USA > Ohio > History of Ohio; the rise and progress of an American state, Volume Three > Part 27
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
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
378
THE RISE AND PROGRESS
That the mass of the people should be well informed, and enabled to understand their rights and the policy of the government under which they live, is universally acknowledged by all enlightened and reflecting men. Public intelligence and public morals ought to be the peculiar care of every Republic, and as every man is interested and benefited, either directly or indirectly, in the political safety, good morals, good order, intelli- gence and social happiness of the community of which he is a member, he ought to contribute freely to their promotion and support. And the Legislature, as the public guardian, has an unquestioned right to compel every individual, by a tax, to bear his proportionable share of the expense. And if the means are not other- wise provided, it becomes the duty of the Legislature to exercise that right, and to make such provision that every child of the Republic, whether rich or poor, should have an opportunity of receiving a common, decent education."
The Atwater Commission reported to the Legislature of 1823-24. This body was opposed to internal im- provements and school legislation, and the report fell upon stony ground. It was simply received with thanks and filed.
In the canvass for the Twenty-Third General Assem- bly which was to assemble in 1824, the questions of the common schools and canals were the paramount issues; these propositions were discussed with great earnestness on the stump, in the press and through pamphlets. As a result, public opinion was definitely crystallized in their favor. It is a fact that the school system would not have been established at this time
of
-
5
379
OF AN AMERICAN STATE
were it not for the cooperation of the friends of the proposed canals. The same is true of the converse of this proposition. The strongest friends of the schools were from the eastern and northeastern por- tions of Ohio, the canal interests were predominant in the central and western portions. The result of this cooperation was the election of a Legislature that stands in the history of the State as one that accom- plished more for the public good and posterity than any which preceded or succeeded it. On the opening of the General Assembly, Governor Morrow forcibly presented the cause of education in his annual message. A joint Committee from the House and Senate was appointed to consider that part of it, and "to collect information, prepare and report a system of common schools." Nathan Guilford, who had been elected a Senator from Hamilton County, was made chairman of this committee, and, by common consent of his colleagues, the preparation of the report and bill was placed in his hands.
In his report, which was presented to the Legislature January 14, 1825, Mr. Guilford, after urging the necessity of an educated citizenship, reviews the different free school systems then in existence in this country. Commencing with the first free schools of Massachusetts established in 1647 by a general tax, he outlines the various methods of the different states in educating their children. He favors the maintenance of the schools by taxation, and cites the states of Massachusetts, Rhode Island, New Hampshire and Maine as examples of the support of free schools by local or general taxation. He compares the systems
380
THE RISE AND PROGRESS
of Connecticut, Louisiana, New York, Pennsylvania, Virginia and North Carolina. While the report covers but ten printed pages, it is a forceful, comprehensive and patriotic document. When we consider that the policy advocated was in its day a very radical one, we are impressed with the thoughtful and conservative tone of the report. Its strength lay in the high ground upon which the school system was recommended. It was a new gospel that Nathan Guilford preached in this report. It was a wider application of the spirit of democracy than Ohio had yet witnessed. In his report, in speaking of the subject, he says:
"In comparing these different plans of education in their details, and especially after taking into con- sideration the economy, efficacy and policy of each, your committee do not hesitate to give a decided pref- erence to the system of free schools.
"This system appears to be the most consonant to the principles of our constitution. It places the chil- dren of the rich and poor more upon a level, and coun- teracts that inequality which birth and fortune would otherwise produce. When the children of the rich and poor have equal opportunities, the only superiority which can exist, will arise from mental competition. In this truly republican mode of education, the children of all ranks and classes meet to contend upon a footing of perfect equality, for the only true and honorable distinctions which ought ever to be countenanced among freemen. All the offices in the nation are open and within the reach of the humblest individual; and experience has already proved that some of the first men of the age, who have proved an ornament
...
CALEB ATWATER One of the originators of the Common School system of Ohio.
Born in North Adams, Massachusetts, December 25, 1778; moved to Ohio in 1811; while in the Legislature in 1825 he was a strong advocate of canals and common schools, and was the chairman of the first commission to consider a system of common schools; he died at Circle- ville, March 13, 1867.
