History of Columbiana County, Ohio, with illustrations and biographical sketches of some of its prominent men and pioneers, Part 9

Author: D. W. Ensign & Co.
Publication date: 1879
Publisher:
Number of Pages: 541

USA > Ohio > Columbiana County > History of Columbiana County, Ohio, with illustrations and biographical sketches of some of its prominent men and pioneers > Part 9

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" Appointed to vacancy, and elected the following October.

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HISTORY OF COLUMBIANA COUNTY, OHIO.

1842 .- James MeCaskey, Peter Bushong, Josiah Bowman. 1843-44 .- James McCaskey, Samuel Adams, Josiah Bowman. 1845 .- James McCaskey, Samuel Adams, James Justice. 1846 .- James MeCaskey, Samuel Crook, Jacob Endley. 1847-48 .-- Samuel Adams, Samuel Crook, Ilirain Gaver. 1849 to 1858, inclusive, records lost or mislaid. 1859 .- Peter Young, C. M. Foulks, R. M. Haines. 1860 .- Peter Young. C. M. Foulks, Henry McCann. 1861 .- Edward Pettit, C. M. Foulks, Henry McCann. 1862-64 .- Edward Pettit, David Boyce, Henry McCann. 1865 .- Edward Pettit, Samuel Burger, Henry McCann. 1866 .- Edward Pettit, Samuel Burger, William Ramsny. 1867 .- Andrew Armstrong, Samuel Burger, William Ramsay. 1868 .- Andrew Armstrong, Uriah Thomas, William Ramsay. 1869-70 .- Andrew Armstrong, Samuel Burger, Uriah Thomas. 1871 .- Andrew Arinstrong, Samuel Burger, Joshua Lee. 1872 .- Andrew Armstrong, Jacob B. Roller, Joshua Lec. 1873 .- William MeCracken, Jacob B. Roller, Joshua Lec. 1874-76 .- William MeCracken, Jacob B. Roller, Iliram Gaver. 1877 .- William MeCracken, Jacob B. Roller, Joshua Lec. 1878 .- William MeCracken, Hiram Bell, Joshua Loc. 1879 .- Jacob Vanfossen, Hiram Bell, Joshua Icc.

CHAPTER XIV. EDUCATIONAL.

WHEN the ordinance of 1785, which is elsewhere men- tioned, established the Northwestern Territory, provision was made for laying out the lands therein into townships six miles square, each containing thirty-six lots or sections of one mile square. Lot sixteen, near the centre of each township, was reserved " for the use of schools."

The succeeding ordinance of 1787, in Article III., affirmed that " Religion, morality, and knowledge, being necessary to good government and the happiness of man- kind, schools and the means of education shall forever be encouraged." In the State constitution, formed in 1802, this principle was recognized and guarded in the following language :

"Ske. 3. Religion, morality, and knowledge, being essentially necessary to good government and the happiness of mankind. schools and the means of education shall forever be encouraged by legislative procixion not inconsistent with the rightx of conscience.

"SEC. 25. 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 donations made by the United States for the support of schools and colleges; and the doors of said schools, academies, and universities shall be open for the reception of scholars, students, and teachers of every grade, without any distinction or preference whatever contrary to the intent for which said donations were made.

"Src. 27. Every association of persons, when regularly formed within this State, and having given themselves a name, may, on ap- plication to the Legislature, be entitled to receive letters of incorpora- tion to enable them to hold estates, real and personal, for the support of their schools, academics, colleges, universities, and for other pur- poses."

In the constitution of 1851, now in force, the clause from Article III. of the ordinance of 1787 is substantially retained, with the following :

"Src. 1. The principal of all funds arising from the sale or other disposition of lands, or other property granted or intrusted to this State for educational and religious purposes, shall forever be pre- served inviolate and undiminished, and the income arising therefrom shall be faithfully applied to the specific objects of the original grants or appropriations.

"SEc. 2. 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 this State."

