USA > Ohio > Portage County > History of Portage County, Ohio > Part 34
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In the early development of Portage 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, 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 sur- prising that they had any schools whatever.
The interest awakened in literature and science immediately after the Rev- olution 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 acquisition of knowledge under difficul- ties. Everything connected with them was as simple and primitive as were their dwellings, food and clothing. Houses were built in the various neigh- borhoods as occasion made necessary, not by subscription in money, but by
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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, the walls were soon 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 the ax. The crevices between the logs forming the walls were filled with " chinks," or split sticks of wood, and daubed with mud. The fire-place was equally rude, but of ample dimensions, built on the out- side of the house, usually of stone to the throat of the flue, and the remain- der 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 light.
In the rural districts school " kept " only in winter. The furniture corre- sponded 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 the pins 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 commonly 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 unequal length, and the bench predisposed to " wabble." Many of the pioneer teachers were natives of Ireland, who had fled from the oppression of the English Government, prior to and succeeding the struggle for Irish independenee, in 1798, and here in this land of freedom were putting to good use that education obtained in their native isle. Dr. Johnson's notion that most boys required learning to be thrashed into them was practically carried out in the pioneer schoolhouse. 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 provided for this purpose.
The books were as primitive as the surroundings. The New Testament was a 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," dis- cipline a refractory scholar, and hear the reading-class at one and the same time. Dabold, Smiley 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 dif- ferent divisions. Webster's "American Speller" was the ordinary spelling- book, which afterward made way for Webster's "Elementary Speller." This latter book maintained 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 class was numbered in the order in which they stood in line, and retained the num- ber until a miss sent some one above them. Spelling-matches were frequent,
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and contributed largely to make good spellers. Grammar was not often taught, partly for the reason that books were hard to get, and partly because some of the teachers were not proficient in this branch of learning. When the sci- ence 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 hair, or more probably were blessed with gentle natures, and won the hearts and life-long affection of their pupils by their pleasant and loving ways; but these were exceptions. The standard of excel- lence was often measured by the ability and swift readiness to thrash the schol- ars on any provocation. Disobedience and ignorance were equal causes for the use of the "birch." "Like master, like boy." 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 discrimination 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 time.
The schools were supported by subscription, the charge being from $1 to $3 per term of three months during the winter, to begin at 8 o'clock in the morning, with an hour to an hour and a half recess at noon, and close at 5 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. Copy-books 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 for money, while his sup- port was often obtained by "boarding around." As an illustration of the mode of employing teachers during the pioneer days of Portage County, the writer inserts the following amusing agreement made December 3, 1823, between the Directors of a school in Edinburg Township, and Austin Loomis:
Agreed with Austin Loomis, of Atwater, to teach school in Edinburg three months, for twelve bushels of wheat per month; one-half to be paid at the end of three months in grain, and the remainder in some other trade, such as cattle, sheep and whisky.
It would bother a modern school teacher to cipher out how twelve bushels of wheat could be paid in "cattle, sheep and whisky," but probably the arith- metic now is not as it used to be, and the pioneer teacher may have had little difficulty in solving the problem to his own satisfaction. The early settlers were forced to resort to many expedients in the transaction of business, because of the stringency of the money market. That necessary ingredient was very scarce, and to make change it was the common usage to halve and quarter pieces of silver coin. The introduction of schools in one settlement was an incentive to their speedy adoption in others, and the foregoing descrip- tion applies to all of the earliest schoolhouses erected in this county. The build- ing 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 places of clapboards, puncheon floors and desks, log benches and greased paper win- dows. The first schools opened in the different townships of Portage County are spoken of in the township sketches, to which the reader is referred for further information on the subject.
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HISTORY OF PORTAGE COUNTY.
The gradual development and progress of education in Ohio was encour- aged and fostered by State laws that were the germs from which came forth the present common school system, and believing that a brief synopsis of those enactments would be valuable for future reference, the writer has compiled the following facts from the Ohio statutes, trusting they will enable the reader to understand more thoroughly the history of the schools on the Western Reserve up to the adoption of the Constitution of 1851. On the 2d of January, 1806, three Trustees and a Treasurer were authorized to be elected in each township, for the purpose of taking charge of the school lands, or the moneys arising therefrom, and applying the same to the benefit of the schools in said town- ship. In 1810 this act was more fully defined, and in 1814 every scholar was entitled to his or her share of said school funds, even when attending a school outside of their own township. In 1815 those moneys were distributed accord- ing to the time of school attendance, an account of which each teacher was required to furnish to the Trustees, and the apportionment 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 purpose 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 each district. The inhabitants were authorized to erect schoolhouses 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 that object. This act authorized that all lands located in said districts liable to State or county taxation were also liable to taxation for erecting schoolhouses, and for educating the children of those unable to pay for school- ing. 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 was passed February 5, 1825, and it provided "that a fund shall hereafter be annually raised among the several counties in the State, in the manner 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, arithmetic and other necessary branches of a common education." This was in harmony with the constitution, which asserted that schools and the means of instruction should forever be encouraged by legisla- tive provision. This act provided for a general tax to be levied for the foster .- ing of common schools throughout the State, which was to be collected annu- ally 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 buildings, 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 duties 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, at any one time 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
Luther . Parmiles
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HISTORY OF PORTAGE COUNTY.
be paid to the Treasurer, to be used for the support of education in said dis- trict. Taxes were levied to build new houses and repair old ones. Every householder, whose tax was less than $1, had to pay that amount, or give two days' labor toward the building or repairing of schoolhouses. The number of Examiners was increased, but at no time were they to exceed the number of townships in the county.
