USA > Ohio > A history of the state of Ohio, natural and civil > Part 21
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The vast advantages, to be derived from the use of the steamer, are not yet fully unfolded. It seems designed to pene- trate, all the great rivers, of the world; those of both contin- ents; to penetrate Africa, to its centre, as well as Asia and South America. It seems peculiarly fitted for all the islands of the Pacific, and finally, to be one in number, of the vast amount of means, now using, to promote commercial intercourse between all mankind; to spread far and wide, all the useful arts of life, of science, of civilization, of humanity; and all the lights of our holy religion. While we sit writing here, England is making efforts to bring into successful operation, the stcamer, on the Euphrates and the Red sea. The Niger, the Nile, the Ganges, the Indus, the Burrampooter, the Amazon, the La Plata, the Tocantius, the Magdalena, the Columbia and Orino- ko, may yet be navigated, as much, as now are the Mississip- pi, the St. Lawrence, the Hudson, Delaware, Potomac, Ohio and Missouri. That time is rapidly approaching, indeed, the steamer will one day, be seen, in every harbor, visit every island, coast and country of the whole earth. Give the war- rior, who desolates whole countries, and destroys millions of his fellow men, his bloody fame, but give us a fame as pure, and as well deserved as ROBERT FULTON's, and we would ask no more. Unstained with blood, vice or crime, the fame of Fulton, shining brighter and brighter, shall live forever.
During all that period, whose now departed, gloomy ghosts we have made walk, in sad procession, before the reader, not a few of us, in this state, corresponded with our old friend DEWITT CLINTON of New York. All our difficulties were correctly stat- ed to him. On his part, he counselled us as a father would have advised his children. As to funds, he suggested to us, that our school lands and salt reservations, might be sold and they would produce funds enough with which to begin our canals. Hc suggested to us, " that from our peculiar location, as a state, Ohio might by means of roads and canals, become the centre of travel to and from the Valley of the Mississippi. That canals
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and roads, passing through our coal and iron regions, would render those mines very valuable, then almost useless. That our rich soil and its productions, would, by means of these improvements, render us wealthy, enterprising and prosper- ous." Having originally advocated our admission into the Union; having been our warm friend, always, even in our darkest days, gave him peculiar claims to our confidence. He stood before the nation, as the principal supporter of Internal Improvements. He was their earliest advocate, whose success- ful career, drew all eyes towards him.
Assailed at home, by a combination of little men, who envi- ed his greatness, he nevertheless, moved forward in his course, with giant strides, conquering all opposition until he had uni- ted the western lakes, with the Atlantic ocean. The people of Ohio saw, with wonder and admiration, the progress of what, was truly considered, at that day, a stupendous work. The completion, of the " Clinton canal," (as all, but New Yorkers, will forever call it,) dispelled all doubts, about the practicability of connecting Lake Erie with the Ohio river. The great question was solved. In effect, IT WAS DONE.
Before this time, Ohio always professed to believe, in the practicability of the New York canal. When Clinton and his early associates, in the winter of 1812, perhaps, applied to the states, for aid in making the great New York canal, Ohio, even then, answered, " that she believed in the practicability of making such a canal, and that New York, and her Clinton could effect it; but, that Ohio, had no money to spare, yet she would cheerfully do all she could in aid of that project, in congress, by her votes and influence." To all the appli- cations of New York, to congress; to the several states, and territories, on this subject, only one, truly friendly answer was returned to them; and, with pride and pleasure we record it; that answer was given by the GENERAL ASSEMBLY OF OHIO.
Governor Clinton, never forgot that answer, nor did his friends in New York forget it. From that time to this, Clin- ton's friends, in congress, from New York, have, generally, been friendly to us, whereas, his enemies of that state, have,
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as uniformly been our enemies, on every question, when their votes could injure us, in the national legislature.
SCHOOL LANDS, AND COMMON SCHOOL SYSTEM OF EDUCATION.
