Centennial history of Summit County, Ohio and representative citizens, Part 22

Author: Doyle, William B., b. 1868
Publication date: 1908
Publisher: Chicago, Ill. : Biographical Pub. Co.
Number of Pages: 1150

USA > Ohio > Summit County > Centennial history of Summit County, Ohio and representative citizens > Part 22

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As was said these memories still rankle with them, but we are glad to state the unprece- dented success of a number of our present concerns has helped very materially to re- deem Akron's reputation and to restore it to its old position.

Now, in 1907, there are probably not more than two concerns in the city who are not able to stand solidly on their own financial basis, and these two are not in a position where they are dependent on brokers. They . require a reorganization with larger capital, and this will probably be provided. Many local industries report the largest and most prosperons year of their existence, some stat- ing that the volume of business is 25 to 75 per cent greater than any previous year. To these the outlook is bright, despite the pessi- mistic views of many. But the conservatives, which means every successful banker and fi- nancier, regard the trend of business, which has shown unmistakable signs of reaction the past six months, as the best remedy that could possibly be given for an over-nervous and too prosperous condition. As in 1892 and in 1903 prosperity has about reached the realms of fantastic earnings and values, and it be- hooves the careful man to husband all his re- sources. to prepare for a period when he may not do much more than half the business of this year, which means a great deal less profit and perhaps a loss.

If such a period comes he is watching for it and is ready: if it does not come, then he is in just that much better shape to take ad- vantage of next year's opportunities.

CLEARING HOUSE STATEMENT.

In the following statement of the clearings of Akron, since the organization of the clear- ing house, can be seen the effect of a panic or financial depression :

March 1 to December 31, 1892, $11,056,- 000; for the year 1893, $9,896,000; 1904, $9 .- 717,000; 1895, $13,779,000; 1896, $13,074,- 000; 1897, $3,274,000; 1898, $16,260,000; 1899, $20,368,000; 1900, $23,794,000; 1901, $28,059,000; 1902, $34,578,000; 1903, $37,- 310.000; 1904, $29.357,000; 1905, $27,630,- 000; 1906, $30,615,000: Jannary 1 to July 1, 1907, $18,094,000; Jannary 1 to July 1, 1906, $14,008,000.

It appears that the clearing house started its records March 1, 1892, so that in the year 1892 only ten months' business is recorded. This amounted to over $11,000,000. But next year when the panic struck the country, and in 1894 business decreased-figuring the year 1892 as a possible $13,250,000-at least $3,- 300,000, nearly 25 per cent.

· During the years 1895-6-7 business re- mained apparently at a standstill, with $13,- 000,000 each year, but in 1898 it picked up and gained steadily until 1903, reaching a maximum of $37.000,000, a gain of nearly 30 per cent in six years, which is surely a great record.

But again in 1904 came a financial depres- sion which lasted two years. then a large gain in 1906, with a still larger one in 1907, the first six months of 1907 showing $18,000,000. against $14,000,000 in the same period of 1906.

The clearing house reports show the actual amount of business as represented by the checks of the customers of the various banks that pass through the clearing house. It does not represent the total amount of busi- ness done through the banks, as each does a large amount in currency over its own coun- ters. but it serves as a record which shows substantially and as near as can be obtained. the total amount of business transacted for purposes of comparison year by year or with other cities, and answers every purpose.

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PROSPERITY CERTAIN.

Akron's prosperity is certain now. Slack times may come and even a panic, but her concerns and her banks have demonstrated their ability to stand the test and will live through them and come out stronger than ever.

While working out this prosperity, however, Akron's business men of the last generation have developed a peculiarity which it behooves some of us to sit down and think over. In the hurry-skurry of an aggressive, competi- tive business life, in the fight for the profits that at first came so slowly, but later came pouring into their laps they became so en- grossed in the game that they forgot, or grew to care nothing for all other interests but their own. While, as before said, in benefiting themselves they more or less helped to bene- fit their city, still what the city got was really nothing compared to the real results that might have been obtained had they given but a small part of their thoughts and ener- gies to helping the growth and prosperity of Akron.

