The history of Madison County, Ohio, Part 48

Author: Brown, Robert C; W.H. Beers & Co., pub
Publication date: 1883
Publisher: Chicago, W.H. Beers & co.
Number of Pages: 1180

USA > Ohio > Madison County > The history of Madison County, Ohio > Part 48

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The Legislature of 1822-23 broke up without having taken any definite action upon the report presented by the commission, but, during the sum- mer and autumn of 1824, the subject of the sale of the school lands was warmly agitated, and the friends of this measure triumphed over the oppo- sition so far as to elect large majorities to both branches of the General As- sembly in favor of its being made a law. The quantity of land set apart was ascertained, in 1825, to be a little more than half a million acres and was valued at less than $1,000,000.

Having now briefly related the facts connected with the school lands, we will pass on to the Legislative enactments through which they were dis- posed of. On the 17th of February, 1809, the lands belonging to the Vir- ginia Military District were authorized to be leased and the proceeds there- of paid into the State Treasury for the future use of the schools. From 1810 up to 1824, acts were passed at nearly every session of the Legisla- ture more fully describing the condition of those leases and disposition of moneys accruing therefrom. In 1827, a law was enacted directing a vote to be taken in the district as to whether these lands should be sold or not. The vote decided in favor of selling, and, January 28, 1828, the Legislature ordered them to be sold. In 1829, an act authorized the distribution among the several counties, or parts of counties, in said district, the sum of $54, - 000 of school moneys, then in the State Treasury, Madison County receiv- ing as her share $2,075.343. This distribution, however, was for some cause postponed by an act passed January 21, 1830, until May 1, 1830. The manner of apportionment was as follows: The School Directors delivered to the County Auditors a list of white children in their respective districts, between the ages of four and sixteen; the County Auditors transmitted said lists to the Auditor of the State, who divided the school fund among the several counties, or parts thereof, according to the foregoing enumeration. From that time up to the present this principle has been carried out, each county receiving annually its quota of moneys derived from this school fund. The reader must bear in mind, however, that the school age was changed whenever the General Assembly saw fit to do so, or considered such a change necessary or judicious.

PIONEER SCHOOLS.

In the early development of Madison County, a great variety of influ- ences were felt in the way of general education. The settlements were, and for years continued to be, sparse. The people, as the pioneers of all new counties are, were poor and lacked the means of remunerating teachers. Their poverty compelled all who were able, to labor, and the work of the females was as important and toilsome as that of the men. Added to these, both teachers and books were scarce. This condition of things continued

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perhaps for more than a quarter of a century Taking these facts into con- sideration, it is surprising that they had any schools whatever.

The interest awakened in literature and science immediately after the Revolution, followed the pioneers to their Western homes; but, to make their efforts productive of useful results, time became absolutely necessary. Just as soon as the settlements were prepared for the experiment, schools were opened; but at every step it was the acquisition of knowledge under difficulties. Everything connected with them was as simple and primitive as were their dwellings, food and clothing. Houses were built in the va- rious neighborhoods as occasion made necessary, not by subscription in money, but by labor. On a given day, the neighbors assembled at some place previously agreed upon, and the work was done. Timber was abund- ant; they were skilled in the use of the ax, and. having cut logs of the re- quired length out of it, the walls were raised. The roof was made of clap- boards, kept in place by heavy poles reaching the length of the building. The door was of clapboards and creaked on wooden hinges, the latch of wood and raised by a string. The floor was " puncheon," or trees split in the middle, tolerably true, the edge and face being dressed with the ax. The crevices between the logs forming the walls were filled with " chinks," or split sticks of wood, and daubed with mud. The fire-place was equally rude, but of ample dimensions, built on the outside of the house, usually of stone, 10 the throat of the flue, and the remainder of the chimney of split sticks of wood, daubed with puddled clay within and without. Light was admitted through the door and by means of an opening made by cutting out one of the logs, reaching almost the entire width of the building. This opening was high enough from the floor to prevent the boys from looking out, and in winter was covered with paper saturated with grease to keep out the cold, as well as to admit the light.

In the rural districts, school "kept" only in winter. The furniture corresponded with the simplicity of the house. At a proper distance below the windows, auger holes were bored in a slanting direction in one of the logs, and in these strong wooden pins were driven, and on these a huge slab or puncheon was placed, which served as a writing-desk for the whole school. For seats, they used the puncheon, or, more commonly, the body of a smooth, straight tree, cut ten to twelve feet in length, and raised to a height of twelve to fifteen inches by means of pins securely inserted. It has been said that not infrequently the pins were of unequal length, and the bench predisposed to "wabble." Many of the pioneer "masters " were natives of Ireland, who had fled from the cruel oppression of the English Government, prior to and succeeding the struggle for Irish independence, in 1798, and here in this land of freedom were putting to good nise that education obtained in their native isle. Thus did the oppression of En- gland inure to the benefit of the young Republic; and the literary ability of Irishmen, like their military prowess in the Revolutionary war, do much toward founding and building up this great free and enlightened nation. Dr. Johnson's notion that most boys required learning to be thrashed into them was practically carried out in the pioneer schoolhouse. The pupils sat with their faces toward the wall, around the room, while the teacher oc- cupied the middle space to superintend each pupil separately. In some rooms a separate beuch was furnished for those too young to write Classes, when reciting, sat on a bench made for this purpose.

