USA > Ohio > Champaign County > The history of Champaign county, Ohio, containing a history of the county; its cities, towns, etc.; general and local statistics; portraits of early settlers and prominent men; history of the Northwest territory etc > Part 37
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With the increasing population and wealth of the county, the number of lawyers increased. The roster gives the following names in the order they came or were admitted to practice: Edward W. Pearce, Moses B. Corwin, John Holcomb, James Cooley, John H. James, Israel Hamilton, Daniel S. Bell, Richard McNemar, John H. Young, H. J. Kyle, George B. Way, Samuel V. Baldwin, John A. Corwin, Ichabod Corwin, John W. Ogden, W. F. Mosgrove, John D. Burnett, R. C. Fulton, Charles Fulton, W. D. Lowry, John S. Lee- dom, James Taylor, Levi Geiger, Jerry Deuel, W. A. Purtlebaugh, Thomas D). Crow, D. W. Todd, Dwight Bannister, W. R. Warnock, George M. Eichel-
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barger, F. Chance, W. A. Humes, A. C. Deuel, J. F. Gowey, J. M. Russell, S. T. McMorran, T. G. Keller, George A. Weaver, L. H. Long, Henry T. Niles, John Henry James, T. C. Cheney, R. C. Horr, T. J. Corkery, Thomas J. Frank, H. D. Crow, M. C. Gowey, F. V. Sowles, G. W. Poland, B. F. Martz, Duncan McDonald, M. M. Sayre, H. M. Crow, C. C. Kirkpatrick, A. P. Middleton, A. N. Middleton, J. F. Eichelberger, L. D. Johnson, M. Galla- gher, W. A. Hoopes, and J. W. Byler. Of this number, Burnett and R. Ful- ton went to Columbus; Charles Fulton and Banister to Iowa; W. A. Humes to Texas ; L. H. Long, to Lebanon; John Henry James, Sandusky ; M. C. Gowey and Hoopes, North Lewisburg; Lowry, Mutual: Cheney, Mechanicsburg ; Corkery, Toledo ; Sowles, Cincinnati; McMorran, St. Paris; Kirkpatrick, Springfield, and A. C. Deuel to the public schools of the city.
Of the above, Cooley, Holcomb, Pearce, Hamilton, McNemar, Baldwin, Bell, Way, M. B., John A. and Ichabod Corwin, C. Fulton, Kyle and Mos- grove are dead. Gallagher deals out justice from a magistrate's office, and Warnock has been elevated to the "woolsack," of this judicial district. Niles and Ogden have abandoned the "crookedness " of the law and joined the ranks of the "honest farmers." John H. James, who, for more than half a century, maintained a front rank in the profession, has abandoned the "science of hu- man experience " to younger men. The retirement of Mr. James from the profession leaves John H. Young the Nestor of the bar of Urbana, with years of good hard work still before him.
In the distribution of offices of honor and responsibility, the profession has not been overlooked. James Cooley was Minister to Peru ; Israel Hamilton, U. S. Attorney for the District of Ohio, under the administration of President Van Buren. Moses B. Corwin represented the district in Congress, John A. Corwin sat on the Supreme Bench of the State, and Ichabod Corwin, Robert Fulton and W. R. Warnock were Judges in the Court of Common Pleas. John D. Burnett, Robert Fulton, T. S. McMorrow and J. F. Gowey were members of the lower house, and John H. James and W. R. Warnock of the Senate, in the State General Assembly. Samuel V. Baldwin and D. W. Todd were Judges of Probate, John H. Young, a delegate to the third convention for the revision of the State Constitution, Jeremiah Deuel, Mayor, and A. C. Deuel, Superintendent of the public schools of the city. The remainder are young enough to bide their time, and supposed to have some "expectations," and, when the opportunity offers, like Barkis, will be " willin'."
PRIVATE AND PUBLIC SCHOOLS.
