USA > Ohio > History of Ohio; the rise and progress of an American state, Volume Three > Part 26
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At the time in which these canals were constructed there were certain lateral canals built by private companies. The purpose was to benefit towns and localities, not on the main routes with the advantages of transportation. These private canals were in point of operation a part of the Public Works of the State. Of these the most important were, the War- ren County Canal extending from Middletown to Lebanon; the Cincinnati and White Water Canal from Cincinnati into Wayne county, Indiana; the Sandy and Beaver Canal from Bolivar on the Ohio Canal to the Pennsylvania and Ohio Boundary line;
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and the Pennsylvania and Ohio Canal from Akron tc connect with the Pennsylvania and Erie Canal. The mileage of these canals was 210 miles. Thus in fulness of its strength, about 1850, before the period of aban- donment began, Ohio had approximately 1,023 miles of state and private canals.
For thirty years these waterways were the great controlling factors of increasing commerce, manu- factures, and population. Through their influence villages became cities, towns were built where forests grew, farming developed into a profitable enterprise, and the trade and resources of the world were opened to Ohio. The newly found markets for farm products added fifty per centum to their prices, thus enlarging the field of agriculture and bringing wealth to the State by their extension. The touch of internal improvements acted upon Ohio like the mysterious wand of a magician, converting a wide, unimproved, and comparatively poor State, into a profusion of wealth, prosperity and greatness.
Aside from the physical prosperity enjoyed by the State, the canals earned princely revenues for thirty- five years, their receipts exceeding their expenditures $7,073,III. After that period they succumbed to the rivalry of the railroads. So that at the end of seventy-five years of existence they are practically useless as a medium of transportation. The records of the Board of Public Works show an interesting statement of their financial history in the following: Cost of Construction . $15,967,652.69
Cost of Maintenance and Operation
to November 15, 1909. 13,056,011.13
NATHAN GUILFORD
Born at Spencer, Massachusetts, July 19, 1786; grad- uated from Yale College in 1812; came to Cincinnati in 1816; advocated a free school system for years before he entered the Legislature, in 1825, as Senator from Hamilton County; in a report he advocated and successfully carried through the plan of popular education in force to-day.
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THE RISE AND PROGU
and the Pennsylvania and Ohio Canal from Akn ЛЯОЧІНО ИАНТАИ connect with the Pennsylvania and, Erie Ganal
donment hegan
of state. @sbrot poiof altoitsoube ssluqoq to asiq ods dowordt
For thirty years these waterways were the controlling factors of increasing commerce, factures, and population. Through their influ villages became cities, towns were built where fe grew, farming developed into a profitable ente wod the trade and resources of the world were o
The newly found markets for farm prod added fifty per centum to their prices, thus enfin the field of agriculture and bringing wealth b State by their extension. The touch of ing improvements acted upon Ohio like the myste wand of a magician, converting a wide, unimpr and comparatively poor State, into a profusie wealth, prosperity and greatness.
Aside from the physical prosperity enjoyed by State, the canals earned princely revenues for tl five years, their receipts exceeding their expend - $7,073, III. After that period they succumbed the rivalry of the railroads. So that at the seventy five years of existence they are practi useless as a medium of transportation. The rev of the Board of Public Works show an intero statement of their financial history in the follo Cost of Construction $15,967,6520 Cost of Maintenance and Operation
to November 15, 1909 13,056,01 !.
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OF AN AMERICAN STATE
Total Cost of Canal System .$29,023,663.82
Gross Receipts 1827-1909 17,225,337.05
Deficit. $11,798,326.77
The future of the Canal System is one of the most serious problems in State affairs, but as it is purely a question of public economics its discussion is not within the purpose of this history. They served their purpose well in the past, and their construction stands as a monument to a courageous generation and to the wise men of that time. As a factor in placing Ohio among the four greatest States of the Union, they were unquestionably the greatest of all the nfluences that worked to that end. Their history has fully justified the prediction of Governor Brown, ittered in his first message, when he referred to 'Brown's Folly" as "a project grand and magnificent Fraught with an influence upon our relations commer- cial and fiscal almost incalculable."
