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 38
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e. Physical Geography. The text books on physical geography dif- fer materially, some being intended for the first years of the high school curriculum, the others for the latter part of the curriculum. Despite tech- nical distinctions it is safe to say that the teaching of the subject of physi- cal geography is attended with good results. A half-year devoted to this study is time well spent. It answers a demand. In connection with the text book study it presents an excellent opportunity to teach or review descriptive geography, geology, and other branches.
f. Biology, Geology, Astronomy, Etc. A number of schools offer courses in other sciences such as biology (zoology), geology, astronomy,
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political economy, and psychology. These courses are usually elective, and ordinarily run for a half-year each. It is not deemed important to speak of these in detail.
6. "Commercial and Industrial Branches."
There has been a growing tendency for some years past to offer in the larger schools courses in such commercial subjects as bookkeeping, phonography, typewriting, commercial law, and commercial geography, side by side with the college entrance courses. There is also a recognition of mechanical drawing, manual training, agriculture and other matters industrial in character. I have not thought it best to speak of them in detail, preferring that each case be considered on its merits. The same thing is true of vocal music, elocution, and other advanced studies offered.
7. "Advanced Reviews of the Common Branches."
The law recognizes advanced reviews of the common branches as a part of the high school work. It is important that no misunderstandings arise as to the meaning of the law. To give unity of arrangement in the courses and definiteness of meaning to this language it is hereby insisted that such "reviews" be made either incidental to other recognized high school studies or that they be placed well toward the end of the curricu- lum. It will be insisted that seven of the eight courses offered in third grade high schools consist of approved high school courses other than "reviews"; that eleven of the twelve courses offered in second grade high schools consist of such approved courses; and that fifteen of the sixteen in the first grade schools consist of such approved courses. The intention is to recognize, when rightly planned and properly placed, not more than one course for a year, or its equivalent, in "advanced reviews of the com- mon branches." Some choice as to the character of these reviews and the sequence of subjects presented will be given. The one real insistence is that the expression "advanced reviews" means in effect a new and larger view of branches of study once fairly completed, not merely a continuation of elementary school subjects in the first year of the high school.
GRADUATION.
Section 4007-5 reads in part : "A diploma shall be granted by the board of education to any one completing the curriculum in any high school, which diploma shall state the grade of the high school issuing the said diploma as certified by the state commissioner of common schools, and shall be signed by the president and clerk of the board of education, the superintendent and principal of the high school, if such there be, and shall bear the date of its issue. A certificate shall also be issucd to the holder of each diploma in which shall be stated the grade of the high school, the names and extent of the studies pursued and the length of time
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given to each said study to be certified in the same manner as set forth for a diploma."
TOWNSHIP GRADUATION.
For the past dozen years or more the state has had on the statute books certain sections of law relating to the grad- uation from the elementary schools of the township districts. Recent legislation has so much improved the original draft of these laws as to give to each boy and girl attending the rural schools the opportunity to graduate from the elementary schools of his district, and gain free admission to some recognized public high school. The law in its original draft was made optional in its application as to the payment of tuition, but the growth of sentiment favorable to the law was so great as to force the general assembly to enlarge its scope and make the payment of high school tuition mandatory, or the maintenance by the district or public high schools where pupils can attend free of tuition. At present there is no legal obstacle preventing . any young person from attending a public high school. The prime object of the law now in force is to encourage the es- tablishment of township high schools. If a graduate from the district school is not provided with a township high school at home his board of education is compelled to pay his tuition elsewhere. The diploma given the graduate admits the holder thereof to the high school wherever his residence is located. No board of education is entitled under this law to collect tui- tion unless the board is maintaining a regularly organized and recognized high school with a curriculum extending over not less than two years of high school work. This is a great step towards advancing the cause of popular education, and taken together with the high school law already discussed, it means much for the youth of our state who do not have urban educa- tional advantages.
CITY AND RURAL SCHOOLS.
It is often claimed by those who have given much study to our Ohio public school system that we have in effect two dis- tinct school systems - one for the cities and one for the town- ships. In law as well as in practice there is some foundation
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in fact for the contention. Cities with their graded courses of study, with the liberal transfer of children from building to building, with supervision, and their rights relating to the ex- amination of teachers and the like, do, in reality, present units of management and control not always found in the town- ships. Their historic independence from many of the elements of weak organization found in rural schools has occasioned this belief not without some reason. But more recent legislation is removing much of the criticism. The townships are gradually assuming a stronger organization. Courses of study more or less definitely outlined, high schools, supervision, and the con- solidation of schools are working toward better conditions in rural communities. There is in them at present a marked ten- dency toward the adoption of many of the best things found in the cities. The spirit of progress is at work.
