the Board of Education. 
 
 From what has been said, it is evident that the educational 
 facilities of Cincinnati are second to none in the land. Prom- 
 inent educators from abroad have admitted this, and tliey 
 have also confessed that the teachers have striven with all 
 their energy and ability to turn to the best ac:count the means 
 at their disposal. Nor has the cost been excessive. The tax 
 of three mills on the dollar has, according to the Superin- 
 tendent's report for the year ending August 31, 1875, been 
 expended as follows : The amount paid for tuition was : 
 
 District Schools $321,822 27 
 
 Intermediate Schools 65,507 20 
 
 High Schools 34,844 37 
 
 Normal Schools 6,986 45 
 
 Total $429,169 29 
 
 Music $12,174 89 
 
 Penmanship 3,650 79 
 
 Drawing 5,805 40 
 
 Total Special Teachers $21,631 08 
 
 Grand Total $450,791 37 
 
 The average cost of special teachers per pupil, estimated on 
 the whole number enrolled, was seventy-eight cents; on the 
 number belonging, ninety-five cents; and on the number in 
 attendance, ninety-nine cents. 
 
 The average tuitionary cost per pupil, estimated on the 
 whole number enrolled, was (the average cost of special 
 teachers included) : 
 
District Schools $14 34 
 
 Intermediate Schools 20 97 
 
 High Schools 41 43 
 
 All the Schools 17 78 
 
 On the average number belonging : 
 
 District Schools $18 49 
 
 Intermediate Schools 25 03 
 
 High Scliools 48 03 
 
 All the Schools '. 20 31 
 
 On average number attending : 
 
 District Schools ,. $19 26 
 
 Intermediate Schools 25 76 
 
 High Schools ;. 49 15 
 
 All the Schools 21 10 
 
 Non-residents, it is added, attending tlie District Schools, 
 are required by the rule of the Board to pay a tuition fee of 
 sixteen dollars per year, which is two dollars and forty-nine 
 cents less than the average cost per pupil ; those attending 
 the* Intermediate Schools, twenty dollars, which is five dol- 
 lars and three cents less than the cost. 
 
 A great, perhaps unparalleled, effort has been made to train 
 the pupils in habits of personal neatness and order. This is 
 carried so far that the teachei's observe its requirements in the 
 most minute details. They pay attention to the cleanliness 
 of the children's hands as well ;is to the uniform order and 
 elaborate neatness and method exacted even in Arithmetic 
 upon tiie slate. The figures and the problem-s can, from a 
 slate, be easily expunged; but it has not been thought sufficient 
 to demand accuracy of Arithmetic. The figures must be 
 traced as accurately and with a care as great as though they 
 were graven on stone. I'his system, carried out in every de- 
 partment, has produced another good result. The pupils are 
 actually far quicker, more rapid in their work, than when 
 permitted to execute it in a slovenly manner. The people of 
 Cincinnati feel every reason to be proud of their schools. 
 They feel that they are not mere forcing houses of instruc- 
 tion, but inevitable nurseries of all the habits, morals and 
 conduct that will be most invaluable in after life in every 
 oaJeer. 
 
^IPIPEITIDI^^ 
 
 The examination papers of the High Schools, embracing, as 
 they do, Greek, Latin, German, French, History, Music, 
 Mathematics and the Sciences, are too long for insertion here; 
 but three papers, one of the highest grade in the Intermediate 
 School, one of the highest and one of the lowest grades in 
 the District Schools, are given. 
 
 Questions submitted to the various grades of the Intermediate 
 and District 8chook,for transfer, at the Annual Exam- 
 inations. 
 
 GBADE A. 
 
 (Eor admission to High Seliools.) 
 MENTAL. 
 
 1. If J of the gain equal 3 of the selling price, for liow much 
 will 4|- yards of cloth be sold, that cost $5 a yard ? 
 
 2. If 12 men can do a piece of work in 9 days, how many men can 
 do a piece of work J as large in f of the time ? 
 
 3. If J of A's money be increased by $5, the sum will be equal to 
 
 B's ; both together have $50 ; how much has each ? 
 
 4. A and B together can do a job of work in 12 days; they work 
 4 days, when A leaves, and B finishes the work in 24 days 
 more ; in how many days can each do it? 
 
 5. Bought a number of apples 2 for a cent, and as many more 4 
 for a cent, and sold 5 for 3 cents; did I gain or lose, and what 
 per cent? 
 
 6. James can cut a cord of wood in | of a day, B in | of a day; 
 
 how long would it take both together to cut 2 cords? 
 
 7. Asoldawatoh to Bfor$120,and gained 25 percent.; Bsolditand 
 lost 25 per cent. ; how much more did B lose than A gained ? 
 
 8. A has 10 cents, B as many as A+J as many as C ; C has twice 
 as many as both A and B ; how many has each '.' 
 
0. In au orchard of pear and plum trees, the latter are 2 of the 
 whole ; the pear trees are 45 more than the plum trees ; how 
 many of each ? 
 
 10. A farmer sold J of his sheep ; the next day he purchased f as 
 many as he sold the day before ; he then had 90 sheep ; how 
 many had he at first ? 
 
 WRITTEN ARITHMETIC. 
 
 1. When silver was 5 per cent, and gold 20 per cent, premium, I 
 exchanged $500 in silver for bills ; and immediately exchanged 
 the bills for gold ; how much money in gold did I receive ? 
 
 2. A buys au article for $500 aud sells it to B at a gain of 20 per 
 cent. ; B sells it to C at a loss of 20 per cent ; what per cent, of 
 A's gain is B's loss ? ' 
 
 3. What is the bank discount of a note of $5,340, payable in 90 
 days, at 6 per cent, 't 
 
 'I. Find the compound interest of $8,000 for 2 years, 5 months 
 and 12 days, At 9 per cent. 
 
 5. A note at interest for 2 years, 4 months and 15 days at 8 per 
 cent, amounts to $666.40 ; find the interest. 
 
 6. Bought goods for $600 cash, and sold them the same day for 
 $709.03 on 9 months' credit; what did I make by (he transac- 
 tion, money being worth 8 per cent. ? 
 
 7. Gold pens, sold at $5 a piece, yield a profit of 33J per cent.' ; 
 how much did each cost ? 
 
 8. How many building lots, each 20 ft. wide aud 99 ft. long, can 
 be made out of 2J acres of ground ? 
 
 9. Two windows, on opposite sides of the street and opposite each 
 other, are 28 feet each from the ground ; a ladder reaching from 
 the middle of the street to either window is 53 feet long; 
 what is the shortest line that will reach from one to the other ? 
 
 10. A bought 30 oranges ; for f of them he paid o cents for 2, and 
 for the remainder 1 cent each ; for how much a piece must he 
 sell them to gain 50 per (tent. ? 
 
 RULES AND PRINCIPLES. 
 
 1. Upon what principle does cancellation depend? Illustrate by 
 an example. 
 
 2. Why does annexing ciphers to a decimal not alter its value? 
 
 .S. Having the dimensions of a room given, how find the super- 
 ficial contents of the walls ? Of the ceiling ? 
 
4. How find what per cent, one luimber is of another? What 
 per cent, isf of f ? 
 
 5. Write a rule for solving the following : 
 
 A note, at interest for two years, six months, amounts to 
 $690; And the interest. 
 
 6. Write a promissory note. 
 
 7. How extract the square root of a common fraction ? Give an 
 example. 
 
 8. What is a root of a number V What is a right angled triangle ? 
 
 9. How find the distance round a square field containing 10 A.? 
 10. Explain by an example the process of multiplying one fraction 
 
 by another. 
 
 GBAMMAB. 
 
 1. Analyze: — "The joys that cheer us most in life, spring from 
 worthy acts and deeds, which we have performed." 
 
 2. Parse that and which. 
 
 3. Correct, where needed, the following : 
 
 It is me who is to blame. 
 
 Whom do you take me to be ? 
 
 Is six months interest due ? 
 
 Says I, " It could not have been us." 
 
 Sing slower and softer. 
 
 4. Write the infinitives and participles of sec in both voices, and 
 give the tense of each. 
 
 5. Write an original sentence in which the simple subject is mod- 
 ified by a participle ; and one in which it is modified by a 
 phrase. 
 
 6. " 'Tis midnight's holy hour, and silence now 
 
 Is brooding, like a gentle spirit, o'er 
 The still and pulseless world." 
 Give the modifiers of hour, of is brooding. 
 
 7. Correct the errors in the following : 
 
 The amount of expenditures and disbursements 
 
 far exceed our calculation. 
 Economy, and not mean savings, bring wealth. 
 It was not me who he was finding fault with. 
 I have often been asked my opinion on that subject. 
 Neither avarice or pleasure move me. 
 
 8. Write an original sentence in which the simple predicate Is 
 modified by aphrase; one in which it is modified by a clause 
 
9. Give the synopsis of lay in tlje passive voice, tliird person, 
 singular number, indicative and subjunctive modes. 
 10. " Deep on liis front engraven 
 
 Deliberation sat and public care." 
 Between what words does on show the relation? 
 What part of speech, is engraven '/ 
 What does and connect ? 
 What does deep modify ? 
 
 GEOGRAPHY. 
 
 1. Define Meridian, Longitude, Water-shed, Plateau, and Prom- 
 ontory. 
 
 2. Describe the surface of the British Isles. 
 
 3. Why is Western Europe much warmer and moister than 
 Eastern Europe ? 
 
 4. Locate Breslau, Venice, Lisbon, Bordeaux, Glasgow, and tell 
 for what each is noted. 
 
 5. Describe the two classes of Oceanic Islands. 
 
 6. Give tliree proofs that the Earth is spherical. 
 
 7. Why are the Tropics aud Polar Circles so situated ? 
 
 8. What cities are located near the Fortieth Parallel of North 
 Latitude? 
 
 9. For what are the following cities noted : Richmond (Va.), 
 Syracuse, New Bedford, Hartford, Santa Fe. 
 
 10. Where iu the U. S. are the richest mines of Gold, Silver, Iron, 
 Copper, and Lead 
 
 Crystal. 
 
 Glimpse. 
 
 Pellucid. 
 
 Garrulous. 
 
 Atrociotis. 
 
 Preparation. 
 
 Pennon. 
 
 SPELLING. 
 
 Challenge. 
 
 Incense. 
 
 Ecstasy. 
 
 Recompense. 
 
 Embassadors. 
 
 Easel. 
 
 Uncontrollable. 
 
 Besieged. 
 
 Tyrannical. 
 
 Munich. 
 
 Marseilles. 
 
 Tennessee. 
 
 Appalachian. 
 
 — 1 — h 
 
 4^- 
 
 ^ 
 
 i 
 
1. Ill what time is this exercise? 
 
 2. In what key ? 
 
 3. Name each note by syllable. 
 
 4. Name each note by letter. 
 
 i 
 
 t= 
 
 B. C. 
 
 Iziz: 
 
 I 
 
 ±=tc 
 
 5. Ill what key is this exercise? 
 .6. .J^ame each note by syllable. 
 
 7. Name each note by letter. 
 
 8. What is the meaning of D. C. ? 
 ft. .What is the name of ,-rv ? 
 
 10. What is the key when 4 jj's are used? 
 
 GRADE D. 
 
 (For Fifth Year..) 
 
 MENTAL. 
 
 1. By selling 8 dozen eggs for 92 cents I lost 4 cents ; how much 
 did they cost per dozen? 
 
 -9— 5— 7= what ? 
 
 -4— 5— 3— 9— 8— 9— 5= what 'i. 
 
 2. 93—9-9—8—8—7—7—9—8 
 
 3. 91—3—3—2—7—2—5—4—9 
 
 4. I bought apples at the rate of 5 for 8 cents ; at that rate how 
 many can I buy for 40 cents? 
 
 5. 54— 7+8— 9+7— 8+9— 7— 9+6+9— 5+7= what? 
 
 6. I bought apples at the rate of 3 for 9 cents, and sold tliem at 
 . tlie rate of 4 for 20 cents ; how much did I gain on the three 
 
 apples. 
 
 7. ll+14+23+17+18+12+ll+16=what? 
 
 8. Six men can do a piece of work in 12 days; in how many 
 days can 8 men do it? 
 
 9. 7+6+9-7— 7+9+8— 6— 3+7— 5+6--= what? 
 
 10. 5 I 8-J-.VI-7-I-S-I-9+7+5+S— 7— 8=what? 
 
WRITTEN ARITHMETIC. 
 2 
 
 28578 
 
 68979 
 
 64678 
 
 55768 
 
 76536 
 
 97887 
 
 97897 
 
 68946 
 
 78678 
 
 89779 
 
 67869 
 
 78667 
 
 76754 
 
 67866 
 
 45987 
 
 47488 
 
 69868 
 
 98787 
 
 87675 
 
 87589 
 
 35656 
 
 78767 
 
 64537 
 
 85768 
 
 93947 
 47769 
 73676 
 58578 
 67867 
 86789 
 59749 
 98678 
 75767 
 67896 
 65678 
 88675 
 
 4. What is the product of seven thousand, four hundred and six, 
 multiplied by eight thousand and nine? 
 
 5. What is the quotient of thirty-five million, two hundred and 
 three thousand, two hundred divided by 579? 
 
 6. The remainder is 222, the devisor 444, and the quotient 888 ; 
 what is the dividend ? 
 
 7. What will 607 acres of land cost at $90,125 per acre ? 
 
 8. What will be the cost of 57 pieces of cloth, each containing 49 
 yards, at $6,375 per yard. 
 
 9. What will one pencil cost, if 11520 cost $576? 
 
 10. If 768 lfnivescost$637.44, howmany can be bought for $846.60? 
 
 GRAMMAR. 
 
 1. Write a sentence containing a transitive verb, and one con- 
 taining an intransitirr verb. 
 
 2. Change this statement to a command : Boys go to school. 
 He studied tolerable good. Correct. 
 
 3. Write a sentence in which an adverb modifies another adverb, 
 and one in which an adverb modifies an adjective. 
 
 4. Write two sentences ; one containing a noun in the objective 
 case after a transitive verb ; the other containing a pronoun 
 in the objective case after a preposition. 
 
 5. Write three sentences : the first containing a verb in the past 
 tense ; the second a verb in the present tense ; the third a verb 
 in the future tense. 
 
6. What part of speech is each word lii the following seutence? 
 " Coining events cast their shadows before." 
 
 7. Write possessive plural of actress, family, hero, wolf, and the 
 pronoun it. 
 
 8. Give the subject, predicate and object in tlie following : 
 The habit of intemperance produces much lasting injury. 
 
 9. Write a sentence containing a pronoun in the tliird person^ 
 plural number, and possessive case. 
 
 10. Write a sentence containing a pronoun and its antecedent and 
 underline each. 
 
 GEOQBAPHY. 
 
 1. What State is noted for Iron ? Copper ? Gold ? Lead ? "Cot- 
 ton? 
 
 2. Locate capes Prince of Wales and Race, and tell from what 
 political division each projects. 
 
 3. Locate the capitals of England, France, Germany, and Italy. 
 
 4. Locate five seas of Europe. 
 
 5. Describe the Ehine river, and tell for what it is noted. 
 
 6. Locate Egypt, Liberia, and Cape Colony, and name the capital 
 of each. 
 
 7. Describe the Nile river, and tell into what it flows. 
 
 8. Into what do the following rivers flow ? 
 Indus, Ganges, Yenisei, Rhone and Elbe. 
 
 9. Locate White, Iron and Sierra Nevada Mountains. 
 10. Name five of the chief cities of Ohio. 
 
 COMPOSITION. 
 
 Picture. Page 11, Guyot's Elementary Geography. 
 
 SPELLING. 
 
 Peaceable. Ascertained. Myrrh. 
 
 Sagacious. Irresistible. Mischief. 
 
 Exhibition. Symmetry. Menagerie. 
 
 Asylum. Cavalry. Possessed. 
 
 Docile. Gypsies. Despair. 
 
 Proboscis. Chrysalis. Chieftain. 
 
 Melancholy. Guessing. 
 
1. In what, time is this exercise ? 
 
 2. What is the name of the rest in the first measure ? 
 
 3. Name of rest in the last measure ? 
 
 4. -What is the eflfect of |2 ? 
 
 5. What two notes are sung to one beat ? 
 
 6. What is the use of i} in fourth measure ? 
 
 7. What is the eflfect of |f when placed before a note ? 
 
 8. Meaning of «i/ and the name of ;;;— _ ? 
 
 9. Write the letters of the upper notes. 
 10. Write the syllables of the lower notes. 
 
 GRADE G, OR SECOND YEAR. 
 
 ARITHMETIC. 
 
 [Principals will please report by rooms the time occupied by the 
 pupils iu performing the following problems : ] 
 
 1. 28+6+8+9+7+4+5+6=what ? 
 
 2. 9+7H-6+7+6+8+5+9=what? 
 
 3. 82—7—4—3—5—6—8—4= wh at ? 
 
 4. 41— 3— 4^5— 6— 4— 2=what? 
 
 5. 7+6+5+8-|-7+9+5+7=what? 
 
 6. 4+5+4+8+6+9+6+7=what!' 
 
 7. 63— 4— 5— 6— 2— 5— 4— 6= what? 
 
 8. 92— 4— 6— 3— 8-4— 3— 5=what? 
 
 9. 8+7+9+7+6+5+4+7= what? 
 10. 37+7+.i:+6+7+6+8+5=what? 
 
 GBAMMAR. 
 
 Write a sentence about a duck. 
 Write nouns in the following blanks : 
 a , an , this , that— 
 
 — , these- 
 
 Correet : i do not like them sour grapes. 
 Write a question. 
 
 Correct the mistakes in the following : 
 The girl play. Men works. The boy run. 
 Oxen walks. 
 
 Geese swims. 
 
6. Write this question correctly : 
 Can James and mary go home. 
 
 7. Change this sentence to a question : 
 William is not ready to go. 
 
 8. Correct : John and Ned sees a mice. 
 
 9. Correct : is mary and james good scliolars. 
 
 10. Write five nouns, each of whicli means more than one. 
 
 Please. 
 
 Eyes. 
 
 Music. 
 
 Hitting. 
 
 Trying. 
 
 Slept. 
 
 Speak. 
 
 SPELLING. 
 
 Almost. 
 
 Eight. 
 
 Heard. 
 
 Catch. 
 
 Four. 
 
 Fleece. 
 
 Calf. 
 
 Again. 
 
 Parents. 
 
 Because. 
 
 Which. 
 
 Frien ds. 
 
 Wrong. 
 
 .A^IPI^ElsTIDIX: 
 
 It has been considered advisable to add as an appendix to 
 the foregoing sketch of the Common School System of Cincin- 
 nati some slight mention of a few among her other great edu- 
 tional establishments. 
 
 The Catholic Pa!rochial Schools educate now about 17,000 
 Catholic children. 
 
 In addition to these, the Sisters of Mercy, the Sisters of 
 the Sacred Heart, and the Sisters of Charity, at Mount St. 
 Vincent, educate numbers of children and young ladies within 
 the walls of their convents. 
 
 The Franciscan Brothers also bring up many that would 
 be otherwise mere waifs and strays. 
 
 At the Seminary of Mount St. Mary's, there is accommo- 
 dation for 200 young men, who are there specially trained 
 for the priesthood. 
 
 Three years ago a movement was made to build and endow 
 a Hebrew College in connection with the Union of American 
 
Hebrew Congregations. About $70,000 has already been 
 subscribed, and in October last the College was opened. There 
 are now 18 students studying for the office of Rabbi. 
 
 The St. Francois Xavier College is the largest establish- 
 ment of its kind in the West, and students are received from 
 all parts of the Union. 
 
 The University of Cincinnati is now in active work. The 
 University is free to all persons, of both sexes, resident in Cin- 
 cinnati, and students from abroad are received for a fee of 
 $60 a year for a full course, or $30 for a single study. There 
 are Chairs in Mathematics, -Astronomy, Civil Engineering, 
 Physics, Chemistry, Ancient Languages, History and Phi- 
 losophy, French and German, and degrees are conferred. 
 
 In the School of Design, carried on in connection with the 
 University, Drawing from the Antique, Painting in Oil and 
 Water Colors, and Wood Carving are taught. 
 
 Lectures are regularly given in the Law School, and stu- 
 dents admitted to the bar. 
 
 The Lane Theological Seminary, the Mount Auburn Young 
 
 Ladies' Institute, and the Cincinnati Wesleyan College for 
 
 Young Women, have all been built at great expense, are 
 
 well endowed, and amply provided with Professors, lab- 
 
 , oratories, etc. 
 
 In medicine, the Medical College of Ohio is second to none 
 in the country, and the Faculty are eminent in the profession. 
 The Miami Medical College is amply provided with every 
 requisite for the instruction of students. 
 
 Cincinnati has also its College of Medicine and Surgery, 
 the Eclectic Medical College, the Ohio College of Dental 
 Surgery, the Pharmaceutical College, and the Opththalmic 
 and Aural Institute. * 
 
 There are also several Private Schools and Commercial 
 Academies. 
 
 Besides the Public Library, of which mention has already 
 been made, there are the Young Men's Mercantile Library 
 Association, with 56,254 volumes, the Law Library, the Li- 
 brary of the Historical Association, and the rich and full col- 
 
lection of books, chiefly theological, in the libraries of St. 
 Trancois Xavier College, and the beautiful Seminary of 
 Mount St. Marys, on Price's Hill. 
 
 The Observatory presents admirable facilities for the study 
 of Astronomy. 
 
 The officers of the Public Schools of Cincinnati, this Cen- 
 tennial year, are: President, Wm. J. O'Neil; Vice President, 
 J. L. Thompson ; Superintendent of the Schools, John B. 
 Peaslee ; Clerk of the Board, B. O. M. DeBeck ; Assistant 
 Clerk, R, J. Manning ; Superintendent of Buildings, Wil- 
 liam H. Adams. 
 
 ^^TEHSTDIIC: O. 
 
 The Members of the Board of Education are elected for 
 two years, two from each Ward — one going out every year. 
 The members for this Centennial year are: F. B. Kearney, 
 O. W. Hendrickson, Charles Bird, C. W. Overaker, Louis 
 Massmann, Jr., John H. E/ieken, William J. O'Neil, Daniel 
 Finn, Joseph Moses, Peter Lauer, Jr., John Hurley, John 
 Frey, L. F. Wehmer, William Kuhn, Thomas McFeely, M. 
 D., H. J. Berens, W. H. Mussey, M. D., Benj. H. Cox, J. M. 
 Buhrmann, M. D., William B. Frintz, S. W. Siebern, Andrevs; 
 Knell, Franz C. Seiter, Hermann Eckel, Leonard W. Goss, 
 Henry Brockmann, F. X. Buschle, C. H. StephenSj John N. 
 Henzler, J. W. Underbill, M. D., Frank A. Tucker, Alexan- 
 der Long, Isaac Simon, R. J. Morgan, S. B. Warren, Henry 
 Mack, F. Puttmann, George D. Hadley, Drausin Wulsin, 
 Francis Ferry, Franz H. Macke, William Fox, Thomas 
 Davies, W. H. Morgan, Owen Owens, H. R. Landmeier 
 W. F. Bush, William Lusby, Jr., Oliver Brown and C. W. 
 Whiteley. 
 
OFFICERS OF THE BOARD. 
 
 William J. O'Neil, President; Oliver Browrk, Vice-Presi- 
 dent; B. O. M. DeBeek, Clerk; R. J. Manning, Assistant 
 Clerk. 
 
 OFFICERS OF THE SCHOOLS. 
 
 John B. Peaslee, Superintendent of Schools; William fl. 
 Adams, Superintendent of Buildings; A. E. Burnett, Super- 
 intendent of Penmanship; Arthur Forbriger, Superintend- 
 ent of Drawing ; Charles Aiken, Superintendent of Music. 
 
HIISTOK/Y 
 
 HIGH SCHOOLS OF CINCINNATI. 
 
 The citizens of Cincinnati have solid and valid reasons for 
 being proud not only of their successful and comprehensive 
 system of District Schools, but also of their unsurpassed insti- 
 tutions called High Schools, represented by the Woodward 
 and Hughes. The motives that induced the establishment and 
 endowment of these schools were the same. Two citizens of 
 Eastern States, immigrating to this city in early times, hap- 
 pened to locate their purchases of lands, for farming purposes, 
 on the then extreme outskirts of Cincinnati, where, for a few 
 hundred dollars, they became possessed of acres of land which, 
 before their deaths, became very valuable, and which now, 
 1876, is worth the same price per foot as the whole cost when 
 originally purchased. The names of these gentlemen were 
 William Woodward and Thomas Hughes. Modest, unassum- 
 ing men, whose only aim in life seemed to be to live humble, 
 honest and honorable lives, and to leave that behind them 
 
 Sfhich would cause all after generations to rise up and " call 
 hem blessed," they fully succeeded in their wishes, and 
 ave left behind them enduring monuments, not of stone nor 
 brass, but two bright and shining institutions, where for- 
 ever enduring knowledge may be acquired, and where the 
 children of the people may receive tuition in the higher 
 branches of study. These men, humble in their aspirations, 
 " builded wiser than they knew," as the outcome, even at this 
 day, of the institutions established by their munificence most 
 indisputably attests. It is meet, therefore, that the names 
 and fame of these benefactors of the human race should be 
 
perpetuated, and handed down to the generations who are to 
 succeed us, and who are to be benefited by their beneficence 
 and wisdom. 
 
 WILLIAM WOODWAED, 
 
 the first to move in the . establishment and endowment of 
 a High School in Cincinnati, immigrated to this city in his 
 early life, reaching Cincinnati in the days of its infancy. He 
 came from the State of Connecticut, one of those thrifty ITew 
 England States where frugality and economy were sternly 
 compelled by a sterile and scanty soil. He sought to establish 
 for himself a new home in the fertile regions of the West, 
 where a rich soil and benignant climate offered attractions 
 which to most men were overbalanced by the dangers that 
 attended the early settlers, and the privations (of which we 
 at this day have little idea) to which they were obliged to 
 submit. 
 
 Mr. Woodward's m^ans were limited, enough, however, to 
 enable to purchase a small farm in the now northwestern part 
 of Cincinnati, and at the foot of one of the beautiful hills 
 which encircle the city. Here, with his frugal New England 
 ways, during a long life, he cultivated his farm diligently, 
 and faithfully discharged his duties as a citizen, a good neigh- 
 bor and consistent Christian. 
 
 In the decline of life, he found himself fortunate in worldly 
 wealth, gained mainly by the growth of the city toward his 
 little farm. Having no extravagant tastes to gratify, choos- 
 ing rather the quiet life he had been used to, Mr. Woodward 
 naturally cast about him to find some wise counselor and 
 esteemed friend, whose advice and riper experience in the 
 ways of the world might aid him in the disposition of his sur- 
 plus means. That counselor was found in his neighbor, 
 Samuel Lewis, Esq., who very wisely and judiciously decided 
 that, in view of the state of society and our educational insti- 
 tutions at that time, nothing better or more noble and endur- 
 ing could be devised than to employ this offered wealth in the 
 education of the children of the people — especially those of 
 the poor. This advice meeting the approbation of Mr. Wood- 
 ward, he at once transferred that portion of his farm nearest 
 
the city to Trustees, to form an endowment for establishing 
 and maintaining Free Schools ; providing that, if more appli- 
 cations were made than could be granted, orphans and the 
 children of widows should have the preference. His friend, 
 Samufel Lewis, and his nephew, Ormond Cogswell, were con- 
 stituted Trustees for life of his donation, with power to ap- 
 point their successors. The power to appoint three other 
 Trustees was vested in the City Council. Mr. Lewis was 
 the chief manager of this trust, and it became the prin- 
 cipal business of his life. He managed, so successfully that 
 the revenues soon became considerable — a school was estab- 
 lished, and for some time was in successful operation. 
 
 After the adoption by the State of the Common School Sys- 
 tem of Education, the Woodward School became superfluous. 
 In order, therefore, to retain the benefits of Mr. Woodward's 
 donation, it became necessary that the provisions of the trust 
 should be changed. The Common Schools were sufficient for 
 the preparatory studies. Something beyond them was needed — 
 a High School or College. Mr. Woodward had divested him- 
 self of all revenues from the property he had assigned, but he 
 could and did modify the terms on which that assignment 
 was made, so as to allow the Trustees to establish the Wood- 
 ward College and High School. As occasion required, other 
 changes were made during the lifetime of Mr. Woodward, 
 and he had the happiness of seeing his intentions carried out 
 as he had intended and directed. He died at a good old age, 
 leaving, in the brief history of his obscure and uneventful life, 
 a lesson more valuable to his fellow-citizens, if duly appre- 
 ciated and remembered, than even the endowment of the 
 Woodward High School. 
 
 After the union of the High and Common Schools, the build- 
 ing authorized by Mr, Woodward was taken down, and the 
 present magnificent Woodward High School building was 
 erected in its stead, to serve, so long as it shall stand, as a fit- 
 ting monument to the memory and wisdom of its beneficent 
 founder. 
 
 The Woodward High School was established in 1851, as 
 also was the Hughes High School; and these schools filled 
 
the place of not only the school established by Mr. Wood- 
 ward, but also of a Central School, established by the School 
 Board of the Common Schools in 1 847. Up to the date of the 
 establishment of the Woodward and Hughes High Scbools, 
 which was the result of a union between respective Trftstees 
 of the two funds, the Woodward Trustees had in operation 
 what was called Woodward College. This College had been 
 in existence since 1836, and many of its pupils were from the 
 Common Schools, an arrangement having been made by which 
 ten scholars from each District or Common School, conspicu- 
 ous for their superior acquirements, should have tuition in 
 Woodward College. From the date of its opening until July, 
 1851, the " Old Woodward" (as it is affectionately termed by 
 those who were, in days gone by, students within its walls), 
 had given tuition to 1,377 pupils ; had graduated 40 pupils 
 with the highest educational honors, and had conferred the 
 degree of A. M. on 13 of its graduates, viz : Class of 1844, 
 Samuel D. Baldwin, Charles D. Beach ; Class of 1846, Charles 
 E. Matthews, P. K. Cady, Lafayette Mosher ; Class of 1849, 
 Staats G. Burnet, William G.Williams, B. O. M. DeBeek, Er- 
 win House, James M. Lea, George W. Copelen, Joseph C. 
 Harding, W. G. W. Lewis. 
 
 HISTORY OF THE HUGHES HIGH SCHOOL. 
 
 Thomas Hughes was a neighbor and friend of Williarn 
 Woodward. From frequent conferences with Mr. Wood- 
 ward, he became imbued with a desire to imitate his plan 
 in the education of the poor, and thus become a bene- 
 factor of his race to the remotest period of time. Like Mr. 
 Woodward, he had no children of his own, atid therefore was 
 willing to adopt the children of the poor as his heirs. His 
 farm adjoined that of his friend on the north, but being fur- 
 ther from the city, on the hills, was not so valuable, and could 
 not be converted into town lots within any reasonable period 
 of time. 
 
 The plan adopted by Mr. Hughes was different from that 
 of Mr. Woodward. He bequeathed his land to William 
 Woodward, William Greene, Nathan Guilford, Elisha Hotch- 
 
kiBH and Jacob Williams, a.s Trustees, to manage the trust. 
 These gentlemen considered it best to lease the land on per- 
 petual ground rent, leaving the proceeds to accumulate until 
 it amounted to a sum sufficient for the erection of a building 
 suitable for a High School or College, to be thereafter sup- 
 ported from the accruing rents. This plan not working as 
 anticipated, the Trustees, through Samuel Lewis, Esq., sold 
 out the interest in tiie ground rents to Eden B. Reecker, who 
 agreed to pay annually to Jacob William.s, the Treasurer of 
 the Board of Trustees, a certain specified sum. This contract 
 was promptly paid by Mr. Reeder for some years, but from 
 want of proper attention on the part of the Trustees, several 
 thousand dollars were lost to the fund, and there was not 
 enough left to justify the entering into a building contract. 
 
 After Reeder had been in possession of the trust for several 
 years, he sold iiis interest for $30,000 to McCleary &Bissell, 
 pork packers, who, having failed in business, transferred the 
 Hughes rents to Grreenbury Dorsey, of New Orleans, as pay- 
 ment of their indebtedness to Dorsey. Dorsey having be- 
 come indebted to George Graham and Robert Buchanan, of 
 Cincinnati, through a financial transaction with Morgan 
 Neville, judgment was obtained against Dorsey by creditors, 
 and his interest in the Hughes estate was sold to pay his lia- 
 bilities. The Court appointed Salmon P. Chase as attorney 
 and commissioner to make a settlement, and, by a compro- 
 mise with the creditors, the city of Cincinnati was again placed 
 in pos.session of the assets which had been sold to Reeder. 
 Since that time the rents received irom this tract have been 
 regularly and annually i)aid into the Common School Fund. 
 
 In 1852, when the Woodward and Hughes funds were 
 united, and merged in the city school fund and a Union 
 Board, the Hughes fund amounted to twelve or thir- 
 teen thousand dollars, sufficient, it was deemed, to jus- 
 tify the erection of new school buildings. Accord- 
 ingly the city lot, on Fifth street, west of Central Ave- 
 nue, was selected for the Hughes High School Building, 
 and the building of it advertised to be let to the lowest 
 bidder. On opening the bids it was ascertained that 
 
Daniel Lavery's was the lowest. It included everything 
 complete, Lavery proposing to hand the keys to the com- 
 mittee for the sura of twenty-tViree thousand dollars, a 
 sum much below its real cost, as Lavery afterward ad- 
 mitted. He said lie, as a Catholic, made the bid, sup- 
 posing, of course, that a Committee of Protestant Trustees 
 would reject it; but he was mistaken. He stood honor- 
 ably u^ to his contract, and thus the city secured a splen- 
 did school building for a very small cost. 
 
 Thomas Hughes was an Englishman by birth, and a 
 shoemaker by trade. His shop and dwelling house was 
 built on a corner of his tract of land which, -at that 
 time, was estimated at about thirty acres, and valued at 
 five or six hundred dollars. The land was located prin- 
 cipally on the side of the hill between Main and Syca- 
 more and Libertj' streets, on the north of the corporation 
 line. 
 
 Mr. Hughes was a believer in the Christian religion, 
 but never attached himself to any religious society, and 
 when he made his will, though visited by members of 
 several denominations, he was careful to reject all dona- 
 tions to religious societies, and carefully avoided all sec- 
 tarian influence. Old and tried friends ministered to 
 his wants in his last days of illness, and it is to their 
 influence, undoubtedly, that he determined to give his 
 estate, and all he was worth, to the cause of free educa- 
 tion, and most espescially for the education of the chil- 
 dren of Cincinnati. To his friend, John Melinda, and a 
 few others, he willed a; few acres of land; the remainder, 
 as before stated, was assigned to Trustees for educational 
 purposes. 
 
 Thus a second foundation was laid in the upbuilding 
 of education in Cincinnati, which resulted in the estab- 
 lishment of that excellent institution, the Hughes High 
 School. 
 
HOW THE TRUST IS NOW MANAGED AND WHAT ' HAS BEEN 
 ACCOMPLISHED. 
 
 In 1846 the question of consolidating the Woodward 
 and Hughes funds was proposed, and in 1849 a plan 
 was actually agreed upon, drawn up and signed by the 
 different Trustees. This union of the two funds proved 
 so great a success that there has, from the date of the 
 consolidation, been no trouble in the conduct of the 
 schools. A Union Board has been formed, consisting of 
 the Trustees of the Woodward and Hughes funds, and 
 members of the City Council, under whose direction the 
 schools are managed, and the revenues looked after and 
 utilized. The results are two beautiful school edifices, 
 the Woodward in the eastern part of the city, and the 
 Hughes building in the western part. They are both 
 proud monuments to their originators, and are cherished 
 as rich jewels by the citizens of Cincinnati'. 
 
 The present Union Board — 1875-6 — is made up of 
 some of our very best citizens. Its President is H. Mc- 
 Collum, Esq.; Vice-President, M. W. Oliver, Esq.; Sec- 
 retary, B. O. M. DeBeck, Esq., who is also Clerk of the 
 Board of Education. 
 
 The delegates to the Union Board from the Board of 
 Education are: H. McCollum, Isaac Simon, J. F. Fasig, 
 John McGrail, Andrew Knell and C. W. Overaker. 
 From the Woodward fund — William Goodman, Alphonso 
 Taft, A. T. Goshorn, T. G. Smith and M. W. Oliver. 
 From the Hughes fund — H. H. Tatem and C. H. 
 Stephens. 
 
 INITIAL CITY LEGISLATION IN REFERENCE TO THE HIGH 
 
 SCHOOLS. 
 
 The first Act or Resolution passed by the City Council, 
 of Cincinnati, looking to the consolidation of the Wood- 
 ward and Hughes funds, and the establishment of the 
 now flourishing High Schools, bearing the names of 
 Woodward and Hughes respectively, is dated May 19, 
 1851, and is as follows: 
 
"Resolved, by the City Council of the City of Cincinnati, 
 That this Board promptly and heartily indorses and as- 
 sents to the coniirmation and execution of the triple con- 
 tract of the Board of Trustees and Visitors of the Com- 
 mon Schools of Cincinnati, of the Trustees of Woodward 
 College and Hughes High School, and of the Trustees of 
 the Hughes fund, hereto attached, according to the pro- 
 visions of the Act of the General Assembly of Ohio, 
 passed July 11, 1845, and to the fullest extent that such 
 advice and consent may be necessary : Provided, That the ■. 
 Board of Trustees will consent to rescind the requisite of 
 building one of the school houses upon the Hughes lot, 
 and will consent to its sale, and the purchase of another 
 lot in a more western part of the city with the proceeds 
 of such sale." 
 
 The proviso was acceded to, the resolution of the City 
 Council went into full force, the Hughes lot was sold, 
 another lot purchased, and the present beautiful and 
 commodious building erected. 
 
 Samuel Lewis (the real manager and promoter of the 
 Woodward fund), in a report of the Trustees of the 
 Woodward fund, dated in 1851, said: "This Board sus- 
 pended the Woodward College at the close of the year 
 (1851) in June last, and the arrangement has been made 
 witli the city to place the funds in the city treasury, and 
 allow the future management of the High School to be 
 in the hands of a Board of thirteen Trustees, nine of 
 which shall be selected by the City Council, the Board of 
 Trustees and the Visitors of the Common Schools. By 
 this arrangement the result sought by our donor, and by 
 this Board, is attained, since it provides for the free edu- 
 catioti of all the youth of the city, while the amounts of 
 the Woodward and Hughes funds secured to the city, 
 actually reduces the expenses of the city, at the same 
 time that it establishes free High Schools of the best 
 class for. all the city." 
 
 These were the initial steps toward a plan which has 
 furnished the youth of Cincinnati, free of all cost, a 
 
system of higher education not surpassed by any other 
 city or State in the Union, and has made our city re- 
 nowned throughout the civihssed world for her culture 
 and refinement. 
 
 So highly are these High Schools appreciated that 
 pupils are sent to them from not only the outlying sub- 
 urbs of Cincinnati, but from all the surrounding States, 
 for which a stated annual tuition fee is charged. And 
 so valuable are its certificates of graduation, that, among 
 business men, it has only to be shown that an applicant 
 for employment is possessed of one, to be conceded the 
 highest consideration, and, if possible, the place applied 
 for. Graduates from these schools have,- for years, occu- 
 pied prominent positions in the business ranks, in legis- 
 lation, and in all branches where superior culture and 
 education are required. 
 
 Since the organization of both the Woodward and 
 Hughes High Schools, and the old original Central 
 School, the following named gentlemen have officiated as 
 Principals : 
 
 INSTEUCTOES IN THE CENTEAI. SCHOOL. 
 
 Principal H. H . Barney 
 
 Assistant .John M. Edwards 
 
 PRINCIPALS OF WOODWARD AND HUGHES HIGH SCHOOLS 
 FROM 1851 TO 1876. 
 
 Woodward — Dr. Joseph Ray, D. Shephardson, M. Wool- 
 son and George W. Harper. Hughes — H. H. Barney, 
 Cyrus Knowlton, J. L. Thornton and E. W. Coy. 
 
 Pupils are admitted to these schools annually, and 
 examinations are conducted in June of each year by the 
 Union Board of High Schools. To secure admission, 
 candidates must secure a general average of seventy per 
 cent, on written answers in English Grammar, Arithme- 
 tic, Geography, History of the United States, Reading, 
 Spelling, Penmanship, Music and Drawing. Penman- 
 ship, Music and Drawing averaged as one subject. 
 
No punisliments are inflicted, except in deportment marks, 
 affecting the pupil's grade, suspension and expulsion. In the 
 contest for prizes the deportment record counts one-fifth, the 
 recitation and examination record the other four-fifths. 'Fhe 
 fir.st Principal of the Woodward, Dr. Joseph Ray, at his 
 death bequeathed an annual gold medal of the value of fifty 
 dollars to the best scholar, and a silver medal to the seeond 
 best. There is also, in the Woodward School, a gold medal 
 awarded annirally to the young lady of the gradu.vtes who 
 lias obtained the highest record for scholarship. This last 
 medal comes from an unknown source, and is called "The 
 Unknown Medal." There is also a silver medal given, of the 
 value of about twenty-five dollars. 
 
 About two-fi'fths of the present corps of teachers in the 
 Public Schools of Cincinnati' are graduates of the High 
 Schools, and a large number of the remaining two-fifths have 
 entered the school rooms from the lower grades of these 
 schools, or by passing to the Normal School at the end of 
 their third? year's course, and from thence to the school room. 
 
 The value of the Woodward and Hughes school property, 
 including lot, building, apparatus, library, furniture, etc., is 
 as follows: Woodward, $130,000 ; Hughes, $99,500. 
 
 The following tabular statenients, prepared by Ptofessor 
 Stuntz, of Woodwaid, gives the enrollment and the number 
 of graduates of the old Central School, and the Woodward 
 and Hughes. High Schools, from their commencement to the 
 present time. It covers a period of about thirty years : 
 
 NUMBEE ENEOLLED AND QEADTJATED EACH YEAE. 
 
 CENTRAL HIGH SCHOOL. 
 
 TEAKS. 
 
 Number Enrollrd. 
 
 Males. 
 
 Females. 
 
 Total. 
 
 1848 
 
 39 
 42 
 26 
 30 
 40 
 
 58 
 45 
 44 
 33 
 58 
 
 97 
 
 1849 
 
 1850 .■ 
 
 87 
 70 
 
 1851 
 
 63 
 
 1852 * . 
 
 98 
 
 
 
HUGHES AND WOODWARD SCHOOLS. 
 
 YEARS. 
 
 1862.. 
 1853.. 
 1864.. 
 1855.. 
 1866.. 
 1857.. 
 1858.. 
 1859.. 
 I860.. 
 1861.. 
 1862.. 
 1863.. 
 1864.. 
 1865.. 
 1866.. 
 1867.. 
 1868.. 
 1869.. 
 1870... 
 1871.., 
 1872... 
 1873... 
 1874... 
 1875... 
 
 Enrolled. 
 
 Woodward. 
 
 63 
 69 
 92 
 120 
 118 
 96 
 99 
 108 
 119 
 136 
 166 
 159 
 119 
 109 
 108 
 123 
 152 
 184 
 187 
 213 
 205 
 248 
 249 
 220 
 
 ii462 
 
 39 
 
 34 
 
 52 
 
 77 
 
 74 
 
 76 
 
 77 
 
 77 
 
 75 
 
 97 
 
 86 
 
 84 
 
 82 
 
 80 
 
 96 
 
 110 
 
 123 
 
 137 
 
 151 
 
 145 
 
 175 
 
 179 
 
 178 
 
 185 
 
 2489 
 
 Hughes, 
 
 S 
 
 112 
 
 97 I 96 
 108 I 101 
 
 110 
 99 
 
 103 
 104 
 95 
 
 78 
 
 92 
 
 90 
 117 
 138 
 117 
 
 95 
 
 77 
 
 84 
 
 96 
 121 
 147 
 144 
 165 
 179 
 171 
 175 
 im 21)3 
 2862 I 3.556 
 
 81 
 80 
 126 
 129 
 120 
 119 
 98 
 122 
 175 
 185- 
 205 
 184 
 199 
 24fi 
 264 
 
 s 
 
 o 
 
 301 
 296 
 363 
 410 
 495 
 363 
 334 
 358 
 364 
 476 
 521 
 480 
 415 
 364 
 410 
 504 
 58] 
 671 
 
 805 
 862 
 871 
 837 
 
 12,369 
 
 GKiDUATED. 
 
 Woodward. 
 
 
 
 
 
 
 
 
 
 at 
 
 1 
 
 o 
 'S 
 
 s 
 
 i 
 
 5 
 
 
 
 
 7 
 
 
 
 
 1 
 
 6 
 8 
 17 
 6 
 
 10 
 10 
 13 
 13 
 12 
 13 
 10 
 10 
 13 
 7 
 9 
 19 
 13 
 14 
 14 
 30 
 14 
 
 284 
 
 207 
 
 Sughea. 
 
 3 
 11 
 
 6 
 14 
 
 8 
 13 
 10 
 
 5 
 
 6 
 10 
 
 6 
 
 12 
 
 14 
 
 8 
 
 17 
 
 12 
 
 206 
 
 297 
 
 5 
 7 
 16 
 31 
 23 
 60 
 34 
 42 
 36 
 36 
 42 
 44 
 50 
 ,32 
 35 
 40 
 49 
 60 
 52 
 43 
 66 
 51 
 87 
 63 
 
 The entire number graduated i.s twenty per cent, of the 
 
 •whole number admitted to the .schools. 
 
 Total men graduated 489 
 
 Total women graduated 504 
 
 Total graduates 
 
 Total number receiving instruction, about 5,000. 
 
 993 
 
aRABUATES CLASSIFIED BY PURSUITS. 
 
 PURSUITS. 
 
 Architects « 
 
 Artists, wives of , 
 
 Bankers 
 
 Wives of bankers , 
 
 Clergymen ." 
 
 Wives of clergymen 
 
 Clerks, salesmen, agents, (fee, men, 
 Crks,saIewomen, agts., &c .women 
 Wives of elks, salesmen, agts., «fec,. 
 
 Doctors 
 
 Wives of doctors 
 
 Engineers, civil 
 
 Farmers 
 
 Wives of farmers ^ 
 
 Geologist 
 
 Journalists 
 
 Wives of journalists ...> 
 
 Lawyers 
 
 Wives of lawyers 
 
 Merchants 
 
 Wives of merchants 
 
 Manufacturers, men 
 
 Manufacturers, women : 
 
 Wives of manufucturers 
 
 Mechanics 
 
 Wives of mechanics 
 
 Officers of the U. S. A 
 
 Wives of officers of the U. S, A :. 
 
 Professors of colleges 
 
 Wives of Professors of colleges , 
 
 Principals of High Schools , 
 
 Prinqipals of Com. Schools, graded.. 
 Wivels of Principals of Com. Schools 
 
 graded 
 
 Printers ;.. 
 
 Wive's of printers 
 
 Students in higher schools, men 
 
 Students in higher schools, women 
 
 Superintendents of Schools 
 
 Wive^ of Superintendents of Schools 
 
 Teachers, men , 
 
 Teachers, women 
 
 Writers, women , 
 
 Wiv^ of teachers 
 
 Unclassified men 
 
 Unclassified women 
 
 M'^estiPoint men 
 
 Wivels of West Point men 
 
 Woodward. 
 
 23 
 
 114 
 
 2 
 
 i 
 
 5 
 1 
 
 26 
 
 118 
 
 2 
 
 1 
 
 18 
 
 20 
 
 6 
 
 1 
 
 Hughes. 
 
 1 
 1 
 
 2, 
 6 
 4 
 70 
 
 6 
 4 
 4 
 11 
 3 
 
 4 
 1 
 
 20 
 6 
 34 
 39 
 fi 
 5 
 3 
 
 13 
 
 2;v 
 
 1 
 1. 
 
 5 
 75 
 
 17 
 
 102 
 
 2 
 
 3 
 
 2 
 1 
 
 4 
 6 
 
 15 
 
 9 
 
 145 
 
 2 
 
 11 
 
 19 
 6 
 
 18 
 6 
 2 
 1 
 9 
 3 
 
 49 
 7 
 
 75 
 
 67 
 
 13 
 1 
 5 
 5 
 1 
 
 14 
 4 
 3 
 2 
 1 
 
 13 
 
 4 
 3 
 2 
 
 53 
 34 
 1 
 1 
 31 
 193 
 
 O 
 
 1 
 
 35 
 
 122 
 
 8 
 
 4 
 
To complete the history of these High Schools, it is fitting 
 and proper to give the names of those who are at jjresent the 
 Princi2)als and teachers in the Woodward and Hughes 
 Buildings: 
 
 Woodward — Geo. W. Harper, Principal ; C. R. Stuntz, 
 Geo. W. Smith, Wm. H. Pabodie, E. O. Vaile, Mary E. 
 White, Henrietta Walter, Sarah L. Brooks, Lucy B. Tingley, 
 Kate Rensehal. 
 
 Hughes— E. W. Coy, Principal ; J. M. Edwards, J- H. 
 Bromwell, M. W. Smith, Andrew I. West, Augusta W. 
 Hawley, Ellen M. Patrick, Clara B. Jordan, Jane Howison, 
 Josephipe Horton. 
 
 Music teacher, Charles Aikin, for both schools. German 
 teacher, Emil Kuhn, for both schools. French teacher, 
 Bertha E. Metz, for both schools. 
 
 Superintendent of High Schools, John B. Peaslee. 
 
 ORIGIN OF THE COMMON SCHOOLS OP CINCINNATI. 
 
 As Representatives in the Ohio Legislature from Hamilton 
 County (and Cincinnati) there was an able delegation of gen- 
 tlemen, Messrs. Nathan Guilford, Micajah T. Williams, Elijah 
 Hayward, Wm. Carey and Andrew Mack. This was in the 
 year 1830. These gentlemen were warm and enthusiastic 
 friends of public education. Choosing one of their number, 
 Nathan Guilford, to draw up and present a bill embodying 
 fheir views, they severally exerted their influence in eflt'cting 
 its passage. They were successful, and the great State of 
 Ohio was pledged to educate the children (in whatever line 
 of life or station) of its people, and thus fit them, not only 
 for the striiggle of life, but render them happy in the posses- 
 sion of intelligence and virtue. * 
 
 Cincinnati was the first to carry into eflfect the provisions 
 of the bill. Like all new and untried projects, the system of 
 educating the mass " without money and without price," as 
 it were, met with determined opposition. The schools were 
 sneered at, and were frequently styled " pauper schools," and 
 other, like names of derision and contempt. But, neverthe- 
 less, they went on and waxed strong and healthy. It 
 
required time, liowever, to conquer the prejudices of a portion 
 of the citizens against the assessment of taxes for school pur- 
 poses, and delays and objections to tiie erection of school 
 houses, by the City Council, prevented and retarded the full 
 use of the school tax for some years. As an evidence of 
 this, the first school house proposed by the City' Council to 
 be erected, on Race street, on a lot of large size, was to be a 
 frame building of two stories, and to cost not more th^n 
 twelve hundred dollars, although there had been paid into 
 the treasury, for building purposes, taxes to the amount of 
 $5,000 and over. There happened, however, to be a far- 
 seeing Trustee of that Ward or District, in the person of 
 George Graham, Esq., who at once rejected the plan as pre- 
 posterous, and used his influence to such effect as to secure 
 the erection of a commodious brick house, capable of accom- 
 modating six hundred pupils, and that, when finished, it 
 should stand as the model school house of the city. 
 
 For two or three years, from 1829 to 1832, very little 
 attention was paid to the Common Schools of the city, and 
 it was feared that the public had lost all interest in regard to 
 them. The fact was that the Trustees were hampered in 
 their actions by the City Council, being compelled to locate 
 the schools in obscure buildings, basements, and cheap rooms, 
 often very inconvenient and unhealthy. Some of the friends 
 of the schools determined, if possible, to overcome the pre- 
 judices of the people against this system of education, and,, 
 headed by George Graham, Esq., about the years 1832 and 
 1833, inaugurated a plan of street parades of the children of 
 the schools, and, in July of 1833, the first of these parades 
 came off. It was under the control of Mr. Graham as Trus- 
 tee and Marshal. It was a tine display of neatly clad, gaily 
 ribboned scholars, and it proved a grand success, inasmuch 
 as it naturally enlisted the pride and interest of every parent 
 of each child that was in the procession. The next year 
 this display was repeated, and was kept up for a series of 
 years, with good results. In addition to this plan, as a stim- 
 ulus to studiousness and good conduct, during the year, mer- 
 itorious pupils were rewarded with suitable books. In a few 
 
years the greatly extended population of the city compelled the 
 withdrawal of the processions, but nr)t until they had effected 
 a marked . change in the feelings and interest of the people 
 in regard to the Common Schools and the plan of educating 
 the children of the masses by a levy of taxes from the whole 
 people and values of the city. 
 
 In 1834 and 1835 eight public school houses were erected 
 in as many districts, at a cost of about $6,000 each. This 
 money was raised by the issue of city bonds, payable twenty 
 years after date, with 6 per cent, interest. From that day to 
 this, almost every year, there have been added new facilities for 
 educational purposes, until to-day Cincinnati stands in the 
 front rank of cities of the first class in regard to the beauty, 
 commodiousness and number of her school houses. 
 
 The bulk of the original population of Cincinnati came 
 from the New England States, where education was regarded 
 as the very corner-stone of society, and where, in traveling 
 from town to town, the school house was never out of sight. 
 Naturally, these sons of New England, when they became 
 settled in their new homes in the West, yearned for the in- 
 stitutions of their native States, and, almost from the first date 
 of their settlement, took steps to establish and maintain 
 schools for the education of their children ; but it was not 
 until 1830 that the system of Common Schools, or schools for 
 all, to be supported from the proceeds of a general tax, was 
 established. In 1832 the number of teachers engaged in 
 these schools was 28 ; number of children enrolled, 2,252. 
 That was considered a brave beginning, and it was. From 
 that day to this year of Our Lord, 1876, these schools iiave 
 been performing their perfect work, and are, to-day, the 
 richest jewels in the crown of the " Queen City of the 
 West." 
 
 To illustrate the immense growth of the Common or Dis- 
 trict School system since its organization in 1830, it is only 
 necessary to state that the attendance last year, 1875-6, was 
 27,822, as against the above mentioned attendance of 2,252 
 in 1832. 
 
 As a ineans of acquiring an education suitable for practical 
 
use in the business of life, the Common Schools of Cincinnati 
 can .not be surpassed in tiie country. Aside from this fact, 
 however, they are an acquisition to the name and fame of 
 Cincinnati that cannot be computed in dollars and cents, and 
 have, for years, served as models of their Itind to other cities 
 and States when adopting systems of education. Even the 
 educators and statesmen of the Old World have, in numerous 
 instances, drawn upon our District School system for ideas in 
 relation to the best manner of educating their people. 
 
 SCHOOL STATISTICS^ — RECEIPTS AND EXPENDITURES. 
 
 In order to show the sources from which the funds for the 
 maintenance of the Common Schools are drawn, and the ex- 
 penditures necessary for their annual sessions, the following 
 statistics, taken from the reports of the Committee on Funds 
 and Taxes for the years noted, are given : 
 
 Receipts for 1875. 
 
 From special tax of three mills on 1180,000,000 
 
 basis — net after delinquencies $520,000 
 
 " State tax 130,000 
 
 " Woodward and Hughes Funds 11,000 
 
 " Tuition of non-residents : 7,000 
 
 " Sale of lots 1st Ward 2,700 
 
 « " 2d " 6,000 
 
 Total $676,700 
 
 Expenditures for 1875. 
 
 For Salaries of Teachers $515,000 
 
 " Repairs 20,000 
 
 " Fuel 16,000 
 
 " Furniture 6,000 
 
 " Printing.......: 3,500 
 
 " Supplies 7,500 
 
 " Gas 8,000 
 
 " Heating Fixtures 6,000 
 
 " Rent 1,000 
 
 " Normal Institute 550 
 
 " Advertising 700 
 
For Free Books $500 
 
 " Purchase of Lots 17,200 
 
 " Sundry other outlays 16,560 
 
 Total $613,510 
 
 Leaving a balance in Treasury of $63,190. 
 
 KUMBEK OF SCHOOL HOUSES, TEACHERS, PUPILS, ETC. 
 
 The following figures are taken from the report of 1874, 
 ending in June of that year : 
 
 Number of District Schools 30 
 
 " Intermediate Schools 5 
 
 High Schools 3 
 
 Total 38 
 
 Number of School houses in use 40 
 
 " School rooms in use 457 
 
 " School rooms not in use 31 
 
 Total 488 
 
 Whole number of Pupils registered in District Schools.. 22, 661 
 
 in the Colored Schools 1,004 
 
 " in the Intermediate Schools 4,258 
 
 in the High Schools 871 
 
 " in Colored Interm'te and High School.. 70 
 " in the Normal School 85 
 
 Total 28,949 
 
 Cost per pupil for 1874, estimated on number enrolled. .$13 14 
 
 " in Intermediate Schools 19 33 
 
 " in High Schools 37 88 
 
 " in Colored Schools 19 43 
 
 " in all the schools 15 76 
 
 Average daily attendance in District Schools 16,650 
 
 " Intermediate Schools 3,405 
 
 " High Schools 739 
 
 " " Normal School 59 
 
 " " ■' Colored Schools (Kl) 
 
 Total 21,486 
 
 Number of teachers in the Schools 510 
 
The first meetings of the Board of Trustees and Visitors 
 (the original title of what is now the Board of Education) 
 were held at the house of Nathan Guilford, Esq., who then 
 resided on Fourth street, near Vine, his house occupying 
 one of the lots now covered by the U. S. Custom House. 
 This was in 1829. The first Minutes are dated July 1, 1829. 
 November 16, 1829, the meetings of the Board were held in 
 the office or counting-room of the Cincinnati Type Foundry, 
 then owned by Mr. Guilford. February 8, 1830, the Board 
 met, for the first time, in the City Council. Chamber. There 
 were only five Wards in the city at that time, and one mem- 
 ber of the Board from each Ward, making its number only 
 five. 
 
 In one of their Eeports, about the year 1830, the Board 
 complains bitterly of the difficulty of procuring suitable 
 rooms in w^hich to hold sessions of the schools, and it is men- 
 tioned that, of the quarters obtained, most of the rooms were 
 totally unfit for the purpose, but were the best that could be 
 had. 
 
 From this modest beginning, the now colossal and unsur- 
 passed system of Common or Free School education has 
 sprung. It is amusing, as well as instructive, to read these 
 old Records, smd coiitrust the expenditures of to-day with 
 that of 1829-30. Think of $26, all told, covering the 
 expenditure fi)r fuel for all the schools of that day, and less 
 than 15,000 as the cost, per annum, for tuition, rent, etc. 
 Contrast that sum with |613,.510, the total cost for running 
 the schools for 1875. 
 
 The old yellow-leaved Records, to be found in the rooms 
 of the Board of Education, contain many facts of the kind 
 above mentioned, and serve as reminders of the struggles of 
 the early friends of Free Education. In noting the names 
 of those connected with the school of that day, and up to 
 1839, we find that all have gone down to the tomb excepting 
 three, viz. : George Graham, Daniel F. Header and Dr. 
 Wra. S. Ridgeley, the last named gentleman being now a 
 resident of Maryland. 
 
HISTORY 
 
 OF THE 
 
 CIRCLEVILLE PUBLIC SCHOOLS, 
 
 PICKAWAY COUNTY, OHIO. 
 
 I. 
 
 ACCOUNT OF THE SCHOOLS BEFORE THE ADOPTION OF 
 THE GRADED SYSTEM. 
 
 Previous to 1820, according to the recollection of the old- 
 est inhabitants, all the schools held in Pickaway County were 
 sustained entirely by subscription, and the only branches 
 taught were reading, writing, and arithmetic. The school- 
 houses, even in Circleville, were log houses of a single room. 
 These were made comfortable by seaming the cracks with 
 tempered clay, and light, by pasting oiled paper over the lat- 
 icing in the window-holes cut through the unhewn logs. 
 Slabs on rude legs supplied sittings, and other slabs along the 
 walls, supported on pins fixed at a proper slope in the logs 
 beneath the windows, were the convenient "writing benches" 
 of that day. 
 
 Dilworth's Spellers, Readers and Arithmetic were among 
 the first text-books used here, unchanged from before the 
 adoption of our federal currency. The first reading classes 
 began with the New Testament. The introduction, later, of 
 Webster's Speller and the Columbian Orator, helped greatly 
 to a more definite grading of cla.sses. Lindley Murray's 
 works afterwards gave an impetus to improved teaching. 
 
 Johnston Hunter was a successful teacher of this earlier 
 time down to 18 18. He taught in a log house of the kind 
 described just south of the present market space. In another 
 
2. 
 
 similar building, not far south of the present High Street 
 Building, Hans Hamilton kept school. Hugh Hannagan is 
 spoken of as a teacher of excellent parts, but as often par- 
 taking too freely of the "liquid hospitality" of the country. 
 
 Marked improvement in the schools took place after 1820, 
 when teachers of a superior class, of professional pride, were 
 employed. Of these, we name Hon. Joseph Olds, Dr. Edson 
 B. Olds, Dr. M. BroAvn and Hon. J. C. Groom. 
 
 No common schools, entirely free, can be said to have 
 been established here until after the passage of the School 
 Law of 1838. Soon after, the Little Academy was built by 
 the district. It stood beside the Circleville Academy, the 
 best private school here at that time or afterward, and con 
 sisted of a .single room. By the boys who went to the pay 
 school it was mockingly denominated the " Kitchen School." 
 Pine desks ran around the walls, behind which, raised a step 
 or two above the floor, sat the larger scholars, while the little 
 ones were seated on benches ranged in front upon the floor, 
 and facing the middle of the room. Other District Schools 
 were held in rooms about town wherever they could be had. 
 
 On till 1849, male teachers were mainly employed at about 
 ^20 per month. The County Examiners tested them by law 
 only in the three R's, but added their qualifications in other 
 branches if they desired to teach them. For such extra 
 teaching the scholars were required to pay. 
 
 There were three directors elected by the people. George 
 Gearhart, of whom mention will again be made, was a direc- 
 tor from 1838 to 1849. The school funds were derived from 
 the State school tax creating a State fund of ^200,000 ; from 
 township school lands, and from interest on proceeds of 
 "Section 16." No special provision was made for the books 
 
or tuition of indigent pupils. The charity of the benevolent 
 afforded some help of this kind. Judge H. N. Hedges, 
 George Gearhart, Esq., and the " Ohio Common School Di- 
 rector " conducted in 1838 by Hon. Samuel Lewis, first State 
 School Commissioner, are the sources of the facts narrated 
 under this topic. 
 
 II. 
 
 ADOPTION AND ORGANIZATION OF THE GRADED SYSTEM. 
 On September 11, 1849, John Cradlebaugh, S. A. Moore, 
 Joseph G. Doddridge, Jacob Rutter, Chester Olds, and seven 
 others, issued a call to the qualified electors of the town of 
 Circleville to assemble on the 22d prox. and " then and there 
 to vote by ballot for or against the adoption of an Act for 
 the better regulation of the Public Schools, etc., passed by 
 the General Assembly of Ohio on the 21st of February, 
 1849."- Ninety-seven ballots were cast on the day desig- 
 nated, of which " 87 were For School Law, 9 Against School 
 Law, and i blank ;" whereupon the act of the Assembly 
 aforesaid was declared adopted by the town of Circleville. 
 
 On the 4th day of October following, six directors of pub- 
 lic schools were elected. This board, in the succeeding De- 
 cember, resolved that it was " inexpedient to open free 
 schools in this district until such time as the Board of Direc- 
 tors can procure or build a suitable house to accommodate 
 the scholars." 
 
 During the two or three months succeeding the passage of 
 this resolution, a somewhat sharp division of views seems to 
 have arisen, in and out of the board, as to whether it were 
 better to erect a small school house in each ward, suitable to 
 accommodate its scholars, or to " erect one school house in 
 
this district of sufficient size and capacity to accommodate all 
 the children of the town." Finally, it was decided to hold a 
 meeting of the people at the court house, March i8, 1850, to 
 decide by ballot " for or against levying a tax to build a 
 school house." Three hundred and eighty votes were polled ; 
 160 were for tax and 220 against tax, being a majority of 60 
 against the tax. This result, so far as the writer has been 
 able to ascertain, did not spring at all from opposition to tax- 
 ation for the support of free schools, but entirely from oppo- 
 sition to the evident purpose of the board to build but one 
 house in a central location. It was deemed by the stronger 
 party impracticable, if not absurd, to attempt to gather six to 
 eight hundred children into one edifice for daily instruction. 
 So many could not be profitably and healthfully provided for 
 under one roof, nor could there be efficient government of 
 such masses on the school grounds. Other reasons, no 
 doubt, of a local nature, operated to strengthen the populari- 
 ty of the decentralizing policy of the opposition. 
 
 Determined in their original purpose, the board now took 
 measures to enlighten the people on this question. In May 
 of the same year, William C. Taylor and George Gearhart 
 were selected by the board to visit Massillon, Akron, Cincin- 
 nati, and other towns and cities for the purpose of " examin- 
 ing school houses and any and all matters connected there- 
 with." Besides, Dr. A. D. Lord, then Superintendent of the 
 Union Schools of Columbus, was invited to address the citi- 
 zens of Circleville at the Lutheran Church on education and 
 the organization of public schools under the law of 1849. 
 
 Messrs. Taylor and Gearhart returned from their tour of 
 the cities full of enthusiasm in behalf of the union school 
 house plan, and armed with facts and figures which wrouaht 
 
a speedy change in the public mind. Again, on the loth day 
 of June, 1850, an election was held at the court house to de- 
 cide " the levying of a tax of $9,000, to be called for as fol- 
 lows, to-wit : $3,000 in one year ; $3,000 in two years, and 
 $3,000 in three years, to enable the Board of Education to 
 purchase grounds and build a school house." The motion 
 before the board calling for such vote further proposed that, 
 in the event of an approving vote, " Messrs. W. W. Bierce 
 and George Gearhart should be a committee to purchase of 
 the heirs of E. Everts their out-lot (known as Everts' Hill) at 
 a price not to exceed $800, and also of John Irwin and 
 widow Darst portions of their in-lots adjoining said out-lot 
 for an entrance to the same." 
 
 The result of the election was very gratifying to the en- 
 lightened and public spirited men, who, for nearly a year, had 
 used every honorable endeavor to establish in Circleville as 
 excellent a system of graded public schools as existed any- 
 where in the State. A majority of 1 17 votes decided in favor 
 of levying the tax. The Everts property was promptly se- 
 cured of O. E. Niles and others (heirs of E. Everts), and also 
 the in-lots alluded to above. 
 
 A commemorative word should be added with regard to 
 this Everts' Hill property. Mr. E. Everts was, for many 
 years before this period, an earnest and successful school 
 teacher of this district. In a log house of two rooms, an 
 upper and a lower, standing near the old oak just east of the 
 present Everts Building, he held a popular .school. Many of 
 our older citizens bear grateful testimony to the unwavering 
 zeal he showed in behalf of the establishment in Circleville 
 and throughout the State of a graded public school system, 
 supported liberally by direct tax, and free to all of school age 
 
6 
 
 in each district. Though his property was not large, yet he 
 determined, if such a system could be established in his day, 
 to donate this hill property to the town as a site. His views 
 were in advance of his time. In his will, this out-lot of near- 
 ly four acres was to be sold by the heirs to the school district, 
 if devoted forever to educational purposes, for the nominal 
 sum of ;^i,ooo. The heirs, in the true spirit of the testator, 
 offered it to the Board for ;^8oo, though at the time it would 
 have yielded several thousands in town lots. 
 
 Besides the sum of $g,000 provided for by tax, the Treas- 
 urer of the Board, Col. S. A. Moore, reported having re- 
 ceived, up to January 14, 185 1, from district and township 
 treasurers and from State School Fund in full, $1,4.61. 
 
 Early in January, 185 1, Messrs. Wilham C. Taylor and 
 Stanley Cook submitted a plan for a school house " to be 
 known by the name of the Union School House,." which was 
 unanimously adopted. Contracts were at once made (as far 
 as practicable, with the mechanics of Pickaway County), for 
 the material and building of the Union School House, and 
 Thomas Pedrick was appointed superintendent to oversee its. 
 construction. 
 
 The old District School House, called the Little Academy, 
 standing beside the Circleville Academy, near what is now 
 Watt Street, between Court and Pickaway, was sold, with all 
 its appurtenances, at auction. Still further funds were raised 
 by increasing the annual levy beyond the amount necessary 
 to meet the regular expenditures for schools when opened, 
 and by the issue of bonds payable after certain dates with in- 
 terest at from eight to ten per cent. 
 
 The building moved rapidly forward to completion, and 
 was ready for occupancy in November, 1852. 
 
I transcribe from the Ohio Jojirnal of Education for 1853, 
 the following account of this new edifice. The notice in the 
 Journal is accompanied with an excellent full-page cut of the 
 building and grounds : 
 
 " THE CIRCLEVILLE UNION SCHOOL HOUSE. 
 
 "This building, which is pleasantly situated on a lot of four acres, is 96 
 feet long by 69 feet wide. It is three stories high above the basement, 
 and contains fifteen school rooms. Connected with each room is a closet, 
 which is furnished with a wash-stand, looking-glass, combs, and all the 
 paraphernalia of a dressing room. 
 
 " Neat and commodious apartments are fitted up in the basement for 
 the residence of a janitor. 
 
 "Two of Chilson's No. 6 furnaces are placed in the basement, which 
 aflTord ample means for heating the house. In each hall is a large cooler, 
 which is constantly supplied with fresh water. We noticed, amon^ other 
 things, on looking over a neat pamphlet of sixteen pages, giving a verv 
 clear account of the organization of this promising school, that a janitor 
 is emploj'ed, who has entire charge of the furnaces, keeping the rooms 
 clean, providing water, ringing the bell, etc. This is as it should be. It 
 is the poorest kind of economy to compel teachers or scholars to make 
 fire,o and sweep the school- rooms, though no better arrangement can be 
 expected till the plan of erecting large buildings is adopted. 
 
 "The cost of the house and grounds, when the latter is ornamented, 
 will be about $30,000."' 
 
 Three of the lower rooms were furnished with long pine 
 benches, divided into what are known as box seats ; the 
 boxes constituting the partitions between scholars along the 
 Settee and serving as deposits for books and slates. The re- 
 maining rooms — as many as were needed at first, nine in 
 number — were supplied with double desks of walnut, the 
 best of the day. The lower middle room on the first floor 
 was used as an exercise room for the Primaries, especially in 
 unpleasant weather. The middle room of the third floor was 
 
8 
 
 used for morning exercises, and was long denonninated the 
 Chapel. 
 
 The school revenues were derived from the State Common 
 School Fund ; from interest on school lands, or "Section i6;" 
 from Foreign Tuition Fund, and from an annual tax levied 
 each year on the school district, and called Special Tuition 
 Fund. 
 
 Besides the names given as signers of the call to adopt for 
 Circleville the law of 1849, there are several others worthy of 
 honorable mention, because of their activity in securing the 
 adoption of the union school system and in consummating 
 this movement by the completion of the noble edifice de- 
 scribed and by the admirable organization of schools adopted 
 as soon as the rooms were thrown open to the scholars of 
 " District No. 3." Such a list must at least include William 
 C. Taylor, first President of the Board ; Col. S. A. Moore, 
 first Treasurer ; W. W. Bierce, George Gearhart, George W. 
 Myers, and Dr. Wayne Griswold, President of the Board for 
 four years from 1850. 
 
 At a meeting of the School Board held in May, 1852, 
 Messrs. Griswold, Bierce and Moore were appointed a com- 
 mittee to secure, by correspondence or visitation, a superin- 
 tendent and other tea.chers to take charge of the public 
 schools. This committee reported at the August meeting 
 that they had visited Cincinnati, Columbus, and other places, 
 and had attended the Teachers' Convention at Sandusky, and 
 that they felt full confidence in reporting the name of John, 
 Lynch, of Ashland, as one well qualified to act as Superin- 
 tendent of the Circleville Public Schools. The report was 
 accepted, and John Lynch was " unanimously chosen as the 
 principal of said schools at ^1,000 per annum." 
 
9 
 
 It was resolved on this occasion " that the teachers to be 
 employed in the Union School shall be one superintendent, 
 with one male assistant and eleven female assistants ; and 
 that in the selection of teachers by this Board preference 
 shall be given, other qualifications being equal, to those who 
 intend to make the business of teaching a permanent em- 
 ployment." A Board of Examiners was also appointed, 
 consisting of John Lynch, Chauncey N. Olds, and H. N. 
 Bishop. 
 
 The schools were opened on the 22d day of November, 
 1852, with the twelve assistant teachers. The full corps of 
 teachers, with salaries, is appended : 
 
 Mr. John Lvnch, Superintendent, at salary ol $1,000 
 
 Mr. E. ^r. Cotton, Principal Male High School 400 
 
 Mifs Henrietta S. Matthews, Principal Female High School 300 
 
 ' Mar.v L. McNeil 2^0 
 
 " Mary Ann Hums 250 
 
 '* Eveline A. Hmnaston 2co 
 
 '• Harriet M. Kcmj- 2Co 
 
 " Frances H. Sprengle 2co 
 
 " Celia Ann Minot / 200 
 
 '■ C. J. Loveland 200 
 
 " Mary R. McCormick 200 
 
 " Lucy M. Atwater 200 
 
 '■ Rhoda L. GreenleaP 2co 
 
 " Elizabeth C. Rice 200 
 
 The teachers were to be paid quarterly at the rates desig- 
 nated. 
 
 In October, Mr. Lynch, by direction of the board, pre- 
 pared and reported a system of rules for the government of 
 the schools, course of study and a list of text-books. These 
 regulations, but slightly modified and with a few additions, 
 remain in force to this day. The teachers were then required 
 
10 
 
 to report weekly and quarterly. The daily sessions began at 
 9 o'clock A. M., closing at 12 M.; in warm weather at 2 P. M,, 
 closing at 5, and in cold weather at i P. M., closing at 4 P. M. 
 
 The schools were divided into four departments, called, re- 
 spectively, the High School, Grammar, Secondary and Pri- 
 mary. The Primary department was divided into four grades 
 of one year each, and four teachers assigned to it ; the Sec- 
 ondary into two one-year grades and two teachers assigned ; 
 the Grammar into three grades of a year each and but two 
 schools with two teachers assigned, and the High School into 
 five grades of one year each. It has proved a difficult task 
 to ascertain, with entire accuracy, the items enumerated 
 above, as well as the studies pursued in each department 
 about to be appended, but it is believed there is no material 
 inaccuracy in the statements made. 
 
 The branches taught during the .first year of the school, in 
 the Primary department, were alphabet, spelling, reading, 
 writing on slates, geography, oral and text-book ; arithmetic, 
 oral and text-book, and grammar, oral. In the Secondary, 
 spelling, reading, slate-writing, penmanship, geography, arith- 
 metic, and grammar. In the Grammar, spelling, reading, 
 slate-writing, penmanship, geography, arithmetic, mental and 
 written ; grammar and drawing, with weekly exercises in 
 composition and declamation. In the High School, spelling, 
 reading, penmanship, geography, mental and written arith- 
 metic, grammar, algebra, Latin and botany, with stated exer- 
 cises in composition and declamation. 
 
 The course for the High School, adopted at this time, in- 
 cluded all the higher studies found now in the best schools, 
 but while undergoing organization the lower studies named 
 were temporarily admitted. 
 
11 
 
 III. 
 
 GROWTH OF THE SYSTEM. 
 I present herewith, in tabular form, the more important 
 statistics as far as they can now be obtained by diHgent re- 
 search, of the first year of the schools, ending June, 1853 ; 
 of the third year, ending June, 1855, when the system had 
 been thoroughly tested under Mr. Lynch's superior manage- 
 ment, and of every tenth year thereafter : 
 
 Number of pupils enumerated 
 
 Number of pupils enrolled 
 
 Average daily attendance 
 
 Number of teachers 
 
 Nvimber of school-rooms 
 
 Number of grades or departments 
 
 Number of weeks in session 
 
 Amount paid teachers 
 
 Total expenditures 
 
 Value of school property 
 
 1853- 
 
 i8ss- 
 
 1865. 
 
 1 201 
 
 1292 
 
 1800 
 
 845 
 
 81.S 
 
 87s 
 
 600 
 
 S32 
 
 650 
 
 12 
 
 13 
 
 IS 
 
 IS 
 
 IS 
 
 16 
 
 4 
 
 4 
 
 s 
 
 28 
 
 40 
 
 40 
 
 $3216 
 
 $3466 
 
 Segio 
 I2S97 
 
 45000 
 
 45000 
 
 45000 
 
 1875- 
 
 1903 
 
 1300 
 
 S03 
 
 25 
 
 24 
 
 s 
 
 40 
 
 $10917 
 
 14003 
 
 80000 
 
 The public schools reached at once a marked degree of 
 popularity, which they have steadily maintained. The Cir- 
 cleville Academy and all other private schools were closed in 
 1852. They have never been re-opened, nor have other pay 
 schools gained foothold since. All classes, without distinc- 
 tion of politics, religion or wealth, have freely patronized the 
 public schools, and fostered them by the election of directors 
 who have labored wisely and disinterestedly in the discharge 
 of their responsible trust. 
 
 IV. 
 
 IMPROVEMENT OF THE SYSTEM. 
 Before the close of Mr. Lynch's supervision, beginning 
 
12 
 
 Latin and Algebra were introduced into the 9th year of the 
 A Grammar grade, and, under Mr. Barney, United States 
 History became a required study in the 8th year, and Physi- 
 cal Geography in the 9th. In 1873, Superintendent Smart 
 removed the Latin of Senior Grammar to first year of High 
 School. At this time, the sexes were seated in different 
 rooms in the High School and Grammar grades. 
 
 Several changes in the course of study and text-books were 
 effected during the administration of Mr. Smart. He had a 
 text-book on English Grammar first begun in the Junior in- ' 
 stead of the Senior Grammar, and Language Lessons in the 
 grades below. Mitchell's Geographies were supplanted by 
 the Eclectic Series ; Oral Geography took the place of the 
 introductory book in the Primary grade, and the text-book 
 was begun in the Intermediate, to be completed in the Gram- 
 mar. Oral instruction in numbers was substituted in the 
 first three years for Ray's earlier book, and Ray's Intellectual 
 and Third Part begun respectively in the 4th and 6th years. 
 
 Music. — ^The Quadrennial Report, issued by C. S. Smart in 
 1874, says : " In 1870, the Board employed a special teacher 
 of Music, who, each week, gave a lesson of one hour to each 
 room of the departments above the Primary." Thus Music 
 continued to be taught in each white school. It was consid- 
 ered an optional study, and but one text-book was used from 
 the Intermediate through the 9th year. 
 
 " The rudiments of Penmanship," says the Quadrennial 
 Report, " are taught in the lowest grades by the use of .slates 
 and pencils. Copy-books, pens and ink are not used until 
 the last term of the 4th year. The teachers are required to 
 give such instruction each day as it is needed." 
 
 On the opening of the new High Street Building, under 
 
13 
 
 the supervision of M. H. Lewis, in the spring of 1875, the 
 Secondaries were increased from four to six ; the Primaries 
 from three to six, and, at close of the school year, the Pri- 
 maries were increased to eight, and the 9th year of the Se- 
 nior Grammar became the istyear of tlie High School, while 
 the sexes, heretofore separate, were seated in the same rooms 
 in the Grammar and High School grades. 
 
 During the same period (since February, 1875), the word 
 and phonic method was adopted for beginners in the lowest 
 Primary. Very much less was made through the three lower 
 departments of oral and concert spelling and more of written 
 spelling and individual drill. Each scholar was required to 
 keep lists of his misspelled words and undergo a drill upon 
 them at close of the week. The use of McGuffey's Speller 
 was dropped from the 4th year to the 8th, and the spelling of 
 all words used in reader and other recitations in every grade 
 required, and examinations held upon them. 
 
 Music was also placed upon a different footing in the fall 
 of 1875. The single bulky and ungraded volume formerly in 
 use was superseded by Jepson's Graded Music Readers, the 
 first book being introduced in the 4th year. Oral instruction 
 was begun in the first year. The study was made obligatory 
 in all except the Grammar grades, and lessons of 15 to 20 
 minutes each were given daily by the special and regular 
 teachers alternately. The same plan was carried out in the 
 colored as in the white schools. 
 
 In the third term of 1875, a special teacher of writing was 
 employed. Slate writing, with ruled lines, was begun in the 
 first term of 1st year, foUpwed in the next by lead pencil 
 writing. The copy-book was begun in the 2d year, and pen 
 and ink with advanced copy-books in the 3d year. The 
 
14 
 
 special and regular teachers alternate in charge of the classes 
 in both white and colored schools. It has added greatly to 
 the efficiency of the schools in this branch that, about the 
 same time with these changes, the Board determined to supply 
 the Common Schools with slate and lead pencils, pen-holders 
 and pens, and exercise paper. 
 
 Except the German adopted as an elective study in the 
 last two years of the High School, taught by the regular 
 teachers, no facilities were afforded for the pursuit of this 
 language by the large number of pupils of German parentage 
 or extraction in the schools. The fall term of 1875 opened 
 with ample provision made for the study of German in the 
 ten upper schools beginning with the Junior Secondaries. A 
 special teacher, a lady of German parentage, thoroughly ed- 
 ucated, gives daily instruction to all in these schools whose 
 parents wish them to take German in addition to the reg- 
 ular English course. The school exercises are so arranged 
 that the German teacher can have her classes in the several 
 rooms during the general study hour. Over 200 scholars are 
 now (December, 1875) under such instruction. 
 
 It is worthy of remark that successive examinations evi- 
 dences no falling off in the scholarship of those who pursue 
 this additional study, while there has been a marked gain in 
 facility of expression and quickness of parts. 
 
 Examinations of pupils of all grades during Mr. Lynch's 
 supervision were conducted by him orally at the close of each 
 term. These examinations, in connection with the average 
 of daily recitations, determined the advancement of the pu- 
 pils. Mr. Barney continued these oral examinations, but 
 under the charge of the several teachers, and made them 
 occasions of special public interest, on which great numbers 
 
15 
 
 attended to witness the exercises. These tests averaged with 
 the daily records fixed the success or failure of pupjls. 
 
 Until 1872, semi-yearly examinations, partly oral and part- 
 ly written, of the several classes of the common schools were 
 held by Mr. Smart. From 1872 on to the close of his ad- 
 ministration in January, 1875, written examinations for the 
 purpose of reclassification were conducted by the teachers in 
 all the rooms above the Primary grades at the close of each 
 term. Except for the High School, all the questions for the 
 classes were made out by the superintendent. Each scholar 
 wrote out the answers on paper of his own furnishing with 
 lead pencil. The teacher examined and passed upon the pa- 
 pers, which were then folded and sent to the superintendent's 
 office. Advancement was then based upon the general aver- 
 age made up from the daily class markings, the examinations, 
 and deportment. Monthly examinations for trial were held 
 at the option of the teachers, who furnished their own ques- 
 tions and took no pains to preserve the papers. 
 
 Since the spring term of 1875, Mr. Lewis has made month- 
 ly examinations, written with pen and ink upon uniform 
 paper furnished by the Board, obligatory on all the scholars 
 above the 3d year of the Primary grades, including the High 
 School. The questions are all made out in the office of the 
 superintendent and handed to teachers on the day of exami- 
 nation. The fall term opens in the common schools with a 
 hurried review of the previous year's work. They are then 
 pressed on in advance work, upon which monthly or six 
 week's tests are taken until the close of the second term, 
 when a public examination takes place. For a searching in- 
 spection of this public test of all the schools, together with 
 the modes of recitation held for the four or six weeks pre- 
 
16 
 
 viously, special committees of capable citizens, interested in 
 school work, are appointed by the Board. During the third 
 term, the monthly examinations are kept up, and, at the final 
 one the test covers the year's progress. Promotions are then 
 based upon the average of all the examinations of the year. 
 
 No note is now made of the daily recitations, the incentive 
 of the coming examination being a sufficient spur to steady 
 daily progress, while the teacher, uninterrupted before the 
 class, is free to severely sift the knowledge gained, to amplify 
 and illustrate the points not clearly comprehended, and to 
 block out the ensuing tasks. The papers, faced with the 
 questions, properly labeled, neatly bound, and with all the 
 answers graded in the margin, are sent to the superinten- 
 dent's office for final revision, together with a report' in full 
 of each scholar's per cents, in the several studies and his av- 
 erage in all. 
 
 In regard to the times of promotion, Mr. Smart says : 
 " The nearest approach I have been able to make to such a 
 classification as will accommodate the greatest number with- 
 out making the manipulation of classes too cumbrous, has 
 been to reclassify three times in the year, and to promote, at 
 any time, pupils whom, on examination, I found prepared." 
 
 Mr. Lewis, on finding that these term promotions were, for 
 several reasons, with so limited a corps of teachers, thwarting 
 rather than accomplishing the objects for which graded 
 schools was organized, returned as speedily as possible to 
 the custom of yearly promotions except for the first two or 
 three years. The increased number of Primaries enabled 
 him to make this exception without disturbing the classifica- 
 tion in the grades above. Honorable promotion of scholars 
 who outstrip their fellows, and trial promotions of the large 
 
17 
 
 number of irregulars, made such by field-work or sickness, 
 bridge quite safely all the difficulties of exceptional cases in 
 grading. 
 
 Improvements in school accommodations, buildings, etc., 
 have been made since 1853. The original building, named 
 the "Everts" in the spring of 1875, contains now 16 school- 
 rooms, with sittings for 850 pupils, the laboratory, and super- 
 intendent's office. It has been furnished throughout since 
 June, 187s, with the best single desks. The School Board 
 has, of late years, added liberally, as needed, new and im- 
 proved apparatus and chemical stores. 
 
 In 1 87 1, the Board completed the Ohio Street Building for 
 colored pupils, at a cost of ^7,000. It is a fine brick struc- 
 ture, with ample hall and two rooms. There are sittings for 
 1 50 pupils. The rooms are furnished with excellent double 
 desks, with charts, globes, and wall maps. The site com- 
 mands a wide sweep of the Scioto valley and river. 
 
 In the spring of 1875, the High Street Building was com- 
 pleted and furnished with single desks, giving 350 sittings. 
 This edifice is architecturally beautiful, tastefully yet substan- 
 tially finished in every part, and pleasantly located. It has a 
 large entrance hall, from which the six school-rooms are easy 
 of access ; three of these opening upon the first floor and 
 three upon the second. Three hot-air furnaces heat the 
 rooms comfortably in the coldest weather, while the Reutan 
 mode of ventilation, on the exhaust principle, keeps the at- 
 mosphere perfectly healthful. The total expenditure on this 
 building and surroundings has been upwards of ;^25,ooo. 
 
 Wm. Doane, Esq., Treasurer of the Board for 14 years past, 
 and Chairman of the Committee on Buildings, furnished the 
 design of these recent structures and supervised their erection. 
 
18 
 
 V. 
 ORGANIZATION OF THE HIGH SCHOOL. 
 
 The High School was organized at the same time with the 
 Union School, November 22, 1852. 
 
 Few changes of importance have been made in the course 
 of study planned by Mr. Lynch and adopted by the Board of 
 Education in 1852. The four years' course of the High 
 School includes the following studies : Algebra, physiology, 
 zoology, botany, geometry, natural philosophy, chemistry, 
 rhetoric, general, English, Greek, and Latin history, trigo- 
 nometry, physical geography, astronomy, geology, English 
 literature, mental and moral science, political economy, Latin, 
 Greek, German, and French. 
 
 About 20 pupils have gone from this school to college, al- 
 though many more than that number have been adequately 
 prepared. The first class graduated in March, 1858. There 
 were five in the class. Sixteen classes have since graduated, 
 with an aggregate of 1 29 members. Twenty-three of these 
 were young gentlemen, and 106 young ladies. Number of 
 scholars in the High School in 1855, 86; in 1865, 83; in fall 
 term of 1875, 89. The changes made in conditions of ad- 
 mission will be found stated at length under the fourth topic. 
 
 High School Principals, and Term of Service since Organization 
 of the School. 
 
 Emploifed. Eesigned. 
 
 E. M. Cotton November, 1852 June, 1859. 
 
 John P. Patterson September, 1859 June, i860. 
 
 D. N. Kinsman September, 1860 Mar., 1863. 
 
 J. M. Atwater April, 1863 .June, 1S63. 
 
 O. C. Atwater September, 1863 June, 1865. 
 
 Milton J. Warner September, 1865 June, 1866. 
 
 Charles F. Krimmel September, 1866 June, 1872. 
 
 James H. Clendennin September, 1872 June, 1875. 
 
 P. M. Cartraell September, 1875 
 
 It is impossible to gauge precisely the usefulness of the 
 
19 
 
 High School in this community. It has materially and ben- 
 eficially affected all classes of society. 
 
 Representatives of these 1 7 classes are found in the college 
 chair, in the press, in the learned professions, in the counting- 
 house, in the great railway interests, in the navy, in the army, 
 in our State Legislature, and at the head of schools at home 
 and abroad. Twenty-four, at least, of the graduates, have 
 been successful teachers in our Public schools, of whom 14 
 are still connected with them in the various grades. Besides 
 these classes, in estimating the full usefulness and apprecia- 
 tion of the Circleville High School, large account must be 
 made, also, of the 400 to 500 others, who, during the 23 
 years of its existence, have enjoyed one or more years of its 
 advanced instruction and superior training, and have then 
 gone forth and become citizens of influence and culture in 
 this and other communities. 
 
 II. 
 
 SUPERVISION. 
 
 John Lynch, first superintendent, was elected at the open- 
 ing of the Union School, in the fall of 1852, and, after ten 
 years' service, resigned to enter the army in June, 1862. Of 
 his very successful organization and management of the 
 schools, much in detail has been given under the second topic. 
 
 Hon. H. H. Barney, who, as State School Commissioner, 
 had been deservedly popular, succeeded Mr. Lynch in Sep- 
 tember, 1862, and continued in office seven years. He re- 
 signed in 1869, withdrawing altogether from the cares of any 
 avocation to that studious ease which the weight of years and 
 his cultured tastes made desirable. Our citizens still speak 
 with regret of the loss from our midst of this scholarly gen- 
 tleman and honored citizen. 
 
20 
 
 Mr. C. S. Smart followed Mr. Barney in January, 1869, and 
 resigned after six years' service in January, 1875, having been 
 elected State School Commissioner in October previous. He 
 was engaged at a salary of ;^i,400, which was raised to ^1,800 
 at the close of the school year. Under " Improvement of 
 the System," mention has been made of the changes intro- 
 duced by him. 
 
 In February, 1875, M. H. Lewis entered upon the duties 
 of superintendent, at a salary of :^ 1,800. Under the appro.- 
 priate topic, the changes made through his recommendations 
 in classification and course of study have been specified. 
 
 Teachers' meetings have been held weekly, or as occasion 
 required, since 1852. Mr. Lynch, for a time, had all meet-at 
 the Chapel at 7 : 30 each Saturday morning, and continue in 
 a kind of Normal Institute session until 1 1 : 30. Later, and 
 still, the general teachers' meetings take place at 3 P. M on 
 Friday The several superintendents have used this hour for 
 counsel, criticism, and general direction. 
 
 Since February, 1875, it has been the practice of the su- 
 perintendent to hold general teachers' meetings only as neces- 
 sary, once in two or three weeks, while two or three special 
 or grade meetings are convened each week. In these, modes 
 of instruction, government, and special cases are considered. 
 
 At the close of 1875, the Public Schools are aiTanged as 
 follows : I . The High School, taught by three teachers and 
 divided into four regular classes. 2. The Common School, 
 with four departments of two grades each, and 20 schools. 
 3. The Colored School, with two schools and two teachers. 
 
 Three special teachers, of music, penmanship, and German, 
 complete the corps of 28 teachers. 
 
 {Va-R Cleaf & Dreebachf Printers, Circleville, Ohio.) 
 
ia:isTOie.ir 
 
 OF THE 
 
 Public Schools of Columbus 
 
 FROM THEIR ORGANIZATION. 
 
 SCHOOL LEGISLATION. 
 
 All legislation for public schools not only for the State of 
 Ohio, but for the northwestern territory, arose out of a gen- 
 eral principle in the ordinance of 1787. 
 
 Article third, of the compact between the original states, 
 and the people and states in said territory, declared : 
 Religion, morality, and knowledge being necessary to good govern- 
 ment and the happiness of mankind, schools and the rneans of 
 education shall forever be encouraged. 
 
 The General Assembly of 1824-5 passed an act February 
 5th for the regulation of the schools of the state. It pro- 
 vided for the election of three directors in each school dis- 
 trict, and authorized the levy of one half a mill upon the 
 dollar to be appropriated for the use of common schools. 
 
 In accordance with this act the first public school was 
 opened in Columbus, in the fall of 1826. In 1829 an act was 
 passed giving county commissioners power to raise the levj' 
 to three-fourths of a mill; in 1886, the levy was raised to 
 one and a half mills ; in 1838, it was raised to two mills ; and 
 in 1839, power was given the county commissioners to 
 reduce the levy from two mills to one. The schools of 
 Columbus were sustained and regulated from 1826 to 1845 
 in accordance with the above legislative acts. 
 
A special act for the better regulation of public schools 
 in the city of Columbus was passed by the General As- 
 sembly, February 6, 1845. It provided far the election of 
 six directors for the city of Columbus, which shall be a 
 body politic and corporate in law, by the name of the 
 Board of Education of the City of Columbus. 
 
 It authorized the City Council to appoint three school 
 examiners, whose duty it should be to examine applicants 
 for positions as teachers in the public schools, authorized 
 the board to appoint a suitable person to take an enumera- 
 tion of all youth in the city between the ages of four and 
 twenty-one. This act was amended February 16, 1849, 
 authorizing the Board of Education to establish different 
 grades of schools, and to make rules and regulations 
 therefor, also to levy an additional tax not to exceed one 
 and a half mills on the dollar of the valuation of the 
 taxable property of the city. 
 
 It was again amended March 21, 1851, whereby the board 
 was authorized to enlarge school buildings, purchase sites, 
 and erect nev buildings from time to time as. they may 
 deem expedient, and the increase of scholars may require; 
 to this end the board was authorized to levy an additional 
 tax not to exceed three mills on the dollar. The act 
 passed February 3, 1845, was again amended March 25, 
 1864, as follows : On the second Monday of April, 1864, 
 the qualified voters of Columbus shall meet in their re- 
 spective wards and elect one member of the Board of 
 Education for each of said wards, who shall serve for the 
 odd wards one year, and in the even wards two years. 
 The term of service shall be two years. Vacancies shall 
 be filled by the City Council with the consent of the 
 board. It authorized the board to hold its meetings at 
 such time and place as it may think proper. It was 
 further amended by act of April 16, 1867, making the 
 treasurer of Franklin county ex-officio treasurer of the 
 
Board of Education and requiring the board to publish an 
 annual report of the condition of the schools, the pro- 
 ceedings of the board and such other matter as it may 
 deem expedient. 
 
 An act passed March 30, 1868, so amended the school 
 laws of the city as to allow the board to levy a tax not 
 exceeding five mills on the taxable property of the city 
 for building purposes, each year till 1871, when said sum 
 shall not exceed four mills on the dollar. 
 
 By a special act of the General Assembly passed April 
 12, 1870, the Board of Education was authorized to raise 
 money, and issue bonds to the amount of fifty thousand 
 dollars, bearing eight per cent, interest payable semi^ 
 annually for the purpose of erecting the Sullivant and 
 Central German school buildings. 
 
 By the act passed Februaiy 3, 1845, all legal titles to 
 property were vested in the City Council. As early as 
 1849 the board was embarrassed by their connection with 
 the City Council, and urged that to render the board 
 efficient it should be entirely independent. 
 
 The act under which the public schools of Columbus 
 are now organized was passed May 1, 1873, which re- 
 pealed all other acts inconsistent with any of the pro- 
 visions of this act. 
 
 BUILDINGS AND ACCOMMODATIONS. 
 
 At the time of the passage of the Act for the regular 
 tion of common schools in 1825, there was no building 
 bearing the name of school house in Columbus. 
 
 The schools were held in such rooms as could be rented 
 with one exception from 1826 to 1846. At the time 
 Columbus was made a separate school district in 1845, 
 there was one frame building out of repair and unfit for 
 school purposes belonging to the city. It was situated on 
 
4 
 
 Third Street near Rich. The first effort of the Board of 
 Education was directed towards providing suitable school 
 buildings. A vote of the people as was required by law 
 for and against a tax for erecting school houses was taken 
 in the spring of 1845 and resulted against the tax. At 
 the annual election in the spring of 1846, the question 
 of a tax for school houses was again submitted to the 
 people and resulted in favor of the tax 776, and against 
 323. A committee consisting of P, B, Wilcox and James 
 Cherry, was appointed by the Board to report plans and 
 estimates" for the erection of school houses. This committee 
 recommended the erection of three houses one story in 
 height, and containing each six rooms. 
 
 The same was reported with the approval of the Board 
 to the City Council, and the estimated cost, seven thousand 
 five hundred dollars, with a request that a tax to that 
 amount might be levied for the purpose. The new build- 
 ings were located, one on the corner of Mound and Third 
 streets, one on Third near Rich street, and the other on 
 the corner of Third and Long streets, and were opened July 
 21, 1847. The primary rooms were furnished with seats 
 having boxes for the deposit of books, slates, etc., between 
 the seats of every two pupils ; the secondary and grammar 
 schools were supplied with seats and desks accommodating 
 two pupils each. The expense incurred for school houses, 
 sites, grading, outhouses, seats, desks and other furniture 
 was about $14,000. The erection of the buildings did 
 much for the cause of popular education in this city. 
 
 The city grew rapidly, and soon the board found it 
 necessary to take stfeps for increasing the number of 
 buildings. During the school year 1851-2, the lot now 
 occupied by the Sullivant^ building, on State Street, and 
 a lot on the corner of Fourth and Court streets were pur- 
 chased by the board. A frame building one story in 
 height-,, at a cost of three thousand dollars was erected on 
 
the lot on the corner of Fourth and Court streets and occu- 
 pied during the winter of 1852-3. A brick building sixty 
 by seventy feet, three stories above the basement, at a cost 
 of about fifteen thousand dollars was erected on the State 
 street lot, and was ready for occupancy the winter of 1853-4. 
 
 To this building the High School heretofore taught in 
 the Academy on Town street was removed. During the 
 summer of 1856, the buildings on Mound street and Long 
 street were enlarged at an expense each of about three 
 thousand two hundred dollars. No material change has 
 been made in the Mound street house since that time, but 
 the one on Long street knowA as the Loving School was 
 thorougly repaired during the summer of 1871, and has since 
 been used for the colored children. Additional grounds 
 were purchased for these buildings in 1857. 
 
 Nine hundred dollars were paid for an additional lot 
 on Mound street building and two thousand five hundred 
 and twenty-five dollars for a lot on Third and Long 
 streets. In 1858 the lot immediately riorth of the Mound 
 street building was purchased for four thousand three 
 hundred dollars, and the brick house upon the lot was 
 converted into school rooms. 
 
 The lot on the corner of Broad and Sixth streets with 
 the foundation walls for a church was purchased from the 
 vestry of the Trinity Church for $8,820, upon which to 
 erect a High School building in the spring of 1859. The 
 plan of the High School building was made by Major W. B. 
 Kelley. The contract of erecting the new High School 
 building was awarded to Auld J. Miller for $28,000, June, 
 1860. It was ready for occupancy the fall of 1862. The 
 plan of the building on Third near Rich offered by Mr. 
 Geo. Bellows was adopted and a building erected during 
 the years 1860-1 at a cost of about $6,850. The contract 
 was awarded to Auld J. Miller. In 1861 an additional lot 
 adjoining this building was purchased. A similar build- 
 
ing was erected on Fourth and Court streets during the 
 year 1862. It was occupied the succeeding year. An in- 
 crease of the number of buildings was again found neces- 
 sary in 1866. During this year three lots on Park street 
 were purchased for three thousand dollars, also one on South 
 Third and Sycamore streets and a building erected on each 
 lot. These houses are in all respects similar and were built 
 at an expense of $33,920. During the year 1867, six lots on 
 Spring street were purchased for 85,000 and five on East 
 Fulton for $5,000. The board made a contract for two build- 
 ings to cost about $34,000 and to be completed July, 1869. 
 The SuUivant building and the building for the Central 
 German Grammar School were completed in the fall of 1871. 
 The contract price for the former was $50,863; for the latter 
 $14,444. The Fieser building was built in 1873, at an ex- 
 pense of about $11,000; the First avenue in 1874, costing 
 $12,400; the Second avenue costing $17,145 and the New 
 street, costing $18,770 were ready for occupancy January, 
 1875. 
 
 THE SCHOOLS. 
 
 It will be impossible within the limits of this report to 
 give a detailed account of the schools of this city, tracing 
 their history and growth from the beginning to the present 
 time. 
 
 To ihake a statement of the prominent facts, to describe 
 the battles which were lost and won for popular education, 
 the progress of the public schools and the slow but gradual 
 improvement made by the teachers in methods of discipline 
 and instruction, would fill a volume of many pages. The 
 history of the public schools of Columbu's has been repeated 
 over and over again, in all the cities and towns of central 
 and southern Ohio. 
 
 The birthplace of the free public school was New . 
 England, and in those portions of the state, settled by her 
 people, the public school was supported without opposition 
 but where settlements were made by those who came from 
 
the southern states, the establishment of the public school 
 was difficult, being an institution with which they were 
 not familiar in the states from whence they came. 
 
 From the year 1825 to 1840 the best public schools were to 
 be found in the rural districts. In cities and towns the sum 
 appropriated by the State was insufficient to maintain the 
 public schools for a longer period than three or four months 
 in each year; consequently, the intelligent and influential 
 citizens gave their patronage to private schools which could 
 be kept up through the whole year. -In the country dis- 
 tricts, private schools could not be supported, and as a result 
 the influence of all classes was given to the maintenance of 
 the public school. In Columbus, during this period, private 
 schools were numerous and the drift of public sentiment 
 was in their favor. To go to the public school was account- 
 ed a disgrace. No parent who could afford to pay the tuition 
 of his child in a private school, would suffer himself to be 
 enrolled as a pauper and subject his child to the taunts and 
 sneers of the child of his more fortunate neighbor. The 
 first public school was opened during the year 1826. With 
 what success there is no record. In 1830 two schools were 
 opened, one for the older pupils to be taught by a man, and 
 one for the younger to be taught by a woman. There is no 
 farther record of the number and character of the public 
 schools till the passage of the special law for the better 
 regulation of schools in Columbus, February 3, 1845. 
 
 The new board elected under this act found thirteen 
 schools in operation, five of which were- taxighfr by men and 
 eight by women. The schools were graded, so far as to give 
 the older and more advanced pupils to. the men and the less 
 advanced and younger to the women, Nothing was taught 
 but the merest elements of the common, branches and these 
 in a very unsatisfactory manner. "Without school houses, 
 with indifferent teachers, and with, the influence of the 
 largest number of the prosperous and more cultivated 
 
citizens against the public schools, these earnest and early- 
 friends of popular education stuggled to raise the standard 
 of the qualifications of teachers, and to procure suitable ac- 
 commodations for the children. During the year 1845 about 
 fifteen schools were kept in session, from May till the middle 
 of October. From the spring of 1846, till the spring of 
 1847, fourteen schools were kept up with an average of five 
 hundred and twenty-eight pupils for four quarters. The 
 schools under their new organization had prospered. Sys- 
 tem began to be established. Action was taken to secure a 
 uniformity of text books. At the close of the year in April, 
 1847, three new school houses were approaching completion 
 and the board could look back upon the work they had 
 accomplished with satisfaction. 
 
 At the beginning of their second year, the board saw that 
 the one thing needed to make the schools still more efficient, 
 was more personal attention. Not being able to do this 
 themselves they determined to create the office of Superin- 
 tendent of Public Schools. They selected for this place Dr. 
 Asa D. Loed, who entered upon the duties of the office, 
 May 15, 1847. 
 
 Dr. Asa D. Lord's first administration was from May 15, 
 1847 till February 25, 1854, when he resigned. Dr. Lord's 
 efforts under the direction of the board were given to the 
 classification of the schools and the arrangement of a course 
 of instruction. The schools were divided into three 
 general departments, called Primary, Secondary and Gram- 
 mar. Soon after the schools were opened, and the pupils 
 were distributed to the departments for which they were 
 found qualified, there were many applications for admission 
 by those who were able to enter in advance of the course of 
 study arranged for the Grammar school department. The 
 board wisely determined soon after the beginning of the 
 second quarter, to open a school for the accommodation of 
 these more advanced pupils, under the immediate direction 
 
of the superintendent. The school was opened in a vacant 
 room in the Third and Rich Street School, to which the 
 superintendent devoted one-half of each day, while a woman 
 was employed during the rest of the day. 
 
 Before the close of the year, the school became so large 
 that it was deemed advisable to rent for its accommodation 
 the Academy on Town street, and to employ another teacher. 
 Thus the department, known in our system of public schools 
 as the High School, had its origin. At the close of the year 
 July 1848, the boaid in their report make mention of the 
 gratifying change in public sentiment which had taken 
 place within the last two years. 
 
 Many families who had never sent their children hereto- 
 fore to the public schools, asked for their admission. The 
 board with the advice of the superintendent instituted 
 measures whereby better qualified teachers might be 
 obtained. To this end, a board of examiners was appoint- 
 ed in accordance with the provisions of the law, and appli- 
 cants for positions as teachers in the schools were required 
 to undergo a thorough examination. The teachers were re- 
 quired by the board to attend at the room of the superin- 
 tendent three hours every Saturday morning, during term 
 time, for the purpose of reviewing the branches taught in 
 the schools. In addition, the teachers were encouraged to 
 form a society for mutual improvement. This was done, 
 and a library of books on the subject of theory and practice 
 of teaching was collected. These means of improvement of 
 the teachers were kept up throughout Dr. Lord's adminis- 
 tration. 
 
 In the spring of 1849 a course of study and rules and 
 regulations were adopted for the High School. During the 
 winter of 1850-1 the board decided to open evening schools, 
 one in each of the three buildings, under the instruction of 
 the teachers of the grammar schools. These schools were 
 well patronized by pupils ranging from twelve to thirty-two 
 
10 
 
 years of age. During the year 1851-2. there were, including 
 the High School, twenty-two different schools and twenty- 
 three teachers. 
 
 In January of this year the German-English schools were 
 better classified than heretofore. 
 
 In 1853 the first public school was opened for the colored 
 youth. There was an attendance of about seventy-five 
 children. Three schools were necessary to accommodate 
 them the succeeding year. During this year the schools 
 were suspended six weeks, for the purpqse of increasing the 
 fund for building purposes. 
 
 The board .in accepting the resignation of Dr. A. D. Lord, 
 as superintendent of the schools passed the following res- 
 olution : 
 
 Resolved, That in the present flourishing condition of the public 
 schools we recognize the results of the faithful labors of Dr. A. D. Lord, 
 for the eight years last past. That his labors have been at all times 
 acceptable to the board and they hereby tender him the assurance of 
 their confidence and esteem. 
 
 DAVID P. MAYHEW'S ADMINISTEATION. 
 
 Mr. Mayhew was elected February 25, 1854. During Mr. 
 Mayhew's term of service a special teacher of music, and a 
 special teacher of penmanship were appointed for the first 
 time in the history of the schools. The retirement of Dr. 
 Lord left a vacancy in the principalship of the High School 
 to which the Rev. Daniel Worley was appointed. He re- 
 signed in December .and was succeeded by Mr. John G. Stet- 
 son. Mr. Mayhew during his term of service gave much 
 attention to the improvement of the primary and secondary 
 grades in elementary reading and spelling. July 10, 1855, 
 Mr. Mayhew tendered his resignation. His labor and ability 
 displayed while in office received special mention by the 
 board. 
 
 At the same meeting held July 10, 1855, Dr. Asa D. Lord 
 was again elected superintendent of the schools of Columbus. 
 
11 
 
 Daring Dr. Asa D. Lord's second administration the rules 
 and regulations were revised; teachers' meetings which had 
 heen omitted for some time were resumed; more time and 
 care than ever before were given to examinations for pro- 
 motion which tended to better the classification of all the 
 schools. 
 
 At the close of the year 1855-6, there were twenty-seven 
 schools with an average daily attendance of 1,533, in charge 
 of thirty-eight teachers. The schools were now in a very 
 prosperous condition. Dr. Lord's personal influence ex- 
 tended not only to the teachers, but reached every child in 
 the schools. 
 
 E. D. eingsley's administration. 
 
 Mr. Kingsley was elected to the superintendency of the 
 public schools July 11, 1856. During his term of service, 
 the course of study was revised; the classification changed 
 from four to five general departments designated as primary, 
 secondary, intei^mediate, grammar and high. The play 
 grounds connected with the buildings were enlarged and so 
 divided as to separate the sexes. 
 
 Programmes for the^daily exercises were prepared for the 
 teachers in the various grades, designating the time to be 
 given to each of the different branches of study. The oflice 
 of principal for the system of schools in a building of a 
 district was created and the duties defined. 
 
 Before this time the teacher of the senior grammar school 
 was the nominal principal. Mr. Kingsley's term of service 
 as superintendent extended till July, 1865. During the 
 exciting period of the war the schools were maintained not- 
 withstanding the necessary withdrawal from them of public 
 attention. Hon. Thos. W. Harvey was elected superin- 
 tendent of the schools of the city, July 10, 1865, but declined 
 to accept the appointment. 
 
12 
 
 MR. WILLIAM Mitchell's administration. 
 
 Mr. Mitchell was elected superintendent of the schools, 
 September 11, 1865. During his term of office and the latter 
 part of Mr. Kingsley's, it will ever be a source of regret that 
 the board did not cause to be put in permanent shape the 
 school statistics, the growth, progress and condition of the 
 schools of the city. Even the receipts and expenditures of 
 the board have not been kept in a manner that reliable re- 
 sults can be given. 
 
 This is still more to be regretted since the administration 
 of Mr. Mitchell in the general management of the schools 
 and the board in devising measures for rendering more per- 
 fect and efficient the system of public instruction in the city, 
 was one of marked ability and success. During this period 
 the rules and regulations were revised, many of which still 
 remain as then adopted ; the course of study was materially 
 changed and the time for the completion of the course for 
 entering the High School reduced one year; the most ap- 
 proved methods of instruction were introduced; more ra- 
 tional riiethods of discipline were used; the standard of the 
 qualifications of teachers was raised by the board of exam- 
 iners ; and the teachers at the regular meetings for confer- 
 ence and the discussion of professioival topics were inspired 
 with a love for, and an earnestness in their work which 
 largely increased their usefulness. During this period Hon. 
 Joseph Sullivant who served as President of the board 
 twelve years gave much time and attention to the schools. 
 He was an early friend of popular education, and his large ; 
 experience, scholarly attainments, liberality, energy of 
 character and wide influence, fitted him for an adviser for 
 superintendent and teachers. 
 
 Mr. Mitchell resigned August 25, 1868, and Mr. S. J. Kirk- 
 wood was elected to the office of superintendent. Mr. Kirk- 
 wqod declined to accept and Mr, Mitchell was elected at a 
 largely increased salary, and continued to hold the office till 
 June 1871, when he declined a re-election. 
 
13 
 
 From 1865 to 1871 the rapid growth of the city largely in- 
 creased the necessity for more schools for the accommo- 
 dation of the children entitled to admission. This was met 
 by the board with a promptness and liberality not exceeded 
 by the school authorities of any city of the West. 
 
 Personal mention ought to be made of the members of the 
 early boards of education for the ability, wisdom, and self- 
 sacrificing spirit they displayed in laying. the foundation for 
 our present system of popular education, but space will not 
 allow. They were most all educated men and men of wealth 
 and high standing in the community — men of different 
 political parties, and of different religious opinions, but 
 united in their efforts for an efficient system of public 
 schools. 
 
 H. w. Stevenson's administration. 
 
 Mr. Stevenson was elected Superintendent July 13, 1871, 
 and still continues in office. At the beginning of this year 
 a radical change was made in the organisation of the schools. 
 The schools prior to this time were under the direction of one 
 superintendent, who had the general management of the 
 schools of the city, and seven men principals having special 
 charge of the schools in their respective districts. It was 
 the opinion of the members of the board that the schools 
 could be made equally efficient, and could be conducted 
 more economically by the substitution of women for princi- 
 pals instead of men. The city was divided into three 
 school districts, over each of which was placed one man 
 under the direction of the Superintendent and a woman 
 was placed at the head of the schools in each large building. 
 Messrs. E. 0. Vaile, Alfred Humphreys, and C. Forney were 
 elected to the position of district superintendents. Soon 
 after the school year began Mr. Vaile resigned to accept a 
 position as teacher in the Woodward High School, Cincin- 
 nati, 0. His duties were divided between the two remaining 
 
14 
 
 principals. By direction of the board the course of study 
 was revised and many important changes were made. The 
 time for the completion of the former course required a 
 period of nine years. The names of the grades were changed 
 from first and second primary, first and second secondary, 
 first and second intermediate, and A, B, find C grammar, to 
 A, B, C, and D primary and A, B, C, and D grammar. The 
 elements of zoology, botany and physics were introduced in 
 the new course of study' and provision was made for drawing 
 and music. 
 
 The A Grammar school classes which had formerly been 
 distributed in six buildings, in different parts of the city 
 were united into three classes. This arrangement reduced 
 the number of teachers necessary for this grade, and greatly 
 increased the class spirit of the pupils. 
 
 A new set of blanks for weekly, monthly, and yearly 
 reports was prepared, with a view to collect full and reliable 
 statistics of the work performed by the teachers and pupils. 
 The system of daily marking recitations was abandoned 
 and the plan of monthly or periodical examinations adopted 
 in its stead. Many pupils were promoted from a lower to a 
 higher grade during the year upon scholarship shown in 
 these examinations. At the close of the year the standing 
 of the pupils in the monthly examination was considered in 
 the promotion of the pupils from one grade to another. 
 
 Grade meetings of the teachers were held at frequent 
 intervals for the discussion of matters pertaining to the 
 management, discipline, and methods of instruction. These 
 meetings of teachers have been kept up every year with 
 great interest and profit. 
 
 At the beginning of the school year 1872, Col. G. A. 
 Frambes and C. F. Krimmel were elected to take the places 
 of Messrs. Alfred Humphreys and C. Forney. Mr. E. H. 
 Cook was appointed Principal of the High School vice Mr. A. 
 Brown who resigned. The salaries of the Superintendent, 
 
15 
 
 principals, and teachers were raised, and the basis of the 
 amount to be paid teachers was made to depend ujion the 
 success and experience of the teacher irrespective of grade. 
 The salary of the superintendent was fixed at $3,000; 
 Assistants at $1,500; Principal of High School at $2,000; 
 Principals of Grammar and Primary Schools, minimum 
 $800, maximum $1,000; teachers, minimum $400, max- 
 imum $700. / 
 
 The rules and regulations were carefully revised and 
 adapted to the growing needs of the schools. 
 
 A course of study in music was adopted by the board but 
 was not carried out till the following year. The progress 
 made during this year was highly satisfactory to the board. 
 At the close of this year Prof. T. C. Mendenhall retired from 
 the High School to accept a professorship in the Agricul- 
 tural and Mechanical College. Mr. A. G. Farr, a teacher of 
 the High School, was elected to fill the place of Mr. Menden- 
 hall, as teacher of physics. 
 
 Soon after the beginning of the school year 1873 Mr. 
 Krimmel resigned his position as assistant superintendent. 
 His duties were assumed by the superintendent and his 
 remaining assistant. Walter Smith's system of Industrial 
 Drawing was introduced by the board and the services of 
 Prof. William Briggs of Boston were obtained to instruct the 
 teachers and mark out a graded course of instruction for the 
 pupils. 
 
 Early in the year Prof. H. Eckhardt teacher of music 
 resigned and Col. J. A. Scarritt was elected in his place. 
 The appointment of Col. Scarritt changed the whole course 
 of instruction in this branch which had heretofore been 
 exceedingly unpopular with the board, teachers and pupils. 
 The progress made during the year in music, drawing, 
 botany, and physics was unparalled in the history of the 
 schools. During this and the two preceding years, the fact 
 was demonstrated that the pupils of German parentage 
 
16 
 
 required no longer time to complete the English course in 
 connection with the study of the Grerman language than the 
 pupils who did not take the German. 
 
 Changes were made in the D primary grade so as to allow 
 three classes of different stages of advancement in the grade. 
 
 Before the opening of the school year 1874, Prof. W. S. 
 Goodnough was elected superintendent of art education in 
 the public schools of the city. The course of study in the 
 High School was revised and changed so as to make four 
 courses, viz. : English, German, Latin, and Classical. The 
 English covered a period of three and the remaining a period 
 of four years. The attendance of pupils during this and the 
 succeeding year was largely increased. At the heginning 
 of the school years 1874 and '76 a teachers' institute for the 
 benefit of the city teachers was held at the High School 
 building. 
 
 In the spring of 1875 the supervising force was still 
 farther reduced by adding to the duties of the assistant 
 superintendent the duties of clerk of the Board of Education. 
 
 The schools are in a very prosperous condition. The 
 amount pi money in the treasury is sufficient to meet every 
 obligation of the board if now due. A public school library 
 has been opened in connection with the schools and an 
 appropriation has been made for its permanent support. 
 Steps have been taken for the establishment of a normal 
 school for the training of teachers for the schools of the city. 
 
 Intelligence and liberality have been prominent character- 
 istics- of the members of the respective boards for the last 
 four years, as well as in previous years of the history of the 
 public schools of Columbus. Parents applying for accom- 
 modations for their children, have been promptly supplied 
 with buildings comfortably seated, and with competent and 
 pains-taking teachers. 
 
 The following comprises a complete list of all the members 
 of the board and officers of. the same, since 1846, and all prior 
 
17 
 
 to this date which can be procured from records at hand. A 
 statistical table is also appended which gives the details of 
 the history of the schools : 
 
 MEMBERS OF THE BOARD OF EDUCATION 
 
 FROM THE OEGANIZATION OF THE SCHOOLS. 
 
 1826. 
 De. p. SissoN. Rev. C. Hinkle. 
 
 William T. Mabtin. 
 
 1830. 
 John Wabner. Chmstian Heyl. 
 
 William St. Clair, 
 
 1831. 
 William McElvain. Horton Howard. 
 
 Nathaniel McLean. 
 
 1847-8. 
 William Long, President. P. B. Wilcox, Esq. 
 
 S. E. Wright, Secretary. J. B. Thompson, M. D 
 
 H. F. Huntington, Treasurer. James Cherry. 
 
 Asa D. Lord, Superintendent. 
 
 1848-9. 
 William Long, President. P. B. Wilcox; Esq. 
 
 S. E. Weight, Secretary. J. B. Thompson, M. D. 
 
 H. F. Huntington, Treasurer. A. F. Peeey, Esq. 
 
 Asa D. Lobd, Superintendent. 
 
 1849-50. 
 William Long, President. J. B. Thompson, M. D 
 
 J. L. Bates, Secretary. S. E. Weight, Esq. 
 
 H. F. Huntington, Treasurer. J. W. Baldwin, Esq. 
 
 Asa D. Lord, Superintendent, 
 
 2 
 
18 
 
 Membehs of the Board of Education— Confinn^d. 
 
 1850-51. 
 J. B. Thompson, President. William Long, Esq. 
 
 J. L. Bates, Secretary. S. E. Weight, Esq. 
 
 H. F. Huntington, Treasurer. 3. W. Baldwin. 
 
 Asa D. Loud, Superintendent. 
 
 1851-2. 
 J. B. Thompson, President. William Long, Esq. 
 
 J. L. Bates, Secretary. S. E. Wright, Esq, 
 
 H. F. Huntington, Treasurer. Jos. Sullivant, Esq. 
 
 Asa D. Lord, Superintendent. 
 
 1852-3. 
 J. B. Thompson, Pretident. S, E. Wright, Esq. 
 
 J. L. Bates, Secretary. ' Jos. Sullivant, 
 
 H. F. Huntington, Treasurer. Thos. Sparrow, Esq. 
 
 Asa D. Lord, Superintendent, 
 
 1853-4. 
 Jos. Sullivant, President. H. F. Huntington. 
 
 Thomas Sparrow, Treasurer. J. K. Linnel. 
 
 S. E. Wright, Secretary. James L. Bates. 
 
 Asa D. Lord, Superintendent. 
 
 1854-6. 
 Jos. Sullivant, President. J. K. Linnkl. 
 
 Thomas Sparrow, Treasurer, J. J. Janney. 
 
 S. E. Wright, Secretary. J. L. Bates. 
 
 D. P. Mayhew, Superintendent. 
 
 1855-6. 
 Jos. Sullivant, President. J. K. Linnel. 
 
 J. J. Janney, Treasurer. A. B. Bottles. 
 
 S. E. Wright, Secretary. A. S. Decker. 
 
 Asa D, Lobd^ Superintendent, 
 
19 
 
 Members of the Board of Ebtjcatign — ContinitecU 
 
 1856-7. 
 Jos. ScLLivANT, President. J. G. Miller. 
 
 J. J. J.VNNEY, Treasurer, A. B. Butles. 
 
 S. E. Wright, Secretary. 
 
 E. D. KiNGSLEY, SuperiMenerd. 
 
 1857-8. 
 Jos. SULLiVANT, President. A. G. Thurman. 
 
 S. E. WrigiIt, Treasurer. J. G. MlLLEft. 
 
 A. B. BCttles, Secretary. A.- S. DECKEts. 
 
 E. D, KiNGSLEY, Svperintendeni. 
 
 1858-9. 
 Jos. SULLIVANT, President. J. G. Miller. 
 
 Thomas Sparrow, Treasurer. William TreVItt. 
 
 A. G. Thurman, Secretary. George Gere. 
 
 E. D. Kingsley, Superintendent. 
 
 1859-60. 
 Jos. Sullivant, President. A. G. Thurman. 
 
 Francis Collins, Secretary. Dr. Eels. 
 
 Thomas Sparrow, Treasurer. J. H. Smith. 
 
 E. D. Kingsley, Superinti^ndent. 
 
 1860-61. 
 Jos. SdlUVaNT, President. A. G. ThubmaN. 
 
 John Greiner, Secretary. J. H. SmitA. 
 
 Thomas Sparrow, Treasurer. George Gere. 
 
 E. D. Kingsley, Superintendent, 
 
 1861-2. 
 Jos. StytuvAUT, President. Geoage GeRB. 
 
 Thomas Sparrow, Treasurer. 3. H. Smith. 
 
 Otto Drbsel, Secretary. Starling Loving. 
 
 £. D. KiNGSLBY, Svperintendent. 
 
20 
 
 Members of the Board of Education — Continued. 
 
 1862-3. 
 William Tbevitt, Prmdent, George Geke. 
 
 Thomas Spakkow, Treasurer. Stabling Loving, 
 
 Otto Dresel, Secretary. E. Walkitp. 
 
 E. D. Kingsley, Superintendent. 
 
 "William Teevitt, President. 
 E. Walkup, Treasurer. 
 Otto Dbesel, Scretary. 
 
 1863-4". 
 
 Starling Loving. 
 E. F. Bingham, 
 
 S. S. KlCKLBY. 
 
 E. D. Kingsley, Superintendent. 
 
 1864-^ 
 
 Feedekick Fiesee, President. 
 E. F. Bingham; Treasurer. 
 H. T. CHiTTBNDEif, Secretary. 
 T. Lough. 
 
 C. P. L. BUTI/EB. 
 
 K. Meeh. 
 H. Knbydel. 
 S. W. Andrews, 
 J. H. Coulter. 
 
 Ei D. Kingsley, Superintendent. 
 
 Jos. ScLLiVANT, President. 
 Fbbdebick Fibber, Treasurer. 
 S. W. Andrews, 
 
 E. F. BiNGHAMi 
 
 H. Knbydbl. 
 
 1865-6. 
 
 J. H. COCLTBK. 
 
 K. Mebs. 
 
 T. LODGH. 
 
 H. T. Chittendes, 
 
 Wli-LiAM Mitchell, Superintendent. 
 
 1866-7, 
 
 Jos. SuLLiVANT, President. Isaac Aston. 
 
 Frederick Fieser, Treasurer. Starling Loving. 
 
 !Peteb Johnson, Secretary. S. W. Andrew». 
 
 E. F. Bingham. T. I,ough. 
 
 K, Mees. 
 
 William- Mitchell, Superintendent. 
 
21 
 
 Members of the Board of Education — Continued. 
 
 1867-8. 
 
 Jos. SuLLivANT, Preddent. Isaac Aston. 
 
 Febdekick FiEasEE, Treasurer. Starling Loving. 
 
 Peter Johnson, SeoKtasry. fi. W. Andrews. 
 
 E. F. Bingham. T. Lough. 
 
 K. Mees. 
 
 William Mitchell, SupmidendenL 
 
 1868-9. 
 Fbedebiok Fieser, President. Staling Loving. 
 
 Peter Johnson, Secretary. K. Mees. 
 
 Jos. SuLLIVANT. S. W. ANDREWS. 
 
 Otto Dresel. C. P. L. Butler. 
 
 T. Lough. 
 
 WiLLiAX Mitchell, Superintendent. 
 
 1869-7a 
 Fredemce Fiesee, PregidenL 
 
 E. C. Hull, Secretary. 
 
 C. P. L. Butler. 
 
 Starling Loving. 
 
 Otto Dresel. 
 
 William Mitchell, Superintendent 
 
 Daniel Cabmichael. 
 K. Mees. 
 R. M. Denig. 
 Louis Hoster. 
 
 1870-L 
 
 Frederick Fieser, President, 
 
 R. C. Hull, Secretary. 
 
 C. P. L. Butler. 
 
 Starling Loving. 
 
 C. L. Clabk. . 
 
 William Mitchell, Superintendent. 
 
 Daniel Carhichael, 
 K. Mees. 
 B. M. Denig. 
 Louis Hosteb. 
 
 1871-2. 
 
 Frederick Fieser, President. S. W. Andrews. 
 
 E. M. Denio. Secretary. Loois Hosteb. 
 
 Stabling Loving. C. P. L. Butler. 
 
 C. L. Clark. T. C. Mann. 
 
 K. Mees. 
 
 E. W. Stevenson, Superintendetit. 
 
22 
 
 Members of the Boaed of Education — Continued. 
 
 1872-3. 
 
 Fkbdeeick Fieser, President. 
 
 E. M. Denig, Secretary. 
 
 Starug Loving. 
 
 K. Mees. 
 
 E. F. Bingham. 
 
 S. W. Andrews. 
 
 Alex. NEit. 
 Loots Hostek. 
 Val. Pausch. 
 L. J. Cbitchfield. 
 L. D. Myeks. 
 
 E. W. Stevekson, Superintendent. 
 
 1873-4. 
 
 Staklinss Loving, Presidents 
 
 Otto Deesel, Secretary. 
 
 L. D. Myers. 
 
 L. J. Cbitchfield. 
 
 C. C. Walcutt. 
 
 ElTDOLPH WiETH. 
 
 j. b. schiteller. 
 Val. Pausch. 
 Louis Siebert. 
 S.' W. Andrews. 
 Alex. Neil. 
 
 E. W. Stjetbnson, Sttperhdendeni. 
 
 1874-5. 
 
 C. C. WALcnTT, President. 
 S. W. Andrews, Secretary. 
 L. D. Myers. 
 L. J. Crichfield. 
 Horace Wilson. 
 
 J. B. ScH^J^LLKi. 
 
 Pbimp Corzilius. 
 Louis Siebert. 
 J. "W. Hamilton. 
 Alex. Neil. 
 
 BUDLOPH WiETH. 
 
 E. W. Stevenson, SuperintendenL 
 
 1875- a 
 
 Chas. 0. Walcutt, President. 
 J. E. Hupp. 
 
 L. J. CBITCHPlELDk. 
 
 Horace Wilson. 
 John B. Schbellbe. 
 C. Engeropp. 
 
 Philip Corzilius. 
 Lewis Siebert. 
 J. W. Hamilton. 
 J. H. Neil. 
 
 Alex. Neil. 
 
 E. W. Stevenson, Swperimtendemi. 
 
23 
 
 LIST OF PEINCIPALS AND TEACHERS OF THE HIGH SCHOOL, 
 FEOM ITS ORGANIZATION, NOVEMBER 1847, TO THE PRESENT. 
 
 Names. 
 
 Asa D. Lord, Principal 
 
 S. S. BiCKLY : May, 
 
 1847-48. 
 Appointment. 
 
 Resignation, 
 
 1848-49. 
 
 Asa D. Lobd, Principal 
 
 S. S. BiCKLY March 29, 1849. 
 
 Miss A. N. Stoddard April 3, 1849 
 
 E. D. KiNGSLEY April 3, 1840. 
 
 1849-50. 
 
 Asa D. Lobd, Principal 
 
 E. D. KiNQSLEY 
 
 J. C. Cheistian October 12, 1849.. 
 
 Miss Teacy 
 
 Miss Atkins : 
 
 Asa D. Lobd, Principal.. 
 
 Almon Samson i 
 
 Anna C. Matheb 
 
 A9A B. Lord, Principal.. 
 
 Aluon Samson 
 
 Anna C. Matheb 
 
 1851-52. 
 
 Asa D. Lobd, Principal.., 
 
 Almon Samson 
 
 Anna C. Matheb , 
 
 1852-53. 
 
 A. Samson, Principal 
 
 Miss L. A. Huntington . 
 Miss S. A. Button 
 
24 
 
 Peincipals and Teachers of High School — Continued. 
 
 1854-55. 
 
 Karnes. Appointment. Eesignation. 
 
 A. Samson, PrincipaL March 30, 1855. 
 
 H. K. Smith 
 
 Miss L. A. Huntington .....August 18, 1855. 
 
 Miss S. A. Dotton 
 
 Daniel WoRLEr, Principal April, 1855 
 
 1855-56. 
 
 Daniel Wobley, Principal December 21, 1835. 
 
 H. K. Smith 
 
 Miss S. A. Dutton 
 
 Miss B. N. Bukk. September, 1855 
 
 J. G. Stetson, Principal January, 1855 June 27, 1856. 
 
 1856-57. 
 
 J. F. Follett, Principal September, 1856 
 
 H. K. Smith June 18, 1857. 
 
 Miss S. A. Dutton 
 
 Miss E. N. Burk 
 
 A. Mot September, 1858 
 
 A. WiTTE September, 1856 
 
 1857-58. 
 
 Horace Norton, IWncipal January 18, 1857 
 
 J S. Livingston September, 1857 
 
 Miss S. A. Dutton 
 
 Miss C. L. Dickinson July 30, 1857 
 
 1858-59. 
 
 Horace Norton, Principal. 
 
 J. S. Livingston 
 
 Miss S. A. Dutton 
 
 Miss M. O.Nuttinq September, 1858 February 4, 1859. 
 
 Miss M. S. Prentiss February 4, 1859 
 
 1859-60. 
 
 Horace Norton, Principal 
 
 J. S. Livingston 
 
 Miss M. S. Prentiss 
 
 Miss M. B. Treat September, 1859.. 
 
 1860-61. 
 
 Horace Norton, Principal,. 
 
 J. S. Livingston..... 
 
 Miss M. S. Prentiss 
 
 Miss M. B. Treat 
 
25 
 Principals and Teachers of High School — Continued. 
 
 1861-62. 
 
 Names. Appointment. Resignation. 
 
 HoEACE Norton October 31, 1861. 
 
 J. S. LiviNSSTOK December 19, 1861. 
 
 Miss M. S. Prentiss , 
 
 Miss M. B. Treat 
 
 Geo. H. Twiss, Principal November 7, 1861 
 
 W. G. Tucker January 11, 1862 
 
 Miss Georgie Nichols April 20, 1862 
 
 1862-63. 
 
 Geo. H. Twiss, Principal 
 
 W. G. Tucker „ June 18, 186^!. 
 
 Miss M. B. Treat 
 
 Miss M. S. Prentiss 
 
 Miss A. V. Thomas September 26, 1862 
 
 1863-64. 
 
 Geo. H. Twiss, Principal June 24, 1864. 
 
 Jonas Hutchinson, Principal September, 1864 
 
 Miss M B. Treat .• 
 
 Miss E. B. Prentiss 
 
 Miss Georgie Nichols 
 
 1864-65. 
 
 Jonas Hutchinson, Principal 
 
 H. S. WeStgate September 5, 1864 
 
 Miss C. A. Parker September 5, 1864 
 
 Miss M. J. Ambrose Septembers, 1864 
 
 Miss Ellen L. Fairbanks September 5, 1864 
 
 1865-66. 
 
 Jonas Hutchinson, Principal June 11, 1866. 
 
 H. S. Westgate 
 
 Miss C. A. Parker 
 
 Miss M. J. Ambrose - January 8, 1866. 
 
 Miss E. L. Vaughan June 12, 1865 May 28,1866. 
 
 Miss E. A. Burr Ja.mary 8, 1866 
 
 1866-67. 
 
 H. S. Westgate, Principal June 11, 1866 
 
 A. Armstrong August 27, 1866 November 12, 1866. 
 
 Miss E. N. Burr June 11, 1866 
 
 Miss M. Renner 
 
 Miss E. J. Morgan 
 
 Chas. E. Burr, Jb 
 
26 
 
 Principals and Teachees of High Sc-rooj.— Continued. 
 
 1867-68. 
 Names. Appointment. Reisgnation. 
 
 H. S. Westgate, Principal 
 
 Ghas E. Bubb, Jr 
 
 B. O. True September 10, 1867 
 
 Miss E. N. Buke July 28, 1868. 
 
 Miss M. Eenner March 27, 1868. 
 
 Miss E. J. Morgan 
 
 Miss E. Gray March 30, 1868 
 
 1868-69. 
 
 Chas. E. Payne, Principal June 26, 1868 
 
 T. C.Mekdenhall June 26, 1868 
 
 A. Brown Jiine 26, 1868 
 
 Miss E. J. Morgan 
 
 Miss T. a. Phelps June 26, 1868 
 
 Miss S. P. Newton June 26, 1868 
 
 Miss Lina Thoma September 6, 1868.. 
 
 Miss Belle Moodje September 5, 1868.. 
 
 1869-70. 
 
 Chas. B. Payne, Principal 
 
 T. C. Mendenhall 
 
 A. Brown 
 
 Miss E. J. Morgan 
 
 Miss S. P. Newton... 
 
 Miss S. D. Harmon June 15, 1869 
 
 Miss Lina Thoma 
 
 Miss B. Moodie 
 
 Mrs. W. C. Catlin September 4, 1869.. 
 
 Mrs. E. Brown March 25, 1870. 
 
 1870-71. 
 
 A. Bbown, Principal June 28, 1870 
 
 T. C. Mendenhall 
 
 E. Merrick August 9, 1870 October 10, 1870. 
 
 Miss E. J. Morgan December 27, 1870. 
 
 Miss B. Moodie 
 
 Miss S. P. Newton 
 
 Miss S. D. Harmon 
 
 Miss Lina Thoma 
 
 D. P. Pratt October 10, 1870 
 
27 
 
 Principals and Teachers of High School — Continued. 
 
 1871-72. 
 
 Names. AppointmeDt. Resignation. 
 
 A. Beown, Principal „ June 28, 1872. 
 
 T. C. Mendenhall „ 
 
 J. C. Bathsate August, 1871 _ January 9, 1872. 
 
 A Q. Farb August, 1871 
 
 Miss Mary P. Rhoadss „ 
 
 Miss Lika Thoma , 
 
 Miss Maky A. Wirth 
 
 Miss Jbanette M. ALEXANDEK...April 9, 1872 
 
 1872-73. 
 
 E. H. Cook, Principal July 23, 1872 
 
 T. C. Mendenhall August 29, 1873. 
 
 A. G. Farr 
 
 Miss Mary P. Bhoades 
 
 Miss Jeanette M. Alexander 
 
 Miss Lina Thoma „ 
 
 Miss Mary H. Wirth 
 
 1873-74. 
 
 E. H. Cook, Principal 
 
 A. G. Farr 
 
 J. R. Smith September, 1873.. 
 
 Miss Mary H. Wirth 
 
 Miss Lina Thoma 
 
 Miss Jeanette M. Alexander 
 
 Miss Aura L. Cobuen 
 
 1874-75. 
 
 E. H Cook, Principal 
 
 A. G. Farr 
 
 J. R. Smith 
 
 C. P. Palmer September 8, 1874.. 
 
 Miss Mary H. Wirth 
 
 Miss Lina Th ha 
 
 Miss Jeianette M. Alexander 
 
 Miss Aura L. Coburn 
 
 Miss Lulu Weaver August 11, 1874 
 
28 
 
 Showing Enumeration, Enrollment, 
 
 Etc., 
 
 from 1844 to 187S. 
 
 Year. 
 
 § 
 1 
 
 1 
 
 Si 
 ll 
 
 ■g 
 
 o 
 
 1 
 1 
 
 1 
 
 s 
 S 
 a 
 
 n 
 
 o 
 1 
 
 . IS 
 
 ■s 
 
 d 
 
 1 
 
 ' 1 
 
 1844—1845 
 
 1,612 
 
 600 
 
 350 
 
 13 
 
 12 
 
 1 
 
 12 
 
 Sl,174.81 
 
 $1,277.95 
 
 1845-1846 
 
 2,430 
 
 liOOO 
 
 500 
 
 15 
 
 31J^ 
 
 1 
 
 16 
 
 3j377.B4 
 
 1,695.30 
 
 1846-1847 
 
 2,129 
 
 912 
 
 628 
 
 14 
 
 46 
 
 1 
 
 13 
 
 4,329.80 
 
 2,053.82 
 
 1847—1848 
 
 2,419 
 
 1,750 
 
 798 
 
 17 
 
 47 
 
 3 
 
 18 
 
 18,564.72 
 
 17,776.16 
 
 1848—1849 
 
 2,520 
 
 1,800 
 
 940 
 
 18 
 
 47 
 
 3 
 
 18 
 
 5,638.74 
 
 5,122.00 
 
 1849—1850 
 
 2,826 
 
 2,000 
 
 1,076 
 
 20 
 
 36| 
 
 3 
 
 18 
 
 7,737.32 
 
 6,643.52 
 
 1850—1851 
 
 2,785 
 
 2,000 
 
 1,107 
 
 22 
 
 42 
 
 3 
 
 19. 
 
 9,615.24 
 
 7,992.75 
 
 1851-1862 
 
 2,790 
 
 1,691 
 
 1,100 
 
 22 
 
 42J^ 
 
 3 
 
 19 
 
 22,248 62 
 
 13,009.63 
 
 1852—1853 
 
 3,710 
 
 2.400 
 
 1,224 
 
 24 
 
 36 
 
 4 
 
 27 
 
 30,122.17 
 
 19,145.33 
 
 1863-1854.... 
 
 4,323 
 
 2,843 
 
 1,343 
 
 24 
 
 42 
 
 6 
 
 33 
 
 36,506.36 
 
 33,249.92 
 
 1864^1855 
 
 5,005 
 
 2,800 
 
 1,576 
 
 27 . 
 
 42 
 
 6 
 
 33 
 
 23,392.83 
 
 23,605.33 
 
 1865—1856 
 
 4,320 
 
 3,352 
 
 1,638 
 
 27 
 
 42 
 
 6 
 
 36 
 
 28,367.92 
 
 18,497.61 
 
 1856-1867 
 
 4,366 
 
 2,881 
 
 1,442 
 
 30 
 
 42 
 
 6 
 
 36 
 
 34,739.84 
 
 29,666.28 
 
 1857—1868 .... 
 
 4,503 
 
 2,290 
 
 1,550 
 
 37 
 
 40 
 
 6 
 
 28 
 
 36,506.90 
 
 30,547.88 
 
 1858-1859 
 
 6,234 
 
 2,381 
 
 1,787 
 
 34 
 
 40 
 
 5 
 
 31 
 
 27,264.65 
 
 24,833.40 
 
 1859—1860 
 
 6,634 
 
 2,479 
 
 1,828 
 
 41 
 
 40 
 
 6 
 
 ' 32 
 
 48,769.73 
 
 28,111.06 
 
 1860—1861 
 
 ' 6,962 
 
 2,571 
 
 1,766 
 
 40 
 
 40 
 
 6 
 
 33 
 
 50,499.05 
 
 38,315.18 
 
 1861—1862.. .. 
 
 6,653 
 
 2,589 
 
 1,9.19 
 
 39 
 
 40 
 
 6 
 
 33 
 
 65,195.44 
 
 37,889.72 
 
 1862—1863 
 
 7,494 
 
 3,189 
 
 2,390 
 
 48 
 
 40 
 
 11 
 
 40 
 
 58,274.07 
 
 29,763-48 
 
 1863—1864 
 
 7,241 
 
 4,148 
 
 2,568 
 
 56 
 
 40 
 
 7 
 
 40 
 
 49,240.94 
 
 41,176.36 
 
 1864^1865 
 
 7,759 
 
 3,651 
 
 2,638 
 
 63 
 
 40 
 
 10 
 
 45 
 
 62,307.51 
 
 52,239.02 
 
 1865—1866 
 
 8,216 
 
 4,48.7 
 
 2,773 
 
 68 
 
 38 
 
 12 
 
 67 ■ 
 
 79,786.78 
 
 68,968.76 
 
 1866-1867.,... 
 
 8,598 
 
 4,249 
 
 3,088 
 
 70 
 
 39 
 
 13 
 
 65 
 
 121,038.63 
 
 90,373.42 
 
 1867-1868 
 
 8,619 
 
 ■ 4,836 
 
 3,615 
 
 84 
 
 40 
 
 13 
 
 66 
 
 114,797.55 
 
 88,353.94 
 
 1868—1869 
 
 9,373 
 
 4,936 
 
 3,600 
 
 88 
 
 39 
 
 16 
 
 75 
 
 101,119.36 
 
 98,769 82 
 
 1869—1870 
 
 9,618 
 
 4,881 
 
 3,652 
 
 91 
 
 38 
 
 15 
 
 75 
 
 133,466.13 
 
 112,488.18 
 
 1870—1871 
 
 10,117 
 
 5,683 
 
 3,766 
 
 n 
 
 38 
 
 19 
 
 95 
 
 140,229.95 
 
 137,581.65 
 
 1871—1872 
 
 10,514 
 
 5,478 
 
 3,713 
 
 107 
 
 88 
 
 23 
 
 107 
 
 162,821.71 
 
 148,846.28 
 
 1872—1873 
 
 11,346 
 
 6,216 
 
 4,402 
 
 104 
 
 38 
 
 25 
 
 109 
 
 169,803.22 
 
 137,270.51 
 
 1873—1874 
 
 11,751 
 
 6,540 
 
 4,710 
 
 113 
 
 38 
 
 24 
 
 114 
 
 213,206.32 
 
 150,627.11 
 
 1874—1875 
 
 12,198 
 
 6,561 
 
 4,952 
 
 124 
 
 38 
 
 24 
 
 130 
 
 263,744.09 
 
 170,224.11 
 
29 
 
 COLUMBUS — AN EDUCATIONAL CENTER. 
 
 The substantial and rapid growth of Columbus is a source 
 of pride to every citizen, and as it is the capital of the state 
 the people of the whole state have a deep interest in her 
 development and prosperity. Every part of the city from 
 the center to her remotest boundary exhibits abundant evi- 
 dence of growth and enterprise. Every department of in- 
 dustry which is necessary to make a great city has now 
 obtained a foothold, and gives assurance to capitalists and 
 laborers who desire to make investments and to find employ- 
 ment, that there is no place in the West, which offers greater 
 inducements and affords greater chances for large profits than 
 Columbus. The public schools are maintained with a spirit 
 of liberality that shows much for the culture and progressive 
 spirit of our people. The time was in the history of our 
 .city, when reading, writing, aud a little knowledge of the 
 art of computation by numbers, served all practical purposes 
 for the transaction of business and the ordinary employ- 
 ments by which a livelihood might be secured. Now the 
 manner of doing business is so changed, the number of 
 different employments is so largely increased, and the best 
 trained skill in the arts of designing and the mechanic arts 
 are in such demand, that the exigencies of the times call for 
 a more extended course of study in the public schools. The 
 board of education has kept up with the spirit of the age 
 and has added such branches of study as would meet the 
 educational wants of the people. Notwithstanding many 
 deficiencies and imperfections in our system of public 
 schools, they nevertheless afford opportunities for a thorough 
 and practical education, in accordance , with the require- 
 ments of an enlightened and progressive people. 
 
 In addition to the public schools, there are located in our 
 city the State institutions for the education of the unfor- 
 tunate, fostered and cherished by the people of Ohio as their 
 crowning glory. The men at-their h«ad are able and indus- 
 
30 
 
 trious students of the specialties pertaining to the training 
 of. a class of persons whose condition make them worthy 
 of the grandest efforts of the human intellect, and the 
 deepest sympathies of the human heart. The magnificent 
 buildings — the gift of a generous and charitable people — 
 are in keeping with the ability, devotion, and enthusiasm 
 of the superintendents and teachers. 
 
 The Agricultural and Mechanical College, situated in the 
 northern part of the city is the most munificently endowed 
 institution of learning in the state. Although, but three 
 years have elapsed, since it opened its doors to the public, it 
 has accumulated a splendid philosophical and chemical 
 apparatus, and made a good beginning in materials for illus- 
 tratiye teaching in the other departments of natural science. 
 Among the faculty are men of high attainments and of 
 known ability as teachers, and enthusiastic students in 
 their respective specialties. 
 
 When it is possible to mark out a permanent general 
 course of instruction, it is reasonable to believe that it will 
 begin in its course where a well regulated high school ends, 
 and secure for itself as preparatory schools, what the Uni- 
 versity of Michigan has done, the High Schools of the State. 
 In the southeast, in close proximity to the city limits is 
 located Capital University. This is an old and time-hon- 
 ored institution, and there has recently been erected a new 
 and commodious building and its facilities for usefulness 
 have been otherwise increased. 
 
 These institutions afford to the citizens of Columbus op- 
 portunities for giving to their sons and daughers a higher 
 education than can be obtained in the public schools, with- 
 out the expense and anxiety consequent upon sending them 
 abroad. 
 
 St. Mary's of the Springs, situated in the northeast, near 
 the city, is beautifully located and has a reputation as a 
 school for doing well the work for which it is designed. 
 
31 
 
 There are several other popular schools in the city under 
 the auspices and guardianship of the Catholic church 
 where citizens who are good Catholics and others who may 
 desire, can obtain for their children a liberal education and 
 training in the religion of the church. 
 
 There are in the city professional schools and some of 
 them of high standing. Among these is Columbus Business 
 College which is a well established institution. 
 
 Starling Medical College was chartered in 1848, and has 
 grown in reputation and influence and now ranks with the 
 best medical colleges in the west. 
 
 A new College of Medicine has been recently organized 
 under the name of the Columbus Medical College and will, 
 from the well established reputation of its faculty secure a 
 respectable patronage. 
 
 The Tyndall Association organized in 1870, having for its 
 object the investigation, development, and popularization of 
 the sciences has had a vigorous growth. To all who are 
 pursuing any specialty in the natural sciences, this and its 
 two sister associations, known as the Natural History Asso- 
 ciation and the Humboldt Verein, have special attractions. 
 The State Library and the Free Public Library furnish 
 great literary advantages to a reading public. No city in 
 the west furnishes greater inducements in an educational 
 point of view to those who seek a home, where living is 
 cheap and work is plenty than the city of Columbus. 
 
HISTORICAL SKETCH 
 
 SCHOOLS OF DAYTON. 
 
 BY ROBERT W. STEELE. 
 
 No authentic information can be obtained as to the time 
 when the first school supported by taxation was opened in 
 Dayton. The proper history of the public schools begins 
 with 1839. For a few years previous to that time a common 
 school, as it was then called, was taught in a rented room for 
 a short time each year; but the large majority of the children 
 attended private schools. It appears from the books of the 
 auditor of Montgomery County that in 1829 the total amount 
 for school purposes apportioned to Dayton Townshij), at thut 
 time comprising the present city of Dayton and parts of Mad 
 Eiver and Van Buren townships, was only $133.00. In 1833 
 the school fund from all sources for Montgomery County was 
 $1,865.00. In Ohio, until 1825,* no uniform system of taxation 
 for school purposes was adopted, and until 1838 no adequate 
 tax was levied. The lack of means rather than the lack of 
 interest on the part of the people prevented the general estab- 
 lishment of public schools at an early day. 
 
 The pioneer citizens of Dayton were not insensible to the 
 claims of education for their children. As early as 1807 an 
 act incorporating the Dayton Academy was obtained from 
 the legislature. The incorporators were James Welsh; Daniel 
 C. Cooper, William McClure, David Eeid, Benjamin Van 
 Cleve, George F. Tennery, John Folkerth, and James Hanna. 
 In 1808 the trustees erected by subscription a substantial two- 
 
 *Credit is due to the "Ohio School System," by James W. Taylor, for many of 
 the facts respecting Ohio school legislation referred to in thi.s sketch. 
 
story brick school-liouse, on the ground now occupied by the 
 Park Presbyterian Church. Mr. D. 0. Cooper, the proprietor 
 of the town, a man of large views, donated in addition to his 
 subscription, two lots and a bell. 
 
 William M. Smith, afterward for many years a prominent 
 citizen of Dayton, was the first teacher employed. In his 
 contract with the trustees he proposed to teach "reading, 
 writing, arithmetic, the classics, and the sciences." Training 
 in elocution was made prominent, one of the rules of the 
 school requiring that "for the improvement of the boys in 
 public speaking a certain number, previously appointed by 
 the teacher, shall at every public examination pronounce ora- 
 tions and dialogues, in prose and verse, to be selected or 
 approved by thte teacher, and familiar pieces shall be recited 
 in the presence of the teacher by all the boys, in rotation, 
 who can read with facility, every Saturday morning." 
 
 In 1820 the Lancasterian or " mutual instruction " system 
 of education was exciting great interest throughout the 
 United States, and the trustees of the Dayton Academy de- 
 termined to introduce it in that institution. The trustees 
 were Joseph H. Crane, Aaron Baker, Wm. M. Smith, George 
 S. Houston, and David Lindsly. It was necessary to erect a 
 building specially adapted to the purpose. The house was 
 built on the lot adjoining the academy, and consisted of a 
 single room, sixty-two feet long and thirty-two feet wide. . 
 The floor was brick, and the room was heated by " convolving 
 flues " underneath the floor. The walls were hung with 
 printed lesson-cards, before which the classes were placed to 
 recite under the charge of monitors selected from their own 
 number. A long, narrow desk, thickly covered with silver 
 sand, was provided, upon which, with sticks, the youngest 
 scholars copied and learned the letters of the alphabet. 
 
