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EDUCATIONAL 
 HIS TOR Y of OHIO 
 
 A History of its Progress Since 
 the Formation of the State 
 Together with the Portraits 
 and biographies of Past and 
 Present State Officials /n /^ si 
 
 By 
 
 JAMES J. BURNS 
 
 HISTORICAL PUBLISHING CO. 
 
 COLUM'BUS, OHIO 
 I go 5 
 

 LIBRARY of CONGRESS 
 fwo Copies rtecttvcu 
 
 MAY 23 iaU5 
 ouass Cty XXc. Noi 
 
 //6/02- 
 
 COPY B. 
 
 COPYRIGHTED 
 
r 
 
 fO 
 
 To the Memory 
 
 of My ff^ife 
 
PREFACE 
 
 'W'M W HAT this book contains, so far as the making of it was his. and what 
 ^L j^jl the writer's purpose was, had been written out with some degree of 
 fuhiess when the reflection came that there would be a table of con- 
 tents : and close upon that struggled the hope that the answer to the second 
 question will appear to the reader who honors the book as a book loves to be 
 honored by reading it. 
 
 The truth needs no affirmation that the work of educating a people is, by 
 divine and human appointment, allotted to a series of agencies. One of the 
 Humboldts said that whatever goes to make a man what he is, or to keep him 
 from being what he is not. is part of his education. Then, the story of what- 
 ever has lent its aid to make a State what it is, or to prevent its being what 
 it is not, is part of its educational history. 
 
 For a problem easy to ask, but not the prey of the arithmetician's pencil, 
 <letermine what fraction of the result called education comes from home in- 
 struction, from the church and the Sunday-school ; from the lecture platform, 
 the political "stump," and the theater; from the playground and the work- 
 shop; from the club and the loafers' corner; from the public reading room 
 and the shady end of the news counter ; from the family newspaper in that 
 holiest of c'ubs, around the fireside and the evening lamp; from the soiled 
 volume in the old school library vvhich unlocked the treasures of knowledge 
 and culture for some humble pupil, so that, though his school days were over, 
 liis education, his spiritual building, continued. 
 
 Out of a longer list the writer chose the topics presented in the table, as 
 nearest his purpose. It might be possible, for the day of miracles is not past, 
 to write an educational history by harnessing all these subjects abreast; but 
 the attempt would argue a degree of temerity higher than that of I'haethon, 
 though it could not, like his. set things afire. The only way, and perhaps the 
 best way. was to drive tandem. If occasionally the lines have crossed, will tne 
 reader not be pleased to skip the duplication, or kindly believe there is a pur- 
 pose in it ? 
 
 Sometimes the relation lingered into tediousness. The material was a mul- 
 titude of items each in itself small and even insignificant to an eve not armed 
 with the lens of interest, but in the mass they picture scenes and concHtions 
 passed, or passing, out of sight. May they revive pleasant niemuries in one 
 
reader; comment upon the present to another; and for both, help to illustrate 
 the great science of sciences, human nature. 
 
 The portion of the book for which I am responsible — let me speak for 
 myself in concluding — is that announced in the "Contents." By agreement, 
 the higher instiutions of learning were not assigned to me, nor was the com- 
 piling or writing of local histories and sketches of actors in the living present. 
 
 My thanks are due to many who consciously or unconsciously helped me. 
 This applies especially to the chapters of sketches concerning the hves of some 
 of those who were spent in the service, and are not. 
 
 Dr. W. H. V'enable, poet, historian, man — gave wise counsel, or the exe- 
 cution had been more devious than it is ; though for the plan he is in nowise 
 to blame. 
 
 State Librarian Galbreath and State School Commissioner Jones lent an(l 
 sent some lacking material with such prompt courtesy that it was a plec..->ure to 
 go a-begging. What some others have done is noticed in connection. 
 
 If my equipment, in view of the conditions under which the work was 
 urged along, have proved inadequate to the ambitious task, and, in conse- 
 quence, the result fail to win good opinions from my life-long friends, and 
 also from readers whose estimate shall be strictly impersonal, I shall not expect 
 to find an antidote for my discomfiture. Ten times truly it will not be a belief, 
 real or feigned, that the grapes are sour. 
 
 James J. Burns. 
 
 St. Petersburg, Florida, February 25, 1905. 
 
CONTENTS 
 
 CHAPTER I PAGE 
 
 Introduction 3 
 
 CHAPTER H 
 
 The Beginnings of Ohio 11 
 
 Advertisement 1- 
 
 CHAPTER HI 
 
 Early Schools 21 
 
 Pioneer Schools of Washington Connty 23 
 
 CHAPTER IV 
 
 School Lands and Scliool Fnnds 41 
 
 The Irredncihlc Debt 45 
 
 CHAPTER V 
 School Districts 53 
 
 CHAPTER VI 
 The Akron Law 'jl 
 
 CHAPTER VII 
 
 1853: Before and After 69 
 
 Condition of the Schools Prior to the Act of 1853 as it appeared to Comity Andi- 
 
 tors and Described in the Reports to the State Commissioner of Schools . 72 
 Condition of the School Laws Prior to the Act of 1X53 as Painted by the Secre- 
 tary and County Auditors 74 
 
 Opinions of the School Laws After the Act of 1853 76 
 
 As to the Condition of the Schools After the Act of 1853 78 
 
 CHAPTER VIII 
 The College of Teachers 85 
 
 CHAPTER IX 
 
 The Ohio Slate Teachers' Association 93 
 
 Sessions of the State Teachers' Association 99 
 
 CHAPTER X 
 The County Institute 105 
 
 CHAPTER XI 
 Connty and Local Examination of Teachers 119 
 
 CHAPTER XII 
 
 County Supervision 131 
 
 Some L^tterances from the Commissioner's Office 136 
 
 Opinions of County Examiners, 1808 143 
 
CONTENTS 
 
 CoiiiUy Supervision — Continued. page 
 
 County Examiners, 1878 144 
 
 Township Superintendents 141) 
 
 CHAPTER XIII 
 
 Local or Sectional Associations 151 
 
 The Northeastern Ohio Teachers' Association 152 
 
 The Central Ohio Teachers" Association 153 
 
 The Northwestern Ohio Teachers" Association 157 
 
 The Eastern Ohio Teachers" Association Hi" 
 
 The Southeastern Ohio Teachers" Association Hi- 
 
 The Scioto Valley Teachers" Association Hi'- 
 
 The Southwestern Ohio Teachers" Association \& 
 
 CHAPTER XIV 
 
 State Supervision : 'i'he Superinteiuk-nt. The Commissioners Hi" 
 
 The Superintendents I'ii 
 
 The Commissioners 1'- 
 
 Portraits of — 
 
 Samuel Lewis — 188T-184H ITS 
 
 Hiram H. Barney — 1854-18:)T Ir-i 
 
 Anson Smyth — 1857-18liM 178 
 
 Emerson E. White — 18(;:-!-18li(; 173 
 
 John A. Norris— 18(i(i-18(il) 175 
 
 Wm. D. Henkle— 18(if»-1871 175 
 
 Thos. W. Harvey — 1871-1S7:, 175 
 
 Chas. S. Smart — 1875-1878 175 
 
 J. J. Bums — 1878-1881 177 
 
 D. F. DeWolf— 1881-1884 177 
 
 Leroy D. Brown — 1884-1887 177 
 
 Eli T. Tappan — 1887-188S 177 
 
 John Hancock— 188,s;-lS!ll 17!i 
 
 Chas. C. Miller— 18!lI-18iW 171i 
 
 Oscar T. Corson — 18;ii'-18ll8 M' 
 
 L. D. Bonehrake— 18II8-19II4 17!l 
 
 Text-Books 18.' 
 
 CHAPTER XV 
 
 Academies and Other Private Schools 187 
 
 CHAPTER XVI 
 
 The Passing of the Word "White"' ^'■''> 
 
 CHAPTER XVII 
 
 Tlie Township District '-"•^ 
 
 CHAPTER XVIII 
 
 Graded Schools (1) -'•■' 
 
 CH.XPTI'R IX 
 
 Graded Schools (2) 
 
 28 
 
 Schools for the Deaf . . --"-'4 
 
CONTENTS 
 
 Graded Schools CJ ) — Conliniitd. page 
 
 Compulsory Attendance 224 
 
 Reading 228 
 
 Constitution of Columljus Educational Association . 232 
 
 Columbus Branch of tlie O. T. R. C 232 
 
 CHAPTER XX 
 
 Libraries and Educational Papeis 237 ■ 
 
 School Libraries 238 
 
 The State Library 240 
 
 The Ohio Liljrary Association 243 
 
 Educational Papers 244 
 
 CHAPTER XXI 
 
 Other State Associations 249 
 
 The Ohio Teachers" Federation 249 
 
 The Association of Ohio Teachers' Examiners 253 
 
 Ohio Tmvnship Superintendents' Association 255 
 
 Ohio State Archaeological and Historical Society 257 
 
 Brief History .... 258 
 
 Articles of Incorporation 259 
 
 Archaeological Department . . 259 
 
 Publications of the Society 259 
 
 The Centennial Celebration 260 
 
 Clark's Conquest ... 2(jl 
 
 Archaeological History of Ohio 'iill 
 
 CHAPTER XXII 
 
 Other State Educational Institutions 265 
 
 The School of the Sailors' and Soldiers' Orphans' Home 205 
 
 The Ohio State School for the Blind 267 
 
 History of the Education of the Deaf in Ohio 269 
 
 Institution for the Education of Imbecile Youth 272 
 
 Board of Tru-tecs -.'74 
 
 Superintendent . . 274 
 
 The Boys' Industrial School . . ■_'75 
 
 Girls' Industrial Home . . 27(i 
 
 Ohio State Reformatory 277 
 
 CHAPTER XXIII 
 
 The Ohio Teachers' Reading Circle 283 
 
 Board of Control. May 13. line, ... ... .283 
 
 Portrait of . , , , .284 
 
 CHAPTER XXI\" 
 
 The State Board of School E.xriminers 293 
 
 Portrait of . -295 
 
 CHAPTER XXV 
 
 The Slow Growth of the School System . . 3l)l 
 
 CHAPTER XXVI 
 
 Normal Schools in Ohio 307 
 
 State Normal Schools 307 
 
CONTENTS 
 
 Normal Schools in Ohio — Continued. page 
 
 State Normal School — Ohio University (Illustration) . Opposite jiage 31.") 
 
 Private Normal Schools 316 
 
 City Normal and Training Schools 319 
 
 CHAPTER XXVII 
 
 Universities of Ohio 3-21-3-23 
 
 The Ohio State University, Columbus, Franklin County 323 
 
 The Growth of the Univer-ity 325 
 
 The University of Cincinnati, Cincinnati, Hamilton County 32ti 
 
 Miami University, Oxford, Butler County 328 
 
 Colleges FoL'NDEn as Close Corporations by Private lNiiivii)UALS .... 320 
 
 Franklin College, New Athens, Harrison County 330 
 
 Western Reserve University, Cleveland . 330 
 
 Adelbert College 3.30 
 
 The Medical College 332 
 
 The College for Women 332 
 
 The Fr.mklin T. Backus Law School 333 
 
 The Dental College 333 
 
 The Gradu-ite School 333 
 
 Oberlin College, Lorain County 333 
 
 Lake Erie College and Seminary, Painesville, Lake Couniv 33(1 
 
 Antioch College, Yellow Springs, Greene County 33i 
 
 The Western College for Women, Oxford, Butler Couity 338 
 
 V The National Normal LTniversity, Lebanon. Warren County 338 
 
 Case School of Applied Science, Cleveland, Cuyahoga C<vr-.ty 330 
 
 Denominational Colleges — 
 
 Kenyon College, Gambler, Knox County 340 
 
 St. Xavier's College, Cincinnati, Hamilton County 341 
 
 Muskingum College, New Concord, Muskingum County 341 
 
 Ohio Wesleyan University, Delaware, Delaware County 342 
 
 Baldwin University and German Wallace College, Berea. Cuyahoga County . . 343 
 
 Mt. LInion College, Alli-mce, Stark County 344 
 
 Otterbein University, Westerville, Franklin County 34-j 
 
 Hiram College, Hiram, Portage County 34ii 
 
 Urbana University, LTrbana, Champaign County . , 34. 
 
 Heidelberg Univer.-ity, Tiffin, Seneca County .... 34S 
 
 Cai'ital University, Columbus, Franklin County 340 
 
 x-Wilberforce University, Wilberforce, Greene County 3.MI 
 
 / Scio College, Scio, Harrison County 3.)1 
 
 The University of Wooster, Wooster, Wayne County 3.M 
 
 "■ Ohio Northern University, Ada, Hardin County 3.")3 
 
 Buchtel College. .Akron, Summit County 3.):! 
 
 Wilmington College, Wilmington. Clinton County 3.")4 
 
 Rio Grande College, Rio Grande, Gallia County 3.).") 
 
 Ashland University, .Ashland County 3-5ii 
 
 Findlay College, Findlay, Hancock County 3.iii 
 
 Defiance College, Defiance County ■^•"_ 
 
 St. Ignatius College, Cleveland. Cuyahoga County 3.ii 
 
 Lima College, Lima, Allen County 3-ii 
 
 Cedarville College, Cedarville. Greene County . 3.)8 
 
 Ohio University, .Athens, Ohio 358 
 
 Ewing Hall. Main Building. Ohio University ( Illustration) 3.58 
 
 Petition to Congress 3()0 
 
 Tin- r.i,,n-Skin l.ibrarv *'- 
 
CONTENTS 
 
 Universities of Oliio — Continued. page 
 
 The First Graduate .'563 
 
 "Sunset" Cox 364 
 
 John Brough 365 
 
 An Outline History of Denison University . . M'l 
 
 Marietta College 370 
 
 Wittenberg Co' lege 372 
 
 CH.\PTF.R XXVIII 
 
 Public Schools 377 
 
 Public Schools of Cleveland 377 
 
 Public Schools of Cincinnati 384 
 
 Public Schools of Columbus 388 
 
 The Old State Street School Association 391 
 
 Portraits of 39i' 
 
 Brief History of the Toledo Public Schools 395 
 
 Boards of Education 395 
 
 Superintendents 395 
 
 CHAPTER XXIX 
 
 Biographical Sketches (I) 401 
 
 A Note - 401 
 
 CHAPTER XXX 
 
 Biographical Sketches (2) 419 
 
 CHAPTER XXXI 
 
 Biographical Sketches (3) 437 
 
 CHAPTER XXXII 
 
 Biographical Sketches (4) 453 
 
 Index to Portraits and Biographies 753 
 
CHAPTER I 
 
 INTRODUCTION 
 
INTRODUCTION 
 
 CHE niost picturesque definition or rather description of Ohio, when it was 
 proposed to make a State out of the eastern division of the territory 
 north of the Ohio River, was given shape by the brilliant but erratic 
 Randolph of Roanoke: A mere geographical diagram beyond the Ohio River, 
 of vast deserts of woods inhabited by the Aborigines. 
 
 It is not our plan to try to imitate the inimitable Knickerbocker and go 
 back tu start our story at the beginning of creation, but it may, before it sets 
 out in the direction of modern Ohio and the twentieth century, ask permission 
 to think at least of a time when only the Aborigines hunted and fought, lived, 
 loved, and died in this fair broad expanse of forest and prairie, when "the rank 
 thistle nodded in the wind and the wild fox dug his hole unscared" by any 
 white man's footfall. 
 
 But the scene changes and the paleface began not only tij find his way to 
 the Indian villages, but to scare off the game: and, at his (_nvn will, to take 
 possession, to play the landlord: and it must have been one of the strangest 
 of tales ever told into human ears, when an Indian learned that two great 
 nations on the (.)ther side of the big water each claimed this his land for its 
 own, and not only did they claim it but were killing each other to gain possession 
 and an adverse right : that he, the child of the Great Spirit was not considered 
 in this long dispute for jurisdiction : that away toward the rising sun and where 
 the lieautiful Ohio is l)orn, a young Virginia officer gave a command to his little 
 company of soldiers, their obeying which was the first shot in one of these 
 bloody arguments between English and French, — a "young man" who should 
 live to be the .greatest, best, of all the white fathers, his name the svmbol of 
 integrity and patriotism over all the world during the coming centuries. 
 
 Neither is this tale for our telling. The writer of the Short History of 
 the En.glish Peo]3le wrote its final sentence: The fall of Montcalm (1759) in 
 the moment of his defeat completed the victory, and the submission of Canada 
 (1763) put an end tii the ilream of a French empire in America. In breaking 
 through the line with which France had striven to check the westward advance 
 of the English colonists, Pitt had unconsciously changed the history of the world. 
 His conquest of Canada, by removing the enemv, the dread of whom knit the 
 colonists to the mother country, and by flinging open to their energies, in the 
 days to come, the boundless plains of the West, laid the foundation of the 
 United States." The eloquent historian conceives of this "foundation" as con- 
 sisting of two broad hutments — independence of the thirteen colonies, and. 
 altogether as essential, a fair chance for colonies to multiply upon the face of 
 the continent. 
 
 The Indian already alluded to. would be pardoned, if he were a follower. 
 in doctrine, of the eminent philosopher who taught that war is man's natural 
 condition. He had seen the En.glish and the colonists fighting against the French. 
 
EDUCATIONAL HISTORY OF OHIO 
 
 and adding to the Liritish Empire this great Ohio valley: and long before the 
 chins of infants born near the close of the war were ""rough and razorable," he 
 saw British soldiers and '"embattled farmers" from N'irginia in a struggle for 
 this same territory on the sunset side of the (.)hio. In the final adjustment 
 between England and her revolted colonies — if "final" is not premature — the 
 treaty line left the terrilnry in the L'nited States. It was no longer Indian or 
 French or ISritish, Init American, using that word as of equal content with 
 United States; but. as to the line, mie point is somewhat in the dark, the reason 
 why they did it. Was it the bold marching, the matchless hardihood, the shrewd 
 strategy of the "Hannibal of the West," George Rogers Clarke, or was it diplom- 
 acv, — one of the great moments of history when the pen is mightier than the 
 sword ? 
 
 In Judge Law's Address before the Historical and Antiquarian Society of 
 Vincennes, 1873, is the following: .And what is yet nmre astonishing, is the 
 fact, that a battle (the capture of Post Vincennes) which decided the fate of 
 an empire, a campaign which added to our possessions a country mure than 
 equal in extent to the united kingdoms oi England, Scotland, and Ireland, lias 
 scarcel\- even a page of our revolutionary annals devoted to its details, or making 
 even honoral)le mention of the brave and gallant men who so nobly conducted it. 
 
 What was true as to the failure just noteil did not continue irue during the 
 century. Mention most honoralile has been made by historian, jurist, and novel- 
 ist, and the story of that famous march is familiar to our ears as twice tiild tales. 
 
 Judge Cooler's Michigan, American Commonwealth Series, contains these 
 passages: Thus by the invincible liraver)- of a single man * '■' * the North- 
 west was con(|uered and held for N'irginia. The title of the .State was doulnful 
 before, but now with "nine points of the law" in her favor, she made practical 
 assertion of her right. The possession bad national conse(|uences of the highest 
 value. Elsewhere Clark's campaign is termed a conquest which the slate had 
 made complete and eiifectual by the organization of counties and the establish- 
 ment of civil government. 
 
 Senator Lodge in his story of tlie .-\merican Revolution is positive that 
 when the treaty of peace was made at Paris, the boundar. of the United States 
 went to the Lakes on the north, and to the Mississippi on the west, and that it 
 did so "was due to Clark and his riflemen." 
 
 In Hinsdale's The Old Northwest, page 183, the writer, a man of logical 
 ■.lind and a student of untiring industry, affirms: It is not easy to tell what 
 were the decisive arguments in this Western controversy. It is often said, and 
 particularlv bv Western writers, that the issue turned mainl\ on the ( leorge 
 Rogers Clark conquest. This view rests on tradition rather than on historical 
 evidence, and I venture the o|)inion it is largely ern.meous. * * b'ar more 
 reliance was laid b\ the committees that prepared them (the reports on national 
 boundaries) on the colonial charters than on Chirk's great achievement. 
 
 That Clark did conduct a march seld(.)Ui matched in the wars which history 
 tells of. capturing the Briti-sh force and justifying his promise to the governor of 
 Virginia, whether or not it gained the Northwest for the LTnited States, is a 
 rhajiter of hislorv bevond controversy. But the (|uestion of conse(|uence was 
 
EDUCATIONAL HISTORY OF OHIO 
 
 not to rest. Doubtless these territories were, after the Revohition. within the 
 jurisdiction of the general government, but whose property were they? \\ ho 
 could sell them and give deeds to purchaserr ^ Who could donate a part with 
 the wholesome purpose of getting buyers for the remainder? United States or 
 Virginia? This great debate raged in Congress, in State Legislatures, in Courts, 
 for we have the records to show it ; it no doubt was fought over wherever free- 
 men, or they who would be free, met : 
 
 "The blacksmith listened while the iron cooled.'" — 
 
 all this, while the war was still dragging its slow length along, and while the 
 thirteen colonies — "twelve." the historian of Alaryland says, carried on the 
 Revolution, with one ally, a ]jrincipality, Maryland — were trying to find a 
 formal bond of union, to adopt as a constitution the much abused Articles of 
 Confederation ; and the old battles alon:;;^ the Wabash were fought over again, 
 and thrice thev slew the slain. Some illustrations will be pardoned. They are 
 good sentences and well pronounced. 
 
 In a case before the General Court of Virginia, cited in The Old Northwest, 
 page IQ3, one of the judges said: In relation to the territory northwest of the 
 Ohio River, it ought to be recollected that during the Revolutionary War, and 
 before the cession, Virginia conquered the territory by her own troops, unaided 
 by the other States of the Union ; and formed the whole territory into the 
 county of Illinois. It therefore seems to me. as the territory was not within 
 the chartered limits of any other State, and as it undoubtedly belonged to the 
 British Crown, this conquest would give Virginia an undoubted right to it. 
 
 This controversy respecting the western lands, for a long time darkened the 
 prospects of the American nation. It retarded the ratification of the Articles 
 of Confederation ; it greatly augmented the difficulty and embarrassment experi- 
 enced by Congress in carrying on the war ; and it cheered the enemies of 
 America, by revealing a source of contentious discord among the members of 
 the Union, is the assertion of the learned Judge. Salmon P. Chase. 
 
 The width of the difference of opinion upon the point at issue then and 
 now may be illustrated by a few quotations : 
 
 After formulating the claims of the claimant states — Virginia and the rest. 
 Judge Chase continues: In opposition to these various pretensions, the congress, 
 as the common head of the United States, maintained its title to the western 
 lands, upon the solid ground, that a vacant territory, wrested from the common 
 enemy, bv the united arms, and at the joint expense of all the states, ought of 
 risrht to belong to congress in trust for the common use and benefit of the whole 
 Union. 
 
 There would be no inconsistency apparent in another colony's admitting the 
 validity of \'irginia's claim and still standing out against going into a permanent 
 union with her. 
 
 Maryland made the stoutest opposition to a union between states with 
 immense outlying territories and states with none. Here is one brief paragraph 
 quoted from her instructions to her delegates in the Continental Congress. It 
 is found in The Old Northwest : Virginia by selling on the most moderate 
 
EDUCATIONAL HISTORY OF OHIO 
 
 terms a small proportion of the lands in question, would draw into her treasury 
 vast sums of money ; and in proportion to the sums arising from such sales 
 would be enabled to lessen her taxes. Lands comparatively cheap, and taxes 
 comparativeK Inw. with the lands and taxes of an adjacent state, would quickly 
 drain the state thus disadvantageously circumstanced of its most useful inhabit- 
 ants; its wealth and its consequence in the scale of the confederated states would 
 sink of course. A claim so injurious to more than one-half, if not to the whole 
 of the United States, ought to be supported by the clearest evidence of the right. 
 Yet what evidences of that right have been produced ? What arguments in sup- 
 port either of the evidence or the right? Xone that we have heard of deserving 
 a serious refutation. 
 
 It was soon in the air. to use a modern metaphor, that in some way or other 
 the great extent of western lands would be transferred, after certain, or yet un- 
 certain, reservations, to the general government. This popular voice was made 
 more loud and clear b}- a resolution of congress in 1780. It contained a pledge 
 that lands ceded in response to its recommendations should be disposed of for 
 the common lienefit of the United States ; be settled and formed into distinct 
 states with a suitable extent of territory ; and become members of the federal 
 union, with the same rights of sovereignty as the other states. Any state that 
 had incurred expense in the acquisition and defence of the territory should be 
 reimbursed and Congress should have full charge of the granting antl settling of 
 the ceded lands. 
 
 Connecticut and \'irginia the following year offered concessions, with con- 
 ditions it is true, to which Congress would not accede. l)ut they showed the 
 trend of things. 
 
 There was an instuictive sense, outside of \"irginia. that the national exist- 
 ence of the L'nited States was bound up with the jurisdicton i.iver this North- 
 west territory : and Connecticut's share in the feeling was enough to balance her 
 selfish interests. She even im])eriled the latter by yielding to the decision. 
 Connecticut simply made way intelligently, if somewhat regretfully, for the 
 coming nationality. So records the historian Alexander Johnston in his Con- 
 necticut ; while Chief Justice Chase, in summing up the great question, after 
 relating that in September, 1786, her delegates ceded all the land, within her 
 chartered limits, lying one hundred and twenty miles west of the western bound- 
 ary of Pennsylvania, for the common use an<l benefit of the United States, Con- 
 necticut included, calls it "the last tardy and reluctant sacrifice of state preten- 
 sions to the common good.'" 
 
 Yorktown had given u]) her lieleaguered army to the Americans and their 
 allies : the ink was thoroughly dried wherein were traced the signatures to the 
 treaty in which England acknowledged that the Declaration of lnde])endence 
 had been made good, before \^irginia passed an act December 20, 1783, to author- 
 ize her delegates in Congress to convey to the United States all the right of the 
 "Old Dominion" to the territory northwest of the river Ohio. The reason given 
 for this "most marked instance of a large and generous self-denial," to use the 
 phrase bv which Senator Hoar in his Centennial Oration characterized the trans- 
 action, was the recommendation of Congress. 1780, thai a liberal ces.sion be 
 
EDUCATIONAL HISTORY OF OHIO 
 
 made for the common benefit. To this lofty exhortation \'irginia. the next year, 
 ani two years before Washington in person aimed the first gun upon Yorktown, 
 made favorable but guarded response. Congress in rejoinder denied the terms 
 and stipulated others on which Mrginia's cession would be accepted. These 
 did not "come fully up" to the proposition Mrginia had made, but approached 
 so nearly that she decided to accept them, trusting that Congress, in justice to 
 her, would urge upon other states which made large claims upon waste and 
 uncultivated territory to go and do likewise. 
 
 The General Asseinbly proceeded to authorize her delegates in Congress — 
 then present were Thomas Jeiiferson, Samuel Hardy. .Arthur Lee, and James 
 Monroe — "to convey, transfer, assign, and make over to the United States all 
 right, title and claim, as well of soil as of jurisdiction, which this Commonwealth 
 hath" to the territory under consideration, with certain conditions and reserva- 
 tions. 
 
 One of the reservations was of "good lands to be laid off between the rivers 
 Scioto and Little Miami." these lands for bounties to X'irginia troops "upon Con- 
 tinental establishment," if there should be a deficiency of good lands in the tract 
 laid oiT to the south of the Ohio. In accordance with this act above referred 
 to and quoted from, Virginia's vast territorial estates on the "Indian side" of 
 the Ohio river were transferred to the I'nited States on the first day of March, 
 1784. It seldom, if ever, fell to the lot of another man to take a leading part 
 in two such imperial real estate transactions as did Jefferson in this cession, 
 and in the Louisiana Purchase nineteen years later. 
 
 There is on record in Ohio an illustration of the significance of "Continental 
 establishment" and of a title's short cut back to the Old Dominion. It is a case 
 before the Circuit Court wherein the Ohio State University is plaintiff, to get 
 possession of some land that the defendant claims under an adverse title Iiegin- 
 ning with a Virginia State Line warrant. 
 
 The land lies in the Virginia Military District, but State Line warrants were 
 provided for south of the Ohio, hence the Court held that the defendant had no 
 title, that the land having never been taken upon a Continental establishment 
 warrant, remained "uiisurveyed and unsold." Mrginia had ceded it to the I'nited 
 States, March i, 1784; the title had remained in the United States till the land 
 was ceded to the State of Ohio, February 18, 1871 ; Ohio ceded it to the I'ui- 
 versity April 3, 1873, and the plaintiff's title was good. 
 
 The historian of New York — Commonwealth Series — points to the patriotic 
 conduct of the future Empire State at this time : that no State had better title 
 to more vast domains, extending to the peninsula of Michigan, and to the mouth 
 of the Ohio: that by formal act of its legislature, April 19. 1780, — that <\a\ was 
 well chosen for a patriotic deed — Xew York set an example and authorized 
 the transfer of those vast domains. This, however, was not without a possible 
 draw-back, a "string," in the parlance of this present metaphorical day, which is 
 not pointed to by the New York annalist. But this was broken, March i. 1781, 
 and the same day Maryland came through the open door into the Confederation, 
 the thirteenth and last State : and the United States of .America began its con- 
 stitutional existence. 
 
CHAPTER II 
 
 THE BEGINNINGS OF OHIO 
 
THE BEGINNINGS OF OHIO 
 
 CHE general government was now the trustee of the Confederation; the 
 resokitions of 1780, after the ceding of territory by the states and its 
 acceptance by Congress, became a great compact, subsequently affirmed 
 in the Ordinance of 1787, a compact not only between the United States and 
 the makers of those cessions, but between the general government and states 
 unborn. The trusts, it will be remembered, were three. 
 
 Virginia, while still in possession of her outlying lands had taken the initiatory 
 5tep, barring the important matter of surveys, in state building. The Anglo- 
 Saxon in America seemed to this manner burn. In i/jy she had opened an 
 •office for the sale of her western lands. Xnw. the United States in its new 
 function wished to conduct the real estate business in an imperial way. But 
 in order to sell lands it is well, if not necessary, to survey them. The buyer will 
 wish to locate his purchase, whether a farm or a township, with reference to 
 some unchanging landmarks, or skymarks. 
 
 Xo relation is to be here given of a subject of intense interest, namely, the 
 various treaties in wliich the United States, having by the sword and the pen 
 extinguished the titles of the various "powers" who did not own these lands, 
 proceeded tu win the same victor\- over the jjeople who did. "Westward the 
 cotirse of empire takes its way." was the law paramount; obedience to it 
 was destiny, opposition to it was death. A treaty in 1785, reaffirmed in 1789, 
 left the Indians a large fraction of the future ( )hio, in which they could live their 
 way. fish, hunt, go upon the war path to strike imawares their hereditary enemies, 
 while the "females" could kee]) the wigwams in order according to their notion of 
 tidiness, teach the coming chiefs their primary lessons, attend to culinary mat- 
 ters, and breathe a purer air while cultivatinij their patches or fields of maize, 
 which were sometimes only food for the torch of the white man. 
 
 The same year, 1785, the Continental Congress passed a great land ordinance 
 imder which the first surveys, known as the "Seven Ranges" were made, under 
 protection, incidentally, of United States troops. Some Indians seemed to have 
 forgotten the exact location of the Fort Mcintosh treaty line on the east ; or, 
 perhaps, it was onlv a return game for some incursion of white men. 
 
 Besides, the Indians were not the only folk who viewed the surveyor and his 
 compass and chain with a jealous eye. Long years after the times of which we 
 speak, such words as "squatter" and "squatter sovereignty" became very familiar 
 to the ear of an American, and they had to do with the old trade, home making 
 and state building. It was not a new doctrine, albeit a new name for it. At 
 the close of the Revolution, before it and after it, there were lands which the 
 Indian claimed because his meinory ran not to the contrary : the General Gov- 
 ernment claimed because it had succeeded to the title of the claimant colony ; 
 the squatter claimed l)ecause he was in possession, his cabin stood by a spring 
 
EDUCATIONAL HISTORY OF OHIO 
 
 of hi? own findiiii;-, Iniilt of logs of his own ciittiiiT; liis children playcvl in the 
 woods close hy ; hut the government said the land had nut been surveyed, that 
 he had paid no purchase money, that he must go ; and unless history is falser 
 than fiction, as well as stranger, his moving was sometimes made easier by the 
 desolation of his home. The Commissioners of Indian Afifairs gave orders for 
 the removal of all such "intruders," or "unauthorized persons," as Congress more 
 gently denominated them. The troops marched at the bidding of the Commis- 
 sioners. Col. Harmer wrote to Congress urging that the intruders along the 
 IN'Inskingum bottoms should not be allowed to stay unmolested. He was com- 
 manded to take his post on the Ohio anywhere between the Miami and the Mus- 
 kingum, and a detail of workmen was sent to build Fort Harmer. According 
 to McMaster : as they marched down the Ohio valley they burned every cabin 
 they saw. and drove the settlers into Kentucky and Virginia. But it seems they 
 didn't stay on the eastern side of the ( )hio. "In the summer of ijE6 numbers 
 of men were found twenty miles north of the Ohio staking out claims and 
 establishing tomahawk rights bv blazing trees. In 1787, a date of moment in 
 American history, twelve cabins were burned, and crops destroyed at Mingo 
 bottoms. Before this a subordinate of Harmer"s Iirought to I'ort Mcintosh what 
 would now, possibly, b^' called a "stufifed census" of the sipiatters along the Ohio 
 and west of it. "Not a liottom," he declared, from Wheelino- to the Sciuto, but 
 had at least one family." Three hundred families were reported at the falls of 
 the Hockhocking: as many more were on the Muskingum; fifteen settlers could 
 be counted on the Scioto and Miami. Knsi ^n .\rmstrong reported that these 
 were not nice, agreeable people ; but what a pity it is that in their rude "unauthor- 
 ized" villages there was not some man of learning enciugh, and with a mind to 
 do it, to have left for us the short and simple annals of these poor, disagreeable, 
 premature founders of a state. 
 
 The doctrine of squatter soi'crciL^nty was laid very clearly before them by 
 one of their first citizens, John Emerson bv name ; and the rare document is 
 preserved in the Journals of Congress. It is as follows : 
 
 advertisement 
 
 March 12, 1785. 
 
 Notice is hereby given to the inhabitants of the west side of the Ohio river^ 
 that there is lo he an election for the choosing of members of the convention 
 for the framing of a constitution for the governing of the inhabitants, the election 
 to be held on the tenth dav of April next ensuing, viz. : one election to be held 
 at the mouth of the Miami river, and one to be held at the mouth of the Scioto 
 river, and one on the Muskingum river, and one at the dwelling-house of Jonas 
 Mcnzons : the ?nembers to be chosen to meet at the mouth of the Scioto on the 
 twi'nlieth dav of the same month. 
 
 Then comes a statement of doctrine, free and general as the casing air. 
 I do certify that all mankind, agreeably to every constitution formed in 
 \nierica. have an undoubted right to pass into every vacant country and there 
 
EDUCATIONAL HISTORY OF OHIO 
 
 13 
 
 to form their constitution, and from tlie confederation of the whole United States, 
 Congress is not empowered to forbid them; neither is Congress empowered fmni 
 that confederation to make any sale of the uninhabited lands to pay the pulilic 
 debts, which is to be a tax levied and lifted by authority of the Lesjislature of 
 each state. 
 
 That convention was never held. The sword was mightier than the pen. 
 This state, less fortunate than Westsylvania and Franklin, left not even a name. 
 
 But the laying off of groat sections, upon conditions agreed upon with states 
 or companies, and naming them, still went on, and the chain of the surveyor 
 was kept bright with use. Eminent students, like Dr. I. W. Andrews and Dr. 
 B. A. Hinsdale, thought it would have been desirable if the system of uniform 
 ranges, townships and sections, which cunnnenced with the seven ranges in the 
 summer of 1786 could have been carried out over the whole surface of the state ; 
 avoiding the confusion of the five-mile system of the Western Reserve and the 
 no system of the \'irginia Military District. 
 
 Residents of the fair Buckeye State with an appreciable degree of interest 
 in its early history should have hanging somewhere upon memory's walls — to 
 borrow a metaphor from an ( )hio poet of no mean reputation — a map showing 
 plainly the various historic lines, Indian treaty, survey, reservation, and lie able 
 to flash before his consciousness the salient facts and traditions of their history. 
 for tradition does not end when history begins : and the rivers, Muskingum, 
 Scioto, Cuyahoga, Hocking, Sandusky, the Miamis, including the one whose 
 name broadened to "Maumee," and which, at the picturesque spot where Wavne 
 on his march to Fallen Timbers constructed a fort whose name has come down 
 to us as that of a city and a county, receives the winding Auglaize, should repeat 
 fragments of the storv of what they have seen, and what borne upon their slow 
 currents as they flow toward the Ohio or the Lake. 
 
 The names Western Reserve, Seven Ranges, Ohio Company, \'irginia Mili- 
 tary District, and the rest, brim over with suggestion, and as the reader turns 
 over inquiringly the pages where mention is made of them a fragrance of the 
 old time seems to have lingered there. 
 
 The genius of History had at one time three long-reaching projects in con- 
 templation. 
 
 A war of eight dreary years had left poverty as one of its dire fruits. Thou- 
 sands of men who had followed "The Cincinnatus of the West" found that, 
 while the smoothing of grim-visaged War's wrinkled front left their country 
 freedom and independence, and them a consciousness of arduous iluty well done 
 and a heritage of grateful memories to bloom and bear fruit in the hearts and 
 lives of posterity, all these glorious things were not a substitute for food, clothing 
 and other things needed in the making of a happy fireside clime. 
 
 Historians write that in times of stress Washington had faced the possibility 
 of having to retreat across the mountains and continue the struggle for inde- 
 pendence in the valley of the Ohio ; and what could have been more natural than 
 that this great expanse should arise in picture before the eyes of these worn and 
 impoverished patriots under the imjierative necessity of making "one guinea do 
 
14 EDUCATIONAL HISTORY OF OHIO 
 
 the work of five." to say nothinc:- of the prol)able lack of the metaphorical guinea, 
 and beckon tiieni to conie (jver am! be (Jod's workmen in uncox'ering the land 
 "which He hid nf old time in the West." to found homes, however hmuble. and 
 start in life at;ain ? It was in their blood, too. that the_\- should think of these 
 future homes not nierel_\- as places where they should "sleep and feed." but as 
 the seed of a State. 
 
 Before Washington had issued his farewell order such a thought as that 
 just expressed was taking shape in the nn'nds uf many soldiers, and two hundred 
 and eighty-five officers of the Continental Line — for privates appear to have 
 been few, then as now — had petitioned Congress to mark out the bounds of a 
 state for them, and not unwisely pointed to the Eastern half of the present (Jhio 
 as a goodly location. Inirther they asked that the debt due them for army 
 service be paid in land in the proposed state, l-'roni this movement sprang the 
 Ohio Company. It foretold buyers for the lands which these sage promoters 
 expected to have for sale. 
 
 The third of these lines of forward march, which the (jenius of History 
 seems to have been planning for Columbia to walk in. was her growth bv adding 
 many states to the original thirteen. The ordinance of '84 was in abevance : 
 other ordinances with the same purpose had been framed only to die on the floor 
 of Congress, when a new one, a star of the first magnitude among ordinances, 
 came above the horizon. 
 
 By its resolutions of 1780 to spur the land-claiming States to action. Con- 
 gress had bound itself to divide the territory into states with certain varving 
 limitations as to extent. In the ordinance of 1784 there appeared ten future 
 states of the regulation size, and with classical names of linked sweetness long 
 drawn out, wdiich have served for the mirth of the light-hearted reader ever since 
 — Sylvania. Michigania, Cherronesus. Assenisipia. ?\Ietropotamia. Polypotamia. 
 Polisipia and three others equally musical. 
 
 Virginia had accepted the pledge and copied it into her deed of cession : 
 "That the territory ceded shall be laid out and formed into states containing a 
 suitable extent of territory, not less than one hundred nor more than one hundred 
 and fifty miles square, or as near thereto as circumstances will admit, but \'ir- 
 ginia had consented to a change — larger states and fewer — so this obstacle 
 was removed. 
 
 The Continental Line joined forces witli the ( )hio Companv : their delegate. 
 Dr. Cutler, set out for Xew York to buy land and to urge Congress to frame 
 and put into force a suitable government for the territory wherein this land 
 should be marked out, so that persons removing thence should not be bevond 
 the reach and the protection of that whose "voice is the harmonv of the world." 
 The .skillful strategist, it were profane, in the light of his eminent merit and die 
 conspicuous crown of his service, to write "lobbyist." found Congress readv to 
 listen, and "An act of legislation that had been before Congress more than three 
 years was consummated within a week from the time that Dr. Culler, who had 
 been twelve days on the way. drove his gig up to the 'Plough and the Harrow.' 
 in the I'owerv." 
 
EDUCATIONAL HISTORY OF OHIO 15 
 
 Historians and orators have spoken, and may well continue to speak, words 
 of lofty praise of the great ordinance known to fame and designated hy its simple 
 date, 1787, or, pre-eminently, "the ordinance." 
 
 There would seem to be glory enough in the outcome to give all a share 
 in any way connected witli this immortal document, but, a; is always the case, 
 a few made the motion, the rest seconded it. Some writers, espousing the cause 
 of a leader, Jefiferson or Dane or another, lessen the "few" to one. The storm 
 center of deliate is the clause forbidding slavery and providing for the return 
 of fugitive slaves to their masters, though perhaps no candidate for immortality 
 lays hold upon both laurel branches. John Randolph Tucker quotes Bancroft 
 as thinking that Xathan Dane did it at the instance of Grayson, and Dr. Hins- 
 dale says that Dane brought forward the proposition, "apparently on a sug- 
 gestion from \'irginia." The late Senator Hoar, in his oration at Marietta, de- 
 clared that "William Grayson, of Virginia, early and late, earnestly supported 
 the prohibition of slavery." And further along, "to Nathan Dane belongs the 
 immortal honor of having lieen the draftsman of the statute and the mover of 
 the anti-slavery amendment." 
 
 Three days after the passage of the ordinance, in a letter of July 16, 1787, 
 Nathan Dane wrote to "Hon. Rufus King, Esq.": The Eastern State of the three 
 will probably be the first and more important than the rest, and will, no doubt, 
 be settled chiefly by Eastern people ; and there is, I think, full an equal chance 
 of its adopting Eastern politics. When I drew the ordinance, which passed (a 
 few words excepted) as I originally formed it, 1 had no idea the States would 
 agree to the Sixth art. prohibiting slavery, as only Massa. of the Eastern States 
 was present, and therefore omitted it in the draft ; but, finding the House favor- 
 ably disposed on this subject, after we had completed the other parts, I moved 
 the art., which was agreed to without opposition. We are in a fair way to fix 
 the terms of (jur (Jhio sale, etc. ; we have been upon it steadily three days. The 
 magnitude of the purchase makes us very cautious about the terms of it, and the 
 security necessary to insure the performance of them." 
 
 From the historic Ohio Company a safeguard was demanded, "security," as 
 from the rotund Falstafif by his tailor. Judge Cooley, in "Michigan, A History 
 of Governments," passes the honor to the man who did the bold deed three years 
 before, in the 1784 ordinance. Speaking of the one we are having in mind, he 
 wrote : "For its dedication of the territory to freedom credit has been given by 
 partial friends to several different persons, but Jefferson first formulated the pur- 
 pose, and for him it constitutes a claim to immortality superior to the presidency 
 itself. The one was proof of his greatness and far-seeing statesmanship ; the 
 bestowment of the other evidenced only the popular favor." 
 
 Bancroft's calm words over the conclusion of the whole matter sound like 
 a benediction : "For a time wisdom and peace and justice dwelt among men, and 
 the great ordinance, which could alone give continuance to the Union, came in 
 serenitv and stillness. Every man that had a share in it seemed to be led by 
 an invisible hand to do just what was wanted of him; all that was wrongfully 
 undertaken fell to the ground to wither h\ the wavside : whatever was needed 
 
l6 EDUCATIONAL HISTORY OF OHIO 
 
 for the happy completion of t1ie mighty work arrived opportunely and just at the 
 risjlit moment moved into its place." 
 
 A form of g-overnment was bodied forth in the ordinance for a people who 
 ditl not _\et exist, namely, the inhabitants of the Northwest Territory, but when 
 men and women sin mid remove to the territury covered bv the ordinance thev 
 would collectivel) and individually be bound b\ its terms. liv the act (jf volun- 
 tary removal they became the part}- of the secontl part. 
 
 There is first a declaration that the whole Northwest Territory shall be one 
 district, subject, however, to division later. It seems strange to the reader till 
 he has considered its radical reason, liut the next paragraph concerns the dispo- 
 sition of the estate of any person dying intestate, also wills and conve\ances. 
 It ordains that the "government" appointed by Congress, for there was vet no 
 president to perform such executive acts, shall be a governor, a secretarv of 
 state and three judges, all of these officers to be landowners, that thev might 
 be more sure to have a pcrMMial stake in the territor\' ; besitles, the general gov- 
 ernment hatl land to sell. -\ practical beginning, and fiir the people, but not \et 
 of the people or by the peo))le. 
 
 Wlien the ]iopuIati(in si nuld include five thousand "free male inhabitants" 
 the tree of self-go\'erninenl wduld Ijegin to grow and the jieople would elect rep- 
 resentatives to the Inwer branch of a legislature. This would \k- the salient fact 
 in the second stage of territorial growth. 
 
 The three .Articles of Compact, the reall\- vital ]:iart of the ( )r(linance, are 
 next given. In substance they are: ( i ) .\ declaration of religious freedmn for 
 the inhabitants of the territory; (2) a securing of personal freedom In the writ 
 of habeas corpus and the right i:)f trial by jury; (3) that sublime m:)ttii of the 
 republic and creed of all believers in i)o])ular education: "Religiim, nmralitv and 
 knowleilge, Ijeing necessary to good government and the happiness nf mankind, 
 schools and the means of education shall be forever encouraged." This language 
 was adopted by the makers of the first constitution of the State of ( )liio, .\rticle 
 VTII, Bill of Rights, Section 3, and a practical tiu'n given to it, though to the 
 detriment of its rhetorical roundness. These words were added: "I'.y legislative 
 provision not inconsistent with the rights of conscience," while the second child 
 of the Ordinance intcr])rets the doctrine thus: 
 
 Knowleilge and learning generall}' diffused through a CDumnuiity being es- 
 sential to the jjreservalion of a free go\ernnient, and spreading the o|)portunities 
 and advantages of edncaiion thrmigh the \arious parts of the country being 
 highly conducive to this end. it shall be the dut\- of the general assembh' to pro- 
 vide bv law for the imi)rov(.nient of such lands as are, or hereafter may be, 
 granted by the L'niled States to this state for the use of schools, and to apply 
 any funds which may be raised from such lands, or from any other (|u;irter, to 
 the accomplishment of the grand object for which they are or may be intetided. 
 
 In the Ohio Constitution of 1S51, I'.ill of Rights, .\rticle I, Section 7. is the 
 statement — it follows the declaration of lilu'rtN- in worship and freedom from 
 religious tests: Religion, morality and knowledge, however, being essential to 
 good go\-ernment, it shall be the duly of the ( leneral .\ssembl\- to |)ass suitable 
 laws to protect every religious denomination in the peaceable enjoyment of its 
 
EDUCATIONAL HISTORY OF OHIO 17 
 
 own mode of public worship, and to encourage schools and the means of in- 
 struction. 
 
 The Ordinance was twelve years old when the first General Assembly met, 
 the Territory having reached the second state. In 1800 the great Northwest was 
 divided into two unequal parts, the eastern division comprising what is now Ohio, 
 with something of Indiana and a large fraction of the peninsula to the north, 
 and other historic events followed hard after. But the date oftenest named, the 
 date about which cluster most associations, is 1788; the voyage down the Ohio 
 in a rude boat, christened, either before or afterwards, the Mayflower ; the land- 
 ing at the mouth of the fair Muskingum within the tract bought by the Ohio 
 Company : the felling of the first tree toward the building of houses and a block- 
 house ; the arrival of Governor St. Clair amid a deluge of oratorical welcome 
 and cosmic metaphor, which has made all succeeding welcomes "o'ercome us like 
 a summer cloud without our special wonder ;" St. Clair's gubernatorial procla- 
 mation to all and singular; the Fourth of July, with its bounteous showers of 
 eloquence; in shcirt. the settlement of Marietta and the fo'unding of (.)hio is a 
 tale, when fitly told, "to hold children from their play and old men from the 
 chimney corner." 
 
 In the Western Annals, page 324, \'ickroy says ; ( Jn the first day of August. 
 1780, we crossed the Ohio river and built the two blockhouses where Cincinnati 
 now stands, but the village of Losantiville was not laid out until 1788, and this 
 date is put down in history as that of the settlement of Cincinnati, which name the 
 village took on, it is said, at the suggestion or instigation of the Territory's first 
 and last governor. 
 
 The census of 1790 gives the population of the Northwest Territory as 4,280. 
 Of these 1,000 were at Vincennes, 1,300 in Symmes's Purchase, 1,000 on the 
 Ohio Company's Purchase ; but unless the inflow to California be a parallel case 
 there is no other to the rapidity w4th which settlements and hamlets in the Ohio 
 Valley grew to be homes and cities. 
 
 In 1800 the Government adopted the system of selling land in Ohio on 
 credit ; and this, coupled with the return of peace in Europe and the consequent 
 falling off of the demand there for agricultural and commercial products from 
 America, sent a wave of immigration across the Ohio river which had something 
 to do with the Eastern District's speedily assuming the dignity and responsi- 
 bilities of statehood. That all-pervasive influence called politics played a hand 
 in the game. 
 
 It may be that a scant description of what is called the "Enabling Act" will 
 be welcome. Its potency was that it gave permission to the people of the Eastern 
 division, though "people" in the preamble is wonderfully pared down in the body 
 of the instrument, to choose representatives to a convention whose high function 
 shall be, if the convention think it best, to frame a constitution for a State. This 
 State, as a territorial area, shall be boimded by certain specified lines, and shall 
 bear such baptismal name as the convention pronounce. 
 
 As part of the enabling act the Congress proposed a trade ; in more stately 
 phrase offered three propositions to be by the convention accepted or rejected, 
 and if the former then the convention must bv ordinance, "irrevocable without 
 
EDUCATIONAL HISTORY OF OHIO 
 
 the consent of the United States," guarantee tliat lands sold bv the general gov- 
 ernment shall not be taxed by the State, county or township for a term of live 
 years. 
 
 The three propositions which were to be the fnisiness reason for this exemp- 
 tion were, in short, granting (i) Section lO — heretofore promised — for the 
 use of schools; (2) certain tracts of land along the Scioto and the Muskingum 
 and elsewhere containing saline springs "for the use of the people"' — wherewith 
 they should be salted: (3) the one-twentieth part of the net proceetls of the sales 
 of land by Congress for the laying out anil making of public roads leading from 
 the navigable waters emptying into the Atlantic, "to the Ohio, tu the said state, 
 and through the same." It was good policy to induce the buyer to come by 
 making easier his way and freeing for a time his purchase from ta.xes. 
 
 None of these propositions applied to the L'nited States militarv lantls or to 
 the Virginia Military Reservation, or to the Connecticut Reserve, or to the land 
 lying beyond the Indian lioundary. That the settlers on these great tracts should 
 be left without some provision, at least, for education seemed unjust. When, 
 therefore, the convention to form the Constitution of Ohio met and considered 
 the three offers of the Government, the men of Ohio in turn named conditions 
 to Congress. They would agree td lay no taxes on land sold by the United 
 States for five years after the day of ])urchase. Ihit they would do so provided 
 Congress would spend three per cent, of the net proceeds of Ohio sales in build- 
 ing roads, not to, but in the State: provided the title to all school lands was 
 vested in the State and not in the people of the townships; provided that a town- 
 ship should l:)e given (.)hio for a seminary in place of the township jiromised 
 Svmmes, l)ut never set apart : and ])rovided that land equal in amount to one 
 thirty-sixth of the Western Reserve, the military lands, the \"irginia Reservation 
 and all that might hereafter be olitainetl from the Indians, should be vested in 
 the Legislature for the use of schools in such tracts. 
 
 When these propositions were ])ut into a bill and the bill brought before 
 Congress thev called out some ill-natured remarks from a Pennsylvania member. 
 The Ohio lands were the common property of all the States — \^irginia had given 
 them for the common good. They were pledged to pay the revolutionary debt. 
 What right, then, had Congress to put its hand into the common fund, lay hold 
 of a part of it, and use that part for the sole benefit of the people of Ohio? 
 W^hat right had Congress to spend on Ohio roads money which ought to gc 
 toward paving the debt of the whole country? Such an act was an assump- 
 tion of power. It was an act of usurpation. John Randolph answered him and 
 answered him fully, and the House, without more ado, sent the bill to the Senate, 
 which ])assed it on to the President, who signed it on the last day of the session. 
 
 Careful critics agree to regard February 19, 1803, as the date from which 
 to reckon Ohio's Statehood. Like the I'nion, the State had several plausible 
 birthdays. It mav. in passing, be wdrth the minute to notice that the foregoing 
 appro])riations "were in conforniit\ to and in consideration of the conditions 
 agreed upon b\- the .V/i;/*' of Ohio, by the ( )rdinance of the Convention of the 
 State, bearing date the Joth day of Xovember. 1802. 
 
CHAPTER III 
 
 EARLY SCHOOLS 
 
EARLY SCHOOLS 
 
 CHE early settlers of (_)hio, as a rule, were too busv in erecting rude habita- 
 tions, felling trees, burning off the heavy timber, fencing the clearings, 
 guiding the plow through rooty ground, and making passable highways 
 to mill and market, to allow them to devote any attention to any other interest 
 less pressing, and that could be deferred to a more convenient season. Hence it 
 is not strange that school interests were often neglected. 
 
 The teachers of the pioneer schools in southwestern Ohio were selected 
 more on account of their unfitness to perform manual labor than by reason of 
 their intellectual worth. The few schools established in this section were taught 
 by cripples, worn-out old men. and women physically unable to scotch hemp 
 and spin flax, or constitutionally opposed to the exercise. Educational senti- 
 ment was at a low ebli. and demanded from the instructors of children no 
 higher qualifications than could be furnished by the merest tyro. Before school 
 legislation and other instrumentalities effected salutary changes in the methods 
 of school administration common to this locality, schools of worth were to lie 
 found only in the more populous centers. The estimation in which the teacher 
 was held by the community at large was not such as to induce any young man 
 or woman of s]:)irit and worth to enter upon teaching as a vocation. 
 
 The teacher was regarded as a kind of pensioner on the bounty of the 
 people, whose presence was tolerated only because county infirmaries were not 
 then in existence. The capacity of a teacher to teach was never a reason for 
 employing him. lint the fact that he could do nothing else. Under such circum- 
 stances, it would be vain to look for superior qualifications on the part of the 
 teachers. The people's demand for education was fully met when their children 
 could write a tolerably legible hand, when they could read the Bible or an 
 almanac, and when they were so far inducted into the mysterious computation 
 of numbers as to be aljle to determine the value of a load of farm produce. 
 
 A brighter picture presents itself when we consider the state of educational 
 sentiment in that section of Ohio peopled with settlers from New England. 
 They were not oblivious to the value of education in a utilitarian sense, but 
 their notions of utility were broader and more coniprehensivc than those enter- 
 tained by their southern neighbors. 
 
 The social status of the teacher was on an equal footing with that of the 
 physician and the minister. Society welcomed him to its presence as an honored 
 member. His periodic visit to the homes of his pupils was regarded as quite 
 an event by each household, and great were the preparations that preceded his 
 appearance to "board out" the share of any patron of his school. His evenings 
 were spent with the family. If this plan did not give him the best opportunities 
 for self-culture and preparation for the duties of the morrow, it was not without 
 its advantages. Many an aspiring youth was led into new fields of thought by 
 
EDUCATIONAL HISTORY OF OHIO 
 
 coming into personal contact with the master in the home circle ; and the seeds 
 of knowledge planted by the faithful teacher around the fireside of the pioneers, 
 often sprung up into vigorous life. The teacher became acquainted with the 
 habits and peculiarities of his pupils when they were acting independent of the 
 authority exerted in the school-room, and was able to turn this knowledge to 
 his own assistance and their profit. 
 
 rile practice which prevails to a great extent at the present day, of employ- 
 ing a male teacher to teach a winter term and a female teacher to teach the 
 summer term, was prevalent all over the State. 
 
 The mode of government was simple. Moral suasion was not recognized 
 by the pioneer school-master as an important element in school management. 
 The hickory tree which, at the present date, is said by arboriculturists to threaten 
 to follow the buffalo into extinction, was abundant and often handy; and the 
 teacher's common resort t(_i it for helji in the time of trouble was more likely to 
 gain him praise than blame. Elsewhere this s|)ur to the loiterer and music in 
 the air is more poetically alluded to as "the song of the liirch." and the "willow 
 branch of education." 
 
 It is seldom fair to judge of men and things liy Sinon's rule: c.r iiiio discc 
 oiiiiirs. Xot often from one can be drawn a safe conclusion as to all. Doulitless 
 there were pupils and pupils, teachers anil teachers, as there are said to be 
 "deacons and deacons." It may. however, make clearer one's notions as to the 
 plasticity of the material which the pioneer schoolmaster was to mold, or try 
 to, to call upon credible witnesses and -.veigh the evidence. Governor Alorrow 
 condemns the leasing system for inviting and retaining a population within our 
 boundaries, not to be desired, composed principally of emigrants from the differ- 
 ent states of the Union with habits, and modes of thinking on the subject ot 
 common schools, as different as are the regulations of the States from which they 
 came. Still, the United States has been fairly successful, during her century and 
 a quarter, in causing a second generation to differ widely from a diverse first, 
 and. in the essentials of citizenshi]). to become more and more alike, and as the 
 Nation has done so. in a smaller arena, have done the States. 
 
 But to resume. The fcjllowing is a picture as it appeared to the historic 
 eyes of AIcMaster. It is suggestive of the teacher's mission when he rises to 
 it, in the log cabin school house. 
 
 ,\ family of eight, o!i their way from Maine to Indiana, walked all the 
 wa\' to Easton. Pennsylvania, which they reached late in February, dragging 
 tile children and their \\<irl(lly goods in a handcart. .\ blacksmith from Rhode 
 Island made his way in the dead of winter across Massachusetts to Albany. 
 In a little cart on four plank wh.eels a foot in diameter were some clothes, some 
 food, and two children. Behind ii: trudged the mother with an infant at the 
 breast and seven other children beside her. The father and a bo\- nf twelve 
 pulled the cart. A family nf seven passed through Bridgeport. Connecticut, in 
 .March. They had come down from Three Rivers in Canada, the men draw- 
 ing a small cart on four ])lank wheels, and the women and larger children fol- 
 lowing on foot. \'et another family, consisting of man. wife, and five children. 
 p.issed through Woodbury. Xew Jersex', with all their household gixids in a 
 
EDUCATIONAL HISTORY OF OHIO 2^ 
 
 wheelbarrow. They were walking to Ohio. Still another couple with seven 
 children were so destitute that the man carried his property on his back. 
 
 For the sake of a little sunshine on the ;'• r'-ure it must be admitted that 
 these sad, forlorn little processions might furnish some excellent pupils, especially 
 if, among them there was stirring of the spirit Samuel Lewis illustrates by 
 examples of which he was witness. He relates that more than once, when a 
 boy, he heard a resolute mother, when surrounded by friends attempting to dis- 
 suade her from emigration, assign as a sufficient reason for going West, "My 
 children will there be entitled to education as well as the rich." 
 
 Instead of attempting to conventionalize, as the drawing masters term it, 
 tlie school house and the school teacher of those times ; or to make a composite 
 picture out of a number, and draw therefrom some slender claim to originality, 
 the writer feels confident of approval in simply putting down bits of description 
 by sundry hands industriously swept up. leaving to each reader the agreeable 
 task of painting pictures for himself. 
 
 PIONEER SCHOOLS OF WASHINGTON COUNTY 
 
 Dr. Hildreth, of Marietta, who has done so much to put on record the 
 valuable historv of the first settlement in ( )hio, at the mouth of the Muskingum 
 and vicinity, gives it as his opinion that the first female who kept a school 
 within the present limits of Ohio was Bathsheba Rouse, daughter of John Rouse, 
 of New Bedford, Massachusetts, who taught the young children, of perhaps the 
 most prominent and influential families ever collected in one settlement. 
 
 This was at Belpre in the summer of 1789, and in i/yi-'g^ in Farmers' 
 Castle, the noted spot on the Ohio River, below Marietta and near Blenner- 
 hassett's Island, afterwards so famous, so suggestive of three persons at least, 
 and their unhappy careers. 
 
 During the winter months a male teacher was employed for the large boys 
 and young women. Daniel Alayo was the first teacher in Farmers' Castle. He 
 came from Boston, a young man, in the family of Ebenezer Battelle, in the fall 
 of 1788. He was a graduate of Cambridge University. 
 
 The school was kept in a large room of the block-house. Mr. Mavo taught 
 here for several winters, and during the summers worked at clearing and culti- 
 vating his land. He married a daughter of Col. Israel Putnam, and after the 
 War of 1812, settled in Newport, Kentucky, where his descendants now live. 
 
 Jonathan Baldwin, an educated man from New England, who afterwards 
 settled at Waterford, taught school in the block-house No. 3 part of the time 
 of the confinement of the settlers in Farmers' Castle in i/gi-'g2. These schools 
 had no public funds as schools at this day have, to aid them, but were supported 
 from the hard earnings of the honest pioneer. 
 
 In the winter of 1789, at Marietta, Major Anselm Tupper kept school in 
 "Campus Martins" in the northwest block-house, where also taught Dr. Jabez 
 True and Benjamin Slocum, a well educated man of Quaker parentage. Here 
 also taught a Air. Baldwin, while a Mr. Curtis, when fear of the Indians had 
 subsided, taught the rudiments to his class in a cooper shop. 
 
24 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 John Reily, who had fought at Camden, Guilford, and Eutaw, came west 
 after peace dunned her wheaten garland, built the first school house in Ohio at 
 Columbia, then five miles from Fort Washington, now Cincinnati, and in it 
 taught school in 1790. The next year, Francis Dunlevy. a \'irginian, who had 
 also been a soldier, a man nf rare attainments in the classics and mathematics, 
 came t(i the Miami onmtry and joined Reily as ]iartner and gave instruction 
 in Latin and ( ireek. In I7<)7, Mr. r:)un!evy upened a large school at a point near 
 what is now the t(.)wn of Lebanon. .Among the students was Thomas Corwin. 
 the eloquent nrator and wise statesman, Ciovernor of ( )hio and I'nited State? 
 Senator: also, John Smith, in after years a member of the United States senate 
 with an almost sulitarv experience as to his mode ijf leaving it. The school was 
 continued until the year 1801, when Mr. Dunlevy moved to the nnrthwest about 
 two miles, where many of his pupils folhiwed him. 
 
 ( )ther teachers of this early date abnut Lebanim were Alalthias Ross, 1801 ; 
 Thomas Newport. 1805; Ignatius I'.rown, 1800. The first school in the town of 
 Lebanon was taught by Imius Williams in iSoi-'o^. The course nf study was 
 reading, writing, spelling, arithmetic, geography, and English Grammar. 
 
 The first school taught in what is nmx' the cit\' of Zanesville was ke])t liy 
 a Mr. Harris, in 1800 and 1801, in a cabin; in 1802 a Mr. Jennings kept v 
 school in a cabin: in 1805, Samuel Herrick — it is pleasing to ha[)pen upon a 
 proper name — came to Zanesville and taught schonl in a caliin. This school 
 house was without dauliing and had a ground Hour. Mr. ?ferrick used fur a 
 "dunce-block'" a large stimi]) which stood in the middle of the room, and the 
 oldest inhabitants tell of an opening beneath the nether log of the house throu.gh 
 which a pupil would sonictimes pass when the teacher grew threatening and 
 personal. 
 
 .A log school once stood on the bank of the Mahoning river in the village of 
 Warren, and George l\irsons. prol)al)l\ the first teacher in the \illage, taught 
 therein in 1803. John Leavitt. Jr.. organized the first school in a second log 
 colle.ge and a Mr. Havnes was "assigned to duty in the more aristocratic frame." 
 
 The first authentic note of any attempt to estal)lish a school in the village 
 of Youngstown dates as far back as 1805. by which date the first school house 
 was erected. It was a log building, one story high, with bin one room, and 
 the first teacher whose name has lieen rememberefl is I'erlee llrusb It is not 
 known what bis monlliK- reeei])ts were, but a shop-keeper's book show that at 
 that lime Laboring men h;id ;ibout ten dollars a monlh ;ui<l clerks about thirteen 
 dollars ;ui(l "found." 
 
 IJrush was followed 1)\- James .\o\es. ".-i t.all, slim, man from ( 'onnecticnt." 
 Tn 181 1, there was a log school house, and another ihal served both ;is a school 
 house and a church. "The (pialifications for a teacher in those (la\s were few 
 and moderate. If a m;m coiilil read toler.ibU well. w:is a good writer ;inil could 
 
EDUCATIONAL HISTORY OF OHIO 25 
 
 cipher as far as the rule of three, knew how to use the l)irch scientifically and 
 had firmness enough to exercise this skill, he could pass muster." 
 
 In 1818, Jabez P. Manning conducted what is said to t)e the first regular 
 and complete organization of a school in the village. The article of agreement 
 show.s that his patrons were to pay $1.75 "for each and every scholar we sub- 
 scribe," for the qtiarter. Thev, in addition to this furnisherl the wood. 
 
 ,\t a later period, in the early twenties, it is recorded that quite frequently, 
 married people, older than the teacher, received instruction iluring the winter. 
 If this were even a moderateh' common practice, it would account for the paren- 
 thesis in the statute of 1838 regulating the distribution of the State Common 
 School fund among the several counties "according to the numlier of white youth 
 ( unmarried )." 
 
 Before 1820, according to the recollections of the oldest inhabitants, all the 
 ■schools held in Pickaway county were sustained entirely by subscription. The 
 Ijranches taught were reading, writing, and arithmetic. The school houses even 
 in Circleville, were log houses of a single room, made comfortable by "seaming 
 the cracks with tempered clay," which is a decided advance beyond conditions 
 in some counties, where the houses were simply "daubed with mud." Slabs on 
 rude legs served for seats. The reading classes, after a tedious course in spell- 
 ing books, began with the \ew Testament. 
 
 Johnson Hunter was a successful teacher of the earlier time down to 1818. 
 He taught in a log house of the kind described. Hans Hamilton kept school 
 in a similar one. Hugh Hannagan, whose nativity may be shrewdly guessed, 
 is often spoken of as a teacher of excellent parts, but with a livelv relish for the 
 "liquid hospitality" of the country. Xo common schools entirelv free can be 
 said to have been established till after the passage of the school law of 1838. 
 
 In 1809 Joseph Shreve came to Salem and was engaged to teach a school. 
 In the spring he returned to Pennsylvania. His second coming was over ten 
 years later. He was a Friend and his schools were under the direction of the 
 Friends. At the conclusion of his jjedagogical labors he celebrated the even' 
 in a number of stanzas of rhyme and in these he sought to embalm the names. 
 if not the memory, of the early Salem teachers. It is not certainly known who 
 was the first teacher in the village, but Shreve's claim to very early service is 
 put in the following apostrophe : 
 
 "And time draws near that I must part with thee, 
 Who rocked the cradle of thy infant days." 
 
 The first schools were kept in rooms fitted for the purpose. The old meet- 
 ing house, the first built in the town, was for a while used as a school room. 
 The first house, exclusivel\- for school purjioses, was a hewed log structure. 
 
 Foi' the first time in this collection of views we come across a touch of 
 •esthetics — a fair spot of ground originally chosen by the first settlers of New 
 
26 EDUCATIONAL HISTORY OF OHIO 
 
 Lishiin and occupied for school purposes from the commencement of the town 
 in tJK earliest years of the century. 
 
 It is on a hill, capped with a heautiful "rove of white oak saplin.L;s. and in 
 the midst thereof a hx^ cabin school house, through the oiled-paper windows of 
 which the rays of the morninti" sun obtained a modified admittance, and saw 
 within, school furniture constructed of slabs, flat side up, adjusted by fixing: 
 pins HI the wall. Later in the day the master appeared and sat on a stool of 
 primitive style, "and desk the same," with rod near at hand. Xo doubt the 
 busy whisper, circling;- round, conveyed the dismal tidini^s when he frowned. 
 
 "Inside of this rude but humble Iniilding, the lisht was extracted from 
 Dihvorth's and Webster's Spelling Books, the English Reader, and Daboll's and 
 Jesse's Arithmetics, and the Western Calculator, and other ancient school books, 
 long held in remembrance by the older class of people." David Wilson. Reuben 
 P. jMcNamee. and Thomas Rigdon. presided over this primitive temple of learn- 
 ing. The successor of the log cabin was a hewed log house. \\'hat has been the 
 fate of the white oak saplings we ask. and the recalled pictures of a hundred 
 school yards of the elder flay and of the present serve for an answer. 
 
 In this building John \\hitacre taught, and De Lorma Ikooks, who met the 
 author of the McGuffey Readers in the road; and after a succession of teachers, 
 the line was closed by David .\nderson. the hewed log house declared by the 
 directors "no longer tenantable," but Mr. .\nderson for manv vears served the 
 people as teacher in other quarters. 
 
 In 1807 an act was obtained from the legislature inccirp(irating the Dayton 
 .Academy with eight prominent citizens as incorporators. The next year they 
 erected by subscrii)tion a substantial two-story brick school house. The first 
 teacher was William AI. Smith. 
 
 In 1833 the .Academ.}- prO].)erty was sold and a new building erected which, 
 after the general recirganization of schools consequent upon the legislation of 
 1847, 1849 '"""' ^^53' ■^^■'is donated to the board of education. l']ion the site of 
 this building the Central High School building was afterwards constructed. 
 
 Tn Samuel Lewis's wonderful campaign of education he made an address in 
 Dayton which led to the public meeting of 1838 and the building of two school 
 houses. Strenuous opposition was made to the levy of the tax by a few wealthy 
 citizens who even aimed an injunction at the measure but the houses were built. 
 
 In T841 a city charter was granted to Dayton bv which the control of the 
 comiuon schools was given to the city couticil. which body ajipointed a board 
 of managers of common schools. When the .Akron law was pas.sed the Davton 
 board of managers procured the extension to Dayton of Section fifth of that 
 law making it the dut}- of the board to establish a central grammar (high) schooL 
 
 I'.y popular vote in 1855. under legislative provision, the schools were taken 
 from the supervision of the citv council. This council b\ an ordin.'ince defined 
 
EDUCATIONAL HISTORY OF OHIO 
 
 tliL- number, mode of election and term of office of members of tbe board of 
 education. 
 
 In the township wherein afterwards the New London. Butler county. Special 
 School was organized the first school was taught in i8og, in a rented log cabin, 
 by Adam Mow, at $1.50 per scholar for a term of three months. This seems 
 to have been the common price. There is a claim of priority in behalf of another 
 school in an adjoining township taught l:)y a Mr. Jenkins, "whose most dis- 
 tinguished pupil" became a governor. '"This teacher was noted for teaching 
 morals and manners to his pupils." Hence, the governc.ir. 
 
 In 1810 the citizens of Xcw London built a log cabin school house with "cat 
 and clay" chimne}-. wooden latch, slab benches, board ruof and two small 
 windows. To books for reading previously named may be added llunyan's 
 Pilgrim's Progress. "The qualifications of a teacher were inferre<l fmm repu- 
 tation, or recommendation, or decided characteristics, as good jX'nmanship. ability 
 in arithmetic or austerity in manner and discipline." 
 
 A change came in i<Si(; with David Lloyd. Cirammar and geography were 
 introduced and the pupils in these branches and in arithmetic were arranged in 
 classes, instead of each pupil reciting by himself, or, more commonly, not at all. 
 Air. Lloyd collected his pay from his patrons as his predecessors had done. Sec- 
 tion sixteen is spoken of in this connection — its renting for one-third grain 
 rent, twenty or thirty bushels of corn worth ten or twelve cents per bushel. 
 This corn the teacher had to take at the market price as part of his wages, ti 
 be credited no doubt upon the bills presented to his patrons. 
 
 A high school under individual management was established in 1S21 which 
 greatly advanced the educational spirit of the community. A future governor 
 of Ohio. William Pjebb, was the first teacher employed after the organization of 
 the schools under the law of i82v 
 
 111 1S04 there were but three families in the township which now contains 
 the city of Troy. This statement is made because a similar statement could be 
 true of hundreds of townships in the State. It helps to make more real the 
 conditions from which the pioneer schools had to start. 
 
 In i8i3-'i4 Mr, Samuel Kyle taught in the village a school of from twelve 
 to fifteen pupils. The house was of the material most in vogue. "Its hearth (or 
 floor) the earth," its hall the "azure dome." Two years later another teacher in 
 another school celebrated Christmas by serving his pupils with the cup that cheers 
 and also inebriates. What effect the "treat" had upon the teacher's term of 
 service is not recorded. At an early day a brick house of but one room, built by 
 public subscription, stood where the Edwards school house now stands. The 
 teachers were paid by subscription. 
 
EDUCATIONAL HISTORY OF OHIO 
 
 A nunilier of fairly successful private schools between these earlier times and 
 the revival which attended the Akron law made ready the public for their part 
 in this ereat movement. 
 
 l-'avette ciiunt\- was settled by emiorant.s frnm ^^'estern Mrginia and Ken- 
 tuckv. Though they possessed but a limited amount of intellectual attainment 
 they felt that education was due their children, ami they early tried to secure 
 this for them in such schools as were kept in a vacant cabin, here and there. 
 
 An^- person who would happen along and offer to teach was given a chance, 
 and no questions asked. As no books were kept on sale anywhere within reach. 
 those on hand in the humble homes from which the children came, were brought 
 in triumph to school. ( )ne of the county examiners, many years ago testified 
 that he had seen in use as reading books. — in different schools, no doubt. — 
 The -Vmerican Preceptor, the English Reader, the Xevv" Testament, Charlotte 
 Temple, a much read novel of the time, — Thinks I to .Myself. A System of 
 Military Tactics, and a Treatise on l'ni\ersal Salvation. 
 
 Between the school law of 1S21 and that of 1825, scliool legislation was 
 much debated in the numerous deliating clubs : es|)ecially the startling propo- 
 sition that the State could and should, or should not, "tax one man to educate 
 another man's children," and much good is said to have come from the contests. 
 
 The passage of the first general school law was followed by the laying out 
 of the townships into school districts and the building of new log school houses, 
 with .glass windows. The first blackboard of which there was knowledge was 
 put up in 1S38. Xo fine crayiius were used there m. Ten years at least after 
 this, in another count^■ of ( )liio. possibh in man\-, each pupil carried to school 
 his own "chunk" of chalk for his individual cipberin;-. 
 
 P'rior to the establishment of the State Common School System, private 
 schools, of course, afTorded the only means of instruction. .Accounts respecting 
 the first of these schools, its teacher, and location, are somewdiat conflicting, but 
 the best evidence awards a Mr. Ritchie, whose given name has passed from 
 memorv, the hon(U- of having been the first educator in Hamilton. His school 
 was established about the \ear 1810, and he continued teaching for several years. 
 Being a bachelor, he kept his own lunisf. ( )ne morning his pupils came at the 
 usual school-hour, and found the old master dead in his school-ronm. Death 
 had found him on the field of his labors. Tradition re])orts him as teacher of 
 excellent attainments in scholarship, liut of great severity in government. In- 
 deed, it was the conmiou belief of those imder his care, that he seasoned his 
 liberal stock of black-haw rods in oil. that tlu-y might he rendered the tougher. 
 It is certain that boililv punishment upon young men of twenty-one years, and 
 evt-n u|)on \oung women eighteen years of age. was of frequent occurrence 
 under his ri<jorous administration. .\ school was carried on in the same log- 
 hfuise after his death but tlv name of tlv/ teacher is forgotten. 
 
EDUCATIONAL HISTORY OF OHIO 
 
 29 
 
 In i8io. the Rev. Mathew G. Wallace came to Hamilton, and organized 
 what has since been known as the First Presbyterian Church. In addition to 
 his duties as pastor, he opened a school for instruction in the higher English 
 branches and the classics, in a building which had been formerly used as a court- 
 house. Under Mr. Wallace's care, this school was continued until about 1814. 
 It was the first in Hamilton or vicinity where classical instruction was given. 
 An engraving of the old building hangs in the present court-house, and shows a 
 hewed log house, two stories in height, with a porch in front. It was twenty or 
 twenty-five feet square. 
 
 -About 18 1 5. Ale.xander Proudfit, a graduate of Ohio University, came to 
 Hamilton as a tutor to the sons of Dr. Daniel Milliken, and as a student of 
 medicine under that gentleman. 
 
 Gradually the children of other families became members of the class, until 
 he was at the head of a school very respectable in point of numbers. He especially 
 excelled in the dead languages, and was the second who gave instruction in them, 
 Mr. Wallace having been the first. 
 
 Benjamin F. Raleigh taught from 1825 to 1830. His name appears on the 
 Fairfield Township records for several years as Township Clerk, and also as 
 Township Superintendent of Common Schools, the earliest mention we have of 
 the Common School system. 
 
 In December, 1832, the Hon. John Woods, being deeply impressed with the 
 necessity of affording the young ladies of Hamilton better facilities for thorough 
 instruction in the useful and ornamental branches of a good education, drew up 
 articles of association for establishing a seminary, to be known as "The Hamilton 
 and Rossville Female Academy." This academy was the connecting link between 
 the preceding lack of educational system under private instruction, and the organ- 
 ized system of public instruction under the State. Let its memory be gratefully 
 regarded, for within its walls many mothers of the present generation imbibed 
 the love for all that is refining and ennobling in liberal education. Tlieir influ- 
 ence will be felt through their descendants in all time. 
 
 The first settlers of Hillsborough were men of intelligence, and at an early 
 day evinced a great interest in schools. Many of these pioneers were men of 
 liberal education for that day, and were always ready and anxious to provide 
 schools for their children. \'ery soon after the settlement of the town, pay or 
 subscription schools were taught at intervals by James Daniel and others. The 
 first of these schools, deserving of particular notice, was taught by Robert Elliott, 
 who came here from Kentucky, at the instance of Allen Trimble, who had known 
 him as a teacher in that State. 
 
 Elliott opened his school in 1814, in a building on Walnut street, nearly 
 opposite the Methodist Church. At the start he had between thirty and forty 
 pupils, and the number was somewhat increased afterward. He was considered 
 a good teacher, and his school was continued for the followiu'j three years. It 
 
30 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 was attended by the children of the town, and Ijy some from the adjoining 
 country. 
 
 \\ hile this school was goino- on, the citizens of the town agitated the subject 
 of the purchase of a lot and the erection iif a school-house. .\ public meeting 
 was held, at which it was determined to bu\- a lot and 1)uild a house, all to be 
 paid for bv subscription, and to Ije the jjroperty of tlie town for school purposes. 
 \'erv soon after a log school-house, twenty-five 1)\ thirty-five feet, was erected 
 upon this lot. The house was of liewn logs,- and, in the language of the article 
 ot agreement with the contractor, was "to be chunkeil and daulied with good 
 lime and cla\- mortar on the outside, and to be lined with plank on the walls in 
 the inside, and sealed above head." ( 'n the completion of the house it was fur- 
 nished with seats and desks of simple construction, but in consonance with the 
 means of the people and in accordance with the furniture of their homes. Elliott 
 first occupied this house, removing his school from the house on Walnut street. 
 He remained in it until 1813. 
 
 The next movement in the direction of better schools occurred in 1818. At 
 that time the Madras or Lancastrian school system was attracting considerable 
 attention in this country and Europe. Captain John McMullin came to Hills- 
 borough from Virginia, and proposed to teach a school upon this plan. Several 
 prominent citizens became interested in getting up the school. A meeting was 
 held and articles of agreement and subscription were drawn up and signed by 
 nearly all the citizens of the town. b"or the welfare and good government of the 
 school seven men were chosen trustees of the "Hillsborough Lancastrian School." 
 ■These trustees were empowered to contract with McMullin to teach the school, 
 and were to pav him a salar\- not exceeding six hundred dollars for the first 
 year. They were also authorized to provide fuel and other necessaries. All 
 expenses were to be paid bv assessment on the subscribers in proportion to the 
 number of scholars each sent to the school. The school was to be in session 
 fortv-eight weeks each year. It was opened in the log house on Main street in 
 September, 1818, and all the appliances of the Lancastrian system were provided. 
 Amongst these latter was the sand desk, which supplied the place of the modern 
 blackboard. Between sixty and seventy pupils were enrolled at the start, and 
 the number was afterward increased during the continuance of the school to 
 ninety. 
 
 In 1821 an addition, twenty feet in length, was added to the school-house. 
 This school seems to have prospered for four years, and whatever the defects of 
 the svstem may have been, it had the merit of turning out good readers, writers, 
 and spellers. The Lancastrian School under Captain McMullin closed in 1823. 
 
 The first schoolhouse in Fremont was erected aljout the year 181(1, on the 
 site of the ])resent High School building, a few rods west of Fort STtephenson, 
 then standing, and within three years after the heroic defense of that fort by 
 Colonel Croghan. 
 
EDUCATIONAL HISTORY OF OHIO 31 
 
 It was constructetl uf ruugh, unhewn log>, cut from tlie sinTounding trees 
 and hastily put together by the joint efforts of the early settlers. ( )iled paper took 
 the place of glass in the windows, and the seats were of the must primitive con- 
 struction. It was replaced, in 181 7, liy a more substantial structure, erected on 
 the same site fronting east, and Iniilt of hewn logs, with some such improvements 
 as glass windows, a rciw of desks arountl the wall, and a blazing Hre-place at the 
 eastern extremity. 
 
 Among the teachers were Air. Jocelyn, Dr. Gooding, Miss Beebe, Mr. Brad- 
 ley, Dr. Brainard, Ezra and Justice Williams. Mrs. L. C. Ball also taught a 
 small select school in the winter of 1818-1819, in one of the barrack rooms of the 
 old fort. Among her seventeen pupils she remembers a little Indian boy. a 
 general favorite, and among the brightest pupils in her room. 
 
 Those who were pupils of the old log schoolhouse remember very distinctly 
 the deep ravine that us-^d to run just south of the present High School building, 
 in whose waters they used to play ; also the graves of the British officers near 
 by, and a mound which marked the common burial place of the British soldiers 
 that fell in the battle of Fort Stephenson, over and among which they were 
 accustomed to ramble in their school-day sports. 
 
 This schoolhouse was also the church and court house. In it the teacher 
 taught, the missionary preached, and the judge expounded the law and admin- 
 istered justice. 
 
 The studies pursued in these earlier schools were reading, writing, arithmetic. 
 a little grammar, and very little or no geography. Among the text-books were 
 Pike's Arithmetic, Murray's Grammar, the Introduction to the English Reader, 
 the English Reader, and the sequel to the same, together with Webster's Spell- 
 ing Book. 
 
 The schools were supported entirely bv subscription. The old log school- 
 house stood until the fall of 1834, when it was burned down. In its stead a 
 rough stone building was erected, containing at first one room, and eventually 
 two. This remained until after the organization of the schools on the graded 
 or union-school plan, and the erection of the new brick buildin; in 1852-1853. 
 
 It is said that the first teacher at Ripley was Zaccheus Martin, in the year 
 1816, and following him was Peter Wiles. Between this time and the grading 
 of the schools under the law of 1853 the names of forty-nine ladies and gentle- 
 men are given who taught "more or less." 
 
 The first schoolhouse was built of hewed logs. It burned down in a few 
 years, and from the ashes, phoenix-like, a frame arose. 
 
 At the organization of the Union Schools, Francis W. Hunt, a man of large 
 scholarship and great executive ability, was superintendent. The historian says 
 that what the course of study in the lower grades was at that time can not now 
 be learned. It may perhaps be dimly inferred from the course for the fourth 
 year of the high school. This shall be given in the chapter concerning those 
 final grades. 
 
^2 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 In i86i the school system was organized under the law of 1849. In 1869 
 the schooh building was remodeled and "the town clock, costing $650 in New 
 York City," was placed upon it. 
 
 Many men wlio rose to high stations in life had their early lessons in these 
 schools. Upon some teacher's roll, at one time stood a name since writ large 
 in the world's history, U. S. Grant. 
 
 The first brick building, being the first house erected in Middletown solely 
 for school purposes dates from 181 5, — an elegant structure it seemed then, one 
 story high, and with a huge fire-place in each end for the burning of wood. 
 The first teacher in this house whose time can be fi.xed is Jeremiah Marston, 
 1821-1824. The first school entirely free was taught by Joseph Gailbreath about 
 1837. In 1849 ^Irs. Mitchell, with her assistants taught the first graded school. 
 Some time before this, the district school was made a department for one year 
 of a private academic schoul, which experiment was, very naturally, not satis- 
 factory. 
 
 The district was not reorganized under the law of 1853 till 1855. 
 
 The school district of (_)rrville and annexed territory was originally com- 
 posed of parts of two townships. Settlements here began about 1812 and went 
 on so rapidly after the end of the war that by 1822 nearly every quarter section 
 had a house upon it with an occupant. But during this decade there were no 
 schools, the children were scattered and there were no school-houses. 
 
 By the later tlate named above some of the pioneers had moved into their 
 more commodious houses of hewed logs, leaving their round log cabins empty. 
 Here was a suggestion. William Montgomery, in 1822, at the request of the 
 neighboring house-holders, started a school, thereby not only planting the seeds 
 of education in virgin soil, l:)ut securing occupation for himself during the winter 
 months, and saving his deserted log cabin from prolonged disuse. "There were 
 directors," wrote the reporter, "although no district was yet defined or methods 
 prescribed bv law for their election," overlooking the law of 1821 which pro- 
 vided for the laying of? of townships into districts and the election of "three of 
 said householders as a School Committee for said distrurt." 
 
 In the following years, we learn, there were three other cabins put to 
 similar use and that in the last one taught two successive gentlemen of the same 
 name, one of them afterwards author of Teter's Grammar, mu- of the earliest 
 of (Jhio grammars. 
 
 There was changing of district lines and sojourning of tb.c schools in vari- 
 ous hewed log houses built by the volunteer energies of the people, and a final 
 settling down at the growing village of Orrville. In due course the desire for a 
 better system led to organization under the law of 1849. 
 
 The first school in Bncyrus was opened in 1S22. It was taught by William 
 Blowers, who charged ;i inition fee of onr dollar and fifty cents ])er pupil for a 
 
EDUCATIONAL HISTORY OF OHIO 33 
 
 term of three months. It was opened in a log caJiin on the bank of the Sandusky. 
 The furniture was of the most primitive kind, and the accommodations the best 
 the pioneer settler could afford. The common branches were taught in this 
 school ; Dillworth's Spelling Book, Pike's Arithmetic and the Columbian Orator 
 being the text books. The teacher, so far as can be learned at this time, was 
 fully qualified for his position. 
 
 The first public school house built in Bucyrus was erected soon after the 
 passage of the act of 1825, establishing free schools in Ohio. It was built of 
 logs, and was twenty feet square. It was furnished in the cheapest and most 
 simple style. All the children of the district, who could be "spared from work," 
 attended. Zalmon Rowse was the first teacher in the first school house, and, 
 although not a professional teacher, his labors were entirely satisfactory to his 
 neighbors. When the public fvmd, which at that was small, became exhausted, 
 the school was dismissed ; this generally occurre<l after a three months' term. 
 During the suiumer months a school was opened for the younger children by 
 some one who charsred a small tuition fee. 
 
 TJie first school house in the vicinity of Waverly was built previous to the 
 year 1820. A Mr. IVrkins, a man whom the elderly people speak of as an 
 excellent scholar and teacher taught in it. Another was built in 1822, a third 
 in 1824. These houses were doubtless erected in some of the "proper divisions" 
 into wliich the law of 1806 authorized the trustees of an original surveyed town- 
 ship to divide it "for the purpose of establishing schools therein." 
 
 These three school houses were log buildings of the ancient pattern. .\ large 
 fire-place filled almost one entire end of the building. A log was cut out, and 
 greased paper fastened in the aperture. Onlv in one respect did the light sifted 
 through re^emVile ]\[ilton"s: — 
 
 ".Storied windows richly (light, 
 Casting a dim religious light." 
 
 .Aljnut 1833 a frame school house with a board tloor, ceiled walls, and glass 
 windows was erected in the village. Of the many teachers who there held be- 
 nign sway, Samuel Reynolds, F. S. Dexter, J. J. Green, Warren Dewev and 
 William Howard are remembered. 
 
 Piqua, a town with an undeniably Indian name, was laid out liy the whites 
 in 1807, the former bearer of the name having been duly burned in 1784. The 
 first school there was taught by Isaac Hendershot, the year after the town was 
 laid out. Little is known of house or teacher. Between this date and 181 7 
 school was taught for several winters in a school house near the site of the 
 present City Hall. .A. log house, chinked with clay, with two windows of greased 
 foolscap, its seize about thirty by twenty feet. The fire-place, capable of con- 
 
34 EDUCATIONAL HISTORY OF OHIO 
 
 Sliming "almost incommensurable l)ack logs," the floor, of slabs; the roof, of 
 rough, unshaved clapboards ; the furniture, one row (jf writing benches, ill- 
 suited to the dimensions of the children, made of slabs fastened together by 
 wooden ])ins thrust through auger holes. 
 
 The first text-liooks were the American E'receiitor. Webster's Speller, and 
 the Testament: afterwards were introduced Tike's Arithmetic and Murray's 
 (jrammar, Xo classes were formed except the spelling classes. In the other 
 studies the "individual method," rediscovered many years afterward, had un- 
 trammeled sway. There was neither school board nor public fund. 
 
 It may be allowalile here to say that Tike's Arithmetic left the printer's 
 hand in the year of Ohio's first permanent settlement: and that Lindlay }*Iurray's 
 Grammar was published in England while George Washington was president of 
 the United States, though its author was a Tennsvlvanian bv birth. This book, 
 in comm.on speech, whatever its merit (jr lack of it, is alnmst sximnynKius with 
 .grammar, jnire and simple: and its authnr's name e\en crc])t into rhyme, as 
 shown in the following bit of pleasantry c()|)ied from a traveler's autograph book 
 in a hi itel among the Alps : 
 
 Alont Blanc is the monarch of mountains. 
 
 They crowned him long ago. 
 With a diamond wreath and a robe of cloud 
 
 .\nd a cnronet of snow. 
 
 — Byron. 
 
 Mont Blanc is the monarch of niomitains. 
 
 They crowned him lung agn. 
 But who they got to put it on 
 
 I'd really love to know. 
 
 — Albert Smith. 
 
 I know that Albert wrote in a hurry. 
 
 To criticise I'd scarce presume. 
 And yet I think that Lindley Murray 
 
 Instead of "wlm" had written "whom." 
 
 — \V. M. Thackeray. 
 
 What is true of scores oi other towns in ( )hio is true of Alarxsville : the 
 historv of education for many \ears after its settlement is not a matter of record. 
 The smoke ascending from its first ctdiin proved to the wayfarer that below there 
 was a home not a school. 
 
 Four years thereafter, in 1822 or 1823, Mrs. Silas G. Strong taught a little 
 private school of ten or twelve pupils in her own home, using as texts such books 
 as chanced to be in the dozen houses from which the children came. 
 
 The first court iiouse was built in i8_'_' and for some years schools were 
 housed therein, however Marysville was not to be without the poetic vein brought 
 into its earl\- educational storv through the log cabin school house. The first 
 
EDUCATIONAL HISTORY OF OHIO 
 
 35 
 
 house erected for school purposes was a frame builclin;i- into which thi. school 
 moved from the court house in the fall of 183 1. 
 
 Directly after the school law of 1838 there were "three public schools," two 
 of them in the basement of churches, in one of which Charles Sanders taught 
 and introduced a spelling book already published by himself. He afterwards 
 published a series of readers which had a wide cicrulation. 
 
 The law of 1849, which appears to have been promptly adopted "became a 
 new and active stimulus in the minds of the community." Mention is made bv 
 the compiler of the sketch in 1876 of the "adoption of the Union School System 
 in i860." The law of '49 must have already done this. ".\ single school district" 
 is the phrase, and the district had its six directors and its own examining board. 
 A large commodious school building was erected in 1862 and all the schools 
 broueht together. 
 
 The first school in Defiance of which the reporter could find any trace was 
 conducted in the winter of 1824-25 by William Seamans. The second and third 
 schools were taught by Brice Hilton, the tuition fee ranging from $1.50 to $2.50 
 for the quarter. Besides this the only regular expense was for fuel, this being 
 very slight especially if the teacher cut the wood himself. The statute of 1825 
 made little, if any change in the condition of school affairs, according to the 
 witness. This must have been from a failure of the township trustees to district 
 the township, or of the people of the district to employ a teacher and to keep a 
 school therein: — Section 15 of the statute of 1825. 
 
 The first school house was built by subscription. In most regards it was in 
 the style prevailing at that period. Something of a novelty appears in the fol- 
 lowing paragraph : — "The chimney was built of clay and sticks, and being on 
 the outside of the house, resting on the ground, the logs of the building were 
 cut away sufficiently to give access to it. The ends and parts of the logs thus 
 exposed to the fire were then plastered with clay. In spite of this protection, 
 however, it not infrequently happened that the exercises of the school were sus- 
 pended a few moments for the purpose of extinguishing the burning jambs. 
 This school house was the school house of tlie place till about the year 1836, 
 when it was abandoned, and the school moved In the lower storv of the court 
 house." Lingering about the place, the i>nly incident now afloat is that in this 
 very modest building Chief Justice Morrison R. Waite made his maiden speech 
 to a court and jury. 
 
 A second school house was built as the result of a meeting of the towns- 
 people in 1 841. There was now a board of three directors and a board of exam- 
 iners. 
 
 The graded school system under the law of 1849 was adopted by the citizens 
 of Defiance in 185 1. 
 
 The object of the founder of Oberlin was to establish a school — not a 
 town. In connection therewith there was a primary school in T834, while the 
 first "common" school was taught in 1838 by Miss .\nna Moore. This school 
 
36 EDUCATIONAL HISTORY OF OHIO 
 
 seems to have been an itinerant, settling for a term wherever a vacant room 
 could be found. 
 
 When the first school house was building, some persons considered it a step 
 forward: others, an unwarranted piece of extravagance. Xo uther schoul house 
 was Ijuilt till 185 1, although, in the twelve years, the number of school youth 
 tripled. Every room and shiH) that C(_iuld not lie used for any other purpose was 
 converted into a school room. Under such cimditions it wnuld be strange if 
 the schools were efficient. 
 
 The searcher among the records wrote in 1876: "1 find many reports, dur- 
 ing tile first ten vears, signeil 15. I'elton, Superintendent (_)f Common Schools. 
 What the dtfice was iluring those vears. I am unable tij determine. Judging from 
 his reports, 1 shnuld C" include it was that of general censor." The names of 
 two of this (jfficer's successors are given and then : "The superintendence of 
 these gentlemen extendefl over all the schools of Russia township." \'ery nat- 
 iiralK. as under the law of 1838, Section 21, the township clerk was "Superin- 
 tendent of Common Schools within bis township." 
 
 The building of the new house met with much opposition, although there 
 were more than four hundred pu])ils in the district, with but one school room. 
 In 1854 tht schools were reorganized under the law of 1853. but in l8f)0 a change 
 was made to the form of organization laid down in the law of iS4(), with its 
 board of six mciubers, its board of examiners, and its close grading <A ])upils. 
 
 There seems to be nothing known about the early schools of Jefferson 
 countw though the count\- is considerably older than the State, and settlements 
 were early made therein. The historian of 1876 begins with the minutes of the 
 directors of the Unvn of Steubeuville in ( )ctober, 1838, making note of action 
 taken that was a fruit of the School Law which took eft'ect .\pril i. 1838. 
 
 .\ resolution was passed that a meeting of the qualified voters be held at 
 the court house, for the purpose of proposing to raise a tax to build a school house 
 or schoolhouses. The result of the meeting was the liuilding of two brick school 
 houses at an aggregate cost of $4,000. Each was two stories high, and designed 
 >o accommodate two hundred and fifty juipils. The houses were filled very 
 soon after completion. 
 
 ( )ne of the early county institutis was held in Steuben\ille. The book agent, 
 as well as the school master, was abroad in the land. -\ rule was passed pro- 
 hibiting his visiting school rooms in a professional way during school hours. 
 
 .-\nother rule, which afterwards grew into a statute, prohibited a change of 
 a te.xt book till after five years from its adoption. 
 
 One of the nation's eminent school men. Dr. Eli T. Tajjpan, filled for a 
 while the ])osition of superintendent of the schools of .'^teubenville. 
 
 .\n act was passed by the Cieneral .Assembly of 1824-5 for the regulation 
 'f the schools of the Slate. It provided for ;ni election of three directors in 
 
EDUCATIONAL HISTORY OF OHIO 
 
 each School District, and authorized a lev_\- of one-half mill upon the dollar 
 to be appropriated for the use of common schools. Under this act, schools were 
 maintained in this township fiir a few months in the year, seldom taught by the 
 saine person for more than one term. Select schools were started from time to 
 time, and received more or less patronage. 
 
 The acknowledged necessity of securing better accommodations for the pub- 
 lic schools, and giving permanency to those of a higher grade, led the friends of 
 education to secure the passage of the special act of February 21. 184S, under 
 which the Massillon Union School was organized. 
 
 So well adapted was this law to the purpose for which it was framed, that 
 no alterations were deemed necessary, and no change was afterward made in it. 
 The schools were continued under this special act until the law of May I, 1873, 
 was passed. 
 
 The present — 187') — Union School House was erected in 1847-8. It was 
 planned and built without the advantage of .experience in such matters, Init was 
 considered at the time, to be the most complete structure erected in < Miio for 
 .graded school purposes. It has since been refurnished and is still in use. This 
 excellent fashion of permanenc\- was set by the people, in keeping for a long 
 series of years the very best men in charge as directors and members of the 
 board of education, and followed by the board in its dealings with the super- 
 intendents and teachers. A single illustration of the latter statement is the fact 
 that the present school commissioner, Hon. Edmund A. Jones, served as superin- 
 tendent from iSf-.g to 1873, and again from 1875 to 1903. Among the other 
 Massillon names written high in the roll of Ohio school men are Lorin Andrews, 
 Thomas W. Harvev and Charles R. Shreve. 
 
 This bit of heavy shading is contributed by a Jackson count\- examiner for 
 our flashlight picture of a school master and his environment, now over two 
 quarter centuries away. We du not infer that it describes all of the profession 
 in any neighborhood, or that all whom it fits "amazed the gazing rustics ranged 
 around" in any comity. "Twenty-five years ago, in this countv, a teacher was 
 regarded as of less importance to society than a barkeeper or a showman. The 
 tri-weekly advent of the stage driver, who aroused the sleepv village with his 
 hnrn, was a matter of more monient than the common school, and the driver a 
 much greater hero than any jxior pedagogue whose ragged pupils ran to look 
 through the missing window of a log shanty, improperly called a school room, 
 to hail and greet this pompous Jehu, whom thev admired, and whose exploits 
 thev deemed the wonder of the age." 
 
 In the good county of Darke we have seen the rude log cabin { erected bv 
 the "settlers" of a neighborhood in s(^me central locality, and occupied b\ a 
 "teacher who could read, write, and cipher to the single rule of three," who taught 
 
38 EDUCATIONAL HISTORY OF OHIO 
 
 for ten dollars a month and "board around" ) give place to neat frame or hewed 
 log houses built near the center of school districts of two miles square. 
 
 After building houses of this latter class, the people became more partic- 
 ular about the character and qualifications of their teacliers. Those oi a more 
 liberal education were employed; must be able to "(/o cz'cry sum in Talbott's 
 Arithmetic," and if he knew something of Park's nr Sniiley's arithmetic, was 
 classed as first of teachers. It was our good fortune at times to secure a teacher 
 who had, in addition to the above, a limited knowledge of English grammar and 
 geography, yet not enough to dispense with the services of an itinerant teacher 
 whose portrait is drawn in such cruelly strong lines by one of the orators quoted 
 in the account of the College of Teachers, and who generally supplied the demand 
 of the feii' who wished to study these adi'unccd branches of education, in thirteen 
 night lessons. The average wage of teacliers in those days was from fifteen 
 to eighteen dollars per month, and board themselves. 
 
 These log and frame houses are now fast disappearing, and, in a majority 
 of the districts in Darke county, sulistantially Iniilt and well furnished brick 
 structures have taken their ])laces. Tn (ireenville, nur county seat, we have a 
 magnificent union scIukiI hduse, equal in every respect to any in the State. 
 After we have time to get the shru1)bery started and the grounds properly 
 improved, we will ha\-e an institiitiim to be proud of. 
 
 The "want" of our countv is a higher grade of qualification in our district 
 teachers. Tliis we have been laboring for. but as yet have not got to the point 
 of perfection that our architectural improvements demand. 
 
CHAPTER IV 
 
 SCHOOL LANDS AND SCHOOL FUNDS 
 
SCHOOL LANDS AND SCHOOL FUNDS 
 
 fi.)k the purijoses of this book there is no call to go into a careful detail of 
 the descent of the title to some thousands of square miles of the earth's 
 surface through Indian, French and English ownership ; its cession, 
 "sight unseen." to \'irginia and Connecticut; the yielding of it, with the great 
 territory in which it was but a patch, to the General Government of the United 
 States, — or, rather that there might be a United States ; its donation to the 
 new State beyond the river in trust for the support of schools. 
 
 Until the ceding of their outlying territories by the claimant states the Gen- 
 eral Government could have no land system for it had no land; but the act of 
 1785 began to open the door to the coming settler with his children. These 
 government lands, laid off into townships six miles square by means c)f parallels 
 and meridians, to any buyer who wished a square mile were to be sold for one 
 dollar an acre, with the exception of one square mile, hit upon with geometric 
 impartiality, and no eye to its fertility or its scenic prospect or its value in the 
 future market. In the statutory way of counting the sections of each original 
 surveyed township, it was "Xo. 16." The historic surroundings at its original 
 donation have been described by the pens of many ready writers. 
 
 Viewed from one side no great pitch of laudation is due the Federal Govern- 
 ment for these donations. It was almost sure to be a good business transaction, 
 and, then, to be considered is the large aggregate of taxes which Ohio bound 
 herself not to collect, but which, indirectly, would find its way into the Federal 
 territory. But the leaders in these complex matters planned wisely for the new 
 commonwealths which should in the future occupy the great Northwest, they 
 walked in a path along which it would seem that a Hand wiser than they had 
 fixed the guide-boards, so glorious was the destination to which it led. 
 
 To the thoughtful reader, passing in imagination- along the trail trod by 
 those who fashioned things, or tried to fashion them, for us, it is pathetic — 
 "'tis wondrous" pathetic — to come upon the contrast between the lofty flight 
 and the ground fall of their hopes clinging aboitt these imperial gifts. The 
 Constitution itself speaks: "Xo law shall be passed to prevent the poor, in the 
 several counties and townships within this State, from an equal participation in 
 the schools, academies, colleges, and universities within this State, which are 
 endowed, in whole or in part, from the revenue arising from donations made 
 by the United States," and so following; while the first governor of the com- 
 monwealth, congratulates the Legislature, and through it, the State, upon advan- 
 tages springing from donations of land to erect and endow universities and 
 other seminaries of learning, "superior to those which, perhaps, any other coun- 
 try can boast of." The round log cabin school house ma\' not, in the mind's 
 eye of the governor have reared its mud chimney among the bell towers of the 
 ■"seminaries of learning." but the voice of the Constitution is that of a sovereign. 
 
42 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 reachino- from the throne to the Ixirder, for the ear of the lii.!;ii and the li:)\v. 
 and tlie door of the royal treasury wide open. 
 
 In 1809 anotlier ,y;overnor is speakin.<i', and, as we pass, we hear attention 
 called to the state of our seminaries and schools of education, and the assurance 
 L;"i\'en, while the figure of Aaron Burr falls upon memory's curtain, that "where 
 the means of education are extended, and the great body "f the people are 
 enlig-htened. the arts of designing and ambitious characters can never succeed 
 in undermining the liberties of the country." This is an episode, but the next 
 year, (Governor Huntingdon admits that he is well aware that the state of the 
 funds will not permit much assistance to be given to the schools. He clearly 
 doubts that the most effectual means have been taken to make the lands appro- 
 priated by Congress fur the use of schools subservient to their purpose. After 
 yet another ten years, an honored citizen of Cincinnati, Nathan Guilford, he 
 who secured the passage of the school law of 1825, bore witness: "The funds 
 arising from school lands will not be sufficient to educate properly one child 
 in ten." 
 
 !!iit wliy were these high antici]3ations so utterly cast down? Causation 
 is ever complex but the judgment of innumerable witnesses approves Governor 
 Huntingdon's doubt. When the "sinews ni this war" of knowledge and virtue 
 against ignorance and vice were needed, the effort made to get the same in 
 liand was a system of leasing, the stor\' of which is a perplexing, and not very 
 profitable study. It is not retold here, .\fter the initial law, in 1803, — a passage 
 of the first section is quoted in the chapter on School Examiners, page — , — 
 there was a succession of changes relating to amounts, prices, relettings, revalua- 
 tions, improvements, commonly in favor of the lessee. It is related somewhere 
 that as the General Government was oft'ering land in fee simple at so low a price, 
 if a settler had any money he would rather buy and improve for himself and his 
 family than lease and improve — if he improved — for the township. 
 
 In relation to this manner of seeking a revenue from the school lands Dr. 
 Eli T. Tappan wrote : During the years of various and conflicting legislation for 
 leasing the lands, those who made the laws were becoming convinced that any 
 system of leases was Iiad. 
 
 If the first chapter of the dealings of the trustee with its important trust 
 must be closed, men asked, what next? If leases are bad, what promises to be 
 better, even good? Naturalh-, sales. .\n(l the Legislature began to jjrcpare the 
 way in 1823 by enacting that an\- leases of school lands, surrendered, should not 
 be renewed for a period longer than one year, lUU had the State trustee the 
 right to jjiit the lands absolutely out of its ]iower by a sale in fee? To determine 
 for all time the (piestion of autborit)' to sell the school lands, the General .\ssem- 
 bly in 1 824 memorialized Congress, setting forth the affirmative view in a series 
 of clear and logical statements. After reciting the story of cessions, donations 
 and reservations, the writer of the memorial claims that it was the intent of the 
 l)arties to the comjiact that one thirty-sixth part of all the lands in the State 
 of ( )hio should lie granted to the peo])le thereof for the use of comrnon schools, 
 and ihev should be placed under the control of the Legislature, although in the 
 grant of the six miles reservation, including the Scioto Salt Sjirings with what 
 
EDUCATIONAL HISTORY OF OHIO 43 
 
 follows, there is a proviso that the Legislature shall never sell, nor lease the 
 same for a time longer than ten years ; but mention of the Legislature is not 
 made in the grant of Section 16. Indeed this failure on the part of Congress 
 to name the Legislature when declaring that the title to school lands should vest 
 in the State, and not in the people of the townships, was urged as a grant of the 
 authority to sell : that the failure to deny, permits. 
 
 The paper does not fail to claim that the State of Ohio had rendered a full 
 equivalent for the school lands ; that the grants being made to the people of 
 the State of Ohio through the medium of the Legislature for the use of the 
 people, no limitation can serve any end except as an argument against diverting 
 from its legitimate purpose any fund arising therefrom. 
 
 The Legislature of the State of Ohio is in all respects sovereign, within the 
 Constitution, and its capacity to do any and every act in relation to property 
 which its citizens hold in common, is necessarily implied. The L'nited States 
 did not reserve any beneficial interest, and having received a full equivalent there 
 is no possibility of reversion and any power of control is not a fair inference. 
 
 The Legislature, though believing firmly in its own right, asked that any 
 possible denial thereof be met liy a declaration on the part of Congress ; and it 
 was shrewd policy to ask Congress also to direct in what way the Legislature 
 should invest the funds derived from the sale of the lands, and conditioning 
 the sale of Section 16 upon a vote of assent by the inhabitants of the original 
 surveyed township in which it was located. 
 
 So far as the oft-named Section was concerned Congress vouchsafed no 
 reply, though in the same year the memorial was submitted, the condition was 
 released that prevented the sale of the "six miles square" and the two sections of 
 salt lands, but the proceeds must be applied to "literary purposes." 
 
 In 1827 the General .Assembly put its theory about its own sovereignty into 
 practice. The assessor of a county in which an original surveyed township was 
 located was to provide himself with a book, and it in hand, traverse the town- 
 ship and call upon everv white male inhabitant, provided there are twenty of 
 them over the age of twenty-one, and request him to write himself down for or 
 against a sale of the township's school land. His right to vote did not depend 
 upon his being a citizen of the I'nited States, but he must have resided a year in 
 the township. This precaution would lead to the belief that no species of "coloni- 
 zation" is a modern invention. 
 
 Cinder the act, a man's right to vote and the legality of his vote after he 
 had given it could be very closely scanned. 
 
 The assessor reappraised the value of each section to be sold, with any 
 improvements, and it was not to be sold for a less price. 
 
 Those who had already made leases were allowed to surrender them, and 
 on paying the former appraisement receive a deed in fee simple, though the 
 value might be several times what he must pay. Samuel Lewis, in his first 
 annual report, said that he had knowledge of lands worth fifty dollars an acre 
 being deeded to the lessee at six dollars. They are charged with committing 
 "waste" on the timber lands, and Eli T. Tappan found the reason for the legis- 
 lation just referred to constanth- in the interest of the renter rather than for the 
 
44 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 good of the school fund, in the pernicious influence on legislation exerted by the 
 tenant element. We have already learned the opinion of at least one of the 
 Ohio Governors aliout these same pioneers of the "unpaved districts." The 
 fact seems clear that they retained no advocate, and their descendants to the 
 present day seldom send a lobby to the General Assembly to plead the cause of 
 education, to their own hurt. 
 
 One moment for I'cview while we recall that the first schools were sub- 
 scription scIiodIs ; ni ) statute for their regulation was needed. The Territory 
 and, after it, the State, had no monev invested. These schools did not all, as a 
 matter oi cunrse, shut their dnurs, and the teacher cease to g<T his quiet round 
 in search of pupils when the public, the state, came, a rival, into the business, 
 bv authorizing the estal)lishing of schools (i\er which it would exercise some 
 measure of contml, and among wdiich it would distriliute any school funds wdiich 
 should come into its str<jng liox. Reference to the sources of these funds has 
 been made, the failure of the leasing system, and the beginnings of legislation 
 looking toward the sale of the school lands. 
 
 Besides the law ])rovi(ling for the sale of section sixteen, the legislature, in 
 1827, passed two other acts concerning the sale of the school lands of the state: 
 
 1. T(j provide for obtaining the consent of the inhabitants of the United 
 States Alilitarx District to the sale of lands appropriated to the use ()f schools 
 in the District, and to authorize the lessees of lands therein to surrender their 
 leases and receive certificates of purchase. 
 
 2. To enable the inhabitants of the Virginia Military District to give their 
 consent ti_i or dissent from the sale of lands granted by Congress for the use 
 of schools in said district. 
 
 As in the townshi])s owning a section, so in the United States Military 
 District, the votes of all the white male inhabitants were taken liy the assessors 
 on their rounds. In the X'irgmia Militarv District the vote was taken at the 
 ensuing fall election. Some townships voted to sell, and the majority ruled tlie 
 same way in lioth the Military Districts. 
 
 The next stej) was. of course, directions as to the mode of selling. r>y 
 legislative enactment the method (if conducting the sales in the two Military 
 Districts was similar to that already provided for section sixteen. The county 
 auditor, being furnished by the auditor of state with a list of all the lands whose 
 sale was ordered, caused the assessor of the county to make a true valuation 
 thereof, "in nionew" The ila\ of coonskins and other such mediums of exchange 
 was by. ami men must think, at least, in dollars. In making his estimate of the 
 value of the west half and the east half of each (juarter section the assessor 
 weighed all the "local advantages." conditions which, aside from the fertilitx' of 
 the soil, the size of the clearings, the jjossible "waste" done u])on the timber, 
 would make it meet favor in the eyes of the seeker for a home. He noti-(l also 
 and added in, ihe value of the improvements. His rejiort to the auditoi" of the 
 countv included the same items concerning town lots and their subdivisions. 
 
 The auditor's next duty was to make a true co]))- of this report and send 
 it. retaining the original, to the capital of the State, "by the Messenger" of the 
 
EDUCATIONAL HISTORY OF OHIO 
 
 45 
 
 auditor who shall be employed to collect the duplicates of taxes of the current 
 year. 
 
 When an order so to do caine from the state auditor, the county official 
 advertised a sale and duly attended at the court house on the day set and offered 
 at auction each "piece or parcel," the terms being one-fourth down, the laalance 
 in three equal annual payments without interest. This applies to the sale of 
 section sixteen, not to the sales cjf the Military District lands. At the above 
 auction, if the highest bidder did not forthwith pav the first one-fourth, the 
 auditor without delay offered the parcel again "as if no bid had been made 
 thereon," and this time, no Vnd from the person who had just failed to make 
 good his word was received, nor a Ijid from him for anv other tract, nor could 
 such "delinquent bidder" buy at private sale the object of his empty bid. In 
 plain pioneer English he was persona iwn grata. 
 
 In the long march of civilization one exceedingly prosaic but very important 
 task for some of her promoters, is the reclaiming, the calling back from their 
 state of commingled lanrl and water, certain tracts called "swamps," but indefi- 
 nitely described by the term. The proportion of the elements varies to a won- 
 derful degree. The commercial value of a swamp mav be slight or zero; it 
 may lie very high. The price does not run with the worth. Much depends on 
 from which side of the landscape the view is taken. 
 
 If the foregoing, "any meaning, anv relevancv bears," it is due to a law 
 of Congress, made in 1850 and supplemented soon after, donating to the west- 
 ern states a vast extent of scattered swamp land. Ohio's share in this dividend 
 of 62,428,413 acres was but little more than 25,000 acres- — so small a portion 
 that it does not appear in some accounts of the transaction — while a neighbor- 
 ing state received over one and a quarter millions. \Miere were ( )hio's statesmen 
 then ? Or did the nature of the land have to do with it ? 
 
 The General Assembly of ( )hio. in 1853. provided for the appraisement of 
 ihe lands in their wild state, and then for the letting the contract for drain- 
 ing, in each county where these swamps were, to the lowest responsible bidder, 
 his liill for reclamation to be paid from sales oi the land at the aj)praised value; 
 any lands, not sold to pay for drainage, to be reappraised and sold. After all 
 costs were paid, if there were anything left in the county treasure of this fund, 
 "it shall be paid into the state treasury for the use of schools." The sum of 
 $24,772.09, the result of the sales of swam]) lands, was in the state treasury 
 January i, 1904. 
 
 THE IRREDUCIBLE DEBT 
 
 January 30, 1827, a fund fur the supjiort of common schools was established. 
 Of this fund the Auditor of State was made superintendent. It was to consist 
 of all the moneys paid into the treasury from the sale of lands donated by Con- 
 gress for the support of schools : also any donations, legacies, and devises that 
 mav be made to the fund. The faith of the state was pledged for the payment 
 of the interest at six per cent to the various counties and districts to which it is 
 due. It is permanently borrowed, therefore the debt can not be made smaller, 
 hence the name. As the result of the sale of section sixteen this portion of the 
 
46 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 debt on January I, 1904, amounted to $3,415,032.64. From the sale of the United 
 States Military Lands at the same date was something; in excess of $7,000.00. 
 i-'roni the \'irginia Militar\ Lands, al)out $12,000. The aijgregale is a large 
 sum of money which the ( leneral (lovernnient owes to the schools of Ohio, but 
 across the hack of the note is the l)rnad endorsement of the Constitution: The 
 principal of all funds arising from the sale or other disposition of lands or other 
 property granted or entrusted to this state for educational or religious purposes, 
 shall forever be preserved inviolate and undiminished. 
 
 The school law of 1838, so often referred to, was the first law to authorize 
 a ta.\ for the purchase (if a lot on which to build a schnnl house. IJefore that 
 date, the hit was innxhased h\- sii1)scription, or, perhaps oftener, was a gift to 
 the (lisirict. I-'or main years the ncitiiju prevailed that a large part of expense 
 of conducting a district school should l)e met by CDUtribution. 
 
 The state common schn.il fund was increased liy "the inleresl en the surplus 
 revenue," and in other wa\s, to the amount of two hundred thousand dollars per 
 annum, anv lack in the designated ^ource> to be made good l)y the state. This 
 fund was distriliuted to tile counties in pro])ortion to the number of white youth 
 between four and twenty years of age, not in jjroportion to the lumiber of 
 "fa.mihes." 
 
 This "surplus revenue" suggest a rather unique transaction, the looking of 
 a gift horse in the mouth very scrutinizingly, that is, if appropriations by the 
 General Government to the jieople shall be called "gifts," which they are often 
 termed, but are not. The surplus revenue was a sum of money, $42,000,000, 
 under the above name, in the United States treasury. ( iovenior Joseph \'ance 
 denied the aptness of the term, "revenue." It is, in realit\ , the avails of our great 
 land capital converted into mi/mey, and not rci'cinic. which is the ordinary in- 
 come of a country from imposts and taxes on her pro])erty. her trade, and her 
 business. Thirty-five millions of the balance now in the treasury of the United 
 States has arisen from the sales of the public lands, since the ]ia\ment of the 
 national debt for which these lands were jiledged. Tlli^ sum, at least, is the in- 
 heritance of the people, originally gained by the toil, and suffering, of their 
 revolutionary fathers. 
 
 To prevent this large sum, as it seemed then, from lying idle. Congress in 
 iS^') ])assed a law declaring that the nione\ which shall \k- in the treasury on 
 the hrsi da\- of |anu;irv, 1837, reserving five millions of dollars, shall be deposited 
 with the states, a loan almost surely permanent hut with a renioti' contingencv 
 u])oii which repaynu-nt should lie asked. The several states were to guarantee 
 the safe keeping, and return if called ui)on, each, of its own share. 
 
 Governor Lucas saw no ini|)ropriety in ( )hio's receiving her portion of this 
 sur])Ius and making immediate application of it to |ieniianeiit purposes within 
 tlu' state, and considering that it was the ]iroperly of the iieopk-. and that rich 
 and poor .alike had an e(|nal right in it. he had thought much upon the ([uestion, 
 wli.at plan will e(|ually distribute its lienefils? 
 
 He recommended in the most express manner the making of it an irrevocable 
 common school fund, the state to liecome the trustet' thereof, with authorit\ to 
 
EDUCATIONAL HISTORY OF OHIO 47 
 
 place it in secure investments, and, aimually, distriljute the interest or dividend 
 among the counties in proportion to the number of children. 
 
 Though many men were of Falstaflt's mind on the disagreeableness of '"pay- 
 ing back." the state accepted its proportion. $2,007,260.34, and by the act of March 
 28. 1837. distributed it among the counties to be loaned on good security and the 
 income applied as the enlightened Chief Magistrate had advised. .\ little of it 
 dribbled down into the treasuries of some of the early count)- teachers' institutes. 
 
 It may not be inappropriate to relate here that of the twenty-six states which 
 then constituted the American Union, sixteen, wholly or in part, added their 
 portion of this surplus to their school fund, or began with it such a fund. if. till 
 then, one were lacking. 
 
 .A. number of the states which had, like Ohio, lent their share of "surplus 
 revenue" to the counties to be lent again at a somewhat higher rate, the counties 
 to be profited by the diliference, but Ohio, in a few years called in this fund for 
 the satisfaction of debt due to contractors on the public works of the state. There 
 was a balance, the interest upon which, for a brief time, was placed in the 
 State Common School Fund and found its way back to the counties, but soon 
 this balance went to the General Sinking Fund. 
 
 The beginning of taxation for school purposes and the manner of it were 
 mentioned in the chapter upon school districts in connection with the school act 
 of 182 1. The exemption from taxation of the property of non-residents was not 
 continued. The act of 1825 made it the duty of county commissioners to levy a 
 tax of one-half of a mill for the maintenance of schools in their county — a 
 county tax. The meeting of householders that had power to select a site, not to 
 buy it, for a school house, and provide means to build it have resort to this 
 fund, while the teacher was paid, so far as it would go, from the revenue derived 
 from donations made by Congress, and if that were not sufficient, the directors 
 gave him a certificate attesting his claim to a balance of wages, which certificate 
 he presented to the auditor. If it did not exceed the balance of the district's 
 dividend of the county tax, the auditor honored the certificate by an order on 
 the treasurer. The countv tax had been apportioned among the districts in pro- 
 portion to the number of faiiiilics in each. 
 
 The law regulating the mode of suppl\ing fuel varied almost from year to 
 vear. In 1834. it would have the parent or guardian provide fuel, but no pen- 
 alty appears to have attended his failure to do so. In 1849. in case of such 
 failure, the directors furnished the fuel and collected the price from the delin- 
 quent. 
 
 An act supplementary to that of 1825 had authorized the directors to levy 
 a special tax not to exceed three hundred dollars, for building or repairing a 
 school house, having the assent of three-fifths of the householders present at a 
 meeting officially called, but the potent voice of the non-resident tax payer is 
 heard in an enactment of a semi-decade later, which limited the tax to fifty 
 dollars unless one-third of the property subject to taxation in the district be 
 owned by persons residing therein, and so on with a sort of parallel increase till 
 two-thirds of the property, speaking through its owners could levy the afore- 
 said three hundred. 
 
EDUCATIONAL HISTORY OF OHIO 
 
 Bv an act. February lo, i82y. the rate of the county tax for school pui- 
 poses was chan;;e(l to three-fourths of a mill; one and one-half mills in 1836; 
 two mills in 183S: in 1839. the conimissioiiers were authorized to reduce the 
 tax to one mill, l)ut to their credit it is recorded that not one county in five made 
 the reduction that \ear. Whether the commissioners had learned of their privil- 
 eg-e the deponent said not. The rate had further reduction but without dimin- 
 ishing- the proceeds, owing to the advancing valuation of property. In 1 851 this 
 financial mercury stood again at one. The code of 1853 left it out entirely. 
 Th.is tax was a onnty tax only in that the county commissioners had certain 
 control over it. a restricted discretion as to the rate and the division of the fund 
 among the townships, assigning to each the amount collected therein. It was, 
 in fact, a township tax. 
 
 In the great reorganizing act just mentioned, wdiich. in the townships, made 
 the districts to be sub-districts, the board of education was required to make each 
 year an estimate of the money needed for the buying of sites for schoolhouses, 
 for repairing or building schoolhouses, for all purposes other than the payment 
 of teachers, and to certify their estimate to the county auditor. It then became 
 the auditor's duty to assess the amount named ujjon the taxable jirojierty of the 
 township, or, rather, the township district. 
 
 The board of education, if it w^ere adjudged necessary or desirable to estab- 
 lish a central or high school, was authorized to make an estimate of the probable 
 cost, and lay a statement of the same before a specially called meeting of the 
 voters of the district. This meeting determined all important questions, such as 
 the ta.x levy and the location of the schoolhouse. A tax not exceeding two mills 
 could lie levied b>' the board for the payment of teachers in this central school, 
 and for the iirolonging the sub-district schools after the state funds were ex- 
 hausted. 
 
 liy an amemlment in 1857. if the "estimate" above referred to exceeded two 
 per cent., the matter must be referred to the voters. 
 
 A line which would graphically represent the changing rate of local tax to 
 1873 would move down and up with three mills for a base, but in the year named, 
 in obedience to that trend in governmental affairs away from the people to the 
 agents thereof, the powers and duties of boards of education were considerably 
 amplified, and that they might have means at their disposal to do the things 
 required the}-, other boards and township boards, were authorized to demand of 
 the proper count\- officer a levy of not to exceed seven mills on the dollar of the 
 taxable property of their respective districts. This was a substantial advance, 
 for immediateh- prior to this act the maximum tax lev\- in township districts was 
 three and three-fourths mills ; in other districts five and one-fourth mills. 
 
 A b(jard of education by this law of 1873 might borrow money and issue 
 bonds therefor for the inu'chase and repair of school prdjjcrty. bin not. in this. 
 ,go bevond two mills. .Such action re(|uires a vote of a niajoritv nf the lioard. 
 not a majority of a (|noruni. 
 
 If. in the opinion nf the boanl. more nione\ must be raised by taxation than 
 can l)e raised b>- the modes lu-re indicated, to purchase a site or build a school- 
 house, the question of the loan, bond issue and tax had to be submitted to the 
 
EDUCATIONAL HISTORY OF OHIO 49 
 
 voters of the district, the only instance of such submission of a tax query de- 
 manded by the statute of 1873. 
 
 Since the law of 1853 all special sources of revenue were discarded, and it 
 was enacted that : h"or the purpose of affording the advantages of a free edu- 
 cation to all the youth of this state, the state common school fund shall hereafter 
 consist of such siuu as will be produced by the annual levy and assessment of 
 two mills upon the ilullar valuation. The rate was changed the next year to 
 one and one-half mills. It has continued to decline: from 1871 to 1902 it stood 
 at one mill, and at the latter date was fixed at ninety-five hundredths of a mill. 
 While the proceeds in the aggregate sound like a duke's ransom, divided over 
 the Commonwealth they contribute annually toward the education, the fitting for 
 American citizenship, of each boy and girl the munificent endowment of less 
 than two dollars. "The property of the State" is imperial in its immensity, but 
 the careful adjustment of the rate puts the State's share in these great partner- 
 ships to shame in the presence of the fund collected from the local assessment 
 in the township furthest back. 
 
 The Commissioner's report for 1903 indicates the following rates of ta.xa- 
 tion for school purposes : State tax, ninety-five hundredths of a mill ; Average 
 Local Tax, township districts, five and eighty-five hundredths luills ; separate 
 districts, eight and sixty-six hundredths mills. The State tax is now — 1905 
 — one mill and will so remain unless changed again. 
 
CHAPTER V 
 
 SCHOOL DISTRICTS 
 
SCHOOL DISTRICTS 
 
 SOMETIMES wlieii speaking of a State the speaker means a great extent 
 of land bounded by imaginary straight Hnes or material crooked lines. 
 A learned judge and poet asked himself a question to which his answer 
 was: "Men who their duties know, but know their rights, and, knowing, dare 
 maintain, these constitute a State, and sovereign law, the State's collected will, 
 sits Empress"; the last essential, standing for organization into one whole with 
 some form of government. 
 
 Coming from large things to small, we may make in plain prose similar 
 assertions of a school district — it is the stage and the players. The immediate 
 servant of the people, the exponent and the executive of their collected will, is 
 a board of directors or of education. The material district is the smallest unit 
 in the common school gcograjjliy. 
 
 The Legislature of ()hu>. in 1803, April 15, enacted that the lands granted 
 for the su]5port of schools in the several parts of the State shall be let on lease 
 for the ])urpose of im])roving the same and thereby rendering them productive, 
 that the profits arising therefrom may be applied to the support of schools. Ohio 
 was but a few months old at this date. 
 
 The first suggestion of districts in the future occurs in an act passed in 
 1806. The commissioners of the county were required, as soon as there were 
 twenty electors in any original surveyed township or fractional township, upon 
 the application of those electors, to fix the time and place for the election of three 
 trustees and a treasurer, who should b\- that act be incorporated and should hold 
 their office for two years. 
 
 These trustees were empowered to lay ofi the township into proper divi- 
 sions and to change these when it seemed best, "for the purpose of establishing 
 schools therein," and each division was to receive, according to the number of 
 its inhabitants, a dividend of the profits arising from their section reserved for 
 school purposes. 
 
 Let it be noted that in these "divisions" there were no directors: in the 
 county no examiners. There were, as we know, in course of time, divers round- 
 log and hewed-log houses, built by the neighbors or rented from some growing 
 individual who had a cabin to spare. 
 
 In 1817 an act was passed which outlined a method by which six or more 
 persons who should have associated themselves together for the purpose of estab- 
 lishing a school and building a schoolhouse, or establishing a library, might 
 obtain letters of incorporation. The fact that "the property to be owned by the 
 association, except philosophical and mathematical apparatus, books, maps and 
 charts, shall at no time exceed the value of ten thousand dollars," would seem 
 to expect for it an exceedingly local application. Before this law these corpora'- 
 tions were each created bv direct act of the legislature. 
 
54 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 Four more vears passed, and a statute was enacted which embodied a faint 
 resemblance to a system of pubHc scliools. In this law of 182 1. "for the regu- 
 lation and support of common schools," the trustees of the civil township were 
 required to notif}' the electors that at the next townshi]3 election they shall vote 
 for or against the organization of the township into school districts. If a ma- 
 jorit\- of the votes given by "householders" shall he in favor of organization the 
 trustees must do this laying off, or part of it, within tweiit}' days. The districts 
 were not to contain more than forty househoulders or less than twelve. It is 
 to be noticed that the voters must be hcniseholders — nu i^rovision as to sex or 
 citizenship. Rules are laid down for the best manner of this districting ; even 
 a district, described but not named after the fashion of a later generation a "joint 
 sub-district," was here provided for. 
 
 On the first Monday of May the householders in each district met in the 
 townshii) at some place agreed upon, and when so met, if they numbered ten, 
 they elected three of themselves a "school committee" for the district: also a 
 collector, who should be treasurer, and a clerk to write local history of the official 
 doings of the committee, and to make out tax bills — short words, liut with a 
 long and great sequence. The committee were authorized to cause the erection 
 of a schoolhouse in some convenient place, upon a piece of land not more than 
 two acres in extent, which had been donated for this pious use, or which the 
 householders, with the aid of any other person so minded, should furnish the 
 small sum needed to buy. But as two-thirds of the householders nmst have pre- 
 viouslv agreed upon the erection of a schoolhouse the function of the School 
 Committee seems to have been that of a building committee. Should a sufficient 
 sum for the purchase of a site not be forthcoming from the sources named, the 
 committee could supply the lack from the sum raised by taxation : for the prop- 
 erty of all persons residing in the district, if such property were in the district 
 and liable to taxation for State or county purposes, was liable to be taxed for 
 the purpose of erecting a schoolhouse. This tax was not to be greater in any 
 year than one-half the amount that might lie levied on the same objects for State 
 and county purposes. 
 
 Besides the two uses to which these early taxes were to be applied there was 
 a third ; namely, to make up the deficiency that might accrue from the schooling 
 of any children whose parents were not able to pay their proportionate share of 
 the teacher's wages and of the current expenses of the school. The inquest into 
 this inability must have lieen as uncertain in its results as it was disagreeable 
 to both parties. The exemption would, human nature being a tolerably persistent 
 thing, be less likel\- to hinge upon inability to pay than willingness to bear the 
 unpleasant name arising from the matter. ( )ne writer touching upon the matter 
 infers this as the result : "to deprive the children of the poor of all school in- 
 struction. Pride acted as an effective bar to ])revent the acceptance by the pncir 
 man of school privileges which were grudgingly jmid by his more prosjierous 
 neighbors." But if the lessees, and they nuist have been among these plain people 
 of the townships, deserved the compliments they received from governors, me- 
 morialists and school superintendents, motive's, other than i)ri(le nia\ have kejU 
 
EDUCATIONAL HISTORY OF OHIO 55 
 
 their children from school. The writer's experience in deahng out text-books 
 at the cost of the district to the children of indigent parents is illuminating. 
 
 The gathering in of the taxes and the assessments upon parents and guard- 
 ians was the work of the collector. He was allowed as compensation for his 
 services to retain two per cent, uf his collections. No other person on official 
 duty under the act was paid any fees or compensation. Rentals, if any, from 
 Section 16 were paid by the township trustees to the treasurer of the district. 
 This possible stun, very small at greatest, was all the money for the support ot 
 the district school not directly from the pockets of the people of the township. 
 Property in the district belonging to an absentee paid no tax. The only sugges- 
 tions of coniuiunity were the share of Section 16 and the free admission to school 
 of the children of any person not able to pay tuition. In section ten of the 
 statute it is made the duty of the School Committee "to employ a competent 
 teacher or teachers"' — that unkindest verbal cut of "hiring" was happily not in 
 use. Of all their functions this was the most vital. The house might be log 
 and the logs might be round ; the seats might be slabs with the bark on ; oiled 
 paper the skylight ; mammoth "chunks" of wood the fuel ; the earliest ]irinted 
 and most indiscriminately adopted school books the "Course of Study:" but if 
 the School Committee employed "a competent teacher." in the somewhat broad 
 interpretation of that phrase, they had a right to expect a school, lint with all 
 the conditions reversed, however fair the outward show, the "notes almost divine" 
 of true education, of right character building, of proper training for citizenship, 
 were not there sung. The school was naught. 
 
 In Governor Morrow's message to the legi;!-lature transmitted on the second 
 day of December, 1823, there is a passage relating to the law we have been con- 
 sidering: "The act of the 22nd day of Januar\', 182 1. 'for the regulation and 
 support of common schools,' contains the general features of a system calculated 
 for that purpose. But however well the provisions may be adapted to the ]iur- 
 pose, they are rendered nugatory by the option given to the electors in the several 
 townships to give them effect or not, as they shall by their votes determine. Was 
 this act made positive, and in some other respects modified, we shouhl have a 
 system in force — perhaps not perfect — for the regulation of cnmnion schools 
 which could be further improved, as experience under it should, point out its 
 defects." 
 
 To gain clear concei:>tii)ns as to the evolution of school districts to what we 
 see them at the present tlay, let us discern what advances and slips backward 
 were made in the act of 1825, which piece of legislation the student inclined to 
 be merrv could sav came bv water, as it should not have arrived but for the aid 
 of the canals. 
 
 In his report accompanying the bill Air. (.'.uilford reminded the Assembl}' 
 that in cities, towns and villages schools always exist, while only free schools 
 have ever succeeded in diffusing education among the mass of the people who 
 cultivate the soil. This system, scattering schools in every neighborhood, is 
 within the reach of every farmer, and freely ofifers to the poor tenants of every 
 cabin the means of instruction. 
 
EDUCATIONAL HISTORY OF OHIO 
 
 But the speaker did not have Ohio in his mind. He continued: "'In Xew 
 iuiLjhind. where this system has prevailed ever since the lirst settHng of the coun- 
 try, it is extremely rare to meet with a jjcrson of either sex who can not read 
 and write. .\ taste for readint; and a desire for further information is thus cre- 
 ated, and in almost every town and village a respectable circulating library is 
 to be found." 
 
 The ])reamble to this new act points with solemn gesture tij the state consti- 
 tution, which repeats the exalted declaration of the ( )rdinance and lays a duty 
 upon the legislature to give it effect: "It is provided In the Constitution of this 
 State that schools and the means of instruction shall forever be encouraged by 
 legislative provision." 
 
 While some of the steps forward ck-ncjted a sturdy stride, the words of the 
 law affecting the formation of districts were very few. The other matters — tax- 
 ation and examiners — sliall fall into their own ])laces. 
 
 The householders are not called upon fur "yea" or "nay." "It shall be the 
 duty of the trustees of eacli incorporated township" — civil — "to lay off' school 
 districts." Joint districts are also provided for, each township to cijutribute in 
 proportion not to the numlier of puiiils sent to the schools, but to the number of 
 faiiiilics belonging to its part of the district. "( )ne or more inhabitants" of a 
 district could call a district meeting by notifying all the householders of the time 
 and place, and if one-third were [iresent it was a legal meeting. It must organize, 
 choose a clerk, elect three direct(3rs for one year and imtil their successors are 
 chosen, "determine njion the site of a schoolhouse and |)rovide the means of 
 building tlie same." The marked feature of this bill is the number of times the 
 permissive "may" has withdrawn before the imiieratixe "shall." 
 
 lint even when the "[lowers that be" grow imperative it seems to be a trait 
 of the Anglo-Saxon character to look behind the word to see what act is suited. 
 Suppose we do not heed, what is the penalty? In the case before us, if the 
 trustees did not take the initiatory steps the townshiii received no share of the 
 monev collected for school purposes. If the misfeasance covered five years the 
 auditor must divide the accumulation among the other townships of the county 
 which shall have been laid off' into districts. If a district laid off shall fail 
 during three consecuti\e years to em])loy a teacher, "and keep school," the auditor 
 must divide its share of the school UKUiey among the other districts which did 
 em])lo\- teachers a)id kee]) school. These involuntary contributions for the ben- 
 efit of others would naturally Iteget a ])urpose to change their local managers. 
 Supplementary legislation authorized a special tax not exceeding $300, to be 
 levied by the directors for building or repairing a schoolhouse, provided three- 
 fifths of the householders present at a meeting should agree thereto; and where 
 there were more than thirty householders in a district ten were made a quorum 
 of the district meeting. 
 
 The school law of iS,^'^ required that a townsbi|) school niaji should be made 
 by the trustees showing the district lines for the use of the township clerk and 
 auditor of the county, and before making alterations therein at their annual meet- 
 ing thev must ])ost ]>nblic notices of the changes propo.sed in each of the districts 
 to be affected. The "voters present" at a town meeting may transact all the 
 
EDUCATIONAL HISTORY OF OHIO 
 
 or(linar\- business of the district, inchulinsi^- the election of three directors to serve 
 for the ensiling year. 
 
 The law-makers, or the pedagogic prompters of the law-makers, seemed 
 determined to make organization so easy that it should not fail in the very door ; 
 though this need of an automatic machine, with other symptons noticed else- 
 where, denotes an apathy easy to reconcile with an exceedingly moderate demand 
 for schools on the part of the '"rising generation" — to use a phrase 'favorite 
 among the Ohio govenmrs — and with no ardent desire for an otftce with no 
 pay or perquisites attached. 
 
 The clerk must he selected from the directors and be also district treasurer. 
 In section 8 occurs, it seems, for the first time, the term "sub-districts." It is 
 here applied to the parts into which the directors may divide their district. Signs 
 of a more intimate relation of the directors with their school begin to be. They 
 were to make rules for the government of the schools ; determine "what ages 
 may attend" the different schools, the school age extending from four to twenty- 
 one, and the number to be assigned to each teacher. They must select the studies 
 to be pursued in each school and see to it that reading, writing and arithmetic 
 shall all be taught in the English language ; which clause was not, however, to 
 be so construed as to forbid the teaching of any other language as a branch of 
 stutly. 
 
 Each year, before the election, the directors should make to the township 
 clerk a full financial report, along with other statistics necessary to an under- 
 standing of the condition of the schools, and what return was had from the money 
 expended. 
 
 In case a district does not elect directors, or, elected, they refuse tcj qualify 
 or discharge the duties of their otfice, and when the township superintendent 
 may have appointed others to fill the vacancies, and they refuse to act, it was 
 the duty of the superintendent to "proceed to said district" and take upon himself 
 the duties assigned to the board, such as employing teachers and assessing taxes ; 
 and he was allowed a reasonable compensation for his services as substitute for 
 a board of directors. 
 
 A change from the districts formed by the dividing of a township into parts, 
 and the sub-districts formed by further division, is come upon in Section XXXII. 
 It declares that every incorporated city, town or borough is created a separate 
 school district, to be under the supervision of the corporate authorities, and the 
 qualified voters shall annually elect three directors unless the corporate author- 
 ities should, by an ordinance to that effect, increase the number of directors so 
 as to allow one for each sub-district. 
 
 The division of such town district into sub-districts was, however, a matter 
 for the judgment of the directors, and the election of one director for each sub- 
 district of a town — home rule carried to its last analysis — would not "increase" 
 the number of directors unless the sub-districts numbered more than three. It 
 would, fortunately, not apply to the small towns and villages. 
 
 In this section was plantetl a hint of the Akron law. The directors were 
 empowered to establish schools of different grades and to make rules for the 
 "duties and discipline" of these incipient graded schools. V>y the mutual action 
 
EDUCATIONAL HISTORY OF OHIO 
 
 of the directors and the trustees of the township territory adjoining the town 
 district could be made part of it. This hint of movement in the right (Hrection 
 was not taken in a wa\' which indicated a general waiting for it. Many town 
 districts were divided into sub-districts, but without any effort toward grading 
 there were simply so many suli-district schools, each like the others, which is not 
 praise to any. A l-'rench traveler in the United States reported that "all Amer- 
 ican hotels are alike: some are worse." 
 
 Ily a statute passed the next _\ear in a district which is. in whole or jiart, an 
 incorporated town, it was made the duty of the directors to provitle for a suitable 
 number of ex'ening schools for the instructi<in of such male youth over twelve 
 years of age as are prevented by their daily vocations from attending day schools. 
 A finel\- general section declares that the "directors shall have power to deter- 
 mine wliat branches and language or languages shall be taught in their several 
 districts, provided the Ijranches taught shall be such as are genera!l\- taught in 
 common schools." Again, from any district where the directors keep an English 
 school and do not have branches taught in Cierman. a |)upil wlm desired to "learn 
 in the German language" was granted by statute the ])rivilege of attending a 
 German school in another district. Three \ears later — 1842 — the amendment 
 was still further amended. The statute leads tn the inference that there were 
 districts \\herei)i neither I{nglish nor ( lerman was taught, for it grants to youths 
 in such a district who wish to be taught in the ( lerman language, the ]irivilege 
 of attending a school out of their own district, where such language was taugnt. 
 It does not accord the same right of transfer frimi such district tn \ouths who 
 may desire to be taught in the luiglish language. 
 
 This followed the rejieal of the law rer|uiring all branches to be taught in 
 the luiglish language, and branches were taught in (lerman if the directors willed 
 it. but they must be "the l)ranclies generally taught." 
 
 The (|uestiiin cnncerning ( ierman sclmols and ( ierman instruction in the 
 schools has called forth various bits of legislation, ami. if collected, a (|uarto 
 of printed matter. .Shortly before the amendments just referred to were enacted 
 Governor Shannon, in an inaugural address, took part in the discussion: .\1- 
 though the (lerman may be taught in connection with the Knglish language if 
 the school directors so order. \ et it is impossible, in many places, to procure a 
 teacher capalile of teaching both (lerman and Eiv^lish. or to procure an English 
 teacher capable of teaching German chililren. 
 
 The present plan of ftjllowing the de\eIopment of the organization of the 
 Dhio school district and the ])owers of the directors will tiot be continuously fol- 
 lowed. It has reached the time when cit\' school districts came into sjiecial prom- 
 inence and secureil s]H-cial and lienetici;d legislation. To it attentii;n will now 
 be given. The ne.\t stage in the rur;d district organizatinn \\;is a p:irl df the 
 law of iSs,^. which, while in theory it was a ver\' i)relty iiiece nf wnrk. t.ingled 
 a skein that llu' next half ct'ntin-y found it nut easy ti 1 imdn: ideal, but nut suited 
 tn human n.ature in its present ]ihase. 
 
CHAPTER VI 
 
 THE AKRON LAW 
 
THE AKRON LAW 
 
 CHE schoo! law of 1825 with its school fund by taxation, its county board 
 of examiners, and additional powers with which it equipped school 
 directors was a firm step forward, but after it the first landmark along 
 the way toward a well developed system of public schools was the passage of 
 an act for their support and better regulation in the town of Akron, — an act, 
 named ever since, but to praise. It applied only to the town named, and its pur- 
 pose was to gather the independent schools of the town into one organization, 
 under a single board, and to bring about such good results as can flow only from 
 a grading of the pupils. From this act has grown the system of graded "union" 
 schools, now found in almost every city and town, and benevolently invading the 
 country. 
 
 Before giving an outline of this measure it seems proper to state some of 
 the conditions which it was to remedy, and to name the man to whom great 
 credit is due for its authorship. This can be done most fitly by the use of some 
 brief paragraphs from a historical sketch of the Akron public schools written 
 in America's centennial year by Judge C. Bryan : 
 
 "In 1846 there were within the incorporated limits of the village of Akron 
 690 children between the ages of 4 and 16. Of this number there was an average 
 attendance at the public and other schools the year through of not more than 
 375. During the suinmer of 1846 one of the district schools was taught in the 
 back room of a dwelling house. Another was taught in an uncouth, inconven- 
 ient and uncomfortable building, gratuitously furnished by Captain Howe for 
 the use of the district. There were private schools, but these were taught in 
 rooms temporarily hired, and unsuited for the purpose in many respects. Read- 
 ing, writing, spelling, arithmetic and grammar, were more or less attended to 
 in the public and private schools, but of the above number there were, as estimated. 
 200 who did not attend school at all, who ought to have been receiving the 
 benefits of good school instruction. 
 
 It was in view of this state of things that Rev. I. Jennings, then a young 
 man and pastor of the Congregational Church of Akron, self-moved, set himself 
 to work to reorganize the common schools of Akron. There were many friends 
 of a better education in the place, who co-operated with Mr. Jennings, and on 
 the i6th of May, 1846, at a public meeting of the citizens, a committee wa.'; 
 appointed, of which he was chairman, "to take into consideration otir present 
 educational provisions and the improvement, if any, which may be made therein." 
 On the 2ist of November. 1846, there was an adjourned meeting of the citizens 
 at which Mr. Jennings, on behalf of the committee, submitted their report. It 
 was a good, businesslike document, clear in its statements, definite in its recom- 
 mendations, and so just and reasonable in its views, that it received the unani- 
 mous approval and adoption of the citizens there assembled. 
 
62 EDUCATIONAL HISTORY OF OHIO 
 
 The conimittL-c urged in liehalt of this plan, that it will secure a thorough 
 classification of pupils, bring diiiferent classes into constant fellowship, lay hold 
 of native talent and worth, whether rich or poor, and secure the best superin- 
 tendence and management. 
 
 The idea originated with Mr. Jennings ; and the labor of visiting every 
 house in the village to ascertain what children went to school and who did not 
 go, and who went to public schools and who went to private, and how much was 
 paid for school instruction, was performed by him. He went to Cleveland and 
 Sandusky City in the same interest, to see the operation of graded schools there. 
 He procured estimates by competent mechanics of the cost of erecting a grammar 
 school building to accommodate 500 pupils and omitted no detail of the plan 
 that was necessary to show it in organic completeness ; and whatever credit and 
 distinction Akron may have enjoyed for being the first to adopt the principle of 
 free graded schools in Ohio, is due to Mr. Jennings. He was the father and 
 founder of the .^kron schools." 
 
 This famous statute provides for the election of six directors of the com- 
 mon schools of the city, any vacancy to be filled by the tow-n council, and these 
 directors, likewise their successors in office were made a body politic under the 
 name of "The Hoard of Education of the Town of Akron." The power con- 
 ferred 1)\- tliis act whereby the Board of Education of .Akron could establish ? 
 Central Grammar School was also conferred upon the Board of Managers of the 
 Dayton School District. 
 
 The board of education was given the entire control of the common schools, 
 and the town was made one district. It was made the duty of the board to 
 establish si.x or more primary schools in which the rudiments of an English 
 education should be taught, and a Central Crammar School wherein instruction 
 should be given beyond the scope of the primary schools yet requisite to a 
 "respectable English education," and no pupil was to be admitted to this gram- 
 mar .school who had not sustained a thorough examination in the studies of the 
 primary school. Classification is here suggested and this power and dut}- left 
 with the teacher. .Admission to all these schools was gratuitous to all the youth 
 of the town, of school age and entitled to schooling under the genera! school 
 laws of the State ; they must be of the legal color, or could the Board admit 
 pupils not eligible under the general law ? 
 
 The Board was given pow-er to make and enforce all needful regulations, 
 employ and pa\' teachers, select sites and superintend the building, upon their 
 own plan, of school houses. It reported to the town council the amount of 
 money necessary to erect the school buildings described, also the sum needed in 
 addition to that accruing under the general laws, and it was made the duty of 
 the council to levy a tax to meet these demands. The town council was distinctly 
 the ofificial superior of the Board of Education, and the title to all school pro])- 
 erty was vested in the council. 
 
 Moreover it was made the dut\ of the cnuncil to appoint three competent 
 persons, citizens of Akron, to serve as school examiners; these, after the first. 
 to serve for three years. The three, or any two of them, were empowered to 
 examine such persons as might ap])l\' to them — no fornialitv of meetings an- 
 
EDUCATIONAL HISTORY OF OHIO 63 
 
 nouiiced and fees — and give a certificate to each applicant found fit, naming 
 the branches he was found qualified to teach ; this, however, after they have 
 carefully inquired into his character and found it moral — and good. Whether 
 this were more than a form we have no word. A good character, a good name, 
 though "better than riches," is commonly taken for granted. 
 
 These examiners were called in the statute "school examiners," and to verify 
 the title they were, separately or otherwise, together with such other persons as 
 the mayor should appoint, to visit the schools at least as often as once a quarter, 
 observe the discipline, modes of instruction, progress of the pupils and such 
 other matters as they should deem of interest ; and they were to make report of 
 all their findings to the council and the Board of Education. Another tie be- 
 tween the city authorities and the schools was efifected by the provision for public 
 examinations of the schools under direction of the mayor, council, board of edu- 
 cation, and the examiners. This large array probably numljered few experts, 
 but the occasion would surely tend to freshen an interest in the public schools, 
 and the public examination is a custom not honored in the breach. Written 
 examinations follow'ed, and grew general over the country ; there was little or 
 nothing to hear, the pen proved mightier than the tongue, though it too in this 
 latter day is in danger ; its occupation as an implement to disclose one's knowl- 
 edge, seems, not gone but going. 
 
 In the year following the enactment of this law, it was amended. This 
 remark might be kept in type, for that it will be needed after every important 
 measure is shown along the entire history of school legislation. Sometimes the 
 amendment wrought a betterment in the statute, sometimes its aim was to do 
 away with something vital. In the case under consideration the changes may 
 he regarded as improvements. 
 
 It goes without assertion that the first thing a given piece of law-making, 
 particularly the making of school law, will need is amendment. In other words 
 acts are passed without clue consideration of the matter in all its relations. 
 
 The result is what so many school officers complain of, the most of the 
 time they are in reasonable doubt as to what the law is, though by reasonable 
 search, for which it is true there is little financial reward, they could get upon 
 the trail and follow it. 
 
 In a stormy period of European history some one asked a noted satirist, 
 Walpole, perhaps, what was the latest revolution. He replied that he surely could 
 not speak with confidence, not having seen a morning paper. 
 
 The amount of school tax levied on the district was limited to four mills ; 
 the section concerning the powers of the board was much simplified in state- 
 ment, and persons living outside of the district, though they might own prop- 
 erty subject to school tax in the city, could not, by that sign, send their children 
 into the city schools. The conditions were to be fixed by the board of education. 
 The levy for school tax was reported to the county auditor and by him assessed 
 CI the taxable property of the district. They were then collected by the county 
 treasurer. This very essential service was. in the original law assigned to the 
 city author-ties. 
 
64 EDUCATIOiMAL HISTORY OF OHIO 
 
 ;\ few (la_\'s after action upon the amendments just named an act was jjassed 
 to extend the law to any incorporated town or city, excepting by name Cincin- 
 nati, which city liad for years enjoyed the l)cnefits of a liberal special law, and 
 this extension was contingent upon the petitiim of two-thirds of the qualified 
 voters. 
 
 The law of 1849 \\''>s «• statute regulating the extension of the Akron law 
 over districts not already organized under some sjiecial law. It made also some 
 changes. The town or village must contain two luuidred inhabitants, or more. 
 Six resident freeholders may call for an election at which the electors must write 
 upon their ballots "school law." or "no school law." If the "a}es have it," there 
 follows an election within twentv days, of six directors, who, properh' organized, 
 are a body corporate, with what that implies. 
 
 When this bodv corporate thinks it necessary to build a school house, or 
 school houses, or purchase site, or sites, a meeting of the qualified voters must 
 be called, and a majoritv vote determines the question of the building and the 
 cost and the manner "f payment; the moneys so voted must be certified to the 
 county auditor and when collected be paid itito the treasury of the district. 
 
 The question of subjects taught in the primary and higher grades is left to 
 the board, e.xcept that a two-third vote of the board is needed to place in the 
 curriculum a language other than English or German. There being si.x mem- 
 bers, and four "a quorum for business," three votes could place German in the 
 list of studies, while French or Latin would demand four. 
 
 The board was authorized to sub-divide the district ; to select sites, to super- 
 intend the building of school houses and to pay therefor, and to borrow nione>'. 
 The .schools must be kept open at least thirty-six weeks of each year ; the rate 
 of school levy for all expenses e.xcept the purchase of sites and the erection of 
 school houses must not exceed four per cent., and if the amount therefrom 
 together with other school money of the district is not sufficient to maintain 
 the schools the time required, then, at its discretion, the board may charge tuition. 
 It was provided, however, that the children of parents who were not able to 
 pay should not be excluded. .A very delicate line to draw, and probable harm in 
 the attempt. 
 
 The board of examiners was appointed not by the council but by the board 
 of education, and they were attended when on tours of visitation — once a i|uar- 
 ter. by the te.xt — not by persons appointed bv the mayor, but "by such person 
 as they may appoint or invite," together with the board of education, to which 
 body only they made their report. The section rei[uiring public examinations 
 was omitted. Plainly the board of education was getting upon its feet. 
 
 The l)oard or its treasurer was given "power to collect any charge or account 
 for tuition in the manner as the treasurer of any common school district in the 
 .^tate is now or may hereafter be authorized to collect any such charge or ac- 
 count." 
 
 liy a law passed in March, 1S41J, a few days after tin- statute just outlined, 
 tlu' salient features of the latter ma\- be adopted bv the board of education of any 
 district alre;id\ undi-r the Akron law. 
 
EDUCATIONAL HISTORY OF OHIO 65 
 
 The work of extending and amending- the law of 1849 began with the usual 
 promptness, or, at latest, early the next year. The door was opened for incor- 
 porated townships of not less than five hundred inhabitants — or with less than 
 five hundred if the district contain an incorporated town or village ; and the title 
 to all real estate and other property belonging for school purposes to any district 
 organized under these acts, was vested in the board of education, and the lower 
 limit of school age was fixed at six years. 
 
 Commissioner Barney in his report for 185 1 speaks of some speedy results 
 of these school laws of 1847 ^"d 1849. ^^^ the latter he says: The organization 
 of so many union schools under it constitutes a bright era in the educational 
 history of the State. These schools have greatly elevated the profession of teach- 
 ing, by furnishing so many permanent and lucrative situations for teachers, and 
 by requiring of them a much higher order of qualification. About seventy of the 
 towns and cities have established free graded schools, * * * yet it should 
 be remembered that there are at least one hundred and fifty remaining towns m 
 the State, and in these towns there is a good missionary work to be done. 
 
 The reader sees convincing illustration of the promptness with which towns 
 and villages took advantage of the means proflfered them in this legislation when 
 turning the leaves of the reports of the Secretary of State, for the years imme- 
 diately following ; he sees incidental mention in the local returns from the coun- 
 ties, of towns which had adopted the law of '49, with, almost without exception, 
 a word concerning the improvement to be seen. In one report the eye greets the 
 names : Bucyrus, Coshocton, Xorwalk, Fitchville, New Haven, Plvmouth, Belle- 
 vue, Elyria, Youngstown, Dover, Warren. Xew Philadelphia, Marietta, Harmar 
 Newark, Hebron, Utica, Alexandria, Circleville, West Liberty, Defiance, Kenton. 
 The "exception" above alluded was sharp and decisive: "The Union School sys- 
 tem has been in operation in the county seat of this county for more than a year. 
 * * * Tf any good has been accomplished by its adoption, the board of educa- 
 tion appears determined to keep it a secret." 
 
 The Secretary of State in the same year as the above wrote: "Xow. if one 
 or more schools of a higher grade, corresponding to the central or high school of 
 the Union system, could be established at suitable point.s in the township, adapted 
 to scholars of greater age and better attainments, it would unquestionably be an 
 advantage — an inestimable advantage — to all the schools, and to all the youth 
 in such township." The township high school stood clear above the horizon of 
 some men's minds many long }ears before its modest outlines could be discerned 
 near the center of the township. 
 
 It is not to be credited that in every place: proliably. at first, in anv place, 
 where the system outlined in these laws was adopted, there sprang into existence 
 full-fledged graded schools. Not, it has been claimed bv experts, till 1854, under 
 the skillful hand of A. J. Rickoff, Superintendent of the Cincinnati schools, did 
 it attain complete development. It is not true that after this complete evolution 
 with distinct lines between the grades had been wrought out in some most favored 
 localities, all other Union schools fell rapidly into line : but of this there is no 
 doubt. — it was the bodying forth into reality of a great idea, its outcome has been 
 beneficent in a noble measure. 
 
66 EDUCATIONAL HISTORY OF OHIO 
 
 Almost forty years after the inception of the movement, it was gratifying 
 and (Miconraging to learn from the pen of the financial head of the county of its 
 liirth : "The cradle of the public school system of Ohio has taken no step back- 
 ward." 
 
 The traveler along the common school road, for a long distance only a 
 trail and a faint one. then growing to a good, broad highway before the close 
 of the century, at the era which is now under consideration felt confident that 
 the view was widening, that the fairer prospect was not an atmospheric delu- 
 sion. 
 
 r.ut human nature is not outgrown and without any evidence whatever and 
 with nunc but a ]iriori reasoning it is readily accepted that at no time from the 
 !owl\- reign of the first district log cabined school to the present structures in 
 whose shade half the town might congregate were all the people, even all the 
 friends of the common school of one mind, and never did the system lack the 
 possibilities of advantage from both favorable and unfavorable criticism. Some- 
 times the gloomiest pictures are painted li\' its warmest friends when attempt- 
 ing to spur the unresponsive puljlic to its betterment. The code of 1853 calls 
 for further treatment, and the writer conceives that he does not err widely in 
 hearing and reporting testimony given by school officers and perhaps other per- 
 sons, relative to the condition of the rural schools and that of the school laws 
 just before and soon after the date just named. This testimony is spread upon 
 the minutes of the next chapter. 
 
CHAPTER VII 
 
 J853: BEFORE AND AFTER 
 
J853: BEFORE AND AFTER 
 
 CHE placing of the Scliool Law of 1853 upon the Statute Ijooks of Ohio 
 was the result of long, wise, and earnest deliberation. It merits study 
 on account of the character of the leaders of the debate in coinmittee and 
 on the lloor, the radicalism of the measures proposed, adopted or rejected, the 
 vigor of attack and defense, the advance and retreats, the extent to which the 
 pubiic was made an ex-officin member so that the General Assembly was con- 
 terminous with the state, and its close logical and historical connection with the 
 discussion of the same general questions in the Convention which had but recently 
 submitted to the people of Ohio the Constitution of 185 1. 
 
 Whether the school legislation of the last half century be wise or not, its 
 motions have at least been a long time on the table for consideration. Before the 
 Standing Committee on Education in that Convention these were some things 
 proposed to be made part of the fundamental law. The writing of some of 
 them therein would have saved reams of paper, have spared the Legislature 
 many hours of eloquence by day, and the speakers "nights devoid of ease" in 
 preparation: i. A provision concerning the Surplus Revenue which, by the 
 terms of its acceptance, it was at least possible, might be called in without warn- 
 ing. 2. Making it the constitutional duty of the Legislature to provide for 
 the election of a Superintendent of Common .Schools, which would, perhaps, have 
 added something of salary and dignity to this executive office by not leaving it 
 entirely to the whim of the Legislature. 3. Securing the Common School 
 funds of the State from any control on the part of any religious sect or party. 
 4. Providing for the election or appointment of such assistant superintendents 
 or other officers as may be necessary to carry into efifect a thorough and uniform 
 system of common school education. 5. Making six months the minimum legal 
 school year. 6. Prohibiting the attendance of black and mulatto youth at 
 schools for the white youth, unless by common consent. 7. Creating a state 
 school fund which would produce a revenue of a million dollars. 8. Directing 
 the organization of Normal Schools. 
 
 The quintessence of all this — positive and negative — is the Article on Edu- 
 cation in the Constitution of Oliio, which may, not inaptly, be read in this con- 
 nection : 
 
 Section i. The principal of all funds arising from the sale or other disposi- 
 tion of lands or other property granted or entrusted to this state for educational 
 or religious 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. 
 
 Section 2. The General Assembly shall make such provisions, by taxation 
 or otherwise, 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 
 
■JO 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 religious or other sect or sects shall ever have the exclusive right to. or control 
 of, any part of the school funds of this state. 
 
 To give continuitv to this matter some things proposed but not done by the 
 Legislature when carrying out the above Article may be mentioned, i. Impos- 
 ing a fine upon a parent or guardian who does not send to school at least three 
 ■months in the year his children or wards between the ages of eight and fourteen. 
 2. To strike out the provision creating the office of State Commissioner of Com- 
 mon Schools. 3. To strike out the pro\ision for high schools. 4. That for 
 school district libraries. 3. To recommit tlie liill. with instructions so to amend 
 the same as to provide for the classification of the enumerated _\outh of the state, 
 in such manner that all may be enabled to particii)ate in the advantages of the 
 schools withmit any interference with religious belief. 
 
 The laws of 1847 and 1849 had opened the door of improvement to the 
 schools of cities and towns. That of 1853 had fur its great office to do the 
 same service for the schools of the county; and in this it had a happy degree of 
 success though no classically trained eulogist of the act wrote as its benediction : 
 "A"^ plus ultra." 
 
 The wretched condition of the great number of little districts over the state : 
 independent so far as control of a competent superior was concerned : enslaved, 
 so far as light and leading were concerned ; authorized to do many good things, 
 but with scanty material to d<j them with, and scantier knowledge of their need, 
 called loudest for reform; and the answer was. each township a district, the 
 dozen or more "districts" in each reduced to sub-districts, the new district under 
 the control of a board of education, the sub-districts each managed by three local 
 directors. 
 
 The historv of the decline of this type of township district is given room 
 elsewhere in the hook an.d only mention of it is made here. 
 
 Section Ti2. with a few succeeding sections, is a revision of the sections 33, 
 and following, of the law of 1838. the changes being. ( i I the limiting of the 
 application to cities, and incorporated villages which, with the territnry annexed 
 for school purposes, contain not less than 300 inhabitants, and, ( J ) the taking 
 the supervision from the corporate authorities and giving it with the immediate 
 control of the school to the board of education. Such district is called a separate 
 district. It is separated frdin the townsbi|) in which it is situate. (3) The 
 election of one director from each sub-district of the separate district is not 
 continued in the later law, and the ilistribuliim of tuition funds is nut directed 
 to be "equal" but 'VHiuitable." and tn levy a tax td cimtinue the schmil at 
 least six months, a vote uf the i)t-(i|)k> is not required. l)ut such le\\ must not 
 exceed two mills on the dollar. In the earlier law-s, at school electicms. house- 
 holders were voters. The act of i83() added "resident tax-payers." In 1853 it 
 is "qualified voters." that is. persons having the c|ualifications of a vnter at the 
 state and countv elections. In tlie matter of evening schools the ])ositive. "it is 
 the dutv of." of the act of i83(). is changed to "at their discretion." Xo doubt 
 little attention had been paid to the inuierative. and it was one (if tlu' things 
 wiselv left to the judgment of some (ine wlm had at least a chance td know the 
 local conditions, which would van- with the "dance of jila.stic circumstance." 
 
EDUCATIONAL HISTORY OF OHIO 
 
 The Auditor of State in his financial (leaHnsJS with the counties, in so far as 
 these depended on returns and enumeration, must be guided by the reports to 
 him of the State Commissioner of Common Schools, which reports are sent to 
 this officer In' the county auditors, to whom the clerks of the district have 
 reported. 
 
 The extent of school house grounds exempt from taxation by the act of 1842 
 was two acres if without the bounds of any city or recorded town plot, and one 
 acre if within. This was enlarged to four acres. 
 
 The appointment of county examiners was taken from the Court of Com- 
 mon Pleas and placed with the probate judge, and certain changes are made 
 which are noted in the chapter on County Examiners. 
 
 The office of Commissioner of Common Schools is created, to which chapter 
 XIV. second part, is devoted. 
 
 Aid from the state in supplying to each school that important part 01 educa- 
 tional furnishing, a library, began its intermittent career with this statute. Though 
 the action of the librarv sections was suspended after a few years, the attempt 
 if not the deed interests us: and the manner of it deserves attention as educa- 
 tional history. Tliis relation is postponed to the Chapter on Libraries. 
 
 We have with the mind's eye seen the levying of taxes, of the district, for 
 the district, b\' the district ; the sentence may be read again and "county" dis- 
 place "district" : we have heard of the common school fund, which after the 
 addition of other funds was increased by the state tax till it would furnish a 
 revenue of $100,000, $200,000, finally $300,000; in place of these county and 
 state taxes added together and distributed to the counties, this code of 1853 
 enacted that, "for the purpose of aflrording the advantages of a free education to 
 all the youth of this state, the State Common School Fund shall hereafter con- 
 sist of such sum as will be produced by the annual levy and assessment of two 
 mills upon the dollar valuation, and the amount, when collected, shall be annually 
 distributed to the several counties i;if the state in proportion to the enumeration 
 of scholars." 
 
 When the student of these affairs has gone the somewhat weary way that 
 leads down to the time we have ni>\v in mind, he is open more widely to an 
 appreciation of the unctiun with which the advocates of public instruction pro- 
 nounced the term "free schools." Things so commonly appear to have been what 
 they are ; and that thev have been, goes as an e.xcuse for being. This bit of 
 hurnan nature accounts for many things, great and small. The boy spoke well 
 who answered the stranger's question : The window in the belf rey was raised 
 because it always was raised. But the schools are not free for the above reason ; 
 not when the door opened only to those fortunate children whose fathers' names 
 were on the subscription list, though this was a fair and commendable transac- 
 tion : not to the child who was admitted, wearing the badge of a parent's indi- 
 gence, and exposed to unkind words from those who sat in the seat of the scorn- 
 ful. 
 
 That the manner of distributing the state's liounty should he followed by a 
 rising tide of dissatisfaction was as inevitable as the sea's slow yielding to the 
 call of the moon. The lesson of the true, beneficent relation of the state to the 
 
EDUCATIONAL HISTORY OF OHIO 
 
 school was not an intuition; it had to be learncil. E(hication. free to all, not 
 confined with other luxuries — for while the most ur>jent of political needs it is 
 the finest charm of private culture — t(.i the cities, where the means thereto are 
 likely to abound, but following the ])ioneer in his march across the continent, 
 blessing his family when he founded his huml)ie home, is the surest safeguard, 
 the cheapest defense of the state. 
 
 But this safeguard and defense does not spring (if its own motion from the 
 soil, nor even drop down from the benevolent sky. It must be bought and paid 
 for witJi nione\-. To perpetuate itself the State must do something more than 
 preach patriotism, even with the eloquence of (Jhio's early governors: it must 
 speak to itself the words it so often uses in commanding its agents, those who 
 vainly think of themselves as rulers of state or townshi]i: "It shall be the duty." 
 But the state, tlie abstraction, "the shajie in each man's mind sacred from defini- 
 tion." lias IK I money. It must have it to direct the supreme work of defense, 
 manned 1)\' the school master with his spelling book, and set a ])otential example 
 for the smaller divisions, the miniature states, the districts, to follow. It must 
 have it to mak'e wealth iiossihle In making it secure. It would be an impotent 
 conclusion for the state to make sure the education of the wealthy famih' or the 
 wealthy count\-. In a sentence, not nrimarilv for the good of the child. Init for 
 its own good, does the state tithe the tithe of the "grand list," and ilistrihute the 
 fruit thereof "in proportion to the enumeration of scholars." 
 
 CONDITION OF THE SCHOOLS PRIOR TO THE ACT OF 1853 AS IT 
 
 APPEARED TO COUNTY AUDITORS AND DESCRIBED IN THE 
 
 REPORTS TO THE STATE COMMISSIONER OF SCHOOLS 
 
 These opinions vary in tone with the personal e(|uation of the writer, the 
 degree of his scholarshi]) and culture, lii'^ special besetment at the time, and the 
 actual state of things. 
 
 In speaking of the jirospects of education in this county, there is one, and 
 1 am sorry to sav, only one bright spot, and that is the l^nion School in this 
 village, which is doing remarkably well. There is a good interest here on the 
 subject of education, created mainly by the intlnence of this school. The right 
 men are engaged in it and the right mean^ are used. The other part of the 
 county is loo dark a subject to hold up to public view — 'tis impossilile to get 
 men to wiirk under the old school law and its ten thousand amendments, which 
 has made confusion worse confounded, and which, if they have thrown any 
 light upon the great original, has been only so far as to make darkness I'isihle. 
 hn\ amendment, so-called, to the school law, short of a total and entire repeal 
 of the old one. will do no good; the i)eo])le will not touch it. 
 
 Tliere are two school., in tliis count\ in which students can lie fullv pre- 
 pared for adnli^sion into coll''ge. The course of study is liberal and thorougli. 
 
EDUCATIONAL HISTORY OF OHIO 
 
 7Z 
 
 even some of our District Schools would compare favorably with schools of a 
 higher grade, while others are rath.er poor specimens of even a by-gone day. 
 
 3- 
 
 The cause of education seems to be advancing in this county. One feature, 
 which is certainly commendable on the part of many of our directors, is a dis- 
 position to give a fair compensation for a competent teacher. It has heretofore 
 been too customary, in many districts of this county, to employ their teachers 
 with no other view than the greatest term of service, for the least amount of 
 money. 
 
 4- 
 
 Two of the township treasurers, haying either lost or mislaid the teachers' 
 registers and quarterly reports, have left a void in the enclosed report, which I 
 can not fill, and it is therefore, incomplete. Three of the townships were erected 
 at the last session of the commissioners, and there has not been a school taught 
 in them since their erection. The people are generally taking a lively interest in 
 the cause of education, but. in many of the townships, their best efforts can not 
 avail them anything, at present. 
 
 5- 
 
 1 conceive that a county superintendent of common schools is most necessary, 
 and most loudly demanded, to direct and oversee the common school system, and 
 make our common schools what they ought to be. If public opinion is not right 
 in the matter, it should be his duty to manufacture correct public opinion, and 
 by ])ublic lectures, visiting schools, examining teachers, conversing with direc- 
 tors and parents, and talking to the youth, to elevate the low condition of our 
 common schools and make them answer the great design of their founders and 
 supporters. But the greatest and most formidable hindrance to the most success- 
 ful operation of our glorious common school system is the want of puljlic funds 
 to make all schools entirely free. 
 
 6. 
 
 There is a decrease in the number of female teachers: but this loss is com- 
 pensated by an increase of a much larger number of males employed. There 
 is also a large increase of building fund raised bv taxation, and in the receipts 
 of interest on section i6 and district tuition levies. These facts, indicating so 
 plainly more comfortable houses, more regular attendance of pupils, and a greater 
 length of time taught in each district, together with others not shown in the 
 table, viz. : more care as to qualification of teachers, show progress, and gild the 
 future with pleasing anticipations. 
 
 The location of the "Union School" of this place, when completed, improved 
 and ornamented, by the taste and liberality of our citizens, as contemplated, will 
 have an ap])earance of substantial grandeur. :!>*** Parents and scliolars 
 
74 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 seem to eniuIatL' each other in the advancement of this cause. This iUustrates 
 ihc important fact, that among whatever people a good system of instruction is 
 efficient!}- carried out, a deep and general interest will be excited. * * * * 
 The opinion that moral instruction is not proper for schools, is fast giving away, 
 and should be repelled with indignation and contempt : which we believe will be 
 participated in b\ every high-minded teacher m Christendom. * * "^ The 
 
 old draw-hack, hanging like an incubus upon the back of the teachers — that 
 of a want of punctuaHty and regularity of attendance on the part of the scholars 
 — is. in a measure, corrected. 
 
 CONDITION OF THE SCHOOL LAWS PRIOR TO THE ACT OF 1853 AS 
 PAINTED BY THE SECRETARY OF STATE AND COUNTY AUDITORS 
 
 The first and most prominent liindrance to the success of common schools in 
 Ohio, is the complicated condition -.'i cur school laws. This is evidently the 
 crving evil. It has formed the 1)urden of nine-tenths of the conijilaints which 
 have been made tn this (lejiartment. frnrn e\ery c|iiarter of the state, during the 
 last five years. 
 
 The school law nf the state now consists of the law of 1838 and of such 
 amendments and collateral acts as have been passed at successive sessions of the 
 Legislature, from that da\- to this. Hence, to know \\hat the law is upon a 
 given point, it i> often necessary to trace its histnry down tbn.nigb these various 
 enactments, until tlie last page of the last vnlume has been reached. 
 
 ( )ur present schmil laws are contained in so many diftcrent acts and volumes, 
 and the\- are so amendatory, repealing and modifying — not to say conflicting — 
 acts and clauses, that they are almost perfectly unintelligible to men of nrdinary 
 cajiacitv and research. It is frequently almost impossible to find what the law 
 now is, (in an\- given point. In reading any school law, other than tliat of last 
 winter, the reader knows that he is reading what oiicc was law ; but he is still 
 left in doubt whether or not it is non' law. 
 
 3- 
 
 .Mthough tlie Legislature condensed the schdnl laws in said act. \et. at the 
 same time, several things are left somewhat ambigunus as to their meaning. 
 
 4- 
 
 Whilst the law cU'arlv points out, .-uid sham-like enjoins the various duties 
 of the officers, it on the one hand fails to establish anv practicalile mode for the 
 remuneration of many of their services, and on the other, fixes mi i)enalty for 
 disobeving its commands. Such laws, tin nigh they were written in letters of 
 gold, and gratuili lusU' spread ujjou every man's table, would tail td secm-e the 
 
EDUCATIONAL HISTORY OF OHIO 75 
 
 objects for which thev were enacted, and remain, as they ever have been, a 
 slander upon our statutes. 
 
 5- 
 
 Since the previous school acts were combined in the general law of 1838, 
 there has been a succession of original and amendatory acts — most of them 
 repealing or modifying their predecessors — extending through thirteen sessions 
 of the General Assemblv. scarcely a session having passed without some new 
 enactment on the subject. To collect and comprehend all these acts pertectiy, 
 would require a capacitv of intellect and a profundity of research, which would 
 entitle their possessor to tlie fii'St honors of a German University. 
 
 This is the verv time to revise our school laws, and to establish a system of 
 schools that shall remain an enduring monument to the wisdom and munificence 
 of our Legislators, and the pride and glory of Ohio. At any rate, the present 
 complicated and too-much amended school laws should be absolutely and entirely 
 repealed, and in their stead, a simple, concise and comprehensive law enacted. 
 We want an entire new law', embodying, of course, much of the present law. 
 but one to which we can refer with confidence, as the school law of ( )liio. 
 
 7- 
 (Jwing to the very imperfect condition of our school laws, tliere is not one 
 school officer in ten, well enough acquainted with the duties of their office to per- 
 form them correctly and promptly ; and the great amount of information required 
 of the various officers. I am of the opinion, can never be correctly collected, until 
 the various duties are required to be performed by a less number of officers, 
 and they allowed a reasonable compensation therefor. It is to be hoped the 
 present Legislature will repeal all former school laws, and supply their place 
 with a more efl:'ective and less com|)licated one. 
 
 S. 
 
 .\ law in relatiijn tci common schools, whose provisions are plain and easy 
 to be understood, is much desired b\- the people of this part of the state: and, I 
 think, the Legislature would meet the wishes of the people, if they would repeal 
 the whole of the present law. and enact another of less doubtful interpretation. 
 
 9- 
 
 These laws are dispersed through many volumes — partial repeal of some 
 parts and numerous amendments of others, which in some cases appear to be 
 conflicting, render them difficult of comprehension to an\- other than an astute 
 lawyer. 
 
 10. 
 
 There is now an old school law book, in the possession of nearlv all the 
 districts, and school officers will be governed bv those laws, however inconsistent 
 
EDUCATIONAL HISTORY OF OHIO 
 
 tliev mav be with sul)sc(|uent enactments, imtil they are displaced Ijy some other 
 volume, containing; a better and more complete system. 
 
 OPINIONS OF THE SCHOOL LAWS AFTER THE ACT OF 1853 
 
 Tl:e introduction of the school law into our county has been attended with 
 some little difficultv, partly because the directors in the sub-districts had not the 
 law, until very recently in proper form, and iiartly, because in some districts it 
 became necessar\- to lew a heavy tax, in ciinse(|uence of which, in hut few in- 
 stances, conld we look for perfect unanimity, but the matter has been engaged 
 in bv the ]ieo]ile of this cnunty. with a zeal that augurs the most favorable results. 
 
 I sulimit to you the best I can do in the accompanying report for this year. 
 And it is to be bojied. if the present school law is to remain unchan.ged lon,g 
 enough fur tlie school officers to liecome familiar with it that we shall hereafter 
 be able to give satisfactory reports. 
 
 3- 
 
 I cannot ci include this report without expressing my approbation of the spirit 
 and iibject of our new school law. Hy its enactment, our state has taken a step in 
 advance of her sisters of the West, which is calculated to elevate the standard of 
 education .and obviate the necessity, so far as the educational requirements of 
 practical life are concerned of sending our scjus and daughters to colleges and 
 seminaries, where their conduct and development nf character are beyond the 
 control of ]jarents. 
 
 4- 
 
 .Much difficulty was experienced from the fact that there was no officer 
 authorized to give construction to the law ; and manv of its ])rovisions are not 
 easily understood, and the change from the old laws being so great, that the 
 people seemed to be taken by surprise. 
 
 The law, as at jjresent arranged, is very un])0|)ular; there is too much ma- 
 chinery about it, too man\- irresponsible officers. The Town Clerk gives no bonds, 
 and yet the law talks of fines for cimissimi. There is a large amount of crude 
 undigested nonsense in the law. 
 
 6. 
 
 If 1 am ])ermilted to express an opinion. 1 would say that the ponderous 
 "l()7Ciisliif^ hoard nf cthicntiou" be abolished, and sulistitute three men to manage 
 the school matters, and adopt the "jiay systeul." ( .Men will not work without 
 pay, at k'ast. nol such a number as the law contemplates) then we might expect 
 the work done. They will not work for nu're ])atriotism. and m;ui\- detest the 
 
EDUCATIONAL HISTORY OF OHIO "J-J 
 
 idea of being lialjle for omission, without compensation. In some of the town- 
 ships the boards have voted themselves pay. 
 
 7- 
 As to the operation of the law, I can say nothing, only I lioiie that the Legis- 
 lature will give us a cliaiice to test it fairly before it is amended. 1 am inclined to 
 the opinion that in theory, it is good, and will be found so in practice ; except 
 perhaps in a very few of the minor details. Perhaps the powers of the township 
 boards will require modifying if not curtailing. I do not want to anticipate but 
 desire to see it fairlv tried. 
 
 8. 
 
 I look upon it as a s_\stem that does not meet the wants or wishes of the 
 people. I sincerely hope that the law may be so moditied as to meet the views 
 of a majority of those who have to live under its operation. Until the law pro- 
 vides some way to pay school officers, you need never look for them to do much, 
 if anything-. Tliere are very few of our people here, in favor of those graded 
 schools, for my own part, I think our common schools should be placed in a 
 situation to give a good common education to every child in the county, without 
 making such invidious distinctions and divisions among the people, and even 
 among the children of the same family. I shall close my communication for the 
 present, by observing that I received your communication of the 20th inst. with 
 much pleasure. I sincerely hope, that the incoming Legislature will do some- 
 thing to render the law more acceptable to the people. If time permits, I shall 
 make some further remarks on it at a future day, and recommend some changes 
 that I think would lie for the better. My motto is, the fewer persons to do 
 the service, the better will it be dime and cost less in the end : men will not 
 work these times without pay, and 1 say employ a few persons to do the business 
 up right and pay them for it. 
 
 <;■ 
 
 If the law had provided pay for the board of education, as trustees of town- 
 ships are paid, for the two regular sessions contemplated by the law, thereby giving 
 them an interest more than that, in common with other citizens, I have but lit- 
 tle doubt, at their meetings the board would be full and the business enjoined 
 upon them, promptly and effectually discharged. 
 
 It can hardly be expected that duties of this kind will be faithfully or 
 promptly discharged without compensation ; therefore this may be assigned as 
 one reason why the statistical report of the board of education is not more full, 
 the clerk of the township being also their clerk. 
 
 I find in this county the present lav/ falls far short of giving as full satis- 
 faction as desirable, upon so important a measure. It is looked upon as intri- 
 
78 EDUCATIONAL HISTORY OF OHIO 
 
 cate and ambiguous, and in many of its operations unequal. I believe, myself, 
 that the law is susceptible of improvement. Yet I am pleased to state that I 
 think I see manifested in almost every school district in the county, an increas- 
 ing interest in the cause of education. A number of school houses of a superior 
 grade, have within the last year, been erected in the county, and teachers of a 
 much higher order and superior qualifications are being employed. The present 
 mode of appointing examiners is no doubt a good one. In many ways the ben- 
 eficial results i)f the new school law are plainly to be seen. 
 
 The library is another source of complaint. There are very few men will- 
 ing to have the honor of librarian thrust upon them without some compensation 
 for the work. The policy of raising the school fund by uniform taxation, and 
 apportioning it according to the number of youth, is rii^ht, and ought to be sus- 
 tained. 
 
 13- 
 
 .\lthough the law is objectionable, liecause it provides no remuneration for 
 services rendered, vet this objection is trifling compared with the great superi- 
 ority of this over any other school law we have ever had in ( )hio. 
 
 14- 
 
 The manner of levying taxes by these boards for building and repairing 
 school houses in this county upon sub-districts exclusively, with but one excep- 
 tion, is a ver\- great annoyance to county auditors. 
 
 15- 
 
 As was expected, the present school law has increased in favor in proportion 
 as it became understood. It is now universally regarded here as the best sys- 
 tem (Jhio has ever had. 
 
 AS TO THE CONDITION OF THE SCHOOLS AFTER THE ACT OF 1853 
 
 The introduction of the school law into our cnuntv has been attended with 
 some little difficulty, partly because the directors in the sub-districts had not the 
 law. until very recently in proper form, and partly, because in some districts, it 
 became necessary to levy a heavy tax, in consequence of which, in but few instan- 
 ces, could we lixik for i)erfect unanimity, but the matter has been engaged in by 
 the peo])le of this countv. with a zeal that augurs the best results. 
 
 The schools of this county were never in a more nourishing condition than 
 at present, and jjrolwbly at no period a greater interest manifested for the ini- 
 
EDUCATIONAL HISTORY OF OHIO 79 
 
 provement of our common schools, but still, there is much dissatisfactipn ex- 
 pressed against some of the provisions of the present school law, and strong hopes 
 are entertained that some improvements will be made this winter. 
 
 The schools are prosperous as far as can be ascertained ; but until some 
 officer in each district is by law compelled under a penalty to make report, none 
 will be made. 
 
 4- 
 
 There is no want of interest in the subject of common schools in this county, 
 but on the contrary, it gives me pleasure to state, that there is a constantly in- 
 creasing interest manifested in the subject, and I have no doubt, that hereafter, 
 with the aid of the State Commissioner, we shall maintain, and advance upon the 
 position we have heretofore occupied. There are no central or high schools as 
 yet organized in this county. 
 
 5- 
 
 The schools of the county have never been in a better condition than at 
 present. 
 
 6. 
 
 There appears to be a decided improvement in our schools ; we have more 
 competent teachers and longer school sessions, and excellent results are anticipated. 
 
 Our county is verv new, the masses of the people very poor, and taxation 
 for other purposes exceedingly onerous. Hence the sensitiveness of our people 
 to any increase even for school purposes. 
 
 I notice that several sub-districts have no school this winter, and some had 
 none last winter, inasmuch as the only teachers they are able to employ can not 
 get certificates on account of the high grade of qualifications required. How- 
 ever desirable it may be to elevate the standard of qualification of teachers, some 
 discretionary power should be vested in the board of examiners to meet such 
 cases in our sparsely populated sub-districts, and not permit the children to grow 
 up entirely without education. 
 
 In nine counties of the State the campaign literature over the act of 1853 
 took the form of petitions to the General Assembly where those that reached 
 the senate were to the Standing Committee on Common Schools and School 
 Lands 
 
 Some of the petitioners desired the repeal of the new law, others would have 
 only its most important provisions nullified, or materially changed, and others 
 
8o EDUCATIONAL HISTORY OF OHIO 
 
 prayed that no chansjes should be made till the workins; of the law should be 
 tested. 
 
 The committee made a report stoutly defending the point of attack. Follow- 
 ing' are the opening paragrajihs in which the case is stated : 
 
 More than one-half of the petitioners virtually ])ray for the repeal of the 
 entire law ; and nearly all desire the aliolition of the office of State Commissioner 
 of Common Schools, and the repeal of the provisions of the law creating Town- 
 ship Boards of Education, and authorizing a State tax of one-tenth of one mill 
 on the dollar valuation for the purpose of furnishing school apjiaratus and libra- 
 ries to all the common schools in the State. 
 
 A large number of the petitioners pray for a reduction of the State levy, and 
 assessment of two mills on the dollar, which was created for the express purpose 
 of affording the advantages of a free education to all the youth of the State; 
 also, for the restoration of the old inde])endent district system : also, for the 
 election of school examiners at the annual township meetings : also, for vesting in 
 the local directors the right to employ teachers without certificates of qualifica- 
 tion, and to keep their schools in session such length of time as may be agreed 
 on In- the inhabitants of the district. 
 
 Inasmuch as the great bulk of the petitions and memorials have come from 
 less than one-twentieth of the counties in the State, the others having solicited 
 no changes directly or indirectly: and. inasmuch as the ])rayers of these peti- 
 tions are exceedingly diverse, and the reasons assigned for them are still more 
 diverse, the committee cannot derive from them any satisfactory indication of 
 what the petitioners themselves most desire; and, nntch less the general wish of 
 the great body of the people. 
 
 It may be fairly inferred, however, from the fact that so very few counties 
 have sent up petitions requesting changes in the school law ; and that a large 
 majority of the county auditors in their annual reports to the Secretary of State, 
 have not intimated that the people in their respective counties desire the law to 
 be materially changed, until sufficient time shall have elapsed to enable the Gen- 
 eral Assembly to enter upon the delicate and difficult work of its revisal, with the 
 full light and suggestions of experience from these facts, it may fairly be con- 
 cluded that it is not the general wish of the people that the law should be 
 changed in anv of its essential provisions during the jiresent session of the Cen- 
 eral Assembly. 
 
 The points upon which the petitioners seem to ajiproxiniatc to an agreement 
 are, the repeal of those provisions of the law which create the office of State 
 School Commissioner, and the Township Boards of Education, and which relate 
 to school apparatus and libraries, and to the appointment of school examiners; 
 these the committee propose to consider. 
 
 The report, along with pages of replies to questions concerning the law by 
 the Commissioner of Common Schools, H. H. Barne\, was ordered to be printed 
 in the rejjort of the Secretary of State in sufficient number to supply school officers 
 throughoul the State. 
 
EDUCATIONAL HISTORY OF OHIO 
 
 The "Act" of 1853 went into effect upon its passage in Alarch, consequently 
 the Secretary of State was divested of his powers as School Superintendent and 
 the office of State Commissioner of Common Schools was, of course, not filled 
 until ^Ir. Barney was elected and qualified, therefore there was an unfortunate 
 gap between terms just at the critical period of the launching of the new code. 
 
CHAPTER VIII 
 
 THE COLLEGE OF TEACHERS 
 
THE COLLEGE OF TEACHERS 
 
 CHIS chapter concerns matters very near to the heart of pubUc education in 
 Ohio and it also introduces, logically and historically, the story of the 
 State Teachers' Association. The writer, some hundreds of leagues from 
 a scanty supply of material of his own gathering, is greatly indebted to a report 
 by the National Commissioner which contains the result of investigations of Dr. 
 B. A. Hinsdale and Mary L. Hinsdale, A. AI. ; also to articles written by Dr. 
 W. H. Venable, and to his "Beginnings of Literary Culture in the Ohio Valley." 
 
 The "missing chapter," as it is called, concerns an organization which has 
 a double name, the "Western Literary Institute and College of Professional 
 Teachers." 
 
 This organization also had a predecessor, an educational society in Cincin- 
 nati, by name, the "Academic Institute," a local organization whose birth is of 
 even date with that of Cincinnati's system of common schools, 1829, which, like 
 Ben Adhem's name "led all the rest." 
 
 The preface to the first volume of Transactions of the College of Teachers 
 declares that the idea of the College was first cast in the Institute ; that the pro- 
 ject was the work of teachers, but the sympathies of noble-minded and patriotic 
 citizens, more ambitious of usefulness than fame, have been the animating cause 
 of its permanence and success. This preface farther says that under the auspices 
 of the Academic Institute the first general convention of the teachers of the 
 western country was called, in June, 1831. 
 
 The constitution adopted at this meeting showed a prolongation of name and 
 the reason of it : Western Academic Institute and Board of Education. This 
 board was to be chosen by the Society, and its prerogative was, individually or 
 in committees, to visit and inspect the schools and academies of the members of 
 the society, quarterly, or oftener, provided such visits did not contravene the 
 duties of the city visitors of the district schools. 
 
 The board of education, or visitors, was chosen from among the honorary 
 members, not from the professional teachers. Some such idea lurked in the 
 minds of those who shaped the section of the school law wherein "examiners of 
 schools" were appointed. 
 
 .\t this meeting the jirincipal address was made by Dr. Bishop, the presi- 
 dent of Miami LTniversity. His theme, very naturally, was education — the need 
 of improved methods of instruction, and of competent teachers, the futility of all 
 else unless republican simplicity be preserved, themes which do not seem drained 
 dry after many decades. The speaker smote a certain class of lecturers a blow 
 worthy of an athlete : "The strolling men of wisdom and experience who pro- 
 pose leaching grammar and geography and astronomy and chemistry and natural 
 philosophy and Latin and Greek and almost everything, in some ten or twenty 
 or thirty lessons — and thirty lessons generally exhaust all their knowledge on 
 
86 EDUCATIONAL HISTORY OF OHIO 
 
 any one suljject — tliese strolling teachers follow an occupation about as hon- 
 orable to themselves and about as profital^le to the community as the occupation 
 of strolling beggars and strolling showmen is.'" 
 
 'Sir. Alexander Kinmont delivered an address, adorned, as was the fashion 
 of thf (lav. witli classic quotations. Indeed the volume of published proceedings 
 of this meeting bore in its front a passage from Cicero, in the original, extolling 
 the ])airiotic art of him who teaches the youth of the republic and teaches them 
 well, and in the same strain was the motto, recorded somewhere, which surmounted 
 the door of his Academy : 
 
 Nil dictu foedum visuque haec limina tangat 
 
 Intra quae puer est. — I'rocul o ])rocul estc profani ! 
 
 Maxima debetur puero reverentia. 
 
 Parenthetically, a circular which set forth the delights of a summer school in 
 Northern Ohio, this side of the middle of the late century, began with a stanza 
 of .Horace. 
 
 In a very few years the name of this body was changed to that quoted at the 
 openmg of this sketch. ISeginning with the fourth annual meeting in 1834 there 
 were six volumes of proceedings published, a series. Dr. Hinsdale says, "now rare 
 as well as valuable." 
 
 The discussions of this body were carried on in three ways : formal addresses, 
 reports by committees appointed the previous year, and the floor debates. The 
 scope of topics was wide, and suggests to a modern the pungent remark of 
 Jefifrey, that the ancients stole our best thoughts. Even spelling reform was ad- 
 vocated. It was before this body that a few great orations were delivered better 
 known in the boyhood of the present generation of old men than now, — Alans- 
 field's glorification of the Mathematics, Grimke's discourse on American Educa- 
 tion, from the scheme of which he would exclude the higher mathematics and the 
 classics, and Kinmont's defense of the Classics. 
 
 Dr. Drake, who Dr. V'enable thinks may be with propriety called the Frank- 
 lin of Cincinnati, delivered an address on discipline. It was comprehensive and 
 analytical in the extreme, and a modern audience would think it well that the 
 second part was delivered at the succeeding session. 
 
 .\t one of the meetings of this body it was resolved, no one saying nay, 
 "that the liible be recommended as a regular text in every institution of educa- 
 tion in the West." The men had the West, its present and future, especiallv in 
 mind. Though much smaller than now, its name was then in all situations be- 
 gun with a ca])ital, — a custom, however, to which nouns were much addicted. 
 
 The influence of the college had lieen gradually widening, and was the 
 moving cause of educational associations in ( )hio and Kentuckx. 
 
 in 1836 the first State convention of teachers in ( )hici was lield at Columbus, 
 and presided over by Robert Lucas, the (jovernor. It called for the imiirovement 
 of common .schools, the establishment of school libraries, and the election of a 
 State Superintendent of Education. 
 
 I'rofessor Calvin F.. Stowe. recently home from his voxage to Fnroiie, one 
 of the fruits of which was his ri'])orl ui)cin the school svstem of I'mssia. made 
 
EDUCATIONAL HISTORY OF OHIO 87 
 
 a notable discourse upmi that theme, which (hscourse was pubhshed, along with 
 Samuel Lewis's adth'ess, in a pocket eihtiun — "'infinite riches in a Httle room.'" 
 
 It did not need official approval, for few eaucational tracts excel it in the 
 interest of its matter and its clear, incisive statement, but it is interesting that 
 Governor Lucas addressed a communication "to the Honoral)le, the General 
 Assembly," submitting the copy transmitted to his care as information calculated 
 to enlighten the public mind on a subject of the most intrinsic importance and 
 asking for it respectful attention. 
 
 The strict regard of that elder day to eti(|uette in high places is shown in 
 the governor's conclusion : "Having luit one copy, I have thought it advisable 
 to transmit that co])y first to the senate." 
 
 What is the further career of that co])y is not known. It is to be hoped that 
 the senators, in alphabetical order, read it, and that it was dulv sent to the lower 
 House. 
 
 The delicate hint suggested by the courteous transaction brings out bv con- 
 trast the bluntness of another, wherein the war-worn governor of an eastern 
 State reminded the legislators of the value of knowledge and the proximitv of 
 the State Library. 
 
 .A. hurried journey into the printed discourse affords an nijportunity to gather 
 some of its good things : "The rare spectacle of an absolute sovereign, Frederick 
 William HI, exerting all his powers for the intelligence and moral improvement 
 of .his people. The government of Prussia, in which the voice of the king is 
 everything and the voice of the people nothing, does more for the education of 
 the whole people than has ever been done b\' any other government on earth." 
 Turning to the conclusion, the reader finds matter that will fit right here. "Here 
 the people are sovereign; and who would voluntarih- subject himself to an ignor- 
 ant sovereign ? Yes, my fellow-citizens, yoii are the sovereigns ; and, like all 
 other sovereigns, you are very much exposed to flattery. Those who have pov^-er 
 are always flattered by those who are striving to obtain it, " * * but I hope 
 that flattery will never blind you to the truth or indispose you to a calm and 
 deliberate examination of facts as they actually exist. It is a fact that there is 
 a vast amount of ignorance and vice in our covmtry ; that the increase of popu- 
 lation has far outstripped our present means of education. * ■' * At present 
 there is enough of intelligence and virtue in the community to hold in check the 
 elements of discord and wickedness, but who can tell how long this will be? 
 * * * Yhe Almighty seems now to have permitted a fair experiment to be 
 made as to which form of government shall do most for the elevation and happi- 
 ness of a whole people — an absolute sovereignty or popular freedom. One part 
 of this great experiment has been committed to the king of Prussia, and most 
 nobly is he striving to make it good. The other part is committed to us ; and it 
 remains for us to show that popular freedom can do more for the general happi- 
 ness than absolute sovereignty, however benevolently directed. Shall this great 
 experiment fail in our hands and despotism bear away the palm ?" 
 
 Between these extremes the body of the lecture contains ( i ) a succinct de- 
 scription by analysis of the Prussian system of public instruction, with a trumpet 
 call to republicans to do for themsehes what this absolute sovereign, this mem- 
 
EDUCATIONAL HISTORY OF OHIO 
 
 ber of the holy aUiance, was doing for his people ; ( 2 ) an inquiry as to what 
 extent the system thus delineated is the system needed in the United States. 
 Some things need not apply ; some things are the things which America has found 
 good and which she is holding very fast. 
 
 Another notable number on this program was the eloquent address, hinted 
 at above, of Samuel Lewis, of Cincinnati. He called up memory to witness that 
 many people in the east, even from the spot rendered almost sacred by the land- 
 ing of the pilgrims, came to Ohio, stirred by the praises of the new State, in 
 which list of advantages was the positive assurance of ample provision made for 
 the education of their children. He said significantl}- that his audience knew to 
 what extent these hopes had been realized. He denied that (Jhio had ever re- 
 ceived, as a donation for educational purposes, from the general government a 
 farthing of money or an acre of land : that the school lands were part of the con- 
 sideration paid. 
 
 There is a fine glow of enthusiasm in the speaker's picturing of the glories 
 of Ohio : a grave tone pervades his statement of her responsibilities. She has 
 more than a million ])eople, steamboats, mills, factories, fields and flocks and 
 four hundreil miles of canals! — l)Ut in monarchies one most important public 
 duty is to care for the education of the heir to the throne, and '"these children 
 about your streets, who cannot even speak your language, are your future sov- 
 ereigns." This he said in italics. Then a picture of the field of pulilic in-^truc- 
 tion, its defects and failures, the means and possiliilities of betterment, and a 
 gloomy prophecy of the future, if the jieople, busied with all sorts of what are 
 called material things, should fail to keep a good moral education in advance of 
 all other improvements. 
 
 This same year, 1836, Mr. Lewis made a rejiort to the college upon the best 
 method of "establishing and forming conmion schools and u|)on their jjresent 
 conditions." 
 
 Mr. Kinmont re])orted stoutl\- against the general reading of fiction, and 
 another sjjeaker j^laced even .^ir Walter Scott's novels under l)an. 
 
 In 1837 Mr. Lewis, then newly chosen superintendent of the common schools 
 of Ohio, claimed in a report that the public schools should lie so expanded as 
 to include all that was then taught in the best English schools: and lie favored 
 not only district schools, but townshij) schools of a higher grade. .Vnother 
 speaker urgetl the necessity of Xormal schools for the ])ur])ose of teaching 
 teachers how to teach. 
 
 One curious fact to he observed liy the reader of these ])rograms is that a 
 woman's name seldom a])])ears thereon, and when it does, the writer of the |iaper, 
 so it is said, did not, in her own person, read it, but nuist imitate .Sliaks]iere's 
 great women, .\fter the passing of three-quarters of a century the first one of 
 these assertions, applied to the State .\ssociation, would need only a trifling mod- 
 ification. ( )ne of tlie ladies nameil on tliese programs — 1838 — Mrs. Ahnira 
 H. L. Phelps, wrote an essav on female education, a well-written argument for 
 its betterment. ( )ne of the things she would have differein \\a> the boarding- 
 school girl, whost' I'ducation, in many cases, was summed u]) in her "piece of 
 embroiderw" The student of .^tate t'ounnissiouers' reports nia\ h;q)|)i'n n]xin 
 
EDUCATIONAL HISTORY OF OHIO 
 
 this same bit of handiwork. It is pointed out indignantly, if not gallantly, just 
 twenty years later: The young women "who feel no shame or pain that the day 
 has been spent in lolling laziness ; a few moments whiled away in thrumming the 
 piano ; a few more on that piece of embroidery commenced longer ago than they 
 can remember," and so following. 
 
 In 1839 the seventeenth mimher on the program was the annual address of 
 the executive committee — a custom honored in the observance by the State 
 Association during its early years. 
 
 The need of public enlightenment as an imperative demand of patriotism, 
 the absohite impossibilty that the republic long continue if the mass of its people, 
 the rulers, should be ignorant, was felt with peculiar force during those years, 
 a second "critical period of American history." It was no doubt the rock upon 
 which these societies were built. It pervaded many a well considered report and 
 animated many an oration from the platform. 
 
 But human "systems have their day." The Teachers' College did not prove 
 an exception. Its last meeting was in the early forties. It accomplished much 
 for a cause of supreme importance, and workers in educational fields in Ohio 
 owe it a debt which can be paid only in life-long gratitude, shown by handing 
 on down the torch which these men lighted. 
 
CHAPTER IX 
 
 THE OHIO STATE TEACHERS' ASSOCIATION 
 
THE OHIO STATE TEACHERS' ASSOCIATION 
 
 INQUIRY concerning the causes and the men who brought the State 
 Teachers' Association into existence, and the reasons for its being, must 
 go a long road back toward the founding of the State itself. It did not 
 see the light that shone into the clearings upon the first schoolhouses of the sev- 
 enteenth commonwealth, but the century during which Ohio grew from infancy 
 to robust maturity, supplanting Virginia as the "Mother of Presidents," and 
 sending a round million of her sons to help build States farther west, was little 
 more than one-fourth spent when, in the minds of a few fellow-thinkers of 
 knowledge and wisdom, with a noble solicitude for the future of the republic, 
 the great idea was conceived and brought to birth. An attempt to treat very 
 briefly of this body has just been made. 
 
 Their voice was still for popular education, and it awakened a ready response 
 in distant parts of the State. Teachers, preachers and other men of kindred 
 minds and interests began to assemble in certain hospitable places in the region 
 nearer the Lake to reason together, to stimulate zeal, and discover the best lines 
 for abounding energy to work in. 
 
 From these "institutes" the State Association came forth, not full armed, 
 perhaps, but no weakling. At institutes in Ashland, Chardon and Akron, in the 
 fall of 1847, M. F. Cowdery, Lorin .Andrews, William Bowen, Josiah Hurty, 
 Asa D. Lord and M. D. Leggett were appointed a committee to make arrange- 
 ments for the organization of a State Educational Society. A convention, sitting 
 in a back room of the .Akron courthouse on the last day of the year, the eighteen 
 delegates present representing eleven counties, framed a constitution and organ- 
 ized under it, to be known thereafter as "The Ohio State Teachers" .Association." 
 
 The executive committee was instructed to prepare" a plan for the awakening 
 of public interest in education and the elevation of the profession of teaching, 
 setting forth the scope and purpose of the organization and commending it to 
 the approval and support of teachers. This appeal was prepared bv M. F. Cow- 
 dery, Lorin Andrews and M. D. Leggett. 
 
 The constitution requires that the executive committee carry into effect all 
 resolutions of the Association, and, moreover, it must devise and put into opera- 
 tion such other measures as it may deem best, not inconsistent with the preamble. 
 It must also keep a full record of its proceedings and report the same to the .As- 
 sociation. 
 
 In his report for 1848 the chairman spoke: "In assuming the responsibility 
 of conducting the business affairs of the Association, twelve months since, the 
 committee selected the following objects as most worthy of their immediate atten- 
 tion : First, the elevation of the teachers of the State, through the agency of 
 teachers' institutes, courses of lectures to teachers, educational conventions and 
 associations, and a more conscientious adherence to the law relating to the qual- 
 
94 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 ifications of teachers on the part of county examiners. The second object of the 
 committee was to encourage a reorganization of the schools in the cities and 
 incorporated towns of the State. This was proposed to lie accomplished liy 
 addressing citizens publicly, and stating the importance, practicability and econ- 
 omy of such a change in the common school organization as would give to every 
 child of a town or city an education fitting him for his duties as a citizen: and, 
 lastl\, it was the wish of the committee, as far and as fast as practicable, to pre- 
 pare the public mind for a school system for oiu- Slate unjiaralleled for the liber- 
 alit\- of its provisions, the wisdom of its measures and the harmony and efficiency 
 of its operations.'" The reader ma\- wisely and well challenge himself for an 
 answer. To what extent has the half centiu-y and longer since this excellent plan 
 was laid seen it Ixidied forth in reality? 
 
 In lanuary, 1848, the executive committee of the .Vssociation made condi- 
 tional arrangements for holding institutes in one-half nf the counties of the State 
 in the coming spring. Their propositions were accepted b\- the following counties : 
 Ashland, Columbiana, Huron. Licking, Richland, Seneca. Stark, Washington 
 and Wavne. In March and .April institutes were held in these counties. In ten 
 other counties institutes were held in the fall. It is estimated that the aggregate 
 attendance at these nineteen institutes was about fifteen hundred. The State 
 Association, thrdugh its pniper committee, pushed with all its elo(|uence and 
 energy the cause of the count}- institute, sending experienced instructors to 
 those counties where the teachers would raise a sufficient fund to pay their 
 modest fees. In this dax of instructors a<Ivertising for calls, comiieting for the 
 honor and the fee, the following sentence from the rejiort of the chairman in 
 1851 reads strange: "In the outset of its labors the committee found the great 
 obstacle in the way of holding institutes was the impossibilit> of securing the 
 services of a sufficient number of competent and exjierienced lecturers to take 
 charge of them." 
 
 Lorin .Andrews, the chairman just quoted., in order partly to supply the lack, 
 resigned his situation as teacher and gave his time to this work with at first. 
 besides a possible small compensation from the institutes, no assurance of reward 
 but the belief that he was serving a good cause. The educational iiiiblic of the 
 jjast half-centurv bear witness that he served it well. 
 
 .\t a meeting of the Association the following jul\- in L'leveland, Mr. .An- 
 drews's disinterested conduct was cordiall\ approved, and a resolution was 
 unanimously adopted to sustain him by the bestowment of something of a higher 
 market value than words of apiiroval. .\ salary of $1,500 was voted him. 
 
 Encouraged b\ i1k- action of the .Association and the favor shown his 
 efforts bv the ])eople, Mr. .Andrews threw himself with even more vigor into 
 the work during the fall of 1851, and the annual meeting in December at 
 Columbus, bore witness to the value of his efforts in the increased luunber of 
 its members and the quality of their action. 
 
 It is three years since the executive committee declared its aims and the 
 most competent witness in the state is on the stand, reporting progress for the 
 vear just passed. l\Tore than two Inmdred educational addresses had been 
 delivered. ap])ealing to the minds and hearts of not less than sixty thousand 
 
EDUCATIONAL HISTORY OF OHIO 
 
 95 
 
 citizens; three thousand teachers had assenililed in institutes and had their 
 love for their profession nicreased, and their zeal quickened for the improve- 
 ment of common schools ; about sevent\- of the towns and cities have estab- 
 lished free graded schools, more than fiftv of which had. within the three years 
 passed, organized under the law of 1849. 
 
 This attorney for the people in their case against ignorance and selfishness 
 knew his jury when he compiled a table as an argument. Five towns — all 
 cities now — are compared as to population and school expenditures with other 
 five, likewise now cities. The total population of the former was 20,516; of the 
 latter, 20.890: cost of tuition in the former, $16,252; in the latter, $25,120: 
 in the first five there were no private schools, all the pupils attended the public 
 graded schools, "good enough for the richest and cheap enough for the poorest" ; 
 in the second five the schools were ungraded and many children attended private 
 schools. 
 
 And the chairman, in a sort of poetic vision, sees that the graded schools 
 then in operation "are the forerunner, a kind of John the Baptist, crying in the 
 wilderness and making the paths straight, for that more glorious and compre- 
 hensive system of universal, free education, which, before many moons shall 
 wax and wane, like the impartial dews of heaven, will distill its blessings, alike 
 generously, upon every son and daughter of this broad State." 
 
 No doubt the things proposed and tlie things done by the late Constitutional 
 Convention had to do with this high hopefulness. 
 
 Dr. Samuel Findlay, himself a near follo\ver of the "pioneers." a man of 
 like mettle, worthy to have marched in their ranks, paints a picture of a scene, 
 and makes very real one topic under discussion. He speaks (if a meeting of 
 the Association at Dayton in 1853: "Lorin .\ndrews, the Association's agent, 
 reported early in the session that the income of the Ohio Journal of Education, 
 the Association's organ was not equal to the expense of publication ; and forth- 
 with a soliciting committee was appointed, and the audience was publicly can- 
 vassed for subscribers. And I remember that not only were subscribers secured 
 in goodly numbers, but lists of subscribers to be secured in the various counties 
 were pledged by persons present. 
 
 "(Jn the last afternoon. Supt. Cowdery. of Sandusky, made a report from 
 the finance committee, to the effect that the Association was indebted to the 
 State Agent in the sum of $410, on account of salary. Dr. Lord e.xpressed the 
 hope that the amount would be raised before adjournment, and handed to the 
 committee his contribution for the purpose. Just before the doxology and bene- 
 diction, the chairman of the committee announced that the whole amount had 
 been raised. In this connection it should be remembered that the largest salary 
 received by any member of the .\ssociation probably did not exceed $1,000. 
 and not many exceeded $600. Such \vas the stuff of which these pioneers were 
 made." 
 
 We have seen that the .\ssociation was keeping in the lecture field a paid 
 agent. Allusion has been made to the Ohio Journal of Education, which peri- 
 odical these pioneers had established, and had maintained for eight vears ; and 
 after the failure of an initial attempt to gain legislative action favorable to 
 
y6 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 normal schools, followed by trial after trial wherein the "Xoes had it" till the 
 line promised to stretch out, if not to the crack o' doom, to the end of the 
 century, they accepted the generous donation of a site and building, and through 
 a special committee of the Association thev nobly, rashly, ventured to launch a 
 normal school of their own. 
 
 But the truth of history cautions against too confident a thought that the 
 former days were better than these. It records that pockets were not always 
 so quick to open and part with their contents for purposes however laudable, 
 looking after and before, toward past debts and future ventures. The leaders 
 had experience very like that of persons in this younger day, and their measure 
 of praise is full because they set the example and induced for so long a time 
 an effective following, which following, it must not be overlooked, was recruited 
 from the plain people at the county institutes. 
 
 It may further the aims of this chapter to place for ready comparison the 
 themes of formal lectures, or addresses, before the Association, also of reports 
 of committees, selected at intervals of a decade. 
 
 FJefore the sessions of 1851 and 1852: 
 
 1. The Teachers' Profession — W. D. Swan. 
 
 2. Education — its Relation to tin- Individual and to Societv — Geo. 
 
 \\ illey. Esq. 
 
 3. Annual .\ddress. The Qualifications of Teachers — Prof. Joseph Ray. 
 
 4. The Joint Education of the Sexes — Prof. J. H. Fairchild. 
 
 5. A Report on District School Libraries — Prof. H. H. Bailey. 
 
 1859: 
 
 1870: I. 
 
 The Diffusion of Knowledge — John Hancock. 
 Teachers' Meetings — A. Duncan. 
 
 .\ Course of Study for High Schools — I. W. Andrews. 
 Importance of an EfScient School System — H. Canfield. 
 Report on Twelve Requisites of a Good School — < ). X. Hartshorn. 
 The Two .Antagonistic Methods of Tuition, Instruction and Develop- 
 ment — E. H. Allen. 
 
 Inaugural Addiess. liducational Progress — R. W. Stevenson. 
 
 Annual address. The Utility of the Ideal — W. H. \'enable. 
 
 .\ Report on a Primary Course of Instruction — J. F. Reinmund. 
 
 Chairman. 
 Moral Culture in Schools — Eli T. Tappan, 
 .\ Report on the Best Method of Conducting Cduntv b^xaniinations 
 
 — J. C. Hartzler. 
 Report of the Committee on School Legislation — E. E. White. 
 
 Chairman. 
 
 1880: I. SitperintcndcHts' Section. Inaugural .Address 
 — C. W. Bennett. 
 2. On .Su])crvision Depends the Success of ()ur Schools 
 Burns. 
 
 Iiulustrial Education 
 James J. 
 
EDUCATIONAL HISTORY OF OHIO 
 
 97 
 
 General Association. 
 
 Culture and Character — Prof. Judson Smith. 
 
 The Place and Time for Elementary Science in (Xir Schools ■ 
 
 John Micklehorouqh. 
 Normal Schools and Institute Work — R. \V. Stevenson. 
 Literature for School Youth — John B. Peaslee. 
 The Ouincy Method Not New — H. Al. James. 
 
 Prof. 
 
 i8yo: I. Sitpcriiitendeiits' Section. Inaugural Address. Some Relations of 
 the Superintendent tu his Teacliers and his Work — W. S. 
 Eversole. 
 J he Use and Abuse of .Methods — W. T. Jackson. 
 
 3. Truancy and the Truant Law — F. Treudley. 
 
 4. Memory Training — Prof, (iilhert W'hite. 
 
 5. Report on Plans of Adjusting High School and College Courses of 
 
 .Study in Ohio — E. E. W'hite, Chairman. 
 
 Progress — L. W. 
 Mrs. 
 
 General Association. 
 
 6. Inaugural Address. Fifty Years of Educationa 
 
 Day. 
 
 7. .Scientific Temperance Instruction in the Public Schools 
 
 Frances W. Leiter. 
 
 8. \'alue of a Library in Connection with .School Work — Miss Frances 
 
 E. Baker. 
 
 9. What Can he Done to Eleyate the Profession of Teaching? — J. C. 
 
 Hartzler. 
 
 10. Reading in Grammar Grades — Miss Margaret Burns. 
 
 11. Rigid or Loose Government — J. C. Hanna. 
 
 12. Reverence and Respect for Law and Authority — T. H. Soimedecker. 
 
 1900: I. Inaugural Address. The Present Status — Charles Ilaupert. 
 
 2. Primary Work — Mary (lordon. 
 
 3. Stages of Moral Culture — R. G. Boone. 
 
 4. College Entrance Requirements in En jlish — Prof. ]. V. Denny. 
 
 5. How to Secure College Entrance Requirements in English — R. H. 
 
 Kinnison. 
 
 6. Safeguards for .\dolescents — S. P. Humphrey. 
 
 7. State Normal Schools — John E. Morris. 
 
 8. Township High .Schools — .S. K. Mardis. 
 
 9. .\nnual .Address. The .State and Education — W. O. Thompson. 
 
 10. High School Scetuui. Chemistry in the High School — J. W. Knott. 
 
 11. Self Training — .Mary Wilgus. 
 
 12. Electives in High .Schools — S. Weimer. 
 
 13. Music Teachcr<;' Section. Tlu ?\Iethod — John lames. 
 
 14. Expression in Singing. 
 
 15. Benefit of Ear Cultivation. 
 
98 EDUCATIONAL HISTORY OF OHIO 
 
 16. When Introduce Minor Scales? — B. C. Welgamood. 
 
 17. Is Individual Recitation I'racticable in Sisjlit Sini^ing Work? — N. 
 
 Coe Stewart. 
 
 18. Sitpcrni/i-iidcnts' Section. Inaugural Address. The Teacher's Eco- 
 
 nomic \'alue — R. E. Raynian. 
 
 19. Limitations of School Curriculum — F. S. Coultrap. 
 
 20. A Rational System of Promotions — F. J. Roller. 
 
 It was mere chance that the final years of the decades when the programs 
 were in hand, were taken. Anv other would have shown the same variety and 
 uniformity, the same change from general culture topics to those almost exclu- 
 sively professional. 
 
 The story of the constitution of the State Teachers' .Vssociation is not 
 entirely void of interest. 
 
 It is a reasonable assumption that the instrument printed in the first vol- 
 ume, 1852. of the Ohio Journal of Education, facing the names of the officers 
 during the period 1848-1852 is the original constitution. Since then it has been 
 amended at intervals, short and long, has had several revisions, or codifications, 
 and has periodical spells of uncertainty as to its name, O. S. T. A. or O. T. A. 
 
 The preamble records that : "As a means of elevating the profession of 
 teaching, and the promoting the interests of schools in (Jliio, we, whose names 
 are affixed associate ourselves together under the following Constitution. In 
 all its history these two continue to lie the purposes of the organization. In 
 one revision the two are connected by a "thereliy." In the second revision the 
 preamble is lowered into Article first. 
 
 Article first in this first constitution simply names the organization. The 
 Ohio State Teachers' Association. The officers are a President, twenty-one Vice- 
 Presidents, equal in number to the congressional districts, but in 1859, cut down 
 to five, then to three, then raised to five, — a Recording Secretary, a Correspond- 
 ing Secretary, — in the revision of 1879 this officer is not apparent, nor since. — 
 and an Executive Committee of seven persons, changed afterwards to six, the 
 president in 1878, being made a member ex officio on motion of Dr. Eli T. 
 Tappan. The duties attached to these several offices were such as are suggested 
 bv their titles, and one function of the E.xecutive Committee has nevd-r varied. — 
 to provide for at least one meeting of the Association ever\' \ear. 
 
 Article ten is worth quoting: "Any teacher or active friend of education, 
 male or female, may become a member of this Association, by subscribing to 
 this Constitution, each male member paying the Treasurer the sum of one dollar." 
 The Constitution of 1857 omitted "male or female" — thus allowing "females" 
 to pay one membership fee — and it concluded: "and male members may retain 
 the privilege of membershii). In- the annual payment of one dollar.'' Since the 
 Constitution of 1879 it is not indispensable that the "friend of education" be 
 "active," and females have all the privileges of males in the matter of fees, this 
 at the urgent request of a number of tlie iironiincnt women of the organization. 
 
 The officers were chosen by ballut for one year. This provision remained 
 permanent except as to the Executive Conunittee. 
 
EDUCATIONAL HISTORY OF OHIO 
 
 The concluding Article, the tliirteenth, provided for amendment by a major- 
 it_y of the members present at any regular meeting after notice given at the 
 preceding regular meeting. There has been no change except the omission of 
 the second "regular," though what is a preceding meeting, yesterday's? or last 
 year's? has, at times, been under debate. 
 
 The Constitution of 1857 added an Auditor, but he seems not 10 have heard 
 any vital matters, and in 1878 the office was abolished. 
 
 The most recent revision is that of 1892. It restores the word "State" in 
 the title, and "thereby" in the preamble. It includes amendments of some years 
 standing ; one providing for Sections — the General Association, the Superin- 
 tendents', and the State Reading Circle. It names the officers of the Superin- 
 tendents' Section, a President and a Secretary, and places the Teachers' Reading 
 Circle under the management of a Board of Control to be chosen by the State 
 Association, two each year, to serve for four years, the State Commissioner of 
 Common Schools to be a member ex officio of this Board. Article IX names 
 the Standing Committees of the General Association : ( i ) An Executive Com- 
 mittee, (2) A Committee on the Condition of Education in Ohio, (3) .\ Com- 
 mittee on the Publication and Distribution of Educational Information, (4) A 
 Committee on Necrology. These Committees each consist of six members, two 
 to be elected each year, to serve for three years. (The President by virtue of 
 his office is a member of the Executive Committee and the State Commissioner 
 of Schools is a member of the Committee on Legislation. 
 