The most casual observer cannot but have noticed, notwithstanding the pri- vation and discomforts attending the lives of the early settlers, the zeal they manifested in education, and that, as soon as a sufficient number of pupils could be collected and a teacher secured, a house was erected for the purpose. The period just preceding the Revolution was characterized by its number of literary men, and the interest they gave to polite learning; and the patriots who were conspicuous in the Revolution were men not only of ability but of no ordinary culture. We can readily understand that the influence of their example had its weight in molding public sentiment in other respects, besides that of zeal for the patriot cause. To this may be added that, for the most part, the early pioneers were men of character, who endured the dangers and trials of a new country, not solely for their own sakes, but for their children, and, with a faith
JOHN LUTZ. MAD RIVER.TP.
MRS HANNAH LUTZ. MAD RIVER. TP.
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in what the future would bring forth, clearly saw the power and value of edu- cation. Then we find, from the beginning, their object kept steadily in view, and provision made for its successful prosecution ; and the express declaration of the fundamental law of the State, enjoins that "the principal of all funds arising from the sale or other distribution of lands or other property, granted or intrusted to the State for educational purposes, shall forever be preserved inviolate and undiminished, and the income arising therefrom shall be faithfully applied to the specific objects of the original grants or appropriations, and the General Assembly shall make such provisions by taxation or otherwise, as, with the income arising from the school trust fund, shall secure a thorough and efficient system of common schools throughout the State." By virtue of this provision, the Legislature enacted a common school law, which went into effect about 1825. In many parts of the county, the election of directors and the efficient working of the law, engrossed the public attention. In Urbana, the provisions of the law, touching the assessment of property to meet the necessary expenses of free public schools, did not receive the popular vote, and, for many years, the schools were of a private character, the teachers occasionally receiving a pro-rata amount of the State funds in the treasury. In 1849, the general school law was greatly amended and improved, classifying the districts, and giving to Urbana that of a city of the second class. Under the salutary opera- tions of the law, the public schools have taken a high character. Outside the larger towns, where classification of pupils and grading of schools became diffi- cult, or, under existing circumstances, in many cases impracticable, the schools have, nevertheless, become efficient and invaluable, and the standard of quali- fications of teachers required to be of a high order. Yet it will hardly be claimed, by the most enthusiastic advocate of the common schools, that the system, in its operations or results, is perfect. On the contrary, it has many imperfections, which time and a larger experience will remedy. But, contrasted with the scholarship and methods of not only the pioneer times, but those of the past few decades, we cannot fail to see a marked and continued improvement. While the public schools were never intended to take the place of the college, yet from the very nature of the case, the largest number of pupils must neces- sarily be unable to advance farther than the grammar department of these schools. Still, the minority, who may seek a more thorough scholarship here, may, and ought to be fitted, for admission into the colleges and universities. And such, we take it, has been the constant tendency of the system. Objection has been made that so small a percentage of the pupils in the intermediate department of the schools avail themselves of the advantages of the upper or grammar school, and that, therefore, the latter should be abandoned and left for private enterprise. If there be any validity in the objection, it loses its force in its application to the schools of Urbana, which annually transfer a large per cent of the pupils of the intermediate school into the grammar or high school for graduation.
As the town increased in population, the thought naturally arose as to the establishment of a school of a higher rank than that of the chance pedagogue. To meet this wish, the "old academy," as it was called, was built in 1820. This was a joint-stock concern, built of brick, on the site of the ward school building on Court street, two stories high, with a broad hall through the mid- dle, with stairway and a room on each side, above and below. The lot was un- fenced, and, when the building was not occupied, a favorite pastime of idle boys was to break the windows and commit other wanton waste. The appearance
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HISTORY OF CHAMPAIGN COUNTY.
