USA > Ohio > Montgomery County > Dayton > History of Dayton, Ohio. With portraits and biographical sketches of some of its pioneer and prominent citizens Vol. 1 > Part 26
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Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16 | Part 17 | Part 18 | Part 19 | Part 20 | Part 21 | Part 22 | Part 23 | Part 24 | Part 25 | Part 26 | Part 27 | Part 28 | Part 29 | Part 30 | Part 31 | Part 32 | Part 33 | Part 34 | Part 35 | Part 36 | Part 37 | Part 38 | Part 39
The text books used were Picket's Spelling Book, MeGuffey's Readers, Mitchell's Geography, Colburn's and Emerson's Arithmetics, Smith's Grammar, and Parley's Book of History. The board adopted a resolution requesting the teachers to read a portion of the Bible each morning at the opening of the schools. This custom has been continued in the schools until the present time. In the revised rules adopted by the board in 1874 the following section was passed without opposition and remains in force: " The schools shall be opened in the morning with reading of the Sacred Scriptures without comment and repeating the Lord's Prayer, if desired."
It was an inauspicious time for the inauguration of the public school system, and it was only the appreciation by the mass of the people of the great value of the schools and their indispensableness in a free government that carried them triumphantly through the difficulties with which they were environed. The country had not yet recovered from the reaction which followed the wild speculations of 1837, and which prostrated the business of the entire country. It was a period of depreciated currency, of broken banks and unpaid taxes. The sum realized from the fifty cent tuition charge, which it was hoped would in some measure supplement the deficiency in the treasury from other sources, amounted in 1842 to only one hundred and sixty-two dollars and forty-eight cents. No taxes, ' however, were so cheerfully paid as those for the support of schools, and the board was cheered in this day of small things by the cordial support of the people.
In 1843 the schools were open for six months, and the year closed without debt. The time was lengthened as the funds would justify until in 1849 the full school year was reached.
In 1841 the legislature passed a special aet directing that a German school should be opened in Dayton, to be supported by the school tax paid by German citizens. This law, false in principle, and calling for an impracticable division of the school fund, was evidently enacted without due consideration. It remained a dead letter and no attempt was made to teach German until 1844, when the board was authorized by law to introduce instruction in German on the same basis as other studies. In that year a German school was opened, with William Gemein for teacher. Since that time German instruction has been a constituent part of our school system and has increased proportionally with the English, as the wants of the German population required. In the German schools one half the time is given to instruction in English.
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In 1845 a night school for instruction in the ordinary English branches was opened to meet the wants of apprentices and others who were unable to attend the day schools. For many years night schools were kept open during the winter months, in different parts of the city, with apparently excellent results until 1888, when they were discontinued for want of sufficient patronage.
Until 1849 no provision was made by law for the education of colored youth, who were excluded from the public schools. By the school law of 1849 school authorities were authorized to establish separate school districts for colored persons, to be managed by directors to be chosen by adult male colored tax-payers. The property of colored tax- payers was alone chargeable for the support of these schools. . Under this law a school was opened in 1849 and continued until the school law of 1853 placed schools for colored youth on the same basis as those for white. Boards of education were directed, when the colored youth in any school district numbered more than thirty, to establish a separate school or schools to be sustained out of the general fund. From that time until 1887 the colored schools were conducted under the management of the board of education, and colored youth had cqual facilities of education extended to them with the white. A commodious brick schoolhouse was erected on Fifth Street for the use of the colored graded. school, known as the Tenth district, and pupils prepared in it were admitted to the intermediate and high schools. While under the fourteenth amendment which became a part of the constitution of the United States in 1868, colored youth had the legal right to demand admission to the public schools in the city districts in which they resided,. the right was not claimed by the parents of colored youth. The separate colored school was continued until 1887, when, as a measure of economy and of more efficient teaching, the board of education abolished it. Colored youth now attend without objection the schools in the districts in which they reside.