The books were as primitive as the surroundings. The New Testament was a common reading book; the "English Reader" was occasionally

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found, and sometimes the " Columbian Orator." No one book was common in all the families. The reading class recited paragraphs alternately, and the book in use was made common property, passing from hand to hand during recitation. It was not unusual for the teacher to assist a pupil in one of his "sums," discipline a refractory scholar, and hear the reading-class while the reading was going on. Deibold, Smiley and Pike's Arithmetic were commonly used, with the examples for practice almost exclusively in pounds, shillings and pence, and a marked absence of clear rules and defi- nitions for the solving of the different divisions. Webster's " American Speller " was the ordinary spelling-book, which afterward made way for Webster's " Elementary Speller." This latter book maintained its popu- larity for half a century. The spelling class closed the labors of the day. All who could spell entered the "big class." and the rivalry was sharp as to who should rank first as good spellers. The class was numbered in the order in which they stood in line, and retained the number until a " miss " sent some one above them. Spelling-matches were frequent, and contribut- ed largely to make good spellers. Grammar was not often taught, partly for the reason that books were hard to get, and partly because some of the teachers were not proficient in this branch of learning. When the science was taught, the text-book was the earlier and larger edition of Murray, which, by the close of the first quarter of the century, was largely super- seded by " Kirkham," which, though of little real merit, stimulated a taste for grammar. The boys and girls went to the same school, but sat on op- posite benches. It occasionally happened that teachers were employed who had learned that an elephant may be led by a hair, or more probably were blessed with gentle natures, and won the hearts and life-long affection of their pupils by their pleasant and loving ways; but these were exceptions. The standard of excellence was often measured by the ability and swift readiness to thrash the scholars on any provocation. Disobedience and igno- rance were equally causes for the use of the " hickory." "Like master, like boy." The characteristics of the one tended to develop a corresponding spirit in the other, and the cruelty of the one, with the absence, too fre- quently, of all just discrimination in the use of the rod, excited animosities which lasted through life. There were few boys of that day who did not cherish the purpose to " whale " the " master " on sight at some future day.

The schools were supported by subscription, the charge being from $1 to $3 per term of three months, during winter, to begin at 8 o'clock in the morning, with an hour to an hour and a half recess at noon, and close at 5 o'clock. One-half of Saturdays, or alternate Saturdays, made part of the term. Writing was taught to all the larger pupils, and the only pen used was the goose or turkey quill, made into a pen by the skillful hand of the teacher. Mending the pens was an essential part of the work. Copy-books were made of sheets of foolscap paper stitched together, and copies were " set " by the teacher during recess, which were commonly taken from the maxims in use from time immemorial. Sometimes the teacher was partly paid in produce or other commodities, which were the equivalent to him for money, while his support was often obtained by "boarding around." Money was scarce, and to make change it was usual to halve and quarter pieces of silver coin with an ax or heavy chisel.

The introduction of schools in one settlement was an incentive to their speedy adoption in all. The above description applies to all the earliest schoolhouses erected. The building of saw-mills and the opening-up of wagon roads brought about a better order of things, and plank, weather-

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boarding and glass took the place of clapboards, puncheon floors and log benches. For the history of the pioneer schools in the different localities of Madison County, the reader is referred to the history of London, and the several townships thereof, where the subject is fully written up from the rec- ollections of the oldest living pioneers.

GROWTHI OF EDUCATION.

The gradual development and progress of education in Ohio was en- couraged and fostered by State laws that were the germs from which came forth the present common school system, and, believing that a brief synopsis of these enactments would be of value in this article, we have culled the following facts from the Ohio statutes, which we trust will assist the reader in understanding more thoroughly the history of the schools in the Scioto Valley, up to the adoption of the new constitution. On the 2d of January, 1806, three Trustees and a Treasurer were authorized to be elected in each township, for the purpose of taking charge of the school lands, or the mnon- eys arising therefrom, and applying the same to the benefit of the schools in said township. In 1810, this act was more fully defined, and, in 1814, every scholar was entitled to his or her share of said school fund, even when attending a school outside of their own township. In 1815, these moneys were distributed according to the time of school attendance, an account of which each teacher was required to supply to the Trustees, and the appor- tionment made accordingly. No act of any importance was then passed until January 22, 1821, when a vote was ordered to be taken in every town- ship for the purpose of deciding, for or against, organizing the same into school districts; also, for the election of a school committee of three persons, and a Collector, who was also Treasurer in each district. These commit- tees were authorized to erect schoolhouses in their respective districts, on land donated or purchased for that purpose, said schools to be paid for by donations and subscriptions, together with the taxes raised for such pur- pose. This act authorized that all lands located in said districts liable to State or county taxation, were also liable to taxation for erecting school- houses and for educating the children of those unable to pay for schooling. Parents and guardians were assessed in proportion to the number of chil- dren sent to school by them, but those unable to pay had their assessment remitted, and such deficiency was paid out of the fund raised by taxation. Of course, the moneys accruing from the school lands went into the school fund held by the Treasurer of each district.