 The fundamental law on the subject of membership after its varied career 
 at last found perfect utterance: "The annual dues for membership in this Asso- 
 ciation shall be one dollar." 
 
 Some years ago the organization was chartered under the name of "The 
 Ohio Teachers' Association." Doubts as to the legality of a change since, back- 
 to the former title, and of other changes, superficial and radical, seem not to 
 have arisen, nor as the body lives its life and does its work outside of court, 
 handles no monev but its own, are thev likelv to arise. 
 
 SESSIONS OF THE STATE TEACHERS' ASSOCIATION 
 
 PL.\CE. 
 
 DATE. 
 
 PRESIDENT. 
 
 
 June 1 and 2, 1848 
 
 Dec. 28 and 20 1848 
 
 A. D. Lord Vice 
 
 
 Samuel Galloway 
 Samuel Galloway 
 Milo G. Williams, Vice 
 Samuel Galloway 
 
 
 Dec 26 and 27, 1849 
 
 
 July .3 and 4, 1850 
 
 
 Dec. 2.5 and 26. 18.50 
 
 
 Tuly 2 and 3, 1851 
 
 
 Dec. 31, 1851, and Jan. 1, 1852.... 
 July 7 and 8. 18.52 
 
 
 
 
 
 Dec. 29 and 30, 18.52..: 
 
 Tuly 6 and 7 1853 
 
 
 
 Rev. W. C. Anderson 
 Joseph Ray 
 
 Columlnis 
 
 Dec. 28 and 29, 18.53 
 
 L.ofC. 
 
EDUCATIONAL HISTORY OF OHIO 
 
 SESSIONS OF THE STATE TEACHERS' ASSOCIATION - 
 
 PRESIDENT. 
 
 Zanesville July 5 and 0, 1854 
 
 Cincinnati I Dec. 27 and 28, 185 i 
 
 Cleveland I August, 1855 
 
 Columbus ■ Dec. 26 and 27, 1855 
 
 Mansfield ! July 2 and 3, 185(i 
 
 Columbus ' Dec. 3o and 31, 185 1. . . . 
 
 Steubenville July 8 and !>, 1857 
 
 Delaware \ July 7 and 8, 1858 
 
 Dayton ' July ti and 7, 1850 
 
 Newark July 5 and (i, ISfin 
 
 Elyria July 2-4, 1861 
 
 Mt. Vernon July 1-3, 1862 
 
 Cleveland July 2, 1863 
 
 Toledo j July 5, 1804 
 
 Cincinnati ' July 5. 1865 
 
 Zanesville | July 3-5, 1866 
 
 Springfield ' July 1-3, 1867 
 
 Davton ' June 30 to July 2, 1868. . 
 
 Cleveland July 6-8, 1869 
 
 Columbus ,! July 5-7, 18iO 
 
 Sandusky I July 5 and 6, 1871 
 
 Put-in-Bav July 3 and 4, 1872 
 
 •■" I Julv 2 and 3, 1873 
 
 •■ I July 1 and 2, 1874 
 
 June 2!) to Julv 1, 1875. 
 
 Tulv 3-5, 1877 
 
 Julv 2-4, 1878 
 
 July 1-3, 1879 
 
 July 7-9, 1880 
 
 June 28-30, 1881 
 
 Tuly 5-7, 1882 
 
 July 3-5, 1883 
 
 Tuly 1-3, 1884 
 
 July 7-9, 1885 
 
 June 30 to July 1. I'-'Sli . 
 
 June 28-30, 1887 
 
 June 26-28, 1888 
 
 Put-in-Bay 
 
 Cleveland 
 
 Chautauqua, N. Y. . . 
 
 Put-in-Bay 
 
 Niagara Falls, N. V. 
 Chautauqua, N. Y... 
 
 Lakeside 
 
 Chautauqua. N. Y... 
 
 .Akron . . . 
 Sandusky 
 Toledo j July 2-4, 1889. 
 
 Chautauqua, N. Y I July 7-9, 1891. 
 
 Cleveland June 28-30, 1892 
 
 Delaware June 26-29, 1894 
 
 Sandusky I July 2-4, 1895. 
 
 Put-in-Bay " " " 
 
 Toledo .... 
 Put-in-Bav 
 
 July 1-3, 1896 
 
 June 29 to July 1, 1897 
 June 29-Julv 1, 1898... 
 
 Tune 27-29,1899 
 
 Tune 26-28, 1900 
 
 June 25-27, 1902 
 
 Inne 30- July 2. 1903. .. 
 June 27-29, 1905 
 
 Lorin Andrews 
 Lorin Andrews 
 Lorin Andrews 
 A. J. Rickofif 
 Anson Smyth 
 Anson Smyth 
 I. W. Andrews 
 M. F. Cowdery 
 M. F. Cowdery 
 John Hancock 
 Asa D. Lord 
 W. N. Edwards 
 E. E. White 
 Chas. S. Royce 
 T. W. Harvey 
 
 E. T. Tapoan 
 William Mitchell 
 W. D. Henkle 
 
 F. Merrick 
 
 R. W. Stevenson 
 A. C. Deuel 
 Geo. S. Ormsby 
 U. T. Curran 
 
 D. F. De Wolf 
 .A. B. Johnson 
 Samuel Findlev 
 
 G. W. Walker' 
 H. M. Parker 
 Reuben McMillan 
 John Ogden 
 
 J. J. Burns 
 G. W. Walker 
 
 E. F. Moulton 
 Aaron Schuyler 
 W. W. Ros.^' 
 W. G. Williams 
 Alston Ellis 
 
 C. W. Bennett 
 
 Lakeside July 1-3, 1890 | L. W. Day 
 
 G. .A. Carnahan 
 W. J. White 
 
 E. A. Jones 
 J. F. Lukens 
 
 F. Treudley 
 M. E. Hard 
 O. T. Corson 
 Edwin B. Cox 
 Charles Haupert 
 E. W. Coy 
 Arthur Powell 
 N. H. Chaney 
 
 Counting hv years \vc call the meeting; of T(;o3 the fifty-fiftli. The semi- 
 centennial was duly celebrated at tlie Toledo meetinu: in 1897, the charter meet- 
 injj havinsT heen held in 1847. During the first decade there were several "semi- 
 
EDUCATIONAL HISTORY OF OHIO 
 
 annual" meetings, held in the summer; the "annual" meetings were held in the 
 winter until 1857. In 1876, 1893, lyoi, and 1904 no meeting was held, on 
 account of the presumptive stronger attractions of the National Educational Asso- 
 ciation or a Centennial Exposition. 
 
 As the table above indicates, the Association has traveled somewhat, even 
 over the border. 
 
 A large number of its members would heartily approve of a custom of hold- 
 ing the sessions at the capital of the State, and, probably, in the winter ; a large 
 number stand for summer time and the lake country. The former believe the 
 attendance would be much larger, and in that ratio, more good done : that the 
 meetings would be nearer the great body of the teachers. The latter ixiint to 
 the great number of local associations, with gatherings all over the State, and 
 think it would be well to continue the State Association in its present li)cation 
 and lines of work. 
 
 Both sides are unselfish, are sincere in their differences and loyal to the 
 organization. Is there among school people, or any other folk, an organization 
 where love for the cause is deeper, where the spirit of progress and that of con- 
 servation commingle more temperately, where the vein of genuine sociability 
 runs purer? 
 
CHAPTER X 
 
 THE COUNTY INSTITUTE 
 
THE COUNTY INSTITUTE 
 
 IXFORMATK ).\' that conventions for the instruction of teachers had "broken 
 out" in Xew York — as, according to John Fiske, Gov. Hutchinson wrote 
 home that a House of Burgesses had done in Virginia — was finding in- 
 terested auditors in Ohio, and the Rev. L. Howe of Sandusky was moved by 
 an "intent, charitable" to invite to that city Salem Town, a lecturer whose work 
 before New York audiences had met great favor. The call was heard, a con- 
 vention was announced, and duly, in September, 1845. t'le ^I'st teachers' insti- 
 tute of the west was conducted in Sandusky, Ohio. The chief speakers were 
 Salem Town, Asa D. Lord, and M. F. Cowdery ; Dr. Lord, at that time prin- 
 cipal of the Western Reserve Teachers' Seminary — a school opened in 1838, 
 at Kirtland, by the Rev. Xelson Slater and Mr. Cowdery, a teacher therein. 
 
 About one hundred persons are credited with attendance at this opening of 
 the institute campaign, now sixty years ago. Its success was great enough to 
 induce a following, and, in October, the instructors already named, assisted by 
 M. D. Leggett, conducted a second institute at Chardon. It had a much larger 
 attendance of teachers than its predecessor, and many of the leading citizens, 
 not engaged directly in educational work, were drawn to it 1:>\ the earnest words 
 of the speakers. 
 
 It ma\- be that the name. County Teachers' Institute, needs no definition but 
 it has a double signification. — an organization of the teachers of a countw or 
 as many of them as the Ohio persuasion plan will summon, for the purpose of 
 improvement in their art, and also a meeting of that organization. The officers 
 commonly were — it is now changed and a matter of statute — a president, vice- 
 president, secretary, treasurer, an executive committee of three, and, sometimes, 
 a critic; their duties suggested by their titles. The institute in most counties 
 holds a session once a year, continuing one week. Sometimes it begins verv 
 late on Monday and ends very early on Friday. Five days are scant time, but 
 the statute demands only four. 
 
 Resuming our narrative, in 1846 institutes were held in Ashtabula. Geauga. 
 Lake. Lorain, Richland, Trumbull, and Warren counties, and Hon. Samuel Gal- 
 loway, Secretary of State, and by that fact. State Superintendent of Schools. 
 referred to these institutes in the fnll< nving language : 
 
 "^'\''ere this same instrumentality extensively adopted in Ohio, it would 
 breathe the sjiirit of a new creation upon our common school system. These 
 associations must tend to promote a professional spirit and independence — an 
 enlarged view of the dignity and responsiljility of the teacher's vocation — ambi- 
 tion to attain the liighest standard of attainment which may be exhibited by any 
 teacher — imitation of the best modes of instruction and discipline, and active 
 co-operation in all that is calculated to promote general intelligence." 
 
 Henry D. Barnard, the "inventor" of the institute, the distinguished State 
 Superintendent of the schools of Connecticut, in which State the first institute 
 
loO EDUCATIONAL HISTORY OF OHIO 
 
 in America was held, spent several weeks this year in Ohio, lecturing in Cleve- 
 land, Cincinnati, and other prominent cities. The people heard him gladly, and 
 his influence lifted higher the rising tide of educational enthusiasm. 
 
 There were institutes, in 1847, in the counties following: Ashland, Ashta- 
 bula, Delaware, Geauga, Hamilton, Lake, Medina. Summit. Stark, Trumbull, 
 and Warren. Two sessions were held in Summit, and Stark and Wayne held 
 two joint institutes. 
 
 Early this year, February 8, the Legislature of Ohio passed a law to encour- 
 age Teachers' Institutes, the preamble of which does not sound like cold business 
 legislation but breathes the institute spirit and was written, it were safe to 
 assume, bv one of the "fathers": "Whereas, it is represented that in several 
 counties, associations of teachers of common schools, called Teachers' Institutes, 
 have been formed for the purpose of mutual improvement, and advancement in 
 their profession, which, it is represented, have already accomplished much to 
 elevate the standard of common school instruction in their respective counties : 
 therefore, in order to encourage such associations, and thus promote the cause 
 of popular education, be it enacted." 
 
 The act was declared in force only in the counties of Ashtabula, Lake, 
 Geauga, Cuvahoga, Erie, Lorain, Medina, Trumbull, Portage, Summit, and 
 Delaware. In these counties the commissioners were authorized — "it shall be 
 lawful" — to pay over to the county board of examiners on the order of the 
 countv treasurer a portion of the annual avails of a certain fund which had come 
 from the United States treasury when, in December, 1836, Ohio had accepted 
 its proportion of the surplus revenue therein eddied, and had later apportioned 
 it among the counties on the usual basis of the number of white male inhabitants 
 over twenty-one years. The examiners must expend one-half of this sum in 
 the payment of lecturers for the institute, and one-half to purchase and support 
 a library for the use of the institute. 
 
 This law, except one fatal weakness, was well planned ; but though it set 
 out with such a gracious preamble, and next year was given the right of way 
 throughout the state, almost nothing came of it. Institutes were held that year 
 and the next in most of the counties to wliich the original act applied, but the 
 county commissioners must have bored extremely small gimlet holes into the 
 treasury — if leave be granted to borrow a classic metaphor — and not have 
 followed with the auger, for it does not appear that any library came into being 
 as the purchase of the second half of the money. 
 
 To the same impotent conclusion came the act created at the same time to 
 provide for the appointment of a county superintendent in any county wherein 
 the voice of the people .should call for him. 
 
 It was just said that almost nothing came of these acts. This, however, 
 may stand to their credit. They were an admission on the part of the legis- 
 lative branch of the government that something was the matter with the patient 
 though it admitted of too much local option in dealing out the medicine. In 
 1863, Commissioner White wrote: "The design of the law is frustrated through 
 the indifference of County Commissioners. I know of hut one board who voted 
 any 'encouragement' to an institute during tlie ])ast year." 
 
EDUCATIONAL HISTORY OF OHIO 
 
 107 
 
 In 1849 the General Assembly made what was probably an improvement 
 upon the foregoing statute. The county commissioners were authorized — they 
 were not required — to add to the sum which came to the institute treasury 
 ;;ufTicient to make it one hundred dollars ; but this, on the condition that forty 
 practical teachers, permanent residents of the county — there is a touch of grim 
 humor in that "permanent" — shall declare their purpose to attend the projected 
 institute, and their petition, to carry weight, must bear the written approval of 
 the county examiners. But there is another condition which would test the 
 earnestness of the teachers and admonish them of the sweet uses of economy. 
 Whatever amount they ask of the county, they must themselves first pay down 
 or secure the paying down of a sum half as large. 
 
 It must be borne in mind that for the institutes of the first two years after 
 the initial one there was no fund for their maintenance provided by the law. 
 Their only sources of supply were the pockets of teachers and of other friends 
 of public education. 
 
 This act was amended — so far an utterly superfluous statement — the fol- 
 lowing year, by a provision that all the money used under the provisions of the 
 act amended, in purchasing libraries, shall be used in purchasing and supporting 
 suitable common school libraries for the several common school districts in the 
 several counties in the state that may be in possession of the funds named in the 
 act. 
 
 The Journal of Education for 1852 contains Mr. Lorin Andrews's table of 
 institute statistics, collated and reported by him as chairman of the executive 
 committee of the State Teachers' Association. 
 
 Progress had been great. Institutes were held in forty-one counties. The 
 aggregate membership was 3,251. They were held in every month but Janu- 
 ary, February, June, and July. The names of a number of the instructors and 
 evening lecturers are familiar to the older folk of the present generation of 
 teachers, a far greater number were never known or have been forgotten. Of 
 the former are Lorin Andrews, John Ogden. I\I. F. Cowdery, Edward Olney, 
 Asa D. Lord, T. W. Harvey, I. W. Andrews, C. S. Bragg, S. B. Parker. Mrs. 
 S. B. Parker, O. N. Hartshorn, A. Schuyler, J. Tuckerman, Anson Smyth, 
 W. N. Edwards, G. K. Jenkins, Rev. S. Boyd, D. F. De Wolf, AI. D. Leggett. 
 
 Of course the writer must have looked through the glass of his own memory. 
 No other list would be just like it — "yet each believes his own." 
 
 The executive committee, far from being content with this great advance 
 beyond the mark of former years sent out their proclamation in January, 1852. 
 It is part of educational history. Some of its paragraphs follow : "Well quali- 
 fied and experienced teachers will be called upon to spare from the various fields 
 of local labor a week or two of valuable time, and devote themselves, their 
 talents, their energies and experience to the instruction of the teachers assembled 
 in the institutes; and the friends of education in each county, are hereby earn- 
 estly requested to make the necessary arrangements for holding an Institute. 
 In any county in which there is a reasonable assurance that a sufificient number 
 of teachers will be willing to attend an Institute, the County Examiners, or the 
 
EDUCATIONAL HISTORY OF OHIO 
 
 Executive t'ominittee of a County Educational Association, or a self-constituted 
 body, ought to act as a Committee of preliminar\- arrangements." 
 
 rile Executive Committee hope to be able to supply all the Institutes with 
 lecturers, if application be made early. It is expected that the traveling ex- 
 penses of lecturers will be paid; and though it is not required, yet it is hoped 
 and believed that a fair compensation for their labor and time will be given them. 
 
 In a large nuniljer of counties of the State, the County Examiners occupy 
 the last day of the session of the institute with an examination of teachers; and 
 to those teachers who have attended the institute, certificates are usually granted 
 free of charge." 
 
 The force of suggestion could no further go. 
 
 The treasury of the countv institute still rested on the rather sandy founda- 
 tion of voluntary contributions and the general code of 1853, so helpful to edu- 
 cational interests elsewhere, did nothing to steady the structure, the only mention 
 of institutes therein is in the naming of the duties of the State Commissioner : 
 "superintending and encouraging Teachers' Institutes," making a report con- 
 cerning them, and causing laws concerning them to be printed and distributed. 
 
 School Commissioner Barney in a spirit of high optimism, terms this an 
 emphatic indication of a|)i)rnval of these associations on the i«rt of the State 
 Legislature, and infers from it that the authorization of the county commis- 
 sioners — "shall lie. and they are hereby authorized" — should be understood by 
 them as "almost purpiirting a command," when the sources of the before men- 
 tioned cine hundred dollars should from anv reason fail, "to make up such sum 
 from am- nimieys in the c iunt\' treasury." and in case there are no moneys, "to 
 levy a tax." 
 
 Pertinent to this matter, or made pertinent by its reversal eleven _\ears after- 
 ward, was the negative provision in the law concerning teachers' examinations : 
 "Xo fee or charge shall lie made fur a certificate." The doctrine seemed to 
 reign in the minds of main- that if the law ci impelled teachers to undergo so 
 unnecessary a process, and often sn niereh- formal, as examination, it might have 
 the grace to do it without price. --\n examination fee is a tax for the support 
 of the institute. It is heaviest upon those most in need of the institute, but 
 often bv failure to attend, they fail to profit by their investment. If ambition 
 be his tutor and studv his habit there is a right honorable road which will lead 
 the teacher out of this unwelcome land of examinations and taxes. 
 
 In 1834. Mr. Barney's table of institutes shows that forty-one were held, 
 several for a fraction of a week, but nearl\ all for a week. Like preceding 
 tables of institutes this gives no statetnent of the amount of funds raised and 
 how distributed. We can nor learn from it what branches were taught b\- the 
 "instructors," and upmi what themes the "lecturers" found freer scojie for their 
 eloquence. The attendance varied from 30 in Adams and Stark to 130 in Portage. 
 Many new names appear among the instructors and lecturers, as 11. H. P.arney. 
 Horace Mann. R. W. Stevenson, Daniel Vaughn, W. T. Coggeshall. .\. J. Rick- 
 ofT, C. P. Shreve. Alfred Holbrook. Isaac Sams. W. C. Catlin. Joseph Ray. 
 Cvrus Knowlton. C. S. Rtwce. O. X. Hartshorn, f, \\^illiaiiis. and nian\ more. 
 
EDUCATIONAL HISTORY OF OHIO 
 
 109 
 
 Enthusiasm, as Acres found by personal experience is true of valor, "is a 
 thing that comes and goes." In 1857, three years after the date of the statistics 
 just given there were institutes in twenty-one counties; in 1858, there were 
 eighteen institutes held in sixteen counties; in 1859, there were fourteen insti- 
 tutes held in thirteen counties. 
 
 In the first of these three years $1,569 were received from members; $521 
 from County Commissioners — Champaign, Clermont, and Seneca, each $100 — 
 and an air of good fellowship and cultured geniality is thrown upon the scene 
 by the appearance among the public lecturers of "All hands," and "Our Literary 
 Gentlemen." In the second, received from members, $1,968; from commis- 
 sioners, $325, Clermont and Preble each granting $100. Among the public 
 lecturers were Eli T. Tappan and James A. Garfield. No dividing line between 
 instructors and lecturers. In the third, received from members, $1,591 ; from 
 co.mmissioners. $305. from other sources, $72.14. Names of instructors are 
 not given, only the "Principals." Tliere were lecturers though, seventv-one, all 
 "male," and Prof. James .\. Ciarfield is quoted in the Journal of Education as 
 speaking upon Surplus Power in Reserve for the Teacher, English Composition, 
 and Theory and Practice of Teaching. 
 
 In i860, there were nineteen county institutes held in eleven counties, Bel- 
 mont, Cuyahoga, Wayne and Morrow entertaining two each ; received from 
 members, $1,856.50; from commissioners, $500: Athens, Preble, Ross, Trum- 
 bull, and Tuscarawas granting $100 each. Herman Krusi, Robert Kidd, Charles 
 Louis Loos, Eli T. Tappan, John H. Klippart, W. D. Henkle, were among the 
 pubbc lecturers. 
 
 In 1861, there were ten institutes held in nine comities, two of them con- 
 tinuing five weeks ; three, si.x weeks ; one. three weeks ; one, two weeks ; three, 
 one week. Evidently this was a normal institute year mainly. 
 
 In 1862, no report concernin.g institutes was made, and none in 1863, beyond 
 the statement of the commissioner that : "this year only twenty institutes have 
 been held, attended by about a thousand teachers. Seven of these institutes 
 were normal institutes, continuing from four to six weeks." 
 
 In 1864, March 18, an act of the Ohio Legislature went into efTect that 
 proved a substantial aid to the cause of the county institute bv furnishing the 
 "sinews of this war." It enacted that, "as a condition of examination, each male 
 applicant for a certificate shall pay the board of examiners a fee of fifty cents, 
 and each female applicant a fee of thirty-five cents. The necessary traveling 
 expenses of the examiners, afterwards limited to one-third of the fees, being 
 paid out of it on the order of the county auditor, the balance of the sum of the 
 fees remained in the county treasury as an institute funfl. 
 
 This law has since been amended and the total of the fees from appli- 
 cants for certificates goes into the institute fund of the countv, and until 1904 
 the traveling expenses of the examiners were paid from the county treasury. 
 
 To continue the minute relation of the statistical history of the county insti- 
 tute \vouId be to go lx-)ond tlie allotted space. Thus far so much of bare facts 
 and fisfures has been iriven that the reader, interested in the present, mav l)etter 
 
EDUCATIONAL HISTORY OF OHIO 
 
 appreciate what he sees and touches of the educational hfe of the State from 
 the taking of a steady look at one of its factors and the efficient causes thereof, 
 what the first preachers of this gospel meant to do and amid what difficulties 
 they tried to do it. Hence this part of our narrative will have an end in a 
 short table .giving the total expenditures for county institute purposes in the 
 vears noted : 
 
 1858 "^--S^/ 00 
 
 i868 9--74 oy 
 
 1878 17.091J 28 
 
 1888 23,836 45 
 
 1898 27,042 22 
 
 1903 28,089 74 
 
 Institutes in the great majority of the ciunties have been held vearh- since 
 the statute of 1864. Without reference to the ideal organization, the ])racticed 
 observer sees that the ( )hio institute has done and is still doing with full intent 
 a two-fold work. The pro])ortion of each in the mass and severallv is con- 
 stantly vaiying. In the early institutes, one would judge from the records 
 which have tarrietl till our time, the work was general in its character, eloc|uent 
 — for eloquence on all platforms more abounded then than now — the present 
 is in too big a hurry to be eloquent — germane to the great theiue of pojndar 
 education and the public school as an instrumentality, and the imi)erative duty 
 of the people and of the State. Here is a pretty broad program : 
 
 1. What is Education? Intellectual. Physical. Moral. Individual. L'niversal. 
 
 2. Progress and Triumph of ( )ur Common School System. 
 
 3. Systematic Education. 
 
 4. Life, or the Complete Man. 
 
 5. The Duties and Responsibilities of Teachers. 
 
 6. The Mathematics and the Languages. 
 
 As we come down the decades, the leading line of discussion — the (_>nlv one 
 the founders meditated — is the science and art of education and school man- 
 agement, with a horizon broadening to the history of education, the lives of 
 educational reformers, and, finally, psychologv. 
 
 P>ut the institute was and is in the hands of a committee wlm rei.iresent the 
 teachers. The lecturer does not come from some superior headciuarters with a 
 message burning for utterance in this direction, or that. The committee has 
 heard of liim or from him. has written to him. lias again heard from him, and 
 again written to him, and even liefore the statute (if 1864, in many counties, as 
 is shown ])y the sums collected and disbursed, has liound itself to pa\- him a 
 generous fee. So, the teachers, tlu-ougli their committee, have a ver\' audible 
 voice m selecting the meat upon which, like modern Caesars, thev will feed. 
 They have not forgotten the examination, that coming event that casts its 
 shadow before, they visualize the place and tin- process, luindful that "we build 
 the ladder b\- which we rise" to the envied heiglil of a certificate, oiu nf arith- 
 
EDUCATIONAL HISTORY OF OHIO 
 
 luetic, grammar, geography, history, — perchance reading ami writing, ami kin- 
 dred academic rounds. 
 
 One does not require any rare gifts to tell the result; Inu, on the other 
 side, he must not too heavily shade the picture by his stern theory as to the 
 raison d'etre of institutes. Look at it from the instructor's point of view. The 
 story runs that an attorney with abundant emijhasis told his client : "They can't 
 put yon in jail for that." "Buf I am in, though," through the grating, cjuoth 
 the client. 
 
 "1 am here to teach you how to teach arithmetic, grammer, and the rest. 
 You are presumed to know the legal branches and know them well." 
 
 "But we don't, though," is the sad and very true response. 
 
 \Miat did, what does, the instructor do? "Say, ye severest, what would 
 you have done?" Why, discuss vital parts of the assigned topic, — he is ready 
 for that or he has no business there, — and along with the discussion, when the 
 minds of the untrained listeners are awake to the beauty of truth when found, 
 an individual subjective lesson, a scrutiny of the w-ay along which the words 
 of the speaker found entrance into his mind, then a resolve to go and to try 
 with his might to do likewise with his pupils. 
 
 Interspersed with these exercises there was, there is, almost certainly dis- 
 cussion of questions about school management and government, and the cure 
 of the sorest ills that juvenile flesh, during school hours, is heir to. 
 
 For concrete examples liere, hundreds of teachers can recall a Harvev, 
 teaching geograph)- ; a Tappan, teaching arithmetic : a Williams or a Henkle, 
 teaching grammar. 
 
 In another class of institutes there was solely review work; in the mild 
 slang of the day, "examination cram." The meetings were not without fruit, 
 but the leading purpose of an institute was ignored. The fruitage might, how- 
 ever, have been less if the same instructors had ventured tipon the uncharted 
 sea of pedagogy. 
 
 A degree of fashioning for entertainment has always been regarded allow- 
 able m the evenings, a relaxation to those who had been really at work, a hid 
 for public good will, hut there is a present tendency setting in strongly for even- 
 ing lectures at all hours. The eminently fair-minded Commissioner Har^■ey 
 once wrote : "They have been exceedingly useful in the past, and will do a 
 good work in the future, without the assistance which the State ought to fur- 
 nish. * * '■' A portion of the time of each session of almost every county 
 institute is now wasted in the discussion of unimportant questions, in listening 
 to lectures on subjects having no direct connection with actual school work, or 
 in the exemplification or elucidation of methods which can not be employed in 
 all classes of schools." A partial remedy for the last fault is sometimes devised 
 by having lecturers suited to teachers of dififerent degrees of experience, and 
 concerning the work of different grades, in progress at the same hour, and 
 letting teachers select accordingly, or their principals select for them. 
 
 Out of this notion of furnishing instruction specifically suited to the necils 
 of the instructed grew the cit\- institute. 
 
EDUCATIONAL HISTORY OF OHIO 
 
 Instead of tin- universal scarcit) of funds for the maintenance of the county 
 institute a fat treasury is now not a rare thing and the committee can with 
 that magic wand summon lecturers of the widest reptitation from far and near. 
 
 Sometimes the work of these specialists deserves high praise and the large 
 fees which go with it, for the uplift it gives to life's common way. The speaker 
 has acquired skill during years of personal experience and observation; he has 
 detected some of the teacher's manifold problenis and found an apparent solu- 
 tion ; and acquired, when he was not to the manner born, a genial mode of com- 
 munication, so that long put away fruits have all the flavor of spring, and the 
 often told incident has the sparkle of first discovery. It is not the best treat- 
 ment the institute could have, but it is good. 
 
 ( )ne of the most efficient of institute instructors and students of pedagogy 
 in all its departments once bore witness as to the characteristics of another one, 
 perhaps, of the several classes of instructors: "It is well known that some in- 
 structors have budgets of 'taking' lectures, 'telling' lessons, and 'rattling' speeches, 
 one or at most two on a subject, rather than a body of systematic instruction; 
 tile whole often giving an institute a highly sensational character. Specializa- 
 tion would, it is believed, tend to expel sensationalism and give new dignity to 
 the work." These remarks were made in 1889. It is for the reader who knows 
 the present t" determine whether they are current history as well as past. 
 
 Ten years ago, an inspector from a sea-board city said concerning the Ohio 
 institute that the conditions are peculiar; no county superintendents and no 
 State fund. "The committee has absolute authority in the employment of 
 talent." as though talent were something that can sit on a seat and stand on 
 a platform. "In one county the surplus fund secured by the fifty cent deposit 
 required of applicants for certificates amounts to seventeen hundred dollars." 
 
 "There is no compulsion regarding attendance, no financial inducement, and 
 no direct advantage except in personal improvement. The volunteer element 
 has some decided advantages. The teachers are there because they wish to be. 
 The earnest members of the profession are in attendance. They appreciate 
 professional work and seek that which inspires them to make the most of them- 
 selves as teachers." 
 
 .\n effort to better the instruction at the county institutes was made a few 
 vears ago by the State Teachers' .\ssociation. This lio(I\- requested the State 
 Commissioner to select committees wdiose task it would lie to prepare syllabi 
 upon the dilTerent topics; grammar, geography, and the other themes commonly 
 discussed. Tlie committees were chosen and they, in due time, cumpletetl their 
 labors, the syllalii were printed at the cost of the .\ssociation and sent out by the 
 Commissioner to the institute authorities. 
 
 The use of these .^-vllabi at the institutes could not have been general though 
 manv copies niav have found the way to teachers' school-room desks or study 
 tables, and peradventure. wrought a good service. The preacher is not likely 
 to change his text after reaching the church, nor is the cnngregation desirous 
 that he should. A'ery rarely would he be willing that \hv head- of the dis- 
 course should be given him. feeling so confident of his own abililx' in that line. 
 
EDUCATIONAL HISTORY OF OHIO 
 
 13 
 
 Une grievous defect cif the county institute system, a remedy for which 
 has been atteinpted before and is written more strenously into the code of 1904, 
 is its failure to reach the "submerged" third or even half of those for whose 
 good it was devised. The instructor meets the upper fraction at the institute, 
 while those who most need him are not even "conspicuous b\- their absence." 
 It is their wont. Commissioner Hancock suggested a law that would make a 
 certificate of attendance at the county institute for the current year, of at least 
 four days, unless he shall have been excused l:>y the county examiners, to be 
 filed with the township clerk as a condition precedent to the issuing of an order 
 for the payment of the teacher's salary. 
 
 In the long struggle for county supervision the people were assured that 
 such an officer would at least cure the ill of non-attendance upon the sessions 
 — all of them — of the institute, but county supervision is not imminent. Mr. 
 Hancock's suggestion has not been given force. It would, at any rate, be 
 largely with the count\- examiners, and it lies there without any new legislation. 
 
 Much of other things beside "virtue" lies in an "if" : Init if the people would 
 elect a probate judge who would appoint no man count)- e.xaminer but on the 
 condition that he would personally and officially aid everything in the county 
 designed to improve the quality of public school instruction, the teachers in 
 very much larger numbers would be present at the institute, and the examiner 
 aforesaid not absent. If in every county every teacher should receive from the 
 executive committee timel\- notice of the coming institute, and no matter how 
 far out in the country lies his present or prospective work, or how recent his 
 coming into the county mav be. if he be met by some one to make him feel at 
 home instead of wishing he were there, 'tis not in mortals to command success 
 Init this institute will have gone far toward deserving it. 
 
 Under the recent code, to have an institute it must he that at least thirty 
 l^ractical teachers, residents of the county, must declare their purpose to attend 
 sucli session. The officers are a president and a secretary, elected by ballot 
 for one year, and an e.xecutive committee of three members, one elected each 
 year for three years. The president and secretary are members of the e.xecutive 
 coinmittee by virtue of their office. There is no treasurer. His occupation's 
 gone since the executive committee give bond, manage the financial afifairs, and 
 "account faithfully for the money." The declaration of the "thirty" and this 
 bond are the county auditor's warrant for giving to the "institute committee" 
 an order on the county treasurer for the institute fund. This fund is the sum 
 of the examination fees paid by applicants for certificates, licenses to teach, from 
 the board of county examiners, not as their pay but, as has been said, an invol- 
 untary contribution to the support of the institute. 
 
 The statute requires the secretary to re)3ort to the State commissioner of 
 schools certain essential items and allows ten dollars for this report and his 
 services as secretary, a penalty of fifty dollars hanging over him to prevent 
 failure. 
 
 When a teachers' institute has not been held in any county within two years 
 the commissioner of common schools mav hold one or cause it to be held. 
 
114 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 It appears to have been the intention of the legislature to require any 
 board of education to pay the teachers in its employ a week's salary for attend- 
 ance upon the county institute, if it is held in vacation, and two weeks' salary 
 if they must dismiss their schools in order to attend. The text runs : All 
 teachers of the public schools within any county in which a county institute is 
 held may dismiss their schools for one week for the purpose of attending such 
 institute, and when such institute is held while the schools are in session the 
 boards of education of all school districts are required to pay the teachers of 
 their respective districts their regular salary for the week they attend the insti- 
 tute upon their presenting certificates of full regular daily attendance at said 
 institute signed by the president and secretary thereof ; the same to be paid as 
 an addition to the first month's salary after said institute by the board of edu- 
 cation by which said teacher is then employed, or in case he is unemployed at 
 the time of the institute, then by the board next employing said teacher, pro- 
 vided the term of said employment began within three months after said insti- 
 tute closes. 
 
 Al the institutes of the season following this legislation a reasonable inter- 
 pretation of its meaning did not need a place on the program for free and 
 earnest discussion. 
 
 Laws many ; suggestions ot all degrees of practicalMlity ; criticisni, favor- 
 able and unfavorable, world-wide , the experience of three-score years ; unbound 
 volume upon volume of testimony by successful teachers of mature years as to 
 the benefit they received from this organization, all leave the Ohio institute not 
 only an important part of the Ohio school system but an absolutely essential 
 part. It could be improved, and there is reason to believe that the door to 
 improvement will stand open. 
 
 There may be a school of architecture whose votaries fix the portico at the 
 rear of the house, but the place of holding institute sessions has had no word in 
 this epistle. There are counties wherein it meets year after year at the county 
 seat, and there are counties whose teachers believe that good results from the 
 institute's itinerating. They say that public interest is aroused, and good done, 
 when, in the smaller towns, the people come out to see and hear; and this they 
 do not do amid the multiplied distractions of the cities and larger towns. 
 
 There is a custom, not so general as it was formerly, of having a minister 
 of the nearby open the exercises with Scripture reading and prayer, generally 
 withdrawing soon afterward, strange as that would have seemed in the early 
 days when the clergymen took so active a part in the proceedings of educational 
 meetings. After the opening a gentleman representing the locality is intro- 
 duced. His mission is to deliver an address of welcome, the ingredients of 
 which are likely to be a few pleasant sentences, "voicing" the good will of the 
 residents toward the cause of education and its devotees, the teachers of the 
 "rising generation." A vein of humor runs through an enumeration of the 
 attractive features of the town, especially its schools, their efficient superintendent 
 and his excellent assistants, then good wi.shes, a repeated welcome, and an end 
 
 The historian's pen would not tell the whole tnitli did it not admit that the 
 liirlder of welcome sometimes takes liis function o'er si-ridiisly; lauds the teach- 
 
EDUCATIONAL HISTORY OF OHIO 
 
 "5 
 
 ers' profession, then proceeds to make smooth roads through the rough places 
 and to bridge the broad chasms with an address upon education, or it may be a 
 "view" straining for utterance upon some heresy of the text-books. But no 
 harm is done, and the welcomer is welcome. 
 
CHAPTER XI 
 
 COUNTY AND LOCAL EXAMINATION 
 OF TEACHERS 
 
COUNTY AND LOCAL EXAMINATION 
 OF TEACHERS 
 
 IN 1821, January 21. the first general school law was passed. At this point we 
 are concerned only with the fact that provision is made for the election 
 of a school committee who are authorized to cause the erection of a 
 school-house and to employ "a competent teacher or teachers." The committee 
 may test this competency in its own way, or take it for granted. Four years 
 thereafter, in the act of February 5, 1825, it was made the duty of the Court of 
 Common Pleas of each county to appoint annually three suitable persons, to be 
 called examiners of Common Schools. In addition to their function as exam- 
 iners of teachers, any one or more of them could visit the schools in the county, 
 and examine the same, and give such advice relative to discipline, mode of in- 
 struction, and management, as they might think beneficial. A teacher who had 
 not from one or more of the examiners a "certificate of approbation," could not 
 have the assistance of the law in collecting his wages. 
 
 The title, examiners of schools, has always seemed a misnomer, but it is 
 clear that the original bestowers of it did not mean it so to be. The law says 
 nothing about fees for the examiner, or from the applicant and the certificates 
 had no time limit. 
 
 In 1826, it was made lawful for a Court of Common Pleas to increase the 
 number of examiners, but not to exceed the number of organized townships in 
 the county. 
 
 In 1834, the number of county school examiners was fixed at five, and they 
 were to appoint an examiner in each township with power to examine only 
 female candidates, in response to a supposed incompatibility between women and 
 arithmetic. This law was changed in 1836, and required the election of three 
 examiners in every township. 
 
 In 1838 — there was now a State .Superintendent of schools — the nuniijcr 
 of examiners came back to three, for the county, appointed bv the Court of Com- 
 mon pleas for three years. They shall hold quarterly meetings, "and at such 
 regular meetings, any one of the members, on failure of the others to attend, 
 shall be competent to examine candidates and issue certificates." Reading, 
 writing, and arithmetic are required ; other branches may be added, and must 
 be. if the applicant is to teach them. The clerk is to receive from the county 
 treasury one dollar and fifty cents for each day spent in the regular examinations. 
 The board may hold a special meeting, in which case the clerk receives fifty cents 
 from the hand of each candidate ivhen the latter receives his or her certificate. 
 No certificate under this law was valid after two years from its issue, but it might 
 be for any shorter time, not less than six months. 
 
 In 1849, geography and English grammar were added to the list of required 
 branches. 
 
EDUCATIONAL HISTORY OF OHIO 
 
 In 1S53, a t^-ooil moral character. (jrtlKigjraphy, reading, writing, arithmetic, 
 geography and EngHsh grammar, must be named in the certificate : the time 
 to run was still liinited to two years : and the members of the board, appointed 
 by the probate judge for a term of two years, were declared entitled to one 
 dollar and fifty cents each for every day necessarily engaged, but no fee could 
 be charged the applicant. 
 
 In 1864, March 18, an act was passed liy the General Assembly, amending 
 the law of 1833 in several particulars, and adding important supplementary 
 matter. 
 
 From the school of experience, somewhere in the State, it had been learned 
 that mistakes of a serious nature were sometimes made in the appointment of 
 examiners and in the licensing of teachers. The judge of probate was given 
 the power to remove an appointee found unworthy, and the board of examiners 
 was authorized upon just cause to revoke a certificate. 
 
 The number of examinations was limited to eighteen in the short round of 
 a vear — it seems bevond the most robust credulity, but. before this, thirty, 
 forty, even fifty meetings were reported — the times during which certificates 
 were to run were not changed ; an adequate knowdedge of the theory and practice 
 of teaching was added to the proofs of professional preparation, and, as a condi- 
 tion of examination, a fee was required, fifty cents from men, and thirty cents, 
 increased the next }'ear to fifty cents, from women. This fee was not the price 
 of the certificate or the remuneration of the examiners : it ])aid for the privilege of 
 "taking" the examination, and for the support of an institution for the benefit 
 of those examined, and the sum of these fees, less the traveling expenses of the 
 examiners and the cost of revenue stamps, the last item suggestive of the dark 
 days of the war, was set aside for the support of institutes in the respective 
 counties. The fashion of stamps on teachers" certificates passed away, and the 
 subtrahend for "expenses" was limited in the law of 1873 to one-third of the 
 sum of the fees. 
 
 In 1S68, May 8, it became the law that whenever a teacher is employed to 
 teach the German language in any common school he shall first be examined as 
 to his ability to teach in that language the branches required, including the 
 theory and practice of teaching, but with German grammar instead of English 
 grammar ; and. if not found wanting, he sliall have a certificate "to teach said 
 branches." changed five years later to a requirement that all branches shall be 
 tau.ght in the English language. 
 
 After the codification of 1873, special certificates could be granted to teachers 
 of special arts and languages, while private examinations were forbidden : and 
 all expenses attending examinations, such as janitors' wages and rent for rooms, 
 must be paid from the county treasure not from the applicants" fees, and the 
 examiners" ]xt diem was increased to $2.00. 
 
 In tile (■|iiiiiiiissioner"s Report for 1874. in the Table of County Examiners, 
 we find that tlu' boards have been reorganized, and that the respective terms of 
 the members, imw three \ears. are to end, one each year, — a wise step taken 
 years before in the .Akron law. 
 
 The historv of the United States was added in iS.'-ij. 
 
EDUCATIONAL HISTORY OF OHIO 
 
 In 1884, county l^oards of examiners were authorized to grant certificates 
 for one, two, three, four, and five years. These certificates were to be vahd in 
 a city or village district if endorsed by the president and secretary of the local 
 board. 
 
 In 1888 persons were rendered legally incompetent to serve as examiners of 
 teachers, if financially interested in any school for the training of teachers, or 
 in a book publishing or book selling firm. 
 
 There is a looking toward a professional license in the making of the five- 
 year certificate depend upon certain contingencies of experience and renewable 
 at the discretion of the board. 
 
 After the coming Xew Year's phvsiologv and hvgiene must be added. The 
 conditions upon which a primary certificate should be granted were an examina- 
 tion to test the applicant's ability to do well the teacher's delicate tasks in a 
 primary grade, evidence of good reputation, and of a knowledge of physiology 
 and hygiene. 
 
 In the examination of a charge against the holder of a certificate the board 
 may send for witnesses, and examine them under oath. The offense is therefore 
 perjury if they knowingly testify falsely. 
 
 July, 1896, civil government was placed on the list as a sort of appendix 
 to United States history. 
 
 Two years afterward, the eight-year certificate was proffered to the ambi- 
 tious teacher. In addition to the necessary attainments in scholarship, he must 
 hold or have held a certificate for five years, must have been for the three years 
 preceding his application engaged in teaching, eighteen months of which time 
 must have been continuous in one place — he must have held his position against 
 attack, and he must have declined any call to a better one — and he must pass 
 a .satisfactory examination in botany, algebra, natural philosophy and English 
 literature. In the clause concerning oflfenses which might well justify the revo- 
 cation of a certificate the language describing the possible offender is "intemper- 
 ate, immoral, incompetent, or negligent" : and, soon after the inclusive phrase, 
 "intemperance or other immorality," is used. 
 
 The custom of appointing local or district examiners who should hold 
 examinations and report results appears to have been of slow growth. The 
 -Akron law, 1847, directed the appointment of School Examiners and this law, 
 with its supplement of 1849 '^^'^s gradually adopted in many cities and towns. 
 This examining function was probably considered a local matter, which, in the 
 immediate sense was true, besides, this period was the interregnum between the 
 only State Superintendent of Schools of Ohio and the lengthening line of State 
 Commissioners. 
 
 By the law of 1873 boards of education of city districts of the first and 
 second classes, and of village districts having a population not less than twenty- 
 five hundred, were authorized to appoint local boards of examiners. These 
 boards, in city districts of the first class, consisted of three, six or nine persons; 
 in the other districts, of three persons, and the examination fees in the former 
 went to the support of citv institutes, the others, to the support of the county 
 institutes. 
 
EDUCATIONAL HISTORY OF OHIO 
 
 The act of 1853 excluded from its uiiifonning- provisions many towns, and 
 villages of two hundred or more inhabitants which had organized under the act 
 of 1849 and had their own boards of examiners, and many other small districts 
 organized under a special law were in the same condition. In these this system 
 of examination worked badly, as the township system did in its day. To the 
 faults that so easily beset any other yet discovered plan of examination this 
 adds some failings of its own. It is so easy, when little's to be done, to do 
 nothing. 
 
 In 1808 the estimated number of local examiners was 240: no farther 
 report. In 1872 three local boards report; thirty-seven in 1873, but their 
 message to the Commissioner was that no examinations were held. Twenty- 
 nine city boards in 1874 reported 928 applicants, "gentlemen, 103 ; ladies, 825." 
 In 1876, 1.351 applicants; in 1877, 1,822. In 1878 we find a table with statis- 
 tics, in form like those of county boards. I'lfty-three cities are named ; from 
 four there is no report and two say "no examinations." Applications by gentle- 
 men, 256; by ladies, 1.535; rejections, 38 and 178, and for this service the 
 examiners were paid $2,180.50. Almost without exception the superintendent 
 of schools is a member of the examining board. This is still the custom and 
 harmonizes with the functions of the board as the examiner of teachers, but as 
 an examiner of schools the board sits in judgment upon the work of the super- 
 intendent also. 
 
 There is no call tn follow vear bv \ear the historv of these boards l)ut for 
 the sake of contrast and comparison the following statistics are presented from 
 a report near the present, that of 1902. It contains the usual statistics of "Dis- 
 trict Examinations" held in eighty-one cities and villages, for the law of 1873 
 had provided f'lr local boards in city districts of first class and second class, 
 and village districts with a population n^it less than 2,300. Total number of 
 apphcations, 4,175; rejecti(^ns, 411;; different applicants who received certifi- 
 cates. 3587; paid examiners, $8514.75; ])aid for other purposes. $959.89: c-er- 
 tificates granted, 5 years, 1,263; three ye;irs, 794; two years, c;i2; 1 year, 
 1,114; total, 4083. Unfortunatelv the occuixition of each examiner is not 
 given. 
 
 The narration of the law as to examining boards, county and city — as 
 village biiar<Is .-ire abolished in the code of li)04 — may i)rnpi.Tly be rounded 
 ii.ut here b\ a Incik into the |irovisions of the ccide ujion this subject. 
 
 Two nieinliers of a count\- board must each have hail at least two years' 
 experience as teachers or superintendents, and within five \ears h.ave been actual 
 teachers in the ]mblic schools. -An examiner shall not teach in an\- school not 
 supported in whole or in part by the State, nr be em])loyed as an instructur in 
 a teachers' institute in his own county, lie could render service, and, nfteii 
 did, as .-Vntonio lent out money, "gratis." lie must not be interested financially 
 in any educational journal; he must hold the "necessary teacher's certificate." 
 He must not use his office for personal or private ,gain. If a hotel keeper, would 
 he forfeit his position as examiner if he voted to hold sessions in his home 
 town ? 
 
EDUCATIONAL HISTORY OF OHIO 123 
 
 For clerical service at each examination the clerk shall receive four, six, 
 or eight dollars as the numher of applicants varies from sixty-one to one hun- 
 dred or over. 
 
 Examinations arc held on the first Saturday of each month, unless a le^al 
 holida\- should fall on such Saturday, in which case the examination is held on 
 the succeeding Saturday. Private examinations, and ante-dating a certificate are 
 forbidden. The questions are all prepared under the State Commissioner's 
 direction. Certificates for one, two, or three years are regarded as provisional 
 certificates, and are not, except under certain conditions as to continuous service, 
 renewable. Certificates for five or eight years are professional certificates and 
 are renewable upon certain other conditions of service. Should the holder of a 
 certificate be on trial for any of the charges already named he "shall be entitled 
 to produce witnesses and defend himself" ; such witnesses, it would seem, are 
 not "on oath or affirmation" as the witnesses sent for by the examining board 
 are. "The fees and the per diem of examiners for conducting such investiga- 
 tion, at three dollars a day each, and other expenses of such trial" shall be paid 
 out of the county treasury. Witness "fees," possibly. 
 
 Under this law there are three kinds of teachers' certificates to be issued 
 by county Ijoards. The Teacher's Elementary School Certificate, valid for 
 studies below the high school rank : the Teacher's High School Certificate, 
 "valid for all branches of study in recognized high schools and for superin- 
 tendents, and Teacher's Special Certificate." The first class named must credit 
 the bearer with a good moral character, an adequate knoxvledge of the theory 
 and practice of teaching, and the qualification to teach orthography, reading, 
 writing, arithmetic, English grammar and composition, geography, history of 
 the United States including civil government, physiology including narcotics, 
 and. after September i. 1905. literature. 
 
 The high school teacher in a village, township, or special school district, 
 and the person who "acts as superintendent" therein, must bear that "good name 
 in man or woman," and must be "qualified to teach literature, general history, 
 algebra, physics, physiology including narcotics, and. in addition thereto, four 
 branches elected from the following branches of study: Latin, (";erman, rhetoric, 
 civil government, geometry, physical geograph\-, botany, and chemistry, and 
 must have an adequate knowledge of theory and practice. 
 
 The special teacher must have his character — rather, his reputation — cer- 
 tified to by the proper board, as good : also, his ability to teach his special 
 branch, or branches ; also, his knowledge of theory and practice. The suffici- 
 encv of the common school life certificate is maintained. 
 
 The fee of a member of a county board of examiners is "ten dollars for 
 each examination of sixty applicants or less, fourteen dollars for each examina- 
 tion of more than sixty applicants and less than one hundred, eighteen dollars 
 for each examination of one hundred applicants or more." 
 
 The citv board of examiners consists of three persons appointed by the 
 board of education. Their powers, duties, and responsibilities are, in the main, 
 identical with those of countv boards. Thev mav. on occasion, call in the aid of 
 
12^ EDUCATIONAL HISTORY OF OHIO 
 
 specialists, the superintendent must tjive inforniatidn in reference to branches 
 and special studies, and the board prepares its own questions. 
 
 The first time since the era of certificates began, the city examiners have 
 a "discretinn" as to wliether or not "teachers in elementary schools be exammed 
 in drawing, music, or Orman, even if such subjects are "a part of the regular 
 work of such teachers." 
 
 The compensation of these boards is fixed by the city board of education, 
 and i)a\able from the contingent fund of the district. 
 
 Ail nianuscri]ns of an applicant, filed as answers to questions before either 
 count V or citv board, the results of any oral tests, any other information which 
 may come to the board touching this applicant's professional fitness shall be 
 promptly acte<l on. .\11 such manuscripts shall be kept for sixty days by the 
 board so that if the applicant failed, as the result, in his opinion, of any unfair- 
 ness, he may be allowed to review his papers, and, if still so inclined, may appeal 
 to the State Commissioner of Common .Schools for final decision. 
 
 The wav was long from the certificate of the "three R's," and the one for 
 "females," which demanded but two, to the eight \ear professional certificate of 
 1904, but students of educational systems think it at most stations an upward 
 wav. Accounts of proceedings of educational meetings show that changes 
 usualh came after the\- were discussed and called for li\- men and women who 
 were dealing witli actual things, not spinning fine theories. In some instances, 
 doubtless, this was not true. When the law was passed forbid.ding the appomt- 
 ment of two members connected with the same school upon an examining hoard, 
 the declaration was frankly made that the bill was brought from his home by a 
 sergeant-at-arms. returning from his holiday vacation ; and the act rendering 
 the normal school man ineligible to the oflice of examiner was, in its initiation, 
 aimed at a single mark. 
 
 Probablv the most radical feature of the present "Chapter XII — Boards of 
 Examiuers" — is that concerning the preparation of questions for the county 
 exammations. What a State would do is ]jart of its history, hence it may, not 
 irrelevantly, be related that once a bill providing for a uniform examination of 
 teachers was passed into a law. It named the offices whose incumbents should 
 prepare the questions. It directed their printing, their distribution, and their 
 opening, and then; "Xo county board of examiners shall use any questions 
 * * not furnished as herein provided, unless bv action of the board they may 
 determine otherwise." It may be possible tliat tho.se legislators whose votes 
 transformed this piece of humor into a law did it with a grave face. Ohio had 
 a comp>ilsor\' attendance law years ago of the same fashion. 
 
 (Jn tin- subject of uniform ((uestions in the examination of teachers some- 
 thing has lu-en said on each side. l'ro]ihecy is not our ])resent function, but so 
 long as human nature is what it is, uniform (piestions and uniform examinations 
 can not be synonymous terms. The grade's the thing. If the questions are to 
 be the same for all the counties, doubtless tlie\ are to be made where they 
 should be made. 
 
EDUCATIONAL HISTORY OF OHIO 125 
 
 A commissioner of schools whose words on topics alHed to education were 
 the resuk of varied experience, extended reading and careful, patient thougli^ 
 gave utterance in the Report for 1889, to something upon this subject: 
 
 "It has been suggested that it would be in the interest of the sclip^rts to 
 have the questions uniforn'i for all the counties, as is now done in soiHe of the 
 States. If wlat has been said above is true, entire uniformity is ipt wanted, 
 for every movement that seems to look toward making a mechanical bureau of 
 a system of education should be scrutinized with the utmost care, and it is not 
 by any means certain that uniform examinations, where they have been tried, 
 have borne the fruit expected of them. It would be a matter of regret to have 
 any chatige made in our examinations that would make the chief function of 
 the county boards that of a mere marking machine. Better use can be made of 
 these boards. However, an occasional set of questions, suggestive as to breadth 
 of questioning and the best means of finding out whether applicants have an 
 organized knowledge of the subjects they are to teach, might be sent out to 
 county boards with profit." 
 
 "W'hile the duty of boards of examiners to shut out of the teachers' ranks 
 the unqualified, is incontestable, these boards should deal generously with those 
 that have shown knowledge and teaching skill, by passing an examination fairly 
 well. The purpose of re-examination was not, according to the true meaning 
 of the law, that teachers should be taken over the same groimd in the same 
 old way throughout their professional life-time. If it had liecn. it is safe to 
 say. no scheme could have been contrived that would work as a more steady and 
 certain clog on the progress of teachers and schools." 
 
 "They need to familiarize themselves with the best things that have been 
 thought and done in the world and draw thence ever fresh inspiration for their 
 work. The opportunity to do this, in this day of cheap books, is everywhere. 
 All that is needed is to find the time to read. It is not too much to sav that our 
 scheme of oft-repeated examinations consumes the time in preparing for these 
 examinations, which ought to be, and with skillful directive power from exam- 
 ineis, would be, given to reading. One book with a spark of fire in it will be 
 worth more to a teacher of whom we have grounds to entertain hopes ot growth 
 than all the re-e.xaminations in subjects he alread\' knows, that can be crowded 
 into a life time." 
 
 "I have known a woman, a gentlewoman, who possessed in a high degree the 
 two essentials of a good teacher, common sense and a loving heart. Her schol- 
 arship did not reach high, but she was a good teacher. Teaching was her pro- 
 fession, and she deserved a life certificate as much as any of her examiners, luit 
 she was compelled every year to fret her honest soul with vile problems on 
 higher arithmetic and syntactical analysis. Her examiners were honest men, 
 and they knew her worth ; they made a compromise between their sense of right 
 and the time-system of grading: they ignored the ignorance of syntax, and 
 every year issued a certificate for one year. The system ought not to make such 
 compromises necessary. Every teacher known to do good work ought to have 
 a certificate for life." 
 
126 EDUCATIONAL HISTORY OF OHIO 
 
 Since the public school idea took fair shape there has never been any opposi- 
 tion worthy of note, to the position that the small public who build a school- 
 house, and prepare it for use, and purpose to send their children to the school 
 should have some expert assistance when the difficult task of installing the 
 right teacher is on. 
 
 In the opinion of a great majority of those who study the question near at 
 hand there is an agreement about who should be this expert, a supervisor who 
 should see the teacher at actual work before making choice, and see and guide 
 him afterwards. 
 
 But when there is no such non-commissioned officer, who shall act in his 
 place ? At present, whom should the appointing power select for this delicate, 
 complex service ? Who should examine teachers ? Like many other questions, 
 answers, sensible and pertinent, come from two directions. To one way of 
 thinking this claim is altogether convincing. Medical doctors do not examine 
 lawyers, lawyers do not examine dentists, theologians do not examine lawyers, 
 teachers dn not examine druggists nor pilots — therefore teachers and teachers 
 only, should examine teachers. 
 
 .Again, the doctor does not know the things be must test the law'yer in. 
 He may know all that is known aliout the Materia Medica and nothing about 
 Fearne on Contingent Remainders ; the lawyer C(juld not test the dentist's 
 expert skill or the teacher wisely plumb the depths of the knowledge of the 
 pharmacist fresh from school, but the lawyer, doctor, dentist, druggist, may be 
 a very competent person to measure an applicant's knowledge of arithmetic, 
 grammar, history, geography, — - work which has in it nothing professional, 
 while theory and practice may be looked into by one of the teachers on the 
 board. Although every man who serves at all serves the public, not all are 
 chosen for service by the pubHc ; not all must have the co-operation of the 
 friends of each customer ; not all are paid from the public pocket. Of the 
 teacher about to be, each of these negatives must be transformed into an affirma- 
 tive. .-\s a lawyer or other 'iayman" can worthily represent the public on an 
 examining board so long as examinations are the thing they always have been 
 and promise to be, and as his being a member may increase public confidence 
 in the liberality of the lioard's action, it is well to have the board not solely and 
 solidly teachers. 
 
 The vital question, another will say, is not whether a doctor or preacher 
 be in the board, but ichat doctor, ichat preacher, and with considerably more 
 force u:hat teachers)' How may it be brought about that the probate judge 
 shall ofifer the position of examiner to the best man for the place he can induce 
 to take it without reference to where he stood in the November battle of ballots, 
 or to what faith he adheres ? And the problem toughens when the reply is made, 
 "Elect probate judges who will dn thai." and the (|ucry, "llmv can the jieople 
 be got to do that?" 
 
 Whether certificates shouhl be granted readily for tb.e longer periods, the 
 elevatiiin of the standard, the ])rinie importance of judicial grading, the reliance 
 upon ])er cents, and if an\ thing beside these — the "ideal." as it was termed in 
 
EDUCATIONAL HISTORY OF OHIO 127 
 
 one historic debate — how measure it ? These are a few matters of consideration 
 in the history of the examination of teachers. 
 
 Some views of examiners themselves ma\- throw side-Hghts upon the subject. 
 
 1. "The recent legislation lengthening the time for which certificates may 
 be granted will result in a positive injury to the schools of this county — nay, 
 the baneful results are already beginning to appear. Many teachers soliloquize 
 thus : 'Well, I have a certificate for five years, and for that length of time I 
 need not be subjected to the exactions of the examining board. My soul take 
 thine ease'." 
 
 2. "We fear that the Legislature, while endeavoring to advance the cause 
 of education by making the lowest grade of certificate twelve months, has caused 
 many of our teachers to become derelict in their duties. F'requent examinations 
 work wonders among the plodding teachers." 
 
 3. "Further evidence of growth is seen in the number of townships that 
 hold institutes at their own expense. I might mention also the advanced grade 
 of certificates, now issued, and a slight increase of wages, paid teachers." 
 
 4. "We can truly say that we regard the late law for the extension of 
 time for certificates as an improvement on the law repealed and are inclined to 
 think we can already notice the benefits thereof upon our teachers. It has not 
 been the custom of tlie board to renew first class certificates without subjecting 
 the holders to re-examination. We have always seriously questioned the wis- 
 dom of this policy. We are confident that there are teachers in this county, 
 who, while holding such evidences of scholarship and professional skill, could 
 not obtain fourth class certificates, if brought to a reasonable test of examina- 
 tion." 
 
 5. "The action of the Legislature, changing the time of certificates to one, 
 two. tliree, four and five years, has certainly been a step forward." 
 
 6. "In a majority of States certificates are issued for various numbers of 
 years : in two or three States even ten-year certificates are issued. There is 
 no more reason in this than there would be in admitting a lawyer to practice at 
 the bar for a period of ten years : I can see no more reason for a license for 
 two years than in one for ten years. If the holder is on trial, one year is long 
 enough, and if not on trial, there is no justification for placing a limit of time 
 on the license. There may, however, be a limit of grade, depending on scholar- 
 ship. In practice the length of time of certificate depends almost always on the 
 literary attainments of the teacher, and it is the result of an elTort to classify 
 teachers. But there is no justice in it." 
 
 7. "The conclusion I arrive at is, that those who show sufficient knowledge 
 may be on trial, licensed to teach for one year, and the examiners should have 
 the power, at their discretion, to renew this. It might be proper to renew for 
 several years, if the teacher shows every year some decided progress. There 
 must be some normal schools, and better ones, before we can limit the trial- 
 period to a single year. Those who show to the examiners sufficient knowledge 
 and sufficient skill to be admitted to the profession, ought to be admitted without 
 anv limit of time." 
 
128 EDUCATIONAL HISTORY OF OHIO 
 
 The copy-books used to contain a line about whose truth there was no con- 
 tention: "Many men of manv minds," luit here is a bit of dogmatism about 
 which the minds of observers who have had experience might agree. Xo ques- 
 tion as to the length of time a certificate should ran is vital, or who shall pre- 
 pare the tests, or who grade the papers, as long as applicants, some of them weary 
 already with the long ride to reach the scene of action, arc that day to be tested 
 as to the competency of their knowledge of the long and lengthening list of 
 required branches, to say notb.ing of their fitness to teach them. 
 
 In the Tempest there is an old counselor of whom it was asked: "What 
 impossible matter will he make easy next?" But this was on an enchanted 
 island, full of music, sounds and sweet airs that give delight and hurt not, 
 leagues from facts and problems, and per cents. 
 
CHAPTER XII 
 
 COUNTY SUPERVISION 
 
COUNTY SUPERVISION 
 
 ONE wild turns the leaves of old reports. Init has not a long reach of mem- 
 ory and experience into the times that tried school men's souls and 
 who is aiming hv research to atone for the crime of being young, is in 
 danger of finding an error where there is none — a something worse than an 
 anachronism, he will think, for it not <nily diil not then exist, had not before, 
 has not since, but makes no promise. Still lie will do the erring. 
 
 The thing which does not call for this many-worded introduction is the 
 official title used by a schoolmaster in making his report in 1851 to the Ohio 
 Secretary of State. But having learned prudence from the sequel to many over 
 hasty conclusions he profits by the greatest privilege of modern times — the 
 right to suspended judgment, — and continues his investigations. 
 
 The "title" was "County Superintendent of Common Schools." As he 
 searches somewhat at random he comes upon the school law of 1838, Sec. 
 28 : That the county auditor shall be county superintendent of common schools, 
 and, as such, shall do and perform such duties as shall be hereinafter prescribed. 
 This seems to make all clear, but .going on into the next section to learn what 
 duties are there prescribed, he finds they all and several have to do with finance, 
 no suggestion of schools except the name, while the report referred to was a 
 veritable school report with a variety of interesting matter ; not only of most 
 things as are contained in the modern mammoth afifair, but, the number of pupils 
 over fifteen years of age who cannot pronounce readily, write legibly, and cipher 
 throu.gh interest ; number of visits by directors, and patrons, and other persons ; 
 number of chairs, globes, clocks, arithmeticcons : number of wood houses, of 
 brick school houses, of log school houses ; districts in which no winter school 
 was kept ; number of schools located by the roadside, by four corners, bv two' 
 corners : a total enrollment of 6.697 in the one hundred ninety-two schools visited. 
 
 The superintendent calls it his F'ourth Annual Report as the Superintend- 
 ent of Common Schools for Ashtabula County, and relates that in accordance- 
 with the instructions of the county commissioners, sufficient assistance was- 
 employed to traverse the whole county in the winter. As the fathers find their 
 graves in our short memories it should be recorded here that the name of T-- 
 Tuckermar, is affixed to this report. 
 
 The first legislation tentatively reaching toward the supervision of the 
 schools of a county is come upon in the act of 1825 where, in section twenty- 
 eight, the official privileges, as they might be called, of the examiners of schools 
 are written down : visit the schools in the county, and examine the same, and 
 give such advice relative to discipline, mode of instruction and management of 
 said schools, as they may think beneficial : the scope of which, like the amount 
 of unpaid service it dreamed of. growing fine bv degrees. After six years of 
 harmless desuetude, the right to deal nut advice gratis was revoked bv omission 
 
132 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 though they might still examine schuols. The law of 1838 calls these officials 
 school examiners, hut adds to the function of licensing teachers, permission to 
 examine text-books, when the}- think it advisable, to determine which were best 
 for use in the schools and to recommend the same. 
 
 The vear of the Akron law, 1847, a bill was passed by the Ohio Legislature 
 which authorized county school supervision in any county whose conmiissioners 
 would provide for the payment of a salary sufficient to secure a superintendent. 
 Three counties only availed themselves of this permission. Ashtabula was one of 
 the three, and it is four years after that the report we have drawn tipon was made, 
 and the title is explained, also the reference to the commissioners. This bit of 
 permissive legislation, the kind which has allowed, and. probably, done much 
 to cause Ohio's slow march toward an efficient system of schools was repealed 
 years ago, and no successor to that mild statute has ever been throned in its 
 vacated chair, though the record of attemiits made, attempts proposed, and gen- 
 eral discussions upon the general necessit\- nr the absolute futility of the thing 
 would fill a very large book. 
 
 This \-olunie would contain earnest appeals in its favor by speakers at the 
 various associations. Ijy state commissioners on their official pilgrimages and in 
 their reports, and b_\- many others, who with tense muscles had their shoulders 
 to the wheel of the car of educational progress : on the other siile of the question 
 there were not lacking those who were not cmivinced of the wisdcim or the 
 necessit\- of the measure, and their strong allies, those opposed to all changes, 
 and those wlm counted only the cost, or guessed at it. 
 
 There would be short, often dogmatic utterances from county auditors in 
 their reports upon matters educational, some of them, tired and impatient over 
 the task of framing a full and consistent report out of the raw material furnished 
 them bv township clerks, and audibly praying for successors in this one line of 
 their official dutv. others giving impersonal opinions upon the merits of the case. 
 
 There would be no lack of expression of views, from county examiners and 
 teachers, in reports to the Commissioner of Schools and in communications to 
 the public through educational magazines, touching the subject at all angles; 
 sparse records of the deliberations of School Committees of House and Senate 
 would have a place, and echoes from more than one great educational campaign 
 throughout the State to present to the people this reform, which came and saw 
 but failed to complete Caesar's triangular boast. 
 
 The writer assumes that the failure on the part of the friends of this 
 strengthening Ijrace in our system of popular education to have a law demand- 
 ing it written among the Ohio statutes, and, as a sequence of the law, an officer 
 on his rounds among the schools of each county, would not be a reason for not 
 regarding the long argument as part of the educational history of the State. 
 
 He hopes that the reader who has any concern with the course of the evolu- 
 tion of the Ohio school will care to know what topics the people cared to think 
 and talk about; and, possibly, will be interested in what they said, tbou,;h. as 
 a preliminary confession, the story will lack continuity. 
 
 Slate Commissioner John A. Xnrris. T86fi-68. was the most untiring cham- 
 pi(in that co\ni1\- supervision has had in ( Hiio. Tn each of his ri'])ort^ to the 
 
EDUCATIONAL HISTORY OF OHIO 
 
 133 
 
 General Assembly he arrayed the ills of the common school system and the 
 grounds of his confident reliance upon the establishment of this office as the cure 
 for many of them. He reasoned from analogy and fortified his conclusions by the 
 results of laborious inquiry into the experience of other States. This experience 
 he took as a guide in the fashioning of a bill which he prayed the legislature 
 to make alive as a law. With great fervor he pleaded that the vital thing was 
 to obtain from their hands a law that would make as certain as things human 
 can be, the election of the best man. 
 
 The chief provisions of the bill were : — 
 
 1. The election of the superintendent by the presidents of township and 
 other local boards of education. 
 
 2. The superintendent elect is required to obtain a certificate of qualifica- 
 tion from the State Board of Examiners. 
 
 3. He is required to give bond in the penal sum of $5,000. 
 
 4. The State School Commissioner is authorized to fill vacancies. 
 
 5. It is made unlawful for the superintendent to act as agent for any 
 author, publisher, or bookseller, or to receive directly or indirectly any fee or 
 reward for his influence. 
 
 6. He may be removed from office for specified causes. 
 
 7. The salary depends upon the number of youth of school age in the 
 county. * * * * The salaries are to be paid out of the school funds aris- 
 ing from the State levy. 
 
 8. He is required to visit and examine each school in the county, at least 
 once each year, and other important duties are specified. 
 
 9. He is required to conduct or cause to be conducted, one teachers' insti- 
 tute each year, of at least one week's duration. 
 
 10. He is made ex officio a member of the county board of examiners. 
 This bare abstract of this important bill shows that it aimed to throw 
 
 around the office those guards against political influence and incompetency, which 
 the experience of other states has shown to be necessary. It was an approved 
 bill, one which the friends of supervision heartily supported. Its enactment 
 would have inaugurated a new era of school progress in Ohio, at least it gave 
 such promise. But not enough votes could be secured to place it in the statute 
 book. 
 
 In 1878 a "section" was added to the State Association bearing a name 
 proposed bv some person with a love in his soul for metonymy, "The Ungraded 
 Section." Its field was the rural schools ; its special mission, a campaign for 
 county supervision : its plan of operations, to bring about an educational con- 
 vention in each Congressional district to whicli every man within reasonable 
 limits was invited to be a delegate. 
 
 The work began without delay and in November, Commissioner Burns, the 
 president of the section, made a combined report and exhortation through the 
 organ of the Association. Several conventions had been held, all well attended ; 
 discussions participated in by teachers, directors, members of city boards of 
 education, editors, members of the General Assembly, and the governor of the 
 State. Several other meetings were announced. 
 
134 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 Mention is made of tlie sending out of petitions to the vice-presidents, of 
 whom tlierc was one^ for each congressional district, and then the report con- 
 tinued. 
 
 "If these can be presented to tlie people of the State, especially to those 
 primarily interested — the residents of rural districts, with a few well chosen 
 words showing the econom\-, the wisdom, the real necessity, of some such meas- 
 ure as the one for which we ask ; and then, numerouslv signed, find their way 
 to the representatives of the people in the General Assembly, I believe that Ohio 
 can have Countv Supervision. lUit thus to argue our case in the halls of the 
 Legislature with words made eloquent liy the underwriting of tens of thousands 
 of those who read and think and \-ote, the teachers of ( )hio in city and country, 
 must make a long pull, an<l a string pull. 
 
 In the rural districts, some of the teachers are actively in favor of this 
 movement, but the very state of things which so imperatively demands this reform 
 also firings it to pass that man\ teachers of the sub-districts are not in favor of 
 it. The\' need to be convinced that a count\- superintendent with a heart and 
 soul in him. nuist be the zcorthy teacher's l)est friend: and he will do a lasting 
 benefit to the schools, bv showing the unworthy from whatever cause, that his 
 proper patli in life points away from the school-room door, and kinill\ urge 
 him to stand not upon the order of his going." 
 
 Then came an outline of the mar. and his work, as they appeared to the 
 eye of true lielievers: 
 
 "\\'e do not expect a County Superintendent to remedy all educational ills, 
 but we do expect him to collect statistics which shall be relia1>le, and to do this 
 service — an important one in the judgment of any person who has given it 
 thought — more economically than it is now done : to do efficient service in 
 aiding the large numlier of inexperienced teachers who, of necessity, must every 
 fall be received into the schools, to organize their schools so as to obtain the 
 best results from time and labor, and to give hints after seeing school and 
 teacher, upon the essential luatters of school government and management — 
 quiet lectures — but to an audience quickened to attention by the sense of 
 immediate need: to be an efficient and economical conductor of teachers' insti- 
 tutes. Acquainted with tlie wants of his fellow-workmen, he can provide proper 
 remedies. The time of our institutes can be much extended without increase of 
 cost, and their efificiencv as training schools greatly increased by having this 
 ofificer at their head. 
 
 .'\s examiner of teachers, or as a member of the Board, he should add 
 method and certainty to the vital work of examining applicants to teach: and. 
 he will allow their licensing to deiieiid kirgely upon what they have (kme in 
 the school-room, and are able to do again, not u]>ou what the\ write down upon 
 a sheet of pa])t'r of what the\ know of liooks, and guesses at what tliev think 
 they can do. 
 
 .\ wortliy incumbent ')f this office will be a comix-tent inspector of schot)ls ; 
 and this inspection is a condition precedent to an effective working of a sysreni 
 of schools, as it is to uettin-i gooil results from a cotton factory or a machine 
 sho]). The maxim in Holland is. '.Xs your inspection is, so is your school 
 
EDUCATIONAL HISTORY OF OHIO 
 
 135 
 
 By his daily walk and conveisation he preaches the gospel of punctuality, 
 promptness, mental industry, obedience to law, good books to be read in pleas- 
 ant homes, and the importance of something more than the bald formulas of a 
 few text-books to the future fathers and mothers of those homes in which, as 
 history shows, the great leaders of our Republic have their early training." 
 
 In January. 1879, there was an educational rally at Columbus, summoned 
 by the chairman of the executive committee of the Ungraded Section. Forty 
 counties were represented. There was a business meeting in the afternoon. 
 The evenmg session was held in the hall of the house of representatives. Many 
 members of each branch of the legislature attended and gave an apparently 
 interested ear to the addresses. 
 
 The opening speech was a clear argument, made by a member of the House, 
 the Hon. Daniel Worley of Stark County, which was followed by short, earnest 
 talks by twelve other speakers, all but one in favor of the object of the meet- 
 ing. From some cause unknown, unless it were the particular number of those 
 who took an active part, in spite of the eloquence of the debaters, it was an 
 unlucky discussion, and the cause was not "full high advanced." 
 
 .Saturday morning the convention met in the Central High School hall, 
 Superintendent W. H. Cole, presiding, .\n exhaustive and eloquent address was 
 read by Superintendent W. W. Ross, seconded by remarks, few but to the point, 
 from a number of the prominent teachers of the State. 
 
 The mind of this body of educators was spoken in a rejiort of the com- 
 mittee on resolutions : 
 
 \Vhere.\s, This convention hold these truths to be absolute and universal: 
 
 1. That the concern of parents for the good of their children absorbs and 
 controls all other human interests. 
 
 2. That the welfare of the State depends u])on the moralit\ and intelligence 
 of its people. 
 
 3. That to prepare children for successful and useful lives, and for the 
 just iierformance of their duties in the primary meeting, and at the polls, good 
 schools are indispensable. 
 
 4. That good schools cannot be secured without the direction and super- 
 vision of skilled experts ; and 
 
 W'liKRK.xs. The truth last named is further supported by experience and 
 observation to the effect — 
 
 1. That while very great improvement has been made in the scliools of the 
 cities under supervision, the ungraded schools of the rural districts have made 
 little advancement. 
 
 2. That in consequence of the improved condition of the schools of the 
 States in which county supervision was first introduced, State after State has 
 incorporated it as a part of its system of school administration, till at the pres- 
 ent time it is a cherished feature of the school systems in three-fourths of the 
 States of the Union. 
 
 3. That it is the common estimate of observers that one-half of the time 
 of children attending the rural district school is wasted for the want of adapta- 
 
136 EDUCATIONAL HISTORY OF OHIO 
 
 tidii of each successive step of instruction to that which preceded and that which 
 is to follow. 
 
 4. That the people of the rural districts who are within reach of town 
 or city schools, and who are able to meet the expense, very commonly seek to 
 have their children educated in these schools. 
 
 5. That the boys and girls thus sent to cities for education are estranged 
 from the life and duties of the farm and country household, and that as a 
 result the tendency of population is to larger cities, thus interfering with the 
 proper distribution of lal)or and with the l)est development of the resources of 
 the whole country. 
 
 6. That in the management of railroads, manufactories, and all other enter- 
 prises, a large percentage of the whole expense is given to oversight and direc- 
 tion, and that where this is neglected, financial disaster is the consequence. 
 
 7. That where\er this subject has been thoroughly and impartially investi- 
 gated bv the people, the almost unanimous opinion is that faithful and earnest 
 supervision of the common schools of the whole State is vitally essential to 
 progress. 
 
 In consideration of the principles and facts aliove stated, be it 
 Resoiird. That this convention, ctunposed of friends of education and 
 teachers, do hereby respectfully and earnestly recommend the adoption of a 
 system of responsible supervision in every county of the State. 
 
 Mr. Ross's address was published in pamphlet form and distributed widely, 
 also a circular, prepared by a committee of which Dr. Alston Ellis was chair- 
 man, and full of matter that sliould interest the tax payers, for it concerns them. 
 The campaign literature was abundant and worthy. Mr. Worley had a bill to 
 present to the General Assembh^ for consideration. P.ut when the time came it 
 was judged that the elements were unfavorable and the boat was not launched. 
 It would have been more heroic to have ventured and been wrecked. 
 
 SOME UTTERANCES FROM THE COMMISSIONER'S OFFICE 
 
 "The best jjlan, and in the end the cheapest, would no doubt be to have a 
 county superintendent, who should perform all the duties, visit all the districts, 
 examine teachers, make returns, look after school property and funds, settle 
 controversies, and perform all the labors now .so much complained of — leaving 
 to the district officers as little trouble as possible." 
 
 .Samuel Lewis, 
 Snf^criirtcitdcnt of Connnon Schools. 
 
 "Without thorough and constant sujjervision on the part of the State, the 
 school system can never be made harmonious in all its jiroportions. .V rigorous 
 and vigilant central influence must be brought to bear upon it, in order to insure 
 concert of purpose and of action throu.ghout the various members of the system. 
 And this central influence must be exerted tbrou.gh the medium of local and 
 
EDUCATIONAL HISTORY OF OHIO 137 
 
 intermediate agents, who will take a lively interest in aiding the State officers 
 or board, in accomplishing their purposes of reform or improvement." 
 
 Henry W. King, 
 
 Secretary of State. 
 
 "Perhaps the plan which was partially incorporated in the act of 1838, has 
 been more generally favored in this State than any other — that of a single 
 State Superintendent, assisted b\ county superintendents. The only serious 
 objection which has ever been made to this plan, is, that it is too expensive to 
 support, not only a State officer for this purpose, but also a distinct officer for 
 the same purpose, in each county. Hence, this plan has come to be modified 
 by substitution for the distinct offices originally contemplated, offices already 
 constituted, and devolving the charge of the schools upon them. This modifica- 
 tion of the original plan, has shorn it of its strength and efficiency, inasmuch as 
 the duties under the school law are too apt to be regarded by the officers upon 
 whom they have thus devolved, as subordinate to the main duties of their office ; 
 and hence, they are far less likely to be properly discharged, than they would be 
 
 under other circumstances." r- ^- 
 
 Samuel G.^llow.w, 
 
 Secretary uf State. 
 
 "It is believed that the most efficacious measure which can be adopted at 
 the present crisis, is the creation of the office of county superintendent. Those 
 who now act in this capacity are unqualified by the pressure and claims of the 
 paramount duties of their offices as county auditors, for discharging what ought 
 to be the essential duties of superintendents. They are anxious to be released 
 from a station so uncongenial with their tastes and pursuits, and cordially con- 
 cur in the necessity and importance of such a change." 
 
 "An intelligent and efficient system of school supervision, then, should be 
 regarded as of vital importance to the welfare and success of our common schools. 
 Let such a system be established, and it will work a cure of nearly every un- 
 soundness which now impairs and cripples the efficiency of so many of the 
 schools in the State ; for it is one of those vitalizing elements in a school 
 system which is capable of eradicating from it a thousand defects and ills." 
 
 H. H. B.\RNEY, 
 
 State Commissioner of Common Schools. 
 
 "A writer in a recent number of the Ohio Journal of Education urges with 
 ability the appointment of County Superintendents ; assigning many valid rea- 
 sons for the same ; defining the duties of such an officer, and, from which the 
 following is an extract : 'That a County Superintendent is the one thing need- 
 ful for the perfection of our State School System, few will deny, who will be, 
 or have been sufficiently interested to examine the matter. But to succeed, the 
 officer must be a working man ; the office is a laborious one ; the duties are 
 extensive and responsible, and the diligent prosecution of them would occupy 
 the greater portion of a year. In every county, he would be an active colleague 
 
138 EDUCATIONAL HISTORY OF OHIO 
 
 of th-;- State School Commissioner, subject to his instructions, and read) to aid 
 him. botli (luring his official visits, and upon all other occasions.' 
 
 lUit it appears to the undersiq-ned that the attempt to carry this idea into 
 execution, would be met b\- certain practical difficulties, which would to a 
 great e.\tent. thwart its jjurpose. The plan has been adopted in several of the 
 States : Ijut in most instances it has failed to realize hoped-for results. And 
 if every towrishi]j was favored with an "Acting Manager of Schools." there would 
 remain little necessit) for County Superintendents. 
 
 For even Iiinting the idea of a County Superintendent. I received a sharp 
 rebuke from a highly respectable newspaper in one part of the State ; while 
 an able writer in another quarter of the State, earnestly combated the idea vhat 
 there are serious difficulties in the way of the successful introduction of such 
 an agency into our school system. Doubtless these diverse opinions on this 
 subject, represent the views of thousands of the people of Ohio, who are intelli- 
 gent and devoted friends of education. ( )ne class is warmly in favor of. and 
 the other as warmly hostile to. the creation of this office." 
 
 Ansox Smyth. Coiiiinissioiicr. 
 
 "The great want of our country schools is supervision. It is this which has 
 vitalized the schools of our large towns and cities, and raised them to their 
 present high position ; antl it is this alone which can give character and effici- 
 ency to the neglected schools of the rural districts. These schools sadly need a 
 competent superintendent to introduce uniformity and system in their classifica- 
 tion and general management — to mai) nut and persunally direct a rational 
 course of instruction — to instruct inexperienced teachers in truer methods of 
 teaching and discipline — to point out their errors and successes, and apply 
 vigorous, searching tests to the results of their efforts: in short, tn set up a 
 higher standard of work, and inspire all cnncerned therein with a progressive, 
 earnest, educational spirit. 
 
 "The experiment of conducting a s_\'stem of education without vigilant, 
 intelligent oversight has been often tried. Init always with the same result — a 
 want of system and thoroughness. Deprive the graded schools of the .State 
 of all superintending care and direction, and they would rapidly decline in stand- 
 ing and usefulness. There is. indeed, but one opinion among educators respect- 
 ing the vital importance of a system of vigilant, thorough supervision as a 
 means of improving our schools. 
 
 Th.e vital necessity of su]iervision for our country schools being settled, 
 the practical c|uestion arises, how can it best he secured? I see but one feasible 
 mode of accomplishing tlie result, viz: by organizing an efficient s\ste:n of 
 countv supervision. The conviction is becoming well nigh imiviTsal. among 
 those who have given the subject attentinti, that is the one //n;/<f now n-vded to 
 perfect the excellent school system of Ohio. .\ competent superintemlent in 
 each countv of the State. dischar'^inT with reasonable faithfulness and eneriy 
 the duties incumbent u])on such an officer w^ould wonderfully enhance the effici- 
 cncv of our now uncared for and isolated rural schools." 
 
 K. F.. W'nni:. Coiiniiiwsitiiier. 
 
EDUCATIONAL HISTORY OF OHIO 139 
 
 "In asking the General Assembly to take such action as the wants of our 
 country schools imperatively demand, it is not thought necessary to enter into a 
 discussion of the relative merits of the different plans to meet these wants, that 
 might be proposed. 
 
 "The experience of other States, and the prevailing views of educational 
 men point unerringly to the agency of county supervision. Without doulit, 
 other agencies might be adopted that would greatly aid m rendering the country- 
 schools more efficient, but it is confidently believed that county supervision is 
 not only the most effective and economical, but the most expeditious and sure 
 means of calling into existence other and powerful agencies to meet the same 
 wants. 
 
 "As has been before remarked, our system of township supervision, liy 
 means of acting managers of schools, has (iroved a lamentable failure. Similar 
 svstems in other .States have also uniformly failed. -\ny system of supervision 
 for the country schools must necessarily fail, that does not make provision for 
 the employment of competent superintendents, whose entire time and energies 
 are given to the work. 
 
 "What is wanted to give new life and wise direction to our country schools 
 is a judicious system of school electioneering — a corps of able and faithful 
 school recruiting officers — the creation and perpetuation of healthy school re- 
 vivalism." T \ N- /- ■ • 
 
 JoH.'^ .\. .\OKKis. C uimiiissionci: 
 
 "The demand for county supervision of schools is on the increase. The 
 resolutions jiassed by educational associations and Ijy numerous Teachers" Insti- 
 tutes, and the assent to these resolutions of the intelligent friends of education, 
 clearlv indicate that something more is needed to infuse new life into the schools, 
 especially those of the rural districts. The beneficial effect of supervision on the 
 schools in cities and towns has demonstrated the fact that judicious supervision 
 is a powerful educational agency. Following are ten advantages specified, that 
 would result froni the labors of efficient county superintendents." 
 
 W. D. Henklf., Coiiiiiiissioucr. 
 
 "To insure competenc*. and efficiency in supervision, the plan of count\' su])- 
 erintendency has been recommended in many reports of this department. It 
 has been tried in man\' States with success. The State Commissioner has no 
 hesitancy in repeating his recommendation for its adoption. Ijelieving that it 
 will be an effectual means for the improvement of the sclmols in the rural 
 districts. Tb.e field of labor for each sui)erintendent will be large, and his 
 duties arduous ; but earnest, enthusiastic men overcome seemingly insurmount- 
 able obstacles, and those with whom the\' associate become imbued with a por- 
 tion of tbeii' spirit. I'nder the watchful care of these men. the sub-district 
 schools would soon begin to emulate those of the towns and cities in the struggle 
 for e.xcellence. The cost of the scheme need not be great, for funds now used 
 for other purposes might be appropriated to sustain it, and duties now pcr- 
 fornii'd by other officials, for which tb.ev are allowed com]K'nsation, might be 
 
I40 EDUCATIONAL HISTORY OF OHIO 
 
 performed by county superintendents. The unanimity with which township and 
 county school officers indorse the plan of county superintendency, confirms the 
 views heretofore expressed of its expediency." 
 
 Thomas W. Harvey, Commissioner. 
 
 "I do not believe that paying results can be obtained in the nistruction of 
 pupils, in the construction and location of school-houses, in the selection of 
 proper time-saving apparatus and books, in the provision of suitable furniture 
 for school-rooms, in the arrangement of studies best to be pursued, and in the 
 preparation of intelligible, satisfactory reports, without skilled, intelligent, com- 
 petent supervision of schools and of school provision. I am equally positive that 
 incompetent or unskilled, inefficient or dishonorable, unscrupulous or self- 
 aggrandizing supervision of schools and of school provision is an extravagance 
 and an evil more dangerous to the growth, prosperity, and life of popular educa- 
 tion than the combined antagonism of factions can or will ever be. The super- 
 intendent of schools who is not wise and skilled enough, and I mav sav brave 
 enough, to do the legitimate work of supervision in the interests of his pupils, 
 all of them, and of the public, or who spends his best thoughts and strength in con- 
 cocting plans for the manipulation of the boards of education, in the interest 
 of his own aggrandizement and continuance, rather than in the interests of those 
 he is employed to serve, or who through fear of place-ostracism or for any other 
 reason sells or lends his influence in any degree whatever to any interest extrane- 
 ous to the public interest, or who, in order to outrival in management his con- 
 temporaries, so reports the status of his school as to make himself an example 
 of deception and fraud to his pupils and to such of the public as are intelligent 
 observers, is worse than an incumbrance. 
 
 Charles S. .Smart, Coi)imissioju-r. 
 
 If a fact was ever established by the testiniduy of witnesses, it is proved 
 that county supervision is a valuable part of the niachinerv for managing suc- 
 cessfully a system of rural schools. If reasoning bv analogv ever afforded a 
 basis for action, the example of other States and countries, and the conduct of 
 all other important interests, will justify the people of Ohio in this step. * * * 
 
 .Appointment of the superintendent by a convention of presidents of town- 
 ship boards of education, or of delegates appointed by these boards, will much 
 increase the chances of getting the right man. * * * 
 
 The superintendent must advise with boards of education, looking specially 
 to greater unity of effort and better results in school work, and linking together 
 in a common interest and sympathy, directors, parents, and teachers. His 
 knowledge of the schools and teachers would eminently fit him to examine the 
 latter for license to teach. .'Kctual inspection bv a skilled workman is the only 
 certain test of skill, and in this work a sure test is of infinite importance. 
 
 The worthy county superintendent will be the best friend of the worthy 
 teacher. Elevating the character of the school brings the teacher upon a higher 
 plane where merit is more likely to receive recognition. 
 
 Tames J. Birns, Cominissioncr. 
 
EDUCATIONAL HISTORY OF OHIO 
 
 141 
 
 I have attempted to show that inexperience of teachers is Hkely to remain 
 a permanent condition of country schools — at least for a long time to come. 
 Every year there will be entering upon the work of teaching in these schools a 
 large number of young men and women who have never taught a day. Many 
 of them come to the most difficult task in the world with scanty equipment in 
 the branches they undertake to teach, and without dreaming that methods of 
 instruction have a philosophic basis. Young, inexperienced, crude in knowledge, 
 with no one to advise with in their perplexities, it is not to be wondered at that 
 their labors are unproductive of the best results. Such teachers cannot even 
 know whether they are doing good work or not. Those of them that have 
 natural qualifications for becoming instructors, in time work out of this state of 
 things, and become good teachers ; others never do. And this latter class is 
 not a small one. Supervision appears to be the natural remedy for all this, so 
 far as it is capable of remedy. 
 
 But it may be urged that a county superintendent could have but little 
 time to give to individual teachers — and this is largely true. But a little help 
 at the proper time would be of great value. Besides, the superintendent could 
 supplement his personal attention by other means which would make amends for 
 the shortness of time he would have for that. He could hold regular township 
 meetings of teachers, in which he not only could give general instruction as to 
 the management of schools and methods of instruction, but could advise with 
 teachers individually as to the best means of overcoming any special difficulties 
 they might have encountered in their work. The superintendent could, too, 
 make the labors of teachers far easier and more effective by prescribing a 
 regular course of study, and giving them instruction as to the methods of 
 carrying it out. By this means time would be gained through the reduction of 
 the number of classes, and some system be given the work, where now so much 
 of it lies in utter confusion. 
 
 Such superintendent could do much — and that should be one of the main 
 features of his work — to create or augment a healthy educational feeling among 
 the patrons of the public schools. This he could do by addresses to the people, 
 or by conversation with leaders of public opinion in the different communities. 
 
 John Hancock, Commissioner. 
 
 Intelligent supervision is the secret of success in all great enterprises. The 
 public school system is one of the greatest and most momentous of human 
 interests. Is it not, therefore, necessary that it shall have intelligent guidance? 
 And if we admit that the success of our city schools is due to supervision, would 
 it not be wise to extend this influence to all of our schools? 
 
 When all discussions on this subject are ended, it would seem that county 
 supervision is the logical conclusion. To my mind it is the only way to reach 
 the country schools. Charles C. MnXER, Couituissioner. 
 
 The friends of supervision have never been able to unite fully upon any 
 measure looking to this end. The teachers and patrons of the sub-district schools 
 also hold many different views : some oppose any kind of supervision, others 
 
142 EDUCATIONAL HISTORY OF OHIO 
 
 favor township supervision, while still others hold to the opinion that county 
 supervision is the proper solution. * * * 
 
 It is not necessary in this report to enter upon a lenjjthy discussion of the 
 henefits of supervision. The}- are recognized in every department of business. 
 .Veither is it desirable to discuss the relative merits and demerits of township 
 and county supervision. I feel that it is my duty, however, to state that, after 
 carefully investigatinq this matter, I am very positive in my conviction that 
 township supervision is vastly superior to county supervision. That supervision 
 which does not inspect is poor and incomplete at best, and such inspection is 
 impossible in as large a territory as the average county. 
 
 Osc.\R T. Corson, Cuunnissioiicr. 
 
 As already suggested, tliere is need of better organization in our township 
 schools. \"ery much could be accomplished through some form of required 
 supervision. A num1;er of plans have been suggested. First, township super- 
 vision. This plan is in successful operation in quite a number of townships 
 under permission of law now on the statute books. Single township superin- 
 tendence, however, presents several drawbacks. It covers too small a territory. 
 Financial considerations interfere. It is difificult always to secure the right 
 kind of talent. .Second, single county supervision. This plan is now in success- 
 ful operation in many states of the I'nion. If made operative in our state some 
 difiliciilty would lie encountered in our larger counties, but with improved roads, 
 rapid transit, the telephone, duplicating apparatus, etc., a larger area can now 
 be reached than ever before. 
 
 Third, district county supervision. This jilan is a compromise between the 
 small unit 'if the single township anil the much larger unit of the whole county. 
 It contemplates the division of the county into several supervising districts, 
 each having from thirty to sixty schools. In either of the last mentioned plans 
 the salary of the superintendent should be paid out of county funds, and the 
 choice of a superintendent should be made by a union meeting of the Iioards of 
 education of the territory supervised. 
 
 Lewis D. Boxi£br.\ke, Coiniiiissioiwr. 
 
 OPINIONS OF COUNTY EXAMINERS, 1868 
 
 .\s to results: what nur scIkioIs want must, and must have before the\- will 
 accomplish a tithe of what they were designed to accomplish, is thorough County 
 Supervision. Give this countv (or an\- other in the State) a man for County 
 Superintendent, who is a live educator, to lnok in upun every school in the 
 countv; oliserve the manner in which imr teachers imiiart what knowleilgc they 
 possess; how thev govern themselves and their schools; see what interest, if 
 any, is manifested liy the patrons of these schools in their jirogress ; and. if 
 possible, bv evening talks with people at the schoolb<nises awake an interest in 
 educational matter's that is not now felt — and we feel sure that the anunint of 
 monev now ex'iiended in mir conntx- for school purposes wmild acc(im|.ilish double 
 
EDUCATIONAL HISTORY OF OHIO 143 
 
 tlie good it does. County supervision is the one great want of our present school 
 system. 
 
 Finally, \vc need one thing exceedingly, viz. : county superintendency. 
 When that shall have been established we are confident new life will be infused 
 into all our schools and a new era will commence in our educational history. 
 
 The question of a county superintendency does not find many advocates 
 in this locality. It is believed that our schools can be as successfully managed 
 bv the present system as to incur the expense of an additional county official, 
 who may not always be selected in view of his peculiar fitness for the place, 
 but rather to subserve some political end, generally to the detriment of educa- 
 tional interests. 
 
 Lastly, we absolutely want county su]3ervision. This want is confessed by 
 ever\' friend of education with whom we have conversed, who has given the 
 matter a careful reflection. It is the great zvant of our common school system, and 
 the one thing necessary to the correction of all the abuses of the great privileges 
 we nngiit enjoy under our liberal educational appropriations. 
 
 \'ery little is said in regard to county superintendency. We have no doubt 
 but good would result from such an office, but are not certain whether it would 
 meet with the approbation of the people, as the creating of another official wohld 
 add to the expenses of the county. True, the expense would lie small, yet 
 noticed by many. 
 
 Our schoolhouses are generally warm, well seated and lighted. They are 
 situated in regard to these important considerations, namely, center of the dis- 
 trict, and most accessible point. Your observation assisted by imagination can 
 easih- depict some of these locations, viz. : at cross-roads : on hill-sides, close 
 below the road : on marshy ground : in deep hollows surrounded by dismal 
 forests ; and on hill-tops unprotected from storm or sun by a single shade-tree. 
 Many have no play-ground except the public highway, dry or muddy, unless the 
 pupils appropriate some neighboring pasture-field. Our schoolhouses are in poor 
 taste, consequently they are not very attractive to the children. They are far from 
 being pleasant homes as they should be. The reason for many of these defects 
 is that our present school system makes too much everybody's business what 
 should be one man's business, and consequently is very poorly done. It has ever 
 been an established principle that every important interest common to any body 
 of people, must be concentrated in a proper siiperzisioii to make it successful. 
 
 But the thing most needed for the im])rovenient of <iur country schools is 
 a good system of supervision. Nothing would more rapidly, more uniformly, 
 elevate our schools and promote their success, than the establishment of a county 
 superintendency. Not only would a competent superintendent, devoting his 
 whole time to the work, be useful in seeing that the law is properly carried out 
 in all parts of the county, but his most needed and most useful work would be 
 to instruct, advise, encourage our inexperienced and unskillful teachers, to weed 
 out the incompetent and worthless and secure the appointment of better men. 
 In this respect alone, such an officer would prove a great public benefit. Prac- 
 tically our country schools have no supervision at all. 
 
144 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 The necessity of a Counly Cummissioner or Superintendent has for many 
 years been strongly impressed on our minds ; and we are still in hopes the day 
 is not far distant when this agency, so necessary to the efficiency of our school 
 system, may not be wanting. 
 
 COUNTY EXAMINERS, 1878 
 
 A system of county supervision should be adopted. The necessity for super- 
 vision exists wherever large numbers of persons are employed upon any work, 
 and schools furnish no exception to the rule. 
 
 The subject of "county supervision" has been much discussed, and yet it 
 is not well understood by many teachers and school patrons. Some of the 
 former labor under the impression that supervision means for them loss of 
 individuality or position, while nut a few of the latter regard a system of super- 
 vision with disfavor, because they have caught the idea that it will greatly in- 
 crease the burdens of taxation, and, at the same time, rob them of their just 
 control over their schools. The mure the benefits of supervision are intelligently 
 explained to the people the less objection do they make to the proposed change. 
 With a judiciously planned township organization, and an effective system of 
 county supervision, there wuidd be promise of far better work in our ungraded 
 schools than is now secured liy the most efficient management. 
 
 It is proposed by some of the educators of Ohio, as a means of giving renewed 
 energy and impulse to the education of youth in Ohio, that we should have county 
 supervision. Just precisely what is intended to be done is spoken of in a vague 
 and indefinite way, but like all other measures in which it is first necessary to 
 secure the approval of the people, the people are told in glittering terms as to 
 what great good will at once flow from so beneficent an era. If the friends of 
 the measure intend to invest the county superintendent with all the visitorial 
 power now enjoyed and possessed by a superintendent uf our graded schools, 
 with the additional power of granting certificates to the teacher, we understand 
 what is contemplated to be done, but are at a loss to know the //ore. 
 
 There is a lack of uniformity in text-books and course of study in our 
 countrv schools, and a lack of co-operation among teachers, which wrong can- 
 not be overcome by the present school system. Had we county supervision this 
 evil might be remedied. 
 
 A county superintendent whose duty will be to conduct township and county 
 institutes ; to oversee and assist teachers in their work ; to license them, and 
 with reference to success in teaching as well as scholarship : to prescribe a 
 course of study, and to see that it is followed, and to see, in part, to tiie employ- 
 ment and re-employment of teachers, would, we believe, remerly many of the 
 ills under which we now labor. 
 
 f^ur teachers are looking with interest to the renewed agitation of the sub- 
 ject of county supervision. We look to county supervision for a remedy for 
 the evils with which our present system is afflicted. 
 
 A countv superintendent has some friends and some enemies. Considering 
 what human nature is, a sovereign, one-man jiower over tlic teachers and schools 
 
EDUCATIONAL HISTORY OF OHIO 
 
 145 
 
 of the countv mig;ht be a great wrong, and the evils we might run into might 
 be greater than those of which we complain. 
 
 .■\s to the question of county supervision, we desire to say that a large 
 majority of our most prominent teachers are absolutely opposed to any such 
 radical change. 
 
 We must say, however, that while the county superintendency question was 
 up last winter, our best teachers were strongly in its favor ; but nearly all the 
 incompetents opposed the whole movement. 
 
 It is our opinion that an elective county superintendency ought to be author- 
 ized by our General Assembly. The elective power ought to be invested in a 
 judicious county board of education, and thereby raise the grand measure above 
 mere politics, wrought in the interest of spoils. 
 
 County superintendency seems now to l)e the object of the teachers' desire. 
 
 County supervision for common schools is not universally popular among 
 the teachers of this county — chiefly because it is thought to be impracticable. 
 It is admitted that, generally our graded schools are superior to our sub-district 
 or ungraded schools. It is also admitted that it is due, in great part, to thorough 
 and efficient supervision. Rut it is because it is believed to be impossible to 
 have thorough county supervision that we are opposed to it. 
 
 Some kind of well regulated county supervision or superintendence seems 
 to be what we need. 
 
 It is my deliberate opinion, after some years of experience and observation, 
 that a large amount of money is expended unwisely and without profit. The 
 great bulwark of our civil and religious liberty lies in the education of the 
 masses of our people, and we look to our common school system more than all 
 else to do this work ; and the basis of this system is that the property of the 
 State shall be taxed to pay for the education of her children, hence it seems to 
 me that the State should have a more direct watch and care over these schools. 
 
 .\11 local directors are not competent to know whether a teacher is qualified 
 to teach or not, and our present system provides for this by the appointment of 
 three persons by the probate judge of the county, who are styled county school 
 e.xaminers, and they are expected to examine applicants and pass on their quali- 
 fications to teach, and in these examinations their opportunity to know the 
 applicant's reel ability to tcacJi is limited. 
 
 I am of the opinion that it would be both economical and wise to have some 
 one appointed or elected by the people, who should have general supervision of 
 all our school matters in each county, to whom all statistical reports should be 
 made, and whose duty it should be to visit each school at least once a quarter,, 
 teach normal classes, conduct teachers' institutes, etc., etc. 
 
 The question of "county superintendency," in this county, would now soon- 
 be lost sight of, if local directors and patrons of the schools would visit the 
 schools of their respective districts as often as the importance of the work 
 demands, and under the present regulations of the board of examiners, this is 
 the true supervision, and, indeed, all that is necessary to make our schools models: 
 of perfection. 
 
146 EDUCATIONAL HISTORY OF OHIO 
 
 The idea of a county superintendent is not very well received here. Town- 
 ship supervision, outside of the graded schools of towns, by a person elected by 
 a township board of education, it is thought, would be a l)etter ])lan. 
 
 A count}- superintcntlency. in my judgment would assist the auditor mater- 
 ially in sending in prompt and suggestive reports, wdiatever bearing it might 
 have on the general condition of the schools. 
 
 Many of our liest educators are ui favor of county supervision, and never 
 cease writing and talking to that end. \et the people seem slow to move in the 
 matter ; Imt some kind of su])eryisi(.n is most imperatively needed. 
 
 One iif America's genial essayists was of the o])inion that the weather is the 
 theme upon which tliere is the most said and the least done. Among school 
 folk, school reform is probably entitled to the second place. Those blank peti- 
 tions, spoken of some pages back, should have returned, no longer blank, inert 
 paper, but full of sound and sense, significant as the voice of ten thousand citi- 
 zens and yoters. The lawmakers are not likely to take the lead. They are. and 
 they should be, conservative. They ma\- be students of Bacon: "What is settled 
 by custom, though it be not good, at least it is fit : and those things which have 
 long gone together, are, as it were, confederate in themselves; wdiereas new 
 things piece not so vvell." 
 
 TOWNSHIP SUPERINTENDENTS 
 
 The often mentioned law of 1S38 declares thai the clerk of each township 
 shall be superintendent of common schools therein. It is his duty to take the 
 enumeration and deposit a copy with th.e county auditor : these reports furnish- 
 ing this officer with a basis for certain important financial transactions. The 
 clerk's reward for this counting of the school youth is one and one-half dollars 
 for each day. and a penalty of fifteen dollars hangs over the non-performance. 
 
 But, unlike the case of the auditor's superintendency, the clerk's functions 
 approach the proper duties of a superintendent "in charge." lie prepares a 
 report about schools, schoolhouses, school moneys, which aids in calling forth 
 from the auditor those despairing returns which \\v files with the State depart- 
 ment of schools. 
 
 He is expected to visit each common school in his township at least once a 
 year, examine the teacher's journal and all other matters he may deem important 
 touching the situation, discipline, mode of teaching and the improvement thereof. 
 The teacher must have furnished some faint semblance of evidence of competency 
 to teach a school, and of knowledge of subjects he teaches, but not so. the man 
 wlio inspects his work and reports upon it for jjublic inspection. 
 
 Mishaps are >ai(l to be more than possible when the blind lead the blind. 
 Thev are not well guarded against when the possilily blind lead tJK- |)robably 
 seeing or is there magic in the phrase, '"elected and (jiialificd .'" 
 
 \'o evidence remains of marked results from thi.s law, as it would be very 
 natural to ex])ect. 
 
EDUCATIONAL HISTORY OF OHIO 147 
 
 Alter one year a section was aiMed which plainly had a personal basis some- 
 where in human nature and Ohio. When the trustees consider it inexpedient 
 for the township superintendent to visit the schools, they make a record of their 
 conclusion and excuse him and he shall be excused until requested by the trus- 
 tees to visit, and the trustees may allow a compensation therefor, at their dis- 
 cretion, not exceeding- one dollar for each district, for all visitations in any one 
 year. 
 
 By the law of 1853 — it must not be forgotten that there were no township 
 boards of education under the earlier laws — boards could appoint one of their 
 own number acting manager of schools, to do all such duties as the board may 
 prescribe in relation to the management and supervision of schools, and allow 
 him a reasonable compensation. Here is the same fatal weakness, as "their own 
 number" was composed of one representative from each board of local directors, 
 and as to knowledge of the exjjert functions of a supervisor of schools the 
 chosen one might possess it. h'ew things are impossible. Ijut the right man 
 must be a resident elector; nuist be elected a director of a sub-district and then 
 chosen clerk ; finally, his fellow clerks nui.^t make him active manager. Little 
 of good came from the possible acting managers. The legislation was only 
 marking time, it was not progress be_\'ond a tacit admission that something was 
 needed. It looked like an improvement when, ten years later, the township 
 board could appoint "any competent person." 
 
 .\ few townships elected superintendents but this reform was still only 
 marking time, the law stood a dead letter in the statute book. For this failure 
 three reasons can be rendered. The great need of the reform was not apparent 
 to the people and the local directors. .\n unwillingness and inability to pay 
 for the service what would induce a competent man to undertake it. The inevit- 
 able lack of harmony of action while the teachers of the township were respon- 
 sible to one authority, their superintendent to another. 
 
 But there was a brighter day a-dawning; with marvelous deliberation, it 
 is true. The grounds for this confidence in the future, — and anything like full 
 day is still future, — may be seen in the chapter on .\ Township District. 
 
CHAPTER XIII 
 
 LOCAL OR SECTIONAL ASSOCIATIONS 
 
LOCAL OR SECTIONAL ASSOCIATIONS 
 
 CHE Statf Association bcino- under way, and as a result in a great measure 
 of influences flowing out from it and the county institutes manned and 
 piloted by it, otlier assemblies of teachers began to organize. The fine 
 fever proved contagious bevond the dream of those in whom it had had its 
 beginning. To gain spiritual power from the magnetism of numbers two 
 counties would join names with a hyjihen and under that sign they would 
 conquer ; or three would do this, with a possible use of an additional hyphen. 
 After while, more classic grown, or less, these would answer to the appellation 
 "Bi-County." "Tri-County." — thus far. This two-fold, or three-fold assembly 
 has continued to the present. Sometimes the work is identical with that of 
 the statutory institute. Much more commonly its duration is InU a ilay or two, 
 and tlh program, of platform lectures '"all compact." 
 
 While this process of addition was going on, so was its counterpart. The 
 State was being divided into very irregular and indefinite and mutually encroach- 
 ing fractions, Central, Northeastern, Northwestern, Southeastern, Southwestern, 
 Eastern, Scioto Valley, North Central. 
 
 In each of these sections there was an organization of teachers, not to take 
 the place of the State Association, but to be an ally thereof. Names are said 
 to be things, and the attempt to find a satisfactory name for this class of meet- 
 ings and organizations has been a baffled search. "Sectional" has unpleasant 
 associations clinging to it. That which we call a rose, by any other name 
 would not smell so sweet. "Local" is used in the periodicals, but surely it is 
 a word of too small content, "cribbed and confined," fitly to designate areas 
 of so vast extent, and organizations of so "large discourse." These all deserve 
 much more than an idle search for a name. The material in reach from which 
 to get their storv, with some is abundant ; witli others, scanty or lacking. 
 
 But while there have been Associations many there have been Round 
 Tables more. The latter do not always strictly follow the mode suggested by 
 their name, for the lecture habit is hard to keep under control even for a two- 
 day period, but their plan is this : A number of topics are chosen, usually by 
 the members at large ; these sulijects or cjuestions are printed and distributed, 
 and thus time is given for examination and thought, and at the meetings these 
 topics are called up at the pleasure of the members, and in no regular order. 
 Whatever is the matter most in the mind of the school public at the time, is 
 pretty sure to have the lion's share of attention given it. These are organiza- 
 tions of great worth though it is necessary that this true remark be "praise in 
 departing." 
 
 In the preparation of this chapter aid was rendered in the "Northeastern" 
 by Superintendent Sarver of Canton ; in the "Northwestern" by Superintendent 
 Zeller of Findlav : in the "Eastern" by Dr. Joim ?iIcBurney of Cambridge. 
 
152 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 THE NORTHEASTERN OHIO TEACHERS' ASSOCIATION 
 
 The Northeastern Ohio Teachers' Association was organized November 
 13, 1869, in Cleveland. Among the organizers were Thomas W. Harvey of 
 Painesville, Samuel Findley of Akron, H. B. Furness of Warren, A. J. Rickoff 
 of Cleveland, G. N. Carruthers of Elyria, and R. W. Stevenson of Norwalk. 
 Thomas W. Harvey, the first President of the Association, in his inaugural 
 address touched upon points of vital importance then and now, such as the im- 
 provement of the rural schools, the course of study arranged with reference to 
 proper classification in town and city schools, the value of practical and disci- 
 plinary studies, methods of instruction, and moral training. The other speakers 
 at the first regular meeting held in Cleveland, December 11, 1869, were Samuel 
 Findley and W. D. Henkle, who discussed respectively the model teacher, and 
 the condition of the pulilic schools of Ohio. With such men in the leadership 
 of the Association, its work for the betterment of education in this section of 
 the state was most auspiciously begun. 
 
 The Constitution adopted at the first meeting states the objects of the organi- 
 zation to be the professional improvement of the members, the advancement of 
 the schools, and the dissemination of correct educational ideas. Teachers and 
 friends of education were eligible to membership on the payment of the annual 
 membership fee. The first provision of the By-Laws called for meetings of the 
 Association the second Saturday of February, .\pril. June. October, and De- 
 cember. The earnest, zealous spirit of tlu charter niemliers of the North East- 
 ern Ohio Teachers' Association is clearly revealed in the inception of the 
 organization. 
 
 The Constitution and By-Laws have been modified to some extent at ditter- 
 ent times, but the aims of the founders have not been forgotten. Now the 
 Association holds three meetings each year, one in Cleveland and the others in 
 cities within its territory including a dozen counties in the northeastern part of 
 the slate. This section of Ohio, known as the Western Reserve, is unsurpassed 
 in the intelligence and morality of the people, else it could not have produced 
 so many educational and ])olitical thinkers exerting a powerful influence in 
 national aflfairs. 
 
 The Association has fostered the interests of education in many ways. It 
 has helped to create public sentiment in favor of the best schools taught by the 
 best teachers according to the best methods. This sentiment has made the 
 people strong in moral support and generous in local appropriations for the 
 public schools. There is no murmuring against high rates of taxation for the 
 schools, since education is regarded as the wisest investment of public funds. 
 The Association has helped to maintain a high standard by which the efficiency 
 of the teacher and of the school is judged. It has encouraged the teachers to 
 be students of the manv jiroblems of the school-room and of the science of edu- 
 cation, thereby producing a pedagogical consciousness and a professional spirit. 
 At different times Committees have been appointed to consider important ques- 
 tions as to the course of study, and their rejiorts are contributions to education 
 worthv of serious attention. The Association lias helped to form the educational 
 
EDUCATIONAL HISTORY OF OHIO 153 
 
 opinion of school patrons causing them to look with favor upon progressive 
 methods. 
 
 The Northeastern Ohio Teachers' Association has held one hundred and 
 thirty-nine meetings in the thirty-six years of its history. At these meetings 
 nearly all prominent educators of the state and many educators of other states 
 have spoken. Among the men at different times connected with the organiza- 
 tion may be mentioned B. A. Hinsdale, L. W. Day, J. J- Burns, E. A. Jones, 
 E. F. Moulton, H. M. Parker, F. Truedley, R. McMillan. Henry James, Andrew 
 Draper, L. H. Jones, X. H. Chancy. H. C. Muckley, C. E. Carey, J. M. Fred- 
 erick, H. H. Cully, and many others who have achieved success in educational 
 work. 
 
 The records of the activity of the Association have been carefully preserved. 
 They show that there has been ever the desire for better conditions, ever the 
 efifort for better results, ever the movement toward the attainment of true ideals 
 
 Probably the most dramatic debate upon any public school question that 
 Vtf-as ever listened to in Ohio was upon the stage of the Xortheastern. Dr. B. A. 
 Hinsdale, of Hiram College, read a paper upon Our Common School Education 
 which stirred the public school men far below their usual depth. It was puD- 
 lished by the association in a "neat covered pamphlet of over thirty jiages." At 
 the session of 1877, 'icld in Cleveland in February, the discussion of this paper 
 which was to have been was not, but a motion instructed the executive com- 
 mittee to appoint some one to prepare a paper, on the Hinsdale pamphlet. 
 
 It is a sign of the high tide of interest then flowing in regard to what this 
 organization had to say upon the subject, that nearly all the prominent public 
 school men of the northeast were there ; also the president of Western Reserve 
 College, Dr. Cutler, and State Commissioner Smart with two of his predecessors 
 in office. The brief report of the meeting suggests rather a waiting than a 
 doing. The real question did not come to the controversial surface unless it 
 were when, at the close. Dr. Cutler was invited to make some remarks. 
 
 The speaker contrasted the state of things in the Western Reserve with 
 those of the former days when, within his knowledge, there were near two- 
 score academies. He believed the rural schools were not so good as they had 
 been, all the good teachers having been taken from the country to the graded 
 schools in the towns ; and he suggested, as a partial remedy, a return to the 
 academies. That notwithstanding the excellent public schools of New England, 
 the well-equipped academies there exerted a powerful influence. Here was 
 matter, not for contradiction, but, the main point being admitted — and the 
 school men had been admitting it loudly — for continued calm inquiry about the 
 remedy. The remarks were made and received in the kindliest spirit. 
 
 The next word, audible at this distance, comes from the editor of the Edu- 
 cational Monthly in May. Dr. Findley refers to the paper of Dr. Hinsdale, 
 read in December, and adds — April 14, — Air. A. J. Rickof? was to read a 
 paper in reply ; that he, the editor, was not able to be present and does not 
 know what was done but presents "a few thoughts bearing upon this interest- 
 
134 EDUCATIONAL HISTORY OF OHIO 
 
 ing question." This question may be popularly stated, whether the former days 
 were better? 
 
 Dr. Hinsdale had set out with the assertion that "the common school is a 
 modern thought," and then showed how widely this thought had spread and 
 how firmly it had fixed itself; that "our common schools constitute a highly 
 complex and dififerentiated, a \'ast and powerful system, with which we feel great 
 complacency." .Vgainst the statistical basis of this satisfaction, embalmed in 
 reports and aired from the lecture platform, the writer of the paper arrayed 
 a set of counter statistics, and quoted a Harvard professor, and a West Point 
 professor, as saying that the schools of former generations did much more for 
 their pupils than is done for their pupils bv the schools of this. These critics 
 draw their conclusions from a comparison of the qualifications which modern 
 applicants, and those of the former day, bear with tliem to the college door. 
 
 Dr. Findlev points out a fallacy in the reasoning, he refrains from quoting 
 the Scripture of a still older time upon this trait in human nature, but poetically 
 wrote: "There is apt to be a halo around the years gone liy." Even Homer 
 mourned the degeneracv of his time, and Professor Church's earlier students 
 were giants. 
 
 Air. Rickofif's pajier, which the editor did not hear, was read at the .\pril 
 meeting. "The discussion of the two pajjcrs was jiostponed till June," but the 
 June program, full with three such subjects as the Course of Study: Methods 
 of Instruction and Individuality in Teaching, by Alexander Forbes: and L. R. 
 [\lemm"s ]iaper on the Study of the (k-rman Language; Its Benefits to English- 
 speaking Children, gives no place to Our Common School Education. 
 
 There was some discussion, however, for the writer remembers a stroke of 
 Dr. Hinsdale's humorous logic. In following u\) the claim that close grada- 
 tion does really no harm to the ])right lioy, who must '"'slow up": that good, 
 rather, comes trom the union with slower travelers, he illustrated. The owner 
 of Rarus was harnessing that famous racer with a ]ilodding cart-horse f-ir an 
 exhibition of speed, and Rarus remonstrated. His owner soothed his equine 
 indignation with the reflection: "True, my noble steed, you will not come under 
 the wire so soon as you would were \ou :doni but you will go over the ground 
 more and better." 
 
 During this feast of reason and flow of diverse opinion and experience, part 
 was taken in educational papers, and wherever people concerned in schools, their 
 aims and methods, came together. .An adnur;i1)le statement of bis side of the 
 question was made, December, 1877, by Mr. Rickoff, before the Cleveland High 
 School Alumni Association. 
 
 Before the Ohio State Teachers' .Association. i87(), Hon. W. D. Henkle 
 read a paper, which was discussed by Hon. T. W. Harvey, entitled "Lessons 
 to be Learned from the Hinsdale-RickolT Discussion." 
 
 In 1881, February 11 and 12, there was a meeting of the association and the 
 reporter wrote "the inaugural address of ['resident B. .\. Hinsdale was upon 
 Character Building, which he treated in his usual masterly way." 
 
 In 1882, 'Sir. Hinsdale was sujierintendent of the Cleveland schools and Mr. 
 Rickoff was superintendent of schools in 'N'onkers, New York. 
 
EDUCATIONAL HISTORY OF OHIO 1-55 
 
 THE CENTRAL OHIO TEACHERS' ASSOCIATION 
 
 At a meeting "t the Clarke County Teachers' Association, held at Spring- 
 field, January 7. 1870, but in whose brain the thought had quickened it is not 
 recorded, steps were taken for the bringing into being of an association embrac- 
 ing the central part of the state, with Columbus for the usual gathering place. 
 It was not much sooner said than done, and a committee, with T. C. Menden- 
 hall, then a Columbus teacher, as chairman, reported a plan, and nominated the 
 necessary officers. Columbus was fixed ujjon as the place for the first meeting, 
 Saturday, the second day of April, following. 
 
 The exercises at this first meeting were said to have been interesting and 
 valuable. The inaugural of C. S. Smart, of Circleville, was discussed by Hon. 
 \V. D. Henkle, Commissioner of Schools. Mr. Joseph Sullivant, and others. 
 In a discussion of the Bible question, which at that time was a somewhat critical 
 question, no speaker favored the exclusion of the Scriptures from their place in 
 the opening of school. In the afternoon, Incentives to Study. Methods of 
 Teaching IVmmanship, and Primarx- Instruction, were treated in pajjers read by 
 H. M. Parker, of Mansfield, J. 1'". Reinnumd, oi Springfield, and Mrs. Cuscaden, 
 superintendent of the Marion schools. There were persons from nine counties 
 in attendance. 
 
 June 4. of the same year, was fixed upon as the time for a third meeting; 
 a poor time, one would think, near the usual closing of schools, and the event 
 confirmed it, "Not exceeding a half dozen from other cities and towns'" and 
 "but few of the Columbus teachers."" The outlook was not bright, but the 
 reporter prophesied worse than he knew : "The Association covers too much 
 territory to be a success." 
 
 Skippmg a year we look again and find a meeting at Delaware, "the largest 
 yet held"; and at W'orthington, January, 1892, several educational problems 
 discussed, among them the township system, unanimously preferred to the sub- 
 district system. An institute for teachers of graded schools was favorably talked 
 of, and the executive committee was directed to make the needed arrangements. 
 
 There was a meeting in April ; aiid in November, at Lancaster, there were 
 over one hundred teachers present, and Supt. (i. \\'. Welch of Lancaster, "read 
 a somewhat radical paper on geography ; ami though E. H. Cook of the Co- 
 lumbus high school made an earnest address on the necessity of unity of effort 
 among teachers, the remainder of the session was devoted to the question which 
 Hamlet sulijectiveh- considered. The conclusion was similar, the C. O. T. A. 
 resolved "to be." A president was elected, and a resolution adopted to hold 
 two-day meetings thereafter. 
 
 In 1873 there were two successful sessions, at both of which, in the absence 
 of the president, Commissioner T. W. Harvey was called to the chair. He 
 spoke upon A Uniform Course of Study for ( iraded Schools, and on the Educa- 
 tional Prospects of Ohio. There were papers by Messrs. John Ogden, John 
 Hancock, William Watkins, Alston Ellis, and George S. Ormsby, by Mrs. Ogden 
 and Miss Beistle, and by Dr. Edward S. Orton, president of the Ohio Agricul- 
 
156 EDUCATIONAL HISTORY OF OHIO 
 
 tural and Meclianical Collee^e. It would seem that the vote "'to be" was not 
 ill-taken. 
 
 The only meeting noted herein for 1S74 was attested by the reporter "the 
 most interesting and enthusiastic meeting ever held bv the Association." This 
 is a safer expression of eulogy than the well-worn countv institute form on 
 account of the omission of "largest." Enthusiasm can not be measured arith- 
 metically. However, there were valuable papers, a pantomine exhibition at tRe 
 Deaf anil Dum!) Institution, and an "elegant banquet prepared bv the teachers 
 of Columbus." 
 
 The Central ( )hio Teachers" Association continued to be. and to be pros- 
 perous. .\fter a lapse of eighteen years the rejiorter finds it holding "one of the 
 most successful meetings ever held." ( )ne of the elements of success was fur- 
 nished the executive committee ))v the teachers of the capital citv — one hun- 
 dred dollars. 
 
 Over a decade ago, in 180^4, this .Association held a session of two days in 
 Dayton. In his inaugural. Superintendent j. .\. Sliawan of Columbus, dis- 
 coursed upon the kindergarten, the manual training school, free text-books, and 
 the enforcement of the law for compulsorv school attendance. "The mission of 
 the kindergarten being to deal with the spiritual, to teach the child to do for 
 others with love for a motive ; in it the first lessons of the brotherhood of 
 humanity are taught. Since the conditions of our country demand that all shall 
 look upon labor as a noble thing, the manual training school is to inculcate this 
 lesson as well as to give vigor to the body and skill ti) the hand. If educa- 
 tion is to be free, public school authorities should provide free materials for 
 work in the public schools. The issuing of text-books to the children of indi- 
 gent parents works injury in two wa\s. Alanv honest people whose children 
 have an honorable pride, are compelled to class themselves where they do not 
 belong, or to give to the purchase of books money that should go for food 
 and clothes. ( )n the other liarid, there are those who take advantage of the 
 situation and ]nit in a spurious plea of poverty, thereb\- losing their self-respect, 
 a qualit)- essential in the make-up of good citizens, and, in so far, yielding to 
 the temptation to become willing paupers. Let us have a free education. The 
 compulsory law should lie wisely enforce<l. .\ l)oy should not be sent to the 
 Reform School niereh- for truancy. We should hesitate to jilace upon any boy 
 what may lie regarded as a stigma later in life." 
 
 Miss .\nna L. J. Arnold, a Dayton jirincipal, read well an excellent paper 
 on Libraries anil I low to I'se Them. Dr. T. C. Mendenhall delivered an even- 
 ing lecture upon a theme of much interest to the .American people. The Bering 
 Sea Controversy. 
 
 .Su])erintendent L. II. Jones, of Cleveland, read a paper, the closing after- 
 noon, entitled "The Touch of the .Artist in Teaching." The teacher nnist know 
 nature, must know literature, must know and lnve the child, and from this 
 knowledge must pnl him in touch with the world all about him. and with the 
 soul that has lived for centuries in art, m music, in books. The paper exempli- 
 fied the writi'r's theme. 
 
EDUCATIONAL HISTORY OF OHIO 157 
 
 THE NORTHWESTERN OHIO TEACHERS' ASSOCIATION 
 
 In 1858, in the period of peace and good will. December J4th and J5th, 
 the fourth annual meeting of the Educational Association of X. W. Ohio was 
 held at Perrysburg. According to one's theory of chronology the year of its 
 organization may be determined. A resolution of regret over the departure 
 from the State of J. R. Kinney refers to him as one of the founders of the 
 Association. 
 
 After an appropriate prayer John Eaton. Jr.. the president, announced the 
 order of exercises. 
 
 The reports of committees disclose few names familiar to the present gen- 
 eration of school folk : Converse, Bradley, Pease. J. W. Ross, Durgan, Jackson, 
 Brown, Shannon, Smith. West, Buell. Dowling. Hardy. Strong. Wentvvorth, 
 W. H. Ogden. 
 
 An address of welcome greeted the teachers, and expressed gratification 
 over the opportunity afforded the citizens to entertain so large a number. 
 
 Air. Eaton, not yet "General" or "National Commissioner of Education," 
 thanked the speaker, and referred to Perrysburg as the place whence sprung 
 the admirable system of primary instruction, then so successfully in practice in 
 that part of the State. A class of pupils from the Toledo schools sang a beau- 
 tiful echo song; one in reading illustrated their teacher's method of teaching 
 that branch ; a class of young misses from Toledo gave a verv beautiful and 
 appropriate calisthenic exercise, accompanied with suitable music ; Mr. West 
 gave an illustration of the manner in which physical instruction was given in 
 the school under his charge, and the way being so beautifully prepared and 
 illustrated, "John Ogden, Esq.," spoke briefly upon the importance of physical 
 education. This was followed by an illustration of methods of teaching prac- 
 tical arithmetic given by a class under direction of Miss Fairbanks, of the Mau- 
 mee Grammar School. 
 
 The evening session was opened with an address by Mr. Ogden upon a 
 topic with a name since grown familiar in alliance with his : The Theory and 
 Practice of Teaching, and this lecture was followed by a discourse upon Milton, 
 the great Puritan and epic poet, who. "without having tasted death, walked 
 immortal in his singing robes." The speaker was the Rev. I. P. Cannon, and 
 the minutes are in evidence that for an hour and a quarter he swayed a large 
 audience at his will. 
 
 Mr. Crane, at the Saturday session, read an essay upon the Motives of the 
 Teacher. This was discussed by Messrs. Lenderson, the Secretary, and Ogden 
 and Adams; and the opinion of the essayist, that there is too great a tendency 
 to simplify text-books, was confirmed. 
 
 There was a lesson upon methods of solving problems in proportion, an- 
 other lecture by Professor Ogden, a report that the next meeting would be held 
 in June, 1859, at Maumee City, the passage of some resolutions, which, unluckily, 
 except the one alluded to, are not given, and an end. 
 
 The writer has given so much space to this organization because it illus- 
 trates more fully than usual a certain phase of association work, and because 
 
158 EDUCATIONAL HISTORY OF OHIO 
 
 he has not access to any history of the succeedintj meetings. It would seem a 
 reasonable opinion that it ceased to he before the middle of the new decade, as, 
 in the Educational Monthly for 1870, there is mention of the organization of 
 the Xorthwestern ( )hio Teachers' Association at Clyde, (Jctolier 1 51)1 of that 
 year; and. in assuring the school public that no harm is to come to the State 
 Association from the growing group of local associations, the editor incitlentally 
 writes: "A Xorthwestern Ohio Teachers' Association was organized in 1864, we 
 believe, and several large and successful meetings were held. For s(jme reason 
 it was given up." This may lie the society wdiicb has h.ad our attention, the 
 editor being out of the reckoning ten years, or it may lie another one. 
 
 However the fact may lie as tn its predecesor, this of 1870 was reported 
 to have had tifty teachers at its launching. 
 
 Mr. Cowderv, of Sanduskw i)])ened a discussidu on map-drawin',^, a subject 
 that for a time in Ohio occupied a front seat. School (loverunu-nt. Moral In- 
 struction, and Essay Writing, then an adjournment to Sandusky in December. 
 This association was to meet once in two months. Xo trace of it appears in 
 the records of 1872, but in December, 1871. there was "a union institute." 
 attended by ninet}-five teachers of Allen. Hardin and Hancock comities, at Ada. 
 The exercises were said to have given much satisfaction, and the adjoining 
 counties were invited to unite with those alreatly in the league. 
 
 The foregoing affords a look, as through a glass darkl\ . at an example of 
 the germination of the large educational societies that have their lieing in Ohio. 
 One will spring up, and after while its decay makes more fertile the soil for its 
 successor. 
 
 It will be a tolcralily fair ]jiece of joining to introduce here a hit of history 
 by one of the actors. 
 
 This association, like all great organizations, had its origin in a small begin- 
 ning and was born in an oliscure corner of its territory. In i8(ii) Joseph X. 
 liaker. then a leading teacher in the Fiudlay pulilic schools, now living at 
 Bowling Cireen and still active and aggressive in school work, invited the teachers 
 of Hancock. Wyandot. Hardin and Seneca counties to meet at Carey to hold a 
 teachers' meeting, 'i'here were present at that meeting Dr. H. S. Lehr of Ada 
 and his assistants. .Sunerintend(.nts Ephraim Miller and T. H. Tufts of Fmdlay 
 and their teachers. Supt. \\ . T. I'Ty of Upper Sandusky and his teachers, the 
 superintendent of Kenton and his teachers, and Prof J. Fraize Richards. This 
 first was a very interesting and enthusiastic meeting, and resulted in the organi- 
 zation of a permanent association to be known as the "Four-Count\ Instiiute." 
 The suggestion of a permanent organization was made by Dr. Lehr, who was 
 for manv vears one of its most active and useful members. Dr. I.ehr and .\lr. 
 J. X. Baker, with others, were selected as a committee on program and place 
 of meeting, and to the wisdom and genius of these two men nion.' than to any 
 others is due the enthusiasm, the educational s]iirit and aggressi\ enr>s that h,i\e 
 ever characterized this now lari^e and intlueutial association. The first and 
 second meetings were held in 1870-1871 in (.';ire\. The third niecting was helil 
 at .\da. These meetings wert- repleti' with int^■r^■sI and profit to th'.' teacht-rs. 
 
EDUCATIONAL HISTORY OF OHIO 159 
 
 Excellent papers were read on live educational topics, and lively discussions 
 followed l:)y the leading members. 
 
 The fame of this "Four-County Institute" extended rapidly to other counties: 
 county after county knocked for admission; the name was changed; the invita- 
 tion to join in the good work was extended to all Northwestern Ohio, and it 
 was accepted, until n<iw X. W. O. E. A. embraces twenty-two counties. 
 
 Tinged deeply with a missionary spirit, the Association has held sessions 
 in every county seat in its territory. Toledo, Lima and h'indlav have had ses- 
 sions with 900 and 1,000 teachers in attendance. 
 
 The time for the meetings of the association at first was in the holidays. 
 .\bout fifteen years ago the time was changed to the Thanksgiving season, and 
 at our last session the last week in October was fixed upon. 
 
 The programs of the different meetings have consisted in the main of formal 
 papers carefully prepared, and usually on professional subjects. 
 
 The Association became so popular that about the year 1890 a sentiment 
 was present that two sessions should be held each year. Under the leadership 
 of Supt. J. \V. Zeller, of Findlay, a round table department was organized the 
 following year. Its sessions are interpolated between those of the Association 
 and are without programs and papers. Discussion is the keynote, not active 
 pouring and passive absorbing ; and many regard that even with the mental unrest 
 that often attends the listening to formal lectures, not this, but that, the better 
 way, though both are good. 
 
 While the subject of school legislation has not received a prominent place 
 on its programs, there is a strong sentiment in the Association in favor of man- 
 datory county supervision of a high grade for the rural schools, and of state 
 normal schools for the professional training of teachers, so located as to give 
 an opportunit}- for such training to all classes of teachers. 
 
 The objects of the Association have been to stimulate and inspire the teachers 
 to better things, to inculcate a professional spirit, and to awaken a stronger 
 educational sentiment. In a large measure its olijects have been realized and 
 great good accomplished in the advancement of the cause of popular education. 
 
 The reader may be aided in forming a judgment upon the foregoing by a 
 glance at the latest meeting of this body. The old familiar faces of three decades 
 ago are represented. 
 
 It is claimed that five hundred teachers were in attendance upon this meet- 
 ing at Tiffin. Superintendent C. L. \'an Cleve gave a lecture upon the Growing 
 Hoy, dealing mainly with adolescence, a refined, intelligent address, and most 
 practical. Superintendent C. C. Miller delivered an eloquent discourse upon 
 English Literature. The evening lecture was by Dr. E. E. Sparks upon Horace 
 Greely and American Reform Movements. 
 
 On Saturday morning the as.sociation divided into two sections, a primarv 
 and a high school section; in the former Reading and Primary Methods were 
 the subjects considered; iti the latter. Specialization in the High School, and 
 First Year Latin. 
 
 When the sections again came together they heard Dr. Duvall, of the O. 
 W. L'., upon the Intellectual Life, Professor Scott, of the Universitv of Mich- 
 
l6o EDUCATIONAL HISTORY OF OHIO 
 
 igan, upon How to Use Practical Art in Teaching of English Composition, and 
 Commissioner Ednnmd A. Jones in an inspiring address upon Patriotism. 
 
 THE EASTERN OHIO TEACHERS' ASSOCIATION 
 
 At a meeting of the State Teachers' Association in 1871 three teachers 
 resident in the eastern part of the State, M. R. Andrews and D. W. Matlack, 
 of Steubenville, and John McBurney, of Cambridge, reached the conclusion that 
 the time had arrived for another local association to be founded. Its first meet- 
 ing was held in Cambridge, and Mr. McBurney, twenty-five years later, tells 
 its story. This Quarter Centennial was held in Cambridge also. 
 
 "Two days before the time fixed for our first meeting, September 30, 1871, 
 the schoolhouse on the hill at the east end of Cambridge was burned, and with 
 getting rooms ready for the eight schools thrown out by the fire we were not 
 in good shape for the meeting. We were not, however, troubled about pro- 
 grams, hotel accommodations or railroad rates. We were not looking for a 
 crowd and were not disappointed. We were not sure who would come or when 
 they would arrive, and on the evening of September 29 went to a prayer meet- 
 ing held in the lecture room of the United Presbyterian Church, the room to 
 which you are invited to repair at the close of the exercise here this evening. 
 Just as the exercises of the meeting were closing a handful of wise men from 
 the East made their appearance, and the whole audience remained while Profes- 
 sor Edwin Regal, of the McNeely Normal School of Hopedale, Ohio, delivered 
 what may properly enough be considered our first annual address. 
 
 "The next morning, September 30, we assembled in the old town hall, which 
 now exists only as a memory. I can still see it as it appeared that day, with its 
 hard, straight-backed benches, and the little crowd of twenty or thirty gathered 
 along the north side near the big Burnside stove, for, though so early in the 
 fall, it was a raw, cold day. There were present Andrews, Rowe and Matlack 
 of Steubenville, Myers and Robb of Cadiz, Regal of Hopedale, McEwen of 
 Barnesville, Gooderl and Frame of Washington, McKitrick of Cumberland, Keil 
 of Point I'leasant, Reuben McMillen of Youngstown and H. J. (iourly of Pitts- 
 burg. These last two were of that much abused Init useful class of our fellow 
 citizens known as book agents, without some of whom no teachers" meeting 
 would be complete. In addition to these from a distance there were present 
 School Examiner C. B. Hutchinson, Miss Anderson, Miss Beatty, Miss Turner, 
 teachers in the Cambridge schools, and perhaps a dozen others, certainly not 
 more. 
 
 "W. J. Mvers, of Cadiz, was made chairman and John AIcF.urney Secretary; 
 .Andrews, Regal and Miss D. V. Anderson were appointed a committee on con- 
 stitution. Mr. Andrews explained the objects of the meeting, and the chairman 
 read a paper prepared by Superintendent AIcLaughlin, of McConnellsville, who 
 cotild not be present on account of poor traveling facilities. Railroads were not 
 so numerous in this section of Ohio in 1871 as they are now. Reuben McMillen 
 discussed the subject, 'Inherited and Acquired Habits.' This gave the Associa- 
 tion a sort of psychologit-al turn at its beginning. 
 
EDUCATIONAL HISTORY OF OHIO i6l 
 
 "The officers elected were : President, W. J. Myers ; Vice-Presidents, John 
 McBiirney and A. M. Rowe : Secretary, J. L. Robb ; and there must have been 
 some funds to look after, for J. A. AicEwen was made Treasurer. Edwin Regal, 
 D. W. Alatlack and R. S. Frame were the executive committee. The Associa- 
 tion then adjourned to meet in Steubenville January 12 and 13, 1872. It was 
 understood that there should be three meetings in the year." 
 
 Of the second meeting' there is no such graphic description ; only the cold 
 item sent to the E(hicati(inal Montlilw from which it appears that there was 
 no meeting in January and the Steubenville meetiii'T was the second. It was 
 held Ala\- 4. Professor lujwin Regal presided. Commissioner Harvey gave 
 an excellent address upon Emotional Culture: Rev. J. .\. Worden of Steuben- 
 ville spoke on Professional Training: J. J. llurns. of St. Clairsville, gave a 
 lecture on Reading and, in the discussion following, besides those already 
 named, Messrs. Forbes, of Cleveland; McMahon, of Wheeling; and Andrews, 
 of Steubenville, engaged. Mrs. Devoir, of the Steubenville schools, conducted 
 a very creditable class exercise. An excellent dinner was served bv the teachers 
 of the city. J. J. Burns was elected president for the next year. The time for 
 the ne-xt meeting was September : place, Bellaire. 
 
 The record of the llellaire meeting shows that one hundred and twenty 
 teachers were present ; that the inaugural address concerned Human Nature, or 
 the I'oy. ] 'resident Hays, of Washington and Jefferson College, gave a fine 
 lecture on Educated b'ailures. and valuable papers were read by Mr. McBurney, 
 Mr. .\.ndrews, and Miss .Sutherland. Miss Greenwood, of tlie Bellaire schools 
 conducted a class exercise in calisthenics, Xo notice of the next meeting was 
 given and all traces vanished from the current history of the Association till 
 1876, when a session at Cambridge is scantily re|)orteil. J. M. Yarnell, of 
 P.arnesville was president. In 1877, December 1 and 2, there was a session at 
 Steubenville of the S. E. ( ). T. .\. "hereafter," the report sa\s, "to be known 
 as the Eastern Ohio Teachers" .Association." though the third meeting at Bellaire 
 was announced under that name. 
 
 Miss Delia .\. Lathro]i, of Cincinnati, read a paper on The Lady Teacher. 
 Dr. Samuel Findle}', of Akron, and D. P. Pratt of Bridgeport presented the 
 Sources of the Teacher's Power. Al. R. .Andrews spoke upon Moral Culture,, 
 and J. T. Duff of Bellaire, upon Alethods of Conducting Examinations. Aliss. 
 Sutherland, of Steubenville, gave a lesson in English literature. 
 
 In 1878, "the eighth annual meeting — E. C). T. A. — met in Cambridge. 
 Commissioner Burns delivered an inaugural." The report indicates a large and 
 successful meeting. .At the evening session Ungraded Schools was the topic, 
 and there was a unanimous vote in favor of county supervision. 
 
 llie quarter-centennial celebration was held in Cambridge, 1895, the place- 
 of the first meeting, its welcoming being the reminiscence with which this sketch 
 began ; and, in 1904, the association returned for the fourth or fifth time to its- 
 birthplace. The proceedings are not at hand except another welcome from the 
 same speaker, an extract from which will serve for a word at parting: "C)ur 
 auditor and probate judge are both ex-teachers and ex-countv examiners. Our 
 treasurer is an ex-teacher, and the judge of our courts is an e.x-teacher and a 
 
162 EDUCATIONAL HISTORY OF OHIO 
 
 former principal of our his'li .school. Ex-teachcrs constitute a large, influential 
 and useful class of our fellow citizens; still. 1 wish there were not so many of 
 them. Their number indicates that much nf our educational work has been 
 done by tyros; that there has been much exiK-rimenting- and necessarily much 
 good material spoiled or injure<l. 
 
 If I could have my way there would not be so many ex-teachers. I would 
 have everv one, before entering tipon the work, take a complete course in peda- 
 gogics. Then, after trial, if a teacher were successful. I would make the salary 
 large enough, so that he would not need to seek other employment in order to 
 gain a livelihood." 
 
 This selection contains sound pedagogy, and a condensed chapter of educa- 
 tional history, subject, — one great obstacle in the way of the success of our 
 public school system. It also points out where to plant young. Ambition's ladder 
 to climb to preferment. 
 
 THE SOUTHEASTERN OHIO TEACHERS' ASSOCIATION 
 
 There were two associations organized and given this fourteen syllabled 
 name. The first in 1871, some snatches of whose history have just been given, 
 and which soon somewhat shortened the heading: the second in Marietta, 1878. 
 The mention in the Educational Monthly calls it "the first annual meeting." It 
 was to embrace Wootl County, W. Ya., and Washington, Meigs, Athens, Mon- 
 roe, Morgan, Xoble, in ( )hio, with sucli other counties as might come into the 
 union. The topics presented were the School, the Si ail of the Higher Life of 
 the State, Ohio School Law, Human Xatarc, the High School (Juestion. the 
 Study of English, What is Success? .\ ci institution was adopted and officers 
 were elected. Dr. T. W. Andrews, I'rof. ( ). M. Mitchell, and others of the 
 college faculty were present and joined in the discussions. 
 
 The second meeting was held at -\thens in i87(;. Meetings followed at 
 Parkersburg, Logan, Gallipolis, and other ])laces tn the present date. 
 
 THE SCIOTO VALLEY TEACHERS' ASSOCIATION 
 
 'l"he date and data of the first meeting are not disclosed in the sources at 
 hand but it is recorded that the third meeting was held in Chillicothe, 1880, 
 A])ril 16 and 17, "with a good attendance." and further, which is full of sug- 
 gestions, '"every appointee was faithfully and punctually present, and the pro- 
 gram was executed throughout as follows : Inaugural Address. American Lit- 
 erature, J. W. Longbon ; Pedagogical Parade. Samuel J. Major; llrains. Pro- 
 fessor Tutlle; Practical Education, M. C. Campbell: Rhetorical Work, Principal 
 Long: School Legislation, the Commissioner of Common Schools. The next 
 meeting was to be held in Jackson at the call of the executiye coinmittee. 
 
 .\s the meeting. 1871), M;i\ <) and 10, with the s;une president as alioye. also 
 adjourned to meet in Jackson, Decenilier _'i'i. some historic doubt hovers, but 
 there was a session in Ironton, 1S82. May 5 and 6, with an excellent "pro- 
 
EDUCATIONAL HISTORY OF OHIO 163 
 
 gramme" : Lessons from Experience, J- A. Lowes, discussion by Commissioner 
 DeWolf; Compulsory Attention. W. 1!. \\'ylie : Integrity as an Element in Edu- 
 cation, T. C. Flanegin ; Pedagogical Impediments, A. J. Hawk ; Indirect Influ- 
 ence of Teachers and Teaching upon the Formation of Character, Miss H. U. 
 Maxon. In the evening T. C. Mendenhall spoke on Education in Japan. "The 
 attendance was large and every exercise interesting and profitable" ; a combina- 
 tion and a form indeed that will always give assurance of success. 
 
 THE SOUTHWESTERN OHIO TEACHERS' ASSOCIATION 
 
 No one would fear that the part of the State that first nourished a system 
 of free schools and which an educational organization first honored, would, in 
 the later time, be barren soil for the growth of a teachers' association, nor has 
 it been. 
 
 In 1882, according to a statement in the Ohio Educational Monthly, page 
 487, the ninth meeting of the "'Southwestern" "was held at Cincinnati, October 
 28." The program follows. In the December number there is a brief hislory 
 of the meeting. Substitutes were furnished for the president of the board oi 
 education, who was to have welcomed the association and for the gentleman wno 
 was to have replied. 
 
 There was an overture by the Cincinnati music teachers. President Mickle- 
 borough's inaugural address upon the great Educational Problems of the Hour, 
 a paper by J. C. Macpherson, superintendent of the schools of Wayne county, 
 Indiana, upon Grading in District Schools which was discussed at length by 
 Commissioner De Wolf. The large hall of Hughes High School was crowded. 
 
 Going toward the origin of the association, though without finding it, one 
 may look upon announcements of meetings in pairs in '81 and '80, sometimes, 
 as in October, '80, a stark outline of the proceedings. 
 
 Coming forward by flights a decade in span one finds the S. W. O. T. A. 
 flourishing in 1892 and in 1902. 
 
 There was an organization which continued several years, '79, '80, '81, '82, 
 at least, called the Tri-State, which, being interpreted, signified Michigan, In- 
 diana, and Ohio. The sessions were well attended. 
 
 For many years the Round-Talile has been multiplying ujnin the fair face 
 of the State and lapping over in courteous communion with other States. In 
 these, all sorts and conditions of sclmol i|uestions are taken from their places 
 of concealment, or they come warm from some school man's personal experi- 
 ence, and treated in the frank informal way which is possible when a speaker 
 is not in the critical act of making a speech. The name suggests the mode. 
 
 Pjut the round-tables are so numerous, likewise the other educational group- 
 ings not yet mentioned that their census would rival Banquo's issue. Their 
 cause, it is just. May they live long and prosper! 
 
 Something too much of this perhaps, ])ut the writer's onlv aim here as 
 elsewhere is to afiford the reader a fair idea of the many educational agencies, 
 these of which the law knows nothing as well as th<ise that are at least under 
 
11)4 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 the edge of her protecting; wing, l^eHeving they are all included in educational 
 history. 
 
 Whatever Ohio is or may become in those things which constitiUe a State, 
 these societies, organized and maintained by the zeal and the vuluntarx contribu- 
 tions of the teach&rs, have aifled, and will continue to aid. in bringing about. 
 
CHAPTER XIV 
 
 STATE SUPERVISION: 
 
 THE SUPERINTENDENTS 
 THE COMMISSIONERS 
 
STATE SUPERVISION 
 
 THE SUPERINTENDENTS 
 
 Samuel Lewis: 
 
 Elected Ijy the Legislature for one year. March 30. 1S37: re-elected for a 
 term of five years; resigned December, 1831J. ( )ffice abolished March 21,. 1840. 
 
 William Trexitt, Ex officio ....... 1840 
 
 John Sloane, "........ 1840-1843 
 
 Samuel Galloway, "........ 1843-1849 
 
 Henry W. King, "........ 1849-1851 
 
 William Tre\-itt, "........ 1851-1854 
 
 OllK) has written for herself two Constitutions, in neither of which is 
 found a constitutional basis for the office of State Superintendent of 
 Schools, nor a clear utterance for free schools. 
 
 The standing committee upon education in the Constitutional Convention 
 of 185 1 made a majority and a minority report, each of which contained the 
 provision: "The General Assembly shall provide for the electioiL by the people, 
 of a Superintendent of Common Schools," but it did not obtain ratification by 
 the Convention. It simply made it the duty of the General Assembly to make 
 such provision as "will secure a thorough and efficient system of common schools 
 throughout the State," w-hile the Constitution of 1802 had declared that "schools, 
 and the means of education shall forever be encouraged by legislative provision." 
 
 These constitutional enactments left the matter of State Supervision of 
 Schools to the varying judgment or prejudice of the legislature, and it has trav- 
 eled a "rough, uneven way." 
 
 This example was not followed by Alichigan, which came into the L'nion 
 in 1836 under a Constitution which declared that the governor shall nominate, 
 and b}' and with the advice and consent of the legislature, in joint vote, shall ap- 
 point a superintendent of public instruction, who shall hold his office for rwo 
 years, and whose duties shall be prescribed by law. 
 
 In the first Constitution of Wisconsin, 1848, the Article, Education, provides 
 that the supervision of public instruction shall be vested in a State Superin- 
 tendent and such other officers as the legislature shall direct. The State Super- 
 intendent shall be chosen by the qualified electors of the State. The first superin- 
 tendent was chosen in 1850. 
 
 Indiana has a constitutional provision, 185 1, for the election by the voters 
 of the State of a State superintendent of public instruction; also "for a general 
 system of education, ascending in a regular gradation from township schools to 
 a State L'niversitv, wherein tuition shall be gratis and equally open to all." 
 
l68 EDUCATIONAL HISTORY OF OHIO 
 
 W aves of emotional excitement can not usually be traced to their complex 
 causation, as the tidal waves when the sea bares her bosom to the moon. Their 
 times and seasons are not known to any almanac, but they come and the\- go. 
 
 It was (luring the flow of one of these that Michigan began the work just 
 noted: that, in Cincinnati, was brought into being an educational society, great 
 in the zeal, eloquence and ability of its members and honored in the good that 
 lives after it ; that the legislature of Ohio commissioned a distinguished scholar, 
 who. on another errand of enlightenment was going abroad, to look closelv into 
 and report upon the condition of common schools in Europe : that the legislature 
 of Ohio passed an act establishing an institution for the education of the blind: 
 that the first Ohio State Convention of teachers was held: that a resolution was 
 ofifered, 1837, in this same body by Alfred Kelly, a wise and eminent statesman 
 of Franklin county, instructing the committee on common schools to inquire into 
 the expediency of creating the office of Superintendent of Common Schools. 
 
 The committee reported favorably, their report was embodied in a bill and 
 the bill became a law : to create the office of Superintendent of Common Schools 
 for the State, to be elected by the legislature for the term of one year at a salary 
 of $500. 
 
 The "tide" was not sweeping with the force of a young deluge, for the bill 
 passed tlie house of re])rcsentatives b\ a vote of tliirt\-five to thirtv-four. It 
 may he not far from the subject to n(jte the ratio between the legislative idea 
 of the material wealth of the State and the spiritual. The salary of chief geolo- 
 gist was made $2,000. with $400 additional for contingent expenses. 
 
 Senator Price, of Hamilton county, named li\ resolution Samuel Lewis as 
 the incumbent of the newl}- created otfice. and in March. 1837. this resolution 
 was adopted by both houses. 
 
 Mr. Lewis looked over the field as presented in the meager and unreliable 
 reports of county auditors, thirtx-three of these officers having complied with 
 the demand of the legislature to re|)ort concerning schools, school children and 
 such other information as might be useful, and onl\ upon the urgenc\' of his 
 ]X-rsonal friends acc-epted the office. Having accepted, all hesitation was be- 
 hind him. 
 
 The story of hi^ immediate labors has been told often, as if to stimulate 
 others who have a similar task, but, perchance, not a like overpowering zeal. 
 Almost all his journeying was done on horseback, most of it over bad roads and 
 through a sjiarsely settled country, .\fter averaging t\vent\-six miles a dav. 
 he spent, as he wrote in one of his letters, three or four hours in conversation 
 on school matters, and frecpiently. in addition to all this, spoke to the pnlilic- 
 at night. There was no precedent to follow, and he had a large and uncharled 
 territor) for the exercise of his comiireliensive interest and bomidless energv. 
 
 Mr. Lewis's first report to the k'gislatm-e was made in Januar\ . 1S3S. In 
 that legislature were a number of men of tine abilit\, se\eral "f them distin- 
 guished for their efforts at dift'eri'nt times in briialf of some ad\ance in school 
 legislation, twn of them governors in the after time. The report was carefull\- 
 considered and the inllnence of Mr. Lewis's elo(|nent tongue given l>lay. and the 
 result was the st-hoo] law of 1S38. The opposition was determined, proposed 
 
EDUCATIONAL HISTORY OF OHIO 169 
 
 ingenious but radical amendments and attempted to postpone linal action, but 
 the leader^ in charge of the bill were more skillful and their following was 
 sufficient to carry the measure through. 
 
 In this law the duties of the State Superintendent are prescrilied. doubtless, 
 to a great extent, the result of the incumbent's thought and experience : to fur- 
 nish the auditor of state annually an enumeration of all white vouth between 
 four and twenty-one years of age ; collect all information deemed important 
 and report it annually to the legislature, suggesting amendments to the school- 
 system should he deem them necessary : ascertain and report the value of all 
 school lands and the amount of funds due each township ; furnish forms for 
 all reports to those who were to make them ; have general superintendence over 
 all property given for the purpose of common school education ; cause prosecu- 
 tions in the courts for all "waste committed or about to be committed, either bv 
 misuser or nonuser:" retiuire reports of all persons having school property in 
 charge. 
 
 It was in evidence that the Superintendent was to attend to the foregoing- 
 duties somewhat incidentally, his great work being in the field or "on the roa<l," 
 and to prevent any Hitting hour from passing without imjirovenient stamped 
 upon its wings. By authority of th^ legislature the Superintendent was to edit, 
 and did edit for a time, an educational journal, the Common School Director. 
 
 In his various reports and in the Director Mr. Lewis advocated free schools 
 and a tax adequate to support them : township high schools : county supervision : 
 the erection of good school Iniildings : teachers' associations; a state university; 
 a state normal school : free school libraries ; the publication by the State of a 
 magazine devoted to the State's educational interests. Perhaps unconsciously 
 he was scanning a century and laying out work for his successors. 
 
 At the end of Mr. Lewis's first year he had been re-elected for a term of 
 five years, and the annual salary increased to $1,200; all of this, as he reports, 
 went for traveling expenses, leaving him the lofty consolation that he was 
 serving liis State without ]irice. 
 
 I'.y his eloquence he aroused his audiences to a high pitch of interest, wdiich 
 often shrunk upon his departure. As C. IS. Galbreath finel\' says: "When he 
 could get the eye and ear of the opposition he won gloriously." Me said that 
 everywhere men agreed with him, applauded his speeches, but did nothing. It 
 is polite and pleasant to contradict this as a universal truth. Years afterward, 
 m their reports, men sometimes dated some good thing to an address by Samuel 
 Lewis. The following sentence, in a report by Robert W. Steele, of Dayton, 
 does not stand alone : "It was one of Samuel Lewis's addresses that led to the 
 public meeting in 1838, which resulted in the building of two schoolhouses." 
 
 While all his great work for educational progress was not wasted on the 
 people, it did not move the average lawmaker, and the three foes, "avarice, 
 ignorance and the small politician," he could not conquer. 
 
 The opposition to the office and its incumbent was growing, Mr. Lewis's 
 health was sadly impaired, and on the 24th of December, 1839, he presented 
 his third annual report and resigned. After nuich wrangling over the office, 
 now emptied of its first, and. nnder that title, only occupant, the legislature. 
 
EDUCATIONAL HISTORY OF OHIO 
 
 March 23, 1840, passed an act whose title reads a lesson on "the uncertainty 
 of human affairs." The act of 1838, second clause of the title: "to create per- 
 manently the office of superintendent of common schools;" the act of 1840: 
 "to abolish the office of superintendent of common schools." 
 
 The disposal of the office, as J. W. Taylor tells the story, was not easily 
 or gracefully done. There was a motion to reduce the salar\- and give the 
 Superintendent a clerk in the auditor's office, himself a clerk. This passed the 
 house, but was amended in the senate by making the auditor of state stiperin- 
 tendent. Then fell a motion to aliolish and vest the jjower of State Superinten- 
 dent in the township trustees, thus providing superiiuendents by the thotisand, 
 and ten senators voted for it. As that was lost, a motion prevailed to allow the 
 auditor $400 for a clerk ; likewise an amendment to insert secretary of state 
 for auditor. The house declined to concur and conuiiittees of conference ap- 
 peared, first and second. Meanwhile the senate had done its part by a large 
 majority in the election of its clerk as State Superintendent. The house reftised 
 to act upon this, but accepted the report making the Secretary of State Super- 
 intendent, thus confirming the senate's action. The Secretary of State was made 
 State Superintendent, which means the transfer of the clerical duties and cor- 
 respondence upon points of school law. $400 were voted to employ a clerk, and 
 the curtain fell. 
 
 During the interval between 1840 and the act of 1853, which created the 
 office of State Commissioner of Common Schools, the following named gentle- 
 men were Secretaries of State and, consequently, were State Superintendents: 
 William Trevitt, J. Sloane, Samuel Galloway, Henry W'. King and William 
 Trevitt. again. 
 
 These .Secretaries, albeit some of them complained of the work, foreign to 
 their department, thrust upon them, in some lines did excellent work in plead- 
 ing for desired additions to the system. .Mr. Trevitt advocated normal schools ; 
 Mr. .Slciane made a stout appeal for schriol libraries; Mr. Galloway not only 
 made seven re]x:)rts that are regarded still as a valuable addition to educa- 
 tional Iterature, but he was continually in correspondence with school men 
 and frequently on the platform making an educational address. For several 
 consecutive years he was president of the Ohio State Teachers' Association. 
 Mr. King gave a revision of the school laws in force, as Mr. Sloane had done. 
 He did a full share in having the State School h'und increased to $300,000 in 
 1849. In his report for 1851 he paints the picture of the worse half of the dis- 
 trict schools with the skill of a professional, but avers that the other side of the 
 picture is much brighter, "that progress, almost infinite, has been made in the 
 cause of education in the last fifteen years." He speaks in warm praise of 
 the (^hio State Teachers' As.sociation, particularly of its having at its own cost 
 employed an agent, Mr. Lorin Andrews, for the purpose of "organizing union 
 schools, conducting institutes and enlisting the interest of the citizens in the 
 subject of common school education." Mr. .Andrews's report, as chairman of 
 the Executive Committee of the association, is pulilished as an ap])cndi.\ to that 
 of the Secretary of State. 
 
EDUCATIONAL HISTORY OF OHIO 171 
 
 The first and most prominent hindrance to the success of common schools 
 in Ohio, from the Secretary's point of view, is the comphcated condition of 
 the school law. 
 
 As the foes of the common school system were tmtiring in their attacks 
 upon the statute establishing supervision while it was in force, so its friends 
 continued the argument in its favor during the period of its absence from 
 the law. 
 
 Mr. King gave it a final word: "Without thorough and constant super- 
 vision on the part of the State the scliool system can never be made harmonious 
 in all its proportions." 
 
 Each of the Secretaries had spoken urgently upon the same public need. 
 They recognized the value of reliable statistics, especially regarding an enterprise 
 of supreme importance and no small outlay of that medium into which human 
 labor and life is condensed, and they realized that a clerk's desk in a corner of 
 an office for the transaction of other affairs was not a competent educational 
 bureau. 
 
 The succession of intelligent governors had dwelt upon the duty of the 
 legislature to undo what it had done and restore the office, (jovernor Corwin, 
 December, 1841, may he quoted as a worthy representative of these: ".A.11 ex- 
 perience and observation of man's nature have shown that merely intellectual 
 improvement is but a small advance in the accomplishment of a proper civiliza- 
 tion. Without morals civilization only displays energy, and that the more fear- 
 ful in its powers and purposes as it wants the restraining and softening influences 
 which alone give it a direction to objects of utility or benevolence. 
 
 "The object in view when our present system of common schools was estab- 
 lished by law was, doulitless, the same embraced by the provisions of the Con- 
 stitution. .\s the haljits and opinions of our population touching the subject 
 were exceedingly diverse, the system worked its way to favor in the pulilic mind 
 under auspices by no means favorable. '* * '■' 
 
 "The law formerly provided a Superintendent, with powers of general su- 
 pervision of the schools throughout the State. This officer has been dispensed 
 with and his duties transferred to the Secretary of State. The time of this 
 officer, and his attention, it is obvious, will generally be mainly employed in the 
 proper duties of Secretary of State. I submit to the legislature whether it is 
 not proper, even in a pecuniary view, to devolve the duties of general Superin- 
 tendent of Common Schools upon one whose exclusive business it shall be to 
 discharge them." 
 
 The Ohio State Teachers' Association, at its first meeting, held in I)a_\ton 
 in June, 1848, unanimously resolved that to give life and efficiency to any com- 
 mon school system, however well digested, the creation of the office of State 
 Superintendent of Common Schools, with a salary sufficiently liberal to com- 
 mand the best talent in the county, is imperiously demanded. This was followed 
 by the presenting of large numbers of petitions to the legislature at its next 
 session. All these emphatically announced opinions and this freelv proffered 
 advice came, in the way of anywise speedy results, to naught. In 1850 a State 
 Board of Education was established on paper, but the legislature adjourned 
 
EDUCATIONAL HISTORY OF OHIO 
 
 without making the necessary appointments, and it was then that the State Asso- 
 ciation, inspired by the courage that springs from desperation, initiated the action 
 of the "old man eloquent" in the American Congress, and "put the question 
 itself." It commissioned an agent, — a humbler title, perhaps, — but for three 
 years Mr. Lorin Andrews was State School Superintendent, in the field, with 
 the warm approval and cooperation of Superintendent ex officio. 
 
 It will be recalled that the Constitutional Convention of 1850-1851 did not 
 add a State Superintendent of Common Schools to the list of constitutional 
 executive State officers, although there was a jiretty strong sentiment in favor 
 of such a measure. It was left, like other essentials of "a thorough and efficient 
 system of common schools," to the wisdom of the (ieneral Assembly. This body, 
 in the school law of 1853, about which there is recorded such abundance of dis- 
 cordant opinion, organized a separate school de])artment at the seat of govern- 
 ment and placed in charge of it a State Commissioner of Common Schools. 
 
 THE COMMISSIONERS 
 
 11. H. n.\KXi-:\-, elected in 1853. 
 
 A\so.\' SiMVTii, elected in 1856 and 1859. 
 
 C. W. H. C-\THi ART. elected in iS()2, resigned i8r)3. 
 
 E. E. W'lirn-;. appointed in 11^63. 
 
 Joii.x .-\. XoRRis. elected in 18(15 and 1868, resigned iS6j. 
 
 W. n. Hexki,!-:, appointed \>^C)i), resigned 1871. 
 
 T. W. H.\R\i-:v, appointed 1871. elected 1871. 
 
 C. .S. .Sit.ART, elected 1874. 
 
 J. J. Burns, elected 1S77. 
 
 b.E. Dr. Wolf, elected 1880. 
 
 L. D. Bkow.x, elected 1883. 
 
 E. T. T.\i'P.\.\. elected 1886. died in 1888. 
 
 Jonx H.\.\cot K. apiKiinted 1888; elected 1881). died in 1891. 
 
 C. C. Alii.i.iCR. a])pninte(l i8()i; resigned i8(ji. 
 
 O. T. CoRSox. ap|)ointeil i8(;i : elected i8i)i and 181)4. 
 
 L. D. 1'.o.\i;i;k.\ki-:. elected 181)7 and 1000. 
 
 E. A. Joxi:s, elected 1903. 
 
 The nfiice having been created, naturalK' the first query in the minds ot 
 tliose who had waited with cnmniendable impatience was, who should fill it? 
 Th.- man must promini'iit in their eye as the successor, after nmre than a 
 decade, of Sanuiel Lewis, was Lorin .\iidrews. 
 
 .\ verv laudable notion ])ervaded the State Teachers' .\ssociatinn that it 
 wiinid be an excellent thing it this office cnuld be kept "out of politics." Put- 
 ting those two olijects of their desire into tangible fdiin, the Association passed 
 a resolution setting forth the (|ualific;itions of .Mr. .\ndrews. and earnestly 
 recommending him in the peujile of < )hii> as a fit person for State Commissioner 
 of Common Schools. The matter was taken u|) in some of the institutes and 
 resolutions passed in its favnr. The ( )hio Journal of Eilucatinn published cir- 
 
EDUCATIONAL HISTORY OF OHIO 
 
 173, 
 
 SAMUEL LEWIS 
 1837 to 1840 
 
 HIRAM H. BARNEY 
 1854 to 1857 
 
 ANSON SMYTH 
 1857 to 1863 
 
 EMERSON E WHITE 
 
 1863 to 1866 
 
174 EDUCATIONAL HISTORY OF OHIO 
 
 cular letters signed by leading teachers. It affirmed that the opinion of good 
 men of all parties seemed to be that the State Commissioner of Schools should 
 be selected without reference to party preferences. It believed that the teachers 
 of the State and the active friends of education were unanimous in desiring 
 that Mr. Lorin Andrews should be the People's candidate. But "the children 
 of light" must not shut their eyes to the difficulties that attend matters wherein 
 they propose and the disposing is with "the children of the world." The diffi- 
 culty shows through the phrase of the circular, "the I'cnple's candidate." The 
 Republican party would have a ticket, the Democratic party would have a ticket, 
 but the "People" would have no ticket. History tells of a not entirely dis- 
 similar condition at one time in Rome. 
 
 The teachers" influence in bringing desired legislation to pass, and in pro- 
 tecting laws they wish to remain on the statute books is generally spoken of 
 slightingly, but this lightness has its source in ignorance of the array of good 
 features that came to birth at their persistent summons and of the undesirable 
 things that were kept from so doing; l)ut when an office is to 1ie filled the 
 curtain rises upon another scene. In the matter under cimsideration the edu- 
 cational men were calling upon politicians to ignore politics. The call was not 
 heeded. .\ commentary, startling in its luminousness, is written upon this 
 effort by the composition of the .State P.oard of Examiners before it was made 
 bi-partisan Iiy statute, though they were all, all honorable men, and likewise were 
 they who appointed them. 
 
 The things required of the State Commissioner as laid down in Section 47 
 were to give bond under the penal sum of $10,000 that he will truly account 
 for all moneys that may come into his hands in his official capacity: that he will 
 faithfully perform all duties enjoined upon hiiu according to law : take and 
 subscribe to the usual oath or affirmation ; give attendance at his office at the 
 seat of government when not absent on public business ; spend each year at 
 least ten days in each judicial district in various public and private services; 
 purchase libraries and apparatus as soon as the revenues will admit : exercise 
 supervision over the educational funds : prescribe forms for reports of schools 
 and require copies of reports; cause the school laws to be printed and distri- 
 liuted ; make an annual report to the Tieneral Assembly, or the goverunr, an 
 outline of the matter it shall contain being given. The salary pertaining to 
 the office was $1,500, increased after a few years to $2,000, and not to the 
 credit of the great and rich State of Ohio, it has rested there to the present. 
 
 The function of the Secretary of State as State Superintendent of Common 
 Schools ceased March i, 1853, and there was an office created for the exercise 
 of this function but necessarily it was empty till the time came for Mr. P.arncy 
 to fill it, namely January, 1854. 
 
 Mr. Trevitt, who was Secretary of .Stale when the superintendency of schools 
 was thrust upon that office. \yas elected as the first secretai\- under the new- 
 Constitution, and he reported thrU during that inlerregnum letters in great 
 numbers came to him with inquiries alin\u the interpretation of the new kiw. 
 His answers were now unofficial, but it was his dail\- jiractice to repp-. ex])lain- 
 ing provisions in apparent conflict and nuich oftener advisins;' the embarrassed 
 
EDUCATIONAL HISTORY OF OHIO 
 
 175 
 
 JOHN A. NORRIS 
 
 1866 to 1869 
 
 WM. D. HENKLE 
 1869 to 1871 
 
 THOS. W. HARVEY 
 
 1871 to 1875 
 
 CHAS. S. SMART 
 
 1878 
 
176 EDUCATIONAL HISTORY OF OHIO 
 
 askcr (if the question to read the law. He rejiretted thjat a Commissioner was 
 not appointed or elected immediately upon the taking effect of the law, believing 
 that it would have prevented much of the opposition. However, Mr. Barney, 
 the Commissioner elected in the fall of 1853. aided in this work of advice 
 and explanation, for in April, 1834. a few weeks after the Secretary's report 
 just referred to, he submitted to the Senate at its recjuest "copies of such ojimions 
 as he may have been called upon to give in relation to the School Law." 
 
 Correspondence concerning the new code was enormous during Mr. Barney's 
 entire term. It is very large even in ordinary times, if there be such times, 
 with no new statute to interpret. .As an attorne\' hy profession he was especially 
 fitted for this work. 
 
 Mr. Barney's term was a period of defensi\'e warfare, for the opponents 
 were persistent and untiring in their efforts to amend the law out of existence. 
 He was indefatigable in his efforts to |irevent the passage of these amendments, 
 and b\" the aid of influential teachers, lined with petitions from all over the State, 
 wa.s entirely successful. 
 
 Tile initiati(jn of the library law ailded largely to the labors of the school 
 department. 
 
 -Mr. Rarne\- made careful research into such important matters as the school 
 lands, the irreducilile school funds. His discussions of the ill condition of the 
 comuK.)!! schools, their crying need of better houses and more competent teachers 
 were pungent indeed. 
 
 It is difficu't to accoimt for it, but it wears the same complexion as the 
 low salary attaclicd to the office, and the scattering fire of bills to abolish it, 
 that one careful compiler of statistics, whose inclinations seem always to lean 
 to the Common School side, enlists .Mr. P>arney among Governor Medill's 
 ap]-iointees, does not jilace .\nson .Smyth's name in the directory of Governor 
 Chase's first ye;ir, and in the second. ])uts it below that of the Supervisor of 
 Public Printing, and no successor of his a])pears either as an elected or an 
 ajipointed officer. 
 
 Rev. .\nson Sm_\th was elected and re-elected, s])ending this long period in 
 earnest labors. The defensive warfare continued. Tl.ese men did not fi.ght 
 for the continuance of the commissioner's office from personal mitives. P>e- 
 lievnig what the\' and the school men generally believed, their course was the 
 dictate of pure patriotism. In his last report ^Ir. Smyth said: "I have spent 
 nearly four hundred days in this employment — duties calling for ten days 
 annuall} in each judicial district — have traveled about twenty thousand miles in 
 the discharge of these duties ; have addressed not far from four hundred educa- 
 tional meetings, large and small: have visited ever\- one of our eightv-eight 
 counties mori.' than once, etc." 
 
 In .\lr. Smyth's reports the clergyman sonUinies shows through llie school 
 ofiicer. and. in no wise related to the statement just in;ule, bis love of humor, 
 or fun. pt'rbaps. k'd to this request in a circular to countx school exttminers. 
 also in one to graded school examiners. ".\necdote> illustrative of the knowl- 
 edge or the ignorance of teachers are requested. Tb.-U the\- ni;i\ be anuising 
 or ludicrous, even, will be no olijection l<i their reception." I'or so:ue reason. 
 
EDUCATIONAL HISTORY OF OHIO 
 
 177 
 
 / 
 
 J. J. BURNS 
 1878 to 1881 
 
 D. F. DeWOLF 
 1881 to 1884 
 
 LEROY D. BROWN 
 
 1884 to 1887 
 
 ELI T. TAPPAN 
 1887 to 1888 
 
178 EDUCATIONAL HISTORY OF OHIO 
 
 though mistakes were plenty as blackberries, and often shameful, the crop of 
 humor was exceedingly small. 
 
 In one of his reports, Mr. Smyth publishes what would now be called a 
 "symposium" upon "Simultaneous Studies." The fly to which a number of the 
 prominent teachers were to rise was the question whether our pupils do not 
 carry on loo many studies at the same time. The discussion was ver)- inter- 
 esting. The answers are arranged in three, classes. The first means "ves" ; 
 the second, a modified affirmative; the third, "no." 
 
 In Dr. E. E. White's term of office and doubtless through his influence the 
 law was passed requiring applicants for certificates to pay a fee, which fees have 
 ever since been the main su])])orL of county in.stitutes. 
 
 Another signal act of his administration was the passage of an act by the 
 legislature creating the .State Board of E.xaminers of teachers, March 18. 1864. 
 The official work of Col. John .\. Xnrris is treated at some length in his 
 liiographical sketch and in the chapter on County Supervision. 
 
 Mr. Henkle tm'ned his fine mathematical taste to a revision of the statistics. 
 Eor instance he boldly says: "I have never believed that the enrollments here- 
 tofore given in the State school reports were correct," and taking a Union school 
 which enjuyed every advantage which would draw pupils to it and keep them 
 there, and noting the per cent of the cnumeratii)n to lie aliout sixty, his belief 
 is that the real ennijlnicnt is mure than one hundred thousand fewer than the 
 numiier reported. 
 
 Air, Uenkk spent nnich time and labor uixm a bill codifying the school 
 laws. It did not have success before the legislature but is said to have been in 
 substance the law of 1873. Like his predecessors and those who came after him 
 he presented his reasons for asking for County Supervision. 
 
 Under cverv Commissioner the heavy correspondence of the office and the 
 immense amouni of travel and lecturing have continued, 
 
 Mr. Ilarve\- elaborated a plan for a P)Oar(l of Institute Managers to con- 
 duct district and county institutes; in his report for 1873 he comments upon 
 the law just passed, and presents an eloquent essay upon "Studies the Pursuit 
 of which the State should Encourage." 
 
 In his last report Mr. Harvey discussed the evil of irregular attendance 
 whether caused by carelessness of parents or li\- iniancy. He would have a 
 truant marshal in every city, but is in doul_)t aboiu the policy of an immediate 
 compulsory attendance law. 
 
 .Mr. C. S. Smart earnesth- desired the success of the schools of C_)hio and 
 the improvement of the school system but was not in accord with the majority 
 of school peo])le ui)on supervision, the state associalion. high schools, and other 
 matters. The great International Exposition at T'hiladelphia took place while 
 Mr. Smart was Commissioner. He and four assistant commissioners had charge 
 of the preparation and the care of the Ohio School b^xhibil. 
 
 ,'\s the high school discussion was at high tide when .Mr. 1. J. I'.urns lieujan 
 his work, he submitted to the .Attorney Ceneral. lion. Uaiali Pillars, the \wo 
 questions following: 
 
EDUCATIONAL HISTORY OF OHIO 
 
 179 
 
 JOHN HANCOCK 
 
 1888 to 1891 
 
 CHAS. C. MILLER 
 
 i8gi to 1892 
 
 OSCAR T. CORSON 
 
 1892 to 1898 
 
 L. D. BONEBRAKE 
 i8g8 to 1904 
 
l8o EDUCATIONAL HISTORY OF OHIO 
 
 1st. Did the framers of the Gmstitiition (Artick- \'l. Sec. II), by the 
 phrase "a thorough and efficient system of common schools throughout the 
 'State," intend t(.) authorize the General Assembly to enact laws sustaining, by 
 general taxation, any higher grade of schools than coinmon schools; for in- 
 stance, high schools with a collegiate course of studies, normal schools for 
 training professional teachers; and what did iWv mean ]i_\' the ])hrase "'common 
 schools ?" 
 
 2nd. Is a board of education, by the gerieral school act ( \'ol. 70. page 208. 
 Sec. 50 j, authorized either by its letter, true spirit, or meaning, to establish anv 
 other than difi"erent or higher grades of common schools in the constitutional 
 sense of the term conimou scliools; or ma_\' a board, under the general phrase- 
 ology employed in that section of the school act, establish, at discretion, classical 
 high schools, normal schools, and polytechnic schools, etc. ? 
 
 A logical discussion of the historical and the legal ix'ints involved led 
 Judge Pillars to the conclusion expressed in this paragraph. "It ma) be safely 
 asserted, that up to the time of the ado]ition of the constitution of 1851. so far 
 as the general common school system was concerned, no mure than the ])rimary 
 or common branches were contemplated by an\- legislation to be taught. In 
 fact, except as provided b}- special legislation (which will be presently noticed), 
 no other branches were authorized to be taught in the common schools. Graded 
 schools were unknown to the general law. 1 do not. therefore, hesitate to say 
 that, in m\ judgment, the conmion schools prior to the adojition of our present 
 constitution, meant ])ublic schools for teaching the ])rimarv i:)r common branches 
 of learning." 
 
 He then ])uts a (|uestion "more relative' to the phase of the matter then 
 in contention, and answers it. "Was the adoption of the constitution of 1851. 
 and the general laws passed thereunder in 1S53. intended to effect a change in 
 the common scliool system?" "I conclude, therefore, after a full investigation 
 of the question, that a board of education is authorized, hv the letter, true spirit. 
 and meaning of the law enacted in obedience t(.) the re(|uirements of Section 2. 
 Article 6 of the Constitution, to establish such schools, with such grades, and 
 with such courses of instructicjn in the various departments of education as, 
 in its wisdom, the public good may seem to require." 
 
 By direction of the General Assembly the Commissioner prepared and dis- 
 tributed an edition of the School laws of 1879. During this term there was 
 no slacking of the prescriptive energy of the office in the performance of its 
 essential duties. 
 
 Commissioner D. V. De Wolf devoted more attention than bad been the 
 custom to such topics as [lertain to the .sanitary conditions of school buildings 
 and premises, and to the best care that science suggests to the imiiiU: th • need 
 for a knowledge of individual and social economy, and of elementary science. 
 In his reports he discoursed alsci upon literarv culture in the schools, and needed 
 legislation for the im])rovement of the school system, lie publisbeil a syllabus 
 of lessons on the human body to be used for lectures at institutes and teachers" 
 meetings. In Mr. |)e Wolf's term the .^tate P>oard of Examiners were author- 
 ized to issue ten-\'ear certificates. This, in the words of tlu' next Commissioner 
 
EDUCATIONAL HISTORY OF OHIO i8l 
 
 was "a just recognition of ]5rofessional teachers in primar\- and in country 
 scliools Init it greatly increased the labors of the board." 
 
 Th.ere is a historical connection, but [i "' aps not a logical one, between 
 this amendment and that of April, 1884, which increastd the number of mem- 
 bers of the board from three to five. 
 
 Commissioner Leroy D. Brown followed in the road made by his prede- 
 cessors, visiting schools and attending educational meetings. His intere.st in the 
 development of the township district was marked. Much time was given by him 
 and his assistant commissioners to the Ohio School Exhibit at the World's In- 
 dustrial and Cotton Centennial E.xposition, of which an account is given in his 
 report for 1885. The subject of Public Libraries and Public Schools is finely 
 treated by Prof. E. S. Co.x in this same report. 
 
 -V change for the better was made in the section of the law which estab- 
 lished the office, and fixed the second Monday iif July instead of the second 
 Monda\- of Januar\- as the date for the beginning and closing of a Commissioner's 
 term; "until three ^■ears from the second Monday of July succeeding his election." 
 
 Dr. Eli T. Tappan served but a part of the term for which he was elected. 
 In that period, it need not be said he did his whole duty, though suffering from 
 the attacks of the enemy that cut him nff. The only tojiics that he treats of in 
 his one annual report are the changes that should be made to secure a high 
 degree of accuracy possible in the preparation of financial statistics, and some 
 matters pertaining to the examination of teachers. He approves of a suggestion 
 of the Stale Association of Examiners relative to the expiration of the terms of 
 examiners, one each year. Also that the issuing of ten-year certificates be dis- 
 continued ; that the fees paid by applicants before the State Board be paid into 
 the State treasury and the State Examiners' fees be paid out of it, and that 
 this board be granted power to compel the testimony of witnesses in a case 
 involving the revocation of a certificate. The changes in the laws were all made. 
 
 In testimony of the exalted character of his immediate predecessor and his 
 warm esteem for him. Commissioner John Hancock prefaces his first report 
 with an appreciative sketch of Dr. Tappan and a reprint of Dr. Tappan's inaug- 
 ural address before the Xational Educational Association ; no soaring oration 
 on the heights and depths, but a rational paper upon a prosaic but supremely 
 important subject; "Examination of Teachers." 
 
 Commissioner Hancock's native heath was the lecture platform and he was 
 always at his best. In his reports he touched upon many familiar topics, making 
 them look new bv his skill in the art of putting things. Higher education was 
 a special tiieme with him. 
 
 After the misfortune that the general cause of education had suffered in the 
 taking off of Dr. Hancock, Mr. Charles C. Miller was Commissioner by appoint- 
 ment till toward the end of the year when he resigned to resume his career as 
 a superintendent. Commissioner Miller filled his brief term with an active effort 
 in the discharge of his duties. His one report opens with an appreciation of his 
 predecessor followed by a sketch written by another of the "old guard." Dr. 
 Findlev. 
 
l82 EDUCATIONAL HISTORY OF OHIO 
 
 It fell t(.) Air. Miller to serve as the first secretary uf the School Book 
 Board. In the ajjpendi.x to this report is republished an inquiry into the com- 
 parative merits of township and eiinnt\- supervision written hv Dr. C. W. 
 Bennett. 
 
 Fnini the days of Commissioner Smythe to the days of Commissioner Cor- 
 son, every man's time in the office has Ijeen one term or less, but the political 
 ship of State has been sailin.t;' in steady currents, the custom of renomination 
 sufifered no breach, the enemy wdio had for his own all seasons made no more 
 of his fateful calls, and for twelve years twt.i incumbents have occupied the 
 position of State Commissioner. Associations liy the half score, institutes of 
 all grades and school journals, have been conducting a continuous campaign of 
 education. These agencies have upheld and should uphold the Commissioner's 
 hands, and he has had an endowment of experience, intelligence, energy, and 
 time. It would seem, that, although the harlior of an ideal system is far beyond 
 the horizon, the educational ship is in motion and in the right direction. 
 
 While -Mr, ( ). T. Corson was Commissioner the Workman law and tlie Box- 
 well law were enacted, two measures of vast possibilities: also the optional free 
 text-book law and the woman's suftrage legislation. He looks with favor upon 
 permissive legislation, l-'or some years Mr. Corson served the State Reading 
 Circle very efficiently as its Corresponding Secretarv and Treasurer. As a 
 persuasive speaker upon educational topics before a popular audience he has had 
 few equals. 
 
 During Mr. Lewis D. Ronebrake's (l<iul)le term he was untiring in his 
 labors before educational bodies of all kinds and in his zeal for improvements 
 in the School System. The signal act of this period was the establishing by the 
 legislature of two State Kormal Departments in two of the State universities. 
 
 To assist in the desirable Vv'ork of consolidation of sub-districts came the 
 act allowing boards of education to provide for the conveyance of school 
 children at public expense. 
 
 An extended classification of high schools was directed by law and carried 
 out. 
 
 The school code of 1904 was enacted in April 1904. Mr. Bonebrake sent 
 out an edition with a preface and some pertinent extracts from the Constitu- 
 tion of Ohio and from judicial decisions relative to interpretation of statutes. 
 
 In July 1904, Superintendent Edmund A. Jones of Massillon assumed the 
 •duties of the Commissioner's office. There will be no lowering of its standard, 
 no relaxation of its effort to see to it that the common school republic shall 
 suiTer no harm. One duty, new to the de;)artment, it confronts at the outstart, 
 the monthly ])reparation of (|uestions for the county examinations, and the pos- 
 sible sitting as a court of appeal in cases where applicants think their papers 
 have not been rated at their full \alue. 
 
 TEXT-BOOKS 
 
 That the text-books f.ir use in the schools have kept up to the advance in 
 other things, that the\- have been full of good matter, arranged with excellent 
 
EDUCATIONAL HISTORY OF OHIO 183 
 
 taste and skill are two statements of one proposition about which there has 
 been no wide disagreement, but whether the price was fair, or high, or extortion- 
 ate, at the time of the argument, was an "entering wedge" which would 
 divide almost any little miscellaneous group of persons bv two, if not three. 
 
 It needs not now to be discussed and for this exemption the school peo))le 
 should be thankful. 
 
 On the hypothesis that prices were more than they should be various r._-m- 
 cdies were proposed, prominent among- which was the State's setting up a huge 
 printing shop, buying copyrights or hiring book makers, and manufacturing 
 school books for all her schools herself. 
 
 This plan had been tried in some other States but its success, or failure of 
 it, even from a business point of view, did not encourage Ohio to try the same 
 experiment; while, against it spoke those who should have to use the "State 
 books," with a greater degree of unanimity than they, perhaps, had evci- spoken 
 on any other question of practical pedagogy. Still the presentation of a bill in 
 the legislature, looking to State action, would cause a season of low barometer 
 in the capitol. 
 
 The matter of "changing" text-bonks was also one productive of storms. 
 Their history would fill a volume very much larger than this, and, perhaps, more 
 exciting. They raged mainly in and about the apartments where boards of 
 education meet to take sweet counsel together, their echoes throbbed from the 
 homes of the district when the children brought the bulletin of the mooted 
 event or the one that had come, while the newspapers condemned or approved 
 the action taken, or "thundered in the index." 
 
 It has not. in Ohio, fount! its way into literature, but not for lack of material 
 is the "first-born of the Ordinance" behind the Empire State. C. W. Bardeen 
 told some years ago, the story of Roderick Hume, a Xew York teacher. 
 In this book there is a picture of a "school book fight," as these deliberations 
 are still called. It is chapter seventeen and brings about a change of text- 
 books by the thrusting into the engagement of a strategic prayer. 
 
 State action on both these matters was taken in 1891. The legislature 
 created a State School-book Board. Its members, the Governor and the Sec- 
 retary of State : and the State Commissioner of Common Schools is Secretary. 
 
 This board by negotiations with publishers, or, after obtaining information 
 which only the publishers could furnish, publishes a list of contract prices and 
 sends a copy to each board of education, the board adopts books from this list. 
 These adoptions are for five years, and the books can not legally be changed 
 during that term without the consent of three-fourths of all the members of 
 the board, given at a regular meeting. Wh\- it is not "four-fourths," and why 
 "at a regular meeting," are elementarv questions in the science of hvmian 
 nature. 
 
 It will be noticed that the School-book Board has nothing to do with the 
 selection of books. That is still a matter of home rule. The simple aim of 
 the law seems to have been to make it more readily practicable for boards of 
 education and for individual iiurchasers to secure good books at fair prices. 
 
CHAPTER XV 
 
 ACADEMIES AND OTHER PRIVATE SCHOOLS 
 
ACADEMIES AND OTHER PRIVATE SCHOOLS 
 
 CHERE is a variance of enormous width between the condition of the 
 common schools of Ohio during her first half century as described by 
 the pens of manv credible witnesses whose story is confirmed by linger- 
 ing facts, animate and inanimate, and another fact just as far beyond dispute. 
 Ohio was not to the rear in the procession of States, if her position were deter- 
 mined by general intelligence, by the leaders in national affairs she bred, by the 
 line of cultured, broad-minded men who sat in the chair of State, liy her 
 sturdy strides down the road to material prosperity, and particularly by the 
 lofty character of the leaders in affairs educational, either as legislators or as 
 teachers. These were not all wise men from the east. 
 
 The riddle is easilv read. The college and the academy and the seminary 
 are much older than the free public school. The idea that those are the im- 
 mediate wards of the State had full credence in communities where the notion 
 of such a relation between the State and the common school had made little 
 way. 
 
 Numbers of young men whose parents could furnish the means went to 
 the institutions of learning in the States "over the mountains," as many do yet. 
 
 Colleges were founded here on Ohio soil, some by the State, many more 
 by the various religious denominations, while a multitude of academies and 
 5etTiinaries_ sprang up like young oaks from acorns for which kind Nature had 
 furnished favorable nesting places, or "procreant cradles." 
 
 To these schools the people of Ohio owe a perennial debt of gratitude but 
 •one upon which the interest is not "kept paid up." Indeed one must have been 
 singularly inattentive who has not heard notes of satisfaction, if not gratifica- 
 tion, over the decline of the early academies. The reason for this is not far. 
 
 The colleges still stand and legion is the numljer of speeches and reports 
 over th.e best way to bridge the space between them and the schools. What 
 they want is not thanks of a grateful posterity, but students of the living 
 present ; and, some, the State's own, an appropriation ; but the academies, where 
 are they? Like the Indian, with apologies for the simile, before the pale face, 
 they retreated before the oncoming high school. Their closefl doors were a 
 language in which could be read the growing confidence of the people in the 
 high school, and, by inference, the increasing merit of this institution. 
 
 In almost every town whose founding was in the early day and whose 
 years begot growth, tlie visitor's attention will be drawn to some building which, 
 he is told, used to be the academy ; or, perhaps, the name has not slipped into 
 the past tense. 
 
 If a list of the names of academies which are found in reports and other 
 writings of a statistical turn were made, it would be a very long list of schools 
 whose title should mean something higher in the way of book training than the 
 
l88 EDUCATIONAL HISTORY OF OHIO 
 
 commiDii liranclics. CumiiKnily the title was thus justified, hut niauy times the 
 school was hut a subscription school with the euphemistic designation, "select." 
 
 In speaking of educational wmk at Marietta prior to the college, f^r. I. 
 W. Andrews at the semi-centennial celeliration of Marietta College, discoursed 
 interestingly of a still earlier period: "Iveii hefure the present century began 
 and within the first decatk' after the first seitlement here, steps were taken for 
 the establishment of an academy, in .\]jril. 1797. a meeting of tlie citizens >vas 
 held for that purpose, and a committee appointed to prepare a plan of a house 
 suitable for the instruction of the young and for religious purposes. This com- 
 mittee cimsisted of ( leneral Rufus Putnam, Hon. Paul Fearing, Griffin Greene, 
 Hon. R. J. Aleigs Jr., Charles ( ircene. and Joshua Shi])man. This was the 
 origin of the 'Muskingum Acadenu',' and the building was doubtless the first 
 structure erected fur such a ]iurpose in the 'territnry nurthwest <>i the river 
 Ohio." * - * 
 
 The first instructor in the Muskingum Academy, the pioneer of the institu- 
 tions for higher education at Marietta, was David Putnam, a graduate of Vale 
 College in 1793. How man\' others of the teachers had received a liberal edu- 
 cation is not known. * * * 
 
 It is ])robalile that from the beginning of the centur\' until the time when 
 Marietta College was founded this tnwn furnished almost uninterrupted facilities 
 for instruction in the higher Ijranches of an Hnglish education, and most of the 
 time for such classical instruction as was reipiired fnr [ireparation for college.'' 
 
 The course of stud\- .'it Muskingum .\cadem\- is not given. I'roliably its 
 range may be inferred fmni the last sentence. 
 
 Unless the student uf this interesting subject should traverse the State and 
 visit the many towns where these schools once existed, and in each should find, 
 among the peo]ile there, one who knew, remembers, and cared tti talk of the 
 former days — like the gray-haired man who told of the planting of Bryant's 
 apple tree — or, one who can locate the desk in which the yellow, dusty records 
 are resting, he can not have material for a historv of these institutions. P>ut 
 perhaps a sort of impressionist picture would arise from a slow reading over 
 of items, though many of them should be onh names of schools and of trustees 
 and dates of organization of the societies, which are not to be given in charge 
 of the memory at all. Critics tell us that many things in poetry, — Milton's 
 pentameters of sounding ])roper nam^-s, Pmwning's "Childe Roland to the Dark 
 Tower Came," as extreme examples — are nut written to give information, but 
 to induce a state of mind. 
 
 In the beginning, these societies were incorporated by special acts of the 
 legislature, and the first such act was in the year of the Louisiana Purchase, 
 incorporating the Erie Literary Societv or, rather, the trustees thereof. The 
 thirteen had good old-fashioned English names easy to spell and pronounce, 
 and even if no date were in sight, he that runs could read the fact that this is 
 no modern .grou]) of citizens. 
 
 The preamble relates that a representation has been made to the (K-m-ral 
 Assembly bv certain persons as.sociated under the nann' given above, that a 
 number of jiroprietors of land within the county of Trnml)ull are desirous to 
 
EDUCATIONAL HISTORY OF OHIO 189 
 
 appropriate a part thereof to the support of a seminar}' of learnin;^, within such 
 count}-. It was several years Utter when the legislature exempted from taxa- 
 tion lands donated to this society for the ])urpose of erecting a college at Burton, 
 and the apparent error or contradiction is removed b\' recalling that Geauga 
 County was not '"erected" from Trumbull till 1805. The latter countv included 
 in 1803 all of the Western Reserve, and its number of free white male citizens 
 of the age of twent} -one years was 1,111. 
 
 Other incorporations by special acts were W orthington .-\cadem\-, Davton 
 Academy. Chillicothe Acadeni}-, Xew Lislion .Academy, ( iranville Religious and 
 Literar} Societ}-, Steiibenville .\cademy, (iallia Academy, Wooster Literary 
 Society, Lebanon Literary Society. In 18 17 a general law was passed under 
 which this incorporating of companies to establish academies and also for the 
 setting up of libraries, which latter work had been going on l>arl f^assit. proceeded 
 without recourse to the legislature. 
 
 Such accounts as are at hand respecting some of these schools will aid in 
 forming an approach to a fair conception of what was sought for and what 
 was obtained in these foregoers of the high school. In the report for 1851 of 
 the c.r officio State Superintendent of Schools one may read there were, in Nor- 
 walk, two prosperous institutions, which had no share in the public funds: the 
 Norwalk Institute and Norwalk Female Seminary, both of which were in 
 healthy progress, under charge of excellent teachers. The Centennial volume of 
 historical sketches is the authorit}- for saying that the trustees of the Norwalk 
 Academ}-, in 1826, purchased four lots, "the same lots now occupied b\- our 
 high school building," and upon this ground erected a three-stor}- brick build- 
 ing. The first and second stories, though far from complete, were occupied by 
 the academy in December ; the principal and four assistants, all men ; two of 
 them, ministers; "Miss Bostwick was scon after added, who tau'jht ornamental 
 branches, drawing, painting, etc." 
 
 At the end of the first cpiarter there were ninety pupils on the roll. The 
 prices for tuition ranged from $1.75 to $4.00 per c[uarter with a deduction of 
 twenty-five or fift}- cents "paid in two weeks." Besides the tuition, eacli jnipil 
 was required to furnish one-half cord of wood or twenty-five cents in moiiev, 
 toward wanning the building. The course of study stretched fro[u the primar\ 
 school well-nigh to the college: reading, writing, spelling, arithmetic, English 
 grammar, higher branches of English education, — verv indefinite. Greek and 
 Latin. 
 
 The Acadeni} ceased its separate existence and was consolidated with the 
 pulilic schools in i82y. The cause as assigned was. that the effort was prema- 
 ture : the country too sparsely peopled to bear the expense necessary for its 
 continuance. 
 
 The "Institute" whose condition was descriljed as good and jjrogressing in 
 1851, was opened in 1846 by the fSaptist denomination: the "Seminary" had been 
 founded in 1833: had the ill fortune to fall a victim to fire: a new structure 
 was erected and at the reopening in 1839 there were two departments: coeduca- 
 tion not lieins; then the vo"'ue. 
 
I90 EDUCATIONAL HISTORY OF OHIO 
 
 In the report for 185 1 there is mention of other academies, one of these 
 had the not uncommon fate of loss by fire : "but not depressed by the loss, when 
 the interest of the rising generation is in question, built by private subscription, 
 another, like a Phoenix from its ashes, now occupies the same place." This 
 seems to be about the only official statement of the mode of the Phoenix's ascen- 
 sion. 
 
 A most excellent result of academies or select schools, in another county, 
 Knox, is reporte<l : ()f three such institutions it is afifirmed that two have not 
 a runislidp in their vicinity. These schools speak well for the cause of educa- 
 tion, or its effect. 
 
 As early as 1807 an act incorporating the Dayton Academy was obtamed 
 from the legislature: a substantial brick school-house was built; Mr. D. C. 
 Cooper, the pn.prietor of the town, donating in addition to his subscription, 
 tw(.) lots and a Ijell. Reading, writing, arithmetic, the classics, and the sciences, 
 left little to be desired, even if elocution had not "been made prominent." 
 
 The Lancastrian experiment of mutual instruction was at that time excit- 
 ing much interest in the country, and Mr. Robert W. Steele records that the 
 trustees of the Dayton Academv introduced the system, erecting a building 
 especially ailapted to this mode of teaching, and procuring the services of an 
 expert. 
 
 Work of this new sort began in 1820. Mr. Steele says: "It was continued 
 until. like so many otiier theories of (.-ducation. the system was superseded, leav- 
 ing no doubt a residuum of good which has been incorporated with our present 
 advanced methods of instruction. It is an interesting episode in school history, 
 and may serve to moderate our enthusiasm for new methods of instruction until 
 thoroughly tested by experience." 
 
 In 1857 the academy property was donated by the stockholders to the board 
 of education, and the high school long was comfortably quartered in a house 
 upon tlie site of the old academy. For some years it lias occupied a spacious 
 and beautiful new building, appropriately named the Steele High School. 
 
 Sometimes, instead of "academy," or "select school" or "seminary" the 
 subscription school was called a "high school," and this confusion of names 
 unless he note the date, and recall scimething of school law. will tend to trap 
 the unwary. 
 
 No data as to tl;e Chillicotbe Academy are at hand beyond the mention in 
 a public school report of 1858 of a transaction which would show that the school 
 had closed its career. In consideration of the sum of three thousand dollars, 
 received by them from the board of education they ;igreed to lease permanently 
 for school purposes a portion of the "Old Acadenn- Lot": also to return this 
 three thousand dollars to the board of education on condition that it be used in 
 making the central building that much superior to the other two. 
 
 In 1858 the commissioner made an t'sjiecial efl'ort to procure information 
 relative to academies but the results were meager indeed: seven, the .'scriptural 
 number, reported. A sentence or two from each has place here. 
 
 "Combined with study, manual labor, performed chiefl\- upon a f;inii of 
 originally four hundred acres, lias been, until the present year, ;i distinctive fea- 
 
EDUCATIONAL HISTORY OF OHIO 
 
 191 
 
 ture of the Grand River institution." It further appears that the farm liad just 
 been sold as young men wishing to earn their way could find employment 
 among the neighboring farmers. Early in the year, the main building was 
 destroyed by fire but a new one had been erected. The Institute had a four 
 years" course, and, for entrance, a knowledge of orthography, reading, writing, 
 geography and arithmetic, was required. 
 
 Kingsville Academy was organized in 1836. In 1858 there were ten differ- 
 ent teachers employed and the whole numlier of pupils enrolled was two hun- 
 dred and ninety-seven. 
 
 In 1848 the school-house was burnt and reliuilt. The lilirary contained 
 four hundreil volumes. The Academy sui)[)lied two distinct demands ; to pre- 
 pare young men and women for active life without a college course, and to 
 prepare young men for college. 
 
 Gallia Academy was established in 1854, was consequently new. (^ne promi- 
 nent feature was the preparation of teachers. 
 
 The liarnesville Classical Institute had an e.xtended course in the classics, 
 besides a variet\- of other courses. I'^ifty individuals left in one vear to take 
 charge of schools. 
 
 The school at I'omeroy was established in 1849. School propertv, an acre 
 of land, and a building thereon three-stories high, with school-rooms in the 
 basement and on the second floor. The higher storv is used for a dwelling. 
 
 The Western Reserve Eclectic Institute was established and began its work 
 in 1850. It had a charter from the legislature which placed its management in 
 the hands of twelve trustees. In the eight years of its operation it had enrolled 
 5.045- 
 
 "J. A. Garfield. Trincipal,'" states that its aim is to hold the rank of a first 
 class collegiate seminary: to train teachers for their duty in the public schools, 
 and to prepare students for an advanced standing in college. 
 
 Seneca County Academy was incorporated in 1836. The familiar names of 
 T. W. Harvey and A. Schuyler appear among the names of its early principals. 
 In 1858 it was reported upon a firm basis, with flattering prospects for the future. 
 
 In 1873 the State Commissioner published a table of Academies, Normal 
 Schools, etc., which received nothing from the common school fund. Their 
 number is twenty-three and they report an attendance of 4917 and a total expen- 
 diture of about forty-two thousand dollars. Most of these did not date their 
 origin far enough back to assist in answering the question at the outset of this 
 chapter. 
 
 Although statistics are not at hand to justify any attempt to deal with that 
 branch of the subject the fact must not be lost from sight that all these years there 
 has been an increasing number of church schools, of varying degrees of merit, 
 of course, but the higher grade ones doing something to supply the call and the 
 need for secondary education. 
 
 .\t the urgent request of the State Commissioner of Schools, many of these 
 institutions have made report to him of such substantial data as he would call 
 for, but as the State had no financial interest in them her agent's call was not 
 mandatory and was very often ignored. 
 
iy2 EDUCATIONAL HISTORY OF OHIO 
 
 \Miat is here written makes not the smallest ])reteiise to 1je a history of 
 even a ])art of these schools. Its aim was to aid. not the school man. hut the 
 general reader, to see a little more clearly how it was. (}r at least catch a ijlimpse 
 of one of the great instrumentalities, which prevented the better half of the 
 active people of Dhio during a series of years from gmwing up in a state of 
 ignorance. The "general file" of these schools are things of the past hut theirs 
 was not a lost cause. The good they did lives after them. 
 
 For a pleasant leaving of the suhject the reader may hark back to a date 
 nearlv two decades before the birth of graded schools and hear a .sage and 
 gallant governor of ( )hio in his farewell message, congratulate the people of 
 Ohio upon the benign results of the law of 1823: "( )ur common schools have 
 graduallv increased under the law for their regulation anil support. Our num- 
 erous academies and colleges are in d flourishing condition, and all are receiving 
 a gradual accession of students. Our female seminaries are increasing: and a 
 deeper interest is felt throughout rhe State for the instruction of this nijst inter- 
 esting part of our population." 
 
CHAPTER XVI 
 
 THE PASSING OF THE WORD "^A/HITE 
 
THE PASSING OF THE WORD "V^AHITE" 
 
 IF the story of the nejjro in America sh(.iul(l be told at length and in detail 
 it would not be true if one should apply to the number of volumes the 
 tremendous hyperbole that the world would not hold them, but they would 
 be many. The part of that story which would apply to Ohio would occupy some 
 space even if writ small. In this l)0ijk however our concernment is with the 
 relation in which the colored people stootl to education, the i)ublic schools, and 
 the State. 
 
 Turnmg the leaves of a time-stained volume entitled "Laws of the Terri- 
 tory Northwest of the River Ohio," one grows used to the phrase, "free male in- 
 habitants" ; then, more definitely, "free, able-bodied, white, male citizen." These 
 persons, "male", human, doubtless, are being listed so that they may vote, 
 fight, and do other things that "ma\- become a man." 
 
 lint here in 1799 we find that all able-bodied single men who shall not 
 have taxable property to the amount of two hundred dollars, * * * all 
 horses, asses, all bond-servants of the age of twenty-one years and upwards, 
 within this territory, are hereby declared chargeable for defraving the countv 
 expenses, in which they may respectively be found, to be taxed and collected." 
 The first General Assembly of the State of Ohio, in 1803, amended this section 
 by omitting "bond servants." The great Ordinance, it will not be forgotten, 
 based a change in the form of government upon districts having "five thousand 
 free male inhabitants." 
 
 Between the dates named the first constitution of Ohio was framed and 
 put in force. The second article provides for "an enumeration of all the white 
 male inhabitants above twenty-one years of age" ; this, in order to give efFec^ to 
 article first, which provides for a general assembly consisting of senate and 
 house of representatives, "both to be elected liy the people." If anv one thinks 
 this last provision a useless addition let him recall the fact that the general 
 assembly or legislature in the form of government from which the new State 
 was just emerging embraced a legislative coi,.icil, a sort of senate which was not 
 elected by the people. This instrument interprets the word "]3eo])le" with a 
 difference : for "the representatives shall be chosen annually by the citizens, 
 etc.," "the senators shall be chosen biennially bv the ciualified voters for repre- 
 sentatives," "the governor shall be chosen liy the electors of the members of the 
 general assembly," and "in all elections, all white male inhabitants above the 
 age of twenty-one years * * * shall enjoy the right of an elector." Gram- 
 mar was not in fashion at that elder day in Ohio. 
 
 The Legislature of Ohio on January fifth, 1804, passed an act "to regulate 
 black and mulatto persons."' This regulating was a statement of the conditions 
 upon which such a person might become a resident or inhabitant of the State • 
 also the conditions upon which another person might give him employment 
 
196 EDUCATIONAL HISTORY OF OHIO 
 
 without having- to pay a fine of not less than ten nor more than fiftv dollars. 
 "He or she shall first prockice a fair certificate from some court within the 
 United States, of his or her actual freedom," and this document must bear the 
 seal of the court. 
 
 Coming down the title in these affairs from eighteen hundred two to eighteen 
 hundred fifty-one, we learn from Article V. of the new Constitution, which 
 defines the elective franchise, that to be an elector, or voter, an inhabitant must 
 be also a "white male citizen." This restriction Ohio deliberately retained in 
 her fundamental law after a half century of exi)erience. She has not been 
 singular in this matter. We will not go on a search for examples, but right at 
 hand are the constitutions of Indiana, eighteen hundred sixteen, and of Connecti- 
 cut, eighteen hundred eighteen, and in each we find that to speak in regard to 
 public afifairs with the exceedingly small, still voice of a common voter, was the 
 privilege only of the "white male" nf twenty-one and upwards. 
 
 It seems clear that in the eyes (if those who formulated public thought and 
 projected it into the future in Uhio's three constitutions — for the Ordinance 
 was not less a constit'ition Ix'cause it had a much broader reach than the 
 limits marked out in the second — a "black or mulatto person" was not an 
 elector, a voter, or citizen. It would be logical to say farther that he was not 
 included when they spoke of "the people." 
 
 But a single purpose goes with this relation. If the genius of universal 
 education has now a wide stroke of wing and in a free expanse, this backward 
 look should enable the reader better to discern that fact and appreciate it. If 
 he be young, he has not met. these facts in his e.Kjierience ; they may not be 
 among- the fruits of his fireside travels iiUo 1)Ooks ; they are essential to a full 
 comprehension of certain legislation pertaining to schools : they are part of 
 educational history. 
 
 In the act passed in eighteen hundred thirty-eight, one of the turning points 
 in the story of school legislation, where provision is making for a fund for the 
 education of all the white youth in the state, the property of black and mulatto 
 persons is exempted from taxation, and if b\- inadvertence any tax for school 
 purposes shall be levied on the pnipurty of any such person the county treasurer 
 is required "to abate said tax." 
 
 The township clerk was recpiired to take or cause to be taken "a list or 
 enumeratiwi, in writing" — luckily he was not compelled to retain it, as the 
 Iliad was retained — of all the white youth in each district of his township. 
 Elsewhere said clerk, in his added capacity as township superintendent, is directed 
 what to do, in case funds from public sources are not sufTicicnt, — that the 
 qualified voters shall six-ak their mind alxMU a tax, so that, if tlu'v think best, 
 six months good schooling shall be i)r()vided all the white unmarried youth, of 
 the township. Here we learn of .'nidther disabilitx-. and it has liu'^ered into the 
 new century, while those fi.xed in mir fumlamcntal law ;in(l statutes on the basis 
 of color have been removed. 
 
 In the session of eighteen hnmlred thirt\ -three, thirty-four, a memorial w;is 
 laid before the Ohio senate praying for the repeal of the "Pdack Laws." and the 
 Committee on Judiciary reported in favor of retaining them. 
 
EDUCATIONAL HISTORY OF OHIO 
 
 197 
 
 In the session of eighteen hundred thirty-seven, thirty-eight, when a bill relat- 
 ing to schools and school lands was under discussion, Air. Leicester King moved 
 to strike out the word "white." Thirty votes opposed, two votes favored the 
 motion, Mr. King's own and that of Benjamin F. Wade, who, in a larger 
 senate, lias a long and marked record on this general topic. 
 
 In the House of Representatives, session of ei<ihteen hundred fortv-forty- 
 one, concerning a petition to repeal the lilack Laws, Dr. John Watkins of 
 Muskingum county, from the Committee on Public Institutions, reported that 
 it would be "highly impolitic to repeal or modify the existing laws." 
 
 The session following, many petitions were laid before the senate, some 
 loi repeal, as above, and some to prevent black or mulatto persons from com- 
 ing into the state; but no favorable action upon either class was taken. Each 
 year thereafter came up the same old question in the same old wav. 
 
 The School Code of eighteen hundred fifty-three made some advance in 
 the direction of the education of the colored youth. The step is taken in 
 section 31. Whatever ma\- have been thought of this section at the time it 
 was framed, sentiment outran it, and like the admirable "double-geared" town- 
 slii]) system, it lived to be the theme of much unvarnished rhetoric. 
 
 In substance this section autlvn-ized and required boards of education to 
 establish within their respective districts one or more separate schools for 
 colored children when the whole number by enumeration exceeds thirtv, so as 
 to afford them as far as practicable under the circumstances the advantages and 
 privileges of a common school education. These schools were to be under the 
 same control as the "white schools." When the average number of colored 
 children in attendance shall be less than fifteen for any one month it was made 
 the duty of the board to discontinue the school for anv period not exceeding 
 six months at any one time. Should the number enrolled be less than fifteen 
 "the directors shall reserve the money raised on the number of said colored 
 children, and the money so reserved shall be appropriated for the education 
 of such colored children under the direction of the township board." This 
 surely gave a fine chance for action by any pupil possessing advanced ideas 
 about breaking a quorum. The roll tnight show just fifteen names and with 
 his withdrawal the school must cease to keep. 
 
 It is almost amusing to stud\- from this distance Commissioner Barnev"s 
 struggle to see through this maze, to point his eloquent finger at what might 
 be done if boards were made of other and scarcer stufif. Oi this palmate arrav 
 the Hibernian debater would declare that if one failed another would be 
 equally elTectual. "The money so reserved for the education of colored chil- 
 dren, may be used to procure for them private instruction ; or, the teacher of 
 the sub-district scliool may be em]iloyed to instruct them in an evening school, 
 or at such other times as may be deemed expedient : or the\- mav be instructed 
 during the vacation of the school for white youth : or thev mav be admitted to 
 the common school of the sub-district, if no objections are raised against such 
 an arrangement." 
 
 A decade later the legislature changed the "thirtv" and the "fifteen" each 
 to twenty, but it provided for a joint district where the aggregate of colored 
 
EDUCATIONAL HISTORY OF OHIO 
 
 youth in two adjoining districts is over twenty. These colored districts were 
 peculiar in that they had no directors, hut were in the immediate charge of the 
 township board. They were as large as the township, and this was before the 
 day of "conveying" pupils. 
 
 It must not be inferred that this section applied to township districts only. 
 The following figures, while probalily Udt un the verge of perfect accuracy, 
 are worth attention. In eighteen hundreil fifty-four the State Commissioner 
 reported, on the authority of the county auditors who summed the returns from 
 the boards of education, that there were 9,756 colored youths in the State be- 
 tween five and twenty-one years of age: that of these .2.439 "attended school 
 during the past vear." in which phrase "during" is to be taken in its common 
 Init incorrect sense. 
 
 In eighteen hundred seventy-eight, after the general law of fifty-three had 
 been in force a quarter of a century the auditors report 11,782 colored boys and 
 11,321 colored girls, an aggregate of 23,103 in the State; that of these 3.106 
 were enrolled in township districts and 6,723 were enrolled in city, village, or 
 special districts, 9,829 pupils in all, average duration of school term in the 
 former, twenty-five weeks, with one hundred twenty teachers: in the latter, 
 thirty-five weeks with one hundred forty-twci teachers. 
 
 In eighteen hundred eighty-five, near the last scene of this strange but not 
 eventful history, liy the Commissioner's tables there were 25,586 colored youths 
 of school age in Ohio: that of these 3,213 had their names at some time on 
 the rolls in the townships, and 5.734 were enrolled in the separate districts, a 
 total of 8,947, average duration of the school term in the former twenty-nine 
 weeks with one hundred five teachers: in the latter thirty-six weeks with one 
 hundred twenty teachers. 
 
 Harking back from the last date given we find another codification of the 
 school laws, that of eighteen hundred seventy-three, section thirty-one having 
 seen the light of twentv winters. This school law of seventy-three repealed all 
 laws, general and special, relating to schools except section thirty-one. This, 
 with its various attempts at amendment, was still there, unrepealed and un- 
 codified. 
 
 On the iith day of May eighteen hun.dred seventy-eight an act was pas.sed 
 one of whose intents was "to repeal section thirty-one of an act entitled "an act 
 to amend an act entitled an act to provide'." and so following. 
 
 Boards of education now are required "to jirovide for the free education 
 of the vouth of school age within the district. They are permitted, if in their 
 judgment it is for the best interests of the districts, to organize separate schools 
 for colored children, but they must furnish them "schooling," and for the same 
 term as the other schools ; and two boards of education in adjoining districts 
 may unite, as before. The part of this act whicli related to separate schools 
 for the colored jnipils became Section 4008 of the Revised Statutes. The 
 Supreme Court had previously decided that the "act authorizing the classifica- 
 tion of school youth on the basis of color does not contravene the constitution 
 of the state nov the fourteenth aniendmcut to the constitution of the Ignited 
 States." 
 
EDUCATIONAL HISTORY OF OHIO 199 
 
 The Black Laws, so long- the subject of contention, were finally repealed 
 in eighteen hundred eighty-seven. This action pertained to several things; but 
 the one pertinent here is that the authority under which boards of education 
 might maintain separate schools for colored youth was taken away. 
 
 Where there is a large number of colored children not widely scattered it 
 is still possible by simple transfers when necessary to avoid mixed schools, to 
 continue separate schools in fact though not bearing the name. 
 
 The experiment was tried of continuing a separate school by authority of 
 Section 4013 of the Revised Statutes. This section declares that the schools 
 of each district shall be free to all youth of school age ; that a board may make 
 such assignments of the pupils to the schools, "as will, in their opinion, best 
 promote the interests of education" in the district. The Circuit Court — Butler 
 County, Ohio — denied the validity of such action; afSrmed that the right to 
 organize separate schools for colored children and require them to attend there 
 was taken away by the repeal of Section 4008. 
 
 The writer's personal experience was not extended, but some bits of it may 
 serve as examples under the various rules. 
 
 When a bo\-, in a small county seat of Ohio, he attended school one winter 
 in one of the three districts into which the town was divided. Two negro boys 
 attended the same schools. 
 
 As principal of the "Union Schools," all in one building, some years later 
 in another county seat he had no charge concerning the little brick school- 
 house on a back street, wherein the colored school was organized — to some 
 extent. This was in the "seventies." 
 
 In the "eighties" his lines fell in yet another county seat. Here were three 
 "ward" school buildings. The colored district had the same extent as the city 
 district, with one school-house. In it was a legal separate school, with a 
 course of study the completion of which was to admit to the high school, but 
 when the superintendent promoted a few pupils across the color line one half 
 of the members of the board of education denied his right so to do. The presi- 
 dent of the board, however, ruled that the thing was done, and the white male 
 citizens declared at the next election that it was right. 
 
 Later in this decade he was on duty in a much larger city. For school 
 purposes the city district, as is the common way and style, was divided into a 
 number of "districts." There was one colored district, conterminous with the 
 city district, in which was one school-house of eight rooms, each in charge of a 
 competent colored teacher; the course of study leading to the eighth grade, or 
 intermediate school, and a few of the pupils who had completed the course 
 below were in the eighth .grade and a few in the high school. 
 
 The act of eighteen hundred eighty-seven passed and that school-hciise 
 stood empty. Near one hundred of the pupils in the first five grades lived 
 within the boundaries of one district, and two of the colored teachers were 
 alreadv employed. In the fall they were installed in two rooms of that district 
 and bv dint of mixed grades, the problem was so far solved ; no colored schools, 
 for thev were contrary to the law. The board of education freely left the 
 adjustment and the responsibility in the superintendent's hands. In some of 
 
EDUCATIONAL HISTORY OF OHIO 
 
 the other districts there were mixed white and colored schools, and there were 
 six colored teachers out of employment. 
 
 In the case referred to there is a concise statement of the change of senti- 
 ment on the question of a negro's right to an education. It discovered "a 
 gradual hut steady attempt on the part of the law-makers to give to the colored 
 children the full benefit of the puh'ic schools, and to some extent at least, to 
 have the distinction on account of color, so far as the law is concerned, done 
 away with." This "attempt" was a long time on the way — i/Sj to 1887 — 
 and it had a long distance to come. 
 
 Thiise friends of the negro, those persons who desired him tu have a 
 "fair chance." were by no means of one mind upon the doing away with sepa- 
 rate schools. There were many who looked to the fact that it was almost cer- 
 tainly closing agamst the negro one of the very few doors through wliich he 
 might hope to pass upward from the lowest and poorest paid employments : 
 that it would chill any stirrings of ambition for something better in his life : 
 that colored schools might be made quite as good as the white schools, and that 
 the colored children would be happier when in schools to themselves : that it 
 were wiser to have left the matter where it was, in the discretion of the respec- 
 tive boards of education. 
 
 How far these opinions have lieen exemplified by the experience of the 
 years since the law was passed there seems no way to determine. 
 
CHAPTER XVII 
 
 THE TOWNSHIP DISTRICT 
 
THE TOV^NSHIP DISTRICT 
 
 CHIS form of district has been already touched upon, but its past history 
 has been so varied and its future is so boundless a field for the cause of 
 public education that it is to have some additional treatment. 
 
 The original laying off of territory into townships, or "towns," as they are 
 often called, was for the purpose of selling the land, and when a few little groups 
 of people had settled in one of these there were trustees elected, and one of 
 their functions was the laying oflf the township into divisions looking toward 
 schools in the future. 
 
 With the increase of population it became very convenient, if not necessary, 
 to change boundary lines of those original townships and a gradual formation 
 of civil townships as the units of terriory for local government, and these civil 
 townships were carved into school districts, which were each under the gov- 
 ernment of a board of directors. These districts being entirely independent of 
 each other, the only apparent link among them was the possible and elusive figure 
 of the township clerk passing around as superintendent. 
 
 The condition of these schools has been described by the pens of many ready 
 writers. Mr. Lewis, 1837, found in his energetic search that there were no 
 schools in the State, excepting those in Cincinnati, free alike to rich and poor. 
 There were 7.748 districts and 3,370 were without schoolhouses. Many of the 
 houses in which school was taught for two or three months in the winter were 
 not worth ten dollars each, while not one-third in the State would be appraised 
 at fiftv dollars each. Surely the glimpses of the moon revisited many of the 
 round log cabins or something cheaper. 
 
 Not delaying here to relate their story, it is a palpable truth that the friends 
 of the public school cause yearned for something better. 
 