When approached to take a part in some public enterprise or matter important to the city, the excuse was always: "We are too busy; cannot get away. What is our city council and board of public service for? Let them look after such matters," etc.

By all this is meant, Akron has been woe- fully lacking in public-spirited men-busi- ness men, successful bankers and manufac- turers who would take enough time and in- terest away from their own affairs to give to the welfare of their city.

The result is we have no chamber of coin- merce nor any kind of an association of busi- ness men, such as all progressive cities main- tain, to look after the financial and industrial interests of the community. Such matters for years have been left to take care of them- selves; what comes our way, all well and good, if we get nothing or just miss something fine that we might have secured by a little per- sonal effort, it does not matter much-no one seems to care.

Another thing Akron is lacking in is in- dividual wealth. We have very few million- aires. What wealth we can boast of is owned by our rich corporations. But these same cor- porations are fast making wealth for their stockholders, and there is growing up among us a number of young, aggressive, prosperous business men who are the main guiding hands of these concerns and who in a very few years will be millionaires. Let us hope when they do come into their wealth they will use it, not as their forefathers before them have done, selfishly and foolishly, but in a wise, public-spirited way, which is the way of the truly rich and truly great.

CHAPTER XI

THE PUBLIC SCHOOLS

BY DR. SAMUEL FINDLEY.

Schools for the children has always been a matter of prime concern to the American peo- ple. Before state government was formed in the territory of which the present State of Ohio was a part, the Continental Congress provided, in the organic law for the govern- ment of this territory, that "Schools and the means of education shall forever be encour- aged." The constitution formed in 1802, under which Ohio was admitted to the Union in 1803, contains the following provisions : "Religion, morality and knowledge, being es- sentially necessary to good government and the happiness of mankind, schools and the means of education shall forever be encour- aged by legislative provision not inconsistent with the rights of conscience. No law shall be passed to prevent the poor in the several counties and townships within this State from an equal participation in the schools, academies, colleges and universities within this State, which are endowed in whole or in part from the revenue arising from do- nations made by the United States for the support of schools and colleges: and the doors of said schools, academies and universities shall be opened for the reception of scholars, students and teachers of every grade, withont any distinction or preference whatever, con- trary to the intent for which said donations were made."

In 1851, a new constitution was adopted. superseding that of 1802. In this, the main features of the first constitution on the sub- ject of education are reaffirmed, with the ad- dition of this explicit statement :

"The General Assembly shall make such

provisions, by taxation or otherwise, as, with the income arising from the school trust fund, will secure a thorough and efficient system of common schools throughout the State; but no religious or other sect or sects shall ever have any exclusive right to, or control of, any part of the school funds of the State."

Thus in half a century there seems to have been an advance from encouragement of schools to a distinct demand for a thorough and efficient system of schools throughout the State.

In the early survey and disposition of Ohio lands, liberal reservations were made for the support of common schools; and it has been thought that the tardiness of the legislature in carrying out the requirements of the con- stitution regarding education was in large measure due to the prevalent expectation that the revenue arising from the lands donated by Congress would be adequate for the main- tenance of free schools. Legislative action in the earlier years of the State's history was confined mainly to the passage of acts pro- viding for the leasing of the school lands. and the incorporation of seminaries and other private institutions of learning. No action was had looking in the direction of the es- tablishment of a system of free schools by means of State or local taxation. It soon became apparent, however, that, in existing conditions, wild lands could not be made to produce large revenue. The treasury of a school district sometimes contained not more than ten dollars for the support of a school for an entire year.

These conditions compelled a resort to pri-

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vate enterprise and private means in order that the pioneer youth of the State might enjoy the simplest rudiments of a common school education. Almost every community had its select school or private academy. And it is worthy of note that there was a differ- ence between these pioneer schools in north- eastern Ohio and those in the southwestern part of the State. The latter section was set- tled by people from Virginia, Kentucky and the Carolinas, whose appreciation of educa- tional privileges was far below that of the settlers of the Western Reserve, who were from the New England states, where common schools were at that time far in advance of those in any other part of the country. One historian says that educational sentiment in the southern section was at a low ebb. The few schools that were established were taught by cripples, worn out old men and women, physically unable or constitutionally too lazy to scotch hemp or spin flax; while on the Western Reserve at an early day schools were in a thriving condition. Many of the pioneers of this section were men of liberal culture in the best schools and colleges, and the status of the teacher was on an equal footing with that of the physician and the minister.