and condition of the building and premises were not creditable to the town. About the year 1847 or 1848, it was sold to a man named Barker, who taught school for a time, and then re-sold to the public for common-school purposes. Prior to the adoption of the present system of graded schools, the public and private schools were conducted somewhat after the same style as the district schools of to-day. That is, there was no systematic course of study. The boys and girls were placed in classes which corresponded with their acquire- ments in any particular branch. Thus one might be in a certain reading class, and also in a grammar or geography class which did not consist of any other members of the reading class. There being usually but one teacher, prevented conflict of time in hearing recitations. The morning work generally began with the reading classes, which used for text-books, the sequel to the English Reader, the English Reader and the Introduction. Before these were used, the New Testament was the common reader for the larger pupils, the little fel- lows using the short sentences in the American Speller and the fables at the close of the book. The writing was with a common goose-quill, made into a pen by the teacher, and who for half an hour daily was kept busy repairing the worn pens. The spelling class closed the day's work. The scholars generally studied their lessons in school, and were assisted as occasion demanded. The regular recitations having been learned, the residue of the time was given to arithmetic, the sums being wrought out on the slate and shown to the teacher only as help was wanted. Where the teacher had the rare faculty to create in the pupil a thirst for knowledge, the plan worked well, and unquestionably where there was a desire to learn, the progress was rapid and substantial, but where this faculty was wanting, or the boy was naturally indolent, it made great shirks. In a miscellaneous and crowded school, thorough classification was out of the question. The plan also involved a different discipline. Cor- poreal punishment was the rule-in presence of the whole school-the girls. making no exceptions. In modes of inflicting punishment, there was a wide difference in different teachers, and, when not too severe, these frequently were sources of sly fun for all except the recipient. The younger pupils, having no. lessons to learn, when not engaged in reciting, were ripe for mischief. A com- mon trick was to place a bent pin or tack on a vacant seat, and so much the better if the "master " should be so fortunate as to sit on it. Another was to. catch ground-squirrels, which were very numerous, and occasionally let one loose in the school-room. Almost every boy had his temporary pet in his. pocket, which were called by the slang word "grimy," and was indicated by the string by which the " grimy " was secured, hanging from his pocket or tied to his button-hole. It would require a volume to describe the tricks played on scholars and teacher, the modes of punishment, etc., which were part of the schools- forty to sixty years ago. The town school was a counterpart of the country school. In some schools, the pupils were required to say "good morning " as they entered the room-and on returning from school, to bow and wish a " good evening " to every one they might chance to meet-the little girls usually forming a line in the fence corner and courtesying all together. The 4th of July was the holiday. On Christmas, the larger boys claimed and exercised the right to take possession of the school-room and "bar" out the teacher-which generally led to controversy until one or the other party was victor. The- boys gave their " ultimatum " on a slip of paper passed through the keyhole or a broken pane of glass, and which was commonly a basket of apples and immu- nity from punishment; not infrequently the result was flogging all round.
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More particularly in the rural districts, at the close of the term, in places where the worst element prevailed, the teacher, if he had at all made himself obnox- ious, would be seized by the larger and stronger young men and " ducked " in the nearest pond, or placed under the pump.