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 their support. The official term of 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. Whenever the regular school fund ran short, the teachers, if not paid by voluntary subscription, were to be paid by those sending schol- ars 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 free State, a black man was debarred from the educational advan- tages 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 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 number of Examiners read "not less than five in each county, nor more than two in each township."
On the 2d of March, 1831, an act was passed authorizing the establish- ment 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 cer- tain 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 annu- ally, until January 1, 1835, after which date the interest was divided among the several counties in proportion to the number of white males over twenty- one years of age residing therein.
Up to this time women were not eligible as school teachers, for we find that an act was passed 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 for the writer to comment on this injustice; he takes it for granted that the most illiberal of men will agree with him that this discrimination against women was a griev- ous wrong and unworthy of this great Commonwealth. In 1833 other provis- ions and amendments were made to the school laws, whose object was to increase their influences, but no material changes were made in former ones.
The office of State Superintendent of Schools was created March 7, 1837, and made permanent a year from that date. He was elected by the General
17
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HISTORY OF PORTAGE COUNTY.
Assembly for a term of five years, but on the 23d of March, 1840, the office was abolished, and the Secretary of State required to perform the duties thereof. In 1838 a fund of $200,000 was provided for, to be annually dis- tributed 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, March 7, 1842, to $150,000 and again raised to $300,000 on the 24th of March, 1851. By Article VI of the Constitution of 1851 it is declared that the principal of all funds accruing from school lands, donations or bequests, "shall forever be preserved inviolate and undiminished." It was enacted by the law of 1838 that the Township Clerk should be Superintendent of Schools within his township, and this law remained in force until the re-organization of the school laws, in 1853. By this same law the County Auditor was endowed with the position of Superin- tendent 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 establish- ment of night schools in towns, wherein male youth over twelve years of age, who could not attend school in the daytime, might be instructed. This law also enacted that scholars could attend German schools and "yet receive their quota of school money. Subsequently the German language was introduced into the schools as a part of the regular studies.
On the 24th of February, 1848, a law was passed authorizing the estab- lishment 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 by the adult male colored tax-payers, whose property was alone chargeable for the sup- port of said schools. Colored children were not really debarred under the con- stitution at that time from attending the schools provided for white children, but it amounted to about the same thing as the objection of any parent or guardian whose children attended said school prevented the attendance of colored youth. Thus the law existed until 1853, when the schools for colored chil- dren were placed upon the same basis as those for white. By the law of 1853, Boards of Education were directed, whenever 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 peo- ple 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 and smaller towns white and col- ored children usually attend the same schools, and, as far as the writer has investigated the plan, it seems to work harmoniously.
The school law of 1853 made ample provision for the education of every class and grade of youth within the State. We have seen in the preceding pages that those who participated in the organization of the Northwest Terri- tory, and subsequently the State, recognized religion, morality and knowledge as necessary to good government and the happiness of mankind. We have also seen the gradual development of education from its earliest inception in the State up to its present permanent foundation through the law of 1853. Under the present law the State is divided into school districts as follows: City districts of the first class, city districts of the second class, village dis- tricts, special districts and township districts. To administer the affairs of
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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 may acquire real or personal property for the use of their districts, and are required to establish schools for free education of the youth of school age, and may establish schools of a higher grade than the primary schools. They are to determine the studies to be pursued and the text-books to be used in the schools under their control; to appoint superin- tendents of schools, teachers and other employes, and fix their salaries. They are authorized to make such rules and regulations as they may deem expedient and necessary for the government of the board, their appointees and pupils.
The State Commissioner of common schools is elected by the people, and his official term is three years. He is required to superintend and encourage teachers' institutes, confer with Boards of Education or other school officers, counsel teachers, visit schools and deliver lectures calculated to promote popu- lar education. He is to have a supervision over the school funds, and has power by law to require proper returns to be made by the officers who have duties to perform pertaining to schools or school funds. It is his duty to give instruction for the organization and government of schools, and to distribute the school laws and other documents for the use of school officers. He is required by law to appoint a Board of State Examiners, consisting of three persons, who hold their office for two years. This board is authorized to issue life certificates to such teachers as may be found, upon examination, to have attained "eminent professional experience and ability." These certificates are valid in any school district in the State, and supersede the necessity of all other examinations by the county or local Boards of Examiners. Each appli- cant for a State certificate is required to pay a fee of $3.
There is in each county in the State a Board of Examiners appointed by the Probate Judge, their official term being three years. The law provides that "it shall be the duty of the Examiners to fix upon the time of holding the meetings for the examination of teachers, in such places in their respective counties as will, in their opinion, best accommodate the greatest number of candidates for examination, notice of all such meetings being published in some newspaper of general circulation in their respective counties, and at such meetings any two of said board shall be competent to examine applicants and grant certificates; and as a condition of examination, each applicant for & certificate shall pay the Board of Examiners a fee of 50 cents." The fees thus received are set apart as a fund for the support of teachers' institutes.
In city districts of the first and second class and village districts having & population of not less than 2,500, the Examiners are appointed by the Boards of Education. The fees charged are the same as those of the County Boards, and are appropriated for the same purpose.
There are, in the different townships, subdistricts, in which the people elect, annually, a local Director, whose term of office continues for three years. From this it will be seen that each subdistrict has a board consisting of three Directors. These Directors choose one of their number as Clerk, who presides at the meetings of local Directors, and keeps a record thereof. He also keeps a record of the proceedings of the annual school meetings of the subdistrict. The Board of Education of each township district consists of the Township Clerk and the local Directors, who have been appointed Clerks of the sub- districts.
The law provides that "in every district in the State, there shall be taken, between the first Monday in September and the first Monday in October, in each year, an enumeration of all unmarried youth, noting race and sex, between
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