The first general school law for Ohio was enacted by the legislature in 1821. This was revised and improved in 1825. It provided for the division of every township into school districts, and for the levying of taxes to build school-houses and maintain schools.

Taxation for the support of cominon schools met with determined opposition from the outset. The man whose ample means enabled him to pay for the education of his own children, saw no justice in his being compelled to assist in providing for the edu- cation of his neighbors' children. Hence it was that for many years legislative enact- ments providing school funds by taxation were hedged about with such restrictions and limitations as to make the funds so provided wholly inadequate. It was not until after the adoption of the general law of 1853 that tui- tion in all the common schools of the State was altogether free. Prior to that time, it was

the common practice to pay the teacher a stipulated sum from the public fund of the district and authorize him to collect from the parents of his pupils one or two dollars per pupil for a term of three months.

In 1835, Portage Township contained seven school districts and seven schools, including two in the village of Akron, the public schools of the village being then under the jurisdic- tion of the township and being conducted in all respects like country schools. Mr. S. A. Lane, in his history of Akron and Summit County, tells of teaching one of these schools in the winter of 1835-6. He received $11 a month and "boarded around." Less than half the salary was paid from the public money of the district, the balance being raised by an assessment pro rata on those attending the school.

In the decade following, there was consid- erable increase of school youth in the village, new buildings of moderate pretensions were erected, and additional teachers were em- ployed; but the attendance at the public schools fell short of the expectations of their more ardent supporters. In 1845, the at- tendance was scarcely 350 out of a total enumeration of school youth of twice that number. Some were not kept in school be- cause of the rate bills by which the public funds had to be supplemented. Others gave preference to the more select private schools which flourished at that period.

These private or select schools were, for the most part, the result of individual enterprise. For example, on July 27. 1836, Mrs. Susan E. Dodge announces in a local paper that on the first day of August she will open a school at the corner of Main and Exchange Streets for young ladies and misses, in which read- ing, writing and spelling will be taught for $2.50 a term of eleven weeks; grammar, geography and arithmetic, $3.50. In another paper is the announcement that "on January 3, 1838, a select school will be opened at the corner of Middlebury and High Streets, under the superintendence of Miss M. E. Hubble, of New York, where pupils will receive in- struction in all branches usually taught in

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our eastern female seminaries. Tuition per quarter, $3.00 to $5.00, according to studies pursued. Music, including use of piano, $8.00."

Besides such schools as these, dependent solely upon individual enterprise, there were others with more formal organization and backed by leading citizens. One called the Akron High School was under the manage- ment of a board of trustees consisting of lead- ing citizens of Akron and vicinity, with S. L. Sawtell, a graduate of an eastern college, as principal instructor. This school flour- ished about 1838, but it was not long-lived.

In 1845, a stock company was formed for the organization of a permanent high school to be known as "The Akron Institution." A charter was procured, which authorized the conferring of degrees, with Simon Perkins, Eliakim Crosby, Edwin Angel, Henry W. King, James R. Ford, Lucius V. Bierce and Samuel A. Wheeler as corporators. The stockholders affected an organization, and a board of trustees was elected; but it does not appear that any measures were taken look- ing toward the founding of such a school as the charter contemplated. It is not improb- able that the enterprise was over-shadowed . by the approach of a popular movement in the interest of Akron's public school system -a movement which resulted in the enact- ment of what has ever since been known as

THE AKRON SCHOOL LAW.

This law not only gave form and substance to Akron's system of graded union schools, but it became the pattern after which the graded school system of the State of Ohio was in large measure modeled.

