USA > Ohio > Ohio's progressive sons; a history of the state; sketches of those who have helped to build up the commonwealth > Part 23
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It was on the 20th of May, 1785, when, by act of Congress, then operating under the old articles of Confederation, the public lands of the Government were ordered to be sur- veyed in townships, six miles square, Section Sixteen of each township being reserved for common school purposes. The famous "An Ordinance for the Government of the Territory Northwest of the River Ohio," was enacted on the 13th of July 1787. Said ordinance con- tained a strong declaration in Article III. relating to education, which reads in part :
"Religion, molarity and knowledge, being necessary to good government and the happi- ness of mankind, schools and the means of education shall forever be encouraged."
Ten days after Congress had passed this ordinance, whose strong words are here noted as related to education, and with equally significant utterance on religious freedom, the
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habeas corpus, trial by jury, prevention of slavery in the Northwestern Territory, inviola- bility of contracts and the like, a very important act, often lost sight of, was also passed.
This act was supplementary to the one passed on the 20th of May. 1785. relating to the survey and sale of the public lands. In addition to setting aside every sixteenth section of each township for common school purposes, it also ordered that two whole town- ships were "to be given perpetually for the purposes of a seminary of learning, to be applied to the intended object by the Legislature of the State." In this way Congress prepared the way for irreduceable school funds, by means of Section sixteen, and also began the work of
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higher education at State expense. the Ohio University at Athens being the beneficiary of the two townships referred to.
When, in compliance with the enactment of Congress, "the people of the Eastern division of the Territory of the United States, northwest of the River Ohio," adopted a State Constitution in 1802, shortly before the admission of Ohio into the Union as a State, they did not neglect the cause of education. In the third section, in their bill of rights (Article VIII., of the Constitution), they reaffirmed, slightly changed, the third article of the Ordinance of 1787. as follows :
Section 3 .- But religion, morality and knowledge, being essentially necessary to good government and the happiness of mankind, schools and the means of instruction shall
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forever be encouraged by legislative provision, not inconsistent with the rights of conscience.
Not less important than Section 3 are Sections 25 and 27 of the first Constitution of Ohio :
Section 25. No law shall be passed to prevent the poor in the several counties and townships within the State from an equal par- 7 ticipation in the schools, academies, colleges and universities within the State, which are endowed in whole or in part from the revenue arising from donations made by the United States for the support of schools and colleges; and the doors of said schools, academies and universities shall be open for the reception of HIGH SCHOOL BUILDING TIFFIN scholars, students and teachers of every grade, without any distinction or preference whatever, contrary to the intent for which said donations were made.
Section 27. Every association of persons, when regularly formed, within the State, and having given themselves a name, may, on application to the Legislature, be entitled to receive letters of incorporation, to enable them to hold estates, real and personal, for the support of their schools, acadamies, colleges, universities, and for other purposes.
In one way and another the gifts of land to Ohio for educational purposes have exceeded twelve hundred square miles. What other country in the world can boast of such a magnificent estate devoted to this noble purpose? It is possible that at the time of the adoption of the First Constitution of Ohio the expectation was that the several gifts would in time support the entire school system of "schools, academies, colleges and uni- versities." As there was an almost limitless area of land, and as the country was rapidly being settled, this endowment, it was anticipated, would be certain to increase greatly in value, and thereby meet the necessities of its original intent. But these gifts were soon shown to be entirely inadequate for self-support, for as early as 1821 the State Legislature passed a law authorizing a school tax.
The second Constitution of Ohio, that of 1851, which is still in force, contains a num- ber of sections, relating to education, of vital importance. The declarations of the old Consti- tution, referring to religion, morality and knowledge, were substantially repeated, as follows :
Article I., Section 7. Religion, morality and knowledge, however, being essential to good government, it shall be the duty of the General Assembly to pass suitable laws to protect every religious denomination in the peaceable enjoyment of its own mode of public worship, and to encourage schools and the means of instruction.
To permit elasticity and the referendum in school matters-while all general laws, including school laws, are to have uniform operation throughout the State-the following section was included in the second Constitution :
Article II., Section 26. All laws of a general nature shall have a uniform operation throughout the State; nor shall any act, except such as related to public schools, be passed,
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to take effect upon the approval of any other authority than the General Assembly, except as otherwise provided in this Constitution.
In Article VI., which is entirely devoted to education, there are two sections, his- torically and practically very important.
Article VI., Section 1. The principal of all funds arising from the sale or other dispo- sition of lands, or other property, rented or entrusted to this State for educational or reli- gious purposes, shall forever be preserved inviolate and undiminished; and the income
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arising therefrom shall be faithfully applied to these specific objects of the original grants or appropriations.