380
THE RISE AND PROGRE
of Connecticut, Louisiana, New York, Pennsy! ACTAWTA, ЯGIAD
Virginia and North Carolina. While the report but ten printed pageodotois a forceful, comprehen andas redmond tozudoseasM amisbentove nicmodder th polfty Ii gTutsleigo I odt gi glidw : 1181.ai oidQ of bevom :8 advocated was in its day a radical
fommoo bris alsso fo sfsoovbs ghoffe's asw off 2s81 we poradimmooresin odMot hasinhisdbhent @swibhs aaloorbanser
.ro8I .EI doisM ,offiv upon which the school system was recommende was a new gospel that Nathan Guilford preach this report. It was a wider application of the of democracy than Ohio had yet witnessed. I report, in speaking of the subject, he says:
"In comparing these different plans of edumi in their details, and especially after taking into sideration the economy, efficacy and policy of your committee do not hesitate to give a decided erence to the system of free schools.
"This system appears to be the most consona . the principles of our constitution. It places the dren of the rich and poor more upon a level, and · teracts that inequality which birth and fortune v otherwise produce. When the children of the and poor have equal opportunities, the only superi which can exist, will arise from mental competir In this truly republican mode of education, the childn of all ranks and classes meet to contend upon a food of perfect equality, for the only true and honor distinctions which ought ever to be counten among freemen. All the offices in the nation open and within the reach of the humblest individ ... and experience has already proved that some of first men of the age, who have proved an ornament
381
OF AN AMERICAN STATE
to our country and the whole human family, were the children of poor parents, unable to educate them. But the doors of the neighboring school were open to them, where they received instruction without fee or reward, and imbibed the rudiments of that wisdom and knowledge which raised them from the cold grasp of indigence, to honor and renown.
"The mode of establishing schools exclusively for the education of the poor, as practiced in Virginia and South Carolina, and as contemplated by the first provision of the act of Pennsylvania, appears to your committee to be very objectionable on many accounts. To separate the poor from the rest of the community as an inferior caste and hold them out to the rest of the world as objects of charity, is too humiliating to the character of freemen. Many of their parents have too much pride to accept of such a boon, while others who are able to educate their children, have meanness enough to endeavor to get them placed on the list of the poor. Besides, those who have the management of the funds, and the care of their education, do not feel sufficient interest to promote or give effect to either.
"The system of free schools has always been found the most general and efficacious in its effects. It extends the means of common education, to the door of every man, and among all ranks and conditions. It is particularly favorable to the education of youth in the country, where the population is scattered and difficult to be united without some general system for the purpose. In towns, cities and villages, schools always exist; and when left to itself, education is
382
THE RISE AND PROGRESS
always much better attended to in these places, than in the country. Nothing but free schools has ever succeeded in diffusing education among the mass of the people who cultivate the soil. This system scat- ters schools in every neighborhood, within the reach of every farmer, and freely offers to the poor tenants of every cabin the means of instruction. The yeo- manry of every country constitute its sinews and strength; and it is among them, that those wholesome, honest homebred principles are preserved, which con- stitute the safety and honor of the nation. How doubly important is it then, that they should be well informed! In New England, where this system has prevailed ever since the first settlement of the country, it is extremely rare to meet with a person of either sex, who cannot read and write. A taste for reading, and a desire for further information is thus created; and in almost every town and village a respectable circulat- ing library is found. These common schools are the nurseries of the academies and classical seminaries, which exist in almost every populous county; and which are the natural consequence of the common schools."