From the beginning, there had been those among Akron's leading citizens who main- tained that the wealth of the State should educate its children. Opposed to this doc- trine were most of the childless property owners and many of the larger tax-payers. The issue was joined and the discussion went on. At length, in May. 1846, a large and enthusiastic meeting of citizens was held. at

which a committee was appointed to take into consideration our present educational pro- visions and the improvement, if any, which may be made therein.

Rev. Isaac Jennings, then pastor of the Congregational Church, was chairman of this committee. He took a deep interest in the movement, and gave much time and thought to collecting information, maturing plans and formulating and elaborating the report which was submitted to an adjourned meeting of citizens some months later. It has been claimed that Mr. Jennings was the father and founder of the Akron school system, and that "whatever credit and distinction Akron may have for being the first to adopt the principle of free graded schools in Ohio is due to him." The committee's report, submitted to an ad- journed meeting in November, 1846, was unanimously approved and adopted by the meeting. and a committee consisting of R. P. Spalding. H. W. King, H. B. Spellman and L. V. Bierce was appointed to secure the nec- essary legislation. This committee embodied the recommendations of the report in a bill which was enacted into a law by the Legisla- ture, February 8, 1847. The chief provisions of the law are as follows:

1. All the school districts of the village are united into one, known as the "Akron School District."

2. A board of education consisting of six members, two elected each year, is empowered to establish schools, build schoolhouses, em- ploy teachers, receive and disburse funds, make necessary rules and regulations for the government of the schools, etc.

3. Sufficient primary schools are to be so located within the district as best to accom- modate the pupils of that department: and one grammar school centrally located is to be open to all the school youth of the district who satisfactorily complete the work of the primary schools.

4. The town council is charged with the duty of levving on the property of the dis- triet an annual tax of five mills on the dollar to supplement the amount received from the State and other sources. This tax levy was

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subsequently reduced to four mills, in re- spouse to the clamor of the taxpayers.

5. The town council is also required to appoint three school examiners to examine teachers, grant certificates and maintain su- pervisory oversight of the instruction and dis- cipline of the schools.

6. Provision is made for the thorough classification of all the pupils, "as the best good of the schools may seem to require."

The new plan was promptly inaugurated, and met with the approval of a majority of the people. The board was fortunate in se- curing the services of M. D. Leggett, late Com- missioner of Patents at Washington, as head teacher and superintendent, at an annual salary of $500. His two assistants in the upper department received $150 and $200 respectively, and the primary schools werc taught by young women, at $3.50 a week.

In its first annual report, the board ex- pressed its satisfaction with the success of the new system. There were large increase of attendance and better instruction, at a cost. considerably less than under the old regime. Nearly 200 pupils were enrolled in the gram- mar school and 880 in the primary schools, some of whom resided without the district.

These gratifying results were not secured without strong opposition from some of the taxpayers. It was a sore grievance to them that their property should be taxed for the education of their neighbors' children. The clamor here and elsewhere was such as to lead the legislature to reduce the State levy for school purposes, and the local levy was kept at the minimum. The rapid growth of the schools made new schoolhouses and addi- tional teachers necessary. The state of the board's treasury compelled the exercise of an economy bordering on parsimony. The grammar school had to be suspended for a time, and the valuable services of Mr. Leg- get, the superintendent, were dispensed with for want of money to pay him an adequate salary.

Despite the unfavorable conditions, the schools steadily increased numerically and gained in popular regard. In 1849, Mr. and

Mrs. C. H. Palmer took charge of the gram- mar school, under an engagement for two years, at a joint annual salary of $600. Mr. Palmer's health failing before the expiration of his engagement, Mr. and Mrs. E. B. Olm- stead were employed at a joint salary of $50 a month, to teach a high grade primary or secondary school, which took the place of the grammar school.

Meantime, the board had purchased a lot containing about two and a half acres, front- ing on Mill Street between Summit and Prospect Streets. On this a two-story brick building 70 by 50 feet was erected, at a cost of $9,250. This building contained two large school-rooms, each with a seating ca- pacity of 150 pupils, and each having two recitation rooms attached. It was dedicated with appropriate ceremonies October 13, 1853. The upper room with its recitation rooms was occupied by the high school, in charge of Mr. Samuel F. Cooper and two assistant teachers. The grammar school oc- cupied the lower room with its recitation rooms, under Miss Codding and two assist- ants.