The congress of the United States, by several acts, usually denominated " the compact," gave the people, of all the terri- tory northwest of Ohio river, one thirty sixth part of the land, for the support of common schools. No small portion of these lands, was occupied, at an early day, by persons, who settled on them, without any other title to them, than what mere occu- pancy gave them. These occupants, made no very valuable improvements, on these lands, but they contrived, in time, to obtain various acts of our general assembly, in favor of such squatters. Such acts increased in number every year, until they, not only had cost the state, large sums of money for legis- lating about them, but some entire sessions were mostly spent, in such unprofitable legislation.
In the meantime, scarcely a dollar was ever paid over to the people, for whose benefit these lands had been given, by con- gress.
Members of the legislature, not unfrequently, got acts pass- ed and leases granted, either to themselves, to their relations or, to their warm partisans. One senator contrived to get, by such acts, seven entire sections of land into, either his own, or his children's possession !!
From 1803 to 1820, our general assembly spent its sessions mostly, in passing acts relating to these lands; in amending our militia laws; and in revising those relating to justices' courts. Every four or five years, all the laws were amended, or as one member of assembly well remarked in his place, “were made worse." At a low estimate, this perverse legislation, cost the people, one million of dollars. The laws were changed so frequently, that none but the passers of them, for whose bene- fit they were generally made, knew what laws were really in force. New laws were often made, as soon as the old ones took effect.
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During these seventeen years, there were, a few persons, in different parts of the state, who opposed this course of legisla- tion. And here we introduce to the reader, Ephraim Cutler, of Washington county, near Marietta, who was one of the framers of our state constitution. He had succeeded in his motion, so to amend the original draft of that instrument, as to make it the imperative duty of the general assembly, to support " religion, morality and knowledge, as essentially necessary to good gov- ernment." And the constitution goes on to declare " that schools and the means of instruction, shall forever be encouraged by legislative provision." This provision, remained a dead letter until, in December 1819, Judge Cutler, its author, being then a member, of the general assembly, introduced a resolution for that purpose, and was appointed chairman of a committee, on schools. He introduced a bill, into the house of representa- tives, for regulating and supporting common schools. This bill, after being much injured, by amendments, passed the low- er branch of the legislature, but, was either not passed in the senate, or so modified, as to render it useless. This state of things continued, until, in December 1821, the house of repre- sentatives, appointed five of its members, to wit: Caleb Atwa- ter, Lloyd Talbot, James Shields, Roswell Mills and Josiah Barber, a committee, on schools and school lands. To that com- mittee, was referred a great number of petitions from the occu- pants of school lands, in almost every part of the state. This committee devoted nearly all its time, to the subjects submit- ted to its charge. All the acts of the legislature, relative to the school land were carefully examined, and this committee came to the conclusion, that, inasmuch as the legislature were the mere trustee of the fund set apart by congress, for the sup- port of common schools, not a few of these acts were void, because they were destructive to the interests of the people, whose children were to be educated by this grant. The trustree, the committee believed, had the power to so manage this fund as to increase its value; but, the trustee had no power to destroy the fund. The committee, saw all the difficulties which surround- ed the object of their charge; as well as the delicacy of their
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own situation, sitting as members with those who had pos- session of more or less of the school lands. They weighed, in their minds, all these things, and finally, adopted a plan, and the only one, which appeared to them feasible, which was, to recommend the adoption of a joint resolution, authorizing the governor, to appoint seven commissioners of schools and school lands, whose duty it should be, to devise a system of law, for the support and regulation of common schools. Their chairman, who writes these lines, immediately after this decision, drew up, and presented to the house of representatives, the following
REPORT.
The committee to whom was referred so much of the Gov- ernor's message, as relates to schools and school lands, have had those subjects under their consideration, and now beg leave to Report,
That in the opinion of the committee, the education of our youth, is the first care and highest duty of every parent, patriot and statesman. It is education, which polishes the manners, invigorates the mind and improves the heart. If it has been encouraged even by despotic governments, how much stronger are the motives held out to induce the republi- can statesman to promote this object of primary importance? Shall Louis XVIII. of France, support from the national treasu- ry, learned professors, in every branch of science and learn- ing, in all the celebrated schools in his kingdom; and will the legislature of this young, rising and respectable state, neglect to provide for the education of her youth? The committee pre- sume not.