 Gideon McMillan, an expert, was appointed teacher; and 
 in the fall of 1820 the school was opened. It was continued 
 until, like so many other theories of education, the system 
 was superseded, leaving no doubt a residuum of good which 
 has been incorporated with our present advanced methods of 
 instruction. 
 
A few of the rules adopted for the government of the school 
 may illustrate some of the peculiarities of the system: 
 
 " The moral and literary instruction of the pupils entered 
 at the Dayton Lancasterian Academy will be studiouslj-, dili- 
 gently, and temperately attended to. 
 
 " They will be taught to spell and read deliberately and dis- 
 tinctly, agreeably to the rules laid down in Walker's Diction- 
 ary; and in order to do that correctly they will be miide 
 conversant with the first rules of grammar. The senior class 
 will be required to give a comj)lete grammatical analysis of 
 the words as they proceed. 
 
 "They will be required to write with freedom all the differ- 
 ent hands now in use, on the latest and most ajDproved plan 
 of proportion and distance. 
 
 "There will be no public examinations at particular seasons; 
 in a Lancasterian school every day being an examination 
 day, at which all who have leisure are invited to attend." 
 
 In 1821 the trustees adojDted the following resolution, which 
 would hardly accord with present ideas of the jurisdiction of 
 boards of education or the authority of teachers : 
 
 "Resolved, That any scholar attending the Lancasterian 
 School who may be found playing ball on the Sabbath, or 
 resorting to the woods or commons on that day for sport, 
 shall forfeit any badge of merit he may have obtained, and 
 twenty-five tickets; and if the offense appears aggravated, 
 shall be further degraded, as the tutor shall think proper and 
 necessary; and that this resolution be read in school every 
 Friday previous to the dismission of the scholars." 
 
 The high hopes excited by the Lancasterian system of ed- 
 ucation, its general adoption in the towns and cities of the 
 United States, and its entire abandonment, is an interesting 
 episode in school history, and may serve to moderate our en- 
 thusiasm for new methods of instruction until thoroughly 
 tested by experience. 
 
 Many interesting reminiscences of early Dayton teachers 
 might be given if space permitted. Among these was Francis 
 G-lass, the author of a life of Washington in Latin. This work 
 created quite a sensation when first published, and was cer- 
 
tainly very remarkable as the production of a poor, country 
 school-teacher,] remote from libraries. It was introduced in 
 many schools as a Latin text-book. This characteristic ad- 
 vertisement of his school was published in the Dayton 
 Watchman of 1824: "The subscriber having completed the 
 biography of r Washington, which had engaged the greater 
 portion of his attention and solicitude for the last two years, 
 and being constrained to remain in Dayton for some months 
 for the purpose of correcting the proof-sheets* of said work, 
 respectfully announces that his school is now open for students 
 of either sex who may wish to prosecute classical, mathemat- 
 ical, or English studies. As respects his literary attainments, 
 or standing as a scholar, he refers to the faculty of arts of 
 any university or college in the United States." 
 
 In 1833 the academy property was sold, and a new building 
 erected on lots purchased on the south-west corner of Fourth 
 and "Wilkinson streets. At this time the trustees were Aaron 
 Baker, Job Haines, Obadiah B. Oonover, James Steele, and 
 John "W. Yan Oleve. Mr. B. E. Barney, a graduate of Union 
 College, New York, was elected principal in 1834. By the 
 introduction of the analytical method of instruction, Mr. Bar- 
 ney exerted an important influence on our public schools. 
 Teachers educated by him carried these methods into the 
 schools in advance of most places in the West, and gave them 
 in their early history a high reputation. 
 
 In 1857 the academy property was .donated by the stock- 
 holders to the Board of Education, and the Central High- 
 school building stands on the site formerly occupied by the 
 academy. Our high-school may thus trace its history back 
 to 1807. 
 
 The records of the Dayton Academy were carefully pre- 
 served by the late John W. Yan Cleve, and are deposited in 
 the Public Library. Mr. Yan Cleve served as secretary of 
 the board from 1822 until the dissolution of the corporation 
 in 18571 If similar records everywhere had been as well kept 
 
 "Proof-reading was only the too sanguine anHci/pation of the poor author, as the 
 work was not published until 1835, after his death, See Cyclopedia of American 
 Literature, Vol. I. p. 673. 
 
and as carefully preserved, what rich material for history 
 they would furnish. 
 
 In 1844, before the estahlishment of a high-school, the 
 Cooper Female Seminary was incorporated. The members of 
 the first Board of Trustees were Samuel Porrer, J". D. Phillips, 
 B. "W. Davies, E. C. Schenck, and E. W. Steele. The prin- 
 cipal object of its founders was to provide a school for the 
 thorough education of their daughters at home. The trustees 
 of the Cooper estate donated a large and valuable lot on First 
 Street, extending from Wilkinson to Perry streets, on which 
 a building was erected designed to accommodate boarding 
 and day pupils. This institution has maintained a high rep- 
 utation ; has sent out a large number of graduates to all parts 
 of the country, and is now in successful operation. 
 
 In 1837 Samuel Lewis was elected, by the legislature, state 
 superintendent of schools. Mr. Lewis entered upon his work 
 with great enthusiasm, visiting every part of the state, and 
 addressing the people at all important points. It was one of 
 these addresses that led to the public meeting in 1838, which 
 resulted in the building of two school-houses. Prior to that 
 time not more than $300.00 in any one year could be raised 
 by taxation in a school district for the purpose of building 
 school-houses. By the law of 1838 it was provided that "a 
 special meeting might be called after twenty days, notice, 
 stating an intention to propose a school-house tax, at which a 
 majority of the voters present, being householders, were 
 authorized to determine by vote upon the erection of a 
 school-house, and how much money should be raised for such 
 purpose." Legal notice was given, and a public meeting 
 assembled in the church which formerly stood on Main 
 Street, between First arid Water streets. Strenuous opposi- 
 tion was made to the levy of the tax by a few wealthy 
 ictizens, but after a heated discussion the measure was carried 
 by a large majority. The amount to be raised was fixed at 
 $6,000, and it was resolved to build two houses, one in the 
 eastern and one in the western part of the city. 
 
 The opposition did not end with the meeting, and an in- 
 junction was applied for to prevent the levy of the tax. It 
 
6 
 
 was believed that it could not be proved that the law had 
 been complied with in giving notice of the meeting. This 
 had been anticipated by Mr. B. E. Barney, who had taken 
 the precaution to post the notices in person, and, accompanied 
 by a friend, had v^isited them from time to time to see that 
 they were not removed. The injunction was not granted, 
 and the houses were built on the sites now occupied by the 
 second and fourth district school-houses. The plans were 
 taken from the Common School Journal, and embodied the 
 most advanced ideas of the time on the subject of school 
 architecture. 
 
 Unfortunately no records of this important period of our 
 school history have been preserved, and relying on tradition 
 for our scanty facts, justice can not be done to the public- 
 spirited citizens who were the early and zealous friends of 
 our public schools. 
 
 Ealph P. Lowe, Simon Snyder, and Thomas Weakley were 
 the directors of the schools in 1839. The latter two have 
 deceased. Mr. Lowe removed many years ago to Iowa, 
 where he has held the distinguished positions of judge of the 
 Supreme Court and governor of the state. In March, 1839, 
 the schools were opened and continued tor three quarters of 
 twelve weeks each. Mr. Collins Wight was principal of the 
 Western District, and Mr. Elder of the Eastern. The salary of 
 principals was $500 per annum. In addition to the prin- 
 cipals, one male assistant and three female teachers were 
 employed in each house. 
 
 In 1841 a city charter was granted to Dayton, by which the 
 control of the common schools was given to the City Coun- 
 cil. In the interim between the enactment of the city charter 
 and the appointment of a board of managers of common 
 schools as provided for, a committee of the City Council was 
 appointed to take charge of the schools. This committee 
 consisted of Henry Strickler, David Davis, and David Win- 
 ters. On the records of the City Council is found the first 
 report of the condition of the schools, made June 14, 1841. 
 The commitee say, " It was necessary to suspend the schools 
 from April, 1841, until January, 1842, to enable the directors 
 
of 1841 -to discharge the indebtedness incurred in 1839 by the 
 directors of that year requiring the schools to be kept open 
 the whole school year, thus anticipating $800 of the school 
 fund of 1840. The schools were kept open in 1840 six months; 
 then suspended until January, 1841, with a view of closing 
 without indebtedness. But the great change in money 
 affairs defeated the object, as the poll-tax of fifty cents a 
 scholar could not be collected. The school-houses are now in 
 use by the principals of the schools, in which they are teach- 
 ing private schools. They hold them on condition that in 
 each house twenty charity scholars shall be taught each 
 quarter." 
 
 The city charter fixed the levy for school purposes in Day- 
 ton at two mills on the dollar, and directed that the "school 
 tax so levied, and all other funds that may be collected or 
 accrue for the support of common schools, shall be exclusively 
 appropriated to defray the exjDenees of instructors and fuel, 
 and for no other purpose whatever." No provision was made 
 for contingent expenses, which rendered it necessary to re- 
 quire a tuition fee of fifty cents per quarter from each scholar. 
 Parents who were unable were not expected to pay. This 
 tax was continued for several years, until suitable provision 
 was made by law for contingent expenses. In addition to 
 the levy of two mills for tuition purposes, ample power was 
 given to the city council to issue bonds, by vote of the jDeojjle, 
 for the erection of school-houses. 
 
 The city charter directed "that the City Council shall in the 
 month of January, each year, select from each ward in the 
 city one judicious and competent person as a manager of 
 common schools; the persons so selected shall constitute and 
 be denominated the Board of Managers of Common Schools 
 in the city of Dayton, and shall hold their offices for one year, 
 and until their successors shall be chosen and qualified." 
 
 The general management of the schools was committed to 
 this board, but in the most important particulars it was mere- 
 ly the agent of the council. The power to levy taxes and 
 issue bonds was vested in the council, and the board could 
 only recommend the amount that in its judgment was needed. 
 
Practically, however, the board exercised complete jurisdic- 
 tion, as in no case was its recommendations disregarded. The 
 fact that the two bodies co-operated for so many years with- 
 out serious difference of opinion or conflict, conclusively 
 shows the unanimity of public sentiment in favor of liberal 
 provision for the schools. 
 
 The first board of managers was appointed by the City 
 Council in January, 1842, and was composed of the following 
 members: Pirst Ward, Bbenezer Fowler; Second Ward, 
 Eobert W. Steele; Third Ward, Simon Snyder; Fourth 
 Ward, Edward W. Davies ; Fifth Ward, William J. McKin- 
 ney. 
 
 From a report made to the City Council December 12, 1842, 
 it appears that the total amount of sqhool fund in the treasury 
 January, 1842, was $2,482.85. From this had to be deducted 
 a loss on uncurrent money of |;i]7.35, and an indebtedness 
 from the last year of $552.55, leaving only $1,582.95 with 
 which to conduct the schools. 
 
 Four schools were opened; two in the public school-houses 
 and two in rented rooms. Six male and ten female teachers 
 were employed. The principals were W. W. Chipraan, W. J. 
 Thurber, B. H. Hood, and William Worrel. .The salary of 
 principals was $110.00 per quarter; of male assistants, $80.00; 
 and of female teachers, $50.00. The board was determined 
 to close the year without debt, and the schools were continued 
 only one quarter, one month, and one week, exhausting every 
 dollar of the fund. The houses, however, were not closed, the 
 teachers continuing private schools in them throughout the 
 year. 
 
 The text-books used were Pickett's Spelling-book, Mc- 
 Guifey's readers, Colburn's and Emerson's arithmetics, 
 Mitchell's Geography, Smith's Grammar, and Parley's Book 
 of History. A resolution was offered in the board to make 
 the Bible a text-book, which was passed with the amendment 
 that the teachers be requested to read a portion of it each 
 morning at the opening of the schools. This exercise has 
 been continued in the schools until the present time. In the 
 revised rules adopted by the board in 1874 the following sec- 
 
9 
 
 tion was passed without opposition: "The schools shall he 
 opened in the morning with reading the sacred Scriptures, 
 without comment, and repeating the Lord's Prayer, if de- 
 sired." 
 
 The amount received from the fifty-cent tuition charge 
 in 1842 was only $162.48. It was a time of great pecun- 
 iary embarrassment, of broken banks and unpaid taxes, 
 and most inauspicious to inaugurate the public-school sys- 
 tem. No taxes, however, were so cheerfully paid as those 
 for the maintenance of schools, and the board was cheered in 
 this day of small things by the cordial support of the people. 
 
 In 1843 the schools were open for six months, and the year 
 closed without debt. The time was lengthened as the funds 
 would justify, until in 1849 the full school-year was reached. 
 
 Confined to the narrow limits assigned by the Centennial 
 Committee to this historical sketch, it is impossible to give 
 details with any fullness. Much matter of local interest must 
 be omitted, and only those points touched upon that illustrate 
 the gradual development of our school system. As no men- 
 tion can be made in the appropriate places of many of the 
 members of the board, and teachers, who have been influen- 
 tial in molding and giving character to our schools, in justice 
 to them, the names of the presidents of the board from 1842 
 to 1875, of those members who have served four or more 
 j'ears, and of the j)rincipals of the schools from the beginning, 
 are given in an appendix. Many of the assistant teachers are 
 more worthy of mention than some of the principals ; but to 
 give a few names would be invidious, and to print all is im- 
 possible. 
 
 In 1841 the legislature passed a special act, directing that a 
 German school should be opened in Dayton, to be supported 
 by the school tax paid by German citizens. This law, false 
 in princijjle, and calling for a division of the school fund, like 
 much of the special legislation before the adoption of the con- 
 stitution of 1851, was evidently enacted without due consid- 
 eration. It was found to be impractible, and no action was 
 taken until 1844, when the board was authorized by law to 
 introduce German on the same basis as other studies. In that 
 
10 
 
 year a German school was opened, and William Gemein ap- 
 pointed teacher. Since that time this department has been a 
 constituent part of our school system, and has increased pro- 
 portionally with the English, as the wants of the German 
 population required. In the German schools one half the 
 time is given to instruction in English. 
 
 In 1845, in response to a petition from apprentices and 
 others unable to attend the day-schools, a night-school was 
 opened. Night-schools have been continued during the win- 
 ter months, and have reached a large class of pupils, who 
 otherwise would have been deprived of the benefits of our 
 public schools. 
 
 Until 1849 no provision was made by law for the education 
 of colored youth. By the school law of 1849 school authorities 
 were authorized to establish separate school districts for col- 
 ored persons, to be managed by directors to be chosen by 
 adult male colored tax-payers. The property of colored tax- 
 payers was alone chargeable for the support of these schools. 
 Under this law a school was opened in 1849, and continued 
 until the law of 1853 placed schools for colored youth on the 
 same basis as those for white. By that law, boards of educa- 
 tion were directed whenever the colored youth in any school 
 district numbered more than thirty, to establish a separate 
 school or schools for them, to be sustained out of the general 
 fund. Since that time the colored schools have been con- 
 ducted under the management of the Board of Education, and 
 colored youth have the same facilities of education extended 
 to them as to white. Pupils prepared in these schools are 
 admitted to the intermediate and high-schools. 
 
 After much discussion it was determined in 1849 to intro- 
 duce music as a branch of study in the public schools. An 
 effort was made to pay the salary of the teacher by subscrip- 
 tion, but that failing, it was ordered to be paid out of the 
 contingent fund. Every dollar of the tuition fund was re- 
 quired to pay the salaries of the teachers already employed. 
 If progress in the early history our schools was slo\v, it was 
 because the funds at the disposal of the board were very 
 limited. 
 
11 
 
 Only a few hours of each week were devoted to music, and 
 instruction was given in the upper grades only. This arrange- 
 ment was continued until 1870, when the board employed a 
 superintendent of music, and an assistant, hoth of whom were 
 to devote their whole time to the schools, and give instruction 
 in all the grades. In 1872, William H. Clarke was elected 
 superintendent of music, and introduced the plan now adopted 
 in the schools of using the teachers as assistants. This in 
 some measure meets the objection that no one man can do the 
 work necessary to be done in this department. The teacher 
 in each room is now responsible for the proficiency of the 
 scholars in this as in the other branches of study. The aim 
 is not simply to teach the scholars to sing by rote, but to give 
 them a thorough knowledge of the rudiments of music. 
 
 After the resignation of Mr. Clarke, James Turpin was 
 elected superintendent, but died before his term of office ex- 
 pired. Mr. Turpin was the first music-teacher elected by the 
 board, in 1849, and at different periods rendered many years 
 of faithful and efficient service in this department. P. C. 
 Mayer is the present incumbent. 
 
 As the public schools grew in popularity, and the large 
 majority of the children of all classes in the city attended 
 them, the need of instruction in the higher branches was 
 more and more felt by the public. In 1847 the Board of Ed- 
 ucation procured from the legislature the extension to Dayton 
 of the provision of the Akron school law, granting to that 
 town authority to establish a high school. In 1848 the prin- 
 cipals of the schools petitioned the board for the privilege of 
 teaching some of the higher branches to meet a want ex- 
 pressed by many of their more advanced pupils. In their 
 petition they state that many of their best scholars are drawn 
 from the public to private schools from the lack of this in- 
 struction, and say that "we at present desire to introduce the 
 elements of algebra and geometry, and perhaps physiology 
 and natural philosophy." A committee of the board reported 
 on this petition that it would not be wise to introduce such 
 instruction in the district schools, but recommended the es- 
 tablishment of a high-school. It was not, however, until 1850 
 
12 
 
 that decisive action was taken. On April 4, 1850, Mr. Henry 
 L. Brown offered the following resolution, which was unan- 
 imously adopted : 
 
 Besolved, That this board do now establish the Central 
 High-school of Dayton, in which shall be taught the higher 
 branches of an English education, and the German and 
 French languages, besides thoroughly reviewing the studies 
 pursued in the district schools. 
 
 On April 16, 1850, the school was opened in the North- 
 eastern District school-house. James Campbell was principal. 
 Miss Mary Dickson assistant, and James Turpin teacher of 
 music. In the fall of 1850 the school was removed to the 
 academy building, the free use of which was granted by the 
 trustees to the Board of Education. In June, 1857, an en- 
 abling act having been obtained from the legislature, the 
 trustees executed a deed for the property to the Board of Ed- 
 ucation, and the same year the old building was removed and 
 the present high-school building erected. "While the house was 
 building the school was taught in rented rooms in the 
 Dickey Block, on Fifth Street. 
 
 The curriculum of the school has been enlarged from time 
 to time until now it embraces all the branches of study usual- 
 ly pursued in the best city high-schools. Latin, or its equiv- 
 alent, — German or French, — is required to be studied by all 
 the pupils. Greek is taught, but comparatively so few desire 
 to study it that it has been questioned whether it is right to 
 expend the public money in such instruction. A large num- 
 ber of j)upils have been prepared for college in our high- 
 school, and many of them have taken high rank in their 
 classes; and yet this may have been accomplished at too 
 great cost to the public. It is so difficult to adjust the course 
 of study in a high-school to the wants of the mass of pupils 
 and the requirements for admission to a college class, that it 
 is to be hoped that these requirements may be so modified by 
 our best colleges that this difficulty may be removed, and 
 more of the graduates of our high schools induced to avail 
 themselves of the. broader culture these colleges offer. 
 
 In 1857 the total enrollment of pupils in the high-school 
 
13 
 
 was one hundred and one; in 1867, one hundred and fifty- 
 four; in 1875, two hundred and thirty -eight. The numher of 
 teachers in 1857 (including Mr. Campbell, who gave half his 
 time) was four; in 1867, five; in 1875, seven. In 1857 the sal- 
 ary of the principal was $1,200 ; in 1867, $1,500 ; in 1875, $2,000. 
 The following persons have filled the office of principal: 
 James Campbell, from 1850 to 1858; John W. Hall, from 1858 
 to 1866; William Smith, from 1866 to 1872; Charles B. 
 Stivers, from 1872 to the present time. 
 
 The first class was graduated in 1854, and consisted of two 
 members; the class of 1875 of thirty-two members. The total 
 number of graduates is three hundred and sixty. It is inter- 
 esting to note that the graduates of the first class are now 
 teachers in our public schools, and have always ranked among 
 the best. No one familiar with our city can glance over the 
 list of graduates, and trace their history as teachers in our 
 schools, or as filling prominent positions in business circles' 
 and society, without being impressed with the noble work 
 accomplished by this school. 
 
 The Constitution of Ohio adopted in 1851 directed "that 
 the legislature shall make such provision by taxation or oth- . 
 erwise as, with the income arising from the school trust fund, 
 will secure a thorough and efficient system of common schools 
 throughout the state." The first legislature elected under the 
 new constitution enacted the excellent school law of 1853. 
 Up to this time our schools had been conducted under the 
 city charter, and parts of several acts of the legislature that 
 were construed to apply to them. To simplify and make 
 certain the law applicable to our schools, and to relieve the 
 board in its action from the supervision of the City Council, it 
 was determined, in accordance with a provision of the law of 
 1853, to submit to a popular vote the question of conducting 
 the schools of the city under that law.^ The vote was taken at 
 the city election in April, 1855, and decided, without opposi- 
 tion, in the aflirmative. The City Council passed an ordinance 
 May 25, 1855, defining the number, the mode of election, and 
 the term of office of the Board of Education. Heretofore the 
 board had consisted of one member from each ward, appointed 
 
14 
 
 by the City Council to serve one year. Under the ordinance 
 the board was to be composed of two members from each 
 ward, one to be elected each year by the people, with a term 
 of service of two years. The first board it provided should 
 be appointed by the council. From 1855 until the present 
 time the schools have been conducted under this ordinance 
 and the general school laws of the state. The first board 
 appointed — one half to serve until the next city election — was 
 composed of the following members : First Ward — D. A. 
 Warehara, Harvey Blanchard; Second Ward — Robert W. 
 Steele, J. G. Stutsman; Third Ward — Henry L. Brown, 
 James McDaniel; Fourth Ward— B. J. Forsyth, W. S. Phelps; 
 Fifth Ward — John Lawrence, J. Snyder; Sixth Ward — Wil- 
 liam Bomberger, W. N. Love. 
 
 The need of a general superintendent to'give unity to our 
 school system had long been felt by members of the Board of 
 Education, but the opposition of some of the teachers who 
 had influence with a majority of the board, and the plea of 
 economy, prevented for years the establishment of the office. 
 Duties of supervision were imposed on members of the board, 
 which at the best were very imperfectly discharged. It was 
 not until August, 1855, that the office was created, and James 
 Campbell, principal of the high-school, elected superintendent 
 with the understanding that he should retain his principal- 
 ship and devote one half of his time to the high-school. In 
 July, 1858, he was released from his duties in the high-school, 
 and instructed to devote his whole time to the supervision of 
 the schools. Mr. Campbell prepared a report of the condition 
 of the schools for 1866-57, which was the first extended report 
 of our schools published. In May, 1859, he resigned, to en- 
 gage in private business. 
 
 Although the office was not abolished, repeated efforts were 
 made in vain to elect a superintendent until 1866. In that 
 year, impressed with the urgent need of supervision for the 
 schools, Mr. Caleb Parker, a member of the board, who had 
 retired from business, and who possessed the requisite experi- 
 ence and leisure to discharge the duties of the office, agreed 
 to accept the position, with the distinct proviso on his part 
 
15 
 
 that his services should be without compensation. He was 
 elected in July, 1866, and served until April, 1868, when he 
 tendered his resignation. 
 
 The second published report of the board for 1866-67 was 
 prepared by him. On retiring from the oifiee Mr. Parker 
 received a unanimous vote of thanks from the board for his 
 disinterested and very useful services. 
 
 Again it was impossible to find a man who could command 
 the vote of the majority of the board for superintendent. 
 Various expedients were resorted to by members of the board 
 friendly to the office to secure an election. To remove the 
 objection of unnecessary cost in conducting the schools, a 
 plan which had been adopted with marked success in Cleve- 
 land was proposed. A committee of the board was appointed 
 to consider it, and reported June 22, 1871, that "the efficiency 
 of the school system would be increased without expense by 
 the election of a superintendent, a supervising male princijDal, 
 and female princijjals for the district schools." This report 
 was adopted by the board, and Warren Higley elected super- 
 intendent, and F. W. Parker supervising principal. This 
 plan was continued for two years with excellent results ; but 
 the majority of the board of 1873 decided to return to the old 
 system. 
 
 In 1873 Samuel C. Wilson was elected superintendent, and 
 served one year. 
 
 In 1874 John Hancock, whose reputation for ability and 
 large experience as a teacher and superintendent commended 
 him to the board, was elected, and re-elected in 1875. 
 
 The necessity of the office of superintendent as a part of a 
 system of city schools is now conceded by all, and it is be- 
 lieved that in Dayton in the future the office will never be 
 vacant. 
 
 It was found that owing to the removal of scholars from 
 school before reaching the eighth-year grade, the classes of 
 that grade were very small in some of the districts. The 
 principals, who were receiving the highest salaries, were 
 giving the most of their time and strength to these classes, 
 and the cost of teaching them was excessive. To remedy 
 
16 
 
 this the intermediate school was established in 1874, and all 
 the pupils of the eighth-year grade in the city were assigned to 
 that school. As at present organized the course of study has 
 not been enlarged, and the school is simply a union of the 
 classes of the eighth year for convenience and economy. 
 After one year in this school pupils, upon examination, pass 
 to the high-school. The school is located in the Fourth Dis- 
 trict School-house, and is taught by a male principal and two 
 female assistants. W. P. Gardner was the first principal, 
 who, after serving one year, declined a re-election. Samuel 
 0. Wilson was elected principal in 1875. 
 
 It has been objected to the strict system of gradation 
 adopted in city schools that pupils who from necessity are 
 irregular in attendance are excluded from the benefits of the 
 schools. To meet this objection, and to test its validity, the 
 Board of Education in 1875 determined to open an ungraded 
 school. This school has been in operation a few weeks, with 
 an attendance of twenty-six scholars. If, after a fair trial, 
 it should be found to meet a real want of the community, it 
 will be continued. 
 
 It was impossible to procure experienced teachers to fill the 
 vacancies constantly occurring in the schools. Young girls, 
 without knowledge of methods of government or teaching, 
 were placed over rooms full of children just at the most irre- 
 pressible period of their lives. These positions were confessed- 
 ly the most difficult to fill of any at the disposal of the board ; 
 but there was no alternative. Ambitious and experienced 
 teachers naturally sought the rooms where the higher 
 branches were taught, leaving the lower grades for tiie nov- 
 ices. It is true that many of the best and most valued teach- 
 ers now in the schools began without experience; but "the 
 first year of their teaching was a heavy labor to themselves 
 and an injustice to their pupils. A partial remedy was found 
 by making the position of an experienced and successful 
 primary teacher as honorable, and the pay as large, as that of 
 any teacher in the district schools below the grade of princi- 
 pal. But this did not fully meet the case, and the board 
 determined to educate its teachers. A committee of the board, 
 
17 
 
 August 18, 1869, presented a detailed plan for a normal school 
 and teachers' institute, which was unanimously adojjted. 
 
 The first week of each school-year is devoted to the Teach- 
 ers' Institute. All the teachers of the public schools in the 
 city are required to attend, and to render such assistance in 
 instruction as may be requested by the superintendent of 
 schools. The best methods of teaching and government are 
 discussed and taught, and lectures on these subjects given by 
 experienced teachers at home and from abroad. 
 
 As the great majority of the teachers in the schools are 
 women, instruction in the Normal School is confined to them. 
 Grraduates of the high-school are admitted without examina- 
 tion, and comprise a large part of the school. Others desiring 
 admission are required to pass a thorough examination in the 
 ordinary branches of an English education. Applicants must 
 be not less than seventeen years of age, and must pledge 
 themselves to teach in the schools of Dayton two years after 
 their graduation, should their services be desired by the 
 board. The board on its part guaranties to the graduates 
 situations as teachers in the public schools whenever vacan- 
 cies occur. 
 
 In the Normal School the studies to be taught in the district 
 schools are reviewed, new methods of teaching arc explained 
 and illustrated, and thorough instruction is given in the theory 
 and practice of teaching. Rooms in the school building where 
 the school is located are placed in charge of pupils of the 
 school, who, under the constant supervision of an experienced 
 critic-teacher, thus learn the practical work of the school 
 room. 
 
 In the fall of 1869 the school was opened in the Sixth Dis- 
 trict house, and up to this time has graduated seventy-one 
 teachers. A large majority of these are now employed in our 
 schools, and are doing excellent work. It would be unreason- 
 able to expect that all the graduates of the Normal School 
 would prove equally good teachers ; but that the instruction 
 received has been invaluable to them and a great gain to the 
 schools no one acquainted with the facts can doubt. In the 
 primary departments the beneficial effects of this school are 
 particularly noticeable. 
 
18 
 
 Col. F. W. Parker was tte first principal of the school, 
 assisted by Miss Emma A. K. Brown, a graduate of a normal 
 school. Upon the election of Col. Parker as supervising prin- 
 cipal of the schools, Miss Brown became principal, and con- 
 tiniiedat the head of the school until her resignation in 1873. 
 In 1873 Mr. W. W. Watkins, principal of the Sixth District 
 School, was made principal of the Kormal School also, and 
 held the position one year. In 1874 Miss Jane W. Black- 
 wood, a successful teacher in the Cincinnati Iformal School, 
 was elected principal, and re-elected unanimously in 1876. 
 
 The school law of 1873-74 directs the Board of Education of 
 each city district of the first-class to appoint a board of exam- 
 iners, "who shall have power to examine the schools estab- 
 lished in such district, and shall examine all persons who 
 desire to hold teachers' certificates, valid in such district." 
 The Dayton Board of Education had long felt the need of a 
 board of city examiners, and was influential in securing the 
 insertion of this and other clauses in the excellent school law 
 of 1873-74, sending its president, E. Morgan "Wood, to Colum- 
 bus, to confer with the House Committee on Common Schools. 
 Under this law George P. Clarke, J. A. Eobert, and William 
 Smith were appointed city examiners, and constitute the 
 present board. 
 
 By the school law of 1853 a tax of one tenth of a mill on 
 the dollar was levied for library purposes; but it was not 
 until 1855 that this tax was available, At that time the city 
 of Dayton was entitled to fourteen hundred dollars of the 
 fund. Mr. H. H. Barney, the state school commissioner, had 
 made large purchases of books for distribution, but had nec- 
 essarily adapted his list of books mainly to the wants of 
 country districts. It was found that Dayton would have to 
 accept a large number of duplicates and triplicates if supplied 
 with books out of the purchases made for the state. It was 
 very desirable that a committee of the board should be per- 
 mitted to select the books for the Dayton Library^; and appli- 
 cation was made to Mr. Barney for this privilege, which he 
 promptly and cheerfully granted. The first purchase con- 
 sisted of twelve hundred and fifty volumes, comprising books 
 
19 
 
 in every department of literature. Great care was [taken in 
 the selection of the books to meet the popular wants, and the 
 library, small as it was, at once became a favorite with the 
 people, and was extensively used. The library was opened in 
 the fall of 1855, in a rented room on the north-east corner of 
 Main and Fourth streets. W. H. Butterfleld was the first 
 librarian. At this time the library was accessible only on 
 Saturdays, from 10:00 to 12.00 a. m. and from 2:00 to 5:00 p. 
 M. As the numbers drawing books increased the time was 
 lengthened, until now the library is open each secular day of 
 the week from 9:00 a. m. to 9:00 P. m. 
 
 In 1856 the legislature suspended the tax of one tenth of a 
 mill on the dollar, and from that time until 1866 the library 
 was sustained and increased by appropriations made by the 
 board from the contingent fund. By concerted action on the 
 part of boards of education of cities of the first and second 
 class, the legislature was induced to pass the law of 1866, con- 
 ferring power on such cities to levy a tax of one tenth of a 
 mill for library purjposes. This tax, so insignificant to the 
 individual tax-payer, amounting to only ten cents on one 
 thousand dollars' valuation, in 1875 in Dayton yielded about 
 $2,000. As this sum is exclusively appropriated to the pur- 
 chase of books, all other expenses of the library being paid 
 out of the contingent fund, the increase of books each year is 
 considerable and valuable. 
 
 Dayton may claim the honor of having obtained from the 
 legislature the first act of incorporation for a public library 
 granted by the State of Ohio. The incorporators were Eev. 
 William Eobertson, Dr. John Elliott, William Miller, Benja- 
 min Yan Oleve, and John Folkerth. This act was passed by 
 the legislature February 1, 1805, and the library formed 
 under it contained a good selection of books and existed 
 for many years. 
 
 The Dayton Library Association was organized January 
 12, 1847, by the election of the following officers : President, 
 M. G. Williams ; vice-president. Dr. John Steele ; treasurer, 
 Y. Winters; secretary, E. W. Steele; directors, C. G. Swain, 
 E. Thresher, James McDanielJ John G. Lowe, and D. Beckel. 
 
20 
 
 A large sum of money was raised by subscription, a cboice 
 collection of books wns purchased, and rooms in the Phillips 
 Building, on the corner of Main and Second streets, were ex- 
 pressly prepared and elegantly fitted up for the reception of 
 the library. This library, in connection with a reading-room, 
 and with its winter course of lectures, was sustained for many 
 years, and was one of the marked features of our city. A 
 free public library having been established, it was manifest 
 that there was no need for the library association in a city of 
 the population of Dayton, and that the public interests would 
 be best served by a union of the two. In 1860 the stock- 
 holders of the library association by vote transferred their 
 valuable library and furniture, without cost, to the Board of 
 Education. At the time of the transfer the officers of the 
 library association were, D. A. Haynes, president; Wilbur 
 Conover, vice-president ; I. H. Kiersted, secretary ; B. G. 
 Young, treasurer; directors, J. D. Phillips, L. B. Gunckel, L. 
 B. Bruen, Dr. John Davis, and Daniel Wajnnire. 
 
 In i860 the public library was removed to the rooms of the 
 library association, where it remained until 1867. In 1867 a 
 room was prepared in the city hall for its reception, where it 
 is at present located. 
 
 The public library is an essential part of the public school 
 system. The one is the complement of the other. Without 
 access to books of reference by teachers and pupils, many 
 branches of study can not be satisfactorily and thoroughly 
 taught. The daily use of the library by the scholars, par- 
 ticularly of the high and normal schools, for consultation on 
 subjects connected with their studies, is very noticeable and 
 gratifying. 
 
 The value of a good library as an educator of the communi- 
 ty at large can not be estimated. The taste for reading is 
 stimulated and cultivated by furnishing the means for its 
 gratification. During the week ending December 4, 1875, 
 nine hundred and ninety volumes were drawn from the 
 library. This will fairly represent the average for the winter 
 months. From September 1, 1874, to September 1, 1875, 
 thirty thousand three hundred and eighty-eight volumes were 
 
21 
 
 drawn, and one thousand three hundred and thirty consulted. 
 The number of volumes in the library is over fourteen thou- 
 sand. The library is well supplied with books of reference. 
 
 A comparison of the condition of the schools at different 
 periods of their history will forcibly illustrate the progress 
 that has been made. It would be more satisfactory to com- 
 pare the years 1855, 1865, and 1875, but the records of the 
 board for 1855 and 1865 have been searched in vain for full 
 and reliable statistics; and 1857 and 1867 are selected because 
 reports were published in those years, and the facts thus 
 made accessible. Full and reliable statistics need not be 
 hoped for when there is no general superintendent whose 
 duty it is to prepare them. 
 
 
 1842. 
 
 1857. 
 
 1867. 
 
 1875. 
 
 Total enrollment ; 
 
 No Record. 
 
 No Record. 
 
 16 
 
 $2,483 
 
 1,583 
 
 6,000 
 
 3,440 
 1,660 
 45 
 $40,000 
 24,180 
 75,000 
 
 4,213 
 
 2,809 
 
 70 
 
 $60,000 
 
 31,055 
 
 143,000 
 
 5,238 
 
 
 3.711 
 
 ?s"umber of teachers 
 
 98 
 
 Amount of school fund 
 
 $139,056 
 
 Amount paid teachers 
 
 75,826 
 
 Value of school property 
 
 210,000 
 
 
 
 
 
 The increasing proportion from period to period of the 
 average dailj' attendance to the total enrollment is marked, 
 and indicates the growing efficiency of the schools. In 1857 
 it was forty-eight per cent; in 1867, sixty-six per cent; 
 in 1875, seventy-one per cent. 
 
 The population of Dayton in 1840 was six thousand and 
 sixty-seven ; in 1870, thii-ty thousand four hundred and 
 seventy-three, showing that the increase of school facilities 
 has been much greater than the growth of the city. 
 
 It is not so easy to represent to the eye the growth in other 
 and more important particulars. A complete system of 
 gradation has been established, consisting of a seven-years' 
 course in the district schools, one in the intermediate, four in 
 the high, and one in the Normal School, supplemented by a 
 large and free public library. New methods of instruction 
 have been introduced, and as far as they have stood the test 
 of trial in the school room, are now in use; and such salaries 
 
22 
 
 are paid teachers as to secure the services of the best and 
 most experienced.* 
 
 It would be vain to attempt to point out the distinct steps 
 by which our present system of gradation has been reached. 
 It has been a growth rather than a creation. The principle 
 was recognized, and, as far as circumstances would permit, 
 practiced at the very beginning of our schools in 1842. At 
 different times teachers of marked ability and large experi- 
 ence have been employed, who have left their impress on the 
 schools by bringing to them advanced methods of instruction, 
 the result of their own experience or learned in other cities. 
 Oar system now comprises nearly all the departments which 
 experience has shown to be desirable. 
 
 Equal progress has been made in school architecture. As 
 new buildings have been erected no pains has been spared 
 ^ to introduce whatever improvements in lighting, seating, 
 heating, and ventilating, experience in our own and other 
 cities has suggested. A new house is now building which, it 
 is claimed, will combine every possible appliance to promote 
 the health and comfort of the scholars and facilitate their 
 studies. 
 
 No doubt, similar progress has characterized the schools of 
 the other cities of the state. It is matter for congratulation 
 that boards of education everywhere are encouraged by pop- 
 ular support to make such liberal provision for schools. The 
 progress made in the past should only- incite to greater efforts 
 in the future. The aim should be that perfection which is 
 ever to be pursued but never fully attained. 
 
 '•'For salaries paid teaoherslsee appendix. 
 
APPENDIX. 
 
 MEMBERS OF THE BOARD FOR iS7S-^b. 
 
 E. M. Thresher, President. A. A. Butterfield, Clerk. 
 
 First Ward.—C. G. Parker, Robert M. Allen. 
 Second Ward. — E. M. Thresher, James Campbell. 
 Third Ward. — George L. Phillips, Samuel W. Davies. 
 Fourth Ward. — Charles B. Clegg, J. E. Lowes. 
 Fifth Ward.— ChsiTles Wuichet, Louis H. Poock. 
 Sixth Ward. — W. C. Slifer, Jacob Linxweiler. 
 Seventh Ward. — James Carberry, D. G. Bridenbach. 
 Eighth VUard. — Jacob Stephens, C. L. Bauman. 
 Ninth Ward. — Thomas Kincaid, William H. Rouzer. 
 Tenth Ward.—George M. Lane. S. E. Kemp. 
 Eleventh Ward. — J. R. Andrews, William H. Johnson. 
 
 members of the board of education from lg42 to 1s7s who 
 Have served four or more years. 
 
 W. J. McKinney. 
 R. W. Steele. 
 H. L. Brown. 
 J. G. Stutsman. 
 L. Huesman. 
 Wm. Bomberger. 
 U. A. Wareham. 
 Wilbur Conover. 
 W. S. Phelps. 
 James McDaniel. 
 A. Pruden. 
 
 S. Boltin. 
 
 H. Elliott. 
 
 Jonathan Kenney. 
 
 John Howard. 
 
 John H. Stoppleman. 
 
 E. S. Young. 
 
 H. Miller. 
 
 W. L. Wjnchell. 
 
 Caleb Parker. 
 
 George S. Ball. 
 
 Joseph Herhold. 
 
 D. Dwyer. 
 H. Anderson. 
 N. L. Aull. 
 Joseph Fischer. 
 James Carberry. 
 
 E. Morgan Wood. 
 George Vonderheide. 
 W. H. Johnson. 
 
 B. F. Kuhns. 
 
 PRESIDENTS OF THE BOARD OF EDUCA TION. 
 
 1842 
 
 1843 
 1844, 
 
 1845 
 1846, 
 
 1847 
 
 E. W. Davies. 
 W. J. McKinney. 
 E. W. Davies. 
 Thomas Brown. 
 Henry Stoddard, sr. 
 R. W. Steele. 
 
 1848-49. H. L. Brown. 
 
 1850-61. R. W. Steele. 
 
 1861^63, H. L. Brown. 
 
 1863-64. Thomas F. Thresher. 
 
 1864-69. H. L. Brown. 
 
 1869-73. E. Morgan Wood. 
 
 1873-75. Charles Wuichet. 
 
 1875-76. E. M. Thresher. 
 
 For parts of the year 1853 Henry L. Brown and John J. Ackerman 
 served as president. 
 
 James Campbell. 
 Caleb Parker, 
 Warren Higley. 
 
 SUPERINTENDENTS OF INSTRUCTION. 
 
 Samuel C. Wilson. 
 John Hancock. 
 
 PRINCIPALS OF TkE NbRMAL SCHOOL. 
 
 F. W. Parker. 
 Emma A. H. Brown. 
 
 W. W. Watkins. 
 Jane W. Blackwood. 
 
24 
 
 James Campbell. 
 John W. Hall. 
 
 PRINCIPALS OF THE HIGH-SCHOOL. 
 
 William Smith. 
 Charles B. Stivers. 
 
 PRINCIPALS OF THE INTERMEDIATE SCHOOL. 
 William P. Gardiner. Samuel C. Wilson. 
 
 James Turpin. 
 Charles Soehner. 
 W. B. Hall. 
 
 SUPERINTENDENTS OP MUSIC. 
 
 W. H. Clarke. 
 F, C. Mayer. 
 
 PRINCIPALS OF THE DISTRICT SCHOOLS FROM rSsg TO iSys- 
 
 Collins Wight. William Pinkerton. H. B. Furness. 
 
 Elder. W. H. Butterfield. N. L. Hanson. 
 
 Thomas E. Torrence. Rufus Dutton. J. C. Ridge. 
 
 Charles Barnes, E. W. Humphries. James C. Gilbert. 
 
 Edwin H. Hood. A. C. Fenner. J. C. Morris. 
 
 R. W. Hall. P. D. Pelton. Tillie B. Wilson. 
 
 W. W. Chipman. H. Anderson. Belle M. Westfall. 
 
 W. I. Thurber. A. B. Leaman. Ella J. Blain. 
 
 William Worrel. William Denton. Lucy G. Brown, 
 
 f. D. French. A. C. Tyler. Esther A. WIdner. 
 
 Charles Gaylor. W. F. Forbes. A. Humphreys. 
 
 Watson Atkinson. J. B Irvin. C. H. Evans. 
 
 A. Stowell. E. C. Ellis. W. W. Watkins. 
 
 John A. Smith. William Isenberg. W. P. Gardiner. 
 
 W. Knight. A. P. Morgan. A. J. Willoughby. 
 
 W. I. Parker. Samuel C. Wilson. Charles L. Loos. 
 
 Joseph McPherson. H. H. Vail. Alice Jennings. 
 
 jvi. N. Wheaton. W. H. Campbell. G. Bergman. 
 
 R. L. McKinney. O.S.Cook. L. H. Poock. 
 
 James Campbell. S. V. Ruby. Sarauel Peters. 
 
 W. F. Doggett. S. C. prumbaugh. Solomon Day. 
 Charles Rogers. 
 
 SALARIES PAID TEACHERS— i87S. 
 
 Superintendent of instruction ; $3,ooo oo 
 
 Principal of highrschool ■ 2,000 00 
 
 Male assistant in high-school 1,900 00 
 
 Female assistants in high-school 1,200 00 
 
 Principal of intermediate school 1,800 00 
 
 Female assistants in intermediate school 1,000 00 
 
 Principals of normal and district schools 1,500 00 
 
 Superintendent of music 1,500 00 
 
 Assistant in Normal School 1,000 00 
 
 Female assistants in district schools I450 00 to $650 00 
 
 Teachers senior department German schools $1,100 00 
 
 Average salary German assistants '. 675 00 
 
 Principal colored school 1,000 00 
 
DEFIANCE PUBLIC SCHOOLS. 
 
 EARLY HISTORY. 
 
 Any history of the early schools of Defiance must of ne- 
 cessity, at this late day, be imperfect. The lack of oiScial 
 records, if any were kept, the ease with which past events 
 are forgotten, and the limited time allowed for the collec- 
 tion of facts, all conspire to render the task difficult to per- 
 form. 
 
 THE FIRST SCHOOL. 
 
 As nearly as can be ascertained at present, the first school 
 taught in this town was conducted by Mr. "William Seamans, 
 in the winter of 1824 and 1825. It is probable, also, that 
 this was the first school taught in Williams County, which, 
 at that time, embraced the present counties of Williams and 
 Defiance. 
 
 The second and third schools were conducted by Mr. Brice 
 Hilton, of this place, from whom the above and many of the 
 following items have been obtained. Inasmuch as there 
 were no school funds or even school laws of a general char- 
 acter in operation at that time, the schools were sustained 
 by subscription, the price paid ranging from $1.50 to $2.50 
 per scholar for a term of three months. Any young man 
 who proposed to " set up a school," would pass around the 
 neighborhood, introduce himself and his business, and solicit 
 subscriptions and scholars. We say any young man, for not 
 until many years after the first schools, were women em- 
 ployed as teachers. As to whether the young man was pos- 
 sessed of the proper qualifications for teaching or not, that 
 matter was settled by those who had" children to send to 
 school, each in turn becoming an examiner for himself if he 
 
chose. When a sufficient number ,of subscribers was ob- 
 tained, the school would begin. 
 
 The only regular expense connected with these schools, 
 besides the wages of the teacher, was for fuel. Wood, being 
 everywhere very abundant, was obtained hy the teacher at a 
 trifling expense, the expense being made still less, if he 
 chose, by cutting the wood himself Then sometimes the 
 neighbors would make a "bee," and draw the winter's sup- 
 ply to the school house. 
 
 PUPILS ADMITTED. 
 
 The pupils admitted to these early schools were of all 
 ages, from 4 to 18, and no restrictions were made as to sex 
 or color. 
 
 No provision was made for the tuition of indigent pupils, 
 for, so far as can be learned, there were none until some years 
 later. Then, if pupils were found too poor to pay, the teacher 
 either allowed them to attend without pay, or else charged 
 enough to the others to make a fair average compensation. 
 
 BRANCHES OF STUDY. 
 
 The branches of study which were taught were Read- 
 ing, Spelling, Writing and Arithmetic, and sometimes 
 Geography and Orthography. There were no regular 
 text-books in use which pupils were required to supply 
 themselves with, but each pupil had to use such books as 
 he could by any means obtain. In writing, the goose-quill 
 pen was the only one in use, and the " master " was expected 
 "to set the copy and fix the pens." Although a general 
 State school law was passed about the year 1825, and in some 
 parts of the State was in operation soon thereafter, very 
 little change was made in the character or operation of the 
 primitive schools in Defiance for eight or ten years. 
 
 THE FIRST SCHOOL HOUSE. 
 
 The school conducted by Mr. William Seamans, of which 
 mention has been made, was held in the first house erected 
 esiDecially for school purposes in the county. This school 
 
house stood on the land now occupied by Strong tt ("hrney 
 for a lumber yard, west of the first lock of the Wabash and 
 Erie Canal. It has long since gone to decay, and no traces 
 of it can now be found. It was built by subscription, and 
 most of the subscribers worked out their subscriptions at the 
 rate of seventy-five (76) cents per day. It was constructed 
 of logs hewn on two sides, and laid one above another, and 
 the crevices filled up with clay, after the manner of all the 
 log houses of that day. Its floor was made of smoothed slabs 
 or puncheons. Its roof was made of clapboards, split from 
 logs about four feet long, laid on the rafters, and held in 
 place by the weight of poles laid crossways upon them. Tht' 
 house was about 16 by 24 feet in size. In one end, near the 
 corner, stood the door. At the opposite end were the fire- 
 place and chimney. The chimney was built of clay and 
 sticks, and. being on the outside of the house, resting on the 
 ground, the logs of the building were cut away sufficiently 
 to give access to it. The ends and parts of the logs thus 
 exposed to the fire we're then plastered over with clay. In 
 spite of this protection, however, it not infrequently hap- 
 pened that the exercises of the school were suspended a few 
 moments for the purpose of extinguishing the burning 
 jambs. On three sides, at about the height of a man's head, 
 one log was cut out and its place filled by a single, continu- 
 ous row of window-lights, and besides this there was no 
 other window or means of lighting the house. The furni- 
 ture of the room was of the roughest and most primitive 
 chara,cter. The seats were simply slabs or puncheons, split 
 out from logs and smoothed, supported by pegs inserted at 
 the four corners. Backs to the benches were considered 
 quite superfluous. Underneath the row of window-lights, 
 at a height convenient for writing, pegs were inserted into 
 the wall, and a smooth slab laid on them and fastened in a 
 slightly slanting position. This was the writing desk, and 
 those pupils who wrote sat of necessity with their bac^ks to 
 the middle of the room. Besides these items, thci'e was no 
 other furniture in the room, except sometimes a chair, 
 which the teacher was obliged to furnish for himself. This 
 
school house was the school house of the place till about the 
 year 1836, when it was abandoned, and the school removed 
 to the lower story of the Court House,* as it was then. 
 
 THE SECOND SCHOOL HOUSE. 
 
 In July, 1841, a meeting of the townspeople was held to 
 consider the question of building a commodious school house. 
 The necessity for some such building was generally ad- 
 mitted, but when a proposition to raise $800 by general 
 taxation for this purpose was made, it was voted down. 
 Likewise the proposition to raise 1700, and again $600, was 
 voted down, and the meeting adjourned. 
 
 Three weeks later, however, the $800 first proposed was 
 voted, and a two-story brick house decided upon. This 
 house was erected on Wayne street, between Fourth and 
 Fifth, the following season. It contained two rooms. 
 
 SCHOOL OFFICERS. 
 
 By this time the school system of the State had come into 
 full operation, and the schools and school funds had passed into 
 the control of school Dir£Ctors. These were three in number, 
 and held their offices at first for one year, but after 1842 the 
 term of office was lengthened to three years, and one Director 
 was elected each year. 
 
 WAGES OF TEACHEES. 
 
 The wages of teachers at this time ranged from $15 to $20 
 per month for female, and from $25 to $40 per month for 
 male teachers. Catherine Colby received $20 per month, 
 and Mr. B. F. Reed $40 per month in the year 1840, which 
 wages were the highest ever paid at this time. Not infre- 
 quently bargains were made with the teachers " to teach so 
 long as the publick funds hold out." If a school was contin- 
 ued a longer period than could be provided for by the public 
 funds, the pay of the teachers was made up by a rate-bUl, as 
 
 ® It is now the residence of Hon. Henry Hardy, and stands on Wayne 
 street, north of Second street. 
 
it was called, which was a special tax levied on the patrons 
 of the school in proportion to the number of children each 
 sent to school, and the number of days each child attended. 
 Such a rate-bill was levied in the year 1842 for the payment 
 of John H. Crowell and Catherine Colby, teachers. 
 
 GROWTH OF THE SCHOOLS. 
 
 The number of children in the District had increased now 
 to such an' extent that it was found expedient at times to 
 employ two teachers, one to take charge of the advanced 
 pupils, and the other of the primary pupils. 
 
 These schools were sometimes separate from each other in 
 organization, each teacher being directly responsible to the 
 Board of Directors. At other times the principal teacher, 
 receiving an extra compensation, perhaps, would hire his 
 own assistant. The length of the school term was usually 
 three months. The branches taught were the same as in 
 the earlier schools, with the addition of Grammar. From 
 this time on the teachers were required to pass an examina- 
 tion at the hands of the District or County Examiners, 
 whose certificate showed ability to teach Reading, Writing, 
 Arithmetic, Geography and Grammar, and testified to good 
 moral character. 
 
List, etc., of Teachers in Defiance before the Graded School 
 System was Adopted. 
 
 Names. 
 
 Date of begin- 
 ning. 
 
 Length 
 time. 
 
 Wages. 
 
 Conditions. 
 
 William Seamans.. 
 
 Winter 1824-5.. 
 
 3 mos.. 
 
 $1 50 
 
 Per scholar. 
 
 W. A. Brown 
 
 1835 
 
 3 mos.. 
 
 about 
 35 00 
 
 Per month. 
 
 W. A. Brown 
 
 1836 
 
 3 mos.. 
 
 35 00 
 
 u 
 
 Edwin Phelp.? 
 
 E C. Betts 
 
 1837 
 
 
 2 50 
 
 Per scholar. 
 
 Nov. 30, 1840... 
 Dec. 30, 1840... 
 
 3 mos.. 
 2 mos.. 
 
 35 00 
 20 00 
 
 Per month. 
 
 Catherine Colby... 
 
 (( 
 
 B F. Eeed 
 
 March 15, 1841.. 
 March 25, 1841. 
 
 3 mos.. 
 
 40 00 
 
 tt 
 
 
 2 J mos 
 
 20 00 
 
 tc 
 
 Catherine Colby.... 
 
 Dec. 6, 1841 
 
 3 mos.. 
 
 20 00 
 
 11 
 
 John Crowell 
 
 Dec. 6, 1841 
 
 6 mos.. 
 
 35 00 
 
 (( 
 
 John Eatabrook ... 
 
 Dec. — , 1842 ... 
 
 3 mos.. 
 
 30 00 
 
 i( 
 
 Calvin B. West.... 
 
 May 23,1843... 
 
 2 J mos 
 
 30 00 
 
 And assistant. 
 
 Calvin B. West.... 
 
 Oct. 9, 1843 
 
 53 days 
 
 40 00 
 
 And assistant. 
 
 B. B. Southworth .. 
 
 — 1844-5 
 
 3 mos.. 
 
 30 00 
 
 
 Robert Evans 
 
 May 5, 1845 
 
 3 mos.. 
 
 14 33 
 
 
 E. L. Taylor 
 
 Nov. 10, 1845... 
 
 3J mos 
 
 37 15 
 
 And assistant. 
 
 B. F. Southworth.. 
 
 Nov. 16, 1846... 
 
 3 mos.. 
 
 25 00 
 
 And assistant. 
 
 S. M. McCord 
 
 Oct. 29,1847 
 
 4 mos.. 
 
 25 00 
 
 
 E. A. Greenlee 
 
 Dec. 18, 1848... 
 
 3 mos.. 
 
 33 33 
 
 Furnish his wood. 
 
 ADOPTION AND ORGANIZATION OF THE GRADED SYSTEM. 
 
 The graded school system was adopted by the citizens of 
 Defiance in the spring of 1861. Of the eighty-two votes 
 cast at the election to determine whether such a system 
 should be adopted, thirty-eight were cast against the change 
 and forty-four in favor of it, a majority of only six. The 
 occasion which led to the consideration of an improved 
 system of schools was the fact that the enumeration of 
 
the children of school age, i. c.,. between the ages of four 
 and twenty-one, showed a total of three hundred and forty- 
 eight, for whom increased accommodations and more sys- 
 tematic instruction seemed to be urgently demanded. The 
 "Akron School Law," which had then recently came into 
 operation, gave the favorable opportunity. Among those 
 who were active in securing the adoption of the new sys- 
 tem, under the new law, we can mention as most prominent 
 Woolsey Welles, Hamilton Davison, Rev. E. R. Tucker, 
 Jonas Colby, Horace Sessions and W. A. Brown. 
 
 DIFFICULTIES ENCOUNTERED. 
 
 Of the difficulties encountered the chief arose from an 
 unwillingness to bear the increase of taxation which would 
 necessarily arise, but no organized opposition was met, or other 
 serious or permanent impediment thrown in the way of the 
 wishes of the majority, though that majority was small. 
 
 FIRST BOARD OF EDUCATION. 
 
 Three weeks after the vote to establish graded schools 
 was taken, a Board of Education, consisting of six mem- 
 bers, was elected, to-wit : 
 
 Woolsey Welles For the term of one year 
 
 Calvin L. Noble For the term of one year 
 
 John H. Kiser For the term of two years 
 
 James B. Kimball For the term of two years 
 
 Hamilton Davison For the term of three years 
 
 John M. Stillwill For the term of three years 
 
 This Board was organized by the election of the following 
 officers : 
 
 Hamilton Davison President 
 
 Woolsey Welles Secretary 
 
 JohnM. Stillwill Treasurer 
 
 Immediate steps were taken to put the new system into 
 full operation. 
 
 The " brick school house " on Wayne street, which, up to 
 this time, had not been entirely completed, was repaired at 
 
an expense of $421.00. In June the schools were divided 
 into three grades, the Primary, Intermediate and Grammar. 
 
 FIRST COURSE OF INSTRUCTION. 
 
 In the Primary grade were taught the "Alphabet, Spelling 
 and Reading the English Language through the Second 
 Reader, Exercises on the Numeral ]?rame, Singing and gen- 
 eral exercises appropriate to small children." 
 
 In the Intermediate grade were taught " Spelling, Reading 
 and Writing the English Language, Mental Arithmetic, 
 Written Arithmetic through Compound Numbers, Inter- 
 mediate Geography with outline Maps, Singing and other 
 appropriate exercises." 
 
 In the Grammar grade were taught "Spelling, Reading 
 and Writing the English Language, Geography, English 
 Grammar, Mapping, Arithmetic, Algebra, Book-keeping, 
 Natural Philosophy, Analytical Orthography, etc." 
 
 TEXT BOOKS. 
 
 The following text books were adopted by the Board of 
 Education: Wright's Primary Lessons, the Elementary 
 Spelling Book, Mandeville's Readers, Davies' Mathematical 
 Course, Clark's Grammar, Olney's Geography (the Interme- 
 diate and School), Cutter's Physiology, Hitchcock's Geology, 
 Fulton and Eastman's Book-keeping, Comstock's Philoso- 
 phy (Natural), and the Boston Writing Book. 
 
 FIRST TEACHERS. 
 
 The teacher of the Grammar grade was also made the 
 Superintendent of all the schools, with power to act in cases 
 of grading, discipline, etc. The first Superintendent was 
 Mr. P. HoUenbeck, of Perrysburg, Ohio, and his assistant 
 teachers were Mrs. Ariette Hutchinson and Miss Permilla 
 Woods. Mr. Hollenbeck's salary was five hundred dollars 
 per year, and that of the other teachers, each one hundred 
 and fifty dollars per year. 
 
By the following January it was found, necessary on ac- 
 count of the size of the two lower grades, to form another, 
 which should be composed of the most advanced pupils of 
 the Primary and the least advanced pupils of the Interme 
 piate grades. To this grade 'was given the name of Sec- 
 ondary. 
 
 These four schools were located as follows : The Gram- 
 mar and Intermediate in the brick school house on Wayne 
 street ; the Primary in a building adjoining the Wabash 
 Railroad track on Fourth street, south side ; the Secondary 
 in a building adjoining the Wabash Railroad track on 
 Fifth street, north side. 
 
 HIGH SCHOOL ORGANIZED. 
 
 In 1853, under the Principalship of Mr. D. C. Pierson, 
 the High School was organized from the most advanced 
 pupils of the Grammar School, and a more complete organ- 
 ization and classification secured. A regular course of in- 
 struction was laid out, and "rules and regulations for the 
 better organization of the schools," were adopted by the 
 Board of Education, the latter of which onlj^ have been 
 preserved on record. In the following year (1854) the Pri- 
 mary School was transferred from the building on Fourth 
 street to the Baptist Church, on Wayne and Third streets, 
 which was rented for that purpose, at an expense of one 
 hundred dollars a, year. During this year an important 
 change of text books occurred. McGuffey's Readers were 
 substituted for Mandeville's, Ray's Arithmetics for Davies', 
 and Pinneo's Grammar for Clark's. Of these, the Readers 
 and Arithmetics are still in use (1876), making a period of 
 twenty-two years. In 1857 the Primary School was trans- 
 ferred to the house of Mr. David Marcellus, which stands 
 in the rear of the County Jail, on Wayne street, and in the 
 following year this department was divided, and those 
 pupils who lived west of the canal were formed into a sep- 
 arate school. 
 
 Of the internal workings of these earlier schools, the 
 changes wrought, methods of teaching employed, attend- 
 
ance, etc., etc., absolutely nothing has been put on record, 
 so far as is now known, or,- if records were made, they have 
 been scattered or lost, and are unavailable. Respecting 
 these items there must be a blank, except as it may be 
 filled from the memory of those interested in such matters 
 at those times. Judging from the length of service and 
 from general report, Mr. John R. Kinney appears to have 
 been one of the most successful Superintendents. Among 
 the teachers who have served faithfully and long, mention 
 should be made of Mr. B. F. South worth. Miss Kate Hoover 
 and Miss Hattie Deatrick, the former of whom began his 
 services in Defiance as early as 1846, and has been employed 
 since then more or less of the time to the present. 
 
 The following table will show, though imperfectly, the 
 growth and condition of the Defiance Public Schools every 
 tenth year, beginning with 1845 : 
 
 
 1845. 
 
 1855. 
 
 1865. 
 
 1875. 
 
 No. Pupils enrolled 
 
 90 
 71 
 
 2 
 
 1 
 
 1 
 24 
 fl33 00 
 
 
 
 768 
 
 Average daily attendance 
 No of Teachers 
 
 
 
 482 
 
 5 
 
 5 
 
 5 
 
 42 
 
 $1,732 50 
 
 2,249 12 
 
 2,500 00 
 
 4 
 
 4 
 
 4 
 
 40 
 
 $1,275 00 
 
 5,864 61 
 
 4,000 00 
 
 17 
 
 
 15 
 
 No. of grades 
 
 No wepks of school. 
 
 9 
 40 
 
 Amount paid teachers 
 
 Total expenditures 
 
 $6,975 00 
 11,074 15 
 75,000 00 
 
 Value of School Properly 
 
 
 
 
 (.'OURSE OF INSTRUCTION REVISED. 
 
 When the present Central School Building was opened 
 for use, in 1868, a course of study and new rules and regu- 
 lations were adopted, and, for the first time in the history of 
 the schools, published. The course of study was as follows : 
 
 First Primary Department — Reading and Spelling from 
 
Chart, and First Reader, Counting, Figures, writing num- 
 bers to 100, Addition and Subtraction of Concrete Numbers 
 from 1 to 6, Singing, Gymnastics. 
 
 Second Primary — Reading and Spelling from Second Reader, 
 Counting and Writing Numbers to 100, Roman Notation to 
 C, Primary Arithmetic through Subtraction, Writing on 
 Slates the letters a, c, e, i, m, n, o, r, s, u, v, w, x. Singing 
 and Gymnastics. 
 
 First Secondary Department — Reading and Spelling from 
 Third Reader, Primary Arithmetic through Division, Slate 
 and Board Exercises in Writing Numbers to 1,000, Roman 
 Notation, Writing on Slate small letters, Singing, Gym- 
 nastics. 
 
 Second Secondary — Fourth Reader, Spelling Book to page 
 40, Practical Arithmetic through Division, Mental Arith- 
 metic through Division, Primary Geography, Orthography 
 (1st part), Writing (Copy Books 1 and 2), Singing, Gym- 
 nastics. 
 
 GRAMMAR DEPARTMENT. 
 
 First Year — Fifth Reader (first half). Spelling book to page 
 60, Practical Arithmetic through Compound Numbers, Men- 
 tal Arithmetic through Compound Numbers, Intermediate 
 Geography (first half), Orthography (second part), Writing, 
 (Copy Books 3 and 4), Singing. 
 
 Second Year — Fifth Reader completed. Spelling Book to 
 page 80, Practical Arithmetic through Common Fractions, 
 Mental Arithmetic through Common Fractions, Intermedi- 
 ate Geography completed. Orthography completed. Primary 
 Grammar, Writing (Copy Books 3 and 4), Singing. 
 
 INTERMEDIATE DEPARTMENT. 
 
 First Year — Sixth Reader (first half). Spelling Book com- 
 pleted. Practical Arithmetic through Equation of Payments, 
 Mental Arithmetic through Percentage, Common School 
 Geography, Grammar to Syntax, Writing (Copy Books 5 
 and 6). 
 
 Scriiml Year — Sixth Reader completed, Spelling Book re- 
 
viewed, Practical Arithmetic completed aild reviewed, U. 
 S. History, Grammar completed, Writing (Copy Books 6 
 and 6). 
 
 Exercises in Composition and Declamation throughout 
 the course. 
 
 To this course of Primary instruction was added a High 
 School course of two years, which will be given under the 
 description of the High School. 
 
 THE CENTRAL SCHOOL BUILDING. 
 
 In 1868, as has been stated before, the Central School 
 Building was completed and occupied. This building is 
 made of brick, two stories high, with slate roof and good 
 basement. Its length is about 95 feet, and width about 56 
 feet. It is divided into eight school-rooms, Superintendent's 
 office, and appropriate halls. Each school-room is furnished 
 with double desks, blackboards, etc., etc. For five years the 
 building was heated with stoves, which, in 1873, were ex- 
 changed for hot-air furnaces, burning wood. This building 
 is very pleasantly situated at the head of Clinton street, 
 with five acres of ground attached for play grounds. On the 
 westerly side of the house is a fine grove of oaks, a part of 
 the natural forest, which affords to the children a most de- 
 lightful resort, such as is seldom found in towns. The 
 grounds are enclosed on the north and west sides with a 
 wood and iron picket fence of a very handsome pattern, and 
 on the south and east sides with a substantial fence of pal- 
 ings. 
 
 INCREASED ACCOMMODATIONS. 
 
 These school accommodations were so much superior to 
 any previously enjoyed, that it was supposed that they 
 would be sufficient for many years, and the " Brick School 
 House " on Wayne street was sold to the Universalist Church 
 Society. 
 
 But the village had made and was making rapid strides 
 in increase of population, and in 1873 the eight departments 
 had an average enrollment of 78 pupils each. This made it 
 
necessary to form an additional (Primary) school, and the 
 brick school house, now called the Universalist Church* was 
 rented for its accommodation. 
 
 During the following year, 1874, the average number of 
 pupils to each grade, which had been reduced to 69, increased 
 to 75, and increased accommodations were again urgently 
 called for. 
 
 In response to this demand, the Board of Education, in 
 the summer and fall of 1874, erected a two-story brick build- 
 ing (slate roof), north of the Maumee River, for the accom- 
 modation of the small children living on that side of the 
 river. This building contains two school-rooms, which were 
 immediately filled with pupils, many of whom, in the lower 
 grade, entered school now for the first time. At this same 
 time the A Primary grade (fourth year) iii the Central 
 Building was crowded to the extent of about 85 pupils, and 
 it was decided to divide it and rent the Lutheran school house ■ 
 on Wayne street for the accommodation of one section. 
 
 It was still felt, during the years 1874-5, that the number 
 of pupils in each school was too great for the best interests 
 of the schools. Though in November, 1874, the average 
 number in each school was 56, by the end of the school year, 
 June, 1875, it had increased to an average of 64 pupils. 
 
 Again it was decided to build ; this time two houses, one 
 east of the Auglaize River, at the head of Second street, and 
 the other on Holgate avenue, in the western part oi/ the 
 town. 
 
 These buildings were erected in the summer of 1875, and 
 were occupied in December of the same year. They are built 
 of brick, with slate roofs. Each floor has one school room, a 
 cloak-room, and a hall. The seats in the school-rooms are so 
 arranged as to allow the light to fall upon the back and left 
 of each pupil. The outer doors of the cloak-rooms may be 
 locked, and the wrappings thus secured from depredations. 
 
 * Since this building liad been occupied for school purposes it had 
 been deprived of its upper story, malting it one story high, and somewhat 
 safer. 
 
Each school has a separate entrance door and hall, by which 
 all collisions in the halls between pupils of the different 
 schools are prevented. Attached to the upper school room 
 is a recitation room. The furniture of all these Ward build- 
 ings is of the most recent and improved patterns. The 
 rooms are heated by wood stoves. The grounds attached to 
 the North School House consist of one and a half acres, on 
 which is a fine grove of young hickory trees. The grounds 
 are enclosed by a substantial fence. The grounds of the 
 East School House consist of one acre, well drained, but 
 without shade. The grounds of the West School House con- 
 sist of one acre, well shaded by an apple orchard. 
 
 Each house is supplied with a well or cistern of good 
 water, and good walks to the front gates and outbuildings. 
 
 On the completion of the West School House, the Luth- 
 eran School House was vacated. 
 
 SCHOOL APPARATUS. 
 
 Of school apparatus there is very little, compared with 
 the present needs. Two twelve-inch globes, one terrestrial 
 and one celestial, both 30 years old, though in a good state of 
 preservation, two sets of outline maps, chemicals to the 
 value of about ten dollars, a very small air-pump, a foun- 
 tain in vacuo, physiological charts, and some 50 first-rate 
 geological specimens, will include about everything. 
 
 BOARD OF EDUCATION. 
 
 Among the members of the Board of Education who 
 have had most to do with the schools, we make mention of 
 those who have served more than one term of three years : 
 
 Woolsey Welles 4 Years 
 
 John H. Kizer 5 " 
 
 John M. Stillwell 4 " 
 
 Jacob J. Greene 12 " 
 
 Pinley Strong 6 " 
 
 William A. Brown 9 " 
 
 S. R. Hudson 7 " 
 
Edwin Phelps , 13 Years 
 
 J. P. Ottley 6 " 
 
 W.D.Hill 6 " 
 
 C. C.Tuttle 6 " 
 
 Henry Newbegin 6 " 
 
 The present Board of Education are : 
 Charles P. Tittle* Term expires 1876 
 
 Asa Toberen*.... 
 Jacob J. Greene.. 
 
 Isaac Corwin 
 
 Edwin Phelps... 
 Adam Wilhelm. 
 
 1876 
 1877 
 1877 
 1878 
 1878 
 
 Officers for the year ending April, 1876: 
 
 President Edwin Phelps 
 
 Clerk Charles P. Tittle 
 
 Treasurer Asa Toberen 
 
 ' Ee-elected April, 1876, for three years. 
 
Table showing tlie names of miccessive Superintendents., date oj 
 election, length of time, and salary: 
 
 NAMES OF SUP'TS. 
 
 Francis Holleubeck.. 
 Blanchard 
 
 D. C. Pierson* 
 
 E. Faurot 
 
 John E.Kinney 
 
 Finlay Strong 
 
 Michael "W. Smith. 
 
 John E. Kinney 
 
 W.I.Baker 
 
 a. Z. Eddie 
 
 Henry Newbegint. 
 (Temporary.) 
 
 No Superintendent 
 
 W. H. H. Jackson... 
 Charles K. Smoyer.. 
 
 J. C. McKercher 
 
 Charles K. Smoyer... 
 James M. McBride... 
 
 W.C.Barnhart., 
 
 A. S. Moore 
 
 Lem. T. Clark . 
 
 DATE OF ELECT'N, 
 
 TIME. 
 
 June 9, 1851 
 
 1852 
 
 1853 
 
 November 14, 1853 
 
 April 4, 1854 
 
 September, 1854 
 
 September, 1855 
 
 September, 1856 
 
 September, 1857 
 
 September, 1858 
 
 December 30, 1858 
 March 30, 1859.. 
 September, 1859. 
 September, 1860. 
 September, 1861. 
 September, 1862. 
 September, 1863, 
 
 from Jan., 1864, to 
 
 H. H. Wright.. 
 
 September, 1865... 
 
 1866 
 
 January, 1866 
 
 September, ,1866.. 
 September, 1867.. 
 September, 1868.. 
 September, 1869.. 
 September, 1870.. 
 September, 1871.. 
 September, 1872.. 
 September, 1873.. 
 September, 1874.. 
 September, 1875.. 
 
 SALARY. 
 
 One year 
 
 One year 
 
 Three months 
 Four months.. 
 Three mouths 
 
 One year 
 
 One year 
 
 One year 
 
 One year 
 
 Four months.. 
 Three months 
 Eight months 
 
 One year 
 
 One year 
 
 One year 
 
 One year 
 
 Four months. 
 
 Sept., 1865. 
 
 Six months... 
 Four months.. 
 
 $500 00 
 500 00 
 500 00 
 500 00 
 500 00 
 500 00 
 700 00 
 700 00 
 700 00 
 700 00 
 700 00 
 700 00 
 700 00 
 633 33 
 650 00 
 650 00 
 600 00 
 
 650 00 
 
 650 00 
 
 650 00 
 
 650 00 
 
 650 00 
 
 650 00 
 
 1,000 00 
 
 1,000 00 
 
 1,000 00 
 
 1,200 00 
 
 1,200 00 
 
 1,100 00 
 
 1,200 00 
 
 *Mr. Pierson was well liked, but did not remain, on account of ill health, 
 tMr. Newbegin took the school only at the solicitation of the Board, that the 
 
 opening of the school might not delayed, the teacher elected having failed to 
 
 come. 
 
 THE HIGH SCHOOL. 
 
 The High School was organized in 1853, under the Prin- 
 cipalship of Mr. D. C. Pierson. But little is known at this 
 day as to the branches of study pursued, or the changes in 
 the course of study, if any occurred. Probably Algebra, 
 Composition, Physiology, Natural Philosophy, Physical 
 Geography and Higher Arithmetic were taught, with 
 
possibly some others. It is not probable that the course of 
 study required more than two years to complete it, for as 
 late as 1868 the course, as revised at that time, was as fol- 
 lows: 
 
 FIRST YEAR. 
 
 First Term — Algebra, Physical Geography and Analysis. 
 Second Term — Algebra, Physiology and Composition. 
 Third Term — Algebra, Physiology and General History. 
 Latin and German optional. 
 
 SECOND YEAR. 
 
 First Term — Geometry, Natural Philosophy and General 
 History. . , 
 
 Second Term — Geometry, Chemistry and Mental Philoso- 
 phy. 
 
 Third Teroi— Rhetoric, Botany and Astronomy. 
 
 Latin and German optional. 
 
 Exercises in Composition and Declamation throughout 
 the course. 
 
 THE PRINCIPALS. 
 
 Until 1873, the Superintendent had, for his first duty, 
 the charge of the High School, and what time he could 
 spare from the care of this school, necessarily but little, he 
 was expected to devote to the general duties of superin- 
 tending. In September of the above year, the advanced 
 Grammar grade was united with the High School, and all 
 placed in charge of the Grammar School teacher, Mr. B. F. 
 Southworth. 
 
 Mr. Lem. T. Clark, Superintendent at that time, being 
 in this manner relieved of the charge of a schoolroom, was 
 still obliged to hear (in his office) six classes daily; but, 
 nevertheless, he had more freedom of movement, and more 
 time for superintending than before. In the fall of 1875, 
 the number of schools having .increased to fifteen in num- 
 ber an assistant was given the Superintendent, who 
 taught all his classes, thus enabling him to devote his 
 whole time to the supervision of the schools.- 
 
COURSE OF INSTRUCTION EXTENDED. 
 
 In 1873 the course of study was revised. The following 
 studies were placed in the Preparatory year: Higher 
 Arithmetic, Physical Geography, Book-keeping, Composi- 
 tion arid Analysis and United States History. The High 
 School course, extending over a period of three years, con- 
 sisted of Algebra, six terms ; Philosophy, two terms ; Latin, 
 nine terms; General History, two terms; Geometry, two 
 terms; Natural Philosophy, Trigonometry, Chemistry, As- 
 tronomy and Botany each one term. 
 
 This course was still further modified in 1875, giving less 
 time to Algebra and Latin, and more to English Literature 
 and United States Constitution. 
 
 CLASSES GRADUATED. 
 
 Four classes have graduated from the Defiance High 
 School as follows : 
 
 Number graduated, 1872 2 
 
 " " ■ 1873 4 
 
 1874 6 
 
 1875 3 
 
 Total ; 14 
 
PREBLE CO. PRIMITIVE SCHOOL HOUSE. 
 
 BY A. HAINES, SR. 
 
 This county was organized in 1808. Tiie territory was 
 originally attached to Montgomery county, and known as 
 Hardin township of that county. The first settlers came from 
 nearly all of the older States. The settlements commenced 
 in different parts of the county about the year 1800. As the 
 pioneers Ijuilt their cabins in close proximity, they immedi- 
 ately began to look after tlio education of their children, and 
 for this purpose they selected some central point in the 
 woods for a scliool site, near a branch, for the convenience of 
 having water near at hand for the use of the scholars. 
 
 This being done, the pioneer settlers, on a day agreed 
 upon, turned out with their axes, crosscut «aw, broadaxe, 
 pow and some augers, and convened early in tlie morning at 
 the school site agreed upon. Some went to felling the tall 
 trees overshadowing the site, others cutting logs near by in 
 the woods, others felling a large oak for clapboards, and still 
 others cutting a sightly blue ash tree for puncheons, benches 
 and writing desks. By the time the site was cleared, tiie logs 
 began to arrive, being snaked through the woods by horses. 
 The foundation was soon laid, and four men were selected as 
 corner men, who took their respective stations, and, with axe 
 in hand, saddled and .notched down the corners as the logs 
 were delivered to them on skids. When the structure was 
 about eight feet in height, the joists were laid from one side 
 to the other, which consisted of round saplings cut the proper 
 length. This was called the basement. The gable ends were 
 then commenced by shortening the logs, sloping the ends and 
 inserting the rib poles, until the slopes terminated on a pole 
 
at the top. The upper log of the basement projected about 
 eight inches, to receive the hutting or eve log, against which 
 the slanting roof rested. From this point the clapboards 
 were projected and carefully placed, and the points covered by 
 an additional board. The knees were placed on the roof, 
 with ends resting against the butting or eve log, and the wight 
 pole resting against the upper ends of the knees, and so on 
 until the house was covered. 
 
 As the building was going up, the crosscut saw was heard 
 in the woods, the mail and wedge severing the cuts, and the 
 butts were removed to some fork of a tree near by, where 
 they were rived into boards four foot in length. Not far dis- 
 tant the puncheons were being prepared for the floor, 
 benches, desks and doors. As the work progressed, logs 
 were removed from three sides of the house, and window styles 
 prepared, which were adjusted in their places, about sixteen 
 inches apart, to which newspapers were pasted, and, oiled by 
 "coon" grease to render them transparent, in order to afford 
 light for the scholars. The chimney space was made about 
 ten feet in width, by removing the logs in one end of the 
 house, and a wooden mantelpiece and jams adjusted, and a stick 
 and clay chimney built on the outside, ]irqjecting higher than 
 the comb of the roof, and the whole structure covered with 
 clay mortar. The cracks being chinked and daubed, the 
 floor laid, tlie puncheon door hung on wooden hinges, the 
 writing desks attached to the wall, resting on standers slightly 
 inclining towards the scholars, who sat on benches and learned 
 to write in front of the large paper windows. In this way 
 the primitive school house was reared and usually completed 
 in one day, without a nail or a window glass connected with 
 the structure. Many of these primitive school houses were 
 still standing in Preble county as late as 1826, and the last 
 one was only removed a few years ago. It stood a lonw time 
 as a memento of the past, but finally, with all the pioneer 
 settlers, it passed away, and the site where it stood has lono- 
 sincc been plowed over, and not a vestige of it now remains. 
 
 But what a change. The county is now divided into con- 
 venient school districts, in which neat and substantial school 
 
houses have been erected, with all modern improvements and 
 architectural designs. There is not a district in the county 
 destitute of all modern school facilities, where the children 
 may receive a common English education free of charge. In 
 many parts of the county are High Schools and Academies, 
 where young persons can be sufficiently advanced in educa- 
 tion at home to enter College. Such are the school facilities 
 of Preble county. 
 
 THE PRIMITIVE SCHOOL MASTER. 
 
 This was a consequential individual among the pioneer 
 settlers. He was generally either an Englishman, Irishman 
 or Scotchman, and seldom, if ever, a Dutchman or Frenchman. 
 Sometimes he was from t!ie older States, but always a morose, 
 forbidding in manner, and never assimilating himself to the 
 feelings of the scholars. He entered the primitive school 
 house with an air of authority, and woe betide the urchin who 
 crossed his imperious sense of propriety. With gads and 
 rods stored away in the sight of the scholars, he was a terror 
 to the school. Before the free school system was thought of, 
 he taught by the quarter for so much a scholar, and gener- 
 ally boarded around among his employers in proportion to 
 the number of scholars subscribed. No allowance was made 
 for the sickness or inability of the scholars to attend, and he 
 exacted the stipulated price per scholar, provided he was able 
 and did teach the school according to contract. For trivial 
 offenses or small irregularities, he inflicted corporeal punish- 
 ment, by either applying the rod or striking the open hand 
 with a rule. Other punishments were adopted, such as com- 
 pelling the delinquent to stand before the school in some con- 
 spicuous position, or keeping him in during play time or after 
 school was dismissed. 
 
 Among the pioneer settlers the primitive school master was 
 looked upon as a prodigy of knowledge, and in all misunder- 
 standings between him and the scholars, they always sided 
 with the master, who was generally superstitious, and believed 
 in witches and ghosts, which he took especial pains to com- 
 municate to bis scholars. From the signs of the times he 
 
foretold the future, and to him the hoot of an owl in the dis- 
 tant woods was the omen of some approaching disaster; but 
 in general he was a scliolar according to the books, but knew 
 little or nothing about human nature. He was a stickler in 
 S])ellingand in arithmetic, and these were his chief elements of 
 education, which he instructed and enforced in school. Con- 
 sequently, spelling schools were very fashionable in that day, 
 and prizes and awards were offered to scholars who excelled 
 in this brand) of education. It was then common for the 
 scholars to meet at some pioneer's cabin during the long win- 
 ter nights and divide and spell against each other, on which 
 occasion the master always put in his appearance to give out 
 the words. It was thought by all that he could spell cor- 
 rectly any word in the English language. In fact, no one 
 questioned it, and he never put himself to any trouble to dis- 
 abuse public opinion upon tiie subject. 
 
 On Christmas or ISew Year's eve, the custom then pre- 
 vailed to bar the master out of the house. The larger 
 .scholars engaged in this pastime; and for this purpose 
 they would repair to the school house early in the evening, 
 build a large fire, and bar the door with benches and other 
 obstructions, and then quietly, await the arrival of the master 
 and younger scholars next morning. When the master arrived 
 and found himself barred out, he would become very angry,, 
 and threaten to inflict all kinds of punishments on the in- 
 mates unless they immediately opened the door, which they 
 invariably refused. Such refusal only infuriated the master 
 further, and drove him to use all means within his power to 
 force an entrance into the house ; and often, in his despera- 
 tion,, when he found himself unable-to remove the obstruc- 
 tions, he would break the paper window or come down the 
 chimney. But as soon as he entered, the inmates would nail 
 him and tie him hand and foot, and proceed with him to the 
 nearest branch, for the purpose of ducking him, unles he con- 
 sented to treat the school to the apple cider and gingerbread. 
 At this crisis his nerve would generally fail, and the apple 
 eider and gingerbread were sent for, and of which the whole 
 school would partake. The master would soon quiet down, 
 
and the school go on as usual. In this sport the pioneers 
 generally sided with the scholars, which contributed to ren- 
 der an acquiescence, on the part of the master, to so wild and 
 rash d, custom. Such was the primitive school master, and 
 such were the customs of early pioneer life, but with tiie 
 march of progress they have passed away. 
 
 The scholars then, having some distance to travel, always 
 took their dinners to school, which consisted of corn pone or 
 Johnny cake, fat meat and a keg of milk. They eat in the 
 school house, using some bench for a table. They often 
 swapped victuals, but seldom, if ever, had wheat bread or but- 
 ter. They were cheerful, and in vacation played ball and 
 swung to and fro on a grape vine swing among the trees. 
 Then the wild haw bush skirted the margin of every stream, 
 and, when in bloom, perfumed the air with a sweet fragrance. 
 
HISTORY OF PUBLIC SCHOOLS 
 
 INTHETOWNOP 
 
 EATON, PREBLE COUNTY, OHIO. 
 
 PEEPAEED BY EOBERT MILLEE, IN BEHALF OF THE BOAED 
 OF EDPCATION, FOE THE CEKTEKNIAL EXHIBITION. 
 
 I. HISTOET OF SCHOOLS BEPOEE THE ADOPTION OF THE 
 GEADED SYSTEM. 
 
 Eaton, the county seat of Preble County, was laid out by 
 Wm. Bruce in 1806. 
 
 In and by the plat, Mr. Bruce dedicated the four principal 
 squares or blocks formed by the two principal streets. Main 
 and Barron, for public purposes. These blocks were each 
 twelve rods square, and one was set apart for a Court House 
 and other public buildings, two for churches, and one for "an 
 academy and .school house for the town." 
 
 A school house of a very primitive character was erected on 
 the school lot some time prior to 1812, but the exact date of 
 opening a school therein, name of teacher, his wages, qualifi- 
 cations,^ how funds were provided, number of scholars, 
 branches taught, etc., etc., are not definitely known. 
 
 Hon. Geo. D. Hendricks, one of the oldest citizens of 
 Eaton, and familiar with the earlier history of schools in the 
 county, as well as the town, says the first school in Eaton 
 was taught in 1807-8, in one of the many log houses on the 
 south side of Wadsworth street, west of Judge Haine's pres- 
 ent residence, by John Hollingsworth. He speaks of him as 
 being traditionally a fair scholar. This was, doubtless, a 
 private house, and before a school house was built on the 
 lot dedicated for that purpose by Mr. Bruce. 
 
On tlic 23cl day of December, 1811, a special act was 
 passed by the Legislature of the State, appointing three Trus- 
 tees^-AIexander Mitchell, William L. Henderson and Samuel 
 Hawkins — to sell lots dcsi^nited for churches and a school 
 house, and invest the proceeds in lots in other parts of the 
 town better situated for such purposes, and in the building of 
 a public church and school house. 
 
 From an old record, containing the proceedings of these 
 Trustees, it appears that the square set apart by Mr. Bruce, 
 the proprietor, for an academy and school house, was subdi- 
 vided into four lots and sold for $409. 6G in the aggregate, 
 and that $30.00 of this amount was paid for another lot, 
 and the balance was expendid in the erection and furnish- 
 ing of a frame school houi^e thereon, the items of which ex- 
 penditure are given, showing that a stove, nails and glass 
 amounted to ^76.32. Metal materials were then much higher 
 than now. Tlie stove cost $31.00. 
 
 This building, it further appears from the same record, 
 "was used both as a Court House and meeting house fur some 
 time, while the Court House was building." 
 
 From this time until the organization of the schools, under 
 an act of the Legislature, passed February 16, 1849, entitled 
 "An Act for the Support and Regulation of Common Schools 
 in District No. 4, in Washington towns-hip, Preble County, 
 in tills State," we cannot give .many details of interest. 
 
 We have not been able to find any records or reports of 
 schools during this period, and cannot state, except from tra- 
 dition, how acfiommodations were provided, current expenses 
 were paid, etc. 
 
 Gen. Hendricks, in a long letter, received since this history 
 was prepared, furnishes from memory, in the absence of mem- 
 oranda, which he had not at hand, a pretty full history of 
 the schools of Eaton and vicinity from 1806 to 1850, wliich 
 we regret cannot be inserted. It appears from his letter that 
 the first school iiouses were "log," with but little furnishing, 
 some not even "chinked" or "daubed" until winter ; and 
 then, for windows, at a convenient height a log was taken 
 out and greased paper, instead of glass, used, making a win* 
 
dow "all long but no wide." The second class of school 
 building, he says, was the "hip-roofed frame" — doubtless the 
 one which was used both as a Court House and meeting 
 house while the Court House was building. School accom- 
 modations, he says, were provided- by voluntary contribu- 
 tions. Fuel was provided by "a chopping frolic." Most 
 teachers permitted indigent pujiils to attend free. One, he 
 says, undertook to seize chattels (the dog irons of a poor widow) 
 for pay and came out second best. The branches taught 
 were Orthography, Eeading, Writing, and Arithmetic to the 
 "single rule of three." One teacher he mentions — a Presby- 
 terian minister by the name of Gaines — he says taught all the 
 dead, but none of the living languages, promoting his pupils 
 at once from Dilhvorth Sjielling Book to Latin, Greek and 
 Hebrew. Nearly all the old-time teachers used the rod, and 
 used it freely, some of them soaking their switches, and using 
 as much as three at a time on the largest scholars. 
 
 After describing a number of pioneer teachers, who came 
 and went from 1819 to 182G, "with but little fame or learn- 
 ing," he says: "In 1826, Hon. Abncr Haines came to our 
 town, staff in one hand and a new pair of .shoes in tiie other, 
 who, by the generous aid of C. Van Ausdal and Sheriff 
 John Hawkins, raised a school, as all previous schools were 
 raised, by subsoription. Terms, $1.50 per scliolar for Spell- 
 ing, Reading and Writing, and $2.00 per quarter of sixtv- 
 five days for Arithmetic and English Grammar in addition." 
 "The Judge," says Mr. H., "was a success as a teacher." 
 Gen. H. then describes his own teaching as follows: "In 
 1827-8-9 and j)art of 1830,' your humble servant, flushed 
 with success as a country teacher, taught about three years 
 in Eaton, having enrolled on my list the names of 120 
 scholars — range of attendance 70 to 100. I taught from 
 eigiit to ten hours a day, 'setting' all 'the copies,' and made, 
 and mended all the pens for from 40 to 60 scholars out of 
 school hours. Had never less than four, and often eioht, 
 classes reciting at once, and all 'studied out' sometimes with 
 a deafening yell. Notwithstanding all this noise and appar- 
 ent confusion, I never knew greater advances made, before or 
 since, by a whole school." 
 
The school population of Eaton had increased, long before 
 the passage of the act of 1849, beyond the capacity of the 
 building which had previously been erected, and there was 
 no successful attempt at grading or classification. 
 
 II, ADOPTION AND OEGANIZATION OP THE GEADED 
 
 SYSTEM. 
 
 Since the organization of the schools of Eaton and adja- 
 cent territory included under the name of "District No. 4, 
 Washington Township," we have full records, arid can re- 
 port progress towards a graded system. 
 
 The territory included in this District is one and a half 
 miles square, including, of course, the town. 
 
 This act provided for the election of six Directors and their 
 division into three classes, so that, after the first election, two 
 Directors should be elected annually for the term of three 
 years, with power to the Board to fill vacancies, and that said 
 Board should organize by electing a President, Secretary and 
 Treasurer. The act gave the Board "the entire management 
 and control of all the schools in said District ;" required them 
 to establish within its bounds three or more Common Schools, 
 in which the rudiments of an English education shall be 
 taught for at least eight months in each year ; to make all 
 necessary rules and regulations for the government of both 
 teachers and pupils ; to purchase all necessary books and ap- 
 paratus for poor and indigent children ; to determine what 
 branches should be taught in any or all of the schools ; to 
 admit scholars from abroad ; to levy taxes not exceeding 
 three mills on the dollar, to be -assessed on the valuation of 
 taxable property in the District to raise funds, in addition to 
 the Common School Fund, to defray the expenses of the sys- 
 tem; to appoint a Board of Examiners for said District, 
 whose dilty it should be to examine all persons applying to 
 become teachers in such District ; to superintend the progress 
 of the scholars in said District, and personally ascertain the 
 order and government of the scholars; to adopt text books, 
 and to see that the scholars are properly classified and im- 
 partially dealt with ; and, for the purpose of securing these 
 
ends, it was made the duty of the Board, or some members 
 thereof, to visit the schools at least once every month and ob- 
 serve the discipline, mode • of instruction, progress of the 
 scholars in each department, etc., etc. 
 
 The persons most active in securing the passage of this act 
 were probably the first Board of Directors elected under it, 
 who were : Abner Haines, W. H. H. B. Minor, John Acton, 
 Hiram Jones, Benjamin Neal and Richard M. Stannah. 
 Hon. Geo. D. Hendricks and Hon. Felix Marsh, both citi- 
 zens of Eaton, were then members of the State Legislature 
 and urged and voted for it. 
 
 Like every other marked change in a school system, this 
 one met with some opposition, but it was soon generally ac- 
 quiesced in and put in operation ; and, under the provisions 
 of the act in question, the erection of a new two story brick 
 school building, with four rooms, was let to contract to Pier- 
 son Smith for |3,597.23, under the superintendency of Ellis 
 Minshall, then a Director, who was also authorized to sell 
 the old frame building in the north part of town, on which 
 the new one was to be erected, and alsr the old brick build- 
 ing and lot in the south part. 
 
 On the 30th day of November, 1850, Superintendent Min- 
 shall reported the building completed according to contract, 
 with a few unimportant exceptions ; and the first school in it 
 was opened December 2, 1850, under the following teachers, 
 at the prices named : David M. Morrow, Superintendent and 
 teacher, room No. 4, at |1.50 per day; Enos Adamson, 
 room No. 3, at $1.25 per day; Mary A. Gram, room No. 2, 
 at 80 cents per day; and Miss M. E. Merthiet, room No. 1, 
 at 80 cents per day. 
 
 Mr. Morrow was a grandson of Governor Morrow, of Ohio. 
 He died about a year ago in Wisconsin. 
 
 The building thus opened soon proved inadequate for the 
 increasing number of pupils, but the Board took no formal 
 steps for the erection of an additional building until the 22d 
 day of January, 1859, when they resolved to build another 
 brick school house. 
 
 In the mean time, school rooms were rented, and the pub- 
 
lie church was used for school purposes until the second build- 
 ing was completed. 
 
 The difficulty of classification before the opening of the 
 second building was such as could riot be fully overcome, and 
 was so great that the Board, on the 24th of April, 1858, di- 
 rected the Superintendent "to devote two days of each month 
 for the purpose of classification." 
 
 Superintendent Morris, then in charge of the schools, 
 writes, in reference to his effort for classification, that it pro- 
 duced "much weariness of the flesh." 
 
 The second school building, determined upon in January, 
 185i), was not completed until September 12, 1864, and then 
 only three rooms were finished and occupied. 
 
 This event marks a new epoch in the history of the Eaton 
 schools. 
 
 Six departments were now opened and numbered from 1 to 
 6. Three teachers were assigned to each building. The 
 corps and their wages were as follows : M. L. Holt, Superin- 
 tendent and teacher. Sixth Department, at $4,00 per day; 
 S. S. Dlx, Fifth, $4.00; Sophie Miller, Fourth, |1.50 ; 
 Maggie McClung, Third, $1.50 ; Maria Balentine, Second, 
 $1.25, and Lucy Stroud, First, $1.25; 
 
 The branches taught at this period were the common 
 branches and ,i few of the higher. 
 
 The new building thus erected is brick, two stories, four 
 rooms in each, with cellar, intended for heating apparatus, 
 but which has not as yet been provided. 
 
 It is pleasantly situated at the southeast extremity of the 
 town, upon an elevated site of four acres of ground. At the 
 period of opening schools in the same, the grounds were not 
 improved ; no ornamentation and but indifferent out-buildings 
 were provided. Much room still existed for "improvements 
 in the system," which will be spoken of under that head ; but 
 it may be said that, in the way of furniture, maps, black- 
 boards, etc., we were up with the times for villages of like 
 size. 
 
III. GEOWTH or THE SYSTEM. 
 
 The growth of the schools of Eaton will appear further 
 by the following statistical table : 
 
 1845. 1855. 1865. 1875. 
 
 Number of pupils enumerated 495 630 722 
 
 Number of pupils enrolled 379 403 548 
 
 Average daily attendance 203 294 413 
 
 Number of teachers 5 7' 11 
 
 Number of school rooms 5 7 11 
 
 Number of grades 4 4 10 
 
 Number of weeks in session 32 32 36 
 
 Amountpaid teachers $1,284 80 $2,480 00 55,864 94 
 
 Total expenditures 2,512 45 3,423 00 11,36173 
 
 Value of school property 10,000 00 25,000 00 30,000 00 
 
 IV. IMPEOVEMENTS OP THE SYSTEM. 
 
 Changes in classificatten and grading were from time to 
 time made. Some of these, as well as changes in text books 
 and course of study, will appear by the following action of the 
 Board at the times stated : 
 
 March 16, 1852, Mandrill's Series of Readers adopted. 
 
 December 2, 1852, Cutter's Physiology introduced. 
 
 May 8, 1855, Ray's Arithmetic, parts 1 and 2, adopted, in 
 place of Stoddard's. 
 
 February 18, 1859, Mitchell's Geography and Atlas 
 adopted as a class book. 
 
 October 21, 1862, Board ordered exchange of Mandrill's 
 Readers for McGrriffey's New Eclectic Readers. 
 
 November 3, 1868, Harvey's Grammar adopted. 
 
 August 6, 1869, Board fix branches to be taught in highest 
 department : Latin, Algebra, Geometry, Physiology, History, 
 Composition, and such other appropriate branches as may 
 appear necessary. 
 
 September 7, 1869, Board adopted Anderson's Grammar 
 School History. 
 
 June 11, 1870, German Department established. 
 
 September 5, 1870, C Grammar grade established. 
 
 December 12, 1870, Additional (3) Primary Department 
 created. 
 
August 22, 1871, regular course of study in all depart- 
 ments provided for and new code of rules and regulations 
 adopted. 
 
 These rules and regulations and course of study were 
 adopted on the recommendation of Superintendent Barnhart, 
 and published, by order of the Board, in pamphlet form. 
 
 These rules were copied, in part, from the Manual of the 
 Cleveland and Dayton schools, due acknowledgment of which 
 was made. 
 
 Of course, much embodied in these rules and course of 
 study were in force before, but the adoption and publication 
 of the Manual secured more system and stability in our 
 schools. 
 
 These rules fix the Academic year at thirty-six weeks, to 
 commence on the first Monday in September, and to be di- 
 vided into three terms — the first to continue sixteen weeks, 
 the second twelve, the third eight — with vacations of such a 
 length intervening as might be designated by the Board. 
 The rules further provide for the purchase of books, to be 
 loaned to children whose parents are unable to supply them ; 
 fix the prices of tuition for foreign pupils for A Grammar 
 and High School at $8.00 for the first term, $6.00 for the 
 second and $4.00 for the third, and in the other grades at 
 $6.00 for first, $4.50 for second and $3.00 for the third term ; 
 provide for monthly examination of pupils and final exami- 
 nation for promotion at the close of third term ; that stu- 
 dents "who have properly completed the course prescribed in 
 the High School shall, at graduation, receive diplomas certi- 
 fying the same, and signed by the President and Secretary of 
 the Board and by the Superintendent ;" define the duties of 
 Superintendent, in general and in detail, as far as possible, 
 requiring him to direct the classification of the pupils, pro- 
 mote the same from one department to another, when found 
 competent, give direction in manner of teaching and govern- 
 ment, aid in disciplining pupils, and give any instructions to 
 teachers in the several departments that may be necessary for 
 carrying out the object desired ; to visit the difierent depart- 
 ments, examine classes, investigate grievances, and redress or 
 
refer same to the Board ; see that parents are notified of ab- 
 sence of their children, notice cases of tardiness or other irreg- 
 ularities of teachers and want of order in their rooms ; see 
 that the janitors discharge their duties ; to hold weekly meet- 
 ings of teachers, and require of each of them a full report of 
 the past week, as to attendance, punctuality, deportment, 
 etc., and, at such meetings, consult with teachers in regard to 
 the welfare of their respective departments, hear complaints 
 of teachers and adjust the difficulties ; inspect the grounds 
 and buildings from time to time, and report to the Board 
 whenever their condition-and arrangement is not adapted to 
 the best classification of the schools or is not convenient ; re- 
 quire him, also, to make monthly, term and annual reports 
 to the Board ; to be present (unless otherwise directed) at the 
 meetings of the Board ; and, when not occupied by his other 
 duties, to assist in teaching in the High School Department. 
 
 These rules also define the duties of teachers and pupils. 
 Space will not permit a statement of these duties in detail. 
 Their leading object is to secure punctuality of attendance, 
 diligence in imparting and receiving instruction, and obedi- 
 Ihce to all the requirements of the Board. 
 
 The course of study prescribed was as follows : 
 
 COURSE OF INSTRUCTION. 
 
 PRIMARY NORTH AND SOUTH. 
 
 Oral Lessons, Lessons on Objects, Counting, Addition and 
 Subtraction (three orders). Drawing Plain Geometric Forms 
 and Copying from Objects, Spelling, "Writing (Slate and 
 Board), Phonic Reader (B Division), Second Reader (A 
 Division), Calisthenics and Music. 
 
 FIRST INTERMEDIATK NORTH AND SOUTH. 
 
 Oral Lessons and Lessons on Objects, Roman Numerals, 
 Fundamental Rules (four orders), Aratic Notation and Nu- 
 meration (to 1,000,000), Drawing Solid Geometric Forms and 
 Copying from Objects, Spelling, Writing (Slate and Board), 
 Third Reader, Calisthenics and Music. 
 
SECOND INTERMEDIATE NOETH AND SOUTH. 
 
 Ray's Rudiments to Fractions (or an equivalent), Elemen- 
 tary Geography, Writing (books 1 and 2), Spelling, Drawing 
 from Objects and Copy, Fourth Reader, Music. 
 
 C GKAMMAE SOUTH. 
 
 Mental and Practical Arithmetic (to ratio), Intermediate 
 Geography (first half), Map Drawing, Writing (books 3 and 
 4), Spelling, Fifth Reader (first half), Grammar (oral). 
 Music. 
 
 B GRAMMAR — NOETH. 
 
 Mental and Practical Arithmetic (to Exchange of Curren- 
 cies), Intermediate Geography (complete). Primary Gram- 
 mar (complete), Map Drawing, Spelling, Writing, (books 5 
 and 6), Fifth Reader (complete). Music. 
 
 A GEAMMAE — SOUTH. 
 
 Mental and Practical Arithmetic (complete), Common 
 School Geography, Writing (books 7 and 8), Orthography, 
 Map Drawing, English Grammar (complete). Algebra (to 
 Equations), Music. 
 
 HIGH SCHOOL— SOUTH. 
 
 FIRST YEAE. 
 
 First Term — Continue Algebra, first part. Human Anat- 
 omy and Physiology. Begin Latin or German, or both. 
 
 Second Term — Complete Algebra, first part. Begin English 
 Analysis. Continue Latin or German, or both. 
 
 Third Term — Begin higher Arithmetic. Complete English 
 Analysis. Latin or German Reader, or both. 
 
 JUNIOE YEAE. 
 
 First Term — Continue higher Arithmetic. Begin Elemen- 
 tary Geometry. Csesar or Tell, or both. 
 
 Second Term — Continue Elementary Geometry. Begin 
 Natural Philosophy. Csesar or Tell, or both. 
 
Third Term — Begin higher Algebra. Continue Natural 
 Philosophy. Begin Virgil. 
 
 SENIOR YEAR. 
 
 First Term — Higher Algebra. English Composition or 
 Physical Geography. Virgil. Begin Greek (optional). 
 
 Second Term — Higher Algebra, General History, Cicero's 
 Orations, Greek Reader (optional). 
 
 Third Term — Constitution of Ohio, and United States, 
 Cicero's Orations, General Review, Anabasis (optional). 
 
 GERMAN DEPARTMENT. 
 
 As this must necessarily be a miscellaneous department, it 
 is difficult to establisl) a permanent course of instruction. 
 Proper arrangements will be made, from time to time, to meet 
 the wants of this school; however, pupils who enter this de- 
 partment during the first term must remain here throughout 
 the term, and those who enter during the second term must 
 remain here the remainder of the school year. 
 
 Note. — In the Primary, 1st and 2d Intermediate and Ger- 
 man departments, Language Lessons and Composition are to 
 be considered in the course, and in all other departments Com- 
 position, and also recitations, declamations and original Eng- 
 lish productions are essential as often as desired by the Super- 
 intendent. Whenever the Primary rooms become too much 
 crowded, a new grade for Primaries will be formed tempora- 
 rily in the South Building, as has been the case heretofore. 
 
 The German department was discontinued in 1873. 
 
 The above course has been modified to suit new grading 
 hereinafter spoken of. The following are the more import- 
 ant modifications now in force : 
 
 Grade 1, same as B Primary. 
 
 Grade 2, same as A Primary, except that First Reader 
 is used instead of Second. 
 
 Grade 3, same as 1st Intermediate, except that Second 
 Reader is used instead of Third. 
 
 Grade 4, slate exercises in fundamental rules, numbers not 
 
to exceed 10,000 ; Spelling, Writing, (slate, board and book), 
 Third Reader, Music. 
 
 Grade 5, Slate Exercises, as in grade 4. Spelling, Writ- 
 ing, Third Reader. 
 
 Grade 6, Ray's Rudiments to Fractions ; Spelling, Writ- 
 ing, Elementary Geography. Reading — Fourth Reader. 
 
 Grade 7. Complete Ray's Rudiments of Arithmetic, Spell- 
 ing, Writing of Elementary Geography. Reading — Fourth 
 Reader; Map Drawing. 
 
 Grade 8, same as C Grammar. 
 
 Grade 9, same as B Grammar. 
 
 Grade 10, same as A Grammar. 
 
 High School course not materially changed. In the first 
 second, third, fourth and fifth grades, special attention is 
 given to correcting language of pupils and to the proper use 
 of words. In all the other grades, composition receives care- 
 ful attention. Drawing is but imperfectly taught, because 
 the teachers have not been taught in that important branch. 
 
 The most important change in grading was introduced in 
 1874, on the recommendation of Superintendgnt W. L. Shaw. 
 Instead of dividing grades, as previously, into Primary, First 
 and Second Intermediate, A, B and C Grammar, they were 
 distinguished by members from No. 1 to No. 10, exclusive 
 of High School; and instead of containing, as did the Inter- 
 mediate and Grammar grades, two classes, each (A and B), 
 each room (except Nos. 1 and 2 Primary), contain but one 
 class. 
 
 This change met a very determined opposition from a por- 
 tion of our citizens, principally on account of the increased 
 distances some of their children had to go to school over that 
 required under the previous arrangement. 
 
 This change produced some inequalities in the number of 
 pupils on the opening of schools this year, to remedy which 
 a temporary change in assignment of scholars in certain grades 
 was made, but it is hoped that the " one class " principle of 
 the system will adjust itself, and prove a decided improve- 
 ment over the two-class arrangement of the previous system 
 of grading. 
 
' The principal change in the mode of conducting examina- 
 tion oi pupils was the introduction of written examinations. 
 This change was not effected all at once. It is now, how- 
 ever, fully established, and is considered a decided improve- 
 ment over oral examinations, or examination by classes of 
 one pupil in presence of others. 
 
 Improvements in school accommodations, buildings, furni- 
 ture, apparatus, etc., worthy of note, have been made as 
 follows : 
 
 The two buildings alluded to contain, as stated in the ag- 
 gregate, twelve rooms, nearly all of which are furnished with 
 the Exuelsior Seat, manufactured at Eaton, which we consider 
 one of the best school seats in use ; the rooms, which require it, 
 are supplied with maps and charts, and are all provided with 
 large-sized blackboards, in good order, and the Board furnish 
 crayon and erasers for the pupils. The rooms are all pro- 
 vided with small clocks, the highest department at North 
 Building and High School, South Building, are supplied with 
 organs, and the Board, in 1874, purchased a fine philosophi- 
 cal apparatus, af a cost of $175.00, 
 
 The grounds belonging to the North Building are rather 
 small, and do not admit of proper ornamentation or land- 
 scape improvements; but they have been graded and pretty 
 well shaded with forest trees, but cannot be swarded, as they 
 are all needed for playgrounds. In 1874, the grounds be- 
 longing to the South Building were properly graded, forming 
 a gentle descent on the north (fronting Israel street), and a 
 more rapid but not abrupt descent to the west, with nearly 
 level grounds to the east and south. A new fence, with iron 
 rod pickets, was constructed on the front (Israel street), and 
 neatly painted ; two large and well constructed privies were 
 erected, and walks were graveled. 
 
 In the spring of 1875, the grounds were sown with mixed 
 grass seed, which took, and they were also thickly set with 
 forest (maple) and evergreen trees, nearly all of which are 
 growing. , In a few years we cannot but have one of the finest 
 campus grounds to be, met with. 
 
No school library was ever organized, except that provided 
 under the school law of 1853, the library pro\^isions of which, 
 it is known, were in force only a few years. There still re- 
 mains a portion of the books thus provided, but no great in- 
 erest attaches to them. 
 
 OEGAUIZATION AND GEOWTH 01 A HIGH SCHOOL. 
 
 The highest department of our schools was growing into a 
 High School from 1850 to 1872, at wliich last period it was 
 fully recognized as such, and we think entitled to that desig- 
 nation. 
 
 The present course of study in the High School is, as 
 stated, substantially as prescribed in printed manual of 1871. 
 
 The intention of this department is to prepare its graduates 
 to enter the Freshman Class of first-class Colleges, which we 
 think it can do. 
 
 The first class graduated from this school, at the close of 
 the school year ending in June, 1872, when regular Commence- 
 ment Exercises were held, as they have been each year since, 
 attended with great interest by the public. 
 
 The following are the names of graduates : 
 
 CLASS OF 1872. 
 
 William Neal, Frank G. Thompson, Emma Tizzard, Eddie 
 Worrall. 
 
 CLASS OF 1873. ' 
 
 Charles V. Hendricks, J. P. Sharkey, Mary B. Show. 
 
 CLASS OF 1874. 
 
 Marianna Morris, John Risinger, Abel Hisinger, J. W. B. 
 Siders. 
 
 CLASS OF 1875. 
 
 Minnie Foos, Kate Huston, Susan L. Lockwood, Minne- 
 haha Rensmain, Kate L. Thompson, Mary Tingle, Lizzie 
 Truax, William Campbell, Frank C. Marley, Levin Siler. 
 
SENIOE CLASS OF 1876. 
 (To Graduate in June.) 
 
 Lola Alexander, Grace Hendricks, Ella Huston, Clarence 
 A. Miller, Clarence G. Reynolds, Alice Sliver, William D. 
 Stephens. 
 
 The Principal of the High School, in 1872, when the first 
 graduation took place, was Miss Catherine Oaks. She was 
 re-employed for the next year, but soon after resigned, to 
 accept a position in Antioch College, and Miss Oliva T. Al- 
 derman was employed as Principal, and she has remained in 
 charge ever since. ' 
 
 The public highly appreciate this department. But few, 
 if any, of our citizens now pretend to send their children to 
 Colleges or Academies "without first having them graduate 
 from the High School. Pupils from abroad also seek it. 
 
 It would be invidious to name any particular one or more 
 of our graduates who have become distinguished for superior 
 ability Or service. Most of tliem have engaged in teaching. 
 Four of them. Miss Tingle, Miss Show, Miss Rensman, and 
 Mr. Thompson, are now teaching in our own schools with 
 success. Others are at College. 
 
 SUPEUVISION. 
 
 We have already indicated the progress of our schools up 
 to a permanent Superintendeney over all the departments. 
 *rhis point was fairly reached in 1867, when Capt. William 
 L. Shaw was employed as Superintendent. Previous to this 
 time it could hardly be said the principal teacher, though 
 sometimes'' called Superintendent, had the full control and 
 authority of Superintendent. But regarding the principal 
 teacher before this time in that light, the following are the 
 names in order, terms of service, and salaries of Superintend- 
 ents since 1850 : 
 
 D. M. Morrow, one year— 1850-51 $1.50 per day. 
 
 James Long, two terms, 1851-2 1.62^ " 
 
 Samuel McClune, one year, 1852-3 1.62^, " 
 
I. S. Morris, from March, 1853, to close of schools, in 1860. 
 Salary, first year, $500.00; second, §500.00; third, ^600.00 ; 
 fourth, $600.00; fifth, $700.00; sixth, $700.00; last year, $3.00 
 per day. 
 
 A. McAdow 1860-1 $3.00 per day. 
 
 J.N.Lake 1861-2 2.00 
 
 A. C. Messenger...l862-3 1.75 
 
 S. S. Dix 1863^ 3.00 
 
 M.L.Holt 1864-5 4.00 
 
 J.N. Lake 1865-6 4.00 
 
 S. S. Dix 1866-7 4.00 
 
 C.C. Fetherling...l867 (vacancy) 3.00 • " 
 
 W. L. Shaw 1867-8 1,200 per year. 
 
 Same 1868-9 1,200 
 
 Same, employed for 1869-70 at $1,500, but re- 
 signed October 21, 1869. 
 
 Peter Sellers 1869-70 ,.1,200 ' " 
 
 W. C. Barnhart..l870-71 1,400 
 
 Same 1871-72 1,400 
 
 Same 1872-73 1,500 
 
 B. P. Morgan 1873-74 1,150 
 
 (Mr. M. resigned March 27, 1874). 
 
 W.L.Shaw 1874-75 1,500 
 
 L. D. Brown 1875-76 1,300 
 
 The amount of time devoted by each in school hours to 
 supervision, cannot be definitely stated. Prior to 1867, but 
 a small fraction, since then about one-third. 
 
 No definite measures have been employed by the Board to 
 secure the improvement of teachers, except to require from 
 time to time a higher standard and better certificates, and to 
 enhance wages and promote for success in teaching. The 
 teachers adopt measures to improve themselves, by attending 
 Institutes, visiting other schools, etc. 
 
 The Board allows each teacher one day in the school year 
 to visit other graded schools, and one- fourth day each month 
 to visit the rooms of each other. 
 
 No particular method has been adopted of examining and 
 employing teachers. Generally written applications are re- 
 quired, and recommendations and references from new appli- 
 
cants. But personal interviews are much preferred with new 
 applicants, to applications by letter, sustained bj' recommen- 
 dations. 
 
 The best evidence of the value of supervision is the results 
 of it since this policy was adopted. It is difBcult to describe 
 these results. They can be seen in the workings of the 
 schools, the order and discipline, and the advanced standard 
 of scholarships produced. 
 
 From 1850 to 1853, while the act of 1849 remained in 
 force, the District had its own Board of School Examiners. 
 The list would be too long to name all these. 
 
 After tlie County Board of Examiners reached a proper 
 point of efficiency, which was soon after 1850, a certificate 
 from them was generally accepted in lieu of a formal exam- 
 ination by the District Board. 
 
 The following is the roll of the members of the Board of 
 Education since the organization, in 1850, with the approxi- 
 mate period of service and offices held in the Board : 
 
 W. J. Gilmore, Secretary 12 years. 
 
 W. H. H. B. Minor, President and Treasurer 9 " 
 
 Ellis Minshall, Treasurer 9 " 
 
 George W. Thompson, Prest, Sec'y and Treas 9 " 
 
 A. Haines, Presid/ent 8 " 
 
 W. B. Tizzard, Secretary 7 " 
 
 C. F. Brooke, Treasurer .- 7 " 
 
 George D. Hendricks, President 6 " <i 
 
 C. W. Swain, President and Treasurer 6 " 
 
 .J. W. King, President 6 " 
 
 William Curry, Treasurer 5 " 
 
 E. W. McGuire, Secretary 5 " 
 
 Robert Miller, Secretary 6 '' 
 
 Benjamin Neal 4 " 
 
 Thomas J. Larsh, President 4 " 
 
 J. V. Campbell, Secretary and Treasurer 4 
 
 J. N. Lake, President 4 
 
 S. S. Dix 4 " 
 
 R. G. D. McKemy 3 " 
 
 B.Hubbard 3 " 
 
 P. M. Grume, President 3 " 
 
 J. P. Brokins, Secretary 3 " 
 
 Melyne Miller 3 " 
 
 J. A. Crume 3 " 
 
R. E. Pryor, President 3 years. 
 
 Joseph Wilson, Treasurer 3 " 
 
 Joseph Fisher 3 " 
 
 J. L. Chambers, Secretary 3 " 
 
 J. D. Lauer 3 " 
 
 W. A. Swihart 3 " 
 
 W. C. M. Brookins, Secretary 3 " 
 
 W. C. Huston 3 " 
 
 Hiram Jones, Secretary 2 " 
 
 Josiah Campbell 2 '' 
 
 B. H. Alexander 2 " 
 
 L. C. Abbott, Secretary 2 " 
 
 John Acton, President - 
 
 R. M. Stannah 
 
 S. H. Hubbell, Treasurer 
 
 J. B. Drayer, Secretary 
 
 M. Filbert 
 
 R. Homan 
 
 G. W. Gans 
 
 Joseph N. Pinney 
 
 H. B. Vanausdal 
 
 C. P. Thum 
 
 C. W. Larsh, Secretary •. 
 
 The Board now in office, 1876, is as follows : 
 
 J. W. King, President ; C. F. Brooke, Treasurer ; W. C. 
 M. Brookins, Secretary ; W. C. Huston, Robert Miller, John 
 V. Campbell. 
 
 CORPS OF TEACHEES AND SALARIES. 
 
 IJt D. Brown, Superintendent $1,300.00 per year. 
 
 Oliva T. Alderman, Prin. High School.... 3.75 per day. 
 
 Elizabeth Lauer, Nos. 9 and 10 2.25 
 
 Susan Pence, No. 8 :.... 2.25 
 
 Kate Clabby, No. 7 2.25 
 
 P. G. Thompson, No. 6 2.25 
 
 Mary B. Show, No. 5 2.25 
 
 Minnie Rensman No. 4 2.00 
 
 Laura Corson, No. 3, (South) 2.25 
 
 Mary Tingle, No. 3, (North) 2.00 
 
 Mary Stevens, Nos. 1 and 2, (North) 2.50 
 
 Mary Gard, Nos. 1 and 2, (South) 2.25 
 
 In the preparation of the foregoing history, the under- 
 signed has been aided by other members and ex-membcrs of 
 the Board, Superintendent Brown and ex-Superintendents 
 
Morris, Barnhart and Shaw, and others acquainted with the 
 history and workings of our schools. 
 
 With its acknowledged imperfections, it is hoped that it 
 will be found of sufficient interest to secure a place in the 
 History of the Schools of Ohio, to be exhibited at the Cen- 
 tennial. 
 
 ROEEET MILLER, 
 
 CommUtee. 
 
HISTORY OF ELYRIA SC^HOOLS 
 
 PROM 
 
 Settlement of the Village up to Jan. 1, 1876, 
 
 BY N. B. GATES; 
 
 Elyria, which now comprises the Union Schools of our 
 village, was settled by Henian Ely and his associates, a small 
 colony from West Springfield, Mass., in the year 1817. This 
 colony was soon increased by other settlers from other New 
 England States, and from the State of New York, who were 
 descended from the same parent stock. These early settlers 
 were generally imbued with the importance of establishing a 
 ^system of schools, adequiitc to giving eveiv child a good 
 common-school education. 
 
 THE FIUST SCHOOL HOUSE 
 
 Erected in the now Union School District of Elyria, was :i 
 log building, situated on the hill near the east end of the bridge 
 over the raili-oad, on or about the year 1820. This, for a time, 
 was used both for school and church purposes, by the early 
 settlers of town and township. Some 3'^ears after, there was 
 erected on the west side of the Public Square what was called 
 the " Yellow School House, " in which was kept the only 
 district or public school in Elyria corporation, for a series of 
 years. This building was two stories high. In the lower 
 room was taught the distiict school ; in the upper, a select 
 
scbool. tor. L. D. feiswold, .Tatez L. Burrell, stud otkei^M, 
 during that time, taught the district school. Miss Mar)' 
 G-reen, now the widow of Thompson Miles, and others, taught 
 the select school. 
 
 liAELY HISTOEY AND STEITGGLBS. 
 
 Owing to defective laws, and the struggles of the 
 early pioneers, incident to all new settlers in a heavily- 
 timbered country, very little progress was made in educa- 
 tional matters until the year 1831, when Heman Ely 
 erected what was considered for those days, a large .and com- 
 modious building for the Elyria High School. In 1832, the 
 Rev. John Monteith, then a resident of Cambridge, Washington 
 county, New York, was called to open and take the superin- 
 tendence of the Elyi'ia High School. Ditring that year, Mr. 
 Monteith, as jirincipal, assisted by his M'ife and Miss Mary 
 Eells, opened the Elyria High School under favorable auspices, 
 as was considered for that day and age. In that school the 
 pupils were not only instructed in the common and elementary 
 branches, but were also taught in the more advanced studies, 
 fitting for college all those who were inclined in that 
 direction. It was at this school that J. H. Fairchild, now 
 President of OberJin (O.) College, and his brother, E. H. 
 Fairchild, now President of Berea (Ky.) College, were wholly, 
 or in part, prepared to enter college. In 1835, Mr. Monteith 
 was succeeded in this school by Mr. and Mrs. Branch, from 
 Oberlin College. After them. Dr. A. B. Brown and wife taught 
 one year. In 1836, the Rev. John P. Cowles, formerly 
 professor in Oberlin. College, and his wife, took charge of the 
 Elyria High School, and continued in the same to 1844, when 
 he was succeeded by the Rev. Mr. Mills, and after him, Luther 
 M. Oviatt. During all these years, the common schools, par- 
 ticularly in district No. 1, including the incorpoi-ated village 
 of Elyria, were at a low ebb, and very little attention was paid 
 to them. 
 
11,065 TAX V6¥l!t) DOWN. 
 
 In -the early spring of 1846, a meeting was called by 
 the voters of school district No. 1, for the pui'pose of voting a 
 tax to build a school-house for the uses of said district. At 
 that meeting, a motion was made to raise, by taxation, the 
 sum of $1,000, for the purposes aforesaid, which motion was 
 opposed by the heaviest tax-payers of the district, and was 
 voted down. Many of the citizens of the district, feeling 
 mortified and chagrined at this vote, held a council, and 
 determined not to " give it up so, " but to persevere. A bill 
 was drawn u]), dividing district No. 1 into two school districts, 
 Nos. i and 9, and sent immediately to the Legislature at 
 Columbus, then in session, which was at onco passed into a 
 law. 
 
 JllViniS ANn CONQUER. 
 
 The next winter, the friends of common schools organized, 
 and put their plans into operation. Their policy was to divide 
 and conquer. Public meetings were called in districts Nos. 1 
 and 9, and, after a spirited contt'st, a tax of $1,000 was voted in 
 each of said districts, for the purpose of erecting a school-honse 
 in each, which was in due time cai-ried out, by erecting in 
 district No. 1, a stone, and in district No. 9, a brick school- 
 honse, both of which are standing to this day, as monuments 
 of the earh' struggles for the system of union schools, which 
 have become so much in fa\or with a large majority of the 
 jiatrons of the same. 
 
 NOTICE FOR ADOPTION. 
 
 In 1850, in accordance with a notice posted and published in 
 said village of Elyi-ia, notifying that a public meeting would be 
 held at the eo\irt house, on the 24th day of ]\[ay, 1850, to vote, 
 by ballot, for or against the adoption of an act passed by the 
 Ohio Legislature, Februray 21, 1849, entitled "an act to pro- 
 vide for the better regulation of public schools in cities and 
 towns, " etc., which notice was signed by Robbins Burrelli 
 
Roswell Snow, X. H. Manter, Henick Parker, Tabor Wood, 
 ;ind William Olcott, and dated Elyria, May 13, 1850. The 
 meeting was held in accordance with the aforesaid notice, 
 and the qualified voters then and there voted to accept the 
 provisions of said school law. In pursuance of the requisite 
 legal notice, an election was held at the court house, on the 
 8th day of June, 1850, and the following directors were elected 
 to put in operation, the Elyria Union School, to wit :■ For three 
 years, E. DeWitt and O. Cowles ; for two years, M. W. Pond 
 and Tabor Wood ; for one year, C. S. Goodwin and P. C. 
 DoUey. In due time the directors perfected their organization 
 by electing. E. DeWitt, President, and P. C. Dolley, Secretary. 
 
 STARTED ON ITS CABEER. 
 
 Jn the winter of 1850-51, the Elyria Union School started 
 on its career by securing the services of Jason B. Canfield as 
 Supei'intendent, at a salary of $30 per month, with two female 
 assistants, with a compensation of |i4 per week. In 1851, Mr- 
 ~M. J. Oatman, of Buifalo, was appointed Superintendent of said 
 schools, at a salary of 1450 per annum. Mr. Oatman was re- 
 employed for ] 852, at a salary of 1600; again employed for 
 1853, for ^600 ; in 1854, at $700. Mr. N. W. DeMunn com- 
 mene-eil as Superintendent of said schools, September 11, 1854, 
 at a salary of |700 ; re-employed for another year, 1855, at 
 $800 yer animm. Frank L. Robbins commenced as Superin- 
 tendent of siiiil schools, September 6, 1856, at a salary of $900 
 per annum. Mr. Joseph H. Barmmi commenced as Superinten- 
 dent, September 5, ]85'7, at a salary of 1900 per annum; 
 re-employed, 1858, at $900 per annum. Mr. W. C. Catlin 
 commenced as Superintendent, September 4th, 1859 ; salary, 
 $900 ; re-employed for the years 1860-61, at the same salary. 
 Ml-. Henry ]M. Parker A\iis employed as Superintendent in 
 August, 1862, at a salary of $600 ; re-employcd for 1863, at a 
 salary of $700. -John S. McKee, as Superintendent, 1864, at a 
 salary of $800. Mr. L. A. Mills, employed as Superintendent 
 
for 1866-66, at a salaiy of *1,000 ; re-employed for ISee-BV, at 
 same salary. Peter H. Kaiser, Supei'intendent for the year 
 1867-68 ; salary, |1,000. George N. Carruthers emijloyed as 
 Superintendent, 1868, at a salary of Sl,000 ; re-eniployed, 1869, 
 at a salary of $1,200 ; re-employed, ISlO, at a .salary of Sl,500 ; 
 re-employed, 1871, at a salary of -^1,500 ; re-employed, 1872, at 
 a salary of 11,500. Henry M. Parker, employed as Superin- 
 tendent, 1873, at a salary of $2,000 ; re-employed, 1874, at a 
 salary of $2,000 ; re-employed, 1875, at a salary of !?i2,000. 
 
 PI0JJEEB8 OF THE SYSTEM. 
 
 Tabor Wood, M. W. Pond, .uid P. C. Dolley, are justly 
 entitled to the eredit of laboring more zealously and assiduously, 
 perhaps, than any t)thers, in introducing and putting into 
 successful operation, the Elyria Tnion Scoools. ]M. J. Oatman, 
 the second Superintendent, having had some previous experi- 
 ence in teaching in eastern union and graded scliools, was ^^•ell 
 adapted by education, experience, and being, withal, a tliorongli 
 disciplinarian, to put the system into working order, and on 
 the high road to success. The following gentlemen have been 
 successively Presidents of tlie Board of Education : Elijali 
 DeWitt, Tabor Wood, Philemon Bliss, Luther D. Griswold, 
 George G. Washburn, Isaac S. ^letcalf, John H. Boyntoin 
 Henry E. Mussey, Thomas L. Nelson. 
 
 UNITY OF J'llE liO.VKD 
 
 The Board of Directors of the Elyria Union Schools ha\e 
 generally acted in harmon}-, having but one object in view : to 
 furnish the best facilities for the education of the nuisses. 
 They have said, and say now, to all children living witliin the 
 bounds of the Union School District : Cf)ine without money 
 and without price, to obtain an education. Every branch is 
 taught, saving that of Greek, to prepare pupils to entei' .-tny of 
 our colleges of learning. In addition to tlie ordinal y bi'anches, 
 there are also taught, .as specialties, ]jeunuiiiship, drawing, and 
 music, each by a competent professor. 
 
irAEblNESS AND IBBEGGlAfiITT i*f ATTENDANCii. 
 
 In the early history of our schools, these were a standing 
 gi'ievance, until the Board instituted a rule which worked Ji 
 suspension from school for these irregularities. A few examples 
 of this kind ; a few susjiensions, showing that the Board had 
 authority in these matters, had a most salutary effect, and 
 remedied the evil. 
 
 BIBLE IN THE SCHOOLS. 
 
 It has always been customary by the. Superintendent and 
 teachers, without any action or instruction on tlie part of the 
 Board, for or against the practice, to open the school in the 
 morning by reading or repeating passages of scripture, with- 
 out note or comment, and no opposition to their course has 
 over manifested itself, to any extent, on the part of the patrons 
 of our schools. Our people have wisely abstained from the 
 agitation of this subject. Their acts, in this I'egard, have 
 indicated that tliey are satisfied to let well enough alone. Our 
 schools have alwa3's been in the hands of their friends. Nn 
 pei'son has ever been elected to the Board ^^'ho was in any w;iy 
 an enemy to the system. All have had an eye single to tlieir 
 greatest efficieit<:y in jjromoting the mterest of education. 
 
 HMTMEEATION OP YOUTH 
 
 In I-Clyria Union School district, from six to twenty- 
 one years of age : 1855, males, 381 ; females, 408. 
 1865, males, 422; females, 454. 1875, males, 654; females, 
 686. 1875, colored males, 11 ; colored females, 13. Xo dis- 
 tinction is made in Elyria Union Schools on account of color. 
 They have always been admitted on equal terms by the acqui- 
 escence of all patrons of our schools, no opposition from any 
 one or from any quarter. Our people favor free and universal 
 education, and, if need be, make it compulsory. 
 
 from small beginnings the Elyria Union Schools have grown 
 and spread out until, at the present time, its structures consists 
 of six substantial stone and brick school buildings, with a Uigli 
 
School departmeiii witti female principal and iWo assistants, A- 
 B. C. and D. Grammar Schools, two Intermediate, and six 
 Primary Schools, all taught by females, and generally in a 
 flourishing and satisfactory condition. 
 
 SCHOOL BUILDINGS. 
 
 While it has been the purpose of the Board, and the people, 
 to furnish all necessary buildings, furniture, and apparatus foi- 
 the successful workings of our school, still they have always 
 refrained from going into those extravagancies which are so 
 common in manj- places, which have led to exorbitant taxes, and 
 created an opposition and prejudice against the system, 
 which a mqre moderate course, and a more judicious 
 expenditure of money, would have avoided. 
 
 " WISE 5IEN CHANGE. " 
 
 There is one fact connected with the Elyria scjiools which is 
 worthy of special notice in this brief history of the rise and 
 progress of the same. In the eai-ly struggles to establish this 
 admirable system of schools in Elyria, the whole scheme was 
 strenuously opposed by a majority of the active, influential 
 monied men of the place, while the poorer classes of all parties, 
 sects, creeds and pei'suasions, rallied to their support, and were 
 willing and did on all occasions and under all circumstances, 
 when called upon, vote all the taxes necessary to inaugurate 
 and perfect the system. But of late years this has changed 
 somewhat, and at a public meeting called at the Town Hall, in 
 the spring of 1875, for the purpose of voting to raise, by taxa- 
 tion, the sum of ten thousand dollars, to erect an additional 
 building to accommodate the increase of scholars in the Elyria 
 Union Schools, a matter which had become a necessity, an im- 
 perative one, the measure was only carried by one majority. 
 The actiVe business monied men of the district, many of them 
 were there to vote to tax themselves for that purpose, while the 
 poorer or more moderate tax payers were there to vote against 
 the tax. A certain religious sect were out in full force, to vote 
 
down the tax. The tax carried, the school house went up, and 
 is now ready for occupancy, a fine substantial brick building, 
 another monument erected to perpetuate free schools and free 
 institutions. 
 
 COJfCLUSIOIS. 
 
 The prevailing sentiment among the liberal and enlightened 
 patrons of the Elyria Union Schools, is to provide all suitable 
 acconunodations, the best and most experienced teachers, the 
 best modelled school buildings and fixtures, and to support the 
 same by taxing all property, fairly and equitably, thus offering 
 to all children betwee]i the ages of six and twenty-one, living 
 in the district, to avail themselves of these advantages to obtain 
 an education. Taxes levied and money expended in the educa- 
 tion of the rising generation without regard to sex, color or 
 nationality, is the true system, and the only safe one for a re- 
 publican form of government — where universal suffrage pre- 
 vails. Universal education and \ini\ersal suffrage are twin 
 sisters, the guardian angels of our liberties. They must go 
 hand in hand. There is no safety in one without the other. 
 This sentiment is fully endorsed among our people, and while 
 this is so, and the people are awake to the subject, the Elyria 
 Union Schools may be considered to be upon a permanent 
 basis, and will go on in the future as they have in the past, 
 educating and enlightening oui' youth, andfi^tting them for the 
 active duties and responsibilities of advancing years. 
 
HISTORY OF FINDLAY SCHOOLS. 
 
 The historians, of, Rome find fact and fancy so intimately 
 blended in accounts of its origin and rise, that they are often; 
 at a loss where to draw the line of separation^ and althongh 
 the histojri^n of. the Findlay schools has ■ had ■ no fables of 
 I?,om,Hlus or; the Seven Kings of. the Seven Hills to puzzle, 
 oyer, ypt( scarcely, less perplexing have been the efforts to har- 
 monize the accounts of the oldest inhabitants concerning 
 those times of which the memories of men run to the con- 
 trary, 
 
 Findlay was laid out in 1828, and, derived its name from 
 old , Fort Finley, built a short, distance north of the city.' 
 during the war of 1812. The spelling was subsequently- 
 changed to Findlay. 
 
 The history of its schools, at this early. date was similar 
 to that of most places of like origin. A small log school 
 hogse, where a school was kept supported by public funds, 
 succeeded the little " pay school i' which offered the only edu- 
 cational advantages of the early settlers. This stood on the * 
 present site of the C. S. & C. depot, and answered the double 
 purpose of church and school house until about 1835,' when a 
 building was completed, where the National Bank now stands • 
 on the southwestern corner of Main and Crawford streets ' 
 This building was alsoi used, for a court house, there being; 
 two. stories. This alliance continued until 1840, when the ■ 
 present court house was completed, and the old building was- 
 converted into a hotel. The school was moved from one place-' 
 to ano,th«y, until the completion of the new building on .the 
 corner ofjjEa^t and Crawford streets, in 184Q< This .was ^a . 
 two-story building of four rooms. 
 
Among the earliest teachers of note ma"y be mentioned the 
 name of John Bowman. He was a man of moderate attain- 
 ments, but he had that peculiar fitness and aptness to teach 
 wliich, with his genuine good nature and perfect honesty, 
 gained him the respect of both patrons and pupils. He died 
 in 1873, near Carey, Wyandot County, having left the 
 teachers' profession for that of farming, after a service of 
 about thirty-five years. 
 
 In 1852, under the law of 1849, the schools were divided 
 into four independent districts, two on the east side of Main 
 street and two on the west side, and school liouses were built 
 in each, the northeastern continuing to occupy the old bijild- 
 ing. Three of these soon abandoned their organizations, but 
 the southwestern still continues to exist under the name of 
 District No. 9, although several attempts have been made to 
 unite it with the other schools. These buildings, however, con- 
 tinued in use. There was no system of grading at this time 
 except that a few of the more advanced pupils were gathered 
 into the old building, where, in connection with more advancd 
 classes in the common branches, Algebra, Natural Philosophy, 
 and the like were sometimes taught: Otherwise the pupils 
 attended that school which was most convenient. 
 
 ' There were no changes of consequence in the management 
 of the schools for a number of years. 
 
 The enrollment slowly increased, and other small buildings 
 were from time to time erected for their accommodation. 
 These were, some of them, rather disreputable affairs, with 
 long seats around the walls, and tables in front instead of 
 desks, while the smaller pupils were not supposed to need 
 anything but a' small seat without any back. Upon seats of 
 this kind many of the men and women of to-day dragged 
 the long hours away, interrupted by an occasional monoto- 
 nous exercise in a-b ab. But the more fortunate little fellows 
 who attended one of the buildings sometimes varied the exer- 
 cises by creeping out a hole in the wall, which afforded con- 
 venient egress, and running the risk of getting back again 
 before the teacher should find it out; otherwise they were not 
 so fortunate. 
 
: Among those who had control of the schools during this 
 period may be mentioned Alonzo Kimber and W. K. Leon- 
 ard. Both were in office a considerable length of time, and 
 discharged their duties to the satisfaction of all. 
 
 In 1860, Mr. Ephraim Miller took charge of the schools, 
 lie devoted his time to teaching in the High School grade, 
 giving very little to the work of supervision. 
 
 There were classes at times in most of the ordinary High 
 School branches, but there was no prescribed course of study. 
 A considerable number of resident pupils were iai attendance, 
 ance and these, together with the others, each pursued whatever 
 course bis fancy dictated, without much regard to personal 
 fitness or the efficient working of the school. To a very, great 
 extent, pupils in the lower grades continued to be ranked 
 according to their size, the reader they were "in," or the 
 section of the town in which they happened to reside, and 
 other things being regarded as subsidiary to these, were 
 warped to suit the conditions of the basis. The fact that two 
 pupils were in the same reading class was no proof that they 
 were in the same class in arithmetic, or, in fact, that they 
 were even pursuing that study at all. 
 
 The schools also continued to occupy the same buildings 
 as before until the full of 1868, when the Central building 
 was completed. This is still the principal structure. It 
 is four stories high, including the basement, and is sur- 
 mounted by two towers, which give it a very commanding 
 appearance. A very pleasant and commodious hall occupies 
 a portion of the upper floor, and is used for general exercises 
 of the schools. The basement is used for playrooms in in- 
 clement weather and for the furnaces by which the building 
 is heated. The remainder is devoted to school rooms which 
 are well fitted up with modern appliances. 
 
 The old building was moved to the west end of Crawford 
 street, where it now stands, and is occupied by the Primary 
 schools of that section. The north building still continues 
 to answer a like purpose in the north end. 
 
 About this time, also, a set of chemical apd physical appa- 
 
ratns was purchased, which, although by nb aieans cbflflplete, 
 sapplies a want that was long felt. 
 
 Mr. Miller, at this time, made the first attempt at a system 
 of grading, which consisted of a course of study below the 
 High School, extending through seven years, viz : Junior 
 and Senior Primary, each consisting of two grades ; Second- 
 ary, Intermediate, and Grammar. Object lessons were intro- 
 duced into all the grades, and drawing into the Primary 
 tooms. There were also exercises in cornpositlon, dcclanaa- 
 tion, and map drawing prescribed in some of the higher 
 grades, and the word-method was employed in the lowest 
 Primary in connection with the alphabet. No exercises in 
 nnmbers were given until the third year. This was the 
 course marked out, but it was not closely followed, princi- 
 pally because the teachers employed were not acquainted with 
 the methods of teaching. 
 
 Two courses of study were adopted for the High School, 
 English and Classical, each extending through four years. 
 The Classical differed' from the English chiefly in substituting 
 the study of Latin and Greek for the higher English studies 
 and' some of the natural science.?, thus accommodating those 
 pupils who were preparing to enter college; 
 
 . Tiie schools continued in this way- for two years; the Super- 
 intendent teaching in the forenoom and! devoting the afcenlOoti 
 tbiSupervision. 
 
 Mr: Miller afi this time, 1870, re.'^igned' hig position, and' 
 accepted' a sirailfar oneiii Lawrence, Kansas. He Wa^ a man 
 of good education j and ani enthusiastic and ablfe teacher. He 
 waS' educate'di at Allegheny College; Penn. His successor 
 was William S. Wood, previously connected with the schools 
 of Cleveland. Hebegan-by giving all'the school^ a thorough 
 examination to determine the exact degree of advancement'ot 
 each pupil. He found* that' a great many pupils wfere in 
 grades ;for which ithey- were totally unfitted, but he put' each 
 oiiewbere he belonged; notwithstanding what lie or she might- 
 think' of it.. Wouijded pride naturally played- its' part' iii^ 
 creating considerable dissatisfaction at first; but ' gradually' 
 paieats.-andipupilsifell'ia-witb.the new regime, and accepted 
 
the sihiatibli. He also revised aild changed the course of 
 study into bne of eight grades, four JPrimafy and four 
 Grammar. Music was introduced into all the grades, and 
 a systematic course of Object Lessons into the Pi iiuary grades. 
 United States History was introdu(3ed into the A and BGi-arri- 
 raar classes. The four years High School courses were cut 
 drwn to three yearSj and Greek, or its equivalent, excluded. 
 Finding that thcfe were a number of pupils in the High 
 School who were principally pursuing the common brandies 
 for the purpose of becoming teachers, he organized them into 
 a: Normal Department, and prevailed uiion the Board to em- 
 ploy a {eacher for them. The prescribed courses of study^ 
 ap to this time, sefirn not to have been very strictly adhered 
 to, and no class was graduated from the High School until 
 the third year of Mr. Wood's administration. The second 
 year the upper floor of the Central building was completed, 
 making a total cost of about |40,000. Mention is due to 
 Mr. G. W. Galloway, ilnder whose special direction the 
 building was built. He was one of the oldest and most effi- 
 cient members of the Board. He retired alter a service of 
 about twenty-four years. 
 
 At the beginning of this year, the A and B Primaries were 
 separated,' as also were the C and D Grammar grades, arid 
 the High School and A, and B Grammar grades' Vere moved 
 into' the upper story, the Gramrhar grade's remaining under 
 one' teabher as before. 
 
 Elementary Physibs was also introduced into'the B Gram- 
 mar and' map drawing into all the Grammar rooms, with good 
 results. The course of instruction was also much improved' 
 in tlie lower Primaries, especially in the methods of teaching 
 reading. 
 
 The following year, drawing was introduced into a^l the 
 Primaries. Most of this was done upon slates and the blacli- 
 bo'ard, the teacher alone having a book, and as this consisted 
 merely in copying pictures, without any regard to system, the 
 results obtained were not very satisfactory. 
 
 In 1873, the two highei" Grammar grades were separated, 
 and the Normal Departm'ent transferred'to the'A'Gi^ammar 
 
roo.ui and merged into this grade, pursuing the same studies 
 with it. In addition to these, they also received specia] 
 jinstriictian. in Orthography, and attended lectures by the Su- 
 perintendent on tlic Theory and Practice of Teaching, once a 
 week. ^ Eighty-three pupils have been graduated from this 
 department since its inception, a number of whom have 
 become teachers in the schools both here and elsewhere. 
 
 Thesuccess of this feature of the schools is due largely to 
 the efforts of Miss Eva Church, who has been its teacher for 
 the last four years. 
 
 German had been formerly taught in the West building by 
 one of the regular teachers there, for the accommodation of 
 the Germans living in that district, the pupils going in from 
 other rooms to recite. 
 
 A separate teacher was now employed, and a room fitted 
 , up in the Central Building for this branch, the classes 
 passing in from the High School and other grades for recita- 
 tion. Any pupil could thus, at the option of the parent, 
 pursue the study who sustained a suificiently high standing 
 in his other studies to warrant it. In the High School, how- 
 iCvcr, it was made optional for Latin. 
 
 Written examinations were conducted each half-term, or 
 six times during the year, the questions for the examination 
 ■at the middle of the term being made out by the several 
 teachers, and at the close by the Superintendent; the final 
 one of the year including all the work passed over, and deter- 
 mining the promotion of the pupil. Some of the teaching in 
 the High School still continued to be done by the Superin- 
 tendent as before. 
 
 The following is a list of the pupils graduated for the sev- 
 eral years : 
 
 1873— Inez Church, Emma M. Gray, William P. Gray, 
 Emma Graber, Mary Gordon, Phoebe Paxson, Charles W. 
 Patterson and Ida M. Ricketts. 
 
 1874— James W. Frey and John C. Tritch. 
 
 1875 — E. Florence Barr, Fannie A. Hurd, M. Annetta 
 Jones, Dora Twining, and L, Stirling Newell. 
 
In 1875, Mr. Wood retired from office, and accepted a 
 similar position at Salem, Ohio. In the July following, the 
 Board elected Mr. C. F. Palmer, of the Columbus High 
 School, to fill the vacancy. A few changes were made which 
 seemed to be essential to the effective working of the schools. 
 
 Finding that Composition and Declamation had been neg- 
 lected in the High School, regular exercises in these branches 
 were required of each class. Hhetoric was also added to the 
 course, and Physical Geography transferred to the A Gram- 
 mar, and its place supplied by Botany. This was for the 
 benefit of the pupils of the Normal class, many of whom leave 
 school at this stage for the purpose of teaching. 
 
 Ray's Arithmetic, third part, which was the only book in 
 use in the schools, the pupil commencing its study in the A 
 Primary and continuing it until he graduated from the Nor- 
 mal class, was partially displaced, and thus a more easy and 
 effective gradation secured. 
 
 A more systematic course of Drawing was introduced into 
 those grades where it formerly existed, looking to a more 
 intelligent understanding of the subject in the future, after a 
 thorough drill in the ground-work has been secured. 
 
 An assignment of work is made to each grade for six weeks 
 in advance, and at the close a written examination is con- 
 ducted from questions prepared by the Superintendent. These 
 results are recorded, and at the close of the year an average 
 taken, upon which promotion is based. 
 
 It is due to the wisdom and liberality of the School Board, 
 and the energetic good will of the teaching corps, that the 
 schools of Findlay continue as heretofore to rank among the 
 best in the country. 
 
 Below is given a list of the members of the Board of Edu- 
 cation since its organization under the new law, together with 
 the present Board of Examiners and corps cf intructors : 
 
 1874-5— H. P. Gage, John W. Davis, J. F. Burkct, J. 
 M. Huber, William M. Detwilcr, Henry Brown. 
 
 1875-6— H. P. Gage, W. M. Detwiler, J. M. Huber, 
 Henry Brown, John W. Davis, Charles Oesterlin. 
 
Q. F. Pendleton, Rey. G. W. Miller, James A. Bope. 
 
 CORPS OF INSTRUCTION. 
 
 C. F. Palmer, Superintendent. 
 Central Building- — 
 
 High School, Ella Earhart. German, Emma Graber. 
 Normal Department and A Grammar, Eva Church. JB 
 Grammar,W. T. Piatt; C Grammar, W. C. Wood; D Gram- 
 mar, Lizzie Gi-auel and Flora Barr. A Primary, Belle 
 Tritch ; B Primary, Dora Twining ; C Primary, Mary Gor- 
 don; D Primary, S. Emily Plummer. 
 West Building — 
 
 A, Primary, Carrie Beardslcy ; B Primary, Laura Stro-, 
 ther ; C Primary, Phoebe Paxson ; D Primary, Inez Church ; 
 North Building — 
 
 C and D Primary, Mercy Caverly.. 
 
H I S T O le "ST 
 
 PUBLIC SCHOOLS OF FREMONT. 
 
 The first school house in Fremont was erected about the 
 year 1816, on the site of the present High -school building, 
 a few rods west of Fort Stephenson, then standing, and 
 within three • years after the heroic defense of that fort by 
 Colonel Croghan. 
 
 It was constructed of rough, unhewn logs, cut from the 
 surrounding trees and hastily put together by the joint efforts 
 of the early settlers. Oiled paper took the place of glass in 
 the windows, and the seats were of the most primitive con- 
 struction. It was replaced, in 1817, by a more substantial 
 structure, erected on the same site, fronting east, and built 
 of hewn logs, with some such improvements as glass win- 
 dows, a row of desks around the walls, and a blazing fire- 
 place at the eastern extremity. 
 
 Among the earlier teachers were Mr. Jocelyn, Dr. Good- 
 ing, Miss Beebe, Mr. Bradley, Dr. Brainard, Ezra and Jus- 
 tice Williams. Mrs. L. C. Ball also taught a, small select 
 school in the winter of 1818-19, in one of the barrack rooms 
 of the old fort. Among her seventeen pupils she remembers 
 a little Indian boy, a general favorite, and among the bright- 
 est pupils of her school. 
 
 Those who were pupils of the old log school house remem- 
 ber very distinctly the deep ravine that used to run just 
 south of the present High-school building, in whose waters 
 they used to play; also the graves of the British officers 
 near by, and a mound which marked the common burial 
 place of the British soldiers that fell in the battle of Fort 
 
Stevenson, over and among which they were accustomed to 
 ramble in their school-day sports. 
 
 This school house was also the church and court house. 
 In it the teacher taught, the missionary preached, and the 
 judge expounded the law and administered justice. 
 
 The studies pursued in these earlier schools were Reading, 
 Writing, Arithmetic, a little Grammar, and very little or no 
 Geography. Among the t < books were Pike's Arithmetic, 
 Murray's Grammar, the Introduction to the English Reader, 
 the English Reader, and the sequel to the same, together with 
 Webster's Spelling Book. 
 
 The schools were supported entirely by subscription. 
 
 The old log school house stood until the fall of 1834, when 
 it was burned down, as it was considered unsafe for school 
 purposes, a cholera patient having died in it .the previous 
 August. 
 
 In its stead a rough stone building' was erected, containing 
 at first one room, and eventually two. This remained until 
 after the organization of the schools on the graded or Union- 
 school plan, and the erection of the new brick building in 
 1852-3. The same year a brick school house was erected 
 on the east side of the river, on Rowland Street, which con- 
 tinued to be used for school purposes for nearly thirty years, 
 when it was sold to the City Council for an engine house. 
 
 The stone school house on the west side of the river and 
 the brick on the east side supplied the school wants for many 
 years, although before 1850 additional buildings were rented 
 on both sides of the river. 
 
 During these years many select schools were taught in 
 rented buildings. 
 
 Dr. Dio Lewis, who has since obtained a national notoriety, 
 taught school, in 1843-4, in the old Exchange buUding, 
 north of the Kessler Hotel. The school was incorporated as 
 the Diocletian Institute. Mr.Lewis, not meeting with suffi- 
 cient encouragement, abandoned the project after about two 
 years' trial. 
 
 Horace E. Clark taught for several years in the public 
 schools. 
 
GRADED SCHOOLS. 
 
 In January, 1850, a public meeting of the citizens of Fre- 
 mont was held at the Court House, for the purpose of taking 
 preliminary steps toward the organization of the school on 
 the graded or Union-school plan, under the State law of 
 1849. Akron had led the way in the establishment of 
 graded schools, under a special law passed at the instance of 
 that town. Fremont was not slow to improve the opportu- 
 nity afforded by the general law of 1849, whose passage by the 
 Legislature had been induced by the favorable reception of 
 the Akron experiment. 
 
 Among the active supporters of such reorganization of the 
 schools were Dr. L. Q. Rawson, Rev. H. Lang, Gen. Buck- 
 land, Hon. Homer Everett, Judge James Justice, Sardis 
 Birchard and Horace E. Clark. 
 