Section 2. The General Assembly shall make such provisions, by taxation or other- wise, as, with the income arising from the school trust fund, will secure a thorough and efficient system of common schools throughout the State : but no religious or other sect, or sects, shall ever have any exclusive right to, or control of. any part of the school funds of this State.
Article XII. provides for the following :
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Article XII., Section 2. Laws shall be passed taxing, by a uniform rule, all moneys credits, invest- ments in bonds, stocks, joint stock companies, or otherwise; and also all real estate and personal property according to its true value in money ; but burying grounds, pub- lic schoolhouses, houses used exclu- sively for public worship, institu- tions of purely public charity, pub- lic property used exclusively for any public purpose, and personal property, to an amount not exceed- ing in value two hundred dollars for each individual, may, by general laws, be exempted from taxation ; but all such laws shall be subject to alteration or repeal, and the value of all property so exempted shall, from time to time, be ascertained and published, as may be directed by law.
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In the last year of the first century of her Statehood Ohio had a population of 4,157,545, and an enumeration of 1,245,393 of all youth between the ages of six and twenty- one years. Under the laws of the State the schools are to be free to all who are children or wards of residents of the district and who are between six and twenty-one years of age. All are admitted free; no discrimination exists as to color. All children between eight and fourteen years must attend some recognized school for the full time the public schools for the district are in session, and all youth between fourteen and sixteen, not regularly engaged in some useful labor, or who can not read and write, must also attend some recog- nized school. Boards of Education are, by law, required to appoint truant officers and carry out the provisions relating to attend- ance. The shortest term of a school allowed under the compulsory education laws of Ohio is twenty-four weeks, and the longest term forty weeks. Every summer the Boards of Education are required to cause an annual enumeration, in their respective districts, to be taken. Upon these enumerations the State Auditor makes his semi-annual distributions of the State common school fund to each county. Within her history as a State Ohio has raised and spent fully five hundred mil- lion of dollars for the public schools. In the
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last year of the first century of Ohio's Statehood the expense for the public school system amounted to $16.463.216.02. Of this enormous sum $9.267,638.94 were paid to teachers; $444,361.54 for supervision ; $1,549,523.06 for sites and building ; for interest and redemption of bonds, $1,594.217.04; and for the contingent expenses, $3.607.474.44. The sources of the funds were, from the State tax, $1.817.767.58; from the school lands, $249,159.87: and the remainder from local sources. At the time mentioned there were 2,437 separate school dis- triets in Ohio, namely, 66 city districts, 1,036 village and special districts and 1.335 town- ship districts. More than 13,135 schoolhouses were necessary for the purposes of the public school system. Of these were in township districts, 11,007 elementary schools, and III high schools. In separate districts were 1,770 elementary schools, and 247 high schools, a total of 12.770 elementary schools and 358 high schools. The buildings devoted to the above purposes had 22,545 school rooms; the value of the property was as follows: Elementary schools, $41,903.353, and high schools, $6.354,608. In these schools 822,050 children were enrolled. The number of boys in the township districts amounted 180.777; girls, 164.986. In the high schools, boys, 3.096; girls, 3,108. In separate districts, elementary schools, boys, 207,160: girls, 210,616. In the high schools, boys, 22,733 ; girls, 29.574.
The attendance of the universities and colleges in Ohio amounted to 8,306. In private schools, including parochial schools, were 27. 133 pupils: 3.662 were in the different State institutions, and 716 attended the schools for deaf children. The different school libraries contained 44.088 volumes. To teach this enormous number of pupils. an army of 26,410 teachers was necessary. Of these, 24,230 taught in the elementary schools and 2, 18o in the high schools : 9,913 teachers were men and 16,497 women. A half century ago the State under- took the work of encouraging a growth of libraries in all the school districts of the State, the State Com- missioner of Schools being authorized to make selec- tions and distribute the books provided by the Gen- eral Assembly. This plan for a time worked well, but finally was discontinued and the distribution of these books was placed in the hands of the different Boards of Education, who were authorized to make pur- chases and build up libraries. Later special acts were passed for certain districts, while some general law existed on the subject. A very important general law was passed in the extraordinary session of 1902, which framed the New Code for the Ohio Municipalities, authorizing the Board of Education of any city, vil- lage or special district to provide for the establish- ment, control and maintenance in each school district .... of a public library, free to all the inhabitants of such district. While nearly all the public schools of Ohio, espe- cially those in the larger cities, have more or less well equipped libraries, the city of Columbus enjoys the dis- tinction of having the finest and most complete public school library in the State, if not in the whole United
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States. This library occupies an entire building specially erected for its purpose. It is a model, and deserves special mention in a work of this character, as it shows what can be done and what should be done in the different centers of the State of Ohio in the same field of endeavor. The probable date of the origin of this public school library was 1847, although the records showing its origin are not available.