The large reservations of territory by Connecticut and Virginia* within the limits of the present State-called the " Connecticut Reserve," or " Western Reserve," and the " Virginia Military Reservation"-prevented the uni- form dedication in those tracts of section sixteen of each township for school purposes; and no provision had been otherwise made for the support of schools therein. These two tracts equaled in area one-fourth of the territory of the present State of Ohio. In addition, nearly four thou- sand square miles were set apart by Congress " to satisfy land bounties grunted to officers and soldiers of the army of the Revolution." This tract was surveyed into town- ships five miles square, without reservation for school pur- poses.

To provide equally for schools in cach township of the State, Congress gave, in 1802, from unsold lands in the present counties of Guernsey, Coshocton, Muskingum, Licking, Delaware, and Morrow, one hundred and twelve and a half square miles, for school purposes in the United States Military District, which amount was equal to " one- thirty-sixth part of the estimated whole amount of lands within that truct ;" and also gave, in 1807, lands amount- ing to one hundred and sixty five square miles within the limit of the present counties of Holmes, Wayne, Ashland, Richland, Crawford, and Morrow, and eighty-seven and a half square miles of land within the present counties of Tuscarawas and Holmes, for schools in the Connecticut Re- serve. In 1834 other lands, amounting to fifty-nine square miles, were granted from public lands in the northwestern part of the State, to complete the provision for schools in that reserve. The Indians had occupied a portion of the reserve until after the grant of 1807.

The fractional townships along the Ohio River were al- lowed a generous share of the school lands. "Every frac- tion as large as three-fourths of a township was allowed a whole section ; every fraction of more than half and less than three-fourths was allowed three quarter-sections; every fraction of more than a fourth und less than a half town- ship was allowed a half-section ; and every fraction of more than one square mile and less than a fourth part of a town- ship was allowed a quarter-section. These lands were se- lected by the secretary of the treasury from public land either in or near the fractional townships." Also, to sev- erul whole townships, in which section sixteen had been disposed of by the government agents, a section of land was allowed as in case of fractional townships. Thus, finally, eleven hundred square miles-one-thirty-sixth part of all the land in the State of Ohio-was devoted to the mainte- nance of public schools."t

" In the ordinance of 1785, Congress reserved three In - dian villages on the Upper Muskingum, now called the Tuscarawas, for the use of the Christian Indians. This grant was enlarged to include twelve thousand acres, and

. See chapter on Land Titles.

t " Education in Ohio," Centennial Volume, pp. 15, 16.

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HISTORY OF COLUMBIANA COUNTY, OHIO.

the title was vested in the Moravian missionaries in trust for the Indians; but in 1824, Congress making other pro- vision for the Indians, the land was reconveyed to the United States. Then one-thirty-sixth part of the land was set apart for the use of schools, the title being vested in the State of Ohio."

To secure these appropriations from the public domain, it was agreed on the part of Ohio, at the adoption of the first State constitution, " that all lands to be sold by Con- gress should be exempt from taxation until five years from the day of sale.'

LEASES OF SCHOOL LANDS.

The first General Assembly, in March, 1803, provided that the sections sixteen should be leased for terms not ex- ceeding seven years. The conditions required the lessee of each quarter-section of one hundred and sixty acres to clear within five years fifteen acres of land and fence it into three fields,-one of five acres, to be seeded down ; one of three acres, to be set with one hundred thrifty apple- trees ; and one of seven acres, for tillage.

Agents, appointed by the governor, were to make leases, have the care of the lands, bring actions for waste of timber, retaining one-half of the amount recovered and paying over the remainder for the use of schools.

In 1805 the township trustees were empowered to grant leases for terms not exceeding fifteen years, and enjoined " to see that the proceeds arising from the leases be duly and impartially applied to the education of youths, within the particular surveyed township, in such manner that all the citizens resident therein may be equal partakers of the benefits thereof."

Sections sixteen had been given for the benefit of the original townships, and these were liable to division by the erection of new counties and by the exercise of the lawful powers of the county commissioners. An act was there- fore passed, in 1806, incorporating " every original sur- veyed township, even when there was a county line run- ning through it," and providing for the election of three trustees and a treasurer, who were empowered to lease the lands, collect rents, and apply them to school purposes in such original townships." Other acts followed relating to the lease of sections sixteen. That of 1817 authorized leases for "ninety-nine years, renewable forever, at an annual rental of six per centum of their vulne as appraised by disinterested freeholders, but the lands were to be sub- jected to a revaluation every thirty-three years."