 The question was submitted to a vote of the people Febru- 
 ary 2, 1850. The measure met with active opposition, and 
 the election was, perhaps, the most exciting local election in 
 the history of the city, blectioiieering carriages being brought 
 out to gather in voters as on great political occasions. The 
 measure of reorganization on the graded school plan was 
 carried by a majority of 44 in a total poll of 218 votes. . 
 
 The school record from this date, 1850, for the period of 
 twelve years, is unfortunately lost, and we are therefore 
 obliged to depend for information relative to the early organi- 
 zation of the schools very largely upon the memory of men, 
 together with such documents as poll books and the occasional 
 reports of treasurers and teachers found among the papers 
 preserved. 
 
 On the 14th of February, 1850, the following gentlemen 
 were elected members of the first Board of Education : Jesse 
 Olmstead, Rev. H. Lang, Homer Everett, J. B. G. Downs, 
 D. Capper and J. H. Hafford. 
 
 Mr. Olmstead had been an active and even violent oppo- 
 nent of the new departure in the school organization, and 
 had done what he could to defeat the measure. The friends 
 of the new organization, as a stroke of policy, determined to 
 
elect him a member of the Board, of which he was chosen 
 President. He gracefully accepted the situation, and became 
 a warm supporter of the schools. 
 
 The first Board of Education proceeded to take measures 
 for the erection of a new building for the better accommoda- 
 tion of the schools. There were, at this time, five schools, 
 two in the stone school house, one in the brick on the east 
 side, one in the frame building, still standing just east of the 
 bridge, known in the records as the Bridge school house, 
 and another in the basement of the old M. E. Church, the 
 latter two being rented for school purposes. 
 
 The new school building, "containing four rooms, and cost- 
 ing between six and eight thousand dollars, was not com- 
 pleted so as to be ready for the schools until the fall of 1853. 
 
 Three different appropriations were made for the erec- 
 tion of this building, the first being carried with scarcely any 
 oppositon, and the last by a small majority only. 
 
 It does not appear that any attempt was made to grade or 
 classify the schools for two or three years subsequent to the 
 organization under the law of 1849, probably from the want 
 of suitable accommodations. 
 
 COST OF THE SCHOOLS. 
 
 The following amounts were paid for tuition for the fall 
 term of three months in 1851 ; Eev. E. S. White, $120; 
 Horace E. Clark, $90 ; Miss R. P. Mitchener, Sarah G. 
 Downs and Elizabeth Eyder, $45 each. F. S. White, before 
 his removal to Fremont had been a teacher in Cleveland, and 
 an active and warm supporter of Superintendent Frieze in 
 the organization of the schools of that city, contributing arti- 
 cles to the Cleveland Plain Dealer in furtherance of their 
 interests and the interest of the public schools in general. 
 His salary of forty dollars per month was considered by 
 many as extravagant in its character. It was the largest 
 amount that had ever been paid. He only taught one term. 
 
TARDINESS. 
 
 In the report of one of the male teachers, in 1853, we find 
 the statement that three fourths of the pupils lose, at least, 
 one sixth of their time, or one hour every day in consequence 
 of tardiness. Teachers of to-day, who rightly enough feel 
 that they have cause to complain of the tardiness of their 
 pupils, can gather consolation from this statement of twenty- 
 three years ago. 
 
 GKADING OP THE SCHOOLS. 
 
 The schools were first graded when the new School building 
 was occupied in the fall of 1853. Horace E. Clark, a former 
 teacher in the schools, and at that time a member of the 
 Board of Education, and County Auditor, exercised a general 
 supervision over the schools during this school year. B. W. 
 Lewis tauight in the High School, S. Treat in the west, and 
 J. W. Hiett in the east side Grammar schools. There is no 
 report for this year. 
 
 J. W. HIETT AS SUPERINTENDENT. 
 
 The following year, 1854-5, J. W. Hiett acted as Principal 
 of the High School, and Superintendent. B. W. Lewis and 
 S. Treat having charge of the Grammar Schools, and Julia 
 Kridler, Helen Morgan and Mary Tichenor being teachers 
 in the*Primary and Secondary Schools. 
 
 The report of this year, the first general report ever made, 
 shows a total enumeratian of 864, a total enrollment of 592, 
 and an average daily attendance of 312, or 53 per cent, of 
 the entire enrollment. The salaries paid were forty dollars 
 "per month for the High School, thirty-five dollars in the 
 Grammar Schools, and twenty dollars per month for the lady 
 teachers in the Primary and Secondary grades. 
 
 There were at this time six schools, respectively styled the 
 High School, the west side and the east side Grammar 
 Schools, the west side Secondary, and the west side and the 
 east side Primary Schools, four of which occupied the new 
 school building. 
 
The studies pursued in addition to the common branches 
 were, according to the reports, Philosophy, Physiology and 
 Chemistry. 
 
 GEO. A. STAEKWEA-THEE'S administeation. 
 
 In the fall of 1855 Geo. A. Starkweather was employed as 
 Superintendent, and his wife as Grammar-school teacher, at a 
 joint salary of f 1,000. 
 
 J. B. Loveland taught in the east side Grammar School. 
 Mr. Loveland continued an efficient teacher in the Grammar 
 and High Schools from this time till the year 1864. 
 
 Mr. Starkweather remained in charge of the school for two 
 years. History, Algebra and Latin are reported as among 
 the additional studies pursued. 
 
 G. c. woolaed's supeeintendency. 
 
 G. G. Woolard, the present Principal .of one of the Cin- 
 cinnati schools, succeeded Mr. Starkweather as Superintend- 
 ent jn the fall of 1857, holding the position two years, at a 
 salary of $800 per year. From their correspondence, the 
 Board seem anxious to obtain all the information possible 
 from other towns of the State relative to the management of 
 graded schools. At this time there were eight schools, four 
 in the Central building, on Wood Street, two on Howland 
 Street, and one on Croghansville Hill ; three new oife-story 
 buildings having been erected about this time. Li 1858 it 
 became necessary to rent the Presbyterian Session Room for 
 the use of the High School. 
 
 The Superintendent complains to the Board of the irregu- 
 lar attendance of teachers upon the teachers' meetings. This 
 is the first reference we find, in the history of the schools, to 
 teachers' meetings for professional instruction. They were 
 held on Saturday, and attendance upon them had been ren- 
 dered obligatory by action of the Board. 
 
 That this period was not one 6f perfectly harmonious 
 action and good feeling is evident from the tone of the letter 
 of Don A. Pease, in which he speaks of the excited state of 
 the public mind in school matters, and, rather reluctantly. 
 
in cpnsequence thereof, accepts the position of Superintendent 
 for the year 1859-60, at a salary of $700. 
 
 DON A. PEASE AS SUPERINTENDENT. 
 
 Mr. Pease discharged the duties of Superintendent for one 
 year only. Ifo general annual report seems to have been 
 made, during all these years, since Superintendient Hiett's 
 report, nor for the three following years, or, if made, they 
 took no permanent shape, and have been lost. 
 
 SUPEEINTENDENCY OF EEV. E. BU8HNELL. 
 
 In 1860 the Rev. Dr. Bushnell, resident pastor of the 
 Presbyterian Church, was elected to the position of Superin- 
 tendent of Schools, at a salary of $300 per year. Mr. Bush- 
 nell was a fine classical and mathematical scholar. His work 
 was exclusively of a supervisory character. He did not teach, 
 and, in connection with his school work, continued to dis- 
 charge his ministerial duties. He held the position of Super- 
 intendent, and ably discharged its duties, for the period of 
 three years. 
 
 During the first year of Mr. Bushnell's administration, J. 
 B. Loveland taught in the High School, Mr. Sowers in the 
 west side Grammar School, and J. Burgner in the east side 
 Grammar or mixed school. In the following year J. Burg- 
 ner taught in the High School, J. B. Loveland in the Gram- 
 mar School, and F. M. Ginn was employed on the east side. 
 
 Mr. Ginn remained connected with the schools, an efficient 
 and acceptable Grammar-school teacher, until the year 1870, 
 when he became Superintendent of the schools of Clyde, O. 
 In the fall of 1862 G. C. Woolard returned to the schools as 
 Principal of the High School, at a salary of $500 per year, 
 J. B. Loveland continuing in the Grammar School at a 
 salary of |450, F. M. Ginn at $350, and the lady teachers 
 generally receiving $200 per year. The Presbyterian Ses- 
 sion Room was occupied by the High School and the base- 
 ment of the M. E. Church was rented for a Primary School. 
 This was the last year of Mr. Bushnell's Superintendency. 
 He was endeavoring, we learn, to bring the schools to a course 
 
of study, which he had marked out for his own guidance, sopae- 
 thing that had not hitherto been done. His Superintendeney 
 closed, however, before the work had been thoroughly accom- 
 plished. 
 
 G. C. WOOLAED AS SUPERINTENDENT. 
 
 The following year, 1863-4, Mr. Woolard was first elected 
 Principal of the High School,, and then clothed with the 
 powers of Superintendent, and an assistant teacher for the 
 first time employed in the High School. Hitherto the Super- 
 intendent, with the exception of the Rev. Bushnell, had been 
 sole Principal of the High School, and supervision under 
 such circumstances must necessarily have been of a nominal 
 character. There seems to have been considerable friction, 
 during this school year, in the working of the school ma- 
 chinery in the teachers' corps, and, as a natural consequence, 
 between Board and teachers. 
 
 Toward the close of the year the powers of supervision 
 over the schools on the east side of the river were conferred 
 temporarily on Mr. Ginn. 
 
 Two new school buildings were erected this year, one on 
 John street and one on Hickory street. It seems to have 
 been the policy of the Board, after the erection of the Cen- 
 tral building, to build one-story structures, with a view, 
 almost solely, to local accommodations. 
 
 This year terminated Mr. Woolard's connection with the 
 schools of Fremont. We are disposed to regard him as a 
 gentlemen of good abilities, and possessed of a large fund of 
 valuable information in the theory and practice of teaching, 
 especially in the lower departments. 
 
 SUPEEINTENDBNCY OP W. W. ROSS. 
 
 In 1864, W. W. Ross was elected Superintendent, his 
 brother, Zachary Ross, being employed in the Grammar School 
 both at a joint salary of $1,100. which was increased to $1,200 
 at the close of the first term. Miss Kate Patrick was Assist- 
 ant in the High School. v 
 
At this time there were ten schools, respectively styled 
 High, Grammar, Intermediate, Secondary and Primary. Two 
 of these schools occupied rented rooms entirely unsuited to 
 school purposes. There was no printed course of study, and 
 in fact no definite course of study of any kind, especially in 
 the High School, that was considered as of binding character. 
 
 A course of study was marked out during the first term, 
 covering a period of eleven or twelve years, four years being 
 given to the High School. It received the sanction of the 
 Board, and was published for the guidance of teachers and 
 the information of parents. 
 
 The High School studies hitherto pursued were, accord- 
 ing to . the reports, Algebra, Philosophy, Physiology and 
 History, a very few pupils having occasionally studied Geom- 
 etry, Chemistry, and Latin. 
 
 The new course of study embraced, in addition to the 
 common branches. Algebra, Geometry, Trigonometry, Physi- 
 ology, Physical Geography, Philosophy, History, Book-keep- 
 ing, Botany, Chemistry, Rhetoric, Science of Government, 
 Natural History, Astronomy, Geology, Logic, Mental and 
 Moral Philosophy and Latin, the latter being optional. 
 
 During the first year the Superinte&dent's time was wholly 
 occupied in teaching, the work of supervision being effected 
 chiefly through teachers' meetings, which were held weekly. 
 During the second and third year about one hour each day 
 was given to the work of supervision. The last term of the 
 year 1864-5, Zachary Ross having resigned, Mr. Ginn was 
 transferred to the West Side, as Principal of the Grammar 
 school, and the past Side school became one of secondary and 
 Intermediate grade. 
 
 At the beginning of the school year 1865-6, Miss E. L. 
 Otis, an Intermediate teacher, was transferred to the High 
 School, a position she has continued to fill, either as Assistant 
 or Principal, with marked fidelity and success to the present 
 time. 
 
THE FIRST GRADUATE. 
 
 In June, 1867, Eliza Bushnell graduated from the High 
 School. She was the first graduate. 
 
 NEW SCHOOL BUILDINGS. 
 
 In May, 1866, the question of appropriating $16,000 for 
 the erection of new school buildings, one on the East and one 
 on the West side of the river, was submitted to a vote of the 
 people. It was carried by a vote of 207 to 121. These, 
 buildings, one a two-story and the other a three-story struc- 
 ture, were built the following year, and first occupied about 
 January 1, 1868. 
 
 An additional teacher was first employed in the High 
 School at the beginning of the school year 1867-68. This 
 arrangement, which thenceforward gave the Superintendent 
 two-thirds of his time for supervision, together with the new 
 school buildings, enabled the schools to start on a new and 
 more successful career. 
 
 GERMAN-ENGLISH SCHOOL. 
 
 A German-English school was first established in 1868-9, 
 covering the five lower grades. It has been maintained ever 
 since. 
 
 LADY TEACHERS. . 
 
 None but lady teachers have been employed in the English 
 schools since 1870. Miss G. A. Lawton, the first lady Prin- 
 cipal of the Grammar School, filled that position with rare 
 ability for one year. Her successor, Mrs; M. E. Wood, 
 has continued to discharge the onerous and responsible duties 
 of Grammar School Principal from that time to the present, 
 with such ability, energy and success as few gentlemen could 
 excel. She has been assisted most of the time by Mary Fan- 
 ning, a faithful and competent teacher. 
 
 There -has as yet been no conscious loss or power in the 
 schools, either in discipline or in other respects, from the 
 exclusive employment of lady teachers 
 
CENTRALIZATION . 
 
 In 1873 a new and beautiful two-story Primary school 
 building was erected on John street, at a cost of $5,000, and a 
 one-story school-house on John street and another on Hickory 
 street were sold by the Board. This was a move in the direc- 
 tion of the centralization of the schools rather than their 
 isolation. 
 
 VIENNA EXPOSITION. 
 
 In this year, 1873, the schools prepared work for the 
 Vienna Exposition, illustrative of the work of all the grades, 
 for which they received a Diploma of Merit. 
 
 CHANGE IN THE NOMENCLATURE OP GRADES, &C. 
 
 This same year the Board of Education, for the first time, 
 gave the annual report of the schools a more permanent form, 
 by the publication of a neat little volume of sixty pages, con- 
 taining the regulations, course of study, and report of the Su- 
 perintendent. 
 
 In this Report the grades were slightly rdodified, and their 
 nomenclature changed from Grammar, Intermediate, Secon- 
 dary and Primary, to Grammar and Primary, four years 
 being given to each department, the grades being respectively 
 styled A, B, C and D. 
 
 KEDUCTION OF THE NUMBER OP GRADES IN A ROOM. 
 
 Shortly after, the number of grades in each room was re- 
 duced from two to one, as far as the scattered state of the 
 school buildings made it practicable- These changes, which 
 more definitely marked out the work of the lower grades, and 
 determined their boundaries, resulted in immediate improve- 
 ment in the work of the first six years, and a more general 
 advancement in the annual promotions. 
 
 More recently these single-grade schools have been subdi- 
 vided into two sections, with a view ultimately to have one 
 five months in advance of the other, both to be promoted 
 annually, and the advanced section of the A Grammar grade, 
 when promoted to the High School, to have the privilege of 
 
completing the course in three years, or of taking up addi- 
 tional studies. 
 
 ATTENDANCE, &C. 
 
 1855. 1865. 1875. 
 
 Number of Pupils Enrolled 592 917 950 
 
 Average Daily Attendance 312 482 643 
 
 Number of Teachers 6 12 18 
 
 Number of School-rooms 6 10 14 
 
 Number of Weeks in Session 36 36 40 
 
 EXPENDITURES. 
 
 Amount Paid Teachers $1,530 $3,500 $9,385 
 
 Total Expenditures 5,000 13,206 
 
 Value of School Property 8,000 20,000 50,000 
 
 The apparently small increase in the enrollment of 1875 
 over 1865, was occasioned by the -withdrawal of pupils from 
 the Public Schools to attend the new denominational schools 
 in the city. The per cent, of the total enrollment in average 
 daily attendance has increased from 53 per cent, in 1855 and 
 1865 to 68 per cent, in 1875. 
 
 DISCIPLINE. 
 
 The management of the schools has grown constantly easier, 
 with exceptional periods, in different achools. There is not 
 one case of corporal punishment now where there were five 
 eight years ago. 
 
 Suspensions have been rarely resorted to, too rarely, per- 
 haps, for the interests of the schools. The policy has been 
 one of extreme caution in setting a boy adrift, even when 
 there was small prospect of amendment. It is believed there 
 is a very general willingness in community to sustain the 
 teacher's authority, the cases being exceptional where parents 
 seemed to regard that the tardiness and irregular attendance 
 of their children is no one's concern but their own, and that 
 their misconduct forfeits none of their school rights. 
 
 The recent regulation whicli puts children or parents to 
 the inconvenience of reporting to the Superintendent or 
 Board, in case of reported delinquencies in the matter of 
 
regular and punctual attendance, is helping to lessen these 
 evils. 
 
 HIGH SCHOOL — GRADUATES. 
 
 A class of pupils has graduated each year from the High 
 School, beginning with 1867, as follows : 1, 7, 6, 5, 6, 4, 5, 6 
 and 12, in all nine classes and 52 pupils, of which number 
 13 were young gentlemen and 39 young ladies. 
 
 The High School course of study, from the time it was 
 adopted in 1864, has been a four years' course. It has been 
 slightly modified by giving two less terms to Algebra in the 
 second year, and substituting Arithmettc in its place, and by 
 substituting English Literature for Moral Science in the last 
 year of the course. 
 
 PRESENT COURSE. 
 
 First year. Grammar, Algebra, Physiology and Physical 
 Geography. Second year, Algebra, Arithmetic, Philosophy, 
 History, Botany, Book-keeping. Third year. Geometry, 
 Chemistry, Rhetoric, Zoology and Science of Government. 
 Fourth year. Trigonometry, Astronomy, English Literature, 
 Geology, Logic and Mental Science. 
 
 Latin may be selected in the place of Grammar and History 
 in the first and second year, Zoology and Mental Science in 
 the third and fourth years, or pursued conjointly with all the 
 studies of the last two years. 
 
 Two years ago the plan was adopted of giving to the best 
 scholars among the boys promoted to the High Scoool the 
 privilege of completing the course in three years. The plan 
 has operated admirably, such pupils often proving the very 
 best in the classes to which they have been advanced. The 
 privilege has not been given to the girls. 
 
 The High School has never met with any opposition in 
 this city. No larger audiences assemble than on Commence- 
 ment occasions. It is believed no school is more highly ap- 
 preciated or more thoroughly fortified in the affections of the 
 people. Its efficient Principal, Miss E. L. Otis, has been 
 continuously connected with the school for a period of ten 
 
years. She was assisted for three years by Estelle S. Kawson, 
 a former graduate of the schools, and for the last three years 
 by Miss M. L. Smith, of Mount Holyoke, Mass., both com- 
 petent teachers. 
 
 CHANGES IN LOWEE GRADES — METHODS — MUSIC AND 
 DRAWING. 
 
 Some attention is now paid to the elements of Natural 
 History in the D Grammar grade, the elements of Botany in 
 the C, of Physiology in the B, and of Physics in the A Gram- 
 mar grade. United States History is also studied in the A 
 Grammar grade, and takes the place of Geography. Practical 
 language lessons form a more important feature than formerly 
 in the work of the C and D Grammar and the Primary 
 grades. Writing is commenced with the first day of school 
 life, and an effort is made to give the pupil constant daily 
 practice in the use of written language. 
 
 Mental Arithmetic, formerly pursued as a separate study, 
 is now taught in combination with written Arithmetic. Effort 
 is made to give its analytical processes mental attention, and 
 to use them as a key to the operations in written Arithmetic. 
 Number lessons commence with the lowest grade. 
 
 Music and Drawing have, at different times, received con- 
 sideration, with varying success. Two years ago, L. S. 
 Thompson, of Sandusky, was employed as a special teacher 
 in Drawing, to visit the schools once a month, and give 
 instruction to teachers as well as pupils, and S. C. Collins, of 
 the same place, as a special teacher of Music, to visit the 
 schools twice a month. Under their efiBcient supervision the 
 schools are making commendable progress in these branches. 
 
 BOARD OF EDUCATION. 
 
 The following is a list of members of the Board, with the 
 dates of their election, beginning with the year following the 
 organization : 
 
 1851 — H. Lang, Homer Everett. 
 
 1852 — Samuel Wilson, Jacob Kridler. 
 
 1853— Dr. L. Q. Rawson, H. E. Clark, C. Doucyson. 
 
1854 — Dr. Brainard, H. Lang. 
 
 1855 — John Younkman, Aaron Loveland. 
 
 1856— L. Q. Rawson, John Bell. 
 
 1857— James Justice, B. W. B. McClellan. 
 
 1858— Thomas Stillwell, Thomas Kelley. 
 
 1859 — Isaac Glick, D. L. June. 
 
 1860— James Justice, R. W. B. McClellan. 
 
 1861— H. Everett, H. E. Clark. 
 
 1862— Ami Williams, John Flaugher. 
 
 1863 — Colonel Nat. Haynes, James Justice. 
 
 1864— H. Everett, J. S. Van Ness. 
 
 1865— H. R. Shomo, Charles Thompson. 
 
 1866— C. Doncyson, H. Lcsehr. 
 
 1867— H. Lang, J. M. Smith. 
 
 1868— John McArdle, J. S. Van Ness. 
 
 1869— C. Doncyson, J. P; Elderkin. 
 
 1870— W. W. Stine, J. Elwell. 
 
 1871— J. S. Van Ness, H. Lang. 
 
 1872— C. Doncyson, A. J. Hale. 
 
 For the last four years the Board has been constituted as 
 follows : J. S. Van Ness, President; William Stine, Treasurer; 
 A . J. Hale, Secretary ; J. Elwell, H. Lang and C. Don- 
 cyson. 
 
 Hon. Homer Everett was Secretary of the first Board of 
 Education, and has served as Secretary and President many 
 terms since, contributing efficient and judicious service to the 
 schools. 
 
 The Rev. H. Lang, to whose research we are indebted for 
 many of the facts in this review, was a member of the first 
 Board,and C. Doncyson was elected in 1853. Both have served 
 from twelve to fifteen years, and been active, earnest, working 
 members. J. S. Van Ness has been a member of the Board 
 for ten years, and most of the time President, without remu- 
 neration, giving carefnl attention to the school property and 
 interests of the city. Mr. Stine has been an active member 
 and Treasurer for six years. Under his able management of 
 the finances, the Board are able to report themselves entirely 
 free from debt. 
 
 Mr. Elwell is near the close of his second term, having 
 efficiently served three years as Secretary. Mr. Hale, the 
 present Secretary, is in his second term, and has proven him- 
 self a liberal and efficient member of the Board. 
 
Very much of the efficiency of the schools is due to the 
 hearty co-operation the present Board has extended to the 
 teachers, and the liberal and yet judicious manner they have 
 responded to the school wants. 
 
 SUPEEVISION. 
 
 The following gentlemen have served as Superintendents 
 since the grading of the schools in 1853, in the order men- 
 tioned : H. E. Clark, one year ; J. W. Hiett, one year ; G. 
 A. Starkweather, two years ; G. C. Woolard, two years, 
 Don A. Pease, one year; Eev. E. Bushnell, three 
 years ; G. C. Woolard, one year, and W. W. Rsos, who is in 
 the eleventh year of his Superintendency. 
 
 TEACHERS AND TEACHEES' MEETINGS. 
 
 The changes in the teachers' corps, of late years, have been 
 as infrequent as formerly they were frequent. Two of the 
 teachers, Miss Oti?, of the High .School, and Miss DeB.an, a 
 painstaking and successful Grammar School Principal, have 
 been members of the corps ten or more years. Several others, 
 as Mrs. "Wood, Miss Mary Fanning, Etta Smith, F. Topping, 
 E. Fennimore, S. Culbert and Miss Anna Gross have served 
 faithfully in the schools many years. 
 
 Weekly teachers' meetings have been regularly held, there 
 having been scarcely more than a dozen omissions in ten 
 years. They are held on Friday afternoon, schools closing 
 an hour earlier on that day for the purpose. Of late years 
 teachers are as punctual in their attendance upon them as 
 their own schools. They are given to professional instruc- 
 tion, class exercises, &c. 
 
 These teachers' meetings, together with permanency in the 
 corps of teachers, have contributed very much to the efficiency 
 and harmonious working of the schools. 
 
 Too much praise cannot be awarded the earnest and faith- 
 ful corps of teachers who have labored so devotedly and self- 
 sacrificingly in the Public Schools of the city, for whatever 
 
other appliances may be brought to bear, everything, at last, 
 depends upon the teacher who presides in the school-room 
 walls. Space forbids us to speak of them more particularly, 
 as we should like. 
 
 CENTENNIAL EXPOSITION. 
 
 The schools have just completed, with much labor and 
 pains on the part of teachers, fourteen volumes of school 
 work for the Centennial Exposition. 
 
 BIRCHAED IIBEAEY. 
 
 We can not close this review of the educational progress 
 aad interests of the city without a brief reference to Birehard 
 Library. 
 
 Three years ago Sardis Birehard, who was an earnest advo- 
 cate of the reorganization of the schools upon the graded 
 plan in 1850, and who has always been in warm sympathy 
 with them, set aside the sum of $50,000 for the establishment 
 of a public Library, free to all the citizens of Fremont and 
 Sandusky County. 
 
 Through the active efforts of Gov. Hayes, the Library was 
 established two years ago, and has since been in successful 
 operation under the efficient management of Jt-sie E. McCul- 
 loch. Librarian, a former graduate of the schnols. 
 
 The Library now contains about 5,000 volumes. Five 
 thousand dollars has already been invested in books, $8,000 
 in part payment of the site of Fort Stephenson, on which 
 is to be erected a library building, to cost at least $5,000 
 more, and the income from the remainder of tlie fund is to 
 go to defray the expenses of the Library, and for its constant 
 annual increase forever. 
 
 There is no more efficient conservator of the public morals 
 and the public intelligence than a judiciously selected free 
 ()ublic library. No system of public instruction is complete 
 without this supplementary institution. In this respect 
 the city of Fremont has (ausc for the indulgence of a feeling 
 
of grateful pride. Few cities of the State can boast of simi- 
 lar advantages. Who shall estimate the good it shall effect, 
 the meed of gratitude for its founder it shall elicit in the 
 hundred years to come? 
 
 W. W. ROSS. 
 
r.OCA.L SCHOOL HISTORY 
 
 GARRETTSVILLE UNION SCHOOL, 
 
 POIfTAGE OQUNTY, OHIO. 
 
 Chas. 8. Smart, E. E. White, Special Committee. 
 
 Gentlemen : In compliance with the requests embraced 
 in your circular, under date of December 13, 1875, we, a com- 
 mittee appointed by the Board of Education of the Garretts- 
 ville Union School, have the honor to submit the followipg : 
 
 The territory embraced in our School District was known, 
 prior to the incorporation of our village, in A. D. 1865, as 
 School District No. 2, in Nelson Township, and a district in 
 the southeast corner of Hiram Township, to which was added 
 a small tract in the northeast corner of Freedom, Township, 
 upon which tract three families resided. 
 
 {t was held that the act of incorporation merged these dis- 
 tricts into one, under the control of the Bo£^rd of Education 
 of said village. By a vote of the people, taken soon after 
 incorporation, the school law of 1849 was adopted. 
 
 The buildings occupied for school purposes were two wooden 
 structures, constructed at public expense, poorly arranged, 
 and nearly destitute of school apparatus. 
 
 Up to 1867, little instruction was given, except in the com- 
 mon braHphes, and no regular course of study had been 
 adopted — no attempt at grading had been made, nor any but 
 meager records kept. Cheap teachets had been usuailly em- 
 ployed and permitted to conduct the schools, mainly without 
 any specijil interference of the Board. For several years a 
 worthy few had labored to create such an interest, in educa- 
 tional matters, as would enable them to educate their childreo 
 at home. 
 
Opposition to every effort was quite general, while the few 
 friends of progress, under the lead of James Ashald, James 
 Dunn, Rev. Isaac Winans, S. W. Fuller, A. A. Barber, G. 
 P. Udall, C. O. Foote, Charles Tinker, and O. A. Taylor, 
 most of whom signed the call for a meeting to adopt the law 
 of 1849, were persistently working to build up an inter- 
 est sufficient to risk a vote upon the the ])roposition to erect 
 a more commodious school building. 
 
 This vote was taken on the 29th day of April, 1867, and 
 resulted as follows : Ayes 20, nays 3. This vote is quite sig- 
 nificant, when it is understood that all the friends of the meas- 
 ure were present and voted, with all the force they could^ con- 
 trol ; and this in a district containing, at that time, a popula- 
 tion of more than six hundred. 
 
 On the 13th day of May, 1867, a vote of the qualified 
 electors was taken, which resulted in authorizing the Board 
 to levy a tax of ten mills for school building purposes, the 
 same to continue for three years. 
 
 On the 28th of December, 1868, a vote was taken 'to ex- 
 tend said levy two years longer, which resulted as follows : 
 Ayes 69, nays 59. All the friends of the measure were pres- 
 ent and voted. 
 
 On the 1st of February, 1869, the Board of Education 
 learned that petitions had been extensively 6irculated, asking 
 the Legislature, by special enactment, to detach a portion of 
 the territory of the district. To prevent the success of the 
 measure, regarded by the Board as unwise and eminently 
 unjust, one of the members ■^as sent to Columbus. The 
 petitioners were unsuccessful.' The opposition to any but 
 moderate expenditure for school purposes was such that the 
 friends of progress were required to develop their full strength 
 at all times to serve what their persistence had enabled them 
 to gain. 
 
 A good and substantial brick building, sufficient to accom- 
 modate 300 pupils, was completed in 1869, at a cost of about 
 115,000. The first school in said building was commenced in 
 December, 1869, and continued for 31 weeks, with a total 
 attendance of 186 pupils, and an average daily attendance of 
 
112. During this year Will Murdoch was Principal, and 
 V. M. Noble and Miss Clara Jones assistants. Only 20 of 
 these students were prepared to receive instructions in other 
 than the common branches. 
 
 During the year ending August 31, 1871, the total attend- 
 ance was 199, with an average daily attendance of 106. In- 
 struction was given in Physics, Physiology, Algebra, Rhe- 
 toric, Botany and Book-keeping. During the first term of this 
 year, R. S. Kuhn was Principal. During the followitig year 
 the same teachers were employed mainly, and the whole 
 attendance was 192, with an average of 95. 
 
 James Norton, was employed as Principal for the year end- 
 ing August 31, 1873. Total attendance this year 207, aver- 
 age 133. During this year the school grew in favor. 
 
 For the year ending August 31, 1874, Volney M. Noble 
 was Principal. Only one assistant remained the entire year, 
 and the school suffered much from frequent changes of teach- 
 ers, which, together with other causes, made the school less 
 profitable than before. This year the total attendance was 
 223, with an average of 130. No material change was made 
 in the branches taught the previous year. From the opening 
 of the first school in the new building, down to the end of 
 this year, continued efforts on the part of the Board, seconded 
 by the teachers, had partially brought order out of chaos. 
 
 In September, 1874, the Board appointed two of its mem- 
 bers, viz : J. Cole and Will Murdoch, to prepare a course of 
 study suitable for the present condition of the school. The 
 course thus prepared was unanimously adopted by the Board. 
 
 C. W. Carroll, who had considerable experience as a teacher 
 in graded schools, was employed as Principal for the year 
 commencing September 1st, 1874. During the year more 
 progress was made in the right direction than during any 
 former year. Monthly examinations, added to thorough class 
 examinations and drill, and promotions resulting from thor- 
 ough work, awakened an interest where it was most needed, 
 viz : in the school rooms and among the pupils. 
 
 This community suffered during the winter months with 
 searletina and diphtheria to such an extent that the schools 
 
were closed for several weeks. For a time the fatality was 
 so great among the pupils that, on reopening, the schools were 
 truly a place of mourning. The total attendance tliis year 
 was 216, with an average of 134. This shows a larger per- 
 centage of attendance than during any former year, and had 
 the students enjoyed usual health, would probably have been 
 much larger. Nearly or quite all opposition to the school and 
 its management seemed, at last, to expire, and a general good 
 feeling to prevail. Instruction was given in History, Physics, 
 Physical Geography, Algebra, Botany and Latin. 
 
 On the 21st day of June, 187.5, the Board of Education 
 appointed a committee, consisting of J. Cole, a member of the 
 Board, and C. W. Carroll, Principal of the school, to prepare 
 a Manual of the Garrettsville Union School. This manual 
 was submitted to the Board, and unanimously ad()()ted in 
 August, 1875. From this we condense as follows: 
 
 BOAED OF EDUCATION. 
 
 A. G. Belden, President; J. Cole, Secretary ; A. A. Bar- 
 ber, Treasurer ; S. M. Luther, Warren Peirce, C. O. Foote. 
 
 BOARD OF TEACHEKS. 
 
 C. W. Carroll, Principal of High School; Marcellus A. 
 Reed, Assistant High School ; Miss M. J. Thorn, Interme- 
 diate department; Mrs. M. V Ross, Primary department. 
 
 The duties of Superindendent are performed by the Prin- 
 cipal of the High School, with a salary .of eleven hundred 
 dollars per annum, All other teachers in the school receive 
 a salary of forty dollars per month each. 
 
 Punctual attendance and genteel deportment are required 
 of all pupils, the first being secured by exacting written ex- 
 cuses for absence and tardiness. 
 
 The janitor has full charge of the building and its surround- 
 ing, and is required to keep the rooms at a proper tempera- 
 ture and to keep the same neat and clean. 
 
 The course of study in the Primary department embraces 
 Reading, Spelling and Writing exercises, and Primary Arith- 
 
metic and Geography. The pupik are divided into three 
 grades. 
 
 In the Intermediate are taught Reading, Spelling, Writing, 
 Arithmetic, Grammar, Orthography, Primary Botany, Ele- 
 mentary Physiology and Geography. The pupils are divided 
 into four grades. 
 
 The High School course embraces Reading, Spelling Writ- 
 ing, Arithmetic, Grammar, Geography, United States His- 
 tory, Botany, Physiology, Physics, Rhetoric, Astronomy and 
 Book-keeping, all completed, and Elementary Trigonometry, 
 both plane and spherical, and Latin, throughout the last three 
 years of the course, with Composition and Declamation dur- 
 ing the entire course. Tlie pupils in this department are 
 divided into four grades. 
 
 Any student having completed the above course, will re- 
 ceive a certificate to that effect from the Board. 
 
 Annual examination and change of grade take place at the 
 close of the spring term. Scale, maximum lt)0, necessary to 
 advancement 75. Expense of tuition, all within the district 
 free ; all others pay as follows : High School five. Interme- 
 diate four. Primary three dollars per terra of twelve weeks. 
 
 Since the adoption of the manual, each student has been 
 subject to separate monthly examinations upon prepared lists 
 of questions, and oral answers required. 
 
 This method not only requires less time on the part of the 
 teacher, but reveals more definitely the attainments of the 
 pupil, who is thereby relieved of much useless toil. 
 
 The attendance this year has slightly increased over the 
 last, and the average daily attendance is muA increased over 
 any former period. Both patrons and students manifest an 
 increased interest in the school, and a large majority are mak- 
 ing satisfactory progress, while a less number have advanced 
 so rapidly and thoroughly as to be worthy of special mention, 
 having nearly completed the course. These last are named 
 in the order of their attainments : A. S. Cole, Miss M. L. 
 Thayer, Alice L. Pleuss, Treasurer,^ H. Wadsworth, Miss C. 
 B. Hutchinson, Ceylon S. Hutchinson, Minnie C. Wight and 
 Delia Reed. 
 
Onr limited supply of aids and ornaments consists of the 
 following, to wit : Guyot's Wall Maps, Spencerian Charts, a 
 nicely mounted Globe, a first-class Cabinet Organ, Webster's 
 Pictorial Unabridged Dictionary, a few pieces of Philosophi- 
 cal apparatus, a good clock in each department, and some 
 choice chromos. 
 
 The friends of education, in our midst, feel assured that 
 the school is now moving in the proper direction, with an 
 impetus suflBcient to soon convince all of the superiority of 
 system over T\fi system. 
 
 By order of the Board. 
 
 JAMES ASHALD, 
 C. W. CARROLL, 
 J. COLE, Committee. 
 Gakrettsville, O., Feb. 16, 1876. 
 
I3:iSTOT3-5r 
 
 1876. 
 
 In order rightly to comprehend the educational history of Ham- 
 ilton, the reader must bear in mind what Hamilton was. It was a 
 frontier military post. Through it General St. Clair's command 
 marched to a disgraceful defeat, and in disorder straggled back to 
 Fort Washington, at Cincinnati. After General Wayne's victory, 
 which retrieved St. Clair's disaster, the impress of military occupa- 
 tion remained for many years. Wherever an army goes, the ele- 
 ments of a mob exist in the column, or cling to its rear. Advent- 
 urers of every sort find congenial occupation in such times and 
 employments. When the military period of its existence had passed, 
 Hamilton had among its population citizens of that character. 
 Horse-racing was more thought of than education, and races were 
 quite as much an event of the week as the markets. Yet, with 
 all their feults, those first settlers were a sturdy stock. The rough, 
 semi-barbarous composition of their character was a necessity of 
 their time, and without such an element the wilderness would 
 hardly have been conquered. Although they did not possess ad- 
 varited education they appreciated its advantages, and saw how 
 their children might be made better than they themselves were. 
 Out of this grew that love for learning which rendered the adop- 
 tion of the Common School system a work of natural consequence. 
 
 Prior to the establishment of the State Common School system, 
 private schools, of course, afforded the only means of instruction. 
 Accounts respecting the first of these schools, its teacher, and 
 location, are somewhat conflicting, but the best evidence awards a 
 Mr. Ritchie, whose given name has passed from memory, the honor 
 of having been the first educator in Hamilton. His school was 
 
established about the year 1810, and was situated on Front street, 
 in the Third Ward, upon the same lot (No. 174) subsequently- 
 occupied by the Hon. Josiah Scott as a residence. Mr. Ritchie 
 afterward removed to a log-house, on the site now occupied by the 
 St. Mary's Church (lot No. 82). There he continued teaching 
 for several years, and, being a bachelor, kept his own house. One 
 morning his pupils came at the usual school-hour, and found the 
 old master dead in his school-room. Death had found him on the 
 field of his labors. Tradition reports him as a teacher of excellent 
 attainments in scholarship, but of great severity in government. 
 Indeed, it was the common belief of those under his care, that he 
 seasoned his liberal stock of black-haw rods in oil, that they might 
 be rendered the tougher. It is certain that bodily punishment 
 upon young men of twenty-one years, and even upon young women 
 eighteen years of age, was of frequent occurrence under his rigor- 
 ous administration. A school was carried on in the same log-house 
 after his death, but the name of the teacher is forgotten. 
 
 In 1810, the Rev. Mathew G. Wallace came to Hamilton, and 
 organized what has since been known as the First Presbyterian 
 Church. In addition to his duties as pastor, he opened a school 
 for instruction in the higher English branches and the classics, in 
 a building which had been formerly used as a court-house. This 
 stood near the river, between what are now Front and Water, and 
 High and Basin streets. Its precise location was probably about 
 opposite the present United Presbyterian parsonage. Under Mr. 
 Wallace's care, this school was continued until about 1814. It 
 was the first in Hamilton or vicinity where classical instruction 
 was given. An engraving of the old building hangs in the present 
 court-house, and shows a hewed log-house, two stories in height, 
 with a porch in front. It was 20 or 25 feet square. 
 
 Third in point of time, was a school on Second street, situated 
 on a part of lot No. 188, now occupied as a residence by J. W. 
 Benninghofen, Esq. This school was taught by Benjamin B. 
 Pardee, about the year 1815. One of Mr. Pardee's scholars, Wm. 
 Murray, Esq. , is still living, and relates that at that time spelling 
 was regarded as the test of scholarship, and the pupils received 
 printed cards as certificates of their proficiency in that branch of 
 education. About the same time, there was a school kept on the 
 
Rossville side of the Miami, near the river, and midway between 
 the present suspension and railroad bridges. This school, under 
 the charge of a Mr. Elder, was attended by pupils from both sides 
 of the river. Mr. Murray, who was a pupil of this, school, speaks 
 of crossing to and from school in a skiff, there being no bridge 
 between Hamilton and Rossville at that time. 
 
 About 1815, Alexander Proudfit, a graduate of Ohio University, 
 came to Hamilton as a tutor to the sons of Dr. Daniel Millikin, 
 and as a student of medicine under that gentleman. Dr. Millikin 
 had been a resident of the town since 1807. He lived on the east 
 side of Second street, north of Heaton (lot No. 202). He built, 
 for Mr. Proudfit's use, a school-room which is now standing on 
 the north side of Heaton street, midway between Second and Third 
 streets — a hewed log-house (lot No. 203). Gradually the chil- 
 dren of other families became members of the class, until he was at 
 the head of a school very respectable in point of numbers. He 
 especially excelled in the dead languages, and was the second who 
 gave instruction in them, Mr. Wallace having been the first. 
 
 In 1818, the Hamilton Literary Society erected at the south- 
 west corner of Third and Dayton streets (lot No. 140), the first 
 story of a brick building, 22 by 36 feet ; the Masonic fraternity 
 adding a second story for the use of its order. The Literary So- 
 ciety granted the privilege of its part of the house for school pur- 
 poses, and the Rev. Thomas McMechan and Henry Baker taught 
 there about that time. They were followed by Joseph Blackleach, 
 who taught for two years. His school numbered 70 or 80 pupils. 
 He died in 1819 or 1820, while on a visit to Oxford. After him, 
 in the same building, came Hugh B. Hawthorne, who was noted 
 for the mildness of his government and the great love manifested 
 toward him by all his pupils. 
 
 In 1817, the Rev. Thomas McMechan, spoken of in the preced- 
 ing paragraph, came to Hamilton, having emigrated with his 
 family from Ireland. In 1819, his daughter, Ellen A., afterward 
 the wife of the Hon. Charles K. Smith, opened a school at the 
 north-east corner of Third and Buckeye streets, lot No. 181, better 
 known to the older citizens as the " Ben Basey lot." There she 
 taught for one year. The well from which her pupils drank, is 
 the one now on the Lane Free Library lot. Removing from this 
 
location, she continued her school on Ludlow street, near the north- 
 west corner of Third (lot No. 74 or 75), where she taught seven 
 years. Her school averaged about thirty pupils, some of whom, 
 Mrs. L D. Campbell, Mrs. John M. Millikin, and others, are still 
 living, as is also Mrs. Smith herself. She was regarded as one of 
 the most accomplished women of her day. Her charge for tuition 
 was $3.00 for a session of five months, with but one half-holiday 
 per week. Even at those low figures, which now sound ridiculously 
 small, there were some who complained of the high price of school- 
 ing. In one instance an old farmer objected to a charge of fifty 
 cents for tuition in English grammar, saying that " he did not 
 know English grammar cost so much," and his bill was accordingly 
 cut down to $2.50. Lest any one should think the above an exag.- 
 geration, a copy of a Hamilton paper, dated Nov. 4, 1822, con- 
 tains the advertisement of the Eev. Spencer Clack, of Oxford, in 
 which he offers grammar-school tuition at $7.00 per session of five 
 mouths. Mr. Clack requests from other editors a gratuitous inser- 
 tion of his notice, which is hardly to be wondered at. No man 
 could be expected to pay for his advertising who was himself so 
 poorly paid. 
 
 The Rev. Francis Monfort taught between the years 1820 and 
 1822, in a frame house on the corner of Third and High streets, 
 being the same location (lot No. 103) for many years known as 
 Howell's Corner. Besides the ordinary English branches, his 
 course embraced the classics and higher mathematics. 
 
 Benjamin F. Ealeigh taught from 1825 to 1830. His name ap- 
 pears on the Fairfield township records for several years as Town- 
 ship Clerk, and also as Township Superintendent of Common 
 Schools, the earliest mention we find of the Common School system. 
 He was a large, powerful man, and consequently had great success 
 with refractory pupils, as he was a believer in the fortiter in re rather 
 than the suaviter in modo. One Greer, whose first name is forgot- 
 ten', was also of the same way of thinking. He taught in a frame 
 building on lot No. 72, where Dr. J. M. Parks' house now stands. 
 From the center of the room where he sat he would reach and re- 
 mind his wandering scholars with a hickory rod ten feet in length. 
 
 In December, 1832, the Hon. John Woods, being deeply im- 
 pressed with the necessity of afibrding the young ladies of Hamil- 
 
ton better facilities for thorough instruction in the useful and 
 ornamental branches of a good education, drew up articles of asso- 
 ciation for establishing a seminary, to be known as " The Hamilton 
 and Eossville Female Academy." These articles provided that 
 the institution should be under the control of five directors, to be 
 chosen annually from those who were members of the association. 
 Through the energy of Mr. Woods, and by the co-operation of 
 others whom he enlisted in the project, subscriptions amounting to 
 $2,500 were secured, and on the first Friday in January, 1833, the 
 subscribers to the articles of agreement met and elected John 
 Woods, Rev. Dr. David McDill, Rev. Augustus Pomeroy, James 
 McBride, and Caleb DeCamp directors of the association. Lot 
 No. 247 was purchased on Water street; being the same recently 
 leased for a city building, and a contract was entered into for the 
 erection of a suitable edifice for school purposes. This was finished 
 in the f^ll of 1834, and on Christmas day of that year, the direct- 
 ors met and formally accepted it from the hands of the contractor. 
 On the 7th of March, 1835, a bill was passed by the Legislature 
 incorporating the academy. Jn this bill the original articles of 
 association were fully recognized. William Bebb, afterward Gov- 
 ernor of the State, drafted the bill. 
 
 Miss Maria Drummond was the first teacher. Her term appears 
 to have been a short one, extending only from Feb. 14, 1835, to 
 September of the same year, when the school was suspended. This 
 suspension was but temporary, however, for, at a meeting of the 
 directors, held Oct. 8, 1835, Miss Georgetta Haven, a graduate of 
 Dr. John Lock's female academy, of Cincinnati, was invited to 
 take charge of the school at a salary of $400 per year. Miss Ha- 
 ven's compensation was afterwards increased to $500. 
 
 Miss Amelia Looker and Miss Eliza Hufiman were employed as 
 assistants at salaries of $400 and $300 respectively. Under their 
 instruction and the efficient management of the directors the acad- 
 emy became very prosperous. The teachers were thoroughly qual- 
 ified for their work, and the citizens of both Hamilton and Ross- 
 ville took great interest and pride in the institution, extending to 
 it a hearty support. So rapidly did its popularity and patronage 
 increase, that in the summer of 1836 there were 127 pupils upon 
 the daily roll. It was also fortunate in having as its advisers such 
 
men as Messrs. Woods, McDill, and Bebb, all of whom had been 
 teachers, who were deeply interested in the subject of female edu- 
 cation, and who devoted much time and thought to the welfare of 
 the academy. 
 
 After the close of Miss Haven's administration as principal, 
 which continued several years, the academy was conducted with 
 varying fortunes by Dr. Giles, Mr. Batchelder, Mr. Marchant, Mr. 
 Furman, and others. But the great Common School wave was 
 steadily swelling, and the tide of the academy^s success gave way 
 before it. The directors, loth to abandon an institution to which 
 their affections were so strongly bound, attributed its decline to the 
 location, and the property was therefore sold in 1856, with the 
 intention of securing some more eligible site. It is hardly neces- 
 sary to add -that, after the lapse of nearly a score of years, the 
 desired place has not yet been found, nor is it now even being 
 searched for. The academy was, in Hamilton, the connecting link 
 between the preceding lack of educational system under private 
 instruction, and the organized system of public instruction under 
 the State, It worthily fulfilled a grand mission, and when that 
 mission was ended, it gave place to a young and vigorous organi- 
 zation, through each of whose arteries, however remote or minute, 
 there pulsates the concentrated energy of a great commonwealth. 
 Let its memory be gratefully regarded, for within its walls many 
 mothers of the present generation imbibed the love for all that is 
 refining and ennobling in liberal education. Their influence will 
 be felt through their descendants in all time. 
 
 With the inauguration of the Common School system, under 
 the act of February 5, 1825, came that opposition which always 
 assails innovations of every kind. The world will probably never 
 lack those who regard the former times as better than the present, 
 and to whom the methods of their fathers are laws too sacred to 
 be violated. During the Fall of that year we accordingly find, by 
 the newspaper files of that day, that an elaborate discussion was 
 carried on relative to the adoption of Common Schools, the Cincin- 
 nati Gazette arguing strongly in their favor, and the Western Star 
 and Lebanon Gazette stoutly arguing against their expediency. 
 These articles were copied into the Hamilton papers, and drew 
 forth communications from local writers, which greatly aided the 
 
people in an intelligent comprehension of this most important 
 question. In the township records, where we should expect to find 
 full information concerning a subject which provoked so much 
 comment and criticism, there are but few entries throwing any 
 light upon the successive steps which must have been taken in the 
 establishment of the Common School system. That the offices 
 authorized by the earlier legislative enactments were filled by elec- 
 tion or appointment soon after the acts went into effect, is evident 
 from a report which appears in the Western Telegraph of August 
 28, 1829, signed by the Rev. Francis Monfort and William Bebb, 
 as " Examiners of Public Schools." A brief extract from this is 
 interesting, as showing that difficulties, which are by no means yet 
 removed, confronted those early workers in the cause of educa- 
 tional advancement. Messrs. Monfort and Bebb say: 
 
 " Men without either moral character or literary acquirements 
 are still intrusted with the education of our sons and daughters, 
 and ' How much do you ask a month?' continues still, we fear, to 
 be the first and last question propounded to the instructors of the 
 rising generation." 
 
 The examiners then proceed to remark that the profession of 
 teaching appears to be regarded as an asylum for broken-down 
 clergymen, physicians, and others, whose lives have proved par- 
 tial or total failures in their several vocations ; or as a temporary 
 means of subsistence which is abandoned as soon as some more lu- 
 crative work presents itself For this unfortunate state of affairs, 
 they saw no remedy but in the training of a new generation of 
 teachers, who shall make teaching the sole work of their lives, just 
 as men and women are trained for and enter upon any other 
 skilled employment. Space forbids further extract from this inci- 
 sive report; but as regards the evils against which it inveighs, and 
 the reforms and remedies it suggests, it might as well have been 
 written for the year 1875 as for 1829. That great advances have 
 since been made is doubtless true. Some of the old lions have 
 been slain from the way ; but even now one is occasionally met 
 which bears a strong family resemblance to those which so sorely 
 troubled our educational fathers fifty years ago. 
 
 From the time the Common School system went into effect 
 down to 1851, the schools of what are now the Second, Third, and 
 
Fourth Wards, of the city of Hamilton, were under the control of 
 the school authorities of Fairfield township ; and those of the First 
 ward were under the directors of St. Clair township. The Second 
 and Fourth Wards were then School District No. 1, and the Third 
 Ward was District No. 10. The earliest enumeration of the youth 
 in Fairfield township which can be found is for the year 1831. 
 The total number given is 1,055. Of these, District No. 1 had 
 352, with a tax apportionment of $78.53, while the figures for 
 District No. 10 are not stated. Of the teachers then employed, 
 of their terms of service, or of the amount of their compensation, 
 nothing of value can be deduced from the township minutes. 
 Their engagements appear to have been almost uniformly very 
 brief, no teacher remaining long in charge of one school. The 
 compensation of the teachers varied much the same as one might ex- 
 pect to find fluctuations in the grain or produce markets of the day. 
 Now and then a brief entry may be found on the record, setting 
 forth that a certain teacher was engaged to teach a certain school 
 at a certain sum "per day." Sometimes he remained for the full 
 period of his engagement, but oftener the minutes curtly mention 
 his being " paid in full to date," and his name appears no more. 
 These terms of service were some of them no longer than ten days, 
 and few of them extended beyond one school-year. Nor is this 
 state of affairs matter for surprise. It was the natural result of 
 the mistaken policy under which the schools were managed. The 
 teacher saw the school director driving a sharp bargain with him 
 at so much per day, just as he would do if he were employing a 
 man to plow his corn, or to harvest his crops, and he conducted 
 his negotiations to secure a school in precisely the same spirit. 
 His term of engagement lasted no longer than he could find some 
 other district whose directors would pay a few cents more per day, 
 and then his resignation was speedily tendered. It is strong testi- 
 mony in favor of the innate strength of the Common School prin- 
 ciple, that the system survived this experimental stage of its exist- 
 ence. Had it not been blessed with a sound constitution at birth, 
 its well-meaning but unskillful nurses would have been its death 
 while it was still in infancy. 
 
 At what precise time the first building for Common School use 
 was erected in Hamilton, does not clearly appear, but it was not 
 
far from 1836 or 1837. In this enterprise William Bebb, who was 
 then practicing law in partnership with Major John M. Millikin, 
 the present State Treasurer, took great interest. He suggested the 
 plans, advanced a large portion of the money needed, and devoted 
 much time to the completion of the work. This house now forms 
 a part of the Third Ward school on Dayton street (lot No. 157). 
 It was the first of its kind built two stories in height. 
 
 On April 19, 1851, an election was held, in which the electors 
 voted for or against the adoption of the act of Feb. 21, 1849 (vol. 
 47, p. 22), providing that cities and towns may be formed into 
 one district, to be governed by a board of six directors and three 
 examiners. Apparently but little interest was taken in the pro- 
 posed measure, for the returns show a very light vote polled,' there 
 being 101 for to 4 against. The act having been adopted, an 
 election was called for May 1, to choose boards of directors and 
 examiners, and those officers, having been duly elected, were sworn 
 in May 8. Of the first directors, two, John W. Irwin and John 
 W. Sohn, are still living in Hamilton. Of the examiners, Isaac 
 Robertson, Esq., Cyrus Falconer, M.D., and William Huber, M.D., 
 all are alive and in the active practice of their professions. One 
 of the first acts of the board, recorded under date of May 10, was 
 a resolution employing " Andrew McCandless as a teacher in the 
 Second Ward house, for thirty-five days at $1.60 per day, and Miss 
 Gouant at 85 cents," thus showing that even at that comparatively 
 late period the per diem practice, elsewhere alluded to, had not 
 been wholly abandoned. June 21, 1851, the first tax was levied 
 by the board, being IJ mills on the dollar. On June 30, orders 
 were drawn on the township treasurer, transferring the school funds 
 in his hands to the credit of John W. Sohn, the treasurer of the 
 board, thus completing the work of separate school organization. 
 
 From the very outset the chief difficulty with which the direct- 
 ors had to contend was in securing the services of proper teachers. 
 Whether this arose from the small compensation ofiered, or from 
 the reluctance of the teachers to enter into a work which was re- 
 garded somewhat in the light of an experiment, it does not matter 
 to inquire. Certain it is that the board very frequently elected 
 teachers, and that when the teachers were notified of their election, 
 
10 
 
 they quite as frequently declined. August 28, 1851, the minutes 
 record that Mr. Marohant and the use of the Academy had been 
 "secured" at $500 per year. But Mr. Marchant does not appear 
 to have been securely "secured," for under date of August 30th, his 
 declination is recorded, and Mr. F. Jenkins, of Mt. Pleasant, was 
 employed for the Third Ward school, at a salary of 140 per month, 
 while Mr. F. N. Slack was appointed to the lower or Second Ward 
 school. The schools were opened September 22d, and the text- 
 books mentioned were McGuffey's Fourth, and Coles' Fifth Head- 
 ers ; Colbum's Mental, and Ray's Practical Arithmetic ; and Brown's 
 Grammar. 
 
 With the opening of the school-year, in the Fall of 1852, one 
 noteworthy, progressive step was taken. It consisted in a classifica- 
 tion of the school departments, and in a schedule of salaries. This 
 action marked the departure from the " how-much-do-you-ask-ar 
 month?" method, of which Gov. Bebb complained. At this time 
 the Third Ward school was of a higher grade than the Second Ward. 
 In the minutes of the board, it is sometimes designated as the High 
 School, although its actual grade was not above that of the present 
 Grammar classes. The salary of the principal of this school was fixed 
 at $45 per month ; for the Secondary department, $40 ; female Sec- 
 ondary teachers, $20; female Primary teachers, $18. This year 
 the positions of the male teachers were reversed, Mr. Slack being ap- 
 pointed principal of the Third Ward school, and Mr. Jenkins taking 
 charge of the Second Ward building. 
 
 With the beginning of the school-year in September, 1853, we 
 find a new principal in Mr. J. W. Legg, of Piqua, Ohio, who was 
 engaged at a salary of $50 per month. In October, Smith's Geog- 
 raphy and Atlas were adopted as text-books. February 9th, 1854, 
 Mr. Legg reported 428 pupils in attendance upon the two schools, 
 being an average of 63^ pupils to each of the eight teachers. April 
 17th, of this year, there is an entry of a resolution, granting him 
 permission to establish a class in geometry, from which it may be 
 reasonably inferred that the higher mathematics had not previous 
 to that date formed part of the course of instruction. This month 
 was also memorable by reason of the proposition submitted to the 
 voters of Hamilton on the east side of the Miami, and of Rossville 
 
1] 
 
 on the west side, consolidating the two incorporated "villages into one 
 corporation, under the name of the City of Hamilton. The propo- 
 sition passed by a very decided majority. By the compact then en- 
 tered into, what had before been known as Eossville became the 
 First Ward of the new city. Each ward was allotted a representa- 
 tion of two members in the Board of Education, and it was further 
 stipulated that within a specified time a High School building 
 should be erected in the First Ward. The change thus briefly out- 
 lined was not efiected without considerable and strenuous opposition. 
 In this effort to establish a High School, we note an important ad- 
 vance in the educational interests of the community. 
 
 In consequence of this enlargement of the territory over which 
 the board was called to administer, it was judged best to create the 
 office of Superintendent of Public Schools. Alexander Bartlett, of 
 Mansfield, Ohio, was the first to fill the position, his engagement 
 dating August 18th, 1854, at a salary of $80 per month. On the 
 14th of September, a committee was appointed from among the 
 members of the board, which was instructed to draw up a "fuU sys- 
 tem of grades, studies, rules, etc., necessary for the perfect organi- 
 zation of the schools." This committee submitted its report, Octo- 
 ber 16th, of which 500 copies were printed. In the adoption of 
 this report we have the establishment of a written and certain school 
 government, in place of uncertain and unwritten regulations, and 
 though the event may appear trivial, it is nevertheless one of the 
 mile-stones on the road of progress. No other record of importance 
 occurs in this scholastic year, unless we except an exercise of the 
 sacred right of petition by the female teachers, who asked for in- 
 creased salaries. As the highest sum then paid to any one of them 
 was $25 per month, their request can hardly be deemed presumpt- 
 uous, but it was not granted. They had the satisfaction, however, 
 of showing that they knew what they were worth, and that must 
 have been a source of consolation to them in their defeat. 
 
 On the 29th of May, 1856, the first move was made looking to 
 the erection of the First Ward school-house ; the board of education 
 adopting a resolution requesting the City Council to advance suffi- 
 cient money to build the house. On the 1st of July, a committee 
 reported plans and specifications for the new building, and on the 
 
12 
 
 14th of August, the Council passed an ordinance appropriating 
 $11,000 in aid of the work. The contract with the builders called 
 for an expenditure of $10,800, but through alterations in the details 
 this price was very considerably exceeded; and in the absence or loss 
 of most of the vouchers, it is now impossible to determine the exact 
 cost of the structure. In June, of this year, another step in the 
 classification of pupils was taken by the establishment of the Gram- 
 mar Grade, which was composed of pupils not sufficiently advanced 
 for the High School, and of those too far advanced to remain in the 
 Intermediate Schools. In June, 1857, the office of Superintendent 
 of Schools was separated from the duties of Principal of the High 
 School, and G. E. Howe was chosen Superintendent, at a salary of 
 $1,000 per year; while on January 12th, 1858, S. A. Norton was 
 placed in charge of the High School, at a salary of $800 per year. 
 This latter date marks the opening of the First Ward building, the 
 board having succeeded in completing it after passing through many 
 vexatious financial difficulties. 
 
 On June 23d, 1858, the board ordered a tax of four miUs on the 
 dollar, for school purposes. By this time, in the course of the few 
 years hastily sketched as above, the force of teachers had increased 
 from eight, employed in 1854, to seventeen. Salaries had also been 
 advanced, for good teachers began to demand good pay, and we find 
 by the minutes that several of them to whom positions were ten- 
 dered refused to accept unless their terms for compensation were 
 met. Incidental expenses had likewise grown, through the enlarge- 
 ment of old school-houses and the building of the new one, and the 
 taxation necessary to meet the increased expenditure provoked crit- 
 icism and discontent among some who thought that education was 
 being too dearly paid for. Whether any remonstrances on this sub- 
 ject were actually presented to the board does not appear; but it is 
 certain that the differences of opinion among the citizens were suffi- 
 ciently strong to produce an impression upon the members, and to 
 lead them seriously to contemplate abolishing the office of Superin- 
 tendent, and reducing the salaries of teachers. This proposed step 
 backward becoming known to some prominent residents, who had 
 liberal views regarding educational interests, drew from them the 
 following unequivocal expression of their sentiments, which was pre- 
 sented to the board in writing at its meeting, June 26th, 1858 : 
 
13 
 
 " The undersigned, having learned that you propose to reduce the salaries 
 of the teachers employed in our schools, beg leave to say that we are in favor 
 of liberal salaries to first-rate teachers, and the most efiBcient system, econom- 
 ically administered, without regard to cost." 
 
 Words such as these, coming from such a source, and containing 
 doctrine so sound and enlightened, could not fail to command ear- 
 nest attention. But, if anything was needed to determine the wa- 
 vering board as to the line of action it should pursue, it came in the 
 shape of a vigorous protest, presented by one of the members at 
 the same meeting, as follows : 
 
 " I protest against the abolition of the office of Superintendent of our 
 Schools. It is an abandonment of the very principles upon which the Union 
 School system is founded. These are unity and gradation. How can seven- 
 teen schools without a head he called Union Schools ? Or how can they be 
 kept graded without superintendence ?*«*** 
 I care not for names. Give the Principal of the High School assistants 
 enough to enable him to perform the duties of a Superintendent, and I am 
 content. * * » Being unwilling to be held responsible in any 
 
 degree for the folly of employing seventeen persons to labor in any occupa- 
 tion without superintendence, or for the false economy of hiring cheap teach- 
 ers, I reapectfally ask you to accept my resignation as a member of the board." 
 
 That settled the matter. The resignation of the member was 
 laid on the table, from which it was never taken. At all events, 
 he continued in the service, the oflSce of Superintendent was not 
 abolished, and the salaries were not cut down. 
 
 In the early part of 1861, during the superintendency of John 
 R. Chamberlin, a neat report was published, in which the condition 
 of the public schools was clearly presented. Dr. W. W. Caldwell, 
 who became a member of the board of education in 1859, was, at 
 that time, president of the board. A year later he was elected 
 treasurer of the board, which oflBce he held until April, 1875. Dur- 
 ing the sixteen years of his connection with the board as a member 
 and officer, he was ever found advocating such measures as would 
 subserve the best interests of the schools. His retirement from the 
 board of education lost to the educational interests of Hamilton the 
 service of an ardent and able advocate. The report before alluded 
 
 \ 
 
14 
 
 to shows that the enrolment in the German-English department of 
 the public schools was 192. The organization of this department 
 was effected early in 1851. The first class was taught by Mathew 
 Pfaefilin at a salary of $30 per month. In 1861 the average daily 
 attendance in the High School was a fraction over 31. The school 
 was at this time, as it has been ever since, situated in the First Ward 
 school building. The building for a Central High School named in 
 the compact between Hamilton and Rossville has never been erected. 
 This annual report also shows that a portion of the superintendent's 
 time was employed in conducting recitations in the High School. It 
 was not until the year 1870 that the superintendent was relieved 
 from this duty and a teacher appointed to assist the principal of the 
 school in the work of. instruction. 
 
 Mr. H. T. Wheeler succeeded Mr. Chamberlin as superintendent 
 of schools. Little can be learned regarding his labors. It is known 
 that his administration was a vigorous one, his severity in discipline 
 being vividly remembered by some of his former pupils. During 
 his superintendency the course of study for the High School was so 
 revised as to enable pupils to graduate at the end of three years 
 from their admission to the school, instead of at the end of the fourth 
 year, as formerly required. The superintendents who followed Mr. 
 Wheeler were Messrs. John A. Shank, John Edwards, and E. Bishop, 
 the latter retiring in July, 1871. If the history of their labors is 
 brief, it is necessarily so from their failure to leave material from 
 which to derive it. It is fair to presume that the negligence which 
 seemed chronic in the superintendent's office during this period, per- 
 vaded every department of the public schools. Organization and 
 system were not prominent features of the public schools in these 
 years. Mr. Shank's term of office was too short to enable him to 
 understand the needs of the schools he superintended. Mr. Edwards 
 effected many reforms in the administration of the schools, if com- 
 mon report is to be credited ; but he did not remain long enough to 
 see their full fruits. Mr. Bishop had little experience in public 
 school superintendence, and sickness in his family prevented his ap- 
 plying his whole time and energy to the work of supervision. Dur- 
 ing the latter portion of the period now under consideration, viz ; 
 from 1861 to 1871, the board of education endeavored to improve 
 
16 
 
 the school accommodations of the city by remodeling the old school 
 buildings and making additions to them. The additions to the 
 Second Ward and Third Ward school buildings were completed prior 
 to 1868 at an aggregate cost of $6,204. 
 
 About the time that these long-needed changes were effected, the 
 condition of the room occupied by the colored school called for ac- 
 tion on the part of the board. This school, which was organized in 
 September, 1853, was taught in a dilapidated old shanty, situated 
 on the site now occupied by the colored church. As early as Au- 
 gust, 1857, a lot was purchased, at an expense of $600, upon which 
 it was proposed to erect a suitable school buUding for the better ac- 
 commodation of the children of the colored residents of the city; 
 but the matter had been put off from time to time untU, in the lat- 
 ter part of 1867, further delay was impossible. To the board of 
 education, as organized in 1867, belongs the credit of placing a good 
 school building on the lot purchased by a former board, ten years 
 before. No member of the board did more to secure this desirable 
 result than Mr. L. B. De la Court, to whose advocacy the project 
 owed its final success. The cost of the building, when completed, 
 was $2,000. 
 
 Since September, 1871, the public schools have been under the 
 management of the present superintendent, Mr. Alston EUis. At 
 the outset of his administration, reforms were inaugurated which 
 have since been zealously pushed forward. An entirely new course 
 of study was prepared and its strict observance enforced. Eeports 
 from teachers began to have some meaning; another year was added 
 to the High School course of instruction; examinations of pupils were 
 more frequent and thorough ; and in every department activity and 
 progress held sway. The value of the reformatory measures adopted 
 in 1871 and 1872 is seen in the present prosperous condition of the 
 schools. The people of Hamilton need not blush when the condi- 
 tion of the public schools is the theme of conversation ; for, to-day, 
 they stand side by side with the best graded schools of Ohio. The 
 gentleman who has wrought these great changes in the management 
 of the schools has achieved a reputation as an educator which re- 
 flects honor alike upon himself and the city whose educational inter- 
 ests he so effectively guards. 
 
16 
 
 A most important change in the plan of school instruction was 
 made in September, 1874, when the board of education, upon the 
 recommendation of the Superintendent, adopted a resolution declar- 
 ing that thereafter the policy of the board would be to place the 
 English instruction in the German-English department under the 
 direction of thoroughly competent English teachers. Before this 
 time the ordinary branches of English instruction were taught by the 
 teachers employed to teach the German language. The pupils of 
 the German-English classes, under the new regime, often-times show 
 results quite as creditable as those which follow the instructions 
 given in purely English classes. In 1873 the annual report of the 
 superintendent was published by the direction of the board of edu- 
 cation. The revised rules and regulations for the government of 
 the schools and the new course of study were printed with the 
 report, the whole making a neat, creditable manual of 144 pages. 
 In March of this year the Fourth Ward, which had been added to 
 the city some time subsequent to its organization, secured a repre- 
 sentation in the board of education by an act of the Legislature. 
 This act was drafted by the clerk of the board of education, Mr. 
 L. B. De la Court. As there was no school-house in the Fourth 
 Ward at this time, the children residing there were compelled to 
 attend the schools in the other wards. This, together with the fact 
 that all the school buildings of the city were greatly over-crowded, 
 led the board to build a school-house in the Fourth Ward, on the 
 lot which had been purchased three years before at a cost of $4,878. 
 The plans and specifications of this building were prepared and 
 approved in June, 1873, and the contract was awarded in July fol- 
 lowing. The building, which was first occupied in September, 
 1874, contains ten commodious, well-ventUated school-rooms, each 
 having a seating capacity for 56 pupils, and a large hall suitable 
 for gymnastic and general exercises. Everything about the build- 
 ing, from foundation stone to belfry, is complete and defies crit- 
 icism. ; The most approved school-furniture, speaking-tubes, gas 
 and water-pipes, are found in every room. The total cost of the 
 building and its adjuncts is shown by the following itemized state- 
 ment, furnished by the clerk of the board of education : 
 
17 
 
 MAIN BUILDING. 
 
 Paid contractors for the erection of the building, $66,025.65 
 
 Paid for lightning-rods, 270.00 
 
 Paid to architect of building, - - 1,866.00 
 
 Total cost of main building, - - 68,161.65 
 
 janitoe's HOtrSE. 
 Paid contractor for the erection of the building, - 6,732.67 
 
 PUBNITUBE, STOVES, ETC. 
 
 Paid for school desks, stoves, and other furniture, 2,277.45 
 
 TENCE. 
 
 Paid for putting up fence and painting the same, 1,904.00 
 
 GEADING LOT. 
 
 Paid for filling up and grading school lot, - 1,979.38 
 
 MISCELLANEOUS. 
 
 Paid for negotiating bonds issued by the board of education, - 10,300.36 
 Paid for well and pump, . . - . 193.00 
 
 GEAND TOTAL. 
 
 Issued in bonds, - 90,372.51 
 
 Paid in cash, 1,176.00 
 
 $91,548.51 
 
 The indebtedness incurred by the erection of this building did not 
 deter the board from makiag necessary improvements in the old 
 buildings. New furniture superseded the ancient relicts upon 
 which the pupils found torture rather than comfort during school- 
 hours ; paint and whitewash made the old unsightly structures 
 take on a more modern look ; and strong, substantial fences in- 
 closed the school premises and kept out depredators. Within the 
 last few years the sum of |3,110 has been expended for iron fences 
 and stone-work, while the cost of new furniture has been $4,019. 
 The school accommodations of Hamilton are now of a superior 
 character ; the health, comfort, and intellectual culture of the pu- 
 pils are watched over by a zealous, faithful corps of teachers ; 
 and the course of study is such as to afford excellent instruction 
 in music and drawing, in addition to other branches necessary to 
 a thorough Common School education. The High School, under the 
 eflScient instruction of Miss H. H. Kingwood, Miss Emma Pad- 
 
18 
 
 dack, and Mr. J. W. Berkstresser, offers superior advantages to 
 those desiring to pursue an advanced course of study. Of the 76 
 graduates since the examination of the first graduating class in 
 1862, many are now holding important places of honor and trust. 
 Nine of the teachers now employed in the public schools are grad- 
 uates of the High School. 
 
 We have now reached the conclusion of the educational history 
 of Hamilton. The absence of full and reliable data may have 
 caused the services of some to be under-rated ; certain it is that 
 the limited space allowed forbade mention of the services of many 
 who contributed in no small degree to the prosperity of the public 
 schools and the growth of an enlightened educational sentiment in 
 the community. In the preparation of this history, it has been 
 deemed best to leave all purely statistical matters for presentation 
 in tabular form. Tables of comparative statistics, a list of the 
 text-books used in the public schools, the corps of teachers, with 
 their present compensation, and the names of the members of the 
 board of education, will be found in the following pages. 
 
 Table No. 1. 
 Comparative Statistics. 
 
 Subjects Reported. 
 
 Fbom Atjgust 31, 1855, 
 
 ro August 31, 1875. 
 
 
 1855 
 
 1860 
 
 1865 
 
 1870 
 
 1875 
 
 Enumeration, . . . 
 
 1848 
 
 2319 
 
 3007 
 
 5048 
 
 5451 
 
 Enrollment, . . . 
 
 1122 
 
 1313 
 
 1053 
 
 1866 
 
 1631 
 
 Daily attendance. 
 
 6S3 
 
 721 
 
 953 
 
 1309 
 
 1202 
 
 Number of Teachers, 
 
 16 
 
 17 
 
 21 
 
 27 
 
 32 
 
 Amount paid for tuition, 
 
 $6,150.00 
 
 $5,818.00 
 
 $8,810.00 
 
 $15,150.00 
 
 $20,923.00 
 
 Cost of tuition per capita 
 on the average daily 
 attendance, 
 
 1 $9.71 
 
 $8.07 
 
 $9.24 
 
 $11.57 
 
 $17.40 
 
 The above table affords a curious study to the educational statis- 
 tician. The enrollment and daily attendance, reported for the 
 years 1860 and 1875, are authenticated by records now in the 
 
19 
 
 office of the Superintendent of Schools. The same items for the 
 remaining years were obtained by consulting the records in the 
 County Auditor's office. There is not a single monthly or term re- 
 port in the Superintendent's office, or in archives of the board of 
 education which would corroborate their truth. It is evident that 
 gross carelessness, to call it by no harsher name, attended the 
 compilation of some of the annual reports filed with the auditor. 
 No one conversant with school statistics will believe for a moment 
 that over ninety per cent, of the entire enrollment can be truth- 
 fully reported as in regular daily attendance, throughout any given 
 year; yet such was the case in Hamilton, in 1865, if the foregoing 
 table is worthy of credence. It will be difficult to convince those 
 familiar with the condition of the public schools in 1870 that the 
 enrollment and attendance were not greatly exaggerated. Since 
 the year 1870, private schools have been compelled to suspend, 
 owing to the increasing popularity of public schools, until at the pres- 
 ent time there is but one small private school within the corporate 
 limits. The pupils of a large church school have sought and ob- 
 tained admittance to the classes of the German-English depart- 
 ment of the public schools. Yet with all these accessions, which 
 were obtained almost simultaneously, in 1872, the only statistics 
 attainable assure the investigator that there was a falling ofi" in 
 the enrollment of 1875, as compared with that of 1870, of 235 pu- 
 pils. It is a well-known fact that in 1870, when only twenty -seven 
 teachers gave instruction in the public schools, several rooms con- 
 tained less than thirty pupils. Why were five additional teachers 
 necessary in 1875, if the enrollment had decreased as shown in the 
 table ? Truth compels the statement that the laxity of discipline 
 and want of system which prevailed in the schools prior to Sep- 
 tember, 1871, rendered a true exhibit of their condition impossible. 
 Transfers of pupils from one class to another were frequent, and 
 no record of re-enrollment was kept. Thus it happened that a sin- 
 gle pupU might be registered by two or three teachers. The enroll- 
 ment of 1872 was doubtless augmented by the re-enroUment of 
 transferred pupils, brought about by the failure of some teachers 
 fully to understand the new regulation that was made. 
 
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21 
 
 Text-Books used m the Public Schools, January 1, 1876. 
 
 SUBJECTS. AUTHORS. 
 
 Beading and Spelling, .... McGuffey. 
 
 Elocution Kidd. 
 
 German Beading and Spelling, . Beffelt. 
 
 Penmanship, Payson, Dunton, and Scribner. 
 
 Drawing, Forbriger. 
 
 Geography, Von Steinwehr and Brinton. 
 
 Language Lessons and Grammar, . Harvey. 
 
 Arithmetic and Algebra, . . Bay. 
 
 Physical Geography, .... Guyot. 
 
 United States History, . . Venable. 
 
 General History, . Anderson. 
 
 English Literature, .... Shaw. 
 
 Geometry and Trigonometry, . . . Loomis. 
 
 Anatomy and Physiology, . . . Cutter. 
 
 Zoology, ... ... Tenney. 
 
 Botany, Gray. 
 
 Natural Philosophy and Chemistry, . Bolfe and Gillet. 
 
 Latin Grammar, Beader, and Cffisar, Bullion, 
 
 ^ueid of Virgil, .... Anthon. 
 
 French Grammar and Beader, . Fasqualle. 
 
 Introductory Greek, .... Harkness. 
 
 Greek Grammar, Hadley. 
 
 Xeuophon's Anabasis, . . Anthon. 
 
 Ehetoric, Hepburn. 
 
22 
 
 COEPS OF TEACHERS 
 
 Employed in the Hamilton Public Schools 
 for the school-teae 1875-6. 
 
 English Department. 
 
 GRADES. 
 
 NAMES OF TEACHEBS. 
 
 ANNUAI. SALARY. 
 
 High School, 
 
 Miss H. H. Eingwood, 
 
 $950.00 
 
 « 11 
 
 " Emma Paddaok, 
 
 . 850.00 
 
 (f a 
 
 . Mr. J. W. Berkstresser, 
 
 850.00 
 
 Grammar School, 
 
 " James B. Berry, 
 
 . 750.00 
 
 11 it 
 
 Miss Llssa Daugherty, 
 
 750.00 
 
 A Intermediate, 
 
 Mr. James W. Overpeck, 
 
 . 750.00 
 
 n ti 
 
 . Mrs. Julia C. Strode, 
 
 500.00 
 
 B 
 
 Miss Belle Bowman, 
 
 500.00 
 
 U It 
 
 " Ernestine Hailman, 
 
 500.00 
 
 A Primary, 
 
 Mrs. W. P. Toung, 
 
 . 500.00 
 
 (t u 
 
 Miss Hettie Eose, 
 
 500.00 
 
 A and B " 
 
 " Erin A. Corwin, 
 
 . 500.00 
 
 B 
 
 Mrs. Ellen J. Bryant, 
 
 450.00 
 
 B and C " 
 
 Miss Eliza A. Qoldrick, 
 
 . 400.00 
 
 C and D " 
 
 " Virginia Mott, 
 
 400.00 
 
 ti te (( 
 
 " Jennie Long, 
 
 . 400.00 
 
 11 li « 
 
 " EmmaV. Sweet, 
 
 425.00 
 
 (( ti tt 
 
 " Amanda Garyer, 
 German-English Department. 
 
 . 400.00 
 
 A Intermediate, 
 
 Mr. Ferdinand Soehner, . 
 
 800.00 
 
 B 
 
 " Emanuel Eichter, 
 
 . 700.00 
 
 A Primary, 
 
 Miss Eliza Potter, 
 
 600.00 
 
 B " . . 
 
 Mr. Carl Ammann, 
 
 . 700.00 
 
 It tt 
 
 " A.W.Schmidt, 
 
 750.00 
 
 B and C « . 
 
 . Mrs. Frida Spriissky, . 
 
 . 600.00 
 
 11 tt u 
 
 Miss Pauline Steflfe, 
 
 600,00 
 
 C and D " . 
 
 " Fanny Pfaefflin, . 
 
 . 425.00 
 
 it It it 
 
 " Amy A. Rich, 
 
 425.00 
 
 it l( tt 
 
 " Nettie Chadwick, 
 
 . 400.00 
 
 tt tt It 
 
 " Hannah Barkalow, . 
 Colored School. 
 
 425.00 
 
 All Grades, . 
 
 Mr. Ira A. Collins, 
 
 . 800.00 
 
 Music, 
 
 « Theodore Meyder, 
 
 800.00 
 
23 
 
 MEMBERS OF THE BOABD OF EDUCATION, 
 For 1875-1876. 
 
 FIRST WABD. 
 
 Jacob Matthiaa, 
 John G. Weller, . 
 
 CoDBtantine Harkt, 
 Joseph Straub, 
 
 John W. Benninghofen, 
 James T. Imlay, 
 
 L. B. De la Court, 
 John W. Meokley, 
 
 Term expires in April, 1877 
 " " " " 1876 
 
 SECOND WABD. 
 
 THIED WABD. 
 
 FOtTBTH WABD. 
 
 
 it I 
 
 u 
 
 1876 
 
 
 U I 
 
 4( 
 
 1877 
 
 
 u i 
 
 u 
 
 1877 
 
 
 <( ( 
 
 t « 
 
 1876 
 
 
 11 t 
 
 ( It 
 
 1876 
 
 
 (1 1 
 
 I u 
 
 1876 
 
 OFFICERS OF THE BOARD OF EDUCATION, 
 For 1875—1876. 
 
 Jacob Matthias, 
 L. B. De la Court, 
 Constantine Markt, 
 
 President. 
 
 Clerk. 
 
 Treasurer. 
 
 SUPERINTENDENT OF SCHOOLS. 
 Alston Ellis. 
 
 BOARD OF CITY SCHOOL EXAMINERS. 
 
 L. B. De la Court, Term expires in August, 1878 
 
 Alston Ellis « « .< « 1877 
 
 R. B. Davidson, ' " 1876 
 
[Written for the Ohio Centennial Memorial School Volume by H. S. Doggett.] 
 
 SKETCH OF THE RISE AND PROGRESS 
 
 OF THE 
 
 COMMON SCHOOLS OF HILLSBORO', 
 
 HIGHLAND COUNTY, OHIO. 
 
 The first settlers of Hillsborough were men of intelligence, 
 and at an early day evinced a great interest in schools. 
 Many of these pioneers were men of liberal education for 
 that day, and were always ready and anxious to provide 
 schools for their children. Very soon after the settlement 
 of the town pay or subscription schools were taught at inter- 
 vals by James Daniel and others. The iirst of these schools, 
 deserving of particular notice, was taught by Robert Elliott, 
 who came here from Kentucky, at the instance of Allen 
 Trimble, who had known him as a teacher in that State. 
 
 Elliott Opened his school in 1814, in a building on Walnut 
 street, nearly opposite the Methodist Church. At the start 
 he had between thirty and forty pupils, and the number was 
 somewhat increased afterward. He was considered a good' 
 teacher, and his school was continued for the following three 
 years. It was attended by the children of the town, and by 
 some from the adjoining country. Several of the pupils of 
 this school are yet living, amongst whom are John A. Trim- 
 ble, John M. Barrere, Colonel Trimble and Washington 
 Doggett. 
 
 While this school was going on, the citizens of the town 
 agitated the subject of the purchase of a lot and the erection 
 of a school house. A public meeting was held, at which it 
 was determined to buy a lot and build a house, all to be paid 
 
for by subscription, and to be the property of the town for 
 school purposes. Three managers were elected: Joseph 
 Woodrow, J. D. Scott and George Shinn. They purchased 
 of Jesse Williams the lot on East Main street, on which 
 John D. Spargur now resides, for fifty dollars. The deed 
 bears date May 15, 1815. Very soon afterward a log school 
 house, twenty-five by thirty-five feet, was erected upon this 
 lot. The house was of hewn logs, and, in the language of the 
 article of agreement with the contractor, was "to be chunked 
 and daubed with good lime and clay mortar on the outside, 
 and to be lined with plank on the walls in the inside, and 
 sealed above head." On the completion of the house it was 
 furnished with seats and desks of simple construction, but in 
 consonance with the means of the people and in accordance 
 with the furniture of their homes. Elliott first occupied this 
 house, removing his school from the^house on Walnut street. 
 He remained in it until 1813. 
 
 The next movement in the direction of better schools 
 occurred in 1818. At that time the Madras or Lancastrain 
 school system was attracting considerable attention in this 
 country and Europe. Captain John McMuUin came to Hills- 
 boro' from Virginia, and proposed to teach a school upon 
 this ■plan. Several prominent citizens became interested in 
 getting up the school, and a meeting was held and articles of 
 agreement and subscription were drawn ' up and signed by 
 nearly all the citizens of the town. For the welfare and 
 good government of the school Allen Trimble, William 
 Keys, Samuel Bell, John M. Nelson, Joshua Woodrow, sr , 
 John Boyd and William Wright were chosen Trustees of the 
 "Hillsboro' Lancastrian School." These Trustees were 
 empowered to contract with McMullin to teach the school, 
 and were to pay him a salary not exceeding six hundred dol- 
 lars for the first year. They were also authorized to provide 
 fuel and other necessaries. All expenses were to be paid by 
 assessment on the subscribers in proportion to the number of 
 scholars each sent to the school. The school was to be in ses- 
 sion forty-eight weeks each year. To this school Allen Trim- 
 ble subscribed four pupils, John Boyd four, William Keys three, 
 
John Jones three, Francis Shinn three, John Smith, Pleasant 
 Arthur, Newton Doggett, and some forty others one or two 
 each. The school was opened in the log house on Main street 
 in September, 1818, and all the appliances of the Lancastrian 
 system were provided. Amongst these latter was the sand 
 desk, which supplied the place of the modern blackboard. 
 Between sixty and seventy pupils were enrolled at the start, 
 and the number was afterward increased during the continu- 
 ance of the school to ninety. 
 
 In 1821 an addition, twenty feet in length, was added to 
 the school house. This school seems to have prospered for 
 four years, and whatever the defects of the system may have 
 been, it had the merit of turning out good readers, writers and 
 spellers. Many of the at present old residents were pupils 
 in this school, amongst whom are Joshua Woodrow, jr., Mrs. 
 G. W. Tucker, William H. Woodrow, Mrs. Dr. Kirby, Col- 
 Trimble, Mrs. J. M. Trimble, Mr. and Mrs. J. P. Ellis and 
 Washington Doggett. Fourteen others are still living at other 
 places. In these two early schools no provision was made for 
 indigent pupils, excepting what assistance was given them by 
 their abler neighbors, and that assistance was rarely withheld 
 from the deserving. 
 
 The Lancastrian School under Gapt. McMullin closed in 
 1823. An eifort was made by John S. McKelvy to continue 
 it, but he carried fl on for only a short time, when the system 
 was abandoned. No effort was made in these schools to teach 
 anything beyond the common branches, excepting an occa- 
 sional class in book-keeping. 
 
 The next school of any note was taught by Eben Hall and 
 his wife, in the year 1826. The Halls were from Massachu- 
 setts, and were both well educated. Hall was a man of clas- 
 sical acquirements. He taught the advanced branches, and 
 his wife the Primary ones. Classes were taught by Hall in 
 Algebra, Latin, Greek and Hebrew. The Hon. Nelson Bar- 
 rere was a pupil of this school, and went thence to Augusta 
 College. 
 
 Owing to domestic and other troubles. Hall did not teach 
 many months. He was^succeeded by Benjamin Brock, who 
 
taught for a year or two. Judge Gregg also taught a school 
 about the same time. 
 
 In 1827 Robert Way, a Quaker teacher, who had been 
 teaching in Fairfield township, came to Hillsboro', and taught 
 a school. He was a teacher of very considerable reputation, 
 and taught for many years in Clinton county, where he died 
 a few years ago. 
 
 In the year 1828 a movement was made in the direction of 
 higher education in Hillsboro', which, on account of the im- 
 petus it gave the cause of education and the results flowing 
 from it, deserves extended notice. This movement resulted 
 in the founding of the Hillsboro' Academy. The pressing 
 want of some more thorough and extensive system of educa- 
 tion was felt and appreciated by the leading men of the town. 
 This feeling led to a subscription being started for the pur- 
 pose of providing a Male High School or Academy. After 
 a good deal of hard work, over five hundred dollars were 
 raised, in shares of stock of five dollars. The principal stock- 
 holders were Allen Trimble, William Keys, Andrew Barry, 
 Joshua Woodrow, jr., Isaac Telfair, John M. Nelson, Richard 
 Collins, Jacob Kirby and Samuel E. Hibben. 
 
 The stockholders were incorporated by an act of the legis- 
 lature, and organized by electing Allen Trimble, President, 
 Richard Collins, Secretary, and Samuel E. Hibben, Treasurer. 
 In order to commence at once a school ^ftch as was contem- 
 plated, they purchased, in 1829, a two-story frame house on 
 East Main street, on the lot on which John A. Trimble now 
 ■ resides. The Academy was opened in this building in the 
 autumn of 1829, with Rev. Samuel D. Blythe as Principal. 
 Coming after him as Principiils were Rev. Joseph McD. 
 Mathews, Rev. John Eastman, James A. Nelson, and last, 
 Professor Isaac Sams. The Academy reached its greatest 
 efficiency, and had its highest reputation, while in charge of 
 Mr. Sams. It was the first High or Classical School of any 
 importance in this part of the State, and was attended by about 
 fifty young men of this and adjoining counties. 
 
 Early in the history of the Academy it received, through 
 the efforts of Governor Allen Trimble, a donation of the 
 
State's interest in two tracts of land forfeited for taxes. After 
 pa,ying $1600 to heirs having claim on the land, enough was 
 realized from the sale of a portion of the land with which to 
 buy a lot and erect a building. Accordingly, a tract of thir- 
 teen acres in the north part of town was purchased, and on it 
 a commodious two-story brick edifice was erected, known as 
 "The Hiilsboro' Academy." For the construction of this 
 building the corporation and the people were greatly indebted 
 to the indefatigable efforts rf Col. William O. Collins. The 
 house was ready for occupancy in 1845, and in September of 
 that year Mr. Sams commenced his school, assisted at different 
 times by Fred. Fuller and Messrs. McKibben and C. Mat- 
 thews. The reputation of the school for thorough instruction 
 in the higher branches grew rapidly as a result of the ability 
 and industry of Mr. Sams. Several young men were here 
 prepared for College and for the business of life. Some of 
 these afterward became distinguished for their abilities and 
 sound scholarship. Wherever they are they look back with 
 pride to the career of the old Academy. 
 
 Professor Sams retired from the Academy in 1851, and the 
 school was discontinued. The use of the building was donated 
 to the Union Schools. Mr. Sams is still living in Hiilsboro', 
 at the advanced age of 87, enjoying as good health and as 
 good use of his faculties as most men do at 60 years of age. 
 His services to the cause of education in this town and county 
 are held in grateful remembrance and appreciation by our 
 people. In addition to his services in the Academy and the 
 Public Schools, his work as School Examiner was of great • 
 value. He was appointed Examiner in 1838. Previous to 
 that time the examinations for certificates had been conducted 
 with very little system. After Mr. Samslindertook the work, 
 the Board adopted a fixed method of strict examinations, and 
 by abiding by this for thirty years the teachers of the county 
 became worthy of the noble work they had to do. He also 
 took an active part in the County and State Teachers' Asso- 
 ciations, and was, in 1851, President of the State Teachers' 
 Association. 
 
By his long and varied services he gained that respect and 
 esteem of his fellow-citizens he so well deserves. « 
 
 In this connection it is fitting to mention the services of 
 Gov. Allen Trimble, who, from his coming to the county, was 
 to the day of his death the friend of popular education. He 
 took an active part in inaugurating the present Common 
 School system. Always foremost in the early educational 
 enterprises at home, he accomplished much for the cause in 
 Ohio when Governor of the State. He appointed, in 1822, 
 the Commissioners to report a system of education adapted for 
 Common Schools. Nathan Guilford, of this commission, 
 secured the passage of the act of 1825, the first step toward 
 the present school system. Gov. Trimble, in his inaugural in 
 1826, and in his messages from that time to 1830, urged upon 
 the legislature the interests and demands of the Common 
 Schools, and recommended increased taxation for their main- 
 tenance. His influence, more than anything else, effected the 
 passage of the acts of 1831 and 1832. His services, when the 
 system was in its infancy, cannot be over estimate<l, and should 
 always be remembered with gratitude by the people of Ohio. 
 To no one person are they more indebted for the proud rank 
 their schools have taken than to Allen Trimble. 
 
 During the years of the inception, growth and prosperity 
 of the Academy, the Public Schools were in operation as Pri- 
 mary Schools, and were gradually growing in usefulness. 
 Instruction in them was confined to the Primary branches. 
 Under the laws of 1825 and 1831, a portion of the expense 
 was paid from funds raised by taxation, and part by the patrons 
 of the schools. Soon after 1832 schools sustained entirely by 
 public money were inaugurated. These schools were taught 
 for the next few years by George McMillen, Mathew Simp- 
 son, and Messrs. Wilcox, Davis and others. 
 
 In 1827 a Grammar School was taught by Joseph Mc- 
 Mathews, afterward the Principal of the Academy, the founder 
 of Oakland Female Seminary, and at present the President 
 of the Hillsboro' Female College. For many years Mr. 
 Mathews, assisted part of the time by Miss E. L. Grandgi- 
 rard, was an earnest and faithful teacher in the special de- 
 
partment of female education. Their work, although not 
 directly connected with the Common School system, was 
 efficient and important. 
 
 In the year 1835 the old log school house, built in 1815, 
 gave place to a one-story brick school house, erected on the 
 same site. The first school in this house was taught by 
 Mathew Simpson, who was afterward succeeded in turn by 
 George McMillen, S. D. Beall and D. Ruckman. At this 
 time the interests of the Public Schools were in a manner 
 overshadowed by those of the Academy and Seminary. Still 
 the rapidly increasing number of children requiring Primary 
 instruction demanded more room for the schools, and in 1846 
 a two-story building, known as the Walnut Street House, was 
 built. 
 
 The schools reopened in 1847, with David Herron and 
 Amanda. Wilson as teachers in the Walnut Street House, and 
 William Herron and Mary Muntz in the old Main Street 
 House. About 150 pupils were enrolled, and the schools 
 gave good satisfaction for the next year or two. 
 
 In the year 1850 Professor Sams called the attention of 
 the people to the benefits likely to accrue to the youth 
 by an organization under the law of' 1849, known as 
 the Union School Law. This was ably advocated by 
 James Brown, of the News, and Mr. Emrie, of the Ga- 
 zette, and was resolved upon by a popular vote, and 
 in the spring of 1851 a Union School Board of Education, 
 consisting of D. J. Fall is, John M. Johnston, J. R. Emrie, 
 R. H. Ayres, Benjamin Barrere and Washington Doggett, 
 was elected. The organization was perfected during the year, 
 and in the" autumn the Union Schools opened, with Henry M. 
 Shockley as Superintendent. The schools comprised three 
 grades. Primary, Secondary and Grammar, and in the latter 
 a few High School branches were to be taught by the Super- 
 intendent, if there were any pupils qualified to pursue them. 
 The enrollment the first year was about 230, and the second 
 275. 
 
 In 1853 the use of the Academy building was given to the 
 Union Schools by that corporation, and in May, 1853, the 
 
Grammar department was moved to that house, under the 
 charge of Mr. Shockley and Eli Zink. At the close of the 
 school year in 1853 Mr. Shockley resigned, and Rev. E. 
 McKinney was appointed to the position of Superintendent. 
 It was determined at this time to add a High School depart- 
 ment, to be taught biy the Superintendent, assisted by Prof. 
 Sams, whose services for half of each day were secured. The 
 schools were in charge of Mr. McKinney until 1856, when 
 he was succeeded by Mr. Sams, who remained in charge until 
 1858. During these last few years the system found favor, 
 and it was believed by those interested that it would in time 
 supplant all other schools. 
 
 The schools opened in 1858 with Lewis McKibben as 
 Superintendent. In December of this year the old Academy 
 building, in which three grades were taught, was destroyed 
 by fire. For the next eight years the schools were without 
 good accommodations, changes of teachers were frequent, and 
 they lost much of the ground they had gained in the few 
 years before. 
 
 In 1862 Mr. McKibben was succeeded as Superintendent 
 by John Edwards, and in 1864 he was succeeded by L. Mc- 
 Kibben. For various reasons no Superintendent or "'A" 
 Grammar teacher were employed for 1865, and the school, 
 including the lower Grammar and the grades below, was con- 
 tinued in charge of B. C Colburn, of the B Grammar grade. 
 
 The Board and the people had been convinced of the abso- 
 lute need of a good building, which would accommodate all 
 the schools under one roof. They had, in 1863, purchased a 
 fine lot on West Walnut street for $2630. The purchase was 
 confirmed by the vote of the people, and preparations were 
 commenced for erecting a commodious Union School House. 
 Some delays occurred in commencing it, but in 1865 plans 
 and specifications were' drawn up for the present building. 
 These articles and plans differed materially from those of the 
 log house of 1815, which was, by the terms of the article of 
 agreement, to be "chunked and daubed." 
 
 The contracts for building the new house were let in 1866, 
 and the construction was pushed forward during that year 
 
and the next two. Some opposition was made to the project 
 at the time, but now the entire intelligent portion of the com- 
 munity approve the action. The Board, under whose auspices 
 the house was built, consisted of C. S. Bell, James S. Mur- 
 phy, Washington Doggett, N. Rockhold, J. C. Gregg and J. 
 H. Mullenix. 
 
 The old school houses and lots were sold at public sale. 
 The Main street lot for $2000. This, we have seen, was 
 bought in 1815 for $50.00, a big price at the time. 
 
 At the beginning of the schooH year in 1866 the Board re- 
 solved to restore the two grades that had been dropped, and 
 to employ a Superintendent and A Grammar grade teacher- 
 Accordingly, H. S. Doggett was employed as Superintendent, 
 and E. G. Smith for the A Grammar grade. Although the 
 schools had poor accommodations, they gradually increased 
 in enrollment and favor with the people until the year 1868, 
 when the new three-story building was completed and ready 
 for occupancy. 
 
 The schools were opened on the 6th of September in the 
 new house, with the following corps of teachers : 
 
 H. S. Doggett, Superintendent; L. McKibben, High 
 School teacher ; E. G. Smith, A Grammar ; Mary Doggett, 
 B Grammar ; Maggie Richards and Mary Ellis, Intermediate; 
 Serena Henderson, Matilda McFadden and Sarah J. Lam- 
 bert, Primary. 
 
 A revised course of study and a Code of Regulations were 
 reported by the Superintendent and adopted by the Board. 
 At the start 410 pupils were enrolled. These were examined 
 and classified in their proper grades. Soon after the opening 
 another Intermediate teacher was required, and Miss Ellen 
 Eckly was employed. It was also determined to employ a 
 teacher for the German language, and Gustav Chateaubriand 
 was employed. In 1869 Miss Caroline Clay was chosen to 
 this position, which she has filled creditably ever since. A 
 regular High School course of study was adopted at this time, 
 which, in 1872, was revised and extepded, and arranged for 
 three years' study. From that time forward the Board deter- 
 mined to give diplomas to those pupils who satisfactorily com- 
 
pleted the course. Pupils completing this course are prepared 
 to enter College, or qualified for the active business of life. We 
 give the names of the graduates. 
 
 CLASS OF 1873. 
 
 W. A. Brouse, Edward Holmes, W. C. Nelson, Wyatt 
 Farrar, N. Rockhold, jr., Matilda Roads, Verda Eckly, Ame- 
 lia Clay. 
 
 CLASS OF 1874. 
 
 Nannie Hanley, William R. Patterson, Thomas H. Lang- 
 ley, Joseph McD. Mathews, jr. 
 
 CLASS OF 1875. 
 
 John Higgins, Julius Pangburn, Emma Conard, Bertha 
 Reck'ley, Callie Shepherd, Mary F. Fallon. 
 
 Two of the graduates and three other pupils, who finished 
 their course in the schools before diplomas were given, are 
 now teachers in the schools. Several others are teaching in 
 other places, or engaged in business. Every year young men 
 and ladies from the country attend the schools and qualify 
 themselves for teachers. Many of these are doing good work 
 in the country schools. 
 
 The number of pupils enrolled at the beginning of the 
 present term in the white schools were 523, and in the colored 
 75. This latter department is taught in a commodious and 
 convenient brick school house of two rooms, erected by the 
 Union School and township Boards. Two teachers are em- 
 ployed for the colored school, and good results have already 
 accrued from their labors. 
 
 The Union schools are now held in great favor and appre- 
 ciation by the youth and citizens of the town. A zeal for and 
 an interest in learning pervades the pupils of the school in all 
 the grades, which, as much as anything else, insures their pro- 
 gress and success. The discipline is good, the number of the 
 unruly and insubordinate being very small. Monthly ex- 
 am^inations in writing are held, and public examinations twice 
 in the year. The teachers have of late years been generally 
 
fait-hful, efficient and well qualified foi? their arduous duties. 
 All of these hold certificates of a high grade from the County 
 Examiners and the Superintendent, one for life from the State 
 Board of Examiners. 
 
 The good results of the past few years are, in a great meas- 
 ure, to be attributed to the liberal and enlightened policy of 
 the Board of Education in retaining the services of successful 
 and efficient teachers as long as they desire to remain. This 
 has given the schools a character for permanency, and has 
 prevented those disorganizing breaks in the work which are 
 the results of frequent changes in teachers or methods. 
 
 The Superintendent and several of the teachers have been 
 in the continuous service of the Board for eight or nine years 
 past. Changes of teachers have been not at all frequent. 
 
 In September, 1875, soon after the schools had reopened 
 for the present year, Mr. McKibben resigned his position in 
 the High School, and retired from the professsion, on account 
 of ill health. He had filled the place since the year 1868. 
 He was succeeded by E. G. Smith, who is doing his work in 
 this grade thoroughly and successfully. The Superintendent 
 gives three-fifths of his time to teaching in the High School, 
 and the remainder to supervision. Sixty-five pupils are en- 
 rolled in the High School, the largest number ever in attend- 
 ance in this grade during a summer term. They are studying 
 Latin, Greek, German, the Sciences and Higher Mathematics. 
 The graduating class this year will equal or surpass in num- 
 bers any former one. 
 
 The Union Schools are now managed by the following 
 authorities : 
 
 BOAED OF EDUCATION. 
 
 C. S. Bell, William H. Glenn, Wesley Copes, John Reckly, 
 Josiah Stevenson, J. M. Heistand. 
 
 COEPS OF TEACHERS 1875-76. 
 
 H. S. Doggett, Superintendent ; E. G. Smith, High School 
 teacher ; W. A. Brouse, A Grammar teacher ;, Mary Doggett, 
 B Grammar ; Lizzie Ambrose, Matilda Roads, Sarah E. 
 
Williams, Intermediate; Mary Conard, Nannie Doggett, 
 Sarah J. Lambert, H. R. Fenner, Primary ; C. Clay, German. 
 
 COLORED SCHOOL. 
 
 William H. Garnett, Ilattie A. Gordon. 
 
 This sketch can not be better concluded than with the fol- 
 lowing paragraphs from memoranda furnished the writer 
 by Professor Isaac Sams : 
 
 " To one who has closely watched the progress of education 
 and its results in the county of Highland and village of Hills- 
 boro' for over forty years, the vast amelioration in the attain- 
 ments, the demeanor and moral status of the youth, seems 
 almost miraculous. 
 
 "And in general it may be affirmed of the educational con- 
 dition of Highland county and of Hillsboro,' the county town, 
 that no agricultural county of an equal population can be 
 found to excel it in either method or effect." 
 
HISTORY OF IRONTON PUBLIC SCHOOLS. 
 
 Ironton became an incorporatecj village the year that the 
 present Union School Law of Ohio was enacted, and was 
 among the first to place itself under this law. The projectors 
 of the new town aimed to build up a manufacturing town, 
 which should be a centre for the Hanging B,ock iron region, 
 and with this object in view, purchased lands for a towu site 
 in 1849, and proceeded to lay the foundation for large busi- 
 ness enterprises. The first sale of lots took place in the early 
 part of the year 1850. As an indication of the interest 
 which the projectors of this enterprise took in the cause of 
 popular education, a stock company was at once formed and a 
 subscription opened for the purpose of building a school house. 
 The payment of five dollars entitled to one share in the school 
 building. By this plan a sum of nearly five hundred dollars 
 was secured, a comfortable building erected, placed in the 
 hands of three trustees, and rented to the village for school 
 purposes. The number of stockholders in this school house 
 company was fifty-two. 
 
 The building, after being rented a few years, was sold to 
 the town, and the money refunded to the stockholders. The 
 first teacher of the Ironton Public School was Mr. McLain, 
 a graduate of Marietta College, who took charge in the early 
 part of 1850 and continued until ISol. 
 
 On the 22d of May, 1851, a vote was taken upon the adop- 
 tion of the school law of 1849, and resulted in thirty- 
 seven yeas, one nay. In accordance with this action, an 
 election was held upon the second day of June for the pur- 
 pose of choosing six School Directors, with the following 
 result : John Campbell and John Peters were chosen for three 
 years; Rev. James Kelly and William D. Kelly for two 
 vears ; S. R. Bush and Thomas Murdoch for one year. This 
 
Board of Directors was organized June 7th, and appointed as 
 Examiners, Dr. C. Brigg, three years; Neil McNeal, two 
 years, and Dr. J. P. Bing, one year. 
 
 On the 23d day of this same month it was decided by 
 vote to levy a three-mill tax for school building purposes. 
 At a meeting of the Board of Education August 30th, 1851, 
 Mr. Charles Kingsbury was appointed Principal of the Iron- 
 ton School, at a salary of $600, and Mr. William Ward 
 Assistant at a salary of $300; and on the I7th of September 
 Miss Emily Wait was employed as teacher at a salary of $15 
 per month. The attendance of pupils being much larger 
 than was anticipated, the basement of the Methodist Church 
 was rented for school purposes, and an additional teacher? 
 Miss Emily Eankin, employed December 30th, 1851, at $25 
 per month. Upon the same date all the schools were placed 
 under the superintendency ofMr. Kingsbury, who continued 
 in this position, with the exception of one year, 1853-4, until 
 June, 1865, when growing infirmities demanded his iinal 
 resignation. 
 
 And here it will not be amiss to note that a wiser selection 
 could not have been made than that of Mr. Kingsbury, to 
 preside over the educational interests of our community. A 
 man, he was, in every way fitted for the calling of a teacher — 
 kind, firm, true, with a rare enthusiasm for his work, and 
 a noble zeal. To him, more than to any man who has 
 belonged to this community, are we indebted for raising high 
 the standard of moral excellence, and not a few men leading 
 useful lives cheerfully bear testimony to the influence of his 
 instructions and example. In the highest sense of the title, 
 Mr. Kingsbury was a teacher. Not only had he a lofty enthu- 
 siasm for his profession, but his life, his spirit, his principles, 
 were such that his very presence was fitted to excite a love for 
 things lovely, virtueus and pure. 
 
 It was the writer's privilege to associate intimately with 
 Mr. Kingsbury the last two years of his life, and he recalls, 
 as one of the bright experiences of his life, the kindly, wise 
 counsels, and noble spirit of this true teacher. His was that 
 highest of all aims, to impress eternal truth upon immortal 
 
minds, and right well did he do the work, in his short day. 
 At his death, in July, 1866, the entire .community mourned. 
 We felt we had lost our most valuable citizen, one who had ' 
 really done most for the higher interests of the people, and, 
 as if spontaneously, all business was suspended on the day 
 his remains were borne to their final resting place. As an 
 evidence of the deep appreciation of the services of him who, 
 for fourteen years, had been at the head of the educational 
 interests of Ironton, the citizens, by voluntary contributions, 
 have reared a handsome monument to his memory. 
 
 The second year of the graded system, the number of teach- 
 ers had increased to six, those of the first grade receiving 
 $25 per month, second grade $22 per month, and the third 
 grade $20 per month. 
 
 During the year 1852, additional subscriptions were made 
 by the stockholders of the school building for the jjurpose of 
 building an addition to meet increasing school wants. The 
 following year the project of a large central school building 
 was started, the members of the Board ol Education borrow- 
 ing five thousand dollars upon their own individual liability 
 for this purpose. This building was completed and occupied 
 in the latter part of 1854, and contained eight school rooms. 
 A fact which shows the educational spirit of the community 
 at the completion of the central building, is worthy of men- 
 tion here. A number of citizens advanced money, there 
 being none in the treasury, to furnish philosophical a])paratus 
 for the High School. On the 12th of October, 1853, Dr. N. 
 K. Moxley was appointed a member of the Board of Educa- 
 tion, to fill the unexpired term of John Peters, resigned, and 
 has remained in this position until the present time. 
 
 Mr. John B, Beach was appointed Superintendent of the 
 schools, November, 1853, and retired from the position July, 
 1854, at which time Mr. Kingsbury was reappointed at a 
 salary of $1,000 a year, and thenceforward retained the posi- 
 tion until the summer of 1865, when growing infirmities 
 compelled his retirement. 
 
 His successor, Mr. A. C. Hirst, entered upon the duties of 
 Superintendent in Septembec, 1865, and continued in this 
 
capacity until June, 1869. During these four years, special 
 efforts were put forth to elevate the standard of education in 
 the High School department. Plans were adopted, and pur- 
 sued with a good degree of enthusiasm and energy, that 
 looked to the preparation of pupils for college. 
 
 A three years' course of studies was introduced, designed 
 to fit for the Junior class of college. Though beneficial to a 
 few, it is questionable whether the expenditure of energy and 
 money upon the High School department, under the system 
 thus inaugurated, was not excessive. It is not the province 
 of this paper to discuss this question, more than to state the 
 fact that the prominent idea which obtained under the Super- 
 intendency of Mr. Hirst was, that the High School should be 
 made a department from which to gather reinforcements for 
 our higher educational institutions. It is proper, however, 
 here to say, that many good friends of our education and. of 
 our Common Schools, felt that the true aim of the schools was 
 overshadowed by the zeal for the higher education. 
 
 Mr. Hirst, being invited to a Professor's chair at Ohio 
 University, in June, 1869, resigned his position as Superin-, 
 tendent, and was succeeded by Mr. Batelle. At the close of 
 the year for which he had been appointed, Mr. Batelle was 
 succeeded in the Superintendency by Mr. A. M. Vandyke, 
 who had been Principal of the High School one year previously. 
 
 After occupying the position of Superintendent four years, 
 Mr. Vandyke was reappointed Principal of the High School, 
 for which position he had manifested higher qualifications than 
 for organization, and Mr. H. A. Farwell, of Norwalk, Ohio, 
 was placed at the head of the schools, which position he still 
 holds. It appears, then, that since the organization of our 
 graded schools in 1851, tihere have been six Superintendents, 
 the longest term being that of the first. The terms of Mr. 
 Beach and Mr. Batelle were but one year each. 
 
 The changes in the Principalship of the High School have 
 been much more frequent, much to the disadvantage of this 
 department. Fifteen different instructors have have had 
 charge of this department since its organization, making the 
 term of service average less than two year^ 
 
The longest term of service was that of Rev. Watson 
 Clarke, who occupied the position during the school years of 
 1854-5 and also 1863-6. C. C. McCabe, John X. Davidson, 
 and H. M. Adams, were each in charge of the High School 
 two years, the latter two years and five months. Mr. 
 Charles F. Dean is present Principal of the High School. 
 
 During the Superintendency of Professors Hirst and Van- 
 dyke, an attempt was made for a short time to dispense with 
 the services of a Principal of the High School, but without 
 satisfactory results. Experience has proved that no one man 
 can do justice to the schools whose whole time is not given 
 up to superintending. When the attempt has been made to 
 superintend and teach, one or the other department was 
 necessarily neglected. 
 
 Among the very fi.rst resolutions spread upon the Ironton 
 school records, was a resolution of the Board of Education, 
 requiring the teachers to spend a portion of every Saturday 
 together to compare methods of teaching, and counsel with 
 each other and the Superintendent as to tJieir work. This 
 plan was pursued for a number of years, but has been changed 
 under the present superintendency to the following, which 
 appears to work satisfactorily : 
 
 The teachers are required to meet monthly, to con- 
 sider questions pertaining to all the schools. They are 
 also called together monthly, or more frequently, by grades, 
 to consider the work of their grades. The writer has 
 often heard hearty expressions given from teachers as to the 
 benefits derived from contact with fellow workers, and from 
 kindly sympathy of Superintendents. The means are not at 
 command to furnish accurate statistical reports, showing the 
 progress of our Ironton graded schools during the quarter of 
 a century of their existence. The first enumeration of chil- 
 dren of school age, ordered by the Board of Education, was 
 in 1854, and gave 727 boys and 718 girls. In 1865 the 
 enumeration gave 780 boys and 827 girls. 
 
 The first colored school was organized in December, 1857, 
 and Mr. Samuel Burdett appointed first teacher. 
 
 As the means are not at command from which to obtain 
 
reliable information concerning the progress of the schools, 
 until within the past five years, it has been thought proper 
 to close this paper by presenting some items of interest gath- 
 ered from the more recent history. The following is a sum- 
 mary of important facts from the last five annual reports of 
 Superintendents : 
 
 1870. '71. '72. '73. '74-5. 
 
 No. Enumerated 2,029 2,784 2,454 2,616 2,495 
 
 " Enrolled 1,484 1,676 1,628 1,601 1,590 
 
 Average Daily Attendance.. 867 938 904 1,001 1,055 
 
 " " Absence 92 118 ..... 127 78 
 
 " No. Belonging 1,007 1,056 1,093 1,220 1,221 
 
 Per cent: of Attendance 58 56 56 68 67 
 
 No. Remaining .... 899 833 929 1,039 
 
 Half Day's Absence '. 41,183 42,289 46,600 23,887 
 
 Cases of Tardiness 6,668 8,562 9,041 3,181 
 
 The present number of schools is 27, and number of teach- 
 ers 28. 
 
 Ieonton, March 7th, 1876. 
 
J. +^ , + *. 
 
 The first Public Schools iu Lancaster, Ohio, were opened on 
 the 30th day of May, 1830. At that time the population of 
 the town was about 2800. In the spring of that year Samuel 
 Carpenter, George Sanderson and Henry Dooble were elected 
 school trustees, and a public school was opened on Columbus 
 street, south of Main, in a building then known as the old Re- 
 form church. William Charles was appointed teacher of this 
 school, at thirty dollars a month, for a term of four months. 
 At the same time another public school was opened on Walnut 
 street, in a building occupied before as a shoe shop. Louis A. 
 Blaire was appointed teacher of this schgol, at twenty dollars 
 a month. The branches taugiit in these schools were Reading, 
 Writing, Arithmetic, Geography and English Grammar. — 
 There was no uniformity of test books, but little classification, 
 and the furniture was of the most primitive style. In 1838 a 
 public school was opened in a frame building on the corner of 
 High and Chestnut streets, where the residence of John S. Sni- 
 der now stands. At the same time a school was opened in a 
 brick building on Walnut street, immediately west of the old 
 Radical church. A Mr. Booth, assisted by a Miss Collins,^ 
 taught this school. In 1842 a public school was opened in the 
 
basement of the Presbyterian church, with a Mr. Johnson as 
 teacher. The public school fund, controlled by the school di- 
 rectors at this time, was not sufficient, even at the pitiful sala- 
 ry then paid to teachers, to keep the schools in session more 
 than four or five months each year. In addition to these pub- 
 lic schools, there were private schools. One of these was lo- 
 cated on Wheeling street, and known for a time as Booth's 
 Academy. Another, located on Mulberry street, and known 
 as Howe's Academy, was patronized largely by that class of 
 citizens able to pay tuition. In an old copy of the Lancaster 
 Oazette of the date of July 5th, 1838, we find the following an- 
 nouncement: 
 "Lancastek Institute Jor the Instruction of Young Ladies, 
 
 corner Columbus and Mulberry Streets, Conducted by Mrs. 
 
 and Mr. MoGill, A. B. & M. H. A. 
 
 "The principals beg leave to annouce to their friends and 
 the public in general, that they have opened the above Insti- 
 tute, (fee. 
 
 "The course of Instruction comprises the Latin, French and 
 English Languages; Music and Singing on the Logerian Sj-s- 
 tem; Drawing and the elements of Perspective and Geometry; 
 Fruit, Flower, Figure and Landscape Painting in Oil and Wa- 
 ter Colors; Oriental Painting on paper, satin, velvet and wood; 
 Grecian and Glass Painting, and Japanning, Mezzotinting and 
 Transferring; Orthography, Reading, English Grammar, Com- 
 position and Letter Writing, Hisiory, Ancient and Modern, 
 Writing on a free and beautiful systena, in which legibility and 
 elegance are combined. The Ornamental Hands, Arithmetic 
 and Book-keeping on an improved system, adapted to domes- 
 tic accounts; Geography, use of the Globes, Construction of 
 Maps, Astronomy, M3'thology and Chronology; Practical 
 Chemistry as it relates to the useful arts dependent on that 
 science; Natural and Moral 'Philosophy; Botanj', with instruc- 
 tions for drawing'and coloring plants, flowers, &c.; Plain and 
 Ornamental Needle arid Fancy Work." 
 
 How many of the young ladies of Lancaster availed them- 
 selves of the advantages of this remarkable course of study 
 
and the success of this institute, we have not been able to learn. 
 
 But little if anything was done for the improvement of the 
 public schools of the town before the year 1847. On the eve- 
 ning of the 4th of December of that year, a meeting of the citi- 
 zens of Lancaster was held in the Court House, to take into 
 consideration the condition of the common or public schools. 
 In the call for this meeting, the citizens were urged to turn 
 out and earnestly consider this question, saying "No subject 
 exceeds it in importance, and yet none has received so little 
 attention." 
 
 This call for a public meeting to consider the condition of 
 the schools and devise means for their improvement, was signed 
 by the following citizens: H. C. Whitman, William Slade, 
 Benj. Connell, M. A. Daugherty, H. Orman, F. A.. Foster, G. 
 Kauffman, .7. D. Martin, J. C. Weaver, J. Work, E. Perry, H. 
 H, Eobinson, Geo. H. Smith, Eev. William Cox, G. W. Boerst- 
 ler, John Reber, A. McVeigh, Eobert Reed, J. Garaghty, Jas. 
 Gates and John G. Willock. 
 
 At this meeting the almost utter inefficiency of the schools 
 and the great importance of immediate action for their im. 
 proveinent were ably and earnestly presented by H. C. Whit- 
 man, W. Slade, Rev. Wm. Cox, P. Bope and others. 
 
 The meeting was well attended, and at its close the sentiment 
 seemed generally in favor of taking such steps as would secure 
 better schools. Other meetings were held, "the ball was kept 
 rolling," and as a result of the interest thus awakened, we find 
 among the proceedings of the Legislature of that winter, the 
 passage of an act for the support and better regulation ot com- 
 mon schools in the town of Lancaster, Ohio, passed Februar3'- 
 19th, 1848. The provisions of this law are similar to the law 
 generally known in this State as the "Akron School Law." — 
 Section first of this law provided that the corporate limits of 
 the town of Lancaster "be enacted into one general common 
 school district; provided, that if any of the districts of said 
 town as now organized, shall on the first Monday of April, 
 1848, at the place of holding the corporate elections of said 
 town, between the hours of 10 A. M. and 4 P. M. of said da}-, 
 
by a majority of the resident voters therein, decide by voting 
 nay not to come into said general district, then and in that event- 
 this law shall in no manner apply to said district or districts, 
 either in its benefits or burdens." ' 
 
 At this election, that portion of the town lying north of 
 Main street, and known as the North District, adopt'ed by a 
 large majority the provisions of the new school law. 
 
 A majority of the voters living south of Main street voted 
 "oiay" thus deciding not to share the benefits or burdens of an- 
 improved system of schools. 
 
 The North District proceeded immediately to organize,. 
 electinga Board of Education, composed of the following gen- 
 tlemen: H. C. Whitman, John Reber, William Slade, Robert 
 Reed, John C. Rainey and Wm. Upfleld. Ground was pur- 
 chased at the corner of Broad and Mulberry streets, and the 
 erection of a building commenced. This house was completed 
 in the spring of 1849. It was of brick, two stories in heightj- 
 contained eight school rooms, four on each floor. The furni- 
 ture, composed of wooden desks and seats, each intended for 
 two pupils, was a great improvement on the "slab benches" of 
 most school houses of that day. Schools were opened in this 
 building in June, 1849. The schools were divided into six 
 grades or departments. John S. Whitwell was employed as 
 the first Superintendent and teacher of the High School. The 
 Superintendent was assisted in the High School by M. M. 
 Barker. The salary of the Superintendent at this time was 
 $600' per annum, and of his assistant $300. The following are 
 the names of the first teachers in the Primary and Secondary 
 departments: Mrs. Thorn, Mrs. Claspill, Miss Slaughter, Miss 
 Louisa and Miss Anna Mather. The highest salary received by 
 the lady assistants was $150, and the lowest $115. In a copy of 
 the Ohio Eagle, one of the newspapers of the town, under date 
 of Nov. 9th, 1849, we find the following: "The education o^ 
 the youth in this town is not neglected. During the past \ear 
 a most beautiful and large brick building has been erected, ifec. ; 
 500 scholars are in attendance. The building we feel proud of, 
 and we take pleasure in pointing it out to strangers." 
 
The people were evidently pleased with the improved school 
 ■facilities in the North District, and notwithstanding the stub- 
 'born opposition of some who were opposed to "big school 
 bouses," the South District, at an election held In April, 1850, 
 -decided, by a vote, to share with the North District the benefits 
 and burdens oi the improved system of schools; thus the town of 
 Lancaster became one "Common School District.'' The fol- 
 lowing named gentlemen were elected as the first Board of Ed- 
 ucation for the town: John Eeber, John D. Martin, Robert 
 Reed, John L. Tuthill, Jacob Hite and J. C. Rainey. One of 
 the first acts of this Board was to take the necessary steps to 
 -secure a new school building, for the accommodation of the 
 children in the south part of the town. 
 
 Four acres of ground, favorabl}' situated, were purchased, 
 and the erection of a building, similar in plan and structure to 
 the one in the north part of the town, was commenced. This 
 house was completed and readj' for the admission of pupils on 
 the first of April, 1851. The schools were now divided into 
 Primary, Secondary and High School. No definite informa- 
 tion can be obtained with regard to classification or course of 
 stud}' in the schools at this time. Four Primary schools, four 
 Secondary schools and a High school were opened on the first 
 of April, 1851, with John Williams as Superintendent. His 
 assistants were Miss Wilcox, Mr. Hill, Mr. Booth, Mr. Grei- 
 ner. Miss Morgan, Miss Clifford, Miss Mather, Miss Slaughter, 
 Mrs. Thorn and Mrs. Claspill. 
 
 The following extract from a report on the condition of the 
 schools, made by the Secretary of the Board, May first, 1856, 
 five years after the adoption of the graded system by the town, 
 exhibits a commendable pride in the schools: 
 
 "The schools are organized under one general system, and 
 so conducted as to embrace all the higher branches of an 
 academical education. The city can boast of two as splendid 
 fl,nd commodious school edifices as any town in the State,, and 
 -a school system wherein the youth can avail themselves of an 
 ■education in all the higher branches of learning, without sac- 
 
rificing any of the advantages derived from the Common 
 School System of the State." 
 
 From this report we also learn that the branches taught in 
 the schools at that time, were Reading, Writing, Arithmetic,, 
 Geography, Grammar, Algebra, Geometry, Natural Philosophy) 
 History, Chemistrj', Botany, Ehetoric, French and Latin. 
 
 Eevenues for the support of the schools were derived from 
 State tax, sale of school lands, and direct tax. The following 
 table will show the growth of the system from the year 1855 
 to the present time: 
 
 Xumberof pupils ennmerated. 
 
 " ** enrolled 
 
 Average daily attendance 
 
 Number ol' teachers 
 
 "• school rooms 
 
 ■' grades 
 
 *= weeks in session 
 
 1855 
 
 1866 
 
 1226 
 
 1465 
 
 S76 
 
 1020 
 
 647 
 
 602 
 
 10 
 
 16 
 
 15 
 
 16 
 
 6 
 
 9 
 
 40 
 
 42 
 
 1875 
 
 2232 
 1035 
 762' 
 22 
 22 
 10 
 41 
 
 Amount paid teachers... 
 
 Total expenditures 
 
 Value of school property. 
 
 . 15:2860 00 
 
 7547 94 
 
 13000 00 
 
 $6933 17 
 
 8566 06 
 
 16000 00 
 
 $12267 54 
 
 24933 40 
 
 100000 00 
 
 The enrollment in the public schools is not large, compared 
 with the number of pupils enumerated. This is accounted for 
 in part, at least, by the fact that the Catholics have a school 
 here, enrolling proljably 250 pupils. One of the Lutheran 
 churches also has a school, which enrolls fifty or sixty differ- 
 ent pupils, making the enrollment in the diflereut schools over 
 1300. 
 
 For several j'ears after the adoption of the Union system 
 the grading and classification were very imperfect. Various 
 modifications and changes in the course of study have been 
 made from time to time. 
 
 The schools are now divided into four general departments, 
 embracing nine grades below the High School, the work of 
 each grade requiring one year for its completion. 
 
 1. Primary Department — Composed of four grades — A, B, 
 C and D. 
 
 2. Intermediate Department — Composed of two grades — A 
 and B. 
 
3. Grammar Department — Composed of three grades^A, 
 B and C. 
 
 4. High School Department — Embracing a four years' course 
 of instruction. Tiie course of study for tlie grades below the 
 High School includes Reading, Spelling, Writing, Arithmetic, 
 Geography, English Grammar, Etymology, U. S. History and 
 Constitution, Algebra, Physics, Drawing, Composition, Ger- 
 man and Object Lessons. First lessons in Reading are taught 
 by the Object and Word methods combined; words used in 
 the reading lessons must be spelled by sound as well as by 
 letter. In the reading exercises in all the grades, particular 
 attention is paid to articulation, enunciation, expression and 
 punctuation. In writing, script letters are used from the be- 
 ginning. First lessons in numbers are taught objectively. — 
 Pupils who have passed through the first four grades, are able 
 to write and read numbers readily, as high as hundreds of 
 thousands; can add, subtract, multiply and divide correctly? 
 and with rapidity. Arithmetic is completed and reviewed in 
 the A Grammar grade. No text book in Geography is put 
 into the hands of the pupils until they reach the B Intermedi- 
 ate grade, but in the grades below that, the subject is taught 
 orally. Instruction in the correct use of language is com- 
 menced in the D Primary grade, and is continued throughout 
 the course. Technical grammar is taught through the Gram- 
 mar grades, and is reviewed the fourth year in the High 
 School. Political Geography and Arithmetic are also reviewed 
 the last years of the High School course. German is taught 
 by a special teacher in all of the grades above the C Primary. 
 Drawing is alternated with writing in all grades below the High 
 School. Composition, Declamation, and Object Lessons re- 
 ceive attention throughout the course. Monthly examinations 
 are held in all of the grades. These examinations are both 
 oral and written. During the last term of the School year, the 
 various departments are examined by the Superintendent. The 
 grades received on this examination are averaged with the 
 grades of monthly examinations, and on this basis the transfers 
 are made. 
 
8 
 
 These monthly examinations are regarded as powerful in- 
 centives to study, and as an excellent test of the knowledge of 
 the subject possessed by the pupil. They also enable the 
 teacher to see plainij' what parts of the subject are not well 
 understood Ijy the pupil, and during the next month extra ef- 
 forts are made to make good the deficiency. Calling the at- 
 tention of parents to the standing of their children in their 
 studies, by means of monthly reports, showing grades of 
 monthly examinations, has secured for the teachers a heartier 
 co-operation at home than could have been otherwise secured. 
 Transfers are made annuallj' the first week of the fall term, 
 but pupils who are found to be decidedly ahead df their class- 
 es are promoted at anj' time during the School year. Such 
 promotions are frequent in the Lancaster Schools. 
 
 When the Graded Sj'stem was first adopted, teachers who 
 had had experience in classified schools could not be secured 
 at the salary then paid teachers, and the Board, from neces- 
 sity, selected teachers of but little, if any experience, and to 
 the most of whom the phrase "methods of instruction" was a 
 thing unknown and unheard of. Doubtless some of these 
 teachers, guided by good common sense, and a special adapta- 
 tion to the work were very efficient in the school room. 
 
 A gentleman who had had some experience in "keeping 
 school," applied for the position of teacher soon after the 
 adoption of the Graded System. He was employed to teach a 
 primary grade composed of about 40 pupils. 
 
 The second day after he had taken charge of the school, the 
 Superintendent visited his room and inquired how he was get- 
 ting along. He replied, very well, only that he found some 
 difficulty in getting "around" with his recitations. Upon fur- 
 ther inquiry, the Superintendent learned that he had-been call- 
 ing up the pupils singly and trying to hear as many recitations 
 as he had different pupils. His services were soon dispensed 
 with. 
 
 Experience, Teachers' Meetings, County, District, and State 
 Teachers' Associations, Educational Journals, and a higher 
 standard of qualifications have been some of the means of 
 
improving our teachers. The aim in the Schools of Lancas- 
 ter has been and is to encourage the teacher to be an earnest 
 seeker for better methods and for increased skill in the work 
 of instruction. 
 
 The buildings erected and completed in 1849 and 1851 for 
 the accommodation of the schools were occupied, the North 
 building until the fall of 1875, and the Sosth building until the 
 spring of 1874. In 1867 the South House was found so 
 crowded with pupils that the Board found it necessary to furn- 
 ish room for another school. The old Radical church on Wal- 
 nut street was purchased, and a primary school opened therein. 
 
 In the spring of 1870 fears of the safety of the North build- 
 ing began to be entertained, and the Board of Education em- 
 ployed a competent ijrchitect to examine that building. It 
 was declared unsafe, and the schools were temporarily sus- 
 pended. A public meeting was called to consider the propri- 
 ety of abandoning the North House, and of taking steps to se- 
 cure a new and improved school building for the schools in 
 the northern part of the city. The Board of Education, for 
 the purpose of getting an expression of the citizens on the 
 question of a new school building, on the 12th of July, 1870, sub- 
 mitted for the approval ot the qualified "voters of the city a 
 proposition to levy a tax of forty thousand dollars, payable in 
 from one to ton j-ears. This proposition was approved by a 
 large majority. The Board was delayed for some time in se- 
 'curing a good site for the new building, but finally four and 
 three quarter acres of ground were purchased on North Broad- 
 way. Plans were adopted, contracts awarded, and work on the 
 new house commenced. The old North House was strength- 
 •ened and rendered safe, and schools opened therein again in 
 September, 1871. In the spring of 1872, the South building 
 was found to be so crowded with pupils, that the Board was 
 compelled to provide additional rooms for school purposes. 
 The building known as the old County building, located on 
 NBroadway, near Main street, was rented and made ready for 
 th^>aj;commodation of the High School and South C Gram- 
 
10 
 
 mar, and these schools were removed to these rooms on the 
 first of April, 1872. 
 
 At a meeting of the Board of Education, held on the 21st 
 day of June, 1873, the following resolution was adopted: 
 "Hesolvecl, That the Board deems' it expedient for the welfare 
 and accommodation of the schools to be taught in the south- 
 ern part of Lancaster, that the old school building should be 
 removed and a new and substantial building be erected." 
 
 For the purpose of carrying out this resolution, a meeting 
 to vote on a proposition to levy a tax of thirty thousand dol- 
 lars, was held on the 15th day of July, 1873. The tax was 
 authorized and plans for a new building were adopted, the 
 contract let, and work on the new structure immediately com- 
 menced on the old site, the finest location for a school build- 
 ing within the city limits. 
 
 The new North building, a brick structure, three stories in 
 height, containing twelve school rooms, chapel hall, reception 
 room, and Superintendent's ofHce, each school room provided 
 with improved furniture, was ready for the schools at the 
 opening of the fall terra, September 1st, 1873. The High 
 School occupies two rooms on the third floor, the remaining 
 rooms being all occupied by the lower grades. 
 
 At the opening of the schools, September 1st, 1873, the 
 South schools were moved to the old North building, where 
 they remained until the first of September, 1875, at which time 
 the new South building, an elegant brick structure, containing 
 ten large school rooms and chapel hall, furnished the same as 
 North House, was ready for occupancy. 
 
 A separate school for the colored children was organized in 
 1856, and their instruction in a separate school has been con- 
 tinued since that time. This arrangement is most satisfactory 
 to all interested. The colored school is now composed of two 
 grades, a Primary and a Grammar grade, in which good teach- 
 ers are employed, and being under the same supervision as the 
 other schoolf, the colored youth have the same facilities as the 
 white youth lor acquiring a good common school education. 
 
 The schools of the city are now as well provided for as any 
 
11 
 
 in the State. The North school grounds have been enlarged 
 to about seven acres, and have been tastefully ornamented with 
 flower-beds, evergreens and forest trees. The grounds of the 
 South school include over four acres, and will be improved in 
 the same manner. The schools are provided with the neces- 
 sary apparatus required to illustrate the various subjects 
 taught; among which are an excellent telescope of three and a 
 half inch object glass, an improved air-pump, a fine collection 
 of mineralogical and geological specimens, &c. No better 
 evidence of the public appreciation of the schools is needed 
 than the readiness and cheerfulness with which the citizens 
 generally support them, and consider nothing a burden that is 
 deemed necessary for their better success and improvement. 
 
 HIGH SCHOOL. 
 
 At the opening of the schools in the North building, April 
 1st, 1849, a High School was organized, in which Algebra, 
 Geometry, Philosophy, Historj', Chemistry and Latin were 
 taught by Mr. Whitwell, the Superintendent of the schools, 
 assisted by Mr. M. M. Barker. 
 
 In 1851 Miss Wilcox was appointed as principal of the 
 High School, which position she filled with credit to herself 
 and to the full satisfaction of the Board of Education, until 
 the fall of 1857, when she resigned and was succeeded by Miss 
 Haskins. This lady remained in charge of the school but one 
 year. More room being required for the accommodation of 
 primary classes in the North district, it was found necessary, in 
 order to provide this room, to move the High School to the 
 South building, which was done in November, 1856. 
 
 At the opening of the schools in the fall of 1858, the Board 
 was furtunate in securing the services of Miss Jane M. Becket, 
 as principal of the High School. The experience, good judg- 
 ment, rare attainments, and broad culture of this lady, emin- 
 ently fitted her for the position. She continued in charge of 
 this department until the fall of 1868, a period of ten years, dur- 
 ing which time the High School steadily advanced in popu- 
 larity and efSciency. Failing health admonished her that she 
 
12 
 
 •needed rest, and it was with regrfet that the Board of Educa- 
 tion accepted her resignation. Miss Becket was succeeded in 
 the High School by Miss Holbrool?, a lady of fine attainments 
 and of successful experience. While In charge of the High 
 "School she proved herself worthy of the strong recommen- 
 dations which were given by friends in lier former fields of 
 labor. Want of health induced Miss Holbrook to resign, 
 March, 1869. 
 
 At the opening of the spring term, April 1st, 1869, Mr. C. 
 Wilkinson, former principal of the Fairfield Union Academy, 
 took charge of the High School as principal, which position 
 he filled efficiently and satisfactorily for the term of one year. 
 Mr. Wilkinson was succeeded by Mr. C. T. McCoy, who con- 
 tinued as principal until the first of January, 1873. Mr. Mc- 
 Coy proved himself to be an excellent teacher, and during his 
 stay the High School lost nothing, in either efficiency or pop- 
 ularity. Mr. McCoy resigned to accept the Superintendency of 
 the Public Schools of Waverly, O., which position he still con- 
 tinues, to fill. He was succeeded in the High School by Mr. M. 
 Manly, who is now Superintendent of the schools of Gallon, 0. 
 Mr. Manly remained in charge of the High School until the 
 'Close of the spring term of 1874. During his stay, the regular 
 and prompt attendance, excellent discipline and rapid advance- 
 ment in studies, were sufficient evidence of good work on 
 the part of both teacher and pupils. 
 
 Mr. G. F. Moore, a graduate of Yale College, took charge of 
 the High School as principal on the 1st of September, 1874. 
 Mr. Moore remained until the close of the school year, 
 and was succeeded by J. F. Haldsrman, who had graduated at 
 Wittenburg College in June, 1875. Mr. Halderman entered 
 the school as principal September 1st, 1875, but on account of 
 failing health, he was compelled to resign at the end of 
 six weeks. He g:ave promise of making a popular and efficient 
 teacher, and it was with regret that the school parted with him. 
 Mr. Halderman was succeeded by Mr. E. B. Cartmill, the 
 ^iresent efficient principal of the school. 
 
13 
 
 Miss Mattie Connell was the first graduate from the- 
 High School. She graduated in 1853. 
 
 The second class graduated in 1855. This class was com- 
 posed of the following young ladies: Mary Brasee, Lil- 
 lian Williams, Louisa Hofller and Ellen Williams. Since that 
 time, twenty classes have graduated, these classes varying in 
 numbers from five to ten. 
 
 The course of study has undergone considerable change 
 since the first organization of the High School. The following 
 is a brief staiement of the course as it now stands: 
 
 First Zear— Physical Geography, Algebra, Physiology,. 
 Latin, Heading and Spelling. 
 
 Second year^Physiology, Algebra, Geometry, Natural Phi- 
 losophy, Botany, Latin, Beading and Spelling. 
 
 Third Tear— Trigonometry, Chemistry, General History, 
 Rhetoric, Logic, Latin, Reading and Spelling. 
 
 Fourth Year. — Arithmetic, Geography, English Gramman 
 Geology, Astronomy and Lalin. 
 
 Literary and rhetorical exercises are required throughout, 
 the course. Political Economy, Book-keeping, English Liter- 
 ature and German are elective studies. While the High' 
 School is not designed as a preparatory school for colleges,, 
 yet pupils who pass through our High School are prepared in 
 everything except Greek, to enter most of our Western 
 colleges. In fact, graduates of our High School are in ad- 
 vance, both in the Mathematics and Natural Sciences, ot what 
 is required to enter most of our colleges. 
 
 SUPERVISION. 
 
 The history of our Union Schools presents an unbroken 
 series of success, and has been one ol a constantly ascending 
 grade. The success and prosperity ot our schools has been 
 ,chiefly owing to an excellent corps of teachers, and the ability 
 and energy of our Superintendents, who have been gentlemen 
 of culture; earnest workers and deeply impressed with a sense 
 of the importance of the trust committed to their charge. 
 
 Our first Superintendent, John Whitwell, was appointed by 
 
14 
 
 the Board of Education in 1849. He was a gentleman of a 
 high grade of scholarship, an instructor of known ability and 
 well earned reputation as a successful teacher. The result of 
 tois two years' labor was a thorough organization under the 
 most irnproved plan of school government, and our schools> 
 during his charge, were placed on the high road to success. 
 He resigned his position in 1851, and was succeeded by Dr. 
 John Williams. Dr. Williams was a profound mathematician, 
 a fine linguist and of superior attainments in all the higher 
 branches of learning; besides, he had a long and successful ex- 
 perience in the management of institutions of learning, and 
 had acquired a high reputation as an educator. As a teacher 
 and Superintendent of our schools, he exhibitfd a thorough 
 knowledge in all the departments of scholarship, and possessed 
 rare tact in imparting knowledge to others, particularly in 
 ■mathematical studies. His usetulness, however, was some- 
 what circumscribed from insuflScient executive ability, diQi- 
 dence, and somewhat awkwardness in manners and address. 
 But he was an earnest worker and a zealous teacher, to whom 
 the imparting of knowledge was a source of pleasure to him- 
 sdf and a profit to his pupils. He resigned in 1856, and 
 W. Nelson was appointed his successsor, but resigned after 
 one year of satisfactory service. The Board of Education was 
 foTtunate in securing the services of Kev. Daniel Kisser, 
 a fine scholar of highly cultivated intelligence, with all the 
 natiiijil qualities and acquired habits that distinguish the 
 true Clu'istian gentleman, A Superintendent thus endowed 
 could not, fail to have a most powerful and salutary influence 
 over the minds and conduct of both teachers and pupils. 
 Besides these high moral and intellectual qualifications, he 
 possessed good executive ability, that secured ready acquies- 
 cence and harmonious action in the government of the schools, 
 without any jarring or discord among teachers or scholars. 
 He retained the Superintendency of our schools until 1861, 
 when failing health compelled hiro. to resign. Mr. E. F. Fish 
 ■succeeded him, and discharged the duties of Superintendent 
 tfop one year with fidelity and success. 
 
15 
 
 In 1862, the Board appointed Eev. J. F. Keinmund, a 
 •citizen of our town. He was a graduate of Wittenburg Col- 
 ■lege, 0., and had been for several years the loved pastor of the 
 English Lutheran church of this city, and in every way emin- 
 ently qualified to take charge of our schools. He took hold 
 of his work with great earnestness, and watched with anxious 
 solicitude the proficiency and advancement of the youth under 
 his charge. His industry was unremitting. He loved his 
 work, and all his energies were consecrated to the cause of 
 ■education. His honesty of purpose and fine scholarship, his 
 kindness of heart and enthusiasm in the work of the school 
 room, could not fail in making an impression upon teachers 
 and pupils, stimulating them with an earnest zeal in their work 
 and studies. After six years of faithful service as Superin- 
 tendent, he resigned his charge. By fidelity to duty and 
 watchful care over the interests of the schools under his 
 charge, he secured the love and respect of scholars and teach- 
 ers, and the confidence of ihe Board of Education, who very 
 reluctantly accepted his resignation. The successor of Mr. 
 Eeinmund was W. E. Spooner, a young man who possessed 
 the requisite scholarship and satisfactory evidence of good 
 moral character, but being young and inexperienced, he did 
 not meet the requirements of the Board of Education, and at 
 the end of six months he handed in his resignation. 
 
 Mr. Geo. W. Welsh, the successor of Mr. Spooner, was ap- 
 pointed in February, 1869. Mr. Welsh had been a popular 
 and successful teacher in our Grammar School for the preced- 
 ing two years. His high moral character, his kindness and un- 
 obtrusive manners, and his ambition to excel in his chosen field 
 ot labor, strongly recommended liim to the Board of Educa- 
 tion as a suitable person for Superintendent of our schools. 
 He was therefore elected to that position by a unanimous vote 
 of the Board. His successful management of our schools for 
 the last seven years, and the advancement and proficiency of 
 teachers and pupils, indicate the wisdom of the Board in his 
 selection. Impressed with a sense of the responsibility of his 
 charge, he exerted to the utmost all his energies in qualifying 
 
16 
 
 himself for the duties imposed upon him. Possessing an ar- 
 dent love of iitprary and scientific pursuits, he has, by assidu- 
 ous study, attained to an eminence as an educator, alike hon- 
 orable to himself and the scUools under his charge. Under- 
 his administration the attendance is more regular, the modesr 
 of instruction improved, and the schools have steadily ad- 
 vanced in the scale of excellence. 
 
 The Board of Education and our citizens generally, feel 
 satisfied that good work has been done, and that our school*: 
 will compare favorably with any in the State. 
 
 The Board of Education is composed at present of the fol- 
 lowing gentlemen: A. Brenneman, President; J. C. Weaver,- 
 Secretary; J. D. Martin, Treasurer; J. L. Tuthill, S. J. Wright 
 and John Gravett. Two of these gentlemen, Mr. Martin and 
 Mr. Weaver, signed the first call for a public meeting in 1847, 
 to take into consideration tjie condition of the Public Schools.. 
 Mr. Martin has faithfully served as a member of the Board of 
 Education from the first organization of the Graded System, 
 to tae present time. Mr. J. C. Weaver has been one of the 
 Board since the spring of 1,856, and during almost all of this- 
 time, he has discharged the arduous duties of Secretary. Mr.. 
 J. L. Tuthill was a member of the first Board of Education,, 
 elected after the adoption of the Graded System, and contin- 
 ued to fill the position of either President or Secretary of the 
 Board for a period of nearly twelve years. During all this- 
 time he labored earnestly for the improvement and welfare oP 
 the schools. Mr. Tuthill was again elected for a term of three 
 years, on the first of April, 1875. Mr. A. Brenneman, the 
 present President of the Board, has faithfully served in that 
 capacity for almost nine years. Mr. Wright and Mr. Gravett 
 have not served as long as their associates, but they have been 
 none the less earnest in promoting the interests of the schools. . 
 
 In addition to the present Board of Education, the follow- 
 ing gentlemen have served in tlie same capacity: H. C. Whit- 
 man, Wm. Slade, John Eeber, Robert Reed, John C. Rainey, 
 William Kinkead, M. Smalley, Col. N. Schleich, 0. H. Perry,. 
 E. C. Kreider, Jacob Hlte, Jesse Vanderaark, William Vorys^ 
 
17 
 
 H. Gebelein, and General Thomas Ewing. Among the early 
 friends of the Public Schools, Mr. Robert Reed deserves men- 
 tion. He was among the first to move in the efforts made for 
 an improvement of the system, and after the adoption of the 
 Graded System, he was chosen a member of the first Board of 
 Education, and continued to serve as President and Treasurer 
 for a period of thirteen years. He frequently visited the 
 schools, encouraging both teachers and pupils with words of 
 kindness and advice. His earnest and devoted labors did 
 much for the success and improvement of the schools. 
 
 The Board of Education and the citizens generally, realize 
 ing the importance to the individual, to society and to the 
 State, of furnishing such means for the cultivation and im- 
 provement of the mind, and for acquiring such knowledge as 
 will best fit and prepare everv one for a life of happiness and 
 usefulness, have done all witliin their power for the support 
 and improvement of the Public Schools, 
 
•BoAR^ OF Education. 
 
 A. BRENSTEMAN, President. 
 J. D. MARTIN, 
 S. J. WRIGHT, 
 
 J. C. WEAVER, Secretary. 
 J. L. TUTHILL, 
 JOHN GRAVETT. 
 
 TMXT boob: committed, 
 
 J. L. TUTHILL. S. J. WRIGHT, 
 
 GEO. W. WELSH. 
 
 BOARD OF MXAMINEM8. 
 
 J. R. BOYD, G. W. WELSH, 
 
 G. W. H ALDERMAN. 
 
 GEO. W. WELSH, Superintendent. 
 
 LIST OF TEACHERS— 1875-6. 
 
 High School 
 
 North A 
 South A 
 .Xoi-th C 
 South C 
 North A 
 South A 
 North B 
 South B 
 North A 
 South A 
 North B 
 South B 
 North O 
 South 
 North D 
 North D 
 South D 
 German. 
 
 Grammar , . . 
 
 Grammar 
 
 Grammar 
 Grammar .. . 
 Intermediate 
 Intermediate 
 Intermediate 
 Intermediate 
 Primary .. 
 Primary . 
 
 Primary 
 
 Primary 
 
 Primary 
 
 Primary 
 
 Primary, (No. 
 
 Primary, (No. 
 Primary 
 
 Colored School. 
 
 (E n CaKTMILL, /"j-moipaJ. 
 
 (MARY HAMILTON, ^s«i««an< 
 W. H. WOLFE. 
 
 .... s s. knabenshue. 
 
 eloise s reed. 
 
 ellen elder. 
 
 Mary schleich 
 
 mary eing. 
 
 .. SAIiAH BRUMFIELD. 
 OLIVIA TOWSON 
 .CLARA BOPE. 
 . SARAH SCOTT. 
 
 ANNA E. EDGAR. 
 
 ELLA GRAVETT. 
 
 ANNA RECK. 
 
 .BELLE WILLIAMS. 
 ... .ANNA DAVIDSON. 
 .. .FANNIE BOKRSTLER. 
 . ... .JULIA REINHOLD. 
 
 MRS. A. SIEMEN. 
 
 ■AMOS C. GUY, Principal 
 
 (miss S. SMITH. 
 
SKETCH OF THE RISE AND PROGRESS 
 
 OF THE 
 
 COMMON SCHOOL SYSTEM 
 
 LEBANON, WAEEBN COUNTY, OHIO. 
 
 The youth of Lebanon seem to have enjoyed the benefits of 
 common schools of a, high order very early, in fact, there 
 were good schools in the vicinity before the town was laid out. 
 In the year 1792 the first school of any note, in this section of 
 the country, was opened at Columbia, then five miles from 
 Fort Washington, now Cincinnati, by the late Judtje Francis 
 Dunlevy, a man of rare attainments in language and mathe- 
 matics, and John Eiley, who was subsefj[uen tly for many years 
 Clerk of the Court in Butler County. The former taught the 
 ancient languages and higher mathematics, and the latter the 
 English brandies. This school was continued until 1794, 
 when Wayne's victory over the Indians, on the Maumee, in 
 August of that year, permitted many of the inhabitants of 
 Columbia, who had hitherto been prevented from so doing, to 
 occupy their lauds up the country. By this means the place 
 was almost depopulated, and the school was given up. 
 
 Mr. Dunlevy afterwards taught school for a time at "The 
 Island," as then called, some ten* miles up the Little Miami, 
 and in the year 1797 removed to the neighborhood of Leba- 
 non, as now known, and opened a large school at a point half 
 a railo west of the center of the present town. But Lebanon 
 was not laid out until October, 1802, and when the school was 
 opened the present site was entirely in the woods. Amongj 
 the students in those schools were John Smith, afterward* 
 
United States Senator, Thomas Corwin, aiterwards Governor 
 of Ohio, &c., and others who were destined to become eminent 
 men. Besides the common branches the ancient languages 
 and the higher mathematics were taught The school was 
 coniinued until the year 1801, when Mr. Dunievy moved it to 
 the north-west about two miles, where many of his former 
 pupils attended. While there he was elected a member of the 
 State Legislature, and was succeeded fs teacher by David 
 Spinning. A school was taught regularly in the same place 
 untiri825. 
 
 Other schools were taught in the country around Lebanon 
 at this early period, among which may be mentioned one con- 
 ducted by Matthias Eoss as early as 1801-2-3, near the 
 present site of Eidgeviile, a large school taught by Thomas 
 Newport, some miles north of Lebanon, from 1805 for many 
 years, and the first school at Deerfield, taught by the late 
 Judge Ignatus Brown, about the year 1800. 
 
 The first school taught in Lebanon, after it 'became a town 
 was conducted by Bnos Williams, a pupil of Francis Dunievy, 
 in 1801-2-3. The branches taught were reading, writing, 
 spelling, arithmetic, geography and English grammar. The 
 school-houses in those days were generally of logs, though a 
 little later frame buildings were erected, and in 1805 a small 
 brick house was used. The furniture consisted of rude 
 benches for seats, and a long desk, extending.around the wall 
 or through the center of the room, tor writing. 
 
 Jacob Giigg, an Englishman and formerly a Baptist mission- 
 ary to Africa, opened a school in a small brick building which 
 stood on the spot now occupied by the parsonage of the Meth- 
 odist Episcopal Church, in 1805, and taught three years- 
 Pupils received instruction in ancient languages and higher 
 mathematics, as well as the tsommon branches. 
 
 Bzr$ Ferris taught in 1808-9 a school of the same grade as 
 that of his predecessor. 
 
 In 1809, a Mr. Wheelock taught a common school, and also 
 trained a class of young men, especially in elocution. 
 
 In 1810, or the beginning of 1811, the Eev. William Eobeson, 
 pastor of the Presbyterian Church, opened a school in which 
 
he gave instruction to a class of young men of advanced 
 grade. He taught for a considerable length of time. 
 