From this probable date-1847-up to the year 1873, the public school library was under the care of the superintendent and principals of the high schools and grammar schools. Such records as there are show that in 1853 the public school library contained 1,830 volumes, valued at $900. In 1873, it was decided to remove them to the public library. At that time the invoice showed that there were but 1,500 volumes owned by the schools.
The public school library was jointly managed with the public library, or city library, until 1891, during which time a gain of nearly 12,000 volumes was made.
Since June, 1891, at which time the transfer of the school library was made to its pres- ent home, the growth of that institution has been rapid. Many departures from the ordi- nary set methods of merely handing out books over the front counter have been made, the chief of which are to be enu- merated and explained later on.
A supplementary reading department, one of the suggestions of the Superin- tendent of Schools, Mr. J. A. Shawan, was established shortly after the transfer was made. This supplementary depart- ment provides books for use in the schools, and is drawn upon by the teachers, at the suggestion of the Super- intendent.
By its establishment pupils in the higher grades of the elementary and high schools are enabled to break away from the dry lessons of their text-books, and to take up, systematically, the work of reading.
The supply of supplementary reading books is increasing to such an extent that where frequently orders were placed at least six months, and from that to the full length of the term, now the librarian is able to supply teachers in a much shorter time.
The reference library, in connection with the school library, is another im- portant factor in the system of education. With reference to this department Libra- rian Hensel says :
PUBLIC SCHOOL LIBRARY COLUMBUS
"The old idea of education by filling the mind of the child with abstract facts and figures, which, to him, have no significance, nor any relation to each other, is fast giving way to the newer idea of teaching the pupil
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how and where to find them when he needs them. This leads directly to the use of refer- ence books, and, incidentally, to the 'how' to use them.
"There can be no more objection to teaching the use of reference books in the schools than there is to teaching reading there ; the public library profits by either, and most by both. In fact, the two things are inseparable, for intelligent reading is impossible without consulting dictionaries, encyclopedias or other works by different authors bearing upon the same subject. Nothing leaves a stronger impression upon the mind than to see the same object or view the same incident from several directions, while studying it. The pupils in the Columbus schools begin to use them in the fifth or sixth year: by the time they enter the high school they have become somewhat proficient in handling them.
"When pupils come to the library to look up information on any subject, they do not hesitate to ask for precisely what they want; securing the books they are able to find thein without outside aid, for they have learned the "how' to use the books."
This comment by the experienced librarian will undoubtedly convey to the minds of the average reader the important part which the reference library plays in the success of the public school library as a whole.
The "branch library" system, established by Librarian Hensel in November, 1896, has become a feature in the work. It has passed from the experimental to the successful stage : and from the establishment of several small branch libraries in the outlying schools, especially during the winter months, when it became almost impossible and a hardship for PUBLIC SCHOOL BUILDING CUYAHOGA FALLS pupils living far from the base of supplies to reach the city as often as desired, the branch libraries have grown until at the present time there are twenty-six of them in existence, and plans for even more extensive distribution are well under way.
It is the policy of the library to add to the number of these branches gradually until every elementary building desiring such a branch shall be supplied, and then increase the number of volumes in each branch.
At present about 100 volumes are sent to these libraries, although in some cases, and especially in the larger buildings, or where the capacity for operating them is better, 25 or 30 additional volumes are added to the list.
The plan of operating the branch libraries is a simple one; there is no expense added to the operation of the library through this plan, as the work of delivering the books is done by the janitors of the various buildings. For instance, 100 volumes of fiction or other books are sent to a certain building and placed in the care of the principal. Pupils of that school are allowed to draw upon these volumes until exhausted, of course, presenting their cards and receiving credit for returns and being charged for books taken out in the same
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manner as is done at the school library counter. The libraries are moved from one build- ing to another, and a fresh supply of reading for the pupils is kept constantly on hand.
The scope of that library is not confined exclusively for the benefit of the children of the public schools, as the residents generally of the city are entitled to the use of the books. Fur- ther more, branches of the system extend to the different engine houses of the city, as well as to the city prison, in which latter institution the books are disseminated among the inmates. The records of the Columbus Public School Library for the last decade of the first century of Ohio's Statehood show a remarkable increase in the number of volumes on the shelves and also in the distribution of the books. For four and one-half months, ending August 31, 1892, there were 16,318 books distributed for home use: 761 in the sup-
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plementary reading department; 1,777 used in the reference department, the total service being 18,856 volumes.
For the year ending August, 1903, the service is given as follows: Circulating depart- ment, 216,680 volumes ; reference department, 304,616 volumes; total, 521,296 volumes. These figures show an increase in the service of 502,440 volumes in fourteen years.