The first general school law was passed February 5, 1825, and it pro- vided " that a fund shall hereafter be annually raised among the several counties in the State, in the manner pointed out by this act, for the use of common schools, for the instruction of youth of every class and grade with- ont distinction. in reading, writing, arithmetic and other necessary branches of a common education." This was in harmony with the constitution, which asserted that schools and the means of instruction should forever be encouraged by legislative provision. This act provided for a general tax to be levied for the fostering of common schools throughout the State, which was to be collected annually and used for general educational purposes. Three School Directors were to be elected annually in each district, to trans- act the business of said schools, erect buildings, employ teachers, receive and expend all moneys derived from any source, etc. The Court of Com- mon Pleas in each county was authorized to appoint annually " three suit- able persons to be called Examiners of Common Schools." whose duty it was

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to examine teachers for qualification and grant certificates; also, to visit and examine the schools throughout the county. If any district neglected to keep a school therein, at any one time for the space of three years, its proportion of the school fund was divided among the other districts in said township that employed teachers. The school fund of each county was taken charge of by the Auditor, who distributed the same between the sev- eral townships. In 1827, this act was amended. The Directors were in- structed to appoint a Treasurer for each school district. Fines imposed by any Justice of the Peace, for offenses committed in any given district, were to be paid to the Treasurer, to be used for the support of education in said dis- trict. Taxes were levied to build new houses and repair old ones. Every householder, whose tax was less than $1, had to pay that amount, or give two days' labor toward the building or repairing of schoolhouses The number of Examiners was increased, but at no time were they to exceed the number of townships in the county.

In February, 1829, a law was enacted providing more fully for general education, but the children of black or mulatto persons were not permitted to attend these schools, nor were such persons compelled to pay taxes to .. ward the support of the same. The official term of Examiners was desig- nated as two years, and their number to be not less than five in each county, nor more than one in each township thereof. Whenever the regular school fund ran short, the teachers, if not paid by voluntary subscription, were to be paid by those sending scholars to said schools. Often the regular fund did not pay for more than three months' schooling annually, so that even then the schools, though slowly improving, were anything but flourishing. The act of 1830 did not materially improve them, and. in March, 1831, the following clause appears in a law relative to raising the school fund. It says a general fund shall be raised "for the instruction of the white youth of every class and grade," so that, although Ohio was a free State, a black man was debarred from the educational advantages accorded to his white brother, and, though his body was not kept in slavery. his mind was kept in ignorance, as far as the State laws had the power to do so. With all this injustice, the property of negroes was exempt from taxation for school purposes, which was at least a small grain of justice to the despised race. The school age was changed so as to include those between four and twenty- one years, and the number of Examiners read "not less than five in each county, nor more than two in each township."

On the 2d of March. 1831, an act was passed authorizing the establish: ment of a fund to be designated " The Common School Fund," the income to be used for the support of common schools. All moneys arising from the sale of school lands were to be put into this fund, and the State guaranteed a certain interest on all such moneys paid into the State Treasury. The County Auditors were authorized to draw said interest and distribute it among the several districts in their respective counties, to which said lands originally belonged. Donations and bequests were also put into this fund and used for the same general purpose. These moneys, however, were to be funded annually, until January 1, 1835, after which date the interest was divided among the several counties in proportion to the number of white males over twenty-one years of age residing therein.

Up to this time women were not eligible as school trachers, for we find that an act was passed December 23, 1831, allowing Directors to employ female teachers, but the Directors had to signify in writing to the School Examiners that it was the desire of the inhabitants of said district to em-

John & Searle

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ploy " a female teacher for instructing their children in spelling, reading and writing only." The Examiners were then empowered to give the lady " a special certificate " to teach those branches. It is unnecessary for us to comment on this injustice; we take it for granted that the most illiberal of men will agree with us that this discrimination against women was a griev- ous wrong and unworthy of this great commonwealth. In 1833. other pro- visions and amendments were made to the school laws, whose object was to increase their influences. but no material changes were made in former ones.