 Other teachers «f Lebanon, before ,the Public Schools were 
 organized, may be mentioned: Daniel Mitchell, 1815-17, in 
 whose school the lamented Gen. O. M. Mitchell was a pupil, 
 John W. Houston and James L. Torbert, 1820-22. But for 
 several years before and after this time, Jqsephus Dunham 
 taught a school regularly, but mostly for pmall children. AH 
 the schools mentioned thus far were subscription or pay 
 schools, no public money being employed to defray ihe 
 expenses of them. School-houses wore provided either by 
 the teacher, or by the householders of the community coming 
 together and building them with their own bands. The 
 youth were generally well educated, although many neg- 
 lected to avail themselves of the advantages of the schools, 
 cither from the want of means or the inclination. Indigent 
 pupils were not provided for at the public cost. 
 
 The Public School was organized about the year 1830, with 
 Josephus Dunham as one of the teachers. The Hon. A. H. 
 Dunlevy was a member of the first board of examiners of 
 Warren County, and for many years was actively connected 
 with the schools of the county. 
 
 No public school-house was built until several years later, 
 and the dii'cctors rented and furnished for the use of the 
 schools the base.nen ts of'the East Baptist and Cumberland Pres- 
 byterian Churches, beginning in 1837. They also used a build- 
 ing owned'by the Methodist Episopal Church, which plood just 
 back of the present church edifice ot that society. In those 
 buildings were organized from five to seven grades, employfngj 
 in 1848, seven teachers. By this time the school had grown 
 so large as to make it incumbe;it upon the people to provide 
 for them better accommodations. Accordingly at a public 
 meeting held for the purpose, September 8, 1847, it was 
 resolved by the tax-payers of District No. 8, Turtlecreek 
 Township, Warren County, Ohio, (as it was then designated) 
 to levy a tax of seven thousand dollars, for the purpose of 
 erecting a building large enough to accommodate all the 
 youth of the district. After a vigorous effort upon the part 
 
of the triends of education, and many discouragements, a 
 two-story brick building of five rooms was made ready for 
 occupancy sometime in 1851. Scliools were kept in session, 
 however, most of the time during the three years in which 
 the building was in process of erection. August 19, 1848, the 
 directors, G. J. Mayhew, John B. Dey and P. Stoddard, 
 decided to open school October 2, and elected teachers and 
 fixed their salaries as follows : W. P. Doggett, $80 per 
 quarter ; J. H. Layman, $75 ; Clarrissa Barker, $55 ; Henrietta 
 Sellers, $36 ; Aletha A. Eoss, $36 ; Eliza Di,ll, $36, and Caroline 
 Sellers, $30. Mr. Doggett having failed to accept the appoint- 
 ment, Mr. J, D. Antram was chosen in his stead. 
 
 On the completion of the new building the people decided 
 to have a graded school. Although the schools had gradually 
 assumed that form before there was a lack of system and 
 proper classification. Mr. Joseph C. Hurty was chosen Super- 
 intendent, and entered upon his duties in the new house in 
 the autumn of 1851. His first work was to assemble the 
 pupils in the largest room and assign them to their places, 
 according to their several grades of advancement. The 
 Superintendent taught the senior department, no High School 
 as yet being organized. There were, however, classes in 
 algebra and probably some other higher branches. 
 
 Lebanon was created a special district, by the Act of 1853, 
 referring to cities and incorporated villages containing not less 
 than three hundred inhabitants, and not governed, as to 
 schools, by any special act. Kobert Boake, Charles Elliott 
 and Lewis Chamberlain were chosen directoi's April 11 of the 
 same year. 
 
 A High School was established by a vote of the Board of 
 Education, June 21, 1853, while Mr. Hurty had charge of the 
 schools, but as to the branches taught therein, the record is 
 silent. Several years later a course of study was adopted, 
 requiring four years for its completion, but in 1873 it was 
 decided to adopt one requiring only three years, the, object of 
 the change being to avoid multiplying classes to such an 
 extent as to prevent successful teaching. The four years' 
 course included Algebra, Geometry, Trigonometry, Latin, 
 
(four years) Natural Sciences, Engli^ History, Eiietoric, 
 Moral Philcsophy, Constitution of the United States and 
 Greek, (elective,) two years. The three years' course included 
 Algebra, Geometry, Plain Trigonometry, Higher Arithemetic, 
 Latin, (two and one-half years), or Latin one year and an 
 equivalent in English for the remainder of the time. Consti- 
 tution of the United States, English Literature and the 
 Natural Sciences. 
 
 Twenty pupils have graduated from the High School, as 
 follows : 
 
 In 1868, Mrs. (Jury) Wright, Principal : 
 
 V 
 
 Ada Wood. Ida Hardy. 
 
 Minnie VanHarlingon. 
 
 In 1872, T. N. Wells, Superintendent : 
 Mary J. Hunt. Lida E. Howry. 
 
 Frank Weakley. Sue McCowen. 
 
 In 1873, T. JSr. Wells, Superintendent: 
 Lucy McBurney. Josie Wright. 
 
 Alice S. Drake. Samwel Chamberlain. 
 
 In 1874, G. N. Carruthers, Superintendent: 
 H. Percy Smith. Miles Brown. 
 
 Charley A. Shinn, 
 Eva B. Cowan . Alice F. Matthews. 
 
 Delia S. Eutchinson. 
 
 In 1875, J. C. Murray, Superintendent : 
 
 Lucy A. Kammerer. Jennie B. Phares. 
 
 Kittle C. VanHarlingen. 
 
The growth of the schools during thirty years will be indi- 
 cated by the following' table : 
 
 Number d pupils enumerated 
 
 " enrolled 
 
 Average daily attendance 
 
 Niimfeer of teachers 
 
 " school- rooms 
 
 " grades 
 
 " weeks in session 
 
 Amount paid teachers 
 
 1845 
 
 1,852 
 
 1865 
 
 673 
 
 908 
 
 1186 
 
 333 
 
 499 
 
 698 
 
 226 
 
 340 
 
 497 
 
 7 
 
 8 
 
 10 
 
 5 
 
 5 
 
 9 
 
 5 
 
 8 
 
 ■ 20 
 
 24 
 
 40 
 
 40 
 
 $683 
 
 
 
 1875 
 
 972 
 
 578 
 
 366 
 
 11 
 
 9 
 
 12 
 
 38 
 
 16855 
 
 It will be seen by the above table that the number of chil- 
 dren in the district and in school was least in 1845, and 
 greatest in 1865. 
 
 The school building erected in 1851 was destroyed by fire in 
 April, 1862, and the erection of the present school-house was 
 begun immediately, and completed in the following year. 
 
 Pursuant to a call, signed by B. T. Brown, William C. 
 Lewis, William Adams, Christian Smith, Charles S. Colvin 
 George Pyle and B. G. Wykoff, the citizens of Lebanon School 
 District met on the 2l8t day of March, 1863, and decided by a 
 vote to organize under the law of 1849. April 4th, of the 
 same year, the following directors were elected, viz. : B. T. 
 Brown and W. P. Parshall, for three years, William C. Lewis 
 and James Brown, for two years, William Adams and James 
 S. Totten, for one yca;r. 
 
 A school for the colored children was established in 1854 
 and has been maintained since that time. A lot was pur- 
 chased and a house built upsn it in the year 1860. 
 
 Most of the Superintendents employed by the Lebanon 
 School Board have been able to devote but, little lime to super- 
 vision, the greater portion of their time having been giver^ to 
 the teaching of the High School. With the exception of five 
 years in the last twenty-five, there has been no regular full 
 time teacher in the High School, except the Superintendent. 
 During a number of years the Superintendent dismissed his 
 
school f©r an hour, during the regalar session each day, and 
 devoted that ttme to sapervision. The office was abolished in 
 1867, but was subsequently re-established. 
 
 The following is a list ot the Superintendents employed by 
 the Board; the dates of their appointments; tha length of 
 time each was employed; time devoted to supervision, and 
 salary received : 
 
 
 When 
 
 
 Time devoted to 
 
 
 Name. 
 
 Employed. 
 
 Time of service. 
 
 supervision. 
 
 Salary. 
 
 JoBepli C. Hurty. 
 
 Sept., 1851 
 
 3 years 
 
 
 1650 to *800 
 
 Chas. W. Kimball. 
 
 July, 1854 
 
 7 
 
 one-sixth 
 
 800 " *1000 
 
 Collin Ford. 
 
 July, 1861 
 
 1 
 
 one-sixth 
 
 800 
 
 W. D. Henkl<^. 
 
 Ajg., 1862 
 
 2 
 
 one-sixth 
 
 800 " nooo 
 
 C. W. Kimball. 
 
 June, 1864 
 
 3 
 
 three-fourths 
 
 800 
 
 Louisa Jury. 
 
 June, 1867 
 
 1 
 
 one-sixth 
 
 800 
 
 W. H. Pabodie. 
 
 July, 1868 
 
 2 
 
 one-sixth 
 
 1500 
 
 S. F. Anderson. 
 
 June, 1870 
 
 1 
 
 one-sixth 
 
 1200 
 
 Thomas N. Wells. 
 
 July, 1871 
 
 2 
 
 one-sixth 
 
 1500 
 
 G. N. Carrutbers. 
 
 July, 1873 
 
 1 
 
 one-sixth 
 
 1600 
 
 J. C. Murray. 
 
 July, 1874 
 
 2 
 
 three-fourths 
 
 1200 " *1300 
 
 
 
 *Increase£ salary. 
 
 The teachers meet once each week and spend an hour in the 
 discussion of the interests of the schools and methods of 
 teaching. 
 
 Examinations have been conducted in writing once a month, 
 for several years. The present practice is to have written 
 examinations whenever the subject is of such a nature as to 
 admit of it, with an occasional oral examination. 
 
 lIoHorable mention should here be made of the names of 
 Mrs. M. Cuscaden, Misses Amnoda C. Crandall, Lovella John 
 and Carrie S. Adams, who have served the people^of Lebanon 
 as teachers, long and faithfully. The names of the following 
 deserve a place here, as having served for many years in the 
 capacity of school directors, and for special attention to the 
 wants of the school : 
 
 B. T. Brown, William Adams, 
 
 W. F.Parshall, James Brown, 
 
 "William C. Lewis, W. B. Sellers, 
 
 and David T. D. Dyche. 
 
The schools are managed at present by the following officers 
 and instructors : 
 
 BOARD OF EDUCATION. 
 
 Clayton Palmer, President. 
 
 D. T. D. Dyciie, Secretary. 
 
 Henry Miller, Treasurer. 
 
 Thomas J. Hntchinson. 
 
 Martin A. Jameson. 
 
 George W. Carey. 
 
 INSTRUCTORS. 
 
 ./. G. Murray, Superintendent. 
 
 Miss Emily A. Haywar.d, High School. 
 Miss Iiovella, John, A Grammar. 
 Miss Lida E. Howry, B Grammar. 
 Mrs. Alice H. Matthews, Intermediate. 
 
 Mrs. Parmeha B. Noff, A Secondary. 
 
 Miss Alice S. Drake, B Secondary. 
 Miss Kqba Emmons, A Primary. 
 
 Miss Emma C. Ficken, B Primary, 
 Samuel A. Bailey, Colored School. 
 
 The people ot Lebanon highly esteem their public school, 
 and are very generous and hearty in their support of the 
 teachers. And it is believed that they could find no more 
 worthy object for their support arid encouragement than the 
 school in which their children are prepared to take their places 
 in society and the world. 
 
ia:isa?oia'2" o:f E3Dxrc!-A.a?ioisr 
 
 IN THE 
 
 VILLAGE OF MARYSVILLE, UNION CO. 
 
 The history of education in Marysville, for the first thirty 
 years after its settlement, is not a matter of record. There 
 are people living in this community, however, who have been 
 residents from a date as early as the settlement of the place. 
 
 The first cabin within the present boundaries of Marysville 
 was built in 1818, by Jonathan Summers, a Quaker. The 
 town was laid out in 1819 by Samuel Culbertson, and made 
 the county seat in 1822. It can not be ascertained that any 
 public arrangement was made for schools till about 1825. 
 The early settlers, however, appreciating the necessity of 
 education, united in sustaining private schools almost from 
 the settlement of the place. Mr. Silas G. Strong had an 
 active part in the location of the county seat at Marysville, 
 and was an efficient public officer for a series of years. In 
 1822 or 1823, Mrs. Strong, his wife, taught a school in her 
 own home, of some ten or twelve scholars, and was compen- 
 sated by the parents of her pupils, though it can not be 
 ascertained that there was a fixed rate of tuition. Mr. 
 Christopher Stiner, now living near Marysville, was one of 
 her pupils. Mrs. Strong's was the first school in the place. 
 She taught only the elementary branches, using a variety of 
 books, such as were in possession of the families from which 
 her scholars came. It is supposed that at this time there 
 were some twelve or fifteen families within two miles of 
 Marysville. 
 
The first Court Homse was built in 1822, and in it most 
 of the schools held till 1831. Occasionally private schools 
 were taught in dwelling houses happening to be unoccupied 
 at the time. Mrs. Strong, it is confidently affirmed, taught 
 one or more terms in the Court House after it was built. 
 
 It is thought that Mr. Peyton B. Smith was the first male 
 teacher, and that he taught in 1825. 
 
 Mr. Clement Twiford taught his first school in Marysville 
 in 1826, and continued to teach, at different times, 
 for five or six years. Mr. George Snodgrass, now living 
 in Marysville, taught a school in 1828 in a log cabin in 
 the east part of town. In the winter of 1830-1, Mr. Taber 
 Randall, now a resident of the town, and for several terms 
 Clerk of the Court, taught in the Court House, receiving $14 
 per month, and paying 87J cents per week for full board at 
 the hotel. The same building (the American), is still used 
 for a public house, and the present Superintendent of the 
 school paid $5.50 per week for board there in 1868. 
 
 In the winter of 1831-2 Mr. Robert Andrew taught, 
 commencing the school in the Court House in September, and 
 and in October going into the new frame school house in the 
 south-east part of the village, then just completed, being the 
 first building erected in the place for school purposes. 
 
 Hon. Wm. C. Lawrence, for a number of years, until his 
 death in 1846, a prominent lawyer in the county, assisted by 
 his brother John, taught during the winter of 1832-3, liav- 
 ing, it is thought, some seventy-five scholars, and receiving 
 in compensation $100 for a term of three months. 
 
 In the winter of 1834^-5 the number of scholars had so 
 increased that it was decided to employ two teachers. Mr. 
 B. F. Kelsey taught in the school house, and Miss Marietta 
 Kimball in a log cabin the west part of town. After this 
 time it was usual to employ two teachers one of the terms in 
 the year. Among the teachers were Rev. James H. Gill, 
 Heman Ferris, John F. Kinney (now Judge Kinney of ]S"e- 
 braska) ; Miss Eliza Ewing, Miss Martha Jane Thompson 
 (now Mrs. Judge Woods of this place); Miss Clarinda West- 
 
brook, before 1840. Miss Mary Irwin and Miss Susan Pol- 
 lock also taught at an early day. 
 
 In the winter of 1838-9 there were three public schoels — 
 Mr. Kelsey in the school house, Miss Thompson in the base- 
 ment of the Presbyterian Church, Miss Westbrook in the 
 basement of the M. E. Church. In the winter of 1839-40 
 Mr. Charles Sanders taught in the basement of the Presby- 
 terian Church, his school numbering nearly one hundred 
 scholars. He introduced the spelling book already published 
 by himself, and afterwards published a series of readers 
 which had a wide oiuculation. In the winter of 1842-3 
 three men were employed to teach the schools, now embracing 
 two hundred or -more pupils: Messrs. B. F. Kelsey, Levi 
 Lyons and James Henderson. 
 
 From 1840, and perhaps sooner, there began to be felt a 
 need of better facilities for obtaining an education than the 
 common school afforded. 
 
 In the summer of 1843, Miss Caroline S. Humphrey 
 opened the first High School taught in Marysville. In two 
 or three instances a class, in some of the higher branches, 
 had been formed in the public school; but Miss Humphrey's 
 was the first in which the principal object was to teach those 
 branches. 
 
 Rev. James Smith, pastor of the Presbyterian church, in- 
 structed individuals, in his own study, in the languages and 
 other branches, preparatory for college. In 1844, receiving 
 some assistance from individuals, Mr. Smith erected a build- 
 ing for academic purposes. A school of a higher grade than 
 had ever been taught in the country was opened in it, in the 
 autumn of 1844, in charge of Mr. James A. Stirratt. Hon. 
 James W. Robinson, of this place, and Rev. Mr. Perkins, 
 who recently died at Delaware, went through the prepara- 
 tory studies, and a year and a half of college studies, under 
 Mr. Smith's instruction, and that of Mr. Stirratt, in the 
 Academy, and entered Jefferson College, at Cannonsburg, 
 Pennsylvania, in the spring of 1846. 
 
 A good school, having the confidence and support of the 
 
community, was sustained in the Academy most of the time 
 from 1844 till the autumn of 1862. Mr. Smith taught him- 
 self much of the time, and all the time held the control of 
 the school. 
 
 James A. Stirratt taught the first school in the building. 
 Abraham W. Wood, assisted by Miss Herbert, the last. The 
 following persons, besides Mr. Smith and those just named, 
 taught in the building, though the order in which they came 
 can not be given, nor is it certain that the list is complete : 
 William H. Horner, James W. Robinson, Chester H. Per- 
 kins, M. Thompson, J. Slocum, Miss Buss, Miss Ward, Miss 
 Jennie Coe and Miss Mary Coe. 
 
 No individual has been identified with the interests of 
 education in this community longer than Mr. Smith, or done 
 more to elevate its standard. At the adoption of the present 
 school law, in 1849, he was put upon the Board of Exami- 
 ners, and retained there until nearly the time of his death. 
 
 The number of scholars in the town had so increased, 
 that, to answer an imperative necessity, in 1847, two brick 
 school houses were erected in opposite parts of the town, each 
 of two rooms. For fifteen years these, with the Academy, 
 afforded the school accommodations for the youth of Marys- 
 ville. Two or three or four teachers, in the public schools, 
 were employed, as financial and other controlling circum- 
 stances seemed to decide. 
 
 Up to 1849, thirty years from the settlement of the town, 
 there seems to have been about the general average facilities, 
 appreciation and improvement of educational advantages. 
 
 The "law for the better regulation of public schools in 
 cities, towns, etc.," passed by the Ohio Legislature, in Feb- 
 ruary, 1849, became a new and active stimulus in the minds 
 of the community. They proceeded promptly to organize 
 and work under the new system. The completed organiza- 
 tion, which seems, from the records, to have been very har- 
 monious, was as follows: - 
 
 Directors-^Otw&j Curry, President; P. B. Cole, Secre- 
 tary; Jacob Bouser, Treasurer; W. W. Woods, J. W. 
 Gherry and Henry Shedd. 
 
Moammers — James Smith, Charles W. B. Allen and Cor- 
 nelius S. Hamilton. 
 
 Under date of December 14, 1849, is the following entry : 
 
 Whereupon the Board agree to employ the following 
 teachers for twelve weeks each, five days to the week, com- 
 mencing December 17, 1849, on the following terms, to wit : 
 
 Cornelius S. Hamilton, per term $66 00 
 
 Jackson C Daughty, per term 66 00 
 
 Miss Laura Johnson, per term 36 00 
 
 Mrs. William E. Lee, per term 36 00 
 
 Which terms and conditions we respectively agree to ; and 
 we further agree to discharge our duties as such teachers 
 respectively, according to the best of our ability. 
 
 C. S. HAMILTON, 
 
 J. C. DAUGHTY, 
 
 A. M. LEE, 
 
 ALMIRA L.- JOHNSON. 
 
 December 17, 1849. 
 
 On motion, Mr. Curry was appointed a committee to ascer- 
 tain and report, to the next meeting of the Board, a series of 
 books to be used in this district. On motion, 
 
 Resolved, That Messrs. Daughty and Hamilton furnish 
 their school rooms with blackboards, and charge the same to 
 the Board ; and that Mr. Bouser furnish a blackboard for 
 Miss Johnson's room, at the cost of the District. 
 
 January 14, 1850. 
 
 Board met pursuant to a call of the President. Present, 
 all the members. 
 
 On motion, the following books were adopted for the use 
 of the common schools in the town of Marysville, to wit : 
 
 Wickham's Lessons, twenty-four large cards. 
 
 Sander's Primer. 
 
 Holbrook's Primary Drawing Book. 
 
 McGuffey's Readers. 
 
Thompson's First Lessons in Arithmetic. 
 Primary School Song Book. 
 Webster's Elementary Spelling Book. 
 Mitchell's Primary Geography. 
 'Colburn's Mental Arithmetic. 
 Ray's Arithmetic, Part Third. 
 Mitchell's Intermediate Geography. 
 Well's Elementary Grammar. 
 Winchester's Series of Writing Books. 
 Mason's Juvenile Task. 
 
 Resolved, That the Board hold stated meetings every two 
 weeks, beginning January 25th. 
 
 Adjourned until January 25th, 1850. 
 
 P. B. COLE, Segketaky. 
 
 The Board of Education made their first annual report to 
 a meeting of the voters of School District No. 1, Paris 
 Township, Unien County, held at the Court House, Novem- 
 ber 30, 1850. An abstract of the report is as follows : 
 
 Schools taught thirty-six weeks, or three quarters. 
 
 First Quarter, four Schools, two male and two female teachers, aver- 
 age daily attendance .^. 146 
 
 Second Quarter, three Schools, three female teachers, average daily 
 
 attendance 105 
 
 Third Quarter, three Schools, three female teachers, average daily 
 
 attendance 70 
 
 Scholars in the District , 270 
 
 Resources for school purposes the last year : 
 
 Collected on Duplicate for School House purposes $99 05 
 
 Collected on Duplicate for Tuition 113 28 
 
 State School Fund Received 93 89 
 
 Tax Levied by County Commissioners 107 84 
 
 Tax Levied by the Board 269 00 
 
 Total $683 06 
 
 A legally called public meeting of the citizens of District 
 No. 1, Paris Township, was held March 4th, 1851, to con- 
 
sider the adoption of the Union School System ; but it was 
 not carried. 
 
 The second annual report of the Board in December, 1851, 
 gives the number of scholars, 310 ; money received for school 
 purposes, $439.40. 
 
 In November, 1852, the scholars were graded by examina- 
 tion, according to advancement, and a set of rules for the 
 government of the schools, drafted by Messrs. Hamilton and 
 Curry, were unanimously adopted by the Board. They were 
 ten in number, and to the purpose. 
 
 In 1862-3, several public meetings, harmonious, so far as 
 the records show, were held to consider the matter of a new 
 school house; and a resolution was carried to purchase cer- 
 tain designated lots, and raise the money to pay for them, but 
 for some reason, not recorded, it was not done. 
 
 It appears that the schools went on with no great variation 
 till 1860. Some of the years, the more advanced scholars, 
 by examination, were put in charge of one teacher, and des- 
 signated "the High School." 
 
 In 1858, the subject of a new school house and the Union 
 School System was again agitated, and, after due consideration, 
 carried. 
 
 Under date of December 24, 1858, is the following : 
 
 Resolved by the legal voters of Sohool District No. 1, Paris 
 Township, Union County, Ohio, in general meeting assembled, 
 That it is expedient and necessary to erect a new school house 
 for said District ; and that ten thousand dollars be raised for 
 that purpose; two thousand in the year 1859, and two thou- 
 sand in each of the four succeeding years. 
 
 A site, about 2J acres, was purchased of Adam Woolford, 
 and after the usual preliminaries, on the 10th of January, 
 1861, of twelve proposals to build the house, that of H. 
 Rice and J. Fleck, of Marysville, was accepted, for $7,754, 
 and 1340 for extra stone work. 
 
 After visiting houses reputed to be the best, inspecting and 
 carefully considering the various plans, at the suggestion of 
 ihe State School Commissioner, the Board adopted what has 
 
proved to be a good one. The house is a substantial brick 
 edifice, 60x80 feet, two stories, with a well proportioned 
 steeple, in which is a fine-toned bell of about 500 lbs. weight. 
 Besides halls, closets, &c., there are four school rooms on the 
 lower floor, and three on the upper ; all affording comfortable 
 accommodations for about three hundred scholars. After 
 considerable delay the house was completed, and opened in 
 October, 1862, just thirty-one years. after the first school 
 house, in Marysville, was built and occupied. Mr. A. W. 
 Wood, who had been teaching in the Academy about a year 
 and a half, was put in charge as Superintendent, for $50 per 
 mouth and the tuition which might be received from schol- 
 ars attending the school, who were not residents of the Dis- 
 trict. The Academy was given up at this time, so there was 
 no school in the county except the public schools. 
 
 The Board of Education, at the organization of the Union 
 School, were : P. B. Cole, C. S. Hamilton, J. Cassil, D. D. 
 Welsh, W. H. Eobb and J. H. Ryan. 
 
 The Board of Teachers : 
 
 A. W. Wood, Superintendent and Principal of Highest _ 
 Department. 
 
 Miss Mollie Johnson, First Assistant Highest Department. 
 
 Miss Mattie A. Robinson, Second Assistant Highest De- 
 partment. 
 
 Miss Jennie Coe, teacher in Intermediate Department. 
 
 Miss Louise M. Southwick, teacher in Second Primary 
 Department. 
 
 Miss Sarah Jane Barbour, teacher in First Primary De- 
 partment. 
 
 The female teachers each received |20 per month. 
 
 The enumeration of scholars October, 1862, was three 
 hundred and forty-three. 
 
 The school opened with about two hundred, who were 
 divided into four departments. An excellent set of rules 
 and regulations for the government of the schools was 
 adopted by the Board, who fully sustained the teachers in 
 their execution. One important rule was the closing of the 
 
doors against tardiness. It did much in establishing the 
 habit of punctuality, and was favorably received by nearly 
 all the patrons ot the school. 
 
 In March, 1863, five months after the organization of the 
 Union School, A. W. Wqpd left, and Franklin Wood, of 
 Massachusetts, took his position for the same compensation. 
 
 The following are the names of Superintendents, terms of 
 service and compensation : 
 
 A. W. Wood, from October, 1862, to March, 1863, $50 
 per_ month and tuition of non-resident pupils. 
 
 F. Wood, from March, 1863, to June, 1865 ; compensa- 
 tion as above, with |20 per month added last year. 
 
 Eev. A. E. Thompson, from September, 1865, to Decem- 
 ber, ,1866, with the same compensation. 
 
 L. Piper, from January, 1867, to June, 1867, with same 
 compensation. 
 
 Franklin Wood, from September, 1867, to the present 
 time, with an annual salary of $1200. 
 
 Miss Sarah Jane Barbour had charge of the first Primary 
 department from the organization of the school, October, 
 1862, till June, 1873, eleven years. 
 
 Miss Mary E. Pierce held the position of First Assistant, 
 for the last three years Principal, in the highest department, 
 embracing the High School and advanced Grammar grade, 
 from September, 1870, till June, 1875. 
 
 In 1866 the wages of female teachers was raised to $30 ])er 
 month, and has since been raised to $40. The Principal of 
 the highest department, however, receives an annual salary 
 of $500. 
 
 !N"ames of teachers and enrollment for the several depart- 
 ments January, 1876 : 
 
 F. Wood, giving one-half the time to superintending and 
 one-half to teaching. 
 
 Miss Nellie S. McDonald, Principal Highest Department — enroll- 
 ment 80 
 
 Mrs. Mattie A. Bobinson, Assistant Highest Department. 
 
 Miss Alice 8. Pierce, teacher First Grammar Department — enroll- 
 ment 38 
 
Miss Dora E. King, teacher Second Intermediate Department — en- 
 rollment 40 
 
 Miss Laura Scott, teacher First Intermediate Department — enroll- 
 ment 57 
 
 Miss Abhie E. Neal, teacher Third Primary Department — enroll- 
 ment 65 
 
 Miss E. Amelia Burgner, teacher Second Primary Department — 
 enrollment 47 
 
 Miss Kate T. Lee, teacher Second Division, First Primary Depart- 
 ment — enrollment 33 
 
 Mrs. Lucy J. Jones, teacher First Division, First Primary Depart- 
 ment — enrollment 60 
 
 Total 420 
 
 Board of Eduoation, January, 1876. — Edward S. Pyne, 
 President; Leonidas Piper, Secretary;^ James W. Field, 
 Treasurer ; Moses Thompson, Darius Buxton and E,. Lawson 
 Woodburn. 
 
 TABULAE VIEW. 
 
 1822 
 
 1 Teacher. 
 
 12 Scholars. 
 
 
 1830 
 
 1 
 
 
 40 
 
 » 
 
 $ 14 per month salary. 
 
 1840 
 
 2 
 
 
 150 
 
 ct 
 
 18 per month salary. 
 
 1850 
 
 4 
 
 
 270 
 
 (( 
 
 22, $12 per month salary. 
 
 1862 
 
 6 
 
 
 343 
 
 u 
 
 60, 20 per month salary. 
 
 1870 
 
 8 
 
 
 515 
 
 " 
 
 120, 42, J30 per month salary. 
 
 1876 
 
 10 
 
 
 623 
 
 u 
 
 150, 62J, $40 per month salary 
 
 The aim, both in government and instruction, has con- 
 stantly been to adopt that which should give a thorough and 
 practical preparation for the future ; to teach how to use the 
 mind and other faculties, rather than bare facts. There has 
 been a willingness to adopt improved and tested methods of 
 teaching,. whether the result of our own work or that of others. 
 We have found that frequent reviews and examinations, both 
 oral and written, are of great advantage. One great diffi- 
 culty with us is, our pupils leave school, especially the boys, 
 before they have had time or sufficient maturity to complete 
 a proper course of education. But it is easier to point out 
 and lament than to correct. 
 
 When our present house was built, in 1862, considerable 
 
complaint was made that so large a plan was adopted, larger, 
 by one-third, than the present need demanded. But the 
 wisdom of the arrangement was soon accepted, for, in 1868, 
 the number of pupils in attendance was fully equal to the 
 capacity of the house; and in that year, by vote of the Dis- 
 trict, they commenced to raise a fund to put an addition to 
 the present house, or erect a new one, in another part of the 
 village. Said fund has accumulated to about $8,000. Al- 
 though one hundred scholars are accommodated in rented 
 rooms, and the school house still crowded, the new house is 
 not yet erected. 
 
 Mention should be made of Hon. Cornelius S. Hamilton, 
 whose tragic death occured in December, 1867. He came to 
 the county at the age of sixteen years, with his father and 
 family, in 1838, and spent his time, till he was twenty-five, 
 upon his father's farm, assisting in the transformation of those 
 broad and fertile acres from the dense and heavy forest to the 
 beautiful field and meadow. He had already decided on 
 intellectual pursuits, and acquainted himself with some of 
 the principles of law through Blackstone's works. He came 
 to Marysville in 1848, and pursued the study of law in the 
 office of Hon. "Wm. C. Lawrence. He also edited and pub- 
 lished for several years a weekly paper, " The Marysville 
 Tribune." 
 
 He was a man of good judgement and remarkable will 
 power, accomplishing his own ends when conscious he was in 
 the right, sometimes even against the majority, though not 
 by unjust means. He was a man of high principles of honor 
 and integrity, and soon gained the confidence of his fellow 
 citizens. He was a member of the convention which framed 
 the Constitution of Ohio now in force. He was also sent to 
 the State Legislature, and to the House of Representatives at 
 Washington, of which he was a member at the time of his 
 death. The school privileges of his youth were limited. 
 But in early manhood, accepting the fact that education is one 
 of the corner stones of our Republic, and a powerful influ- 
 ence in the elevation of man, he became interested in the 
 
advancement and improvement of the public school. He 
 taught the opening school under the new law of 1849, and 
 was one of the first Board of Examiners under that law. 
 The next year he was elected a member of the Board of 
 Education, and was retained in that office till his death, some 
 eighteen years. To him is given the credit mainly of plac- 
 ing Marysville in the van, with places of equal size, in regard 
 to educational matters. He had a largely controlling influ- 
 ence in securing the adoption of the Unioji School System 
 in 1860. According to the records, it was left principally 
 with him to carry into effect the various measures to complete 
 that arrangement. He lived to see something of the advan- 
 tages' resulting. He had more to do than any other indi- 
 vidual in carrying out the purpose he, with others, had 
 formed, of establishing a school which should offer to all good 
 and equal facilities for obtaining a thorough preparation for 
 the various departments of business life, or admission to the 
 halls of our higher institutions of learning. 
 
 Success in business, and the college records at Oxford, Del- 
 aware, Wooster and Yale, show that their anticipations are 
 already realized. 
 
 Through his taste and decision chiefly we have a good house, 
 beautifully and favorably located, surrounded with ample 
 grounds, adorned with evergreen and other trees, all which 
 will bear a favorable comparison with any school premises in 
 our State. 
 
 Collected and arranged in conformity with a vote of the 
 Board of Education for the villiage of Marysville, Union 
 County, Ohio, by 
 
 FRANKLIN WOOD. 
 
 February, A. D. 1876. 
 
HISTORY OF MASSILLON UNION SCHOOLS, 
 
 1848-75. 
 
 An act was passed by the General Assembly of 1824-5 
 for the regulation of the schools of the State. It provided 
 for an election of three Directors in each School District, and 
 authorized the levy of one-half a naill upon the dollar to be 
 appropriated for the use of common schools. Under this act, 
 schools were maintained in this township for a few months in 
 the year, seldom taught by the same person for more than one 
 term. Select schools were started from time to time, and 
 received more or lees patronage. 
 
 The acknowledged necessity of securing better accommo- 
 dation for the public schools, and giving permanency to those 
 of a higher grade, led the friends of education to secure the 
 passage of the special act of February 21, 1848, under which 
 tbe Massillon Union School was organized. 
 
 So well adapted was this law to the purpose for which it 
 was framed, that no alterations were deemed necessary, and 
 no change was afterward made in it. The schools were con- 
 tinued under this special act until the law of May 1, 1873, 
 was passed. 
 
 BUILDINGS. 
 
 In 1832, Messrs. James Duncan, C. K. Skinner and Ar- 
 vine Wales, donated a square in their addition to the original 
 town plat of Massillon "for literary purposes." On this lot, 
 .some years afterward, a plain, two-story wooden building was 
 erected, as a private enterprise, in which a select school was 
 taught by Mr. Wallace. This building was afterward 
 
removed to the corner of North and High streets, and has 
 since been known as the Lockwood property. On the same 
 lot, in 1847-8, the present "Union School House" was 
 erected. It was planned and built without the advantage ot 
 experience in such matters, but was considered, at the time, 
 to be the most complete structure erected in Ohio for graded 
 school purposes. The dimensions of the building are 90 by 
 60 feet. It has two floors for school rooms, and a basement, 
 which is used for Janitor's residence, storing fuel, etc. It 
 was designed to accommodate about five hundred pupils. 
 The original cost was nine thousand dollars ; a portion of 
 which was raised by special tax ; the remainder was borrowed 
 for a time, and afterward paid by levies made for school 
 purposes. 
 
 The building has since been refurnished, and is still in 
 use. The High School is now taught in the same room that 
 was occupied for that purpose twenty-eight years ago. It is 
 expected that during the. coming year arrangements will be 
 made for the erection of a new building more conveniently 
 arranged, and better adapted to meet the present wants of 
 the schools. 
 
 On account of the crowded condition of the Primary de- 
 partment, the Board of Education was authorized, at the 
 Annual School Election in 1854, to purchase a lot and erect 
 a suitable building for an additional Primary school. In 
 September, of that year, a lot was purchased of M. D. Well- 
 man, Esq., on the corner of Tremont and East streets, for 
 four hundred dollars. In 1855, a Primary school house was 
 erected at a cost of thirty-three hundred dollars. It is 53 
 by 33 feet, one story, with basement and tower. It was 
 originally heated by a hot-air furnace, and furnished with 
 chairs modeled from the Boston Primary School chair. In 
 a school report of 1868, this building is spoken of as a 
 " model in style and arrangement." 
 
 In 1869, Sub-district No. 11, Perry township, was annexed 
 to Union School District No. 1. The school building in said 
 district was very much crowded and in a dilapidated condi- 
 tion. In consideration of this fact, and also of the crowded 
 
condition of all the other rooms except the High School, the 
 citizens, at the April meeting, authorized the purchase of a 
 lot in West Massillon, and the erection of a suitable build- 
 ing thereon. 
 
 May 15, 1869, the Board of Education purchased a lot 
 containing two acres, desirably located on the south side of 
 Tremont street, west of Duncan, for |2,000. Steps were at 
 once taken for the erection of the building now known as the 
 " West Massillon Union School." It is a brick structure 
 80x70 feet, three stories and basement. The buildiag con- 
 tains eight rooms, and large hall in the third story. It is 
 heated by steam, well ventilated, and furnished with the most 
 approved style of single desks. The cost of the building, 
 including lot, heating apparatus and furnishing, was $29,284. 
 
 In November, 1875, the Board of Education, in order to 
 provide better accommodations for the over crowded Second- 
 ary Departments on the east side, purchased the Lutheran 
 Church property, located on the corner of Oak and East 
 streets. The requisite alterations were inimediately made 
 and the building was ready for use at the opening of the 
 winter terra in January. It is well located, and, as at pres- 
 ent arranged, will accommodate ono hundred and ten pupils. 
 The cost of the building, including the improvements 
 made, was about $6,000. 
 
 There are now four buildings, containing sixteen school 
 rooms, exclusive of recitation rooms, affording accommoda- 
 tions for about 1,100 pupils. 
 
 The value of school property now in the hands of the 
 Board is estimated at $55,000. 
 
 BOARD OP EDUCATION. 
 
 The first Board of Education, elected under the special act 
 of 1848, consisted of Arvine Wales, Esq., Dr.William Bowen 
 and Charles London, Esq. The first meeting of the Board 
 was held October 7, 1848, and the following organization 
 was effected, viz : President, Mr. Charles London ; Treas- 
 urer, Arvine Wales, Esq.; Secretary, Dr. Bowen. These 
 
men were unwearied in their efforts for the advancement of 
 the school. 
 
 Arvine Wales, Esq., continued to serve as a member of 
 the Board till his death, in 1854. He was an early friend and 
 patron of the school. A report published shortly after his 
 death, referring to him, says: "When the question of the 
 Union School was first agitated, he became its warmest advo- 
 cate ; when organized, he watched over its interests with the 
 same 'earnestness that the parent guards the weal of a grow- 
 ing family." 
 
 Dr. Bowen was, from the first, a zealous advocate of the 
 common school system, and by his earnest efforts did much 
 to awaken an interest on the part of others. He was a 
 member of the Board for three years, and soon after removed 
 to Akron, where he now resides. 
 
 Mr. Charles London is still a resident of Massillon, and 
 has always been a firm friend of the cause of education. 
 
 Twenty-one different citizens have been elected to this 
 office, some of whom have served many years. In 1868, a 
 resolution of thanks was tendered by the citizens to the Hon. 
 A. C. Wales for his thirteen years of unremitting service to 
 the schools of the city. The Hon. George Harsh was elected 
 a member of the Board in 1851, and continued to serve till 
 1869 — a period of eighteen years — when, on account of his 
 health, he declined a re-election, much to the regret of the 
 teachers and citizens. To his wise management and faithful 
 service much of the success of the Massillon Union School 
 is due. The history of the schools, from their organization to 
 the present time, shows that the different Boards of Edu- 
 cation, though variously constituted, have labored har- 
 moniously and unitedly to promote the efficiency of the schools 
 committed to their charge. 
 
 At a meeting of citizens held February 28, 1874, it was 
 voted to change the number of members from three .to six. 
 
 The Board is at present constituted as follows : President, 
 Hon. Kent Jarvis; Secretary, S. A. Conrad; Warren C. 
 Richards, James H. Justus, Frank L. Baldwin, William B. 
 Humberger. 
 
Board of Examiners, 1875-6 — James H. Hunt, William 
 B. Humberger, Kent J. Chase. 
 
 The following is a complete list of the members of the 
 Board of Education from 1848 to 1875 : 
 
 1848— Arvine Wales, William Bowen, M. D., and Chas. 
 London. 
 
 1849 — Arvine Wales, William Bowen, M. D., and John 
 R. Cecil. 
 
 1850 — Arvine Wales, William Bowen, M. D., and John 
 R. Cecil. 
 
 1851 — Arvine Wales, John R. Cecil and George Harsh. 
 
 1852 — Arvine Wales, George Harsh and Silas Rawson. 
 
 1853 — Arvine Wales, George Harsh and Silas Rawson. 
 
 1854 — George Harsh, Silas Rawson and Joseph Heckman. 
 
 1855 — George Harsh, Silas Rawson and Joseph Heckman. 
 
 1856 — George Harsh, Silas Rawson and A. C. Wales. 
 
 1857 — George Harsh, Silas Rawson and A. C. Wales. 
 
 1858— George Harsh, A. C. Wales and F. T. Hurxthal. 
 
 1859— George Harsh, A. C. Wales and F. T. Hurxthal. 
 
 1860— George Harsh, A. C. Wales and F. T. Hurxthal. 
 
 1861 — George Harsh, A. C. Wales and J. P. Barrick, 
 M. D. 
 
 1862— George Harsh, A. C. Wales and J. P. Barrick, 
 M. D. 
 
 1863— George Harsh, A. C. Wales and J. P. Barrick, 
 M. D. 
 
 1864— George Harsh, A. C. Wales and A. Metz, M. D. 
 
 1865— George Harsh, A. C. Wales and A. Metz, M. D. 
 
 1866— George Harsh, A. C. Wales and A. Metz, M. D. 
 
 1867 — George Harsh, A. C. Wales and James Bayliss. 
 
 1868 — George Harsh, James Bayliss and Warren C. 
 Richards. 
 
 1869 — James Bayliss, Warren Richards and Samuel Bow- 
 man. 
 
 1870 — Warren Richards, Samuel Bowman and J. P. Bar- 
 rick, M. D. 
 
 1871— Samuel Bowman, J. P. Barrick, M. D., and J. K. 
 Russell. 
 
1872— J. P. Barrick, M. D., J. K. Russell and Jaaies H. 
 Justus. 
 
 1873— J. K. Eussell, James H. Justus and Thomas B. 
 George. 
 
 1874 — James H. Justus, Thomas B. George, Warren C. 
 Richards, S. A. Conrad, Frank L. Baldwin and Joseph K. 
 Merwin. 
 
 1875 — Hon. Kent Jarvis, S. A. Conrad, James H. Justus, 
 Warren C. Richards, Frank L. Baldwin and William B. 
 Humberger. 
 
 SUPERINTENDENTS, TEACHERS AND SCHOOLS. 
 
 The Massillon schools were organized October 23, 1848, 
 with the following corps of teachers : 
 
 Lorin Andrews, A. M., Superintendent and teacher in 
 High School ; Miss Jane Becket, Assistant teach€r in High 
 School. 
 
 Grammar Departmsnt. — Miss Betsey M. Cowles, salary 
 1300; Mr. Charles Shreve, salary $200. 
 
 Prvmary Department. — Miss Mafy A. Russell, salary $225 ■ 
 Miss Sarah Hoxworth, salary $140, 
 
 Mr. Andrews recived a salary of $800, and Miss Becket 
 $300. 
 
 During the year a Secondary department was formed, and 
 given in charge of Miss Russell ; and Miss Sarah C Pearce 
 was appointed to the Primary. These teachers received their 
 certificates from the first Board of Examiners, consisting of 
 Messrs. Kent Jarvis, George Miller and Philander Dawley. 
 
 The enrollment for the first quarter was 481, with an 
 .average attendance of 447. The enrollment in the High 
 School was 60 ; average attendance 46. 
 
 The range of studies included the common branches: 
 Algebra, Physiology, Natural Philosophy, Chemistry, Astron- 
 omy and Vocal Music. Geometry, Surveying, Botany, His- 
 tory, Latin, Greek and French were also taught in the High 
 School during the year. In March, 1849, Mr. Frederick 
 Loeffler was appointed teacher of German and Instrumental 
 
Music. A piano was rented and placed in the building, and, 
 at one time, quite a number of pupils were receiving instruc- 
 tion in Instrumental Music. 
 
 A catalogue of the school, published in 1849, speaks of a 
 " Teacher's department," and speciiies the following as text- 
 books: The School and Schoolmaster, Page's Theory and 
 Practice of Teaching and Abbot's Teacher. The catalogue 
 contains the following statement in reference to this depart- 
 ment : " Teachers on pupilage here will be required to con- 
 duct the recitations of classes under the direction of the 
 Principal, or some of the most experienced instructors in the 
 school ; and in this way they will learn the trade of govern- 
 ing and teaching a school." 
 
 That the graded school system was received with favor by 
 the people at that time, is shown by the fact, that, on the 
 14th day of May, 1849, the tax payers of the district, by a 
 vote of one hundred and thirty-four to ten, levied a tax of 
 $2,000 for the support of the schools during the year, and 
 also voted to refund the bills of tuition which had already 
 been paid for the two previous quarters, so that the schools 
 were made entirely free in all their departments to every one 
 in the district. $300 was appropriated for Philosophical 
 Apparatus. In 1850, a tax of $2,300 was unanimously voted 
 for the support of the schools. The interest taken in the schools 
 by the citizens is manifest from the fact, that, during the first 
 year of the school, eight hundred and thirty-two visits were 
 recorded. At the close of the second quarter of the third year, 
 Mr. Andrews resigned his position to accept the Presidency of 
 Kenyon College, greatly to the regret of all connected with 
 the schools. He was an enthusiastic and eminently success- 
 ful teacher, and distinguished throughout the State for his 
 zeal in the cause of education. 
 
 Mr. Thomas W. Harvey was appointed his successor in 
 1851, at a salary of $700. His term of service covered 
 a period of more than fourteen years, extending till July, 
 1865. The fact of such a long period of continuous service 
 is of itself a sufficient evidence of the successful work of 
 Mr. Harvey as a Superintendent and teacher. 
 
Under his administration the schools enjoyed continued 
 prosperity. In 1856 a new course of study was prepared, 
 including a High School course of four years, with a fifth or 
 supplementary year for those who wished to avail themselves 
 of it. 
 
 The books of the Kendall Library Association (two hun- 
 dred and ninety volumes) were obtained for the use of the 
 school; these, together with the books belonging to the 
 H. 8. Lyceum, and those furnished by the State, formed a 
 library of some five hundred volumes. 
 
 During this period the salary of the Superintendent was 
 raised from |700 to $1,200 ; the number of teachers was 
 increased to eleven ; the new Primary building was built and 
 occupied, and faithful and efficient work was done in all the 
 departments, 
 
 Mr. Harvey resigned in July, 1865, very much to the 
 the regret of the Board, teachers and citizens. He has since 
 been elected to the office of State School Commissioner, and is 
 known throughout the State as one of the ablest educators in 
 Ohio. 
 
 Prof. Joseph Kimball, of Andover, Mass., was appointed 
 Mr. Harvey's successor, at a salary of |1,200, which was 
 increased to |1,300 in 1866, and |1,500 in 1868. His term 
 of service extended from September, 1865, to October, 1869. 
 Prof. Kimball was a man of fine scholarly attainments, and 
 well fitted for the work of a Superintendent. During his 
 administration valuable additions were made to the library 
 and apparatus, and close attention was given to all the details 
 of school work. A published report of the Board, referring 
 to the condition of the schools at this time, says: "Our 
 school has fully maintained its former usefulness, and we 
 believe is now working in all its departments as prosper- 
 ously and efficiently as at any time since its organization." 
 
 After Prof Kimball's resignation, Mr. E. A. Jones, of 
 Medway, Massachusetts, was appointed his successor, at a 
 salary of $1,500, which was raised in 1871 to $1,600, and 
 in 1872 to $1,800. Mr. Jones' term of service extended 
 from October, 1869, to July, 1873. During this period the 
 
course of study was somewhat modified, so that eight years 
 would complete the work preparatory to the High school. 
 A greater amount of written Arithmetic was required in the 
 lower grades in order that this study might be completed in 
 the A Grammar grade. United States History and the 
 Elements of Natural Philosophy were introduced into the 
 Grammar school, and greater prominence was given to 
 Object and Language Lessons in the lower grades. Written 
 examinations were instituted and made the basis of promo- 
 tion in all grades above the Primary. 
 
 In September, 1871, the new building on the west side 
 was occupied, and the scholars properly graded. An irregu- 
 lar department was established for the benefit of s,cholars 
 unable to attend school more than two or three months of the 
 year. Mr. Jones was assisted by an able atid efficient corps 
 of teachers in all the departments. 
 
 At the close of the school year 1872-3, he declined a re- 
 election, and Prof D. P. Pratt, of Portsmouth, Ohio, was 
 elected Superintendent, at a salary of $1,500. During his 
 administration, the Board of Education was increased to six 
 members. The time of final examinations and promotion 
 was changed from March to June; and German was intro- 
 duced in the Grammar department. 
 
 Mr. Pratt resigned at the close of the school year 1874-5, 
 and Mr. E. A. Jones was again appointed to the Superin- 
 tendency, at a salary of $2,000. 
 
 In September, 1875, the High School course was changed 
 from four to three years, and a new set of rules and regula- 
 tions was adopted by the Board, and published, together with 
 the present course of study. 
 
 The schools are. at present, organized as follows : There 
 are four departments. Primary, three grades; Secondary, 
 two grades ; Grammar, three grades ; High School, three 
 grades. Eleven years are required to complete the full 
 course, including the High School. 
 
 The following is a brief outline of what is required for 
 admission to the High School : The first five books of Mc- 
 Guffey's series of Readers, White's series of Arithmetics, 
 
Harvey's Elementary and English Grammars, United States 
 History (Anderson's United States Historical Reader), Ele- 
 ments of Natural Philosophy (Cooley). A thorough drill 
 in Peunraanship and Orthography, Language and Object 
 Lessons through Primary and Secondary grades, and Exer- 
 ercises in English Composition in the Grammar grades. 
 
 Pupils in the High School have a choice of two courses of 
 study — Classical an(J English. The following is a list of 
 studies included in each : 
 
 C Class. — English — Algebra, Natural Philosophy, Phys- 
 ical Geography, Physiology and English Analysis. Oloss- 
 ioal — Algebra, Natural Philosophy, Physiology, Latin 
 Grammar and Latin Reader. 
 
 B Class. — English — Geometry, Chemistry, Botany, Rhet- 
 oric and Higher Arithmetic. Classical — Geometry, Chem- 
 istry, Botany, Csesar and Cicero. 
 
 A Class. — English — Trigonometry, Geology, Reviews, 
 Astronomy, English Literature and Mental Science. Class- 
 ical — Trigonometry, Geology, Reviews, Astronomy, Cicero 
 and Virgil. 
 
 Weekly exercises in Declamation, Composition and Read- 
 ings, from English authors, are required throughout the 
 three years, of all pupils. 
 
 The following is the corps of teachers in the employ of the 
 Board for the year 1875-6, with the salaries paid to each : 
 
 E. A. Jones, Superintendent and teacher in High School $2,000 
 
 Mrs. Lucy D.Pinney, Assistant in High School 950 
 
 Mr. W. H. Bay, Principal of E. Grammar School 800 
 
 Miss Emily Brainerd, Assistant in E. Grammar School 550 
 
 Miss E. J. Imrie, W. Grammar, grade B 550 
 
 Mr. Jacob Graybill, W. Grammar, grade C 550 
 
 Mrs. Laura B. Taylor, E. Secondary, grade A 500 
 
 Miss Nancy Wiseman, E. Secondary, grade B 475 
 
 Miss Mary Diether, W. Secondary, grade A 400 
 
 Miss Martha Jarvis, W. Secondary, grade B 400 
 
 Miss Anna Dangeleisen, So. Secondary.... 400 
 
 Miss Helen' Fellows, Principal E. Primary 400 
 
 Miss Mary Merwin, Assistant E. Primary 320 
 
 Miss E. Bowman, W. Primary, grade A 350 
 
 Miss Flora Parsons, W. Primary, grade B 332 
 
 Miss Susie Graybill, W. Primary, grade C 320 
 
 Mrs. Julia Moore, Principal Tremont Primary 400 
 
 Miss Mary Eead, Assistant Principal Tremont Primary 320 
 
Several of these teachers have been in the employ of the 
 Board for a number of years. It has been the policy of 
 the Board, from the first, to retain the services of good teach- 
 ears as long as possible. A report of the Board, published 
 some years since, in referring to the subject, says : " In the 
 employment of teachers we have avoided changes as far as 
 possible, believing that experience is priceless; we can not 
 afford to dispense with it for a few dollars difference in 
 salary." 
 
 During the three years ending July 1, 1858, not a single 
 change of teachers was made. There are some notable 
 instances of long and faithful service in connection with the 
 Massillon Schools. Miss Jane Becket was a teacher in the 
 High School for ten years. Mrs. Nancy Stone, in the differ- 
 ent departments, including the High School, fourteen years. 
 These teachers have since occupied prominent positions, and 
 are well known in the State. Miss Sarah Hoxworth began 
 as tekcher in the Primary when the school was first organ- 
 ized, and served in the different departments until April, 
 1872, when she resigned her position in the High School, 
 having taught more than hoenty-three years in the same build- 
 ing. It is doubtful if any school can present an instance of 
 so long continued and successful service. Miss Sallie Bran- 
 nan was connected with the schools as teacher for thirteen 
 years. Miss Temperance Dunn and Miss Sarah Folger, ten 
 years each. Miss Folger now holds a prominent position in 
 the Toledo High School. Special mention should be made 
 of many of the teachers, but the space allowed for this 
 report forbids. 
 
 The following is a complete list of "teachers in the differ- 
 ent departments previous to the present school year : 
 
 High School — Lorin Andrews, A. M., Miss Jane Becket, 
 Hon. T. W. Harvey, Mrs. Nancy Stone, Prof. Joseph Kim- 
 ball, Miss Mary Zerbe, E. A. Jones, Miss Sarah Hoxworth, 
 Miss Sarah Folger, Miss Lucy Stickney, D. P. Pratt and 
 Mrs. Lucy D. Pinney — 12. 
 
 Other 'Departments — Betsey M. Cowles, Charles Shreve, 
 Mary A. Russell, Sarah Hoxworth, Sarah 0. Pearce, Eliza 
 
Guild, William Bowen, M. D., Martha Bradshaw, Nancy 
 Alban, Ruth Hurlbut, Mary Wellman, Frances Hine, Selina 
 Jarvis, E. L. Griffith, Hester Bradshaw, Sallie Brannan, 
 Melvina Bohannan, Amelia Haydon, Sarah C. Pomeroy, L. 
 E. Holbrook, Mary Craig, Helena Ricks, Mary Devotie, 
 Temperance Dunn, Lucy Giddings, Clara Zerbe, Lizzie Cutler, 
 Amelia Focke, Mary Graves, Ellen Murray, Flora Richards^ 
 Agnes Wilson, Rose Southard, Mahala Butler, Julia McDer- 
 mott, Ray Parsons, Harriett Humberger, Carrie Renick, 
 Laura Bowen Taylor, John Smith, Mary Kelly, Emily 
 Brainerd, Mary Diether, Lizzie Diether, Julia Lowe, Anna 
 Reilly, Nancy Wiseman, Jacob Gray bill, Helen Fellows, 
 John Hoover, Flora Parsons, M. A. Jarvis, Mrs. A. C. 
 Wigal, W. H. Ray, Ida Zerbe, Rebecca Eicholtz, H. C. 
 Coolman, Mary Reed and M. E. Barr. 
 
 Penmanship — J. W. Lusk, I. Buckingham, H. A. Spen- 
 cer, Edwin Smith, J. B. Jordan and D. W. Huraer. 
 
 Musio — Frederick Loeffler, Isaiah Ick^s, Amelia Buck- 
 ins, Ida Zerbe, Prof. A. Knight and Clara Ickes. 
 
 German — Frederick Loeffler and Frank Warthorst. 
 
 The following table shows the enumeration, enrollment, 
 etc., for four different periods in the history of the school : 
 
 
 
 
 ^ 
 
 
 s 
 
 <^ 
 
 
 ■S^ 
 
 "« 
 
 
 Date. 
 
 1 
 
 ~5 
 
 i 
 
 
 i 
 
 
 Salary of Superi 
 tendent. 
 
 "§1 
 Jl 
 
 r 
 
 $300 
 
 11 
 li 
 
 s 
 
 o 
 1 
 
 •S 
 
 ir 
 
 
 1848-9 
 
 
 481 
 
 347 
 
 7 
 
 $2,115 
 
 $800 
 
 $250 00 
 
 $225 
 
 $145 
 
 1855-6 
 
 1,246 
 
 546 
 
 389 
 
 11 
 
 3,400 
 
 800 
 
 400 
 
 300 00 
 
 250 
 
 180 
 
 1865-6 
 
 1,340 
 
 514 
 
 415 
 
 12 
 
 5,300 
 
 1,200 
 
 600 
 
 412 50 
 
 375 
 
 256 
 
 1875-6 
 
 2, 077 
 
 »902 
 
 654 
 
 18 
 
 10,017 
 
 2,000 
 
 950 
 
 612 50 
 
 435 
 
 3 
 
 *For tlie term ending December 4, 1875. 
 
 E. A. JONES, Sup't. 
 
A HISTORICAL SKETCH 
 
 SCHOOLS OF MIDDLETOWN, 
 
 BUTLER COUNTY, OHIO. 
 
 For the first twenty-five years since this town was 
 laid out (1802), the earliest settlement in the vicinity 
 being in 1796, our information coucerniug the schools is 
 derived alone from the recollections of a few survivors 
 of a generation long since passed away. For the second 
 twenty-five years (1827 to 1852), but few of the points 
 desired have been found recorded ; while, for most of the 
 time since, the records are tolerably full and satisfactory. 
 Thus we may consider the time included in our proposed 
 sketch as divided into three periods, corresponding with 
 the past three-fourths of the century. 
 
 FIRST PERIOD. 
 
 The first period was one of " pay schools; " that is, the 
 pupils were taught for a certain charge apiece, usually 
 fifty cents per month, or one dollar and a half for a 
 quarter of twelve weeks. A school of this kind is said to 
 have been taught here before 1805 in one of the rooms of 
 a log woolen mill which, with a grist mill and saw mill, 
 were built near the present location of the river bridge. 
 These mills, very important in those days, were nearly 
 destroyed by the freshet in 1805, the first one after the 
 settlement of this vicinity ; and the teacher removed, and 
 subsequently became Judge Beers, of Darke county. 
 
Another school was taught by Marsha Wilson, in 1806, 
 in a log house, one part of which was used as a dwelling, 
 located on what was called the " Smoothing Iron," the 
 present premises of J. K. Thomas, Esq. For some time 
 after, Ephraim Gray taught in the same house, and at a 
 later day, Joseph Worth. A Mr. Ward had a school in 
 a cabin near the site of the machine shop. A Mr. Perry 
 and a Mr. Piper were also teachers of an early day. 
 Subsequently, Ephraim Gray built the house on Broad 
 street, now owned and occupied by James WicofF, Esq., 
 and taught in the same for some .time. 
 
 ^^^^'^'^^^^ ^® early as 1815, the first 
 
 "^^^^^^^^^ r brick building, being the /rs/. 
 l^feK^^^apl^J * nchool- house (the first house 
 .; •'I^^^^^^^^S^^^^^^ built solely for school.) in 
 THE WEST scHooL-HonsE. thc placc, was crccted on 
 
 the east part of the lot southeast corner of Main and 
 Second streets, and described as lot No. 11, one of the 
 two lots dedicated for county purposes by Stephen Vail 
 and James Sutton, proprietors, in the original plat of the 
 village, as recorded in the records of Hamilton county ; 
 (Middletown not being the county seat of the new county, 
 lots Nos. 10 and 11 were for some other use.) This struc- 
 ture, elegant for those days, was about 20 by 30 feet, one 
 story high, and with a huge fire-place in each end for the 
 burning of wood. In later years, one chimney was taken 
 out and the door moved from the side to the end, while 
 the warmth was provided from a large stove. In this 
 house were day schools, singing schools, and religious 
 meetings of different denominations on difterent Sabbaths. 
 The first teacher in this house of whom we have defi- 
 nite dates, is Jeremiah Marston, who taught in 1821 to 
 1824, inclusive. He was subsequently Associate Judge, 
 and his son, Theodore Marston, Esq., is very well known 
 to our citizens. 
 
SECOND PERIOD. 
 
 In this period, not only were the private schools im- 
 proved, but the Free School System for this region had 
 its birth and growth to a certain extent, as may be shown 
 in the matter of funds. District No. 3, Lemon township, 
 included our village, and its partial account with the 
 county is shown by the following, from the Auditor's, 
 books, Butler county, Ohio : 
 
 District No. 3, Lemon Tovm.ship, Db. 
 
 1827, To cash paid George Taylor, on account, teaching school 
 
 the previous year % 23 70 
 
 1828, To cash paid Gideon S. Crowley ($10 GO) and Thomas 
 Luramis ($17 50), for teaching preceding year $ 17 50 
 
 1829, To cash paid James Cooli (subsequently Surveyor and 
 Attorney), in manner as above ... $ 25 44 
 
 1830, To cash paid Seymour White, as above % 38 22 
 
 After this, the sums were paid to the Township Treas- 
 surcr, and for the six years following were, respect- 
 ively, $38 16, $49 42, |60 41, $60 90, $74 81, and 
 $105 12. From this time the sums were much increased, 
 in 1837 being a total of $422 70. 1838 being omitted, 
 on the following year : 
 
 1839, July 1, School tax levied a former year $148 39 
 
 Interest on proceeds sale Section 16 218 93 
 
 From theStatetax 59 09 
 
 Making a total of $426 41 
 
 For the latter part of the second period, we have as 
 follows : 
 
 YEARS. 
 
 5-3 
 
 « 
 « 
 H 
 
 CO 
 
 c 
 
 f3 
 
 DC 
 
 
 
 o 
 
 t3 
 
 & 
 
 B 
 
 3 
 
 e 
 
 
 M 
 
 1-3 
 
 QD 
 
 CQ 
 
 H 
 
 In 1843 
 
 352 
 
 $211 37 
 223 15 
 
 $179 37 
 269 92 
 
 $ 94 56 
 104 44 
 
 $485 31 
 593 51 
 
 1845 
 
 374 
 
 1847 
 
 455 
 
 146 71 
 
 217 00 
 
 120 74 
 
 484 45 
 
 1849 
 
 425 
 
 145 33 
 
 347 05 
 
 107 64 
 
 600 02 
 
 1850 
 
 423 
 
 269 68 
 
 217 42 
 
 104 67 
 
 591 77 
 
 
 
For most of this period, the public funds were insuffi- 
 cient to pay the teachers, but they were supplemented by 
 bills made out and collected, each term, by the teachers, 
 so that the schools wei-e partly free. The first school en- 
 tirely free was taught by Joseph Gailbreath, a native of 
 the neighborhood, about the year 1837; but the schools 
 did not continue without the aid of funds from private 
 sources. 
 
 Before 1839, the District School had grown too large 
 for one room, and under its auspices a Mr. Elliott taught 
 the younger pupils in the brick building then known as 
 the " Juniata Iron Store," still standing on Third street, 
 south side, and west of the bank of Messrs. Oglesby & 
 Barnitz. In the Fall of 1839, in this room, Mrs. Mitchell, 
 (then Miss Josephine S. Anderson,) carried on the school, 
 with Miss Mary J. Gibson, Assistant (now Mrs. Bowen 
 of Chicago.) This part of the school was soon moved to 
 the "Barracks," then standing on the present site of the 
 Odd Fellows' Building. (The " Barracks " are now on 
 the northeast corner of Water and Fifth streets.) 
 
 The "Barracks" were vacated in 1849, to occupy the 
 better rooms made vacant by Mr. Furman's removal to 
 Hamilton. These rooms are on the west side ot Broad 
 street, a few steps north of Third street, and can be 
 pointed out at this day. In this branch of the District 
 School, Mrs. Mitchell taught continuously, excepting a 
 year or two, and, with the help of her assistants, sbe had 
 the jirst graded sohool. Her assistants, after Miss Gibson, 
 were respectively Miss Alice T. Ketchum, (now Mrs. Lam- 
 bright,). Miss Eliza Martin (subsequently Mrs. Storms,) 
 Misses Virginia Howland and Susan McQuiety. 
 
 About the year 1844-5 the District School was trans- 
 ferred, or made a department of the private academic 
 school of Nathan ael Furman, Esq. The result of this 
 arrangement was not satisfactory, and continued only one 
 year. 
 
 The teachers in the " Old Brick," as the first school- 
 house was named, appear to have had. varied success in 
 
their labors. Besides those already mentioned, were a 
 Mr, Pennell, James C. Waldo, Zachariah Brown (since a 
 merchant,) William MeClellan, William S. Young, now 
 of Baltimore, Md.,) Mr. Barnaby (writing teacher,) Isaac 
 Robertson (now attorney of Hamilton, O.,) George Goble 
 (since a physician of Oxford, O.;) and the last one of the 
 term was Josiah Bridge, who came here in 1848, and 
 taught four years for twenty-five dollars per mouth from 
 public funds, with an attendance varying from 20 to 120 
 pupils. He taught elsewhere for a long time, and after- 
 wards, when infirm, enjoyed in pleasant recollections, 
 his teaching for the many ye^rs gone by. 
 
 Of the private schools of this period, that of Prof. Na- 
 thanael Furman was the most important. At the solici- 
 tation of citizens here, he came in 1833, and opened a 
 school on the southwest corner of Fourth and Main 
 streets. Later, he moved to better accommodations on 
 the west side of Broad street, just north of Third. Mr. 
 Furman was assisted by Mi's. Furman, Miss Lucretia 
 Williamson (since Mrs. Gard,) and for a part of the time 
 b} his son, James F. Furman. About half of his stu- 
 dents, which were from forty to eighty in number, were 
 from abroad, and were boarding with him. He moved to 
 Hamilton in 1848. His institution was widely known, 
 and is yet gratefully remembered. 
 
 In this period, also, Absalom Death taught for one 
 year a private school in the house belonging to Mrs. Hen- 
 drickson. Mr. Lummis, for about the same length of 
 time, taught in the present house of Isaac Wolverton, 
 Esq. ; and Mrs. Burr, Mrs. Blackleach, Mrs. Moore, and 
 Miss Susan McQuiety, by private enterprise, carried on 
 the work of instruction at different times in this vicinity. 
 
 After Mr. Furman, Rev. Mr. Pentzer taught a select 
 school in the old Methodist church, still standing on Sec- 
 ond street; but the Rev. J. B. Morton soon took charge 
 of it, and continued quite successfully for several years, 
 moving, in the time, to the more pleasant sui'roundings 
 of the old Presbyterian Church, the present Lutheran 
 Church. 
 
The feeling between the pupils of the private schools 
 and those attending in the " Old Brick," is indicated by 
 the mutually appreciative terms applied by themselves to 
 each other, and " Morton's Cats" and " Bridge's Rats " 
 had, on the intervening street, many a hard battle with 
 snow-balls, and sometimes with missiles not so harmless, 
 and the interference of School Directors was called into 
 requisition to "quell the war." 
 
 THE THIRD PERIOD 
 Was one of the greatest and most varied changes and 
 improvements. 
 
 IN OEGANIZATION. 
 
 Although, after 1852, Middletown was not reported as 
 one of the Township Districts, the reorganization from 
 three School Directors to a Board of Education, composed 
 of six members, was not brought about until 1855. The 
 first Board consisted of William B. Oglesby, Stephen E. 
 Giffin, Edward Jones, Joseph Sutphin, and William M. 
 Marshall. 
 
 IN BUILDINGS. 
 
 The first three years after 1850, the only school-room 
 owned by the District was the " Old Brick," quite dilapi- 
 dated, as shown, without exaggeration, in a cut on a 
 previous page. A great step in improvement was the 
 erection, in 1853-4, of a substantial brick building of four 
 spacious rooms, ample for all the needs at the time. But 
 soon these accommodations became inadequate, and again 
 colonies of primary pupils and German and colored schol- 
 ars were established, until after some years of quiet, per- 
 sistent, and public spirited effort, (such as was also re- 
 quired for the former advance,) in 1871, a school edifice 
 was commenced, and finished in the following year, which 
 will compare favorably with any other educational struc- 
 ture of the land. 
 
 For three years this noble building- has been in use, 
 and at this time, 1875-6, all the twelve elegant school- 
 
rooms and German room are fully occupied, with the 
 prospect that soon the Board will be obliged to use also 
 the old building. This spacious edifice, situated between 
 Main street and the Yankee road, and between Seventh 
 street and the proposed continuation of Sixth street, has 
 nearly six acres connected with it as play and orna- 
 mental grounds, extending in three directions to wide 
 streets. Among its features of extraordinary excellence 
 are the following : All its regular school-rooms have 
 light and ventilation from the exterior on tjiree sides ; a 
 beautiful public hall, 40 by 50 feet, with an arrangement 
 by which its capacity can be tripled for emergencies re- 
 quiring space ; all the connecting halls are straight, and 
 each 15 feet wide; the staircases, two entirely separate 
 .to the highest floor (third story,) and each seven feet 
 wide in the clear, and with wide, easy steps ; and the four 
 double doors with vestibules, or large porches for en- 
 trance and egress. But why say more? The building is 
 the best record of itself and the management under which 
 it was constructed. 
 
 PRKSBNT SOHOOL-HOUSK. 
 
3860. 
 
 1865. 
 
 1870. 
 
 1875. 
 
 673 
 
 834 
 
 1319 
 
 1393 
 
 365 
 
 660 
 
 568 
 
 824 
 
 229 
 
 349 
 
 366 
 
 574 
 
 7 
 
 9 
 
 10 
 
 15 
 
 GROWTH. 
 
 The growth of the Public Schools is shown by the fol- 
 lowing table : 
 
 1855. 
 Number of Youth Enumerated.... 472 
 
 " " Pupils Enrolled 275 
 
 " . " " Daily Averaged 220 
 
 " '' " Teachers 6 
 
 EXPENDITUEES, &C. 
 
 1855. 1860. 1865. 1870. 1875. ' 
 
 Total Expenditures... $2,464 69 $5,514 45 $5,958 56 $8,170 05 
 
 Val. of School Pr'pty $6,250 00 Same. Same. Same. 75,000 00 
 
 DEPARTMENTS. 
 
 Though before 1850, some of the advantages of grad- 
 ing were in use, the graded system was riot fully devel- 
 oped until 1855. From that time the grades have been 
 increased from year to year to correspond with the num- 
 ber of teachers and rooms required for the scholars; 
 Though instruction was given in the higher branches 
 previously to the reorganization, at that time the High 
 School was established as a department, although no 
 prescribed course of study was published by the Board 
 until 1873. The branches pursued. have not only been 
 the so-called higher, but the common branches have re- 
 ceived attention from a higher stand-point, and with a 
 wider range. 
 
 [n the year 1858-9, a colored school was opened, and 
 it has continued since under one teacher. 
 
 A German Department was established in 1860-1 under- 
 one teacher; in 1872, in the new building, it was enlarged 
 to two rooms, one being a primary German-English 
 school, and the other a recitation room for older and 
 more advanced scholars. 
 
 GRADUATES. 
 
 Only since 1870 have diplomas been presented to those 
 who were regarded as entitled to. such a testimonial, .and 
 those who have received them are the following : In 1871, 
 
Misses Aline Barnett, Mary Canningham, Ella Steely and 
 Mr. Joseph 0. Hengstler; in 1872, Misses Clara Sutphin 
 and Ella S. Wikoff; and in 1874, Miss Jennie Hudson. 
 And it should be named in this connection that there are 
 many who derived their English education in our schools, 
 and sustained a high standing as students, at an earlier 
 day, who are now occupying prominent positions in busi- 
 ness and professional life. 
 
 TEACHEKS, &C. 
 
 In the " Old Brick," Josiah Bridge taught till. 1852. 
 Subsequently, C. R. Galloway, John McClellan, William 
 Ballard, J. S. Beall, and, for most of the year 1853-4, our 
 well-known citizen, J. B. Cooley, Esq., taught, being the 
 last man in the old old house. In the the new building 
 the list of Principals, &c., is as follows : 
 
 ThoB. Wallace taught in 1854-5, 6 months, at annual salary of $ 500 00 
 
 'L. B. Hatch " 1855-7, 2 years, " " 600 00 
 
 Lyman J. Fisher " 1857, bal. of year " " 600 00 
 
 J. B. Finch, " 1857-60, 3 years " " 700 00 
 
 W. H. Wynn, " 1860-2, 2 " " " 700 00 
 
 U. T. Curran (1st Sup't), 1862-4, 2 " " " 1st y'r 700 00 
 
 U. T. Curran, " 2d y'r 1,000 00 
 
 G.C.Woollard, taught in 1864-6, 2 " " " 1,000 00 
 
 T. C. Mendenhall, " 1866-8, 2 " " " 1,200 00 
 
 D. W. Hanna, " 1868, 3 months, " " 1,000 00 
 
 William Watkins, " 1868-72, 4 yrs nearly " " 1,200 00 
 
 In the last building, finished in 1872, A. G. Wilson 
 taught 1872-4, two years, at a salary, the first year, of 
 $1,200 and the second year, $1,500. A. C. Tyler taught 
 in 1874-6, two years, at a yearly salary of $1,500. 
 
 For service in the schools five years or more (and who 
 are still in the schools,) the following teachers deserve 
 honorable mention : Miss Joe H. Breeding, 5 years ; Miss 
 Flora E. Mills, 8 years ; Mrs. Sarah Thompson, 9 years ; 
 Miss Anna McAdams, 13 years ; and Mrs. Josephine S. 
 Mitchell, 20 years or more, besides about 10 years in 
 private schools in this vicinity. Her record is the impress 
 of her spirit and work on the minds of many hundreds 
 
who gratefully remember her. Crowned as she is with 
 praises, and with many silver hairs on her brow, she is 
 still teaching with an energy, enthusiasm and success 
 equaled by that of very few youger teachers. 
 
 PErVATE SCHOOLS. 
 
 For the last twenty years there have been several, and 
 some of them quite successful. 
 
 In 1859-60, Charles Weiclimann had a German school.' 
 
 From 1862 to 1872, Mrs. Mitchell had a private school 
 of limited number, not all the time in the same house. 
 
 From 1863 to 1870, Samuel S. Robinson, Professor of 
 Penmanship and Commercial Science, in Leibec's Build- 
 ing, had a Mercantile School. 
 
 From 1865 to 1870, Mrs. E. B. Nason had a Seminary, 
 a Home School for girls. With an assistant teacher and 
 competent instructors in Music and French, she taught 
 about forty pupils, half of whom were boarders. 
 
 From 1865 to 1871, under the instruction of three Sis- 
 ters of Charity, most of the time, there was a Parochial 
 School of about 150 pupils. 
 
 From 1872 to 1874, Rev. G. E. Buchholz had a school of 
 about 40 pupils. 
 
 ACKNOWLEDGEMENTS. 
 
 It is impossible to name all those who have contributed 
 as friends and officers of the schools, time, attention, and 
 faithful effort-to the public welfare; and our limits com- 
 pel us to mention but few. William B. Oglesby, Thomas 
 Wilson and Dr. Samuel Hyndman (since deceased,) were 
 the School Directors that probably wrought the greatest 
 change in school structures. In the construction of the 
 present building, the Board of Education consisted of 
 ]5r. John Corson, William Moore, Charles A. Bapst, C. 
 W. Sutphin, William Sebald and Daniel Helwig. i?hese, 
 with P. P. LaTourrette, of the previous Board, and C. 
 H. Wardlow of the succeeding one, encountered opposi- 
 
tion to provide liberally for the educational interests of 
 the village. 
 
 For all these improvements, the burden of cost has been 
 promptly and cheerfully borne by the tax-payers, and that 
 cordial and unequivocal support of public opinion indis- 
 pensable to success, has been given by the citizens. The 
 people of Middletown hav« regarded themselves not only 
 as joint proprietors of their valuable property devoted to 
 public instruction, but as having a greater interest than 
 can be expressed in dQllaXB and cents, as parents and 
 patriots, on behalf pf the eight hundred children wliieh 
 are being educated in their schools. 
 
PRESENT ORGANIZATION— 1875-6. 
 
 BOAED OF EDUCATION. 
 
 Dr. John Cobson, President ; William Mooee, Secretary ; 
 
 Charles A. Bapst, Treasurer ; 
 
 C. H. Wardlow, Daniel McCallby, Jno- M. Young, Esq. 
 
 BOAED OF EXAMnSTEES. 
 
 William Moobe, President ; W. S. Mabshall, Secretary ; 
 
 Rev. J. W. Clokey. 
 
 coBPS of teachees. 
 
 A. C. Tyler Superintendent 
 
 Miss Anna McAdams of the High School 
 
 George Sutterer Special Teacher of German 
 
 Walter H. Aiken Special Teacher of Vocal Music 
 
 Mrs. Sarah Thompson Teacher, Eoom No. 11 
 
 Miss M. J. La Tourrette Teacher, Room No. 10 
 
 Miss N. D. Hendrickson Teacher, Eoom No. 9 
 
 Miss Flora K. Mills Teacher, Eoom No. 8 
 
 Miss J. H. Breeding Teacher, Eoom No. 7 
 
 Miss Sallie C. Mirtland Teacher, Eoom No. 6 
 
 Miss Ella S. WicoflF. Teacher, Room No. 5 
 
 Miss Susie J. Howell Teacher, Eoom No. 4 
 
 Miss Fannie M. Mitchell Teacher, Eoom No. 3 
 
 Miss Katie PfeifTer Teacher German-English, Eoom No. 2 
 
 Mrs. J. S. Mitchell Teacher, Room No. 1 
 
 Miss Luella V. Anderson Teacher Col'd School, in old building 
 
h:istok.y 
 
 PUBLIC SCHOOLS OF NEWARK, 
 
 SINCE THEIR ORGANIZATION IN 1848. 
 
 Previous to the year 1848, the Public Schools of !Newark 
 were ungraded, and but little better than the subscription 
 schools of much earlier days. In accordance with the pro- 
 visions of an Act passed by the General Assembly, Febru- 
 ary 5, 1824-5, the School Board had no power to levy tax 
 for the suppbrt of the schools, except as provided in this 
 Act, authorizing them to levy one-half mill on the dollar to 
 be appropriated to the use of common schools. All the funds 
 coming into the hands of the School Board, other than these, 
 were raised by direct taxation, and authorized only by a 
 majority of the qualified voters within the district limits. 
 
 The schools were open only three to four months in a year. 
 When the funds were exhausted the schools were closed.. 
 The houses rented and the furniture used in them were the 
 cheapest that could be -gotten. The teachers were poorly 
 qualified, poorly paid, and according to the custom of those 
 days, " boarded around." A 11 assessments for the support of 
 the schools, except the levy authorized by the law of 1824-5, 
 were made, collected and dispensed by the Board of Direc- 
 tors. All the children within the district limits, between the 
 ages of four and twenty-one years, were privileged to attend 
 these schools. The branches taught were Spelling, Reading, 
 Writing, Arithmetic, and, latterly, English Grammar. 
 
The date by which to determine the opening of the first 
 schools in Newark, the attending circumstances, names of 
 first teachers, etc., are lost, which renders it impossible to 
 give a detailed account of the schools, tracing their growth 
 and improvement from the beginning to the organization on 
 the graded plan. 
 
 ADOPTION AND ORGANIZATION OF THE GRADED SYSTEM. 
 
 At a meeting of the Ohio State Teachers' Association, 
 held in Akron, Ohio, December 30, 1847, at which eleven 
 counties were represented, steps were taken by the Execntive 
 Committee of the Association, to procure the services of 
 experienced instructors, for the purpose of holding Teachers' 
 Institutes in such counties of the State in which sufficient 
 encouragement would be given. The condition upon which 
 the services of instructors could be had was thut thirty dol- 
 lars should be raised to pay for the services of two instruc- 
 tors one week. The course of lectures included instructions 
 on the following subjects: English Language, Mental and 
 Written Arithmetic, Mathematical, Civil and Physical 
 Geography, American History, Civil Polity, Geology, Pen- 
 manship, Yocal Music and Theory and Practice of Teaching. 
 
 At a meeting of teachers and others interested in the pro- 
 motion of Public Schools, held in the First Presbyterian 
 Church, Newark, February 28, 1848, it was resolved to 
 organize into what was called The Educational Society of 
 Newark Township, and to invite all others interested in the 
 common school cause to co-operate with them. The follow- 
 ing is an extract of a report of said meeting, published in the 
 Newark Advocate, Newark Gazette and Licking Herald, 
 dated March 3, 1848: 
 
 "After a brief discussion with regard to the best method of 
 co-operating with the State Teachers' Association, on motion, 
 a committee of three was appointed, consisting of A. W. 
 Dennis, Isaac Smucker and L. P. Coman, to report resolu- 
 tions relative to the subject." 
 
" During the absencp of the committee, the meeting was 
 appropriately addressed by Mr. Benjamin Briggs, in behalf 
 of common schools." 
 
 The following were among the resolutions reported by the 
 committee, all of which were unanimously adopted: 
 
 Mesohed, That in our opinion Teachers' Institutes are 
 the most efficient means of improving the teachers, and 
 through them the common schools of the State, and the best 
 calculated to render the profession of school teaching more 
 elevating and dignified. 
 
 Resolved, That we heartily respond to the arrangement 
 made by the Executive Committee of the State Teachers' 
 Association, to hold a Teachers' Institute in this county, 
 commencing on the 27th day of March next; that we will 
 procure a suitable building, and provide means toward' 
 defraying the expenses of the session. And we earnestly 
 solicit • teachers and friends of education in other townships 
 in the county, to co-operate with us in this matter, and that 
 a committee of three be appointed to make arrangements for 
 holding the Institute in the town of Newark." 
 
 After the adoption of resolutions and the transaction of 
 other business, the following gentlemen were chosen officers 
 of the Society: Rev. Alexander Duncan, President; Rev. 
 George Dennison and Isaac Smuoker, Vice-Presidents ; and 
 C. P. Wilder, Secretary. 
 
 As a result of this movement toward an organization of 
 the teachers of Licking county, the Institute which followed 
 March 27 was well attended, and characterized by a lively 
 interest in the cause of public schools. Mr. M. F. Cowdery, 
 President ot the Executive Committee of the State Teachers' 
 Association, and Mr. Lorin Andrews, served in the capacity 
 of lecturers during the week of the Institute; at the close of 
 which a series of fifteen resolutions was adopted, setting 
 forth the opinions of those in attendance, looking toward a 
 more efficient system of public schools, a more thorough 
 preparation of teachers, and a wider range in the course of 
 studies. 
 
At a meetiug of citizens, friendly to the cause of common 
 schools, held in the Auditor's office, July 11, 1848, the Rev. 
 William Wylie was called to the chair, and A. W. Dennis 
 was chosen Secretary. After an interchange of opinions 
 relative to the merits of the Akron School Law, and the 
 transaction of business, a committee of twelve was appointed 
 to circulate a petition to the Town Council of Newark, for the 
 purjjose of securing signatures of such of the qualified voters 
 in favor of extending the provisions of the law the Legisla- 
 ture first passed in favor of Akron, to this town. This peti- 
 tion received about four hundred and fifty signatures, almost 
 a unanimous consent of the voters then within the corpora- 
 tion. 
 
 July 20th, a notice was issued by A. H. Cafiee, Mayor, 
 that an election would be held August 12th, following, for 
 the purpose of electing six school directors for the town, of 
 Newark, in conformity with an Act amendatory to the Akron 
 School Law, and made applicable to the town of Newark, 
 Ohio. Tlie election resulted in the choice of Israel Dille, 
 Isaac Smucker, Samuel D. King, Adam Fleek, Abner W. 
 Dennis and Joshua Gibbs, as the first School Board of the 
 town of Newark, under the organization of the graded plan. 
 The organization of the School Board was further perfected 
 at a meeting held August 16th, at which the oath of office 
 was administered by Samuel H. Bancroft, a justice of the 
 peace, and the following members were chosen officers of the 
 Board: Samuel D. King, President; A. W. Dennis, Secre- 
 tary; and Adam Fleek, Treasurer. After determining by 
 lot the seniority of the members, A. W Dennis and Israel 
 Dille were appointed a committee of correspondence. A 
 committee of three was also appointed, consisting of Messrs. 
 Dille, Smucker and Gibbs, who should secure rooms suitable 
 for school put poses; divide the town into school districts for 
 primary schools; learn what number of pupils would want 
 instruction in the higher branches, and make such other 
 arrangements for the year us the scliools might require. 
 Correspondence was at once opened by the former committee 
 with school officers at Lockport, New York, Utica, New 
 
York, aod Akron, Ohio, with Lorin Andrews, then Princi- 
 pal of the Ashland Academy, Ohio, and with the Hon. Hor- 
 ace Mann, then Secretary of the Massachusetts Board of 
 Education. 
 
 On motion, the Town Council was notified to appoint School 
 Examiners as required by law. Messrs. Dille and Dennis 
 were appointed a committee to draft rules and regulations 
 for the government of the School Board and schools. 
 
 In the Licking Herald, dated November 3, 1848, appeared 
 the following : 
 
 "school notice. 
 
 " Candidates for the office of teacher, under the supervision 
 of the Board of Education of the town of Newark, are 
 hereby notified that an examination of such candidates will 
 be holden at ten o'clock A. M., on Wednesday, the 8th inst., 
 in the basement of the Episcopal Church. 
 
 "The examination will be conducted orally in part, and 
 partly by the use of written questions, to which written 
 answers will be required. 
 
 " By order of the Board of Education. 
 
 "J. BUCKINGHAM, Sbc'y." 
 
 At a meeting of the Board of Education, November 16, 
 1848, the committee appointed to rent rooms for the use of 
 schools organized on the graded plan, reported the following, 
 which were accepted : 
 
 "School house in the rear of the First Presbyterian church, 
 at $100 a year; room in basement of Methodist church, on 
 Fourth street, at $4 a month ; room in basement of Episco- 
 pal church, at $4 a month; school room in the rear of the 
 Welch church, at $3 a month ; house owned by Joel Arnold, 
 corner of Fifth and Main streets, at $1.50 a month ; house 
 of Israel Dille, on East Main street, at $3 a month ; two 
 rooms in front of the Franklin House, east side Public 
 Square, at $5 a month; room of A. J. Smith, in Appolo 
 building, at $25 a year; also two small buildings formerly 
 
occupied as school houses, one on Walnut street, the other in 
 East Newark. The same committee also reported that the 
 furniture and stoves necessary to furnish the rooms would 
 probably cost $150." 
 
 The following was the corps of teachers employed, with 
 their respective salaries opposite ther names : 
 
 L. P. Coman, Superintendent of all the schools, and Prin- 
 cipal of the High School, at a salary of $600; L. W. Gil- 
 bert, First Assistant, at |26 a month; Miss Sophronia 
 Hines at $22 . a month ; Miss Cornelia Curtis, Third 
 Assistant, at $16 a month; J. C. Miller, First Assist- 
 ant in the Secondary department, at $24 a month; Miss 
 Susan Bushnell, Miss Caroline Carter, Miss Amelia L. Ellis 
 aad Miss Caroline Seymour, in the Secondary department, at 
 $16 a month each; Miss Elizabeth Morgan, Miss Sophia 
 Carter, Miss Mary Dunham and Miss Lydia M. Little, in 
 the Primary department, at $16 a month each. 
 
 At a special meeting of the Board of Education, dated 
 September 18, 1849, a complete course of studies was 
 adopted, the schools having previously been named and 
 classified with respect to time, as follows : 
 
 Primary school, embracing four years ; Secondary school, 
 embracing four years; and the High school, embracing four 
 years. The course of studies for the Primary and Second- 
 ary grades embraced all the common branches, and Natural 
 History the last year of the Secondary course, making this 
 year preparatory for admission into the High School. The 
 following were the branches included in the High School 
 course: English Grammar and Composition, Vocal Music, 
 Rhetoric, Botany, United States History, Mental Philoso- 
 phy, Logic, Book-keeping, Higher Arithmetic, Algebra, 
 Geometry, Trigonometry, Chemistry, Geology, Greek and 
 Latin. 
 
 The following is quoted from the first annual report of the 
 Board of Education, after its organization under the Akron 
 law, to the Town Council, for the year 1848-9, dated Febru- 
 ary 19, 1850: "During the first quarter, twelve schools 
 were taught, consisting of six Primary, four Secondary and 
 
two departments of the ITigh School, male and female. In 
 these schools fourteen teachers were employed, including the 
 Superintendent, the male, and eleven female teachers. Dur- 
 ing the second quarter the same number of schools were 
 taught, and thirteen teachers were employed, the services of 
 the assistant female teacher in the female department of the 
 High School having been dispensed with, on the ground that 
 an assistant teacher in this school was not absolutely neces- 
 sary." 
 
 "The number of scholars enrolled during the winter 
 quarter, was 395 males and 327 females; total, 722. The 
 average daily attendance was 284 males and 240 females; 
 total, 524. The number enrolled during the summer quar- 
 ter, was 229 males and 275 females. The average daily 
 attendance was 142 males and 192 females; total, 234. 
 
 Amount collected from common school fund, United 
 States Military fund, County duplicate, delinquent 
 school house tax, and all other sources $2,931 83.3 
 
 Amount paid teachers, for rent, for fuel, for furniture, 
 and other miscellaneous items 2,858 52 
 
 Balance remaining in treasury 73 31.3 
 
 Total $2,931 83.3 
 
 " The most serious difficulty the Board had to encounter 
 during the year, was the want of suitable school rooms, as 
 they were under the necessity of relying solely on the rent of 
 such rooms as could be obtained. Many of them are inconve- 
 nient as to location, unpleasant, and, in many instances, 
 uncomfortable. Another difficulty was the classification of 
 the scholars. When the town is supplied with convenient 
 and well arranged school houses, this important part of our 
 schools may be improved. 
 
 " As the whole amount of school fund accruing to the town 
 under the general school law, and received into the treasury, 
 was deemed insufficient to keep up the schools nine months 
 in the -year, the Board was under the necessity of making an 
 assessment for this purpose on each scholar whose parents or 
 guardians were considered able to pay, taking special care not 
 to exclude any who were justly entitled to free admission. 
 
" As to the erection of a new building, it was first supposed 
 that six or'more Primary school houses, located in different 
 parts of town, would be first needed, but since they have 
 effected a classification of scholars, and better understand their 
 wants, they are of opinion that the interests of the schools 
 require that a central school house be first erected for the 
 accommodation of the Secondary and High School scholars. 
 
 "When the town is supplied with suitable and well 
 arranged school houses, the Board confidently believe that 
 our public schools may be made equal to any schools in the 
 State, either select or public, that the youth may be educated 
 at much less expense in public than in select schools, and that 
 a large amount of money heretofore sent to other towns for 
 educational purposes, will be retained here for the improve- 
 ment of our town, and for the benefit of common schools. 
 
 " Although the Board have had an arduous duty to perform 
 in organizing and classifying the several schools, they take 
 pleasure in stating that the success of our common schools 
 during the year may, in a measure, be ascribed to the com- 
 mon sense liberality of the citizens of Newark, for the last 
 of which no better evidence need be required than that they 
 contributed from private sources nearly twelve hundred dol- 
 lars for the support of the public- schools." 
 
 At the regular meeting in May, 1850, the Board of Edu- 
 cation entered into contract with Messrs. H. Rogers and 
 S. Ferguson for the erection of what is known as the Central 
 School building, on Church street, at a cost of 1 12,000. 
 Said building was to be two stories high, eighty feet long and 
 sixty feet wide ; to contain two school rooms in basement, 
 eight school rooms, one office, and one recitation room in the 
 superstructure, and to be ready for occupancy at the opening 
 of schools in the fall of 1851. In 1854, the capacity of the 
 Central building having become too small for the accommo- 
 dation of the pupils then in the schools, a third story, con- 
 taining four school rooms and one recitation room, was added 
 to it. 
 
 A concise and full account .of the difficulties encountered 
 in the organization of the schools on the graded plan, of the 
 
opposition to the erection of the first new building, and of 
 the prominent facts connected with the early history of the 
 schools of Newark, would be impossible within the limits of 
 this brief history. 
 
 Since the erection of the Central building, substantial two- 
 story Primary buildings were erected in what is known as 
 East Newark, South Newark and West Newark; all the 
 rooms of which, with two exceptions, are well furnished. 
 
 A handsome two-story building, containing ample corridors, 
 one office and eight well arranged and well furnished school 
 rooms, with cloak rooms connected, and all warmed with 
 steam heating apparatus; was completed in September, 1875, 
 in what is known as North Newark. About four hundred 
 pupils, the capacity of the building, are now accommodated 
 in it. 
 
 It is with pleasure that we record the' fact that, at this 
 time, Newark is probably as well provided with school build- 
 ings as any city of equal size in Ohio. 
 
 The following is a tabular form of the more important 
 statistics since 1855, showing the growth and improvement 
 of the schools, and increase of funds expended for their 
 support : 
 
 1855. 1865. 1875. 
 
 Number of Pupils enumerated 1,400 1,927 3,379 
 
 Number of Pupils enrolled .' 820 1,178 1,563 
 
 Average daily attendance 540. 629 1,037 
 
 Number of teachers 17 20 32 
 
 Number of school rooms 13 14 30 
 
 Number of weeks in session 36 36 38 
 
 Amount paid teachers in 1849 $2,057; in 1875 $12,593 
 
 Value of school property in 1851 13,000; in 1875 80,000 
 
O -A. T .A. L O C3- TJ El 
 
 or THE 
 
 GRADUATES OF THE NEWARK HIGH SCHOOL 
 
 [In the preparation of this' list of graduates, with their 
 occupations and residences, valuable assistance was rendered 
 by Miss Allie C. Anderson, Newark, Ohio. — Sttpt.] 
 
 CLASS OF 1853. 
 Anna Black, nee Dille Newark 
 
 CLASS OF 1855. 
 
 Mary Hervey, nee Reader Granville 
 
 Sarah Moore, nee Beckwith® 
 
 Clara Knight... Newark 
 
 Kate Lewis® 
 
 CLASS OF 1856. 
 
 Cordelia Deering, nee Walker , ....Virginia 
 
 Fidelia Wilkinson, nee Walker , Peru, Indiana 
 
 Sarah Freeman, nee Darlington 
 
 Mattie Osborn, nee Scott ; Columbus 
 
 Mary Follet, nee Woodbridge* 
 
 CLASS OF 1858. 
 
 -Will. H. Fleek® 
 
 Charles P. King, M. D : Newark 
 
 Edward Kitzmiller 
 
 Homer H. Henderson, Artist Eock Island, 111 
 
 CLASS OF 1859. 
 
 Kate King, nee Knight Newark 
 
 Lou Miller, nee Jewett* 
 
 Mame Wilson, nee Warner Newark 
 
 Sarah Stevens, nee Hir.sh Newark 
 
 Mary E. Henderson Columbus 
 
Anna E. Watkine, teacher Philadelphia, Penn 
 
 Grace A. Trowbridge, Beal Estate Agent Newark 
 
 I aura J. Jones, teacher Newark 
 
 Allie H. Anderson Newark 
 
 CLASS OF 1860. 
 
 Allie Myers, nee Kitzmiller Pitshurgh, Penn 
 
 Mattie Cox, nee Reader* 
 
 Entilla Trimble, nee Odell* 
 
 Carrie Keagey, nee Anderson, teacher Newark 
 
 Agnes Duncan, music teacher Mt. Sterling, Illinois 
 
 Mary E. Scott, clerk Newark 
 
 A. T. Speer, M. D '. Newark 
 
 W. O. Pullerton, Druggist Newark 
 
 Charles G. Penney, U. S. A Fort Beaufort, D. T. 
 
 Alson B. "White, Route Agent 
 
 CLASS OF 1861. 
 
 Lois Sook, nee Abbott Newark 
 
 Tillie Janes, nee Ward , Toledo 
 
 Sallie Smythe, nee Atcherly Newark 
 
 Augusta Smucker, nee Hirst Newark 
 
 Josie Mitchell, nee Barrick Laeygne, Kansas 
 
 Carrie Farrington, nee Brice* 
 
 CLASS OF 1862. 
 
 Ella Taylor, nee Granger Newark 
 
 Dee Newkirk, nee Henderson Columbus 
 
 Eowena Greene Newark 
 
 Ella G. Mehurin Newark 
 
 Ella Legg Marshaltown, Iowa 
 
 Hattie T. Dowell, teacher Lima 
 
 Hattie A. Jones, teacher Newark 
 
 Charles H. Newkirk, merchant Newark 
 
 Robert Evans® 
 
 Robert S. Fulton, attorney Cincinnati 
 
 ' CLASS OF 1863. 
 
 Rebecca Boss, nee Smith Newark 
 
 Ella Lewin, teacher Newark 
 
 Ella Jewett Newark. 
 
 Henrietta Zeublin, n.ee FoUett Philadelphia, Penn 
 
 Mary Leslie* 
 
 Flora Collins, nee. Gray Toledo, Iowa 
 
 CLASS OF 1864. 
 
 Ella Bower, nee Howell Newark 
 
 Mary Sutter, nee Evans Connersville, Indiana 
 
 OrillaCoffman , Newark 
 
CLASS OF 1865. 
 
 Carrie Brewster, nee Milligan Cincinnati 
 
 Augusta Chambers, nee Smucker Newark 
 
 Kate K. Granger* 
 
 Henrietta Crane Newark 
 
 Elma Ball Newark 
 
 Annie E. Mehurin Newark 
 
 CLASS OP 1866. 
 
 Zoe Dean, nee Davis Newark 
 
 Joseph K. Knight New York 
 
 Willard F. Warner Pittsburg, Penn 
 
 CLASS OF 1868. ' 
 
 Mary Dickinson, nee Eogers Osgosh, Missouri 
 
 Carrie Keed, »ee McGaughy Vanattasburg 
 
 Ray A. Griffin, teacher Newark 
 
 Sarab Jones " 
 
 Hannah Jones " 
 
 Clark D. Barrows, law student " 
 
 Giles E. Smucker, clerk " 
 
 Willis Bobbins traveling in Europe 
 
 Oscar F. Mehurin, marble dealer Mt. Vernon 
 
 Sanford Cunningham Newark 
 
 Will Jenkins® 
 
 CLASS OF 1869. 
 
 Ella Veach, nee Ball Newark 
 
 Mattie Brunner " 
 
 CLASS OF 1870. 
 
 Ida Tucker, nee Moore Newark 
 
 Ida Wood bridge " 
 
 Annie Lewin " 
 
 Maggie Evans, teacher " 
 
 Lizzie Janes " 
 
 Mattie E. Bower " 
 
 CLASS OF 1871. 
 
 Bell Sample Coshocton 
 
 Kate Owens Newark 
 
 Mary Brunner " 
 
 Fanny Ty hurst " 
 
 Charles Hedrick " 
 
 Willoughby Miller, student Edinburgh, Scotland 
 
 Will Webb, law student Cincinnati 
 
 Edgar A. Galbraith, teacher Upper Sandusky 
 
 Howard Brook Newark 
 
CLASS OF 1872. 
 
 Ella Boatwick, nee Ritter Coshocton 
 
 Lou Wilson, mee Eissler Newark 
 
 Etta' Buckingham " 
 
 Ella G. Wiswell, teacher « 
 
 Anna Sprague " 
 
 CLASS OF 1873. 
 
 Emma Dinsmore, nee Smith Newark 
 
 Mary Davis, clerk " 
 
 Anna Lee " 
 
 Clara Ball, teacher " 
 
 Minnie Buckingham, teacher " 
 
 Will Wilson, merchai.t tailor " 
 
 CLASS OF 1874. 
 
 EettaGiffin Newark 
 
 Teresa Lyon " 
 
 Helen Phipps, teacher " 
 
 Eosa Schlasman, teacher " 
 
 Eata Johnson...., " 
 
 Nettie Swisher " 
 
 Mamie Lewin " 
 
 Fannie Smith, student Cleveland Normal School 
 
 Gteorge Williams, law student Newark 
 
 Charles Ward, express clerk Toledo 
 
 CLASS OP 1876, 
 
 Consists of fifteen ladies and three gentleman now preparing to gradu- 
 ate in June, '76. 
 
 Leila H. Stasel Newark 
 
 Mary J. Schlasman " 
 
 Lucy M. Con nel " 
 
 Mary J. Eitter " 
 
 Erie Flewlling " 
 
 Jennie W. Owen " 
 
 Helen A. Sprague " 
 
 Emma Kochendorfer " 
 
 Irene C.Jones " 
 
 Fannie B. Jones " 
 
 Hattie E.Stevens, teaching " 
 
 Nettie Shields " 
 
 Florence O. Grasser " 
 
 Emma Spencer " 
 
Flora B. Galbreath Newark 
 
 Charles F. Snider " 
 
 Arthur L. Greene " 
 
 Clinton Brooke " 
 
 * Deceased. 
 
 Whole number of graduates, except the class of '76 116. 
 
 Average siie of class 6.1 
 
 List of Superintendents and Principal of the High School 
 since the organization on the graded plan, November 16, 
 1848, to the present : 
 
 SUPBBINTENDENTS. 
 
 L. P. Coman 1848-49 
 
 H. C. Kibler 1849-49 
 
 A. J. Buel 1849-50 
 
 H. C. Kibler 1850-52 
 
 H. 8. Martin 1852-54 
 
 A. Duncan '. 1854^62 
 
 A. T. Gibbons 1862-63 
 
 M. M. Travis 1863-67 
 
 G..W. Walker 1867-69 
 
 C. A. Snow ; 1869-72 
 
 A. Humphreys 1872-72 
 
 J. C. Harper , 1873-75 
 
 J. C. Hartzler., 1875 
 
 PRINCIPALS. 
 
 L. W. Gilbert 1848-49 
 
 H. C. Kibler ., 1849-50 
 
 W. A. King 1850-52 
 
 S. Jewett, nee Wiles : 1852-54 
 
 S. L. Mills...., 1855-61 
 
 Annette Voris 1861-63 
 
 Mary Lamb 1863-65 
 
 C. A. Stewart. 1865-67 
 
 J. Eees 1867-68 
 
 F. C.Ampt.. 1868-69 
 
 J. M. Swartz 1869-70 
 
 T. B. Bird 1870-74 
 
 T. W. Phillpps ■ ,.1874 — 
 
 MUSIC AND GERMAN. 
 
 F. Kochendorfer 1861-69 
 
 G. Schultz 1 69-71 
 
 F. Kochendorfer 1871 — 
 
Special mention ought to be made of many members of 
 the different Boards of Education, from the organization of 
 the schools to the present time; of the wisdom and enterprise 
 that characterized their official acts ; of the spirit displayed 
 in laying the foundation of the present system of public 
 schools of Newark ; of others, not officially connected with 
 the schools, yet whose influence and wise counsels were always 
 favorable to the public schools, but space will not allow. 
 
 The Board of Education, at the time of the organization 
 of the schools on the graded plan, in 1848, consisted of the 
 following gentlemen: Samuel D. King, President; A. W. 
 Dennis, Secretary; Adam Fleek, Treasurer; Israel Dille, 
 Isaac Smucker and Joshua Gibbs. 
 
 The present Board of Education are the following gentle- 
 men : Gibson Atherton, President; G. M. Grasser, Secre- 
 tary; D. E. Stevens, Treasurer; John Dayid Jones, J. H. 
 Travers and W. E. Atkinson. 
 
 PEESENT CORPS OF TEACHERS: 
 
 HIGH SCHOOL. 
 
 T. W. Phillpps, Principal; Emma A. Moore and Jennie Jones, 
 Assistants. 
 
 GBAMMAB SCHOOLS. 
 
 Ella Lewin, Hattie A. Jones, Carrie L.Keagey, Annie M. Irvine, 
 Emma W. Lewis, Laura C. Bane, S. P. Bowne and Kay A. Giffln. 
 
 PBIMABY GRADES. 
 
 Ella G. Wiswell; Maggie Evans, Clara Ball, Ora M. Tenney, 
 Sylvia H. Wing, Elizabeth Powell, Fannie S.Gill, Mary C. Kinker, 
 Hattie E. Stevens, Mattie Brunner, Helen B. Phipps, Mattie Sin- 
 inger, Annie J. Moore, Ida McGaughy, Rosa Sehlasman, Minnie 
 Buckingham, Ella E. McMillen, and Julia Phelps, teacher of col- 
 ored schools. 
 
 SPECIAL TEACHEBS. 
 
 F. Kockendorfer, Music and German ; J. M. McFarland, Penman- 
 ship; J. M. Swartz, Teacher of Night School; Superintendent 
 of Instruction, J. C. Hartzler. 
 
COURSE OF STUDY ADOPTED FOR THE NEW- 
 ARK HIGH SCHOOL. 
 
 FIRST YEAR. 
 
 Mrst lej-TO— Arithmetic, Algebra and Physiology. 
 Second Term— Algebra,, Physiology, Latin or Etymology. 
 Third 2e?-»i— Algebra, Botany, Latin or Etymology. 
 
 SECOND YEAR. 
 
 Mrst Term — Algebra, Natural Philosophy, Latin or Etymology. 
 
 Second Term — Geometry, Natural Philosophy, Latin or Ety- 
 mology. 
 
 Third Term— Qeoraetiy, Natural Philosophy,' Latin or Etymol- 
 ogy- 
 
 THIRD YEAR. 
 
 Mrst Term— Geometry, Astronomy, Latin or General History. 
 Second Term — Trigonometry, Chemistry, Latin or General 
 History. 
 
 Third Term — Rhetoric, Chemistry, Latin or General History. 
 
 FOURTH YEAR. 
 
 Mrst Term— Rhetoric, Geology, Psychology, Latin or Physical 
 Geography. 
 
 Second lerm — English Literature, Psychology, Latin or Physical 
 Geography. 
 
 Ihird Term — English Literature and Reviews. 
 
 English Composition throughout the course. 
 
 Greek and German are elective studies ; the former may 
 be taken up at the beginning of the third year, by those 
 who are preparing for college. 
 
 ORGANIZATION OF THE ALUMNI ASSOCIATION OF THE 
 NEWARK HIGH SCHOOL. 
 
 In response to a circular invitation dated June 18, 1875, 
 a large number of graduates, former teachers, superintend- 
 ents and members of the present and former School Boards 
 of Newark, met in the assembly rooms of the High School, 
 for the purpose of effecting an Alumni Association. Mr. 
 L, P. Coman, of Hanover, first Superintendent of the 
 Newark Public Schools, was chosen President, and Dr. A. 
 T. Speer, Secretary. Remarks of a highly interesting char- 
 
acter, retrospccting the. history of the organization and 
 growth of the Newark schools, were made by Messrs. L. P. 
 Coman, A. W. Dennis, first Secretary of the School Board; 
 Adam Fleck, first Treasurer; C. H. Kibler, second Superin- 
 tendent of Schools ; Isaac Smucker, of Newark; AJ.vD. Fol- 
 lett, Esq., of Marietta, Ohio; Gibson Atherton, President 
 of the present School Board ; and Judge Charles Follett, 
 of Newark. 
 
 After the adoption of a constitution, the following officers 
 were elected for one year: 
 
 President — Dr. A. T. Speer, class of 1860. Secretary — 
 Miss Clara Knight, class of 1855. Treasurer — Miss Hattie 
 A. Jones, class of 1862. 
 
 After the adoption of a series of spirited resolutions, look- 
 ing to a permanency of the organization, the following were 
 appointed a committee on programme for the annual meeting 
 in 1876: William O. Fullerton, class of '60; Miss Ray A. 
 Griffin, class of '68 ; and Mrs. Dr. Black, class of '53. 
 
 The first meeting of the Alumni of the Newark High 
 School, having resulted in the formation of a permanent 
 organization, it is hoped that all who may annually come 
 forth from this Alma Mater may fondly cherish its purpose 
 of self-culture, social intercourse, a union of its members 
 into fellowship and good will, and, above all, the promotion 
 of public education as the only means of public happiness. 
 
TUXSTOTLir 
 
 SCHOOLS OF NEW LISBON. 
 
 Written for Oentennial PurpckBea, at the Eequeat of the State Super- 
 intendent, by H. H. Grregg, one of the School Directors. 
 
 We oan not give a full and satisfactory history of the 
 schools of New l^isbon without going back to the beautiful 
 spot of ground originally chosen by the first settlers of 
 New Lisbon, to rear the old Log (^abin School House in 
 which to educate their childr-en. 
 
 According to the testimony of the venerable Fisher A. 
 Blocksom, now in his 94th j'ear, and who came to New Lis- 
 bon in November, 1805, the lot or square of ground on 
 North Market street, on the hill, occupied, from the com- 
 mencement of the town, for school purposes, was originally 
 a, beautiful grove of white-oak saplings, or bushes, in the 
 midst of which was constructed a rude Log Cabin School 
 House, of round logs iind clap-board roof; and, according to 
 the testimony of one who attended school in the building, 
 light was admitted through oiled or greased paper, used in 
 place of window-glass. The school furniture of that day 
 was not made of cast-iron and varnished wood, in large fac- 
 tories, as at jjresent, but was generally constructed of slabs, 
 flat side up, adjusted by fixing pins in the wall, and desks 
 to suit, and the teacher sat on a stool of primitiA'e style, 
 and desk the same, with rod near at hand, to insure peace 
 and obedience to his mandates. Inside of this rude but 
 humble building, the light was extracted from Dilworth's 
 
and Webster's Spelling Books, the English Reader, and Da- 
 boU's and Jesse's Arithmetics, and the Western Calculator, 
 and other ancient school books, long held in remembrance 
 by the older clags of people. 
 
 And Mr. F. A. Blocksom says, when he first came to New 
 Lisbon, this primitive Log Cabin School House was pre- 
 sided over by a teacher named "Wilson, and he thinks David 
 Wilson was his full name, and that he continued to teach 
 there until the year 1808, when he died of a fever which 
 prevailed and proved fatal in many cases at the time. He 
 was succeeded by Reuben P. McNamee, who was afterwards 
 County Commissioner, and, also, by the Rev. Thomas Rig- 
 don, a Baptist preacher, who was elected a Representative 
 in the State Legislature from 1813 to 1816. 
 
 This primitive Log Cabin School House was succeeded 
 by a hewed log house, which was, at the time, considered a 
 great improvement in architectural style ; and, frorn the 
 further testimony of Mr. Blocksom, the School Board, about 
 this time, was composed of General Reason Beall, Major 
 Thomas Rowland, Daniel Harbaugh and "Fisher A. Block- 
 som. 
 
 In the last named house, Jrihn Whitacre taught school; 
 also, DeLorma Brooks, who was Ciounty Auditor and a 
 Represntative in the State "Legislature in 1826-7, and now 
 resides at Beloit, Wis. When DeLorma Brooks, in his search 
 for a school, first entered the north-east limits of Columbiana 
 County, he met in the road, or overtook on foot, the late 
 Professor McGutfey, author of the Eclectic Series of School 
 Books, who had just started out on his mission as a teacher. 
 Although strangers, they seemed to recognize each other as 
 wandering schoolmastefrs of the old type, and the Professor, 
 having better knowledge of the local wants in their line, 
 adyised Mr. Brooks that a teacher was wanted at New Lis- 
 bon, and it was a county seat, and for him to go there ; and 
 he would go to Foulkstown (now Calcutta), a small town, 
 also located in Columbiana County, and take the school 
 there. 
 
, This I have from Professor McGutfey himself, who assured 
 me that he had so little confidence in his ability as a 
 teacher, on first starting out on his great mission, that he 
 was actually afraid. to make the first trial at a county seat, 
 and, therefore, continued on the road, on foot, to Calcutta, 
 where he knew a teacher was wanting, and took the school 
 there, and taught for some time, leaving the New Lisbon 
 school for Mr. Brooks. This, if I recollect aright, was in 
 the year 1818. 
 
 And of the early teachers, 1 will name Thomas Morrell, 
 
 long a citizen of New Lisbon, (xlasgow, John Core, 
 
 .1. H. Reddick, Lawrence Jones, John Young, and, also, a 
 man named McKinley. And in later years, Robert Whita- 
 cre and Jacob G. Williard taught school in this house — 
 the former for six years Auditor of this county, and the last 
 named Treasurer and C'tjunty Surveyor, and is at this time 
 County Surveyor of Stark County. 
 
 The last teacher, however, who (jccupied the old build- 
 ing, was the late David Anderson, who, for about thirty- 
 seven years,. well and faithfully served the people of New 
 Lisbon as a teacher of youth. In fact, it was not until 
 September, 1849, that the .Board of School Directors de- 
 clared the old hewed log house "no longer tenantable,'" and 
 Mr. Anderson and his school were compelled to abandon 
 the premises, and occupy a building on West Walnut 
 street, which had been rented for them. 
 
 But many persons who graduated from this old Log Cabin 
 School afterward made their mark in the world. Three 
 became distinguished in the medical profession at Cincin- 
 nati, two of them eminent medical professois, and one of 
 the three served for several years in Congress. And a 
 fourth became distinguished for his legal knowledge in the 
 Southern part of the State, and for his eloquencte and dis- 
 tinguished ability as a Representative in Congress. And 
 in Cleveland arc two bank Presidents and one Cashier, as 
 well as an editor of a daily -evening paper, who . graduated 
 from the old building ; and, in Detroit, Pittsburg and St. Paul, 
 are legal as well as business rei)resentatives, and one hold- 
 
ing an important official station, who can claim to have 
 gone forth from the old Log Cabin School, or received 
 their first lessons in the same. And I could, also, add the 
 names, or refer to several eminent ministers of the gospel, 
 who received their first lessons in the old school house on 
 the hill; one of them, the Rev. Henry C. McCook, once 
 Superintendent of our schools, and now a distinguished 
 ' minister of the Presbyterian church in Philadelphia. 1 
 could also name members of the Press in several States, as 
 well as a recent Governor of Colorado, but it would make 
 my address or history too lengthy. 
 
 The old log-cabin era, however, although useful in its day 
 and generation, 'and productive of most excellent fruits, can 
 not strictly be called a Public School System in the sense 
 of later years. The expenditure of the public school funds 
 only lasted a few weeks or months, when the schools were 
 compelled again to fell back upon private subscription to 
 keep Or maintain an existence, and, as a consequence, those 
 scholars whose parents were unable or unwilling to sub- 
 scribe and pay, had to cease their efforts at an education, 
 just in fact as they had commenced, and theh fell back into 
 the next class, and lose the position which they had 
 striven to maintain while the public fund held out. 
 
 But this inequality ceased when, about the year 1848, our 
 schools were organized under what was called the "Akron 
 Law," and $1,603.78 were levied and collected for school 
 purposes; but the records being lost or mislaid, we can not 
 give more particulars, only to say that the law was passed 
 for the benefit of the town of Akron, and made general in 
 its application. 
 
 About the years 1836-7-8, -Jesse Holmes opened and 
 taught an Academy in the Friend's School House on the 
 hill, and soon after built a large brick building just above 
 the Fair Grounds, which he used for a Boarding School and 
 Academy tor some years, and did much to further the cause 
 of education at that early day. - Rev. .John B: Graham also 
 taught an Academy at the corner of Washington and .Jef- 
 ferson streets, soon after the close of Mr. Holmes' school; 
 
and, at a later jijeriod, the late Joseph E. Vance also proved 
 very efficient in the cause of education by opening and 
 teaching a scliool in the basement of the Presbyterian 
 church . 
 
 In consequence, however, of the Akron Law being re- 
 ])ea]ed, or changed in its application to other places, on the 
 16th of April, 1849, the qualified electors of the School 
 Districts composing the town of New Lisbon, met accord- 
 ing to previous notice, and adopted the act recently passed 
 l)y the Ohio Legislature, entitled "An Act for the better 
 organization of Public Schools in Cities, Towns, etc." On 
 the 28th of April, of the same year, an election was held 
 f(.)r School Directors under this new organization, which re- 
 sulted in choosing Th. Umbstietter, Daniel Dorwart, Robert 
 Hanna, William D. Morgan, B. W. Snodgrass and H. H. 
 Uregg, as Directors, 
 
 Under this organization a tax of $1,350 was assessed upon 
 the property embraced within the limits of the New Lisbon 
 Union School Distric^t, said tax to be in addition to the 
 moneys accruing under the general schosl laws of the State. 
 
 The schools were divided into three departments. First, 
 the Principal; second, the Secondary, and third, the Pri- 
 uiarv; the teacher of the principal .school to be ex-officio 
 Superintendent of all the schools. And under this new 
 organization we appointed William Travis, as Principal 
 and Superintendent; Miss Harriet ('(inverse, Assistant; 
 David Anderson, Male Secondary ; and for the Primaries, 
 Mrs. Mary Tabor, and Misses Harriet M. Canaan, Mary Ann 
 Craig, Martha Thomson and 'Rebecca J. Lee. 
 
 Antl of the six original Directors named above, there is 
 hut (me now cimnected with the schools to write this his- 
 tory. Messrs. Umbsta^ter and Snodgrass are dead ; Daniel 
 Dorwart lives in Iowa City; Robert Hanna is President of 
 the Ohio National Bank, at Cleveland; William D. Morgan 
 is Auditor of Licking County, Ohio, and one of the Com- 
 missioners of tlie Ohio (Central Lunatic Asylum. 
 
 Rules and regulations were then adopted for the govern- 
 ment of the s(^hools, text books .selected, i-oonis rented in 
 
which to open schools; and still the Log Cabin School 
 House was called into requisition for Mr. Anderson's Sec- 
 ondary School. On Monday, the 14th of May, 1849, the 
 schools were put into operation tinder the new organiza- 
 tion, graded to suit the different depai-tments, and a very 
 general attendance of the children in all the Suh-Districts 
 was reported. The High School, or Superintendent's De- 
 partment, was located in the basement of the Presljyterian 
 church, the two rooms having been rented for that purpose. 
 
 We must confess, however, that in the reorganization of 
 our schools, some opposition was manifested. ^ The first 
 school funds, $1,603.78, having been collected under what 
 was called the "Akron Law," with the boundaries of the 
 District somewhat different, injunctions were applied for, 
 both in the Common Pleas and before Judge Spalding, of 
 the Supreme Court, and notices served, to enjoin the School 
 Board from applying the said funds to the Union Schools as 
 organized under the later Act of the Legislature of Ohio. 
 The applications for injunctions, however, were overruled in 
 both the Supreme and Common Pleas Courts, and the School 
 Board w.as left free to apply the funds to the payment of the 
 teachers' salaries and other expenses in the newly organ- 
 ized District. 
 
 At the close of the first term, July "21st, 1849, our pit)gress 
 under the new law stood as follows : Number of schools 
 and teachers, 7 ; scholars enrolled, 45H — ^males 227, females 
 229; average daily attendance, 321. • 
 
 The second term of our schools commenced on the 3d of 
 September, 1849, and in renting rooms and preparing for 
 the same, the old log-cabin school liouse was declared )iy the 
 Board "no longer tenantable,'' and a new room was rented 
 for the Male Secondary, under David Anderson, and thus 
 passed out of use, but not out of recollection, the venerable 
 old public logrcabin school house which so long, in early 
 times, stood as a beacon light to knowledge and education, 
 on the hill. 
 
According to the annual report of the School Board, the 
 tirst year of the llnion Schools of New Lisbon showed a 
 
 Receipt of funds to the amount of S3, 487 94 
 
 Expenditures for the year '. 1,838 79 
 
 Leaving a balance of $1,649 15 
 
 At the close of the term in July, 1851, under the Superin- 
 tendence of Reuben JMoMillen, the whole number of scholars 
 reported as enrolled was 447, with an average daily attend- 
 ance of 326. 
 
 On the 14th of June, 1851, propositions were submitted 
 to the voters of the Union School District of New Lisbon, 
 and adopted, authorizing the Board of School Directors to 
 raise by taxation the sum of 15,000, running through 1852, 
 1863, 1864, 1866 and 1856, with privilege to borrow all or 
 any portion of the above amount, and also to raise a sum 
 sufficient to pay interest on the same. 
 
 The people seemed determined to have good and efficient 
 schools in which to educate each and every child of lawful 
 age in the District, and for that purpose they were willing 
 to be taxed as well for the erection of buildings as for other 
 school expenses. 
 
 On the 5th of March, 1S6H, a vote was also taken as to 
 whether there should be ovi' or four school houses built — at 
 which election 166 votes were given for building one school 
 house, and 92 votes for building four school houses — thus 
 putting our schools all under one roof, where the head can 
 supervise the different branches, and thus make the system 
 more uniform and efficient. 
 
 During the year 1856 a i^lain, but substantial brick school 
 house was built on the beautiful location on the hill, and just 
 where the early inhabitants of New Lisbon located the orig- 
 inal log-cabin school house. The building is 55 by 80 feet, 
 three stories high, having four rooms on the first floor for 
 the smaller class of children, and four on the second, count- 
 ing the recitation-room, for the more advanced scholars, and 
 a, fine large hall, covering the whole of the third story, for 
 examinations, lectures, or any other legitimate or useful 
 
purpose — and which, if necessary, can he divided and used 
 for school rooms. And I will add, the contractor was James 
 Scott, who put up the huilding in the most substantial 
 manner. And the members of the School Board, under 
 whose administration this building was erected, were as 
 follows : Erastus Eells, -Tames H. Shields,. William Dorwart, 
 Simon Spiker, fxeorge S. Vallandigham and William D. 
 Lepper. 
 
 On the 6th of April, 1857, the New Lisbon Union Schools 
 were opened in the new brick school house, under the late 
 David Anderson as Superintendent, J. B. Harris, teacher of 
 the High School ; Miss Lucretia Cole, Female Grammar 
 School; Miss Sarah E. Eoach, Intermediate; Miss Harriet 
 Dibble, Advanced Primary ; and Misses Mary Ann Eells 
 and Mary L. Watt, Primaries. 
 
 This was really a new and eventful era in our Public 
 School System. A fine, substantial public building, where 
 all the children and youth of the town could gather and re- 
 ceive instruction under the same roof, with an able in- 
 structor for each room, and all under the supervision and 
 control of one Superintendent. And under this bountiful 
 provision the schools ha,ve prospered for many years. Thy 
 people seem willing to bear the burdens of taxation for 
 school purposes, when they know the funds are properly 
 expended. Those having the greatest number of children, 
 of course, receive the greatest amount of benefits ; but is 
 there not some honor in being represented in all the grades 
 and departments of the schools, even if it does entail upon 
 the family thus represented the labor of washing more faces 
 and combing more heads, as well as darning more stockings, 
 or even the responsibility of hunting up the latei^t fashions 
 for Young America ? And we should not be envious of our 
 neighbor's good luck in this latter respect, but feel that it 
 is our duty to contribute our full share of the taxes in order 
 that all the youth of the land may receive a good, plain 
 common school education, and thus become well qualified 
 to step in and help manage the affairs of the world when 
 we are ready to leave the stage of action. 
 
I will now give the names, as well as the date, of appoint- 
 ment of the Superintendents of our schools. They gener- 
 ally taught the High School, but were not, in all eases. 
 Superintendents when first appointed: 
 
 William Travis April 30, 1849 
 
 Reuben McMillen April 24, 1850 
 
 George Praser April 24, 1852 
 
 J. B. Harris • September 26, 1853 
 
 Henry C. McCook March 31, 1855 
 
 David Anderson April 24, 1857 
 
 T. M. T. McCoy August 23, 1860 
 
 W M. Bryant March 23, 1867 
 
 W. R. Smiley April 11, 1868 
 
 I. P. Hole August 14, 1869 
 
 R. W. Taylor June 6, 1873 
 
 (;. F. .Mead July 5, 1875 
 
 With the exception of one or two temporary appoint- 
 ments for a short time, the above is a complete list of the 
 Superintendents who have successfully conducted the Union 
 Schools of New Lisbon for the last twenty-seven years. Our 
 schools are now under the management of Mr. Mead, who 
 is certainly not behind his predecessors in ability or .suc- 
 cess. 
 
 The incidents of our school days are never forgotten, but 
 follow us through life. We should, therefore, cultivate the 
 kiiiftlest feelings towards our teachers, as well as to the 
 scholars — and the parent, too, should feel it a duty to pay 
 frequent visits to the schools in order to encourage the 
 teachers, as well as to make their children feel that they 
 take a deep iaterest in their education and proper develop- 
 ment while attending school. They are thus enabled to 
 know from personal knowledge and consultation with the 
 teacher as to the advancement of their children, or why 
 thev do not keep up with their classes, and make the proper 
 progress — and at the same time such visits show an interest 
 in the schools, and have a very fine effect. 
 
On the first opening of our schools, in 1849, under the- 
 Union School System, the wages af teachers were low, rang- 
 ing from $14 per month to 8450 per year for Mr. Travis, the 
 Superintendent. In later years salaries were gradually 
 raised, and at one time the School Board paid the Superin- 
 tendent as high as $1,200 to $1,500 per year. At this time 
 the teachers of Nos. 1, 2, 3 and 4, receive $35 per month ; 
 No. 5, $40; No. 6, $50; Assistant in High School, $45 ; and 
 the Superintendent, $1,000 per annum. And our time thi.'^ 
 year will extend to 35 weeks. 
 
 The settlement of our Union School Treasurer .for 1875,. 
 with the Auditor of the county, shows the following receipts- 
 for the school. year: 
 
 RECEIPTS. 
 
 Eeceived from State Sl,025 11 
 
 " " local tax 4,363 28 
 
 Tuition non-resident pupils, etc 146 70 
 
 Total receipts $.5,.535 09 
 
 EXPENDITURES. 
 
 Paid teachers ■. $2,940 00 
 
 " debt and interest 1,809 44 
 
 " contingent expenses 530 10 
 
 Total expenditures during the year $.5,279 54 
 
 Balance $255 55 
 
 We are, however, now free from deht, with the local tax 
 levy reduced to five and a half mills, which is in addition 
 to what we receive from the State. And as economy is 
 the order of the day, we hope to give our Union Schools the 
 greatest amount of benefits from the least possible expense. 
 
 We also give the names of the teachers in the Union 
 . Schools' for this present Centennial year of 1876 : G. F. Mead, 
 Superintendent ; Mrs. M. A. Mead, Assistant ;*A. R. ^Martin, 
 teacher of No. 6; Miss C-arrie Scherer, No. .3; Miss Lou. 
 Roach, No. 4; Miss Ella "SI. Scaife, No. 3; Miss Lydia A. 
 Ogden, No. 2, and Miss Jennie F. Scott, No. 1. 
 
 The names of our present School Directors arc J. H. Wal- 
 lace, John Way, D. C. Shultz, Dr. Gilmor, Wm. A. Xicliols 
 and H. H. Gregg. 
 
Our present school system has been in operation in New 
 Lisbon for twenty-seven years, and has become so firmly 
 established that no person could think of abolishing or 
 changing it in any manner in order to cripple or render it 
 less effective in the education of our youth. All parties 
 join in its support, and we have the good sense to elect our 
 Directors free from partisan bias, and to so manage and ad- 
 minister the affairs of our schools that nothing of the kind 
 shall creep in and corrupt the fountain and source of knowl- 
 edge and education. Within a very few years we have ex- 
 pended about 83,000 to modernize and improve oui- school 
 building, and it is now surrounded by a beautiful grt)\(' of 
 evergreen and forest trees, to which the minds of our youtli 
 will wander back, many times in years to eonie, while in 
 pursuit of their destiny in the outside world. 
 
 The following is a report of our Union School for the fall 
 term of fourteen weeks, closing December 17, l<S7o : The 
 whole number of scholars, 405 ; average daily attendance of 
 the whole school, 300; and the average per (>('nt. in attend- 
 ance, 84. The number of scholars attending the High School 
 during the fall session, 53; average daily attendance, 32: 
 ])er cent, of attendance, 89. 
 
 The branches regularly studied in the Primary scIkioIs 
 are Reading, Spelling, Writing, Arithmetic and (Jeogi'aphy, 
 and in No. 6, Grammar. The following branches were 
 studied last term by scholars attending the High School: 
 Reading, Spelling, Higher Arithmetic, Physical Geography, 
 English Grammar, Primary and Higher Algebra, Geome- 
 try, Geology, Physiology, Rhetoric, History and Book-ki'c|i- 
 ing. 
 
OF THE 
 
 NEW LONDON SPECIAL SCHOOL. 
 
 BUTLER COUNTY, OHIO, 1876. 
 
 This place was first settled by intelligent and enterprising 
 people from North Wales — Edward Bebb, the father of Gov- 
 ernor Bebb, being the first settler. This, was in 1801.. In 
 1802-3 John Vaughn, Morgan and William Gwilym came, 
 and thus was begun the foundation of a Welsh community 
 which, for enterprise, morality and intelligence, formed an 
 oasis in Southwestei^n Ohio. 
 
 The first school in the township was taught in 1809, in a 
 rented log cabin, by Adam Mow, at $1.50 per scholar, for a 
 term of three months, paid by subscription. This is claimed 
 by some to have been the first school in this part of the coun- 
 ty, but some of the people of the adjoining township claim 
 that a school was taught in 1808, in a part of that township 
 which now belongs to the New London special district by a 
 Mr. Jenkins, whose most distinguished pupil was James B. 
 Ray, who afterwards became Governor of Indiana. This 
 teacher was noted for teaching morals and manners to his 
 pupils. Before dismissing his pupils at noon, he collected 
 them with their dinner around a large table in the center of 
 the room, and after asking a blessing upon the meal, he 
 acted as '' autocrat of the dinner table," requiring silent at- 
 tention from all. 
 
 In 1810 the citizens of this place met together and built a 
 log cabin school house with cat and clay chimney, wooden 
 latch, slab benches, board roof and two small windows ; but 
 provided with no black-board, maps, globe or charts. Here 
 the children were taught to spell in Dilworth's spelling book, 
 
and to read in the New Testament, Bunyan's Pilgrim's Pro- 
 gress and American Preceptor, and to write, and to cipher in 
 Bennet's and Pike's Arithmetics, graduating at the "rule of 
 three." The qualifications of the teacher were decided by 
 those appointed to employ teachers, according to reputation, 
 or recommendation, or decided characteristics, as good pen- 
 manship, ability in arithmetic, or austerity in manner and dis- 
 cipline. 
 
 In this way the schools were kept during three or four 
 months of each year, no change being made except a change 
 of teachers occasionally, until 1819, when David Lloyd, a 
 graduate from Philadelphia, was employed to teach. He in- 
 troduced grammar and geography into the schools, and clas- 
 sified his pupils in these branches and in arithmetic. Before 
 this, each pupil recited by himself, dr rather did not recite at 
 all. He was an eccentric man, having spent most of his life 
 in a vain effort to invent perpetual rnotion. He taught for 
 the same wages as his predecessors, and collected his tuition 
 from his patrons. The general government had made some 
 provision to help the schools before this, by appropriating 
 the land in section sixteen of each township for this purpose. 
 This land was leased for a series of years by the Township 
 Trustees, to be put under cultivation, and now part of it was 
 rented for one-third grain rent, which amounted to twenty 
 or thirty bushels of corn, worth ten or twelve cents per bushel. 
 This the teacher had to take at current prices as part of his 
 wages. This plan of renting the land for grain rent was con- 
 tinued until the land was considerably run down, when most 
 of it was sold, and the interest of the money divided, pro rata, 
 among the schools. 
 
 In 1821, in addition to the Common School, E,ev. Thomas 
 Thomas, father of the late T. E. Thomas, D. D., of Lane The- 
 ological Seminary, established a High School and boarding 
 school, in which he taught, for a series of years, advanced 
 pupils in grammar, geography, arithmetic, algebra and geome- 
 try. This was a great impetus to the growth of the educa- 
 tional spirit of the community, and in the same year the 
 " Union Library Association pf Morgan and Crosby " was 
 
formed and chartered by the Legislature, and approved by 
 the Supreme Court, Judge Burnet and Judge McLain ratify- 
 ing the articles. In this library were such books as Plu- 
 tarch's Lives, Rollin's Ancient History, Josephus, Mungo 
 Park's travels, Lewis and Clark, Campbell on the Miracles, 
 Paley's Evidences of Christianity, Butler's Analogy, &c., and 
 by examining the librarian's record, we find that these books 
 were drawn out and read by almost every citizen of the two 
 townships ; and thus the intelligence of the people was greatly 
 increased, and a desire for improvement was awakened iu both 
 old and young. And this desire has been growing ever since, 
 so that when the schools were organized under the State law 
 in 1826, the people were eager to avail themselves of its ad- 
 vantages. A new school house was built, and William Bebb, 
 who became Governor of Ohio in 1846, was the first teacher 
 employed under the State law. He taught two years and 
 then taught High School four years, when he went to Hamil- 
 ton and studied and practised law until he was elected Gov- 
 ernor. We had township examiners to decide upon the quali- 
 fications of teachers as early as 1825. The Hon. James 
 Shields, who had been nineteen years a member of the Ohio 
 Legislature, and who wus afterwards, in 1829, a member of 
 Congress, was the first examiner. Excepting Professor Mc- 
 Guffey, he was perhaps the best scholar and most influential 
 man in the county, taking a leading part in all the educa- 
 tional enterprises. He was educated at Glasgow, Scotland. 
 He examined Governor Bebb, Evan Davies and other noted 
 teachers. From 1828 to 1832, Governor Bebb was township 
 examiner. Evan Davis taught here for six or seven years, 
 commencing in 1830. He was for forty years one of the 
 most prominent educators of Butler county, being County 
 Examiner from 1840 to 1869. After Mr. Bebb, the|?Rev. 
 Benjamin Lloyd and Rev. B. W. Chidlaw, well known as a 
 veteran worker in the American Sunday School Union, and 
 in Ohio as a Trustee of the Reform Farm School at Lancas- 
 ter, Ohio, were Township Examiners. From 1837 to 1840, 
 Mr. Chidlaw taught High School here with great success. 
 
These eminent teachers gave a good education to those who 
 have since furnished pupils and teachers for our schools. 
 Among the most noted in the Rev. Thomas Thomas's school 
 we might mention Charles Selden, author of Selden's Book- 
 keeping, and the late T. E. Thomas, D. D., of Lane Theo- 
 logical Seminary ,who is the author of one of the best works 
 on homiletics in the English language. In Governor Bebb's 
 school we mention William Dennison, who became Governor 
 of Ohio in 1861, Hon. G. M. Shaw, of Indiana, and Hon. 
 Daniel Shaw, a member of the first legislature of Louisiana 
 after the late rebellion. He was-Sheriff of Grant parish, and 
 had charge of the colored troops at the time of the Colfax 
 massacre, and Hon. Peter Melindy, one of the most prominent 
 Republican politicians in Iowa. These schools were patron- 
 ized by many of the most wealtliy families in Cincinnati and 
 the Southern States. Mr. Evan Davies built up and popu- 
 larized the Common Schools, and prepared pupils for tlie 
 High School, teaching some of the higher branches him- 
 self in the public schools, so that Mr. Chidlaw's school 
 had more of a home influence. He taught more on the mod- 
 ern plan, introducing the modern improvement of black- 
 board, charts, &c. He prepared some eminently successful 
 teachers, among whom we may mention T. F. Jones, GriflBth 
 Morris, Evan Morris and M. R. Shields. These gentlemen 
 conducted the schools here and in the neighboring villages 
 with great success for several years. Mr. M. R. Shields after- 
 wards filled the office of County Surveyor very successfully, 
 n Butler county, for a number of years. Mr. Evan Morris 
 graduated in civil engineering in the College of Cincinnati, 
 under Professor Mitchell, a distinguished mathematician and 
 astronomer. Some distinguished editors also attended Mr. 
 Chidlaw's school, the best known of whom is Murat Hal- 
 stead, the editor and publisher of the Cincinnati Daily Com- 
 mercial, whose father. Colonel Griffin Halstead, still lives 
 here. 
 
 Under the management of these excellent teachers the pub- 
 lic schools were very prosperous, and wages were increased 
 from 112 to f25, and afterwards to |30 per month. In 1852 
 
or 1853 a new library association was formed, and about one 
 thousand volumes of choice standard works were purchased 
 for it, which were free to the people to read. 
 
 Thus it will be seen that, up to this time, this place has 
 shown d praiseworthy example in educational progress. Since 
 this time we have had some upsand downs, and individual 
 failures, such as occur almost everywhere. But it is not our 
 province to speak of these, but rather to show the general 
 progress that has been made. No one should suppose that 
 every teacher has been a success because we do not take pains 
 to point out the failures that have been made, though we feel 
 free to say that these have been few and Jar between. 
 
 In 1858 the Academy, or High School, was organized on a 
 more permanent basis. Twelve of the most prominent citi- 
 zens were appointed as Directors, who made themselves re- 
 sponsible for the payment of all expenses connected with the 
 school, the funds for which were mainly derived from tuition, 
 and they employed David McClung, afterwards Judge Mc- 
 Clung, as Principal, at a salary of $3.00 per day. At this time 
 black-boards, wall maps, globes, charts, instruments and all 
 tne modern appliances to facilitate teaching were systemati- 
 cally used. The Public School was also, at this time, divided 
 into two departments, primary and secondary. The Misses 
 Atherton, three sisters who received their preparatory educa- 
 tion here, and finished their studies at the Western Seminary 
 at Oxford, and Michael Jones, of this place, were all very 
 popular teachers in the public schools, and were employed for 
 several years. In the High School the teachers were 
 changed often, though most of the teachers were men of 
 ability, being nearly all graduates of college, and all profes- 
 sional teachere, as the rules of the Company required that 
 none but professional tedchers should be employed. Yet the 
 colleges had given them good training, and were not at fault, 
 for most of them left their situation here because they obtained 
 better situations elsewhere. 
 
 Of the noted teachers we mention two, the Rev. David 
 Wilson, who had been a missionary in Syria for fifteen 
 years, a man of great ability and energy and success 
 
as a missonary, preacher and teacher, and Rev. Mark Wil- 
 liams, a graduate of Miami University, and of Lane Theo- 
 logical Seminary, who has been for the past ten years a 
 missionary at Kalgan, China, sent out by the American 
 Board. He was prepared for college here. 
 
 A large number of the Principals in the High School 
 here, are now filling high professional positions as preachers, 
 lawyers and doctors. 
 
 In 1865,*James A. Clark, the present Principal of the 
 Graded Schools, was employed as Principal of the High 
 School. Under his management the school was quite suc- 
 cessful. But in order that both the High School and the 
 Public School might be more eflScient, it was necessary that 
 they should be united, and the people felt this. And so, aftei? 
 the Act of the Legislature, passed April 9, 1867, being an 
 Act for the organization of Special School Districts, the 
 leaven of enthusiasm so pervaded the whole community that 
 they were unanimous in their vote to avail themselves of the 
 benefits of this law. And on December 10, 1869, the New 
 London Special School was organized, and Messrs. Jacob 
 Scheel, Evan Evans and Thomas Appleton were the first 
 Board appointed under this Act. They employed as Princi- 
 pal Samuel McClelland, a former pupil of the High School, 
 and graduate of Miami University, and also a member of the 
 present Board of Examiners of Butler county. But at this 
 time the school was not thoroughly graded and classified, for 
 want of suitable rooms. 
 
 In 1871 a large and beautiful lot of about three acres was 
 purchased, and a commodious brick school house was erected, 
 containing four departments furnished in modern style, the 
 whole costing about thirteen thousand dollars. 
 
 At that time the basis of the present system of classifica- 
 tion was formed by Miss Florence Shafer (the only lady 
 teacher ever employed in the High School), and the three 
 members of the Board then acting, viz : Messrs. Griffith 
 Morris, Abner Francis and Evan Evans, the first two being 
 men of more than ordinary scholarship, and experienced as 
 teachers, and all three men of wealth and influence; and, 
 
above all, thoroughly in earnest in their efforts to build up a 
 good school. Three grades were formed, Primary, Interme- 
 diate and High School. In 1872, James A. Clark, former 
 Principal of the High School, was employed as Principal ; 
 and since that time much has been done with the co-operation 
 of the Board and citizens, to establish a course of study and 
 system of education and mental training that would best pre- 
 pare our youth for citizenship and the duties of life. 
 
 A daily record of deportment is kept, but no marking in 
 daily recitations is done; no stated examinations are held 
 during term time ; but classes are examined often on import- 
 ant portions of studies passed over, and a careful general 
 review, and semi-annual and annual examinations are given 
 for promotions. JNo cramming is attempted; but we aim 
 to make careful and accurate thinkers and systematic scholars. 
 All promotions are made by examination, the Board or per- 
 sons selected by them, assisted by the Principal and teachers, 
 being the judges. We endeavor, mainiy, to govern on moral 
 principles, striving to make our pupils true to themselves; 
 true to their fellows, that they may grow up to be true to their 
 country, and, above all, true to their God. 
 
 We have had for the past five years an enumeration of 
 about one hundred and ninety pupils of school age in the dis- 
 trict, which is two by 'three miles, ^e population being 
 about stationary. We have enrolled each year, since 1872, 
 about one hundred and eighty-five pupils, including about 
 twenty pupils each year who attended from other places, and 
 who pay tuition at. the rate of thirty -two dollars for forty 
 weeks in the High School. And we could have double this 
 number if we were prepared to accommodate them. A great 
 many pupils attend the High School to prepare for teaching, 
 and many young gentlemen and ladies to prepare for college. 
 
 COUKSB OP STUDY IN PEIMARY DEPARTMENT. ^ 
 
 First Year — This is a grade for oral and blackboard 
 instruction, and the teacher is expected to use such cards for 
 instruction in the elements of Reading, Spelling and Object 
 
Lessons as the Board may direct. Pupils shall be taught to 
 call at sight and spell all the words in McGuffey's First 
 ■Reader. They shall be taught, by means of objects, to per- 
 form mental and slate exercises in the four fundamental 
 rules of Arithmetic to amounts not exceeding ten, and to 
 count on the frame to one hundred. They shall be taught to 
 speak short sentences, containing such words as occur in the 
 Object Lessons, and to use the same in both numbers, and to 
 write capitals and small letters. Particular attention is to be 
 paid to correct language and orthography on the part of the 
 teacher. 
 
 Second Year — Pupils in this grade shall be taught to read 
 fluently and distinctly all the lessons in McGuffey's Second 
 Reader, and number each page by its figures. They shall 
 be taught to write at dictation on their slates all the words 
 they are required to spell, and to count with and without 
 objects as high as one thousand ; and perform mental opera- 
 tions in the fundamental rules not exceeding one hundred. 
 Singing shall be taught ten minutes each day, and a short les- 
 son given in morals and manners. 
 
 Third Year — Pupils in this grade shall be taught to read 
 fluently and distinctly all the lessons in McGuffey's Third 
 Reader ; and to repeat in their own language the substance 
 6f each lesson; and to number the pages by the figures, and 
 the lessons by their numerals; and to spell in writing all the 
 words they use; and to learn the uses of all punctuation 
 marks. They shall finish Primary Arithmetic to the tens, 
 and perform slate exercises to ten thousand, the multipliers 
 and divisors not exceeding nine. They shall receive Lan- 
 guage Lessons and oral instruction in Geography, beginning 
 with location, direction and distance, illustrating by the Vil- 
 lage, Township, County, State, etc. Object Lessons, Sing- 
 ing and lessons in Morals and Manners continued. Care 
 must be taken to acquire a habit of speaking a well-culti- 
 vated and refined language. 
 
INTEEMEDIATE DBPAKTMBNT. 
 
 First Year-— McGuffey's Fourth Reader, Spelling, Guyot's 
 Intermediate Geography, Ray's Arithmetics (Second and 
 Third), Swinton's Primary Language Lessons, and Copy 
 Books numbers one and two. 
 
 Seoovd Yeai — Fifth Reader, Ray's Arithmetic (Third 
 Part to Decimal Fractions), Intermediate Geography, Lan- 
 guage Lessons and oral instruction in Grammar, Morals and 
 Manners, and number three Copy Book. 
 
 Third Year — Sixth Reader, Common School Geography, 
 Ray's Arithmetics (Part Second completed, Part Third to 
 Square Root), Swinton's Intermediate Language Lessons, 
 oral instruction in Grammar and Objects, and number four 
 Copy Book. 
 
 Fourth Fear— Selected Reading, Common School Geogra- 
 phy, Arithmetic (Part Third completed), Intermediate Lan- 
 guage Lessons completed, and Harvey's Grammar begun, 
 numbers four and five Copy Book. 
 
 HIGH SCHOOL DEPARTMENT. 
 
 First Fear^Harvey's Grammar, Algebra, United States 
 History, Physical Geography, Swinton's School Composition. 
 
 Second Year — Algebra, A ncient History, Physiology, Lat- 
 in Grammar and Reader and Composition. 
 
 Third Year — Modern History, Natural Philosophy, Bot- 
 any, Geometry and Caesar. 
 
 Fourth Year — English Literature, Trigonometry, Virgil, 
 Book-keeping and Cicero. 
 
Pupils preparing for college. take Grreek instead of some 
 of the above English branches that belong to the college 
 course. 
 
 The members of the present Board are Messrs. Evan 
 Evans, R. M. Evans and Cummins Butterfield, all interested 
 in the schools. 
 
 J. A. CLAiiK. 
 
NOR WALK, OHIO. 
 
 NoRWALK, Ohio, February 25, 1876. 
 At a special meeting of the Board of Education for the 
 village of Norioalh, Huron Chunty, Ohio, composed of Heney 
 M. WoosTER, S. M. Fuller, Henry S. Mitchell, S. T. A. 
 Vatjsciver, N. H. Pebbler and C. B. Stickney, the 
 Special Committee for that purpose, viz: Rev. Doctor 
 Alfred Newton, Prof. C. W. Oakes and Hon. Theodore 
 Williams, appointed by this Board October 14, 1875, sub- 
 mitted their report and historical account of the school 
 interests of Norwalk, Ohio, for presentation, with other 
 educational statistics of Ohio, to the Centennial Exhibition, 
 at Philadelphia, Pennsylvania, 1876, which report was 
 duly considered by the Board; and, upon motion of S. M. 
 Fuller, the same was approved and adopted; and the Sec- 
 retary of said Board was ordered to forward a copy thereof, 
 with the action of the Board thereon, to the State Commis- 
 sioner of Public Schools for Ohio, to be published pursuant 
 to the former instruction of said School Commissioner, for 
 the use and purpose above named. 
 
 H. M. WOOSTER, . 
 
 President of Board. 
 Attest: C. B. STICKNEY, 
 
 Olerh of Board. 
 
 Which report is in the words and figures following, to wit : 
 
 UOEWALK SCHOOL HISTORY PEEVIOUS TO THE ADOPTION 
 or THE GEADED SYSTEM. 
 
 The town'of Norwalk, Ohio, was incorporated by special 
 act of the Legislature, February 11, 1828, and the first elec- 
 tion under the act of incorporation was held the 5th day of 
 
May of the same year. At this election a much larger vote 
 was polled than for many years succeeding — the returns 
 showing 69 votes. There was no provision in this act for 
 the maintenance of Common Schools, consequently the mea- 
 ger privileges that were afforded were those provided by the 
 general laws of the State for education under the District 
 System ; and from the earliest settlement of the village, in 
 about the year 1816 untill826, small private and District 
 Schools, taught during the winter months, afforded the only 
 educational facilities for our sparce population, and of these 
 no authentic records have been preserved. 
 
 NOBWALK ACADEMY. 
 
 In October, 1826, an association of individuals, organized 
 under the name of " The President, Trustees, etc.," of the 
 "Norwalk Academy," having previously purchased of Elisha 
 Whittlesey four lots, known then as Nos. 38, 39, 40 and 41, 
 and being the same lots now occupied by our High School 
 building, erected a three-story brick building, and partially 
 finished it, upon these lots, the first and second stories of 
 which were designed for the purposes of the Academy, and 
 the third story for a Masonic Lodge. The first and second 
 stories, though far from complete, were occupied, and the 
 Academy opened in December of the same year (1826), with 
 Kev. C. P. Bronson, rector of St. Paul's Church, as Princi- 
 pal, and Eev. S. A. Bronson, Abram Bronson, Mr. Warner 
 and Josiah Botsford, assistants. A female teacher, Miss 
 B9stwick, was soon after ad"ded, who taught ornamental 
 branches — drawing, painting, etc. At the end of the first 
 quarter the Principal reported the number of pupils in at- 
 tendance at 90. The prices fixed for tuition were as follows : 
 Reading, Writing and Spelling, per quarter, $1.75 ; if paid 
 in two weeks, $1.50; Arithmetic and English Grammar, 
 $2.00; paidintwo weeks, $1.75; higher branches of English 
 education, $3.00 ; paid in two weeks, $2.50 ; Greek and Latin, 
 $4.00 ; paid in two weeks, $8.50. Beside the tuition, each 
 pupil was required to furnish one-half cord of wood or 25 
 cents in money, towards warming the building. 
 
At the close of the first year the Trustees reported 100 
 scholars in attendance as the average for the year, and the 
 occasion was marked by an examination, with an exhibi- 
 tion in the evening, at which essays and declamations by 
 the pupils were given before the friends and patrons of the 
 school. The Academy continued under the superintendance 
 of Mr. Bronson until May, 1828, when he was succeeded by 
 Mr. Henry Tucker, a graduate of Union College. Owing to 
 the difficulty of sustaining the school, an effort was made 
 to increase the number of pupils, by reducing still lower the 
 price of tuition. The salaries of the Superintendents and 
 Assistants depended upon the amount the Principal could 
 collect for tuition, which rendered their compensation very 
 uncertain, and generally very unsatisfactory. 
 
 Mr. Tucker remained until the fall of that year (1828), 
 when he was succeeded by Mr. John Kennan, of Herkimer, 
 New York. There was no lack of ability in these different 
 Principals to establish for the Academy a high reputation, 
 but it was evidently premature. The country was too 
 sparsely populated and the people too poor to support the 
 expenses necessary for its successful continuance, and we 
 find in October of 1829 a (^onsdlidation of the Academy with 
 the District schools, with Mr. Kennan as Principal. The 
 number of pupils was thus increased, but even then the 
 salary of the Principal amounted to less than $400 per year. 
 Mr. Kennan continued in charge of the school until the fall 
 of 1830, when -he resigned his position, and Rev. Mr. John- 
 son, formerly Principal of the Classical and Young Ladies' 
 Boarding School, of ITtica, N. Y., succeeded him in the Su- 
 perintendency. The population of the Norwalk corpora- 
 tion at this time was 310. The Board of School Examiners 
 was appointed by the Court, and consisted at this time of 
 Ebenezer Andrews, Doctor Anion, B. Harris. Moses Kimball 
 and L. Bradley. 
 