A number of modifications were subsequently made by confusing and contradictory acts, but the systems of leas- ing were finally abandoned as unprofitable. Said Gov- ernor Brown, in 1821, in his annual message, "So far as my information extends, the appropriation of the school lands in this State has produced hitherto (with few excep- tions) no very material advantage in the dissemination of instruction - none commensurate with their presumable value."

In January, 1827, the General Assembly, convinced of their right to dispose of the lands in fee, secured an ex-

pression of the people in the matter, for and against such sale. The sales of section sixteen began in 1828, and now (1879) but few of the original townships own school lands.

The long leases worked disastrously for the school fund. Provision had been made that in such cases the lessecs, after paying all rents due, should be " entitled to purchase the land at the lust appraised value,-one-eighth cash down and the remainder in seven annual payments, with interest."

Suid Hon. Samuel Lewis, the first superintendent of common schools, in 1838, "The tenant may surrender his lease, and, on paying the former appraisement, take a deed in fee-simple for the land, sometimes worth six times as much as he pays. Cases have come to my knowledge where land has been taken at six dollars per acre, worth, at the same time, fifty dollars. . . . The tenants, to be sure, make their fortunes, but the schools are sacrificed."

A law passed in 1839, whose operation was postponed by subsequent acts, provided for a new appraisement of such lands; und by an act of 1813, re-enacted in 1852 with slight change, the whole business was remitted to " the township authorities and the courts, except so far as frequent special and local laws have interfered." Of the school lands belonging to the Western Reserve, no perpet- ual leases had been made.

School Funds .- The proceeds from the sale of lands set apart for school purposes are credited by the State auditor to the proper township or reserve, the whole constituting an " irreducible fund." This fund, the aggregate of 823 separate funds, on the 15th of November, 1875, was as follows :

Connecticut Western Reserve. $257,429.21

Virginia Military Reservation .. 181,290.79

United States Military District .. 120,272.12

Moravian towns ..

3,160.58

Section sixteen (819 distinct funds). 2,972,674.08

$3,534,826.78

On the 15th of November, 1878, the section sixteen fund amounted to $3,042,724.19.

By the law of 1827, the proceeds from the sale of salt lands were to form a common-school fund; and in 1873 the State assumed the payment of interest upon such re- ceipts, which thus make a permanent fund.

Distributable Funds .- Since 1821, the common schools been iu part supported by taxes, either local or general, or both. In 1838 a common-school fund was established, to consist of the interest on the surplus revenue at five per centum ; the interest on the proceeds of the salt lands ; the revenue from banks, insurance and bridge companies ; and other funds to be provided by the State to the amount of two hundred thousand dollars."t

In 1853, the surplus revenue fund-somewhat more than two million dollars, which the State had received from the general government in 1836-having been made a part of the sinking fund for the payment of the State debt, all special sources of revenue for the support of education were abolished. Since that time, contributions by the State for school purposes have been raised by direct and general tax, levied annually upon all the taxable property of the State.

. Vide " History of Education in the State of Ohio," Centennial Volume, p. 16.

t "Education in Ohio," Centennial Volume, pp. 32, 33.

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HISTORY OF COLUMBIANA COUNTY, OHIO.

Moneys arising from fines imposed against certain of- fenders, under the laws of 1827 and 1831, are distributed as other school funds among the districts.

DISTRICT TAXES.

The law of 1821, which authorized the division of town- ships into school districts, provided that each district might levy a tax, not exceeding one-half the amount of State or county taxes, " to build a school-house and make up deficiencies that might occur by schooling children whose parents were unable to pay their share of school expenses."

Previous to 1838, no tax could be levied for the pur- chase of sites for school-houses; but each district was permitted to receive for such purpose " a gift of ground not exceeding two acres."

A multitude of acts, amendatory and otherwise, were subsequently passed, from time to time, relating to the purchase of sites, building of school-houses, collection of taxes, and other matters. In 1846, "a district meeting was authorized to levy a tax of not over $30 the first year, and $10 each subsequent year, for the purchase of a school library and apparatus." In 1853, the voters of a district were authorized, if the Board of Education judged it necessary or desirable, to decide what amount of township tax should be levied to establish one or more central or high schools.

