History of Madison County Ohio: Its People, Industries and Institutions, Part 38

Author: Chester E. Bryan
Publication date: 1915
Publisher:
Number of Pages: 1207

USA > Ohio > Madison County > History of Madison County Ohio: Its People, Industries and Institutions > Part 38

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and Hoge, who performed the arduous duties incumbent upon them with but little remuneration, and (at the time) but few thanks. '

The Legislature of 1822-23 broke up without having taken any definite action upon the report presented by the commission, but, during the summer and autumn of' 1824, the subject of the sale of the school lands was warmly agitated, and the friends' of this measure triumphed over the opposition so far as to elect large majorities to both branches of the General Assembly in favor of its being made a law. The quantity of land set apart was ascertained, in 1825, to be a little more than half a million acres, valued at less than one million dollars.

Having now briefly related the facts connected with the school lands, a review will be made of the legislative enactments through which these lands were disposed of. On the 17th of February, 1809, the lands belonging to the 'Virginia military district were authorized to be leased and the proceeds thereof paid into the state treasury for the future use of the schools. From 1810 up to 1824, acts were passed at nearly every session of the Legislature, more fully describing the condition of those leases and pro- viding for the disposition of moneys accruing therefrom. In 1827 a law was enacted directing a vote to be taken in the district as to whether these lands should be sold or not. The vote decided in favor of selling, and on January 28, 1828, the Legislature ordered them to be sold. In 1829 an act authorized the distribution among the several counties, or parts of counties, in said district, of the sum of fifty-four thousand dollars of school moneys, then in the state treasury, Madison county receiving as her share two thousand and seventy-five dollars and thirty-four and one-half cents. "This distri- bution, however, was for some cause postponed by an act passed on January 21, 1830, until May 1, 1830. The manner of apportionment was as follows: The school directors delivered to the county auditors a list of white children in their respective districts, between the ages of four and sixteen; the county auditors transmitted said lists to the auditor of the state, who divided the school fund among the several counties, or parts thereof, according to the foregoing enumeration. From that time up to the present this principle has been carried out, each county receiving annually its quota of moneys derived from this school fund. The reader must bear in mind, however, that the school age was changed whenever the General Assembly saw fit to do so, or considered such a change necessary or judicious.

PIONEER SCHOOLS.

In the early development of Madison county, a great variety of influences were felt in the way of general education. The settlements were, and for years continued to be, sparse. The people, as the pioneers of all new counties are, were poor and lacked the means of remunerating teachers. Their poverty compelled all who were able .to labor, and the work of the females was as important and toilsome as that of the men. Added to these discouragements, both teachers and books were scarce. This condition of things continued perhaps for more than a quarter of a century. Taking these facts into consideration, it is surprising that the pioneers had any schools whatever.

The interest awakened in literature and science immediately after the Revolution followed the pioneers to their western homes; but, to make their efforts productive of useful results, time became absolutely necessary. Just as soon as the settlements were prepared for the experiment, schools were opened; but at every step it was the acqui- sition of knowledge under difficulties. Everything connected with the pioneers was as simple and primitive as were their dwellings, food and clothing. School houses were built in the various neighborhoods as occasion made necessary, not by subscription in money, but by labor. On a given day the neighbors assembled at some place previously agreed upon, and the work was done. Timber was abundant; they were skilled in the use of the ax, and, having cut logs of the required length, out of these the walls were

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raised. The roof was made of clapboards, kept in place by heavy poles reaching the length of the building. The door was of clapboards and creaked on wooden hinges, the latch of wood and raised by a string. The floor was "puncheon," or trees split in the middle, tolerably true, the edge and face being dressed with an ax. The crevices between the logs forming the walls were filled with "chinks," split sticks of wood, and daubed with mud. The fireplace was equally rude, but of ample dimensions, built on the outside of the house, usually of stone, to the throat of the flue, and the remainder of the chimney of split sticks of wood, daubed with puddled clay within and without. Light was admitted through the door and by means of an opening made by cutting out one of the logs, reaching almost the entire width of the building. This opening was high enough from the floor to prevent the boys from looking out, and in winter was covered with paper, saturated with grease, to keep out the cold, as well as to admit the light.