It will be recollected by the house, that many of the best scholars, patriots, warriors, philosophers and statesmen, whom this nation has produced-men who have shone as lights in the world; who have been blessings to their own country and the world at large; who have been applauded by the whole civilized world, for their learning, their genius, their patriot- ism and their virtues in public and private life, were many of
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them, when young, poor and destitute as to property, and yet through their own exertions, under the genial influence of the republican institutions of our elder sister states, were enabled to raise themselves from the lowest circumstances, to the heights of fame and usefulness.
The name of the illustrious FRANKLIN will occur to every mind. Are there no Franklins, no Monroes, no Wirts in the log cabins of Ohio, who possess not even a cent of property, who have no knowledge of the rudiments of a common education, and are deprived of a father's advice and protection, and even without the benefit of a mothers prayers? Is it not the duty of the legislature, to lay, in season, a foundation on which to build up the cause of education? Ought not a system of edu- cation to be founded, which should embrace with equal affec- tion, the children of the poor and the rich?
It has been said that " a little learning is a dangerous thing." This may be true in monarchical governments, where the ex- tremes of wealth and poverty, power and weakness exist, but never can be true, in a republic like ours. Where universal suffrage is the birth right of every citizen, learning enough to enable the elector to become acquainted with his own rights and his ruler's duty, is necessary for him to possess. In a mor- al point of view, learning enough to enable every rational be- ing to fully understand his duty to himself, his neighbor and his Creator, is absolutely necessary. Without education and morality, can a republic exist for any length of time? The committee presume not.
A great philosopher has said that "knowledge is power." It is that power, which transforms the savage into the civili- zed man, surrounds him with a thousand comforts, unattainable, through any other medium, and exhibits man as he ought to be, at the head of this lower creation, and the image of his Maker. It is an acquaintance with letters, which enables man to hold a correspondence, and become acquainted with his fellow man, however distant they may be from each other. Through this medium, all the ideas of the warrior, the states- man, the poet, the philosopher and the patriot are conveyed
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from age to age and from country to country. Through this medium, the treasures of learning and science are brought down to us, from the remotest ages past. Through this same medium, these treasures accumulating, as they are borne along down the stream of time, will be conveyed to the remotest ages yet to come.
Gratitude, to those who have gone before us, for their la- bors in the fields of learning and science, duty to ourselves and to those who are to come after us, call on us for a system of education for common schools, so framed, that genius, to whomsoever given, by the allwise and beneficent Author of our existence, may be drawn forth from its abode however ex- alted or however humble that may be, to enlighten mankind by a divine radiance.
" Full many a gem of purest ray serene,
"'The dark unfathomed caves of ocean bear,
" Full many a flower is born to blush unseen,
" And waste its sweetness on the desert air."
Is it not the duty of the legislature to explore the recesses of the ocean of distress and poverty, and to draw forth the gems of genius and place them before the public eye? Ought not the field of learning to be so far extended as to enclose within its limits, those beautiful wild flowers of genius which are now wasting their sweetness on the desert air?
But it may be asked, how shall we effect this desirable object? Where are our means of doing it? The committee answer, that nearly one thirty-sixth part of our territory bas been granted by congress, (for a fair equivalent it is true) to the state, in trust for the support of common schools. Had this fund, been properly managed, the committee are of the opinion, that a great permanent one would have been created, the interest of which would have done much towards the sup- port of common schools. The committee deeply regret, that the school lands have been, in many instances, leased out, for different periods of time, to persons who, in numerous in- 33 V
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HISTORY OF OHIO.
stances seem to have forgotten that these lands were granted to the state (for a fair equivalent by congress,) for the support of education, and for the benefit of the rising generation.