SCHOOL DISTRICTS AND GOVERNMENT.

In 1825 provision was made for districts composed of parts of several townships, and in 1843 for districts com- posed of parts of several counties. A power given to trus- tees by the law of 1825 to alter districts was modified in 1839, and such change forbidden except by consent of a majority of the householders of the district, expressed in writing. In 1850 any future alteration of a district, so as to include in one district parts of several townships or counties, was forbidden; and in 1851 the trustees were authorized, at the request of five freeholders, and after twenty days' public notice, to make, alter, or abolish a school district.

An act passed in 1853 aimed at an entire " reorganiza- tion of the district system, making euch township a school district, and doing away with all the former districts which were parts of townships, except those districts which con- sisted in whole or in part of a city or village. The districts previously established in the townships were thenceforth to be sub-districts, with three directors, as formerly, but neither the sub-district meeting nor the directors had any powers of taxation. A township board of education was organized." The board of education for each township, by the law of 1853, consisted, and still consists, of the township clerk and the clerks of the several sub-districts, the township clerk being clerk of the board, but not entitled to vote.

" All previous acts were repealed by the act of 1873, and in their place a system was enacted which recognizes several distinct kinds of school districts,-viz., city districts of the first class, being cities of over ten thousand inhabitants ; city districts of the second class, being all other cities; vil- lage districts, township districts, and special districts, being those not included in the other classes, and which have been established by a vote of the people, or by some general or

local law. . Each district includes the territory attached to it according to law for school purposes.

" The board of education of first-class city districts con- sists of one or two members from each ward, elected for terms of two years, one-half each year. Such boards are required to hold meetings every two weeks, and they have power to fill vacancies that may occur in their number. The board of education of a second-class city district, or of a village district, consists of three or six members, ac- cording as the district had a board of three or six members previous to the passage of the law, elected for terms of three years, one-third each year; but such board has power to make the number of its members the same as the number of wards in the city, and in that case they are elected for terms of two years, one-half each year. Where the number is three it may be increased to six by vote of the district.

" The board in a special district consists of three members. Any special district is authorized, by vote of the people, to abandon its organization and become part of the township district in which it is located. The township board is or- ganized as under the law of 1853; provided, that when a township consists of one or two districts, all the directors are members of the board. Any township district may de- cide by vote to be governed in the same manner as a village school district,-that is, it may abandon the plan of electing directors in sub-districts, with two sets of officers and ju- risdictions more or less in conflict, and may place the con- trol of all its school affairs in the hands of one single board, elected by the whole township. . .

" Every board of education is required to organize on the third Monday of April in each year by choosing a member for president, and ull boards, except in township districts, also choose a clerk, who may be a member of the board. "In cities and townships, the city and township treasurers are respectively treasurer of the board of educa- tion. Other boards choose their own treasurer."*

SCHOOLS OF THE COUNTY.

Columbiana County has from the first participated in the benefits arising from the liberal grants of land made for purposes of education within the limits of Ohio, and from the many acts passed by the General Assembly to facilitate and direct the development of a uniform system of schools throughout the State. A more exhaustive history of these matters than is given in the preceding pages would not be profitable to the general reader; yet, as the foundation of all education in the State, no history of the schools of Co- lumbiana should wholly overlook them.

Prior to 1821 the State had provided no common system of education, and, in the absence of authority to tax, schools were supported by the voluntary contributions of the peo- ple. Rude school-houses followed the erection of dwellings quite as rude, and no visions of the grander structures of the coming days wrought in the pupils' mind discontent with the mud-chinked cabin and its rough slab bench,- that glorious seat of learning !

Often the school-house was delayed by the pressing needs of those who had yet to clear the way for Ohio's

. " Education in Ohio," Centennial Volume, pp. 55, 56, and 59.

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HISTORY OF COLUMBIANA COUNTY, OHIO.

advancing civilization. The boy and his sire wrought side by side until a clearing was made, when the light of the schoolunaster's face shone into it with a clear yet fitful ray, -not quite so brilliant as those of the sun.