CHAPTER XII. EDUCATIONAL PROGRESS AND THE ESTABLISHMENT OF THE COMMON SCHOOL SYSTEM
1
T HE foundation of the Common School System of Ohio was laid by the Continental Congress of 1785. When the original states ceded to the Confederacy their claims upon the wilder- ness of the Northwest, Congress provided for the sur- vey and disposition of the lands which were to be opened for settlement, and by the law of May 20, 1785, there was reserved from sale "lot number sixteen of every township, for the maintenance of public schools within the said township." Each township was to be six miles square, thus containing thirty-six square miles or sections. The section or lot number sixteen is one of the four at the center of the township. A township under the United States survey contained 23,040 acres of land, divided into thirty-six sections, each of which embraced 640 acres, one of which, as stated, was reserved for school purposes.
When Congress passed the Ordinance of 1787, it therein declared that "religion, morality and knowledge being essential to good government, and the happiness of mankind, schools and the means of education shall be encouraged." When the First Territorial Legisla- ture assembled at Cincinnati in 1799, Governor Arthur St. Clair advised "attention to early education and instruction in religious principles for the rising genera- tion." In pursuance of his recommendation the sub- ject of public schools occupied the serious attention of the Legislature. But, excepting a resolution of instruction to the Delegate in Congress, William Henry Harrison, directing him to secure a proper title to the school lands which Congress had donated, no definite provision for education was made. In a former chapter
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(V) we have seen how vigilant and successful the Constitutional Convention of 1802 was in providing for the means of education in the new State, and hov it embodied in the organic law the sentiment of the Ordinance of 1787, that, "Schools and the means of instruction shall forever be encouraged by legislativ provision."
The first Governor, Edward Tiffin, was a pronounced friend of education. In his first message he con gratulated the State upon its large possessions fo educational purposes, and in his second annual message prominence was given to the subject of schools. Fron his time to that of Governor Morrow in 1823, every Governor dwelt upon the necessity of the establish. ment of a system that would give education to all.
It was originally the opinion of Congress that the lands donated to Ohio would be sufficient to create a fund which would furnish the means of establishing an educational system. But the experience after Ohic became a State soon demonstrated that this could not be done. The lands were wasted, leased at shamefully low rates, and at times under scandalous circumstances The friends of education soon became convinced that no fund sufficient to support a general system of schools. could be expected or raised from the proceeds of the school lands. They began to prepare the public mind for legislation that would establish a school system that would give to every child in the State an education which, at least would be equal to the everyday demands of life.
The history of schools in Ohio up to 1825 is a dreary one. Even after the hardships of pioneer life hac
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OF AN AMERICAN STATE
passed away, the rural districts secured the rudiments of an education to the children in an irregular fashion, dependent upon the will and pocket-book of the parents. A wide indifference to education pervaded sections of the State, especially the southern and western portions. The people's demand for education was apparently satisfied if their children could write, and read the Bible or an almanac; and they met the highest expectations if they could calculate the value of a load of hay or farm produce. There was a general opinion that education destroyed a boy's capacity for work. As for girls, they seldom learned to write. Whether school kept or not seemed to matter little. The impoverished condition of the rural communities, before canal transportation afforded a market for farm products, and the necessity for constant toil to eke out a living, put a premium on muscle and fostered a neglect of education.
The schools of those days were as primitive as their surroundings. The settled portions, of Marietta and Cincinnati, were supplied with schools early in their history. In the summer of 1789, scarcely two years after the settlement, the first school in Ohio was taught at Belpre, a neighboring village to Marietta. Miss Bathsheba Rouse was the teacher and the schoolhouse was a big cabin donated by Colonel Ebenezer Battelle. Soon after, in the same year, the first school at Marietta was opened with Major Anselm Tupper as teacher; it was in the blockhouse, which was used in common as a church, school and fort. The subscriptions from parents to support these must have been meagre, for in 1791 the Ohio Company appropriated one hundred
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THE RISE AND PROGRESS
and sixty dollars to provide instruction for the children of Marietta, Belpre and Waterford. The first school- house erected in Ohio was at Columbia, now Cincin- nati. It was known as "Reilly's Schoolhouse" because John Reilly, a young man of twenty-seven, started a subscription school there June 21, 1790.
