USA > Ohio > Ross County > Chillicothe > Ohio centennial anniversary celebration at Chillicothe, May 20-21, 1903 : under the auspices of the Ohio State Archaelogical and Historical Society : complete proceedings > Part 37
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To Hon. Samuel Lewis belongs the honor of being Ohio's only state superintendent of schools. All officers since have been styled state commissioners of common schools. These in their
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order are as follows: Hiram H. Barney, served 1854 to 1857; Anson Smythe, 1857 to 1863; C. W. H. Cathcart, served a few months by appointment in 1863; Emerson E. White, 1863 to 1866; John A. Norris, 1866 to 1869, when he resigned and William D. Henkle was appointed and later elected, serving to 1871; Thomas W. Harvey, 1871 to 1875; Charles C. Smart. 1875 to 1878; John J. Burns, 1878 to 1881 ; Daniel F. DeWolf, 1881 to 1884; Leroy D. Brown, 1884 to 1887; Eli T. Tappan, 1887 to 1889, when he died and was succeeded by John Han- cock, who was appointed and later elected, serving to 1891, when he died while sitting at his desk at work in the office; Charles C. Miller, served by appointment until he resigned in 1892; Oscar T. Corson, 1892 to 1898; Lewis D. Bonebrake, 1898, term will expire on the second Monday in July, 1904.
TEACHERS' INSTITUTES.
The teachers' institutes of Ohio became effective in 1864, since which time they have done a great work for the teachers of the state. At present about twenty thousand teachers a year meet in their annual institutes, which are held in each county of the state. The institutes are usually held in the latter part of July and during the month of August. Their management is by law placed in the hands of an executive committee con- sisting of the president and secretary of the institute and three other persons, one elected each year for a term of three years. All these are chosen by the institute. The funds for the con- duct of the institutes are the product of the fifty-cent fee charged applicants for certificates to teach. The instructors are chosen by the executive committee, no legal requirements being provided for their undertaking the work. Each com- mittee must file reports of the disbursement of money and of the institute. In the earlier days the instruction and lectures given in the institute had to do with the academic work of the schools, now they partake of a larger range and are much more pro- fessional in character.
In addition to the regular annual institutes thus conducted it is the custom of teachers to hold monthly or quarterly county
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association meetings for the purpose of discussing education ; and there are many teachers' meetings not enumerated. The states teachers' association is now over fifty years old; and there are great district associations, as the Northeastern, North- western, Eastern Central, etc., which meet once or oftener each year. To these may also be added the Ohio Teachers' Reading Circle, now over twenty years old. This circle is a voluntary organization, having had the past year over seven thousand paid members, and doing a great amount of good in the state. Usually four lines of reading are offered, viz., pedagogy, lit- erature, history and science. As an outgrowth from this circle there is also a pupils' reading circle doing a great work among the pupils of the schools.
In general the teachers of Ohio are very loyal to all the voluntary agencies in their midst for their professional uplift.
THE SCHOOL CURRICULUM.
PUBLIC ELEMENTARY SCHOOLS.
The school curriculum is always a subject of perennial in- · terest. It is not less so on this occasion. In the earlier days the "three R's"- Reading, 'Riting, and 'Rithmetic - comprised the chief studies offered by the elementary schools; and they are to-day the very heart and core of the elementary work. In the act of 1825 the preamble and first section read as is here given :
WHEREAS, It is provided by the constitution of this state, that schools and the means of instruction shall forever be encouraged by legislative provision, therefore,
SECTION 1. Be it enacted by the General Assembly of the State of Ohio, That , fund shall hereafter 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 common education.
The words in the last line or two of the above quotation are really significant - "in reading, writing, arithmetic, and other necessary branches of a common education." These are a manifest attempt to indicate the work of the schools, and
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need to be pondered well and long. Over against them put section 4007-I as passed April 9, 1902, seventy-seven years later, the last enactment of the law-making department in trying to indicate the character of the work to be done in the elementary schools of the state :
SECTION 4007-1. An elementary school is hereby defined as a school in which instruction and training are given in spelling, reading, writing, arithmetic, English grammar and composition, geography, history of the United States including civil government, and physiology; but nothing herein shall be construed as abridging the power of boards of education to cause instruction and training to be given in vocal music, drawing, and other branches which they may deem advisable for the best interests of the schools under their charge.
Both contain at least one element in common - they have the element of elasticity. Each leaves to the school authorities some choice in the curriculum. Each names "reading, writing, and arithmetic," but does not stop there. Each assumes that there are "other necessary branches."