From all the committee have been able to learn, it would seem that more money had been expended by the state in leg- islating concerning these lands, than they have yet or ever will produce, unless some other method of managing them be de- vised than any hitherto pursued. The committee refer the house to acts concerning these lands on the statute book, and to the fact, that in numerous instances, the lessees are destroy- ing all the valuable timber growing on these lands. The com- mittee are impressed with the belief, that unless these lands are soon sold, and the proceeds thence to be derived, in- vested in the stock of the United States, or in some other permanent and productive stock, no good and much evil, will accrue to the state from the grant of these lands by congress. Shall we proceed on, legislating, session after session, for the sole benefit of lessees of school lands, at the expense of the state? Or shall we apply to the general government for au- thority to sell out these lands as fast as the leases expire or are forfeited by the lessees? Or shall we entirely surrender these lands to present occupants, with a view to avoid in fu- ture the perpetual importunity of these troublesome petition- ers? The committee are of the opinion that in order to col- lect information on the subjects committed to their considera- tion, commissioners ought to be appointed to report to the next general assembly, a bill to establish and regulate common schools, accompanied by such information on the subject, as they may be able to collect.
Should the general assembly authorize the the Governor to appoint such commissioners, a judicious selection would doubt- less be made, with a reference to the local interests of the state, as well as to the cause of learning among us.
Such commissioners ought to take into their consideration, the propriety or impropriety of obtaining leave of the gener- al government, of making such a disposition of the school
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lands of the state, by sale or otherwise, as may best comport with the original intention of the grantors.
It is our sincere wish to excite into activity, the learning, the talents and patriotism of the state, so that the attention of our constituents may be immediately turned towards the sub- jects committed to us.
The following resolution is respectfully submitted to the consideration of the house :
Resolved, by the general assembly of the state of Ohio, That the Governor be authorized to appoint seven commission- ers whose duty it shall be to collect, digest and report to the next general assembly, a SYSTEM of education for common schools, and also, to take into consideration, the state of the fund set apart by congress for the support of common schools, and to report thereon to the next general assembly.
This Report and this resolution being read, at the clerk's table, were ordered to be printed, and on the 30th day of January 1822, they passed the house, without a dissenting vote. The joint resolution, for the appointment of commis- sioners, passed the senate, January 31st, 1822, without oppo- sition.
In the month of May, following, Allen Trimble, Esquire, the then governor of the state, appointed seven commissioners of schools and school lands, to wit: Caleb Atwater, the Rev. John Collins, Rev. James Hoge, D. D., N. Guilford, the Honor- able Ephraim Cutler, Honorable Josiah Barber, and James M. Bell, Esquire. The reason why seven persons were appoint- ed, was because there were seven different sorts of school lands in the state, viz: section number sixteen in every town- ship of congress lands; the Virginia military lands; United States military lands; Symmes' purchase, in the Miami coun- try; the Ohio company's purchase, on the Ohio river; the refugee lands, extending from Columbus to Zanesville; and, the Connecticut Western Reserve land.
Caleb Atwater was appointed for congress lands; John Col- lins, for the Virginia military lands; James Hoge, for the refu- gec lands; James M. Bell, for the United States military
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district; Ephraim Cutler for the Ohio company's lands, N. Guilford for Symmes' purchase, and Josiah Barber for Connec- ticut Western Reserve school lands.
All the persons appointed commissioners, accepted of their offices, as it appears, by referring to governor Trimble's mes- sage to the legislature, in December 1822. Five of these commissioners, to wit: Caleb Atwater, John Collins, James Hoge, Ephraim Cutler and Josiah Barber, entered on the duties of their appointment, and assembled at Columbus, the seat of government, in June .1822. They organized their board, appointed Caleb Atwater their chairman, and, inas- much, as N. Guilford, and James M. Bell, did not appear, nor act, the five, who were present and acting, informally appoin- ted Caleb Atwater, to perform the duty, assigned to N. Guil- ford; and, James Hoge, was appointed to supply the place of James M. Bell.