In a former day we always spoke of the general school problem as though there were in reality only two classes of schools - city and rural. As a matter of fact the interurban car lines are fast making at least five classes - city, suburban, those on interurban lines, village, and ungraded. The city schools have a perfection of grading and equipment that is ideal as a mechanism. Its dangers are of a class by themselves. The surburban schools are adequately graded and possess a freedom that entitles them to rank as among the most satis- factory of any class. Their retention of the spirit of freedom and educational experimentation, together with their equipment and professional ideals, clearly emphasize their thorough ef- fectiveness. The development of rural street car lines in this state is fast making new opportunities and new conditions in many rural communities. By these lines children are often able to attend the best high schools along the lines and have their tuition and sometimes their traveling expenses paid by the district. By this means it is often easier for the child to go to school eight or ten miles than to walk across the country two miles. It is a new condition only recently made possible, but is rapidly becoming a factor to be reckoned with.
In this connection, too, it is well to remember that the im- provement of roads, the delivery of mail at the farmer's door
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every day, the cheap telephone, and such matters are changing conditions on the farm. Of course there are many ungraded country schools taught in school buildings having but one room each and the one teacher. These ungraded schools are in reality much in evidence and a problem to be remembered ; the tendency, however, at present is toward consolidation and centralization of the various schools of each township.
CONSOLIDATION OF RURAL SCHOOLS.
This leads to a discussion of certain laws now in force in Ohio relating to the transportation of pupils at public expense and the suspension of separate small rural schools. Ohio has the honor of being the first state in the Middle West to adopt and put in active operation the centralization of schools and provide for transporting pupils from one district to another. We now have two excellent laws in operation in over twenty counties of the state. Centralization means the closing of the small separate country schools and the gathering of the chil- dren of a township into commodious structures usually located near the center of the township. Sometimes two or more schools are provided. The term centralization also means the free public transportation of the pupils to the schools thus provided by means of comfortable conveyances. The first law on centrali- zation was passed in 1894 and was a local measure for Kings- ville Township, Ashtabula County. The board of education was simply authorized to expend money at its disposal in transport- ing pupils of sub-districts from their homes to the high school of the township. The experiment proved a success and after a ten years' trial the people are thoroughly satisfied.
Two years later another special law was passed applying to the counties of Stark, Ashtabula and Portage. This law took an advanced step and permitted special as well as township districts to provide for the conveyance of pupils out of the con- tingent funds at their disposal. Meanwhile different agricul- tural associations took up the discussion of centralization and two years later the legislature amended section 3921 so as to give to any township board the right to suspend any school
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where it was deemed necessary and provide transportation for the pupils. This very important law provided for giving town- ship boards of education largely increased powers and making the special centralization law general in its application. An impetus was given to the movement and twenty townships were shown to have adopted the plan wholly or in part within the year. In 1900 another general law bearing on centralization was passed permitting a different plan of action. These two laws have since been amended so as to make them more clear and they are now as complete as possible and in full operation. The first provides a method by which a township board of educa- tion may centralize a portion or all of the territory under its control by suspending the schools in one or more of the sub- districts and transporting the pupils to another school or schools in the township district. The cost of the same is paid out of the funds under its control.
The second general centralization law provides for an en- tirely new organization of the board in the township by the election of a board of education at large consisting of five mem- bers, the full term of members being three years, a portion being elected annually. A vote upon centralization can be ordered by the township board of education or must be held upon the peti- tion of one-fourth of the qualified electors residing therein. At the same election the question of issuing bonds for a school house is to be submitted if necessary. A majority vote carries the proposition. Under this method all the sub-districts are abolished and transportation of pupils to one or not to exceed two central schools is required. A graded course of study is necessary and permission for a township high school given. This general law is popular and it will result in great good to the schools.
STATE NORMAL SCHOOLS.
Despite the earnest recommendation of Governor Worthing- ton in 1817, and the numerous resolutions of teachers' associa- tions, and the recommendations of every state commissioner of schools for fifty years, it was not till March 12, 1902, that Ohio finally committed itself to the work of training its teachers at
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public expense for the service of the public schools. The law is so important that it is here given in full :
SECTION 1. That there be and are hereby created and established two state normal schools to be located as follows: One in connection with the Ohio university, at Athens, and one in connection with the Miami university, at Oxford.