Of course it was to be expected that the curriculum of the elementary schools would change in the years between the two enactments. The wonder is that the change was not greater. The pioneer lads of the earlier day could hardly be expected to do the work of the modern elementary school. It was the day of the log cabin and the tallow dip. The day of urban life with its crowded tenements and congested population was not dreamed of. To-day, at the end of a century of state- hood, we are already discussing the industrial and social condi- tions fast coming upon us. The simplicity of the olden days is fast giving way to complexity. Legislation is proverbially tardy. Already such subjects as manual training, the cooking schools and sewing, industrial arts, drawing, paper - cutting, clay-modeling, typewriting, phonography, book-keeping, com- mercial geography, commercial law, scientific agriculture and kindred matters have made some headway in our schools. Al- ready some schools are far in advance of the most recent leg- islation on the subject of our elementary school curriculum.
In general the elementary schools are the most important part of our whole school system. Of 832,044 different pupils
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enrolled in the schools of Ohio for the year ending August 31, 1902, the elementary schools enrolled 773,533, and the high schools 58,511; while at the same time the value of the school property used for the elementary schools was $41,903,353, as against $6,354,608 used for high school purposes.
The time spent in the elementary school for a fair and reasonable completion of the work offered is usually designated as about eight years, and in the child's life from six to four- teen. It would be too much to claim that each district has an organized course of study, with regular advancement from grade to grade. It is not too much to claim, however, that the ten- dency is without doubt in the direction of a closer gradation, of better inspection, and more definite and purposeful endeavor. The manifest tendency is to enrich the course of study, and touch the child in more ways and on all sides.
As against narrowness and restriction, the trend of affairs is in the opposite direction - toward liberalization and the mul- tiplication of studies, particularly is this true in cities.
PUBLIC HIGH SCHOOLS.
The development of the public high schools of the state from the academies and seminaries to be a very important part of the work offered by the public schools, is at once inter- esting and suggestive. In the earlier days of the state there were many small private academies, some of them incorporated institutions. All the larger centers of population, such as Day- ton, Cleveland, Cincinnati, Columbus and Sandusky enjoyed the benefits of the old-time academy long before the formation of public high schools; the same thing is true of many smaller places. At times during the earlier half of our first century of statehood there seemed to have been those who advocated the public high schools in place of the old-time academies. Gov- ernor Worthington, as early as in 1817, recommended that a high school be established at the seat of government, at public expense, for the thorough education of poor boys for the work of teaching. This recommendation he renewed during the next session of the general assembly. The law of 1825 cited under
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the discussion of elementary schools, it will be noted, does not anywhere deny other branches of study besides the common school subjects. Indeed, it was often the practice during the 'twenties, 'thirties, and 'forties to employ teachers who were capable of instructing in Latin, algebra, natural philosophy, en- gineering and other advanced studies. The people were thus made ready for the advent of the public high school. As usually happens, legislation was tardy. The larger places had already begun the work before definite enactments legalized their endeavors. The first general high school law dates from 1853, now just fifty years ago. During these fifty years great progress has been made. In 1860 in all the United States there were less than two hundred public high schools, now there are over seven thousand. In 1853 we began our public high school work, and now we have, according to the reports filed with the state commissioner of common schools, an aggregate of 941, an average of about ten and a half to the county.
In the new high school legislation passed by the legislative session of 1902 there are many matters worthy of note. In the first place the high school is defined. Section 4007-2 is an at- tempt to define the work each high school is supposed to offer. It reads as follows :
SECTION 4007-2. A high school is hereby defined as a school of higher grade than an elementary school, in which instruction and training are given in approved courses in the history of the United States and other countries; composition, rhetoric, English and American liter- ature; algebra and geometry ; natural science, political or mental science ; ancient or modern foreign languages, or both; commercial and industrial branches, or such of the above named branches as the length of its curriculum make possible, and such other branches of higher grade than those to be taught in the elementary schools and such advanced studies and advanced reviews of the common branches as the board of education may direct.
Under this law there are three grades of high schools - the first grade being about equivalent to a four-year high school ; the second being about equivalent to a three-year high school ; and the third a two-year high school. All schools of a lesser rank are denominated elementary schools. By law the state
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commissioner is authorized to classify all high schools and issue. commissions under the seal of his office.
In a circular issued on March 10, 1903, to all boards of education, the following items of interest appear as explain- ing the present requirements of high schools in Ohio:
HIGH SCHOOLS OF THE FIRST GRADE.
Measured by the requirements of section 4007-4, a high school of the first grade will require an aggregate of not less than 512 recitations per year, and 2,048 in four years, for graduation. Each school must pro- vide four years of not less than thirty-two weeks a year of approved work and offer the equivalent of four courses a year of not less than four recita- tions a week in each course, or a total of sixteen courses for graduation, a course being defined as not less than four recitations a week continued throughout a school year. When section 4007-2, which defines the high school, is analyzed and made to apply to the daily practices and nomen- clature in vogue in the schools, it will be found to cover about seven groups of studies. In practice these are styled - (1) Ancient and Modern Foreign Languages; (2) English (including Composition, Rhetoric, English and American Literature) ; (3) History (including U. S. History, Civil Government, General History, etc.); (4) Mathematics (including advanced Arithmetic, Algebra, Geometry, Trigonometry, etc.) ; (5) Science (including the various divisions of Natural Political and Mental Science) ; (6) Commercial and Industrial Branches, and (7) Advanced Reviews of the Common Branches.