In the rural districts school "kept" only in winter. The furniture corresponded with the simplicity of the house. At a proper distance below the windows, auger holes were bored in a slanting direction in one of the logs and in these strong wooden pins were driven, and on these a huge slab or puncheon was placed, which served as a writing-desk for the whole school. For seats they used the puncheon, or, more com- monly, the body of a smooth, straight tree, cut ten to twelve feet in length, and raised to a height of twelve to fifteen inches by means of pins securely inserted. It has been said that not infrequently the pins were of uneven length, and the bench predisposed to "wobble." Many of the pioneer "masters" were natives of Ireland, who had fred from the cruel oppression of the English government prior to and succeeding the struggle for Irish independence in 1798, and here in this land of freedom were putting to good use that education obtained in their native isle. Thus did the oppression of England inure to the benefit of the young republic; and the literary ability of Irishmen, like their military prowess in the Revolutionary war, did much toward founding and building up this great free and enlightened nation. Doctor Johnson's notion that most boys required learning to be thrashed into them was practically carried out in the pioneer school house. The pupils sat with their faces toward the wall, around the room, while the teacher occupied the middle space to superintend each pupil separately. In some rooms a separate bench was furnished for those too young to write. Classes, when reciting, sat on a bench made for that purpose.

A PRIMITIVE CURRICULUM.

The books were as primitive as the surroundings. The New Testament was # common reading book; the "English Reader" was occasionally found, and sometimes the "Columbian Orator." No one book was common in all the families. The reading class recited paragraphs alternately, and the book in use was made common property, passing from hand to hand during recitation. It was not unusual for the teacher to assist a pupil in one of his "sums," discipline a refractory pupil, and hear the reading class, while the reading was going on. Deibold's, Smiley's and Pike's arithmetics were commonly used, with the examples for practice almost exclusively in pounds, shillings and pence, and a marked absence of clear rules and definitions for the solving of the different divisions. Webster's "American Speller" was the 'ordinary spelling-book, which afterward made way for Webster's "Elementary Speller." This latter book main- tained its popularity for half a century. The spelling class closed the labors of the day. All who could spell entered the "big class," and the rivalry was sharp as to who should rank first as good spellers. The members of the class were numbered in the order in which they stood in line, and retained the number until a "miss" sent someone above them. Spelling-matches were frequent, and contributed largely to the making of good spellers. Grammar was not often taught, partly for the reason that the books were hard to get, and partly because some of the teachers were not proficient in this branch

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of learning. When the science was taught the text-book was the earlier and larger edition of Murray, which, by the close of the first quarter of the century, was largely superseded by "Kirkham," which, though of little real merit, stimulated a taste for grammar. The boys and girls went to the same school, but sat on opposite benches. It occasionally happened that teachers were employed who had learned that an elephant may be led by a hare, or more probably were blessed with gentle natures, and these won the hearts and lifelong affection of their pupils by their pleasant and loving ways; but these were exceptions. The standard of excellence was often measured by the teacher's ability and swift readiness to thrash the pupils on any provocation. Dis- obedience and ignorance were equally causes for the use of the "hickory." "Like master, like boys." The characteristics of the one tended to develop a corresponding spirit in the other, and the cruelty of the one, with the absence, too frequently, of all just dis- crimination in the use of the rod, excited animosities which lasted through life. There were few boys of that day who did not cherish the purpose to "whale" the "master" on sight at some future day.

The schools were supported by subscription, the charge being from one to three dollars per term of three months, during winter, to begin at eight o'clock in the morn- ing, with an hour or an hour and a half recess at noon, and to close at five o'clock. One-half of Saturdays, or alternate Saturdays, made part of the term. Writing was taught to all the larger pupils, and the only pen used was the goose or turkey quill, made into a pen by the skillful hand of the teacher. Mending the pens was an essential part of the work. Copybooks were made of sheets of foolscap paper stitched together, and copies were "set" by the teacher during recess, which were commonly taken from the maxims in use from time immemorial. Sometimes the teacher was partly paid in produce or other commodities, which were the equivalent to him of money, while his support was often obtained by "boarding around." Money was scarce, and to make change it was usual to halve and quarter pieces of silver coin with an ax or chisel.

The introduction of schools in one settlement was an incentive to their speedy adoption in all. The above description applies to all the earliest school houses erected. The building of saw-mills and the opening up of wagon roads brought about a better order of things, and plank, weather-boarding and glass took the place of clapboards, puncheon floors and log benches. For a more detailed history of the pioneer schools in the different localities of Madison county, the reader is referred to the chapters relating to London and the several townships, where the subject is fully written up from the recollections of the oldest living pioneers.

GROWTH OF EDUCATION.