This board, thus organized, ordered their chairman, to ad- dress a circular letter, to all such persons as had the charge of the school lands, in the state, soliciting information, as to those lands; what was their value, how they were managed, how, and by whom occupied, and finally, all the information, necessary to be possessed, by the commissioners.
Each commissioner, agreed to exert himself in obtaining all the information, in his power, relating to these lands. After an active session of seven days, the board adjourned, to meet again in August then next.
Five hundred letters were addressed to persons in various parts of the state, and fearing that unless the postage were paid, these letters would not be attended to by those to whom they were addressed, the author of them paid the postage. His time was devoted almost wholly to this business, until in August following, the board met again at Columbus. At this meeting which lasted seven days, the chairman was directed to prepare three pamphlets for the press: first, a pamphlet, showing the actual condition of the school lands; second, a bill proposing a system of law, regulating common schools; and
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thirdly, an explanatory one, of the school system to be pro- posed.
The chairman was directed to collect all the school systems, in use, in all the states; and to consult, by letter, or otherwise, all our most distinguished statesmen, scholars, teachers and jurists, on this matter. In pursuance of this order, he opened a correspondence with not a few such men, in all the old, and many of the new states. This correspondence occupied near- ly all his time, during the three following months of Septem- ber, October, and November, until early in December 1822, the board again assembled at Columbus. During all this time, not, a dollar had been advanced by the state, to this board, nor was there a dollar in the state treasury to spare for any object.
Two of the commissioners, had been elected members of the general assembly, to wit: Ephraim Cutler and Josiah Barber. The other three, Messrs. Atwater, Collins and Hoge devoted up their whole time to this service. Occupying a room, in a public house, it became a centre of attraction, for all the lov- ers of learning, who visited the seat of government, during that session of the state legislature. In this legislature, were many influential men who were opposed to a school system; to a sale of the school lands; and, to internal improvements. Calling occasionally, at the commissioners' room, these ene- mies of all improvement, discovered the commissioners discuss- ing the merits of the different school systems, which they had collected. These opposers, as it now appears, with the inten- tion of swindling the commissioners out of what would be justly due to them for their expenditures of time and money, request- ed the chairman to let them see what the postage on his offi- cial correspondence amounted to, and they would pay it. This being acceded to, and that being found to be seventy dol- lars, these legislators so framed a report, in the senate that it would appear, that all the services had been finished and paid for, nine weeks before the commissioners concluded their session ! ! !
The board proceeded in their labors, day after day, and
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week after week, and prepared for the press and printed, the three pamphlets aforesaid, at the expense of printing and pa- per, paid for by the chairman, and never fully remunerated to this day, by the state! Fifteen hundred copies of each, or four thousand five hundred copies, after an absence from home on that business, of eighty-two days were printed, and done up in handsome covers. They were circulated over the whole state in the spring, summer and autumn of 1823.
On the assembling of the legislature in December, as soon as that body were properly organized the report of the com- missioners was presented to the general asembly which they accepted, thanking, but not paying any thing for their labors and expenditures. This session had a majority in both houses, op- posed to the school system and the sale of the school lands, and all that was done by them, was to quarrel about these subjects. They finally broke up in a row and went home. During the next summer and autumn, the contest about the sale of the school lands, the school system, the canal, and an equitable mode of taxation, was warm and animated, but the friends of all these measures, triumphed over all opposition, at the polls in the October election of 1824. Large majorities were elec- ted in both houses, friendly to these highly beneficial meas- ures. These measures were carried through the general assem- bly, and the greatest revolution, politically, was effected that our history offers to the reader. That legislature was the ablest in point of talents and moral worth that we ever had in the state.
They gave us a system of education for common schools; changed the mode of taxation; created a board of fund com- missioners who were authorized to issue stock and borrow mo- ney on it, wherewith to make our canals. They passed many other wise, morally healthful and useful acts. These measures effected more for us than all others, ever originating with the people, and carried out into execution by the legislature.
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