 Should the reader recall the statement of Samuel Lewis in regard to the 
 reach downward from the country schools to those of the towns: "And in that 
 lowest deep a lower deep," his historic sense will scarcely escape a spell of 
 retroactive despair, for in his report for 1838, after that energetic tour of inspec- 
 tion, he wrote: "In towns and larger villages the common schools are poorer 
 than in the country. In the latter, neighborhoods depend more on them, and, 
 of course, take a deeper interest in their control ; while, in the former, there is 
 too frequently but little attention paid to these schools by persons able to provide 
 other means of instruction." The query rises, why did the persons not able to 
 "provide other means" not wreak themselves upon attention to the means they 
 had? Perhaps some of them did. 
 
 For the ills to which the schools fell heir from a much divided territory, 
 hosts of small, independent districts, many of them poor in purse and many of 
 them without even the few leaders who knew what should be done and were 
 willing to do it, any modern school man could write a prescription. In fact, it 
 
204 EDUCATIONAL HISTORY OF OHIO 
 
 was written, one which still stands approved in the books, but, besides the obstacle 
 of the doctors disagreeing and often changing the medicine, the patient was 
 contented in a fair degree with his condition, and resolutely commended their 
 "physic, to the dogs." Hut he is, and has been, taking it, only it is in the manner 
 in which, acc(jr(ling to the spelling philosopher, Billings — the remark is germane 
 to the present theme — a teacher, on a salary of twenty dollars a month may 
 grow wealthy, — "with extreme deliberation." 
 
 In theory the township district, as it came from the legislation of it^53. 
 seems almost without fault. It had a loft\' model — a L'nion of States, In 
 practice it has furnished for a half century an object for the school officer's 
 and writer's finest gifts uf vivisection and abuse, and in practice, in spite of the 
 "good-will that was to it" in its inception, the rhetoric was justified by the facts. 
 The good words over its beginning, inspired bv the sincerest yearning for the 
 good of a great cause, were pronounced by the Commissioner in charge: "The 
 erection (jf each township into district, the sub-districts of which, while admin- 
 istered by local directors, shall lie under the impartial superintendence of a 
 Board of Education — representing all interests and localities, but clothed with 
 ample powers for vigorous usefulness — certainly seems to be a step in tlie right 
 direction." 
 
 The first budget of complaints came from persons who expected to continue 
 or to Ijecome members of the Board — no compensation was provided for their 
 service ; following hard after was the objection from the wealthier sub-districts 
 to sharing with the jioorer, though in these notions there was no unaniiuity, and 
 then, as in later years, in some localities, the amomU of service toward the gen- 
 eral good tendered and done as a free-will oft'ering is amazing by the contrast. 
 
 But the criticisms so plentifully bestowed by the workers in the schools 
 were based upon observation of the workings of the township system, not because 
 they were men of keener foresight than they who devised it. 
 
 This system, with its complexities, has been described in bits, and the non- 
 professional reader is supposed to know that one ])ody employed teachers, another 
 paid them; one selected a course of study, or was supposed to; another told 
 the teacher what to teach ; one fixed the monthlx' wages, another determined the 
 sum that should continue the schools the legal time, and so following. One Com- 
 missioner records his observation that there was no duty, which, under the law, 
 fell to one of these governing bodies, that the other did not, directly or indirectly, 
 attem]it at times to perform. 
 
 Commissioner Henkle, in iSOy. said to the legislature; "To our present 
 system of township boards and local directors there are grave objections. .\ 
 large proportion of the legal questions arising in the operation of the school 
 law grow out of the conflict of local directors with the township boards. The 
 sub-districts often array themselves against each other instead of movin,;- along 
 in harmony and taking pride in the success of all the schools in the township. 
 
 "It is believed that the present mongrel system should give plac? to the 
 purely townshi]) system, in which all the schools of a townshij) should be under 
 the exclusive control of a board of education, chosen by the electors of th. 
 townslii])." 
 
EDUCATIONAL HISTORY OF OHIO 205 
 
 Commissioner Norris. thirteen years after the "double-headed" plan — to use 
 one of the milder epithets — went into effect, or, more trul}-, was declared in 
 force, gave his conclusion as to the issue : "The country schools are certainly 
 no more efficient than they were ten years ago, whether we consider the character 
 and qualification of teachers, the modes of instruction and discipline, or the per 
 cent, of school attendance." The hope of having efficient acting managers, and 
 in their train, grading of pupils, inspection of schools, consolidation of the smaller 
 sub-districts, kindly advice for teachers to draw upon in their hour of conscious 
 need, and such direction as would make them conscious of their own individual 
 deficiencies, had failed of realization. 
 
 There was no question as to the advantages of grading pupils, but there 
 was doubt as to the best way. It was suggested that every sub-district should 
 be made large enough to require the service of at least two teachers, but the 
 objection raised was that little children would have too far to walk. An improve- 
 ment upon this was to have the advanced pupils come to a central school but a 
 school higher than the primary. lUiilt u])on that idea was the plan to have 
 a township high school and the principal of it be made inspector of the sub- 
 district schools, and all this was provided for by statute, but it was permissive, 
 anfl the people, only in rare cases, wanted the permission. 
 
 It was permitted, 1873, ^ township district to become a village district with 
 all the modern improvements : township boards could change and consolidate 
 sub-district boundaries, but that would legislate a fellow member out of office, 
 and courtesy forbade. 
 
 Lecturing from the Commissioner's office upon this text went on with few 
 interruptions. In 1889 Dr. Hancock's protest ran thus : "As the years roll by 
 the waste that accompanies the carrying on of our school system becomes more 
 and more apparent to every thoughtful man. And nowhere is this waste more 
 strikingly exhibited than in the double-headed system of township schools. There 
 never was any more reason why this class of schools should be conducted on 
 such a scheme than that cities and towns should be saddled with it." 
 
 The most illuminating mode of continuing this subject is to show what can 
 be done when the will is not lacking, even though the law is not all one wishes it. 
 
 From an early date, it will not be forgotten, there were probable acting 
 managers of the schools of a township ; and later there were possilile. and a few 
 actual, superintendents of township schools, though they had the oversight of 
 teachers employed by a different authority. But to illustrate the possibilities by 
 an example, the following is given. In August, 1884, at the request of the 
 Commissioner, L. D. Brown, a township superintendent made to him a report 
 of the Beaver Creek township, Greene county, Ohio, schools. It relates that the 
 Board of Education adopted a course of study, and, after reviewing the weak 
 places in the system and the probable difficulties in carrying out such course, 
 the result is given as one of the reasons for the board's action in employing a 
 Superintendent. 
 
 At the opening of school he undertook and carried through the grading and 
 classification of the pupils, whose previous irregularity made this a difficult pro- 
 
2o6 EDUCATIONAL HISTORY OF OHIO 
 
 ceediiigf. Some show of dissatisfaction followed, but the confronting- exhibition 
 of a steady purpose virtually overcame it. 
 
 Where there was difficulty in having children provided with tiie proper 
 books, a personal laying the matter before parents usually removed it ; and when 
 there was need of it the board supplied the books. 
 
 The entire time of the superintendent was spent in oversight of schools and 
 visiting the parents of the pupils. The aid offered to teachers was, for the most 
 part, kindly received. Three examinations were held, the superintendent fur- 
 nishing the questions and inspecting the papers. .About one-half of the teachers 
 did the work of the (Jhio Teachers' Reading Circle. Several educational meet- 
 ings were held ; first, to bring the schools together and cultivate a spirit of 
 harmonv ; second, to exhibit the methods of dift'erent teachers before all, as 
 shown in actual class work : to secure the attendance of the patrons of the 
 schools : and thus enlist their sympathy and cooperation. 
 
 .\t the last general meeting pupils of the different schools who had done 
 the work creditably received certificates signed by the authorities. 
 
 Much good evidentlv was done, though the greater part was not written 
 down in the very favorable tables of figures. This was not yet the township dis- 
 trict which some of the "fathers" desired long, and no one knew this better than 
 the Superintendent. 
 
 P^or a second example the following is abstracted from a minute pamphlet 
 containing the course of study in the sub-district schools of Springfield township 
 in Miami countv, with some prefatory remarks : all, the work of the superin- 
 tendent. Dr. C. W. Bennett. 
 
 The first essential element in any school is a warm reliable public sentiment 
 in its favor. Cooperation is an important factor in school management. 
 
 That the schools of Springfield township are advancing beyond other town- 
 ship svstems is because the people take an honest pride in these schools. 
 
 The schools are carefully organized, with teachers" meetings held frequently 
 to lav out work and to study methods. Next to the careful selection of the 
 teacher is the organization and classification of the school. 
 
 The advantages of a course of study are manifold. It aids a teacher to 
 economize time, to form a program, to arrange for uniform examinations, and 
 to stimulate pupils to attain a thorough knowledge of the branches they pursue 
 and to pass the various grades with credit. 
 
 .School management in the township is reaching satisfactory ends in a more 
 unifiirni attendance and a better degree of punctuality. 
 
 The course of study provides for five grades, each, after the first, recpiiring 
 two \ears. It includes drawing and music. 
 
 .\t the request of the writer Mr. .\. IV (Iraham. Superintendent of Spring- 
 field township, Clarke county, contributed a picture of another township, seen 
 from the educational point of view. 
 
 During the four years and three months I was with Springfield townshiji 
 there were twelve members of the board of education : a few of these represented 
 the long ago, the rest stood for jirogress. 
 
EDUCATIONAL HISTORY OF OHIO 207 
 
 There were nineteen teachers, and a teachers' meeting was held on the tliird 
 Saturday of each month. At these meetings educational topics nearest to our 
 work were discussed, and some of the standard texts were studied. Each of 
 the twelve school libraries contained the books needed. 
 
 The examinations of pupils were held twice a year. Each pupil had ix'cn 
 given a monthly estimate of his work. At the close of the year each pupil was 
 placed where the combined best judgment of his teacher and myself directed. 
 the question being, where would he do the most for himself? 
 
 My time was given wholly to supervision. I was in each room about twice 
 each month. These visits were not announced. Much use was made of the 
 mimeograph in preparing matter for the teachers which had been suggested by 
 what I saw and heard on my rounds. A summarized report of the school was 
 made to each family of the township at the close of each month. 
 
 For two years pupils in two of our smallest schools were transjjorted in 
 very comfortable wagons, constructed on purpose for such work, which were 
 owned by the township. Each wagon had sufficient capacity for twenty children. 
 The number in each building to which they were transported so increased that 
 the old way was returned to. There is, however, a growing sentiment against 
 supporting the very smallest schools. 
 
 During the past two years clubs in elementary agriculture have been organ- 
 ized. I was not aware of the fact at the time of organization, February, 1903, 
 that this was the first work of its kind ever done in Ohio. In this- club there 
 were seventy-five boys and girls. The boys began by experimenting to determine 
 which of four kinds of corn was the best, and under what conditions it was best. 
 The girls have been trying to determine what garden vegetables are best adapted 
 to their soils. Both boys and girls are learning the names and habits of common 
 field plants and insects. Some work has been done on plant foods and soil 
 formation. Soils have been tested to determine whether or not there is acid or 
 alkali. The work of clover in restoring nitrogen to the soil has been taken up. 
 
 In beautifying school grounds and homes a great deal has been done. On 
 the twelve school grounds nearly two thousand tulips, hyacinths and daiTodils 
 have been planted. These presented a beautiful sight last spring. Over two 
 hundred snowball bushes, lilacs, japonicas, sweet clove, roses (bush and climb- 
 ing), and a few other hardy shrubs have been planted. About seventy-five trees 
 have been set out. 
 
 Last spring over forty-five hundred hardy roses, geraniums, ferns, chrys- 
 anthemums and pansies were sold in the schools for improving the home yards. 
 This fall I have already distributed about two thousand bulbs — tulips, hyacinths, 
 daffodils, narcissus and Chinese sacred lilies — for planting at home. 
 
 Each building has at least eight beautiful pictures, handsomely framed. No 
 school but one or two is without an organ. 
 
 Each house has a library of two hundred books in a pretty case. There are 
 over one thousand circulating supplementary texts on reading, history, geog- 
 raphy and arithmetic, beside what is in each library. The school libraries are 
 all alike, not onh- in number, hut in titles. The required books of the Ohio 
 Pupils' Reading Circle are in each case. 
 
2o8 EDUCATIONAL HISTORY OF OHIO 
 
 A full set of dry and liquid measures is to be found in each school. A 
 weekly newspaper is subscribed for by the board for each school. The Path- 
 finder gives us a special nine month school subscription. 
 
 For this year a series of evening lectures has been arranged to be paid for 
 out of the public funds. 
 
 The corn, maps of gardens, collections of insects, diiTerent varieties of soils, 
 colored lithographs of common birds, mounted specimens of field plants and 
 common woods were exhibited at a mid-winter Farmers' Institute., where our 
 boys were represented on the program. One boy fifteen years old read a paper 
 on Corn ; one fourteen years old read a paper on the Economic Value of Birds. 
 
 (Jur libraries not only contain something for the boys and girls, but some- 
 thing for their fathers and mothers and the older brothers and sisters. 
 
 Night meetings are held at the schoolhouses to discuss subjects of general 
 interest ; also union closing exercises and township commencements to bring 
 people to one place that they may become a unit in interest. 
 
 W^e have had three educational excursions to try to push back the horizon 
 a little. Three years ago we went to the State University and spent a day ; 
 last year about fifty of our pupils (seventh and eighth grades) were taken to 
 the Capitol to see the legislature in its work. The Supreme Court was looked 
 in upon. A visit was made to each of the principal offices, and the principal 
 things done there were explained to the young visitors. The State Library and 
 the relic room were visited, of course. Last Friday seventy-five visited the 
 National Cash Register at Dayton, where many new things were learned, espe- 
 cially about beautifying homes with flowers and shrubbery. 
 
 A music teacher has been employed, and drawing has recenth- been placed 
 in the schools for an exercise once a week. 
 
 Four years ago five pupils from Springfield township were in the Spring- 
 field High School ( Springfield is in the center of the township ) . To-dav there 
 are twenty-six attending this High School. 
 
 We have now a scale of wages ranging from $45 to $60 — $45 for a begin- 
 ner: one year's experience, $50; two, $55: three or more, $60 per month. The 
 music teacher is paid $55 per month for three days each week. 
 
 The work which, I trust, in no vein of undue egotism, has been here de- 
 scribed, proceeded gradually and, with the steady support of the Board of Edu- 
 cation, easily ; and one would think it possible very generallv among the town- 
 ships of Ohio to repeat its essential features. 
 
 .\ stej) forward in township organization was taken w heti what is known 
 as the Workman law was passed; not the long stride the schiidl men would have 
 had taken, hut still one of sensible length for the legislators, held hack by the 
 clog of an undue sensitiveness to the claims of home rule. or. speaking largely, 
 the autonomy of the sub-district. 
 
 Instead of three directors, whose clerks with the tciwnshi]i clerk should 
 constitute the board of education, each townshi]i still divided into sub-districts 
 — that is, the great mass of the townships — had a bdard comprising the town- 
 ship clerk and one director from each sub-district. It can not be said that this 
 director took the full place of the three whom he supplanted. f<ir it was not the 
 
EDUCATIONAL HISTORY OF OHIO 
 
 209 
 
 intention that he shouhl choose th.e teacher for his school. In practice, no (lonl)t. 
 the custom tended that \va\-. 
 
 The township board under this law is a full-fledged board of education. 
 The law went into effect in April, 1893. The opposition said it was taking away 
 the people's divine right of managing their own affairs; that in causing a 
 uniformity of wages it would bring about a reduction of wages, none too high 
 at the highest ; that it would lead to superintendents, grading and central schools 
 of a higher grade. Its friends said that, barring the reduction of wages, they 
 hoped it would have these ver\' effects, and the Commissioner gave his best 
 energy to learning what the results of the law were, in every direction, and 
 behind that breastwork made a sturdy defense. 
 
 Another Sabbath day's journey along the road which had been traversed 
 bv the cities and towns was traveleil in i8q2. It was called the i'loxwell law. 
 Its gist was an examination, conducted liy the county board of examiners, to 
 which might come pu])ils from the su1)-districts and the special districts. It 
 was to be "of such a character as shall enable the successful aijplicants to enter 
 any high school in the county," or, rather, as shall test their qualilications therefor. 
 
 To call public attention to the results and thereliy stinuilate other joupils to 
 better effort a township commencement was devised, at which the pupils who 
 had "passed" the examination read essays or spoke declamations, and listened 
 to an "annual address provided by the board of county examiners," and then 
 received diplomas. With the usual tenderness the law permitted the board of 
 education of a township from which a given pupil bearing off his diploma came, 
 to pa\' his tuition at the high school. 
 
 The chief good aimed at 1)\- those who framed these laws was. of course, 
 to systematize, and therefore make more efficient the rural schools. The latter, 
 at both extremities, was permissive ; "each board of examiners shall have power," 
 as well as "the tuition of such applicant may be paid." Some boards of examiners 
 are leaders of the car of progress, others are an effective clog upon its wheels. 
 But. through thick and thin, something good came of it, and in i8g6 it was 
 reported that since the act was declared in force the number of applicants for 
 these diplomas, by the route of a longer attendance at school and a closer atten- 
 tion to study, was 21.568. and 11.34T of these were successful. There seems to 
 be no record of the number who clambered on up into the high schools. 
 
 In 1898 there was a new invention, a "sub-director." Two sub-directors 
 were elected in each sub-district, and these, with the board member representing 
 the given sub-district, had for their office the election of their teacher, Init such 
 election, to be valid, must be confirmed by the board of education. 
 
 In 1904. in the general codification of the school laws, the township district 
 was established, nearly of the fashion long hoped for. The power to suspend 
 or abolish one or all of the sub-districts, providing conveyance of the pupils 
 when necessary to one or more central schools: "When transportation of puiiils 
 is provided for the conveyance must pass within at least (at farthest?) the dis- 
 tance of one-half mile from the respective residence of all pupils, except when 
 such residences are situated more than one-half nf a mile from the public road; 
 
EDUCATIONAL HISTORY OF OHIO 
 
 but boards of education shall not be required to provide transportation for pupils 
 living less than one-half of a mile from the schoolhouse." 
 
 This appears a reasonable solution of the matter of the doing away with 
 the very small schools in one township, of the complete centralization of the 
 schools in another. 
 
 But the sub-district is "recognized" in all township districts the schools of 
 which were not centralized at the time of the passage of this act, for in each 
 such bit of territory "one competent person" "to be styled director" shall be 
 elected. He takes charge of the school property, has an eye to needed repairs, 
 provides fuel — reporting the cost thereof to the board of education — and last, 
 he takes the school enumeration. 
 
 The working of this code is, of course, mainly a thing of the future, but 
 before it was enacted progress was slowly making in the lines it is intended to 
 foster. 
 
 That the current is flowing is shown b\- two statements. The first is from 
 the Commissioner's report for 1902: "Reports filed in the office indicate that 
 forty-five townships are at present centralized, in the following counties." The 
 counties are named. Most of them are in the northern half of the State. A 
 paper published in November, 1904, Educational Monthly, gives the names and 
 the field of operations of two hundred thirty-two township superintendents. 
 
CHAPTER XVIII 
 
 GRADED SCHOOLS— (I) 
 
GRADED SCHOOLS — (1 
 
 IV the yentlc reader has ever taught school he might go, in fancy, into 
 a room where are collected from 40 to 50 children, varying in age from 
 six minus to sixteen plus ; the youngest in possession of no ability to 
 interpret in the light of anything they know a printed or written word ; the 
 oldest, with amljitions reaching toward higher arithmetic, history, grammar, and 
 possibly Latin and algebra. The teacher, for this is to be a school, may give 
 attention, severally, to all these youth. Each of those who can read a little must 
 have a bit of geography; others must add grammar; all must have spelling and 
 arithmetic. These are the intennediates. so to name them, there are, besides, 
 the oldest and the youngest, with their individual needs. The time of the unfor- 
 tunate teacher nmst be divided daily into from one to two hundred parts to give 
 this individual instruction. To avoid doing the impossible, he searches diligently 
 into the mental status of each, and finds that the\- may be aggregated into groups 
 of somewhat near the same attainments, an<l a certain lesson may be given to a 
 number at a time more readily and commonly with more life and success than 
 when the game is solitaire. Acting with tact and diligence, the master, after a 
 time, has wrought a change and his time is now divided into twenty to thirty 
 parts. He has classified his school, and in such conditions as these young people 
 beyond number have acquired the rudiments of education ; thousands have had 
 an impulse toward knowledge and culture, whose result was educated men and 
 women, 
 
 Jlut supjjose that only a sh(.)rt walk from this school there is a similar one, 
 and the privilege is granted to teachers to exchange ])U]iils. It is easily seen, 
 without detailing the story, that one teacher relieved from the pupils studying 
 grammar, higher arithmetic and so on could take in their places the other teacher's 
 pupils in the two R's and breakin"- ground upon the third, without any class being 
 undulv large, and greatly reducing the inniilier of her classes — consequently, 
 more time to a class. 
 
 Will the unprofessional teacher bring into reach two more, and two 
 more, such schools, and let this process of exchange continue? Not all good 
 things will attend it, but the work of each teacher is now to be done within 
 limits possible to reach ; and if there is an art of dealing with the beginner, she 
 has a chance to add to her innate abilities, and thereby to her skill as a teacher, 
 by learning it. And so. varying somewhat in the quality of it. it will be with 
 each year's work and the teacher thereof. lUit. as it has been intimated before 
 in these pages, human nature is always to be reckoned with, and the above 
 process would not properly work itself out if left to the independent action of 
 the eight teachers. It must not be eight schools, but one school, one "Union 
 School." with one superior; and there will be certain advantages come from it 
 if the entire school is gathered into one house ; but whether it be in one, two. 
 
214 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 or eight, it is a graded school; and this name it would properly bear if, instead of 
 reaching eight in its evolution, it should stop at six, or five, or four. 
 
 The "superior power" may have a name selected by the taste of the period, 
 as interpreted by the law-makers. It is board of education, directors, trustees, 
 town council. As an accredited agent of the board in the school one of the 
 teachers is selected. He or she may be called principal. If the thing described 
 may come to pass in the one-half of a town, so may it in the other half ; or, for 
 example, let there be three or five, for the luck that lurks in odd numbers. 
 
 It would be no cause for wonder if there were a few pupils in the highest 
 class in each of those school houses who would be glad of an opportunity to 
 continue their book education beyond the goal fixed years before by the board. 
 This excellent thought may have been planted by one of the teachers, a real 
 teacher, and it may, like the strawberry, have sent out runners — or some citizen 
 of knowledge and culture may have dropped the blessed seed. 
 
 But the cost would probably hinder the placing of a teacher for this work 
 in each building. The same plan pursued before brings all the pupils of this 
 mind into one place, and lo! a high school; at least, a higher school. If the 
 town or city grow in population there comes an assistant to the high school, and 
 another, and another; and after a while a teacher has but one line of work and 
 is budding into a specialist, with the advantages and the setbacks which grow 
 out of it. 
 
 While this general evolving was in progress the number of those divisions 
 of the town and of the school has increased, the general scope of instruction is 
 much wider, the need of some one who is an expert in these complex matters 
 is more urgent, the board of education are not experts, nor have they commonly 
 the time or the inclination to devote their lives to grattiitous service, and from 
 this predicament a superintendent frees them, or is expected so to do. 
 
 This is the short and easy "theory" — it is the plain, unvarnished truth — but 
 it comes a whole lifetime from Ix'ing the whole truth. .\n effort will follow to 
 expand it by giving the "practice." 
 
 In whose mind, or in what city, town or coiuitry district the notion first 
 found favor practically to take hold of the grading problem and work it out 
 will not, for the most excellent of reasons, be affirmed in these pages. That there 
 was a school system in Cincinnati at a very early date is one of those things 
 which give a grateful footing to the traveler through the course of human events, 
 a fact. Dissatisfied with the possibilities of the general school law of 1825, the 
 friends of education, at a time when amendments were making to the city char- 
 ter, took advantage of the opportunity and secured the passage of a statute, 
 1829, which gave the schools of the city of Cincinnati an independent organiza- 
 tion which empowered the City Council to levy special taxes for liuilding school- 
 houses and supporting schools. Something of more force than tlu- law aikuled 
 to was needed: "Xot only were the schools opposed by the heavy tax-payers 
 and the proprietors of private academies, but they were neglected by the people 
 for whose benefit they were set on foot, upon the ground that they were "charity' 
 or 'poor' schools." 
 
EDUCATIONAL HISTORY OF OHIO 215 
 
 But the special statute did not make straight the path for tlie oncoming 
 pride of Cincinnati. The trustees could call, not spirits from the vasty deep, but 
 sufficient funds from the City Council, and Hotspur's doubting question would 
 be apt. And it is recorded that even so late as 183 1 some of the schools were 
 in the basements of houses, amid stagnant water, and subject to all the incon- 
 veniences of a disregard of all the most vital principles of hygiene. And further, 
 that from 1829 to 1832 very little attention was paid to the common schools of 
 the city, and it was feared that the public had lost all interest in regard to them, 
 even though, that all life and gayety might not desert "the civic inauguration 
 of the march of education," "the keen compilers of educational manuals perceived 
 their chance, and a war of spelling books and dictionaries and geographies arose." 
 It does not greatly surprise the reader to learn that in 1836, while two thousand 
 four hundred pupils were assembled in daily attendance, under the instruction 
 of forty-three teachers, "no uniformity of grading or classification had yet been 
 reached." But these clouds about the sunrise passed oiif and full confident day 
 broke. 
 
 As has been elsewhere noted, the law of 1838 permitted the division of an 
 incorporated town, city or borough into sub-districts, these, it is to be inferred, 
 to remain in charge of the original directors who make the division, and their 
 successors. "And they may establish schools of different grades," and so follow- 
 ing. The trustees of the townships, with the consent of the school directors of 
 the town district, may attach to it adjacent territory. This is a graded school in 
 embryo. 
 
 In the .\kron law of 1S47. it will be remembered, it was made the duty of 
 the board to establish six or more primary schools and a central grammar school ; 
 and the law of 1849 made it the duty of the board of education of any district 
 to which the act applied, in case the electors of the district should by vote adopt 
 the act. to establish an adequate number of schools for the teaching of the rudi- 
 ments, and its further duty to establish a suitable number of other schools of a 
 higher grade or grades, and it was left with the board to decide what branches 
 shall be taught in each and all of said schools. 
 
 Graded schools were thus made optional in incorporated cities and towns, 
 and in anv incorporated village, which, with the territory annexed for school 
 purposes, contained at least two hundred inhabitants, provided that some special 
 law was not already in force. 
 
 By the general law of 1853 township boards of education were empowered 
 to establish central or high schools under their immediate charge ; and the board 
 of education in any city or incorporated village was given the same powers that 
 were conferred upon township boards ; that is, the right to organize graded and 
 high schools was conferred upon each of these boards without resort to an 
 election by the people. Other boards were left to the special laws under which 
 they were organized. 
 
 The general act of 1873 annulled all previous laws except the one of the color 
 line, and authorized any board of education to establish "one or more schools 
 of higher grade than the primary schools." It sanctions also the appointment of 
 a superintendent and assistant superintendents of the schools. It should be noted 
 
2i6 EDUCATIONAL HISTORY OF OHIO 
 
 that neither the law of 1849 nor any general law imder which separate districts 
 were organized, contained any ])ri>vision expressly authorizing the employment 
 of superintendents or sujaervisinu iirmclpals. Many boards of education employed 
 them because supervision is believed to be one of the essential conditions of 
 success in any enterprise which calls for the concentred labor of many hands 
 or of many minds. 
 
 Tiicre is solid legal ground, therefore, for a board of education to stand 
 on while it builds its system of schools, elementary, higher and high, and places 
 over them a Superintendent ; or, if this work is cib originc. it were well to take 
 the last named step first. 
 
 The growth of the township schools from one to another of these several 
 stati(jns has been treated elsewhere. The cities and towns followed the lead 
 of Akron, and in 1851 aliout seventy had estalilished free graded schools, most 
 of them by the adoption of the law of 1841). This was a |)ortion of the gospel 
 preached by Lorin Andrews and other educational evangelists, and their reports 
 contain many notes of triuni|)h (jver additions to the growing list. In the chapter 
 on F.arlv Schools there are at least a few exam]iles instanced of schools out- 
 growing their nonage and ]3Utting on the toga. 
 
 It would lie impractical.ile, even were it demanded by the conditions the writer 
 is endeavoring to meet, to trace this growth from city to city. biU a little local 
 color again may enliven a very jilain tale. 
 
 1. The place is l{atnn ; the time, i83y: the law, that of i84(): the suijcrin- 
 tendent, David AI. Morrow, grandson of an ( )hio governcjr ; an additional Iniild- 
 ing needed and a tantalizing prospect of one in the mind's eye of the superin- 
 tendent, who was directed by the board of education "'to devote two days of each 
 month for the ])urpose of classification," and who found it, by his own admission, 
 productive of "nuich weariness of the flesh;" course <if study, the common 
 branches "and a few of the higher." The highest de]iartment was growing into 
 a high school frcni 1850 to 1872: at the latter date it was fully recognized as such. 
 In the progress of the system a pcyiiiancut supcrintcudcucx was attained in 1867. 
 Previous to this time, though generally entitled superintendent, the principal 
 teacher gave the greater portion of his school hours to teaching. 
 
 2. "In the winter of i850-'5i the Elyria L'nion School started on its career 
 bv securing the services of Jason H. Canfield as superintendent, at a salary of 
 $30 ])er month, with two female assistants, with a com]iensation of $4 ]ier week. 
 This is a steady little sidelight upon the picture of a superintendent a lialf- 
 centurv ago. No scale is available to weigh or r.ieasure the man, but the salary 
 had a healthy growth and in twenty-three years reached $2,000. There is nothing 
 to show whether the distinction was continued between "salary" and "com])en- 
 sation." The graded school and the high school were evolved duly and sue 
 cessfulh'. 
 
 3. The town of Ironton took a vote u])on the adoption of the law of 1S49 
 wilhin the two \ears after the ]);issage of the law; thirty-seven yea■^. one nay. 
 The new board of education a])pointed Charles Kingbury "iirincijial," which 
 position he bi'ld and fidly filled till i8'i5. .\t his death, soon after the close of 
 
EDUCATIONAL HISTORY OF OHIO 217 
 
 his career in the schools, the citizens gave their apjireciation of his service the 
 material form of a handsome monument. 
 
 lie had competent successors in charge of the schools. At one time in the 
 history of the high school the experiment of doing without a principal was tried, 
 the superintendent taking over, to some extent, a principal's duties. The issue 
 was not satisfactory. 
 
 One function of a superintendent — and of a teacher — was early appre- 
 hended. Among the first resolutions put on record by the board was one 
 recjuiring the teachers "to spend a portion of each Saturday together to compare 
 methods of teaching, and counsel with each other and the superintendent as to 
 their work." Experience improved the plan, hut it was good to begin. 
 
 4. Tlie record runs that about this time — 1868 — Mr. Ephraim Miller, 
 who had taken charge of the l'"indlay sciicols in i86o; had devoted his time to 
 teaching in the high school, giving very little to supervision ; "made the first 
 attempt at a system of grading, which consisted of a course of study below the 
 high school extending througn seven years." It thus appears that there is no 
 method of forecasting in what order the three stages of progress named so 
 frequenth' will appear — wl-.ich is the blade, which is the ear, and which the full 
 corn. .\ touch not before given this picture is added by the following : A super- 
 intendent "began by giving all the schools a thorough examination to determine 
 the exact degree of advancement of each pupil. He found that a great many 
 pupils were in grades for which they were totally unfitted, but he ])ut each one 
 where he belonged, notwithstanding what he or she might think of it. Wounded 
 pride naturally played its part in creating dissatisfaction, but gradually parents 
 and pupils fell in with the new regime and accepted the situation." ( )f sterner 
 stuff there is none for .\mbition to be made of. 
 
 .\t a date not given, a number of pupils in the high school who were pur- 
 suing the common branches as a preparation for teaching them were organized 
 into a Normal department, and here is seen another thread in the woof of a 
 graded school. This normal class, however, was soon merged into the A gram- 
 mar grade, where, in addition to their review work, they had special instruction 
 in orthography, and once a week they heard the superintendent lecture on the 
 theory and practice of teaching. A considerable number of teachers received 
 all their formal training in this department. 
 
 5. The schools of Ripley were first graded in the fall of 1853, and the 
 assigning of pupils to the particular grades for which they were qualified instilled 
 such life and energy into the schools that the attendance was more than doubled 
 the first year. One brief chapter of experience would make the union graded 
 school system popular even if it stood alone. This year demonstrated the fact 
 that a union school cnuld he conducted with half the expense of an unclassified 
 school. Just how so heavy a reduction of outlay was brought about is not tola, 
 but the general voice said that the change was attended by two good things, 
 efficiency and true econom\'. The superintendent was undoubtedl}' a man of 
 rare ability as an executive, Init after serving this people one and one-half years 
 he resigned. The record looks into the troubled future and concludes: "He 
 afterwards became famous during the war as a c|uarter-master." 
 
2l8 EDUCATIONAL HISTORY OF OHIO 
 
 This relation would not be complete without showing what it might enter 
 into the heart of man to conceive of as a course of study for a high school. For 
 brevity's sake only the last two years are given: 
 
 Tliird Year: Solid Geometry, Cassar, Chemistry, Rhetoric, Plane and Spher- 
 ical Trignometry, Greek. Mensuration, Surveying, Virgil, Logic, Astronomy, 
 Meteorology. 
 
 Fourth Year: .Analytical Geometry, \irgil, Geology, Xenophon's .-Anabasis, 
 Differential Calculus, Integral Calculus, Livy, Moral Science, Political Economy, 
 Mental Philosophy, Evidences of Christianity, Butler's Analogy, Conchology. 
 
 Vocal Music, Composition and Declamation throughout the whole course. 
 
 How times have come about! After the colleges of the State were officially 
 visited perhaps the graduates of some of them were admitted to this course on 
 their diplomas. The historian of 1876, casting a retrospective eye upon the list 
 here given, with the two years that led the way, remarked: "It will be observed 
 that the persons who devised and adopted the a1)0ve curriculum had high hopes 
 for the Union Schools. * * * In several respects it is much more extensive 
 than our present curriculum." The writer of this admission speaks a truth of 
 general application, and his saying it will suffice for the State : "The Commence- 
 ment exercises are always a season of delight, not only to the pupils, but also 
 to the citizens generally. The spacious hall is always crowded to overflowing 
 with the best people of the town to do honor to the occasion." 
 
 6. Something of another tint is furnished in this, bearing date 1S51 : "The 
 school under the supervision of Mr. George L. Mills, known as 'School District 
 No. 3.' in the town of Mansfield, is still in a healthy and prosperous condition. 
 It is organized in four departments, in regular gradation, from the primary to 
 the high school ; the principal of the highest department having the supervision 
 of the school." Here is gradation, tO]3ped out by a high school where (ireek, 
 Latin, algebra, geometry, chemistry, Ijotany and other branches were taught, pre- 
 ceding "Union;" and, what appears like the meeting of extremes, it was still 
 in the semi-subscription epoch: "During the winter term, while the school was 
 sustained wholly by public funds, the number enrolled was 233. In the summer 
 term the school was supported by tuition bills, and the number of pupils was 1 13. 
 The other schools were well reported, three of them having each a male jirincipal 
 and a female assistant. The tale of sub-districts in the town was, therefore, five 
 at least. They were unified in 1853 under the act of 1853, according tii the table 
 of graded schools in the report of the Secretary of State. 
 
 This report gives statistics of fifty-two Union Schools. Cincinnati is not 
 included, though the schools were united under one board, had a high school 
 — the Central — under a special act of 1846, and a superintendent, .\athan ( iuil- 
 ford, elected by the board of visitors, under a special law. Canton is not named, 
 though the scliools were organized under the act of 1849, s"*^' were gr:ideil and 
 in charge of their first superintendent, but the high school was vet in the future, 
 
 1854- 
 
 In Commissioner iJarney's re])ort for 1854 there is material for an interesting 
 section in this chapter. The City Council of Cleveland had ]iassed an ordinance 
 to amend former ordinances for the better retrnlation of the public schools of the 
 
EDUCATIONAL HISTORY OF OHIO 
 
 219 
 
 city. Its authority in the premises was a special act of 1838. The general law 
 of that year was evidently not broad and liberal enough, and this was not the 
 last legislation which this municipality sought in the same spirit. 
 
 The ordinance above created a board of education in place of the board of 
 managers; conferred upon the secretary of the board the duties and powers for- 
 merly exercised by the acting manager, and provided for the appointment of a 
 superintendent of instruction and a board of visitors. 
 
 This last named body is an excellent addition to a city school system. The 
 writer was connected with the public schools of the city of Natchez, Miss., a 
 few years subsequent to the time of these events in Cleveland. The city system 
 was complete in every part, as those things are now conceived of, except kinder- 
 gartens and a normal class. The board of visitors stood for the public. At its 
 head, some gentleman noted for culture, sense and executive power. Every class 
 and every school-room was examined by a committee of this board, and a printed 
 report was made to the public, that paid the taxes. The Cleveland visitors were 
 credited with discharging their duties with commendable fidelity. Dr. E. E. 
 White speaks somewhere with satisfaction of having taught in Cleveland under 
 the inspection of such a committee. There is a pinch of pedagogy in the board's 
 report. It speaks of the zvord method of teaching beginners to read as "used 
 with good success." but, cautiously, "as it is yet with us an experiment, we care 
 not to give it our unqualified approval." 
 
 This first board appointed Andrew Freese A. M. Superintendent. His first 
 account of the things needing cure and the remedies applied suggest very clearly 
 the function of a superintendent of schools. A few sentences fitly spoken : "The 
 most eiifectual means used to diminish tardiness were of that class which stim- 
 ulates to voluntary well doing." — A report lies in sight wherein the reporter 
 says: "We have no tardiness. We lock the door." — "We should certainly have 
 some less use for the jail, which has been pronounced an 'ornament to the city,' 
 were the schoolhouses equal to it in appearance and as well adapted to their use. 
 A noble and elegant schoolhouse is, in itself, a perpetual teacher." "A child 
 placed in the way of performing one good and virtuous act is benefitted far more 
 than he would be by listening to many lectures involving the principle." 
 
 In the preceding pages there is an exhibit representing the rise and progress 
 of the graded school in Ohio ; the permissive legislation that blazed the trees, — 
 or, as that figure is obsolescent, so far from the pioneers, — that went before 
 with beckoning hand ; the rapidly increasing spread of the idea in cities and 
 towns after the educational revival, and its slow march into the townships. In 
 the latter its triumph is a thing of promise ; in the former the graded school is 
 so nearly universal that it is a fair inference that the given city district or village 
 district contains such a school, though in their bodying forth of the true ideal, 
 there are many stages of approximation. 
 
 But in virtually all the larger districts the schools are graded, and there is 
 a high school, and in charge of all is a "teacher," as the latest law denominates 
 or dignifies him, though known to the reports by that elastic title, "superinten- 
 dent." and among the local public by that very foolish one, "professor." 
 
220 EDUCATIONAL HISTORY OF OHIO 
 
 An attempt will be made to show in outline the jiresent day graded school 
 with at least a ])art of the things suggested liy the term luit nnt yetnanied in 
 this chapter, which will nnw give its conclusion weight with a liberal taking on 
 oi figures, not uf speech, though the\- often talk, and bmdly. "but the ten Arab 
 signs." 
 
 The re|)ort (jf the School Commissioner for iyo3 iiresents the number of 
 city districts, 71; village and special, 1.050: townshi]). 1.133: subdivisions in 
 township districts, 11,016. 
 
 Number of school houses: Township districts, elementary, io.i/)4: high, 
 110: separate districts, elementary, 1,825; high. 216. 
 
 Total value of school property. $50,006,648. 
 
 Total number of teachers, 24,081. 
 
 Total enrollment of pupils. 829.620. 
 
 .\u1nl3er of jiersons attending colleges and universities •'^■555 
 
 Pupils enrolled in private schools 34.^88 
 
 State institutions 4.488 
 
 Schools for deaf children — common schdols 654 
 
 Total 877,605 
 
 Xumlier of high schools — 
 
 Township districts 165 
 
 .Separate districts 621 
 
 Number of superintendents giving one-half or more of their time to supervision — 
 Township districts 33 
 
 Average cost of tuition per |iu])il on the total ennillmcnt — 
 Township districts — 
 
 Elementarv $8 Sg 
 
 High. ...'. 20 y8 
 
 .Separate districts — 
 
 Rlementary $10 33 
 
 High 21 61 
 
CHAPTER XIX 
 
 GRADED SCHOOLS — (2 
 
GRADED SCHOOLS — (2) 
 
 CHE logical result, the capsheaf of a system of efficient graded schools, is 
 the high school. The argument of Judge Pillars, given in the chapter 
 entitled "Supervision — the Commissioners," is an interesting and con- 
 vincing discussion of the duplex proposition. It leads to the conclusion that a 
 public high school in Ohio would once have been an illegal institution, but that 
 a basis of law was built under it, by the school legislation of 1853, firm enough 
 to bear a structure as high as the people of the district wish to build it. 
 
 For a number of years, the debate ran on over the legality, and likewise over 
 the expediency, of such a grade. 
 
 The State Commissioner whose term had recently expired had taken up a 
 decidedly adverse position upon the second point ; a position, the successful de- 
 fence of which would be very injurious to the high school, if not fatal. It would 
 be an ill which could not lie cured by statute as the other could : or, at worst, 
 by a constitutional amendment. 
 
 The Commissioner had affirmed that, "the high school does not offer a 
 liberal education to the poor. To the poor the high school is like the fountain 
 of Tantalus, a mirage that mocks their thirst. * * * It is a doubtful good 
 when the high school educates beyond the condition of any who receive its in- 
 struction. * * * 
 
 Three-fifths of those persons who graduate from the high schools of the 
 State are girls. They may make better wives, mothers, shop-girls or teachers 
 because of their high school attendance, but this is questionable." 
 
 One claim often urged by those who denied the efficiency of the high schools 
 of the State was based upon what appeared in their ciphering the exceedingly 
 small percentage of pupils who reach the high school. 
 
 It is surelv matter of regret that so many boys and girls do not continue the 
 school course beyond the primary grades, but the public were asked to compare 
 the number of graduates in a given year with the entire enrollment of the school, 
 instead of with one-twelfth of that number ; likewise to estimate the worth of a 
 high school by the number of graduates. 
 
 The dispute drew out many speeches, resolutions, articles, and reports, but 
 probablv no school was disbanded and probably no school was established, on 
 account of it. Environment reaches in a molding hand to the fashioning of 
 one's opinion upon this question, as upon every other. The personal equation 
 did not restrict its influence to one side. The father of one or two sons or 
 daughters teaching in a high school, or pupils therein, his desire for the well 
 doing of his children very great, and his yearly tax very small, might form a 
 perfectly unbiased opinion on the subject, as a rare triumph of the judicial spirit. 
 
 The storm blew over, or calmed down, and the high school, with the faults 
 it inherits and those it acquires, — its strong tendency to rely on the system and 
 
224 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 method which characterize a weU regulated institution to the (hscouragement 
 of individual effort — often faiUng to find the golden mean between sup:'rsystem 
 and chaos — its so common exaggeration at the present day of miscalled physical 
 culture in the shape of violent and almost brutal games; its acme of absurdity 
 in boys' and girls' secret societies : is entrenched more strongly than ever in 
 the people's love. 
 
 A notion, as incorrect as it is conmion is that ( )hio, as a State su])ports the 
 prevailing system of high schools. The interest on the irreilucible fund and the 
 avails from the State tax will not support even a system of primary schools. 
 The report for 1903 shows that the people as a unit, bound so to do b\ contracts 
 entered into with the large number of smaller peoples, the school districts, taxed 
 themselves $2,108,186.70 for the support of schools, while these "smaller peoples," 
 the local districts, taxed themselves, in the aggregate, $13,045,507.38. The large 
 unit establishes the system, sets a good example by making a liberal contribution, 
 and legalizes the action of the districts in following her example interpreted 
 largely. It is not some great -\listracti(in that does things, large and small, but 
 the people. They, past and present, are the State. They in the long run, are 
 wise, and generous, and dignified, and far-seein'.j- : their servants often "play 
 fantastic tricks" in the name of government. 
 
 SCHOOLS FOR THE DEAF 
 
 A humane addition to the school sy^tem of ( )liio in the recent years is a 
 law providing for the instruction of the deaf in the day schools, in an apartment 
 to themselves and under a trained teacher. In the Commissioner's report for 
 1902 there is an account oi an inspection of these schocils, of which there are 
 several in the cities, b\ the Superintendent of the Institution for the Deaf, a 
 function to which he had been very properly invited by Mr. Ilonebrake. 
 
 COMPULSORY ATTENDANCE 
 
 Seventv years ago a book was published in \ew York with "The District 
 School" for a title. A chapter on that very old. forever new theme. Parental 
 Duty, has for its motto a quotation from one of the British Quarterlies: "If 
 children provided their own education, and could be sensible of its importance 
 to their happiness, it would be a 7i'a;,7, and miglit be left to the natural demand 
 and supply : but as it is provided by the jiarents, and paid for by those who do 
 not profit by its results, it is a duty, and is therefore liable to be neglected." 
 
 To the separate phrases of this motto one can scarcely agree but this unde- 
 niable statement can be picked from it. The duty of educating the vmith of the 
 State can not be apprehended by the youth, is not apprehended by a very large 
 number of parents, and must not be slighted off l)y the (leoijle as a wlmle. The 
 first law of Nature forbids, and history pointed nut an example in fnliow. Pro- 
 fessor Stow's classic report, "classic" in its delightful style, says that "at this 
 earlv period — 1700 — seminaries were establislu'd cx/^rcssly fnr the education 
 of teachers, and laws were en:ictrd. nliliging pareiUs In send their children In 
 
EDUCATIONAL HISTORY OF OHIO 
 
 225 
 
 school. Similar laws had been in force among the Puritans of New England, 
 even before that period." 
 
 In the ofKce of the Superintendent of Schools in a given citv — unless he 
 have graduated into one of his own — sits at his desk, when not on his daily 
 round in the "highways and byways to compel them to come in," a truant officer. 
 
 His addition to the "staff" follows from the needs, chieflv, of the cilies, 
 and his duties may be touched upon here. 
 
 The notion was of slow growth in Ohio, that of compulsion, of securing 
 the attendance at school of a child by means of a penalty hung over the parent ; 
 and when that fails, of a stronger hand laid upon the truant and his commit- 
 ment to a narrower field for his deviations. It seemed once to be an entering 
 of the parental "castle" with a rude imperious summons, or worse, on a meddle- 
 some errand. "If reasons for our boy's not attending school were as plenty as 
 blackberries, we would not give one on compulsion. Reading and writing mav 
 not come by Xature, but a father's rights do." 
 
 The memory of man readily runneth back a few decades to a time when 
 prominent educators spoke out stoutly against compulsion, but it came, mildlv 
 at first, with no terrors for anyone, with loopholes for all sorts and sizes. 
 
 ISut the iniblic's large and solicitous eye looked with concern at the little 
 children, robbed of their birth-right lj\- carelessness, weakness, or greed, toiling 
 in the shops. It regarded with a rising' and righteous anger the steady growth 
 of the ranks of the enemies of the republic, recruited from the voimg "incor- 
 rigibles." 
 
 The organizations of skilled workmen had their part in the above, and in 
 addition thereto demanded legislation that would keep children out of the line 
 of competition. 
 
 The heavy taxpayer could justly deny the right of the State to demand his 
 money to pay for the education of the }outh of the State and not be equally 
 imperative in its invitation to the youth of the State to come and be educated. 
 It looked like obtaining money under a false pretence. 
 
 And, as was announced, the truant officer came. He bears a commission, 
 the length of which prevents quoting, but lie is clothed with police powers; he 
 can serve warrants, enter workshops and factories to obtain information which 
 lie may need in the enforcing of the law; he is authorized "to take into custody 
 the person of any youth between eight and fourteen years of age, or between 
 eight and sixteen years of age when not regularly employed or when unable to 
 read and write the English language, who is not attending school." He must 
 institute proceedings against any one violating the law on this subject. He 
 receives reports from teachers, goes to the homes of absentee pupils to inquire 
 as to the cause of absence and to warn delinquent parents, and, if the case calls 
 for it must make complaint in a competent court wRerein the said delinquent 
 may be fined, but if the parent prove himself unable to control the boy, thf 
 truant officer must make complaint that said boy is a "juvenile disorderly per- 
 son," and perhaps accompany him to a children's home or an industrial school. 
 The truant officer must look into cases where absence from school is probably 
 
226 EDUCATIONAL HISTORY OF OHIO 
 
 the result of inal)ility on the jwrt of the parent to sii]jport tlie child and send 
 him to school, and he nnisi report the case to the authorities for relief. 
 
 These are not all of the duties of a truant officer. He has use for all the 
 qualities, physical and temperamental, that l)ecome a man. Whether <.ir not 
 he has the e(|uipnient. is determined 1)\' trial. The law demands that the teacher 
 who re]>i)rte(l the "case" should have a certificate of (|ualification. 
 
 The question whether the compulse -y law of 1S89, amended i8c;o. virtually 
 the same as the sections in the present code, he constitutional has heen hefore 
 the Supreme Court of CJhio, and has been answereil in the affirmative. 
 
 .-Vttention has been asked to the head manager of the schools, and enough 
 has been said and suggested about his duties, his authority, and what manner of 
 man he must be: to the meaning of the high school, its legal foundation: to be 
 inferred is the essentiality to the success of such a school of the principal with 
 his natur;d gifts and graces, his comprehensive acquirements, his opportunities; 
 to that ninre recent ally, the embodied connecting link between the unwilling 
 bov and tile place wliere he lielongs : between the impotent or the indigent parent 
 and his source of relief. 
 
 Some oi th.e questions asked and an.->wered. satisfactorily or otherwise, may 
 be merely stated in passing: whether tlie main purpose of a high school be to fit 
 yoimg people for college: whether it is well to nuiltipl\' courses of study or can 
 one be so wiseb.' selected that it will lie best for all: is there an equivalent for 
 Greek : is it lietter to have recess : is the manual training school to become a 
 fixed antl general part of the system, and so on with matters of greater moment 
 and of less. 
 
 The luatter of e.xaminations : how they slmuld be conducted, if had at all, 
 and what are the objects, has long lieen i>n tlie anvil and admits o* unlimited 
 hammering. It is not permanently shaped. Thirty-five years ago. in a resolu- 
 tion brought forward b\ one of the sanest of schoolmasters. Dr. Eli T. Tappan, 
 the State Teachers' Association spoke its mind : "That periodical examinations 
 of pupils are useful and important as an incentive to study and as a means of 
 showing both pu]iil and teacher the former's progress and relative standing; and 
 the tabulated result of such examinations should be the chief but imt the only 
 basis of promotion tn higher classes and grades; the puiiil's previous deport- 
 ment, eft'orts, and other circumstances being alsn dul\ considered." 
 
 Whether the same l)ody would .give this peilagogic utterance a unanimous 
 vote of approval at the present da\- ma\ be doubted, but its having done so is 
 a fact of historv. and it might do it again: "history repeats." 
 
 Pertinent to the body of high school ilnctrine was a high and might\- exam- 
 ination. 1)\ letter, of the leading school men duriiiL; the cnnsiilate of t'ommissioner 
 .Snnth. The probe applied was of this form: "W'mild it nut be better greatlv 
 to reduce the number of studies and recitations for e;icli day, and give time for 
 longer and more carefully ])repared lessmis in the br;inches selecteil for a given 
 time or term?" 
 
 This (|iu-stion was addressed to a number nf gentlemen, twenty-five of 
 whom res]ion(k-d. and their rejilies range from ready acceptance to ])rompt 
 rejection. Dr. Sm\tb. however, placed them intn three classes: those that 
 
EDUCATIONAL HISTORY OF OHIO 227 
 
 warmly favor a radical change, greatly reducing the number of Iraditig daily 
 studies : those admitting the desirableness of a limited chan;4e in that direction : 
 those opposed to any change. In the first class were 16; in the second, 6; in 
 the third, 4. It is interesting, among the sixteen, to find W. D. Henkle, E. H. 
 Fairchilcl, I. J. x\llen, D. F. De Wolf: among the six, Edwin Regal, John Han- 
 cock, R. W. Stevenson: the four, Lyman Harding, Eli T. Tappan, I. P. Hole. 
 I. W. .Andrews. These names in tlie report, all have some title affixed but 
 their wearers all outgrew them. It may be noted that there is a superintend- 
 ent of the Cincinnati schools, past, prospective, or present in each class — Allen, 
 Hancock, Harding. For the novelty of it, let a brief cpiotation from each 
 represent his position ami his class. 
 
 1. "Every teacher knows the many and vexatious difficulties in the \\a.\ of 
 securing full concentration of the juvenile mind upon i^rescribeil lessons. Has 
 the teacher ever considered that the course pursued of presenting lessons in the 
 various leading studies in rapid succession is the very cause of this dispersion 
 of thought that gives him such vexation and discouragement? Mental power 
 can never be powerfully applied without concentration of its forces. That con- 
 centration can never be secured without discipline, training to that end. Such 
 discipline is, therefore, among the highest purposes of juvenile education. Tlmse 
 high purposes cannot be achieved without faithful compliance with intellectual 
 law: and that law is violated by demanding of the undisciplined mind of child- 
 hood concentration of thought upon a rapidb, changing series of subjects." 
 
 2. "Since no one can read even the most interesting book for a whole day 
 withijiu a certain sense of fatigue, would not the minds of children, if confined 
 to a smgle study, tire, and thus lose all the advantages of a close and pleased 
 attention? In attempting to give depth to the stream of knowledge bv this 
 means, is there not a possibility of contracting it within a very narrow channel? 
 * * '■' The solution of this and all other educational problems must be, in 
 a great measure, determined by experience. The blind conservatism that rejects 
 a thing because it is new, is neither wise nor profitable : and it might be worth 
 while to test the innovation under discussion, liy an experiment sufficiently exten- 
 sive finally to settle its worth." 
 
 3. "I regard schools as intellectual gymnasia. Xow in physical exercise, 
 it is deemed necessary to develo]) the whole frame, and for that end a great 
 variety of exercises is introduced, calling into pla}- cverv ])art of the body. T(j 
 select a single exercise and continue it, until the pupd is fully developed m that 
 particular part of the bod\-, would be as wise as to select a single study, occupy 
 the time and attention of the pu])il with that, until he is thoroughly master of it. 
 Besides, ])y a variety of studies, within the proper limits, the interest of the 
 pupil is awakened and kept alive." 
 
 This disagreement of the doctors left the ])eople large freedom. 
 
 It may aid the writer's jilan, and add something to the general reader's 
 concc]jtion of a system of cit}- schools in its most evolved and complete forin, to 
 tear a leaf here and there from the "sources" /;; situ, and ])lace them here, as 
 the geologist lireaks ol¥ and firings home his specimens. 
 
228 EDUCATIONAL HISTORY OF OHIO 
 
 While the hi.s;h school was settling into a firm architectural upper story to 
 the school svstem, the kindergarten was quietly building below. The following 
 brief exposition is f n im the latest manual of the Cleveland schools : 
 
 The Kindergarten iiri'Sramme. fi)llowing the ideas of Frubel's Mother Play Book, 
 is based upon the seasonal year and upon man's activities. These ideas are grouped 
 about the child's direct interests as reflected in the community life that surrounds him. 
 So, as a starting point, the family idea first claims the child's thought as, when he enters 
 the Kindergarten, it is his nearest point of contact. The family thought is presented in 
 its universal aspect. Beginning with his own family the child is led to group into families 
 the world of men and nature, so he grasps the idea of organic life and the cominunity 
 life about him. By learning of the bird family as well as of the human family, he feels 
 his kinship with life in luany forms and so, through picture, song, story, game. Gift 
 and Occupation these impressions are made vivid and clear. 
 
 The world of labor is next presented to the child through the ideas of agriculture 
 and the trades as found in the avocations of the farmer, the baker, the carpenter, the 
 blacksmith and the shoemaker. By picture, story, song, game and handvi'ork the child 
 reflects in his play these typical activities. 
 
 The child's relation to the state and civic life is next shown in the patriotic games 
 and songs indicated by the "Mother Play of the Knights," which presents the idea of 
 chivalry to the child embodied in poetic form. This idea is illustrated in the patriotic 
 observance of Washington's birthday and the stories told of brave heroes everywhere. 
 
 From the child's relation to the state, his next progression is found in his introduction 
 to the world universal where, through the forces of nature, the earth, the water, the 
 light, he is led to recognize the idea of the creative power back of all outward inanifestation 
 and so tlie thought of the Fatherhood of God is reached through a series of steps which, 
 presented in situplc form, help the child to find himself in his life relation with nature 
 and man. 
 
 So in his play is he a world-builder, and. as Frubel lielieved, that the life of the child 
 follows in parallel lines the life of the race, childhood thus reproduces, through creative 
 play, the race progress. 
 
 Such a manual as this is an illustration of the growth of jniblic school edu- 
 cation in ( Ihio, with its courses of study of all the grades, from the Kinder- 
 garten just left, to and through the Xormal School, and including a course of 
 manual training: and its syllabus, running with the grades, is a jiractical treatise, 
 a body of field notes, on the science and art of teaching. 
 
 For an illustration of the method of a syllabus in directing the study of 
 reading, the line of school work in whicli the most remarkable progress in all the 
 best schools has been made in recent years from tlie stagnation of the years be- 
 fore, here follows a page from the Cincinnati Manual. It is for the eighth 
 grade. Spelling, graminar, language and cnmposition arc included with read- 
 ing under the general head of English. 
 
 READING 
 
 Twenty selections from either the Seventh or the Eighth Reader, including the 
 Deserted Village, Gray's Elegy, and Kip Van Winkle. Omit in the Seventh Reader the 
 lessons selected for the Seventh Grade. The supplementary reading should include Snow- 
 Bound, and cither Julius Ca;sar or selections from the Sketch Book. 
 
 Memorize: Thanatopsis (first and last stanzas). Breathes there the man with soul 
 60 dead? Scott. Thou, too sail on, O Ship of State! Longfellow^ The Chambered Nau- 
 
EDUCATIONAL HISTORY OF OHIO 
 
 229 
 
 tilus. Holmes. What Constitutes a State? Jones. Extract from Snow-Bound (ten or 
 fifteen verses). Extract from Deserted Village (ten or fifteen verses). There is a tide 
 in the affairs of men, Shakespeare. Preamble of the Constitution. 
 
 The following also are recommended: The Present Crisis, Lowell, (selected stanzas). 
 The Quality of Mercy, Shakespeare. Extract from Gray's Elegy (two or three stanzas). 
 Books, Venable. The Teacher's Dream, to be read at the close of the year to the pupils. 
 The Founders of Ohio. The last three poems and others, by om- own poet-teacher, are 
 deserving of attention. 
 
 In addition to the aljove, some inspiring book on character such as Smiles' Self- 
 Help, should be read and discussed by the pupils in morning exercises or in reading 
 periods. 
 
 As pupils advance in the grades, they read so much, their voices become so changed, 
 and the diffidence of adolescence becomes so marked, that it is necessary to give inert asing 
 emphasis to the art of reading. Oral expression should have attention in at least one 
 period a week. The instructions on the "Principles of Good Reading" in the appendix to 
 the Reader should be given consideration and should be applied to the lessons selected 
 for drill. 
 
 Four lessons for this purpose in the Eighth Reader are: The Charge of the Light 
 Brigade. Herve Riel, Waterloo, Julius Ca;sar. Use also Lincoln's Gettysburg .Address, 
 in the Sixth Reader, and selections for memorizing. 
 
 First. The study of such lessons should include pronunciation and meaning of new 
 words, the interpretation of the thought, the spirit or purpose of the selection — leading 
 the pupil to understand and appreciate it. This will include the paraphrasing of the 
 lesson by the pupils. 
 
 Second. The oral reading of very siiort portions at :i time, in as expressive a 
 manner as possible, with sympathetic attention to those qualities of good reading that arc 
 enumerated in the "Principles of Good Reading," referred to above. 
 
 Third. The recitation, if only of two sentences, from the front of the room, with 
 special attention to position, articulation, and earnestness. It is difficult for the pupil 
 to keep his eyes upon his audience in an easy, unembarrassed way, and not seem self- 
 conscious or over-confident; but if directness and earnestness are insi.sted upon, there will 
 soon be real progress. The two extremes to be guarded against are the self-consciousness 
 that leads to artificiality, and the monotony of indifference. 
 
 The habit of speaking directly to the class, to their eyes as well as their ears, frequently 
 in connection with the history, geography, and other topical work, will do much to secure 
 an interesting and pleasant conversational manner. The reading should have this aim. 
 
 Exercises should be given at each drill period in deep breathing and vocalization, — 
 exhaling with the vowel sounds in a pure tone of voice, etc. Give attention to the culti- 
 vation of a pleasant voice, avoiding nasality and atYectation. The syllabus on Physical 
 Training gives exercises in breathing. 
 
 Energetic drills should be given upon the consonant sounds, — giving first the letter, 
 then its sound, then a word beginning with the sound, the sound three or four times, 
 and again the word. These are intended to secure firmness and distinctness of enunciation, 
 and should be done with strong muscular effort. Use also sentences and rhymes that afford 
 difficulty in articulation, and sentences that call for volume and c:irrying power: as, "For- 
 ward, the Light Brigade," etc. 
 
 If all the above is done in a very shnple and earnest manner, it will add greatly 
 to the enjoyment and profit of the reading period, and will also add to the appreciation of 
 the content and spirit of the selections read. This detailed study can not be given to 
 many selections, but in all the supplementary reading the work should be done with suffi- 
 cient leisure to secure both understanding and appreciation of what is read. In the 
 reading of descriptive selections, as Deserted Village, the Elegy, and Snow-Bound, the 
 pupils should form mental pictures of the .scenes and describe them, and mental portraits 
 of the characters. 
 
230 EDUCATIONAL HISTORY OF OHIO 
 
 The Cincinnati Teachers" Institnte has a large number of snccessful annual 
 sessions behind it. and, in prospect, man\ more. Its financial basis is S400 a 
 year, allowed by the board of education, to jiay for instruction, while the salaries 
 of the teachers are paid as for a week of school. 
 
 There are three voluntary organizations of teachers. The Cincinnati Teach- 
 ers' Club, numbering five hundred nienil)ers, the Mathesis, an organization of 
 women, and the Schoolmasters' Club. Six hundred teachers are members of the 
 Ohio Teachers' Reading Circle, and large classes are doing work under pro- 
 fessors of the I'niversity of Cincinnati. Things are moving toward Alanual 
 Training and Kindergartens. 
 
 With great propriety Toledo may be interviewed upon manual training. 
 "Toledo has been a pioneer in public school manual training. Twenty vears ago 
 next March, by resolution of the Commrin Council, a jniblic manual training 
 high school was established in Toledo. Since that time the department has been 
 maintained with ever increasing efficiency, and has been extended until now it 
 provides for training in expression along manual lines frijni the time pu])ils 
 enter the kindergarten at four years of age until tlie\' graduate from the high 
 school fourteen years later. 
 
 "All branches taught in the elementary schools are classified into four gen- 
 eral departments or divisions : langtiage. civics, mathematics and manual culture. 
 Language comprises reading, spelling, grammar and general culture. Civics in- 
 cludes geography, history and civil government. Mathematics includes arith- 
 metic and algebra. Manual culture includes manual training, music, drawing, 
 writing, physical training and miscellaneous exercises. Therefore manual train- 
 inb is provided for in the regular school program without in an\- wav interfer- 
 ing with the so-called essential subjects or with the subjects that are not in the 
 same department with it. < )n manual training days there is no work given in 
 the other manual culture suljjects. I'upils take manual training instead. 
 
 "Instruction in shopwork and cooking is given to the seventh and eighth 
 grade pupils in centers provided for that purpose. This instruction is given to 
 the boys in the carpenter shops by three men teachers and to the girls in the 
 kitchens by three women teachers. Sixty grammar schools have been assigned 
 to this work for the current school vear. 
 
 "Probably no superiority over other cities can lie claimed for Toledo's kin- 
 dergarten department, unless it be the fact that its advantages are ofifered to all 
 four and five year old children of the city alike. No elementarv school is with- 
 out its kindergarten, and, with the exception of four .--chool districts, two sessions 
 are held daily, one division attending in the morning, and the other in the after- 
 noon. 
 
 ".Manual traiiiing in the first four grailes goes hand in hand with the draw- 
 ing, and is inider the superivision of the art director. ( )n one day in each week 
 
EDUCATIONAL HISTORY OF OHIO 
 
 231 
 
 the drawing, music and writing are omitted, and the time usually given to these 
 subjects is devoted to the inanual training work. 
 
 "During the last year in the elementary schools careful consideration is 
 given to the classification of food and its uses in the body, cooking and baking 
 are undertaken on a more elaborate scale, and the canning and preserving of 
 vegetables and fruits is scientifically pursued. The economical phases of house- 
 hold duties are studied minuteh- and invalid cookery is introduced. 
 
 "The manual training high school, known as the Toledo University, offers 
 four courses in manual trainine: the mechanics arts and architectural arts courses 
 for young men, and the domestic science and art courses for young women." 
 
 The realm of nature is being yet farther invaded by school gardening. In 
 one school, so the record runs, "flower beds were laid out, vines planted, lily 
 ponds dug, and fifty-nine window boxes made and filled." The care of these 
 things except in vacation, devolved upon the children. It would seem that 
 priceless results, not to the flowers but to the florists, would come of it. 
 
 A glance at what is doing more and less in ( )hio in the vital work of 
 developing teachers, so that in the time coming their art may be more nearly 
 worthy of the material it deals with and aims to fashion, will be borrowed from 
 the Columbus district ; and first, a general statement from the superintendent : 
 
 "In a list of five hundred teachers it cannot be expected that all will be 
 equally interested in their work or show the same professional zeal. No one 
 can fully understand the. spirit that ])romps each, or the personal difficulties 
 with which each must contend. We can only speak of the body as a whole. 
 There are always some who fall short of what is expected of them and others 
 who always overreach their strength ; the former need ])ro(lding, while the 
 later need encouragement and restraint. 
 
 "( )ur teachers as a body have always shown a fine professional spirit and 
 are thorous'hly interested in every good work and word. This is shown by their 
 organized efforts. Once a month a volunteer class of from ninety to one hun- 
 dred meets on Saturday mornings for instruction in art and its development; 
 twice a month from sixty to one hundred meet on Tuesday evenings to study 
 education, literature, and science; once a month a joint session of the county 
 and city associations is held to hear leading educators of the country ; once a 
 month the principals meet of their own accord to spend a Saturday morning 
 in the study of their special needs ; once a month the organized grade associa- 
 tions meet for the same purpose. All of these meetings are well attended and 
 are separate and apart from the regular and called meetings of the Superin- 
 tendent and supervisors. * * * 
 
 "Since 1890 we have held our City Institutes either in connection with 
 Franklin County alternating monthly meetings with count\- committee. We have 
 also considered the Central Ohio Teachers' Association as a part of our institute 
 and paid our membership fees accordingly " 
 
232 EDUCATIONAL HISTORY OF OHIO 
 
 CONSTITUTION OF COLUMBUS EDUCATIONAL ASSOCIATION 
 
 Article I. 
 
 The name of this Association shall he the Columbus Educational Association. 
 Its object shall be to furnish an opportunity for social intercourse among the teachers 
 of Columbus and for the discussion of educational topics. 
 
 .\kticle II. 
 
 The officers of this .\ssociation shall be a President, a Vice-President, a Secretary, 
 and a Treasurer who shall be elected annually by l.iallot at the September meeting, or 
 as soon thereafter as practicable, and shall perform the duties pertaining to their respective 
 offices: and an Executive Committee of si.x, exclusive of the President, who shall be a 
 member e-X-oflicio. 
 
 Article III. 
 
 The Executive Committee shall prepare a program of exercises for the regular 
 meetings, and shall carry into effect all orders and resolutions of the Association. 
 
 The funds of the .Association ,=hall be paid out by the Treasurer only on orders from 
 the .Secretary of the E.xecutive Coniiiiittec. 
 
 Article IV. 
 
 The regular meetings of this .\ssociation shall be on the third Saturday of each 
 school month unless otherwise ordered liy the Executive Committee. 
 
 .Article V. 
 
 .Any person interested in educational work may become a memljer of this Association 
 by signing the Constitution. 
 
 Article VI. 
 
 An annual tax may be voted by three-fifths of all the members present at any regular 
 meeting, said ta.x not to e.xceed fifty cents per anmnu for each member, unless otiierwise 
 recommended by the Executive Conunittee. 
 
 .Article VII. 
 
 This Constitution may Ije altered or amended by two-thirds of all the memliers present 
 at any regular meeting, provided notice of such intended alteration or amendment shall 
 have been given at a preceding meeting. 
 
 .Amendment. 
 
 (Adopted February lii, 1898.) 
 
 Resolved. "That part of the Constitution and By-laws relating to the Executive 
 
 Committee be amended to read as follows: — The Executive Committee shall consist of 
 
 the -Superintendent, ex-officio chairman, one High School teacher, one principal, and one 
 
 triicher from each of the eight grades " 
 
 COLUMBUS BRANCH OF THE O. T. R. C. 
 
 During the year kjoi-'oj iiiiu nu-cliiiL;.s of the Circle were liclil. .\t the first 
 meeting for the year i(;o_'-'t)3. Miss Sutherland was elected iiresidciit and Miss 
 Millar, secretary. 
 
 ('oltmil)lls has al\\a\s ftiniishcd .'i lair and ufteii excellenl showing as a 
 friend of the State Reading Circle: for a long time the only nnc oi the l;irger 
 
EDaCATIONAL HISTORY OF OHIO 
 
 233 
 
 cities that showed an interest therein. At the present date the\- all — except 
 one — give it substantial cnuntenance ; large numbers uf the teachers are active 
 members. 
 
 In connection with the Columbus city schools there is also a Mutual Aid 
 Association, a Principals' .Association, and Associations of each of the Grades, 
 Eighth, Seventh, and Sixth, The following opinion gives some "reasons why." 
 
 The strongest points that can be presented in favor of Grade organization 
 are that it brings the teachers in closer touch with their co-workers, gives them 
 an opportunity to exchange ideas, and tends to make the work of that particular 
 grade more uniform throughout the city. 
 
 Some quotations are here made from the Canton educational guidebooks : 
 
 "Pupils of the eighth grade are regularly promoted to the high school upon 
 examination held under the direction of the Superintendent of Instruction. 
 
 "Students graduating from the sub-district schools under the Patterson 
 law are entitled to admission. 
 
 "A written examination will be held at the end of each semester. This 
 examination, together with the class record, determines the pupil's jiromotion. 
 
 AMOUNT OF WORK 
 
 "Twenty periods of recitation constitute a regular week's work, and no 
 pupil is. expected to deviate from this standard without consulting the Principal. 
 i\Iusic, drawing and elocution may be pursued as extra studies, without special 
 permission. 
 
 STUDY HOURS 
 
 "Owing to the nature of the work, it is essential that the pupil shall have 
 regular and uninterrupted study periods at home, as well as at school. Parents 
 are requested to sec that suitable hours are devoted to study at home every 
 school day. 
 
 OUTSIDE WORK 
 
 "Any pupil desiring to do work out of the regular classes, for the purpose 
 cf obtaining extra credit, should secure the approval of the Principal in advance, 
 and no one will receive credit for outside work until he has passed a satisfactory 
 examination, under the supervision of the Principal. 
 
 PREPARATION FOR COLLEGE 
 
 "Pupils desiring to prepare for college should make, as earlv as possible, a 
 study of the requirements for admission to the college which they expect to 
 enter, and should consult the Principal in regard to the selection of studies best 
 suited to prepare them for the course contemplated. Experience shows that 
 graduates of the high school who have done their work carefully and thoroughly 
 find little difficulty in maintaining good standing in college. 
 
234 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 ATHLETICS 
 
 "Clean, htalthfiil games and physical exercises will be encnuraged and pro- 
 moted, but no pupil who allows his work to fall below the required standard 
 win be allowed to pla}- on any team organized in the school.'" 
 
 It will be a ])ainful item of information should the separator and joiner 
 of the abstractions of this chapter learn that his purpose is mistaken. It was 
 not to present even a partial history, or a descriptii>n. of the plan of condr.cting 
 the schools of a few cities, but. with the thought he has tried to exemplify else- 
 wliere in the book, to interest readers not skilled in such matters, and make a 
 little clearer the conception of the plirase. "a city -district." 
 
CHAPTER XX 
 
 LIBRARIES AND EDUCATIONAL PAPERS 
 
LIBRARIES AND EDUCATIONAL PAPERS 
 
 "(_)f his gentlenesse, 
 Knowing I loved my books, he furnished me 
 From mine own hbrarv with vohimes that 
 I prize above mv dukedom." 
 
 — Prospcio, ill The Tcint'cst. 
 
 CHE hlirary as a collection of books for a public, more or less limited, west 
 of the Ohio river is older than the State, as there is authentic history 
 of such a collection established b_\- Colonel Israel Putnam at Belpre, Ohio, 
 as early as 1795, and called the Putnam Family Library. It afterwards bore 
 the name of the Belpre Farmers" Library, and later, the llelpre Library. 
 
 The second public library was opened in Cincinnati, March 6, 1802, its 
 financial base being the result of the sale of thirty-four shares at $10.00 each, 
 .\rtbiur St. Clair being one of the shareholders. 
 
 In 1878 or '79 Dr. Edward Orton, Attorney (ieneral Pillars and the Com- 
 missioner of Common Schools, were selected to sit and hear arguments as to the 
 priority of the Belpre Library or the Coonskin Liljrary. Their finding was 
 in favor of the former. The Coonskin Library, as it appears, was organized in 
 1804, in Ames Township, Athens County. 
 
 What these libraries meant to their readers is i^ictured in the experience 
 of Amos Dunham as quoted by Superintendent J. A. Shawan in an essay upon 
 the public library in ( )hio : "Says .\mos Dunham, who built his log cabin in 
 the woods ten miles south of Marietta, in 1802, "the long winter evenings were 
 rather tedious, and in order to make them pass more smoothly, by great exertion 
 I purchased a share in the Belpre Library, six miles distant. From this I prom- 
 ised myself much entertainment, but another obstacle presented itself — I had 
 no candles — htiwever, the woods afforded me plenty of pine kiiiits and with 
 these I made torches by which I could read, th(ni<Th I nearly s])i)ilefl mv eyes. 
 Many a night have I passed in this manner till twelve or one o'clock reading 
 to my wife, while she was hatchelling. carding, or spinning"." 
 
 The Coonskin Library had its name from the medium of exchange with 
 which the first supply of books was purchased. .As an appreciation of it Thomas 
 Evving declared : "It was well selected : the library of the \^atican was nothing 
 to it, and there never was a library better read." 
 
 In 1805 the first incorporation of a library was recorded among the acts 
 of the legislature, the Dayton Library Society, by name. 
 
 In 1817 a general statute made recourse to the legislature unnecessary, and 
 a public record of these library incorporations extremely unlikely. 
 
 A lover of books and humanity would enjoy the exhibition of one of the 
 modes of bringing them together as shown in the beautiful volume. Sketches of 
 
238 EDUCATIONAL HISTORY OF OHIO 
 
 ( )hi(.) Lil)rarie,s, compiled In' tlie State Lilirariaii anil published ])\ the linard of 
 Library Commissioner.s. 
 
 In each of the largest cities nf th.e State the ])ul)lic librarx is realK an 
 institutidn. and it would require a volume to describe it and its modes of 
 operation and the story of its growth including the future it ho])es for even 
 if nothing be said about the "hou^e which \\'isdi)ni liath budded for it." 
 
 The liook above named — 1900 — gives a list of one hundred and fortv- 
 one city libraries. 
 
 SCHOOL LIBRARIES 
 
 The searching vision of Samuel Lewis seemed to take in the needs of the 
 pulilic school present and prospective. The school svstem in liis mind's eve. 
 in 1S38, is still striving to realize itself: '"If the State were to furnish annu- 
 ally to each township, a small sum to lie expended in books, on cimdition that 
 the township should ]irovi(le a suitable place of deposit, and furnish a like sum. 
 it would ])roduce in a very few years, excellent libraries in ever\' townshi]), and 
 probably lead to more speedi' organization for educational improvement."' 
 
 Mr. Lewis's temperament was too insistently sanguine to take notice of 
 certain traits m human nature, otherwise his cimlnlent "wnuld produce,' and 
 his "excellent" and "every," would have had some modifiers. However, the 
 barest truth might well have risked the venture and felt no regret over the 
 issue. 
 
 ( )ne year later Air. Lewis said that the subject was one of deep interest 
 ihroughoul the State and that the public appeared to ex|)ect some action on 
 the part of the legislature. 
 
 When Samuel (iallowa\- was Secretary of State, after citing what .\ew 
 York had done by her library law, which was based on the plan just noted, and 
 produced five hundred and thirtv tluiusand dollars in five year.^, e.xckumed: 
 "There is no act of mociern legislati(Mi, comparable to this in moral grandeur. 
 It towers in miportance, 'jver all Iter schemes for internal improvement, and 
 plants her upon a basis of moral and intellectual power fro:n which she cannot 
 be dislodged. * * .'^liall ( )hio, \\ith her teeming resources, her rapidly 
 
 expanding population, her giant strides in the march of general iniin-ovenieiU, 
 and her commanding position in the confederac\, be undistinguisl'.ed bv the 
 success of such a movement?" 
 
 Hut a short time before the law of 1853 was enacted, and wi en it may be 
 ]jresumed sonu' matters of public interest were stirring in the muds of law- 
 makers about to be, 1 leiiry W. King, .Secretar\ of .State, an ardeni frii'iid of 
 the library cause urged his views upon the legislature, and along with other 
 excellent things was this: "The effect of a well-selected library, not onl\ ui'on 
 the children of school age, but upon the older classes of tlu' communities in 
 which they have been eslai>lished in the State of .\ew N'ork, is said In those 
 who have had oiiportunities of observing it, to have bi-en trulv astoiiisliin ;. In 
 ni ighborhood> where books were a lnxnr\ rareh enjo\ed, and where intelli- 
 gence was at a \-ery low ebb. the establishment of a school district librarv has. 
 
EDUCATIONAL HISTORY OF OHIO 230 
 
 in a few years, created a. taste for reading, and, ultimately, changed entirely 
 the intellectual character of the whole community." 
 
 One fact stands out in distinct outline, that during the interval between the 
 abolition of the office of Superintendent of Common Schools and the creation of 
 that of State Commissioner there was no lack of earnest and intelligent utter- 
 ance from the department of State upon living questions concerning jjublic 
 education. 
 
 The code of 1853 embodied a statute wherein Ohio followed the wholesome 
 lead of the Empire State and of other States. Mr. Lewis had, on his travels, 
 heard the people talking, at least they had yielded acquiescence to his com- 
 pelling statements : and the legislature, during the intervening years, had heard 
 the people talking, and its reply was published. It is out of date since i860, 
 but like many other things in this book it is good as history. This law author- 
 ized a tax of one-tenth of one mill on the grand list, for the purchase and 
 sustaining of school libraries and apparatus, under the direction of the Commis- 
 sioner of Common Schools, onh- he must not purchase books of "sectarian or 
 denominational character." 
 
 The funds which accrued from the ta.x were paid (jver by the county treas- 
 urers to the State treasurer and by him were paid out for the purposes defined 
 on the warrant of the State auditor. The books and apparatus were sent to the 
 county auditors and by them distriluitecl to the clerks of the township boards 
 of education to be and to remain their property but not subject to "execution, 
 sale or alienation." 
 
 The local board, in each case made the rules to regulate the use of the 
 books and the damage for abuse of the same, and it was made its duty to appoint 
 a librarian, determine the place of deposit with reference to the best accommo- 
 dation of the public, for every family was entitled to one book, whether or not 
 it was represented by a child in any of the schools. 
 
 As soon as the revenues provided for were in the treasury the Commissioner 
 was directed to expend the same for the purpose for which they were raised. 
 To aid him in the discharge of these extra duties the Commissioner was to have 
 the service of the State Librarian as his secretary, this function being added to 
 those alreadv assigned to the said Librarian. 
 
 The task that was thus officialh- written (lo\vn as one of the duties of the 
 new Commissioner would be enough "to fear the valiant," though that valor 
 was the result of a lifetime's experience with books. That would but half 
 equip him. But Air. liarney. whatever his feeling, did not take counsel of his 
 fears. In zeal for his work, and skill in making the parts of speech vividly 
 sensible of the fact that he had something to say, he was the worthy followiir 
 of the first and only State Superintendent of Common Schools. "He is fully 
 convinced that half the worth of education is lost, unless it induces a taste for 
 reading. Merely to acquire the art of reading, without the habit or love of it, 
 is comparativelv useless, and will soon cease to be the means of knowledge or 
 of culture. On the other hand, if it were possfble to suppose that the schools 
 of Ohio were struck down to the first rude design, when the pujiil was taught 
 little more than to read and to write, it would almost be a compensation for so 
 
240 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 great a misfortune, if suitable collections of books were accessible to youth, 
 furnishing an impulse to, and reward of, self-improvement. 
 
 These libraries will invite the youth of our State to form a taste for reading 
 at almost the only period of life when a taste for reading can be formed. It 
 is a cheering truth that the treasures of youth are the stores of age. Old men 
 inform us that when the eye has become dim, and the ear dull, and the memory 
 feeble, and manhood almost a blank, the mind lea])s the gulf of its palmy years, 
 and dwells with unutteralile |)eace upon the delights and impressions of early 
 youth." 
 
 lietween the years 1853 and 1856 Ohio placed within reach of the youth of 
 the .State, and their parents, 332,579 volumes. In 1856 and also in 1857 the 
 tax for these iiliraries was suspended, each time for one year, and in i860 the 
 schoiil librar\ tax was repealed. 
 
 There was a wide difference of opinion among the people as to the merit 
 of the library law. Some of its friends thought that the distribution of the 
 bcioks among the sub-districts instead of keeping them together as a township 
 library was bad policy. It was impossible to find in each sub-district a suitable 
 room, and a suitable person to serve as librarian. 
 
 In response to a circular sent out by Commissi<iner Smyth he received some 
 advice: not to overlook the subject of agriculture in his selection of books; to 
 attend to having a greater variety ; to diminish the jiroportion of fiction ; to 
 change to the tciwiiship system: to procure a set of liooks "got up for endur- 
 ance": "in the future we want no novels, tales of fiction, love-sick ditties, l)ut 
 facts, solid facts." 
 
 In 1867 a law was ])assed for the juirpose of maintaining and increasing 
 the school library of cit\- districts. It authorized the Ijoard of education to levy, 
 annually, a tax df one-tenth of a mill, and, in 1875, f(ir the jnirpose of supply- 
 ing their schools w itli books other than text-books, and with ])liilosophical instru- 
 ments, the board wa^ empowered to appropriate iiTiiiey, the amount depending 
 1)11 the class and grade of the city. 
 
 The re]iiirt, \<)02, of .State Commissioner of .Schools gives the names of 
 fif;\-iiine eit\ districts cniitaining lilirarics; thirty df these with over one tlinu- 
 sand vnhinies, five with nver ten thousand. Xeither Cleveland mir C'inciniiati 
 is included. It names als(i 389 villages and special districts which cmitain 
 libraries; in each of these are over 200 volumes. 
 
 THE STATE LIBRARY 
 
 The fiillowing pnragra]ih from a message nf (Idveriuir W'drtbingtdn's is of 
 lasting interest to the people of Ohio: "The fund made subject to my control 
 bv the last (ieneral .\ssembly, besides paying the ordinary demands upon it. 
 .-ind fur the articles mentioned in a resolution of the legislature of the 281)1 of 
 laiiuar\. 1817, has enabled me to purchase a small but valuable collection of 
 bodks. which art' intended as the comniencenH'nt n\ ;i librar\ fur the Stati'." 
 
 Tile next sentence is the first line drawn in I lie in\'liminar\ skelcli df a 
 Sl.ate librar\-, its intenlidii, what it shduld be td IkuK fdith that inUiilidii : "In 
 
EDUCATIONAL HISTORY OF OHIO 
 
 241 
 
 the performance of this act 1 was oLiiilcd Ijy what I conceived the best interests 
 of the State, by placing within tiie reach of the representatives of the people, 
 such information as will aid them in tlie discharge of the important duties they 
 are delegated to perform." 
 
 Tn this unstable world it is cheering to come upon something of which one 
 is, beyond a peradventure, sure; as, for example, that this collection of Ijooks 
 contained "no novel, tale of fiction, or love-sick ditty." 
 
 'I'here may be no official utterance tliereon. but it is forced upon one that 
 the missicjn of a State library in ihe mind of a librarian of the new century, 
 is of far wider scope than the estimable Governor's conception : to serve the 
 official need of those servants of the people who do their work at the Capitol, 
 and, by its example, to induce the accretion of a library of similar intent though 
 smaller range at each county seat: to constitute a great volume of State history 
 at its very springs — hence, the pertinence and value of files of newspapers and, 
 "the pity of it" ! their one-time conversion into waste paper, in economical 
 imitation of Omar's torch; to be, in all its diverse purposes, a great "collection 
 of books" for the people, for the State, to do those miracles which wise men 
 attribute to the magic of the right bonk; and as the "people" can not come to 
 the library, for the library to go a traveling to the ijeople ; to lie the helper of 
 pupil and teacher, and the college of those pupils whose school-going does not 
 lengthen beyond the primary grades. 
 
 The (ieneral Assembly assumeil its responsibility in the matter, and, Janu- 
 ary 29, 1818, made some rules for the care and control of the State Librar\-. 
 The duties of the librarian are written down, some of which mav be of interest, 
 this one, rarely so: "The librarian shall, two days before the termination of 
 every session of the legislature, furnish the speakers of both Houses with a list 
 of members who have been delinquent, particularly specifving the nature of the 
 delinquency, * * * that before any senator or representative sliall obtain 
 leave of absence for the remaining part of the session, it shall be tlie dutv of 
 the speaker of either House to ascertain, from the librarian, the state of such 
 member's account, and in case such senator or representative shall be delinquent, 
 a sum shall be retained to cover the value of books or sets of books detained, 
 and penalties incurred." 
 
 The time during whicli a book could be detained and the |)enalt\- for deten- 
 tion beyond its date varied with its size. The use of the librar\ was restricted 
 to State officer.^ and memljers of the (ieneral .\ssemlily, and their respective 
 clerks. 
 
 It was just said the librarian's duties were s]5ecified in these rules, but the 
 conception of the relatic.m of a librarian to his "collection of liooks." to his 
 immediate pulilic, to his profession, — for such it has grown to be, and a plain 
 man, fresh from his quiet retreat among his liookshelves, is helpless beyond 
 speed}- relief, in an assembly of librarians, though he mav know the contents 
 of all their books, — has grown with his conception of a lil)rarv. and it would 
 take a book to hold the tale of his duties. 
 
 In the beginning the librarian of the State Library was chosen hv the (Gen- 
 eral .Assembly though several executive officers, now chosen liv the people were. 
 
242 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 uiKk'i" tlu' iilil Ciinstitution appointed by the governor. The Constitutiiin of 
 185 1 made the hbrarian an appointee of the governor's. In 1896 a Library 
 Comniis.'^ion was estabhshed by law with full power to manage the library. The 
 board consists of three members, the term of office is six vears. one member 
 appointed ever\- two \ears l_iv the governor liv the consent of the Senate ; this, 
 to give greater permanency in the management. Xn attempt was made to secure 
 minority representation. The board appoints and may remove the librarian, 
 with the consent of the governor. 
 
 I'he ]^il)rary lioard has at command one thdusand dollars annually for 
 clerical assistance and incidental expenses, including travelin.g. 
 
 The first lioard of Library Commissioners was appointed by the governor 
 in April, i8<j6. The members were Rudierford P. Hayes, J. F. McGrew, and 
 Charles A. Reynolds, who appointed the iiresent librarian, C. B. Galbreath. 
 
 .\ strong feature of the new plan was to give the library a larger sphere of 
 influence, to set back the lioundarv frnm its ])osition encircling those connected 
 with the "government," to the Ixnmdary of the State. It' was time. The 
 State Librarian, in 1900, thus put the case: "The books had a limitefl circula- 
 tion among State officers and their families. Members of the legislature, during 
 its sessions, found themselves too busy to read, even if they had occasion to 
 add to the stores of knowledge and practical wisdom that they brought from 
 the various sections of the State." 
 
 The traveling liljrary system, introduced in i89() is fast becoming the circu- 
 lating department of the State Library, so large a proportion of its readers are 
 supplied through this medium. The "honest thought" upon which it is founded 
 is this. The library Ijeing the property of the peo])le, let the ])eople use it. 
 
 The "firstlings" of all flocks have an added degree of interest cling about 
 them from that extrinsic circumstance, therefore it is recorded that, on November 
 6, 1896, the first traveling library in ( )hio set out unheralded on its way to a 
 women s club in Mt. X'ernon, Knox County, Miss Xora Mulvane, librarian. 
 
 The details of the management of this business are such as to secure the 
 safety of the books with as little incunvcnience as is possilile to those who 
 wish these jileasant visitors. 
 
 The system is easily ada])ted to smaller territories, as is shown liy the fact 
 that the free traveling liliraries of l'"ranklin County now reach almost ever\ 
 rural district. The following sentences are pertinent. The prnljate judge of 
 the county. Mr. Tod 11. (lalloway, felt a deep interest in the rural schools and 
 assumeil in seriousness the duties relative to those schools wbicli the law lays 
 upon the office to which he was elected. He took into his counsels the lioard of 
 county examiners: "The more I gave the subject atteiUion the more I found 
 nut that in the families of farmers well-to-do, the stock of literature consisted 
 mainh of the r.il)le. a hymnal <jr two. i)ossibl\- I'.unyan's Pilgrim's Progress, and 
 some agricultural papers, — rarely anything more. * " " \\ e began by send- 
 ing out nineteen cases., (iiradually these have lieen iticreased to the number of 
 fifty-seven with the immediate jirospect of more. The object is ultimately to 
 
EDUCATIONAL HISTORY OF OHIO 
 
 243 
 
 place a case in each school district in the county. * * * Truly we can 
 agree with Col. Higginson's assertion that the spread of free libraries represents 
 the same popular impulse in the 19th century that the cathedral represented in 
 the 13th. r.oth stand alike for the spirit of the age. Any county in the state 
 can have a similar School Library. The cost of instituting it is not great and 
 of maintaining it. almost nothing." The cost in this instance was met by a 
 subscription. 
 
 \\'ith;n the vear ending .November 15, 1904, there were added to the State 
 Lilirary 7.303 volumes, making a total of 97,531 volumes, more than double the 
 number on the shelves at the time the library went into the keeping of the 
 Commission. The number of traveling libraiies in the same year was 966, carry- 
 ing 30,t)35 volumes: 4A8 of the libraries going to the common schools. 
 
 THE OHIO LIBRARY ASSOCIATION 
 
 The bodv of library workers was organized in Columbus, Februarv 2'/, 
 1805, with a UKinliership of thirty-three. It has .steadily grown and now has 
 three hundred and fifty members. The aims of the Association are to [irocure 
 favoraljle library legislation, to encourage the establishment of new liliraries, to 
 increase the usefulness of those already established, to interest trustees in librarv 
 matters, and to bring active librarians into touch with one another so as tc 
 make ])ossible a comparison of methods. 
 
 The tilings accom])lishc(l for general librarv work in the State mainlv 
 through its efforts have lieen the establishment of a Librar\' Commission and 
 the enactment of an adequate library law, as a part of the code of 1904. It is 
 now furthering a movement to secure co-operative cataloging in small libraries. 
 
 Tile yearly meetings are attended by library workers from all parts of tlie 
 State, and the programs are of interest from everv point of view. The meet- 
 ings have been held at Cleveland, Cincinnati, Davton, Toledo, Zanesville, San- 
 dusk\, Columbus, Elyria, and b'indlay. The last session continued four davs. 
 
 The ( )bi'i .Association was one of the first in t!ie country to organize. 
 
 It must not be taken as a note in depreciation of this grand arra\' of 
 libraries, school, city and State if the writer should, in concluding, drop a moment 
 into didactics. The great ])uritan who liefore he tasted death walked immortal 
 in his singing robes told the world a true book contains the life blood of a mas- 
 ter spirit, that only those books go to the making of men into which a man has 
 gone in the making. These books are few and can easily be had f(.ir each real' 
 reader's very own. They may stand upon the shelf wdiere perch the world's 
 great song-birds, great spiritual teachers, in a row, and there is the library. 
 Daily devotion before that shrine of mind will bring into one's life the fruits of 
 culture, taste, love for the true, the beautiful, the good, will lift him to a station 
 whence he can look serenely upon life and living. To the fortunate person 
 possessed of the genuine reading habit the library beyond price is his own. 
 
244 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 EDUCATIONAL PAPERS 
 
 A drear\' life must that ti/aclier's be \\lin fr<im his loophole of retreat can 
 not look through the wind'jw of an educational pajier. But to shed cheer it 
 must be a paper in which he takes an interest. It must remind him of the 
 hundreds of fellow workmen, some of whom he has met in person, and give 
 him useful hints. He must know, not only the doctrines of the books Init the 
 fresh doctrines still on trial. The educational paper will furnish him these new 
 chapters. The) are the "aljstracts and brief chronicles." Does he not care for 
 these things and yet bear the name of teacher? "Doff it for shame and wear 
 a calfskin." 
 
 When Sanuiel Lewis became State Superintendent of Common Schools, 
 by authority t)f the General Assent] )1\ and at the cost of the State, he began the 
 publication of The Ohio Cninmoii School Director. For some reason the needed 
 appropriation was nm made the next year and the journal was discontinued. 
 
 lulv I. 1S46. the first number of The Ohio Schtiol Journal apjjeared. It 
 was published at Kirtland bv Asa D. Lord. .\t this date there were but fi.iur 
 other school journals published in the United States, though several more were 
 started the same year. After the first volume of only six numbers the journal 
 was published at Columlnis. It was not issued as a separate periodical after 
 1849, '^"t ^^■''^ united with 'The Western Sclunil Friend, a paper which was started 
 in Cincinnati by W. 1'.. Smith & Compan\-, publish.ers oi the l^clectic School 
 Books, a few months after the School Journal began its career at the seat of 
 Dr. Lord's Academy at Kirtland. The School friend and Ohio School .lonrnal 
 — for such queer combinations as F'riend-Journal were not yet in vogue — was 
 published in Cincinnati, the editorial department being under the management 
 of Dr. Lord, the superintendent of the Columbus public schools, H. H. Barney, 
 principal (jf the Cincinnati Central High School, and Mr. (Arus Knowlton. 
 The last number appeared in September, 1 831. 
 
 Another fruit nf that fruitful period, the Free School Clarion soundeil its 
 initial note at Alassillon in 1846, near the end of the xear, by Dr. W. I'.nwen. 
 Two vears later, it passed into the hands of Lorin .\ndrews, of Massillon. .-md 
 M. D. Leggett, of .\kron. It was discontinued after a year or two. 
 
 The first journal td liear the name. The Oliio Teacher, hail a numl)er of 
 places of issue, but did riOt long survive. Thomas Rainy, author of an arith- 
 metical treatise on cancellation, was editor. 
 
 The periodical of the double name ha\ing quit without warning in 1851. 
 the C)hio State Teachers' Association, with the ambitinns and the courage of 
 vouth determined to have an organ, and Fhe Ohio .lonrnal of F.dncation came 
 into existence. The editorial board was an able one: .\. 1 ). Lord, ("olnmhus: 
 iVI. F. Cowderv, Sanduskv; 11. 11. Barney, Cincinnati; I. W. .Vndrews, .Mari- 
 etta; T. C. Zachos, Daxton ; .\ndrew h'reese, Cleveland. Changes fnnu time 
 to time were made in this editori;d staff and names of other men of deser\-ed 
 eminence as teachers and writers ap|ieareil. 
 
 The first number |)rints the Constitution of the ( ). S. T. .\., described else- 
 where in this book, and the names of its officers from 1848 to 1832 inclusive. 
 
EDUCATIONAL HISTORY OF OHIO 245 
 
 In its "Introductory" it pulilishes a declaration of dependence: "Calletl into 
 existence bv the mandate of the Ohio State Teachers' Association, to meet a 
 long- felt and often expressed want of the Association, etc." 
 
 It being the organ of the O. S. T. A. its aims and ambitions deserve a 
 setting forth here. 
 
 The comprehensive task it set itself was to secure an efficient supervision 
 of the common schools of the State : to urge the necessity of the immediate 
 revision of the school laws and the importance of digesting a grand, compre- 
 hensive school system, worthy of the age and adequate to the wants of the 
 schools. 
 
 The schools of the State are not vet under efficient supervision. It is not 
 broad davlight but there are manv signs. There is much material yet for the 
 "digesting." 
 
 "It will advocate the propriety of re-districting the State for school pur- 
 poses, so that the districts may be of sufficient size to warrant the erection of 
 a good school house and the maintenance of school during the greater part of 
 the year." After a half century there is still much land for this plow. 
 
 "It will seek to disseminate correct information in regard to the construc- 
 tion of schoolhouses and their appurtenances, and the importance of placing in 
 every district a well selected library." This seed had the fate of that other ; 
 some by the wayside, some in good ground ; the last named sowing sprang up 
 verv promptly but the roots found not sufficient nutriment and it withered away. 
 
 "It will endeavor to show the indispensable necessity of a course of special 
 training, or a professional education for teachers." This seed grew and brought 
 forth in a number of cities, but, as a rule, til! recently there was no sign of 
 germination. "It will aim to elevate the rank of the teacher by improving his 
 qualifications and preparing him to command the respect which is due to all 
 who are worthily engaged in so noble a calling." The respect is likely to go 
 with the qualifications, the latter term including character and temperament. 
 "To unite all who are employed in the business of instruction, in such a manner 
 that the experience and improvements of each may become the property of all" 
 — the resonant keynote of the many teachers' associations, and reading circles. 
 
 In 1856, the executive committee of the State Association chose Anson 
 Smyth, D. 0.. editor of the Journal of Education. When, in 1857, Mr. Smyth 
 assumed the duties of State Commissioner, John D. Caldwell became editor, 
 and the next year William T. Coggeshall, State Librarian, succeeded to the 
 editorship. One of the valuable features during his term was the editor's series 
 of articles on Common School Progress in Ohio. 
 
 In i860, the Journal appeared upon the tables of its readers, no longer the 
 "Journal," but "The Ohio Educational Monthly." a change from a noun with a 
 wrong implication to an adjective with a right one. 
 
 In May, 1861, E. E. White and .\nson .Smyth became editors and proprietors, 
 the former retiring in 1863, at the end of his six years in the Commissioner's 
 office. When W. D. Henkle, in 1875, purchased the Monthly he removed the 
 place of its issue to his home town, Salem. Mr. Henkle continued to edit it 
 till his death in 1881 when it was sold to .Samuel I'indley of Akron. In 1895 
 
246 EDUCATIONAL HISTORY OF OHIO 
 
 the Monthly was liought by ( ). T. Corson who took it liack to its former center 
 of influence, Columbus, where it still flourishes. For some \ears Miss Margaret 
 W. Sutherland was assistant editor. .\t the opening of the present \ear. kjo^. 
 F. B. Pearson became managing editor. 
 
 .\ large number of educational periodicals have had their day, a da}- which 
 usually soon "fell a prey to a setting sun," Hun. W. D. Henkle once remarked 
 to tlu writer thai an educational paper should take for its motto; '■l^>orn, to die,'" 
 
 'i'hr Oliic Siiutol Jotiiiial of May, 1904, \'iil. i, .\o, 1, is published at 
 C\)hunl)us, edited b\ ( leo. W. Tooill, 
 
 //(■ (>/ii(i Tcaclicr, second of the n.ame, Henr\ (1. Williams, editor and pro- 
 [)rietnr, i-- pulilish(.-d at .\thens. The issue for January, 1905, bears deep on its 
 from eucra\en \'iil. -\X\', .\'o. 6. This affords excuse for the inference th.at 
 \i)i. 1, \(i. 1, saw the light in .\ugust, 1880, After its first christening it was 
 known as the (iuernsey Teacher, its second name was The Eastern Ohio Teacher. 
 It was founded and the founding seems to have been well, bv John Mdluniey 
 and iiublisbecl at Cambridge. M. R. Andrews and Henry (i. Williams succeeded 
 .Mr. .MclUirney as editors and publishers, and transferretl it to ?ilarletta. Mr. 
 Williams afterwards became editor in chief, with a corps of associates : Prof. 
 Martm R. .Andrews, Dr. Alston Ellis, Dr. John McPurney, Dr. Samuel F'indley, 
 all native to the editorial chair, and to the manner born. 
 
 ( )hio is fortunate in her educational papers: honestly conducted, ablv edited, 
 lo\a1 to the cause. 
 
CHAPTER XXI 
 
 OTHER STATE ASSOCIATIONS 
 
OTHER STATE ASSOCIATIONS 
 
 NOTE 
 
 [This is a day of Federation, as well as of Association. In order that whatever is said 
 under the first head may be properly set forth, the pen of another has been borrowed. The 
 sub-chapter immediately following was prepared by a gentleman who knows his theme.] 
 
 THE OHIO TEACHERS' FEDERATION 
 
 l;V S. K. M.\l<|il.s. 
 
 CHE Ohio Teachers" Federation is an organized movement to unite the 
 teachers and patrons of the piihhc schools in more intelligent co-opera- 
 tion for the advancement of public education. If the theory of our gov- 
 ernment is correct, if good government depends upon the intelligence, morality, 
 industry, and patriotism of its citizenship, an effective sj'stem of pulilic education 
 is indispensable. 
 
 No state or nation can have effective schools without having competent 
 teachers in these schools. Such teachers must have natural ability, adaptation, 
 broad general scholarship and professional training. Persons of such ability and 
 preparation command good salaries in any line of business, and the officials of 
 the public schools should not be unmintlful of this if they hope to direct attention 
 to the great educational work of our nation. Security of position while doing 
 good work is as necessary as fair compensation. There is no other way to secure 
 competent persons having preparation and experience in the work. The man- 
 agement of the schools should be entirely removed from partisan domination, 
 whether it be political, sectarian, fraternal, commercial or personal. The schools 
 should be conducted with singleness of purpose for the good of the children, the 
 perpetuity of the nation, and the advancement of humanity. 
 
 The Ohio Teachers' I-'ederation is the outgrowth of the Eastern Ohio 
 Teachers' Association. The inaugural address of Superintendent Henry N. 
 Mertz, of Steubenville, as president of this association, at the meeting in Coshoc- 
 ton, November 30th and December ist, 1900, marks the origin of the Ohio 
 Teachers' Federation. Superintendent Mertz, who was just closing a long and 
 successful experience as one of the leading educators of the state, a close student 
 of educational history, and a man whose life was consecrated to his chosen work, 
 gave as his last public message to the teachers of Eastern Ohio, a thoughtful 
 paper full of wisdom and counsel, and inspiring hope for better things education- 
 ally in the new century. 
 
 To indicate the altruistic spirit, and mature thought from which this move- 
 ment came, it will be necessary to quote from the address and to give a brief 
 description of its organization. 
 
 He discussed the necessity of state norma! schools, better compensation for 
 teachers, pensions and more secure tenure of office. This was fully a year and 
 
250 EDUCATIONAL HISTORY OF OHIO 
 
 a quarlor before the law establishing the normal schools of ( )hio was enacted. 
 He shii\\e(l that the failure to secure favorable legislation on these subjects was 
 caused by and through the lack of unity in the teaching force of the state. 
 
 After giving a concise history of what had been accomplished in Chicago. 
 New York City, and other places, liy and through the active united work of the 
 teachers and friends of education, he said, "b'or more than half a century the 
 leaders among the ( )hio teachers have lieen working for normal schools, and for 
 more than a third of a centurv. b_\' fits and starts, thev have l.ieen working for 
 county cr ti>\\iiship su])ervision. '■' '■■ * Thus while the leaders of educational 
 thought have worked for normal schools and :^u])erintendents : while the State 
 leachers' Association has annually appointed its legislative committee, and th.e 
 School Commissioners have, some of them, worked with the members of the leg- 
 islature fur the enactment of the desired measures, a guerrilla warfare has been 
 ijuietl\- carried on l)y a class of teachers, and so successfully waged, that they 
 have always won the day. Will it ever be so? Will the teaching force of Ohio 
 always be so hopelessly divided ? 
 
 "l)Ut suppose the 25,000 teachers of Ohio were thoroughly organized, and 
 were tr.j act in concert with such determination as the teachers of New York City 
 have shown, do \(iu not suppose they would get what they wanted?" 
 
 "The fault, dear lirutus. is not in our stars. 
 Hut in ourselves that we are underlings." 
 
 "In conclusion." he said, "I have hastily considered three questions that are, 
 at the close of this lyth century, enjoying the attention of man\- teachers. They 
 are all vital. The\ all have for their ends the improvement of the conditions of 
 the teachers, and through them, the improvement of the schools. That they are 
 not idle dreams is shown by what has lieen achieved in limited areas. These 
 achievements, together with the recognition awarded to education in the generous 
 and wise systems established in our new possessions, are cheering rays which 
 herald the advent of the new century in education." 
 
 These suggestions were too valuable to be lost in day dreams, and there was 
 great danger of this without some action being taken at once. Xo provision, 
 however, had been made for the discussion of this subject. Superintendenl .S. K. 
 Mardis wrote a note to the presiding officer. Superintendent Henry (i. Williams, 
 saying that it wduld be a great mistake not to discuss this pa])er. ( )n the conclu- 
 sion of the address, .Su])erintendent Williams stated that he had received a note 
 requesting the discussion of this paper, and, as .Su])t. .Mertz now had the chair, 
 Williams made a motion for discussion, which carried, and be wa> called upon 
 to open it. The discussion proved to be an earnest one. in which C'nmniissioner 
 I'lonebrake. Dr. Rirhard r.(jone of Cincinnati, S. K. Mardis. J. \'. McMillan. W, 
 .\. I>eetham. W. II. Maurer, C. I-". ( )li\er and others ]iarticipate(l 
 
 l'>y a motion of W. \. I'.eetham of Freejjort and (leo. H. Stahl of Dennison, 
 a committee was apjjointed to report on the advisabiht\- of a closer and more 
 effective organization ol' the teachers of Eastern ( )hio. .Su])erintendents Henry 
 (r. Williams, of Marietta, and S. K. Mardis. of Chriclisville. anri W. II. Maurer. 
 
EDUCATIONAL HISTORY OF OHIO 
 
 251 
 
 Principal of Steubenville High School, were appointed on the coniniittee. They 
 had not given this subject much attention until they realized the possibilities of 
 such an organization and decided not to make recommendation, except that a 
 committee be appointed to make a more thorough investigation than time would 
 now permit, and to report at the next annual meeting. The recommendation was 
 accepted and the same committee was continued. 
 
 They made a careful investigation and recommended at the next meeting, 
 which was held at Zanesville. that an Eastern ( )hio Teachers' Federation be 
 formed as a part of the I-lastern ( )hio Teachers" Association, and changing the 
 word association to institute. I'ortunately. the recommendation was not acce]5ted. 
 The subject was referred liack to the committee, which was continued for an- 
 other year. 
 
 The question was again taken up and further investigation made. The two 
 years time had given opportunity for maturity of plans, and the committee rec- 
 ommended at the next meeting, which met at Marietta, that a separate and inde- 
 pendent association be organized, presenting complete plans for organization, in- 
 cluding By Laws and Constitution. The recommendation was accepted, and at 
 the cl(ise of the session of the Eastern ( )hio Teachers' Association, the ( )hio 
 Teachers' Federation was organized by electing the following persons as officers : 
 President, Henry G. Williams, Dean of the Normal College, Athens ; Secretary, 
 Miss Anna B. Hill, Marietta: Treasurer, Prin. Ross Masters, Canal Dover; 
 Executive Committee, S. K. Mardis, Professor of Psychology and Pedagogy, 
 Scio College, for three years : Jesse \'. McMillan, Superintendent of Schools, Mar- 
 ietta, two years; \\'. X. Beetham, Superintendent of Schools, Carrollton, one 
 year. The committee organized by electing S. K. Mardis Chairman. 
 
 After two years' careful consideration, the Ohio Teachers' Federation was 
 organized at Marietta, ()., November 29th, 1902. 
 
 Within a few months, the treasurer was elected to a position in Tennessee, 
 and resigned, and Professor F. B. Pearson, Principal of East High School, Co- 
 lumbus, C)., was appointed to fill the vacancy. He was at this time acting editor 
 of the Ohio Educational Monthly. The president was editor of the ( )hio Teacher, 
 (jeo. W. Tooill, soon after, editor of the Ohio Journal of Education, was a mem- 
 ber of the press committee. Xo one was elected to office at the first meteing 
 who was not present. 
 
 The Federation was organized for effective work, and for a line of work 
 not done by the other associations. It has never been the intention to duplicate 
 the work done by the other associations, but to supplement them and co-operate 
 with them so far as possible, but not to become a branch of any other organiza- 
 tion. The Ohio Teachers' .Association and the independent sectional asso- 
 ciations are annual mass meetings of teachers for their improvement in a pro- 
 fessional way. The County Teachers' Institutes are other organizations authorized 
 by law as professional schools for the professional training of teachers. The 
 ( )hio Teachers' Reading Circle is another important educational organization tor 
 the improvement of teachers. Not one of these is planned to reach the people 
 and to work on the non-professional side of public school administration. 
 
-52 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 There has heretofore not Iieen a sinjjle association or organization of any 
 knid planned specifically to educate jiulilic opinion. There is not a single paper 
 ]niblished in the state for this purjiose. Public education is the only important 
 held of work so sadlv neglected in this res]X'ct. Each ])olitical party has its party 
 paper to educate public opinion on its ]ieculiar belief or policy. The churches 
 all have their denominational papers. So have the saloon and anti-saloon organ- 
 izations. I'lUt no where are the educational interests of the state so represented. 
 This is an uudccupied field, the inijjortance of which is second to none. Public 
 opinion is king in America, and this king nuist he educated or ruin will follow. 
 This is the field the ( )hio Teachers' Federation has chosen. 
 
 It is specially organized to do this work. The state is the unit of school 
 legislation. The b'ederation aims to unite the teachers, and then the teachers and 
 the people, on needed school legislation. To accomplish this there is a state 
 organization, which has an annual state conference to decide on state policies 
 and elect state officers and do other state work. The Federation has a small pro 
 rata membership fee, to make a fund to defray the necessary expenses. Special 
 committees are to make investigations, and then tn distribute these to the people. 
 The county and city branches of the State Federation, with their local committee, 
 enable the decisions and plans and work of the .State Conferences to be taken to 
 every teacher and school patron in the state. These county and city branches 
 are to hold local meetings in which the ])eoiile can participate and through them 
 be brought in close, sympathetic, intelligent touch with the teachers and their 
 work. The schools belong to the people. They elect their representatives to 
 manage them. They furnish the children to be educated in them. They tax them- 
 selves to support them. They, through their representatives, select the teachers, 
 fix their salaries, and determine their tenure of office. Why have the people been 
 so divorced from the schools ? 
 
 The Federation aims to bridge this threatening chasm, which is ever growing 
 wider and wider. The corruption in school administration flourishes in low edu- 
 cational sentiment, as malaria and fevers in the marshes. 
 
 The I'ederation advocates making teaching a iirofession, recognized, pro- 
 tected and justly compensated, by doing for teaching what lias been done for 
 law, medicine, dentistry and so on. by having all who have not had experience 
 in teaching fully prepared for the work before tlie\ are admitted to take the 
 examination for admission. It also adv(.)cates removing school elections from 
 partisan ])olitics by having the names of all candidates placed on the same ballot 
 without i)art\- or other designation except "for board of education." It stands 
 for the ])rofessional supervision of all schools, atid for a more liberal state support 
 of the ]niblic schools. 
 
 I The h'ederation commenced to solicit members in .\ugust. 11JO3, so it is less 
 than two vears old in membershii). It now has several times as many members 
 as any other association in the state, has organization in about forty-five counties, 
 and members in sixty-six counties. It has printed and distributed thousands of 
 b(,ioklets and circulars throughout the state and reconnnended many of the best 
 ft'atures of till' \ww school code. It has active comuiittees at work the year 
 
EDUCATIONAL HISTORY OF OHIO 253 
 
 round. The legislative eoiiiniittee did good work during the last legislative ses- 
 sion. 
 
 The first annual conference discussed many features of the state school sys- 
 tem. It had over fift>- round table topics on the school system of the state, each 
 of which was opened b\- a prominent educator of the state, whether member of 
 Association or not. At this session, Dean Williams was re-elected as president, 
 Supt. W. E. Kershner was elected Secretary, W. N. IJeetham re-elected Member 
 of committee for three years, and F. B. Pearson re-elected Treasurer. The second 
 meeting was held in Columbus, December 30 and 31st, 1904. Dean Williams 
 refused a re-election as President, and Supt. J. W. Zeller, Findlay, was chosen 
 President, Supt. W. E. Kershner was re-elected Secretary, and I'rot. L. L. Paris 
 was chosen member of Executive Committee for three years. 
 
 The Oiiio Teachers' Federation is a great educational missionary association. 
 It is commended by many prominent educators in Ohio and other states. It 
 promises to become a national movement in the next few years. Xon-scctarian. 
 non-partisan public schools, in wdiich are found professional teachers, receiving 
 professional pav, schools of the whole people, by the whole people, for all the 
 children, is the platform on wdiich all are asked to unite with the I'cdcration. 
 
 THE ASSOCIATION OF OHIO TEACHER'S EXAMINERS 
 
 Those who see behind the curtains which hide public affairs from the general, 
 give assurance that we are living under the rule of the lobby ; and. allowing the 
 word a broad range of signification, the observer with half an eye can see that 
 the assertion is true. 
 
 Wendell Phillips once, from an Ohio platform, declared: "Agitation pre- 
 cedes legislation ; I came before William H, Seward." 
 
 When men "agitate," secure a following, send delegates to the capital of the 
 state to promote, or to hinder, a piece of legislation, the evening papers announce 
 in classic phrase that a "lobby has struck the town :" and the reader smiles or 
 frowns, according to his own sentiment about the mooted measure. 
 
 Let it be action upon a great moral question, — examples need nut be named, 
 they sometimes crowd the galleries. — let it be something that, in the minds of 
 many people, is of close relation to one of the phases of citizen making, — the 
 establishing of libraries, that "we may not perish by our own ])rosperity ;" the 
 training and the selecting of teachers for the public schools, that, speaking from 
 the lowest place, capital mav not cry out: "You are taking from me and giving 
 nothing in return." then the patriot need not blush over the admission that pa- 
 triots organize to lobby, to speak out so that the law-maker, when he turns his 
 ear to the ground, or to the sky, may hear. 
 
 This line of remark is the result of noting one of the objects of an organiza- 
 tion of men and women of the highest type of citizenship; also of reading article 
 four of another constitution. 
 
 "The objects of this association shall be to elevate the standard of teaching, 
 to unify the methods of examination, and to recommend needed legislation in these 
 directions." 
 
254 EDUCATIONAL HISTORY OF OHIO 
 
 Xovenilier 12. 1885, ConiniissioiK-r lircjwn issiK-d a call for a meeting of 
 school examiners and institute instructors, and the educational paper which gave 
 the call to the general public added a fervent wish that the called "could agree 
 u[j(>n tnwnship organization as the one measure to be pushed, and upon some 
 general i)lan of operation by which to carry this iiicasiirc." 
 
 The first sequel of this call was a meeting held at Columbus, December 30. 
 1^85. In liis opening remarks. Air. l:>row'n urged a permanent organization, and 
 namei! Mr. A. IS. Johnson as the temporary chairman. 
 
 Air. I'l. r. Dyer read a paper upon one of the sul)jects named in the "call" — 
 the amending of the statute so that none but practical and professional teachers 
 should be eligible to the oiifice of school examiner; not only persons nf good 
 theories, but of practice in the tiekl. 
 
 R. \\ . Stevensdu th(.iught that good conies from having (ither professions 
 represented on examining boards. There were other speakers and a vote. Mr. 
 Dyer's view prevailed. With the approval of the association Commissioner Brown 
 appointed a committee to prepare a syllabus of institute work. 
 
 That the applicant for a certificate should |)ay a one dollar fee, was carried, 
 no one dissenting; also, that all the fees should go to the support of the countv 
 institutes; but not likewise. tV.at all (.luestions for examinations should be jire- 
 ]iared by a stale board of education. 
 
 The fifth to]jic was introduced liy K. W. Stevenson. He oft'ered this resolu- 
 tion ; "That county examiners be urged to encourage the O. T. R. C, and that 
 those teachers possessing general culture, who are certified as having taken the 
 reading course, be regarded with special favor when applicants for certificates." 
 This resolution prevailed, having all the voices in its favor ; also the general 
 proposition to ado])t, as a standard in theory and practice, the books ujion that 
 subject recommended by the Reading Circle. 
 
 Samuel I'". Deford, in presenting the sixth topic, favored the revival of the 
 six-month certificate. The meeting did not favor this. 
 
 On motion of Professor W. G. Williams, a comniittee was appointed to pre- 
 jiare bills embodying the propositions agreed upon, suhniii them to the legislatiu-e 
 and urge their ])assage. 
 
 riie ( 'onstitLition, prepared liy Dr. Williams. W . j. White and ( ienrge W. 
 Welcli, was read and adopted. It named the .Association, ])rovided for the usual 
 officers, and for annual meetings. Article 1\' has been (|uoted. 
 
 .\ session of this 1)odv was, without (Ioul]t, held each year, though oppor- 
 lum'tv to search for all the results down to the ])resent is not gi\'en the writer, 
 nor to use them if found. What has already been said |)resents the salient points 
 anil ilhislrates the fine aggressive spirit in which it entered upnn its career. 
 
 Its sk\- was not so bright, at least its mimlier was not so large, and onl\ 
 twent\- counties were re])resented when, in 1 )i.'ceml)er, i88g. President Shawan 
 iiiade his o]iening address. The results of the session snmmarize<l from the sum- 
 marv were to the following eflfect ; 
 
 The Commissioner was requested to send out (piestions which examiners 
 might use as suggt-stions. The legislature was asked to ]iro\-ide in some wa\' 
 for the recotiiiition in ( )hio of stale certificates from other stales; to increase the 
 
EDUCATIONAL HISTORY OF OHIO 255 
 
 salary of the Commissioner from $2,000 to $5,000 : and to repeal the section of 
 the law which forbids the appointment of two persons from one school, upon the 
 board of examiners. 
 
 The sense of the association was that only professional teachers, when this 
 is possible, should be made examiners. 
 
 At the end of a ilecade — 1899 — the Association sat in Columbus, at the 
 Great Southern Hotel. A number of things it has recommended and "pushed" 
 were then parts of the school law; others were still and are still in the future, if 
 they are. Among the things "brought out" were cogent reasons that examiners 
 should attend the sessions ; that teachers should attend institutes and read pro- 
 fessional literature ; that holders of five-year certificates who show signs of fossil- 
 izing should be required to pass an examination in theory and in at least three 
 higher branches ; that the system of examinations should be uniform : that the 
 State Reading Circle should receive recognition by appropriate legislation ; that 
 a certificate whose holder does not pay his "honest debts when able to do" so 
 should be revoked, said refusal being "just as immoral as drunkenness." A 
 partial set of rules was drafted and adopted, an effort to give some semblance 
 of uniformity to examinations. The reading of a handful of the "Topics" before 
 the Association during a corresponding number of years disposes one to admit 
 the claim of the Commissioner: "The cjuestions proposed are practical, and an 
 interchange of opinion will result in good to the schools ;" and even the much 
 larger one of an Executive Committee : "This Association is second to none in 
 the influence which it exerts upon the public schools of the State." 
 
 The call for the twentieth annual session, in its "Topics for Discussion," 
 took on the familiar look of the common association program, a speaker assigned 
 to each topic. 
 
 At the holiday meeting, 1904-05. the Association again presented its views 
 to the educational public in the report of the committee on resolutions : 
 
 A college training is, for a high school teacher, highly desirable. Due con- 
 sideration is asked for it by those who issue certificates ; consideration, also, for 
 successful experience in teaching or superintending. 
 
 As is the college to the high school teacher, so is a high school course to the 
 teacher in the elementar)- school. 
 
 Longer time for the examination is recommended. 
 
 It is advisable to have two books chosen and announced as a basis for part 
 of the questions in theory and practice ; that the field in literature be limited to 
 a definite period for each year ; that the books of the Ohio Teachers' Reading 
 Circle be used in preparing questions in so far as they meet the requirements in 
 these subjects. To these is added an expression of approval of the fairness and 
 scope of the questions already sent out liy Commissioner Jones. 
 
 OHIO TOWNSHIP SUPERINTENDENTS' ASSOCIATION 
 
 An assemblv of trollev line engineers would not have been [wssihle soon 
 after the founding of ("^hio. or at any antecedent time since the .Ancients that Mr. 
 
25fi EDUCATIONAL HISTORY OF OHIO 
 
 Wende-ll I'liillips used to speak of praeliced all the "lost arts," wliich liave been 
 rediscovered, one by one, with such eclat by the Moderns. 
 
 The foregoing remark applies to an Association of persons nauuil in the 
 heading of this sub-chapter, also the reason of it. 
 
 The first township superintendent, it is fair to presume, at times, felt lone- 
 some without contemporaries or line of predecessors. This is not a pure hiberni- 
 anism, as it seems, for it is known that those who, under a much earlier law, 
 wove the name, had officially passed from the educational scene. 
 
 But the first soon had the possiliility of company, and after a while meetings 
 were held, and at one of these, at Spring-field, in 1893, it was proposed to form 
 a State Association. 
 
 The notion was received %\ith favor, and Ira Filson, of Yellow Springs, 
 was elected special correspondent, with instructions to communicate with every 
 township superintendent in the State, and arrange time and place for the pro- 
 posed meeting. 
 
 lUit how ascertain the name and address of each of the persons whose pres- 
 ence at the contemplated meeting was desired. In theory this is a question easy 
 to answer Mr. Filson, a true schoolmaster name, that recalls to memory the man 
 who used his chain and compass over the ground where Cincinnati stands, and 
 his linguistic skill in manufacturing for the town a name, then wandered out of 
 historv into the woods, mailed eighty-eight letters, "each containing a card to 
 insure repiv" .giving the needed information. These letters were directed to 
 the clerks of the county boards of examiners. At the end of two weeks thirtx- 
 eight per cent <if the cards came back, and brought the names and addresses 
 of fifty superintendents. 
 
 The call for this association named the place, and the lime. 
 
 ( )n December 27, 1893, about thirty of these earnest gentlemen met at Co- 
 lumbus and held three half-day sessions. Ira I*"ilson presided. E. A, I'lallmer. 
 of Wood ciinnty. was secretary. The serial proceedings do not appear. "Sev- 
 eral topics previously announced were discussed, a constitution was drafted and 
 adopted, and officers chosen for the ensuing year." 
 
 The Secretary reported that resolutions favoring the Workman law and 
 permissive free textbooks were adopted, and that "Township Superxision is 
 growing rapidly." 
 
 In the printed proceedings of the ( ). S. T. A, for 1895 is a page devoted 
 to the "Township Superintendents Section," at is "first session." 
 
 December zj and 28, 1895. the State .Association of Township Superin- 
 tendents, in session at Columbus, congratulated itself upon its attendance "at least 
 fiftv" — and that "the discussions showed great intelligence and earnestness." 
 
 ,^u])erintendent H. H. -Shipton, of Groveport, Franklin county, was asked 
 to write nut in detail the |)lan of grading used in his schools, thai it might be 
 printed at Ihe I'xpense of the association and copies sent to the su])erintendents 
 of the state. This was doubtless done. A sad nnte was snunded ;it ihe next 
 meeting of this body — a resolution .giving expression in tile loss it had sustained 
 in the passing away of this useful and estimable member. .\t this session. Dr. V.. 
 E. White s])oke upon the living issue of Centralization. 
 
EDUCATIONAL HISTORY OF OHIO 
 
 257 
 
 "Meeting adjourned to meet in connection with the Ohio State Teachers' 
 Association." 
 
 There have been and there are other State Associations, whose story cir- 
 cumstances prevent an}' attempt to tell : 
 
 The Society for the Promotion of Female Education, 
 
 The Ohio State Music Teachers, 
 
 The State Conference of Members of Boards of Education, 
 
 The Ohio State Colored Teachers' Association, 
 
 The Ohio College Association, 
 
 The ( )hio State Association of Elocutionists, 
 
 The Ohio State Association of County Institute Instructors. 
 
 The Allied Edvicational Associations. 
 
 These batteries, with those previously named, in the open, and a hundred 
 others, somewhat imder cover, all training fresh cannoneers, bringing in new 
 recruits, mounting their guns in the best positions to command the walls of the 
 hoary old fortress held by the allies. Ignorance and vice, would cause an army 
 correspondent from some other planet confidently to predict almost immediate 
 surrender. In the hearts of those who know the enemy, the motto is patience 
 and action and hope. 
 
 OHIO STATE ARCHAEOLOGICAL AND HISTORICAL SOCIETY 
 
 In its historical society a state finds a convenient repository of its recorded 
 history. This fact is attested by the experience of the older and more progressive 
 commonwealths of the Union. What fruitful sources of valuable material, for 
 instance, are found in the "Proceedings" and "Collections" of the Historical 
 Society of Massachusetts. 
 
 As early at least as the year 1822, the desirability of forming such an organi- 
 zation in Ohio was realized. On February ist, of that year an act was passed 
 incorporating the Historical Society of Ohio. The law did not specify the 
 objects of the association, but provided for a record of its proceedings. Just 
 what was accomplished Iiy this early society is not known. It seems to have 
 published nothing. 
 
 Nine years later, February 11, 183 1, an act was passed incorporating the 
 Historical and Philosophical Society of Ohio. 
 
 On the evening of December 21. 1831, Ebenezer Lane, J. C. Wright, Gus- 
 tavus Swan, Arius Nye and J. P. Kirtland. met for organization at the Court 
 House in Columbus. Gustavus Swan acted as Chairman, and Arius Nye as 
 Secretary. A resolution was adopted that Jeremiah Morrow, Ethan A. Brown, 
 Benjamin A. Ruggles, David K. Este, Edward King, John M. Goodnow, Phile- 
 mon Beecher, Ralph Granger and Thomas H. Genine, the persons named in an 
 earlier act of February i, 1822, to incorporate the Historical Society of Ohio, be 
 admitted to membership in the new society. On the same evening twenty-three 
 other members were admitted. A connnittee was then appointed to prepare a 
 code of by-laws, to report at the ric.xt meeting, December 31, 183 1, when the 
 
258 EDUCATIONAL HISTORY OF OHIO 
 
 Society was formall}- organized, by-laws adopted and officers elected to serve 
 ior the ensuing year. 
 
 F"or eighteen years the Historical and Philosophical Society of Ohio, so 
 begun, met in Colunibus. Those most constant in attendance at its early meet- 
 ings were, Benjamin Tappan, who was first president, P. B. Wilcox, first Secre- 
 tary, J. C. Wright, Ebenezer Lane and Arius Nye. As the members came from 
 all parts of the State of ( )hio, full attendance at meetings is not often recorded 
 in the minutes, and few meetings apparently were held except the annual 
 meetings in December. Yet, from the early minutes it is plain that much zeal 
 was shown towards establishing local historical associations throughout the 
 state, for the purpose of collecting and preserving whatever related to the early 
 history of their several localities. Five such new historical associations were 
 formed, within the years 1838- 1844. And as a further outgrowth of the labors 
 of the Historical and Philosophical Society of Ohio, there were organized and 
 published The .lincncan Pioneer, uniler the direct auspices of the Logan County 
 Historical Society, and Pioneer History, by Dr. S. P. liildreth, un<ler the 
 auspices of the Cincinnati Historical Society. .\mong the historical papers 
 prepared by members of the Society, is its Journal anil Transaetious. inihlished 
 in two parts, in the years 1838 and i83(;, containing articles by Jacob Burnet, 
 William H. Harrison, James McBride, Arius Xye, and others. 
 
 At the December meeting, 1848, on motion of Mr. Salmon P. Chase, the 
 by-laws of the Society were amended so as to change the place of meeting from 
 Columbus to Cincinnati. And thereafter the Historical and Philosophical Society 
 of Ohio was formally united with the Cincinnati Historical Society, which had 
 been organized in 1844, the consolidated societies retaining the name of the older 
 and present organization. 
 
 It was not, liuwevcr, until so late a date as 1873 that an organization re- 
 ceiving direct support from the state was formed. Its history, as prepared bv its 
 present secretary, is substantially as follows : 
 
 BRIEF HISTORY 
 
 In the year 187"). an Archseological Society was formerl at General Brinkerhoff's home 
 in Mansfield, Ohio. Tlie Society, through the efforts of General Brinkerhoff. received an 
 appropriation from tlie Legislature of two thousand five hundred dollars, to be expended in 
 making an exhibit at the Centennial Exposition at Philadelphia. Prof. John T. Short, of the 
 Ohio State Lhiiversity, was Secretary of the Society, and it flourished under his secretaryship 
 until his death, November 11, 1883, when the Society became practically inoperative. Gov- 
 ernor Hoadley suggested a revival of the Society. A meeting for this purpose was called, 
 to convene at the Secretary of State's office, on February 12, 1885. A number of prominent 
 gentlemen, including leading citizens, scholars and professors from various parts of the State, 
 responded to this call, and decided to extend to all persons in the State interested in the 
 formation of such a Society an invitation to meet on the tw'elfth day of March following, at 
 Columbus, Ohio. In response to the circulars sent out, some sixty gentlemen from all parts 
 of Ohio, i'epresenting the various dep.-irtmcnts of scholarship, convened on the day specified 
 in the Library Room of the State Capitol. This convention continued in session for two days, 
 and resulted in perfecting an organization known as the Ohio State .Xrch.-eolosical and His- 
 torical Society, which was incorporated Alarch )3, 1885. lion. .\lIon C, ■jlinrman was made 
 
EDUCATIONAL HISTORY OF OHIO 259 
 
 President and Mr. A. A. Graham* elected Secretary. The Articles of Incorporation succinctly 
 set forth the purposes and aims of the Society. 
 
 ARTICLES OF INCORPORATION 
 
 1. The name of such corporation shall be The Ohio State Arch;eological and Histor- 
 ical Society. 
 
 2. Said corporation shall be located, and its principal business transacted at, the City of 
 Columbus, County of Franklin, and State of Ohio. 
 
 3. Said Society is formed for the purpose of promoting a knowledge of Archaeology 
 and History, especially of Ohio, by establishing and maintaining a library of books, manu- 
 scripts, maps, charts, etc., properly pertaining thereto ; a museum of prehistoric relics, and 
 natural or other curiosities or specimens of art or nature promotive of the objects of the 
 Association — said library and itiuseuni to be open to the public on reasonable terms — and by 
 ■courses of lectures and publication of books, papers and documents touching the subjects so 
 specified, with power to receive and hold gifts and devises of real and personal estate for the 
 benefit of such Society, and generally to e-xercise all of the powers legally and properly per- 
 taining thereto. 
 
 Said Society has no capital stock. 
 
 The following have served as Presidents of the Society since its organization : Allen G. 
 Thurman, Francis C. Sessions, Rutherford B. Hayes and Roeliff Brinkerhoff. 
 
 For nineteen years the Society has faithfully pursued the lines of study and investigation 
 for which it was organized, and has held regular annual meetings at Columbus. In that time 
 it has accumulated a valuable collection of relics and antiquities, now consisting of over 50,000 
 specimens, mostly archaeological in character, but embracing also many papers and articles 
 of historical value. This collection has been catalogued and arranged in cases, and now 
 occupies suitable quarters in the Museum Room of the Society, Page (Law College) Buiiding, 
 Ohio State University. The library of the Society, which numbers hundreds of volumes of 
 great value, occupies an excellent library room in Page Hall. Both the library and museum 
 are accessible to visitors on each week day between the hours of 9 A. M. and p. m. The 
 students of the Ohio State University have free use of the museum and library. 
 
 ARCHAEOLOGICAL DEPARTMENT 
 
 Particularly is the Society strong in archseological research. No state in the Union is so 
 rich in archaeological resources, consisting of mounds, forts, graves and monuments of pre- 
 Iiistoric periods. 
 
 The Society is the custodian of Fort Ancient, Warren county, the largest, best preserved 
 and most interesting remains of its character now extant. Models of this fort are in some 
 of the lea.lirig museums of Europe, and it is often visited by distinguished scholars, not only 
 of other states but of foreign countries. The Society is also the possessor of the famous 
 Serpent Mound, in Adams County, one of the most curious religious monuments left by the 
 Mound Builders in the United States, 
 
 The Society, through a corps of explorers, is doing splendid and valuable work each 
 year, in examining and making permanent record of the innumerable points of archaeological 
 interest in the state. An archaeological map is being prepared, which will designate the loca- 
 tion of all important mounds, monuments, graves, etc , within Ohio. It is estimated that 
 these places of interest number not less than ten thousand. 
 
 PUBLICATIONS OF THE SOCIETY 
 
 The Society is now issuing annually a bound volume (which first appears as a quarterly 
 magazine) of material concerning the history, archaeology and biography of the state. It has 
 published thirteen such volumes, averaging four hundred pages to the volume. These vol- 
 umes are of the utmost value and interest, containing articles, essays and papers by the leading 
 
26o EDUCATIONAL HISTORY OF OHIO 
 
 authorities, historical and archseological — most of which material is prepared solely for the 
 Society, and which does not exist and can not be obtained outside the works of the Society. 
 The demand for these publications has been so great that the Society has issued seven 
 editions of volumes, four, five and six. four editions of seven, eight, nine and ten, and two 
 editions of eleven and twelve. These books are in constant demand, not only by similar .socie- 
 ties and by leading libraries throughout the United States, but by the governments and great 
 society libraries of the old world. Each member of the Society is entitled, without cost, to 
 these publications as they are issued by the Society. 
 
 THE CENTENNIAL CELEBRATION 
 
 The Society has published a souvenir volume containing tlie entire proceedings of the 
 celebration, held under the auspices of the Society at Chillicothe, May 2o and "21. 1903, of 
 the admis.-ion of Ohio into the Union, which occurred on March 1, 1803. The volume of 
 some six hundred pages contains a full account of the exercises, with illustrations and the 
 speeches cmplcte. The following table of contents will indicate the value nf the work: 
 
 History of the Centennial. 
 
 Celebration of the Adoption of Ohio's First Constitution. 
 
 Addi esses by William T. McClintick and Daniel J. Ryan. 
 
 Centennial of the Admission of the State. 
 
 Opei::ing Address. Governor George K. Nash. 
 
 The History of the Northwest Territory to the Marietta Settlenunt. Hon. Judson 
 Harmon. 
 
 The History of the Northwest Territory from tlie Marietta Settknieni to the Organiza- 
 tion of the State. Prof. .Martin R, .Andrews. 
 
 The Date of the .■XdmisNion of C)hio to the Union and the Great Seal of the State. Judge 
 Rush R. Sloane. 
 
 Ohio in the American Revolution. Hon. Emilius O. Randall. 
 
 The Military History of Ohio, Including the War of 1812. General Thomas M. .Ander- 
 son, U. S. Army. 
 
 The Military History of Ohio, from the War of 1812. Including the Civil and Spanish- 
 American Wars. Gen. J. Warren Keifer. 
 
 Ohio in the Navy. Hon. Murat Halstead. 
 
 The Governors of Ohio Under the First Constitution. Hon. David .Mead .Massie. 
 
 The Governors of Ohio under tlie Second Constitution. Hon. James E. Canipl)cll. 
 
 Ohio in the United Stales Senate. Hon. Joseph B. Foraker. 
 
 Ohio in the National House of Representatives. Gen. Charles H. Grosvenor. 
 
 The Judiciary of Ohio. Judge Moses M. Granger. 
 
 The Industrial Progress of Ohio. Hon. M. A. Hanna. 
 
 The Public Schools of Ohio. Hon. Lewis D. Bonebrake. 
 
 Universities of Ohio. President W. O. Thompson, O. S. U. 
 
 The -Achievements of Ohio in the Care of Her L'nfortiinate Cla-se-. General R. 
 BrinkerhofT. 
 
 The Ohio Presidents. Thonia> Ewing. Jr. 
 
 Ethnological History of Ohio, (ieneral B. R. Onven. 
 
 The Pan Taken by W..men in the llislmy of De\ eloiinient of Oliio. Mrs. lames 
 R. Hopley. 
 
 The Press of Ohio. S. S. Knabenshue. 
 
 Ohio Literary Men and Women. Prof. W. H. Venabl ■. 
 
 Religious Influence in Ohio. Bishop C. C. McCabe. 
 
 Closing Addresses by Governor Cliarles Foster and Bishop B. W. .\rnett. 
 
 The Centennial Souvenir Volume is sold by tin; Society at $l.")n, postage prepaid. 
 
EDUCATIONAL HISTORY OF OHIO 261 
 
 CLARK'S CONQUEST 
 
 The Society has piilihshed the liistory of George Rogers Clark's Conquest of the Ihinois 
 and of the Wabash towns. 
 
 From the British in 1778 and 177i). 
 
 With -sketches of the earHer and hiter career of the conquest, Ijy Consul Wilshire 
 Butterfield (author of the "History of the Discovery of the Northwest hy John Nicolet, in 
 ltJ34 ;" "History of the Girtys:" "History of Brule's Discoveries and Explorations, 1610- 
 1626," and other works). 
 
 This book is the publication of the manuscript of Mr. Butterfield, as left by him at the 
 time of his death. He spent many years upon its preparation, and it is without doubt the 
 most valuable and authentic statement of Clark's Conquest that has been published in so 
 concise and complete a form. 
 
 This volume is sold by the Society for $l.-)ii. postage prepaid. 
 
 ARCHAEOLOGICAL HISTORY OF OHIO 
 
 The Societj publislied ui April, 1902, an "Arch;eological History of Ohio." l)y Gerard 
 Fowke. This volume contains chapters upon the following: 
 
 Mound Builders: The various theories as to their origin — enclosures on hills or level 
 lands. Mounds, size, situation, contents, similarities and differences. Village sites. Cus- 
 toms and methods of life of Mound Builders. 
 
 Indians; their migrations, their manner of life; their various stages of culture; the his- 
 tory of those found in Ohio at its settlement : the resemlilance in the features of their work 
 and habits to the remains of the Mound Builders. 
 
 This work is a large octavo volume of 7()() pages of reading matter, and is fully illus- 
 trated with 3(10 maps, diagrams and reproductions of mounds, forts, etc. Ohio is the richest 
 state in the Union in archaeological material and resources, and this work is not only of the 
 greatest interest to people in Ohio, but of inestimable value to archaeological students through- 
 out the world. 
 
 The "Archaeological History of Ohio" is sold by the Society at $5.00, postage prepaid. 
 
 The Annual Publications of the Society are sold at $j!.00 per volume, postage prepaid. 
 
 It should be distinctly understood that although the Society is under state auspices, and 
 is 'ostered by legislative appropriations, its publications are not for free distribution, as are 
 the reports of many of the state departments. Its publications can be obtained only by pur- 
 chase or by membership in the Society. 
 
 Educators and others interested in the history and archaeology of Ohio and 
 the "Middle West" will find life membership in the Society an inexpensive and 
 most satisfactory means of adding to their private liliraries. 
 
CHAPTER XXII 
 
 OTHER STATE EDUCATIONAL INSTITUTIONS 
 
OTHER STATE EDUCATIONAL INSTITUTIONS 
 
 THE SCHOOL OF THE SAILORS' AND SOLDIERS' ORPHANS' HOME 
 
 CHERE have been enrolled in the sehools 86y pupils, 523 l)o_vs and 346 
 girls, 457 of these were in school all day, and 412, one-half of each day, 
 spending the other half at their trades. 
 
 There are twenty-nine teachers in the corps, including the supply teacher, 
 and the special teachers of drawing, music, physical culture, and science. The 
 high school this year has 125 pupils, of which 29 are seniors, 7m juniors, and 
 17 are post-graduates. The last named class is composed of ]ni])ils, who, at 
 their own request, were given an e.xtra }ear in order to continue their studies. 
 An advanced course is given these pupils, consisting of solid geometr\, higher 
 algebra, Latin, advanced chemistr\-, English history, and a review of common 
 branches. Two members of last year's class are this year attending college; 
 ■one at Muskingum College and the other at Case School of Applied Sciences at 
 Cleveland. Another boy of last year's class is taking a teacher's course in a 
 manual training school, and will be preparefl for a position as teacher in one 
 \ear. It might be interesting to mention here that several boys who graduated 
 two years ago from our high school are now attending different colleges ; as, 
 Ohio State University, \\'ittenberg, and Ohio Wesleyan Universit\-. 
 
 Last June, 20 pupils were graduated from the high school, 7 from the 
 school of stenography, 4 from the school of telegraphy, and 14 from the school 
 of domestic economy. The graduating exercises were held in the chapel on the 
 evening of June 16, at which time diplomas were presented to all of these classes. 
 The exercises consisted of music by the Home choir and the Currie orchestra, 
 and an oration by each member of the high school class. 
 
 The school of domestic economy is composed of the school of cookery and 
 the school of sewing, cutting, and fitting. The girls spend two half days of each 
 week in each of these schools. Within the last year there have been enrolled in 
 this department 95 girls ; 50 girls are now in the school : 22 are seniors, 40 are 
 juniors, and 6 are post-graduates. The work in this department is made both 
 practical and intellectual, not only trair,ing the hand in executing, but also the 
 mind in designing and planning. The first year's work in sewing includes praic- 
 tice work and the making of under-garments. The study of fabrics is also taken 
 up. In the second year the girls study dressmaking and advanced drafting by 
 the Storey Tailor system, each girl drafting all her own patterns. Before a girl 
 can he a graduate, she must complete in addition to her first year's jiractice work, 
 a sampler, six pieces of underwear, three dresses, and write a paper on "Fabrics." 
 The clothes made in this department form each girl's personal discharge outfit. 
 
 The cooking school is collecting a reference library and has a nnniher of 
 books on the theory and practice of cooking. 
 
266 EDUCATIONAL HISTORY OF OHIO 
 
 The work in the school of stenography is mostly miscellaneous business cor- 
 respondence, practical court reporting and speed work, which aims to give the 
 pupils all forms of stenographic work, likely to be found in any kind of an office. 
 
 The school of telegraphy enrolls i6 pupils — 6 seniors. 9 juniors and i post- 
 graduate. Of the four graduated from this school last June, three secured posi- 
 tions at telegraphy and one remains in the school as a post-graduate. 
 
 The school library continues to grow in size and usefulness. We have now 
 more than 200 volumes of reference books, besides 50 sets of supplementary 
 reading, including 12 sets of Shakespeare's dramas. The reference books are 
 indispensable in making our instruction broad and thorough. We have a good 
 supply of the classics, which the special teachers of English use in their work 
 in literature and rhetoric. We also have various reference books to supplement 
 our work in history, geography, language, reading and nature study. We realize , 
 that nature study is one of the best means of reaching and developing child 
 nature, consequently we are doing much work along this line. We aim to study 
 nature from nature herself, using books only to supplement the work. Suitable 
 material is gathered from various sources and brought into the school room. 
 Our Fchool equipment has recently been enlarged by two fine sets of maps, to 
 be used in the work in ancient and medieval history ; also a stereoscopic outfit 
 consisting of T7 dozens of stereographs and a dozen stereoscopes. The views 
 are selected to supplement the work in geography, history, literature, etc. 
 
 The Puijils' Reading Circle is kept up in all our schools. The work is made 
 compulsory, affecting the promotions the same as do the regular studies. One 
 liundred and sixty diplomas were given last year to pupils who had completed 
 the full four years' course prescribed by the State IJoard of Control. The object 
 of this organization is to secure for pupils a better class and a greater variety 
 of reading than they would be likely to select for themselves. 
 
 Three special branches are taught in the schools: music, physical culture and 
 drawing. Two lessons are given each week in the grammar grades, wliile iihysical 
 culture and drawing are carried on through the high school. In the all-day 
 schools the regular teacher gives one practice lesson each week in each of the 
 special branches. We have had one year's experience without a special teacher 
 in writing and bookkeeping, this work being done by the regular teachers. I am 
 glad to report that the work has not sufTered in either of these branches by the 
 change. 
 
 Educators recognize more and more that the hand should l)e trained to aid 
 in developing the brain. No branch of education has gained a prominent place 
 in our best schools so rapidly as has manual training. The energy before used, 
 sometimes, in giving trouble, is now used in profitable employment of the hand 
 and brain. While skill in using the hands is developed, something better is also 
 developed: namely, self-respect, respect for labor, power to think, judgment, the 
 ability to see and to express thought. 
 
 We recognize that all true education has in it a symmetrical development 
 of the intellectual, the physical, and the moral. To this end we place great stress 
 on our work in physical culture, realizing that it is essential in the development 
 of both mind and bodv. 
 
EDUCATIONAL HISTORY OF OHIO 267 
 
 According to our custom for several years, at the close of the schools last 
 June, all the grades united with the trades in giving in the hall an exhibition 
 of the year's work. This .gave the opportunity to show the public the different 
 lines of work we are doing and our plans and skill_in executing them. We had 
 a great many visitors from Xenia and other cities. The exhibit consisted of 
 drawing, writing, manuscript work in all branches, historical maps, production 
 maps, various articles illustrating the work in paper cutting, paper weaving, 
 hammock, rug and mat weaving, clay and sand modeling, basketry, mounted 
 specimens in botany, and also an exhibit of work from the stenography, teleg- 
 raphy, cooking and sewing schools. The articles exhibited were selected from 
 the regular work which has already been done in the schools, nothing having been 
 prepared for exhibition. All the pupils were given the opportunity of seeing 
 the exhibit, which undoubtedly gave them a higher ideal of work and an increased 
 desire to do their best. 
 
 The grade work, if brought u]) to our standard, necessarily lays great 
 demands on every grade teacher. Nothing short of hard and faithful work, 
 both in school and out, will accomplish it. Our aim is to keep our schools above 
 the mechanical grinding out of dry lessons, by searching out the besl means of 
 enlarging, vitalizing and enriching the work. The composition work ; the rhe- 
 torical exercises in the grammar and high school grades ; the \v( )rk in current 
 events ; the supplementary work done in geography, history, and reading ; the 
 primary history and nature work in the primary grades ; the observation lessons 
 and weather charts ; the daily practicing of manual and all special work ; the 
 observance of special days by prepared programs, etc., all are done, as a whole, 
 better than T have ever seen them done before. 
 
 — Dated found in the latest report of T. A. Edzi'ards. Snperijitendent. 
 
 THE OHIO STATE SCHOOL FOR THE BLIND 
 
 The institution has for the past year been fulfilling the purpose for which it 
 was founded. Sixtv-six years of its history have passed. Tw-o thousand two 
 hundred and thirty-seven pupils have been connected with the school during 
 these years. 
 
 All departments of the school have been in successful operation during the 
 last term. 
 
 We have searched the State over bv every available means to find blind per- 
 sons who ought to be in the school. 1 believe that w^e are securing the attend- 
 ance of as large a proportion of blind persons, of school age and of sufficient 
 mental capacitv, as we could expect to induce to enter the school. A few are 
 kept at home by the indifference of parents, or by their indisposition to send 
 their children away from home ; a mistaken kindness from which the children 
 will suffer in after years. 
 
 I have applied again for the United States census of 1900, .giving the num- 
 ber of blind persons in the state and country, but have not yet received it, but 
 have the promise of it as soon as it is readv for distribution. We admitted 
 seventv new pupils last term — a greater number than was ever before admitted 
 
268 EDUCATIONAL HISTORY OF OHIO 
 
 during- one term. Fifty-six new pupils have l)een admitted this term, making 
 126 for tlie last term and thus far this term. 
 
 I<"our pupils were graduated from the literary department last term. Quite 
 a numher whose time had expired or who had finished their trades have termin- 
 ated their time at the institution. Many who have gone out from this school 
 have worthily faced the obstacles to success which a blind person must meet and 
 have triumphed over them. I think that the manhood and womanhood devel- 
 oped l)v a lari^e number of the blin.d of ( )hio will challenge a fair comparison 
 with the character of an equal number of students sent out from the ])ublic 
 scho(ils of the State. 
 
 In all education special attention should be given to training in four direc- 
 tions, viz.. the (leveloi)ment of the perceptive powers, the judgment, the reason- 
 ing faculties ant! the will. .\nd in the education of the blind these special lines 
 of training need tn be kept in mind, because the blind are more dependent upon 
 the helps and intluence of others than are seeing students. The perceptive power 
 of a blind ])ers<)n is lacking in the whole range of sight. The seein.'^ have the 
 five senses which naturalh- hel]i each other in the application of the perceptive 
 powers to external objects. The blind lack the sight and the i)erce])tion of the 
 whole range of qualities which the sight akme can give. The sight is the great 
 educating sense, hence the blind need a training which so far as possible shall 
 make up fi)r this deficiency. The\- should have a training of the perceptive 
 faculties, as they depend upon the remaining senses for their successful opera- 
 tion. Hence the kindergarten, manual training in handicraft, gymnastics, the 
 application of the attention through hearing and touch, the leading out of thought 
 through th.e remaining senses, the correction of bad physical habits and manners, 
 teacliing to sit erect, to stand erect, and to walk gracefully and inde])en(lentl\ — 
 all these things concern the physical and mental training of our pupils ni the 
 line of their perceptive faculties, enabling them so to use their available bodily 
 senses in pbvsical action that the\- shall be free from awkward and unseemly 
 motion, and at the same time lia\-e called out in the most efficient manner the 
 power to know and to think through the senses. 
 
 Another important dejjartment of education is the training of the judgment, 
 or the power of estimating correctly the relative value of facts and principles. 
 The ]:)ractical business of life depends very much upon accurac\- of judgment of 
 men and things, and moral character also depends upon a correct estimate, or 
 judgment, of right and wrong conduct. 
 
 The reasoning faculties, or the faculties by which we draw conclusions from 
 facts, should also receive their due share of attention in all education. If there 
 is one thing lacking in the mental make-up of the human race it is in the jxiwer 
 or disposition tn draw correct conclusions. an<l the lilind are not free from this 
 failing. In schonls for the blind the tendency is to memorize without lliinking. 
 True niem.>r\ is necessarx tn the operation of the reasoning jiowers. We can- 
 not reason without remembering the steps of the ])rocess : yet the memnry should 
 l)e the auxiliar\ of, n"t the subslitiUe, for reasoning. 
 
 Education is gaining power b\ means of acquiring an<l assimilating knowl- 
 edge. .\> the .-ithlele makes all bis tr.iining lead uj) to one purp(»e n\ power to 
 
EDUCATIONAL HISTORY OF OHIO 269 
 
 do what must be done, so the student needs to use all his stud}', his work, his 
 niusic, for the one great purpose of producing power — power to think and to act. 
 
 In schools like this, nothing, perhaps, is needed more than the training of 
 will power, namely, the power and disposition to put one's self in action. 
 
 Manv blind persons have from the very tendency of their affliction the 
 (|uality which in physics is called inertia, that is. the inability of matter to set 
 itself in motion. In the human being we call it lack of will. Xow will power 
 is not wilfulness: it is rather the aliility and disposition to study, to think, to 
 act, to do something wortli while. True will power has a very close relation 
 to character. "As a man thinketh in his heart so is he." The heart is the bent, 
 intention and purpose of the man, and that is the w'ill power — the purpose to 
 select the right course rather than the wrong. It is a weak will that chooses evil 
 instead of good, and this faculty grows weaker by every choice against the pro- 
 test of conscience. As the human body was made for health, not for disease; 
 so the rational will was made for choosing the right and not the wrong. In- 
 deed the imperial will of man is degraded from its high prerogative by every 
 low and unworthy choice. 
 
 The education of our schools is a failure if our pupils are not induced, 
 of their own choice, to consider right motives and act upon them. Especially 
 in the education of the blind is there need of persuading and urging the pupil 
 to set himself about his work or study : to choose, to think and to act efficiently. 
 And especially in the line of right motives for right conduct the teacher should 
 by precept and example so lead and guide his pupils as to develop a permanent 
 purpose of righteousness. 
 
 I know that in a boarding school there are likelv to be hindrances to the 
 best development of character. There is the pernicious influence of unworthy 
 persons, which cannot be entirely eradicated. It may be so secret as not to be 
 discovered till much mischief is done. There is the institution sentiment wdiich 
 may sometimes be in the w'rong direction. Wrong headedness and wrong hearted- 
 ness are contagious in schools, and they increase the difficulty of giving right 
 direction to the thought and feeling of the individual pupil as well as to the 
 mass of the school. .\lso the peculiar crookedness of disposition of some indi- 
 viduals is something to be reckoned with in all school training. The teacher 
 should exercise tact and wisdom in meeting and counteracting these hindering 
 tendencies and in bringing the best thought, purpose, and nature, of the pupil 
 up to their place of control over all lower motives. 
 
 — From the reports of G. L. Siiiaid. Siipcriiiteinlciit. 
 
 HISTORY OF THE EDUCATION OF THE DEAF IN OHIO 
 
 The Ohio Institution for the Education of the Deaf and Dumb, located at 
 Columbus, Ohio, was the fifth founded in the United States. The Institutions 
 at Hartford, Conn., New York City, Philadelphia and Danville, Ky., preceded 
 in the order named. Preliminary steps for the education of deaf children were 
 taken as early as 182 1 by the founding of a school at Cincinnati. It was intended 
 to furnish an opportunity for the education of all deaf children west of the 
 
270 EDUCATIONAL HISTORY OF OHIO 
 
 Alleghany mountains. Its first Principal was Rev. James Chute, who had pre- 
 pared himself in the Hartford school for this work. Several deaf children had 
 been sent from Ohio to Hartford, Conn., prior to this time and it proved such 
 a great hardship upon the parents that public sentiment was favorable to the 
 founding of an institution nearer home. The township assessors were required 
 in 1822-23 to report to County Auditors, and through these to the Department 
 of State, the number of deaf children in Ohio. It was found that more than 
 200 were of school age. 
 
 About this time. Rev. James Hoge, D. D., a Presbyterian of Columbus. 
 Ohio, became greatly interested in this matter and prepared an extensive mem- 
 orial, signed by a great many prominent citizens, to the legislature of the state. 
 Governor Morrow became interested and called the attention of the legislature 
 to the righteous demands of the people for the education of their defective chil- 
 dren. In 1827 the legislature provided for the founding of such a school, allow- 
 ing one pupil from each judicial district at an annual cost of not exceeding 
 $100 and permitting three years of instruction. 
 
 After much discussion, the I'.oard of Trustees recommended that the Insti- 
 tution l)e located at Columbus. ( )hio, the most central jinint. In 1829 the legis- 
 lature made the necessary appropriations to establish said school and in the same 
 year the school was opened in rented property at the corner of High and Broad 
 Streets, Columbus, Ohio. Only one pupil was present on the opening da\ . 
 Samuel Flenniken. At the close of the year, however, ten pupils had been 
 registered. 
 
 The first Board of Trustees were Rev. James Hoge, Hon. (iustavus Swan, 
 Hon. Thomas Ewing, Rev. William Graham, Rev. William Burton, Hon. John 
 H. James, Hon. Thomas D. Welib, and Hon. Samuel Clark. The Governor of 
 the State was ex-officio President of the Board of Trustees. The first Super- 
 intendent was Rev. Horatio X. Hubble. He served in this ca]5acit\ for almost 
 twenty-five years. 
 
 Ten acres of ground were purchased on Town street and Washington avenue 
 at a cost of $300.00 with the provision that they were t(_i be used exclusively for 
 the education of the deaf. In 1834 the buildings were ready for occupancy and 
 the little school moved into them. 
 
 A few years before, a small school was started at Tallmadge, Summit Count\ , 
 and was taught by Colonel .Smith. It was only temporary, however, and when 
 the new Institution was started, and possibly before, the school was abandoned. 
 Eleven pupils were enrolled in it. 
 
 The Institution has always been su])porteil by direct appropriations, as all 
 other expenses of the state are jjaid. The time of pupilage was originally three 
 years, but has been gradually extended until now it is twelve years. 
 
 The whole number of pupils enrolled in tlie first seventv-fivc years is 3.245. 
 The annual enrollment at present, 1904. is approximately 600, with an average 
 daily attendance of a little more than 500. 
 
 The present cost of all expenses of maintaining the school is $120,000, per 
 year. The nimiber of teachers engagi'il in the school, includiu',; Principal and 
 
EDUCATIONAL HISTORY OF OHIO 
 
 special tt-achers of rrymnasium and art, is forty. There are nine persons enj^asjed 
 in teaching trades. 
 
 The course of study covers twelve years, including two years in the High 
 School, and corresponds to about ten years in the public schools. Such of the 
 graduates as desire may enter Gallaudet College at Washington, D. C, the only 
 college for the deaf in the world. As a part of the children's education the 
 following trades are taught to them : 
 
 Printing, tailoring, shoemaking, carpentry, book-binding, sewing, cooking, 
 baking, fancy needle work and art work. In all of these trades practical work 
 is done, so the graduate may go out and earn his or her living. 
 
 For a great many years after the founding of the school, all education was 
 conducted in conventional signs and finger spelling. Later, a great many of the 
 children were taught to speak and read the lips, and one-half of the children are 
 now being educated by what is known as the oral method. 
 
 In i^6i the State provided for a new building at a cost of $650,000. It 
 was completed in 1867 and it is a large, beautiful brick facing Tovm Street, and 
 has a capacity for 500 pupils and 75 officers and employes. In 1898-99 a new 
 school building was erected. It is one of the best in the v.-orld. having besides 
 fifty well lighted and well ventilated rooms, an art room, sewing room, gynma- 
 sium. shower baths, swimming pools, cooking rooms, lavatory and laboratory 
 rooms. 
 
 The following men have served as Superintendents: 
 
 Horatio X. Hubble 1829-1851 
 
 Josiali Addison Cary 1851-1852 
 
 Collins Stone 1852-1863 
 
 George Ludington Weed 1863-1866 
 
 Gilbert Otis Fay 1866-1880 
 
 Charles Strong Perry '. 1880-1882 
 
 Amassa Pratt 1882-1890 
 
 James Wilson Knott 1890-1892 
 
 Stephen Russel Clark 1892- 1894 
 
 William Stuart Eagleson 1894-1895 
 
 John AX'illiam Jones 1895- 
 
 Dr. Robert Patterson, a deaf man and a graduate of the school and also of 
 Gallaudet College, has had charge of the school as Principal for the past four- 
 teen years. There are also nine other graduates of the school engaged as 
 teachers. Most of these have completed their education in Gallaudet College. 
 Two other graduates of the school are teaching printing and shoe-making. 
 These are all living testimonies of the grand work the Institution has done. 
 
 The Alumni Association of the Institution holds its meetings every three 
 years and ex-pupils from all over the state and from out of the state attend 
 the meetings. They are very enthusiastic gatherings and are composed of a 
 great many intelligent, industrious and well-to-do people, who are making their 
 living with as much ease, comparatively, as their hearing brothers. One out- 
 
272 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 growth of this association is the Home for the Aged and Infirm Deaf at Central 
 College, Ohio. It was established by the deaf people of the state and is sup- 
 ported entirely by contributions solicited by them. It takes out of county in- 
 firmaries sucli old deaf and dumli persons as may be found there and brings 
 them inti:) this home where they can ass(iciate with each other and converse 
 with each other in a language they understand. This is also a strong evidence 
 of the good the Institution has done. 
 
 The school works under a printed course of study, which is very complete 
 and very helpful. Graduating exercises are conducted at the close of each year 
 and several pupils, who have completed the course of study, are graduated. 
 Chapel e.xercises are held each morning for ten or fifteen minutes, at which one 
 of the male teachers presides and delivers a short address. Sunday-school 
 services are conducted by the respective teachers in their rooms each Simday 
 morning, and in the afternoon special services are held in the chapel, at which 
 an address on some topic not sectarian is delivered. The larger children are 
 organized into a Christian Endeavor Society, which meets each Sabbath evening, 
 and the vounger children are organized into a Junior Christian Endeavor. These 
 meetings are well attended, though voluntary, and are very interesting. 
 
 There are two literary societies, one for the l)0)-s and one for the girls, and 
 i>ne societ\- for lioth bovs and girls. Each society has its own library and 
 lilirarian and the records are accurately and neatly kept. 
 
 The sports connected with the school are such as are found in High Schools 
 and colleges. ( ireat interest is taken in base l)all, football, basket ball and gym- 
 nastic work. Tlie Independent football and base ball teams have won quite a 
 reputation in contests with High Schools and second college teams throughout 
 the state. 
 
 In addition to such education as this Institution furnishes to deaf children, 
 there are several day schools for the deaf in Uhio. The day school for the 
 (leaf in Cincinnati gives instruction to about forty children each year, and also 
 tlie one in I'leYeland to possibly fifty children. There is a small day school of 
 four or five children at Dayton, and also at h:iyria and Canton. These furnish 
 an opportunity for these children to remain with their parents while young, and 
 many of ilieni, when they are older, come to the Institution fnr further educa- 
 ticin and tn leani a trade. These day schools are operated as the other schools 
 in these cities and are in no way under the direction of the Institution. 
 
 — By J. 11'. Joins. Siif'i'niifciidciit. 
 
 INSTITUTION FOR THE EDUCATION OF IMBECILE YOUTH 
 
 The sum of material in reach for a sketch of this institution is a cojiy of the 
 latest re])orl thereof. There is no other educational institution wliich brings be- 
 l(]re llie reader's con.sciousness such questions as this, its imrpose in the present 
 is humanitv itself. Its appliances are the fruit of the best teachings of modern 
 science, lis pedagogic methods are based on humanity's revelation of itself to 
 Itself. Slill, so far as the incurables are concerned, ihe (|uestions do not down. 
 
EDUCATIONAL HISTORY OF OHIO 2yTf 
 
 The nuniljer of inmates in the institntion since the date of the last report 
 has been twelve hundred and thirty-nine — seven hundred and twenty-five boys, 
 five hundred and fourteen girls. 
 
 School and industrial training has been kept up throughout the year, for- 
 warding the work on the new building being the main object. The placing of 
 the tile for the floors of the hospital group and the custodial buildings for women 
 at Columbus, making one hundred and sixteen thousand square feet, has been 
 completed, and we are now commencing that for the building for males at the 
 custodial farm. This has been a tedious work, but when it is considered that 
 the more than one hundred and sixteen thousand square feet is made up by 
 placing one-half inch pieces in designs, with the sanitary provisions, as well as 
 the indestructibility, it seems it has more than compensated for the time and labor 
 expended to secure it. 
 
 This institution was established in the year 1857, by the (ieneral Assembly 
 of the State of Ohio, and located near the city of Columbus. 
 
 Its object is to furnish s[^ccial means of improvement to that portion of our 
 youth who are so deficient in mind or have such marked peculiarities aufl eccen- 
 tricities of intellect as to deprive them of the benefits of other educational institu- 
 tions and ordinary methods of instruction. 
 
 The education proposed will not only include the simijle elements of instruc- 
 tion taught in common sclmiils, where that is |.)racticable, but will embrace a 
 course of training in the more political matters of every-day life, the cultivation 
 of habits of cleanliness, propriety, self-management, self-reliance and the de- 
 velopment and enlargement of a capacity for useful occupation. As promotive 
 of these objects, pupils will receive such physical education, and such medical, 
 moral and hygienic treatment as their peculiar and varied conditions demand. 
 
 Idiocy and mental imbecility depend upon some abnormal or imperfectly 
 developed condition of the physical system — a condition in which the nervous 
 organization is especially defective — preventing the harmonious an<I natural 
 development of the mental and moral powers. 
 
 Idiots and imbeciles are feeble in body as well as in mind. Thev are want- 
 ing in nuiscular and nervous power, the gait and voluntary movements are gen- 
 erally awkward and slow, and the special senses undeveloped or inactive. 
 Physical training and physical development will, therefore, be essential to perma- 
 nent mental improvement, and hence the importance of gymnastic and calisthenic 
 exercises in treatrnent. The reciprocal influence of the body over the mind, and 
 the mind over the body, must be carefully studied and applied. The dormant 
 energies of the body must be roused to action by every possible means. The 
 wayward muscles are to be taught to move in obedience to the dim spark of will 
 that may exist, which will must be strengthened and developed. The verv feeble 
 power of attention must be cultivated and increased by the most attractive means. 
 The affections must be nursed — the special senses trained and educated — 
 vicious habits are to be corrected, and the idea of obedience and mora! obliga- 
 tion must be planted and nourished. 
 
 Some feeble-minded youth give evidence of slight chronic irritation of the 
 brain, ojiscure delusions and other marks of partial insanity, or mental dcrmii^c- 
 
274 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 inent, rather than idiocy. Such cases cannot be properly treated by the family 
 physician at home, and should, therefore, be removed to some institution where 
 they can receive that treatment and training best adapted to their restoration. 
 
 Some who were merely backward and remain undevelo])ed from being mis- 
 understood, neglected or abused can, by special means, be brought out and re- 
 claimed. Others can be arrested on their downward course, and made orderly, 
 obedient, alifectionate, docile and industrious : and nearly all can be materially 
 improved in their general condition and habits. But, in order to secure the reali- 
 zation of these blessings lo this afflicted class, they must have that special care, 
 treatment and instruction which cannot be obtained in the family at home, or 
 in private medical practice, or by any of the ordinary methods of instruction, 
 inn only in some well-directed institution, arranged, furnished, and organized 
 for the accomplishment of these special objects. 
 
 Where there is ]jartial insanit}', or marks of existing nervous irritation, or 
 other disease, medical or other appropriate treatment will be applied. Each indi- 
 vidual case will be a study and must be treated as its peculiarities demand. 
 
 Children between I he ages of six and fifteen, who are idiotic or so peculiar 
 or deficient in intellect as to be incapable of being educated at any ordinary 
 school, and who are not epileptic or greatly deformed, may be admitted by the 
 superintendent. Application in behalf of others shall be referred to the action 
 of the board of trustees. 
 
 The parents or next friemls of those in whose behalf applications are made 
 for admission as pupils, are ex])ected to make answ ers in writing to such ques- 
 tions as tlie superintendent may prescribe. 
 
 Commodious buildings, in a healthy and accessible location, and a special 
 system of instruction, training and management render this institution a desir- 
 able residence for all children deficient in mind or with marked eccentricities and 
 peculiarities of intellect. 
 
 .\11 ]nipils will he expected to come ]iro\-i(led with a supply of neat and sub- 
 stantial clothing adef|uate fur the first six months. A bnnd will be required 
 in all cases to insure the clothing and removal of the ])U]iil, when re(|uired bv the 
 superintendent, free of expenses to the institution. 
 
 There will be a vacation during the months of Julv and .\ugust, unless 
 otherwise directed by the Board, at which periods all pupils nnist be removed 
 by the parents or guardian, unless otherwise directed by the superintendent. 
 
 BOARD OF TRUSTEES 
 
 R. AIkiiaii'i-^-, Herring. \V. E. H.wnks. Fremont. 
 
 A. P. Baldw IX, Akron. I'.ovi) \'ixei:\r. Cincinnati. 
 
 JAMi-.s J. Hooker, ('incinnati. 
 
 SUPERINTENDENT 
 Gl'ST.WU.S A. DORIIN. 
 
EDUCATIONAL HISTORY OF OHIO 275 
 
 THE BOYS' INDUSTRIAL SCHOOL 
 
 A euphemism is sometimes a good thing aiul the present name is better thaiT 
 the old one, though the "industry," is at first hkely to be invohintary. Tliat, 
 however, is a truth of very general application, the "Mighty differ" being in 
 the compelling force. 
 
 This one of Ohio's institutions for the education of some of her oncoming 
 citizens was established in 1856, and the first commissioners were Charles Reme- 
 lin of Cincinnati, John A. Foot of Cleveland, and James D. Ladd of Steuben- 
 ville. 
 
 After visiting all the kindred institutions in this country and finding them' 
 all of the walled-in class, Air. Remelin went tn Europe and inspected those of 
 France and Germany, and was pleased best with the Colonic de Alettray, in the 
 former cnuntrv. It is on the cottage plan and in the hill country. The Boys' 
 Industrial School was modeled after the Alettray institution, the first on that 
 plan in the Cnited States. It is located a few miles from Lancaster, Ohio, upon 
 a farm of over twelve hundred acres, among the Hocking hills. 
 
 As the first acting commissioner Mr. Remelin opened school with twelve' 
 boys from the Cincinnati House of Refuge. He served from 1856 to 1859' 
 when he was succeeded by Mr. George Howe, who held the position for nineteen' 
 years. John C. Hite, Col. (i. S. Innis, Charles Douglas, D. M. Barrett, C. D. 
 Hilles and Col. C. B. .\dams have been the succession since. 
 
 The records show that eleven thousand four hundred and seventy-four have 
 been enrolled since the beginning and the present enrollment, 1905, is about 
 nine hundred. The records indicate that about three out of four make good 
 citizens when sent out. 
 
 The school was an experiment at first. The people simply permitted it to 
 exist. Since its usefulness has been proved it is looked kindly upon and dealt 
 with generously. It has paved streets, excellent water and sewage systems, a 
 brick sub-way for circulating steam and water, and a power and light generating 
 plant. 
 
 Soon after donning the uniform of the school each boy is assigned to his'. 
 place in school, and his powers find exercise in school one-half of the day and at 
 manual labor the other half. The course of study is about the same as in other 
 elementarv schools, and much of the old-time respect for the three "R's" is 
 shown. His desire to write his monthly letter home in creditable fashion sup- 
 plies tlie needed stimulus in making that art his own. 
 
 The manual training department is conducted on the practical plan, and 
 all vocations common to a village of a thousand inhabitants are followed by 
 the boys. Its scope is rather intensive than extensive. 
 
 Xature studv also takes a practical turn, and those engaged in the culti- 
 vation of flowers, fruits, and vegetables, grow into an interest in their habits, 
 their needs and their enemies, their success or their failure. A ramble among 
 the trees, to see the lairds and other people who live there, is greatly coveted,, 
 and the boys by good behavior will pay for it in advance. 
 
276 EDUCATIONAL HISTORY OF OHIO 
 
 Deprivation of play and of visits 1)\- friends, additional demerits, and, finally, 
 if there is need, corporal punishment follow misconduct in deliberate procession. 
 
 .V hoy goes to this place on an indeterminate sentence and ever\ induce- 
 ment ti> well doing is presented that he may cancel the array uf demerits with 
 which he is indebted at his initiation. 
 
 ( iames are an important factor in this benign scheme to cheat Satan out of 
 the aid of his partner Idleness, while the ethic and the esthetic, which lurk some- 
 where in e\-ery human soul are n(jt neglected. 
 
 — Dull! iiiiiiiily fiiniishcil hy Henry I'. Mciiick. Siipcnittciulciit. 
 
 GIRLS' INDUSTRIAL HOME 
 
 T. F. llYE, SUl^ERlXTE.\Di:.\T. 
 
 According to the records here the ( )hio State Reform and Industiral School 
 for Girls was created by an act of the Legislature passed Ala\- 3, 1869, author- 
 izing the Governor to appoint and commission five Trustees in whom the govern- 
 ment of the school should be vested. 
 
 It further authorized these trustees to purchase the property known as the 
 "Ohio White Sulphur Springs." situated in Delaware county, ( )hio, fur the pur- 
 poses of said school. 
 
 The first trustees, appointed by Governor Hayes, were Rev. Dr. Alerrick and 
 A. Thompson, Esq., of Delaware; Hon. Stanley Mathews, Cincinnati; .M. D. 
 Leggett, Zanesville ; and C. Wagoner, Esq., of Toledo. 
 
 The purchase was eft'ected, and on August 31st, i86y, John Xichols was 
 appointed Su]5erintendent and Mrs. Mar\- Xichols matron. Superintendent 
 Nichols and Mrs. .Xichols arrived at the institution and liegan their work on 
 October ist, iSCkj. ( )n Xovenilier 4th uf the same year the first i)upil was received 
 into the institution. 
 
 Upon the opening of the institution the buildings then on the grounds were 
 used as homes for the inmates and employes, but on February 24, 1874, a number 
 of the buildings then in use were destroyed by fire. These buildings were replaced 
 by substantial brick structures, and from time to time new buildings were added 
 until at the present time we have eight cottages, the ailministralinn buihiing, a 
 ten room school building and a hospital. 
 
 The object of this institution is to instruct, empIo\' and reform evil-disposed, 
 incorrigible and vicious girls, (iirls are received here between the ages of nine 
 and sixteen years, and remain subject to the rules and management of the insti- 
 tution until they have attained the age of twenty-one. Every effort is put forth 
 to strengthen a girl ])hysically, mentally and morallx'. 
 
 The institution is run on the cottage plan : the work is done by the girls 
 under the direction of the officers. At the head of each cottage there is a matron, 
 a housekeeper and a teacher. The morning is devoted to the performance of 
 household duties and the meeting of the special classes — sewing, basketry, nuisic, 
 stenography, and domestic science. The afternoon and evening are (kwoiecl en- 
 tirely to school w(irk, ;dl the girls bring re(|uired to attend school ewry (la\ . The 
 schools are graded and com|>are faxoralih with the l)esl in ihe state. L'pon the 
 
EDUCATIONAL HISTORY OF OHIO 277 
 
 completion of our school course pupils are ready to enter the best high schools of 
 the state. The course of instruction is orthography, reading, writing, arithmetic, 
 geography, grammar, U. S. history, vocal music, map drawing, physiology, lit- 
 erature. 
 
 We have an average enmllment of 315. 
 
 OHIO STATE REFORMATORY 
 
 The law creating the Intermediate Penitentiary was enacted April 14, 1884. 
 It had been introduced into the senate by the Hon. Elmer White of Toledo, and 
 was championed in the house by the Hon. Allen O. ]\Iyers of Columbus. It 
 passed both houses without serious opposition. Its passage was helped by the 
 fact that under the Scott law there had accumulated a large surplus revenue in 
 the State treasury. 
 
 Section 2 of the act alluded tu al)ove provided that for the purpose of carry- 
 ing it into effect there shall be appropriated for the years 1884 and 1885 ten per 
 centum of all the moneys secured under the Scott law. "an act further providing 
 against the evils resulting from the traffic in intoxicating liquors." 
 
 For the year 1884 from this ten per cent, there accrued over $53,000. 
 
 After two or three mendings, the last in 1891, the board of directors consisted 
 of six lueniliers, that it might be divided equally by the party wall. 
 
 The original board spent a year in considering the question of a location. 
 The points of advantage were healthfulness, pure water, nearness to railroads, 
 drainage, cheapness of material and maintenance, cheapness of land. They finally 
 settled upon Mansfield, and the day of the laying of the corner stone, November 
 4, 1886, was IVIansfield's day indeed. 
 
 A decided stay of proceedings was encountered, at least a dimming of any 
 hopes for a rapid forwarding of the prospect, when in the autumn of 1884 the 
 Supreme Court had held the Scott law unconstitutional, but, as it also held that 
 the taxes collected could not be refimded. the board had a small sum to begin 
 with. 
 
 r.ut onlv "to begin." and the question, whence the funds to continue with 
 was answered by "a ten years' fight for the very life of the institution," the 
 opposition to the institution taking the form of propositions in the legislature 
 to divert it from its original purpose. ( )ne of these was the transfer to Mans- 
 field of the Boys' Industrial School, and one of the reasons for the transfer was 
 the alleged barrenness of the Fairfield county location. A speaker illustrated 
 his notion of the lack of fertility there by an application of Gov. Tom Ford's 
 picture of Arizona — "a tract so bare that a buzzard, taking wing across it, would 
 carry a supply of food in a knapsack." 
 
 Gen. R. Brinkerhoff, one of the institution's stanchest friends, through thick 
 and thin, seconded by Mr. C. N. Gaumer, representative from Richland county 
 in the legislature, extended something between a challenge and an invitation 
 to the committee on finance, and to as many other members as cared to go, to 
 make a journey by special train to Elmira, N. Y., and inspect the Reformatory 
 there. 
 
278 EDUCATIONAL HISTORY OF OHIO 
 
 This invitation was accepted. A majority of both houses went. Mansfield 
 saw to it that they went not alone. The situation at Mansfield was inspected, 
 and the great institution at Elmira. 
 
 The fruits of this fine object lesson were an appropriation of $180,000 and 
 a new bill, similar to the New York statute, prepared by Gen. Brinkerhofif, and 
 introduced by Senator W. S. Kerr, -passed both houses of the General Assembly. 
 
 After the enactment of this law it was no longer a penitentiary, but the 
 "Ohio State Reformatory :" not a place primarily of punishment, but a place 
 where everything possible should be done to induce the transgressor to turn a 
 leaf and begin again. 
 
 Pursuant to the new law the appointed a board of six directors, as has been 
 said: V. M. Marriott. B. F. Crawford, E. H. Keiser, George G. W'ashburne. 
 S. F. Limbert, and Lee C. Lake. 
 
 In this greatly abbreviated story most of the engagements in the "ten years' 
 fight" have been omitted. 
 
 "For centuries the most common method employed to protect society was 
 imprisonment in a general place of confinement, into which all the weak, wicked 
 or broken offenders were cast without reference to age, sex, or character of the 
 offense committed, the only classification being as to length of sentence." This 
 treatment of the prisoner was based on the belief that once a criminal, always a 
 criminal. These great prisons necessarily became schools of vice, from which 
 men and women, with less of conscience but more of cunning, went forth to prey 
 again ui^on society." 
 
 L'nder a more human dispensation it is recognized that society can give 
 itself more complete protection by taking the youthful criminal in its strong hand, 
 separating him from the influences that have at least helped to make him what 
 he is, and afford him every opportunity to make a fresh start and a better one. 
 
 The report of the board of managers — 11)03 — relates that the employment 
 of professional teachers has greatly increased the efficiency of the schools, and 
 that opportunity is given all inmates for industrial activity during one half of 
 each day, while the other half is devoted to school studies and other reformatory 
 methods of training and development. 
 
 "The two new trade-school shops are now completed, and steps have been 
 taken to inaugurate, without delay, systematic industrial training to go hand in 
 hand with the academic studies of the school." There is surely no better way 
 to foster a young man's respect for himself, especially if the inckistrial training 
 shall induce skill in production and call taste into sane exercise. The man at 
 work with his heart in it ma_\' have committed a sore offense against a fellow- 
 man and against society, but there's something in him to make a man and a 
 citizen out of, and at the Reformatory he is at a physical and nmral sanitarium, 
 wlu're things are shaped for his cleansing, not ]irimaril\- for his inmishment. 
 Still, if he need its exercise the "hand" is strong; nr. in the words of the Super- 
 intendent, "those iron bars are ])ainled white fur the cheer of it. but they are 
 just as strong." 
 
 Stress is laid upon the custom of trusting an inmate h\ the c;irr\iiig out of 
 a system of ]xiroling. Results seem to justify the practice. 
 
EDUCATIONAL HISTORY OF OHIO 279 
 
 "Since the o]5eniiig of the Ohio State Reformatory ten hundred and ninety- 
 four inmates have been paroled, and the liest information obtainable is to the 
 effect that not to exceed twenty per cent, have violated their parole, or reverted 
 to crime after receiving' their final discharge." 
 
 "Of over two hundred inmates who worked on the farm the last year only 
 eight tried to escape." 
 
 A great work, with little Ijlare of trumpet, is progressing at this institution, 
 so fragmentarily descrilied in these pages. Superintendent Janies A. Leonard 
 reasons well : 
 
 "While this system results in more efficient and economic cultivation of farm 
 and garden, the .mor.m. c.mn is the main consideration. Tlie good that came to 
 the 202 who overcame ever\- impulse and temptation to escape from custody, 
 and who voluntarily yielded themselves to the moral restraint of society to the 
 extent of submitting to strict discipline and direction, and returning twice a day 
 to be locked in their cells, immeasurably outweighs the small loss in anxiety. 
 care, and cost occasioned by the eight who were tried and found wanting. More- 
 over our action in this matter is consistent with the general parole feature of 
 discharge from the Reformatory. A faithful observance of this limited or insti- 
 tutional parole would strongly argue the worthiness of the applicant for the 
 larger parole within the liorders of the State. This system, under proper regii- 
 lation, can be greatly extended." 
 
 The average population for the \ear ending November 15. 1904. was six 
 hundred and sixty-three. 
 
 — Data furnished by Gcii. R. Bn'iikcrhotf and by rcf'orts of 
 the institution. 
 
CHAPTER XXIII 
 
 THE OHIO TEACHERS' READING CIRCLE 
 
THE OHIO TEACHERS' READING CIRCLE 
 
 BOARD OF CONTROL, MAY 13, 1905 
 
 Mrs. Delia L. Williams, President, 
 
 Miss Margaret W. SriiiEKLAXU. Recording Secretary, 
 
 f. s. coultrap, 
 
 Charles L, Loos, Jr., 
 
 S. T. Dl\l, 
 
 Charles Haui'ert, 
 
 Lewis D. Bonekrake, 
 
 James J. Burns, Corresponding Secretary. 
 
 Edmi'Nd a. Jones, ex-officio. 
 
 IN the huge ungathered vohime of addresses dehvered, speeches made, and 
 papers read, before the Ohio State Teachers' Association in its nearly 
 sixty years, there is none to compare in results with the -mc referred 
 to in the following item of the minutes of the session held in July, 1882, at 
 Niagara Falls, N. Y. : 
 
 "Mrs. D. L. Williams, of Delaware, read a paper on Young Teachers and 
 their Calling," 
 
 The paper had closed with a question: "Would an Ohio State Teachers' 
 Course of Reading meet a need of the young teachers of the State, and incite 
 them to self-improvement; and, if so, is such a course of reading practicable?" 
 
 This was the beginning of a movement whose "results" are State Reading 
 Circles in more than a majority of the States of the LTnion, Ohio's claim is 
 only that, to use a phrase of Dr. Boone's, "Ohio pioneered the way," and that 
 she has chosen a SLii)erior course of study. .She admits with grace a more recent 
 writer's statement; "An organization of similar name, but different in plan, 
 had lieen formed a year earlier, in Ohio." 
 
 Miss R. P. Cooke, of Ciallipolis read a companion paper to that of Mrs. 
 Williams, and the discussion which followed was .upon the question above quoted. 
 Part in it was taken by Messrs. Hancock, De Wolf. Hinsdale, Cole. Rickoft', 
 Peaslee, E. E. White, and Mrs. Rickoff. 
 
 Dr. E. T. Tappan meanwhile had prepared, and at the close of the discus- 
 sion offered the following resolutions : 
 
 "Resolz'cd, that the Association heartily approves the suggestion made at 
 the conclusion of the paper read by Mrs. Williams, concerning a Course of Read- 
 ing for Teachers. 
 
 "That Mrs. Williams. Hon. J. J. Burns, and Dr. John Hancock be appomted 
 a committee with full power to mature a plan and put it in operation : and 
 to make .-'. report of the same to this Association, at its ne.xt .\nnual Meeting." 
 These resolutions were adoptei.l. 
 
284 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 BOARD OF CONTROL 
 
EDUCATIONAL HISTORY OF OHIO 285 
 
 111 1883, at the next annual meeting, the committee reported, and its report 
 was approved. The Board of Control, appointed to have charge of the Circle 
 for the ensuing year, consisted of the committee aforenamed, and R. W. Stev- 
 enson of Columhus. W. \\'. Ross of Fremont, G. A. Carnahan of Cincinnati, 
 Miss Kate S. Brennan of Cleveland, and E. A. Jones of Massillon. 
 
 The Board organized hy electing Mrs. Williams. President : E. .\. Jones, 
 Corresponding Secretary and Treasurer; J. J. Burns, Recording Secretary. 
 
 It will bring the history of the "organization" down to date, to give the 
 following : Mrs. Williams has had no successor. Charles Haujjert, (J. T. Cor- 
 son, and J. J. Burns succeeded E. A. Jones — Mr. Corson, as State Commissioner. 
 being a member ex-ofificio. 
 
 For the past fifteen years. Miss Margaret W. Sutherland has been Record- 
 ing Secretary, a position demanding the employment of many hours of time in 
 painstaking labor. 
 
 The "difference" mentioned above between the Ohio plan and that of the 
 States first to follow, is valid as an objection if the implication ))e true that tht 
 former "contemplated a variety of good reading for leisure hours." After the 
 election of the first Board of (Jontrol in 1883, it was thought wise to name some 
 books without delay. ( )ne of these was a choice among Hailman's History of 
 Pedagogy, Krusi's Pestalozzi. and Quick's Educational Reformers ; and another, 
 cither Longfellow, Whittier. or Lowell. To these some suggested reading in 
 United States history. But, perhaps, here is "good reading." and. perhaps, here 
 .5 "variety." 
 
 The Corresponding Secretary reported at the end of the }ear that the Circle 
 embraced two thousand members, that certificates had been prepared and issued: 
 he made. also, a full statement of the aims of the O. T. R. C. and what had been 
 done as primary steps toward the realizing of those aims. An hour was given 
 to hearing verbal reports from county secretaries, as. according to the slowly 
 evolving plan, the Board Iiad urged upon the county institutes each to appoint 
 an (). T. R. C. secretar\- to attend to matters vital to the sticcess of the Circle 
 in the county. The County Secretary, as experience has shown the way, appoints 
 township secretaries, who are to l)e the conductors of the local clubs, "to teach 
 and to preach" the gospel of the reading circle. They distribute membership 
 cards and collect the membership fees, and in other ways assist the countv secre- 
 taries, the active ones among whom have much to do after assigning work to 
 their assistants. 
 
 ■ The degree of attention that has been given to this choice, and the support 
 given the Secretary is the psychological barometer which indicates the weather 
 months ahead in the given county. The general outline of the duties of the 
 corresponding secretary of the Board of Control has filled in, line upon line, till 
 it may be written down thus : To stand ready to do the diverse multitude of 
 things, which call for attention during the long intervals between meetings of 
 the Board ; to procure reports from the counties, financial and otherwise, from 
 which material to prepare a report of the year's work, a bulletin of thirty-two 
 pages, and submit it to the Board and through it to the State Teachers' Associa- 
 tion, and send it out to the institutes in number sufficient fi)r all the teachers 
 
286 EDUCATIONAL HISTORY OF OHIO 
 
 of tlu- State ; to he readv to answer on shortest notice hundreds of letters, even 
 clio^e which the writer delayed writing, for months, and then wished a reply "by 
 return mail"; to correspond with publishers about books, editions, and prices; 
 and, as the evolution has proceeded, to spend the entire institute season in rapid 
 transit from county to county, visiting the institutes and pleading, before the 
 teachers there, the cause of the Circle as their cause : to aid in the preparation 
 of outlines of the year's work and articles supplementary thereto. 
 
 Service as a member of the board means the free will offering of many 
 hours of time, in the examination of books, in attendance upon the meetings, 
 and m correspondence. 
 
 lUit, to hark back before the trail runs too far away. 
 
 The Course chosen for the second year was : 
 
 I. Pcdoi^ogx : Currie's Common School Education, or Calderwood on 
 Teacliing. 
 
 II. Literature: Shakespeare's Julius Cresar and Irving's Sketchbook. 
 
 III. .huericaii History: The Revolution, and the Constitutional Period to 
 the close of the War of 1812. 
 
 I^^ Natural Science : Brown's P'hysiology, or the Xatural Science Primer 
 of Physiology and Hygiene. 
 
 It seems that the list of books in the twenty-three years of the life of the 
 O. T. R. C is a worthy part of its history, and it is here given : 
 
 Pedagogy : — Hailman's History of Pedagogy, Krusi's Pe.stalozzi. Quick's Educational 
 Reformers, Currie's Common School Education, Calderwood on Teaching, Payne's Lectures 
 on the Science and .A.rt of Education, Sully's Teacher's Hand-book of Psychology, White's 
 Elements of Pedagogy, Compayre's Lectures on Teaching, Fitch's Lectures on Teaching, 
 Page's Theory and Practice of Teaching, Gordy's Lessons in Psychology, Rooper's Apper- 
 ception, Seeley's Duty, Thring's Theory and Practice of Teaching, White's School Man- 
 agement, McMurray's General Methods, Tompkin's Philosophy of Teaching, De Garmo's 
 Herbart and the Herbartians, Halleck's Psychology and Psychic Culture, Tompkin's School 
 Management, Fitch's The .Arnolds, Halleck's Education of the Central Nervous System, 
 Hinsdale's Teaching the Language Arts, Putnarii's Manual of Pedagogics, James's Talks to 
 Teachers on Psychology, Roark's Method in Education, Schaefifer's Thinking and Learning 
 to Think. ScQlt's Organic Education, Thorndike's The Human Nature Study Club. White's 
 Tilt .Art of Teaching, Judd's Genetic Psychology, Hinsdale's .Art of Study, Oppenln-iin's 
 .Mental Growth and Control, Sabin's Common Sense Didactics. 
 
 LlTER.^TURE: — Longfellow, Whittier, Lowell, Shakespeare's Julius C.-esar. Richard III, 
 Merchant of Venice, Hamlet, .As You Like It, Henry VIII, Henry I\', .Macbeth. Winter's 
 Tale, Lear. Midsummer Night's Dream, The Tempest, Coriolanus, Twelfth Night, Richard 
 II, Henry V, Henry 'V'l, Part 1; Irving's Sketch Book, Scott's Ivanhoe, Tennyson's Tho 
 Princess, Selections from Wordsworth, Hawthorne's Twice Told Tales, Irving's Knicker- 
 bocker, Macaulay's Warren Hastings, Addison and Milton, Thackeray's Henry Esmond, 
 Carlyle's Essay on Burns, Hawthorne's Marble Faun, House of Seven Gables, Dickens's 
 Hard Times, Howells's A Boy's Town, Roger de Coverley Papers, Emerson's .Ameiican 
 Scholar. Eliot's .Adam Bede. Bacon's Essays, E. C. Series No. :i Burroughs's Riverby. ATat- 
 tbews's Introduction to .American Literature, Selections from Burns's Poems. Coleridge's 
 Tlie Rime of the .AncieiU .Mariner, Lowell's The Vision of Sir Launfal, Burke's Conciliation, 
 Burns's Story of Shakespeare's English Kings, Bates's The Study of Literature, Sherrian's 
 What is Shakespeare? Burns's How to Teach Reading and Composition, and Some Unset- 
 ting Lights of English Literature, Clark's How to Teach Reading. Higginson and Boynton's 
 .A Kr.uler's History of .American l.iter.iturc. Ella May Corson's Cdimpses of Longfellow. 
 
EDUCATIONAL HISTORY OF OHIO 287 
 
 History: — American History — Discovery. Early Settlement, the Revolution, the Con- 
 stitutional Period to the Present, Barnes's or Thalheimer's General History, Old South 
 Leaflets, Washington and His Country by Irving and ?iske, The Week's Current, Life of 
 Thomas Jefferson, Life of John Quincy Adams, With the Admiral of the Ocean Sea, John- 
 ston's History of American Politics, Fiske's Civil Government, Macauley's Second Essay on 
 Chatham, Webster's First Bunker Hill Oration, Gordy's History of Political Parties in the 
 United States. Webster's, .\dams and Jefferson, Hinsdale's American Government, Cyclo- 
 pedic Review of Current History, The Pathfinder, Hart's Foundation of the Union, Curtis's 
 United States and Foreign Powers, Judson's Europe in the Nineteenth Century, Oman's 
 England in the Nineteenth Century, Current History, Sparks's Expansion of the American 
 People. Mathev/s's The French Revolution, The Little Chronicle, Wright's Industrial Evolu- 
 tion of the United States, Hosnier's .A Short History of the Mississippi Valley, The World's 
 Events, Fiske's Critical Period of American History, Nicolay's Abraham Lincoln, Moran's 
 Theory and Practice of the English Government. Pearson and Harlor's Ohio History 
 Sketches. 
 
 Science .\ND N.^TURE AND Art: — Gray's How Plants Grow, Keyser's In Bird Land, 
 Shaler's First Book in Geology, Shaler's Story of Our Continent, Our Friends the Birds, 
 Davis's Physical Geography, Lange's Handbook of Nature Study, Burroughs's Signs and 
 Seasons, Howe's The Study of the Sky, Long's Ways of Wood Folk and Wilderness Ways, 
 Scott's Nature Study and the Child. Emery's How to Enjoy Pictures. Hodge's Nature Study 
 and Life, School Sanitation and Decoration, Brigham's Geographic Influences in .'Kmerican 
 History, Scott's Story of a Bird Lover. 
 
 Tliis large number of titles has grown by the addition, in each yearly bul- 
 letin, of the course of the preceding year; and of recent years it has been the 
 custom to name two books in certain lines, between which a choice was allowed ; 
 a few times local clubs could, if it appeared best, omit one of the topics. This 
 list of books and the manner of its accretion will not verify the comment of the 
 author of Education in the United States, page 282. "No course was prescribed, 
 the nuiltitude of books recommended, left teachers, as before, in doubt as to 
 what to read, and with little of joint action. Besides, it also suggested much 
 of general culture, and little of professional." If this is meant to apply to the 
 date given in the sentence preceding 1883, the "nuiltitude" might be trebled and 
 then carried at ease over one's arm ; if, to the date of the book, the "professional" 
 as named above has a goodly showing. 
 
 Piut the author has clearly set nut what the "professional" may cover, to 
 which Ohio served as pioneer : familiarity with professional literature ; the 
 historic systems and reformers of education ; something of philosophical doc- 
 trine as a basis for one's theories: current systems and contemporary school 
 interests : the constitution and functions of the child and the teacher ; the State 
 and society in which he finds his labor." 
 
 Tn regard to the relative claims of professional culture and general cul- 
 ture there has been frequent exchange of views among those who selected the 
 course of the Ohio Teachers' Reading Circle, and after these years of experience, 
 there is a tolerably firm conviction that no one of the four lines of reading 
 should have been omitted. 
 
 Banish literature, and "banish all the world" of spirit? History, and let 
 patriotism fail of an intelligent foundation? Nature Study? Yes. if there 
 is a better guide than the right book, to the glorious land of Out-doors, and a 
 wiser interpreter; Init it has not been found. 
 
288 EDUCATIONAL HISTORY OF OHIO 
 
 A few words concerning the purposes of a State reading circle as they 
 have been propounded by friends of the institution. To induce every teacher 
 to accumulate a library by adding to the handful of books with which he sets 
 out, at least one book a year in each of the divisions, which he buys and reads, 
 books which without some intrinsic interest he would pr(ilia1)ly neither buy nor 
 read: and this "interest" is the almost certain result of the association of a 
 numl)er of persons who read the same book in quiet at their homes and come 
 together from time to time to review, to ask and answer questions. 
 
 To cultivate an appreciation of what it is to be a teacher, to encourage the 
 growth of an always perfecting but never perfect ideal ; — and in almost every 
 group of teachers, there is some one whose influence, if it find a window, will 
 throw its beams "like a good deed in a naughty world." 
 
 To take home the doctrine so confidently preached, that those who have 
 abundantly any une of the essentials toward forwarding the work of popular 
 education, be it propertv to be taxed or professional ability to be multiplied by 
 spending, should heed the call of patriotism, and use a portion of it for the State. 
 
 There is an increasing bodv of evidence that the ( ). T. R. C. has wielded 
 an influence in these directions and has amply justified its existence, has proved 
 that it has a right to be ; that if it and its resiilts were subtracted from the spir- 
 itual output of the past (|uarter-century there would be an evident loss of nuich 
 ihat is very gmid. 
 
 ( )ne of the serious hindrances to the ra|)i(I extension of the Circle in Ohio 
 is the lack of that arm of the school system which is in force in most States, 
 the countv superintendent; but as about all her advance has been made along 
 the route of permissive legislation on the part of the respective school commu- 
 nities, and voluntary effort on the part of teachers, it is not an anomaly that 
 the U. T. R. C. has to depend on the varying favor of the institutes to select 
 its managers in the counties, and upon tlie county examiners to give it official 
 countenance. This lasting force has lieen growing more and more jjotent. 
 
 It was part of the plan at the outset to issue diplomas only after an exami- 
 nation, to test the qualit)- of that reading: but after nuich weighing of the prac- 
 ticabilities this purpose was given up. 
 
 The only substitute for some years was the judgment of the Count}- Secre- 
 tarv. presumably based upon the best information he could ])rocure: often, 
 from the board of examiners. In recent years a claimant for a diploma signs 
 a "Reader's Statement." a deliberate assertion concerning the work done, and 
 where, and the payment of the membership fees. And there is fervent teaching 
 of an orthodox doctrine. — "a diploma is worth just what the bearer paid for it. 
 no more:" ]jaid in the coin of the spiritual realm. It takes a pound to l)n\- a 
 pi lund. 
 
 .\t the vuil of the first four-year period the president of the Hoard of Con- 
 trol addressed a communication to the county secretaries. "The I'.oard wishes 
 no honor conferred that has not been fairly earned, but would not willingly 
 withhold any honor that is due. ( )ne step it would suggest, that you recpiire 
 a statement signed by each candidate, slating what he has read in each year's 
 course, this statement to be filed for reference. 
 
EDUCATIONAL HISTORY OF OHIO 289 
 
 In 1888, Secretary Edmund A. Jones, in his annual report sounded again 
 the call to the county institutes to elect a county secretary for the ( ). S. T. A. 
 "and report the name." The student who spends diligent months in poring 
 over the statistics of educational history in ( )hio. while traveling from the 
 thirty-sei,-enth year of the nineteenth century to the fifth year of the twentieth 
 century, will never he out of hearing of a cry in all the emotional shades from 
 hope to despair, "send in your report." The clerk of a county board of exam- 
 iners once wrote to a school commissioner: "if nu' report isn't the last one in. 
 please send it back, I don't want to lose my place in the line." Some people are 
 most in earnest when disguised as humorists. 
 
 Mr. Jones urged upon the school public, that although the organization 
 is called a Teachers" Circle that the word "Teacher" included all the grades. — 
 like the Saltbox in the story — . "possible, probable .and actual." 
 
 He presented to the President of the Board of Control the names of forty- 
 four members who virere entitled to diplomas, which were handed to their respec- 
 tive owners in a brief and appropriate address closing with an appeal to the 
 audience "to use their influence to gather into the reading circles of the State, 
 during the coming year, the young and inexperienced teachers, those who have 
 had but limited educational and professional advantages, to open to them the 
 the gateway to literature and learning, and to tempt their feet into pleasant 
 IJaths. To have accomplished this will be reward enough for much pains- 
 taking labor." 
 
 .At the reading circle commencement in 1900 the speaker said: "The books 
 you've read, 'and their adoption tried, grapple them to thy soul" by many more 
 thoughtful readings." * * * "I know not how it is with other men, but for 
 my single self, there is nothing in my lengthening experience as a teacher, to 
 which retrospect gives readier approval than what I have done, and tried to do, 
 in my local reading circles. For most other labors I have had an eye towards 
 payday. In this I dare to believe, I was unselfish." 
 
 The initial step toward a Pupils' Reading Circle was taken that day. in a 
 paper by Warren Darst answering afifirmatively, with reasons, the question, shall 
 we have a pupils' circle. Professor Darst's paper was followed by a resolution 
 of the State Association instructing the Board of Control to prepare such a 
 course. After a serious consideration of the subject in committee of the whole 
 the course was left for completion in the hands of a sub-committee : E. A. Jones, 
 W. S. Eversole, and Charles Haupert. Their report was submitted to the O. S. 
 T. A. at its annual meeting. To the jjupils' course. Mr. S. T. Dial has for vears 
 given faithful and untiring service. 
 
 The next monthly statement of fees received is signed by Charles Haupert 
 as Secretary and Treasurer. He followed Mr. Jones, not only in order of 
 time, but in faithful, arduous, and almost unremunerated service. Each of these 
 secretaries had his hands already full of duties to perform as superintendent of 
 schools. 
 
 In 1892, Mr. Haupert resigned, and to save the cause from ruin through 
 want (if an executive head. Commissioner Corson \ielded to the importunities 
 of the I'.oard of Control and accepted the position of Corresponding Secretary 
 
290 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 and Treasurer. Like his predecessors in lovalty to the work, he had one great 
 additional source of ])i)\ver in his al)nndant opportunity to plead his cause to the 
 teachers, face to face. The result was an enlarged enrollment and what goes 
 with it. 
 
 Mr. Corson resigned in iSc/i and was succeeded liy the present incumbent, 
 J. J. r.urns. 
 
 The I'upils' Course was prepared for certain grades and afterwards extended 
 dowiivvartls, till, for some vears it lias included all the grades above the first. 
 The lines of reading are literature, history and nature. .\t first a membership 
 fee of twentv-five cents was required, but after a trial of a few years it was 
 abolished. Certificates for tb.e several years' work, and diplomas, elementary 
 and high schonl. are furnished readers in the I'ujiils' Circle by the llnard of 
 Control of the ( ). T. R. C. 
 
 Tn manv schools the course is use<l as su])i)lementary reading, a ])art of the 
 school course of studw The numl)er of readers is much greater than the nunilier 
 stated in the annual rep irt of the I'.oard which is about fifteen thousand. 
 
 The diplomas issued by the ])oard of control of the reading circle, by the 
 authority of the state teachers' association, are countersigned by the president 
 of this body. The document, in the official names of these bodies, commends 
 the bearer "to boards of education and of examiners, and to workers, generally, 
 in educational fields." Diplomas are granted for a four years' course, and for 
 the multiples of four so far as twenty. There are many teachers in the State 
 who have read for these longer terms, and many who will continue. 
 
 If to induce some thousands of teachers to read thoughtfully at least one 
 good hook each \ear in the wa\ of their vocation; one which opens somewhat 
 wid.er the "magic casement" that looks, not upon "perilous seas in fairy lands," 
 but liack and around o\-er the broad and varied field where philosophy teaches 
 by example: one of the vohrnes that make u|i ".Xature's infinite book of Secrecy"; 
 one master-work in that great art which includes all these when at their best, 
 and a hundred fold more, if this be success the Teachers' Association has not 
 failed. 
 
CHAPTER XXIV 
 
 THE STATE BOARD OF SCHOOL EXAMINERS 
 
THE STATE BOARD OF SCHOOL EXAMINERS 
 
 IX 1864. while Sherman was niarchinj^^ to the sea, and Farragut, lashed to 
 "the port-main rigging," was entering Mobile Bay, the thinking teachers 
 of Ohio were planning for professional recognition of their work. They 
 stood together for one common cause, and their appeals to the Legislature were 
 not in vain. A law was passed establishing a "State Board of School Exam- 
 iners." The provisions of the new law called for the appointment of three men 
 to act as the examining hoard, .\ccordingly. Marcellus F. Cowdery, Thomas 
 W. Harvev, and Eli T. Tappan were appointed by State Commissioner Emerson 
 E. White, who faithfully referred to them as educators of high standing, and 
 records his satisfaction that "the assurance has not been withheld, that in en- 
 trusting them with the orgam'zation of this new antl excellent feature of our 
 school system, the Commissioner acceptably met the wishes of the teachers and 
 friends of education throughout the State." 
 
 There were eleven life certificates granted the first year (1864) and two 
 the second vear (1865). and among them we find the names of Thomas W. 
 Harvey and \\". D. Henkle. both of whom afterwards held the office of Com- 
 missioner. 
 
 Jolm .\. Xorris succeeded Dr. White as Commissioner and held the office 
 from 1866 to 1869. Immedialelv after Mr. Xorris's entrance upon the duties 
 of his high office the State Hoard resigned, and thus set an example which was 
 followed for a number of }ears, but more recent boards have not been so modest. 
 Mr. Norris appointed as his Board of Examiners, Israel W. Andrews, William 
 Mitchell and Theodore Sterling. This board remained in office five years, or 
 until 187 1, granting in all sixty-six life certificates to a distinguished list of 
 teachers. Among these were John Hancock, destined to fill the office of Com- 
 missioner ( 1888-1891 ) as well as an honored place in the hearts of the teachers 
 of the country : — Sidney A. Norton, the distinguished chemist and physician, 
 Andrew J. Rickofi', R. W. Stevenson, Eli T. Tappan, Emerson E. White, J. J. 
 Burns, W. H. Morgan, A. B. Johnson, John B. Peaslee, and John C. Ridge. 
 Of this number J. J. Burns also filled the office of State Commissioner of 
 Schools (1878-1881). Other members of this list held for many years the 
 responsible position of Superintendent of Schools in the largest cities of Ohio. 
 
 Tn 1871 Commissioner W. D. Henkle (1869-1871) appointed a new board, 
 consisting of John Hancock, Thomas C. Mendenhall and Andrew J. Rickofif. 
 This board was re-appointed by Commissioner Thomas W. Harvey, and remained 
 in office until 1875, granting certificates to a large list of educators, among 
 whom are E. O. Vaile and W. H. Venable, editors and authors, Abram Brown, 
 LeRoy D. Brown, G. A. Carnahan, Samuel F"indley, and Alexander Forbes the 
 well known author and lecturer. Of this list one became State Commissioner 
 of Schools, LeRoy D. Brown. ( 1884-1887). The work of this board main- 
 
294 EDUCATIONAL HISTORY OF OHIO 
 
 tained the standard erected by its predecessors. Certificates were issued to- 
 fifty-three teachers and superintendents. One iif its nieml>ers. Dr. Thomas C. 
 Mendenhall is tn-day the most noted readier and writer in the country upon 
 the subject of electricity. For a jjerind of three years he was instructor in 
 science in the Imiierial L'niversity of Tokio, and perhaps tlie scientific dejjart- 
 ment of Japan's army to-day remembers his lessons. 
 
 Commissioner Charles S. Smart (1876-1878) ai)pointed .Alston Ellis. Henry 
 B. Furness, and John V>. I'caslee. members of the State Hoard in 1875. In 
 1877, J\]r. Furness resigned and \\ . W". Ross was appointed in his place. This 
 board ser\-ed four years and issued, in all, fifty-seven certificates, in the list of 
 which are the names of R. H. Holbrook, Charles E. Alc\'a\'. C. C. Davidson 
 and Daniel 1-". DeW'olfe. commissioner (1881-18841. To this board belont^s the 
 honor of the first ]niblication of the State Examination (Jucstions, which was 
 done by W. D. Henkle editor, in tjie Ohio Educational Monthly for February. 
 1S76. L'pon the e.\pirati(jn of ijie time of this board. Commissioner Burns 
 (1S78-1880) re-a])pointed \\'. \\". Ross, who had served but a part of a term. 
 The new members were Charles R. Shreve and Charles L. Loos. Jr. This board 
 issued ninety-seven certificates, a much larj^er number than anv previous l)oard. 
 showing' that the work was growing in interest among ( )]iio"s teachers. Ii also 
 indicated a more extended study of the subjects re(|uireil. This was considered 
 a good omen and the results have been good. 
 
 There was in 1880 and 1881 a growing feeling that there shoulil lie a pro- 
 visional Ten-A'ear .State Certificate. Prominent among the leaders in this dis- 
 cussion were Dr. Tappan. who opposed the provisional certificate, and Dr. Henkle, 
 who favored it. The advocates of this ten-year state certificate carried the dav 
 and in 1881. the .State Pmard. consisting of .\. il. Johnson. Henr\- M. Paruei 
 and William C. Williams, aiijwinted In' Commissioner I). F. De Wolfe ( t8Si- 
 1884 I. began the work of issuing two grades of certificates, viz.: Life and Ten- 
 Year. The latter grew more and more unpripular, and soon became a menace 
 to good scholarshi]5. The aliove hoard had. in conse(iuence of tile ten-\'ear cer- 
 tificate, a large increase of work as is shown by the fact that the\' issued one 
 hundred and twelve certificates, tliirty-five of which were for ten years. 
 
 This additional work led to the increase of the board ( .Vpril 2. 1884) from 
 three to five members, and the term was extended to three years. Commissioner 
 L. D. Brown (1884-1887) appointed under this new provision, E. S. Cox, C. C. 
 Davidson, Alarcellus Manly, C. E. AIc\'ay. and W. \\'. Ross, as members of 
 the board. On the death of Mr. Mc\'ay. Mr. Brown appointed Air. Thomas .A. 
 Pollok to fill the unexpired term. In 1S85, two important changes were made 
 — the fee for examination was increased, bv statute, from tliree to five dollars, 
 and tlie names of successful ap])licants were publisiied b\ tlu- t 'ommissioner 
 under date of each examination. Jul\' and December. .A larger number of appli- 
 cants was examined and certificates granted liy this board than by .-my other in 
 tlie history of the state lioard — tlie total number of certificates reacliing tliree 
 Inmdred and tliirty-si\. 
 
 The board under l'".li T. Tiijipan 1 1887-1888) was com]i(iscd of tile follow- 
 ing school men: Alston h'.lHs. C. C. Davidson. |ohn Hancock. E. F.. \\'hite. ruid 
 
EDUCATIONAL HISTORY OF OHIO 
 
 295 
 
 r 
 
 ix 
 
296 EDUCATIONAL HISTORY OF OHIO 
 
 Marrelius ]ManIey. In 1888, ihe ten-year certificate was repealed by omission, 
 and onlv life certificates were authorized. ( )f these, the statute said, "the !)oard 
 thus crnstituted may issue three grades" : hut at its next meeting the board 
 decided, "lor the present, to issue but two grades, viz.: common school and 
 high school." However, special certificates have at times been issued by several 
 of the boards. 
 
 The expression "thus constituted" refers to the provision earlier in the 
 Section — 4cr)5 — that the board "shall consist of five competent persons, resi- 
 dent of the State " * * not more than three of whom shall belong to the 
 same political party," the last |)riivisi(in, which, was the new portion, having 
 been in force while yet unwritten, since the increase in the number nf members. 
 The term of office was lengthened to five years. 
 
 In 1888. the board was changed in jjart. beino- composed of E. A. Jones, 
 R. W. Stevenson. W. J. White, .\lston Ellis, and Alarcellus Manley. John 
 Hancock was the Commissioner ( i888-i8(;i ) at this time, filling out the unex- 
 pired term of Dr. Tappan. whose death occurred in 1888 while actively engaged 
 in the duties of his ofifice. James W. Knott and Edward T. Nelson were 
 appointed on the State Board by Dr. Hancock in 1889 in place of Mr. Alanley 
 and Mr. Stevenson. In the fall of 1889, Dr. Hancock was elected for the full 
 term of three vears. He had served almost a year of this new term when, 
 seated at his desk, death came: 
 
 ".And like a clock worn out by eating Time, 
 The wheels of weary life at last stood still." 
 
 Dr. Hancock's unportant s])eeches and terse sayings, with a full sketch of 
 his life, have been init in liook form, and they are a constant delight arid in- 
 spiration to teachers. 
 
 L'pon the death of Dr. Hancock, which occurred June I. 1891, Charles C. 
 .Miller was a])pointed liy the Covernor to serve the unexpired term. The term 
 of service ot Dr. Alston Ellis on the State Hoard nf E.xaminers ex]iired .\ugust 
 31. 1891. and he was re-appointed for the full term of five years. Dr. Ellis 
 resigned in January, 1892, and J. C. Hartzler was appointed to the vacancy. 
 Commissioner .Miller resigned in May, 1S92, to enter upon the duties of the 
 Superintendencv of the Public Schools of Hamilton, ( >hio. and ( ). T. Corson, 
 Commissioner-elect, was appointed by Ciovernor .Mclxinley to ^;he vacancy. 
 Commissioner Corson entered upon the duties of the office to which he had been 
 elected. Jnlv, 1892, and served until 1898. The term of \V. J. White, as exam- 
 iner, expired .\ugust, i8(>2, anil Commissioner Corson appointed L. D. Bone- 
 brake for the full term. As the terms of the old members exinred, J. 1'. Sharkey, 
 Charles Haupert. C. W. I'.ennett. J. 1). Simpkins and W. \\'. I'.oyd were appointed 
 in the order named. During this administration a large nunil)er of certificates 
 were granted tn very deserving ai)plicants, showing the increased interest in 
 ])rofessiona! work. 
 
 In i8(j8. L. D. r.ouebrake entered ui)on the duties of the office of State 
 Conunissioner ;'nd served two terms — or until Jul\. 11)04. Co:nmissioner 
 Bonebrake"s first ai)|)iiinlnient was W. 11. .Meek of Davton. and this apixiintment 
 
EDUCATIONAL HISTORY OF OHIO 297 
 
 was followed successively by that of M. E. Hard. William H. Mitchell, Charles 
 C. Miller, and Arthur I'lm-ell. hi Aui^ust. 1903, .Mr. W. H. Meek was re- 
 appointed for the full term by Commissioner lionebrake. 
 
 The teaching of the nature of narcotics and their effects had been made 
 mandatdry — "'no certificate shall be granted to any ])erson" — "from and after 
 January 1. 1881)." but it had not been made a part of the work of the state 
 board until in this administration. The requirements of this board have been 
 steadily broadened and streu'^thened to kee]i ]3ace with advanced requirements 
 in the educational world. 
 
 The ( )hio life certificate is now' regarded as a valuable prize, and is hon- 
 oretl ui many other states of the Union. Though the demands of this board 
 are rigid, a very large number of certificates have been granted. 
 
 The state board of examiners has had a distinguished membership, and these 
 men have largely molded and directed the educational sentiment of the times. 
 FIk.' product of their examination, "The Life Certificate," carries with it a 
 dignit}' and sense of securit\- that no nther educational document can give. 
 
 In July, 1904, Edmund .\. Jones assumed the honors and the labors of the 
 
 Commissioner's office. .An act pertinent to the matter of this chapter, was the 
 
 appointment to a place on the State Board of Examiners of Homer R. Williams, 
 
 Superintendent of the schools of Sandusky, a selection that augurs well for the 
 
 future. 
 
 — Cliarlcs C . Miller. 
 
CHAPTER XXV 
 
 THE^SLOW GROWTH OF THE SCHOOL SYSTEM 
 
THE SLO^V GROV^TH OF THE SCHOOL SYSTEM 
 
 CHERE is none to deny Ohio's claim to be the first born of the ( )r(hnance, 
 the eldest child of the Northwest. To the first born, there were some 
 parental duties to perform for which there was no example, but, on the 
 other hand, there were leaders to whom, as founders of States. — in the ojjinion 
 of wise men, careful of their words, — history may be challenged in vain for 
 superiors. 
 
 In some things she set a copy worthy of imitation, and in her deservedly 
 high and lasting renown, rising early in her history and still high advanced, she 
 has her reward. 
 
 ( )hio made no persistent attempt to override the ordinance U|)cin that (|ues- 
 tion of questions, slavery. Although the ordinance prohibited slavery in the 
 most peremptory terms, and was thought by its authors to require the abolition 
 of it as it was inherited from the French and English in some parts of the North- 
 west, it required a long campaign to put it under ban of constitution and law, 
 while after that, for many years, it lingered in its old haunts in the Wabash 
 X'alley. The question of a convention to place a proslavery clause in the new 
 constitution of one of the "sister" States was voted down after a long and ex- 
 citing campaign by only 1800 majority. 
 
 Llut it is one of the things that "winna ding and canna be disputed," that 
 the organization of Ohio as a State was — the like has happened since — a 
 strategic move in American politics ; and, like the misformed Richard of the 
 stage, she "came into the world not half made up," and if, upon her forehead 
 deliberation had sat. instead of haste, it would have told for good. 
 
 In some parts of the management of the supreme matter of public education 
 the issue was such that it has been a source of self-gratulation on the part of her 
 younger sisters that they profited by the warning. 
 
 Of Iier potential treasures for the maintenance of schools, she failed to pre- 
 vent a waste that brought what would have been, at the average appraisement 
 of land in 1853, a school fund of more than twelve millions and an University 
 endowment of more than one million, down to the comparatively sums now dis- 
 tributed, while in Indiana the splendid result is seen in an irreducible school 
 fund, mainly from this source, of $10,000,000. 
 
 By unwise management, the University lands, valued at one million of dollars, 
 have realized but a few thousands per annum, and up to a recent date her treat- 
 ment of her higher institutions has, to say the least, not been generous. 
 
 Continuing the inquiry into why progress in Ohio toward anything deserving 
 the name of a well organized system of public schools has been so slow, it may 
 be well to list the causes, though with some, little more than the name in review 
 is needed. 
 
 I. Persons who take for s])ecimens of Ohio certain positions settled by 
 families from States where the doctrine of the ]nil)lic school was part of the com- 
 
302 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 mon school creed err greatly. Of the forty-seven members of the convention that 
 framed the first constitution of Ohio, eight were from New England, nine were 
 from New Jersey and New York, though from the State last named ( )hio's first 
 state school law was in the main imported. Xew York and Massachusetts had 
 vast tracts of land to sell and did not stiffen their sinews to send buyers to the 
 land office of a rival. 
 
 Si.xteen of those members were from Pennsylvania. X'irgima, and Kentucky; 
 and it would be irrational to supjiose that the many thousands of people whom 
 thev represented had left behind them the old home notions about the wa_\- to 
 educate their children. This was not the free school way. 
 
 J. rile peremptor\' demands of their environment, what shall we eat and 
 drink, and wherewithal shall we be clothed, ver\- largely occupied the hands and 
 the minds of the great body of the earl\- inhabitants: and reading and writing 
 did nut come bv nature. .\ campaign against perennial hardshi])S was made 
 greath' harder liy the stress of war. 
 
 3. The promise, never realized, of numificent and effective aid. from the 
 general government: possiljlv even the actual aid itself, was, in the long stride 
 of the }'ears. a clog. The man in the myth did not put his shoulder to the wheel 
 as long as he looked for the coming of Hercules. The promise taught the people 
 to look to the State rather than to themselves. 
 
 The "actual aid" made it possible to maintain during a long intermediate 
 period, some poor copy of a school for a miserably short time each year ; which 
 "poor excuse" helped to quiet tlie call of conscience for something better, of those 
 who knew that there was something better. 
 
 3. The idea was still dominant tliat a «cheme of education necessarily con- 
 templated a fostering by governments of great institutions of higher learning, 
 and letting scjme sort of blind gravity cause a little to find its way down to the 
 common folk. 
 