Teachers were employed at an early day in Urbana ; but for the first forty vears, the schools were " pay schools," and, as a consequence, many boys ran idle in the streets, or were early sent to learn a trade. For many years after the State law relative to common schools was established, all efforts to make them public and free by an assessment on property were voted down. In addi- tion to the academy for boys, it was proposed about the same time to establish a female academy. For this purpose, a house, now the residence of Mr. William Wiley, on the corner of Church and Walnut streets, was. secured, and Joseph Vance, then a member of Congress, employed in Washing- ton two young ladies, sisters, named Buchanan, to take charge of the new en- terprise. One of them afterward married Jesse Bayles. From some cause, the- school was a failure. The list of teachers who taught in town until the estab- ment of free public schools was, as far as we can now learn, Peter Oliver andi William Stephens, who occupied the log house built by Mr. Pearce on the knoll. near the east end of Scioto street ; Nathaniel Pincard, Henry Drake, John C. Pearson, who afterward was clerk of the court during almost the entire term of Judge Swan ; a Mr. Thompson, who taught in a small frame house on Walnut street, next door to the residence of Peter R. Colwell. Both houses are still! standing. Lemuel Weaver, about 1821-22, in the house where Mrs. Gurnea lives, between Water and Reynolds streets. Whitney & Baldwin (partners) ... George Bell, about 1825. Mr. Bell occupied a log house on Miami street, nearly" opposite Dr. Mosgrove's residence, which was burned down in the fire of 1876. He next taught in a frame house on the corner of Scioto and Kenton streets, where Evan Patrick now lives, and afterward in the frame house on Miami street, which now adjoins the office of Dr. Mosgrove. Mr. Bell was an Irish- man, and had a high reputation as a teacher. He was strict in his discipline, but drink in the latter part of his time made him very severe with the rod. He- went to Cincinnati as clerk for the house of Robert Wilson, but returned and! opened a grocery in 1829. In 1830, several members of his family were killed. by the tornado which swept through Urbana that year, and he became the" more addicted to drink, which shortened his life. He was employed at one time by Judge Dallas, who lived about four miles south of town, as private tutor in his family. Several of the boys of town were permitted to join the class, going down on Monday morning and returning Friday evening on foot. Mr. Bell always carried a heavy cane, which he used to add dignity and im- pressiveness to his manner. John A. Mosgrove was one of the boys who attended the Dallas school, and, as he and Mr. Bell usually walked down in company, he insisted that his pupil should carry a cane. The cane was an awkward incumbrance, and Mosgrove suffered it to drag instead of giving it the- fling-out style indicative of elegant manners, and, before he was aware, would receive a heavy thwack on the back to remind him of his negligence. It was" also his custom when walking with a friend or patron of the school, if happen- ing to meet a promising pupil, to hail him anywhere on the street, and, in the nearest store or grocery, have his progress tested by difficult questions. He- was as magisterial without as within the school-room, and with him obedience- was a prime virtue. His ordinary salutation was "a fine sunshiny day," " asa fine rainy day," "a fine cold day," etc.
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Among the boys and girls who were pupils of Mr. Bell, were William W. Helmick, John A. Mosgrove, Thomas and David Gwynne, Irving Doolittle, Edward P. Harvey and W. H. Fyffe, Jr., the Baylor boys, Simeon and Jason Weaver, Sam and Henry Funk, William Corwin, Hiram Cook, Harris Pat- rick, W. Lansdale, James P. McCord, B. A. Berry, Bela Hovey, William Am- brose, John and Hisor Shryock, Than and Carr Kirkpatrick, Newton Heylen, James and Mary Jane Colwell, Eliza and Sophia Corwin, Eliza and Mary Wal- lace, Eliza and Polly Sweet, Susan Luse, Jane and Eliza Reynolds, Elvira Shryock, Fanny and Elnora Berry, Thomas and Mary Jane Bell, Mary and Jane McCord, Amanda and Tabitha Pearson, and others whose names are not recalled. Many of these began with other teachers, and continued on with others afterward, accessions being made from time to time by the younger ones of the same families and new settlers in town.
Mr. Haines succeeded Bell, and taught in the frame building on Scioto street, up-stairs, where Mr. Henry P. Espy now lives. Among his pupils were two sons of David Vance (afterward County Treasurer), Elijah and Elisha. Haines incurred their animosity, and, seizing a favorable opportunity, they waylaid him and punished him severely, and, fearing the consequences, fled to Mississippi.
King and Britton then opened school in the log house, elsewhere spoken of, where Grace Church now stands. John and Dan Helmick, W. H. Hamilton, the Lowe, Holden, Hovey and Patrick boys were occupying the lowest forms. The leading incident of this school was the "barring " out of the teacher, who, with an ax, cut down the doors and barricades within.