 In August, 1831, Miss Roxana Sprague was employed to 
 teach the school in District No. 1, and occupied a room upon 
 the first floor of the Academ}- building. The studies taught 
 
in the Academy at this time were all the com.m^on branches, 
 including Rhetoric, Elocution, Astronomy, Chemistry, Phi- 
 losophy, Mineralogy, Geology, Music, Engineering and Sur- 
 veying, and the Latin and Greek languages. 
 
 In April, 1833, Miss Eliza Ware opened a school exclus- 
 ively for young ladies, in the Academy building, under the 
 title of " Norwalk Female Seminary," but soon after it was 
 moved to the residence of C. P. Bronson, who then resided 
 on the lot directly west of St. Paul's Church. This school 
 was not of long duration; 
 
 NOEWALK SEMINARY. 
 
 On the 11th of November, 1833, the "Norwalk Seminary" 
 was opened in the Academy building, under the auspices of 
 the M. E. Church, with Rev. Jonathan E. Chaplin as Prin- 
 cipal. The object of the institution, as stated in the pros- 
 pectus, was to prepare young men of all classes for college 
 or for the duties of active life, and it was intended, if the 
 Seminary received the support anticipated, to enlarge the 
 school buildings and erect boarding houses, and make Nor- 
 walk a central educational point for the supporters of that 
 denomination especially, and of all others who might desire 
 to avail themselves of its advantages. Norwalk at this 
 time had a population of 899. 
 
 The Seminary opened with the Principal and one male 
 assistant and three female teachers — Miss Jenkins, Miss 
 Louisa Hamlin and Miss Anna Langford. The Trustees 
 were Rev. H. 0. Sheldon, James Crabbs, Samuel Pennewell, 
 E. Hedges, Benj. Coggswell, Benj. Summers, Edward S. 
 Hamlin, Timothy Baker, Obadiah Jenny, Henry Bucking- 
 ham, Piatt Benedict. Price of tuition in Primary depart- 
 ment, $2; English department, $3; Classical, 14; Ornar 
 mental, $5. 
 
 The school was opened successfully, and was prosecuted 
 vigorously, and at the close of the first year showed an aver- 
 age attendance of 100 pupils. Our population in July, 1834, 
 was 1,020. During the second year a course of lectures was 
 
delivered by Dr. Bigelow upon Chemistry, and a philosophical 
 apparatus was procured for the use of the school. The 
 number of pupils rapidly increased as the character of the 
 institution became more widely known, and at the end of 
 the second year they reported 189 in attendance ; and a very 
 large proportion of this number was made up of young 
 ladies and gentlemen of more advanced years, who labored 
 with unusual zeal in acquiring an education. 
 
 The Seminary burned down on the night of February 
 26th, 1836, with a loss of about $3,000, and no insurance; 
 school books, library and apparatus were all destroyed. The 
 blow was a severe one to the institution, as it had no endow- 
 ment nor support from public funds, and the people of Nor- 
 walk and the patrons of the institution were in no pecuni- 
 ary condition to rebuild; but with commendable energy the 
 friends of the Seminary immediatel set themselves to work 
 to raise funds for rebuilding, and upon a larger scale than 
 before. Mr. Chaplin, the principal, and Rev. H. 0. Sheldon 
 went East to solicit assistance, while others were laboring 
 amongst our own people for contributions ; but means came 
 slow and sparingly. In the interval, however, the school 
 was not discontinued. The Methodist Church, together 
 with the basement of the Baptist Church, was improvised 
 for the emergency, with an interruption of but four days 
 Rev. J. E. Chaplin continued as Principal, with Mr. Darnell 
 as assistant, Mrs. Goshorn, Miss Loveland and Miss Lang- 
 ford in the female department, and Rev. H. O. Sheldon as 
 general agent for raising funds and promoting the general 
 interests of the institution. The catalogue for 1836 showed 
 137 in the male department and 118 in the female — aggre- 
 gate, 255. 
 
 The fall term commenced in October, 1836, the trustees 
 presenting a flattering prospectus. J. M. Goshorn became 
 the agent, and the same corps of instructors were retained. 
 Rev. Dr. Thompson delivered the commencement address to 
 the students and patrons of the school. 
 
 In February, 1837, the trustees issued proposals for the 
 erection of a new building, of brick, 40x80 feet, and three 
 
stories high; and in December, 1838, they were enabled to 
 re-open the school in the new building, for male scholars-^ 
 the apartment for female pupils not being complete. The 
 former Principal, Eev. -J. E. Chaplin, having been trans- 
 ferred by the Methodist Conference to Michigan, Eev. Ed- 
 ward Thompson was appointed to fill the vacancy in 1838. 
 Alexander Nelson was his assistant in the Mathematical 
 department, and new life was infused into the school. 
 
 In the Fall of 1839, the trustees gave public notice of the 
 completion of the building, and that the female depart- 
 ment would be opened • under the charge of Mrs. Nelson, 
 assisted by Miss Morrison. The male and female depart- 
 ments were kept entirely distinct, excepting that they 
 were under the supervision of the same board of trustees. 
 The trustees at this time were Timothy Baker, Piatt Bene- 
 dict, A. Gr. Sutton, D. Squire, Thos. Dunn and Walter 
 Osborn. Tuition in Primary Department, 12.00 per quarter ; 
 Higher English branches, 14.00; Mathematics, $5.00; Latin 
 and Greek, 16.00; French, Spanish and Itallian, $5.00; Orna- 
 mental branches, $5.00; Music, $10.00. Good board was 
 advertised at from $1.25 to $2.00 per week. Dormitories 
 were also provided in the upper part of the building, where 
 many of the students not only slept and studied, but also 
 boarded themselves. An Historical and Geological Society 
 of Norwalk Seminary was organized in April, 1842, Rev. A. 
 Nelson, President, and H. Dwight, Secretary. 
 
 A literary Society, known as the "Athenian Society," had 
 been previously organized by the students, and was for many 
 years continued, of which L. A. Hine, now of Cincinnati ; 
 ■Judge L. B. Otis, now of Chicago; W. H. Hopkins, and other 
 students, were prominent members, and before which 
 addresses and lectures were delivered by the pupils and 
 others, and in which discussions were held upon various 
 topics. 
 
 At the annual commencement in 1842, the catalogue of 
 the Seminary showed 391 students during the year, and the 
 examining committee spoke in the highest terms of th^ 
 
proficiency of the students and the zealous and faithful 
 labors of the instructors in the various branches. 
 
 Hon. T. W. Hartley delivered the annual address before 
 the Athenian Society, and Rev. Dr. Thompson delivered a 
 valedictory address through the Franklin Literary Society 
 to the retiring class. The Seminary held no chartered rights 
 and' conferred no degrees, but a student had not finished his 
 course until he was prepared to enter college ; but with the 
 larger proportion of students it was their Alma Mater, and 
 scattered all over the land — in the pulpit and at the bar, in 
 the field of literature and upon the judicial bench, in our 
 legislative halls and the busy marts of commercial activity^ 
 will be found those who look back to the " Norwalk Semi- 
 nary " as the educational source of their subsequent success. 
 Our present popular G-overnor, Hon. R. B. Hayes, was long 
 a student here, and doubtless looks back with genial ven- 
 eration upon the old building, and the dingy church base- 
 ment, where we pursued our studies, and he will remember 
 that good and thorough work was done there, which has 
 had an abiding influence. 
 
 The Ohio Wesleyan University was chartered by the Leg- 
 islature in the winter of 1842, to be located at Delaware, 
 and upon the organization of the Board of Trustees, Dr. 
 Thompson was elected President of the University. But as 
 nothing was contemplated at Delaware for the present but 
 a pi;eparatory school, the services of Dr. T. were not imme- 
 diately required, and he continued in the Seminary. The 
 financial condition of the Seminary was not good. Since 
 the effort to rebuild, debts had accumulated upon the Trus- 
 tees, which they found it exceedingly difficult to meet, and 
 for the purpose of relief, a society was organized in the fall 
 of 1842, known as the " Norwalk Education Society," the 
 object of which was to collect funds, and aid in other ways, 
 the Institution to relieve itself of debt, an'd to increase its 
 usefulness, of which society Rev. Adam Poe was elected 
 President. 
 
 The General Conference of the Methodist Episcopal 
 Church, held in New York City in June, 1844, elected Rev. 
 
Edward Thompson editor of the Ladies' Repository, pub- 
 lished in Cincinnati, and at the close of the summer ses- 
 sion, in July, 1844, he tendered his resignation as Principal 
 of the Seminary, which position he had occupied since the 
 fall of 1838. His resignation was accepted with regret. He 
 was a man of rare literary attainments, of ripe scholarship, 
 of pleasing address, of refined and gentlemanly manners, 
 and of purity of life and character, and the vacancy thus 
 created was one of great difficulty to fill. 
 
 H. Dwight, who had for some time been the principal 
 assistant of Doctor Thompson, was appointed his successor, 
 and the fall term of 1844 was opened under his supervision, 
 and he remained Principal of the Seminary until its close, 
 January, 1846. 
 
 The Seminary had been laboring under heavy indebted- 
 ness from the time of rebuilding, in 1838, which the most 
 strenuous efforts of its friends had been unable to remove, 
 and now that the stronger interests of the Methodist denomi- 
 nation throughout the State had been transferred to the 
 University at Delaware, the local interest of Norwalk was 
 found inadequate to the removing of the incumbrance, and 
 the whole property was sold under execution in favor of the 
 builders. 
 
 NORWALK INSTITUTE. 
 
 The Baptists of Northern Ohio called a meeting January, 
 1846, to take into consideration the purchasing of the prop- 
 erty and the continuance of the school under the auspices. 
 of that denomination, and measures were immediately in- 
 augurated to carry the proposition thus brought forward for 
 accomplishing this into effect. A Board of Trustees was 
 elected, consisting of J. S. Lowry, Rev. Jeremiah Hall, Rev. 
 R. N. Henderson, Rev. Samuel Woodsworth and John Kelly, 
 and arrangements made to make immediate efforts to pro- 
 cure subscriptions and donations for the purchase and open- 
 ing of the school under the name and style of the "Norwalk 
 Institute." 
 
 The Institute was opened August, 1846, with Rev. Jere- 
 miah Hall as Principal, assisted by Nathan S. Burton and 
 
Miss Martha J. Flanders, as Principal of the Female Depart- 
 ment. The terms of tuition remained the same as under 
 the Seminary management, and pupils rapidly filled up the 
 school. In November, 1847, the catalogue showed the num» 
 bar of pupils for the year to be 230. One hundred and fif- 
 teen gentlemen, 93 ladies and 22 primary, and the numbers 
 continued to increase, till 1849 their catalogue showed 306. 
 
 Rev. J. Hall was succeeded by A. S. Hutchins, as Princi- 
 pal, who continued to occupy that position till 1855, when 
 the Institute ceased to exist. It was a vigorous, popular 
 and thorough Institution, aiming to qualify its pupils for 
 the business of life, or fit them for entrance into the higher 
 departments of collegiate study, and but for influences that 
 had been agitating the public mind for several years, that 
 were soon to culminate, it might still have continued a val- 
 uable Institution. 
 
 The people of Ohio had become thoroughly awakened to 
 a necessity of better and more efficient public schools. The 
 old district system, with its meager support, its illy quali- 
 fied and poorly paid teachers, rarely employed longer than 
 from four to six months in the year, and with unsightly 
 buildings, provided with slabs for seats, without support 
 for the back or the convenience of desks, was doomed to 
 give way to the demand for better and more thorough pub- 
 lic schools^taught by better educators, under a better sys- 
 tem, supported by a more liberal expenditure, with more 
 convenient buildings and fixtures — maintained throughout 
 the year, free to all, and supported by a public tax, in which 
 regular courses of study should be adopted, and thorough, 
 practical education placed within the reach of all. 
 
 The Legislature of Ohio passed the Akron School Law 
 February 8th, 1847, and under this act and the one amend- 
 atory thereto, other towns, by a petition of two-thirds of 
 their qualified voters, could avail themselves of its pro- 
 visions. This law authorized and inaugurated the system of 
 graded schools, which were soon after so generally adopted, 
 and which experience has amended and improved till it 
 
Jias resulted in our present efficient school system. On the 
 21st of February, 1849, an act of the Ohio Legislature was 
 passed allowing all incorporated cities, towns and villages, 
 having a population of two hundred inhabitants or more, 
 to vote upon the adoption of the system of graded schools, 
 essentially the same as those now established here and in 
 nearly all the villages and cities of the State — a majority 
 vote deciding the adoption or rejection of the provisions of 
 the law. 
 
 At the spring election in April, 1850, the question of 
 adopting the Union School system was submitted to a vote 
 of our people, and by an almost unanimous vote it was 
 adopted. A " Board of Education " was elected, which pro- 
 ceeded at once to adapt the brick school house on Whittle- 
 sey avenue to the necessities of the school. 
 
 This system once fairly inaugurated, our private schools 
 began to decline. The popular pride was concentrated in 
 their support. Our best citizens accepted positions in the 
 Board of Education, and those who had been the most effi- 
 cient in sustaining Seminaries now became the champions 
 of free schools, with the determination to make those of our 
 village fully equal to any private school or seminary we 
 ever had. 
 
 The result of this state of feeling was that in March, 1855, 
 the Norwalk Institute was purchased by the Union School 
 District, together with library and apparatus, and Mr. 
 Hutchins, who had been Principal of the Institute, became 
 the Superintendent of our Public Schools. 
 
 FEMALE SEMINARY. 
 
 The history of our schools would be incomplete should we 
 omit to mention the Female Seminarv, established in De- 
 cember, 1837, under the Principalship of Miss Harriet Bed- 
 ford. The school was under the control of a Joint Stock 
 Company, and managed by a Board of Directors, of which 
 David Gibbs was • President, and Dr. John Tifift, Secretary. 
 The building occupied was the one erected at an early day 
 
for our County Court House, but finding it too small to accom- 
 modate the increasing business of the county, it was sold 
 and moved to Whittlesey avenue, and occupied for several 
 years for school purposes. No data can be found from which 
 the text books used, the course of study adopted, or the 
 number of pupils in attendance can be given. In March, 
 1839, Miss Bedford was succeeded by Mrs. M. F. C. Worces- 
 ter, the accomplished wife of Hon. S. T. Worcester, then a 
 resident of our village, whose love of the occupation, united 
 with educational qualifications of a high order, soon gave to 
 the school an enviable reputation amongst our own citizens, 
 and brought in many pupils from other towns. 
 
 The price of tuition in English branches was 85.00, in- 
 cluding Drawing, $6.00; Latin and French in addition, $8.00; 
 Music, $5.00 extra. 
 
 The Seminary, however, continued but for a short time, 
 though the precise date of its close we cannot readily deter- 
 mine, as no records have been found. A want of means and 
 pecuniary embarrassment led to its discontinuance, and the 
 building was sold. Mrs. Worcester, however, continued a 
 private school for young ladies for some time after, which 
 lyas eminently successful. 
 
 But the necessity of a good female school amongst our 
 people was still strongly felt, and the matter continued to be 
 agitated, until the winter of 1846 and '47, an act of incor- 
 poration was obtained for the " Norwalk Female Seminary," 
 with S. T. Worcester, W. F. Kittridge, C. L. Lattimer, John 
 R. Osborn, and Rev. Alfred Newton as Trustees, and an efibrt 
 was made to get the necessary amount of stock subscribed, 
 which was fixed at $3,500. This amount, after considera- 
 ble labor, was finally obtained, and a beautiful location was 
 selected in the west part of our village, corner of Main and 
 Pleasant streets, which was the generous gift of Hon. S. T. 
 Worcester, and a suitable two-story brick building was 
 erected, which was completed and fully paid for in June, 
 1848. 
 
 At this juncture an unfortunate sectarian jealously wiis 
 awakened amongst some of our people, in relation to the 
 
denominational control of the Institution, which for a time 
 threatened to defeat the educational object, and it was not 
 until the spring of 1850 that the Seminary was finally 
 opened under the charge of Rev. J. M. Hayes, a Presbyte- 
 rian minister of scholarly acquirements, who had previ- 
 ously obtained by purchase and assignment the interests of 
 the shareholders, with the reservation on the part of some 
 that the building should continue to be used for the pur- 
 poses originally designed. 
 
 There were two departments of pupils, one for children 
 and one for young ladies, and employed two assistant teach- 
 ers. A very respectable number of pupils was soon brought 
 into the school, and with, for a time, satisfactory results ; 
 but, as in the case of the Institute under the charge of the 
 Baptist denomination, it soon began to feel the effects of the 
 awakening interest in Public Schools, and financially it was 
 found diflB.cult to sustain it. 
 
 Mr. Hayes remained two years, and was succeeded by Rev. 
 Asa Brainard, of New York, an experienced instructor and 
 a gentleman of fine acquirements. He remained but two 
 years, and was succeeded by Miss E. Cook, a graduate of Mt. 
 Holyoke, who had charge of it for the two succeeding years, 
 when she resigned the position to her sister. Miss C. Cook, 
 who remained one year. . Both ladies were competent and 
 successful teachers. 
 
 Miss Metcalf, of Hudson, Ohio, was then (in 1857) em- 
 ployed with Miss Eliza S. Watson as assistant, and they 
 fully sustained the good reputation the school attained un- 
 der the former instructors. But the commercial disasters of 
 the country at this time, combined with the growing inter- 
 ests of our citizens in our Public Schools, left the Seminary 
 without an adequate support, and in 1858 it suspended. 
 Though its life was less than ten years, it had exerted a 
 marked influence in our village and its vicinity. 
 
 The branches taught in the higher department were the 
 common English branches, including Vocal Music, 04.00 
 per quarter; Natural and Mathematical Science, $5.00; 
 Latin and Greek, *6.00; Instrumental Music, $8.00. 
 
With ita close our private educational Institutions ceased, 
 and no MuljHequent effort has been made for their ostablish- 
 ment. The flattering succohh which had, within the few 
 years that had elapsed since the opening of our Public 
 Graded Schools been achieved, concentrated in them the 
 educational interests and hopes of our people, and they em- 
 braced the system with f^reat unanimity, to the exclusion 
 of all other scihools. 
 
 The history of the Publie Sehools of Norwalk, Ohio, from 
 th(! date of its first settlement in 1819 to the adoption of 
 our present system of Graded Schools in 1850, presents little 
 of especial interest pertinent to the objects of the jjresent 
 inquiry by our State School Commissioner. 
 
 The system was that, then recognized by our State laws, 
 making meager provisions forCominon Schools, in which the 
 people manifested but little intf^est and felt but little care. 
 Poor, cheap buildings were provided, comfortless and unin- 
 viting in their interiors, and without taste or ornamenta- 
 tion in their surroundings, with a pniearious and limited 
 Hujijiort, and usually taught from four to six months in the 
 year, and, if for a longer \>(:r\i)i\, wen- prolonged by an extra 
 tuition fei! paid for each scholar. 
 
 Our District Schools wen^ taught for many years in build- 
 ings rented for the purjiose, but oni; school house belonging 
 to the district up to 1837, which stood upon the west lot of 
 the grounds now occupied by our High School building. It 
 was a one-story wooden structure, with but one room, which 
 was removed about 1 H?>(). 
 
 In 1837, a school house was built on the brow of the hill 
 southwest of the Court House, now known as Benedict ave- 
 nue, and being somewhat finjtentions from being painted, 
 was_known as the "White School House." Another was so on 
 after built on Seminary street, near the old Methodist 
 Church, of brick, and another was built on Whittlesey 
 avenue in 1841-r-the same building now occupied by our 
 Public Schools. 
 
 A building was also rented on Railroad avenue in 1841, 
 where a school was kept by .). H. Foster; and another was 
 
kept in a building near the corner of Main and Milan streets, 
 and still another was in the Norwalk Seminary building. 
 
 The Directors in 1841 were Timothy Baker, John R. Os- 
 born and Jarius Kenman. 
 
 Our Seminary being in operation at that time, there were 
 few excepting primary scholars who attended the District 
 Schools. 
 
 With our gradually increasing population and more lib- 
 eral views in regard to educational matters, the subject of a 
 better system of Public Schools was agitated in able com- 
 munications through our local papers, and by public ad- 
 dresses. The educational men of this part of the State were 
 seeking in various ways to arouse the people to an appreci- 
 ation of the necessity of more general education and intelli- 
 gence amongst the masses, as a means of promoting better 
 order in society and greater efficiency as citizens, as well as 
 a means of perpetuating our free institutions, and giving 
 greater permanence to our system of government. 
 
 FIRST teachers' INSTITUTE. 
 
 In February, 1848, the first congregation of Teachers, 
 under the title of Teachers' Institute, was called in this 
 place. 
 
 Hon. S. T. Worcester, Hon. E. Lane and Henry Waters 
 were appointed a committee to make the necessary arrange- 
 ments, which resulted in the Chairman of the Executive 
 Committee of the Ohio Teachers' Institute, Prof. M. F. 
 Cowdry, giving public notice in the papers of Northern 
 Ohio of a . Teachers' Institute, to be held at Norwalk on 
 Monday, March 20th, 1848, at which there would be lectures 
 and instructions upon the English language, including the 
 elementary sounds of language ; analysis of sentences ; and 
 elocution, lectures upon Arithmetic, Geography, Civil Gov- 
 ernment, Physiology and many other subjects. 
 
 The County Board of Examiners earnestly requested all 
 teachers, and those intending to make application, to attend 
 this Institute, as they had determined upon a more thorough 
 
and rigid course of examining the qualifications of teachers 
 than formerly. 
 
 The Commissioners of the County made an appropriation 
 to meet the ordinary expenses, board excepted. 
 
 The first Institute proved a great success. It was con- 
 ducted by Prof. M. F. Cowdry, then of Geauga County, and 
 J. Hurty, of Mansfield, 0., assisted by Rev. Jeremiah Hall, 
 the Principal of the Norwalk Institute. From 160 to 200 
 teachers, and those desiring to become such, were in attend- 
 ance. 
 
 Lectures were delivered by Hon. S. T. Worcester, then of 
 Norwalk, and Rev. Mr. Sawyer, of Monroeville, and Hon. 
 Isaac J. Allen, of Mansfield, and an interest was awakened 
 in educational matters the result of which extended far be- 
 yond our borders. 
 
 FIEST NORMAL CLASS IN THE STATE. 
 
 On the 14th day of June, 1848, the first Normal Class of 
 the "State Teachers' Association held in Ohio was convened 
 in this place, continuing nine weeks, and marks an epoch 
 in our educational history, for it seems to have proved the 
 radiating point from which a better, a more thorough and 
 far higher system was soon to be eliminated. 
 
 The "Akron School law" had been passed in a somewhat 
 crude form the year previous, but probably had not been 
 adopted at any other place than Akron. It was anticipated 
 that this Association of educational men — the largest and 
 most influential that, perhaps, had ever been convened before 
 in the State — would not only give a new impulse to the cause 
 of popular education, but would give shape to a better sys- 
 tem of teaching. 
 
 The lecturers and instructors were Prof. St. John, of 
 Western Reserve College ; Prof Isaac J. Allen, of Mansfield ; 
 Prof. J. Nichols, Principal of W. R. Theo. Seminary ; Prof 
 M. D. Leggett, Principal and Superintendent of Akron 
 schools ; Prof. Loren Andrews, Principal of Ashland Acad- 
 emy ; Prof. J. B. Howard, Principal of New York State Nor- 
 mal School; Prof. T. W. Harvey, Principal of Chardon 
 
Academy; J. Hurty, Esq., of Richland County; Prof. H. 
 Manderville, Prof. H. Benton, Prof. J. B. Thompson, of New 
 York, and several other prominent educational men. A 
 general invitation to teachers in other States was extended. 
 The tuition for the term was fixed at $3.50. 
 
 The Hon. Samuel Galloway, then Secretary of State and 
 President of the Ohio State Teachers' Association, delivered 
 an address before the class. 
 
 Immediately upon the adjournment of the " State Normal 
 Class," a meeting of our citizens was called at the Court 
 House, to take into consideration the propriety of estab- 
 lishing a system of Union Schools. This was in August, 
 1848. The Akron School law had passed the Legislature 
 February, 1847, and under this act and the acts amendatory 
 thereto, other towns, by petition of two-thirds of the quali- 
 fied voters, could avail themselves of its provisions. This 
 law authorized and inaugurated the system of graded schools, 
 which was soon after so generally adopted, and which expe- 
 rience has amended and improved till it has resulted in our 
 present efficient school system. 
 
 The Legislature of our State, in -February, 184:9, passed an 
 act under which all incorporated cities, towns and villages 
 having a population of 200 or more might vote upon the 
 adoption bf the system — a majority vote deciding the adop- 
 tion or rejection, of the law. 
 
 At the spring election in 1860, the question was submitted 
 to a vote of the people, and was adopted with great unan- 
 imity. A Board of Education was elected, and proceeded at 
 once to adapt the brick school building on Whittlesey ave- 
 nue to the necessities of the school. 
 
 Mr. D. F. DeWolf was elected Superintendent, and all ar- 
 rangements were made for opening under the graded sys- 
 tem on the 23d of September of that year. 
 
 The Board of Education consisted of six members : W. P. 
 Kittredge, E. E. Husted, Samuel Pennewell, S. T. Worces- 
 ter, Henry Brown and C. L. Boalt. Henry Brown as clerk 
 of the Board. 
 
-There were three buildings occupied for school purposes: 
 The Central, on Mechanic street (now Whittlesey avenue),' 
 the South Pleasant street building and the brick school 
 house on Seminary street ; the latter two as Ward Schools 
 for Primary scholars, with five female teachers. The Su- 
 perintendent also gave the larger portion of his time to 
 teaching. 
 
 The female teachers were Mrs. DeWolf, Miss Eunice C. 
 Fox, Miss Isabella Farr, Miss M. Barrett and Miss Julia 
 Hitchcock. 
 
 The population of Norwalk af this time was about 2,000, 
 and the Union School District extended over the corpora- 
 tion. 
 
 The school opened with 300 scholars in the various 
 grades. The salary of the Superintendent was fixed at 
 1600 a year, and that of the female teachers at $14 per month. 
 A tax was levied for school purposes of 2J mills, producing 
 $1,050, beside the money received from the State School 
 funds, amounting to $340. 
 
 The enrollment for the year amounted to about 400, of 
 whom 190 were males and 210 females, with an average at- 
 tendance of 300. The school was taught for ten months. 
 The departments were divided into Primary, Secondary 
 and Grammar Sshools. 
 
 At the May election in 1851, 0. G. Carter and John R. 
 Osborn were elected members of the Board of Education to 
 fill the vacancies occasioned by the expiration of the terms 
 of S. T. Worcester and C. L. Boalt. Mr. DeWolf was con- 
 tinued in the Superintendency, and Mrs. P. A. Seymour 
 was engaged in the Grammar School at a salary of $200. 
 She continued but a short time, and Miss Janes was ap- 
 pointed to the vacancy. 
 
 The enumeration for 1852 shows 707 between the ages of 
 4 and 21 years, ^yith an enrollment in our schools of 456. 
 The salary of Mr. DeWolf, as Superintendent, was increased 
 to. $700. During the year, Miss Ella Tenney, one of the 
 teachers, died, after a brief illness, and a special meeting of. 
 
the:> Board was held and cesplutione of respect and condolenge 
 were passed. 
 
 1^0 course of study appears in any of the records of the 
 school at this tirae. 
 
 At the close of the school year in July, 1853, Mr. DeWplf 
 tendered his resignation, as Superintendent, which the 
 Board accepted with regret, and passed commendatory res- 
 olutions as to his ability and faithfulness in the discharge 
 of, his duties, and commending him to those with whom his 
 lot might be cast. The vacancy was filled by the election 
 of Wm. P. Clark, of Hillsdale, Mich., as Superintendent, 
 at a salary of $800. Mrs. Bates was employed to take charge 
 of the Grammar School, and Miss Hill, Miss Julia Hitchcock, 
 Miss Fannie Wilson, Miss Dealing and Miss Lowe in the 
 other departments. The school examiners at this time 
 were Rev. E. Winthrop, Rev. Alfred Newton and Sam'l T. 
 Worcester. 
 
 The whole value of our school property was returned at 
 $2,300, and the total expenses of our schools for the year, at, 
 $1,800. The average salery of female teachers for forty 
 weeks was $180. A special school tax was levied of two 
 mills. The value of maps and school apparatus was $160. 
 
 But few villages in Ohio of equal population entered 
 upon the Union School System so poorly provided with 
 necessary buildings, or with so meager a support. The 
 people, however, were awakening to the necessity of heavier 
 taxation for a more liberal provision of room and the neces- 
 sary appliances for communicating instruction. The Board 
 certified a levy of four mills for school purposes, and 
 appointed a committee of their number to confer with the 
 executive committee of the "Norwalk Institute" in relation 
 to the purchase or renting by the District of the brick 
 building occupied for that school ; which resulted in meas- 
 ures for its purchase in 1855, to be used as a Central and 
 High School building for the District. The purchase was 
 for the sum of $3,500, which embraced' the two central lots 
 and the present High School building, a small library and 
 some apparatus. 
 
Mr. A. S. Hutchins, the former Principal of the Norwalk 
 Institute, was elected Superintendent of the Union SGhools 
 in September, 1854, in place of Mr. Clark, at the same sal- 
 ary — '$800. Mr. S. F. Newman was elected Principal of the 
 Grammar School, at a salary of $500, with seven female 
 teachers in the Primary and Secondary departments. 
 
 Previous to the close of the school year in 1855, Mr. 
 Hutchins resigned his position as Superintendent, and Mr. 
 William Mitchell was appointed to the vacancy at the same 
 salary as had been paid to Mr. Hutchins. The High School 
 building was at once thoroughly overhauled and adapted to 
 to the purposes of the' variour grades that were to occupy it ; 
 and the Superintendent congratulated the citizens upon 
 the removal of some of the serious embarrassments to 
 progress. 
 
 The Board of Education adopted and published this year 
 in a pamphlet form a system of rules and regulations for the 
 government of themselves, the pupils and teachers of the 
 school, which were received with much favor, and constitute 
 ihe only ones ever published. They defined the school year 
 and its divisions, holidays and examinations, grades of 
 schools, divided into Primary, Secondary, Grammar and 
 High School, times of admission and tuition of pay scholars, 
 duties of scholars, teachers and Superintendent, and rules 
 for the regulation of the schools ; also by-laws for the Board 
 of Education, and the list of text books used. 
 
 Mr. Mitchell was re-elected Superintendent in 1866, at a 
 salary of $1,000 per year, with the following corps of teach- 
 ers: S. F. Newman, Principal of the Grammar School, sal- 
 ary, $600; Miss S. S. Sanford, at $350; Miss Julia Hitchcock, 
 at $300; Miss Fannie Wilson, at $250; Miss Dealing $300. 
 
 As no reports have ever been made by the Superintend- 
 ents to the Board, and the proceedings of the Board are but 
 briefly recorded, the changes in the details of school man- 
 ^agement or the introduction of new methods or new ideas, 
 the changes in courses of study, methods of e:^aininatidn 
 and standards of promotion, and the text books used from 
 time to time can only be im-perfectly arrived at. Our Pvib- 
 
lie Schools being now our only ones, our citizens generously 
 sustained the Board in efforts to make them thorough, and 
 to keep pace with every improvement in the system which 
 the experience of educational men at other points had found 
 advantageous. 
 
 The Board at this time consisted of N. S. C. Perkins, Jos. 
 M. Farr, C. E. Newman, H. Rose, F. Sawyer and R. P. Geer. 
 A levy of four mills was made for school purposes. Mr. 
 Mitchell was continued in the Superintendency at his pre- 
 vious salary, and Mr. Newman was retained in charge of the 
 Grammar School. The Superintendent reported the Gram- 
 mar School as over crowded, and the Board was forced to 
 procure additional seats and economize their room. At the 
 end of the second quarter the quarterly pay-roll amounted 
 to 11,160 for Superintendent and eight teachers, and the 
 amount expended for the year for all purposes was $4,612. 
 
 At the annual election in 1858, J. A. .Jackman and Theo- 
 dore Baker were elected in the places of C. E. Newman and 
 R. P. Geer, whose terms had expired, and the new Board 
 systematized theirlaborsbythei appointment of committers 
 to attend to specific duties, to wit : A Committee upon 
 Teachers, a Committee upon Buildings and Repairs, upon 
 Text Books, and upon Supplies. Rev. A. Newton, William 
 Mitchell and S. T. "Worcester were appointed Examiners for 
 the year. 
 
 There seemed to the Board a necessity for retrenching ex- 
 penses, and the salary of the Superintendent was reduced to 
 $900, and there was also a reduction in the salaries of the 
 Primary and Secondary teachers ; but the policy did not 
 seem to work successfully, as the Principal of the Grammar 
 School resigned for want of incTease of salary, and in the 
 following y6ar Mr. Mitchell tendered his resignation. Dur- 
 ing this year the Board presented to the electors the ques- 
 tion of purchasing the two lots adjoining those on which 
 the High School was situjated, which resulted in favor of 
 the purchase, which was effected at the price of $1,500 for 
 the two, thus making our grounds a block of 16 rods square. 
 The tax levied was four mills. 
 
Mr. Theodore E. Baker was elected by the Board to succeed 
 Mr. Mitchell in the Superintendency, at a salary of $800, 
 and 0. A. White was engaged to teach the Grammar School. 
 Miss Emma Fish was assistant in the High School, the 
 Superintendent giving about one-half of his time to class 
 teaching. 
 
 After the purchase of these additional lots and the en- 
 larging of the grounds, measures were taken to beautify the 
 grounds by grading and • putting out ornamental trees, in 
 which Col. Sawyer, then in the Board, took an active part ; 
 and the present beauty of the High School lot may be 
 attributed largely to his interest and taste. Measure were 
 also taken to determine the true boundaries of the School 
 District, and to have a map made of the same. 
 
 At the annual election. May 5th, 1860, Messrs. C. E. Pen- 
 newell and William Case were elected members of the Board 
 in the places of Perkins and Rose, whose terms had expired, 
 and at the close of the school year in July, the Board elected 
 R. W. Stevenson, then of Dresden, Ohio, to the Superinten- 
 d&ncy, at a salary of $850, and his wife as assistant teacher 
 in the High School, at a salary of $350. 
 
 Some changes in the course of study were introduced by 
 Mr. Stevenson, and some changes in text books; among 
 others, Ray's Series of Arithmetics were introduced in place 
 of Stoddard's. The High School room and some other rooms 
 in the building were reseated, and more comfortable and 
 convenient desks replaced the old ones, and the rooms were 
 made more attractive, and the grounds still further im- 
 proved and ornamented. The grounds about the Whittle- 
 sey Avenue Building were graded and filled iij with gravel, 
 making a dry and pleasant play-ground for the children ; 
 the building was painted and matting put upon the floors, 
 and a general effort was made to make our school premises 
 more attractive. Rev. Asa Brainard, Rev. Alfred Newton, 
 Rev. A. Darrow, Hon. S. T. Worcester and P. N. Schuyler 
 were appointed by the Board to attend the annual examin- 
 ation and make a report. 
 
At the annual election in May, 1861, H. M. Wooster and 
 C. E.. Newman were elected members of the Board, in the 
 places of 0. A. White and Theodore Baker, whose terms had 
 expired. A tax of four mills was levied. All the teachers 
 of the previous year were invited to remain, including the 
 Superintendent and Mrs. Stevenson, who were conducting 
 •their departments with marked success. 
 
 Sub-district No. 9, joining the Union School District on 
 the east, was by petition adde.d to it. At this time the 
 number of teachers was increased to twelve, including the 
 Superintendent, about one-half of whose time was devoted 
 to class teaching. In 1862, John Gardner and F. Sawyer 
 were re-elected members of the Board. The same corps of 
 teachers was retained, and no change was made in salaries. 
 The tax levied was three mills. 
 
 In 1863 the salary of the Superintendent was raised to 
 $1,000. There were some changes in the text books, the 
 committee recommending the substitution of Goodrich's 
 History of the United States in place of McGuffey's Sixth 
 Reader in the last year in the Grammar School, and Good- 
 rich's Universal History in the ifirst year in the High School. 
 An additional room was found necessary for the Secondary 
 department, which the Board arranged for in the Whittle- 
 sey Avenue Building, and Miss Cornell was employed to 
 take charge of it at a salary of $250. The salaries of the 
 female teachers were increased $25 per year each, and a tax 
 levied of 2f mills. 
 
 The report of the Treasurer of the Board shows for this 
 year as follows : 
 
 Receipts from foreign tuition $ 206 00 
 
 " " taxlevied 4,896 52 
 
 " " State school fund 1,271 30 
 
 - Total $6,37:582 
 
 To amount paid teachers $4 167 50 
 
 " " fi<r funds overdrawn 67 92 
 
 " " for janitor, wood, supplies and repair-s 800 47 
 
 To balance in Treasurer's hands ] 337 93 
 
 Total .$6,373 82 
 
The* first graduate of. our Union S&hools was Miss Sarah 
 E. Wilkinson, in 1861, and the next was Miss Nettie M. 
 North, in 1862,; and in the class of 1863 were Miss Arietta 
 Newman, William F. Parker and Cortland L. Kennan. At 
 the close of the school year, June 22d, an exhibition was 
 held at Whittlesey Hall, at which essays and original dec-: 
 lamations by the graduating class were delivered, and 
 diplomas were awarded. 
 
 At the annual election,, in May, 1864, C. E. Newman and 
 H. M. Wooster were re-elected to the Board, and Hiram Rose 
 was elected to fill the vacancy occasioned by Gen. Sawyer's 
 absence in the army. A tax was levied of three mills. Mr. 
 Stevenson's salary was increased to $1,100. All the teachers 
 of the previous year were invited to remain, at increased 
 salaries. A change was made in the Grammar school by 
 substituting a female teacher — Miss M. Colvin — at a salary 
 of $400. At the close of this school year there were seven 
 in the graduating class. 
 
 In .1865 Mr. Stevenson's salary was again increased, to 
 $1,200, and all the teachers of the previous year were in- 
 vited to remain at former salaries. The population of our 
 Union School District at this time was 3,821, and the enu- 
 meration of children between 5 and 21 years was 1,443, 
 divided as follows: 695 white males, 737 white females, 7 
 colored males and 4 colored females. At the close of this 
 school year there was a graduating class of six. 
 
 At the annual election. May, 1866, Horace Kellogg and 
 Samuel T. Worcester were elected members of the Board. 
 A tax was levied of four mills. Mr. Stevenson's salary was 
 again increased bj'^ the voluntary action of the Board, they 
 recognizing the value of his services, and the salaries of In- 
 termediate and Secondary teachers were also increased $50 
 per year each. The following is the corps of instructors for 
 this school year : 
 
 R, W. Stevenson,. Superintendent and Principal of the 
 High School; Miss E. Davies, Assistant in High School; 
 Misses C. Vaughn, S. H. Smith, D. B. Smith, E. E. Dean, 
 
E. M. McDonnell, E. Wilkinson, M. Miller, S. Mason, L. 
 Gibbs, S. N. Lyon, F. Kogers, and Mrs. S. Dunbar— 14 in all. 
 The monthly pay roll was $550. Tax levied, four mills. 
 This year there was a graduating class of six. 
 
 At the annual election, in May, 1867, H. M. Wooster and 
 
 F. Sawyer were elected for theregular term, and D. D. Ben- 
 edict was elected to fill the vacancy, occasioned by the resig- 
 nation of Mr. Kellogg. Mr. Stevenson was again re-elected 
 to the Superintendency, with his salary increased to $1,500. 
 Mr. C. M. Wilcox was elected Principal of the Grammar 
 School at a salary of 1700. 
 
 The Board decided to erect a larger and better school 
 house on South Pleasant street, the old one, being small and 
 dilaj)idated. A lot was purchased adjoining the old one for 
 1800, and a brick building was erected to accommodate Pri- 
 mary scholars. The tax levied was five mills, and the 
 amount disbursed for school purposes was 113,036.79. There 
 were ten graduates at the close of this year. 
 
 At the annual election in May, 1868, John Gardiner and 
 Theodore Williams were elected members of the Board. 
 R. W. Stevenson was re-elected Superintendent at a salary 
 of $2,000, and the salaries of most of the teachers were in- 
 creased. The Board felt fully, satisfied with the corps of 
 teachers, and with the good and thorough work they were 
 accomplishing, and knowing there were localities about us 
 that had been attracted by their merits, and were seeking, 
 by offers of larger salaries, to obtain them, they conceived 
 it to be for the interest of our schools to retain good and ex- 
 perienced teachers, even at high salaries, rather than poor 
 ones at less ; consequently they continued to advance. The 
 pay roll for this year was 1760 per month, and our teachers 
 were always promptly paid monthly. 
 
 There was urgent necessity for more room and more school 
 buildings to accommodate the increased number of scholars 
 in the different wards of the village. The Board obtained 
 from the corporation authorities a deed of two lots on League 
 street, designed in the platting by the '-''Homestead League" 
 for " public purposes," for the erection of a school house, and 
 
the Board proceeded to erect a good, substantial two-story 
 brick building for the purpose known as the "League Street 
 School House." 
 
 The building was erected under the especial supervision 
 of D. D. Benedict and Theodore Williams, (a committee 
 appointed by the Board), at an expense of |6,788.81, which 
 was all paid for without levying any additional tax over 
 that raised for school purposes of five mills. The Board also 
 purchased an acre of land on Benedict avenue, in the south 
 part of the village, for the erection of another Ward School 
 House, to be put up as soon as the finances would permit, 
 without creating a bonded debt. For this they paid $800. 
 
 Our enumeration had now reached 1,764 between the ages 
 of 5 and 21, and the enrollment in our schools was 875, with 
 an average cost per pupil of $12.54 per year. We had now 
 fives chool buildings and thirteen schools, with fifteen teach- 
 ers, and Board, Superintendent and teachers co-operating 
 harmoniously together. The graduating class this year 
 consisted of five members. 
 
 In 1869, Horace Kellogg and D. D. Benedict were re-elected 
 to the Board.- Seven mHls were levied — a larger levy than 
 formerly made being necessary on account of building and 
 the purchase of the Benedict avenue lot. The Superin- 
 tendent and all the teachers of the previous year were in- 
 vited to remain at previous salaries, and the increased num- 
 ber of scholars made three additional teachers necessary. 
 The monthly pay roll now amounted to 8890. 
 
 There were no marked changes in 1870. H. M. Wooster 
 was re-elected to the Board, and D. H. Pease was elected in 
 place of F. Sawj'^er, whose term had expired. A small in- 
 crease was made in the salaries of Primary teachers. 
 
 A Normal Institute was held in Cleveland during the 
 latter part of the summer vacation, which the Board ear- 
 nestly requested all the teachers to attend, proposing to pay 
 them part of their regular salaries whilst doing so, antici- 
 pating that the development of new ideas and new methods, 
 as well as increased zeal, would prove the expenditure an 
 advantageous one. 
 
The receipts from all sources this year were $15,139.63 ; 
 and here it may not be inappropriate to remark that while 
 more than one-half the counties in Ohio pay less to the 
 Common School Fund of the State than they draw back for 
 school purposes, Huron County has always contributed 
 quite a large excess for the support of schools in other 
 counties. 
 
 In the spring of 1871, John Gardiner and Theodore Wil- 
 liams were re-elected to the Board. At the close of the 
 school year in July, the Superintendent and all the teachers 
 were invited to remain. Mr. Stevenson, however, tendered 
 his resignation, as he had been elected to the same position 
 in the public schools of Columbus at an increased salary ; 
 and the Board, whilst appreciating his value to the schools, 
 felt their inability to compete with the far greater pecuni- 
 ary means of the State Capital, and reluctantly and with 
 much regret accepted it. Mr. Stevenson had occupied the 
 position for eleven years, and had proved himself, as an edu- 
 cator, as a Superintendent and as a ciiizen, a man of rare 
 qualifications. Mr. Wilcox also resigned his position in the 
 Grammar School to accept a public ofl&ce. 
 
 Mr. Henry A. Farwell, of Quincy, 111., was elected by the 
 Board to succeed Mr. Stevenson from September, 1871, at a 
 salary of $1,500, and Mr. R. W. Kilpatrick was appointed to 
 fill the vacancy in the Grammar School. 
 
 On the 13th of January, 1872, Mr. D. H. Pease, a much 
 valued member of the Board of Education, deceased, and a 
 special meeting was called, at which resolutions of respect 
 were passed, and the schools were ordered dismissed that all 
 might attend his funeral. 
 
 It was determined by the Board, at its meeting March 
 6th, 1872, that the crowded state of our schools made it ne- 
 cessary that a school building should be erected on the lot 
 purchased on Benedict avenue, and plans were procured 
 and measures adopted for proceeding at once to its erection. 
 D. D. Benedict and Theodore Williams were appointed a 
 Building Committee, and authorized to fit up the grounds 
 and make all necessary arrangements for having a school 
 
opened. A very commodious two-story brick building was 
 erected, about 36x60 feet, upon the ground, designed to ac- 
 commodate two Primary Schools, with ante-rooms, recita- 
 tion-rooms and black-boards, and seated with modern single 
 seats and desks, having a more tasty and attractive exterior 
 than any of our previous school buildings, at a cost of $8,000. 
 This building will seat comfortably one hundred and fifty 
 scholars. 
 
 In May, 1872, Mr. B. Oortrite was elected to fill the va- 
 cancy occasioned by the death of Mr. Pease, and S. T. A. 
 Vansciver and C. B. Stickney were elected for the regular 
 term. Five and one-fourth mills were levied for the support 
 of schools. 
 
 Mr. Farwell was re-elected Superintendent at a salary of 
 $1,750, and the teachers of the previous year were invited 
 to remain. Mr. Kilpatrick resigned his position in the 
 Grammar School, and was succeeded by Mr. Raymond Ken- 
 nan, a former graduate of our schools. The enumeration of 
 children between 5 and 21 years of age showed 1,736, and 
 our whole population was 5,043. 
 
 In May, 1873, H. M. Wooster and S. M. Fuller were elected 
 to the Board, and at the first regular meeting the Board or- 
 ganized under the new School Law of May 6 th, 1873, and 
 under the sections applicable to Village Districts. A fine 
 piano was purchased during the summer for the use of the 
 High School, the money for the purchase being raised 
 mostly from sources outside of school funds. 
 
 Mr. Farwell was re-elected Superintendent at his previous 
 salary, and Miss S. H. Smith was re-elected Principal of the 
 High School at a salary of $800, and Miss M. S. Newton as- 
 sistant at a salary of $600. The tax levied was five and one- 
 fourth mills. 
 
 The Board appointed H. A. Farwell, Rev. C. E. Wright 
 and'S. F. Newman as the Examing Committee for teachers, 
 under the new law for the Village District, and it was re- 
 solved that the standard of qualification for teachers should 
 be the same as that adopted by the County Board, and with 
 the same fees. 
 
A committee, composed of H. M. Wooster, H. A. Farwell 
 and Theodore Williams, was appointed to re-district the 
 school limits, to more nearly equalize the numbers in the 
 different schools. 
 
 Fine copper-plate engraved diplomas were procured for 
 graduating classes, with the plate for reproducing them as 
 needed, at a cost of $126 per hundred, including the plate. 
 
 Miss S. H. Smith resigned her position in the High School 
 at the close of the school year in 1873. She had been a 
 teacher of marked ability in our schools for many years, and 
 her resignation was accepted with much regret. 
 
 Mr. Farwell was re-elected to the Superintendency in 
 July, 1873, and Miss Josephine Wright was elected to fill the 
 vacancy occasioned by the resignation of Miss Smith in the 
 High School, with Miss M. S. Newton as co-principal, with 
 salaries of $600 each. The tax levied was five and seven- 
 tenth mills. There was no election of members of the 
 Board in the spring of 1874, the law having been changed 
 so as to hold the Board elections at the same time in April 
 as our Municipal elections ; consequently, the members 
 whose time expired in May had to hold over until the next 
 April. There was a Graduating Class at the close of the 
 school year of eleven. 
 
 In July, 1874, Mr. Farwell's time having expired, the 
 Board elected Prof. C. W. Oakes Superintendent, at a salary 
 of $1,600 per year, and Mr. M. B. Ferguson Principal of the 
 Grammar School, at a salary of $800, in place of Mr. A. T. 
 Jones, resigned ; and Miss Emma Paddock as Principal of 
 the High School, at a salary of $750, with Miss Newton as 
 assistant. 
 
 Prof. Warren was employed to give two special courses in 
 Penmanship, to both scholars and teachers, at $150 per 
 month, during the winter and spring. 
 
 The annual election of the Board was held in April, 1876, 
 at the same time as the municipal election, and partook in 
 some degree of the political bias of the time. Messrs. H. 
 Mitchell and N. H. Pebbles were elected members of the 
 
Board, in place of Gardiner and Williams, whose terms had 
 expired. 
 
 The enumeration taken under the law of May 6th, 1873, 
 limits the school age to those between 6 and 21 years — our 
 last enumeration embracing those between 5 and 21 years. 
 We find the number reduced to 1,634. The average daily 
 attendance was 614, of whom 80 were in the High School. 
 It should be stated, in explanation of the small per centage 
 of daily attendance to the enumeration, that the Catholic 
 denomination maintains separate schools, and also the Lu- 
 therans (making three in all), and employing four or five 
 teachers. 
 
 The whole receipts for the year, including $2,363.36 on 
 hand, were $20,260.96, and the expenditures were $12,114.37, 
 leaving a balance in the hands of the Treasurer, September 
 1st, 1874, of $8,146.59. This covers the school year from 
 September, 1874, to September, 1876. Quite a large item in 
 this expenditure was for building, grading, etc., and not for 
 ordinary expenses. 
 
 There were thirteen in our Graduating Class at the close 
 of this school year. 
 
 Mr. Oakes was re-elected to the Superintendency in June, 
 1875, at a salary of $1,800. Miss Paddock having resigned 
 her position in the High School, and Mr. Ferguson having 
 resigned in the Grammar School, Mr. C. S. Young was 
 elected Principal of the former, with Miss Newton as assist- 
 ant, and Mr. A. E. Roberts to take charge of the latter. 
 
 The Board this year added vocal music to the branches 
 taught, and engaged the services of Prof. Luse at a salary of 
 $600, to divide his time between the different schools. The 
 High School and the A and B Grammar rooms were reseated 
 with more modern seats and desks. A tax was levied of 
 five mills. 
 
 Initiatory steps are being taken to open a German School, 
 in addition to those heretofore sustained. 
 
RECAPITULATION . 
 
 A brief recapitulation of the prominent points in our 
 School History may not be uninteresting. 
 
 Our Graded Schools were organized under the General 
 Law of 1849; they opened under that law in Sept., 1850; 
 the population of Norwalk was then about 2,000; the en- 
 rollment the first year was about 400; they have been in 
 operation 25 years; our present population (1876) is 5,400; 
 our enumeration, between 6 and 21 years, for 1875, was 1,634; 
 our enrollment in schools, exclusive of Catholic and Luth- 
 ern Schools, is 939. 
 
 We commenced with four schools, in three buildings, and 
 five teachers; we now have six school houses; sixteen 
 schools and twenty-four teachers. 
 
 We paid our first Superintendent $600 per year, and our 
 female teachers 114 per month ; we now pay our Superin- 
 tendent $1,800 per year, and our female teachers from $35 to 
 160 per month; and we pay the Principal of our Grammar 
 School $1,000, and $800 for male teacher in the High School. 
 Our monthly pay roll is now $1,200. 
 
 We commenced with three grades, Primary, Secondary 
 and Grammar; we now have nine grades, embracing the 
 High School, with a standard of education intended to fit 
 pupils to enter College. We think the average cost per 
 scholar, for instruction for a series of years, will not exceed 
 $15 per year. 
 
 Our school property in 1850 was worth $2,300; it is now 
 worth over $40,000. 
 
 Our course of study is very nearly that recommended by 
 the North Eastern Ohio Teachers' Association. 
 
 We have a Night School, opened a few months since, 
 employing three teachers, and having one hundred scholars 
 in attendance. 
 
 The Board is about employing a German Professor to give 
 instruction in the different schools in that language. 
 
We have had seven different Superintendents in our 
 schools since organizing under the graded system, as fol- 
 lows: D. F. DeWolf, from 1850 to 1853; W. P. Clark, from 
 1853 to 1854; A. S. Hutchins, from 1854 to 1855; William 
 Mitchell, from 1865 to 1859; T. E. Baker, from 1859 to 1860; 
 R. W. Stevenson, 1860 to 1871; H. A. Farwell, 1871 to 1874; 
 C. W. Oakes, 1874. 
 
 Our list of graduates numbers 107. 
 
 An Association of the Alumni was organized last year, 
 which proved both pleasant and profitable, and promises to 
 be a permanent society, holding regular meetings hereafter. 
 It numbers among its members many of our best citizens, 
 and gathers from abroad many, occupying prominent 
 positions, who have gone out from us. 
 
 The educational interests of 'our town were never receiv- 
 ing more attention than at present. Our citizens, our 
 Board, our Superintendent and teachers, all are co-operating 
 for the best interests of our schools. An experience of 
 twenty-five years convinces us that the system is a good one 
 and should be sustained ; and we are proud to say, our peo- 
 ple do sustain it generously and ungrudgingly. 
 
 The Catholic portion of our population has never felt dis- 
 posed to participate, to any great extent, in the benefits of 
 our Public Schools, preferring to maintain their separate 
 denominational instructions. They maintain two schools, 
 within our district, employing four teachers. 
 
 The Board of Education has never made the reading of 
 the Bible in our schools imperative upon Superintendent 
 or teachers, but has left the matter wholly discretionary 
 with them ; and though the general practice is in most of 
 our schools to read a portion of the Scriptures in the open- 
 ing exercises, no strictures or criticisms have arisen of a 
 sectarian character to disturb their peaceful progress. 
 
 There is no local interest dearer to our people than that 
 of maintaining the high standing of our Public Schools. 
 
The impression has grown into a settled conviction, that 
 with universal sufirage, the great safeguard for our institu- 
 tions, both civil and religious, is in universal education. 
 
 Respectfully submitted, 
 
 ALFRED NEWTON, 
 C. W. OAKES, 
 THEODORE WILLIAMS, 
 
 Special Committee. 
 
HISTORY OF OBERLIN 
 
 Public Schools. 
 
 ORIGINAL PLAN. 
 
 The history of Oberlui Schools is a history of Oberlin. 
 The school was antecedent to the village. The object of the 
 founder was to establish a school, not a town or a city, and 
 to-day the village is the out-growth of the schools, and its pros- 
 perity depends largely, if not entirely, upon their success. 
 
 The original plan of the founder of Oberlin College was 
 that primary instruction should be given in its preparatory 
 department. 
 
 FIRST PRIMARY SCHOOL. 
 
 With this view the first Primary School was established, 
 under control of the officers of the college, in 1834. The 
 School was taught by Miss Eliza Branch, of Sudbury, Vt., 
 afterwards the wife of Rev. Geoi-ge Clark, who is still living in 
 Oberlin. Her work was well spoken of in the first catalogue 
 published by the college. There was a provision among the 
 college rules that no pupil could be admitted to the insti- 
 tution under eight years of age. This system proved imprac- 
 ticable, and at the end of a year was given up. 
 
 FIRST COMMON SCHOOL. 
 
 The first Common School was taught in one part of the 
 house belonging to Deacon T. P. Turner, in 1838, by Miss 
 Anna Moore ; subsequently this school was moved into a shop 
 near the corner of Main and East College streets. Till 183S 
 
this school seems to have itinerated, settling for a term where- 
 ever a vacant room could be found. 
 
 FIRST SCHOOL HOUSE. 
 
 In the year 1838 the first school-house w^as built. This 
 
 w&s a small frame building, containing but one room, and 
 
 situated on the corner of Main and Lorain street, near 
 
 where the First Church now stands. The building of 
 
 this house was considered a step forward and upward 
 
 in the cause of education by its friends, by its enemies 
 
 as an unwarranted piece of extravagance. At first this house 
 
 was furnished with rough boards for seats, and nothing more. 
 
 Afterward, rough tables were placed round next to the wall, 
 
 and chairs placed in front of the tables, with backs toward the 
 
 fireplace and teacher. This school-house was the only one 
 
 built till 1851, although the number of pupils doubled and 
 
 tripled during these twelve years. Every room and shop 
 
 that could not be used for any other purpose, were secured 
 
 for the schools. Private schools were numerous at this time, 
 
 and for many years afterward, and from all accounts, more 
 
 efficient than the Common Schools. 
 
 / 
 
 FIRST RECORDS. 
 
 The first written records of the school I have been able to 
 find, are in the' report of the directors in 1840. The amount 
 of money received from the township treasurer is reported 
 as $160.70. The language of the report is somewhat quaint : 
 
 " That the following schools have been kept in said district 
 during the year : 
 
 I. School kept by Jeremiah Butler, 14 weeks at $18 
 
 pr. month, $63.00 $63 00 
 
 Board and washing at same time 17 00 
 
 r School kept by Catharine G. Stevens, 18 weeks at 
 
 $2.50, including board . 41^ 00 
 
 Paid Mrs. Penfield for room rent " 75 
 
 I School kept by Laurette L. Turner, 9 weeks at $2,25 
 
 per week, including board 20 2^ 
 
 I School kept by Mary Hall, 5 weeks 6 30 
 
 Balance now due in treasury, $2.33." 
 
 I find farther from the report, that in the school taught by 
 
Ml. Butler tliere were enrolled 58 pupils. 
 
 In the school taught by Miss Stevens 36 " 
 
 In " " by Miss Turner 44 " 
 
 ■In " " by Miss, Hall the number is not given, 
 
 the school, however, was organized to accommodate two or 
 three families at a distance. I have no means of knowing 
 whether these schools were taught all at the same time in dif- 
 fei'ent rooms, or whether at different seasons of the j ear in 
 the same room. This being the case, it is not possible to ascer- 
 tain the number of different pupils enrolled during the year. 
 The names of the directors subscribed to this report are Brad- 
 street Stevens and John Grannis. We find that beside the so- 
 called common branches, Natui'al Philosophy and History 
 were taught in Mr. Butler's school. 
 
 I'lRST STATISTICS. 
 
 In 1842 the statistics of the village show an enumeration of 
 95 males and 129 females — total, 224. This is the first enume- 
 ration on record, and included all persons living in the district 
 between the ages of four and twenty-one years. In 1844 the 
 enumeration had increased to 256. The directors report that 
 eight schools were taught during this year, making in all 
 twenty-two months, at an average price of $12 per month. 
 That the number of different pupils enrolled during the year 
 was 63. The whole amount paid for tuition, $264, making 
 the cost per pupil, $4.20 for six months instruction, which, in 
 proportion to the time, equals the cost per capita of instruc- 
 tion at the present day of high prices. A part of this was 
 paid out of the Common School Fund, and a part by private 
 subscription. 
 
 HIGHER BRANCHES TAUGHT. 
 
 According to this same report, advance ground was taken 
 in relation to the subjects taught, as we find in addition to the 
 common branches. Elements of Chemistry, Natural Philoso- 
 phy, Astronomy, History, Algebra, Composition, Music, the 
 Latin and Greek languages enumerated. From this time 
 forward till 1S51 and 1S52, the schools seem to have been in 
 
about the same condition, and on the same plan as represented 
 by the above report. The number did not increase much until 
 about 1849 and 1850, when suddenly it nearly doubled, giving 
 an enumeration, in 1851, of white males 190 ; of white females, 
 304 ; colored males, 19 ; females, 15 — total, 428. This increase 
 was due in great part, no doubt, to the enlargement of the 
 school district. The higher branches, introduced in 1843, 
 were not continued to any great extent during the remaining 
 years the district school system was extant. 
 
 CONDITION OF SCHOOLS. 
 
 During these years the Common Schools were struggling 
 for an existence, with but little life and efficiency. As re- 
 ported by one of the fii-st directors, the rooms were small 
 and inconvenient, with no furniture in most cases, situated in 
 chambers in private houses, wherever one could be rented, 
 with an enrolment of from thirteen to eighteen pupils in a 
 room. 
 
 FIRST DIRECTORS. 
 
 Among the first directors are found the names of Peter P. 
 Pease, D. B. Kinney, H. C. Taylor, John Grannis, Bradstreet 
 Stephens, Thomas P. Turner, Ralph Campbell and Jonas 
 Jones, Henry Cowles, Henry Peck. 
 
 FIRST SUPERINTENDENTS AND TEACHERS. 
 
 I find many reports, during the first ten years, signed B. 
 Pelton, Superintendent of Common Schools. What that 
 office was during these years, I am unable to determine. 
 Judging from his reports, I should conclude it was that of 
 general censor. J. L. Hunter succeeded Mr. Pelton in this 
 office, and M. H. Safford was Mr. Hunter's successor. The 
 superintendence of these gentlemen extended over all the 
 schools in Russia township. 
 
 Beside the teachers already named were Miss EUis, Eliza 
 Hitchcock, Margaret Wyett, Q^ M. Bosworth, D. M. Ide, 
 Joseph Barnum, Miss H. Jones and Margaret Pease, of whom 
 the superintendent says : " She seems industrious and well 
 earned her money." 
 
 NEW BUILDING ERECTED. 
 
 In iSiji and 1852 a new brick building was erected, nearly 
 
West of Tappan Hall, across Professor street. This building 
 was two stories high, and contained three school rooms and 
 one recitation room. The rooms were furnished with desks 
 and seats, which were comfortable and quite elegant for the 
 time and place. For the first time an attempt was made to grade 
 the schools in Oberlin, not under any special law, but into a 
 village graded school. The first room w^as called the Primary 
 room, the next the second room, and the third the higher 
 room. During the winter term, Alexander Bartlett, now Pro- 
 fessor Bartlett, of Marysville College, taught in the higher 
 school with an assistant, and had a general oversight of the 
 other schools. Miss Susan Cox, Mrs. Sarah W. Appleby, 
 and Miss Alvira Jackson, were teachers in the new building 
 during the first year, and remained in the school several years 
 afterward, and stood high as teachers. Mrs. Appleby was a 
 successful teacher for about ten years 
 
 The building of the new house met with much opposition, 
 although there were more than four hundred pupils in the 
 district, with but one school-room, built thirteen years before. 
 The rooms of the new building were soon full, and two schools 
 were established in the old Cocoonery, built some years be- 
 fore for the manufacture of silk. These schools were pre- 
 ■ sided over by Mrs. Appleby and her daughter, Addie, giving 
 to the district five schools yet without much system in grading ; 
 pupils attending the school most convenient and acceptable to 
 themselves and parents. 
 
 JOSEPH BARNUM APPOINTED SUPERIXTENDEXT. 
 
 This state of things lasted till 1854, when the schools were 
 re-organized, and Mr. Joseph H. Barnum, now of Memphis, 
 Tenn., was elected superintendent at $450 per annum, after- 
 wards increased to $600. A course of study was arranged, 
 but not published. 
 
 After three years of successful labor in the schools, Mr. 
 Barnum resigned and accepted the position of Superintendent 
 of the Union Schools in Elyria. 
 
 ADDITIONS MADE TO THE BUILDING. 
 
 During the last year of Mr. Barnum's supervision two 
 
wings were attached to the brick building already mentioned, 
 two stories high, making a building with seven school-rooms 
 and ample halls. The interior of this building was conveni- 
 ently arranged, and the rooms were comfortable. The archi- 
 tecture of the house, viewed externally, was fearful in its ugli- 
 ness, and stands to-day as a monument of the bad taste of its 
 builders. Still the house served its day and generation well, 
 and we all look upon it with reverence and regard, and per- 
 haps with a kindlier feeling than the more elegant structure 
 that has taken its place. 
 
 W. W. WRIGHT SUPERINTENDENT. 
 
 In the fall of 1857 the schools were continued without 
 a superintendent. At the beginning of the winter term the 
 Board selected one of its own members. Deacon W. W. 
 Wright, a graduate of the college, to have a general supervi- 
 sion over the schools, and to teach some classes in the higher 
 department. Deacon Wright continued the work for the rest 
 of the school year. 
 
 NO SUPERINTENDENT. 
 
 During the years 1858 and 1859, the office of Superintend- 
 ent remained vacant The funds were low and the right man 
 did not appear. This proved a decided injury to the school, 
 which ran down in numbers and in discipline and lost much 
 of the confidence of the people. 
 
 SCHOOLS ORGANIZED UNDER THE LAW OF 1849. 
 
 In i860 the Union School was first organized under the law 
 of 1849. The School Board then elected consisted of Thomas 
 P. Turner, James Monroe, S. D. Hinman, William Hovey, ]. 
 M. Langston and William Johnson, all of whom had been 
 active in securing the change. 
 
 SAMUEL SEDGWICK ELECTED SUPERINTENDENT. 
 
 This Board appointed Samuel Sedgwick, a graduate of 
 Oberlin College, Superintendent, at a salary of $600, who 
 served in this capacity nine years, receiving for the last two 
 years, $1,000 per annum. 
 
 HIGH SCHOOL INAUGURATED. 
 
 The High School was at once inaugurated under his 
 
instruction and that of a lady assistant. The other grades 
 were improved and the school became efficient and prosper- 
 ous. The branches taught in the High School were Algebra, 
 Latin, Natural Philosophy, Physiology, English Analysis, 
 Grammar and Arithmetic. The pupils were drilled also in 
 Elocution and English Composition. 
 
 The studies in the intermediate grades and in the Primary 
 School, were Reading, Writing, Spelling, Mental and Written 
 Arithmetic, General and Physical Geographj'. Singing was 
 practiced, though under the care of the assistant teachers only. 
 Light Gymnastics and Posturing were taught. 
 
 MR. Sedgwick's assistant teachers. 
 
 Mr. Sedgwick's assistants during these years, were Mrs. J. 
 Jump, Miss Minerva Tenney, Miss Melissa Tenney, Miss 
 Hattie Holtslander, Miss Martha Turner, Miss Frances 
 Turner, Miss Almira Hamilton, Miss Amelia Johnson, Miss 
 Mary Gaston and Miss Fanny Durand. Their wages aver- 
 aged about $40 a month. 
 
 BOARD OF education. 
 
 The gentlemen who served on the Board from time to time, 
 were J. H. Fairchild, J. W. Peek, W. C. French, William 
 Hovey, John Clark, Homer Johnson, E. J. Goodrich, D. P. 
 Reamer, S. Plumb, J. M. Ellis and James Dascomb. 
 
 The position of these officers was by no means a sinecure. 
 Persistent and successful effi3rts were made to improve the 
 spirit of the school and enUst the interest of parents. The 
 buildings were kept in excellent repair, new furniture pro- 
 vided ; the grounds were adorned with shrubbery and trees, 
 and the walks were flagged. The examination of teachers 
 was made more thorough, and the wages increased. The 
 number of pupils in the High School increased to about fort}-. 
 The whole number enrolled in all the schools being as high as 
 four hundred and fifty. 
 
 LIBRARY. 
 
 A Library of about four hundred volumes was raised, and 
 about $200 expended for maps, charts and globes. 
 
E. F. MOULTON ELECTED SUPERINTENDENT. 
 
 In the fall of 1869, Mr. Sedgwick resigned, and Mr. E. F. 
 Moulton, a graduate of Oberlin College, was appointed his 
 successor with a salary of $1,500, which has since been raised 
 to $1,700. About half his time is occupied in superintend- 
 ence, the rest in teaching. 
 
 In 1S60-61, H. A. Pease and Judson Smith became mem- 
 bers of the Board of Education. Up to the present time the 
 gentlemen serving on the Board, beside those mentioned^ have 
 been Albert H. Johnson, John Watson, Montreville Stone, 
 Alexander Steele, C. S. Martindale, Alpheus Manly, C. H. 
 Churchill, Edward Johnson and Edwin Regal. 
 
 Since the resignation of Mr. Sedgwick, the schools have 
 been in charge of Mr. E. F. Moulton, making but two super- 
 intendents in sixteen years. 
 
 CHANGE IN COURSE OF STUDY IN THE HIGH SCHOOL. 
 
 Immediately on Mr. Moulton's accession a change was made 
 
 in the course of study ; English Literature, Evidences of 
 
 Christianity, Biblical Antiquities, Botany, Roman and Gre- 
 cian History, Virgil and Sallust,' and Greek through two 
 
 books of Homer, were introduced into the High School. 
 
 CHANGES IN THE GRAMMAR SCHOOLS. 
 I 
 
 —-In the Primary and Grammar Schools were introduced 
 Music and Drawing by professional teachers ; also. Elements 
 of Botany and Physiology. 
 
 INCREASE OF PUPILS. 
 
 The number of pupils in the High School was more 
 than doubled, and has averaged over a hundred for the last 
 six years. The number in this school at present is one 
 hundred and twenty-four. 
 
 The youth enrolled in all the schools has doubled since the 
 organization of the new system in i860. 
 
 The enumeration of youth for the year 1875, was 1,129, 
 which gives 82 per cent, of the enumeration enrolled in the 
 public schools. Add to this the number of youth of school 
 
age belonging to Oberlin, enrolled in some department of the 
 College, and itlwill show that 91 per cent, of the enumeration 
 has been attendiag school some part of the year. 
 
 SCHOOL YEAR TERMS VACATIONS. 
 
 The school year begins with the State school year, and con- 
 sists of thirty-eight weeks. It is divided into three terms— a 
 fall term of sixteen weeks, a winter term of ten weeks, and a 
 spring term of twelve weeks. The'fall term js followed by a 
 vacation of two weeks, and the winter of one week. -,The 
 • year closes the second week in June, 
 
 PROMOTIONS. 
 
 The annual examinations and change of grade throughout 
 the schools is at the close of ,the spring term. Pupils of any 
 department may also be promoted r.t the close of any term, 
 and even during the term, to an advance grade, if it becomes 
 evident to superintendent and teacher that they are qualified 
 to do the work of the next higher grade. 
 
 CLASSIFICATION. 
 
 The primary school course is for four years ; the grammar 
 school course for four years ; the high school course, as 
 arranged in our manual, is for three years, though practically 
 for four. For the last five years there have been four classes 
 in our high school, with a four years' course of study. The 
 committee on classification have reduced the course again to 
 three years, with the view of giving an opportunity to those 
 who desire and are able to do the work in this time. Other 
 pupils who are younger, and in less haste to finish their 
 studies, will be permitted to spend four years in completing 
 the course, with the addition of some special studies which 
 shall be arranged for them by the committee on classification. 
 In the primary and grammar departments there is but one 
 grade in a room, with one teacher for each grade. It has been 
 only by the closest grading that the work of the teacher has 
 been rendered at all efficient, with the large number of pupils 
 we have been compelled to give to each teacher. In the 
 
almost complete classification to which we have brought our 
 schools, the teacher's time is so economized that she can 
 instruct her pupils, although in large numbers, as well as hear 
 their recitations. The explanation to one scholar will suffice 
 for the whole class. The teacher has time also for special 
 instruction ; time to attend to the proper discipline of her 
 school ; time to incite in the minds of her sholars an enthusi- 
 asm for study, and inspire them with the true spirit of their 
 work. 
 
 COURSE OF STUDY 
 
 Five years ago the former course of study was replaced 
 with the more progressive and comprehensive course arranged 
 by a committee of experienced teachers appointed by the 
 North-eastern Ohio Teachers' Association. We have found 
 this course of study practical, and in every way adaptad to the 
 best methods of instruction, I think I can safely say that our 
 oldest and best teachers have been able, with this new course, 
 new classification, and the new methods of instruction that 
 have been introduced, to accomplish as much in one year as 
 they accomplished in two under the old regime. This course 
 has been thoroughly revised and improved with all the new 
 light we could get up to the present time. The high school 
 course has been arranged without reference to this course, and 
 with special reference to the course of study in Oberlin 
 College. The instruction in the primary schools is not chiefly 
 oral or chiefly "object lessons." We believe in both methods 
 of instruction, and use both to some extent. Neither method 
 has been allowed to take the place of what may properly or 
 improperly be called text book work. By a judicious combi- 
 nation of all, the teachers have been able to produce the most 
 satisfactory results. 
 
 The instruction in the grammer schools, in method, is much 
 the same as in the primary grades. During the first two 
 years special attention is given to geography and map-draw- 
 ing ; much attention is also given toral instruction in grammar. 
 During the last two years Harvey's two grammars are com- 
 pleted. Arithmetic is also completed and reviewed the last 
 
year In the high school. Special attention is given to history, 
 both modern and ancient. Elementary botany is completed 
 in these grades. Our pupils are very enthusiastic in this 
 study, and the best results have been obtained. Composition 
 and declamation are required once a week. Two literary 
 societies are in successful operation in each of the grammar 
 grades. These societies have their regular officers, who con- 
 duct their affairs with much efficiency. Vocal music has been 
 taught in all our schools for five years, with much satisfaction 
 to parents, and with much interest on the part of most of the 
 pupils. A children's concert is held at the close of each year, 
 with an admission fee, which nearly pays for the instruction 
 during the year. 
 
 Drawing has been systematically taught in the school the 
 last three years ; L. S. Thompson, of Sandusky, has supervi- 
 sion of this department. The pupils are greatly interested in 
 the work, and it has proved a great success. In regard to the 
 utility and practicability of drawing being taught in the pubhc 
 schools, I suppose there is no difference of opinion. 
 
 HIGH SCHOOL. 
 
 The average yearly enrollment in the high school for the last 
 three years has been 113 ; the average weekly attendance, 96 ; 
 the average daily attendance, 91. The want of room to 
 accommodate the scholars in this department, compelled us 
 to adopt a plan which at least is not usual, but which has 
 proven very successful for four years in our school. All the 
 pupils are required to meet together in the morning at nine 
 o'clock, for devotional exercises and other exercises which 
 pertain to the school as a whole. The programme is so 
 arranged that the two advanced classes recite all their lessons 
 during the forenoon session, which closes at twelve o'clock. 
 These classes are not required to return for the afternoon 
 session, except one day in the week for rhetorical exercises. 
 By this arrangement they have the entire afternoon and even 
 ing for quiet study at home. The teachers find their pupils 
 better prepared for recitation than when they were obliged to 
 study in the school-room. I doubt whether this plan would 
 
work as well in other places as in Oberlin, yet I think the 
 experiment worth trying wherever the high school is large 
 and the accommodations small. 
 
 The graduates of the High School are fitted to enter college, 
 and yearly furnish a large class for each of the college courses. 
 Young ladies graduating are fitted to enter the third year of the 
 Literary Course in Oberlin College. 
 
 The first graduating class was in 1863. The whole number 
 of graduates is 109, seventy-five of whom have graduated in 
 the last six years, including the senior class of this year. 
 
 The High School has served to give tone and character to 
 the Union School, and gives free tuition to a large number 
 who would otherwise never fit for college. 
 
 In all the departments, except the Primary, Mr. Moulton 
 has introduced monthly written examinations of the most 
 thorough kind, and students fitting for college are examined 
 by a Committee of College Professors, at the end of each term 
 of study. 
 
 About a year was added to the course necessary to enter 
 the High School. 
 
 ASSISTANT TEACHERS. 
 
 In this department Mrs. Pinney and Mrs. Hetta Ayres 
 have been very prominent and successful teachers, and 
 at present Miss Mary C. Gaston and Miss Anna Wright 
 are well fulfilling the same duties. Miss Thirsa John- 
 son, Miss Harmonia Wattles, Miss Mary Whitney, Miss 
 Minerva Reed, Miss Kate Dalton, Miss Exana Cochran, Miss 
 Sally Embree, Miss Hattie Markham, Miss Mary Hewitt, 
 Miss Mary K. Rich, Miss Julia Akers, Mrs. M. J.' Hubbard, 
 Mrs. C. M. Smith, Miss Sophia M. Hall, Miss Betsy Stone, 
 Mrs. A. M. Tannar, Miss Carrie Cheyney, Miss Julia M. Mc- 
 Wade, Mrs. Loraine A. Cornish, Miss Maggie C. Lamberton, 
 and Miss Tacy P. Aderson have been employed in the Pri- 
 mary and Grammar Departments, at salaries averaging $50 a 
 month. 
 
 SPECIAL TEACHERS. 
 
 Mr. L. S. Thompson has given special instruction in Draw- 
 
ing. and Mr. F. H. Geer, Mr. Calvin Cady, Mr. Wm. Cham- 
 berlain and Mr. C. A. Bentley in Music. 
 
 teachers' institutes. 
 
 An efficient Teacher's Institute, taught by the best educa- 
 tors to be had, is held annually in one of the principal villag-es 
 of the county, and this the teachers of the Oberlin Union 
 Schools attend with great constancy. 
 
 In July and August, 1875, a Normal Class of over sixty- 
 eight was organized in the High School building, at Oberlin, 
 which continued in .session six weeks, with most excellent 
 results. The teachers were Supt. H. Parker, of Elyria ; Supt. 
 E. F. Moulton, of Oberlin, and Prof. C. H. Churchill, of 
 Oberlin College. The branches taught were English Analy- 
 sis and Grammar, English Composition, Vocalization, Arith- 
 metic, Geography, Meteorology and Elementary Astronomy. 
 
 EXAMINING COMMITTEE. 
 
 The Examining Committee, consisting of Prof. Giles W. 
 Shurtleff, Prof Wm. Ryder and Supt. E. F. Moulton, have 
 within the last five years required very thorough examinations 
 of those applying for situations as teachers, and have brought 
 up the grade to a high standard. Anything less than 80 per 
 cent, in any one of the branches, is fatal to the success of the 
 applicant. 
 
 QJJALIFICATIONS OF TEACHERS. 
 
 Applicants for situations in the Primary Department, are 
 examined in all the common branches, and for the Grammar 
 Schools, History, Physiology and Botany, are also required. 
 For situations in the High, School, the applicants are exam- 
 ined, in addition to the common branches, in all the higher 
 branches to be taught by them. 
 
 Only such teachers as have certificates from the Local Board 
 are employed in the schools. 
 
 A certain amount of successful experience is required to 
 secure a position in the PubUc Schools of Oberlin. Thus the 
 best qualified and experienced teachers have been secured. 
 
and the greatest efficiency in instruction and discipline ob- 
 tained. 
 
 XEW SCHOOL BUILDING. 
 
 In 1872 the district voted to sell the old school building, on 
 Professor street, to the college for $5,000. They then] pro- 
 ceeded to raise $g,ooo additional for a new site and new build- 
 ing. The Boai'd of Education, the same year, applied to the 
 Legislature for the privilege of issuing $30,000 in bonds of the 
 village for school-house purposes. The privilege was granted, 
 
 NEW SCHOOL BUILDING. 
 
 and in 1873 the corner-stone of the new edifice was laid with 
 appropriate ceremonies. It was completed and dedicated in 
 December, 1S74, and at once occupied. 
 
 The building is a fine specimen of Gothic architecture, de- 
 signed by Blythe of Cleveland. It covers over 6,000 square 
 feet of ground, and contains eleven school rooms, a superin- 
 tendent's room, two smaller recitation rooms, and a library 
 room. Large and convenient halls, easy stairways, a fine light 
 basement, and every convenience of access and egress delight 
 
the eye. It is situated near the centre of population, on a lot 
 of about two and a halt acres, approached from two parallel 
 streets in front and rear. 
 
 The cost of the completed structure has been about $40,000. 
 The furniture is of the best modern make, and has cost about 
 $3,500 more. 
 
 RESULTS. 
 
 The taste of the pupils and teachers has been greatly stimu- 
 lated by the transition from crowded, dark and worn rooms 
 to the beautiful pleasant quarters of the new house, and many 
 pictures and flowers adorn the walls. 
 
 The bonds are being paid off at the rate of about $4,000 
 yearly, beside the interest. 
 
 The discussion and attention called out among the citizens 
 in raising the tax, deciding the location, and dedicating the 
 completed structure, has reacted most favorably upon the 
 school, which has never before in its history enjoyed so high 
 a degree of prosperity and public confidence as at present. 
 
HISTORY OF ORRVILLE GRADED SCHOOLS, 
 
 ■WAYWE COtTBTTY, OHIO. 
 
 This village, lying at the junction of the Ft. Wayne 
 & C. and Mt. V. & C Railroads, has no history prior to the 
 location of the first named railroad, in 1850, at which 
 date was built the first house of the present village, num- 
 bering about 1,500 inhabitants. 
 
 The present School District of the incorporated village 
 and annexed territory was originally part of two- Town- 
 ship School Districts, the one in Green and the other in 
 Baughman Township. 
 
 Of the early history of the old Baughman District No. 
 7, within the territory of which the village school build- 
 ings now stand, the following is all that can now be 
 gleaned : 
 
 The first settlement in the district commenced in about 
 1812, and so rapid was the immigration, after the close of 
 the war with England that, by 1822, nearly every quar- 
 ter section had a house upon it, and an occupant. But 
 during the first decade there were no schools, and for 
 very obvious reasons. 
 
 The first houses of the settlers were round log cabins, 
 of one small room, and built without a nail or an ounce 
 of iron in the structure. But, by the year 1822, many of 
 the pioneers had built their second and more commodi- 
 ous houses of hewed logs, and into which they had moved, 
 leaving their first cabins vacant. This seems to have been 
 the suggestion of the era of schools. 
 
 William Montgomery, the first settler upon the farm 
 in section 32, on which the school house of the old dis- 
 trict now stands, having moved recently out of his first 
 cabin into his second or hewed log house, did, at the re- 
 
quest of the neighboring householders, start, in his va- 
 cated cabin, a common school, of which he was himself 
 the teacher. This school, commenced in 1822, continued 
 two terms, and was the first school ever taught in the 
 district. Number of scholars, 40. There were Directors, 
 although no district was yet defined, or method prescribed 
 by law for their election. The teacher's pay was raised 
 by subscription. The branches taught were Reading, 
 Writing and Arithmetic, as far as the end of Long Divi- 
 sion (by aid of teacher's key). Books used were Dil- 
 worth, Daboll and the Nevi' Testament. The furniture 
 might be said to have included the means of lighting the 
 room, which was accom])iished by knocking out the 
 chunks and daubing between two of the wall logs nearly 
 all around the room, and tacking paper, greased for trans- 
 parency, over the long, narrow interstices. Under the win- 
 dows thus formed wooden pins were driven into the wall 
 logs, and upon these boards were placed tor desks. The 
 seats were made of split puncheons or slabs, with wooden 
 pins for legs, and these articles, with the addition' of the 
 King's rod, were the sole furniture. And such as this, 
 with but little change, were the schools of the district for 
 the first ten years. 
 
 At the close of Montgomery's terms, one Pierce taught 
 a term in a like vacant cabin, on what is now the Jacob 
 Martin farm. The next year Warren Harris taught a 
 term in a cabin near Samuel Taggart's Spring, within 
 what is now the corporate limits of the village. Next, 
 , Jonathan West taught a term in Robert Taggart's vacant 
 cabin,- within the now corporation. Then Abe Teters 
 taught two terms in the same place, and was succeeded 
 there for two terms more by James Tetej-s, afterwards 
 author of " Teter's Grammar," one of the very first pub- 
 lished in the State. 
 
 At the close of the last above named terras, tlie house- 
 holders, upon their own motion, and at the expense of 
 their own labor, put up a hewed log school house upon 
 the Foreman (now Huntsperger) Farm, two and a half 
 
miles southeast of Orrville. This Was the iirst house 
 built for school purposes withiu the district, and was 
 erected in 1826. It was larger than the former cabins, 
 and had glass windows, but the furniture was but little 
 improved. In this house Smith Orr taught two winters. 
 Then, during the winter of 1828, William Finley taught 
 thp school in Samuel Taggarrt's ca^iu in the corporation, 
 and the following winter William Wilson taught back in 
 the Huntsperger school house, and this term closed the 
 career of the tirst school house, for the reason that it was 
 deemed too far eastward in the neighborhood to accom- 
 modate the pupils, and to remedy this evil the house- 
 holders built another log school house on the extreme 
 western verge of the territory, just where Jacob Brenne- 
 man'sfine mansion now stands in Orrville. In this house 
 Aunty Chidester taught two terms, when it was also 
 abandoned, for the reason that it was located too far 
 westward for the convenience of its builders. The school 
 was then removed to the before mentioned cabin, on the 
 Jacob Martin farm, where Mrs. Chidester taught two 
 terms more, and was succeeded by William Finley, who 
 taught there until about the year 1835, when the house- 
 holders voluntarily, and without legal lev3'as before, built 
 a large, comfortable, hewed log school house, on the 
 Montgomery farm, about midway between the first two 
 school houses, and near the center of the district, and 
 very soon after the erection of this house the boundaries 
 of old District No. 7 were defined, and the school put 
 regularly in operation under the laws of the State of Ohio. 
 The school continued to be very successfully operated in 
 this house until about 1850, under the following teachers, 
 to wit : 
 
 McClellan Cox, Hotchkiss Alexander, Misses Orr, Jamison, 
 Scobey, Foreman, Mrs. Huston, Taggart, Martin, and others. 
 The branches taught in these schools from 1835 to 1850 were 
 Heading, Writing, A rithmetic. Geography and English Gram- 
 mar ; books used were English Reader and Western Reader, 
 lately McGuffey's Readers, the Western Calculator, Olney's 
 
Geography, Kirkham's Grammar and" Webster's Spelling 
 Book. The total enrollment during these years averaged 
 about 80 in winter, and average attendance 50. The teachers 
 were paid from $12 to |20 per month, mostly from State fund. 
 Previous to 1835, the teachers were paid from |8 to $15 per 
 month by subscription, collected by themselves. 
 
 About 1850 the district was sub-divided, and the educa- 
 tional interest thereof began to center in the then growing 
 village of Orrville, and an account of the growth of schools 
 therein forms a second chafpter given hereafter ; but before 
 leaving this first epoch in the growth of the schools, we can 
 with truth say that the men reared in these cabins and edu- 
 cated in these rude schools were those who have made the 
 "State of Ohio what it is tOrday. 
 
 The interest which was always manifested in self- culture by 
 the pupils of these early schools is worthy of remark, and was 
 possibly largely stimulated by the doctrines of universal suf- 
 frage and equal eligibility resulting from the War for Inde- 
 pendence. 
 
 Having traced the Public School through its early muta- 
 tions, we now find a sturdy branch, if not the mother stock, 
 flourishing in the midst of a growing village. As early as 
 1851, the little group of citizens, whose cabins clustered along 
 the line of the P., Ft. W. & C. E. R., at the point were it 
 passes from Baughman Township into Green, formed them- 
 selves into. a fractional sub-district, and in the latter part of 
 the same year erected their first school house. The house was 
 a small structure, about 20 feet square, but as commodious as 
 the backwoodsmen could afford. The house being sitauted 
 on the Baughman side of the town, was under the control of 
 the Baughman Township Board, and so remained for years. 
 
 A Mr. Brosius was the first teacher who conducted a school 
 in this house. Different teachers succeeded each other, but 
 the records contain no traces of them until H. H. Carr^ jr., 
 was employed, May 20th, 1856. Mr. Carr received a com- 
 pensation of $30 per month. His total enrollment was 70, 
 and average daily attendance 44. His report states that he 
 taught Orthography, Reading, Penmanship, Arithmetic, En- 
 
glish Grammar, Philosophy, Algebra and Geography. M. E. 
 Storrs had charge of the school during the winter of 1856-7. 
 He received $30 per month, and taught the same branches as 
 Mr. Carr did. His enrollment was 84, and attendance 46. 
 
 Long before this the house was felt to be too small for the 
 accommodation of the rapidly growing school. After the 
 subject had been brought to the attention of the Baughman 
 Township Board several times, they finally passed a resolution, 
 directing the sub-district to build a house, under the super- 
 vision of the Board, but not to expend above $1,000 in so do- 
 ing, as this was the extent to which the Board had deter- 
 mined to tax the citizens of the fractional sub-district for its 
 house. The resolution also contained a proviso that the citi- 
 zens of Orrville might add a second story to the house, by 
 " donation or -otherwise." 
 
 Accordingly, a house 30 by 40 feet, and two stories high, 
 was built in the latter part of 1858, the citizens of Orrville 
 completing and furnishing the upper room. 
 
 Little more need be said of the school up till the incorpor- 
 ation of the village. Its progress was steady, its teachers 
 generally able and efiBcient, and its financial support, though 
 at times meager, never caused it serious embarrassment. Two 
 teachers, whose salaries ranged from $20 to $45 each per month, 
 were usually employed during the winter session. 
 
 February 22d, 1865, the village of Orrville was incorpor- 
 ated, but the incorporation did not include all the territory 
 which had been embraced in the fractional sub-district. After 
 a long discussion, the Baughman Township Board, by a bare 
 majority, consented to attacli the territory contiguous to Orr- 
 ville to the incorporation for school purposes. 
 
 On the 18th of September, 1865, the Green Township Board 
 made a like concession, and thus was formed the Orrville 
 School District. 
 
 J. M. Palmer, who had conducted the school during the pre- 
 vious year, and Ly3ia Wilson, were employed to take charge of 
 the schools for five months, the former at a salary of $57 and 
 the latter $25 per month. The school opened on the 23d of 
 October, 1865, and enjoyed a season of great prosperity. Un- 
 
der the able matiagement of Mr. Palmer, the attendance in 
 his department became so large that an assistant, Miss S. Flor- 
 ence, had to be employed. A number of scholars, who paid 
 a tuition of about one dollar per month, attended from out- 
 side of the district. Mr. Palmer taught, besides the common 
 branches, single and double entry Book-keeping, Natural Phi- 
 losophy, History, and Algebra. The total enrollment in the 
 higher department was 63, with an average attendance of 38. 
 The Primary teacher had an enrollment of 86, and an aver- 
 age attendance of 52, 
 
 In 1868 it became apparent that a new house was needed. 
 After some delay and opposition, the qualified voters met on 
 the 18th day of March, 1869, and by their ballots pronounced 
 in favor of a new school house. 
 
 At a meeting of the Directors, on the third Monday of 
 April, 1869, D. G. Horst and Louis Piper were appointed a 
 building committee, with powers .to select a site aud contract 
 for the building of a new house. Very convenient grounds, 
 pleasantly located on Walnut street, were selected and pur- 
 chased at an expense of f 1,20U. A very suitable brick house, 
 60 by 40 feet, with two wings, each 14 by 24 feet, with a 
 commodious porch in front of each, was erected on these 
 grounds at a cost of |9,000. The house is two stories high, 
 and contains two rooms down stairs and a large one and a rec- 
 itation room up stairs. The wings are used for entrances and 
 stairways. - The house was built by separate contracts, under 
 the management of the Directors. It was completed early in 
 1870, and supplied with |800 worth of furniture by the Fur- 
 niture Company of Richmond, Ind. The money used in con- 
 structing the house was obtained by selling bonds, all of 
 which are now redeemed except one. 
 
 As time rolled along, the town became thrifty and prosperous. 
 Capital had begun to accumulate, and the people, freed from 
 the constant exertions for physical subsistence which a state 
 of poverty induces, began to turn their attention to the means 
 of a higher and better culture. Their facilities for acquiring 
 wealth had been largely increased, while their system of edu- 
 cation remained almost in its primitive condition. The 
 
thoughtful protested against this state of affairs, and insisted 
 upon the adoption of that system of education which would 
 afford the most lioeral means of culture and the highest prac- 
 tical results in the development and grqwth of the mental 
 powers of their yonth. With a desire to accomplish these 
 ends, an effort was made which resulted in reorganizing un- 
 der the Act of February 21st, 1849. 
 
 On the 20th of April, 1872, by their suffrage, the people 
 declared their willingness to thus organize. May 2d, the 
 first Board of Education was elected, and consisted of D. L. 
 Moncrief, Lewis Piper, James B. Taylor, Thad. D. McFar- 
 land, D. G. Horst, and W. M. Coup. The change from the 
 old to the new system was made and inaugurated without any 
 serious opposition. But the change did not immediately affect 
 the school. It seemed to be simply a change in machinery, 
 without affecting methods or results. In later years an im- 
 provement in the quality of the work became apparent. The 
 warmest friends and promoters of the movement were D. G. 
 Horst, J. B. Taylor, and I. W. Steele. 
 
 The building which was erected in 1869-70, though not 
 fitted up as well as could be desired, was commodious, and 
 answered every purpose of the new school. The school, as 
 I have already intimated, was not at first affected by the change. 
 The divisions. Primary, Secondary, and Higher department, 
 which had been in use were continued. lu the Primary the 
 rudiments of Reading, Writing and Spelling were taught ; in 
 the Secondary, Reading, Writing, Spelling and the rudiments 
 of Geography, Grammar and Arithmetic; in the Higher de- 
 partment, in addition to the more extended treatment of the 
 subjects which have been already under consideration, United 
 States History, Philosophy, Algebra and Geometry. 
 
 J. B. Ross, who had been engaged in the schools since the 
 fall of 1868, had charge of the Higher department at a salary 
 of $800 per year. He was not employed in the capacity of 
 a Superintendent, but rather as Principal of the department 
 in which he was placed. During the year 111 pupils were 
 enntlled in this department. The average daily attendance 
 for the winter term was 90. Laura Davison, at a salary of 
 
$35 per month, took charge of the Secondary, and Lou Steele, 
 whose salary was also |35 per month, was assigned to the 
 Preparatory. From the meager records it is impossible to 
 determine the enrqllment and attendance of the school for the 
 year. J. H. Myers was employed as Principal of the Higher 
 department during the latter part of 1873, and continued in 
 charge until his health failed, in the early part of 1875. He 
 received, as compensation for his services, $900 a year. 
 
 During the summer of 1875, S. R. Bell was employed as 
 Superintendent, at a salary of $900 per year. A course of 
 study was laid down and adopted, similar to that in use in 
 the Graded Schools of Northern Ohio. The school was now 
 fully systematized in accordance with the course of study, 
 which provided for four departments— Primary, Intermedi- 
 ate, Grammar and High School. The High School was not or- 
 ganized, because the corps of instructors was not large enough 
 to manage all grades. The Superintendent was obliged to 
 spend nearly all his time teaching in the Grammar School. 
 Only three teachers, besides the Superintendent, were em- 
 ployed. The most improved methods of instruction were 
 used, with monthly written examinations in the Intermediate 
 and Grammar Schools. The Centennial year opened out with 
 an enrollment of 240, and an average attendance of 205. 
 
PAINESVILLE PUBLIC SCHOOLS. 
 
 The earliest, schools in Painesville of which we have 
 been able to obtain reliable information were private 
 schools, taught by Mr. Flavins Josephus Huntington. 
 He had acquired considerable experience as a teacher be- 
 fore he removed from Connecticut to Ohio, having been 
 ■employed, from 1807 to 1815, as assistant to Dr. Ulysses 
 Dow, who was for many years the Principal of the 
 •Grammar School of New London. He came to Ohio, at 
 the solicitation of Governor Huntington, in the year 1816, 
 and, in July of that year, opened his first school. 
 From that time until the summer of 1849 — thirty-three 
 years — Mr. Huntington made teaching his sole business. 
 His schools, with two or three exceptions, were private, 
 or select schools, and the charge for tuition was from 
 $1.50 to $3.00 a term. Most of the early inhabitants of 
 the town were the pupils of Mr. Huntington, and the 
 ability with which many of them subsequently filled im- 
 portant positions proves the thoroughness and efficiency 
 of his instructions. Mr. Huntington still lives, at the ad- 
 vanced age of 87. 
 
 In the year 1829, the Legislature of Ohio passed a spe- 
 cial act incorporating the "Painesville Education Society." 
 The "Society" organized under this act was a stock com- 
 pany, which secured the funds requisite to purchg,se a site 
 and erect on it the building known for many years as the 
 Painesville Academy. The Academy had no fund from 
 which it derived income, its only property being its build- 
 ing and lot. For nearly twenty years, schools were 
 maintained in the Academy, and some excellent educa- 
 tional advantages were aflbrded to Painesville and the 
 ueighboring towns. Between the years 1845 and 1850, 
 
this Academy, like most of the Academies of Ohio, in- 
 cluding, probaltl^, all of those which had no endowmeut 
 to afford a partial support, began to decline, and it seemed 
 evident that some other means of education must be 
 adopted. 
 
 Previous to this time, under the act of 1838, the terri- 
 tory included within the corporate limits of the town of 
 Painesville, together with some contiguous territory, had 
 been divided into three School Districts. In these Dis- 
 tricts, school houses were erected, and the schools were 
 conducted under the supei-vision of three Boards of Local 
 Directors. The accommodations were inadequate, and 
 the- progress of the pupils in their studies was not satis- 
 factory ; and the Academy, which had supplied for a time 
 the need of advanced instruction, seemed to have declined 
 from its former efficiency. 
 
 In the spring of 1851, an attempt was made to consol- 
 idate the School Districts into which, the town was di- 
 vided, with the intention of establishing the Union School 
 system of education. A public meeting of the citizens of 
 Painesville was held at the Court House, at which the 
 propriety' of adopting the act of February 21, 1849, was 
 discussed. Speeches were made advocating the adoption 
 of tiie act, and also opposing the adoption of it. On sub- 
 mitting the question of the adoption of the act, a large 
 majority of the citizens present were against the measure. 
 
 This adverse result was attributed to the want ^of defi- 
 nite information in regai'd to the nature and the advan- 
 tages of Union Schools, and means were adopted to 
 supply the information which appeared to be needed. 
 Excellent service in this direction was rendered by A. D. 
 Lord, then Superintendent of the Public School of Colum- 
 bus, who addressed a public meeting of citizens. The 
 merits and advantages of such schools were discussed in 
 the newspaper of the village, and became the subject of 
 conversation, and, on the 28th of July,, 1851, a second 
 public, meeting of citizens was held to consider and vote 
 upqi^ the adoption of the act of 1 849. A,t this meeting, 
 
fifty-two (52) votes were cast for the adoption of the act, 
 and three (3) against the adoption. At the same meeting, 
 Timothy Rockwell, Allured Plimpton, James B. Carpen- 
 der, William P. Carter, Jerome Palmer and Henry C. 
 Beardslee were elected a Board of Education. On the 
 13th of August the Board organized by electing H. C. 
 Beardslee, President; A. Plimpton, Secretary ; and W. P. 
 Carter, Treasurer. William L. Perkins, Esq., Rev. J. A. 
 Brayton, and A. M. Wright, were appointed Examiners 
 of teachers. 
 
 The first Superintendent was Mr. George E. Howe, now 
 and for some time past the Acting Commissioner of the 
 Ohio Reform School at Lancaster, Ohio. Mr. Howe was 
 followed in 1857 by Rev. E. H. Hawley. Miss Betsey M. 
 Cowles followed Mr. Hawley in 1858, and she was fol-. 
 lowed in 1860 by M. T. Oatman. H. H. Merrill was then 
 Superintendent for one year, 1864, and he was succeeded 
 by Thomas W. Harvey, who remained until he was elected 
 School Commissioner of the State. Then the schools were 
 in charge of Miss A. M. Hawley, now of the Hughes High 
 School, in Cincinnati, for one year, 1871. She was suc- 
 ceeded in 1872 by E. E. Spalding, and ho in 1875 by I. 
 M. Clemens. 
 
 In 1852 the Painesville Education Society transferred 
 its title and interest iii the Academy Building and grounds 
 on Washington street, to the Union School District. Since- 
 this transfer the Board has purchased two adjoining lots, 
 and they now have a spacious lot, which is covered with 
 a fine grove of oaks of the original growth. In 1860 a 
 new school building was erected on these grounds at an 
 original cost of about thirteen thousand dollars ($13,000)_ 
 In 1867 a lot was purchased on St. Clair street, and a 
 school house, containing four rooms, was erected thereon, 
 at a cost of ten thousand dollars ($10,000). The Board 
 also own a lot on which it may be necessary to build a 
 third school house hereafter. The property now belonging 
 to the School Board is estimated at forty-five thousand 
 dollars ($45,000). 
 
The Board, during the Superintendency of Mr. Harvey', 
 procured a very good set of apparatus for illustrating Nat- 
 ural Philosophy and Electricity, and apparatus sufficient 
 to illustrate the leading principles of Chemistry. For 
 several ycai's the Board have employed a very accom- 
 plished teacher of the principles of Music and of Vocal 
 Music. At the commencemeut of the present school year, 
 the Board was entirely'free from debt, and had in its treas- 
 ury over three thousand five hundred dollars ($3,500). 
 
 The schools now have in attendance 550 pupils. 
 
 In High School 75 
 
 In Griunmar Schools 222 
 
 In Primary Schools 253^550 
 
 The schools, since their organization have prospered. 
 With one or two exceptions, the teachers have been compe- 
 tent, and many of them have been of rare excellence, and 
 it is believed that the instruction has been as thorough 
 and eft'octive as in any schools of the same grade in the ' 
 State. It is hoped that they will continue to be the pride 
 and boast of the town, and merit as well as receive the 
 cordial support of its citizens. 
 
 Painesvillb, April 1, 1876. 
 
:E3:isa:o:Ee"2- 
 
 OF THE 
 
 Public Schools of Piqua, O, 
 
 PIQUA, 
 
 Plqua is situated on the west bank or tiie Miami River, nine- 
 ty-two miles north of Cincinnati. It was formerly an Indian 
 town, whose history is traceable to about the middle of the 
 eighteenth century. It was named by a Shawa noes. tribe. The 
 word Piqua signifies "A man out of the ashes." The tradition is 
 tliat this tribe had assembled at an annual feast; and while seated 
 around a fire which had burned down, the Indians observed a 
 a pufiing in the embers, when suddenly a full grown man rose 
 out of the coals and ashes. From this circumstance the tribe 
 that settled here took its name. Afterward it was given to the 
 Indian village, which was burned in 1784, and the name was 
 finally transrnitted to this city. Piqua was laid out by the 
 whites in 1807. Its population in 1830, was less than five-hun- 
 dred; in 1840, one-thousand four-hundred and eighty; in 1847, 
 three-thousand one hundred; in 1860, four thousand six hundred 
 and sixteen; and in 1870, five thousand nine hundred and sixty- 
 seven. 
 
 THE PIONEER SCHOOLS. 
 
 The first school of this pioneer town was taught by Isaac Hen- 
 dershot, in 1808. If the house were now standing, it would be 
 in Young Street, about the locality of Swartz's Tavern. We 
 have but little account of either the house or the school. After 
 this time, and prior to 1817, schools were taught for several sue- 
 
2 
 
 eessive winters in a school house ^vhie^l stood on Main Street 
 near the site of the present Uity Hall. It was a log house, 
 chinked with clay, and contained only two small windows, 
 whose lights consisted of greased foolscap. Its size was about 
 30 ft. long by 20 ft. wide. A fireplace, capable of consuming- 
 almost incommensurable back logs, occupied nearly the entire 
 end of the house. The floor was laid of slabs; its roof was made 
 of rough; unshaved clap-boards, stayed by poles. The furniture 
 consisted of one row of writing benches, illy suited to the 
 sizes of the pupils, arranged on the sides and one end of the 
 room. They were made of slabs, and hewn-out pins entered into- 
 the slabs by a two-inch auger. 
 
 The American Preceptor, Webster's &peller and the Testa- 
 ment, were the first text-books used; afterward. Pike's 
 Arithmetic and Murray's Grammar were introduced. No- 
 classes were formed except the spelling classes. There wa.s 
 neither School Board nor Public Fund. Teachers were paid by 
 subscription, which they solicited and collected for themselves. 
 Pupils selected studies to suit them, and paid tuition, per term 
 of thirteen weeks, as follows t 
 
 For Reading and Spelling |1 oo 
 
 " Reading, Spelling and Writing 2 00 
 
 " Reading, Spelling, Writing and 4vithmetic 3 00 
 
 Instructors were not unfrequently poor scholars, without suf- 
 ficient education to teach the few branches asked for. They 
 were wanting in system and experience, and unless the miti- 
 gatinsr circumstances of those primitive days were suflBcient to 
 excuse their mistakes, they were wanting in judgment and 
 prudence. The punishment was generally hasty, passionate, 
 abusive, cruel. The rod, usually carried under the left arm, 
 fell backhanded, and without discrimination, upon an entire 
 row of pupils. The guilty one received what he was thought to 
 deserve, the others vrhat they were supposed to have deserved at 
 other times. Pupils were sometimes suspended by the thumbs 
 and flogged. The present presiding officer of the School Board, 
 was a victim of tTiis cruel treatment. There were no schools 
 at this time, north of Piqua. Pupils were sent here from Ft. 
 Wayne, Defiance, Wapakoneta and other places. The log house 
 
■was in use ■until about the year 1818 ; Micajah T'airfleW and 
 !feenjamin Cox, taught in it. 
 
 DISTRICT AND SELECT SCHOOLS, 
 
 Another school house, known as the Academy, was 
 completed ba 181-8. It was a brick building 30 feet square, 
 -which stood on the west side of Main Street, opposite 
 the City Hall. It was built by subscription, and was 
 used for both school and church purposes. Sometimes clergy- 
 men were employed, who taught during the week, and 
 preached on the Sabbath. John P. Finley taught the first 
 school in the Academy. Among the teachers who followed him, 
 were Daniel Mitchell, brother of the lamented General O. M. 
 Mitchell, and John Crozier. The Academy building was 
 burned by an incendiary in 1-831, after which event a log church 
 ■on Water Street was used for school purposes for a number of 
 years, together with a school house on the bank of the river 
 near Manning's Mill. About this time, or a year earlier, in 1830, 
 Mrs. N. A. Evans, who is still a resident of this city, began to 
 teach, and continued to labor in the schools of Piqua through a 
 period of 42 years. 
 
 In 1845 three district school buildings were erected. They 
 were 40 ft. long, by 28 ft. wide, and two stories high. Four 
 <eachers, two principals and two assistants, were accommodated 
 in each building. These houses were furnished with double- 
 boxed desks and a few portable blackboards. Public interest 
 increased upon the subject of education. The rasult of it secured 
 a larger attendance, and a better quality of school work than had 
 been hitherto. A nd while it was altogether an ungraded school, 
 there was in some decree a general plan of work and a more 
 systematic arrangement of classes, which looked to the economy 
 of both time and labor. Since the establishment of the graded 
 school system, they have been used exclusively for the primary 
 grades. One of these buildings is still in use. It would be 
 diflcult to attempt to give a list of the teachers who taught 
 successively in these schools. Cotemporary with them was a 
 succession of select schools taught in different parts of the town. 
 Up to this time no High School had been established. These 
 
private schools were calle'd 'Bigh Schools, to distinguish them 
 from the common school provided by law. In them were 
 taught in addition to the common branches, Latin, Greek, 
 Higher Mathematics, Natural Science^, and the Mental and 
 Moral Sciences. They were all subscription schools and were 
 well sustained. Many of the teachers were competent, indus- 
 trious, and successful. To trace these select schools accurately 
 from the time of their organization, ts likewise a difficult task. 
 "We shall attempt to give their record, only as far as it can be 
 definitely ascertained. 
 
 Prior to 1840 a creditable select school, with a course not so 
 extensive as the one indicated, was taught by John Vaile. 
 Then came successively the following teachers : James H. Bris- 
 tow, related to Benj. H. Bristow, Secretary of Treasury of U. 
 S., James H. Anderson, Daniel Horton, David Ayers, Nathan 
 H. Dow, Robert McMurdy, Aitlivan Rogers, Mrs. Mary T. 
 Bunyan, George G. Parker and Jonathan Fairbanks. Bristow 
 and Anderson taught in the basement of the Old Baptist 
 Church. Dow, JIcMurdy, Rogers, Parker and Fairbanks 
 taught in the basement of the Second Presbyterian Church. 
 The other schools were conducted probably in the basement of 
 the Methodist Church. Many of these teachers had excellent 
 schools, and did satisfactory work. To give in detail the char- 
 acteristics of each teacher and his school would be unprofitable 
 to this sketch. We shall give space to only a few. Especially 
 pleasant memories are retained of the schools of Robert 
 McMurdy, Mary T. Bunyan and Jonathan Fairbanks. 
 
 Mr. McMurdy and Jiis wife came to Piqua, probably in ]84o, 
 and taught every fall and winter until '47. They were natives of 
 Litchfield, Conn. During the seven years their school constantly 
 increased in attendance. They were held in high esteem for 
 their scholarship and ability to instruct. Mrs. McMurdy was a 
 superior teacher of the languages, and particularly of French. 
 Their school work was divided into about 20 classes, which xe- 
 cited daily. Quite a number of our citizens now prominent in 
 business and in the professions received their best school training 
 from Robert McMurdy. 
 
 Mrs. Mary T. Bunyan, now Mrs. Root, of Chenango Fork, N. 
 
Y., taught a select school for young ladies, commencing Septem- 
 ber, 1854. She was regarded as an excellent teacher. Her school 
 was crowded to such an extent that she fitted up a building 
 on Spring Street, and employed aasistants. Not even the en- 
 thusiasm of the new graded system for the first year in the 
 High School, abated the interest of her pupils. After four years 
 Mrs. Bunyan accepted a situation in the High School, which 
 she resigned the following year to teach in the Oxford Female 
 College. 
 
 The last of these select schools whs taught by Jonathan Fair- 
 banks in 1855-6, beginning in the spring of 1865. There were 
 five terms of eleven weeks each. It was a school for young 
 men, composed, as he himself states, of "the best boys in 
 Piqua." His enrollment was 55. The ages of his pupils ranged 
 from 12 to 25 years. Mr. Fairbanks fitted up a room, supplying 
 it with new furniture, in the basement of the Second Presbyte- 
 rian Church. On either side of the room were a rostrum, table 
 and blackboard. Some* of the time he conducted two recitations 
 simultaneously. He had about thirty recitations a day, besides 
 Latin and Greek. At first Geo. G. Parker, afterward Rev. N. 
 C. Cofltin, pastor of the Church, taught the languages. Mr. 
 Fairkanks is an enthusiastic New England gentleman, remark- 
 able for his social qualities. No teacher in Piqua has been more 
 popular among young men than he. He was pre-eminently suc- 
 cessful in arousing the energies of pupils and in sustaining a 
 "class spirit." Mr. Fairbanks moved to St. Marys at th6 close 
 of his last session. 
 
 GRADED SCHOOLS. 
 
 In 1866 the present High School building was completed. It 
 is 84 !t long, by 64 ft. wide, and three stories high, not includ- 
 ing the basement. It was furnished with double desks, which 
 are stin in use. The cost of it when finished, including- school 
 lot and grading the same, was $34,983.80. Its rooms are large 
 and well lighted. The buildins accommodates the grading and" 
 seating of six hundred pupils. The ofiHee of superintendent 
 was established, when the schools were sent into the new build- 
 , and has been continued since that time. The names of 
 
Superintendent. 
 
 Date. 
 
 Time. 
 
 iSalaries. 
 
 A. G. Chambers, 
 C. W, Fitch, 
 a. L. MQls, 
 J. Fairbanks. 
 Wm. Richardson, 
 Wm Carter, 
 C. W. Bennett, 
 
 1856 to 1860 
 
 1860 to 1861 
 
 1861 to 1862 
 1863 to 1866 
 1866 to 1873 
 
 1873 to 1874 
 
 1874 to 1876 
 
 4 years 
 
 2 " 
 
 11300.00 
 800.00 
 800.00 
 900.00 
 1800.00 
 1800.00 
 1800.00 
 
 superintendents in order, terms of service, salaries, and time 
 given to supervision, are shown in the following table: 
 
 Time Occupied in 
 '.rvii ' 
 
 % 
 
 }4 
 
 A. G. Chambers, Alumnus of Miami University, was elected 
 superintendent in the fall of 1856. Assisted by an able corps 
 of teachers, among whom were J. F Butterfleld and Miss Sarah 
 J. Height, in the High School, and W. D. Alexander and Mrs. 
 Anna James, in the lower grades, Mr. Chambers undertook the 
 organization of the first graded schools in this city. Common 
 to the experience of superintendents who have done similar 
 work, in classification and adaptation "of the new methods of 
 teaching and discipline to ungraded pupils, the school required 
 heroic treatment. On this account the first and second years 
 brought opposition and embarrassment. We are confident that 
 neither patrons nor pupils opposed the new system through 
 malevolence. This fact their present cheerful co-operation 
 attests. By the unyielding resolution of the superintendent, 
 promptly sustained by the Board, the schools received an 
 impetus to their twenty years of progress. Mr. Chambers classi- 
 fied the Primary and Intermediate Schools, and visited them 
 statedly. About three-fourths of his time was employed in 
 supervision. The High School was organized and attached to 
 the other grades, making three departments, viz: High, Inter- 
 mediate, and Priraar.y Schools. Eleven teachers including the 
 superintendent were employed. 
 
 in 1858 a catalogue was published containing the course of 
 study, the school officers, names of pupils classified, their grade, 
 «Sfcc. The departments in the High School building were sepa- 
 rated into male and female divisions. They sat in separate 
 rooms, but recited in the same classes. An effort was made to 
 prevent the association of the sexes, but without the best results. 
 Additions were secured to the library, already provided by the 
 
state. This library is still in use. Mr. Chambers left with his 
 pupils in Piqua, the memory of a positive man, a gentleman of 
 liberal culture, a teacher, self-sacriiieing to the future interests of 
 the schools. He is now principal of the Freehold Institute, at 
 Freehold, N. J. 
 
 In I860 C. W. Fitch, D. D., rector of the Episcopal Church, 
 was appointed superintendent and principal of the High School. 
 The next year Geo. L. Mills succeeded Dr. Fitch. Each of 
 these gentlemen served one year. No changes were made in the 
 course of study. 
 
 Jonathan Fairbanks returned from St. Marys in 1862, and was 
 appointed superintendent and principal of the High School. He 
 brought back with him all his former zeal and perseverance, and 
 served very acceptably for four years. Essentially the same ar- 
 rangement of school work, as to classification and text-books, 
 was retained which was adopted during Mr. Chambers' admin- 
 istration. Mr. Fairbanks combined the High School with the 
 Intermediate grade, retaining the arrangement indicated for the 
 separation of the sexes. All the examinatit,ns were oral, and 
 were held at the end of each term. Promotions were made at 
 the close of the winter term. Additions to the apparatus were 
 secured, among which were a telescope and a small model en- 
 gine. The latter was invented by the superintendent. Carpets 
 and furniture for the rostrum and superintendent's office were 
 purchased by the proceeds of exhibitions. 
 
 Mr. Fairbanks resigned in the winter of 1866 to engage in the 
 manufacture and sale of his engine. He has since re-entered the 
 profession, and is superintendent of the Public Schools at 
 Springfield, Mo. 
 
 Wm. Richardson, from Mass., Alumnus of Dartmouth Col- 
 lege, succeeded Mr. Fairbanks. During his seven years of ser- 
 vice many important changes occurred. The two High School 
 sections were separated frum the Grammar Department, and \\'ere 
 combined, making it a High School proper. The sections of the 
 Grammar grade were united, forming a distinct Grammar 
 School. The superintendent thoroughly classified the depart- 
 ments, changing the course of study to the new nomenclature; 
 viz, four years : Senior, Junior, Sophomore and Freshman, in 
 
8 
 
 the High School; the A and B gradas in the Grammar Depart- 
 ment; A and B grades in the Intermediate Department, and the 
 A, B, C and D grades in the Primary Schools. 
 
 Written examinations took the place of oral examinations, 
 and were conducted every month, at which time statements 
 were sent to parents or guardians, containi^^g the pupil's attend- 
 ance, punctuality, grade of scholarship, &c. The time of pro- 
 motion was changed to the close of the year. 
 
 The satne methods, of examinations and promotions, with a 
 few modifications, are still used. A JV ormal class, organized 
 and attached to the High School, is also sustained. Valuable 
 additions were made to the apparatus and library. 
 
 The German School was organized in 1872. It is classified and 
 in charge of a German teacher. Pupils from all the grades have 
 access to it. 
 
 For fifteen years past, the education of the colored children 
 has been provided for from the public fund, rooms beinar rented 
 for that purpose, up to 1870, when the Board of Education built 
 a school house for this class. 
 
 Wm. Richardson was highly esteemed by his teachers and 
 pupils. He is an efBcient instructor and an affable Christian 
 gentleman. In 1873 he was elected President of the Ohio Wes- 
 leyan Female College, Delaware, Ohio, which situation he still 
 holds. 
 
 Wm. Carter, formerly superintendent of the Public Schools at 
 Delaware, O., followed Mr. Richardson. He spent a year of 
 hard labor and intense anxiety for his work, and died June 4, 
 1874, on the evening of his commencement, and precisely at the 
 hour the audience had assembled to witness the graduation 6f 
 the class. 
 
 The present superintendent, 0. W. Bennett, Alumnus of the 
 Ohio Wesleyan University*, was electea in 1874. During his 
 administration, the primary grades were organized in the new 
 ward school buildings, and Language Lessons were introduced. 
 A new High School course of study is prepared. The Latin and 
 English courses are combined to eliminate the tragmental classes, 
 formed by the elective branches. 
 
TEACHERS IN HIGH SCHOOL, AND COURSE OP STUDY. 
 
 Instruotion in the High School has been uniformly systematic 
 and thorough. The following is a list of teachers who have 
 taught in this department since 1866 : J. P. Butterfield, Miss 
 Sarah J. Height, Mrs. Mary T. Bunyan, Miss Margaret H. 
 Wallace, Miss Sarah J. Thompson, Jos. Smith, Miss Mary 8. 
 Brown, Mrs. Ann Stewart, Miss Sallie Mitchell, Miss Clara 
 Chalfaw, Miss Flora Butler, Dr. Theo. Brooiis, Mrs. C. V. But- 
 terfield and Miss Mary E. Hall. 
 
 We mention the two High Scliool teachers who have taught 
 in it longest. Miss India Miller, now Mrs. I. M. Newton, of 
 Springfield, O., was connected with the school here nine years. 
 Mrs. Butterfield, the present High School teacher, has taught 
 five years. She is a graduate of Vassar College. These ladies 
 are> thorough scholars and have done superior work in this de- 
 partment, having shown the ability not only to inform, but to 
 train the minds of pupils. 
 
 The first class graduated from the High School in 1863, seven 
 years after the adoption of the course of study. A class has 
 been sent out every year since, making in all, thirteen classes. 
 The entire number of pupils who have graduated up to the close 
 of the school year ending June, 1875, is 135; males,. 33; females, 
 102. 
 
 The following is a list of branches completed each year in thie 
 High School without regard to the time given to them : 
 
 Freshman.— English Analysis, Physical Geography, Alge- 
 bra, Latin Lessons. 
 
 Sophomore.— Ancient History, Natural Philosophy, Physi- 
 ology, Geometry, Latin Reader and Grammar. 
 
 Junior.- Mental Philosophy, Rhetoric, Natural Theology, 
 English Literature, Csesar. 
 
 Senior.— Moral Science, Constitution U.S., Geology, Botany, 
 Astronomy, Chemistry, Virgil. 
 
 Each class has four recitations. To pupils who have com- 
 pleted this course, certificates of graduation are presented by the 
 Board. 
 
10 
 
 SCHOOL LAWS AND SCHOOL BOARDS. 
 
 The schools were organized, as nearly as we can determine, 
 under the first comajon school law of the State. In 1822 a 
 Board of Trustees was elected consisting of three men viz: 
 Martin Simpson, Joseph Defrees and John Brown. This was 
 perhaps the first Board organized in Piqua. We are unable to 
 trace the numerous changes whi'>h have occurred in school laws 
 and school boards as applied to this city. The schools liave 
 never been governed by any special law. In 1 850 they were 
 organized under the law passed Feb. 21, 1849, at which organ- 
 ization the number of members was changed to six men. This 
 organization remained until the above law was repealed by the 
 act of May 1, 1873, by which law the schools are now controlled. 
 The following gentlemen were members of the Board when the 
 High School building was erected, viz: Wm. Scott, Dr. G. 
 Volney Dorsey, W. W. Wood, Wm. Humfreville, J. D. Holt- 
 zermann and J. T. Janvier. The members of the Board now 
 serving are Capt. James Carson, Pres.; J. D. Shannon, Clk.; J. 
 p. Holtzermann, E. W. Shipley, A. Friedlich and E. Wilber. 
 Two ward school houses have been supplied by this Board. The 
 building of the 4th Ward cost about $12,000; that of the 1st 
 Ward cost $7,500. The lots and their improvements are in- 
 cluded In tills estiaiate. 
 
 These are two story buildings, each containing four rooms. 
 Each house is capable of seating two hundred pupils. Within 
 the last year the High and the North Primary building-shave 
 been heated by steam. 
 
 Basides the members named above, the following gentlemen, 
 who have served efficiently on the Board of Education within 
 the last twenty years, deserve honorable mention : Dr. C. S. 
 Parker, N. P. Wilbur, W. M. Garvey, M. H. Jones, Hon. J. F. 
 McKinney, Dr. H. H. Smiley, Seth H. Wood, A. B. Sawyer, 
 Dr. V. D. Brownell, W. O. Hoskins, W. P. Hall, H. Clark, T. 
 J. Lawton, Geo. C. Defrees. 
 
 Dr. Parker was elected in 1858 and served contmuously until 
 1875. Capt. Carson, who is .still a member, was chosen in 1860. 
 These ^re probably the oldest members of the Board. 
 
11 
 
 PKESENT CORPS OF TKACHKIIS. 
 
 HioH School.— Mrs. C. V. Butterfleld, Mi^.s Mary E. Hall. 
 
 GRAMJrAB School. —Ohas. F. Wilder. Miss Lucy E. Jordan. 
 
 Intermedi.\tk School.— J. L. Oar.scn, Miss JIartha Spen- 
 cer, Miss E. Christine Ernst, .■^lissCiiristina Pauldinj;-. 
 
 Primary Grades.— Mi.s.s Harriet A. Bro'jl^s, Miss Anna H. 
 Schafer, Mrs. T. J Bowdle, Miss I<:iiza H. Gordiai, Miss Flora. 
 Reynolds, Miss Anna Finfro(,'i<, Miss Clotildis P. MicKitrick, 
 Miss Tiizzie HardenbrooK, Miss Anna B. SMcncer, IMiss Hattie 
 S. Martin, Miss S. Rebecca Brotherton, Miss Bertha Wer.del, Miss 
 Inez Carter. 
 
 CtErmax Sciioor.. — Wni. Bicrniann. 
 
 CoLOREii School.— B. R. Ou\. 
 
 CON'CI.rslUN. 
 
 Tlie people of Piqua deserve commendation for their loyalty 
 to the public schools, and for the judicious selection of School 
 Boards, whose members liave labored with unselfish interest 
 and coiumendable enerafy for the jjnod of the school--. Supervi- 
 sion and systematic sTadation, many years ago, ceased to be an 
 experiment in this city, and the common seliool .system with its 
 versatility of methods, has webbed itself into the rtfFeclion.s of 
 the people. They have proved their confidence in them, by the 
 strongest of all te.sts, that of a ojeneral attendance of their chil- 
 dren, in a liberal acquiescence in the properly con.stituted 
 authority necessary to the maintenance of the system, and of a 
 Srowina;, permanent .scholarship. If the progress of the sy.stem 
 be sustained with equal zeal and precaution in years to come, 
 we may look to the future for still greater and nobler possi- 
 bilities. It is to be hoped that no cause, whether loctl or 
 national, will in any way interfere with the present healthful 
 condition of the Public Schools of this citj-, the result of twenty 
 years growth. 
 
PORTSMOUTH PUBLIC SCHOOLS. 
 
 The city of Portsmouth is situated on the Ohio river, 115 
 miles above Cincinnati, has a population of about thirteen 
 thousand, and enjoys a steady, healthful growth. Her educa- 
 tional institutions at the present day will compare favorably 
 with any in the State, and to show how evenly they have 
 kept pace with the growth and progress of the city, the fol- 
 lowing pages are prepared. The chain of facts at our com- 
 mand is not a continuous one. Many reports and documents 
 filed away in the Council Chamber in the Massie block, were 
 destroyed in the disastrous conflagration of 1871. Fortu- 
 nately we are in possession of sufficient data to illustrate the 
 rise, rapid development, and, we may say, perfection of a 
 system of educational training that is highly satisfactory in 
 its workings and results. That there have been times of dis- 
 couragement, induced by severe criticisms and violent oppo- 
 sition to some of the measures that entered into its progress, 
 is not strange; that we now enjoy the fruition of a well-earned 
 victory over all these obstacles, is generally and generously 
 admitted, even by those from whom sprang whatever of oppo^- 
 sition was manifest. 
 
 Portsmouth was incorporated as a town March 1, 1815, 
 under an act of the legislature the year previous. Mr. Henry 
 Massie had donated to the town, for school purposes, lot No. 
 130 and lot No, 143, comprising one tract upon which the 
 Second street school building now stands. He also donated 
 for the same purpose out-lot No. 39, which comprises a square 
 plat on the north-west corner of Fourth and Court streets, 
 running 355 feet on Fourth, and 445 feet on Court. The 
 Fourth street school building occupies a portion of this lot. 
 In 1823, Clarkson Smith rented a log house, then standing on 
 
the Second street lot, for $26 per year, in which he taught a 
 pay school. The furniture of this house was of the most 
 primitive sort. The benches were of slabs, with riven legs, 
 and without backs. Perhaps they varied in hight to accom- 
 modate the various stages of youthful physical development. 
 The desks were wide boards, adjusted against the wall, at 
 which the scholars took turns at writing. They also served 
 as receptacles for hats, bonnets and shawls, dinner-baskets 
 and buckets. The fire-place was wide and deep, and its 
 capacity for wood, though great, was never the subject of 
 mean comment, for the adjacent forest primeval was lavish 
 in its offerings, and the big boys were ambitious to display 
 their skill in the use of the axe, the greaf leveler of the forest 
 and the forerunner of civilization, while the big girls looked 
 on, admired, and selected their heroes. The text books used 
 were Webster's Spelling Book, Introduction to the English 
 Reader, English Reader, Sequel to English Reader, Pike's 
 Arithmetic and Murray's English Grammar. 
 
 In 1824 Uriah White rented out-lot No. 39, for which he 
 was to cut the trees and clear the ground. He, in turn, rented 
 the same to John H. Thornton for 6.18| per year. In 1829 
 George Ross Kelley taught the first free school in the frame 
 building now occupied as a dwelling by Philip Jung, near 
 the corner of Third and Washington streets. It continued 
 only three months. The public funds contributed to its sup- 
 port arose from the interest on the sales of the lands of section 
 16, and were exhausted at the expiration of that time. In 
 1834 a public school house was erected on lot '215, abutting 
 on what is now known as Locust alley, east of Madison street 
 and between Eront and Second streets. In this building Mr. 
 Hears taught a pay school the same year, and here, in 1833, 
 William S. Morrill taught a free school. In 1836 a company 
 of gentlemen, consisting of James Lodwick, Washington Kin- 
 ney and Peter Kinney, desiring to establish a " Select Female 
 School," received as a donation from the city a lot on the 
 corner of Fifth and Court streets, on which, at a cost of $900, 
 they erected a two-story brick house, the lower story of which 
 was used as a school room, while the second story was used 
 
only by the All Saints' Church Sunday School, access to 
 which was by an outside stairway. This building was and is 
 yet known as the Seminary. In a few years the Public School 
 system having received a new impulse by the provisions of 
 the special act of the Legislature in 1838, the City Council 
 purchased this bdil-ding and the ground previously donated 
 for $1,200, and it has ever since done duty as a school house. 
 
 By a provision of the town charter, as amended, the control 
 of the schools was vested in the Town Council in 1838. 
 
 In 1836 the whole number of youth enumerated was 454. In 
 1837 the value of school buildings is recorded as being $500. 
 They consisted of the one in the lower or First Ward, which 
 was a frame house, a mere shell, with weather-boardiag bat- 
 tened, and the log house on the corner of Second and Chilli- 
 cothe streets. The enumeration of the white children and 
 youth of school age was 278 males and 269 females. Attend- 
 ance for more" than two months and less than four months, 
 was 28 males and 22 females. Attendance at private schools, 
 40. Total public funds in the treasury, $529.80 ; total amount 
 paid teachers, $277. 
 
 There was but one school, and whether taught by one 
 teacher during the whole time cannot be ascertained. Neither 
 is it stated how many weeks school was in session that year. 
 
 On June 1, 1838, a contract was entered into with Ratcliff 
 & Shultzto build a Public School house on Fourth street for 
 $5,450. An old report describes this building as follows : 
 " This edifice is constructed on the model of the Boston and 
 Cincinnati school houses, so remarkable for elegance of exter- 
 nal aspect, and convenience for the purpose designed. It is 
 three stories in hight, and has six rooms, capable of accom- 
 modating eight hundred scholars." The final cost of this 
 building, when the extras were paid for in final settlement, 
 was $5,810.15. The building was completed, in 1839. It 
 was built under the direction of a committee of the City 
 Council, consisting of Joseph Riggs, Conrad Overturf and 
 Gideon J. Leete. 
 
 The town charter, as amended in 1838, placed the Common 
 Schools under the control of the President and Common Coun- 
 
cil, who were authorized and required, at the expense of the 
 town, to provide for the support of the Common Schools there- 
 in. This body had power to levy taxes for the erection of 
 buildings, to purchase lots of ground for that purpose ; also to 
 levy taxes to defray the expenses of teachers and fuel, and to 
 furnish the buildings with convenient seats, apparatus, &c. 
 
 By an ordinance passed September 21, 1838, the town was 
 divided into three districts, the First, Second and Third Wards 
 comprising respectively the First, Second and Third Districts. 
 The ordinance further provided that, as soon as. the school 
 house then being built should be completed, the Trustees 
 should immediately employ teachers and open schools therein, 
 which should be free and open to all the white children and 
 youth between the ages of four and twenty years, to be so 
 continued and free until suitable houses should be erected in 
 each of the districts. One Trustee should each year be 
 elected from each district to serve three years, who, together 
 with a Board of Visitors, consisting of five persons, should 
 have oversight and management of the schools. 
 
 In 1839 Washington Kinney, Joshua V. Robinson and 
 Gideon J. Leete were elected Trustees, and the Council ap- 
 pointed as Examiners Dr. G. S. B. Hempstead, Edward 
 Hamilton, John McDowell, William V. Peck and Samuel 
 Tracy. 
 
 The only record of the names of teachers, and the wages 
 they received per month, prior to 1839, that can be found, is 
 as follows : W. K. Scott, $37.50 ; Mrs. M. A. Wilcox, $29. 
 16 ; Miss Thankful Graves, $16.33 ; Miss Harriett Ratcliff, 
 $16.33. This was for the year 1838. 
 
 In 1833 a public school was taught in a two-story frame 
 building on the east side of Jefferson .street, between Second 
 and Third streets, by Miss Eliza Ratcliff (afterwards Mrs. 
 J. W. Purdora) and John Clugston. The building still re- 
 mains, and is occupied as a dwelling. In 1836 a school 
 house was built on the site now occupied by All Saints' Epis- 
 copal Church. It was a one-story frame building, and re- 
 mained in use as a school building until the completion of 
 the Fourth street schrol house in 1839, after which it was 
 
the residence of Rev. E, Burr, until 1850, when it had to 
 give way to the church now standing there. 
 
 In August, 1839, the schools were organized in the new 
 Fourth street building with the following corps of teachers: 
 
 Mr. A. L. Child, Superintendent; Miss T. Graves (after- 
 wards Mrs. Gray,); Miss Harriet tRatcliff; Mrs. M. A. Wil- 
 cox, Principsil of female department, and a male teacher 
 whose name cannot be ascertained. 
 
 The following is a copy of the first official report made by 
 Mr. Childs to the Town Council's Committee on Public 
 Schools : 
 
 " Portsmouth, Dec. 8, 1840. 
 
 "Dear Sir : From the examination of our Registers, I find 
 that the average daily attendance, the year past, has been 
 about 245. Yours, respectfully, A. L. Child. 
 
 "Me. Gregory." 
 
 On the back of the same slip of paper, he reports the 
 branches taught as follows : " Reading, writing, English 
 grammar, geography, composition, arithmetic, philosophy, 
 algebra, book-keeping and surveying." 
 
 On the same paper, in another hand-writing, is found a 
 financial summary, as follows : "Amount paid for tuition, 
 $2,013.88 ; ditto for water, &c., $14.62 ; ditto for coal, $50; 
 total expenditure, $2,078.50," 
 
 No official report for 1841 can be found. In 1842 the 
 Board of Trustees made a report to the Council, embracing 
 much valuable information. It seems to have been the first 
 report made by the Board to the Council. It states that 
 "since the organization of the schools, in 1839, they have 
 been in constant operation, with the usual vacations of two 
 weeks in summer and two weeks in winter, until this sum- 
 mer, in which there is a vacation of five weeks. The burden 
 of taxation for this purpose has been cheerfully borne by 
 our citizens, notwithstanding the unexampled pecuniary diffi- 
 culties that have existed during that, period." 
 
 The annual report for the year ending June 24, 1842, 
 shows an enrollment of 468, and an average daily attendance 
 of 220. 
 
Of the pupils enrolled during the year, there were — 
 
 Between the ages of 15 and 20 36 
 
 « " " 10 " 15 124 
 
 « " " 6 " 10 199 
 
 " " " 4 " 6 109 
 
 The daily attendance, compared with the number enrolled, 
 showed an average absence of more than one-half of the 
 school. 
 
 On the 6th of December, 1841, an evening school was 
 opened under the charge of Mr. Child, and continued until 
 February 1, 1842, and was then closed on account of irregu- 
 lar attendance. Thirty-two pupils were enrolled, while the 
 average attendance was but fifteen. 
 
 The report proceeds to state : " The teachers, with the 
 respective times which they have served, are as follows : 
 Mr. A. L. Child, Superintendent, three years; Miss T. 
 Graves (now Mrs. Gray), three years; Miss H. Ratclifij 
 three years ; Mrs. M. A. Wilcox, Principal of Female De- 
 partment, two and one- half years; Miss E. Waller, three 
 months. 
 
 " The teachers engaged for the ensuing year are the same 
 as the above, with the exception of Mrs. Gray, of whose val- 
 uable services, we regret to say, the public will hereafter be 
 deprived. Her place will be taken by Miss E. Young.* 
 An engagement has also been made with Mrs. E. McCarrell 
 as a sixth teacher, which the increased number of pupils of 
 the latter part of the year justifies the demand." 
 
 DEPARTMENTS, GRADES AND BRANCHES TAUGHT. 
 
 The schools were divided into two departments — Male and 
 Female ; each department occupying respective rooms in the 
 house. And again, each department was divided into three 
 grades, according to age, attainments, &e. In the third or 
 lowest grade, the Alphabet and Reading were taught by 
 books and cards, and with exercises on the blackboard. In 
 the second, Reading, Geography, Arithmetic and Writing. 
 
 ' Now Mrs. Glidden, who has ever since, witli the exception of but 
 a few years, been a teacher in our schools. 
 
In the first, in addition to the above, in the Female Depart- 
 ment, English Grammar, Composition, Natural Philosophy, 
 Chemistry, Ancient and Modern History, Botany and Map 
 Drawing. In the Male Department, English Grammar, Com- 
 position, Natural and Moral Philosophy, Chemistry, Astron- 
 omy, Algebra, Surveying and Latin, forming a formidable 
 array, but there is no evidence that the higher branches were 
 taught. 
 
 The school apparatus included an '■' air-pump, force-pump, 
 orrery, tellurian, planisphere, tide-dial, five globes of differ- 
 ent sizes, terrestrial and celestial, with geometric solids, 
 geological specimens, &c." Each department was furnished 
 with Mitchell's large map of the world, and with Doolittle 
 & Memson's map of Ohio; also a large map of Palestine, 
 blackboards, &c. 
 
 The following statement exhibits the amount of receipts 
 and expenditures from the commencement of the schools in 
 1839, to the year ending July 1, 1842 : 
 
 EECEIPTS. 
 Amount of funds accumulated and not expended by the dis- 
 trict prior to January 1, 1839 $1,505 24 
 
 Amount of taxes for 1838, levied by laws of the State 903 66 
 
 Amount of taxes for 1839, levied by laws of the State 910 92 
 
 Amount of taxes for 1839, levied by the Council, (^ mill) 184 44 
 
 Amount of tuition from non-residents of town 31 87 
 
 Amount of taxes for 1840, levied by the laws of State ■. 898 11 
 
 Amount of taxes for 1840, levied by Council {i mill) 350 22 
 
 Amount of tuition from non-residents of town 16 00 
 
 Amount received from other sources 12 00 
 
 Amount of taxes for 1841, levied by laws of the State 1,071 01 
 
 Amount of taxes for 1841, levied by Council (1 mill) 442 98 
 
 Amount of tuition from non-residents of town 12 90 
 
 Amount received from other sources 15 00 
 
 Amount of interest on Common School Funds loaned to fund 
 
 for erecting the school house 261 18 
 
 Aggregate for the support of the Common Schools $6,615 03 
 
EXPENDITUEES. 
 
 Paid to teachers and for incidental expenses from 
 
 July, 1839, to March 2, 1840 $958 04 
 
 Paid same from March 2, 1840, to March 15, 1841 2,100 70 
 
 Paid same from March 15, 1841, to March 15, 1842.. 1,919 30 
 
 Paid same from March 15, 1842, to July 1, 1842 524 62 
 
 Total expenses from July, 1839, to July, 1842 $5,502 66 
 
 Aggregate balance of Common School Fund $1,112 37 
 
 The " other sources " mentioned above were probably rents 
 arising from the lots granted by Henry Massie. It is men- 
 tioned that, for the succeeding year, these lots are leased 
 for 1300. 
 
 The expenses for the year ending June 24, 1842, are sum- 
 marized as follows : 
 
 Paid for tuition $1,690 05 
 
 Paid for fuel 24 88 
 
 Paid for desks, benches, keys and glazing 6 87 
 
 Paid for cleansing school house 8 00 
 
 Paid for printing 5 00 
 
 Paid for stationery, as register and chalk 1 75 
 
 Paid for brooms, buckets and cups 9 87 
 
 Paid for building fires and ftfr water 17 29 
 
 Paid for repairing stoves 2 00 
 
 Paid for painting and varnishing blackboards 2 50 
 
 Total $1,768 21 
 
 Average expense of each pupil S7 52 
 
 ANNUAL REPORT 
 
 For the Fiscal Year Ofimmenomg July 28, 1842, and End- 
 ing June 25, 1843. 
 
 The teachers at the commencement of this year were Mr. 
 A. L. Child, Superintendent of the entire school and teacher 
 first male department ; Miss E. Waller, teacher of second 
 male department ; Miss E. E. Young, teacher of third male 
 department; Mrs. M. A. Wilcox, teacher of first female 
 department; Miss H. A. Ratclifi", teacher of second female 
 
department ; Mrs. S. M. McCarrell, teacher of third female 
 department. During this year Miss M. A. Smith was em- 
 ployed to take charge of the first female department, Mrs. 
 Wilcox having resigned ; Miss E. B. Glover to take charge 
 of the third male department, Miss Young having resigned ; 
 and Mrs. J. W. Purdom to take charge of the second femald 
 department, Miss H. A. Ratcliff's health being such that she 
 was unable to perform the duties of that department. This, 
 year there was an enrollment of 535, while the average daily 
 attendance^ was 265. 
 
 Receipts and Disbursements for Year ^Ending June 25, 1843. 
 
 Amount in the Treasury June 24, 1842 $1,112 37 
 
 Amount received for ground rents $404 53 
 
 Amount received for State tax and tuition fees 928 00 
 
 Amount received for town tax 747 62 
 
 Amount received for building tax 373 81J 
 
 2,453 96j 
 
 Total $3,566 33J 
 
 Amount paid for tuition $1,369 30 
 
 Amount paid for incidentals and repairs on school 
 
 house 163 14 
 
 1,532 44 
 
 Balance in the Treasury $2,033 89i 
 
 The average cost per pupil, taking the number on the 
 Register, 380, is $4.03^ ; taking the average daily attendance, 
 227, it is $6.75 ; and for the average between the number 
 remaining registered, 380, and the average daily attendance, 
 227, the cost is $5,051 each. 
 
 REPORT 
 
 For the Fiscal Year Commencing July 14, 1843, and End- 
 ing June 28, 1844. 
 The teachers at the commencement of this year were Mr. 
 A. L. Child, Superintendent and teacher of the first male de- 
 partment; Mr. W. C. Roberts, teacher of the second male 
 department; Mrs. S. McCarrell, ;teacher of the third male 
 department ; Miss M. A. Smith, teacher of the first female 
 
department ; Miss E. B. G-lover, teacher of the second female 
 department; Miss S. Dole, teacher of the third female de- 
 partment. 
 
 During this year Miss Caroline H. Fuller was employed 
 to take charge of the fourth male department, which the 
 Board found necessary in consequence of the increasing 
 number of pupils. Miss C. C. Austin was also employed to 
 take charge of the first female department, Miss M. A. Smith 
 having resigned ; and Miss C H. Fuller to take charge of 
 the third male department, Mrs. McCarrell having resigned ; 
 and Miss L. L. Squire^ was employed to take charge of the 
 fourth male department in place of Miss C. M. Fuller. 
 
 Total number enrolled, 588 ; average daily attendance, 
 265 ; average per teacher, 38. 
 
 Receipts and Eaypenditures for Year Ending June 28, 1844. 
 
 Amount in Treasury June 25, 1843 $2,033 89J 
 
 Amount received for ground rents $364 08 
 
 Amount received of Country Treasurer, building 
 
 tax 31 08 
 
 Amount received for State's proportion fo tuition.. 1,000 62 
 Amount received for town's proportion of tuition.. 772 41 
 
 2,168 19 
 
 Total $4,202 08J 
 
 Amount paid out for tuition $1,518 85 
 
 Amount paid for incidentals and repairs 216 50 
 
 Amount paid for paving in front of school house.. 109 38 
 
 1,844 73 
 
 Balance in Treasury $2,357 35J 
 
 The average cost per pupil, taking the number remaining 
 on the B,egister, 370, is $4.69 ; for average daily attendance, 
 265, it is $6.55, and for the average between the number 
 remaining registered and the average daily attendance, 265, 
 
 it is $5.47i. 
 
REPORT 
 
 For the Fiscal Year GommenGing August 3, 1844, a»td Fnd- 
 ing July 4, 1845. 
 
 Mr. A. L. Childs having resigned, the teachers were : Mr. 
 A. J. Rickoff, Superintendent and teacher 1st male depart- 
 ment; Mr. W. C. Roberts, teacher 2d male department; 
 Miss C. H. Fuller, teacher 3d male department ; Miss R. A. 
 Varner, teacher 4th male department ; Miss E. B. Glover, 
 teacher 1st female department ; Miss L. L. Squires, teacher 
 2d female department ; Miss S. Dole, teacher 3d female de- 
 partment. 
 
 The number enrolled was 481,and the average daily attend- 
 ance was 285; average per teacher, 41. It will be seen that, 
 while the enrollment was smaller, the average daily attend- 
 ance was greater than in the previous year. 
 
 Receipts and Expenditures for the Year Ending July 4, 1845. 
 
 Amount in the Treasury June 28, 1844 $2,357 35J 
 
 Amount received for ground rents $373 48 
 
 Amount received for State's proportion of tuition.. 1,014 84 
 Amount received for town's proportion of tuition.. 786 21 
 
 2,174 53 
 
 Total -.....$4,531 88f 
 
 Amount paid for tuition $1,617 50 
 
 Amount paid for incidentals 131 87 
 
 Amount paid for repairs 36 52 
 
 1,785 89 
 
 Balance in the Treasury $2,745 99J 
 
 Averane cost per pupil, based on the average daily attendance.. 6 30, 
 
 There was evidently a very great improvement in the 
 management of the schools this year. The Board of Trustees 
 and visitors consisted of Messrs. Moses Gregory, John L. 
 Ward and John Ratcliff. 
 
 Mr. Rickoff showed himself to be pre-eminently the man 
 for the place, and his labors were attended with excellent 
 results. 
 
The text books announced as then in use were as follows : 
 Sanders' Primer ; Webster's Elementary Spelling Book ; 
 McGuffey's Eclectic Readers, First, Second, Third and 
 Fourth ; Smith's Grammar ; Mitchell's Primary Geography 
 with Maps; Mitchell's Large Geography with Atlas; 
 Morse's Geography with Maps ; Ray's Arithmetic, First, 
 Second and Third Parts ; Davies' First Lesson in Algebra ; 
 Davies' Legendre, Geometry and Trigonometry; Comstock's 
 Natural Philosophy; the Abridgement of Mrs. Willard's 
 History of the United States ; Mansfield's Political Gram- 
 mar ; the Bible to be used without note or comment ; Alpha- 
 betic Cards ; Portsmouth Common School Copy Book. 
 
 The salaries paid this year are not stated, but for the year 
 commencing August 8th, 1845, they were as follows : 
 
 Mr. A. J. Rickoff, Superintendent and teacher of first male de- 
 partment — per month $45 00 
 
 Mr. C. W. Roberts, teacher of second male department — per 
 month 20 00 
 
 Miss C. H. Fuller, teacher of third male department — per 
 
 month 15 00 
 
 Miss E. A. Varner, teacher of fourth male department — per 
 
 month 12 00 
 
 Miss E. B. Glover, teacher of first female department — per 
 
 month 20 00 
 
 Miss L. L. Squires, teacher of second female department — per 
 
 month ! 16 00 
 
 Miss S. Dole, teacher of third female department — per month.. 15 00 
 
 At the commencement of the second term the increase of 
 pupils made it necessary to employ an additional teacher; 
 some change was then made in the compensation of teachers 
 in the four primary departments. The term commenced 
 January 12th, 1846. The following is a list of the teachers 
 and their compensation at the commencement, viz. : 
 
 Mr. A. J. RickoflF, Superintendent and teacher of the first male 
 department $45 00 
 
 Mr. R. A. Silcox, teacher of the second male departraent^per 
 month 25 00 
 
 Miss C H. Fuller, teacher of the third male department — per 
 
 month 14 00 
 
Miss F. M. Moxley, teacher of the fourth male department — 
 
 ment — per month 14 00 
 
 Miss B. B. Glover, teacher of the first female department— per 
 
 month .'. 20 00 
 
 Miss L. L. Squires, teacher of the second female department — 
 per month 16 00 
 
 Miss R. A. Varner, teacher of the third female department — 
 
 per month 14 00 
 
 Mrs. E. B. Rickoflf, teacher of the male and female depart- 
 ment — per month 14 00 
 
 Mrs. Mary Kerr, teacher of male and female department — per 
 
 month 12 00 
 
 The total number enrolled during the year ending July 4, 
 1846, was 624, and the average daily attendance was 3721, 
 and average per teacher, 41 J. 
 
 The following is a statement of the receipts and expendi- 
 tures fer the same year: 
 
 Amount in Treasury July 4, 1845 $2,745 99J 
 
 Amount of State and County taxes for 1845 $1,126 95 
 
 Amount of corporation taxes for 1845 810 34 
 
 Amount of rents from school lots 225 36 
 
 Amount of tuition for pupils out of corporation... 7 00 
 
 2,199 65 
 
 Total $4,945 64^ 
 
 Paid teachers $1,558 09 
 
 Paid for incidental expenses 327 09 
 
 Paid for improvements and repairs 398 62 
 
 2,283 80 
 
 Balance in Treasury $2,661 85 
 
 The average cost per pupil, taking the number remaining 
 on the Register, 467, is $4.04 ; for the average daily attend- 
 ance, 372, is $5.07. 
 
 The Board recommend in their report that the Council 
 procure suitable lots of ground in the First and Third Wards 
 on which to erect school houses in the future. " Every room 
 in the building," they say, " is full, and if pupils continue to 
 increase as they have during the past year, they cannot con- 
 veniently be provided for i.n the building now occupied." 
 
The Board recommend in their report that the Council 
 procure suitable lots of ground in the First and Third Wards, 
 on which to erect school houses in the future. "Every room 
 in the building," they say, " is full, and if pupils continue to 
 increase as they -have during the past year, they can not con- 
 veniently be provided for in the building now occupied." 
 
 Messrs. Moses Gregory, J. L. McVey and George Steven- 
 son constituted the Board of Trustees. The Board of Exam- 
 iners consisted of B.ev. Erastus Burr, Dr. G. S. B. Hemp- 
 stead, W. V. Peck, Rev. C. W. Sears and Rev. Hiram 
 Bingham. 
 
 Rev. Dr. Burr still serves the county in the same capacity, 
 and deserves special mention on account of his services to, 
 and his unswerving friendship for, our educational institutions. 
 
 At this time it became necessary to provide more school 
 rooms. All the schools were taught in the Fourth Street 
 Building, which contained but eight rooms. Some of the 
 rooms were sub-divided by board partitions, and the demand 
 for more rooms thus temporarily supplied. Of the teachers 
 who taught in 1846, Miss Fuller (afterwards Mrs. Comstock), 
 Miss Varner (afterwards Mrs. Silcox), and Mrs. Kerr are 
 dead, yet doubtless live in the memory and affections of many 
 who were their pupils. Mr. Rickoff continued his connection 
 with the schools as teacher and Superintendent until 1849. 
 In the meantime his salary was not advanced. He very 
 justly deemed $45.00 per month, a compensation too small for 
 his services, and had the Board retained him at a much larger 
 salary, it would have been a most economical act. He is 
 now, and has been for several years, Superintendent of the 
 Public Schools of Cleveland, at a salary of $4,000 per 
 annum. 
 
 Mr. Silcox continued his relations with the schools until 
 1850, when he resigned to enter commercial pursuits, at which 
 he still continues. Miss Squires became Mrs. C. C. Rowe, 
 and still resides in Portsmouth. Miss Glover is living in 
 West Liberty, Ohio. 
 
 Miss E. W. Rankin became connected with the schools in 
 1846, as principal of the first female department, and Ports- 
 
mouth has rarely possessed a more thorough and accom- 
 plished educator. She continued in that capacity several 
 years. She afterwards became Mrs. Alexander Lacroix, 
 and now resides in Ironton, Ohio. In 1847 the French 
 language was introduced and taught in her department. Mr. 
 Rickoff was succeeded in 1849 by Michael P. Wilson, who 
 was succeeded in 1850 by A. J. Buell. By this time the 
 schools had so increased that it was necessary to occupy the 
 building known as the Seminary, at the corner of Court and 
 Fifth streets. This building furnished two rooms, but the 
 need for still more rooms was rapidly growing. The Board, 
 therefore, contracted with William Newman and J. W. Pur- 
 dom to baild, on their lot, at the corner of Second and 
 Chillicothe streets, a school house three stories high, and to 
 contain twelve rooms. The whole cost of this building was 
 |7,184. It was built in accordance with the most ap- 
 proved style of architectuie at that day. Mr. Buell's salary 
 as Superintendent was $600. 
 