The gradual development and progress of education in Ohio was encouraged and fostered by state laws that were the germs from which came forth the present common- school system. Believing that a brief synopsis of these enactments will be of value in this article, the following facts have been culled from the Ohio statutes, which will no doubt assist the reader in understanding more thoroughly the history of the schools in the Scioto valley up to the adoption of the new constitution. On the 2nd of Jan- uary, 1806, three trustees and a treasurer were authorized to be elected in each town- ship, for the purpose of taking charge of the school lands or the money arising there- from, and applying the same to the benefit of the schools in said township. In 1810 this act was more fully defined, and, in 1814, every person of school age was entitled to his or her share of said school fund, even when attending a school outside his own township. In 1815 these moneys were distributed according to the time of school attend- ance, an account of which each teacher was required to supply to the trustees, and the apportionment was made accordingly. No act of any importance was then passed until. January 22, 1821, when a vote was ordered to be taken in every township for the pur-

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pose of deciding, for or against, organizing the same into school districts; also, for the election of a school committee of three persons, and a collector, who was also treasurer in said district. ' These committees were authorized to erect school houses in their respective districts, on land donated or purchased for that purpose, said schools to be paid for by donations and subscriptions, together with the taxes raised for such purpose. By the terms of this act, all lands located in said districts, liable to state or county taxation, were also liable to taxation for erecting school houses and for educating the children of those unable to pay for schooling. Parents and guardians were assessed in proportion to the number of children sent to school by them, but those unable to pay had their assessment remitted, and such deficiency was paid out of the fund raised by taxation. Of course, the moneys accruing from the school lands went into the school fund held by the treasurer of each district.

'The first general school law, passed on February 5, 1825, provided "that a fund shall hereafter be annually raised among the several counties in the state, in the man- ner pointed out by this act, for the use of common schools, for the instruction of youth of every class and grade without distinction, in reading, writing, aritmetic and other necessary branches of a common education." This was in harmony with the consti- tution, which asserted that schools and the means of instruction should forever be encouraged by legislative provision. This act provided for a general tax to be levied for the fostering of common schools throughout the state, which was to be collected annually and used for general educational purposes. Three school directors were to be elected annually in each district, to transact the business of said schools, erect build- ings, employ teachers, receive and expend all moneys derived from any source, etc. The court of common pleas in each county was authorized to appoint annually three suitable persons to be called examiners of common schools, whose duty it was to examine teachers for qualification and grant certificates; also, to visit and examine the schools throughout the county. If any district neglected to keep a school therein for the space of three years, its proportion of the school fund was divided among the other districts in said township that employed teachers. The school fund of each county was taken charge of by the auditor, who distributed the same between the several townships. In 1827 this act was amended. The directors were instructed to appoint a treasurer for each school district. Fines imposed by any justice of the peace, for offenses committed in any given district, were to be paid to the treasurer, to be used for the support of education in said district. Taxes were levied to build new houses and repair old ones. Every householder, whose tax was less than one dollar, had to pay that amount or give two days toward the building or repairing of school houses. The number of examiners was increased, but at no time were they to exceed the number of townships in the county.

COLOR LINE RIGIDLY DRAWN.

In February, 1829, a law was enacted providing more fully for general education, but the children of black or mulatto persons were not permitted to attend these schools, nor were such persons compelled to pay taxes toward the support of the same. The official term of the examiners was designated as two years, and their number to be not less than five in each county, nor more than one in each township thereof. When- ever the regular school fund ran short, the teachers, if not paid by voluntary subscrip- tion, were to be paid by those sending children to said schools. Often the regular fund did not pay for more than three months' schooling annually, so that even then the schools, though slowly improving, were anything but flourishing. The act of 1830 did not materially improve them, and, in March, 1831, the following clause appears in a law relative to raising the school fund. It says a general fund shall be raised "for the instruction of the white youth of every class and grade," so that, although Ohio was a

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free state, a black man was debarred from the educational advantages accorded to his white brother; and, though his body was not kept in slavery, his mind was kept in ignorance, as far as the state laws had the power to do so. With all this injustice, however, the property of negroes was exempt from taxation for school purposes, which was at least a small grain of justice to the despised race. The school age was changed so as to include those between four and twenty-one years, and the clause relating to the number of examiners was changed to read, "not less than Eve in each county, nor more than two in each township."

On the 2nd of March, 1831, an act was passed authorizing the establishment of a fund to be designated "the common-school fund," the income to be used for the support of common schools. All moneys arising from' the sale of school 'lands were to be put into this fund, and the state guaranteed a certain interest on all such moneys paid into the' state treasury. The county auditors were authorized to draw said interest and distribute it among the several districts in their respective counties, to which said lands originally belonged. Donations and bequests were also put into this fund and used for the same general purpose. These moneys, however, were to be funded annually, until January 1, 1835, after which date the interest was to' be' divided among the several counties in proportion to the number of white males over twenty-one years of age resid- ing therein.