SECTION 2. The boards of trustees of said universities shall, not later than September, 1903, organize at their respective institutions a normal school which shall be coordinate with existing courses of in- struction, and shall be maintained in such a state of efficiency as to provide proper theoretical and practical training for all students desiring to prepare themselves for the work of teaching; said normal schools, in each case, being under the general charge and management of the re- spective boards of trustees of said universities.
SECTION 3. To enable the Ohio university and the Miami university to organize and support said normal schools there shall be levied annually a tax on the grand list of the taxable property of the state of Ohio, which shall be collected in the same manner as other state taxes and the proceeds of which shall be made a part of the "Ohio and Miami university fund," as already provided for (O. L., Vol. 92, pp. 40-41). The rate of such levy shall be designated by the general assembly at least once in two years, and if the general assembly shall fail to designate the rate for any year, the same shall be for the said "Ohio and Miami university fund," one-thirtieth (1-30) of one mill upon each dollar of the valuation. of such taxable property.
SECTION 4. The said "Ohio and Miami university fund," as herein. described, shall be distributed and paid annually, seven-twelfths (7-12) thereof to the treasurer of the Ohio university upon the order of the. president of the board of trustees of the said Ohio university and five- twelfths (5-12) thereof to the treasurer of the Miami university upon the order of the president of the board of trustees of said Miami university.
SECTION 5. The governor is hereby authorized and required, within ninety days after the passage of this act, to appoint a board, to. be known as the state normal school commission, consisting of four judicious citizens of the state, not more than two of whom shall be of the same political party, who shall serve without compensation, and whose duty it shall be to make investigation upon the need and advisability of the future establishment by the state of one or more additional normal schools, and to consider in what manner and to what extent existing educational institutions other than those now supported by the state can be made more active and effective in the better training of persons for service in the public schools.
SECTION 6. The state normal school commission shall, prior to the. meeting of the seventy-sixth general assembly, make full report of its.
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findings and investigations to the governor, who shall upon the organiza- tion of the general assembly transmit to it said report with such recom- mendations as he may deem proper.
It is very gratifying to note that the schools at Athens and Oxford promptly arranged to open their doors for the recep- tion of students at the beginning of the academic year Septem- ber last. Faculties were chosen, the curriculums were planned, and everything was made ready. During the year the normal school at Athens has had 117 different students in the regular classes, and a summer school of 491 different persons. Oxford had 128 different students in the normal school during the year, and 490 different persons in the summer school. It will be thus seen that during the very first year these two schools have directly touched and influenced about twelve hundred different persons. Surely this is a record of which to be very proud.
In time it is predicted the state normal schools will grow to be exceedingly serviceable and strengthen our whole educa- tional system.
What the normal school commission may do for the state remains to be seen, as no report has been made.
TEXT BOOKS AND APPARATUS.
It has never been any part of the educational policy of Ohio to prepare, print, or distribute the text books needed by the children in the schools. From time to time the general assembly has by law authorized boards of education to adopt text books, thereby indicating the books to be used in the schools under their charge. The state has never seriously favored the matter of going into the book-publishing business. On the other hand, it has been its policy to encourage the largest freedom possible to the districts and the fullest exercise of the right to purchase where the best books could be bought and at the lowest market figure. The present law on this subject authorizes the gov- ernor, the secretary of state and the state commissioner of common schools to act as a state school book commission, with power to fix the prices on all text books offered by the various publishing houses at not to exceed seventy-five per cent. of the
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published wholesale prices, and to transmit to boards of edu- cation the names of the publishers agreeing to the prices thus fixed. In this way boards of education are able to purchase from a relatively free market and at a greatly reduced price. At present there are over one hundred firms which have agreed to sell books at the prices thus fixed. Under the law boards adopt books for five years, but upon the vote of three-fourths of the members elected to the boards, the books may be changed within the five-year period. Boards are authorized to pur- chase books and supply them free to the schools under their control if thought best, but the more common practice is to permit the public to purchase the books needed and retain the same; not infrequently such books are used by several children in the same family. The Ohio statute has been used as a model in a number of the states of the Union.
The usual apparatus for class room purposes, the furniture, seatings, heating apparatus, supplies and appliances of the schools have from the beginning been purchased by each district as seemed best. No effort at any state control has ever been made. In a general way it should be stated that all such necessary items are improving greatly each year ; and for aught of that so are text books, and boards are using constantly a greater degree of good judgment in their selection and purchase.
SCHOOL BUILDINGS.