 By a special acl of the Legislature, passed March Igt, 
 1851, Portsmouth became a city. The then existing govern- 
 ment of the schools by Council, Trustees and Examiners, was 
 incorporated in the new Charter, and the duties of these 
 Boards minutely set forth. The City Council was authorized 
 and required to provide, at the city's expense, for the support 
 of common schools therein ; the city to be divided by ter- 
 ritorial limits and bounds into school districts, due regard 
 being had for the present and prospective population of each, 
 and from time to time to make such alterations of the limits 
 and boundaries as might be deemed necessary, more effectu- 
 ally to secure equal advantages and accommodations for the 
 education of all white children therein. Authority was 
 given to purchase in fee simple or receive as donation for the 
 use of the city, such lots of ground as might be necessary in 
 addition to the grounds already appropriated to that object, 
 as sites for the erection of school houses therein; the city to 
 defray the expenses of building, keeping in repair, furnishing 
 the same, &c. A tax of two mills on the dollar was author- 
 ized to be levied upon all the property in the city, to meet 
 
all expenses incurred in the purchase of lots of land, and for 
 the erection of houses, and the income thus arising, together 
 with rents, were made a special incontrovertible fund for that 
 purpose. An additional levy of 3 mills on the dollar was 
 authorized to defray the expenses of teachers and fuel, and 
 other contingent expenses. These schools to be at all times 
 free and accessible to white children not less than five years 
 years old residing in the city. 
 
 All the revenue arising from the taxation of black and 
 mulatto persons, was set apart exclusively for the education 
 of black and mulatto children, and whenever the revenue 
 thus arising should be sufficient to support a school for three 
 months or more, the City Council should provide a suitable 
 building and cause a school to be taught as long as there were 
 means for its support. 
 
 The general superintendence should be exercised by 2L 
 Board of Public Instruction, consisting of one member from 
 each ward. The schools should be in session at least eight 
 months in the year. The Council was required to appoint 
 five Examiners and Inspectors of Common Schools, who 
 should hold their offices two years, whose duty should be to 
 examine the qualification, competency, and moral character 
 of all persons desiring to become teachers. 
 
 It was further directed that all nioneys collected for school 
 purposes and remaining on hand, should be turned over to 
 the City Treasurer, and all moneys thereafter collected to be 
 paid over to the same, and by him disbursed for none other 
 than school purposes, for which service and the keeping of 
 the accounts no compensation should be allowed. The City 
 Council should fix the commencement and termination of the 
 current year, the time and duration of the vacations, which 
 should be the same throughout the city. 
 
 All houses erected for school purposes, and all that should 
 thereafter be erected, with the lots of land on which they might 
 be built, should be vested in and become the property of the 
 city to all intents and purposes. 
 
 Of the administration of Mr. Buell, but little can now be 
 ascertained. He was succeeded by Edgar C. Selfridge, who 
 
died in February 1852. His successor was John H. Rolfe, 
 whose salary was $800. His work eaded in December, 1852, 
 though nothing is remembered to his prejudice, while much 
 is related of his excellence as a Christian and an educator. 
 His successor was Samuel M. Heslet, of Washington, Pa., 
 who remained in charge of the schools till the summer of 
 1856. 
 
 In November, 1856, Mr. Emerson E. White, of Cleveland, 
 Ohio, was called to the Superintendency of the schools at a 
 salary of $1,200 per year, and continued in charge of the 
 schools till August, 1860. In April, 1857, the school law of 
 1853 was adopted by a vote of the people, and in compliance 
 with this law the Council appointed the first Board of Edu- 
 cation, viz.: Thomas McCauslin, for one year; E* Miller,for 
 two years : and John P. Terry, for three years. To this 
 Board the Council, by ordinance passed April 13, 1857, 
 transferred the control of the school property, the manage- 
 ment of the schools, and all matters pertaining thereto. On 
 May 7th, following, the district was enlarged so as to take in 
 district No. 4 in the city and making Wayne township one 
 district, and the school property belonging to district No. 4 
 was conveyed to the city. 
 
 The Visiting Committee for this year consisted of M. B.. 
 Tewksbury, F. Cleveland, Rev. E. Burr, Rev. Uriah Heath, 
 Rev. E. P. Pratt and Rev. A. B. See. 
 
 When Mr. White assumed control, he found the schools in 
 a condition bordering on chaos. While the number of pupils 
 was rapidly increasing, the importance of severe discipline in 
 the matter of grading did not seem to be appreciated. Mr. 
 White says, in his report of 1857, that " the scholars seemed 
 to have chosen their teachers, and the teachers in some in- 
 stances to have selected their scholars. The distribution of 
 scholars was very unequal. In one room I found registered 
 129 scholars ; in another, in the same building, but 23 ! 
 The first room was only of sufficient capacity to seat com- 
 fortably 30 or 40 scholars ; the other was sufficiently commo- 
 dious to accommodate 80. The lower rooms were crowded, 
 while the upper schools were small." The Board gave Mr. 
 
White discretionary power, and ere long lie had brought 
 about many salutary changes, resulting in a complete reor- 
 ganization of the schools. The schools, as reorganized, are 
 reported as follows : 
 
 1 High School 2 Teachers. 
 
 2 Grammar Schools 4 " 
 
 4 Intermediate " 4 " 
 
 4 Secondary " 4 
 
 4 Primary " 4 " 
 
 1 Colored " 1 
 
 15 Schools ' 19 Teachers. 
 
 The Superintendent is not included in the above list of 
 teachers, as his services were divided between the difierent 
 teachers. 
 
 At the beginning of the fall term of 1856, the High School 
 was organized in two departments. The girls were placed 
 under the charge of Miss Rankin, in the Fourth-street school 
 building; the boys remained under Mr. John Bolton, in' the 
 building on Second street. In this situation Mr. White found 
 them. He at once set about reforms that, while they were 
 distasteful, resulted in a more satisfactory establishment. At 
 the beginning of the winter term the two departments were 
 removed to the buiding at the corner of Court and Fifth 
 streets. 
 
 The Board ordered that the salaries of teachers be fixed as 
 follows : 
 
 Those holdiug first-class certificates, per month $ 30.00 
 
 " " second-class " " " 24.00 
 
 " " third-class " " '' 20.00 
 
 Those who never taught before : 18.00 
 
 Teachers in the male grammar school, per year 275.00 
 
 Mr. Sabin was employed as teacher in the High School 
 Sept. 9, 1857, and resigned in June, 1858. 
 
 In June, 1858, John Bolton and James H. Poe were re- 
 employed at a salary of $750 each, and all teachers, except 
 those whose salaries were below $20 per month, re-appointed 
 for the coming year. In September Miss Nichols was em- 
 ployed in the High School at a salary of |550 per annum. 
 
On March 23, 1859, Miss Jackson was appointed teacher of 
 the colored school at $35 per month, to date from February 
 1. In June Miss Nichols was re-appointed teacher of the 
 High School at $600 per year. A Mr. Howison was also 
 employed to teach in the High School, but was discharged in 
 December following. At the beginning of the school year, 
 Mr. White was excused from teaching, and directed to devote 
 his entire time to superintending. 
 
 The Spencerian system of penmanship was introduced in 
 April, 1860. From some cause which does not appear on 
 the records, all the members of the Board resigned, and the 
 following Board was elected : George A. Waller for three 
 years, Jessie J. Appier for two years, and Thomas Dugan for 
 one year. 
 
 It appears to have been the custom of the Board to dele- 
 gate the duty of allowing accounts to the Clerk. He would 
 pay them as presented, and at the next meeting, which was 
 at no particular time, the Board would go through the form 
 of allowing them. 
 
 A spirit of reform seemed to seize upon the new Board, and 
 at their first meeting they resolved to meet monthly, and all 
 allowances of bills and accounts should be made at the regu- 
 lar meetings of the Board. In July, 1860, the following 
 persons were appointed teachers at the salaries affixed : John 
 Bolton and J. H. Poe, each $750 per annum ; Mrs. E. E. 
 Glidden and Miss F. E. Gunn, each $275 per annum ; Miss E. 
 M. Clark, Miss M. Wheeler, Mrs. Bolton, Miss Emma Wal- 
 ter, Miss Mary L. Keogh and Mrs. Leverett, each $20 per 
 month ; Miss Mary Bannon, Mrs. S. E. Stone, Miss A. J. 
 Jones, Miss Eliza Varner and Miss C. A. Williams, each 
 $24 per month, and Mr. T. J. Cochran, at $60 per month. 
 Mr. E. E. White was succeeded by Col. John H. Allen, of 
 ChiiJicothe, at a salary of $1,200 per annum. Mr. Cochran 
 resigned as teacher in the High School in December follow- 
 ing, and was succeeded by Mrs. M. A. Cook, who in April, 
 1861, was succeeded by Rev. S. D. Tomkins. 
 
 In July, 1861, the appointments) were made for the ensuing 
 year. On account of the prevailing commercial depression, 
 
there was a general cutting down of salaries. They were as 
 follows : Col. J. H. Allen, Superintendent, $900 per annum ; 
 J. H. Poe, John Bolton, J. B. Valodin, each $60 per month ; 
 Miss Jennie Silcox and Miss M, A. Bannon, each |25 per 
 month ; Mrs. Susan E. Stone and Mrs. E. E. Glidden, each 
 $23 per month ; Miss M. J. Gunn, Eliza Varner, C. A. Wil- 
 liams, Mrs. Bolton and Alice Uavis, each $20 per month ; 
 J. W. Williams and M. E. Lionbarger, each $17.50 per 
 month. Total amount of salaries per month, $1,419.50; total 
 amount of salaries per year, $14,195. 
 
 In June, 1862, the same teachers were appointed at the 
 same salaries, and Col. Allen retained as Superintendent at 
 $900. In July, 1863, the Board declared the position of Su- 
 perintendent vacant. The Board appointed one of their own 
 number as manager, John McElheney acting in that ca- 
 pacity. 
 
 During this year the war was the all-absorbing topic. It 
 permeated every body, every thing. That it should become 
 a theme for discussion among the pupils of the schools is by 
 no means strange. The Board endeavored to restrain any 
 formal discussion in the literary exercises of the schools. At 
 best it could have been but a smothered fire. The schools, 
 under this economical management, as might have been ex- 
 pected, retrogaded from the high standing they had attained, 
 and at the expiration of that school year the Board deter- 
 mined upon yet another plan as a substitute for that of a 
 Superintendent. Mr. Poe was appointed Principal of the 
 Fourth and Fifth street school houses, and Mr. Bolton of 
 the Second street and Colored School houses, for which each 
 was allowed the -extra compensation of $10 per month. 
 
 Mr. Powell was appointed teacher of the High School, but 
 was, not long after the opening of the fall term, succeeded by 
 J. A. Rich. Mr. Poe and Mr. Bolton, as Principals of their 
 respective districts, were held responsible for the manage- 
 ment of the schools, and all applications for positions as 
 teachers were referred to them. The names of the teachers 
 who taught during this year can not now be accurately ascer- 
 tained. 
 
Mason's System of Physical Exercises was introduced into ' 
 the schools this year. 
 
 The war being still in progress, the lady teachers ventured 
 to petition for an increase of salary, which the Board granted. 
 
 Mr. Poe enlisted in the 100 days' service and served dar- 
 ing the summer vacation, which was duly recognized by the 
 Board. 
 
 In June, 1865, the Board being satisfied with the manage- 
 ment of the schools under Messrs. Bolton and Poe, re-em- 
 ployed them in the same capacity at a salary of $1,000 each. 
 In October, 1865, E. E. Ewing was employed as teacher in 
 the High School at a salary of $80 per month. He was suc- 
 ceeded by M. S. Campbell, in 1866, at $90 per month. Mr. 
 Campbell retained this position until the summer of 1875, 
 when he succeeded J. F. Lukens as Superintendent. 
 
 In August, 1866, the Board contracted with Messrs. Hard 
 and Conway to build a brick school house on the corner of 
 ISIinth and Washington streets, for colored schools, for $2,260. 
 
 The teachers of the last year were re-appointed at the fol- 
 lowing salaries : 
 
 Principals, Per month „.. $120.00 
 
 High School, " " .'.... 90.00 
 
 Grammar School, " " 45.00 
 
 Sub-Grammar, " " 40.00 
 
 Boys' Intermediate, " " 35.00 
 
 Girls " " " 33.00 
 
 Boys' Secondary, •' " 30.00 
 
 Girls' " " " 29.00 
 
 Boys' Second Primary, " " 28.00 
 
 Girls' " " ' " " 38.00 
 
 Boys' Primary, " " 38.00 
 
 Girls' " " " 37.00 
 
 Colored Schools, " " 45.00 
 
 In June, 1867, the Board being satisfied that the, necessi- 
 ties of the schools required that additional grounds and build- 
 ings be immediately purchased, and fortifying their action 
 by a vote of the people, which was largely in the affirmative, 
 bought the Salters' property for $20,000 and a contract was 
 entered into with Robert Baker for enlarging and improving 
 the building for $4,600, 
 
Mr. John Bolton was elected Superintendent at a salary of 
 11,400, with the privilege of living in a part of the Salters 
 building not occupied for school purposes. 
 
 In 1868 Mr. Bolton was reappointed Superintendent at the 
 same salary as the previous year. The number of teachers 
 was increased this year to twenty-five. A German school was 
 established, and was taught by S. P. Petrie. The corps of 
 teachers, with the salaries received, is as follows : 
 
 John Bolton, Superintendent, per annum $1,400 00 
 
 M. S. Campbell, High School, per annum 1,000 00 
 
 S. P. Petrie, German School, per annum 900 00 
 
 Mrs. E. E. Glidden, Mrs. T. Ashton, Miss Jackson, Miss A. 
 
 M. Chase, Miss M. E. Kutter, and Miss S. Whitney, each 
 
 per month 50 00 
 
 Mrs. Mulligan and Miss E.Varner, each per month 60 00 
 
 Miss Z. Mather, Miss M. J. Gunn, Miss Jennie Moran and 
 
 Miss M. T. Wheeler, each per month 40 00 
 
 Miss J. Mclntvre, Miss A. Green, Miss Alice Hayes, Miss B. 
 
 P. Davis, each per month 38 00 
 
 Miss E. M. McFarlin, Miss Keogh, Miss S. Kittles, Miss 
 
 Emma Bell and Miss A. Varner, each per month 35 00 
 
 Miss Laura Smith, per month 40 00 
 
 Miss Mary Holt, per month 25 00 
 
 In June, 1869, the Board contracted with James M. Nich- 
 ols to build an addition to the High School building on the 
 Salters' property, for $4,040. In the same month. White's 
 Graded School Register was adopted. 
 
 On September 3, 1869, teachers for the ensuing year were 
 appointed as follows : 
 
 .John Bolton, Superintendent, per annum $1,800 00 
 
 M. S. Campbell, teacher High School, per annum, 1,200 00 
 
 S. P. Petrie, teacher German High School, per month 75 00 
 
 W. H. Holland, teacher Colored School, per month 50 00 
 
 Bliss E. Varner and Mrs M. Mulligan, each per month 60 00 
 
 Miss Nellie Chase, Mrs. E. B. Glidden, Miss M. J. Gunn, 
 Miss M. T. Wheeler, Miss M. Searle, Miss S. Whitney, 
 Mrs. T. Ashton, Miss M. E. Rutfer, Miss A. M.. Chase, 
 
 each per month 50 00 
 
 Miss Laura Draper, Miss Abbie Greene, each per month 45 00 
 
 Miss Alice Hayes, Miss J. Moran, Mrs. M. B. Hall, Miss 
 S. H. Johnson, Miss B. I. Davis and Miss E. McFarlin, 
 each per month 40 00 
 
Miss A. Varner, Miss S. Sittle, Miss C. Martin, Miss C. Pe- 
 trie, Miss Bettie Smith, Miss Emma Bell and Miss Celia 
 
 Shearer, each per month 35 00 
 
 Miss C. M. Lewis 30 00 
 
 On July 5, 1870, appointments were made as follows : 
 
 John Bolton, Superintendent, per annum $1,800 00 
 
 M. S. Camphell, teacher High School 1,400 00 
 
 Mrs. M. Mulligan and Miss E. Vamer, each per month 60 00 
 
 Miss M. J. Gunn, Mrs. Eliza Glidden, Miss M. F. Wheeler, 
 Miss M. Searle, Mrs. Thank Ashton, Miss A. M. Chase, 
 Miss Susan Whitney, Miss M. E. Rutter, each per month 50 00 
 
 Miss E. McFarlin, Miss Ahbie Greene, Miss Li. D. Draper, 
 
 each per month 45 00 
 
 Miss Alice Hayes, Miss J. Moran, Miss Zerelda Martin, Miss 
 
 I. V. Applegate, each per month 40 00 
 
 Miss C. M. Lewis, Miss Emma Bell, Miss S. Kittles and 
 
 Miss K. Petrie, each per month , 35 00 
 
 Miss Mary Switzer, Mrs. E. K. Dukes, Mrs. Lucy Carpen- 
 ter, Miss E. Glover, Miss A. M. Bonsall and Miss A. M. 
 
 Jackson, each per month 30 00 
 
 S.P. Petrie, per month 75 00 
 
 W. H. Holland, per month *55 00 
 
 The number of youth entitled to school privileges in Sep- 
 tember, 1870, was as follows : White males, 1,547 ; white fe- 
 males, 1,635 ; colored males, 102 ; colored'females, 119. Total, 
 3,403. 
 
 In June, 1871, the Board, consisting at that time of George 
 A. Waller, John McFarlin and James Y. Gordon, appreci- 
 ating the need for yet more room, entered into a contract for 
 the erection of a new school house for the use of High School 
 and Grammar Schools, on the Salter's lot, to face Gallia 
 street. The contracts were let as follows ; 
 
 Stone work to Newman and Makinson $ 4,200 00 
 
 Wood work, hardware, &c. to James M. Nichols 5,170 00 
 
 Painting to A. Hoss 315 00 
 
 Tin work to Buskirk & Co 530 00 
 
 Total cost of building $10,215 00 
 
 On July 14, 1871, the following appointments were made 
 for the ensuing year : 
 
John Bolton, Superintendent, per annum $1,800 00 
 
 M. S. Campbell, High School, per annum 1,500 00 
 
 Miss Kate Boyd, Miss E. Varner, Mrs. M. Mulligan, each 
 
 per month 70 00 
 
 Mrs. E. E. Glidden, Miss M.J. Gunn, Miss Alice Hayes, Miss 
 
 M. Searle, Mrs. T. Ashton, Mrs. M. B. Hal) and Miss 
 
 M. F. Wheeler, each per month 50 00 
 
 Miss Abbie Green, Miss L. D. Draper, Miss I. D. Applegate, 
 
 MissE. IMcFarlin, each per month 45 00 
 
 Miss Mary McClain, Miss Jennie Moran, Miss S. E. Kittles, 
 
 Miss Smith, each per month.. 40 00 
 
 Mrs. Ella K. Dukes, Miss Mary Switzer, Mrs. Susan E. Stone, 
 
 Miss Emma Bell, Miss A. M. Jacksou, Miss K. Petrie, 
 
 each per month 35 00 
 
 Mis3 M. E. Kutter, per month 50 00 
 
 Miss Flora Gladden, Miss Anna Mclntyre, each per month.. 30 00 
 
 S. P. Petrie, per month 75 00 
 
 W. H. Holland, per month 60 00 
 
 Miss L. Lewis, per month 30 00 
 
 In this year, Steinwehr's Eclectic Series of Geographies 
 and Youman's Botany were introduced. 
 
 In January, 1872, it 'was determined to tear down the old 
 Fourth street building, and erect a new one in its place. The 
 contract for the erection of the n«w building was awarded to 
 Eobert Baker for |23,200, he alllowing |650 for the old 
 building. The new house was built according to plans fur- 
 nished by I. H. Hobbs & Sons, of Philadelphia. It is an ele- 
 gant structure, two stories in hight, with ten large and com- 
 fortable school rooms, well lighted and ventilated throughout. 
 
 The basement is deep, and extends under all the building, 
 affording room for the heating apparatus, which is entirely 
 adequate, besides furnishing ample room for the storage of 
 fuel, (fee. 
 
 At a meeting of the Board, July 24, 1872, Mr. J. F. Lu- 
 kens was appointed Superintendent at a salary of $1,800 per 
 annum, and the entire corps of teachers of the previous year 
 appointed for the ensuing year. Mr. Petrie having resigned, 
 Mr. Gilbert was appointed German teacher in his stead at a 
 salary of $75 per month. It became necessary, in the early 
 part of the year, to establish a new B Grammar School in the 
 Fourth street school building, and Miss M, J. Gunn was 
 
appointed teacher at $70 per month. This made a succession 
 of promotions necessary. In January, 1873, Mr. Gilbert 
 having resigned, Hiram Meyers was appointed to succeed him 
 as teacher of the German schools. Mr. Holland also resign- 
 ing, W. B. Ferguson was appointed to succeed him as teacher 
 of the Colored School. 
 
 On June 25, 1873, J. F. Lukens was reappointed Super- 
 intendent, and the old corps of teachers appointed for the ensu- 
 ing year, except the German teachers. Karl J. H. Hermes 
 was appointed German teacher at $75 per month, and Miss 
 Louisa Knoble, German teacher, at $50 per month. Miss 
 Boyd having declined reappointment, George Campbell was 
 appointed, August 11, Assistant High School Teacher at $75 
 per month. Miss M. A. Webster was also appointed, vice 
 Miss E. Rutter, resigned, at $45 per month. Miss Emma 
 Bell resigning, Mrs. Hamilton was appointed to her place at 
 $35 per month. 
 
 On August 12, 1872, the Board, by authority of an act of 
 the Legislature, passed April 25, 1872, issued twenty bonds 
 of $1000 each for the purpose of building the Fourth street 
 school house. 
 
 In accordance with an act of the Legislature passed May 
 1, 1873, providing that schools should be reorganized under 
 it at the first annual election thereafter, and requiring the 
 Board to consist of two members from each ward, at the elec- 
 tion held April 6, 1874, the following were elected members 
 of the Board of Education : 
 
 1st Ward, J. M. Lynn 2 years. J. M. Herder 1 year. 
 
 2d " H.Leet " H.T.Vincent 
 
 3d " W.T. Cook " j.Q. Gibson. 
 
 4th " J.Q. Weaver " George A. .Waller 
 
 5tli " G. S. B. Hempstead.. " Jacob Zottma.n 
 
 6th " A. L. Norton " J.T.Miller 
 
 The new Board of Education organized April 20, 1874, by 
 the election of Dr. G. S. B. Hempstead, President; William 
 Waller, Clerk; and J. Q. Gibson, Treasurer. On April 22d 
 rules were adopted, and committees, of three members each, 
 appointed on the following topics : Finance, Discipline, Re- 
 pairs, German Schools, Colored Schools and Library. 
 
The Council Chamber was rented for the use of the Board, 
 in which to hold its meetings. 
 
 The number of Examiners was fixed at three, and the fol- 
 lowing gentlemen were appointed : J. T. Franklin, three 
 years; Karl F. Thieme, two years, and R. S. Silcox, one 
 year. 
 
 It was ordered that the Superintendent and teachers be 
 elected annually at the first meeting in July. 
 
 The corps of teachers for the ensuing year, together with 
 
 their salaries, is as follows : 
 
 J. F. Liukens, Superintendent, per annum ^1,800 00 
 
 M. S. Campbell High School teacher, per annum 1,500 00 
 
 Gr. E. Campbell, High School, assistant teacher, per month.. 75 00 
 
 Mrs. M. Mulligan and Miss E. Varner, each per month 70 00 
 
 Miss Alice Hayes and Mrs. E. B. Glidden, each per month.. 60 00 
 
 Miss C. M. Lewis, Miss B. McFarlin and A. V. Thompson, 
 
 each per month ; 50 00 
 
 Miss M. F. Wheeler, Miss A. Mclntyre and P. A. McKeown, 
 
 each per month 45 00 
 
 Miss M. E. Feurt, Miss M. McClain, Miss .1. Moran, Miss J. 
 
 M. Waller and Mrs. M. J. Davy, each per month 40 00 
 
 Miss K. L. Vigus, per month 30 00 
 
 Miss K. D. Kinney, Miss Emma Ball and Miss J. E. Wat- 
 kins, each per month 35 00 
 
 Miss I. V. Applegate, Mrs. E. K. Dukes, Miss Sarah E. Kit- 
 tle, Miss M. J. Gunn, Mrs. M. B. Hall, Mrs. Thank Ash- 
 ton, Miss Lou. Knobel and W. S. Ferguson, each per 
 
 month 50 00 
 
 Carl Gr. Huber, German teacher, per annum 1,100 00 
 
 On July, 16, 1874, the library, which had been kept at the 
 rooms of the Y. M. C. A. for several years, was removed to 
 the Sixth street building, and John Rowe appointed Libra- 
 rian, at a salary of |50 per annum. 
 
 On July 30, 1874, the death of J. M. Herder, member of 
 the Board from the First Ward, being announced, Major C. F. 
 Reineger was appointed to fill the vacancy. Mrs. Stansbury 
 was appointed Assistant Teacher in the Colored Schools, and 
 J. H. Brown, Asst. High School Teacher, Geo. E. Campbell 
 declining appointment. In other respects the corps of teach- 
 ers for the ensuing year was the same as the year preceding. 
 The ensuing school year was divided • into three terms : 
 
One of four months, two of three months ; to open August 
 31, 1874, and close June 25, 1875; with a vacation of two 
 years at the close of the first term, and one week at the close 
 of the second. 
 
 Several changes took place this year, by which promotions 
 were made. Early in the Fall term of 1874 it became neces- 
 sary to create a new. Colored School, to which Miss Jane 
 Nooks was appointed teacher at a salary of $35 per month. 
 
 On March 11, 1875, it was ordered that the schools be 
 graded as follows: Primary Schools, D, C, B and A. Gram- 
 mar Schools, D, C, B and A. High School, D, C, B and A. 
 Pupils to be admitted at the beginning of each term, and 
 that an average standing of 70 per cent, be necessary to grade 
 from a lower to a higher school, tardiness and deportment 
 not to be counted for or against in the question of grading. 
 Any one wishing to enter a school must be examined by the 
 Superintendent. 
 
 In September, 1874, a lot was purchased at the corner of 
 Seventh and John streets, from F. ('. Searle, for $2,500, on 
 which to build a house for the colored schools. 
 
 In April, 1875, the following members, each for two years, 
 were elected : 
 
 First Ward C. F. Beineger 
 
 Second " T. F. Davidson 
 
 Third " J.Q.Gibson 
 
 Fourth " George A. Waller 
 
 Fifth " Jacob Zottman 
 
 'Sixth " George W. Stacy 
 
 On April 19, the Board organized by electing the follow- 
 ing officers : Dr. G. S. B. Hempstead, President; Dr. T. F. 
 Davidson, President pro tem ; J. Q. Gibson, Treasurer; 
 William Waller, Clerk. Mr. R. S, Silcox was re-elected 
 Examiner for three years. 
 
 On May 27, 1875, the Board purchased from Hannah 
 Waller, a lot on the northwest corner of Fourth and Union 
 streets, for $10,076, on which to build a school house to take 
 the place of the Second street building. 
 
On July 8, 1875, the following corps of teachers was 
 elected for the ensuing year :■ 
 
 M. 8. Campbell, Superintendent, per annum $1,800 
 
 W. M. Friesner and Miss Mary D. Campbell, teachers of the 
 
 High School, each per month 90 
 
 Miss E. Varner, Mrs. M. A. Mulligan and Miss M. J. Gunn, 
 
 each per month 70 
 
 Mrs. E. E. Glidden, Miss A. Hayes and W. B. Ferguson, each 
 
 per month 60 
 
 Carl G. Huber, German teacher, per month 110 
 
 Miss C. M. Lewis, Miss A. V. Thompson, Mrs. P. A. Mc- 
 
 Keown, Miss I. V. Applegate, Mrs. M. J. Davey, MissM. 
 
 A. Webster, Mr. Hermes, Mrs. M. B. Hall and Miss E. 
 
 McFarlau, each per month 50 
 
 Miss M. F. Wheeler, Miss A. Mclntyre, Miss J. E. Watkins, 
 
 Miss M. E. Feurt, Miss J. M. Waller and Miss K. D. Kin- 
 ney, each per mouth 45 
 
 Miss Fannie Switzer, Miss Mary McClain, Miss J. Morrau, 
 
 and Mrs. E. Stansbury, each per month 40 
 
 Miss E. Gattermari, Miss Mary E. Cotton, Miss Emma Ball 
 
 and Kate L. Vigus, each per month 35 
 
 Miss L. A. Williams, Miss Susan Buck and Mary Bratt, each 
 
 per month., 30 
 
 MissB. Weyle, per month 35 
 
 Total number of teachers, including Superitendent, 38. 
 
 Dr. G. S. B. Hempstead resigned as member of the Board 
 of Education, and E. E. Ewing was appointed in his place. 
 
 On July 22, 1875, E. E. Ewing was elected President of 
 the Board. At the same time Carl G. Huber was appointed 
 German teacher, and it was ordered that all pupils in the 
 grades above the Primary should have the privilege of study- * 
 ing the German language. 
 
 On September 16, 1875, the Board entered into a contract 
 with J. M. Nichols to erect a school house for colored" schools 
 on the corner of John and Eleventh streets, for $8,067, upon 
 plans furnished by I. H. Hobbs & Son, of Philadelphia, and 
 adopted by the Board. Eight bonds of $1,000 each were 
 ordered to be issued to defray the cost of the building. 
 
 On December 9, W. T. Cook, member frr m the Third Ward, 
 resigned, and on December 23, W. H. Angle was appointed 
 by the Board. to fill the vacancy. Carl F, Thieme, Examiner, 
 
having resigned, Mr. Treuthart was appointed to fill the va- 
 cancy. 
 
 Thus we have endeavored to sketch, in outline only, the 
 official action of the Board for the last twenty years. Had 
 all been said that seemed to demand expression, our task 
 would have been too greatly extended, and the space allotted 
 to us entirely inadequate. Our schools at the present time 
 are in such a condition that we should have no reason to 
 shrink from a comparison with any in tiie State, or in the 
 United States. 
 
 In 1836 the number of youth entitled to school privileges 
 was 454 ; in 1876 the number is over 4,000. The value of 
 school property then was estimated at $500; now it is 
 $153,000. Then two teachers were sufficient to teach those 
 who would avail themselves of the privileges of a free school.; 
 now it requires forty teachers to supply the demand. Then 
 there were two school rooms of the most inferior sort, with 
 none but the most primitive kind of furniture ; now the ac- 
 commodations for forty schools that are, in all respects, 
 first-class, while yet another large building is in contemplation. 
 Fifteen years ago our colored population, even by judicial de- 
 cree, had no rights that the white man was bound to respect ; 
 now their' educational need3 are provided for in the same 
 generous manner with which the white schools are supported. 
 In our schools it is possible for any one to acquire a liberal 
 education. 
 
 Our High Soehol, which was established under the super- 
 vision of Mr. E. E. White, in 1856, has accomplished a 
 work of which its founder may well be proud. It numbers 
 many among its graduates, both men and women, who are 
 destined to become known in the world on account of the 
 sterling worth they possess, which the High School did so 
 much to develop and to fashion. It has acquired an in- 
 fluence that overshadows every form of prejudice or oppo- 
 sition to our system of free schools. 
 
 As remarked at the outset, on account of the destruction 
 of some of our public records, a continuous history has been 
 out of the question. We are confident, however, that what 
 
has been presented is wholly reliable, and had not this occa- 
 sion arisen for its presentation, many facts thus brought out 
 would never be recalled. We can but believe that the same 
 progress awaits us in the future that has charactized the past. 
 
 And now, in the centennial of our ISlational existence, 
 who will not say that our free-school system is the proudest 
 monument to which, as a civilized and Christian people, we 
 can direct the attention of the world ? 
 
 It is eminently proper to make honorable mention of those 
 who, by their constant devotion to our educational interests, 
 have done so much to make our common schools what they 
 are. Much praise is due to the ministers who have ever 
 acted as though they believed wisdom to be the handmaid of 
 virtue. Prominent among those now living in our city are 
 Rev. E. Burr and Rev, E. P. Pratt. The members of the 
 bar have also been zealous in their labors for our schools, and 
 many of them have willingly borne their portion of the care 
 that devolved upon the school trustee. 
 
 One element of the success and efficiency of our schools 
 has been the retention of the same teachers as long as their 
 services are satisfactory, and, in the employment of new 
 tenchers giving home talent the preference. It is no dispar- 
 agement to any to say that, of the Superintendents who have 
 had charge of our schools, the services of none contributed 
 more to the general good- than those of E. E. White. His 
 abilities as an educator have been widely recognized. Quite 
 recently he has been elected to the Presidency of Purdue 
 University, at Lafayette, Indiana. 
 
 The following is a list of the graduates of the High School 
 from 1860, when the first class graduated, to 1876 : 
 
 I860.— George H. Bell, James S. Kehoe, Louis C. Terry, 
 Emma P. Hunter and Fannie Waitt. 
 
 1867. — Frank S. Connally, Richard G. Lewis, Mary Len- 
 non, Sadie S. Waitt and M, Annie Varner. 
 
 1869. — Anna Mcliityre, Maggie A. Stewart, S. Jennie 
 Fisher, Belle O. Whiting, Annie -A. Lionbarger, R. Samuel 
 Padeii, James M. Jones, Will M. Criohton, Augustus O, 
 Bing and Will G. Beyerley. 
 
1870.— Mary E. Moore, Geo. H. Holman, Frauk B. Ke- 
 hoe and Wm. B. Bolton. 
 
 1871.— Ettie Pursell, Dollie Piirsell, Mary W. Collins, 
 Flora A. Glidden, Ella S. Watson, Richard E. Peebles, T. 
 Frank Lloyd, Joh.n G. Miller, J. Orme Coll and Edward 
 Raine. 
 
 1872. — Jennie S. Moore, Jennie Whiting, Kate M. Reilly, 
 Emily Ball, Charles Crichton and Benjamin Bently. 
 
 1873.— Lydia A. Williams, Hattie Fisher, Ella Stewart, 
 Lottie G. Williams, Thos. J. Overturf, Julia A. Lloyd, Anna 
 L. Tracy, Kate D. Kinney, Emma A. Newton, Maggie M. 
 Firmstone, Josie H. Smith and Mary E. Feurt. 
 
 1874. — Lizzie F. Moore, Nellie M. Crichton, Julia C. Sil- 
 cox, Bertha Weyl, Mary E. Cotton, Agnes I. Barkelow, Kate 
 L. Vigus, Maggie E. Wheeler, Lizzie Gatterman, Minnie L. 
 Burns, Mary A. Porterfield, Wilber C. Bing and Lizzie J. 
 Cotton. 
 
 1875. — Jessie E. Miller, Jennie L. Gharkey, Charles W. 
 Kennedy, Filmore Musser, Dan. J. Ryan and Charles O. 
 Tracy. 
 
 COURSE OF STUDY. 
 
 FIRST YEAK — D PEIMABY. 
 
 Word Method, Spelling — all words used; Slate Writing; Arith- 
 metic — Notation and Enumeration to 100, Addition, Subtraction, 
 Multiplication and Division ; all results within 25. 
 
 SECOND YEAR— C PRIMARY. 
 
 Second Reader ; Slate Writing ; Spelling — all words used ; Arith- 
 metic — work of the first year continued ; using 12 as a multiplier 
 and divisor, and l^eeping results within 1,000 ; Language Lessons, 
 written on the slate. 
 
 THIRD YEAR — B PRIMARY. 
 
 Third Header; Slate Writing ; Spelling— all words used ; Arith- 
 metic — work of the first and second years continued ; using all 
 numbers below 100 as multipliers and divisors ; Language Les- 
 sons — sentence making and writing from dictation ; Greograpby — 
 the City, County and State, including the construction of ma^ps of 
 the same. 
 
POUKTH YEAR — A PKIMAKV. 
 
 Fourth Reader ; Copy-book Writing; Spelling— all words used ; 
 Arithmetic— Simple Numbers completed; Language Lessons— 
 LetterWriting and Manuscripts in monthly examinations ; Geo- 
 graphy — use Primary Geography. 
 
 FIFTH YEAB — D GEAMMAE. 
 
 Fourth Eeader; Copy-book Writing; Spelling— all words used ; 
 Arithmetic— Compound Numbers ; Language Lessons — Composi- 
 tion writing ; Geography of the United States, with map drawing. 
 
 SIXTH YEAE — C GEAMMAB. 
 
 Fifth Reader ; Copy-book Writing ; Spelling — all Yor^s used ; 
 Arithmetic— Properties of. Numbers and Fractions; Primary 
 Grammar ; Geography of the Continents ; Map Drawing. 
 
 SEVENTH YEAE — B GEAMMAB. 
 
 Fifth Reader ; Copy-book Writing ; Spelling — use the Speller ; 
 Arithmetic — General Review and Partial Payments completed; 
 Primary Grammar ; Geography completed. 
 
 EIGHTH YEAE— A GEAMMAB. 
 
 Reading — selections from Sixth Reader ; Spelling — use the 
 Speller ; Arithmetic completed ; Writing — Copy-book ; Primary 
 Grammar completed ; History of the United States. 
 
 NINTH YEAB — D HIGH SCHOOL. 
 
 First Jerra — Algebra, Physical Geography, Analysis, Latin or 
 German. 
 
 Second Term— Algebra, Physical Geography, Analysis, Latin or 
 German. 
 
 Third 7erm— Algebra, Physiology, Analysis, Latin or German. 
 
 TENTH YEAB— C HIGH SCHOOL. 
 
 First Term — Geometry, Natural Philosophy, English History, 
 Latin or German. 
 
 Second rerwi— Geometry, Natural Philosophy, English History, 
 Latin or German. 
 
 'Third Tferm— Geometry, Botany, Etymology, Latin or German. 
 
ELEVENTH YEAR — B HIGH SCHOOL. 
 
 First lerm — ^Trigonometry, Chemistry, Rhetoric, Latin or Ger- 
 man. 
 
 Second Term — Mensuration, Chemistry, Rhetoric, Latin or Ger- 
 man. 
 
 Third Term — Surveying, Constitution of the United States, 
 Rhetoric, Latin or German. 
 
 TWELFTH YEAR— A HIGH SCHOOL. 
 
 First lerm — Mental Philosophy, English Literature, Astronomy. 
 
 Second Term — Mental Philosophy, English Literature, English 
 Criticism. 
 
 Third Tirm — Logic, American Literature, English Criticism. 
 
The progress and growth of the Public Schools of Portsmouth 
 can not be better illustrated than by the following table. From 
 1846 to 18S6 no records are found from which the required date 
 can be obtained : 
 
 DATB. 
 
 Number 6f Pu- 
 pils enumer- 
 ated. 
 
 II 
 
 3 ft 
 
 1 s 
 < 
 
 2 
 
 1 
 2 
 
 
 Total Receipts 
 from all 
 Sources. 
 
 T3 
 
 B 
 CD 
 
 b 
 
 55 
 
 1^ 
 
 Value of 
 School Prop- 
 erty. 
 
 1836... 
 
 454 
 547 
 570 
 
 
 
 
 $500 00 
 
 1837... 
 
 
 
 $529 80 
 903 66 
 1,095 36 
 1,295 70 
 1,541 89 
 1,715 00 
 2,453 96 
 2,168 19 
 2,174 53 
 2,199 65 
 
 «277 00 
 
 500 00 
 
 i838... 
 
 
 
 
 
 
 
 1839... 
 
 
 
 5 
 5 
 6 
 6 
 6 
 7 
 7 
 9 
 18 
 19 
 19 
 19 
 20 
 20 
 21 
 21 
 20 
 20 
 21 
 22 
 25 
 28 
 
 8 
 8 
 8 
 8 
 8 
 8 
 8 
 
 1» 
 18 
 19 
 19 
 19 
 20 
 20 
 20 
 20 
 26 
 25 
 25 
 25 
 25 
 26 
 
 16 
 48 
 48 
 45 
 45 
 45 
 45 
 46 
 40 
 40 
 40 
 
 to 
 
 40 
 40 
 40 
 40 
 40 
 40 
 40 
 40 
 40 
 40 
 40 
 40 
 40 
 40 
 40 
 40 
 
 
 6 000 00 
 
 1840... 
 
 
 
 
 958 04 
 2,100 70 
 1,019 30 
 1,632 44 
 1,8^4 73 
 1,78» 89 
 2,283 80 
 
 
 1841... 
 
 
 
 
 
 1842... 
 
 ,748 
 743 
 760 
 789 
 910 
 2,206 
 2,341 
 
 468 
 535 
 588 
 481 
 624 
 
 220 
 227 
 265 
 285 
 372 
 
 
 1843... 
 4844... 
 
 
 1845... 
 
 
 1846... 
 
 
 1856... 
 
 
 1857... 
 
 1,080 
 
 706 
 
 
 
 1858... 
 
 
 1 
 
 1859... 
 1860... 
 
 2,440 
 2,452 
 2,346 
 
 
 
 2,367 
 2,585 
 
 2,866 
 
 1,266 
 1,297 
 1,385 
 1,348 
 
 785 
 
 811 
 
 863 
 
 1,002 
 
 1,002 
 
 11,171 56 
 13,920 52 
 14,006 96 
 15,171 33 
 
 8,105 72 
 8,931 07 
 8,220 09 
 6,503 55 
 
 17,090 00 
 
 1861... 
 
 
 1862... 
 
 
 1863... 
 
 
 1864... 
 
 
 5,207 44 
 12,453 41 
 
 9,801 58 
 10,.399 30 
 
 
 
 1865... 
 1866... 
 
 2,000 
 
 1,240 
 
 55,000 00 
 
 1867... 
 
 
 
 
 
 1868... 
 
 3,403 
 
 ■ 1,815 
 2,010 
 
 1,226 
 1,514 
 
 31,194 81 
 33,207 40 
 
 26,067 79 
 27,227 00 
 
 
 1869... 
 
 
 1870... 
 
 
 1871... 
 
 
 
 
 
 
 
 
 1872... 
 
 4,112 
 3,877 
 4,242 
 3,924 
 
 
 
 33 
 
 36 
 36 
 38 
 
 31 
 32 
 32' 
 38 
 
 45,Q86 52 
 57,037 76 
 23,201 02 
 42,076 34 
 
 41,032 53 
 
 57,037 76 
 
 23,506 01 
 
 ; 34,795 79 
 
 125,000 00 
 125,000 OS 
 130,000 00 
 153,000 00 
 
 1873... 
 
 
 
 1874... 
 
 
 
 1875... 
 
 
 
 
 
 
THE WEBSTERIAN SOCIETY. 
 
 This Society is one of the incidental outgrowths of our 
 ■Common Schools, and as such is entitled to recognition in 
 their history. It commends itself in that it tends to promote 
 the literary taste of its members, at the same time alffording 
 an opportunity to become acquainted with Parliamentary 
 usage, and also to cultivate the powers of elocution. With 
 these objects in view, a number of the scholars of the High 
 School, receiving the sanction of the Superintendent, organ- 
 ized the Websterian Society in March, 1872. It is true that 
 the promoters of the enterprise had not the fullest confidence 
 in the durability of the structure they were about to rear, 
 but they were in earnest, and their earnestness brought forth 
 better results than they anticipated. It grew in numbers 
 and in strength, and, after a lapse of four years, it claims an 
 existence more vigorous than ever, and is looking forward 
 to the accomplishment of still greater results. Its first offi- 
 cers were: Dan. J. Ryan, President; Ralph Hood, Vice 
 President ; Joseph Leonard, Secretary, and J. Percy Purdom, 
 Treasurer. The progress of some of its members was really 
 astonishing, and it became a lapidary for many an uncut 
 diamond, as will be demonstrated, even in the near future. 
 In addition to the ordinary functions of the Society, it has 
 projected and very successfully managed several courses of 
 lectures that have been highly gratifying to the citizens, and 
 very creditable to the Society. 
 
PORTSMOUTH YOUNG LADIES' SEMINARY. 
 
 A compauy was organized and iacorporated August 2, 
 1 867, for the purpose of establishing a Young Ladies' Semi- 
 nary in Portsmouth, with a subscribed capital of |33,000. 
 At the first election of Directors, the following gentlemen 
 were chosen: B. B. Gaylord, President; L. C. Damarin, 
 Treasurer ; J. F. Towell, Secretary ; W. H. Lampton, J. L. 
 Watkins, Wells A. Hutchins. 
 
 The Directors purchased the handsome residence of Mrs. 
 Capt. McClain, at a cost of $26,000, and* furnished the same 
 for a boarding and day school. A complete set of chemical 
 and philosophical apparatus was also procured. The Direc- 
 tors rented the property at a merely nominal rent to Prof. B. 
 L. Lang, who, for many years, was Professor of Mathematics 
 in Kenyon College, Ohio, and the school opened under the 
 most favorable, auspices. Some fifty students were enrolled 
 under a full corps of teachers. Instruction was given in the 
 higher mathematics, sciences, ancient and modern languages, 
 literature, music, drawing and painting. Prof. Lang con- 
 tinued in charge a few years, and several classes graduated 
 with honor. Some of thes^ young ladies have since engaged 
 successfully in the work of instruction. The influence of 
 the Seminary upon our public schools was sensibly felt. The 
 crowded, ill-ventilated buildings were replaced by others of 
 modern architecture and attractiveness, and a higher standing 
 of scholarship was inaugurated. The improved character of 
 the public schools, and motives of economy, were speedily felt 
 after the withdrawal of Prof. Lang. His successors were 
 Messrs. Daniels and Brown, who continued in charge three 
 years. The membership of the school, though not materially 
 diminished in number, was made up of a younger class of 
 
pupils. The Directors invited Miss Urmston, a highly 
 accomplished and experienced teacher, to take charge of the 
 school, who, with her associate, Miss Sheldon, still conducts 
 it with ability, and with a measure of success. These* ladies 
 are exercising a silent influence for good in the community, 
 and the character of their instruction merits a more liberal 
 patronage than they are receiving. They give instruction in 
 all the higher branches of an English and classical education, 
 and, with competent assistants, the students are taught the 
 modern languages, music, drawing and painting. Although 
 the Seminary has not accomplished all that its friends in- 
 tended, its influence has been for good in raising the tone of 
 society, and stimulating a love for politeness among the young 
 of both sexes. 
 
History of the Public Schools 
 
 EAKtT SCHOOLS. 
 
 In the abseuce of any records it is difflault to give strict, 
 ly accurate dates as to the early schools and teachers, but so 
 far as can be ascertained the following will be found nearljr 
 correct. The first teacher was Zaccheus Martia, in the year 
 1816, and the second,' Peter Wiles. 
 
 Between 1820 and 1830, Eev. White, Mr. Concha, Dr. 
 Baily, Nathaniel Brockway, Mr. Earheart, Mr. Gibson, Adam 
 Ketterwood, James Simpson, Mr. Black, Mrs. Eebecca Whitte- 
 more, Eobert Poage, Samuel Morton, and Mr. SulUyan taught 
 more or less. 
 
 Between 1830 and the time the Union School was organiz- 
 ed, the following were the teachers: Misses Eosa and Eebecca 
 McCoy, C. F. Campbell, John McCague, Nathaniel Cradit, M. 
 P. Gaddis, Andrew Coombs, Lewis Pierce, George Palmer, J. 
 C. Tibbells, Mr. Hilton, Mr. and Mrs. Belleville, David Ab- 
 bott, Mr. and Mrs. Bissell, Mr. and Mrs. Henderson, Mr. and 
 Mrs. Bowen, Henry Brown, Joseph Hughes, W. G. Kephart, 
 Horace Norton, Benjamin Eckmau, Miss Boegle, J. C. Ladley, 
 Mr. and Mrs. Frazier, Mr. Whittemore, Julia Kephart, Jona- 
 than Taft, George Shaw, W. S. Humphreys and Miss Elliott 
 
 In 1828 a College was founded, with Eev. John Eankin, 
 President, James Simpson as Professor of Languages, and 
 Nathaniel Brockwaj-, Professor of Mathematics. The school 
 was continued until about the year 1832. There were a good- 
 ij^ number of students, some of whom were from Louisiana, 
 Mississippi and other Southern States. 
 
 In 1832, Eev. John Eankin established a Female Seminary, 
 with Miss Eiley (afterward a Missionary to India) as first 
 assistant, Miss Erwin as second, and Miss Murray third. 
 
. 2 
 
 A College, with Eev. John Eankin as President, was 
 founded in 18'40, W. S. Humphreys and James Frazier, assist- 
 ants. Mr. Kankin was succeeded by Rev. Jonathan Taylor, 
 The school was continued until 1849. 
 
 The first school-house was built of hewed logs, in 1816, 
 and stood on the side of the hill in the lower end of town. It 
 was burned down two or three years afterward, and a ftame 
 building was erected on the same spot. 
 
 In 1820 the college building was erected. It was torn down 
 in 1849 to make way for the present handsome edifies occupied 
 by the Union School. AH the teaching done in the old fi-ame 
 school-house was under the "Free School System" — three 
 months in the year. The branches tanght wei-e Spelling, 
 Beading, Writing, Arithmetic, Grammar and Geography, 
 Among the text books used were Pike's Arithmetic, Olney's 
 Geography, Kirkham's Grammar and the English Reader. 
 
 Among the distinguished personages who received their 
 first instruction in the schools of Ripley, we need but say that 
 the President of the United Stales, U. S. Grant, Admiral 
 David Ammon, and General Jaqob Ammon are of the number. 
 There is a long list of eminent Divines, Editors, Lawyers, 
 Physicians, Missionaries, Teachers, (fee. 
 
 UNION 9CHOOI,S. 
 
 The schools were first graded in the fall of 1853. This very 
 important change in the management of the schools marks 
 the beginning of a new era in the histoiy of education in Rip- 
 lej'. The assigning of the pupils to the pai'ticular grades for 
 which they were qualified seems to have instilled life and en- 
 ergy into the schools, such as had never been known before. 
 The attendance in the schools was more than doubled the first 
 year; the vigorous and energetic work of the teachers and 
 Board of Education seemed to be equalled only by the diligence 
 and ambition of the pupils. The first j'ear's experience was a 
 success; but the one thing in particular that made the graded 
 schools a fixture was the important item that the j'ear's' expe- 
 rience had demonstrated the fact that a Union School could be 
 conducted with half the expense of an unclassified school. 
 
 The persons to whom the people of Ripley are indebted for 
 the organisation of the Union Schools are the gentlemen who 
 
ftomposed the Board of Education in 1853, viz: Archibslld Lig' 
 gett, Esq., John McCague, Esq., and Rev. David Gaddis. Tltey 
 elected Mr. Francis W. Hurt, Superintendent, who apjJsars to 
 have been the very man for the situation. He had great executive 
 ability, was a good organizer, inflexible iii his deterniinsl.tiorl, 
 a classical scholar, and had shoulders broad enough to carry 
 all the little people who opposed the "new departure" in school 
 polity. He served the people here faithfully and well for a 
 year and a half when he resigned. He afterwards became 
 famous during the War as a Quarter Master. 
 
 The schools Were first graded as follows: High School, 
 Grammar, Secohdary and Primary. 
 
 FIRST CORPS OF TEACHSitS. 
 
 Francis W. Hurt, Superintendent, ' salary, $500 
 
 Margaret M. Erwin, Teacher High School, " 250 
 
 Conley McFadden, First Grammar, " 250 
 
 Joanna M. Lowes, Second Gratiimslr - " 200 
 
 Harriet Campbell, First Seconddry^ " 200 
 
 M. G. Kerr, Second Secondary, - " 200 
 
 Mrs. E. White, First Prlmai'y, - " 200 
 
 Emeline Kephart, Second Primary, " 200 
 
 doijKSE OF STUDY. 
 
 There is now no means of ascertaining What the course Of 
 study in the lower grades was at that time, but the following 
 is the course of study prescribed for the High School : 
 
 First Year — Higher Arithmetic, Analysis of Senteiices, Al- 
 gebra, History, Latin, Natural Philosophy. 
 
 Second Year — Algebra, Science of Government, Latin, Nat- 
 ural Philosophj', Physiology, Book-keeping, Plane Geometry-, 
 Csesar, Rhetoric, Botany, Natural History. 
 
 Third Year — Solid Geometry, Caesar, Chemistry, Rhetoric; 
 Plane and Spherical Trigonometry, Greek, Mensuration, Sur- 
 veying, Virgil, Logic, Astronomy, Meteorology. 
 
 Fourth Year — Analytical Geometi'y, Virgil, Geology, 
 Xeilophon's Anabasis, DiffeveUtial Calculus, Integral Calculus^ 
 Livy, Moral Science, Political Economy^ Mental Philosophy^ 
 Evidences of Christianity, Butlei^'s AialOgy; Conchology. 
 
 Vocal Music, CompOsitioil ahd Declamation throughout the 
 the whole course; Instrumental Music, Optional, with extra 
 charge. 
 
It will be obsen-ed that the persons wito devised and adopt- 
 ed the above curriculum had high hopes for the Union 
 Schools. The course of study is certainly a very excellent one, 
 but its contemplation must have been embarrassing to the 
 students and formidable to the teachers. In several respects 
 it is much more extensive than our present curriculum. 
 
 CHANGES. 
 
 The schools were organized under tlie general school l^ws of 
 Ohio, and so continued until March 23, 1861, when at a spe- 
 cial election held for the purpose, the school law passed by 
 the legislature February 21, 1849, was unanimouslj'' adopted 
 for the government of the schools. On the 28th of March, 
 1861, six members of the Board of Education were chosen, 
 viz: John McCagne, Esq., Nathaniel Cradit, D. P. Evans, 
 Alfred Beasley, Orange Edwards and James Eejmolds. The 
 schools have been under the law ff 1849 ever since. 
 
 At the organization of the Union Schools the first story of 
 What is now the school building was occupied bj' part of the 
 schools; while the basement was occupied by the Fire De- 
 partment; the second story was the town hall, and the frontof the 
 building was used for a calaboose and Township voting place. 
 
 The Board rented the Female Seminary building on Mul- 
 berry street for the use of part of the schools. The school- 
 rooms were furnished with the old fashioned long benches and 
 desks. The Board afterwards got control of the second story 
 and divided it into four school rooms by means of board par- 
 titions twelve feet high, but ihis not proving satisfactory the 
 partitions were extended to the ceiling. In 1869 the whole 
 building was remodeled after a plan proposed by Mr. Nathan- 
 iel Cradit. The present substantial and convenient school 
 edifice is the result. There are now eight large school rooms 
 in the building, besides the Superintendent's room. 
 
 The German language is taught in a building near the 
 main hall, while the colored schools occupy two buildings on 
 Fourth street. The town clock, costing $650 in New York 
 City, was placed on the main building in 1869. All the roomja--- 
 were also supplied with the latest improved seats and desks 
 during the same year. 
 
 The school lot contains quite .a number of beautiful shade 
 trees, planted by order of the Board, about fifteen years ago. 
 
Tlidy are now so large that the shade of their foliage is very 
 
 agreeable on a hot summer's day. There is a sub'^tantial iron 
 
 fence, firmly supported by a wall of masonry, on the east side 
 
 of the school yard. 
 
 superintendents. 
 
 When Elected. Teem of Service. Salary* 
 May, 2, 1853, 
 Sept. 1, 1854, 
 Dec. 6, 1856, 
 Sept. 1, 1861, 
 Sept. 1, 1862, 
 Sept. 1, 1865. 
 Sept. 1, 1866, 
 Sept. 1, 1867, 
 Sept. 1, 1870, 
 Sept. 1, 1871, 
 
 Name. 
 Francis W. Hurt, 
 W. H. Andrews, 
 Jacob Ammon, 
 E. C. Mitchell, 
 Seneca Coon, 
 Allen Armstrong, 
 G. H. Moulton, 
 R. C. Mitchell, 
 I. W. Legg, 
 J. C. Shumaker, 
 
 fifteen months, 
 twenty- nine months, 
 
 four 3'ears. 
 one year, 
 
 three years, 
 
 one year, 
 
 one year, 
 three years, 
 
 one 3'ear, 
 continues. 
 
 $500 
 
 550 
 
 700 
 
 500 
 
 600 
 
 1,000 
 
 1,000 
 
 1,200 
 
 1,200 
 
 1,200 
 
 PRINCIPAIS OF HIGH SCHOOI.S. 
 
 Margaret M. Erwin, 
 U. T. Curran, 
 A. B. Thompson, 
 W. A. Dixon, 
 S. "Wallace, 
 S. N. Cochrane, 
 Seneca Coon, Supt., 
 Allen Armstrong, " 
 G. H. Moulton, " 
 W. W. Gilliland, " 
 David P. Pratt, 
 Philetus Eyche, " 
 J. C. Shumaker, " 
 Sarah A. Perry, 
 
 May 2, 1853, 
 Sept. 1, 1856, 
 
 Sept. 1, 
 Sept. 1, 
 April 1, 
 Sept. 1, 
 Jan. 1, 
 Sept. 1, 
 Sept. 1, 1866, 
 Sept. 1, 1867, 
 Sept 1, 1868, 
 Sept. 1, 1870, 
 Sept. 1, 1871, 
 Sept. 1, 1873, 
 
 1859, 
 1860, 
 1861, 
 1861, 
 1862, 
 1865, 
 
 three years, 
 three years, 
 four months, 
 eight months, 
 one month, 
 four months, 
 three years, 
 one year, 
 one year, 
 five months, 
 two years, 
 one year, 
 two years, 
 continues. 
 
 350 
 
 500 
 500 
 500 
 500 
 500 
 
 1,000 
 900 
 750 
 
 400 
 
 COURSE or STUDY. 
 
 The branches taught in the lower grades include all those 
 branches usually taught in those grades, viz; Reading, Spell- 
 ing, Writing, Arithmetic, Geography, English Grammar and 
 History. Map drawing is taught in connection with Geogra- 
 phy. Algebra is commenced iu the Senior Grammar grade. 
 
 HIGH SCHOOi— FIRST YEAR. 
 
 Fall Term. — Algebra, Higher Arithmetic, Natural Philoso- 
 phy. Elective, Latin, Greek, German, French or Analysis of 
 Sentences. 
 
 Winter Term. — Algebra, Higher Arithmetic, Natural Phi- 
 losophj-. Elective, same as Fall term. 
 
Spring fMlsM.— Algebra, Higher AvitUmetic, Physidldgyi 
 Elective, Latin, Grcelv, German or French. 
 
 SKCOND TEAU. 
 
 Fall TerMi— Geometry, Physiology, Physical Geography, 
 Elective, same as the last term. 
 
 WiNTEK Term.— Geonletry, Physical Geography, Astronomy, 
 Book-keeping. Elective) same as last term. 
 
 Spring Teum.— Geometry, Botany, History of Americau Lit 
 erature. Elective, same as last term. 
 
 THIKD TEAK. 
 
 Fall TEKJi.^Trigonometrj', Ehetoric, Science of Govern- 
 iiient. Elective, same as last term. 
 
 Winter TeSm. — Suryeyiugj Rhetoric, Geology. Elective, 
 Same as last term. 
 
 Spring Teem. — Ehetoric, Geologj', Reviews in Common 
 Branches. 
 
 BOAKD dt EDUCATION. 
 
 W. A. Dixox, M. D., President. 
 
 31. M. Murphy, Secretary. 
 
 H. J. Stoutekburgh, Treasurer. 
 
 Frederick Ruiz, J. H. Williams, Jonathan Kelley. 
 
 Superintendent, 
 
 J. C. Shumaker, M.A. 
 
 TEACHEbS. 
 
 Principal High School. 
 
 Second Grammar. 
 
 First Grammar. 
 
 Second Intermediate. 
 
 First Intermediate. 
 
 Third Primary. 
 
 Second Primary. 
 
 First Primary. 
 
 Teacher of German and French. 
 
 Principal Colored High School. 
 
 Colored Grammar. 
 
 Colored Primary. 
 
 Willis Pi Burt, Janitor. 
 
 GItADtjATES. 
 
 There have been seventeen graduates from the High School 
 during the last seven years: It appears that previous to that 
 time none completed the course, or if they did, no diplomas were 
 given.' The following is a list of graduates from this school; 
 
 1870— Margaret A. McClure, Sarah Alice Perry, Sarah Isabel 
 "romlinsoUi 1873— Kate McClintick, Henrietta Perry, Harry 
 
 Sarah A. Perry, 
 Belle Tomlinson, 
 Florella Wylie, 
 Mary B; Hd,Wks, 
 Lida Evans, 
 Belle NorriSj 
 Hattie W. Masterson, 
 Jennie Lynch, 
 Nicholas Becker, A.B.,- 
 Henry W. Crozier, A.B., 
 Kate McClintock, 
 Sarah C. Stallcup, 
 
H. Wiles. 1874— William B, Evans, Ella Dyas Hiulson, Julia 
 S. Lovvry, Anna Graco jSIaddox, Ilattie W. Masteraon. 1875 — 
 John T, Bennington, Eva Conn, Robert M. Fulton, Walter W, 
 Gregg, Eva Reynolds', Nellie H. Wiles. All graduates 
 now receive a handsome diploma, signed by the Pres- 
 ident and Secretary of the Board of Education, the 
 Superintendent, and Principal of the High School. Ths classes 
 are now so arranged that there will probablj' be a graduating 
 class yearly, for some time to come. The Commencement ex- 
 ' erclsps are always a season of delight, not only to the pupils, 
 but also to the citizens generally. The spacious Hall is always 
 crowded to overflowing with the best people of the town to dr> 
 honor to the occasion. 
 
 EXAMINATIONS AND PRGMOTIONS, 
 
 The promotions are made regularly at the end of each school 
 year. The examination for promotion is oral in the lower 
 grades, while in the upper grades hoth oral and written exam- 
 inations are held. Reviews and examinations are also had at 
 the close of each term, but promotions are seldnm made except 
 at the close of the school year. If, however, a pupil is partic- 
 ularly bright and diligent, he is promoted from one grade to 
 another as fast as he prepares himself for the transfer. 
 
 The pupils that study German or French, recite in the Ger- 
 man recitation room; the balance of the time is spent in their 
 respective English schools. The Superintendent hears the rec- 
 itations of the senior class in the High School; the balance of 
 his time is devoted to the duties peculiar to his otHce. 
 
 The Colored schools are divided into three departments, via: 
 Primary, Grammar, and High. The colored youth have excel- 
 lent facilities of acquiring a liberal education here, and quite a 
 number of them are improving their golden opportunities. 
 
 I.IBRABlf AND APPARATUS. 
 
 There is an excellent library of abDut six hundrel volumes 
 belonging to the school. It is in goo 1 order and well used by 
 pupils and teachers. Many of the books are of the "Ohio 
 School Library" series, but ths majority of them formerly be- 
 longed to the "Ripley Library Association." The schools are 
 indebted to Mr. T. F.Sniffin, their warm friend and advocate, 
 for his energy and tact in placing these last named books in the 
 school library. 
 
8 
 
 There is a tolerably fair apparatus belonging to the school, 
 which was purchased mainly with money raised by public ex- 
 hibitions. It consists of an air pump, Magdeburg hemispheres, 
 electric raaahine, electro magnetic machine, planetarium, mag- 
 netic needle, line microscope, sun-glass. Barker's mill, horse- 
 shoe magnet, pulse glass, spirit lamp, rubber and glass tubes, 
 retort, jars, &c., for making gases, globes, wall maps, anatomic- 
 al and writing charts, thermometer and mathematical blocks. 
 
 REMARKS. 
 
 We have been peculiarly fortunate in late years, in having a 
 live corps of teachers, and the Board of Education has had the 
 good judgment to retain tliem. But very few changes have 
 been made in teachers during the last five years. There are few 
 things that demoralize a school more than a frequent change of 
 teachers. The people ofien Uarn this wisdom at a fearful cost 
 to the schools. Let "well enough alone" is a good motto in this 
 matter. 
 
 In late years quite an educational interest has been awaken- 
 ed in the mind.'! of many of our j'outh; and the young people 
 having imbibed this spirit, as a natural consequence the parents 
 became inteiested, and the result is that we are yearly sending 
 away comparatively large delegations to colleges and seminaries. 
 There have been, during the past year, twenty-five young per- 
 sons from Eipley attending the higher institutions of learning, 
 all of whom received their preparatory training in our Union 
 Schools; and all the young men, save two, were prepared incur 
 High School for the Classical Freshman class. This is a record 
 of which we feel proud and, I think, justly, as these students 
 are all reported to be standing high in their respective classes. 
 
 When the people of a communitj' are once taught the neces- 
 sity and the advantages of a liberal education, the most diffi- 
 cult and at the same time the most efficient school work is done. 
 They will then educate themselves without coaxing, and will 
 regard the public schools with that generous favor that will al- 
 ways make them successful. The public schools of Ripley are 
 now in this happy condition. Tiiere is little need of urging 
 children to attend schools after they have arrived at the proper 
 age to appreciate their benefits, for almost from infancy they 
 are taught to regard education as the greatest temporal goud. 
 
HISTORY 
 
 — OF THE — 
 
 EDUCATIONAL PROGEESS OF SALEM, 0. 
 
 1876. 
 
 HISTORY OF THE SALEM SCHOOLS PRIOR TO THE OR- 
 GANIZATION OF THE GRADED SYSTEM. 
 
 It is not certainly known who kept the first school in the 
 
 borough. Joseph Shreve, who was for many years engaged 
 
 in a school under the direction of the Society of Friends 
 
 (Quakers), wrote and published two poems on the conclusion 
 
 of his teaching, and gave with them a list of the names of 
 
 Salem teachers-. In one stanza he thus alludes to himself, 
 
 and one of the early teachers : 
 
 " Nor to myself let me too much engrosH, — 
 The pious Fisheb nursed thy early days ; 
 She long bestowed attention strict and close, 
 Beneath whose efforts Science spread her rays." 
 
 This was Hannah Fisher. Judith Townsend was the first 
 named on the list. . A man named James Craig is said to 
 have kept school in the vicinity about that time. These 
 were undoubtedly the first teachers in the place. 
 
 The names of Nathan Ball, Moses Stanley, Caleb Hunt, 
 and Ann Warrington, are given as teachers succeeding those 
 above named. They kept such schools as could be made up 
 for one quarter at a time, at a certain rate per pupil. The 
 first schools were kept in rooms fitted for the purpose. The 
 old meeting-house (the first built in the town), that stood 
 back of the site of the Town Hall, was for a while used as a 
 schoolroom. The first house, exclusively for school purposes, 
 was a hewed log structure, and was built where the Repub- 
 lican ofiice now stands. This was done about the year 1810 or 
 1811. In the fall of 1809 Joseph Shreve came to Salem (his 
 first arrival), and he was engaged to keep a school during 
 the following winter. In the spring he returned to Pennsyl- 
 vania. After him came two lady teachers. 
 
" Then Tolekton, with stern commanding brow; 
 Bade Mathematics lift her piercing eye ; 
 Bade freakish youth to rigid order bow, 
 
 And rising powers neglected grammar try." 
 
 It was in the fall of 1811 that James Tolerton took charge 
 of the school, and until some time in the year 1816, he was 
 the principal teacher in Salem. He was the father of Eob- 
 ert and Hill Tolerton, so well known to the citizens of Sa- 
 lem. He gained a great reputation for skill in training bad 
 boys, and is said to have used the rod freely. But there is 
 no account of any interference with his discipline by parents, 
 whose affection for their wayward sons was stronger than 
 their judgment, which is a failing too common among the 
 parents at this time, and too often causes the demoralization 
 of schools, and helps fast children to the position of head of 
 the family. Several teachers followed Mr. Tolerton, whose 
 terms were short. Among them were (1814) Susannah Hew- 
 ett, (1815) Martha Townsend (now relict of Dr. Stanton), 
 Benj. Marshall, Daniel Stratton, Joshua Shinn, and others. 
 In April 1822, Joseph Shreve again came to Salem, and 
 commenced teaching in the log school-house on Main Street, 
 the same mentioned above. For about eleven years hig school 
 was the principal one in the town. In 1827 or 1828, a brick 
 school-h"ouse was erected on the lot now vacant, in front of 
 the post-ofl&ce. The expense of building was defrayed by 
 contributions from the Friends; and the schools held irr it 
 were under the direction of their Monthly Meeting. This 
 house was built under the direction of the teacher, who was 
 much pleased with its internal arrangements, though it was 
 far behind the improvements of the present day. This school 
 increased in interest, and many young persons came and 
 boarded in Salem to attend. The teacher was in many par- 
 ticulars just the man for the place. He was one of the best 
 teachers of his day, and he had the entire confidence of the 
 Friends. His good standing in their society helped him 
 much. The interest that he felt in his work may be inferred 
 from the following stanzas : 
 
 " Hail Salem School ! still dearer thou to me, 
 When pensive fancy to the future strays. 
 And time draws near that I must part with thee, 
 Who rocked the cradle of thy infant days. 
 
" Here long to teach has been my toilsome lot, 
 
 Yet sweet endearments found in many a heart; 
 While duties pressed, with varied labors fraught, 
 Knowledge to half a thousand to impart." 
 
 Many of his pupils afterwards became teachers, and there 
 are many persons about Salem now who have pleasant re- 
 membrances of happy times in that school. He had sever- 
 al assistants at different times, among whom might be men- 
 tioned his brother Thomas, and sister Eliza. In the Spring 
 of 1832 he closed his school, and published a poem on its con- 
 clusion, and also one on that of the previous winter. From 
 them some quotations are given in this history. He after- 
 wards engaged in the practice of medicine at Mt. Union. 
 In this profession he was as popular and successful as in 
 teaching. He died in 1846 In 1829-30 Mr. Samuel Ruck- 
 man kept a school in a frame house on Green Street; It was 
 called a " district school," but the school system was not then 
 in such a condition as to render much help to teachers. 
 About the same time a school was kept in the Friends' meet- 
 ing-house on Green Street, by Jonathan Thomas. Some 
 others were kept for short terms in the same house. In 1830 
 a brick school-house was built at the corner of Green and 
 Chestnut Streets, and during the following winter James 
 Tolerton was engaged there. Eliza Shreve also kept one 
 term in that house. The next winter Mr. Jacob Heaton 
 was teacher, and the next Martin Heckard. The latter was 
 a rigid disciplinarian, and in many particulars a good teach- 
 er. It was about this time that Mr. P. R. Spencer first visited 
 Salem, and introduced his system of penmanship. Mr. Heck- 
 ard eagerly adopted it, and taught it in his school. 
 
 In the summer of 1834 Amos Gilbert came to Salem from 
 Lancaster Co., Pa. His arrival and subsequent teaching 
 made a notable era in the school interest of the place. He 
 was a man of thought, and his greatest ambition was to set 
 others to thinking. In teaching. Natural Philosophy was 
 his hobby. He took much delight in communicating facts_ 
 in nature, and he had great respect for the Pestalozzian sys- 
 tem of education. Some time in the next year he was joined 
 byhisson-in-law, Abner G. Kirk. In 1836 his connection with 
 this school ceased, and Mr. Kirk continued in it some time 
 longer. He was succeeded by Benjamin B. Davis, who after 
 a few terms, engaged with a few other persons in starting 
 
the Village Register, the first successful newspaper enterprise 
 in the town. Several inefficient teachers followed, and the 
 school became much demoralized. In 1843 Reuben McMillan 
 taught a term with good success. This was his beginning. 
 
 Among the teachers who taught between 1843 and 1853, 
 were Lewis T. Park, Jesse Holmes, Jesse Markham, and 
 Wm. McClain. Col. T. C. Boone, the present President of 
 the. Board of Education, says he went to school in Salem to 
 Wm. McClain in 1839 or 1840, and to Abner G. Kirk in 1843. 
 From this we conclude that Mr. McClain taught at two dif- 
 ferent times, and that Mr. Kirk must have taught in all 
 about seven years. Mr. Holmes taught, with great success, 
 for the Hicksite Friends, in 1847-8-9, first in their meeting- 
 house, and next in the brick school-house built by them on 
 Green Street, now used as a dwelling-house. After this, in 
 tpe same house, Mr. McClain taught a private High School. 
 
 In the first schools nothing was taught biit Reading, Spell- 
 ing, Writing, and Arithmetic. In the schools kept by J. 
 Tolerton and D. Stratton, Grammar and Surveying were 
 taught. In J. Shreve's school the additional branches were 
 Geography and Astronomy. The Latin language was first 
 taught in a select school kept by Rev. Jacob Coon, in 1844-45. 
 History, the higher branches of Mathematics, and the nat- 
 ural sciences were much taught after the adoption of the 
 Union system, and to some extent before. 
 
 The first schools were made up by subscribing an article 
 of agreement, prepared by the teacher. Each subscriber 
 agreed to send and pay for the tuition of one or more pupils. 
 The usual rate in the first schools was S1..50per quarter for 
 each pupil. Some teachers did not get more than $1.00. In 
 1830 some of the best teachers received $2.00 per pupil, and 
 then the terms rose gradually to what they now are in select 
 schools and academies. Prior to the adoption of the graded 
 system, it was customary to have school on everj' alternate 
 Saturday, and twenty four daj's of teaching made a school 
 month. In the first schools the teachers made their own 
 specific regulations, there being then no directors or exam- 
 iners. The Quaker schools were under the direction of a 
 committee appointed by the Monthly Meeting, who had con- 
 trol of the house, appointed teachers, and visited the school 
 from time to time, the teacher receiving all the tuition fees. 
 
HISTORY OF THE SALEM SCHOOLS SINCE THE OR- 
 GANIZATION OF THE GRADED SYSTEM. 
 
 The records of the Board of Education are incomplete, all 
 the minute books being lost except the one now used by 
 the clerk which has been in use less than three years. 
 From the medley of old papers the following facts have been 
 gleaned : 
 
 A poll-book dated April 11,1853, shows that in accordance 
 with the Act of March 14, 1853, 110 voters assembled at the 
 District-School House and voted for school directors. Joseph 
 J. Brooks received 100 votes, and Alfred Wright and Isaac 
 Snider each 87. Mr. Brooks was to serve for three years, and 
 it was decided by lot that Alfred Wright should serve for two 
 years, and Isaac Snider for one year. Stacy Hunt was chair- 
 man of the election, and C. D. Bassett was secretary. 
 
 Among the records is a notice dated April 25, 1853, calling 
 upon the qualified voter.s to meet at 10 A.M. May 14, 1853, 
 at the district-school house to vote by ballot for or against 
 an Act entitled "an act for the better regulation of public 
 schools in Cities, Towns, &c., "passed Feb. 21, 1849. This no- 
 tice was signed by James Woodruff, Henry P. Reitzell, James 
 Brown, Jr.,* Benj. Stanton,* Peter H. Boswell, Anthony Gon- 
 gwer,* Lewis Keen, Philip Mathews, Clayton Sharp, f John 
 Harris, Joel Sharp, Allan Boyle, John Gibbons,* Wm. B. 
 Ryus,t Elias Wolfley,* Robert Grimmesey, R. Schooley,* T. 
 F. Sharpnaek, John Sheets,* John Callahan, Rich'd H. Gar- 
 rigues,* Geo. B. Weaver,t Geo. Sheets,* J. W. Casselberry, 
 Sam'l C. Taylor, James Barnaby,* Isaac Snider, J. C.Whin- 
 ery, Jacob Heaton, Wm. C. McCracken.f Wm. Pidgeon, John 
 Hudson, Benjamin Wisner, F., H. Bently, Wm. McClain,t 
 Wm. H. GarrigueSjt B. W. Casselberry, Isaac G. Thomas, 
 Simeon Sharp, and J. W. Grimmesey. t 
 
 The names marked with a star are of persons deceased, 
 and those with a dagger of persons not now residents of 
 Salem. Capt. Jacob Heaton secured the signatures to the 
 notice. 
 
 The election was held and the law adopted, although the 
 poll-book has not been found. A poll-book dated May 30, 
 1853, shows that 102 persons voted for members of the Board 
 of Education required by the law of 1849. The persons 
 
qlected were Isaac Snider (85) and Jacob Heaton (81) for three 
 years, Richard Garrigues (78) and John Harris (85) for two 
 years, and Clayton Sharp (80) and Eli Davidson (61) for 
 one year. Alfred Wright had 1 vote for three years. John 
 Hudson, 1 for two years, and 48 for one year. 
 
 The clerk of this election was Emmor T, Weaver, and the 
 judges, Enos Eldridge, John Neas, and Wm. Ryus. 
 
 The members of the Board were qualified on June 3, 1853, 
 by Geo. B. Weaver, Justice of the Peace. 
 
 ' We learn from a bond for 2000 dollars dated June 13, 1853, 
 signed by Jacob Heaton, Jonas D. Cattell, and Geo. B. Wea- 
 ver, that Jacob Heaton was appointed treasurer for one year. 
 
 It seems from bills for teaching, presented to Messrs. 
 Brooks, Wright, and Snider, in their brief reign, that S. M. 
 Galbreath, J. Markham, E. S. Seymour, C. E. Siple, M. Ham- 
 bleton, and N. Plummer, had been teaching within the year 
 preceding the change in the law. 
 
 A report by J. Markham, of his school for the term be- 
 ginning April 11, and ending July 1,1853, shows an enrol- 
 ment of "104 males, 139 females, and an average daily attend- 
 ance of 62 males and 82 females." The branches taught 
 were Orthography, Reading, Writing, Arithmetic, English 
 Grammar, and Geography. 
 
 A certificate dated July 22, 1853, issued to Miss Rebecca 
 Stratton, signed by Joseph S. H. Grimes, Benj. Stanton, and 
 Thomas Y. French, shows that the Board of Education had 
 appointed these gentleman as local examiners. The certifi- 
 cate was valid for nine months, and included besides the 
 ordinary branches, Natural Philosophy, Chemistry, Physiol- 
 ogy, Botany, and Algebra. On the 27th they issued a certi- 
 ficate to Mrs. Rebecca McClain, valid for the same time, 
 including Painting and Drawing in addition to the ordinary 
 branches. 
 
 Nine-month certificates for the ordinary branches, were 
 issued on the 27th to May A. Boswell, and MissC. H. Pinkham, 
 signed by Messrs. Grimes and Stanton. Mr.Grimefe omitted 
 the H. in his signature in all the certificates named except 
 that to Rebecca Stratton. 
 
 Mr. Wm. McClain who had been teaching a High School 
 on Green Street, was employed by the Board of Education 
 to take charge of the High School under the graded system. 
 
Jesse Markham was also employed to superintend all the 
 grades below the High School. 
 
 In 1864, the Board of Education employed as superintend- 
 ent, Mr. A. Holbrook, for the last twenty years principal 
 of the National Normal School, Lebanon, Ohio. He gave one 
 hour extra labor per day to induce the Board to allow him 
 three hours per day for supervision of the several depart- 
 ments. From three departments he re-organized the school 
 into six departments, giving each teacher the exclusive 
 charge of about 40 pupils. Mr. Holbrook was paid $1,200 a 
 year; a larger salary than was paid at that time by any 
 village in Ohio for a Superintendent. 
 
 Reuben McMillan, for several years past the successful 
 Superintendertt of the Public Schools of Youngstown, Ohio, 
 followed Mr. Holbrook in 1855, and continued as Superin- 
 tendent and Principal of the High School for six years. He 
 says, " I found the schools in good running condition, as left 
 by my predefcessor, Mr. Holbrook. I found a good corps of 
 teachers, and an energetic wide-awake set of pupils, that 
 would have done honor to any town. During my connection 
 with the school the number of pupils increased so that new 
 rooms had to be rented and occupied till the new building 
 on 4th Street, commenced in 1860, could be finished. Dur- 
 ing that time the Friends' school was suspended, which gave 
 the public schools an accession of many choice young people. 
 Their house was occupied by one of our Primary Schools. 
 
 During my administration in connection with the High 
 School, there were 204 females and 156 male students, a very 
 large per cent of whom are still living and most of them are 
 intelligent and useful citizens, and are in honorable profes- 
 sional or business positions in Salem, and elsewhere. Of 
 these, at least 103 became teachers, some for a time — others 
 are still teaching." 
 
 In 1861 the Board employed as Superintendent the Hon. 
 H. H. Barney, the first State Commissioner of Common 
 Schools of Ohio, at a salary of $1,000. He entered upon his 
 duties at the beginning of the winter term in 1861, and re- 
 signed a few weeks after the beginning of the fall term of 
 1862. Under his administration the Board prepared and 
 published, in pamphlet form, a full list of Rules and Regu- 
 lations. 
 
Mr. Barney was succeeded by J. C. Cuimnings, who served 
 a,bout a year and a half, when ill health closed his school 
 labors. 
 
 The 16th of August, 1864, W.D. Henkle entered upon the 
 duties of Superintendent, and continued to serve for eleven 
 years, except two years, from 1869 to 1871, when he served as 
 State Commissioner of Common Schools, which office he re- 
 signed to return to Salem. When absent his place was filled 
 •by Prof. M. C. Stevens, Principal of the High School, who con- 
 ducted the schools without any change of plan. In each 
 of these eleven years the Superintendent prepared, and the 
 Board caused to be published, a sixteen- page pamphlet giv- 
 ing full statistics of the schools, thus making the record 
 complete for these years. The schools were numbered from 
 1 to 10, the latter being the High School. A pupil remained 
 one year in each room, until he reached No. 9, in which he 
 remained three years, thus making eleven years' preparation 
 to reach the High School. The average age of the pupils 
 on entering the High School, was nearly 17, thus giving them 
 more maturity than is found in the schools of many cities. 
 In this eleven years the examinations were all conducted 
 by the Superintendent, who also examined all the papers of 
 the written examinations. The number of examinations 
 conducted in the year 1873^ was 1,024. Mr. Henkle served 
 at different salaries ; one year at $1,000, two years at $1,200, 
 one year at $1,500, one at $2,000, one at $2,250, and three af 
 $2,500. Mr. Stevens's salary as Superintendent for two years 
 was $1,500. 
 
 In 1875, Mr. Henkle having succeecjed the Hon. E. E. 
 White in the editorship of the Ohio Educational Monthly 
 and National Teacher, the Board of Education employed 
 Capt. Wm.'S.Wood, late Superintendent of the Public Schools 
 of Findlay, Ohio, to manage the schools. Since his admin- 
 istration, began last September, several material changes 
 have been made in the course of study in the High School, 
 the grading, and the mode of conducting the examinations, 
 etc. These are referred to more specificallj' under the head 
 of " Present Organization." 
 
• HIGH SCHOOI^. 
 
 The High School of Salem was organized immediately af- 
 ter the adoption of the graded syi^tem in 1853. Previous to 
 its organization, select schools of a higher grade had existed 
 and had been very extensively patronized by the town and 
 surrounding country. In these, the higher branches of 
 mathematics seem to have occupied a prominent place, and 
 continued to do so after the change. As a rule the classics 
 and studies relating to languages have found less favor 
 among Friends, the early settlers, and fashioners, to a great 
 extent, of public sentiment in Salem, than Mathematics and 
 Natural Science. 
 
 The High School from its earlier days maintained a high 
 order of exjcellence, both in discipline and acquirements; its 
 pupils were taught to think, to compare, to judge for themselves, 
 to regard the education of the schoolroom as a meaois rather 
 than an end. 
 
 No regular course of study was ever insisted on until 1864, 
 when under the supervision of W. D. Henkle, a course was 
 prescribed, and rigidly adhered to through his administra- 
 tion. Since his retirement this course has been so modi- 
 fied as to make Latin elective. 
 
 At present it stands as follows: 
 
 First Year. 
 
 Algebra; Physiology; Physical Geography; Latin Gram- 
 mar and Reader, or English Grammar and Composition. 
 Second Year. 
 
 Algebra; Geometry; General History; Natural Philoso- 
 phy ; Cffisar and Virgil, or Natural History and Botany. 
 Third Year. 
 
 Geometry ; Trigonometry ; Analytical Geometry ; Chem- 
 istry ; Astronomy ; Virgil and Cicero, or Rhetoric and Lit- 
 erature. 
 
 Fourth Year. 
 
 Mental Philosophy, Logic, Civil Government, Literature, 
 Geology, Reviews. 
 
 Exercises in declamation and composition throughout the 
 course. Nearly all the pupils now in attendance have selected 
 the Latin course. 
 
 The first class graduated in 1865. The whole number of 
 graduates to the present time is fifty. 
 
It has not been at any time the aim bf the High School to 
 prepare pupils for College. Its oidinary classes have fur- 
 nished ample facilities for such preparation, with the excep- 
 tion of Greek, which has been met by private teachers. 
 
 The standard for admission to the High School has va- 
 ried little for the past ten years; in brief, it may be said that 
 a good knowledge of the common branches, and American 
 history, will admit all applicants. 
 
 At first, and for a number of years after the adoption of 
 the union system, the superintendent was ex-officio, princi- 
 pal of the High School. 
 
 The growing exigencies of the school finally demanding 
 nearly all his time and attention in supervision, the offices 
 are now, and have been, since 1864, entirely distinct. 
 
 The following statements make reference to prominent 
 teachers of the High School other than the Superintendents : 
 
 Miss Jennie Breckinridge was associated with Mr. Hol- 
 brook as teacher. Under the Superintendency of Mr. 
 McMillan, Mr. Howard Gilbert, assisted for a brief period 
 by Miss Ryder, taught the principal classes. To these suc- 
 ceeded, in 1857, Mr. T. E. Suliot, whose name is to-day held 
 in grateful remembrance by pupils both in the old and new 
 world, and Miss R. A. I'runty. Mr. Suliot's connection with 
 the school ceased in 1862, and Miss Prunty continued her 
 faithful labors till 1866, when she resigned to become the 
 wife of Dr. J. L. Firestone. Mr. T. C. Mendenhall succeeded 
 Mr. Suliot in 1863, and remained three years. In 1866, Mr. 
 Horace HoUister and Miss M. A. Southard assumed the 
 management, Mr. HoUister remaining one year, and Miss 
 Southard five. Mr. M. C. Stevens, the present able principal, 
 has held the ofiice since 1867, with the exception of two 
 years filled by Mr. A. Blunt, when Mr. S. acted as Superin- 
 tendent. Miss Southard's place has been occupied success- 
 ively by Miss Mary B. Wakefield, one term ; Miss S. J. 
 Bushe6j and Miss S. A. Piatt, the present occupant. 
 
 The Public Schools of Salem in all their departnients, have 
 been an object of just pride and gratification to its citizens. 
 Especially is this true of the High School. Maj"- they long 
 continue a centre of light and knowledge to the commu- 
 nity. 
 
PRESENT ORGANIZATION. 
 
 Board of Education: — Col. T. C. Boone, Pies.; R. A. Kirk, 
 Treas.; Judge P. A. Laubie, Eli Sturgeon, M. D., Mayor M. 
 V. Dunlap, and J. P. Hogan. Clerk, Wm. Eastman. 
 
 Board of Examiners: — J. M. Kuhn, M. D., J. B. Strawn, and 
 W. D. Henkle. 
 
 Superintendent: — Capt. William S. Wood. 
 
 The school year comprises forty weeks, and is divided into 
 four terms of ten weeks each. 
 
 The daily sessions commence at 8:45 A. M., and 1:55 P. M., 
 and close at 11:50 A. M. and at 4 P. M. 
 
 The average scholar completes the work of a grade in one 
 year. 
 
 There are twelve grades numbered from 1, the lowest, to 12, 
 the highest. Grades 9, 10, 11, and 12, constitute the High 
 School. With a single exception, there is but one grade to 
 a teacher below the High School. 
 
 In the course of study ado^Dted this school-year the work 
 of each year is divided into term's work, and a programme 
 is arranged to complete it, and is posted in the respective 
 rooms. 
 
 In all the grades below the High School, Reading, Spell- 
 ing, Arithmetic, Music, and Penmanship are taught; Ob- 
 jects and Common Things, Composition, and Drawing, in 
 Grades 1, 2, 3, and 4; Geography, and Map-Drawing in 
 Grades 4, 5, and 6; and a review once a week in 7 and 8; 
 Elementary Physics in Grade 7 ; Grammar in 4, 5, 6, 7, and 8., 
 
 Written examinations in every study, through all the 
 grades, are made six times a j'ear, and results recorded. 
 
 In every school the pupils are seated according to rank in 
 studies at their last written examination. 
 
 The Superintendent takes entire charge of the classifica- 
 tion of the schools, and examines the two lowest grades in 
 principal studies, orally, as well as in writing, near the close 
 of the school year. He occasionally holds other special ex- 
 aminations, both oral and written. 
 
 BOARDS OF EDUCATION. 
 The reputation of the Schools has been largely due to its 
 efficient Boards of Education, who have sought to employ 
 first-class teachers. 
 
The first Board under the law of 1849 was elected in 1853. 
 Jacob Heaton and Isaac Snider were chosen for 3 years, Rich- 
 ard Garrigues and John Harris for 2 years, and Clayton 
 Sharp and Eli Davidson for 1 year. At the following elec- 
 tions two members were regularly chosen to serve three years. 
 In 1854 John Hudson and Kli Davidson were chosen; in 
 1855, John C. Whinery and Samuel Chessman; in 1856^ 
 Jacob Heaton (63)* and Stacy Hunt (65); in 1857, Allan 
 Boyle (51) and Albert French (52); in 1858, J. C. Whinery 
 (131) and W. P. West (104) ; in 1859, Jacob Heaton (132) and 
 John Hudson (137); in 1861, Allan Boyle (?) and Abel 
 Carey (?); in 1861, Calvin C. Brainard (144) and Alex. Pow 
 (90) and Wm. P. West (86), to serve out the time of Dr. 
 Carey, removed from the district into the country ; in 1862 
 J. C.Whinery (263) and. John W. Fawcett (177); in 1863, Jona- 
 than K. Eukenbrod (179) and Chas. R Taber, and Wm. East- 
 man (178), to serve for 2 years in place of John W. Fawcett; 
 in 1864 Calvin C. Brainard and Alex. Pow; in 1865 J. C. 
 Whinery and Wm. Eastman; in 1866, Chas. R. Taber (95) 
 and J. k. Rukenbrod (69) ; in 1867, Alex. Pow aud C. C 
 Brainard, and E. H. Price one year; in 1868, Wm. Eastman 
 (298) and Allan Boyle (192); in 1869, L. B. Lockard (134) 
 and J. K. Rukenbrod (143); in 1870, Peter A. Laubie (273) 
 and Thos. C. Boone (255) ; in 1871, Robt. V. Hampson and 
 Allan Boyle; in 1872, Eli Sturgeon and Martin V. Dunlap; 
 in 1873, P. A. Ldlubie and T. C. Boone ; in 1874, no election 
 could be held in consequence of the repeal of the law of 
 1849, arid the adoption of a codified school law ; in 1875, 
 R. A. Kirk and J. P. Hogan. 
 
 December 4, 1851, .John W. Fawcett was appointed in place 
 of John Hudson, who had entered the military service; 
 August 28, 1862, Wm. Eastman in place of J. W. Fawcett, 
 who had entered the array; November 3, 1866, E. H. Price in 
 place of J.'C. Whinery, who had moved from the district; and 
 in 1868, L. B. Lockard, in place of C. R. Taber, deceased. 
 
 The follovino; persons have served on the Examining 
 Board : Rev. J. S. H. Grimes, Dr. Benj. Stanton, Thomas Y. 
 French, Dr. Jno. Harris, Rev. A. B. Maxwell, Rev. J. A. 
 Swaney, Dr. J. M. Kuhn, Rev. S. McBride, W. D. Henkle, 
 Rev. Dr. I. N. Baird, M. C. Stevens, and Jehu B. Strawn. 
 
 *The flgiires denote votes received. 
 
LOCAL SCHOOL HISTORY 
 
 OF THE 
 
 CITY OF SANDUSKY, 
 
 From 1838 to tL871, Inclusive. 
 
 It may, at some future time, be the pleasant duty of the histo- 
 rian to trace the educational progress in our country through the 
 century in which we live and, perhaps, onward through other cen- 
 turies. 
 
 If this labor should ever be undertaken, it will be found that, 
 from about the year 1S30, the conviction grew rapidly stronger 
 and deeper, that there is an inseparable connection between good 
 government and universal education and that the best security for 
 the prosperity of any country or people, lies in providing all prac- 
 ticable means to make the whole people both intelligent and vir- 
 tuous. 
 
 Not only the legislatures of the older States steadily and largely 
 increased their appropriations for school purposes, but the older and 
 more wealthy cities from about the same period taxed themselves 
 most liberally for the same object. Many of the less-favored 
 cities and smaller towns also acted in the same spirit and with the 
 same enlightened zeal to secure the direct and immediate benefits 
 of the best possible training for all the children. 
 
 Though below several of the cities of Ohio in wealth, popula- 
 tion and prosperity, still the records of expenditures for the sup- 
 port of schools for the last thirty eight years must show that San- 
 dusky has kept, at least in even line with other cities of equal 
 population in the steady and liberal support she has given to her 
 Public Schools. 
 
MISCELLANEOUS ITEMS FROBI 1838 TO 1848, AND 
 ANTECEDENT TO THE GRADED SYSTEM. 
 
 Previous to the year 1838, we find few evidences of general in- 
 terest in the Public Schools of Sandusky. 
 
 On the lOtli day of September, 1838, the following entry was 
 made upon the school records of the city. 
 
 To Amos Earl, Recorder of the town of Sandusky : 
 
 Sir — You are hereby notified that on the 10th day of Septem- 
 ber, A. D. 1838, I appointed Lucas S. Beecher, S. B. Caldwell and 
 Moors Farwell, School Directors for the School District comprised 
 within the limits of the corporation of Sandusky with full powers 
 as such to act until their successors are duly elected and qualified. 
 
 (Signed,) John P. Campbell, 
 
 Supeiiutendent of Common Schools. 
 
 The school records show that this new Board on the day of its 
 appointment, (September 10th, 1838,) met the School Directors 
 of Portland township, namely, William Marshall, Moors Farwell, 
 John Gr. Camp and Charles F. Drake, and, in accordance with the 
 law providing for such cases, annexed the entire territory of Port- 
 land township to the corporate town of Sandusky for school pur- 
 poses. ' 
 
 At an election held by the people, September 21, 1838, Oran 
 Follett, Francis D. Parish and Samuel B. Caldwell, were chosen 
 Directors. 
 
 October 10th, 1838. At a meeting of the Directors, present, 
 F. D. Parish, 0. Follett and S. B. Caldwell, ordered, that there 
 shall be two male teachers hired tor three months from the first of 
 November next, and that two female teachers be also employed for 
 three months from the first of November next, and that suitable 
 rooms for said schools be engaged in such parts of the District of 
 Sandusky as will best accommodate the same. 
 
 (Signed,) P. D. Parish, Chairman. 
 
 In pursuance of the above order, Mr. Orlando Ransom and JMiss 
 Ann Grustin and Miss B. Hendry were employed as teachers for 
 the winter of 1838-9. The expenditure for wages of teachers, 
 rent of rooms and fuel amounted, for this school year, to three hun- 
 dred and fifty -five dollars. Nothing appears on the school records 
 until some years later of the number of children in the district, 
 or of their attendance upon the schools. 
 
October 10th, 1839, J. N. Davidson, Win. B. Smith and Henry 
 F. Merry, were elected School Directors. November' 9th, 1839, 
 — It was resolved by the Board of Directors " to rent three rooms 
 in the Methodist Chapel, one room of a brick building in the 
 Western Liberties, one room in the Presbyterian Church and two 
 rooms in Grace Church for the use of schools for 1839-40. 
 
 Deoomber 4th, 1840. Z. W. Barker was elected School Direc- 
 tor. 
 
 The teachers for the winter of 1839-40, were .Mr. D. Higbie 
 at thirty dollars per mouth, Mr. Xoah Merrill at twenty-five dollars 
 per month, Miss Mary L. Brown at twenty-four dollars per month, 
 Miss Anil S. Gustin fourteen dollars. Miss Sarah A. Brown four- 
 teen dollars and Miss Martha J. McElwain at fifteen dollars per 
 month. 
 
 During the winter of 1840-41, there was one male teacher, 
 Mr. Charles Cochran, and there were five female teachers at sala- 
 ries of the previous year. No record of any summer school for 
 this year. 
 
 September 17th, 1841. Earl Bill, Zenas W. Barker and Wil- 
 liam W. Wetherell were elected School Directors. 
 
 October 11th, 1841. The foregoing named Directors, elect, 
 failing to take the oath of oifice as required by law : Charles 
 Co ;hran, then acting School Superintendent, appointed Wm. W. 
 Wetherell, Zenas W. Barker and Foster M. Follett, School Direc- 
 tors. 
 
 During the winter of 1841-2, two male teachers, Rev. B. H. 
 Hickox and Mr. S. JeflFerson were employed, the former at thirty 
 (1 jUars, the latter at twenty-eight dollars per month, but Mr. 
 l-liokox iJJtvs to ring the church bell for the assembling of scholars, 
 which, perhaps, accounts for the difference in their wages. There 
 were five female teachers also employed during this term. 
 
 In the School Report made September 16th, 1842, by A. Root, 
 we find there had been enrolled during that year, in all the schools, 
 193 males and 184 females — total, 377. The following item is 
 from the same report. " There being no school-houses in the dis- 
 trict, we rented school-rooms and incurred other expenses in sup- 
 port ot the schools to the amount of about $174.00. We were 
 also under the necessity of purchasing a stove at a cost of $12.00 
 and a writing table which cost $4.00 both of which are now on 
 
hand and will be useful in furnishing the school-houses hereafter 
 to be built." 
 
 So it seems that the firgt Public School property of the city of 
 Sandusky was ustoveand a writing table, together valued at 816.00, 
 that the the title to these was acquired in 1842, and that the 
 hope was then cherished that these would " be useful in furnish- 
 ing the school-houses'' thereafter to be built. 
 
 The same Report states that a tax of two mills on the dollar 
 was levied on the property of the District for school purposes, and 
 that this levy produced $242.00 ; that $175.00 of this was then 
 collected, the balance being delinquent. 
 
 (By reference to Haskell and Smith's Gazetter of the United 
 States, we find that Sandusky at this time contained about 300 
 dwellings and 1,200 inhabitants.) 
 
 September 16th, 1842. A. H. Moss, F. M. Follett and Z. W. 
 Barker were elected School Directors. There were two male 
 teachers and four female teachers employed during the winter of 
 1842-3. 
 
 The branches taught were " Reading, Writjng, Arithmetic, 
 Grammar, Geography and Philosophy." School funds received 
 from all sources this year, $394.09. September 19th, 1843, Henry 
 F. Merry was elected School Director. 
 
 ERECTION OF SCHOOL BUILDINGS. 
 
 - October 14th, 1843. At a meeting of the voters of the School 
 District, it was, on motion of Eleutheros Cooke, "resolved, that 
 a Committee of three be appointed to prepare and present a plan 
 for the erection of one or more school houses in the town of 
 Sandusky, to ascertain the plans of the said Directors for such 
 school-house or houses, and the probable expense of build- 
 ing them, to inquire into the expediency of locating one or more 
 of said buildings on the Public Grounds, or of purchasing one or 
 more lots for that purpose, and to report the result of their labors, 
 and enquiries at an adjourned meeting, together with their opinion 
 of the expediency of erecting, kt present, such building or build- 
 ings." On motion, Moors Parwell, Alexander M. Porter and 
 Zenas W. Barker, were appointed such committee. 
 
 February 21st, 1844. The above committee reported in favor 
 of purchasing lots near the East and West Markets and another 
 
in the Western Liberties on which to erect buildings, and con- 
 cluded by saying ; " Your committee suppose that the proper site 
 for the High School is the Public Square, and the plan of the 
 building should be such as will be both creditable and ornamental 
 to the town." 
 
 The qualified electors of the town assembled, pursuant to no- 
 tice, to hear the report of the committee, approved the same and 
 voted to have the buildings erected. 
 
 Winter of 1843-4. Three male and four female teachers were 
 employed in the schools. 
 
 September 20th, 1844. Foster M. Follett, was re-elected 
 School Director. The expenses of the schools for this school-year 
 were $535.22 and the branches taught were Reading, Writing 
 Arithmetic, G-rammar and Geography. 
 
 During portions of the years 1 844-5, we find Mr. Homer Good- 
 win, Mr. A. W. Nason, x\Ir. John B. Johnson and Mr. E. P. 
 Jones making the list of male teachers, and Miss L. A. McElwain 
 Miss Ann Gustin and Miss Mary E. Goodwin the list. of lady 
 teachers. 
 
 The branches taught, were Reading, Writing, Arithmetic 
 Geography, Latin and Philosophy. Cost of sustaining the schools 
 $519.24. Charles B. Squires was elected School Director Sept. 
 20th, 1845. The several school buildings, voted by the people 
 Feb. 21st, 1844, were completed and occupied a part of this year 
 — 1 845. Cost of the four buildings, including three lots, fences 
 desks and other furniture, with interest on money loaned, $6,050. 
 School year of 1845-6 November 1st, 1845, the following 
 appointments of teachers were made by the Directors : A. C. 
 Heustis, Prineipal of High School, $45.00 per month, A. W. Nason, 
 Assistant, $30.00 per month. Miss. L. A. McElwain, Preceptress, 
 $18.00 per month and Mr. E. P. Jones, Mr. E. Merry, Jr., Mr. 
 J. B. Johnson for the district schools in the other parts of town, 
 at $26.00 per month each. Also Miss Smith, Miss White and 
 Miss Latsoha at $14 per month each. In September, 1846, the 
 annual school report showed an attendance of 371 scholars in all 
 the schools. The branches taught in the High School were Read- 
 ing, Spelling, Writing, Arithmetic, Grammar, Geography, Latin 
 French, Philosophy, Chemistry and Physiology. Tuition expenses 
 for the school year $808.61. H. F. Merry was re-elected 
 School Director, September 18th, 1846. 
 
The following teachers were appointed for the winter of 1846-7. 
 Males, — A. C. Huestis, A. M. Barber, E. P; Jones, Jas. 
 W. Shankland, James Evers ; and ladies, — L. A. McElwain, L. 
 M. Jones, 1). R. Whipple, L. B. Sprague, A. D. Latsoha, M. 
 Strong and E. Brewster. 
 
 February 15, 1847. Cuyler Leonard was appointed School Di- 
 rector by the Township Clerk to fill the vacancy caused by the 
 death of C. B. Squires. 
 
 July 19th, 1847. A. W. Nason was elected Principal of the 
 High School at a salary of $.35.00 per month. July 29th, 1847, 
 Miss Eliza Moore was elected teacher at $14.00 per month. Au- 
 gust 26th, Miss M. Johns was elected teacher at $15.00 per 
 month. September 6th, 1S47 — Pupils enrolled during the year, 
 490. Branches taught, same as previous year, with Algebra and 
 Astronomy added. P. M. Pollett re-elected School Director. 
 The teachers for the winter of 1848, were Mr. A. W. Nason, 
 Principal of the High School, other teachers and for other 
 schools,Mr. H. Goodwin, Mr. E. P. Jones, Mr. H. B. Hall ; Ladies, 
 — Miss M. Johns, Miss L. A. McElwain, Miss L. A. Jones, Miss 
 E. Moore, Miss L. A. Sprague, Miss S. Irvin, Miss D. R. Whipple 
 and Miss B, C. Cooper. During the first part of the Pall term of 
 1848, Mr. S. Minor acted as Principal of the High School, dur- 
 ing the last part, Mr. Homer Goodwin was employed. Miss Helen 
 Pollett, Miss E. Lewis, Miss M Barrett Miss H. M. Hoyt and 
 Miss L. Barney were elected as teachers for the fall term of 1848. 
 
 It will be observed from the foregoing sketch, that the money 
 and labors of the School Directors were mostly expended upon 
 the winter schools. There are, however, allusions to summer 
 schools supported partly by public funds, helped through by rate- 
 bills, or sustained entirely by rate-bills. It is due to the liberal- 
 ity of the public school managers of the period just passed over, 
 to state that none were excluded from the schools sutained in any 
 part by public funds, and that bills for tuition or current expenses, 
 were never presented to such as were not entirely able to pay. 
 
 Before proceeding to speak of the adoption of a more full graded 
 system, next in order, it is proper to refer to 
 
 THE FIRST TEACHERS' INSTITUTE IN OHIO. 
 
 It is due the memory of a few persons not now living, and \» 
 
also but simple justice to the public spirit of* this city at that 
 early day of educational efforts to state that the first Teachers' In- 
 stitute held in Ohio, specially intended to benefit teachers of all 
 grades of schools, was organized in Sandusky, September 2d, 
 1845. 
 
 Hon. E. Lane, Rev. L. Hull and C. B. Squires, all now de- 
 ceased, were particularly active and earnest in procuring Instruct- 
 ors and Lecturers and in securing the attendance of teachers 
 from Erie and surrounding counties, and, in other ways, contrib- 
 uting to make the instituce, then an experiment, a most un- 
 doubted success. While they soon had the satisfaction of feel- 
 ing that they had judged correctly and acted wisely respecting 
 the local and immediate value of a Teachers' Institute upon the 
 schools of the city and county, they, probably, little suspected 
 what radical changed ia school laws and school instruction in 
 Ohio might result from this first right beginning. 
 
 Ninety-seven teachers were enrolled as members of this first 
 Institute. The instructors were Hon. Salem Town of New 
 York, Asa D. Lord and M. F. Cowdery of Ohio. Lectures on 
 special subjects were given during the session by Hon. S. Town, 
 Hon. E. Lane, A. D. Lord, C. B. Squires, Lyman Preston and 
 M. F. Cowdery. The session continued one week and closed 
 with a general and cordial expression of opinion that buch meet- 
 ings of teachers for the discussion of questions of practical value 
 in the school-room, were deserving of the highest commend- 
 ation. 
 
 ADOPTION AND ORGANIZATION OF THE GRADED 
 SCHOOL SYSTEM. 
 
 In November, 1848, the three school Directors of Sandusky, 
 Poster M. Follefc, Henry F. Merry and Cayler Leonard, elected, 
 and then acting under the general School law of the State, em- 
 ployed the writer of this sketch to take the supervision of all 
 the schools of the city and to adopt such classification of pupil.s 
 as the condition of buildings and other circumstances would 
 permit. 
 
 On the first Monday in December, 1848, in pursuance of no- 
 tice previously given, the pupils of the seveiMl schools assem- 
 bled at the High school building to be examine I in their several 
 
studies and distributed into four distinct grades, according to 
 proficiency. The names of grades then adopted, were Primary, 
 Secondary, Grammar and High Schools. 
 
 At the end of the first week, four Primary Schools, with an 
 average of about sixty- five pupils each, three Secondary, with 
 about sixty pupils each, two Grammar Schools with about eighty 
 pupils each, and one High School with about sixty pupils, 
 stood in place of the several hitherto unclassified district 
 schools of the city. 
 
 In view, both of the very radical character of this change and 
 of the very limited number of classified schools in Ohio, or 
 elsewhere, that might be referred to as precedents, there was a 
 far more prompt and cheerful acquiescence on the part of the 
 public, than was anticipated by those having the work in charge. 
 
 The Board of School Directors, by whose express permission 
 and under whose special direction the Public Schools were first 
 graded, consisted of Foster M. Pollett, Henry F. Merry and 
 Cuyler Leonard. 
 
 The teachers first placed in charge of these graded schools 
 were. Miss Fannie B. Stone, Miss Matilda Barrett, Miss L. Bar- 
 ney, and Miss Almira Smith, of the Primary Schools, Miss 
 Eliza Lewis, Miss H. M. Hoyt and Miss E. Moore, of the Sec- 
 ONDART Schools, Miss Helen FoUett, Miss E. Barker, Miss A. 
 Osborn and Mr. W. H. Nye, of the Grammar Schools. Mrs. 
 M. F. Cowdery and Miss L. A McElwaiu were appointed Assist- 
 ant teachers in the High School and Mr. M. F. Cowdery, 
 Principal of the High School and Superintendant of all the 
 schools. 
 
 Although two of the three early Directors are not now living, 
 and several of those first teachers are also deceased, it affords 
 the writer the siocerest pleasure, now and here, after the lapse 
 of more than a quarter of a century, to bear testimony to the 
 industry, faithfulness and zeal of these early laborers in giving 
 efficiency and character to the then newly established graded 
 Public Schools. 
 
 A few weeks of patient labor sufficed to satisfy both teachers 
 and the public that the change to the graded plan was a step in 
 the right direction, but to those having the schools in . charge, it 
 was but a single step. The act itself of establishing the grades 
 
involved many other questions which must be at once considered, 
 some of them very speedily decided. How many classes shall 
 there be in each grade ? What work shall these classes, in a given 
 time, be expected to do? How long will these pupils remain in 
 the grade in which they are now placed ? How will the proficiency 
 of the classes be tested when such are candidates for promotion ? 
 In what particular respects is more thoroughness to be sought in 
 graded schools than under the former ungraded plan, with the 
 youngest pupils ? What can children from six to eight years of 
 age, safely, cheerfully, healthfully, thoroughly learn ? What from 
 eight to ten ? From ten to twelve ? How much shall be attempted 
 in the High School? How much if the High School, as a feature 
 of the system, had not now many avowed and bitter enemies and 
 very many doubting friends ? And how much can be wisely at- 
 tempted in the then state of public opinion ? 
 
 What are the very best methods of teaching Reading, Spelling, 
 G-eography and Arithmetic? What must be done with tardy pu- 
 pils, — with all sorts of delinquent pupils ? What shall be done 
 with profanity, falsehood and out-cropping depravity generally, and 
 what rewards shall be promised to the industrious and obedient ? 
 Can the young be won to a noble and virtuous life by any human 
 skill or persuasion? And, further back still, is the formation of 
 character at all included in the duties of a teacher? 
 
 Many of these questions had, of course, received attention in 
 former schools and under widely diiferent circumstances, but a 
 fresh and deeper significance was given to each of these problems 
 as new possibilities in instruction seemed to be dawning with the 
 adoption of graded schools for all the children. 
 
 As the school-work went forward, some of these difficulties dis- 
 appeared from the list, with little direct conscious eifort on the 
 part of those chiefly concerned, while others wei-e only to be van- 
 quished by the gradual approaches, the deep trenches, the persist- 
 ence and courage by which alone strong fortresses are reduced. 
 
 Noting events chronologically it should be here stated, that the 
 " act for the better organization of the public schools in cities, 
 towns, ifcc," was passed by the Ohio Legislature in February, 1849,' 
 and during the first term of the schools of this city under the 
 graded system. As soon as an authenticated copy of the law could 
 be procured from Columbus, the required '■ written notices, were 
 
posted up in three public places," calling upon the qualified electors 
 to assemble at the expiration of ten days and vote for or against the 
 adoption of this special law. 
 
 When the election oociirred, the law was adopted without a dis- 
 senting vote, and, with scarcely a word of change, remained the 
 school law of the city until superseded by the codified school laws 
 of 1873. The adoption of this law at this time gave a new impe- 
 tus to wiiat had already been begun. Increasing the number of 
 Directors from three to six, enlarging and defining the powers of 
 the new Board, and, best of all, providing by equal taxation upon 
 all the property for the maintenance of good schools, open alike 
 to the poor and the rich, and free to every nationality and every 
 race. 
 
 Although the adoption of this special law at this time did not 
 directly aid in solving the more strictly professional problems be- 
 fore alluded to, it was exceedingly inspiriting to teachers to feel 
 that a fairer day was dawning upon their labors and prospects than 
 they had ever before known. 
 
 The new members elected under the special law, Earl Bill, Da- 
 vid Souter and, P. T. Barney, cordially concurred in the grading 
 of the schools as they found them organized under the former 
 members, F. M. Follett, H. F. Merry and Cuyler Leonard, and 
 now, together, constituting the new Board. 
 
 Daring the latter part of 1850, there was added to the foregoing 
 grades an Unclassified School.- It was found after a year of 
 experience with four grades, that pupils most regular in attend- 
 ance and most industrious in their studies, were continually inter- 
 rupted and hindered in progress by accessions to the classes of pu- 
 pils who were many months behind them in attainments. Many 
 children were sent into the schools with the full knowledge that 
 they would remain but the winter months, or for less time, and 
 were exceedingly reluctant to undertake the regular work pre- 
 scribed, for the'grades. 
 
 Further, if proficiency in the studies was rigidly made the basis 
 of admission or assignment to grades, a great diversity of ages 
 wiiildbe brought together, — children, unlike in sympathies, must 
 be placed side by side, thereby seriously increasing the labors of 
 the teacher both with reference to the discipline of the school and 
 the instruction of classes and, at the same time, abridging the 
 
value of both. Further, wherever a thousaud children are col- 
 lected from the entire population, there will be cases of exceptional 
 home training, or of lack of average gifts to master all the studies, 
 or of stron:^ and deep hostility to wholesome authority, which are 
 far better mxnaged in a special school under a teacher with special 
 ability for such varied duties. The State recognizes the same 
 general principle in establishing separate schools for blind, mute 
 and imbecile children. Blameless, yet unfortunate, these children 
 are so unlike those in the schools at home that they cannot there be 
 p'ofltably instructed, and are so unlike each other, that special in- 
 struction must be provided for each class. An Unclassified School 
 was therefore added to the grades and was found to be of such 
 practical value in relieving the other grades of transient pupils and 
 of conferring far greater benefits upon these same pupils while they 
 did remain, that a single school of this character was continued 
 until 1871, or later — twenty one years or more. 
 
 Having given the leading events regarding the early establish- 
 ment of the several grades of our Public Schools, we may now 
 proceed with the narrative of the special labors undertaken and 
 carried forward in these respective divisions of school work. Be- 
 fore stating, however, just how the study of the sciences was dis- 
 tributed among the grades adopted, it is important to mention 
 what other work was understood to be essential in the school room. 
 
 This sketch would not be a just or truthful record, if it failed 
 to represent that teachers, the School Board and the public ex- 
 pected, at that time, somethinEr more from the schools than sim- 
 ple instruction in the sciences and the mental discipline thetewitli 
 connected. All most cordially accepted the doctrine that Hie. 
 formation of character, was a part, at least, of the high mission of 
 the schools, if not always explicity written in words. And, witli 
 the teachers, it was an accepted maxim that childhood was a pe- 
 riod of temptation as well as adult life, that any school of chil- 
 dren would be a battle ground of good and evil, that deception,* 
 and fraud, and revenge, and theft, and falsehood would certnii ly 
 appear in miniature proportions with miniature men and women, 
 and that truth and duty could be as faithfully and as success- 
 fully taught to those of six, as of sixty years of age. In brief, 
 that the moral character of the cliild is often pretty well deter, 
 mined before it is usually supposed that it has, or can have, any 
 
moral character. It is no part of the purpose of this narrative 
 to speak of any success in the aggregate, or of the special 
 triumphs of individual teachers from time to time, in winning 
 any to virtuous habits and a true and noble life!, but, to say that 
 this duty was always recognized, and the highest rewards of teach- 
 ers were often sought in this direction. Further, that from 
 1848 to 1871, a period of twenty-three years, the Bible was read 
 daily at the opening of the schools and its precepts referred to 
 from time to time as the highest authority for rules of conduct. 
 What wrong doinji, or sorrow, or misfortune, was thereby sup- 
 pressed in the world, or what positive benefit to mankind was 
 thereby contributed, none may now presume to declare. But if 
 any now hold, or may hereafter hold, to the opinion that moral 
 culture may safely be dissevered from intellectual training in the 
 school-room, that any school, public 'or private, any where, may 
 be exempted from the incoming of evil passions and influences, 
 or, if any hold to the theory that these corrupting tendencies 
 may be resisted and vanquished by any mere fascinations of 
 science, it is due to truth and to impartial history here to say, 
 that such were not the views and convictions of the teachers 
 who, for more than twenty years, aimed at the highest success 
 for the graded Public Schools of this city. 
 
 PKIMARY INSTRUCTION. 
 
 Previous to the establishment of graded schools, perhaps 
 right methods of instructing young children were the least un- 
 derstood and least practiced of any labor relating to school or 
 student life. It seems difficult now to believe that children of 
 six to eight years of age could, so long and so generally have 
 been sent to school with such slight chances for wise instruc- 
 tion and with such continued fruitles results. 
 
 The very act of bringing little children together to be instructed 
 thy themselves, compelled some sort of answer to the ques- 
 tion, " what can such children do ?" How, and what, can they 
 !)e best taught? 
 
 The following is from the published Regulations for Sandusky 
 ISuiiools in 1850. 
 
 Art. 3. Primary Schools. The course of instruction in the 
 Primary Schools will include the simplest elements of Language, 
 
Numbers, Geography, and Vocal Music, together with interesting 
 general exercises relating to various objects in nature, adapted 
 in kind, variety and extent to the capacities of children from 
 six to eight years of age. 
 
 It is intended to give the most care'ul atteution to habits of 
 cleanliness, of order and propriety of conduct, of veracity, kind- 
 ness and disinterestedness in the intercourse of pupils with each 
 other. Before passing to a higher grade of schools, it is re- 
 quired that pupils shall be able to read fluently, in the S cond 
 Reader, be familiar with half of the multiplication table, be 
 able to name all the countries and large bodies of water of North 
 America from the Outline Maps and have practiced drawing 
 simple outlines, one term. 
 
 Such was the theory of instruction, adopted more than twenty- 
 five years ago, for children in the Primary grade. Has the 
 practice fallen below, or exceeded the theory? In some re- 
 spects, both. In the hands if skilful, enthusiastic teachers, 
 much more has been done for young children than was proposed 
 in the article from the School Regulations. Ability lo read in 
 the Second Reader was required in thiss grade, — the quality, sim- 
 ply "fluently." But no grade has surpassed the Primary, at times, 
 in the.exhi-bition of attainments in reading. Something was sup- 
 posed to be possible for children in the elements of Drawing- 
 Much more has been witnessed of success here than was contem- 
 plated, and success in writing words and sentences, success in 
 the penmanship even, as well as the correctness of forms in 
 other respects, has far surpassed what was first expected 
 from such young pupils. Several of the Primary Schools 
 have been greatly prized, too, by careful, thoughtful mothers, 
 as places of refinement, and delicacy, and mfety for their 
 little children. While it was hoped in the outset, that there 
 would be "order," "kindness," "cleanliness," "veracity" 
 and gentleness, everywhere in the school-room, it was little 
 suspected ihat admission to any grade would ever be so eagerly 
 sought and so highly prized, as has often been true with the best 
 of our Primary schools, and, on account of the very exellenciea 
 above named. 
 
 Our older citizens will readily call to mind the confidence felt 
 in the Primary schools taught by Miss Celia Huntington, Mrs. 
 
Mary Clarke, Mrs. F. Hull, Miss Faany McPall, Mrs. M. Dewey, 
 Mrs. M. E. Foster and others, with particular reference, to 
 characteristics, quite aside from all instruction in the text-book. 
 
 But, on the other hand, as falling biilow the standard expected 
 of the Primary grade, itis to be admitted that the teaching has not 
 been uniform in qiility, that the results have varied from time to 
 time with the varied abilities, personal qualities and unlike de- 
 votion of respective teachers to the special work they have un- 
 dertaken to do. It may be safely asserted, however, that the 
 possibility of a much higher order of instruction for little chil- 
 dren has in our city, as elsewhere, been abundantly demon- 
 strated. 
 
 The lesson, therefore, which our experience with the Primary 
 grade furnishes is, first, that intelligent attention bestowed upon 
 the right instruction of young children, is even, more sure to be 
 bountifully repaid in good results than in the higher grades. 
 And, second, that special love for this work, special natural 
 adaptation to it and special preparation for it on the part of the 
 teacher, is iudispensahle to the highest succes. 
 
 SECONDARY SCHOOLS. 
 
 Presuming that during the two years of attendance upon the 
 Primary schools, children have been gently introduced to the 
 elements of Numbers, Language and Geography, what may prop- 
 erly be required of pupils, of average ability, during the next 
 two years, or, from eight to ten years of age? The School 
 Re^rulations of 1850 required the following — First, nu acquaint- 
 ance with the Elementary Sounds of the language. Secoiid, be 
 able to read fluently and accurately all lessons in the Third Reader, 
 and be able to spell correctly and define any words found 
 in their reading lessons, '/hird, be able to give the prelimi- 
 nary definitions in Geography and be able to draw accurately 
 and promptly the outlines of each one of the United States 
 and the countries of North America, at the black-board. 
 Fourth, be able to answer the questions in such text-books 
 in Mental Arithmetic as may be used, and be able to repeat the 
 tables of Weights and Measures. Fifth, be able to distinguish 
 the several parts of speech in any sentence in their reading 
 books, and give a definition of the same, ' 
 
In the course of years, this list of studies and school- room 
 exercises was considerably extended. All the territories of the 
 United States were included in the Map-drawing work. To 
 these were added the free-hand drawing of various objects in 
 nature. Essay-writing was afterwards made a proraineut daily 
 exercise in this grade, and especially with reference to gramraat- 
 ical accuracy and the first requisites in clear and correct expres- 
 sion. Vocal music received some attentioa, and selections in 
 reading were studied and the powers of the pupil tested, in 
 bringing out the full ideas and sentiments of an author. It 
 should, also, be stated that, in practice, the classes, remained in 
 this grade somewhat beyond the age of ten years. The classes 
 promoted averaged, for a series of years, ten and a half years. 
 
 It was understood among all the teachers of all grades of 
 schools, from the time of the adoption of our graded system on- 
 ward until 1871, that oral instruction by the teacher would be 
 united with the study of assigned lessons by the pupils. The 
 older pupils in the Primary Schools, were to begin their student 
 life by daily studying a short spelling lesson and reciting the 
 same, in addition to all the instruction otherwise givea. In the 
 Secondary Schools, these lessons to be studied were, each year, 
 gradually increased, no day being passed without some lessons 
 to be mastered, none without some general exercises conducted 
 by the teacher. 
 
 School-work, for younj;er children, consisting only in assigned 
 lessons, to be followed by a recitation, soon becomes exceedingly 
 heavy and disheartening. Oral instruction only, tends to dis- 
 sipate rather than discipline the faculties and train the chi'd 
 to habits of self-reliance. The happy blending of the two, from 
 the lowest grade upwards, was the true ideal with the several 
 hundred diflFerent teachers in the past years of our graded pub- 
 lic schools. 
 
 The list of teachers who deserve " honorable mention" in 
 connection with this grade, would include almost the entire 
 number from 1848 to 1871. Among those of later years, will be 
 remembered Miss Mary Comstock, Mrs. F. Hull Miss Pannie 
 Harris, Miss Sarah Clarke, Miss Anna Aplin, Miss Hattie Fisher, 
 and of the Secondary teachers previous to 1860, Miss Eliza 
 Moore, Miss Eliza Lewis, Miss Fannie B. Stone, Miss Maria 
 
Loomis, Miss Cornelia M. Walker, Miss Sarah L. Sprague, Miss 
 
 Eliza M. Jackson, Miss Eliza D. Bartlett, and Miss Ellen S. 
 
 Booth. 
 
 GRAMMAR SCHOOLS. 
 
 The studies of the Grammar School Department were made 
 up with the expectation that four years would be necessary to 
 complete the course. Practically, there were two grades of 
 schools under the general title of Grammar 'schools, each grade 
 having a course of two years. Little else was ever attempted in 
 cither of theGramirar Schools than the thorough study of Arith- 
 metic, Grammar and Geography, with Reading, Writing, Spell- 
 ing, Map-drawing, Essay-writing, Select Reading and Declama- 
 tion. Much study was bestowed by different teachers from time 
 to time upon the best methods ef doing this elementary work in 
 the most thorough manner. Though nothing could be discov- 
 ered that might be adopted as a substitute for hard work for 
 pupils of average ability, yet there has been, and still is, a wide 
 field in the region of invention for learning how to make even 
 hard work acceptable, often attractive, to young children. One 
 principle, well understood, makes another, at least acceptable, 
 probably very welcome. If due caution is observed to conquer 
 every foot of the country we invade, as we proceed, we may 
 fight with courage and hope against formidable forces. If the 
 teacher will keep his classes strong on any ground already occu- 
 pied, he may confidently hope to take the next stronghold 
 when he chooses to make the attack. And every day of observ- 
 ance of the maxim — " make haste slowly," is a day of the 
 j.'reatest gain to the pupil and the greatest profit to the public. 
 
 With many inequalities in gifts for teaching, and many diver- 
 sities of methods tor doing the same work, it was the main pur- 
 pose of the several teachers who have taught in the Grammar 
 school grade, to do everything falling within their line of duty 
 in the most thorough possible manner. Among those who have 
 rendered most important and acceptable service to the public in 
 this Department, are, Male Principals, Mr. William H. Nye, 
 Mr. L. E. Walker, Mr. Geo. C. Woollard, Mr. John Chandler, 
 Mr. M. H. Lewis and Mr. W. H. Rayl ; Female Principals, 
 Miss Helen FoUett, Miss Fannie B, Stone, Miss L. A. McElwain, 
 Miss Eliza W. Jackson, Miss L. Perry, Miss E. Hutchinson, 
 Miss J. G. Breckenridge, Miss E. Moore, and Miss S. J. Moore. 
 
THE UNCLASSIFIED SCHOOL. 
 
 Reference has already been made to the causes which led to 
 the establishment of the Unclassified School. The general 
 character of this school was much the same as a large country 
 district school, including pnpils from ten to twenty years of 
 age, of all shades of proficiency in the elementary branches. 
 These scholars were such as had recently moved into the city 
 and were deficient in some, or many respects, for admission to 
 the regular grades, or, through illness, poverty or misfortune, 
 had lost one or more years of school life, or, through imbecility 
 or hopeless indolence, had lost standing in the regular grades, 
 or, who sought a few weeks of instruction with the full knowl- 
 edge that this short time would be their last opportunity, or, 
 whose constitutional tendencies vi ere such as to be always safer and 
 happier, and other pupils safer and happier too, when in the im- 
 mediate presence of pretty decided executive ability. 
 
 For many years, the average attendance upon this school was 
 about eighty — two-thirds males — one-third females. 
 
 Pupils were promoted from this school to all grades below the 
 High School, and at all times in the year. Whenever scholars 
 were prepared to enter classes in the regular grades, they were 
 passed along with the leapt possible ceremony. The school was 
 in charge of a lady Principal, with one lady assistant. 
 
 During the twenty-one years of the existence of this school, 
 it was managed and taught, almost entirely, by three difierent 
 lady Principals, Miss M. Kolley, (afterwards Mrs. M. Ames.) 
 Miss Julia A. Hitchcock and Mrs. F. Hull, to each of whom the 
 City of Sandusky and the State of Ohio will owe a debt of grat- 
 itude the balance of the nineteenth century, and probably ex- 
 tending to the first half of the twentieth ! 
 
 SCHOOL FOR COLORED CHILDREN. 
 
 Previous to 1853, small schools for colored children had been 
 maintained, at irregular intervals, under the management of col- 
 ored Directors, as then provided by the school law of the State. 
 In May, 1853, at the request of the colored people, then resi- 
 dents, their school interests were transferred to the City Board 
 of Education. 
 
A separate school of about twenty children, afterwards in- 
 creased to about thirty, was organized for them, with all the 
 rights and privileges of the other schools of the city. 
 
 This separate school was continued until July, 1861, when a 
 proposition was made by the Superintendent to distribute these 
 children among the other schools according to merit by grade 
 and the residences of their parents, which proposition was ac- 
 cepted, and the separate colored school ordered to be discontin- 
 ued. It is proper to add that these children soon reached the 
 higher classes and grades on the same basis of promotion as 
 other pupils. 
 
 THE SANDUSKY HIGH SCHOOL. 
 
 It will be remembered that the building intended, for the High 
 School was first occupied for this purpose in 1845. 
 
 Nothing appears upon the records of the qualifications for ad- 
 mission, or the studies to be pursued, but the school report for 
 that year shows that, in addition to the common branches, classes 
 were taught in " Latin and Philosophy." 
 
 In 1846, the sciences taught, besides the common branches, 
 were Philosophy, Chemistry, Physiology, and the Latin and 
 French languages. 
 
 In 1847, Algebra and Astronomy were added to the above 
 list, and one hundred and forty pupils enrolled as members of 
 the school. 
 
 While there was much gratification felt among parents that 
 Sandusky had, at last, a High School of her own where some- 
 thing more than the elementary branches could be studied with- 
 out sending their children from home, still, the School Directors 
 found that such a school without any fixed and known rules and 
 conditions of admission, and without a regular course of study, 
 made their position a very awkward and embarrassing one. 
 Hence the grading of all the schools at the close of this year, 
 1848, and the adoption, a little later, of such a course of strudy 
 for the High School as the wants of the public seemed to re- 
 quire. 
 
 It is believed that one of the most delicate andjdicffiult duties 
 which Superintendents or School Boards have had to perform in 
 Ohio for the last twenty-five years has been to make up the 
 
best possible course of study for their respective High Schools. 
 For, it is to be remembered that no humao wisdom can frame a 
 course of study ibr a Public High School that would be suited 
 to all tastes, or adapted to all localities. And it is, also, to be 
 remembered that twenty-five years ago, the High School, as a 
 component part of the Common School system was an experi- 
 ment, a problem tobe solved, and that it was necessary to pro- 
 ceed with great caution in introducing sciences or extending 
 studies that involved an additional tax upon the public treasury. 
 In our own city, the study of the Languages had fallen into 
 such disfavor, that a resolution was adopted at a public meeting 
 of the tax-payers and qualified voters of the city, April 8th, 
 1848, "that all the school-houses now in the district, and now 
 proposed to be built, shall be used only for common schools, ex- 
 cluding all except the English branches." It was necessary, 
 therefore, in preparing a course for our High School, not only 
 to omit the Latin, always and everywhere, so essential to good 
 scholarship, but also the Grreek and the Modern Languages. 
 The natural sciences and mathematics must be extended consid- 
 erably out of proportion to meet this, then, popular prejudice. 
 The early graduates, or many of them, made a pleasant acquaint- 
 ance with several Latin authors by means of private instruction. 
 At the end of about twelve years, March 14, 1860, on petition 
 to the Board of Education, signed by R. B.Hubbard and twenty- 
 seven others, " praying that said Board would authorize a class 
 to be formed in the High School for the purpose of teaching 
 Latin and Greek, and that each scholar joining said class be 
 charged their proportion of the increased expenses of the same," 
 this restriction upon the Languages was removed and they 
 were gradually included in the course of study, and portions 
 of Mathematics omitted. 
 
 As with other High Schools then, it was necessary while pro- 
 viding for four years of regular attendance, to keep in view the 
 fact that probably one-half of the pupils would not remain lon- 
 ger than two years, and that, in three years, at least three- 
 fourths would have disappeared from the school-room. Studies 
 most essentially profitable to everybody, must therefore fill the 
 first two or three years of the course. Under such ciroum- 
 
stances, our Public High School was proposed to become a per- 
 manent feature of the Common School System . 
 
 Offered, as ic was, to a commuaity just passing out of the age 
 of rate-bills and into that of free education, to be sustained by 
 tax upon all the property and to so many who had been ac- 
 customed to regard a High School as an expensive luxury, rath- 
 er than a prime necessity, it will be easily understood, that great 
 solicitude was felt by its friends as to its final suc3ess. 
 
 From 1848 to 1852, this school seemed to be regarded with 
 equal favor with the other grades, though the question of its 
 permanence was yet to be decided. It was only under the long 
 and able administration of Mr. S. S. Cotton as Principal, extend- 
 ing from September, 1852, to July, 1867, with his accomplished 
 lady assistants. Miss A. A. Breck and others, that the High 
 School came to be regarded as an indispensable part of the free 
 school system. Prom the first, it has commended itself to the 
 kind regards of our citizens, not by sending out a very small 
 number of very accomplished scholars, but by affording to a 
 very large number, one, two and three years of instruction in 
 such sciences as are requisite to success in ordinary, mechanical 
 and business pursuits, and by such development of self-respect 
 and self-reliance as has excited high hopes of an honorable and 
 useful life for its pupils. 
 
 During the past years of the existence of the High School, 
 many expressions of confidence in its usefulness have appeared 
 in the pablic press and in various other ways, but the strongest 
 testimonial of its value has been given in the erection of the 
 new High School building during the years 1866, 1867, 1868 
 and 1869. 
 
 The corner stone of this building was laid November 27th, 
 1866, and the rooms were first occupied for school purposes 
 in September, 1869. 
 
 The cost of the building with the furniture ready for use, was 
 185,501.88, exclusive of interest on money loaned while in pro- 
 cess of erection. There was p^id for interest 16,531.41, making 
 a total of $92,033.29. 
 
 It should be stated here, however, that the cost of nearly all 
 materials entering into the construction of any building, was 
 
Very much greater from 1864 to 1870, than for preceding of 
 succeeding years. 
 
 SPECIAL INSTRUCTION. 
 
 PENMANSHIP. 
 
 In 1856, Mr. Piatt R. Spencer was employed to instruct the 
 pupils of the High School and Grammar Schools. Although 
 his services continued only through the winter months, yet the 
 improvement made in Peumanship and the taste for elegant 
 writing thereby cultivated, were apparent many years afterwards. 
 For absolutely faultless penmanship and for ability to create a 
 zeal for this art, Mr. Spenoer, probably has not been surpassed 
 in our country. Mr. J. Hornbeek was employed for several 
 years as successor to Mr. Spencer, for the scholars of the High 
 School and Q-rammar Schools. Mr. L. S. Thompson was em- 
 ployed as teacher of Penmanship in the Autumn of 1863, and 
 has since been retained in this service, his instructions having 
 been gradually extended to all grades of schools. 
 
 ELOCUTION. 
 
 Lessons have been occasionally given in Elocution to both 
 teachers and pupils, but no continued special instruction of this 
 kind has been provided. 
 
 teachers' meetings. 
 
 Prom November 1848, and afterwards, weekly meetings 
 were held for the discussion of professional topics and for 
 bringing forward classes for the exhibition of special profiuiem-y 
 in the several branches taught. For teachers who begin their 
 professional life with a full stock of everything: they need to 
 know, such mcetingsare probably unnecessary. Those who sup- 
 p-^se they have something still to learn, will look in this direc- 
 tion for much valuable instruction. 
 
 EXAMINATION OF PUPILS. 
 
 Attention was given in 1854 and onward, to the best mcthuds 
 of examining pupils for promotion, such as- would be fair to the 
 pupil, just to the teacher and still, a thorough test of proficiency. 
 It is much easier to pledge a hearty support for such methods. 
 
than it is to discover them. Probably an examination by writ- 
 ten questions and answers, is more equitable than an oral one. 
 Probably it is better that each written question should have a 
 ■uate assigned to it when prepared. Probably it is better that 
 the candidate should not know this value, until his examination 
 is completed. Probably the time allowed for answering any 
 given set of questions should be limited, pretty exactly. Prob- 
 ably some method of numbering persons and papers should be 
 employed whereby the examiner should have no knowledge of 
 the author of the paper under inspection. And probably this 
 would seem to be an approximation to a ''fair, just and thorough 
 test of proficiency." Aad, if the purpose of the examination is 
 «imply to decide oompetitorship for a prize, or to produce a class 
 of intellectual athletes, probably the mode just named, would be a 
 good one to adopt. But remembering that parents send their 
 children to school to be educated with such abilities as they have, 
 and not with such as the school authorities might wish them to 
 possess, is such a plan applicable, in all respects, to the classes of 
 children in our graded schools ? Are there no qualities of char- 
 acter to ba considered which can not be reached by a written ex- 
 amination ? Are there no diversities of gifts, no wealth of pure 
 and refining influences, that a true teacher prizes high above all, 
 that may be excused from the full severity of an inquisitor's rack ? 
 Must a rule of hammered steel measure the fitness and propriety 
 of every promotion in schools " made by the people, made for the 
 people and responsible to the people ?" Can there be no safe re- 
 pository of discretionary power and common sense, that may 
 temper school examinations to the just rights of all parents, and 
 the highest welfare of the schools at the same time ? 
 
 There ought to be such rules and such Jlexibility of rules in the 
 examinations of pupils, and such wisdom in applying them, as 
 will stimulate all, dishearten and banish none. And these will 
 often, further need special adaptation to the local circumstances, 
 :ige of pupils and grade of classes |^to which they are to be ap- 
 plied. What might often seem a very desirable thing to do, in 
 one direction, by dividing a class by the results of an examina- 
 tioij, can not always be done without doing violence in some 
 other. And here we rest the history of our School examina- 
 tions from 1854 to 1871. 
 
LIST OF GKADUATES. 
 
 1855. 
 Kmma Bouton, 
 Helnn Norris, 
 Sarah Soot, 
 Mai'tlia Root. 
 
 1856. 
 John Jay Barber, 
 Blbert Whittlesey, 
 Ellou Booth, 
 Rachel Brown, 
 (Jhriatiaiia Curyl, 
 Susanna Caryl, 
 Emily Dyer, 
 Sarah Giisti 11, 
 Jeriiiie Huntington, 
 Fvances Jenuingp, 
 Minerva Johnson, 
 Snsan Kennedy, 
 Maria Loomis, 
 Marian Whittlesey. 
 
 1867. 
 Mary Comstock, 
 Sarah Kollav, 
 Amelia Boot, 
 Fanny Smith. 
 
 1858. 
 Harper H. Bill, 
 "Valentino T. FoUett, 
 Albert Phillips, 
 Leonard Smith, • 
 Oakley J. Totten, 
 Julia C. Bouton, 
 Josephine Chapman, 
 Harriet Fisher, 
 Kmily H. Merry, 
 Mary Peebles, 
 Liva A.Tupper, 
 Cornelia F, Van Fleet, 
 .Minerva O. Tbungs. 
 
 1859. 
 Jlonry C. Huntington, 
 Charles Keyes, 
 iiina Barber, 
 Weltha Post. 
 
 1S60. 
 W U. Rayl, 
 DoloB Ransom, 
 Julia Radcliffe. 
 
 1861, 
 Oeorgo Barney, 
 Edward G. Coy, 
 Austin Porter, 
 Kate Burton, 
 KmmaCook, 
 Fannie Jackson, 
 Florence Victor. 
 
 1862. 
 Harper Austin, 
 Frank Barber, 
 Edward Chapman, 
 Lewis C. Gregg, ^ 
 Samuel A. Magriider, 
 Jay C, Smith, 
 George Williams, 
 
 Emma 0. Boecher, 
 Eliza N.Cassidy, 
 MatildH Hatlj 
 Mary E. Soufer, 
 Alice E. Stem, 
 Elizabeth Strain. 
 
 1863. 
 Horace Bell, 
 Fletcher Green, 
 William Milne, 
 Albert Smith, 
 Laura Cowdery, 
 Maggie Riiiuuior, 
 Hannah Marshal, 
 Mary Parish, 
 Mary Radcliffe, 
 Jessie Stem. 
 
 1861. 
 Henry Horubeek, 
 George Rausom. 
 Mary\Jane De Witt, 
 Jane ElJis. 
 Clara Gregg, 
 Mary Mathews, 
 Louisa Nunan, 
 Alice Porter, 
 Helen Smith 
 
 18(i.-.. 
 Truman Taylor, 
 Anna Aplin, 
 Louisa Coy, 
 Mary Dewey, 
 Edna'Durkue, 
 Mary Norman, 
 Julia Pool, 
 Emma Hansom, 
 Sarah Webb. 
 
 1866. 
 Julia Bell, 
 Emma Cowdery, 
 Marie Hendry, 
 Mary McLouth, 
 Mary Whitney, 
 Josio Williams. 
 
 1867. 
 Robert Austin i 
 Royal E. Dewey, 
 John K. Walter, 
 Chas. W. Williams, 
 BliKabetb H. Camp, 
 Georgia Cathermau, 
 Lucy L. Ciarkson, 
 Emma A. Darling, 
 CoraK. Lyman, 
 Ruth R. Merry, 
 Harriet M. Pool, 
 Sallie M. Stem, 
 Tilla Work, 
 Catherine Youngs, 
 Mary Zurhorst. 
 
 1868. 
 Benjamin MarshuU, 
 Albert W. Miller, 
 Thomaa.E. Morey. 
 Anna E. Bill, 
 
 Sallie R. Camp, 
 Addie M. Gustin, 
 Ada M. Johnson. 
 
 18iif). 
 Cliaa. R. M. Milne, 
 Jas. N. Nugent, 
 Ward B. Wether«ll, 
 Caroline P, Bariiuy, 
 Alice M. Butler, 
 Emerette C. Crnistock 
 Eliza K. Coy, 
 Virginia S. Hull, 
 Elizabeth M. Lewis, 
 Mary A. Marshall. 
 Joanna &. McMahon, 
 Flora M. Melville Miln<-, 
 Josephine M, Mullen, 
 Ellen B. Stem, 
 EllaR. Warden, 
 
 1870. 
 Ardon Storrs, 
 Carrie Dibble, 
 Jennie Harvey, 
 Alice Hogg, 
 Elizabeth Orr, 
 Anna Scott, 
 EtBe Spencer. 
 
 1871. 
 Edward D. Everett, 
 W.Frank March, 
 William R, Zollinger, 
 Zeuobia I. Boyce, 
 Idd B Clarke, 
 Margaret J. E. Ferguson, 
 Margaret Jean Healey, 
 Alice G. Hubbard, 
 Emma R. Johnson, 
 Alice Helen Lymau, 
 Anna E. March, 
 Victoria L. :>awytT, 
 Be^Hie G. Spencer. 
 Sarah A. Upp, 
 Mary E. Warden. 
 
 187:i. 
 Frank W. Barker, 
 Alex Camp, ^ 
 
 Chas. McLouth, 
 Henry G. Moore, 
 Robert W. Walsh, 
 Emma L. Alder, 
 Emma B. Hagar, 
 llrtttie W. Koecb, 
 EllaM. Kelham, 
 Alice F. Kinney, 
 Sarah A. Lawler, 
 Hattie O. Miller, 
 Ella M. ftayl, 
 AntonieH. Sprenger, 
 Laura A. Wetherell, 
 Eunice H. Williams. 
 
 1873. 
 Jay Barker, 
 Florence Buck, 
 Bertha Bardsbar, 
 Clara Cherry, 
 Julia Scherz. 
 
MEMBERS OF BOARD OF EDUCATION FROM 1849 TO 
 1871, INCLUSIVE. 
 
 By the School Law under which the schools were maintained 
 for the period above named, the Board of Education consisted of 
 six members, two of whom were annually elected by the people 
 for the term of three years. 
 
 1IEMBBR.S OF BOARD OF EDUCATION. 
 1849. 
 
 Henry F. Merry, 
 David Souter, 
 
 Earl Bill, 
 Freeland T. Barney 
 
 1850. 
 
 Foster M. Follctt. 
 , Thomas Hogg. 
 
 F. T. Barney, 
 D. Souter, 
 
 Thos. Hogg, 
 H. F. Merry, 
 
 1851. 
 
 F. M. Follctt, 
 E. Bill. 
 
 F. .^L Follett, 
 H. F. Slerry 
 
 John G. Pool, 
 F. T. Barney, 
 
 1852. 
 
 E. Bill, 
 T. Hogg. 
 
 E. Bill, 
 
 F. M. Follett, 
 
 H. F. Merry, 
 J. G, Pool, 
 
 1853. 
 
 T. Hogg, 
 
 F. T. Barney, 
 
 F. T. Barney, 
 E. Bill, 
 
 J. M. Boot, 
 H. F. Merry, 
 
 1854. ' 
 
 J. G. Pool, 
 F. M, Follett, 
 
 F. M. Follctt, 
 E. Bill, 
 
 .1 . G. Pool, 
 J. M. Root, 
 
 1855. 
 
 H. F. Merry, 
 F. T. Barney, 
 
 Walter F. Stone, 
 H. F. Jlerry. 
 
 F. M. Follctt, 
 J. G. Pool, 
 
 1856. 
 
 Christopher C. Keech, 
 E. Bill, 
 
 Earl Bill, 
 
 F. M. Follett, 
 
 Horatio Wildman, 
 W. F. Stone, 
 
 1857. 
 
 J. G. Pool. 
 C. C. Keech, 
 
 J. G. Pool, 
 H. Wildman, 
 
 F. M. Follett, 
 W. F. Stone, 
 
 1858. 
 
 C. C. Keech, 
 E. Bill. 
 
 W. F. Stone, 
 F. M. Follett, 
 
 C. C. Keech, 
 J. G. Pool, 
 
 Henry Converse, 
 H. Wildman. 
 
A. H, Gale, 
 F. M. FoUett, 
 
 J. G. Pool, 
 W. F. Stone, 
 
 W. F. Stone, 
 F. M. Follett, 
 
 R. B. Hubbard, 
 Geo. W. Smith, 
 
 W. F. Stone, 
 Geo. W. Smith, 
 
 W. F. Stone, 
 Geo. W. Smith, 
 
 J. G. Pool, 
 W. P. Stone. 
 
 W. F. Stone, 
 G. W. Smith, 
 
 R. B. Hubbard, 
 Philander Gregg, 
 
 J. G. Pool, 
 John T. Johnson, 
 
 R. B. Hubbard, 
 P. Gregg, 
 
 R. B. Hubbard, 
 P. Gregg, 
 
 J. G. Pool, 
 J. T. Johnson, 
 
 1859. 
 Adam Bauer, 
 W. F. Stone, 
 
 1860. 
 F. M. Follett, 
 C. C. Keech, 
 
 1861. 
 0. C. Keech. 
 A. H. Gale, 
 
 1862. 
 W. F. Stone, 
 J. G. Pool, 
 
 1863. 
 J. G. Pool, 
 R. B. Hubbard, 
 
 1864. 
 
 J. G. Pool, 
 
 A. Bauer, 
 
 1865. 
 
 B. B. Hubbard, 
 A. Bauer, 
 
 1866. 
 R. B. Hubbard, 
 
 C. J. Parsons, 
 
 1867. 
 J. G. Pool, 
 A. Bauer, 
 
 1868. 
 R. B. Hubbard, 
 A. Bauer, 
 
 1869. 
 J. G. Pool, 
 A. Bauer, 
 
 1870. 
 J. T. Johnson, 
 A. Bauer, 
 
 1871. 
 R. B. Hubbard, 
 C. J. Parsons, 
 
 J. G. Pool, 
 C. C. Keech, 
 
 A. H. Gale, 
 A. Bauer. 
 
 A. Bauer, 
 R.B.Hubbard, 
 
 P. M. Follett, 
 A. Bauer. 
 
 A. Bauer, 
 C. J. Parsons. 
 
 R. B. Hubbard, 
 C. J. Parsons. 
 
 Geo. W. Smith, 
 C. J. Parsons. 
 
 J. G. Pool, 
 A. Bauer, 
 
 G. W. Smith, 
 C. J. Parsohs. 
 
 P. Gregg. 
 C. J. Parsons. 
 
 J. T. Johnson, 
 C. J. Parsons. 
 
 J. G. Pool, 
 U. J. Parsons. 
 
 P. Gregg, 
 A. Bauer. 
 
Mr. M. F. Cowdery, Superintendent from November 18-48, to 
 July, 1864. Mr. T. F. Hildreth, Superintendent, from Septem- 
 ber, 1864, to April, 1865. Mr. M. F. Cowdery, Superintendent, 
 from April, 1865, to July, 1871. 
 
 PRINCIPALS OP HIGH SCHOOL. 
 
 Mr. H. C. Heustis, 1845 to 1847. Mr. A. W. Nason, part of 
 
 1847. Mr. Homer Groodwin, part of 1848. Mr. S. Miner part of 
 
 1848. Mr. M. F. Cowdery, 1848 to 1852. Mr. S. S. Cotton, 1852 
 to 1867. Mr. A. Pliinney, 1867 to 1867. Mr. N. S. Wright, 
 1869 to 1871. 
 
 ASSISTANT TEACHERS IN THE HIGH SCHOOL. 
 
 Mrs. M. F. Cowdery, 1848 to 1852. Miss L. A. McElwain, 
 1848 to 1851. Miss. A. M. Cook, 1849 to 1850. Mr. A. M. 
 Stacy, 1852. Mrs. Christian 1852. Miss H. W. Morrison, 1853. 
 Miss M. J. Studley, 1853. Miss A. A. Brack, 1853 to 1860. 
 Miss S. Root, 1854 to 1858. Miss M. King, 1858 to 1860. Miss 
 S. Skinner 1860 to 1861. Miss F. S. Estabrook, 1859 to 1862. 
 Miss M. Hubbard, 1862 to 1866. Miss M. A. Magee, 1862. 
 Miss n. Marshall 1864. Mrs. L. J. Marcy, 1866 to 1867. Mr. D. 
 Carlton, 1866 to 1867. Mr. A. Keefer,1867. MissH. L. Rowe,1867 
 to 1871. Miss S. Ainslie, 1867 to 1871. 
 
 SCHOOL STATISTICS. 
 
 Enrolled,- 
 
 1842. 
 
 Males. 
 
 ..193. 
 
 1850. 
 
 Males. 
 
 Enrolled, 410. 
 
 Expenses for tuition, 
 
 Repairs and Incidental Expenses, 
 
 Total, 83.802.19 
 
 Feniftles. 
 
 
 Total, 
 
 184. 
 
 
 377. 
 
 Females. 
 
 
 Total. 
 
 387. 
 
 
 797. 
 
 
 .$2,600.00 
 
 
 . 1.202, 
 
 19 
 
 
 
EXPENDITURES FOR SCHOOL YEAR, ENDING MARCH 31, I860. 
 
 Amount paid Teachers, . 18,308.36 
 
 Amount paid Incidental Expenses, 371.74 
 
 Amount paid for Stationery and Printing , 83.40 
 
 Amount paid for Repairs and Supplies, including Fuel, 820.28 
 
 $9,583.78 
 
 CENSUS OP CHILDREN IN PORTLAND TOWNSHIP FOR SCHOOL YEAR 
 
 or 1859-60. 
 
 White Males, 1,371 
 
 White Females, 1,602 
 
 Total . 2,973 
 
 Colored Males, 31 
 
 Colored Females, 40 
 
 Total, 71 
 
 Total Children,..'. 3,044 
 
 ENROLLED IN SCHOOLS, (WHITE AND COLORED,) FOR SCHOOL 
 YEAR OP 1859-60. 
 
 Central Schools, 553 
 
 Secondary Schools, 301 
 
 ■^ ft 
 Primary Schools, 849 
 
 1,703 
 
 AVERAGE DAILY ATTENDANCE, (WHITE AND COLORED.) 
 
 Central Schools, 365 
 
 Secondary Schools, 186 
 
 Primary Schools, 559 
 
 Total Average Attendance, 1,110 
 
CONDENSED STATISTICS FOR 1870. 
 
 By the census of children in September, 1870, there 
 within the district limits, between the ages of five 
 
 and twenty-one years, 4,552 
 
 Total Enrollment in the Public Schools, ._ 2,128 
 
 Average daily attendance, 1,375 
 
 TEACHERS EMPLOYED. 
 