Companions to these primitive schools were soon opened in all the settlements, but the people, as a rule, did not wait to build schoolhouses. Frequently a church, or an abandoned log hut was considered available. In the back settlements the opportunities for education were extremely scant. Often a mother, who herself read with difficulty, would laboriously teach the rudiments of spelling from some old book. An old pioneer has left us a description of the Ohio school of an early day: "The building was a low log cabin, with a clapboarded roof, but indifferently lighted; all the light of heaven found in this cabin came in through apertures made on each side of the logs, and these were covered with oiled paper, to keep out the cold air, while they admitted the dull rays. The seats or benches were of hewn timber, resting upon upright posts placed on the ground to keep them from being overturned by the mischievous lads who sat upon them. In the center was a large stool between which and the back part of the building, stood a small desk without lock or key, made of rough plank, over which a plane never passed, and behind the desk sat Professor Glass."
Many schoolhouses were even more primitive than this, being merely mud-daubed huts, with clapboard roof, stick chimney, greased paper windows, latch-
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stringed door and clay floor. Ink was homemade of oak bark ooze and copperas; pens were made of quills and copybooks had to be made of unruled paper.
The backwoods teachers of this day were of a class of themselves. Usually little above a tramp, often- times addicted to drink, but more often well-informed for the times, earnest and capable. They would 'get up" a school by passing around from house to 6
house an article of agreement, proposing to teach cer- tain branches upon certain terms, payable partly in money and partly in produce. During the school term, which lasted from ten to fifteen weeks, the teacher "boarded round" in the neighborhood homes. He was regarded as a sort of a pensioner on the bounty of the people, whose presence was tolerated because it could not be helped. It was different in the localities of Ohio peopled with the New England element. There the social status of the teacher was on the same footing as the minister. He was welcomed and honored everywhere. Usually of college education he imparted his knowledge more effectively and impressively than the "happy-go-lucky" schoolmaster of other portions of the State.
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Such generally was the condition of school going and school teaching prior to the passage of the first school law in 1821. It must be remembered that there were much better schools than those herein described, in the larger towns of the State, but they were supported by voluntary contributions of the people, as no tax had been authorized by the General Assembly. The school lands up to this time had pro- duced no revenue of any amount to speak of.
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THE RISE AND PROGRESS
It has been noted as an important historical fact that development and establishment of the school system of Ohio was contemporaneous with that of the canals. Neither could have been accomplished except by unity of action on the part of the friends of each. The opposition to both was widespread and aggressive, but the friends of the canals and schools associated their interests and influence, and thereby succeeded. Those who were opposed to internal im- provements opposed popular education. The spirit of the strict constructionist that could see no power in the Legislature that would enable it to build up the material interests of the State, of course, could not but object to the education of his neighbors' children. But the growth and progress of the nineteenth century demanded popular education. The primary duty of the State is to see that its citizens are educated. The early statesmen of Ohio contended for that common education which places within the reach of every child the means by which it may become capable of discharging the duties of citizenship. Yet this movement had its opponents.
The New England element and its descendants throughout the State warmly advocated the common school system, and were among its most effective sup- porters. It was opposed largely by the anti-improve- ment party and the occupants of the school lands and those otherwise interested in them. The latter class did not desire to see any legislation which would make them account more strictly for their possession of lands, the income of which was destined for school purposes. So old fogyism and self-interest marched arm in arm in opposition to popular education.
...
SAMUEL LEWIS
The first Superintendent of Common Schools in Ohio.