The office of State Superintendent of Schools was created March 7, 1837, and made permanent a year from that date. He was elected by the General Assembly for a term of five years, but, on the 23d of March, 1840, the office was abolished, and the Secretary of State required to perform the duties thereof. In 1838, a fund of $200,000 was provided for, to be annually distributed among the several counties, according to the number of white youth, unmarried, between the ages of four and twenty-one. It was known as the "State Common School Fund," was reduced, March 7, 1842, to $150,000, and again raised to $300,000 on the 24th of March, 1851. By Article VI of the New Constitution, it is declared that the principal of all funds accruing from school lands, donations or bequests, "shall forever be preserved inviolate and undiminished." It was enacted by the law of 1838 that the Township Clerk should be Superintendent of Schools within his township, and this law remained in force until the re-organization of the school laws under the new constitution in 1853. By this same law, the County Auditor was endowed with the position of Superintendent of Schools throughout the county. The number of School Examiners was reduced to three members for each county, who were appointed by the Court of Com- mon Pleas.

On the 16th of March, 1839, an act was passed providing for the estab- lishment of night schools in towns, wherein male youth over twelve years of age, who could not attend school in the daytime, might be instructed. This law also enacted that scholars could attend German schools, and yet receive their quota of school money. Subsequently, the German language was introduced into the schools as a part of the regular studies.

SCHOOLS FOR COLORED YOUTH.

On the 24th of February, 1848, a law was passed authorizing the es- tablishment of separate schools for colored children. This law was amended in 1849, and was thought by many to be contrary to the spirit of the con- stitution, but the Supreme Court declared it constitutional. Separate school districts were authorized to be organized and managed by Directors chosen by the adult male colored tax-payers, whose property was alone chargeable for the support of said schools. Colored children were not really debarred under the constitution at that time from attending the schools of white children, but it amounted to about the same thing as the objection of any parent or guardian whose children attended said school prevented the at- tendance of colored youth. Thus the law existed until 1853. when the schools for colored children were placed npon the same basis as those for white. By the law of 1853, boards of education were directed, whenever the colored youth in any school district numbered more than thirty. to es- tablish a school for them. This law was so amended in 1864 that two or more districts could unite for the same purpose. Much trouble has been caused in different towns by the colored people insisting on sending their

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children to the school for whites. In some places little or no opposition has been manifested, while in others a bitter struggle resulted. In the country districts, white and colored children usually attend the same school, and, as far as we have investigated the plan, it seems to work harmoniously.

PRESENT GOVERNMENT OF SCHOOLS.

The school law of 1853 made ample provision for the education of every class and grade of youth within the State. We have seen in the preceding pages that those who participated in the organization of the Northwest Ter- ritory, and subsequently the State, recognized religion, morality and knowl- edge as necessary to good government and the happiness of mankind. We have also seen the gradual development of education from its earliest incep- tion in the State up to its present permanent foundation through the law of 1853. Under the present law, the State is divided into school districts as fol- lows: City districts of the first class, city districts of the second class, village districts, special districts and township districts. To administer the affairs of the districts, and to look after and promote the educational interests there- in, the law has provided for the establishment of boards of education in each district. These boards may acquire real or personal property for the use of their districts, and are required to establish schools for free educa- tion of the youth of school age, and may establish schools of a higher grade than the primary schools. They are to determine the studies to be pursued and the text-books to be used in the schools under their control; to appoint Superintendents of schools, teachers and other employes, aud fix their sal- aries. They are authorized to make such rules and regulations as they may deem expedient and necessary for the government of the board, their ap- pointees and pupils.

The State Commissioner of Common Schools is elected by the people, and his official term is three years. He is required to superintend and en- courage teachers' institutes, confer with boards of education, or other school officers, counsel teachers, visit schools and deliver lectures calculated to promote popular education. He is to have a supervision over the school funds, and has power by law to require proper returns to be made by the officers who have duties to perform pertaining to schools or school funds. It is his duty to give instructions for the organization and government of schools, and to distribute the school laws and other documents for the use of school officers. He is required by law to appoint a Board of State Ex- . aminers, consisting of three persons, who hold their office for two years. This board is authorized to issue life certificates to such teachers as may be found, upon examination. to have attained " eminent professional experience and ability." These certificates are valid in any school district in the State, and supersede the necessity of all other examinations by the county or local boards of examiners. Each applicant for a State certificate is re- quired to pay a fee of $3.

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The history of Madison County, Ohio, Part 48

Author: Brown, Robert C; W.H. Beers & Co., pub Publication date: 1883 Publisher: Chicago, W.H. Beers & co. Number of Pages: 1180

Author: Brown, Robert C; W.H. Beers & Co., pub
Publication date: 1883
Publisher: Chicago, W.H. Beers & co.
Number of Pages: 1180