USA > Ohio > Annual report of the State Commissioner of Common Schools, to the Governor of the State of Ohio, 1892 > Part 2
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13
STATE COMMISSIONER OF COMMON SCHOOLS.
(11) In all the states with but four or five exceptions the boards which employ the teachers have entire control of the schools, thus avoid- ing the conflict of authority between two boards of education such as we have in Ohio.
(12) Out of eighteen state commissioners of common schools who express an opinion regarding the merits of the "Workman Law" seven- teen pronounce it correct in principle and think that it is an improvement over the old system and that it will be of benefit to the country schools. A few of these do not think that the change made by this law is radical enough, but express the opinion that the township board should be com- posed of a smaller number and elected at large.
It is not necessary in this connection to discuss at length the conclu- sions which may be derived from the study of the above summary of answers. The following conclusions will be evident to any one who will take the trouble to give the subject careful study :
First, the educational systems of the different states are of such a nature as to indicate that it is not considered good policy to divide re- sponsibility between different boards of education.
Second, that the township is unquestionably the correct educational unit.
Third, that careful inspection and supervision of work always prove beneficial to a system of schools.
Fourth, the experience of a great majority of the states having county supervision is that the county is too large to be supervised by one man.
Fifth, that township supervision in its practical workings, which is possible under the present law in Ohio, is vastly superior to county super- vision.
BOXWELL LAW.
Closely allied to the "Workman Law" in the benefits which it will bring to the country schools, is the law providing for graduation from the schools of the sub-districts and special districts, named from its author the "Boxwell Law." This idea of having pupils do their work in accordance with some definite plan and with some definite object in view has for many years been embodied in the graded school system of our state, but in the great majority of sub-district schools the work has been done without particu- lar reference to any objective point. Two or three years since, the teachers and others interested in the improvement of these schools in Warren county developed a plan for more systematic work leading up to a graduation in the schools of that county. This plan proved to be so successful that the law, referred to above, embodying this idea was passed.
It was my privilege to be present June 4th at the graduating exer- cises held under this law at Lebanon, Warren county, where this move
14
ANNUAL REPORT
ment originated; and the great interest manifested there by both pupils and patrons, and which, no doubt, exists in many other counties through- out the state, is positive evidence of the fact that not only teachers, but also parents are becoming thoroughly aroused to the great importance of the education of their boys and girls. This must result in great good to the schools.
Although this law was not passed until near the close of the session, vet the results of the examinations held in April and May far exceeded the expectations of its most sanguine friends. Sixty-three out of eighty- eight counties held examinations and there is good reason to believe that at the next examination under this law, all the counties will be repre- sented. At these examinations there were 2131 applicants, of which 1062 were boys and 1069 girls. Of this number 687 boys and 654 girls were awarded diplomas as provided for in the law. These statements are suf- ficient evidence of the educational interest this law has aroused in the different counties of our state. While the section of the law which pro- vides for the payment of the tuition in any village or city high school of the county to which the passage of the examination admits them, is only permissive in its character, it is quite gratifying to know that a great many township boards have voted to pay this tuition, and it is confi- dently hoped that a still larger number will take advantage of this im- portant provision in the future.
COMPULSORY EDUCATION.
There is no doubt that the Compulsory Education Law, originally passed in 1889, and amended in 1890, '91 and '92,is productive of good results. The last amendment to this law, passed April 18, 1892, which contains the provision, "that all youth between eight and sixteen years of age not engaged in some regular employment shall attend school for the full term the schools of the district in which they reside, are con- tinued in the school year, unless excused for the reasons named, etc.," is a very valuable one and, no doubt, will result in keeping in the schools many boys and girls who have heretofore had none of the advantages growing out of the regular attendance upon these schools.
The effect of this act (89 O. L. 389) came before Attorney-General Richards on a question submitted by superintendent Stiles of the Girls' Industral Home, the question being, whether a girl fifteen years of age and able to read and write the English language, could be committed to and received by that Institution on complaint of truancy made by a truant officer before a Probate Judge under the compulsory education act. In response to this question, the Attorney-General gave the following official opinion :
·
15
STATE COMMISSIONER OF COMMON SCHOOLS.
OFFICE OF ATTORNEY-GENERAL, COLUMBUS, O., Dec. 14, 1892. 5
CAPT. A. W. STILES,
Superintendent, Girls' Industrial Home, Delaware, Ohio.