 4. ( Ireat as was the influence for good of the church schools and the private 
 schools, it need not be asserted that their striving to possess the land was pri- 
 marilv to educate the people: or denied, that the large numbers of cultured 
 people interested, financially, and otherwise in these institutions, could look with 
 an abundant lack of interest upon eflt'orts toward the organization of a system 
 whose success would restrict their field of operation. 
 
 5. This, perhaps, is made up of all the rest — the reluctant harboring in 
 the minds of the large ta.x payers of a strange comnuinistic doctrine — "the prop- 
 erty of the .State should educate the children of the State:" or with narrower 
 boundaries, not so swelling a blast of oratory but very much more truth, "the 
 pro])erl\ of a district should educate the children of a district." 
 
 (). It luay have been wise, it may have been necessary, to introduce nearly 
 everv forward measure with a "by }(iur lea\e," but it served as a brake. 1 he 
 breechband is a useful |)art of the harness, but it does not assist on the way 
 u]) hill. 
 
 7. The most potent powers in the camp ut the opposition have iH-en under 
 the connnand of general a])athy. 
 
EDUCATIONAL HISTORY OF OHIO 303 
 
 "One reads of it in educational reports, hears of it in educational addresses, 
 sees it and feels it and sighs over it whenever he has aught to do with public 
 education, either as teacher, school officer, or intelligent patron. It is the bur- 
 den of the schoolmaster's dolorous song. It defeats his best laid schemes, 
 robs him of honorable reward, drives him from village to village, or from city 
 to city." 
 
 It allows the soiled hand of party politics to lay hold of these precious 
 interests, to wrest them from their pious intents, and convert them into "spoils," 
 or worse, does not forbid their use as a reward for personal service. 
 
 It costs the loss of one mighty force, without which success can not be 
 snatched from opposing circumstances, viz., intelligent appreciation, leading 
 to individual action on the jiart of those primarily interested. 
 
 It is often said, and its truth is probable, that school taxes are more will- 
 ingly paid than any other. It is one step toward an intelligent performance of 
 an almost divine act and bounden duty : it is an anodyne to quiet an uneasy 
 conscience : it is an apparent solution of a perplexing parental problem. Here 
 is a |,)icture to which the brush of fancy has not added one faintest stroke. — 
 .\ member of a board of eilucation with a large amount of property listed for 
 taxation, voting cheerfvdiy for an increased levy for school purposes, and. the 
 next day one or more of his children, out of school, with an excuse or reason, 
 withiiut an_\' visible or palpable means of support, in the balance of truth, alto- 
 gether lighter than vanity; the mother of the absentees, on her way to one of 
 her clubs next da}', with a self-denying thought to call upon the teacher of her 
 children for a hasty conference, asking at the door of the big school-house 
 for directions as to where to find her. Yet father and mother apply to them- 
 selves the unction that they are interested in public education. The one always 
 votes in its interest, and the topic of the other's paper about to be read, is " Pri- 
 mary Education in Greece before the Age of Pericles." 
 
 Apathy, or one of his kin, brings it to pass that often, oh how often, after 
 a quarter-century of experience, of opportunity, the teacher is not a competent 
 scholar, and has climbed to no upland from which the art and the science of 
 instruction may be seen in their beaut_\- and fulness. 
 
 It closed the eyes of those in power to the quickening effect that nnist have 
 come from the distrilnition of the State lax among the counties in the liasis of 
 actual attendance of pupils at school, instead of upon the liasis of the school 
 enimieration. 
 
 It caused and causes thousands of school directors to fail to discern the 
 economic fact that a poor teacher is a dear teacher, at any price. 
 
 It sluggishly allowed the carving up of townships far beyond the permis- 
 sion of the law. thus insuring schools both dear and poor, making good teachers 
 scarcer and scarcer by starving them out. 
 
 It chose legislatures that in one great department of duty wandered so far 
 from the Constitution and stayed so long, that when the Supreme Court said 
 aloud what lawyers had been saying for a half-century, that in all those acts 
 of special legislation they were doing what they were expresslv forbidden to do, 
 cities and school districts were virtualh- for a time without lawful frovernment. 
 
CHAPTER XXVI 
 
 NORMAL SCHOOLS IN OHIO 
 
NORMAL SCHOOLS IN OHIO 
 
 V.\ FRANK 1'. BACH.MAN, A, H., Pll. D. 
 
 CHE normal schools of (Jhio fall into three distinct classes: State normal 
 schools. |)rivate normal schools, and city normal and training schools. 
 'rh()u<;'h these different types of normal schools have sprung from the 
 same cause, the need of special academic and professional preparation for the 
 work of teaching : vet they have had little in common and have affected each 
 other in their development only indirectly. Tlieir history can therefore be traced 
 separately. 
 
 STATE NORMAL SCHOOLS 
 
 The Jiistory of the state normal schools of Ohio is primarily the history 
 of the struggle of the school men of the state for them. This struggle has 
 no parallel in the educational history of the United States. It began at least 
 as early as 1817, and it was not until 1902 that the first state normal schools 
 were opened. If this struggle was long, it is no less interesting and connected 
 with it are the names of the greatest school men of Ohio. 
 
 It is a notable fact that long before the question of the establishment of 
 separate or special institutions for the preparation of teachers had become of 
 more than casual interest in Xew England, Cjovernor Worthington, of Ohio, 
 recom.mended, in 1817, to the consideration of the General Assemblv, the pro- 
 priety of establishing a school at Columbus for the education of bovs, who, 
 when properly prepared, should have the preference of employment in the public 
 schools af the state. Governor Worthington's recommendation is an echo o£ 
 Jefferson's great idea, nevertheless it is perhaps the first official recommendation 
 of the kind made in the United States. Other more tangible matters engaged 
 the attention of the General Assembly and the recommendation of Governor 
 Worthington effected nothing other than to stimulate thought and discussion. No 
 official legislative action of any kind whatever was taken until 1836. 
 
 In the meantime, Samuel R. Hall. James Carter, Thomas Galleaudet, Horace 
 Mann, Henry Barnard, etc., were gradually educating the New England public 
 to the necessity of better prepared teachers. With each new wave of enthu- 
 siasm from New England, men like Albert Picket, W. H. McGuft'ey, Joseph Ray, 
 M. G. Williams, E. Slack, C. E. Stowe. and Samuel Lewis, renewed their efforts 
 in bringing the people of Ohio to a higher appreciation of the value of universal 
 free education and to a higher conception of the work and requisite prepara- 
 tion of the teacher. The work of these men in the State at large and also in 
 connection with the Western Literary Institute and College of Professional 
 Teachers can hardlx' be overestimated. It was these men in connection with 
 others that kept ever before the people of the young State, the great question 
 of public education. 
 
 As a result of the work of a committee appointed in 1835 by the Western 
 Literary Institute and College of Professional Teachers, the General Assembly 
 
3o8 EDUCATIONAL HISTORY OF OHIO 
 
 appropriated five hundred dollars in 1836 and requested Prof. Calvin E. Stowe 
 to collect, during his tour of Europe, and to report to the next (General Assem- 
 bly, such facts with reference to the educational work of Europe as might be 
 useful in the State. Prof. Stowe made his report December 18, 1837, and under 
 the head of Normal Schools, recommended among other things: 
 
 "The .Science and Art of teaching should be made a regidar loranch of 
 studv in some of the academies and high schools of the State. 
 
 "To giye eificiency to the school system, to present a general standard, 
 and a prominent point of union, there should be at least one model teachers' 
 seminary at some central point — as at Columbus — which should be amply pro- 
 vided with all the means of study and instruction, and have connected with it 
 schools of everv grade, for the practice of the students under the immediate 
 superintendence of their teachers." 
 
 Prof. Stowe's recommendations were not acted upon by the ( ieneral .\ssem- 
 bl\-. Thev led, however, to further public discussion and also to the opening 
 of the Western Reserve Teachers" Seminary at Kirtland in 1838. 
 
 A notable event in the educational history of (3hio was the creation of the 
 ofifice of State Superintendent of Common Schools, in 1837, ^"'^^ especially the 
 selection of Samuel Lewis as its first incumbent. Ohio has never produced a 
 greater school man than Sanuiel Lewis, and perhaps no man of his generation, 
 Horace Mann and Henry Barnard not excepted, felt more deeply the cause of 
 public education and the necessity of well prepared teachers. In 1838. Mr. Lewis 
 was requested by the General Assembly to report at their next session upon three 
 questions : ( i ) L'pon the question of establishing a state university or uni- 
 versities for the education of teachers and other students. (2) Upon the sys- 
 tem and location of such schools. (3) Upon the expense and means of sup- 
 porting the same. In compliance with this request, Mr. Lewis made a report 
 in February, 1839. \\'\th reference to the establishment of a university for the 
 education of teachers and others he suggested the following plans : 
 
 ■'One plan is, to have county seminaries, by appropriating to each CDunty 
 a certain amount of money, on condition that the counties would severally add 
 an equal sum or any other proportion, and thus furnish a central high school 
 for this purpose at some central point in each district. 
 
 "Another plan is. to divide the State into some eighteen or twenty educa- 
 tional districts, and establish a normal school at some central i)oiut in each 
 district. 
 
 ".\notber plan proposes to appropriate certain sums of mone\- to each of 
 the difterent colleges that will undertake to organize in their institutions a 
 teachers' department, and instruct a certain number of ])ersons as teachers of 
 the common school. 
 
 ".K fourth plan is, to make a conunencement by establishing at t'olnmbus 
 one normal or model school for the pre])aration of teachers." 
 
 Mr. Lewis was inclined toward the fourth plan and entered into considerable 
 detail with reference to the prol)ahle expense, the general management and organ- 
 ization of the school. .\lthough it was shown that the experiment might be 
 
EDUCATIONAL HISTORY OF OHIO 309 
 
 begun with an appropriation of five thousand dollars, yet the ('lonoral Assem- 
 bly failed even to consider the report. 
 
 The action (jf the ( ieneral Assemlily 01 1839 marks the dividing- of the 
 ways so far as the educational progress of Ohio is concerned. Mr. Lewis's 
 report shows that he was well versed in the best European thought with refer- 
 ence to the preparation of teachers, that he was fully conversant with the general 
 plans and movements that were taking place in Massachusetts, Connecticut, 
 \ew York, and Pennsylvania, and that Ohio was fully abreast of the times in 
 all that had to <lo with the preparation of teachers. From that day to this, Ohio 
 has lagged behind and to-day has the poorest prepared body of teachers of any 
 of the states with which ( )hio has a right to be compared by virtue of her wealth 
 and lier achievements. The action of the General .Assembly of 1839 and that of 
 subsequent legislatures n<it only retarded the development of a profesional body 
 of teachers in Ohio, but it also opened the way for the establishment of a large 
 number of private normal schools and [irivate institutions. Many of these, as 
 we shall see. did a splendid service, yet their influence as a whole has licen to 
 breed low ideals of scholarship and foster false standards of preparation, and 
 as a general result, the state is luirdencd with a consideralile number of inferior 
 institutions. 
 
 With the abolition of the office of .State .Superintendent of Common Schools 
 in 1840. the care of the schools was transferred to the Secretary of State, where 
 it remained until 1853. During this period of more than a decade, though the 
 advisabilitv of establishing state schools for the preparation of teachers was 
 continually discussed. ;\Ir. Trevitt was the only Secretary of State that seriously 
 commended the establishment of normal schools to the General .Assembly. In- 
 deed, the .Secretaries of State succeeding Mr. Trevitt seemed more inclined to 
 give preference to teachers' meetings and institutes as a means of qualifying 
 teachers. Yet it must be said for Mr. (jalloway that he did make a suggestion 
 that was acted upon by Miami L'niversity. and later by the Ohio and Ohio State 
 Universities. The suggestion is this: "It would certainly be a commendable 
 measure if those who preside over our State universities would organize such 
 departments and present inducements to indigent but worthy men to f|ualify 
 themselves as teachers." 
 
 .Acting in accor<l with this suggestion. Miami L'niversity at Oxford opened 
 in 1850 an English and Normal Department. The normal school aspect of this 
 department was little more than a name and the course offered was really an 
 English-Scientific course. This department was continued until Miami was 
 closed in 1873. and was not restored when the school was re-opened in 1884. 
 From the nature of the course offered, it appealed little to teachers and as a 
 means of preparing teachers it was a failure and exerted little or no influence 
 upon the development of professionalism in the schools. Yet the effort of Miami 
 was commendable, as she tried in her ow:i way to meet the need of more adequate 
 facilities for the professional preparation of teachers. 
 
 The years 1840-1850 marked a decline in the general interest in public edu- 
 cation in ( )hio. With the adoption of the new constitution, with the restoration 
 of the office of State Commissioner of Common .Schools, and more es])ecially 
 
310 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 thniuLjh the almost unparalelleil acti\it\ <>i tlie State Teachers' Association new 
 interest was aroused. With this new interest canie repeated demands for the 
 •estalilishment of state normal scIkjoIs. The continued puhlic discussion and the 
 rejieated resolutions of the State Teachers' .Association finally found expression 
 i'V-hruarx 15. 1S58. in a hill presented to the General .\ssenibl\- In- Senator Can- 
 field, of Medina countw providing: 
 
 "That there he established a.. 1 organized, as soon as practicalile, an insti- 
 tution for the training and education of common school teachers, to he denom- 
 inated ■The ( )hio Xormal School"." 
 
 The hill also provided for the aiipointment of a board of trustees, for the 
 acceptance of the AlcXeel)' Xormal School property at Hopedale, anil the appro- 
 priation of ten thousand dollars. This bill though it had a second reading in 
 the House was smotliered in the Senate. 
 
 At this same se.-sion, Air. Dawes, of Morgan Countv. introduced a bill 
 providing for the establishment of normal schools in each of the several con- 
 o-ressional districts of the state, under given conditions. This hill, like its sister, 
 was lost m committee, 'i'hus after more than fort\ \ears of discussion it at 
 least Ijecame possible to have a liill introduced in the ( ieneral Assemhlv pro- 
 viding for the establishment of normal schools. \'et from the reception given 
 these bills, the school men of the state knew that there was little for which to 
 hope from th.e state in the immediate future. Vet the agitation went on and 
 State Commissioner after State Cf.immissioner called attention to the imperative 
 need of the state providing for the training and education of her teachers. 
 
 The ( leneral .\ssembly, however, evinced no interest in the (|uestion until 
 18(15. when thinking that it might somehow be possible to connect a normal 
 school with the i)ro]3osed Industrial College, it re(|uested Hon. E. E. White, 
 State L'ommissioner of Common .Schools, to report u])on the best plan of organ- 
 izing and providing for one or more efiicient normal schools in the state. Mr. 
 \\ bite luade a most scholarly and elaborate report, discussing the necessit\' of 
 ])rofessional training of teachers, the work in other states, the jirobable cost. 
 reviewing the historic struggle for such schools in the state, and closing his 
 re]3ort with these words: ".An efficient system of professional training for the 
 teaclu'rs of the state is ini]ieratively needed to infuse new life and vigor into 
 the schools and elevate the standards of public instruction. 1 would most earn- 
 estly Commend this subject to the favorable consideration of the ( ieneral .\s- 
 semblv." Though Mr. White commended the (|uestion to the ( ieneral .Assembh 
 with all the force and arguments at his cominand, it :i\'ailed nothing. 
 
 .\lthoiigh each succeeding .State Commissioner called the attention of the 
 •(ieneral .\sseiub!y to the great need of more adei|uale facilities for the trainin-; 
 <if teachers, nothing of uk re than passing interest occm'i'ed luitil 187-' and 187,^ 
 when I iovt'rnor .Xoyes in his annual messages, connm-uting upon th.e financial 
 embarrassment of .Miami and ()hiii Cniversities. recommendiMl that one or both 
 of tliese institutions he made available for nonual insirnction. or at least that 
 one of iheni be made a normal school wholly supported li\- the state. Though 
 < lovernor .Xo\es's recommendation was not actecl upon, it is interesting to note 
 that the state was looking toward these institutions as the most suitable under 
 the Conditions and best adaiited to take U]) the work of normal schonl instruction. 
 
EDUCATIONAL HISTORY OF OHIO 
 
 311 
 
 For a few years after Governor Noyes's recommendation, various State 
 Commissioners kept the need of state normal schools hefore the people, but from 
 the days of Charles S. Smart to those of John Hancock, that is, for quite a decade, 
 not a State Commissioner seemed to feel or appreciate the need of such schools. 
 Though a few articles appeared in the educational journals of the state and one 
 paper at least was read before the Ohio Teachers' Association discussing the 
 necessity of professional preparation for teaching, yet nowhere during this period 
 have I been able to find a single word with reference to the duty and need of 
 the state establishing and supporting state normal schools. The school men 
 seemed to have lost hope and no longer seemed to feel the need of any such 
 action on the part of the state. Nevertheless in 1886 an event occurred that 
 was freighted with more than usual importance. The General Assemblv appro- 
 priated five thousand dollars to establish a normal department at ( )hio Univer- 
 sity. This was the first money ever appropriated by the state for the professional 
 preparation of teachers, but it was not the last. 
 
 Ohio University had for }ears l)een in close touch with the teachers of the 
 state and was well adapted to take up this new work. She entered into it with 
 zeal and earnestness. Dr. Jolm P. ( iortly was selected as head of the new de- 
 partment. The spirit and scope of the work undertaken can best be gotten from 
 the following selection from President Charles Super's report of 1886: 
 
 "Two courses oi study have been laid down, — one equal to and jiarallel 
 with the two college courses. It is proposed to equip those who finish this with 
 all the knowledge possessed by college graduates, Inu also with special ciualifi- 
 cations for the teachers' profession in its highest departments. In the nature of 
 the case, the number who complete this course will never be very large, yet it 
 is proposed to make their mental equipment so excellent that they must Iiecome 
 centers of intellectual progress, from which shall emanate all that tends to make 
 the teachers' profession an honorable one, and a blessing to the youth of ( )hio. 
 The other course is an elementary one. P)Ut it is elementary only in comparison 
 with the advanced course, and embraces many of its excellent features. Its pur- 
 pose is to furnish the best possible equipment for those persons who feel the need 
 of some special training in a lower degree for the work of teaching, but who for 
 any cause find it impossilile or burdensome to take the longer course." 
 
 Dr. (!or(l\ entered upon his work with great enthusiasm, a training school 
 was organized, the department was given great prominence in tiie University, 
 and a considerable number of students took the work. Within a year or two, 
 however, the practice school was abandoned : Dr. Gordy came gradually to give 
 less and less time to purely educational work and more and more to Political 
 Science and History : fewer students graduated from the department : and less 
 and less money was asked of the state for the maintainance of the department. 
 Thus gradually the normal department that promised so much in 1886 came by 
 1896 to be but one of the subordinate departments of the P'niversity. With the 
 retirement of Dr. ( Sordy from the University in i8</), and after 1896, when no 
 special appropriation was asked of the state, the normal department was still 
 further subordinated and the work of training teachers came to he a minor mat- 
 ter at Ohio University. Nevertheless, it can be justly said that many of the 
 
EDUCATIONAL HISTORY OF OHIO 
 
 ])i"eseiit school men of Southern ( )liio were o^reatly aided and benefited hy the 
 work of this department. The only re.i^ret is that sjreater effort was not put 
 forth continualh- to strengthen and to develop the department into a normal 
 college, rather than that it should have been permitted to decline and become 
 merelv an appendage of the department of Psychology and Philosophy. 
 
 As we a])])r()ach the vear iScjo, the long apparent indilTerence of the school 
 men of the state toward the (luestimi of state normal schools gradually gave 
 way to a renewed interest. Mr. W. j. White read a paper before the Ohio 
 Teaciiers" Association in 1885 upon the Professional Training and Preparation of 
 Teachers. Dr. John Hancock", in his reixirt of 1888 discussed the training of 
 teachers and once again sought to arouse the state to the appreciation of the need 
 of providing state schools. The ( )hio Teachers' Association, in 1890. empowered 
 its legislative committee to worl< for the establishment of state normal schools, 
 lion. ( )scar T. Corsdu in his report of 181)5, appreciating the necessity of special 
 training for teachers, recommended the subsidizing of colleges, universities, or 
 normal schools of the state that wnuld establish normal departments approved 
 liy the State Poard of Examiners. This reconunendation was endorsed by the 
 State Townshi].) .Su])erintcn<lents' Assucintion in its meetiu'^" of 1894. Mr. Cor- 
 son again called attention to his recommendatiDii in 1895. The Ohio Teachers' 
 Association in i8()7, jnit itself on record as follows: 
 
 "Rcsolvcil, That the sentiment of this Association is. without reservation, 
 in favor of such a s\stem of State Xormal ."schools as will insure not only the 
 a(le(|uate training of teachers for their work but als(.) the efiicient qualifying of 
 iiur \rinng n.ien and women for positions of leadershi]i in eilucational atfairs." 
 
 In answer to this renewed interest in state normal schools, and the growing 
 demand for professional training, the I )hi() State L'niversity opened a pedagogical 
 department in i8()7 with Dr. John P. (lordy of .\thens as head, thus giving 
 t(j the state a second educational de])artnient in its universities. 
 
 The Hon. Lewis D. lloneljrake, in bis report of i8gg, made the followdng 
 recommendation: "The ( jeneral Assemljly wuuld <lo well to provide some efficient 
 agencv for the traim'ng of teachers. The need is imperative. The plan most 
 meeting the coninidn iudgment of the leading school men of the state is to pro- 
 vide at the State l'niversity first (if all a teachers' college of high order. Such 
 a college should haw a Iniilding nf its own. a large, well selected pedagogical 
 library, and a faculty capable of leaching in the most ajiproved manner the 
 historv, science, art and philosophy of education. It should, at least, be the equal 
 of any college in the L'niversity. '" '' 
 
 "In additon to such central teachers' college the state, as soon as ])racticable. 
 or when, through ta.xation or private gift, the conditions are i)roi)itious, should 
 establish in the four quarters of the state a series of four or five normal schools, 
 wdiose curricula would lead u\) to the teachers' college noted abo\'e, and be so 
 jjlanned as to train especialh ibost' who make the great rank and file of teachers." 
 
 In \u)v with this reconimendalion and as the result of almost ten \ears of 
 continued .liscussiou. Representative t harles 1\ Seese. of Summit county, in 
 1899 introduced in the Ceneral ,-\ssembl\ what was pro|)erl\ known as the "State 
 
EDUCATIONAL HISTORY OF OHIO 313 
 
 Normal School Uill." This bill provided: (1) for the creation of a normal 
 school commission with ]Jo\ver to establish a series of normal schools, one of 
 which should be a normal college for the preparation of high school teachers, 
 normal training school teachers and teachers for schools of higher grade; (2) 
 for the creation of a board of trustees for each normal school established; (3) for 
 the location of the normal college in connection with the Ohio State University ; 
 and (4) defined the purjiose of normal schools and fixed the admission require- 
 ments. 
 
 This bill, it will lie noted, is exceedingly 'comprehensive and provides both 
 for the professional jireparation of educational leaders and for the professional 
 preparation of the rank and file of teachers. Notwithstanding the bill had the 
 support of the various teachers' associations and of the leading school men of 
 the state, and notwithstanding its passage was urged by a petition bearing twenty 
 thousand signatures, it was finally defeated. Thus, after more than eighty years 
 of public discussion, resolution, and legislative reports, the (jeneral Assembly 
 was brought face to face with the questions of establishng state institutions for 
 the preparation of teachers and was compelled to vote. To lie sure, this was 
 not the first time that a mirmal school bill had been introduced, but it was the 
 first time that such a 1)111 came to a final vote. Though the bill wa- defeated, 
 the friends of state normal schools were not discouraged. They took new council 
 and hope, and the question was discussed and agitated with renewed vigor and 
 determination. 
 
 With the renewal of discussion the tliought came more and more to the front 
 that the most expedient and economical means of Ohio making a lieginning of 
 state preparation of teachers would be through utilizing her .state universities 
 to this end. The following is tlie recommendation of Dr. Alston Ellis, president 
 of ( )hio University, in his annual report of lyoi : 
 
 "Ohio I'niversity, by tradition and experience, has ever been in close touch 
 with the public school .system of the State. Many of the graduates and many 
 who left the undergraduate classes without completing a course are now engaged 
 in teaching. Of the students now in attendance upon college classes at least one- 
 third have had successful experience in teac*iing. This institution was one of 
 the first in ( )hio to establish and maintain with credit a department of psychology 
 and pedagogy, and to-day that department is in successful operation and giving 
 promise of better work in the future. .\t the minimum of cost the State could 
 provide, in connection with ( )hi(i L'niversity. efficient means for the thorough 
 preparation of young men and women for high service in the public schools. 
 The building site is provided; much of the teaching force is at hand and avail- 
 able : nearlv all equipment in the way of library, laboratories and other needed 
 accessories is within reach, and the executive head is already provided. A new 
 Iniilding, especially planned for the distinctive work of the 'college.' would cause 
 the greatest outlav of money ; but money so expended would bring its euqiva- 
 lent in property owned liy tlie State and controlled by its representatives. The 
 equipment of the new building would not be expensive, and the number of stu- 
 dents would determine the number of additions to be made to our present teach- 
 iu"- force. The same lirounds. assembh- rooms and library that meet the wants 
 
314 EDUCATIONAL HISTORY OF OHIO 
 
 of the university students under present conditions would answer, in like manner, 
 the wants (if those enrolled in the 'colletje for teachers.' This is one means of 
 solving' the 'normal school jjrohleni' in ( )iii('. and in a manner suijgcstive of 
 educational foresight and econom\." 
 
 The recommendation of Dr. \\'. ( ). Thompson, president of the ( )hio State 
 University, in his report of the same year, emhodies a similar thought : 
 
 "Some years ago the University established a department of education, with 
 Professor J. I', (iordy in charge. This was an effort to meet, for a time, a demand 
 for pedagogical instruction on the part of students proposing to teach and to add 
 an important element to the curriculum of the University. The elTort has served 
 to emphasize the necessity of pedagogical and professional training for teachers, , 
 in addition to higher attainments in scholarship. The feeling is universal at the 
 University that it is not desirable to organize a normal school, as ordinarily 
 conceived, but that it would be most desirable to organize a first-class, high 
 grade college for teachers, where the best that is known in the science of educa- 
 tion may be taught and discussed. Such a college shoukl prepare and equip our 
 young men and women for the most important teaching positions in our State. 
 The fact that no such a college is to be found in the central west suggests the 
 opportunity that is before the Ohio State University. The preparation given at 
 the ordinary normal school in an elementary way jjrepares a teacher for work 
 in the grades onlw The experience of other states has been so unsatisfactory 
 as to suggest that ( )hio shall profit by their experience rather than to blindly 
 follow it. Intelligent men agree that a great service to the cause of education 
 and to the public would be rendered if adequate professional training could be 
 given to the teachers in our high schools. The State of Ohio now needs the 
 organization of several hundred township high schools. She needs better teaching 
 in schools alread}' organized. Persons who desire advanced professional training 
 find it necessary to seek it elsewhere. Ohio has not yet made such provision. 
 The L'niversity is aware of the widespread desire among the teachers of the 
 State for such a college. It is also recognized that provision has been made for 
 the general education of the youth of the State and for technical and professional 
 education in other lines. The teaching profession affects the pulilic so directly 
 that the argument for the special professional education of teachers is with 
 difficult}' resisted. Inabilitv, not unwillingness, has caused the delay in this 
 important work. It is recognized that with the <ither educational facilities ])ro- 
 vided by the State, a college for teachers would have a stimulatng and heli)fnl 
 environment. Such a college could be provided at the University at a mininnim 
 expense. Its service to the cause of education, to the high schools of the State 
 and to the >'oung men and women proposing to teach would be of increasing value. 
 The ho])e is here expressed that the legislature of the .State ma\ gi\'e this ques- 
 tion due consifleration and uroviile such revenues as will enable the L'niversity 
 to ])rocei'(l with the work." 
 
 In confoniiit\ uiili llu new turn iliat s^-iUiiiK'nt liail Kikun. tlu' llmi (.'harlcs F. 
 Seese, Commissi. nu-r l.i'wis I), linn^-lirakc. ami Hr. Alston ICllis lornnilalol tlu- Secsc 
 r.ill and tln'ont;!! tln-ir nntn'inH cffoi'ts. aiik-tl \>y llu- ti'ii.-nil> of normal schools; the bill 
 In-c-ame a law In I'.iili', Tlu' provisions of the law :n-c as follows: 
 
EDGAR ERVIN 
 
 eld Agent of Ohio University at Athens. Holder of Life State 
 
 Cerlificate. Superintendf nt of Schools Syracuse for Six 
 
 Years. Member of Board of College Trustees 
 
 Carleton College. Author of History 
 
 of Ohio University 
 
314b 
 
EDUCATIONAL HISTORY OF OHIO 
 
 315 
 
 "Section 1. That there he and are hereljy created and estahlished two stale normal 
 schools to he located as follow-: One in connection with Ohio University, at Athens, 
 one in connection with the Miami University, at Oxford. 
 
 "Section 2. The hoards of trnstees of said nniversities shall, not later than Sep- 
 tember, 1903, organize at their respective nniversities a normal school which shall he 
 co-ordinate with existing conrses of instruction, and shall be maintained in such a state 
 of efficiency as to provide proper theoretical and practical training for all students desir- 
 ing to prepare themselves for the work of teaching: said nonnal schools, in each case, 
 being under the general charge and management of the respective hoards of trustees nf 
 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 'hall be made a part of the "Ohio and Miami 
 University fund,' as already provided for (O. L., Vol. !)_', 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 snid 'Ohio and Miami University fund.' as herein descrilied, shall be 
 distributed r.nd paid annually, seven-twelfths (7-l'_') 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 fi\ e-twelfths (•")-ll') thereof to the treasurer of the Miami University noon 
 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 estab- 
 lishinent 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 traiuing of per.sons for 
 service in the public schools. 
 
 "Section 6. The State Norm.tl School Commission shall, prior to the meeting of the 
 Seventy-Sixth General .Assembly, make full report of its findings and investigations to the 
 Governor, who shall upon the organization of the General Assembly transmit to it said 
 report with such recommendations as he may deem proper. 
 
 "Section 7. This act shall take effect and he in force from and after its passage." 
 
 It was in accordance with the provi.sions of this law tliat state normal schools 
 were opened at Athens and ( ).xford, September, iyo2. The work of these two 
 .schools is of a high order and it has very mtich in common, each ofifering two 
 general courses. ( )ne course is designed to prepare teachers for the elenientarv 
 schools, while the (jther is adapted to the needs of secondary teachers, principals 
 and superintendents. The school at Athens occupies a fine new building, the 
 first building in Ohio erected at state expense and dedicated to the cause of 
 professional training of teachers. The erection of this building was due espe- 
 cially to the eiTorts of President Alston Ellis. 
 
 With the passage of the Seese Bill and the opening of the two state normal 
 schools at Ohio and Miami Universities closes the long struggle for state normal 
 schools. The schools at Athens and Oxford stand as a monument to eightv-five 
 
3i(-) EDUCATIONAL HISTORY OF OHIO 
 
 VL'ars of strucjgle and to the patience, self-sacrifice and hope of the teachers of 
 ( )hio. It must not be thought, however, that the work of securing professional 
 preparation for teachers is done, or that with the establishment of these state 
 schools the teachers of Ohio are made a professional body. There yet remains 
 the work of strengthening and developing the schools already established, and of 
 securing state recognition for their graduates. 'I'lu-re remains the work of estab- 
 lishing other schools of similar character, the wurk nf creating a strong public 
 sentiment in faviir of professional teachers and of securing such legislation as 
 will permit imly the employment of teachers who have had especial academic and 
 professional preparation for their given work. That already accomplished is 
 great, that }et to be accomplished is even greater. Yet if we approach the work- 
 still to be d(ine in the same spirit and with the same determination as have been 
 evinced bv the teachers of ( )hio in the past, there is no reason to doubt that 
 ( )hi(i. with her abundant resources and her intelligent citizenship, may not be 
 brdught to insist that every teacher in her jjublic schools be a professional teacher, 
 be bmnght to sui:)])ly adequate facilities for the jimfessional preparation of all 
 the teachers required for her schools, be brought to make teaching in ( )hio a 
 profession. The professionalization of teaching in ( )hi(i is the work of the pres- 
 ent, it is the work of the immeiliate future. To this end let every energy be 
 directed. 
 
 PRIVATE NORMAL SCHOOLS 
 
 -\s was suggested above, the long delay of (jhio in providing state facilities 
 for the pre]iaration of teachers opened the way for the establishment of private 
 normal schools. The number of such schools that have been established, flour- 
 ished for a time and then died are numbered 1)\' the score. A few have continued 
 to exist and two or three are at the present time in a prosperous condition. ( )f 
 those that died, the McXeelv Normal School has the most intrinsic interest, while 
 the schools at Lebanon and .\da are the best illustrations of those that have sur- 
 vived. 
 
 The Mc.Xeely Xormal .School was located at llopesdale. Pfarrison county. 
 The school as such was opened in 1852. It grew out of the theory that children, 
 before the\- had attained some maturity, should not be separated from their 
 parents and confided to boarding schools, and it rested upon the conviction that 
 through the projjer co-operation of citizens adequate facilities for all the earliest 
 education might be provided at home. .\ farm of about two hundred acres was 
 devoted to this work, and a ten acre ])lot was reserved in the center as the site 
 of the "model country district school." A convenient, handsome, and commo- 
 dious building was erected and the grounds were tastefully and beautifully orna- 
 mented. The struggle with the board of education, the ojkh opposition and lack 
 of co-operation of the citizens of Harrison coiuUy. however. (Uiomed the school to 
 failure from the beginning. Mr. Regal, who was in charge of the school, seeing 
 the failure of the "anti-boarding school movemenl." resolved lo carry forward 
 the enter|)rise as a normal school and tluTeby make the school in(le])endent of the 
 
EDUCATIONAL HISTORY OF OHIO 317 
 
 local community. A substantial boarding-hall, known as Pumphrey Hall, was 
 erected in 1855, and other needed improvements were made to this end. 
 
 In the meantime, the Ohio Teachers' Association, organized in 1847, 'la*' 
 come to take an active interest in the establishment of normal schools. The 
 State failing to provide facilities. Dr. A. D. Lord, who was then acting as the 
 state agent of the Association, in his report of 1854 recommended the establish- 
 ment of a normal school under the auspices of the Association. At the next 
 annual meeting a letter was read from Cyrus McNeely, offering to transfer the 
 school at Hopedale, valued at $10,000, to the Association for the purpose of a 
 normal school. This gift was accepted at the semi-annual meeting, held at Cleve- 
 land in 1855. A committee of eleven was appointed to take possession of the 
 property : an endowment fund of several thousand dollars was pledged by the 
 friends of the enterprise : a board of trustees was elected and the institution in- 
 corporated under the general law as the McNeely Normal School of ( )hi(>. Dr. 
 John Ogden was made principal, i\Ir. Edwin Regal was retained in the aL-ad'.:iiic 
 department, and Miss Betsey M. Cowles took charge of the model school. Within 
 two years the Association, wdiich was then supporting an educational jdurnal 
 and a field agent, as well as the McNeely Normal School, found itself heavily 
 in debt. A strong appeal was made to the General Assembly to make the 
 AIcNeely Normal a state school, but the appeal was made in vain. The Associa- 
 tion, feeling unable to bear the financial responsibility any longer, tacitly trans- 
 ferred the school to Mr. Regal, and he carried it on as a private normal, though 
 the .\ssociation continued to exercise a nominal control until 1875. 
 
 L'nder the alternate control of Mr. Regal and Mr. Brinkerhoff the school 
 was brought to a considerable degree of excellence. Yet it always had its periods 
 of prosperity and depression, and has now been closed for several years. 
 
 Like all the other private schools of this kind in Ohio, it was only a normal 
 school in name. To be sure, instruction was always given in "theory and practice 
 of teaching," and there were "review courses" for teachers, yet the training of 
 teachers in no wise circtimscribed the limits of its work. The school had a four 
 year academic course and a four year college course. It thus canvassed the 
 whole range of secondary and college instruction, and pure secondary and college 
 instruction comprised at all times the major portion of its work. 
 
 The National Normal Cniversity at Lebanon grew out of the movement of 
 the teachers of the State to provide professional training for themselves. In the 
 summer of 1855, John Hancock, A. J. Rickoff, and others made a call to the 
 teachers of Southwestern Ohio for a three weeks' institute. This institute was 
 held in the buildings of Miami Laiiversity. During the progress of the institute, 
 the Southwestern State Normal School Association was formed. The aim and 
 object of this Association was to establish and sustain in Southwestern ( )hio a 
 state normal school until aid could be obtained from the State. The trustees of 
 the .\ssociation located the school at Lebanon. As an inducement, the trustees 
 of the Lebanon Academy gave their building and lot. Alfred Holbrook was 
 made principal, and the new school, under the name of the Southwestern Normal 
 School, opened its doors November 24, 1855. I!y the end of the first year the 
 
3i8 EDUCATIONAL HISTORY OF OHIO 
 
 Association had enough of trying to manage the school, and it was turned over 
 to Mr. Holbrook. The school has since been conducted as a private enterprise 
 and is still in existence, though by no means as prosperous as formerly. Its name 
 was changed in 1870 to tlie National Xnrnial School and in 1883. to the National 
 Normal University. 
 
 L'ntil about 1864. the work of the school was limited to secondary instruction 
 and the training of teachers. Since tlien the training of teachers has come to be 
 but a i)art of the work of the school. There has been added gradually a "College 
 Course," "Business Course," "Engineers' Course," "Law Course," etc. 
 
 Lender the management of Mr. Holbrook, the school developed to enormous 
 prt)]jnrtions and achieved no little fame. Education was made "cheap" and "prac- 
 tical," and students were attracted from all over Ohio and from many different 
 states. Though Lebanon, like the other private normal schools of the State, has 
 made some little education possible to many a poor boy and girl, though Lebanon 
 has prepared more teachers, in her way, for the rural schools than any other one 
 school of the State, and though some of the foremost schoolmen of the State 
 to-day received their preparation at Lebanon, yet at the same time she has done 
 much harm. She, like other private normals, has constantly held before her 
 students low itleals of preparation and consequently a low conception of education. 
 Though she has given to the world many a strong man that perhaps would other- 
 wise have been lost, she has also turned loose upon it many a "half-baked" 
 product. 
 
 The ( )hiu .Xortlu-rn Cniversity at Ada grew gradually out of the ])rivate 
 endeavors of II. S. Lelir. In the spring of 1866, Mr. Lehr proposed to the 
 school officials of .Ada to teach their school for sixty dollars per month, i)roviding 
 he might have the use of the school building for a select school wdien the public 
 schools were not in session, and providing that if he was successful in |)rocuring 
 foreign students, the citizens of the tcjwn and vicinity would hel|i him erect a 
 suitable Iniilding for normal school purposes. 
 
 Notwithstanding a new brick structure had lieen built, by the fall of 1870 
 the foreign students numbered one hundred and twenty, and there was need of 
 a new and larger building. I'.y the aid of the citizens, Mr. Lehr was enabled to 
 erect the desired normal school building, which was opened August, 1873. .Al- 
 though grievous financial difficulties confronted the school, it continued to be 
 successful and grew in numbers. 
 
 In the autumn of 1875, the Northwestern ( )hio Normal School, located at 
 Fostoria, was consolidated with the .\da school. The work of the school was 
 gradually broadened until it com])rised, in addition to a Teachers' Course, a 
 College Course, a Course in Pharmacy, Engineering, Law and Music. The school 
 continued under the general direction of Mr. Lehr until i8c)8, when it was sold 
 to the Methodist l^piscoijal Church and its name changed to the ( )hio .Northern 
 University. 
 
 The si-hool at the present time is in ;i ])rosperous condition; it is rajudly 
 incre.-ising its facilities and offers the following courses: Literary. Musical, Mne 
 .Arts, IClocutionarv, Stenograjibic. 1 'liarmaceutical. Commercial, bjigineeriiig,. 
 Telegraphic and Electrical. 
 
EDUCATIONAL HISTORY OF OHIO 
 
 319 
 
 CITY NORMAL AND TRAINING SCHOOLS 
 
 Tlif city normal and training schools of Ohio grew out of the demand in 
 the more populous, wealthy and progressive cities for better prepared teachers. 
 To supply this demand, various cities of the state established their own training 
 schools. The following are among the cities having or having had such schools 
 and the date of foundation: Cincinnati, 1868, lately closed; Dayton. 1869; Cleve- 
 land, 1872; Sandusky, 1873, abandoned; Columbus, 1883; Toledo, 18*13. 
 
 These schools are supported at public expense ; they are under the control 
 of the board of education and superintendent and the direct charge of a princi])al. 
 The aim of these schools is to prepare teachers for their respective city. Ad- 
 mission is fixed at high school graduation. The course of study, as a rule, 
 extends over two \ears and includes some advanced academic work, a careful 
 review of the common school branches, a study of the principles of education 
 and practice in teaching. L'pon graduation, the students pass, providing there 
 is an opening, directly into the work of the city schools. These city normal and 
 training schools have done much in raising the standard of preparation, in im- 
 proving methods of instruction, and in creating a ]:)rofessional spirit in their 
 respective cities. 
 
 To summarize the history of normal schools in Ohio it may therefore be 
 said that the struggle for state normal schools extended over a period of eighty- 
 five years. In this struggle the best and greatest school men of Ohio have ])ar- 
 ticipated. ( )ut of this struggle have come at least two main thoughts: ( i ) tliat 
 Ohio should establish two types of normal schools, one having as its object the 
 training of elementary school teachers, the other seeking to educate young men 
 and women for work in high schools and for educational leadership. { 2 ) That 
 the present state institutions should be utilized, as far as possible, as a means of 
 preparing teachers. The immediate outcome of the struggle is the state normal 
 schools at Ohio and Miami L'niversities, that stand as a monument to all those 
 who have labored for state preparation of teachers, and especially to the untiring 
 labors of Hon. Charles F. Seese, Hon. Lewis D. Bonebrake. and Dr. .\lston 
 Ellis. The failure of the State to meet its legitimate obligations and provide 
 state facilities for the preparation of teachers opened the way for the establish- 
 ment of private normal schools. Originally their purpose was to train teachers, 
 but they gradually extended their work over the whole field of modern education. 
 They made education "cheap" and gave it a "practical" turn and brought it 
 within the reach of the poor. On the whole they have done nuich good, espe- 
 cially in their immediate community, yet they have sown much bail seed. And, 
 finally, cit\' normal and training schools arose to meet the educational needs of 
 given communities, and this they have done to a greater or less extent. 
 
CHAPTER XXVII 
 
 UNIVERSITIES OF OHIO 
 
UNIVERSITIES OF OHIO 
 
 [For the historical .sketches of the colleges following we are indehted, by permission, 
 to tile Ccmeniiial Volume of the Ohio State Archaeological and Historical Society.] 
 
 CUK liistory of Ohio's colleges and universities is a record of sacrifice, of 
 (levotion and of achievement. The results of this work are known only 
 in part but to a much less degree even are we acquainted with the trials 
 and sacrifices that mark the early history of nearly every college in the state. 
 It is possible that mistakes were made in those pioneer days: the judgment 
 given was not always unerring but we mu.st recognize now that there was a 
 loftv patriotism in those earlv founders and that their motives were as ])ure as 
 their deeds were unselfisli. 
 
 These colleges reflect the s|)irit of the state in its development. They 
 have alwavs lackefl uiiifiirmit\- and ha\e lieen the outgrowth of an attemiit to 
 meet local needs, -\ccordinglv the spirit of individualism and of sou-govern- 
 nient is everywhere manifest. ( )hio has furnished a sample of nearly every 
 variet\- of college known to the American people. As her citizenship has been 
 of the greatest variety yet withal sturdy, patriotic and genuinely American, so 
 Iter colleges have kept the Ohio idea in a state of vigorous activity. 
 
 The space allotted will permit but brief mention of the most characteristic 
 features of these institutions. In order that we may discover their founda- 
 tion and mode of government the following classification is made: — i. Col- 
 leges founded on the Congressional reservations. 2. Colleges incorporated by 
 jirivate individuals with power to elect tlieir own successors and control the 
 property and funds. 3. The denominational college. 4. The City University. 
 5. The State L'niversity founded on the Morrill act in Congress and the statutes 
 of ( )hio. 
 
 THE OHIO STATE UNIVERSITY, COLUMBUS, FRANKLIN COUNTY, 
 FOUNDED 1870 
 
 This institution differs from all other educational institutions of the state in 
 a number of particulars. In the first place, unlike all others, it is not a corporation. 
 Its trustees, seven in number, are appointed by the governor, for the term of seve'^ 
 years, and confirmed by the Senate. Their powers and duties are all prescribed 
 Ijy law. Among other limitations they may not incur an indebtedness except by 
 the consent of the legislature and as provided for by law. The ownership of the 
 property is vested in the state of Ohio. There are advantages and disadvantages 
 in this method. It insures a conservative management and expenditure of funds. 
 This is important to state institutions of all kinds. Inasmuch as all appropriations 
 
324 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 must lie prnvi<le(l l)v the legislature the uuiversit\- is held to a careful regard for 
 the intelligent public opinion of the state. There being no corporate rights to be 
 forfeited the legislature might, at any time, change the character, alter the methods 
 or entirely abolish the institution. ( )n the nther hand, the limitations of the State 
 Lhiiversitv are such as to hinder it frcmi lueeting emergencies as they arise, or 
 devising plans looking far into the future. There is a limit to the resources avail- 
 able from the state, and this limits as well what nia\ lie undertaken. 
 
 In origin the institution is unlike all others in the state, as will appear from 
 the following sketch : 
 
 What is now commonlv known as the Morrill Act was a land grant made by 
 the United States under an act approved by President Lincoln, July 2, 1862, which 
 provided that there should be granted to each state an amount of public land equal 
 to thirtv thousand acres for each setiator and representative to which the state 
 was entitled by the apportionment of the census of i860. The proceeds under this 
 act were to constitute a perpetual fund, the capital of which was to remain forever 
 undiminished, and the interest of the same was to be inviolably applied by each 
 state which should take and claim the benefits of the act to the endowment, sup- 
 port and maintenance of at least one "college where the leading objects shall be, 
 withfiut excluding other scientific and classical studies, and including military 
 ■tactics, to teach such liranches of learning as are related to agriculture and the 
 mechanic arts, in such a manner as the legislature of the states may respectively 
 prescribe, in order to promote the liberal and practical education of the industrial 
 classes in the several pursuits and professions of life." 
 
 L'nder this law Ohio received in 1864 certificates of scrip for 630.000 acres 
 after the legislature had formally accepted the conditions of the trust. The auditor 
 of state, the treasurer of state and the secretary of state were made a commission 
 to advertise for and receive proposals ior the purchase of the scrip. The greater 
 portion of the scrip sold at fift>-three cents an acre. The receipts amounted in 
 all to $340,906.80. By law this became a iiart nf the irre<lucible debt of the state, 
 iMi which six per cent, interest is paid. .\s the schoul was not opened until 1873, 
 the interest was from time to time added to the jirincipal. In 1871 Congress gave 
 t(i the state of Ohio all unpatented surveys within the \'irginia Military District, 
 and in 1872 the state gave these lands to the university. These lands have been 
 S(3ld from time t" time, and the proceeds turned into the state treasury as part of 
 the irreducilile delit nf the state, constituting an endowment fund for the univer- 
 sity. The fund miw amounts to something more than $350,000. 
 
 (ioycrnur Tnd. in Xovember, 1862, brought the subject of accepting the Mor- 
 rill grant before the State Board of Agriculture, and later, to the attention of 
 the legislature. In January, 1864, Hon. Columbus Delano introduced a bill acce|)t- 
 ing it. This became a law February 9th, 1864, and pledged the faith of the state 
 to tlu- performance of all the conditions and jjrovisions contained therein. In 
 1866 an act, introduced by Hon. J. T. B>rooks, was passed, which provided for 
 the establishment of the (Jhio Agricultural and Mechanical College, but the pro- 
 visions were not carried into efifcct, and a second act. introduced by Hon. R. P. 
 Cameron, was passed in 1870. entitled ".\u act in establish and maintain an 
 Agricultur;d and Mechanical College in ( )hio." Cnder the provisions of this act 
 
EDUCATIONAL HISTORY OF OHIO 325 
 
 the institution was located in Columbus, and the board proceeded to the organiza- 
 tion of the college and the election of a faculty of instruction, and the institution 
 was opened for the reception of students on the seventeenth dav of September, 
 
 1875. 
 
 In 1878 the legislature passed "An act to reorganize and change the name 
 of the Ohio Agricultural and Mechanical College and to repeal certain acts therein 
 mentioned." The act provided that the institution should be thereafter desigviated 
 as "The Ohio State University." Up to this time but one appropriation had been 
 made by the state for the support of the institution. With the reorganization 
 came the larger and broader view of the state's relation to public education, and 
 since that time the Ohio State University has shared with other pulilic educa- 
 tional institutions a more generous support by the state. 
 
 The Ohio State University comprises six colleges, as follows : 
 
 The College of Agriculture and Domestic Science consists of those depart- 
 ments represented in the course leading to the degrees of Bachelor of Science 
 in Agriculture, Bachelor of Science in Horticulture and Forestry,- and Bachelor 
 of Science in Domestic Economy, an.d in the course in Dairying, the short course 
 in Agriculture, and the short course in Domestic Science. 
 
 The College of Arts, Philosophy and Science consists of those departments 
 represented in the courses leading to the degree of Bachelor of .-\rts. Bachelor of 
 Philosophy and Bachelor of Science, .\fter June. 1903, all courses in this college 
 will lead to the degree of Bachelor of Arts. 
 
 The College of Engineering consists of those departments represented in the 
 courses leading to the degree of Civil Engineer, Civil Engineer in Architecture, 
 Engineer of Alines, Engineer of Mines in Ceramics, Mechanical Engineer, Me- 
 chanical Engineer in Electrical Engineering, and Bachelor of Science in Industrial 
 Arts and Manual Training. Bachelor of Science in Chemistry or in Metallurgy ; 
 in the Short Course in Clay-working and Ceramics, and in the Short course in 
 Mining. 
 
 The College of Law consists of those departments represented in the course 
 leading to the degree of Bachelor of Laws. 
 
 The College of Pharmacy consists of those departments represented in the 
 courses leading to the degree of Bachelor of Science in Pharmacy, and in the 
 Short Course in Pharmacy. 
 
 The College of Veterinary Medicine consists of those departments represented 
 in the course leading to the degree of Doctor of Veterinary Medicine, and to a 
 certificate of \'eterinary Surgeon. 
 
 The Graduate School has been organized with a boaril of management and 
 is making steady progress. 
 
 Each college is under the direction of its own faculty, which has power to 
 act in all matters pertaining to the work of students in that college. 
 
 THE GROWTH OF THE UNIVERSITY 
 
 In 1873 t'l'^ school was opened with 17 students: in 1883 the roll was 355: 
 in 1893 the roll was 642: in 1903 the roll was 1717. The pre])arat()r)- dejiartment 
 was abolished in 1895. 
 
326 EDUCATIONAL HISTORY OF OHIO 
 
 The origina! Imilding has hetn enlartjcd and the university now uses for in- 
 structicin sixteen l>iiil(hnt;s. In 1873 the faenlty enni])rise<l a president and seven 
 professors. In 1903 more than one hundred and tliirty persons are engat^eil in 
 the work of instruction. There are thirty-eiglit distinct departments of instruct- 
 tion and the lahoratories for instruction in the several sciences are not surjjassed 
 in the Central West. 
 
 riie finances "f the institution have not !_;rii\vn as ra]Mdly as demands require. 
 The sources of income are. first, the interest on the endowment; second, the annual 
 grants from I'nited .States Congress under the provision of the second Morrill 
 act: third, receipts from the fees of students; fourth, miscellaneous receipts from 
 rentals and incidental accounts; fifth, the ])r(iceeds from the state levy. This last 
 item is one-tenth of a mill on the grand duplicate, amounting to ahout $200,000 
 annualh. h'or fi ur years past the legislature has provided five one-hundredths of 
 a mil! additional, which has been used for the erection and equipment of needed 
 huildintrs. 
 
 THE UNIVERSITY OF CINCINNATI, CINCINNATI, HAMILTON COUNTY, 
 FOUNDED 1870 
 
 "Fhe L'niversity of Cincinnati is unique anioug educational institutions in that 
 it enjoys the distinction of being the (july city university in the state. Although 
 established bv law'as late as 1870, at least one of the colleges now incorporated 
 bv law with the university was organized as early as 1819. A charter for a uni- 
 versitx- in Cincinnati was granted in 1818. Later, organizations were effected, and 
 now these local mo\'enients have, in the main, been in some form consolidated 
 with the Cniversitx of Cincinnati. The university thus gathers up tradition and 
 liistory united with jjresent comprehensive jilans, and looks to the future for the 
 realization of long cherished desires. In carrying these forward generously dis- 
 posed citizens have contriljuted toward buildings and e(|uipment. and the citw as 
 authorized by law. levies an annual ta.x for the support of the uni\'ersity in the 
 same wav it provides for the expenses of the pu])lic schools. 
 
 rill.' histor\ of the organization is snbsianlially as follows: The general 
 assembh. of ( )bio passed an act entitled ".\n act to (.uable cities of the first class 
 to aid and promote i-dncation." This became a law April ](>. 1870. ( )n .March 
 14. i.'^7i. the Common council of Cincinnati passed an ordinance to provide lor 
 the uui\ersil\. The first section, which refers to the transfer of control and 
 man;igement, is as follows: 
 
 .Ski , f. Be it cuactcil. etc.. Tliat the Uv\rd ni ilirtc-turs (.■sialilislKil liy the ordinance passed 
 Di-cc.nil)rr l.', .\. 1). f.-^.")!i. entitled ".An ordinance In provide for the devise of Charles 
 Mc.Mirkin to the city of Cincinnati," arc hcreljy anthori/cd and directed to transfci and 
 (Uli\ir nvcr ad llic estate, property, funds and claims held or controlled hy theni, and all 
 hooks and papers, relating to the .same, to the hoard of directors estahlished hy said act, 
 passed ApvW l(i, 187(l. and elected hy said common council Deceniher, 1870. and the custody, 
 managemmt and entire achiiinistration and control thereof sliall henceforth he entrusted to 
 said last- nenliiine I ]>v.it\]. suh.iect to the jirovisions of the last will nf the ^.aid Ciiarles 
 McMieken and (if the .-let afoicsaid. 
 
EDUCATIONAL HISTORY OF OHIO 327 
 
 Owing to some losses and shrinkage it became evident that the McMicken 
 estate would not fully meet the conditions contemplated in the will. After a 
 period of accumulation the city council appoi::u\l a committee to report as to the 
 practicability of the union of the various educational trusts in Cincinnati — nota- 
 bly the Cincinnati College, the Mechanics' Institute and the AIcMicken Univer- 
 sity. This movement met with approval, and resulted in the passage of the act 
 of April 16, 1870. Under the provisions of this act instruction was begun by the 
 teachers of Woodward High School in September, 1873, and in 1874 the academic 
 department was opened. In 1872 the Cincinnati Astronomical .Society, founded 
 in 1842, surrendered its property to the city f(ir the university. In June, 1895, 
 steps were taken looking to a medical department, which resulted in bringing the 
 Medical College of Ohio, founded in 1819, into organic relation to the university, 
 and an act authorizing such relation was passed by the legislature of Ohio May 
 I, 1896. Next came the organization of the department of law, and on June 14. 
 1897, the final terms of the contract were agreed to by which the Cincinnati Law 
 School became a ];)art of the university. Two other schools are affiliated with the 
 university — the Clinical and Pathological School of the Cincinnati Hospital in 
 1887, and the ( )hio College of Dental Surgerv in 1888. 
 
 The apjinintment of trustees by the act of 1870 was veste<l in the city council 
 with the proyjsion that ^ix should be ajipointed from persons nominated by the 
 board of education. Some changes in the mode of appointment were made until 
 on l-'el)rnar\- 18. 1892, an act was passed that provided for the appointment "liy 
 the judge or judges of the Superior Court of such cities wliere the same have 
 such a court; otherwise, by the judge or judges of the Common I 'leas Court of 
 the county in which such cities are located." 
 
 After twenty }ears of occupancy of the Iniilding on McMicken avenue, it 
 was found unsuitable for university ]Hn"]ioses. It became necessary to remove if 
 the purpose of the McMicken will was to be fulfilled. A petition was presented to 
 the council, and authority given to remove to Burnet woods. The authority for 
 such i-enio\al was a matter of doubt, and a friendly suit was instituted to determine 
 the question. This resulted in a decision of the Circuit Court affirming the right 
 of removal. This was affirmed by the Supreme Court in March, 1893. Thus 
 the most important question was forever settled. On September 22, 1894, the 
 cornerstone of McMicken Hall was laid, and the building was ready for use Sep- 
 tember, 1895. I" 1895 Henry Hanna gave $50,000 for the erection of Hanna 
 Hall for chemistry and civil engineering. In i88g Mr. Briggs S. Cunningham 
 erected Cunningham Hall for physics and biology at a cost of $60,000. In 1898 
 Asa \'an Wormer gave $50,000 for the \"an Wormer Library. In 1901. through 
 Hon. M. E. Ingalls. an anonymous benefactor gave $22,500 for the construction 
 of a -^ho]) for the College of Engineering. Other benefactors have come forward 
 with ijrcivision for needs. The endowment fund of $100,000 given by David Sin- 
 ton is an encouraging fund. The pro]ierty and endowment now represent sub- 
 stantially a million dollars, exclusive of the annual income. The government is 
 by a board of eighteen directors appointed by the Supreme Court, in si.x classes, 
 for the term of six years. The mayor of the city is e.v-o1ficio a member of the 
 board. 
 
328 EDUCATIONAL HISTORY OF OHIO 
 
 MIAMI UNIVERSITY, OXFORD, BUTLER COUNTY. FOUNDED IN 1809 
 
 Ten (la\s after the adoption of the • )nlinancc uf 1787 Congress adopted 
 the report of a committee which provided that the board of treasury 
 should be authorized and empowered to contract with any person or persons 
 for a grant of certain land lying t > the north of the river ( )hio. Pursuant 
 to this John Cleves Synimes made a petiti(.in for a grant of land lietween the two 
 Miami rivers. The grant originally for one million acres was modified to as 
 much as Symmes and his associates could pay for. In this grant one township 
 was reserved for the support of an institution of learning. In the disposal of 
 these lands it happened that the terms of the contract could not be literally 
 fulfilled and it was agreed to by Congress in a report submitted by Hon. John 
 Randolph that a substitute township in the Cincinnati district might be used as 
 meeting the conditions of the grant. Lebanon, Warren County, was first 
 selected by a committee and the report signed by Alexander Campbell and James 
 Kilbourne. This fact that the third member had not met with the committee 
 gave rise to a debate in the legislature and the location was finally fi.xed in ( )x- 
 ford Township, Butler County. When the title had been made secure the 
 legislature in i8oy passed an act creating a body politic and corporate to be 
 known as, "The president and trustees of Miami L'nivcrsity.'" A lioard of 
 trustees was appointed and subsequent legislation looking toward complete or- 
 ganization was passed. The legislature in 1809 provided for leasing the lands 
 with a revaluation every fifteen years. The next year the provision for revalu- 
 ation was repealed and entailed a result similar to that narrated in the sketch 
 of Ohio University. In tSiS. Rev. James R. Hughes under the direction of 
 the trustees opened a grammar school. It has been usually stated that this 
 school was opened in 1816 but the records of the trustees do not warrant the 
 statement. In 1820 a contract was made for the central portion of the present 
 main building. In 1824 the University was opened and the first class, consisting 
 of twelve men, was graduated in 1826. 
 
 The first president. Rev. Robert IT. llisho]). D. D.. was a sturdy Scotchman 
 whose strong personality dominated the ideals of the new college, .\ssociated 
 with him were men equally attached to the classical eilucation. The early cur- 
 riculum shows the superiority of the men and it is doubtful whether any 
 modern college represents a classical course superior to that ottered at Miami 
 seventy-five years ago. The college became noted for its public spirit and 
 the record of its men brought it a national reputation, l-'rom time to time some 
 enlargement was proposed but did not succeed. .\ law school at one time and 
 a medical school at another were proposed but failed. A normal class was sus- 
 tained for some time but gradually fell into disuse. The school had been built 
 upon the classical pattern and the alumni regarded lightly any other concejition. 
 For seventy-five years it was a consistent and high grade small college of the 
 classical type. 
 
 The institution hail suffered from lack of rex'enues and became so in\dl\e<l 
 that the trustees closed the doors in 1873. In 1885 the University was re-opened. 
 During this lime the l)uil(lings were leased for a private school and the funds 
 
EDUCATIONAL HISTORY OF OHIO 
 
 3^9 
 
 were allowed to increase. In 1885 the stale made the first appropriation to 
 repair the buildings and continued small appropriations from year to year until 
 1896 when a levy was provided for the permanent support of the I'niversity. 
 In 1902 the legislature established a state normal school at Oxford under the 
 control of the trustees of Miami University and made provision for its support 
 by doubling the levy for the L'niversity. The annual income now is approxi- 
 mately sixty-five thousand dollars. The institution is governed by a board 
 of twenty-seven trustees appoir.ted fcr the term of nine years in three classes. 
 They are appointed by the governor of Ohio subject to confirmation by the 
 Senate. The institution adopted coeducation in 1896 when the state levy was 
 provided for its support. Prior to that time a limited number of young women 
 had enrolled but the policy of coeducation was not formally adopted. This with 
 the establishing of the normal school marks a new era in which the older cus- 
 toms and traditions will gradually be displaced by the more modern ideas of 
 education. 
 
 COLLEGES FOUNDED AS CLOSE CORPORATIONS BY PRIVATE 
 INDIVIDUALS 
 
 A second class of colleges may be described as institutions under private 
 or personal control. Under the constitution of Ohio the statutes provide for 
 the incorporation of colleges and universities. It has been the custom so far to 
 relieve property devoted to education from taxation and thus encourage such 
 institutions by a free opportunity to carr\- on the work of education as the wis- 
 dom of a select body of men may desire. These institutions are what is known 
 as close corporations in that the trustees elect their own successors and thus 
 definitely and permanently fix the policy and character of the college. They 
 are free from any ecclesiastical control although usually controlled by trustees 
 unwilling to separate the interests of religion from those of education. In the 
 popular mind these colleges were at first regarded as denominational colleges 
 but as the idea of denominational control and support was developed they 
 were less closely related to the church and depended upon individuals for endow- 
 ment. In some regards these colleges are superior to all others especially in 
 that the management being self-perpetuating may also perpetuate the policies 
 approved by the boards and in that they are less liable to interference by any 
 outside influences. In the East this type of college is common. In the West 
 sentiment has turned to the denominational and state institutions. Some of 
 the institutions of this class have prospered, notablv Oberlin and Western Re- 
 serve, while others have languished. Christian people have gradually attached 
 themselves to the denominational colleges and thus withdrawn both support and 
 patronage. Those favorably located or having a large and wealthy alumni have 
 usually been able to command the funds necessary to meet the demands of mod- 
 ern education. C)ther colleges of this class have suffered in patronage and 
 funds owing to the fact that their natural and original constituency has been 
 steadily drawn to colleges of another type. Their close though not formal rela- 
 tion to the church has made them highly useful to the denominations but their 
 
330 EDUCATIONAL HISTORY OF OHIO 
 
 future growtli is nevertheless threatened except in cases where the natural 
 alliance is witli denominations whose form of government does not in any formal 
 and anthoriti\-c way assume the direction and ccntrol of educational agencies. 
 In this group df colleges under ])rivate contml their are eight. 
 
 FRANKLIN COLLEGE, NEW ATHENS, HARRISON COUNTY 
 
 Prior to 1825 there had lieen for some time a school known as Alma Acad- 
 em\-. In 1S25 the name was changed to..-\lma College and in 1826 to Franklm 
 College. The founders of this college were chietl_\- of the Scotch-Irish stock 
 that settled in Western Pennsylvania and Eastern ( )hio. Many oi the early 
 trustees were of the Calvinistic faith and helonged to the several liranches of 
 the Presh\terian communion. The college became involved in the slavery agi- 
 tation and finally divided so that .\ew Athens had the distinction of two col- 
 leges — one proslaver\- and the other antislavery. Providence College which 
 was proslavery soon languished and its ])roperty was bought by the other. These 
 stirring days with their slavery debates produced some vigorous men. A])le and 
 learned men were in the faculty. \\'e are not surprised therefore to see in the 
 alumni roll such names as Ceorge W. AlcCook, John .\. I'lingham. \\'illiam Ken- 
 non, menil)er of Congress, friend and adviser of Jackson. John Welch of the Su- 
 preme Court lit ( )lii(i, Joseph Ray, author of the arithmetics so long in popular 
 use in ( )liio and adjdining states, and many others of equally worthy character. 
 The war, as in man\- other colleges, practically emptied the class rooms so that 
 during one year of that period as few as twelve students were enrolled. In 
 recent years the college has lacked funds to expantl in response to the demands 
 upon higher education. This has resulted in a limited attendance and the rela- 
 tive decline of the college as compared to earlier da\s. The alumni have been 
 useful citizens and many of them have risen tn distinctinn. Its location is not 
 liable to liring tn it in the future more than a local patnmage. 
 
 WESTERN RESERVE UNIVERSITY, CLEVELAND, FOUNDED 1826 
 
 Western Reserve L'niversit\ at i)resein embraces six organizations, all under 
 the general management and control of the Hoard of Trustees. It will serve 
 onr ])ur|i<}se best to give separate accouiUs of these. 
 
 ADELBERT COLLEGE 
 
 This college, which in earlier <la\> was Western Reserve College, located 
 at lludsnn. was of .\ew luigland origin anil t\i)e. .\s earl\- as 1801 a petition 
 by certain residents of the Reserve was ])resemed to the Territorial Legislature 
 asking for a charter for a college to be located in that region. This for reasons 
 known only to the ilead. was not granted. In i8(\^. after the admission of ( )hio 
 into the L'ni<in, the i)etition was renewed, and the "I'.rie Literary Society, '" with 
 full College powers, was organized, .\ccordingly a building was erected and 
 an academy opened in 1805 at lUtrtnn. nuring the earl\ years of this academy 
 
EDUCATIONAL HISTORY OF OHIO 33I 
 
 the Presbyteries of Grand River and Portage had organized an Educational 
 Society for the purpose of educating young men for the ministry. They made 
 proposals to the Erie Literary Society to establish a theological department. 
 After a brief trial it was lielieved that Ilurton was not a suitable location in 
 which to develop jjlans for education, and a request for a change of location 
 was made. 
 
 ( )n account of propert}' limitations the request was not granted. The man- 
 agers of the educational fund withdrew in 1824 and began their efforts for a new- 
 location. The Presbyter)- of Huron became interested in the movement. The 
 outcome was that twelve men representing the three Presbyteries named above 
 became a board of trustees, held their first meeting February 15, 1825, drew 
 up a charter, and were incorporated as Western Reserve College, February 7, 
 1826. Hudson had lieen selected as the location. The corner stone of the first 
 building was laid April 26, 1826, and the building occupied in 1827 when the 
 preparatory departn-ient was oiJened. The organization w-as that of a close cor- 
 poration. The trustees had full power to elect their own successors, and no 
 restrictions whatever were made in respect to manner of election, qualifications 
 of members, term of service, religious creed or residence. The control of the 
 state was limited to amending the charter with the provision that no fund or 
 property of the college should ever by law be appropriated to any other purpose. 
 As a matter of fact, the original trustees were either ministers or nien-iliers of 
 the F'resljyterian and Congregational chtu'ches then co-operating under wdiat 
 was known as the "Plan of Union." .\t that time there was no such thing 
 known as a denominational college or state university as we now know them. 
 These men followed the Xew England model of organizing a college under 
 Christian auspices, as has been done in so man\- instances. The objects of the 
 founders were "to educate pious young men as pastors for our destitute 
 churches," "to preserve the present literary and religious character of the state 
 and redeem it fro-m future flecline," and "to prepare competent mei-| to fill the 
 cabinet, the bench, the bar and the ]nilpit." The charter provided that the jilan 
 should include instruction in the liberal arts and sciences, and at the discretion 
 of the trustees additional departments should be organized for the study of ai-iy 
 or all the liberal professions. The early founders were men who had been edu- 
 cated in Xew England — chiefl}- at Yale — and were guided in their work by 
 their own education. In 1828 Rev. Charles P>ackus Storrs was appointed pro- 
 fessor of Christian Theology, and became president in 1830. The Theological 
 department was continued until 1852. In 1876 discussion became earnest with 
 reference to removal to Cleveland. The comparative advantages and disad- 
 vantages of the two locations were freely discussed in all quarters. President 
 Carroll Cutler became strongly in favor of removal. In 1880 the late Amasa 
 Stone offered the sum of five hundred thousand dollars in case of removal, and 
 the change of name to that of "Adelbert College of Western Reserve University," 
 the location to be upon a suitable campus to be provided bv the citizens of Cleve- 
 land. The trust'ees decided to accept the proposition of Air. Stone, and in Sep- 
 tenil)er, 1882. .A.delbert College, so named in memory of an on!}- son drow-ned 
 while a student at Yale, was opened in Cleveland. The propertx- at Hudson is 
 
33^ 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 now used as Western Reserve Academy. Since the removal the gift of ;\Ir. 
 Stone has lieen supplemented liy many others, and the college has entered upon 
 a new and vigorous ilfe. 
 
 THE MEDICAL COLLEGE 
 
 In 1843 ''i'-' L'leveland Medical College was organized, and on February 23. 
 1844, the charter of Western Reserve College was so amended as to allow the 
 establishment nf the medical department in Cleveland. The relation was nominal 
 for a long time, but in 1884 the medical school liecame an organic part of the 
 university, and the graduates in medicine miw receive their degrees from the 
 university. This college has graduated more than two thousand physicians, and 
 m recent years has been greatly strengthened in equipment and endowment. Its 
 entrance requirements and course of instruction .give it rank as one of the highest 
 grade in the cnuntrw The course covers four years. 
 
 THE COLLEGE FOR WOMEN 
 
 Western Reserve College. witln)nt formal action ime way or the other, had 
 become coeducational. This was not the original intention or practice. Coedu- 
 cation had liecome a fact through popular flemand and the consent of the presi- 
 dent. ( )n 1 )eceml)er 7, 1887, the Honorable Samuel IL Williamson introduced 
 a resolution which the trustees adopted providing that thereafter Adelbert Col- 
 lege should educate men only. The resolution also suggested the propriety of 
 provision by the universit\' for the founding of a college of equal grade for 
 women. ( )n that same day the following resolution was adopted : 
 
 Where.\s, The trustees of the university are strongly impressed with the necessity of 
 providing for young women facilities for higher education equal to those now furnished to 
 young men, and the abandonment of co-education by Adelbert College makes this especially 
 an opportune tune for establishing here a college for women which shall offer advantages 
 equal to tiiose afforded by similar institutions of the first grade elsewhere; and. 
 
 Whereas, The president has received encouragement that, both as to instruction and 
 funds, for the preliminary work, interested friends are ready to come to the front and gen- 
 erously as'.ume re-pnnsibilities if tliere be hope of success in so laudable an undertaking; 
 
 Rcsoli'L-d. That llie president be requested to take sucli steps as shall seem to him expe- 
 dient to e^labHsh such a college for young women, to be known for the present as The Cleve- 
 land College for Young Women, with the express understanding, however, that none of the 
 funds of any existing department of the university shall he applied to its establishment or 
 support. 
 
 ( )nt of these resolutions grew the movement that resulted in the organization 
 of what is now known as "The College for Wcmien of the Western Reserve 
 rni\-ersity." in September, 1888. the college opened in rented quarters, and for 
 the first three years depended almost exclusively on the services of the facidty 
 of .\delberl College, gratuitously offered as a contribution to the establishment of 
 the new movement. The college now has a separate facult\- : has received a 
 number of gifts: is provided with adequate buildings in a beantifid location, and 
 has become one of the important factors for the edncati<iii of women in ( )hio. 
 The degrees are granted b\' the university of which the College fm^ Women forms 
 an integral part. 
 
EDUCATIONAL HISTORY OF OHIO 333 
 
 THE FRANKLIN T. BARCUS LAW SCHOOL 
 
 The department of law here, as in most universities, has been a growth in 
 response to a demand for better legal training. In 1892 a school was opened 
 in rented quarters, and in 1893, in recognition of an endowment provided by 
 Mrs. Backus, of Cleveland, and in honor of her husband, the name was changed 
 to "The Franklin T. Backus Law School of Western Reserve University."' 
 
 Candidates for the degree of Bachelor of Laws are required to have sufficient 
 education to enter college. This rule has been in force since 1900. As in other 
 colleges of the L'niversity, the degrees are granted by the University. 
 
 THE DENTAL COLLEGE 
 
 This department was organized in 1892, and as a college is an integral part 
 of the university, under full and direct control of the trustees. The work in the 
 College is associated with the Medical College in that the students in dentistry 
 are given instruction in several branches of medicine. The course covers four 
 years, and the requirements for entrance and graduation are those established 
 by the National .Association of Dental Faculties. 
 
 THE GRADUATE SCHOOL 
 
 When the organization of the University had been substantially completed 
 after the removal to Cleveland, the graduate department of instruction was organ- 
 ized in 1892 by the co-operation of the two faculties of Adelbert College and 
 the College for Women. This is open to both sexes, and aims to furnish to 
 graduates of any college of good standing opportunity to pursue graduate work- 
 looking especially to the Master's degree in Arts and the Doctorate in Philosophy. 
 
 OBERLIN COLLEGE, LORAIN COUNTY, FOUNDED 1833 
 
 Oberlin was the fruit of the missionary spirit. It was not the interest of 
 the Church nor yet of the State, but the broader conception of humanity and 
 its needs that led Rev. John J. Shipherd, pastor of the Presbyterian church of 
 Elyria, and his friend, Philo P. Stewart, a returned missionary whose health had 
 failed while working among the Choctaws in Mississippi, to devote themselves 
 to the enterprise of establishing Oberlin Colony and the school. These men had 
 talked and prayed together over the needs of the increasing population in the 
 great Mississippi Valley, and, like many other pioneers, felt the pressure of duty 
 to do something to meet the situation. This is none other than the genuine 
 Home Missionary enthusiasm of which we have seen so much in the past gen- 
 eration. In 1832, while on their knees in prayer, there came to the mind of Mr. 
 Shipherd the outline of a plan to secure a large tract of land on which a Christian 
 community could be realized. A Christian school was to be the center, and by 
 a solemn covenant the people were to pledge themselves to the spread of the 
 kingdom of God. This covenant enforced plain living and a community of inter- 
 est, while preserving the rights of private property. The school was expected to 
 
334 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 train teachers. Christian citizens and a ministry for the destitute fields of the 
 great Mississippi \ alley. 
 
 The name nf ( )l)erlin was selected in view of the devoted lahors of a German 
 pastor. John Frederick (Jberlin. whose life had been spent in redeeming an 
 ignorant and degrading population in his i)arish in I-lastern 1^'rance. This was 
 in 1832. A journey to the east was undertaken by Mr. .Shipherd in the interest 
 of the enterprise. A gift of five hundred acres for a manual training school was 
 secured from Messrs. Street and Hughes, of Xew Haven, Connecticut, and an 
 arrangement to buy five thousand acres at one dollar and a half an acre, which 
 was to be sold to the colonists at an advance of one dollar an acre, thus pro- 
 viding a fund of five thousand dollars for the school. The Oberlin covenant 
 was drawn and served the pur])()se of limiting the settlers to a desired class of 
 people. Later it fell into disuse. Mr. Shipherd continued his efforts by soliciting 
 fnr coliinists and fur mone\' fur students. \\'lien he returned to ( )hiii. in Se]3- 
 teniber. 1833. .Mr. Shipherd had secured a number cif families, students, teachers, 
 and a fund of nearl\- fifteen thnusand dollars. If anyone doubts the enthusiasm 
 and moral earnestness at ( )l)erlin he slmuld read the detailed account of John 
 |. .Shipherd. Meantime Philo I'. .Stewart had been giving general oversight to 
 the enterprise in ( ihio. Peter 1'. I'ease, the first settler and a member of the 
 first lioard of trust, had gone to the present site and cleared away the forest and 
 made preparation for the coming of the colonists and the erection of a liuilding 
 for the school. This was in the heart of the forest. However great the under- 
 taking was, the fad stands that the schocil was opened December 3, 1833, at 
 which time there were eleven families in the center of the woods, and forty-foui 
 students — twent\-nine \()un^' men and fifteen young women — at tlie school. 
 .\o other such foundation has ever been laid in the West. It was inevitable that 
 such a spirit should liear fruit. 
 
 In b^bruary, 1834, the legislature chartered the ( )berlin Collegiate institute, 
 and in 1850 the name was changed to Olx-rlin College. The first circular was 
 issued in March, 1834. This circular and the charter set forth clearly the con- 
 ceptions of the men of those da_\s as to the mission of the "Institute," an<l in a 
 large measure the spirit of ( Jberlin has remained to this day. She is still inspired 
 with an enthusiasm for humanitw and places her scholarship on the altar of 
 service. We read, "The grand objects of the Oberlin Institute are, to give the 
 most useful education at the least e.xpense of health, of time, and money; and 
 to extend the benefit of such education to both sexes and to all classes of the 
 comnnuut)', so far as its means will allow. Its s\stem embraces llioriugh in 
 struction in every department, from the infant school u]i through a coUegiat:: 
 and theological course. While care will be taken not to lower the st.-mdard of 
 inlelleclual culture, no |iains will be s]iared to combine with it the bes; i)hysica! 
 and moral education. I'rominent objects of this seminary are, the tlior.uigh ipial- 
 ificalion of Christian teachers, l)oth for the \m\\)'n and for schools; and the eleva- 
 tion of female character, by bringing within the reach of the misj\i(Iged and neg- 
 lected sex all the instructi\-e privileges which h;i\e hilherlo unreason.ably distin- 
 iiuished the leadinij- sex from theirs." 
 
EDUCATIONAL HISTORY OF OHIO 
 
 335 
 
 This declaration of principles definitely committed CJi^erlin to co-education. 
 In this she was the pioneer. The question was not even discussed. The work 
 began and common sense did the rest. The history of Oberlin in this respect will 
 bear the most careful investigation. The men have not been robbed of their 
 glory nor the young women of their charms. Scandal has not invaded the campus, 
 and the hosts of alumni and alumnje living for scholarship and good citizenship 
 afford an evidence that cannot he set aside by modern objections. 
 
 Oberlin began with the feature of manual labor. This was no doubt done 
 from the best motives, but experience has always proved that student labor is 
 expensive in two directions : First, the institution pays a high price for every- 
 thing produced by such lalior ; and second, the student either sacrifices his educa- 
 tion or the time of his employer. The result is the same in either case, and 
 Oberlin soon saw that she could not afiford the experiment. For this same reason, 
 among others, all technical education becomes expensive to the institution and 
 demands larger incomes in order to maintain it. Oberlin was also committed 
 to the Christian conception of education. To this she has steadilv adhered. The 
 graduates have supported the ideal, and the faculty has been foremost in pro- 
 moting it. The work of President Finney will long remain. However, it is 
 only true to say that his ideals have inspired the college, and at this date there 
 is no college in Ohio where the religious and the spiritual are mure cherished 
 or where a sane and rational religious life is better exemplified. 
 
 The admission of colored students was another feature that brought Oberlin 
 into discussion. At the outset Air. Shipherd stood for it on the broad ground of 
 hunianit}' that moved him to found the college : on the ground that education 
 of the negro was essential to his progress: and on the ground that Christian 
 people, and especially a Christian school, could not deny the colored man an 
 opportunity. There was some feeling in his day, as his correspondence will show, 
 but the cause trium]5hed. In the days of the slavery agitation Oberlin was 
 brought prominentl\- into the discussions. It Ijrought trouble, made some enemies 
 and some friends. ( )berlin vvas on the right side, and the right prevailed. In 
 the end the reward came, and the country now honors the college for the position. 
 The colored students have not been a large factor, and in the future will probablv 
 be fewer in number. The position of Oberlin has been approved, and the col- 
 ored student is now recognized in all the northern schools. In addition to this, 
 there are ample provisions for his higher education in nearly everv state. ( )berlin 
 fought his battle and the country approved the position. 
 
 In many other progressive movements and reforms Oberlin has been active 
 and borne her full share. Truth and righteousness with full liberty to the indi- 
 vidual have always been held sacred. The college has been widely influential in 
 the mission field aliroad and at home. In this she has realized the hope of the 
 founders. Her scholarship has been alert to duty. There is. perhaps, no better 
 example of the advantage of a close corporation in managing a great educational 
 enterprise. The college has been free from any interference by church, state or 
 factions outside. The management has been true to the ideals of the college, and 
 the friends are coming to her support with increasing endowments. In this work 
 the school of theology has been of great importance. The Oberlin men have 
 
33'3 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 stood for a free and progressive scholarship, always strongly attached to evan- 
 gelical theology. Her preachers have been usefid and honorable men. the larger 
 number being in the Congregational church. 
 
 Mention should be made of the work in music. The Oberlin conservatory 
 has long enjoyed an enviable reputation. This department was formally organ- 
 ized in 1865, and now occupies a building costing not far from $200,000, well 
 appointed for the uses of a conservatory. No better single building is to be 
 found in the country for such purposes. The musical library contains about 
 14,000 volumes. 
 
 ( )berlin stands to-day as closely approximating the ideal Christian college. 
 In community, in environment for the student, in equipment, in ideals, in historic 
 college spirit, in wholesome ideas as to scholarship and religion, there are tew 
 to surpass. Her constituency is in every land, and her scholars are at work in 
 every field. 
 
 LAKE ERIE COLLEGE AND SEMINARY, PAINESVILLE, LAKE COUNTY, 
 FOUNDED 1847 
 
 Lake Erie College and Seminary is the successor to Lake Eric Female Sem- 
 inary, and this in turn is successor to Willoughby I'emale Seminary, founded at 
 Willoughliy. in 1S47. 
 
 For nine years a seminary for young ladies was conducted at Willoughby 
 on the plan of Mt. Holyoke Seminary, as suggested by Aliss Mary Lyon, who 
 had founded Mt. Holyoke in 1837. The success of her movement drew to it the 
 attention of people in the West interested in the education of young women. 
 These seminaries were without endowment, and by introducing the plan of self- 
 help in the form of domestic service were able to give the education then thought 
 desirable for young women at moderate expense and under satisfactory govern- 
 ment and discipline. 
 
 Willoughb)- Seminary was inider the direction of Mt. Holyoke graduates 
 and prospered greatly during its life. L'nfortunately its buildings were destroyed 
 by tire in 1856. At this juncture the plans for enlargement, previously dis- 
 cussed, were taken up anew, and the question of location became involved. 
 .•\fter full discussion, the trustees, by a majority of one, decided to locate at 
 Painesville upon a slightly dififerent basis. Accordingly the Lake Erie Seminary 
 was incorporated in 1856 and located at Painesville. where they had secured 
 fourteen acres of ground one-half mile west of the town. .\ Iniilding one hun- 
 dred and eighty feet by sixty feet, four stories high, was erected, and the school 
 opened on the residence plan. The organization is a close corporation with full 
 power to perpetuate itself. The main features of the seminary were taken from 
 the Mt. Holyoke plan, which, in Miss Lyon's words, embrace the following fea- 
 tures: "Buildings for the accommodation of the school and boarders, together 
 with furniture and all things necessary for the outfit, to be furnished by voluntary 
 contributions, and jilaced. free from encumljrancc. in the hands of trustees, who 
 should be men of enlarged views and Christian benev<ilencc." "Teachers to be 
 secured ])()ssessing so much of a missionary spirit that they would labor faith- 
 
EDUCATIONAL HISTORY OF OHIO 337 
 
 fully and cheerfully, receiving only a moderate salary compared with what they 
 would command in other situations." "Style of living neat, but plain and simple." 
 "Domestic work of the family to be performed by members of the school." 
 "Board and tuition to be placed at cost, or as low as may be, and still cover the 
 common expenses of the family, instruction, etc." "The whole plan to be con- 
 ducted on the principles of our missionary operations ; no surplus income to go 
 to the teachers, to the domestic superintendents, or to any other person, but all to 
 be cast into the treasury for the still further reduction of expenses the ensuing 
 year." 
 
 L'pon this plan, substantially, the seminary was operated, giving the usual 
 courses of instruction in those days, in which Bible study was prominent. Stead- 
 ily the scheme of education was enlarged, and in 1898 the seminary changed its 
 name to correspond to the work then offered, and became a college with power 
 to grant the usual collegiate degrees. The change in name indicates a wide 
 departure from the earlier days in the content of the curriculum, but does not 
 indicate any essential change from the principles that have been cherished through 
 the history of the movement. The aim of such colleges is to furnish separate 
 education for women of a grade equal to that offered in standard colleges. Nearly 
 four thousand students have enrolled at this college in its life at Painesville. 
 
 ANTIOCH COLLEGE, YELLOW SPRINGS, GREENE COUNTY, 
 FOUNDED 1852 
 
 This college owes its origin to an action taken by the Christian denomination 
 in a convention at Marion, Wayne County, New York, October 2, 1850. The 
 name — .\ntioch — has a scriptural origin, since there the disciples were first 
 calletl Christians. It is evident, therefore, that a Christian college was antici- 
 pated, and the history as well as the practice proves that, while professedly non- 
 sectarian, it was substantially another Christian college to be administered on a 
 liberal policy. The first expectation was that the college would be located in 
 New York, but the outcome of the canvass for funds showed the Ohio agents 
 to be far in the lead, and accordingly the location was finally made at Yellow 
 Springs. The chief reason in determining this was the pledge from Yellow 
 Springs for twenty acres of land and thirty thousand dollars in money. Hon. 
 William Mills donated the land and finally paid twenty thousand dollars of the 
 pledge. The college was incorporated Ma}- 14, 1852. The aim of the founders 
 was to establish a college of high rank open to both sexes. The authorities pro- 
 ceeded to the erection of the main building, two dormitories and a president's 
 residence. Horace Mann was invited to be the first president and entered upon 
 his work with enthusiasm. 
 
 Financial embarrassment soon beset the young college, and the property was 
 sold for debt April 19, 1859. Reorganization then took place, and the property 
 was transferred to the new corporation, "Antioch College, of Yellow Springs, 
 Greene County, Ohio." A plan of co-operation was then devised between the 
 Christian denomination and the Unitarian denomination. This did not entirely 
 relieve the situation. Debates and strifes ensued. Through the reorganization 
 
338 EDUCATIONAL HISTORY OF OHIO 
 
 the college was made free of debt and by charter provision must remain so. The 
 college is possessed of some funds and maintains a creditable curriculum, although 
 the number of students does not equal that of earlier days. The history of the 
 college shows three features worthv of mcnticm : — 
 
 1. Freedom from sectarianism. 
 
 2. Coeducation. 
 
 3. The lack of anything of the nature of prizes, honors or anything de- 
 signed to arouse rivalry among students. 
 
 In the earlier course of study recognition was given to the elective system, 
 stress was laid upon historical and scientific studies, and the art of teaching was 
 a required part of the C(jurse. The introduction of these features was due to 
 the first president, Horace Mann. 
 
 THE WESTERN COLLEGE FOR WOMEN, OXFORD, BUTLER COUNTY, 
 FOUNDED 1853 
 
 This institution began its history as the Western I'emale Seminary, and 
 continued under the original plan until 1894, when the trustees decided to change 
 the name, as work of a college grade was then offered. Later the name was 
 changed again to The Western College for Women to indicate that emphasis 
 should hereafter be given to the college course. The institution owes its origin 
 chiefly to a body of what was tlien Xew School Presbyterians. That branch of 
 the divided Presbyterian church tlid not establish formally institutions of learn- 
 ing, but its members proceeded upon the non-sectarian or close corporation plan. 
 The Alt. Holyoke principles were the governing ones, and in later years the 
 college has been conducted in harmony with the practices prevailing at Alt. Hol- 
 yoke and \\'ellesley. 
 
 The object, as set forth in the charter, was : 
 
 1. To give a liberal education. 
 
 2. To give this education at moderate cost. 
 
 3. To give it under distinctively Christian influences. 
 
 The patronage has been chiefly from the Pres1))terian chin-ch until in recent 
 years, when tlie roll has included a considerable percentage from other denom- 
 inations. The college has a campus of sixty acres, three buildings. The resources 
 apj)roximate a quarter of a million of dollars. The institution has never had an 
 indebtedness except when erecting Iniildings. The faculty has grown to twenty- 
 five in numlier. The graduates number U^y. This college and Lake Erie Col- 
 lei.;e lepresent a definite idea in the education of women, and more closely than 
 anv others in the state follow the methods of the c<illeges for women in the East. 
 
 THE NATIONAL NORMAL UNIVERSITY, LEBANON, WARREN COUNTY, 
 FOUNDED 1855 
 
 The .Xational Xornial L'niversity is third in the series of attempts to estali- 
 lish an institution at Lebanon. The Lebanon .\ca(lemy was chartered March 7. 
 1843. .\fler some years of history a m<i\-ement among pulilic school men was 
 
EDUCATIONAL HISTORY OF OHIO 339 
 
 started in favor of normal schools. In the summer of 1855 a summer institute 
 was held for three weeks in the huildings of Miami University at Oxford. Dur- 
 ing this session of the institute an organization was effected under the name of 
 the "Southwestern State Normal School Association," The ohject was to main- 
 tain a school until state aid could be secured. The first trustees were A. J. Rickofif 
 of Cincinnati, Charles Rogers of Dayton and E. C. lillis of (ieorgetown. They 
 selected Lebanon as the location, and the trustees of Lebanon Academy turned 
 over their property to them with an agreement to furnish eighty pupils for five 
 vears to assist in maintaining the school. Alfred Holbrook was elected principal. 
 The school under his management opened Xovemlier 24, 1855, with ninety-five 
 pupils. At the end of the first year the management retired, and the school 
 passed into the contnil of Air. Hollirook. The second year saw an enrollment 
 of two hundred and fifty-seven. As the school grew the curriculum was enlarged, 
 anil in 1870 the students were enrolled from so wide a territory that the name 
 was changed to the National Normal School. In 1883 the National Normal 
 University was established. During the life and vigor of I'rofessor Holbrook 
 the school was continued as a private enterprise su far as the financial features 
 were involved. It was on a proprietary basis. After he retired from the school 
 the management was somewhat disorganized, and the future stability of the 
 school threatened. In May, 1893, with a capital stock of thirty thousand dollars 
 divided into twelve hundred shares of twenty-five dollars each, the National 
 Normal University Company was incorporated. L'nder this ccinipan\- the Na- 
 tional Normal is operated by a board of six managers and in form remains a 
 proprietary school. The work is carried on chiefly along the lines jjrojected by 
 Professor Holbrook. The organization comprises colleges of Business, Teachers, 
 Science, Liberal .\rts. Law, Oratorv. .Music, English and Classics. 
 
 CASE SCHOOL OF APPLIED SCIENCE, CLEVELAND. CUYAHOGA 
 COUNTY, FOUNDED 1880 
 
 In a deed of trust executed Eebruary 24, 1877. Mr. Leonard Case gave the 
 following directions to the trustees : — "To cause to be formed and to be regularly 
 incorporated under the laws of Ohio an institution of learning to be called Case 
 .Zchool of Applied Science and located in said city of Cleveland, in which shall 
 be taught, by competent professors and teachers, Mathematics, Physics, Engi- 
 neering — Mechanical and Civil — Chemistry, Economic Geology, Mining and 
 Aletallurgy. Natural History, Drawing and Modem Languages, * * * and 
 ■such other kindred branches of learning as the trustees of said institution mav 
 deem advisable. * * * And, without intending to make it a condition or 
 limitation of this conveyance, or an}- I)inding restriction upon the power of such 
 trustees, the said grantor does hereby recommend to them to hold said propertv 
 without alienation, and apply the rents, issues and profits thereof to the uses and 
 purposes above, and that the expenditures for such institution be not permitted 
 to exceed the annual income derived from said property." 
 
 .\fter the death of Mr. Case. January 6. 1880, steps were taken to incor- 
 Dorate and articles filed. 
 
340 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 Instruction began in i88i in the Case homestead and continued until 1885 
 when the transfer was made to the new building ready for occupancy. Since 
 that date several new laboratories have been erected. A large faculty is eni- 
 ])loved. The students numlier nearly five hundred. The school is one of the 
 best of its class in the country. They confer the usual scientitic and technical 
 degrees. 
 
 DENOMINATIONAL COLLEGES 
 
 KENYON COLLEGE, GAMBIER, KNOX COUNTY, FOUNDED 1825 
 
 Keiivou was not o;il\ among tile first colleges in ( )hio. but is the pioneer 
 among what we term denominational colleges. The founder was the Right 
 Reverend I 'Inlander Chase, first Bishop of (Jhio in the Protestant Episcopal 
 I'h.urcb. The first articles of incorporation were dated December 29, 1824, 
 under the name of "The Theological Seminary of the Protestant Episcopal 
 Church in Hiocese of Ohio." (3n January 24, 1826. the charter was amended 
 so that the |)resident and professors should constitute a faculty with the usual 
 collegiate jxiwers. f )n March 10, 1839, the charter was amended so as to pro- 
 vide for the establishment of a college, a preparatory department and the ]iower 
 :o confer collegiate degrees was given to the college faculty and the degrees in 
 tlieology to the theological faculty. 
 
 In ,\ugust, i8i)i, another change was eft'ected liy which the corpiirate name 
 was changed ti.i "Kenyon College." The three heretofore independent institu- 
 tions were consoliilated into one of which the president of Kenyon College is 
 the head. Ken\(>n College now includes three (le|iartmcuts, viz: .\ Theological 
 .School, Dexlev Hall: A Collegiate School, Kenyon College; and a Preparatory 
 School, Kenvon Militar\- Aeademw In i8g8 another amendment was made 
 ])roviding that the bishop and bisho]i coadjutator of any diocese outside of the 
 slate of ( )hio may become members of the board by filing with the secretary a 
 written acceptance of an offer ])\' the board of such membership. .\nd upon 
 such acceptance by its bislKjp, one additional trustee ma)' be appointed for the 
 term of three _\ears, by the diocesan convention of such diocese. L'nder these 
 provisions the government of Kenyon College is vested in a group of bishops 
 together with additional trustees elected by the several affiliated dioceses. .A 
 college could nc;t ])e more completeK or eordialh' united to its denomination. 
 
 In the dexelopnienl of his |)lans Ihshop Chase went tn iMigland with letters 
 of introduction from lleniy t_ lay to Lord ( iambier. whom .\lr. Clay had met 
 as commissioner of the Treaty of Client in 1S15. .Vmung the distinguished per- 
 sons met <in this trip were Lords (Iambier. Kenyon and llexlex , Sir Thomas 
 .\ckland, tlie Right lli'noral)le Dowager Countess of Rosse, the Rev. t ieorge 
 (iaskin, 1). 1)., llein-\ I loare. (ieorge W. .Marriott and Mrs. Hannah More. 
 TliirU thousand dollai's was realized from this trip. He I'eturned to ( *hio in 
 the aiUumu (jf 1824. The i)rep;iratory school was opened on tin- bisho])'s estate 
 at Worthington a few miles north of Columbus. 
 
 The choice of location was m;ide by the ])urchase of ;i tract of eight thou- 
 sand acres of land in Knox (_"ou;U\' at two dullars and tweut\-five cents an acre. 
 
EDUCATIONAL HISTORY OF OHIO 
 
 341 
 
 Here with nuicli hard labor, many trials, some disappointments and some contro- 
 vers_\', the new college was started. The village was named Gambier and the 
 chief building. Keiiyon College, thus recognizing Bishop Chase's most ardent 
 friends. The corner stone of Kenyon College was laid with appropriate cere- 
 monies, June 9, 1827. The college now has ten buildings: Old Kenyon built 
 in 1827 used as a dormitory: Ascension Hall, recitation and laboratory purposes: 
 Rosse Hall, gymnasium and assembly room : Hubbard Hall, the library : the 
 Church of the Holy Spirit, the College Chapel : Bexley Hall. The Theological 
 Seminary; Milnor and Delano Halls for the preparatory school: "Kokosing," 
 the stone mansion of Bishop Bedell and last in igoi Hanna Hall now in process 
 of erection for a dormitory the gift of the Honorable Marcus A. Hanna. United 
 States Senator from ( )hi(). 
 
 The college has considerable endowment, a number of scholarships and is 
 completely organized for the work of education along the lines suggested in the 
 annual catalogue. The attendance has never been large but the alumni roll is 
 one of unusual distinction. The institution is not coeducational but Harcourt 
 Seminary of Gambier offers facilities for the education of voung women. The 
 college department, the theological department and the Military Academy are 
 organized with separate faculties for education Inn all are under the manage- 
 ment of one lioard of trustees. 
 
 ST. XAVIER'S COLLEGE. CINCINNATI, HAMILTON COUNTY, 
 FOUNDED 1831 
 
 This college grew up in proximity to St. Xavier's church. Sycamore street, 
 Cincinnati, and was established by the Right Reverend Edward D. Fenwick, 
 D. D., first Bishop of Cincinnati, October 17, 183 1. The school was conducted 
 under the name of the .IflwiiUi'iim. It was the subject of varying fortunes for 
 several years and in 1840 wa.s transferred to the Fathers of the Society of Jesus 
 by Archbishop Purcell. In 1842 it was incorporated by the legislature of Ohio 
 under the name of St. Xavier's College. In 1869 the legislature passed an act 
 under the general law of 1852 which provides for a perpetual cliarter with all 
 the usual collegiate and uni\'ersit\' powers. 
 
 The Faculty serves without compensation and maintains well organized 
 literary, commercial and preparatory courses. The college enrolls alxiut ftiur 
 hundred students and is for boys only. There is no endowmert and the manage- 
 ment depends upon tuition for ordinar\- expenses. 
 
 MUSKINGUM COLLEGE, NEW CONCORD, MUSKINGUM COUNTY, 
 FOUNDED 1837 
 
 The origin of this college was due to local interests. The conniumity about 
 the village of New Concord was settled chiefly by Scotch and Scotch-Irish Pres- 
 byterians. There were all varieties, the Associate, Associate-Reformed, after- 
 wards the United Presbyterians, the Reformed Presbyterians and the Presby- 
 terians of the ( )ld School. These people belieyed in an educated ministry and 
 
342 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 in education alike fcir buys and skirls. They began the agitation as early as 1836, 
 while the first settlers were still active. At that time the public school system 
 was undeveloped and college ])rivileges were unusual. After some discussion 
 in 1836 it was decided to proceed with measures for a college and on March 18, 
 1837. the college was incorporated with a board of nine trustees and power to 
 increase the number to fifteen. At the lieginning the school was on rented 
 quarters until the conimunit}' had raised the money and erected the l.iuilding. 
 
 .\t the outset the management was jjurelv local, as was also the patronage. 
 It so continued until 1877, when the Hoard jaroposed tcj affiliate more closely 
 with the Presbyterian Church by putting the college under the control of Mus- 
 kingum Presbytery, in which the college was located, and the adjacent presliytery 
 of Mansfiebl. \\ hen this was agreed to a change of charter was secured to 
 meet the new cnnditions. In 1883 the L'nited Presbyterian Synod of ( )hio look 
 formal control.. 'l"he board of trustees consists of twenty-one persons elected 
 in three classes for three )ears. Thus the college became in the most direct 
 way a denominational college. This simph widened its constituenc)'. Its ])at- 
 ronage has always been chiefly from the L'nitetl Presbyterian Church and the 
 money has come from the same source. At the outset the college was for men. 
 but in 1834 the r><iard decided in favor of co-education and the first woman 
 graduate was in the class of 1835. The college partici])ated in the benefits of 
 the c|uarto centennial fund and since the transfer of its go\'ernment has entered 
 upon an era of new usefulness. 
 
 OHIO WESLEYAN UNIVERSITY, DELAWARE, DELAWARE COUNTY, 
 FOUNDED 1844 
 
 In 1840 Dr. F.dward Thomson, principal of Xorwalk Seminary, in a report 
 to the Xiirlh ( )hi(i Conference said. "There is no Mellindist college in ( )hio. 
 We blush to think that it contains no institution to which our youth can resort 
 for collegiate instructinn without imbibing ideas at \ariaiice with the religion of 
 their fathers, and the church of theii' adii|ition. There is no state in the country 
 in which the Methodist elnu'ch is more in need of a college than ()hiii."' This is 
 1)elie\'ed to be the first puhlishecl utterance (if the need ni a Methodist college. 
 bVom this ])oint the discussion widened and finalh took tangible form at Dela- 
 ware. .\n attempt had been made to establish a watering place at the famous 
 White Sulphur Spring, now on the imiversity campus. This project hail not been 
 as successful as was hoj^ed and the owner concluded to abandiin. Rev. .\dam 
 Poe offered the suggestion of purchase and the establishment of a Methodist col- 
 lege at the ])Iace. The proposal was received with fa\dr and on September 1, 
 1841. a jnint committee of the Xorth ( )hio and the ()biii (,'onfcrenccs met and 
 accepted the pro]5osed location. .March 7. :S4J, tlu' legislaiin'e granted a chartt'r. 
 .'V preparatory school was oi)ene<l in 1841 and in 184.2 Dr. l-'dward Idiomsim 
 was elected to the jjresidency, but was not ex])ected to enter actively ui)on his 
 duties for sduie time. Meantime plans were matured for ii])ening the college 
 and efforts made to ]iriicure necessary funds. In 1844 the beard proceeded to 
 organize- a faculty .-ind the school was opined Xovemlier 13, 1844. with a presi- 
 
EDUCATIONAL HISTORY OF OHIO 343 
 
 dent and four members of tlie faculty. The early days of the college were, as 
 usual in the western country, surrountled with discouraging features, but inspired 
 bv the devotion and loyalty of the faculty and friends. 
 
 Uhio Wesleyan began on the old lines of separate education. At the be- 
 ginning twenty-nine young men appeared and the college continued on these 
 lines until the union with the Uhio Wesleyan Female College, in 1877. In those 
 years co-education was not popular and the thought of a woman's education 
 being on the same plane and of equal dignity with that of man, had not taken a 
 deep hold upon the public. As early as 1850 a movement for the education of 
 young women was started in Delaware tiy Rev. William Grissell and wife. This 
 movement was abandoned two years later and in 1853 the property of IMr. Gris- 
 sell was bought and "The ( )hio Wesleyan Female College" was incorporated by 
 twent}' men, among whom was the late Prof. William G. Williams, so long identi- 
 fied with the university. The discussion of co-education continued throughout 
 the country and sentiment steadily changed until the Church in the West has 
 almost unanimously declared for the jiolicy. It was inevitalile that the union 
 should come and in 1877 the b^cmalc Cdllegt- which had acquired a fine prop- 
 erty known as Monnett Hall with a \»n\y of more tlian four hundred alumnre, 
 was united with the Ohio Wesleyan Cniversity, and then began the most vig- 
 orous and progressive life in the history of the two movements. 
 
 The government of the university is vested in a Ijoard of thirty-one trustees, 
 the president of the university being cx-ofRcio a member. The election of mem- 
 bers is liy five annual conferences and the Association of .Alunnii and the term 
 of office is fixed at five years. This keeps the management of the university 
 entirely within the contrcil of the church. 
 
 In equipment the university ranks among the l)est in the Central West. 
 The 1)uildings are modern and adequate: the funds have increased liberally: 
 the student roll steadily increases and the faculty is able and progressive. Few 
 denominational colleges have had a more intimate relation to the church and of 
 none perhaps could it be said that the helijful influence upon the church is 
 equal to that of the Ohio Wesleyan University. Her alumni are found in all 
 lands and the vigorous Christian activity maintained has commended the uni- 
 versity to all people interested in higher Christian education. Her service to the 
 state has been conspicuous and patriotic. 
 
 BALDWIN UNIVERSITY AND GERMAN WALLACE COLLEGE, BEREA, 
 CUYAHOGA COUNTY, FOUNDED 1845 
 
 Baldwin University owes its existence to the generosity of Hon. John 
 Baldwin, who gave to the North Ohio Annual Conference lands, buildings and 
 endowments. Mr. Baldwin had come to Berea a young man without property 
 and located upon lands that proved to be exceedingly valuable owing to the stone 
 quarries, among which were stone suitable for grindstones. The proceeds from 
 the sale of grindstones were used for the erection of buildings. 
 
 A seminary had been in operation at Xorwalk. ?ilr. Baldwin proposed re- 
 moval and offered fifty acres of land, including most of the grindstone quarries. 
 
344 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 and promised to erect a building 72x36, to be finished by September. 1845. In 
 June, 1845, he offered fifty lots to be sold at a fair valuation and the proceeds 
 used as an endowment. This offer was accepted. Baldwin Institute was chartered 
 in 1845. T*^" years later, actint;- upun the advice of the Conference, the name 
 was changed to Baldwin L'niversity. The quarries have made it possible to erect 
 the buildings of stone, and in this re;ard the university has been fortunate. Its 
 buildings are superior. The institution was begun as a co-educational institution 
 and so remains. Its history is like other Ohio Colleges as to curriculum and 
 general purposes. In 1858 a German department was organized with a view 
 of meeting the needs of the German Methodists. In 1863 it was organized as a 
 separate institution ant! named German Wallace College, in honor of Hon. James 
 Wallace, who gave the first building. 
 
 B\ a cordial co-operation n\ the trustees of the two institutions no professor- 
 shi]js are duplicated and tlie professors teach in both institutions. Tuition in one 
 gives full rights in the other. The university furnishes instruction in Latin, 
 methematics and science, while the college furnishes instruction in (lerinan, Greek, 
 and French. 
 
 Eft"orts have lieen made at ilil'ferent times to widen the scope of the uni- 
 versitv bv organizing other departments, such as pharmacy and latest a school of 
 law. These efforts have not met \vith sufficient success to make them form an 
 important part of the historv of the institution. The fact that Baldwin is one 
 of the several Methodist colleges in the slate makes its progress and growth more 
 difficult tlian otherwise. 
 
 MT. UNION COLLEGE, ALLIANCE, STARK COUNTY, FOUNDED 1846 
 
 .Ml. L'niun College, like so many other ( )hio colleges, was a growlh. 
 Rev. ( >. X. Hartshorn started in humble quarters with a school of six in 1846. 
 The members increased until it was believed that a college should be organized. 
 A charter was granted March 1 1, 1853. The purpose of the college, as set forth 
 in the charter and published statements, doubtless expressed the views of Dr. 
 Hartshorn and met with general approval. 
 
 Among other statements are these: "To found for the people a cosmic 
 college, where any person ma\ economically obtain a thorough, illustrative, 
 integral instruction in any needed studies. To enable an\- ])ersons of either sex 
 to take any general course, or a special or elective course, or such study or 
 studies in an}' departmenl or course and for such time as their choice and life- 
 character may need. To make the college a voluntary re]iresentative. palrioiic. 
 philanthropic. Christian and i)rogressi\e institution — not compulsory, sectarian, 
 antiquated, arbitrary or |)artial." 
 
 .\mong the leading |)rovisions were that the properlx' should be held in 
 trust: contributors were allowed lo vote for trustees: the college was to be 
 eontlucted according to the ])rinciples of the Christian religion as revealed in 
 the Bible: the college was not to be a close corjioration. but trustees were to 
 be elected for terms of three years, and the college was to rel\ upon \oluniary 
 support for its needs. 
 
EDUCATIONAL HISTORY OF OHIO 345 
 
 L'nder these principles the school liegan its history. Thousands of students 
 have been in attendance, the majority however, not continuing until graduation. 
 As will be readily seen, the college ainietl to be a pulilic institution from the 
 start, but free from the methods of close corporation and the strictly organized 
 denominational college. The work continued until 1864, when the Methodist 
 Episcopal Church came into a measure of control l.iy the appointment of com- 
 mittees of supervision and committees of visitation. This has been developed, 
 and now the Pittsburgh, the East Ohio, the Erie, the West \irginia and Norih 
 Ohio Conferences unite in supervision and visitation. From the beginning the 
 men interested in organization and pnimotion have been predominatingly Meth- 
 odist. The names of Lewis ]ililler, nf Akron; his brother, Jacob Aliller, of 
 Canton : William McKinley, Bishops ( iilbert Haven, Simpson, Warren and \'in- 
 cent sufficiently indicate the quality of men who have had supervision in recent 
 years 
 
 .As early as 1850 the college organized a normal department. The organi- 
 zation at present includes the collegiate department, the academic department, 
 the normal department, the department of oratory and ])hysical culture, the 
 commercial departmeiU. the department of music, and the department of fine 
 arts. The patronage has come from many states, but chiefly from Western 
 Pennsylvania, \\'est X'irginia and ( )hio. 
 
 OTTERBEIN UNIVERSITY, WESTERVILLE, FRANKLIN COUNTY, 
 FOUNDED 1847 
 
 This institution, located at W'esterville, h'ranklin County, twelve miles north 
 of Columbus, was the outgrowth of the conviction that the denomination should 
 educate its children. The official date of its founding is April 26, 1847, ^^'^' 
 as proclaimed in its publications, the institution is owned and controlled by the 
 Church of the L'niled Brethren in Christ. The name was taken from Phillip 
 William ( )tterbein, the founder of the church. In 1845 the General Conference 
 resolved ( 1 ) that proper measures be adopted to establish an institution of learn- 
 ing; and (2) that it be recommended to the attention of the annual conferences. 
 The Miami Conference was the first to art, March 3, 1846. Subsequently other 
 annual conferences acted favorably. ( )n ( )ctober 26, 1846, the Scioto Conference 
 decided upon the establishment of an institution, purchased the f'.lendon \'oimg 
 Men's Seminary, then operated by the Methodist Episcopal Church, invited other 
 confiTences to co-operate, and on April 26, 1847, the trustees appointed by the 
 Scioto and Sandusky Conferences met and founded the "Otterbein I'niversity 
 of Ohio." The following September the school was opened as an academy. 
 In 1840 the charter was granted liy ihe state of Ohio. The work done was 
 that of an academy until 1854. when the first college class was formed. In 
 1857 the first class, consisting of -two ladies — Sarah Jane Miller and Mary Kate 
 Winter — was graduated, since wdiich time no year has passed without a grad- 
 uating class. 
 
 Ill many ways ( )tterbein is a tyjjical denominational college. Its origin was 
 ni the church; its declared purposes was to further the interests of the church 
 
346 EDUCATIONAL HISTORY OF OHIO 
 
 through the education of her children ; co-education from the founding was 
 livanily approved, and the influence of the culletie upon the denomination has 
 lieen most beneficial. Its origin was at a time when the denomination was not 
 well organized, and the sentiment in the church was in many instances hostile 
 to the cause of learning. Xeverthcless the early founders saw that "regular 
 comnumicants when they left their homes fur the theatre of literary training 
 were in a large majority of instances carried away liy the force of surroimding 
 influences, and either fell into the ranks nf other denominations, or else made 
 shipwreck nf their faith, and were thus lost to the church." It is significant, 
 also, that the fnunding (if the college was followed by the more complete organi- 
 zation of the church in its enterprises for missions, Saliljath Schools, theological 
 education, church extension and other agencies fur the jiromotion of the in- 
 terests of the denomination. The direct and indirect benefits of the college to 
 the denominatiiin have been many times the value nf its ]M-operty and endowment. 
 a fact not clearly a|_ipreciated either by the church or the public. Like all other 
 schools its influence has not been confined tn the church. -V creditable propor- 
 tion of the alunmi have entered the ministry, but with the growth of the college 
 increasing numbers have g(jiie into the varimis callings of life and have influ- 
 enced tlieir surroundings for better things. 
 
 The university has survived the early struggles against poverty and indiffer- 
 ence; has suffered from loss by fire in 1870: has defeated the ])roject of removal 
 from the ])resent location, and meantime has kept its roll of students cpiite ir. 
 advance of the growth of the denomination. Its buildings are in good condition: 
 its faculty and trustees are active, and prospects for future growth as bright as 
 ever in its history. Like all other colleges in Ohio, its needs are always in 
 advance of its supply, l)Ut a wise use of limited funds has produced such results 
 as to conmiend it most heartily to the church and to benevolently disposed citizens. 
 
 HIRAM COLLEGE, HIRAM, PORTAGE COUNTY, FOUNDED 1850 
 
 In 1840 .\lexander Campbell, of wide repute among the people known as the 
 Disciples, had founded Bethany College, Bethany, \\est N'irginia. .\t that time 
 this was the only college of that denomination in the country. In the Western 
 Reserve a considerable proportion of the population were of the Disciple faith. 
 In 1849 3t a yearly meeting held at Russell, (ieauga County. .Mr. .\. L. Soule. a 
 leading member nf the church, invite<l those interested to meet at his home on 
 June 1 2th. .\ numl:)er of gentlemen met, and after discussion, agreed to take 
 steps toward fotmding a school. 
 
 Mr. .\. .S. llayden, the secretary, was instructed to jirepare an address to 
 the churches and invite them to send delegates to a later meeting. This was 
 done, and a meeting held at North Bloomfield, .\ugust, 1849. The enthusiasm 
 increased, and at a third meeting at Ravenna, October 3d, the question was 
 regarded as practically settled, save the two items of location and the character 
 of the school. It was decided in favor of an institute as against a college, 
 although a strong feeling existed for a college. l\i\al locations competed for 
 the school. While the delegation was visiting lliram, and ;ittention was being 
 
EDUCATIONAL HISTORY OF OHIO 347 
 
 called to the springs, the healthfulness and other attractions, the township physi- 
 cian, lean and lank, rode by. It happened that his horse was leaner and lanker. 
 Someone said, "A township that can't afford sickness enough to keep a doctor 
 better than that is just the place for the school." Tradition does not say that this 
 decided the issue, but the fact is that on the thirteenth ballot Hiram won the 
 decision, and the institution was located. At the last meeting of the delegates, 
 December 20, 1849, the name of "Western Reserve Eclectic Institute" was 
 chosen, and the articles of incorporation drawn. The charter was approved by 
 the legislature March i, 1850. The first meeting of the board under the charter 
 was held Alay 7, 1850. The first building was erected during 1850, and the first 
 session of the school began Xovember 27, 1850. From the charter we learn the 
 object to be "instruction of youth of both sexes in the various branches of liter- 
 ature and science, especially of moral science as based on the facts and jjrecepts 
 of the Holy Scriptures." The late Dr. B. A. Hinsdale has stated the objects 
 of the college more specifically as — 
 
 1. To provide a soimd scientific and literary education. 
 
 2. To temper and sweeten such education with moral and Scrijitural knowl- 
 edge. 
 
 3. To eckicate ycnuig men for the ministry. 
 
 ( )ne peculiar Iielief of the Disciples was that the 15ible had been oliscured 
 through theological speculations and debates, and their movement was a revolt 
 from the formation of the creeds to a simpler life based on the Scriptures. This 
 added to their desire to emphasize its importance in education. 
 
 The institute opened with eighty-four students, and grew in favor until in 
 a short time there were as many as three hundred in attendance in a single term. 
 On Februarv 20, 1867. the name was changed to Hiram College, and the work 
 of the college dates from August 31, 1867. In 1872 the charter was amended 
 so as to increase the iiumbt-r of trustees to twenty-four. By provision of the 
 charter the trustees are elected 1)\- stockholders for a term of three years. In 
 this respect Hiram is not exactly paralleled by any other Ohio college. The 
 system has worked well. The college maintains a collegiate department, a pre- 
 paratory flepartment and a conservatory of music. In recent years substantial 
 development has been made in buildings, ecjuipment and funds. The college 
 is on a firm footing. A most satisfactory history is found in the semi-centennial 
 volume — Hiram College — prefiared b\- F. M. Green, of Kent, and published 
 in 1 90 1. 
 
 URBANA UNIVERSITY, URBANA, CHAMPAIGN COUNTY, FOUNDED 1850 
 
 This institution was founded bv the members and friends of the Xew 
 Church, commonly known as the Swedenborgian. The charter bears the date 
 of March 7, 1850. It was "designated to encourage and promote the diffusion 
 of knowledge in the branches of academic, scientific and exegetic instruction, 
 and to combine therewith instruction in the productive arts and the practice 
 of rural economy ; which shall be under the management and direction of 
 persons known and recognized as belonging to the Xew Church and attached 
 
348 EDUCATIONAL HISTORY OF OHIO 
 
 to the priiiciplfs thereof." The purpose is further declared to be that the 
 university "shall be forever under the nianai^enient and direction of the New 
 Church, with the purpose that it may not only cultivate the liberal arts and 
 sciences, but that it may also perform a use to the Xew Church in cultivating 
 and developing the philosophy and theology oi the Xew Jerusalem." This object, 
 it is affirmed, has been kept steadily in view during the existence of the university. 
 Students are thoroughly instructed in the iloctrines of the Xew Church. The 
 university maintains a collegiate department, a i)re])aratory department and a 
 primary and grammar department. 
 
 The uni\ersiu- has some scholarship funds for needy students and some val- 
 uable prn])ert\. Tb.e constituencx is nut large in ( )hio, and the attendance has 
 been corres|:)iindingl\ small. l{ight persons are engaged in the faculty. 
 
 HEIDELBERG UNIVERSITY, TIFFIN, SENECA COUNTY, FOUNDED 1850 
 
 Heidelljerg L'niversit\- owes its name and origin to the < )hio Synod of the 
 Reformed Church in the United States. Its government is liy a board of twenty- 
 four regents elected in four classes for the term of four years liy the Ohio Synod. 
 The school was opened in rented rooms Xoveinber, 1850, and the charter granted 
 to Heidelberg College February 13. 1851. The first building was begun in 1850 
 and comijleted in 1853. In March, 1890, the articles of incorporation were 
 amended, changing the name to Heidelberg L'niversity, and the title of the 
 trustees to that of "Board of Regents." The amended articles were filed with 
 the secretary of state March 28, 1890. 
 
 Man\- ( )hio colleges have grown i}ut nf local needs. Heidelberg grew out 
 of a conviction that tlie denomination shoidd have an educational center where 
 the churches might send their young ix'ople. and wdiere under church direction the 
 needed education could be furnished. In developing the i)lan a theological sem- 
 inar}- was also estalilislied as early as 1850. The charter was granted in 1836, 
 and the seminary was moved from place to place until in 1850 it was permanently 
 located at Tiffin. The interests of tiie college and the seminary are one; the 
 constituencN is largely the same. it is bin natural that the relations should be 
 close, corflial and mutually helpful. 
 
 The present organization of the university |)rovides for the college of liberal 
 arts, the academv, the conservator}- of music, the art department, tlie commercial 
 department, the department of pedagog}- and the de])artmetn of orator} and art 
 of expression. 
 
 The universitv at the beginning had a comprehensi\-e |ilan. lookin-,; toward 
 classical, scientific, teachers" and farmers' courses. Imt graduall} changed to meet 
 the conditions as the}- arose. Tlu- idea of manual training and education for 
 farmers did not long I'ontinue in an\ ot the colleges where tlie\ were undertaken, 
 ciiietlv because they were ex])ensive and not in |)opular deniaml. I'he university 
 has rendered valuable service to the church, and stands as the e.\i)inient of the 
 best ideals in the Reformed C'hnrcli in ( )hio. 
 
EDUCATIONAL HISTORY OF OHIO 
 
 349 
 
 CAPITAL UNIVERSITY, COLUMBUS, FRANKLIN COUNTY, FOUNDED 1850 
 
 This university is the hneal ilLScciniaiit of the German Evangelical Lutheran 
 Seminary, founded in 1830 Ijy the EvangeHcal Lutheran Svnod of Ohio, and 
 incorporated January 30, 1834. I'rior to this time but two other seminaries had 
 been organized, the Hartwick Seminary, in ( )tsego County, Xew York, and the 
 Gettysburg Seminary, in Pennsylvania. The rapid flow of settlement to the 
 West led to the conviction that a start should be made toward the education 
 of a ministry for the German people. In 1828 Rev. William Schmidt, a graduate 
 of Halle, ( iermany, liegan in his own house in Canton, ( Miio, the instruction of 
 six students. In the following year a board of management was elected. In 
 183 1, in accordance with a resolution adopted by the synod, the seminarv was 
 removed to Columbus, where fourteen acres in the south end of the city had been 
 secured. In January, 1833, the building was so far completed as to he occupied. 
 Here the seminary lived until in 1850, when a new location on the north side of 
 the cit\-, near Goodale Park, was secured for Cajjital University. Capital Cni- 
 versit}' was incorporated March 2, 1830. This act also provided that the Sem- 
 inary should become a part of the university, with the provisions that the funds 
 should not be diverted from theological education, and that the act of 1834 
 incorporating the seminar\ was not l)y this act repealed. Ca]jital L'nivcrsitv thus 
 began in 1850 as a literar\- and theological institution, and was under the patro- 
 nage of the same church as the seminary had been. 
 
 On March 30, 1S57, an act was passed b_\- tiie legislature which changed the 
 quorum of the board from twelve to seven members and repealed section 4. This 
 section related to the constitution of the board of trustees, and the act of 1857 
 provided — "that the trustees of said seminary, mentioned in the ijroamblc of the 
 said act, together with tliree citizens of Columbus, to lie statedl_\- chosen l)v said 
 trustees, shall from and after the passage of this act constitute the board of 
 trustees of said Capital L'niversity ; provided that until the further action of the 
 trustees of said seminary the said three citizens of Columbus in said board shall 
 be Lincoln Goodale, Robert Xeil and William Dennison, Jr. This gave the 
 university a board of fifteen trustees, three of whom were to be residents of 
 Columbus. These are now chosen from among the Lutherans of the cit\', so 
 that the control is com])letely in the hands of the synod th. rough its chosen rep- 
 resentatives. 
 
 In 1853 the new building near Goodale Park was dedicated. Here the uni- 
 versity continued until in 1876, when it was removed to the present location, 
 about three miles east of the state capitol, just south of Main Street. The 
 university now maintains preparatory, classical, scientific and theological courses. 
 In the announcement we read — "While the chief purpose has been and still is 
 to serve as a feeder to the theological seminary, tlie institution seeks also to 
 prepare men for other professions by oiifering them a truly liberal education on 
 the basis of the principles of God's Word. Instruction in this Word accordingly 
 constitutes a regular part of the curriculum, but it is not obligatorv for those 
 whose parents or guardians desire to have them excused. For practical reasons 
 special attention is ]iaid to German, the majority of the congregations of the 
 
350 EDUCATIONAL HISTORY OF OHIO 
 
 synod for wIkjiu the institution aims to prepare pastors being entirely or partly 
 German." 
 
 WILBERFORCE UNIVERSITY, WILBERFORCE, GREENE COUNTY, 
 FOUNDED 1856 
 
 The earliest effort toward higher education tor the negro in Ohio was at 
 L'nion Seminary, twelve miles west of Columbus, in 1-ranklin County. This 
 movement began with the appointment of a committee September 21. 1S44, by 
 the Ohio Conference of the African Alethodist Episcopal Church. (Jne hundred 
 and seventy-two acres of land were purchased and the seminarv opened. On 
 September 28, 1853, '^'^•^ Cincinnati Conference of the M. E. Church appointed 
 a committee on the education of the negro, and this committee reported in favor 
 of the "establishment of a literary institution of high order for the education of 
 the colored people generally." In .May, 1856, "Tawawa Springs," a summer 
 resort which had been im]3roved at a cost of $40,000 was bouglu, and a location 
 was fixed for Wilberforce Cniversity. By an agreement the .M. E. and -\. Al. E. 
 Conferences of Ohio entered into a co-operative management of the institution. 
 It was incorporated August 30, 1856, and a board of trustees selected. In ( )cto- 
 ber, 1856, the school was opened. It continued with commendable progress 
 imder this management until Alarch 10, i8'>3. when llishop 1). A. I'ayne pur- 
 chased the ])ropert\' for $10,000 and associated with him Rev. James A. Shorter 
 and I'rofessor John C. Alitchell, Bishop P'ayne becoming president. It was 
 specificall}- stated in the transfer that these men were acting for the .\. M. E. 
 Church. The property of Union Seminary in l-'ranklin County was sold antl 
 efforts concentrated at Wilberforce. The university was then incorporated and 
 a charter secured. This i^rovided that two-thirds of the Board should alwa\s 
 be members of the A. M. E. Church. The charter was granted in the name of 
 the .\. M. !•'. Chiu'ch. Julv 3, 18O3. the school was reopened imder the new 
 management. In iS<>^. through the work of incendiaries, the building was utterly 
 destroyed by fire. This was a calamit\' that brought distress to the friends and 
 rejoicing to the enemies. The date will not soon be forgotten, as it was the day 
 of the assassination of President Lincoln. bZff'orts were renewed and the school 
 sustained. In 1870 Congress appropriated $25,000: Chief Justice Salmon P. 
 Chase bequeathed $10,000; the Charles Avery estate added $10,000; The Amer- 
 ican I'nitarian Association gave $6,000. for lectures. The school steadily grew 
 in numbers and property. 
 
 In i8fi() the theological department was opened, ami on June iS. lSi|l, the 
 reorganization took ])lace which resulted in the I'ayne Theoloi^ical .^.-.ninary of 
 Wilberforce. The scientific department was o|)ened in iS'17 and the normal 
 in 1872. 
 
 In 1887 the legislature of Ohio established a combined nurmal and industrial 
 department and made appropriations for its suijpori. This department is .gov- 
 erned Iiy a board of nine trustees, five of whom are appointed b\ the i;o\ernor 
 and four b\' the universitv board. In l8(/i the legislature made the jirovision 
 more ])ermanent bv placing the uuiversitx on the state le\\ . .^o:ne new buildings 
 
EDUCATIONAL HISTORY OF OHIO 
 
 351 
 
 have been erected and additional land bought for the purpose oi providing in- 
 struction in scientific agricuhure. The buildings and property arc valued at 
 $200,000. There is an endowment of $28,000. In 1900 there had been 6.756 
 negroes in attendance. Three hundred and fifty-eight had graduated from the 
 literary course and 250 from the industrial department. 
 
 SCIO COLLEGE. SCIO, HARRISON COUNTY, FOUNDED 1857 
 
 This college began as Rural Seminary in 1857 at Harlem .Springs, but was 
 soon removed to New Market, now Scio, and incorporated as New Market 
 College. After continuing on the old lines the school in 1875 changed its methods 
 and name to correspond, and was known as "The One Study Universitv." This 
 novel plan attracted attention and had some advantages not as readilv recognised 
 in the days before electives as would be at the present day. On the wdiole, how- 
 ever, the ])lan did not satisfy. The college spirit, as well as college traditions, 
 could not thrive, and many disappointments were met. In 1877 the college was 
 reorganized as Scio College and returned to former methods. .\t this reorgan- 
 ization the college passed under the control of the Methodist Episcopal Church. 
 The organization includes the collegiate department, the department of pharmac\ . 
 the department of music, the commercial department, the department of oratory, 
 the art department, and the normal department. The aim of the college, as set 
 forth in its published statements and illustrated in its work, is "to give such a 
 thorough Christian training as will amply fit students to discharge creditably 
 their duties in life, whether they intend to enter business or follow a profession. 
 More than two hundred of the alumni have entered the ministry, chieflv in the 
 Methodist Church. 
 
 THE UNIVERSITY OF WOOSTER. WOOSTER, WAYNE COUNTY, 
 FOUNDED 1866 
 
 The Presbyterian Church was the last among the larger denominatinns in 
 C)hio to organize for higher Christian education. This was not in kee])ing with 
 the historic position (jf the I'resbyterian Church with respect to education. The 
 reasons for the delay in Ohio are not easily discovered. It must be recognized 
 that the division into Old and New School parties in 1837 did not help the cause. 
 This tlivision remained until 1870. Prior to this time the need of a denomina- 
 tional college was felt througlidut the church. The war and the discussion look- 
 ing to reunion were uppermost in the thought of the church. During these 
 earlier years Presbyterians had affiliated and supported Western Reserve College 
 in the North, Marietta and Miami in the South, and in other instances had local 
 attachments. To this day these attachments are not entirely broken. However, 
 the discussion continued, and immediately after the close of the war men became 
 active in the cause. It is a happy coincidence that the year of the union of ( )Id 
 and New Schools should be the opening year of the university that was in tlie 
 future to be the strongest bond among all the churches. 
 
 In 1866 the synods of ( )hio, Cincinnati and Sandusky united in an action 
 founding the I'niversitv of W'ooster. The charter was dated Decemlier t8, 1866. 
 
i5-^ 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 W'lien the reimiiin came, in 1870. the tlieii existing sxnods of both the Old and 
 New Schools were consolidated into the four synods of Cincinnati, Columbus, 
 Cleveland and Toledo. These became the legal successors to their predecessors 
 and the formal relation to Wooster was established. However, the former at- 
 tachments, so far as individuals were concerned, were continued. The reunion 
 had the effect of uniting the Presbyterians of the state, but the four synods left 
 Wooster more to the care of the synod of Columbus, in whose bounds the uni- 
 versit\- was locateil. in 1882 the four synods were consolidated into the Synod 
 of ( )hio, and at the first meeting, held that year in Columbus, the report of the 
 trustees was received and the university unanimously endorsed. After the 
 university had been chartered, work was begun to raise the funds necessary for 
 the beginning. The corner-stone of the first building was laid in 1868, and by 
 1869 sufificient en<lii\vment had been secured to warrant the opening of the school. 
 In September. 1870. the doors were opened and six persons graduated in the 
 first class in 1871. 
 
 The organization at the outset was by a bdard of self-perpetuating trustees, 
 but in 1901 a new charter was adopted which ]irovides that the election of 
 trustees shall be by the Synod <jf ( )hio. The alumni are given the privilege each 
 year of nominating two of their number to the synod. The board consists of 
 thirty trustees in three classes elected for the term of three years. The president 
 of the university is c.v-officio a member nf the board. The title to the property 
 now vests in the sxnod. thus making the ownership and control coni]iletely in the 
 ecclesiastical bn<K- having jurisdiction over the enire state. 
 
 The object nf tlie university, as set forth in the charter, is: "the promotion 
 of sound learning and education luider religious influences." .\t the first meeting 
 of the board of trustees the following resolutions showing tlieir spirit were 
 ado])ted : — 
 
 Rcs,ih\-(i. Tliat wc enter upon the work of estal)li?liing the University of Wooster 
 wilh the single pnrpo-e of glorifying Clod and promoting sanctified education, and thus 
 furthering tile intere-ts of tlie church and its extension over the whole earth. 
 
 h'rsiik'cd. That we will in e\ cry way possible strive to imbue all onr operations with 
 the spirit of Christianity and bring religious influence and instruction to bear earnestly 
 u])on all who may be connected with the institution. 
 
 In October, 1870, a medical department was opened in Cleveland and con- 
 tintKil until 1896. The preparatory department was opened in 1872. The grad- 
 uate school was organized in September, 1881, but arrangements are now made 
 to close it when present matriculates ha\e completed their work. The musical 
 department was organized in 1882 and the school of art in 181)5. 
 
 The great trial came December 11. njoi. when the original main building 
 was Inirned. This was regarded a gri'at calaniilw Init ]irnvc(l to be- an unmeas- 
 ured blessing, as it made friends and afTectinn not known hcfnrc. In twelve 
 tnontlis to a ila\ the university ha<l raised o\-ef f(nir hmidred llmusand ilollars 
 and C(iin|)leted li\e bitildings. making one of the most modern and com])lete 
 college plants, with the chapel and library that remained from the fire, to be 
 found in llu' Central West. The university is now well organized in buildings. 
 facult\ and ccitiipntent to do the work assigned to it. lUit one thing remains 
 
EDUCATIONAL HISTORY OF OHIO 
 
 352 
 
 — to furnish added endowment and grow up with the demands of the future as 
 they come. 
 
 OHIO NORTHERN UNIVERSITY, ADA, HARDIN COUNTY, FOUNDED 1871 
 
 Tile founder of this institution was its first president, H. S. Lehr. In 1866 
 lie came to Ada to teach in the village schools, and made a provision bv which 
 he might have the use of the school buildings during the vacation period. If his 
 venture in securing a constituency provecf successful the vicinity was to aid in 
 the erection of buildings suitable for normal school purposes. After four vears 
 he had 120 non-resident students. A movement was begun for a new building, 
 which was formally opened August 11, 1871. with an enrollment of 147 pupils. 
 In 1875 the Northwestern Normal School, then located at Fostoria, was con- 
 solidated with the school at Ada under the name of the latter — the Northwestern 
 Ohio Normal School. The institution, being owned by the faculty, continued as 
 a proprietary school until 1885. On Alay 21st of that year it was incorporated 
 under the laws of Ohio as an institution not for profit as the "(Jhio Normal 
 University." In 1898, at Sidney, Ohio, the board of trustees sold the real estate 
 and personal property belonging to the university to the Central Ohio Conference, 
 from which time it is to be classed among the denominational colleges. President 
 H. S. Lehr retired from the active management at the close of the year iyoi-02, 
 after forty years of service as a teacher and leader in education. 
 
 The institution has grown up around the idea of President Lehr that a 
 person should have an opportunity to begin improvement whenever he is readv. 
 He sought to make the school an open opportunity to all classes at all times. He 
 did not favor the rigidity of the public schools and colleges for all schools. He 
 believed that some place every student should find a chance to go to work. The 
 result was that many hundreds found the Ohio Normal L'niversity an open door 
 when other schools were closed to them. The enrollment has gone beyond three 
 thousand different students in a single year. The faculty has always worked 
 in harmony with the prevailing ideas of the president and students have been 
 enthusiastic in support. The school has always lived without endowment. Nu- 
 merous departments are organized, the most important, however, being the nor- 
 mal. In addition to these may be mentioned the literary, the commercial, phar- 
 macy, engineering and law. In July, 1903, the name was changed to Ohio 
 Xortliern L'niversitv. 
 
 BUCHTEL COLLEGE, AKRON, SUMMIT COUNTY, FOUNDED 1870 
 
 The ( )hio State Convention of L'niversalists in 1867 adopted a report looking 
 to the founding of a seminary. In 1868 a report was unanimously adopted to 
 establish an academy. In 1869 the action was reconsidered and a movement to 
 organize a college authorized. The board of the convention and the committee 
 on education in joint session in Columbus, February 16, 1870, fixed the location 
 at Akron, provided the sum of $60,000 was legally secured to the convention. 
 May 31, 1870, the report was made that the money had been secured. After 
 
354 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 the necessary preliminary steps had been taken, iluchtel College, named in honor 
 of Hon. John R. Buchtel, whose generous gifts had made the college possible, 
 was incorporated. The organization provided tliat the original incorporators 
 should elect a Imard of eighteen trustees, five of whim; should always be residents 
 of Summit County, and that after the first election of trustees the Ohio State Con- 
 vention of Universalists should annually nominate at least fifteen persons, from 
 whom the acting trustees should fill vacancies. The board at jjresent consists of 
 eighteen members in three classes, elected for the term of three years. 
 
 Upon completing the organization steps were taken for the erection of a 
 suitable building, and the cornerstone was laid July 4, 1871, the principal address 
 being delivered b}- Horace (ireeley. ( )n September 22. 1872, Rev. S. H. Mc- 
 Callister was inaugurated the first president and the college opened with an 
 enrollment in all dei)artments for the year of 217. l-'roni the beginning Buchtel 
 has been a co-educational institution, and ex])erience has produced no substantial 
 argument for abandoning the practice. The college maintains collegiate and 
 academic departments with a school of nuisic and a school of art. 
 
 Hon. John R. Iluchtel repeatedly expressed his faith in the college by large 
 gifts of money and real estate. ( )ther friends have followed in his course gen- 
 erousl)-. The college announces six endowed ])rofessorships, fifty-two perpetual 
 scholarships and other memorial funds. In 1889 the college suffered severe loss 
 by fire, l)ut new and more modern buildings soon replaced the old ones. The 
 college now has six Iniildings an.<l is well e<|uip])ed for collegiate instruction. 
 
 WILMINGTON COLLEGE, WILMINGTON, CLINTON COUNTY, 
 FOUNDED 1870 
 
 Wilmington College was the outgrowth of a movement to establish a college 
 at Tupjiers Plains, Meigs CouiUy, to be known as Franklin College, which was 
 afterward removed to Wilmington. The meeting to establish I-Vanklin College 
 in Meigs Count\ was in January. 18(^13. where a constitution was drafted. In 
 1863 Franklin College was incor])uraled under the auspices of gentlemen repre- 
 senting the Christian denomination. In 1863 a ]5roposal to remove the college 
 to Wilmington was received from certain citizens of that place in which a suit- 
 able building was promised. The offer was accepted. In l-ebruary. 1896. the 
 present site of Wilmington College was ])urchased for the sum of $3,881.25. By 
 the following December the building was Sd near comiiletion that j^lans were 
 made for opening the school. The Garvin brothers took charge, looking to 
 receipts from tuition alone for compensation. The school continued with reason- 
 able success until i8fi8, when the managers, unable to complete the building, were 
 obliged to let it go to sale to meet the indebtedness. 
 
 .\t this point some friends of the Center Quarterly Meeting having been 
 interested in the movement. ]5roposeil to purchase tlie |.)ropert\- and establish a 
 college under the management of the three (|uarterly meetings, .-onslituting the 
 Wilmington Yearly Meeting. Thi> n'sulte<l in the pin-chase of the property, the 
 ri'pair of the buildings and the aii|)niiiiuient of three trustees 1i\ e.icli i^f the 
 three (|uarterl\- meetings, viz.: h'airtirld, Center and Mi;um. am' ;i 1io;ird of 
 
EDUCATIONAL HISTORY OF OHIO 355 
 
 managers of six from each of the above quarterl)- meetings. The board of man- 
 agers were to have charge under the direction of the quarterly meetings, and 
 have power to employ teachers and have general oversight of the school. .\t 
 the same time the name was changed to Wilmington College. Under this man- 
 agement the building was completed and the school opened April nth, 1871, 
 under the leadership of Lewis A. Estes. The first year 148 students were enrolled. 
 The college was incorporated in 1875. 
 
 .\t jiresent the college is under the government of the board of managers 
 and ihe Imard of trustees as a joint board of control. Although Wilmington 
 Yearly Aketing has no legal relation, nevertheless the reports of the college are 
 read and the interests considered at the annual meeting, which gives its cordial 
 support to the enterprise. The college is free from debt and has accumulated some 
 endowment. 
 
 RIO GRANDE COLLEGE, RIO GRANDE, GALLIA COUNTY, FOUNDED 1876 
 
 This institution owes its existence to the benevolence of Mr. Xehemiah At- 
 woiid and his wife, Parmelia Atwood. These people married in 1819, spent their 
 entire lives in the vicinity of the college whicli they established. After becoming 
 _ identified with the Free Will Baptist Church and interested in the church enter- 
 prises the thought of giving their fortune to found a college for the church became 
 increasingly attractive. Being without children, both felt that an opportunity 
 was before them to perpetuate the usefulness of what they had accumulated. Mr. 
 Atwood's death occurred in December, 1869, before the plans were matured. 
 Mrs. .\twood, however, did not desert the plan, but developed it. A campus, 
 was selected and the first building was erected at a cost of about $17,000.00. 
 
 ( )n November I, 1875, ^ meeting was held at Gallipolis for the purpose of 
 legal organization. In the articles adopted they declare their belief "that a sound 
 education, based upon Christian principles and ethics, is necessary to the devel- 
 opment and support of our religious institutions and the present and future wel- 
 fare of our race." and resolve "to establish an institution of learning at Rio 
 (jrande. in Gallia County, and State of (")hio, and having received pledges fronr 
 Mrs. Parmelia Wood to the amount of over $50,000 and the positive pavment of 
 over $20,000 from the same party, do hereby adopt the following articles of 
 association." .Another article declared the college w-as founded "to promote Chris- 
 tian education" and to give under Christian influence a scientific, literary and 
 classical education. The charter requires that two-thirds of the members of the 
 board of trustees shall be members of the Free Will Baptist Church and forbids- 
 any change in the constitution that would alter its denominational control. The 
 college has full denominational recognition and standing, having been endorsed! 
 by the Ohio River Yearly Meeting and by the Free Communion Baptist Asso- 
 ciation of Ohio. .After the adoption of the articles referred to above the college 
 was incorporated. 
 
 Finding that a dormitory was needed, Mrs. Wood (the widow had married 
 Mr. Harrison Wood ) provided a dormitory at an expense of $13,000, and during 
 her life pledged herself to pay the salaries of instructors as thev were needed. 
 
356 EDUCATIONAL HISTORY OF OHIO 
 
 In her will, dated Aun;ust 13, 1876, she gave her entire estate to the college as 
 an endowment fund. Her death occurred March 9. 1885. when the institution 
 came into possession of the estate. 
 
 The college was ojiened Sei)tenil)er 13, iXjd. The attendance has never heen 
 large, averaging something more than one hundred. The constituency in the 
 denomination not being large, it is not to be expected that attendance will greatly 
 increase. Here, as elsewhere, however, the college has had a large and beneficent 
 influence upon the vicinity. Students who have served in important places have 
 been discovered through the work of the college, that otherwise might have lived 
 without the help or stimulus of education. 
 
 ASHLAND UNIVERSITY, ASHLAND COUNTY, FOUNDED 1878 
 
 The legal title of this institutinn is Ashland I'niversity, although for some 
 years the catalogue has been issued as nf .Vshland College, doubtless for the pur- 
 pose of more accurately setting forth the work in which the institution is engaged. 
 The college was founded by a denomination known as the German Baptist or 
 Dunkard Church. There was not general agreement in the church as to the need 
 of higher education and in 1881 there was a division in the denomination as the 
 outgrowth of a dispute in the annual conference of 1881. Ashland College had 
 been chartered in February, 1878. After the division one branch of the church 
 came to the relief of the school and chartered Ashland University in July, 1888. 
 The government is 1)\' a board nf twehe trustees, provision being made that Ash- 
 land County shall have three memliers and an\' supporting conference in a state 
 entitles the state to a representation on the board much after the plan of ^^'itten- 
 berg College. 
 
 Collegiate, preparatory, normal, commercial and musical departments are 
 provided. The college was hindered in the beginning by adverse sentiment, but 
 is now overcoming that and gives prospect of leading the church intci increased 
 activity. The attendance has reached about two hundred students. The faculty 
 in all departments numbers fourteen. 
 
 FINDLAY COLLEGE, FINDLAY, HANCOCK COUNTY, FOUNDED 1882 
 
 Findlay College was organized by the Clnu'ch of Cod and incor])orated Jan- 
 uary 28, 1882. Its aim was to furnish education that should not be sectarian, but 
 under the influences of the church to all irrespective of sex. race or color. In 
 the earlier years the financial struggle was trying, but since 1897 tbe college has 
 lived witiiin its income and added to its endowment until it has reached $100,000, 
 while the debt is merely nominal, llie college has a faculty of sixteen members 
 and maintains collegiate, preparatory, normal, musical, commercial, oratorical, 
 art and theological departments. The ownership and control is in the church and 
 exercised through a board of fifteen trustees. The location of the college is for- 
 tun;il.- and it gives iiromise of large usefulness. 
 
EDUCATIONAL HISTORY OF OHIO 357 
 
 DEFIANCE COLLEGE, DEFIANCE COUNTY. FOUNDED 1884 
 
 The legislature of Ohio chartered Defiance Female Seminary Alarch 23, 
 1850. Articles of incorporation of Defiance College are filed in the office of the 
 secretary of state under date of July 10, 1903. The catalogue of the College for 
 1901-02 is called the "'Fourteenth .\nnual Announcement and Catalogue of De- 
 fiance College." It further states that it was chartered by the legislature of Ohio, 
 March 2^. 1850; that the buildings were erected in 1884: that reorganization took 
 place in 1896. There is a board of five trustees. Fourteen persons constitute 
 the faculty. The catalogue announces that the charter provides against anything 
 of a sectarian character, but no announcement is made concerning the relation 
 of the church to the college. It has been understood to be under the foster care 
 of the denomination known as Christians. The organization includes classical, 
 scientific, philosophical courses and school of pedagogy, commerce, shorthand, 
 music, oratorv. art, and theologv. 
 
 ST. IGNATIUS COLLEGE, CLEVELAND, CUYAHOGA COUNTY. 
 FOUNDED 1886 
 
 St. Ignatius College, like .St. Xa\ier's. is conducted l)y the h'athers of the 
 Sociely of Jesus. It was i.ipened for scholars (in Se])tember 6, i88'i. The incor- 
 poration was Decemlier 29, 1890. The institution at this time offers onlv a clas- 
 sical course and some preparatory studies looking to the classical course. It is 
 the belief of the management as expressed in the catalogue of 1901-1902, that 
 "It has been found by long experience that this is the onlv course which harmo- 
 niously and fully develops all the faculties of the mind, exercises the memory, 
 cultivates a haljit of reflecting, forms a correct taste and teaches the student the 
 best use of his powers." The course as provided, comprises Christian doctrine, 
 the Latin. ( ireek and luiglish languages; rhetoric, poetry, elocution and English 
 literature : mathematics, physics and chemistry : history and geography ; book- 
 keeping and penmanship. 
 
 LIMA COLLEGE, LIMA, ALLEN COUNTY, FOUNDED 1893 
 
 Lima L'nllege is an institution for the Christian education of young men and 
 women. It was founded in 1893, when the cornerstone of the beautiful college 
 building was laid, and has since been in successful operation. Its curriculum, 
 besides the preparatory course of three >ears. offers a choice of four regular 
 courses of study — the classical, the scientific, literary, and normal together with 
 special courses in music, elocution and business. The college is under the control 
 of "The Lima Lutheran Educational Association," formed and incorporated under 
 the laws of Ohio in 1889. The membership of the association consists of pastors 
 and laymen of Ohio. Indiana and Western Pennsyivania. The faculty consists 
 of eleven members. 
 
358 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 CEDARVILLE COLLEGE, CEDARVILLE. GREENE COUNTY. 
 FOUNDED 1894 
 
 The late William Gibson, of Cincinnati, provided in his will that the sum of 
 twenty-five thousand dollars should be given for the endowment of a college at 
 Cedarville, Greene county, Ohio. In .May, 1885, during the sessions of the Synod 
 of the Reformed Presbyterian Church. Rev. David Steele. D. D., LL. D., offered 
 a resolution to found a literary institution of learning at Cedarville. This resolu- 
 tion was adopted. In January, 1887, the college was chartered by the state of 
 Ohio. .-\n cftiirt to raise funds was made, and almut ten thijusand dollars sub- 
 scribed. Little more was done until May, 1894, when the (jeneral Synod elected 
 Rev. David McKinney, D. D., of Cinciiniati, the first president. In the follownig 
 September the college was opened with its classes in the building formerly used 
 by Rev. Hugh Macmillan, D. D., as an academy. It began with thirty-seven stu- 
 dents. During 1895 a commodious building was erected and dedicated by the 
 General .^xikkI in Alay, 1896. The students now numl^er over one hundred. The 
 graduates have already found place in pursuing advanced work in universities 
 and in useful citizenship. Cedarville has started out as a denominational college 
 witli the avowed purpose of confining itself to the work of a small college, and 
 with the purpose of emphasizing the impurtancc of Christianity in cducatioti. 
 The denomination in the countr\' is small l>ut active, and the constituency of the 
 college is largelv from the church and the immediate vicinity. This is the only 
 college of the denomination in America. 
 
 OHIO UNIVERSITY, ATHENS, OHIO 
 
 \\\ i-;i)i;.\i< i-:r\'i.\, FiEr.n .\(;K.\r 
 
 The history of the ( )hi() L'niversity is set among matters and events of great 
 moment. Contemporaneous with its c)ri£;in, we find the master intellects of our 
 ancestors bringing forth the great ( irdinance (jf 1787 and our supreme law of 
 the land embodied in the Constitution (if the United States. From this ancient 
 institution have emerged eminent executives, masters of feeling and sentiment, 
 and intellects of priceless worth, like the fabled spirit <if beauty and love to 
 ■emerge out of the foam of the ever-troubled ocean. 
 
 The Ohio University is now on the second century of its career., and is the 
 oldest educational institution in the X(M-thwest Territory, b'ounded by the Ordi- 
 nance of 1787, incorporated hi the territorial act of 1802. it was brought into 
 definite existence by the jirdvisions of wise legislation in 1804. The historic 
 setting of this institution beams with magnificence and is closely interwoven 
 with the fabric of our government : and the achievements of its early students 
 will for ages to come rejoice the deiiartcd souls of its founders and supporters. 
 The great Daniel Webster ^aid of the ordinance establishing the Ohio Uni- 
 versity as follows: "We are accustnmed to jjraise the lawgivers of antiquity: 
 we help to perpetuate the fame cif Snldu and Lycurgus ; but 1 doubt whether one 
 single law of anv law-giver, ancienl nr nindevn. has pr<idnce(l effects of more 
 distinct, marked, and lasting character than the < ir<lin;nK'e of 1787. We see its 
 
EDUCATIONAL HISTORY OF OHIO 
 
 359 
 
360 EDUCATIONAL HISTORY OF OHIO 
 
 consequences at lliis nmnicnt. and \vc sliall never cease to see them, ])erhaps, while 
 tlie ( )hio sJiall How/' 
 
 To His Excellency, The President and Honorable Delegates of the United States of 
 America, in Congress Assembled. 
 
 I'lic fclHiini of the Suhsrrih.'i-s. Officrrs in the Conttncitlal l.iiu- nf llir .Inny. humbly 
 sho'.ecth: 
 
 That, by n resolution of the Horioralilc Congress, passed September "-'ti. 1775. and other 
 subsequent resolves, the officers (and soldiers eugaged for the war) of the American Army 
 who shall continue iu service till the establishment of Peace, or, in case of their dying in 
 service, their lieirs .ire entitled to receive certain Grants of Lands, according to their several 
 grades, to lie procured for them at the expense of the United States. 
 
 That your petitioners are informed that that tract of country, bounded north on Lake 
 Erie, east on I'ennsylvania, southeast and south on the river Ohio, west on a line beginning 
 at that p.Tt of the Ohio which lies twenty-four miles west of the river Scioto, thence run- 
 ning north on a meridian line till it intersects with the river Miami, which falls into Lake 
 line, thence down the middle of that river to the lake, is a tract of country not claimed as 
 the property of or in the jurisdiction of any particular state in the Union. 
 
 That this country is of sufficient extent, the land of such (|uality, and situation such as 
 uiay induce Congress to assign and mark it out as a Tract or Territory suitable to form a 
 distinct Government (or Colony of the L'niteil States) in time to be admitted one of the 
 confederated States of America. 
 
 Wherefore your petitioners pray that, wlienever the Hunorablc Congress shall be 
 pleased to procure the aforesaid lands of the natives, they will make provision for the loca- 
 tion and survey of the lands to which we are entitled within the aforesaid District, and also 
 for all officers and soldiers who wish to take up their lands in that quarter. 
 
 That provision also be made for a further grant of lands, to such of the army as wish 
 to become adventurers in the new government, in such quantities and on such conditions of 
 settlement and purchase, for public securities, as Congress shall judge most for the interest 
 of the intended government, and rendering it of lasting consequence to the Anicriean F.iiifiiie. 
 
 And your petitioners, as in duty bound, shall ever pray. 
 
 (Signed.) By two hundred and eighty-eight officers in the cnntinental line of the army. 
 
 The chief source of the ( )nlinance of 1787 was contained in the Land ( )rdi- 
 nance of 17X5. .\t this lime, hoth State and I'ederal treasuries were de])leted hy 
 the ravages of the Revolutionary War, and this fact of conimercialism prompted 
 hoth .State and hederal anthorities iiaving cotitrol of western public lands to 
 dispose of them and discharg-e a ])ortion of the burdensome debt imposed bv a 
 long peri<Kl of war. When the (piestion of raising revenue confronted them, 
 naturally, they first determined to (lis|)ose of their waste lands. These lands 
 had never brought an\- revetiue, yet the idea was prevalent that they would be a 
 source of income at this time. \ irginia imposed a tax of two cents per acre on 
 her ])Hblic lands, but was never able to collect it: and later vast tracts, now 
 the homes of millions, were disposed of without alTording an_\' appreciable public 
 revenue ; yet wdiile the public domain consisting of these waste lands had never 
 yielded any enormous income, both State and Federal governments looked for- 
 ward to these as a means of repleiiishitig their treasuries, or rather of disciiarg- 
 ing a portion of the war ind.elitediiess to soldii'rs and otfict'rs In giving them 
 gratits of tlnse o\-or-mountain lauds to reHiu|uish their claims; it was an act 
 not more of des]ieration than repudiation; and this choicest of territory was 
 
EDUCATIONAL HISTORY OF OHIO 361 
 
 considered as waste lands by dclitnrs. while the creditors were left no alternative 
 in the matter, and their claims must either l)e laid on this virgin territory as full 
 satisfaction of their d.ehts, or the\- would he left with a mere claim on a bank- 
 rupt oovernment. which had neither currencx- nor credit and which was loath 
 to renew even tlie jironiise of paxment. llolh creditor and delitor were viewing 
 this territory as practically worthless, and it became the rejected sUiiic in the 
 structure of our great governmental edifice whose proportions were soon to 
 develop and arise almost as harmoniously as if to the music of the lyre. The 
 future history of this territory fully exemplified the statement that "The stone 
 which the builders refusetl is become the head stone of the corner." 
 
 It has been stated that no event has a separate existence, and certainly is 
 this true of the ' )rdinance of 1787. Some of the most basic historic principles of 
 our government are interwoven in its |irovisions. and out of it have emerged 
 many judicial interpretations and state constitutions, and other governmental 
 documents: and when we think of the numerous and fortunately vain attempts 
 to amend the compact, and of the bulwark of strength hurled against it at various 
 times l)y would-be reformers and fanatics, we rejoice that its magnanimity was 
 ever jjreserved and unhesitating]}- look u])on it a- one of the "Three Title Deeds 
 to .\merican Constitutional Libertx." liancroft, in prophetic language, thus de- 
 scribes the grandeur of its origin : 
 
 "Mefore the Federal L'on\ention had referred its resolutions to a committee 
 of dctad. an interlude in Congress Vv'as sha])ing the character and destiny of the 
 L'nited States of Ainerica. Sublime and humane and eventful in the history 
 of mankind as \vas the result, it wdl take not many words to tell how it was 
 brought about. I'or a time wisdom and ix-ace :uu\ justice dwelt among men, 
 and tile great (Ordinance, which could alone give continuance to the Cnion. came 
 in serenitv and stillness. ICver\- man that had a share in it seemed to be led by 
 an invisible hand to do just what was wanted of him; all that was wrongfully 
 undertaken fell to the ground to wither by the wayside: whatever was needed 
 for the haiipy completion of the mighty work arrived opi^ortunely. and just at 
 the right moment moved into its place." 
 
 That the great Xorthwesi has "shaped the character and destiny of our 
 republic" goes without demonstrating, lis early settlement secured it unreserv- 
 edly for the L'nion. The laws bv which it was to be governeil made it forever 
 free territory and dedicated it to the jjrinciples of morality, education, and re- 
 ligion. In times of peace or war, its policy has been always in sup])ort of a strong 
 central government and in fostering the welfare, happiness, and culture of its 
 inhabitants. Its five great states held the balance of power during the trying 
 times of the Civil War: these were loyal states, and at the suggestion (jf Ohio, 
 with an ( )liio I'niversit)- man as governor, a conference of the "war governors" 
 of Ohio, Indiana. Illinois. Wisconsin, and Iowa was held, and as result of this 
 conference, 85.000 new troo]is were placed in tlie field. ( )hio furnishing 30,000 
 of this number. 
 
 it is acknowdedged that the authorship of the clause prohibiting slavery 
 belongs to the Rev. Dr. Cutler. After the first draft of the ( )rdinance was pre- 
 sented to him, lie returned it statiiv.;- that better terms of jnircbase could be had 
 
362 EDUCATIONAL HISTORY OF OHIO 
 
 of several nf the states and annininciin;" his intention to cease the negotiations 
 for the Ohio Company and the possiiiihty of presenting his proposition to Massa- 
 chusets for territory now in Alaiiie. A committee from Congress waited on him 
 with the original draft asking him ti) make such changes or amendments as he 
 desired. It is authoritatively knnwn that when the ( )r(linance, corrected hv Dr. 
 Cutler, was again ])reseiited to Ci;ngrcss. the clause prnhiliiting slavery was in 
 it, and in this manner it was passed. 'Id the claims nf the \-arious persons coti- 
 nected with this clause, in the tirst ( )rdinance presented, llancroft makes the fol- 
 lowing statement : 
 
 "Thomas Jcfterson first summnned Congress to pruhiljit slaver\' in all the 
 territory of the Cnited States: Rnfus King lifted up the measure when it lay 
 almost lifeless on the ground, and suggested the immediate instead of the pros- 
 pective i)roliil.)ition ; a Congress composed c)f five Smithern States to one from 
 New England and two from the .Middle .'states, headed hv \Mlliam Gravson, 
 supported b_\- Richard Henr}- I.ee. and using Xathan Dane as scribe, carried the 
 measure to the goal in the amended form in which King had caused it to be 
 referred to a committee: and as Jefferson had pnipuscd. placed it under the sanc- 
 tion of an irrevocable compact." 
 
 \\ e can scarcely com]M-ehend the extent of the inlluence of this clause. Well 
 do we know, that its existence foiled the attem])t of anxious politicians to intro- 
 duce slaver}-, and the recorrls of Congress show that the resolution to this effect 
 never went farther than the committee to which it was referred: and it also 
 allayed the enthusiasm of kindred statesmen when the first constitution of < )hio 
 was being framed. It has stood the test of several assaults, and this article of 
 the Inviolable Compact is now a part of the supreme law of our land. In this 
 connection it must be observed in how many particulars the great Ordinance has 
 overshadowed the constitution, and histor\ but repeats itself when tine latter 
 either by amendment or judicial interpretation adorns itself with some new 
 cardinal principk- or maxim, thus giving it greater brillianc\- antl making it to 
 shine with an increased luster. 
 
 THE COON-SKIN LIBRARY 
 
 rile early settlers of ( )hio Ix-ing entirelv isolated and remote from schools 
 and libraries felt keenly the absence of means for mental imprcivement. Co- 
 ordinate with the estalilishment of schools and the erection of churches was the 
 tendency of our pioneers to establish libraries. I'ossiblv the earliest was the 
 "Piel])re I'anners' Library." established at I'.eljire in iji/i. .\nother went into 
 operation at Cincinnati in 1802. In 180,^. at a imlilic meeting held in .Ames town- 
 sliip. .\tliens county, the polic} of establishing a ])uhlic library was discussed. 
 It soon dex'eloped tha* tlie greatest obstacle in jiromoting this enter]3rise was the 
 scarcity of money. The ijioneers' wealth consisted chieflv in "coon skins." and 
 it was difficult to find a market for even these, their sole article of commerce. 
 They collected (|uite a nnml)er of pelts and sent l'"s(|uiit' S;minel I'irowii to I'.oston 
 with tliem. The jirocceds of these skins were to be imested in a public li])r;iry. 
 and called in the original record the "Westeri' l.ibrar\ Association," which \\;is 
 found(,Ml at .\mes. February 2. 1804. The Kew Dr. .Manasseh (nller accom])anied 
 
EDUCATIONAL HISTORY OF OHIO 363 
 
 him and made the selection of the purchase. Thomas Ewing, probaljl}', was 
 accountable for its name, he contributing all his accumulated wealth at that time, 
 "ten coon skins," for this pur])t)se. Senator Ewing in his autobiograph}' says : 
 
 "Aliout this time the neighbors in nur and the surrounding settlements met 
 and agreed to purchase books and to make a common library. The}- were all 
 poor and subscriptions small, but they raised in all about $100. All my accumu- 
 lated wealth, ten coon skins, went into the fund, and Squire Sam. r.rown, of 
 Sunday creek, who was going to [!oslon, was charged with the purchase. .After 
 an absence of many weeks he brought the books to Capt. Ben. Brown's in a sack 
 on a ]5ack-horse. [ was present at the untying of the sack and ])ouring out of 
 the treasure. There were about sixty volumes, I think, and well selected: the 
 librar\- of the \'atican was nothing to it, and there never was a library better read." 
 
 The remnant of this library is miw merged in the spacious library of the 
 Ohio L'niversitw and while the library is a magnificent one containing thousands 
 of volumes, and the building itself erected at an expense of more than $50,000, 
 yet the term "coon skin" library will always be applied to it, and the patrons 
 cherish a just and righteous pride in this endearing yet homely title. 
 
 .More than 20.000 people ha\e received the whole or a part of llu-ir educa- 
 tion at this Institution. Space will not permit the names of even the alumni. 
 ( )hio I'niversity now has a faculty of 44 memljers, an enrollment of more than 
 1,000 students, and an annual revenue of al)out $125,000. Connected with it is the 
 State Xormal College, established 1)\- act of the legislature passed in 1902. ( )n 
 the beautiful campus of the I'niversity may lie seen the first building in ( )hio 
 erected at state expense designed for the training of teachers for service in the 
 public schools. The building is a model of its kind, and was finished and made 
 ready for occupancy at a cost of $52,000. 
 
 1' )hio University now includes the College of Liberal .Arts, the State Xormal 
 College, the Commercial College, College of Music, the Department of Electrical 
 Engineering, the Department of Civil and Mining Engineering, the Department of 
 Drawing and Painting, and the ."-^tate Preparatory School. 
 
 The summer school of 1904 at the Ohio University was the largest in the 
 state and numbered 557 students. The indications are that the prospective summer 
 term beginnig Jnue ly, 1905, will be even greater in numbers. The increased ap- 
 liropriation given by the State Legislature has added a stimulus to every depart- 
 ment and this fact, together with the prestige given it by the faculty give assur- 
 ance of success for the institutinn in which every friend of liberal culture can have 
 just pri<le. 
 
 Ur. .\lston Ellis is president of Ohio I'niversity. During his administration. 
 the enrollment has rapidly increased, and two new liuildings have lieen erected. 
 Dr. Ellis is possessed of strong executive aliility. and every department of the 
 institution reflects his energ\', enthusiasm, and infinite resourcefulness. 
 
 THE FIRST GRADUATE 
 
 Thomas Ewing was the first graduate of the (~)hio University, and he best 
 illustrates the excellence of that intellectual strength, which prompted and directed 
 
364 EDUCATIONAL HISTORY OF OHIO 
 
 our trovernmental movements for the major part of the Nineteenth centurv. A 
 noted contemporary of tliis eminent jurist, said of .Mr. Ewintj : "How instruc- 
 tive is the Hfe of such a man. and with what force does it commend itself to 
 every young .American, not only arousing him to exertion, hut admonishing to 
 fix his amhition high, and to gratify it only in the i)ath of A'irtue, integrity and 
 honor, and thus to win that reputation that ahides and outlasts the corrosive rust 
 1 if time." 
 
 h-wing was the son of an early ])ioneer and his early life was one of industry 
 and hardship. He received a common school education, and hv teaching and 
 working in the Kanawha salt works, he managed first to see his father's family 
 out of deht and later to attend the (.)hio University, from which he graduated in 
 181 5. Certainly from the richness of his future career, the knighthood of the 
 h'ourth commandment, "Hon(.)r thy father and mother." was never more excjuis- 
 itely revealed and its jiromises more copiously filled than in the later life of Mr. 
 Kwing. 
 
 What magic is there in the light nf hickory liark, and what a charm or 
 enchantment in the glow of the pine-knot and the feeble flicker of the tallow 
 candle! To he horn in a log cabin, to Ije reared amid hardships, to be educated 
 with great difficulty form a comljination of qualities, which designate fame, 
 fortune, power, and prestige as is instanced almost universalK- in the lives of 
 our early ( )hio statesmen. This is our political doctrine of manifest destiny. It 
 is like the "upen sesame" of the .Vrabian .Xights, by whose magic command, all 
 resistance immediately vanished: or like the loosening of the ( lordian knot, the 
 secret of which our aspiring \-outh. would give their futures in exciiange to 
 know, ^^■hat a criteridU ! In lugic, how absurd, vet in fact how true. Hut when 
 we ])enetrate more (lee])l\ into the lives of these monarclis of mind, we learn that 
 they were truly able, home Living, patriotic, and righteous, and they thus pos- 
 sessed all the marks of nature's noblemen. 
 
 .\ffer graduating from the I'niversity. Thomas Hwing studied law in Lan- 
 ca.ster. and was soon admitted, to the bar. He began practicing at the age of 
 twenty-eight, verifying the maxim "that the law has hope for those who come to 
 it late." His broad practical experience and his keenness of logic soon Ijrought 
 him to the front, and his counsel and advice was sought for in the leading cases 
 of his day. From his force of logic and masterlv presentation of facts, he was 
 called the "Great Logician of the West." • 
 
 ••SUNSET" COX 
 
 .Sanniel .Sullivan Cox was born at Zanesville in 1SJ4. lie received his earl\- 
 training in the common schools, and after taking such high school work as was 
 then afforded he attended the ( )bio Cniversity for a ])eriod of years. He left 
 the institution during the presidency of I )r. W. H. .McCuffey. entering Brown 
 I'niversity, from which he graduated in icS4(i. Cox was a wit. an humorist, and 
 a writer of great ability. He was indeed a l)undle of nerves, and was keenly 
 ■dive to everything about him. lie was an example of fine sentiment and feeling, 
 and bis tenik'r sympathy for all the huniaiuties endi'iirnl him to his fi-ljow-men 
 
EDUCATIONAL HISTORY OF OHIO 365 
 
 and at once made him a veritable fountain of sensibility and emotion. In his 
 speech on the Life Saving Service Bill, he said: "Humanity, more beautiful than 
 art and more profound than science, has bent over her tempestuous seas her grand 
 etherial bow, unfolding its hues of promise as an everlasting covenant with heaven." 
 During his stay at Athens a lawsuit between the college and the town was 
 decided in favor of the latter, much to the displeasure of the students. I'artv 
 spirit ran high, and the division lines were as marked as in fights between "towns- 
 men" and "gownsmen" in an English university town. A celebration most dis- 
 tasteful to the college boys was decided on : a bonfire was to be built speeches 
 made, and a cannon fired. The bonfire blazed, the speeches were made, but the 
 boom of the cannon was not heard, for the "great gun" of the town, a six- 
 pounder, had been prudently spiked the night before by a daring college boy. 
 It was not known till long after that the youth who so effectually silenced the 
 voice of the cannon for that and for many succeeding nights was "Sunset" Co.x, 
 a man who was destined to live not only in immortal type, but in the hearts of a 
 grateful posterity as well. 
 
 JOHN BROUGH 
 
 In the same year in which the Ohio ITniversity was fountletl there came to 
 Ohio the family of John Brough, Sr., from Maryland, who settled in the valley 
 of the Little Muskingum in Washington county. It was here that John Brough, 
 the eminent war governor of Ohio, was born in 181 1. Brough was a born exec- 
 utive ; strong in physique, resolute of countenance, he possessed that thorough- 
 goingness and accurate execution which characterized his administration as gov- 
 ernor of Ohio. His type was that representative of a strong and determined 
 will, and it is in this particular that he distinguisbeil himself in earlv life, in 
 college at .Athens, in the field of journalism, and in the governor's chaii. 
 
 Brough attended such common schools as were afforded at that pioneer 
 period, and early in life, like Ben Franklin, was apprenticed as a printer. It was 
 his experience in the print shop that gave him such a comprehensive view of 
 human nature, and many facts here acquired by his absorbent mind gave him a 
 stock of information which stood copious draughts during his future career. He 
 was not a theorist : his clear logic, apt perception, and open and frank disposition 
 moved him to apply promptly and well his new acquisitions of knowledge. While 
 a student at the university his work was characterized by zealous efifort and 
 diligent research. He worked in the office of the Mirror during his leisure hours 
 and thus defrayed his expenses. He was a great athlete, and while at .\tliens, 
 tradition has it. that he accomphshed his greatest feat by kicking a football over 
 tfip main building of the univcrsitv. 
 
 AN OUTLINE HISTORY OF DENISON UNIVERSITY 
 
 r.v iiR. i-:morv w. iuxt. 
 
 The first movement among Ohio Baptists on behalf of collegiate education 
 was doubtless a part of the educational impulse felt throughout the denomination 
 
366 EDUCATIONAL HISTORY OF OHIO 
 
 in America in the second decade of the Nineteenth Century. An organization 
 called the Ohio Baptist Education Society was formed in 1816 at Youngstown, 
 ( )hiu, wliose constitution, still extant, provides for the establishment of a college 
 and the assistance of young men preparing for the ministry. This movement 
 did not effect immediate results, although its influence may be traced in the years 
 immediately following. The Cincinnati Baptist Missionary Society, organized in 
 1H24. as a preliminary step to the organization of the Ohio Baptist Convention 
 which took place two years later, states in its constitution that ministerial educa- 
 tion was one of its two objects. It was not, however, until 1830 that the definitive 
 movement for the founding of a college took place, when, on J\Iay 30, at the 
 house of Ichahod Corwin. in Lebanon, Ohio, seventeen representative Baptists 
 of the State met and organized themselves into a society for the establishment of 
 "a Literary and Theological Seminary." The society, to he thenceforth known 
 as the Ohio Baptist Education Society, met again in Zanesville, October 6, of the 
 same year; rejected a proposition to locate the institution at Newport, Ky., across 
 the river from Cincinnati: adopted a constitution for the projected institution; 
 elected thirty-si.\ trustees for the college and named committees to solicit funds 
 and proposals for its location. Rev. (Seo. C. Sedwick, of Zanesville, one of the 
 leaders in the movement, was appointed princi])al of a preparatory school to be 
 opened in Zanesville pending the establishment nf the college itself. His inib- 
 lished prospectus of the school is extant, but no further account of it. 
 
 The critical meeting was that held at Lancaster May 25-26. 1831. Here the 
 plans were modified, the constitution revised to broaden its purpose more deci- 
 sively beyond that of ministerial training; the number of trustees was limited to 
 twelve, and the location of the institution was decided, .-\mong a number of 
 oft'ers, tlie Society accepted one from Granville, at the center of the State, em- 
 liodying an oft'cr of a farm valued at $3,400, and secured mainly through the 
 influence of Allen Darrow, the young Baptist minister at Granville, and Charles 
 Sawyer, first treasurer of the Education Society and the founder of what is now 
 Shepardson College. Marked influence upon this meeting was exerted by 13r. 
 Jonathan Going, of Worcester. Mass., afterward president of Denison, but then 
 on the nienidrable visit to the Mississippi X'alley which resulted in the founding 
 (if the .\inerican Baptist Home Mission .Society. The first subscription paper 
 resulted in the raising of fortv-three dollars from thirty jiersnns, and from this 
 modest l)egiiining the Granville Literary and Theological Institution was opened, 
 Dec. 13, 1831, in the Baptist Church of Granville. Only a preparatory school 
 could at first be organized, and the sole teacher for the first session was Professor 
 jnhn I'ratt. a graduate of I'.rown Cniversity, who remained a member of the 
 faculty until i85(j. Thirty-seven students were enrolled at the first session, and 
 in the si'coni] sevent\ -t\\ o. In 1837 Dr. Jonathan Going was called to the pres- 
 idene\. the institution having by this time assumed its collegiate type. Dr. Going 
 i-(intinned in the slrt-niKius fnundation work at Granville until his death in 1844. 
 when lie was succeeded by Dr. Silas Bailey, also an alumnus of Brown, which 
 instilution furnished a ])roportion of presidents and faculty such as gave in the 
 earh' life of the college a preponderating and invaluable influence. This New 
 iMiijlanil heritaue is auijnienled bv the fact that Granville itself was the result 
 
EDUCATIONAL HISTORY OF OHIO 367 
 
 of a colony which came from Granville, Massachusetts, in 1805, bringing with it 
 church and town organization with marked New England features, which have 
 characterized the Western village throughout all of the succeeding century. All 
 this has helped in the maintenance of a thoroughgoing type of work, to which the 
 college has held throughout its history in the face of prevailing tendencies toward 
 a lower ideal. 
 
 The first generation of the college history was a period of extreme hardship, 
 and was passed practically without an endowment. The destruction of the college 
 buildings by fire in 1852 before they had been occupied or insured was a terrifiic 
 blow. Gifts were small, and expenses of agency, high interest rates on borrowed 
 money, and the use of ]3rincipal for building purposes and current expenses ab- 
 sorlied contributions as fast as they were made. The excessive valuation put 
 upon relatively small gifts is seen in the standing offer in the earlv vears of the 
 institution to name it after any one who should give $10,000 to its endowment, 
 a proposition which resulted in the naming of the institution for William S. 
 Denison, of Adamsville. in 1853. 
 
 Tlie college was located for its first twelve years one mile southwest of the 
 village. In 1853, at the close of Dr. 1 'alley's administration, extreme discour- 
 agement prevailed, teaching was discontinued for a few months, and tempting 
 offers came for the removal of the school to Lebanon, where the movement had 
 originated. But Dr. Jeremiah Hall, pastor of the Baptist Church at Granville, 
 in this emergency was called to the presidency, rallied the forces of the denom- 
 ination, and the site of the college was removed to the noble hill in the village, 
 where it now stands on one of the most eligible college sites in America. Dr. 
 Hall's administration ( 1853-1863) saw the increase of the property from $14,000 
 to about $50,000, yet still with no endowment and (inly a hand-to-mouth method 
 of meeting salaries and other expenses. 
 
 The second generation may, in a general wav, be called the era of Denison 
 endowment, since it saw the financial rise of the institution from the possession 
 of $50,000 of property and no endowment to the possession of a million dollars, 
 two thirds of it in productive endowment. This period may he considered as 
 beginning with the administration of Dr. Samson Talbot, the first alumnus of the 
 college to serve as its president. The depletion of attendance and support caused 
 by the civil war brought about another grave crisis and proved the necessity of 
 a substantial endowment fund in order to insure the permanence and regularity 
 of the college work. The raising of the first $100,000 in 1867 was probably the 
 most notable achievement in the financial history of the college. It was not 
 merely that it was relatively a greater amount for Ohio Baptists in 1867 than 
 the quarter of a million raised in 1900, but that it marked the decisive action 
 of the trustees which forever forbids the use of the endowment principal for cur- 
 rent expenses. With this element of permanency secured, and with the generous 
 leadership of such men as E. E. Barney and Ebenezer Thresher of Dayton, J. M. 
 Hoyt of Cleveland and W. H. Doane of Cincinnati, an additional $100,000 was 
 raised during the next decade, and the raising of funds has proceeded with a 
 fair approximation to the needs of the institution in all the succeeding years. 
 The lamented death of Dr. Talbot in 1873, differ an administration of ten years, 
 
368 EDUCATIONAL HISTORY OF OHIO 
 
 left the college in the administrative care of Professor F. (). Alarsh as acting 
 president until the election of Dr. K. licnjamin Andrews in 1875, whose four 
 years" presidency was marked li\- the vigor and ins])iring qualities which have 
 since made him so prominent a figure in American education, lie was suc- 
 ceeded from 1879 to i886 by Dr. Alfred ( )wen in years of quiet. stead\- growth, 
 his successor from 1887 to i88c; being Dr. (ialusha Anderson, formerly president 
 of the first University oi Chicago. In 1890 came Dr. D. l!. I'urinton, who broke 
 the continuity of the line of ministerial succession, and conducted a successful 
 administration until called to the presidency of the L'niversity of West X'irginia 
 in 1901. During his administration Doane Academy Hall and Barnev Science 
 Hall of the University and King Hall of Shepardson College were erected ; the 
 endinvnient movement of 1900 resulted in the addition of more than $250,000 
 to the endowment; and Shepardson College became formal!} consolidated with 
 Denison University, with which it had since 1887 been closely affiliated. In 1901 
 Dr. Emory W. Hunt, ])astor of the Clarendon St. Baptist Church, Boston, was 
 elected to the presidency and still occupies the office. During his administration 
 thus far, extensive additions and improvements have been made to the buildings 
 and equipment of the university, involving an expenditure of about $200,000. 
 Cleveland Hall, the ( lymnasium and Y. M. C. A. building ; a central heating and 
 lighting ])lant, furnishing hot water heating and electric lighting to all of the 
 buildings; the remodeling and refurnishing of the interior of the Men's Dormi- 
 tories; and the erection of a pi])e organ in Recital Hall, are results of the move- 
 ment thus far, with three other buildings wholly or jiartly jirovided for, bringing 
 the number of buildings of the University up to about twenty. The curriculum 
 has also been greatly strengthened by the more definite establishment of the work 
 of History and Economics and of Engineering ; and the attendance has increased, 
 especially in the collegiate department, until nearly five hundred students are 
 enrolled from twenty-one states and territories, with faculty and officers to the 
 number of forty. 
 
 The curriculum of the college has been steadily strengthened throughout its 
 history, and has at least kept pace with the intellectual growth of its environment, 
 for the most part being distinctly in advance of the standard which Western 
 institutions have commonly thought the highest practicable. .\l the beginning 
 it entered upon the manual labor experiment, which was epidemic in .American 
 educational circles at the time, but speedily proved its impracticability. The 
 institution also, owing its origin to the Ohio Baptist Education Society, which for 
 some years elected the trustees of the institution, sought for several decades to 
 maintain in some form a theological department, but it was never largely suc- 
 cessful and disappeared wholly after 1870. although there have alwavs been large 
 numbers of ministerial students in the college. .Vttcnqits were made also to 
 establish an Agricultural Department, and lectures and exiierimentation were 
 provided for during the winter weeks, but this feature never became thoroughly 
 established and was soon eliminated. Denison has had an imusual record among 
 denominational institutions of collegiate type for the qn;diiy .uiil extern of its 
 scientific work. This element bc.gan to be prominent with the jippoiniment of 
 Professor L. I{. Hicks in 1870. who was elected to "the Chair of .Xatural Science," 
 
EDUCATIONAL HISTORY OF OHIO 369 
 
 covering the branches now taught by six men ; but to the late Professor Clarence 
 L. Herrick, whose work began in 1885, is doubtless chiefly due the enlargement 
 of scope and enthusiasm since shown in the scientific work of Denison. Besides 
 the ditiferentiation of the work of physics, chemistry, biology, geology and botany, 
 and the erection of a model scientific building equipped with some $25,000 worth 
 of apparatus, special research and publication work of a genuine university type 
 have been carried on. The Bulletin of the Scientific Laboratories, and the Jour- 
 nal of Coiiif'aratii'e Neurology and Psychology, are publications highly valued by 
 scientific men in Europe and America. The latter publication is a quarterly in its 
 fifteenth year, issued by the University Press, with Dr. C. Judson Herrick. of Den- 
 ison. as managing editor and Drs. Yerkes of Harvard. Strong of Columbia and 
 Jennings of Pennsylvania as associate editors, and with (jtlier scientific men of 
 American and European universities as colloborators. it being the only journal. 
 of its kind in America. 
 
 Besides the names mentioned in the presidential list some others prominently 
 identified with the building up of the University deserve mention. Paschaf- 
 Carter. the first teacher of mathematics, was a member of the faculty from 1832' 
 to 1854. John Stevens. D. D.. connected with the faculty as vice-president and. 
 filling various chairs from 1838 to 1845. ^'""^l again from 1859 to 1877, was a 
 foremost factor not only in the history of Denison. but of the Baptist denomina- 
 tion at large in the West. His son. Dr. William Arnold Stevens, also had notable 
 influence as professor of (Jreek for a decade before his call to the important chair 
 which he still holds in Rochester Theological Seminary. Dr. \^'illiam Rainey 
 Harper, as teacher and principal of the preparatory department from 1876 to 
 1879. gave the school a permanent impetus and subsequently has drawn a score 
 of Denison men into the faculty of the University of Chicago. Drs. J, L. Gil- 
 patrick and R. S. Colwell have served uninterruptedly as professors of Mathe- 
 matics and (jreek from 1874 to 1877. respectively. Many another name is 
 scarcely less worthy of mention, and for its success the University is indebted 
 in unusual degree to its board of trustees, who have led personally in every 
 important movement ( those from the city of Dayton alone having contributed 
 a quarter of a million to the endowment), and have guarded the funds so> 
 admirably that the highest income has been received with absolute safety. 
 
 The history of what is now Shepardson College and a constituent part of 
 the University runs in lines parallel to that of Granville College (the early name, 
 which has been resumed for the men's college). The Granville Female Seminary 
 was founded by Charles Sawyer, who was so prominent in the organization of 
 the college, as a private enterprise, though he desired to have it a denominational 
 enterprise from the beginning. It opened in December. 1832, just one vear after 
 the college, but was sold to the Episcopalians in 1838 for lack of funds, all 
 Baptist resources being taxed to maintain the struggling college. In 1859 Dr. 
 and Mrs. N. S. Burton opened a school for girls in the basement of the Baptist 
 Church, and two years later the original school was purchased from the Epis- 
 copalians by Dr. Marsena Stone and has since remained in Baptist hands. It 
 was purchased by Dr. Daniel Shepardson in 1868 and conducted under the name 
 of the Young Ladies' Institute with marked success until 1887, when Dr. Shep- 
 
370 EDUCATIONAL HISTORY OF OHIO 
 
 ardsoii gave the valuable plant to the Baptists of Ohio, conditioned upon the 
 raising of $100,000 for its endowment. This was successfully carried out and the 
 name appropriately changed to Shepardson College. From that time its curri- 
 culum was practically identical with that of Denison, until in lyoo, as has been 
 stated, the consolidation was formally eflfected, the young women now receiving 
 the same instruction and degrees as the young men, though retaining their sep- 
 arate campus and halls, with the women teachers resident among them. Doane 
 Academy, for young men, the Preparatory Department of Shepardson. the Con- 
 servatory of Alusic, and the School of Art complete the organization of the 
 University as it stands in 1903, after three ([uarters of a century. 
 
 MARIETTA COLLEGE 
 
 i;v I'KDi'. n. L. WAKki-.N. 
 riiis noted institution is the outgrowth of the sentiment of the original set- 
 tlers of the town, who went there from New England, and who demanded for 
 their children that which they themselves had received in their Eastern homes, a 
 liberal, classical education. On .April 29, 1797, the citizens ]nn their ideas into 
 practical form l)y erecting the old Muskingum .\cademy, which stood on Front 
 street, just north of the Congregational church. Here, for over a quarter of a 
 century, the classics and other high school branches were taught. The .Academy's 
 first preceptor was David Putnam, grandson of General Israel Putnam, and a 
 graduate of Yale College. In later years came Marietta College as a descendent 
 of this .\cademy. The year 1830 saw established, by the Rev. Luther C. Ring- 
 ham, the Institute of Education. It embraced four departments, the two higher 
 being known as the "High School" and the "Ladies' Seminar}." In 1831 Air. 
 Mansfield French liecame associated in partnership with Mr. P>ingham. and in 
 1832, after the high school had been in o])eration about a year and a half, at the 
 instance of Messrs. Bingham and French, an advisory boartl of trust was ap- 
 pointed, and on November 22, following, a meeting was held at which action was 
 taken for the incorporation of the institution under tlie name of the "Marietta 
 Collegiate Institute and Western Teachers' Seminary," the charter being obtained 
 Decemlier 17, 1832. On the i6th of January, 1833, the organization was per- 
 fected with John Cotton, M. D., as President: Douglas Putnam, Secretary; John 
 Mills, Treasurer. On October 16, 1833, the institute was opened in a large 
 new building on the college campus. The charter secured in December. 1832, 
 was tlefective, as it gave no power to confer degrees, and in having a clause 
 allowing the legislature to repeal it. In February, 1835, a new charter was granted 
 by the State, giving the requisite power to confer degrees, and without the objec- 
 tionable clause authorizing a repeal. The name was also changed from the 
 "Marietta Collegiate Institute and Western Teachers' Seminary," to "Marietta 
 College." Shortly after this the Rev. Joel H. Lindsley, then pastor of the Park 
 Street Chin-ch, I'oston. Massachusetts, was elected to the prcsidenc}'. Thus, 
 wlu-n the fall session of the institution was opened as Marietta College in 1835, 
 the facults consisted of five members; a jiresident. who had charge of the dejiart- 
 mcnl o|' Abiral am' 1 iiti'llcctnal I 'biloso|ihy ; a profesor of (ireek and Latin; a 
 
EDUCATIONAL HISTORY OF OHIO 
 
 371 
 
 professor of Mathematics and Xatural I'hilosophy ; a professor of Rhetoric and 
 Political Ec()n(.)mv, and a jirincijial of the Preparatory Dejiartment. 
 
 The colleg'e was founded in the interests of religion as well as education. 
 The trustees in their first statement, issued August, 1833, said: "The hoard 
 wish it tn he distinctly understood that the essentia! doctrines and duties of the 
 Christian religidu will he assiduously inculcated, hut no sectarian peculiarities of 
 belief will he taught." This hrnad Christian attitude has heen maintained ever 
 since. The college is distinctly non-sectarian : four different denominations are 
 represented in its hoard of trustees, and foiu" in its present Paculty. ( )n the other 
 hand the Christian ideal is held nidst firmly and endeavor is made U> influence 
 positively the young people wlm study there. 
 
 Idle Cdllege buddmgs are of the most completely appointed character. The 
 present dormitory huilding was begun by Messrs. ISingham and h'rench in 1832, 
 and completed b\ the trustees of the College Institute in if>33. Cntil 1850 it 
 served all the recjinrements of the institution and it has been in continuous service 
 up to the present time. The original campus consisted of a strip 150 feet wide, 
 running from I-'ourth to I'lfth streets. There were then three dwelling houses 
 on the b'ourth street side of the S(|nare, besides an adjacent brick mill. In the 
 winter (if 1834-5 the house of William Todd, near the corner of Putnam and 
 Fourth, was purchased. It was used until 1870 as the President's home, and for 
 students' quarters until 1874, wiien it was demolished. The lots south of the 
 original college yard, together with a brick dwelling house l)uilt in 1817, were 
 bought in 1836. This house was used by the I'reparatory Department from 1870 
 until the erection of Andrews' Hall, in 1891. Prior to that the department had 
 occupied the brick mill building on Putnam street, which was razed in 1869. 
 Erwin Science Hall, begun in 1845, ^^''^ first <jccupied by the college in 1850. 
 The Library or .\lumni Alemorial building was erected in 1870, .\ndrews' Hall 
 in i8yr. .All of these buildings were constructed almost exclusiveh- with home 
 funds. What money was obtained abroad was used for the su]iport of the pro- 
 fessors and for kindred purp'jses. 'Idle college pro|)ert)' was further enlarged 
 by the ]nirchase of the athletic field in 1890, and of the observatorv and connecting 
 lots on Fifth street in 1892. The house on l-'ifth street, formerly occupied by 
 e.x-l 'resident .Andrews, after being used for soir.e years as a boarding house for 
 young men, was. in 1901. transformed into a home for the young women students 
 from out of town. In 1882. William Chamberlain (iurley interested a number of 
 gentlemen in the study of astronomy. A company was formed and an observa- 
 tory built the same year. This became the property of the college in 1890 and 
 was afterward removed to its present site, Mr. Gurley became the Director in 
 1891, and held the position until 1898. The college has had a librar\' since its 
 foundation. In 1838 it contained 3.OCO volumes, and the growth of the college 
 has heen steady since that time. In i860 there were 17,000 volumes; in 1885. 
 33,000 volumes, while to-day there are over 60.000, making it the largest insti- 
 tutional library in Ohio, and excelled b\- only five west of the .Alleghanies. The 
 manuscript materials of the library are numerous and of great value. They in- 
 clude the records of the Ohio Company, and man\- journals and letters, belonging 
 to the pioneer davs. 
 
2,72 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 Financially, the college was never in so adequate a condition as at present, 
 lhouc;h needing much more to provide for its maintenance and promote its growth. 
 
 Marietta has a museum of great interest and value, although lacking suffi- 
 cient space for proper display. 
 
 The presidents of the college were as follows: Dr. Joel H. Linsley. 1835-46; 
 Rev. Henry Smith, 1846-55, Rev. Israel Ward Andrews, 1855-85; John Eaton, 
 1885-91; Rev. John W. Simpson, 1891-96; Professor Joseph H. Chamberlin, 
 acting president, 1896-1900. In June, 1900. Rev. Alfred T. Perry was elected 
 president, and continues in that incumbency. 
 
 The graduates of a college make its reputation, and Marietta has reason to be 
 proud of the record of her sons, .\lthough there have been no Presidents of the 
 L'nited States among her alumni, there are two governors, William Irwin, gov- 
 ernor of California, 1875-79; -^- ''• ^\ liitt". governor of West ^'irginia, 1901. 
 Four have been members of Congress and ten members of State legislatures. 
 Goshorn. '54, Director-General of the Centennial Exposition ; Loomis, "83, Min- 
 ister to \'enezuela; Dawes, '84, Comptroller of the Currenc}', are illustrations of 
 high ])olitical advancement in other lines. Two hundred and seven graduates 
 have become ministers, twenty of them foreign missionaries; 117 lawyers, 68 
 physicians, 104 teachers, among them eight college presidents and 3(1 college pro- 
 fessors. 
 
 jMarietta was represented in the Civil War by c)3 alumni, 40 of whom won 
 commissions. The college has two literary societies, formed in 1839. the Alplia 
 Kappa and Psi (iamma. 
 
 In 1890, Rev. John L. Mills, for many years a professor in the college, estab- 
 lished the Elizabeth College for Women. It wa.s always in close affiliation with 
 the college, and in 1893 passed into the control of the latter as the Marietta Col- 
 lege for Women. On account of the expense involved in maintaining two inde- 
 pendent institutions under one management a consolidation was effected in 1897, 
 the young women being admitted to the college, which then became co-educa- 
 tional in the fullest sense. From the lieginning it has been necessary to have a 
 preparatory department connected with the cnllege, because the schools do not 
 give adequate preparation for a college of this high grade, and fur this jjurpose the 
 Academy was instituted. 
 
 The progress of Marietta has been suljstantial and steady, its traditions are 
 good, its customs sober and cultivated, and those who study there receive a cor- 
 responding elevation of s|)irit and morals. 
 
 WITTENBERG COLLEGE 
 
 i:v UK. <_ iiAKi.ics i;. iii-;cKEKr. 
 
 The first stc]) toward the founding of Wittenberg College was taken by the 
 Ea.st Ohio Synod of the Lutheran C'hurch in the fall of 1842, when a committee 
 was appoined to suggest a name and jjlace for such an institution. The decision 
 as to the place finally rested between Wooster and ('ant<in, Ohio, the former at 
 last being selected. .A charter was secured from the .^tate. and the work of 
 building up a college was entrusted to the Rev. h'zra Keller, who was at that 
 
EDUCATIONAL HISTORY OF OHIO 
 
 ^7Z 
 
 time a pastor at Hagerstown. Maryland. Soon after his arrival the young insti- 
 tution was removed to Springfield, Ohio, and in 1845, under a second charter, 
 Wittenberg College, as it is today, came into being. 
 
 Seventeen donated acres formed the nucleus of the present campus of forty 
 acres, and the work of building was pr(_)m]3tly begun. Instruction, however, was 
 started at once in the h'irst Lutheran Church of this city, the total enrollment 
 for the first day being nine. Ijy the end of the year this had reached the impres- 
 sive total of seventy-one. The attendance increased from year to year during 
 the four years of splendid fundamental work done by President Keller, who, at 
 the early age of thirty-six, had accom])lished all of his earthly work. 
 
 For twenty-five years the destiny of the institution was controlled by the 
 scholarly oversight of its second President. Dr. Samuel Sprecher, who still sur- 
 vives at San Diego. California, in his ninety-fifth year. During his administration 
 the large dormitory for boys was completed, and an endowment fund sufficient 
 for the less exacting demands of those times was raised. 
 
 "When the guns at Sumter thundered the prologue of our national tragedy. 
 fifty-two loyal collegians transferred their allegiance from the Muses to Mars, 
 and demonstrated on the field of battle that culture does not thin the liluod or 
 dull the edge of resolution." 
 
 The year 1S74 brought the iniri)duction of C(.)-education, and since that time 
 the young ladies have shared in all the victories and defeats incident to college 
 life. The same year also terminated the long administration of President 
 Sprecher, who yet remains, after thirty years, professor emeritus of systematic 
 divinity. 
 
 For seven years Dr. J. V>. Helwig guided the afl:'airs of the growing insti- 
 tution. These years were marked by the rejection of a serious proposition to 
 remove the institution to Mansfield. Ohio. There was also a fletermincd effort 
 for the erection of the new Recitation Hall. This movement was not completed 
 until after the resignation of Dr. Helwig. who was com])elled. because of ill 
 health, to retire from his ofifice. 
 
 During the incumbency of Dr. S. .\. ( )rt. the fourth ['resident of Witten- 
 berg, buildings of modern equipment were erected in pleasing succession. In 
 1886, Recitation Hall was dedicated: in 1887, Ferncliff Hall, for the accommo- 
 dation of the young ladies; in i88(;, Hanna Divinity Hall, for the work of the 
 theological school; also, in i88y, the (iymnasium; in i8ij2, the Zimmerman 
 Library. 
 
 During these years of President Ort's administration, notable additions were 
 made to the endowment funds of the college, including special gifts for the 
 endowments of chairs. In 1900. Dr. Ort resigned, and since that time has been 
 professor of philosophy and systematic theology. 
 
 The administration of President J. ^L RuthraulT was a very brief one, 
 extending through Init little more than a year of actual service. His death, in 
 1902, was sudden and greatly regretted by all. 
 
 The sixth president. Dr. Charles Ci. Heckert, has just closed the second year 
 of his administration. It is his jiurpose to carrv out along conservative lines 
 the wise and ]irogressive methods of his jiredecessors. There have already been 
 
374 EDUCATIONAL HISTORY OF OHIO 
 
 additions to the teaching;" force and a very large addition to the endowment 
 tlirougli the he(|uest made l)y a friend of the college. The h'acnltv' is composed 
 of men who are thoronghly modern in their nu-thods. manv of them graduates of 
 the Ijest uni\ersities of this country and iuu'(j|)e. In addition to tlie regular 
 classical and scientific courses, there arc schools of music an<l art efficiently 
 organized. The attendance is slowh increasing. 
 
 The Theological School in coimection with Wittenberg College prepares 
 men for the preaching of the gospel in accordance with the doctrines of the 
 Evangelical Lutheran Church. Idiere are usually from twent\-five to thirty 
 students in attendance. This scIkioI of the prophets has lieen a ver\- efficient 
 helper in the work of the clnu'ch throughout the State of ( )hio. Indiana. Ken- 
 tucky, Illinois and Michigan. Indeed, the graduates are to he found in many of 
 the states of tlie union, as well as in foreign lands. 
 
 .\nother is responsible for the following sketch of the plnsical ^^''ittenl3erg : 
 "The cam|ms com])rises about forty acres. It is delightfulh and i)icturesquely 
 billowed with wooded slopes. I'mni l^'erucliti' avenue the main walk mounts 
 abruptly to the statel\' old dormitory. .\ carriage road di])loniaticallv avoids the 
 slopes, and, flanking the dormitory, describes a wide arc jiast jirofessors' residences 
 to the Hanna Divinity Hall, a beautiful moclern structure, poised like an archi- 
 tectural benediction on the loftiest knoll overbrooding the caiupus. About one 
 hundred yards south sits the Zimmerman Library, the gem of the group. To 
 the right is the gymnasium, unpretentious but serviceable. -\l)out half way down 
 the slope looms Recitation Hall, much the most stately structure on the ground. 
 At the foot of the hill l-'erncliff Hall, for the accommodation of the young ladies, 
 flanks the Conservatiir\- of .Music, and the circle is complete." 
 
CHAPTER XXVIII 
 
 PUBLIC SCHOOLS 
 
PUBLIC SCHOOLS 
 
 PUBLIC SCHOOLS OF CLEVELAND 
 
 IIY rUdF. 11. L. WARRICX. 
 
 CHESE schools have long- had not only a national, but a world-wide repu- 
 tation among educators for the supreme excellence to which they have 
 attained. The standard maintained by the teachers is of the highest, 
 the buildings are models of architectural beaut\- and elegance, their equipment 
 representative of the most advanced twentieth century ideas. All this to the 
 honor and glory of the Buckeye State in general, and the prestige of the Forest 
 City in particular. 
 
 It was in 1836 that the first free school was opened in Cleveland; for the 
 fortv years previous private schools of various degrees of merit were the only 
 sources of edtication for the young, and the schoolmaster of the pioneer days 
 was equipped with but little more than a spelling book and the inevitable accom- 
 panying birchrod to direct his pupils to the paths of learning. According to the 
 work written by William J. Akers, author of "Cleveland Schools in the Nine- 
 teenth Century," and who made exhaustive researches into his subject, the first 
 school was opened about 1800 for the five children of the three families then 
 in Cleveland. In 1810 the population bad grown to 57. In those frontier days 
 Sarah Doan had charge of a school conducted in a log cabin near the Kingsbury's, 
 on the Ridge Road, and Squire Spafiford's daughter Clara taught in Alonzo 
 Carter's log cabin, the nuniher of scholars in both schools not exceeding 25. In 
 1814 school was taught b}- a Mr. Capman, who used a small frame building on 
 the Case lot, the pupils all being small. The Rev. Stephen Peet and a ^Ir. Foote 
 conducted schools in 1814-15, winter sessions. In an address in the "Annals of 
 the Early Settlers' Association," Samuel Williamson tells of going to school in 
 a barn which stood back of the American House, where, on an occasion remem- 
 bered by him, a severe storm of wind, hail and rain blew through the cracks and 
 knot-holes, compelling the teacher to break up school for the day. Afterward 
 a school was kept in a shed which later became the site of the Commercial Build- 
 ing, and a school also was taught by Benjamin Carter in a little old building on 
 Water street. Of early schoolhouses in the country adjacent to the village of 
 Cleveland, one was on Fainnount street, another, a big log house (built 1822), 
 on Giddings avenue. In 1816 a wooden school building was erected, in a grove 
 of oak trees, on the east side of the lot now occupied by the Kennard House, on 
 St. Clair street. There were six windows in the building, placed too high for 
 the pupils to look out. This was the first school property owned by Cleveland as 
 a corporation. But, while the village owned the property, a free public school 
 was not conducted there. Qualified teachers were given the sole management 
 of the school, rent free, and as only the very poor were admitted without tuition, 
 it was practically a ])rivate school. There were 24 scholars in attendance the 
 
378 EDUCATIONAL HISTORY OF OHIO 
 
 first session, and the first teacher was Luther M. I'arsons. who was paid $190.00 
 for six months' service, and boarded by the inhaliitants. 
 
 In 1821, a higher grade school becoming necessary, the citizens linih a two- 
 story i)rick l)iiilding. which rejoiced in the imposing title of the "Cleveland Acad- 
 emy." It was about 45 feet long and 25 feet wide, and its center was surmounted 
 l)v a hell t(nvcr. This school was opened on June 2(). 1832. the Rev. \MIliani 
 -McLane being the first teacher. His tuition charges were: Reading, spelling 
 and writing. $1.75 per term of twelve weeks: grammar and geography, $1.00; 
 (ireek, Latin and mathematics, $4.00. Private schools were conducted in the 
 academy for some fifteen years, and there were also cjuite a number of private 
 primary schools in the town. 
 
 Cleveland's first public school was conducted in the old 15ethel Chapel, corner 
 Diamond and Superior street hill, in 1836. ami was the outgrowth of a Sunday 
 sclioiil which had been esta1)lishe(l by .Sarah \"an Tyne. in an old basement in 
 the slums, near tile river. The school was for the ])()or only, and supported 
 entirel\ by charitv. L'le\eland becoming chartered as a city in 1836, the Common 
 Council, under that charter, was autliorized to establish a school svstem. It was 
 provided that each ward should ci institute a sclKml district until such time as 
 the Cit\- Council made a division of any ward intu two or more sclmol districts, 
 rile Council was given right to purchase nr secure liy ddiiation a lot of land in 
 each school district as sites for school Ikuiscs. and to erect in each district a 
 substantial schoolhouse. .\ Hoard of ."School Managers was created, which was 
 required to cause a school to be kei)t in each school district for at least six 
 months of the year, and to make such regulations for the government and in- 
 struction of the white children in the city as shuuhl be proper and expedient. 
 The members should examine and employ teachers: fix the teachers" salaries, 
 subject to the a]3proval of the Council: make repairs on schoolhonses and i)ur- 
 chase supplies, but subject to the consent of the Council, when the supplies or 
 re],airs exceeded ten dollars a vear. .\t the close of each year they were required 
 to cenif\- to the Council the expense incurred in the su])i)ort of the schools. To 
 raise inone\- for the schools the L'ouncil was authorzed to lev}' a tax of one mill 
 for buildings and sites, and one mill for the exjienses of operating the schools. 
 During the first quarter, ending Se|iteniber 22. 1836. 22i) children received 
 instruction at an expense of $131.12. .\n iniporiani action in the history of the 
 schools was taken by the Council Dctober 5. 183(1. when the first Hoard of School 
 -Managers was aii]ioiiiled. the members being lohii W. Wiley, .\nson Hayden, 
 Daniel Worle\. 1-roni this time on great attention was given to and constant 
 prooress made in llie public school system of the city, though for some years the 
 biiil(liii'.^s were iiiade(|uate to accommodate the numbers that clamored for admis- 
 sion a> pupils. 
 
 ( 111 .March 2w. 1841. the Coiiiu'il electe<l as School .Managers for the ensuing 
 vear: Charles Hnidbuni. ( .eorge \\ illey. Charles Stetson and .Madison Kelley. 
 TIh' tw(j first n.-niied ha\-e had more to do with the upbuilding of tlu' |)ublic schools 
 of Clexeland than any others who ha\e e\er Iieen associated with the schools in 
 am waw and Cliark's I'.radbuni is known a^ "tlu^ father of the Clexeland schools." 
 The two men worl<ed in unison. Mr. I'.radbnni attended to the business interests 
 
EDUCATIONAL HISTORY OF OHIO 
 
 379 
 
 of the schools, and, more than any one else, must be given credit for the school 
 buildings erected and the wimdcrfnl progress the schools made during the twenty 
 vears he devoted to them. Mr. W'illey gave more attention to the educational 
 side, and liis repurts to the L'nuncil as acting manager are full of recommendations 
 for im]iro\ing the worlv in the several schools. 
 
 Charles liradlnirn, to whom the schools invc sci mticli, and who founded the 
 first free high school in the West, was 1)orn in .\ttlebor(.i, Alassachusetts, Jul\ \(>. 
 1808, his fatlier being a cotton manufacturer: his mother died when he was Init 
 seven \ears old. .At the age of i') he became an apprentice in the Lowell machine 
 shop, and three years later was graduated with a diploma from the Middlesex 
 Mechanics' .Association. After serving for two years as journeyman, he entered 
 tlx- classical school of I'rofessor Coffin, at Ashfield, Mass. On leaving there he 
 returned to his trade, and also began manufacturing. Later he conducted a store 
 in Lowell. In 183(1 ^'"-' niigrated with his family to Cleveland, where he engaged 
 in the whnlesale and retail grocer\- business. His trade increased rapidly, and in 
 1840 lie built a large warehciuse at the foot of St. Clair street, and gave up the 
 retail end nf his l)usiness. .\t the same time he established a distillery on the 
 west side of the river. He filled inaii\' important jniblic (jffices, and to his efforts, 
 made in the face of iiersistent. powerful opposition, the Central High School 
 owes its early establishment. He died .August 20, 1872. In the earl\- sixties he 
 wrote: ".After a life almost as long as is allotted to man, the only thing 1 find 
 to glor\ in is having been able to render some service to the cause of popular educa- 
 tion : to be called by so man\' of our ablest educators "the father of our ))ul)lic 
 schools is glorv enough and am])le compensation for many years of hard labor 
 and the expenditure of much money in the cause." 
 
 Mr. Bradburn"s colleague. Ceorge \\'ille\, was born in ISoston. Mass., son 
 of .\\:wton Willey. a prominent iro;i merchant and ship owner. He attended the 
 Boston public schools up to his fourteenth year, and on the death of his father 
 studied at Jefferson College, Pennsylvania, under the guardianshi]) of his uncle. 
 Judge John W. W'illev. ( )n graduating he went to Cleveland, an<l studied law 
 with Judge Willey, later going into the law office of I'.olton & Kellcy. .Admitted 
 to the lia'- in 1842 he formed a ])artnership at once with John I-". (_'arey, with 
 whom he was associated for many \ears. .\n able jury lawyer, and an eloquent 
 S])eaker, a profound scholar, his career was a most ])rominent one. I nder Pres- 
 ident ( irant Mr. Willev served as I'. S. District .Attorney for the .Xorthern Dis- 
 trict of ( )hio, for eight years. He died December 2y, 1884. 
 
 In 1842 there were fifteen schools in Cleveland, with 1,200 pupils, and. in 
 some instances, too scholars were crowded together in one room. Alale teachers 
 received $40 a month : female teachers five dollars per week. The school years 
 of 1846-7 were made memorable in the history of schools by the founding of the 
 Central high school, the first jiublic high school in ( )hio. Rooms for the purpose 
 were rented in the basement of the L'niversalist church, and .Andrew Freese, of 
 the Prospect school, was made ])rincipal, at a salary of $500 a year. Andrew 
 Freese. who, later, was the first superintendent of the Cleveland public schools, 
 was born in Levant, Penobscot. Maine. Xovember 1, 1816. His father, a farmer, 
 was unalile to give his son a college education, and the latter, therefore, entered 
 
38o EDUCATIONAL HISTORY OF OHIO 
 
 upon the \v(5rk of leaching in order to raise money for that purpose. He con- 
 tinued to teacli and study until his college course was completed, when he took 
 up the study of the best systems of education, examined the best school buildings 
 in the country, taking plans of their construction and models of their furniture. 
 He went to Cleveland in 1840. was engaged Ijy the school managers, and quickly 
 became the recognized head of the schools. During his early years in Cleveland 
 he was paid $500 a year : later, a principal of the high school and superintendent 
 of schools combined, he was paid $1,300; still later, as superintendent alone, he 
 was given the same salary. He retired from the latter position in 1861, and after 
 teaching in the Eagle street scliool for a time, he again became principal of the 
 high school in 1868, resigning in i8(hj owing to ill health. The schools of Cleve- 
 land owe nuich of their present excellence to his laliors. which covered a quarter 
 of a century. 
 
 The schddl year of 1850-1 was a prosijerous r>ne for Cleveland's public 
 schools. .\ew buildings were erected, the schools were graded, a library started, 
 additional teachers employed, and the number of ])upi!s greatly increased. An 
 intermediate department was added to the schools, giving them four depart^ 
 ments : — Primary, Intermediate, Senior, and Central High. There were ten 
 schools in the I'rimar\- department, ten teachers ; 837 scholars ; in the intermediate 
 department eight schools, eight teachers, 680 scholars ; in the senior department 
 six schools. 12 teachers, 697 scholars, and yo scholars in the Central high school. 
 The first class that was graduated from the Central high school received diplomas 
 at the conclusion of the spring term of school in 1835, there being ten members 
 in the class. 
 
 ' )n December 24, 185O, the council authorized the establishment of an indus- 
 trial school, and soon after this school was started. Tn 1859 the State Legislature 
 passed a law "to provide for the regulation and su]5port of the common schools 
 in the city of Cleveland." and, among other things the new law provided that the 
 schools should be in charge of a "Board of Education." to be elected by the 
 people. The first Hoard, elected .\pril 5. 1859, was composed of Charles Brad- 
 burn, Alle\ne Maynard, Dr. Charles S. Reese. William H. Stanlev. Xathan Payne, 
 W. F'. Fogg, Lester Hayes, Rev. J. .\. Thome. T. P.. Pratt, Daniel P. Rhodes and 
 George R. A'aughan. The Dr. Lewis system of gymnastics was introtluced into 
 all the schools during the \ear of i8()i-2. and the teachers employed a professional 
 instructor and ec|uipped themselves to teach the system. 
 
 During the summer o{ 1863 the Board of Education elected the I\ev. Dr. 
 -\nson Smyth superintendent of the schools. Before going to Clexeland he was 
 for four years superintendent of the Toledo schools, for six years State school 
 commissioner, anrl later editor of the magazine known as the ( )hio .School Journal. 
 .\s su|)erinten(lent he introduced many ref<irms and \-aluable improvements. At 
 the commencemeiU of the sclioi il year of 18' 14-5 W . W. Partridge was eni])lo_\ed 
 as a teacher of vocal nuisic. lb- instructed the ])U])ils of all the schools. exce])t 
 the primary schools, giving one-half of his time to elementary instruction. The 
 first teachers" meetings were held during superintendent Smyth's administration, 
 attendance of all teachers at these meetings being comimlsorx . Instructions were 
 given in reg;u'd to teaching ancl discipline, and directions ami notices res])ecting 
 
EDUCATIONAL HISTORY OF OHIO 381 
 
 reports, examinations, etc., were communicated. Addresses were made by the 
 superintendent and outside citizens interested in the schools. On one evening of 
 each week a meeting of the principals of all the schools was held. Rules, prac- 
 tices, teaching, discipline and other matters connected with the schools were dis- 
 cussed. In 1865, owing to the increased cost of living at that time, the managers 
 raised the salaries of all the teachers. The average pay of male teachers was 
 raised to $1,200 a year, and of female teachers to about $465 a year. There were 15 
 male teachers and 83 female teachers employed in 1864-5. Superintendent Smyth 
 retired from the schools at the close of the school year, of 1866-67, and there was 
 considerable trouble in obtaining a new superintendent. The board finally elected 
 Andrew J. Rickof¥ to the position. The latter was at the head of a private school in 
 Cincinnati, and had been superintendent of the Cincinnati public schools. He had 
 won a high reputation throughout the entire country as an educator. During the 
 fifteen years he was superintendent in Cleveland, he did more to build up the 
 schools than any other superintendent has ever done. He possessed a wonderful 
 power of organization, and exerted a great influence upon all the teachers under 
 him. When he left the schools they ranked as equal if not superior, to any jnililic 
 schools in the L'nited .States. He was regarded by many as the leading public 
 school man in the country. He thoroughly revised the course of study, and cor- 
 rected many evils in the grading of the schools. 
 
 The course of studv for the high school in Cleveland was completely revised 
 in August, 1867. L'p tii the \ear 1856 the course of study for the high school 
 was devoted entirely to the work of obtaining an English education. In 1856 the 
 course was modified and classics introduced. The English course, however, con- 
 tinued to be the leading course, lly degrees the classical course assumed the most 
 prominent position in both high schools. The majority of the scholars entered 
 upon the classical or the Latin and English without sufficient preparation. In a 
 few months these scholars generally dropped out. In the course adopted in 1867 
 the study of ancient languages still retained a prominent position in the course, 
 but it was made subordinate to the study of English languages. 
 
 -A new school law was enacted in 1868, which resulted in great benefit to the 
 public schools. The new law gave the llnard of Education absolute control of 
 all moneys raised for school purposes. L'nder the old law the board was really a 
 committee of the city council. It could not expend more than $50 without author- 
 ity from the council. Among other things the new law did away with the "boards 
 of visitors." For a number of years ])revious these visitors had given but little 
 attention to their work, and in consequence it was decided to abandon that method 
 of supervision. 
 
 In 1868 a free public library was established, and was formally opened to 
 the public, February 17, 1869. The introduction of the study of German into all 
 of the grades of the primary, grammar and high schools was the feature of the 
 school year of 1869-70. Music in the schools was also put upon a firm footing 
 in that year. The school year of 1870-71 was one of wonderful progress, although 
 no new features were introduced. Separate departments for the teaching of elo- 
 cution and vocal culture and composition were established in the Central High 
 School at the beginning of the school year of 1873-4. The conmiencement exer- 
 
382 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 cises of the hii;li schools for the year closing- June 30. 1874, were a special feature 
 of the school year. They were atten(le<l hy over 10,000 poeple. The music was 
 furnished by a chorus of 800 of the licst trained voices of the grammar and high 
 schools. A normal school for the training of teachers was organized in the 
 Eagle Street School liuilding in the fall nf 1874. Under the direction of Super- 
 intendent Kickoff a very creditable e.\lii1)iti(in nf the wcirk of the Cleveland schools 
 was sent tn the Centennial Exposition, in riiiladelphia, i87r). The exhibition 
 attracted a great deal of attentii}n, and received favoralile cnnnnent from educa- 
 tors all over the land. Several medals were awar(le<l the sclionls. 
 
 .\n imiMirlant acti<.in taken b\- the llnard <if lulucatinn with reference to the 
 normal school during the school >ear ending in 1877. was the adoption of the 
 principle "that inasmuch as the existence nf the nnrmal school is justifiable only 
 on the ground that it educates and trains teachers for our schools, it cannot be 
 made a place for the general education of those whu have no natural aptitude 
 for teaching."' The rule thus adopted by the board was followed for over twenty 
 years, and no one (|uestioned the right of the board to enforce such a rule, until 
 Miss Minnie I'.rown. in i8<;<). denicil the authority of the superintendent to exclude 
 her from the nnrmal schonl mi the ground that she was nnt likely to make a 
 successful teacher. Miss I'.rown carried the matter to the courts. The court 
 ordered her reinstated in the school, and declared the rule illegal. 
 
 The new Central High School building, located on Wilson avenue, was com- 
 pleted during the school year of 1877-78, and was dedicate<l with appropriate 
 exedcises. In the ten years from 1870 to 1880. the high schools had made a 
 remarkable growth. In 1870 the average daily attendance in the two high schools 
 was 210; in 1880, this had increased to 813. The number of youth of school 
 age had grown during the ten years from 21^517 to 46.239. 
 
 In 1882, on the retiremeiU of .\ndrew J. Ixickotf. I',. A. Hinsdale became 
 his successor. Mr. Hinsdale was well known as I'resident of Hiram College, and 
 a writer upon educational and historical sulijects. During the four years he 
 served as sui)erintetident he made no radical changes in the scho:ils. In June, 
 
 1884, the r.oard of Education elected the superintendent, the siii)ervisors, the 
 principals of the high schools, and the principals of the training school, for terms 
 of two vears. instead of for terms of one year as theretofore. In 1886 Mr. 1.. \\ . 
 Dav succeeded P.. .A. Hinsdale as su]x»rintendent of schools. He had been con- 
 nected with the schools for many years as teacher and as one of the sui)ervisiug 
 principals. 
 
 The Cleveland .Xormal Training School Company was incorpi rated Jinie 2. 
 
 1885. for "the jH-omotion of education and especially for the establi.sbment and 
 maintenance of a school of manual training, where jnipils shall be taught the 
 use of tools ,-nid materials, and instruction shall be given in mechanics, |ihysics. 
 chemistr\- and mechanical drawing." The first truant officer under the compidsory 
 school law, was (lecirge E. (iondrich. who was elected in .May. 1 SSS. In l8y2 
 Superintendent 1 )a\- resigned and was siuxx'eded by .Vndrew S. I )ia|)er. of Xew 
 ^■o^k. who entered upon his work with great enthusiasm, and introduced a large 
 number of rh;niges in the methods of doiu'^ \\(irk. 
 
EDUCATIONAL HISTORY OF OHIO 383 
 
 The Ohio legislature, on March 8, 1892, passed an act for the reorganization 
 of the Board of Education of Cleveland. Under this act all legislative authority 
 is vested in a school council of seven members elected at large, and all executive 
 authority is vested in a school director elected by the people. The first director 
 was H. Q. Sargent, elected in April, 1892. The pupils of the Cleveland public 
 schools observed "Columbus Day," on October 21, 1892, that being the 400th 
 anniversary of the discovery of America by Columbus, and it was a great day for 
 Cleveland and its public schools. The public schools made a very creditable 
 e.xhibit at the World's Columbian Exposition at Chicago, 1893, anil were awarded 
 medals and diplomas. At the close of Superintendent Draper's first year of work- 
 in Cleveland he prepared a detailed course of study for the schools. It covered 
 over ninety closely printed pages. The new course of study attracted attention 
 throughout the countr\- and was widely commented upon. Simple science work 
 was introduced into the lower grades at the beginning of the year 1893-94, and 
 much was also accomplished during this year in the wav of introducing manual 
 training into the lower grades. In 1894-95 a deaf and dumb school was opened 
 which was attended by about twenty pupils. John H. Geary, who was totally 
 deaf, had charge of the school. .-\t the end of the school year in 1894 Mr. Draper 
 resigned as superintendent, to become president of the State University of Illinois. 
 He was succeeded by Mr. Louis H. Jones, at that time superintendent of schools 
 at Indianapolis. Physical culture was introduced into the schools during the vear 
 by Air. i\l. S. Hagar aufl Miss R. .Anna Morris, the former having charge of the 
 grammar departments, the latter of the primary and normal departments. The 
 present superintendent is Edwin branklin Moulton. .A. M., a sketcli nf whom 
 appears elsewhere in this volume. 
 
 The Cleveland or federal plan by which Cleveland schools were now gov- 
 erned was now attracting much attention throughout the country. Educators were 
 looking for a plan of school government which would secure a businesslike ad- 
 ministration, and keep the schools out of politics. Movements were on foot in 
 Xew York, Boston, Brooklyn, Philadelphia, Chicago, and other cities, looking to 
 reform in school administration along the lines first established in Cleveland. 
 Two years previous the National Educational Association had appointed a com- 
 mittee of fifteen to report a i)lan for the reorganization of the school s\stems in 
 the large cities. The committee reported in favor of all the important features 
 of the Cleveland plan. Free kindergartens, as a i^art of the public school system, 
 were formally opened in Cleveland during the school vear of 1896-97, and a vear 
 later eleven of these were in operation. In 1900 the total number of pupils reg- 
 istered in all the schools was 58,105, the average daily attendance, 45,699.8. 
 
 The public school buildings of Cleveland are a source of pride to her citizens, 
 being the finest to be found anywhere. To keep pace with the growing pojuda- 
 tion about three of these schools are Ijuilt yearly; in 1903 there were eight build- 
 ings erected. .Al! the buildings are equipped with the latest hygienic improvements. 
 