With this report was presented a bill drawn by Mr. Guilford providing that a "fund shall be annually raised among the several counties of this State, in the manner pointed out by this act for the use of the common schools, for the instruction of youth of every class and grade without distinction, in reading, writing, arithmetic and other necessary branches of a com- mon education." This fund was to be raised by a tax of one-half of a mill upon the property of the several counties of the State. It authorized the lay-
st
an
F
383
OF AN AMERICAN STATE
ing off of school districts, and required the election of officers to provide schools, and the appointment of a Board of Examiners, without whose certificate no teacher could collect payment for his services. This bill under the title, "An act to provide for the support and better regulation of Common Schools" became a law February 5, 1825. When the bill was on its final vote for passage in the House, Ephraim Cutler, who was a member of the Senate from Washington County, stood anxiously beside Mr. Guilford waiting for the result. For years he had advocated the principle then pending before the House. In the Constitu- tional Convention of 1802 and in the General Assembly he had long sought this end. When the vote was announced showing that the bill had passed, Mr. Cutler turned to Mr. Guilford and reverently repeated the words of Simeon, "Lord, now lettest thou thy servant depart in peace, according to thy word; for mine eyes have seen thy salvation."
Thus was accomplished the greatest educational work in Ohio's history. It was laden with more poten- tial results, and stood for more advantages in the future than was dreamed of by its most sanguine friends. This policy and system, originated and commenced by Ephraim Cutler in 1819, revived and agitated by Caleb Atwater in 1821, was consummated and made a fact by Nathan Guilford in 1825. To these three men Ohio owes her Common School System, and to them all of its surviving generations are grateful debtors. All subsequent legislation on schools have been amendatory to the great idea which they developed and reduced to a law.
1
1 1
384
THE RISE AND PROGRESS
The immediate result of this law was not gratifying to its friends or favorable to its operation. There was still much opposition to it among the radical ele- ment in some portions of the State, and in others, it was regarded as such an advanced and progressive step that it was not executed. In no small proportion of the counties, the law was but partially enforced for ten years after its passage. With time, however, it grew in favor among the people slowly but surely. Its friends and advocates had the double duty imposed upon them of sustaining and operating the law and fighting its enemies. Even after the law was in full force, efforts were made to secure its repeal. The Legislature, following its enactment, was flooded with petitions, asking for its suspension or its repeal, but the law stood all assaults. With good sense, the Committee to whom the petitions were referred, reported, "that, when said act shall have been tested by the touchstone of experience it will become popular, because its features are stamped with an enlarged wisdom, a liberal and enlightened policy." Nearly a century of experience and history has confirmed this. Improvements and additions to the school system of Ohio have made it a structure of majestic power and beneficence.
But this result was very slow in its evolution. The law of 1825 simply laid the foundation, the super- structure was yet to be built. The system was planned, but it was yet an unorganized and ineffective project. Every year saw it strengthened and improved. From 1825 to 1837, there was a growing disposition in the General Assembly to advance school interests. During
m
SC
S
I
W h
fo ti ge M th
th
b
Fa
01
385
OF AN AMERICAN STATE
this period (1827), an act was passed, allowing section sixteen to be sold where a majority of the voters in such townships were favorable to its sale; also an act, authorizing a special tax for building or repairing schoolhouses, and another establishing a six per cent. fund from the proceeds from sale of school lands, salt lands, and from donations or legacies. In 1829, the general school tax was increased from one-half to three-fourths of a mill. All of this indicated progress and healthy growth, and, what is of especial impor- tance, with it came a positive public sentiment for placing schools upon an independent and systematic basis.
About 1831, a remarkable educational revival swept over the entire country and the appreciation of system and organization began to broaden the arc of education. This movement was responsible in Ohio for the founda- tion of Normal Schools, Teachers' Institutes and School Libraries. The people had increased confidence in the Common School System, and they began to understand that their institutions were safest and wisest when their people were educated. Experience had revealed the serious defect in the old state govern- ments in failing to provide adequately for free public schools. The evidence of this revival in Ohio took the form of agitation or organization, which up to this time had been woefully neglected. In June, 1831, a general convention of friends of education in the Mississippi Valley, was held in Cincinnati and out of this grew "The Western College of Teachers."
Upon the popular educational movement in Ohio, the College of Teachers impressed a lasting influence.