In 1849 music was introduced as a branch of study. For several years only a few hours each week were devoted to music, and instruction was given in the upper grades only. In April, 1849, James Turpin was elected instructor, and served until 1853 when he resigned to enter into business. In March, 1853, Charles Sochner was elected and served until. December, 2, 1858. December 2, 1858, James Turpin was reelected and served until 1870.
In 1870 the board employed W. B. Hall and Miss Amanda Buvinger as superintendent of music and assistant, both of whom were to devote their whole time to the schools, and give instruction in all the grades. In
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1872, William H. Clarke was elected superintendent of music, and introduced the plan now adopted in the schools of using the teachers as assistants. This in some measure meets the objection that no one man can do the work necessary to be done in this department. The teacher in each room is now responsible for the proficiency of the scholars in this as in the other branches of study. The aim is not simply to teach the scholars to sing by rote, but to give them a thorough knowledge of the rudiments of music.
After the resignation of Mr. Clarke, December 12, 1872, James Turpin was elected superintendent, February 13, 1873, but died Novem- ber, 1873. Mr. Turpin was the first music teacher elected by the board, in 18-19, and at different periods rendered many years of faithful and efficient service in this department.
F. C. Mayer was elected January 8, 1874, to succeed Mr. Turpin, and has been continued in the position until the present time.
As the public schools grew in popularity, and the large majority of the children of all classes in the city attended them, the need of instruc- tion in the higher branches was more and more felt by the public. In 1847 the board of education procured from the legislature the extension to Dayton of the provision of the Akron school law, granting to that town authority to establish a high school. In 1848 the principals of the schools petitioned the board for the privilege of teaching some of , the higher branches to meet a want expressed by many of their more advanced pupils. In their petition they state that many of their best scholars are drawn from the public to private schools from the lack of this instruction, and say that "we at present desire to introduce the elements of algebra and geometry, and perhaps physiology and natural philosophy." A committee of the board reported on this petition that it would not be wise to introduce such instruction in the district schools, but recommended the establishment of a high school. It was not, how- ever, until 1850 that decisive action was taken. On April 5, 1850, Heury L. Brown offered the following resolution, which was unanimously adopted :
" Resolved, That this board do now establish the Central High School of Dayton, in which shall be taught the higher branches of an English education, and the German and French languages, besides thoroughly reviewing the studies pursued in the district schools."
Mr. Brown was an earnest friend of the public schools and gave a large amount of thought and time to their advancement. He was for many years a member of the board of education, served for several years as its president, and rendered invaluable service to our public schools.
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On April 15, 1850, the school was opened in the northeastern ( now the first) district schoolhouse. James Campbell was the principal, Miss Mary Dickson assistant and James Turpin teacher of music. In the fall of 1850 the school was removed to the Academy building, the free use of which was granted by the trustees to the board of education. In June, 1857, an enabling act having been obtained from the legislature, the trustees of the Academy executed a deed for the property to the board of education, and the same year the old building was removed and the present high school building erected. Thus our high school, as a school for higher education, may legitimately trace its history back to 1807. While the new house was being built the school was taught in rented rooms in Dickey's block, on Fifth Street.
The curriculum of the school has been enlarged from time to time until it now embraces all the studies usually taught in the best city high schools. Latin or its equivalent German is required to be studied by all the pupils. Greck is also taught to those who desire to prepare for college, and a large number of pupils have gone from the high school to the best colleges in the country, and many of them have taken high rank in their classes.
In 1855 Jean Barthelemy was appointed instructor in French and taught for several years, but comparatively so few desired to pursue that study that it was discontinued.