The so-called irreducible State debt of Ohio is in reality a great trust fund. Ohio, instead of creating a large permanent fund, to be loaned on mortgage security, as was done in Massachusetts, Kansas and many other States east and west of us, provided early in
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her history that the proceeds of the sale of section sixteen and other school lands should be used by the State and be constituted into a great irreducible debt held forever by the State at a fixed annual interest of six per cent., to be paid thereon to the districts from which the moneys originally were derived. Without entering into the analysis of the several items making this fund, which, in a general way, are named after the several surveys, or in any way attempting to be definite, it is sufficient to say that that fund now aggregates a little over four million dollars. In addition thereto the State owes in trust certain univer- sity funds, now aggregating something like a half million dollars, on which it also pays six per cent. per annum.
The advantages of managing these funds in the manner prescribed by law are very apparent. Our early law-makers were wise in planning as they did in this matter. Other
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States, through bad loans, the fluctuations of interests, rates, and the expenses of super- vision and control. are not able to give to the beneficiaries of the funds either so large or so constant returns. In most respects the Ohio plan is without criticism. In this connection perhaps it is well to note that many districts still retain the control of their school lands, not always to the advantage of the districts.
The supervision of the public schools of Ohio rests with a State Commissioner of Common Schools and the different Boards of Education, elected by the electors of the various districts. The new code for the schools of Ohio, enacted by the Seventy-sixth General Assembly, in 1904. does not specify the number of members of the boards, but leaves it to the citizens to determine. So it comes, for instance, that the City of Cincinnati has a large Board of Education, while that of the City of Cleveland is limited to a small
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number. In 1894 the electoral franchise for the election of school officers was conferred upon women, and this law still continues in force, but is not generally taken advantage of. In order to insure teachers of worth and merit, there has been, from a very early day, cer- tain boards for the examining and licensing of teachers. By far the most useful board of this character is what is known as the Board of County Examiners. From 1825 to the present time there has been some style of examining teachers. At present the Probate Judge in each county appoints a board to examine and license teach- ers. Ten examinations are held each year, not to speak of two examina- tions for those who seek high school admission from townships and special districts. Under the law county examiners can issue certifi- cates, within the county, for one year, two years, three years, five and eight years from the date of exami- nation. The subjects in which the applicants must be examined are orthography, reading, writing, arithmetic, geography, English grammar, including composition, the OAK GROVE SCHOOL BUILDING CANAL DOVER history of the United States, in-
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cluding civil government, physiology, and hygiene, including scientific temperance, and the board must also certify to their moral character and that they possess an adequate knowledge of theory and practice. In case the applicant is required to teach other subjects than those above enumerated, he must pass in such subjects. Besides the County Board of Examiners there are also city and village boards appointed by the Board of Education in districts eligible for such purposes, whose duties correspond for their dis- triets to the duties prescribed for counties. There is also a State Board of School Exam- iners, appointed by the State Commissioner of Commen Schools, which issues life certifi- cates, good in any part of the State. Said board issues three grades of certificates, all good for life, the common school life certificates, good only for those grades mentioned therein; the high school life certificate, good in any part of the State, and unlimited ; and the special life certificate, good for the special subject covered by the certificate, as drawing or music. In 1864 the State Commissioner of Common Schools was authorized to appoint a State Board of School Examiners, consisting of three members. This number was increased to five in 1883-
The office of State Commissioner of Common Schools is a statutory and not a constitu- tional office, the act of March 12, 1836, being the virtual formation of the present school system of the State. Laws previously enacted had not been so broad or liberal in their treatment of education as this act, which created the office of Superinten- dent of Common Schools, and provided that the officer should be elected by joint resolution of the General Assembly. The term was fixed at one year and the salary at five hundred dollars. On the Ist of April, 1837, Samuel Lewis, of Hamilton County, was duly elected. He filed his first report at the convening of the Gen- eral Assembly, and on the 15th of Jan- uary, 1838. that body ordered ten thou- sand five hundred volumes of it printed. In the following March an act reorgan- izing the school laws of the State was CENTRAL HIGH SCHOOL TOLEDO passed, and under Section 8 thereof the term of the State Superintendent was fixed at five years, unless the incumbent was removed by joint resolution. The salary was placed at $1,200. On the 9th of March, Mr. Lewis was elected for the term of five years. On the 23rd of the same month, 1840, the office of State Superintendent was abolished and the duties which he had performed devolved upon the Secretary of State, who was authorized to employ a clerk to do the work at a salary of $400. This law continued in force until the 14th of March, 1853, when the office of State Commissioner of Common Schools was again created. This law provided that the officer should be chosen at the general election, and the term was fixed at three years, the salary being placed at $1.500. The duties of the Commissioner were plainly pre- scribed and provision made that while he was absent on official visits to the various counties of the State, the State Librarian was to act in his stead and be his Secretary.
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