 Alention in this article must be made of Harvev Rice, one of the greatest 
 promoters of education in ( )hio. He was liorn in Massachusetts, Januar\- 11. 
 1806. graduatefl from Williams College in 1824, and in the same year removed 
 to Cleveland. He became a teacher in the ( )1(1 .\cademv. and began the stud\- of 
 
384 EDUCATIONAL HISTORY OF OHIO 
 
 law at the same time with Reuben Wood, a leading lawyer. Two years later he 
 entered into partnership with Mr. Wood. In 1829 Mr. Rice was elected justice 
 of the peace, and a member of the State legislature in 1830. Soon after he was 
 appointed an a.ijent for the sale of the Western Reserve School lands, a tract of 
 56.000 acres, and in three \ears had sold all the lands. The proceeds amounted 
 to nearly $150,000. which were paid into the State treasury for the exclusive 
 benefit of the W estern Reserve schools. In 1833 Mr. Rice was appointed clerk 
 (if the Common I'leas and Supreme Courts, an office which he held for seven 
 years. In 1834 and in 1836 he was the Democratic nominee for Congress, but his 
 [jarty lieing largely in the minority, he was defeated. He was electe<l to the 
 .State Senate in 1S51 l)y a majority of 700 votes, and became an influential mem- 
 lier of that biid\-. He took a prominent part in procuring the passage of an act 
 which autli'irized the establishment of two additional lunatic asylums in the 
 State. He intrdduced into the senate and secured the passage of the school law 
 of 1853, u])iin which the common school system of (Jhio is liased. This law was 
 written by Dr. Asa 1). Lord. Lorin Andrews and M. F. Cowdery. with the assist- 
 ance of Mr. Rice and tile counsel of Horace }\Iann. The Cleveland Industrial 
 School was formed h\ the council in 1S57. and Air. Rice, then a member of that 
 l)ody. took the lead in estalilishing it. He also originated the [jroject for a mon- 
 ument to Commodore I'err\-. and introduced the resolution into the council, author- 
 izing the erection of the monument. He was elected a member of the I'.oard of 
 Education in i8'ii. and was made president of that body. In 1862 he was ajj- 
 pointed bv the governor of the State a commissioner for Cuyahoga county to 
 conduct the first draft made in the county during the Civil War. He died in 1892. 
 
 It will be fitting to close this paper with the tribute paid to the school teachers 
 of Cleveland by Superintendent Jones : 
 
 "The teachers of Cleveland deserve and have the substantial confidence of the 
 people whose children attend the ]nililic schools, (ireat as has been the im])rove- 
 ment in the actual work of teaching, the greatest increase in the value of the 
 work done in the public schools comes from the general influence of the teacher 
 operating toward the development of noble character, high ideals, and correct 
 conduct on the ])art of the pupils. The real end of education is not scholarship, 
 but character. In the piiwer to correlate and regulate all the forces wdiich go into 
 school work so as to result not alone in scholarshi]). l)ut in that clearness of intel- 
 lect. puritN- of heart, and strength of will which constitutes strong personality, 
 the teacher,^ of Cleveland hold a deservedh- high ])lace." 
 
 PUBLIC SCHOOLS OF CINCINNATI 
 
 l;V I'ROI'. 11. I.. WAKKK.X. 
 
 ( nicinnati. whose ]niblic schools are now a source of so much pride to her 
 citizens, enjoys the distinction of being the first settlement in the X'orthwest Ter- 
 ritor\- to have a public school system. .Among those who first went to the settle- 
 ment was John Filson, a teacher who added to his attainments those of surveyor 
 and civil engineer, who one day. while engaged in the dangerous crdling of lay- 
 ing out new additi<ins or sub-divisions, was either killed or cirried away captive 
 
EDUCATIONAL HISTORY OF OHIO 385 
 
 by the Indians. His fate did not deter the coming- of other sclioohnasters, and bv 
 the second decade there were several schools. In the first decade of the nineteenth 
 centnry the Cincinnati College was organized, and it proved an influential power 
 in tile encouragement of intellectual pursuits. The precise location cif the first 
 school house in Cincinnati canrot be ^iven except in general terms : that it was 
 near Fort Washington. It is said a room in the fort was the first school house. 
 At any rate, the presence of Indians caused the school to be located where it 
 could be watched. Tradition says Congress and Lawrence streets was the first 
 site; also that a school house stood just back of 312 Broadway (now the Natural 
 History Society Building), while another report says it stood on Main street, near 
 the public landing. According to Judge Burnet: "On the north side of Fourth 
 street, opposite where St. Paul's church udw stands, there stood a frame school 
 house, enclosed but unfinished, in which the children of the village were in- 
 structed." This latter statement is authentic, the school house being near the spot 
 now occupied by the First Presbyterian church, Fourth and Main streets. The 
 church originall\- faced Main street, and a school was held in it until a building 
 was erected (1794) a few rods west and facing Fourth street. The First Presby- 
 terian church established a school in 1792, at the foot of Sycamore street, which 
 was removed to the church on Fourth and Main. In his records E. D. Mansfield 
 says he attended a school ( 181 1 I opposite the House of Refuge, and one day, 
 after a spelling match, the teacher marched the pupils to a tavern and treated 
 them to a "cherry bounce." Oliver C. B. Stewart opened a school in 181 1, as 
 <lii' James White. Edward Hannagan had a school in the fort. An aged couple 
 named Carpenter kept a boarding school in a single-roomed log cabin, fifteen feet 
 square. This was in Sedamsville. Private schools were the principal sources of 
 education in the early days. In 1804 the following advertisement appeared: 
 "Notice. — The public in general, and my former subscribers in particular are 
 respectfully informed that I propose to commence school again on the first day 
 of January, 1805. I shall teach writing, reading, arithmetic and English gram- 
 mar indiscriminately, for $2 per quarter." In 1817 there was a school conducted 
 on the Lancasterian system, attended by 150 scholars. This school house was a 
 joint stock concern, and was conducted on a monatorial system, whereby the older 
 pupils took care of the younger. The terms for education were to shareholders. 
 1 1 shillings and threepence per quarter ; to others, thirteen shillings and sixpence. 
 This was for the first department. There were three other departments (not 
 Lancasterian) : two for instruction in history, geography and the classics, and the 
 superior department for teaching languages. The terms for the former depart- 
 ment were, to shareholders, 22 shillings and sixpence a quarter ; others, 27 shil- 
 lings. In the department of languages the charge to shareholders was, 36 shil- 
 lings per quarter, others, 45 shillings. In 1818 John Kidd, a wealthy baker, be- 
 queathed $1,000 per annum for the "education of poor children and youths of Cin- 
 cinnati." The rents came from Kidd's store property at the southwest corner of 
 Main and Front streets. In 1819 the fund was paid to the Cincinnati College, 
 and between October, 1819, and October, 1825, the sum of $6,000 was received, 
 and from 75 to 100 children educated upon the Lancasterian plan. For the suc- 
 ceeding two and a half years 375 children were educated on the money, tuition 
 
386 EDUCATIONAL HISTORY OF OHIO 
 
 haviiiij been reduced. In 1825 an adverse claim against the property was made, 
 tlie rent enjoined, and finally the land reverted and the city lost the bequest. This 
 l)equest was the first to be made in Cincinnati. The first school for colored youth 
 was established in 1825, by Henry Collins, a colored man. The colored population 
 of that time, in Cincinnati, was about 250. In 1837 separate schools for colored 
 youth were established. In the winter of 1840- 1, evening schools "for the benefit 
 of young men over twelve years of age, who are, by the nature of their occupa- 
 tions, prevented from attending day schools, "" were established, and in 1855-6 
 night schools for girls were opened. The first night high school was ojiened in 
 1856. There are now two night schools, the East and the West. .\ school for 
 (leaf children was organized in 1875. with an attendance of about 33. Teaching 
 the sign methods was fnllciwed until 1886. when the school for oral teaching ot 
 deaf was organized under private auspices. In 1888 this oral school was absorbed 
 by the Board of Education, and a division of the pupils in liotli schools was made. 
 Since then there have l)een two schools for the deaf, one teaching the sign method, 
 the other the (iral. The school has attained a national reputation, and other cities 
 in Ohio have followed Cincinnati's example in thus making provision for the deaf. 
 Along about 1820 the increasing population and importance of the State jus- 
 tified an agitation of the question of a general statute touching the passage of 
 laws making provision for such free general education as the times demanded. 
 This agitation continued for some time, and finally State Senators Xathan Guil- 
 ford and Samuel Lewis, the pioneer heroes of ( )hio schools, were successful in 
 urging legislators to create such laws. The agitation resulted in 1835 in the 
 passage of the common school law, which provided for Cincinnati a "Board of 
 Trustees and Visitors," who, in conjunction with the city council, should levy and 
 collect taxes for school purposes. The title "Board of Trustees and Msitors" re- 
 mained until the vear 1878. when "Board of Education" was substituted as the 
 official title. .\t the first opening of the schools in 1828, there were required two 
 buildings of two or three rooms each, and there were in all about 70 or 80 pupils. 
 The infant system grew apace, and soon another building was hired on Franklin 
 street, which afterwards became kmiun as the First District School; then another 
 on Congress street was secured, which was named the Fourth District School; 
 then another on Fourth street, which liecame known to the school boys of the 
 dav as tlie "Frogtown" school. .Another was hired on Race street and was known 
 as the Fifth District .School. In 1833 the first printed report of the schools ap- 
 peared. The number of ])upils enrolled was 1,900, and the city was divided into 
 ten school districts, two in each ward. The amount ex])ended for schools in 1832 
 was $7,778. Of this amount S175 was in premium books, and the banners used 
 in the great school procession of June, 1833. This procession seems to have been 
 a demonstration in behalf of the schools, to awaken and inspire enthusiasm. Tlie 
 report closed as follows: "The Board is free to state that the common schools 
 of Cincinnati, although tlH'\ ha\e not yet realized all the .anticipations of their 
 enlightened and ii.itrioiic founders, arc b\ no means in a comUtion to warrant 
 discouragement or douljt as tn their final destiny. rimugh planted in the snil 
 latelv rescued from the savage, and among jieople gathered promiscuously from 
 everv clime, these noble institutions are yet slowly Inn surely advancing toward 
 
EDUCATIONAL HISTORY OF OHIO 387 
 
 the acomplishment of all they were destined to promote, and will in due time, if 
 properly fostered and sustained, contribute their full share toward the general 
 conviction, now happily attained, that universal intelligence is the only sure foun- 
 dation of liberty and virtue." A high school was established in 1847, ^"d three 
 years later the first superintendent of schools was appointed, the Hon. Nathaniel 
 Guilford being chosen for the office. The Act of ]\[arch 2^. 1850, (a special act), 
 authorized the election of a superintendent of public schools by popular vote, 
 and Mr. (niilford was elected in April, of that year. He served to June 30, 1852, 
 when he was succeeded by Dr. Joseph Merrill, who served for a year. The office 
 remained vacant for some months, or up to ^larch 6, 1854. when A. J. Rickoff 
 was elected. He served to June 30, 1858, and was succeeded by Isaac J. Allen, 
 who remained in office until July 2, 1861. The next superintendent was Lxman 
 Harding, who served to July 2, 1867. On September y, 1867, John Hancock was 
 elected, and retained the position up to June 30, 1874. John B. Peaslee succeeded 
 him and served for twelve years. He was the originator of .\rbor Day. He was- 
 succeeded by Dr. E. E. White, who assumed office Augtist 15, 1886, and retired. 
 August II, 1889. Dr. White was succeeded by W. H. Morgan, who held the 
 position until September 5, 1899. The next superintendent was Richard Ganse 
 Boone, who served until 1903, when he was superseded by the present incum- 
 bent. F. B. Dyer, an educator of strong ability. 
 
 The study of German was introduced into the Cincinnati schools in 1840. 
 The Xormal School was opened in 1868. In 1855 the school library was estab- 
 lished. Domestic science was introduced into the Woodward and Hughes High 
 Schools in September, 1892. The teaching of vocal music was introduced into 
 the public schools in 1844. The first special teacher of penmanship in the public 
 schools was James Bowers, employed 1 84 1. Drawing was introduced in 1862. 
 The University of Cincinnati was organized in the Woodward High School 
 building, under the direction of Principal George W. Harper in October, 1873. 
 The "'Technical School of Cincinnati," (manual training), was incorporated 
 under the laws of Ohio, July 2y. 188^1. In the spring of i860 physical culture 
 became a part of the school curriculum. The school buildings of Cincinnati 
 are substantial structures, and marked improvement is noticeable in everv new 
 building erected. The Cincinnati Society of Natural Historv was organized Jan- 
 uary 19, 1870, and incorporated June 20, same year, as a free public educationaf 
 institution. The first kindergarten school was opened in Cincinnati on March 
 I, 1880. The total number of pupils enrolled in the schools in 1904 was 45,583; 
 the average daily attendance 35,597. The total number of teachers was 1,073. 
 Of these teachers Superintendent Dyer in his last report (1904) said: "* * 
 It gives me great satisfaction to say. with entire sincerity, that the more I have 
 looked into the work and secured an insight into the spirit of our teachers, the 
 more strongly I believe in them. * * * I have found them eager to co- 
 operate, quick to respond to suggestion, patient under criticism, and verv honest 
 and frank in pointing out the imperfections of their own work. * * * j ^p^j 
 confident that with this corps of teachers, if the administrative officers succeed 
 in giving them the proper guidance and sufficiently definite directions, and if 
 they are encouraged by supplying them with sufficient materials to work with. 
 
38b! EDUCATIONAL HISTORY OF OHIO 
 
 tlie children of this city will he properly and adequately equippefl for the duties 
 and resjjonsihilities of American citizenship." 
 
 PUBLIC SCHOOLS OF COLUMBUS 
 
 l;V I'KUF. H. L. WAKKEX. 
 
 Colunihus, Ohio's capital city, may rejoice in the fact that it was among the 
 first in the early pioneer days to espouse and make ])ractical the education of 
 the young by mutual consent and agreement, and to invoke the aid of Congress 
 to help carry out the wishes of its citizens. Those early efforts were the foun- 
 dation of that which is to-day a city whose schools and school management can 
 evenly compare with the best in the land. ( )hio is world-wide noted among edu- 
 cators for the excellence of its public school system, and Columbus is a fair sam- 
 ])Ie of the great efficiency to which this system has attained. 
 
 It is a far cry from the schoolmaster of frontier days, armed with little but 
 a spelling book and a l)irch rod wherewith to lead his pupils through the paths 
 of learning to the gentle pedagogueism of to-day. Still farther, to modern com- 
 prehension, is the transition from the old log cabin, drafty scIkkiI room to the 
 splendid architectural school buildings to which the children of the ]iresent gen- 
 eration have privilege. Also, the brutal corporal punishmeiU in vogue many 
 years ago, and which, happily, was many years ago abolished. To aid children 
 of this age to appreciate their present comforts and advantages, just recall and 
 read of what was jjrobablv the first school in Columbus (then h'ranklinton, or the 
 settlement west of the river). There, in 1805, stood a little log cabin in (lift 
 street. The teacher was an Irishman, well educated, but too much a devotee of 
 intoxicating fluids, under whose influence he remained almost continually, and 
 was l\Tann''call\- brutal. Mis favorite method of punishment was to compel the 
 victim to ])lace his hands, ]3alms down, upon the desk, when the drunken fiend 
 would draw the keen blade of his knife across the fingers, making ckep gashes. 
 Needless to sav, he was summarily driven from the comnumity. 
 
 Thus we have a picture of the earlv schools of the ])ioneers. How many 
 trials, hdw man\- sad experiences, struggles, and bow many efforts liave been 
 put forth in the country that has since transpired it is not within power of pen 
 or memory to tell. 
 
 CJn Alav 20, 1783, in an onlinance for disposing of western lands. Congress 
 ])rov!(le(i "that a thirtv-sixth of everv township of the western territory" should 
 be reserved from sale for the maintenance of public schools within the township. 
 The ordinance of July 13, 1787, for the government of the territory norlhwcst of 
 the river r)hio confirmed the provisions of the land ordinance and further de- 
 clared "that religion. moralit\' and knowledge being necessary to good govern- 
 ment and the liappiness of nianl:ind, schofils and the means of education should 
 forever be encouraged." The early inhabitants wcri' men .-ind women of intelli- 
 gence who held the church and the school to be indispensable to the welfare of 
 the conmnuiilw With the proniptni'ss characteristic of our western iiioneei's the\' 
 first |)rovi<led places for divine wurshi]!. and, si-cond. ])laces for tlu- i'(lucation of 
 their \outh. Tlu' s;inu' building frei|nenlly, il' not usually, served for lioth church 
 
EDUCATIONAL HISTORY OF OHIO 389 
 
 and school. Private schools and acailemies were liberally sustained, and for 
 several years after the organization of the public schools the predominant senti- 
 ment was in favor of the former. When at I'" th the State laws made adecjuate 
 provision for the support of cjood pul:>lic schools almost all others were discon- 
 tinued. 
 
 The first general school law of ( )hio, entitled an "Act to provide for the reg- 
 ulation and supjiort of common schools," was passed January 22. 1821. This 
 law authorized the division of townships into school districts, the election in each 
 district of a school committee consisting of three resident householders, and the 
 assessment of a school district tax, not for the maintenance of a free public school, 
 but only "for the purpose of erecting a school house," and of "making up the 
 deficiency that might accrue liy the schooling of children whose parents or guar- 
 dians were unable to pay for the same." The law was entirely inadequate to 
 provide good schools, but it is of historical interest as the first statutory provision 
 nf the State for local taxation for school purposes. The law of February 6, 
 1825, being an act to ])riivi(le for the support and better regulation of common 
 schools, required county commissioners to levy and assess one-half of a mill upon 
 the dollar to be appropriated for the use of a)mmon schools in their respective 
 counties "for the instruction of \(iuth of every class and grade, without dis- 
 tinction, in reading, writing and arithmetic and other branches of a common 
 education." This was the first adequate legislative provision for the establish- 
 ment of free common schools. In March, 1837, the office of State Superintend- 
 ent of Common Schools was created, and Samuel Lewis was elected to the posi- 
 tion. LTider his supervision great progress was made in developing the common 
 school system of (Jhio. In March, 1838, the school laws were thoroughly revised, 
 new features were added to them, and new life was imparted to the entire system' 
 by a more liberal provision for its support, especially by the establishment of a 
 State common school fund of $200,000 "to be distributed annually among the 
 several counties according to the number of youth therein." In 1839 provision 
 was made authorizing any district to borrow money to purchase a lot and erect 
 a school house thereon, and the directors were authorized to levy a tax for such 
 purpose and also for renting rooms for school purposes when necessary. Even- 
 ing schools were established for the instruction of young men and boys over 
 twelve years of age whose occupation might prevent their attendance at the day 
 school. On February, 1845, the General Assembly passed an act "for the sup- 
 |X)rt and l)etter regulation of the common schools of Columbus," which provided 
 for election in the spring of 1845 c* s'^ directors of comman schools. The 
 directors elected in pursuance of this statute were declared to be "a body politic 
 and corporate in law by the name of the Board of Education of the town of 
 Columbus." The law provided that this board should employ teachers, establish 
 rules for school government, keep the schools in constant operation except dur- 
 ing seasonable vacations, and should the public inoney be found insufficient for 
 the support of the schools, provide for the deficiency by levying a tax at the end 
 of each term on the parents and guardians of the scholars, provided that exemp- 
 tion from this tax should he made of such persons as might be unable to pay. 
 Under the ijrovisions of this law the I'xiard of Education maintained schools of 
 
390 EDUCATIONAL HISTORY OF OHIO 
 
 two j^rades in 1845-46. and in Januar)-. 1847, elected a superintendent oi public 
 schools, and organized primary, secondary, grammar and high schools. By act 
 of February 24, 1848, boards of education in cities were authorized to establish 
 separate school districts for colored persons. In 1874 colored youth were admitted 
 to the Central Hich School, and in 1882 the color line was entirely obliterated 
 from the public schools. From 18.^5 to 1853 the legal school age was from four 
 to twenty-one years; from 1853 to 1873 from five to twenty-one; from 1873 to 
 the present time from six to twenty-one years of age. .\n act repealing some 
 previous legislation on the same subject was passed March 4, i8yi, creating a 
 State Schoolbook Board, to be composed of the Governor, State Commissioner of 
 Common Schools, and the Secretary of State, and providing for supplying the 
 schools of ( )hio with good and sufficient school books at the lowest jirices at 
 uhich such books could be furnished. Under the operation of this law the prices 
 of school books were greatly reduced, resulting in much saving to the city. 
 
 The first school house was built aliout 1806 by Louis SuUivant. near (now) 
 Sanduskv street, and was a round-log structure with puncheon floor. It had 
 rough slab benches supported at either end by a pair of hickory pins inserted into 
 augur holes; battened doors with wooden hinges and latch raised from its notch 
 with a string: a claplioard roof with wei.ght poles, and a fireplace and stick 
 chimne\ . It is probable this village school house, like its successors of later 
 years, had greased white paper for window light in winter and open windows in 
 summer. Hogs were kept under the floor and the place was infested with fleas ! 
 From this uninviting picture to the s]ilendid school structures of to-day the trans- 
 itiiin is a most pleasing one. In 1826 Columbus contained four or five English 
 sclioiils and a classical academy, and there were 200 dwellings and 1,400 inhab- 
 itants. Xear the close of that year the first ptiblic school was estaljlished. The 
 "Columbus Academy" was built in 1820, on Third street, by Lucas Sullivant and 
 some twent}- other citizens. A high school was opened June 18. 1832, by Horace 
 \\'ilco.\, in a building erected on State street by Colonel ( )lmstead. ( )n .May 11, 
 1840, the L'olunflnis Institute was o|X'ned under the direction of A])iel b'oster 
 and his sister Catherine Foster. Since 1845 education and educational facilities 
 have made continuous progress in the capital city until the present high standard 
 has been attained. To Columbus belongs the distinction of having employed the 
 first superintendent of schools in the State. This was Asa D. Lord, M. D.. who 
 assumed the duties of his office May 15, 1847, and continued therein uiuil I'eli- 
 ruarv 2^. 1834. He was one of the State's most famous educators. He was suc- 
 ceeded by David P. Mayhew, who served until July 10, 1855, when Dr. Lord was 
 re-elected superintendent. ( )n July 1;. iS5(). he resigned and was succeeded by 
 Erasmus D. Kingsley, .\. M., who filled the position for nine years, and William 
 Mitciiell. .\. M., became his successor, serving for six years. ( )n Jul\ i,^, 1871. 
 l\obert W. Ste\'enson, A. .\l., became the fifth superintendent of the Columbus 
 schools, lie servi-d up to June II, l88y, when he was succeeded by Jacob .A. 
 .Shawan, .\. .\l., who still continues to hold the position, in which ho has achieved 
 a (iistin.guished reputation. .\l the re(|uest of the National llureau of Education 
 at Washington the Boa'rd pre|)ared an exhibit to rei)resent the schools of Columbus 
 at tlu- X'ienna I'.xposition in 187S. A diploma of merit wa-- aw;inled the exhibit. 
 
EDUCATIONAL HISTORY OF OHIO 
 
 391 
 
 Exhibits have also been made at other great expositions and received innch praise 
 as well as awards. Instruction in music was introduced in 1854. On the occa- 
 sion of the reception of General Grant in 1878 a chorus composed of two thou- 
 sand school children rendered the song of welcome written for the occasion. One 
 of the memorable features of the opening day of the Ohio Centennial in 1888 
 was the rendering of the Centennial song by a childrens' chorus of one thousand 
 voices. Ever since the gradation of the schools in 1847 the school library has 
 been cherished as an important educational agency. The present handsome school 
 library in Town street was completed in 1891, and on April 7. 1892, was formally 
 opened. The library contains about 60,000 books and pamphlets. Physical cul- 
 ture is now a feature of the school system and is accomplishing much good. In 
 1904 the total number of pupils enrolled was 20,524. The enumeration of youth 
 between six and twenty-one years of age was 37,000. There are 37 schools, 
 four high, 33 elementary. The number of teachers is 555, forty of these being 
 male, 515 female. The teachers of Columbus comprise a body of earnest men 
 and women, enthusiastic in their work, and the community owes a lasting debt to 
 their untiring devotion to their profession. 
 
 THE OLD STATE STREET SCHOOL ASSOCIATION 
 
 "The school's lone porch, with reverend mosses gray. 
 Just tells the pensive pilgrim uhere it lay: 
 Mute is the hell that rung at early morn 
 Quickening my feet across the emerald lawn : 
 Unheard the shout that rent the noontide air. 
 When the welcome lunch-hour gave a pause to care : 
 Upsprings, at every step, to claim a tear, 
 Some little friendship formed and cherished here : 
 And not the slightest leaf, hut trcmhling teems 
 With golden visions and romantic dreams." 
 
 The recollections of childhood and particularly of one's schoolbov davs, 
 grow fonder to the heart day by day as advancing age creeps on, the hair turns 
 gray or disappears, leaving a shining bald pate, and then we are confronted 
 with the painful realization that we have passed the meridian nf life and are im 
 longer young. It is then that we dwell in retrospection and with melancholy 
 pleasure recall those golden school days, the faces and names of our erstwhile 
 comrades and "chums," and in memory live that halcyon time over again. The 
 immutable changes of time firing constant transformations. The little, old fash- 
 ioned school house of our youth is demolished in the onward sw^ee]) of progress, 
 and a stately strticture reared to take its place. Scattered are our boyish com- 
 rades to various points of the compass, while mam', alas, have passed to the 
 Great Beyond, the inevitable end of all mankind. 
 
 "I have had playmates, I have had companions. 
 In my days of childhorid, in my joyful school days. 
 -All. all are gone, the old familiar faces." 
 
 These sweet lines of the poet strike a melancholv note but it is the kevnote 
 of human life, a period of activity, of hours of hapiiiness, then a change, transi- 
 
EDUCATIONAL HISTORY OF OHIO 393 
 
 tion, and then — oblivion. As our American poet, Oliver Wendell Holmes, 
 truly sings : 
 
 "All, pensive scliobr what is fame? 
 
 A fitful tongue of leaping flame, 
 
 A giddy whirlwind's fickle gust, 
 
 That lifts a pinch of mortal dust, 
 
 A few swift years, and what can show. 
 
 Which dust was Bill, and which was Joe." 
 
 Pleasure and ])ain are allied : even the school boy has his troubles and griev- 
 ances that in his e\es are mountains of importance and consequence, but which 
 his maturer \ears reveal to be but ephemeral trifles when compared with the 
 real sorrows and obstacles of life. At times, we all remember, it seemed even a 
 hardship and punishment to be obliged to attend school, especially when sun- 
 shinv weather held out so manv counter attractions elsewhere. It was when in 
 this mood that we fulfill the immortal Shakespeare's description : — 
 
 "And then the whining schoolboy, with his satchel 
 And shining morning face, creeping like a snail. 
 Unwillingly to school." 
 
 Hul, despite all outdoor allurements, such as the fishing stream and the "old 
 swimmin' hole," great good was accomplished, good inaxims and morals im- 
 planted, and useful, valuable learning imparted the youthful minds, to serve 
 them in good stead in life's subsequent battles. For — 
 
 " 'Tis education forms the common mind. 
 
 Just as the twig is bent, the tree's inclined." 
 
 ( )n the north side of State street, between Fifth and Sixth streets, was 
 erected in the early fifties, the old State Street School. 
 
 Many citizens of C'olumlnis, and all of those now living who were pupils 
 there, well remember the quaint old building, with its slanting roof and bell- 
 tower and its blank white clock faces on which Father Time never recorded 
 his progress. This old structure, in which so many, since become prominent in 
 various fields of labor, were scholars, and about which so many pleasant remin- 
 iscenses are harbored, was torn down in the early sixties, and replaced by the 
 modern imposing present .Sidlivant School building. 
 
 It will be a surprise to many to learn that Charles Warren Fairbanks, the 
 \'ice President of the L'nited States, who was elected with such a magnificent 
 vote November 8, 1904, was a jnipil in the old State Street School when, as a 
 poor youth, he lived with relatives in Columbus. Mr. Fairbanks is a native of 
 the lUickeye .^tate, and never mentions the fact save with ]iride. 
 
 In order to revive old memories and re-estaljlish the friendly relations of 
 youth, the "( )lfl State Street School Association" was organized. The initial 
 movement was begun in the month of September, 1902, when Mr. John E. Price, 
 of Marble Cliiif, in kindlv recollection of his schoolboy companions of over forty 
 years past, called together such as he could of those who had attended the old 
 State Street School. 
 
394 
 
 EDUCATIONAL HISTORY OF OHIO 
 
 'IliL reiini(Jii inaugurated l)y Mr. I'ricc brought together the school boys 
 of the old days of 1855-60, and proved an occasion of such mutual interest and 
 pleasure, that it was unanimousl}- decided to form a permanent organization. 
 Of this Mr. John E. Price was elected president for the ensuing year: Mr. A. 
 D. Hefifner, treasurer, and Mr. Frank S. Brooks secretary. ]Mr. Price was suc- 
 ceeded in 1903 by Mr. E. K. Stewart, and the latter, in 1904, by i\Ir. George V. 
 Lott. Messrs. Heffner and Brooks are still treasurer and secretary respectively. 
 The association holds meetings annually on or about September 25th, and th.-se 
 reunions are occasions for a most jovous time, when, for the moment, the mem- 
 bers live tlieir l)(i\hood hours over again, and indulge in many recollections of 
 "the (lays that were." 
 
 Considering the lengthy period that has intervened since as boys they romped 
 togetlier the roll call of the association is quite imposing in numbers. 
 
 The "boys," as will be seen by the subjoined list, are prominent in many 
 professional, mercantile and industrial vocations. 
 
 One of them, the Hon. Philip H. Bruck, served most efficiently as mayor 
 of Columbus. ( )hio's capital cit\-. 
 
 We give in this work life-like pictures of all the members of the association, 
 whose ])i>rtraits were procurable. 
 
 riic roll consists of the following members: 
 
 Baker, Walter B Columbus Manufacturer, 
 
 Ball, George W Columbus Real Estate. 
 
 Buttles, Lucien 1) Columbus Real Estate. 
 
 Bosvvell, J. -A Montreal Supt. Dominion E.xpress Co. 
 
 B«ck, Devvitt C Columbus Merchant. 
 
 Bruck, P. H Columbus Manufacturer. 
 
 Bennett, Jesse M Columbus Wyandotte Building Co 
 
 Brooks, Frank S Columbus Sec'y Ohio Coal Operators 
 
 Corner, C. C Columbus Secretary Union Depot Co 
 
 Gill. Wni. .\ Columbus Manufacturer. 
 
 Heffner, .-X. D Columbus Banker. 
 
 Higgins, Charles, (Deceased) Columbus Merchant. 
 
 Lott, George V Columbus Salesman. 
 
 Looker, Oscar R Detroit Pre>. Mich. Mut. Life .\ssn 
 
 Merrick. Frank W.. (Deceased).... Columbus Law. 
 
 Mattoon, Edmund S Columbus Org.inist. 
 
 Miller. Jamc'. T Marble ClifT 
 
 Osgood, W. .\ Columbus Real E.state. 
 
 O'Kane, Henry Columbus Secretary Franklin Ins. Co 
 
 Price. John E Marble Cliff Quarries. 
 
 Suayne. Xnab H Toledo Law. 
 
 Stewart, IC. K Columbn> Columbu- Ry. and Light Co 
 
 Savage, Edward Columbus .Manufacturer. Xormandie. 
 
 Savage, James Columbus Jeweler. 
 
 Senter, O. A. B Columbus Manufacturer. 
 
 Sullivant. J. .^rtlnn- Columbus Bookkeeper. 
 
 Taylor, Henry C Columbus Law. 
 
 Williard, Charles Columbus Manufacturer, 
 
 Weaver, Eugene Columbus Capitalist. 
 
 Westwater. James Columbus Contractor. 
 
 Williams I.-unes .-\ Columbus Clerk Hoard of Education. 
 
EDUCATIONAL HISTORY OF OHIO 395 
 
 BRIEF HISTORY OF THE TOLEDO PUBLIC SCHOOLS 
 
 BY W. W. CHALMERS. 
 
 Owing to the fire which occurred in March, 1895, and destroyed many valu- 
 able records, the early history of the Toledo public school system can be given 
 only in part. The act of the Ohio legislature which provided for the manage- 
 ment of the Toledo schools by the city government was passed in 1837, and in 
 the following September the cnuncil divided the citv into three school districts. 
 
 BOARDS OF EDUCATION 
 
 There is no record of school directors until 1839. In that year the pioneer 
 school board of three members was chosen by the city council, hrnm 1S49 ^" 
 1854 the board consisted of six members. In 1887 there were eight: in 1889 to 
 1894 inclusive, there were nine. In the summer of 1894, by act of the city council. 
 the number of wards in the city was changed to fifteen, and the number of school 
 board members was proportionately increased. In the spring of 1898, by the 
 passage of the Xiles law, the number of board members was decreased to five, 
 anrl under the new code, which came into effect in the summer of 1904. the 
 number remains the same. 
 
 SUPERINTENDENTS 
 
 The Toledo schools have had eight dii^erent superintendents. In 1847 there 
 were four schools averaging about one hundred pupils each. Two years later, 
 the Rev. Anson Smyth resigned his pastorate of the First Congregational church 
 to take up the supervision of the public schools. At this time the high and gram- 
 mar schools occupied a frame Iniilding on Summit street near .\dams. Efficient 
 work in the high school culminated in a ].niblic exhibition in March, 1852. Plans 
 for a new high school took form in 1S53. and the main portion of this building 
 was ready for occupancy the first of May the following year. 
 
 Superintendent .Sm\-th resigned the superintendency in February, [85C), and 
 was followed b\- John Faton, Jr., who remained imtil March, 185c). 
 
 The next sa]K-rintendent was Moses T. Brown, from March, 1859, to April. 
 1864. During his superintendencv classes were regularly graduated from the 
 high school. It is worthy of note that the young men of the class of 1862 all 
 became engaged in the service of their country. 
 
 Col. Daniel F. DeWolf superintended the Toledo public schools from 18O4 
 to 1876, the longest term of any of Toledo's superintendents. During these years 
 the schools were more carefully graded, a special teacher of German and gym- 
 nastics wes engaged, also a supervisor of music, who gave two days in the week 
 to this work. 
 
 The vear 1871 was notewortli\- iKcause of the intruduction nf e(|ual educa- 
 tional advantages for white and colored children. L'p to this time a s])ecia! 
 teacher of the colored school had been employed, as the state law had required 
 that the two races be given separate instruction. 
 
 In 1876 Col. DeWolf was followed by Almon A. McDonald, who contiiuu-<l 
 in the position until 1880. There seem to have been no special innnvations during 
 his term of service. 
 
396 EDUCATIONAL HISTORY OF OHIO 
 
 Toledo's next superintendent was Jolm \V. Dowd, from 1880 to 1886. The 
 
 census of iSSo shows the population of Tciledo to lie 50,143: the school enumer- 
 ation for the same year was 15,53^). There is no record of the enrollment in the 
 pLd)lic schools. .\t tile close of the schiiol \ear 1885 t(j 1886 the school enumer- 
 ation was 23.243, and the school enr(jllment, ii.i'hj, which included a his^h school 
 enrollment of 293. 
 
 During Mr. Dowd's superintendency, in the school year 1884-1885, the man- 
 ual training experiment was started in two rooms in the high scIkioI, and in 
 January, i88C), the new manual training huildiiig was o]:)ened with three instruc- 
 tors and an em-ollnient of 1 10 under the L'niversity lloard. 
 
 Harvey \V. Compton hegan his superintendency in .Septem1)er. 1886, with a 
 high school force of princi])al and six assistants. 181 teachers in the ward schools, 
 and special teachers of Ck'rman, French and music. ( ierman was taught in the 
 first four years of the ward schools. 
 
 In the school vear 1887- 1888 a supervisor of drawing was engaged for one- 
 half day ser\ice. In i8cjO Superintendent Compton was given an assistant super- 
 visor. In this year, also, the C(.im])ulsorv education law was put in force and a 
 truant officer was appointed. 
 
 The school \-ear i8(;3-i8cj4 is noteworthy hecause of the estahlishment of a 
 Xormal Training School in the Jefferson huilding, and the appointment of a 
 ]ihysical training director. 
 
 In the \ear following, the State Legislature passed an act empowering boards 
 of education to furnish free text-biioks to pu]iils. The Hoard of Education of 
 Toledo was the first in the state to act under this law, and a special clerk was 
 employed to receive and care for the books as tlie\- came from the publishers. 
 The privilege of free text-books and supplies has continued since that time. 
 
 In the spring of 1895 the schools of Toledo met with a great loss. The 
 High Schocd building, which for fortv-two vears had been the central point of 
 the educational system, was destroyed by fire. During the next two years the 
 high school work was hampered by the necessary scattering of pupils into differ- 
 ent Inuldings. 
 
 The year 1895- 1896 '* remarkable liecause of many changes and improve- 
 ments The three year course in the high school was changed to a four year 
 course. An assistant supervisor of music was ap]iointed for the elementary 
 schools. There were also appointed two su])ervisors, one for the grammar and 
 one for the primary work in the ward schools. 
 
 In the fall of 1S97 Almon .A. McDonald resumed the sujierintendency, but 
 resigned the following spring. During this \ear the .X'ormal Training School 
 was discoiuinued. 
 
 The school year i8(j8-i8()i; (jpened with W. W. (lialmers as supcrintcndenl 
 of Toledo's school system, and he lias continued in that otfice up to the present time. 
 
 ( )ne of the first changes inaugurated under his superintendi-ncy was the 
 abandoiunent of forty-one rented annexes, and the resumption of the use of 
 \'acant rooms in thi' regular school buildings. This was accomplished by the 
 strict enforcement of district boundaries. 
 
EDUCATIONAL HISTORY OF OHIO 
 
 397 
 
 The annual promotion plan was changed to the semi-annual, and ninety- 
 two pupils doubled grades twice during the year, thus completing two years" 
 work in one year. 
 
 Manual training was extended to the ward schools, and the ]ilan of work- 
 has been gradually improved until now no child is without this privilege, from 
 the kindergarten through the high school. Manual training in tlie first four 
 gratles goes hand in hand with the drawing and is under the supervision of the 
 art director. Special teachers are employed for the fifth and sixth grades. The 
 boys and girls receive separate instruction, the former in knifework and Venetian 
 iron work, and the latter in sewing. This work is done at the desks. Two schools 
 are united, the boys assembling in one room and the girls in another. Special 
 teachers are provided, visiting the buildings in pairs, and passing from one room 
 to another, and one building to another, according to a printed schedule. 
 
 The seventh and eighth grade boys are instructed in shopwork and the girls 
 in cooking. In five ditTerent school buildings of the city are located kitchen and 
 carpenter shop centers. The cooking and shopwork teachers visit these centers 
 in pairs, giving four lessons daily and completing the round in a week. Each 
 seventh and eighth grade class in the city is assigned a weekly period ot seventy- 
 five minutes, during which time the girls are gradually initiated into the mysteries 
 of household economics, cookery and home living, and the boys make friendly 
 and lamiliar acquaintance with the grain, quality and texture of materials, and 
 the use of bench tools in the construction of serviceable articles. 
 
 The manual training high school, known as the Toledo University, is attached 
 to the Central High School building, and at the end of each period is heard the 
 "tramp of eager feet," as students combining the work of the two schools pass 
 back and forth. The Toledo University offers four courses in manual training: 
 The mechanic arts and architectural arts courses for young men. and the domestic 
 science and art courses for young women. 
 
 Since tlie adoption of the school gardening idea in Toledo, much progress 
 has been made in the improvement of the school premises. The work accom- 
 plished in some places has been remarkable. The children of one school took 
 fifty loads of stones and bricks from the top soil, and turned the brown waste into 
 a well kept lawn. The principals, teachers and jnipils of other schools have per- 
 formed similar service. In some schools the caltivation of flowers has received 
 special attention. 
 
 Six [niblic kindergartens were organized in Toledo in Februarv, iqoi. Nine 
 more were opened the following September. Xine were added in h'ebruarv. 1902. 
 Ten more were opened in the following Se])tember. and two were added in 
 September, 11)03. This coni]ileted the list and furnished kindergarten instruction 
 in every primary district in the city. 
 
 Special teachers of Cierman are employed in ten of the ward school build- 
 ings. In 1898 a change was made in the manner of conducting this department. 
 Up to that time pupils who were taking German studied English one-half day 
 and German the other half. This was kept up through the first three grades. 
 Pupils now continue the study for twenty-five minutes each day through eight 
 years of the elementary course, and then take a complete course of four vears 
 
3y8 EDUCATIONAL HISTORY OF OHIO 
 
 in German languag^e and literature in the high school. In the buildings where 
 German is taught, one room is assigned the German teacher and known as the 
 German room. Pupils from the other rooms go to this room for a twenty-five 
 minute recitation daily. This occurs during the general culture time of the 
 regular school, so that pupils who take ( icrman dn not pursue the course in 
 general culture. l!y this plan the German pupils dn not omit any of the essential 
 subjects in English. 
 
 The commodious new Central llich School liuilding was opened in Septem- 
 ber, 1898. There was a notable increase in attendance over the previous year. 
 During the past seven years the high school enrollment has increased more than 
 100 per cent. At the end of the school year 1903- 1904 the enrollment was 1500, 
 with thirty-two teachers in the Central High and three teachers in the East Side 
 High School. 
 
 In Septemlier, 1900. the school savings liank system was adopted for all ot 
 Toledo's elementarv schools. The system has now been in operation nearly nve 
 years. During the first year of its history 4.080 school children deposited $36,- 
 082.28. There were withdrawals amounting to $i2,2ofi.fii, leaving a balance on 
 deposit at the close of the year of $23,875.67. There have been in all about 
 $150,000 deposited during the four and one-half years that the school savings 
 bank has been in operation, and there is now about $50,000 1 m hand. 
 
 The school savings bank system was first introduced in this country by J. 
 H. Thiry. of Long Island City, Xew York. Air. Thiry introduced it into the 
 schools of Long Island Citv in 1885. Since that time the plan has been adopted 
 Ijv many cities and villages. Toledo was a pioneer in this work in this ]iart of 
 the country. 
 
 .At the end of the school year 1903-1904 the Toledo puldic schools had an 
 enrnllment nf 22,759 pujiils, fift\--two of whom were in the normal school, 1.500 
 in the high sclmols, 18,3^8 in the elementary schncils, and 2,831; in the kinder- 
 gartens. The schools were provided with a su]K'rviscir of music, an assistant m 
 music, a supervisor of drawing, a supervisnr rif jihysical training, and a super- 
 visor of general culture and geograph}-. 
 
CHAPTER XXIX 
 
 BIOGRAPHICAL SKETCHES (J 
 
MOTTO 
 
 "It is high time that sonu- effort "vere made to 
 redeem our OhiO biography, especially a knowledge of 
 the characters and lives of the founders of our State 
 nistitutinns. from the obscurity of neglect." 
 
 H H. Banu-v. 
 
BIOGRAPHICAL SKETCHES (1) 
 
 A NOTE 
 
 [The writer, or better, the compiler and editor of these chapters of biographical sketches 
 wishes to give full credit to others, and would disclose the sources to which he has gone. 
 
 The short sketches, or notes biographical, prepared by Hon. W. D. Henkle for the Ohio 
 Centennial volume, were used, sometimes with additions, sometimes with subtractions. 
 
 From memorial addresses he took freely paragraphs that would illustrate the character 
 by the lite, usually intending to omit what wore "customary suits of solemn black." Some- 
 times constructive liberties with the text were ventured. In one instance the matter is chosen 
 from a sirall biography. Whenever the sketch is substantially the work of another, his name 
 is affixed. Sometimes, a reason stronger than life prevented asking his consent, at other 
 times, as the work so pressed, consent was presimied. 
 
 The reade' who has a fair degree of acquaintance with the history of the public schools 
 of Ohio, and with the names of the leading actors in the drama, will know that it was purposed 
 to make selections for the subjects of these sketches from those whose work was done, who 
 had gone to make their report to the Head Master; but he will be glad of an exception to the 
 rule, and that the letter of Hon. Isaac J. Allen was included. 
 
 The editor does not give a moment's entertainment to the flattering notion that he has 
 made no mistakes. In such a task, to be human is to err; but, in a few instances, the error 
 of omission lay not in the judgment, but in the attempt to obtain the facts needed to hang his 
 recollections and impressions on. 
 
 The present editor wrote to Mr. Allen for permission to publish a letter, received in 
 response to a request for some of the main facts in his long and honorable career. It not only 
 in brief tells the story of a life, but preaches a potential sermon. The reply was dated Mor- 
 ristown, February 14, 1905 ; 
 
 "It is gratifying to learn that my former letter was of interest to you. I fear that you 
 do me honor overmuch in characterizing it as 'a sermon, though not in the form thereof.' The 
 latter clause, however, relieves the dilemma in which I should otherwise find myself involved; 
 for I was far from attempting the performance of what the witty Dean Swift once coined a 
 sexasyllabic word for, viz. : 'sermonification.' 
 
 "Your remark in that behalf recalls to my recollection a somewhat similar category, in 
 which I was placed : I received a letter at Cincinnati from Horace Mann, whom you doubt- 
 less knew — the President of .A-Utioch College, at Xenia, Ohio. — inviting me to come and 
 address the students of his college. His letter was addressed to me as 'Rev. J. J. Allen,, 
 D. D.' 
 
 "As I had never met Mr. Mann previous to that time. I replied, acknowledging receipt 
 of his letter of invitation which, as I perceived, ranked me as among the theologians; whereas,, 
 being nothing but a poor d — 1 of a lawyer, in all inatters pertaining to theology I was pro- 
 foundly unlearned ; and that I must, therefore, decline acceptance of his flattering invitation ; 
 presunnng that it was intended for my friend. Rev. D. H. Allen, D. D., Professor of Theology 
 in the Lane Theological Seminary at Cincinnati, Walnut Hills, who was both worthy and 
 capable, and I was neither. His answer came in return, acknowledging his error as to my 
 title, but saying, 'Surplusage never vitiates; you are the man we want — come.' But I didn't 
 preach — it was no 'sermon." 
 
 "Now, having written about everything else, 'let us return to our sheep,' or as the 
 French more politely phrase it — 'Revenons a nos moutons' — relating to your suggestion as 
 to the privilege of publishing my letter in your forthcoming work. 
 
 ■101 
 
"I (.lo nol recall prt-cisely the verbiage of the letter, nor in particular detail the matters 
 therein specialh' set forth. But I presume it eontain.s nothing that could do me any harm, nor 
 probably anything that could any one el.se any good. Tlierefore. being quite an 'iimocent' 
 in itself, I could urge no objection to its publication." 
 
 In Air. .Allen's letter was a clipping from a recent issue of the New Ynrk Siiu. The 
 matter concern.^ our present topic, and i^, besides, an interesting historic incident. The 
 article was written by Mr. .■Mien. Following are some quotations: 
 
 "On the first day of January, 1859, as then the United States Consul-General at Hong 
 Kong, China, commissioned as such by Abraham Lincoln, I had the honor to receive ofificially 
 at that port the first vessel that ever crossed the Pacific Ocean by steam. She came in under 
 the star-spangled banner of the United States, the steamship Colorado, of the Pacific Mail 
 line. In thirty days from San Francisco, near three thousand miles, slie came in, all in per- 
 fect trim and in good order, and was welcomed by thousands of the curious of all nation- 
 alities, thronging to see the .American pioneer of steam navigation across the widest ocean 
 of the globe, opening steam communication direct between Asia and America. * * * 
 
 "At the private suggestion of the Governor of Hong Kong, I requested the captain of 
 the steamer to treat the officials and distinguished citizens of Hong Kong to an e.xcursion 
 around the island. He readily complied, and some twelve hundred persons, Europeans and 
 Chinese, crowded the great ship, watching and admiring as she sailed. 
 
 "I made a special ofiicial report, giving the ship's name, build. ii\vner--hip. register, ton- 
 nage, exact dates of sailing and arrival, officers' names, number of crew, amount of coal 
 consumed, and all appropriate notes from the log book, and forwarded that report to the 
 State department at 'Washington. For having done so, I received the thanks of the 
 department. 
 
 "As to the Sirius, 'the first steam vessel that crossed the .Atlantic from the British 
 Isles,' as it is truly claimed, she was not the pioneer vessel of steam navigation across the 
 Atlantic. Nineteen years before her arrival at New York, in b-il!i, the steamship Savannah, 
 b'uilt and owned at New York, sailed from Savannaii. Ga., for Europe, crossed the .Atlantic 
 to Liverpool, thence on to St. Petersburg, and returned, a> her captain. Rogers, reported, 
 "without a screw loose or a bolt started.' 
 
 "So the actual pioneers of trans-oceanic steam navigation across the two great oceans 
 of the globe were .American ships sailing under the flag of the great rei)ulilic." 
 
 MoKKisTowx, N. T., Januarv :il. lOiCi. 
 Hoik J. J. fhinis. 
 
 De.xk Sir: — I have the pleasure to acknowledge the receipt of your favor of the 2Tdi 
 inst. In that you recjuest biographical information relating to my school life in Ohio. In 
 reply, I cannot do better, I think, than to refer you to Shotwell's "History of the Schools of 
 Cincinnati," published in 1902, at pages as indicated in the index. 
 
 It is true, that, primarily educated in the common schools myself, I had always been 
 interested and somewhat active in the matter of public education in Ohio, outside of my 
 official connection with the college and public school system of Cincinnati; but not in any 
 oflicial way. .As. for instance, delivering addresses, by invitation, before Teachers' Institutes, 
 Normal Schools, etc. .At one time ( I do not remember the year ) by request of President 
 Lorin .Andrews. I delivered a course of lectures on Natural Science, in the series before the 
 'Western Reserve Teachers' Association at Norwalk, Ohio. I may add, perhaps not 
 altogether appropriately however, that, pursuant to invitations, with the exception of Oberlin, 
 I have delivered commencement addresses before every college in Ohio, including Kenyon, 
 my .Alma Mater, and on two occasions at the 'Wesleyan University at Delaware: also in 
 western Pennsyhania and Indiana. To these may be added numerous addresses and essays 
 before lyceums, literary assficiations, law schools and learned societies. 
 
 I may also remark, though not quite appropriate to Ohio, that while United States Con- 
 sular representative in China, I visited Chinese schools, and saw much to interest me in their 
 peculiar system and methods of instruction. .And I found there what seems to be not gen- 
 
 402 
 
crally kiiL.wn. that tlie Chinoe --^^ifin uf piihlic schools bears a striking resemliLiiicf to our 
 own in Ohio — but only for boys, not for girls. 
 
 After my return from China, after near seven years'of absence from the United States, 
 I served about four years in New York as co-editor and special definer of the law depart- 
 ment of tlie "Standard Dictionary," published in 181)3. And I have had the satisfaction of 
 seeing mj- definitions in that department of the work cited as authority in courts of several 
 of our states as well as in England. 
 
 Since the completion of that work. I have been here in retirement, though still engaged 
 in literary work of a character somewhat severe as to study and research ; Init more to amuse 
 and keep my mind in training than for any special purpose. 
 
 And in this connection I take the liberty to mention that I have recently entered upon 
 my ninety-second year of life, and that my health is perfect, and activity of movement is such 
 that a daily promenade of three to fi\e miles is not only a roborant. but also a pleasure 
 excursion. 
 
 Though called by destiny to reside in ditTerent countries and climates and under various 
 conditions of life, I have been blessed with uniformly good health. Perhaps this exemption 
 from constitutional ailments, and the attainment to this state of comfortable longevity, may 
 m a measure be attributed to temperate habits of life, for 
 
 "In my youth I never did apply 
 Hot and rebellious liquor to my blood: 
 Therefore my age is as a lusty winter 
 That conies to me frosty, but kindly." 
 
 Please accept assurance of my sincere respect. 
 
 Respectfully yours, etc.. 
 
 Isaac J. Allen. 
 
 403 
 
LORIN ANDREWS 
 
 LoRiN Andrews was lioni in Asliland 
 county. Ohici, on the 1st of April. ISVJ. 
 His ijoyhood was spent in labor upon his 
 father's farm. When eighteen years of age 
 he entered the grammar school at Gambier. 
 and afterwards Kenyon College. The strong 
 religious element in his character, which mani- 
 fested itself in his future life, was here first 
 awakened under the teaching and personal in- 
 fluence of Bishop Mcllvaine. In 1840, he en- 
 gaged as assistant in an academy at Ashland. 
 He afterwards taught for a time at Mansfield, 
 but returned and took charge of the Ashland 
 Academy, at the same time pursuing the study 
 of law. In 1847, he was admitted to the bar, 
 and the same year was called to the superin- 
 tendency of the public schools at Massillon. 
 
 The General Assembly of 18o(i-51 having 
 adjourned without appointing a State Board 
 of Superintendents, as required by the law of 
 March L''i, 1850. it appeared obvious to the 
 members of the State Teachers' Association 
 that public; sentiment was not so far enlight- 
 ened as absolutely to demand of the Legis- 
 lature the appointment of such officers ; and 
 it was deemed advisable, in accordance with 
 the great principle so early announced by the 
 Association, "that it is unwise to enact laws, 
 however salutary, in advance of public opin- 
 ion," to employ the appropriate means for 
 creating, in the public mind, a demand for 
 such a supervision of the schools of the 
 State, as was thought indispensable to their 
 usefulness. For this purpose, Mr. Lorin An- 
 drews was induced to resign his place, and 
 commence a series of labors as the agent of 
 the Association. No better selection could 
 have been made. Brave, hopeful, energetic, 
 persuasive, unselfish, he was a leader, men 
 follow with enthusiasm. He gave up a good 
 and permanent position without a moment's 
 hesitation, to engage in an untried one, with 
 an uncertain outlook, and with no assurance 
 as to pecuniary reward for his services but 
 such as a voluntary organization of teachers, 
 not legally responsible for any debt it might 
 create, could give him. He entered upon his 
 wide field of labor, and. as if by magic, union 
 schools sprang up at his touch. The number 
 of institutes was largely increased, and vvher- 
 ever he appeared teachers caught from him a 
 new life and inspiration. The .Association was 
 scarcely less worthy of praise. It had prom- 
 ised Mr. Andrews a sum for his services 
 larger than any superintendent in the State 
 w^as then receiving, and this promise was re- 
 deemed to the utmost farthing, the whole 
 amount being paid by the teachers themselves 
 out of their scanty earnings. It is not sur- 
 prising that the spirit which prompted such 
 unselfish sacrifices should have left an imprint 
 on the schools of the State not yet wholly 
 effaced. 
 
 Mr. Andrews's fir>t report as the agent of 
 the .Association, or as chairman of the execu- 
 tive committee, for he was both, declares that 
 the passage of the law of 1840, and the organi- 
 zation of so many Union schools under it. 
 constituted a bright era in the educational 
 history of our State. He submitted a table 
 of forty-one institutes, and embodied in the 
 report a substantial argument for the appoint- 
 ment of a state superintendent and four or 
 more district superintendents. 
 
 "The experience of your committee during 
 the past year, has clearly demonstrated how 
 puny must be the labors of any one man, 
 compared with the great educational work 
 which might be done, and which ought to be 
 done, in the great State of Ohio.' composed 
 as it is of eighty-eight counties, divided into 
 twelve thousand School Districts, and con- 
 taining within its borders eighteen thousand 
 teachers and one million of children. The 
 more your committee has extended its labors, 
 and become more intimately acquainted with 
 the real educational condition of the State, 
 the greater has appeared the mighty educa- 
 tional w-ork which must be done. Our Legis- 
 lature has wisely provided for a thorough 
 supervision of the works of public improve- 
 ment. The corps of supervision on these 
 works, consists of three members of the Board 
 of Public Works, about forty superintendents, 
 and ten resident engineers : and these officers 
 are employed at an annual expense of not less 
 than forty thousand dollars. But how insig- 
 nificant are the pecuniary interests involved 
 in our works of public improvement, when 
 compared w'ith the countless stores of intel- 
 lectual and moral wealth, which are annually 
 developed in our various institutions of learn- 
 ing, and profitably invested in the expanding 
 minds and cultivated hearts of the future citi- 
 zens and rulers of this great Commonwealth. 
 And yet only a paltry sum of six or eight 
 thousand dollars is asked for the supervision 
 of the great educational interests of the State; 
 and that, too, when in addition to the vast 
 intellect and moral considerations involved, 
 not less than one million of dollars are annu- 
 ally expended for the support of our Public 
 Scliools." 
 
 The editors' portfolio of the Ohio Journal 
 of Education, Mr. Cowdery, no doubt, speak- 
 ing, zealously urged the selection of Mr. .An- 
 drews, their colleague, for the newly created 
 oflSce of Connnissioner, without reference to 
 party preferences. After the election, in which 
 he was not the successful candidate, the trus- 
 tees of his .Alma Mater, without a dissenting 
 voice, called him to the presidency, and he 
 decided to accept. The portfolio spoke again. 
 
 "Numerous letters have been received by 
 Mr. .Andrews, urging him to decline all the 
 tempting offers which have been made him 
 from different sources, and to continue in the 
 
service of the State Association. After ma- 
 ture deliberation, lie has decided to accept the 
 presidency of Kenyon College. We think that 
 none who consider all the circumstances can 
 find fault with his decision. Few, if any, of 
 those who have urged him to a dififerent 
 course, would be willing to do what they have 
 asked of him ; to be absent from home the 
 greater part of the year, to travel by night 
 and by day ; and all for the same compensa- 
 tion which he might receive in charge of a 
 good school, and remain quietly at home." 
 
 Later, with a drop of mild acid in the ink : 
 "We respectfully suggest to those who have 
 manifested so strong a desire that Mr. An- 
 drews should continue his agency, and ex- 
 pressed a willingness to contribute liberally 
 for his support, that the financial committee 
 will be glad to receive their contributions, 
 however generous, and apply them on his 
 salary for the current year. 
 
 When the call for volunteers w'as made in 
 1861, he was the first man to respond. He 
 recruited a company in Knox county, and 
 soon after was appointed Colonel of the 4th 
 Regiment of Ohio Infantry, and detailed to 
 service in Western Virginia. His regiment 
 soon became noted for its discipline and 
 efficiency. In the midst of his duties he was 
 attacked by camp fever, of which he died at 
 Gambler, on the ll^th of September, 1801, uni- 
 versally beloved and deeply lamented. 
 
 DR. I. W. ANDREWS 
 
 From line pmnt of view, the lite of Dr. 
 I. W. Andrews may be sketched in few 
 words. Born at Danbury, Connecticut, in 
 1815, he was graduated at Williams College in 
 1837. was elected Tutor of Mathematics in 
 Marietta College in 1838, Professor of Math- 
 ematics in 1839 and President in 1855. In 
 1885 he resigned the presidency but continued 
 to give instruction in Political Philo.sophy. 
 How it happened that I. W. Andrews was 
 called to Marietta at so early an age is ex- 
 plained by a letter written to him by that 
 greatest of American teachers, Mark Hop- 
 kins, in 18(!T. "I was written to know my 
 
 opinion of as a suitable person 
 
 for Marietta. That was the only question 
 asked me. I do not remember precisely what 
 I said, but I went beyond the record and 
 recommended vou. I have never regretted 
 what I did." 
 
 Mark Hopkins said still more when he 
 visited Marietta, expressing his great pleasure 
 in recalling the fact that it had been his good 
 fortune to send such a worthy representative 
 from his first class to build up another Will- 
 iams College on the banks of the Ohio. 
 
 We do not admire the beauty of an edifice 
 on account of the noise made in its construc- 
 tion. That Marietta is indebted to the influ- 
 ence of Dr. Andrews for benefactions and 
 legacies amounting to half a million dollars, 
 that a thousand men to-day recall his lessons 
 with grateful, reverent feelings, is soon told, 
 but it is the summary of fifty years of faith- 
 ful service. 
 
 His ideal of a teacher's work is so clearly 
 expressed in an article on the "Personal Pecul- 
 iarities of Teachers," in the Journal of Edu- 
 cation, that one might easily fancy it the remi- 
 niscence of one of his pupils. 
 
 "The perfection of instruction consists in 
 so aiding the pupil to overcome for himself 
 the difficulties which he meets, in throwing 
 light upon his path at just the moment it is 
 needed, in such a quiet way, with so little of 
 parade or effort, that the pupil is sensible only 
 of the progress he is making, and is quite 
 unconscious of the real aid he has received 
 from the teacher." 
 
 His students will also heartily confess the 
 truthfulness of his picture of college life in 
 Marietta, and that his own quiet, patient ex- 
 ample made such a history possible : "From 
 its establishment to the present day, it has 
 been singularly free from excitements and 
 troubles, and it has pursued the even tenor 
 of its way, aiming to give the best possible 
 training to young men who have sought its 
 privileges. The College furnishes little mater- 
 ial for an historical sketch, and perhaps this 
 is the best thing which can be said of an 
 institution of learning." 
 
 We leave for others the pleasant task of 
 describing more fully his work in Marietta. 
 The younger teachers of Ohio do not know 
 how closely he is identified with the early 
 history of our common schools. In Febru- 
 ary, 1851, the Ohio State Teachers' Associa- 
 tion, in a meeting at Columbus, appointed him, 
 with six others, to aid in the organization of 
 county institutes, and through the southern 
 and eastern part of the State he took an active 
 part in the educational campaign that ensued. 
 
 .An eminent schoolmaster in the immediate 
 succession once said in effect : there are some 
 ten or twelve distinguished men that history 
 must call the founders of the Ohio school 
 system. Dr. .\ndrews w-as one of these. In 
 breadth and earnestness he was the peer of 
 any man that has been prominent in the 
 school work of the State. One by one these 
 leaders in thought and action have finished 
 their work. Each memory is precious. 
 
 He was President of the Ohio State 
 Teachers' Association at Steubenville in 1857, 
 and long served on the Executive Committee ; 
 he also delivered the .Annual Address at Put- 
 in-Bav in 1877. He was a member of the 
 State Board of E.xaminers from 1806 to 1871. 
 
 The experience of a teacher who well and 
 pleasantly remembers his going before the 
 board is an example of Dr. Andrews's method. 
 "In the year 1867, I presumed to appear be- 
 fore the State Board of Examiners intent 
 uuon bearing away a certificate, and the hour 
 came when I met Dr. Andrews, who was sit- 
 ting with a copy of Cicero's orations in his 
 hand. .After a kindly greeting, he opened the 
 book, handed it to me, then rose and walked 
 over to the window, as if something there 
 was in need of attention. Returning, he told 
 me to read : in fact I had been reading. 
 Never had I devoted a minute with more 
 concentration to study. I passed, and never 
 
have I wavered in iiiv opininn as t<i what was 
 the learned professor's errand to the window." 
 
 As associate editor of the Ohio Journal of 
 Education, in the first six volumes (ISo'J-Tl, 
 and afterwards as contributor to its successor, 
 the Educational Monthly, he showed his lively 
 interest in elementary education. In 1852, he 
 wrote of "The Union School System" and 
 warned officers and teachers against too im- 
 plicit reliance upon the excellence of any 
 system, thus by thirty years anticipating a 
 favorite dogma of the apostles of the New 
 Education. 
 
 Hundreds of teachers think what a worthy 
 renrcsentative said: "His life and character 
 have been to me an inspiration. I foutid him 
 always willing to direct his clear judgment 
 to the service of one who came to him for 
 advice. When I first became acquainted with 
 the Ohio Educational Monthly, nearly half 
 the contributions to that Journal, in regard to 
 common schools, were from his pen. What 
 he wrote needs no revision. He thought be- 
 fore he spoke." 
 
 He was an active member at the first meet- 
 ing of the National Teachers' Association, and 
 afterwards became imc of the National Coun- 
 cil of Education. 
 
 At his home he was among the first to 
 move for the organization of a .system of 
 union ,'chools, and to him Marietta is greatly 
 in.debted for the deservedly good re]nitation 
 of her public schools. 
 
 His early experience as teacher of mathe- 
 matics colored and influenced all his instruc- 
 tion in other departments, and especially in 
 that for which he will chiefly be remembered 
 lieyond his immediate circle of friends, the 
 chair of political philosophy. His political 
 creed must be as plainly drawn as a figure 
 in geometry, as clearly expressed as an equa- 
 tion in algebra. Hence he laid great stress 
 on formal acts and always oaid due reverence 
 to the visible representatives of authority. 
 
 In politics a conservative, in the best sense 
 of the word, in philosophy he was always and 
 unmistakably an optimist, but not an enthusi- 
 ast. "All things work together for good" is 
 a truth whose ever-present reality cheered 
 him. not to boasting or display but to patient 
 continuance in the work which Providence 
 had assigned him. 
 
 Three brief sentences are sufficient in 
 themselves to bring the man before the con- 
 templative eye even of one who never saw him. 
 While patiently bearing with a student's 
 lapses from duty he often said : "Some of 
 those boys who used to try us sorely have 
 made very useful men." One intimate with 
 him, seeing him going on unfalteringly with 
 his labors though affliction's hand was sore 
 UDon him, realized with Adam Bede : — "There's 
 manv a good bit of work done with a sad 
 heart." When preparing to go to Boston and 
 deliver an historical address — a mission from 
 which he did not return alive — he replied to 
 the remonstrance of his wife against such a 
 journey in stdrniy weatlier : — "I have pruni- 
 ised to' go." 
 
 M.NnriN R. .Anijkkw's. 
 
 HIRAM HOWARD BARNEY 
 
 HiR.XM Howard B.\rney vv^as born at Ley- 
 den, Vermont, October 7, 1804. The blood in 
 !iis veins had coursed from ancestors in Wales, 
 representatives of whom came to America in 
 the old colonial days. 
 
 The parents of H. H. Barney — for this 
 is the form of his name familiar to the school 
 people of Ohio — moved from Vermont to 
 New York, while the son was an infant, and 
 took a wild farm near the small village of 
 Belleville. Here the boy was brought up in 
 the ways of country life, sheltered by a cabin 
 in a clearing. 
 
 He had all the opportunities for reading 
 and study the neighborhood afiforded, and 
 very early he resolved to achieve the best 
 education within his power. He entered 
 Union College, Schenectady, then under the 
 presidency of Dr. Eliphalet Nott. This gen- 
 tleman's name was familiar to western school- 
 boys of fifty years ago as the author of an 
 eloquent and dramatic address upon duelling, 
 and the enumeration of those "whotn he could 
 not forgive" for the death of Hamilton. 
 
 Barney entered college soon after coming 
 of age, and soon won his way to peculiar dis- 
 tinction as a student. .'Kfter graduation he 
 studied law and practised for a while. His 
 legal training, his natural aptitude for analy- 
 sis, his insistent powers of persuasion, and his 
 boundless command of .good English were all 
 brought into successful plav when he became 
 the first School Commissioner of his adopted 
 State. 
 
 In the autumn of IK'-Mi. he remove 1 with 
 his w'ife and two small children to the village 
 of East Aurora, where for twelve years he 
 served either as principal of an academy, or 
 superintendent of schools. "His wonderful 
 success as a teacher" is attested by o:ie who 
 knew well of what he wrote. 
 
 Mr. Barney went to Cincinnati in 1847. 
 He there inaugurated the present system of 
 high schools, by organizing and managing the 
 Central Hi.gh School. When, in the cour.se 
 of the evolution of the school system of Cin- 
 cinnati the Hughes and the Woodward High 
 Schools were opened, he was made princi.oal 
 of the Hughes High School in which position 
 he continued until 1853. There were others, 
 but he, during those years was the leading 
 exponent of the claims of the high .school as 
 an institution where pupils could advance 
 farther along the road to knowledge but as 
 a means of giving energy to the entire system. 
 
 In 1849, 18511, and 1852, Mr. Barney was a 
 member of the executive committee of the 
 State Association, and was one of the editors 
 for the association, of the Ohio Journal of 
 Education. 
 
 Mention, elsewhere, is made of the effort 
 of the school men to jirevent the office of 
 Commissioner, established in 1853, from hav- 
 in.g to take its place with other State offices 
 and having to sink or swim with the political 
 ticket. The hope had little in experience or 
 observation to build upon though the desire 
 and its special aim were very natural. 
 
It is entirely possible that no harm has 
 come from the office of School Commissioner 
 being an elective office. If its "being in poli- 
 tics" means that the incumbent must be of 
 the same political faith as the predominant 
 party, it is strongly presumptive, that from 
 the beginning, it has not been a cubit deeper 
 in politics than if it were filled by the gov- 
 ernor's appointment. 
 
 Immediately after the enactment of the law 
 of 1853, William Trevitt, the last Secretary 
 of State, to serve as State Superintendent of 
 Schools, issued the first edition of this statute. 
 A second edition was issued by Commissioner 
 Smyth, containing also the Akron Law, the 
 law of 1849, the special statutes in force, 
 cited elsewhere relative to the support of in- 
 stitutes, with forms and blanks, and an ex- 
 tensive collection of official opinions by Mr. 
 Smyth and his predecessor, Mr. Barney. The 
 editor of the Manual mentions the fact there 
 were nearlv forty of Mr. Barney's opinions 
 and half as many of his own. A fragrant 
 flower on the party wall is an expression in 
 Mr. Smyth's final report, after the experience 
 of six years: "Mr. Barney's letters and pub- 
 lished opinions were e.xceedingly useful in 
 securing correct practice under the statute. 
 I have ever thought that his published opin- 
 ions, interpreting the law, are worth more 
 than ten times the salary which he received." 
 
 A very difficult branch of the commission- 
 er's duty was the carrying out of the law 
 relatin.g to libraries. Elsewhere in this vol- 
 ume the efforts to do away with the best 
 features of the law of 1853, especially with 
 the sections creating and naming the duties 
 of the State Commissioner of Common 
 Schools, have been recorded, and Mr. Barney's 
 stalwart defense. 
 
 At the close of his term he was not re- 
 elected. 
 
 Some five or si.x years after Mr. Barney's 
 term in the Commissioner's office he was 
 called to Circleville, Ohio, to take charge of 
 the public schools. He remained in that posi- 
 tion till 1809, when he again returned to Cin- 
 cinnati. 
 
 As long as Ohio remembers those who 
 served her well in the vital work of public 
 education the name of H. H. Barney will not 
 pass into the "obscurity of neglect." 
 
 W. H. V. and B. 
 
 LEROY D. BROVyN 
 
 Lerov D. Brown was born in Noble 
 county, Ohio, November 3, 1848, and at a 
 very early age developed the reading habit 
 which so prominently characterized his entire 
 life. In the old township library which was 
 found in his neighborhood he had access to 
 a few of the best books and soon made him- 
 self conversant with them. He was especially 
 interested in biography, history and travel. 
 In addition to this valuable habit he also 
 learned, at an early age. in the school of hard 
 manual labor, on the farm, to depend upon 
 his own personal efforts for success, and to 
 respect and honor all those who toil. 
 
 At the age of fifteen, having been pro- 
 hibited by his father from entering the army, 
 he ran away from home and in January, 1864, 
 enlisted as a member of Company H, 116 O. 
 V. I., in which company he served until the 
 end of the war. 
 
 Upon his return from the army he again 
 enter.;! the district school which he attended 
 for a short time and then began more ad- 
 vanced work in the graded school at Seneca- 
 ville, Ohio. During the winter of 1866-1807 
 he taught school in a district adjoining the 
 one he had attended as a pupil a few years 
 before. The following spring he entered an 
 academy at Athens, Ohio, where he made par- 
 tial preparation for college. In 1869 he be- 
 came a student in the Preparatory Depart- 
 ment of the Ohio Wesleyan University at 
 Delaware, Ohio, from which institution he 
 afterward graduated. He was compelled to 
 work his way through college and to enable 
 him to do this he devoted considerable time 
 to teaching. In 1871 he was appointed county 
 examiner in his native county. In this county 
 he was associated with John M. Amos, now 
 editor of the Cambridge Jeffersonian, in the 
 management of a normal school which proved 
 to be very successful. Perhaps no man in 
 Ohio knew more of the real inward life and 
 character of Mr, Brown than Mr. Amos. In 
 a recent editorial he speaks of him as follows : 
 "No man who ever lived was more worthy 
 of the closest and most intimate relations or 
 personal friendship. He was true as tempered 
 steel : able, energetic, amiable, shrewd, and 
 forceful, he left the impress of his labor and 
 of his character wherever he lived and 
 worked." 
 
 In referring to the normal school to which 
 attention has already been called, Mr. Amos 
 says : "While yet a very young man he was 
 sought out and employed as my associate in 
 a normal school in Caldwell, and when thus 
 employed he walked nearly all over the county 
 talking with boys and girls and their parents, 
 and as a result when the school opened over 
 one hundred young men and women came 
 forward as students. His energy was mar- 
 velous. His courage indomitable." 
 
 In the fall of 1873 Mr. Brown took charge 
 of the graded school at Newport, Ohio, and 
 in a short time had so thoroughly organized 
 and systematized the work that the office of 
 superintendent was created and he was elected 
 to fill the position. His work here was so 
 successful that he was called in 1874 to the 
 superintendency of the Belpre, Ohio, schools, 
 and in 1875 to the superintendency at Eaton, 
 Ohio. It was in this position that the writer, 
 who was then teaching his first country school, 
 formed his acquaintance, and his helpfulness 
 and kindness can never be forgotten. He was 
 not only always ready but also anxious to 
 render assistance to the teachers who were 
 beneath him in position but who gave evi- 
 dence of an honest desire to merit success. 
 He never forgot his own early struggles and 
 on this account kept in close touch with the 
 younger members of the teaching profession. 
 
 In 1879 he was elected to the position of 
 superintendent of public schools at Hamilton, 
 
Ohio, and in 1881 was re-elected for a term 
 of two years. He held this position until 
 January 1, 1884, when he entered the office of 
 State Coinniissioner of Common Schools to 
 which he had been elected in the preceding 
 October. 
 
 He was untiring in his attention to all the 
 calls of duty in this office where her calls are 
 many and various, until the end of his term, 
 July, 1887, when he moved to Alliance, Ohio, 
 where he was engaged for a short time in the 
 banking business. He then went to R^no, 
 Nevada, to accept the oresidencv of the State 
 University. He was afterwards superintend- 
 ent of schools at Los Angeles, California. 
 His declining health made it necessary for 
 him to confine his work to a smaller sphere 
 the last few years of his life, but he never 
 lost any of the intense zeal which had char- 
 acterized him in his days of better health and 
 strength. He was an active member of edu- 
 cational associations, county, state and na- 
 tional and served as a school examiner in 
 nearly every county in which he taught. He 
 was appointed by President Harrison, Visitor 
 to West Point, and in many ways not enum- 
 erated here he showed that he was not only 
 interested in educational work of all kinds, 
 but was also worthy of the honors conferred 
 upon iiiiii. 
 
 MARCELLUS F. COWDERY 
 
 ni Pawlett, Rut- 
 
 .\I. !•". CowuKin waN 
 land countv, Vermont, in ISl-'i. He spent his 
 early life in western New York. After an 
 attendance for several years at a district 
 school, he entered the academy at Wyoming. 
 New York, and subsequently that at Canan- 
 daigua, one of the eight institutions that re- 
 received legislative aid for the education of 
 teachers. In 18.'i(i. Mr. Cowdcry began the 
 
 work of teaching in Ohio, and taught in dis- 
 trict and private schools until 1841. when he 
 became connected with the Western Reserve 
 Teachers' Seminary, of which Dr. Lord was 
 then principal. Here he met with many who 
 had taught in the public schools, or were pre- 
 paring to teach, and his attention was thus 
 turned to consider the defects in the common 
 school system. From 1845 and onward. Mr. 
 Cowdery labored faithfully in the interests of 
 the schools of the state, attending nearly all 
 llie earlier institutes, meeting with others at 
 Akron, in 1847. to organize the State Teach- 
 ers' Association, instructing in the norma! 
 class at Norwalk. and everywhere laboring by 
 word and work, to infuse into others the same 
 interest which he himself felt and exhibited. 
 In November. 1848, he commenced his labors 
 in Sandusky, and, excepting one interval of 
 aljout seven months in 1863-4. continued in 
 the superintcndency until July, 1870. 
 
 Few have been associated with Mr. Cow- 
 dery. either as teachers or pupils, without 
 acquiring something of the earnest, conscien- 
 tious spirit he brought to his work, and of 
 his desire for the physical, moral, and intel- 
 lectual well being of those intrusted to his 
 care — in a word, for their education in its 
 broadest signification. His well known col- 
 lection of "Moral Lessons" illustrates the 
 spirit of the man. 
 
 In one report he says: "It seems to me 
 that most of the present defects in the com- 
 mon schools of our county and State have 
 their origin in the general indifference to the 
 importance of common schools to society and 
 the country. It is not for want of means or 
 of statute regulations that good school-houses 
 are not found in our county, abundantly sup- 
 plied with furniture and apparatus ; it is not 
 for want of facilities that teachers in our 
 county are not thoroughly qualified for their 
 duties : it is not for want of legal powers 
 that school directors do not employ a compe- 
 tent teacher, and render the common school 
 a blessing to the community : but it is from 
 the low estimate placed upon the importance 
 of common schools by citizens generally, and 
 the want of faith in their capacity for im- 
 orovement. that such defects exist in these 
 schools from year to year." These were truth- 
 ful words in 1846. They are quoted to show 
 what a shrewd observer said of the schools 
 in the rural districts forty years ago — to 
 what extent will the facts warrant us in using 
 different words to-day? 
 
 Graded schools, as now organized and con- 
 ducted were then unknown in the Western 
 States. In the peculiar work of superintend- 
 ing such schools, Mr. Cowdery was in one 
 sense a pioneer. He was not a genius, and 
 did not claim to be such, but he possessed 
 what is of far greater value in school manage- 
 ment — common sense and confidence in one's 
 ability to achieve success. He was fearless 
 and determined, and rarely, if ever, made 
 concessions to whim and prejudice: but he 
 had the instincts and the culture of a true 
 gentleman, and won the confidence of the 
 entire community by his evenness of temper. 
 blameless life, and willingness to listen pa- 
 
 408 
 
tiently to advice or criticism, no matter from 
 what source it came. Teachers visited his 
 schools to learn how to conduct their own. 
 
 While he never neglected his professional 
 duties, but bestowed his best thought and most 
 exhausting labor upon them, Mr. Cowdery 
 always kept abreast of the times, was a 
 thoughtful, critical reader of the best litera- 
 ture, and something more than a mere looker- 
 on in both the social and the political world. 
 
 Mr. Cowdery was eminently an industrious 
 man. Having learned in early life the im- 
 portant lesson that one can rest and still not 
 be idle, he did not seek ease or cessation from 
 toil, the so-called rest of the sluggard, but 
 found in change of employment all the rest or 
 recreation he seemed to need. Gardening, 
 care of orchard or vineyard, the pursuit of 
 some favorite study, the entertainment of 
 friends, 'and outdoor and indoor work of 
 other kinds, occupied the moments many 
 would have spent in listlessness or harmful 
 amusements, or in dissipation of some sort. 
 Doubtless some persons who saw him busily 
 at work in garden, vineyard, or factory, early 
 in the morning or late in the afternoon, 
 thought he cared more for them and the in- 
 come from them than for the schools he was 
 employed to superintend. They failed to see 
 that these varied occupations, engaged in with 
 wise purpose, and pursued not as tasks, in- 
 stead of impairing his strength or vigor or 
 having a tendency to divert his thoughts from 
 his chosen life-work, were the means by 
 which, under providence, he was enabled m 
 engage in that work with the energy, buoy- 
 ancy of spirit, and enthusiasm which char- 
 acterize him only who has a sane mind in a 
 healthy body. Let all who would win success 
 in our profession, follow his example. 
 
 Thomas W. H.\rvev. 
 
 EPHRAIM CUTLER 
 
 Ephbaim Cutler was born at Edgarton, 
 Martha's Vineyard, Mass.. April 13, 17(i7. 
 He was the son of Rev. Manasseh Cutler, 
 L.L. D. He came to Ohio in 1795, and lived 
 a few years in .^mes, Athens county, and 
 afterwards removed to Warren, Washington 
 county, where he spent the remainder of his 
 life. His interest in the promotion of educa- 
 tion doubtless arose, in a measure, from the 
 fact that his father was the author of the 
 famous educational provision in the ordinance 
 of 1797. 
 
 He was appointed, by the first territorial 
 legislature, one of seven commissioners to 
 lease all the ministerial and school sections 
 in each township of the Ohio Company's lands. 
 This was the first effort made by legislative 
 authority to promote common school education 
 in Ohio. In 1802, he was a member of the 
 Con.stitutional Convention, and secured the 
 adoption of the provision which imposes upon 
 the General Assembly the obligation forever 
 to "encourage schools and the means of in- 
 struction." 
 
 After nearly twenty years' retirement from 
 active political life, he was elected in 1810, a 
 
 member of the General Assembly. As chair- 
 man of a special committee of the House of 
 Representatives, he prepared a bill providing 
 for the division of townships into school dis- 
 tricts, for the building of school-houses by 
 money raised by levies upon the taxable prop- 
 erty of the districts, and for the partial pay- 
 ment of teachers from the public funds. This 
 bill passed the House by a vote of 40 to 20, 
 but the General Assembly adjourned before 
 the Senate acted upon it. 
 
 In 1823, Mr. Cutler was elected Senator. 
 He was a member of the school committee, 
 and chairman of the committee on revenue. 
 In his efforts to secure the passage of a school 
 bill he was ably supported by Nathan Guilford. 
 This bill passed the Senate, January 26, 1825, 
 by a vote of 28 to 8, and the House. Febru- 
 ary 1, by a vote of 48 to 24. At this day, 
 when our common school system is universally 
 popular, the intense earnestness with which 
 Mr. Cutler followed up his favorite measure, 
 cannot be properly appreciated. The imperfect 
 law of 1825 cost far more labor than the sub- 
 sequent acts based upon and supported by an 
 advanced public sentiment. 
 
 As a private citizen Mr. Cutler was an 
 active and earnest supporter of schools and all 
 other means of instruction. The first school 
 ever taught in his own neighborhood, near 
 Marietta, was accommodated by the use of a 
 room in his own house. It was taught by the 
 late General John Brown, of Athens, Ohio. 
 When residing in .A.mes, Athens county, he 
 induced a younger brother, a graduate of Har- 
 vard, to teach a school, a part of his house 
 being used as a school room. He was active 
 in forming a local library — the first public 
 library in the West — obtained largely by the 
 sale of furs, and often called the "coon-skin 
 librarv." The influence of the good schools 
 he helped to establish, and of this library 
 upon the little community was very great. 
 Mr. Cutler died on the 8th of July, 1853. in 
 the eighty-seventh year of his age. 
 
 H. 
 
 WILLIAM NORRIS EDWARDS. 
 
 Mk. Edwards was born in Piltsfield. Mass., 
 July 4, 1812 and graduated at Williams Col- 
 lege. The writer became acquainted with him 
 about a quarter of a century ago when he con- 
 ducted a private academy in Dayton, Ohio. 
 In 1852, he became superintendent of the pub- 
 lic schools of Troy, Ohio, and continued to 
 serve the people acceptably until his sudden 
 death, August 3, 1867. He had a strong hold 
 upon the confidence and affection of the peo- 
 ple of Troy. His funeral was largely attended, 
 many of the business houses being closed, and 
 private residences being draped in mourning. 
 Those who for many years met Mr. Edwards 
 in the meetings of the State Teachers' Asso- 
 ciation, learned to appreciate his worth. He 
 was elected president of the Association in 
 1861. but did not preside at the next meeting, 
 being detained at home by illness. Mr. Ed- 
 wards was a man of great culture, and his 
 deliberation before he acted or recommended 
 action made him a safe counselor. He will 
 
long be reiiK'nihcred with gratitude by the 
 pupils iraiiu'd under liis guidance, and with 
 llie highest respect liv his fellow teachers. 
 
 H. 
 
 SAMUEL GALLOWAY 
 
 The Stale Teachers' Association of Ohio 
 was founded in 1847. Samuel G.\llow.\y, the 
 subject of this lirief sketch, was the first presi- 
 dent. He was born in Getty.sburgh, in 1811. 
 He removed to Ohio in early youth, and grad- 
 uated at Miami University, at the age of 
 twenty-two. For several years he engaged 
 successfully in teaching, until health induced 
 him to change his employment, and. having 
 studied law, he was admitted to the bar in 
 1842. He shortly afterward removed to Co- 
 lumbus, where he resided until his death in 
 1872. 
 
 His election as Secretary of State made 
 him ex-officio State Superintendent of Com- 
 mon Schools, and brought him into direct 
 association w-ith the leading educators through- 
 out the State. The cause of popular educa- 
 tion undoubtedly owes much to his efforts. 
 His reports to the Legislature, embodying 
 many valuable suggestions, did much to call 
 public attention to the subject, and prepare 
 the way for the legislation which soon fol- 
 lowed. It is gratifying to note, that though 
 Mr. Galloway's special sphere was mainly that 
 of lawyer and politician, he did not remain 
 unmindful of other claims. His wit. his learn- 
 ing, and his eloquence were freely used in 
 behalf of all measures tending to the improve- 
 ment of humanity. 
 
 H, 
 
 NATHAN GUILFORD 
 
 Nath.\n ( iiiLFiikii, the leader of the move- 
 ment by which the first liberal school law for 
 Ohio was secured, deserves to be held in 
 grateful remembrance by all who teach, and 
 all who have children in the common schools. 
 
 He was born in Worcester county. Massa- 
 chusetts, and in his boyhood worked steadily 
 on his father's farm during the spring and 
 summer months, and attended school in the 
 fall and winter. His marked love for reading 
 and study led his father to determine that he 
 should have a liberal education. Nathan was 
 accordingly sent to a classical school, at Lei- 
 cester, where he fitted himself for college. 
 He entered Yale College when he was twenty- 
 two years of age, in 1808, and graduated with 
 a respectable position in his class of 1812. 
 Mr. Guilford studied law, then came west and 
 opened an office in Cincinnati. He soon be- 
 came a zealous advocate of a liberal system 
 of public schools, and sought the attention of 
 the people in an unicpie way; he issued "Solo- 
 mon Thrifty's Almanac." It dealt with the 
 stars, the march of the planets, the weather, 
 and other skyey matters; but it also came 
 down and published paragraphs upon soils and 
 crop.s, and every page had something on it 
 about education and free schools. 
 
 Mr. Guilford was active in the movement 
 thai brnnght .iboui the school law of 1821. 
 
 and was a member of the committee of seven 
 apjjointed by Governor Trimble "to devise and 
 reptn't an efficient system of common schools." 
 The report made no provision for a general 
 fund other than from that uncertain source, 
 the sale and lease of public lands. Mr. Guil- 
 ford refused to approve the report and in 
 order to make his view widely known, he ad- 
 dressed a memorial to the General Assembly 
 in which he advocated with great force the 
 assessment of a general county tax for school 
 purposes. This memorial was printed by the 
 legislature along with the Commissioner's re- 
 port, though a majority of the members 
 opposed this new doctrine — the first public 
 appeal of this character in Ohio. This short 
 liaragraph should be written large ; its doc- 
 trine has not been written better. "Public 
 intelligence and public morals ought to be 
 the peculiar care of every Republic, and as 
 every man is interested and benefitted, either 
 directly _or indirectly, in the political safety, 
 good morals, good order, intelligence, and 
 social happiness of the community of which he 
 is a member, he ought to contribute freely to 
 their promotion and support. The Legislature, 
 as the public guardian, has an unquestioned 
 ri.ght to compel every individual, by a tax, to 
 bear his proportionable share of the expense. 
 .And if the means are not otherwise provided, 
 it becomes the duty of the Legislature to e.x- 
 ercise that right, and to make such provision 
 that every child of the Republic, whether rich 
 or poor, should have an opportunity of receiv- 
 ing a common, decent education." 
 
 Mr. Guilford and a few of like nnnd 
 appealed their case to the people. He an- 
 nounced himself a candidate for the State 
 Senate, was elected, and on the organization 
 of the Legislature was made chairman of the 
 Committee on Schools. 
 
 His ardent leadership and tactful manage- 
 ment, with the cordial seconding of Ephraim 
 Cutler and others, had for their fruits the 
 law of 1825. It was upon the announcement 
 of the vote — a majority of twenty-two — it 
 had previously passed the Senate — that Mr. 
 Cutler is said to have turned to Mr. Guilford, 
 and in a subdued tone expressed his feeling 
 in the words of a Scriptural apostrophe, — 
 "Lord, now lettest thou thy servant depart in 
 peace, according to thy word, for mine eyes 
 have seen thy salvation." 
 
 Public schools did not exist in Cincinnati 
 in IS-J."), and Mr. Guilford returned to his con- 
 stituents determined that there should be one 
 place where this law would not fail. 
 
 .■\ public meeting was called for the dis- 
 cussion of the school wants of the city, and 
 five persons responded. They organized and 
 appointed a committee to report at an ad- 
 journed meeting. 
 
 Mr. Guilford made the proposed report, 
 recommending a special law for Cincinnati, 
 and it was unanimously adopted by the three 
 .sjenllemen present. 
 
 In due time the bill became a law. It 
 .lutborized the city council to levy a tax. 
 .\n indignation meeting — the .A.nglo-Saxon's^ 
 safetv valve — was held and the Hamilton 
 
Ccinity members of the Legislature were 
 'everely rebuked. 
 
 The cit)- council halted. Mr. Guilford then 
 p.nnounced himself as a candidate for the city 
 council and after an exciting canvass was 
 elected. .\ tax of one per cent was proposed 
 and after the usual struggle was ordered. 
 
 It is related by State Librarian W. T. Cog- 
 geshall that "A loan of $40,UOO was obtained 
 and the first school-house site was purchased. 
 A substantial building was immediately 
 erected and free schools were then fairly 
 established in Cincinnati." 
 
 To arouse the very sluggish interest of the 
 people in the free schools, which made but a 
 sorry show in contrast with the prosperous 
 academies whose doors were opened to the 
 children of the well to do, Mr. Guilford sug- 
 gested a bit of the spectacular — the teachers 
 at first opposed then joined hands to help — 
 a procession of school children with banners 
 and music, while all the church bells rang 
 out in dangerous sympathy. The procession 
 marched to a church, where addresses were 
 ma"'e and the band played, and the newspapers 
 prai-ed the demonstration — all to cause the 
 people to "tal'< school." 
 
 Mr. Rufus King, in a report to Commis- 
 sioner Smyth, pertinent to the display says: 
 "These demonstrations which made a gala 
 day of the city, continued many years, until 
 the growth of the city, and the number of the 
 pupils made the processions inconvenient and 
 they were therefore suspended. But they had 
 all the desired efifect. The great mass of the 
 citizens w-ere surprised and delighted by the 
 respectable array and bearing of the teachers, 
 the readiness and intelligence which the pupils 
 evinced in their examinations, and more than 
 all perhaps by the neatness, spirit and order. 
 The internal effect upon the schools them- 
 selves was equally fortunate — a fine spirit 
 of emulation grew up among the various 
 schools, all vieing for the annual honors." 
 
 In this report Mr. Guilford's name is not 
 mentioned in connection with the setting on 
 foot of these demonstrations, or that he with 
 another gentleman headed the first procession ; 
 and the state printer spelled it "Griswold," as 
 a member of the House in 182-5, — an illustra- 
 tion of Thackeray's definition of fame — "to 
 be killed in battle and have your name mis- 
 spelled in the Gazette." 
 
 In the spring of 185(1 the people of Cincin- 
 nati, under an act of the Legislature, made 
 and provided, elected Mr. Guilford their first 
 Superintendent of Common schools. He 
 served two years. Lender a new law, in 1853, 
 the Board of Trustees and Visitors elected 
 Mr. A. J. Rickoff. 
 
 JOHN HANCOCK 
 
 John H.nncock was born on the 19th day 
 of February, 18'25. near the town of Felicity, 
 Clermont county. Ohio. Of his remote an- 
 cestry we have not much definite knowledge. 
 Shortly before the death of General Hancock, 
 he ordered Lieutenant William F., son of Dr. 
 John Hancock, to report to him at Governor's 
 
 Island, for the purpose of making inquiry 
 concerning his family. On being told by the 
 young lieutenant that his great-grandfather, 
 Henry Flancock, came from New Jersey, the 
 General replied : "I, too, am of that family, 
 and you and I are the only officers of that 
 name in the army." The interview was inter- 
 rupted and the general's death occurred he- 
 fore it could be resumed: so that this little 
 scrap is about all we have of the early family 
 history. 
 
 John Hancock was the eldest of five chil- 
 dren. His father, David Hancock, was by 
 occupation a carpenter. He w'as a devout 
 Methodist, a great Bible student, and a ready 
 and pleasing conversationalist. The mother's 
 maiden name was Roberts, a sprightly woman 
 of Welsh descent, who died at thirty-five, leav- 
 ing five small children. A childless couple 
 l)y the name of Moore in the neighborhood 
 besought the father for John, the eldest, and 
 he became the light and joy of their other- 
 wise desolate home. Mrs. Moore was a good 
 woman, strong intellectually, of great firmness, 
 tempered with motherly kindness, and her in- 
 fluence on the character of the boy was very 
 marked. It is said that her good old face at 
 the age of ninety would still ripple with smiles 
 at the mirthful sallies of the boy she called 
 her own, long since grown to manhood. 
 
 After acquiring wdiat the county district 
 school of his native county aff^orded, the boy 
 John attended Clermont Academy, and subse- 
 quently entered Farmer's College, at College 
 Hill, near Cincinnati. How long he continued 
 here, I am not able to say, but he never com- 
 pleted a college course. It is believed that 
 ".^unt Mary Moore's" snug little library, sup- 
 plemented by his own early purchases of 
 books, did more to shape his career than the 
 schools he attended. To those are attributed 
 largely the beginnings of his great love of 
 good books, and those scholarly ta.stes and 
 habits which continued to grow to the end 
 of his life. His love for good books was 
 one of his rulin.g passions. 
 
 The main incidents of Dr. John Hancock's 
 career as a teacher are well known. While 
 yet quite young he taught in the country 
 schools of his native county, and afterwards 
 in the neighboring villages of .Amelia. Batavia, 
 and New Richmond. It was during these years 
 that he became familiar with the conditions 
 and needs of the country and village schools, 
 and learned to sympathize with the teachers 
 in their trials and discouragements. 
 
 In 1850, Dr. Joseph Ray met the young 
 schoolmaster at an educational gathering in 
 Clermont county, and induced him to go to 
 Cincinnati to take the place of the first assist- 
 ant in the L'pper Race Street School, under 
 that stalwart schoolmaster, .Andrew J. Rickoff, 
 as principal. .After three years of service in 
 this position, he succeeded Mr. Rickoff in the 
 principalship, and a year later became principal 
 of the First Intermediate School in the same 
 city, a position he held for ten years. I 
 visited his school in 1803, and heard a recita- 
 tion in grammar conducted by him, which 
 made a lasting impression on my mind. It 
 
was characterized by a degree of intellectual 
 life and tlioroiighness that made the faces of 
 the pupils glow. A favorite practice of his, 
 which at that time arrested my attention, was 
 to require every definition, principle Or rule 
 stated to be illustrated by an original example. 
 
 In 1867 he became superintendent of the 
 Cincinnati schools, an honorable and respon- 
 sible position which he filled with credit for 
 seven years. 
 
 Dayton was his next field of labor, where 
 he filled the office of superintendent of public 
 instruction for a period of ten years. On his 
 retirement from this position, a meeting of 
 leading citizens was held to bear public testi- 
 mony to his personal worth and the faithful- 
 ness and efficiency of his work. One long 
 identified with the educational interests of the 
 city was called to preside. His address upon 
 taking the chair contains the following: "Dr. 
 Hancock may look back with proud satisfac- 
 tion to his ten years of labor in Dayton. It 
 might well satisfy the laudable ambition of 
 anv man to be permitted for so long a time 
 to impress and mould the character of thou- 
 sands of youth and children. As members of 
 the board of education associated with him at 
 various times in his work, we have had the 
 best means of knowing how faithfully and 
 efficientlv he has discharged the duties of his 
 office. He has not been a mere office superin- 
 tendent, but has given his whole time during 
 school hours to personal supervision of the 
 daily work of the school-room. While an 
 excellent general system of instruction has 
 been adhered to, rigid rules have not been 
 enforced to crush out the individuality of 
 teachers. He has insisted on good work, but 
 has been content when it has been accom- 
 plished in whatever manner. He has harmon- 
 ized the discordant elements in our schools, 
 and during his administration peace and good 
 will have characterized all the intercourse be- 
 tween superintendent and teachers. But best 
 of all., he has exerted a beneficent influence 
 on our schools by the purity of his character. 
 On all moral questions he has given no doubt- 
 ful sound. No boy in the schools could point 
 to his example as an e.xcuse for the slightest 
 departure from the purest morality. In addi- 
 tion to his work in the schools he has ever 
 been a public spirited citizen. No effort to 
 advance the intellectual and moral culture of 
 the comiuunity has failed to enlist his warm 
 sympathy and support." 
 
 More than a score of other prominent 
 citizens followed in similar strain, bearing 
 willing testimony to his high qualities of mind 
 and heart and the great value of his work. 
 
 In 188(1. Dr. Hancock, by appointment, 
 represented the educational interests of his 
 State at the World's fair at New Orleans, and 
 soon after accepted a unanimous call to the 
 superintendency of the public schools of 
 Chillicothe. 
 
 November -M, 1888. he was called by Gov- 
 ernor Foraker to the office of State Commis- 
 sioner of Common Schools, to fill the vacancy 
 caused by the death of Commissioner Tappan, 
 and at the State election in 188P he was duly 
 elected to that (iffice for the full term of three 
 
 years, beginning on the second Monday of 
 July, 189(1'. At the time of his death he had 
 served nearly a year of the regular term for 
 which he was elected. His high qualifications 
 for this office are universally recognized. His 
 extensive and varied experience, his profound 
 study of education in all its phases, his famil- 
 iarity with the school system of the State and 
 the systems of other states and countries, his 
 .abounding enthusiasm and deep devotion to 
 the cause, his genial and unselfish spirit, and 
 his all-pervading love, of his fellow-men made 
 him pre-eminent in his high office. He popul- 
 arized as well as magnified his office. 
 
 His name appears for the first time in the 
 proceedings of the Ohio Teachers' Association 
 in 18"):^. in the list of Hamilton county dele- 
 .gates. From that time to his death he was 
 a most faithful and efficient member, always 
 present and always active. He was honored 
 with the presidency of the Association in 1859. 
 
 The National Teachers' Association, now 
 called the National Educational Association, 
 was organized at Philadelphia, in 1857. At 
 its first regular meeting at Cincinnati, in 1858. 
 Dr. Hancock became a member, and continued 
 to take an active part in its proceedings as 
 long as he lived. He presided over its delib- 
 erations at the eighteenth annual meeting, held 
 at Philadelphia in 1879. He was also identi- 
 fied with the National Council of Education, 
 a select body of educators formed in 1881, and 
 holding its sessions in connection with the 
 meetings of the National Educational Associa- 
 tion. 
 
 His services as county, city and State ex- 
 aminer of teachers must not be overlooked. 
 In all these capacities he was conscientious 
 and painstaking. 
 
 He was a ready writer and a large contrib- 
 utor to the educational periodicals. There are 
 few of the forty volumes of the Ohio Edu- 
 cational Monthly that do not contain thought- 
 ful articles from his pen. 
 
 Dr. Hancock's experience as a soldier de- 
 serves mention. In May. 18(j4. a number of 
 Cincinnati teachers belonging to the National 
 (iuards, among them Dr. Hancock and Mr. 
 Rickoff. were called into service at Washing- 
 ton. The July number of the Ohio Educa- 
 tional Monthly for that year coiitains a char- 
 acteristic letter written by our friend Hancock 
 while doing duty as a soldier at .Arlington 
 Heights. He speaks of long marches in the 
 hot sun and of blistered hands from using 
 the spade in the trenches for ten hours a day. 
 The following passage indicates that military 
 discipline and army life were not to him en- 
 tirely congenial : "The mysteries of military 
 procedure are incomprehensible to the com- 
 mon mind. The only two points that I can 
 pretend to understand are. that the private 
 soldier is to be constantlv reminded of his 
 utter nothingness, and that the military way 
 to do things is the longest and hardest way. 
 1 am afraid, however anxious they luay be to 
 do their duty faithfully, that teachers will not 
 make good soldiers, for they will think, which 
 is an offence that is rank and -.niells to heaven 
 in (ho nostrils of red tape." 
 
 In the institute wnr]< nf the Slate. Dr. 
 
Hancock may be classed as a pioneer. He 
 assisted in organizing and conducting the first 
 institute in his native county, and he contin- 
 ued to do effective worl< as an institute in- 
 structor to the end of his life. There are 
 few, if any, counties in the State, in which 
 he has not labored in that capacity, and he 
 never seemed happier than when discussing 
 some phase of school wurl< liefore a body of 
 teachers. 
 
 The story of Dr. Hancock's career is the 
 old story of honesty, industry, self-reliance 
 and perseverance. In him was no guile. He 
 loved right and hated wrong. He walked day 
 by day on the line of rectitude. In nearly 
 forty years that I have known him. I never 
 heard a suspicion cast upon his honesty. He 
 was a lover and a doer of the truth. His 
 simplicity, directness and naturalness, in all 
 relations, were admirable. He never left room 
 for doubt as to his meaning or his position 
 On any question of importance. 
 
 He was an industrious worker. His broad 
 and varied scholarship and his ready and effec- 
 tive use of his powers were wrought out by 
 his own industry. Early obstacles and priva- 
 tions did not deter him from putting to use 
 the talent committed to him. He made great 
 attainment and won high rank by doing a 
 true man's honest work day by day. 
 
 Though Dr. Hancock was an earnest man, 
 there was in him a vein of humor which gave 
 zest to his conversation and made him the 
 life of every circle in which he moved. His 
 wit was of the chaste and refined type, and 
 always tempered with goodness of heart. 
 
 He was magnanimous — great of mind and 
 large of heart. There was nothing petty in 
 his nature. No mean jealousies marred his 
 intercourse with his fellow workers. In all the 
 years of my acquaintance with him, I never 
 knew him to indulge in detraction or in harsh 
 or unkind criticism of fellow-teachers. He 
 was disposed to look upon the sunny side. 
 
 Of Dr. Hancock as an educator, praise is 
 in all the school districts. In his educational 
 doctrine and practice he was what might be 
 called a liberal conservative. He believed in 
 progress, but had little faith in royal roads 
 to learning. He was not apt to be carried 
 away by the newest educational theories and 
 devices. His batteries of wit and sarcasm 
 were sometimes trained upon those conserva- 
 tives who are sure the old way is always best ; 
 but oftener upon the camp of the radicals, who, 
 in his own words, are ever discovering "the 
 true educational philosopher's stone that is 
 to transmute everything it touches into the 
 golden ore of wisdom." 
 
 S.\MUEL FiNDLEY. 
 
 JOSHUA C. HARTZLER 
 
 JosHU.A C. Hartzler w'as born near Lewis- 
 town, Pennsylvania, November 27, 183"2. His 
 parents came to Ohio in 1839, settling near 
 Lancaster. An account of his early life would 
 he but another telling of the story so common 
 in this country. It had its full share of hard- 
 ships, and luxuries in but small measure. 
 
 After obtaining the usual elementary educa- 
 tion in the common schools he learned the 
 carpenter trade, at the same time continuing 
 his studies which, later, he took up in a more 
 systematic manner at La Fayette Academy. 
 
 His work as a teacher began in the Lan- 
 caster schools, where he showed marked 
 ability. In 18(J6 he was called to Gabon as 
 superintendent and here remained for six 
 years. In 1873 he travelled abroad and upon 
 his return was elected to the superintendency 
 of the Newark public schools, in which posi- 
 tion he did most effective and satisfactory 
 work for nearly a quarter of a century. 
 
 In 1883 the University of Wooster con- 
 ferred upon him the degree of A, M., and in 
 1890 he was honored with the degree of Ph. 
 D. by the Ohio State LIniversity. He was 
 appointed a member of the State Board of 
 School Examiners in 1892. 
 
 The foregoing contains a bare recital of 
 facts connected with the life and work of 
 another earnest teacher who has gone to his 
 reward. We shall see him no more here, but 
 he lives in the grateful memory of the thou- 
 sands of children who have come under the 
 influence of his pure life and helpful example. 
 
 The writer formed the acquaintance of Dr. 
 Hartzler in 1884, when entering upon his 
 work as superintendent of the Granville 
 schools, and the acquaintance soon ripened 
 into a cordial friendship which became more 
 intimate as the years passed by. His clear, 
 accurate views on school questions, always 
 expressed with the greatest consideration for 
 those who might not agree with him, his 
 denial and dignified bearing, his conviction 
 regarding the right, and his strict adherence 
 to the path of duty, are the chief character- 
 istics which made his life lovable and his 
 death sincerely mourned. 
 
 To the teachers who were associated with 
 him. Dr. Hartzler was more than a superin- 
 tendent — he was always the true friend, who 
 could be relied upon for sympathetic help in 
 the difficult work of the school room. 
 
 O. T. Corson. 
 
 THOMAS W. HARVEY 
 
 .\mong the rugged hills of the Granite 
 State, December 18, 1821, Thomas Wadleigh 
 Harvey was born. Surrounded by scenes of 
 natural beauty, and breathing the pure air of 
 his country home, he spent his early boyhood. 
 Laboring on the farm in summer and attend- 
 ing the district school during the winter 
 months, he laid the foundation of a strong 
 physical constitution and of mental and moral 
 growth, upon which he developed the complete 
 and symmetrical man (we are here to honor.) 
 
 With his father. Judge Moses Harvey, and 
 other members of his family, he came to Ohio 
 in 1833, and settled on a farm in Concord, 
 Lake county. This farm he owned at the 
 time of his death. He kept it in his posses- 
 sion, as he told me, because of the many asso- 
 ciations connected with it. 
 
 For the first three years of his life in Ohio, 
 he remained on the farm with his father, and 
 
 413 
 
attended the public schools whenever he cmild 
 be spared from the farm. 
 
 At the age of fifteen, he entered the office 
 of the Republican, published at Painesville, 
 Ohio. Here he learned the printer's trade, 
 which was of great value to him as a teacher, 
 and especially as an author. He remained in 
 the printing office six years. During these 
 years he was a diligent student. In 1841, he 
 secured a teacher's certificate and taught his 
 first school. Not satisfied with the limited 
 education he had received by his own efforts 
 and in the country schools, in 1845 he entered 
 the Western Reserve Teachers' Seminary at 
 Kirkland. In this school he was under the 
 instruction of Dr. Lord, and he formed an 
 attachment for his teacher that did not end 
 with his death. It continued warm and fer- 
 vent through all the years of his own life. 
 
 In 1851, soon after the Akron school law 
 had passed the Legislature, he was called to 
 the superintendency of the Massillon public 
 schools. Here he had an opportunity of put- 
 ting into practical operation the law for which 
 he had labored so earnestly. No one but those 
 engaged in the work at that time can compre- 
 hend the difficulties in the way of practically 
 carrying out the provisions of the law relating 
 to the proper grading of the schools. 
 
 In October, 1871, Governor Hayes appointed 
 Mr. Harvey State Commissioner of Common 
 Schools, and the appointment was confirmed 
 bv his election in November of the same year. 
 No appointment or election of Commissioner 
 of Common Schools has been hailed with 
 greater satisfaction by the school people of 
 Ohio than was that of Thomas W. Harvey. 
 While in this office he worked constantly and 
 zealously to systematize, broaden and make 
 more efficient the country schools of the 
 State. 
 
 In 1877, he again became superintendent of 
 the Painesville schools and retained this posi- 
 tion for six years longer. .After 1883, he was 
 not engaged in the active work of the schools, 
 but as institute instructor, as member of the 
 Boards of Trustees of Lake Erie Seminary 
 and Grand River Institute, and as an educa- 
 tional lecturer, he kept himself in touch with 
 the school interests and school men of the 
 State till llie time of his death, January 20, 
 1892. 
 
 A full liiography of Dr. Harvey would be 
 almost a complete history of public education 
 in Ohio for the last half-century. Every true 
 educational reform has had him at the helm. 
 In his hands we have felt all would be safe. 
 He was always a tried and tru.^ted leader. 
 As an institute lecturer and instructor. Dr. 
 Harvey had no superior. From the organi- 
 zation of the Teachers' Institute in Ohio, he 
 rarely, if at all, failed to give more or less of 
 his time during the institute season to the 
 teachers of his own and other states. It is 
 said 'that he worked in every county in Ohio 
 but one. Many of us will never forget the 
 days and weeks we have spent as co-iaborcrs 
 with him in institute work. His presence with 
 us and his words of encouragement to us who 
 were younger and less experienced in the 
 work, were so helpful and so comforting. 
 
 We remember well when we told him how we 
 dreaded every hour we were to speak to the 
 teachers of a certain institute, and he replied, 
 "Why, my friend, I have the same feeling. 
 .'Kfter all the years of my experience I never 
 go before the teachers of an institute without 
 more or less fear and trembling." These 
 words gave us courage to put forth our best 
 efforts, not without, but with less, "fear and 
 trembling." 
 
 He seemed especially fitted by nature as 
 well as by training for this kind of work. 
 He seemed to know so well the needs of 
 teachers and how in a tactful way to supply 
 these needs, that he soon won the hearts and 
 gained the attention of all. Giving informa- 
 tion as to how to teach the subject under con- 
 sideration was of little moment in his estima- 
 tion, in comparison with the greater good he 
 might do the teachers by instilling into their 
 minds something of the importance and dig- 
 nity of their work, and at the same time the 
 need of a better preparation for its accom- 
 plishment. 
 
 As a teacher, Thomas W. Harvey was born 
 to the purple. His methods were natural, his 
 language simple, his thoughts clear, his knowl- 
 edge far-reaching, his grasp of the subject and 
 all that supplemented it comprehensive, his 
 presentation of it forceful, his enthusiasm un- 
 bounded, and his pow-er to stir every pupil 
 to his best endeavor remarkable. In addition 
 to all these mental qualifications which gave 
 brain power and intellectual activity, he pos- 
 sessed, in a large degree, love, sympathy, and 
 an earnest desire to cultivate the moral facul- 
 ties of his pupils. "We must cultivate the 
 hearts as well as the heads of our boys and 
 girls or we shall fail," he would frequently 
 say both publicly and privately. He labored, 
 as every great teacher labors to develop the 
 characters of his pupils, to send out from the 
 school young men and women with pure 
 hearts, noble purposes and high aims. Thus, 
 in his profession, Thomas W. Harvey was the 
 peer if not the chief of his contemporaries. 
 
 He loved literature for its own sake. You 
 rarely saw him, at home or abroad, witliout 
 a book of some one of the old authors in his 
 hand. Chaucer was his favorite. Possessing 
 one of the largest private libraries in the 
 State, he fairly revelled among his books. 
 He was very fond of the antique in books, and 
 in his library you will find many books of 
 other centuries, valuable for their great age 
 and for their peculiarities of style and diction. 
 He was also no mean naturalist, having in his 
 possession a cabinet well filled with rare and 
 interesting specimens of his own collection. 
 
 ill the life of our friend we see exemplified 
 the Divine plan of growth; "first the l)lade, 
 then the ear, after that the full corn in the 
 ear." First the boy, then the man, and after 
 that the full manhood of the man, rich in 
 the abundant fruitage of his many years. His 
 was the highest type of manhood, pure in 
 heart, unselfish in his nature, noble in purpose, 
 high in aspiration, true to his friends, honor- 
 able in the highest sense, honest in his con- 
 victions, courageous in carrying them into 
 
 414 
 
effect, and in matte 
 
 jf right, truth, and prin- author of tlie Algebra wliich Iter son actually 
 
 ciple, he ne\er flinched. 
 
 Like Abou Ben Adhem, he loved his fel- 
 low-men. He loved his friends. No man had 
 more than he. He was a man whom to know 
 was to love. His attitude toward all was love, 
 good will, a word of cheer and a helpful hand 
 in times of need. He was e.-pecially helpful 
 to the younger men who came into the pro- 
 fession. 
 
 E. F- Mori.ToN- 
 
 WILLIAM DOWNS HENKLE 
 
 W'iLLi,'\M D. Henki.e was born October ^, 
 .1828, at Pleasant Hill, si.x miles from Spring- 
 held, Clarke County, Ohio. His father's pos- 
 sessions were but small ; he owned a humble 
 cottage besides wdiich his horse, saddle and 
 bridle, comprised about all his worldly wealth, 
 for he was an itinerant preacher. Obeying a 
 call to Louisville, Kentucky, Rev. Lemuel Hen- 
 kel removed to that city with his family, and 
 was there stationed pastor of the Methodist 
 Protestant Church. 
 
 After her husband's decease in 1835, ^lary 
 Down Henkle returned to her father's hoine, 
 at L'rbana, Ohio, where she resided for two 
 years, and then she removed to her own cot- 
 tage at Springfield. While living at his grand- 
 father's, in L'rbana, William, or "little Bill 
 Downs," as he was familiarly styled, mani- 
 fested those dispositions to inquiry which dis- 
 tinguished him in manhood. His father had 
 taught him to read, and he conceived a love 
 of books from the first. The first school he 
 attended was at the old L'rbana .\cademy in 
 which he himself afterwards tried his "pren- 
 tice hand" as a teacher. 
 
 William's aptitude for numbers, and his 
 persevering habit, were shown while he was 
 a very small boy. Failing one evening to get 
 the right answer to a question in arithmetic, 
 he went to bed dissatisfied. In the night he 
 was heard calling out to his sister, "I have 
 the answer! I worked it out in my sleep!" 
 It is no surprise to learn that the future edi- 
 tor of Notes and Queries, was fond of work- 
 ing out puzzles. 
 
 When the widow and her son and daugh- 
 ters began their independent struggle for sub- 
 sistence, at Springfield, it was well for them 
 that they were bound together closely in the 
 bands of family love. Toil was their portion. 
 They were acquainted with privation. The 
 mother's needle helped to earn the children's 
 bread. Adjoining their place was a brick- 
 yard, and some of the hands who worked at 
 the kilns were boarded at the widow's house. 
 The owner of the brick-yard hired William to 
 drive cart, paying him a trifle for his service. 
 To what use do you think the black-haired, 
 rosy boy put the first wages he received? He 
 bought a bonnet for his mother. 
 
 From his mother William inherited his 
 sweetest and his strongest qualities. From her 
 he derived his quiet way and his even temper. 
 Her brain transmitted to his the mathematical 
 aptitude. Mary Downs was potentially the 
 
 produced. 
 
 Mr. J. M. MilhoUin, a second cousin of Mr. 
 Henkle, gives, in a letter, interesting recollec- 
 tions of his kinsman's boyhood and youth. He 
 says. "When we used to gather about the 
 streets of Springfield, Will was never a ring- 
 leader. His favorite attitude was to stand, 
 leaning against a wall or other object, with 
 his hands behind him. He generally inclined 
 his head a little, and always smiled when ad- 
 dressed, or when he himself spoke. His own 
 share of the talk was small, and was composed 
 of questions, answers, and very short sen- 
 tences. Often he saw the point where others 
 did not. Then he would be verv apt to men- 
 tion something about it to the boy next to him, 
 but not to the whole crowd." 
 
 To those who have watched the growth of 
 Mr. Henkle's library, and who know how his 
 very heart-strings were twined round his preci- 
 ous books, the story of his first collection is 
 very affecting. The slender boy drove that 
 cart, hauling clay in the brick-yard, snent part 
 of his slender purse in buying books. His 
 book-case was a candle-box with a sliding lid. 
 Happy boy! symbolic box, — the candles have 
 shed their glimmering light and are gone out: 
 but the books, — inextinguishable torches, — 
 shall shine on, to illuminate heart and mind. 
 
 Young Henkle went to school at Spring- 
 held, first to Mrs. Bassett, then to a teacher 
 named Adams, and, for a short time, to his 
 uncle, Alfred Reed. The effect of the school 
 routine upon him was not stimulating. He 
 appears to have conceived a disgust, not for 
 learning, but for the teaching he received. 
 There comes a time when the pupil gets out- 
 side of himself, looks at himself, and sees 
 the necessity of conducting his own education, 
 using books and teachers as essential means, 
 but not as wholly responsible fgr his edu- 
 tion, or as substitutes for his own industry 
 and will. 
 
 Now the book-store, like a strong magnet, 
 draws him to its loaded shelves. The candle- 
 box is no longer large enough to hold the vol- 
 umes that come to Widow Henkle's cottage, 
 and Will has a black walnut box made and 
 placed on top of the bureau, for books. As 
 one awakened to a conviction of sin feels that 
 all his past virtues count for nothing, so the 
 boy, aroused to a sense of ignorance, begins 
 humbly to study and learn. The strong desire 
 to become a scholar warms his being. He is 
 now ready for teachers and schools. Do we 
 not know that the work is all but done? Hen- 
 kle is born into the kingdom of the intellectu- 
 ally saved I 
 
 When we are ready for them, our teachers 
 come. How, like a good genius in a fairy tale, 
 came the young High School student, T. D. 
 Crow, to William Henkle. "I noticed the lad." 
 says Mr. Crow, "sitting in his mother's kitchen, 
 intently poring over such books or newspapers 
 as he could lay his hands upon, and, indeed, 
 seeming to care for naught else. So I said 
 to him, one day, 'William, if you will come 
 to my room once each day, I will hear you 
 recite in anything j'ou want to study.' Next 
 
evening lie entered niy room with tliree books 
 under his arm, viz: Smith's English Grammar, 
 Talbot's Arithmetic, and Comstock's Natural 
 Philosophy." This fairy tale had its just 
 poetic sequel when, after long years, Mr. Hen- 
 kle made Mr. Crow acting Commissioner of 
 Common Schools, at the State Capital. 
 
 The continuity of Mr. Henkle's High 
 School course was interrupted by his teach- 
 ing his first school in the winter of 1845-6. 
 He was about sixteen years old. He boarded 
 with his mother, ate breakfast early, walked 
 four miles to school, came home to supper, 
 and then went one mile to a night school to re- 
 cite German and French: ten miles walking 
 a day, besides the labor of teaching a country 
 school and learning lessons in two foreign lan- 
 guages ! 
 
 His teaching term ended, Henkle returned 
 to the High School, from which he was gradu- 
 ated August 7, 1846. At graduation our rising 
 scholar delivered a Latin salutatory. 
 
 From the High School Will went to Wit- 
 tenberg College, but he did not finish the Col- 
 lege course. In the catalogue for 1847 his 
 name stands highest among the classical stu- 
 dents. 
 
 Late in 184 1 he taught a private school at 
 Urbana, and not long afterwards he was 
 chosen principal of the Academy. His mother 
 sold her house in Springfield and followed 
 him to Urbana. 
 
 In 1848 he made his first appearance as In- 
 stitute instructor, giving a series of lectures 
 on English Grammar. When the union system 
 went into effect he was employed as principal 
 of the Urbana High School. In 1850 he went 
 to Greenfield, Ohio, and for one term taught 
 in the Seminary there. From Greenfield he 
 went to Mechanicsburg, whither his mother's 
 family also removed. 
 
 While living at Mechanicsburg, Mr. Henkle 
 was married to Miss Kate A. Estabrook, of 
 Dayton, Ohio, October 13, 1862. 
 
 In the summer of 1854, Mr. Henkle and 
 family removed from Mechanicsburg to Green 
 Mount, near Richmond, Indiana, where a Col- 
 lege had been organized, in which he was to 
 occupy a chair. 
 
 Mr. Her.kle aided in the organization and 
 maintenance of the Indiana State Teachers' 
 .Association, of which he was a charter mem- 
 ber. 
 
 The autunm of 18.'i!i f.unid -Mr. Henkle 
 teaching mathematics in the South-\\'estern 
 Normal School, at Lebanon, Ohio. 
 
 Never saw another man who read so 
 diligently and so exhaustively as did W. D. 
 Henkle. Not content with grasping the gen- 
 eral scope and significance of a volume, his 
 penetration extended to the subtlest thought 
 of the author, while he took note also of every 
 verbal peculiarity, and of such mechanica"! 
 items as nuist concern the accurate proof- 
 reader. 
 
 In 18(11 he received and accepted an invi- 
 tation to go to Salem. Columliiana County, 
 Ohio, as Superintendent of School-, there, I I'e 
 held this position until 18611, when, <in the 
 
 resignation of John A. Norris as State Com- 
 missioner of Schools, Gov. R. B. Hayes ap- 
 pointed Mr. Henkle to fill the vacancy for the 
 remainder of the term. From Columbus he 
 returned to Salem, resuming the duties of 
 Superintendent of Schools. 
 
 In 1868 Mr. Henkle was President of the 
 Ohio Teachers' Association. He was a promi- 
 nent member of the Natio>ial Educational As- 
 sociation, of which he had been the secretary 
 for six years. In June, 1876, the degree of 
 Doctor of Philosophy was conferred on him 
 by Wooster University. 
 
 I do not think he ever himself knew how 
 great a man he was. In his learning there was 
 nothing pedantic or obtrusive, but it sat upon 
 him with an easy natural grace. His whole 
 nature was pure gold, simple and generous, 
 linking itself naturally to good works and 
 good men, — however humble the latter might 
 be. Though active in all great educational 
 movements, his delights were those of the stu- 
 dent and scholar, and his life flowed on like 
 some deep river of gentle current, full, peace- 
 ful, and refreshing all its banks. 
 
 He expressed a distaste for many of the 
 outward forms of religion, but at the same 
 time expressed his sense of dependence on God 
 and his firm belief in a future life. In a con- 
 versation on the subject of prayer, he expressed 
 his aversion to praying in public, but said he 
 supposed he prayed as much as most men. 
 These conversations left me with the impres- 
 sion that our brother's religious experience 
 was peculiarly rich, and that the gentleness 
 and loveliness which he always manifested 
 were due to a divine life within him, for which 
 even those of us who knew him best had not 
 given him credit. 
 
 CircuiTistances threw us much together for 
 a number of years past ; having common pur- 
 suits and at least one common 'taste, we be- 
 came very intimate. I am proud to have had 
 such a friend. But I was going to speak of 
 his gentleness, his charity. In all my acquaint- 
 ance with him, I do not remember ever hear- 
 ing him speak harshly of any human being. 
 If some rascality was brought to light, he 
 would speak of it in a sort of scientific, ana- 
 lytical way, tracing the action to its causes, 
 and the cause was found to be ignorance rather 
 than depravity. He seemed to think habitually 
 on whatever, is true and honorable, on what- 
 ever is lovely and of good report. 
 
 To me the name of W. D. Henkle stands 
 for accurate information, exact knowledge, 
 critical scholarship. We live in an age of in- 
 tellectual looseness — of half knowledge and 
 wrong knowledge; a state of things ih.at the 
 newspaper docs much to foster. 
 
 .-\ professor of mathematics says, "all of the 
 upper part of my algebra I got from him : 
 not by direct tuitioti, but by correspondence, 
 su.ggestions, and hints." Only yesterday one 
 who had known him long and well, and who 
 was competent to speak, said to me, "Ohio 
 had but one Henkle" — and added after a 
 pause — "no other Stale had any." 
 
 W. II. Vl-.N.Mtl.K. 
 
CHAPTER XXX 
 
 BIOGRAPHICAL SKETCHES (2) 
 
BIOGRAPHICAL SKETCHES (2) 
 
 BURKE A. HINSDALE 
 
 Burke A. Hinsdale was born at Wads- 
 worth, Medina county, Ohio, of New England 
 ancestry, March 31, 1837, and died at Atlanta. 
 Georgia, November 29, 1900. He was the 
 second of five children, and the eldest son. 
 He grew up amid the toils and struggles of 
 a pioneer household, but amid ever improv- 
 ing conditions and a widening outlook. Mr. 
 Hinsdale's early education was gained in the 
 district school. 
 
 Mr. Hinsdale was a hard student who read 
 eagerly in a wide range of subjects. .'V singu- 
 larly retentive memory aided him in gaining 
 a vast store of accurate information. His 
 first teaching was done in a district school 
 in the township of Franklin, Summit county, 
 in the autumn of 185.J and the following win- 
 ter, and the three succeeding winters at other 
 places in that oart of Ohio. He taught dis- 
 trict schools winters only ; the remainder of 
 the year was spent in study at Hiram or in 
 work upon the home farm. 
 
 In 1870 Mr. Hinsdale was chosen president 
 of Hiram College. Though only thirty-three 
 years old. the new president was. without 
 question, the natural successor of General 
 Garfield. 
 
 In the spring of 1882 Mr. Hinsdale, more 
 to his own surprise than to that of those who 
 were aware of his rapidly growing reputation, 
 was tendered the superintendency of the 
 Cleveland public schools. .After some hesita- 
 tion he accepted this unexpected call, entered 
 upon that larger field in the autumn of 1882, 
 and held the position for four years. At the 
 end of his service in Cleveland, Mr. Hins- 
 dale's reputation was such that in 1887 he was 
 elected professor of the science and art of 
 teaching in the University of Michigan. He 
 began its duties February, 1888, and held that 
 position the remainder of his life. In the 
 interval betw-een his superintendency at Cleve- 
 land and his going to .Ann Arbor, Mr. Hins- 
 dale wrote The Old Northwest, perhaps his 
 most important and widely known work: a 
 revised edition of it appeared in 1899. 
 
 He found at Ann Arbor his true place, and 
 his life there was happy and fruitful beyond 
 any previous measure. There is the best evi- 
 dence that while at the University of Michi- 
 gan he was counted peculiarly sane and free 
 from "fads" in his teaching, a valuable and 
 faithful college officer, a strong debater who 
 persuaded by force of argument rather than 
 by the graces of oratory, a man of untiring 
 industry sustained by a robust constitution, 
 which enabled him to produce numerous vol- 
 
 umes nn various subjects, not to mention 
 frequent contributions to various associations, 
 and public addresses on many themes. 
 
 Mr. Hinsdale's merit gained academic rec- 
 ognition and he was given the degree of A. M. 
 by Bethany and Williams Colleges, that of 
 Ph. D. by the Ohio State University (1887), 
 and the degree of LL.D by Ohio University. 
 
 In education Dr. Hinsdale was an early 
 and prominent advocate of more opportunity 
 for the individualism of the student ; the 
 schools, he said, "handle classes better than 
 they teach pupils." He was one of the first 
 to discuss the correlation of related subjects; 
 he saw with exceptional clearness the necessity 
 of making the civilizing and refining studies 
 stronger in the elementary schools by supple- 
 mentary reading and other means. 
 
 Dr. Hinsdale was also quick to see and 
 urge the necessity for special school laws for 
 our city systems, whose failings none saw 
 more clearly or discussed more sanely and 
 wisely. There are many persons in northern 
 Ohio who attended a meeting of the N. E. O. 
 T. A. in Cleveland a quarter of a century ago 
 and still have in memory scenes and passages 
 from the famous debate upon this subject be- 
 tween Dr. Hinsdale and .Supt. A. J. Rickoff. 
 Dr. Hinsdale showed that in his armory of 
 weapons of attack and dcnfense he had a sharp 
 wit and a provoking humor though he seldotn 
 drew them. This debate called public atten- 
 tion to Mr. Hinsdale. It was evident that 
 each speaker had an altogether worthy oppo- 
 nent. 
 
 .After Dr. Hinsdale's death a former pupil 
 said, "The trouble with Dr. Hinsdale was the 
 demand upon his many sided powers, to which 
 he yielded a too ready assent. But he did his 
 work along all lines so well, he could so truly 
 say with Jean Paul Richter, "I have made out 
 of niy.self all that the stuff would permit." 
 that these imperfections have no bearing upon 
 our estimate, and with reverence we uncover 
 before the mention of his name and say "Well 
 done." 
 
 .^nd now he, too, has passed into the 
 "World of Light." In every walk and con- 
 dition of life he filled full the measure of his 
 obligation. His was an honest and sincere 
 life. Multitudes have been helped by his life 
 and words. What he thought, he expressed. 
 Men and women could scarcely fail to know 
 where he stood. And what think you of such 
 virtues? They are too rare by far in this 
 good, yet wicked old world of ours, so God 
 be thanked when such men make their advent 
 upon earth. God be thanked for their mess- 
 
 419 
 
ages of wisdom or of oliec-r, and also let Him 
 be thanked as well, that some limitations were 
 set to their life powers that, not being too 
 perfect, they could fit themselves for common 
 nature's daily food. 
 
 So this man who, out of toil nobly endured 
 to the last, out of limitations realized only too 
 well, yet patiently borne, out of weakness 
 baffled so long, out of trials at length escaped, 
 has passed to where he sees 
 
 "White presences upon the hills 
 
 And hears the voices of the Eternal Gods." 
 
 And the conclusion of this Avhole matter is 
 not that he passed awaj' too early, not that 
 he left any portion of his life work undone, 
 but it is the conclusion which has come down 
 out of the hoary days of old, a conclusion 
 which our friend and brother illustrated all 
 the days of his life, — 
 
 "Fear God and kceii liis Connnandmcnts, 
 for this is the whole duty of man." 
 
 The following farewell address of Superin- 
 tendent Hinsdale to the Cleveland teachers is 
 characteristic of the man. "Teachers, this is 
 the last teachers' meeting of the school year. 
 In two weeks more the work will be finished 
 and the year be ended. Then will come the 
 long summer vacation, which will, I hope, 
 bring you abundance of rest and reinvigora- 
 tion. I wish to congratulate you on the good 
 work you have done during the year, and on 
 the patience and cheerfulness with which you 
 have done it. May you be able to duplicate 
 it many vears to follow. This is the last 
 teachers' meeting in which I will meet with 
 you. On the first Monday in September it will 
 be four years since, in this hall, I first met the 
 teachers of Cleveland and entered on the 
 duties of the superintendency. Somewhat 
 more than one-half of the teachers present to- 
 day were present then. These may remember 
 that I then made you a short address, the 
 substance of which was a promise that I 
 would try my best, by diligence and devotion, 
 to do something for the schools of the city, 
 and by an honorable and manly bearinor to 
 win your confidence and esteem. From that 
 day I have never faltered in my effort to keep 
 that promise. How much has been achieved 
 alonp' either line, I leave it to others to say. 
 I will not and would not disguise the fact 
 that I should have been happy to lead you 
 for a longer time in the noble work of educa- 
 tion. But it was not to be. When you re- 
 convene in September, another superintendent, 
 a gentleman well known to you all, and need- 
 ing no introduction from me, will meet and 
 greet you. But I am not sorry that I came ; 
 fain would I hope that you do not alto,gether 
 regret my coming. T have made many acquaint- 
 ances and friends whom I shall cherish to the 
 end of my life. I thank you for your respect 
 and confidence. I thank you for the general 
 disposition you have shown to co-operate with 
 me in the work. I thank you from my heart 
 for the many kind words that have come to 
 me from you the past two weeks. I should 
 be happy to think that something that I have 
 said or done these last four years may help 
 
 \ on in your wurk for years to come. And 
 now I give you my benediction : and pray 
 that you may have strength and courage, 
 cheerfulness and faith, in full measure, so 
 long as you are teachers, and to the end of 
 life. Farewell." 
 
 Prof. Deri!y .\nd Others. 
 
 RUFUS KING 
 
 RuFUS King, of Cincinnati, bears an hon- 
 ored name. His grandfather was an eminent 
 patriot and statesman of Revolutionary times. 
 His father, Edward King, came to Ohio at 
 an early day, established himself as a lawyer 
 at Chillicothe. and rose to eminence in his 
 profession. His son. Rufus, was born in 1817. 
 He graduated at Harvard University, and was, 
 for many years, a leading lawyer of Cincin- 
 nati. For fifteen years Mr. King was a mem- 
 ber of the board of education of that city, 
 and for twelve of these years, its president. 
 He took an active part in re-organizing the 
 public schools, and his labors have contributed 
 largely to their increased usefulness. The 
 hiMi schools of the city are governed by a 
 separate board, and of this board Mr. King 
 was also a member for many years. 
 
 In 1853, Mr. King urged upon the Hon. 
 H. H. Barney, State Commissioner of Com- 
 mon Schools, the importance of consolidating 
 the public school libraries in cities. Mr. 
 Barney decided that this could be done, and 
 thus the way was prepared for the formation 
 of a great central librarv in Cincinnati. 
 
 H. 
 
 SAMUEL LEWIS 
 
 It is a singular fact that the boy who was 
 destined to win enduring fame as an educator 
 had very limited opportunities for intellectual 
 training and never attended a higher institu- 
 tion of learning. His school days ended be- 
 fore he had reached the age of fourteen years. 
 Most of his instruction was received at the 
 home of his grandparents. .^ maiden aunt 
 was his principal teacher and "she never 
 w-earied in her eflforts to give him as good 
 an education as children of that age could 
 acquire." Her influence and that of a pious 
 and devoted mother were potent factors in 
 shaping for all time the character of S.\muel 
 Lewi.s. 
 
 At the age of eleven he began to accom- 
 pany his father on short voyages along the 
 sea coast. Later he was assigned the post of 
 cabin boy. This life and the example of his 
 father gave him .strength and courage, without 
 the rudeness in those days too common among 
 seafaring men. 
 
 Financial reverses drove the father froin 
 the sea. The second war with England dissi- 
 pated what remained of his earthly posses- 
 sions, and in May, 1813, with his wife and 
 nine children, he started overland to the great 
 West. 
 
 The mother, three daughters, and the 
 youngest son. rode in a wa.gon. The f.nther 
 and five sons, including Sanniel. walVed all 
 
the way to Pittsliurg. It took six weeks 
 to perform the journey. Embarking in a flat 
 boat, the family descended the Ohio and 
 reached Cincinnati in July. 
 
 They rented temporarily a farm house, and 
 those who were able to perform manual labor 
 found employment among neighbors who were 
 busy harvesting their crops. The following 
 year they moved to Butler county, and young 
 Samuel secured a permanent position at seven 
 dollars a month. Later he was employed in 
 carrying the mail : next as rodman with a 
 surveying party. At the age of sixteen he 
 made choice of his life work and determined 
 to become a carpenter. Applying himself in- 
 dustriously to his trade, he was soon recog- 
 nized as one of the most skillful workmen in 
 the community. The father moved to the 
 vicinity of Eaton, Ohio, where young Lewis 
 superintended the erection of a comfortable 
 farm house for the family. 
 
 One vear before he reached his majority, 
 he decided to enter upon the study of law. 
 He secured a oosition in the office of the clerk 
 of courts, at Cincinnati, and devoted his even- 
 ings to study. .-Ml the money that he had 
 previouslv earned he had turned over to his 
 father. In addition to this, he paid for the 
 remaining year of his minority. Pinched with 
 poverty, he made many sacrifices to fit him- 
 self for admission to the bar. 
 
 His manly bearing and industrious habits 
 attracted the attention of eminent men who 
 had business to transact at the clerk's office. 
 Among the number were Jacob Burnet, Nathan 
 Guilford, and William Woodward. They gave 
 him substantial assistance in his effort to 
 acquire a legal education. He was finally 
 admitted to the bar and (promptly) entered 
 upon the practice of the law. his profession. 
 Success came slowly, but it was not unduly 
 long befbre he had built up a lucrative prac- 
 tice. 
 
 From childhood his sense of filial devotion 
 had been strong. He could not rest content 
 if his parents were in need of assistance that 
 he could give. When prosperity came, he 
 shared it with them. He bought a fine farm 
 near the city and on it fitted up a home for 
 the declining years in which nn cnmfort was 
 lacking. 
 
 The benevoltnce of a wealthy friend and 
 client opened to Mr. Lewis a new field of 
 useful endeavor, in which be attained emin- 
 ence. Mr. William Woodward, whose inter- 
 est in him as a law student has already been 
 noted, one dav called the young attorney to 
 his home to write his will. He made known 
 his desire to leave a part of his property for 
 some philanthropic purpose, and asked Mr. 
 Lewis to what object he thought the bequest 
 could best be devoted A firm believer in 
 popular education, the latter promptly replied 
 that an institution of learning, free to all youth 
 of the city qualified to enter, would be a boon 
 to the rising generation. He further suggested 
 that it would be well for Mr. Woodward to 
 proceed at once to make the gift, in order 
 that he might, while living, see that the money 
 
 was used in accordance with his plans and 
 cesires. This was approved, and the result 
 was the Woodward High School. Mr. Lewis 
 was appointed one of the trustees of the fund, 
 to serve for life. 
 
 In 1837 during a sort of educational revival, 
 the office of State Superintendent of Common 
 Schools was created by the Ohio Legislature 
 and Mr. Lewis was chosen to fill it for one 
 year. At the end of this year he was elected 
 for five years, but at the expiration of two 
 years he resigned. He had labored and strug- 
 gled with the courage of a hero, the high 
 spirit of a zealot, and the remorseless energy 
 of a steam engine. As some one said of 
 Lord Roseberry: "He attempted to drive 
 reforms abreast instead of tandem." 
 
 Mr. Lewis perhaps should have made haste 
 more slowly. In his effort to inaugurate an 
 educational millennium, he precipitated a tem- 
 porary return to primeval chaos. But he did 
 not fail. He could not fail. He gave the 
 state a vision of better things that it could 
 never forget. For the time being, the people 
 were happy over their folly, and the harm 
 done to their children. Mr. Lewis returned to 
 Cincinnati with a clear conscience, and a purse, 
 it is needless to say, not plethoric with the 
 emoluments of official service. 
 
 Though the ''troublesome agitator" was 
 gone, the trials of the legislature were not 
 ended. It had to sit in judgment on the re- 
 mains. What should be done with the "job"? 
 Various methods of disposal were suggested. 
 Some wished to transfer the office of superni- 
 tendent of schools to the state auditor : others 
 preferred the secretary of state. The senate 
 voted to confer it on its own clerk. The 
 house, jealous of its prerogative, refused to 
 concur. Had there at the time been a porter 
 who served both branches, the plum would 
 doubtless have fallen to him. It finally went 
 to the unwilling hands of the secretary of 
 state, who was given $40(1 to employ a clerk 
 to discharge its duties. 
 
 Mr. Lewis's public services had made him 
 widely and well known, and the leaders of 
 the party in power proffered him the nomina- 
 tion for governor, but this honor he declined. 
 It was not long, however, before his convic- 
 tions of duty led him into the anti-slavery 
 cause and he was their candidate in various 
 campaigns, and on the "stump." all over the 
 State, he raised his voice in favor of universal 
 freedom as he had pleaded for universal edu- 
 cation. In none of these political battles did 
 he win what men call success, though some- 
 thing higher than election to office was his 
 aim, and therein, in the long future was his 
 reward. 
 
 Mr. Lewis never lost interest in the com- 
 mon schools. Many of the laws enacted while 
 he was superintendent remained on the statute 
 books. Others were revived when the new- 
 constitution was adopted in 185L That in- 
 strument vindicated bis services and confirmed 
 his title of "father of the free school system 
 of Ohio." 
 
 C. B. G.\LnRE.\TH. 
 
 421 
 
DR. ASA DEARBORN LORD 
 
 There are few who have served their 
 country in the training of its youth, more 
 deserving of its love and gratitude than Dr. 
 Asa D. Lord. He was horn in Madrid. St. 
 Lawrence County, New York, June IT, ISlii. 
 His early youth was passed on a farm. From 
 his mother, who had herself been a most suc- 
 cessful teacher, he is said to have inherited 
 his love for study. In 1S8!(, he accepted the 
 position of principal of the Western Reserve 
 Teachers' Seminary, at Kirklanil, Ohio, whicli 
 he hehl for eight years. Here his zeal, liis 
 energy, his professional enthusiasm, his in- 
 terest in all who strove for something lutter 
 than they had yet known, were signally dis- 
 jilayed. lie made the seminary a center to 
 which the youth of both sexes crowded from 
 the adjoinin.g counties. Many of these have 
 since occupied useful and honorable positions 
 as teachers, cherishing with the warmest grati- 
 tude the memory of him who lirst kindled 
 in their young hearts a love for the teacher's 
 calling. Here, in lS4:i, was held what was in 
 substance the lirst Teachers' Institute in the 
 Slate. 
 
 I'rom Kirtland, Dr. Lord removed to Co- 
 lumbus. Here he inaugurated the first graded 
 school in the State. He had had the system 
 under consideration for some time, and had 
 become satisfied that it oflfered the best ad- 
 vantages to the children of towns and vil- 
 lages. For his service as superintendent and 
 as principal of the high school, he received 
 the lirst year a salary of $600, of which $1ihi 
 was contributed by a public spirited citizen. 
 
 |)r. Lord's services as editor of the "School 
 I'riend," the "Ohio School Journal," the 
 ■'Public School .Advocate," and "Ohio Journal 
 of Filucatiun" are referred to in the next 
 chainer. 
 
 For one year, his connection with the 
 schools of Columbus was suspended, while 
 he acted as agent of the State Teachers' .As- 
 sociation, which he had been active in estab- 
 lishing. 
 
 He had, while at Kirkland, taken his de- 
 gree in medicine. He now added to his other 
 labors a course of systematic theology, and, 
 in 1863, was licensed to preach by the Pres- 
 bytery of Fr.-uiklin. Those who knew him 
 
well assert that he never intended to practice 
 either calling exclusively. He strove to make 
 himself thoroughly acquainted with the wants 
 of both soul and body, that he might the bet- 
 ter administer to those committed to his care. 
 He made the Institution for the Blind, at Co- 
 lumbus, to which he was appointed in 1856, 
 an honor and a blessing to the State. He 
 taught its pupils valuable lessons in work- 
 shop and school-room, and thus won to his 
 views legislators of widely different politics, 
 who voted liberally for the erection of a 
 building in which his plans could be success- 
 fully carried out. 
 
 After over twelve years' experience as an 
 instructor of the blind in Ohio, Dr. Lord 
 was given charge of the new State Institution 
 for the Blind at Batavia, N. J., where he re- 
 mained its zealous, kind-hearted, philanthropic 
 superintendent and instructor up to the time 
 of his death, which occurred March 7, 1875. 
 He died beloved and esteemed by all. and the 
 world will truly be better because it has once 
 felt the inspiration of his life and presence. 
 
 H. 
 
 SAMUEL J. KIRKWOOD 
 
 Sami:el J. KtRKWOOD received his early 
 education in the rural schools, and graduated 
 from the Indiana LIniversity. For two score 
 .vears he had a prominent place among the 
 educational men of Ohio. With success he 
 served as superintendent of schools in Cam- 
 bridge, Bucyrus and Tiffin. In 1870, at the 
 opening of the University of Wooster he re- 
 sponded to an invitation to take the chair of 
 mathematics and astronomy. For thirty-one 
 years he was a member of the university 
 faculty. Since 1890 he served as vice-presi- 
 dent, an office to which, until two years ago, 
 were attached the onerous and important 
 duties of college dean. He was the last of 
 the original Wooster faculty. 
 
 He stood for more than an ideal college 
 professor. He was a constant and interested 
 student of the science, art. and history of 
 education. He was progressive, and thor- 
 oughly understood the functions of the school 
 and college in our civilization. The early 
 years of his professional career were spent in 
 the public schools, of which he was the friend 
 and avowed champion. The high school grad- 
 uate, presenting himself at the university, 
 naturally looked to Dr. Kirkwood for advice 
 and sympathy. His long, unselfish service as 
 county and city school examiner and institute 
 
 instructor kept him in very close touch not 
 only with educational problems but with edu- 
 cational people. He loved to associate with 
 public school teachers, and was a regular 
 attendant at educational meetings. He was 
 ever ready to suggest to worthy, bright young 
 peop.e the importance of higher education. 
 He was a discriminating judge of men and 
 always ready to help a worthy person. 
 
 Of his services in the University one of 
 his colleagues speaks as follows: "He was 
 ever recognized as a most efficient teacher, 
 and many a student owes his taste for study 
 and, consenuently, his whole education to the 
 zeal inspired by this enthusiastic and earnest 
 teacher. He was always recognized as a 
 friend of the students and ever their advo- 
 cate, so far as his conscience would allow. 
 He was their friend in financial difficulty, their 
 friend in spiritual difficulty, their friend first 
 and always ; and it is doubtful if in the his- 
 tory of the institution there has been a man 
 who has been the trusted confidant of so many 
 of his pupils in matters which seldom another 
 is allowed to know. 
 
 "Dr. Kirkwo.od was always recognized by 
 his colleagues as a most valuable counselor 
 in committee and faculty. His keen mind 
 often saw through difficulties which befogged 
 the intellectual atmosphere of all others, and 
 his clear reasoning many times led to correct 
 conclusions and right methods of procedure 
 when the danger of error seemed imminent. 
 Whatever the circumstances he was always 
 just, and whatever the provocation he was 
 never vindictive." 
 
 One who for years had been a student 
 under Professor Kirkwood wrote : "God richly 
 endowed him with capacity as a teacher. As 
 such there are many now in the midst of 
 life's conflicts who rise up and call him 
 blessed. Memory recalls, how easily, the fine 
 inspiration for things good, the outlook upon 
 life, its daily event and history, the intimacy 
 with things important for reality and useful- 
 ness, all of which came from him and through 
 him. 
 
 Dr. Kirkwood was a man of a wide range 
 of knowledge and of many-sided interests. He 
 served as elder in the Presbyterian Church, 
 and was a charter member of the Century 
 Chib of Wooster. From a sense of duty he 
 took an active interest in public affairs and 
 his advice was frequently sought by those 
 who had them in charge. As city engineer he 
 had to do with the plan for the paving and 
 sewerage of his city. In all things he showed 
 himself eminently a practical man. This gift 
 gave him a high place in the confidence of all 
 those who knew him. 
 
 But, the "summons" came, and him. 
 "The all-beholding sun shall see no more, 
 In all his course." 
 June 24. 1901. 
 
 Charles H.\upert. 
 
 42.3 
 
MRS. ELIZABETH W. RUSSELL LORD 
 
 Of the many educators who have attained 
 distinction in Ohio, and at the same lime 
 acquired a lasting reputation in the educa- 
 tional world, prohahly few are Ijetter known 
 or held in more affectionate rLmembrance than 
 Mrs. Elizabeth W. Russell Lord, wdiose life 
 energies were consecrated to the public ser- 
 vice and the uplift of humanity. Her labors 
 as a teacher and humanitarian extended over 
 a period of sixty-five years, a greater part 
 of the time in co-operation with her noble 
 liusband, .-\sa D. Lord, M. D. (deceased, 
 187.5). one of the nation's greatest public e<luca- 
 tors, and to them, unitedly, much of the 
 present excellence and efficiency of the public 
 .schools is due. 
 
 ( For some of the facts that follow we are 
 indebted to a sketch written by Mrs. Sarah 
 Cowles Little, graduate of Oberlin College. 
 18.5!l. and a life-long friend of Mrs. Lord. ) 
 
 Eli/abcth W. Russell was born in Kirtland. 
 Ohio. .April iS. 1810. her parents, who came 
 from New England, bcin.g among the early 
 settlers of the Western Reserve, and she 
 shared all the experiences and liardships of 
 
 then- pioneer home. When nine years old 
 she performed a daily task on the spinning 
 wheel, and at an age when girls of to-day 
 are "playing mother" with dolls, she was 
 bearing her full share of the household 
 duties, beside being her father's companion 
 and helper. 
 
 Her occupations gave her habits of indus- 
 try and thrift, and that fidelity to duty which 
 has been her marked characteristic through 
 life. In March. 1838, Miss Russell went to 
 Oberlin College, Oberlin, Ohio, as a student, 
 traveling by stage coach, and having to walk 
 the last eight miles to reach her destination, 
 as the coach could not proceed farther be- 
 cause of the nnid. .\t Oberlin she was un- 
 tiring in her studies, and in 184n was re- 
 ferred to as "the indefatigable Miss Rus- 
 sell." .\boui that time the Western Reserve 
 Teachers' Seminary was established at Kirt- 
 land. and for some years Miss Russell di- 
 vided her time between that institution and 
 Oberlin. She did not fully complete the 
 College Course .u Oberlin. but in lUnl was 
 given llie bonor.-irv degree of Master of .\rts. 
 
in recognition of Iier services as an educa- 
 tor. In 18-t:i Miss Russell was married at 
 Oberlin to Asa D. Lord, M. D., and returned 
 to Kirtland to share his work as a teacher 
 in the Seminary, of which he was the princi- 
 pal, and which was a co-educational school. 
 
 Five years later Dr. Lord went to Colum- 
 bus, Ohio, to establish a system of graded 
 schools, the first in the State, and when the 
 High School was opened, Mrs. Lord was 
 appointed its fir.st lady principal. 
 
 In 1856 Dr. Lord became superintendent 
 of the Ohio Institution for the Blind, at 
 Columbus, and his wife a teacher. Then 
 followed nearly thirty years of unselfish, skill- 
 ful educational work for the blind, first in 
 Ohio and later in New York. Mrs. Lord's 
 individual work was largely in the school- 
 room, but for more than two years subse- 
 quent to Dr. Lord's demise in 1875, she served 
 most ably as superintendent of the New York 
 Institution for the Blind, at Batavia. With- 
 out doubt she has instructed more blind per- 
 sons to read tlian any other in the world, and 
 these blind pupils remember her motherly 
 sympathy with the deepest affection. 
 
 In 1884 ?\Irs. Lord responded to a call from 
 GbL-rlin Colllege to serve as Assistant Prin- 
 cipal of the Woman's Department. From 
 18!)4 to I'JOd, when she resigned, she was 
 known as Assistant Dean. During these six- 
 teen years she did not once miss attendance 
 upon the weekly meetings of the Youn.a; 
 Women, called "general exercises," and her 
 record of attendance upon daily chapel prayers 
 was almost as perfect. Among other- things 
 in her resignation, which the trustees were 
 regretfully forced to accept, Mrs. Lord said : 
 "]\Iy work has been a continual pleasure and 
 delight. * * * In all my relations with 
 our young people it has been my aim to do 
 for them whatever intelligent and judicious 
 parents would wish to have done for their 
 sons and daughters while absent from their 
 own care." 
 
 Mrs. Lord's interest in Oberlin has had 
 material expression in various substantial 
 gifts, — notably scholarships, and a large share 
 in the cottage which bears her name. But 
 her best gift to Oberlin is her own life, given 
 without stint, with utmost faithfulness, so 
 many years. The hundreds, yes, the thou- 
 sands of young people who have felt the touch 
 of that life, have had an example, seldom 
 equalled, of kindness and courtesy, of mod- 
 esty and loyalty, of promptness and fidelity 
 
 to duty whatever cost to herself. Her gracious 
 presence was a benediction, her daily life 
 an inspiration. 
 
 Advancing years have called j\Irs. Lord to 
 lay down the more active duties of a long 
 life, but age has not touched the heart that 
 beats a warm response to every human in- 
 terest. She is now enjoying a well-earned 
 retirement in the pleasant home of her daugh- 
 ter, Mrs. Henry F. Tarbox, of Batavia, N. Y. 
 
 HORACE MANN 
 
 HnR.\CE M.\NN was liorn in Franklin, a 
 seacoast town in Massachusetts, on May 4, 
 1700, when the United States was but twenty 
 years old. The town was named for Dr. Ben- 
 jainin Franklin, who, it is said, intended to 
 acknowledge the compliment by the gift of a 
 church bell. But, on reflection, as he put it, 
 "from what I have learned of the character 
 of the people, I think they would prefer sense 
 to sound," he gave the new town a library. 
 Those little "town," "ladies," "social," and 
 "ministers" libraries, located in the center 
 of these New England towns, explain a great 
 deal in the life of their foremost men and 
 women in the first half century of the nation 
 Like so many another boy, hungry and thirsty 
 for knowledge, young Horace read the town 
 library through, and declared; "Had I the 
 power, I would scatter libraries over the 
 whole land, as the sower sows his wheat 
 field." 
 
 Until the age of fifteen young Horace "had 
 not a happy childhood." The family was on 
 short rations, and the boy says of himself, 
 "I believe in the rugged nursery of toil, but 
 she nursed me too much." In winter he was 
 shut indoors, braiding straw, by which he 
 bought his own school books, and in summer 
 was turned out to severe work on the farm. 
 He wrote, later in life, "Train your children 
 to work, but not too hard ; and unless they 
 are grossly lethargic, let them sleep as much 
 as they will." But he did learn to work so 
 that industry became a second nature. Lentil 
 fifteen he had only from eight to ten weeks a 
 year of the district schooling of the town 
 .\nd it was a meager diet to which his hun- 
 gry and thirsty soul was invited. If the se- 
 cret of education is, as he declared, "the love 
 of knowledge, not the love of books," he was. 
 indeed compelled to live on hard mental fare. 
 The only schools he knew were a perpetual 
 grind of memorizing schoolbooks that were 
 
oftfii apparently written to conceal rather 
 than to reveal the secrets even of the ele- 
 mentary "three R's." There was no attempt 
 at oral teaching; even an intelligent expla- 
 nation was often above the capacity of the 
 village pedagogue. Tlie discipline was the 
 logical outcome of the preaching in the 
 church ; both a fair representative of the be- 
 lief of the influential majority. "'Sitting still," 
 with an almost impossible obedience to the 
 arbitrary will of the schoolmaster or mistress, 
 and a correct verbatim recitation from a dry 
 and dusty schoolbook, was the order of the day. 
 Drawing, now a compulsory study in every 
 common school in Massachusetts was a for- 
 bidden amusement ; generally discouraged by 
 a smart rap on the knuckles of the budding 
 artist, who had his revenge through that mar- 
 velous implement, the boy's jack-knife, which 
 left its imprint on every schoolroom bench 
 till the temple of knowledge seemed almost 
 in peril of being whittled out of existence : 
 while every board fence, barn side, and gran- 
 ite bowlder was decorated by an uncouth and 
 often indecent protest against the schoolroom 
 tyranny. 
 
 It needed a mighty intensity of purpose 
 behind a native longing for knowledge to 
 carry such a sensitive, ambitious, and con- 
 scientious boy unharmed through the perilous 
 years from five to fifteen. But he went 
 through and came out unscathed. At fifteen 
 he says of himself, "I would as soon stick a 
 pin in my flesh as through the pages of a 
 book." There was no "dog-earing" or scrib- 
 bling on the fly leaves of the few books he 
 had earned by his winter's .straw-braiding 
 and summer toil. His reverence for knowl- 
 edge was like a religion. "I urged on a 
 young lady who had studied Latin as a sort 
 of goddess." He came up in an era of coarse 
 animal indulgence, neither drinking strong 
 liquors, swearing, nor using tobacco. His 
 "boyish castles in the air had reference to 
 doing something for the benefit of mankind." 
 Horace Mann was to the last a Puritan 
 of the Puritans ; as he declares, "a man 
 with a liberal creed and Calvinistic nerves." 
 Like the majority of bright boys and girls 
 of the day, he became a schoolmaster in the 
 district school, where he taught several years 
 before entering college and during his college 
 vacations. He "fitted" for Brown L'niversity. 
 in six months, under a Mr. Barrett, appa- 
 rently his first real teacher, and entered 
 Brown as sopliomorc at the age of twenty. 
 
 But his new Jordan was a weary road. 
 His poverty was extreme. He writes to liis 
 
 sister. "A long time since, my last sixpence 
 bade farewell to its brethren." But he studied 
 and got at money by all the ways best known 
 to the struggling student of eighty years ago. 
 He writes to the favorite sister, "In your next 
 letter put in some sentences of mother's, just 
 as she spoke them. Let her say something 
 to me, even if it be a repetition of those old 
 yarns — I mean if it be a repetition of the 
 good, motherly advice and direction, all about 
 good character and proper behavior and 
 straightforward, narrow path conduct, such 
 as young Tiinothy's in the primer." 
 
 After graduation he spent a while in 
 Brown L'niversity as tutor in Latin and 
 Greek, and thence went at the age of twenty- 
 five to the law school at Litchfield, Comiecti- 
 cut. From this school he passed on to a law 
 office in Dedham, Massachusetts, was ad- 
 mitted to the bar and began the practice of 
 his profession in that town. 
 
 Living in Dedham for ten and in Boston 
 for fourteen years, until the age of forty-one, 
 Horace Mann was known as a successful and 
 very able young lawyer and a rising poli- 
 tician. His exacting and almost fastidious 
 sense of justice kept him aloof from any law 
 case that did not commend itself to his con- 
 science, and in consequence he won four of 
 every five he undertook. 
 
 His unique faculty of public speech rap- 
 idly developed. In his argument in court he 
 always "endeavored to give each member of 
 the jury something that could be quoted on 
 his side in consultation." Few of our most 
 effective ."\merican public speakers have 
 achieved his remarkable power of condensing 
 the gist of an argument, or compressing the 
 central idea of a theme into one epigram- 
 matic sentence. And although this faculty of 
 brilliant, epigrammatic sentence making is 
 doubtless, as in Lord Macaulay, a literary de- 
 fect, yet it stood the great educator well in 
 hand while, for twenty-two years, he faced 
 all comers, hurling at his throng of oppo- 
 nents his tremendous sentences, each like an 
 explosive shell cast into the heart of a hostile 
 camp. 
 
 In 18'24 he attracted the attention of John 
 Quincy Adams, then in the full splendor of 
 his latter-day service in the House of Repre- 
 sentatives in Congress, by a Fourth of July 
 oration at Dedham. In 18-27, at the age of 
 thirty-one, he was elected from Dedham to 
 the legislature of the State. For the next ten 
 years he was greatly absorbed by his political 
 duties. 
 
 He removed to Boston in 1S3^^. at the a.ge 
 of thirty-seven; lived, slept, and ate, in his 
 law office, toiling sixteen hours a day. This 
 prodigious strain upon all the functions of 
 life for twenty years had already broken the 
 spring of a physical constitution of wonderfifl 
 tenacity, and at the age of forty-one he seemed 
 on the point of a final collapse of health. All 
 this time he was laying up treasure in heaven 
 through the friendship of a group of men 
 every one of whom became in his own way a 
 marked character in national affairs. 
 
 Charles Sumner was just emerging from 
 his somewhat protracted lingering in the de- 
 
 2r< 
 
lights of scholarship and foreign travel into 
 the great service in the cause of freedom that 
 ended only with the close of t!ie civil war. 
 Jonathan Phillips, Edmund Dwight, and 
 George Darrow were fine tj'pes of the eminent 
 citizenship in which the New England cities 
 have always been so rich — men of afifairs 
 who make leisure days and nights for the 
 building of a city which shall be "set on a 
 hill and not be hid." Of a lecture by Ralph 
 Waldo Emerson he wrote, "It was to human 
 life what Newton's Principia was to mathe- 
 matics," although Dr. Walter Channing, who 
 sat by his side, said it made his head ache. 
 But, apart from the admiration and reverence 
 for superiority everywhere, which is one of 
 the most certain tests of genius, it is hardly 
 possible that Horace Mann could ever have 
 deeply sympathized with the tiew transcen- 
 dental philosophy then in favor with a large 
 section of the cultivated class of Boston, con- 
 temporary with the great revival for popular 
 education and liberal thinking in religion of 
 which Mann and Channing were the leaders. 
 
 But the time had come when it was some- 
 what of a problem what to do with Horace 
 Mann ; his relentless habit of forcing every 
 man up to a moral standard; a moral police- 
 man bringing the face of every prisoner under 
 the glare of an electric light: his inveterate 
 habit of taking no thought for his life, so 
 that the cause then on his mind had free 
 course to run and be glorified ; his terrific 
 power of public speech joined with a singular 
 magnetism for a large class of influential 
 men; all marked him as one who in public 
 afifairs would be an unmanageable factor, not 
 to be put aside. 
 
 His place was found when on July 1, 1837. 
 Horace Mann assumed the duties of the board 
 of education of Massachusetts and began a 
 career of twenty-two years, memorable in the 
 history of a State and nation. Here were a 
 character and career which have never been 
 quite appreciated and never sufficiently hon- 
 ored by those who, by their position and cul- 
 ture, would be expected to hail his coming 
 as "a man of God sent from heaven." 
 
 It may be thought a strange thing that this 
 man, to whom apparently lay open the most 
 flattering prospect of a public and profes- 
 sional career should have turned his back 
 upon them and gone to this untried and 
 doubtful position. The task seemed incom- 
 parably great. The salary was but fifteen 
 hundred dollars, and no clerical aid. but the 
 man shines forth in : "I have a faith strong 
 as prophecy, that much may be done." 
 
 He mentions with apparent surprise that, 
 "with the exception of Dr. Channing, every 
 man inquired about the salary and the honor 
 of the station." The new movement of which 
 he was the head had been born in a manger ; 
 there was no room for it in the inn. The old 
 Bulfinch statehouse had no corner where the 
 greatest educational statesmen of .\merica 
 could be given a chair and desk. He had a 
 modest oflfice on Tremont street, not far from 
 the old burying grounds where lay the bones 
 of the fathers of the Commonwealth, and 
 
 there he lived and worked like a dray horse 
 until his second marriage gave him a home. 
 
 His first official month was passed in a 
 country retreat with a pile of books, thinking 
 out a way to begin. Searching the records he 
 noticed that the educational movement pro- 
 ceeded from the Massachusetts Bay Colony. 
 Of the Plymouth colonists : "Schools seem 
 to have occupied very little of their attention." 
 
 The fact is that the New England idea of 
 education, from Harvard College down to the 
 district school, was of purely British origin ; 
 it was the attempt of the most intelligent sec- 
 tion of the British Liberal party in church and 
 state to plant in the vigorous soil of a new 
 world the university and free school from 
 which they had drawn their own inspiration at 
 home with an extension of the opportunity to 
 spread the feast of knowledge before the entire 
 people of the colony. The fighting property 
 of the new secretary, which to the end was 
 the breath of his life, appears at once. "I 
 will avail myself of the opportunity to recom- 
 mend some improvements and generally to 
 n/'/'/.v a flesh brush to tlie baclis of the peo- 
 flc." 
 
 [Of Horace Mann's service as Secretary 
 of the Alassachusetts Board of Education and 
 those wonderful annual reports, and his some- 
 what stormy career as representative in Con- 
 gress nothing can be given here.] 
 
 On .\pril 15, 18.52, the crisis came. Mr. 
 Mann was nominated by the "Free Democ- 
 racy" of Massachusetts for governor of the 
 State. He received the offer of the presidency 
 of .\ntioch College, Ohio, on the same day. 
 He accepted the latter office without hesita- 
 tion. This decision finished his political ca- 
 reer. For the coming years of his life he was 
 plunged heart and soul in his crowning work, 
 which may well be styled the revival of the 
 Western American college. 
 
 That he accepted the ofifer of the presi- 
 dency of what was then a new Western col- 
 lege with joy and found in its contempla- 
 tion a new lease of life can not be doubted. 
 
 There was much to attract Mr. Mann to 
 this new field of labor in the West. Antioch 
 College was established by the religious de- 
 nomination of Christians, then a numerous 
 and growing body, especially in the region 
 conunanded by this its first institution of the 
 higher learning. Yellow Springs, Clark 
 County, Ohio, was then a rural hamlet, clus- 
 tered about a well-known summer resort, in 
 a beautiful and fertile quadrilateral, inclosed 
 by the Ohio, the Miamis, and the Mad River, 
 60 miles north of Cincinnati, between the 
 present flourishing cities of Springfield and 
 Xenia. It seemed almost an ideal situation 
 for the college, which its new president be- 
 held in vision as he set his face toward "the 
 great West." The institution was situated 
 almost in the center of the most densely 
 populated portion of the three Western States 
 — Ohio, Indiana, and Kentucky — and per- 
 haps more central to the constituency he 
 hoped to attract than any locality beyond the 
 .Alleghanies. Good living was very cheap, the 
 climate genial, the natural conformation of 
 the countrv attractive bv its scientific interest 
 
 i'l 
 
lo tliL' geologist ami the botanist, easily acces- 
 sible to the city of Cincinnati, still, in 18"i;!. 
 the center of culture in the vase region be- 
 yond the mountains. 
 
 It had been decided that the college should 
 be co-educational and with not distinction of 
 race, in these respects perhaps the only con- 
 siderable foundation of the higher education 
 in the West, save Oberlin, Ohio, which had 
 taken that position. It had also "broken the 
 record" as the first of the important Western 
 denominational colleges that had elected a 
 layman to the office of president. It had 
 "struck twelve" by inviting the foremost com- 
 mon school educator in America, despite his 
 political entanglements, to what must neces- 
 sarily be very largely the personal administra- 
 tion of a new experiment, and he had been 
 permitted to bring several teachers of his 
 own selection and to inaugurate his own 
 method of college instruction and discipline. 
 
 The present system of free high schools 
 was then hardly established in the West out 
 of the cities, and the majority of the acad- 
 emies and colleges of all these States of the 
 North and Southwest were strictly sectarian 
 and generally in no respect of high reputation. 
 The rising University of Michigan was the 
 only State university in the Northwest that 
 had attracted the attention of the educational 
 East. Never before or since has there been 
 a more interesting opportunity to establish a 
 college of the higher grade of scholarship, 
 free from all the trammels and tradition that 
 still bound the hishcr education of the orig- 
 inal thirteen stales in allegiance to the old 
 British ideals. 
 
 All this Mr. Mann appreciated. His 
 twelve years of service in the revival of the 
 common school in New England had trained 
 him ill the advanced ideas and policy of the 
 elementary, secondary, and normal school. 
 His four years of service at Washington had 
 made him thoroughly acquainted with the pro- 
 gressive and energetic spirit of the North- 
 west and its desire for a higher and broader 
 type of college and university life than had 
 hitherto prevailed. He was always unmind- 
 ful of pecuniary reward, though always rid- 
 den by an almost fanatical sense of public and 
 private pecuniary obli.gation. He probably 
 was not sufficiently informed of the fact that 
 the obstacles to such an enterprise as that in 
 which he was now embarked were necessarily 
 greater in the new than in the older section 
 of the Union. He went forth to the closing 
 five years of his glorious career, which, de- 
 spite all the disasters and discouraging feat- 
 ures in the material welfare of Antioch, was 
 perhaps as memorable in its relations to the 
 system of the higher education in the West 
 as his earlier and more public work to the 
 common school in New England. 
 
 He found the progressive people of the 
 West and .Southwest ready to w^elcome him 
 to the leadership in the revival of the higher 
 education in the states tributary to Antioch. 
 He was inau.gm'ated as president in October, 
 IHV^. His inaugural address, of which 
 Thomas Starr wrote him from Boston, 
 "There is vitality enou.gh in your inaugural 
 
 to make a college thrive in Sodom," was de- 
 livered to an enthusiastic open-air assembly 
 of three thousand people. Standing on the 
 front steps of the main college building, the 
 already venerable president received a gift of 
 three Bibles for the use of the difTerenl de- 
 partments, and in reply set forth in eloquent 
 and significant words the idea of the founders 
 of the institution, on which hinges the entire 
 history of the higher Christian education in 
 the Republic. 
 
 His original plan included a thorough de- 
 partment of pedagogics for the training of 
 teachers, the preparatory classes being utilized 
 as a general practice school. This arrange- 
 ment would have placed Ohio at the head of 
 the West in this great reform. More than 
 one thousand young people aoolied for ad- 
 mittance during the first year, representir 
 all the Western and Southwestern States, 
 with a strong contingent that had followed 
 him from the Central States of New Enr- 
 land. 
 
 But from the first the new college bore 
 within itself the seeds of financial ruin. Like 
 so many of the new schools of the Western 
 and even the older Middle States at this 
 period, it had been established on the finan- 
 cial "delusion and snare," a numerous body 
 of holders of "scholarshins," each of whom had 
 a vote in the election of trustees. 
 
 This is not the place to rehearse the mel- 
 ancholy history of Antioch College during the 
 few years of the presidency of Horace Mann, 
 notably the years when it stood up beyond the 
 .Mle.ghanies as an object lesson in the revival 
 of the higher education. Suffice to say that, 
 after herculean efiforts. the president for 
 more than a year receiving no salary, the im- 
 pending failure came upon it in 1857. This 
 crisis was "tided over" until 1859. A new 
 board of trustees was chosen, undenomina- 
 tional ill its character, thousrh with a generous 
 recognition of the original Christian constitu- 
 ency. Mr. Mann was re-elected president, 
 and, had his life been spared, the prodigious 
 educational success of Antioch College would 
 for the first time have enjoyed the solid foun- 
 dation of a reliable financial establishment. 
 .\ n, M.wo. 
 
 ALEXANDER H. McGUFFEY 
 
 Ai.EX.\Ni)ER H. McGuFFEV was born in 
 northeastern Ohio, near the border of Penn- 
 sylvania, .\ugust 13. 1816. His parents, of 
 Scotch extraction, as the name indicates, were 
 i-ulturcd and refined people. The result of 
 the intellectual atmosphere of the McGuffey 
 home was first seen in the career of .-Mex- 
 .•mder's elder brother, the Rev. William Mc- 
 Guffey, who, in 1835, w'as the President of 
 Miami University, and afterwards became 
 Professor of Philixsophy in the University of 
 Virginia. It was this brother who assumed 
 charge of his education, when .Mexander was 
 but nine years of age. His naturally brilliant 
 Dowers developed rapidly under such guidance, 
 and at the early age of sixteen, he was gradu- 
 ated from Miami. Within a few years, and 
 while still rem.-irkably young for the position, 
 
 428 
 
he was called to the chair of Ancient Lan- 
 guages in Woodward College. This call 
 brought him to Cincinnati, where he resided 
 until his death, June 6, 1890. He soon be- 
 came, and remained for life, a member of the 
 Episcopal Church. 
 
 In these early days, teaching offered neither 
 the prospect of rapid advancement nor the 
 opportunity of gaining even a moderately 
 large income, so that it is not surprising that 
 Mr. McGuffey abandoned his position in the 
 Woodward College for the ampler field of the 
 law. He was scarcely twenty-one years of 
 age when he was admitted to practice, and 
 began his career of almost sixty years as a 
 useful and honored member of the Cincin- 
 nati bar. The Hon. J. D. Cox, in a Memorial 
 read before the Trustees of the Cincinnati 
 College says of Mr. McGuffey as a lawyer: 
 "His tastes led him to seek the quieter walks 
 of busine.'s, and the greater part of his life 
 was spent in chamber practice as a counselor, 
 especially in the management of trusts and 
 the settlement of estates. He was methodical 
 and extremelv accurate, conducting business 
 with systematic thoroughness. In arguments 
 he was logical and keen rather than oratorical, 
 and took pleasure in the analysis of strictly 
 legal questions rather than in appeals to a 
 jury." 
 
 Mr. McGuffey's life is of special interest 
 to the teachers of Ohio through his connection 
 with the famous series of McGuffey Readers 
 and with the McGufTey Speller. This series 
 of text-books of elementary English study was 
 planned by the pioneer publisher, Winthrop 
 B. Smith, but was compiled by President 
 William H. McGuffey of Miami and Alexan- 
 der H. McGuffey of Cincinnati. The Fifth 
 Reader, which displays the results of a re- 
 markably fine taste in English Literature was 
 entirely Alexander's work. Nor is this work 
 the only evidence of Mr. McGufifey's wide 
 acquaintance with the masterpieces of classic 
 English and of his wonderful memory for the 
 pearls of En.glish thought, for his conversa- 
 tion was ever adorned by ready quotation of 
 humerous, pathetic and poetically beautiful 
 pa'isages of the English masters. This usually 
 reserved man would glow with enthusiasm as 
 he drew from the storehouse of his memory 
 the burning words of some author to most 
 men a mere name. 
 
 As serving his city in a public capacity, 
 Mr. McGuffev will chiefly be remembered for 
 his long connection with the Cincinnati Col- 
 lege. A charter was granted to this pioneer 
 institution of higher learning in Cincinnati 
 about the year 1819. From its start Dr. 
 Daniel Drake was president and did all that 
 a man of energy and culture could do to make 
 it the foundation of a great college. An ad- 
 mirable faculty was gathered to the support 
 of the college, but the fact was soon discov- 
 ered that students' fees alone are inadequate 
 to keep in health}' life a college in the true 
 sense of the term. Misfortune added its de- 
 stroying hand. Twice the building was greatly 
 damaged by fire, and the trustees gave it — 
 all that was left of the college — into the 
 
 hands of the mortgagees. It was in these cir- 
 cumstances that Mr. McGuffey became, in 
 1845. the secretary and treasurer of the Col- 
 lege Trustees. He immediately began a heroic 
 attempt to redeem the property and save the 
 still existing Law Department. After manag- 
 ing the property for several years, as similar 
 prooerty has seldom been managed in Cin- 
 cinnati or in any other city, Mr. McGuffey 
 was able to hand back the building, freed 
 from incumbrance, to the College Trustees. 
 Until his death he continued to direct the 
 affairs of this well known Cincinnati land- 
 mark and, by renting the spacious hall at 
 reasonable rates for lectures, made it. so far 
 as nii.ght be. of educational value to the city. 
 When an attempt was made, through legisla- 
 tive enactment, to take the property from its 
 trustees, the books, put in evidence, showed 
 that Mr. McGuffey had received no other 
 remuneration for his services than the most 
 modest fees for collecting rents. 
 
 When the Cincinnati Art School was 
 planned. Mr. McGuffey's prompt offer of 
 accommodations in the Cincinnati College 
 building was of no small help to the project. 
 Indeed, every unbiased fellow citizen recog- 
 nized in Mr. McGuffey a disinterested friend 
 of higher education. Among the institutions, 
 unconnected with the Cincinnati College, that 
 sought his services were the McMicken Uni- 
 versity and the Miami Medical College. He 
 was President of the Board of Trustees of 
 the latter for many years, and was a Director 
 of the LTniversity as long as he cared to retain 
 the position. 
 
 Alexander Hamilton McGuffey was the 
 kind of man whom it is good for a city or 
 for a state to number among her citizens. 
 His sterling honesty, his untiring energy and 
 his unswerving pursuit of higher things form 
 an example for the young men of city and 
 state that should not fail of a lasting influ- 
 ence for good. 
 
 Prof. Bishop. 
 
 WILLIAM H. McGUFFEY 
 
 The name of Dr. McGuffey has been made 
 familiar to hundreds of thousands, perhaps to 
 millions of people by the series of school 
 readers that he compiled. Probably no other 
 .series of books ever published has had a wider 
 or more wholesome influence. Yet, strange 
 to say, the history and character of Dr. Mc- 
 Guffey himself are but little known. 
 
 He was born in Washington county, Penn- 
 sylvania, September 23, 1800. While he was 
 still a child his parents removed to Trumbull 
 county, Ohio. No data concerning his early 
 life are available, but the conditions in Ohio 
 at that time and the fact that he was nearly 
 twenty-six years old when he graduated from 
 college, seem to justify the inference that his 
 youth was spent in labor, probably on a farm, 
 and that he prepared for his college course 
 mainly after he was twenty-one years of age. 
 To complete his education he returned to his 
 native county and entered Washington Col- 
 lege at Washington. Pennsylvania. He always 
 
accouiitej it one nf the fcirtuiiatr (.-voiit-. nf 
 his lite that lie here came under tlie inthi- 
 ciice of Dr. Andrew Wylie, the president. 
 President Wylie took an interest in him and 
 befriended him; but it was Dr. Wylie's force 
 and independence of mind and elevation of 
 character which most deeply impressed him. 
 
 It appears that his college cotirse was in- 
 terrupted for a year, during which lie taught 
 school at Paris, Kentucky. While lie was 
 teaching in Kentucky, he became known to 
 Dr. Bishop, the president of Miami Univer- 
 sity at Oxford, Ohio : and so favorable was 
 the opinion of him which Dr. Bishop formed 
 that in March, 18'itl, before he had received 
 his baccalaureate degree, he was elected pro- 
 fessor of ancient languages at Miami Uni- 
 versity. That institution had been in exist- 
 ence less than two years, but it had already 
 gathered a few strong men in its faculty and 
 a few students of more than ordinary minds. 
 But Dr. McGuffey, young as he was, at once 
 took rank as one of the best of its teachers 
 and won the admiration and homage of its 
 students. In 1882 he was transferred to the 
 chair of mental philosophy, which he retained 
 for four years. With no preparation except 
 that which he received at the hands of Presi- 
 dent Wylie during his undergraduate course, 
 and, possibly, some nrivate reading during the 
 subsequent six years, he assumed the duties 
 of instructor in one of the widest and pro- 
 foundest departments of human thought. In 
 our day the value of special training and ex- 
 tensive courses as a oreoaration for teaching 
 elementary students is greatly overrated. For 
 beginning, a teacher's best equipment is sim- 
 plicitv and directness of thought, clearness of 
 statement, and aptness in illustration. These 
 qualities. Professor McGuffey possessed in an 
 unusual degree. At that time, and for several 
 years at least, he adhered to the Scottish 
 philosophy. Brown being his chosen author in 
 psychology and ethics. But he read widely 
 and critically and thought for himself: so that 
 his class-work was always fresh and stimulat- 
 ing. His ablest students, no matter what dis- 
 tinction they attained in later life, never out- 
 grew the conviction that he was an able 
 teacher. On the contrary, their subsequent 
 growth only led them to place a higher esti- 
 mate on his ability. 
 
 In 18"29 he was licensed as a preacher in 
 the Presbyterian Church and from that time 
 became a public speaker. The uniform testi- 
 mony is that in the pulpit and on the plat- 
 form he was singularly effective. Perfectly 
 unassuming in manner, he was so clear in 
 thought, so simple in language, so attractive 
 in manner, that the crowds which gathered to 
 hear him were held, sometimes enchained, by 
 the charm of his discourse. He spoke extem- 
 pore, and with the directness, freedom, and 
 warmth of elevated conversation. 
 
 While at Miami University, in a<ldition to 
 his labors in teachin,g and preaching he col- 
 lected and arranged the material for his series 
 of Eclectic Readers. To an ordinary worker 
 it is a marvel that he could have found time 
 to examine so wide a range of sources as the 
 selection of lessons suitable for his purpose 
 
 must have unnlved, and that lie could have 
 adjusted his mind to a task so much at vari- 
 ance with his vocation. If he began with the 
 first of the series and proceeded in regular 
 order, he did most of this extra and diverse 
 labor after his transfer to the department of 
 philosophy and while he was taxed to make 
 himself familiar with difficult subjects which 
 he had never taught. For it was early in 1833 
 that he employed B. W. Chidlaw. then a stu- 
 dent, to copy the manuscript of the primer. 
 Only a mind of remarkable flexibility and re- 
 markable capacity for work could have 
 achieved such a task under the conditions. 
 [The sketch of his brother, A. H. McGufifey, 
 is an instructive note at that point. Editor.] 
 
 He resigned his position in Miami Univer- 
 sitv in 183(3 to accept the presidency of Cin- 
 cinnati College. This institution was without 
 endowment, but it was thought that its loca- 
 tion in the principal cit}' of the west and the 
 influence of Dr. Daniel Drake and those whom 
 he had interested in the college, gave promise 
 of its success. President McGufifey tooV hold 
 of the enterprise with his customary zeal and 
 efficiency. That he produced a strong impres- 
 sion on the public is evident. There is a tra- 
 dition that during one course of lectures which 
 he delivered the numbers wdio wanted to hear 
 him were so great that some requested per- 
 mission to cut a hole through the ceiling ot 
 the room in which he spoke, so that they 
 might hear him from the room overhead. 
 
 It was during his connection with Cin- 
 cinnati College that he completed an arrange- 
 ment with Winthrop B. Smith to publish the 
 Eclectic Readers. 
 
 He remained here but three years, having 
 been elected in 1839 to the presidency of the 
 Ohio University at Athens. He was now at 
 the zenith of his powers. He brought to his 
 new position a mature and experienced mind, 
 scholarship of a high order, a wide reputation 
 both as a teacher and as an administrator, 
 and an exceptional power to influence men. 
 
 By his students at Athens he was soon 
 regarded as a. .great man. Nearly all of them, 
 perhaps all. are now dead ; but they carried 
 to the end of their lives a profound respect 
 for his abilitv and character. One of them, 
 Rev. E. P. Pratt, D. D., of Portsmouth, Ohio, 
 in a brief article written just after Dr. Mc- 
 Gufifey's death, said: "In 1839 I returned to 
 Athens, where he was commencing his career 
 as president, and reviewed with him mental 
 and moral science. He was a master in his 
 department. In this branch (mental philos- 
 ophy) I never saw his equal. He was an 
 enthusiast in it, and he communicated much 
 of his enthusiasm to his pupils. They loved 
 him. and yet reverenced him as a father." 
 
 He soon was recognized here also as a 
 popular public speaker. His sermons and lec- 
 tures were remembered and mentioned w'ith 
 appreciation bv citizens of Athens for many 
 years after he had left the Uuniversity. 
 
 .■\s was to be expected, the University be- 
 gan a vigorous growth under his administra- 
 tion. Its attendance increased, its work be- 
 came more vital, and its hold upon the public 
 mind was greatly strengthened. But this 
 
rising prosperity was overshadowed by a dark 
 cloud. The law establishing the university 
 provided for a reappraisement of the lease- 
 hold lands which constituted its endowment, 
 and which comprised the township in which it 
 is located and the townshio immediately south 
 of it. The date fixed for the first reappraise- 
 ment arrived about the time of Dr. McGuffey's 
 accession to the presidency. The lessees were 
 bitterly opposed to any increase in the valua- 
 tion of the lands : but under Dr. McGufifey's 
 leadership the trustees of the University pro- 
 ceeded to the performance of their duty. An 
 injunction was sought by the lessees and the 
 case was carried to the Supreme Court of the 
 State. The decision of the Court was in 
 favor of the University. But the feeling of 
 hostility on the part of the lessees only grew 
 more intense. Violence was threatened. 
 President McGuffey was denounced and 
 maligned, and at length the rage of the peo- 
 ple became so great that they liurned him in 
 effigy- 
 He bore all this with quiet dignity and 
 without any surrender or abatement of the 
 rightful claims of the institution. But the 
 lessees, foiled in their attempt to obtain re- 
 lief from the courts, appealed to the legisla- 
 ture, with the result that a law was passed 
 assuming to annul the decision of the courts 
 and to prevent a reappraisement of the lands. 
 This action of the legislature seemed to Dr. 
 McGuffey to seal the fate of the university, 
 and seeing no prospect of an increase of its 
 scanty revenues, he immediately resigned. 
 The act was passed on the 10th of March, 
 1843, and he retired at the close of that 
 academic year. The university was suspended 
 and remained so for five years. 
 
 Dr. McGuffey returned to Cincinnati, where 
 he taught for the next two years in Wood- 
 ward High School. His service to education 
 was not confined, however, to his duties in 
 the school room. He was an active and 
 earnest champion of the public school system. 
 He had co-operated with Samuel Lewis and 
 others in securing the adoption of the system 
 by the state, and he continued to use his 
 influence to promote the organization of 
 schools under the law. 
 
 At the end of the second year in . Wood- 
 ward High School, Dr. McGuffey was elected 
 professor of moral philosophy in the Univer- 
 sity of Virginia, which became the scene of 
 his last and longest period of service. He 
 .gave to that service his ripest scholarship and 
 his accumulated power as a teacher and as 
 a man. The same results followed that had 
 marked his work at Oxford, at .\thens, and 
 at Cincinnati. 
 
 Professor Noah K. Davis, his successor in 
 the chair of philosophy at that institution 
 writes of him : "He impressed his students 
 as a broad thinker, inspiring teacher, and 
 brilliant lecturer; and their esteem is warmed 
 by an affectionate remembrance of his genial 
 and sympathetic character." He continued, 
 also, to preach, and he e.xerted a strong relig- 
 ious influence in the university and surround- 
 ing community. Professor A. D. Hepburn of 
 Miami University states that one of his first 
 
 acts after entering on his professorship at 
 the University of Virginia was to make a 
 tour of the state advocating the introduction 
 of the public school sj'stem. This was prob- 
 ably the fir.st appeal of this kind ever made 
 in that state, and there was but a feeble re- 
 sponse. But twenty-five years later. Dr. Mc- 
 Guffev had the satisfaction of seeing one of 
 b.is own friends and former students, Mr. W. 
 H. Ruffner, made the first public school sup- 
 erintendent of the state. Professor Hepburn 
 expresses the opinion that Dr. McGufifey is 
 fairly entitled to be regarded as the pioneer 
 of the public school system in Virginia. 
 
 Dr. McGuffey remained at the University 
 of Virginia till his death at Charlottesville, 
 May 4, 1873. 
 
 In his vocation he held a double mastery. 
 He was master of that which he taught and 
 of those whom he taught. "He taught as one 
 having authority." For almost half a century 
 successive classes of students passed under his 
 molding influence, and by them that influence 
 has been borne into thousands of school rooms 
 and sick rooms and court rooms, into pulpits, 
 into the marts of trade, an.l into the halls of 
 legislation: so that multitudes who never 
 heard his voice or saw his face have uncon- 
 sciously felt his power. 
 
 Besides these, there arc other multitudes 
 who have known him only through the read- 
 ers which he compiled and which they conned 
 day after day through all the years of their 
 school life. 
 
 The child who began his school life in 
 Ohio sixty years ago lacked many of the 
 advantages that are possessed by the pupils 
 of the present day : but he had the benefit of 
 one noble and quickening power that has not 
 been surpassed by all the Ijoasted progress of 
 later years. Whenever he opened his school 
 reader and perused the lessons which this wise 
 friend of childhood and youth had set for 
 him, he drank from a pure and deep fountain 
 which often became in him a well of living 
 water. And when he came to manhood he 
 brought to the function of living a larger 
 conception of the meaning of life and a deeper 
 sense of life's responsibility, because of the 
 lessons of wisdom and morals that he learned 
 in his Eclectic Readers. All over the West and 
 South are men and women whose testimony 
 would be that among the helpful agencies of 
 their school days there was none — no book, 
 no fellow-pupil, no teacher — whose influence 
 was more gracious and beneficent, and none 
 that now holds a more hallowed place in their 
 memory than McGuffey's Eclectic Readers. 
 WiLLLJ^M Henry Scott. 
 
 JOHN A. NORRIS 
 
 John A. Norris was born near Paines- 
 ville, Ohio, August 10, 183.") and died January 
 19, 1877, after a severe illness of nine weeks. 
 Mr. Joseph Norris, the father of the subject 
 of this sketch, was by occupation a farmer, 
 and came to Ohio from New Hampshire, and 
 settled near Painesville in the year 1830. In 
 1837 he purchased a farm in Guernsey county. 
 
thr 
 
 u|>!)n which ho n.'niaiiR-U abiiiit twenty- 
 years. Here liis six sons were reared. 
 
 Farming in those early days, before the in- 
 vention of reapers, mowers, and planters, 
 and when the country was new, required an 
 amount of labor to raise and gather a crop, 
 of which modern farmers have no conception. 
 Farmers who were so fortunate as to have 
 several boys found it often necessary to put 
 them to work as soon as they were able to 
 handle a hoe or an axe; and only when the 
 weather was too inclement for out-door work 
 on the farm, were the boys allowed to attend 
 school. .-\nd the farmers of those days whose 
 whole life was one of hard daily toil, seldom 
 dreamed of any other way of earning a living 
 than by tilling the soil. Mr. Joseph Norris 
 was a plain, industrious, well-to-do farmer, 
 having had few advantages of education, and 
 seeking few for his growing family. He hon- 
 estly believed that education was of little 
 value to men in his occupation, and hence he 
 had no disposition to encourage his sons to 
 endeavor to gain an education beyond what 
 could be acquired in such schools as the rural 
 districts could afford. 
 
 John, the fifth son, early manifested a love 
 for books and study, and soon acquired all the 
 knowdedge he could obtain from the teachers 
 of his district school. The nearest school of 
 a higher grade than the one in his immediate 
 neighborhood, was at the village of Newcom- 
 erstown. Here he was supported by his 
 father for a term during the winter of 1852- 
 1863. He continued a second term, paying 
 for his board by working, mornings and even- 
 ings. During the fall of 1853 he attended a 
 school at Marlboro, taught by Mr. Holbrook, 
 later of Lebanon Normal School. He pro- 
 cured his first certificate to teach school in 
 Stark county. Young Norris had now 
 reached a point in his education which he 
 could turn to soiue service in the pursuit of 
 further knowledge.^__He felt for the first time 
 that he was independent. He taught success- 
 fully his first school and like many others, no 
 doubt, learnad much to his advantage. He 
 entered Mai^son College. Antrim, Ohio, the 
 spring of i^oo, and was in attendance about 
 one year./ He was compelled by the want of 
 means \f return to teaching. While teach- 
 ing he a/ontinued his studies, until in 1857. he 
 entered/the Sophomore class of Kenyon Col- 
 lege. He graduated in 181)0. During the 
 three years that were necessary to complete 
 his course, he was absent one year, being com- 
 pelled to teach to obtain money to defray his 
 expenses. By close ajjplication and indefat- 
 igable effort the two years he was in actual 
 attendance in college and the year he was 
 teaching, he succeeded in securing the honors 
 of graduation with his class. During his col- 
 lege life he made few intimate friends. This 
 was not because he was not naturally social, 
 but because his time was too valuable. 
 
 An intimate friend and college mate wrote 
 of Mr. Norris: "His scholarship was hiyh 
 but lacked that finish in details which wins 
 class honors. This was due to his having 
 entered the sophomore year without having 
 followed the exact freshman course. He w.as 
 
 capable of success in any direction whither 
 his ambition pointed. 1 think the nature of 
 his mind, as well as the necessities of his life 
 and liis .struggle for self-elevation, made Nor- 
 ris underrate, at least in those early days, 
 what we call culture in the sense of classical 
 polish and refinement of expression. He 
 rather regretted having devoted time to the 
 classics and did not read his Homer and 
 Virgil con ainore," 
 
 As a true friend and true man, Norris 
 should be rated more highly than any one in 
 my college experience. He was absolutely 
 true, loyal, generous, manly, actively sympa- 
 thetic and helpful. He would go through fire 
 and water to serve a friend, was enthusi- 
 astic, undaunted, discouraged by no ob- 
 stacles, and regardless of public opinion in 
 supporting what he deemed right. This be- 
 lief in him was general among all wdio knew 
 him well. 
 
 After graduation in 18(j<i, he secured the 
 position as tutor in a family in Baton Rouge, 
 Louisiana. The war soon breaking out he re- 
 turned to Ohio, and making his home in the 
 town of Cadiz, was made prinicpal of the high 
 school, and shortly afterwards superintendent. 
 
 When the call rang out for three hundred 
 thousand men he enlisted and organized a 
 company of infantry. 
 
 In the battle of Peachtree Creek he was so 
 severely wounded in the leg that amputation 
 was thought necessary. 
 
 After his discharge from the army Col. 
 Norris was inade Provost Marshal of the 
 Sixteenth District. 
 
 In the summer of 18ii5, he received the 
 nomination by the Republican party for the 
 oflSce of State School Commissioner, and was 
 duly elected. Hon. E. E. White, who was then 
 acting as State School Commissioner, under 
 appointment of Governor Tod, was also a 
 candidate before the same Convention for the 
 nomination. Mr. White was well known to 
 the teachers of the State, and Colonel Norris 
 was not widely known. Mr. White had car- 
 ried through the General Assembly several 
 important school measures, had shown him- 
 self to be a wise and capable officer, and 
 worthy of the confidence and support of the 
 friends of education. They believed the nomi- 
 nation to be due to Mr. White. Colonel Nor- 
 ris not being known by the school men gen- 
 erally, his nomination and election was re- 
 .garded as disastrous to the interests of popu- 
 lar education. He entered upon the duties of 
 the office in February, 18(i(i. with no assur- 
 ances of co-operation and aid from the lead- 
 ing educational men of the State. But 1 - 
 began his work with so much intelligence, 
 with the exercise of so much good common 
 sense, and with so ni'.'ch luodesty. energy, and 
 earnestness, as at once to win the confidence 
 and respect of the prominent schoolmasters of 
 the State. 
 
 Before the issue of his first report Mr. 
 Norris had quelled almost all opposition, and 
 had secured the co-operation of the prominent 
 school men. 
 
 In those passionate years immediately after 
 the war. this brave soldier who had shed his 
 
blood and risked Iiis life for his country held 
 his prejudices with a tighter rein than many 
 men who had never been in danger. 
 
 He filled the position of State School Com- 
 missioner with dignity and honor to the 
 State, harmonized and gave direction to the 
 educational forces, infused a spirit of pro- 
 gress, and left us in his reports educational 
 documents of rare excellence and value. Col. 
 Norris was re-elected in 18(58, but to the great 
 regret of the friends of education, he resigned 
 in May, 1869, to accept the position of Pen- 
 sion Agent at Columbus. 
 
 He took this step solely from the pressure 
 of necessity, driven to it by the parsimony 
 of the State which pays its highest executive 
 officer in the educational field a wholly inade- 
 quate salary. 
 
 Col. Norris's career in the Pension Office 
 crowded with perplexities for which his 
 former experience had given him no prepa- 
 ration was eminently successful. 
 
 R. W. Stevenson. 
 
 JAMES K. PARKER 
 
 The subject of this sketch was born Sep- 
 tember 22, 1817, the first of eight children. 
 His educational advantages were above the 
 average of his time. Boys from that log 
 schoolhouse have since become eminent as 
 teachers, ministers, lawyers, statesmen, poets, 
 and teachers. 
 
 Professor Parker frequently spoke of the 
 impressions made on him when but eight 
 years of age, by a noble young lady then his 
 teacher. His mother, an educated lady from 
 the State of Maine, and a teacher of experi- 
 ence supplemented the school room work. 
 
 In 1834, when but seventeen years of age, 
 with the consent of his parents, he became 
 private tutor in the family of a gentleman 
 living in the Ohio valley some twelve miles 
 above the Parker home. For the three 
 months' service he received thirty dollars and 
 board. This money, with five dollars sent him 
 by his father and fifteen dollars earned in the 
 cooper shop during recreation hours while at 
 college, paid all expenses during five months 
 spent at Hanover College. Hanover, Indiana, 
 including deck passage both ways on a steam- 
 boat, and left a whole dollar in his pocket on 
 reaching home. More teaching, more self- 
 denial, more college training, until 1830, 
 when he entered upon what proved to be an 
 unusually long and useful career, in a number 
 of cases educating three generations in one 
 family. 
 
 Being a born Yankee, the school furniture 
 he made was comfortable and convenient. 
 Throughout his career as a teacher when ap- 
 paratus was needed that he could not buy he 
 often made it. 
 
 Modest and unassuming he constantly 
 sought to improve himself, and delighte'd in 
 the coinpanionship of the learned about him. 
 At the founding of Clermont Academy he 
 entered an organization known as "The Col- 
 lege of Teachers." From a bound volume of 
 the Western Academician, their official organ. 
 
 1S3,X. we find that the young principal associ- 
 ated with such men as the Picketts, B. P. 
 Aydelott, Alexander Campbell, Calvin E. 
 Stnwe, and Joseph Ray. With some of these 
 Professor Parker was on very intimate terms. 
 He and Dr. Ray had many consultations as 
 to the arrangement of the latter's system of 
 mathematics. However, Parker's modesty 
 never permitted him to speak of anything 
 save benefit received. 
 
 I have tried to decide in what branch he 
 was most proficient, but cannot. His success 
 as an instructor in natural philosophy was re- 
 markable, his profound knowledge of the va- 
 rious departments of science, his skill as ai. 
 experimenter, his inspiring way of teachini-, 
 language, and the ability of putting his owii 
 enthusiastic love of knowledge into the hearts 
 of his pupils, made him as one among a thou- 
 sand. Being a true Christian, the spiritual 
 and moral interests were not neglected. He 
 loved his pupils and that love was returned. 
 We are all mourners to-day. Without en- 
 dowment, save the rich hearts of his teachers, 
 many a poor boy. without means with which 
 to pay his way, will drop a tear in memory 
 of his benefactor. 
 
 Work was not confined to his own school- 
 room. He had no place for selfishness or 
 jealousy. He may truly be called the father 
 of the "Clermont County Teachers' Institute." 
 .\i his suggestion it was organized in 1848. 
 and under his watchful care it lived. For 
 years he would load a wagon with apparatus 
 to be used, and accompanied by his wife 
 would go to the place where the Institute 
 was to be held. It was he, who, going early 
 in the morning to the place of meeting, would 
 set up the clock he had taken, sweep out, 
 dust furniture and ring the bell for the 
 younger teachers, whom he was to instruct 
 and who would enjoy the tidy appearance 
 without knowing whose work it was. During 
 those early years he asked no reinuneratioii 
 and received none. He had his reward, how- 
 ever, by seeing such an improvement in Cler- 
 mont teachers that there were heavy draughts 
 niade on their ranks for men and women 
 fitted to fill places of trust and honor and the 
 improvement of the schools of the county. 
 Many of these teachers were his own intel- 
 lectual children. 
 
 Each of the other professions has been 
 honored by Clermont Academy students. For 
 years, the only county building at Batavia 
 without a sample of this man's work, was the 
 jail. 
 
 That which was most prominent in Pro- 
 fessor Parker was his conscience. An - 
 steamboat captain, who made men his study, 
 vears ago said to the writer ; "\ never knew 
 but (ine man who lived up to his conscience, 
 and that was Teacher Parker." 
 
 J. H. B.\KER. 
 
 ALBERT PICKET 
 
 All that is here given in reference to Al- 
 bert Picket, is gathered from incidental 
 references to him in educational periodicals. 
 
 433 
 
The labors of such ;i pioneer deserve :i minute 
 description but unfortunately the materials are 
 not at hand. 
 
 He began in New York City, in January, 
 1811, a periodical called the "Juvenile Moni- 
 tor, or Educational Magazine." It is believed 
 to be the hrst periodical of the kind publislied 
 in the United States. It did not enter upon 
 the second volume. In February, 1818, he, 
 with J. W. Picket, started in the same city the 
 "Academician" which was equally short-lived. 
 
 Through the exertions of Albert Picket 
 and Alexander Kinmont, in 18"i9, there was 
 organized in Cincinnati, the Western Aca- 
 demic Institute and Board of Education, 
 from which originated the famous Western 
 Literary Institute and College of Professional 
 Teachers, before which, in 1834, he delivered 
 the opening address, on the objects of the In- 
 stitute. He afterwards delivered addresses 
 and reports as follows ; in 1835, on "Educa- 
 tion ;" in 1836, on "Parents, Teachers, and 
 Schools ;" in 1837, on the "Formation of 
 Character in Individuals ;" in 1838, on "Re- 
 forms in Education;" in 18.39, on the "Quali- 
 fications of Teachers ;" and, in 1841, on the 
 "Want of Education." When in Cincinnati, 
 he was principal of the Cincinnati Female 
 Seminary. He afterwards became a resident 
 of Delaware, Ohio, and in July, 1850. at the 
 meeting of the Ohio State Teachers' Associa- 
 tion, in Springfield, there was presented by 
 Mr. Williams a report prepared by Mr. Picket, 
 on "Teaching Reading." 
 
 The following is found in the Ohio School 
 Journal, of September, 1848, edited in Colum- 
 bus, Ohio, by Dr. Lord (Vol. 88, page 138) : 
 "Albert Picket, Senior, for many years Prin- 
 cipal of the Manhattan School in this city, 
 one of the most efficient and enterprising 
 teachers of our country, is still living at Del- 
 aware, Ohio. This gentleman now in his 79th 
 year, taught half a century, and was always 
 twenty years in advance of the majority of 
 the profession. He always acted well his part, 
 and he is still quickening and comfort^ 
 those who labor for the cause of education. 
 Teachers" Advocate (N. Y.). 
 
 "We rejoice to meet, from the scene of his 
 former toils, this just tribute to a veteran 
 teacher. It has been our privilege, in addition 
 to occasional correspondence, to enjoy the 
 privilege of several cheering interviews with 
 'Father Picket,' as he is affectionately and 
 reverently styled here in Ohio, and, last au- 
 tumn, to labor with him for a week in the in- 
 struction of a class of some hundred teachers. 
 
 "It is a matter of gratitude that he is per- 
 mitted to spend the evening of his days so 
 quietly and pleasantly in the family of a be- 
 loved and affectionate son. But, as he looks 
 back upon his life, what unutterable emotions 
 and what varied recollections must throng 
 the echoing chambers of his soul ! 'He taught 
 for half a century!' and during that time laid 
 his forming hand, as it were, upon sum- 
 thousands of opening minds. In each and 
 
 all of iliese ninids, he awakened emotions, 
 kindled aspirations, developed energies, and 
 into all instilled principles, to which, but for 
 him they might forever have been strangers. 
 .\nd these minds still live I They are not of 
 the perishable material upon which the archi- 
 tect, the painter, or the sculptor, lavishes his 
 labor and skill. The emotions awakened 
 continue to thrill them ; the aspirations kin- 
 dled, to elevate them : the energies developed, 
 to propel them ; and the principles instilled, 
 to guide them onward through time and 
 through eternity. 
 
 Many of those on whom his forming in- 
 fluence was exerted, and to whom his in- 
 structions were imparted, are now filling nn- 
 ])ortant and responsible stations in life, and 
 are in turn exerting a controlling influence 
 in the formation of those who are to succeed 
 them upon the stage : others have passed from 
 earth, but, whether in this or the unseen 
 world, they still live, and the impressions 
 made, and the influences exerted upon them, 
 have done their work toward forming the 
 characters they now possess, and which they 
 will be likely to retain while canvas shall 
 itioulder and granite and marble crumble to 
 dust. But perhaps one of the most interesting 
 reflections which arise in the mind of the 
 faithful teacher, on a review of his labors, is, 
 that among all his pupils he has not a single 
 enemy. Let others wear laurels and receive 
 plaudits of mankind, but give me the retro- 
 spect of the famous teacher.'' H. 
 
 DR. JOSEPH RAY 
 
 The name of Dr. Joseph R.w is held in 
 grateful remembrance by many for his works 
 on algebra and arithmetic, which robbed 
 mathematics of its terrors for the young be- 
 ginner. He was born in Ohio county, Vir- 
 ginia, in November, 1807, and evinced from 
 early youth great fondness for study, and an 
 earnestness of purpose which supported him 
 under many discouragements. He entered 
 Washington College. Pa., supporting himself 
 by teaching at intervals, but left without tak- 
 ing a degree. 
 
 Turning his attention to medicine, he grad- 
 uated from the Ohio Medical College, Cin- 
 cinnati, but in October of the same year en- 
 tered upon the profession of teacher, and 
 adhered to it through life. Henceforward, 
 his history as teacher is bound up with that 
 of Woodward College, afterwards Woodward 
 High School, first as professor, and after- 
 wards as president, which office he held at 
 (he time of his death, in April, 185(i. 
 
 In all these years. Dr. Ray was promin- 
 ently identified with the leading teachers of 
 the State and the great cause which they had 
 at heart. He was rarely absent from the 
 meetings of the State Teachers' .\ssociation, 
 and in 1852 was elected its president. 
 
 H. 
 
CHAPTER XXXI 
 
 BIOGRAPHICAL SKETCHES (3) 
 
BIOGRAPHICAL SKETCHES (3) 
 
 
 0*^. ^ f 
 
 ANDREW J. RICKOFF 
 
 An address by Ur. W. T. Harris. 
 
 When tlie earthly career of one of our 
 friends or one of our fellow citizens has 
 ended and we are assembled to perform the 
 last sad rites that testify our respect for the 
 departed, there comes to us a throng of 
 memories and we see him as he lived and 
 worked among us. His ideals and aspirations, 
 his labors for the good of the community, his 
 sufferings from the selfishness or misunder- 
 standing of his contemporaries, his victories 
 or defeats and his fortitude, his magnanimity, 
 and his resources, come again before our 
 minds in long procession, consoling us for 
 our loss and soothing our bitterest grief. 
 
 So it is here to-day with the numerous 
 citizens of this city where Dr. Rickoff 
 worked for the fifteen best years of his life; 
 so it is with the teachers who taught those 
 schools under his supervision and were in- 
 .spired with his counsel : so it is again with 
 us who in the same profession labored in 
 
 4:! 
 
 different and far off fields, but met him from 
 year to year at the state meetings held for 
 conference and discussion of educational prob- 
 lems. 
 
 We caiinot help feeling grief at our loss 
 of his living presence among us but we find 
 consolation in the memory of his career and 
 in the fruits of his deeds, which are still with 
 us and enter helpfully into much of what is 
 best in our present endeavors. 
 
 Dr. Rickoff came into the work of Super- 
 intendent of Schools at the beginning of the 
 second period of city schools in this country. 
 It was the period of the great revival led by 
 Horace Mann and his co-workers ; the era 
 of the introduction of skilled supervision and 
 the organization of school systems. 
 
 Before that epoch there had been schools 
 but they were not organized in such a man- 
 ner as to make progress. There was no one 
 to collect from each school its good inven- 
 tions and carry them to other schools so 
 that all could profit by the discoveries of each. 
 The second superintendent was needed for 
 this function. The superintendent could de- 
 tect the appearance of new and better methods, 
 new devices that prevented the waste of power 
 on the part of teacher and pupil and he could 
 by private conversation and by public confer- 
 ence expound good methods or the good de- 
 vices and show how to secure them and how 
 to make them work successfully. 
 
 Hence there came to be a body of doctrine 
 on the theory and art of managing city schools. 
 Simple regulations could now be made which 
 excluded the possibility of long-endin"ed evils 
 in instruction and in discipline. 
 
 Hitherto each school had worked by itself 
 in isolation and consequently had developed 
 extremes of pedantry in methods of instruc- 
 tion and harshness or even cruelty in modes 
 of discipline. 
 
 The instruction was mostly a mechanical 
 affair. Memorizing of the te.xt-book without 
 mastering its meaning, obedience to school 
 rules, not from good will and insight into 
 their reasonableness, but solely from fear of 
 flogging, this was the staple of the city school 
 of the first period, say from 1800 to 1850. 
 Indeed, nothing better could have been ex- 
 nected. for the city school was then new 
 lecause cities were new and furnished new 
 problems. 
 
 In 1800' only 3 per cent of the population 
 lived in cities of 8000 inhabitants and over. 
 The schoolmaster of a one-room school with 
 only thirty pupils could govern it with mild 
 discipline if he possessed force of character. 
 When he came to have a large school of two 
 
luindred pupils all seated in one room for 
 study and sent into class rooms for recitation 
 to a half dozen of assistant teachers, the work 
 of the master to preserve order necessarily 
 became increased disproportionately and it re- 
 quired men of strong character who could 
 use heroic measures. 
 
 The management of city schools drifted 
 into the hands of bosses — often, very often of 
 mere bullies, who kept order through cruel 
 punishments but who could not teach much, 
 for thev did not know much. They ma'., up 
 for their lack of knowledge by a stern and 
 unyielding dogmatism. 
 
 The new era in city schools began with 
 feeble beginnings after the famous dispute of 
 Horace Mann with the Boston schoolmasters. 
 It was powerfully helped by John D. Phil- 
 brick who superintended the Boston schools 
 for twenty years. He made discoveries in 
 organization which made the discipline of 
 city schools far easier than before. Smaller 
 rooms seating only fifty pupils each and pre- 
 sided over by a single teacher, restored the 
 personal influence of the teacher and gradu- 
 ally banished the police system and the rod 
 from the public school. 
 
 But the method of instruction did not 
 change so rapidly even in Boston. More pro- 
 gress was made in the west and especially in 
 Ohio. Dr. Andrew J. Rickoff was the greatest 
 pioneer in the movement towards bettering 
 the methods of instruction. 
 
 Five days ago. Col. Francis W. Parker, a 
 man of genius in the improvement of school 
 devices that increase the self activity of the 
 pupil, and who has gained national reputation 
 for the success of his work in training superior 
 teachers, said to me in substance : "Andrew 
 J. Rickoff is the founder of the new and better 
 method of instruction. I have said that I 
 learned from him what I know of the new 
 education." 
 
 Dr. Rickoff's career as a teacher is, when 
 understood, a new revelation of Christianity 
 now made especially to the school. Two 
 thousand years ago it had come to the world 
 in general terms. God himself so loved the 
 world that he sent His only begotten Son 
 to reveal His true nature of loving-kindness. 
 The divine in his very person was ready to 
 take on humanity and suffer the worst of 
 deaths for the sake of imperfect and sinful 
 mortals. The Highest died for the lowest. 
 For Mount Sinai and its thunders, for the 
 reign of law and the decree of death the 
 new dispensation brought the vicarious atone- 
 niL-nt. the glad tidings of peace on earth and 
 of good will to men. This great lesson has 
 been penetrating human society for two thou- 
 sand years and civilizing one ordinance after 
 another. It reached the school in the great 
 epoch of which I have spoken and in which 
 Andrew J. Rickoff bore so conspicuous and 
 noble a part, for he was pervaded with love 
 for the children and be sought unweariedly 
 to introduce methods of development frotn 
 within, in place of harsh methods nf compul- 
 sion from without. 
 
 The si)irit of the school has changed in 
 fifty years so nuicli (hat it is pos>iliU- now lo 
 
 govern a school by the mildest of means, 
 while in 1850 what was then called "govern- 
 ing" a school meant government by force. 
 
 Dr. Rickoff developed his theory of a new 
 education in which the new dispensation of 
 God's government should take the place of 
 the old. partly in the work of conducting a 
 private school and privately in the conduct of 
 entire systems of city schools in Cincinnati, 
 Cleveland, and in Yonkers (a suburb of the 
 greater New York), constant progress was 
 made in the improvement of instruction under 
 him by which pupils could be aroused to 
 study through their own interest and to push 
 their investigations into the meaning of what 
 they learned with that spirit of inquiry which 
 promised to make them students through life. 
 
 It was in the epoch of Dr. Rickoff's stay 
 in Cleveland that the superintendents of the 
 larger cities of the Northwest formed what 
 was called a "Round Table" for the purpose 
 of studying the work in the several cities 
 represented and for the discussion of the 
 ideas on which the work was founded. This 
 was one of the most 'profitable of school con- 
 ferences ever held. Dr. Rickoff held a high 
 place at that Round Table by reason of his 
 itnmense experience, his great practical skill 
 in solving educational problems and by the 
 charm of his personality. 
 
 In his later career Dr. Rickoff was sec- 
 onded and assisted by his enthusiastic wife 
 who devoted herself to the methods of in- 
 struction in the primary school. 
 
 In the family, as in the school, and as in 
 the society of his friends. Dr. Rickoff was 
 ever the kindest and gentlest of luen, the 
 tenderest father, the best of neighbors. I 
 never knew that he had a single enemy, I 
 think that he was beloved of all. 
 
 The significance of his life appears in 
 stronger lines if we place it on the back- 
 ground of our National life. We are solving 
 the problem of local self-government. We 
 never could achieve that solution if we de- 
 pended solely upon police and a system of 
 spies. We can solve it only by a system of 
 development of public opinion and the partici- 
 pation of all the inhabitants in that public 
 opinion. 
 
 Such a public opinion requires the news- 
 paper for its creation and diffusion. Again 
 the newspaper requires the universal diffusion 
 of a knowledge of the printed page. Not only 
 must all read but all nnist read day by day 
 tlVe events of the world and the opinions of 
 their fcUowmen on those events. All help to 
 make the verdict of public opinion and all are 
 governed by that verdict when made. Even 
 governments that are well nigh despotic in 
 their form of organization are forced in our 
 day to watch public opinion as it is revealed 
 in the newspaper and follow its behest rather 
 than appeal to the decision of war. 
 
 Is not this a movement toward a realiza- 
 tion of a new phase of Christianity? Reason 
 and not force is gaining its hold on the helm 
 of the world. But the public opitiion of the 
 nation cannot pcnetiate an illiterate commun- 
 ity. It learns too late that it has appealed 
 to force against an overwhelming odds. 
 
 438 
 
In the newspaper civilization not only the 
 statesman but tlie humblest citizen reads the 
 decision of a great issue as it were on the 
 sky in great blazing letters — as it were a 
 Belshazzar's vision, weighing it in the scales 
 of public opinion and proclaiming it to the 
 world before it conies to the test of war. 
 
 Dr. Rickofif has helped his community and 
 his nation in making the school of the city 
 into a great instrumentality that fits tlu citizen 
 for a government of and by public opinion. 
 
 We his friends who .stand around his bier 
 regret our loss of his personal presence but 
 we rejoice that he has fought a good light 
 and lived a life of faith in the new dispensa- 
 tion. 
 
 I love to quote the words of the prophet 
 Daniel at the grave of a great teacher. 
 
 "The teachers shall shine as the brightness 
 of the firmament and they that turn many to 
 righteousness as the stars, forever and ever." 
 
 Superintendent Jones said: "It is barely 
 appropriate that I speak on this occasion since 
 my acquaintance with Mr. Rickoff was more 
 largelv professional than pergonal ; and yet I 
 am glad to add a tribute to the profound 
 character which he exhibited in the work to 
 which he devoted his life. 
 
 "As a student of his educational work, 
 embodied as I found it in the schools and in 
 his written reports. I came to think of him as 
 endowed pre-eminently with three great char- 
 acteristics. 
 
 "First — An insight into principles of con- 
 duct, character and action far ahead of his 
 time. 
 
 "Second — Unusual power of organi.'ation 
 and direction. 
 
 "Third — The highest degree of moral 
 courage. 
 
 "It required all these powers for tlie man- 
 agement of the great questions which caine 
 to him in his time of service. As Dr. Harris 
 has so well indicated, there were no types 
 which he could follow in the organization 
 and the conduct of a system of city schools. 
 There were no city systems west of the Alle- 
 ghenies, and those of New England were ^o 
 given up to formalism that he must needs 
 strike out on a new line. Thus he showed 
 very clearly the insight which he had into 
 what would be in the next few years the real 
 development of city .systems of schools. He 
 was really never a great debater — he was. a 
 great worker. He wrought himself into the 
 schools which he served and he worked his 
 enthusiasm into the characters of those who 
 served with him. He took up the schools of 
 Cleveland when the teachers numbered one 
 hundred and fifty. When he left, there were 
 four hundred and seventy-three teachers. Of 
 these, one hundred and nineteen remain until 
 this time in the service of the public schools. 
 Their devotion to their work, their conserva- 
 tisin in things that are best, their readiness 
 to accept what is good in the new — all these 
 things speak for the greatness of the character 
 and the heart of the man who had brought 
 them into this service and had shown them 
 the right way. 
 
 "Indeed, I think that the school system of 
 this city, copied as it has been far and wide 
 by city systems of the West, is the greatest 
 monument that he can have — more enduring 
 than any that shall ever be placed above his 
 remains in Lake View." 
 
 MRS. REBECCA DAVIS RICKOFF 
 
 The education of this distinguished lady 
 began when she was five years of age. under 
 a dominie of the old school in the person of 
 the afterwards well known Dr. Laurie. It 
 was carried on by her father. Professor Wil- 
 liam Monroe Davis, and was completed, as 
 far as schooling goes, at the age of sixteen, 
 when she graduated from the Hughes High 
 School at Cincinnati. She was valedictorian 
 of her class and wrote the class song and the 
 class poem. She was a poet from her child- 
 hood. But the serious trend of her faculties 
 in educational work left her but little leisure 
 for literature proper, which, however, was to 
 her as the "W'ine of Life." 
 
 .\t the age of twenty-one, after having 
 been a teacher for two years, she was married 
 to Andrew J. Rickofif, then superintendent of 
 the public schools of Cincinnati. In her earli- 
 est married days she began her life-work of 
 co-operation with her husband in his profes- 
 sional career, and though a notable woman in 
 many ways, she is perhaps most widely known 
 as an educator. 
 
 Imbued with an exalted idea of education 
 in its most liberal and widest sense, and led 
 by natural inclination, she made an earnest 
 and life-long study of its science and art. 
 Her first public essay in this field, "Esthetic 
 Culture," was received with the iriost flatter- 
 ing comments from educators all over the 
 country. This was followed by many notable 
 addresses, among which were "The Value of 
 Art in Education," "The Influence of Litera- 
 ture in Education," "Moral Training of 
 School Girls," "Intellectual Reading," etc. In 
 introducing Mrs. Rickoff when she read the 
 last-named address at the National Educational 
 Association. President Young said : "She has 
 done more than any other woman in the world 
 to introduce good literature in the schools." 
 
 In 1873, in conjunction with Miss Harriet 
 Keeler, then supervisor of public schools, she 
 edited two leaflets, entitled "Every Monday" 
 and "Monday Morning," designed for supple- 
 mentary reading. 
 
 Mrs. Rickofif established the first kinder- 
 garten in Cleveland and forwarded this cause 
 by bringing there Mi-s Elizabeth Peabody to 
 give a lecture upon this interesting and im- 
 portant topic. 
 
 For no compensation whatever, but purely 
 for the purpose of helping on the "new edu- 
 cation" movetnent, of which Cleveland was 
 at that time the center, she gave during a 
 period of eight years addresses to i)ublic 
 school teachers on "Nature Study," "Child 
 Study" — now so-called, school management, 
 and kindred subjects. 
 
 She was at work unon a book which em- 
 bodied mnnv of these lectures when she was 
 
called ii])(>ii to (liter iiilu a more extensive 
 work, tliai of eililitig. in conjunclion with Mr. 
 Rickoff and Dr. William T. Harris, the cele- 
 brated "ADpleton's Readers." Mrs. Rickoff 
 was a contributor to many educational maga- 
 zines : was one of the few women members 
 of the National Council of Education, was 
 a life member of the National Educational 
 Association and of the Ohio State Teachers' 
 Association, and at the annual conventions 
 of these bodies, when Mrs. Rickofif spoke the 
 chairman did not call for attention. Though 
 Mrs. Rickofif's life was seemingly given over 
 to educational work, she still was widely and 
 actively interested in every progressive move- 
 ment of the day. Especially was she to the 
 front in any movement which looked to the 
 advancement of woman's cause, and she was 
 an active member of the Women's Congress 
 at its meeting in Cleveland. She was also 
 interested in various philanthropic movement^-, 
 being at one time president of the Vnuiig 
 Women's Christian Association, 
 
 She was a charter member of the Forl- 
 nightlv Literary Club, and was the inspiration 
 and president of its forerunner, the Women's 
 Lyceum. 
 
 Like most professional people, as the years 
 passed, there was a mimlier of places which 
 she called "home," and besides, she traveled 
 much. But while, as a result, she became 
 more widely known, yet she missed that con- 
 centration of power that comes of a fixed 
 residence. In New York she was a member 
 of more than one literary society. She was 
 an active worker in the Kindergarten Asso- 
 ciation, a member of the Anthropological So- 
 ciety, of the American Social Science Asso- 
 ciation, and a charter member of the Indus- 
 trial Educational .Association. Wherever she 
 went she took part in the philanthropic and 
 literary movements of the place. 
 