In 1857 the total enrollment of pupils in the high school was one hundred and one; in 1888 four hundred and twenty-eight. The number of teachers in 1857 (including Mr. Campbell who gave one half his time) was four; in 1888 eleven. In 1857 the salary of the principal was one thousand and two hundred dollars; in 1888 two thousand dollars. The following persons have filled the office of principal: James Campbell, from 1850 to 1858; John W. Hall, from: 1858 to 1866; William Smith, from 1866 to 1872; Charles B. Stivers, from 1872 to the present time. The total number of graduates is seven hundred and twenty-three; two hundred and twenty young men and five hundred and three young women. A large majority of the teachers in our public schools are graduates of the high school, and other graduates are filling prominent positions in business circles and society. To say nothing of intellectual and moral culture, if the material prosperity only of our city were con- sidered, no better expenditure of public money could have been made.
The Constitution of Ohio adopted in 1851 directed "that the legis- lature shall make such provision 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." . The first
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legislature elected under the new constitution enacted the excellent school law of 1853. Up to this time our schools had been conducted under the city charter, and parts of several acts of the legislature that were construed to apply to them. To simplify and make certain the law applicable to our schools, and to relieve the board in its action from the supervision of the city council, it was determined, in accordance with a provision of the law of 1853, to submit to a popular vote the question of conducting the schools of the city under that law. The vote was taken at the city election in April, 1855, and decided, without opposition, in the affirmative. The city council passed an ordinance May 25, 1855, defining the number, the mode of election, and the term of office of the board of education. Heretofore the board had consisted of one member from each ward, appointed by the city council to serve one year. Under the ordinance the board was to be composed of two members from each ward, one to be elected each year by the people, with a term of service of two years. The first board it provided should be appointed by the coun- cil. From 1855 until the present time the schools have been conducted under this ordinance and the general. school laws of the State. The first board appointed, one half to serve until the next city election, was composed of the following members: First Ward, D. A. Wareham, Harvey Blanchard; Second Ward, Robert W. Steele, J. G. Stutsman; Third Ward, Henry L. Brown, James McDaniel; Fourth Ward, E. J. Forsyth, W. S. Phelps; Fifth Ward, John Lawrence, J. Snyder; Sixth Ward, William Bomberger, W. N. Love.
In 1855 the Public School Library was established, a history of which will be given under another head.
The need of a general superintendent, to give unity to our school system, had long been felt by members of the board of education, but the opposition of some of the teachers who had influence with a majority of the board, and the plea of economy, prevented for years the establish- ment of the office. Duties of supervision were imposed on members of the board, which, at the best, were very imperfectly discharged. It was not until 1855 that the office was created, and James Campbell, principal of the high school, elected superintendent, with the understanding that he should retain his principalship, and devote one half his time to the supervision of the schools. Mr. Campbell prepared a report of the con- dition of the schools for 1856-1857, which was the first extended report of the schools published. In May, 1859, Mr. Campbell resigned to engage in private business. Although the office was not abolished, repeated efforts were made in vain to cleet a superintendent until 1866. In that year, impressed with the urgent need of supervision for the
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schools, Mr. Caleb Parker, a member of the board who had retired from business, and who, in early life, had had considerable experience as a teacher, agreed to accept the position, with the distinct proviso on his part that his services should be without compensation. He was elected in July, 1866, and served until April, 1868, when he tendered his resig- nation. The second published report of the board for 1866-1867 was prepared by him. On retiring from the office, Mr. Parker received a unanimous vote of thanks from the board for his disinterested and very useful services.
Again it was impossible to find a man who could command the vote of the majority of the board for superintendent. Various expedients were resorted to by members of the board friendly to the office to secure an election. To remove the objection of unnecessary cost in conducting the schools, a plan which had been adopted with marked success in Cleveland was proposed. A committee of the board was appointed to consider it, and reported June 22, 1871, that "the efficiency of the school system would be increased without expense by the election of a superin- tendent, a supervising male principal, and female principals for the district schools." This report was adopted by the board, and Warren Higley elected superintendent, and F. W. Parker supervising principal. This plan was continued for two years with excellent results; but the majority of the board of 1873 decided to return to the old system.