Jonathan Chaplin taught about the year 1828, in what was called the Col- well property, near the creek, on West Market street; afterward in a house on the alley by the Baptist Church. Chaplin used to go down the alley during recess to Hunter's Tavern, now the Exchange, and the boys read the day's disasters in his face. He afterward taught in one of the rooms of the old academy. About this time, he reformed his habits of drinking, and became an active and exemplary preacher in the M. E. Church. James McBeth taught in the lower part of town, in the middle of the hazel brush. The boys never came in on call, and fairly ran the gauntlet when they came in. Mr. Murray and Mr.
Hamilton Davidson opened school about the same time, and, still later, New- ton Heylen, in the house before occupied by Chaplin, on Court street, and then in an upper room of the court house. Among the lady teachers may be named Mrs. Shaw and Miss Amanda Fish. Mr. A. M. Bolton taught a school in a brick house recently on the lot of W. W. Helmick, and known as Lawrence Miller's grocery, and afterward in the Ohio House, the site of the I. O. O. F. building.
In 1832-33, Mr. Harvey Marsh had a private school on the Colwell prop- erty, on West Market street, and afterward in the Mosgrove house, on Main street. He was popular as a teacher.
In 1833-34, he exchanged the school-room for merchandising, keeping an "' all-sorts store," with a decided leaning toward fowling-pieces and ammuni- tion. Some time after, he removed his stock in trade to a brick building on the west side of North Main street, a few doors below Court, where he con- tinued until he sold out in 1878. His establishment was generally looked upon as a curiosity-shop of old and odd things. He did not keep pace with the changing times, and marked his goods at the prices of fifty years ago, and it was said that on his shelves were pieces of delft-ware and prints, fish-hooks and
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HISTORY OF CHAMPAIGN COUNTY.
barlow-knives, which probably made part of his first invoice. But the purchaser could always find there what he could not get elsewhere. At the auction which followed the purchase of the stock, the bidding was brisk, and prices ran up for articles whose greatest merit was age. He still finds his way to the post office-wears a heavy coat and is muffled about the throat with an old-style ban- dana handkerchief, and seems the relic of a former generation.
In 1833, Edward Taylor taught in the east room of the academy. He was not a success as a teacher, but wrote a fine hand, and employed a considerable part of the school hours in writing for outside parties. He remained here but a few years, and removed to Cincinnati. When the rebellion was inaugurated, he volunteered in the Union army, was taken prisoner at Bull Run, and one among the first inmates of Libby prison. What became of him on his exchange from Libby we are not advised, but then he must have been old, and the chances are that he is dead. John Sample, during the years 1833-34-35, occupied the west room of the building. Sample was a fair scholar, and considered a successful teacher. He was quiet and reserved in his manners, and fond of lonely walks. The latter may be explained by the fact of his fondness for botany, and of his purpose to write a history of the flora of Champaign County, a purpose he was compelled to abandon on account of ill health. He died of consumption, shortly after giving up his school. He was understood to be the writer of a series of papers which appeared in the town journal, criticising a rival teacher, which provoked retaliation, and gave the public much interest at the time, and which will be remembered by some of the older citizens of the- then village. During Sample's time, a man named W. F. Cowles opened school in the east room of the second story of the old academy, and, in the competition, Taylor, who occupied the first-floor east room, abandoned the field. Cowles was understood to be a Yankee, which was synonymous with " Abolitionist," a " pestilent fellow," unworthy of ordinary respect. In fact, his opinions in regard to slavery and the slave-trade was that of hundreds of others of that day-exceedingly moderate compared with the opinions of the present time, and related mainly to the abstract question of right and wrong. The few- est number of the Abolitionists of 1830-40 had progressed far enough in their denunciations or opinions to accept the summing-up of John Wesley, as the " sum of all villainies." It was left for another generation, for the men who were then schoolboys and their children, to see the enormity of human bond- age. The morality or immorality of slavery was a mooted question, into which: passion, prejudice and early training entered largely, but with a growing senti- ment strongly against its unrighteousness. But even the advanced and most pronounced Abolitionists had no well-defined opinions as to the way in which" the evil was to be abated. They had faith to believe that public sentiment was: omnipotent in all questions of public policy, and that, when this sentiment should be educated to duly appreciate the enormity of the system, slavery would fall from its own weight. It is questionable whether the result would have been accomplished within a century, if slavery itself had not been aggres- sive. As a political question, its maintainers were not satisfied to hold it in abeyance, and, in politics, it became not only a power, but arbitrary. The issue, then, was only a question of time. Be all this as it may, Cowles was a very moderate Abolitionist, but did not make himself obnoxious by his open advocacy of Abolition opinions.