 When in London, the People's Palace and 
 work in the Girls' Friendly Societies engaged 
 her attention, as well as the "education act." 
 a movement then at its height, and lasting 
 friendships were formed with active workers 
 in these movements. 
 
 Mrs. Rickoff ami her daughter had the in- 
 teresting experience of being |iresented to ilie 
 Queen. 
 
 On her return from aliroail, Mrs. Rickoff, 
 tc.gether with her hiisliaiul and daughter, went 
 to Washington State to vi-^it William Monroe 
 Rickoff, her only son. His death by drown- 
 ing gave a shock to her nervous system which 
 interrupted a life full to brimming of noble 
 effort. Brain fever, followed by nervous pros- 
 tration, from which she never fully recovered, 
 was the .sad result of this great sorrow. 
 
 Mrs. Rickoff was essentially a woman of 
 genius; a brilliant mind, strong character, 
 and .great per.sonal beauty united to form a 
 Iiersonality of unusual distinction. 
 
 She was original in many forms of effort, 
 inspired by generous impulses, proud and am- 
 bitious, not so much for herself as for those 
 dear to her, The one masterful desire of her 
 life was to keen her loved ones near that she 
 might do all in her power to bring them 
 every pleasure and advantage life could afford. 
 
 Only a iier^on possessed of vivid imagina- 
 tion, strength of purpose, and extraordinary 
 executive ability could have accomplished all 
 she did.— From Cleveland Leader. 
 
 HARVEY RICE 
 
 The school law passed by the General As- 
 sembly March 1, 1853, was chiefly prepared 
 by the Hon. Harvey Rice, of Cleveland, a 
 member of the Ohio Senate, and chairman of 
 the committee on common schools. Mr. Rice 
 was born in Massachusetts. June 11, 1800, and 
 graduated at Williams College. He came to 
 Ohio in 18'J4, and settled in Cleveland. For 
 a short time he engaged in teaching while 
 preparing for the practice of law, upon which 
 he soon entered. Mr. Rice's abilities and 
 worth were soon recognized by his fellow 
 townsmen, wdio manifested their appreciation 
 by electing him to various important offijes in 
 the county, and to a seat in the lower house 
 of the General Assembly. 
 
 In 1851, Mr. Rice was elected to the Sen- 
 ate. The session which followed was a very 
 important one. Ohio had outgrown her old 
 constitution, and this was the first meeting 
 of her legislature under the provisions of the 
 new. It was evident to all who had watched 
 the growing educational needs of the State, 
 that the school system needed a thorough 
 revision. Since the passage of the act of 1838, 
 the population of the State had more than 
 donliled, and its resources had increased in 
 a still greater ratio. Mr. Rice addressed him- 
 self to the work of procuring the passage of 
 an act for the reorganization of the common 
 schools, and providing for their supervision. 
 The bill passed the Senate with but two nega- 
 tive votes. He had previously taken a prom- 
 inent part in the passage of an act providing 
 for the establishment of two asylums for 
 lunatics, and he now advocated the establish- 
 ment of a State Reform School, at that time 
 a novel idea. .\ few years saw it in success- 
 ful oneration. 
 
 Mr. Rice lived to see the State of his 
 adoption enjoy the fruit of his labors, to see 
 her, in his own words, "lead the column in 
 the cause of popular education and human 
 rights." His active life as a politician and 
 public spirited citizen did not prevent the 
 cultivation of his taste for literature. He is 
 well known as a graceful writer, both in 
 prose and verse. A volume of his poems has 
 lieeii published. H. 
 
 ISAAC SAMS 
 
 ls.\.\e' S.\MS was born in Rath. England, 
 November L-', 1788. He hrst taught in Eng- 
 land in 1813, but in 1818, having become fas- 
 cinated by Morris Birbeck's account of the 
 United States, he came to Maryland and es- 
 tablished a boarding school, wdiich he con- 
 ducted for seventeen years, with eminent suc- 
 cess. In 1835, he removed to Brooklyn, N. 
 ^■.. in order to extend the field of his exer- 
 tions. He obtained suitable buildings and is- 
 sued a i)rospectus in which he stated the 
 
object of his school — to provide sound and 
 thorough instruction for young gentlemen. 
 The school was filled the first day with youths 
 belonging to the best families of New York 
 and Brooklyn. .A. very successful beginning 
 was made and for a short time the school 
 was prosperous. In the midst of the most 
 pleasing prospects Air. Sams was taken sick 
 and his health utterly failed. He was forced 
 to abandon his enterprise, which promised the 
 grandest results. That he was compelled to 
 withdraw from his school was no less a inat- 
 ter of regret to his patrons than to himself. 
 In the short time he had been in Brooklyn 
 he had become known as an able teacher, and 
 his energies would have been taxed to the 
 fullest extent in this more extended field of 
 labor. It was doubtless the extra work he 
 took upon himself that caused the failure of 
 his health. 
 
 He had exchanged his property at Eili- 
 cott's Mills for a tract of land of i.noti acres 
 near Hillsboro. Highland county, Ohio, to 
 which he removed to try to regain his lost 
 health. To accomplish this he proposed to 
 clear out and bring into market a portion of 
 his tract of wild land. Accordingly he started 
 for Hillsboro. where he arrived on the oth of 
 September, 1835. He had resolved, much as 
 he loved to work, not to enter the school 
 room again until his health should be fully 
 restored. For the next few days he occupied 
 himself on his land, performing as well as his 
 strength and health permitted, the labors of 
 a pioneer farmer. His reputation as a teacher 
 had preceded him and he was often consulted 
 on educational matters by those having them 
 in charge. He soon became very much in- 
 terested in the common schools of Ohio, 
 which for ten years before had been slowly 
 but gradually improving. In the year 1838 
 they were still very imperfect. The teachers 
 were carelessly and superficially examined, 
 and the youth were loosely taught. In t 
 year above mentioned the legislature passed a 
 law for the appointment of County Boards of 
 School Examiners bv the Court of Common 
 Pleas. 
 
 By virtue of this law Mr. Sams was ap- 
 pointed School Examiner and at once a fixed 
 method of strict examination of applicants 
 for certificates was adopted. By adhering 
 strictly to his rules he soon brought it about 
 that Highland County had a better qualified 
 corps of teachers than any other country in 
 southern Ohio. 
 
 His examinations were a terror to inef- 
 ficient and poorly qualified teachers, hut he 
 gave true merit and good .scholarship the 
 fullest recognition. iNIany of the teachers 
 in that day were possessed of but limited ac- 
 quirements. Certificates had often to be given 
 to this class or else the schools would not 
 have been supplied with teachers. These were 
 always admonished bv Mr. Sams to make a 
 better showing the next time they came be- 
 fore the Board. 
 
 The good results that accrued to the cause 
 of education through Mr. Sams's method of 
 examination cannot be over-estimated. .W- 
 though there were generally two other mem- 
 
 bers of the Board, Mr. Sams was the exam- 
 nier. He did most of the work, and it always 
 was to him "a labor of love." Complaints 
 were often made of the strictness of his ex- 
 aminations, but the results generally vindi- 
 cated the wisdom and justice of his course. 
 He served almost uninterruptedly as exam- 
 iner for thirty years, and his services are 
 gratefuly remembered by all friends of edu- 
 cation in Highland county. 
 
 As early as 1840, Mr. Sams began to agi- 
 tate the question of a County Society of 
 Teachers, and through his influence was 
 formed an Association of Teachers of High- 
 land county, which has continued in activity 
 and usefulness to the present day. 
 
 He was also instrumental in having the 
 first Teachers' Institute held in this county, 
 in the year 1853. 
 
 Mr. Sams took a deep interest in educa- 
 tional matters, not only in Highland county, 
 but in the entire State. While in his early 
 years of service as examiner, he addressed a 
 memorial to Governor Corwin on the subject 
 of school libraries. This was an ably written 
 paper and was received and favorably con- 
 sidered by the authorities at the capital. A 
 few years afterward the school library law 
 was passed, the first suggestion of which 
 came from Mr. Sams. 
 
 He was also an active member of the State 
 Association of teachers, and was elected its 
 president for 1851. The meeting of the as- 
 sociation for that year was held at Columbus, 
 December 31st, 1851, and January 1st, 18.Vi. 
 The most important business transacted was 
 the reception of the report of the committee 
 previously appointed, recommending the estab- 
 lishment of an educational paper as the organ 
 of the association. The report was adopted 
 and Air. Sams took an active part in putting 
 the enterprise on a firm foundation. Accord- 
 ingly in January, 185"2. was issued the first 
 number of the Ohio Journal of Education, 
 now the Ohio Educational Alonthly. He also 
 took a prominent part in the discussion of 
 other important questions brought before the 
 association at that early day. 
 
 IT. S. DoGGETT. 
 
 ANSON SYMTH 
 
 .\nsox Smvth was born at Franklin. Pa., 
 of new England parents, prepared for college 
 at Alilan, Ohio, attended Williams College, 
 was graduated from Yale Theological Semi- 
 nary, and became an ordained minister of the 
 Presbyterian Church. 
 
 After some years of service in Connecticut 
 and Alichigan he was called to the pastorate 
 of the First Congregational Church at To- 
 ledo, Ohio. While serving the church he be- 
 came interested in the educational affairs of 
 the city, and was elected superintendent of 
 public instruction. He accepted the position, 
 and for a number of years following he was 
 prominently identified with educational inter- 
 ests. 
 
 In December. 1855, Dr. Smyth was called 
 bv the Executive Connnittee of the Ohio 
 
Teacliers' Associatinii to the editorial manage- 
 ment of the Oliio Journal of Education then 
 the property of the Association. He accepted 
 the appointinent, moved to Columbus, and as- 
 sumed his editorial duties with the issue for 
 February, 1856. That number contains the 
 letter of Dr. Hancock, chairman of the com- 
 mittee, notifying Dr. Smyth of his appoint- 
 ment, and Dr. Smyth's renly. In his letter of 
 acceptance we find Iiim saying: — "It is no 
 affected humility that prompts me to say that 
 I have experienced many fears that I should 
 not be able to meet the demands of the posi- 
 tion to which you call me. I have feared that 
 many gentlemen in our association over-esti- 
 mate my qualifications for the office. I have 
 feared that I should forfeit whatever of con- 
 fidence may now be reposed in ine by the 
 friends of education ; for error and weakness 
 are nowhere so exposed, so apparent, as in the 
 editor's chair. And more seriously have 1 
 feared lest those great interests which should 
 be entrusted to my guardianship might sufifer 
 through niv want of higher qualifications. 
 The demands of the position are high an ' 
 sacred ; for education is not the cause of man 
 alone, bf.t of God ; the interests involved are 
 not such a relate exclusively to time, but they 
 reach forth to tlie endless future : and the 
 influences exerted will be as enduring as the 
 immortal soul." 
 
 Near the close of his first editorial we find 
 this : — "The four days we have been in Co 
 lumbus have taken from us about all the ideas 
 of romance and poetry with which we had e\ er 
 associated the office of editor." In the same 
 editorial he asks correspondents not to sacri- 
 fice too much to dignity. "A vein of pleas 
 antry running through an article will insure 
 its being read, and will cheer many a teachei 
 and drive away many a heart-ache." In this 
 respect Dr. Smyth practiced what he preached 
 A vein of humor ran through nearly e\er>- 
 thing he wrote, and pleasantry was a niarke-' 
 feature of his public addresses as well as his 
 private conversation. 
 
 Having been elected State Commissioner 
 of Common Schools, Dr Smyth resigned the 
 editorial chair at the expiration of one year, 
 but resumed it again for a year, in 1860, and 
 a year or two later was associated with Dr. 
 E. E. White in editing and publishing the 
 Ohio Educational Monthly. 
 
 He held the office of Commissioner for 
 six years. In his two terms of office Dr. 
 Smyth visited every county in the State, and 
 probably had a wider acquaintance with teach- 
 ers and school officers than any other man. 
 The school library law was then in force, and 
 much of his time and attention was devoted 
 to the selection, purchase and distribution of 
 books, a task at once delicate and arduous, 
 requiring honesty, rare good judgment, and 
 fine literary taste. The large sums of money 
 involved were expended with absolute integ- 
 rity, and the great trust was executed with 
 tlie utmost fidelity. 
 
 Soon after retiring from the Commission- 
 er's office, he was elected (1863) to the super- 
 intendency of the Cleveland schools, a posi- 
 tion he held for four vears. lie was elected 
 
 for the fifth time, but declined because of 
 harassing obstacles thrown in his way by those 
 opposed to his administration. Dr. Smyth's 
 strength as a superintendent did not lie in 
 great familiarity with the details of school 
 management and methods of instruction, but 
 rather in his moral and social qualities, his 
 knowledge of human nature, and his abound- 
 ing common sense. He was a man of clear 
 and broad views on the general subject of 
 education, a good general organizer, and an 
 indefatigable worker. He hated wrong and 
 loved right, and was outspoken in his denun- 
 ciation of the former and his defense of the 
 latter. He was a kind and true friend, and a 
 man of strong faith and broad sympathies. 
 
 Dr. Smyth's last four years were years of 
 severe trial. Through unfortunate business 
 ventures, he lost his property and sufi^ered 
 grent financial embarassment. But he bore it 
 all and continued faithful, doing what he 
 could to the end. 
 
 S.\MrEL FiNnLEV. 
 
 ROBERT W. STEVENSON 
 
 koiitKT W. SrEVE.\.so.\ was born on a farm 
 near Zancsville, ^luskingum county, Ohio. 
 July 1, 183-2. His childhood and early life 
 were passed in the valley of that historic 
 river at whose mouth sturdy New England 
 settlers had made the beginning of Ohio's 
 greatness, in the first settlement at Marietta; 
 .ind farther up whose waters, Moravian sta- 
 tions and Gnadenhutteii are of devoted, he- 
 roic, sad. and revolting memory. 
 
An Ohio pioneer home, with the work and 
 freedom of the farm, the wood, the held, the 
 companionship of streamlet, bird and tlower, 
 virgin nature everywhere smiling into lux- 
 uriant growth and vegetation under the 
 strong hand of pioneer labor, giving inspira- 
 tion alike to 'the physical, mental, and moral 
 activities, a Scotch Presbyterian family circle, 
 from whose fireside altars arose those morn- 
 ing and evening orisons which Burns in his 
 Cotter's Saturday Night truly says were 
 "Scenes from which old Scotia's grandeur 
 springs, that makes her loved at home, revered 
 abroad ;" these surroundings, supplemented 
 by school advantages and the scholarly aspi- 
 rations of family and relatives, were with the 
 intellect, heart, and ambition of young Rob- 
 ert Wallace Stevenson, rich with prophetic 
 promises destined to a full fruition in future 
 years. 
 
 At the conclusion of his college career 
 there were schools ready to accept his ser- 
 vices. He taught a school in the country for 
 seven months, meeting with success from the 
 first, and at the close, receiving a call he took 
 charge of the schools at Dresden, Ohio, in his 
 native county. Mr. Stevenson remained at 
 Dresden for five years, from 1855 to 1860. 
 He organized or reorganized the schools and 
 placed them on a higher plane of excellence. 
 The character of Mr. Stevenson's work at 
 Dresden, his first in the organization and 
 m.anagement of a set of schools, brought him 
 under the favorable notice of President Lorin 
 -Andrews, then of Kenyon College, who in an 
 accidental meeting with a committee from 
 Norwalk in search of a superintendent, spoke 
 in such terms of Mr. Stevenson's work, that 
 after a committee of observation had confirmed 
 all they had heard, the board of education of 
 Norwalk elected him over many older and bet- 
 ter known candidates. Norwalk had been an 
 academic and educational center from early 
 times, with such men as Bishops Thompson 
 and Harris for teachers, and such students as 
 General Hayes. It was among the first to or- 
 ganize its schools under the graded system, 
 with Colonel DeWolfe at the head, in the 
 early fifties. 
 
 Under Mr. Stevenson's organizing hand 
 the Norwalk schools held a high rank among 
 the schools of the State, and Norwalk was 
 the Mecca of .school-master pilgrimages dur- 
 ing that organizing decade. His reception 
 of visitors on such an errand may be safely 
 inferred by one who knew the fine social qual- 
 ities of his nature, making friends and help- 
 ing them. 
 
 In 1871, Air. Stevenson became superin- 
 tendent of schools at Columbus, Ohio, where 
 be continued until 1889. In these eighteen 
 years the Columbus schools made marked 
 progress. They became known as models of 
 excellence. The work he did will stand an 
 enduring monument to his memory. 
 
 On laying down his work at Columbus, he 
 accepted the superintendency of schools at 
 Wichita, Kansas, a position he held for three 
 years. Though entering heartily into fhe 
 work there, he longed for the old associa- 
 
 tions, and at the end of his third year re- 
 turned to his home at Columbus. 
 
 Dr. Stevenson was prominent among the 
 educators of Ohio, and to some extent be- 
 yond the limits of the State, being at the lime 
 of his death the secretary of the National 
 Educational Association. 
 
 W, W. Ross. 
 
 ROBERT W. STEELE 
 
 Robert W. Steele, for more than thirty 
 years a member of the board of education of 
 Dayton, was the son of one of the earliest 
 pioneers of that city. His father was a man 
 of considerable prominence in the early his- 
 tory of that part of the State, and took a 
 deep interest in popular education long before 
 the establishment of the public school system. 
 His public spirit in this and kindred matters 
 seems to have been largely inherited by his 
 son, the subject of this sketch, who was born 
 in Dayton in 1819. 
 
 .Mr. Steele watched with untiring care the 
 growth and development of his native city. 
 
 He prepared for college at the Dayton 
 .\cademy. and graduated from the Miami 
 University in 184U. In 1842, he began his 
 long connection with the public schools, by 
 acting as a member and clerk of the board of 
 managers, then appointed by the city coun- 
 cil. For twelve years he served as president 
 of the board, permanently retiring in 1875. 
 
 In the city of Dayton the name of Robert 
 Steele was associated in the minds of the 
 people with whatever makes for popular edu- 
 cation, for culture, for righteousness. His 
 interest in the city library seemed as intense 
 as it could have been, had the institution been 
 his own, and at the dedication of the elegant 
 new library building his satisfaction was com- 
 plete. 
 
 When the fine structure that stands for 
 fret secondary education was erected some 
 years ago on the banks of the Miami, ten thou- 
 sand persons would have gladly seconded the 
 motion in the Board of Education to give 
 name to it. It is the Steele High School. 
 
 CALVIN E. STOWE 
 
 iVIany unacquainted with the early educa- 
 tional history of our State, will wonder to see 
 the name of C. E. Stowe, whom they have al- 
 ways associated with the East, in the list of 
 her public school benefactors. To the pio- 
 neers in the great work no explanation will 
 be necessary ; they will remember him as an 
 able champion in the early days of the battle 
 with ignorance. 
 
 Calvin E. Stowe. or as he is popularly 
 known. Professor Stowe, was born at Natick, 
 Mass., in 18()2. His early history is that of 
 many New England boys — very limited 
 means, very strong thirst for knowledge, and 
 a will which ultimately attained the goal of 
 his ambition, a college education. He gradu- 
 ated at Bowdoin College, Maine, in 1824. Af- 
 ter having graduated from .\ndover in theol- 
 ogy, and filled the chair of professor of Ian- 
 
guagcs in Dartnioutli. he accepted, in IS.'iH. 
 the professorship of Biblical Literature in 
 Lane Theological Seminary. Here his con- 
 nection with our subject begins. 
 
 He recognized at once the great need of 
 the West — common schools — and he set 
 himself to work to advance their cause, in 
 common with Samuel Lewis, Dr. McGuffey, 
 and other public spirited citizens. He visited 
 Europe in 1836, on business connected with 
 the Seminary, bearing with him also an official 
 appointment by the legislature to examine 
 into the system and management of European 
 schools, particularly those of Prussia. 
 
 On his return, in 1837, he submitted his 
 noted "Report on Elementary Education in 
 Europe." A copy was sent to every school 
 district in the State, and it was republished 
 and largely circulated by the legislatures in 
 other states. In it, thoroughness, freedom 
 from routine and from slavish subservience 
 to a text-book, were., particularly enjoined upon 
 teachers. Upon the necessity of training or 
 normal schools, he delivered an able address 
 in 1838, before the State Educational Con- 
 vention, in Columbus, at which Governor 
 Shannon presided. Of the Western College 
 of Teachers, he was an active member con- 
 tributing from time to time valuable papers 
 on the subjects which came up for discussion 
 In 18.-10, he returned to Andover, Mass., where 
 the greater part of his after years. He passed 
 the psalmist's limit of three score and ten. 
 
 H. 
 
 18'_;!l to 1845, he was an active member of the 
 Academic Institute, afterwards the Western 
 Literary Institute and College of Professional 
 Teachers. 
 
 Air. Talbot was the author of an arith- 
 metic, which the writer remembers as the 
 first he studied after Warren Colburn's. He 
 is not able to state in what year the book was 
 first published. A revised, enlarged, and im- 
 proved edition appeared in 1841. It was again 
 copyrighted in 1845, with the title, "The West- 
 ern Practical Arithmetic." The copyright of 
 this book having passed out of Mr. Talbot's 
 hands, in 1843 he copyrighted a new arith- 
 metic called "The Scholar's Guide to the 
 Science of Numbers." H. 
 
 JONH H. TALBOT 
 
 John H. T.alkot was Ijorn October 20, 
 1800, near Winchester, Frederick County, Va. 
 With his parents he emigrated in 1806 to the 
 Redstone settlement, in Washington county. 
 Pa., where he resided till 1816, when he re- 
 moved to Mt. Pleasant, Jefferson county, 
 Ohio. In 181!), he descended the Ohio river 
 on a raft and took up his permanent abode in 
 Cincinnati. 
 
 During his residence in Pennsylvania he 
 usually attended school one-quarter each year. 
 His time in .school was devoted mainly to 
 spelling and arithmetic, in which he excelled. 
 In Cincinnati he served a short apprentice- 
 ship to the carpenters' and joiners' trade, at- 
 tending a night school taught by Cornelius 
 King. At this school he went through Walsh's 
 Arithmetic and studied trigonometry, survey- 
 ing, and navigation. Subsequently he was em- 
 ployed as an assistant in the school. 
 
 In 1822, after having manufactured Iiis 
 furniture, he opened a school of his own. 
 which was largely attended. Pie gave instrno- 
 tion to many youths, who in after years occu- 
 pied prominent positions. 
 
 In 1823, he assisted in organizing a society 
 for the improvement and elevation of teach- 
 ing as a profession, and in 1828 in founding 
 the Ohio Mechanics' Institute. .Mnnit the 
 same time he took part in the establishment 
 of the .Academy of Fine .Arts and the .Acad- 
 emy of Natural Sciences. In all these or- 
 ganizations Mr. Talbot was an active mem- 
 ber, serving as secretary or tre.asurrr, ]''roni 
 
 J.avCOB TUCKERMAN 
 
 The history of education in Ohio presents 
 no type of professional teacher finer than that 
 which is represented by the high-minded, 
 scholarly, unselfish Jacob Tuckerman, who de- 
 voted his long life, with indefatigable energy 
 and zeal, to the intellectual and moral train- 
 ing of young people, in the preparatory .school 
 and the democratic college. His range of 
 labor extended from the border of Lake Erie 
 to the shore of the Ohio river, though the 
 field of his most effective and longest con- 
 tinued work was the Western Reserve, and 
 especially the County of .\shtabula, so cele- 
 brated for its men and women of liberal cul- 
 ture and independent character. In his own 
 section, and by his multitude of appreciative 
 and enthusiastic friends and disciples, Mr. 
 Tuckerman was not inappropriately regarded 
 as one of the worthie.-t, most accomplished 
 and best-loved of the many noble educators 
 of his dav and generation. When, in Fcbru- 
 arv, 18117' he ceased from his mortal toils. 
 
falling in the very harness of school duty, 
 a local newspaper, the Orwell News-Letter, 
 published an obituary of the deceased veteran, 
 beginning with the words: "Professor Tuck- 
 ernian is dead. Ohio's greatest educator has 
 heard his last class, has received his last re- 
 port." 
 
 Jacob Tuckerman was born, July 31, 1819, 
 in Sterling, Windham County. Connecticut, 
 and was related to the Boston Tuckermans 
 and the Putnams, whose ancestors were among 
 the early colonists of New England. His 
 father, Isaac Tuckerman, moved to Potsdam, 
 New York, where Jacob attended the public 
 school. In the year 183t), the family came 
 to Ohio and settled in Orwell, in which place 
 Isaac Tuckerman established a tannery. The 
 son. in his teens, worked in the tannery in 
 the summer, but went to school, and later, 
 taught school, in the cold season. Opportun- 
 ities for study took him, in 183S), to Kings- 
 ville, where becoming deeply interested in 
 religion, he joined the Presbyterian Church. 
 The next year he taught in Saybrook, and in 
 1845-(3 was teacher in Rome .Academy, inter- 
 rupting his school work bv intervals of labor 
 in the tanyard. He entered Oberlin College 
 as a senior in the Teachers' Course, in 1847, 
 but did not graduate, being obliged to coine 
 home, on account of his father's illness, in 
 the spring of 1848. In the winter term of 
 1848-i:), he taught in Monroe. Michigan. 
 
 Mr. Tuckerman was married. April 23, 
 184!). to Miss Elizabeth Ellinwood. of Rock 
 Creek, who. like himself, was of Revolution- 
 ary stock and Puritan lineage. Mrs. Tucker- 
 man is a lady of education and refinement, a 
 faithful worker in every good cause, and a 
 graceful writer in prose and verse. She was 
 the inspiration and adviser of her husband in 
 his orofessional career. 
 
 Soon after his marriage Professor Tucker- 
 man was elected superintendent of the schools 
 for .Ashtabula County. An interesting report 
 of one year of that service is freely quoted 
 from in the chapter on County Supervision. 
 He held this office two years, and diiring his 
 administration, as we learn from a memorial 
 sketch by J. P. Treat, "the schools enjoyed a 
 high degree of prosperity. Their efficacy was 
 increased and the cause of popular education 
 was greatly advanced. . . . Dr. Tucker- 
 man enjoyed the distinction of having been 
 the only county superintendent of schools 
 Ohio has ever had." 
 
 In 18o'2. when Orwell Academy was built, 
 he was made principal, and there he remained 
 for the following five years. There were at 
 that time seven prosperous academies in 
 Ashtabula County. Professor Tuckerman left 
 Orwell, in the fall of 1857. to accept the chair 
 of mathematics in Farmers' College, near Cin- 
 cinnati. Three years later, in I860, he was 
 elected President of the College, a position 
 which he held until 1867, when he resigned, 
 and soon after this he organized the State 
 Sunday School Union, in the interest of which 
 he travelled for a year or more, partly as a 
 means of checking the threatened approach 
 of a pulmonary disease. He was a delegate 
 of the Ohio Sunday School .Association to the 
 
 World's Convention of Sunday School Work- 
 ers in London, England. 
 
 He was called, in 1868, to Austinburg, to 
 take charge of Grand River Institute, an 
 academy over which he presided for aboui 
 fourteen years, and which, under his admm- 
 istration attained prosperity and a proud repu- 
 tation. From .Austinburg he transferred his 
 valuable services to the town of New Lyme, 
 succeeding Dr. D. J. H. Ward as principal 
 of the Institute, in 1882, and this responsible 
 post he continued to occupy until the date of 
 his death, fifteen years later. 
 
 From the record here given it appears that 
 Dr. Tuckerman devoted more than fifty years 
 of active service to the cause of education in 
 the daily real work of the recitation room. 
 The editor of the Ashtabula Standard esti- 
 mated that "probably there is not a teacher 
 in Ohio who has instructed so many students 
 as have been taught by Professor Tuckerman," 
 and adds that "in Ashtabula County he was 
 almost a family name in every household, 
 there being but few families of which some 
 members have not at some time been under 
 his fostering care." And Mr. J. A. Howells. 
 (brother of the novelist) wrote in his news- 
 paper. The Sentinel. "It has been our good 
 fortune to know Professor Tuckerman for 
 thirty years. He always impressed us with 
 his earnestness in all he had to do. What 
 he thought was the right thing for him to do 
 he did with all his might. The hundreds, and 
 indeed we are safe in saying, the thousands, 
 of men and women, who are indebted to him 
 for their start in life, in the line of education, 
 treasure his memory as a blessed heritage." 
 Mr. Tuckerman was a clear and impressive 
 public speaker, a lucid and forcible writer, a 
 most agreeable comrade. He treated with 
 genial affability his fellow-men of whatever 
 rank or disposition. Though firmly adherent 
 to his own convictions and line of conduct he 
 was tolerant of dissenting opinions and of 
 persons his opposite in habit. In politics he 
 was a Republican, in creed a Presbyterian, 
 in sympathy a cosmopolitan. He belonged to 
 the Masonic order and had taken the thirty- 
 second degree. He was strongly anti-slavery 
 and strictly a temperance advocate. The hon- 
 orary degree of A. M. was conferred upon 
 him by Oberlin College, and the degree of 
 Ph. D. by a Virginia college. 
 
 This tribute to his memory, by one who 
 knew and honored him, we close by quoting 
 a passage from the eulogy of W. G, Richard- 
 son, editor of the Andover, (Ohio), Citizen, 
 of date February 12, 1897. 
 
 "Whatever words might be written to at- 
 test the sterling worth and the strong char- 
 acter of Jacob Tuckerman, they would be but 
 feeble expressions of his great worth. He was 
 a teacher in the truest sense of the term, 
 vigorous, strong, kind but firm, never failing 
 to impress his personality on those who came 
 under his instruction. He came into close 
 touch and feeling with his pupils, and so 
 great was his influence that he almost became 
 a part of their daily thought and actions. 
 Fathers who had given up all hopes of in- 
 spiring their sons to greater efi^orts for higher 
 
 44.5 
 
endeavors liave gone to Professor Tiickerman 
 to enlist his aid and kindly guidance for their 
 children, and seldom did they fail to find in 
 him that source of strength and power which, 
 when broijght to bear upon impetuous youth 
 was an inspiration for good that never de- 
 serted them. Many men to-day middle-aged 
 will say that the turning point in their lives 
 for usefulness was the day that they first 
 became students of this beloved teacher." 
 Miss T. and W. H. V. 
 
 ELI TODD TAPPAN 
 
 Eli Todd T-\pp.\n was born in Steubenville. 
 Ohio. April 30. 1824. He was the son of 
 Judge Beniamin Tappan. United States Sen- 
 ator from 1839 to 1845. Mr. Tappan's early 
 education was obtained in the schools of his 
 native town and from tutors employed in his 
 father's family. His higher education was 
 carried on at St. Mary's College, a Catholic 
 institution located at Baltimore, Maryland. 
 This institution was selected because it was 
 near Washington, where Senator Tappan then 
 resided, and because of the thoroughness of 
 the instruction it gave, particularly in modern 
 languages, for which young Tappan had a 
 greai- fondness. He left the college in 1842, 
 before completing the full course ; but he 
 received from it his degree of A. M. in 1860. 
 He began the study of law immediately after 
 leaving college and before he had obtained his 
 majority. He was admitted to the bar in 
 1846. He did not immediately enter upon the 
 practice of his profession, but went to Co- 
 lumbus, where he began the publication of a 
 weekly paper called the "Ohio Press," the 
 first number of which was issued January 23, 
 1846, and the last, June 30, 1848. In the last- 
 named year he began the practice of law in 
 Steubenville, in which practice he continued 
 about nine years. But before he relinquished 
 the law his mind had begun to be powerfully 
 attracted to the profession of teaching, in 
 which he thought he saw the best field in 
 which to labor for the welfare of mankind. 
 In other words, he had about made up his 
 mind to abandon a calling which holds out to 
 its followers prospects of wealth and high 
 honors, and give his life to a calling which 
 promises neither wealth nor honors. 
 
 The first active part Dr. Tappan took in 
 educational work, of which any record has 
 been found, was the delivery of a lecture on 
 "Arithmetic," in Steubenville, February 2, 
 1854, before a society with the rather formid- 
 able name of the "Union Institute of Teachers 
 and Friends of Education for JefTerson and 
 Harrison Counties." In this and subsequent 
 lectures he puts the pedagogical idea in the 
 chief place, and shows that minute and keen 
 analysis so characteristic of his subsequent 
 work, and a knowledge of the underlying prin- 
 ciples of teaching remarkable for a day wdien, 
 in this country, the science of methods had 
 scarcely a name. This association, of the pro- 
 ceedin.gs of which Dr. Tappan has himself 
 left quite a full record, kept up its meetings 
 — doubtless with great benefit to its member- 
 
 ship — until October 3. IS'tl. when its place 
 was taken by another organization called the 
 "Normal Class of Teachers of the City 
 Schools of Steubenville." Of this class, as 
 in the previous association. Dr. Tappan was 
 the teacher of arithmetic. 
 
 In December, 1856, he met for the first 
 time with the Ohio Teachers' Association, at 
 Columbus. He at once took an active part 
 in its proceedings, and his interest in the 
 work of the Association never waned to the 
 close of his life. His was always a prominent 
 figure among his fellow-meinbers, and his 
 counsels were those of a wise, clear-headed 
 thinker. 
 
 He began teaching in the fall of 1857, in 
 the Steubenville public schools, and was for 
 a short time their superintendent. In the 
 fall of 1859. he was made professor of mathe- 
 matics in Ohio University, at Athens, a posi- 
 tion he filled for a year. He left this place 
 to teach mathematics in the Mt. .\uburn 
 Young Ladies' Institute, near Cincinnati, 
 where he remained until 1865. During this 
 time he wrote his geometry and trigonometry 
 for the Ray series of mathematical text-books. 
 
 September, 1865, he was again called to the 
 professorship of mathematics in Ohio Univer- 
 sity. This call he accepted, and continued in 
 the position until December, 1868. 
 
 "The Board of State School Examiners was 
 established by statute in 1864, and School 
 Commissioner. Dr. E. E. White, appointed 
 Dr. Tappan a member to serve for the term 
 of two years. 
 
 In 1869. Dr. Tappan was elected president 
 of Kenyon College, which office he continued 
 to fill until 1875, at which date he resigned 
 to take the chair of mathematics and political 
 economy in the same institution. He did not 
 close his connection with the college until he 
 entered upon the duties of the office of State 
 Commissioner of Common Schools, in 1887, 
 to which office he had been elected the fall 
 of the previous year. .\s will be seen, his 
 college work extended over a period of twenty- 
 two years. But though the labors of the most 
 active period of his life were all in the fields 
 of the higher education, his sympathies with 
 the work of the common schools were most 
 earnest, and based on thorough knowledge. 
 Probably no man in the State w'as better 
 acquainted with their condition and needs. 
 He also did much to improve the teaching 
 in the common schools by his work as county 
 examiner and institute instructor. 
 
 Dr. Tappan was president of the Ohio 
 Teachers' .Association in 1866. Of the Na- 
 tional Educational .Association, the largest and 
 most influential organization of teachers in 
 the world, he was treasurer in 18811 and 1881 ; 
 and in 1883 he w-as made its president. 
 
 In 1880 was established the National 
 Council, a body of educators consisting at 
 that time of fifty-one members, selected from 
 the membership of the National Educational 
 .Association. Dr. Tappan was immediately 
 chosen one of the six members from Ohio. 
 
 The degree of LL. D. was conferred on 
 him bv Williams College in 1873, and by 
 Washiiigton and JcfTerson College, in 1874. 
 
In 188(i, he was elected an honorary member 
 of the "Association for the Improvement of 
 Geometrical Teaching in England." 
 
 Dr. Tappan's style as a writer is plain and 
 direct. His object seems always to have been 
 to pack the most meaning into the fewest 
 words. He had a high and discriminating 
 appreciation of the master-pieces of literature, 
 but sedulously avoided the use of rhetorical 
 figures in his own composition. 
 
 His was a most reverent spirit. Religion 
 was wrought into the very fiber of his being. 
 He was for many years a member of the 
 Episcopal Church ; but no one could be less 
 a sectarian, or more broadly tolerant of the 
 religious views of others. His was that 
 charity that suffereth and is kind. No one 
 ever lived nearer the line of perfect rectitude. 
 
 The transparency of his character was such 
 as is seldom seen ; and tliat transparency re- 
 vealed a soul of wonderful strength and pur- 
 ity. He was very frank of speech. He never 
 left one in doubt for a moment as to what his 
 meaning was. He always met the occasion 
 with perfect courage. He never lowered his 
 eyes in the presence of any man. Yet there 
 was no boisterousness and self-assertion about 
 him. The gentle serenity of his manner was 
 the unconscious outgrowth of a manliness 
 without a flaw. 
 
 John H.\ncock. 
 
 EMERSON ELBRIDGE WHITE 
 
 Emer.son Elbridge White was a native 
 of Ohio, and that State claims him as one of 
 her representative men. Like many sons of 
 the Buckeye State, he extended his influence 
 and his scope of action to other states, and 
 took part in the cultural affairs of the nation. 
 A clear and forcible speaker, an expert in 
 ready debate, an admirable institute lecturer, 
 a painstaking, cogent and suggestive writer of 
 professional books, he impressed his convic- 
 tions upon thousands of minds and gave 
 guidance and inspiration to teachers through- 
 out the length and breadth of the United 
 States. He was an aggressive, forward 
 marching man, yet never rash, seldom ex- 
 treme, — characteristically c o n s e r v a ti v e , 
 though a reformer. Courageous, conscien- 
 tious, indefatigable, he was sometimes charged 
 with being dogmatic, never accused of insin- 
 cerity. Holding firmly to his principles, he 
 persevered in whatever he undertook to ac- 
 complish. His industry was prodigious, his 
 will resolute, his intellect clear, his moral 
 purpose unwavering, therefore his steady pro- 
 gress in the enterprises to which he devoted 
 his life wa; inevitable. We may confidently 
 point to him as one who achieved success, not 
 merely in the worldly sense of the word, but 
 in its loftier and more ideal signification. 
 
 A brief sketch of his life and services to 
 education, will enable us to re.alize how busy, 
 and how worthy of eulogy this eminent char- 
 acter proved himself. 
 
 Emerson Elbridge White was born in the 
 village of Mantua, Portage county, Ohio, Jan- 
 uary 10, 1820. He spent his childhood on a 
 
 farm, and received the elements of learning in 
 country schools, in which, also, he began to 
 teach at the early age of seventeen. For one 
 year he was both student and instructor in 
 Twinsburg Academy, and then he was called 
 to the principalship of Mt. Union Academy. 
 In the following year he entered Cleveland 
 University, pursued collegiate studies and (li:l 
 extra work as assistant professor of mathe- 
 matics. From the university he was called to 
 act as substitute principal of one of the Cleve- 
 land public schools, in which he acquitted 
 himself so well that he was soon appointed 
 to take regular charge of a new city grammai 
 school. After serving four years as head of 
 the grammar school, he was promoted to the 
 principalship of the Cleveland Central High 
 School. In ]85ti he resigned his position in 
 order to accept the superintendency of the 
 schools of Portsmouth, Ohio, where he re- 
 mained until 1801, when he removed to Co- 
 lumbus, Ohio. 
 
 He was now in the prime of his youn; 
 manhood, about thirty-two years of age, and 
 thoroughly prepared by a varied and distin- 
 guished experience as teacher and superin- 
 tendent in schools of different grade, in rural 
 district, in village and in city, for entering 
 upon the responsible duties of educational 
 journalism. He purchased the Ohio Educa- 
 tional Monthly, of which well established and 
 influential magazine he retained the pro- 
 prietorship until 187.5. 
 
 During the nearly fifteen years in which he 
 conducted the "Monthly," his energies wi"' 
 not wholly engrossed by editorial tasks, He 
 found time for much other work. Indeed, 
 the three years, 186.3-1866, were mainly ab- 
 sorbed in the discharge of laborious duties as 
 State School Commissioner. To his exertions 
 are due, in large measure, the firm establish- 
 ment of teachers' institutes in Ohio; the 
 founding of the State Examination Board, the 
 codifying of the School Law.';, and the agita- 
 tion of the subject of State Normal Schools. 
 
 In 1876 Mr. White was called to the pres- 
 idency of Purdue University, Lafayette, In- 
 diana. The seven years that he gave to the 
 building up of a great, institution devoted to 
 agricultural and mechanical education, are to 
 be counted as specially fruitful of the results 
 he desired to attain. It is not too much to 
 say that Dr. White placed upon an enduring 
 basis, one of the first, if not the first of the 
 successful "land grant" universities of the 
 country. 
 
 In 1883 Dr. White resigned the presidency 
 of Purdue and removed to Cincinnati, where, 
 for a few years, he was busily engaged in the 
 preparation of' his mathematical and other 
 text-books and in general literary work. He 
 was elected Superintendent i>f the Public 
 Schools of Cincinnati, entering upon the du- 
 ties of the office August 16, 1887. His ad- 
 ministration covered a period of three years, 
 and was crowded with efficient work in sev- 
 eral lines. Considerable revision was made 
 in the Course of Study. Technical grammar 
 was entirely omitted from the district grades 
 of the schools, a new system of "graded ob- 
 servation lessons" was devised, together with 
 
an elaborate course in ".Maimers and Morals. ' 
 and changes were introduced in modes of 
 teaching. B.v far the most significant and 
 radical alteration effected in the Cincinnati 
 schools was a total reform in the mode of de- 
 termining the standings of pupils in scholar- 
 ship and of promoting them from .gi-ade tc- 
 grade. The superintendent depended wholly 
 upon teachers' estimates as the basis of clas- 
 sifying pupils. The Report of 1887 states that 
 "the written test is no longer tnade the basis 
 for the promotion of pupils, and no longer 
 occurs at stated times, but is continued as an 
 element of teaching where its uses are many 
 and important." 
 
 In the period of Dr. While's administra- 
 tion, a law was passed making it the duty of 
 the superintendent to appoint all teachers in 
 the city schools, with the consent of the 
 Board. As a rule old teachers were re-ap- 
 pointed, though some were dropped, and a 
 few were quietly moved for cause. Discuss- 
 ing the subject the superintendent said. "Tlie 
 fact has too often been overlooked, that the 
 possession of a position by a teacher, is of 
 itself a claiin to re-appointment, if there be 
 no .arood reason against it. But neither pos- 
 session nor length of service can be urged as 
 a claim in the face of inefficiency or incoin- 
 petency, or inoral unworthiness." 
 
 Dr. White devoted his energy, with vigi- 
 lance, to the task of visiting schools, and es- 
 pecially, to the systematic instruction of teach- 
 ers on all possible occasions. Without excel- 
 lent teachers, no great results can be e.xpecled 
 from any school, primary or advanced. So 
 vast did Dr. White find the field of his lab-irs, 
 and so various the demands upon his time 
 and strength, that in his Report for 1888, he 
 declares, "No one man can fullv perform the 
 duties now imposed upon the Superintendent 
 of the Schools of this city." He recom- 
 mended that at least two assistants be ap- 
 pointed, a suggestion which was acted upon 
 several years later, when Dr. R. G. Boone be- 
 came superintendent. 
 
 In 18111, Dr. White returned to his old 
 home in Columbus, where he continued to 
 reside until the end of his life. In this last 
 decade of his ever active career, he was no 
 less energetic than in his earlier years. He 
 applied himself diligently to exacting labors, 
 public and private, traveled, lectured, and 
 wrote, and looked after the details of much 
 personal business. 
 
 Emerson Elbridge White was of stalwart 
 stature. One of his ancestors was a member 
 of the Long Parliament. He was a direct 
 descendant of Captain Thomas White, who 
 migrated from England to America in 1632, 
 and settled in Weymouth, Massachusetts. 
 Dr. White's father, Jonas White, was one of 
 many New Englanders who snuglii fortune 
 on the Western Reserve. 
 
 W. H, Vkn.mii.k. 
 
 MILO G. WILLIAMS 
 
 .Mil-o (I. Wni.iAMS was born in Cincinnati 
 .\|iril In. IXol. His p.irents were natives of 
 
 New Jersey. Ills fatlier. Jacob Williams, 
 came West in Ii.L"), and settled in Cincinnati. 
 In 1814, he retired from business, and re- 
 moved to the country. His farm formed what 
 is now a part of the city known as Camp 
 Washington. He died in Cincinnati, in 184ii. 
 
 Mr. Williams commenced his pedagogical 
 career in 18'J0, and ended it in 1870, including 
 a period of fifty years. His early education 
 was limited to the merest elements of learn- 
 ing. His first essay as a teacher was in the 
 charge of the village school in which he had 
 occasionally been a pupil. In this humble 
 school, he recognized the beginning of a deep 
 interest in the education of the young, the 
 necessity of a practical education among all 
 classes of our citizens ; and here also he was 
 led to the knowledge of his deficiencies, and 
 the necessity of his own improvement before 
 he could become a successful instructor. 
 
 In his nineteenth year. Mr. Williams 
 ooencd a private school in Cincinnati. Pupils 
 came in gradually, and at the opening oi the 
 second vear he needed more room. In a few 
 years, he went to other rooms where he could 
 have assistant teachers. He graded his classes 
 and organized four departments. The study 
 of constitutional law was successfully intro- 
 duced into this school. 
 
 In 1833, Mr. Williams accepted the gen- 
 eral supervision of a manual labor institution, 
 established at Dayton. The question of con- 
 necting manual labor with literary institutions 
 had been before the people for several years, 
 and some of the best educators regarded it 
 with favor. But the experience of a few years 
 showed that the .system was not well adapted 
 to the wants of our country, and could not be 
 employed successfully. 
 
 The Dayton school was closed at the end 
 of the second year, and Mr. Williams ac- 
 cepted the situation as principal of the Spring- 
 field High School, then about to go into 
 operation under the management of a board 
 of trustees. The several departments were 
 placed under able teachers, and it continued 
 under this organization till 184il, when the 
 property passed into the hands of the Metho- 
 dist Episcopal Church. 
 
 Mr. Williams, from Ifr-O to 1852, was ac- 
 tively engaged in promoting the cause of edu- 
 cation. In 182SI he assisted in organizing 
 "The Western Literary Institute and Board 
 of Education," which afterwards became, 
 through his persistent effort, "The Western 
 Literary Institute and College of Professional 
 Teachers." He was for ten years correspond- 
 ing secretary of this association and took an 
 active part in all its proceedings. He was 
 prominent in the series of educational con- 
 ventions, held in Columbus, beginning in 183U. 
 In the convention of 183*^ he made a report 
 on the diversity of text-books, in which he 
 opposed state uniformity, .-nl a rcp;)rt on 
 normal schools in which he rcc-Tiim?nded the 
 eslablishnient of one in each Congressional 
 district. Me was an active niniber of the 
 State Teachers' Association "util 18.V2, when 
 his duties at the Urbana University made 
 re.gular attendance impracticable. H. 
 
WILLIAM GEORGE WILLIAMS 
 
 The subject uf ihi> NJ^etcli was burn in 
 Chillicothe. Ohio, February i5th, iS22. His 
 parents, Samuel Williams and Margaret 
 Troutner, were pioneers of the State. In ISi'l) 
 the family moved to Cincinnati, and Will- 
 iam was put in school under John L. Talbot, 
 author of a well-known arithmetic. In 1834- 
 '3o-'3H. he attended Woodward College. In 
 1837-8 he was as-istant to a deputy surveyor 
 in Indiana. In the fall of the same year, he 
 re-entered Woodward College, now Wood- 
 ward High School, where he took a full 
 classical course and was graduated Bachelor 
 of Arts in the year 1844. In September of 
 the same year, he was elected Principal of the 
 Preparatory Department of the Ohio Wes- 
 leyan University, and in November following 
 helped to organize the first classes. In 1847 
 he was elected adjunct professor of Ancient 
 Languages. In 18.j(l, full professor. In 
 1864, his chair was divided, and he became 
 professor of Greek Language and Literature, 
 which position he held until his death. In 
 1872, he was made acting professor of Bibli- 
 cal Theology on the Chrisman Foundation. 
 In 1890-7 he was Dean and Acting President. 
 In 1845 he was secretary of the Board of 
 Trustees. In 1850 he was re-elected, and re- 
 tained the Dositioit until his death. In 1872 
 he was elected secretary of the Central Ohio 
 Conference, and for twenty-five successive 
 years, was reelected to the same position. In 
 1868 he represented his Conference in the 
 General Conference of the Methodist Episco- 
 pal Church held in Chicago. 
 
 Any full or fair expression of Dr. Will- 
 iams's life, services, and influence can not be 
 attempted here. That would require an ac- 
 quaintance, a study, a power of analysis and 
 delineation, taxing the best abilities of those 
 who have known him longest and most inti- 
 mately. His great qualities of mind and 
 heart, and his power of impressing others, 
 were all so simple, shrinking, so undemon- 
 strative and unostentatious that they are much 
 more easily felt in personal contact than 
 voiced in words. His character was so sym- 
 metrical and his work so substantial, his in- 
 fluence so subtle, spiritual, pervasive and irre- 
 sistible that any attempted presentation in 
 stateinent or by comparison or illustration 
 must fall far below any proper recognition. 
 All his colleagues, the many students that 
 have come under his searching eye and mold- 
 ing hand, and felt the spell of his presence 
 and power, and all his intimate per.sonal 
 friends, well know the difficult task to which 
 I allude. His was a character and an indi- 
 viduality such as few men possess. Other 
 lives doubtless, in a measure entered into his, 
 consciously or unconsciously to himself, but 
 his acquisitions, his mental processes, his 
 judgment and conclusions, his presentation 
 and enforcement of opinions, and his very 
 presence, magnetic, inspiring, and command- 
 ing, all bore the stamp of originality, of a 
 strong, self-poised character. In the begin- 
 ning of his professional activity he seemed to 
 have reached maturity in the discipline of his 
 
 faculties, if nm in the fullnes> of his acqui- 
 sitions ; but in all the many years of his his- 
 tory he added strength to strength and knowl- 
 edge to knowledge. He ever seemed to il- 
 lustrate what may be termed an increasingly 
 richer ripeness. 
 
 Let us study him. in as few words as pos- 
 sible, in two or three relations. First, as a 
 student and scholar. In early life he became 
 fond of books. His father, a man of stal- 
 wart character and unusual reading and intel- 
 ligence, supplied his family with library priv- 
 ileges, superior for the times. William read 
 with zest, with avidity, with a determination 
 to know. He read solid, substantial books, 
 such as too many young people fail to read 
 now. When he came to his Commencement 
 day his mind was stored with various knowl- 
 edge, and he was intelligent far beyond the 
 average college graduate of that day or this. 
 In all his years he has surprised and" charmed! 
 those who have conversed with him, with the 
 richness, variety and exactness of his infor- 
 mation. It was difficult to touch upon any 
 subject with which he did not seem to have 
 the acquaintance of a specialist. Other men 
 could be named who have read as widely, 
 though they are few, but it would be difiicult 
 to name those who have digested and retained 
 so well. His talents, his faculties, well dis- 
 ciplined by study, his habits of reflection, 
 examination and of challenging the correct- 
 ness of what he read, explain his success. 
 
 His scholarship was of that cast that can 
 come only from the most painstaking, patient, 
 persistent and exacting mental processes. 
 Every lesson learned, every subject investi- 
 .gated or treated, received the closest scrutiny. 
 No mere outline knowledge, no mere surface 
 acquaintance with a subject was to be 
 thought of. The smallest minutis were 
 worthy of the fullest attention. The measure 
 of application and industry required was not 
 to be considered. 
 
 These facts concerning his habits of study 
 account both for the breadth and degree of 
 his scholarship. That scholarship was, in its 
 accuracy and exactness, such as would have 
 honored any University in the world. In 
 mathematics, history and literature, as well 
 as in the ancient and modern languages, he- 
 has been a systematic student, and attained 
 scientific knowledge. I have known him to 
 teach throughout the term, in daily recitation, 
 four different languages; Latin, Greek, He- 
 brew and German in four successive hours. 
 
 The elements of his scholarship were ac- 
 curacy, a mastery of both principles and de- 
 tails, and philosophic insight. Many a stu- 
 dent has come to his classes thinking Gram- 
 mar, Greek, Latin or English, was a mere 
 jumble of arbitrary rules, but has soon 
 learned that Grammar is a science and that 
 syntax has a philosophv of great beaiitv and 
 significance. Under his guidance, Greek para- 
 digms and rules of syntax were not mere 
 forms, but veritable windows through which 
 we behold human thought enthroned as the 
 soul of language. No professor ever pos- 
 sessed more completely the confidence of stu- 
 
dents as to liis mastery of what he undertonk 
 to teach. 
 
 A member of tlie elass of 18(jl, in presid- 
 ing over a banquet eiven a few years ago in 
 Dr. William.s's and President Bashford's 
 honor, said in introducing the former, that he 
 had always had a feeling that Professor Will- 
 iams had invented the Greek language. A 
 like impression as to his perfect acquaintance 
 with it. has entered into the thought of the 
 many thousands that have received his instruc- 
 tion. 
 
 .As a teacher, he has a unique place in 
 many particulars. In the length of his service 
 his history as a teacher is identical with the 
 history of the University. He was present, 
 and helped to organize the lirst classes, in 
 1844. For over fifty-seven years he has stood 
 in the same roof and literally given his life to 
 three generations of young people, as he had 
 in his classes the grandsons of his earlier stu- 
 dents. In this long service he has had no 
 sabbatic year, and, so far as I know, has never 
 been absent a single full term. His profes- 
 sorial work has always been especially char- 
 acterized by intensity. Always alert, nervous, 
 energetic, and all absorbed in the lesson of 
 the day. he made prominent not only the 
 centra! thought, but compelled recognition of 
 the smallest and most in ignificant particulars. 
 The attention of the pupils dare not la.e. and 
 it was perilous to be indifferent. This in- 
 tensity never failed him. 
 
 Another feature was his intellectual clear- 
 ness. His own preparation always made him 
 completely master of the discussion. There 
 was no defect in his knowledge or vision. His 
 power of expression, of presentation, and of 
 illustration left nothing more to be said, yet 
 the student always felt he had a large reserve 
 of knowledge and force. 
 
 In trying to place an estimate upon Pro- 
 fessor Williams's service and successes as a 
 teacher, much emphasis should be given to his 
 work in Teachers' Institutes. For twenty 
 years he spent from one to two months each 
 summer in lecturing before them. Each year 
 he addressed from five hundred to one thou- 
 sand of the teachers of the State. His lec- 
 tures were upon the English language and lit- 
 erature, upon a number of the great authors, 
 and especially upon the philosophy of English 
 grammar. It was conceded by the leadi- 
 educators of the state that the field of his dis- 
 cussions had never been so completely culti- 
 vated before. His exhaustive treatment of 
 the structure of our language, his great learn- 
 ing, his cultured bearing, choice spirit and 
 winning ways, greatly impressed these thou- 
 sands of teachers. Most of them reproduced 
 before their own pupils in no inconsiderable 
 degree what they had received from him. He 
 greatly elevated the stand.ird of instruction. 
 and thus most favorably influenced the public 
 schools of our commonwealth. 
 
 For a number of years he was a member 
 of the State Board of Examiners. He was 
 always profoundly interested in the session'^ 
 of the State Teachers' .-Nssociation. and was 
 
 always, when possible, in attendance, and 
 never found more congenial companionship 
 than among its members. 
 
 "Leave we the unlettered plain its herd and 
 crop ; 
 
 Seek we sepulture 
 On some tall mountain cilicd to the top 
 
 Crowded w'ith culture. 
 Here's the top peak, the multitude below 
 
 Live, for what they can there : 
 This man decided not to live but know. 
 
 Bury this man there ! 
 Lofty designs luust close in like effects ; 
 
 Loftily lying 
 Leave hitn still loftier than the world sus- 
 pects 
 
 Living and dying." 
 
 Wii.i-i.\M F. Whitlock. 
 
 SAMUEL T. WORCESTER 
 
 S.\.MUEi- T. Woiu ESTEK w'as born in Hollis, 
 N. H., .August 30, 181)4. He entered Harvard 
 College in 182(i. and graduated in 1830, in the 
 class of wdiich CharL-s Sumner was a member. 
 After leaving college he taught a little more 
 than a year at Weymouth, Alass.. and after- 
 wards, for nearly a year, conducted a private 
 acadeiuy at Cambridge. He then began to 
 study law at Hollis. and 'Continued the study 
 at the Harvard Law School. In the spring of 
 18.34 he removed to Norwalk, Ohio, where, 
 after residin.g the legal time, one year, he was 
 admitted to the bar. in 183.5. 
 
 Mr. Worcester remained a citizen of Nor- 
 walk until 1807, when he returned to New 
 England to engage in the settlement of the 
 estate of his deceased brother. Joseph E. 
 Worcester, the Lexicographer. 
 
 During his residence in Norwalk, he took 
 an active interest in the efforts to improve the 
 condition of the schools in that place and 
 vicinity. In consenuence of his known desire 
 to have the school laws of the State made 
 more efBcient he was elected Senator in 1848. 
 L^pon the meetin.g of the General .Assembly 
 in December of that vear. he was appointed 
 chairman of the Senate committee on com- 
 mon schools. He drafted the bill, which af- 
 terward became a law. February 22, 1840. 
 and which was not repealed until the passage 
 of the codified school law of May 1, 1873. 
 This bill was an improvement upon the Akron 
 law of 1847 in relieving boards of education 
 from any dependence upon the action of town 
 or city councils. The bill passed the Senate 
 without amendment and W'ithout opposition. 
 It also passed the House without amendment 
 and without serious opposition, although some 
 of the members had a doubt as to the consti- 
 tutional right of the voters of a town or city 
 to tax the people for the support of educa- 
 tion. The next winter Mr. Worcester re- 
 ported .some amendment to this law, and also 
 to the Akron law, to enable cities and towns 
 that had adopted the litter lo adopt the law 
 of 18(0. H. 
 
 450 
 
CHAPTER XXXII 
 
 BIOGRAPHICAL SKETCHES (4) 
 
BIOGRAPHICAL SKETCHES (4) 
 
 JAMES J. BURNS 
 
 If the writer were left free to be guided liy 
 his own taste the following sketch would not 
 be written. 
 
 As he has no one whom he could ask to 
 absent himself from felicity a while to tell the 
 story, he must tell it himself. 
 
 His father was John Burns. D. D.. a minis- 
 ter for over fifty years in the Methodist Prot- 
 estant Church, a man who shared in all the 
 honors his church had to bestow; his mother, 
 Mary Jewett Pearson I'.urns, a woman of com- 
 
 petent scholarship and most devout religious 
 belief, who died ere she had numbered forty- 
 nine years. 
 
 His first, also his last, school going in the 
 blissful capacity of a pupil, was done in Steu- 
 benville, Ohio. His hardest lessons, even from 
 books, were learned in the two and one-fourth 
 score years following, though in the high school 
 of the city named, algebra, Latin, geometry 
 and Greek formed a very substantial and ex- 
 ceedingly regular diet. For his teachers there. 
 
Warren J. Sage and Joseph Bnchanan. he ha 
 felt a life long appreciation. The example of 
 some brilliant class-mates served him a good 
 turn. 
 
 His first .school teaching was practiced in 
 the summer of 1857 upon the school youth of 
 the village of Tiltonville. which stood and he 
 hopes still stands on the bank of the Ohio a 
 few miles above Wheeling. He does not know 
 why the directors wished him to continue in 
 their service, but he accompanied his father to 
 Natchez, Mississippi, in November, and i'^ T:i'i- 
 uary, '58, was installed as principal of ihe 
 academy at Union Church, Jefferson County, 
 with pupils ranging from the Latin first reader 
 to JNlcGuffcy's first reader. The State fur- 
 nished a part of tlie "hire and salary," and 
 this was credited upon each patron's bill in 
 proportion to the amount of attendance — a 
 more excellent way than was in vogue else- 
 where. 
 
 It was a pleasant life, and better people 
 he never served: but, desiring to study law, 
 at the end of the year, with probably five- 
 sixths of his salary, including twenty double 
 eagles about his person, he went back to Nat- 
 chez and began reading in a law office. 
 
 In a few weeks a situation was offered him 
 to teach in the city public schools, the Natclie>. 
 Institute. In this city he married Miss Kate 
 E. Lyle, and they walked together life's com- 
 mon way for over two-score yejirs. Three 
 children survive their mother. They spent one 
 year on the eastern shore of the Chesapeake 
 Bay, Mr. Burns teaching the New Market 
 Academy, the trustees having doubled the usual 
 bonus from a fund furnished by the State 
 
 After returning to Ohio, the first position 
 Mr. Burns filled was that of principal of the 
 schools of Washington, Guernsey county, for 
 four years. At the institutes of this county 
 he made the acquaintance of IMessrs Harvey, 
 Norris, Henkle, White, Kidd, Andrews. Ste- 
 venson, and others, and met a'^ain Dr. Tappan. 
 who was president of the Steubenville board of 
 education when he was at school there. 
 
 Nine years of service at St. Clairsville, Bel- 
 mont county, at a salary of $1,.")00 in a town 
 of about eleven hundred people, was followed 
 by liis election as State Commissioner of Com- 
 mon Schools. His life, during his term of 
 office was busy and happy, and that's the main 
 thing. Recollections of the kind deeds and 
 words of approval make a_ bouf|uet which still 
 "smells sweet and blossoms." 
 
 While still in Washington, be had been 
 admitted to the bar, and the same year, 18(j7, 
 received a Slate certificate countersigned bv 
 John .A. Norris. Of the seven men who took 
 their degree together those warm July days, 
 three have gone away. 
 
 .\fter his term of office as Commissioner of 
 Schools, he was one year in the Chillicothe 
 High School, two years Superintendent at Lan- 
 caster, four years at Dayton, seven years at 
 Canton, three years at Defiance. These, like 
 the others, seen in retrospect, were delightful 
 places for a home. "Bliss was it to be alive, 
 and to be voung was very heaven." 
 
 If one single self-gratulation be in place, 
 he has been a diligent, though somewhat de- 
 sultory student. 
 
 For some years a large part of his energy 
 has been devoted to the Ohio Teachers' Read- 
 ing Circle. He has contributed a little to the 
 "making of many books," of which "there is 
 no end." 
 
 PROF. CHAS. ALEXANDER ARMSTRONG 
 
 -A mo,-.t successful educator ot Canton, 
 Ohio, was born in Wheeling, West Virginia, 
 in 18(Jo, his father being John H. Armstrong, 
 a paper manufacturer of that city. His early 
 education was secured in public schools of 
 Ohio, after which he took a course of studies 
 at Mount Union College, Alliance, Ohio, 
 graduating in 18!t3 with the degree of Bach- 
 elor of Arts. He first began teaching in 1887 
 in a country school near Canton, Ohio, and 
 remained there three years, after which came 
 a year in a school in Southwestern Kentucky 
 Returning to Ohio he became principal of a 
 Ward Building at Canton in 18!t.'l and in 18il.") 
 was appointed a teacher in the Canton High 
 School, continuing in that capacity up to IflOl, 
 when he was promoted to the principalship. 
 
 Prof. Armstrong is a member of the 
 Northeastern Ohio Teachers' Association, the 
 Ohio State Teachers' Association, the National 
 Educational Association, the Ohio Academy of 
 Science, the Masons, the Independent Order 
 of Foresters, the Heptasophs, and the Meth- 
 odist Episcopal church. 
 
 In I8!I3 he was married to Miss .Mice E. 
 Hershey, and they have a family of three chil- 
 dren — two bovs and a girl. 
 
 J. H. LOCKE 
 
 Principal nf the Garfield School, Cincinnati, 
 was burn in .Miami county, Ohio, in 18.')2, son 
 of William and Susan Locke, the former a 
 school teacher. His father served in the Civil 
 War as lieutenant in the llOth Ohio Volun- 
 teer Infantry, and took part in the battles of 
 the Wilderness, 'Gettysburg, Fredericksburg 
 and Cedar Creek. .\t the latter place he was 
 severely wounded, on account of which he 
 was given an honorable discharge. He is now 
 deceased. Our subject was educated in vil- 
 lage schools of Ohio, graduated from the hi.gh 
 school at New Richmond, Ohio, and took a 
 special course in the normal school at Fos- 
 toria, Ohio. He began teaching in countrv 
 schools of Clermont comity, and thence 
 taught in several schools in Hamilton county. 
 Eight years ago he was elected i)rincipal of 
 the Garfield School, and still ofiiciales in this 
 position. 
 
 Mk. Locke is a I\Tason. a member of I'- 
 Ohio State Teachers' Reading Circle, and all 
 the local educational organizations of Cincin- 
 nati. In December. 187.">, he was married to 
 Miss Mary Davis, and they have one child, 
 a dau.gbter. a graduate of the Wyoming High 
 
 .Schr.ol 
 
EDMUND A. JONES 
 
 Ohio, as a statf. has contributed most nol<lv 
 to the cause of education. Her government 
 has been most generous, generous to the verge 
 of lavishness in the matter of expenditures 
 for school purposes. In the grand army of 
 public school educators of the Buckeye State 
 are numbered some twenty-eight thousand 
 persons. The majority of these were born on 
 Ohio's own soil, and as the product of one of 
 the United States" greatest commonwealths are 
 certainly not to be mentioned save with pride. 
 When one among these is elected to the envied 
 position of State Commissioner of Common 
 Schools his elevation to that ofifice must cer- 
 tainly be due to inherent merit. 
 
 Upon such a basis and upon such founda- 
 tion was returned Mr. Edmond A. Jones on 
 November 8, 190.3. His exceptional abilities, 
 his genial personality, his masterly scholarship, 
 his technical training, all were brought into 
 consideration when his name was mentioned 
 
 in connection with the candidacy for the higli 
 office which he now so efficiently lills. 
 
 Mr. Jones was born in Rockville, Massa- 
 chusetts, February 11, 1842. His ancestors 
 were natives of the same state, his great-grand- 
 father having been born at Medway. Massa- 
 chusetts about the middle of the eighteenth 
 century. His father and grandfather were 
 both teachers in their native state of Massa- 
 chusetts, the former reaching the age of 84 
 years at his death in 1899. 
 
 Mr. Jones received his early education in 
 the common schools, and after further prepa- 
 ration for college at Mt. Hollis Academy, in 
 18li(t entered Amherst College. After com- 
 pleting his sophomore year in that institution, 
 he offered his services in defense of his coun- 
 try, and was assigned to Company B, 4'2d 
 Massachusetts Regiment of Infantry. His 
 regiment was sent at once to join General 
 Banks' command at New Orleans. In the 
 
first battle in which ho was engaged, at 
 Bayon La Fonrche, in June, 1SG3, he was 
 seriously wounded. In the following month, 
 after his Colonel had recommended him for 
 promotion because of meritorious service, he 
 was honorably discharged. In the fall of the 
 same year, 18(i3, he re-entered Amherst Col- 
 lege, from which institution he received t 
 degree of Bachelor of Arts, in 1865, and the 
 degree of Master of Arts in 1865. Both be- 
 fore and after his military service, he was 
 president of his class in college, having this 
 honor at the time of his graduation. 
 
 Mr. Jones' career as a teacher began in 
 Illinois in 1865, where he taught in an acad- 
 emy, to the prinicpalship of which he had been 
 promoted before leaving Ohio in 1860. 
 
 In October, 186,0, he accepted the superin- 
 tendency of the schools at Massillon. which 
 position he occupied for four years. He then 
 assumed control of the schools at Marietta 
 for a period of two years. His work at Mas- 
 sillon had been .so satisfactory to the people 
 of that city that they induced him to return. 
 Faithfully and efficiently for the last twenty- 
 nine years has he served that city, whose 
 people were only willing to release him t 
 accept the honors of the office to which he has 
 been elected by the people of the State. In 
 proof of this, when the city of Cleveland, in 
 1880, offered him increased salary to come to 
 that city. Massillon promptly met the offer, 
 and retained him in the position he had filled 
 so long and so acceptably to the patrons of 
 her schools. 
 
 In 1003, Mr. Jones had conferred upon him 
 the degree of Doctor of Philosophy from the 
 Ohio Univerity at Athens, Ohio, a well de- 
 served honor. In his new position as State 
 Commissioner of Schools JMr. Jones enters 
 upon a task he is well qualified to fill and the 
 confidence of the people is with him. 
 
 W. D. LASH 
 
 There i--- no calling, vocation or profession 
 more exacting in its demands, or that re- 
 quires more varied qualifications, than that of 
 the public school teacher. The one who en- 
 gages in this field of labor must be possessed 
 of sound learning, executive ability, subtle 
 judgment, and an infinite fund of patience, 
 bc-ide a >core of auxiliary requirements, in 
 order to achieve permanent success. 
 
 These necessary qualifications are pos- 
 sessed in full measure by the subject of this 
 sketch, Mr. W. D. Lash, one of Ohio's most 
 experienced educators, who has been actively 
 engaged in this field of labor for the last 
 third of a century. Mr. Lash is a native 
 Ohioan, having been born on the farm of his 
 father, Jacob Lash in .Athens, this State, July 
 24. 1846. Three sons and a daughter com- 
 prised the family, all still living with the 
 exception of one son. who deceased in In- 
 dianapolis in 1903. Mr. Lash attended the 
 country schools south of ,\thens in his early 
 youth, and after passing through the various 
 grades entered the Ohio I'niversity. from 
 which iii-titution he successfullv .graduated in 
 
 ISTl. In the same year he auspiciously began 
 his career as a public instructor as principal 
 of the High School at Jackson. Ohio, giving 
 such excellent service in that capacitj' that 
 he was promoted superintendent before the 
 e.^oiration of the year. In 1872 Mr. Lash 
 removed to Zanesville, where for three years 
 he was Assistant Principal of the High 
 School, being promoted to the Principalship 
 in 1875, and in 1878 he was still farther ad- 
 vanced by being appointed Superintendent, 
 and this position he has continued to hold 
 ever since, fulfilling its arduous duties in a 
 manner ever reflecting the highest credit upon 
 his judgment and ability. 
 
 Mr. Lash is a tuember of the National 
 Educational .Association, the Ohio State Teach- 
 ers' Association, the Ohio Teachers' Reading 
 Circle, and is affiliated with the Royal Ar- 
 canum. Mystic Circle and National Union In- 
 surance Company. He is a foremost member 
 of the First Presbyterian Church of Zanes- 
 ville, being a ruling elder. 
 
 On October 28, 1873, Mr. Lash was united 
 in marriage to Miss Jenet W. Griffin, and they 
 have had four children, three of whom survive. 
 
 DANIEL J. SCHAEFER 
 
 This gentleman is known in the educa- 
 tional world as an instructor of mature experi- 
 ence and superior ability, as a capable disci- 
 plinarian and most effective teacher, one who 
 ever secures the best results attainable. Edu- 
 cation has been his pursuit since his sixth 
 year, and all his interests are wrapped up in 
 the art pedagogical. 
 
 Mr. Sch.\efer was born in' Muskingum 
 County, Ohio, on the farm of his father, 
 John .Schaefer, who was a native of Brook- 
 lyn, New York, and mother Sarah Schaefer. 
 nee Willey. of Gratiot, Ohio. The lattcr's 
 lirvither was treasurer of Muskingum County 
 from 1880 to 1800. The family consisted of 
 two .sons and three daughters, of whom those 
 living are two girls and the subject of this 
 sketch. .-Vs a youth for twelve years he at- 
 tended the country schools of Sub-district No. 
 7, Hopewell Township, Muskingum County, 
 then took a year's course at the Ohio Wes- 
 leyan College and subsequently studied for 
 five years in the Ohio Normal School, 1801- 
 1806, graduating from the latter and receiv- 
 in.o the degrees of Bachelor of Arts in 1806 
 and Master of Arts in 1897. His teaching 
 career began in 1889, in Hopewell Township, 
 Perry County, from whence he went, success- 
 ively, to Hopewell. Muskingum County, (one 
 year) : Bowling Green. Licking County, 
 (three vears). and Hopewell. Muskingum 
 County, (two years). In 1898 Mr. Schaefer 
 was appointed Principal of the Dresden High 
 .School, and this responsible position he has 
 continued to fill in the most proficient manner. 
 
 Mr. Schaefer is secretary of the Mu.skin- 
 gum County Teachers' Reading Circle, is 
 County Examiner, and holds member.ship in 
 the F.astcrn Ohio Teachers' .Association, the 
 Masonic Order and the 0<ld Fellows, 
 
EMILIUS OVIATT RANDALL 
 
 For this sketch we are indebted mainly 
 to the "History of the Repulilican Party in 
 Ohio," edited by the late Joseph B. Smith, 
 State Librarian. Emilius O. Randall has 
 wielded an unmistakable influence in literary 
 circles and has been a potent factor in the 
 educational development of the capital city. 
 He was bom in tlie village of Richfield, Sum- 
 mit county, Ohio, October l'S. 1850, and is the 
 son of the Reverend David A. and Harriet 
 (Oviatt) Randall, natives of Connecticut and 
 descendants of early Puritan stock. His an- 
 cestral history is one of close connection with 
 the events which formed the early annals of 
 the nation. Botli his paternal and maternal 
 great-grandfathers w"ere soldiers in the .-Xmeri- 
 can Revolution. Mr. Randall acquired his 
 preliminary education in the public schools of 
 Columbus, Ohio ; afterwards he continued hi- 
 preparatory studies in Phillips Academy, An- 
 dover, Mass.; he entered Cornell University 
 in 1870. and was graduated at that institution 
 
 in the Class of 1874 in the literary course, 
 with a degree of Ph. B. ; he then pursued a 
 two years' post-graduate course at Cornell and 
 in Europe, especially devoting himself to the 
 study of history. From 1878 to 1888 his atten- 
 tion was given to mercantile life and to lit- 
 erary pursuits in Columbus. In the intervals 
 of business he read law under the direction of 
 Mr. Frank C. Hubbard, a prominent member 
 of the Columbus Bar. He was admitted to 
 practice by the Supreme Court of Ohio in 
 June, 18.')i>! and was graduated at the College 
 of Law of the Ohio Stale LTniversity in 18!>2 
 with the degrees of LL. B. and LL. M. The 
 same year he was made instructor in the Col- 
 lege of Law, O. S. U., which position he held 
 until 1894 when he was elected to a professor- 
 ship in the above institution, which position he 
 still retains. On the 14th day of May, 180.5, 
 he was appointed Reporter for the Ohio Su- 
 preme Court by the Judges of that court, who 
 recognized his eminent fitness for that posi- 
 
tioii. He still serves in that official capacity 
 and has published and edited twenty volumes 
 of the decisions of the court. He annotated 
 and published a volume entitled "The Ohio 
 Law of Negotiable Paper." He was associate 
 editor of the "Bench and Bar of Ohio," 2 vols., 
 Chicago (1897). He is a member of the Ad- 
 visory Board and a contributor to "The 
 Encyclopedia Americana." It is seldom that 
 a man who has attained prestige in literary 
 and legal circles and who devotes his life to 
 mental development is alike successful in 
 commercial affairs, but J\[r. Randall is a man 
 of resourceful ability and unusual business 
 capacity. He was President of the Columbus 
 Board of Trade in 18S7, and at the same time 
 was efficiently acting as a memfier of the 
 Board of Education, holding that office from 
 1887 to 18811. In 1887 he was elected by the 
 City Council. Trustee of The Columbus Pub- 
 lic Library, and has been re-elected to that 
 office every two years, eight successive times, 
 by the City Council. In the spring of 1003. 
 when the new Alunicipal Code went into ef- 
 fect, under the provisions of which the Mayor 
 is empowered to appoint the Trustees of the 
 City Library, Mr. Randall was named a mem- 
 ber of the board by Mayor Robert H. Jeffrey, 
 and has been President of that Board since 
 his appointment. He was a member of the 
 committee of seven chosen by the city ( Co- 
 lumbus) constitutional convention (ISfll) to 
 draft the charter for the municipal govern- 
 ment, which charter was subsequently made 
 a law by the legislature and continued in effect 
 until the adoption of the new uniform Munici- 
 pal Code. In 1884 he was elected a life mem- 
 ber of the Ohio State Arch;eologicaI and His- 
 torical Society, and in February, lOO.S. was 
 appointed by Governor McKinley. a Trustee 
 of that Society, to which position he was re- 
 appointed by Governors Bushnell. Nash and 
 Herrick. He has also acted as Secretary of 
 that Society since February, 18!)4, and has 
 edited and published ten volumes of the .So- 
 ciety's historical publications. In 1890 he 
 visited and made a scholarly study of the 
 famous communal Separatists society of Zoar 
 and wrote a "History of the Zoar Society. .\ 
 Sociological Study," which production has 
 been credited with lieing a valuable contribu- 
 tion to American economic literature. For the 
 last few years he has been Editor of the Ohio 
 .State Archaeological and Historical Quarterly. 
 In association with Hon. Daniel J. Ryan, for- 
 mer Ohio Secretary of State. Mr. Randal' is 
 now engaged in writing "The History of 
 Ohio," to comprise two octavo volumes which 
 will completely cover the pioneer growth and 
 political progress of the state. He was one 
 of the chief factors in promoting and carry- 
 ing into effect the celebration of the 100th 
 anniversary of Ohio's organization as a state, 
 which centennial was held at Chillicothe, May 
 20 and 21, 100:1 ; serving as .Secretary to the 
 Ohio Centennial Commission appointed by 
 Governor Nash, and presiding over two of the 
 public sessions at the celebration. The Com- 
 mittee on Program named him one of the 
 speakers, his topic being "Ohio During the 
 .Americ;ni Revolution." He edited and pub- 
 
 lished in volume form the proceedings of the 
 centennial 
 
 For many years Mr. Randall has been a 
 fretiuent lecturer upon the public platform 
 and is the author of many pamphlets and 
 monographs on literary and historical topics. 
 He is in constant demand as an after-dinner 
 speaker and has presided at many banquets 
 on state occasions. He has always been a 
 staunch Republican and a popular "stumper, 
 being entertaining, logical, forceful and fair 
 in the presentation of the principles of the 
 party, in which his services have been effec- 
 tive and beneficial. He was a Delegate from 
 the 12th Ohio Congressional District to the 
 National Republican Convention, held in 
 Chicago, June 20 and 21, 1004. He is a mem- 
 ber of the .American Bar Association, Ameri- 
 can Historical Association, American Liljrary 
 Association, National Society of .American 
 .Authors. He has been a prominent member 
 of the Society of the Sons of the .■\nierican 
 Revolution and was President of the state 
 society in 1002, and was Delegate-at-Large 
 from the Ohio Society to the national conven- 
 tion held at St. Louis. June K! and 17. 10ii4. 
 He is a member of the Delta Kappa F.psilon 
 college and Phi Delta Phi law school Greek 
 letter fraternities. 
 
 On October 28. lS7(i, Mr. Randall married 
 Miss i\Iary Coy of Ithaca. N. Y., and by this 
 marriage has three children — a daughter. 
 Rita, and two sons. David A. and Sherman B. 
 
 S. A. MINNICK 
 
 This gentleman ha-- been recognized in edu- 
 cational circles and by the public generally 
 as an accomplishel member of his profession, 
 with which he has so long and honorably been 
 identified, and his faithful labors in behalf of 
 the community have been productive of an 
 inestimable amount of good. Mr. Minnick 
 is a native Ohioan, having been born in Mont- 
 gomery county, where his father, John Min- 
 nick, was a prosperous farmer. He was one 
 of a family of fourteen children, and of 
 these seven are now living. Our subject se- 
 cured his early education in the schools of 
 Montgomery county, after which he entered 
 the Normal School at ^ledina and success- 
 fully graduated from that institution. He en- 
 gaged in teaching for some twelve years when 
 he took up the study of medicine, entering 
 the Long Island College, Brooklyn, N. Y., for 
 the purpose. .-Xfter graduating ^Ir. Miiinick 
 returned to Montgomery county and prac- 
 ticed medicine here for three years, when, 
 about 1887, his love for his old vocation 
 came back to him atid he returned to school 
 leaching. In 1892 Mr. Minnick was appointed 
 Principal of the h'ifth District School. Day- 
 ton, and this iiosition he has filled with con- 
 sunnnate ability. .\mong the institutions 
 with which Mr. Minnick is identified are the 
 Knights of Pvthias. the Central Ohio Teach- 
 ers' Association, and the Teachers' Relief .Xs- 
 sociation. 
 
ALSTON ELLIS 
 
 Alston Ellis, well-known in educational 
 circles, son of Absalom and Mary (Ellis) 
 Ellis, was born on a farm in Kenton county, 
 Kentucky. January 2(3. 1847. His father re- 
 mained on the farm until 1863 when he moved 
 to Covington, Kentucky, and engaged in a 
 manufacturing enterprise. The father ( 1824.- 
 1894) and the mother (1832-1899) now "sleep 
 the Ions sleep" in a beautiful cemetery near 
 Independence, Kentucky. 
 
 The son acquired the rudiments of an edu- 
 cation in the country schools. These were 
 only semi-public, being supported, in great 
 part, by subscriptions from school patrons. 
 Later he made preparation for college in a 
 private school, Covington. Ky., then one of 
 the best known academies of the Middle West, 
 presided over by Prof. S. Mead. 
 
 Before entering upon his collegiate course, 
 he taught a country school near Carrollton, 
 Ky., for a term of five months, receiving eight 
 dollars per month of public money and suffi- 
 
 cient voluntary subscriptions to make a total 
 compensation of forty dollars per month. At 
 the close of the school, a day's ride to the 
 homes of the school patrons was sufficient to 
 make collection of the subscriptions due, 
 all of which were collected save the small 
 SUIT! of two dollars and a half. At the expira- 
 tion of the term, he returned home and worked 
 for some months in the factory owned by his 
 father. 
 
 In September, 18(!4, Mr. Ellis entered the 
 Sophomore class of Miami University, at Ox- 
 ford, Ohio, and three years later was gradu- 
 ated with honor. While in college he was 
 known as a splendid Latin and Greek scholar 
 and as a ready debater and an excellent 
 speaker. During his Senior year, he delivered 
 four public addresses, besides being chosen by 
 the students to deliver the oration on Wash- 
 ington's birthdav. Soon after he graduated he 
 was married, July 23, 18(57, to Miss Kathar- 
 ine Ann Cox, who '"as born in Westchester, 
 
 459 
 
Butler county. 01ii<i, a daughter of Captain 
 Ahraiii P. and Elizabeth Cox. 
 
 In Septemher, 18()7, Mr. Ellis became prin- 
 cipal of a ward school in Covington. Ken- 
 tucky, at a salary of nine hundred dollars per 
 year, which was increased to one thousand be- 
 fore the expiration of the school-year. In 
 Januarj', 18()!1, he was chosen principal of a 
 school in Newport. Kentucky, at a salary of 
 twelve hundred dollars per year and was, at 
 the close of the school-year, re-elected at 
 fifteen hundred. In July, 1871, he was made 
 Superintendent of Schools of Hamilton, which 
 position he filled with the greatest efiicien_cy 
 for over seven years, resigning in INIarch, I8i0, 
 to accept a position with Harper Bros., with 
 headquarters in Columbus, Ohio, at a salary 
 of three thousand dollars per annum. 
 
 In February. 187.5, he was appointed a 
 member of the Ohio State Board of School 
 Examiners and was at once made clerk of that 
 body, continuing until April, 1879. In 1887, 
 he was again made a member of the Board 
 and in 1891 was re-apoointed for a term of 
 five years. While filling this position, in 187(1, 
 he wrote a chapter entitled "The Ungraded 
 Schools of Ohio." for the History of Educa- 
 tion, issued as a centennial volume and pub- 
 lished by authority of the General Assembly 
 of Ohio. In 187"2. he was made Master of 
 Arts by his alma mater and the same year 
 delivered the diplomas to the graduates of the 
 Erodelphian and Miami Union literary socie- 
 ties of the university. In 1888, he was chosen 
 by the same sucielies to deliver the amiual 
 address. 
 
 He received the degree of Doctor of Phil- 
 osophy from Wooster University in 1879 and 
 the same degree from the Ohio State Univer- 
 sity in 1888. Two years later the Ohio State 
 University conferred upon him the degree of 
 Doctor of Laws and the same degree was con- 
 ferred upon him by his alma mater in 1894. 
 In 188n, he was made a member of the Vic- 
 toria Institute, the Philosophical Society of 
 Great Britain, and subsequently was made a 
 life member of this noted institution, of- which 
 Queen Victoria was a noted patron. In the 
 fall of 1880, he delivered the oration at the 
 biennial convention of the Phi Delta Theta 
 fraternity at Indianapolis, he having been an 
 active memlier of thi-; fraternity during hi-^ 
 college course. 
 
 From 188(1 to 1SS7. Dr. fvllis was superin- 
 tendent of the Sandusky. (Ohio.) pulilic 
 schools and hrousilu tluni to a high state of 
 efficiency. 
 
 In 1887. lie accepted his former position 
 at the head of the Hamilton schools and en- 
 tered upon the duties of the office. In Ham- 
 ilton, his salary was .soon increased from 
 twenty-seven hundred dollars to three thou- 
 sand dollars per annum. Soon after he first 
 went to that city, he began to work in teach 
 crs' institutes and his services as normal in- 
 structor have been in demand ever since. For 
 some years he devoted a portion of the winter 
 months to work in Ohio farmers" institutes, 
 under the authority of the Ohio State Board 
 of Agriculture, XVlieii the Ohio .\gric\dtm-al 
 
 and JMechanical College was made, by legis- 
 lative act. the Ohio State L'niversity, he be- 
 came a member of the new board of trustees, 
 serving five years. 
 
 In all teachers' associations of his state he 
 maintained a deep interest. He was presi- 
 dent of the Superintendents' Section of the 
 Ohio Teachers" Association in 1875. He is a 
 life member of the Ohio Teachers' Associa- 
 tion. He was president of this organization 
 of teachers and friends of education in 1888 
 and delivered the annual address at its an- 
 nual meeting held at Johnson's Island, in 1895. 
 He has been prominently identified with the 
 Southwestern Ohio. Northwestern Ohio, Cen- 
 tral Ohio, Northeastern Ohio, and Southeast- 
 ern Ohio Teachers' As.sociation, serving as 
 president of the two first named. For more 
 than twelve years he was a member and clerk 
 of the Butler County, ( Ohio) Board of School 
 Examiners. 
 
 In the fall of 1801, when Dr. Ellis was first 
 tendered the presidency of the State Agricul- 
 tural College of Colorado, located at Fort Col- 
 lins, he declined it, but on the renewal of 
 negotiations, in January, ISO'i, he accepted it 
 for a term of five years, at an annual salary 
 of six thousand dollars. On the departure of 
 Dr. Ellis froin Hamilton, the Butler County 
 Teachers' Association passed highly apprecia- 
 tive resolutions. At his departure the late 
 Judge P. G. Berry, on behalf of citizens of 
 the city, publicly presented Dr. Ellis with a 
 handsome gold watch in token of the high 
 esteem of those whom he had served so long 
 and so well. The late Thomas Millikin and 
 others spoke on this occasion. 
 
 During the eight years of his presidency, of 
 the State .Agricultural College, the number of 
 students was more than trebled (from 106 to 
 347 ) while the material prosperity of tlie col- 
 lege was show-n in the remodeling and en- 
 largement of its buildings and the erection of 
 the larger ones now standing on the campus. 
 .A sum not less than $50.(100 was expended for 
 scientific and technical apparatus, the number 
 of volumes in the library reached 11.000, and 
 the total valuation of college property 
 amounted to a third of a million dollars. 
 
 Dr. Ellis's activities in educational circles 
 in Colorado attracted widespread attention and 
 tnade him a prominent figure in the intellect- 
 I'al life of that commonwealth. In December, 
 1893. he delivered the annual address before 
 the Colorado Teachers' .\ssociation at Colo- 
 rado Springs, and two years later he was 
 made chairman of the College Section of that 
 organization. In the institute work of that 
 state he soon became a leader and it is said 
 that during the period of his residence in 
 Colorado he made more public addresses than 
 :',ny other man in the .state. 
 
 In 1893, he was commissioned C<iloiiel and 
 .\ide-de-Camp on the staff of Governor Davis 
 H. Waitc. Commander-in-chief of tlie militia 
 of Colorado, and was reappointed by Governor 
 Albert W. Mclntire. While in Colorado, Dr. 
 Ellis was also a prominent member of the 
 .\meriean .Association of .Agricultural Col- 
 leges and Experiment .'^latinns. and. at the 
 
Minneapolis meeting of 1S!)T, was cliairman 
 of the college section and vice-president of 
 the general association. 
 
 In Febrnary, 1901, Dr. Ellis returned to 
 Hamilton, Ohio, and occupied his elegant 
 home on "The Heights." He was. at once, 
 in demand as a speaker at public meetings and 
 on memorial occasions. Within three months 
 he delivered the "Decoration Day" address at 
 Shandon : memorial addresses. Knights of 
 Pythias, at Camden and Darrtown : and "Com- 
 mencement" addresses at Fair Haven. Eaton, 
 and New Bremen, Ohio, and at Covington, 
 Kentucky. 
 
 On July 1;^, 1901, he w-as unanimously 
 elected to the presidency of the Ohio Uni- 
 versity, Athens, Ohio, the oldest higher insti- 
 tution of learning in the "Old Northwest," 
 and at once entered upon the duties of his 
 office. His term of service was fixed at three 
 years and his compensation at $3,500 per 
 annum. Recently his term of service has been 
 extended to July 1900 and his salary increased 
 to $.5,000' per annum. The Republican-News, 
 of Hamilton, referring editorially to Dr. 
 Ellis's election to the presidency of Ohio 
 University spoke as follows : "The election 
 of Dr. .-Mston Ellis, M. A., Ph. D., LL. D., to 
 be president of the Ohio University at .Athens 
 by the trustees of that institution to-day. re- 
 calls to Hamilton friends the remarkable 
 achievements of his career as an educator in 
 this and other states. As a public school 
 worker, as a college president, and as the 
 representative of influential educational pub- 
 lishing houses, he has established a reputation 
 much wider than that of the county and state 
 which now claim him wHth pride. By the call 
 from .^.thens. Dr. Ellis is made president of 
 Ohio University the oldest institution of learn- 
 ing in the State of Ohio and one from whose 
 halls have gone some of the ablest men who 
 have left their impress upon the history of 
 the state and nation. The friends of the new 
 president, and they are to be found in num- 
 I)ers all over the state, will rally to his support 
 and under his efficient management Ohio Uni- 
 versity will enter upon a new era of pros- 
 perity and a more extended field of useful- 
 ness." 
 
 Since Dr. Ellis's connection with Ohio Uni- 
 versity he has been closely identified with the 
 general educational interests of Ohio. He 
 was in the forefront of the movement that 
 made normal schools a part of the public 
 school system of the .state. For the years 
 1892 and 1893, he was president of the Ohio 
 College Association. He is now (1904) presi- 
 dent of the Ohio State Association of Elocu- 
 tionists. 
 
 Dr. Ellis has a fine presence and a genial 
 personality, from wdiich an air of dignity and 
 reserve force is rarely absent. Not only is 
 he a fine scholar and executive officer but also 
 as an inspiring and a thought-provoking 
 teacher he has few equals. In classroom 
 work in his specialties — logic, economics, 
 ciyics, and history — he stands almost without 
 a rival. Students under his instruction have 
 the best that scholarship, enthusiasm, and ex- 
 
 perience can bring to bear upon the studies 
 they are pursuing. 
 
 In Colorado, Dr. Ellis added to the mater- 
 ial welfare of his adopted state not alone 
 through the rapid upbuilding of its great in- 
 dustrial school and the wise ordering of the 
 nractical work of its experiment station but 
 in the use of his means in the erection of a 
 number of handsome dwellings, possessing 
 architectural merit and having modern con- 
 veniences, which now ornament some of the 
 spacious avenues of Fort Collins and afiford 
 eligible homes for a number of families. 
 
 Dr. and Mrs. Ellis were closely identified 
 with the literary, social, and religious life of 
 the people of the cities of Ohio and Colorado 
 wherein they found residence. The doors of 
 their .'Athens. Ohio, home — 23 South Con- 
 .gress street — are frccjuently thrown open to 
 the members of the social circle to which they 
 belong, on which occasions geniality and open- 
 hearted, but not ostentatious, hospitality char- 
 acterize the manners of host and hostess. 
 The "President's Reception," given annually 
 in commencement week, is one of the events 
 in college social life. Faculty parties, dinners 
 to members of the governing board, receptions 
 and luncheons for students, and other func- 
 tions connected with the life of hospitable 
 entertainers make the parlors of President 
 Ellis's home almost as well known to those 
 connected with or interested in university 
 work as are the interiors of the university 
 buildings themselves. 
 
 In Hamilton, Ohio, Dr. and Mrs. Ellis 
 were prominently connected with the organi- 
 zation of "The 'Travelers' Club" — September 
 12, 1890 — Dr. Ellis being its first president 
 and holding the position until his going to 
 Colorado. The "Tuesday Club," of Athens, 
 Ohio, organized early in 1902, now one of the 
 strongest factors in the literary and social life 
 of some of the best people of the town, owed 
 its existence, in great part, to the wisely- 
 directed efforts of these social leaders. Dr. 
 Ellis served as the president of this club two 
 years and then declined a unanimous call to 
 serve a third term. 
 
 In Sandusky. Ohio. Dr. Ellis became a 
 member of Science Lodge No. 50. A. F. & A. 
 M. Later he became a member of Erie Com- 
 mandery No. 23, K. T. In Hamilton, Ohio, he 
 was initiated into Lodge No. 93, B. P. O. Elks. 
 On tv/o occasions, he delivered the "Memorial 
 Address" before the members and friends of 
 the last-named fraternal order. He delivered 
 a sitnilar address before the B. P. O. E. of 
 Wellston, Ohio, December 6, 1903. 
 
 President Ellis takes a high moral view of 
 public education. His "Baccalaureate -Ad- 
 dresses," many of which are in print, are 
 freighted with moral wisdom embodied in 
 choice speech. As the head of a great state 
 school, whose financial support comes largely 
 from the pockets of tax-payers representing, 
 as they do, almost every shade of religious 
 belief, he recognizes that religious instruction, 
 as bounded by denominational lines, would be 
 out of place in the daily chapel exercises, 
 attendance upon which is urged upon all stu- 
 
 461 
 
dents : yet these exercises., planned as they 
 are hy tlie president and frequently conducted 
 by him. arc not without sound moral, and 
 even religious lessons. Private religious be- 
 lief — even unbelief — of students is respected 
 in all the work of the University, but wrong- 
 doing is never suffered to pass unrebuked, and 
 the necessity of educating the heart and direct- 
 ing the conscience — character building — is 
 never lost sight of. 
 
 The religious affiliations of Dr. and Mrs. 
 Ellis are now with the Presbyterian Church, 
 as they were botli at Hamilton, Ohio, and 
 Fort Collins. Colorado. In Columbus and 
 Sandusky, Ohio, Dr. Ellis and his wife had 
 membership in the Congregational church. 
 
 The administration of affairs at Ohio Uni- 
 versity is of the quiet and efficient order. 
 There is but little parade of authority on the 
 part of the executive force of the institution. 
 The students are generally self-respecting and 
 self-governed. Ebullitions of "college spirit" 
 so-called, oftentimes but another name for 
 student rowdyism, are practically unknown at 
 Ohio's oldest institution of learning. The de- 
 sirable existing conditions in college manage- 
 ment are largely due to the tactful force of 
 President Ellis and the strong hold he has on 
 the confidence and regard of the student body. 
 
 Ohio University is entering upon the sec- 
 ond century of its history under conditions 
 that promise well for its future wellbeing. 
 The total annual enrollment of students has 
 now reached the one-thousand mark. The 
 make-up of the Faculty, the buildings and 
 equipments now at the disposal of the dififer- 
 ent departments and colleges of the Univer- 
 sity, the increasing roll of students — repre- 
 senting nearly every county in Ohio and a 
 wide territory in some of the adjoining states, 
 — and the recently added financial support 
 given by the state, all give assurance of a 
 future, for tlie institution, in which every 
 friend of liberal culture can have just pride. 
 
 E. E. SMOCK 
 
 This gentleman is filling the position of 
 Superintendent of Schools in Dresden, Ohio, 
 has officiated in this capacity for the past 
 six years, and has proved himself by experi- 
 ence, training, knowledge, executive ability, 
 and natural aptitude, to be "the right man in 
 the right place." All the departments under 
 his supervision have their interests carefully 
 guarded and promoted, and all are maintained 
 in a condition of the greenest effectiveness and 
 usefulness. 
 
 Mi(. Smock is a native Oliinan, having been 
 l)Orn in Spencer Township, Guernsey County, 
 son of .Abraham and Anna Smock, the former 
 a native of Westmoreland County, Pennsyl- 
 vania, and the descendant of an old time 
 honored family. Our subject was the only 
 son in a family of five children, all of whom 
 are living, and he early began attending the 
 country schools, in which, ahogether, he was 
 a pupil for twelve years. He then entered 
 Muskingum College, his course of studies ex- 
 tending over a periixl of seven years, and he 
 
 had a most creditable ending in that institu- 
 tion, graduating with the degrees of "P. D. 
 B." and "M. S." Mr. Smock also taught a 
 class during his college days, and thus laid 
 the foundation of the thorough experience and 
 training through which he has passed. He 
 has since presided over schools in Frazeys- 
 burg, Cumberland, Guernsey County : New- 
 comerstown, Tuscarawas County, and Dresden, 
 Muskingum County. He has resided in Dres- 
 den over six years and has become one of 
 the prominent members of the community, 
 esteemed by all his fellow citizens. For four 
 years he was a member of the County Board 
 of Examiners, Guernsey County, and held a 
 similar position one year in Muskingum 
 County. He is a member of the Ohio State 
 Teachers' Association, the Ohio Teachers' 
 Reading Circle, the Knights of Pythias and 
 Odd Fellows, and is prominent in Masonic 
 circles, being a Knight Templar and master 
 of Dresden Lodge. No. 103, F. & A. M. In 
 l)~til3 Mr. Smock was united to Miss Alice 
 Hamilton, and they reside in a pleasant home 
 in Dresden. 
 
 SHELDON FRANKLIN BALL 
 
 This gentleman, the accomplished Princi- 
 pal of the Central High School, Toledo, is 
 one of the ablest educators in the State, and 
 has performed invaluable services in this 
 branch of public duty. As a scholar and 
 teacher his experience has been long and most 
 thorough. Mr. B.\ll was born in Indiana, 
 July 13, 1805, son of a prosperous farmer, and 
 one of a family of six children, three of either 
 sex. He attended the district schools of 
 Steuben County, Indiana, nine years, the High 
 School at Fremont, three years, the Tri- 
 State College at .Angola. Indiana, three years, 
 and the University at Chicago, two and a 
 half years, graduating from the latter. He 
 first taught school in a country district near 
 Fremont, Indiana, later taking charge of a 
 country school in Des Moines County, Iowa, 
 and thence to the High School in Danville, 
 Iowa, of which he was made Principal. He 
 next accepted the Principalship of the High 
 School at Columbus City, Iowa, but, resign- 
 ing that position in 1893, went to Toledo, 
 Ohio, and was made teacher of the Walbridge 
 (four-room) School. At the end of a year 
 he was made Principal of the Junction School, 
 having ei.ght rooms. He was next transferred 
 to Broadway, a sixteen room school, as Prin- 
 cijial, retaining that position eight years, and 
 three years ago he was appointed Principal of 
 the Central High School. Thus, it will be 
 seen his promotion was constant from the 
 outset, until his present eminent position had 
 been attained, and one he is fitted to fill in 
 the most eminent degree. 
 
 Mr. Ball is an active member of various 
 organizations, among them being the Masons, 
 Knights of Pythias, Modern Woodmen of 
 .Xmeric.i, Ohio Teachers' Reading Circle, 
 National Educational .'\ssociation, Ohio State 
 Teaclicrs' Association, and the North Central 
 .Association of High Schools. 
 
CHARLES WILLIAM DABNEY, A. B. 
 
 Chakles William Dabnev, A. B., of 
 Hanipden-Sidney College, Virginia; Ph. D. 
 of Goettingen : LL, D. of Davidson. Yale and 
 Jolms Hopkins, is a man of virile stock. 
 Huguenot, English, Welsh, Scotch, and 
 Scotch-Irish blood flows in his veins. The 
 character of his blood has been illustrated in 
 Colonel Charles Dabney of Revolutionary 
 fame, in Meriwether Lewis, in General J. E. 
 B. Stuart, in the Randolphs, in his own 
 father, in Prof. Thomas R. Price of Columbia 
 University, and in many others. 
 
 Charles William Dabney was born in 185">. 
 His father, Robert Lewis Dabney, a man of 
 great intellectual and moral worth, was at 
 one time Professor of Theology in LInion 
 Seminary and later of Philosophy at the L'ni- 
 versity of Texas. During the war between 
 the states, he served as "Stonewall" Jackson's 
 chief of staff, and afterward wrote the biog- 
 raphy of General Jackson. Charles W. Dab- 
 ney's mother. Lavinia Morrison is the daughter 
 of the Rev. James Morrison of New Provi- 
 dence Church. Rockbridge comity. Virginia. 
 She comes of a North Carolina family and is 
 a cousin of the wife of "Stonewall" Jackson. 
 
 After being prepared for college by his 
 father, Charles entered Hampden-Sidney Col- 
 lege, where he graduated in 187.3. He taught 
 school for a year and then entered the lini- 
 
 versity of Virginia in the fall of 1S74. In- 
 fluenced by the work of Dr. J. W. Mallet, 
 young Dabney promptly decided to mak' a 
 specialty of chemistry, and therefore, while at 
 the L^niversity of Virginia, he devoted his time 
 chiefly to this science and related scientific 
 subjects, and to the modern languages. Dur- 
 ing the session of 1877-78 he served as Pro- 
 fessor of Chemistry in Emory and Henry 
 Colleee, Virginia. 
 
 For the purpose of better fitting himself 
 for his work in Chemistry, ^Ir. Dabney went 
 to Germany in 1878, and studied under Woch- 
 ler, Huebner, Listing and Klein at Goettingen, 
 and under Hoffman, Helmholtz, and DuBois 
 Raymond at Berlin, making chemistry his 
 major, physics and mineralogy his minor sub- 
 jects. He received the degree of Doctor of 
 Philosophy at Goettingen in 1880. presenting 
 a thesis in organic chemistry which, with high 
 commendation, was published in the .Unu^lcii 
 dcr Chcmic. 
 
 Before he left Europe. Dr. Dabney was 
 elected Profesor of Natural Science at Cen- 
 tral University. Ky.. and Professor of Chem- 
 istry at the University of North Carolina. He 
 decided to go to North Carolina, and was im- 
 mediately tendered the position of State 
 Chemist and Director of the .Agricultural Ex- 
 periment Station of that state, which position 
 
he acccpleil in preference to the professorship 
 because it otfercd ampler facilities for scien- 
 tific work, lie built the laboratories of the 
 agricultural experiment station and estab- 
 lished the experimental farm at Raleigh. He 
 organized a corps of scientific assistants and 
 worked there for seven years, doing much to 
 develop the resources of the state and to bring 
 them to the attention of the business world. 
 He advocated, through newspaper articles and 
 public speeches, the introduction of scientific 
 studies alongside of the classics in southern 
 institutions, and was largely instrumental in 
 establishing the Industrial School at Raleigh, 
 which afterwards became the North Carolina 
 College of Agricultural and .Mechanical Arts. 
 
 He organized and directed the state exhib- 
 its of North Carolina at the Atlanta, Boston, 
 and New Orleans Expositions, and at the last 
 named he was also chief of the department of 
 government and state exhibits. In this capac- 
 ity he visited many states for the purpose of 
 interesting capital in the development of the 
 natural resources of the South. The remark- 
 able development of the industries of North 
 Carolina dates from this period. 
 
 Meanwhile, in August, 18S1, Dr. Dabney 
 had married Mary Brent, daughter of Major 
 Thomas Y. Brent, of Paris, Kentucky, a 
 woman of rare charm of manner, unusual cul- 
 ture and refinement, a lady of the old school, 
 in whom gentle dignity and sweet gracious- 
 ness unite. She is a woman of noble character 
 and lofty ideals, and has been of vast help 
 to her husband in his work. 
 
 In iNST Dr. Dabney was appointed Direc- 
 tor of the Agricultural Experiment Station of 
 Tennessee, and a short time afterward he was 
 elected president of the University of Ten- 
 nessee. For the next decade and a half, the 
 story of his life is largely the story of the 
 growth and progress of that institution. When 
 he accepted the presidency, the University of 
 Tennessee was a small college of only I'io 
 students and an income of about $30,(100. This 
 had been the condition of its affairs for scores 
 of years, but during Dr. Dabney"s connection 
 witii the institution the attendance grew 
 steadily until now it numbers from Too to 
 800 in all departments and its income has in- 
 creased proportionately. New departments of 
 law, agriculture, and education, and a great 
 summer normal school were established under 
 his administration, and buildings and equip- 
 ments to the value of $300,000 were added. 
 
 Without Dr. Dabney's knowledge he was 
 selected by President Cleveland at the liegin- 
 iiiiig of his second term for the position of 
 .Assistant Secretary of .Xgriculture. The 
 Board of Trustees of the University gave Dr. 
 Dabney a leave of absence for four years on 
 ooiidilion that he should continue to look after 
 tlie general affairs of the University, and 
 sliould come back to them at the end of that 
 time. .\s Assistant Secretarv of Agriculture 
 of the United -States, Dr. Dabney helped to 
 put the scientific bureaux of the Depa'-*niPiit 
 of .Agriculture under civil service, established 
 the Bureau of Soils and that of Agrostoloirv. 
 and did much to dcvelon other scientific 
 
 agencies. At the close of his term of office 
 he was requested by Secretary Wilson and 
 President McKinley to continue in the De- 
 partment, and the ofifice of Director of Scien- 
 tific Bureau.x was made for him. IJut being 
 under obligations to return to Tennessee, Dr. 
 Dabney accepted this position with the under- 
 standing that he would resign on January 1, 
 1S08, four years from the date of his entry 
 into the Department. He was enabled thus 
 to assist the new secretary in further or- 
 ganiang the scientific work of the Departtnent. 
 During his residence in Washington, he made 
 a special study of the scientific work of the 
 government departments and published a num- 
 ber of papers in which he pointed out the 
 value of this w'ork and advocated its better 
 organization and the establishment of a .great 
 scientific institution or a national university. 
 By this and other means he assisted in the 
 organization of the Washington Memorial In- 
 stitution, wdiich afterwards led to the estab- 
 lishment of the Carnegie Institution. During 
 this period Mr. Dabney was chairman of the 
 Board of Government Exhibits at the Atlanta 
 Exposition and at the Tennessee Centennial 
 Exposition. Later he was a member of the 
 jury of awards in agronoinie at the Paris Ex- 
 position in IflOO. 
 
 Returning to the University of Tennessee 
 in 18!)8 Dr. Dabney again took up the work 
 of the presidency and devoted much time to 
 the development of the public schools of the 
 state. This led him to take up the question 
 of public education in the southern states, a 
 study to which, in recent years, he has devoted 
 much time and thought. 
 
 .■\t an educational meeting at Winston- 
 Salem in 11)01. he proposed the organization of 
 a board to make a camoaien for better public 
 schools and for industrial education in the 
 South. This was followed by the establish- 
 ment of the Southern Education Board and its 
 associate board, the General Education Board. 
 Dr. Dabney became head of the bureiii of 
 investigation and information of the South- 
 ern Education Board at Knoxville, Tennes- 
 see, and in this capacity he labored for the 
 improvement of the public schools of the 
 South. He did more, perhaps, than any other 
 man to make the Board a success. Nothing 
 .gave its work more impetus than the Summer 
 School of the South, the first session of which 
 was held at Knoxville in 100-2. and which he 
 originated, planned, and carried through at 
 a cost of $1.").000.00. It was attended by 
 thousands of southern people and by "2.019 
 registered students. Subse(|uent sessions 
 of the summer school have been even 
 ncrmanently established as a regular summer 
 feature of the University of Tennessee. Its 
 aim being primarily to benefit southern teach- 
 ers, it is contributing largely to the rapid edu- 
 cational advance now taking place in the 
 South. 
 
 Dr. Dabney was select e<l to speak for the 
 .Southern universities at the celebration of 
 the bi-centennial of Yale University, and at 
 that time he received the degree of LL. D.. 
 "for services to the cause of education in the 
 
South." He liad already received the degree 
 of LL. D. from Davidson College and from 
 Johns Hopkins University on the occasion of 
 its quarter centennial. 
 
 In r!)04 Dr. Dabney became president of tlu 
 University of Cincinnati. His inauguration 
 into the office, which was the inost auspicious 
 occasion in the history of the University, was 
 attended by delegates from the leading insti- 
 tutions of the country and evoked a remark- 
 able demonstration of pride in their University 
 on the part of the citizens of Cincinnati. 
 
 Even during the short time he has been 
 at the head of the University of Cincinnati 
 Dr. Dabney has inaugurated many movements, 
 both intensive and extensive, for increasing the 
 efficiency and broadening the influence of the 
 institution. The intensive movements include 
 those toward a completer organization and 
 closer affiliation of all the departments of the 
 University, toward raising the standard of its 
 scholarship, securing larger endowments, and 
 improving its buildings and equipments. The 
 extensive movements include those toward se- 
 curing closer relations between the University 
 and the public school systems of the city, of 
 the state, and of the country at large, and with 
 other recognized universities. Through all of 
 these efforts Dr. Dabney has already assumed 
 a prominent place among the educators of his 
 adopted state. 
 
 Dr. Dabney is a man of broad and diver- 
 sified culture, and, being a conscientious Chris- 
 tian, he has fostered directly and indirectly 
 every movement for righteousness. His life 
 has been ruled by a consistent and noble pur- 
 pose. When a student at the University of 
 Virginia, he deliberately selected chemistry 
 and the related sciences, partly from a natural 
 bent, under the strong influence of Dr. Mallet, 
 but chiefly because he thought that through 
 this science he could be useful in the develop- 
 ment of the natural resources of the South. 
 Soon realizing that this development could 
 only be brought about with technically trained 
 men, he became an advocate of scientific and 
 technical education. More experience and 
 a broader view led him to see that the 
 greatest resources of the South lay in its 
 untrained boys and girls, and he was led 
 thus to enter the field of general educa- 
 tion. .-Xfter having, to a certain extent, real- 
 ized, in the University of Tennessee, his ideal 
 of the true .\merican University as the fount- 
 ain head of all education, general, technical, 
 ■nnd professional, and thus of all progress, he 
 brings this ideal with him to Ohio, to be again 
 realized in the University of Cincinnati. 
 
 Dr. Dabney is a member of the Phi Gamma 
 Delta fraternity, the Cosmos Club of Wash- 
 
 ington, the Queen City Club of Cincinnati, 
 The National Educational Association, the 
 Southern Educational Association, the Allied 
 Educational Associations of Ohio, the School- 
 masters and the Literary Club of Cincinnati, 
 the Washington Academy of Science, The 
 .American Association of Social Science, the 
 -American Association for the -Advancement of 
 Science, the Ohio -Academy of Science, and 
 many other like organizations, social, educa- 
 tional, scientific, and honorary, both in Eu- 
 rope and -America. 
 
 Dr. Dabney's .scientific publications have 
 appeared in the American Chemical Journal in 
 Science, in the reports of the .American .As- 
 sociation for the -Advancement of Science, and 
 of the several institutions and societies with 
 which he has been connected. His official re- 
 ports are included in the Reports of the North 
 Carolina Experiment Station, the Reports of 
 the Tennessee Experiment Station, the Uni- 
 fersity of Tennessee Record, the Reports of 
 the United States Department of Agriculture, 
 the Reports of the Paris Exposition of l!)(io. 
 the Reports of the Southern Education Board, 
 etc. 
 
 His addresses and educational papers have 
 appeared in various magazines and reviews. 
 Among them are "Washington's University," 
 in the Forum. February llKm — an address de- 
 livered at the memorial celebration held under 
 the auspices of the Washington Memorial -As- 
 sociation at Washington, D. C, on the occa- 
 sion of the centennial of the death of George 
 Washington ; "Scientific Education in the 
 South." in the Cosmopolitan ; "A National De- 
 partment of Science," and "The National Uni- 
 versity," in Science, 1897: "the College and 
 the National Defense." proceedings of the As- 
 sociation of -American Colleges. 18S)i) ; "The 
 Public School Problem in the South," an ad- 
 dress at Carnegie Hall, New York and "Jef- 
 ferson the Seer," proceedings of the Confer- 
 ence for Education in the South, 1901 ; etc. 
 He writes and speaks with great vigor and 
 directness. 
 
 He prepared the chapter on "-Agricultural 
 Education" for the volume on Education in 
 the United States, edited by President Butler 
 of Columbia University. He contributed ar- 
 ticles on "-Agricultural Education," "Condi- 
 tion and Progress of .Agriculture," "-Agricul- 
 tural Experiment Stations in the United 
 States Department of .Agriculture," and "Ca- 
 radian -Agriculture," for the last edition of the 
 Encyclopedia Brittanica, etc. He now has in 
 nrepartition for Macmillan and Company, a 
 History of Education in the South. 
 
 465 
 
JOSHUA H. JONES, A.M., D. D. 
 
 President of Wilberforce University at Wil- 
 berforce, Ohio, the oldest college for the edu- 
 cation of colored youth in the United States, 
 has long been engaged in educational work, 
 and his labors have been productive of last- 
 ing good. The Reverend Doctor was born at 
 Pine Plains, South Carolina, June 15. 185ti, 
 son of Joseph and Sylvia Jones. His father 
 was a farmer by vocation and a man of much 
 moral worth. 
 
 On completing hi-' pulilic schoul studies he 
 entered Clallin University, at Orangeburg, 
 South Carolina, and graduated therefrom in 
 1874, w-ith the degree of Bachelor of Arts. 
 Later he took a course at Wilberforce Uni- 
 versity, and was graduated in 1887, with the 
 degree of Bachelor of Divinity. He has 
 since had conferred upon him the degrees of 
 Master of Arts and Doctor Divinity. He first 
 taught school at Fort iMott, South Carolina, 
 and then entered the ministry of the .\. M. 
 E. Church in which he achieved an excellent 
 reputation, being an eloquent speaker and 
 earnest exhorter. Five years ago he resigned 
 from the pulpit to become president of Wil- 
 berforce University, and under his leadership 
 the college has largely -'icreased its resources 
 and influence. 
 
 Doctor Jones is a member of the Presi- 
 dents' Association of the State of Ohio and 
 the National Teachers' Association. In 1875 
 he was married to Miss Elizabeth Martin, by 
 whom he had four children. Some years 
 after her decease he was united to his pres- 
 ent wife, formerly Miss Augusta E. Clarke, 
 to whom he was joined in 1887. 
 
 AUGUSTUS B. CHURCH, A. B., A. M., D. D. 
 
 President of Buchtcl Cullege, .A.kron, Ohio, 
 has long been active in the educational field, 
 and is prominently known to the public. 
 
 He was born in North Norwich, Chenango 
 County, New York, January 11, 1858, his par- 
 ents being A. William Church, musician and 
 agriculturalist, and Catherine (Conklin) 
 Church. He was given a most thorough edu- 
 cation. After studying in his home district 
 school he became a student in the Sherburne 
 Union School, and on leaving there entered 
 Clinton Liberal Institute at Fort Plain, New 
 York, thence .going to St. Lawrence L'niver- 
 sity at Canton, New York. 
 
 He was graduated from the Clinton Liberal 
 Institute in 188:i, and from the St. Lawrence 
 University in 188() and 1888, earning the de- 
 grees of A. B., A. M., and D. D. The first 
 term of school taught by Dr. Church was at 
 the Park school district, Columbus, New 
 York, after which his services were enlisted 
 in the high schools at Canton and Colton, 
 New York. After being for thirteen years 
 in the active work of the ministry, he was 
 called to Buchtel College. Akron, and has 
 proved one of the ablest presidents that 
 worthy institution has ever had. Dr. Church 
 is a member of the Ohio State Teachers' As- 
 sociation, and a member of the Masonic fra- 
 
 ternity. In September, 188!1, he was married 
 to Miss .\mie Alwood, of Canton, N. Y., and 
 they have a fairiily of four children. 
 
 MISS MARY EVANS 
 
 The aliove named lady is one of the best 
 known educators in Ohio. Her professional 
 career began in 1860. and her life has been 
 one continued round of usefidness, of study 
 for the advancement of the human race. 
 Miss Ev.\Ns was born in Philadelphia. Feb- 
 ruary 11. 1841. and secured her earlier educa- 
 tion at an academy in Woodbury, New Jersey 
 and a private school in her native city. Later 
 <he became a student in Mount Holyoke Sem- 
 inary, South Hadley, Massachusetts, gradu- 
 ating in July, 18()0, and was then appointed 
 instructor in Latin and Hi.story at that insti- 
 tution.- continuing in that capacity up to 1868. 
 
 In the latter year she was elected principal 
 of Lake Erie Seminary and later became presi- 
 dent of Lake Erie College, at Painesville. 
 Ohio, and has continued to hold this position 
 to the present time. 
 
 Her administration has been a most suc- 
 cessful one. and much good has been accom- 
 plished. Miss Evans is a memlier of the Ohio 
 College Association and has a legion of 
 friends in both professional and social circles. 
 
 M. F. ANDREW 
 
 Principal of the J-jth District School. Fair- 
 mount. Cincinnati, has been engaged in edu- 
 cational work for upward of a cpiarter cent- 
 ury, and his circle of acquaintances in the edu- 
 cational world is probably more extensive than 
 that of anyone else in the State. Mr. Andrew 
 is a Buckeye by birth, having been born near 
 .\mesville. Athens county, in 1858. son of 
 John R. and Elizabeth .\ndrew. the former a 
 carpenter and builder. 
 
 He was educated in the public schools of 
 .\thens county, Ohio, and afterward took a 
 course in the Lebanon Normal School, from 
 which he was graduated in 1801. His engage- 
 ments as a teacher were as follows : Athens 
 county, three years ; Lawrence county, one 
 year ; Pickaway county, three years ; Scioto 
 county, three years ; Pike county, three years 
 as superintendent : principal of the Cheviot 
 school, Cincinnati, two years; Linwood 
 school nine years ; assistant superintendent. 
 Cincinnati, one year; 25th District School, his 
 present position, two years. 
 
 Mr. Andrew is a member of the Ohio State 
 Teachers' .Association, the National Educa- 
 tional Association, the Southwestern Ohio 
 Teachers' Association, the Cincimiati Princi- 
 pals' Association, and the Masonic Order. In 
 1885 he was married to Mi.ss Melissa Busic of 
 Five Points, Pickaway county, Ohio, who died 
 in November, 1002, they had six children, two 
 daughters and four sons. The eldest daughter 
 is now taking a classical course at Lebanon. 
 Ohio. In November, 100:1. he was again mar- 
 ried to Miss Elizabeth Willson of Jasper. Pike 
 countv. Ohio. 
 
 466 
 
WILLIAM OXLEY THOMPSON 
 
 William Oxlev Thomlson, the lionored 
 President of tlie Ohio State University, has a 
 national reputation as a divine and scholar 
 and is recognized as an authority in all mat- 
 ters identified with the world of education. 
 His experience has heen most thorough, 
 through the important positions he has held 
 and the advantages thus offered for gaining 
 knowledge, while, during his life from youth 
 up, he has ever been a close student and deep 
 thinker. President Thompson was born in 
 Cambridge, Guernsey County, Ohio, Novem- 
 ber o. I800, his parents being David Glen and 
 Agnes JMiranda Thompson. His first school- 
 ing was obtained in the villages of New Con- 
 cord, and Brownsville, Ohio. 
 
 While not at school young Thompson 
 worked on his father's farm, reading and 
 studying whenever chance offered, and having 
 by his labors accumulated sufficient money for 
 the purpose he entered Muskingum College, 
 taking a classical course, and in 1878, had the 
 honor of graduating at the head of his class, 
 and of securing the degree of Bachelor of 
 Arts. 
 
 Mr. Thompson then took up the study of 
 theology for which he had a strong predilec- 
 tion, entering the Western Theological Sem- 
 
 inary, Allegheny City, Pa., and m 1882 he 
 Graduated with honors. In 1897 the Western 
 University of Pennsylvania at Allegheny, Pa., 
 gave him the honorary degree of Doctor of 
 Laws, while his Alma Mater conferred upon 
 him in 1881, the degree of Master of Arts, 
 and in 1891 that of Doctor of Divinity, all 
 well deserved honors. In 1882 Mr. Thompson, 
 on leaving the theological seminary, went to 
 Odebolt Iowa, to become pastor of a con- 
 gregation there. Prior to this, in April, 1881, 
 he had been licensed by the Presbytery of 
 Zanesville at Dresden. Ohio, and in July, 1882, 
 at Fort Dodge, Iowa, he was ordained by the 
 Presbytery there assembled. In 1885 he re- 
 moved to Longmont, Col., where he held a 
 pastorate for over ?ix years, four years of 
 which period he was president of the Long- 
 mont College, which was first opened during 
 his stay at that place. At the expiration of 
 this period, or, to be exact, in 1891. Mr. 
 Thompson was chosen president of the Miami 
 University, at Oxford. Ohio, and he officiated 
 in this capacity up to 1899, when he was 
 tendered and accepted the coveted position of 
 President of the Ohio State LTniversity, a 
 position he continues to fill with marked dis- 
 tinction. 
 
MISS LILLIAN WYCKOFF JOHNSON. Ph. D. 
 
 President of the Western Colk-ge for W'uiiiL-n. 
 at Oxford, Butler County. Ohio. wa> burn 
 in Memphis, Tennessee. June l(i. If<il4. her 
 parents being John Gumming Johnson, manu- 
 facturer, and M. Elizalieth (Fisher) John- 
 son. Dk. Johnson was educated in private 
 schools in Memphis until l(<7t< when, refugee- 
 ing in Dayton from the yellow fever, she 
 attended the Cooper Academy of that city 
 during the session of 1878-7(1. The next four 
 years were spent at Wellesley College, two in 
 the preparatory department. In 1889 she 
 went to the University of Michigan, where 
 she received the Degree of Bachelor of .^rts 
 in 1801. In the interim between her stay at 
 Wellesley and the University of Michigan, 
 she spent one year at the State Normal School 
 at Cortland, N. V. 
 
 Tier professional career began as a teacher 
 in the Hope Night School. Mem])his. after 
 which she tauulit in the Clar.a Conwav Insti- 
 
 tute in Memphis. From 1893 to 1897. Miss 
 Johnson was Instructor in History in Vassar 
 College. From 1897 to 1899 she traveled and 
 studied in Europe. The fall of 1899 she en- 
 tered Cornell University as the holder of the 
 Andrew D. White Historical Fellowship and 
 she received from Cornell University in 1902 
 the degree of Doctor of Philosophy in Medi;e- 
 val History. In 1902 she was called to the 
 University of Tennessee as Profe.'Sor of His- 
 tory in the Department of Education and re- 
 mained with that institution until she was 
 elected president of the Western College for 
 Women. 
 
 Dr. Johnson is a member of the .American 
 Historical Association, the .Association of Col- 
 legiate Alumnae, the Southern .Association of 
 College Women and the Baltimore .Associa- 
 tion for the promotion of I'niversily Educa- 
 tion, .and is an honorary niember nf the Vas- 
 sar Alumnae Historical .Assdciali.in. 
 
 468 
 
JOHN M. DAVIS 
 
 There are many institutions of learning in 
 Ohio, but none tliat is surrounded with a 
 greater degree of revered distinction by its 
 ahnnni than Rio Grande College, of Rio 
 Grande, this State. Many now well known 
 in various walks of life are pleased to call it 
 their "alma mater." And of these of the pres- 
 ent generation, all have eraduated under the 
 regime of the now President, Professor John 
 M. Davis, who has held this honored incum- 
 bency since 1887, but who has been identified 
 with the College for over a quarter of a 
 century. John M. Davis, a typical "self made" 
 .•\merican, is a "Buckeye," his birth having 
 occurred November lii, 184f), at Harrisonville, 
 Meigs County, his parents being William and 
 Samantha (Chase) Davis. His early educa- 
 tion was received in the public schools of 
 Scipio township, his native county, and, at 
 the age of sixteen, he also studied in Frank- 
 lin College, .Albany, Ohio, for twelve weeks. 
 It was also at this age he had one of his life's 
 most interesting experiences. It was while 
 the nation was plunged into that awful inter- 
 necine strife — the War of the Rebellion. In 
 18(i3, he then being but a youth of sixteen, 
 served the United States government as an 
 army teamster on the Kanawha and Gauley 
 rivers in West Virginia, also as a boatman on 
 a government vessel on the Ohio and Kana- 
 
 wha rivers, engaged in transporting soldiers 
 and supplies. 
 
 .\t the age of eighteen lie enlisted as a 
 Drivate in Company E., 188th Ohio Volunteer 
 Infantry, and was in active service for over 
 seven months, his regiment operating in mid- 
 dle Tennessee from March 1) until September 
 22. 180.5. and he performed all duties that fell 
 to his lot with patriotic zeal. When peace 
 times came he devoted himself once more to 
 studv. On .April 1, 18li8, he entered the Ohio 
 University at .Athens, Ohio, and was gradu- 
 ated June 2(i, 1873. In 188(j. after three years 
 of home study and examinations, he had con- 
 ferred upon him from the University of 
 Wooster, Ohio, the degree of Doctor of Phil- 
 o-ophv. Professor Davis also studied theol- 
 ogy and is a ininister in the Free Baptist 
 Church, having been ordained at Ridgeville, 
 Indiana, in 1875. He has done much minis- 
 terial work in connection with his educational 
 labors. For two years he was president of 
 the Ohio Free Communion Baptist .Associa- 
 tion, and was a delegate to the sessions of the 
 Free Baptist General Conference held at 
 Minneapolis, October, 1888: Lowell, Mass., 
 October, 189-i: and at Hillsdale, Michigan, 
 October, l!t(i4. .\t the conference held in 
 Lowell in 189-! he had the distinction of de- 
 livering the opening sermon, and Iiis handling 
 
of the subject in hand gained him much com- 
 plimentary notice. Professor Davis is a mem- 
 ber of the Southeastern Ohio Teachers' Asso- 
 ciation, and was its president in 1887-1888. 
 His pedagogical career began at an early age. 
 In the winter of )8ti4 he taught school in 
 Scipio township, Meigs County, Ohio, and, 
 later, rural and select schools in Bedford and 
 Rutland townships, same county. From 1872 
 to 1874 he was princioal of the preparatory 
 department of the Ohio University : 1874-78, 
 acting president of Ridgeville College. In- 
 diana : 1878-7!!, principal Wilkesville Acad- 
 emy. Ohio. In August. 187!.) he became a 
 teacher in Rio Grande College, was appoinied 
 president of that institution in June, 1887. and 
 still ably fills tliat honored position. 
 
 On June '22, 187lj, Professor Davis was 
 married to Miss Jane Elliott Boyd, who had 
 the distinction to be the second lady to grad- 
 uate from the Ohio University, and the further 
 honor of receiving her iliploma from the hands 
 of Rutherford B. Have-, president ni the 
 United States. 
 
 BENJAMIN T. JONES 
 
 Has had a lengthy, active and most interesting 
 career. He was born I'"ebruary 11, 184-S, in 
 Wayne county, Ohio. H;s father, David K. 
 Jones, formerly a dry goods merchant, is still 
 living at the ripe age of ninety, at Shreve, 
 Ohio. His early education was obtained in 
 the public schools in his native county. Su' 
 sequently he spent two years in the Vermil ■ 
 ion Institute at Hayesville, Ohio. He began 
 teaching in 1862, near Shreve, Ohio, but the 
 Civil War being in progress then, and Volun- 
 teers being called for, he quit teaching and 
 enlisted as a private in the 120 Regiment, 
 Ohio Volunteer Infantry, when nineteen 
 years of age. Througli faithful performance 
 of his soldierly duties he was made Sergeant- 
 Major, in 18lJ3, was further promoted to a 
 tirst lieutenancy, and in 18ti4 was made cap- 
 tain of Company G, 121 Ith Regiment. 
 
 Later in the same year he was captured 
 prisoner at Snaggy Point, Louisiana, on the 
 Red River, and taken to Tyler, Texas, where 
 he was incarcerated in a military prison for 
 six months, his release being effected in No- 
 vember 18(34, and in ISG'i. he was mustered 
 out of service by reason of the consolidation 
 of his regiment with another. He then en- 
 tered Bethany College, West Virginia, and 
 was graduated from that institution in 18(58 
 with the degree of Bachelor of .\rts. later 
 having the degree of .M.'ister of .-\rts conferreil 
 upon him. 
 
 He was given the position of assistant pro- 
 fc-.snr of Latin and Greek at Bethany Col- 
 lege. .After teaching in that capacity for four 
 years, he resigned to enter business at Shreve 
 Ohio. He followed this vocation for a year, 
 when he returned to pedagogical work, and 
 taught a private school for a year as principal. 
 In 1874 he was elected superintendent of 
 schools at Millersburg. Ohio, for two years. 
 Thci'ce he went tci .\shland. Ohio, as superin- 
 leiident for three years, and then to Ruchlcl 
 
 College, Akron, Ohio, as professor one year 
 of English, of Latin and Greek. His next 
 incumbency was superintendent of schools at 
 Bellaire, Ohio, where he remained for four- 
 teen years. Declined a re-appointment be- 
 cause the Board of Education adopted a 
 course of study he objected to. Subsequent 
 engagements were : — instructor in the normal 
 school at Smithville, Ohio, one year: princi- 
 pal and teacher at Wadsworih, Ohio, two 
 years, and in 1899 he went to Cleveland. Ohio, 
 as night school teacher and high school sub- 
 stitute in the high schools. After a year in 
 these capacities he taught for a year in the 
 East High School, and then was assigned to 
 the South High School, wdiere he has since 
 continued as instructor of English and Latin 
 C.M'T.MN Junes was first honor man in the 
 .graduating class of "08, Bethany College. He 
 is a member of the Grand -\rmy of the Re- 
 public, and his record is one in which he may 
 justly take pride. 
 
 BECK, BERGENER & CO 
 
 This is the second ulde^t book house in 
 Columbus in length of continuous existence, 
 and is one of the fir.st in the favor and patron- 
 age of the public. One of the specialties of 
 the firm is the handling of readers, text-books 
 and school supplies of every description for 
 grammar and high schools, and in this de- 
 partment they have long enjoyed a very ex- 
 tensive trade, being held in high favor by 
 both teachers and pupils on account of the 
 very liberal methods followed by them in all 
 their dealings. They keep on hand all the 
 latest standard school books adopted bv the 
 board of education and these are sold at low- 
 est possible prices. 
 
 This house is almost a half century old, 
 having been founded .some forty-five \-ears 
 ago l)y Frederick Uhlmann. This gentle- 
 man's career was ended in a most melancholy 
 manner, he being lost at sea from the steam- 
 ship Schiller, wdiile en route to a visit to his 
 native country — Germany. 
 
 The changes in the firm name from the 
 foundation of the house were as follows: 
 F'rederick Uhlmann : L'hlmann & Glock : 
 Clock & Son ; Clock & Beck, 1885, and three 
 years ago the present firm was organized, the 
 co-partners being Messrs George Beck. A. H. 
 Bergener and John Lehr. all native born 
 Ohioans, and thoroughly experienced, enter- 
 prising, up-to-date merchants. For business 
 uses they occupy very commodious, admirably 
 appointed quarters, wherein is carried a very 
 heavy stock of wall paper, fancy and staple 
 stationery, office supplies, artists' materials, 
 school supplies, standard works of fiction, toi- 
 let si)ccialties, holiday and birthday presents, 
 gold pens, fountain pens, pictures, frames and 
 novelties in profusion, and pictures are framed 
 to order in any desired style. Wall paper is 
 made a leading feature, and the assortment is 
 so exhaustively complete that the hardest to 
 please can here have their w.-uits satisfactorily 
 filled. 
 
 470 
 
CHARLES FRANKLIN THWING 
 
 T!ie Western Reserve University, tminded 
 in 1820, has long been noted as one of the 
 foremost institutions of learning in the land. 
 
 Its curriculum is sufficiently exhaustive, its 
 faculty ever chosen from the ablest, and the 
 various courses of instruction are conducted 
 in such a wise manner as to be productive of 
 the most material results. 
 
 Since 1890, Charles Franklin Thwing 
 lias been president of this noted University, 
 and under his leadership the efficiency of the 
 institution has expanded, its influence devel- 
 oped, its admirable reputation become more 
 widespread. He came to the University 
 heralded by former accomplishments, and 
 since his inauguration has carried out a system 
 of procedure that has redounded to his last- 
 ing credit. 
 
 President Thwing was born in the Pine 
 Tree State, his birth-place being New Sharon, 
 Maine, his natal day the ninth of November, 
 1853, his parents Joseph P. and Hannah M. C. 
 ( Hopkins) Thwing, the former a now retired 
 business man. His earliest education was re- 
 ceived in the public schools, followed by a 
 course at Phillip's Academy, Andover, Massa- 
 chusetts, and then a course of studies in 
 world-famed Harvard College, from wliich he 
 graduated in 1876. From that time until his 
 appointment to the presidency of the Western 
 Reserve University, his career was a record 
 of ability well applied and duly awarded. 
 
 He has received the degree of "D. D.," 
 and also of "LL. D.," from several colleges. 
 On September 18, 1879, President Thwing was 
 married to Miss Carrie T. Butler, and their 
 union has been blessed with three children. 
 
LEROY A. BELT. A.M.. D. D. 
 
 In the annals of education m Ohio, in 
 which so many distinguished names appear, 
 a position of prominence is occupied by the 
 subject of this sketch. His career has been 
 distinctively a most successful one. replete 
 with beneficent work and professional tri- 
 umphs. Though unobtrusive in his methods, 
 yet his untiring energy, conscientious efforts, 
 and persistent labors have been resultafit of 
 the utmost good and uplift in every field in 
 which he has exercised his talents. He is 
 one of Ohio's veteran educators and divines, 
 a scholar of profound depth, a gentleman of 
 rare literary attainment n. and most engaging 
 personality. 
 
 As "by their works shall ye know them." 
 so shall his life-work ever breathe the in- 
 cense of noble devotion to the cause of mor- 
 ality and humanity. Leroy A. Belt, who has 
 earned the degree of M. D.. is an Ohioan by 
 birth, having been born in Galena, Berkshire 
 Township, this State, January 13, 1837. He 
 was raised on the farm owned by bis worthy 
 parents, .Alvin T. and Barbara Belt, both now 
 dccea.sed, and experienced the usual life of a 
 country boy, attending the district school near 
 Galena in the winter, and working on the 
 farm in summer. Ever ambitious to learn 
 and secure a higher education he finally en- 
 tered the Ohio Weslcyan University at Dela- 
 ware, Ohio, wliitber lii-; jiarents moved when 
 
 he was at ihe age of 13, and after taking a 
 full course of studies, was graduated from 
 that institution with honors, in 18(11. In the 
 same year he entered upon a ministerial 
 career, spreading the light of the Gospel, the 
 divine influence of the Scriptures, and his 
 natural eloquence and scholarship and force- 
 fulness enabled him to accomplish much good 
 in the Master's service, .^s pistor and pre- 
 siding elder he lias traveled over the north- 
 west quarter of Ohio without intermission 
 from labor except as he has served the church 
 as delegate to the General Conference every 
 four years since 187(). He retired from the 
 ministry four years ago to become president 
 of the Ohio Northern University at -^da, 
 Ohio, a position for which his experience and 
 erudition have equipped him in an eminently 
 high degree, and in which he is winning fresh 
 laurels to add to his already excellent reputa- 
 tion. Under his leadership the university is 
 increasing its field of usefulness and main- 
 taining that efficiency for which it has been 
 renowned. Dr. Belt is a valued member of 
 the Masonic Order, also of the Beta Theta 
 Pi Greek letter fraternity. On July 'iO, 1862, 
 he was married to Miss Rachel Burgett, a 
 lady of admirable attainments, and they have 
 had four children, two of whom are deceased. 
 Two .sons survive, and both are physicians, 
 now practising in Kenton. Ohio. 
 
WILLIAM FRANCIS WHITLOCK, D. D., LL. D. 
 
 Dr. Whitlock is one of llu- oldest ami Iil-sI 
 known of Ohio's educators and divines, and 
 has a splendid record to his credit. He was 
 born west of Dayton, in Montgomery county, 
 Ohio, on the farm owned by his parents. Elias 
 Baker Whitlock and Mary (Johnson) Whit- 
 lock. His earlier education was secured in the 
 district and village schools near his birth- 
 place, after which he attended school at West 
 Chester, Butler county, Ohio, and then fol- 
 lowed a preparatory and collegiate course in 
 the Ohio Wesleyan University, from which 
 he was graduated in 1869. In 1879 he received 
 the degree of Doctor of Divinity from Bald- 
 win University, Berea, Ohio, and in 1899 had 
 the degree of LL. D., conferred upon him by 
 Syracuse University, of Syracuse, New York. 
 He first taught in districti schools in Mont- 
 gomery and Preble counties. Ohio, and in 1857 
 was elected superintendent of the city schools 
 of Delaware, Ohio. Since March 3, 18.59, he 
 has been a teacher in the Ohio Wesleyan 
 University. From 1859 to 1804 he was a tutor 
 in ancient languages, and from the latter year 
 up to the present time has been professor of 
 Latin. In the years 1876-7, he was instru- 
 mental in the organization of the chair of 
 
 English language and literature and accepted 
 its duties as extra work until a regular pro- 
 fessor was employed. From 1877 to 1883 he 
 officiated as Dean of the Ladies' Department 
 of the L'niversity. He has represented the 
 North Ohio Conference in the General Confer- 
 ence — the supreme council of the Methodist 
 church — ever since 1884. From the latter year 
 to the present he has been a member of the 
 publishing committee of the church, and since 
 1893 has been chairman of that committee. 
 For many years he has held membership in the 
 .'\ssociation of Ohio Colleges, and is also a 
 member of the Central Ohio Schoolmasters' 
 Club. Dr. Whitlock has written quite exten- 
 sively for the periodical press of Methodism, 
 and in 19(13 wrote "The Story of the Book 
 Concerns," an outline history of the great 
 publishing interests of Methodism. 
 
 On August 2, 1865, he was married to Miss 
 Martha Jane Howe, of Delaware, Ohio, with 
 whom he lived happily for thirty-five years, or 
 up to October. 19(10, when her lamented de- 
 cease occurred. 
 
 Dr. Whitlock is a profound scholar, a 
 close student, an eloquent speaker, and com- 
 mands the highest esteem of all who know 
 him. 
 
STEPHEN WESTON, PH. D. 
 
 President of Antioch College, Yellow Springs, 
 Greene county, Ohio, was born in Madison, 
 Maine, in 1855, and up to the age of nine lived 
 on the farm of his parents. Reucl Wesion and 
 Esther Burns Weston. 
 
 There he attended the public schools, ami 
 on removing to Skowhegan, Maine, wluTe lie 
 lived until fourteen years of age, continued 
 his school studies there. Next, he entered the 
 preparatory school of Antioch College, and 
 later took a full collegiate course. gra<luating 
 in 18711. 
 
 He also took two years of graduate work at 
 the University of Michigan .and two years at 
 Columbia University. He taught first in a 
 country school near Yellow Springs for a year, 
 and later became an instructor in Coliinibi;i 
 
 University. On concluding his services there 
 Professor Weston was apopinted associate 
 professor of Political and Social Science in 
 Western Reserve University, at Cleveland, 
 Ohio, continuing there until his election as 
 President of Antioch College. This is a non- 
 sectarian Christian institution, open to both 
 se.\es. Classical and scientific studies are 
 given special attention. Under the present 
 president its usefulness and efficiency have 
 licen greatly enhanced. Professor Weston is 
 ;i member of the Association of Ohio Colleges, 
 the Ohio Colle.ge Presidents' Association and 
 the (ireene County Teachers' Association, and 
 is the author of Principles of "Justice in Tax- 
 ation. In 18!IG he was married to Miss Nellie 
 P. Phinncy, and they have a bright son to 
 eiili\eii llieir home. 
 
 474 
 
ALBERT BURDSALL RIKER 
 
 Tliis gentleman, wlio lias been President 
 of Mount Union College since 18118. is one 
 of Ohio's best known educators, having been 
 actively engaged in the educational field for 
 the past third of a century. He is a native 
 nf Ohio, having been born at New Albany, 
 this state, on October 19, 1852. son of Samuel 
 Clark Riker and Amanda S. (Cochran) Riker. 
 the former a minister in the Methodist Epis- 
 copal Church. In his early youth he attended 
 the nublic schools of. Soinerset, Perry county, 
 and subsequently studied in schools at Zanes- 
 ville. Portsmouth, Groveport, Lafayette. Rey- 
 noldsburg. and Mifflin township, all in Ohio. 
 He then entered Ohio Wesleyan University, 
 and was graduated therefrom in 1879. Mr. 
 Riker first taught school in Hamilton town- 
 ship, Franklin county, Ohio, and went thence 
 to Plain City. Madison county. Ohio, where 
 he remained from 1872 to 1876. On grad- 
 uating from college Mr. Riker accepted a call 
 from the Methodist Episcopal church at 
 
 Worthinglon, Ohio, and filled the puli;it there 
 up to 1881. His subsequent incumbencies in a 
 similar capacity were as follows : at Colum- 
 bus, Ohio, 1881 to 1884; Athens, Ohio. 1884 
 to 1887 ; Chattanooga, Tennessee. 1887 to 1891 ; 
 Wheeling, West Virginia, 1891 to 1895; 
 Charleston, West Virginia. 1896 to 1898. In 
 the latter year he was appointed President of 
 Mount Union College at Alliance, Ohio, and 
 still continues to most efficiently discharge 
 the arduous duties of this responsible po- 
 sition. 
 
 Mr. Riker is a member of the Masonic 
 Order, the Ohio College Association, and the 
 Ohio College Presidents' Association. On 
 .August 18. 1881. he was married to Miss 
 Mary Edith Davis, of Dublin. -Ohio, and their 
 union has resulted in four fine children, who 
 have been named, respectively. Charles Ross, 
 Samuel Clark, Olive Marie and Albert Joyce 
 Riker. 
 
CHARLES ERVINE MILLER, D D. 
 
 Althougli young in years, Du. Mili.eh Ikis 
 long occupied a prominent position in Oliin'^ 
 educational field. His advanced ideas and 
 methods, all along rational lines, are well 
 known to his colleagues and the pul}lic 
 
 Dr. Miller was horn on a farm near .M.is- 
 sillon, Ohio, on Feliruary 24, hS(i7. his parents 
 heing Peter and .\ngeline Miller. .Mler at- 
 tending the puhlic schools of Massillcm. ami 
 graduating from tlie high school of thai town. 
 he became a student in Heidelberg .Vcademy. 
 Tiffin. Ohio, and followed this with courses 
 in the Heidelberg University and the Heidel- 
 berg Theological Seminary, and tlie Union 
 Theological Seminary, New York. He was 
 graduated from Heidelberg University in hSSli, 
 and in 18i)(l that institution conferred upon 
 him the degree of Master of Arts. In IIHWI 
 
 he was appouiled I'nd'essor of Practical Theol- 
 D.gy in the Heidelberg Theological Seminary, 
 and held this chair imtil June, Hli»2, when 
 he was elected President of Heidelberg Uni- 
 versity, the position lu' still dignifies. 
 
 !)r. Miller, for two years ])receding Febru- 
 ary, 1IIII5. was president of the Ohio College 
 Pre-idents' .Association. On December 1"2, 
 1S!I4. he was niarried to Miss Laura G. Car- 
 ver, of \a\arre, Ohio, a lady most estiniably 
 known in society. ,and their happy union has 
 resulted in the liirlli of one cliilil 
 
 Dr. Miller h.is been a valued contributor 
 lo educational .and scientific publications, is 
 known for his ])rogressive traits of thought 
 ,and practice, and his life-work is indelibly 
 carved in the educational upbuilding of his 
 n.itive State. 
 
PROF. EDMUND B. WAKEFIELD 
 
 Acting president of Hiram College, Hiram, 
 Portage County, Ohio, was born in Greens- 
 burg, Trumbull County. August 27, 184G. 
 His parents were Edwin and Mary Payne 
 (Churchill) Wakefield, and his father was a 
 prominent and much loved minister of the 
 Gospel. 
 
 The pul.ilic schools and the old Greens- 
 burg Select School furnished his earlier edu- 
 cation. After serving as a soldier most 
 actively in the later campaigns of the Civil 
 War. he entered Hiram College in 18GG, and 
 was graduated as A. B. in 1870. In 1871 he 
 was appointed professor of Natural Science 
 in this institution under the presidency of 
 B. A. Hinsdale: and later he gave approved 
 service in the United States Geological Sur- 
 vey of the territories under Dr. F. V. Hayden. 
 
 Earlv training and association led him to 
 the work of the ministry, and for seven years 
 he served as pastor of the Christian Church 
 at Warren, Ohio, resigning in 1890 to accept 
 
 a professorship at Hiram : and since 1903, not 
 desiring the presidency, he has been con- 
 strained to act as president. He is said to 
 have known every graduate of Hirain Col- 
 lege, and among the hundreds that have gone 
 forth he has an unusual circle of friends. 
 For several years he wrote the Standard Sun- 
 day School Commentary, he has frequently 
 addressed educational associations, and as a 
 member of the Grand Army of the Republic, 
 he is often called on for war memories. 
 
 On August '23, 1870, he was married to 
 Miss Martha A. Sheldon of Aurora, Ohio, 
 and three sons and one daughter, who have 
 gone out happily to the work of life, have 
 been born to them. Professor Wakefield 
 has often spoken upon such subjects as "The 
 Last Campaign of the Civil War," "Up the 
 Yellowstone in '72," and "Somebody Must"; 
 but he also is at home in talking of "The 
 Text Books of Our Fathers," and his heart 
 is always in educational work. 
 
CHARLES S. HOWE. Ph.D. 
 
 Prc.^idLiU of the Case Sclmol of Applieil Sci- 
 ence at Cleveland. Ohio, was born at Nashua, 
 New Hampshire. September 2i). 1858, his par- 
 ents being William R, Howe-, manufacturer 
 and Susan D. (WchkN) Hnwc. 
 
 His education was received in the gram- 
 mar schools of Boston, Mass., the Massachu- 
 setts Agricultural College, the high school of 
 Franklin, the Boston University, from which 
 he graduated in 1878, and the Johns Hopkins 
 UniverMty, Baltimore, Maryland. He first 
 taught in the high school at Longmeadow, 
 Massachussetts, in 1879. and. later in the same 
 year, went to Albuquerque, New Mexico, 
 where he remained until 1881. In 188.S he 
 became Professor of Mathematics and As- 
 
 truuoniy in tlic Buchtel College, at Akron, 
 Ohio. Resigning in 188!1 he was appointed 
 Professor of Mathematics and Astronomy in 
 the Case School of Applied Science, contin- 
 uing in that capacity up to I'.Hi-J, wlicn he was 
 elected president of the school. 
 
 President Howe is a member of the Na- 
 tional Enducational Association. Fellow of the 
 American .Association for the Advancement 
 of Science, Fellow of the Royal Astronomical 
 Society, and a member of the American 
 Mathematical Society. In May 1882, he was 
 married to Miss Abbic A. Waite, of North 
 .Amherst, Massachusetts, and they have a 
 familv cif tliree sons. 
 
CHARLES G. HECKERT 
 
 Of the ntiiiierous notcwortliy eihicalional 
 institutions of Ohio there is none tliat has 
 achieved greater distinction or that enjoys a 
 higher reputation than Wittenherg College, of 
 Springfield, this State. There have been many 
 distinguished professors in the chairs of this 
 "hall of learning," and all who have been 
 students there are proud to call it their Alma 
 Mater. 
 
 The present president of the college. Pro- 
 fessor Ch.\rles G. Heckert. is a gentleman 
 of high scholarly attainments, and a master 
 of his specialties — English and Logic. 
 
 President Heckert was born March 22. 
 1863, in Northumberland, Pennsylvania, where 
 he was reared in the home of his parents, 
 Benjamin and Sarah ( Durst ) Heckert, to- 
 gether with his three brothers and two sisters. 
 He attended the public schools at Sunbury, 
 Pennsylvania, and after graduating from the 
 Sunbury High School took a course at Wit- 
 
 tenber.g College, graduating in 1880 with the 
 degree of "A. B.," and in 188i» he had the 
 degree of "B. D.." conferred upon him. For 
 the two years following he was a tutor in the 
 Academy at Wittenberg, and then received 
 deserved promotion, being made principal of 
 the Academy. After successfully filling this 
 position from 1891 to 1893, Professor Heckert 
 was elected to the chair of English and Logic, 
 and presided in that department for ten years, 
 or up to 1903, when he was elected president 
 of Wittenberg, and continues efficiently to dis- 
 charge the duties of that honored position. 
 Carthage College gave him the degree of 'D. 
 D." in 1899. 
 
 President Heckert is a pr.miinent member 
 of the Masonic Order, and the Beta Theta Pi 
 Fraternity, and was formerly a member of the 
 City School Board. On July 24, l'^89, he was 
 married to Miss Ada Rachael Rover, a lady 
 of refined attainments, and they have a pleas- 
 ant residence in Springfield. 
 
EMORY WILLIAM HUNT 
 
 Denisoii Univi.T-.ity is one of the old time- 
 honored educational institutions in the great 
 school and college system of Ohio, and many 
 prominent Americans have owned it proudly 
 as their Alma Mater. The president of Den- 
 ison, the suhject of this sketch, is recognized 
 as a foremost educator among his contem- 
 pararies, trustworthy teacher and moral guide, 
 and his influence has been exerted for an in- 
 calculable amount of good during his career 
 up to date. 
 
 President Hint is a native of the Empire 
 State, having been born at East Clarence, 
 New York, and after attending the district 
 school in that .'section for ten years, he took an 
 academic course in the Buffalo State Normal 
 School, follovvin.tf it was a collegiate course 
 in the I'niversity of Rochester, New York, 
 from which he graduated in 1884. Mr. Hunt 
 next entered the Crozer Theological Semin- 
 ary, and graduated in 1887. He received the 
 honorary degree of Doctor of Divinity from 
 
 Denison University in liJUl, and the degree 
 "LL, D." froiu the University of Rochester. 
 N. ^■. in 1902. His first charge was as pastor 
 of the Ashland Avenue Baptist Church. To- 
 ledo. Ohio, and he filled the jiulpit there from 
 1887 to 1900. when he received a call from the 
 Clarendon Street Baptist Church. Boston. 
 Mass. which he accepted, and he labored in 
 that field up to 1902, when the presidency of 
 Denison University was tendered him. and 
 since January of that year he has been in- 
 cumbent of this responsible office, fulfilling its 
 duties in a manner fully exemplifying his 
 knowledge, experience, and sound executive 
 ability. 
 
 On August 24, 1892, President Hunt was 
 imited to Miss Elizabeth Olney, and they have 
 an interesting family of three children. He is 
 a member of the Ohio ColIe.ge .Association, 
 the .Alpha Delta Phi. and Phi Beta Kappa, 
 and his record is one in which he may justly 
 take pride. 
 
 478 
 
GEORGE BLAKE ROGERS. B. D.. Ph.D. 
 
 President of Baldwin, and rt-cognized as one 
 of the leading educators in Ohio, was born 
 April 6, 1864, at Oshkosh, Wisconsin. 
 
 His parents. George Rogers and Content 
 E. (Blake) Rogers, were among the pioneer 
 settlers of Wisconsin, going there from Craw- 
 ford County, Ohio, some sixty years ago, their 
 mode of conveyance being one of the crude 
 road wagons of those days. Mr. Rogers' edu- 
 cation was received in the public schools and 
 the State Normal School of Oshkosh, Wis- 
 consin, the Cambridge High School, Cam- 
 bridge, Massachusetts, Bo.ston University, 
 Boston, Mass., Drew Theological Seminary, 
 and a post-graduate course in the School of 
 all Sciences, Boston. He graduated from the 
 Boston University in 188-3, the Drew Semin- 
 ary in 1886, the School of all Sciences in 
 1893, receiving the degree of B. D. and Ph. D. 
 
 His first important engagement was when 
 he was sent to the Mexican border by the 
 Methodist Episcopal Church. There his first 
 work was at El Paso, Texas, where he or- 
 ganized and founded the first church of that 
 denomination in that section. Later he trav- 
 eled along the Rio Grande and established 
 missions at San Eleazario, Las Crusis and 
 Messilla, New Me.xico. Thence he was trans- 
 ferred to educational work, being elected to 
 the vice-presidencv and chair of Greek in 
 Fort Wayne College. Two years later he 
 
 went to South VVeymoutli, Massachusetts, as 
 pri!icipal of schools, afterward becoming Mas- 
 ter of Drummer Academy, Byfield, Mass., 
 tlie oldest academy in New England. On con- 
 cluding his services there Mr. Rogers went 
 to Cleveland, Ohio, and for ten years was an 
 instructor in the LTniversity School. During 
 this time he became interested in the Helman- 
 Taylor Company, of Cleveland, and finally de- 
 voted his entire, time to their interests. For 
 five years he was vice-oresident and assistant 
 treasurer of this company, and, during this 
 period, he also became one of the incorpor- 
 ators and directors of the Equity Savings and 
 Loan Company, the Brilliant "Electric Com- 
 oany, the Park Realty Company, the Arcade 
 News Company, and he was organizer of the 
 Melody Publishing Company. After these 
 years of valuable business experience, Mr. 
 Rogers returned to the University School, 
 remaining there until his election to the presi- 
 dencj' of the Baldwin University at Berea, 
 Oliio. His theological, college and business 
 exoeriences combined have peculiarly fitted 
 him to make an especially strong leader in an 
 institution of this character, and under him 
 the university is enhancing its influence and 
 DOwer in the educational world. Mr. Rogers 
 is a Knight Templar and also an Odd Fellow. 
 In 1886 he was married to IMiss Bertha Mor- 
 gan, and they have one child, a daughter. 
 
PROF. LOUIS EDWARD HOLDEN 
 
 President oi the University (if Wooster, 
 Wayne C< unity, Ohio, was born in Rome, 
 New York, April 30, ISOS, son of William 
 Riifus Holden. dealer in granite and marble 
 and .'Vnn Elizabeth (Davis) Holden. He 
 secured bis earlier education in the public 
 schools of Utica, New York, and then took 
 courses in the preparatory school and college 
 of Bcloit College, Beloit, Wisconsin, gradu- 
 ating therefrom with the class of 1888. Fol- 
 lowing this he took his theological course at 
 the Princeton Theological Seminary, on the 
 completion of which he was called to Beloit 
 college as professor in Bible and Oratory in 
 18fll. In 18!lii be was called from Beloit to 
 Wooster. Ohio, as president of the University 
 
 there, in which position he has since earned 
 ciistinguished honor. 
 
 In 1899 Beloit College conferred upon him 
 the degree of Doctor of Divinity. In 1900 
 Lake Forest College conferred upon him the 
 degree of Doctor of Laws. In 1901 Wash- 
 ington and Jefferson Colleges conferred upon 
 him the same degree. 
 
 Mr. Holden is a member of the Ohio 
 College Presidents' .Association, and also the 
 Presbyterian College Presidents' .Association 
 nf the Middle West. 
 
 On September '29. 1890, he was married to 
 Miss Harriet Eliza Sinunons. of Utica, X. Y.. 
 and they have a pleasant home in Wooster, 
 uhicli is a niecca for their host of friends and 
 .-icquaintances. 
 
LEWIS BOOKWALTER, A.M., D. D. 
 
 For the past third of a ci-ntury Profe.ssor 
 Lewis Bookwalter has 1)cen prominently 
 identified with theological and educational 
 work, and his name is well and favorably 
 known to his contemporaries in all parts of 
 the United States. He has ever been a close 
 student, and a profound thinker, and his labors 
 have been productive of much good in the 
 fields where he has directed his energies. Pro- 
 fessor Bookwalter is descended from one of 
 the earliest settlers of central Ohio. He was 
 born near Hallsville. Ross county, Ohio, Sep- 
 tember 18, 1840. his father, who was born at 
 the same place, being the Rev. Isaac L. Book- 
 waiter, a well known minister of his day. Up 
 to his sixteenth year his time was divided 
 between work on his parents' farm and attend- 
 ance at the country schools. In 1804 the fam- 
 ily removed to Blue Earth county, Minnesota, 
 and in 1808 our subject entered Western Col- 
 lege, at Western, Linn county, Iowa, gradu- 
 ating from the classical course in 18T'2. In 
 1887 he graduated from Union Biblical Semi- 
 nary at Dayton, Ohio. In 1865 Mr. Book- 
 waiter became a member of the United Breth- 
 ren Church, was licensed to preach by the 
 Iowa Conference in 1872, and ordained in 
 1887. 
 
 From 1871 to 187.3 he was treasurer of 
 Western College, his Alma Mater, and in 
 187.3 was appointed Professor of Ancient 
 La"guages in that institution, resigning in 
 
 18 1 1) to occupy a similar position in Westfield 
 G liege, Westfield, Illinois, which he held up 
 to 1881, when he removed to Greenville, East 
 Tennessee, where he became Principal of Ed- 
 wards Academy. In 1883 the professor was 
 appointed President of Westfield College, Illi- 
 nois, retaining this ofiice two years, and re- 
 signing in 188.J to enter L^nion Biblical Semi- 
 nary at Dayton. Ohio. He founded the Oak 
 Street L'nited Brethren Church in Davton 
 and was its pastor from 1880 to 1888. From 
 IWS to 18ii4 he was pastor of the First United 
 Brethren Church. Dayton, and in the last 
 named year was oflfered and accepted the presi- 
 dency of Western College, Toledo, Iowa. This- 
 latter position he continued to fill with dis- 
 tinguished ability up to September 1. 1004. 
 when he was tendered the presidency of Ot- 
 terbein University, Westerville. Ohio, and was 
 formally inaugurated into that office on No- 
 vember 4th. following. 
 
 Doctor Bookwalter has performed much 
 important church work, and is the author of 
 numerous religious books, pamphlets and pa- 
 pers. He received the degrees of Master of 
 .\rts, in 187.5, and Doctor of Divinity, in 1800,. 
 from his .Alma Mater. Western College. Pres- 
 ident Bookwalter holds membership in the 
 College Section of the State Teachers' Asso- 
 ciation of Ohio, and in his new position his 
 services vj\\\ undoubtedly be a valuable acqui- 
 sition to Otterbein. 
 
 481 
 
PROF. ALFRED TYLER PERRY 
 
 President of Marietta College, Marietta. Ohio, 
 which is one of the oldest colleges in Oliio. 
 having been founded in 1835, was born in 
 Geneseo, Illinois. August 19, 1858, son of 
 George Bulkeley Perry, manufacturer, and 
 Maria Louise (Tyler) Perry. His youthful 
 education was secured in the public schools 
 of North Adams, Massachusetts, after which 
 he entered Williams College, and was grad- 
 uated therefrom in 1880, receiving an election 
 to the Phi Beta Kappa Society. 
 
 He took a full course in the Hartford 
 Theological Seminary, graduating in 1885. 
 In 1891 Williams College conferred upon him 
 the degree of Master of ."Vrts, and in 1001 
 the further degree of Doctor of Divinity. 
 
 His professional career began in 188(i, 
 when he was ajipi-inted assistant pastor of the 
 Meincirial Clinreh at Springfield, Mass., and 
 
 a year later lie was chosen ])astor of the East 
 Congregational Church at Ware. Mass., con- 
 tinuiu.g in this capacity up to ISO!, when he 
 resigned to become a professor in the Hart- 
 ford Theological Seminary. There he labored 
 until lOOO, when he was elected president of 
 Marietta College, a position he has filled with 
 dignity, scholarship and marked ability. 
 
 Professor Perry is commissioner in Ohio 
 for the Rhodes' scholarship and holds mem- 
 liership in the National Teachers' .-Association, 
 tlie Ohio State Teachers' Association, the 
 Ea^lern Ohio Teachers' Association, and the 
 Ohii. \'alley Round Table. 
 
 In IS^:; he was married to Miss Anna 
 Miirris. of Hartford, Connecticut, and they 
 have two sons, now aged fifteen and eight 
 years, respectively. 
 
 482 
 
REV. LOUIS H. SCHUH 
 
 The above named gentleman lias been pres- 
 ident of Capital University, Columbus. Ohio, 
 since I'M)]. This institution was founded in 
 1850, and has been a power for good in tlie 
 educational world. 
 
 The Rev. ^Ir. Schuh is a native of Ohio, 
 having been born at Gallon, this state, July 
 7, 1858, son of Melchior and Christina (Zim- 
 merman) Schnh. He was educated in the 
 public schools at Gallon and then entered the 
 Capital University at Columbus, from which 
 he was graduated in 1880. He took a theo- 
 logical course and graduated from the Semi- 
 
 nary in IXS'S. He entered upon ministerial 
 work shortly afterward, and continued therein 
 for twelve years. He then became a mission- 
 ary in Tacoma and an instructor in the Puget 
 Sound University at Tacoma, Washington, 
 and held that position for a year. In 1895 he 
 went to Columbus as instructor in the Capital 
 University, and in 1901 was elected to the 
 presidency of that institution. The Rev. Schuh 
 is a member of the Central Ohio Schoolmas- 
 ters' Club and other organizations. On Octo- 
 ber 1(3, 1884, he was married to Miss Loy, and 
 they have a family of seven children. 
 
SAIAH PAUGH. A.M., Ph.D.. S. T. D. 
 
 Dr. P.\ugh has long been known ni edu- 
 cational and ecclesia.stical circles, and is rep- 
 uted as a scholar of the highest attainments. 
 
 .\11 of his honors have been won by in- 
 dustr\' and untiring perseverance, and he is, 
 in the best sense of the term. " a self-made 
 man." 
 
 He has been a close student all his life, 
 and is still, studying now as hard as he did 
 when attending University, as he believes that 
 this is the only way of keeping in touch 
 with the world's thought. 
 
 Dr. Paugh, who is now in the prime of 
 life, was born in the State of Maryland, of 
 Scotch-Irish descent. His father was a 
 farmer, and his youthful days were spent on 
 the farm. He received his earlier education 
 in the common schools of his native State, at- 
 tended normal school, and then took courses, 
 severally in the West Virginia University, ."M- 
 legheny College, the University of Chicago 
 and Taylor University. 
 
 He holds college and university diplomas 
 for the following degrees: Ph. B,, ,\. B.. A. 
 M.. Ph. D.. and S. T. 1)., all earned by hard 
 ■work. He lirst tauijht in the public schools 
 
 of We-t X'ngnna and -Maryland. In 1880, 
 having studied for the ministry, he entered the 
 East Ohio Conference of the Methodist Epis- 
 copal Church, and labored long, earnestly and 
 effectively in the Lord's vineyard. 
 
 In September, 1903, he was appointed pas- 
 tor of the Methodist Episcopal Church at 
 Scio, Ohio, by Bishop W. F. Mallalieu, and on 
 .August 18, 1904. he was elected president of 
 Scio College, Scio, Ohio, where he also of- 
 liciates as Professor of Aloral Philosophy and 
 Evidences of Christianity, positions his schol- 
 arship and experience have amply equipped 
 him for. 
 
 Dr. I'augh served the Methodist congrega- 
 tion in I'oland, for three years, after which 
 he came to this city and accepted the pastorate 
 of the Wilson .Xvenue ^Iethodist church. 
 Subsequently he accepted a call from Scio. 
 ^liss Fayc Paugh, a daughter is now em- 
 ployed in the public schools of this city as a 
 teacher. 
 
 In 1881 Dr. Paugh was married to Miss 
 .Ada Mch'arland, of Cambridge, Ohio, a former 
 teacher in the public schools of that town. 
 Thev have four children. 
 
 484 
 
HENRY CHURCHILL KING. A. B., D. D. 
 
 President of famed Oberlin College, which 
 was first opened Decemher H. l^X^. in the 
 heart of the forest, is a native of Michigan. 
 having been born at Hillsdale, that State. 
 September 18. 1858. his parents being Henry 
 Jarvis King and Sarah Lee King. His father 
 was prominent in various lines, having been 
 college treasurer, bank cashier, and also In- 
 dian agent at different times. His early edu- 
 cation was received in the graded and high 
 schools of Hillsdale and in Hillsdale College, 
 after which he entered Oberlin College, from 
 which he received the degree of Bachelor of 
 Arts in 1879, and of Bachelor of Divinity in 
 1882. Shortly after graduating he became an 
 instructor in the college, and. through the 
 efficiency of his work won steady promotion 
 until he reached the highest office and was 
 appointed president. Enthusiastic in his 
 labors, justly proud of his Alma Mater, he 
 has ever striven, and with most substantial 
 results, to maintain and enhance the high 
 standard ever held by this celebrated educa- 
 tional institution, and his influence and ability 
 
 are widely recognized. President King was 
 married July 7. 1882, to Miss Julia Marana 
 Coates. a lady of admirable attainments, and 
 they have a family of four most promising 
 son>. 
 
 Rev. Henkv Churchill King. D. D.. 
 President; Professor of Theology and Phil- 
 osophy. On. the W. E. Osborn Foundation ; 
 Fairchild Professorship. 317 East College 
 St. A. B.. Oberlin College, 1879; D. B., 
 Oberlin Seminary, 1882; A. M., Harvard 
 University, 188-3; D. D., Oberlin College, 
 1897. Western Reserve University, 1901, and 
 Vale University, 1904. Tutor in Latin, Ober- 
 lin .Academy, 1879-81 : Tutor in Mathematics, 
 Oberlin Academy, 1881-82; Student, Harvard 
 University. 1882-84 ; Associate Professor of 
 Mathematics. Oberlin College. 1884-90; Asso- 
 ciate Professor of Philosophy. Oberlin Col- 
 lege. 1890-91 : Professor of Philosophy. Ober- 
 lin College. 1891-97; Student, University of 
 Berlin, 1893-94; Professor of Theology and 
 Philosophy, Oberlin Seminary and College, 
 1897—; Dean of Oberlin College. 1901—; 
 President of Oberlin College. 1902 — . 
 
CHARLES. I. BROWN 
 
 President of Findlay College, ai Findlay, 
 Ohio, was born in Woodbury, Pennsylvania, 
 on Decemlier 11, If^lU, his parents being 
 ,\brani .S. Brown, farmer, and Mary (Kifer) 
 Brown. After attending the public schools 
 he entered the Woodbury Preparatory School, 
 and on completing his studies there took a 
 course in Dickinson Seminary, at Williams- 
 port, Pennsylvania, from which he was grad- 
 uated in 188S. Later he performed post-grad- 
 uate work at Findlay College. Prior to 1884 
 he taught in public -ohnols, ])ut from 18S8 to 
 
 l!"i4 he was engaged in ministerial work as 
 a pastor in the Church of God denomination. 
 
 Last year he was elected president of 
 Findlay College, which was organized by that 
 denomination, and in this position his talents 
 have found an excellent field for exercise. 
 
 On October 17, 1888, he was married to 
 Miss Susie Hoffman, of Woodbury, Pennsyl- 
 vania, and they have a family of three chil- 
 dren. Ruth. Harry and Frances Willard 
 Rr..wn. 
 
 486 
 
J. OSCAR CREAGER, A. B.. M. A. 
 
 President of the National Normal University 
 at Lebanon, Ohio, has had varied and valu- 
 able experience as an instructor, and bears 
 an enviable reputation in educational circles. 
 He was born on the farm of his parents, 
 John R. and Julia A. ( Bantield) Creager, at 
 South Whitley, Indiana, September 3, 18T'2, 
 and obtained his early education in the country 
 schools of Preble County, Ohio. Later he 
 studied in the National Normal LIniversity, 
 at Lebanon, Ohio, graduating in 1896, and 
 entered Yale University, from which he re- 
 ceived the degree of Bachelor of Arts in 1897, 
 and that of Master of Arts in 1899. He then 
 took a post-graduate course in Harvard Uni- 
 versitv, 190ii-l. Profes.sor Cre.\ger first 
 
 taught in ci>untry schools in Preble County, 
 Ohio, in 1893-4, and then, in the Monroe 
 Township High School, Preble County, 1894-5. 
 During the term of 1897-8, he was profes- 
 sor of Mathematics in the Cheshire Epis- 
 copal Academy, Cheshire, Connecticut, and in 
 1899-1900, professor in French and German 
 at the Westminster Academy, Dobbs Ferry, 
 New York. Thence he was called to the lead- 
 ership of the National Normal University at 
 Lebanon, Ohio, and is discharging the arduous 
 duties of this position with distinguished 
 ability. On December 17, 1899, he was mar- 
 ried to Miss Leoti Fudge, a lady of most ex- 
 cellent personal endowments. 
 
 487 
 
PETER WESLEY McREYNOLDS, A. M.. B. D. 
 
 President of Defiance O.llege, Uefiance, Ohio, 
 is widely known as a profound scholar and 
 an educator of distinguished ability. He was 
 born in Kokomo, Indiana, on March 10, 1872, 
 his parents being Raven McReynolds. a stock 
 raiser, and Nancy Oren McReynolds. 
 
 His educalion has been a most thin-ough 
 one, complete in every respect. .A.fter attend- 
 ing the public schools of Kokomo, and gradu- 
 ating from the Kokomo High School, he en- 
 tered the Indiana Central Normal School, and 
 on leaving there studied in the Union Chri>- 
 tian College, Indiana. Next he took a cour>e 
 in Hillsdale College at Hillsdale. Michigan, 
 and afterward a course at Hiram College. 
 
 lliraiii, ( )hii>. from which be graduated in 
 b^!l.">. with the degree of Bachelor of Arts. 
 
 He also took a special course in the Uni- 
 versity of Chicago, so that bis studies, alto- 
 gether, have been of tlie most comprehensive 
 character. In 1002 he was ilected Dean of 
 Dcli.-iiice College, and served with marked dis- 
 linctiun in this capacity. ( )iie year later he 
 was elected president, in which capacity he is 
 acting at the present time. Mr. McReynolds 
 was married on June '-'(i. iX'X), to Miss Cora 
 .\lae Kennedy, a lady of high personal attrib- 
 utes, and they reside in a iileasant home at 
 Defiance, esteemed bv ibe entire connmniity 
 
EDWIN FRANKLIN MOULTON 
 
 Mr. Moulton who now fills the positmn of 
 Superintendent of the Cleveland Public 
 Schools, represents that strong type of profes- 
 sional men who by close study and application, 
 have not only advanced from the beginning 
 of his profession, but one who has made it his 
 aim and ideal to promote the cause of his 
 chosen profession to that perfecting plane 
 where the child is not only educated in books 
 but in the nobler and higher attainments of 
 good citizenship. 
 
 Those who have been closely identilied with 
 Supt. Moulton bear testimony of his never 
 tiring zeal to gain for the child and ultimatcl- 
 for the state, those qualitications of manhood 
 and womanhood which will insure the noblest 
 character and prepare tlicm for civic duties 
 and useful lives. 
 
 Edwin Franklin Moulton was born in the 
 country of our bordering neighbor, Canada, 
 on a farm, Moulton Hill, belonging to his 
 father, and originally owned bv his grand- 
 
 father. Calvin Moulton. from which the hill 
 derived its name. Mr. Moulton"s ancestors 
 were of New England stock, having settled in 
 Massachusetts while it was still a Colony — 
 then to West Randolph. Vermont, later to 
 Canada. 
 
 During his early years he attended the com- 
 mon schools near his boyhood home, but when 
 nine years of age his father. Calvin Moulton, 
 moved to the states and settled in Illinois, 
 near Beloit. 
 
 Advantages for an education were meagre 
 and in his early years he was thrown upon 
 his own resources. Determined upon an edu- 
 cation and seeking better opportunities of 
 learning, in the fall of 1857 he came to Ohio 
 and began preparation for college at Grand 
 River Institute in Austinburg. Ashtabula 
 county. 
 
 After graduating from there, he entered 
 .A.ntioch College but at the close of his sopho- 
 more year, he decided to go to Oberlin and 
 
 4811 
 
graduated from tliat College in 181).") with tlie 
 degree of Bachelor of Arts ; later he received 
 the degree of A. M. 
 
 Mr. Moiiltoii began his professional career 
 as teacher in Rnssellville, Ohio, leaving there 
 one year later he took charge of the New Eng- 
 land Christian Institnte — located at Wolfboro, 
 N. H. 
 
 Two years later he returned to the State 
 of his first adoption, Ohio, and has been a 
 leading educator of that commonwealth ever 
 since. First, as superintendent of the Glendale 
 schools near Cincinnati, and from there to 
 Oberlin, four years after his graduation. 
 Here he superintended the schools for seven 
 years, promoting the educational interests of 
 the schools of that city. Under his direction 
 the High School increased from twenty-two 
 members to one hundred and forty-seven, with 
 a corresponding increase in the Elementary 
 schools. 
 
 .After seven years of effective service in the 
 Oberlin schools, he accepted the call of Super- 
 intendent of Public Schools at Warren. This 
 position he held for twelve years and left it 
 to become identified with 'the schools of 
 Cleveland, — first as Supervisor, then as As- 
 sistant Superintendent and last as Superinten- 
 dent. Having been identified with the work 
 of Superintendent during the most of his 
 professional career, he brought with him to 
 this last position many qualifications and at- 
 tributes born of his personal experiences, that 
 well qualified him to ably fill the position he 
 now occupies at the head of the largest school 
 .system within the state. In the management 
 of several school systems he has shown rare 
 executive ability. This is especially manifest 
 in his conduct of the Cleveland schools. 
 
 Since early manhood he has belonged to 
 the Masonic Body and for many years a mem- 
 ber of the Royal Arcanum. In the latter fra- 
 ternity he has served as Grand Regent of the 
 State and for six years was a member of the 
 Supreme Council, two of which years he 
 served as Supreme Chaplain. 
 
 In his own profession, he has been Presi- 
 dent of the Ohio State Teachers' Association, 
 of which he is still a member, and has held 
 the same office in the Northeastern Ohio 
 Teachers' Association. He is also a member 
 of the National Educational Association. He 
 is a member of the Bolton Avenue Presby- 
 terian Church where he has served as a mem- 
 ber of the session for some years. 
 
 -•Mthough a Republican, he has served both 
 Republican and Democratic School Boards 
 and received his present position through the 
 appointment of a Democratic director. 
 
 .\ leading characteristic is his great ability 
 to hear both sides of a question with the same 
 interest and to make Ins decision wholly on 
 the merits of the case. This spirit of fairness 
 has long made him recognized as an impartial 
 judge, and won for him the confidence and 
 respect of his assistants, teachers and patrons 
 wherever he has labored. 
 
 Quoting from a recent editorial of the Ohio 
 Monthly which says, "He is a noble type of 
 
 the gentleman, recognizing the fact that all 
 others have rights as well as himself — but al- 
 ways acting fearlessly in the line of his own 
 clear and deep convictions. It must be a 
 source of pleasure to him to know that the 
 Cleveland public school .system has become 
 all over the land a synonym of e.xcellence." 
 
 In early manhood Mr. Moulton married 
 ■Miss Ellen Margaret Reed, who died in li?92, 
 and to whom were born two daughters — 
 Maud and Margaret. The former having died 
 in 1SS3 while a student at Oberlin — the lat- 
 ter is the wife of Dr. George H. Ormeroid 
 now living in Warren. 
 
 In 18!14 he was again united in marriage 
 to Mrs. Alice D. Burton, a woman of culture 
 and refinement possessing rare natural and 
 personal attainments. 
 
 ALBERT C. FRIES 
 
 As Superintendent of Schools in Grove 
 City, a marked success has been achieved by 
 Mr. Fries, whose natural ability, acquired 
 knowledge and experience make him, par ex- 
 cellence, the man for the position. He has 
 long been identified with the educational world 
 and as an instructor is a past master in the art 
 of moulding and developing the youthful 
 mind. 
 
 Mr. Fries was born in Zanesville, Ohio, 
 March !), 181)7, son of Peter Fries, who con- 
 ducted a blacksmith shop in that city. He 
 first attended country .schools also the high 
 school at Frazeysburg, and took a course at 
 Ada Normal School, from which he graduated 
 in 188(). He attended summer school at Mi- 
 ami University and the Ohio State University, 
 also taking a teachers' course at the latter 
 institute. He first began teaching in country 
 schools near Frazeysburg in 1884 continuing 
 in JMuskingum county five years when he went 
 to Franklin county and taught country 
 schools there two years, and next was in 
 charee of the erammar school at FrazeysDurg 
 for a year. In 1890-1 Air. Fries taught school 
 at Washoe, Idaho. Returning to Ohio he was 
 appointed to the school in Grove City, where 
 he served from 1894 to 1898, retiring on ac- 
 count of ill health. In. the fall of 1900 he 
 taught school in Muskingum county, and 
 then received the appointment of principal to 
 the Clinton Township High School. This 
 office he held for three years, resigning it in 
 1903 to assume charge of his present incum- 
 bency, the duties of which are met by him 
 with thoroughness and efficiency. 
 
 Mr. Fries has membership in the Franklin 
 County Teachers' .-Xssociation, the Ohio Teach- 
 ers' Federation. State Teachers' .•\ssociation, 
 and is also affiliated with the Order of Odd 
 Fellows, and an attendant of the Methodist 
 Episcopal Church. In 1891 he was united to 
 Miss .Ada L. Perry, of Muskingum county, 
 Ohio, and their happy marriage has borne 
 fruit in two lovely children Izola Fries, aged 
 twelve vears, and \\sta, aged seven. 
 
PROF. F. B. DYER 
 
 Superintendent of Schools at Cincinnati, 
 Ohio, is one of the best known and most suc- 
 cessful educators in the State. He was born 
 in 1858 on a farm in Warren county, Ohio. 
 His father was J. M. Dyer, an able and prom- 
 inent man in local affair.s. 
 
 His first educational training was secured 
 in the country school near his birthplace, and 
 a course through ;\Iaineville Academy, and 
 he then entered the Ohio Wesleyan Univer- 
 sity, from which he was graduated in 187!) 
 with the degree of Bachelor of Arts. Later 
 he ahso performed work at Harvard and other 
 schools. His career as teacher began in a 
 Warren county school and thence he went to 
 Loveland, Ohio, as superintendent. .^fter 
 
 serving in a similar capacity at Batavia and 
 Madisonville, Ohio, he was elected assistant 
 superintendent at Cincinnati. His ne.xt posi- 
 tion was as Dean of the Ohio State Normal 
 School at Oxford, Ohio, where he remained 
 up to 19(13, when he was elected to the im- 
 portant office of superintendent of schools in 
 Cincinnati. Professor Dyer is a member of 
 the Ohio Teachers' Reading Circle, the Na- 
 tional Educational Association, the Ohio State 
 Teachers" Association, and attends the Metho- 
 dist Episcopal Church. He is known to the 
 teachers of Ohio by his Institute lectures, hav- 
 ing" instructed in most of the counties of tlie 
 state. 
 
 491 
 
JACOB A. SHAWAN 
 
 Ohio, with its grand army of 2S,iiiiii public 
 instructors, presents to the world unt- of the 
 greatest spectacles in the way of an ohject 
 lesson in the matter of education that has ever 
 been demonstrated. No state in the Union 
 expends more money pro rata for educational 
 purposes than does the good old Buckeye state. 
 .And no state has a better system of school 
 government, nor a stronger force of teach- 
 ers, principals, superintendents and professors. 
 Therefore, when one is elected to become one 
 of the heads of this grand army of educators, 
 it certainly must mean that he is a man pos- 
 sessed of more than ordinary ability. 
 
 Of such calibre is built the present super- 
 intendent of schools of the city of Columbus, 
 Ohio, Mr. J. A. Sh.\w.\n, a man of profound 
 intellect, a man of intense intellectuality, a 
 man of thorough training, of the best ex- 
 ecutive ability, and one whose sound .indg- 
 ment has e\er been :;ckn(iwledged amon.g the 
 wisest. 
 
 J. .\. Shawan wa^ liirn in Wapakonela. 
 Oliio, .-md shortlv afterward his family moved 
 
 to Champaign county. There he attended for 
 a number of years the common schools and 
 later on became a student in tlie high school 
 at Urbana, Ohio. Before graduating, he left 
 his studies to teach school himself. For four 
 years he was a teacher in Champaign county, 
 and after that entered for a course of studies 
 at Oberlin College, graduating there in 1880 
 with the degree of Bachelor of .\rts, and. three 
 years later, the same institution granted him 
 the degree of Master of .Arts. 
 
 In ISHM he received the degree of Doctor 
 of Physics from Muskingum College, and 
 from 18SII until 188:^ he officiated as superin- 
 tendent of schools at St. .Marys. Subseijuentlv 
 he became superintendent at .Mount Wrnou, 
 and then, in 188!l, was honored by being 
 elected superintendent of schoi>ls in Columhus. 
 Ohio. 
 
 In llHi:{ .Mr. Shawan was ]iroposed as can- 
 didate for the position of Commissioner of 
 Schools, but owing to political combinations 
 declined to allow his name to go bef<ire the 
 slr.te convenlion. 
 
WILLIAM WALLACE CHALMERS 
 
 The above-named gentleman has long 
 been prominently identified with the edu- 
 tional world. During his stay in Toledo he 
 has worked faithfully in the cause of the 
 higher education of the pupils of the city and 
 has introduced many improvements in the 
 schools. 
 
 Dr. W. W. Ch.m.mers was born November 
 1, 18(31. He is the son of Andrew Chalmers, 
 a farmer, and his earlier education was re- 
 ceived ill the district schools of Kent county. 
 Michigan. Later he continued his studies at 
 the Grand Rapids High School, and then en- 
 tered the Michigan State Normal College, 
 graduating in 188(i, and afterward receiving 
 the degree of B. Pd. from the institution. Still 
 hungry for knowledge, he entered the Alichi- 
 gan State University at Ann .\rbor, and grad- 
 uated in 1887 with the degree of A. B. Then 
 followed a course at Eureka College, Illinois, 
 in 1889. In 1904 he was honored by having 
 
 tile degree of LL. D., conferred on him by 
 the Heidelberg University. 
 
 Dr. Chalmers first taught when but sixteen 
 years old in a district school in Michigan, and 
 after four years in that capacity became su- 
 perintendent of the Cassopolis schools where 
 he remained for three years. In 1890 he be- 
 came superintendent of schools at Grand Rap- 
 ids, Michigan, and continued there for eight 
 years. In 18:18 he was elected superintendent 
 of instruction in Toledo, Ohio. 
 
 Dr. Chalmers is a member of the Ohio 
 Teachers' Reading Circle, the Northwestern 
 Ohio Teachers' Association, the Ohio State 
 Teachers' Association, the National Educa- 
 tional Association, and the Congregational 
 church. He has always taken a great interest 
 in Masonry, and is prominent in the order, 
 having attained the 32d degree. In 1889 he 
 was married to Miss Eugenia Powell, and 
 they have two children — Stella, aged twelve, 
 and .A-udrew B., aged ten. 
 
DR. EDWIN N. BROWN 
 
 One of tlie most scholarly aniung ihc- pupu- 
 lar educators of Ohio is the above named 
 gentleman, who has ably filled the position of 
 superintendent of schools in Dayton, this state, 
 since 1902. and still holds that office. His edu- 
 cation has been an exceptionally comprehen- 
 sive one. Born at Lansing, Michigan, in 18l)0. 
 son of a teacher, Steven H. Brown, he at- 
 tended the public schools there and then en- 
 tered the University of Michigan, from which 
 he was graduated in 1883, with the degree o^ 
 Bachelor of Arts, and in 1884 had conferred 
 upon him the degree of Master of .Arts. After 
 teaching for a term at Jonesville. Michigan, 
 he began the study of law, and graduated 
 at Ann Arbor in 1887 as Bachelor of Laws. 
 His chief interest however was along educa- 
 tional lines and shortly afterward he was ap- 
 pointed superintendent of schools at Allegan, 
 Michigan, and from there he went to Hastings, 
 Nebraska where he served acceptably for 
 seven years as superintendent. Professor 
 
 iirouii resigned from this position in 1899 
 for the pupose of travel and study, and he 
 made extensive investigations into the school 
 systems of England. Germany and France. 
 
 He then entered the famed L'nivcrsity of 
 Leipzig. Germany, where he spent about two 
 years in the study of Philosophy and Educa- 
 tion, and in recognition of which in 1901 the 
 degree of Doctor of Philosophy was conferred 
 upon him by his Alma jMater. On returning 
 to the L'nitcd States he spent some time in 
 literary work at Ann Arbor, Michigan, and 
 then, in lOil'J. came his election to the position 
 of superintendent of schools at Dayton. Ohio. 
 Dr. Brown holds membership in the Knights 
 of Pythias, the Central Ohio Teachers' Asso- 
 ciation, the Ohio State Teachers' .Association, 
 the National Educational Association and the 
 Methodist Church. In 1889 he was married to 
 Miss Lura C. Corbett. of Hillsdale. Michigan, 
 and they have an interesting young daughter, 
 Miss Florence Brown. 
 
EDWIN BRUCE COX 
 
 If the child is father to the man, as it is 
 written in Wordsworth's gospel of soul gene- 
 alogy, the boy, Edwin, was a leader among 
 boys, generous to a fault — especially if it were 
 the other boy's fault — willing to "tote fair." 
 He was fond of finding out things, real things, 
 and comparing ideas about them with his fel- 
 lows, but did not readily retreat under fire. 
 IMythology, even poetry, had no very .strong 
 attraction for him, nor anything else which 
 he couldn't prove, except those divine truths 
 which dwell apart and above demonstration. 
 His vein of kindly humor ran clear, never 
 muddied by the strange stirrings which beset 
 the practical joker, and under all skies making 
 things look brighter. 
 
 Having obtained what the country schools 
 of Clark county, the home of his father, had 
 for him, he loosened for a time the home ties 
 and for the five years ending with June. 1874, 
 in which year he was graduated, he attended 
 the Wesleyan University at Delaware, Ohio. 
 Leaving the scene of his college activities, 
 where he had made troops of friends while ac- 
 quiring the more immediate objects of his 
 quest, Mr. Cox took charge of the schools of 
 Piketon. There he served the public so faith- 
 
 fully, that, withdrawing at the end of the sec- 
 ond year, he was called back after an absence 
 of a year, and only later in his experience did 
 he forget his Methodist creed of itineration. 
 
 Mr. Cox's absence from Piketon was well 
 spent. He served the town of Ottawa as 
 teacher of the grammar school, and became 
 the husband of her who has made for, him "a 
 happy fireside clime" for the years of his con- 
 tinually successful career: first as science 
 teacher of the Xenia High School for two 
 years, and since, for twenty-four years up to 
 the present, as Superintendent of Instruction in 
 that city, and general manager by right of 
 tested worth and common consent, of the 
 teachers' institute of the county. The living 
 children of the household are Lewis Clark, 
 Zella, and Edwin Bruce, Jr. 
 
 It is needless to say that they are walking 
 in the pleasant paths of righteousness and 
 culture. Superintendent Cox is, and for many 
 years has been a punctual and greatly esteemed 
 member of the Central Ohio Teachers' Asso- 
 ciation, the State Association of Examiners, 
 the Ohio State Teachers' Association and the 
 National Educational .Association. From each 
 of these he has had the honors that are 
 bestowed upon desert alnne. 
 
 495 
 
WILLIAM WALLACE ROSS 
 
 The abovf-nanied gentlenian ha> been mie 
 of the most valued members of Ohio's great 
 army of public educators for upward of a half 
 century, and the number of pupils that have 
 listened to his voice of instruction is legion. 
 Many of them have graduated from liis 
 schools, have passed through their earthly ca- 
 reers and gone to their last account, but he 
 still continues "in harness." and is giving the 
 same valuable instruction to a newer genera- 
 tion. Fifty-four years as a public school 
 teacher is certainly a remarkable record, and 
 what makes it more unique is the fact that of 
 these years forty-one have passed as superin- 
 tendent of schools at Fremont. Ohio. 
 
 WiLLi.wi W-\i.L,iiCE Ross was born at Se- 
 ville, Medina county, Ohio, December 24, 1834, 
 and that being Christmas eve he certainly 
 must have been a mo,st interesting Christmas 
 present to his father. Joseph Ross. The lat- 
 ter was a shoemaker by trade, but for thirty 
 years held the position of Justice of the Peace 
 in .Seville, Medina county, Ohio, and for ei.ght 
 years during Pierce's and Buchanan's admin- 
 istration was postmaster of the same village. 
 His ancestry came from Rosshire, Scotland, 
 bis grandfather having served as an officer 
 in a Highland re.giment with Wolfe on the 
 Plains of .Miraham receiving a grant of land 
 near Picton. Ontario for meritorious service. 
 
 Tlie malcrnal grandfatlu-r of Mary Hark- 
 
 ness. the miither of W. W. Ross, was among 
 the tea destroyers of Boston Harbor, and for 
 many years before his death was a Revolu- 
 tionary pensioner. 
 
 The family of Joseph Ross comprised 
 six boys and one girl, and of these three sons 
 and the daughter survive. Our subject re- 
 ceived his education in the village and aca- 
 demic schools of Medina county, which was 
 included in the Western Reserve, one of his 
 earliest instructors being Charles Foster, a 
 graduate of Dartmouth College who died dur- 
 ing the war of the Rebellion. He began teach- 
 ing school in Medina county when but six- 
 teen years old. Later he organized and had 
 charge of the Spencer Normal School in Me- ■ 
 dina county, and still later tau.ght in the acad- 
 emy at Seville. He next took charge of a 
 school at Wadsworth, Medina county, and 
 went thence to Clyde, Ohio, in 1862 as super- 
 intendent. He remained at the latter place 
 two years, or until 1804, when he was ap- 
 pointed superintendent at Fremont and there 
 he has continued his benign rule of schools 
 ever since. FTe is known personally to all the 
 citizens of Fremont and enjoys the confidence 
 and respect of them all. 
 
 .Mr. Ross was admitted to the Bar of Me- 
 dina county in 1801 having studied law during 
 his summer vacations at Seville. Medina and 
 Cleselaud. Crowing up in lh;U storm center 
 
of American politics before the war, the Con- 
 necticut Western Reserve, he has ahv.iys 
 taken a deep interest in all that pertains to 
 citizenship and has written and spoken much 
 on political and economic subjects. He 
 has been an active worker and lecturer at 
 teachers' institutes and other educational as- 
 sociations. 
 
 In the seventies be received the bonorar_\ 
 degree of A. M. from the Western Reserve 
 University. 
 
 Mr. Ross is a member of the Ohio Teach- 
 ers" Reading Circle, the Northwestern Ohio 
 Teachers' Association, the Ohio State Teach- 
 ers' Association, of which he was once presi- 
 dent, and the ^Methodist Episcopal Church. 
 He has serv'ed on the State Board of Exami- 
 ners for three terms, and in 1S78 was candi- 
 date for State School Commissioner. 
 
 He has made a valuable and unique con- 
 tribution to practical pedagogy by the origina- 
 tion and construction of the Ross Mensuration 
 Blocks for illustrative instruction in Men- 
 suration and Geometry. 
 
 In 18(iT :\rr. Ross was marri:-d to Miss 
 Julia T. Houghton, of Wellington, Ohio, and 
 tbev have had three children — W. D. Ross, 
 Clara J. Ro.ss and Harry H. Ross — all of 
 whom are living, the first named having been 
 for twelve years a successful teacher and 
 principal of the Eremont High School. 
 
 FRANK D, BLAIR 
 
 This gentleman lias been a member of 
 Ohio's grand army of public school instructors 
 upward of twenty years and his record of use- 
 fulness and ability during that period is one 
 in which he may justly take pride. 
 
 He is progressive in his methods, always 
 seeking to improve e.xisting conditions, and he 
 has ever commanded the fullest confidence 
 and esteem of his colleagues and pupils alike. 
 
 Ekank D, Bl.\ir was born in Greene 
 county, in March, 18(J2, and has always lived 
 in this state. His father, Josephus Blair, a 
 minister by profession, was also a public 
 ^clio. il teacher, and a man of considerable 
 prominence in his day. Our subject first 
 studied in the county schools of Clinton 
 county, and afterward became a pupil in the 
 Wilmington schools, graduating from the 
 high school in 1881. He then entered the 
 Ohio Wesleyan University at Delaware for a 
 year's study, and on leaving college began his 
 career as a public instructor, teaching schools 
 for thirteen years in Wilmington, when he 
 attended Wilmington College, taking a full 
 course, and graduating with hrmors from thai 
 inslitulion. Returniiit; l.i (cicliini; he liecanu' 
 an instructor in Wilnimgtoii College, coiuiiui- 
 in.g in this capacity for six years, when he 
 resigned to accept his present position of 
 teacher of mathematics in the high school. 
 He has achieved a great success in this de- 
 partment, and is regarded with popular good 
 will by his pupils and their parents. 
 
 Mr. Blair is a member of the Masonic fra- 
 ternity, also the Independent Order of Odd 
 Eellows. He likewise holds membership in 
 the Ohio Teachers' Reading Circle and the 
 
 Southwestern Ohio Teachers' .Association. In 
 LS'll his marriage with Miss Emma C. Lewis 
 occurred, and they have a winsome daughter. 
 Ruth, now ill her twelfth year. 
 
 E. C. DILGER 
 
 This gentleman has been an active member 
 of Ohio's army of public educators for the 
 past twenty years, and his name is familiarly 
 and most reputably known to the educatioiial 
 world. 
 
 Mr. Dii.ger is a native of Eairfield county, 
 Ohio, born on January 10, 1871, his father be- 
 ing Rl. J. Dilger. a successful blacksmith now- 
 living in Pleasant township, with his wife. 
 Maggie Dilger, nee Cuqua, our subject's 
 mother. The family comprised nine children, 
 six sons and three daughters, one son and 
 daughter dead. Of the sons. A. C. Dilger is 
 a telegrapher. M. Owen Dilger a stenographer 
 and typewriter, and a third is the subject of 
 this sketch. 
 
 E. C. Dilger first attended the district 
 school of his h.:ime section, Eairfield count}, 
 nine years, then took a three and a half years' 
 course at the Pleasantville Academy, later at- 
 tending the Ohio Central Normal College at 
 Pleasantville, and ending with a teachers' 
 course in 1891. In 1887 he received his first 
 teacher's certificate, and taught in Pleasant 
 town_ship school No. li. one term, in school 
 No. "), same township, one term, and in Pleas- 
 antville four years, being in charge of the 
 intermediate grade one year, the grammar 
 grade -one year, and the high school two years. 
 Subsequently he taught school No, ir, for one 
 year, and school No. ll' for two years, both in 
 Walnut to\ynship, and next was master of 
 the ThornviJle grammar school for five years. 
 .\fter being in charge of Walnut township 
 school No. 1 for two years, Mr. Dilger went 
 to West Rushville, Richland township, Eair- 
 field county, in 1903 having been appointed 
 superintendent of the .school there, and he 
 continues to mast efficiently fill the duties of 
 his office. He has a capable assistant and the 
 average number of pupils reaches thirty. 
 
 Mr. Dilger holds a five years' county cer- 
 tificate, and is a member of several organiza- 
 tions, including the Ohio Teachers' Reading 
 Circle, the Eairfield County Teachers' Associ- 
 ation and the Ohio Teachers' Federation. In 
 18!)-_' Mr. Dilger was married to Miss Cora 
 Gebhart, of Pleasantville, and they now have 
 two daughters, who are attending 'school. The 
 entire family are worshippers at the Metho- 
 dist Episcopal Church. 
 
 OLIVER E. ALLEN 
 
 Omvhr E. .Allen, born 18(iO, at .'So Mound 
 St.. Springfield, Ohio, attended Wittenberg 
 College, and taught school for twenty-five 
 years in the county and city. 
 
 On November I'l, 1(104, he was appointed 
 principal of the JefTerson School, which has 
 just been completed for the accommodation 
 of the three hundred or more children of the 
 K. P., an.l I. O. O. F. Homes. 
 
 407 
 
JOHN S. WEAVER 
 
 The gentlemen represented in the above 
 caption has been identitied witli educational 
 affairs and public school ministrations for 
 more than a third of a century, and his ripe 
 experience has fully equipped him for the re- 
 sponsible position which he now holds, that 
 of superintendent of the schools of the city 
 of Springfield. Ohio. He has also an intimate 
 knowledge of men and affairs and his genial 
 personal qualities are evidenced by his wide 
 acquaintance with the leading men in the edu- 
 cational and business world. 
 
 Mr. We.aver is a Buckeye by birth having 
 been born in Warren county, Ohio, in lS4ti, 
 and is one of si.x children, the parents being 
 .\manda and John S. Weaver, the latter a well 
 known Presbyterion divine of his day. After 
 passing through the common schools, Mr. 
 Weaver entered Monroe .-Vcademy, Monroe, 
 Butler county, Ohio, and after a course there 
 went to Wittenberg College, from which time- 
 honored institution he was graduated in b'~i(i7. 
 
 and in the fall of that year he began his edu- 
 cational career as a teacher in the Spring 
 Valley School, Greene County, for one year. 
 In the seven years following, he taught in 
 various schools in Greene, Wayne and Clarke 
 counties. At the expiration of this time he 
 left Ohio for Sioux City, Iowa, where he 
 taught for six years and was made prinicpal 
 of a school for his excellent work. In 1880 
 he returned to this state, settling in Spring- 
 field, and here with the exception of three 
 years he has since remained, a valuable in- 
 structor and useful citizen. 
 
 Mr. Weaver was principal of the Element- 
 ary School here, and for eight years principal 
 of the High School, and in 1900 he was ap- 
 pointed Superintendent of Schools, a well 
 earned and fully deserved promotion. Air. 
 Weaver was united, in 187t5, to Miss M. Bur- 
 lingame, an estiniably known lady, and they 
 have two fine children ;i< a re-iult of that 
 union. 
 
DR. C. W. BENNETT 
 
 Dr. C. W. Bennett, Superintendent of 
 Piqua Public Schools was reared on a farm 
 near Piqua, the city he is now serving ; he 
 began his education in a country school, and 
 later went to the Piqua High School. He was 
 a private soldier in the 11th Ohio Regiment in 
 the war of the Rebellion. He graduated from 
 the Ohio Wesleyan University in 1866 with 
 the degree of B. A., — three years later the 
 same institution conferred upon him the de- 
 gree of !M. A. 
 
 In 1866 Dr. Bennett was elected professor 
 of Mathematics in ^Moore's Hill College, Ind., 
 which position he held for eight years. In 
 1874 he was elected Superintendent of the 
 Piqua Public Schools, which position he still 
 holds. 
 
 He received the degree of Doctor of Phil- 
 osophy from Moore's Hill College in 1879, and 
 
 was president of the Ohio Teachers' Associa- 
 tion the same year. He was a member of the 
 Ohio State Board of School Examiners for 
 five years (1895-1900), and has been a mem- 
 ber of the Miami County Board of E.xaminers 
 for nineteen years. Dr. Bennett has been a 
 representative man in educational affairs for 
 many years, as a member of the National Ed- 
 ucational Association, as a leader in the Ohio- 
 Teachers' Association as an instructor in 
 teachers' institutes, and as an educational wri- 
 ter and lecturer. He is a great friend to the 
 young teacher, and has done much to raise 
 the professional standard of teachers in Ohio. 
 He is a progressive man in educational 
 principles, and a skillful superintendent, whose 
 judgment is generally recognized and Iiis opin- 
 ions and methods sought for. 
 
J. J. BLISS 
 
 J. J. Bliss is of Ohio birtli, having Ijeen 
 horn at Russell. Geauga County, in l^<r)4, but 
 the family soon removed to Bainbridge in 
 the same county. His father was Olncy R. 
 Bliss, a ■ farmer by vocation, whose father 
 Otis B. Bliss cai'iie from North Adams. 
 Mass. Three sons and two daughters con- 
 stituted the family and of these one of the 
 latter is deceased. "In l(i3(i the first of the 
 Bliss family came from Devonshire. England 
 and joined the Plymouth Colony. Mr. Bliss 
 is a descendant through liis paternal grand- 
 mother of Roger Williams, and his mother 
 was a McFarland, descended from the famous 
 Higliland Scotch Clan of that name. Five of 
 his direct ancestors foiiglit for independence 
 in the revolutionary war." 
 
 Our subject attended the di>lrii-t schools 
 of Bainbridge. CJcauga County for some years, 
 also a village select school, and after ac(|uiring 
 all they had to impart, he entered Hiram 
 College for |ireparatory work, where he re- 
 
 ceived instruction under the renowned Burke 
 A. Hinsdale. Later he became a student in 
 Oberlin College, graduating from that excel- 
 lent institution in 1881 with the degree of 
 Bachelor of .Arts, and in 188ii the college con- 
 ferred upon liim the further honorary degree 
 of Master of .Arts. Mr. Bliss taught winters 
 and attended college the other three terms, 
 Oberlin at that time having a reaular college 
 term in the summer. After graduating lie 
 became superintendent of schools at Kelly 
 Island. Ohio. After a year pas.sed in this 
 capacity he went to Bucyrus, as principal of 
 the high school there, holding that position 
 three years, and for the following ten years 
 he was superintendent of llie schools at 
 Crestline. In 189."i he was recalled to Bucyrus, 
 and since that year has been the efficient sup- 
 erintendent of schools in that city. Mr. Bli.ss 
 has a large library which has grown with his 
 varied reading, and he has traveled quite ex- 
 teiisivelv in the historic sections of the 
 
 500 
 
United State- and Canada. Mr. Bli-s is a 
 ineniber of the Knights of Pythias, the Ohio 
 Teachers' Reading Circle, the National Edu- 
 cational Association. Ohio State and the 
 Northwestern Ohio Teachers' Associations, 
 and a member of the Congregational Church, 
 and president of the Y. M. C. A. and secre- 
 tary of the public library board. 
 
 He was married to Miss Ella May Fuhr- 
 nian of Bucyrus, and they have had three 
 children, of these a son. Marion G. and a 
 daughter. Mary M, survive. 
 
 RICHARD C. YOWELL 
 
 "Be somebody in the battle of life! be 
 manly, be honorable, be just, industrious and 
 thrifty; make the world better for your hav- 
 ing been in it." 
 
 The above is the motto of Mr. Vowei.i.. and 
 right nobly has he carried it out. He has been 
 a principal in the East End since ISTn. En- 
 thusia.stic ever, his heart and soul are m the 
 best interests of these school.s, and he has al- 
 ways endeavored to have his boy and ,;m 
 pupils turn out to be good, honorable, intelli- 
 gent men and women, good citizens of the 
 Republic, a most praiseworthy effort. 
 
 Richard C. Vowell was born December :'I. 
 lf*8S, in Petersburg, Boone county. Kentucky. 
 His father. Kertley Yowell. a native of Vir- 
 .ginia. was an engineer and a coast trader: 
 his mother. Rebecca M. Yowell, was of Scotch- 
 Irish descent, and a native of Maryland. 
 
 Our subject is imbued with all the admir- 
 able qualities of manly character inherent from 
 such heredity. His earlier education was se- 
 cured in the village school of Petersbur.g ; 
 then came a course in the Academy, same 
 place, from which he graduated in 18.5><. While 
 there it was liis good fortune to have as in- 
 structor a live, keen, accomplished school- 
 master from New England. Nelson M. Lloyd, 
 father of Professor J. W. Lloyd, and the 
 Lloyd brothers of Cincinnati, ^fr. Lloyd's in- 
 dividuality was strong and his impress made 
 upon the characters of the voung men that at- 
 tended the academy was lastin.gly beneficial. 
 Mr. Yowell first began teaching in a country 
 school in Indiana, in Switzerland county, that 
 State, in the winter of 18.58-.ji). On Jaimary 2, 
 18()U, he became principal of the district school, 
 Cincinnati, which then stood on the site of the 
 present Hyde Park School. In 1868 he was 
 appointed first assistant in the Thirteenth Dis- 
 trict School. Cincinnati, now the Webster 
 school. From this position he was promoted to 
 the head of the Twenty-fourth District School 
 in 1870. where he remained until the comple- 
 tion of the Lincoln public school buildin.g. in 
 which he was installed as principal in 1808. 
 To those who know, it is hardly necessary to 
 state that the Lincoln is one of the best con- 
 ditioned schools in Cincinnati. 
 
 Mr. Yowell is prominent in secret orders, 
 being Past Master of Yeatnian lodge. F. & .^. 
 
 M.. and Past Grand of Spencer lodge, 1. O. O, 
 F. He is a member and ex-president of the 
 Principals' As.sociation of Cincinnati, idso 
 member and ex-president of the Teachers' 
 Club. He is likewise a director and trustee of 
 the Teachers' Annuity and Aid Association, as 
 well •, its financial secretary, and holds mem- 
 bership in the Schoolmasters" Club and the 
 Ohio State Teachers' Reading Circle. 
 
 Mr. Yowell has been married twice, his 
 present consort being Carrie ( Pfeiffer) Yow- 
 ell. who was formerly a teacher under his 
 regime in the old Twenty-fourth District 
 School. He has two children living (none by 
 the last marriage), Everett 1. and Effie M. 
 Yowell. His son is a graduate of the Cincin- 
 nati University, "graduated with distinction," 
 and is now attached to the Naval Observa- 
 tory at Washington. D. C. 
 
 JESSE McCORD 
 
 .Although a young man this gentk-m.-ui has 
 had a most extended, valuable, and thorough 
 experience as a member of the educational 
 fraternity, and he is one of the staunchest 
 upholders and e.xponents of the great public 
 school system as exemplified in the common- 
 wealth of Ohio. 
 
 He is a most popular and efficient instruc- 
 tor, and his work has ever been uniformly 
 successful and eminently satisfactory. 
 
 Mr. ilfCoRD is a son of Ohio's soil, hav- 
 ing been born at Washington Court House, 
 this state, .\ugust lo. 1872 and his early life 
 v\as passed amid the rural surroundings of the 
 farm owned and conducted by his parents, J. 
 B. and Mary J. McCord, who had a family of 
 nine children, comprising eight boys and one 
 dau.ghter. For .some years our subject at- 
 tended the country schools near the place of 
 his birth, and finally, in 18!in, graduated from 
 the Normal School at Washington Court 
 House. His career as a teacher began in 
 18.i;H in a country school in Fayette county, 
 where for four years he instructed the youth- 
 ful mind "how to shoot." At the expiration 
 of that time Mr. iNIcCord was appointed Su- 
 perintendent of the Good Hope school and 
 held that office two years, when he became 
 superintendent at Bloomingsburg for three 
 years, which were followed by one year as 
 superintendent of the school at Clifton. Greene 
 county, and the past three years have seen 
 him installed as superintendent of the Yellow 
 Sprin.ss schools, the duties of which position 
 have been filled by him with unfailing suc- 
 cess. 
 
 Mr. McCord is president of the Green 
 County Teachers' Association, the Board of 
 County Examiners, the Ohio Teachers Read- 
 ing Circle, the Odd Fellows, and Modern 
 Woodmen of America. On August 15. 180.i, 
 he was marrie'd to ^liss Leafha Patton, and 
 they have a pleasant home at Yellow Springs. 
 
STARLING LOVING. M.D. 
 
 Dean of tlu- Starling Medical College, Co- 
 lumbus, Ohio, and one of the foremost phy- 
 sicians and surgeons in, the United States, 
 was born in Rnssellville, Kentucky, in lS'i:i. 
 son of \\'illis Loving, a merchant, and Sns.-in- 
 nah Loving. He became a student in the 
 Russcllville Academy, now known as Bethany 
 College, and was graduated in 184il. Later 
 he entered Starling Medical College at Co- 
 lumbus, and, after a highly successful course 
 of studies, graduated in 184SI. Then followed 
 a post-graduate course at Bellevue Hospital, 
 New York, and graduation with honors in 
 18r)3. On tlie lircaking out of the Civil War 
 he was commissioned surgeon in the Sixth 
 Ohio Volunteer InfaiUry, and performed in- 
 valuable services throughout the whole of the 
 internecine struggle. In 18T.'> Dr. Loving 
 was appointed an instructor in medicine in 
 the Starling Medical College, and in 1884 was 
 elected Dean of ih.'it institution, a jiosition he 
 has since continued to hold uitli an efticiency 
 that has given him :\ widcspre.ul reputation. 
 In 18SL' he served as president of tlie Ohio 
 
 Medical Society, and in 1803-4 w-as first vice- 
 president of the American Medical Associa- 
 tion, an organization with a membership of 
 iiO,i;'Hii. Dr. Loving has ever taken a great 
 interest in educational affairs, and was a mem- 
 ber of the Columbus School Board for eight- 
 een years, and acted as its president for four 
 years. He served as a member of the Colum- 
 bus City Council for a year, and now' holds 
 membersliip in the Association of American 
 Physicians, the American Clinical Society, the 
 Columlius Medical Society, the military order 
 of the Loyal Legion, Mount Vernon Com- 
 mandery, F. & A. M., and since 1866 has been 
 Physician-in-chief to St. Francis Hospital, 
 Columbus. Dr. Loving has lieen a frequent 
 contributor to medical publiciitions, and is a 
 recognized authority in his ])rofession. In 
 Ohio's Capital City his name is as familiar 
 as a household word, and his talents are 
 universally respected. 
 
 Dr. Loving was married to Miss Margaret 
 O. Noble, and they have had a family of 
 seven children, live being daughters and two 
 
 .502 
 
ALFRED HOLBROOK 
 
 In turning through an American Litera- 
 ture this note appears: "Alfred Holbrook 
 was born in Darby, Conn.. (Feb. IT), 1810, 
 son of the well known philanthropist, Josiah 
 Holbrook. who did so much in the way of 
 invention. The education of Alfred, so far 
 as it has not originated with himself, was re- 
 ceived at Groton. Mass., where at the age of 
 eleven he was placed under the tuition of 
 Eliza Wright. Mr. Holbrook though not 
 gifted with much physical health, has a strong 
 will and an extraordinary inventive faculty. 
 This latter, which might have won him fame 
 and fortune in the line of mechanical inven- 
 tions and civil engineering, has been devoted 
 to the work of education. 
 
 "By his own unaided exertions, and by the 
 magnetism of his character and his labors, 
 without either private contributions or State 
 endowment, he has built up at Lebanon. Ohio, 
 a large educational establishment, chiefly for 
 the education and training of teachers." 
 
 This book appeared in the early TO's, con- 
 sequently Mr. Holbrooic had not accomplished 
 his nfreat work at Lebanon, as he had not 
 
 yet been there twenty years. He was just 
 entering upon the period when he was to do 
 the greatest work ever accomplished by any 
 educator in this country. This appears like 
 a strong statement, but to one who has been 
 his pupil, and who has made a close study 
 of the educational problems of this country 
 it does not seem too strong. 
 
 In many respects Mr. Holbrook has been 
 the leader in educational reforms. He is pre- 
 eminently the father of Independent Normal- 
 ism in this country. 
 
 As early as 1842 we find him organizing 
 cla.-.ses for the study of the Theory and Prac- 
 tice of teaching, during the suminer vacation. 
 
 The first Summer Normal of which we 
 can find any account was conducted by Mr. 
 Holbrook in Hillsboro, Ohio, during the 
 summer of 1852. This was a new departure 
 in school work. Here he introduced many 
 innovations, the most important of which per- 
 haps was the school exposition. Instead of 
 the old fashioned school term closing with 
 declamations, songs, etc.. the students pre- 
 pared an exhibit of the work actually done 
 
(hiring the term. I'^vcry stiuleiu liad a cab- 
 inet of minerals with collections of botanical 
 specimens, pressed and properly labeled for 
 examination by visitors. Many addresses 
 were made by slndenls on themes assigned 
 by the teachers. 
 
 In 1855 the Southwest . State Normal 
 School was founded by him at Lebanon, 
 Ohio. Students of both sexes were admitted 
 on equal terms. No rules of conduct were 
 prescribed: .'tudents were on their honor as 
 ladies and gentlemen. 
 
 Before this time Olierlin had admitted 
 both sexes, but with fifty more rules govern- 
 ing the conduct of women than of men. In 
 all the years of the Lebanon school there has 
 never been a scandal of any sort. 
 
 Pupils were permitted to enter the school 
 without examination, and were placed just 
 wliere they could do the best work. Boarding 
 and room rent were put at such a price that 
 many a yoiuig man spent a year in school for 
 less than $150. Boarding clubs were formed 
 l)y students, they electing one of their number 
 for steward and hirin.g a woman for cooking. 
 Board cost on this plan less than one dollar 
 per week. 
 
 Students were requested to make a pro- 
 gram for the entire 24 hours of the regular 
 five school days. Monday was the vacant 
 day, instead of Saturday. This arrangement 
 protected Sunday from the study and pre- 
 paration of lessons, also offered the ladies a 
 better opportunity for individual laundry 
 work. There were no vacations save two or 
 three weeks in the sunuuer, thus 5(i weeks 
 were used for college courses. The discipline 
 of irregulars and offenders was conducted 
 entirely in private. No example was ever 
 made of discipline. l\o expulsion was ever 
 made. No examination for certificate or 
 diploma save those in the regular class room. 
 No record was taken of attendance or absence 
 at General Exercises. 
 
 These exercises were ^ncb as made it im- 
 necessary. Finals and publics at Cjeneral hx- 
 ercises by scientifics and classics occasionally. 
 Daily prayer meeting was conducted entirely 
 !)'■ students though sometimes attended by 
 the teachers. Sonutinu^ they, in(li\ idually, 
 were invited. 
 
 In If^lio the entire four year collc.ge course 
 was arranged to occupy two years and by the 
 use of fifty weeks in a year and more hours 
 in a day, it was found there were more hour 
 long recitations in the Normal college com-se 
 than in that of the regular college of four 
 \ears. Students graduating in the Normal 
 conr^e■- were accredited at Yale, the same as 
 tho^e coming froiu any of the established col- 
 le.ges and they maintained the reputation of 
 their college work : often winning any prize 
 offered by the college to which tliey were 
 
 competitor-. Many other incidental inii)roved 
 |)ractices and usages were introduced ami 
 worked successfully. 
 
 Graduate students from the classical course 
 at the Lebanon Norinal School — now known 
 as the National Normal University — are ad- 
 mitted to the senior year at Yale without 
 examination. 
 
 President Hnl1)rook now in hi- ninetieth 
 year, is spending his days in the old town, 
 that has been his home for so many years. 
 His mind is seemingly as l)ri.ght as it was 
 tw'enty-four years ago, when the writer first 
 met him. His work for e lucation has never 
 been appreciated, but in the years to come 
 lumdreds will rise up an.l call him blessed. 
 M. F. Andrew. 
 
 LINNEUS C. DICK 
 
 This gentleman enjoys the distinction of 
 having been attached to but one school for 
 the lengthy period of twenty years, a fact that 
 speaks volumes for the efficiency of his mini- 
 strations, and one that needs no commentary. 
 
 Mr, Dick was born near the village of 
 Rushville, Fairfield county, Ohio, October 11, 
 1M5!I, and in an educational atmosphere that 
 might be said to be almost a premonition of 
 his future calling, as both his mother and 
 father were public school teachers. The lat- 
 ter was a veteran in the field, and continued 
 in active service as a public instructor up to 
 ISHll, when old age compelled him to retire 
 from school room generalship to private life, 
 after a most extended, useful and honorable 
 career. 
 
 Our subject, be-idi liis home training, re- 
 ceived lijs first instruction in country and vil- 
 lage schools, after which he took courses in 
 Fairfield Union .Academy, and the Eastern 
 Ohio Normal School, located at Pleasantville, 
 Ohio. Mr. Dick began teaching in Perry 
 county, in a country school near the town of 
 Somerset, and later removed to .\ladison 
 county. He has been in West Jefl'erson for 
 over twenty years, gained gradual promotion 
 here, and in IH.i.t was deservedly rewarded for 
 faithful services liy being appointed superin- 
 tendent of schools. 
 
 Mr. Dick is a member of numerous or- 
 ganizations, including the Masonic Order and 
 Odd Fellows, Central Ohio Teachers' .Asso- 
 ciation, Ohio State Teachers' .Association, 
 Ohio 'Teachers' Reading Circle, and is also 
 one of the Madison County Board of Exam- 
 iners, and an atten<lant at the Methodist Epis- 
 copal Church. He was married to Miss Cora 
 .\. In.galls. a graduate of the West .TefTerson 
 School in IXSd. and a native of Jefferson 
 county, Ohio, and the-- have a charming 
 daughter, Gladys E. Dick. 
 
GEORGE S. ORMSBY 
 
 A short distance cast of the historic village 
 of Concord, Mass.. is a meadow through 
 which flows westerly a small hrook, which 
 enters a tunnel and runs down under a por- 
 tion of the village heneath a street which is 
 now called "the dam." Emerging from the 
 tunnel it soon empties intd ihe Concord ri\er 
 just ahove. 
 
 "The rude hridge 
 Where once the emhattled 
 Farmers stood. 
 And lired the shot heard 
 Round the world." 
 
 For more than a hundred years this hro^iU 
 has borne the practical name of "Mill Brook," 
 along the line of the street now called "Tlv 
 Dam" was once a mill dam and ahove it a 
 pond, opening into a flume through which the 
 water passed to a rude wooden water wheel 
 to move the simple machinery of the mill. The 
 machinery consisted chiefly of a "carding 
 machine" used to card the wool and prepare it 
 for the bodies of the hats which were manu- 
 factured in a shop hard by. Into this pond 
 the British soldiers threw some cannon on 
 that memorable IHth of .\pril, 177."i when, un- 
 
 invited, thev made an early call on the farmers 
 of Middlesex. 
 
 On the north border of this meadow, and 
 about two hundred yards from the brook, 
 stands the mansion in which Ralf Waldo 
 Emerson spent all the later years of his life ; 
 and on the south border, and about the same 
 distance from the brook, there once stood an 
 unpretentious humble cottage, in which George 
 Stephen Ormsby was born on Sunday the first 
 day of October, IJ'ii*. His father, George 
 Ormsby. who was a soldier in the war of 1812, 
 and who received a wound at Buffalo in 1814 
 when that city was destroyed by the British 
 and Indians, was a hatter. His paternal grand- 
 father, Stephen Ormsby, was a soldier in the 
 Revolutionary War. and fought in the battles 
 of Trenton and Piscataqua. N. J. He bears 
 the name both of his father and grandfather. 
 His mother. Martha Blanchard. was the de- 
 scendant of an old and honored New England 
 family. She had a natural musical talent and 
 played the violin; and. prior to her marriage, 
 she taught school in Walpole, N. H. 
 