Born in Falmouth, Massachusetts, March 17, 1799; elected Superintendent of Common Schools by the Legis- lature in 1837; resigned three years after on account of ill health; advocated the abolition of slavery and was the anti-slavery candidate for Governor in 1846 and 1848; he died at Cincinnati, July 28, 1854.
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THE RISE AND PROGR
It has been not?IWa JAUMA@portant historical that did lo pongo
-argo I ont ed aloonda nommo to Jobnoffineque botools i that system was contemporaneous the fumadoos no metishaiboxCosidal bougiast ; vesemi onosempli except Bew bas visvsk to goitilods ont batsjovbs ofisedellfriend each. The oppositiona&f&smithafmi518spread aggressive, but the friends of the canals and sch associated their interests and influence, and there succeeded. Those who were opposed to internal provement; opposed popular education. The mp of the strict otructionist that could see no pr in the Legislature that would enable it to build up material interests of the State, of course, could but object to the education of his neighbors' child But the growth and progress of the nineteenth cent demanded popular education. The primary duty off State is to see that its citizens are educated. The car statesmen of Ohio contended for that common educa which places within the reach of every child the meanvie which it may become capable of discharging the d'un of citizenship. Yet this movement had its oppon
The New England element and its descend: throughout the State warmly advocated the comm school system, and were among its most effective porters. It was opposed largely by the anti-impror ment party and the occupants of the school lande those otherwise interested in them. The latter did not desire to see any legislation which would mod them account more strictly for their possession lands, the income of which was destined for schod purposes. So old fogyism and self-interest marcund arm in arm in opposition to popular education.
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That part of the eighth article of the Constitution of 1802 which relates to slavery, religion and education was prepared by Ephraim Cutler of Marietta. A very positive advocate of schools he made the provisions relating to education mandatory on the Legislature. Notwithstanding this, nothing was even attempted toward creating a school system until Mr. Cutler became a member of the General Assembly in 1819. At this session he moved to have a committee appointed to prepare a bill for the creation and regulation of a school system. He was made chairman of the com- mittee appointed for that purpose and he prepared a bill embodying his own ideas. His plan was to divide the townships into school districts, and school houses were to be built with money raised by local taxation. Part of the pay of the teachers was also to be paid from the public funds. This bill passed the House, but it was not considered by the Senate, and it died at the end of the session. So the friends of the schools commenced again an agitation which was intended to produce results in the next General Assembly. Cin- cinnati, Marietta, the Western Reserve and the eastern part of the State furnished the most substantial and aggressive school sentiment.
The leading spirit in this movement in southern Ohio was Nathan Guilford of Cincinnati. He advo- cated popular education through an almanac edited by "Solomon Thrifty" and which had, like "Poor Richard's Almanac," a wide influence. Through this medium Nathan Guilford presented the cause of educa- tion to thousands. Every page of his almanac was crowded with matter which was well calculated to
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advance the common school system. When it could not be sold it was gratuitously circulated; the result was that it awakened a public sentiment throughout the State to which the General Assembly that met in 182I gave a respectful response.
Nathan Guilford, like most of the advocates of a free school system, in his day, was a New Englander. He was born at Spencer, Worcester County, Massachusetts, July 19, 1786. He received a liberal education, gradu- ating at Yale College in 1812. For a while he taught a classical school at Worcester in his native State, and afterwards was admitted to the Bar. He came to Cin- cinnati in 1816. It was here that he developed the idea of a system of free schools for Ohio. He formed a small band of friends and acquaintances to whom he explained his project. He soon won their hearty cooperation in his plans. He commenced a systematic correspondence with all parts of the State, especially the Western Re- serve. Although he was a lawyer in active practice, hc, with his brother, opened a bookstore and publishing house. From this establishment was issued his almanac, which for seven years was freely mailed by him and his associates to every address in Ohio they could secure.