In 1856-7, Mr. H. B. Foster, of Hudson, a graduate of Western Reserve college, served for a short time as principal of the high school and superintendent of all the schools; but, declining a re-engagement, Mr. Olmstead was employed to take his place, and Mr. J. Park Alexander was put in charge of the grammar school at $35 a month.

In a report about this time, the board de- plores the evils resulting from frequent changes of superintendents and teachers, ex- presses the conviction that the employment of the cheapest teachers is not the most eco- nomical, and maintains that such liberal com- pensation should be paid superintendent and teachers as to secure the highest ability and skill in every department. In the same re- port, the expense of running the schools for the ensuing year, "including incidentals," is estimated at $4,200. Manifestly, the board shows wisdom in its effort to prepare the puh- lic mind for the payment of better salaries. It shows wisdom. too, in its expressed deter-

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mination "to employ no teachers in the Akron schools but those of ripe age, ample experi- ence, successful tact and good common sense."

In 1857, a change was made in the organi- zation making permanent provision for a sec- ondary grade between the primary depart- ment and the grammar school. A general scheme of studies was outlined for the differ- ent departments. Reading and spelling and general practical oral lessons were assigned to the primary department; to these writing was added for the secondary grade; pupils in the grammar school must be taught to read and spell the fourth reader fluently, master the first half of Stoddard's Intellectual Arithmetic, Tracy's and Stoddard's "Practi- cal" as far as interest, the general definitions in grammar, Colton and Fitch's Modern School Geography with map-drawing, daily practice in writing, and declamation and composition one hour each week; for the high school, practice in intellectual arith- metic, the more advanced subjects of written arithmetic, English grammar, including pars- ing; geography and mapdrawing, philosophy, history, physiology, algebra, chemistry, as- tronomy, geometry, botany, declamation and composition, with practice in reading, spell- ing and writing.

By resolution of the board, all the teachers were authorized but not required to read a short passage of Scripture and repeat the Lord's Prayer with the pupils, without note or comment, at the opening of school each day.

Latin and Greek were taught in the high school spasmodically, the board sometimes approving and sometimes declaring that "a good practical English education is all that any one has a right to expect or exact at the hands of a generous public."

In the first ten years of Akron's graded school system, the supervision of the schools was more nominal than real. Five or six different superintendents, so called, had been employed, but their time was so fully taken up with teaching in the department under their immediate charge that an occasional hurried visit to the other schools was all' that

was possible, and this to little purpose. The necessity for more efficient supervision be- came more and more manifest. "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." The idea of super- vision was a gradual growth. While the su- perintendent continued to act as principal of the high school, he was given an assistant capable of taking charge of the high school temporarily in his absence. A little later, a separate principal of the high school was em- ployed, the superintendent continuing to teach a portion of his time, conducting his recitations in a class-room. In 1870, the su- perintendent was relieved from all regular class-room work, and thereafter gave his en- tire time to the work of supervision.

About 1854, and for some years following, a plan was operated for increasing interest and improving the teaching, which seems to merit mention. Observation schools or teach- ers' institutes were conducted every Saturday morning in term-time, in the presence of all the teachers, members of the board and others interested. One teacher, by previous ap- pointment, holds a session of her school, giv- ing lessons or conducting exercises in one or more subjects. After dismissal of the pupils, lectures and discussions follow. We find the board expressing approval, and saying that the plan "worked admirably."

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Centennial history of Summit County, Ohio and representative citizens, Part 22

Author: Doyle, William B., b. 1868 Publication date: 1908 Publisher: Chicago, Ill. : Biographical Pub. Co. Number of Pages: 1150

Author: Doyle, William B., b. 1868
Publication date: 1908
Publisher: Chicago, Ill. : Biographical Pub. Co.
Number of Pages: 1150