 The children consisted of five sons, namely : 
 William Henrv, Charles White, George Ste- 
 phen, Francis Elliott and Edward Blanchard. 
 
Except the subject of this sketch all these 
 have passed into the sphere beyond. 
 
 Before he was two years old his parents 
 moved from Concord to Bolton, Mass., where 
 his father engaged in the hatting business 
 with one, Edmund Blood. He remembers that 
 prior to this event he sat one day on the stairs 
 in the front entry of the house and was eating 
 a piece of "'lection cake" which his father 
 and uncle passed out the door. He remembers 
 also that one day, evidently in that same sum- 
 mer, he sat on the shore of the pond near the 
 water while several of the hatters were in 
 swimming, with their arms stretched out, 
 floating on their backs. He remembers while 
 in Bolton that Lafayette, in 18'i4, passed his 
 father's house: he thinks he is one of very few 
 now living (lOn.'i) wlio e\cr saw the great 
 Frenchman. 
 
 He commenced his school life in Bolton, 
 probably at the age of three years. He re- 
 members distinctly one day in school, prob- 
 ably his first day, when he could not read,, 
 when he knew not a single letter. How many 
 weary months he sat on the low hard front 
 seat and was called up twice a day, perhaps 
 four times, to say after the master the names 
 of the letters. A, a, B, b, C. c, etc., he does 
 not know. He remembers the day when he 
 could not read. Again he remembers a day 
 when he could read quite fluently. But the 
 period bounded by those points is an utter 
 blank ; and he has frequently asked, in later 
 years. What were those teachers doing in all 
 those weary months that not a single impres- 
 sion is made that can be recalled, No ! he 
 says It was not all a blank: for one day the 
 minister Rev. Allan came to the school when 
 the children were out at play. They went into 
 the house at his bidding, and listened to his 
 kindly talk. He does not remember that he 
 saw Mr. Allan after that day at any time. 
 Sixty-four years glide away, and Mr. Ormsby 
 returns to the place of his old home in Bolton. 
 He goes into the church not knowing what he 
 may see within and expecting to see nothing 
 but the quaint old furniture which had been 
 photographed on his soul in childhood. .Xs 
 he enters, he sees the portrait of a man hang- 
 ing on the wall near the pulpit, he comes 
 nearer, and at once recognizes ]\Ir. Allan the 
 kind preacher who with outstretched hand on 
 tha far ofif day drove all the little children into 
 the house, as he would have driven a lot 
 of lambs into the fold. Query. Is there any 
 way of making impressions on the mind of 
 young childhood that will be lasting? At 
 this school he became the possessor of the 
 first spelling book he ever owned. .A part of 
 this is still preserved. 
 
 In the early autumn of IS'JT, when D.-un- 
 son plums were ripe, the family moved from 
 Bolton to Westmoreland. New Hampshire. 
 In this town he went to school one winter to 
 a master and one summer to a mistress, three 
 months in each. In this school taught evi- 
 dently by one of the best teachers of those 
 days, he learned to spell some of the longer 
 words in his spelling book, and nearlv all 
 "The Abbreviations" so-called as A, A. S,. .A. 
 B., A. n.. etc. He learned also the various 
 
 arts of punishment that could be inflicted by 
 a handsome man si.x feet and two inches high, 
 with muscular proportions who did not fear 
 that his larger pupils would throw him out 
 of the window — a feat that was sometimes 
 accomplished, even in good old New England, 
 when a small teacher undertook to coerce 
 larger boys. One of the most unique punish- 
 ments was this : A full grown boy has of- 
 fended. He is required to stand on a s'eat 
 with his back toward the desk in front of that 
 seat. He then sits upon the desk and leans 
 backward supporting himself with his fingers 
 taking hold of the projection that rises above 
 the desk. In this position he slides down until 
 the entire weight of the body is sustained by 
 his fingers, his legs below the knee only rest- 
 ing on the top of the desk. When the fingers 
 become tired so that he can hold on no longer, 
 he drops to the floor, then the teacher, with a 
 broad ruler gives him a severe blow on that 
 part of the body where there is little danger 
 of breaking bones, and sends him back a.gain 
 to his punishment. Another offender holds a 
 book on his open palm and stretches his arm 
 in a horizontal position. If the tired arm falls 
 below the horizontal, a blow from the ruler 
 brings it back. Another culprit is made to 
 put his finger on the head of a nail in floor 
 and "hold it down." Another is rapidly 
 whirled around like a top: falling to the floor 
 he lies there until ordered to his seat. An- 
 other feels the liinber switch about his legs 
 which process is continued until the offender 
 at least promises himself that he will do so 
 no more. None of these punished pupils ever 
 report at home : for in those sterner days, 
 the dignity, the authority and sometimes even 
 the tyranny of the teacher is sustained. 
 
 The family moved to Walpole, an adjoin- 
 ing town, the boy is sent to the old red school 
 house where his mother taught before her 
 marriage. In 1804, when in his seventy-fifth 
 year. Professor Ormsby visited Walpole, 
 where the old school house still stood with 
 its old whittle benches the same as when he 
 was a pupil there. 
 
 But the family was now to be scattered, 
 never to be united again. In November, 18"i0, 
 on Thanksgiving, the two brothers George and 
 Francis, the one nine years old and the other 
 six, kissed their mother for the last time and 
 walked hand in hand about four miles to Wal- 
 pole village where they staid all night with 
 their Aunt Lucy Ormsby, who had been a 
 teacher in the village many years. In the 
 early morning of the next day, before it was 
 yet light the two boys with their father walked 
 from the village to Bellows Falls, Vermont, 
 al>out four miles, then they took the stage for 
 Worcester, Vermont. Here the two boys at- 
 tended school together until news came of the 
 death of their mother, which occurred on the 
 thirty-first day of December, 182il. The father 
 and the younger brother Francis then returned 
 to Walpole, leaving the older, a boy of only 
 nine years, practically an orphan, for never 
 asrain was he the recipient of the care of any 
 of his own kindred. 
 
 .•\t this time a gentleman liv ihe name of 
 Young, George M.' ^'oung nf Lyme. N. 11. 
 
the father of E. S. Young, who liecanie one 
 of the first lawyers in the Dayton, Ohio. Bar. 
 and subsequently was the grandfather of 
 George R. and William H. Yonng, who at 
 this time (1!)05) constitute the law firm of 
 Young & Young, Dayton, Ohio, became in- 
 terested in this boy; and in June, 183il. took 
 him with hin.i to Lyme, New Hampshire. Here 
 he did all kinds of farm work that a boy could 
 do and attended school three months in the 
 year till 183"i. In this year the Young family 
 emigrated to Ohio. He was then fifteen years 
 old and chose rather to come West with this 
 family than to remain in New England, as he 
 was urged to do. They left Lyme, May 1-j. and 
 reached Burlington, Vermont on the l(3th. On 
 the eastern slope of the Green IMountains they 
 crossed a heavy snow drift, on the road. From 
 Burlington they passed up Lake Champlain to 
 Whitehall in "The Steam Packet Franklin." 
 Thence they went down the northern canal 
 to its junction with the Erie Canal and there 
 took passage on another boat for Buffalo, N. 
 Y.. which was reached in a stormy night of 
 ]\ray 29. The ne.xt day at evening they 
 boarded the steamboat General Pike for 
 Cleveland. Ohio, sailing in the early morning 
 of May 3L arriving in Cleveland and stopping 
 at the old Franklin house about 1 o'clock Sun- 
 day morning, June 1, 1835. On the same 
 morning they embarked on the canal boat 
 Ohio, and reached Newark. Ohio, the end of 
 their journey on June 3, 1835. At this time 
 the surface of Ohio was largely covered with 
 dense forests. With axe in hand he went into 
 the "beech woods" in Licking county, and for 
 more than four years engaged in cutting down 
 the trees, the grubbing the underbrush, digging 
 the stumps, clearing up, plowing" and culti- 
 vating the soil, learning what he could each 
 winter in the district school. 
 
 For these years of toil he received little 
 or no compensation, at the end he engaged 
 to work for a farmer one month for ten 
 dollars, and to clear ofT three acres of 
 land for the same inan for fifteen dollars. The 
 work done and the money received, with this 
 mignificent sum of twenty-five dollars, he 
 started for Granville College, now Denison 
 L^niversity in Granville, Ohio. He was re- 
 ceived kindly by the president and faculty 
 and was permitted to work on the college farm 
 outside of recitation hours at the rate of si.x 
 cents an hour. In this way he maintained 
 himself during his stay at Granville College, 
 studying Latin, Greek and Mathematics. Pro- 
 fessor Ormsby thinks he learned more about 
 correct methods of teaching at this college 
 than he has learned from any other source. 
 and yet he listened to no lectures on that sub- 
 ject. He saw how those masters taught and 
 he has never thought it wise to change their 
 methods. 
 
 Leaving Granville College he graduated 
 from Farmers' College. Hamilton county, 
 Ohio. Here he was appointed Principal of the 
 preparatory department and adjunct professor 
 of ^lathematics in 1847. He held this position 
 until 1857 when he resigned to take charge of 
 Greenup Classical Academy. Greenupsburg, 
 
 Kentucky. He remained here until' the break- 
 ing out of the Civil War in 18(il. In August 
 of that year he was appointed to the super- 
 intendency of the Xenia public schools. Xenia, 
 Ohio, a position W'hich he held until 187l_). 
 In May, 1881, he sailed for England and con- 
 ducted a successful business in the world's 
 great metropolis until 1888. While here he 
 taught for a period in the Working jNIen's 
 College. All teaching in this institution is 
 done without pay or reward. In 1890 he 
 again visited London returning in 1891. This 
 voyage making ten times that he has crossed 
 the Atlantic. 
 
 In 18(.)(j Professor Ormsby wrote a school 
 book on Geography called "Ornisby's Guide 
 to Geography." published by E. I [. Buttles 
 & Co. In 1877 was published his "Primary 
 Mathematical Geography and Guide to Nich- 
 ol's Geographical Models." also his "Terres- 
 trial Globe ]\[anual." In clearness and con- 
 ciseness of statement and in accuracy of defi- 
 nition these works are unsurpassed even if 
 equalled. 
 
 In 1877 also. Professor Ormsby published 
 his "Map Drawing System for Schools." He 
 claims that his system is superior to all others 
 because he makes the parallels and meridians 
 the construction lines for maps and furnishes 
 a scale by which these lines can be accurately 
 drawn. He claims further that his map draw- 
 ing scale is iic plt(s uUi\i. It is impossible to 
 make a better one. 
 
 Some time prior to the year 1x71, Richard 
 Grant White wrote an article on what he 
 called the "Grammarless Ton.gue." To this 
 article Professor Ormsby made a brief reply, 
 and, subsequently he wrote a series of six 
 papers on the subject of Grammar wdiich were 
 published in the Ohio Educational Monthly, 
 edited at the time by Hon. E. E. White. The 
 first appears in Vol. \2. No. 1, January. 1871. 
 The subsequent numbers appear in the order 
 as follows: in JNIarch. .April, May. June and 
 the last in January, 187'i. The thou.ght chielly 
 emphasized in these papers is that English 
 Grammar is a study difficult to learn because 
 the e.xact truth is not seen in the definition. 
 The learner cannot understand the definition 
 because it is not true. Prof. Ormsby is the 
 author of an unpublished Grammar. 
 
 In 1853 Prof. Ormsby was married to Miss 
 Caroline Woodbury of Beverly. Mass., a 
 sister of Prof. Isaac B. Woodbury, a well- 
 known musical composer. To them were born 
 three children, a son and two daughters, all 
 of whom are living. He is one of the oldest, 
 if not the oldest of Ohio's teachers and al- 
 ways had the confidence of the mighty men 
 who have passed away such as Andrew J. 
 Rickoff, Thomas W. Harvey, E. E. White, 
 Stevenson. Hancock, Tappan, and others. He 
 is at this time (1905) engaged in no public 
 service, but in perfect health, and with energy 
 unabated, he attends to his own private af- 
 fairs. "With eye undimmed and natural force 
 unabated" he teaches every Sabbath morning 
 a large Bible class in the First Presbyterian 
 Church of Xenia. 
 
G. L. SMEAD 
 
 That most benelicent of institutions — the 
 Ohio State School for the Blind — has been 
 in existence since 1S3T, or about two-thirds of 
 a century, and the vast amount of good that 
 it has accomplished during that period is be- 
 yond computation. The buildings are spa- 
 cious, equipped with all modern hygienic im- 
 provements and comforts, there are extensive 
 grounds and walks, and the institution, as a 
 whole will compare favorably with any other 
 in the country devoted to this purpose. The 
 following arc the names, in the order of their 
 succession, of the six superintendents who 
 have given the institution faithful service: A. 
 W. Pcnniman, William Chapin. Georsje Mc- 
 Millen. R. E. Harts. Dr. .A. D. Lord and (;. 
 L. Smead. the present incumbent. He has been 
 connected with the school for thirty years, or 
 almost half the time it has been in existence, 
 and much of n^ present etiieiency is i\uv In 
 his efforts. 
 
 .Mr. Smead is a native of the Old Bay 
 State, having been born in (jrcenheld, Mass., 
 in IKU, three years before the Ohio School 
 for the Blind was organized. He was raised 
 on the farm conducted by his parents, Charles 
 Lewis and Lucy Smead, and attended the 
 schools of his native place. \\r fitted himself 
 for a oollesjiale cnnrse .-ii W'estniinsler and 
 
 Saxton's River, and then entered Amherst 
 College, Mass., where he graduated and earned 
 the degree of A. B., and A. M. Later on he 
 studied theology and was for fifteen years a 
 minister in the Presbyterian faith. 
 
 ^Ir. Smead first taught in a country school 
 in 1S-")1 to 18.VJ, and then in select schools 
 in Greenfield in It^o.Voti-ST. In 185!) he went 
 to Columbus, Ohio, as a teacher in the Ohio 
 State School for the Blind, continuing in this 
 capacity for nine years. He then became min- 
 ister of the Gosptl, and continued in the ser- 
 vice of the Master in this vocation for fifteen 
 years, when he returned to the school for the 
 Blind as superintendent, and this position he 
 has ably filled for the past twenty-one years. 
 During the fifteen years that Mr. Smead was 
 .■iwa\- from the institution the following ,gen- 
 tlenun served, consecutively, as superintend- 
 ent-.: Henry Snvder, Dr. H. P. Frieker, C. 
 11, Miller, Dr. S. S. Burrows and Dr. R. D. 
 Wallace. 
 
 Mr. Smead was marrie:! to Miss .Sarah E. 
 Emerson, and they have had four children, 
 three sons and a daughter. One son is a 
 physician in Toledo, Ohio; another a ma- 
 chinist at Pittsburgh. Pa., while the third is 
 now a student at the loirs 1! 'pkins Medical 
 College. 
 
PROF. MARTIN REGISTER ANDREWS 
 
 ^lany of the professors at Mariet'a Col- 
 lege have won a national reputation through 
 the excellence of their work there, and their 
 long length of service, and among the numher 
 is the above named, who has been connected 
 W'ith the institution for over a quarter cent- 
 ury. 
 
 Professor Andrews was li irn near Meigs 
 postoffice in Morgan county, Ohio, April (i, 
 1842, his father being Seth Andrews, farmer, 
 now deceased. His first education was re- 
 ceived in a district school, followed by studies 
 in the higher school at McConnelsville. Ohio, 
 and graduation in 18.5S1. He also took a full 
 course at Marietta College, and was graduated 
 in 1869 with the degree of Bachelor of Arts. 
 His first teaching was done in the district 
 schools of his native county; afterwards at 
 Harmar. now known as West Marietta, of 
 which he was appointed school principal. Suc- 
 ceeding this he officiated for nine years as 
 superintendent at Steubenville, Ohio, and then 
 became attached to Marietta College, where 
 
 he has cantinued for twenty-six years, fu'st 
 as prinicpal of the Academy, and latterly as 
 Putnam Professor of History and Political 
 Science. Professor Andrews has been presi- 
 dent of the State Board of Examiners, also 
 president of the Ohio State Superintendents' 
 Association, and holds membership in the 
 Grand .\rmy of the Republic and the Masonic 
 fraternity. He is also a member of the First 
 Congregational Church of Marietta, one of 
 the oldest in the State, which was organized 
 in ITIIll. Their church building begun in 18(Ki 
 was destroyed by fire early on the morn of 
 Tebruary 13, 1905. 
 
 PR0FE.SS0R .Andrews has lieen twice m.ir- 
 ried. first to Miss .Amanda Laughlin, of Mc- 
 Connelsville, and latterly to Miss Susan K. 
 Hook, and he had by the former marriage a 
 daughter, who is now Professor of German at 
 Lake Erie College, and who also was a teacher 
 in the Philippines with her husliand, until Ins 
 death in 19i«. 
 
WILLIAM M. WHITE 
 
 In Ffbnu'iry, liJU-J, the aliuve named gen- 
 tleman retired to the repose of private life 
 after a half century of active work as a pub- 
 lic educator. He is one of the oldest veteran 
 school teachers that Ohio is proud to call her 
 own, and to whom the laurel wreath of praise 
 is fully given, whose honors have been justly 
 earned, and whose labors for the public weal 
 have been of portentious meaning. While 
 ever unobtrusive in his methods, he worked 
 upon conservative, yet progressive lines that 
 gained the most productive results, turning 
 out the material that made moral citizens, and 
 the amount of good accomplished by him is 
 beyond computation. 
 
 WiLLi.Mvi M. White is a Buckeye by birtli, 
 the offspring of early pioneers. He was born 
 February 21, 18--i(i, in Warren township, Jef- 
 ferson county, Ohio, his parents being John 
 White, a tanner, and Lydia (Phipps) White, 
 sturdy, upright examples of the early settlers. 
 He obtained his early education in the com- 
 mon school at Smithlield, Ohio, and later 
 took a covn-se at the McNeely Normal school, 
 from which he was graduated in 1856. Prior 
 to this in 18.V1 he began the professional ca- 
 reer in the public service that was destined to 
 extend over so lengthy a period. His lirst 
 school was in the Kearney district, Smithlield 
 
 township, Jefferson county, Ohio, and after- 
 ward he taught in other district schools near 
 Smithheld. He then returned to Smithlield 
 and later went to Iowa to accept a charge 
 there. Returning to his home State he ac- 
 cepted a call from Mount Pleasant and con- 
 tinued there for thirty-three years, about a 
 third of a century. Under his leadership the 
 .schools there were developed from medioc- 
 rity to a state of the highest excellence and 
 efficiency, and it was with deep regret that, 
 after having rounded out his fifty years of 
 service as a teacher, the citizens of that town 
 accepted his resignation in Feljruary, of the 
 present year. 
 
 ^Ir. White was ever a staunch upholder 
 of the temperance cause, and exemplified his 
 belief by his personal habits his entire life. 
 He was formerly a member of the Cadets of 
 Temperance, the Sons of Temperance and the 
 Temple of Honor. He holds membership in 
 the Jefferson County Teachers' Association 
 and the National Educational Association. 
 
 In August 1873, he was married to Miss 
 Julia W. Ricks, and their felicitous union has 
 resulted in the birth of two sons, now promis- 
 ing young men, the eldest of whom is now in 
 his third year at West Jefferson College, 
 while the youngest is a p\ipil in the iniblic 
 ■,cliniils of Blount Pleasant. 
 
ABRAM BROWN 
 
 Instructor of tlie Department of Language? at 
 the East Higli School. Columbus, Ohio, is a 
 New Englander by birth, having been born in 
 New Hampshire in 1838. He was raised on 
 the farm owned by his parents, George and 
 Sarah Brown, and obtained his first education 
 in the district schools. Later he attended 
 Tilton Seminary of Tilton, preparing for a col- 
 lege course, but left in August, 1862, to enter 
 the Union Army. He enlisted in the Ninth 
 New Hampshire Volunteer Infantry and par- 
 ticipated in the battles of South Mountain, 
 Antietam and Fredericksburg. He was se- 
 verely wounded in the latter engage- 
 ment, and received an honorable discharge 
 in March, 1803. Upon his recovering he en- 
 tered Dartmouth College, from which he was 
 successfully graduated in 1867. jNIr. Brown 
 tirst taught school at Westfield Academy. 
 New York, for two terms, and from there 
 
 went to Columbus. Ohio, in March 1868. There 
 he officiated as principal of the Middle School 
 Building, corner Rich and Third streets, for 
 one term, when he was appointed assistant 
 teacher of the Central High School, serving 
 in that capacity for two years. He was then 
 elected principal of this school for two years, 
 when he resigned to enter the book trade, 
 conducting business in this line in both Chi- 
 cago and Boston. In 1881 he returned to Co- 
 lumbus as principal of the Central High 
 School and held that position for eighteen 
 years. Upon resigning he opened a private 
 school, which he conducted for two years, re- 
 linquishing it to accept his present incumbency 
 in the East High School. Mr. Brown was 
 married to Miss Emma Gray, of Columbus, 
 and they have a daughter as a result of their 
 happy union. 
 
 511 
 
STATE LIBRARIAN CHARLES BURLEIGH GALBREATH 
 
 Chaui.k.s l'>i_Ki-Ki(;ii CIai.iiuk ATH \va> burn 
 ill Fairfield tuwiisliip, Columbiana Cuuiity. 
 February 2o, 1858. His early life was spent 
 on the farm. At the age of seventeen he be- 
 gan teaching in the rural schools. In June 
 of 1870 he completed a course in the Lisbon 
 High School and in September of the same 
 year entered Mt. Union College, from which 
 he was graduated in 1883. Four years later this 
 institution conferred upon him the degree of 
 \. M. He was superintendent of the Wilmot. 
 Ohio schools. 1883-1885. when he resigned to 
 accept the superintendency of the East Pales- 
 tine. Ohio, schools, where he remained eight 
 years. Although unanimously re-elected for 
 two years more, he resigned to accept a posi- 
 tion in Mt. Hope College, and was later jiro- 
 moted to the presidency of that institution. 
 While in East Palestine he was for two years 
 editor of The Reveille, now The Reveille lieho. 
 While leaching he frequently did institute 
 work. He was school examiner of Columhi- 
 ana county. 1885-18P.3. He holds a life cer- 
 tificate from the State Board of Examiners. 
 
 In I8!)(i he was elected Slate Librarian by 
 the library commission created by the seventy- 
 second general assembly. Since entering upon 
 the duties of his present position, a number of 
 changes have been inaugurated in the manage- 
 ment of the .State Library. It is now open on 
 equal terms to all citizens of the Slate. .V sys- 
 tem of traveling libraries lins been orgaui'ed 
 
 and these collectinns of bnnks ha\e been sc-nt 
 lo patronizing communities in every county of 
 Ohio. Among all the states of the L'nion. 
 Ohio leads in the number of traveling libraries 
 issued. Within the period of his administra- 
 tion the number of volumes in the State Li- 
 brary has more than doubled. He is a mem- 
 ber of the Ohio Library Association, the 
 .'\merican Library .Association and the Na- 
 tional .Association of State Librarians. Of the 
 last named organization he was president in 
 liMH). 
 
 Under the direction of Col. Ethan Allen, 
 of New Vorl;. Mr. CJalbrcath. in 18!l7 or- 
 ganized the Columbus Branch of the Cuban 
 League of .America, of which he was secre- 
 tary. This League, which was organized for 
 the purpose of aiding the Cubans, had two 
 thousand members in Columbus and was 
 active in the advocacy of armed intervention 
 iu'.t before the Spanish-.Amcrican War. 
 
 Mr, Galbreath is author of the folio wi 
 books and monographs: "Sketches of Ohi'' 
 Libraries;" "First Newspaper in Ohio:" "Dan- 
 iel Decatur Emmett. author of Dixie": 
 "Samuel Lewis, Ohio's Militant Educator and 
 Reformer :" ".Alexander CofTnian Ross, au- 
 thor of Til>t>eeaiute e.nd Tyler too:" "Benja- 
 min Rus>-ei Hanby. ;iulhor of Pnrlinn Xetly 
 Gray." lie li.i'- wiitleii other sketches nnd 
 has contribmed in Ii1ir:iry and educational 
 iounials. 
 
JOHN W. ZELLER 
 
 Sl'pt. Zellek first saw the light in that 
 section of Northwestern Ohio known as the 
 "Black Swamp" region. His father and 
 mother came from Wurtemburg, Germany, 
 and became pioneers in the settlement of 
 Hancock Coimty. Reared on the farm in a 
 round log cabin, he received the meager 
 schooling that these pioneer days afforded, 
 and began teaching in the rural schools at 
 the age of seventeen years. 
 
 PUBLIC SCOOL CAREER. 
 
 Five winters as teacher in these schools, 
 graduation from a normal school and from a 
 college, three years as teacher in village and 
 town high schools and superintendent ; his 
 superintendency of the Findlay public schools 
 for twenty-five years, including the supervis- 
 ion for years of the rural schools of Findlay 
 township — this in brief tells the story of 
 his public school work. 
 
 A CLOSE AND HARD STUDENT. 
 
 During all these years Prof. Zeller has 
 been a close and hard student of the science 
 and art of education and of the great educa- 
 tional problems of the day. He has also been 
 a close student of subjects related to the 
 science of education — political science and 
 the science of jurisprudence — and completed 
 
 a course in the former twelve years ago for 
 which work a doctor's degree was conferred 
 on him, and the latter subject he completed 
 eight years ago, and after a rigid examination 
 was admitted to the bar. These subjects were 
 pursued not with a view of leaving school 
 work, but rather for the mental discipline and 
 breadth of thought afforded. 
 
 CLOSELY ALLIED WITH EDUCATIONAL PROGRESS. 
 
 Nowhere in the state has educational 
 growth and improvement been greater during 
 the last two decades than in Northwestern 
 Ohio. Mr. Zeller has not only been closely 
 allied to and identified with all the educational 
 agencies and movements in this section, but 
 of the entire state. In recognition of his high 
 service, he has been honored with many posi- 
 tions of trust in his chosen profession. He 
 was one of the original organizers of the 
 Northwestern Ohio Teachers' Association, an 
 organization which numbers more than l.floO 
 active members, and is one of the most vital 
 and effective educational agencies in the state. 
 He has been present at and participated in 
 every meeting since its organization thirty 
 years ago ; he has frequently served on the 
 executive committee, has been twice honored 
 with the presidency, and declined to accept 
 this honor a third time when tendered him 
 
at its recent session in tliis city. He lias 
 served as a member of the executive commit- 
 tee of the Ohio State Teachers' Association, 
 was a member of the legislative committee of 
 the same association for eight years and four 
 years ago was honored with the presidency 
 of the Superintendents' Department of the 
 State Association. 
 
 INSTITUTE INSTKfCTOR ANIl REL.MION TO KL'H.M, 
 SCHOOLS. 
 
 As institute instructor he has served two 
 terms in half of the counties of the state. 
 and at these meetings many oi his co-instruc- 
 tors have been among the leading educators 
 of the country. Mr. Zeller has been very 
 fortunate in his associations with great edu- 
 cators, having been closely associated with 
 such distinguished men as Drs, Schaefifer, 
 state superintendent of Pennsylvania, White, 
 Hinsdale, Harvey, Hancock. Lehr and many 
 others of equal renown. 
 
 Supt. Zeller also served two terms on a 
 board of examiners, holds a state life certifi- 
 cate granted in 1881 after passing a rigid 
 examination in nineteen branches. 
 
 His advice has been frequently sought by 
 younger men of the profession and freely 
 given on educational subjects, courses of 
 study, school organization and administration. 
 He has been an inspiration to many a younger 
 teacher in Northwestern Ohio and will leave 
 his educational impress on the schools in this 
 section of the .state. 
 
 It has been the habit of his life to attend 
 all the county quarterly institutes and by these 
 and other means, he has kept in close touch 
 with the work and needs of the countv 
 schools. 
 
 WORK IN THE FINi)l.AV SCHOOLS. 
 
 No comments need be made on his efificient 
 service in behalf of Findlay's schools. When 
 he was chosen superintendent of these schools 
 twenty-five years ago, there were two and a 
 half school buildings, a corps of sixteen 
 teachers, and f'OO pupils. No city of this 
 class in the state grew by such leaps and 
 bounds, requiring the erection of so many 
 school buildings, and the consequent expendi- 
 ture of so much money. In four years Find- 
 lay leaped from a population of 4.500 to more 
 than 18,000, with an enrollment of 3,600, which 
 necessitated fourteen school buildings and a 
 corps of ei.gbty-three teachers. This rapid 
 growth demanding a large expenditure of 
 money has necessitated the practice of a most 
 rigid economy in the administration of the 
 city schools. These facts have made their 
 ,-idministration an extraordinary task, and yet 
 despite this unavoidable, unfavorable circum- 
 stance Findlay city schools rank with the best 
 
 in the stale. During all these year^ Supt. 
 Zeller has been fortunate in securing an able 
 corps of teachers, and being a hard and effec- 
 tive worker, he has inspired his teachers to 
 do hard and effective work. 
 
 EMINENTLY QU.\LIFIED. 
 
 This brief sketch indicates that his edu- 
 cational career has brought him in touch with 
 every phase of public school work, and that 
 he is both by education and experience emin- 
 ently qualified to render valuable service in 
 the profession chosen as his life work. 
 
 R. L. FRAZIER 
 
 In his position as superintendent of schools 
 at Gnadenhutten, Mr. Frazier has ample op- 
 portunities for the exercise of those masterly 
 qualities with which nature and thorough 
 training have .so generously equipped him, and 
 that he is taking full advantage of those op- 
 portunities is being satisfactorily demonstrated 
 ill the admirable condition in which his schools 
 are to be found. 
 
 R. L. Frazier was born in Wheeling, West 
 Virginia, February 15, 1878. His parents, J. 
 W. and Louisa (Bryan) Frazier, father na- 
 tive of West Virginia, mother of Pennsyl- 
 vania, are living at Steubenville, Ohio Our 
 subject first went to school when six years old, 
 at Edgington, West Virginia, continuing up to 
 his tenth year, when he moved to Gnaden- 
 hutten, Ohio, and went to the schools there for 
 six years more, graduating from the high 
 school in the class of 1896. He attended the 
 normal school at Ada in 1898, also in lOO:^. 
 and took a year's scientific course ( lltdn-l ) at 
 the Ohio State University. 
 
 In 1801) Mr. Frazier taught his initial 
 scliocil. this being the Crossroads rural in Tus- 
 carawas county, and in the year following he 
 moved to Gnadenhutten as teacher of "B" 
 grammar school. He remained in charge of 
 this grade two years, and then taught "A" 
 .grammar school five years, when, in 1!HI4. he 
 was promoted to the superintendency. a well 
 earned and fully deserved honor. There are 
 four capable assistant teachers, and the num- 
 ber of pupils in attendance averages 105. 
 
 Mr. Frazier holds a five years' professional 
 certificate, and is a member of and takes great 
 interest in the Ohio Teachers' Reading Circle, 
 the Tuscarawas County Teachers' Institute, 
 the Eastern Ohio Teachers' .Association and 
 the Ohio Teachers' Federation. In 1902 he 
 was united to Miss Esther Eg,geiiberg. of 
 Gnadenhutten, an amiable lady of excellent 
 attainments, and they have a girl baby to en- 
 liven their hearthstone. 
 
N. H. CHANEY 
 
 The su1)iect of this sketch is a native of 
 Highland County. Ohio, and was born March 
 4, 185(i. He is the third of a family of six 
 children, whose parents were John A. and 
 Mary C. Chaney. The family is of Scotch 
 Irish lineage, and the sturdy traits of char- 
 acter of both these races characterize the life, 
 conduct and business affairs of this well- 
 known educator. 
 
 Dr. Ch.siNev is now the efficient Superin- 
 tendent of the Youngstown City Schools. He 
 began his professional career in the common 
 schools of Highland County, where he is 
 still remembered as one of the most success- 
 ful teachers the county ever had. While yet 
 a student in the home school, which stood 
 On his father's farm, he was so apt and 
 efficient in learning that his teachers fre- 
 quently used him to hear clas-^es and to teach 
 in their absence. This early work has always 
 been regarded Iiy him as a baptism into his 
 life work. 
 
 At the age of twenty he entered Wilming- 
 ton College, taking Sophomore rank by special 
 examination, and graduating therefrom in 
 1880. receiving the degree of Bachelor of 
 
 Arts. He re-enrolled at once for the degree 
 of Master of Arts, choosing German for 
 .'pecial study, and after four years of hard 
 work passed the required examinations and 
 secured the coveted honor. Later he entered 
 , upon an extensive study of Engli.sh Litera- 
 ture and speculative philosophy as a post- 
 graduate student at the Ohio Wesleyan Uni- 
 versity, which conferred upon him in 1892 the 
 Master's degree for the work done in litera- 
 ture, and the Doctorate of Philosophy in 1893 
 for the work in philosophy. His examina- 
 tions and theses are said to have been of 
 superior excellence. After a year's rest he 
 entered the University of Chicago where he 
 spent several consecutive summers re-enforc- 
 ing his previous study of literature, ethics 
 and philosophy. 
 
 Dr. Chaney is a ready and thoughtful 
 speaker and inspires all who hear him with 
 his own zeal and enthusiasm for all that is 
 best in life and labor. As an educator he 
 is a strong organizer and controller of edu- 
 cational forces. He enjoys an enviable repu- 
 tation for the successes he has achieved in 
 several different schools of the State. He 
 
 515 
 
has a State Life Certiticate. and is president 
 of the Ohio State Teachers' Association 
 which holds its meetings annually at Put-in- 
 Bay. He is also a member of the National 
 Educational Association, the Northeastern 
 Ohio Teachers' Association, the Independent 
 Order of Odd Fellows and a Thirty-second 
 Degree Mason. He was married in I881I to 
 Miss Anna R. Roush, of Sabina, Ohio, and 
 has a family of three engaging daughters. 
 His school motto is "First a man then a 
 scholar," and he in-ists that public education 
 should take care of right livmg as well as 
 right thinking. 
 
 J. E. FROENDHOFF 
 
 In Dayton, as elsewhere, there are a num- 
 ber of citizens wlio, although engaged in other 
 occupations, are still public-spirited and in- 
 terested enough to give a portion of their 
 time to the cause of education, and among 
 such is Dr. J. E. Froendhoff, who for the 
 past seven years has been a valued member 
 of the Board of Education. This geiitleinan 
 is "native to the manor born," his birth- 
 place being Dayton, where he first saw light 
 on August 14, 18t)5. He was the only off- 
 spring of his parents Louise and Anthony 
 Froendhoff, the latter a well-known whole- 
 sale liquor merchant of this city, and a most 
 estimable citizen. Dr. Froendhofif's first edu- 
 cational training was obtained in the Eman- 
 uel Parochial School, this city, followed by 
 a course at St. Mary's Institute, on leaving 
 which he entered the Ohio Dental College at 
 Cincinnati, from which institution he success- 
 fully graduated in 1805. Returning to Day- 
 ton the same year he opened dental parlors at 
 No. 228 South Main Street, meeting with 
 good success, and later he removed to his 
 present address. No. 421 South Main Street. 
 In 1897 Dr. Froendhoff was elected a mem- 
 ber of the Board of Education, which office 
 he has so acceptably filled that he has since 
 been repeatedly elected to succeed himself. 
 
 Dr. Froendhoff is also one of Dayton's 
 most prominent musicians, possesses a phe- 
 nomenally fine voice, and is recognized as the 
 leading tenor in the city. He sings first tenor 
 in Emanuel church and his execution has de- 
 lighted thousands. He holds membershin in 
 the Harmonia Singing and Dramatic Society, 
 the Cosmopolitian Q'-'^rtette. and also in the 
 Elks and Order of Eagles. 
 
 EDWARD P. CHILDS 
 
 This gentleman has had a very varied and 
 extended experience in the educational world, 
 and the many years so actively passed in his 
 [)rofession have eminently fitted him for the 
 duties of the responsible position of which 
 he is the present incumbent — that of Prin- 
 ci-al of the High School of Newark. Ohio. 
 
 Mr. Chii.ds was born in Jonesville. Michi- 
 
 ,gan, being one of a family of nine children, 
 of whom five are now living, and his father, 
 the Rev. Edward Childs, was a well known 
 minister of his time. His first education was 
 received in the public schools of Jonesville, 
 from whence he entered the High School at 
 Ann Arbor, Michigan, graduating from which 
 a college course was taken at Denmson Uni- 
 versity, Dennison, Ohio. .\ further course 
 was taken at Ann Arbor, when Mr. Childs 
 returned to Dennison University and gradu- 
 ated therefrom with honors. In 18111 he re- 
 ceived a call from Fa-go, Dakota, and, going 
 there, was for two and a half years a tutor 
 in the Fargo College. Returning to Ohio he 
 taught in Dennison L'niversity two years, and 
 then went West again, where, for three years, 
 lie was a teacher in the High School at Pueblo, 
 Colorado. Thence Mr. Childs sojourned to 
 .\lbuc|uerque. New- Mexico, where, for three 
 years, he officiated as Dean of the university 
 there. He then returned to Newark, where, 
 for the past four years, he has been the 
 efficient and capable Principal of the High 
 Schools. 
 
 Mr. Childs is a member of the Masonic 
 Order, the College Fraternity, and the Na- 
 tional Educational. Central Ohio Teachers', 
 and the Central Ohio Schoolmasters' .Asso- 
 ciations, and his reputation and standing in 
 the community are of the highest. 
 
 C. J. O'DONNELL 
 
 Principal of the Jackson School, Cincinnati, 
 has lieen engaged in educational work for up- 
 ward of a third of a century, and is most 
 favorably known to his colleagues and the 
 public. He was born in New York City in 
 184-5, his parents being Charles and Eunice 
 O'Donnell. His father was born in Ireland, 
 and went from the "Emerald Isle" to New 
 York in 1830, engaging in the grocery trade 
 there. After attending the public schools of 
 Brooklyn, New York, our subject entered St. 
 John's College. Fordham. New York, and was 
 graduated in 180(3, with the degree of Bach- 
 elor of .-Arts. Later he studied law in Brook- 
 lyn and was admitted a member of the Bar 
 there in 18(!9. In 1870 he came \Vest, and 
 located in Cincinnati, where he has since con- 
 tinued to reside. His first experience as a 
 teacher was in the second intermediate school, 
 his services there covering three years. He 
 was for twelve years principal of the Fifth 
 District School, and for the past fifteen years 
 he has been principal of the Jackson Build- 
 ing, which is now one of the best conditioned 
 schools in the city. 
 
 Mr. O'Donnell is a member of the Ohio 
 State Teachers' Reading Circle, and the local 
 educational Associations, and a worshipper in 
 the Catholic Church. Ahcr the death of his 
 first wife. Miss Marv .Applegate, he was mar- 
 ried to Miss Ella Hanan, and they have five 
 children — four sons and a daughter. 
 
HOMER B. WILLIAMS 
 
 State Commissioner of Schools Jones, 
 gracefully and most creditably inaugurated 
 his regime by the appointment of Homer B. 
 Williams as a member of the State Board 
 of Examiners. The appointment was a singu- 
 larly felicitous one, the recipient thoroughly 
 worthy of the honor. As a scholar, as a 
 teacher, as a man who "does things," Mr. 
 Williams has made his mark in the educa- 
 tional history of Ohio, and it is without flat- 
 tery to state that he is fully entitled to all 
 honors that may be extended him. 
 
 Homer B. Williams is a Buckeye liy liirtli. 
 having been born near Mount Ephraim, \oble 
 County, Ohio, October 10, 18(5.5, on the farm 
 owned' by his father, John B. Williams. To 
 secure a good education, to aspire, was his 
 natural ambition, and his desires were, in 
 spite of obstacles, finally most substantially 
 accomplished. After attending country and 
 village schools he performed preparatory 
 work in the summer normal schools of Sen- 
 ecaville and Caldwell, and in 1885 he entered 
 Ohio Northern University. His college work 
 was somewhat irregular, owing to the fact 
 that it was necessary for him to teach during 
 
 the winter terms in order to earn money for 
 his expenses. After graduating m the class 
 ical course in 1801 he taught for five years 
 in country and village schools, and then came 
 rapid promotion. He was successively super- 
 intendent at Dunkirk, Caldwell, Kenton, Cam- 
 bridge and Sandusky, having held this posi- 
 tion at the latter place since 1808. Each 
 change was a promotion and in each position 
 he acquitted himself with credit. 
 
 Mr. Williams holds a high srhool life cer- 
 tificate, is an active member of the National 
 Educational Association, and chairman of the 
 executive committee of the Ohio State Teach- 
 ers' Association, and in secret organizations 
 holds membership in Perserverance Lodge. 
 No. 329. F. & A. M.. Sandusky City Chapter 
 No. 72, R. A. M., Sandusky City Council, No. 
 2(>, R. & S. M., and Erie Commandery, No. 
 23! Knights Templar. He is a member of 
 the Methodist Episcopal Church. 
 
 On June 12, 1890. Mr. Williams was mar- 
 ried to Miss Cora B. Brewer, of Marion. 
 Ohio, and they have a family of three lusty 
 sons. Of the aopointment of Mr. Williams 
 as State Examiner the Ohio Educational 
 
 517 
 
Monthly, among other things, said: "The 
 teachers of Ohio are to be congratulated that 
 such a man has been chosen for this import- 
 ant position, and that Commissioner Jones in 
 this, his first appointment, has set a standard 
 that augurs so well for thr schools of the 
 State." 
 
 MISS LENA M. BANKHARDT 
 
 The above named lady is the popular prin- 
 ciial of the Fullerton School Building, Cleve- 
 land, Ohio, and has ably filled that position 
 for the past seven years, prior to which she 
 was principal of the Huck Building for five 
 years. She is a thorough enthusiast in her 
 profession and her work has been uniformly 
 successful. 
 
 Miss B.-\nkhakdt is a native of Cleveland, 
 daughter of John M. Bankhardt, a leading 
 commission merchant of that city. She wa-; 
 educated in the graded .schools of Cleveland, 
 graduated from the Central High School, and 
 also took a course at the Normal School, 
 graduating in 1880. Shortly afterward she 
 entered upon her career as teacher, and has 
 taught in the Walnut, Warren. Fowler. Huck. 
 and Fullerton schools. 
 
 Miss Bankhardt is a member of the Na- 
 tional Educational Association and the Ohio 
 State Teachers' Association, attends the 
 Woodland .\venue Presbvterian Church, and 
 i> most fa\nralilv known in educational circles. 
 
 FANNIE S, GLENN 
 
 The leading factor in the advancement if 
 civilization — to use a well-known truism — 
 has been education, and the best educational 
 system is to be found in America. Our public 
 .schools are our proud boast, and throughout 
 the broad land none better are to be found than 
 those of Ohio. Columbus is particularly well 
 favored in this respect, the school svstem be- 
 ing perfection itself. Among the well-knov 
 educators of the city is Xliss F.annie S. 
 Gi.F.NN. the accomplished Principal of the 
 Third Street School. This lady is a native of 
 Columbus, being a daughter of Charles Scott 
 Glenn, the noted journalist, who for years con- 
 ducted the old Columbus Gazette, long since 
 defunct. She attended the public schools, 
 passing successively through the various 
 grades, and, in 1880, graduated from the Cen- 
 tral High School. Two years later (1882) 
 she was given a department in the Sullivant 
 School, Rich St. School and Ohio .Aveneue, 
 and continued in successful service there up to 
 lliu-J, when her strong merits being recognized 
 by the Board as deserving of a higher field for 
 exercise, she was appointed Principal of the 
 Third Street School, and this position she still 
 maintains in the most efficient manner. Miss 
 Glenn is a member of the Central Ohio Teach- 
 ers' .Association, Teachers' Mutual A\(\ .Asso- 
 ciation. Teachers' Reading Circle and the 
 Principals' .Association, and i^ an attendant of 
 the First Methodist Church. 
 
 ERNESTINE SCHREYER 
 
 This lady has been identified with the pro- 
 motion of education in Columbus the past 
 twenty-five years, and has done much to en- 
 hance its status in the capital city. Miss 
 ScHREVER was born in Columbus, where her 
 father, G. Schreyer, was a prominent inventor, 
 patentee and manufacturer. After passing 
 through the various grades of the public 
 schools and graduating from the Central High 
 School, she began her pedagogical career in 
 18711 as a teacher in the Fulton Street School, 
 remaining there a year, when a transfer was 
 made to the Mound Street School, where two 
 years were passed, and the succeeding eight 
 years our subject taught in the Park Street 
 School. .At the expiration of that time she was 
 promoted to the First Avenue School, and is 
 still Principal of that "hall of learning." Miss 
 -Schreyer has taken a literary course under 
 the tuition of Professor Chalmers, holds mem- 
 bership in the Principals' Association, is an at- 
 tendant of the Universalist Church, and she 
 has a pleasant home at No. 10.") West Goodale 
 Street. 
 
 MARY CECELIA LEMERT 
 
 Long, tedious early training, extended 
 initial experience, natural proclivity, good ex- 
 ecutive judgment, personal magnetism, geni- 
 ality, power to make one's influence felt and 
 appreciated, a vast fund of special and gen- 
 eral knowledge, together with an unlimited 
 store of patience — these are some of the 
 (|ualifications requisite in order to become a 
 public school teacher, that is, one of the suc- 
 cessful kind. These numerous qualifications, 
 C( mbined with a winning womanhood, are 
 pu^ messed in signal degree by Miss Cecilia 
 Lemert, instructor in the Frazeysburg school 
 and one of the most popularly known teachers 
 in this section of the State. Miss Lemert is 
 an enthusiast in her work, has made a close 
 study of child-mind culture and development, 
 and is enabled to bring out of her pupils the 
 best results attainable. 
 
 Miss Lemert is a native of Fraz;ysburg, 
 Ohio, daughter of Millard Clayton Lemert and 
 .Arie Jane Lemert, who conducted a prosper- 
 ous farm near that city. Her earliest educa- 
 tion was obtained in five years' attendance at 
 Mount Zion School, Muskingum County, and 
 in 18i)(.i she went to Frazeysburg. taking a four 
 years' course in the school there, and in 1899 " 
 she was granted a first teachers' certificate. 
 Miss Lemert taught school in Coshocton 
 County and at Mount Zion, and, on leaving 
 the latter went to Frazeysburg where she has 
 resided and continued professional work. She 
 is in charge of the third and fourth grades of 
 the school there, having under her care some 
 forty pupils, and her departments are main- 
 tained at a plane of excellence reflecting much 
 credit upon her ability. 
 
 Miss Lemert is a member of the Ohio 
 Teachers' Reading Circle, the Muskingum 
 Countv Teachers' Institute and the State 
 Teachers' .Association, and is most favorably 
 known to a wide circle of friends an:l 
 ac(|uaintances. 
 
ROBERT E. RAYMAN 
 
 Superintendent of Schools at East Liverpool, 
 Ohio, and a most efficient educator, was born 
 on a farm in Pickaway County, Ohio, his par- 
 ents being Daniel and Adaline Rayman. On 
 completing his public school studies he en- 
 tered the Ohio Northern University at Ada, 
 and after his graduation there took a course 
 in Otterbein University, Westerville, and from 
 there went to the Northwestern Ohio Uni- 
 versity, from whence he was graduated in 
 1884. Mr. R.wm.vn first taught school in 
 District No. -5, Madison Township, Fairfield 
 County, Ohio, and, follow'ing that, became an 
 instructor in the high school at Lithopolis. 
 Ohio. His next position was as superintend- 
 
 ent of schools at Logan, Ohio, which he held 
 for nine years, or until he was elected to his 
 present incumbency as superintendent at East 
 Liverpool, and under his rule the schools 
 there have attained a high degree of excel- 
 lence. 
 
 Mr. Rayman is a member of the National 
 Educational Association, the Eastern Ohio 
 and Ohio State Teachers' Associations, the 
 Masonic Order and Knights of Pythias. On 
 September 4, 1884, he was married to Miss 
 Eva Shaeffer, and they have two particularly 
 bright daughters, Rowena Edna, now a co-ed. 
 at Wooster L'niversity, and Esther Marie, a 
 junior in the East Liverpool High School. 
 
 519 
 
EDWARD M. VANCLEVE 
 
 EdWARij M. Van Cleve was born in the 
 citv of L"rl>ana, Champaign County, Ohio, 
 February T, IMl. and received a sound public 
 school and college education. His father, the 
 Rev. Lafayette Van Cleve, D. D., was a native 
 of Hamilton County, Ohio, became promin- 
 ent in his profession, was widely known as an 
 officer for many years in the Masonic grand 
 bodies of Ohio, and was of a ripe age when 
 his death occurred in 1892. He was for 44 
 years a minister of the Gospel in the Metho- 
 dist Episcopal Church, being most of the time 
 a memlier of the Cincinnati Conference. His 
 prandfather. John Van Cleve, a native of 
 Pennsylvania, came to Ohio from that state 
 early in the nineteenth century, and was one 
 of those sturdy pioneers whose labors laid 
 the foundation for the future greatness of the 
 State. His mother, Mrs. Sarah E. (Smith) 
 Van Cleve, who is still living, was born in 
 Maysville, Kentucky, where her family was 
 accounted among the most prominent and in- 
 fluential. Our subject had two brothers and 
 a sister ; of these Cliarles L. Van Cleve is 
 superintendent of schools at Mansfield, Ohio ; 
 the elder brother. Dr. John S. Van Cleve, of 
 Cincinnati, is a lecturer, while his sister is 
 now Mrs. James R. Stears, wife of the editor 
 pf the Jessamine Journal. Nicholasville. Ken- 
 tucky. 
 
 Edward M. attended school in Wilming- 
 ton. Clinton County, Madisonville, Hamilton 
 County, Waynesville, Warren County, and 
 Hillsboro, highland County, attending high 
 school at the latter place, from which he grad- 
 rated in the class of 1882. He then took a 
 four years' classical course at the Ohio Wes- 
 Ityan University, graduating in the class of 
 ISSli. and later had conferred upon him the 
 degree of Ma.-ter of Arts. He has also taken 
 ];o-t-graduate cour.-es at this university. He 
 holds a high school life certificate, dated 1891, 
 having taken the examinations for common 
 school and high school certificate at the same 
 lime. He has served terms on the Board of 
 County Examiners of Clark County, City 
 Poard of E.xaminers at Barnesville, and 
 Greenville, and is at present on the City 
 Board in Steulienville. 
 
 In 1887 Mr. Van Cleve began teiicliing at 
 Twin Valley College, Germantown, Ohio, and 
 was instructor of ancient languages there for 
 two years, after which he served for four 
 years as superintendent at South Charleston. 
 Parnesville, Belmont County, next claimed his 
 services as superintendent for seven years, 
 and then for four years he was superintend- 
 ent at Greenville, Darke County. In IHO:!. in 
 response to a unanimous call, he went to 
 SteiilKMU ille to become superintendeiu. I'n- 
 
der his supervision are sixty-lnve teachers, and 
 tlie number of pupils in attendance is 2,301). 
 Superintendent Van Cleve has been a mem- 
 ber of the Ohio Teachers' Reading Circle 
 since 1890, is a member of the executive com- 
 mittee of the Ohio State Teachers' Associa- 
 tion, and a member of the Jefferson County 
 Institute, the National Educational Associa- 
 tion, the Eastern Ohio Teachers' Association, 
 the ^Masonic Order, the Phi Kappa Psi fra- 
 ternity (national) and the Methodist Episco- 
 pal Church. 
 
 In 1892 Mr. Van Cleve was married to 
 Miss Carrie E. Brown, of South Charleston, 
 Ohio, and they have one child, a bright 
 (laughter. 
 
 MISS IDA M. DEIGHTON 
 
 The entire life of this lady ha^ been de- 
 voted to the cause of popular education ; her 
 sole controlling thought how best to promote 
 its development, and to this end her energies 
 and intellectual attainments have all been 
 directed with most gratifying results. 
 
 Miss Id.\ M. Deighton is a native of 
 Cleveland, Ohio, and her father, Thomas 
 Deighton, now deceased, was formerly a 
 master mechanic in the Lake Erie Rolling 
 Mill of that city. She was educated in Cleve- 
 land's e.xcellent public schools, graduated from 
 the West High School in 188G, and then took 
 a course in the Normal School, graduating in 
 1887. Her first assignment as teacher was to 
 the Waverly School, where she remained two 
 years. Then came si.x and a half years in 
 the Gordon Street Building, and, in 189li. she 
 was promoted to the principal-hip of the 
 Willard Street School, which position she has 
 since continued to fill. 
 
 Miss Deighton is a member of the North- 
 eastern Ohio Teachers' Association and of the 
 First Congregational Church. In school teach- 
 ing she certainly has found a congenial sphere 
 for the exercise of her talents, and her labors 
 in the public service have been productive of 
 an incalculable amount of good. 
 
 MISS ALICE FASSIG 
 
 This lady has been engaged m the public 
 school service for upward of twenty years in 
 Ohio's capital city, and is most favorably 
 known to the public as an educator of sound 
 ability and progressive methods. 
 
 Miss Fassig was born in Columbus, Ohio, 
 in 1865, her parents being Eliza Fassig, de- 
 ceased, and Matthias Fassig. The latter is one 
 of the oldest, best known citizens and business 
 men in Columbus. He was born in Germany, 
 came to the United States and to Columbus 
 when but fourteen years of age, and has ever 
 since resided there, where he is enga.ged in 
 business as a shoe merchant. He also has two 
 brothers there engaged in the same line. 
 
 Miss Fassig attended the public schools of 
 Columbus, and graduated from the High 
 School with the class of 1882. She then took 
 a two years' course in the Normal School, 
 graduating therefrom in 1884, and underwent 
 special studies at the Ohio State University 
 for a year. She began teaching in 1884, and 
 taught in various schools in Columbus up to 
 December, 1904, when she was elected to her 
 present position, that of Principal of the Mich- 
 igan Avenue School. This is a new school 
 with a handsome new building, equipped with 
 all modern improvements. 
 
 HARRIET E. BANCROFT 
 
 Miss B,\ncroft has long Ix-en actively iden- 
 tified with the cause of education in Ohio, and 
 her ability is universally recognized. She was 
 born in Franklin county, Ohio, her father hav- 
 ing come here from Licking county, Ohio, in 
 boyhood. Attending the public schools of Co- 
 lumbus, she graduated from the Central High 
 School in 1877, and began her career as a 
 teacher in the Second Avenue School, going 
 from there to the Douglass School in 1880. re- 
 taining this position eleven years, during which 
 time she was appointed Principal. In 1891, on 
 the opening of the Fair .\venue School, Miss 
 Bancroft became its Principal, and has filled 
 this position with honor ever since. Miss Ban- 
 croft resides at No. 159 North Monroe Av- 
 enue, Columbus, and holds membership in the 
 State Audubon Society, the American Ornitho- 
 logical Union and several educational associa- 
 tions. 
 
 MRS. ADA E. LAIRD 
 
 This lady, principal of the Waverly Build- 
 ing, Cleveland, is a veteran exponent of the 
 "art pedagogical." and has a creditable record 
 for strong executive ability and the com- 
 mendable character of her methods. She has 
 tried to induce each teacher under her leader- 
 ship to gain a personal knowledge of each 
 pupil, especially of those least favored by en- 
 vironment or by mental endowment, realiz- 
 ing that every child in the public schools, 
 native-born or foreign, will, if living, consti- 
 tute one of the body politic to whom will be 
 entrusted the welfare of this great Republic. 
 Mrs. Ad.\ E. L.\ird was born at Burton, 
 Ohio, daughter of Justin Williams, a farmer, 
 aijd she attended country schools up to her 
 fourteenth year, when she went to Painesville, 
 Ohio, and studied in the public schools of that 
 town, later taking a course in the Lake Erie 
 Seminary. Painesville: from which she was 
 graduated in 1869. The first position as 
 teacher, secured by Mrs. Laird, was in a 
 Painesville district school, and thence she 
 went to Geneva, Ohio, where she taught for 
 two years in the graded schools. Cleveland, 
 Ohio, has been her field of labor for the past 
 thirty years, and there she has taught but in 
 two buildings — the Kentucky and the Wav- 
 erly. As principal of the latter her work has 
 been of the most satisfactory character, and 
 has been fully endorsed by all interested. 
 Mrs. Laird has held membership in the Na- 
 tional Educational Association for the past 
 fifteen years. She is also a member of the 
 Northeastern Ohio Teachers' Association and 
 a worshiper in the First Congregational 
 Church. 
 21 
 
PROF. ARTHUR FOV.'ELL 
 
 Professor Powell, the talented Superin- 
 tendent of the Schools at Middletown. Ohio, 
 is a broad-minded, progressive educator, pos- 
 sessing remarkable executive ability, sound 
 judgment, ripe scholarship, and a sterling per- 
 sonality that never fails to impress those with 
 whom he comes in contact. As a teacher he 
 has been one of Ohio's most successful edu- 
 cators, ruling his schools with a wise, firm, 
 yet gentle hand, ever securing excellent dis- 
 cipline without harshness, his natural dignity 
 inspiring respect in the minds of pupils, and 
 at the same time obtaining their confidence 
 and esteem. A member of numerous educa- 
 tional associations his ability as a speaker is 
 well known and he has often been called 
 upon to address these organizations to the 
 great delectation of his hearers. As a writer 
 Professor Powell has contributed much valu- 
 able literature to the cause of education. 
 .'\mong the specially noteworthy of these pub- 
 lications was a paper on "The Limitations of 
 the School Curriculum," a paper read before 
 the Ohio State Teachers' As.sociation at Put- 
 in-Bay, July, 1900, when he was superintend- 
 ent of schools at Marion, Ohio, and "Some 
 Prol)lems in Education," his inaugural ad- 
 
 dress as president of the O. S. T. Association, 
 at Put-in-Bay, June 3t), 1003, when he was sup- 
 erintendent at Middletown, the position still 
 occupied by him. Both papers were replete 
 with valuable inforiuation and practical ideas, 
 and made a deep impression upon his hearers. 
 .•\rthur Powell was born on his father's farm, 
 near Sharon. Noble County, Ohio, October 
 22. 1853. His father. .Andrew Powell, now 
 living at Worthington, this State, is also a 
 native of Ohio, and is of Scotch descent, 
 ancestors of the family having emigrated to 
 .\merica and settled in Virginia, where they 
 afterward became prominent. His grand- 
 father. Samuel Powell, was a minister in the 
 United Brethren Church, and died in the pul- 
 pit, while officiating in his duties. The mother 
 of our subject, whose maiden name was 
 Martha Lyons, was born in Ohio. 
 
 Professor Powell was reared on a farm, 
 ;ind up to the age of si.xtcen received but a 
 district school education. Being ambitious for 
 somelhing better, however, he entered the 
 Ohio Central Normal School at Worthington, 
 taking a preparatory course. From eighteen 
 until twenty-two he taught school, and. at the 
 latter age, having saved sufficient funds, en- 
 
tered Oberlin College. In I8811 he graduated 
 witli the degree of A, B.. having completed 
 the five-year course in four years. He gradu- 
 ated at the head of his class, and was also 
 one of the students chosen for the orator- 
 ical contest, in which he made a marked im- 
 pression. His first professional charge on 
 leaving college was the schools at St. Paris, 
 Ohio, and on leaving there he served for six 
 years as principal of the schools at Wads- 
 worth, Ohio, in which he achieved deserved 
 distinction. 
 
 He next became principal of the Barnes- 
 ville schools, and thence went to Marion, 
 Ohio, to assume a similar position there, 
 where he won an enviable reputation and in- 
 stituted many innovations, among them being 
 the introduction of the teaching of vocal 
 music and the revision of the high school 
 course, raising the standard of instruction so 
 much that pupils have since been admitted to 
 any college in the State on presentation of a 
 certificate from the Marion hio-h school. 
 Through his indefatigable efforts, also. Pro- 
 fessor Powell secured the erection of a new 
 high school building at Marion, one of the 
 finest in the State. He served for eleven 
 years as superintendent at Marion, then for 
 two years filled a similar post in Steubenville, 
 Ohio, where he accomplished a vast amount 
 of good, and for the past two years he has 
 been superintendent at Middletown, Ohio. 
 Here, under his supervision, the status and 
 efficiency of the schools have been greatly 
 elevated, and he commands the confidence and 
 esteem of the entire community. Professor 
 Powell is president of the State Board of 
 Examiners, ex-president of the Northwestern 
 Ohio Teachers' .Association, and is particu- 
 larly interested in teachers' institutes, in 
 which for many years he has taken a leading 
 part, attending them in different parts of the 
 State, and organizing and holding them in 
 various counties. He is also prominent in the 
 Masonic, the Knights of Pythias and the Odd 
 Fellows' organizations. 
 
 Professor Powell has likewise been very 
 active in church and Sunday-school work. 
 At Marion he built up a Sunday-school class 
 of over four hundred members in the Ep- 
 worth M. E. Church. He has ever been 
 greatly interested in the Epworth League, and 
 is at present one of its district officers. On 
 July 23, 1884, ths. Professor was united in 
 marriage to Miss Ada E. Franks, a lady of 
 intellectual attainments, and they have two 
 children — Stanlev Franks and Carroll Ar- 
 thur Powell. ' 
 
 LIELA CLAIRE HOLCOMBE 
 
 This lady has made an enviable record as 
 a painstaking, thorough and effective instruc- 
 tor, for, as a teacher, she has ever been am- 
 bitious, faithful and conscientious, untiring 
 in her efforts to promote the welfare and 
 advancement of her pupils. 
 
 LiEL.A Cl.^ire Holcombe is a native daugh- 
 ter of Ohio, having been born in Bremen, 
 Fairfield County, where her father, C. B. Hol- 
 combe was a leading practising physician. 
 
 She attended the public school of Corning for 
 years, graduated from the Corning High 
 School, and next became a pupil in Hollins' 
 Institute. Virginia, following her studies there 
 with a course at Dennison University, Gran- 
 ville, Ohio, and si.x years were spent at this 
 famed institution of learning: In lOniJ Miss 
 Holcombe began her life work as a teacher, 
 her first school being in Chihuahua, Old Mex- 
 ico, and a year was passed thus in this historic 
 old city. Returning to Corning, Miss Hol- 
 combe was assigned to the High School there, 
 being appointed assistant principal under Geo. 
 \V. De Long, superintendent of the High 
 School. This position she still holds, and her 
 duties are performed in a manner so thorough 
 that the departments in her care have been 
 raised to the highest plane of efficiency and 
 usefulness. 
 
 Miss Holcombe is a member of the Ohio 
 Teachers' Reading Circle, also an attendant at 
 the Baptist Church, Corning, and by her 
 pupils, friends and fellow-teachers she is held 
 in universal esteem. 
 
 HATTIE VAN WORMER 
 
 The foundation for all the great progress 
 that we witness in all things in this wonder- 
 ful twentieth century, is found in that magic 
 talismanic word — "Education," for without 
 education as a basis but little could have 
 been achieved. The public schools are the 
 primal factor in the training of the world's 
 mind, and the American system the ])est, as 
 generally conceded. 
 
 The schools of Newark will in every way 
 compare most favorably with those of any 
 other city, and their teachers are among the 
 ablest educators in the land. .Among these 
 an honored position is occupied by Miss 
 H.\TTiE V.\N WoRMER, principal of the Wood- 
 side School, and a most talented instructor. 
 Miss Van Wormer is a native daughter of 
 Ohio, having been born at Groveport, Frank- 
 lin County, where her father, .\ndrew J. Van 
 Wormer conducted business as ,a merchant. 
 Her early education was received in the public 
 schools of Groveport, and in the Granville 
 Female College. On leaving that institution. 
 Miss Van Wormer secured a school in Sugar 
 Grove, where she taught one year. She then 
 taught three years in Lithopolis. In the mean- 
 time her parents removed to Newark, and 
 Miss Van Wormer next taught two years in 
 a Licking County school. Desiring to be- 
 come more proficient she now entered the Co- 
 lumbus Normal School, from which she grad- 
 uated. She soon after began teaching in New- 
 ark where she has been for the past five 
 years. Three years ago, she received the 
 recognition her ability deserved, and was pro- 
 moted to the principalship of the Woodside 
 School, which position has since been filled 
 by her in the most creditable manner. 
 
 Miss Van Wormer is an ex-member of the 
 Ohio Teachers' Reading Circle and the Chau- 
 tauquans, is an attendant of the Second Pres- 
 byterian Church, and has a host of friends in 
 educational and social circles. 
 
 523 
 
PROF. WILLIAM H. MECK 
 
 The career of this gentleman — one of the 
 best known educators in the country — has 
 been one of phenomenal, well attained success, 
 and his laui'-els are not only well deserved, 
 but have been fully earned. Professor Meck 
 was born, reared, and educated in Ohio, and 
 is a most creditable representative son of 
 the Buckeye State. His first experience in 
 his profession was, when a mere boy, he 
 taught in the rural schools of Crawford 
 County for four years, and so successfully 
 that at the expiration of that period he was 
 elected principal of the Wapakoneta High 
 School, holding that position three years. He 
 resigned to attend the Ohio Normal Univer- 
 sity, graduating in 18S8. Later on he held the 
 principalship of the Kent High School for 
 two years, relinquishing it to enter the Ohio 
 Wesleyan University, and .-imultaneous with 
 the pursuit of his studies there he was em- 
 ployed as an instructor in Mathematics. He 
 graduated in 18!)4 with high honors, the de- 
 gree of Bachelor of .\rts being conferred 
 upon him. In 1894-.J he was principal of the 
 high school at Sidney. Continuing his schol- 
 astic pursuits Professor Meck also gained 
 recognition frfim the Miami University, whicli 
 
 in 1898 conferred on him the degree of Mas- 
 ter of Arts. For the past ten years he has 
 been an instructor in the Steele High School, 
 Dayton, Ohio. On August 31, 1898, he was 
 appointed, b\' Commissioner Bonebrake, a 
 member of the State Board of School Exam- 
 iners, to succeed Supt. Sharkey, of Eaton, 
 Ohio, for a term of five years, Professor 
 Meck was the first high school teacher to be 
 appointed to the State Board, and it was a 
 most substantial recognition of his ability. 
 His services in his new office were so effici- 
 ent that in August, 1903, he was again ap- 
 pointed to the position, and was the first one 
 to succeed himself since the enactment of the 
 five-year law. Professor Meck has contri- 
 buted much to educational literature, and has 
 frequently been called upon to address teach- 
 ers' associations. He holds High School Life 
 Certificates from Ohio and Michigan, and in 
 July 1898, at Pul-in-Bay. wes elected presi- 
 dent of the High School Section of the Ohio 
 State Teachers' .Association, and in Decem- 
 ber, 1904, he was admitted to the Bar. Pro- 
 fessor Meck's whole heart is in his life-work, 
 and the services he has rendered to the cause 
 of education are inestimable. 
 
 M 
 
WILLIAM HENRY MITCHELL 
 
 The above named, one of the most widely 
 known and experienced of Ohio's public 
 school instructors, was born in Indiana in 
 1853. His father, the Rev. Walter Mitchell, 
 was born on Nantucket Island, Mass., and for 
 many years was active in the Presbyterian 
 ministry. He attained the ripe age of eighty- 
 five in November, 1904, and is still living with 
 his worthy spouse. Mrs. Mary (Evans) Mit- 
 chell, who is almost of the same age. having 
 celebrated her eighty-fourth birthday in Feb- 
 ruary, 1905. They came to Ohio when our 
 subject was but an infant, and have since 
 resided here. The latter secured his earlier 
 education in the nublic schools of GallipoHs, 
 and after completing the studies there, took 
 a course in Marietta College, from which he 
 graduated in 1874 with the degree of Bachelor 
 of Arts, later receiving the degree of Master 
 of Arts from the same institution. In 1875 
 Mr. Mitchell began his pedagogical career 
 as teacher in GallipoHs schools, continuing 
 there for six years, when he was appointed 
 superintendent of Monroeville and Ridgeville 
 Township. Ohio, and officiated in this dual 
 
 capacity for fifteen years. For the past seven 
 years he has been superintendent of schools 
 at New London and New London Township, 
 Ohio, and has achieved a distinct success, 
 building up the schools to the highest possible 
 degree of efficiencv. 
 
 While at GallipoHs. Mr. Mitchell served 
 as a member of the Board of Examiners for 
 both that city and Gallia County. He has 
 been a member of the Board of Examiners 
 of Huron County for the past twenty years, 
 and of the State Board of E.xaminers for 
 five years. He has done and is still doing 
 much valuable institute work in all parts of 
 the State. Mr. Mitchell holds membership 
 in the Ohio Teachers' Reading Circle, the 
 Northeastern Ohio Teachers' .Association, 
 the National Educational Association, and the 
 Ohio State Teachers' .Association, and holds 
 membership in the Congregational Church. 
 In 1879 he was married to Miss Clara C. 
 Langley, and they have a son. Walter E., who 
 is now' in his 17th year, and daughter. Carrie 
 L.. who is a -tudent at Woo-ter University. 
 
PROF. CHARLES C. MILLER, Ph.D. 
 
 The efficient superintendent of schools at 
 Lima, Ohio, and a most accomplished educa- 
 tor was born at Baltimore. Fairfield county, 
 Ohio. In 18.50, son of Enos S. Miller, carriage 
 maker by vocation. After completing studies 
 in the country schools, he entered Fairfield 
 Union Academy at Pleasantville, Ohio, gradu- 
 ating from the latter institution in 187ti. Af- 
 ter teaching for several terms to earn sufficient 
 means to attend college he entered the Ohio 
 State University in 1877 and was graduated 
 in 188-3 with the degree of A. B. Professor 
 Miller has always been a hard student, and 
 has paid his tuitions by his own labor. 
 
 In 190.3 he had conferred upon him the 
 degree of Doctor of Philosophy from the Ohio 
 University at .'\thens, Ohio. Professor Miller 
 began his pedagogical career in 1874 as a 
 teacher in the country schools. His first work 
 as superintendent of schools was at Eaton. 
 Preble county, Ohio, 1884-188(1 On resign- 
 ing from that position he went to Ottawa, Put- 
 nam county, 188(j, and then to Sandusky, Ohio, 
 as superintendent. He was then elected at 
 Hamilton, Ohio, 18!>'2, in a similar capacity, 
 and at a large increase in salary. Ten years 
 ago he was elected superintendent of schools 
 at Lima, and continues to most satisfactorily 
 discharge the duties of that office. Professor 
 Miller was Ohio's school commissioner from 
 18111 to 1802. He was appointed State exami- 
 
 ner ni llinl by Hon. L. U. Eonebrake. He 
 likewise had the honor to be the first graduate 
 of the Ohio State L'niversity appointed on the 
 Board of Trustees of that institution. Mr. 
 Miller has done a large amount of institute 
 work in Ohio, Indiana and Pennsylvania, and 
 has been County School Examiner of Preble, 
 Putnam and Butler counties, and City Ex- 
 aminer of Sandusky. Hamilton and Lima. He 
 holds membership in the Masonic fraternity. 
 Phi Gannna Delta Fraternity, the Knights of 
 Pythias, Ohio Teachers" Reading Circle, Ohio 
 State Teachers .A.ssociation, Northwestern 
 Ohio Teachers' Association and the National 
 Educational .Association. In 1891 he was mar- 
 ried to Miss Nellie C. Wilbur, of New York 
 State, and they have a family of two sons ;uid 
 a daughter. 
 
 In regard to Professor Miller's standing, 
 etc.. we quote the estimate of a clergyman of 
 prnnnnence who has known him for years: 
 "Professor C. C. Miller is frank and genial, 
 warm hearted and generous. He is affable 
 and courteous, and his social qualities are of 
 the highest. He makes friends readily, and 
 then grapples them to himself with hooks of 
 steel. He has dignity of genuine manhood, 
 and not a stilted affectation, nor a cold, 
 haughty pride. He is unassuming in manner, 
 and invites confidence rather than repels. 
 
 .52(5 
 
MIRON E. HARD. 
 
 MiRON E. Hard was born December (i, l^!4i», 
 near Ehiiwood, Franklin county, Obio, on tbe 
 farm of bis father, Albert Hard, and received 
 bis earliest education in the country schools 
 of that day. Next be took a seven years' 
 course at Central College, Obio, and at the 
 same time taught in district schools in Perry 
 township in order to defray his expenses. 
 At tbe expiration of that period be entered 
 tbe Ohio Wesleyan University at Delaware, 
 and, upon successfully graduating in 1873, was 
 appointed principal of tbe high school at Gal- 
 lipolis, Obio. Two years later be resigned to 
 accept the prinicipalsbip of tbe high school 
 at Washington Court House, and after giving 
 four years' valuable service there he resigned 
 to return to Gallipolis to become superintend- 
 ent there. This position he filled with credit 
 and honor for ten years, and went thence to 
 Salem, Obio, where another ten years were 
 passed as superintendent. 
 
 Tbe three years following this saw Mr. 
 Hard installed as superintendent at Bowlirr 
 Green. He was re-elected there, hut resigned 
 to become superintendent at Sidney for two 
 years. In 1902 be accepted a call from Cbil- 
 
 licothe to become superintendent there, and 
 this office be still continues to hold, to the 
 eminent satisfaction of bis assistants, pupils, 
 and tbe public. 
 
 Mr. Hard has long since been prominent in 
 educational circles. He was a candidate for 
 the position of State School Commissioner in 
 18!)7, was State Examiner for five years, and 
 has served as president of the Obio State 
 Teachers' Association. He has been a mem- 
 ber of tbe Obio Teachers' Reading Circle for 
 the past twenty years, and is also a member 
 of the Central Obio Teachers' Association 
 and the Masonic fraternity. The first meet- 
 ing of tbe Ohio State Teachers' Association 
 attended by him was in 1873, and since then 
 he has missed but one gathering of that or- 
 ganization. 
 
 In 1874 yir. Hard was married to Miss 
 Catherine Sballcross, and they liave an in 
 teresting family of one son and two daugh- 
 ters, named respectively Ansel S., Nora E. and 
 Minnie Anita. Miss Minnie Anita is a junior 
 at tbe Obio Wesleyan University, while Miss 
 Nora E. is now studying music at Sidnev, 
 Obio. 
 
 527 
 
MRS. DELIA LATHROP WILLIAMS 
 
 In the long roll of Ohi-./s successfnl teach- 
 ers, the name of the subject of this brief sketch 
 stands, by common consent, in a high pl.-ice. 
 An assembly of all her immediate pnpils 
 would be a very large gathering, and as so 
 many of these became teachers, her influ- 
 ence for good flowed through a like number 
 of channels, and her pupils' pupils, those in- 
 directly led by her in the ways of righteous- 
 ness, would be a vast multitude. 
 
 Dei.i.\ L.\TiiROP, daughter of Philemon and 
 Sophia Shurtleff Lathrop. had her early edu- 
 cation in the schools of Syracuse. N. Y.. Iier 
 native city, and while yet a young girl taught 
 district school in the surrounding country. 
 
 After a few years of this valuable experi- 
 ence, she entered the .Albany State Normal 
 School, from which, in b'-'.'iT, she was gradu- 
 ated with honor, and later took a c<iurse in 
 the Oswego Normal School. 
 
 Teaching, the profession she was lo serve 
 long and well, was resumed by her, in 18.")S), 
 in the primary department of the Oswego 
 schools. Promotion followed, to the grammar 
 and to the high school, and at the opening of 
 the State Normal School, she was placed in 
 charge of the practice department. Here the 
 
 success which liad attended her, did not fail, 
 and after a few years she was called to 
 Worcester, Mass., to shape the destinies of the 
 City Normal School which afterwards devel- 
 oped into the Worcester State Normal. 
 
 In 18(17, Miss Lathrop was invited by the 
 Cincinnati board of education to the principal- 
 ship of the City Normal School, which posi- 
 tion she held and filled for many years, prov- 
 ing by concrete example that, of the school 
 system of any large city, a normal department 
 is an essential factor. 
 
 In 1877, Miss Lathrop and Professor Will- 
 iam George Williams m.arried. 
 
 Soon after removing to Delaware as the 
 wife of this distinguished scholar and teacher, 
 Mrs. Williams was asked to resume her labors 
 in the class-room; and her love for such 
 service led her to accept the proffer, and to 
 continue for some years to devote her fine 
 pedagogic skill to college work. 
 
 The Ohio State Teachers' Association held 
 its session for 1882 at Niagara Falls. On the 
 program was a paper by Mrs. Delia Lathrop 
 Williams, with "Young Teachers and their 
 Calling,'' for a theme. 
 
 .After a pleasant preface ubich disclosed 
 
 528 
 
the tenet that all true teachers are ynuii;^. the 
 essayist graphically set forth under tive clearly 
 drawn heads the duties of the organized pro- 
 fession to the young in years, its inexperi- 
 enced members, then with some hesitation, 
 lest it be regarded visionary by the old teach- 
 ers, she concluded with an interrogation : 
 "Would an Ohio State Teachers' Course of 
 Reading meet a need of the Young Teachers 
 of the State, and incite them to Self-improve- 
 ment ; and, if so, is such a course of Reading 
 Practicable?" 
 
 Upon this hint a number of members spoke, 
 and from this hint, this speaking, and conse- 
 quent action at the next annual meeting, came 
 forth the Ohio Teachers' Reading Circle. It 
 is under the nianageinent of a Board of Con- 
 trol, of which Mrs. Williams has been presi- 
 dent from the beginning. The Woman's Home 
 Missionary Society of the Methodist Episcopal 
 Church, of which she is National Secretary, 
 also profits by Mrs. Williams's fine business 
 sense and her zeal for all that makes for the 
 uplifting of humanity. 
 
 MISS CLARA MAYER 
 
 This lady has Ijeen a close student all 
 throughout her career, has ever kept in con- 
 stant touch with modern educational ideas, 
 atid ever quick and eager to adopt new meth- 
 ods when they were clearly demonstrated to 
 be an im'provement on the old. 
 
 Miss Cl.'\r.\ Mayer is a native of the 
 Forest City, having been born there in the 
 sixties. She has always resided there and has 
 given to the public schools of Cleveland 
 twenty-five yea'rs of her valuable services, 
 much to the advantage of the city and to 
 those who have been her pupils. Her educa- 
 tion was received in the common schools of 
 Cleveland, also the West High School, from 
 which she creditably graduated, and then fol- 
 lowed a course in the Normal School and 
 graduation in 1880. 
 
 The first position assigned Miss Mayer 
 was a teacher in the Hicks Street School, 
 where she continued for thirteen years, when 
 she was transferred to the West High School, 
 and after teaching there for a year she was 
 appointed principal of the Landon School, 
 where, for the past eleven years, she has con- 
 tinued to most capably officiate. 
 
 Miss Mayer is a member of the North- 
 eastern Ohio Teachers' Association, and an 
 attendant of the Free Baptist Church. The 
 Landon School, is a modern building, its in- 
 terior adorned with beautiful works of art. 
 
 MISS CORA B. HAUGHEY 
 
 The high plane of efficiency that has been 
 attained in the public school system of New- 
 ark is the result of the surveillance exercised 
 in the selection of teachers, only thoroughly 
 capable and experienced instructors being 
 chosen for the work. 
 
 Among the most successful of those now 
 officiating is Miss CoR.\ B. H.\ughev. the 
 
 piipular known principal of the Central School, 
 a position she is by training and nature ad- 
 mirably qualified to fill. 
 
 Miss Haughey is a native of Newark, 
 Ohio, daughter of Edwin and Elizabeth C. 
 Haughey, the former a retired business man, 
 and her education was obtained in twelve 
 years attendance in the public schools of 
 Newark. She graduated from the High 
 School in 1880, and in the fall of the succeed- 
 ing year began her life work as a public school 
 teacher. Miss Haughey made a close study 
 of child life, and the best methods of develop- 
 ing the youthful mind, and the knowledge 
 thus gained, together with her genial person- 
 ality, enabled her to achieve distinct success 
 and obtain the most substantial results. Her 
 efforts were recognized and duly rewarded in 
 1888. when she was promoted to the principal- 
 ship of the Central School, and this respon- 
 sible position she has continued to hold with 
 uninterrupted success. 
 
 Miss Haughey is a member of the Ohio 
 State Teachers' Association, of the Athene- 
 pousian Association of Newark, and the local 
 Research Club, and she is a regular attendant 
 of the Second Presbyterian Church. 
 
 ZONA B. HOWELL 
 
 Never before in the history of this com- 
 monwealth have the public schools of the 
 State been developed to such a high degree 
 of excellence as they now enjoy, and never 
 before were such grand results attainable. 
 This is mainly due to the exacting qualifica- 
 tions now demanded of intending teachers, 
 the thoroughness of their examinations, and 
 the great care exercised in selecting only the 
 fittest persons for the work in hand. 
 
 One of the most popular and successful 
 instructors in that section of the State, is 
 Miss Zon.\ B. Howell, schoolmistress of the 
 First Primary Departinent. in the Frazeys- 
 burg School. This lady is of Ohioan birth, 
 having been born in Coshocton County, daugh- 
 ter of Spencer L. and Rose B. Howell, who 
 own a farm in that section, and she makes 
 her residence at Trinway. 
 
 Miss Howell was a pupil in the schools of 
 Coshocton County for seven years, when she 
 entered the High School at West Bedford, 
 Ohio, and after a four years' course of study 
 was graduated in 1904, but prior to this, in 
 1003, she had been the recipient of a first 
 teachers' certificate. Her first charge was the 
 Hamilton School in Washington Township, 
 Coshocton County, Ohio, and on concluding 
 her engagement there. Miss Howell went to 
 Frazeysburg, and was assigned to the first 
 primary department of the school there. Her 
 classes comprise an average of forty-five 
 pupils, and they are managed by her with the 
 most beneficent results. 
 
 Miss Howell is a member of the Ohio 
 Teachers' Reading Circle, the Muskingum 
 County Teachers' Association, and ex-member 
 of the Coshocton Teachers' Association, and 
 her standing in educational circles and private 
 life is of the most creditable character. 
 
MARGARET W. SUTHERLAND 
 
 One of the foremost, most prominently 
 known Ohio edncators, was born November io, 
 18.')il. in Stenbenville, this state. Her father, 
 Judge John Knox Sutherland, was a distin- 
 guished light in the legal world, while her 
 mother, whose maiden name was Mary Lee 
 Bready, came from a leading family of Phila- 
 delphia. Her father served with distinciton 
 in many city and county offices. Miss Suth- 
 KRi.,\M)'s education was a most thorough one, 
 as has been evinced by her bright career and 
 splendid work in the educational world. She 
 first studied in the public schools of Stenben- 
 ville, graduating from the high school in June. 
 IWili. For the si.x years following she studied 
 under private tuition and in this way com- 
 pleted a college course but never took a de- 
 gree. She also made extended studies in Eng- 
 lish. French and German literature, and psy- 
 chology, of which she makes a specialty. Miss 
 Sutherland first taught in Steubenville both 
 in the grades and in the high school and 
 was from there called to serve as Principal of 
 the liigh school at Mansfield, Ohio, a position 
 wliioli she relained for nine years. In .Sep- 
 
 tember, 1889, she was elected principal of the 
 the Normal School at Columbus. Ohio, and 
 still retains this office, in which she has long 
 since firmly demonstrated her ability and pe- 
 culiar adaptability for educational work. 
 
 Miss Sutherland is actively identified with 
 many school and literary organizations. She 
 is president of Sorosis, president of the Co- 
 lumbus branch of the Ohio State Teachers' 
 Reading Circle. She was for six years a 
 member of the E.xecutive Committee of the 
 Ohio State Teachers' Association, and the 
 onh^ woman to ever serve in that capacity. 
 She was vice-president from Ohio of the Na- 
 tional Educational .Association, and was the 
 only woman to preside over the national meet- 
 ing of that b^)dy. the year she officiated in this 
 capacity l)eing 18!I8. the citv. — Washington. 
 D. C. 
 
 Miss Sutherland has i raveled extensively 
 for pleasure and study, and for the past eight 
 years lias performed valuable work as a 
 lecturer before county institules and literary 
 clubs. 
 
 530 
 
FLETCHER STANTON COULTRAP 
 
 Under the able leadership of this gentle- 
 man the public schools of Athens, Ohio, have 
 been advanced to the highest possible degree 
 of influence and efficiency. During his seven 
 years of faithful service as superintendent the 
 high school has trebled its attendance, while 
 the number of graduates has grown from a 
 class of six to a class of thirty-three. ^Ir. 
 Coultrap is a product of Ohio, born in 1853, 
 and he has always taken commendable pride 
 in the fact that his early life was passed on 
 a farm, amid the surroundings that do so 
 much for the health in later years. He early 
 attended the country schools; proving an 
 eager pupil, and on his eighteenth birthday 
 left the farm to enter upon a four years' 
 course in the Ohio University, from which 
 he was graduated in 187.5. In 1878 he received 
 the degree of Master of Arts from that insti- 
 tution. While in College, Mr. Coultrap was 
 recognized as an especially strong debater, 
 and in his sophomore year, also in his junior 
 year, he represented the Athenian Literary 
 Society as debater in its annual contests with 
 the Philomathean Society. Immediately fol- 
 lowing his graduation he assumed control of 
 the public schools at Wheelersburg. Ohio. 
 
 and remained there two years, during whicti 
 period he made a most careful study of the- 
 Portsmouth (Ohio) public schools. It was- 
 here that he met and married Miss Fannie S. 
 Gebhardt who has proven such a blessing tO' 
 him in his home and in his professional life. 
 
 From Wheelersburg he was called to Nel- 
 sonville, Ohio, as superintendent, and con- 
 tinued in this capacity for twenty-one years. 
 
 He brought the Nelsonville schools up to- 
 a high degree of efficiency, and, as an appre- 
 ciation of his work, his salary was increased 
 from year to year until at the close of his 
 twelfth year of service he was receiving a 
 salary more than twice as large as that paid 
 any former superintendent. In 1898 he re- 
 signed to accept the unanimous call to the 
 superintendency of the schools at Athens, 
 Ohio, and still holds that position. During 
 the period of distress in the Hocking and 
 Sunday Creek Valleys in 189.3, Mr. Coultrap 
 was asked by the people to serve as chair- 
 man of a general relief committee for the dis- 
 tribution of supplies to those in need of aid. 
 Later William McKinley, then Governor of 
 Ohio, made him the official head of both val- 
 leys, and under his supervision some forty 
 
 531 
 
thousand dollars worth of provisions were 
 distrihuted through tlie various relief com- 
 mittees. 
 
 Since lt<8'_'. with the exception of one year. 
 Mr. Coultrap has served continuously as a 
 member of the Board of Examiners of Athens 
 county. He is a member of the Ohio State 
 Teachers" Association, the National Educa- 
 tional Association, and is now and has been 
 for several years a member of the Board of 
 Control of the Ohio Teachers' Reading Circle 
 He has a charming home in Athens, the family 
 consisting of his wife and four children — 
 Floyd, Frieda, Manning and Don. 
 
 MISS JENNIE R. WILSON 
 
 This lady has had a most noteworthy, 
 creditable career in the educational world, 
 and both as teacher and principal has been 
 eminently and uniformly successful. Earnest 
 and tactful, with the rare gift of adaptability 
 to the many phases of her work, she may be 
 said to be a born imparter of knowledge. Her 
 services in the splendid school development 
 of Cleveland have been of the most appreci- 
 ably valuable character. 
 
 Miss Jennie R. Wilson is a native of 
 Cleveland, and her father, David Wilson, was 
 formerly a contractor and builder in that city. 
 Her education was secured in Cleveland's 
 public schools, and shortly after graduating 
 from the Central High School in 1873, she 
 was appointed a teacher in the Case School 
 Building. She continued there for ten years, 
 performing such e.xcellent work that, at the 
 expiration of that period, she was appointed 
 principal of the Stanard Building, and still 
 holds that responsible position. Miss Wilson 
 is a member of the Northeastern Ohio Teach- 
 ers' .Association, and her laurels are shown 
 in tlie admirable work she has accomplished. 
 
 MARY ALICE ROSS 
 
 This is one of the best known of the suc- 
 cessful lady teachers of the capital city, and 
 her work has been prolific of the most substan- 
 tial results. Miss Ross is a native daughter 
 of Ohio, being the third child of the Rev. W. 
 Z. Ross of the Methodist Episcopal Church. 
 Her father dying when she was but nine years 
 of age, her mother removed to Columbus, and 
 there Miss Ross became a pupil in the public 
 schools. She was an apt scholar, studying 
 constantly, quickly passed through the various 
 grades, and then entered the High School, from 
 which institution she graduated in 1878, with 
 an excellent record to her credit. Soon after 
 this important event Miss Ross was appointed 
 a teacher, and so efficient were her. labors in 
 this field of work that she was given the Prin- 
 cipalship of the Sprin.g Street School. In this 
 more extended sphere of usefulness her .nbili- 
 ties and experience were fully equal to the de- 
 mands made upon them, and she was further 
 nromotcd by being appointed Principal of the 
 Franklinton School, which position is still held 
 
 l)y her, and the school is one of the most effic- 
 ient and best conducted in Columbus. 
 
 Miss Ross is a member of the Principals' 
 Association, the Ohio Teachers' Reading 
 Circle, and other educational organizations, 
 and is a lady who commands the esteem of 
 all who know her. 
 
 CARRIE O. SHOEMAKER 
 
 This lady is Principal of the Hubbard 
 Avenue School, and has l)een a valuable fac- 
 tor in the promotion of education in Colum- 
 bus. She was born in Lancaster. Ohio, her 
 father being Elias Hicks Shoemaker, a manu- 
 facturer, mechanical engineer, and inventor of 
 many useful devices. Miss Shoem.\ker first 
 attended school at Washington Court House, 
 Ohio, and later in Lancaster, thence removing 
 to Columbus, where she graduated from the 
 Central High School in 1878. In 188(1 she 
 was appointed teacher in the Mound Street 
 School, remaining there until 1887, when she 
 was transferred to the Second Avenue School. 
 From there Miss Shoemaker went to the 
 Normal Training School, remaining there for 
 two years under the principalship of Mar- 
 garet Sutherland. In 18!(r) she was appointed 
 Principal of the Hubbard .-Xvenue School and 
 still retains this position. The school is one 
 of the largest in the city, having between (5t)0 
 and 70(1 pupils. Miss Shoemaker is a member 
 of the Ohio Teachers' Reading Circle, the 
 Principals' Association, the National Educa- 
 tional Association, the Mutual Aid Associa- 
 tion and the Episcopal Church, and her resi- 
 dence is at No. 158 Buttles Avenue, 
 
 CARRIE M. KIRBY 
 
 Education in Ohio has been developed along 
 lines of the highest efficiency, of lofty ideals, 
 of ambitious endeavors, and the grand result 
 is that the State is unsurpassed, in the matter 
 of educational facilities and resources, by any 
 of her sister states in the Union. In Newark 
 the status of the school is the best, reflecting 
 much credit upon the teachers engaged in duty 
 there. One of the most successful of these 
 is Miss C.^RRIS M. Kirrv. the esteemed prin- 
 cipal of the Old and New West Schools. 
 
 This lady is a native of Ohio, her birth- 
 place being Granville township, her father, 
 Geor,ge Kirby. an attache of the Baltimore and 
 Ohio Railroad. She was educated in the Pub- 
 lic Schools of Newark, graduated from the 
 Newark High School, and first began teach- 
 ing in 1803 at the New West Building. In 
 18il(i she was promoted to the principalship. 
 which she has continued to hold, maintaining 
 her schools in a model state of efficiency. 
 
 .Miss Kirby is an ex-member of the Ohio 
 Teachers' Reading Circle, is a member of the 
 Ohio Federation, also of the First Presby- 
 terian Church, and she enjoys the esteem of 
 host of friends. 
 
 532 
 
CHARLES HAUPERT 
 SUPERINTENDENT PUBLIC SCHOOLS, WOOSTER. OHIO 
 
 533 
 
CHARLES L. LOOS. JR. 
 
 Principal of llitj Higli Scliool at Dayton. 
 Ohio, and a wt-ll-knoun edncator of unques- 
 tioned merit, was Ijorn at Wellsburg, W. Va.. 
 August 5, 1840. His father, Charles L. Loos. 
 Sr., was a college professor and president, and 
 famous in his time for his erudition and mas- 
 terly scholarship. His mother's name was 
 Rosetta .\. Loos, a lady of admirable quality 
 and sweet personality. Our subject received 
 his earlier education from private tutors and 
 in private schools, and was thus thoroughly 
 grounded in tlie elementary knowledge of 
 scholarship. 'I'lu-n be entered Bethany Col- 
 lege. West Virginia, took a full course, and 
 was graduated in 18(ifl. Mr. Loos first begaii 
 his professional career as a teacher in Franklin 
 township. Wayne County, Ohio, and taught 
 there for six months. Then he was elected 
 superintendent of schools at Millcrsburg. Ohio, 
 retaining the position for four years. From 
 IMillersIiurg be went to Dayton. Ohio, as I'rin- 
 
 ci|)al of the First District School, and served 
 in that capacity for tliirteen years. He was 
 then transferred and promoted to the Dayton 
 High School, where he served as teacher for 
 thirteen years, and so proved his efficiency, 
 that, five years ago, he was elected Principal, 
 and in this his latest incumbency he has made 
 a most enviable record. 
 
 Mr. Loos holds member>hip in the Central 
 Ohio Teachers' Association, the Ohio State 
 Teachers' Association, the National Educa- 
 tional Associaton, the Knights of Pythias and 
 Benevolent and Protective Order of Elks. On 
 December 2-5. 1874, he was married to Miss 
 Mary L. Mayers, and as a result of this felic- 
 itous union two children were born. 
 
 Mr. Loos has been a frequent contributor 
 of valuable articles to educational publications, 
 has given addresses at various teachers' meet- 
 ings, and has fully amplified and farned the 
 title to be called one of Ohio's educators. 
 
 534 
 
STEPHEN T. DIAL. 
 
 This gentleman lias been actively engaged 
 in educational work for twenty years and is 
 an enthusiast in his profession. Not only is 
 he a fine scholar and e.xecutive officer, but also, 
 as an inspiring and thought provoking teacher, 
 he has few equals. Students . under his in- 
 struction have the best that scholarship, enthu- 
 siasm, and experience can bring to hear upon 
 the studies they are pursuing. 
 
 Stephen T. Di.\i. was born April 16, 18.5'2. 
 at Olive Branch, Ohio, where his father, David 
 M. Dial, was a successful farmer. He at- 
 tended the public schools at an early age, and 
 later took a course in the Ohio Wesleyan Uni- 
 versity at Delaware, Ohio, following this with 
 a course in college at Syracuse University. 
 Syracuse, New York. He received the de- 
 gree of Bachelor of .Arts at Delaware in I8S11, 
 
 and that of "Ph. D." at Syracuse University 
 in 1893. 
 
 Mr. Dial's experience as a teacher began 
 in 1881 at Milford, Ohio, where he taught up 
 to 1887, when he moved his field of labors to 
 Batavia, and remained there until 1801, when 
 he went to Lockland, Ohio, and was ap- 
 pointed superintendent of schools there, which 
 position he still continues to most satisfac- 
 torily to fill. 
 
 Mr. Dial is a member of the National 
 Educational .Association, the Ohio State 
 Teachers" Association, and the Ohio Teach- 
 ers' Reading Circle. He is also a Scottish 
 Rite i\Iason and a Knight of Pythias. On 
 May 2.5, 1881, he was married to Miss Inez 
 White, and they have two fine sons. George 
 White Dial and William Henry Dial, who are 
 now students at Harvard University. 
 
 53.5 
 
SARDINE P. HUMPHREY 
 
 For upward oi a quarter of a century the 
 aliove named has been engaged in Oliio. his 
 native state, as a public school instructor, and 
 has achieved distinction as a master adept in 
 his profession. 
 
 S.^RDINE P. Hlwii'iirev was born in Meigs 
 county, this state. February 2. 18(i-i, on a farm 
 owned by his father, William G. Hinnphrey. 
 a most estimable gentleman, who is still living 
 and residing with our subject. He was edu- 
 cated, primarily, in the country schools of 
 Meigs county, and then took a course in Rio 
 Grande College, Gallia county. Ohio, from 
 which he graduated in !8!)."). thus rounding out 
 an excellent education. He began teaching 
 when hut si.xteen years of age in district 
 schools, and by study and application steadih 
 forged to the front. 
 
 In I881; he was elected principal of the 
 High School at Mi<ldleport, Ohio, continuing 
 in this capacity until 18!!li. when lie was pro- 
 moted to the sui>erintendeiicy. and in this 
 wider lield he reinaiiu-d up to ISIIV, when he 
 
 resigned to accept the superintendency of the 
 public schools at I ronton, Ohio, in which 
 position he still continues to demonstrate his 
 ability and perform excellent service in the 
 public's behalf. From 18;>il to 18.17 Mr. Hum- 
 phrey was a member of the County Board of 
 Examiners of Meigs county, and is now presi- 
 dent of the City Board of E.xaminers of Iron- 
 ton. He has held a high school life certificate 
 in Ohio since 188!) and is a member of the 
 executive committee of the Ohio State Teach- 
 ers' .Association. Mr. Humphrey also holds 
 membership in the Ohio Teachers' Reading 
 Circle, tlie Lawrence County Teachers' Insti- 
 tute, the Soutlieastern Ohio Teachers' .Associa- 
 tion, and the National Educational .Associa- 
 tion. On Christmas Eve. 1884. he was mar- 
 ried to .Miss Hattie .Mills of Gallipolis, Ohio, 
 and they have a family consisting of one son, 
 Elza Mills, and two talented daughters, Sarah 
 Clare and Helen Pearl, the first of whom is 
 iKuv a -tiulent in the Oliio Universitv. 
 
 0.3(3 
 
EDWIN P. WEST 
 
 In his present responsible pusi.in uf sn))- 
 erintendent of schools at Wilmington, Ohio, 
 Mr. West has ample opportuniiies for the 
 constant exercise of those masterly qualities 
 with which nature and sound training have 
 so generously endowed him, and that he is 
 taking full advantage of those opporUinities 
 is being satisfactorily demonstrated in the 
 splendid condition in which his schools are 
 maintained. 
 
 Edwin P. West was born in Martinsville, 
 Ohio, the son of James H. West, a prosperous 
 farmer. He attended the graded schools at 
 Martinsville, then among the best in that sec- 
 tion of Ohio. He was for a time a student 
 at the National Normal University at Leba- 
 non. He then entered for a course in Wil- 
 mington College, from which institution he 
 graduated in 1878. His primary position as 
 teacher was as superintendent of the schools 
 at Martinsville, in which capacity he contin- 
 ued for seven years, when he was elected 
 superintendent at New Vienna, Ohio, to which 
 town he gave his valuable services for four- 
 teen years. His next charge w'as that of sup- 
 
 erintendent of the sch.iols at Dayton. Ken- 
 tucky, which claimed four more years of his 
 time, or up to 1904. when he received an 
 offer from Wilmington to become superin- 
 tendent there. This ofifer was accepted, and 
 he is now successfully installed in this respon- 
 sible nosition. He has fine exicutive ability, 
 is well informed along educational Hne.s, and 
 has always been active in institute and asso- 
 ciation work. 
 
 Mr. West was County Examiner of Clin- 
 ton County for sixteen years, was a member 
 of the Ohio School Book Board, and holds 
 membership in the Central Ohio Teachers' 
 Association, the Southwestern Ohio Teach- 
 ers' Association, the Ohio Schoolmasters' 
 Club, and is a member of the Friends Church. 
 He is also a member of the Masonic Order 
 and Knights of Pythias. 
 
 In 1884 Mr. West was united in marriage 
 to Miss Josephine Walker, and they have two 
 promisine daughters of bright mentality. 
 
 Mr. West received from the Ohio State 
 Board a professional life certificate in 188(i. 
 
 :>37 
 
GEORGE W. DELONG 
 
 This gentleman is one of Ohio's best 
 equipped and most efficient instructors, his 
 active experience as a practical teacher ex- 
 tends over a period of ahnost a third of a 
 century. He is naturally of scholarly instincts 
 and possesses in fullest degree the highest 
 intellectual and moral traits and qualities. 
 
 George \V. De Long was born on a farm 
 in Harrison Township. Ohio. September 0, 
 1857, his parents being John B. and Sarah 
 Jane De Long, the latter a sister of Colonel 
 W. A. Taylor, the distinguished writer of 
 Columbus, Ohio. Six sons and six daughters 
 constituted the family, our subject being the 
 ninth in age, and of these but five survive. 
 Mr. De Long attended the public schools in 
 his early youth, taught country school for 
 ten years during the winter terms, and him- 
 self went to summer schools. Finally he took 
 a course in the Ohio University at .\thens. 
 Ohio, and graduated with honors from that 
 institution in 181I4. He has been a teacher of 
 schools since his eighteemli 1)irlli(l.iy and is 
 
 thoroughly grounded in all the best methods 
 of instruction. Eighteen years ago he was 
 appointed superintendent of schools at Corn- 
 ing, and two years since was also made sup- 
 erintendent of the Crooksville schools, and 
 he continues to hold both positions, ably dis- 
 charging their duties. 
 
 Mr. De Long has been county secretary 
 of the Ohio Teachers' Reading Circle for the 
 past twenty years, has been a member of the 
 Town Council several times and County Ex- 
 aminer six years. He holds an Ohio High 
 School State Life Certificate, and holds mem- 
 bership in the Ohio Teachers' Association, the 
 Southeastern Ohio Teachers' Association, the 
 National Geographical Society, Ohio .Acad- 
 emy of Science and the Methodist Episcopal 
 Church, also the Knights of Pythias. On 
 -Vpril 8. 1884, he w.is united in marriage to 
 Miss .\ddie M. .Moore, and they have a family 
 of three — two sons and a daughter — named 
 respectively, Jnanita, Dwight Moore and 
 \'aui;hn De Long. 
 
 538 
 
JAMES L. LASLEY 
 
 This gentleman is well known in educa- 
 tional circles as a scholar of the highest lit- 
 erary attainments, and as an instructor of 
 sound executive ahility, influence, and most 
 commendable methods. His experience ex- 
 tends over a long period and has been of the 
 most valuable character. 
 
 Mr. L.^slev w-as born January 7, 1848, at 
 Kyzer, Gallia County, Ohio, on the farm of 
 his father, Matthew Lasley, and in early years 
 he attended the common schools near his 
 home. Following this he was for five years 
 a pupil of the Cheshire Academy, from which 
 he graduated in 18(U, and then studied for a 
 year at Marietta College. Next he entered 
 the Oliio Wesleyan University at Delaware 
 for a four years' course, which entitled him 
 to his graduation in 1871. At various times 
 since then he has taken four courses more, 
 so that he now possesses a sound, most thor- 
 ough education. 
 
 Mr. Lasley began his career as teacher in 
 1S7G, when he was appointed principal of the 
 liigh school at Ponieroy, Ohio, for three years. 
 Leaving Pomeroy on the expiration of that 
 
 term he was elected principal of the high 
 school at Gallipolis for three years, and after 
 this service was principal at Gallon for three 
 years. From Gallon Mr. Lasley was called to 
 Plymouth, Ohio, where he officiated as sup- 
 erintendent for five years. Subsequently he 
 was .superintendent at Warren, Ohio, for 
 three years, and superintendent at Geneva for 
 one year. He then retired from active school 
 service, and two years ago. after having re- 
 mained in retirement for nine years, he was 
 elected superintendent at Carey, Ohio, and 
 still officiates in this capacity, to the eminent 
 satisfaction of all concerned. 
 
 Mr. Lasley holds a life State certificate, 
 dated 1880. He is interested in a number of 
 educational organizations, and holds member- 
 ship in Belle Harmon Post, G. .\. R.. having 
 participated in the civil war. In 1880 he was 
 united in marriage to Miss Eliza Dougherty, 
 a graduate of Vassar College, whose demise 
 ficcurred in 188-3. Sons of this union are 
 James F. and William H. In 1888 he married 
 Miss Mollie Schumacher, and they have one 
 son, David H. Lasley. 
 
W. R. COMINGS 
 
 A scliolar of admiralile attainments, an in- 
 structor of progres-ive methods, an official 
 of strong executive ability, a gentleman of 
 estimable personal qualities — such are the 
 main characteristics that may be attributed 
 to the subject of this notice. 
 
 W. R. CoMiNG.s is a New Englander by 
 birth, having been born in Berkshire. Vermont, 
 February Itj. 18.M, and his early life was 
 passed on the farm of his father, A. C. Com- 
 ings. The latter came to Oberlin Ohio in 
 18t).") and our subject then became a pupil in 
 the public schools of that village. On con- 
 cluding his studies in the graded and high 
 schools he entered Oberlin College, from 
 which he received in due time the honorary 
 degree of Master of Arts. On leaving Ober- 
 lin he went to Chicago, and after spending a 
 year in the university of that citj', took a 
 course in the Missouri State Normal School. 
 Returning to Ohio in 1874 he was appointed 
 superintendent at Medina, remaining there 
 eight years, and the succeeding nine years he 
 officiated as superintendent in Norwalk, Ohio. 
 The next two years he acted in the same 
 capacity at Irontnn. and, resigning because of 
 
 ill healtli, went to Springfield, Missouri, and 
 followed newspaper work there for five years. 
 Coming back to Ohio he worked at journal- 
 ism in Lorain up to March, 1901, when he 
 was appointed superintendent of schools at 
 Elyria, the position he still continues to till 
 with such manifest ability. 
 
 Mr. Comings has contributed much valu- 
 alile matter to the cause of education, prom- 
 inent among which are his "Practical Lan- 
 guage Tablets," published at Norwalk, Ohio, 
 and editorial and contributed matter for edu- 
 cational papers. He is a city and county ex- 
 aminer, a member of the Ohio State Teachers' 
 .Association, an officer of the Northeastern 
 Ohio Teachers' Association, the Congrega- 
 tional Church, and is also affiliated with the 
 Elks, and Royal .Arcanum. On .August 1, 
 1878, he was married to Miss Loretta Ken- 
 nedy, and they have had two daughters. Of 
 these the eldest, Josephine, was married to 
 Mr. Jay .A. Egbert and is living in Indian- 
 apolis, while her sister, Marion, is now a 
 member of the Sopliomore class at Oberlin 
 College. 
 
 ojn 
 
JOHN CARLETON HEYWOOD 
 
 Principal of the Sixteenth District and Inter- 
 mediate Schools, Cincinnati, is an educator 
 of experience and well known abilitj', and is 
 most influentially known in educational cir- 
 cles. He was born in 1844 in Nottingham, 
 England, son of James Heywood, a merchant 
 tailor, and Catherine Heywood, and with 
 them came to the United States in 1849. They 
 settled in Cincinnati, and there our subject 
 secured his education in public and private 
 schools. He took a special course at Curran 
 & Kiihn's Academy, and a course in the Cin- 
 cinnati Medical College, from which he was 
 graduated in 1885. Mr. Heywood first taught 
 school in Greene Township, Hamilton County, 
 Ohio, and then went to Mount Airy as prin- 
 cipal of the graded schools. Later he became 
 attached to the Cincinnati schools, and for 
 
 the past sixteen years has most efficiently 
 presided as principal of the Sixteenth District 
 and Intermediate Schools. 
 
 Mr. Heywood is president of the Prin- 
 cipals' Association, and a member of the Ohio 
 State Teachers' Association, the Southwest- 
 ern Teachers' Association, the National Edu- 
 cational Association, and the Schoolmasters' 
 Club. He is also prominent in the Masonic 
 Order, being a Past Master, a Knight Temp- 
 lar, and now holds an office in the Chapter. 
 In 18l)7 he was married to Miss Mary E. 
 Thompson, and they have had five children. 
 Of these two are now living, one, a married 
 daughter, residing in Philadelphia, the other, 
 a son, living in Salt Lake City. 
 
 In 1892 his wife died and four years later 
 he married Miss Josephine D. McElwee, his 
 present wife. 
 
PROF. HARVEY THOMAS SILVERTHORN 
 
 came to his parents as a "New Year's Gift." 
 having been born the first day of the year in 
 1858, in Delaware County, Ohio, wliere his 
 father, Thomas Silvcrthorn, was a successful 
 farmer. He was educated in country schools, 
 and later took courses at tlie Ohio Wesleyan 
 University at Delaware, and tlie Ohio North- 
 ern University at .-^da, and fruni the latter 
 he secured the degrees of Bachelor and Mas- 
 ter of Science, He first began teaching in a 
 country school in Marion County, Oliio. re- 
 maining there three years, when he went to 
 Morrow County for a year. He then turned 
 to farming and followed agricultural pursuits 
 for seven years, when he again became a peda- 
 gogue, teaching school in Morrow County for 
 two years. Then came his college e.xperience 
 at Ada, and after graduating he was elected 
 superintendent at llieria, Oliio, for two years. 
 
 Hi-- next position was as principal of the 
 high school at Cardington. Ohio, on leaving 
 which he became a student at the Ohio Wes- 
 leyan University. .-Kfter two years' work he 
 went to Caledonia, Ohio, as superintendent 
 for three years, and, thence, to Mount Ster- 
 ling as superintendent for six years. In 1904 
 he was elected superintendent at Logan, Ohio, 
 and still holds this incumbency. Professor 
 Silverthorn is a member of the Ohio Teach- 
 ers' Reading Circle, the Southeastern Ohio 
 Teachers' Association, the Ohio Federation 
 of Teachers, the Masonic fraternity. Knights 
 of Pythias, and the Methodist Episcopal 
 Church. In bSTII he was married to Miss Eva 
 Hannah Coe, and they have two charming 
 daughters, Olive Estella Silverthorn, and Mrs. 
 Lulu Ann Pancake, of Mt. Sterling, Ohio. 
 
 542 
 
FRANK S. ALLEY 
 
 The above named has been actively en- 
 gaged without interruption, as a public school 
 teacher and official for almost thirty years, 
 and is widely known to his fellow co-workers 
 and to the public as an educationalist of much 
 ability, of excellent judgment, and as one who 
 obtains "the results." 
 
 Frank S. Alley is a native of the Hoosier 
 State, having been born near Brookville, In- 
 diana, where his father, David Alley, was en- 
 gaged in business as a miller, and was known 
 as a reputable citizen and upright business 
 man. On the death of this gentleman, w-hen 
 our subject was twelve years old, his mother 
 moved to a farm, and there he was reared. 
 Being the oldest of four children the man- 
 agement of the farm devolved very largely 
 upon him ; yet the experience proved valu- 
 able, and to it much of the success of his 
 work is due. 
 
 By taking advantage of the opportunities 
 offered by the district school of his home he 
 secured the foundation of that splendid edu- 
 cation which he now possesses. Ne.xt he took 
 a course in the Brookville College, Indiana, 
 following it with a course in Moore's Hill 
 College. Indiana, from which he graduated in 
 1880. and afterwards received the degree of 
 A. M. 
 
 Mr. Alley began his life work in 1876 as 
 
 teacher in an Indiana country school, and 
 after four years passed in that capacity he 
 went to Fairhaven, Ohio, having been elected 
 principal there. Three years ended his ser- 
 vices there, and for the following seven years 
 he officiated as superintendent at New Paris, 
 Ohio, during which period he was for five 
 years a member of the County Board of Ex- 
 aminers. Ripley, Ohio, ne.xt claimed his ser- 
 vices as superintendent for five years, and 
 thence he went to Dayton and Bellevue. Ken- 
 tucky, as superintendent for seven years. In 
 111(13 he received a call to the superintendent- 
 ship at Greenfield, Ohio, and he still continues 
 to successfully di-cliarge the duties of this 
 position. 
 
 Superintendent .Alley holds an Ohio State 
 Life Certificate, date of 1890. and is a ineniber 
 in the Ohio Teachers" Reading Circle, the Cen- 
 tral Ohio Teachers' Association, the Ohio 
 State Teachers' As.sociation, the National Edu- 
 cational Association, the Four-County Associ- 
 ation, the Masonic body. Odd Fellows, and 
 ^Methodist Episcopal Church. In 1880 he was 
 united to Miss Lydia il. Riker, since de- 
 ceased, and they had a family of four sons and 
 two daughters. In 180:-! Mr. Alley was mar- 
 ried to Miss Emma J. Baker, a lady of excel- 
 lent gifts, and they have a pleasant home in 
 Greenfield. 
 
 543 
 
C. T. COAXES 
 
 This gentlcnuin ha^ liecn in active service- 
 as a public educator for almost fort)' years 
 and has a wide circle of acquaintances in the 
 educational world. He was born February 
 22. 1847, in Gallia County, Ohio, and cele- 
 brated his fifty-eighth natal day on Washing- 
 ton's birthday, 1905. 
 
 His father was Jeremiah Coates, farmer, 
 of Gallia County. Ohio, and his youthful days 
 were spent on the farm until at the age of 
 sixteen he left his home to take part in the 
 stirring scenes of the Civil War, serving first 
 for eight months on the Military Messenger 
 Line froiu Charleston to Fayetteville in Kana- 
 wha Valley and then with his regiment, the 
 3(ith Ohio Volunteer Infantry, from February 
 18(i4 until it was mustered out in July, 1865. 
 
 .•\fter finishing the studies offered in the 
 country schools he entered Pine Grove Acad- 
 emy and later the Ohio University at Athens, 
 Ohio, He began teaching in 1867 in Mason 
 County, West Virginia, returned to Ohio in 
 1869 and has ever since been located in Meigs 
 County. Seven years ago he was elected sup- 
 erintendent at Fonieroy, and still continues 
 
 to most efficiently preside in that capacity. 
 Mr. Co.\tes has been County Examiner in 
 Meigs County for the past eight years and 
 has served on the Meigs County Committee 
 on Institute work for some twenty years. He 
 holds membership in the Ohio Teachers 
 Reading Circle, the Southeastern Ohio Teach- 
 ers' Association and the Methodist Episcopal 
 Cliurch. In isiill he was married to Miss 
 Janette .\, Maupm of Mason County, W. Va.. 
 and they have had a family of four bright 
 sons, all of whom are now holding responsible 
 positions as follows : Thomas C. Coates, 
 formerly principal of the Lancaster, Ohio 
 high school, is now connected with the Me.xi- 
 can-.-\merican Mining and Development Com- 
 pany of Akron, Ohio, and is a member of the 
 firm, T. C. Coates & Co., brokers, Columbus, 
 Ohio ; Alonzo J. Coates is einployed with the 
 Westinghouse Company at Turtle Creek, Pa. : 
 Howard H. Coates is with the W. M. Ritter 
 Lumber Company, at Columbus, Ohio, while 
 the fourth son. Elmer W. Coates is with the 
 Columbus Savings and Tnisl Company, at 
 Columbus, Ohio. 
 
 il! 
 
JONATHAN B. WRIGHT 
 
 For almost thirty years the Ohio school 
 system has had an active, practical exponent 
 and most worthy representative in the gentle- 
 man whose name forms the caption to this 
 sketch, and he is widely, most repntably known 
 to his co-workers and the public. 
 
 Jonathan B. Wright is a product of 
 Ohio and was born in Highland county, .\pril 
 14, 1850. His father followed the dual occu- 
 pation of farmer and minister in the Quaker 
 church, and was a citizen noted for his up- 
 rightness and sterling integrity. 
 
 Our subject inherited and was trained in 
 these excellent traits, and they have served 
 him to overcome obstacles and lead the life 
 strenuous with composure. His first school- 
 ing was secured in a rural district in High- 
 land county, and a term in a private school in 
 New Vienna. Ohio. He then went to Iowa 
 and taught school there for two years. Re- 
 turning to Ohio he entered Wilmington Col- 
 lege, and, after a successful course of studies, 
 graduated in 1878. He also took a summer 
 course in chemistry at Harvard University. 
 
 Massachusetts. In 1878 Professor Wright be- 
 gan teaching in Wilmington College and for 
 twenty years made science his chief branch of 
 instruction. He then went to Marysville. Ten- 
 nessee, and after a year in service there re- 
 turned to Wilmington, six years ago, and was 
 appointed teacher in the high school. Three 
 years later, in recognition of his ability and 
 long services, he was promoted principal of 
 the High School, a well deserved elevation, 
 and under his rule the various departments 
 have been developed to an admirable plane of 
 efficiency. 
 
 Mr. Wright is a member of the Ohio 
 Teachers' Reading Circle and a charter mem- 
 ber of the State Academy of Science. He and 
 wife are worshippers in the Quaker Church. 
 He was married in 1876 to Miss Louisa Sabin. 
 and they had two children, now of mature age. 
 Of these a daughter is married and resides in 
 Philadelphia, while a son follows in his 
 father's footsteps, and is teacher of a schr)oI 
 in Warren county. Ohio. 
 
JOHN MYERS 
 
 OLDEST LIVING SCHOOL TEACHER IX OHIO. 
 
 The distinction of being the oldest school 
 teacher living in Ohio belongs to Mr. John 
 Myers, who is now residing on a farm in the 
 Southeastern section of Columbus, this State. 
 He was born in Hagerstown, Maryland, in 
 May, 1813, his father being a well known 
 hotel keeper in that city, and later in Penn- 
 sylvania. His education was obtained in the 
 country schools of his birthplace. When a 
 young man he worked his way West and 
 settled in Illinois. About 184n he came to 
 Ohio, earning his way by assisting in driving 
 a herd of cattle to the eastern market for 
 Abrani Swisher, and has ever since made 
 Franklin County his home. Mr. Myers is an 
 
 enthusiastic fisherman, his favorite fishing 
 grounds being the Licking County reservoir, 
 where he has a summer cottage. While a 
 school teacher Mr. Myers had an amusing 
 dialogue with one of his pupils one day. He 
 requested the boy to spell the word "horse." 
 The lad spelled the word correctly, but could 
 not pronounce it. To enlighten him Mr. 
 Myers asked: "What does your father ride 
 when he goes to the mill ?'" Whereupon the 
 boy replied "a filly, sir." ^Ir. Myers, although 
 of advanced years is still hale and hearty, 
 possesses a great fund of stories and anec- 
 dotes, and enjoys the esteem of a wide circle 
 of friends and acquaintances. 
 
L. B. DEMOREST 
 
 For upward of a quarter century the sub- 
 ject of this sketch has been an active, promi- 
 nent figure in the educational world of Ohio, 
 and has earned a name and reputation for 
 ability of the highest order, as well as for his 
 influence in an executive capacity. Born in 
 Franklin county, Ohio, June 5, I800, he at- 
 tended the district school there up to his tenth 
 year, when his father moved to Delaware, 
 Ohio, and there he continued his studies in 
 the public schools of that town. After pass- 
 ing through the various grades he entered for 
 a . course at the Ohio Wesleyan University at 
 Delaware, from which institution he gradua- 
 ated in June ISTti. Pursuing his studies fur- 
 ther, Mr. Demorest took a course of general 
 reading, and in the fall of 1877 began his 
 career as a public educator. His first charge 
 was a district school out from Marysville, 
 where he taught for two winters. He moved 
 to ^larysville in 187(3, making it his perma- 
 nent home, and in 1879 the board of education 
 invited him to assume control of the gram- 
 mar school there, which proposition he ac- 
 cepted and carried through so successfully 
 that in 1880 he was promoted to the principal- 
 ship of the Marysville High School, holding 
 this position until 1898, when he was elected 
 Superintendent, and continues to preside most 
 efficiently over the duties of this important 
 office. 
 
 Air. Demorest is a member of the Masonic 
 order. Past Chancellor of the Knights of 
 Pythias, charter member of the Ohio School- 
 masters" Club, president of the Central Ohio 
 Teachers' Association, member of the Ohio 
 Teachers" Reading Circle, the National Edu- 
 cational Association, the Ohio Teachers' As- 
 sociation, is, and has been for many years 
 clerk of the county board of school exami- 
 ners, the Phi Gamma Delta fraternity, and has 
 long been prominent in the Methodist Church, 
 having been steward for twenty-eight years, 
 and superintendent of the Sabbath School 
 eighteen years, and he is also a member of 
 the Board of Church trustees. 
 
 In the fall of 1876 Mr. Demorest was mar- 
 ried to Miss Sallie Marshall, and they have 
 an accomplished family of four sons and a 
 daughter. The eldest, Francis M. was a stu- 
 dent at the Ohio Wesleyan University; Ralph 
 H. and Dana J. attended the Ohio State Uni- 
 versity. 
 
 The former graduated in June, 1904, has 
 married and is now teaching science at Green- 
 ville, Ohio, while Dana J. has been elected 
 as assistant instructor to Professor Lord of 
 O. S. U. The daughter, Aladge M. is a stu- 
 dent in the Ohio Wesleyan University at Dela- 
 ware, while the youngest son Don L., twelve 
 years of age, is in the seventh grade of the 
 Marysville public schools. 
 
D. W. MATLACK 
 
 For almost two-score years the above- 
 named has been an active, valued factor in 
 the public school system of Ohio, and he is 
 a recognized authority in all matters educa- 
 tional. 
 
 D. W. Matlack is a native of Ohio, born 
 August 4, 1842, in Jefferson County, and he 
 received a rugged training on his parents' 
 farm. His father. Aaron Matlack, whose an- 
 cestors came from Scotland before the Revo- 
 lution, emigrated to Ohio in the early part of 
 the nineteenth century, as did also his mother, 
 Mary (Winkelplcch) Matlack, whose parents 
 were natives of Holland, and both were of 
 that sturdy stuff that the best early pioneers 
 of the Buckeye State were made of. 
 
 As a boy our subject attended "the old 
 log schoolhouse" for eight years, at Salem 
 Township, Jefferson County, and the school 
 at Unionport four years. The Civil War now 
 being on, Mr. Matlack joined the Northern 
 patriots, being then but nineteen years old, 
 and served with distinction for three and a 
 half years. On returning from war, at the 
 close of the liiltcr internecine struggle, he en- 
 tered the normal college at Hopedale, Har- 
 rison County, for a three years' classical 
 course, successfully graduating in 1868. He 
 also furthered his studies by constant self- 
 inslrucliiin. 
 
 In 181)8 began Mr. Matlack's professional 
 career, his first charge being a country school 
 in Jefferson County, where he continued up 
 to 1870. In February. 1871, began his long 
 connection with the schools of Steubenville. 
 when he was appointed teacher of the eighth 
 class in the old academy, where he remained 
 three years. In 1873, upon its completion, he 
 was appointed principal of the new Stanton 
 Building, and this position has lieen filled by 
 him with honor and ability ever since, with 
 the exception of a year in whicli he officiated 
 as superintendent of schools at Cadiz. He 
 resigned from the latter position to engage 
 in the iron business, but failing in this enter- 
 prise he returned to the principalship of the 
 Stanton Building, his return being gladly wel- 
 comed. Since 1868 his connection with schools 
 has never been wholly severed, as he served 
 on a school board and city board of exam- 
 iners while in business. He now has twelve 
 assistant teachers under his government, and 
 the pupils in attendance numlier •')-Vl. 
 
 Mr. Matlack is a charter member of the 
 Eastern Ohio Teachers' Association, vice- 
 president of the Jefferson County Institute, 
 secretary in this county for the Oliio Teach- 
 ers' Reading Circle, and is a member of the 
 Grand Army of the Republic. He has beeii 
 a member of the Jefferson County Board o*" 
 
 548 
 
Examiners tc-n years, and is clerk of thai 
 body. 
 
 In 1873 Mr. Matlaek was married to Miss 
 Laura E. Wolcott, and the union has proved 
 a most felicitous one. They have tviro sons 
 and a daughter, now grown to maturity. The 
 oklest son, H. W. Matlaek, graduate of Ober- 
 lin, is manager of the organ department of 
 the establishment of Lyon i Healey, Chicago; 
 the daughter. Miss Helen, is now in her 
 junior year at Oberlin College. The other 
 son, A. W. Matlaek, is employed in the 
 Store Department of the La Belle Iron and 
 Steel Company. 
 
 ADA STEPHENS 
 
 In the promotion of matters educational. 
 Miss Stfphens has long been an active, valued 
 factor, and her record is of the most enviable, 
 creditable character. She is a native of Co- 
 lumbus, her father, Adam O. Stephens, hav- 
 ing been Superintendent of Green Lawn Ceme- 
 tery for thirty-five years, and one of the 
 most respected of citizens. Miss Stephens re- 
 ceived her educational training in the public 
 schools of Columbus, graduated from the Cen- 
 tral High School in 1876, and first taught for 
 several years in district schools. The first 
 public one she was appointed to was the Fieser 
 School, and two years were passed there when 
 she assumed charge of the eighth grade at the 
 Douglass School. Miss Stephens continued 
 in control here up to the opening of the Ninth 
 Avenue School, which she was made Principal 
 of, and officiated in that capacity three years, 
 after which she served as Principal of the 
 Chicago Avenue School for five years, and 
 still retains this position, performing the ardu- 
 ous duties connected therewith in the most 
 efficient, accomplished manner. ^liss Stephens' 
 life interests are closely identified with edu- 
 cational work, and she possesses in a rare de- 
 gree the gift of knowing how to impart knowl- 
 edge to youthful minds. She holds member- 
 ship in the Central Ohio Teachers' Associa- 
 tion and the Principals' Association, and is an 
 active worker in St. Paul's Episcopal Church 
 
 MISS LILLIAN T. MURNEY 
 
 This lady is one of Cleveland's most popu- 
 lar and talented educators and her career has 
 been a phenomenally successful one. Miss 
 MuRNEY was born in Cleveland, her father, 
 John Murney, being a coal merchant in that 
 city. She attended the Ursuline Academy at 
 Nottingham, Ohio, from which she was grad- 
 uated in 1898. She then took the course at 
 the Cleveland Normal School. Her first ex- 
 perience as a teacher was in the Hicks School 
 Building, Cleveland, where she remained a 
 year, and then for the following two years 
 was assistant principal of the Barkwill and 
 Dike buildings. Then for two years she was 
 assistant principal of the Barkwill building 
 only, and four years ago, was promoted to 
 the principalship of the Brandon building, 
 where she continues to preside. This school 
 is an excellent example of the cosmopolitan 
 
 character of Cleveland's population, as almost 
 every one of its pupils is of Italian birth, and 
 Miss Murney has made herself proficient in 
 the Italian language in order to make her 
 work more effective. She is a member of the 
 Northeastern Ohio Teachers' Association and 
 an attendant of the Catholic Church. 
 
 MISS MAY FRENCH 
 
 For aljout eighteen years Miss May 
 French has been a trusted factor in the de- 
 velopment of Cleveland's public schools. 
 Faithful and tireless she has loyally labored 
 for the advancement of education's cause, and, 
 incidentally, for the fair fame of the local 
 system. 
 
 Miss French was born in Lakewood, Ohio, 
 where her father, Lorenzo Dow French, now 
 deceased, was engaged in business as 'a con- 
 tractor. She was educated in the public 
 schools of Lakewood and Cleveland, was 
 graduated from the West High School in 
 1886, the Cleveland Normal School a year 
 later, and then began her professional career 
 as teacher in the Fowler Street School. After 
 two years' service there she served succes- 
 sively as teacher in the Detroit Building, one 
 year : the Buhrer Building, two years ; the 
 Walton Building, one year, and then was 
 promoted to the principalsliip of the Lawn 
 Street School. This position has claimed her 
 services for the past twelve years, and it is 
 one of the best regulated schools in the city, 
 a potent fact, when it is considered that all 
 the schools are admirably excellent. 
 
 Miss French is a member of the North- 
 eastern Ohio Teachers' Association, the Na- 
 tional Educational Association, and the Ohio 
 Teachers' Reading Circle, and an attendant 
 of the Swedenborgian Church. 
 
 MISS HATTIE E. WALKER 
 
 For some twenty years the above named 
 lady has been an active factor in the educa- 
 tional world, and has been a valued member 
 of Cleveland's admirable corps of public 
 school instructors. Progressive in her meth- 
 ods, thoroughly enthusiastic in her labors, her 
 work has been productive of the most meri- 
 torious, substantial results. 
 
 Miss Hattie E. Walker was born in 
 Cleveland, where her father, William Walker, 
 was superintendent of a ship building com- 
 pany, and her education was received in the 
 public schools of that city. She graduated 
 from the West High School, and tlien took 
 a course in the Normal School, from which 
 she was graduated in 1885. Her professional 
 career began in the Kentucky .\venue School 
 Building. Thence she went to the Walton 
 Building for three years, and was then pro- 
 moted to the principalship of the Buhrer 
 Street School, her present position, the duties 
 of which she continues to fill in a manner 
 highly satisfactory to all concerned. 
 
 549 
 
M. JAY FLANNERY 
 
 For some fifteen years the life and name 
 of the above gentleman have been identified 
 with the public school educational fraternity 
 of Ohio, and his ability and scholarly attain- 
 ments are well known to his colleagues and 
 the community in which he has so success- 
 fullv labored. 
 
 M. Iay Flannerv was born in Dayton. 
 Ohio, in 1857. of poor but reputable parent- 
 age, and his subsequent endeavors to obtain 
 an education and a representative position in 
 the world were such as greatly redound to his 
 credit. His school life began in Medway. 
 Clarke County. For a number of years he 
 was a pupil in the district schools of Greene 
 County. Ohio, and after completing the studies 
 there he attended high school in Fairfield. 
 Ohio, and some time later attended the Ohio 
 State University. He then entered Heidel- 
 berg College at Tiffin. Ohio, from which he 
 •graduated after a successful course of studies. 
 
 Mr. Flannerv fir.st taught in the district 
 schools near Fairfield, later becoming super- 
 intendent at Fairfield for three years, and 
 next serving as superintendent at Jamestown 
 for seven years: after being supcrintemleiU 
 
 at Jeft'ersonville two years, he was elected 
 superintendent at Sabina. Ohio, and has held 
 this responsible position three years, during 
 which time he has fully demonstrated his 
 ability, scholarship, and high personal worth. 
 He has always taken an active interest in 
 educational affairs, serving as president of 
 the Greene County Teachers' Association and 
 for a number of years as a member of its 
 executive committee. He served for two 
 terms on the Greene County board of school 
 examiners and is at present a member of the 
 Clinton County Board. 
 
 Mr. Flannery is affiliated with the Masonic 
 Order, Odd Fellows, and Modern Woodmen 
 of America, and is also a member of the 
 Ohio Teachers' Reading Circle, the Ohio 
 Teachers' Federation, the Central Ohio Teach- 
 ers' Association, the Central Ohio Superin- 
 tendents' and Principals' Round Table, the 
 Central Ohio Schoolmasters' Club, and the 
 National Educational Association. He is a 
 member of the Methodist Episcopal Church 
 and is esteemed as a most useful member of 
 the comnuniitv. 
 
 550 
 
AARON GRADY 
 
 An innate love of study, a natural aptitudi.- 
 for teaching, together with the energy and per- 
 severance as necessary concomitants, were the 
 factors that evolved a first class instructor in 
 the person of A.^ron Gr.vdv, much to the pub- 
 lic's betterment. Though not a star in the 
 educational universe, his quiet, steady work 
 has been essentially good and influential. Mr. 
 Grady was born in Alorgantown. Pike county, 
 Ohio. 30th day of .August. 1848. his parents 
 being George and Mary A. (Carson) Grady, 
 his father a carpenter and farmer. He was 
 educated in country schools in Pike. Ross and 
 Highland counties, and also received valuable 
 tuition from his esteemed father, at home. He 
 then, studied in the National Normal Univer- 
 sity at Lebanon. Ohio, and was granted a 
 diploma in 189<\ He has held a high school 
 life certificate since 1889. Mr. Grady first 
 taught in Benton township. Pike county. Ohio, 
 and then for four years in country schools in 
 Scioto county, two years work being given to 
 Sciotoville. From the latter place he went to 
 Wheelersburg. Ohio, as superintendent, and 
 held that position for eleven years. Next he 
 officiated as principal of the fronton (Ohio) 
 high school for a year, and then served in a 
 
 >:milar capacity at Troy, Ohio, for three years. 
 J*"ollovving this came a six and a half years' 
 i'-cumbency as superintendent at Ludlow. 
 Kentucky. 
 
 On January 4, 1900, Mr. Grady was elected 
 superintendent at Nelsonville. Ohio, and has 
 since held that position to the eminent satis- 
 faction of all interested. Mr. Grady, as be- 
 comes his profession, is ever a thinker and 
 scholar, ever reaching out for the attainable 
 and making practical that which he deems to 
 be wisely good. Hence his success. He holds 
 membership in numerous educational associa- 
 tions, and is also affiliated with the Masonic 
 fraternity. On July -3. 1877. Mr, Grady was 
 united in marriage to Miss Hattie Allard. of 
 Sciotoville, Ohio. Their union has been 
 blessed by three intellectual offsprings — two 
 sons and one daughter — Carlyle's "ideal fam- 
 ily." and their home is one of the social spots 
 of Nelsonville. 
 
 Mr. Grady served as County School Ex- 
 aminer in Scioto county. Ohio from 187(1 to 
 1885. and never missed a single examination. 
 He is now servin.g his fir.st term as County 
 School E.xaminer in .\thens count)-. 
 
E. K. BARNES 
 
 Superintendem of scliool^ at Osburn, (Jhin, 
 lias Ix-cn a pulilic cducatur and in the puljlic 
 eye for a nnnibcr of years. 
 
 He lias accomplished mnch good along 
 educational lines and his successes have been 
 fairly earned and well deserved. 
 
 -Mr. Barxe.s was born in Belmont County, 
 near Pilcher, Ohio, in 18411. His father w-as 
 Wesley H. Barnes, a farmer. His early edu- 
 cation was obtained in the country schools. 
 After teaching a short time he entered Mount 
 Union College and was graduated in 1ST9, 
 with the degrees of Bachelor of Philosophy 
 and Bachelor of Commercial Science. Later 
 he did post-graduate work at the National 
 Normal University at Lebanon. Ohio. Soon 
 after graduation he located in Wood county, 
 Ohio, where be was appointed comity e.xam- 
 
 uier and during his term of office was super- 
 intendent of schools at Grand Rapids. 
 
 His subsequent positions were as follows: 
 Superitendcnt at Delta, Ohio : Superitendent 
 at Belpre. Ohio ; Prinicipal of Normal Depart- 
 ment in Centra! Tennessee College at Nash- 
 ville, Tennessee: Superintendent at Lees 
 Creek, Ohio; also at New Carlisle. Ohio; and 
 Bloomingburg, Ohio. In lliu4, Mr. Barnes 
 w-as called to Osborn, Ohio, .is superintendent 
 and in this, his latest position, is fully sustain- 
 ing his previous excellent reputation. 
 
 He holds membership in the Central Ohio 
 Teachers' Assocation, also in the Masonic 
 fraternity. He is the fortunate ])ossessor of a 
 high school life certificate. 
 
 In isn;) he was married to Dr. Kuth 1'. 
 Crone of Lebanon. Ohio, a lady well known 
 socially and much esteemed for her personal 
 .attainments. 
 
 o52 
 
J. R. KENNAN 
 
 This gentleman has Ixen an active lignrc in 
 schooldoni for abont a third of a centnry, and 
 his record is one which anyone might look 
 back upon with pride. Born in Norwalk, 
 Ohio, July IT, 1850, son of Jarius Kennan, 
 an attorney of prominence in his time, he 
 early attended the pnblic schools, passed 
 through the various grades, and graduated 
 from the Norwalk High School in 18(57. He 
 then took a four years" course in the Western 
 Reserve College, graduating in 1871 with the 
 degree of Bachelor of Arts, afterward receiv- 
 ing also the degree of Master of Arts. In 
 September. 1871, he began his career as public 
 instructor as principal of schools at Bridge- 
 port, Ohio. A year later he went to Norwalk, 
 Ohio, as principal of A grammar school, and 
 after a year's service was called to Hudson, 
 Ohio, where he became principal of the pre- 
 paratory department for five years. At the 
 
 expiration of that period he entered upon the 
 study of law, was admitted to the Bar. prac- 
 ticed for two years, and then retired from the 
 law's forum to return to the field of educa- 
 tion. He acted as prinicpal of a department 
 in a Norwalk school for a year, and then was 
 elected superintendent of schools at Medina, 
 where he has ably presided for the past nine- 
 teen years. 
 
 Mr. Kennan holds a twelve-years' certifi- 
 cate in the Ohio Teachers' Reading Circle, 
 and is also a member of the Northeastern 
 Ohio Teachers' Association, the Ohio State 
 Teachers' Association, the Medina County 
 Teachers' Association, and the Congregational 
 Church. In 1882 he was married to Miss 
 Cora E. Pickard, and their family consists of 
 one son and a daughter — Ruth and Edward 
 Kennan. 
 
 .553 
 
REED P. CLARK 
 
 A proniincnt educator of Ohio, was born in 
 Aslita!nila county, tliis State. August 9, 18:>3. 
 son of William Gibson Clark, farmer, and was 
 educated in the district and high schools of 
 that coiuity. This prclimiu.ary tuition was 
 folliiwed by a course in the Grand River 
 Institute, from wliich he graduated with the 
 degree of Baclielor of Science, and four years' 
 post-graduate work at ^[ount Hope College, 
 which conferred upim him the degree of Bach- 
 elor of .Arts. He holds teacher's life certifi- 
 cates from both the common and high schools, 
 has done much valuable institute work in 
 various parts of the State, and has served as 
 county examiner in .Ashtabula county for two 
 terms. 
 
 .Mr. Ci-akk. lirst t.-iugbt in district schools 
 for eleven terms, receiving but little recom- 
 pense and following the old custom of "board- 
 
 ing around " in the different hcmies of his pu- 
 pils' parents. 
 
 In 1K8p he began public school work at 
 Orwell, Ohio, and after four years' service 
 went to Geneva, Ohio, four years as superin- 
 tendeiu of the graded schools. Thence he re- 
 moved to Cortland, Ohio, served for seven 
 years there as superintendent, and then fol- 
 lowed seven years more in the same canacity 
 at .Andover, Ohio. In 1902. he was called .to 
 .Ashtabula, Ohio, as superintendent, and is still 
 the efficient holder of this position. 
 
 Mr. Clark is an ex-member of the Ohio 
 Teachers' Reading Circle, and now holds mem- 
 bership in the Northeastern Ohio Teachers' 
 .Association, the Ohio State Teachers' .Associ- 
 ation and tile Xational Educational .Associa- 
 tion, also the Mas'inic bndy. Knights of Pytb- 
 i.'.> and Odd l"elliw>. In 1ST4 he was married 
 !.. .Miss Mary A, .McClelland, .-md both are 
 alleiidants of the .Metbtnlist b'.piscnn.al Church. 
 
J. D. SIMKINS 
 
 This gentleman has been actively identified 
 with educational affairs for almost a quarter 
 century, and is one of the most competent and 
 experienced of public instructors. 
 
 Mr. Simkins is a native of the Buckeye 
 State, having been born near Fallsburg. Lick- 
 ing county, Ohio, ^larch 29. 18o(i, his parent? 
 being Benoni and Marj' Ellen Simkins, the 
 former the "village blacksmith" and a pros- 
 perous farmer. As a lad he attended the 
 country school of his home, later being sent to 
 ^lartinsburg Academy, after which a course 
 was taken in the National Normal University 
 at Lebanon, Ohio. From that institution Mr. 
 Simkins went to Iowa City, Iowa, where he 
 entered the Iowa State L'niversity, and grad- 
 uated with full honors from that well known 
 ''hall of learning" with the degree of Bach- 
 
 elor of Laws. From the Ohio University at 
 Ather.s. Ohio, he was awarded the degree of 
 Master of Arts. Mr. Simkins began his pro- 
 fessional career as a teacher in 1882, taking 
 charge of a country school, from whence he 
 went in 1884, to a school at Newcastle, Ohio, 
 and in 1889, his scene of labors was changed 
 to Centerburg, Ohio. Five years later pro- 
 moted to the superintendency at St. Mary's, 
 Ohio, in which capacity he officiated for fif- 
 teen years, when in 1904 he was elected to the 
 superintendency of schools at Newark, Ohio. 
 Mr. Simkins was a candidate for School 
 Commissioner on the Democratic ticket in 
 lilno. but failed of election with the rest of 
 the ticket. He is a member of the iMasonic 
 Order, and of the M. E. Church. 
 
R. H. KINNISON 
 
 For more than thirty years the above- 
 named gentleman has been an active factor 
 in Ohio's educational world and he is recog- 
 nized as an instructor and superintendent of 
 much merit and ability. He is of progressive 
 ideas and keeps fully abreast of all advances 
 made in his profession. 
 
 Mr. Kinnisdn was born in Middleton, 
 Jackson county, Ohio, in February, 184li, his 
 father being C. S. Kinnison, who was also a 
 teacher as well as a farmer. He received an 
 excellent home training, attended the public 
 schools, then the Jackson High School and the 
 Ewington Academy, and then took a classical 
 course at the Ohio University, Athens. Ohio, 
 graduating from that e.xcellent institution in 
 June, 1873, with the degree of A. B., and re- 
 ceived the degree of A. M., three years later. 
 As a means of paying for his college educa- 
 tion he lau.nht fourteen terms in country 
 and villa.nv -clinnls. His lirst experience as 
 
 a teacher m the graded schools began in Sep- 
 tember of 1873, when he took charge of the 
 schools at Willoughby, Ohio, for two years as 
 superintendent. He next spent a year at Ge- 
 neva, Ohio, as principal of the Normal School, 
 and for the succeeding two years as prin- 
 cipal of the High School at Norwalk, Ohio. 
 In 18711 he went to Wellington, Ohio, as su- 
 perintendent, and lias continued in that 
 capacity up to the present time, his ser- 
 vices ever giving the utmost satisfaction 
 ;nid being productive of the best results. 
 Mr. Kinnison holds membersliip in the O. 
 T. R. C, the O. S. T. Association, the Beta 
 Thcta Phi fraternity, the Methodist Church, 
 tlic Masonic body and the Royal Arcanum. 
 Tn 1875 he was married to Miss Eliza 
 Woodwnrth and they have a family of two 
 sons ,111(1 a daughter. Mr. Kinni.son has a 
 brother. J. E. Kinnison, who is superintendent 
 of the schools ;it lacksnn, Ohio. 
 
HORACE A. STOKES 
 
 Mr. Horace A. Stokes, superintendent of 
 the schools at Delaware, is a typical Ohioan, 
 and one of the most accomplished educators 
 in the Buckeye State, where he is well and 
 most favorably known among his colleagues 
 and the public at large. Mr. Stokes was born 
 in Lebanon. Ohio, June 25, 1863, and was 
 raised on the old homestead of his father, 
 Alfred E. Stokes, a successful highly esteemed 
 farmer. For a number of years he was an 
 attendant of the Lebanon schools, afterward 
 removing to Dayton, Ohio, and attending the 
 schools in that city, graduating from the Day- 
 ton High School in 188L This was followed 
 by a course in the Ohio Wesleyan LTniversity, 
 at Delaware, from which institution he suc- 
 cessfully graduated in 1887. In 1896 he was 
 honored by having conferred upon him the 
 degree of Master of Arts from the Dennison 
 LTniversity at Granville, Ohio. As an auxil- 
 iary to his studies Mr. Stokes engaged as a 
 learner in the printing trade from 1881 to 
 
 1884. In 1887 he began his professional career 
 as a teacher, being appointed superintendent 
 of the O. S. and S. O. Hoine at Xenia, Ohio, 
 where he was in control for three years, 
 when he assumed the superintendency of the 
 school in Granville, Ohio, continuing there 
 seven years, when he accepted the position of 
 superintendent of schools at Delaware, which 
 he still continues to hold, filling its duties in 
 the most capable manner for the past eight 
 years. 
 
 Mr. Stokes is prominent in educational 
 association work, being treasurer of the Ohio 
 State Teachers' Association, ex-president of 
 the Central Ohio Teachers' Association, an 
 active member of the National Educational 
 Association since 1895, member of the Ohio 
 Teachers' Reading Circle, and the Williams 
 Street Methodist Episcopal Church, and in 
 him the Ohio school system has a popular 
 and competent representative. 
 
 557 
 
RICHARD J. KIEFER 
 
 This gentleman is eminently well fitted 
 both by education and experience for the posi- 
 tion which he now fills so efficiently and 
 creditalily. His training has liecn most com- 
 plete and his executive knowledge of educa- 
 tional affairs far above the average, enabling 
 him to achieve the most satisfactory, bene- 
 ficial results. Mr. Kiefer was born in Lykens, 
 Ohio, April 19, 1871, and has been identified 
 with school matters from his early youth. 
 His first attendance as a scholar was at the 
 country schools of his native place, which 
 he attended for years, after which he took a 
 course at Ada Normal School, Ada, Ohio, 
 graduating therefrom in 1895, and afterwards 
 pursued a course at Heidelberg College, 
 Tiffin, from which institution he received the 
 degree of Bachelor of Arts, and graduated 
 in 1902. He first began his experience at the 
 early age of si.xteen, in the capacity of teacher, 
 his first charge being a county school near his 
 
 liirthplace. Thence he was promoted to the 
 principalship of the school at .\ttica; Ohio, 
 for one year, resigning at the expiration of 
 that term to become principal of the high 
 school at Clyde for two years, when he re- 
 turned to Attica, and held the position of 
 school superintendent there for eight years. 
 In 1903 he was further promoted by being 
 appointed superintendent of the school at 
 Upper Sandusky, and this responsible office is 
 still being filled by him in the most capable 
 manner. 
 
 Mr. Kiefer is an acti\e member of the 
 Ohio Teachers' Reading Circle, the Ohio 
 State Teachers' Association, the National 
 Educational Association, and the Presbyterian 
 Church, together with the Masonic Order and 
 Knights of Pythias. In 1895 he was married 
 to Miss Ida I.tiella Sanford. and they have 
 an interestin.t; family of three sons and a 
 daughter. 
 
 558 
 
JOHN IMBODEN HUDSON 
 
 John Imuoden Hl'dson is a native of the 
 "Old Dominion," having been born in Staun- 
 ton, Virginia. April 17, 18ii3. His father, 
 George H. Hudson, now deceased, was prom- 
 inent in official life, enjoying the fullest con- 
 fidence of the people, as was shown in the 
 fact that for twenty-four years he held the 
 position of Auditor of Public Accounts at 
 Staunton. 
 
 Our subject attended the grammar and 
 high schools of his home, graduating from 
 the Staunton High School in 1880. He then 
 entered the Virginia Military Institute and 
 after studying there for four years, success- 
 fully graduated in July, 1885, third in his 
 class, as Senior Officer of the Corps of Ca- 
 dets, and with the degree of Civil Engineer. 
 ( The Virginia Military Institute has since 
 conferred upon him the degree of Bachelor 
 of Science). Next, Mr. Hudson took a spe- 
 cial course in Chemistry and Engineering in 
 the University of Virginia, and on complet- 
 ing his work at that institution, he went into 
 the field as a civil engineer. In this capacity 
 he subsequently held some very responsible 
 positions, becoming resident engineer for two 
 years on the Chesapeake and Ohio Railroad ; 
 resident engineer on the Ohio and North- 
 western Railroad for one year ; division engi- 
 neer on the Roanoke and Southern Railroad 
 for about tw'o years, also Chief Engineer of 
 the Mt. Sterling, Kv. Waterworks System. 
 
 For the succeeding three years be taught civil 
 engineering, the sciences, and military tactics 
 at the Ohio Military Institute and Belmont 
 College, College Hill, Qhio, and for the next 
 three years was engaged at the Kentucky 
 Training School. In 1896 Mr. Hudson re- 
 ceived a call to Portsmouth, Ohio, having 
 been elected principal of the high school there. 
 So successful was he in this new office that 
 on April 10, 1901. he was elected and pro- 
 moted to the superintendentship, which he con- 
 tinues to hold. So strong a grasp has he on 
 the public favor that he is yearly maintained 
 in his position by a unanimous vote of the 
 Board. While principal of the high school, 
 Mr. Hudson was appointed City Civil Engi- 
 neer, and served in tnat capacity eight months. 
 He was also a member of the Flood Defense 
 Commission and one of its consulting engi- 
 neers. 
 
 Mr. Hudson is a member of the Ohio 
 Teachers" Reading Circle, the Ohio State and 
 Tri-State Teachers' Associations, the Royal 
 Arcanum and American Insurance Union, the 
 Ohio Society of Surveyors and Civil Engi- 
 neers, of which society he was the chairman 
 of the Committee on Civil Engineering for 
 1004. On September -3, 1891, he was married 
 to Miss Lizzie Howard Doty, and they have 
 a family composed of four bright lioys and 
 a daughter. 
 
 559 
 
A. D. BEECHY 
 
 A. D. Beechv was born in Berlin. Holnu-> 
 county, Ohio. April 11. 1852. son of David 
 Beecliy, farmer, still living. His early youth 
 and young manhood were spent on the old 
 farmstead and in attending the common 
 fchools, which were in session from three to 
 four months each year, never more. With the 
 exception of the time he attended these 
 schools as a pupil and the two winters that 
 he taught, he worked on his father's farm 
 until he was twenty-one years of age. 
 
 The following summer he liecame a pupil 
 in the Hayesville .'\cademy. From thence he 
 went to Mount Union College, Alliance. Ohio, 
 and after a successful course of studies, grad- 
 uated with high honors, in 1880, with the de- 
 gree of Bachelor of ,\rts. Two years later the 
 same College conferred upon him the degree 
 of Master of Arts. While prosecuting his 
 studies he also taught school a great part of 
 the time, in order to defray his expenses. A 
 few years after receiving his A. M. from his 
 .Alma Mater he took up the work of a regular 
 three years' Post-Graduate course in Political 
 and Social Science in the University of 
 Wooster. This work he did by himself while 
 attending to the regular duties of his pro- 
 fession, utilizing fur this purpose his evenings, 
 or so ni"ch uf tlieni :'^ could he spared from 
 
 his regular work, his Saturdays and vacations. 
 This course having been completed and the 
 examinations successfully passed, the degree 
 of Ph. D. was conferred on him by the Uni- 
 versity in 1894. 
 
 Prof. Beechy began teaching in country 
 schools in 1870. On leaving college he was 
 appointed principal at Berlin. Ohio, and after 
 a year's service there, went to Louisville, Ohio, 
 as superintendent for four years, and then to 
 Elmore, Ohio, as superintendent for four more 
 years. Sixteen years ago he went to Norwalk 
 as principal of the High School, his services 
 proving so efficient that, two years later he 
 was promoted superintendent and still con- 
 tinues to abh- perform the duties of this posi- 
 tion. He holds a high school life certificate, 
 dated 1880, is an active member of the Na- 
 tional Educational Associaition, also holding 
 membership in the Northwestern Ohio Teach- 
 ers' .Association, the Northeastern Ohio Teach- 
 ers' .Association, the Ohio State Teachers' As- 
 sociation, and he is affiliated with the Masonic 
 body and Odd Fellows' fraternity. 
 
 in 1882 Professor Beechy was united to 
 i\Iiss Theresa Burman, and they ha\e ;in en- 
 ga.ging daughter, Ada, who is now .Mrs. II. M. 
 Wells' .if Canton, Ohio. 
 
CHARLES L. BOYER 
 
 In Chas L. Bover the schools of Circle- 
 ville, Ohio, possess a superintendent of pro- 
 found scholarly attainments, of extended, 
 valuable experience, and of executive ability 
 of the highest character. Under his super- 
 vision the schools of that city have attained 
 a status of the most creditable character, 
 greatly redounding to the city's honor. 
 
 Mr. Boyer was born in Fairfield county, 
 Ohio, January l(i, 1864, his father being David 
 Boyer, a successful farmer. His earlier edu- 
 cation was received in the district schools of 
 his native county, and afterwards he attended 
 a select normal school, following up his studies 
 by a course in the Capital University, at Co- 
 lumbus, Ohio, from which he graduated with 
 honors in 1891 ; but for six years prior to 
 this he had taught school in one country and 
 one village district. For two vears Mr, Bover 
 
 was schoolmaster at Lithopolis, Ohio, and for 
 the succeeding four years he taught in the 
 Lutheran College at Lima. He ne.xt was ap- 
 pointed superintendent at Logan, Ohio, for 
 two j'ears, at the expiration of that period 
 becoming superintendent at Circleville, and 
 for the past si.x years he has ably performed 
 the duties of this incumbency. 
 
 in 1889 Mr. Boyer was married to Miss 
 Clara Shade, and they have had four boys 
 and three girls, of whom three boys died in 
 infancy. 
 
 Mr. Boyer is an esteemed member of the 
 Lutheran Church, the Ohio Teachers' Read- 
 ing Circle, the Central Ohio Teachers' As- 
 sociation, and the Central Ohio Schoolmasters' 
 Club, and he has performed much valuable 
 work in the cause of education. 
 
SAMUEL HENDERSON MAHARRY 
 
 Ohio's educational army has a wiikly 
 known, highly regarded, and most proficient 
 member in the above named gentleman, who is 
 a scholar of admirable attainments and a most 
 capable public instructor. 
 
 Samuel Henderson INIaharry was born in 
 Guernsey county, Ohio. July 17, 1853, and was 
 reared on the farm of his parents, John and 
 Elizabeth (Bratton) Maharry, the latter also 
 a native of Guernsey county, while the former 
 was born in Washington county, Pennsylvania, 
 but was long a resident of the Buckeye State. 
 The family was a large one, comprising four 
 sons and six daughters, and of these three of 
 either sex are living. Our subject's two 
 brothers are engaged in farming — one in 
 North Powder, Oregon, the other in Colorado 
 Springs, Colorado. 
 
 In the rural schools of Guernsey county, 
 our subject passed the first years of his edu- 
 cational training, and in 1873, he began teach- 
 ing school in that county, near Winchester. 
 Ohio, continuing in that position up to 1880, 
 and then moved to Cambridge, Ohio. For a 
 
 short time he taught in a school near Cam- 
 bridge, Ohio. 
 
 He entered Muskingum College. New Con- 
 cord. Ohio, in the fall of 1881, and completing 
 the classical course, graduated in 1887 and re- 
 ceived the degree of Master of Arts in 1890. 
 After which he was appointed superintendent 
 of the schools of Garner, Iowa. 
 
 He then took charge of the schools at 
 Washington. Ohio, subsequent to which he 
 was superintendent of the schools at Center- 
 berg, Ohio, and in 1896 Mr, Maharry resigned 
 this position and accpted the appointment of 
 superintendency of schools at Millersburg, 
 Ohio, and in ^larch this year was elected to 
 the superintendency at Shelby, Ohio, where he 
 entered upon his duties March ISth, where he 
 receives a handsome increase of salary. 
 
 ]\Ir. Maharry is a member of the United 
 Presbyterian Church, president of the Mus- 
 kingum College Alumni, and a member of the 
 Board of Trustees of the same. He is also a 
 member of the Ohio State Teachers' Associa- 
 tion and the National Educational Associa- 
 tion. 
 
ALCID C. BURRELL 
 
 For the past quarter century the ahove- 
 named gentleman has been actively engaged in 
 educational affairs, and has held many im- 
 portant positions as teacher and superin- 
 tendent. His scholarly attainments are well 
 known, and as an educator his ability is indis- 
 putable, while his methods are of the most 
 commendable character. 
 
 Alcid C. Burrell was born March 22, 1859, 
 in Tuscarawas county, Ohio, where his father, 
 Richard Burrell, was a prosperous farmer. 
 After attending the country schools of his 
 home he studied at the Lebanon Normal 
 School, preparatory for teaching, later enter- 
 ing Mount Union College at Alliance, Ohio, 
 from which he graduated in 1885, with the 
 degree of Bachelor of Arts, afterward re- 
 ceiving the degree of Master of Arts froin 
 the same institution. He holds a life high 
 school certificate from State Board of Ohio, 
 and he also took courses at the Western Re- 
 serve University and the Chicago University, 
 thus rounding out a most thorough, liberal 
 education. 
 
 Mr. Burrell began teaching in 1878, in 
 country schools, and after completing his 
 
 college work in 1885, he was made superin- 
 tendent at Wilmot, Ohio, for three years. 
 He ne.xt served two years as superintendent 
 at Carson City, Michigan, and then one year 
 at Painesville, Ohio, as principal of the high 
 school. From thence, going to Indianapolis, 
 Indiana, he was appointed teacher of Physics, 
 in the North High School in that city, remain- 
 ing there for six years. Returning to Ohio 
 he was elected superintendent at Monroeville, 
 and has filled this position for the past seven 
 years to the complete satisfaction of all in- 
 terested. He is on the county board of ex- 
 aminers of Huron county and has the super- 
 vision of the schools of Ridgefield township 
 with his other work. 
 
 j\lr. Burrell holds membership in the Ohio 
 Teachers' Reading Circle, the Northwestern 
 Ohio Teachers' Association, the Ohio State 
 Teachers' Association and the National Edu- 
 cational Association. In 1888 he was mar- 
 ried to Miss Harriet Webb, whose decease oc- 
 curred three years later. In 1893 he was united 
 to Miss Grace J. Webb, and they have a 
 faniilv of three engaging daughters. 
 
NORMAN EDWARD HUTCHINSON 
 
 Superintondi.-nt (if sclionU at Keiitnn. Oliin, 
 lias liccn a public educator for sonic thirty 
 years, and his merits and sound executive 
 ability are widely recognized. 
 
 Norman Edward Hutchinson was horn 
 August 10, 1S54. at Jasper, New York, son of 
 Osgood Hutchinson, carpenter by vocation, but 
 has lived in Ohio almost his entire life. lie 
 first attended school in the \illage at W'nrth- 
 ington, Ohio, then studied in the public schools 
 of Columbus. Ohio, and finally took a course 
 in the Central Normal at Worthington. gradu- 
 ating in 1ST") with the degree of Bachelor of 
 .•\rts. Later in the same year he be,gan teach- 
 ing school near Worthington, then taught at 
 Mechanicsburg, Ohio, and thence went to 
 West Jefferson, Ohio, for three years as su- 
 perintendent. From the latter tow'n Mr. Ilut- 
 chinson was called to Toledo, Ohio, where he 
 remained for thirteen vears — hve vears as 
 
 Ward principal, two years as principal of 
 Webster Grammar School, and six years as 
 assistant superintendent. Thence he went to 
 Bryan, Ohio, for nine years as superintendent 
 then to Napoleon, Ohio, as superintendent for 
 one year and four months, and on January 1, 
 lOfi-j, he was elected superintendent of schools 
 at Kentnn, a position he is filling with excel- 
 lent results. 
 
 Mr. Hutchinson has been a member of the 
 Ohio Teachers' Reading Circle for the past 
 twenty years. He also holds membership in 
 the Northwestern Obi) Teachers' .Association, 
 the Ohio State Teachers' Association, the Na- 
 tional Educational .Association, the Masonic 
 fraternity and Knights of Pythias. In 1883 
 he was married to Miss Opelia He;ul, and they 
 have a daughter, .Miss Florence Hutchinson, 
 now a student at the Ohio State University. 
 
 oC4 
 
GEORGE J. GRAHAM 
 
 Mr. Graham was born near Plymouth, 
 Washington County, Ohio, November T, 1847, 
 on the farm of his parents, Wilson and Sarah 
 Graham, and was one of a family of three 
 boys and two girls, of whom one brother and 
 one sister are now deceased. Starting to the 
 country school at the early age of four years, 
 he still retains very vivid recollections of the 
 old log schoolhouse with its large, open fire- 
 place, and primitive desks and slab benches, 
 the latter of which were sometimes appro- 
 priated for the nurpose of coasting down the 
 hill, on the side of which, in the edge of the 
 timber, the schoolhouse was standing. He con- 
 tinued his studies in this and an adjoining 
 district up to 18(50, in the meantime, having 
 attended also, Bartlctt Academy at Plymouth, 
 Ohio. At the age of sixteen, he obtained a 
 teachers' certificate from the Washington 
 
 County board of school examiners at Marietta, 
 Ohio, the list of questions being still retained. 
 This examination, however, was taken as a 
 test, without any intention of teaching. 
 Three years later, in the fall of 18C6, he be- 
 gan his work as a teacher, in his home school, 
 teaching two successive winter terms of three 
 months each at $'28i^ and $35 per month, re- 
 spectively. In the fall of 1808, he went to 
 Sangamon County, near Springfield, Illinois, 
 where he taught four fall and winter terms, 
 receiving $00 per month ior his first year's 
 work and $70 per inonth thereafter. During 
 this period his summers were spent at home 
 on the farm. Discontinuing his work in 
 Illinois, on account of his father's health, he 
 taught three more terms in his native county, 
 two of wliich were in Plymouth. 
 
 505 
 
GEORGE F. BRAUN 
 
 Principal of the Webster School, Cincinnati, 
 has been actively engaged in educational work 
 for upward of thirty years, all of the time in 
 Cincinnati. He was born in that city in 1853. 
 son of George and Anna M. Braun. both 
 natives of Germany, but long-time residents 
 of the United States, the former having come 
 here in 1851, the latter in 1850. His educa- 
 tion was secured in the public schools of 
 Cincinnati, and in 1872 he was graduated from 
 the Woodward High School. Soon afterward 
 he began teaching in the twenty-third District 
 School, later in the Twenty-second District 
 School, and for the past thirteen years has 
 been principal of the Webster School. He is 
 well known for his advanced, progressive 
 methods, and his school is ever maintained 
 
 at the highest .standard of excellence. Mr. 
 Bk.\un holds a diploma as Doctor of Medi- 
 cine, having graduated from the Cincinnati 
 College of Medicine and Surgery in 1891. 
 He is a member of the Ohio Teachers' Read- 
 ing Circle, the Southwestern Ohio Teachers' 
 Association, all local educational associations, 
 and the German Reformed Church. In 1882 
 he was married to Miss Emma M. Wright, 
 and they Iiave two daughters to enliven their 
 pleasant home. Mrs. Braun was a graduate 
 of the Woodward high school, also of the 
 Cincinnati Normal School. She taught for 
 ten years in the Twenty-second District 
 School, .-ind is a lady of much culture and 
 refinement. 
 
 ■560 
 
LOUIS ROTHENBERG 
 
 Amnng the many excellent schouU of Cin- 
 cinnati that of the Fifteenth District has long 
 heen one especially noted for the efficiency of 
 its management, and the executive ability dis- 
 played by its principal, Mr. Louis Rothen- 
 BERG. This gentleman has had a trans-contin- 
 ental experience as an educator, having taught 
 on both sides of the Atlantic. He was born 
 in Hanover, Germany, in 1845, son of Samuel 
 Rothenberg, a merchant of that historic city, 
 and received his early education in the gym- 
 nasiums of Hanover. Later, he entered a 
 seminary there, and after graduating, in 1860, 
 became a private tutor. In ISiiO he left the 
 Old World for the New, and on arriving here 
 
 went direct to Cincinnati, Ohio, wdlich has 
 ever since had the liencfit of his services. He 
 first taught in tlie Twenty-first District 
 School, then at Price Hill, and for the past 
 twenty years has been principal of the Fif- 
 teenth District School, which he has devel- 
 oped into an excellent degree of efficiency. 
 Mr. Rothenberg is a member of numerous 
 educational organizations, and is recognized 
 as an authority in all pedagogical affairs. In 
 July, 1871, he was married to Miss Seda Bam- 
 berger, and they have had five children — 
 three sons and two daughters. One of the 
 >ons is now a successful practicing physician. 
 
JAMES P. CUMMINS 
 
 Principal "f tlie IM District Sclinol, Cincinnati- 
 has an extensive circle of friends in educa- 
 tional lines, and is well known as an instructor 
 of ability and advanced methods. He was born 
 in 184il, in Westchester, Butler county. Ohio. 
 where his father. Dr. James P. Cummins, was 
 a leading physician. His early education was 
 obtained in the village .schools, and later he 
 took a course in the National Normal Univer- 
 sity at Lebanon, Ohio, araduating in 1871. Mr. 
 Cl'MMiN.s first taught in the country schools 
 of Warren county, Ohin, and next took charge 
 of the school .'it Riverside, near Cincinnati. 
 Eight years ago. after havin.g tau.ght at Clif- 
 ton, on leaving Riverside, Mr. Cummins went 
 to Cincinnati, and has since officiated there as 
 I)rincip:il of the •JlM District School, which he 
 
 has brought to a high state of excellence and 
 efiiciency. 
 
 Mr. Cummins is president of the Teachers' 
 Historical Society, and a member of the Ohio 
 State Teachers' Association, the National Edu- 
 cational Association, the Southwestern Teach- 
 ers' Association, the County Teachers' .-Vs- 
 ciation and the Principals' .Association. In 
 188ii he was married to Miss Mary .Albach, 
 of Cincinnati, and they have two bri,ght chil- 
 dren, a son and daughter. Mr. Cummins' 
 father. Dr. Cummins, served fm- over three 
 years in the Civil War, as captain of Company 
 1. 8:Hd Regiment. Ohio Volunteer Infantry, and 
 this fact entitles our subject to membership 
 in the Loyal Le.gion. he having been the eldest 
 
 ->C8 
 
JOHN H. CARSON 
 
 Principal of the Warsaw school in Cincinnati, 
 has been a teacher in the pnblic schools of 
 Ohio for nearly a third of a century, and has 
 made his impression as an educator fully felt. 
 Modern in his methods, progressive in ideas 
 and strong in the application of his principles, 
 yet modest in his pretensions, Mr. Carson has 
 won and earned deserved success in his chosen 
 profession. He was born in the town of Har- 
 risburg, Montgomery county, Ohio, August 
 11, 1848, son of James N. and Elizabeth Car- 
 son, his father having been a prominent 
 merchant tailor of that place. In 185!) his 
 father died, and the widowed mother removed 
 her family to the village of Fairfield, Greene 
 county, Ohio, where Mr. Carson received his 
 early education and training in the village 
 schools of that place. In 1868 he entered 
 Heidelberg College (now Heidelberg Univer- 
 sity ) at Tiffin. Ohio, for a five years" course 
 in the classical department, and was graduated 
 therefrom with the degree of Bachelor of Arts. 
 Mr. Carson began teaching in a country 
 school in the neighborhood of Fairfield where 
 he was raised and where he had attended 
 school as a pupil. He next had charge as 
 principal of the village school at Midway, 
 Clarke county, Ohio, for one year. The fol- 
 lowing year he was n^.arried to Miss Regina 
 Cost of Fairfield, Ohio, and moved to Hunt- 
 ington, Indiana, where he served as principal 
 
 of the high school for one year, when he 
 resigned and removed to Delhi, Hamilton 
 county, Ohio, where he taught the village 
 school with much credit for a period of nine 
 years. He resigned this posftion in 1883 to 
 enter the settlement department of the county 
 auditor's office of Hamilton county. Three 
 years were spent in this service, wlien in the 
 fall of 1880, Mr. Carson was elected principal 
 of the Warsaw school in which capacity he 
 still continues to serve. During this period he 
 has had the pleasure of seeing the school grow 
 from an enrollment of 60 pupils in 1886 to an 
 enrollment of 220 pupils in lOOo, an increase 
 of nearly 400 per cent in that time. 
 
 Mr. Carson is a member of the Ohio 
 Teachers Reading Circle, the Schoolmasters' 
 Club of Cincinnati, the Cincinnati School Prin- 
 cipals' Association, the Teachers' Club, and all 
 local organizations. 
 
 As stated above. 'Sir. Carson was married 
 in 1883 to Miss Regina Cost of Fairfield, 
 Greene County, Ohio, and four children — 
 two sons and two daughters, both of the lat- 
 ter being married, constitute the family of 
 this marriage. In 1884 Mr. Carson's wife died, 
 and in 1889 he was again married to Miss 
 Jennie H. Sharp of Cincinnati, and one son. 
 now fifteen years of age. forms the family of 
 the last marriage. 
 
 500 
 
*wv 
 
 W. S. FLINN 
 
 PriiK-ipal of tlK- \V. H, Morgan Scliool. Cin- 
 cinnati, \va> lji>rn in Hamilton Connty, Ohio, 
 in li"*4"). His mother, Priscilla. was out- of 
 
 puhlic 
 Her 
 
 liaving h 
 
 early 'ff 
 r intinence as an in 
 impression npon he 
 Flinn, was : 
 
 A. S. 
 
 Ohio's pioneer eihieators. 
 
 sclinol liaclier in tile 
 
 worth as a woman, he 
 
 structor. left a lasting 
 
 scholars. His father, 
 
 farmer hy vocation, and at one time deputy 
 
 sheritt of Hainilton Coimty. A most worthy 
 
 m;in. Iiis memory is still revered hy all who 
 
 knew him. 
 
 W. S. Fi.iNN was 
 sch(}ols and the high 
 Ohio. He first taught 
 dian Hill, near Madi 
 niained there until 18li!). 
 
 educated in coinitry 
 
 school at Xewtown, 
 
 chool in 18i!"i, at In- 
 
 mville, Ohio, and re- 
 
 Thence he went to 
 
 the Corryville School, now the Twenty-third 
 nistrict for three years, and then to the 
 Thinl Intermediate School for two years. 
 The following fourteen years saw him officiat- 
 ing as principal of the Ninth District School, 
 and for the past seventeen years he has heen 
 "principal of the W. H. Morgan School, known, 
 otherwise, as the Third District School. 
 
 Mr. Flinn is a memher of the National 
 Educational Association, the Southwestern 
 Ohio Teachers' Association, the local educa- 
 tional organizations of Cincinnati, and is a 
 Royal Arch Mason. In 1874, he was married 
 to Miss Anna B. Hitch, of Clermont County, 
 and they have had a family of tw'o sons and 
 a daughter, all of whom are married. 
 
 Mr. Flinn is also principal of the Morgan 
 Colony at Mount Adams. This enterprise was 
 projected by him and built up to its present 
 size of eight rooms. The Morgan Building 
 has one of the finest school libraries in Ohio, 
 embracing over .S.O'OO volumes, also a gymnas- 
 ium completely equipped with the latest im- 
 proved apparatus. Mr. Flinn's ancestry 
 landed in Turkey Bottom or Columbia, No- 
 vember 18. 1788. His great-grandfather, a 
 veteran of the Revolutionary War. was cap- 
 tured by Indians and endured the awful fate 
 of being burned at the stake. His grand- 
 father was a veteran of the War of 1812, 
 His grandfather's sifter. Elizabeth Flinn, had 
 the distinction of being the first white child 
 born in Ohio, the event occurring on Decem- 
 ber 3. 1788. 
 
 570 
 
W. H. REMLEY 
 
 Principal of the Twenty-eiglitli District 
 School. Cincinnati, has hcen engaged in edu- 
 cational work in the Queen City for upward 
 of a quarter century, and is well known for 
 his executive ahility and sound, efiicient 
 methods. He was horn in Cincinnati in I800, 
 son of Jacoh A. and Sarah A. Remley. Be- 
 fore the Civil War his father was Captain of 
 the Continentals, a local military organiza- 
 tion of Cincinnati, and at the outbreak of war 
 he entered active service as captain of Com- 
 pany .\. Fifth Ohio Volunteer Infantry. He 
 was wounded at the battle of Cedar Moun- 
 tain, and for bravery in that engagement was 
 brevetted major. He remained in service 
 until the close of the war and then was given 
 charge of the Freedmen's Bureau, with head- 
 quarters at Ocata, Florida, where he re- 
 mained until 1808. 
 
 Our subject was educated in the public 
 schools of Cincinnati and graduated from the 
 Hughes High School in 1870. Shortly after- 
 ward he became a teacher in the First Inter- 
 mediate School, where he remained for fifteen 
 years, and eleven years ago he was elected 
 principal of the Twenty-eighth District School 
 his present position, and his regime has been 
 marked by rare judginent and most satisfac- 
 tory results. 
 
 Mr. Remley has been treasurer of the Cin- 
 cinnati Teachers' Club, also one of the direc- 
 tors of that organization, and secretary and 
 vice-president of the Cincinnati Principals' 
 .Association. He also holds membership in 
 the Southwestern Ohio Teachers' Association 
 and the Ohio Teachers' Reading Circle. He 
 was married in 1883 to Miss Anna Cora Mc- 
 Hugh, and they have two children, a son, 
 now aged 1!1, and a daughter, aged 15. 
 
JOHN S. HAUER 
 
 Principal of the Sixth District School, Cin- 
 cinnati, has long been engaged in the public 
 school service, and is widely known in edu- 
 cational circles. He was born at Dent, Ohio, 
 in 1868, son of John and Catherine Haiier, 
 anil he was the oldest in a family of four 
 boys and eight girls. His father was a farmer 
 and also the village blacksmith, and our sub- 
 ject worked either on the farm or in the shop 
 when not attending scliool. His early educa- 
 tion w;is secured in the villa.ge school at Dent, 
 also the high school, and in later years he per- 
 formed an extensive amnunt of university 
 work in Cincinnati. 
 
 Mr. Hauer first taught school in Hamilton 
 
 county for five years, and for the following 
 nine years was assistant principal of the Thir- 
 tieth District School, Cincinnati. Four years 
 ago he was promoted to the principalship of 
 the Sixth District School, and he still con- 
 tinues to ably fulfill the duties of this po- 
 sition. 
 
 Mr. Hauer is a member of the National Ed- 
 ucational Association, the Southwestern Ohio 
 Teachers' Association, the Principals' Associa- 
 tion, the Schoolmasters' Club and the Masonic 
 fraternity. In 1807 he was married to Miss 
 Bonnie E. Dunn, and they have a pleasant 
 home in Westwood, a beautiful suburb of Cin- 
 cinnati. 
 
JOHN IRVIN WARD 
 
 One of the leading school instructurs in 
 Toledo, and a recognized authority in all 
 matters pertaining to matters educational, is 
 the gentleman whose name appears above. 
 Mr. W.\rd has been actively identified with 
 school affairs since early youth and has ever 
 kect close in touch with the foremost lines of 
 progress in all that was connected therewith 
 He is a native of this State, having been born 
 at Scotch Ridge, Wood County, Ohio, the 
 son of Isaac Ward, a prosperous family, who 
 had the remarkably large family of fifteen 
 children, twelve of whom are still living. 
 Our subject's first school training was had 
 in Silverwood School, Wood County, and 
 thence he went to the High School at Bowl- 
 ing Green, from which he took a course in 
 the Fostoria Academy followed by a course 
 in the Northern Indiana Normal School, Val- 
 paraiso, Indiana. He taught three terms in 
 a country school before completing his course 
 at Valparaiso. Mr. Ward next was for three 
 years teacher in a Sandusky County School, 
 resigning therefrom to become teacher at 
 Auliurndale, then a suburb of Toledo, and 
 
 was si'perintendtnt of same for seven years. 
 When Auburndale was annexed to Toledo, 
 Mr. Ward was appointed principal of the 
 \\'ashington Street School, holding that posi- 
 tion six and a half years, when for six 
 months lie was superintendent of Toledo's 
 schools. His successive positions were: 
 principal of the Normal School, the Jeffer- 
 son Grammar School, the Jefferson Street 
 School, and the Illinois Street School, and he 
 is still incumbent at the latter institutions. 
 Mr. Ward was for seven years president of 
 the Lucas County Teachers' Association, of 
 which he is still a member ; he is a member 
 of the Toledo Board of School Examiners, 
 which position he has held for eight years; 
 he also holds membership in the Ohio Teach- 
 ers' Reading Circle and State Teachers' Asso- 
 ciation, likewise in the Masonic and Odd 
 Fellows' orders. He also practices law occa- 
 sionally, having been admitted to the Bar in 
 June, 1902. On June 26, 1897, Mr. Ward 
 was united to Miss Hattie Elizina Cochran, 
 and the result of their marriage is a winsome 
 "son and heir." 
 
 :•?, 
 
FREDERICK WILLIAM DEARNESS 
 
 Principal of the Twelfth District School, 
 Cincinnati, was born in Mohawk Village, Co- 
 shocton County, Ohio, in 1809, son of William 
 and Agnes Dearness. His father, a carpet 
 merchant, was a native of the Orkney Islands, 
 Scotland, and came from that country to 
 Ohio in 18GG. Our subject was educated in 
 the public schools of Utica, Mansfield and 
 Cincinnati, and was graduated from Wood- 
 ward High School in the latter city, in 1886. 
 He first began teaching at Bellevue. Ken- 
 tucky, and later went to Cheviot. Hamilton 
 County, Ohio. Going thence to Cincinnati, he 
 taught for five years in the Eighteenth District 
 School: ,-nul fnur years ago was elected prin- 
 cipal of ilu- Twelfth District School, (the 
 
 various departments of whicli. under his 
 leadership, have been advanced to a high de- 
 gree of excellence). 
 
 Mr. Dearness is a member of the Ohio 
 State Teachers' Association, the Southwestern 
 Ohio Teachers" Association, the National 
 Educational Association, the Woodward Al- 
 umnal Association, and the Reformed Pres- 
 byterian Church : and is president of the 
 Cincinnati Teachers Club, the second time 
 this honor has been conferred upon him. In 
 18!1ii he was married to Miss Minnie Frehse, 
 and tliey have two children, Donald Frederick, 
 aged 11 years, and Jean Elizabeth, aged 2 
 vears. 
 
J. H. SNYDER, A. M. 
 
 State Commissioner Jones is fortunate in 
 having selected such an able assistant to aid 
 him in his important work as Mr. Snydek. 
 His experience in the teaching field has been 
 very extensive and conducive of good results. 
 
 J. H. Snyder, Deputy State School Com- 
 missioner of Ohio, was born in West Mas- 
 sillon, Indiana, a town that was laid out 
 and named by his father, Joseph Snyder, a 
 physician of note in his time. His mother 
 was Eliza Snyder, and both parents are now 
 deceased. His early education was received 
 in the village schools of Iberia, Ohio, and 
 later he took a course in the Ohio Central 
 College, from which he was graduated in 
 1881. Not having ready cash, Mr. Snyder 
 worked his way through college by carrying 
 mail and by doing odd jobs about the college. 
 He first taught school in Marion and Mor- 
 row counties for four winters. In 1893 Hei- 
 delberg University conferred upon him the 
 degree of Master of Arts. Professor Sny- 
 der was principal of the Crestline High 
 
 Scliuol for some time and was elected to the 
 superintendency of the Mount Gilead schools 
 in 1884, which position he held until 1890. 
 when he was elected to the superintendency 
 of the Tiffin schools, where he remained un- 
 til 11)00. He then resigned this position and 
 devoted two years to finding relief for his 
 wife from severe illness. His efforts were 
 in vain, however, her death occurring on 
 June 28, 1002. He returned tf) school work 
 in September, 1902, as superintendent of the 
 Martins Ferry schools, which position he 
 resigned in the summer of 1904, to become 
 first assistant to State School Commissioner 
 Jones. This is a position to which he is 
 peculiarly well fitted, as he brings to the 
 office a ripe scholarship, a broad and suc- 
 cessful experience and a keen sympathy for 
 the teacher in his work. 
 
 Mr. Snyder is a member of the Ohio State 
 Teachers' Association and the National Edu- 
 cational Association, and has always been 
 identified with progressive educational niove- 
 !nents. 
 
SAMUEL T. LOGAN 
 
 Principal of the First District School, Cin- 
 cinnati, was horn in Brown Covmty, Ohio, in 
 1855, son of Lewis A. and Serepta T. Logan, 
 and is descended from one of the oldest and 
 most prominent Pcn'xsylvania families. His 
 great-grandfather took part in the war for 
 American independence, having been with 
 Mad Anthony Wayne at the storming of 
 Stony Point, was honorably discharged from 
 the Continental A'niy in 1780, and duly paid 
 off in continental scrip. His grandfather was 
 born in a block house in Washington. Ken- 
 tucky, and in later life was a major in the 
 war of 1812. taking part in the Battle of River 
 Thames. From his immediate ancestors. Prin. 
 Logan must have gotten a liking for the teach- 
 er's vocation. His father was an old time 
 sin.ging-school teacher who with violin or 
 cello gave the rising .generation "before the 
 war" oi)portunity to master the intricacies of 
 vocal music. Four members of the mother's 
 family had cx])erience in school teaching, all 
 of whom did creditable work. Our subject 
 
 was educated in the public schools of Cin- 
 cinnati, closing his career as a school boy 
 at Hughes High School in 1875. and first 
 taught school in Clermont County, Ohio. 
 Subsequently he taught for fifteen years at 
 Westwood, then a suburb of Cincinnati, and 
 for the past seven years has officiated as 
 principal of the First District School, which 
 he has developed to a high state of cfiiciency. 
 Mr. Log.\n has been president of the South- 
 western Ohio Teachers' Association, secre- 
 tary of the Ohio Teachers' Association and 
 president of the Cincinnati Principals' .\sso- 
 ciation. He has long been a member of the 
 Ohio State Teachers' Reading Circle. Mr. 
 Logan is Pa.st-Master in the Masonic Order. 
 In 188!) he was married to Miss Margaret 
 McKeehan of Hillsboro, Ohio, whose ten 
 years in the school room enables her to enter 
 sympathetically into her husband's interests. 
 They have two children, Paul M. and Helen 
 G., who are now pupils in the Hughes High 
 School. 
 
G. H. DENHAM 
 
 Principal of the Hyde- Park Sclicnl, fnrmc-rly 
 Ixiiown as the "Morington ScUduI," Cincin- 
 nati, has had a most comprehensive exjieri- 
 cnce as an educator, and is one of the mo>t 
 progressive of the up-to-date developers of 
 the modern school system, particularly that 
 of the Ohio puhlic school system, than which 
 there is no better. Modest as he is energetic 
 and painstaking, praise of his labors would 
 he vain, his work and record speak for them- 
 selves. 
 
 (i. H, Denh.xm was born in Cincinnati, in 
 lS4."i; his parents were Josiah and Isabella 
 Denhani, his father a carpenter and buiUler 
 by vocation. Naturally an apt pupil he took 
 advaiUage of the opportunities offered by the 
 schools of his home city, and suburban schools, 
 lint greatly by private study were his ad- 
 vances made. Suffice it to say, no young 
 man ever entered upon a pedagogical career 
 better prepared for his life-work than did our 
 subject. 
 
 Mr. Denham taught his first school in 
 Indiana; hut left the schoolroom for the ser- 
 
 vice of his country, enlisting a> a private in 
 Co. H., l.jlst I. V. I. 
 
 .-\fter a period of about eight months, his 
 regiment was discharged. In that short ser- 
 vice Mr. Denham was twice promoted, being 
 mustered out as 1st Serg of his company. 
 
 In the summer of 18(i7 he again turned to 
 the 'delightful task," and his professional life 
 really began. Soon the exhortation of the 
 "Sage of Chappaqua" took strong hold of him, 
 and he resolved to accept the advice, "Go west, 
 young man, and grow up with the country." 
 
 P)Ut he went not alone. In March, 1871, 
 he married Melissa Florence Steele of Mt. 
 Washington, Ohio, and bidding farewell to 
 the Buckeye State, sought fame and fortune 
 in the prairies of eastern Kansas. There the 
 young folks found the comforts of a new 
 home, and genial friends. And no wonder : 
 for Buckeyes do there abound. The prairies 
 arc full of them. 
 
 Most of the four years spent in Kansas, 
 were spent in the schoolroom with a marked 
 degree of success. But in the last summer the 
 
scourge of grasslioppcrs caiiif, bringing willi 
 tlu-m tlu'ir IrcnioiiilDUs appetites. The appall- 
 ing devastation discouraged the yonng wife, 
 who for the first time began to long for the 
 home of her childhood, where the grasshopper 
 as a terror is unknown. So a return to Ohio 
 it was. 
 
 In the .summer of bST."), Mr. Deidiaui was 
 again enrolled among the teachers of Hamilton 
 County. There he taught in country and vil- 
 lage schools nearly seven years. He resigned 
 the principalship of the Linwood school early 
 in May, 1882, to accept the position of assist- 
 ant to Principal R. C. Vowell m llie iMth Dis- 
 trict of the Cincinnati schools, (now known 
 as the William McKinley School.) 
 
 This service continued through a period 
 
 of more than sixteen years: atid in 1898 Mr. 
 neiibaui was transferred to the principalship 
 of the Hyde Park school. 
 
 While coimected with the -!lth District, Mr. 
 Denham had the misfortune to lose his wife. 
 In b^S.", she died, leaving him with three little 
 children. ISertha, Grace, and Robert, of whom 
 the last two are still living. 
 
 In 18!)2 he married Carrie Wyatt, a teacher 
 in the same school, but a native of Clermont 
 County. Two children, Thomas and Martha, 
 have come to bless this union. 
 
 Air. Denham is a member of several teach- 
 ers' organizations, and of the O. T. R. C. 
 He is also known as an active member of 
 church and Sunday-school. 
 
AUGUSTUS M. VAN DYKE 
 
 Principal of the Woodward High School, 
 Cincinnati, was born at Mount Healthy, Ham- 
 ilton County. Ohio, in 1838, son of Dominicus 
 Van Dyke, merchant. His education was 
 secured in the public schools of Cincinnati, 
 and he was graduated from the Hughes High 
 School in 1857. For special work at Kenyon 
 College he received the degree of Master of 
 Arts. When the Civil War broke out, Mr. 
 Van Dyke enlisted in the Fourteenth Indiana 
 Infantry and served for ten months as a 
 private. He earned promotion, and became 
 second lieutenant and then first lieutenant in 
 the same regiment. He participated in the 
 battles of Rich Mountain, Antietam, Gettys- 
 burg, First Battle of the Wilderness. Freder- 
 icksburg. Chancellorsville, Second Bull Run 
 and in the Atlanta Campaign was at Benton- 
 ville. the last battle of the war, serving four 
 
 years and five months in all. After the battle 
 of ."Vntietam he went on staff duty, and 
 served as adiutant-general under Generals 
 Logan, Howard and others. His rank in the 
 service at close of the war was "Major." 
 
 Mr. Van Dyke first began teaching at 
 New .'Mbany, Indiana, and thence went to 
 Ironton, Ohio, as principal of the high school 
 for six years. Next he taught in the high 
 school at Covington, Kentucky, for a year. 
 In the fall of 1878 he was appointed to 
 Woodward High School of which he became 
 principal in 1900, and has ever since contin- 
 ued to most efficiently fill this position. 
 
 Mr. Van Dyke is a member of the Loyal 
 Legion, an officer of its Commandery in chief, 
 holds membership in several educational or- 
 ganizations, and has a host of friends and 
 admirers in both professional and social 
 circles. 
 
BENJAMIN F. PRINCE 
 
 For almost a half ccTitury the above named 
 gentleman has been iikntifieil with edncational 
 affairs in Ohio. He combines in a marked 
 degree the attainment of a scholar and the 
 rare qualities of a true teacher, and his record 
 presents an enviable testimonial as to his 
 superior qualifications as an instructor. Pru- 
 fESsoR Prince was born December I'i, 1840. 
 near Urbana, Champaign County, Ohio, and 
 is a descendant of first settlers in Western 
 Ohio, his maternal grandparents having come 
 to Champaign County in 1805, while his 
 paternal grandparents arrived in 18<ll'. and his 
 grandfather was one of tlie patriots of the 
 war of 1812. Our suliject was reared upon a 
 farm, and received the usual schooling that 
 tlie limited educational facilities of the time 
 afforded. In 18(i0 when nineteen years of age 
 he entered the Preparatory Department of 
 Wittenberg College, Springfield. Ohio, pur- 
 suing his .studies there until ISCf). wluu he 
 graduated with honors. Being oflfered a pcisi 
 tion as instructor in the college he accepted 
 and has been connected with this time-hon- 
 
 ored institution ever since. For twenty-five 
 years he filled the chair of Professor of Greek 
 and History, and since then has occupied the 
 professorship of history and political science, 
 a position his scholarly attainments peculiarly 
 adapt him to. Professor Prince is president 
 of the Clark County Historical Society, is a 
 life member of the Ohio Archxological and 
 Historical Society and was appointed by Gov- 
 ernor Bushnell and re-appointed by Governor 
 Nash a trustee of said society, and is also a 
 member of its Executive Committee. He is 
 a member of the .American Historical Asso- 
 ciation and of the .American Philological 
 Association. For seven years Professor 
 Prince was a member of the Executive Com- 
 mittee of the Sunday School Association of 
 Ohio, and since 1877 (with the exception of 
 one year, when he resigned) a member of the 
 Board of Examiners for the City of Spring- 
 field. In 1801 he received the degree of Doc- 
 tor of Philosophy from his .Mnia Mater, and 
 the honor wa^ cnu- he had lh(irnuKhl\- earned 
 and deserved. 
 
 578 
 
B. D. LONG 
 
 This gentleman has been actively identi- 
 fied with the educational world for a period 
 of almost forty years, having begun his labors 
 in this field when but sixteen years of age. 
 and his vast experience, profound knowledge 
 and natural aptitude has made him an instruc- 
 tor of exceptional value and usefulness. , 
 
 Mk. Long was born in Lancaster County, 
 Pennsylvania, March 2, 1851, on the farm of 
 his parents, and the family comprised seven 
 children, six boys and a girl, of whom three 
 are deceased. His parents removed to Ohio 
 when he was but ten years of age, and his 
 first learning was gained in the country school 
 of Clark County, subsequent to which he took 
 a course in Wittenberg College. In Novem- 
 ber, 1800, Mr. Long began his life work, as a 
 teacher, in a Clark County school, and con- 
 tinued his pedagogical work in Mad River 
 Township up to 1880, when he removed to 
 Springfield, Ohio, and was appointed to Gray's 
 School, continuing to teach there up to 1883. 
 
 In 1884 he was given an appointment in the 
 Dibert School, as principal, holding the posi- 
 tion eleven years when he was made prin- 
 cipal of the Southern School. Two years was 
 the period of his service there, when he was 
 promoted to the principalship of the Bushnell 
 School, formerly known as the Shaffer 
 School. This appointment was made seven 
 years ago and Mr. Long still continues to 
 direct affairs at the Bushnell, every depart- 
 ment of which is maintained at the highest 
 point of efficiency and usefulness. 
 
 Mr. Long was formerly an official in Mad 
 River Township, Clark County, and fulfilled 
 the duties of that office to the satisfaction of 
 all. He holds membership in the Principals' 
 Association, the Central Ohio Teachers' As- 
 sociation, and also the Knights of Pythias 
 and Odd Fellows. On March 17, 1870, he 
 was united to Miss Susan Rathfon. and they 
 have a highly interesting family of six boys 
 and four daughters. 
 
 579 
 
F. H. KENDALL 
 
 Who has long enjoyed a well established 
 reputation as a successful public school in- 
 structor, was born in Steubenville, Ohio, in 
 1862, son of John Kendall, a merchant of that 
 city. He was educated in the graded and high 
 schools of that city, graduating in 1877 from 
 the latter, and for a few subsequent years he 
 followed the printing business. He then en- 
 tered the Ohio Wesleyan University at Dela- 
 ware, Ohio, graduating in 1887 with the de- 
 gree of Bachelor of Arts. In the same year 
 he went to Missouri and taught school in that 
 state for a year. Returning to Ohio he was 
 appointed principal of one of the Ward build- 
 ings in Steubenville. remaining in that capac- 
 ity for three years, wlien he was elected prin- 
 
 cipal of tlie high school at Painesville, and 
 in ll'ii'- was promoted to the superintendent- 
 ship, a position he still ably controls. 
 
 Mr. Kend,\ll has served as a member of 
 the Lake County Board of Examiners for 
 over seven years, and is now in his third 
 term. He is a member of the Ohio Teachers' 
 Reading Circle, the Northeastern Ohio Teach- 
 ers' Association, the Ohio State Teachers' 
 .-^s.sociation, the National Educational .Asso- 
 ciation, and the Methodist Church. In 1803 
 he was married to Miss Sarali Harvey, 
 daughter of Thomas W. Harvey, former 
 school commissioner of Ohio, and who also 
 was superintendent of schools at P;iinesville 
 for a numl)er of years. 
 
 .580 
 
CHARLES P. LYNCH, Ph. D. 
 
 This gentleman has been in the educational 
 field as instructor for upward of thirty years, 
 and has won distinguished success in that 
 capacity. He is well known as a scholar of 
 erudition, a teacher of forceful methods, one 
 who ever commands, gains and retains the 
 esteem and confidence of his pupils, and whose 
 endeavors have ever been fraught with the 
 best results. 
 
 Professor Charles P. Lynch was born 
 in Meadville. Pennsylvania, in 18.58, .son of 
 John Lynch, who was also a public school 
 teacher of note, being principal of an academy. 
 Our subject was brought to Ohio at an early 
 age, and here attended a district school in 
 Trumbull county. From ISTfi to 1881 he 
 taught in country and village schools. Decid- 
 ing to make teaching his profe-sion. he en- 
 
 tered Allegheny College, and graduated in 
 188(), with Phi Beta Kappa honors. 
 
 After graduation he became principal of 
 the Warren, Ohio, High School, which posi- 
 tion he held five years. In 1891 he was called 
 to the department of Latin in the Central 
 High School, Cleveland, where he remained 
 until appointed to the assistant superintend- 
 ency of the city schools in 190i. The years 
 1894-1897 were spent in post-graduate work 
 at the end of which he received the degree of 
 Doctor of Philosophy. 
 
 Dr. Lynch holds membership in the State 
 and National Educational Associations and 
 has been a regular attendant at these meet- 
 ings for many years. Soon after his gradua- 
 tion he was married to a college class-mate, 
 Mary Virginia Miller. They have one daugh- 
 ter. Laura. 
 
 581 
 
J. W. JONES 
 
 Mr. Jones, the capable superintendent of 
 the public schools at New Comerstown. Ohio, 
 has from his earliest youth been associated 
 with afifairs educational, and he is thoroughly 
 conversant with all the requirements and de- 
 tails of the teacher's vocation, and knows full 
 well how most effectively to meet all demands 
 made upon his resources, 
 
 Mr. Jones was horn at Oak Hill, Jackson 
 County, Ohio, April IT), 18ti(i, .son of Mar- 
 garet and R. W. Jones, the latter a Jackson 
 County merchant, and the family consisted 
 of three sons and a daughter. Of these Air. 
 E. L. Jones is a .school teacher in Harrison 
 County; Mr. R. V. Jones a merchant in Jack- 
 son County, and Miss Jennie Jones is a 
 teacher of nuisic at Oak Hill. Our subject 
 has had a most thorough educational school- 
 ine and training. For fourteen years he at- 
 tended the public schools of Oak Hill, and 
 fr)llowed this lengthy term by two years at 
 the Oak Hill High School, two years at the 
 Morgan .-Vcadcmy. one year at the Jackson 
 High School, two years at the Ohio Northern 
 University at .\da, and two years at the Ohio 
 University at Athens. In 1888 he received 
 
 the degree of Bachelor of Arts from .\da, and 
 in 1897 the degree of Bachelor of Pedagogy 
 from Athens. Mr. Jones also took a short 
 teachers' course at Harvard for two summer 
 terms, and has read law several years. His 
 experience as a teacher covers three years in 
 Jackson County, three years as principal of 
 the Wellston High School, eight years at 
 Hamden, two years at Westerville. five years 
 at Cadiz, being superintendent at the three 
 last named places. In 1004 he was appointed 
 superintendent of the schools of New Com- 
 erstown. He has seventeen teachers and six 
 hundred and fifty pupils under his jurisdiction 
 and the various departments are kept in an 
 admirable state of discipline. 
 
 He was married at Westerville, August 3, 
 lUiio, to Olive Morrison, a graduate of Otter- 
 bein. They have one child, a daughter. 
 
 Mr. Jones is a Mason, Kniglit Templar 
 and Knight of Pythias and holds membership 
 in the Ohio Teachers' Reading Circle, the 
 National Educational Association, the Ohio 
 Teachers' Federation, the Ohio State Teach- 
 ers' Association, the Southeastern Ohio Teach- 
 ers' Association and the Tuscarawas County 
 Teachers' Institute. 
 
J. W. SWARTZ 
 
 Among the successful educators of Ohio, 
 Mr. J. \V. SwARTZ holds a well deserved 
 place, earned by merit and the exploitation 
 of his sound executive ability. While no 
 "faddist," Mr. Swartz is a firm believer in 
 the application of the most modern ideas that 
 can be put to practical and profitable use. 
 •As a result his schools have been developed 
 to a stage of the greatest degree of efficiency, 
 and the results attained have been of the most 
 productive and beneficial character. 
 
 J. W. Swartz was born in St. Johns, Ohio. 
 December l.'), 1868, son of Henry and Mary 
 C. Swartz, and was reared on the old farm- 
 stead. He attended the district school of his 
 home, and in 1885 entered the high school 
 at Wapakoneta, Ohio. 
 
 In 1888, he became a student in the Ohio 
 Wesleyan University, at Delaware, Ohio, and 
 
 graduated with honors in 181)11. His profes- 
 sional life began as a teacher in country 
 schools, taught in village schools at Uniopolis, 
 Ohio, and after graduating from college was 
 elected superintendent of schools at Tippe- 
 canoe City, Ohio, serving seven years in this 
 capacity. In 1903 he was appointed superin- 
 tendent at Greenville, Ohio, and has since 
 remained in that incumbency. He has a staff 
 of competent assistants, a steadily increasing 
 total of pupils in attendance, and his influ- 
 ence for good in his chosen vocation is con- 
 stantly growing. 
 
 Mr. Swartz is a member of the National 
 Educational Association, the Teachers' Insti- 
 tute, and the Masonic fraternity. On Sep- 
 tember 13. 1891, he was married to Miss Er- 
 villa M. Brackney, a lady of estimable person- 
 ality, and they have a winsome daughter, 
 named Mary Emma Swartz. 
 
HENRY A. CASSIDY 
 
 Henry A. Cassidy was born in Ireland, 
 November 4, 18(ili, and his educational train- 
 ing has been of the most thorough character. 
 For ten years he attended the country schools 
 of Londonderry, Ireland, and then entered the 
 famed Trinity College of Dublin. Ireland, for 
 a four years' course in arts, graduating in 
 1885 with the degree of Master of Arts. He 
 next took a two years' course in the Marl- 
 borough Training School of Dublin, and in 
 the United States studied for a term in the 
 University at Cincinnati. He received his 
 primary teachers' certificate in the town of 
 Worthing, Sussex, England, at the age of 
 twenty-two, and for six months was master 
 of a Latin class in that community. 
 
 Mr. Cassidy's father. Henry Cassidy, a 
 native of Ireland, was also- a prominent edu- 
 cationalist, and for twenty-five years held the 
 important position of Professor of Mathe- 
 matics in the Marlborough Normal School, 
 Dublin. His mother, a former Miss Katherine 
 Ross, was a native Scotch woman, born in 
 Ayreshire. and bred in the "Land o' Cakes." 
 and she now resides in Ireland. He has a 
 brother, John R. Cassidy, who is a leading 
 
 lawyer m Bellefontaine, Ohio, 'and three sis- 
 ters, of whom one. Miss Henrietta Cassidy, 
 is owner and manager of a select school for 
 ladies in Liverpool, England. 
 
 Our subject came to the United States in 
 188'J. and shortly after his arrival became 
 principal of the High School at Bellefontaine, 
 Ohio, an appointment he retained for thirteen 
 years. In lOtrJ he went to Lancaster, Ohio, 
 being elected principal of the High School in 
 that town, and in liMi.'l he was promoted to 
 the superintendentship. 
 
 Superintendent Cassidy is a member of the 
 Ohio Teachers' Reading Circle, the South- 
 eastern Ohio Teachers' Association, the Fair- 
 field County Teachers' Institute, the Ohio 
 State Teachers' .Association, the Presbyterian 
 Church, and is affiliated with the Masonic 
 fraternity and Knights of Pythias. Since 
 191(3 he has been a member of the Board of 
 Examiners of Lancaster. He is now taking 
 a post-graduate correspondence course in 
 Trinity College, Dublin. 
 
 In 1894 Mr. Cassidy was united to Miss 
 Jean Howell, of Bellefontaine, and they have 
 one child, a daughter, who is one of the most 
 promising pupils in the schools of Lancaster. 
 
 584 
 
COL. C. B. ADAMS 
 
 One of the liunianitarian institutions con- 
 nected with education that is worthy of all 
 praise, is that of the Boj's' Industrial School, 
 located near Lancaster, Ohio. It has been a 
 means of affording an education and a leading 
 to a better life for many of the youth of the 
 State. The present superintendent. Colonel 
 C. B. Adams, who has held this incumbency 
 for three years, has done much to advance 
 the recognized status and efficiency of the 
 School, and his merits are duly recognizable. 
 
 Colonel Adams comes of good old revolu- 
 tionary stock, his mother's antecedents fur- 
 nishing soldiers" for the old French and In- 
 dian Wars, the Revolutionary War and the 
 war of 1812. His father's male antecedents, 
 as far back as he can trace, all wore the 
 clerical robe. C. B. Adams was born in Mad- 
 ison county, Ohio, in 1803, son of J. S. and 
 Annie E. Adams, both of whom are now- 
 living, the elder Adams having now attained 
 the age of eighty-two. He was first educa- 
 tionally trained in the public schools of Del- 
 
 aware, and later took a course in the Ohio 
 Wesleyan University. For two years Col. 
 Adams was Professor of Military Science 
 and Tactics at the Ohio Wesleyan University, 
 and was duly commended for his excellent 
 service there. In_ his present positioii he has 
 maintained a regime and a discipline that, 
 while not exacting or commandatory, has yet 
 been blended with a conservative kindness 
 that has been productive of the most bene- 
 ficial results. During the war with Spain 
 Colonel Adams served as Lieutenant Colonel 
 of the Fourth Ohio Volunteer Infantry, and 
 at Porto Rico was in charge of the Guayamas 
 district. From 1899 to 1902 he occupied the 
 post of Assistant Adjutant General of Ohio. 
 Colonel Adams is a member of one of the 
 oldest Masonic lodges in Ohio, it having been 
 organized in 1812. He also holds membership 
 in the Knights of Pythias and the Benevolent 
 and Protective Order of Elks. He was mar- 
 ried to Miss Winifred Mary Sheldon, and they 
 have two winsome daughters, aged thirteen 
 and seven, respectively. 
 
H. V. MERRICK 
 
 For over a quarter of a coiitury }ilr. Mer- 
 rick has been in the public service as an ed- 
 ucator and is known among his colleagues 
 and associates as a man of excellent scholar- 
 ship and rare ability. For the past five years 
 Mr. Merrick has served in the capacity of 
 Superintendent of Schools at the Boys" In- 
 dustrial School, near Lancaster, Fairfield 
 county, Ohio. He is the first superinten- 
 dent of the educational department of the 
 institution and his experience as a practical 
 school man has wrought an organization ar- 
 ticulating perfectly with the numerous de- 
 partments of the institution and at the same 
 time employing the time allotted to school 
 branches most advantageously. Mr. Merrick 
 also has charge of the Sunday School les- 
 sons and with his high character and sincere 
 manner is a strong factor among institution 
 workers. Mr. Merrick was born in IS.").") in 
 Columbiana county, Ohio, son of William and 
 Jane Merrick, b6th now deceased. He was 
 educated in the country schools of his home 
 county, and took a course at Mt. Union Col- 
 lege, Alliance, Ohio, from which he was grad- 
 uated in b'^80, with the degree of Bachelor of 
 Arts. He first taught school in Cohmibiana 
 county, serving in that capacity for I'we win- 
 
 ters. He then became an instructor in Ger- 
 man and Algebra in Mount Union College, 
 and, after a year in this position, accepted the 
 superintendency of schools at Minerva, Ohio. 
 At the expiration of four years he resigned 
 to become Principal of the High School at 
 Bellaire, Ohio. Two years were passed in 
 this service and then came a call to Cadiz, 
 Ohio, as superintendent, which incutnbency 
 he held for twelve years, becoming the lead- 
 ing public school man of Harrison county 
 and an active member of the Ohio Valley 
 Superintendents' Round Table. He resigned 
 this position to accept his present post of 
 superintendency, in which his efforts have 
 been most successful. Mr. Merrick is a mem- 
 ber of the Ohio Teachers' Association, the 
 Ea.stern Ohio Teachers' Association and the 
 National Educational Association. He also 
 holds membership in the Order of Odd Fel- 
 lows. Mr. Merrick comes from old Colonial 
 Stock, his great-grandfather having fought 
 in the War of the Revolution. His brother, 
 Martin, served for three years w'ith the H.")th 
 Ohio Volunteer Infantry in the Civil War. 
 His mother's antecedents were Quakers. He 
 was married in 1880 to Carrie Parmelee 
 Chapman, since deceased. 
 
 580 
 
PROF. C. M. CARRICK 
 
 Inclinalioii and natural aptitude caused 
 Prof. Carrick to select school teaching for his 
 life vocation and the substantial success he 
 has achieved demonstrates that the selection 
 was a wise one and most fortunate for the 
 cause of education. His career is one most 
 worthy of emulation. 
 
 C. M. Carrick was born near Berlin, Ohio, 
 in 1806, on the farm conducted by his father 
 J. INI. Carrick and at an early age attended 
 the neighboring high schools and academy 
 where he prepared himself for the work of 
 teaching in the country schools. Ever am- 
 bitious to widen his scope of knowledge he. 
 as soon as possible, entered the Ohio Uni- 
 versity at Athens, Ohio, studied assiduously 
 and graduated in 18!)1 with the degree of 
 Bachelor of Arts, afterward having conferred 
 upon him by the same institution the cov- 
 eted degree of Master of -\rts. Shortly 
 
 after his graduation, he licgan teaching at 
 LaGrange, Ohio, where he remained four 
 years as superintendent of schools. 
 
 In 1896, he was called to the superintend- 
 ency of schools at Wauseon, Ohio, and con- 
 tinued in this position to 1!H)1 ; since the last 
 date, he has most ably, conscientiously and 
 efficiently officiated as superintendent at Ply- 
 mouth, Ohio. 
 
 Professor Carrick holds a diploma from 
 the Normal Department cif the Ohio Univer- 
 sity for seven years' work done there, and is 
 also the holder of a state life high school 
 certificate. 
 
 He is a Mason, a member of the Beta 
 Theta Pi College fraternity, an attendant of 
 the Methodist Church and holds membership 
 in the Ohio Teachers' Reading Circle, the 
 Northwestern Ohio Teachers' .Association, 
 and the Ohio State Teachers' Association. 
 
R. K. FURBAY 
 
 Tlie Uhrichhville puljlic schools are cor- 
 rectly adjudged as being among the best in 
 the State, and the citizens take a pardonable 
 pride in them. The school buildings are all 
 modern in construction, and the board of edu- 
 cation, by its liberality, is constantly supply- 
 ing everything necessary for the advancement 
 gnd comfort of the scholars. While the peo- 
 ple can be proud of their fine buildings and 
 equipments, they can also boast of several 
 excellent courses of study. The corps of 
 teachers comprises .gentlemen and ladies of 
 sound training and thorough ability, fully 
 capable of satisfactorily meeting all demands 
 that might be made upon their resources and 
 talents. The subject of this notice is pronii- 
 ent among these. 
 
 R. K. FuRB.w was born .April ."), 1871, at 
 Gilmore, Tuscarawas county, Ohio, and was 
 reared on the farm of his parents, Oliver Fur- 
 bay and Mary (Ripley) Furbay, both native 
 Ohioans. The latter is decea.sed, while the 
 former still resides at the old homestead. 
 Our subject received an excellent education. 
 For about ten years he attended the rural 
 schools of Rush township, and then studied 
 for three years at the Gnadenhutten hi,ch 
 school, from which he most creditably grad- 
 
 uated in J802. After he had begun teaching, 
 j\Ir. Furbay attended the normals at New 
 Philadelphia, with most beneficial results. His 
 first school was a rural in Mills township, 
 which he took charge of in 1803 and taught 
 for two years. He then went to Uhrichsville, 
 where, for the past ten years, or since his 
 advent there, he has officiated as principal of 
 the Trenton Avenue building, with the ex- 
 ception of one year, when he was principal 
 of the old Uhrich street building. Mr. Fur- 
 bay is assisted by seven well-trained teachers, 
 and the approximate number of pupils in at- 
 tendance is 250. The teacher of the First 
 Primary Grade is Miss Jeannette Richardson, 
 wlio has occupied this position tw'elve years ; 
 Miss Anna E. Hetter lias been teaching for 
 ten years. 
 
 Mr. Furbay was married in 1803 to Miss 
 Clemniie Mjilliken, of Tuscaraw"as county, 
 Ohio, and they have a promising family of 
 two sons and one daughter, two of whom 
 are now attending school. Mr. Furbay is a 
 member of the Ohio Teachers' Reading Circle, 
 the Eastern Ohio Teachers' .Association and 
 the Tuscarawas County Teachers' Institute, 
 and he with his family are attendants of the 
 Christian Cliurch. 
 
W. L. ATWELL 
 
 For about a third of a century the above 
 named gentleman has been actively identified 
 with the world of education — fifteen years as 
 a student, seventeen years as an instructor, 
 and his scholarsliip and ability are indis- 
 putable. 
 
 Mr. Atwell is a native Buckeye, having 
 been born in Newton township, Muskingum 
 county, April 1.5, 1868, his father being Jesse 
 H. Atwell, a native of Montgomery county. 
 Ohio, who was also a school teacher, while his 
 mother, Elizabeth (Lyie) Atwell, was a native 
 of Muskingum county, Ohio. He had two 
 sisters and a brother, and the latter, Elmer E. 
 Atwell, is superintendent of school at Hem- 
 lock, Perry county, Ohio. 
 
 Our subject's first educational training was 
 secured in a nine years" attendance in a sub- 
 district school of Muskingum county, followed 
 by a year at Fultonham Academy, two years 
 at the Ohio University, Athens, two full 
 years at the Normal School at Ada, from 
 which he received the degree of Bachelor of 
 Science, and one term in the Wooster Univer- 
 
 sity. In 1877 Mr. Atwell taught in Muskin- 
 gum county his first school, remaining there 
 two years. He taught in Perry county four 
 years, and then became superintendent of 
 the schools at Jacksontown, Licking county. 
 For seven years he held this position, when 
 he accepted the superintendentship of the 
 schools at Johnstown, INIonroe township. Lick- 
 ing county, the onerous duties of which he 
 continues to most effectively discharge. He 
 has six capable assistants, and the average at- 
 tendance of pupils is 21i*. 
 
 Mr. Atwell owns a high school life certifi- 
 cate, and two diplomas of the Ohio Teachers' 
 Reading Circle, of which organization he was 
 a member twelve years. He has been on the 
 county board of examiners for over three 
 years, is secretary of Monroe township for 
 the O. T. R. C, and holds membership in the 
 Church of Christ, the Licking County Teach- 
 ers' Institute, the Knights of Pythias, Odd 
 Fellows, and Modern Woodmen of America. 
 In 1800 he was united to Miss Etta C. Ever- 
 sole, of Mount Perry, Ohio, and they have 
 one child, a daughter, now in her twelfth year. 
 
CLEMENT L. MARTZOLFF 
 
 This gentleiiiaii is known as a scholar, a 
 close, assiduous student, a clear, concise 
 demonstrator, a learned, reliable, unbiassed 
 historian and a lucid, brilliant writer as well 
 as a most successful lecturer. In him the great 
 public school system of Ohio has an earnest, 
 energetic, accomplished champion and an in- 
 structor of finished qualifications. 
 
 Profes.sor Martzolff is a native Ohioan. 
 born in lUllSt in Perry county, and his child- 
 hood was passed on the farm of his father, 
 Jacob Martzolfif, a prosperous, highly es- 
 teemed agriculturist. He attended the coun- 
 try school some years. He then entered Cap- 
 ital University at Columbus, Ohio. This was 
 followed by work in the Ohio University at 
 Athens, Ohio, and Harvard University at 
 Cambridge, Mass. In 1881), same year, he 
 began his pedagogical career as a teacher in a 
 country school, but shortly afterward was as- 
 signed to the Lutheran Parochial School at 
 Circleville. His promotion henceforth was 
 rapid. I'rom Circleville he was called to the 
 Huchtel School in Athens county, Ohio, and 
 ajipointed its superintendent, ably discharg- 
 ing the duties of the position three years. 
 
 when he was given charge of the High School 
 at Glenford for a year, resigning to become 
 superintendent of the school at Junction City. 
 Perry county. This office Professor Martzolff 
 held two years and eight days, only tender- 
 ing his resignation to become superintendent 
 of schools at New Lexington, Ohio, in 1901, 
 and he still continues to most efficiently dis- 
 charge the duties of this responsible posi- 
 tion. 
 
 Professor ^lartzolff is a trustee of the Ohio 
 Archaeological and Historical Society, a mem- 
 ber of the Ohio Teachers' Reading Circle, the 
 .A.nierican Historical Society, the National Ge- 
 ographical Society, and is a worshiper in the 
 Lutheran Church. He has achieved distinc- 
 tion as a historical writer, and in 1902 had 
 the honor of writing the "History of Perry 
 County," a task that was accomplished in a 
 highly creditable manner. He is also the au- 
 thor of "Zane's Trace," a historical descrip- 
 tion and review of the first road in Ohio. 
 Of this work the "Ohio Educational Monthly" 
 for August, 1904, said : "For several years 
 Mr. Martzolfif has been making investigations 
 in the way of tracing accurately this first 
 
highway in Ohio, and no time or expense has 
 been spared in making this investigation 
 thorough. He has rendered a distinct service 
 to our State which all readers of history will 
 not be slow to recognize. He has demon- 
 strated that he has genius for original investi- 
 gations, and this article is a monument to his 
 patience and per.severance in a line of work 
 that is very valuable." Copies may be had from 
 the author, postpaid, for twenty-five cents. 
 Professor Wartzolff has also been successful 
 as a deliverer of lectures and commencement 
 addresses, and in institute work, his special- 
 ties being history and geography. Among the 
 noteworthy lectures thus far given by him 
 were : "The True Aristocracy," "The Little 
 Red School House," "The Sign of the Cross," 
 "Ohio and her Century." "The Mammoth 
 Cave," "Silas Marner," and "The Flutes of 
 the Gods," and the "Afterglow of Judaism." 
 
 SADIE COCHRAN 
 
 This lady pursues the art of teaching with 
 her whole heart; she is entirely absorbed in 
 her vocation, and possesses in a rare degree 
 the gift of knowing how to impart knowledge 
 to youthful minds. In the class room she lays 
 aside all perfunctory austerities and puts every 
 scholar in her presence at confiding ease. Her 
 work has been uniformly successful and emi- 
 nently satisfactory, and she has shown those 
 qualities of mind and heart which endear her 
 to her pupils and render her work a pleasure 
 as well as a profit to those under her instruc- 
 tion and to those in authority o\-er her. 
 
 Miss Cochr.\n is a native of Ohio, her 
 birthplace being in West Lafayette, on the 
 farm of her parents, Joseph and Mary Coch- 
 ran, and the family comprised five sons and 
 two daughters. Her early educational training 
 was secured in the common schools of West 
 Lafayette, which she attended six years, and 
 then took a four years' course in the High 
 School. Pursuing her scholastic work she took 
 a year's course at West Lafayette College, and 
 finally graduated in WOH from the West La- 
 fayette Normal School. 
 
 In 1900 Miss Cochran was granted a teach- 
 ers' certificate and for a year taught a coun- 
 try school in Coshocton county, Ohio, going 
 thence in 1002 to New Comerstown, where she 
 was assigned to the charge of the Fourth 
 Grade. There are forty-three pupils in this 
 department and under the skilled guidance of 
 Miss Cochran they made rapid progress in 
 their studies. Miss Cochran is a member of 
 the Ohio Teachers' Reading Circle, the Tus- 
 carawas County Institute, the Eastern Ohio 
 Teachers' .Association, and the local teachers' 
 reading clul). 
 
 NELLENE ZENTMEYER 
 
 This lady has a natural bent and proclivity 
 for the teachers' art, and hence has been 
 achieving substantial and most creditable suc- 
 cess in her chosen vocation. Her soul is in her 
 work, she is ambitious, faithful and conscien- 
 tious, untiring in her efforts to promote the 
 
 welfare and advancement of her pupils, and, 
 possessing in an unusual degree the magnet- 
 ism so necessary to a successful teacher, she 
 is able to influence the little ones through the 
 love and confidence she inspires. 
 
 Miss Zentmever was born in Dresden, 
 Ohio, on the farm of her parents, Enos and 
 Ella Zentmeyer, both Ohioans, the former a 
 native of Warren county, the latter of Mus- 
 kingum county. Her education was obtained 
 through eight years' attendance in the common 
 schools of Dresden, and four years as a pupil 
 in the Dresden High School, from which she 
 graduated in 1901. Later Miss Zentmeyer took 
 a course in the teachers' training school of the 
 Ohio University at Athens, finishing in 1904. 
 She began her professional career on January 
 1, 1902, when she was assigned to the second 
 grade of the Dresden school, and she is still 
 at the head of this department, over which she 
 supervises with consummate skill and ability. 
 
 Miss Zentmeyer's paternal grandfather was 
 a Methodist minister of prominence in Warren 
 county, Ohio. She has resided in Dresden her 
 entire life and all her life interests are centered 
 here. She is a member of the Ohio Teachers' 
 Reading Circle, also of the Teachers' County 
 Institute. 
 
 VIRGINIA RONEY 
 
 The commonwealth of Ohio is known in 
 many respects as one of the grandest States in 
 the American federation, but there is no one 
 special phase in which it excels more than in 
 the efficiency of its public school system, the 
 foundation of its greatness and a source of 
 perpetual pride to its citizens. The men and 
 women composing that great body known as 
 school teachers, are representative of the best 
 brains and talent of the State, and the vast 
 amount of good they are daily accomplishing 
 is beyond calculation. 
 
 Dresden rejoices in the possession of some 
 of the best equipped schools in the State, of- 
 ficered by able instructors of up-to-date meth- 
 ods. Among the ladies of the staff an excel- 
 lent success has been achieved by Miss Vir- 
 ginia Roney, who is in charge of the primary 
 class room. Miss Roney is q native of Zanes- 
 ville, Ohio, her parents being Mary and C. H. 
 Roney. the latter a well-known soldier and 
 business man of Dresden. Her education was 
 secured through four years' attendance at the 
 Zanesville schools, a course at the Dresden 
 High School, from which she graduated in 
 1889, a year in the Dresden Normal School, 
 and a course in the Teachers' Training School. 
 Ohio University, Athens, graduating from the 
 latter in 190f{. Miss Roney was assigned in 
 charge of the primary grade in 1889. and has 
 continued in this capacity ever since with un- 
 interrupted success. The pupils under her 
 supervision average fift-" in number. 
 