DEAR SIR :- You have submitted to me the commitment papers in the matter of Rhode Ratcliff, sent to your institution from Lawrence county, and requested my opinion as to whether you have the right to receive a girl on the charge of truancy who is over fourteen years old, unless the papers show she is unable to read and write the English language.
Prior to the passage of the act of April 18, 1892, (89 O. L. 389) a child over four- teen could not have been committed to your institution on the complaint of a truant officer for truancy, under the compulsory education act, unless it was charged and appeared that it could not read and write the English language, but by the amend- ment to section 1 of the compulsory education law made by the act mentioned "all youth between eight and sixteen years of age, not engaged in some regular employ-, ment" are required to attend school for the full term unless lawfully excused and youth absenting themselves from school without such excuse (and section 1 sets out the only available excuses) are subject to the penalties of section 8 of the com- pulsory education act, that is, they are liable to be sent to your institution and the other institutions naned in that section. I return the papers.
Very respectfully, J. K. RICHARDS, Attorney-General.
In this connection, it may be well to note that the parents or guard- ians of youth between eight and sixteen years of age not engaged in some regular employment, are required to send them to school, unless lawfully excused from such duty, under the penalty of section 8 of the compulsory education act.
TEXT-BOOKS.
The law passed May 4, 1891, "to create a state school book board and provide for supplying the schools of Ohio with good and sufficient school books at the lowest prices at which such books can be furnished," went into effect as provided in the law and seems to be quite satisfactory in its operations. In accordance with one of the provisions of this law a "List of State Contract Prices" together with a circular of information was issued from this office, August 10, 1891, by the State Commissioner of Common Schools as Secretary of the Board. While this law in the majority of its features is easy of interpretation, there is some difference of opinion regarding certain points. For instance that part of the law which provides for the addition of new books to the list, is not easy of construction and might be so amended as to render its execution much more effective. Again, the law as it now exists provides for the purchase and sale of text-books either by the boards themselves or through some agent appointed by them, but it is not clearly defined in the law who shall pay the freight on books when said books are handled by these agents. Many letters received at this office indicate that there is, in many instances, a misunderstanding between boards of education and their appointed agents regarding this matter.
16
ANNUAL REPORT
The law should be so amended in this respect as to render its mnean- ing perfectly clear. It might also be well to extend the powers of the boards of education under this law by authorizing them to furnish these books free of charge to the pupils attending the schools under their con- trol whenever in their judgment it shall seem wise. It will thus be left with each community to dispose of the question of free text-books in such manner as it may deem best.
READING CIRCLES.
The correspondents, distribution of circulars, certificates, inember- ship cards, etc., were, at the last meeting of the board of control, placed in the hands of the state commissioner of common schools. Great good has been done for the teachers of Ohio by this movement, organized nearly ten years since, and still greater good can be done in the future, if the work can be extended to all the counties of the state. To this end the hearty co-operation of teachers and other friends of education is earnestly requested. The time to begin the organization of the circle is at the county institute, and it is earnestly requested that institute committees, examiners, teachers, superintendents, and institute workers give this im- portant work their careful attention and earnest support. With teachers fully alive to the great importance of reading themselves it is reasonable to hope that there will be a renewed interest in the reading of pupils, and it is certainly very necessary that there should be. No more important ques- tion presents itself to-day than the one relating to what the boys and girls of our country shall read. Our compulsory laws are bringing them all into our schools. We are educating a nation of readers, but our duty does not end with merely teaching these pupils how to read; we must go further and help them to know what to read, and there is no better way to . do this than to place in their hands while in school some of the very best literature. In answering this question of what to read we are greatly aided by having placed within our reach at a very small expense many excellent books. To aid in this work, a pupils' reading course has been carefully prepared by the board of control. This course contains both a required and recommended list of the very best books suitable for the dif- ferent grades of pupils, and the attention of parents, teachers, and boards of education is called to the great importance of this matter.
VISITS.
(1.) County Institutes :- Since entering upon my official duties- ; April 16, 1892- it has been my privilege to take part in the exercises of the following county institutes :
Adams, Athens, Auglaize, Brown, Butler, Crawford, Cuyahoga, Fair- field, Fayette, Franklin, Gallia, Guernsey, Hamilton, Harrison, Henry, Highland, Hocking, Holmes, Jackson, Lorain, Mahoning, Marion, Monroe, Morgan, Muskingum, Ottawa, Paulding, Pickaway, Pike, Preble, Putnam
17
STATE COMMISSIONER OF COMMON SCHOOLS.