Up to this time women were not eligible as school teachers, for it is found that an act was passed on December 23, 1831, allowing directors to employ female teachers; but the directors had to signify in writing to the school examiners that it was the desire of the inhabitants of said district to employ "a female teacher for instructing their children in spelling, reading and writing only." The examiners were then empowered to give the lady a "special certificate" to teach those branches. It is unnecessary here to comment on this injustice, it being taken for granted that the most illiberal men will agree that this discrimination against women was a grievous wrong and wholly unworthy of this great commonwealth. In 1833 other provisions and amendments were made" to the school laws, the object of which was to increase their influences; but no materiai changes were made in former laws.

STATE SUPERINTENDENT OF . SCHOOLS.

The office of state superintendent of schools was created on March 7, 1837, and was made permanent a year from that date. The superintendent was elected by the Gen- eral Assembly for a term of five years, but on the 23rd of March, 1840, the office was abolished and the secretary of state was required to perform the duties thereof. In 1838 a fund of two hundred thousand dollars was provided for, to be annually distrib- uted among the several counties, according to the number of white youth, unmarried, between the ages of four and twenty-one. It was known as the state common-school fund; was reduced on March 7, '1842, to one hundred and fifty thousand dollars, and again raised to three hundred thousand dollars on the 24th of March, 1851. By article 6 of the new constitution, it was declared that the principal of all funds acoruing from school lands, donations or bequests, "shall forever be preserved inviolate and undimin- ished." It was enacted by the law of 1838 that the township clerk should be superin- tendent of schools within his township, and this law remained in force until the reorganization of the school laws under the new constitution' of 1853. By this same law, the county auditor was endowed with the position of superintendent of schools throughout the county. The number of school examiners was reduced to three members for each county, who were appointed by the court of common pleas.

On the 16th of March, 1839, an act was passed providing for the establishment of night schools in towns wherein male youth over twelve years of age, who could not (18)

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attend school in the daytime, might be instructed. This law also declared that pupils could not attend German schools, and at the same time receive their quota of school money. Subsequently the German language was introduced into the schools as a part of the regular studies.

SCHOOLS FOR COLORED YOUTH.

On the 24th of February, 1848, a law was passed authorizing the establishment of separate schools for colored children. This law was amended in 1849, and was thought by many to be contrary to the spirit of the constitution, but the supreme court declared it constitutional. Separate school districts were authorized to be organized and managed by directors chosen from the adult male colored taxpayers, whose property was alone chargeable for the support of said schools. Colored children were not really debarred under the constitution at that time from attending the schools of white chil- dren, but it amounted to about the same thing, as the objection of any parent or guardian whose children attended said school might operate to prevent the attendance of colored youth. Thus the law existed until 1853, when the schools of colored children were placed upon the same basis as those for white. By the law of 1853, boards of education were directed, when the colored youth in any school district numbered more than thirty, to establish a school for them. This law was so amended in 1864 that two or more districts could unite for the same purpose. Much trouble has been caused in different towns by the colored people insisting on sending their children to the schools for whites. In some places little or no opposition has been manifested, while in others a bitter struggle resulted. In the country districts, white and colored children usually attend the same school and seem to work harmoniously together.

LATER GOVERNMENT OF SCHOOLS.

The school laws of 1858 made ample provision for the education of every class and grade of youth within the state. In the preceding pages it has been pointed out that those who participated in the organization of the Northwest Territory, and subsequently the state, recognized religion, morality and knowledge as necessary to good government and happiness of mankind. The gradual development of education from its earliest inception in the state up to its present permanent foundation. through the law of 1853. also has been pointed out. Under the latter law, the state was divided into school dis- tricts as follows: City districts of the first class, city districts of the second class. village districts, special districts and township districts. To administer the affairs of the districts, and to look after and promote the educational interests therein, the law has provided for the establishment of boards of education in each district. These boards could acquire real or personal property for the use of their districts, and were required to establish schools for free education of the youth of school age, and could establish schools of a higher grade than the primary schools. They were to determine the studies to be pursued and the text-books to be used in the schools under their control; to appoint superintendents of schools, teachers and other employees, and fix their salaries. They were authorized to make such rules and regulations as they might deem expedient and necessary for the government of the board, their appointees and pupils.

The state commissioner of common schools was elected by the people, and his official term was three years. He was required to superintend and encourage teachers' insti- tutes, confer with boards of education, or other school officers, counsel teachers, visit schools and deliver lectures calculated to promote popular education. He was to have supervision over the school funds, and had power by law to require proper returns to be made by the officers who 'had duties to perform pertaining to schools or school funds. It was his duty to give instructions for the organization and government of schools. and to distribute the school laws and other documents for the use of school officers. He

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History of Madison County Ohio: Its People, Industries and Institutions, Part 38

Author: Chester E. Bryan Publication date: 1915 Publisher: Number of Pages: 1207

Author: Chester E. Bryan
Publication date: 1915
Publisher:
Number of Pages: 1207