386
THE RISE AND PROGRESS
Under its auspices, educational associations were formed in different parts of the State. The papers read before this body, which included among its mem- bers the most prominent scholars of Ohio and neigh- boring states, were characterized by marked ability and profound wisdom. Its influence was especially effective in securing a more general and more efficient administration of the school law; in spreading abroad more enlightened views on the subject of a public school system and in creating and promoting a patriotic public sentiment, regarding education. It was mainly through its influence, that the minds of the people of the State were directed for the first time to the neces- sity of a Superintendent of Common Schools.
The Thirty-Fifth General Assembly of 1836-37 had a clear idea of school needs and was in hearty sympathy with the movement for a State Superintendency and other efforts to increase the efficiency of the school system. Notwithstanding that up to this period there had been substantial advance in providing support for schools, yet in 1837, there were no free schools in Ohio outside of Cincinnati; and, excepting in the largest towns, where private teachers were engaged, but few schools afforded, even for three or
four months in a year, instruction in reading, writing and arithmetic. Professional teachers would only seek employment in the larger towns. Therefore the chil- dren of most of Ohio were under instruction of a class of young men, who had neither the education, experi- ence, nor pride of a teacher, sufficient to teach a primary school. The previous Legislature, in order to gather information concerning the schools and the
C
387
OF AN AMERICAN STATE
number of school children in the State, required the County Auditors to furnish these statistics. Only thirty-three out of seventy-five in the State responded with enough intelligence to make the return of any value. This is indicative of the slow growth of the schools provided for by the act of 1825, and of the apathetic condition of the public mind. It can be said, however, in partial palliation, that this period was one of great financial distress and the people seemed more interested in making a living than in educating their children.
There were many spirits however, even in these harassing times, who never lost sight of the work of perfecting the state educational system. Foremost among this element was the College of Teachers, whose work was untiring in that direction. Their labors met with quick response in the Legislature. Alfred Kelley, whose record on canals, taxation and finance, has been reviewed, introduced a resolution instructing the Committee on Schools and School Lands, to inquire into the expediency of creating the office of Superin- tendent of Common Schools. The Committee, on January 27, 1837, reported a bill creating the office and defining its duties. It became a law March 22, 1837. A few days subsequent, a joint resolution was adopted appointing Samuel Lewis the first Superin- tendent of Common Schools for one year at a salary of $500 per annum.
The new Superintendent was one of the most force- ful advocates for free schools in his time. He was born in Massachussetts, March 17, 1799, but was brought to Cincinnati by his parents in 1813. By labor and
388
THE RISE AND PROGRESS
study he educated himself, and entered as a local preacher of the Methodist church in 1824. He exerted great influence as an orator in behalf of temperance and education and did much to establish High Schools in Cincinnati. The teachers of Ohio soon discovered in the executive force and intelligent enthusiasm of Samuel Lewis, a man for their leader and the Superin- tendent of the school system. He entered upon his work with steadfast purpose and determined zeal. From the day of his appointment, he was active. He spent his first year in traveling about the State on horseback, delivering addresses to educational meet- ings, consulting his school officers, visiting schools and encouraging teachers. His work the first year had to be crowded into a few months. At times, he was disheartened, and he "feared that he did not possess the peculiar gift required for permanent usefulness."
There are two letters written by him that give a clear insight into his faithful service and herculean labors. They are worthy of preservation because they are a testimony to the cost of establishing the priceless heritage of Common Schools. The first of these, dated Cleveland, November 3, 1837, reads: "I arrived here to-day, almost worn down; have rode on an average twenty-six miles a day this week. I generally spend three or four hours a day in conversa- tion, answering questions, giving explanations and making suggestions. It is harder than it would be to deliver an address every day an hour and a half long. I fear you overvalue my efforts, as well as other friends, which will add to disappointment; for still, I can hardly see what I do. I shall, however, do my best. I leave
389
OF AN AMERICAN STATE
here on Monday, if health permit, and will get along as fast as I can to Columbus, visiting on my route, as I suppose, about sixteen counties and reaching Colum- bus, I hope, by the twenty-eighth inst. The task before me is so great that with all my time and close attention, I shall hardly be able to get through."