Richland, Ross, Tuscarawas, Union, Van Wert, Washington, Wood, Wyandot. After having visited these thirty-nine counties, I am impressed more than ever before with the great importance of the county institute as a factor in our educational system. A majority of these institutes were well attended, and the interest manifested was such as to insure good results. A few thoughts growing out of these visits may not be out of place in this connection. The idea contained in the oft repeated state- ment, "as is the teacher, so is the school," may be applied to the institute by saying, as is the executive committee, so is the institute. I have ob- served that when the members of that committee are thoroughly alive to- their duties and to their responsibilities, the institute is almost certain to- be a success. Such committees always employ their instructors at an. early date, thoroughly organize their county, and call to their aid all the influences that may be brought to bear on the successful prosecution of their work.
The county examiners also have a great influence in determining the success or failure of the institute. Their co-operation is generally con- sidered by the teachers as a sufficient indication that they look upon the- work as important, and, as a result, the teachers themselves are ready to follow their example and attend the meetings. The interest manifested by- the county examiners in the educational affairs of their county is always a true index to the interest taken by the teachers of the county in their work .. As a rule, the best institutes are found in those counties in which meet- ings are held at different times throughout the year, and it is encouraging to note that in a majority of counties such organizations as Teachers' As- sociations exist. In these associations the best teachers of the different. counties are always found taking an active part.
The whole state seems to be intensely interested in the recent school legislation-especially the Workman and Boxwell laws; and, in several counties not only the teachers, but also the directors and patrons joined heartily in the discussion of these important educational measures. All this must result in good to the schools. In my judgment this feature of "Directors' Day" is a very important one, and should be adopted by all the counties of the state. It will take time and hard work on the part of the committee to make it a success, but anything that tends to bring about a closer sympathy and better understanding between teachers and directors should receive recognition and encouragement.
While there are many classes who attend the institutes, they may be divided into two general classes: (1.) Those who have had little or no experience, and who desire information and direction regarding the details of the work. (2.) Those who have had several years' experience and who attend the institute largely as a matter of duty, desiring to set the proper example before the younger teachers of the county. This being true, it might be well to provide two general classes of work adapted to these two general classes of teachers. In order to reach the first class. 2 S. C. C. S.
18
ANNUAL REPORT
there should be something of repetition every year. Young teachers should have the benefit of the experience of those who have been over the ground, and are thus prepared to give information regarding the best methods of teaching the different subjects and of treating the many diffi- culties that arise in school management. To provide for the second class there might be a course of instruction outlined, extending through a series of years and having in view some definite object. Such a course would be beneficial to all of the teachers. For example, a course in literature could be mapped out a year or more in advance, covering certain definite , grounds and the teachers of the county be advised to direct their reading in accordance with its provisions. The instructor would of course be em- ployed with this end in view, and could do much better work with his hearers prepared for his lectures, and thus in full sympathy with him in what he might have to say. The work of the teachers' reading circle might be taken up in this manner. Many ways of carrying out the idea will suggest themselves.
(2.) Teachers' Associations :- I have also had the pleasure of attend- ing the meeting of the national education association at Saratoga, the state teachers' association at Cleveland, the central Ohio association at Colum- bus, the eastern Ohio association at Steubenville, the northeastern associa- tion at Canton, and meetings of the various educational associations at Urbana, Chicago Junction, Mt. Vernon, Delaware, Xenia, Orrville, Celina, Lima and Columbus. There can be no doubt of the great good 'growing out of the discussions at these associations, and the time has come in our educational progress when no county can afford not to hold such meetings, and no teacher can hope to attain the highest success who does not attend them. It has also been my privilege to attend the closing exercises of the following high schools, normals and colleges :
(1.) High schools .- Middleport, Basil, Dublin, St. Paul, Alpha, Madison township, Milford Center, Somerset, Quaker City, Cambridge, Carrollton, Malvern, Canal Dover, New London, Lebanon (county com- mencement under Boxwell law), Caldwell, Tiffin, Pataskala, and Defiance. (Also attended the dedicatory exercises of new township high school build- ing at Reno, Washington county.)
(2.) Normal Schools and Colleges: Scio, Columbus city normal, Ada, and Ohio state university.
These exercises generally were of a high order, and the interest such as to indicate that the higher education is constantly growing in favor. In this connection it is very gratifying to be able to state that there is a closer sympathy between our high schools and the colleges and universities each year, and that, as a result, large numbers of these high school graduates are entering upon a college course. That they are able to sustain them- selves after entering college, and in many instances take high rank is good evidence of the thorough work done in many of the high schools of our state and should be great encouragement to the pupils now in the public schools to put forth their best efforts.