 1 Superintendent. 5 Male Teachers. 25 Female Teachers. 
 
 EXPENSE OP SCHOOLS. 
 
 For Salaries of Teachers, $15,194.44 
 
 For FupI, 1,021.65 
 
 For Incidental Expenses, 3,165.03 
 
 Total, $19,382.12 
 
 PUBLIC SCHOOL LIBRARY. 
 
 During the existence of the Library Law, previous to 1860, 
 about eight hundred volumes were distributed to the Public 
 Schools of this city. From seventy-five to one hundred of 
 these volumes were so generally read and so roughly handled, 
 during the first two years after their reception, as to be unfit for 
 further circulation. From fifty to one hundred, volumes were 
 never returned by the borrowers. From the care at present 
 taken of the library, it may reasonably be expected that the 
 remaining volumes will be valu^le for reading or reference 
 many years to come. 
 
 It is proper to add in closing this sketch, that, while it is a 
 source of satisfaction that a few facts relating to the origin and 
 growth of the Public Schools of this city, may, hereby, be res- 
 cued from utter forgetfulness, it is also a cause of much regret 
 that the prescribed limits do not admit of a fairer treatment of 
 our past purposes, experiences and hopes, and of placing the 
 labors of many most faithful and successful teachers in a more 
 clear and worthy light. 
 
 February, 1876. M. F. COWDERY. 
 
SANDUSKY, OHIO, PUBLIC SCHOOLS. 
 
 1871-76. 
 
 Gentlemen of the Board of Education : This sketch of the 
 histoiy of the Sandusky Public Schools, prepared in accordance 
 with your order, is compiled chiefly from the minutes of your 
 transactions. 
 
 At the first meeting of the Board in September, 1871, the fol- 
 lowing entry appears on the minutes : 
 
 " The Committee on Teachers being convinced that certain 
 changes and improvements in the condition of the German schools, 
 and in the appointment of German Teachers, are necessary, the 
 following resolution was passed : 
 
 Resolved, That a good first-class male teacher be employed for 
 the higher German grades, at a rate of not more than S750 per 
 year." 
 
 Mr. J. H. May was selected as German Teacher "so long as he 
 gives satisfaction to the Board." 
 
 Sept. 21 a resolution was passed appointing Geo. Thornton as 
 acting Superintendent for the English Schools, and J. Erckener 
 for the German Schools, and authorizing J. Erckener to employ 
 an additional German teacher. 
 
 Oct. 27, Mr. E. S. Wellington was appointed Principal of the 
 High School, vice M. H. Lewis, resigned. 
 
 Nov. II, "Mr. Chas. R. Dean, of Port Hope, was engaged as 
 Superintendent as long as he gives satisfaction to the Board, at a 
 salary of $1800 per annum." Mr. L. S. Thompson acted as 
 Assistant Superintendent from Sept. 4th to Dec. ist, three months, 
 at an additional salary of $60 per month. Mr. J. A. Falk, of 
 Chicago, was employed as teacher of the German Grammar 
 
 School. 
 
 A Webster's Unabridged Dictionary, for the High School, was 
 procured at the January meeting. 
 
 In the following May a committee was appointed to give proper 
 notice of the intention to build a new school house, and to have 
 plans and specifications for a building of four rooms. • 
 
 On Saturday, June the isth, 1872, "pursuant to a call of the 
 
Board, the people met and voted a sum not to exceed 1 2 2,000 
 for the purpose of purchasing a lot and erecting a school house, 
 ill said city of Sandusky." 
 
 At a meeting held June the 21st, 1872, the report of the com- 
 mittee which was appointed to buy suitable ground for a new 
 school house, was presented. They had decided on the two lots 
 on the soutliwest corner of Madison and Lawrence streets, owned 
 by Jay Cooke. Mr. J. Cooke agreed to sell at $5000, on two 
 years' time, with eight per cent, interest, provided a purchaser 
 could be found at §10,000 for the remainder of the block. Mr. 
 Ph. Gregg agreed to become that purcliaser. The committee 
 recoiTimended the location of the house at that point. Ph. Gregg 
 was appointed a committee to survey the lots bought of Jay Cooke, 
 and was requested to find a good architect, and authorized to 
 pay such architect not more than $125. 
 
 July 24th, 1872, the contract for building, the new school house 
 was "awarded to Carr & Merry, being the lowest bidders." The 
 bid was $11,897. Aug. 2d, it was "Resolved, That the bid of 
 Carr & Merry to put into the new school house a heating furnace, 
 with all the registers, pipes, &c., for the sum of $2,000, be 
 accepted." 
 
 At a, meeting July 17th, 1S72, U. T. Curran, of Cincinnati, 
 was elected Superintendent, at a salary of §2,500, vice Chas. R. 
 Dean, resigned. 
 
 At a meeting held August 30th, a resolution was passed which 
 authorized " our Superintendent to dismiss the schools at noon 
 each day next week, and ordered the teachers to meet to discuss 
 the plans and methods of teaching to be pursued the following 
 year, the High School and Grammar Schools being excepted." 
 Miss D. Heins and C. Wormelsdorf were elected as teachers of 
 German Schools. 
 
 September the 6th, the following resolution was passed; at ifirst 
 two members only voting in the affirmative; "Resolved, That 
 elementary drawing be included in the course of instruction, and 
 that Mr. L. S. Thompson be engaged to teach the same ; also that 
 music be included in the regular school course, and the committee 
 on teachers be authorized to engage a teacher for the sanie, at a 
 salary not exceeding $600 per year, for 2 2 hours' services per 
 week." Also "that the teachers in the schools be instructed to 
 
prepare for examination before a Board to be hereafter appointed ; 
 said examination to take place before tlie end of the present term, 
 and that all teachers will be required to be provided with certifi- 
 cates from said Board before commencing the second term." 
 
 At the next meeting we find that J. Erckener and C. Schnaitter 
 were "authorized to go to Cincinnati to examine the school 
 system of German English schools in that place." The Siiperin. 
 tendent was added to the committee. Upon the report of this 
 committee, Mr. Falk, the principal German teacher was directed 
 to give lessons in the High and Grammar schools, and the school 
 on Camp street was ordered to be taught one-half day in English 
 and German alternating. Messrs. Curran, Erckener and Thorn- 
 ton were appointed a Board of Examiners. 
 
 April 4th, 1873, J. Erckener, who had been a very active and 
 efficient member of the Board, especially well qualified to secure 
 the interests of German instruction, tendered his resignation as 
 School Director and Secretary, his.intention being to visit Europe. 
 
 June 13th, 1873 Geo. Tiiornlon, from the Committee on 
 Teaching, reported a resolution defining the organization of the 
 Sandusky schools as follows : ' 
 
 '' Resolved, That the schools of this city shall consist of three 
 classes, to be known respectively as Primary, Grammar, and High 
 Schools. The Primary Schools shall embrace the first four years, 
 the Grammar Schools the second four, and the High School the 
 third four years. That no teacher be employed by the Board 
 until he or she shall liave passed an examination and shall have 
 received a certificate from the City Board of Examiners. That 
 the salaries shall be uniform, according to the following schedule : 
 
 Primary teachers of less than two years' experience, I30 per 
 month; three years', I35 ; four years', 2140. 
 
 In the Grammar Schools the following schedule was adopted : 
 Teachers to enter this grade must have had not less than four 
 years' experience, and in this case the salary for the first year 
 shall be $\oo; after two years' additional experience in this grade, 
 ;?45o ; after two or more years' additional experience, I500. 
 
 For superior ability and success in the highest Grammar gradte, 
 (in no case to exceed ^10 per month,) upon the recommendation 
 of the Superintendent, certified to (approved) by the Committee 
 
on Teachers, and voted on by the Board, the salary of any teacher 
 may be raised above the schedule price. 
 
 The salaries of special teachers, High School Principal and 
 teachers, and Superintendent were also fixed as follows : 
 
 Music, ;?6oo ; Drawing and Writing, ^1,200; Principal of the 
 High School, ^1,300; First Assistant, §800; Second Assistant, 
 j!6oo; German Principal, $ J 000; German Primaries §600 ; Prin- 
 cipal Grammar School, ^1,300; General Superintendent, ^2,500 
 per annum." 
 
 It was also "Resolved, That the Committee on Teachers take 
 proper measures to classify teachers under these rules." 
 
 At a special meeting, July 1873, it was "Resolved, That $zi?> 
 be paid Mr. Gregg for services in procuring plans, &c., money ex- 
 pendedj making investigations in school buildings, superintending 
 construction of new school' building and preparing ground for the 
 same." 
 
 July nth, it was "Resolved, That an allowance of ^325.66 be 
 paid Carr & Merry for extra work done on the new school build- 
 ing in the 4th Ward." 
 
 This house was filled with pupils from the central schools and 
 the Camp street school, constituting a primary school of the first 
 four years ; Miss Sarah E. Clarke, principal, Miss E. Beal, Mrs. 
 M. Dewey, and Miss Briggs were the teachers of the fourth, third, 
 second and first years respectively. 
 
 Sept. 5th, 1873, ^''- Barker was appointed "a special commit- 
 tee to make arrangements for scholars living east of Pipe Creek (a 
 suburb of the city,) to enter Perkins' school." 
 
 The Superintendent was ordered to reexamine "all scholars 
 who may present themselves, provided their record be 6b per 
 cent. ' ' These pupils had failed in the examinations of the previ- 
 ous year. 
 
 "Miss E. Patterson was appointed Principal of the High 
 School, at a salary of I900 per annum ; Miss M. Lambe being 
 teacher of Mathematics and Miss Julia L. Mills teacher of Latin." 
 
 /Sept. 19th, 1873, " jffifj^/z;tf(/, That the rule relating to school 
 hours be amended by striking out ' and from i J^ to 4j^ P. M.,.' 
 and inserting from 2 to 4 P. M." By the foregoing resolution 
 the school day was limited to five hours. 
 
 October 24th, it was " Resolved, That Mr. C. Miller is hereby 
 
appointed a special committee to purchase lots 32-34 and 20 feet 
 of lot 35 on Barker street, 5th Ward, for school purposes, at a 
 cost not to exceed $1,172.75." 
 
 Nov. 7th, Mr. Miller "respectfully reports that he has contract- 
 ed for lots No. 32-34 and 20 feet off of lot 35." The contract 
 was ratified. 
 
 At this point a ripple of humor appears in the records, in the 
 following entry, " The teachers' pay roll, amount 12,013.33, to- 
 gether with that of the janitor and sweeping brigade, were all 
 owed and ordered paid." ' 
 
 Jan. 2d, 1874, "The printing of the annual report of 1872-3 
 was referred to the committee on repairs and supplies." 
 
 April 20th, " a committee was appointed to report with regard 
 to a ropm in which to hold the meetings of the Board." This 
 committee reported and was directed to fit up the room in front 
 of the High school room. 
 
 The pupils and teachers of the High School having asked per- 
 mission to raise the per cent, required for passing examination, 
 their petition was granted. 
 
 The. building committee were directed to have plans and specifi- 
 cations prepared for a school building in the 5th Ward. Subse- 
 quently a plan for an eight room building was submitted by the 
 Su2Jerintendent, ,who was directed to secure the services of an 
 architect to prepare working plans and specifications for the same. 
 H. E. Myer, of Cleveland, was erhployed as architect, and, (we 
 (juote from the Daily Register,) " The walls of this building are 
 of our beautiful blue limestone, and prove that a simple solid wall 
 with no extra furbelows and projections to catch dust and rain, is 
 more beautiful than one redundant with flourishes. The outside 
 of the building suggests that utility has been the main element 
 consulted to attain beauty. The inside fulfills the promise of the 
 exterior. There are two cisterns, the cellar is stone paved ; a 
 central hall runs through the building ; the rooms are in the cor- 
 ners, lighted upon two sides. There are two stairways, with a 
 a level of ten feet at half the ascent; two entrances to each rooijn, 
 one through a cloak closet for the children, and one direct for 
 teachers and visitors. The doors are hung on reversible hinges, 
 self closing ; the floors are of Virginia yellow pine, deadened with 
 eight inches of grouting; the light comes from the rea:r and left 
 
side, three windows to a side, not grouped, extended to the ceil- 
 ing. There is a heated ventilating shaft to each room, with a 
 register both at the floor and the ceiling ; the walls are furred ; 
 the roof is of slate. It is a beautiful gift to the children." 
 
 The cost in the aggregate was ^22,578, with ;?200 for extras. 
 The builder was Mr. V. Kerber. 
 
 " The Superintendent laid before the Board a plan of employ- 
 ing an experienced teacher to prepare young teachers for their 
 positions." This refers to a training school, which was set in 
 operation in Sept. 1874. Six primary schools were assigned to 
 the same number of young ladies, under the care and direction of 
 Miss M. A. Chenoweth, a graduate of the Cincinnati Normal 
 School. A number of others, candidates for positions in the 
 schools, receive instrucLiou with the pupil teachers. Those who 
 have charge of classes receive a small salary. The course of in- 
 struction extends through two years, and includes Mental Philoso- 
 phy, as applied to Teaching, Criticism Lessons, and general 
 instruction in the Theory and Practice of Teaching. In Sep- 
 tember, 1875, 'he Board employed Miss Huldah Gazlay, as 
 assistant for this school, who takes charge of the training school, 
 and leaves the principal to devote the greater part of her time to 
 instruction of those who are not yet employed in teaching. 
 
 In December, 1874, the " Old Court House," which had been 
 abandoned by the county officers, was fitted for the occupancy of 
 six schools at an expense of ^630. The training school was re- 
 moved to it at the beginning of the term. 
 
 A committee " appointed to look out lots for school purposes," 
 recommended the purchase of four lots, being 8 rods on Sycamore 
 Line street, and 14 on Third street, and that an additional part of 
 a lot be purchased for the 5th Ward. school house building. 
 
 It was resolved that 45 ininutes per day be given to instruction 
 in German. 
 
 In 1872-73 the five German schools were virtually unclassified ; 
 the school in Camptown consisted nominally of three grades, 
 actually of four or five ; the remaining primary schools contained 
 two grades each. The German schools have been classified, and 
 the remaining primary schools have been so arranged that each 
 teacher has but one grade. This grade consists of two divisions. 
 There are now, Jan. 1876, eight divisions of the pupils of the first 
 
four years, instead of four as formerly. The course of study is so 
 arranged that the best pupils of any section of a grade can over- 
 lap the progress of the lowest section of the succeeding grade to 
 such an extent that they bear promotion without injury. Monthly 
 written examinations were introduced into the schools in the be- 
 ginning of the school year 187 1 and '72 by Mr. L. S. Thompson, 
 who performed the duties of Superintendent of English schools, 
 under the appointment of Geo. Thornton, wlio had been assigned 
 that duty by the Board. These examinations have been continu- 
 ous in operation from that time, occurring at such times and with 
 such frequency as the interests of the schools seemed to demand. 
 
 German is now taught in every school, and pupils can receive 
 an education in the elements of German in our lower schools, 
 which lay the foundation for a more thorough acquaintance with 
 the German language and literature in our higher schools. 
 
 The course of study embraces training in the elements of read- 
 ing by the phonic method, for the first six months. The pupils 
 are taught to write each word as they learn it, and become so 
 familiar with it that they can write it in a sentence from dictation, 
 and in their own composition. Every reading book is read from 
 end to end, and carried with a class from term to term, until it is 
 finished. In the seventh and eighth years the history of the 
 United States partially takes the place of the reading book. Spell- 
 ing is taught both orally and by writing from the reading books. 
 In the High School, works of the best English authors are read and 
 commented upon. Writing is taught throughout the whole course. 
 The pen is placed in the hand of the pupil at the beginning of 
 the second year. Arithmetic extends through the first nine years 
 of the course, when algebra and the elements of geometry succeed 
 it. Language lessons are formally begun at the end of the second 
 year, and merge into the study of English Grammar and compo- 
 sition. Rhetoric, Latin, and English Literature, in the High 
 School. Geography is begun in the fifth year and culminates in 
 a course of Physical Geography. Exercises in free hand, dicta- ' 
 tion, and drawing from memory, are given in all grades ; in the 
 third year exercises in design are begun ; in the seventh year 
 drawing from a model is introduced, and exercises embracing the 
 simpler geometrical problems. 
 
 Vocal music is taught in all the grades. 
 
Object Lessons, simple lessons in Physics, Physiology and 
 Botany are taught in a systematic course. 
 
 German is begun simultaneously with English in a parallel 
 course of instruction. 
 
 In the High School, besides the studies which supplement the 
 course of the lower grades, are Zoology, Modern History, Natural 
 Philosophy, Logic, Chemistry, Geology, Astronomy, Mental 
 Science, Science of Government and Moral Science. 
 
 Ulysses T. Curran, A. M., B; L., 
 
 Supt. Schools, Sandusky, Ohio. 
 
STEDBfflVILLK PUBLIC SCHOOLS 
 
 The first minutes of the Board of Education are dated Octo- 
 ber 1, 1838, the directors being Dr. Jolyi Andrews, chairman. 
 Rev. C. C. Beatty and Mr. James Means. 
 
 The following resolutions were passed : 
 
 That a meeting of the qualified voters of the school district of the town of 
 Steuhenville be lield at the court house, for the purpose of praposLng to raise a 
 tax to bmild a school-house or school-houses in said district. 
 
 That the Eev. Mr. Beatty be a committee to draw up and submit to said 
 meeting a suitable plan of a school- house, with an estimate of its probable 
 cost. 
 
 Accordingly a meeting was held November 3, at which Judge 
 Leavitt presided, and Dr. Andrews presented the following pre- 
 amble and resolution, which were adopted : 
 
 Whereas, This meeting is now convened in pursuance of a call by the 
 .school directors of this school district, its object having been stated to be to 
 levy a tax for the purchase of one or more lots of ground, and for the erection 
 of one ar more school-houses thereon ; and whereas, this meeting, entertaining 
 a deep sense of the great importance of a well regulated and properly conduct- 
 ed system of comn-on schools, whether viewed in their operation upon individ- 
 ual character, or as effecting the wellfare of society and the peace, prosperity 
 and ultimate destiny of our country ; and whereas, in the opinion of this meet- 
 ing, the first step necessary to elevate the character, and to secure the success 
 of common schools, is to provide suitable grounds and commodious and attrac- 
 tive buildings for their accommodation. 
 
 Resolved, That for the purchase of two suitable lots of ground, the one north 
 and the the other south of Market street, and for the erection of two good houses 
 ''hereon, this meeting do vote to levy a tax of six thousand dollars, to be col- 
 ected in three equal sums on and before the first day of April, 1839, 1840 and 
 1841. 
 
 In accordance with specifications, prepared and submitted by 
 the Rev. Mr. Beatty, two brick school-houses were built at a 
 
cost of $2,000 00 for each, exclusive of ground and furniture. 
 Each was two stories high and designed to accommodate 250 
 pupils ; this number had applied for admission very soon after 
 the completion of the buildings, and it was found necessary to 
 decline receiving any more. 
 
 The schools were opened in December 1839, with the follow- 
 ing teachers : North School — Mr. John Taylor, Mr. Edward 
 Woods, Miss Elizabeth Judkins and Miss Jane Dick. South 
 School— Mr. T. A. Plants, Mr. William C. Wilson, Miss E. 
 McDonald and Miss Martha Judkins. The salaries ranged 
 from thirty-five to fifteen dollars a month. 
 
 On motion of Mr. Beatty, the Bible was introduced as a read- 
 ing book, and the Eclectic series of readers and spellers, and 
 Kirkham's English Grammar were also adopted. 
 
 Market street was made the dividing line between the schools. 
 
 In 1840 a system of rules was adopted, from which the fol- 
 lowing are selected : 
 
 Teachers shall at all times exercise a firih and vigilant, bul prudent disci- 
 pline, governing, as far as practicable, by moral measures, and punishing as 
 seldom as may be consistent with securing obedience. 
 
 For gross disobedience, a scholar shall be subjected first to be sent home by 
 the teacher with written information to the parent or guardian. When the 
 example of a refractory pupil is found injurious, or reformation appears hope- 
 less, the teacher shall, with the advice of the directors, have recourse to sus- 
 pension from the school. 
 
 On the 18th of September, 1840, a school meeting was held, 
 and Dr. John Andrews, in behalf of the Board, presented the 
 following report : 
 
 The undersigned having acted as school directors for (he school district em- 
 braced in the corporate limits of the town of Steubecville, for the last two 
 years, deem it due both to those for whom they have acted, and to themselves, 
 to submit to the meeting now assembled for the purpose of choosing their suc- 
 cessors in office a report of their doings, and of the principles by which they 
 have been governed in the discharge of their official duties. We presume it is 
 not too much to say that, whatever may be the present public opinion on the 
 subject, until recently, free schools have proved, among us, to be almost useless 
 so far as any permanent useful result is concerned. In investigating the cause 
 of this important fact, the circumstance, which among many others of minor 
 importance, presents itself to our minds as the most operative, is the fact that 
 every free school had carried with it the belief or apprehension that it was re- 
 
garded as a "poor school ;" a circumstance, which, in a free country like ours, 
 where all stand upon a just equality, and where wealth gives to its possessors 
 no precedence in public estimation, strikes at the root of any institution de- 
 ' signed for the moral and intellectual improvement of the community. Our 
 first object, therefore, and, as we deemed it, our first duty, was to remove this 
 unfounded and injurious view of the intention of free schoola. We resolved, 
 if the public would sustain us in the attempt, to make the free schools of Steu- 
 benville equal to any other schools of similar design in the place ; to place 
 them on such a footing of character, respectability and usefulness, that any one 
 desirious of giving his children a common English education, would be anxious 
 to have them educated in these schools. At this time the district owned but 
 one lot, on which there was a very inconsiderable house. [This lot was after- 
 wards sold for fifty dollars.] To us it seemed essential to the success of our 
 plan, to provide grounds and houses suited by their situation, size, comfort and 
 general attractive appearance, for the accommodation of the schools ; and we 
 therefore resolved to submit the question to the qualified voters of the district, 
 whether they should vote a sufficient tax to enable us to carry out our ]>1ans, 
 and to abandon it in despair if not sustained in this appeal. 
 
 The response was worthy of an enlightened and generous people. 
 ******* ** 
 
 [Total average daily attendance in the schools 459.] 
 
 The branches taught in the various schools embrace the letters, spelling, 
 reading, writing, grammar, arithmetic and geography. The Eclectic Series has 
 been adopted, as far an practicable, as the text books for the schools. The 
 Bible is used as a reading book, as well from a conviction of its value as per- 
 haps the purest specimen of the Anglo Saxon tongue, as also with a view to 
 impress the minds of our youth with the only mor.al and religious principles 
 which can make them useful citizens of an enlightened republic. Of the value 
 of the instruction imparted, we leave every parent and guardian to judge for 
 himself, but we deem it due to the teachers to say that we regard them as all 
 well qualified, faithful in the discharge of their duties. No one can enter the 
 rooms without being sensible of the order and quiet that are preserved, and 
 that our free schools are no longer regarded as scenes of confusion, idleness and 
 insubordination. This result is due to the exertions of the teachers, and de- 
 serves the public commendation. It is not to be supposed that the schools are 
 the best that the district can have, but that they are as good as can be expect- 
 ed under the circumstances in which the district is placed, and that they may 
 
 be regarded as the commencement of a new era in our free schools. 
 
 ********* 
 
 [Signed,] JOHN ANDEEWS. 
 
 JAMES MEANS. 
 
 Thus, through the faithful labors of Dr. Beatty, Dr. Andrews 
 and Mr. Means, a new era had indeed commenced. They had, 
 in two years, placed the public schools on a firm foundation, and 
 even made a good beginning towards a system of graded schools. 
 
For several years after this the schools were opened in April 
 and continued but six months. The rooms were rented for pri- 
 vate schools in the winter at rates ranging from |1.50 to $2.25 
 per month. 
 
 In 1843, Messrs. Taylor and Wilson were employed to teach 
 evening schools. 
 
 Until 1850 the annual elections of directors had been held in 
 September ; after this time they were held in April. 
 
 In 1852, regular meetings of the Board were appointed for the 
 first Wednesday of each month, and it was resolved : 
 
 That before the commencement of the next school term, a meeting of con- 
 sultation be held with the teachers that may be employed, for the purpose of 
 each and all understanding their duties and responsibilities. 
 
 This is probably the result of an institute which was held in 
 October, 1851, and which seems to have been the first ever held 
 in this county. It had continued one week, under the instruc- 
 tion of Messrs. A. A. Smith, Geo. K. Jenkins and J. Markham. 
 
 About this time book-agents seem to have been troublesome, 
 since a rule was passed prohibiting their visiting the school- 
 houses while, the schools were in session ; afterwards a resolution 
 was passed that no series of books should be discontinued until 
 they had been used at least five years. The .spirit of the latter 
 has been faithfully observed, for many of the text books now 
 (1875) used by the pupils have been in use twenty years. 
 
 SUPBEINTENDENT APPOINTED AND HIGH SCHOOL PROPOSED. 
 
 In 1853 Mr. Thomas F. McGrew was appointed "Acting 
 
 Manager" of the schools, rules were published establishing three 
 
 grades. Primary, Secondary and Grammar, and preparations 
 
 were made for organizing a High School. The following report 
 
 was published : 
 
 Steubenville, August 4, 1853. 
 
 Pursuant to public notice, a meeting for encouragement of popular educa- 
 tion was held in the North School House, and org'anized by calling Eev. 
 W. Dunlap to the chair, and appointing L. A. Walker secretary. 
 
 The Hon. Thomas Means was then introduced to (he meeting, and pro- 
 ceeded to deliver a learned and interesting address upon the origin, progress, 
 and present condition of common schools in the State of Ohio. 
 
 A vote of thanks was tendered to Mr. Means, and resolutions 
 
were passed recommending the erection of a new school-house, 
 and the organization of a central High School. 
 
 This year it was ordered by the Board that "persons employed 
 as teachers are requested to attend the Teachers' Institute at least 
 two hours each week during the session of the school." A sep- 
 arate school for colored children was organized. 
 
 In July, 1854, Mr. Warren J, Sage entered upon his duties 
 as Superintendent of schools, at a salary of seven hundred dol- 
 lars per annum. The same month he presented an excellent 
 system of rules, which were adopted by the Board of Education. 
 They provide a system of grades, which, with some slight changes, 
 have been maintained until the present time. To him is justly 
 due the credit of organizing the High School, which was opened 
 in November of the same year. 
 
 The next year Mr. Sage was, at his own request, relieved of 
 all care over the lower grades, and gave his exclusive attention 
 to the High School. Mr. Jacob S. Dessellem was elected Assist- 
 ant Superintendent and afterwards Superintendent. 
 
 It was ordered that "to facilitate the more thorough classifi- 
 cation of pupils, boys and girls shall be assigned to the same 
 room." 
 
 Mr. McLain was permitted lo teach vocal music in the schools, 
 tlie pupils paying for his services. 
 
 There being more applicants for admission to the schools than 
 could be accommodated, the number of pupils for the fourteei;i 
 teachers, in grades below the High School, was limited to 770 — 
 an average of 55 to each teacher. In 1874-5 the average en- 
 rollment in schools of the same grade was 59, but the school 
 rooms now used are larger than the old ones. 
 
 In 1857 a visiting committee of ladies and gentlemen was 
 appointed each month by the Board, but no record of their re- 
 port has been kept. 
 
 In 1858 an effort was made to build a new school-house, at 
 an estimated cost of $20,000, but at a meeting of citizens, held 
 April 3, the proposition was defeated. In June the "Grove 
 Academy," on Seventh street, was purchased for |5,000. 
 
In October, 1867, Messrs. Hurd and Blythe were authorized 
 to prepare plans and specifications for a school house on the 
 corner of Fourth and South streets ; this building was occupied 
 in 1870. 
 
 By a vote of the people, in November, 1871, the Board were 
 directed to build a house north of Market street, at a cost not to 
 exceed $50,000. Accordingly the building now standing on 
 the corner of Fourth and Dock streets was erected, and was 
 opened for pupils in June, 1873. 
 
 MEMBERH OF THK BOARD OF EDUCATIO^'. 
 
 1838 AND 1839. 
 John Andrews. 
 C. C. Beatty. 
 James Means. 
 
 1840. 
 John Andrews. 
 J. K. Sutherland. 
 Nathaniel Dike. 
 1841. 
 J. K. Sutherland. 
 Nathaniel Dike. 
 James Wilson. 
 
 1842 AND 1843. 
 
 Samuel Page. 
 C. C. Wolcott. 
 David Cable. 
 
 1844. 
 Samuel Page. 
 William B. Kerlin. 
 William McDonald. 
 J. S. Scott. 
 
 1845. 
 William B. Kerlin. 
 James Collier. 
 David Moodey. 
 
 1846. 
 James Collier. 
 David Moodey. 
 John S. Patterson. 
 
 1847 AND 1848. 
 James Collier. 
 John S. Patterson. 
 William Collins. 
 
 1849, '50 AND '51. 
 William Collins. 
 Joseph Beatty. 
 Thomas F. McGrew. 
 1852. 
 
 Thomas F. McGrew. 
 Louis A. Walker. 
 James S. Abrahams. 
 1853 AND 1854. 
 Thomas F. McGrew. 
 James S. Abrahams. 
 Alexander Conn. 
 
 1855. 
 Thomas F. McGrew. 
 James S. Abrahams. 
 Robert Sherrard, Jr. 
 
 1856. 
 Robert Sherrard, Jr. 
 James S. Abrahams. 
 Eli T. Tappan. 
 
 1857. 
 Robert Sherrard, Jr. 
 William Cable. 
 Eli T. Tappan. 
 H. G. Garrett. 
 
1858 ASD 1859. 
 
 1866. 
 
 James Turnbull. 
 
 Robert Sherrard, Jr. 
 
 William Cable. 
 
 A. J. Beatty. 
 
 Thomas Johnson. 
 
 Daniel McCurdy. 
 
 1860. 
 
 1867, '68 AND '6 
 
 James Turnbull. 
 
 Robert Sherrard, Jr. 
 
 Thomas Johnson. 
 
 William B. Lindsay. 
 
 James Gallagher. 
 
 Daniel McCurdy. 
 
 1861. 
 
 1870 AND 1871 
 
 James Gallagher. 
 
 Daniel McCurdy. 
 
 Robert, Sherrard, Jr. 
 
 W. H. Wallace. 
 
 Thomas Johnson. 
 
 E. F. Andrews. 
 
 1862. 
 
 J. J. Gill. 
 
 James Turnbull. 
 
 1871-6. 
 
 Robert Sherrard, Jr. 
 
 H. W. Nelson. 
 
 Thomas Johnson. 
 
 Joseph Hall. 
 
 1863 AND 1864. 
 
 W. R. Peters. 
 
 James Turnbull. 
 
 John S. Patterson. 
 
 James Gallagher. 
 
 Jacob Coble. 
 
 Robert Sherrard, Jr. 
 
 A. J. Fickes. 
 
 1866. 
 
 
 James Turnbull. 
 
 
 A. J. Beatty. 
 
 
 Robert Sherrard, Jr. 
 
 
 LIST OP SUPERINTENDENTS. 
 
 1353-4. Thomas F. McGrew 
 
 ("Acting Manager.") 
 
 1854-6. Warren J. Sage. 
 
 
 1856-8. Jacob N. Dessellem. 
 
 
 1858-9. Eli T. Tappan. 
 
 
 1859-70. Joseph Buchanan. 
 
 
 1870. Martin R. Andrews 
 
 
 HIGH SCHOOL. 
 
 No separate record of the High School, from its orgariization 
 in 1854 to the present time, has been preserved. One pupil was 
 graduated in I860, six in 1865, ten in 1870, and fifteen in 1875 ; 
 the whole number of graduates is one hundred and ten. The 
 average age of the pupils admitted in 1866 was 15, and of the 
 graduates 18 ; the average of the lowest class now in school is 
 16, and of the graduating class 19. The average attendance in 
 
1 857 was 48, in 1875 it was 99, and for six months of 1875-6 
 it lias been 114. There are four regular teachers employed, be- 
 sides the special instructor in German, who spends one hour 
 each day in this grade. Comparatively few changes in the course 
 of study have been made. lu 1871 English Literature was 
 added to the regular course for the A and B classes, and in 
 1874 Moral Science took the place of Mental Philosophy. 
 
 It may be safely said that from its organization to the present 
 time, the motto of the Steubenville High School, "Esse quam 
 Videri," has been faithfully adhered to by those who have given 
 instruction ; honest work — real mental discipline — and not mere 
 show, has been the constant aim. In it the child of the poor 
 man has an opportunity to study something more than the three 
 R's, and from it our lower grades are easily supplied with com- 
 petent teachers. It is no slight compliment to the High School 
 that twenty-four of her graduates are now employed in the pubUc 
 schools in this city, while others are winning a reputation as 
 teachers in other places. 
 
 Report of EnroHment, Attendance, &e.,from 1840 kf 1875. 
 
 EnnmeratioB 
 
 Number of pupils enrolled. 
 
 Average daily attendance 
 
 Number of teaohera 
 
 Amount paid for tuition 
 
 Value of sehool properly...., 
 
 1840. 
 
 1850. 
 
 1860. 
 
 1870. 
 
 1336* 
 
 i 248611 
 
 3237 
 
 653 \ 700 
 
 1394 
 
 1205 
 
 459 
 
 400 
 
 736 
 
 760 
 
 8 
 
 
 19 
 
 24 
 
 $2112 
 
 fl242t 
 
 $5128 
 
 $9242 
 
 8000 
 
 
 13000 
 
 70000 
 
 
 
 *From4.to2L. 
 
 1875, 
 
 4732t 
 
 2181 
 
 1606 
 
 34 
 
 §18322 
 
 138000 
 
 1 6 months. 
 
 II From 5 to 2L 
 
 X From 6 to 21. 
 
TOLIBIDO. 
 
 A BRIEF HISTORY OF EDUCATIONAL EFFORTS IN TOLE- 
 DO, WITH A SUMMARY OF SUCH HISTORY IN THE NEIGH- 
 BORING TOWNS OF THE MAUMEE VALLEY, AS CONNECT- 
 ED WITH THE EFFORTS IN TOLEDO. WRITTEN IN AC- 
 CORDANCE WITH THE FOLLOWING RESOLUTION OF THE 
 TOLEDO BOARD OF EDUCATION, PASSED JAN. 11, 1876 : 
 
 " Seeolved, That the Superintendent of Schools be authorized to collect such 
 matters regarding the Educational History of Toledo, as will fill twenty pages of the 
 fonn prescriljed l)y 'The Educational Centenuial Committee of Ohio,' and to cause 
 the same to he printed, in compliance with the request of said Committee." 
 
 TOLEDO PRBVIOUS TO 1849. 
 
 The first school building: in Toledo was erected iu 1834. The first 
 teacher was Mrs. M. H. Daniels, nee Harriet Wright, a niece of Hon. 
 Silas Wright of New York, and a native of Weymouth, Vt. From this 
 time " Until the summer of 1849, the entire public educational facilities of 
 the town consisted of three schools, under diverse management, on the 
 old district plan, without system or order as to books or classification, 
 and otherwise quite as irregular and inefficient as such schools usually 
 are."— {Mepori of Qen. C. W. Hill, President of the Toledo Board of 
 Education, ]8o8.) 
 
 Occasional select scliools were kept up for a few months at a time, 
 generally engaged in by law students to pay their board ; but olteu 
 rendering efiicient aid to young people personally ambitions to acquire 
 an education. 
 
 Though as early as 183S the law allowed a tax to be voted for the sup- 
 port of public schools, at least six months each year, the present Anditor 
 reports his inability to find in the records a separate levy for such pur- 
 pose ; hence the anionnt cannot be given. 
 
 MAUMEE. 
 
 The first real interest in the establishment or improvement of edu- 
 cational facilities in this portion of the State, of which I can find 
 authentic information, took place in the village of Maumee, in 1842. 
 That village was then the residence of several enterprising families, 
 among them those of Gen. John E. Hunt, Hon. Morrison R., now Chief 
 Justice, Waite, Drs. Horatio Conant and Oscar White, Judges Coffin- 
 berry and Forsytbe, Samuel Young, Esq., Elisha Mack and others. 
 
Most of these men were too busy, however, to give mucli attention to 
 anything except the labors incident to ambitious yonng men, in a very- 
 new, and not remarliably congenial clime. 
 
 Mr. Francis HoUenbecli, an active educator, came to Maumee in 
 December, 1842. He began at once to agitate the subject of education. 
 A meeting of citizens was called at which Gen. Hunt presided, and a tax 
 of $3-,000 was voted to builds school-hoase. A good school was opened 
 in this house in January, 1844, by Thomas Lane, who was succeeded by 
 Avery Drummond, and he, in 1818, by Maurice A. Page, well known as 
 a superior teacher. 
 
 In the fall of 1849 the schools were graded under the Akron Law, Mr. 
 Page being Principal of the high school, and in a manner. Superinten- 
 dent. At this time and afterward, under the management of Mr. 
 
 Miller, now an eminent lawyer in the West, and from 1863 to 1870 under 
 Mr. E. W. Lenderson, the schools were among the best ia the State. 
 
 Their new house, a brick structure, erected in 1869 at a cost of $30,000, 
 is a model school building. TLie heating and ventilation were made 
 under the intelligence of Mr. Lenderson, Mr. R, Eobbins, and Dr. B. A. 
 Wright, now Superintendent of the N. W. Luaatic Asylum of Ohio, 
 equal to the best in the country. They were the first in this part of the 
 Slate to adopt steam heating and the combination of warm air and 
 radiation. 
 
 PEEETSEUEG. 
 
 In 1846 Mr. HoUenbeck went to PeiTysburg and, in co-operation with 
 Elijah Huntington, Addison Smith, John Webb, Jas. W. Ross, Geo. 
 Bowers, W. V. vVay, Marshall Kay, and others, a good work was begun 
 in that village. Uuder the then existing law a tax of $6,000 was voted, 
 and a good brick house was dedicated on the first day of January, 1849. 
 
 Albert D. Wright organized the school at once. On May 3t, 1849, it 
 came, by a nem. con. vote of the citizens directly under the Akron Law, 
 as extended in February, 1849, and was thus the first graded school in 
 the Maumee Valley. It commenced with four departments : primaiy, 
 intermediate, grammar, and high school. It afterwards added a secon- 
 dary, an unclassified, and an additional primary school. 
 
 Mr. Wright, who died of cholera in 1854, was an energetic and thorough 
 teacher. As an educator, in the higher and better sense of that term, be 
 has had few superiors in Ohio. "He was undoubtedly the father of 
 the improved system of instruction in this corner of the State." The 
 schools of Perrysbm-g at once took a high rank. Miss Mary Jones, 
 now Mrs. John Webb, accompanied Mr. Wriglit to Perrysburg. Miss 
 Celia Huntington became her pupil, and as primary teachers tlae two 
 for several years attracted' scores of novitiate teachers to learn their 
 methods of school discipline, and of instruction, especially in reading 
 and in manners and morals. Their strong point was theu' ability to 
 catch and hold the attention and awaken the interest of the child, from 
 the first. 
 
Mr. Wright was succeeded ia 1853 by his associate, Mr. Edward Olney, 
 now of national reputation as an author and as the learned Professor of 
 Mathematics in Michigan University. Mr. Hollenbeck succeeded Mr. 
 Olney in 1835, and tlie school continued to attract ni'jch attention till 
 1856. 
 
 It has ever since maiatalned a fair character fur efficiency. For 
 several years, indeed, under the snperintendency of Mr. J. W. Ewing 
 the early interest of the citizens was revived, and the schools were excel- 
 lent. The original house has been recently enlarged, the outbuildings im - 
 proved, and the ample grounds ornamented with trees and slirubbery. 
 The system of heating is primitive, and the ventilation imperfect. Mr. 
 C. P. Taylor is now the efficient Superintendent. 
 
 STLVANIA. 
 
 In 1849, Mr. A. B. West, a man of most sterling qualities as an edu- 
 cator, started the school in Sylvania under the general law. Its early 
 supporters were John U. Pease, P. T. Clarke and others ; its later ones 
 were F. E.' Warren, W. H. Huling, W. D. Moore and others. Mr. West 
 was for a time a successful teacher of the Toledo grammar school ; but 
 resuming his position in the Sylvania school, he has maintained its 
 excellence to tliis day. 
 
 While Mr. West was in Toledo, Mr. Don A. Pease alone, of the several 
 incumbents, kept the school up to its ordinary standard. 
 
 WATEEVILLE. 
 
 In 1852, J. R. Kinney organized the Waterville schools, also under Ihe 
 general law. In 1853, he was succeeded by E. W. Lenderson. Tlieir^ 
 active supporters were James B.,now General, Stedman, L. L. More- 
 house and James M. Brigham. For ten years Mr. Lenderson drew 
 under his superior influence the young men and women of the surround- 
 ing towns and villages, and many of the most intelligent and useful 
 citizens of Lucas, Wood, Henry, and Fulton counties, speak in grateful 
 terms of the accurate habits of study and thought, and of the manly 
 culture^ they secured in this school. 
 
 DEFIANCE. 
 
 In 1855, J. R. Kiuney left the grammar school of Toledo, and with 
 his wife, also an excellent teacher, started into life a good system of 
 schools in Defiance. He was principally aided by Hon. J. J. Green, Dr. 
 Colby, Mr. W. Brown, Mr. Wolsey Wells, Judge Sessions, N. M. Landis, 
 and others. The schools have had a varied history since. They have a 
 good school building, and have numbered some excellent teachej's among 
 then- corps. ^ 
 
 NAPOLEON. 
 
 The schools of Napoleon, starting at a much later day than the abpve, 
 under the auspices of Dr. Tyler, Wm. J. Jackson, Wm. Sheffield and 
 others, achieved their best success under the recent superintendence of 
 
Mr. J. H. lioomis. The citizens have just erected an excellent brick 
 house, well up with the times, and seem determined to maintain a good 
 school. 
 
 ACADEMIC. 
 
 In 1860, J. W. Hiett, Esq., opened, in Maumee, " Elm Grove Normal 
 Institute," afterwards " The CentraV Ohio Conference Seminary." He 
 was succeeded, in 1863, by Rev. E. P. Pope. Under these well-known 
 excellent instructors, the school usually numbered 125 students, one-half 
 of whom were preparing to teach. The institution has since ceased to 
 exist, except in the grateful hearts of its students. 
 
 N. W. OHIO TBAOHEES' ASSOCIATION. 
 
 From the year 1850 to 1860, or thereabouts, a local association of 
 educators did great service in arousing a spirit of progress in the north- 
 western towns and counties of Ohio. Composed of the above named 
 teachers, with Hon. Anson Smythe, Hon. John Eaton, W. A. C. Con- 
 verse, and others, a warm feeling of fraternity kept alive enthusiasm, 
 and much intelligence was disseminated among the people, and an active 
 interest was maintained. 
 
 This association has been reorganized of late by the efforts of the 
 present board of county examiners, composed of A. A. McDonald, the 
 earnest and efficient principal of the Webster Grammar School of Toledo, 
 Mr. A. B. West, and Mr. S. C. Crumbaugh. These gentlemen, with the 
 president, Thos. B. Pinkerton, Messrs. G. C. Perrine, Morris Loenshal 
 and W. E. Barker of the Toledo schools, and W. O. Brown, tlie recently- 
 elected superintendent of the Maumee schools, are doing a good work by 
 frequeat Saturday meetings of the county teachers, in which the best 
 methods of teaching now in use are discussed with great spirit and nrac- 
 tical wisdom. 
 
 TOLEDO OEGANIZES HE1{ SCHOOLS IN 1849. 
 
 To return to Toledo — in the autumn of 1848, at the request of Mr. H. 
 L. Hosmer, then editor of the Toledo Blade, several articles were writ- 
 ten by Mr. Hollenbeck, on the improvement of our pubBc school system. 
 In the winter following, a meeting was called and a petition circulated 
 for the extension, by the Legislature, of the "Akron Law " to Toledo. 
 Mr. Simeon Pitch, Jr. , circulated this petition. Thougjh some opposition 
 and more indifEerence were at first evinced, no counter petition went 
 forward, and the law was passed. Besides the eai'ly members of the 
 Board of Education, those most active in the first movements seem to 
 have been Austin Willey, Daniel Swift, Alfred Stowe, Koswell Stowc, 
 Col. Levi Lounsbui'y, James M. Whitney, Dennison. Steele, Hon. Thos. 
 Dunlap, Ed. Bissell, Sen., C. I. Scott, Daniel Segur, and many others, 
 of a class generally, as it is claimed, having families to educate, and who 
 saw their occasion then to shape the educational institutions of the city 
 in such manner as to secure to their children advantages equal to the 
 best. 
 
The vote oh the adoption of the system by the city was talien in May, 
 1849, and is spoken of as a close vote. After further thought and ob- 
 servation, however, those who had talien little interest in the subject, or 
 who had inclined to the old academic institutions, became convinced of 
 the superiority and the importance of a general graded system of schools 
 for the education of all classes, and they became staunch and most 
 intelligent supporters of the graded schooh. The friends of the system 
 seem, since their first start, to have bnen very enthusiastic in their efforts 
 for the schools. They have endeavored to select men who mauifested a 
 deep iuterest in the system, and have Yery generally succeeded in doing 
 so, men who have spared no time or labor to do their worli well. 
 
 The following . named gentlemen have occupied places ou the 
 Board, the figures prefixed to the names indicating the date of their first 
 election or appointment, and the annexed figures the number of years 
 each served : 1849, Ira L. Clarlj, 1, Decius Wadsworth, 2J, Simeon 
 Fitch, Jr., 5^, John P. Freeman, 2J, Samuel B. Scott, 7, Morgan L. 
 Collins, 4 ; 1850, David Smith, 1, *Mavor Brigham, J, *Jacob Clark, U ; 
 1851, Alexander Henderson, 6, tChas. W. Hill; 1833, Ezra Bliss, 3, John 
 Fitch, 3; 1855, Dennison Steele, 6, §Alonzo Rogers, 19, *§James Myers, 
 !) ; 1853, Daniel McBain, 3J ; 1857, Charies J. Wood, 2 ; 1859, H. L. 
 Hosmer, jj, *J. B. Trembly, a, *Harry Ch;ise, }; 1860, Emory D. Potter, 
 3^ Henry J. Hayes, 10; 18G1, J. Austin Scott, 8; 1863, Mathew Shoemaker, 
 11 ; 1864, *John'R. Osborn, 5 5-6 ; 1838, *R. C. Lommon, 1, Dr. Valen- 
 tine Braun, 5 ; 1869, J. U. Gloyd, 2, H. A. Boyd, 2, E. Malone, 3, E. V. 
 McMaken, 3; 1871, D. Y. Howell, 4, tCalvin Cone; 1873, t James 
 McGrcevey, Gen. Wager Swayne, 3^; 1873, *Alfred Wilkins, 1^, JMajor 
 E. 8. Dood, tA. Pllliod; 1874, *Charles A. Crane, f ; 1875, |Hon. W. 
 A. Collins, tJ. M. Gloyd, *tE. H. VanHoesen. 
 
 During the first year Ira L. Clark was President of the Board, the three 
 following years Samuel B. Scott, and the two succeeding yea's Dr. Ezra 
 Bliss. Since that time Gen. C. W. Hill has occupied this position, with 
 the exception of the year 1865-6, when Mr. J. Austin Scott presided. 
 
 BUILDINGS AND FUENITUKB. 
 
 Jane 10, 1849, the Board took possession of the school property of the 
 city, consisting of three inferior primary school-houses, worth, with 
 their lots, $1500. There was no school money nor usable furniture. 
 They leased rooms for a central grammar school, and for a primary 
 school in each of the four wards of the city, where 489 pupils had been 
 previously enrolled. From their own pockets they advanced money for 
 tlie first furniture, and set the schools in motion. They at once took 
 measures to provide funds by taxation. Their first effort was defeated, 
 however, the Council refusing to certify to the Auditor the amount as 
 asked— two or three mills on the dollar. 
 
 'Appointed at first. tContinnes to April, 1877. ifContinnes to April, 1876. {Died 
 in office. 
 
6 
 
 In 1853 they finisUefl the Lagrange "School building, then accommoda- 
 ting 300 primary and secondary pupils. The same year they secured by 
 gift, from the late Hon. Jessup W. Scott, two lots out of the ten com- 
 posing the plat, and by purchase at the low price of $2,500 for the rest, 
 the whole square on which the High School building stands, worth then, 
 f 8,000, and now, $80,000. They erected elsewhere a wooden building 
 for a high school, and one for an unclassified school, and established a 
 school for colored children. 
 
 TABLE I. 
 
 BUILDING STATISTICS. 
 
 NAME OF SCHOOL. 
 
 Superior Street*... . 
 
 Lewis - — 
 
 Lagrange 
 
 do enlarged.. 
 
 Unclassified * 
 
 High Schoolt 
 
 do enlarged 
 
 Franklin 
 
 do enlarged.. 
 
 St. Clair 
 
 do enlarged. - 
 
 Colored 
 
 Warren 
 
 Hubbard 
 
 Prentice 
 
 Andrews 
 
 Collins 
 
 Humboldt 
 
 Jefferson 
 
 Stickney 
 
 Lincoln 
 
 Everett 
 
 Oliver 
 
 Howland 
 
 Rogers 
 
 Myers _ 
 
 Irving _. 
 
 Sherman _. 
 
 Washington 
 
 lOOxf.O 
 150x200 
 149x198 
 
 100x120 
 200x480 
 
 100x240 
 100x240 
 150x150 
 
 60x110 
 136x350 
 100x800 
 
 70x 90 
 360x250 
 
 40x120 
 300x330 
 300x200 
 167x180 
 200x250 
 280x300 
 
 40x120 
 112x130 
 
 80x178 
 100x135 
 200x300 
 316x390 
 300x278 
 
 34x 54 
 31x 54 
 60x 94 
 
 25x 50 
 56x103 
 36x113 
 23x 4S 
 53x 72 
 34x 64 
 56x 68 
 23x 46 
 50x 60 
 30x 60 
 24x 38 
 104x 73 
 30x 50 
 53?: 72 
 53x 73 
 53x 73 
 25x 45 
 53x 73 
 30x 54 
 26x 42 
 30x 56 
 30x 40 
 22x 
 72x106 
 73x106 
 
 1850 
 1850 
 1853 
 1869 
 1853 
 1854 
 1859 
 1855 
 1871 
 1856 
 1872 
 1856 
 1861 
 1864 
 1864 
 1867 
 1888 
 1869 
 1869 
 1870 
 1870 
 1870 
 1873 
 1873 
 1873 
 1873 
 1873 
 1874 
 1874 
 
 Brick. 
 
 Wood. 
 
 Brick. 
 
 (( 
 
 Wood. 
 Brick. 
 
 Wood. 
 Brick. 
 
 Wood, 
 Brick. 
 
 Wood, 
 Brick. 
 
 
 "^ 
 
 
 a a 
 
 o 
 
 m 
 
 $6,500 
 
 8,000 
 
 14,000 
 
 11,000 
 
 750 
 
 100,000 
 
 75,000 
 
 3,400 
 
 38,000 
 
 10,500 
 
 14,500 
 
 5,000 
 
 13,000 
 
 8,500 
 
 1,500 
 
 66,000 
 
 3,000 
 
 36,000 
 
 28,00Q 
 
 28,000 
 
 5,600 
 
 28,000 
 
 1,800 
 
 2,500 
 
 4,000 
 
 1,800 
 
 4,200 
 
 40,000 
 
 40,000 
 
 128 
 300 
 300 
 260 
 60 
 338 
 384 
 113 
 336 
 300 
 300 
 
 64: 
 
 300 
 
 04 
 
 50 
 
 673 
 
 64 
 
 336 
 
 336 
 
 336 
 
 100 
 
 336 
 
 96 
 
 50 
 
 112 
 
 50 
 
 50 
 
 504 
 
 504 
 
 ♦Disposed of. tAlso an Assembly Room, 56x88 feet. 
 
In the location of school buildings, the Board of Education have care- 
 fully followed and accommodated the growing neighborhoods in differ- 
 ent parts of the city, but according to a definite plan of alternating 
 points on gradually enlarging circles from the center of the city out- 
 wai'd. 
 
 It may be seen from Tabic I that then- intention has been to provide 
 ample grounds. Their rule for ten years has been not to erect aTjuilding 
 on less than 40,000 square feet of land, and inmost cases they have more 
 tban this for their permanent buildings. The buildings are plain but sub- 
 stantial. The standard size of single rooms, accommodating 56 pupils 
 or less, has been for ten years 34x28 feet, and not less than 14 feet from 
 floor to ceiling, witLi ample halls It feet wide, and a large play-basement 
 for each sex ; these last with whitevjashed walls, generally lumber 
 floors, and well warmed and ventilated ; also, quarters for a janitor, and 
 moat carefully constracfed outbuildings. Tlie windows of these late 
 buildings are arranged to secure sun in each I'oom a part of the school 
 hours, and to throw the light on one side of pupils only, and never in 
 the face of the teacher. Tlie methods of heating have advanced from 
 ordinary wood stoves, by way of Chilson's ventilating stove, and Chil" 
 son's and Boynton's hot-air furnaces, to steam heating. It was found 
 that the first furnished no ventilation except by drafts of cold, and hence 
 heavier au- along the feet of the pupils ; the second, no heat ; the third, 
 no means of control during pressing winds, nor of supplementing ttie 
 meagre supply of heat in windward rooms. Steam coils are now run 
 through air chambers in the basement, which receive a supply of fresh 
 air from outside tbe building, by means of large tubes. This air being 
 heated, is brouglit into the room for ventilating purposes, and is partly 
 relied on for warmth, while coils are also run around the sides ot tlie 
 room, or stacked in diflerent places, to supplement by radiation the heat 
 of this warmed air. Flues with ample openings at the floor, are relied 
 on to take oif the vitiated air, and the elasticity of the incoming heated 
 air, as it rises to the ceiling, is depended on to press the colder and vitia- 
 ted au- out at the floor openings. There are still placed in flues near the 
 ceUing, small registers. But these are now intended to be so small as 
 never to entirely relieve the pressure of the hot air on the mass, and thus 
 to stop the circulation through the floor registers. They are always 
 kept shut while warm air is coming into the room, as otherwise the 
 heated air establishes a du-ect current to them, leaving the mass of air 
 in the room stagnant. The window sash have panes tightly puttied in 
 on both sides, leaving a half inch space of dry air between the panes. 
 The descending current occasioned by the contraction of the air of the ■ 
 room as it Impinges on the large surface of cold glass, is avoided, and a 
 prolific source of rheumatism, creup and diphtheria is removed. So 
 long, however, as any occasions remain for letting in dkect drafts from 
 windows to remove the tainted air, which is also itsell the occasion of 
 
8 
 
 diphtlieria, debility and nervous diseases, the end lias not l)een reaciied. 
 "Whetiier this can be effected -without a blower, such as is used in the 
 "Washington School of Chicago, or some other mechanical means, is 
 still uncertain. The subject of proper heating and ventilation still needs 
 study. Its importance cannot be over-estimated. 
 
 The first permanent furciture, that purchased in 1851, was obtained 
 in Boston, it being of the best cherry lumber, and most approved style. 
 The subsequent purchases, caiefully eschewing mere novelties, have em- 
 braced the genuine improvpments in this line. 
 
 UBEAET ASD APPABATCS. 
 
 At an early day a teachers' library of 300 volumes was procured by 
 donation and purchase. This was afterwards increased by supplies from 
 the State, and still further by a.a authorized local tax of 1-lOth of a mill, 
 to 3,000 volumes. In 1873, 1,000 volumes of science, poetry, history, 
 and standard literature were carefully selected from this number, as a 
 reference library, and the remainder of the books were turned over to 
 the city library. 
 
 Early arrangements were also made for a few choice pieces of appa- 
 ratus. Some fine additions have been made to these from time to time. 
 Bui no branch of science is very amply represented, and some branches 
 very meagerly. It will be seen by the tables that the rapidly-increasing 
 demands for rooms, must have used up all f uuds that conld be secured 
 by taxation, in a city carrying on other important improvements every 
 year. 
 
 -OLASSiriOATION AND EAELT OOUESB OP STUDY. 
 
 The only printed report of the schools, that of 1858, gives the follow- 
 ing classification, into departments : High school, four years ; grammar 
 school, three years ; secondary, two years ; primary, three J'ears ; an 
 unclassified and colored school. The high school appears in 1851-3 with 
 38 pupils, the colored in 1858, with 27, the unclassified, in 1835, with 7i^. 
 
 The course of study for the primary included, in 1858, reading, spell- 
 ing, punctuation marks, juvenile geography and arithmetic, writing on 
 slates, object lessons, drawing, physical exercises, recitations of moral 
 maxims and teachings in prose and poetry. The secondary classes con- 
 tinued these branches in less juvenile books; and penmanship and vocal 
 music under special teachers ; moral insU'uction, oral grammar, writing 
 descriptive sentences; German optional. 
 
 The gi^ammar school added' to the above, English grammar, elements 
 of physiology, United States history, declamation and composition. 
 
 The high school, fourth class ; aiithmetic, grammar, elements of 
 algebra and botany ; or for a Latin-English course, instead of English 
 grammar, two terms of Latin lessons. 
 
 Third class; natural philosophy, uuiversal history, botany, algebra, 
 physical geography ; or in place of algebra, Latin grammar and trans- 
 lations into Latin. 
 
9 
 
 Second cla9s ; geometry, rhetoric, astronomy, cliemistry, Eaglish his- 
 tory, political economy, zoology ; or in place of geometry, astronomy 
 and chemistry, Latin grammar, translations into Latin, Sallust or Virgil. 
 
 First fclaas; geology, Paley, trigonometry, surveying, mental philosophy, 
 moral science, logic ; or in place of trigonom.etry and surveying, Latin 
 composition and Cicero's orations. 
 
 A classical course also prescribed for second class, Latin as above, 
 and Crosby's Greeli grammar and lessons ; and for first class, Latin as 
 above, and Anabasis, Homer and Greek composition. In all the classes 
 penmanship and vocil music under special teachers; reading, spelling, 
 composition and deolamatio;i, weekly ; tri-weekly debates and lectures ; 
 daily physical exercises and moral instruction ; drawing, painting and 
 German, optional. 
 
 COUBSE AS KEVISKD IN 1806. 
 
 The only published revision of this course of study was made in the 
 summer of 1866. It provided for a primary, a secondary, an inter- 
 mediate and a grammar department nominally of two years each, and a 
 high school of three years. This makes really the same twelve years in 
 all, as before ; since the primary school requires three years to complete 
 its course, or, better to say, the secondary cdurse requires pupils of more 
 age and development than can, as a rule, be secured in two years. 
 
 The colored school was continued until the summer of 1870. An un- 
 classified school was permissible, but none has been organized since 1863. 
 The only essential change consisted in assigning for temporary reasons 
 the fourth class of the high school to the grammar room, with the higher 
 arithmetic, higher English grammar, physical geography, and Latin of 
 the high school course, with French also as optional in this class and in 
 the high school classes. It also put United States history in connection 
 with a review of the geography of the United States, into the A inter- 
 mediate school two terms. It also dropped from the high school, Paley, 
 logic, surveying, and history, except as the last should be pursued by 
 abstracts and essays in general exercises, leaving more time to perfect the 
 studies that remained ; and it added a thorough course in physiology. 
 At a later day, it substituted a thorough course of English literature for 
 moral science, and a course of historical reading in the six upper years 
 of the school, in place of ordinary reading books. 
 
 ATTENDANCE. 
 
 Table II presents the Attendance Statistics, for each fifth year, with 
 an accompanj'ing year to show the rate of increase more clearly. For 
 the sake of uniformity in the table and for comparison with other 
 school records, the classification mostly in use throughout the country 
 is presented, viz : Four years in a high school, four in a grammar, 
 and four in a primary department. 
 
 Until 1856 pupils were admitted at five, since that time at six years o^ 
 age. The enumeration in 1850 was from four to twenty-one ; from five 
 to twenty-one till 1873 ; since that time from six to twenty-one. 
 3 
 
10 
 
 
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11 
 
 The enumeration in September, 1875, is 14,541, some new territory 
 having been annexed to the city. This enumeration will require at least 
 54,000 inhabitants. It will be seen from the above table that the per 
 cent, of pupils in attendance as compared with the enumeration in 
 the city decreased during the last two years, slice the enumeration for 
 these years is from six to twenty-one Instead of five to twenty-one as 
 before 1873. It is also seen that the enrollment has increased but little 
 during these two years, and that the enrollment is generally large in pro- 
 portion to the average attendance, and also in relation to the number 
 enumerated. This is accounted for by the fact that during the last three 
 years great activity has characterized the promoters of denominational 
 schools, in this as in other cities. They have finished large buildings 
 each year, after the pupils who were in attendance had been enrolled in 
 the public schools, and then have withdrawn their pupils, sometimes as 
 many as 300 at a time. Another reason for the difference is found in 
 the fact that the city has its population Increased by a large per cent, 
 during each year, much of its increasing population being in suburbs, 
 and often of a class requiring the labor of their children a part of the 
 year, but who are encouraged by superintendent and teachers to attend 
 as many weeks or months as possible, adapting themselves to the grades 
 as best they can. Not that the grading in itself, and for regular pupils 
 has been less critical than in other cities. This has not been the case, 
 but by temporary permissions of partial courses of study, pupils unable 
 to conform at once to the full course, have in cases of necessity been 
 allowed to gain all they could from temporary attendance upon school. 
 
 HIGH SCHOOL GEADTJATBS. 
 
 The high school has graduated a class each year, beginning with 1857, 
 as follows : 3, 10, 5, 6, 7, 13, 31, 15, 8, 11, 13, 13, 6, 17,16, 19, 39, 37 and 
 35, in all 86 young gentlemen and 196 young ladies. 
 
 The number of male graduates has been affected by the fact that it has 
 been found impossible to maintain a series of classes in Greek to prepare 
 fully for college. Hence these boys, having studied Latin and other 
 preparatory studies up to the senior yeir, go to preparatory schools to 
 finish their course. Several have, however, entered college directly ; in 
 some instances with preparation in Greek, in others advanced progress 
 made in mathematics and other studies, being accepted as an equivalent 
 for Greek, which they have been permitted to make up in preparatory 
 classes. A large number have also entered the scientific departments of 
 colleges, and others have left at an advanced stage in these sciools, and 
 have entered professional or technical schools. Business has also pre- 
 sented its attractions to the boys, and taken them out before finishing 
 the last year of the course. 
 
 GBBMAN-ENGLISfe SHOOLS. 
 
 Three Genrian-English primary schools were adopted into the public 
 school system in January, 1866, they then e^asting as chiv:ch schools. 
 
12 
 
 These have increased, to eighteen schools of the first four grades, five 
 years. The pupils speak, read, write, study and recite in English exclu- 
 sively, and in German exclusivelyv alternate half days. They are all of 
 German parentage, and are taught vphat the English-speaking children 
 of the same grades are taught by oral instruction and by study of books. 
 In the case of families of equal intelligence, and equal regulaiity of 
 attendance, and of teachers of equal skill, these German children gradu- 
 ate into the intermediate schools, at as esB-ly an age as English-speaking 
 children, and as well prepared ; though in previous stages of their course 
 there is more or less diiferenco. The enrollment in these schools is now 
 about 1,000. 
 Table III exhibits the number of pupils in each study during.1874-5. 
 
 TABLE nil 
 
 Reading ,...709i 
 
 Spelling. 709i 
 
 Writing ^.7094 
 
 Arithmetic ...4663 
 
 Geography _ 3355 
 
 English Grammar. , . : 396 
 
 Lessons in Language by proper 
 
 subjects 6783 
 
 Composition 7094 
 
 Elements of Botany 1702 
 
 Elements of Physics 937 
 
 Drawing, Free Hand , 6 141 , 
 
 Vocal Music 7094 
 
 Physiology...* 217 
 
 Physical Geography 128 
 
 Botany in high school 83 
 
 Natural History in high 
 
 school — 83 
 
 Chemistry -... . 57 
 
 Natural Philosophy 57 
 
 Mental Philosophy 38 
 
 Astronomy , 38 
 
 Geology.. ^ 57 
 
 Rhetoric..: : 38 
 
 English Literature 3S 
 
 German — special classes 320 
 
 Latin 43 
 
 Erench ' 68 
 
 Drawing — special class _ 146 
 
 Map Drawing 1127 
 
 INTELLIGENT SENTIMENT OF THE CITIZENS. 
 
 The early* days of the Toledo Public Schools are perhaps unsurpassed 
 in historical interest by those of any schools in the West. As in Cincin- 
 nati, Cleveland, Columbus, Akron, Sandusky, Norwark, Masgillon, and 
 Dayton, the halo of original and progressive thought and of bright 
 names still lingers about their early' portalsl 
 
 Like the above-named cities, Toledo thoroughlVvgraded the several 
 departments of her schools seven yeans before ,-BQston, where " Up to 
 1856, each teacher had all the six .classes .inlier rpom at the same time. 
 She was fitting a class for ^the grammar school, teachin| a class., in a, b, 
 c's, and carrying on the intermediate stages of the course simultaneous- 
 ly."— iJMiora ijeporj, 1874, ^j. 296. " ," 
 . Like these cities, also, 'I'oledo opsned.her high school io girls, ioxig 
 before New Tork' or Philadelphia, four years .before Boston, and five 
 before Chicago. The true relation of a high school; to; a system of 
 schools, was recognized on her rostrums and in h,er press from the begin- 
 ning, and no intelligent citizen of Toledo has ever dreamed that a sys- 
 tem Qf SC}}oq1§ goul^ b? watwec! fQi" ^ year, Tyithgut tl^siflspiriag,. 
 
13 
 
 shaping and girding influence of a liigli scliool. Tlirougti tender allus- 
 ions by her alumni, and appreciative remarks in addresses at anniversa- 
 ries and the laying of corner stones, as well as on the records of the 
 School Board, tlie trus enthusiasm and devotion of earnest patriotism, 
 must have marked the character of many of the early vporkers here, 
 both as leaders of public senlimeut, as members of the Board, and as 
 teachers. 
 
 SDPBBVISION ^SD INSTETTOTION. 
 
 Looking at the report of the President, Gen. C. W. Hill, published in 
 1858, it seems to have been clearly seen that " Two urgent necessities 
 must be met to carry out the system : competent, direct, energetic, and 
 constant supervision, and sufficient and suitable buildings, furniture and 
 apparatus. For the lirst, Rev. Anson Smythe previously appointed 
 Superintendent, was directed to appropriate nearly his whole time to the 
 duties of that office. This he did with great ability and untiring indus- 
 try, from the summer of 1854 to February, 1856." At that lime the 
 schools numbered twenty teachers. Mr. Smythe became, in 1856, State 
 School Commissioner. *■ 
 
 Again from the same report : " The natural qualificaticms, varied 
 attainments, practical experience, and administrative talent, which must 
 be combined to render a Superintendent entirely successful, are very sel- 
 dom united in the same person. He is brought into intimate relations 
 with all parents, teachers, and pupils. Let him be where he will, he 
 finds pressing and important work to do. The untiring industry, zeal 
 and fidelity which have characterized Mr. John Eaton's services, are 
 well known and appreciated." He filled the position of Superintendent 
 from Feb. 4tb, 1856, to March 7th, 1859, the number of teachers .having 
 reached 38. He is now the well-known efficient head of the .National 
 Bureau of Education. 
 
 Similar praise is bestowed upon the early teachers. Many of them 
 w^Te distinguished for their high moral worth, and the excellent influ- 
 ence they exerted on the forming characters, as well as on the minds of 
 their pupils. Time would fail to speak of all those, even, whose long 
 service evinced the high appreciation in which they were hcid by the 
 Board of Education, who have never exhibited the folly of many school 
 authorities^ by coveting frequent changes in their corps of teachers. 
 Toledo owes more than she can ever p ly, to a large number of noble 
 men, and of women, especially, who tiave unselfishly and with enthu- 
 siasm equal to that of the very best of their race, used all their energy 
 to promote tbe growth of the purest and noblest santiments and the best 
 qualities of mind. Their names are often mentioned by persona now in 
 active life, in terms of endearment and gratitude. 
 
 Prom March, 1859, to April, 1881, Moses T. Brown filled the position 
 of Superintendent, the number of teachers having reached 33. Mr. 
 QQpyerse, ffiqglp^l gf tjje higU sghopl from 1857 to. 1867, in his closing 
 
u 
 
 address, speaks of him as follows : "Mr. Brown, earnest, enthusiastic, 
 versatile ; quick in plan and execution ; whose approbation of the noble 
 and scorn of the mean were never sparingly given ; whose genial nature 
 drewto hiihgelf and gained hiin power and influence over so many, both 
 teachers and pupils." 
 
 Since May, 1864, this position has been held by D. F. DeWolf ; the 
 number of school and class rooms having increased to 134, and the num- 
 ber of teachers to 126. In Columbus ajDout the same number of schools 
 employ in their supervision the services of one Superintendent with the 
 time of two other men for general supervision, and a special Sperinten- 
 dent of drawing, besides a clerk. In Dayton, Indianapolis, Detroit, 
 Cleveland and Cincinnati, a like or greater proportion of supervision, 
 besides nornial schools, is provided and found to be valuable. In each 
 of twenty towns in Ohio, enrolling from one-fourth to less than one-half 
 the number of pupils enrolled in Toledo, all the time of one man is em- 
 ployed in supervision. 
 
 In the schools of Toledo, no one besides the Superintendent has any 
 time unoccupied in teaching or other duties, to aid in the work of super- 
 vision, if we except only such help as is rendered by the clerk in 
 examining individual pupils reported to the office, amounting to less 
 than half a day a week. 
 
 The humane policy of employing year by year a greater proportion of 
 home talent — recent graduates and even under-graduates of the schools 
 of the city — deprives the schools of the advantages that might accrue 
 to them from the work of normal schools in other places. The demand 
 for first-class teachers is daily increasing, and other cities are always 
 ready to pick up the best. In this state of thing3, but for the fact that 
 almost every building is supplied with one or mere teachers of large 
 experience, and honest, earnest purpose, who spare no patience or effort 
 to counsel and advise these young teachers, many of the schools must 
 have suffered greatly, if indeed, it can be said that they have not done 
 so. The young teachers themselves, have quite generally been earnest 
 and diligent in their efforts to improve. Their claases being occasionally 
 brought to the "Hall" to recite in the presence of other schools, they 
 have opportunities for comparison, and few teachers or classes have 
 been willing to be called a second time to an unfavorable competition. 
 
 The names of pupils by classes are kept in a time-book for each grade, 
 in the pocket of the Superintendent, and the oral examinations by him 
 are going on and recorded daily, especially in the middle grades of the 
 school, as the best point from which, with his limited time, to observe 
 tlie working of all the grades below, and to ensure the best preparation 
 for the upper grades. Writing is begun in the lowest grades, and also 
 affords constant opportunity for comparison of work. The evenness of 
 the penmanship and the freedom from blots and dirt, in writing-books 
 and examination papers, indicate the constant carefulness of the youngest 
 
15 
 
 teactiers. The order in the rooms and passages is in almost all cases 
 good. The discipline most appreciated by the Board and Superinten- 
 dents from the first, is that of securing the best deportment by the 
 highest motives and least violence. Most of the teachers fully sympa- 
 tbize with this sentiment. Suspensions are avoided perhaps to an ex- 
 treme. The average number has not exceeded five a year, and none 
 have extended beyond the current term. AH are opposed to sending bad 
 boys on the street when it can be avoided. The City Reform School is 
 affording needed help inithis direction. 
 
 The popular sentiment is strongly in favor of supporting the au- 
 thority of the teachers. The wealthiest citizens have lent their example 
 in favor of the most scrupulous regularity of attendance. Thousands in 
 more straitened circumstances, have practiced, all necessary self-denial 
 to do the same. Only the most thoughtless have wholly forgotten that 
 the interests of all require the beat system that can be secm-ed, and that 
 this can only come by popular support. In this support the' best citi- 
 zens distinctly act upon the theory that the school virtues of punctu- 
 ality, regularity, self-control, Ihougbtfulness, diligence and respect for 
 others are real virtues, if they may not be regarded as the parents of the 
 best. Still, there are not wanting many irregular pupils, and many who 
 give the teachers much trouble in their government. For such as these, 
 an unclassified school is said to have worked well in its day ; saving the 
 time of many teachers for instrucUon, which must now be occupied in 
 controlling these pupils; and removing corrupt influences in some 
 measure from the schools, without depriving pupils of the opportunities 
 for education. The subject presents many difficulties at best, and 
 is receiving the consideration of the Board. 
 
 In a few instances the older teachers have rendered efficient aid in 
 examining the classes of other teachers. But all the time taken by them 
 from their own classes is so much lost to those classes. In e.ach building, 
 with four to ten teachers each, one of the teachers is named principal, 
 and is charged with a general supervision of the spaces used in common 
 by the pupils, and of the school property ; with communicating to her 
 corps of teachers information from the office, and with making requi- 
 sitions for supplies. This position is made the occasion of a slight dis- 
 crimination in salaries in favor of long service and skill. The large 
 rooms in the central building, with pupils lor two to four teachers, have 
 each a principal, of course. The senior high school, the senior grammar 
 school, and one district school, have male principals. The junioi; high 
 school, two junior grammar schools, one intermediate and eleven district 
 schools, have lady principals. Of the whole 126 teachers, fifteen are 
 gentlemen ; ten being Germana 
 
 METHODS OP INSTKUOTION 
 
 Have progressed with the progress of the times, it is believed. Having 
 always had in the schools many teachers of large experience and sound 
 
16 
 
 disciimination, new methods have been presented iia the semi-monthly 
 teachers' meetings, and have then been tried in safe places, and have 
 been rejected i£ found wanting. If found to be improvements, they 
 have been presented with their results to the other similar schools, by 
 experimental classes in the " High School H;ill " or by work distributed 
 through the. Superintendent's office, and they have thus come into use 
 without violent or radical changes. The policy of the school has thui 
 been conservative, at least preservative of what is essential to a good 
 practical education, and of well tried methods of instruction. 
 
 The friends of the school system in Toledo have never conceded that 
 the sole purpose of their schools was to secure the ability to measure 
 tape, or add columns of figures. They have contended that it was the 
 duty of the State to secure a foundation for that manly development 
 which cdnstitutes the safety and the true wealth and honor of a State, 
 through the perfection of the associations and institutions essential to 
 moral and enlightened communities. These associations and institutions 
 being made up of 'individuals, and depending for their usefulness and 
 their ability to harmonize with each other, and with the State — on the 
 morality, enlightenment and correct reasoning poweir of these individu- 
 als, it has been sought to make their culture as broad and as vigorous as 
 possible. 
 
 At the same time it has seemed wisest to secure this discipline and 
 enlargement of faculty, when possible, by the use of means equally well 
 adapted to'prei)are the human being for his varied economical relations 
 to society. Material prosperity has much to do with the highest uses 
 and' interests of individual -and of social life. The attempt has been 
 made to recognize this fact in the school room, and eo far as possible to 
 lead the pupil, while yet under the guidance of his teacher, to utilize his 
 forces as they develop and to put- them to such practical applications as 
 are expedient- in the school-room itself. 
 
 Hence the pupil is taught, as far as possible, not only to write, but to 
 write language ; not only the science of words and sentences, but to use 
 words and sentences in investigation and discovery, and in communi- 
 cating the knowledge' gainefl ; not only reasoning, but to reason ; not 
 only drawing, but, to draw and illustrate j^hence also to pursue his 
 school studies by the aid and through the means of writing, reasoning, 
 delineating. In botany, natural history, natural philosophy, physical 
 and economical geography, and the like, drawing and writing are great 
 aids to the investigator ; why not to him who is learning to investigate ? 
 The work which accumulates in the Superintendent's office during each 
 year, exhibits the degree of success attained in these efforts, from the 
 lower to the highest grades. In the same direction and with similar pur- 
 pose, the attempt has been made' in the schools to so systematize the 
 efiort to improve the young pupil's powers of observation and to enlarge 
 and improve his vocabulary, that his way may at the same time be 
 
ir 
 
 opened up to pursue witb greater facility advanced courses of study in 
 higher departments. As the very elements of mental arithmetic enable 
 pupUs to manipulate numbers rapidly, and thus lead the way to the 
 proper study of mathematics, so under the science of botany, natural 
 history, physical geography, and the like, there are simple forms with 
 which, and their names, it has been found that young chUdren may 
 become familiar : acts and processes, qualities and appearances, which 
 they may also observe and name ; accumulating thus a fund of obser- 
 vations and a familiar and accurate knowledge and use of words, which 
 increase from year to year, in a properly arranged system of simple 
 science studies ; or rather, simple studies underlying the sciences, and do 
 much to facilitate the higher study of these sciences in later life. The 
 minds of young people have thus been feund to be more pleasantly occu- 
 pied and better nofirished, than in the too early repetition of arithmetical 
 formulae, and the too early memorizing of the, to them, meaningless 
 " commercial, agricultural and manufacturing" literature of the juvenile 
 geographies. 
 
 But whatever is sought iu the direction above indicated, it is never for- 
 gotten that what are called the common branches of study, are as house- 
 hold gods in any system of education. The cultivation of the vocal 
 organs to express, and the development of the ability and the taste to 
 analyze and appreciate thought and sentiment in reading, elocution and 
 grammar, are considered second in importance to no other culture. The 
 means thus afforded to cultivate memory and to accumulate a knowl- 
 edge of our English literature are valued highly. The cultivation of 
 memory through the sufficiently early memoriter study of geography 
 and histoiy, and of similar studies iu higher grades ; the strictly analyti- 
 cal study of arithmetic, and the practical application of its principles ; 
 the ability to read music and to sing, with spelling and penmanship, are 
 daily insisted on. 
 
 EESOLTS OF GEADED SCHOOIS. 
 
 The graded school, as an organization in which to work out improve- 
 ments in the system of instruction, has proved a great advance from the 
 old ungraded and academic system. If the grading of the school is 
 kept subservient to the good of the pupil, it leaves little to object to. 
 Many young, smart pupils find themselves able to keep up with pupils 
 older or stronger than themselves, in the elementary studies. The 
 stronger studies come, however, and then the stronger pupils can go 
 faster than these, and it would be a great injury and injustice to both, to 
 keep them longer together, hence frequent examinations for promotion 
 or otherwise, are indispensible. The constant fact that papDs may 
 advance as rapidly as they can do so with safety, and that they wUl not 
 be permitted to hobble blindly on in a class without doing and compre- 
 hending reasonably well as they progress, furnishes an ever-present stim- 
 ulus to the natur.illy careless; satisfies the ambition of all ; puts pupils, 
 3 
 
18 
 
 indeed, on the same basis as in active life, and promotes strong charac- 
 ter. Thus to administer the several departments of a school, requires 
 on the part of superintendent, teacher, and parent alike, a constant exer- 
 cise of the best qualities of mind and. heart ; a knowledge of the wants 
 of active life ; constant vigilance regarding individual pupils ; the best 
 judgment ; the quickest sense of justice, and the most unselfish relations 
 to what is simply best. With these, it is believed to have been demon- 
 strated as possible to realize in graded schools, all the advantages of indi- 
 vidual freedom in development ; and the needed variety of culture and 
 skill, in connection with the manifest conveniences of a well graded sys- 
 tem of instruction. 
 
 INFLUBKOB OP PUBLIC SCHOOLS ON EEriNEMENT AKD MOEALITT. 
 
 Questions have sometimes arisen regarding the influence of interming- 
 ling pupils from cultivated and those from uncultivated families in the 
 same schools. The closest observations have been made by teachers' 
 and others connected with these schools, that they might answer intelli- 
 gently and most impartially this inquiry. I think all who are thus 
 thoroughly informed, will agree to the statement that the final result is 
 to strengthen the good effects of good home influences, while the culture 
 of well-bred children is, often slowly perhaps, but, taken in connection 
 with the compensations exhibited in scholarship and general ability, in 
 the main, constantly elevating the less jpf ivileged pupUs, improving their 
 taste, their judgment, their self-respect and courage, and inspiring them • 
 with a hopeful and ennobling ambitiori to equal the best in character 
 and standing. 
 
 It has been noticed that individual cases have occurred of the sons of 
 really earnest parents being led temporarily into improper ways. But 
 it is equally a matter of notoriety that whenever the home influence is 
 really refinmg, the more advanced grades present no instances of demor- 
 alization from the sources considered dangerous. Well-bred youth, as 
 certainly as adults, learn t9 abhor coarseness, vulgarity, and vice, and to 
 avoid those who persist in manifesting these traits; while the ten- 
 dency to this social ostracism has the same effect on the manners of 
 wayward youth as on men, and undoubtedly much greater effect. At 
 all events, the final result of this association is believed to be as stated 
 above. 
 
 The constant requirement by the Board of Education, of every teacher, 
 is expressed in the following rules : 
 
 " While Teachers are required to maintain order in school, and secure 
 obedience to necessary rules, they are reminded that passionate and 
 harsh expressions and injudicious measures tend only to evil, and that 
 the best disciplinarian is the one who can secure order by the gentlest 
 influences. 
 
 " It is particularly enjoined upon teachers to regard the moral and 
 social culture of their pupils as not less important than their mental dis- 
 
19 
 
 cipline. Tbey must not tolerate in them falselaood, profanity, cruelty, 
 or any other form of vice. By example and precept they shall endeavor 
 to form them to habits of social refinement, forbidding the use of indeli- 
 cate, coarse and ungrammatical language, and the practice of careless 
 and unbecoming attitudes." 
 
 SUPEKGEADUATINO- STUDIES. 
 
 Graduates are permitted under the rules of the Board, to continue 
 studies commenced, or to take up additional studies of elective courses, 
 in classes organized for other pupils. Several pupils avail themselves of 
 this privilege every year. 
 
 Several "Home Study Classes'' meet twice a week to discuss and 
 recite topics in English literature and other branches, pursued at home. 
 They are composed of graduates and a few of the teachers of the public 
 schools. They are conducted by Miss Mary E. Dickinson, a lady of 
 high literary attainments ; and this disposition to continue study beyond 
 the day of graduation, is one of the most gratifying indications of the 
 inspiring influence of the schools. An Alumni Association is kept up, 
 with occasional festivals and literary exercises. 
 
 NIGHT SCHOOLS. 
 
 Night schools were started in the winter of 1869, as a voluntary work, 
 principally by the Unitarian Society of the city. The Board of Educa- 
 tion have supported them ever since until this winter. An average of 
 about 200 pupils have attended them. Many who were unable to do 
 either practically, have learned to read, write, and cipher, and have come 
 under the inspiring moral instruction of good men and women. 
 
 PHTSIOAL DEVELOPMENT. 
 
 In addition to the daily exercise in light, or free gymnastics of the 
 school rooms, there was from 1859 to 1869 a room in the high school 
 building, fitted up with every appurtenance of a first-class gymnasium, 
 and appropriated to that use. Mr. E. W. E. Koch, a most competent 
 gymnast, in the employ of the Board, here received such pupils as 
 elected to join his classes, of which there was an average of about 100 
 of both sexes, from the high and grammar schools. The room being 
 required for a grammar school, the class was suspended, and no conven- 
 ient room has since been found for its use. Rowing clubs and various . 
 gymnastic associations have since in part supplied the want, and a thor- 
 oughly organized society with ample appliances, has just opened rooms 
 for the accommodation of its members, in the new "Hall Block," said 
 to be inferior in magnificence and appointments to none in the country. 
 
 MYERS CADETS. 
 
 Before the war a company of cadets was organized among the pupils 
 of the public schools, principally under the patronage of Gen. C. W. 
 Hill. Many of its members early in the war reaped great advantage 
 
20 
 
 from the military knowledge and skill they secured in this company. In 
 1868, several members of the soheol organized " The Toledo Cadets ; " 
 drilling themselves. In 1870, Capt. J. W. White kindly tendered his 
 services to drill them. He has continued this service gratuitously for 
 five years— how successfully is evidenced by numerous testimonials from 
 high military authority. In 1873, they were adopted by J. W. Myers, 
 Esq., a former member of the public high school, and a young gentle- 
 man Of great public spii-it. They took the name of "Myers Cadets,'' 
 and the whole company, 83 in number, were superbly uniformed and 
 equipped by that gentleman, a la 71st Regiment, N. Y. In 1873, he 
 also uniformed and supplied a Drum Corps of sixteen instruments, and 
 a Reed and Brass Band of twenty-four. "We can only add such parts of 
 their by-laws as connect them with the educational history and interests 
 of the city : 
 
 " Art. I. This Company shall consist exclusively of boys belongmg 
 to the Public Schools of Toledo. ******* 
 
 " Art. VIII. No person shall be enrolled as a member of this Com- 
 pany without * * * a certificate from his teacher as to his 
 deportment and school membership. ****** 
 
 " Art. XVI. Members of this Company are not permitted to frequent 
 saloons, use intoxicating beverages, or tobacco, in any form, or make use 
 of profane or obscene language, but are required, on all occasions, to be 
 respectful and gentlemanly." 
 
 All members have been promptly dismissed who have violated this 
 last article. A "Corps of Honor," with a decoration, is provided for 
 under rigid requirements, promptly enforced. 
 
 EErOEM SCHOOL. 
 
 In 1873 the city authorities erected on a plat of thirteen acres of land 
 near the south line of the city, a brick building 62x53 feet, with a wing 
 71x47 feet, and three stories high, for a Reform School. The building is 
 finely located, with pleasant surroundings, and with its grounds is valued 
 at $90,000. 
 
 The following gentlemen have constituted the Board of Managers: 
 M. D. Carrington, J. Landman, A. G. Clark, J. M. Waddick, and 
 C. L. Luce. The school opened in May, 1875, under the able man- 
 agement of Mr. G. W. Howe, and numbers about 60 inmates. 
 
 PAEOCHIAL SCHOOIS. 
 
 Besides the public schools, there exist in the city seven Catholic schools 
 with various departments, enrolling, most of them free of charge, 
 about 2,100 pupils of both sexes ; four German Lutheran schools, with 
 180 pupils; and one school under the auspices of Trinity Episcopal 
 church, with departments and an enrollment of pupils as follows : "Kin- 
 dergarten, 35 ; Primary, 33 ; Intermediate, 50 ; Academic and Collegiate, 
 30; total, 137." 
 
21 
 
 There is one scliool for orphans at the "Catholic Orphans' Home," 
 one at the " Lutheran Orphan's Home," and one at the "Protestant 
 Orphans' Home," open part of each year, at least. 
 
 TECHNICAL EDUCATION. 
 
 For higher or technical instruction, an incipient University of Arts 
 and Trades is already doing something, and more is hoped from it from 
 year to year. For this purpose the late Jessup W. Scott, for many 
 years a journalist, and a man of large practical intelligence, humanityi 
 and purpose, gave land estimated at $80,000 ; his heirs subsequently 
 increased this hy available property worth $60,000 ; and Mr. Wm. Ray- 
 mond, by a donation of $15,000 cash, which last, with additions from 
 the second-named property, has given the institution a building in which 
 to start a school, the most needed of all, perhaps. A subscription 
 secured f rt)m the intelligent citizens of Toledo, a year ago, has main - 
 tained nearly free of charge to pupils, a School of Design for one year. 
 In this school many young men and women, just commencing life as 
 artizans and manufacturers, or as teachers, have already received great 
 help in their work, and have turned out many fine specimens of art. 
 The three classes for architectural, mechanical, and free-hand drawing, 
 respectively, have enrolled 327 pupils during the past year, averaging an 
 attendance to each class of 36. 
 
 One or more Commercial Schools and a School of Telegraphy, also 
 instruct young men and women in their appropriate specialties. 
 
 LITEEAET AKD OTHBH SOCIETIES. 
 
 A Natural History Society, an Historical Society, and some neighhor- 
 liood and parochial — both Catholic and Protestant — Literary Societies, 
 some with incipient libraries and optical instruments at command, are in 
 efficient operation. 
 
 I co^'CLUsIO^•. 
 
 One cause of regret has accompanied this writing : the impossibility 
 of giving all the names of the noble teachers who have worked hard for 
 the success attained by the schools, or of presenting a discriminative list. 
 It would have been equally pleasing to dwell on the individual sacrifices 
 and labors of members of the Board. The time served by each as 
 shown in the list on page 5, is an index df their zeal and work, especially 
 in marked cases of continuance in oflSce. Yet some whose term of ser- 
 vice has been but a single year, have been as earnest and useful as others 
 who have served five times as long. To make my own expressions 
 the stronger in this direction, I quote from a recent editorial of a city 
 paper : 
 
 " It ought to be borne in mind that our Board of Education has avast 
 business committed to its care. Its duties demand a good deal of time 
 and anxious thought, and the meed of thanks awarded to such work as 
 
22 
 
 theirs, is not always as large as it should be. The schools of Toledo 
 have been highly successful— they have succeeded in educating our 
 youth as well as those of any city in the country, Our graduates reflect 
 honor upon their educators. These are the facts which stand forth to 
 prove the skill and efliciency with which they have been conducted. To 
 secure the high reputation they have among the educators of the land, 
 has required a vast amount of patient persevering, and self-sacrificing 
 labor on the part of the gentlemeu who, without fee or re ward, have 
 kept the oversight of them. 
 
 "Where so many interests are to be served — so many pupils to be 
 taught and governed — so many teachers to be employed, dismissed, and 
 controlled by one general management, it is to be expected that mistakes 
 will sometitnes be made by the wisest, and errors committed by the best 
 intentioned. The common school system is the people's' system — the 
 best any people ever enjoyed— and our schools among the best'that sys- 
 tem has yet produced — and we must push them forward to a higher 
 standard of attainment by a generous confidence in, and a hearty sup- 
 port of, the capable gentlemeu who consent to bear its heaviest burdens." 
 
 D. F. DeWolf, 
 
 Supt. Pub. Schools. 
 
 Toledo, O., January 36, 1876. 
 
 SUMMAEY BY E. "W. LENDERSON. 
 
 Having read the history of the educational work in Toledo and the 
 Maumee^alley, written for the Centennial, 1 think a few items should 
 be mentioned to add somewhat to their completeness and to give credit 
 to those to whom it really belongs. 
 
 My acquaintance with the Toledo schools began in 1853, and during 
 the entire interval elapsing from that date until the present I could not 
 help admiring the energy and enterprise displayed by the Board of Edu- 
 ca,tion, aided by an intelligent public sentiment, in adapting the edu- 
 cational facilities of the city to its rapid growth. Wherever in any part 
 of the city there has been an increase of population which crowded the 
 buildings in use, new structures specially adapted to the purpose for 
 which they were to be used, and supplied with superior furniture, have 
 been built — and at the same time the buildings have been so located, 
 and the city so districted, that the primary and -secondary schools 
 are within easy access of all the children of each district. The Board 
 in its selection of instructors— from the Superintendent through all the 
 grades to the special teachers— has adhered rigidly to their early motto, 
 " Get the best." Another item worthy of observation in the Toledo 
 Board of Education is the fact that it has always been composed almost 
 
23 
 
 wholly of eflBcient, worthy, and well qualified men, who at a sacriGce of 
 private interests have given the schools a large share of attention. 
 
 I would also like to call attention to the intelligent supervision of th^ 
 Toledo schools, especially under Messrs. Eaton and the present incum- 
 bent. In the arrangement of a course of study which has a definite end 
 in view and is at the same time so flexible as to adapt itself to the wants 
 of diversified interests and opportunities — in affording equal facilities 
 to the young man fitting for a collegiate course, the young lady acquir- 
 ing a practical and I might almost say a liberal education, or to those 
 who must early leave school to battle with life, I do not thinlc that they 
 are surpassed by any schools in the country. 
 
 Another peculiarity of our schools under their present management is 
 the uniformity of success in the difierent grades. From the primary to 
 the senior year of the high school, each teacher is required to do a full 
 twelfth of the work, in one year, of the twelve years usually constitut- 
 ing the school course. Too often a superintendent is satisfied with the 
 assurance that if his primary teachers are shining lights in the profession 
 and his high school does good work, he may fill the intermediate grades 
 as it may happen. Not so here; we find the same careful supervision, 
 the same requirements — capacity, tact, SUCCESS — in all the grades. 
 
 Lastly, I wish to notice the adaptation of studies to age and acquire- 
 ments of children. The abstract and difficult branches of study usually 
 attempted to be taught as soon as children can read and write cleverly, 
 are detierred until the mind is sufficiently developed to comprehend them, 
 and in their place are substituted in the secondary and intermediate 
 grades, under the head of oral instruction in the course, the simpler 
 branches of natural science, and such other studies as are adapted to the 
 ability and understanding of the child. The result is that study is made 
 attractive and positive knowledge and discipline are gained. 
 
 Confirmatory and expressive of my own views, I present an extract 
 from a leading editorial of the Toledo Oommercial : 
 
 " Our schools have been for these years quietly working along, elabo- 
 rating systematically in practice the aesthetic ideas of instruction of 
 which our Superintendent has had so clear a conception, and has worked 
 out with much ardor and patient devotion. The occasion of preparing 
 a representation of their work for the Vienna Exposition, creates an 
 opportimity for the public to notice the smooth and beautiful working of 
 our educational system. This, in the excitement of more bustling inter- 
 ests, is apt to be overlooked ; and most parents are unaware of the per- 
 fect and accurate course by which the minds of the pupils are disciplined 
 in study, and a thoroughness produced which, creating a gradual expan- 
 sion of the perceptive and reflective faculties, enables them to grasp any 
 object within their range of study, with a genius and comprehensiveness 
 which, if not appreciated now, will tell powerfully in aftev life. The 
 
24 
 
 plan practiced is at war witk all superficialness. The idea to be devel- 
 oped is first thorouglily mastered in the pupil's mind, then illustrated hy 
 drawing, serving to fix it definitely, and word pictures given, disciplining 
 thoroughly the mind in the use and application of language, and laying 
 the foundation for great sliill and clearness in after life, in the express- 
 ion of thought. In reality the nicest index toward stimulating mental 
 action, is the habit of accurate and felicitous expression, calculated to 
 open up new areas of thought. Parents who can appreciate the accura- 
 cy and beauty of the line of instruction practiced in our schools, would 
 hardly desire to send their children away. It is practical, comprehen- 
 sive, and efficient. There is no evading it in a pupil, although different 
 degrees of talent and adaptability necessarily meet in the classes, and 
 therefore various degrees of sliill, yet the greatest aids to development 
 are brought to bear upon all, and as the papers prove, a remarkable 
 degree of thoroughness and proficiency, according to grade, is accom- 
 plished. This is entirely different from the old systems, where bare facts 
 were arbitrarily fixed in the memory, with little prospect for the mind's 
 manipulating them. An extremely interesting feature is the work of the 
 primary schools, and the result of object lessons, where drawings from 
 nature are given, to say the least, in a manner of which the teachers 
 may well be proud. "We notice four volumes of drawing, two volumes 
 comprising the work of district schools throughout the city. The other 
 two volumes contain work from scholars in Central building, comprising 
 intermediate, grammer, and high schools — copies from the flat surface, 
 from nature, from casts, and from other objects. We would be glad to 
 give details of the work, but fear we should fall wholly short of justice 
 to the beautiful and thorough arrangement which we can only say sur- 
 prises ns. We had the pleasure of witnessing the work, and have given 
 the opinions impressed npon us by the examinations." 
 
 E. W. LENDERSON. 
 T01.KDO, January 20, 1876. 
 
SCHOOLS OF TROY. 
 
 Troy is the county seat of Miami county, Oliio, and is 
 situated near the central part, on the great Miami river. In 
 1804 there were but three families in what is now Concord 
 township. It was some years later before the town was laid 
 out, sin,ce which time it has, by gradual growth, reached a 
 population of about four thousand. 
 
 In 1813-14, Mr. Samuel Kyle taught a school on the cor- 
 ner of Market and Water streets, in a log house without 
 floor or windows. The town was small, and there were but 
 twelve or fifteen pupils in the school. In 1816, Mr. John 
 G. Clark taught in the lower part of town, near the present 
 rdilroad depot. On Christmas he treated to whisky, sugar 
 and water. About half of the pupils became intoxicated. 
 He would punish pupils by splitting a quill and flipping it 
 against the nose. The ferule was commonly used as a means 
 of punishment. 
 
 At an early day there was a small brick building on Main 
 street, where the Edwards school house now stands. It was 
 built by public subscription, and consisted of one room. It 
 was known as " The Academy." The teachers were paid by 
 subscription. 
 
 About 1826 Rev. Micajah Fairfield was the village teacher, 
 and he was succeeded in a year or two by Thomas Barrett, 
 who afterward became County Judge. About 1831 John 
 Petit had charge of the school. Mr.' Petit, afler that, went 
 to Indiana ; filled offices of profit and honor ; was a United 
 States Senator, and for a while United States District Judge 
 in Kansas. 
 
 The basement of the Episcopal and Baptist churches were 
 afterward fitted up for school purposes, and were used as 
 such from about 1836 to 1841. 
 
In 1837, Mr. Uriah Fordyce taught in the Episcopal 
 dhnrch, and at the same time Hiram Brooks was teaching in 
 the old brick school house. In 1838, a fine select school for 
 girls was taught by Miss Mary Barney. 
 
 From 1839 to 1841, Mr. George D. Burgess taught under 
 the patronage of the Board of Education at $100 per quar- 
 ter. His compensation was afterward increased to $225 a 
 quarter, part of which was secured by subscription. Mr. 
 Burgess taught the boys only, the girls being under the 
 charge of Miss Altazera Eaton, now the wife of Rev. T. P. 
 Chi ids. Mr. F. W. Burgess, brother of George D., taught 
 for some time in 1841. 
 
 Prior to the time of Mr. Burgess, the branches taught 
 were Writing, Reading and Arithmetic, with some Geogra- 
 phy and Grammar. In addition to the common branches, 
 Mr, Burgess organized classes in Algebra, Geometry and 
 Latin. 
 
 In 1842, Robert McMurdy, afterward a minister in the 
 Protestant Episcopal church, taught in a small building in 
 the rear of the Presbyterian church, and after that in the 
 house at present the residence of Mr. C. L. Coolidge, but at 
 that time owned by Messrs. Grosvenor and Clark. About 
 this time the upper story of the old Presbyterian church was 
 fitted up for a school room. Mr. Irving Gates taught there 
 in 1843, and during part of his stay was assisted by a man 
 named Osgood, who afterward became a Presbyterian 
 preacher. Miss Anna Jones, afterward the wife of Mr. D. 
 W. Orbison, and now the wife of Rev. Moses Grosvenor, 
 was also the assistant of Mr. Gates for some time. 
 
 Mr. Gates continued his school until the organization of 
 the graded system, under the law of 1849. While Gates 
 was teaching in the Presbyterian Church, a Mr. Bement had 
 a school in the Wesleyau Church. These schools were sup- 
 ported by different factions, and the animosities of the par- 
 ents were shared, to some extent, by the children. Mr. 
 Bement's pupils called those of the other school "Gates' 
 Hinges." How the compliment was returned is not recorded, 
 but it was, no doubt, delicately reciprocated in some way. 
 
About 1832, Mr. Benjamin F. Powers, afterward promi- 
 nently connected with the schools, was engaged in teaching. 
 An Irish gentleman, with the appropriate name of Walk up, 
 had a flourishing school, probably in 1833-4-5. 
 
 In 1835-6, Mr. G. A. Murray taught in the Episcopal 
 church. His sister, afterward Mrs. Kessler, was also a 
 teacher about that time. 
 
 In 1842-3, Mr. E. P. Coles taught in the Coolidge house, 
 otherwi.se called Fort Meisinger. Mr. Coles taught the 
 higher branches mostly. A feature of one of his exhibi- 
 tions was a Latin Oration, by Augustus Coleman. Mr. 
 Coleman became a Colonel in the army, and was killed 
 during the rebellion. 
 
 Minor W., son of Rev. Micajah Fairfield, taugbt in the 
 old Wesleyan church, on Franklin street, in 1846—7. Rev. 
 Edmund B. Fairfield, now President of the State Agricul- 
 tural College of Pennsylvania, taught in the Presbyterian 
 church ill 1845-6. He was assisted by his sister Sarah, now 
 wife of Dr. N. 8. Burton, President of Kalamazoo College. 
 
 As these early schools are not a matter of record, it is ex- 
 ceedingly difficult to give a correct history of them and their 
 workings. Many of the teachers are most pleasantly remem- 
 bered. Mr. McMurdy is spoken of as a man of broad 
 culture, a fine scholar, and mast excellent instructor. Those 
 who were his pupils never mention him but in words of 
 praise. 
 
 One of the effects of these early schools was to prepare the 
 public mind for the adoption of the "Law of Forty-Nine." 
 Under that law a call was issued for a meeting to consider it 
 with reference to its adoption. This call was signed by 
 George D. Burgess, Rev. Daniel Rice, William B. Johnson, 
 Benjamin F. Powers and Joseph Pearson. 
 
 Several riieetings were held, and much excitement pre- 
 vailed. The matter was discussed for three weeks, and was 
 the topic of common conversation in the town. At the final 
 meeting the law was adopted by a fair majority, and in 
 accordance with its provisions a Board of Education was 
 elected the first week in June. 
 
That first Board of Education consisted of the following 
 members: Charles Morris, Daniel Rice, Benj. F. Powers, 
 William B. Johnson, Zachariah Riley and Henry S. Mayo. 
 
 Under the careful management of these gentlemen the 
 schools grew rapidly into public favor. The citizens voted 
 $6,000 for the purpose of erecting a school house, the Board, 
 at that time, fearing to ask more. 
 
 ■ The present Edwards building was then commenced, and 
 soon |2,500 additional was voted for its completion and the 
 fencing the grounds. 
 
 The school interests of Troy were very fortunate in falling 
 
 into the hands of such men as constituted the first and the 
 
 succeeding Boards of Education. Nor was the Board of 
 
 Education less fortunate in securing Mr. W. N. Edwards, of 
 
 ' Dayton, as Superintendent of schools. 
 
 The first corps of teachers, with salaries, was as follows : 
 
 William N. Edwards $800 
 
 Jonathan Arnott 400 
 
 Arnold Fenner 400 
 
 Miss Susan Linn 300 
 
 Mrs. Catharine Gaylor 225 
 
 Miss Prances Bice ." 225 
 
 Miss Louisa Ttome 200 
 
 Miss Bishoprick 200 
 
 The salary of Mr. Edwards was afterward increased to 
 one thousand two hundred dollars. 
 
 Mr. Edwards soon gained the hearty support and confi- 
 dence of the Board, people and teachers, and under his wise 
 and efficient management the schools grew rapidly into the 
 confidence and affection of the people. They remained under 
 his care until the summer of 1867, when he was removed by 
 death. Mr. Edwards had not only the qualities of a good 
 Superintendent, but also those of a most estimable citizen. 
 His death was regarded as a public calamity, and it is no 
 exaggeration to say that at his funeral the whole town was in 
 mourning. Nearly all business houses were closed, and 
 many private residences appropriately draped in mourning. 
 
In few places have the schools such a hold on the public 
 as in Troy, and this is due, in a great measure, to the skillful 
 management of Mr. Edwards. 
 
 He laid the foundation of the Union School so broad and 
 deep that those who came after have had only to build in 
 harmony with the original design. 
 
 Mr. Edwards was recognized as one of the foremost 
 teachers in the State, and was for a time one of the associate 
 editors of the Ohio Journal of Education. 
 
 He was ever ready to encourage the despondent, to befriend 
 those who needed his friendship, and to assist even with his 
 purse those who were in need. 
 
 He seemed severe and stern in character, nor was he ever 
 ready to compromise with wrong, yet under the frowning 
 and somewhat forbidding exterior there beat a heart as gentle ' 
 and kind as that of a woman. ' 
 
 To-day his name is revered and his memory honored by all 
 who have been his patrons or pupils. 
 
 At the public Commencement Exercises every year a large 
 likeness of Mr. Edwards forms part of the decorations of the 
 stage. " Being dead, he yet liveth." 
 
 No pains were spared to secure a suitable successor to Mr. 
 Edwards. Professor H. A. l^hompson, of Otterbein Univer- 
 sity, was finally selected to fill the vacancy. Mr. Thompson 
 continued as Superintendent four year.s, during which time 
 but few changes were made. 
 
 There was not so much Mental Arithmetic required, and 
 an eifbrt was made to combine it and Written Arithmetic, 
 In the First and Second Primaries, half of the children 
 would come in the morning and the Other half in the after- 
 noon. This was done because the rooms were over-crowded, 
 and it worked very well, the only objection being the extra 
 work for teachers. 
 
 Mr. Thompson endeavored to throw around the Commence- 
 ment Exercises as much interest as possible. 
 
 On the evening preceding the regular Commencement day 
 there would be an address by some distinguished educator or 
 divine. 
 
Weekly reports of the condition of the schools were also 
 published in the papers. 
 
 In 1871 Mr. Thompson resigned to accept the Presidency 
 of Otterbein University, of which he was formerly a Pro- 
 fessor. He was succeeded by Mr. L. V. Ferris, of Vermoht, 
 an Alumnus of Middlebury College, who, for three years, 
 had charge of the schools. During Mr. Ferris' time the 
 schools were uninterrupted in their prosperity, Mr. Ferris 
 succeeding, to an unusual degree, in gaining the affection of 
 his pupils and the confidence of his patrons. 
 
 In 1874 Mr. H. P. Uffbrd, of Delaware, Ohio, but then a 
 teacher in Missouri, was chosen to succeed Mr. Ferris, the 
 latter taking up the practice of law in Chicago. Mr. Uffbrd, 
 who was a most excellent instructor, remained but one year, 
 declining at the end of that time a re-election. 
 
 During his term of service the Forest building, on Frank- 
 lin street, east of the railroad, was completed and occupied. 
 Mr. Uffbrd was succeeded by Mr. John W. Dowd, formerly 
 Principal of the Western District in Chillicothe, Ohio,' but 
 during the latter part of Mr. Ufford's term of service, his 
 High School Principal. 
 
 These men were assisted during their terms of service by 
 may able teachers. 
 
 Teachers have always had a warm place in the hearts of 
 Troy people. Several of them have married citizens of the 
 place and are numbered among Troy's most respectable and 
 honored residents, Ahiong these might be mentioned Mrs. 
 Margaret Hoagland, Mrs. Belle Thomas, Mrs. Emma Dun- 
 lap, Mrs. Docia Byrkett, Mrs. Dr. Green, Mrs. Lizzie Rogers 
 and Mrs. Fannie Baker. 
 
 Perhaps the greatest interest in school matters centers in 
 the High School. It has ever been esteemed an honor to be 
 counted a member of it. It was organized in 1852, and 
 consisted of seventy-five members. The course of study was 
 not then established, and most of the pupils studied the com- 
 mon English branches. Soon, however, there was a regular 
 course of study, and the first cjass was graduated in 1856, 
 
The members of the class were Augusta Brandriff, Diana 
 Meeks, John W. Morris and Walter S. Thomas. 
 
 The High School course of study from the first consisted 
 of four years. Latterly, however, a three years' course has 
 been added for the accommodation of those who might not 
 have time to complete the regular course, but as yet no ad- 
 vantage has been taken of it. The whole number of those 
 who have belonged to the High School since its organization 
 is 485; 203 boys and 282 girls. The whole number gradu- 
 ated, including the class of 1876, is 93 ; 23 boys and 70 girls. 
 
 The class to be graduated in 1876 consists of the following 
 members : . Ivy C. Kyle, Kate Milan, Lizzie M. Roney, 
 Lillie M. Senour and Samuel J. Young, 
 
 An annual reunion of all the members and ex-members 
 of the High School is held at the Edwards building during 
 the winter term, at which the school is opened in the usual 
 manner, by singing, readiug the Scriptures, prayer, or chant- 
 ing the Lord's Prayer, and calling the roll of the .school from 
 its foundation. Supper is prepared and served by the mem- 
 bers of the High School, and the evening is spent in reading 
 letters from absent members and teachers, in listening to 
 music and in social enjoyment. The High School owns an 
 organ and a piano. 
 
 The course of .study includes four years of Latin, and 
 pupils in that time, are expected to become familiar with 
 Csesar, and read five books oi' Virgil's ^neid. The follow- 
 ing branches are studied one year each : Algebra, Chemistry 
 and Geometry. Physiology, Physics and Geology are studied 
 two terms each. _ United States History, Botany, Trigonom- 
 etry, Constitution of the United States, Physical Geography 
 and Rhetoric are one-term studies. The last term in the 
 Senior year is spent in a review of the common branches. 
 There are rhetorical exercises held in the High School every 
 Friday afternoon. Each member comes on duty twice a 
 month, once on essay and once on declamation. The girls 
 declaim as well as the boys. 
 
 Two papers are read each Friday, one by the boys and the 
 other by the girls. These are made up mostly of original 
 
contributions. Two editors are appointed for each paper, 
 and they supervise the work. The girls collect their contri- 
 butions and arrange them into a Bouquet or an Offering, 
 while the boys garner theirs into a Sheaf. Very great in- 
 terest centers around these exercises, and visitors are generally 
 in attendance. 
 
 The High School teachers have always been such as to 
 give character to the school. The Superintendent has usu- 
 ally taught about one-half his time, giving the other half to 
 supervision. 
 
 Mr. Jonathan Arnott taught at first in the High School, 
 but was transferred to the Grammar Department. He was 
 succeeded by the following teachers in turn : Miss Susan 
 Linn, Miss M. E. Shipman, Miss Mary Fairman, Miss Sarah 
 Magee, Miss Dora J. Mayhew, from 1862 to 1866, Miss M. 
 F. Whitcomb, from 1866 to 1872, and Miss Sue Whitcomb, 
 from 1872 to 1874. 
 
 Miss Clara A. Goldrick was Assistant during the first two 
 terms of 1874-5. Mr. John W. Dowd was elected Princi- 
 pal of the High School the first of 1875. Miss Dora J. 
 Mayhew, who was Assistant from 1862 to 1866, was chosen 
 to succeed him, and her patrons think the school was never 
 more successful than at present, under her management. 
 
 During the time of Mr. Edwards, his wife, formerly Miss 
 Mary Kelley, one of the teachers in the Grammar Depart- 
 ment, taught more or less in the High School. Both Mr. 
 and Mrs. Edwards seemed entirely wedded to the interests of 
 the school. 
 
 The Fourth Grammar, or Intermediate Department, as it 
 was for a time called, has always been prominent. In it the 
 pupils complete the study of Grammar, Arithmetic and 
 Geography, giving some attention to general History, and 
 are prepared for admission into the High School. 
 
 The teachers of this school, as near as can be ascertained, 
 are as follows, in order of their terms of service : 
 
 Jonathan Arnott, Mr. Humiston, A. B. Sawyer, W. T. 
 Hawthorn, L. N. Hanson, Mr. Neal, Miss Sarah E. Furnas, 
 Miss Anna E. Collins, A. C. Buchanan and Mrs. Mattie C. 
 Burgess. 
 
Mr. Humiston was afterwards killed by an iron inkstand 
 thrown from the hands of one of his pupils, in Circleville, O. 
 
 Mrs. Burgess, the present successful teaehpr of this school, 
 has been connected with the schools for eleven years, and was 
 recently promoted to this department. 
 
 Mr. Hawthorn and Miss Anna Collins are oftener remem- 
 bered in connection with this school than any others. 
 
 At first Mr. Edwards made seven departments under the 
 High School, but in 1860 increased them to eight. This 
 number was again increased, in 1867, to nine, the school of 
 the ninth year being termed the Intermediate. The Inter- 
 mediate Department was abolished in 1873, and the work 
 again done by eight grades. 
 
 The Primary rooms being greatly crowded, a new building 
 of four rooms, and costing nearly $10,000, was erected in 
 the eastern part of the town, on Franklin street, in 1874. 
 The Primary grades are doubled, the children east of Mar- 
 ket street going to the new or Forest building, and those 
 west of it attending the old building, named, by common 
 consent, the Edwards school house, in honor of the first 
 Superintendent. 
 
 About ten years ago, the Board of Education erected a 
 building for the accommodation of the colored youth. It 
 has one large room and a recitation room. The school en- 
 rolls near 70. Previous to the erection of this building, the 
 colored pupils had school.for but three or four months of the 
 year. 
 
 All the schools now continue in session for ten months. 
 The first term of sixteen weeks begins with the first Monday 
 in September. The second term begins the first week in 
 January and continues twelve weeks, and then there is a 
 week's vacation before the beginning of the last term, which 
 also holds twelve weeks. 
 
 Below the High School, attention is paid especially to 
 Beading, Penmanship, Spelling, Arithmetic, Geography, Defi- 
 nition of Words and Grammar. Language Culture is com- 
 menced at the very beginning, and a Primary Grammar is 
 introduced in the sixth year. The great aim is to make cor- 
 
rect talkers. Pupils are required to define words, in common 
 use. Geography is taught by the aid of map drawing. In 
 Arithmetic, rapidity and accuracy in calculation are aimed at. 
 Penmanship is taught systematically by the aid of writing 
 cards. Drawing was introduced during the time of Super- 
 intendent Thompson, and has been continued with tolerable 
 success. Pupils in the Grammar Departments are allowed to 
 study German in addition to other studies. 
 
 A German teacher is provided for this purpose, and given 
 the charge of a room to which those studying the language 
 repair at stated times for recitation only. 
 
 The corps of teachers at present is as follows : 
 
 John W. Dowd Superintendent 
 
 Miss Dora J. Mayhew Principal High School 
 
 Mrs. Mattie C. Burgess Fourth Grammar 
 
 Mrs. Fannie M. Whittlesey Third Grammar 
 
 Miss Florence Gilbert Second Grammar 
 
 Miss Mary Kelly First Grammar 
 
 Miss Ella Gilbert Fourth Primary 
 
 Miss Lucy Kessler Third Primary 
 
 Miss Mattie Telford Second Primary 
 
 Mrs. Clara P, Temple First Primary 
 
 Henry Bruder Teacher of German 
 
 FOREST BUILDING. 
 
 Miss Rhoda Denman Principal Fourth Primary 
 
 Miss Lida B. Deefres Third Primary 
 
 Miss Alice C. Heckerman Second Primary 
 
 Miss Christie Balheira First Primary 
 
 Colored School— U. H. Vaughn and H. W. Tate. 
 
 The Superintendent and Principal of the High School 
 receive each a salary of fifteen hundred dollars. The salai ies 
 of the other teachers range from six hundred to three hun- 
 dred and fifty dollars. 
 
 The total enrollment for the month of January, 1876, was 
 598; 308 boys and 290 girls. The average daily attend- 
 ance was 550. 
 
 The men elected members of the Board of Education have 
 discharged the duties imposed upon them with great fidelity. 
 
The Presidents of the Board, in order of their terms of ser- 
 vice, have been as follows : Eev. Daniel Rice, Charles Mor- 
 ris, Judge E. Parsons, Barton S. Kyle, George D. Burgess, 
 from 1862 to 1868 ; S. K. Harter, from 1868 to 1873 ; L. F. 
 Dillaway, from 1873 to 1874, and George Keifer, M. D., 
 from 1874 to the present time. 
 
 Barton S. Kyle, Lieutenant Colonel of the 71st O. V. I., 
 was killed at the battle of Shiloh, in 1862, and his unex- 
 pired term, as President of the Board, was filled by Smith 
 Talbot. W. H. H. Dye has probably served the longest 
 time continuously as a member of the Board. 
 
 Robert Furnas took great interest in the schools, and since 
 his removal to Nebi'aska, of which he became the Governor, 
 has occasionally sent back contributions to the school cabinet. 
 
 The Board at present is as follows : George Keifer, M, 
 D., President; Theodore Sullivan, Secretary; A. Steil, 
 Treasurer; Charles Morris, D. T. Counts and L. H. Thomp- 
 son. 
 
 Mr. Morris enjoys the honorable distinction of having 
 been a member of the first Board under the law of 1849. 
 
 The outlook for the schools is good. They are firm in the 
 affection of the people, and anything which looks in any 
 wrt,y toward their disturbance is received with great disap- 
 probation. 
 
 " Forsan et haec olim meminisse juvabit." 
 
HISTOEY 
 
 OP 
 
 WAPAKONETA SCHOOLS. 
 
 Wapakoneta was originally an Indian village, built by a tribe 
 of tlic Sliawanese, al'tor they weio driven from Piqna by General 
 Clark. 
 
 It was named after Wapaiigb-ko-nella, an Inilian chief who 
 survived for many yt-ars after the Indians moved to this plai'u. 
 
 About the year 1800, a few Frentdi settled here, and slioi'tly after- 
 ward a Mission School was e,stabli.-.lieil by the Quaker.s, which was 
 continnod withont interrnption until 1828. after which, vvc iiave no 
 account of any school nntil 1834. 
 
 Of the officienoy of the Mission School but little is known, fur- 
 ther than, that the children of thf'se early pioneers were known in 
 after years to be able to read and write. 
 
 In 1831, the Indians .sold their .'-eservation to the Greiieral Govern- 
 ment, and the following year moved to Indian Territory. 
 
 In 1832, a land oflfice was established at Wapakoneta; the only 
 office in a district of twenty-five or thirty counties. The lands were 
 rapidly taken up; and, two years afterward, the population of Wa- 
 pakoneta had increased to such an extent that it was deemed neces- 
 sary to build a school-house. 
 
 Through the enterprise of R. J. Skinner, T. B. VanHorn and 
 James Elliott a one-story brick building was erected on the bank of 
 the Auglaize River, between where Stenger's mill and the Depot 
 now stand. The building material was of such an inferior quality 
 that it rapidly went to decay, and a few years afterward fell down. 
 
2 
 
 It is reported that the brick were so soft that the hoys cut holes 
 through the walls, which afforded opportunities, when the master's 
 back was turned, of gliding out to go "a fishing." While it stood, 
 it served the purposes of school-house, church and town-hall ; it be- 
 ing the only public building in the place. 
 
 The first teacher who taught in this building was a Mr. Smith, 
 who taught the winter of 1834-5 and the winter following. 
 
 He is said to have been a good teacher. 
 
 The text books in use were the English Reader and Introduction, 
 Murray, Kirkham, and Smith's Grammars, and Pike's Arithmetic. 
 All the schools taught here from 1834 to 1838 were supported by 
 subscription. The teacher "boarded round," and the wood was sup- 
 plied by the patrons of the school; each patron furnishing an amount 
 of wood propoitionate to the number of pupils he sent to school. 
 
 Benches without backs and a few rude tables constituted the 
 school furniture of that day. 
 
 Mr. Smith was followed by Lemuel li. Ide, who tanght the win- 
 ter of 1836-7, and the year following. He is mentioned in com- 
 mendable terms by those who attended school at that time. He was 
 a good grammarian, had a fair knoivledge of geography and arithme- 
 tic, and understood the art of pleasing the community. 
 
 Samuel Harvey taught a short term the winter of 1838-9, and 
 was succeeded by Z. B. Rooker, who taught the next winter. Mr. 
 Rookor was the first teacher who received money from the tuition 
 fund laised under the school law of 1838. 
 
 Mr. Rooker was succeeded by Abraham Ward at a salary of $20 
 per month. From the meager information gathered concerning him, 
 it is inferred that he was a good schoolmaster. 
 
 Mr. Ward's successor was Dr. D. W. Littlefield, a graduate of 
 Jefferson Medical Cellege. Under his administration the school at- 
 tained a higher excelltnce than that of previous years. In the same 
 year Dominicus Flaitz taught a private German school. He contin- 
 ued teaching until 1848, when he died. He was elected County 
 Surveyor, and is said to have been a good scholar and a fair teacher. 
 
 In the winter of 1843-4, J. A. McFarland taught a four months 
 school. He went from here to Cleveland, Ohio, where, in after 
 years he became distinguished as a physician. Mr. McFarland was 
 succeeded by Mr. Samuel Brady, who tanght in the old French Trad- 
 
ing House, wliich stood where Brown & MeParlanrl's store now 
 stands. The oM school hnilding had been pronounced unsafe, and 
 hence the removal. Jf it (the Trading House) had been named 
 from its internal and external appearances, it might properly have 
 been called the "Juvenile Penitentiary." 
 
 Mr. Brady retired at the close of the .second winter, and was suc- 
 ceeded by Mr. Isaiah Dawson, who taught the winters of 1845-6 
 and 1846-7. Mr. Dawson was a popular teacher, but like his pre- 
 decessor retired at the close of the second winter. 
 
 All the common branches were taught at that time. Th6 classi- 
 fication extended to spelling, reading, grammar, geography and the 
 multiplication table. The a-be-ce-darians were called up twice a 
 day by the master pointing with his pen-knife '-What's that"? 
 "A." "What's that" ? "D." "No, it's B" ; and so down to Z. 
 It frequently happened that a child attended three terms before it 
 learned its letters. The master worked "sums" for the boys at all 
 convenient times It was seldom that a pupil was required to solve 
 a problem 'and explain it. Charts, globes, maps and black-boards 
 had not yet come into general use. 
 
 The foregoing remarks will apply to all the schools taught here 
 prior to 1850. 
 
 Mr. Dawson was succeeded by Mr. Burwell Good, who tanght in 
 the old Methodist Church that stood near where the present church 
 edifice of that denomination stands. From 1847 to 1855 the old 
 building answered the tripple purpose of church, school-house and 
 court-house. 
 
 In the snmmer of 1848 George H. Stephenson taught a three 
 months' school, and was followed by James Irvin Elliott, who 
 tanght during the winter of 1848-9 
 
 Miss Sarah Whitney tanght in the summer of 1849, and Mr. An- 
 drew Poe in the winter of 1849-50. 
 
 The summer of 1850 was taught by Miss Jane Aldrich, and the 
 winter term of 1850-1 by Mr. Westby, of Lima, Ohio. The labors 
 of the school-room proved to be too great for his waning physical 
 strength. He resigned at the close of five months and died of con- 
 sumption the summer following. 
 
 Mr. Westby was succeeded by George M. Espich, who taught 
 six months at a salary of $150, of which 8105 were paid from the 
 public tuition fund, and the remainder by subscription. 
 
The Local Directors at that time were John Walkup, Michael 
 Pnmbvoff and James Elliott. 
 
 In the winter of 1852-3, Mr. George H. Stephenson, of whom 
 mention lias already been made, was again employed. He tanglit 
 nine months at a salary of §210, 61 which $15U were paid from the 
 public tuition fond, and the remainder by subscription. Under Mr, 
 Stephenson's management the scliool attained a higher degree of ef- 
 ficiency, than that of former years. 
 
 The Local Directors for that year were J. C. Bothe, Michael Dnm- 
 
 bvoff and James Elliott, 
 
 Mr. Stephcn.son was succeeded by Mr. John S. William^". Since 
 then Mr. Williams has served the public as Probate Jndge, Recor- 
 der, Surveyor and Justice of the Peace. 
 
 Mr. A. B. Noriis taught a .short term in the winter of 1854-5, and 
 was succeeded by Mr. Calvin Crane, wjio taught the winter of 
 
 1855-6. 
 
 ' Mr. Isaac Scoles and wife, Miss Mary Elliott ami Mr. A. Miichler 
 
 all taught in that year; Mr. Muchler having charge of the German 
 
 School. 
 
 In the summer of 1856 a biick sdiool building was erected on the 
 
 site of the present Union School buililing at a cost, of $2,517- It 
 
 contained three school-rooms, a lecitation room, and Janitor's room. 
 
 The Local Diiectors at tliat time were Michael Dumbruff, Geo, 
 W. Andrews and John S. Williams. 
 
 The first teachers who taught in the new building were Mr. Syl- 
 vester Mihill and Miss Maiy Sylvester, They taught two years; 
 Mihill reci'ivingSSO per month, and Miss Sylvester $-25. 
 
 To Mr. Mihill belimgs the credit of instituting re'orms in classifi- 
 cation and methods of instrnction that were the beginning of the edu- 
 cational progress of later years. 
 
 Mr. Mihill was succeeded by Mr. George H. Richardson. Under his 
 supervision the school enjoyed a prosperity beyond that of former 
 years. He commenced teaching in the fall of 1858, and remained 
 three years. The school then consisted of three departments: High 
 School, Grammar School and Primary School. 
 
 The High School was taught by Mr. Richardson at a salary of 
 $600 per year,the Grammar School by Miss Mary Barrington at^25 
 per month, and the Primary School by Miss Q. L. Lytle at a salary 
 of 125 per month. 
 
In 1859-60, Miss Martha Ciowell had charge of the Grammar 
 Department, and Miss Jennie Iron, of the Primary Dpt. 
 
 In 1860-1, B. S. McFarland succeeded Mr. Ilichardson at a salary 
 of $428 for nine months. Miss Martha Crowell taught in the 
 Grammar Dpt., and Miss Osia Brown ?n the Primary Dpt. ; — each 
 receiving $25 per month. 
 
 Mr. A. E. McLean taught two months in the fall of 1862, and 
 was succeeded hy the Rev. 1. M. Drake, who taught four months at 
 a salary of $40 per month. Miss Mary Tiimble was re-employed at 
 her former salary, and Mr. M. Herman had charge of the German 
 school at $40 per month. 
 
 The summer schools of 1863 were taught by Misses Annie 
 M. Sullivan, Carrie V. Craig and Mary Trimble ; — the salary 
 of each being $25 per month. 
 
 The supervision of the school from 1861 to 1865 was a lailure. 
 The departments were, in effect, independent schools, having about 
 the same relation to each other that schools in adjoining townships 
 usually have. The modes of instruction and systems of government 
 differed so widely that the pupil, in passing from one department lo 
 another, experienced as great a change as when transferred from a 
 school in one county to that of another. 
 
 Mr. Drake was succeeded by Geo. W. Riggle at a salary of 
 $50 per month. The Grammar Dpt. was taught by Miss Mary 
 Trimble at $25 per month, and the German School hy J. B. 
 Young at $45. 
 
 Mr. I. C. S. Weills taught a few days in the fall of 1864, and re- 
 signed to enter the army. He was succeeded by the Kev. W. C. 
 Barnett at a salary of $60 per month, assisted by Miss L. M. Hind- 
 man in the Grammar Dpt. at $30 per month, Miss Carrie V. Craig 
 in the Primary Dpt. at $25 per month, and Mr. J. B. Young in the 
 German school at his former salary. 
 
 Mr. Barnett resigned at the close of nine months and was suc- 
 ceeded by Mr. Benjamia Bair at a .salary of $65 per mouth. His 
 assistants were Miss L. M. Hindman in the Grammar Dpt., Miss 
 Carrie Craig in the First Prim. Dpt., and Miss M. Criley in Second 
 Prim. Dpt.; — the salary of each being $25. 
 
 The schools of Wapakoneta were organized under the Akron Law, 
 early in 1866; and on the first Monday in April following there 
 
6 
 
 were elected six members of the School Board. The following gen- 
 tlemen constituted the first Board under said act: Geo. W. Andrews, 
 C. P. Davis, Di-. Edward Meyer, S. R. Mott Jr., Jonathan Eldridge 
 and Mathias Monch. The Board at its first regular meeting was or- 
 ganized by electing Cr. W. Andrews Prest., Ed. Meyer Sec, and 0. 
 P. Davis Treasurer. 
 
 In order to accommodate the increase of pupils and to properly 
 inaugurate the soliool, the new Board found it necessary to build an 
 addition to the alil building, of 24 by 36 feet. The contract was 
 accordingly let and completed at a cost of $1,775. 
 
 The first teachers employed were James McKeroher, Supt., Misses 
 Florence Arter, Cinda Lytle and Florence Alspaugh, for a term of 
 seven months. The Superintendant received $75 per month, and 
 the female teachers each, $30. The tuition and school house funds 
 (or the year amounted to $2,240. 
 
 At the election in April, 1867, C. Berlin was elected member nf 
 the Board to succeed Mathias Mouch. The following teachers 
 were selected for the school year 1867-8: Leonard AUeman, Supt. at 
 a salary of $80 per month ; Miss Florence Arter for the Grammar 
 Dpt. at $35 per month; for the other departments, Misses Cinda 
 Lyile, Tally Trimble and Emma Mott, at $30 each. The school 
 and school house funds for this year amounted to $3,293. During 
 this year a controversy occurred with regard to. the admission of 
 persons, with a visible admixture of African blood, into the schools. 
 After mature deliberation it was resolved not to admit them, but 
 that their proportion of funds should be set apart for separate schools 
 for such pupils, whenever the number required by law should apply 
 for a school. The school during this year did not prove a suc- 
 cess. While the female portion of the teachei-s were successful in 
 their efforts, the Supei'inteni^ent was dismissed for incompetency be- 
 fore the close of the term, in consequence of which, school was con- 
 tinued for two months without a Superintendent. 
 
 In 1868 James H. Siferd and W. V. M. Layton were elected mem- 
 bers of the Board to succeed G. W. Andrews and J. Eldridge ; and 
 upon a ro- organization of the Board, 0. Berlin was elected President, 
 Ed. Myer Secretary, and C. P. Davis Treasurer. The teachers se- 
 lected for the year 1868-9 were C. W. Williamson, Supt., at a sal- 
 ary of $1,000; and Florence Alspaugh, assistant, at a salary of $4& 
 
per month. The other teachers were Lillie Elliott, T. Tiimhle, 
 Zida Layton and Emma Mott. Lillie Elliott resigned at the end of 
 two months, and Mary Elliott was appointed to succeed her. Dur- 
 ing this term a regular course of study was adopted, and under an 
 efficient Superintendent and a good corps of teachers, it made rapid 
 and satisfactoiy progress. The school and school house fund this 
 year was $3,537. 
 
 During the school yoar of 1869-70 there was no change in the 
 Board, and very little in the corps of teachers. C. W. Williamson 
 was retained as Superintendent at an increased salary — $1,200. At 
 the close of the first month Tallie Trimble sent in her resignation as 
 teacher, and Miss Timmons was appointed to succeed her. Amount 
 of tuition and school house funds for the year was 84,864. 
 
 At the annual election for 1870, Arthur Bitler was elected to suc- 
 ceed S. R. Mott, Jr., on the Board; and Arthur Bitler, to succeed 
 C. P. Davis (who was still a miinb'^i' of thi3 Board) as Treasurer. 
 Mr. C. W. Williamson was retained as Superintendent, and Miss 
 Jennie 0. McClay, assistant. Miss M. Elliott, A Grammar, and 
 Miss Zida Layton, B Grammar departments; Miss M. Timmons, 
 Intermediate; and Misses Melissa Elliott and C. Lathrop, Primaries, 
 at the former salaries. The first graduating exercises of the Wa- 
 pakoneta High School were held the last week in May, 1871, in the 
 High School room of the old building. The class was composed of 
 three members, viz.: Otho C. Layton, Ada Smith and Maggie Cordell. 
 
 In April, 1871, Mathias Mouch was elected a member of the 
 Board in place of W. V. M Layton, the other members remaining. 
 At the June meeting of the Board, Mr. C. W. Williamson was again 
 selected Superintendent for the school year of 1871-2, at aii increased 
 salary — $1,300 — together with the former corps of teachers, with 
 the addition of Miss Oelia Slicer to the first Intermediate Depart- 
 ment. This year it was found necessary to organize a German 
 Department; and Mr. H. Bernhard was employed to teach therein at 
 a salary of $60 per month. The School and School House funds for 
 the year amounted to $4,182. The second annual commencement of 
 the High Sehool was held in the school building, May 24th, 1872, 
 at which time VildaShawber, Clarence D. Berlin and Horace Holbrook 
 graduated. The old members of the Board were re-elected for the 
 year 1872-3, and the organization remained the same as that of the 
 
8 
 
 previous year. The Superintendent ami teachers were retained witb 
 the addition of Miss Sallie Pearce in second Intermediate, and Miss 
 Julia McClay in second Primary — the whole number of teachers 
 being nine This year the Board purchased the Underwood prop- 
 erty, located east of the school grounds, for the sum of $1,500, pre- 
 paratory to the erection of a new School House. The third annual 
 commencement of the High School was held in the old building, in 
 May, 1873, at \yhich time the following class was graduated: Cora 
 Nichols, Julia Meeker and Solomon Shawbpr. The amount of School 
 and School House funds disbursed during this year was $5,900. 
 
 At the annual election in April, 1873, Herman Timmermeister 
 was elected to succeed Arthur Bitler as a member of the Board. 
 Owing to a difference of opinion among the members of the Board, 
 in regard to selecting a building site for a new school house, Ho 
 organization was effected for some months;— finally, a compromise 
 was agreed upon, and the school house ordered to be built on the 
 old site. In the selection of teachers for the year 1873-4 some 
 changes were maiie. C. W. Williamson was i-etained as Superin- 
 tendent, and Miss Jennie McClay as assistant, both at former salaries, 
 Miss Ella Torbet in the A Grammar Department; Miss Celia Slicer, 
 B Grammar Department; Mrs. Dlrey, Misses F. Polly and L. Craig, 
 Intermediate Departments; and Misses Elliott and Layton to the 
 Primary Departments. The salaries of all teachers below A Gram- 
 mar were increased to $35 per month. Mr. H. Bernhard was re- 
 tained as German teacher. 
 
 In the spring of 1874, the General Assembly of Ohio 
 passed an act enabling the Board of Education to issue Bonds 
 to the amount of $28,000, running for 12 years, for the purpose of 
 erecting a school building of suiHoient capacity to accommodate the 
 growing demands of the school — the enumeration of pupils being 
 now over 1,000. Accordingly, plans and specifications of Mr. 
 Samuel Lane, Architect, of Cleveland, O., were adopted by the 
 Board, and a letting was had on the 21st day of February, 1874, 
 which resulted, a^fter a lively competition, in awarding the contract 
 to Messrs. Andrews & Mouch, of this place, as the lowest responsible 
 bidders, at $27,600, they receiving the bonds issued by said' Board. 
 Dr. E. Myers, Secretary, and M. Mouph being bidders for the build- 
 ing, resigned their positions as members of the School Board, where- 
 
. rc- ■■■■ Mnpt 
 
 ^* ■■ ■■■■•< mr 
 
 ^'^^^I^/u'i^T^/t/A', ei/rrMav.'^'^ ^^ 
 
 WAPAEONETA INION SCHOOL BUILDING, 
 ■ EJECTED A. D„ 18T4r-5„ 
 
11 
 
 Xipon C. P. Uavis was appointed Secretary. The contractors were 
 allowed eighteen months in which to complete the building. The 
 dimensions of the house are as follows: 90 feet in width by 110 
 feet in length. There are three stories above the basement, the 
 latter being built of the first quality of Piqua stone. There are 
 17 rooms, of which 10 are school rooms, a fine Hall and 6 recita- 
 tion rooms all neatly and elegantly finished and well supplied with 
 black-boards and other necessary appliances. The Summer and 
 Winter of 1874-5 were consumed in its completion, and the con- 
 tractors deserve great credit for the substantial and workmanlike 
 manner of Its construction. In completeness of arrangements, adap- 
 tability of plan, durability 'of material, beauty and symmetry, it will 
 compare favorably with any similar building in the State, and the 
 'citizens of Wapakoneta may justly be proud of it; » 
 
 During the term of 1874-5 the old building Was occupied — 
 'teachers:' Supt."'C'. W. 'Williamson"; Assistant, 1 Miss. Ada Smith ; 
 ■Grammai? department, Misses Kate- Phelps and Rose Daugherty; Itf- 
 '■fermediateB, Misses Craig, Ulery, and' Maggie Oordell ; Priimarie^, 
 "Misses' Elliott, Mulhill, and Fink. The amounl) of tuition . and 
 'otller' funds expeinded fot'tbe year was $7,124. , The four'th. annual 
 eomme'ncement of the High School was held the evening of the.22d 
 'Wf May; 1874, at Dicker & Davis' Hall, attendedby a large an^-ap- 
 preJifttive audietice. The gradiiates were Joseph Dickman, Andrew 
 ■Meyer, Fannie ''Fink' and Sarah Howell. The progpress and manage- 
 ment of the school, upto thisperiod, had'prpduced ■ a marked effedt 
 'tipoti the social and intellectual culture of th^e citizens, and has, no 
 doubt," been well apprecie(ted by them. s 
 
 .'; In April,. at the ahmial election; the Board was filled by the se^ 
 .}9ction'6f'Judg.e Levi Hamaker, Dr. J, H. Nicho^s^and Arthur.Bii- 
 ler, the organization of the Board remaining as before. The time of 
 the Board was principally occupied, during this year, in arranging 
 ■and superintending the building of the new school house. The 
 contractors employed Wm. Craft as general superintendent for them. 
 Having a fine season, the building progressed rapidly, and by the 
 1st of November was under roof. On the 30th day of October bids 
 were opened for seating the new school house, and that of A. O. 
 Hoffman & Co., of Springfield, 0., was accepted by the Board ; also the 
 bid of Armstrong 4 Co., of Columbus, 0., for heating stoves was 
 
12 
 
 ncoeptetl at $660. Tuition fnnd for this year was $4,958, and scliool 
 house and contingent fund $7,388. 
 
 '■ At ihe annual ele-Ction, April, 1875. Geo. M. Uodgisrs was elppled 
 to 'succeed' Dr. Nichols, and C. P. Davis was re-elected ior the fonnh 
 term. ' The organization of the Board remaiiieil as last year. Dnr- 
 itig the Spring and summer the new bnildint; was completed, new 
 fence bivilt and various other imj^rovements ninde. The old build- 
 ings were sold knd removed, and the grounds levi-led and graveled^ 
 iind tlie schools for 1875-6 were inangniiited in, the n<'w scliopt 
 t>uililing. The tea'chers selected for the school year of 1875-6 were 
 'Bs follows: C. W. Williamson, Snpt. : A^isisiant, Miss Ada Smith; 
 ^A Grammar Dpt., Miss Kate Phelps ; B Grammar Dpt , Miss Frank 
 6tahl ; InteriKediates, Misses Fannie Fink and Tere^a North ; Pri- 
 maries, Misses M. C. Elliott, Maggie Cordell, Ella Smith, and Neva 
 Armstrong; Geiman, H. Bernard. 
 
 The fifth annnal commencement of the High S^'hool was held on 
 the 29th day of May, 1875, before the largest audience ever assem- 
 bled in this village on such an occasion. The following graduates 
 jteceived their diplomas freiri the President of the Board : Freil. Al- 
 •paugh, Wm. Alspaiigh, Wm. Bitler, Mattie Jackson and Ella, 
 iBmitli. Thp exercises passed olF pleasantly. The essays weie in- 
 terspersed With mnsic, and all gave satisfactory indications of the 
 jprogress, improvement and successful management of the school. 
 >■ Its present condition is equal to any similar institution in the 
 |8tate J there are employed eleven teachers ; there is an average daily 
 fcttendaiice of over 500 pupils ; the branches taught in its several 
 departments are — besides the ordinary studies — Algebra, Geom^ 
 try, Trigononlietry, Surveying, Chemistry, Philosophy, Geology, 
 '^etorici Anatomy, Physiology and Hygiene, Botany, and Drawing. 
 
HISTORICAL SKETCH 
 
 OF THE 
 
 SCHOOLS, PUBLIC i PRIVATE, 
 
 IN 
 
 WARREN, TRUMBULL COUNTY, OHIO. 
 
 BY THOS. I. McLAIN, JR. 
 
 Any history of the educational interests of Warren, prior 
 to the estabhshment of the present system of graded schools, 
 must, of necessity, be quite vague and unsatisfactory, owing 
 to an absence of official recoi'ds, or other reliable data ; but 
 enough is known to warrant the assertion, that the education 
 of their children was always regarded as a matter of prime 
 importance by our citizens. 
 
 We find that, within a year or two after the settleinent of 
 the place, a log school house was built on the river's bank 
 west of the present Park ; and in due time a second one w^as 
 erected on the lot where the National Hotel now stands. 
 Subsequently a frame building, a more pretentious affair, was 
 built immediately north of the first one. 
 
 George Parsons was probably the first teacher in the village, 
 as he taught in the log house upon the bank of the river as 
 early as 1803. John Leavitt, Jr., is supposed to have organized 
 the first school held in the second structure, whilst a Mr. 
 Haynes was assigned to duty in the more aristocratic frame. 
 It is also known that Alexander Sutherland, Samuel Forward, 
 Miss Bostwick, and Col. Cyrus Bosworth wielded the per- 
 suasive birch in early days, but at what precise dates cannot 
 be ascertained. 
 
 About the year 1818 the village was thought to be large 
 enough to justify the erection of an Academy, and, with this 
 purpose in view, an incorporation was formed under the some- 
 what imposing title of "The Warren School Association." 
 A lot was purchased of EpKraim Quinby, and a brick building 
 was erected thereon, the site being the one now occupied by 
 
Milton Sutlift's block on High street. The, original trustees 
 of the society were James Quigley, Richard Iddings, Samuel 
 Leavitt, Francis Freeman and George Parsons. What degree 
 of success attended this venture, who were the teachers, or 
 what the course of study, we have no means of knowing ; but 
 the building was used for educational purposes during a period 
 of about thu-ty years. 
 
 Between 1820 and 1830, John Crowell, Jacob Osborn and 
 Captain Thompson were teachers; and at some unknown period 
 between 1830 and 1840, D. C. Babbitt, R. P. Spaulding and 
 Miss Moulton were engaged in the schools of the village. 
 
 During the years 1837-8, Daniel Jagger taught a select 
 school in a large frame building, then known as Macfarlane's 
 block, situate on the south east corner of Liberty and South 
 streets, where H. C. Reid & Co.'s Machine Works now stand ; 
 he also taught, for a portion of the time, in the old frame which 
 stood upon the present site of Warren Packard's residence, 
 corner of High street and Mahoning avenue. About the same 
 time James G. Calendar was also a teacher in the schools. 
 
 During the decade immediately preceding the organization 
 of the present graded schools, the principal instructoi's in War- 
 ren were Junius Dana, Prof. Bronson, Wm. G. Darley, Martha 
 Calendar, Martha and Fanny Dickey, Lucy Clark, S. D. Harris, 
 Dr. J. R. Woods, and a Baptist clergyman named Brown, who 
 by his persistant and merciless use of the rod, strap and ferule, 
 acquired a reputation lor brutality, which has never been 
 equalled in the history of our schools. Being now dead, we 
 will say to his remains what he never said to a pupil : Requies- 
 cat in face I 
 
 About the year 1844 Prof. Bronson established an Episcopal 
 Female Seminary in the building on South street now occupied 
 by S. M. Rupp for a residence. The project, however, not 
 proving a success, he soon abandoned it, and opened a select 
 school for boys and girls in the basement of the old M. E. church 
 on the river bank. 
 
 Junius Dana, who was a leading educator from 1840 to 1848, 
 generally taught a select school iri the summer and a district 
 school in the winter, part of the time alone, and on several oc- 
 
3 
 
 caF'ons in connection with Daniel Jagger. The select schools 
 were held in the Macfarlane block, in the academy, and in 
 King's brick block on Main street. 
 
 William G. Hurley, an English gentleman, also taught a se- 
 lect school in King's block from 1846 to 1849, which was 
 largely attended and was quite successful. 
 
 In 1844-5 three small frame school houses for district schools 
 were built, one on the corner of School and Prospect streets, 
 another on the north side of East High Street, and the third 
 south of the canal, which were at that time regarded as important 
 adjuncts to the educational facilities of the village. 
 
 Under the system of District schools then extant, the school 
 taxes were not collected, as now, by being placed upon the 
 duplicate, but the directors were empowered to collect them 
 and in case of refusal to pay, they were authorized to sue as in 
 any other case of indebtedness. This gave rise, sometimes, to 
 considerable litigation ; and amusing incidents are narrated in 
 connection with such proceedings. At one time, three of the 
 wealthiest citizens of the village, dissatisfied with the schools, re- 
 fused to pay their taxes ; whereupon the directors levied upon 
 the harness of one, the fat calf of another and the weighty hog 
 of the third, exposing these articles at public sale at the Court 
 House door to the highest bidder, to the infinite amusement of 
 those tax-payers who had cheerfully responded without process 
 of law. This summary example, it is said, was potent for a long 
 time in facilitating the collection of school taxes. 
 
 The studies pursued in the select and district schools of this 
 time were reading, writing, spelling, arithmetic, grammar, geog- 
 raphy, history, algebra, geometry, astronomy, natural philoso- 
 phy, chemistry, botany and geology, with a moderate amount 
 of Latin and Greek : the higher branches were taught mostly in 
 select schools. 
 
 About this time important changes were being made in the 
 public school system of the State, with special reference to the 
 better regulation of the schools in cities, towns arid villages; and 
 on Feb. 3i, 1849, a general act was passed by the Legislature, 
 the provisions of which seemed to meet the approval of many 
 of the citizens of Warren. John Hutchins delivered a public 
 
lectme^upon the subject, and on March 31, 1849, a legal call was 
 made for an election to decide whether the village should adopt 
 the above mentioned act. This call was signed by six resident 
 free-holders, viz : Matthew Birchard, Licester King, Jno. B. 
 Harmon, R. P. Ranney, Milton Graham and L.J. Iddings. 
 
 The election was held at the Court House on April 10, 
 1849, B. F. Hoffman acting as chairman, Joseph Perkins 
 as Assistant Chairman, and I. L. Fuller as clerk. The 
 vote stood: For the Law, 134; against the Law, 22. So 
 the law was adopted. On the 23d of the same month, at an 
 election, R. P. Ranney and George Tayler were elected to serve 
 as members of the Board of Education tor one year; M. Birch- 
 ard and B. P. Jameson for two years; and Joseph Perkins and 
 Jno. Hutchins for three years. The Board organized on April 
 30 by choosing M. Birchard for President, Jno. Hutchins for 
 Secretary, and Geo. Tayler for Treasurer. School Examiners 
 were appointed as follows, viz : Juhan Harmon, for one year ; 
 Jacob Perkins, for two years; Rev. W. C. Clark for three years. 
 
 After a very brief delay the Board proceeded to organize the 
 schools under the law. 
 
 A High School was established, under the charge of Miss 
 Martha Dickey, in a two-storied frame building, which stood 
 on the site of the present brick structure on Monroe street. The 
 several frame school buildings, the property of the respective 
 sub-districts under the old system, were utilized by the Board 
 and other rooms were rented, so that six primary and secondary 
 schools were opened during the summer months, taught re- 
 spectively by Fanny Dickey, Mary Brown, Amanda Brown, 
 Elizabeth A. Tuttle, Mary Tillotson and Francis Janes. The 
 salaries paid the teiichers at this time were $4.00 per week in 
 the High School, and $3.50 per week in the others. The price 
 of tuition for foreign scholars was fixed at $3.00 per term in 
 the High School, and $1.50 per term in the Primaries. 
 
 The following course of study was established : For 
 Primary and Secondary School — Eclectic Spelling Book ; 
 Eclectic First, Second and Third Readers ; Wells' Elemen- 
 tary Grammar ; Thompsdn's Mental and Practical Arithmetic ; 
 Parley's and Morse's Geographies ; and Wilson's History of 
 the United States. 
 
For the High School : McGufFey's Fifth Reader ; Manda- 
 ville's Course of Reading ; Morris' (jeography ; Wells' School 
 Grammar ; Thompson's Practical and Higher Arithmetic ; 
 Loomis' Algebra ; Davies' Legendre Geometry ; Davies' 
 Surveying ; Smith's Illustrated Astronomy ; Parker's Natural 
 Philosophy ; Gray's Chemistry ; Ackerman's Natural History ; 
 Cutler's Physiology ; Wood's Botany ; Wilson's American 
 History ; Hitchcock's Geology ; OllemlorPs French Grammar, 
 and Arnold's Latin and Greek series. 
 
 During the summer, arrangements were perfected so that 
 upoii the loth day of Sept., 1849, the first regular session of all 
 the schools opened with the following corps of teachers, viz: 
 
 M. D. Leggett, Superintendent and Principal of the High 
 School, with a salary of $700 per annum; Miss Lucretia Wol- 
 cott assistant in the High School, with a salary of $200 per 
 annum. Miss Lucretia Pomeroy, Principal of the Grammar 
 School, with a salary of I175 per annum. Martha Dickey, M. 
 A. Booth, Lucia Cotton, Frances Janes, Amanda Brown and 
 Marietta Leggett in the Primary and Secondary School at $3.50 
 per week. 
 
 At the close of the first year M. D. Leggett resigned the 
 Superintendency of the schools, and J. D. Cox, was elected to 
 fill the vacancy, entering upon his duties Sept. i, 185 1, and 
 serving for three years at a salary of $600 per annum. 
 
 On Sept. I, 1S54, Rev. James Marvin assumed charge as 
 superintendent, occupying that position for eight years, at a 
 salary of at first $900 then $1,000 and finally $1,200 per annum. 
 
 It being evident that the school facilities were inadequate to 
 the wants of the town, a meeting of the electors was held on 
 May 9, 1854, at Empire Hall, at which it was voted that $6,000 
 should be raised by taxation to purchase sites and build school 
 houses. 
 
 During the summer the High School lot, including the old 
 building, was bought from Joseph Perkins, for $1,400. A lot 
 was purchased on Quinby Hill, of Anna J. Gordon for $500. 
 In the subsequent spring, the Liberty street lot, including a 
 frame building, was bought of E. E. Hoyt & Co. for $900, also 
 a lot on Vine street for $400. The purchase of the Liberty 
 
street lot gave the district, with a little expense for repairs and 
 fitting up, two comfortable school rooms. During this time the 
 school on Quinby Hill, was held in the dwelling house of Peter 
 Gaskill, Mrs. Gaskill being the teacher. About this time, also, 
 a library was established in connection with the High School, 
 books being received from the State. 
 
 In the spring of 1855, the question of erecting a new High 
 School building was agitated, the necessities of that department 
 having far outgrown its accommodations ; and on 9th of June, 
 a meeting of the electors was held and it was voted to raise 
 $8,000 by taxation for this purpose. 'Shortly afterward contracts 
 were made with Richard Craven, and Messrs. Soule and John- 
 son for the erection of the present building, which was comple- 
 ted and occupied during the summer of 1856. The old building 
 which had in turn served the purposes of a carpenter's shop, a 
 select school, and the public High School, was sold for $148, 
 and, being removed to Park Avenue, continues its usefulness as 
 a private dwelling. 
 
 During the year 1859, the limits of the district were some- 
 what enlarged by the addition of certain territory on the East 
 from Howland, and on the West from Warren Township. 
 