In 1873 Samuel C. Wilson was elected superintendent and served for one year. -
In 1874 John Hancock, whose reputation for ability and large experience as a teacher and superintendent commended him to the board, was elected and continued in the office until 1884. Dr. Hancock gave ten of the best years of his life to our schools and is worthy of lasting remembrance and gratitude by the people of Dayton.
In 1884 James C. Burns was elected and served until 1888.
In 1888 W. J. White, the present incumbent, was elected.
It was found that, owing to the removal of scholars from school before reaching the eighth year grade, the classes of that grade were very small in some of the districts. The principals, who were receiving the highest salaries, were giving the most of their time to these classes and the cost of teaching them was excessive. To remedy this, the inter- mediate school was established in 1874, and all the pupils of the eighth year grade were assigned to that school. The course of study was not enlarged, and the school was simply a union of the classes of the eighth year grade for convenience and economy. . W. P. Gardner was the first principal, who after serving one year declined a reelection. Samuel C.
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Wilson was elected principal in 1875, and held the position until - the school was discontinued. The causes which led to the establishment of the school having largely disappeared, in 1886 the school was closed and the eighth year classes were restored to the several districts.
It was impossible to procure experienced teachers to fill the vacancies constantly occurring in the schools. Young girls, without knowledge of methods of government or teaching, were placed over rooms full of children just at the most irrepressible period of their lives. These posi- tions were confessedly the most difficult to fill of any at the disposal of the board, but there was no alternative. Ambitious and experienced teachers naturally sought the rooms where the higher branches were taught, leaving the lower grades for the novices. It is true that some of the best and most valued teachers now in the schools began without experience, but the first year of their teaching was a heavy labor to themselves and an injustice to their pupils. A partial remedy was found by making the position of an experienced and successful primary teacher as honorable and the pay as large as that of any teacher in the district schools below the grade of principal. But that did not fully meet the case and the board determined to educate its teachers. A committee of the board, August 18, 1869, presented a detailed plan for a normal school and teachers' institute, which was unanimously adopted.
The first week of each school year was devoted to the Teachers' Institute. All the teachers of the public schools in the city were required to attend and to render such assistance in instruction as may be requested by the superintendent of schools. The best methods of teaching and government were discussed and taught, and lectures delivered on these subjects by experienced teachers at home and from abroad. This institute was conducted with great zest and profit for several years, but as it required labor and time on the part of the teachers, they grew weary of it and with doubtful wisdom it was discontinued.
In the normal school the studies to be taught in the district schools are reviewed, new methods of teaching are explained and illustrated, and thorough instruction is given in the theory and practice of teaching. Instruction is also given in intellectual philosophy, which sustains an intimate relation to teaching. Rooms in the school building, where the school is located, are placed in charge of pupils of the normal school, who, under the constant supervision of a critic teacher, thus learn the practical work of the school room.
As the great majority of the teachers in the schools are women, instruction in the normal school is confined to that sex. Pupils desiring admission are required to pass a thorough examination in the ordinary
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branches of an English education. Applicants must be not less than seventeen years of age and must pledge themselves to teach in the Dayton schools two years after their graduation should their services be desired by the board. The board, on its part, guarantees to the graduates situa- tions as teachers in the public schools whenever vacancies occur.
In the fall of 1869 the school was opened and up to 1888 has grad- uated two hundred and forty-two teachers. A majority of the teachers in our schools are normal graduates and are doing excellent work. It would be unreasonable to expect that all the graduates of the normal school would prove equally good teachers; but that the instruction received has been invaluable to them and a great gain to the schools no one acquainted with the facts can doubt. In the primary departments the beneficial effects of this school are particularly noticeable.