19
STATE COMMISSIONER OF COMMON SCHOOLS.
In making the visits enumerated above, over 14,000 miles were traveled and nearly 100 talks made.
THE STATE BOARD OF SCHOOL EXAMINERS.
The term of Supt. William J. White, of Dayton, O., expired August 31, 1892. To fill this vacancy Supt. Lewis D. Bonebrake, of Mt. Vernon, Ohio, was appointed for the full term of five years. The board now con- sists'of the following members :
Edward T. Nelson, Delaware, O., term expires Aug. 31, 1893.
James W. Knott, Wooster, O.,
31, 1894.
Edmund A. Jones, Massillon, O., 66 6 31, 1895.
J. C. Hartzler, Newark, O., 66
31, 1896.
Lewis D. Bonebrake, Mt. Vernon, O., 66 66 31, 1897 ...
APPENDIX.
Special attention is called to the constitution of Ohio which is pub- lished in the appendix at the request of many superintendents and teachers and with the belief that it should be carefully studied by the teachers and pupils of the public schools; also to the report of the meeting of the state association of school examiners, received too late for insertion in the body of this report.
Very respectfully,
OSCAR. T. CORSON.
State Commissioner of Common Schools
GENERAL SUMMARY.
SCHOOL DISTRICTS.
1890.
1891.
1892.
*Township districts
1,347
1,320
1,347
Separate districts
823
829
850
Whole number of districts.
2,170
2,149
. 2,197
Sub-divisions in township districts (sub-districts)
11,226
10,450
11,289
[See table IV.]
*Two counties did not report in 1891.
TEACHERS.
-
1890.
1891.
1892.
Teachers necessary to supply the schools-
Township districts
12,112
11,754
12,248
Separate districts.
7,414
7,537
8,138
Totals
19,526
19,291
20,386
Different teachers employed
Gentlemen.
9,306
8,850
8,980
Township districts
Ladies
8,286
8,228
8,375
f Gentlemen
1,555
1,670
1,580
Separate districts
Ladies.
6,029
6,347
6,685
Whole number employed .. Average monthly wages, township element- ary schools-
25,156
25,095
25,620
Ladies
27 00
29 00
28 0)
Average monthly
Gentlemen
58 00
60 00
63 00
Ladies
39 00
40 00
37 00
Average monthly wages, separate districts elementary --
Gentlemen
Ladies
44 00
36 00
44 00
Average monthly wages, separate districts high school ---
Gentlemen
80 00
75 00
78 CO
Ladies
65 00
59 00
68 00
[See tables VI, VII, VIII, IX, XV, XVI.]
-
59 00
48 00
65 00
Gentlemen
$ 37 00
$ 37 00
$ 37 0)
wages, township thigh schools-
21
STATE COMMISSIONER OF COMMON SCHOOLS.
SCHOLARS.
1890.
1891.
1892.
Between the ages of six and twenty-one ---
Boys
575,999 547,896
581,569 551,098
583,506 553,033
Total number
1,123,895
1,132,667
1,136,539
Number in township districts. separate
593,026
600,169
628,334
Enrolled in township districts- Elementary
437,879
419,803
424,088
High
2,920
3,057
3,399
Enrolled in separate districts-
Elementary.
323,068
289,761
High
33,572
24,731
337,687 35,182
Total enrolled.
797,439
737,352
800,356
Average daily attendance, township districts Elementary.
280,330
273,190
274,930
High.
2,033
2,143
2,458
Average daily attendance, separate districts
241,392
247,050
258,620
High.
25,514
26,257
27,473
Total average daily attendance.
549,269
548,640
563,481
Per cent. of enrollment on enumeration-
Township districts
83
79
84
Separate districts
60
52
59
Per cent of daily attendance on enrollment- Township districts
64
65
65
. Separate districts.
75
87
77
[See tables III, X, XI, XII, XIII, XV, XVI.)
BRANCHES TAUGHT AND NUMBER IN EACH.
1891.
1892,
1891.
1892.
Orthography
592,091
677,761
Surveying
172
142
Reading
707,103
729,816
Literature
7,562
8,567
Writing
533,251
709,768
Chemistry
2,282
2,613
Arithmetic
528,750
651,255
Geology.
933
900
Geography
376,305
389,367
Germalı
50,715
37,221
Grammar
212,454
227,413
Astronomy
1,745
1,930
Language lessons
288,484
296,684
Book-keeping
5,200
4,593
U. S. History.
126,663
139,127
Algebra
15,809
27,280
General history
7,384
8,951
--
Natural history
1,809
2,166
Drawing.