It will be noted from this letter that he expected to visit sixteen counties in twenty-three days; when we consider that he journeyed on horseback as the only certain means of meeting his appointments, some idea of his labors may be had.
Again he writes, November 15: "On Saturday last, I delivered an address at Canton, and after riding twenty-six miles on Monday, spoke in the evening to a large audience, and I believe, did good. I work hard day and night, and find it a kind of uphill business. If men would only do something, even in opposition, it would be better than it is. Almost every man agrees with me; thousands listen and applaud; and even candid men of sense declare they never heard this subject treated with so much interest, and then leave it to go alone, or get on, unaided by their efforts. Still, I am not discouraged, but am determined to work until my report is in, hoping at least for the final triumph of sound principles in practice.
"Many of those with whom I converse, are under the influence of selfish motives of some kind or other, and some wholly unable to appreciate a higher senti- ment. The preacher feels no interest half his time, in anything that does not promise to increase the wealth or numbers of his church. The physician is narrower still. The lawyer has some public spirit; but is often
390
€
THE RISE AND PROGRESS
too much hardened with political ambition and a truckling spirit to the opinions of the vulgar, instead of placing himself in the front and giving a tone to public spirit as he might. The teacher is a friend to schools, often so far as to get a good one for himself; and the farmer wants to see as much schooling as will learn his son to make money, and his daughter to make cloth and butter; and everything else about the same way."
The first annual report of the Superintendent was published in 1838. By request of a joint resolution, Mr. Lewis read it to the members of the General Assembly at two evening sessions in December, before it was published. It presented an extended and fruitful portraiture of the miserable conditions of the schools of the State. He emphatically reported that he had found a favorable sentiment to free educa- tion; he exposed the abuse of school lands and made an earnest appeal for more liberal legislation. He recommended to the General Assembly the following subjects: School Libraries, a State Annual School Fund of $200,000, Township High Schools, Town Boards of Education, Evening Schools in cities, County Superintendents, a School Journal to be distributed to school officers, Encouragement of Teachers' Asso- ciations, Authority of School Districts to borrow money to erect schoolhouses, the Employment of Women as Teachers, and Full Reports from Teachers and School Officers.
It is to the credit of his rare judgment that in due time every single one of these recommendations was placed upon the statute books of Ohio. In support
JOSEPH SMITH, JR. The Founder of Mormonism.
Born in Sharon, Vermont, December 23, 1805; by revelation he located the Mormons at Kirtland, Ohio, where in 1831 he with fifty families of his followers settled; after a troublous period here they, with largely increased numbers, moved West, where at Carthage, Illinois, Joseph Smith, Jr., was murdered by a mob, June 27, 1844.
THE PROPRIO TICUBETTI BIETIL
390
THE RISE AND PROGRESS
too much hardenedHHMe Haalocal ambition and truckling spirit HendafondmbMnSIGATthe vulgar, insir of pladireg& hiess usdmepo Chenofere Mt , romede giving a tone publicido; basitit is adornoM ont betsool od goitsloyer "spirit as.
mign re. teacher is a friend bolft92 219wollof aid fo asifimist vHift dfiw od 1881 M stodw
learn his son to make money, and his daughter to mal cloth and butter; and everything else about the su way."
The first annual report of the Superintendent published in 1838. By request of a joint resolution Mr. Lewis read it to the members of the Gene Assembly at two evening sessions in December, be it was published. It presented an extended fruitful portraiture of the miserable conditions the schools of the State. He emphatically report that he had found a favorable sentiment to free educ tion; he exposed the abuse of school lands and ma an earnest appeal for more liberal legislation. H recommended to the General Assembly the followim subjects: School Libraries, a State Annual Scho Fund of $200,000, Township High Schools, To Boards of Education, Evening Schools in cities, Cour Superintendents, a School Journal to be distribu? ! to school officers, Encouragement of Teachers' Am ciations, Authority of School Districts to borrow mone to erect schoolhouses, the Employment of Women Teachers, and Full Reports from Teachers and Scho Officers
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.