To give boards of education some freedom and choice in making their curriculums, and at the same time to represent all the essential lines of work enumerated in the law, it is thought best to exercise the power granted to the state commissioner of common schools in approv- ing the courses and to indicate a minmium of work for twelve of the six- teen courses required to be offered, as follows: In Latin or other foreign language not less than four years of work; in English not less than two years of work; in History not less than one year of work; in Algebra not less than one and a half years, and Geometry not less than one year of work; and in Science not less than two and a half years of work, one year of which must be in Physics. The remaining four courses may be selected at will from other approved courses, or be given to those named above, or if thought best be apportioned to both.
In offering electives boards will be governed by the statement of approved courses given elsewhere in this circular.
All schools of this grade - the highest recognized by law - will be required to possess standard equipment, employ not less than two high school teachers, and otherwise meet all reasonable requirements and offer all the facilities necessary for standard high school instruction.
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HIGH SCHOOLS OF THE SECOND GRADE.
Measured by the requirements for second grade high schools such schools will require an aggregate of not less than 512 recitations per year, and 1,536 in three years, for graduation. Each such school must continue not less than thirty-two weeks a year and offer an equivalent of not less than four courses a year of not less than four recitations a week in each course. I have not deemed it important to outline definitely as to what will be required in second grade high schools in each course, preferring for the time being to examine each curriculum by itself. In general it is recommended that the Foreign Languages, English, History, Mathemat -. ics, and Science be given proportionate representation in the curriculum. Schools of this grade will be required to possess a fair equipment, and have teaching force sufficient to do the twelve courses of work in a satis -. factory manner.
HIGH SCHOOLS OF THE THIRD GRADE.
Measured by the requirements for third grade high schools such. schools will require an aggregate of not less than 448 recitations per year, and 896 in two years, for graduation. Each such school must continue not less than twenty-eight weeks a year, and offer an equivalent of not less than four courses a year of not less than four recitations a week in each course. Considerable choice will be allowed in selecting the eight ap- proved courses offered.
STATEMENT OF APPROVED COURSES.
I. Ancient and Modern Foreign Languages.
a. Latin. The importance of this branch is acknowledged. No high school has been recognized thus far as belonging to the first grade which does not offer four years of work in this branch. The aim of those in- trusted to teach this study should be to secure not only ability to read and pronounce Latin, to construe and to render into idiomatic English, but also to make pupils acquainted with Roman antiquities, ancient history and geography. To these should be added a study of our own English speech, as influenced by the Latin language. The ordinary requirements and order of presentation are as here given:
First Year - Beginner's Latin, and Grammar.
Second Year - Cæsar's Gallic War (four books) or selections from miscellaneous sources.
Third Year - Cicero's Orations (six orations).
Fourth Year - Virgil's Aeneid (six books).
b. Greek, German, French, or Spanish. Certain high schools give in Greek the Beginner's Book, Xenophon's Anabasis, and Homer's Iliad; others offer the Elementary Book in German, French, or Spanish, and follow the same with selected classics. In high schools of the first grade, if any courses are offered in these languages, it is urged that not less than
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two years be devoted to the language chosen, otherwise college recogni- tion of such work is likely to be denied.
2. English.
a. Composition and. Rhetoric. There are so many phases of the study of English that it is difficult to express the matter in short compass. Each pupil should be taught to write clear and correct English. His daily and weekly practice in preparing written exercises and making para- graphs, abstracts, outlines and developing themes and giving reproduc- tions; his study of the English sentence ; his choice of words and growth in vocabulary ; his acquiring a working knowledge of the rules and princi- ples of rhetoric and the development of correct habits of thought and ex- pression - these, it seems to me, are a very important part of high school work.
b. The History of Literature. The historical development of our literature; the biography of the great writers; the periods of special liter- ary activity, and the development of our English language, are matters for proper study in well-conducted high schools. While important, per- haps it is well to say they are not of supreme importance, but no person should be allowed to graduate from a first grade high school without some idea of the history of our great literature.
c. English and American Classics. It is the practice of many of the better high schools of the state to read critically the books outlined by the association of eastern colleges. The study of characters, plots, purpose, style, and the memorizing of choice quotations of standard classics are to be encouraged. The figures of speech should be understood; and outside reading should be looked upon with favor.