208,738
214,590
Mental philosophy ..
393
442
Vocal music.
267,574
285,448
Moral philosophy ..
103
245
Map drawing .
92,628
105,012
Logic ..
106
174
Physical geography.
26,137
31,001
Rhetoric
5,691
6,916
Physics ..
5,427
6,048
Science of g'v'rnm'nt
4,997
5,744
Physiology
243,530
245,730
Political economy ....
694
885
Botany
4,041
5,253
Latin
11,237
12,339
Geometery.
6,761
7,967
Greek
462
530
Trigonometry.
1,629
1,614
French ..
655
1,189
..
[See table XIV.]
530,869
532,498
508,205
Girls.
Elementary.
22
ANNUAL REPORT
RECEIPTS
1890.
1891.
1892
On hand beginning of school year
$4,244,024 94
$4,318,534 44
$4,861,404 50
From state tax.
1,738,745 34
1,847,377 73
1,693,494 59
Irreducible school fund.
243,293 44
210,053 78
244,013 31
From local taxes.
8,198,839 36
8,269,799 55
8,757,138 62
From sale of bonds
1,206,458 64
901,724 01
1,509,984 47
From fines, licenses, etc.
262,655 70
504,083 17
408,255 11
Totals.
$11,649,992 48
$11,733,038 24
$12,612,886 16
Grand total, including balances .. [See table I.]
$15,894,017 42
$16,051,572 68
$17,474,290 66
EXPENDITURES.
1890.
1891.
1892.
Paid teachers.
$6,766,708 81
$6,890,353 70
$7,222,225 92
Paid for superintendency
210,013 34
181,925 93
215,841 82
Paid for sites and buildings
1,488,474 80
1,271,522 94
1,820,117 78
Paid for interest and redemption of bonds.
905,260 96
770,111 29
723,168 96
Paid for fuel and other contin- gent expenses
2,137,041 33
2,229,020 29
2,581,813 19
Totals
$11,407,499 24
$11,342,934 15
$12,563,166 67
Balance September 1
$ 4,486,518 18
$ 4,708,638 53
$ 4,911,123 99
[See tables, II, XV, XVI.]
SCHOOL-HOUSES.
1890.
1891.
1892.
Number erected-
Township districts Separate
317
281
277
59
61
77
Totals.
376
342
354
Whole number in the state
12,813
12,423
$12,825
Cost of school-houses erected- Township districts Separate
$345,458 00 989,098 00
$304,611 17
$ 303,016
914,595 60
1,342,396
Total cost.
$1,334,556 00
$1,219,206 77
$1,645,412
Value of, including grounds- Township districts Separate
$10,700,311 00
$10,907,014 00
$11,187,840
21,931,238 00
19,308,342 00
23,339,976
Total value of school-houses and grounds. [See tables IV. V.]
$32,631,549 00
$30,215,356 00
$34,527,816
23
COMMISSIONER OF COMMON SCHOOLS.
SCHOOL OFFICERS.
1890.
1891.
1892.
Directors in township sub-districts
33,678
32,850
33,867
Members township boards
11,226
10,950
11,289
Township clerks
1,347
1,347
1,347
Township treasurers.
1,347
1,347
1,347
County examiners
264
264
264
City examiners ..
243
240
252
State' examiners
5
5
5
TEACHERS' INSTITUTES.
1890.
1891.
1892.
Number held-county.
86
37
88
6
city
2
Continuing in days.
674
635
593
Attendance
Ladies
8,245
8,112
9,047
Total attendance
14,648
14,837
16,454
Total receipts.
$25,496 01 23,352 57
$24,256 94 22,443 95
$26,863 38 24,268 98
EXAMINATIONS OF TEACHERS.
1890.
1891.
1892.
Certificates granted by State Board- High school life.
23
24
15
Common school life
26
34
36
Totals
49
58
51
Applications to county boards- Gentlemen.
19,514
19,199
Ladies
19,638
20,195
18,907 20,295
Total applications
39,152
39,394
39,202
Applications rejected-
8,742
8,573
8,525
Gentlenien Ladies
9,767
10,069
10,277
Totals rejected.
18,509
18,642
18,802
Certificates granted by county boards- Gentlemen
10,774
10,611
10,395
Ladies
9,860
10,113
10,021
Totals granted.
20,634
20,724
20,416
Different persons applying- Gentlemen
13,461
13,245
13,180
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