To Caleb Atwater, a Representative from Pick- away County, can be credited the next forward step in educational progress. A progressive of the most versatile and aggressive type, he has left his impress on the history of his time in more ways than one. As educator, author, legislator and antiquarian, he has left behind reports and writings that stamp him as a man of strong originality and untiring industry. His quaint "History of Ohio" (1838) is full of material
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valuable to the student of to-day. The fact that it records with frankness the author's views of the public questions of that period adds to its value, without de- tracting from its reliability. In addition to this work he has written, "A Description of the Antiquities discovered in the Western Country" (1820), "Remarks made on a Tour to Prairie du Chien thence to Washington City" (1829), and "An Essay on Education" (1841).
When Mr. Atwater entered the Legislature, he was a strong advocate of internal improvements and com- mon schools. In the last chapter we have observed how closely the friends of each of these measures acted together. In the same hour that the canal resolution was passed, Mr. Atwater introduced and secured the passage of a resolution providing for the appointment by the Governor of seven commissioners "to collect, digest and report to the next General Assembly a system of education for common schools, and also to take into consideration the state of the funds set apart by Congress for the support of common schools."
The appointment of this Commission can be said to be the first practical step toward a system of com- mon schools in Ohio. The seven commissioners were Caleb Atwater, John Collins, James Hoge, Nathan Guilford, Ephraim Cutler, Josiah Barber, and James M. Bell. Mr. Atwater was made chairman, and his whole energies were directed with love in his work. Governor Trimble, who appointed the Commission, was a firm friend of all measures, especially this one, looking towards a school system, and he therefore selected for the work men who were enthusiastically friendly to the cause of popular education.
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This Commission, although beset by many diffi- culties, obstructions, and oftentimes denunciations, worked faithfully all through the summer and fall of 1822. The Chairman prepared three pamphlets for distribution among the people; these were on the actual condition of the school lands, on a bill pro- posing a system of school law, and on the necessity and value of a common school system. These pam- phlets were issued and widely circulated. The system proposed was based on the New York plan. It pro- vided for an economical and advantageous management of the public lands, but made no provision for the creation of a school fund by taxation independent of that which might arise from the sale or lease of the school lands. Thousands of letters were written in addition to these pamphlets, and everything was done to educate a public sentiment that was decidedly unfriendly. Every avenue of information or knowledge was painfully trod.
In his "History of Ohio" Mr. Atwater, writing of his labors, says: "The Chairman was directed to collect all the systems in use in all the states; and to consult by letter or otherwise all our most distinguished statesmen, scholars, teachers and jurists on this matter. In pursuance of this order, he opened a correspondence with not a few such men in all the old and many of the new states. This correspondence occupied all his time during the three following months of September, October and November, until early in December, 1822, when the board again assembled at Columbus. During all this time not a dollar had been advanced by the State to this board, nor was there a dollar in the state treasury to spare for any object."
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The Commission was not unanimous on the plan outlined in the report. Nathan Guilford and James Bell believed that the school system proposed should be supported by a fixed taxation upon all the people, and not dependent upon the precarious proceeds from the sale or lease of school lands. In view of the past experiences, they thought that it would be a too slender and uncertain thread on which to hang the life and success of the education of the youth of Ohio. Messrs. Guilford and Bell therefore declined to act on this line and refused to approve a report recommending such a system. In justification of his attitude Mr. Guilford wrote a letter to his fellow commissioners in which he presented the first argument, made at length in Ohio, for a general tax to support common schools. This letter was published by order of the Legislature. His argument was that no income sufficient to support the schools could be raised from the school lands. He contended that the schools should be free from com- plications that naturally arise from depending on leases and sales of land, and that an ad valorem tax upon the property of the counties should be levied for their support.
Mr. Guilford's letter was broad and aggressive in the view taken of popular education. The idea origi- nated by Ephraim Cutler in the Legislature of 1819 was here advocated and defined with clearness. The spirit of the letter can be grasped from the following significant expressions: "The funds arising from school lands will not be sufficient to educate properly one child in ten. It is unnecessary to dilate upon the importance and necessity of education in a free State.
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