For convenience the college requirements are here given. For care- ful study, 1903 and 1904; Shakespeare's Macbeth; Milton's L'Allegro, Il Penseroso, Comus, Lycidas; Burke's Conciliation with America; Macau- lay's Essays on Milton and Addison. For general reading, 1903 and 1904: Shakespeare's Merchant of Venice, and Julius Cæsar; The Sir Roger de Coverley Papers; Goldsmith's Vicar of Wakefield; Coleridge's Rime of the Ancient Mariner ; Scott's Ivanhoe; Carlyle's Essays on Burns ; Tenny- son's Princess; Lowell's Vision of Sir Launfal; George Eliot's Silas Marner.
3. History.
a. U. S. History (advanced). The advanced intensive study of the history of the United States must not be confounded with the study of the elementary text in the seventh and eighth years of the elementary schools. If taken in the high school as a separate branch it should be as- signed a place toward the end of the curriculum and be given not less than one-half of a year. All pupils should have ready access to a library of not less than fifty or seventy-five specially selected volumes on American his- tory and biography. The investigation of special topics and periods, to-
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gether with their causes and effects, and the liberal use of note books and participation in discussions are recommended. The correlation of this branch with civil government is in a way possible.
b. Civil Government. The high school text book study of civil gov- ernment is not to be confounded with the incidental study of the subject as a part of the United States history course required in elementary schools. It must be a study of the whole subject as presented in some standard text, and continue not less than a half-year. Such documents as the Ordi- nance of 1787, the constitution of the state of Ohio, and of the United States, should be given special attention.
c. General History. Many schools, especially in the smaller dis- tricts, use but one text on Ancient and Modern History, giving a year to the branch; others use separate texts on English History, Greek and Roman History, and American History, giving in effect a year and a half or more to the whole matter. It seems to me that a year to this important branch is as short a period as should be accepted in any school. In every instance the school library should contain some of the large standard gen- eral treatises, a number of the most important biographies, and provide a ready access to encyclopedias. Not only should pupils become acquainted in the high school with the general outline of history, but they should be taught to study individual epoch-making events, and learn something of the institutions, daily life and ideals of various peoples ancient and modern.
4. Mathematics.
a. Arithmetic (advanced). The assignment of this branch as a rec- ognized high school study is not looked upon with favor except as made supplementary to algebra and other subjects, or as used for advanced re- view work toward the end of the high school curriculum, or as one of the commercial courses offered in schools otherwise attaining the standard. As a rule arithmetic should be fairly completed in the elementary schools. However, after pupils have had algebra and geometry, a review of this branch will often be found of service.
b. Algebra. This branch is so important in giving a new view to mathematics already learned and making possible subsequent investiga- tions, it is thought best to recognize no school which does not give the equivalent of one and a half years to the branch. Whether geometry is introduced before algebra is completed or afterward is not so important as. that the work be thoroughly done.
c. Geometry. In schools offering both plane and solid geometry, a year is ordinarily given to plane geometry, and a half a year to solid geometry. Some schools do not teach solid geometry, substituting trigo- nometry therefor. The benefits derived by pupils from the accurate and definite process of mathematics, whether arithmetic, algebra, geometry, or trigonometry, are greatly increased by assigning to such branches, teachers who thoroughly understand their work.
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d. Trigonometry. If this branch is taken in the high school at all, not less than a half year should be devoted to its consideration. A few schools require it, others offer it as an elective.
5. Science.
a. Physiology (advanced). The instruction given in this branch is not to be confounded with the ordinary work required in the elementary schools. Its character should be such as to merit recognition as advanced study, and a half-year to be given to it. Some laboratory study certainly is desirable. The microscope can be used to give a fair idea of the various tissues. Chemistry will assist in making tests in the composition of vari- ous substances, and in the study of foods.
b. Botany. The subject of botany is given about a half-year of study in most higher grade schools. A laboratory is desirable with either simple or compound microscopes or both, and the usual equipment of water, gas, and tables. The collection of specimens, their analysis and classification, and the making of the herbarium are conducive to the scien- tific spirit and training.
c. Physics. The great importance of this branch is acknowledged. Thus far no high school of the first grade has been recognized as such where less than one year is devoted to this branch. It must not be pur- sued simply as a text-book study. Experiments performed by the pupils themselves in laboratories properly supplied with apparatus and work tables, are indispensable to the correct study of the text. Two hours in the laboratory work to three in text book study is a fair division of time. A fair supply of apparatus for this work, outside of the construction of tables, and arrangements for heat, light, and water, can be bought or made at a cost of from $100 to $300, and a good supply can be had for $500 to $700.
d. Chemistry. Quite a number of the better high schools offer a course of one year in chemistry. If such work is attempted a chemical laboratory with modern up-to-date equipment and opportunities for indi- vidual work is indispensable. Ordinarily speaking, the chemical and physical laboratories should be separate, but should be of easy access to each other.
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