There were in the state on August 31, 1902, a total of 13,135 different school buildings, with 23,545 different rooms. Their construction ranges from the small one-room structure to the elaborate many-roomed modern city school building. Their arch- itecture would be difficult to give. The earlier single-rocmed country school houses were very simple affairs - simply small one-story buildings with one single room, the windows on the sides and stove in the middle of the room, often no alcove or wrap room. The earlier two-room or four or eight-room struc- tures were very plain box-like affairs. Such buildings were built in the 'forties, 'fifties and 'sixties. In the 'seventies many struct- ures having mansard roofs were erected ; in the 'eighties and early nineties there was a marked tendency toward towers, cupolas and
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over-ornamentation. Now the tendency is in the direction of less pretentious structures, of a plainer and more substantial con- struction. In the larger buildings the basements are often very neatly provided with heating apparatus, coal bunkers, water clos- ets, workshops and laboratories. Indeed, the modern tendency is to treat the school building as an educational workshop, rather than a place having simply so many school rooms.
In this connection it is well to note that libraries, laboratories, provisions for physical exercises and gymnastics, are hardly ever overlooked in the newer structures.
The school grounds also are often beautifully arranged for their respective purposes, in the rear of the buildings for play, in front with green sward, shrubbery and flowers. Shade trees are also being planted with some regard to the needs of the pub- lic, by sidewalks and along the school grounds. The physical appearance of the school property is much better in Ohio to-day than a quarter of a century ago.
SCHOOL LIBRARIES.
From time to time there has been definite recognition of the library as an important part of the school system. A half a cen- tury ago the state undertook the work of encouraging the growth of libraries in all the school districts of the state. The state com- missioner of schools was authorized to make selections and dis- tribute the books provided by the general assembly. The plan worked well for a time, but finally went into disuse. Later, boards of education were authorized to make purchases and build up libraries. Then still later a series of special acts were passed for certain districts while some general law existed on the sub- ject. In the extraordinary session of 1902 a very important gen- eral law was passed authorizing the board of education of any city, village, or special district to provide for the establishment, control and maintenance, in each school district, of a public library, free to all the inhabitants of such district. This ad- vanced piece of legislation will do a great deal of good, and very materially tend to encourage many boards and quasi-public asso- ciations to offer even more facilities for free libraries for the public schools than heretofore possible. In general, there has
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been a great deal of spasmodic and occasional help for the growth of free public school libraries, but now it is thought the plans will be better perfected and efforts better directed. The library while a factor in the past will be more of a factor in the future.
The first century of our statehood closes with the public school thoroughly entrenched, and deeply rooted in the hearts and affections of the people of Ohio. Their approval of it is more marked to-day than ever before. Its tap-root has reached down to the lowest order of things ; its growth has been steady and sub- stantial; its beneficent results are for all, rich and poor alike. Side by side, the boy in jeans and the boy in broadcloth, learn the same lessons and receive the same discipline from the same teacher, often studying out of the same book. Side by side, the sons and daughters of the native-born and the foreign-born, of the white and the black, of the children of the employer and the employe, of the capitalist and the laboring man, are seated in primary school, in grammar school and high school, all learning the same lessons and drinking from the common fountain. There is no aristocracy in the public school except the aristocracy of ability, labor, truth-loving and endeavor. It is for all; it be- longs to all. It discovers, it helps, it stimulates, it disciplines, it exalts all who come to it in the spirit of education. It is the insti- tution of democracy, the institution of all the people.
During the first century of our statehood our Ohio public school system has, to a greater or less degree, educated millions of children. During the century the system has been projected, developed and strengthened. Its history is an important part of the history of Ohio. Its growth has been in many directions. The curriculum has broadened ; the discipline of the children has become steadily more humane; the teaching is infinitely improved over the days when school masters set "sums," made goose-quill pens, taught the "ab, abs," and meantime flogged unmercifully. The text books are vastly improved when put in comparison with the old "blue-backed speller," and the "grammar of grammars."
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"The heating and ventilation and the architecture of the school buildings are superior to any former day. The terms of school are longer, the attendance is steadier and more punctual; the school is a more effective institution. To-day there is not a com- munity in any section of the state which does not have its public schools. In the dawn of the century, the community having any- thing of the kind was almost an exception. The rule was the other way. In the century great changes have come in the ideals and methods and purposes of the school. From simplicity to com- plexity of organization has been the line of growth. From teach- ing the three R's we have progressed to kindergartens, primary schools, grammar schools, and high schools. From the days of the log-cabin school house with the wide fire-place, the puncheon floors, the slab seats, and greased paper windows, we have step by step journeyed to the complex organization, the skilled in- struction, and the beautiful architecture of the present. The elementary schools of to-day are much better than the elementary schools of the olden day; the high schools are a. marked gain. Indeed, the high schools in a way take the place of the old-time colleges and academies, for they are the people's colleges.
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