The teachers of Columbiana probably occupied a medial position, as to worth and intellect, between the Yankee teachers of the Western Reserve and those of south western Ohio. While the former were often men of culture, it is said of the latter that they " were selected more on account of their unfitness to perform manual labor than by reason of their intellectual worth," and were often " cripples, worn- out old men, and women physically unable or constitution- ally too lazy to scotch hemp or spiu flux."* It was a com- mon custom throughout the State to employ inale teachers for a winter term and females for a summer term.

It was not to be expected that moral suasion would be a dominant instrumentality in securing discipline in the earlier times, when the near forests supplied sprouts which seemed divinely appointed to meet the ends sought in any well. ordered school. "Hickory oil was known to be a good lubricator for the mental friction of a schoolboy, and its use in liberal quantities by the master or mistress was rarely the subject of complaint or criticism on the part of parents."

The teacher, as in other parts of the country, sometimes " boarded around,"-an ingenious way of converting tuition into sustenance without the intervention of any other cir- culating medium than the schoolmaster himself, or school- mistress, as the case might be.

To the average schoolmaster of this portion of Ohio, in the days when cultivated intellects were as rare as cultivated fields, no words apply more fittingly, perhaps, than those of Goldsmith :

" Beside yon straggling fence that skirts the way With blossomed furze unprofitably gay, There, in his noisy mansion skilled to rule. The village master taught his little school. A man severe he was, and stern to view; I knew him well, and every truant knew. Well had the boding tremblers learned to trace The day's disasters in his morning face; Full well they laughed, with counterfeited glee, At all his jokes, for many a joke had he; Full well the busy whisper, circling round, Conveyed the dismal tidings when he frownod. Yet he was kind ; or if severe in aught, The love be bore to learning was in fault. The village all deslared how much he knew : 'Twas certain he could write and cipher too; Lands he could measure, terms and tides presage, And e'en the story ran that he could gauge. In arguing, too, the parson owned his skill, For, e'en though vanquished, he could argue still ; While words of learned length and thundering sound Amazed the gazing rustios ranged around; And still they gazed, and still the wonder grew, That one small head could carry all he knew. But past is all his fame: the very spot Where many a time he triumphed is forgot."

The following interesting extracts relating to the schools of Columbiana County are from the pen of a local writer, resident of Salem :+

" In these primitive schools Dilworth's, Webster's, and the United States spelling-books were used; for reading- books, the Bible, Testament, and the English reader. Some were so stupid as to think any book that they possessed would do for a school-reader. Daboll's, Jess', and Tike's were the arithmetics used, all of which were superseded, about the year 1827, by the Western Calculator. It and Kirkham's grammar were the standards in these branches for many years. In writing, metallic pens were unknown ; it was an important item for a teacher to make a good quill pen. This will soon be one of the lost arts. The writing- exercises were first a straight mark between ruled lines, next a single curve, then a double curve, and the letters taken singly, beginning with 'o' and following with the simpler ones. Large hand was first taught, and then small hand. The teachers made pens and set copy. For the latter quaint precepts were used : ' A Man of Words, and not of Deeds, is like a Garden full of Wecds.' : Command you may your Mind- from Play.' 'Desire Wisdom from Experience,' etc. Windows were made in the old school- "houses by having the space between the logs cut wider and a narrow sash inserted. This was made to extend to nearly the. whole length of one side. Before glass had become plenty, oiled paper was used in place of it. On it the roguish boys marked in letters and hieroglyphics some of the vulgar ideas that were uppermost in their minds.

" As time advanced the log school-house gave way to a frame or brick structure, with an improved style of benches und desks. Progress was also made in the theory and practice of teaching. A session in a rural school becomes an important session. Before the free-school system was established, schools were made up by subscription. The teacher first went around with an article of agreement, promising to teach a quarter provided enough pupils could be obtained. Euch subscriber agreed to send and pay for the tuition of the number affixed to his name. The usual rate was $1.50 per quarter for each pupil.

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History of Columbiana County, Ohio, with illustrations and biographical sketches of some of its prominent men and pioneers, Part 9

Author: D. W. Ensign & Co. Publication date: 1879 Publisher: Number of Pages: 541

Author: D. W. Ensign & Co.
Publication date: 1879
Publisher:
Number of Pages: 541