 On March t6, 1861, in compliance with a petition presented 
 to the Board by the residents of the West side, a meeting of the 
 electors was called to vote upon the question of building a 
 school house on the lot on the West side of the Mahoning, pur- 
 chased of Anna J. Gordon. The electors voted to raise $3,500 
 by taxation for this purpose, and a two-storied brick building 
 was erected, it being completed in 1864. 
 
 On the summer of 1862, Rev. James Marvin resigned the posi- 
 tion of superintendent, to accept a professorship in Allegheny 
 College, at Meadville, Pa., and H. J. Caldwell was elected to fill 
 the vacancy, serving until 1866, at a salary of at first $800, then 
 $1,000, and then $1,300 per annum. During his superinten- 
 dency, that is 18^5, a new grade of school was established 
 called the "Intermediate." 
 
 By this time the houses, in which the primary and secondary 
 schools were being held, except the one on tlie West side, hav- 
 ing become so dilapidated as to demand new buildings, the 
 
electors were called together on January i8, 1867, to vote upon 
 the matter, and it was resolved to levy a tax of $5,000 per 
 annum for four years — making $30.ooo in all-^for the purchase 
 of proper sites and the erection of the necessary buildings. In 
 order to facilitate the project, as the demand for relief was 
 urgent, the Board was authorized to borrow money in anticipa- 
 tion of the tax. 
 
 After the lapse of two years and a half, the sum of $7,279, 
 having accumulated from taxes, and no lots having been bought 
 or buildings begun, the schools in the mean time being still 
 held in buildings that were small, dilapidated, badly heated, 
 devoid of ventilation and unhealthy, and considerable feeling 
 having been engendered among the citizens in consequence of 
 this condition of affairs, a spirited election for members of the 
 Board was held on July zi, 1869, when four new members were 
 elected, viz : I. N. Dawson, T. J. McLain, Jr., J. S. Edwards 
 and Julian Harmon. 
 
 The new Board, composed of the members just elected to- 
 gether with C. A. Harrington aiid M. B. Tuyler, proceeded 
 promptly to carry out the wishes of the electors ; so that within 
 two months after its organization, advertisement was made for 
 proposals to erect a new building on the Liberty street lot, and 
 during the fall and winter a commodious brick structure for two 
 schools was completed, which, being followed by other similar 
 structures, may be considered as having inaugurated a "new 
 departure" in the matter of school buildings in Warren. The 
 architect was Jos. Ireland of Cleveland; the contractors were 
 Messrs. Green & Co. of the same place ; the building commit- 
 tee was Julian Harmon and M. B. Tayler ; the superintendent 
 was I. N. Dawson; the cost of the building completed and fin- 
 ished with its surroundings was about $8,000. 
 
 J. J. Chiids acted as superintendent of the schools during the 
 year ending Sept. i, 1867, and W. H. Pitt was superintendent 
 during the next two years, each at an annual salary of $1200. 
 On Sept. I, 1869, H. B. Furness was elected superintendent at 
 a salary of $2000 per annum, serving one year. During his 
 charge the objective mode of instruction was introduced into 
 the lower grades of the schools. 
 
8 
 
 In March, 1870, the new Board sold the High street lot for 
 $400, and bought a fine double lot of J. L. Smith, on East 
 Market street, for $1400, upon which, during that summer and 
 fall, was erected a substantial building at a cost of $10,500, suit- 
 able for two schools. The architect was Joseph Ireland ; the 
 contractors were Wm. Ernst and Joshua R. Seeley ; the build- 
 ing committee was Messrs. Dawson and Harmon ; the superin- 
 tendent was I. N. Daw^son. 
 
 The funds already voted for erecting buildings having been 
 nearly exhausted, and at least two other houses being needed, 
 another meeting of the electors was called on March 15, 1871, 
 at which it was voted that $10,000 per annum for two j'ears, 
 making a total of $20,000, should be levied to purchase sites and 
 erect two buildings, one in the north and one in the south part 
 of the city. 
 
 During the ensuing fall and winter the school lot on the 
 corner of School and Prospect streets was enlarged by an addi- 
 tional purchase, and a fine brick house was erected suitable for 
 two schools. Walter Blythe, of Cleveland, was architect ; 
 Messrs. Downs, Elliott & Co., and Wilkins & Sidles were the 
 builders ; T. J. McLain, Jr., and Julian Harmon were the build- 
 ing committee ; I. N. Dawson w^as superintendent ; the cost, 
 completed, including lot, was about $11,000. 
 
 The next year witnessed the completion of the fourth and 
 last building, in South Warren, on the corner of Liberty and 
 Fulton streets, it being quite similar in style and size to its 
 predecessors. The architect, contractors, committee, and super- 
 intendent were the same as those connected with the erection 
 of the North building; the cost was about $10,500. 
 
 During the summer of 1874, about $3,000 was expended in 
 extensive repairs and improvements upon the High School 
 building. 
 
 In the present year, enlarged accommodations being needed, 
 a lot was bought in the south-west part of the city, and a con- 
 venient frame building was erected, suitable for one school, the 
 lot and building costing about $1,500. 
 
 The following is a list of the superintendents of the graded 
 schools, in regular order, since their organization in 1849, viz; 
 
9 
 
 Mortimer D. Leggett, Jacob D. Cox, James Marvin Hugh J. 
 Caldwell, J. J. Childs, Wm. H. Pitt, H. B. Furness and J. C. 
 Barney. 
 
 The following is a complete list of the persons who have 
 served as members of the Board of Education since 1849, viz: 
 Matthew Birchard, Rufus P. Ranney, Joseph Perkins, George 
 Tayler, B. P. Jameson, John Hutchins, Azor Abell, Zalmon 
 Fitch, Matthew B. Tayler, Ira L. Fuller, Henry B. Perkins, 
 Julian Harmon, T. E. Webb, Wm. Ritezel, J. H. McCombs, 
 John L. Weeks, Chas. A. Harrington, Thos. J. McLain, Jr., 
 Isaac N. Dawson, John S. Edwards, O. H. Patch, J. J. Gillmer, 
 Julius King, Chas. C. Adams, Geo. B. Kennedy and Seth M. 
 Laird. 
 
 Statement showing the amount of local school taxes col- 
 lected for each year for the Union Schools. 
 
 For 1849 If 48650 
 
 " 1850 I1O94 00 
 
 " 1851 1,05000 
 
 " 1852 1,09942 
 
 " 1853 [,49892 
 
 " 1854 2,81098 
 
 '' 1855 5,903 25 
 
 " 1856 .5,19981 
 
 " 1857 5.'26 29 
 
 " 1858 4.76.525 
 
 " 1859 3.97605 
 
 " i860 5,87960 
 
 " i86t 6,181 36 
 
 " 1862 5,47822 
 
 For 1863 ^ 4.29854 
 
 " 1864 4,532 12 
 
 " '865 572463 
 
 " 1866 6,07766 
 
 1867 7,61942 
 
 " 186S 12.386 55 
 
 " 1869 14,87156 
 
 " '870 >3-744 8i 
 
 " 1871 19,13079 
 
 " 1872 21,33977 
 
 " >873 14,853 '6 
 
 " 1874 13,18101 
 
 " 1875 14.520 20 
 
 Total $202,829 87 
 
 It would have been interesting to mark the increase of pupils 
 by the different annual enumerations, but neither the school 
 records, nor the County Auditor's books furnish complete, data. 
 In 1849 the enumeration was estimated at about 325. From 
 that date until 1862 the records are missing. Since then the 
 enumerations are as follows, viz : 
 
 For 1862 No. youth enumerated 998 
 
 " 1863 " " " 1050 
 
 " 1864 " " " 1062 
 
 " 1865 " " " 1102 
 
10 
 
 " i866 No. youth enumerated 1152 
 
 '• 1867 " " " iioo 
 
 " 1868 " " " 1325 
 
 " 1869 " " " T350 
 
 " 1870 " " " 1388 
 
 " 1871 " " " 1441 
 
 •' 1872 " " " 1438 
 
 " 1873 " " " 1400 
 
 " 1874 " " " 1470 
 
 " 1875 " " " 1408 
 
 The public schools are at present in a highly prosperous con- 
 dition, as flourishing as at any period of their history. 
 
 The school property of the district is of great and permarient 
 value. The? lots are large, well located, and increasing in value 
 with the growth of the city. The buildings, seven in number, 
 are of the best class, with one exception, being built of brick, 
 with perfect arrangements for heating, ventilation, and the 
 comfort of the pupils, and are entirely adequate to the necessi- 
 ties of the schools. The school property is estimated to be 
 woi-th at least seventy-five thousand dollars. 
 
 There are now fourteen schools in the city, graded as follows, 
 viz: One High school, one Grammar school, two Interme- 
 diate schools, four Secondary and six Primary schools. 
 
 The Board of Education is organized at present as follows, 
 viz: Chas. A. Harrington, President; T.J. McLain, Jr., Treas- 
 urer; I. N. Dawson, Geo. B. Kennedy, Chas. C. Adams and 
 Seth M. Laird, with F. J. Mackey as Clerk. 
 
 The corps of instruction consists of one Superintendent, 
 J. C. Barney; three teachers in the High school, three in the 
 Grammar school, three in the Intermediate schools, four in the 
 Secondary and six in the Primary schools, and one Professor 
 in the Department of Music. 
 
 The Library, though heretofore neglected, has a brighter 
 prospect, the Legislature having at its last session, at the request 
 of our Board, so amended the school law as to permit city 
 districts of the second class to appropriate, for library purposes, 
 not to exceed $150 per annum, which amount has lately been 
 invested in valuable books for the Library, with the expectation 
 of other installments in the future. 
 
 The supply of apparatus is very meager and deficient. 
 
11 
 
 Summary of Statistics for School Year 1874-5. 
 
 White youth between the ages of 6 and ai „ ii43S 
 
 Colored " " " " 45 
 
 Whole number of pupils enrolled 946 
 
 Average number belonging 658 
 
 Average daily attendance 610 
 
 Average daily absence 48 
 
 Per cent of attendance on the average number belonging 92 
 
 It being interesting to note the changes in text books and 
 methods of study in progress of time, and having already given 
 the original course of instruction in the schools in 1849, we now 
 add the course of study in 1875, which is as follows, viz : 
 
 Primary Grade. Rending, Spelling, Writing, Drawing, 
 Music, Numbers, Object I.,essons, Language, Physical exercise, 
 Geography, Grammar, Arithmetic, Composition, Declamations 
 and Recitations and U. S. History. 
 
 These studies are to be pursued during a course divided into 
 eight grades, each grade comprising one year, two years each 
 being assigned to the Primary, the Secondary, the Intermediate 
 and the Grammar Schools. A four years' coui-se is provided 
 for the High School, viz : 
 
 CLASSICAL COURSE. 
 
 
 FIRST 
 
 YEAR. 
 
 
 
 FIRST TERM. 
 
 SECOND TERM. 
 
 THIRD TERM. 
 
 Languag-e. 
 
 Latin, German or 
 French. 
 
 Latin, German or 
 French. 
 
 Latin, German or 
 French. 
 
 Mathematics 
 
 Algebra. 
 
 Algebra. 
 
 Algebra. 
 
 
 Physiology. 
 
 Physiology and 
 Botany. 
 
 Botany. 
 
 
 
 Declamation and 
 Composition. 
 
 Declamation and 
 Composition. 
 
 Declamation and 
 Composition. 
 
 SECOND YEAR. 
 
 Language 
 
 Mathematics . 
 Science 
 
 FIRST TERM. 
 
 Latin, German or 
 French. 
 
 ' Algebra. 
 
 .Natural History. 
 
 Declamation and 
 Composition. 
 
 SECOND TERM. 
 
 Latin, German or 
 French. 
 
 Geometry. 
 
 Science of Govern- 
 ment. 
 
 Declamation and 
 Composition. 
 
 THIRD TERM. 
 
 Latin, German or 
 French. 
 
 Geometry. 
 
 Natural Philosophy. 
 
 Declamation and 
 Composition. 
 
Language 
 
 Mathematics , 
 Science 
 
 12 
 
 THIRD YEAR, 
 
 FIRST TERM. 
 
 Latin, German or 
 French. 
 
 Geometry. 
 
 Natural Philosophy. 
 
 Declamation and 
 Composition. 
 
 SECOND TERM. 
 
 Latin, German or 
 French. 
 
 Trigonometry and 
 
 Surveying. 
 
 ( Chemistry. 
 
 Declamation and 
 Composition. 
 
 THIRD TEKM. 
 
 Latin, German or 
 French. 
 
 Astronomy, 
 
 Chemistry. 
 
 Declamation and 
 Composition. 
 
 FOURTH YEAR. 
 
 
 FIRST TERM. 
 
 SECOND TERM. 
 
 THIRD TERM. 
 
 
 Latin. 
 Astronomy. 
 
 Mental Philosophy. 
 
 Declamation and 
 Composition. 
 
 Moral Science. 
 
 Geology. 
 
 Mental Philosophy 
 and Logic. 
 
 Declamation and 
 Composition. 
 
 Moral Science, 
 
 Science 
 
 Geology. 
 
 Mental Science 
 
 Logic. 
 
 Declamation and 
 Composition. 
 
 ENGLISH COURSE. 
 
 FIRST YEAR. 
 
 
 FIRST TERM. 
 
 SECOND TERM. 
 
 THIRD TERM. 
 
 Language 
 
 English Language. 
 
 English Language. 
 
 English Language. 
 
 Mathematics 
 
 \ 
 
 Algebra. 
 
 Algebra. 
 
 Algebra. 
 
 Science... 
 
 Physiology. 
 
 Physiology and 
 Botany. 
 
 Botany. 
 
 
 Declamation and 
 Composition. 
 
 Declamation and 
 Composition. 
 
 Declamation and 
 Composition. 
 
 SECOND YEAR. 
 
 
 FIRST TERM 
 
 SECOND TERM. 
 
 THIRD TERM. 
 
 General Studies 
 
 Physical Geography. 
 
 Book-Keeping. 
 
 History. 
 
 Mathematics 
 
 Algebra. 
 
 Geometry. 
 
 Geometry. 
 
 
 Natural History, 
 
 Science of Govern- 
 ment. 
 
 Natural Philosophy. 
 
 
 
 
 Declamation and 
 ^. Composition. 
 
 Declamation and 
 Composition. 
 
 Declamation and 
 Composition. 
 
13 
 
 
 THIRD 
 
 YEAR. 
 
 
 
 FIRST TERM. 
 
 SECOND TERM, 
 
 THIRD TERM. 
 
 History 
 
 History. 
 Geometry. 
 
 History. 
 
 Trigonometry and 
 Surveying. 
 
 History, 
 
 Astronomy. 
 
 Mathematics 
 
 
 Natural Philosophy. 
 
 Declamation and 
 Composition. 
 
 Chemistry. 
 
 Declamation and 
 Composition. 
 
 Chemistry. 
 
 Declamation and 
 Composition. 
 
 
 
 FOURTH 
 
 YEAR. 
 
 
 
 FIRST TERM. 
 
 SECOND TERM. 
 
 THIRD TERM. 
 
 English Literature&c 
 
 English Literature. 
 
 Moral Science 
 
 Moral Science. 
 
 Science 
 
 Astronomy. 
 
 Geology. 
 
 Geology. 
 
 Mental Science 
 
 Mental Philosophy. 
 
 Mental Philosophy 
 and Logic. 
 
 Logic. 
 
 
 Decliiniation unci 
 Composition. 
 
 Declamation and 
 Composition. 
 
 Declamation jind 
 Composition. 
 
 Note I. — Those taking^ Latin may also take Greek and omit Natural Philosophy 
 and Chemistry. Those who take German or Franch are to take the English Course 
 in the fourth year. 
 
 II. — Each pupil will be required to take the course in regular order; also to take 
 Latin, except that, by request of his parent or^uardian, he may be permitted to take 
 German or French, or the English Course. 
 
 III. — Vocal music, and English or American Literat>.ire throught the four years' 
 course. 
 
 This course of Study for the High School was adopted by 
 the Board, February 17, 1871. 
 
 In 1857 the system was adopted of granting Diplomas to 
 scholars who should complete the prescribed course of study 
 in the High School, and at the close of that year three pupils 
 graduated. Nineteen classes in all have graduated, being com- 
 posed of 133 members. Many of these have entered college, 
 though the exact number is not known. During the last five 
 years 25 scholars have graduated, and of this number thirteen 
 have entered college. 
 
 The first superintendent of our schools, M. D. Leggett, soon 
 after resigning his position, removed to Zanesville, where, he 
 pursued his legal profession. At the outbreak of the rebellion 
 he entered the service of the United States, and served during 
 
14 
 
 the war, being promoted before its close to a General's conimand. 
 During President Grant's second term he received the appoint- 
 ment of Commissioner of Patents. 
 
 The second superintendent of the Warren schools, Jacob D. 
 Cox, continued to reside in our city, and pursued the practice of 
 law. He was soon afterw^ards elected to represent this Senato- 
 rial district in the General Assembly. Subsequently he entered 
 the service of the government, and served during the war, 
 making a brilliant record as a military officer, reaching the po- 
 sition of a Major-General. In 1865 he was elected Governor of 
 Ohio, serving for two years and declining a renomination. On 
 the organization of President Grant's first cabinet he w^as ap- 
 pointed Secretary of the Interior. 
 
 The third Superintendent of our schools, Rev. James Marvin, 
 resigned the superintendency to accept a Professor's chair in 
 Meadville College. He is now President of the University of 
 Kansas, situate at Lawrence in that State. 
 
 Our other superintendents are, so far as is known, pursuing 
 their educational profession in different localities, with credit to 
 themselves and usefulness to the commumties where they are 
 stationed. 
 
 In closing, we may sav, that the ample facilities for instruc- 
 tion which our schools afford, their present flourishing condition, 
 the affection felt for them by our people, and the cheerful alac- 
 rity with which our tax payers have always responded to the 
 requisitions of the Board, augur well for the future educational 
 interests of our city; whilst the experience of a quarter of a 
 century and the solid foundation upon which our schools are 
 now based, justifies us in expecting from them a still higher de- 
 gree of usefulness in the years to come. 
 
THE WAVERLY PUBLIC SCHOOLS. 
 
 The early history of the schools of Waverly is involved in 
 much uncertainty, being' a matter of tradition rather than 
 record. 
 
 The. records now in the possession of the Board of Educa- 
 tion date back only to the year 1805. Eeports to the State 
 Coainiissioner of Schools are found in the auditor's office for 
 no years previous to 1870, The corporation records were 
 burned in 1866; and the records of this township (Pee Pee) 
 commence -with the year 1854. I have carefully examined 
 these- records; I have also examined enumeration reports, 
 .assessor's reports, township treasurer's reports, and old school 
 registers. I have written to former teachers, interviewed the 
 old citizens, and songht information from the young people. 
 I have harmonized and arranged all this, with the following 
 result : 
 
 The first'sehool house, accommodating those living in this- 
 vicinity, was built previous to the year 1820, and (describing 
 as things now are) was on the canal south of G. W. A. 
 dough's residence, about one mile east of Waverly, Hon. 
 James Emmitt attended school in it in 1820, and received 
 most of his education there under a Mr. Perkins, who is 
 spoken of as having been one of the first and best scholars of 
 Pike county. The second school house was built in 1822, on 
 the farm of Major Kilgore, one-half mile southeast of Wav- 
 erly. The third school house was built about the year 1824, 
 on the Chillicothe pike, about one-fourth mile north of Wav- 
 erly. Judge James Hibbens taught, in this school house in 
 the year 1828, and was paid partly by publie funds, partly by 
 subscription. Tliis school house was afterward moved into 
 town, and now serves as part of the residence of C. F. Smitb.- 
 
These three school houses were log buildings of the ancient 
 pattern. A large fire-place filled almost one entire end of the 
 building. A log was cut out and greased paper fastened in 
 the aperture to admit light ; the floor, benches and desks Vcre 
 made of slabs, and other accommodations were in harmony 
 with these. 
 
 About the year 1833 a frame school .building (now used as 
 a dwelling) was erected on East Second street. It had a 
 board floor, ceiled walls and upper floor, and glass windows. 
 Of tiie many teachers who dispensed knowledge in it the 
 names of Samuel Reynolds, F. S. Dexter, Hon. J. J. Green, 
 Warren Dewy and Dr. William Howard are still remembered. 
 
 In tlie year 1844 a brick school house was erected on Sec- 
 ond street, wiiere the jail now stands. It was two stories 
 high, with four rooms, two rooms on cath floor. It was built 
 at a cost of $1800, and was, of course, but poorly furnished. 
 It was not made ready for occupation until about the autumn 
 of 184G. Of those who labored here previous to the reor- 
 ganization of the schools in 1854, little is known beyond their 
 names. 
 
 The Principals were Messrs. McFarland, I. B. Allen, 
 Thomas York, Delplain, Joseph Spence, Hon. J. J. Green, 
 Joseph Williams, J. C. Freeman and Samuel B;irtley. The 
 assistants: Mrs, Brown, Mrs. Lanius, Mrs. Freeman, Miss 
 Lanius and Miss Row. An assistant was first employed with 
 Mr. York in about 1851. There are no statistics of any of 
 these years, except that in 1853 there was an enrollment of 
 114, and an average attendance of 45. 
 
 ADOPTION OF GRADED SYSTEM. 
 
 In the year 1854 the schools were reorganized under an act 
 entitled " an act to provide for the reorganization, supervision 
 and maintenance of common schools," sections 32-3, passed 
 March 14, 1853. 
 
 It is not now known who were njost active in bringing 
 about this reorganization, nor what were the particular diffi- 
 culties they encountered ; but it may be inferred that there 
 
was no active or formidable opposition from the fact that no 
 remembrance of it remains; there was nothing connected with 
 it of sufficient importance to make a lasting impression. The 
 brick school house built in 1844 still continued to be used, 
 but a third teacher was added in this year (1854), and three 
 of the rooms were used as school rooms, the fourth serving as 
 a luncheon room for those who resided at too great a distance 
 to go home for dinner until the winter term of 1863, when a 
 fourth teacher was added to the corps. 
 
 Table No. 1 gives names of principal teachers and assist- 
 ants for the first thirteen years after the organization of the 
 schools on the graded system. 
 
 Tlie schools began to be in so crowded a condition that the 
 need of a new school liousc began to receive attention, and in 
 1865 a special election was hekl to decide whetiier or not the 
 school board should be empowered to purciiase a suitable site 
 and erect a .scliool building thereon. It was decided almost 
 unanimously in tlic aflirniiitive. But when tiie location came 
 to be discussed, it developed an almost equal and very bitter 
 contest, which has not yet been forgotten, and has been pro-' 
 ductive of much injury to the scliools. Tlic canal running 
 througli Waverly from east to west divided it into two almost 
 equal portions. Eacli of these sections was clamerous for the 
 location of the school house on its own side. It was decided 
 in the choice of a director, by a small majority, in favor of the 
 north side. A lot of about four acres was procured in the 
 northeastern part of town, the most elevated ground in the 
 corporation, and commanding a fine view of all the adjacent 
 country. Tiiroe and three-fourths acres of this was purchased 
 from G. W. A. Clough for $1,130.63, the remainder was do- 
 nated by the owner, Hon. James Emmitt, to the Board. 
 
 A fine brick building was erected on the north central part 
 of this lot, at a cost of about $28,000. It is 83J feet in length 
 by 47J feet in width, and three stories in height. The base- 
 ment story is divided into two rooms, each 29 feet by 68 feet 
 6 inches, opening on thb south and lower hide, and occupied 
 by the First and Second Primary departments; the remaining 
 part of the basement, which extends into the hill, is divided 
 
into a ooal cellar and lumber room. The first floor, entering 
 from the north, is divided into fourrooms, two 30x25 and two 
 30x19, separated by a hall 18j feet in width. The third floor 
 of the building is divided into two rooms respectively, •30x25 
 and 30x19, and a hail 30x45, separated byra hall of same 
 width as on second floor. The furniture is mainly of home 
 manufacture, plain but substantial. It is supplied with but 
 little apparatus. Tlie building is admirably situated for health 
 and beauty, and with its fine lot is especially noticed by all 
 visitors to our town. The schools were moved into it Janu- 
 ary 18th, 1869. Although at the time of its being built it 
 seemed larger than was necessary, it is now so well filled 
 that citizens feel they will ere long be compelled to build 
 another if the town continues to improve as it has improved 
 recently. 
 
 INDEBTEDNESS. 
 
 In the building of the school house a heavy debt was in- 
 curred. The school houseand lot cost, as we have shown-, nearly 
 $30,000. The first estimate of the Board was §8,000. They 
 borrowed this and gave their bonds. But the expense in- 
 creased as they improved their design, and they still continued 
 to borrow money and issue their bonds, payable at pleasure, 
 until a special act was passed for their relief. The old bonds 
 were then replaced by new ones, payable within certain limits. 
 In the year 1870, because of some local fi'ud, an in(uncnon 
 was gotten out, enjoining the collection of the school tax for 
 the year, and a debt was thereby incurred in the tuition fund, 
 which has not yet been liquidated. But it is expected that 
 the tuition debt will be extinguished in another year, and the 
 bonded debt has but two years more to run, so that, finan- 
 cially, the district is in better condition than it has previously 
 been for many years. 
 
 SUPEKVISION. 
 
 Under this;head Mr. SamueLBartley deserves special notice. 
 
 Brought up in the hills, near Jasper, in this county, he had no 
 
 .educational advantages except those afibrdod by the common 
 
 .;^eUQ(pls of that period, which were very jneager. He was. 
 
however, persevering and determined in his effarts to add to 
 his fund of information. While engaged as a day laborer he 
 improved. all his leisure moments, at his books, and even while 
 following the plow, it is related, he would stop and work out 
 problems in the sand. He was urged to take the winter 
 school in that district. He did so, and taught it witk success, 
 and thus was fairly in the profession. As he tanght others, 
 he continually im])roved himself. In the year 1854 he took 
 charge of the Waverly schools, consisting then of only two 
 departments. He had charge of the Waverly schools again 
 in 1856, and taught in several other localities until the year 
 1859, when he was again called to take charge of the Wav- 
 erly schools, where he continued as principal teacher until the 
 year 1871, In these years his reports show that he taught 
 Algebra, Philosophy, Physiology, Geometry, Botany and other 
 of the higher branches. The schools had also increased, as 
 will be seen by comparing the years 1859 and 1870 in Table 
 No. 3. He was a rigid disciplinarian, neat in person, gentle- 
 manly in deportment, strictly temperate in habit, upright in 
 character, and a faithful and earnest teacher. He did much 
 for the schools of Waverly, and left behind many warm 
 friends. 
 
 Mr.D. T. Clover, who had charge of the schools in 1870-71, 
 with the addition of another teacher to the corps, succeeded; in 
 reclassifying the .schools to great advantage. He was here 
 only one year, and a bitter sciiool-fight during that time very 
 much interfered with his labors, but in that time he made 
 many friend.s, and left behind him the record of an efficient 
 Superintendent and teacher. He has since had charge of the 
 Loudon and Gallon .schools, which are among the best in the 
 . State, with marked success. He is at present pi;acticing law 
 in Lancaster, Oliio. 
 
 Mr. W. O. Ho])kins succeeded him, and had charge of the 
 jSfihools in 1871-72. He was in feeble health afe the time and 
 , scarcely able for his work. He has since died of consump- 
 tio;n. 
 
 Mr. J. C. Harper, formerly of Bucyrus. schools, was elected 
 to,,the,^uperint€!ndency in 1872. He only remained four 
 
months, and resigned to accept the Snperintendency of the 
 Newark schools. 
 
 C. T. McCoy, of Lancaster, Ohio, was elected to fill the 
 remainder of the year. He has been continued to the present 
 as Superintendent of the schools. 
 
 The classification of tlie schools is not what could be de- 
 sired. At the time of the ado])tion of the graded system (see 
 Talile No. 2), there were but three departments. In 1864 a 
 fourth was created ; in 1866 a fifth and a department of Ger- 
 man were added. In 1870 the schools were again classified, 
 and a seventh teacher was added. 
 
 In 18,73, because of the act passed that year forbidding the 
 teaching of the common branches in any other language than 
 the English, the German department was disbanded, and the 
 jHipils,distributed among the other departments. The former 
 ttacher of German was ])laced in charge of a recitation room, 
 and pupils from the different rooms went to recitation at ap- 
 pointed hours. The distribution of the jjupils from the Ger- 
 man department so filled up the Primary depurtments that a 
 sixth department of English study was created (the Superin- 
 tendents ceased to have charge of a coom from the year 1872, 
 but still continued to hear the advanced classes from the Sen- 
 ior Grammar (le|)ai'tment) ; this permitted a still better classi- 
 ; fication to be made. The Primary departments are, however, 
 still too full. The good of the schools imperatively demand 
 
 A HIGH SCnOOL DEPAETMENT. 
 
 - There is at present no incentive or inducement to our pupils , 
 , to remain in school, such as a well organized High School 
 and Graduating Course would present. It is true, the fitting 
 up of a room and the services of an efficient teacher would 
 cost something, but this is true of anything valuable or worth 
 having. 
 
 Such a department would retain our older pupils in school, 
 would draw ])upils from the surrounding country, keeping our 
 money at home, and drawing more from abroad. It would en- 
 able a better classification of lower departments to be made, 
 and would impart a healthy stimulus to all departments of the 
 
school. And one advantage that Wavcrly possesses over • 
 many other localities is, that her wealthy citizens are piiblie. 
 spirited, and afraid of no expense that works.'to the wel- 
 fare of their village. More opi)Osition here is usually encoun- 
 tered from a class of citizens who would be unable to educate 
 their children at their own expense. They foiolishly strive 
 against their own best interests. Tlie public sentiment is in 
 favor of good schools and a liberal support of them. 
 
 Course of instruction at present embraces eleven years, 
 divided as follows : 
 
 First Primary ; ; 2 years. 
 
 Second " 1 « 
 
 Third " 1 " 
 
 Fourth " 2 " 
 
 Junior Grammar 2 " 
 
 Senior " 3 " 
 
 MEMBERS OF BOARD OF EDUCATION. 
 
 The following gentlemen have served as members of the 
 Board for the number of years annexed to their respective 
 names : 
 
 James Lewis, three years ; John Butt, six years ; 0. G. 
 Evans, six years; N. S. Moore, six years; G. D. Emmitt, 
 six years; George Bernshein, two years; C. F. Smith, three 
 years; John T. Moore, three years; Jacob Row, nine years ; 
 Richard Waters, tliree years; T. J. Snydtr, three years; G. 
 W. A. Clough, six years ; G. W. Wolf, six years ; George 
 Corwine, three years; Thomas Lowry, three years; T. W. 
 Higgins, six years. 
 
 The present Board consists of Dr. S. A. Hutt, Judge A. 
 B. Eust and C. A. Nestler. 
 
 There are many of these who, no doubt, merit special notice 
 did my space and knowledge ])repare me to do them justice. 
 I mention but a few. Judge J. Row served as a member of 
 the Board from 1849 to 1858, nine years. He was one of 
 the first settlers here, and took an active part in all educational 
 interests. The efficiency of the schools at an early date are, 
 no doubt, to be credited largely to his instrumentality. More 
 
lately George W. Wolf andCol. T. W. Higgins are deserv- 
 ing'of ■ special mentionias gentlemen ■who liavo been anxious 
 to placcthe scliools on a standing oqualto those of their size 
 anywhere in the State; Waverly has generally been fortunate 
 in the selection of her best men to fill this important position. 
 The present Board merit the thanks of Superintendent and 
 teachers ifor their unvvaveririg support and uniform kindness. 
 
 TEACHERS. 
 
 The teachers in the Waverly schools will compare favora- 
 bly with those of any other village in the State. Many of 
 themare teachers of long experience and excellent attainments. 
 Their salaries are not what their abilities would command in 
 other localities. I hojic that ere long the salaries of Waverly 
 teachers will not lose anytliing when compared with the sala- 
 ries of teachers holding similar positions, and will be such as 
 may testify the appredation of their unwearied labors by an 
 intelligent public, and may encourage them to go forward in 
 their profession. 
 
 TABLE NO. 1. 
 
 List of Teachers for the Years 1854 and 1866, inelusive. 
 
 1854— Samuel Bartley, Principal ; C. G. Evans; First Assistant; 
 Mary E. Lanius, Second Assistmit. 
 
 18o5— David Adams, Principal; N.incy Marvin, First Assistant. 
 
 1856— Samuel Hartley, Principal; C. G. Evans, First Assistant; 
 Sariili MeClellan, Second Assistant. 
 
 1857— Richard Chittenden, Principal ; Wm. Butt, First Assistant ; 
 Mary M. Kincaid, Second Assistant. 
 
 1858— James M. White, Principal ; John White, First Assistant ; 
 Elizabeth Kincaid, Second Assistant. 
 
 1839— Samuel Bartley, Priiicipal ; D. H. Bishop, First Assistant ; 
 Eliza J. Hinson, Second Assistant. 
 
 I860.— Samuel Bartley, Principal ; D. H. Bishop, First Assistant; 
 Eliza J. Hinson, Second Assistant. 
 
 1861— Samuel Bartley, Principal; D. H. Bishop, First Assistant; 
 Frances White, Second Assistant. 
 
 1862— Samuel Bartley, Principal ; D. H. Bishop, First Assistant; 
 Mrs. Bouf?bton, Second Assistant. 
 
 1863— Samuel Bartley, Principal ; D. IT. Bishop, Fir.=t Assistant; 
 Lou Hurd, Second Assistant; Henrietta Bow, Third Assistant. 
 
 1864— Samuel Bartley, Principal; D. H. Bishop,' First Assistant ; 
 
Lou Hurd, Second Assista-iit ; Henrietta Row, Third Assist- 
 ant. . . . . 
 
 1865— Samuel Bartley, Principal ; D. H. Bishop, First Assistant ; 
 Miss JEagau ; Henrietta Row, Third Assistant. 
 
 1866— Samuel Bartley, Principal; Juo. W. Washburn, FirSt 
 Assistant ; Lizzie Clark, Second Assistant ; Henrietta Row, Third 
 Assistant. 
 
 TABLE NO. 2. 
 
 Showing the Teaohers in Waverly Schools, with their Salaries, 
 from 1867 to 1876, inclusive. 
 
 1867. 
 
 S^LXBT FOE 
 
 Dkpaetmbnts. Names of Teachers. ■ 9 Mos. 
 
 Grammar Henry Morgan 1450 
 
 Third Primary Lizzie Clark 225 
 
 Second Primary Lizzie Armstrong 225 
 
 First Primary Henrietta Row 225 
 
 German P. W. Bendix 
 
 1868. 
 
 Grammar D. H. Bishop $585 
 
 Third Primary Lizzie Clark 225 
 
 Second Primary Lizzie Armstrong 225 
 
 First Primary Henrietta Row 225 
 
 German Wm. Hagemanu 360 
 
 1869. 
 
 Grammar Hiram Washburn $600 
 
 Third Primary Lizzie Armstrong 225 
 
 Second Primary Lide V. Johnson 225 
 
 First Primary Henrietta Row 225 
 
 German Charles Richie 450 
 
 187- o. 
 
 Grammar D. H. Bishop $600 
 
 Third Primary Lizzie Armstrong 225 
 
 Second Primary Lide V. Johnson 225 
 
 First Primary Henrietta Row 225 
 
 German Charles Ritchie 450 
 
 1871. 
 
 Senior Grammar D. H. Bishop $600 
 
 Junior Grammar Hattie Wetmore 270 
 
 Third Primary Nellie Bruner 270 
 
 Second Primary Mollie Smith 270 
 
 First Primary Kate Corcoran 270 
 
 German , , .Philip Gabalman ,....,., 450 
 
187-3. 
 
 Salaky roE 
 Depaetmens. Names oe Tbaohees. 9 Mos. 
 
 Senior Grammar D. H. Bishop $720 
 
 Junior Grammar Miss C. L. Collins 270 
 
 Third Primary Celestia P. Dudley 270 
 
 Second Primary Mollis Smith -270 
 
 FirstPrimary Kate Corcoran 270 
 
 German P. Gabalman 450 
 
 1S73. 
 
 Senior Grammar D. H. Bishop S720 
 
 Junior Grammar C. L. Collins 270 
 
 Third Primary C. P. Dudley 270 
 
 Second Primary Mollie Smith 270 
 
 First Primary Kate Corcoran 270 
 
 German P. Gabelman 450 
 
 isv-at. 
 
 Senior Grammar Lizzie Armstrong $360 
 
 Junior Grammar John W. Higgins 450 
 
 Fourth Primary Lide V.Johnson 270 
 
 Third Primary Kate Corcoran 270 
 
 Second Primary Hattie Wetmore 270 
 
 FirstPrimary Henrietta Row 270 
 
 German P. Gabalman 450 
 
 1875. 
 
 Senior Grammar John W. Higgins $540 
 
 Junior Grammar S. K. Smith 360 
 
 Fourth Primary Lide V. Johnson 270 
 
 Third Primary Mary T. Wetmore 270 
 
 Second Primary Lizzie Armstrong 270 
 
 First Primary Henrietta Row 270 
 
 German Philip Gabalman 405 
 
 18V6. 
 
 Senior Grammar John W. Higgins $540 
 
 Junior Grammar W. F.Taylor 405 
 
 Fourth Primary Samuel McBride 27o 
 
 Third Primary Lide V. Johnson 270 
 
 Second Primary Lizzie Armstrong 270 
 
 First Primary Henrietta Row 270 
 
 German Philip Gabalman 405 
 
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HISTORY OF PUBLIC SCHOOLS OF XENIA. 
 
 On the 28th day of September, 1838, the town of Xenia 
 was organized into what might be called a corporation dis- 
 trict, and "William Ellsberry, Chairman, David Monroe, 
 Treasurer, and Alfred Trader were constituted a Board of 
 Education, David Monroe giving bonds in the sum of two 
 hundred dollars for the faithful performance of his duty. 
 
 On the 6th of October following, at a conference of the 
 School Directors and Trustees of the Township of Xenia, 
 " All that territory adjacent to the town of Xenia which for- 
 merly belonged to the School Districts Nos. 11, 12, 13 and 
 14 was attached to the School District formed by the cor- 
 poration of Xenia. 
 
 The follow'ing Board was organized October 12, 1839: 
 John Alexander, Chairman ; David Monroe, Treasurer, and 
 James Gowdy. 
 
 This Board made the following order November 16, 1839, 
 viz.: The Northeast District shall hereafter be known as 
 Sub-district No. 1 ; the Southeast District shall hereafter be 
 known as Sub-district No. 2 ; the Southwest District shall 
 hereafter be known as Sub-district No. 3; the Northwest Dis- 
 trict shall hereafter be known as Sub-district No. 4. 
 
 No record informs us how the Boards were constituted 
 from the year 1838 to the year 1842, except in one instance. 
 The Board organized October 6, 1840, was appointed by the 
 Township Clerk. On the 16th day of September 1842, 
 William Y. Banks, H. G. Beatty, Samuel Crumbaugh and 
 James C. McMillan were elected School Directors, according 
 
to the act of March 7, 1842. Previous to this time, the 
 Board consisted of three members only. 
 
 In accordance with an amendatory act, passed March 11, 
 1843, an election was held on the 15th of September in the 
 same year, and a Board was constituted as follows : John 
 Alexander, Chairman, elected for three years ; Samuel Hutch- 
 ison, elected for two years ; David Monroe, Treasurer, elected 
 for one year; Joshua Wright, elected for one year. No 
 further changes were made in the law organizing the Board, 
 for the next ten years. Sometimes the people were inter-, 
 ested enough in matters appertaining to the schools to meet 
 and elect their own servants; at other times appointments 
 were made by the Township Clerk. 
 
 During the year 1847, the question of uniting the schools 
 began to be agitated. Sometime during this year, at a meet- 
 ing held for the purpose of considering this question, on a 
 motion to unite the schools, David Monroe voted in the 
 affirmative, no other person voting for or against. A division 
 of the question was called for, and carried in the affirmative. 
 
 Pursuant to a notice published in the Xenia Torchlight, 
 the householders of District No. 11 met on the 20th day of 
 September, 1847, at the school-house in Sub-district No. 2, 
 and, by a vote of 150 to 27, resolved to levy a tax of $4,000 s 
 for the purpose of building a new school-house. Other 
 buildings and lots were ordered to be sold — the school-house 
 in District No. 2 for a sum not less than twenty dollars ! 
 The contract for the new building was made March 11, 1848, 
 and the edifice at that time called the Union School Build- 
 ing, and subsequently called the Center Building, was com- 
 pleted in the following fall or winter. 
 
 On the 1st day of January, 1849, Mr. Josiah Harty was 
 employed as the first Superintendent of the Public Schools of 
 Xenia, at a salary of six hundred dollars per annum. He 
 continued his superintendency two years and a half, till the 
 close of the school year July 11, 1851. During this time 
 the school was graded, the term High School applied to the 
 highest department, and a code of regulations published. 
 
 Mr. D. W. Gilfillan was appointed Superintendent August 
 
16, 1851, and continued one year. He was succeeded by Rev. 
 James Smart, who was appointed July 7, 1852, and continued 
 until his resignation, July 21, 1855, a period of three years. 
 On the same day Mr. P. H. Jaquith was appointed. He 
 continued until the close of the school year in 1857. Mr. J. 
 E. Twitchell commenced the superintending of the schools 
 in September, 1857, and resigned June 25, 1861. Mr. Geo. 
 S. Ormsby was appointed Superintendent August 10, 1861, 
 and is now, February, 1876, in the fifteenth year of his super- 
 intendency of the Public Schools of Xenia. 
 
 On the 14th of March, 1853, the General School Law of 
 Ohio was passed, entitled "An Act to Provide for the Reor- 
 ganization, Supervision and Maintenance of Common Schools." 
 Under this General School Law, the first Board, consisting of 
 Moses Barlow, chosen for three years, Roswell F. Howard, 
 for two years, and Wm. B. Fairchild, for one year, were 
 elected on the 11th day of April, 1853. The schools were 
 continued under this General Law of 1853 until the 18th 
 day of April, 1872, a period of nineteen years. 
 
 In March, 1872, pursuant to notice, in accordance with the 
 provisions of the Akron law, an election was held to deter- 
 mine whether or not the schools should be organized under 
 that law. The result of the election was the adoption of the 
 provisions of the said Akron law. Accordingly, on the 15th 
 of April, 1872, a Board of six members were chosen, viz: 
 E. H. Munger and Austin McDowell for three years. Rev. 
 J. F. Shoffer and E. S. Nichols for two years, and A. M. 
 Stark and J. B. Monroe for one year. The codified laws, 
 under which the schools of the State are at present organized, 
 passed subsequent to the organization under the Akron law, 
 have required no change to be made in the organization. 
 
 The High School of Xenia is not a separate and distinct 
 institution, but simply a higher, rather the highest grade of 
 the Public Schools. 
 
 Its course of study, wheu first adopted, did not embrace 
 the languages, and yet during all the history of the High 
 School, Latin, Greek or French, and sometimes all three of 
 these studies at the same time, have been pursued in the High 
 School. 
 
In 1862 an English and Lingual course was adopted and 
 made optional. In this course the exact quantity of the sub- 
 ject to be learned, and the time in which it was to be learned, 
 was named. 
 
 In 1872, ten years later, the present course of study was 
 adopted. The time that each study shall be pursued is 
 named, the quantity not named. Latin is to be studied four 
 years ; Algebra and Geometry one year ; other studies, only 
 parts of a year. Pupils who graduate must take the regular 
 course. Pupils who do not expect to graduate may elect such 
 studies of the course as they are prepared to pursue. 
 
 The Colored Schools of Xenia are an important part 
 of the system. They occupy six rooms, and are taught entirely 
 by colored teachers. The grades of the schools and the 
 course of study are the same as in the other schools. 
 
 From the beginning of the graded school system in Xenia 
 ladies for the most part have been engaged as teachers. At 
 the present time there is a male Principal of the High School, 
 and a male Principal of the Colored School. All other 
 teachers are ladies. 
 
 The schools consist of three departments, High, Grammar 
 and Primary. There is a four year's course in the High School, 
 two grades of the Grammar Schools, and six grades of the 
 Primary; and pupils of ordinary capacity can pass through 
 each grade in a year. 
 
 The above are the principal facts in the history of the Pub- 
 lic Schools of Xenia, from the year 1838 to the present time, 
 a period of thirty-eight years. 
 
YOUNGSTOWN PUBLIC SCHOOLS. 
 
 Infancy, Youth and Maturing of Youngstown Schools— Seventy Years 
 History— Outline of Schools from the Settlement of the Place till 
 1851— History of the Union Schools from 1851 to Present Time— 
 Organization.and Development— Eayen School— Eesults Attained, 
 &c., 4c, 
 
 PAPER OF MASf)N EVANS, ESQ., 
 
 Prepared a/ the ReqveHt of a Committee appointed hi/ the Board 
 
 of Education for that purpose. 
 
 As an illustration of the rapid and permanent growth of 
 the country west of the Allegheny Mountains, and yet in 
 the Eastern United States, there is no better than the Ma- 
 honing Valley. The march of civilization seemed to pause 
 for a season, to contemplate the advantages offered by this 
 section of country, and, while pausing, ])lanted the seeds of 
 that industry, energy and enterprise which enables it 
 to-day to hold up its head in proud equality, if not superior 
 excellence, over its neighbors who have had the advantage 
 of age. Settled by a class of men who \\ere willing to 
 work, as our forefathers only were compelled to work, to 
 develop its natural good qualities, the want of educational 
 facilities was early felt, and steps taken to enable the chil- 
 dren to acquire at least the rudinients of an English educa- 
 tion. The means were inadequate to supply more, and very 
 great efiforts were necessary to secure even the foundation 
 knowledge. 
 
 As the valley became more thickly populated, the settlers 
 divided into sections, supporting their individual enter- 
 prises by sectional aid, and the village of Youngstown, 
 
having been the first and most generally populated portion, 
 seemed to take a pride in leading the other portions of the 
 valley in all advances — as in others matters, so with the 
 diffusion of knowledge; but it is much to be regretted that 
 no very elaborate nor precise record of the early schools of 
 this city can be found. Up to the year 1851 there are no 
 memoranda of any kind, but for information it is necessary 
 to depend upon the recollections of those who have c'ounted 
 their three score years, and some even mor(^ 
 
 FIRST SCHOOL HOUSE. 
 
 The first authentic note of any attempt to establish a 
 school in the village of Youngstown dates as far back as 
 between the years 1802 and 1805, by which latter date the 
 first school house was erected. It was a log building, one 
 story high, with but one room, and stood upon the Public 
 Square, about where the soldiers' monument how stands. 
 The first teacher whose name has been remembered is Per- 
 lee Briish. Whether he was the first teacher is not posi- 
 itively known, but he was in. charge of the school as early 
 as 1806, at which time he purchased from Mr. Robert Mont- 
 gomery, who resided just east of the village, and by whom 
 he was charged with, on October 6th, 1806, cloth for a coat, 
 and corduroy for a pair of pantaloons, with trimmings, 
 amounting to $11.72 ; and on the 17th of the same month 
 with two skeins of thread, 4 cents ; and again on the 9th, 
 six yards of linen (probably for two shirts), leather for shoes, 
 and four skeins of thread, $3.66. This probably constituted 
 his outfit for teaching during the winter of 1806-7, and was 
 also advance pay ; for on September 12, 1807, nearly one 
 years afterwards, his account amounts to $18.00, and he is 
 then credited with " Schooling, $18.00." Other entries in 
 the'books indicate that this credit of eighteen dollars was 
 made up of the school bills of the furnace hands of Mr. 
 Montgomery, which he had assumed. It is impossible to 
 tell what proportion this eighteen dollars was of the whole 
 amount paid Perlee Brush, as a salary, for there is no record; 
 but by the same books it is shown that laboring men 
 
received about ten or eleven dollars a month, and clerks 
 about thirteen dollars and found. 
 
 ATTENDANCE, STUDIES, ETC. 
 
 There were from twenty to thirty scholars in attendance 
 during the summer months, and about forty during the 
 winter months. The usual charge for tuition was, for ordi- 
 nary instruction, that is, Reading, Spelling, Writing and 
 Arithmetic, $1.50, and for the higher branches of Grammar 
 and Geography, $2.00 per quarter. Foi- a long time these 
 six were the only studies pursued in the school, no mention 
 being made of others until the year 1838. 
 
 Mr. Brush continued teaching in the neighborhood of the 
 village of Youngstown for a number of years, and towards 
 the latter part of his life many persons now living can 
 remember him being familiarly known as " Old Perlee," 
 not because of his advanced age, but on account of old 
 acquaintanceshi]). 
 
 EAKLY TKACHEKS. 
 
 Perlee Brush w;is followed by .James Noyes, "a tall, slim 
 man from Connecticut." Of his personal history there is 
 no record. In speaking of the condition of the schools in 
 1811, when he came here, the late Dr. Manning said : 
 " There was a log school house on the Diamond. There 
 was another building used as a school house near the res- 
 idence of Isaac Powers, one that served both as a church and 
 school h-ouse at Cornersburg, and another near Parkhurst 
 mills. The qualifications for a school teacher in those 
 days were few and moderate. If a man could read toler- 
 ably well, was a good writer and could cypher as far as 
 the rule of three, knew how to use the birch scientifically 
 and had firmness enough to exercise this skill, he would 
 jiass muster." In 1818 Jabez P. Manning occupied the 
 sc^hool house on the Public Square, and the following copy 
 of the contract, made between him and the subscribers, 
 will be of interest, as tending to show in what manner edu- 
 cational facilities were secure^ and ofltered at that early 
 date : 
 
" This article, between the undersigned subscribers of the 
 one part, and Jabez P. Manning of the other, witnesseth : 
 That said Manning doth, on his part, engage to teach a 
 school at the school house near the center of Youngstown, 
 for the term of one quarter, wherein he engages to teach 
 Reading, Writing, Arithmetic and English Grammar ; and, 
 furthermore, that the school shall be opened at 9 o'clock A. 
 M. and closed at 4 P. M. of each day of the week (Saturday 
 and Sunday excepted), and on Saturday to be opened at 9 
 and close at 12 o'clock A. M. And we, the subscribers, on 
 our part, individually engage to pay unto the said Man- 
 ning $1.75 for each and every scholar we subscribe, at the 
 end of the term ; and we furthermore engage to furnish, or 
 to bear the necessary expense of furnishing, wood and all 
 other things necessary for the use of the school. Further- 
 more, we do engage that, unless by the 6th day of April of 
 the present year the number of scholars subscribed amount 
 to thirty-five, that the said Manning is in no way obligated 
 by this article. 
 
 "Furthermore, we allow the said Manning the privilege 
 of receiving five scholars more than are here specified. 
 
 "J. P. MANNING. 
 " YoiiNCJSTOWN, March 31, 1818. 
 
 " Subscribers' names and number of scholars : Geo. Tod, 
 3 ; John E. Woodbridge, 4 ; Homer Hine, '2 ; Henry Wick, 
 2: Philip Stambaugh, 1-i ; Samuel Vaill.2; Robert Kyle, 
 2 ;. George Hardman, 1 ; .lames Davidson, 2 ; Polly Chap- 
 man, 1; .Jerry Tibbitts, 3^; John P. Townsend, 2; Henry 
 Manning, 1; Wm. Bell, 1 ; Jonathan Smith, 1; Closes Craw- 
 ford, 1 ; Wm. Cleland, 1-^- ; ^largaret ^lurdock, 1 ; Wm. Pot- 
 ter, 2; William Raven, 1^; Wm. Morris, 1; Noah Cham- 
 berlain, 1 ; Richard Young, i; James Duncan, 1 ; Mrs. Mc- 
 CuUough, i; By ram Baldwin, |. Total, 40^.'" 
 
 This probably was the fii-st regular and complete organi- 
 zation of a school in the village. 
 
 In 1819 Fanny Roth, or Ross, was a teacher, eith(>r in 
 Youngstown or just sduth^if the village. There were no 
 
regularly defined districts in those days, but the teachers 
 occupied positions in various localities, and were supported 
 by a general subscription. Consequently it is difficult fct) 
 positively locate the fields of labor of the various persons 
 whose names have been remembered ; but they all filled 
 places comprised within the expression "the village of 
 Youngstown and vicinity." In. 1820 Miss Phebe Wick 
 taught the school on the Public Square. 
 
 HOW TEACHERS WERE PAID. 
 
 At this time money was an exceedingly scarce commod- 
 ity, every species of exchange of value being done by trad- 
 ing. Nearly all the corn and rye were I'educed to whisky, 
 and periodically teams would haul it either to Pittsburgh 
 or the lake shore, and the money received at these two 
 points for the whisky was all that came into the village. 
 This little was required to sustain communication with the 
 more thickly populated portions of the country, so that be- 
 tween the residents of the valley every change was made 
 by trading. Perlee Brush's salary for teaching was paid by 
 cloth for a coat, pantaloons, and other dry goods. And 
 again, there is an entry in an ancient ledger, charging Miss 
 Phebe Wick, in July, 1820, with three bushels of wheat ; 
 in September, with one hundred pounds of flour, which 
 amounted to $2.43. Then in October of the same year, she 
 is credited with "School bill, $3.34." This was the propor- 
 tion to be contributed towards the general tuition fund by 
 the party with whom she was dealing. Thus she still had 
 a credit of 91 ci'uts, which was discharged, not by paying 
 her that much money, but by giving her an order upon 
 Thomas Kirkpatrick, another merchant of that day. 
 
 CH.iHAfTEH (IK SCHOOLS, ETC. 
 
 About 1822-3, we find it possible to obtain a little more 
 definite general informati(m with regard to the character of 
 the schools. As a general rule there were three months of 
 winter term — December, .January and February — and the 
 summer terms would continue until well into .July, or at 
 
least until harvest was close at hand. Quite frequently 
 married people, who were older by many years than the 
 teacher, received instruction during the winter months. 
 The salaries paid were, for male teachers from ten to twelve 
 dollars a month, and for females from four to five dollar per 
 month, with their boarding provided by the residents, or 
 "boarding 'round," as it was called. The hours were from 
 nine in the morning Tintil four in the afternoon, with a 
 short recess at noon for lunch. There was a full session 
 every day, excepting Saturdays, when the hours lasted till 
 twelve o'clock only, the afternoon session being omitted. 
 
 SCHOLAKS' TR1.\LS. 
 
 Til addition to the regular subscription agreed by the res- 
 idents to be paid, each one was obliged to contribute a cer- 
 tain proportion of wood, the aggregate of which would 
 supply the school during the winter. This was hauled to 
 the school house in sled-lengths, twelve feet long, and the 
 boys were required to cut up, each noon, or on Saturdays, 
 sufficient to last during the next da^^ The duty of kin- 
 dling the fires devolved upon the boys, and it was frequent- 
 ly the cause of sour looks and bitter thoughts. 
 
 About this time " exhibitions " by the scholars were in- 
 augurated, and on no other occasions was any attempt made 
 to leave the rudimental path of instruction. At these 
 exhibitions, however, some efforts were made towards decla- 
 mation, generally in the way of dialogues, no pupil having 
 sufficient self-reliance, apparently, to depend entirely upon 
 himself 
 
 TEXT BOOKS. 
 
 The books most used in pusuing the studies were " Dil- 
 worth's Spelling Book," " Webster's American Spelling 
 Book," which were considered the standard. The " New 
 Testament " was extensively used as a reading book. The 
 "English Reader," "American Preceptor" and " Columban 
 Orator" also occupied places among the acknowledged supe- 
 rior text books of the schools. For writing copies the teacher 
 
furnished small slips written by himself. Quill peils were 
 used, and in the place of ink a decoction of soft maple 
 bark, copperas and vinegar filled the pots. " Pike's & 
 Walkers' Arithmetic ' is the most ancient known in this 
 section, but its popularity was of short duration, on account 
 of its abstruseness, and it was quickly followed by " Da- 
 ball's Arithmetic" and the "Western Calculator," but both 
 were also " too hard," as the scholars said, and were dis- 
 placed by "Adams' Arithmetic,'' which made a great stride 
 towards simplifying the study. The latter named of the 
 different classes of books were probably used for a number 
 of years after this date, but how long cannot be stated with 
 any degree of certainty. 
 
 The furniture of the school house of these times consisted 
 of a smooth, hewn log, with four pins driven in for legs, 
 upon which the children sat while studying, with no sup- 
 port for their backs, except when allowed to place the 
 bench against the wall, and no desk but their knees for 
 their books. The conveniences for writing consisted of ;i 
 board placed slanting against the wall, before which was :i 
 bench, made as before described, with very long legs, upon 
 which the scholars wei'e perched, and so sat in a line, high 
 up in air, around the building facing the wall, and with 
 their feet dangling. 
 
 THE Af.^DEMY. 
 
 The second school house within the limits of the village 
 of Youngstown was a two-story frame structure of consid- 
 erable pretentions, built in 1823, by Ammi R. Bissell, and 
 paid for bv subscription. There is no record of its cost when 
 completed. It was located just off the southwestern side of 
 the Public Square, upon the ground now occupied by what 
 is known as " Diamond Block." It was used for a school 
 house until the introduction of the Union School System, 
 when it was sold for a Disciple Church, and used as a place 
 of worship until within a few years since, when it was 
 again sold, and is now doing service as a saloon and grocery 
 on East Federal street^ at the corner of Basin street. 
 
This conrludes the 
 
 FIRST TWENTY-FIVE YEARS 
 
 of the nineteenth century, and finds the village proper in 
 possession of two school houses, in which regular sumnier and 
 winter sessions were held, and the matter of the propea- tui- 
 tion of youth was receiving the attention which it deserved. 
 It is not known who filled the office of teacher frorn 1820 to 
 1827, but it is very probable that Miss Phebe Wick and 
 Jabez p. Manning were the principal incumbents. There 
 were no persons particularly charged with the care and 
 management of the schools up to this time, but some such 
 arrangement as that exhibited by the agreemeiit, before 
 recited, between Mr. Manning and the residents, was en- 
 tered into, and then the teachers attended to the carrying 
 out of the contract. 
 
 At the beginning of the second quarter of the century, a 
 desire for a more elaborate education began to manifest 
 itself, which received great encouragement from the 
 
 DIVISION OF THE TOWNSHIP 
 
 into School Districts, which took place on the 22d of May, 
 1826. This step served to invest the matter with a new de- 
 gree of importance and dignity, and the teacher was there- 
 ■ after looked upon, not as an employe, purely, of his patrons, 
 but more as the ruler of a little empire, whose boundaries 
 consisted of his district lines. The site of the present city 
 was within the boundaries of the First or Center District. 
 
 The old log school house on the Public Square seems to 
 have been abandoned about the year 1826, and shortly after- 
 wards another building was erect.ed on the northern side of 
 East Federal street, somewhere in the neighborhood of the 
 present location of Himrod furnaces. In 1827 John Moore 
 began the erection of a building on what is now corner of 
 Wood and Champion, for a Presbyterian Church, but when 
 he had finished- the first story a dissention arose among the 
 members of the congregation that was to occnpy it, and the 
 result was an abandonment of the work. This building was 
 
purchased by Dr. Manning, by whom it was inclosed, and 
 afterward used as a Union School. 
 
 NAMES OF TEACHEES. 
 
 In 1827, a Mr. Robinson taught in the building on the 
 southwest side of the Public Square, and which was honored 
 by the dignified name of Academy. He was a good tutor, 
 conscientious and honest in all his actions. While teach- 
 ing he was also drilling and educating himself for a Meth- 
 odist minister, and it was his practice to spend much of his 
 leisure time in strolling through the woods soliloquizing. 
 He was a constant visitor to the grove, which stood where 
 now the section of the city known as Smoky Hollow is sit- 
 uate, where he would preach to.the trees as auditors, mak- 
 ing all the appropriate expressions of countenance and ges- 
 ture. Mr. Robinson was followed by Mr. Black, who in turn 
 gave place, in the year 1829, to Hiram B. Floyd, who con- 
 tinued to hold the position until 1833. His companions 
 were Jane Taylor, in 1831, and Loraine Marvin and her sis- 
 ter, who taught during 1852 and 1833. Prom 1834 to 1836 
 the place of teacher at the Academy was filled by a Mr. Staf- 
 ford, and about the latter date Mr. Metcalf comes into no- 
 tice. These two gentlemen probably filled the chair until 
 1838, when Mr. Parret was employed. The names of those 
 who had charge of the lower school seem to have passed out 
 of memory, though it may be that the two last named 
 teachers were in charge of the two schools at the same time. 
 The recollections of Mr. Parret are extremely compliment- 
 ary. By all he was acknowledged to be as good a teacher 
 as was ever in the district, and the advances in the courses 
 of study made during his tenure of office were exceedingly 
 commendable. He was the first who taught the higher 
 branches of study, having introduced those of Latin and 
 Algebra. This was a great step, for at that time those who 
 desired an education other than a mere rudimental one, 
 were compelled to go to Burton, Geauga County, Hudson, 
 Summit County, or Western Reserve Seminary at Farming- 
 ton, and the village of Youngstown frequently contributed 
 
stvidents to all those institutions. Mr. Parret was a, man 
 whose influence could be felt outside of his particular 
 district. An atmosphere of genuine scholarship seemed to 
 emanate from the field of his lahnvs, the power of which was 
 manifested in the accomplishments of the students who 
 passed under his care. Teachers in surrounding districts 
 recognized in him a model of their profession, and even 
 those who had never met him could discern in his labors the 
 evidences of true merit. 
 
 FRONT STREET BUILDING. 
 
 By the year 1840 the number of scholars had become so 
 great that it was found the accommodations already pro- 
 vided were not sufficient. • A subscription list was imme- 
 diately started, and in a short time sufficient was raised to 
 erect another building. The site chosen was at the south- 
 east corner of Front and Phelps streets, where now the fine 
 brick building of the Union Schools stands, and here was 
 built the third school house of the village, then standing — 
 actually the fourth one erected. It was quite a good-sized, 
 commodious structure, built after the modern plans of those 
 days, as much as the facilities of the times would admit, and 
 was used for a church quite frequently. There were two 
 rooms in this building, one on either side of the hall which 
 ran completely through the center of the house. From 1840 
 to 1846, we are confronted hy a blank in the list of teachers 
 with regard to any certainty as to the dates or length of 
 their administration ; but during that time the names of 
 James Thorn, who taught the East Federal StVeet School, 
 Hiram A. Hall and George Seaton, of the Front Street 
 School, appear. Of this latter gentleman it may be said 
 that he wai^ noted for his genial disposition and strong voice. 
 He was preparing himself for the bar. Mr. Hall was one of 
 the first Board of Examiners of the county, with John M. 
 Edwards and Reuben McMillan, who were appointed by 
 Judge Newton, of Canfield. In 1845 Mr. Gillespie, Miss 
 Betsy Kirk and Miss Susan Standish taught. In 1846 Mr. 
 Yates became a tutor. In 1847 we find the names of E. B. 
 
Starkweather and Miss Louisa Phillips. In 1848 Miss 
 Thompson was a teacher. 
 
 WILLIAM TRAVIS. 
 
 In 1850 there appeared in the village a young man by the 
 name of William Travis, a native of Jefferson county, Ohio, 
 and graduate of Washington College. He organized and con- 
 ducted for one year the New Lisbon Union Schools, and to 
 him, more than any one else, is the city indebted for the 
 ((doption of the system of schools provided for by a wise 
 Legislature. Immediately upon his arrival he set himself 
 to work to accomplish the adoption of the new system, 
 which promised to be, and did prove far superior to the 
 manner in which the .schools of the city were then being 
 conducted. He was peculiarly -fitted for the task undertak- 
 en, by reason of the experience had at New Lisbon, and 
 yet it required the exercise of a vast amount of argument 
 to gain the ear of those who were the most influential citi- 
 zens of the place. The schools at this time were governed 
 by Trustees who were able to perform all the functions of 
 the office with little expense, and the youth appeared, to 
 the casual observer, to be receiving as good an education as 
 could be expected from public education. But this man 
 had seen the improvements the schools were capable of, 
 and the advantages of the changes authorized by the act of 
 1849. Possessed of a soul filled with a desire for the ad- 
 vancement of the means of mental culture, he thought not 
 of the obstacles besetting the way, but began boldly the 
 work. At'first he sought out singly and alone the several 
 members of the educational interests, and individually 
 laid before them the beauties of the new system. At first 
 they were inflexible, but after a time would listen with 
 some degree of attention, and finally Mr. Travis succeeded, 
 with his clear and convincing arguments, in persuading 
 that the matter wa!< worthy of consideration. In further- 
 ance of the efforts of those in favor of the new system, for 
 Mr. Travis had at last made some converts, .John Hutchins, 
 Esq., of Warren, was invited to deliver an address, the re- 
 
suit of which may be inferred from the notice of it con- 
 tained in the issue of the Ohio Republican of March 21, 1850: 
 
 "A very interesting lecture on the subject of the advan- 
 tages of the Union School System was delivered before the 
 Library Association, on March 20th, by John Hutchins, 
 Esq., of Warren. Subsequently the question was discussed 
 by the Literary Society, at which time preliminary steps 
 were taken to test the public voice on the subject, accord- 
 ing to the statute." 
 
 The work now went bravel^^ on, and each day witnessed 
 the conviction of some of the opponents that the new was 
 an improvement over the old system. There were those, 
 however, chronic grumblers, who saw in it nothing but an 
 increased rate of taxation, and the requirement of them to 
 support schools for other people's children. But very soon 
 among its most earnest advocates could be counted men who 
 were looked upon as of sound judgment and discreet fore- 
 sight. Their very presence in the ranks had its beneficial 
 influence, and many of. those who had hitherto been out- 
 spoken in their opposition, merely held their peace and 
 allowed the new movement to gather strength without 
 remonstrance. Some, however, were inexorable, and did 
 all in their power to hinder the efforts of their opponents. 
 
 ADOPTION OF STATUTE. 
 
 At last sufficiently large had grown the number relied 
 upon as friends, to warraant the promulgators in calling a 
 meeting of the electors to vote upon the adoption of the 
 statute. Notices were written, and Mr. John- Van Fleet 
 posted them, specifying the 12th day of April, ' 1851, as 
 the time, and the literary rooms as the place for holding 
 such meeting. 
 
 The weekly paper having espoused the cause, and the 
 ])lans of the leaders having proved so successful, nearly all 
 opposition was smothered out by the time of the election, 
 and the advocates being so confident of success, and the 
 opponents so certain of defeat, there was but a very light 
 vote polled — 80 in all, 75 for and 5 against the adoption of 
 the law. 
 
ELECTION OF DIBECTOES. 
 
 In the issue of the Okix) Republican of the 18th of April, 
 1851, appears the following notice, which is the first docu- 
 mentary evidence of the existence within the districts 
 named of the Union Schools, and declares upon its face the 
 prompt manner in which the business of organization was 
 being conducted: 
 
 "public notice. 
 
 " Whereas, The qualified electors of School Districts No. 
 1, No. 8 and No. 9, of Youngstown, did assemble on Satur- 
 day, April 12th, 1851, at the Literary Society Hall, and then, 
 by their votes, did adopt the law for the better regulation 
 of Public Schools in cities, towns, etc., of the State, passed 
 February 21, 1849 ; 
 
 " Therefore, the qualified electors of the aforesaid districts 
 are notified to meet at the Literary Society Hall, in Youngs- 
 town, on Monday, the 8th day of April, 1851, at 10 o'clock 
 A. M., for the purpose of electing six Directors of the Public 
 Schools of said district, two of whom shall serve for one 
 year, two for two years, and two for three years, the time 
 that each shall serve to be designated on the ballots. 
 
 ".JOHN R. HOLCOMB, 
 
 Chairman. 
 "W. H. FITCH, Vlerk. 
 
 "Youngstown, April 12, 1851." 
 
 In accordance with this notice the (qualified electors met, 
 and the ohoice of the first Board of Directors clearly evi- 
 denced the sincerity with which the matter was considered, 
 and shoTved a just appreciation of the important work to be 
 done in the premises, for we find it composed of the follow- 
 ing named gentlemen : Henry Manning, Theodatus Gar- 
 lick, William J. Edwards, Wilson S. Thorn, .Jesse Baldwin 
 and A. D. Jacobs. They might well be called the represent- 
 ative men of Youngstown, and into no more competent 
 authority could have been intrusted the work of forming 
 the Union Schools of the District: On the 5th of May the 
 
Board of Director elect were duly qualified, as appears by 
 the following copy of the certificate, which occupies the first 
 page of the record book : 
 " The State af Ohio, Mahoning County, ss ; , 
 
 " Personally appeared before me, a Master Commissioner 
 in Chancery, Henry Manning, Theodatus G-arlick, William 
 J. Edwards, Wilson S. Thorn, Jesse Baldwin and A. D. Ja- 
 cobs, School Directors elect of the borough of Youngstown, 
 and solemnly swore to discharge faithfully, atfcording to the 
 best of their skill and ability, the duties of their said office. 
 
 "E. S. HUBBARD, 
 " Master' ('imvmissioner in Chancery. 
 
 " May 5th-, A. D. 1851." 
 
 Upon the opposite page, in the handwriting of the Sec- 
 retary, Mr. William J. Edwards, appears the entry of the 
 firgt regular meeting of the Board, as follows : 
 
 "At a meeting held by the Directors' elect, elected under 
 the act of Assembly of February 21, 1849, for the borough 
 of Youngstown and the territory attached thereto, for school 
 purposes, on the evening of the 3d of May, 1851, Dr. H. Man- 
 ning was elected President of the Board of Education, Wil- 
 liam J. Edwards, Secretary, and Wilson S. Thorn, Treasurer 
 of said Board. Homer Hine was appointed School Exam- 
 iner for one-year, R. J. Powers was appointed School Exam- 
 iner for two years, and R. W. Taylor for three years. It was 
 ordered by the Board that the Treasurer give bond and 
 security for the faithful discharge of his duties to the amount 
 of two thousand dollars. Adjourned to meet on Saturday, 
 the 10th day of May, at 7 o'clock p. m. 
 
 "Attest: WILLIAM J. EDWARDS, 
 
 Secretary. 
 
 And so the first Board of Education in the then borough 
 of Youngstown was established. Of its officers nothing 
 more need be said at this time than that they were the 
 "right men in the right place." There is no record of the 
 place where this first meeting was held, but it is very prob- 
 
able that the office of T)v. Theodatus (larlick was used for 
 the purpose, as many of the meetings immediately follow- 
 ing are recorded to liavc be('n held in that place. It was in 
 the building now occupied by Mrs. Jennie Wick, on the 
 north side of Federal street, just west of the Diamond. 
 
 TAX LEVIED. 
 
 At the next regular meeting, held on June 7th, "it was 
 voted that the Auditor of Mahoning County be directed to 
 make out a tax on the property of the district of three mills 
 on the dollar for school purposes in said district." This was 
 the first step in active operations taken by the Board. 
 
 (ilRPS OK TEAOHEKS. 
 
 The next matter to be considered was the procuring of 
 proper and efficient teachers, and an able Superintendent. 
 No hasty and ill-advised choice was made, but a thorough 
 investigation of the merits of the several parties whose 
 names were proposed for the first position was had, and after 
 due deliberation a ballot was taken, which resulted in the 
 unanimous choice of Samuel P. Cooper. Mrs. M. J. Cooper, 
 wife of the Superintendent, was elected to the position of 
 assistant teacher in the High School. Rev. W. S. Gray was 
 appointed to the Secondary department. Positions in the 
 Primary department were given to Miss Alice Kirk, Miss 
 Upson, Miss Eliza Powers and Miss Huldah Holcomb. The 
 salaries paid to the several teachers were as follows : Super- 
 intendent, $500 per year ; Principal in the Grammar School, 
 $300 per year; Assistant in High School, $160 per year; 
 Primary teachers, $140 per year. 
 
 ORGANIZATION. 
 
 The Board did not take exclusive and organized control 
 of the schools until the fall session, which began on Mon- 
 day, the 15th day of September, 1851. There were three 
 school houses, the Academy, East Federal Street, and the 
 Middle or Front Street. The furniture had been badly 
 worn, and it was found necessary to obtain a new supply. 
 
John Loughridge furnished 165 chairs, at 20 cents each, and 
 T. G. Phillips furnished 50 desks, at 25 cents each. The 
 revenue of the schools was derived from the Western Re- 
 serve Fund, show and other funds, tuition. State Common 
 School Fund, and the levj^ authorized to be made by the 
 Board. The schools were divided into four classes — High 
 School, Grammar, Secondary and Primary. There was 
 taught in the High School Geometry, Algebra, Chemistry, 
 Botany, Physiology, Arithmetic, Geography, English Gram- 
 mar, Reading and History. In the Grammar School, Read- 
 ing, Writing, Spelling and Arithmetic, with Grammar 
 commenced. In Secondary, a lower grade of Reading, Spell- 
 ing, Writing and Elementary Arithmetic, and in the Pri- 
 mary tHe A,B, C, and first reading lessons. For a number of 
 years the Grammar and High Schools were united, that is, 
 the High School branches were taught in the Grammar 
 School to those who desired. Such being few in number, 
 this could very readily be done without in the least inter- 
 fering with the duties of the Grammar School. 
 
 ATTENDANCE, ETC. 
 
 The first term of the school the whole number of scholars 
 was 386, 190 males and 196 females, with an average num- 
 ber of 257, 118 males and 139 females. The average daily 
 attendance at the several schools was as follows : High, 21 
 males and 25 females ; Grammar, 20 males and 25 females ; 
 Secondary, 20 males and 23 females ; Primary, 57 males and 
 66 females. The first annual report of the Superintendent 
 showed an enrollment of 408, 190 males and 218 females. 
 
 As soon as the system was fully and completely organized 
 and in operation, much of the animosity which had been 
 manifest during its establishment entirely disappeared ; in 
 fact, in many instances, gave place to a feeling of encour- 
 agement, for that which was so obviously superior to the 
 "old style," as the supplanted manner of conducting the 
 schools began to be called. A helping hand was extended 
 by some from whom it was hardly to be expected, so that 
 the Board felt they were securing the support of nearly the 
 
entire popitlation, which 'had a'tendency to cause extra ex- 
 ertions to secure, in practical results, a vindication of what 
 'theyltad-claimed for the project. 
 
 GROWTH. 
 
 'Thegrowth of 'the system has 'been very marked, and, at 
 the same time, substantial and -permanent. 
 
 The enumeration of pupils each tenth year is as 'follows: 
 ■Ttm6,-mi; 1855, 1,113; 1865,1,658; 1875, 3i688. 
 
 The average daily attendance it is impossible to give, 
 with any degree df certainty, but it increased in about the 
 same proportion, 'there being, in 1875, 2,019 scholars. There 
 were employed as teachers, in 1851, at the 'time of the 
 organization of the Union Schools, 5 persons ; in 1855, 9 ; 
 in 1865, 17, and in 1876, 35. There were but four school 
 rooms in 1861, which had increased to 31 in 1875. Of grades 
 there were, in 1855, 4 ; in 1865, 9, and in 1876, 12. In 1865, 
 40 weefks composed a session ; in 1865, 38, and 1875, 38. 
 
 The present course of study, which differs but littlefrom 
 that recommended by the Northern Ohio Teachers' Associa- 
 tion, may be -regarded rather as an imperceptible growth, 
 than as a creation. There have been many important 
 dhanges in the methods of teaching. In the early history 
 of the system 'the scholars were promoted on account of 
 Standing manifested by annual examinations; later by the 
 average of term examinations; now by the average of 
 monthly examinations and regular standing in classes. 
 This last method has been found highly satisfactory, giving 
 to the worthy an opportunity of securing to themselves 
 higher positions in study whenever they are fitted therefor. 
 
 BUILD rN(4S, ETC. 
 
 ■Vast improvements have been made in school accommo- 
 dations, 'buildings, furniture, apparatus, etc. The houses 
 now in use are all of the most approved modern arrange- 
 ment, and have ample space about them to serve as a play 
 ground, and secure a free passage of air. 'Particular men- 
 tion should be made of the very excellent jJlan of the large 
 
and beautiful buildings on Front and Covington streets. 
 Both of these are models of neatness, convenience, beauty 
 ajid utility, and it it is doubtful if there exists in the State 
 a public school structure which excels the Front street one 
 in these particulars. The city owes a debt of gratitude to 
 the Board, consisting of Messrs. Paul Wick, A. B. Cornell, 
 Edward Bell, W. W. McKeown, A. J. Packard and Dr. 
 Buechner, under whose administration these two were pro- 
 jected and completed. The furniture is all of the latest and 
 most approved pattern, and the buildings are well supplied. 
 The Rayen School is in possession of a complete set of 
 mathematical and scientific apparatus, which greatly facil- 
 itates the study of subjects requiring such for elucidation. 
 
 SCHOOL LIBEAEY. 
 
 The School Library was commenced during the adminis- 
 tration of the first Commissioner, Hon. H. H. Barney, 
 under the provisions of the law relating thereto. Additions 
 were made to it from time to time, till the repeal of the law. 
 Within the last two years a fund of something like three 
 hundred dollars has been raised by entertainments given by 
 the Grammar Schools, and there are now in the library a 
 little more than five hundred volumes of interesting and 
 instructive books. The library is now well patronized by 
 both pupils and others. It is under the charge of a libra- 
 rian, who keeps a record of the books taken out. 
 
 EAYEN SCHOOL. 
 
 In 1854 Judge William Rayen, an old and highly re- 
 spected citizen of this city, died, leaving a large estate 
 disposed of by wij.1. One of the items set apart a residuary 
 fund, the principal of which was vested in Trustees, who 
 were authorized to expend the interest in establishing a 
 school to be known as the "Rayen School." Legislation 
 was received, and through the influence of Hoii. R. W. 
 Taylor, one of the Board, an act of incorporation was passed 
 in 1856. In accordance therewith five Trustees are ap- 
 pointed, one each year, to serve five years. This appoint- 
 
!ment is made by the Judge of the Court of Common Pleas. 
 As a matter of interest, it.maj^ be stated that three of the 
 original five still hold office, and the only change in the 
 'Board, since the opening of the school, was caused by 
 the resignation of R. W. Taylor, and the appointment of 
 Robert McC!urdy in his stead. The building was completed 
 in 1866, and, acting under the direction of the Board of 
 Education arid the Rayen School Board, Mr. Reuben Mc- 
 Millan proceeded to employ teachers and organize the 
 school for High School work, it having been deemed best 
 for the interest of all e(mcerned that the Rayen School 
 should be the High School for the city and township. 
 
 Professor E. S. Gregor}-, who was selected as Principal, 
 came to the school, with thirteen years' experience at the 
 Western Reserve College, as Professor of Latin and Princi- 
 pal of the Preparatory Department, and with an enviable 
 reputation as an instructor and manager of youth. It is no 
 exaggeration to say that he has more than sustained his 
 reputation, and met the expectations of the friends of the 
 school. Finding here a field more congenial to his tastes, 
 and having an enthusiastic love for natural science, he has 
 imparted that loA^e to his pupils, and through them to the 
 community in which he has labored! He has kept his 
 classes well together, and at the last Commencement grad- 
 uated his largest class, numbering eighteen. The school, 
 as it now stands, offers facilities second, perhaps, to none 
 in the State. 
 
 Miss Emma Cutler, sister of President Cutler, of Western 
 Reserve College, was engaged as assistant with Professor 
 Gregory. She held the possition for three years, when Miss 
 Florence Raj'en was appointed to fill the vacancy. The 
 fact of her still retaining the position is the strongest evi- 
 dence of Miss Rayen's ability. The school opened with about 
 forty scholars, and graduated its first class in 1868. Since 
 that time, undei- the wise management of the Public 
 Schools of the city, the number of pupils has been doubled. 
 
 The apparatus owned and used by the school is of the 
 most expensive and useful character. A chemical labor- 
 
atory, fitted with, all the requdrements for chemical, analy- 
 siSj is open to the students. A fiiie binocular comgound 
 microscope, with powers from, twenty to three thouaand. 
 diameters, is used to illustrate natural histocy. Three fine- 
 spectroscopes afford ample means for teaching, the art of 
 modern spectrum analysis. 
 
 The buildings and grounds are valued at $90,000.00/ The 
 apparatus is valued at $r2,500.00, 
 
 The courses of study are as follows : 
 
 First Year — Mathematics^ Algebra, Elementacy andHigher 
 Language, Latin, Lessons, Latin, Grammar, Latin Reader, 
 Natural Seience, Zoology, Englis-h History, Com positions and. 
 Declamations. 
 
 Second Yea.r — Mathematics, Greometry, Language, Latin. 
 Grammar, CfBsai;, Virgil, Latin Composition,. Natural Scijr 
 enoe. Natural Philosophy, Physical Gebgraphy,.Comp08itions 
 and Declamations. 
 
 TMrd Year — Matheirxatics, Trigonometry, Mensuiation, 
 Language (French or German), Natural Scien.ce, Chemistry,. 
 Botany, Astronomy, Elements in GjaoXogj, Rhetoric, wilib 
 Essays and Declamations.- 
 
 In Chemistry, qualitative and ij[uantitative analysis is 
 taught to those who desire to make Chemistry a special- 
 study. 
 
 The apparatus in possession of the school is (rf the best 
 class, and special effort is made to, make the instruction in 
 Chemistry and Natural Philasophy complete and practicaL 
 
 Stiidents are also allowed to take a course of study de- 
 signed, to be preparatory to a college course. 
 
 Previous to the organization of. the Ra»yeii High School, 
 all the higher branches were taught. No pupils were pre- 
 pared for College in classes, but by special instruction quite 
 a number were fitted for the Freshman class. Before, the 
 Rayen School was established, in 1866, the Superintendent 
 was Principal of the High School, but a, small portion of 
 his time being devoted to supervision. As the attendance 
 increased and the establishment of additional schools became 
 necessary, it was found- that a more thorough supervision. 
 
was desirable, and, indeed, necessaiy- in order, to secure the 
 efficient management of. the schools. 
 
 SUPERINTENDENTS. 
 
 The lirst Superintendent was employed in 1S51., imm&di- 
 ate upon, the organization of, the schools, and the office has 
 never been abolished. The terms of the several incumbents 
 were as follows : 
 
 SamueLF. Cooper 1851 to 1853, 
 
 Reuben McMillan 1«53 to.l855 
 
 Bphraim- Miller, 1855 to 1856. 
 
 Chaa-les H>. Lafrhrop 1856 to 1857 
 
 A. B. Cornell 1857, to 1«59 
 
 Dwight Hubbard 1«59 to,1860 
 
 Hiram A. Hall .1860 to 1861 
 
 Reuben McMillan 1861 to 1867 
 
 P. T. Caldwell 1867 to ]j872 
 
 Reuben McMillan 1873' to 
 
 The time devoted to supervision alone was very little at 
 first, not over an hour a day, but as the number of schools 
 increased a«nd the attendaiice became larger, more time was 
 given, until at last the Superintendent became what his 
 title implied. 
 
 EXAMINATIONS, ETC. 
 
 In 1853 tlie Board of Education resolved to discontinue 
 the school session of Saturday morning, provided the teach- 
 ers would devote that time, or its equivalent, to self and 
 mutual improvement. Since then it has been customary 
 for the teachers to meet weekly or bi-weekly, and receive 
 instructions from the Superintendent, or discuss matters 
 pertaining to their profession. 
 
 At first the examination of teachers was entirely oral, now 
 they are mostly written ; but in employing teachers the 
 Board, take into account, not merely the grade of the certifi- 
 cate, but also of their previous success. ' 
 
 Writing has, for the most part, been taught by the regu- 
 lar teachers. For two years, from 1866 to 1868, a special 
 
teacher of penmanship was employed, who spent some thirty-^ 
 minutes, each day, in each department suificiently ad-| 
 vanced for that branch. During that time the pupils made 
 marked improvement. 
 
 By order of the Board of Education a, night school was 
 organized in connection with the winter term of 1873, and 
 continued through that and the next winter. It was pat- 
 ronized by boys necessarily kept at labor during the day. 
 Nearly one hundred were in attendance under the instruc- 
 tion of five teachers. . The next winter, 1875, so many being 
 thrown out of work by reason of the suspension of opera- 
 tions by a number of the manufactories of the city, it was 
 decided to establish an ungraded school in place of the night 
 school. It was well patronized, and produced good results. 
 
 COMPABISONS. 
 
 In every department of study the aim of the Superin- 
 tendent and teachers has been to secure the very best means 
 of advancing, to as near perfection as possible, the simplic- 
 ity and thoroughness of acquisition of the knowledge desired 
 to be imparted. All ' new plans of instruction brought to 
 their notice have received due consideration, and whatever 
 of improvement could be detected was at once placed into 
 actual use. To this line of conduct, most probably, must be 
 attributed the fact that the Union School system in the city 
 of y oungstown seems to have outstripped all its improvement 
 companions in advances. In this, the beginning of the Cen- 
 tennial year, it stands a proud monument to the memory 
 of those who brought it into being, watched over, guarded 
 and supported it in infancy, guided its progress in youth 
 and have the satisfaction of looking upon it in maturity, 
 reaping and bestowing again the blessings that a judicious, 
 early training was the harbinger of. Beginning with but 
 three buildings, containing in the aggregate four rooms, 
 worth, perhaps, not to exceed twenty-five hundred dollars ; 
 the corps of teachers numbering but five, with salaries aver- 
 aging two hundred dollars per annum, and with an average 
 attendance of two hundred and fifty-seven pupils, we find 
 
this grand work, in twenty-five years, grown to the posses^ 
 sion of six large and commodious buildings, including 
 within their walls thirty-one rooms, exclusive of recitation 
 rooms, representing, with their appurtenant property, ex- 
 clusive of the Rayen High School, a value of one hundred 
 and thirty-six thousand two hundred dollars. The teachers' 
 roll, including the Rayen High School, contains thirty-fivo 
 names, and the average annual compensation has become 
 about seven hundred and twenty dollars. But the most 
 marked increase is in the number of pupils — 257 in 1851, 
 2,019 in 1875 ! An army, whose influence in the future shall 
 shape the course of this valley, and upon whose intellectual 
 training depends the weal of the country in which they 
 locate. But judging from what has been done, confidence 
 may be placed in the work that the Union .Schools are do- 
 ing. Among the most reliable and trustworthy men who 
 are now enjoying the prime of life, and handling the 
 weightier matters pertaining to the interests of this city, 
 can be counted in the majority the wards of these schools ; 
 and positions requiring more than an ordinary amount of 
 tact and ability have been filled by them. In our midst, 
 two, at least, enjoy the gratifying consciousness of be- 
 ing the implicitly trusted custodians of thousands of dol- 
 lars of bank moneys ; while all the minor positions as 
 assistants are confided to those who have followed in later 
 years the courses of their superiors. Truly the schools of 
 this land, its free public schools, are the bulwarks of its 
 liberty and nobility, and so long as the doctrines that are 
 now inculcated ujwn the minds of the youth of this city 
 continue to occupy' a place therein, no fear may be had for 
 the future. So perfect has become the workings of the sys- 
 tem, so tried and found true have been those now in charge, 
 that but few of those who patronize the schools ever have 
 occasion to ofier the least word of caution or advice. It has 
 become decidedly one of the institutions of this section, and 
 is spoken of with pride by every one. 
 
HONOBABUE ^M•E^fTION. 
 
 Too much credit can not "be given to those who, in the 
 inauguration of the system, spent their time and talents. 
 
 'Pa-rtictilar mention should' be made of 'Dr. Henry T^an- 
 ning, the first President of the TBoard, and Dr. C. C. Cook. 
 Both of these gentlemen were indefatigable in their efforts, 
 and those who followed them in office can, and do, testify 
 to the efficiency of their labors. The position of Superin- 
 tendent has beeii filled by competent men, and with but 
 very few exceptions perfect satisfaction in the discharge of 
 duties has been given. 'Particular notice was directed to 
 "the exalted grade acquired'by the schools, in the matter of 
 morality during the'Superintendency of A. B. Cornell, and 
 the firm foundation then laid has had built upon it, by his 
 successors in office, a noble edifice. So marked is the excel- 
 lency of our schools in this respect, that there is a percepti- 
 ble inipression made upon the minds of an observer. That 
 the "labors of Mr. P. T. Caldwell, who superintended nearb- 
 five years from 1867, were appreciated, may be inferred, 
 from the testimony of his successor, and the following reso- 
 lutions, passed 'by the Board of Education on accepting his 
 resignation, Tlilarch 11, 1872 ; 
 
 "Resolved, That in accepting the resignation of P. T. 
 Caldwell, TSsq., Supefintendeiit of the schools, the Board 
 desire to express their appreciation of 'Mr. Caldwell's able 
 and efficient services in the difficult and responsible posi- 
 tion which he has held; to testify to the faithful and care- 
 ful discharge of his duties, and to return their sincere 
 thanks for his successful and honorable work in the interest 
 of the public school syfstem of this city. 
 
 " Resolved, That we part with Mr. Caldwell with sincere 
 regret, as his satisfactory conduct of the schools has con- 
 tributed largely to their increase and efficiency." 
 
 The history of the administration of the present Super- 
 perintendent, just now closing his twelfth year, may be 
 written after his work is finished. 
 
TEACHEKS BEUORU. 
 
 Many of the teachers have left behind them tender mem- 
 ories, which will remain in the minds of those who passed 
 under their instruction as long as life lasts. Mrs. Cooper 
 was a very superioi- woman in many respects, and was one 
 of the most popular and successful teachei's that ever taught 
 in Youngstown. Miss Kirk (now Mrs. Gen. Grierson), Miss 
 Eliza Powers, Miss .lane Raypii, Miss Tjizzie Longhridge, 
 Miss Helen Euggles, Miss Susan Bingham and Miss Juliana 
 Thorn, all deserve honorable mention. Miss Thorn taught 
 nearly seventeen consecuti^'e years as ;i successful Primary 
 teacher, and left the school only when she left the profes- 
 sion. Many of the others are still livinjj among the scenes 
 of their early labors, and hold esteemed places. A large 
 number of teachers, since 1864, received their training in 
 our schools, many of the most successful ones jiassing through 
 all the grades, from Primary u]i, and wert I'niphatically 
 home-made teacliers. 
 
 MEMBKliS OY THE BOAKII. 
 
 The following named gentlemen have been members of 
 the Board of Education, either by election or appointment 
 to fill vat'ancy, in tlie order named: Dr. Henry Manning, 
 Dr. Theodatus Garlick, Wm. J. Edwards, Wilson S. Thorn, 
 ■Jesse Baldwin, A. D. Jacobs, Richard S. Garlick, John Van 
 Fleet, R. S. Powers, Dr. C. C. Cook, 8. F. Burnett, Jonathan 
 Warner, Francis E. Hutchins, Wm. G. Moore, Reuben Car- 
 roll, Robinson Truesdale, Wm. Jones, Wilson Thorn (second 
 term), John F. HoUingsworth, Philip Jacobs, Paul Wick, 
 Wm. R. Parmele, A. McKinnie, F. O. Arms, A. B. Cornell, 
 Edwin Bell, W. W. McKeown, A. J. Packard, Dr. W L. 
 Buechner, Homer Hamilton, Wm. Dennison, Jacob Stam- 
 baugh and T. R. McEwen. 
 
 In the record of the meeting of the Board of May 4, 1871, 
 is found the following resolution, which speaks for itself: 
 
 "RfisnlrciJ , That the thanks of this Board are due and are 
 hereby tendered to the retiring President, Mr. John F. 
 HoUingsworth, for his diligenc^e and faithfulness as Director 
 
for a long term of years, as well as for his impartial action 
 as President during the past year." 
 
 The present Board, of Education are in every respect 
 worthy successors of those who have filled the chairs here- 
 tofore, and the splended institution of " The Union Schools 
 of Youngstown " is sure to maintain its enviable reputation. 
 
 The foregoing paper probably omits some interesting 
 matter that of right should have a place therein, but the 
 very limited time allowed for preparation, and the state- 
 ment that the writer was entirely personally ignorant of 
 any of the facts contained therein, it having been necessary 
 to " interview " the oldest inhabitants, is the apology for 
 any omissions that may appear. 
 
 M. E. 
 
HISTORICAL SKETCH 
 
 PUBLIC SCHOOLS OF ZANESVlLLE. 
 
 THE EAELY SCHOOLS. 
 
 The first school taught in what is now the City of Zanesville, 
 was kept by a Mr. Harris, in 1800 and 1801, in a cabin which 
 stood on Eiver street, in what is now the Eighth Ward, between 
 Lee's corner and the mouth of Licking creek. In 1802, a Mr. 
 Jennings kept a school in a cabin which stood on North Second 
 street, on property now belonging to the Cargill estate. In 
 1805, Samuel Herrick, then a young lawyer, came to Zanesville 
 and taught school in a cabin which stood on the school lot on 
 which the Old Market Street Academy now stands. This 
 school-house was without "daubing,'' and had no other fl.oor 
 than the ground. A large stump which stood in the middle of 
 the room served the purpose of a "dunce-block." Mr. Herrick 
 eeems to have been a severe schoolmaster, and one of the 
 exploits of his refractory pupils was to escape his rod of fearful 
 length by crawling under the lower log of the wall into the 
 safer region of out-of-doors. Among the pupils of this school 
 were some whose names will be familiar to many of our present 
 citizens: William and Margaret Thompson, David and Isaac 
 Spangler, Eichard Stillwell, Harriet Converse, James Cordery, 
 Eliza Price, Elizabeth Montgomery, Amelia Mclntire and 
 others. 
 
In 1809 or 1810, Eichard Kearns kept a school on the corner 
 ot North and Sixth streets. Eev. William Jones, a Presby- 
 terian minister, taught in the old frame court house, in 1810 
 and 1811. He taught some of the higher branches, including 
 Latin and Greek. "Mother Goff," as she was familiarly known, 
 taught in a house which stood on the corner of Spruce alley 
 and Main street, in 1811. In 1812. '13 and '14, during the war, 
 Arthur Eeed taught in a house on the corner of Fountain alley 
 and Seventh street. In 1816 and 1817, a Mr. Black taught in a 
 house which stood north of the market house. John W. Spry, 
 who was afterwards for many years county auditor, taugbt a 
 school in Frazey's brick house on the corner of Locust alley 
 and Sixth street, in 1819, and afterwards, in 1823 and '24, in 
 the old Harvey tavern, on the corner of Third and Main streets. 
 In 1824, James Perry taught in a two-story log house on Mar- 
 ket street, where Eobinson's machine works now stand. In 
 1822 to 1824, Eev. George Sedgwick, who had organized the first 
 Baptist church in Zanesville, taught a "Seminary for Young 
 Ladies," in a house which stood on the river bank below the 
 lower bridge. Some of the higher branches were taught in 
 this school. Other teachers of this early period were, Mrs. 
 Henderson, Mrs. Colerick, Paul McFerson, Mr. Metrsalf, Mr, 
 and Mrs. Mole, James M. Fulton, Eobert McOormick, Jotham 
 Hobbey, Miss Eussell, Miss Jane Flood, and Mr. Eichardson. 
 
 THE ZAKESVILLE ACADEMY. 
 
 The Zanesville Academy and the Mclntire School were not 
 strictly public schools, yet the name of John Mclntire, by 
 reason of his royal bequest, is so intimately associated with the 
 educational interests of Zanesville that some mention of these 
 schools is almost a necessity in a sketch of this kind. 
 
 The town of Zanesville was laid out in 1799, by Jonathan 
 Zane and John Mclntire, the proprietors of the site, at which 
 time they set apart and appropriated the west halves of lots 
 
fifteen and sixteen in the tenth square, for the use of schools in 
 the coming town. In 1818, after the death of John Mclntire, 
 Jonathan Zane, the surviving proprietor, executed a deed for 
 these grounds to Daniel Converse and others, authorizing them 
 to enter upon and take possession of the same for school pur- 
 poses. Soon after this, Daniel Converse, associating with him- 
 self about thirty others, organized a sort of joint stock company 
 for the purpose of erecting a school-house on the ground thus 
 secured to them. The number of shares, which was limited to 
 fifty-three, at twenty-five dollars each, were all taken, and, 
 with the funds so raised, the first and second stories of the Old 
 Market Street Academy were built. The third story was added 
 by Amity Lodge of the Masonic Fraternity, and used by them 
 as a place of meeting. The building was completed and the 
 first school opened in it in February, 1822. By the articles of 
 association each stockholder was entitled to send one pupil for 
 each share of stock owned by him. The school was maintained 
 under this organization for a number ot years. During a por- 
 tion of its history, two departments were sustained, in the 
 higher of which many of the higher branches of learning were 
 taught. The first teacher employed in this school was Ezekiel 
 Hildreth. William Pope, Jotham Ho bbey, Allen Cadwalader 
 and others were his successors. After the public schools of the 
 town began to assume organized form, this building was rented 
 for a number of years, tor school purposes, by the Board of 
 Education, and, in 1858, it was finally released to the city by 
 the survivors and representatives of the stockholders and by 
 Amity Lodge. It is now occupied by the German -English 
 schools which form a part of the present school system. 
 
 THE McINTIKB SCHOOL. 
 
 John Mclntire, mentioned above as one of the original pro- 
 prietors of the town-site of Zanesville, died in 1815, and, by his 
 last will and testament, made the following disposition of his 
 estate : [The first clause bequeaths to his wife the family man- 
 sion and the family clock.] 
 
 "Secondly, so soon after my death as my executors, or a 
 
majority of them, may think proper, I order, direct, and 
 empower them to sell and convey in fee-simple, in such parcels 
 and in such manner, and on such terms, as they may think 
 proper, all and every part of my real estate in the county of 
 Muskingum or elsewhere, except the real property which I own 
 and which lies within the grant niade by the United States to 
 Bbenezer Zane, on the Muskingum river, which shall not be 
 sold during the lifetime of my wife, and out of the sales and 
 proceeds of the above lands my "executors are to pay all my 
 just debts as soon as possible ; after which debts are paid, my 
 executors are to pay to my wife Sally annually during her life, 
 the one half of the rents, interest, issues and profits of all my 
 estate both real and personal. The money arising from the sales 
 of my real and personal estates, after the payment of my debts 
 as aforesaid, are to be by my executors vested in the stock of 
 the Zanesvillo Canal and Manufacturing Company," (except 
 two hundred dollars bequeathed to domestic servants.) "At 
 the death of my wife Sally, I allow my executors to sell and 
 convey in fee-simple, in such a manner and on such terms as 
 they may think proper, all the rest, residue and remainder of 
 my real estate then remaining unsold," (the family mansion 
 and clock excepted) "and the money arising from such sale or 
 sales to be vested in the Zanesville Canal and Manufacturing 
 Company stock, as my other money is ordered to be vested." 
 
 [The third clause allows the executors to pay fifty dollars 
 annually to another domestic servant.] 
 
 "Fourthly, 1 give, devise and bequeath to my daughter 
 Amelia, at the death of my wife, my mansion house before 
 described in fee-simple, provided she leaves heirs of her body 
 or an heir, with the clock aforesaid. I also give and bequeath 
 to her and the heir or heirs of her body and their heirs forever, 
 all the rents, interest, issues and profits of all my Zanesvillo 
 Canal and Manufacturing Company stock, which are to be paid 
 to her annually during hor life by the President and directors 
 of said company. * * * But, should my daughter Amelia 
 die without an heir or heirs of her body, then my house and 
 
lot with the premises as before described a,ire to be h=eid in fee- 
 simple by the company before described foi" the use and occu- 
 pancy of the President of said company, with the clock afore- 
 said, * * * and the President and directors of said company 
 are annually to appropriate all the profits, rents, and issues of 
 my stock as aforesaid, and of all my estate, of whatever kind 
 the same may be, for the use and support of a poor school 
 which they are to establish in the town of Zanesville for the 
 use of the poor children of said town. The children who are 
 to be the objects of this institution are to be fixed upon by the 
 President and directors of said company. This bequest to bo 
 absolutely void in case my daughter Amelia before described 
 should leave an heir or heirs of her body." 
 
 Amelia Mclntire died without issue, and, consequently, the 
 income of the estate accrued to the town of Zanesville for the 
 purpose named by the testator. 
 
 The "Mclntire Academy," as it was known, was built by the 
 executors under the foregoing will, and was first occupied for 
 school purposes about the year 1836. 
 
 The first Principal of this school was John M. Howe, who 
 had, for some time previously, conducted a private seminary in 
 a building on the corner of North and Seventh streets, known 
 as '"Howe's Seminary." He was assisted by A. E. Howe and 
 George Miller, and subsequently by Thomas H. Patrick. Mr. 
 Howe remained as Principal of this school some ten or twelve 
 years. The school was one of high order, Latin and Greek and 
 other branches of higher education being taught in it. The 
 highest, or classical department, was taught by Mr. Howe in 
 person, the lower departments by his assistants. 
 
 Mr. Howe was succeeded by Mr. Theodore D. Martindale, 
 who was assisted by Mr. T. H. Patrick and two or three female 
 assistants. Mr. Martindale was succeeded by Mr. Joseph David- 
 son, who was assisted by about the same corps of teachers. 
 
 Mr. Davidson was succeeded by Mr. T. H. Patrick, who 
 remained as Principal of the school until 1856, when, the 
 graded school system having been fully organized, it was 
 
thought by the Mclntire executors, as well as by others inter- 
 ested, that the purposes of the testator would best be carried 
 out by placing the school under the control of the Board of 
 Education and causing it to be merged in the general graded 
 school system of the city. Accordingly, an arrangement was 
 made between the Mclntire Trustees and the Board of Educa- 
 tion, which will be found stated in its proper place in the 
 succeeding portion of this sketch. 
 
 Although the Mclntire school has ceased to exist, as a school 
 distinctively for poor children, it served a noble purpose for a 
 period of twenty years, and will ever be remembered as one of 
 the historic belongings of the City of Zanesville. 
 
 THE SPECIAL SCHOOL LAW. 
 
 Prior tothe first of April, 1839, the public schools of Zanes- 
 ville were conducted under the general school laws of the 
 State, and were of the same ungraded character as the schools 
 of the rural districts. 
 
 The general State school law (that passed March 7, 1838) was 
 not considered adapted to the wants of the town in the expendi- 
 ture of funds for school purposes, especially so in consequence 
 of the existence of the Mclntire school fund, which rendered 
 the situation of Zanesville, in that regard, peculiar. 
 
 On the 29th day of December, 1838, a meeting was held in 
 what was known as the Senate Chamber, pursuant to a notice 
 from the school directors of Zanesville district (Ezekiel T. Cox, 
 Uriah Parke and Henry Eastman), and a committee appointed 
 to draft a bill adapted to the educational wants and interests of 
 the town of Zanesville ; while another committee was appointed 
 to circulate petitions to the Legislature for its enactment as a 
 law. 
 
 The result of this movement was, that, on the 13th day of 
 Eebruary, 1839, a special law was enacted by the Legislature 
 for the "Support and Better Eegulation of the Schools of the 
 Town of Zanesville," ot which law the following were the main 
 provisions : 
 
"Sec. 1. * * * It shall be the duty of the town council of 
 the town of ZaneBville, on or before the first day of April next, 
 to hold an election, at the court house, in said town, for the 
 election by ballot of six school directors lor said town, to serve 
 as follows : Two to serve until the third Tuesday in September, 
 1839; two to serve until the third Tuesday in September, 1840; 
 and two to serve until the third Tuesday in September, 1841; 
 and annually afterwards, on the third Tuesday in September, 
 two directors as aforesaid shall bo elected to serve for the period 
 of three years, and until their successors are elected and quali- 
 fied. * * All vacancies by death, resignation or otherwise, 
 to be filled by oppointment of the council * * until the next 
 annual election. Provided, that none but freeholders, house- 
 holders, and heads of families shall vote. 
 
 "Seo. 3. It shall be the duty ot said board, on or before the 
 first day of May next, to determine the location of a site, or 
 sites, for a school-house or school-houses ; having in view the 
 possibility of purchase on reasonable terms ; and they shall 
 determine the number and description of buildings necessary 
 for school purposes in said town ; and report the same in 
 writing to the council. 
 
 Ij, "Seo. 4. That thereupon it shall be the duty of said council, 
 at the expense of said town, to purchase said site or sites, and 
 cause to be erected thereon, under the supervision of said 
 board, such school building or buildings as may be described in 
 said report. * * * " 
 
 Section 6 provided that, so soon as the necessary buildings 
 were erected, it should be the duty of the Board of Education 
 to employ teachers, make rules and regulations for the schools, 
 a,nd to keep the schools in constant operation, except during 
 reasonable vacations, to be by them established — and, when the 
 public money was insufScient, to supply the deficiency by a tax 
 levied ppon the parents and guardians of pupils attending in 
 proportion to the time of their attendance, and to exempt from 
 such tax such parents or guardians as, in the opinion of the 
 Board, were unable to pay it, and were not entitled to send to 
 the Mclntire school. 
 
Section 7 made it the duty of the Board of Education to 
 report annually to the Town Oounoil the receipts and expendi- 
 tulres of all moneys coming into^ their hands for school pur- 
 poses. 
 
 Section 9 made it the duty of the Board of Education to 
 make a yearly estimate of the probable expense for repairs; 
 fuel and furniture, and of the Council to provide for the samei 
 by a tax levied for that purpose. 
 
 Section 11 made it the duty of the Council to appoint three 
 suitable persons to act as a Board of School Examiners, whose 
 duty it was to examine applicants for teachers' positions, to 
 examine the schools, and to report semi-annually to the Council. 
 
 On the first day of April, 1839, an election was held at the 
 Court House, and the following named gentlemen were elected 
 as members of the first Board of Education under the foregoing 
 law: 
 
 Hugh Reed, to serve till the third Tuesday in September, 1839. 
 
 George W. Manypenny, to serve till the third Tuesday in 
 September, 1839. 
 
 Allen Cadwalader, to serve till the third Tuesday in Septem- 
 ber, 1840. 
 
 Charles G-. Wihon, to serve till the third Tuesday in Septem- 
 ber, 1840. 
 
 Eichard Stillwell, to serve till the third Tuesday in Septem- 
 ber, 1841. 
 
 John A. Turner, to serve till the third Tuesday in September 
 1841. 
 
 This Board organized April 6th, by electing Eichard Stillwell 
 President, John A. Turner, Secretary, and Charles G. Wilson, 
 Treasurer. 
 
 The first Board ot Examiners appointed by the Council con- 
 sisted of Eev. James Culbertson, Eev, William A. Smallwood 
 and Wyllys Buell. 
 
 During the same year (1839) the Board of Education selected 
 sites for the school buildings, and put the schools in operation 
 in rented buildings, as follows : 
 
James Barton's room, corner of Market and Fifth streets. 
 Mrs. Barton's room, Fifth street, between Market and Soath. 
 Mr. Spaulding's school-house, Sixth street, near Marietta. 
 Old Methodist Church, between First and Second streets. 
 First floor of old Academy, on Market street. 
 Eoom in basement of Market Street Baptist Church. 
 Second floor of old Academy, on Market street. 
 Mr. N. Harris' school-room on Third street. 
 
 In. September of this year, Messrs. Eeed and Many penny, 
 were re-elected members of I he Board of Education. February 
 15th, 1840, the Board of Education recommended to the Council 
 the erection of a school-house on the north-west part of the old, 
 graveyard, and submitted plans and specifications for the. same. 
 The Council adopted the recommendation of the Board, and 
 immediately advertised for bids for the erection of the building. 
 On the 12th of March, 1840, the contract was awarded to James 
 Eamage, at $3,750. 
 
 On the 28th of March, 1840, the Council rented again all the 
 rooms previouslj' occupied by the schools, except Mr. J. Bar- 
 ton's, and rented three additional rooms, namely : one of Col. 
 John Hall, one of Mr. Stratton, and another in the basement of 
 the Market Street Baptist Church. 
 
 In July, 1840, Allen Cadwalader resigned, and Uriah Parke 
 was appointed a member of the Board of Education in his 
 stead. In September of the same year, Uriah Parke and C. G. 
 Wilson were re-elected, and H. J. Cox appointed in place of Dr. 
 Turner, deceased. October, 1840, Rev. Atnos Bairtholomcw 
 was appointed Examiner, vice Buell. On the 6th of Novem- 
 ber, 1840, the new school-house on the hill being ready for 
 occupation, the following rented rooms were vacated, and the 
 schools transferred to the new building : John Hall's, old 
 Methodist Church, two rooms in the basement of the Market 
 Street Baptist Church, and Mr. Stratton's. Mrs. Barton's room 
 had been previously vacated, and the school transferred to 
 Nathaniel Wilson's room, corner of Filth and South streets. 
 On the 27th of November, 1841, Eichard Stillwell resigned, and 
 
Jesse Keene was appoi,iited a member of tlie Board of Educa- 
 tion in. his stead. 
 
 On the 9th of December, 1841, the Council purchased of John 
 M, Howe the building on the corner of Seventh and North 
 streets, known as "Howe's Seminary," together with the lease of 
 the grounds upon which it was located, for the sura of $1,50,0. 
 This building was repaired and impro'sred, and was ready for 
 occupation on the first of April, 1842. With the occupation of 
 this building begins the history of the graded school system of 
 Zanesville. "While the schools were scattered in different 
 parts of the town, no efficient system of organization could be 
 adopted, and the plan of separate and independent schools was 
 found very exceptionable, as well from expensiveness as ineffi- 
 ciency." 
 
 THE FIKST GEADED SCHOOLS. 
 
 In September, 1842, the following system of organization was 
 adppted and. went into immediate operation : 
 
 1. "The Zanesville public schools shall be divided into the 
 Male Seminary and the Female Seminary. [The former to 
 occupy the new school house on the hill, and the latter the 
 "Howe Seminary" on Seventh street.] 
 
 2. "Each division shall be divided into a junior and a senior 
 department. In the junior department shall be taught spelling 
 readi'nig, and thfi elements of arithmetic and geography; and 
 the scholars shall be allowed to attend lessons in singing and 
 writing. Alii the higher branches studied shall bo taught in 
 the senior departments, with such continuation of the studies 
 pursued! in the junior departments as may be necessary. 
 
 3. "There shall be a principal in each department, who shall 
 have such assistants as may be necessary. There shall also be, 
 a teacher of writing and vocal music. 
 
 4. "The teacher of writing and music shall occupy the room 
 at eaeli- building appropriat6;d to his. use; and.tha scholars shall 
 attend his instructipn^in^such claq8,e^ .and under such arrange- 
 
ments as be, with the sanction of the Board of BdTication, 
 shall think proper. His services shall be divided beftween the 
 seminaries as their wants may require. 
 
 5. '-The principal of the senior department of the male 
 seminary shall be general superintendent of that school ; and 
 as such shall receive all applicants and assign them to their 
 proper department; and whenever the departments are brought 
 together for examination or other purposes, he shall have the 
 direction, and shall decide ail questions of general arrangement. 
 He shall exercise a general supervision and see that the rules of 
 the school are duly enforced, and neatness and good order 
 observed throughout. Any one feeling aggrieved by his action 
 may appeal to the directors. 
 
 6. "The teacher of wridng and music shall be general 
 superintendent of the female school, and as such shall discharge 
 all the duties pertaining to the superintendent of the male 
 seminary. He shall reside in the building and protect it and 
 premises from injury. 
 
 7. "There shall be a curator of the male seminary, who 
 shall reside in the building and have charge of it for the pur- 
 pose of protection. He shall also have charge of the cabinet 
 and apparatus, under regulations to be hereafter defined." 
 
 Fifteen other sections follow, defining more minutely the 
 duties of teachers, officers and pupils, but the foregoing are 
 deemed sufficient to indicate the character of the system as 
 organized at that time. The school year consisted of four 
 quarters of twelve weeks each. The income from taxation 
 under the general and special school laws then in force not 
 being sufficient to maintain the schools, tuition at the rate of 
 one dollar per quarter in the junior departments, and one 
 dollar and a half in the senior departments, was charged for 
 each pupil residing within the borough, and not entitled to attend 
 the Mclntire school. Pupils entitled to attend the Mclntire 
 school, or residing without the borough, were charged throe 
 dollars per quarter in the junior departments, and four dollars 
 in the senior departments. 
 
The. Board of Education to whom this organization of the 
 schools is due, consisted of . Messrs. Charles G. Wilson, Uriah 
 Parke, Horatio J. Cox, Hugh Kced, George W. Manypentiy and 
 Jesse Keene. 
 
 The testimony borne by the Board of Education, upon his 
 retirement therefrom some years subsequently, to the effi- 
 ciency of Mr. Parke's services, would indicate that, in the 
 judgment of his associates, much of the credit of the efficiency 
 of the school system was duo to him. He is still remembered 
 in this community for his earnest devotion to the cause of 
 popular education. 
 
 The Board of Examiners at this time (September, 1842,) con- 
 sisted of Eev. James Culbertson, Kev. W. A. Smallwood and 
 Dr. Thomas M. Drake — Dr. Drake having been appointed in 
 July of this year, in place of Rev. Amos Bartholomew. 
 
 On the 20th of September, 1842, Mark Lowdan and Adam 
 Peters were elected members of the Board of Education in 
 place of Messrs. "Reed and Manypenny, and on the 26th, Col. 
 John W. Foster was appointed in place of Jesse Keene. 
 
 In April, 1843, B. E. Fillmore was appointed a member of the 
 Board of Education in place of John W. Foster, resigned, and 
 in September of the same year was elected to the same office. ■ 
 
 On the 7th of April, 1845, the residence of Uriah Parke, 
 then Secretary of the Board of Education, was destroyed by 
 fire, and with it all the records and papers belonging to the 
 Board. The foregoing facts are gathered from the minutes of 
 the Town Council and from a brief abstract of the history of 
 the schools, prepared from memory by Mr. Parke, and recorded 
 in June, 1845, in the records of the Board. 
 
 In June, 1845, the following corps of teachers was in the 
 employ of the Board, at the salaries named : 
 
 George W. Batchelder, principal of male seminary, salary 
 $600 per annum. 
 
 Samuel C. Mendenhall, assistant, senior department, salary 
 
 t)er annum. 
 
N. A. Gray, principal, junior department, salary $350. 
 
 James H. Thompson, assistant, junior department, salary 
 1240. 
 
 William D. Chase, second assistant, junior department, salary 
 $150. 
 
 Jesse P. Hatch, principal of female seminary and teacher of 
 writing and music in both schools, salary $400. 
 
 Miss Adaline Parker, principal, senior department, salary 
 $300. 
 
 Miss Isabel Gary, assistant, senior department, salary $175. 
 
 Miss J. "Williams, principal, junior department, salary $260. 
 
 Miss Amanda Charlott, assistant, junior department, salary 
 $96. 
 
 Miss Martha Hatch, second assistant, junior department, 
 salary $96. 
 
 N. A. Gray resided in the male seminary building, and J. P. 
 Hatch in the female seminary building, rent and fuel free. 
 
 The number of pupils enrolled and in attendance in June, 
 1845, was as follows : 
 
 Male Seminary, senior department, enrolled, 67 
 
 " " " " attendance, 60 
 
 " " junior " enrolled, 154 
 
 " " " " attendance, 139 
 
 Female Seminary, senior department, enrolled, 89 
 
 " " " " attendance.. 65 
 
 " " junior " enrolled, 157 
 
 " " " " attendance. ..120 
 
 Total in both schools, enrolled, 467 
 
 " " ' " attendance, 384 
 
 The following was the course of study, with the text books 
 authorized by the Board : 
 
 Spelling — Sanders' Spelling Book. 
 
 Reading — Pierpont's Introduction and National Reader, San- 
 ders' Readers and the Scriptures. 
 Geography — Smith 's . 
 
Grammar— Smith's. 
 
 Ajr-ithmetic— Emerson's Mentol' and Parke's Practtical. 
 
 Algebra — Bailey's. 
 
 History— Goodrich's First, Second and Third Books, and 
 Weem's Washington. 
 
 Music — Mason's Sacred Harp. 
 
 Philosophy — Comstock's. 
 
 Sn-rveying — Gummere's. 
 
 Geometry — Playfair's Euclid. 
 
 Latin — Andrews and Stoddard's Grammar, Andrews' 
 Header, and Firgil. 
 
 ■Greek — ■Anthon's Grammar, First Lesstfns and Eeader. 
 
 On the 16th o( September, 1845, Gottlieb Nattiuger and 
 Leonard P Bailey were elected members ot the Board of Edu- 
 cation in place of Adam Peters and Mark Lowdan. 
 
 Subsequent changes in the Board of Education are given in 
 the Eoll of the Board appended to this sketch. 
 
 In July, 1847, Mr. Batchelder resigned his position as princi- 
 pal «f the Male Seminary, and Mr. Men den hall, that of first 
 assistant in the same. On accepting the resignation of these 
 gentlemen the Board of Education bore hearty and unanimous 
 testimony of their efficiency and success as teachers, and added 
 emphasis to that testimony by their subsequent re-empkij^ment 
 in the schools. 
 
 Mr. Orlando L. Castle was elected to succeed Mr. Batchelder, 
 and Mr. Wm. D. Urquhart to succeed Mr. Mendenhall. In Oc- 
 tober, 1847, Mr. TJrquhart was succeeded by Mr. Wm. A. Castle. 
 
 In April, 1848, Mr.-Hatch resigned his position as principal 
 of the Female Seminary and teacher of writing and singing. 
 As a temporary arrangement. Miss Adaline Parker was made 
 principal of the Female Seminary, and Mr. O. L. Gastle took 
 charge of the writing and singing in the Male Seminary. In 
 July, 1848, Mr. N. A. Gray resigned his position in the Male 
 Seminary and Mr. S. C. Mendenhall was elected to fill his place. 
 
Mr. L. P. Marsh, then of Delaware, Ohio, was elected teacher 
 of writing and singing, and entered upon the discbarge of his 
 duties January 3, 1849. His salary was at the rate of $400 per 
 annum. In February, 1849, Mr. J. fl. Thompson, then assis- 
 tant teacher in the Male Seminary, was made principal of the 
 Female Seminary, at a salary of 1500 per annum, with dwelling 
 and fuel free. 
 
 In April, 1849, the length of the school year was fixed at four 
 quarters, of eleven weeks each. 
 
 On the 26th of March, 1850, Mr. O. L. Castle, principal of 
 the Male Seminary resigned and Mr. Marsh was made acting 
 principal till June, 1850, when Mr. Geo. W. Batcjhelder was 
 elected to that position, at a salary of $800 per annum. 
 
 In September, 1850, the corps of teachers consisted of Mr. 
 Batcbelder, as principal of the Male Seminary, with four assis- 
 .tant teachers. Mr. Thompson, was principal of the Female 
 Seminary, with four assistant teachers, and Mr. Marsh as teacher 
 of writing and singing in both schools. The average enroll- 
 ment of pupils, at this time, was about five hundred. 
 
 In October, 1850, Mr. Marsh resigned and Capt. Hatch was 
 again employed as teacher of writing and singing. 
 
 THE FIRST SUPERINTENDENT. 
 
 No important change was made in the organization of the 
 schools till' February, 1852, when Mr. Batehelder was made 
 Superintendent of all the schools. His salary was fixed at 
 $r,0OO, and he was assisted by twelve subordinate teachers. 
 
 In May, 1852, the female seminary was destroyed by fire and 
 its sohoiols transferred to the basement of the Seventh street 
 M. B.,Ohur.Qh and the Market Street Academy. 
 
 In June of this year, the Board of Education took action 
 looking to the provision of additional and more suitable accom- 
 modations for the schools. A committee was appointed to 
 select sites for four ward schools and a High school. 
 
In April, 1853, the lots on which were built the Third and 
 Fourth Ward buildings were selected, and Mr. Batchelder was 
 sent to Cleveland, Sandusky and Columbus to inspect the 
 school buildings of those cities, with a view to advising the 
 Board in their adoption of plans for the contemplated new 
 school-houses. In June, the Board adopted plans and applied 
 to the Council for funds to purchase the lots selected, to erect 
 two ward schools, and to make alterations and repairs on the 
 Hill-School building, so as to fit it for the use of a High- 
 School. The Council promptly responded to this call, author- 
 ized the issue of twenty five thousand dollars of school bonds 
 for the use of the Board, and advertised for bids for the erec- 
 tion of two ward buildings. In July, 1853, the contract for the 
 erection of the Third and Fourth Ward buildings was awarded 
 to Jonathan Swank, at f 7,645 for each building, exclusive of the 
 stone work. Mr. John M. James was employed to superintend 
 the erection of the buildings. 
 
 In the spring of 1853, the first school for the education of 
 colored children was established. Under the laws in force at 
 that time this school was controlled by a separate board of 
 directors, elected by the colored people, and sustained by taxes 
 levied upon property of colored citizens. 
 
 In October, 1854, Mr. Batchelder resigned his oflSce of Super- 
 intendent. Very much credit is due to Mr. Batchelder for his 
 labors in behalf of the better organization of our public schools. 
 He earnestly advocated before the Board of Education and 
 before the (?ity Council, the advantages of the graded system 
 over that of mixed schools as they then existed, and gave 
 impetus and direction to the preliminary efforts that were made 
 to build up in our city a system of public instruction that 
 should be creditable in its character and remunerative in its 
 results. 
 
THE GRADED SYSTEM COMPLETED. 
 
 In April, 1855, the new school buildings were completed and 
 the organization of the graded system began to assume tangi- 
 ble shape. Mr. Almon Samson had been elected Superin- 
 tendent, and Mr. Charles W. Chandler Principal of the High 
 School. 
 
 The following departments were organized and courses of 
 study adopted : 
 
 The Primary Department, embracing the first three years of 
 the course. ' 
 
 The Secgn^^ry Departmeiit, embracing the second, three years. 
 
 The Senior Department, embracing the third three years. 
 
 Thp High School Department, embracing three courses of 
 study, of two years, four years, and five years, respectively. 
 
 As yet no suitable school facilities had been provided for the 
 First apd Second Wards. The original design of the Board of 
 Education had been to erect a school building in each of these 
 wards, but owing to the probability that some arrangement 
 might be made with the Mclntire Trustees, this design was not 
 carried out. In September, 1856, the following agreement was 
 entered into between the Board of Education and the Trustees 
 of the Mclntire estate : "The school-house was to be put in 
 thorough repair, and furnished with furniture similar to that in 
 the other school buildings of the city. The school to be organ- 
 ized and conducted under the rules and regulations adopted by 
 the Board of Education, and to be under the control of the 
 Superintendent of the city schools. 
 
 "The expenses of repairs, furniture, salaries of teachers, 
 together with all incidentals necessary to the conduct of the 
 school, to be paid by the Mclntire Trustees ; the Mclntire 
 Trustees reserving to themselves the right of visitorial super- 
 vision." 
 
 During the school year ending July 3, 1857, there were 
 sustained by the Board : One high school, two senior schools, 
 
five secondary echools, ten primary schools, one unclassified 
 school, and one colored school. The whole number of teachers 
 was thirty-one. 
 
 The enumeration of white youth of school age, in this year, 
 was 2,857, of whom 289 were under six years of age— leaving 
 2,568 entitled to attend the public schools. The whole number 
 of pupils enrolled in the white schools was 1,500, leaving 1,068 
 entitled to admission who did not enter school at all. 
 
 The average enrollment and attendance in the several depart- 
 ments were as follows : 
 
 In High School— Enrollment, 78 
 
 Attendance, 75. 
 
 Senior " — " 85; " 83. 
 
 Secondary " — " 265; " 252. 
 
 Primary " — " 612; " 585. 
 
 In his report to the citizens of Zanesville, at the close of this 
 school year (July, 1857), Mr. Bigelow, then President of the 
 Board of Education, says : "We (the Board) have endeavored 
 to secure the most competent teachers in every department; 
 adopted the most approved methods of teaching ; provided the 
 necessary appliances, and sought by a rigid conformity to the 
 regulations, to make the internal working of the schools in 
 every way successful. 
 
 "It is now about two years since the establishment of the 
 High School, in connection with the subordinate grades, thereby 
 making the organization complete. The advantages of this 
 department have become so apparent, as to render comment 
 wholly unnecessary. 
 
 "When we consider the many obstacles that had to be over- 
 come in the primary organization — tbe prejudices and conflict- 
 ing interests to satisfy — together with the shortness of the time, 
 we are surprised that so large a measure of success should have 
 been the ri "ult. 
 
 "The systematic course of training to which all the depart- 
 ments have been subjected, has developed the advantages of the 
 
graded system above others, and foreshadowed the perfection 
 to which they may attain under careful and judicious super- 
 vision." 
 
 M. D. LBGGBTT, SUPERINTENDENT. 
 
 At the close ol this school year (July, 1857), Mr. Samson 
 resigned his position as Superintendent, having filled that office 
 a little over two years, and having, with the co-operation of 
 the Board of Education, fully established the graded system of 
 schools, and witnessed its entrance upon a career of popularity 
 and usefulness. Mr. M. D. Leggett was elected to succeed Mr. 
 Samson, at a salary of 11,200 per annum. In his first report to 
 the Board, made August 3, 1858, Mr. Leggett thus justly com- 
 pliments the work of his predecessor : "In taking charge of 
 the schools at the beginning of the last school year, I found a 
 classification of the scholars, and a course of study, which, in 
 their adaptation to the wants of children, their simplicity, their 
 system, and thoroughness, could hardly be equaled by any 
 other system of schools with which I was acquainted. This 
 classification and course of study is constantly becoming more 
 and more popular with the patrons of the schools. * * * 
 I think there are in the city but very few patrons of our 
 schools who would be willing to have any material alteration 
 made, either in the course of study or classification." 
 
 Entering upon the duties of his office under such favorable 
 auspices, Superintendent Leggett was enabled, by his energetic 
 administration, not only to sustain the efficiency and well- 
 deserved poj)ularity of the public schools, but to add to both, 
 and to extend their enviable reputation throughout the State. 
 Through the confidence reposed in him by the Board of Educa- 
 tion, he was enabled to call about him an able corps of princi ■ 
 pals and teachers, who zealously co-operated with him in the 
 execution of his plans and methods for the improvement of the 
 schools. Mr, Leggett remained in charge of the schools till 
 January, 1862, when he resigned his office to accept the appoint- 
 ment of Colonel of the 78th Eegiment O. V. I. 
 
 The condition of the schools at the close of the school year 
 
1859-r60, is indicated by the following statistics, taken from 
 Superintendent Leggett's annual report for that year : 
 
 No. of schools sustained during the year : 
 
 High School, 1 
 
 Senior Schools, 2 
 
 Secondary Schools, 6 
 
 Primary Schools, 12 
 
 Eural School, 1 
 
 German School, 1 
 
 Colored School, 1 
 
 Total, 24 
 
 In which were employed : 
 
 Male Teachers, 8 
 
 Female Teachers, 30 
 
 Total, : 38 
 
 In a'ddition to the above, two night schools were sustained 
 from the first of November to the first of March, in which were 
 employed four teacherSj two male and two female. 
 
 The following is the table of enrollment and attendance in 
 the several departments : 
 
 High School, Enrollment, 
 
 109. 
 
 Attendance 
 
 :, 93 
 
 Senior Schools, 
 
 " 
 
 204. 
 
 
 159 
 
 Secondary Schools, 
 
 it 
 
 418. 
 
 
 360 
 
 Prihiary Schools, 
 
 <( 
 
 932. 
 
 
 644 
 
 Eural School, 
 
 11 
 
 58. 
 
 
 37 
 
 German School, 
 
 C( 
 
 114. 
 
 
 61 
 
 Colored School, 
 
 (( 
 
 100. 
 
 
 56 
 
 Night School, 
 
 u 
 
 191. 
 
 
 95 
 
 Total 
 
 
 2126. 
 
 
 1505 
 
The fbilo'wtng was the schedule of salaries : 
 
 Su'pfei-iritendent 6f Instruction,.. $1600 
 
 Principkl of High School, 1000 
 
 iPrincipJlls of Districts. 600 
 
 Senior, Secondary and Priinary Teachers,.. 300 
 
 Senior, Secondary' iand Primary Assistants, 240 
 
 Assistants in High School, $^50 to 601) 
 
 Siupierintendent Leggett's resignation was accepted January 
 7, 1862, and Mr. C. W. Chandler, Principal of the High School, 
 was elected to superintend the educational department at a 
 salary of «1,000, and Mr. A. Fletcher, President Of the Boatd, 
 was employed as financial agent ; salary, $300. This arrange- 
 ment was continued through the next school year, but the 
 exigencies of the times having made it the duty of the Board 
 of Education to exercise the strictest economy, a reduction of 
 the salaries of superintendent, principals and teachers was 
 made, of from ten 'to twenty pbr cent. 
 
 OFPIOE 01" SUPEBINTBNDBNT SUSPENDED. 
 
 AsaTurther liieaSure of ecbndmy, at the close of this school 
 y6ar, the office of ^lijiei'intenderit was Bus'jib'nded. 
 
 During the period throiigh which this suspension of the 
 office of superintendent was cohiihued, no Very full statistics of 
 the schools were kept. From the report of the Presidentof the 
 Board, macle in August, 1865, the following facts, relating to 
 the condition of the schools'for that year, are derived : 
 
 No. pupils enrolled in all the schools, 2110 
 
 Average daily attendance, 1289 
 
 There were employed seven male and twenty-eight female 
 teachers. The arrangement with the Mclntire Trustees, by 
 which they paid all expenses of the Mclntire School, had now 
 continued for nine years, and a new arrangement was entered 
 into with them, under a contract authorized by a special act of 
 the Legislature. This act enabled the Mclntire Trustees to 
 contract with the Board of Education tor the tuition of the 
 
"poor children" who would be entitled to the benefit of the 
 Mclntire fund under the will of Mr. Mclntire, and to pay to 
 the Board of Education such sum from the income of that 
 estate as in their judgment might be right and proper as an 
 equivalent for such tuition. Under this contract the Board has 
 annually received from the Mclntire Trustees the sum of $8,000, 
 and, in addition to that, from $500 to $800 per year to furnish 
 books and clothing to destitute children. 
 
 At the close of the school year in June, 1865, Mr. C. W. 
 Chandler, who had been Principal of the High School since its 
 establishment, in' 1855, with the exception of the one year that 
 he filled the oflSce of Superintendent, resigned his position, and 
 Mr. A. T. Wiles, who had been, for the three years preceding, prin- 
 cipal of the schools of the Second District, was elected to that 
 position at a salary of $1,000 per annum. 
 
 THE JPIRST LADT PRINCIPAL. 
 
 The Principalship of the Third District, made vacant in June, 
 1865, by the promotion of Mr. Wiles to the principalship of the 
 High School, was filled by the election of Miss Maria Parsons, 
 who had been for several years teacher of the Senior School in 
 that district. This was the first instance in the history of the 
 Zanesville Schools in which a, lady was placed in the responsi- 
 ble position of principal, and the innovation was regarded by 
 many earnest friends of the public schools with serious distrust. 
 At the close of this school year, however, the Board of Educa- 
 tion were so well satisfied with the result of their experiment 
 that they applied the same policy to the other two districts. 
 A. T. WILES, SUPERINTENDENT. 
 
 No further change was made in the organization or manage- 
 ment of the schools until the close of the school years 1869,-'70, 
 when the oflSce of Superintendent of Instruction was restored, 
 and Mr. A. T. Wiles who had served for five years as principal 
 of the High School, was elected to that oflSce, at a salary of 
 $1,500 per annum, and Miss Margaret Stultz, who had served 
 for five years as assistant in the High School, was made princi- 
 pal of the same at a salary of $1,000 per annum. 
 
The following figures will exhibit the status of the schools for 
 the school year 1869-70 : 
 
 Enumeration of youth of school age in the city, 3477 
 
 High School, Enrollment 101, Attendance, 77 
 
 District Schools, " 2000, " 1263 
 
 Total, 2101 1340 
 
 Number of teachers employed : 
 
 High School, Principal, 1 
 
 " Assistants, 3 
 
 District Schools, Principals, 3 
 
 " Senior Teachers, 3 
 
 " Primary and Secondary Teachers,... 35 
 
 Total, 45 
 
 The following was the schedule of salaries : 
 
 Principal of High School, $1,200 
 
 First assistant in High School, 900 
 
 Second and third assistants in High School, 550 
 
 Principals of districts, '. 950 
 
 Senior school teachers, 500 
 
 Secondary school teachers, 400 
 
 Primary School teachers, 400 
 
 German school teacher, 800 
 
 Colored school teachers 300 and 400 
 
 Financial Agent, 1,100 
 
 At the beginning of this school year (1869-1870) the new 
 school building on Marietta street, known as the "Stemler" 
 Building, was completed and ready foroccupation by the schools. 
 Later in the year the City (.''ouncil purchased the Presbyterian 
 Mission Sunday School Building on Monroe Street, and the 
 Board opened in it a secondary school. 
 
 The schools were all now accommodated in buildings own- 
 ed by the city, except the three schools in the rooms rented of 
 of the Masonic Hall Association. 
 
In the summer of 1870 School District No. 9, of Springfield 
 township, including the un- incorporated village known as South 
 Zanesville, was annexed to the city. The Board of Education 
 assumed control of the two schools of that district, and attached 
 them, for the time being, to, the third district, of the city schools. 
 In November of this year the., village of West Zanesville was 
 annexed -to the city, adding four; more schoola to the number 
 already under control of the !^o,ard. The teachers forptierJy in 
 charge of these schools were all re-employed by the city Board 
 of Education, and their salaries adjusted to the schedule in force 
 in the other city schools. The schools of the Seventh and 
 !Righth wards were constituted the fourth district, and placed 
 under the principalship of Mr. David Harris, who had been for 
 many years teacher and principal of the West Zanesville schools. 
 
 In May, 1872, the incorporated village of Putnam was an- 
 nexed to the city, constituting the l^linth Ward. , The Board of 
 Education assumed only a nominal control of the schools of this 
 vvard until the close of the school y§ar, dpeming it best for their 
 intej-est to make ho attempt at that time to, adjust them to the 
 system of other the schools. By this anne:?cation, s^eyen schools 
 were added to the city school system. By the three annexa- 
 tions just named the area of the city and its population were 
 increased about one-third, and the number of schools and 
 tea:Cher8 in about the same ratio — the number of teachers prior 
 to tjiese annexations being forty -five, and immediately subse- 
 quently thereto, 60. 
 
 During the year 187.3,, the City Cpiincil — at the request of the 
 Board of Education — erected a comnjodious and substantial 
 brick school house, containing six rooms, in the sixth ward, one 
 in the seventh ward, containing four school rooms, and an ad- 
 dition to the, eighth ward school building cpntaining two school 
 rooms. The cost of these three improvements, with the grounds 
 upon which they wpre placed, was about f 30,000. 
 
It has been attempted in this sketch to indicate the con- 
 dition and growth of our public school system by giving such 
 statistics as were attainable, at the close of each period of five 
 years. 
 
 The following is" a surtitnUry for the school year 1874-75 : 
 
 Bnuiiieration of youth of school age in the <iity, 5370 
 
 High School, enrollment...... 159 Attendance, 126 
 
 Senior Schools " 194 " 138 
 
 Secondary Schools " 789 " 594 
 
 Primary Schools " 1510 " 1025 
 
 Gerinan -English " 209 " 153 
 
 Colored' Schools " 202 " 124 
 
 Total,: 3063 2160 
 
 The number of teachers employed was: 
 
 High School, Principal, 1 
 
 " " Assistants, 4 
 
 District Schools, Principals, 5 
 
 Senior Teachers,. 5 
 
 Secondary " 18 
 
 Primary " 24 
 
 Ger-Bng. " 4 
 
 Colored " 4 
 
 Music " 2 
 
 Writing " 1 
 
 Total 68 
 
 The following was the schediile of salaries : 
 
 Superintendent of Instruction, $2000 
 
 High School, Principal 1350 
 
 '• " Commercial Teacher 1080 
 
 " First Assistant 900 
 
 " Second and Third Assistants, 700 
 
District Schools, Principals 850 
 
 " Senior Teachers, 550 
 
 Sfifiondarv ** 
 
 
 450 
 
 
 
 450 
 
 frer-Iinp^ " 
 
 
 ...450 and 800 
 
 Colored " 
 
 
 450 to 720 
 
 Music " 
 Writinff " 
 
 
 450 and 600 
 
 950 
 
 THE SCHOOL 
 
 PUNDS. 
 
 
 Prior to 1839, the public schools of Zanesville were operated 
 under the general school laws of the State. The first general 
 school law was enacted by the General Assembly of 1824-25. 
 It provided for the election of three directors for each school 
 district, and for a levy for school purposes of one-half a mill on 
 the dollar of taxable property. This law was amended in 1829 
 so as to authorize County Commissioners to levy a school tax of 
 three-fourths of a mill. In 1836, the County Commissioners 
 were authorized to levy one and a half mills, and in 1838 two 
 mills. In 1839, the County Commsssioners were authorized to 
 reduce the school levy to one mill. 
 
 The special law for "The support and better regulation of the 
 schools of the town ot Zanesville," passed in 1839, made no 
 provision for a levy by the Board of Education of a tax for 
 school purposes, but provided that the town council should, 
 upon requisition by the Board of Education, appropriate 
 annually a suflS.cient amount of funds to defray the contingent 
 expenses of the schools, for rent, fuel, repairs, &c. The tuition 
 fund was still raised under the provisions of the general law. 
 
 The funds so obtained were not suflS^cient to meet the require- 
 ments of the schools, and the deficiency was made up by tuition 
 fees, varying in amount in different years. 
 
 There were at this time two school districts in Zanesville 
 township, outside the corporate limits of the town, that shared 
 equally with the borough in the funds arising from taxation. — 
 Id 1848, the Board of Education of the town secured an 
 amendment to the law whereby the taxable property of the 
 
borough was made returnable separate and apart from that in 
 the township outside the borough. 
 
 In 1849, a law was enacted by the General Assembly for the 
 "Suppori and better regulation of public schools in cities and 
 towns," the twelfth section of which authorized Boards of 
 Education to determine the amount of tax to be levied for all 
 school purposes, except the purchase of sites and the erection 
 ot bmidings, provided that such tax should not exceed four 
 mills upon the dollar of taxable property. 
 
 In 1851, this section was, by special act, made applicable to 
 the city of Zanesville. This last enactment relieved the City 
 Council of the duty of providing for the contingent expenses 
 of the schools, leaving with that body only the duty of pur- 
 chasing sites and erecting buildings. Under the special law of 
 1839, modified by the several amendments named above, the 
 schools of Zanesville were conducted until the enactment of the 
 present general school law. 
 
 Besides these amendments directly affecting the law under 
 which the schools of Zanesville were conducted, it was further 
 modified by provisions contained in the city charter, and sub- 
 sequently by those of the municipal code, as well as by amend- 
 ments to the general school law of the State. These acts and 
 amendments were so conflicting and contradictory, and so 
 inconsistent with the original Zanesville school law of 1839, 
 that it became a very di£S.cult matter to determine what were 
 the legal rights and duties of the Board of Education, and to 
 what extent the powers of the City Council extended to the 
 educational department of the city, and lead to much embarrass- 
 ment in the relations of these two bodies. These embarrass- 
 ments have been removed by the provisions of the general 
 school law of 1873, which vests the title of all property former- 
 ly held by the City Council for school purposes, in the Board of 
 Education, and authorizes the Board of Education to provide for 
 tuitional and contingent expenses by the levy of a tax not ex- 
 ceeding seven mills on the dollar of taxable property, and, if 
 necessarj', to borrow money upon bonds for the purchase of sites 
 and the erection of buildings. 
 
In addition to the funds arising from taxation, the Board of 
 Education receiyed from the Trustees of the Mclntire estate, 
 from 1856 to 1865, a sum sufficient to defray the expenses of the 
 schools taught in the Melntire building, since which time they 
 bave received annually, from the same source, the sum of eight 
 thousand dollars. 
 
 Roll of the Bq^rd of Education. 
 
 1838-'39. 
 
 TJriali Parke, ' " Ezekiel T. Cox, 
 
 Henry Eastman. 
 
 1839-'40. 
 Kichard Stillwell, President, Hugh Eeed, 
 
 John A, Turner, Secretary, George W. Manypenny, 
 
 Charles Or. Wilson, Treasurer, Allen Cadwalader. 
 
 1840-'41. 
 
 Richard Stillwell, President, ' Hugh Eeed, 
 
 Uriah Parke, Secretary, George W. Manypenny, 
 
 Charles G. "Wilson, Treasurer, Horatio J. Cox. 
 
 1841-'42. 
 Geo. "W. Manypenny, President, Pugh Eeed. 
 
 Ilriah Parke, Secretary, Horatio J. Cox, 
 
 Charles G. Wilson, Treasurer, Jesse Keene. 
 
 1842-'43. 
 Horatio J. Cox, President, Mark Lowdan, 
 
 Uriah Parke, Secretary, Adam Peters, 
 
 Charles G. Wilson, Treasurer, John"^. Foster. 
 
1843-'44. 
 Horatio J. Cox, president, Ma^k Jjojrdan, 
 
 Uriah Parke, Secretary, Adam Peters, 
 
 Charles Gr. Wilson, Treasurer, E. B. Pillmore. 
 
 1844-'45. 
 Horatio J, Cox, President, Mark Lowd^n, 
 
 Uriah Parke, Secretary, AdamJPeters, 
 
 Charles G. "Wilson, Treasurer, B. B. Billmore. 
 
 1845-'46. 
 Horatio J. Cox, President. E, E. Fillmore, 
 
 Uriah Parke, Secretary, Le9niard P. Bailey, 
 
 Charles G. Wilson, TCrea.?urer, Gottlieb, Nattinger. 
 
 1846-'47. 
 Horatio J. Cox, President, E. E^ Eillmore, 
 
 Uriah Parke, Secretary, L. P. Bailey, 
 
 Nelson W. Graham. Treasurer, Gottlieb Nattjnger, 
 
 1847-'48. 
 B. E. Pillmore, President, L. P. Bailey, 
 
 Uriah Parke, Secretary, Gottlieb Nattinger, 
 
 N. W. Graham, Treasurer, George Bracker. 
 
 1848-'49. 
 E. B. Pillmore, President, Alexander Sullivan, 
 
 N. W. Graham, Secretary, William Schultz, 
 
 L. P. Bailey, ' Henry Blaudy. 
 
 H. J. Cox, Treasurer. 
 
 1849-'50. 
 
 B. B. Eillmore, President, George A, Jones, 
 
 Alex. Sullivan, Secretary, George B. Beeye, 
 
 L. P. Bailey, Wiiyam,Schultz. 
 
 H. J. Cox, Treasiirer. 
 
 1850-'51. 
 B. B. Fillmore, President, L, P. Bailey, 
 
 Alex. Sullivan,- Secretary, James L. Cox, 
 
 George A. Jones, George L. Shin nick, 
 
 H. J. Cox, Treasurer. 
 
 1851-'52; 
 E. B. Fillmore, President, George A. Jones, 
 
 Alex.Sullivan, Secretary, George L. Shinnick, 
 
 li. P. Bailey, Jacob Glessner, 
 
 H. J. Cox, Treasurer. 
 
 18£i2-'5:^. 
 B. B. Fillmore, President, James L. Cox, 
 
 Alex. Sullivan. Secretjiry, Jacob Gle^sner, 
 
 L. P. Bailey, George li. Shinnick, 
 
 H. J. Cox, Treasurer, 
 G. W. Batchelder, Supef jnteji4ent. 
 
1853-'54. 
 
 James L. Cox, President, Jacob Glessner, 
 
 Alex. Sullivan, Secretary, Michael Dulty, 
 
 G-eorge L. Shinniok, John M. James, 
 
 H. J. Cox, Treasurer, 
 G. W. Batchelder, Superintendent. 
 1854-'55. 
 Jacob Glessner, President, John T. Pracker, 
 
 L. H. Bigelow, Secretary, James F. Adams, 
 
 Michael Bulty, Bernard Van Home, 
 
 H. J. Cox, Treasurer, 
 G. W. Batchelder, Superintendent. 
 1865-'56. 
 L. H. Bigelow, President, James F. Adams, 
 
 L. P. Marsh, Secretary, "William Schultz, 
 
 John T. Fraeker, William M. Shlnnick, 
 
 H. J. Cox, Treasurer, 
 Almon Samson, Superintendent. 
 1856-'57. 
 L. H. Bigelow, President, William M. Shinnick, 
 
 James F. Adams, Secretary, J. T. Fraeker, 
 
 William Schultz, A. C. Koss, 
 
 H. J. Cox, Treasurer, 
 Almon Samson, Superintendent. 
 1857-'68. 
 L. H. Bigelow, President, William M. Shinnick, 
 
 James F. Adams, Secretary, D. D'Yarmett, 
 
 A. C. Koss, Adams Fletcher, 
 
 Moses Dillon, Treasurer. 
 M. D. Leggett, Superintendent. 
 1858-'59. 
 A. C. Koss, President, William M. Shinnick, 
 
 A. P. Blocksom, Secretary, Adams Fletcher, 
 
 D. D'Tarmett, W. A. Graham, 
 
 Moses Dillon, Treasurer, 
 M. D. Leggett, Superintendent. 
 1859-60. 
 Adams Fletcher, President, D. D'Yarmett, 
 
 A. P. Blocksom, Secretary, W. A. Graham, 
 
 William M. Shinnick, Alfred Ball, 
 
 Moses Dillon, Treasurer, 
 M. D. Leggett, Superintendent. 
 1860-'61. 
 Adams Fletcher, President, . William M. Shinnick, 
 
 A. P. Blocksom, Secretary, A. Ball, 
 
 W. A. Graham, F. A. Thompson, 
 
 Moses Dillon, Treasurer, 
 M. D. Leggett, Superintendent. 
 1861-'62. 
 Adams Bletcher, President, A. Ball, 
 
 A. P. Blocksom, Secretary, F. A. Thompson, 
 
 William M. Shinnick, Thomas Lindsay, 
 
 Moses Dillon, Treasurer, 
 M. D. Leggett, Superintendent, 
 
1862-'63. 
 Adams Fletcher, President, William M. Shinnick, 
 
 F. A. Thompson, Secretary, Thomas Lindsay, 
 
 A. P. Blocksom, M. C. Mitchell, 
 
 Moses Dillon, Treasurer, 
 C. W. Chandler, iSuperintendent. 
 
 1863-'64. 
 Adams Fletcher, President, "William M. Shinnick, 
 
 F. A. Thompson, Secretary, Thomas Lindsay, 
 
 A. P. Blocksom, M. C. Mitchell, 
 
 A. H. Brown, Treasurer. 
 
 A. Fletcher, Financial Agent. 
 
 1864-'65. 
 Adams Fletcher, President, Thomas Lindsay, 
 
 F. A. Thompson, Secretary, M. C. Mitchell, 
 
 William M.- Shinnick, John E. Price, 
 
 A. H. Brown, Treasurer, 
 A. Fletcher, Financial Agent. 
 
 1865-'66. 
 Adams Fletcher, President, J. E. Price, 
 
 F. A. Thompson, Secretary, C. C. Eussell, 
 
 Thomas Lindsay, William M. Herriott, 
 
 A. H. Brown, Treasurer, 
 A. Fletcher, Financial Agent. 
 
 1866-'67. 
 Adams Fletcher, President, J. R. Price, 
 
 F. A. Thompson, Secretary, C. C. Eussell, 
 
 Thomas Lindsay, W. M . Herriott, 
 
 W. A. Graham, Treasurer, 
 A. Fletcher, Financial Agent. 
 
 1867-'68. 
 Adams Fletcher, President, C. 0. Eussell, 
 
 F. A. Thompson, Secretary, W. M. Herriott, 
 
 J. E. Price, M. C. Mitchell, 
 
 W. A. Graham, Treasurer, 
 A. Fletcher, Financial Agent. 
 
 1868-'69. 
 Adams Fletcher, President, M. C. Mitchell, 
 
 F. A. Thompson, Secretary, George W. Gheen, 
 
 J. E. Price, George W. Griffee, 
 
 C. C. Eussell, Theohald Stemler, 
 
 W. A. Graham, Treasurer, 
 A. Fletcher, Financial Agent. 
 
 1869-70. 
 Adams Fletcher, President, George W. Griffee, 
 
 C. Eussell, Secretary, Theo. Stemler, 
 
 J. E. Price, F. A. Victor, 
 
 M. C. Mitchell, J. W. Oonrade, 
 
 W. A. Graham, Treasurer, 
 A. Fletcher, Financial Agent. 
 
18T0-'71. 
 
 Adams PJetoher, President, F. A. Victor, 
 
 C. 0. Eussell, Secretary, J W. Conrade, 
 
 George W. Griffee, William H. Hurd, 
 
 Theo. Stemler, Isaac Piersol, 
 
 J. E. Slack, Trbasufer, 
 A. Fletcher, Financial Agent, 
 A. T. Wiles,' Superintendent'. 
 
 18?l-'72. 
 George W. Griflee, Presidefit, Kichard Hocking, 
 
 C. C. Eussell, Secretary. William IJilientha!, 
 
 J. W. Conrade, Jesse Atwell, 
 
 W. H. Hard, S. Jacots Moore, 
 
 Isaac Piersol, Willialm Geiger, 
 
 W. M. Shinnick, Treasurer, 
 A. T. Wiles, Superintendent. 
 
 1872-73. 
 George W. Griffee, President, Jesse Atwell, 
 
 William H. Hurd, Secretary, S. Jacobs Moore, 
 
 Isaac Piersol, C, C. Eussell, 
 
 Eichard Hocking, Matthew Calhoon, 
 
 William Lilienthal, J V. Smeltzer, 
 
 C. W. Chandler, 
 
 W. M. Shinnick, Treasurer, 
 A. T. Wiles, Superintendent. 
 
 1873-74. 
 George W. Griffee, President; Matthew Calhoon, 
 
 W. H. Hurd, Secretary, J. V. Smeltzer, 
 
 C. C. Eussell, Henry Shrimpton, 
 
 Eichard Hocking, Daniel Dugan, 
 
 William Lilienthal, J. C. Gillespie, 
 
 Jesse Atwell, 
 
 W. M. Shinnick, Treasurer. 
 
 A. T. Wiles) Superintendeiit. 
 
 1874-75. 
 George W. Griffee, President, Henry Shrimpton, 
 
 William H. Hurd, Treasurer, Daniel Dugan, 
 
 Eichai d Hocking, Andrew L. Pierce, 
 
 Matthew Calhoon, J. C. Gillespie, 
 
 J. V. Smeltzer, 
 
 A. T. Wiles, Superintendent and Clerk. 
 
 1875-76. 
 James C. Gillespie, President; James: A. Cox, 
 
 William H. Hurd, Treasurer, Henry Shrimpton, 
 
 Eichard Hocking, Daniel Dugan, 
 
 George W. Griffee, A. L. Pierce, 
 
 William Lilienthal, 
 
 A T. Wiles, Sviperintendent and Clerk. 
 
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