Colonel F. W. Parker, now at the head of the Chicago Normal . School, was the first principal, assisted by Miss Emma A. H. Brown, a graduate of a normal school. Upon the election of Colonel Parker supervising principal of the schools, Miss Brown became principal, but resigned in 1873. In 1873 W. W. Watkins, principal of the sixth district school, was made principal of the normal school, and held the position one year. In 1874 Miss Jane W. Blackwood, a successful teacher in the Cincinnati Normal School, was elected and served until her resig- nation in 1883. In 1883 Miss Mary F. Hall, the present incumbent, was elected.
Previous to 1877 special teachers in penmanship had been employed occasionally, but for the greater part of the time instruction in that branch had been assigned to the teachers in the several rooms. Satis- factory results had not been obtained, and in 1877 the board elected C. B. Nettleton superintendent of penmanship. In 1878 drawing was introduced as a study, and its supervision added to Mr. Nettleton's duties. The board refused, in 1886, to elect a superintendent of these branches, but in 1887 Victor Shinn was elected superintendent of drawing. In 1888 Mr. Nettleton was again elected superintendent of penmanship, and now a special teacher is employed for each branch. The public exhibition of the work of the pupils in drawing in 1888 and 1889 has conclusively shown the great value of the instruction in this branch.
The school law of 1873-1874 directs the board of education of each city district of the first class to appoint a board of examiners, "who shall have power to examine the schools established in such district, and shall examine all persons who desire to hold teachers' certificates valid in such district." The Dayton Board of Education had long felt the need of a board of city examiners, and was influential in securing
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the insertion of this and other clauses. in the excellent school law of 1873-1874, sending its president, E. Morgan Wood, to Columbus, to confer with the House Committee on Common Schools. Under this law George P. Clarke, J. A. Robert, and William Smith were appointed city examiners. Mr. Clarke and Mr. Smith removed from the city, and their places were filled by William Isenberg and Robert W. Steele in 1876. In addition to the above, the following persons have served on the board at different times: A. D. Wilt, John Hancock, James J. Burns, C. L. Loos, H. C. Marshall, Edwin L. Shuey, W. J. White.
Impressed with the importance in a manufacturing city of affording artisans and others the opportunity of instruction in drawing, the board of education established in 1877 free night industrial schools. A school in free-hand drawing was opened in the Gebhart building, on Third Street, with James Jessup and Valentine Swartz as teachers, December 17, 1877. On March 6, 1879, a school of mechanical and architectural drawing was added and opened in the first district schoolhouse, with Thomas A. Bisbee for instructor. Mr. Bisbee taught this branch of drawing for several years with great success. On November 11, 1880, the free-hand drawing school was removed to the large hall in the Eaker building, with Isaac Broome and Charles B. Nettleton for instructors. Mr. Broome was a very superior teacher and inspired his scholars with enthusiasm. The school, under the management of Mr. Broome and Mr. Nettleton, was a great success. In addition to those mentioned above, the following persons have taught in the school at different times: William Lutzenberger, Luther Peters, Silas R. Burns, William N. Roney, Lewis J. Rossell, George Prinz, and George Wyman. Two schools were taught in the winter of 1888-1889 of architectural and mechanical draw- ing in the Kuhns building, on Main Street.
In 1880, to call attention to this branch of study, a public exhibition of the work of the pupils was given in the City Hall. Committees of competent citizens were appointed to examine and report on the work, and such results were shown as to firmly establish the schools in popular favor. The committee of the board of education on the schools in 1880 say: "The attendance for the past year has been greater than ever, and the quality of the work, as attested by experts appointed to examine it, has been of a highly satisfactory character. About three hundred youth and adults from every walk of life have been instructed, many of whom are constantly using their knowledge in their daily avocations much to their own advantage, as well as to that of their employers." These schools are undoubtedly the first step towards the introduction of manual training in the day schools.
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The city is largely indebted to Mr. A. D. Wilt, a member of the board of education, for the introduction of this important branch of study, and he deserves great credit for the persistency with which he advocated the measure until he secured its adoption.
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