He was a fair scholar, and a born teacher, and was probably the first teacher of the town who used the inductive mode of reasoning as a system for the
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HISTORY OF CHAMPAIGN COUNTY.
school-room. He was also the first man to introduce the blackboard in schools. He soon had a full house, and was very successful, but, with all his learning and ability, he was crotchety. The next year he proposed a manual-labor school, in which the boys were to study half the day and cultivate a farm and garden the other half. The spot selected for a garden was several acres bor- dering on the town branch, nearly opposite the schoolhouse, on Water street. This lot was divided into strips of eight or ten feet wide, reaching the entire length ; each strip making a garden spot a little more than the usual size for a garden. The boys entered into the work with commendable zeal, and raised, not only the ordinary vegetables used in the household, but many of them had borders of pinks, four-o'clocks, and other common flowers, and, it must be confessed, some permitted the weeds to run wild and apparently take the ground. The soil was rich, and in the aggregate produced that year an enor- mous crop of vegetables. The farm selected for the manual-labor school exper- iment, contained ninety acres, adjoining town on the north, or northwest, belonging to John W. Hitt, through which the Cincinnati, Sandusky & Cleve- land Railway now runs, and was entered through a pair of bars, a little to the west of the bridge near the Catholic Seminary, on North Main street. The land lay between a line running westwardly from the bars and a parallel line running near the dwelling-house, the ruins of which still remain, the space extending back from a third to half a mile. It was in sod, and turned under that spring, and, in its roughly-plowed condition, was transferred to the young farmers, each boy taking from one to three acres, in strips clear through the land. The crop planted was mainly corn, some few added pumpkins, others white beans. Here and there were to be seen patches of potatoes, and nearly all tried their luck in a melon patch. The ground was broken, planted and tended after the approved style of that day, the seeds were dropped by hand and cultivated with a hand hoe, though quite a number cultivated their lit- tle patch with the "shovel plow " in addition to the use of the hoe. As the experiment was never repeated, it is doubtful, to use a phrase of to-day, whether it "paid." The melon crop, particularly, was a dead loss. The hoodlums, then as now, had a keen scent for a watermelon and where it grew, and a great corn-field afforded no concealment. ' The ripe ones were stolen, the large ones " plugged," and too often, with mere wantonness, the vines were destroyed. The "young farmers " ranged from twelve to seventeen years of age, and the growing corn received, in a number of cases, some outside help, more particularly where the shovel plow was in requisition. One instance is recalled, as indicative of the times : A colored man, named George Harris, was employed to assist in the corn-field with the shovel plow. He was a runa- way slave, had stopped in Champaign, as either a safe place, or to recruit, after his toilsome flight. His first employment was in this corn-field, on the patch assigned to Thomas Ogden. Harris was a capital hand, of medium size, strong, active and skillful. He spent the day in the corn-field, and at night made love to a colored woman whom Mr. David Ogden had brought from Virginia. One morning, young Ogden, on his way to school, saw a stranger with a handbill describing a runaway slave, and talking to a man named Kirkpatrick, who was known to make a business of capturing runaways. He at once hastened his steps to the corn-field where Harris was plowing, told him in a few words what he had seen, and added : "Now, George, if you have run away from the South, the best thing for you to do is to leave here as fast as you can." Harris was astounded at the news, said he was a runaway slave, and
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