 Miss Roney is a member of the Ohio 
 ers' Reading Circle, the Ohio State Teachers' 
 Association, the Muskingum County Teachers' 
 Institute, the Eastern Ohio Teachers' Associa- 
 tion, and the Kismet Literary Club, a local or- 
 .ganization. 
 
 m 
 
CHARLES J. BRIXTON 
 
 The above named gentleinan. \vho>e life 
 has been wrapped up in, and activelj- con- 
 nected with affairs educational, as a public 
 educator of the successful type, is widely 
 known to his colleagues and to the public. 
 He comes from an old cavalier family of the 
 Virginia type, who emigrated to this country 
 from England along about the time of the 
 active contest between Cromwell and Charles 
 the First. 
 
 The subiect of this sketch was born near 
 Williamsburg, Ohio, July 3, 1868. After pass- 
 ing through the various grades of the public 
 schools, and graduating from the high school 
 of his native village, he attended school for a 
 time at the National Normal University at 
 Lebanon. Ohio, and began his career as a 
 teacher near Olney Illinois. After a short 
 experience in the grades at that place he 
 attended tlie University of Michigan, for 
 further preparation for his life work in deal- 
 ing with affairs educational. Later he spent 
 a part of a year in travel abroad. On his 
 return he became principal of a school in 
 Fletcher, later was elected superintendent at 
 DeGraff, Ohio, which position he held for 
 eight years. He left a lasting impress on 
 these schools by building up a splendid high 
 school. During his entire period of service 
 at DeGraff he was a member of the Board 
 of School examiners for Logan County. 
 
 Hi^ next field of operation was at Galli- 
 polis, where he served as superintendent of 
 City Schools for four year.s, from which 
 position he resigned to accept the superin- 
 tendency at Kenton. Ohio, which position he 
 held two years, and which he recently resigned 
 to accept a place as representative of the Am- 
 erican Book Co., in their high school and 
 college department. 
 
 In all his school work Mr. Britton mani- 
 fested a great capability, both in the class 
 room and as executive head of the .schools 
 under his control. This is evidenced by the 
 fact that throughout his long career as a 
 school man he was compelled to resign from 
 every position he held under protest from the 
 students whom he met in class room, teachers, 
 board of education and the public whom he 
 served, in order that he might receive the 
 promotion his talents merited. 
 
 In addition to the life certificates, degrees 
 and honors usually bestowed on a man of his 
 experience and capacity for work, we might 
 add that he is a member of the Methodist 
 Church, the Ohio Teachers' Reading Circle, 
 the Northwestern Ohio Teachers' Associa- 
 tion, the Association of Superintendents and 
 High School Principals, and the National 
 Educational Association. He also holds mem- 
 bership in the U. C. T., the Society of B. P. 
 O. E., and is a prominent Knight "Templar in 
 the Masonic Order. 
 
 5!1 
 
JAMES E. KINNISON 
 
 This gentleman has been an active, valued 
 factor in Ohio's educational world for about 
 a quarter of a century. He has been super- 
 intendent of schools at Jackson for almost 
 that entire time, and enjoys a reputation re- 
 flecting the utmost credit upon his scholarship 
 and executive ability. 
 
 James E. Kinnison was born in Jackson 
 County, Ohio, his father being Charles S. 
 Kinnison, a most worthy citizen, who was 
 also a teacher, in addition to conducting a 
 successful farm, .\fter completing the gamut 
 of the public schools, our subject entered for 
 a course at the Ohio University at Athens, 
 and was graduated therefrom in 1880. Later 
 in the same year he began work as superin- 
 tendent of the Wellston public schools, where 
 he remained but one year, when, attracting 
 the attention of the board at Jackson. Ohio, 
 
 they elected him principal of their high school, 
 and in 1883 he was promoted to the superii.- 
 tendency, in which capacity he has since re- 
 mained. There are five school buildings under 
 his supervision and all the several depart- 
 ments have been promoted to a high degree 
 of efficiency. 
 
 Mr. Kinnison holds meinbership in the 
 Ohio Teachers' Reading Circle, the South- 
 eastern Ohio Teachers' Association, the Na- 
 tional Educational Association, the Ohio State 
 Teachers' Association, the Methodist Church, 
 and in secret organizations is affiliated with 
 the Masons and Knights of Pythias. On June 
 8 1882, he was united in marriage to Miss 
 Emma E. Shadrach. They have three fine 
 children, a daughter, Lucille, and two sons,. 
 Charles and Edgar. 
 
 593 
 
EZEKIEL WALLACE PATTERSON 
 
 Valuable is tlic work that has l)een done 
 in the educational field liy .the above named 
 gentleman, and. being comparatively young, 
 he still has a wide future for further useful- 
 ness and distinction. 
 
 EzEKiEL Wall.\ce P..\tter.s()X was born 
 September 2.3, 18-59. in Jackson County, Ohio. 
 His father, Thomas Wallace Patterson, who 
 was educated in Philadelphia, Pa., was quite 
 prominent in public life and served most 
 efficiently as auditor of Jackson County. He 
 is now engaged in farming in that county, 
 and is known as a most estimable citizen. 
 
 Our subject attended tlie district schools 
 of his home, and on completing the studies 
 they bad to offer, took a course at Marietta 
 College, from which he graduated in 1885 
 with honors. He also performed special work 
 at Chautauquan summer school, and in 1883 
 becian his professional career. His first school 
 was at Burlington, New Jersey, whence, after 
 tw-o years' good service, he went to Jackson. 
 
 Ohio, having been elected principal of the 
 high school at that point. He filled this posi- 
 tion four years, then taught in Portsmouth 
 for a year, wlien, his health failing, he re- 
 tired from teaching. In 1895, having regained 
 his strength. Mr. Patterson again entered the 
 educational field, this time as superintendent 
 of the schools at Wellston. Ohio, and in this 
 capacity he still continues. He has raised 
 the schools to a high point of efficiency, and 
 enjoys the confidence and esteem of the entire 
 community. 
 
 Mr. Patterson holds a high school life 
 certificate and is a member of the Ohio Teach- 
 ers' Reading Circle, the Southeastern Ohio 
 Teachers' Association, the Phi Beta Kappa 
 and Knights of Pythias. He is also an elder 
 in the Presbyterian Church. He was married 
 in 1903 to Miss Essie Warren, a lady of most 
 admirable traits of cliaractcr, and they rc^~ide 
 in Wellston. 
 
 594 
 
WILLIAM T. HEILMAN 
 
 This gentleman was born in Eaton, Preble 
 County, Ohio, May 2, 18()1, and shortly after 
 this, with his parents removed to Jackson 
 Township, where he received the rugged train- 
 ing attendant upon farm life. His teens were 
 spent in the country schools and in a high 
 school one year at Plymouth, Ohio. At the 
 age of eighteen he taught a spring term of 
 school in Lanier Township, Preble County, 
 and in September, 1880, entered the Ohio 
 State University, where he studied two years 
 and, returning to Preble County, resumed 
 leaching in Lanier Township, having charge 
 of a school near Gratis until 1884. He next 
 taught for two years in the schools at Gratis, 
 Ohio, one year as teacher in the grammar 
 grade, the following year as principal. Fail- 
 ing in re-election he taught in the schools of 
 Lanier Township, ( with the exception of one 
 year in a school at College Corner, Ohio,) up 
 to 1891, when he was recalled to Gratis, and 
 taught most successfully until 1894, when he 
 was elected to the principalship at West 
 Alexandria, where he served the people most 
 faithfully up to 1897, when he resigned to 
 enter mercantile life. This not proving con- 
 genial to his tastes he returned to the educa- 
 
 tional field of labor. One of the teachers of 
 the high school at Germantown, Ohio, resign- 
 ing, Mr. Heii,m.^n was elected to complete 
 the unfinished term of six months. On com- 
 pleting the term he, in 1899, was elected 
 superintendent of the public schools at Canal 
 Winchester, Ohio, continuing there until 1903, 
 when he was elected teacher of physics in the 
 Columbus schools, and, after a year of ser- 
 vice, resigned to accept the superintendency 
 of the Canal Winchester schools again, the 
 people there showing their appreciation of his 
 work by advancing his salary to a figure much 
 greater than they had ever given before. 
 This position he continues to most efficiently 
 fill. 
 
 While at Gratis, Ohio, Mr. Heilman was 
 appointed County Examiner of Preble County, 
 and ably served in that capacity for seven 
 years. In December, 1893. he received a life 
 certificate. Mr. Heilman has always been a 
 student, working out nearly all that is re- 
 quired for a college degree, so that by execut- 
 ing the required work at the Ohio University, 
 he received the degree of Bachelor of Philoso- 
 phy in 1904. In the special field of mathe- 
 matics and physics, in addition to his other 
 
 595 
 
accomplisliniciils, Mr. Heilman is an acknowl- 
 edged authority. He delights in these studies 
 and possesses in a high degree the rare gift 
 of being able to easily, freely impart his 
 knowledge comprehensively to others. Be- 
 sides his scientific attainments Mr. Heilman 
 makes a pleasure study of botany, being a 
 great lover of Nature, that wonderful, uni- 
 versal mother. While especially infatuated 
 with science Mr. Heilman despises nothing 
 that may tend to broaden his mind. He is a 
 member of the Ohio State Teachers' Associa- 
 tion, the Ohio Teachers' Reading Circle since 
 1884, the Association of Ohio Teachers of 
 Mathematics and Science, is a faithful attend- 
 ant upon the County Institute and the County 
 Teachers' Association, and is affiliated with 
 the Masonic Order, Odd Fellows, Knights of 
 Pythias, the Ohio Archaeological and His- 
 torical Society, and the Ohio State Academy 
 of Science. 
 
 MISS BESSIE M. CORLETT 
 
 Among the young lady educators of Cleve- 
 land, Ohio, wiio have amply demonstrated 
 their fitness and capacity for the strenuous 
 positions which they are successfully filling, 
 is Miss Bessie M. Corlett. the popular prin- 
 cipal of the Miles Building. Although one of 
 the younger generation of teachers her pro- 
 gress has been rapid, her natural ability and 
 thorough training enabling her to forge to 
 the front in many years' less time than, some 
 of her predecessors. 
 
 Bessie M. Corlett was born in Cleveland, 
 Ohio, her father being Robert Corlett. a car- 
 penter and builder, and her education was 
 secured in the public schools of that city. 
 After graduating from the Central High 
 School, she took a course in the Cleveland 
 Normal School, and was graduated from that 
 institution in ISSXi. Shortly afterward she 
 was appointed teacher at Miles Park, and 
 after giving satisfactory services there for 
 six years was, in 1901, promoted to the prin- 
 cipaiship of the Miles School, a position she 
 has since continued to fill with dignity, effici- 
 ency, and signal ability. 
 
 Born in 187li — the centennial year of Am- 
 erican independence. Miss Corlett has proved 
 herself a true daughter of the American Re- 
 public, and her success and popularity are 
 thoroughly deserved. 
 
 MISS ADA G. HINE 
 
 The Hine family has been a most liberal 
 contributor of teachers for service in the grand 
 public educational system of Ohio: besides 
 our subject there were five sisters who de- 
 voted many years to the arduous work of 
 public school teaching. 
 
 Miss Ada G. Hine was born in Poland, 
 
 Ohio, her father being Abraham S. Hine, a 
 farmer of that locality. She attended the 
 district school and afterward took a course 
 of studies in the Poland Seminary, graduat- 
 ing from that institution in 1873. Her first 
 position in a professional capacity was as 
 teacher in the school at Canfield, Ohio. After 
 two years' service there she taught in the 
 Poland Seminary for a year. In 18T6 she 
 accepted a position in the graded schools of 
 Mount Ayre, Iowa, where she remained two 
 years. On returning to Ohio she taught one 
 year in Cortland and ten years in the public 
 schools of Oberlin. Miss Hine was then 
 called to Cleveland, Ohio. The first year's 
 service was divided between the Kinsman and 
 the Warren street schools. Four years were 
 spent in Warren School in the capacity of 
 assistant principal. One year was spent in 
 Dunham and Outhwaite schools. When the 
 Barkwill school was opened in 1896 she 
 accepted the position of principal. Five years 
 later she was promoted to the principalship 
 of the Tod School, her present position. 
 
 Miss Hine is a member of the National 
 Educational Association, and Northeastern 
 Ohio Teachers" Association, and of the Ply- 
 mouth Congregational Church. 
 
 ALTA M. WALLER 
 
 The high status upon which rests the repu- 
 tation of Ohio's public school instructors is 
 not allowed to deteriorate, but is kept ever up 
 to the most finished plane of excellence by 
 the constant addition of new instructors of 
 modern methods and thorough ability. Thus 
 is maintained at the greatest point of effective- 
 ness the pride of the Buckeye State — its mag- 
 nificent public school system. 
 
 A comparatively recent addition to the 
 army of active school potentates in Muskin- 
 gum County, w-as Miss Alt.\ M.\bel W.\ller, 
 a popularly known young lady, who has been 
 assigned to the charge of the Second Grade 
 in the school at Nashport, Ohio. 
 
 Miss Waller is "native to the manor born," 
 Nashport being her birthplace, and her par- 
 ents, Margaret A. and Homer C. Waller, the 
 latter a journalist of prominence, well known 
 residents there. She began study at an early 
 age, attended the Nashport common school 
 for seven years and the High School three 
 years, and on March 19. 1904, was granted 
 her first teacher's certificate. She was as- 
 signed to the charge of the second grade in 
 the Nashport school, where she has about 
 thirty pupils in her care, and the minds of 
 the little ones are being tenderly yet effectu- 
 ally developed under her tuition. 
 
 Miss Waller is a member of the Ohio 
 Teachers' Reading Circle, also the Muskingum 
 County Teacliers' Institute, and her present 
 success presages auspiciously for the future. 
 
GEORGE A. CHAMBERS 
 
 The present efficient Superintendent ui scluxiU 
 at Groveport, Franklin County. Ohio, has 
 been actively engaged in the public school 
 service and other educational work for upward 
 of twenty years, is widely and most favorably 
 known to the public. His grandfather, a na- 
 tive of the North of Ireland, was one of the 
 pioneer settlers of Ohio, and both his parents 
 were liorn in this State. Both are now de- 
 ceased. Our subject was born in Hocking 
 county, Ohio, and was the oldest of twelve 
 children, four of whom became teachers. Mr. 
 Chambers received his early education in the 
 country schools of Union county. Ohio, was a 
 student in the Richwood High School and 
 then entered the Ohio Wesleyan University, at 
 Delaware, graduating in 1885. He first began 
 teaching in the common schools of Union 
 county, and after this preliminary experience 
 became Superintendent at Tarleton, Pickaway 
 county, Ohio, for three years, then held sim- 
 ilar positions at New Holland, Pickaway 
 county, for two years, at Plain City for four 
 
 years, at Delaware for three years, and at 
 Granville for two years. He was called to 
 Columbus to becotue Principal of the Ohio 
 School for the Blind, and ably served in that 
 capacity for five years. On resigning from 
 that position he went to Groveport as superin- 
 tendent. This was about a year ago, and un- 
 der his leadership the schools are being devel- 
 oped to a high stage of excellence and effi- 
 ciency, while personally he has attained a high 
 degree of popularity with Groveport's worthy 
 citizens. 
 
 Mr. Chambers holds a State Life Teachers' 
 Certificate, given in 1894, and is a member of 
 the Central Ohio Teachers' Association and 
 the Ohio State Teachers' Association. He 
 likewise is a member of the Masonic Frater- 
 nity, being a Knight Templar, is a member of 
 the Odd Fellows and Modern Woodmen of the 
 .America. Mr. Chambers was married to Miss 
 Lucinda Bigley. and they have a pleasant home 
 in Columbus. Ohio. 
 
 597 
 
PROF. THOMAS W. SHIMP 
 
 This gentleman has lieen active in the pnb- 
 lic service as an educator for almost a quarter 
 of a century, though still a young man. and 
 his career has been a good exemplification of 
 what energy and perseverance will accomplisli 
 when properly directed. 
 
 Profe.ssor Shumi" was horn in Jay County. 
 Indiana, in 18()7, son of Jesse B. Slump, 
 farmer, and though his early life was a rugged 
 one he was ever ambitious to aspire. He 
 attended the county school near his home, 
 also the Jay County Normal School, and 
 -while pursuing his studies he taught school 
 for eight years, not experiencing a vacation 
 during that entire period. Coming to Ohio 
 he took a two years' scientific course at the 
 Lebanon Normal College, and was graduated 
 ■with the degree of Bachelor of Science. 
 Shortly afterward he was appointed superin- 
 iendent of schools at Sciotoville, Ohio, and 
 
 im leaving there he was superintendent at 
 Fort Recovery, Ohio, for six years. Thence 
 he went to Upper Sandusky, Ohio, as superin- 
 tendent for five years, and in 1903 was elected 
 ti) his present position of superintendent of 
 schools at Delphos, Ohio. 
 
 Professor Shimp was for a number of 
 years county examiner in Wyandotte County, 
 also officiating as president of the State meet- 
 ing of county examiners. He holds member- 
 ship in the Ohio Teachers' Reading Circle, 
 the C)hio State Teachers' Association, the 
 Northwestern Ohio Teachers' Association and 
 the Presbyterian Church. On December "26, 
 1S98, he was married to Miss Ella E. Sheward. 
 and they have two children — a son. Paul 
 Brooks Shimp, aged ten, and a daughter, Eva 
 lone Shimp, aged eight. Professor Shimp has 
 long been active in institute w'ork, and he is 
 most favorably known, in educational circles. 
 
 538 
 
A. KROUT 
 
 This gentleman's acti\c experience a!! a 
 public educator extends over a period of a 
 quarter century, during which time he has 
 ever been steadily advancing in scholarship 
 and in his profession, and his reputation is of 
 that character in which anyone may justly 
 take pride. His early and later education 
 were most thorough, and comprised both com- 
 mon school and collegiate studies. 
 
 Charles A. Krout was born in Morrow- 
 County, Ohio, March 12, ISO'i, son of Jacob 
 Krout, carpenter and builder, and after attend- 
 ing the country schools he, in 1879, went to 
 Keokuk County, Iowa, and for a year taught 
 school there. Returning to Ohio in 1880 he 
 entered the high school at Chesterville, of 
 which the father of the famed Dr. Gunsaulus 
 was president of the Board of Education, and 
 graduated therefrom in 1882. After teaching 
 for a year in Knox County, Ohio. Mr. Krout 
 entered Wittenberg College, graduating in 
 1887, and receiving the degree of Master of 
 Arts in 1800. On leaving college he was ap- 
 pointed superintendent of the New Burling- 
 ton. Ohio, schools, holding that position two 
 years, when he went to Tiffin, Ohio, and after 
 teaching for one year in the high school, was 
 promoted to the principalship of the same. 
 
 This event occurred fifteen years ago, and 
 since then, under Mr. Krout's able manage- 
 ment, the school attendance in the high school 
 has increased its average from 132 to 257 
 pupils. Five years ago Mr. Krout was further 
 lionored by being elected superintendent, an 
 honor fully earned and well deserved. In 
 181)4, it may here be mentioned, he took a 
 special summer course at Harvard University, 
 and spent the summer of 180.'j in England 
 and on the Continent. 
 
 Mr. Krout is president of the Northwest- 
 ern Ohio Teachers' Association, and a mem- 
 ber of the State Teachers' .Association and an 
 active member of the National Teachers' .As- 
 sociation. 
 
 Aside from his professional duties and 
 associations he has taken an active interest 
 in fraternal orders and in the Church. While 
 at college he was a member of the Alpha 
 Tau Omega Fraternity and now holds mem- 
 bership in the Royal .Arcanum, United Order 
 of American Mechanics, Knights of Pythias 
 and is a Knight Templar. 
 
 He is a member of the General Synod 
 English Lutheran Church and has represented 
 that organization as a delegate at State and 
 National Svnods. 
 
JAMES M. CARR 
 
 Anotlicr worthy son of Guenisev coiuitv 
 who has tle\otfd liis life to sc'iool 'labors is 
 Mr. James M. Carr. born March 7. 1867. 
 His parents, John Carr and Mary (Montgom- 
 ery) Carr were Irish born, but came to this 
 country in the sixties. The father, after 
 marrying in Philadelphia, Pa., settled on a 
 farm in Guernsey county, Ohio, where his 
 sons were raised and educated. James M. 
 Carr attended a country school until he was 
 sixteen, and after taking a four vears' course 
 at Muskingum College, graduated with tlie 
 degree of Bachelor of Arts in lOol. He also 
 did work in the teacliers' training course at 
 Ada Normal University. In 188."), before go- 
 ing to College, Mr. Carr taught the Hopewell 
 School. Guernsey county, and gave fifty-six 
 months to other district schools in said county 
 before accepting the superintendencv of the 
 Wasliington schools in 1892. After "two suc- 
 cessful terms there, he moved to Frazeysburg 
 and spent nine years in advancing that com- 
 munity's interests to its present state of 
 pr<-)ficiency. Licking township. Muskingum 
 
 county, engaged his services during the 1902-3 
 term. In 1904 he took hold of The reins at 
 Cambridge. 
 
 These .schools are well known throughout 
 eastern Ohio, and are acknowledged an im- 
 portant charge, employing, as they do, forty- 
 four teachers and one special instructor in 
 music, and enrolling approximately 2,000 
 scholars, or about twenty percent of the popu- 
 lation of Cambridge. The four handsome 
 school buildings which accommodate about 
 "lOO pupils each are a just source of pride to the 
 men who created them and arc ever watchful 
 of their interests. 
 
 Mr. Carr married Miss Annie Meiuleiihall 
 of Frazeysburg in 189o, one child lives to re- 
 cord the union. Since 1901 James M. Carr 
 has represented Muskingum county in the 
 Ohio Legislature, and is very popular with 
 his acquaintances and Brother Masons, col- 
 leagues in various teeachers' educational as.so- 
 ciations, etc., such as the National Educational 
 Association, O. S. T. Association, E. O. T. 
 Association. O. T. Federation and Ohio Teach- 
 ers' Reading Circle. 
 
^^r "■ 
 
 / 
 
 PROF. JOHN C. SEEMANN 
 
 Is a teacher whose whole life has been devoted 
 to the cause of popular education ; his single 
 and controlling thought how best to promote 
 its interest. Intense in his purposes and de- 
 sires, sincerely zealous and loyal in his labors, 
 he has little sympathy with those who are dis- 
 loyal or indifferent. Whether as teacher or 
 superintendent, he has ever felt it to be a 
 conscientious duty and pleasure as well to 
 devote his untiring efiforts to the development 
 and progress of his pupils. Be the standard 
 ever so high he has sought to place it still 
 higher. 
 
 John C. See.mann was b-irn at Berlin. 
 Holmes county, Ohio, Alay 14, 18i>3, and was 
 reared on the farm of his father. Charles See- 
 mann. He attended the village schools of 
 Berlin, and later a course of studies at the 
 Ohio Normal University, Ada, Ohio, graduat- 
 ing from that institution in 18:10 with the 
 degree of Bachelor of Science. Previous to 
 that Professor Seeman had had considerable 
 experience as a teacher, having taught school 
 from 1884 to 188!l in winter and attending to 
 his studies in summer. In the fall of 18!I0 he 
 assumed the duties of superiiitendent of 
 schools at Republic, Seneca county, Ohio, 
 which position he held for five years, and dur- 
 ing the summer of 18!I3 he \va^ connectcil with 
 
 the summer normal school at Bloomville, 
 Ohio. On resigning from Republic in 1811.5 
 he went to Athens, Michigan, as superintend- 
 ent, where, in four years' service, he brought 
 the schools into an excellent condition. It 
 was with regret that his resignation was ac- 
 cepted there in 1899, when he accepted a call 
 to Vermilion, Ohio, where he has since of- 
 ficiated as superintendent with constantly 
 augmenting success. During the summers of 
 1901-2 he was connected with the summer 
 schools of Heidelberg University. During 
 the twenty years he has been a school teacher 
 Professor Seemann has also officiated as super- 
 intendent of Sunday schools. 
 
 In 1901 Professor Seemann was appointed 
 a member of the Erie County Board of School 
 E.xaminers, and still serves on that body. He 
 v/as among the first in Holmes county to take 
 up the work of the County Teachers' Reading 
 Circle, organized the Seneca county branch 
 of that association, and was the first to receive 
 a diploma from that organization in the latter 
 county. He is a member of the iNIasonic 
 Order, the Maccabees, the Northwestern Ohio 
 Teachers' Association, -the Ohio State Teach- 
 ers' Association, and the Methodist Episcopal 
 Church. In 1892 he was married to Miss Lib- 
 hie Eastman, and they have a bright boy, who 
 has been named Hennan E. Seemann. 
 
 fiOl 
 
PROF. SAMUEL HERRICK LAYTON 
 
 In the above named gentleman tlie eity of 
 Gallipolis possesses one of the hest qnahfied 
 superintendents in tlie State, one who has 
 aciiieved marked success in lii^ unrk. Pko- 
 FESsoH Lavton is of Ohio liirth. having lieen 
 born in Licking County in 18titi. son of Fran- 
 cis Marion Layton. a prominent farmer. He 
 early attended the country and village schools. 
 and later took a full course at the Ohio Wes- 
 leyan University at l.^elaware. He pursued a 
 thorough course in pedagogy in the Ohio 
 Normal University at .\da, Ohio, and has also 
 pursued extensive post-graduate courses in 
 other universities. The following degrees 
 have been conferred upon him. Bachelor of 
 Science, Bachelor of Literature. .Master of 
 Arts and Doctor of Philosophy. 
 
 Professor Layti>n first began teaching at 
 Jacksontown. Ohio, and before leaving was 
 promoted to the -uiKrintenilency. Thence he 
 went to Dublin. Ohio, as Miperinten<ienl, then 
 
 tn W'orthington, Ohio, in the same capacity. 
 Subsequently he was superintendent consecu- 
 tively at Mechanicsburg and Barnesville, 
 ( )hio, and, two years ago, was elected superin- 
 tendent at Gallipolis. During his last year at 
 the Ohio Wesleyan LTniversity, 1896, he was 
 an instructor in English. Professor Layton 
 holds a high school life certificate with very 
 high grades, and has meinbership in the Ohio 
 Teachers' Reading Circle, the Southeastern 
 Ohio Teachers" Association, the Ohio Teach- 
 ers' Association, the National Educational As- 
 sociation, the Junior Order of Lhiited Ameri- 
 can Mechanics, and is president of the Tri- 
 .State Teachers' Association. He was county 
 examiner in Champaign County for two years, 
 and is now city examiner of Gallipolis. In 
 IS'IG he was married to Miss Minnie M. 
 Brashares, and both hold membership in the 
 Methodist Episcopal Church. Prof. Layton 
 is now president of the Epworlh League of 
 ibis church. 
 
 602 
 
MORRIS A. HENSON 
 
 In the admirable public school system of 
 Ohio the schools of Gallipolis have long been 
 recognized as among the best regulated and 
 efficient, and some of our foremost educators 
 have labored there. 
 
 Of those at present in service an honored 
 position is occupied by Mr. Morris A. Hen- 
 son, principal of the Gallipolis High School. 
 This gentleman was born in Hocking County, 
 Ohio, February 11. 1804, son of Andrew Hen- 
 son, bookkeeper and furnaceman. and his 
 first education was obtained in a furnace 
 school. Later he went to the high school at 
 Jackson, Ohio, graduating in 1883. On leav- 
 ing school be taught for four years in a 
 
 country school, and then entered Ohio Uni- 
 versity at Athens, for a pedagogical course. 
 On graduating in 189'2 he was elected superin- 
 tendent at McArthur, Ohio, and continued 
 there eleven years, or up to 1908, when he was 
 called to Gallipolis, and has since served 
 efficiently there as principal of the high school. 
 Mr. Henson is a member of the Ohio Teach- 
 er.s' Reading Circle, the Ohio State Teachers' 
 Association, the National Educational Asso- 
 ciation, the Southeastern Ohio Teachers' As- 
 sociation, the Tri-State Teachers' Association, 
 the Methodist Episcopal Church, and is also 
 affiliated with the Masonic Order. 
 
GUSTAV A. RUETENIK 
 
 Tlie niagnificfin statu;, to which the schools 
 of Cleveland have attained is the result of in- 
 telligent effort ably directed, the liberal ex- 
 penditure of public moneys for the public 
 good, and the selection of men and women 
 of superior ability as public instructors. Thus 
 the Forest City has indeed cause to congratu- 
 late itself upon its admirable school system, 
 which is amply paying and repaying itself 
 by producing the best class of citizenship. 
 One of the best known educators in the city 
 is Mr. Gust.w A. Ruetenik, the esteemed 
 and highly successful principal of the South 
 High School This gentleman is a native 
 Ohioan, born in Tiffin, and is the son of the 
 Rev. Herman Julius RueteniU. 
 
 His father, beside his ministerial capacity, 
 was also president of the Calvin College and 
 professor in the Heidelberg College at Tiffin 
 and is a man whose benevolent functions have 
 been productive of much good in the world 
 in which he has labored and for whose bene- 
 fit he is still nobly at work. Our subject 
 obtained the rudiments of education in par- 
 ochial schools in Cleveland, and then followed 
 
 preparatory work in Calvin College, a course 
 of studies in the Mission House College at 
 Sheboygan, Wisconsin, and, crossing to Eur- 
 ope, a course of studies in a prominent gym- 
 nasium in Prussia. Returning to the United 
 States and to Cleveland when twenty-one 
 years of age he began professional life as an 
 instructor in Calvin College, remaining there 
 four years. 
 
 The next four years saw him installed as 
 teacher in the Central High School, and the 
 following eight years at the West High 
 School, three of which he filled in the capacity 
 of assistant principal. At the expiration of 
 that period in 18it4 he was appointed principal 
 of the South High School, and still fills this 
 responsible position in a manner that has 
 thoroughly tested his worth, merits and ability, 
 and proved thoroughly acceptable to all con- 
 cerned. On May 17, 1883, was consummated 
 the happy marriage of Mr. Ruetenik with Miss 
 Lillie E. Closse ; they have a cheering family 
 of five girls and three boys, the latest arrivals 
 the felicitous stork brought being beautiful 
 twin girls. Mr. Ruetenik, with his family at- 
 tend-- the Congregational Church. 
 
 G04 
 
WILLIS FULLER SEWALL 
 
 The public library is a leading factor in 
 the securing of a liberal education, and in 
 developing the best interests of a community. 
 Ohio possesses many finely stocked and 
 equipped public libraries, one of the best of 
 these being at Toledo, the present beautiful 
 building having been erected by the city some 
 twenty years ago. Its efficient and widely 
 known librarian, Willis Fuller Sewall, is 
 a gentleman of broad experience and most 
 scholarly attainments. He was born at Ches- 
 terville, Maine, August 12, 1880, son of How- 
 ard and Florilla ( Fuller) Sewall, the former 
 a lumber merchant, and he was given a sound, 
 thorough education. . 
 
 After attending Wilton Academy, Wilton, 
 Maine, and graduating in 1883, he went to 
 Westbrook Seminary, Deering, Maine, grad- 
 uating therefrom in 1886. Then followed a 
 full course at Tufts College, Medford, Massa- 
 chusetts, and graduation in 1890. While there 
 he became an instructor in Elementary French, 
 during the second half of his senior year, and 
 continued in that capacity for the two years 
 
 following graduation. He was also an in- 
 structor in elementary English composition 
 and assistant in the college library. While at 
 Tufts, Mr. Sewall held a prize scholarship 
 throughout his entire course ; was editor of 
 his class annual in his Junior year, by vote 
 of his class; editor of the college paper in 
 his senior year, by vote of the college faculty, 
 and had a commencement part. In the fall 
 of 1902 he went to the New York State 
 Library School at Albany for a year, and, 
 following that, was for a year official indexer 
 to the New York State Commission in Lun- 
 ac\'. 
 
 From June. 1904, to June. 1905, he was 
 engaged at the Bryn Alawr College Library, 
 cataloguing the Sauppe collection in classical 
 philology, which embraced editions of the 
 Greek and Latin authors, as well as philol- 
 ogical works in German. In 1895 Mr. Sewall 
 was appointed librarian of the Wilmington 
 Institute Free Library at Wilmington, Dela- 
 ware. The climate there, however, did not 
 prove congenial, and after four years of ser- 
 
vice it liecame prudent for him to resign. He 
 returned to Livermore Falls, Maine, his 
 former liome and his father's present resi- 
 dence, and gave up library work for a seasop 
 While at Livermore Falls he was superintend- 
 ent of schools for a year, and, at the same 
 time actively interested in the organization of 
 the Livermore Falls Library Association, 
 which subsequently received town support and 
 became free. 
 
 On September 1, 1903, Mr. Sewall was 
 made librarian of the Toledo Public Library, 
 a position he has most efficiently filled since 
 his appointment, and he has become most 
 popularly known to Toledo's citizens. 
 
 Mr. Sewall is a member of the Delta 
 Upsilon Greek letter fraternity, the Ohio 
 State Library Association, and the American 
 Library Association. 
 
 On October 30, 1804. he was married to 
 Miss Kate Louise Howe, of Albany, New 
 York, and they have one child, a promising 
 boy — Howard Howe Sewall, who was born 
 October 14, 1800. 
 
 MISS MARY E. HOWLETT 
 
 This lady is a principal of rare tact and 
 ability and conspicuous intelligence. Her rec- 
 ord has been an unusually successful one, 
 even in a city like Cleveland, wdnere the 
 highest class of talent is to be found among 
 the exponents of the public school system and 
 her rise has been deservedly rapid and fully 
 earned. 
 
 Miss M.\kv E. Howlett was born in 
 Cleveland, where her father, Thomas Howlett, 
 is a retired business man, and her education 
 was obtained in the excellent public schools 
 of the Forest City. After graduating from 
 the West High School, she took a course in 
 the Normal School and was graduated there- 
 from in 189"i. Shortly afterward she became 
 a teacher in the Browncll Building, continu- 
 
 ing tliere for three and a half years when 
 she was transferred to the Gordon Building, 
 taught for a year there, and for the succeed- 
 in.g five years in the Waverly Building. Four 
 years ago she was appointed principal of the 
 Lake Street School and has filled the onerous 
 duties of that trust with most signal aljility 
 and discrimination. 
 
 Miss Howlett is a member of the North- 
 eastern Ohio Teachers' Association, an attend- 
 ant of the Catholic Church, and she has exer- 
 cised a most beneficent influence in the educa- 
 tional world. 
 
 MISS MARY G. STRACHAN 
 
 Cleveland has long been noted for the 
 large number of its women principals of 
 schools, and the able manner in wdiich they 
 discharge their duties prove them to be fully 
 as efficient as their colleagues of the "sterner 
 sex." Among these distinguished ladies an 
 honored position is occupied by Miss Mary 
 G. Str.\ch.'\n. who for the past four years 
 has been principal of the Warner School 
 Building. 
 
 Miss Strachan is of alien liirth, having 
 been born in the historic old city of Glasgow, 
 Scotland, but her parents went to Cleveland, 
 Ohio, when she was of tender age. and her 
 education was secured in the public schools 
 of that city. After graduating from the Cen- 
 tral High School, she took a Normal Course, 
 was graduated in 1894, and soon afterward 
 was appointed teacher in the Huck schoo'.. 
 Three years later she was transferred to the 
 Fullerton school, taught there for two years, 
 and then for two more years in the Broad- 
 way Building, when she was promoted to the 
 principalship of the Warner Building. 
 
 Miss Strachan is a member of a number 
 of educational organizations, an attendant of 
 the JNliles Park Presbyterian Church, and she 
 has filled every position to which she has been 
 called with marked executive abilitv. 
 
NELSON B. YEARDLEY 
 
 Music, that "sweet dissembler," lias long 
 been recognized as a valuable auxiliary in our 
 public school system, and its influence may be 
 likened much to the same as the action of oil 
 upon machinery; it relieves strain and makes 
 affairs flow more smoothly and happily. 
 
 The popular Supervisor of Music in the 
 Newark schools is Professor Nelson B. 
 Veardley, a thoroughly accomplished musi- 
 cian and highly competent instructor. This 
 gentleman is a native of Ohio, Zanesville be- 
 ing his birthplace, where he was born on 
 January 2o, 18(33, son of George W. Yeardley, 
 who was engaged in the cooperage industry 
 in that city, and he was one of a family of 
 four children, of whom but two now survive, 
 our subject and his sister. 
 
 Professor Yeardley's early education was 
 obtained in the public schools of Parkersburg. 
 West Virginia, followed by attendance at the 
 State Normal School at Fairmont, West Vir- 
 ginia, on leaving which he entered the Cin- 
 cinnati College of Music at Cincinnati, Ohio 
 
 and most creditably graduated from that in- 
 stitution in 1802. Shortly afterward he began 
 teaching music in the public schools of Park- 
 ersburg, and for eight years also conducted 
 concert work. In 1901 he went to Newark, 
 Ohio, and was appointed Supervisor of Music 
 in all the public schools, and he has fulfilled 
 the arduous duties attached to this responsible 
 position with the most substantial results. 
 He also gives private instructions in voice 
 culture, harmony, etc. A notable feature of 
 his school work is his original songs for all 
 grades. "Snow-flakes," one of his primary 
 songs has been sung in nearly every State in 
 the Union. 
 
 Professor Yeardley is a member of the 
 Music Teachers' National Association, and 
 was vice-president of that organization in 
 West Virginia for six years prior to coming 
 to Ohio. He also has been its special delegate 
 for Ohio the past three years, and he has 
 exerted a strong, yet beneficent influence in 
 the musical world. 
 
CHARLES SUMNER BARRETT 
 
 Charles S. Barrett was born on his fa- 
 ther's farm near Cadiz, Harrison County, 
 Ohio. His ancestors were EngHsh, having 
 come from Chester County, England, early 
 in the eighteenth century and settled near 
 Philadelphia. His grandfather moved to 
 Eastern Ohio at the beginning of the nine- 
 teenth century. 
 
 He received his early education in the 
 public school of his native county, and at 
 the age of eighteen entered Hopedale Col- 
 lege at Hopedale, Ohio, and graduated from 
 that institution in 1885, 
 
 His first experience in teaching was in the 
 country school which he had attended wlien 
 a boy. 
 
 After teaching for a short time in Hopedale 
 College he was elected Principal of the High 
 School at Cadiz. Ohio. He remained at Cadiz 
 for three years and resigned this position 
 to accept the Principalship of the Fifth Ave- 
 nue School at Columbus, Ohio. He was Prin- 
 
 cipal of this school until he was promoted 
 to the Principalship of the \ew South High 
 School of Columbus, and this position he 
 now holds. 
 
 After entering the Columbus schools. ]\Ir. 
 Barrett availed himself of the opportunity 
 of doing graduate work at Ohio State Uni- 
 versity, giving special attention to Psychology, 
 Philosophy, Pedagogy and History of Edu- 
 cation. 
 
 He is an educator of studious haliits, and 
 has always given his best energies to the work 
 of his profession. 
 
 He is a member of the National Teachers" 
 Association, Ohio State Teachers' Association, 
 Central Ohio Teachers' Association, City 
 Teachers' Association and Central Ohio 
 Schoolmasters' Cluh. He was at one time 
 President of City Teachers' Association, and 
 was the first secretary of Central Ohio 
 Schoolmasters' Club. 
 
PROF. WILLIAM JOHNS 
 
 Much of the efficiency of the schools of 
 Massillon is due to the serv'ices of the ahove 
 named, who has been engaged as a public 
 educator in that field of labor for the past 
 fourteen years and, since 1896, has been prin- 
 cipal of the Massillon high school, in which 
 capacity his labors have been productive of a 
 vast amount of good. 
 
 Professor William Johns was born in 
 Prideville, West Virginia, in 1858, son of 
 John Johns, a miner by occupation, and he is 
 largely a self-made man. His earlier educa- 
 tion was secured in the public schools of 
 Maryland, and later he took a course of stu- 
 dies in the Williamsport Dickinson Seminary, 
 Williamsport, Pennsylvania, from which he 
 graduated in 1884 with the degree of Bachelor 
 of Science, .^s a teacher he first took charge 
 
 of a school in Cumlierland, .Allegheny County, 
 Maryland, and after two years' initial service 
 there he went to Mount Savage, Maryland, 
 for a year, and thence to Chester Springs, 
 Pennsylvania, where for two years he as- 
 sumed charge of the school for soldiers' or- 
 ph-ans. From there he went to Massillon, 
 Ohio, as an assistant, performing such satis- 
 factory services that in 189G he was promoted 
 to the principalship, in which capacity he still 
 ably continues to discharge his duties. 
 
 Profes.sor Johns holds membership in the 
 Masonic Order, the Junior Order of American 
 Mechanics, Tribe of Ben Hur, the Ohio 
 Teachers' Reading Cnxle, and the Methodist 
 Episcopal Church. In 1888 he was united to 
 Miss Virgie L. Dart, and they have an inter- 
 esting family of three daughters. 
 
 C09 
 
PROF. C. J. BIERY 
 
 Suptrintendent of schools at Wauseon. Oliio, 
 was born near North Georgetown. Cohunbi- 
 ana County, in 1866. His father. Rev. John 
 Biery, is a minister of the Reformed Church, 
 and now has a pastorate at St. Joseph, ^lo. 
 PRorEssoR Biery first attended school in 
 Youngstown, Ohio, and later was for four 
 years a pupil in a country school. He next 
 became a student in Calvin College, and on 
 completing his studies there entered the Ohio 
 Northern University at Ada. Ohio, from 
 which he was graduated in 1889 with the de- 
 gree of Bachelor of Science, and later re- 
 ceived the degree of Master of Science. He 
 first began teaching in Zaleski, Ohio, as sup- 
 
 erintendent, and alter three years' service 
 there became superintendent at Oak Harbor, 
 Ohio, remaining there for nine years, when 
 lie was elected to his present position, which 
 he has filled to the utmost satisfaction of his 
 pupils, his assistants, and the public. 
 
 Professor Biery is a member of the Ohio 
 Teachers' Reading Circle, the Northwestern 
 Ohio Teachers' Association, the Ohio State 
 Teachers' Association, the Reformed Church, 
 the Knights of Pythias and Knights Templar. 
 In 1890 he was married to Miss Jennie Lj-on, 
 and they have three fine children — Marguer- 
 ite. Rosa, and Leland Calvin Biery. 
 
S. J. WOLFE 
 
 The above is one of the best known names 
 among Ohio's prominent educators, and its 
 owner has long and most favorably been 
 known to his colleagues and the public. Mr. 
 Wolfe is largely self-educated and he has had 
 a most extended, valuable experience in the 
 educational world. He was born October 18, 
 184-5. in Pickaway county, Ohio, son of Samuel 
 and Eliza Wolfe, both of whom were natives 
 of Pennsylvania, but had come to Ohio and 
 settled in Pickaway county in 1831. near Circle- 
 ville. He had a brother. W. H. Wolfe, also a 
 teacher and once principal of the South Build- 
 ing. Lancaster, and a sister. Miss Lizzie M. 
 Wolfe, who also taught school in Fairfield 
 county. 
 
 Our subject first attended the rural school of 
 his Pickaway home for twelve years, then for 
 two years was a pupil in a Fairfield county 
 school, and took several summer courses in 
 normal schools. At the age of twenty he be- 
 gan teaching in a Pickaway county district 
 school, serving a year there, and afterward a 
 similar period in Fairfield county, then back 
 again for another year in Pickaway county, 
 and the next two years he served successfully 
 as principal of the grammar schools at Gabon 
 and Bucyrus. In 1871 he was appointed prin- 
 
 cipal of the North Building in Lancaster, and 
 from that year until the present has been prin- 
 cipal of the North and South Buildings alter- 
 nately. He has a trained corps of assistants, 
 and the number of pupils in attendance aver- 
 age 480. 
 
 Mr. Wolfe has been a member of the Fair- 
 field County Board of Examiners since 1896, 
 a member of the Lancaster Board of Exam- 
 iners the past four years, member of the exec- 
 utive committee of the Fairfield County Teach- 
 ers' Institute the last twelve years, was for 
 eight years treasurer of the Fairfield County 
 Agricultural Society, and he holds member- 
 ship in the Masonic order, the Ohio Teachers' 
 Association, the Central Ohio Teachers' Asso- 
 ciation, the Ohio State Teachers' Association, 
 Fairfield County Tteachers' Association, the 
 Presbyterian Church, where he has held the 
 office of Elder for more than fifteen years, and 
 also the Southeastern Ohio Teachers' Associa- 
 tion, of which he was Vice-President in 1903. 
 In 1897 Mr. Wolfe was married to Miss Mary 
 Hamilton, an estimable lady, who for a number 
 of years was assistant principal in the Lancas- 
 ter High School. He is still active in the edu- 
 cation-jl w'ork, relaxing no energy in his choser. 
 profession. 
 
 611 
 
ALVA D. HANNUM 
 
 An active part has been taken in the edu- 
 cational world the past score of years by 
 the subject of this notice, and his reputation 
 as a piibHc instructor is permanent and 
 secure. 
 
 Alva D. Hannl'm is a native of Ohio's 
 soil, having been liorn at Long Bottom, this 
 State, March 8, 18(i8, on the farm owned by 
 his father, William J. Hannum, and he was 
 one of a family of nine children, comprising 
 five boys and four girls. His early education 
 was secured in tlie district schools of his 
 home county, and subsequently he took a 
 course in the college at Lebanon, Ohio, from 
 which he graduated in 1892. His services as 
 a public teacher were first called into requisi- 
 tion in 1881), when he began teaching in the 
 district school near Long Bottom, continu- 
 
 ing there for three years, after which he 
 taught at Portland. Ohio, two years, then 
 principal at Readville. Ohio, three years, and 
 at Tuppers' Plains, Ohio, five years, and then 
 for a year he served as superintendent at 
 Gro\-e Citv. He was honored by a re-election 
 to this position, but tendered his resignation. 
 Two years ago he was appointed superin- 
 tendent of the schools at Iberia, Ohio, and 
 has since been filling the position to the com- 
 plete satisfaction of the entire community. 
 
 He holds membership in the Ohio Teach- 
 ers' Reading Circle and the Ohio Federation 
 of Teachers, and is an attendant of the Dis- 
 ciples' Church. In 18113 he was united in 
 marriage to INIiss Ennna R. Hawley. and 
 thev have one child, a bov of ten. 
 
E. A. HOTCHKISS 
 
 The magnificent school system of Ohio has 
 long been a source of much pride to her 
 citizens, who recognize in it the greatest fac- 
 tor in the advancement of the commonwealth. 
 Among the progressive teachers of modern 
 ideas in Ohio's legion of public instructors 
 must be included Mr. E. A. Hotchkiss, who 
 is at present the popular an.I highly efficient 
 superintendent at St. Marys. 
 
 This gentleman, who is widely known in 
 educational circles, is a native Ohioan, having 
 been born at Malta, Morgan County. Janu- 
 ary 4, 1871, his father being Henry Hotchkiss, 
 a successful farmer. His early education was 
 received in the public schools of McConnells- 
 ville, Morgan County, which he attended up 
 to 1888, when he entered Wesleyan Univer- 
 sity at Delaware, Ohio, for a four years' 
 course, graduating therefrom in 1902 with the 
 degree of Bachelor of Science. Mr. Hotch- 
 kiss first taught in a district school in Mor- 
 
 gan County, and then became teacher in the 
 school at Malta, Ohio, his birthplace. From 
 Malta he went to Tippecanoe City, where he 
 taught for three years, and for the succeed- 
 ing three years was stationed in Delaware, 
 inoo to 1902. He was then appointed super- 
 intendent at Mechanicsburg, C h a m p a i g ii 
 County, Ohio, serving in that capacity from 
 11)112 to 1904, when he was called to St. 
 Marvs as superintendent, and in this newer 
 field of labor is achieving marked success. 
 
 Mr. Hotchkiss is a member of a number 
 of educational organizations, among them be- 
 ing the Ohio State Teachers' -Association, the 
 Southwestern Ohio Teachers' .Association, and 
 the County Association, while he is also in- 
 terested in the Masonic body, holding mem- 
 bership in Ea.stern Star lodge. On July 10, 
 1902, he was married to Miss Margaret Wells, 
 a lady of excellent attainments, and both are 
 most popularly known in social circles. 
 
L. E. YORK 
 
 Although now but tliirty-five years of age. 
 Mr. York has been an active factor in Ohio's 
 pedagogical fraternity for nearly twenty years, 
 having received his first teacher's certificate 
 at the phenomenally youthful age of fifteen, 
 when he taught a winter's term in a Portage 
 county district school. JNIr. York is a native 
 Ohioan, born in Portage county, October 2, 
 1809, on the farm of his parents, J. B. and 
 Anna Margaret York. His father was also a 
 school teacher and our subject received the 
 benefit of his valuable experience in a sound 
 home training. Mr. York's education was a 
 most thorough one. For ten years he attended 
 the district school in Portage county, follow- 
 ing his studies with four terms of three 
 months each in Allegheny College, Meadville, 
 Pa., and then taking si.xteen terms of three 
 months each in i\fount Union College, Alli- 
 ance, Ohio, graduating from the latter in ISW, 
 with the degree of Bachelor of Science and 
 later received the degree of Master of Philoso- 
 phy. He also took a course in and graduated 
 from King's School of Oratory, Pitt.sburgh, 
 Pa., in 18!;t(), and spent a year in a post- 
 graduate course in Clark University, Worces- 
 ter, Massachusetts. 
 
 .Mr. York first taught district schools for 
 tliree terms in Portage county, Ohio, then 
 was in charge of the school in Randolph 
 village for a year, and subsequent positions 
 held by him were as follows: School at Gar- 
 field, Mahoning county, Ohio, four years: 
 Superintendent, Newton Falls School, "Trum- 
 bull county, Ohio, two years : President of 
 and teacher in Duquesne College, Pittsburg, 
 Pa., one year ; Superintendent at Kingsville, 
 Ohio, four years, and since 1902, Mr. York 
 has oflficiated most creditably as superintendent 
 of the Barnesville schools. 
 
 Mr. York holds both conunon and high 
 school state life certificates, was president of 
 the Christy School of Pedagogy at Ashtabula, 
 Ohio, and in September, 1904 was appointed 
 school examiner for Belmont county, .\niong 
 the organizations of which he is a member are 
 the following: Masonic Order, Independent 
 Order of Foresters, Ohio Teachers' Reading 
 Circle, Ohio State Teachers' .Association, East- 
 ern Ohio Teachers' Association, the National 
 Educational .'\ssociation, and the Methodist 
 Episcopal Church. In 1897, ^Ir. 'S'nrk was 
 married to Miss Grace May Williams, of 
 Braceville, Ohio, and their union has borne 
 fruit in twii pronnsing cliildren. 
 
J. L. SELBY 
 
 Since beginning his professional career as 
 a public instructor some fifteen years ago. 
 Mr. Selby has won encomiums and success 
 that fully entitle him to be classed as one of 
 Ohio's prominent representative school teach- 
 ers. His work has ever been productive of 
 the most appreciable results. 
 
 J. L. Selby was born in Butler county, 
 Ohio, March 30. ISliO, son of William Selby, 
 a prosperous farmer of excellent reputation, 
 and his early days were passed amid the scenes 
 incident to a bucolic life. He attended the 
 country schools of his birthplace, and the Na- 
 tional Normal University at Lebanon several 
 times previous to 1805 in which year he grad- 
 uated from the university with the degree of 
 Bachelor of Science. For a few years prior to 
 1890 he taught in district schools in Darke 
 county. In the latter year he was elected 
 principal of the grammar schools of Green- 
 ville, Ohio, and after serving in that capacity 
 for three years he was promoted to the high 
 school as first assistant in which position he 
 served for seven years. In 1000 he was elected 
 principal of the high school, and this position 
 still claims his valuable services. 
 
 In the spring of 1000 Mr. Selby was ap- 
 pointed County School Examiner to fill an 
 
 unexpn-ed term. After serving the time for 
 which he was appointed he was re-appointed 
 in lOOl, for a full term of three years. Mr. 
 Selby's administration as examiner was one 
 of great honor and credit to himself and of 
 great benefit to the schools of his county. By 
 his personal influence, uprightness of char- 
 acter, sound scholarship, and sensible coun- 
 sel, a very wholesome effect came from his en- 
 deavor to place a high standard upon the ex- 
 aminations. The value and popularity of Mr. 
 Selby"s services to the cause of education are 
 also shown by the fact that he has served two 
 terms as Vice-president of the Darke County 
 Teachers' Association, two as President, and 
 is now serving his second term as a member 
 of the executive committee. In December, 
 1O04. Mr. Selby received a high school life 
 certificate, having received a common school 
 certificate in December, 1897. 
 
 Principal Selby is a member of several 
 educational organizations, and his word and 
 advice are always listened to with interest 
 and attention. On August 31, 1899, he was 
 united in marriage to Miss Mabel Hershey, a 
 lady of admirable mental attainments, and 
 they have a comfortable and cozy home which 
 all their privileged friends are always fond to 
 
DAVID E. BLACK 
 
 As an instructor i:>t pulilic sl-Iid.iK tlie 
 above named has had a nmst -uecessfnl career, 
 extending over a period now closely approach- 
 ing a quarter century, and his name and repu- 
 tation are most favorahly known in educa- 
 tional circles. 
 
 David E. Black was ]io;n in Ricliland 
 County. Ohio. February 14. 1802, son of 
 Hugh H. Black, farmer, and his early educa- 
 tion was secured in the country schools of 
 his birthplace. Later he t( nk a cour-e of 
 studies at the Gayley Seminary, Lexington, 
 and afterward entered tlu- Oliio Xnrthern 
 I'niversity at .-Xda, Oliio. from which he grad- 
 uated in 188."). 
 
 Mr. Black's career as a teacher lieg.m in 
 1881, wdien he took charge of a country -chool 
 in Richland County. .After leaving there he 
 taught for three years in the Marion Xnrmal 
 School, and on the eonipKtion of that period 
 
 wa^ appointed superintendent at Iberia for 
 two years. Next followed two years in the 
 grammar department at Shelby, Ohio, and 
 then three years at Hayesville as superintend- 
 ent. The succeeding three years found him 
 superintendent at New Washington, and 
 early in the fall of inii4 he was appointed to 
 the superintendentshin at Prairie Depot, his 
 present position, in which he has acquired 
 well deserved success and popularity. 
 
 Mr. Black is a member of the Ohio Teach- 
 ers' Reading Circle, the Northwestern Ohio 
 Teachers' .Association, the Ohio State Teach- 
 ers' Association, the Methodist Episcopal 
 Church, and is also affiliated with the Knights 
 of Pythias. 
 
 In 1880 Mr. Black was united to Miss 
 Mary Bower, of Morrow County. Ohio, and 
 they haw two liri.ulit -on<. who have been 
 named Dale \V, an 1 John H. Black. 
 
B. 0. MARTIN 
 
 As a public educator the career of H. O. 
 Martin, now superintendent at North Bal- 
 timore, has been a pleasingly successful one. 
 his promotion continuous and fully earned. 
 He was born in Greenville, Darke county. 
 Ohio, in October, 18()7, son of William .Mc- 
 (iutTey Martin, farmer, who was named f'lr 
 and related to the celebrated William Mc- 
 Guffey. author of McGuffey's Spelling Book 
 and Readers. 
 
 Supt. Martin attended the district school 
 up to the age <if thirteen when he entered the 
 Higli School at Greenville, remaining three 
 years. His college education was secured at 
 the Ohio Northern University and afterwanl 
 at Delaware. Not only is he a student of 
 books but also of men and affairs. 
 
 His career as a teacher began at the age 
 of sixteen, in a country school, and later he 
 became principal of the school at Hillgrove, 
 Ohio. In l^'.H he was elected principal of the 
 .\rcanum High School and in 18!.)7 as super- 
 
 nnendcnt at Gettysburg, Ohio, resigning in 
 li'Dii to accept the superintendency at La- 
 grange, which was resigned in July 1901 to 
 accept the position of superintendent at Ash- 
 tabula Harbor, Ohio, which was successfully 
 filled until his election in his present position, 
 July 1!Ih4. 
 
 -\l;' -Martin is an active member of the 
 order of Knights of Pythias, of the North- 
 westi'vn Ohio Teachers" .Association, and of 
 the Ohici State .Association. He has been a 
 member of the Teachers' Reading Circle for 
 lifteen years, and served for si.x years on the 
 Darke County Board of School E.xaminers. 
 He is an advocate of a thorough, practical 
 education and believes in boys. 
 
 In 1887 he was married to Miss .Anna C. 
 Moi^t, whii has been a very valuable help in 
 his v.ork. Ziie Geraldine. a bright little daugh- 
 ter blesses the home nf Mr. and Mrs. Mar- 
 
CHILTON A. PUCKETT 
 
 This gentleman has been an active worker 
 in the educational field for upward of twenty 
 years and he is most reputably known to his 
 colleagues and the public. 
 
 Chilton A. Pl'ckett was born on the 
 farm of his father, near Bell. Ohio, August 
 10, 1863, and he received a thorough education 
 in the district schools of his home, and in the 
 high school at Hillsboro, Ohio. His profes- 
 sional career began in 188"2, when for two 
 terms he taught district school. No. 2, in Jack- 
 son township. The subsequent schools in his 
 charge were as follows : District school. No. 
 4, Washington township, two years ; District 
 school No. 3, Marshall township, two years ; 
 District school No. 4. Washington township, 
 three years ; District school No. 4, Paint 
 township, one year: Village school at New 
 Petersburg, three vcars. 
 
 .Mr. Puckett was appointed principal of 
 schools at Lynchburg, Ohio, and four years 
 later was promoted to the superintendency. 
 which position he has since continued to I'll 
 with uninterrupted success. 
 
 Mr. Puckett holds both grades of profes- 
 sional state certificates, and is president of the 
 Highland county Board of School Examiners, 
 and of the Quadri-County Teachers' Associa- 
 tion, and holds membership in the Ohio 
 Teachers" Reading Circle, the State Teachers' 
 Federation, the Masonic fraternity, and the 
 Modern Woodmen of Atnerica. 
 
 On November 27, 1884, he was married to 
 Miss Clara E. Ballentine of Berrysville, Ohio. 
 To this union were born two children, a son 
 and daughter, of wdiom the former, George C, 
 alone survives. 
 
SAMUEL M. SARK 
 
 For more than a score of years, J\Ir. Sam- 
 uel M. Sakk has been an active factor in 
 •Ohio's great pnblic school system, and he is 
 well and most repntably known in the edn- 
 cational world for the excellent work that has 
 teen performed liy him, and for the enthn- 
 siasm he has ever manifested in liis vocation. 
 He has held many responsible positions and 
 filled all of them most creditably. 
 
 Mr. Sark was born February 11, 1805, in 
 Walnut township, Pickaway county, Ohio. 
 His parents. Isaac and Mary Sark, were na- 
 tives of Berks county. Pennsylvania. The 
 death of his father in li^T'i. left him a home- 
 less orphan, and he was "bound out" among 
 strangers in Fairfield county. His first school- 
 ing was secured in District School No. C, Wal- 
 nut township, Pickaway county, which he at- 
 tended two years, and he subsequently pur- 
 sued liis studies for two years in Ridge 
 School, Fairfield county. For seven years 
 he attended irregularly about 'J months each 
 year in District School No. !•. .Amanda town- 
 ship, Fairfield county ; one year in the Mad- 
 
 ison township High School of Pickaway 
 county, and law and scientific courses at the 
 Ohio Northern University, from 1886 to 1800, 
 graduating with the degrees of "LL. B." and 
 "B. S." and in 1893 he had conferred upon 
 him the degree of Master of Science. 
 
 Mr. Sark received his first teachers' cer- 
 tificate in 1883, and taught for a year in Dis- 
 trict School No. 4, Walnut Township, Picka- 
 way county. For the succeeding two years 
 he was in charge of the Huffman school, 
 Washington township, Pickaway county, fol- 
 lowed liy a year as master of the Van ileter 
 school. Jackson township. Pickaway county. 
 Subsequent schools presided over by Mr. Sark 
 were District School No. D. Walnut town- 
 ship. Pickaway county, one year; Deer Creek 
 township, Pickaway county, two years : Su- 
 perintendent of Grover Hill ScIiodI. Paulding 
 county, one year ; Superintendent Lockbourne 
 Schools, Franklin county, one year ; Superin- 
 tendent Harrisburg Schools, Franklin county, 
 two years ; School Examiner of Pickaway 
 county from 1889 to 1802, and for the past 
 
 619 
 
ten years lie has most ably officiated as Su- 
 perintendent of tlie Schools at Derby. Picka- 
 way county. 
 
 Mr. Sark is a Past Master in the Ma- 
 sonic organization, holds membership in the 
 order of Odd Fellows and Knights of Pyth- 
 ias, and is a member of the Ohio Teachers' 
 Reading Circle, Pickaway County Teachers' 
 As.sociation, Ohio Teachers' Federation and 
 the Central Ohio Teachers' Association, .\s- 
 sociation of Teachers of Mathematics and 
 Science. On August 0, 1893, Mr. Sark was 
 united to Miss Mary Belle Thomas, a high 
 school graduate of Derby, Ohio, and three 
 bright children are the fruits of that union. 
 
 Mr. Sark was granted a state high school 
 life certificate in 1893. On the lecture platform 
 he shines in "Hannibal the Greatest Military 
 Genius." He is the author of a comprehen- 
 sive work. 
 
 Mr. Sark's studies have by no means been 
 confined to school books. He is a genuine 
 lover of that noble animal, the horse, and he 
 is recognized as an excellent authority on 
 "Breeding the Trotting Horse." The walls of 
 his study room are decorated with pictures of 
 famous horses painted by his excellent wife. 
 Dr. Holbrook said of him: "He is the nv.st 
 ori.ginal fellow I ever met." 
 
 NETTIE WHEELAND 
 
 This lady is achieving an enviable record 
 and reputation as a competent member of the 
 public school teaching corps, and her success 
 sliows in unmistakable terms that her selection 
 of a vocation was a most felicitous one. She 
 has ever been a faithful student and her ar- 
 tistic and literary inclinations have had a 
 marked effect upon her pupils and those asso- 
 ciated with her. 
 
 Aliss Wheel.'^nd is a native Ohioan, having 
 been liorn at Port Washington, where her 
 father, M. J. Wheeland, conducted a flourish- 
 ing business as a miller. Her education was 
 received in the public schools. For nine years 
 she was a pupil in the common school at Port 
 Washington, and then a four years' course in 
 the High Scliool was taken. In June, 1903, 
 Miss Wheeland received her "first certificate," 
 and began teaching in a country school until 
 the following year, when, removing to New 
 Comerstown, she was assigned to her present 
 incumbency, being given charge of the fourth 
 grade. There are some forty pupils in this 
 department, and under Aliss Wheeland's re- 
 gime excellent discipline is maintained and the 
 progress of the scholars steadily advanced. 
 
 Miss Wheeland takes an active interest in 
 all affairs educational. She is a member of 
 the Ohio Teachers' Reading Circle, the Eastern 
 Ohio Teachers' Institute, and she enjoys the 
 esteem of all with wlinni she has associated. 
 
 
 WHERE GARFIELD TAUGHT SCHOOL 
 
 620 
 
ROBERT S. HARMOUNT 
 
 The public school system of the United 
 States has been developed and improved con- 
 tinuously until now it is akin to a state of 
 perfection, as far as human effort can attain 
 that desired end, and it is the greatest factor 
 to-day in the progress and development of the 
 American people. Ohio spends, pro rata, 
 more money than any other Western or Cen- 
 tral State in the carrying on and enforcement 
 of her educational system and the results 
 achieved have fully justified the expenditure. 
 
 Among the successful public educators of 
 the Buckeye State must be included JSIr. Rob- 
 ert S. H.^RMOUNT, the accomplished superin- 
 tendent of the Spring Valley Schools, who 
 has been an active member of the pedagogical 
 corps for more than fifteen years, and is a 
 thoroughly trained disciplinarian and a most 
 effective teacher, one who obtains results. 
 
 Air. Harmount was born in Ross county, 
 Ohio, in 1871, son of Robert Harmount, a 
 prosperous farmer of that region, and was one 
 of a family of four sons and two daughters, 
 all now living with the exception of one girl. 
 He early became a pupil in the country school 
 of his nativity, in wbich he passed through 
 the elementary grades, and then went to 
 Delaware, continuing his studies there, and 
 
 finally "rounding up" his education with a 
 course at the Ohio State University. In 18811 
 began his professional career, his first charge 
 being District School No. (i, Union township, 
 Ross county, Ohio, and subsequent places 
 taught in by him were, in sequence. District 
 School No. 11, Concord township. District 
 School. No. 6, Deerfield township ; District 
 School No. 16, Concord township ; thence to 
 Clarksburg, and from the latter charge he 
 came to the superintendency of the Spring 
 Valley schools in 190'J, and has continued in 
 this capacity up to the present day, giving 
 the most efficient, satisfactory services, and 
 proving himself an adept in and master of his 
 profession. 
 
 Air. Harmount takes a keen interest in so- 
 cial as well as educational affairs. He is sec- 
 retary of the Ohio Teachers' Reading Circle 
 for Greene county, an attendant of the Metho- 
 dist Church, and a member of the Masonic and 
 Odd Fellows" organizations. 
 
 In 1897 he was united to Miss Adda Good- 
 bar, who taught several years in the Greenfield 
 public schools, and they have four children, 
 two of either sex, and including twins, a 
 hoy and girl, born February 1^4, 1008, and 
 "both doing well." 
 
 621 
 
A. H. WICKS 
 
 Tlie experience as a public instructor that 
 must be accredited to Mr. Wicks extends 
 over a period of twenty years, and it has been 
 of that valuable character that serves to bring 
 out all the best talents in a man, and to make 
 him a teacher whose influence and ability arc 
 easily distinguished and felt. He has been 
 successful from the outset and his reputation 
 rests upon a basis at once sound and secure. 
 
 Mr. Wicks was born February 12, 187i), 
 at Polk, Ashland county, Ohio, where his 
 father, Henry Wicks, was a leading citizen and 
 politician, having filled several county offices. 
 Our subject in early youth attended the 
 country schools of his home county, then the 
 schools at Ashland, and going thence to Polk, 
 Ohio, entered the high school, from whence 
 lie graduated in I880. Later on he took a 
 course at Baldwin University, Berea, Ohio, 
 graduating from that institution with the de- 
 gree of Bachelor of Arts. Prior to his grad- 
 uation in 1895, he attended college at N. O. 
 U., Ada, Ohio, and at .Ann Arbor, Michigan. 
 
 His career as a teacher began in 1885 when 
 for a year he took char.gc of a school at Je- 
 romeville, Ohio. Then he was called to Polk, 
 Ohio, where he officiated as principal for two 
 years. Later he was in charge of schools in 
 coimtrv districts and then was for three vears 
 
 superintendent of the schools at Rocky River, 
 a suburb of Cleveland, Ohio. In ]8it5 he was 
 elected principal of the high school at Clyde, 
 Ohio, and his services proved so valuable and 
 acceptable that five years ago he was promoted 
 to the Superintendency, and still continues in 
 this responsible position. L'nder his charge, 
 the Clyde Schools have reached a high de- 
 gree of efficiency. 
 
 ]\Ir. Wicks has served as president of the 
 Sandusky County Teachers' Association, and 
 is now a member of the executive committee 
 of that organization. He is a past master of 
 Monticello Lodge, No. 244 F. & .•\. ^I., a mem- 
 ber of Clyde Chapter. No. 110 R. A., and the 
 present Regent in the Royal Arcanum of 
 Clyde, and holds membership in the Ohio 
 Teachers' Reading Circle, the National Edu- 
 cational Association, the Northwestern Ohio 
 Teachers' Association, and the Ohio State 
 Teachers' Association. He also takes a keen 
 interest in military affairs and is the popular 
 captain of Company I, Sixth Infantry. Ohio 
 National Guards. 
 
 In 18P7. Mr. Wicks was married to Miss 
 Nellie Hutchins, a popular teacher and daugh- 
 ter of a leading physician of Clyde, Ohio, and 
 thev have two sons. 
 
 6-22 
 
JAMES FINLEY YOUNG 
 
 James Finlev Vouxg was born in Xoble 
 county, Ohio, January 24, 1863. His father, 
 Henry J. Young, was one of Ohio's earliest 
 settlers, having come to Ohio from Rhode 
 Island in 182.5. He was a farmer by voca- 
 tion, but also became a merchant and minister. 
 His mother was a native of Wellsburg, Vir- 
 ginia, who, with her parents also came to 
 Ohio in 1825. 
 
 Our subject received his early education in 
 the country schools of Noble county, his first 
 teacher being Hon. L. D. Brown, who after- 
 ward became school commissioner of Ohio. 
 Later lie attended several normal schools, 
 then entered Mount Union College in 1881, 
 and after a course there, entered the Ohio 
 Normal University from which he graduated 
 in 1889. 
 
 Immediately after graduation he was em- 
 ployed to superintend the public schools of 
 Danbury, Iowa, where he remained until called 
 home by the death of his father in 1890. 
 
 After five years of agricultural life, he went 
 to Wood county, Ohio, and taught school there 
 for five years. 
 
 Next Genoa, Ohio, claimed his services as 
 superintendent for three years or up to 19(>b, 
 when he was elected superintendent at Gib- 
 sonburg, Ohio, his present position. 
 
 Mr. Young is a member of the Ohio Teach- 
 ers' Reading Circle, the Northwestern Ohio 
 Teachers' Association and the Ohio State 
 Teachers' Association, also the Knights of 
 Pythias, In 1890 he was married to !Miss 
 Sarah J. Caley, of Cleveland, Ohio. They 
 have one child, a bright boy. who bears the 
 euphonius name of Clarence Young. 
 
 This gentleinan began his career as teacher 
 when but sixteen years of age, and has had 
 most thorough and valuable experience as a 
 public instructor. He enjoys a wide acquaint- 
 ance in educational circles, and is popularly 
 known to his colleagues, his pupils and the 
 public generally. 
 
W. E. KERSHNER 
 
 Mr. Kekshnek has had a succe>sUil carcx-r 
 as a public sclioul worker, and all lii-~ pronm- 
 tions have been fairly earned. He is an 
 Ohioan by birtli, having been born in Darke 
 County in 1808, son of F. M. Kershner, a 
 contractor and builder, and Sarah Ginn Kersh- 
 ner. His family moved to Auglaize County 
 during his boyhood and his early education 
 was secured in the country schools of that 
 counlv. Thence he went to the New Bremen 
 High School and afterward to the X. X. U. 
 at Lebanon. Ohio. 
 
 He began his work as a teacher in the 
 country schools oi Auglaize County in 1887. 
 and after this initial experience, went to the 
 St. Marys High School as assistant principal. 
 His next promotion was superintendent of 
 schools of Mendon and Union Townships. 
 Mercer County, a position which he filled for 
 five years. While here, Mr. Kershner took an 
 
 active part in all the niuvements to improve 
 the country schools and his work as a town- 
 ship superintendent received many favorable 
 comments in educational circles. 
 
 In 1898 he w-as elected at Prairie Depot, 
 Ohio, and held this position for six years. 
 In 1904 he resigned this position to accept 
 the superintendency of the schools at Co- 
 lumbus Grove. Ohio. 
 
 Mr. Kershner has always taken a prom- 
 inent and active part in all the educational 
 associations of the county and state, and is 
 now secretary of the Ohio Teachers' Federa- 
 tion. Socially he is a member of the Knights 
 of Pythias, the Odd Fellows, and the Masons. 
 He is a member of the Baptist Church. In 
 1894 he was married to Miss Mary E. Bar- 
 rington. and they have a charming little 
 daughter. Helen, now nine vears of age. 
 
 624 
 
D. J. SCHURR, B. S. AND A. B. 
 
 The ample experiences of this gentleman as 
 a teacher have made his services as a public 
 educator most valuable and in uninterrupted 
 demand. In every position to which he has 
 been called he has most fully demonstrated his 
 ability and peculiar fitness for the profession 
 to which he is devoting his life energies. Mr. 
 Sehurr is the son of one of Ohio's early pio- 
 neers, George Sehurr, who came from Ger- 
 many to the United States in 1828. and settled 
 in this State shortly after his arrival. He 
 is still living, and in July, 1905, will have at- 
 tained his eighty-second birthday. Our sub-* 
 ject's mother, Elizabeth Sehurr, a native of 
 Ohio, died in 1900. D. J. Sehurr was born in 
 1B66, in Madison county, Ohio, the youngest 
 of a family of ten children, and attended the 
 district school of that county up to his six- 
 teenth year, when, two years later, he began 
 teaching in country schools, continuing in that 
 capacity for eight years. He was then elected 
 Superintendent of schools at Sedalia, Ohio, 
 served for a year, and then studied for a term 
 at the Ada Normal School. His next charge 
 was as superintendent of the South Solon 
 schools for seven years, and four years ago he 
 
 accepted his present position as superintendent 
 of the schools at Plain City, Ohio. jMr. Sehurr 
 augmented his education by a course at Ada, 
 from which he was graduated in 1897, with 
 the degree of Bachelor of Science, and imme- 
 diately began work on the classical course at 
 Wittenberg College, improving his leisure 
 hours through the year under direct instruc- 
 tion from the faculty and spending his vaca- 
 tions at Wittenberg. He was graduated with' 
 the class of 1905, receiving the degree of Bach- 
 elor of Arts. 
 
 In his present incumbency he has achieved 
 marked success, the schools under his leader- 
 ship now being in an admirably efficient con- 
 dition. Mr. Sehurr has been elected three 
 times as President of the Madison County 
 Teachers' Association and is at present serv- 
 ing as a member of the Executive Committee. 
 He is now serving his third term as a member 
 of the Board of School Examiners of Madison 
 county. Mr. Sehurr is also a member of the 
 National Educational Association, the Central 
 Ohio Teachers' Association, and the Ohio 
 Teachers' Reading Circle. He also holds 
 membership in the Masonic order and the 
 Knigths of Pythias, uniform rank. 
 
 625 
 
WILLIAM H. RICHARDSON 
 
 It is now some twenty years since the 
 above named entered the arena as a public 
 instructor and during that period his career 
 has been one of uninterrupted success. In 
 every place where his services have been en- 
 hsted he has won tlic regard of pupils and 
 parents, and the reputation of being one of 
 the most thorough teachers the schools had 
 ever had. 
 
 WiLLi.\M H. RiCH.\RDSON was born at 
 Custer, Ohio, January 6, 1866, son of William 
 H. Richardson, a stone cutter by occupation.' 
 His early education was received in the dis- 
 trict schools and later he became a pupil in 
 the schools at Bowling Green, Ohio, graduat- 
 ing from the High School of that town in 
 1885. Soon after he was appointed a teacher ■ 
 there and after a year's service taught for 
 the succeeding four years in the adjacent 
 villages. Then he was called to Grand Rapids, 
 Ohio, to become superintendent of schools for 
 three years. His next incumbency was as 
 
 superintendent at Holgate. Ohio, for six 
 years. Six years ago lie was elected super- 
 intendent at Woodville, Ohio, which position 
 he still occupies. 
 
 Although busy at his profession Mr. 
 Richardson found time to study a college 
 course and Defiance College conferred upon 
 him the degree of Bachelor of Philosophy. 
 He has also successfully passed the examina- 
 tions of the Ohio State Board of Examiners 
 and has been granted both Common School 
 and High School Life Certificates. He is in- 
 terested in fraternal organizations, holding 
 membership in Masonic Bodies and the Inde- 
 pendent Order of Odd Fellows, and is also 
 a member of the Ohio Teachers' Reading 
 Circle, the Northwestern Ohio Teachers' As- 
 sociation, and the Ohio State Teachers' As- 
 sociation. In 1891 he was married to Miss 
 Effie T. Munn. who was a successful teacher, 
 and they have had two bright children to bless 
 their union, a son and a daughter. 
 
 626 
 
JOHN W JONES 
 
 In 18J0 the In-.tilutiiin for the Education 
 of the Deaf and Dumb was established in 
 Ohio, and located in Columbus, according to 
 act of legislature, passed in 1827. To-day 
 this Institution is one of the finest and most 
 complete in the world and has been a source 
 of blessing to thousands. 
 
 The present superintendent of the Institu- 
 tion is Mr. John W. Jones, who has occupied 
 this office for the past ten years, and under 
 whose admmistration the highest degree of 
 efficiency has been maintained. Mr. Jones is 
 a native Buckeye, having been born in Adams 
 County, Ohio, and his early life was spent 
 on the farm of his parents, Samuel and 
 Sophia (Clark) Jones. His education was 
 obtained in the country schools of Adams 
 County, by a course in the National Normal 
 University. Lebanon, Ohio, from which he 
 was graduated in 1885, a post-graduate course 
 in the Ohio University at Athens and by 
 private study. In 1888 he was granted a High 
 School Life Certificate by the Ohio State 
 Board of School Examiners. In 1902 he re- 
 ceived an honorary Master's degree in recog- 
 nition of his work for the deaf from Gallau- 
 det College. Washington, D. C, the only col- 
 lege for the deaf in the world. 
 
 Mr. Jones taught in country schools 
 
 from 1878-1883. He was principal at Racine, 
 Ohio, 1883-1884, going from there to the Leba- 
 non Normal School. He was elected superin- 
 tendent at Manchester, Ohio, in 1885 and re- 
 tained this position until 1895, when he re- 
 signed to accept his present position. During 
 this ten years he conducted summer normal 
 -chools and lectured before Teachers" County 
 Institutes. In 1895 he was offered and ac- 
 cepted the superintendency of the Deaf and 
 Dumb institution at Columbus, resigning the 
 superintendency at Manchester. 
 
 Mr. Jones is a member of the National 
 Educational Association, the State Teachers' 
 .\ssociation, the Presbyterian Church and the 
 order of Free Masons. 
 
 He served on the International Jury of 
 Awards in the department of Education at 
 the Louisiana Purchase Exposition, St. Louis, 
 Mo., 1905. In this capacity he was one of a 
 jury of eighteen, nine -Americans and nine 
 foreigners, to sit in judgment on the merits 
 of the educational exhibits of the world. 
 
 In 1885 he was married to Miss Cora A. 
 McPherson. and they have had a family of 
 four daughters, the youngest of whom is 
 deceased. 
 
 His father served as a soldier in the Civil 
 War. 
 
EDWARD L. McCUNE 
 
 Tlie above named gentleman was born at 
 Columbus, Ohio, March 2', 185o, and has re- 
 sided there continuously since. He is the son 
 of Jonas M. McCune, a retire;! hardware mer- 
 chant, and Catherine L. McCune, the latter 
 now deceased. He received his education in 
 the public schools of Columbus, completing 
 the same in the University of the South, 
 Sewanee, Tenn. He has long taken an active 
 interest in educational afifairs, has been a 
 member of the Columbus Board of Education 
 for the past five years, two of which he served 
 
 as its president, and in the fall of 1904 was 
 elected a member at large of the same, enter- 
 ing upon the duties of that office in January, 
 IDii.'i. He was admitted to practice law in 
 Ohio in 1877, but is now employed by the 
 Pennsylvania Company in the capacity of 
 Division Claim Agent. Mr. McCune is a 
 member of the Presbyterian Church and of 
 the Masonic Order. In 187(1 he was married 
 to Miss Eva E. Black, and they have had six 
 children of whom three daughters and two 
 
JOHN L. TRAUGER 
 
 memee:; the Columbus board of education 
 
 John L. Tralt.er was born September 5. 
 1847, in Westmoreland Conntv, Pennsylvania, 
 his mother. Anna ( Rumbaugh ) Trauger. be- 
 ing descended from one of the oldest pioneer 
 families in that State, and his father. George 
 Trauger also of an old family, was a farmer 
 and miller combined. This worthy couple 
 have long since passed away to their reward. 
 
 Our subject attended the public schools of 
 his home district, and then studied for seven 
 years in the old Seweckley .Academy, an insti- 
 tution where they prepared one for any pur- 
 suit in life. From the age of 16 to 20 he 
 taught country school, and also taught in 
 Seweckley Academy the last year of his stay 
 there. In 1866 he went to Columbus, Ohio, 
 and entered the Capital University, then 
 located on the present site of the Park Hotel, 
 for a thorough college course. Graduating in 
 1870 he returned to Westmoreland County. 
 Pennsylvania, and taught for a year in high 
 school. Returning to Columbus he took a 
 theological course in the Lutheran Seminary, 
 of the Capital University, graduating in 1878, 
 and, entering the ministry the same year: he 
 accepted a call from St. John's Lutheran 
 Church, Petersburg, Mahoning County, Ohio, 
 wliere he officiated up to 1880. In the latter 
 year he resigned and accepted the offer to be- 
 
 come manager of the Lutheran Book Concern, 
 of Columbus, and continued in that capacity 
 for nineteen vears. He then became manager 
 of the Daily Westbote, an influential German 
 naper of the capital city, and remained such 
 until 1002. when the Westbote was consoli- 
 dated with the E.xpress. Mr. Trauger is now 
 editor of the Semi-weekly Westbote. In 1902 
 he organized the John L. Trauger Printing 
 Companv of which he acts as general man- 
 ager, and with a well equipped plant the com- 
 pany is prepared to execute first class printing 
 of all kinds. 
 
 Mr. Trauger was a member of the Colum- 
 bus City Council from 1885 to 1893. being 
 elected from the First Ward, later the Sec- 
 ond Ward, and now the First Ward again. 
 For the past eleven years he has served on 
 the City Board of School Examiners, and is 
 still a valued member of that body. In No- 
 vember. 1904. he was elected a member of the 
 Board of Education from the First Ward, and 
 entered unon the duties of that office in Janu- 
 arv. 190'.5. 
 
 On September 20, 1877. Mr. Trauger was 
 married to Miss Mary E. Smith, a lady of 
 attainments, and they have three talented 
 daughters, Clara, Bertha and .\nna Trauger. 
 all of whom are now engaged as teachers in 
 the public schools of Columbus. 
 
 629 
 
WILLIAM NELSON KELLER 
 
 Beside being one of the prominent business 
 men of Ohio's capital city, the above named 
 has ever manifested an active interest in pub- 
 lic schools, and has done mucli to promote 
 and elevate the cause of educaticm. 
 
 William Nelson Keller was born in 
 Bloomfield, Jefferson County, Ohio. July 17, 
 18(15, son of Edwin J. Keller, a miller by voca- 
 tion, still living, and Mary (Nelson) Keller, 
 now deceased. He must be included in that 
 great roster of Ohio's self-made men, as to 
 his own commendable industry and persever- 
 ance are due the success to wliicli he has at- 
 taineil. In liis early youth lie was a pupil in 
 the public schools of Steubenville, Ohio, and 
 as a young man began his career as an ap- 
 prentice in a printing office in that city. Ac- 
 (|uiring a thorough knowledge of the trade 
 lie worked for ten year-, in Steubenville as 
 a compositor, w'hen, with a partner, Mr. W. 
 G. Scott, they purchased the Westerville 
 Public Opinion, and conducted that journal 
 successfully for ;i nunilur of years. From 
 Westerville Mr. Keller went to Columbus, 
 
 Ohio, and became interested in the job print- 
 ing industry there. In lOdtl he was elected 
 president of the New Franklin Printing Com- 
 liany, whose admirabh' equipped plant is at 
 Nos. ().■) to (59 East Gay street. The company 
 execute high .grade half-tone, catalo.gue and 
 commercial printing of all kinds; in half- 
 tone work particularly they are unapproached 
 by any other house in Ohio. Of a recent 
 splendid specimen of their handicraft that au- 
 thority, Charles .'Austin Bates, in Current Ad- 
 vertising, has the following to say of a 50,000 
 catalogue edition printed by them : "The B. 
 F. Goodrich Company, of .\kron, Ohio, has 
 published a catalogue of the Palmer Tires, 
 which deserves highest praise. It bears the 
 imprint of the New Franklin Company, of 
 Columbus, Ohio. It is illustrated by half- 
 tone pictures showing interior scenes in the 
 Goodrich workshops, technical details and alle- 
 gorical pictures very handsomely executed and 
 engraved and printed in a perfect manner." 
 Mr. Keller is a valued member of the 
 Columbus Board of Education, to w'hich he 
 
was first elected, in tlie spring of 1899, from 
 the old Ninth Ward, and has served continu- 
 ously since. On November 8, 1904, he was 
 elected from the Fourth Ward for a term of 
 four years, and entered upon its duties Janu- 
 ary 2, 1905. He also takes great interest in 
 church work, and is the esteemed superin- 
 tendent of the Mount Vernon Avenue Metho- 
 dist Episcopal Sunday School. On November 
 
 28, 1888, Mr. Keller was united in marriage 
 to Miss Alice J. Baker, daughter of the Rev. 
 T. J. Baker, retired Methodist minister of the 
 East Ohio Conference, and they reside in a 
 pleasant home in the capital city. Mr. Keller 
 is a member of the Columbus Board of Trade, 
 a director in the Lincoln Savings Bank and 
 vice-president nf the Fidelity Building, Loan 
 and Savings Company. 
 
 PROFESSOR J. A. WILCOX 
 
 At three o'clock, Thursday morning, March 
 ■J, lOii.ji, died at his home in Columbus, Ohio, 
 Professor J. A. Wilcox, one of Ohio's greatest 
 public educators, and the leading specialist of 
 the State in his line — mathematics. Not 
 alone was he great in mathematics, but as a 
 general instructor he was unparalleled. As 
 the college inspector of the Ohio State Uni- 
 versity stated in his report of 1904, "no pupil 
 of Professor Wilcox had to pass examination 
 in order to enter the university." In fact. Pro- 
 fessor Wilcox was acknowledged as being the 
 most painstaking instructor of youth inclined 
 to learning and to carefully prepare them 
 for which individual line they cared to follow. 
 To this were his life energies devoted, and to 
 this cause alone, probably, was his early demise 
 the result. Counter attractions, in various 
 lines, were held out to him, but, inwardly, he 
 felt that he had a mission to perform, to sac- 
 rifice all worldly interests, and to do good 
 for good's sake, for the uplifting of humanity, 
 and for the production of good citizens and 
 citizenship. In this idea he was encouraged 
 by his noble wife, and to her untiring efiforts, 
 much of his success was due. But, too enthu- 
 siastic in his work, he overdone himself in the 
 public service, encountered disease thereby, 
 and died a martyr to the cause he loved so 
 well. All the principal instructors in Ohio 
 knew him personally, and as a warm, genial, 
 valuable friend. 
 
 J. A. Wilcox was born in Sunbury. Ohio. 
 December 28. ]8-'J0, son of Crandall and Mary 
 Wilcox, who had moved to that village from 
 Pennsylvania. His father was a dry goods 
 merchant and also at one time a hotel keeper. 
 Both parents died when he was a mere child 
 and he was thus thrown upon his own re- 
 sources. Remarkable it is to state, that at the 
 age of thirteen he was unable even to write ; 
 still more remarkable that at the age of eigh- 
 teen, having overcome serious obstacles by 
 self study, he became teacher of a public school. 
 It was this indomitable will to succeed in life 
 that ever later dominated his career, and un- 
 doubtedly hastened his death. He had a smat- 
 tering of public school education, and some 
 years later took a course in the Ohio Wesleyan 
 University, from which he was graduated with 
 the degree of Bachelor of Science. Later he 
 was granted a high school life certificate from 
 former State School Commissioner Corson. 
 
 Professor Wilcox first began teaching at 
 Marlboro, Ohio, and went thence to Casey, 
 Illinois. Returning to Ohio he officiated as 
 superintendent of schools at Hilliards for two 
 years, and then became prescription clerk in 
 Gardner's Pharmacy, a formerly well known 
 drug store, then opposite the State House, on 
 High street, Columbus, Ohio, where he re- 
 mained for a year and a half. Again turning 
 to school work he became superintendent of 
 schools at Blommingljurg, Ohio, for three 
 years, and went thence to Bainbridge for 
 seven years. From the latter place he went to 
 Groveport, Ohio, as superintendent, and after 
 five years' service there was called to Colum- 
 bus to become head of the department of 
 tiiathematics of the Central High School, 
 and most ably officered this position up 
 to within a few short weeks of his death. At 
 one time, while a rural school teacher in 
 Franklin county, 35 of his pupils were them- 
 selves teaching in said county, earning their 
 way to a farther education under his beneficent 
 influence. He was probably the greatest 
 teacher of mathematics that Franklin county 
 ever saw. He has given instructions in this 
 science to graduates for the army, naval and 
 civil service. He was secretary of the Ohio 
 Teachers' Reading Circle for several years, 
 clerk of the Franklin County Board of Exam- 
 iners for some years, and President of the 
 Franklin County Institute. Professor Wilcox 
 was prominent in the Masonic Order, having 
 attained the 32d degree. .\s a testimonial of 
 the high regard in which he was held he 
 was presented, on his retirement from the 
 Franklin County Board of Examiners, by the 
 teachers of Franklin county, with a magnifi- 
 cent ring, emblematic of the 32d degree, and 
 this is now one of his widow's most valued 
 relics. He and his intimate friend. Judge Tod 
 B. Galloway, instituted the free travelin.g li- 
 braries in the public schools of Franklin county. 
 
 On August 24. 1883. Professor Wilcox was 
 married to Miss Mollie INIackey. of Sedalia, 
 Ohio, a daughter of Rev. Isaac Mackey. and a 
 lady most estimably known in society. The 
 relatives of Professor Wilcox, residing in Co- 
 lumbus are Mrs. D. F. Jacoby, wife of a prom- 
 inent physician : Cornelius Wilcox, a brother 
 and retired business man: McAllister Wilcox, 
 attorney, a nephew : Mrs. Clyde Crane, a 
 niece, and ^liss Carrie Cook, niece. 
 
L. A. PARRISH 
 
 The greatest factor in the progress and 
 development of the American people is the 
 public school, a statement that cannot be suc- 
 cessfully gainsaid liy anybody, and in no coun- 
 try in the world are such lavish expenditures 
 made in the cause of education as are shown 
 in the great American Republic. That this 
 outlay is a profitable investment is exhiliited 
 in the marked intelligence of our citizens, and 
 their inventive progressivencss in all fields of 
 enterprise and endeavor. The subject of this 
 sketch has ever taken an active interest in 
 promoting the cause of education, and the 
 progress of the coming generation, and his 
 highest reward has been to see the advance- 
 ment of the race. 
 
 L.-\WRENCE A. P.^RRISH is of Ohio birth, 
 having been born near Dresden. Muskin.gum 
 county. February 5, 1860. H^is father. James 
 Parrish. a mill engineer by vocation, was one 
 of those patriots to early enter the Union 
 army at the outbreak of the Civil War. and 
 as the result of illness caused by trials and 
 exposure in the field, he died in the military 
 hospital at Nashville. Tennessee, shortly after 
 the battle of Franklin. Our subject, left to a 
 widowed mother's care, early attended the 
 district schools of Coshocton county, showing 
 a rare aptitude for learning, and on comiiU-i- 
 ing the studies offered there, he took an aca- 
 
 demic course under Professor James Burrier, 
 a noted instructor, in the high school at Han- 
 over. Ohio. Then, at the age of eighteen, Mr. 
 Parrish entered Ohio's noble army of public 
 instructors himself and for the succeeding ten 
 years was a teacher in the district schools of 
 Licking and Coshocton counties. Ohio. Jour- 
 nalism ever having been attractive to him he 
 resigned from pedagogy to become one of the 
 proprietors and publishers of the Coshocton 
 Age, then a semi-weekly, but now a daily 
 publication. At the expiration of three years, 
 his colleagues having entered upon the pro- 
 duction of advertising novelties, he went on 
 the road as their representative, continuing 
 in that capacity with much success for five 
 years. To-day the i\Ieek & Beach Company, 
 of Coshocton, in whose interests he labored, 
 are the most extensive manufacturers and pub- 
 lishers of advertising novelties in the entire 
 world. 
 
 Mr. Parrish resigned as a "knight of the 
 riiad." lo become a reporter and later tele- 
 gra]ih editor on the Ohio State Journal, Co- 
 lumbus, Ohio, and was on the staff of that 
 ])aper for eight years. While there he re- 
 ceived the appointment of Inspector of Police, 
 Columbus, but, after serving two months in 
 this capacity, the office was abolished, Mr. 
 Parrish himself being one to advocate its abol- 
 
 032 
 
isliment. Leaving the Journal four years ago. 
 he was appointed on the staff of the Press- 
 Post. Columbus, and has since lieen doing gen- 
 eral reportorial work on that popular paper. 
 
 On November 8. 1904, Mr. Parrish was 
 elected member at large on the Columbus 
 Board of Education, entering upon his duties 
 January 2. 1!)05. He takes great interest and 
 is prominently active in labor matters, and has 
 done valuable services in behalf of working- 
 men's organizations. He is a member of 
 Newspaper Writers' Union No. 2. Columbus, 
 and a delegate from that body to the Trades 
 and Labor Assembly. The International 
 Typographical Union at their last interna- 
 tional convention, held at Washington. D. C, 
 
 August, 1904, appointed him international or- 
 ganizer. He is secretary of the Columbus 
 Anti-Compulsory Vaccination Association, of 
 which Dr. C. S. Carr, the noted public speaker 
 and writer is president, and gives full sup- 
 port to all measures advocated for the public 
 good. 
 
 On July 6, 1884, Mr. Parrish was united 
 to Miss Emily E. Trego, of Coshocton county, 
 Ohio, and they have a family of four bright 
 children, two girls and two boys. Of these 
 Miss Zona G. Parrish is now a student at 
 the Ohio State University, Crowell and Al- 
 bert Parrish are attending high school, and the 
 youngest, Lillian, is a pupil in the graded 
 schools. 
 
 ENOS V GORRELL 
 
 SUPERINTENDENT OF SCHOOLS, SHREVE, Oh 
 
J. CLIFTON BROWN 
 
 This gentleman is a member of the new- 
 Board of Education of Colnmbus, elected No- 
 vember 8, 1904, from the Eleventh Ward with 
 a splendid majority. He has ever taken an 
 active interest in matters educational, and is 
 admirably qualified to give most satisfactory 
 services as a member of the board. 
 
 iNIr. Brown is a native of Ohio, havinEC 
 been born in Hocking county in January, 1809, 
 his parents being Joseph H. and Margaret R. 
 Brown, who were among the most prominent 
 and estimable of the country's older settlers. 
 They were Pennsylvanians and came to Ohio 
 in 1847. They were married in 1826 and were 
 permitted to travel life's journey together for 
 58 years. The family was a large one, com- 
 prising ten children, five boys and five girls, 
 J. Clifton being the youngest of the ten. Of 
 these, four daughters and three sons survive. 
 
 The subject of this sketch, Mr. J. Clifton 
 Brown, received liis primary education in tlie 
 district school, later attending the public 
 schools at Logan, after which he attended the 
 Zanesville Business and Commercial College 
 
 lit Zancsvillc, Ohio, graduating from that in- 
 stitution. Professor F. E. Strough, formerly 
 president of Rochester University, was presi- 
 dent of the Zanesville Business and Commer- 
 cial College at the time I\Ir. Brown was a 
 student. 
 
 For a number of years Mr. Brown was en- 
 gaged in this profession, first teaching in the 
 college from which he graduated, later prin- 
 cipal of the business college at Marion and 
 The Chillicothe Business College. Going to 
 Columbus at the expiration of his engage- 
 ment at Chillicothe, he became bookkeeper for 
 a large manufacturing establishment, acting 
 in that capacity for three years, when he as- 
 sumed charge of the bookkeeping department 
 of The Columbus Central Railway Company, 
 and continued at the head of that department 
 until in 1809 when The Columbus Railway 
 Coniiiany was organized, bought and consoli- 
 dated all the street car interests of the city of 
 Columbus, i. e.. The Columbus Central Rail- 
 way Company and The Columbus Street Rail- 
 way Company, and Mr. Brown was given 
 charge of the stock transfer department. In 
 
1903 The Columbus Railway and Light Com- 
 pany was incorporated, which lea^;ed for a 
 period of fifty years Tlie Cohnnbiis Railway 
 Company and The Colnmbns Edison Com- 
 pany, and Mr. Brown was continued in charge 
 of the stock transfer department of The Co- 
 lumbus Railway Company and also assumed 
 charge of the stock transfer department of The 
 Columbus Railway and Light Company. 
 
 Mr. Brown has been a member of dift'c-rent 
 Masonic bodies of Columbus for a number of 
 years, and has been a life long adherent of the 
 Republican party. 
 
 In 1894 he was married to Miss Jeanette 
 Caverly, youngest daughter of Mr. and Mrs. 
 I. S. Caverly of Forest, Ohio, and they reside 
 in a pleasant home at No. 442 West First 
 .Avenue, Columbus, Ohio. 
 
 OHIO COMPANYS LAND OFFICE AT MARIETTA 
 
 Built 1788 
 Oldest House in the State of Ohio 
 
CHARLES H. SMITH 
 
 Amoii<i; the lii---t known if the repntaljle 
 business men of Columbus. Oliio, is Mr. 
 Charles H. Smith, the manufacturing jew- 
 eler. Not only is he well known in his line 
 of Inisiness. but also as a thoroughly public 
 spirited citizen, who has always had the best 
 interests of the community at heart. Especi- 
 ally in educational matters has he shown his 
 interest by aiding in the development of the 
 coniiiuuiity of which he is a member. 
 
 .Mr. Smith was born in Pike county. Ohio. 
 January l(i. 1S.")S son of the Rev. Nathaniel .T. 
 Smith and Hannah ( Uney ) Smith. The Rev. 
 Mr. Smith was an itinerant minister of the 
 United Brethren Church — one who was quite 
 prominent in his day in the school room as 
 well as the pulpit. 
 
 His father's i)rofession necssitated much 
 traveling and so our subject who accompanied 
 him secured his earlier education in the pub- 
 lic schools of whatever section his parents 
 miyht be located. Thus he attended school in 
 IweKi- different counties of Ohio. When 
 nineteen years of age he entered Otterbein 
 
 Unneisuy at W'esterville, Ohio, studying 
 there for one year. Leaving the University 
 in 1880 he went to Columbus and learned his 
 present trade. In 1887 he established business 
 independently and has continued the same suc- 
 cessfully down to the present time. 
 
 In the spring of 1901 Air. Smith was nomi- 
 nated as candidate for the position of mem- 
 ber of the Board of Education to represent 
 the old 10th ward, w-as elected by a handsome 
 majority and performed such excellent ser- 
 vice that in November, 1904 he w'as renomi- 
 nated from the new 12th ward and re-elected 
 without opposition. He began his services 
 on the present board in January. 190.5, and is 
 one of the most valued members of that mu- 
 nicipal organization. Mr. Smith is a member 
 of the Presbyterian Church. Odd Fellows, and 
 prominent in the x.'irious Masonic bulies of 
 h.is city. 
 
 On May 28, 1S8.-.. be was married to Miss 
 Ida Huddleson. an estimable lady of Coluni- 
 Iv.is. Ohio, and as a result they h.i\e a liappy 
 family of four children coniiirisin.t; three boys 
 and one girl. 
 
 U3G 
 
CHARLES S. MEANS, M. D. 
 
 Member of the present Board of Education 
 in Columbus. Ohio, and a prominently known 
 physician, was born at Valier, Pennsylyania, 
 in '1805. 
 
 His father, Joseph Means, carpenter and 
 builder, and mother, Margaret Sutter, are 
 both deceased. The family comprised two 
 daughter.s and four sons, and all haye, at 
 yarious time, been public school teachers. Of 
 the sons three are now physicians, one located 
 at Troy, Ohio, the others at Columbus, while 
 the fourth son is an attorney. 
 
 All haye attended the Lebanon Normal 
 College, at Lebanon, Ohio. Their father, 
 Joseph Aleans, served with distinction for 
 three years and four months, with the 10.5th 
 Pennsylvania Infantry, was wounded in the 
 Seven Days' Battle, also at Fair Oak, and 
 took part in the Peninsular campaign under 
 McCIellan. Our subject was first a pupil in 
 the country schools of Valier, his birthplace, 
 and later attended the Normal School at 
 Corvode, Pennsylvania. Thence he went to 
 the Normal School at Ada, and was graduated 
 in 188ft. He then began the study of medicine. 
 
 in the Columbus JNIedical College, graduating 
 in IS'Jl, and next followed a course in the 
 Hahnemann .Medical College at Philadelphia, 
 and graduation in 189-2. Dr. Means then took 
 a post-graduate course in New York, graduat- 
 ing in 18M3; thus he is a graduate of both the 
 old and the new schools of medicine. He also 
 served as resident physician to Manhattan Eye 
 and Ear Hospital in New York during 1893. 
 Dr. Means is at present Assistant professor 
 of the eye, nose and throat, in the Ohio Medi- 
 cal L'niversity. chief of Disoensary Stalf. and 
 also a member of the Staff of the Protestant 
 Hospital. This is his second term in the 
 school board when completed, it will make 
 seven years of continuous service on the board 
 from the lOth ward. Since establishing prac- 
 tice in Columbus he has made a specialty of 
 Eye. Ear and Nose, diseases in which he has 
 met with signal success. Dr. Means is a mem- 
 ber of the Knights of Pythias, and the Order 
 of Elks. No. 37, Columbus. 
 
 In 1894, he was married to Miss Evaline 
 Garrett, and they have three children, a son 
 nine years old, and two daughters, aged seven 
 and four respectively. 
 
 637 
 
SAMUEL EICHENBAUM 
 
 The universal consideration with which 
 education is regarded in the United States is 
 the fulcrum that has heen the means of raising 
 the schon] system to its present high status, 
 which is recognized the best and most effic- 
 ient in the world. Our citizens are at all 
 times ready to give up time to devote them- 
 selves to foresting the public school system, 
 and are because of this unselfish spirit worth 
 of all encomiums that might be bestowed upon 
 them. 
 
 One of the most public spirited citizens of 
 Corning, Mr. Samuel Eichenbaum has long 
 taken an active interest in affairs educational, 
 and for the past dozen years has been at the 
 head of the Corning Board of Education, 
 whose affairs he has directed with marked 
 executive ability. 
 
 jMr. Eichenbaum like so many of our best 
 citizens of foreign birth, was born in Germany, 
 the date being October, 1853, and his father. 
 Isaac Eichenbaum, was a merchant in that 
 country. In 1870 he left the Fatherland for 
 New York, rcmainin.n there until 1873. when 
 
 he moved to Cincinnati, and in the year fol- 
 lowing removed to Perry county, Ohio. Here, 
 with the benefit of previous experience in 
 Cincinnati to guide him. Mr. Eichenbaum es- 
 tablished a dry goods emporium, and this he 
 has conducted with uninterrupted success 
 from the outset. 
 
 He conducted the school administration 
 on the same principle as his private busi- 
 ness, never believed in making changes in 
 his employes as long as they done their duty, 
 likewise with teachers, he believes in keep- 
 ing a good teacher if the salaries have to be 
 raised, and suspense with poor ones as quick 
 as possible. He believes that politics should 
 lie forever removed from the schools. 
 
 Mr. Eichenbaum was elected a member of 
 the Board of Education fifteen years ago, and 
 for twelve years has been its honored presi- 
 dent. He is also prominent in fraternal circles, 
 being a 3'2d degree Mason, and he commands 
 the esteem and confidence of all his fellow citi- 
 zens. 
 
 638 
 
C. L. WILLIAMS 
 
 The superintendent and principal at Shaw- 
 nee, has performed over thirty years' service 
 as a public school educator. He was born 
 in Morgan county, Ohio, in 185(3. son of Col. 
 William B. Williams, carpenter and farmer, 
 and received his education in the common 
 schools and at the National Normal Uni- 
 versity at Lebanon, Ohio. He first began 
 teaching in a country school in Morgan 
 county, Ohio, continuing there for seven 
 years, when he was elected principal and 
 superintendent at New Straitsville, Ohio, and 
 held that incumbency for thirteen years. Ten 
 \'ears ago he was elected principal and super- 
 
 intendent at Shawnee, Ohio, and he still con- 
 tinues to most efficiently discharge the duties 
 of this office. 
 
 Mr. Williams was county examiner of 
 Perry county from 1898 to 18III1. He is a 
 member of the Ohio Teachers' Reading Circle, 
 the Southeastern Ohio Teachers' Association, 
 the IMasonic Order, the Independent Order of 
 Odd Fellows, and the Christian Church. 
 
 In 1876 he was married to Miss Viretta 
 Hickerson, and they have eight children, six 
 sons and two daughters, all of whom are 
 living. 
 
MOORE & BROCK 
 
 In the great educational system as exem- 
 plified in the public schools of the United 
 States — the most effective school system in 
 the world — music has been found to be a 
 most important auxiliary to the efficient prose- 
 cution of their studies on the part of the pupils. 
 The musical exercises act as a tonic to the 
 spirits of the scholars, are a relief to brain 
 tension, and from physiological standpoint 
 have a most happy reactionary effect upon the 
 human system. As an aid to elocution the 
 value of musical lessons cannot be over-esti- 
 mated ; both vocal and instrumental music 
 serve a most useful end. Therefore, in this 
 history of "Education in Ohio," music must be 
 accorded its full need of recognition and 
 praise. In Ohio's Canital City — Columbus — 
 are musical establishments that will vie in 
 equipment and excellence with those to be 
 found in any other part of the United States, 
 and a model house of the kind is the musical 
 emporium of Messrs Moore & Brock, situated 
 at No. 172 South High street. The firm en- 
 joys an enviable reputation for the superiority 
 of the mercliandise handled, as well as for 
 the equitable, straightforward treatment ac- 
 corded all patrons. Their trade operations 
 are not confined to local dealings, but extend 
 all throughout the commonwealth of Ohio and 
 adjacent sections. Messrs Moore & Brock are 
 agents for a number of famous makes in 
 pianos, chief among them being the Julius 
 Bauer, Chickering Bros., Burdett, Boston. 
 
 Snntb & Barnes, Schiller, Strohber, Story & 
 Clarke, Melville. Clarke, Bachman, WiUard, 
 Brinkerhoff, Mathusek and the Hoffman, and 
 they also hold the agency for the Boston and 
 Edna organs. 
 
 For business purposes tlie lir'ni occupy a 
 spacious three-story and basement building, 
 handsomely and conveniently appointed 
 throughout, and completely stocked with pi- 
 anos, organs, brass, reed and stringed instru- 
 ments, book and sheet music, and miscellane- 
 ous musical merchandise of every description. 
 The sheet music and musical merchandise de- 
 partments are most efficiently presided over 
 by Mrs. Moore, and a leading specialty is 
 made of publishing music in sheet form for 
 composers. 
 
 Both a wholesale and retail trade is car- 
 ried on and all orders are supplied upon the 
 most equitable terms. School teachers and 
 their pupils will find this a most reliable and 
 satisfactory bouse to have dealings with. 
 
 The members of the firm. Messrs G. W. 
 Moore and R. S. Brock, are native Ohioans, 
 Mr. Moore havin.g been born in Roseville, 
 Muskingum county, and ^Ir. Brock was born 
 in Jackson county. Ohio, and they have bad 
 extended experience in catering to the wants 
 of tile public in their present line. Their es- 
 tablishment is thoroughly up-to-date in all 
 its departments, and it well deserves the ex- 
 cellent reputation it maintains in tlic musical 
 world. 
 
 640 
 
EDWARD DODSON ROBERTS 
 
 Has tlu' unique lienor of being tlie youngest 
 school principal in Cincinnati. He was born 
 in that city in 1877, son of Henry Clay Rob- 
 erts, merchant, still living, and Amelia D. 
 Roberts. Educated in the public schools of 
 Cincinnati, he graduated from the Hughes 
 High School in 1896, and took his degree at 
 the University of Cincinnati, graduating with 
 Phi Beta Kappa honors in 18MI». 
 
 His first pedagogical experience was in 
 the fourth intermediate and the night High 
 Schools. He was ne.xt located in the Third 
 Intermediate school. Later he was appointed 
 first English assistant of the Whitticr School. 
 
 held that position for three years, and then 
 was appointed to his present office. This pro- 
 motion was made a year ago and was a most 
 felicitous one, as Mr. Roberts' school is now 
 splendidly conditioned, and working out all 
 the possibilities. 
 
 Mr. Roberts is a member of the Masonic 
 order, an elder in the Presbyterian Church, 
 and an active member of the National Edu- 
 cational Association, and the Religious Edu- 
 cators' .Association, as well as of the principal 
 local educational associations. The tact and 
 usefulness already exercised by him predicate 
 a most promising future. 
 
 641 
 
HERMAN H. RASCHIG 
 
 Principal of tlu- 'iViith District school, Cin- 
 cinnati, is one of tlie oldest educators in the 
 public service, having been engaged therein 
 for almost half a century. He was bnrn in 
 1841, in Cincinnati, son of Francis Maurice 
 and Catherine Raschig. the former a well- 
 known Lutheran minister whose father was 
 also a minister, and whose grandfather was 
 "Hofprediger" in Dresden, Saxony. He re- 
 ceived his education in the Tenth District 
 school, and the Woodward High School, also 
 taking a post-graduate course and graduating 
 from the first Normal School established in 
 Cincinnati, under the direction of H. H. Bar- 
 ney. He began teaching in 1858, in the Ninth 
 District school, remaining there up to 18(1.3. 
 
 and his -.nhc(|uent engagements were as fol- 
 lows: I'ifth District school, 18(;-3-4; Wood- 
 ward High School, six months; assistant 
 ])rincipal tlie Tenth District school, one year ; 
 Principal of the latter school. 1865-7; teacher 
 of (k-rman in the Hughes High School, 1867- 
 187i' ; teacher of German in the Woodward 
 and Hughes high schools one year; principal 
 of the Tenth District school, from 1874 up to 
 the present time. 
 
 Mr. Raschig is a member of Ohio Teachers' 
 Reading Circle and the National Educational 
 .Association. 
 
 In 1877 he was married to ^liss Alice Roll- 
 wagcn, and they have a fine family of two 
 sons and two daughters. 
 
 642 
 
FRED MURLIN YOUMANS 
 
 Principal of the Salmon P. Chase school was 
 born in Lyons. Iowa. January '29, 1858. son of 
 Morgan G. Yonmans, who had recently moved 
 there from Ohio. His ancestry includes strains 
 of Dutch, English. Scotch, Welsh and Irish, 
 making it typically x\merican. The last of 
 these ancestors to come to .■\merica was Mor- 
 gan Gwilym, great-grandfather of our subject, 
 who came from Wales in 1795 and was suc- 
 cessively, one of the first workers in iron west 
 of the Allegheny mountains, pilot on Ohio 
 river flat boats, and pioneer settler of the 
 famous Welsh settlement of Paddy's Run. 
 Butler county. Ohio, where still stands the 
 brick house he erected a century ago. 
 
 Our subjects's first education was received 
 in the country schools in Butler county, Ohio, 
 and afterwards he attended and graduated 
 from the Cincinnati public schools and Hughes 
 High School. He attended a two years' 
 course in the Ohio Medical School, and grad- 
 uated from the Cincinnati Law School in 1883. 
 His higher academic and pedagogic training 
 has been carried on at the Chicago and Cincin- 
 nati Universities. 
 
 Mr. Youmans taught school in Boone 
 county, Kentucky two years and then in order, 
 the Eleventh District School, Cincinnati, one 
 year ; the Third Intermediate School, eight 
 jears, the Sixteenth District and Intermediate, 
 one year. He was then appointed principal 
 of the Thirtieth District and Intermediate 
 School where he remained for twelve years 
 and whence he was transferred to the Salmon 
 P. Chase School in VM)2. 
 
 He is a man of advanced ideas and pro- 
 nounced views and has made his work show 
 the result of his influence. 
 
 Mr. Youmans is an active member of the 
 National Educational Association, the National 
 Geographic Society, the Southwestern Ohio 
 Teachers' Association, the American Folk 
 Lore Society, many local educational associ- 
 ations, the Masonic order and the Ohio Teach- 
 ers' Reading Circle. 
 
 In 1897 he was married to iVIiss Annie Mc- 
 Lean JNIarsh and they have one daughter, 
 Elizabeth. 
 
 643 
 
HARRY HOUSEMAN FRAZIER 
 
 Harry Houseman Fkaziek was Imni at 
 Zanesville, Ohio. September 15. 1870. His 
 father was John A. Frazier a mercliant of tlint 
 city. Both parents theil in chiUihood and Mr. 
 Frazier was raised liy his grandfather, Jolni- 
 son Houseman, on a farm. .At sixteen lie 
 entered Muskingnm College. After three 
 years' work there he entered Ohio Normal 
 University at Ada, graduating in the class of 
 1892, classical course. Jilr. Frazier became 
 principal of the New Washington High School 
 in September, 1892, serving three years in that 
 capacity when he was promoted to the super- 
 intendency of the village schools and remained 
 in that position five years. In 1900 he com- 
 
 pleted tlie classical course at Heidelberg Uni- 
 versity, Tiffin, having spent two and a half 
 years doing public school work and pursuing 
 college studies at the same time. The same 
 year he was elected principal of the Tiffin 
 High School and has served five years in his 
 present position. 
 
 Mr. Frazier received a Higli School Life 
 Certificate in 1895 and lias read two full 
 courses in the O. T. R. C He did graduate 
 work in science in the University of Chicago 
 in the summer of^l902. 
 
 Mr. Frazier is a member of several fra- 
 ternal orders and is an active worker and a 
 member in the Methodist Episcopal Church. 
 
RICHARD A. GARVIN 
 
 Education has ever been the favorite 
 pursuit of the subject of this notice, and since 
 he entered the ranks of the professional public 
 educators he has achieved a success that 
 greatly redounds to his credit. 
 
 Richard A. Garvin was born in Hamp- 
 shire county, West Virginia, in August. lf<Vl, 
 his father being Samuel Garvin, a shoemaker 
 by vocation, and he was one of a family of 
 seven children, of whom four now survive. 
 His early education was secured in the district 
 school of his home, after which he became a 
 pupil in the High School at Berryville, Vir- 
 ginia, and on completing the studies there, he 
 entered the Ohio Northern University at Ada, 
 Ohio, from which he graduated in 1900. After 
 some preliminary experience as a teacher in 
 
 country schools, he went to Bucyrus, Ohio, in 
 i;i01, as prinicpal of t!ie West Side school. 
 His sound scholarly merits and executive abil- 
 ity becoming duly recognized, he was promoted 
 In be assistant principal of the high school, 
 and now has entire charge of the sophoinore 
 class, in which capacty he is achieving the 
 most satisfactory results. 
 
 Mr. Garvin is a member of and takes an 
 active interest in the Order of Odd Fellows 
 and the Knights of Pythias. He is also a 
 member of the Ohio Teachers' Reading Circle, 
 the Northwestern Ohio Teachers' Association, 
 and is a worshiper in the Evangelical Church. 
 
 He was married in 1807 to '.\Iiss Anna 
 Barney, and they have an interesting family 
 of three bright girls. 
 
 (.45 
 
CHARLES HENRY MILLER 
 
 The cause of ediicatinn lias an alilc ox- 
 liiiiK-nt in the above named geiitlenian. whose 
 success as a pulilic educator has heen of the 
 most pronounced character. He is possessed 
 of tlie most scholarly attainments, and is favor- 
 ably known to all his colleagues and the pub- 
 lic. 
 
 Ch.\ri.es Henry Mu.i.ek was born in Cr.iw- 
 f(n-d county, Ohio, in July, IXilo, and his early 
 youtli was spent on tlie farm of his father, 
 Levi Lee Miller, a reputably known agricul- 
 turist. He early attended the country .schools 
 of his home, and on exhausting their curricu- 
 lum, entered the Fostoria Academy at Fos- 
 toria, Ohio. He ne.xt took a teachers' com- 
 mercial and scientific course at Leban m, Ohio, 
 fiillinvint; it with a course at Heidelberg 
 
 College at Tiffin, Ohio, and ending with a 
 course in the Chicago University. 
 
 In 1884, Mr. Miller had his first profes- 
 sional experience as a school teacher, being 
 given charge of a school in Wyandnt county, 
 Ohio, for one year, and later lie taught in 
 Crawford county schools. From 1897 to 1000 
 .Mr. Miller was superintendent of the Sul- 
 phur Springs schools, and in liKIl he was 
 elected principal of the high school in Bu- 
 cyrus, a position he still continues to rill with 
 dignity, ability and efficiency. 
 
 Ml". Miller holds membership in the Ameri- 
 can Woodmen, the Ohio Teachers" Reading 
 Circle, the Northwestern Ohio Teachers' As- 
 sociation, the Ohio State Teachers' Associa- 
 tion and the United P.retbren Church, and 
 gives them all a cordial, inlhuntial support. 
 
 (540 
 
IVAN L. CRALL 
 
 This gentleman is an enthusiastic devotee 
 of his honored profession and as a public edu- 
 cator is an exponent of more than average 
 ability, being one of the most advanced and 
 progressive among Ohio's younger generation 
 of school teachers. 
 
 Ivan Crall was born in Crawford county. 
 Ohio, April 8, 1880, on the farmstead of his 
 father, William Crall, and his early youth 
 was passed in the manner usual to boys bred 
 in the country. He attended the district 
 schools of Crawford county, later taking a 
 course in the Ohio Northern University at 
 Ada, Ohio, and, after successfully graduating 
 
 he secured charge of a country school, which 
 he directed for four years with n^arked ability. 
 In 1003 he accepted an offer from Bucyrus, to 
 become principal of the West Side School, and 
 this position he still continues to fill with the 
 most productive results. His classes are 
 steadily increasin.g in numbers, and he com- 
 mands the fullest confidence and respect of all 
 his pupils. 
 
 Mr. Crall is a member of the Knights of 
 the Maccabbees, the Ohio Teacher--' Reading 
 Circle, and the Methodist Episcopal Church, 
 and he is popularly known in both educational 
 and private circles. 
 
 647 
 
ARTHUR JUERGENS 
 
 Superintendent of Musii 
 Springfield. Ohio 
 
 BENJ. B. MCINTIRE 
 
 Principal Washington Street School, 
 Springfield. Ohio 
 
 O. E. ALLEN 
 
 Street School 
 
 Springfield, Oh 
 
 THEO. J. REBERT 
 
 ipal Dibert Avenue Schoc 
 Springfield, Ohio 
 
 (348 
 
DARLINGTON J. SNYDER, A. B., M. A., M. D. 
 
 To delve deep into science, to fmni anilii- 
 tious desires and attain them, to study the 
 means wherewith to relieve and elevate man- 
 kind, and to see these ends fulfilled, in a 
 measure, as far as one individual's efforts 
 are concerned, must be, beyond doubt, a 
 matter of self-gratulation, and worthy the 
 encomiums of the public mind. Unstintedly, 
 all that this sentence conveys, applies and 
 is due to the gentleman whose name heads 
 this brief sketch. As a public educator, as 
 a humanitarian, all his life work has been 
 given for the betterment of his fellow-beings, 
 and his efforts have met with most sub.stantial 
 results. Without undue eulogy it may truth- 
 fully be said that Dr. Snyder is worthy to 
 be placed in the splendid galaxy of public 
 educators who have worked for and made 
 Ohio famous for the magnificent school sys- 
 tem which it now possesses. 
 
 Darlington J. Snyder was born in New 
 Salem, Fairfield County, Ohio, November 13, 
 184.3, son of John M. Snyder, a tailor by voca- 
 tion, and Nancy [Manley] Snyder, a descend- 
 ant of old colonial stock, whose father, John 
 Manley, was a Revolutionary War patriot. 
 Our subject's early education was secured in 
 the common schools of New Salem and in 
 the Union Academy of Fairfield County. He 
 then took an art course in the Ohio Wesleyan 
 Universitv, and was graduated in ISiiS with the 
 
 degree .it Bachelor of .Arts. In I81I the 
 university conferred upon hint the degree 
 of Master of Arts. Having decided to become 
 a physician he entered the Columbus Medical 
 College, and was graduated as M. D. in 1891. 
 He is a member of the Alumni of Starling 
 Medical College, Coluinbus. Dr. Snyder was 
 appointed a county school examiner of Fair- 
 field County, Ohio, in 18<i!l. served for a 
 year and then removed to Franklin County, 
 Ohio, settling in Reynoldsburg. There he 
 organized the public schools, placing them 
 upon an up-to-date, progressive basis, and 
 he remained at their head for the unprece- 
 dented period of thirty years. In 1875 he was 
 appointed County Examiner of Franklin 
 County by Judge John M. Pugh, and served 
 in that capacity for over eight years. In 1904 
 he was re-appointed by Judge Samuel L. 
 Black, and in September of the same year 
 became President of the board, which position 
 he still holds. Dr. Snyder organized the 
 Dewey High School, Third Avenue, Colum- 
 bus, Ohio, and was its Principal for seven 
 years. For eight years he lectured before 
 the Ohio Medical University, filling the chairs 
 of Chemistry, Materia Medica, Botany, 
 Electro-Therapeutics. Psychological Medicine, 
 and Physiological Chemistry. His life has in- 
 deed been a busy one. In the general lecture 
 field he has been prominent as an exponent of 
 
«cieiititic subjects in echicatinnal lines and 
 on general medical topics. He lias been a 
 member of the Beta Theta Pi Greek letter 
 fraternity since 18(j8, and delivered an address 
 at the meeting of all the local alumni of that 
 organization, held at the Hotel Hartman. Co- 
 lumbus, in February, lilO.j. At the Board of 
 Trade building, Columbus, he delivered the 
 first annual address on behalf of the faculty 
 to the graduates of the Ohio Medical Uni- 
 versity. He has also given many public ad- 
 dresses on many other important occasions. 
 Dr. Snyder is a 32 degree Mason, and also 
 holds membership in the Knights of Pythias. 
 Odd Fellows and Eastern Star. In b'^li!) lie 
 was married to Miss l.omira F. Landon, of 
 New Salem. Ohio, n lady of e.xcellenf attai:i- 
 
 nients, and they occupy a handsome residence 
 at No. 14il!t North High Street. Adjoining is 
 his office, where he conducts a general medical 
 practice. Dr. Snyder is a member of the 
 National Medical Association and the Ohio 
 State Medical Association. On May 9, 1905, 
 he delivered an address at Columbus before 
 the State Pediatric Society, his subject be- 
 ing "Normal Moods of Babies, and How to 
 Produce Them." In May of this year, at a 
 lianquet held at a prominent Columbus hotel 
 he also was the recipient of many compli- 
 ments for his post-prandial address on behalf 
 of the medical fraternity of Ohio's capital 
 city. Dr. Snyder is an indefatigable worker 
 and comiiiands the esteem of all who know 
 him. 
 
 COLLEGE IN THE WOODS. OBERLIN. OHIO 
 
JOHN M. SARVER 
 
 Tile public schools of Canton arc among 
 the best in Ohio under the able management 
 of Slterintendent John M. Sakver. Durmg 
 the four years of his inrinnbency in this 
 office the- school system has increased in gen- 
 eral efficiency in a marked degree. Evidences 
 of a progressive administration appear in the 
 following changes under the present superin- 
 tendent : the introduction of manual training, 
 the inauguaration of semi-annual promotions, 
 the establishment of an oral deaf school, and 
 the extension of the elective system in the 
 High School course of study. 
 
 By reason of his devotion to the cause of 
 education the past twenty years, Mr. Sarver 
 is widely and favorably known as an edu- 
 cator to whom largely belongs the credit for 
 the high standing of the Canton schools. 
 Measured by accomplishments for the advance- 
 merit of the schools, his administration thus 
 far is unsurpassel by any one of his able 
 predecessors in office. 
 
 Mr. Sarver is an exception to tlie dictum, 
 "the profit is not without honor save in his 
 own country," for he was born in Canton, 
 November 29, ISlio. His father, Michael 
 Sarver. was a teacher, afterward an attorney- 
 at-law. His mother's maiden name was Eliza 
 
 J. Anderson. Superintendent Sarver attended 
 tlic Canton schools and was graduated from 
 the Canton high school. He then entered the 
 Ohio Northern Univ,.rsity and graduated from 
 that institution in IS^Sl'i. In 1889 he was 
 granted a High School Life Certificate by the 
 State Board of Examiners. 
 
 Mr. Sarver first taught in the rural schools 
 of Stark County about fifteen months, after 
 which he was elected principal of an element- 
 ary school in Canton. In this position he 
 served more than five years, when he was 
 transferred to the high school. After two 
 years" service as teacher, he was promoted to 
 the principalship of the high school, where he 
 remained for seven years, and succeeded in 
 giving the high school the reputation of being 
 one of the largest and best in the smaller 
 cities of the state. His advancement to the 
 superintendency of schools in 1901 was the 
 logical result of this record of efficient Work. 
 
 Mr. Sarver is a member of the National 
 Educational Association, the Ohio Teachers' 
 .Association, the Ohio Teachers' Federation, 
 the Northeastern Ohio Teachers" Association, 
 the Stark County Teachers' Association, and 
 is affiliated with the Masons. Odd Fellows, 
 Kniphts of Fvthias and .\merican Mechanics. 
 
PROF. W. W. GUERR 
 
 To the disciples of Terpsichore in Colum- 
 bus the above gentleman is most familiarly 
 and popularly known, and his services are in 
 constant demand. In the present progressive 
 age no young person's education is considered 
 complete without a knowledge of dancing, 
 and Professor Guerr is the instructor par 
 c.rccUcncc to impart this knowledge. 
 
 W.^LTER W.VRREN GuERR was born in Buff- 
 alo, New York, January 1(3, 1873, son of W. 
 H. and Eliza (Booth) Guerr, the former a 
 stationary engineer, and the worthy couple is 
 still living in that city. Our subject received 
 his education in the public schools of Buffalo, 
 left school early in 1885, and, going to Co- 
 lumbus, Ohio, in the spring of that year, 
 secured employment as a motorman with the 
 Columbus Street Railway Company, and re- 
 mained in lliat capacity nine years. Having 
 always been an expert dancer he now estab- 
 lished a dancing school, but did not altogether 
 relinquish railroad work until December, 1903, 
 when his classes had attained such proportions 
 as to demand his entire attention. 
 
 Professor Guerr occupies the entire second 
 floor of the United Commercial Travelers' 
 Building, southeast corner of Gay and Front 
 streets, wbicli has been admir.ilily fitted up 
 
 tor Ins purposes, and provided with all mod- 
 ern improvements. Classes are held in this 
 model dancing academy every Monday night, 
 open receptions Wednesdays and Fridays, 
 while private instruction may be arranged for 
 at any time. The terms are most reasonable 
 for such a select school, the fees for ladies 
 being three dollars, for gentlemen five dol- 
 lars per term. Professor Guerr guarantees 
 to teach anyone the waltz and two-step in 
 one term. He has a first-class orchestra, un- 
 der the leadership of Harry Kissell, a finished 
 musician, who introduces many novel musical 
 effects, and he is assisted in the management 
 of affairs by his wife. Mrs. Mary M. Guerr, 
 his brother, Henry J. Guerr, and Robert 
 Burkhart, the two last named being widely 
 known as most proficient dancing instructors. 
 In September, VMVl. Professor Guerr was 
 married to Miss Mary Moll, of Columbus, an 
 estimably known lady, and they have a pleas- 
 ant home in the Capital City. Profes.sor 
 (iuerr i^ ^onn to have a new academy on 
 Front street, liLtween Broad and Gay streets. 
 It is to ))e e(|uippeil witli an automatic walk- 
 ing stairwav. ,ind uill be opened in Septem- 
 lier. 1!X].-,. 
 
W. E. HEICHEL 
 
 Among the public educators of Ohio who 
 have obtained distinguished success is Mr. 
 W. E. Heichel, the present most capable 
 superintendent of schools at Creston. This 
 gentleman is a native of Ohio, having been 
 born in Ashland County, April 14. 1864, He 
 has two brothers and three sisters, all living, 
 the brothers, Thomas and Ray Heichel, be- 
 ing successful hardware merchants at Ash- 
 land, Ohio. His parents, John and Maria 
 (Hammett) Heichel, were both born and bred 
 in Ashland County, and still reside on their 
 farm there, the worthy couple being held in 
 high esteem by all their neighbors. 
 
 Our subject attended the district schools 
 of Ashland County for twelve years, and then 
 took a three years' preparatory course in Ash- 
 land College. He next studied for a year at 
 the Tri-State Normal College, at Angola. In- 
 diana, and completed his preparation for 
 teaching by a two years' course at the Ada, 
 Ohio, Normal School. He began teaching in 
 1887 in a district school in Ashland County, 
 and remained in that countv five vears, hav- 
 
 ing two schools in all. He then took a 
 course in college, after which he was prin- 
 cipal of Sullivant School at Ashland for seven 
 years, tliis being a high school for Sullivant 
 Township. In 19(il he went to Creston, hav- 
 ing been elected superintendent there, and he 
 has been most successful in his work in that 
 town. He has four experienced assistant 
 teacher.s, an average attendance of 2'2o pupils, 
 and 40 pupils in the high school, which is of 
 the second class, 
 
 Mr, Heichel holds an eight year county 
 certificate. He was organizer of the Creston 
 branch of the Ohio Teachers' Reading Circle, 
 .Tud holds membership in the Wayne County 
 Teachers' Institute, the Bi-County Teachers' 
 .Association, the Ohio State Teachers' Asso- 
 ciation, the Congregational Church, the 
 Knights of Pythias and Maccabees, and for 
 four years was clerk of Mohican Township. 
 In 1890 he was married to Miss Alice Brandt, 
 of Ashland County, and they have one child, 
 a son, now in his eleventh year. 
 
 653 
 
F. D. WARD 
 
 The schools of Lor;un are accounted as 
 being among the best in Ohio, and the greater 
 part of this condition of excell.nce is due to 
 the efforts put forth by Mr. F. D. Ward since 
 he assumed the superintendentship in 18no. He 
 is progressive in his methods, earnest in their 
 application, and has been uniformly success- 
 ful wherever he has been in control. F. D. 
 Ward was born in Spencer. Medina County, 
 Ohio, in 1850, son of Aaron S. Ward, at one 
 time a millwright, but latterly a farmer, and 
 his early education was secured in the country 
 schools, the high school at Wellington, Ohio, 
 studied a .short time at Oberlin, and then 
 came a course at the Northwestern Ohio 
 Normal School, from which he graduated in 
 187!) with ihe degree of R. S. 
 
 Mr. Ward iirst taujiht in a country school 
 at the same time he wa^ prosecuting his own 
 studies. Afterward he had a more important 
 charge at Rochester, going thence to LeRoy, 
 Ohio, in 1880, and in 1890 he was elected sup- 
 erintendent at Lorain, Ohio, in which posi- 
 tion he still most productively exercises his 
 abilities. Mr. Ward is an ex-member of the 
 Ohio Teachers" Reading Circle, and now 
 IkjUK membership in the Northeastern Ohio 
 I'eacbers' .\ssociation, the Ohio State Teach- 
 ers' Association, the National Educational 
 .Association, the Knights of Pythias and the 
 Methodist Church. In 1875 he was united to 
 Miss Harriet G. Walker, and they have a 
 family of four promising sons. 
 
H. H. CULLY 
 
 As superintendent of the public schools at 
 Glenville, Ohio, a fine residence suburb of 
 Cleveland, Mr. Cully for ten years has man- 
 aged affairs with a master's hand and mind, 
 has developed his schools to an admirably 
 proficient and efficient point, and decidedly 
 established a reputation for his fitness and 
 capability as a popular educator. 
 
 He has ever Ijeen keen to note all advances 
 made in pedagogical practices, in all educa- 
 tional movements, and to adapt the best of 
 all that seemed practical and reasonable. With 
 conservative liberalism he has made no dis- 
 tinct departures, but in his methods may be 
 said to be altruistically "up-to-date." H. H. 
 Cully was born in Dalton, Wayne County, 
 Ohio, June 3, 1801, son of John Cully, farmer, 
 and was first educated in the district schools, 
 and then came study in and graduate from 
 the high school at Dalton. Next followed a 
 course at Mount Union College, Alliance, 
 Ohio, and graduation in 1887 with the degree 
 of Bachelor of Arts. In 1890 this institution 
 conferred upon him the further honor of 
 Master of Arts. Mr. Cully earned every 
 dollar of his expenses at college by teaching 
 school for about five months each year in the 
 rural schools. By the full four term plan 
 then in vogue at Mt. Union College, very 
 many students were enabled to earn their own 
 way through college. After graduation Mr. 
 Cully returned to the Dalton schools, where 
 
 he had prepared for college, as superintendent. 
 After three years' service he resigned and 
 went to Burton, Geauga County, Ohio, for 
 five years. His worth now having been clearly 
 demonstrated, he was called to Glenville, 
 Ohio, and as superintendent of the public 
 schools has certainly achieved an enviable 
 record. In seven years the school attendance 
 increased from four hundred to fifteen hun- 
 dred pupils, the teaching force from nine to 
 fortv-two: and the salary from one thousand 
 to two thousand dollars. 
 
 Last year the board erected a high school 
 building at a total cost of seventy-five thou- 
 sand dollars. The building is modern in every 
 respect and thoroughly equipped. Mr. Cully 
 holds membership in the Ohio State Teachers' 
 Association, the National Educational Asso- 
 ciation and also in the Northeastern Ohio 
 Teachers' Association, of which he has had 
 the honor to be at one time president. In 
 December 31, 1891, he was married to Miss 
 Ora H. Harper, of Dalton, Ohio, who had 
 been associated with him as a teacher in the 
 schools there. They have no children. Mrs. 
 Cully is very closely identified with several 
 of the leading literary clubs of Cleveland. 
 They have a large circle of friends and ac- 
 auaintances, and have a very pleasant and 
 cimmiodious home on Doan Street, near Gor- 
 don Park. 
 
' w***-««. 
 
 HENRY T. MAIN 
 
 This gentleman is widely an,i most favor- 
 al)ly known to the school men and women 
 of the Buckeye State as a thoroughly accom- 
 plished and experienced educator, as well as 
 one who has done much to advance the status 
 of his honored profession. Faithfully and 
 efficiently has he served in his public capacity 
 and he has fully earned the high position now 
 so admirably filled by him. 
 
 Mr. M.A.IX is a native son of Ohio, having 
 been born on July ."). 18C5, in Delaware County, 
 and he was reared on the old homestead of 
 his father, iVIr. .\. Main, together with his 
 tliree brothers and three sisters, of whom one 
 brother and one sister are now deceased. Mr. 
 Main was given a sound education in the 
 common and higher grades of the public 
 schools, and began his professional career at 
 .Ashley, Ohio, serving in the schools of that 
 town for seven years, when he was promoted 
 
 to the principalship of the South School at 
 Delaware, and for the past eleven years this 
 position has been under his .skillful manage- 
 ment. The average attendance reaches a most 
 respectable figure, the assistant teachers are 
 possessed of undoubted capacity, and the 
 system of discipline introduced by Mr. Main 
 lias borne most substantial fruit. 
 
 Mr. Main is a member of the Ohio Teach- 
 ers' Reading Circle, the Central Ohio Teach- 
 ers' Association, the Delaware City and 
 County Board of Examiners, was president 
 of the Delaware County Teachers" Associa- 
 lion two years, has been in.structor in the 
 latter organization three successive years, and 
 has taken an especial interest in Reading 
 Circle work, and the general educational in- 
 terests of Delaware County, in 18^*8 he was 
 married to Miss Hallie Buck, and they h.-ive 
 a family of three bright daughters. 
 
 656 
 
RICHARD E. TOPE 
 
 The proficient superintendent of schools at. 
 Oak Hill, Ohio, was born December 19, 187-5, 
 at Lincoln, Ohio, on the farmstead of his par- 
 ents, Richard and Rebecca (Ervin) Tope. 
 He received a sound, thorough education, 
 which included studies in rural schools, town- 
 ship high schools, the Ohio Wesleyan Univer- 
 sity at Delaware, several summer normals, 
 private instruction, and a course at the Provi- 
 dence University, from which he received the 
 degree of Bachelor of Arts in 190'2, and that 
 of Master of Arts in 1904. 
 
 He first taught in the rural schools of Lin- 
 coln for two years, then in the township high 
 school for two years, and then was appointed 
 superintendent at Thurnian, Ohio, for two 
 years. 
 
 Five years ago he was elected superintend- 
 ent at Oak Hill, and through the excellence 
 of his services has retained this position ever 
 
 since. During his administration the high 
 school has been more than doubled, a new 
 course of study has been arranged, and a 
 modern brick building has been constructed. 
 
 Professor Tope is a member of the South- 
 eastern Ohio Teachers' Association, the .Mlied 
 Educational .■\ssociations of Ohio, the Ohio 
 State Teachers' Association, the Masonic body 
 and the Knights of Pythias, also president of 
 the County E.xaminers' Board, and most 
 efficiently holds various positions of trust and' 
 honor. He has attained an excellent reputa- 
 tion as a writer and public speaker. On De- 
 cember 30, 190.3, he was married to Miss- 
 Elizabeth Jones, a lady most estimably knowm 
 in the social world. Mrs. Tope was educated' 
 in the Oak Hill schools and at Oberlin and' 
 she is deeply interested in the school systerru 
 and in educational progress. 
 
WILSON HAWKINS 
 
 In the alinve named gentleman the Ohio 
 school system has one of its best trained and 
 ablest advocates and exponents ; his record 
 has been clean, creditable, honorable; his 
 standing to-day is of the highest, most cred- 
 itable character. Wilson Hawkins was born 
 near Kensington, Ohio, in Carroll county, ]\[ay 
 14, 1874, his parents being William and Eliza- 
 beth A. (Bettis) Hawkins, both of whom 
 were also natives of Carroll county and de- 
 scendants of early English and Scotch-Irish 
 settlers. 
 
 His yiiuth was passed on the home farm 
 and until eleven years of age he attended the 
 district school a mile and a half distant. Then 
 he entered the village schools at East Roches- 
 ter, Ohio. Mr. Hawkins secured his first 
 certificate to teach when sixteen years old and 
 began teaching at once in a district school 
 seven miles from home, walking back and 
 forth, and received the magnificent salary of 
 $20.00 per month. He received the equivalent 
 of a high school education in select schools 
 and soon entered Mount Union College where 
 he completed a course in 1897. Since this time 
 
 he has been spending every summer vacation 
 i.ither as a student nr. as a teacher in some 
 summer school. Mr. Hawkins has had the 
 benefit of much private tutoring. He has 
 himself been an instructor at different times in 
 summer normals at Mt. Union and Scio col- 
 leges. Mr. Hawkins has taught in every 
 grade of school work from the primary to a 
 superintendency. He taught three years in 
 the country schools of Columbiana county and 
 was four years principal at Unionport in Jef- 
 ferson county, where he established a most 
 creditable record. In 18!l!l he went to Mingo 
 Junction as principal of the high school and at 
 the end of one year 'was promoted to the 
 superintendency which position he still holds 
 and lias enjoyed many recognitions of merit 
 at the hands of his board of education. There 
 are four fine buildings under his charge, and 
 seventeen assistant teachers, also a special in- 
 structor in music and drawing, and the pupils 
 are about (500 in number, this, despite the fact 
 that there is a large parochial school there to 
 detract from the public school attendance. 
 Mr. Hawkins is a member of the execu- 
 
 658 
 
live committee of the Jefferson county teach- 
 ers' institute and a member of the county 
 board of school examiners. He holds mem- 
 bership in the Ohio Teachers' Reading Circle, 
 the State Teachers" Federation, the State 
 Teachers' Association, the Superintendents' 
 Department of the National Educational As- 
 sociation, the Eastern Ohio Teachers' Asso- 
 ciation, and the Ohio Valley Round Table. He 
 is not only a member of these various associa- 
 tions but he is a regular attendant and is 
 usually found among the speakers. He takes 
 considerable interest in fraternity and church 
 
 work and is a member of the Presbyterian 
 Church and of the I. O. O. P., and masonic 
 lodges. 
 
 In 1897, Mr. Hawkins was married to Miss 
 Nettie Maxwell of Unionport, Ohio, who was 
 also a teacher. He has two fine daughters, one 
 of whom is attending school. The ambition, 
 tact, executive ability, connected with a win- 
 ning frankness of the subject of this sketch 
 justifies his friends in predicting a successful 
 future for him in school supervision, his 
 chosen life-work. 
 
 OLD BLOCK HOUSE 
 
 of Campus Martius, Marietta, Ohii 
 Built in 1791 
 
 659 
 
CHARLES T. MOORE 
 
 "Education" Iia'^ been the magic word, tlie 
 ■'open sesame" to the wonderful progress tliat 
 has developed in the Buckeye state, and our 
 public school system, as so lavishly supported 
 and intelligently directed in Ohio, is at once 
 the pride and bulwark of our free and patriotic 
 sons and daughters. The public school has 
 been advanced to the highest acme of efifectrve 
 excellence in this commonwealth, and Ohio is 
 a recognized leader and pnuer in tlie educa- 
 cational world. 
 
 .■\mong our successful "Inrds of learning" 
 must be enrolled the name of Chaki.es T. 
 Moore, the popular superintendent of schools 
 at Pataskala. Ohio, who is a thoroughly pro- 
 ficient instructor and a disciplinarian of sound 
 judgment. Mr. Moore was born nn July -'il. 
 11*74, at Chandlersville, Ohio, on the farm 
 conducted by his parents. Isaiah and Hannah 
 Moore. He began to acquire an education as 
 a pupil in the country schools near his home, 
 including two years in the Chandlersville 
 
 school, and then, after an interval of two years 
 as a teacher in a Salt Creek township school, 
 he entered Mu.skingum College at New Con- 
 cord. Ohio, for a five years' course of studies, 
 and successfully graduated from that insti- 
 tution in 1900. His first subsequent charge 
 was a district school in Licking township, 
 Muskingum county. ()lii,i. which he directed 
 one year, when he was appointed Principal 
 of the Pataskala High School, and so success- 
 fully did he perform the arduous duties of the 
 position that in l!"i:-! he was promoted to the 
 Superintendency. an honor won by sheer merit 
 and ability. 
 
 Mr. Moore was married on December '_*o, 
 mOl, to Miss Bessie .\mspoker, a lady most 
 estimably known in social circles. He is a 
 member of the National Educational Associ- 
 ation, the Ohio State Teachers' Association, 
 the Ohio Teachers' Reading Circle and the 
 Licking County Teachers' Institute, and is a 
 member of the Presbylerian Cliurch. 
 
 660 
 
C. D. COONS 
 
 Tlic chief pride of Ohio rightly lit-s in her 
 magnihcent scliool system, no State excelling 
 her in this respect, and the grand results are 
 shown in the high average degree of intelli- 
 gence exhihitcd by the citizens of tliis com- 
 monwealth. 
 
 The subject of this sketch, Mr. C. D. 
 Coons, Superintendent of the public schools 
 of Granville, is an educator of thorough ex- 
 perience and sound ability, and as an instruc- 
 tor and developer of the youthful mind he has 
 achieved a most distinct success. 
 
 Mr. Coons is a native Buckeye, having been 
 born in Pataskala. Ohio. October 'J-'?. IHld. son 
 of Steward Coons, a carpenter and builder of 
 that town. After completing the course in 
 the public schools of Pataskala he attended 
 Wooster University, following his studies 
 there with a course at the University of Chi- 
 cago. He began his pedagogical career in 
 189.5, assuming charge of a district school in 
 
 Union township. Licking county. Oliio. and 
 after a term there was given control of the 
 Pataskala Grammar School, from which posi- 
 tion he was promoted to the principalship of 
 the High School at Pataskala. Thence he 
 went to Granville. Ohio, having been offered 
 the prinicpalship of the High School there, 
 in 18!!!), and after filling this office up to VMH 
 he was elected superintendent of the (Iranville 
 public schools, a well deserved elevation. .Ml 
 the departments of the schools under his care- 
 ful supervision are maintained at the highest 
 degree of efficiency, and the citizens are unani- 
 mous in the verdict that he is "the right man 
 in the right place." - 
 
 Mr. Coons is an ex-memlier of the Ohio 
 Teachers' Reading Circle, holds membership 
 in the Masonic order and Knights of Pythias, 
 and he is popularly known in liolh educational 
 and social circles. 
 
JEROME B. MOHLER 
 
 For almost forty years the above named 
 gentleman has been an active factor in the 
 educational world, and he is widely known as 
 a profound scholar and a public instructor of 
 exceptional ability. 
 
 Jerome B. Muhler was born in ^Nliami 
 county, Ohio, April 14. 1851, and has lived 
 almost his entire life in th-^ Buckeye State, 
 His father, Ephraim Mohler. a farmer by 
 vocation, was a native of Cumberland county, 
 Pennsylvania, but had early settled in Ohio, 
 and resided here up to the time of his death, 
 •which occurred in November, 190-1. His 
 mother, Anna Mohler, ncc Nill, was born in 
 Saxony, Germany, and is still living at an 
 advanced age. 
 
 The family comprised eight sons and si.x 
 daughters, and of the former, Messrs Solo- 
 mon. George and John Mohler are prominent 
 ministers in the Baptist denomination. Our 
 .subject, Jerome B. Mohler, was given a sound 
 educational training. He attended a district 
 school in Miami county nine years, the high 
 school at Covitigton, Miami county, the Leba- 
 non Normal school, and the State Normal 
 School at Warrensburg, Missouri, and is the 
 holder of a high school life certificate of both 
 Ohio and Wisconsin. He began his lengthy 
 career as a teacher in 181)8. in a district school 
 of Darke county, and taught in that and other 
 rural schools of Darke and .Miami cmuuies 
 
 up to 187!.i, when he became principal of Cass- 
 town, Miami county, for four years. .\t the 
 expiration of that period he served for four 
 years as superintendent at New Carlisle, Clark 
 county, next as superintendent of CarroUton, 
 Carroll county, four years ; then as superin- 
 tendent at Gallipolis five years and for the 
 remainder of the time, or since 180(), he has 
 been superintendent of schools at Orrville. 
 Mr. Mohler has under his supervision two 
 school buildings, has eleven assistant teachers, 
 and the average number of pupils reaches four 
 hundred. 
 
 ^Ir. Mohler was one of the organizers of 
 the Ohio Teachers' Reading Circle, is chair- 
 man of the executive committee of the Stark- 
 Wayne Bi-county Teachers' Association, presi- 
 dent of the Sixteenth District Ohio Sunday 
 School Association, and served for three years 
 on the Gallia Board of Exaiuiners, for five 
 years on the City Board of Examiners at Galli- 
 polis, and for three years city clerk of Cass- 
 town. He is a member of the Masonic body, 
 the Knights of Pythias, Odd Fellows. Metho- 
 dist Episcopal Church, Wayne county Teach- 
 ers' Institute, National Educational Associa- 
 tion, the Northeastern Ohio Teachers' .Asso- 
 ciation, and the Ohio State Teachers' .Associa- 
 tion, in 1877 he w'as united to Miss Mary .-\. 
 Hill, of Miami county, and they have ha<l a 
 family of ten children, six sons and four 
 (laughters. 
 
W. M. WALTERMIRE 
 
 For some twenty-five years Ohio lias had 
 the advantage of tlie services of the above 
 named gentleman in its public school system. 
 and he has done mnch to advance the cause of 
 education in the Buckeye State. 
 
 W. M. Wai.termtre was born in Morrow 
 county, Ohio, January ■_'!, 1858, and has al- 
 ways resided in this state. His parents, Mi- 
 chael and Mary (Edwards) Waltermire. were 
 also natives of ^Morrow county, one of the 
 oldest families there, and they conducted a 
 farming business. Their family comprised live 
 sons and two daughters, all of whom are now 
 living. 
 
 Our subject's initial education was obtained 
 in eight years attendance at a rural school of 
 his home county, after which he attended the 
 high school at Forest, Hardin county, four 
 years, the normal school at Valparaiso, In- 
 diana, four terms, and the college at Findlay, 
 Ohio, four years, graduating from the latter 
 institution. He began teaching at the age of 
 seventeen, in a rural school of Wyandot 
 county, followed by a year in a Hardin county 
 rural, when he became superintendent and 
 principal of the Patterson High School for 
 two years. He next was appointed superin- 
 tendent at Wharton. Wyandot county for two 
 years, and at the expiration of that period was 
 
 superintendent at North Baltimore, Wood 
 county, Ohio, for six years. Mr. Waltermire 
 then entered the Ohio State University for a 
 two years' post-graduate course in reviewing. 
 He then organized Clinton township High 
 School, the first township high school in 
 Franklin county, became principal of the Clin- 
 ton township, Franklin county high school for 
 three years. Reynoldsburg, Ohio, next had 
 his services for three years as superintendent 
 and principal of its high school, and since IWi;^ 
 he has officiated as superintendent of schools 
 in Centerberg, Ohio. He has five capable as- 
 sistants, and an average attendance of 2fK( 
 pupils, with 7n pupils in the high school. 
 
 Mr. Waltermire holds a common school 
 life certificate for the State of Ohio, was a 
 member of the special board of examiners at 
 North Baltimore four years, and is a member 
 of and organizer for the Ohio Teachers' Read- 
 ing Circle in Hilliar township. He has a life 
 certificate in the Ohio State Teachers' As- 
 sociation, is a member of the National Edu- 
 cational Association, the Knox county Teach- 
 ers' Institute, and the Metliodist Episcopal 
 Church. 
 
 He was married in 1880 to Miss .Allie 
 Van Horn, of Mount Blanchard. Hancock 
 county, Ohio, and they reside in a pleasant 
 home in Centerberg. 
 
JOSEPH H. NORTON 
 
 At tile age of twenty tlic above named 
 received Iiis first teachers' certificate, and for 
 thirty years he has been "in harness" as an 
 active public instructor. He is a disciplinarian 
 of dignity and sound judgment, rules firmly 
 yet kindly, and ever commands the fullest 
 confidence and highest regard of his colleagues 
 and scholars. 
 
 Joseph H. Horton was l)orn in Belpre, 
 Washington County. Ohio, Feliruary 24, 1854, 
 his parents being Daniel and Hannah (Mc- 
 Laughlin) Horton, the former a carpenter by 
 vocation, who had always been a resident of 
 said county. The family comprised six boys 
 and two girls, and of these but four sons sur- 
 vive. The subject of this notice attended the 
 school at Belpre for nine years, the Belpre 
 Academy four years, and the Lebanon Nor- 
 mal School two years. When twenty years 
 old he taught in a Belpre Township school 
 for a year, next in a Marietta Township 
 school for a like period, and then for four- 
 teen years served as superintendent of the 
 Rockland School, Washington County. He 
 ne.xt assumed charge of the school at West 
 Rushville for three years, and then taught in 
 Rushville three years, both being in Fairfield 
 County. In lilOl Mr. Horton went to Balti- 
 more, Fairfield County. Ohio. ha\itig lieen 
 
 elected to the superintendentship there, and 
 this position he still continues to fill with con- 
 stantly augmenting success. He has four 
 teachers under him. an average enrollment of 
 Kill' pu])ils. and an average attendance of 1"20. 
 
 In IIMI-J he was appointed county examiner 
 by Judge Kiefaber and is now president of 
 the Board of E.xaminers. 
 
 Mr. Horton holds a common school life 
 certificate, also first class certificates in Wash- 
 ington, Perry and Fairfield counties, and is a 
 member of the Ohio Teachers' Reading Circle, 
 the Southeastern Ohio Teachers' Association, 
 the Ohio State Teachers' Association, and the 
 Fairfield County Teachers' Institute. In 1902 
 he was married to Miss Meda Snoke. an in- 
 tellectual lady who is also a member of the 
 teachers' profession, and since 1903 has been 
 principal of the high school at Thurston, 
 Ohio. Mr. Horton had tw'o chiWren by his 
 first marriage, a son and daughter. His son. 
 Frank O. Horton. who is now studying in the 
 Ohio University at Athens, has also been a 
 teacher. He is married to Miss Clara Myers, 
 of Baltimore. Ohio, a graduate of Baltimore's 
 schools and a lady of bright mentality. The 
 (hiughler. Laura Horton. is teacher of the 
 primary school at Pickcrington. Ohio, and has 
 a promi^in^ fulure liefore her. 
 
 664 
 
MRS. J. H. NORTON 
 
 Tlie public schools at Thurston rank among 
 the best in the State and the citizens are 
 justly proud of them. The buildings are all 
 of modern construction, while the Board of 
 Education, by its liberality, is constantly sup- 
 plying everything necessary for the comfort 
 and advancement of the children. 
 
 The principal of the high school. Mrs. J. 
 H. HoRTON. is a lady of high intellectual gifts, 
 and rules with a kindly discipline that has 
 endeared her to all her pupils. 
 
 Mrs. Horton, whose maiden name was 
 Meda Snoke. was born in Fairlield county, 
 Ohio, daughter of Andrew and Leah (Car- 
 penter) Snoke, the former a skilled stone 
 cutter by vocation, and there were four chil- 
 dren in the family, two of either se.x. Her 
 sister is married, and of her brothers, James 
 Snoke is a plumber at Ashland, Ohio, while 
 Thomas Snoke is a gas well driller in Licking 
 county, Ohio. Our subject attended the 
 schools at Sugar Grove, Ohio, for nine years, 
 the Crawfis Institute, near Lancaster, for two 
 summer terms, and summer normal at Rush- 
 ville for one term. She received her first 
 teacher's certificate in 181)0, and began teach- 
 ing in ISni in the graded school at Sugar 
 
 Grove. In ISIL' she went to IJcrne township, 
 teaching there for a year, when, for a similar 
 period she engaged with the Reform Farm at 
 Lancaster, Ohio, as teacher of the seventh 
 grade and stenographer. The following year 
 was spent in the service of C. A. Donohue. 
 attorney, of Corning, after which she returned 
 to teaching, becoming attached to the schools 
 at West Rushville for five years, where she 
 taught from the first to the eighth grades. 
 The grammar school at Sugar Grove ne.xt 
 claimed her services for a year, and then West 
 Rushville for another year. 
 
 In l!IO:i she was united in marriage to Mr. 
 Joseph H, Horton, school superintendent at 
 Baltimore, Ohio, and a prominent educator. 
 
 In 1908 j\Irs. Horton went to Thurston as 
 teacher of the intermediate school, and almost 
 immediately was promoted principal of the 
 high school. She has an average attendance 
 of forty pupils and the best of discipline pre- 
 vails. 
 
 Mrs. Horton holds membership in the Ohio 
 Teachers' Reading Circle, the Southeastern 
 Ohio Teachers' Association, and the Fairfield 
 County Teachers' Institute, and she and her 
 husband are worshipers in the Grace Re- 
 formed Church at Sugar Grove. 
 
 66.5 
 
MILFORD G. CALHOON 
 
 Ackiiowledgedly the greatest factor in IuinI- 
 ening the world's progress on to the dreamed 
 of inillenium. is education. The great American 
 public school system, recognized as the best 
 and most effective among all the countries of 
 the world, has been the main bulwark upon 
 which our national greatness has been 
 achieved. Enlisted in the ranks of school 
 teachers and public instructors are many of 
 our brightest, most intellectual men and 
 women citizens. The exactions of the teach- 
 er's vocation are such that only those thor- 
 oughly equipped and qualified can meet them. 
 
 A gentleman whose career in this field of 
 labor has been an uninterrupted success is Mk 
 Mii.FORD G. C.\LHooN, the popularly known 
 superintendent of the Roseville school- 1 K- 
 has been in active service as a teacher for some 
 twenty years and is known as a thoroughly 
 experienced, competent instructor. Air. Cal- 
 hoon was born in Prairie City, Illinois, on 
 February 26, 1865. the son of James Calhoon, 
 who combined the occupations of farmer and 
 teacher. Beside an excellent home training 
 our subject attended the country schools in 
 Wisconsin, near his home, and later entered 
 the Ada N'ormal School at Ada. Ohio, fnlbnv- 
 
 iiiy hi.^ course from that institution with a 
 short course in the Ohio University at 
 Athens. Ohio. In 1885, Mr. Calhoon was as- 
 signed to a school in Perry county, Ohio, 
 and in 1894 he was promoted to the prin- 
 cipalship of the Glenford (Ohio) High 
 School, later becoming its superintend- 
 ent. In 1897 he was appointed principal and 
 later superintendent of the Crooksville school, 
 leaving the latter in 1901 to accept similar 
 positions in Thornville, and in 1904 he was 
 appointed to his present position of Superin- 
 tendent of the Roseville School, the duties 
 of which he discharges in a manner showing 
 marked judgment, experience and ability. 
 
 Air. Calhoon is a member of the Ohio 
 Teachers' Reading Circle, also the Masonic 
 and Odd Fellows organizations, and is an 
 attendant of the Methodist Episcopal Church. 
 He is the possessor of four, eight and twelve 
 years' diplomas, and these evidences of abil- 
 ity are carefully treasured by him. 
 
 He has been school examiner of Perry 
 county for four years, two years clerk of the 
 board, and is at present president of the Board 
 of Examiners of Perry county. He holds 
 a professional certificate in his own and ad- 
 inining counties. 
 
 666 
 
W. S. EVERSULL 
 
 For more than twenty years the imliiic 
 school system of Ohio has had an active and 
 accomplished exponent in the above named 
 gentleman, the popular superintendent of 
 schools of Elmwood Place, Ohio. 
 
 Mr. Eversull was born at Mt. Airy. Ham- 
 ilton county, Ohio, October 20. ]8ii-j. and was 
 the son of John C. Rversull. a prominently 
 known surveyor and civil engineer of Hamil- 
 ton county. 
 
 He attended the common schools and high 
 schools of Hainilton county, graduating from 
 the latter in 1883. 
 
 In the same year he was given charge of 
 a district school in Colerain township. Ohio, 
 and taught there until 188S. when he went to 
 Green township, Ohio., to assume control of a 
 school there, where he continued until 1888. 
 
 Then he was appointed superintendent of 
 
 schools at Sharonville. Hamilton county, Ohio, 
 and was in control of the schools of that place 
 for four years. He was then appointed super- 
 intendent of schools at Elmwood Place, Ohio, 
 and has for twelve years been filling this posi- 
 tion to the eminent satisfaction of all con- 
 cerned. 
 
 He is thoroughly progressive and up-to- 
 date in his methods, and his schools are main- 
 tained at the highest standard of excellence. 
 
 ^[r. Eversull is a member of the Hamilton 
 County Teachers" Institute, of the Han;ilton 
 county and of the Southwestern Ohio 
 Teachers' Associations and is also active in 
 the Masonic order. 
 
 November 26, 189C, he was married to 
 Miss Olive McGrew, of Blue Ash, Ohio, and 
 they have two bright daughters — Bess M., 
 aged -5 years, and Edna E., aged 3 years. 
 
WILBUR O. WEIR 
 
 Fur tlio past scure (if year-- the above 
 namecl has lieeii an active factor in the educa- 
 licpiial world of Ohio, and during that period 
 his progress and advancement have been unin- 
 terrupted, while he has ever maintained a repu- 
 tation of the most creditable character for 
 scholarship and executive ability. 
 
 Mr. Weir is of Ohioan birth, having licen 
 born near iMirest. this stale. October lli. ISilli, 
 He was reared on his f.ilher's farm, and at- 
 tended the nearest district school, .\fter com- 
 pleting all the advantages offered there he 
 attended the Forest High School, later taking 
 a course in the Ohio Northern University at 
 Ada. Ohio, from whence he graduated in 189.'! 
 with the degree of Rachelor of .Arts, and in 
 1806 the same institution conferred upon him 
 the degree of I\!aster of .\r|s. .\s a teacher 
 M''. Weir's career began in ls>'."i. when he 
 
 assumed charge of a country school, remaining 
 there up to ]S!I7 when he was appointed super- 
 intendent of the school at Ridgway, Ohio. 
 aro there he remained in control for three 
 years. His ne.xt piisition was as principal of 
 the high school at Sycamore. Ohio, and after 
 iwo years" incumbency there, he in 1002. was 
 invited to accept the school supei-intendency 
 .at Dunkirk. Olno. .nid this responsible po- 
 sition he continues lo most efficiently preside 
 over. 
 
 Mr. Weir is a member of the Order of 
 Odd Fellows, the Knights of Pythias, Ben 
 Hur, and the Disciples Church, and is also one 
 of the county school examiners. He secured 
 a state certilicate in December. 18il9. 
 
 In 18!M he was married to Aliss .-Xuna 
 O'lirii'ii, and they h:i\e one boy. named Paul 
 Vii-gil Weir. 
 
 6G8 
 
C. E. BRATTEN 
 
 It costs every man, woman and cliild in 
 the United States $3.15 to support the public 
 schools. This is a heavy tax, but measured 
 by the results, no public money is expended 
 more wisely. It explains why the American 
 workman can accomplish more than his Eur- 
 opean brother, why our industrial development 
 has been improved so rapidly, why agricul- 
 ture has improved, why the average death 
 rate is diminishing, why, with increased 
 wealth, has come an even greater growth in 
 tlie popular appreciation of literature and art. 
 
 One of the successful members of the 
 great teaching corps of Ohio is the subject 
 of this sketch, Mr. C. E. Br.atten. the popular 
 and highly regarded superintendent of the 
 Waynesville school. This gentleman is a 
 native Buckeye, born on the farm of his 
 father, John C. Bratten, in Brown County, in 
 18fi0, and was one of a family of four sons 
 and two daughters, all of whom survive, with 
 the exception of one son. Our subject for 
 years attended the public schools of Brown 
 and Clermont counties, and he completed the 
 course in the Bethel High School in 1880. Mr. 
 Bratten's first professional charge was at 
 
 Henning's Mills, where he taught for five 
 years, leaving there to take cliarge of the 
 school at Todd's Run, in the adjoining dis- 
 trict, where he was in control three years. 
 On concluding his duties at Todd's Run, Mr. 
 Bratten entered the University at Lebanon, 
 graduating in the Scientific class of 1800. 
 when he was appointed principal of the Lelan 
 School which position he held for three years. 
 Then he was elected superintendent of 
 Waynesville school, a position he has filled in 
 a manner clearly demonstrating his fitness and 
 capacity for the place. 
 
 Mr. Bratten has been a member of the 
 Ohio Teachers' Reading Circle for the past 
 eight years, has a Common School life cer- 
 tificate for the State of Ohio, and is a mem- 
 ber of the Warren County Teachers' Associa- 
 tion, member of Warren County Executive 
 Committee, also the Southwestern Ohio 
 Teachers' Association, and is likewise affili- 
 ated with the Masonic and Odd Fellows or- 
 ders, and member of the Methodist Church. 
 He was in 189-2 united to Miss Cora Mace, 
 also a teacher and they have an interesting 
 familv of four sons and two daughters. 
 
CHAUNCEY LAWRANCE 
 
 While the mctliods employed by the in- 
 structors in the grand educational system of 
 Ohio are nf the most advanced character, 
 "faddisni" has not been encouraged or 
 allowed to take root, and the result is that 
 we have a clean plan of working that is pro- 
 vocative of the greatest benefits to all. 
 
 A successful exponent of this progressive 
 policy, one enjoying a high degree of popu- 
 larity, is ^Ir. Chauncey Lawrance, the tal- 
 ented superintendent of schools at Waverly, 
 Ohio. This gentleman was born in Spring- 
 field, Ohio. February 'I'l. 1876, the same date 
 that the immortal Washington first saw the 
 light, and is the son of De Luna C. Lawr- 
 ance, prominent in the electrical world. 
 
 His earlier education was received in the 
 grammar and high schools of Springfield. 
 Graduating from the latter in 1894, he went 
 thence to Wittenberg College, and after tak- 
 ing a five years' course at that noted institu- 
 tion, graduated with honors in 1899, winning 
 the degree of Bachelor of .Arts. 
 
 In 1899 yir. Lawrance took charge of his 
 first school. This was in Springfield Town- 
 ship, and after two years' successful w'ork 
 ■ there he won promotion, being elected super- 
 intendent of the Scioto Township schools. 
 Pike County. One year later he received a 
 call from Waverlv, Ohio, to become principal 
 there, and for the past two years he has most 
 faithfully and capably filled the duties of sup- 
 erintendent, his practical merits having gained 
 him promotion to this position. Mr. Lawr- 
 ance has studied two summer terms at Woos- 
 ter University, and one summer term at the 
 Ohio University at Athens, and he always 
 keeps abreast of the latest in educationalism. 
 Mr. Lawrance is a member of the Ohio 
 Teachers' Reading Circle and also the Masonic 
 fraternity. On August G, 19n-2, he was mar- 
 ried to Miss Olive M. Partbemore, of Spring- 
 field. Ohio, and they have a pleasant home 
 in \\'averly, where both are .-iltendants of the 
 Methodist Episcopal Church. 
 
 670 
 
C. J. FOSTER 
 
 Superintendent of schools at Caldwell, Ohio, 
 is a native Buckeye, having hcen horn in Van 
 Wert County, this State, in hS(i5. His father, 
 Jnsiah Foster, was a farmer, and our suhject 
 was reared on the old homestead, attending 
 the country schools at an early age. His edu- 
 cation was a most thorough one. On finish- 
 ing studies at the public ^chools he entered 
 the Normal School at Portland, Indiana, and 
 went thence to the Normal School at Leba- 
 non, Ohio, and then to the Ada Normal 
 School, from which he was graduated. He 
 next studied at Middlepoint, Ohio, taking a 
 classical course, and after graduating he per- 
 formed post-graduate work at the Chicago 
 University. Mr. Foster first began teaching 
 nineteen years ago in a country school, and 
 his subsequent engagements were as follows: 
 
 Vcnedocia, \'an Wert County, as principal ; 
 Normal School, Middlepoint, Ohio, one year; 
 Rome, Georgia, two years as principal of the 
 East End Academy : McComb, Ohio, as sup- 
 erintendent for five years : Bowling Green, 
 Ohio, as principal, one year ; Spencerville, 
 Ohio, as superintendent, three years : Cald- 
 well, Ohio, as superintendent, two years, and 
 this position he still most efficiently fills. 
 
 Mr. Foster is a meml)er of the Ohio Teach- 
 ers' Reading Circle, the Eastern Ohio Teach- 
 ers' Association, the Ohio State Teachers' 
 .\ssociation, the Knights of Pythias and the 
 Baptist Church. In 1894 he was married to 
 Miss Diantha Walters, of Noble County, and 
 they have two fine sons as the result of their 
 happy union. 
 
T. HOWARD WINTERS 
 
 Wlien the aliovc nainod geinleman chose 
 teaching as his life-vncation he made no 
 error, as his suhsequcnt record has shown: 
 lint, on the contrary, lie has deinonstrated 
 that he is an edncator of marked ability and 
 thorough efficiency. 
 
 T. Howard Wixtkks is an Ohicjan by 
 birth and has always li\cd in this State. He 
 was born at I ronton. January 12. 1877. and 
 his father, Thomas Winters, now deceased, a 
 grocer of that city, was well known as a 
 most reputable, upright citizen and business 
 man. .'Vfter completing his studies in the pub- 
 lic schools of Ironton "'ir subject took a 
 course in the Ohio W'esleyan University at 
 Delaware, Ohio. and. at his graduation in 
 18!)0, had secured a sound, thorough educa- 
 tion. Shortly afterward he was assigned to 
 the high school in Ironton as a teacher, and 
 by 1900' had so well cstaldished his merits 
 that he received and accepted a call to be- 
 
 come teacher in the high school at Canton, 
 Ohio. After remaining there a year he re- 
 turned to Ironton to become principal of the 
 high school there, and this position he has 
 since filled with most creditable success. His 
 methods are thoroughly commendable and his 
 popularity indisputable. Mr. Winters has 
 taken special work in science in the summer 
 schools of the University of Michigan and 
 Columbia University. 
 
 He holds a high school life certificate, and 
 he is a member of several organizations. 
 Among these are the Ohio Teachers' Reading 
 Circle, the Ohio State Teachers' Association, 
 the Southeastern Ohio Teachers' Association, 
 the National Educational .Association, the 
 Tri-State Teachers' .Association, the Knights 
 of Pythias and the Benevolent and Protective 
 Order of Elks, -and the faith to which he 
 gives allegiance is that of the Methodist 
 Episcopal Church. 
 
FRANK E. RINEHART 
 
 Was born in Preble county, Ohio. May '-■>. 
 1875, on the farm conducted by his father, 
 Henry Rinehart, a most reputably known citi- 
 zen of German descent, who with his mother 
 Lydia A. Rinehart, of English descent, took 
 great interest in his earlier education. They 
 sent him to the district school of his home, 
 and later to the graded schools and high school 
 of West Alexandria, graduating from the lat- 
 ter in 1893. He then attended Antioch Col- 
 lege at Yellow Springs for two years, after 
 which he taught successively until the present 
 time, spending three summers in the Ohio 
 Northern University at Ada. from which he 
 graduated in 1903. In 189(1. Mr. Rineh.art 
 took charge of a school in Gasper township, 
 Preble county, and after teaching there for 
 two years removed to Lanier township, where 
 he taught for two years also. He then was 
 
 appointed superintendent of the township high 
 school, holding that position for a year, and 
 for the past three years he has been superin- 
 tendent at West Alexandria. Under his man- 
 agement the schools have been advanced to a 
 high degree of efficiency, and he commands 
 the confidence and respect of the entire com- 
 munity. 
 
 Mr. Rinehart is an active memlicr of the 
 Masonic order and the Knights of Pythias, 
 also the Ohio Teachers' Reading Circle, the 
 N. E. A., and the Southwestern Ohio Teacli- 
 ers' Association, S. W. Ohio Superintendents' 
 Round Table, and he is one of the County 
 Examiners of Preble county. 
 
 On August 18, 1903, he was married to 
 Miss Nellie Burlner. a lady of excellent at- 
 tainments, and they have a bright boy baby. 
 Huston Henry Rinehart. to clieer their home. 
 
 (573 
 
STANLEY LAWRENCE 
 
 This popularly known school instructor is 
 a native Ohioan, having first seen the light 
 in Fairfield County, this State, on June 12. 
 1869, his father being Levi Lawrence, a mer- 
 chant of tlie village of Amanda. After at- 
 tending the schools of his native village, Mr. 
 L.WVRENCE received his academic and profes- 
 sional training in the Normal Colleges at Leb- 
 anon, and at Ada, Ohio, later doing work in 
 the course in school supervision in the Ohio 
 University at Athens. He was granted a state 
 certificate in 1897. 
 
 Mr. Lawrence began his teaching career 
 in the grades of the Amanda schools in 1887 
 where he remained for two years. He then 
 tr.ught in a country school and as principal 
 at Clear Creek, Ohio, until 1895 when he was 
 
 assigned in charge of the schools at Amanda, 
 Ohio, and subsequently was elected superin- 
 tendent of the schools at Basil. Ohio. He 
 served for four years in that position, resign- 
 ing to accept a call to New Holland, being 
 offered a similar position there, and this 
 office he continues to fill in the most compe- 
 tent manner. 
 
 Mr. Lawrence is a member of the Masonic 
 fraternity, the Order of the Eastern Star, and 
 the Methodist Episcopal Church. He is active 
 in Teachers' Associations and is proving him- 
 self a sterling school man. In 1892 he was 
 married to Miss Elnora Varus, and they have 
 a most promising family of two sons and 
 two daughters. 
 
 674 
 
JAMES ETHAN COLE 
 
 The above named is known as an educator 
 of much merit and ability and as a scholar 
 of erudite attainments. Under his leadership 
 as principal of the high school at Norwalk, 
 Ohio, a high degree of efficiency has been 
 maintained and his services have proved 
 eminently satisfactory to all interested. 
 
 James Ethan Cole is of Ohio birth, hav- 
 ing been born at Norwalk, June 26, 1868, son 
 of George W. Cole, carpenter by vocation. 
 He attended the common and graded schools, 
 graduated from the Norwalk high school in 
 1888, and then took a four years' course at 
 Buchtel College, graduating in IS9'1 with the 
 degree of Bachelor of Arts. He entered upon 
 his professional career the following Septem- 
 
 ber as a teacher in the Ohio Central Normal 
 College at Pleasantville, and on leaving there 
 acted as financial agent of Buchtel College 
 I'.n to July, 1894. For the succeeding year he 
 was instructor of physics and chemistry at 
 the hieh school in Akron, Ohio, and since 
 180o he has held the principalship at Nor- 
 walk. his birthplace, whose citizens hold him 
 in the warmest regard. 
 
 Mr. Cole is a member of several educa- 
 tional organizations, including the Phi Delta 
 Theta fraternity and is affiliated with the 
 Order of Odd Fellows. In June, ISIMi. he 
 was united to Miss Anna H. Auble, and they 
 have two bright children, a son and daughter. 
 
CARL G. PEMBERTON 
 
 The status of the public schools in Ohio 
 is of the highest, most creditable character, 
 and exhibits in no uncertain light the great 
 effectiveness of our present educational system. 
 The requirements and qualifications now de- 
 manded from those who would engage in 
 teaching are also far more exacting than at 
 any previous time, and thus the standard of 
 ability and resources are maintained at the 
 greatest plane of excellence. 
 
 The subject of this sketch. Mr. C.\rl G. 
 Pemberton. has had ample experience as a 
 public instructor, having been engaged in 
 teaching for over a dozen years, and his mode 
 of discipline and method of imparting instruc- 
 tion have been uniformly successful. Mr. 
 Pemberton, who was the youngest child, but 
 one of nine, was born in Roseville, Ohio, 
 March 8, 1876. His father, Thomas E. Pem- 
 berton, is a member of the Board of Deputy 
 State Supervisors of Elections for Muskin- 
 
 gum County. Of the family of nine, three 
 brothers and two sisters now survive. Carl 
 G. Pemberton was educated in the public 
 schools of Roseville, Ohio, and at the early 
 age of sixteen graduated froin the high school. 
 In the fall of 1892, the same year of his grad- 
 uation, he began teaching in the country 
 schools. In 1900, having duly "earned his 
 spurs," he was appointed principal of the 
 Roseville High School, the duties of which 
 he still continues to discharge with tlie most 
 creditable results. 
 
 Mr. Pemberton is secretary of the Clay 
 Township branch of the Ohio^ Teachers' 
 Reading Circle, is affiliated with the Masonic 
 Order and Knights of Pythias, and is an 
 attendant of the Methodist Church. He was 
 united in marriage to Miss Ada May Ridei, 
 on June 30, 1898, and this happily mated 
 couple have one child, a winsome daughter 
 named Helen. 
 
 676 
 
JOHN FRANKLIN SEAGREAVES 
 
 The youth of Ohio have occasion to rejoice 
 that in their state is exemplified the grandest 
 free school system in the world, a system that 
 is being fully taken advantage of and is turn- 
 ing out citizens who may well be a pride to 
 their country. To the high standard of effi- 
 ciency maintained by the teachers is this com- 
 mendable excellence mainly due, as well as to 
 the lavish expenditures made up by the State 
 for school purposes. 
 
 A worthy representative of the noble army 
 of teachers is found in JIk. John Fr.\nki.in 
 Se.vgre.aves, the popular principal of the East 
 School building at Middletown, Ohio. In 
 every respect he is thoroughly talented, ex- 
 perienced and capable ; his career has amply 
 demonstrated the possession of these (pialities. 
 
 Mr. Seagreaves was born in Fremont, 
 Ohio, February 11, 1877, his father being 
 James Seagreaves, a prosperous farmer. He 
 was a pupil in the district school near I"re- 
 
 mont for a numljer of years, and then attended 
 the high school at Eaton Rapids, ^Michigan, 
 from which he graduated in 1895. He now 
 began teaching in the country schools of Eaton 
 county, Michigan, and retired at the end of 
 two years to enter the Michigan State Normal 
 College of Ypsilanti, from whence, after a 
 successful course of studies, he graduated in 
 ISO'.l Shortly after this he was appointed 
 principal of the grammar school at Miamis- 
 burg, Ohio, and after two years' service in 
 this capacity, accepted an offer from Middle- 
 town to become principal of the East Build- 
 ing there. In this position he continues to di- 
 rect affairs with uninterrupted success. 
 
 Mr. Seagreaves is a member of the South- 
 western Ohio, the Central Ohio, and the But- 
 ler County Teachers' Associations, is affiliated 
 with the Masonic fraternity, and his place of 
 worship is the Presbyterian Church. 
 
GILBERT L. BROWN 
 
 To become a successful disciple of that 
 most exacting of modern vocations — the pub- 
 lic school teacher — makes necessary the pos- 
 session of more varied requirements than are 
 demanded in any other calling, among them 
 being a thorough, practical education, strong 
 executive ability, personal magnetism, untiring 
 labor, and an infinite amount of patience; 
 without these qualilicalions in a more or less 
 pronounced degree, success is impossible. 
 
 These necessary requirements are possessed 
 in marked degree by Mr. Gii.bert L. Brown, 
 the popular principal of the Crooksville High 
 School, who has achieved a most signal suc- 
 cess in the educational world. He is a self- 
 made man, as the term goes, having attained 
 to his present honored position by assiduous 
 study, work, and indefatigable persistence. 
 When his broad preparation by education, ex- 
 perience and training is considered, his ad- 
 
 ifcssional career 
 
 but 
 
 vancenient m ins pi 
 natural and legitima'e. 
 
 Mr. Brown was b >rn in Crooksville, Oc- 
 tober -!7, ISTii, ^(ln of .Alexander Brown, a 
 representative patter and farmer, and he was 
 one of a family of three sons. He early at- 
 tended the country schools and the schools of 
 Crooksville, and began his career as a teacher 
 in the latter place in l.'^HT. He proved so suc- 
 cessful in his chosen vocation that his merits 
 were not allowed to pass unrecognized, and 
 so, in 1901. they were rewarded by his being 
 promoted to the principalship of the High 
 School of Crooksville. A well deserved eleva- 
 tion, and one that he is doing full justice to. 
 
 Mr. Brown is a member of the Ohio 
 Teachers' Reading Circle, also of the Metho- 
 dist Church, and both in educational and 
 social circles he is held in universal esteem. 
 
 678 
 
RUFUS G. RUSSELL 
 
 This gentleman is an admirable represen- 
 tative of all that is progressive and up-to-date 
 in Ohio's splendid public school system, as he 
 ever keeps fully abreast of all advances made 
 in educationalism, and his methods are of the 
 most commendable order. 
 
 RuFUS G. Russell is an Ohioan by liirth. 
 having been born at Aid, Lawrence county, 
 April ITth, 18T_'. nu the farm of liis 
 parents, George and Julia A. Russell, a uinst 
 estimable couple. His early education was 
 received in the public schools of liis home 
 county, and then followed a course in the 
 Ohio Normal University at Ada, Ohio, from 
 which excellent institution he graduated in 
 1902. Mr. Russell began his professional 
 career as a teacher at Oak Ridge Furnace, 
 
 Ohio, going later to Waterloo, Ohio, and va- 
 rious other furnace schools, afterward becom- 
 ing an instructor in the high school at Bur- 
 lington, Ohio. In 1900 he was appointed 
 principal of tlie Campbell Building at Iron- 
 ton, Ohio, and is continuing to most success- 
 fully administer the duties of this incum- 
 bency. 
 
 Mr. Russell is a member of the Lawrence 
 County Teachers' .Association, and was for- 
 merly president of that organization. He is 
 also a member of Myrtle Lodge, No. 27, 
 Knights of Pythias. 
 
 He was married to Miss Maud M. Moss- 
 man, who was also a teacher, on August 29, 
 1894, and they have three bright boys to cheer 
 their home. 
 
ED. A. EVANS 
 
 A most successful Ohio educator, now super- 
 intendent of schools at Chicago, this .state, was 
 born at St. Louisville, Ohio, in 1807, son of 
 William D. and Amanda Bell Evans. William 
 D. Evans is a farmer. The subject of our 
 sketch was therefore a farmer boy. and 
 learned the ways of farm life. After conclud- 
 ing the studies of the country school near his 
 home, he attended high school at Hanover and 
 Pataskala. Oliio. graduating from the latter 
 institution in 1891. He also performed sum- 
 mer work in the University of Michigan, at 
 Lakeside, Ohio, and work in the Normal 
 school at Pataskala. In the year 1887, he be- 
 gan teaching in the country schools of Lick- 
 ing County. After spending four successful 
 terms in this work, he was called to St. 
 Louisville, in the same county, where lie or- 
 ganized the high school, became superintend- 
 ent, and had the honor of graduating the 
 first class turned out by that institution. 
 Tlience he went to Pata.skala as principal of 
 the hii'h school, and later officiated there as 
 
 superintendent for four years. On resigning 
 fioni the latter position he went to Chicago, 
 Ohio, as superintendent, and under his direc- 
 tion the schools have made much progress 
 ranking with the best in the slate. ?i1r. Ev.\ns 
 was County School Examiner in Licking 
 County for three years, served as a member of 
 the executive committee, and president of the 
 County Teachers' Institute of the same 
 county. He is now a member of the executive 
 committee, superintendents' section, of the 
 Northwestern Ohio Teachers' Association, an 
 e.x-mem)ier of the Central and Eastern Ohio 
 Teachers' Associations, and now holds mem- 
 bership in the Ohio Teachers' Reading Circle, 
 the Ohio State Teachers' .Association, the 
 Northwestern Ohio Teachers' Association, the 
 Knights of Pythias and the Masonic body. 
 Mr. Evans was granted a life certificate by 
 the Ohio State Board of School Examiners 
 in 1900. In 1895 lie was married to Miss 
 Sarah J. Locke. To this union there have 
 been born three sons and two daughters. 
 
 680 
 
PROF. S. M. GLENN. Jr 
 
 Among those of the younger generatinn of 
 school teachers who have made their mark as 
 public educators of signal abilitj', must be 
 included the gentleman whose name forms 
 the caption of this sketch. His promotion 
 has been rapid and he has a most promising 
 future before him. 
 
 S. M. Glenn, Jr., was born in Venango 
 county, Pennsylvania, in 1878. son of the Rev. 
 S. M. Glenn, a Presbyterian minister of note, 
 whose present held of labor is at Wooster. 
 Ohin. His educational training as a child 
 and youth was secured in the public schools 
 of Ohio and Pennsylvania, and was followed 
 by a course in the Wooster University, from 
 which he was most creditably graduated in 
 1900 with the degree of Bachelor of Arts. 
 
 Inunediately after graduating he was ap- 
 pointed principal of the high school at Ottawa, 
 and after giving two years' efficient services 
 there, went to Continental, Ohio, as super- 
 intendent of schools, remaining there for two 
 years more, when, in 1904, he was elected 
 superintendent of schools at Huron, Ohio, a 
 position he still continues to fill in the most 
 approved manner. In his teaching, he is an 
 enthusiast in Natural Science. 
 
 Professor Glenn holds membership in tlie 
 Ohio Teachers' Reading Circle, the North- 
 western Ohio Teachers' Association, the Ohio 
 State Teachers' ."Kssociation and the Ohio 
 Teachers' Federation, is affiliated with the 
 Masonic order, and is a worshiper in the Pres- 
 byterian Church. 
 
 681 
 
WILLIAM ALDERMAN MATHENY 
 
 Althougli Init M recent ac iiumIhiii to the 
 great army of active workers in Ohio's edu- 
 cational system, yet the abive named gentle- 
 man brings to bear in his hdiors a thorough 
 equipment in training and natural aptitude 
 tor school teaching. 
 
 Mk. ^NIathenv is a native (Jliioan. b irn in 
 Athens county, February 2ll, ISS'i, son of 
 Charles Harper and Emaline Matheny. The 
 latter was also born and bred in Athens 
 county, and his wife, a native of Pennsylvania, 
 has lived in this county since childhood. Be- 
 sides our subject there were two daughters 
 in the family; one of these. Miss Nora Ma- 
 theny, was married to Mr. Robert Graves, of 
 Nelsonville, Ohio, and superintendent of a 
 coal mine in that section. 
 
 William Alderman Mathony attended the 
 rural schools of his birthplace for eight years, 
 received his lirst teachers' certificate at the a.ge 
 of eighteen, and in 1901 began teaching in his 
 home school, being master of the same for a 
 year. Tie then entered the Ohio University at 
 Athens, Ohio, for a five years' course, grad- 
 uating in the class of '0(3 with the degree of 
 Bachelor of Philosophy. Dnrin,g one summer 
 he worked on the Hocking Valley Railroad 
 as a section hand, in order to secure money 
 to enable him to finish his college studies. Mr. 
 Matheny was prominetit in both the literary 
 
 and athletic interests of his alma mater. He 
 filled the position of right end on the O. U. 
 football team of l!)(i'J, was also catcher on 
 the O. U. baseball team the same year, 
 manager of the basket ball team in 1903, 
 liresident of his class in 1903, class orator, 
 19(13, and president of the Athenian Literary 
 Society, 1903. He was delegate to the Na- 
 tional Convention of the Beta Theta Pi, the 
 Greek letter national society, held at St. T^ouis, 
 1904, in 190-2 a delegate to the National con- 
 vention of the Young Men's Christian .Asso- 
 ciation held at Lake Geneva, Wisconsin, and 
 in 1903 was secretary of the Athens county 
 teachers' institute. He is township superin- 
 tendent in Walnut township, Fairfield county, 
 a member of the Ohio Teachers' Reading 
 Circle, the Southeastern Ohio Teachers' .As- 
 .sociation, the Fairfield County Teachers' In- 
 stitute and the Ohio Teachers' Federation. 
 
 Mr. Matheny was school superintendent 
 for one year at Trimble, .Athens county, Ohio, 
 and was appointed superintendent at Thurs- 
 ton in 1904. He is now school supervisor of 
 the township, having under his charge fourteen 
 buildings, twenty-one teachers, an enroll- 
 ment of 150 scholars in Thurston, with av- 
 erage attendance of 1'20. Under his regime the 
 schools have greatly increased in efficiency, 
 and his ability and popularity are indisputable. 
 
CHARLES M. DAVIS 
 
 Superintendent of schools at Berlin Heights, 
 Ohio, was born May 16, 1870, at Brownhelm, 
 Lorain county, Ohio, his parents being Lucy 
 A. (Brooks) Davis and Alanson G. Davis, 
 who is connected with the freight office of the 
 Lake Shore and Micliigan Southern Railroad 
 at Ashtabula, Ohio. His education was se- 
 cured in district schools of Erie and Huron 
 counties, at Wakenian, Florence and Ver- 
 milion townships, in the Vermilion high school, 
 which he attended fur three years, and by a 
 course in the Ohio Northern University, from 
 which he was graduated in July, liHU. His 
 experience as an educator began in district 
 schools in Vermilion township; then he be- 
 came master of the primary department at 
 Florence, Ohio, and later principal of the 
 
 Florence high school, where he remained for 
 three years. Four years ago he was elected to 
 his present position at Berlin Heights, and has 
 most ably fulhlled its duties. 
 
 Mr. D.avis received a state life certificate 
 when but twenty-two years old. In !>!!•!• he 
 was appaintecj comity examiner nf Erie 
 county, and was re-appointed to that office 
 on August :^1, 1904. He is a member of the 
 Erie County Teachers' Association, the Ohio 
 State Teachers' Association, the Northwestern 
 Ohio Teachers' Association, and Lake View 
 Lodge, No. 891, Knights of Pythias. 
 
 On June 16, 1903 he was married to Miss 
 Jennie P. Scoville, of .\shtabula, Ohio. ,ind 
 the couple have a pleasant home at Berlin 
 Heights. 
 
PROF. WILLIAM M. SCHUMACHER 
 
 The present superintciuloni nt ^clinnls at 
 Dcshler, Ohio, has had a most successful ca- 
 reer as a public educator, and lieing still a 
 young man the future is full of possibilities 
 for him. 
 
 WiLLi.\.M .M. St HUMAc UEK Was born in 
 .•\rchbold. Ohici, in 1873, son of William Schu- 
 macher, and his early education was obtained 
 in the schools of that village. Thence he 
 went to Iowa, an<I it may be here stated that 
 abciut one-half his earlier education was se- 
 cured in rural schools, the other half in graded 
 schools. On completing the studies offered 
 in these he entered .\ngola College, and after 
 a course of studies there, was graduated from 
 
 that institution in 1003, with the degree of 
 Bachelor of Science. 
 
 .■\s superintendent at Deshler, Professor 
 Schumacher has amply demonstrated his 
 worth and fitness for the position, the schools 
 UDW being in a greater degree of efficiency 
 than ever before, and his popularity is unmis- 
 takable. 
 
 Professor Schumacher is a member of the 
 Ohio Teachers' Reading Circle, the Xortli- 
 western Ohio Teachers' .Association, and tlie 
 Disciples' Church. 
 
 In ISHT he was married to Miss ^lary 
 Bolley. and they have had three children, two 
 boys and a girl, and of these one of the sons 
 is deceased. 
 
E. E. KIRKPATRICK 
 
 As the superintendent of schools at Delhi, 
 the above named gentleman has achieved a dis- 
 tinct success. He is an educator of advanced 
 ideas, up-to-date and progressive, and his 
 methods are thorouglily commendable in 
 every respect. 
 
 Mr. Kirkpatrick was born in Brown 
 county, Ohio, November 13, 1875. on the farm 
 of his father, Alexander Kirkpatrick, and at 
 an early age began attending the district 
 schools near his home. He also studied for 
 four years in Decatur county, Ind., one year 
 in Lebanon, a year in Milford and a year at 
 Mount Carmel. In the spring of 1838 he be- 
 gan teaching in a district school in Clermont 
 
 county, remaining there three years, when he 
 was appointed principal at Tobasco, and after 
 concluding his services there and a short term 
 at Addiston, Ohio, he went to Delhi, where he 
 liad been elected superintendent, and he lias 
 served most efficiently in this capacity since he 
 entered upon the duties of that office in 1002. 
 The attendance of pupils has largely increased, 
 and the schools are now in an excellently pro- 
 ductive condition. 
 
 Mr. Kirkpatrick is a member of the In- 
 dependent Order of Odd Fellows, also the 
 Hamilton County Teachers' Institute, and he 
 maintains a reputation of the most creditable 
 character. 
 
E. A. RICHARDSON 
 
 The training that was undergone by this 
 gentleman prior to beginning his professional 
 career extended over a long period of years, 
 and was of the most complete and valuable 
 character. 
 
 Mr. RiCH.'kRDSON was born in Shanesville, 
 Tuscarawas county. Ohio, May 28. 18(58. on the 
 old homestead of his parents. Allen and 
 Elizabeth (Miller) Richardson, and his edu- 
 cation was begun at an early age. He at- 
 tended the Shanesville village school six years, 
 the Shanesville high school three years, the 
 Northeastern Ohio Normal School at Pierce 
 Ohio, two years. Smithville College four years, 
 graduating with the class of 1887; Wooster 
 University summer school three terms, North 
 Philadelphia Normal School two years, and 
 look a commercial course in Bixler's Business 
 College at Wooster. Ohio, graduating in 1884. 
 He holds a high school eight-year professional 
 certificate, and has four years in Latin, physics, 
 general history, rhetoric, psychology, geology 
 and pedagogy, graduating in pedagogy in lOOi. 
 
 Air. Richardson began teaching in 1888 at 
 Shanesville. Tuscarawas county, Ohio, re- 
 maining there until 1890, when for a year he 
 officiated as instructor of penmanship in the 
 Coshocton public schools. ITe then became 
 
 superintendent for four years of the township 
 scliool at Boonetown. Holmes county, after 
 which he was appointed superintendent at Wil- 
 mot. Stark county, for three years. The next 
 two years he served as superintendent of the 
 Burbank high school, and then, after being 
 superintendent at Navarre, two years, he went 
 to Shreve, Ohio, in UMK-f, as superintendent, 
 and has since continued in this capacity with 
 uninterrupted success. He is assisted by six 
 capable teachers and has an average attend- 
 ance of 26it pupils. 
 
 Mr. Richardson is a member of the Pres- 
 liyterian Church, president of the Bi-Vallcy 
 Association, ex-vice president of the Ohio 
 Teachers' Federation, and an active member 
 of the Central Ohio Teachers" Association, the 
 Ohio State Teachers' Association, the Bi- 
 County Teachers' Association, the Wayne 
 County Teachers' Association, and the Ohio 
 Teachers' Reading Circle on an eight year 
 diploma. 
 
 In 1889 Mr. Richardson was united in 
 marriage to iNliss Celia Merilla, of Koch's, 
 Wayne county, Ohio, and they have a charm- 
 ing family of three sons and three daugh- 
 ters. Of these Hazel. Florence, .-\llcn and 
 Eddie are now attending school at Shreve. 
 
 086 
 
L. E. EVERETT 
 
 The above named is a gentleman of broad 
 experience, sonnd executive judgment, and 
 the most scholarly attainments, and he is most 
 popularly known in educational circles. L. E. 
 Everett was born December 7th, 1871, in Tus- 
 carawas county, Ohio, and reared on the farm 
 of his parents, George W. and Julia Josephine 
 (Kinsey) Everett. For eight years he at- 
 tended a rural school in his home county, and 
 then was a pupil in the high school at Gnaden- 
 hutten, Ohio, from which he graduated with 
 the class of 1889. He next took a year's work 
 at New Philadelphia, graduating in 1890, and 
 then spent two years in the preparatory and 
 freshman classes of Oberlin College, taking 
 the classical course. In 1893 he became a 
 sophomore in Wooster University, and grad- 
 uated in 1896 with the degree of Bachelor of 
 Arts, receiving the further degree of Master 
 of Arts in 1899. While in college, Mr. Ev- 
 erett took considerable interest in music, be- 
 ing a member of the noted Musical Union at 
 Oberlin, and a College Quartette and the Glee 
 Club at Wooster. The drill received along 
 this line has been of considerable value to him 
 in his subsequent work. In 1891 j\Ir. Everett 
 
 began his career as a teacher in a rural school 
 of Tuscarawas county, continuing there for a 
 year. 
 
 From 1896 to 1898 he was superintendent 
 at Apple Creek, Ohio, and from l^Hf^ to 19iil 
 officiated as principal of the high school at 
 Uhrichsville. In 1901 he was elected super- 
 intendent of schools there, and still holds this 
 responsible position, whose duties he so ef- 
 ficiently discharges. There are three build- 
 ings, twenty-five regular teachers, and one 
 special (music) teacher under his supervision 
 and the average attendance of pupils is l,0(iii. 
 Mr. Everett has served on the executive com- 
 mittee of the Tuscarawas County Institute for 
 the past three years, is a member nf the dif- 
 ferent local educational associations, as well 
 as the Ohio State Teachers' Association, and 
 the National Educational Associaticm, 
 
 He is a member of the M. E. Church, and 
 is prominently connected with the Masons, be- 
 ing a Knight Templar and the Recorder of his 
 Commandery. In 1900 Mr. Everett was mar- 
 ried to Miss Ella Holmes, of New Philadel- 
 phia, and they have an interesting daughter 
 to brighten their home. 
 
ARTHUR L. GANTZ 
 
 Franklin county possesses many of the best 
 trained and best equipped educators in the 
 State of Ohio, and to this is due the high 
 status of the schools and colleges in operation 
 in this county. Reynoldsburg presents its able 
 representative in Mr. Arthur L. G.xntz. su- 
 perintendent of schools, who is an instructor 
 of sound experience and tried capacity, one 
 who maintains the departments under his 
 charge at the highest state of efficiency and 
 usefulness. 
 
 Mr. Gantz is a native of Ohio, having been 
 born at Harrisliurg. tliis State, March 30, 
 11S7T, on the farm of his father, Theodore 
 Gantz. He attended district school in Picka- 
 way county until twelve years old, when, for 
 three years he was a pupil in Grove City 
 schools. !n 1892 he moved to Westerville 
 entering the high school there, from which 
 
 he successfully graduated in 1895. Mr. Gantz 
 began his professional career as Principal of 
 the High School at Shiloh, Richland county, 
 a most auspicious commencement, and his 
 next position was that of instructor at the 
 High School of Worthington, Ohio. This 
 position was held by him for two years, and in 
 1 ill 13 he was appointed Superintendent of the 
 Reynoldsburg schools, his present charge, and 
 he continues to direct affairs there with the 
 most substantial results. Mr. Gantz holds the 
 degree of Bachelor of Philosophy conferred 
 by Otterbein University, 19(H), is a member of 
 the executive board of the Franklin County 
 Teachers' Association, and an attendant of 
 the Presbyterian Church. In 1901 he was 
 united to Miss Jessie L. Kohr, of Westerville, 
 Ohio, and they have an interesting family of 
 three children — Dorothy M., .\rthur L. and 
 Ralph Milton Gantz. 
 
 688 
 
CYRUS LOCHER 
 
 It is a marked compliment to the teachers 
 of the Buckeye State to point out the fact 
 that the major number of them began their 
 professional careers when quite young, and, 
 so, their subsequent success is all the more 
 to be commended. Mr. Cyrus Locher, 
 though one of the youngest superintendents 
 in the State, is yet most thoroughly equipped 
 in education and experience and is carving 
 out an excellent record. He was born at 
 Bluffton, Ohio, in 1878, his father. Christian 
 Locher, being a farmer and live stock dealer. 
 His early learning was secured in country 
 schools, after which he attended the high 
 school at Pandora, Ohio, and on graduating 
 
 therefrom he entered the Ohio Wesleyan Uni- 
 versity at Delaware, Ohio, and was graduated 
 from that institution in 190-3 with the degree 
 of Bachelor of Arts. He also won honors in 
 his Senior year as an inter-collegiate debater 
 and was chosen commencement orator. He- 
 was, later in the same year, elected superin- 
 tendent at Woodsfield, Ohio, and has amply 
 fulfilled the expectations that were held of 
 him. 
 
 Mr. Locher is a member of the Ohio 
 Teachers' Reading Circle, the Oliio State 
 Teachers' Association, the Eastern Ohio- 
 Teachers' Association. 
 
W. A. MORRIS 
 
 This gentleman is a largely self-taught 
 public educator, though he has also had 
 ample common school and college training. 
 He has studiously followed teachers" work as 
 exemplified in various methods, has selected 
 the best of each for his own guidance, also 
 introducing new ideas, and the schools under 
 his direction are developed to a high state of 
 excellence and efficiency. 
 
 W. A. Morris was born in Gilmore, Tus- 
 carawas County. March 5, 1875, on the farm 
 of his parents, H. C. and Susie (Mears) Mor- 
 ris, both of whom are also natives of this 
 county, and lioth living. His first educational 
 knowledge was obtained by three years' at- 
 tendance at the Westchester schools, followed 
 bv five years spent in the Rush Township 
 grade school, and two years in the Rush 
 Township high school, from which he gradu- 
 ated in 1894. Mr. Morris then took a two 
 years' literary course at Scio College and at- 
 tended the summer normals at Scio for two 
 
 terms. His professional career was inaugu- 
 rated when he took charge of a rural school 
 in Perry Township for a year. He then 
 taught in Clay Township for a term, in a 
 Mill Township rural school for five years, 
 and in li.t(i2 he reached promotion by being 
 elected princinal of the ^lain Street School 
 Building, in Uhrichsville, Ohio. There are 
 nine capable teachers under his direction, and 
 the average number of pupils in attendance 
 is .300. 
 
 Mr. Alorris is a member of the Ohio 
 Teachers' Reading Circle, the Eastern Ohio 
 Teachers' Association, and the Tuscarawas 
 County Institute, also being affiliated with the 
 Knights of Pythias. Red Men. Red Men's 
 League. Modern Woodmen of the World, 
 Rathl)one Sisters and the Daughters of Poca- 
 hontas. In I'.'Ol he was married to an esti- 
 mable lady. Miss Netta K. Crim, of Harrison 
 County, Ohio, and a graduate of Franklm 
 College; they have a bright baby girl. 
 
PROF. H. E. HALL 
 
 The above named gentleman has long been 
 an active and most efficient factor in Ohio's 
 magnificent public school system, and he sus- 
 tains an excellent reputation in educational 
 circles. 
 
 H. E. H.ALL was born near Weston, Ohio, 
 on a farm owned by his fatlier, Lewis Hall. 
 His early education was secured in country 
 schools, in whicli he was noted as an assidu- 
 ous scholar. Then came valuable courses at 
 Middleport, Lebanon and Ada, with gradua- 
 tions in the classical course at Middleport and 
 in the scientific course at Lebanon, with the 
 degree of Bachelor of Science from the latter 
 institution. 
 
 Professor Hall began teaching in 1894. and 
 first had charge of a country school for three 
 
 years. He then became superintendent of 
 schools successively at Randolph, Scotch 
 Ridge, Jerry City, and in 1904 at Cygnet, 
 Ohio, his present position, and his services 
 have ever proved eminently capable and satis- 
 factory. 
 
 Professor Hall is serving as a member o£ 
 the County Board of Examiners, is allied with- 
 the Masonic and Odd Fellows' Orders, and' 
 holds membership in the Ohio Teachers'" 
 Reading Circle, the Northwestern Ohio- 
 Teachers' Association, and the Allied Teach- 
 ers' Federation of Ohio. In 1901 he was 
 married to Miss Jennie Kirk, and as a result 
 they have two bright children, a son and' 
 daughter — G. Stanley and Frances W. Hall.. 
 
 C91 
 
H. Z. HOBSON 
 
 The above named has been actively engaged 
 as a public school instructor for almost a 
 score of years, and during that lengthy period 
 of service has fully demonstrated his fitness 
 for the profession chosen by him for his life- 
 work. 
 
 H. Z. HoBSoN is a native of Ohio, his 
 birthplace being Xew Alexandria, Jefiferson 
 County, his natal day April 18, 18(37. Both 
 his parents — James .A. and Henrietta (Bet- 
 ton) Hobson, were born in JefTerson County, 
 and are still living on their farmstead there. 
 Our subject, reared and working betimes on 
 the farm, attended the district school of Wells 
 Township for twelve years, then took a three 
 years' preparatory course at Mount Union 
 College, Alliance, Ohio, and a four years' 
 scientific course in the same institution, from 
 which he graduated in the class of 1895, with 
 the degree of Bachelor of Science. He holds 
 a common scliool life certificate, and a four- 
 year diploma in tlie Ohio Teachers' Reading 
 Circle. 
 
 Mr. Hobson began teaching in 1886 in a 
 district school in Jefferson County, and has 
 taught whole terms or parts of terms in every 
 succeeding year since that time, making a 
 
 grand total of lo-j months that he has been 
 in actual .service. He taught one year in his 
 first school, four years in other Jefferson 
 County district schools, one year in Stark 
 County, three j'ears at Portland Station, a 
 two-room school, superintendent at Empire 
 Village, three years, and superintendent at 
 Salineville two years. In 1899 he went to 
 Dennison. Ohio, having been elected superin- 
 tendent of schools there, and under his lead- 
 ershio the most satisfactory results have bei.n 
 achieved. There are three buildings, twenty- 
 two assistant teachers and a special music 
 teacher, and the enrollment of pupils approxi- 
 mates 900. 
 
 Mr. Hobson is a member of the National 
 Educational .Association, the Ohio Teachers* 
 Reading Circle, the Tuscarawas County In- 
 stitute, the Eastern Ohio Teachers' Associa- 
 tion, the Ohio Valley Superintendents' and 
 Principals' Round Table, and the Independent 
 Order of Odd Fellows, and Free and .Accepted 
 ^iasons. In 1891 he was married to Miss 
 Jessie B. Hunter, of Jefferson County, and 
 has now a family of two girls and a boy, two 
 of whom are now attending school. 
 
 602 
 
S. B. HYDE 
 
 Mr. Hyde is well known among his co- 
 workers in the educational tields in Ohio, 
 especially so in Fairfield comity, where he 
 has resided his entire life. He was born in 
 Rushville, Richland townsliip, Fairfield county, 
 Ohio, and his parents, J. K. and Elizabeth 
 (Kerr) Hyde, were, also both born in this 
 county. They were engaged in farming and 
 still reside on the old homestead. Their 
 family comprised five sons and four daughters. 
 all of whom are living and grown to maturity. 
 Our subject began attending school at Rush- 
 ville at an early age, was a scholar there 
 eleven years, and then took a three years' 
 course at the Pleasantville High School, from 
 which he graduated in 1902. He received his 
 first teachers" certificate in the same vear and 
 
 began teaching in a di-^trict school near Pleas- 
 antville. He now holds a two year county 
 certificate and is in charge of the intermediate 
 grades of the school at Rushville. His class 
 average twenty-seven in attendance and he 
 directs affairs with such prudence and sound 
 judgment as to secure the most beneficial re- 
 sults. 
 
 Mr. Hyde is a niemlier of the Masonic 
 order, the Ohio Teachers' Reading Circle, the 
 Fairfield County Teachers' Institute, the 
 Southeastern Ohio Teachers' Association and 
 is an attendant of the Methodist Episcopal 
 Church. In both professional and private life 
 he commands the esteem of all his fellow citi- 
 zens. 
 
MARIAN O'KELLIE McCAY 
 
 Our subject was brirn January -"ith. b'-'i'^o, 
 in Delaware county. Ohio, on the farm of 
 his parents, George and Letitia (Huddlestun ) 
 McCay, both of whom were also natives of 
 the Buckeye State, the former having been 
 born in Delaware county, the latter in Knox 
 county, the family was comprised of six sons 
 and one daughter, and of these the daughter 
 and one son are deceased. The survivors are : 
 Fred B. McCay. a teacher in Delaware 
 county: W. B. J\IcCay a salesman in Sun- 
 bury. Ohio, two other brothers, and the sub- 
 ject of this sketch, wlio is the youngest of the 
 five. 
 
 The latter received his early education in 
 the district schools of Porter township. Dela- 
 ware county, which he attended for ten years, 
 and is now working his way through college 
 by teaching school in winter and attendin,g 
 
 collem- cluring the summer having already 
 spent tliree summers at the Ohio Northern 
 University at Ada, Ohio. He has also studied 
 assiduously in private and is possessed of 
 scholarly attainments of a very high charac- 
 ter, while as a public instructor he has fully 
 and most amply demonstrated his ability. At 
 the age of sixteen, .Mr. AlcCay begun teaching 
 in a Delaware county rural school, near Sun- 
 bury, and after four years of service in that 
 position went to the Sunbury High School as 
 assistant principal and a Grammar teacher. 
 1 le has an average attendance of some twenty- 
 live pupils, and enjoys the personal regard, 
 esteem and confidence of the entire school. Mr. 
 McCay is a member of the Independent Order 
 of Odd Fellows, the Ohio Teachers' Reading 
 Circle, the Delaware Co. Teachers' Institute, 
 and the Central Ohio Teachers' .Association. 
 
DR. A. V. LERCH 
 
 In enumerating the educational a<i\ antages 
 of Pleasantville. the fact must be mentioned 
 that, in the spring of V.'i>i. was created here a 
 special school district, and live members ap- 
 pointed to serve as a board of education, of 
 which the above named gentleman was unani- 
 mously elected president. The other members 
 of the board are as follows : E. R. Wooley. 
 grain merchant. Henry Hoffman, farmer. T. 
 H. Henry, merchant. J. .\. Keller, hardware 
 merchant. 
 
 The subject of this sketch. Dr. A. V. 
 Lerch, was born in Morrow. Ohio, Septem- 
 ber 2, 181)0, his parents being A. B. and Laura 
 (McFarland) Lerch, both natives of Pennsyl- 
 vania, who settled in Ohio early in their mar- 
 ried life. His father was for years engaged 
 in agricultural pursuits, but in the latter years 
 of his life held the office of superintendent of 
 the Morrow county infirmary. Dr. Lerch had 
 two brothers, who reached maturity when 
 their decease occurred. One of these. J. C. 
 Lerch, a jeweler, died at the age of 28, the 
 other. R. W. Lerch, a ohysician, died at 2."). 
 
 Our subject's youthful education was ob- 
 tained in the district schools of Mormw 
 
 c lunty, winch lie attended for ten years, and 
 two years later studied in the high school at 
 Mount Gilead. For the succeeding two years 
 he traveled as salesman for a Pittsburg Cigar 
 manufacory. and on severing his engagement 
 with that concern, in 18811 took up the study 
 of medicine, entering for a three years' course 
 the Starling Medical College at Columbus. 
 Ohio, and he successfully graduated from that 
 famed institution in 1892, as Doctor of .Med- 
 icine. Prior to entering college he had studied 
 for a year under the preceptorship of Dr. 
 James, of Mt. Gilead. In 18!»2 he opened an 
 office at Pleasantville, for the general prac- 
 tice of medicine, and has met with excellent 
 success. He has been a member of the Pleas- 
 antville town council nine years, and presi- 
 dent of the same for the past two years. He is 
 also affiliated with the Masonic order, the 
 Knights of Pythias, and the Methodist Epis- 
 copal Church. 
 
 In 1803 Dr. Lerch was married to Miss 
 Lida C. Chick, of Chattanooga. Tennessee, and 
 they have one child — a son — who is now at- 
 tending school. 
 
CHARLES H. LAKE 
 
 The above named was appointed to the 
 office of superintendent of the schools at Alex- 
 andria, St. Albans township. Licking county, 
 in 1904, and his extended training, executive 
 ability, and thorough scholarship, admirably 
 adapt him to efficiently discharge the duties of 
 the position. 
 
 Chas. H. L,\ke was born in Licking 
 county, Ohio, on January 2, 1879, on the farm 
 of his parents, William and Eva Brooks Lake. 
 He was reared on the old homestead and re- 
 ceived his early education in the rural schools 
 of Licking county, after which came a two 
 years' preparatory course in Wooster LTniver- 
 sity. He has taken one term in the Chicago 
 University, gaining several major credits from 
 there. In 1889 he was granted his first certifi- 
 cate to teach a rural school in Licking cnunfv. 
 
 -After a year in that capacity ]\Ir. Lake for 
 three years officiated as head teacher of the 
 grammar school at Granville, Ohio, and after 
 acting for a year as superintendent of Ham- 
 ilton township. Franklin county, he accepted 
 tlie invitation to become superintendent of the 
 schools at Alexandria, which have become 
 greatly improved under his management. Mr. 
 Lake has three assistants and the average at- 
 tendance of .scholars is 14.5. 
 
 Superintendent Lake is a member of the 
 Presbyterian Church, the Ohio Teachers' Read- 
 ing Circle, the Licking County Teachers' In- 
 titute, the JMasonic order and Knights of Pyth- 
 ias, and he possesses a genial personality that 
 commands for him the esteem of all whr> 
 know him. 
 
JAMES E. YARNELL 
 
 For about a quarter of a century the above 
 named gentleman has been an active factor in 
 aiding" in the magnificent development that has 
 been characteristic of tlie onward progress 
 attained in tlie growth of Ohio's splendid 
 educational system. His methods of teaching 
 are based on a common sense platform and are 
 productive of the most beneficial results. 
 
 James E. Yarnell was born in Paris, Illi- 
 nois, October 31, 1863, son of the Reverend 
 Lemuel Yarnell, a minister in the service of 
 the Baptist Church, and one who. in his time, 
 attained to a considerable degree of promi- 
 nence. Our subject removed to Ohio when 
 quite 3'oung and received his earlier educa- 
 tion in the public schools of his adopted state. 
 Later he took a preparatory course in the 
 Denison LTniversity, the course extending 
 over a period of three years. Thence, after 
 an interval spent in teaching, he went to the 
 Hahnemann College, Chicago, studied at that 
 institution for three years more, graduated 
 with honors in 1888 with the degree of Doctor 
 of Medicine. 
 
 Li 1880 Superintendent Yarnell began his 
 
 professional career by taking charge of a dis- 
 trict school in Montgomery county. He spent 
 five years in this work, and then, after com- 
 pleting li,is college course, he went to Farmers- 
 ville, Ohio, where he continued for two years 
 more. The succeeding three years saw him 
 superintending the schools of Sehna, Ohio, 
 and then he went to Wapakoneta, having been 
 elected principal of the high school there, a 
 position he filled most acceptably for six 
 years. Next he practiced medicine for two 
 years in Woodstock, Ohio, and three years ago 
 gave up practice to accept the superintend- 
 entship at Versailles, which incumbency he 
 still continues successfully to hold. 
 
 Mr. Yarnell is a progressive man and has 
 done summer work at various institutions. 
 He holds a high school life certificate issued 
 by the state board in 1891, is a member of the 
 teachers' institute and other organizations and 
 enjoys the esteem of all who know him. 
 
 On August IG, 1883, he was married to 
 Miss Vicena Howe, and they have two inter- 
 esting children, a son and daughter, named 
 Sidnev and Alice Yarnell. 
 
 697 
 
DAVID C. ELDER 
 
 This gentleman is recognized in tlie edu- 
 cational world as a thorouglily trained, ex- 
 pert, accomplished teacher, and an honor to 
 the profession he so alily represents. Mr. El- 
 der is a typical Buckeye, horn and reared in 
 Coshocton county, Ohio, on the farm of his 
 parents, John M., and Mary B. Elder, his 
 natal day heing May 27, 1877. There was one 
 other member in the family — a brother, who 
 is now a prosperous merchant in Walhonding. 
 this State. Our subject received a most tlvn- 
 ongh education, his attendance at sclmnl and 
 college covering a period of thirteen years. 
 For eight years he was a pupil in a rural 
 school of Coshocton county, then attended 
 the West Bedford lli,-li School fnr two years, 
 the Roscoe Ili.i>h Sclinr.l one year, and the 
 Frazeysburg High School one year, and next 
 took a year's course in Muskingum College, 
 New Concord, Ohio. He began teaching in 
 1897, his first charge being a Coshocton county 
 rural school, of wdiich he was master two 
 
 years, and the succeeding two years saw him 
 installed in the school at Blissfield. Coshocton 
 county. He next taught a Coshocton county 
 district school for a year, succeeding his 
 lirother. who retired from the teaching pro- 
 fession to enter mercantile life. In 190.3 he 
 went to Centerburg, Hilliar township, Knox 
 county, as teacher of the grammar school, and 
 this position he still holds. He has an average 
 atlendarce of twenty-five pupils and his de- 
 parlment is maintained at the highest standard 
 of excellence. 
 
 Mr. Elder holds a two years" teacher's cer- 
 tificate, is a member of the Ohio Teachers' 
 Reading Circle, the Knox County Teachers' 
 Institute and the Presbyterian Church, and he 
 is held in highest esteem in educational and 
 social circles. 
 
 At present, assistant superintendent and 
 teacher in Sabbath school. aNo president of 
 Cluistian Endeavor Societ\. 
 
 0.98 
 
DELBERT L. MINES 
 
 One of the main causes for civic pride un 
 the part of the citizens of Columbus and 
 vicinity is that of the admiralile school system 
 which prevails, the large number of fine 
 schools and the excellent discipline that 
 marks their management. With the suburban 
 schools the same rule exists, and a good ex- 
 ample of these is found in the school at Ga- 
 hanna. of which Mr. Dei.bert L. Hixes is the 
 efficient superintendent. 
 
 Mr. Hines was born in Ashville, Picka- 
 way County. Ohio, April 5, 1870, on the farm 
 of his father, F. J. Hines. a prosperous agri- 
 culturalist, ."^fter attending the country 
 schools eight years he entered Capital Uni- 
 versity. Columbu.s, in the fall of 1804, taking 
 a preparatory course of one year, and then 
 entering upon a four years' course. He was 
 an industrious, close student, and graduated 
 with honors in 1809. receiving the degree of 
 
 Bachelor of .^rt. After graduation he passed 
 si.x summer weeks at the Normal School in 
 Circleville. and in 1!X)1 attended the summer 
 Normal at .■\da. Ohio. In 1899 Mr. Hines 
 was given his first incumbency, this being 
 Truro Township District School No. 1 . The 
 atifairs of this school were most successfully 
 directed Ijy him for three years, when he re- 
 ceived the appointment of superintendent of 
 the Gahanna School, and this position has 
 been held by him since the fall of 1902, the 
 various departments of the .school being main- 
 tained at the highest point of efficiency. 
 
 Mr. Hines conducted a summer school in 
 his building, summer of 1904 with substantial 
 results. He is a member of the Franklin 
 County Teachers' .'Vssociation. the Ohio 
 Teachers' Reading Circle, and a regular at- 
 tendant of the Lutheran Church. 
 
J. B. VINING 
 
 The excellence of the Ohio ])uhlic school 
 system is admirably demonstrated in every 
 city, town and village in the State, for in 
 each is to be fonnd one or more progressive, 
 thoroughly up-to-date schooK. in charge of 
 proficient instructors. Edison is no exception 
 to the rule, but rather a shining example of 
 it, for the schools there are maintained at a 
 high state of efficiency, under ihe supervision 
 of Mr. John B. Vining. 
 
 This gentleman was born in Cardington, 
 in 1874, his father being S. B. Vining, a farmer 
 and mason by occupation, and a mo.st esteemed 
 citizen. Our subject first attended the district 
 schools of his birthplace in Morrow County. 
 Ohio, later entering the high school at Ash- 
 ley, from which he graduated in 1893. He 
 then taught a few years at Stantontown and 
 Westfield in Morrow County, later taking a 
 classical course in the Ohio Wesleyan Uni- 
 versity at Delaware, Ohio. .After his college 
 career, for two summers he taught Normal 
 Schools at Ashley and Mt. (iilead. Being 
 immediately elected to the superintendency 
 of the Marengo public schools, there he re- 
 mained three years, during which time said 
 
 ■~chooI^ were greatly improved and placed 
 upon a firm basis. And while attending the 
 Ohio University at Athens, Ohio, during the 
 summer of 1904, he was called to the superin- 
 tendency of the Edison, Ohio, public schools, 
 which position he is filling with ability at 
 present. 
 
 Mr. Vining has been for two years presi- 
 dent of the Morrow County Teachers' Asso- 
 ciation, is an active member of the Ohio 
 Teachers' Reading Circle, and has identified 
 himself with the Methodist Episcopal Church. 
 
 About one year ago. Mr. Vining was ap- 
 pointed by Probate Judge M. W. Spear, a 
 member of the Morrow County Board of 
 School Examiners, being clerk of said Board 
 at present. He is also affiliated with the 
 Knights of Pythias. 
 
 He was married in June. 1903. to Miss H. 
 Mae Gordon, an enterprising and successful 
 teacher of Chesterville, Ohio. They have a 
 ideasantly situated home in Edison. And may 
 their future days be as happy and prosperous 
 as their former ones have been glorious and 
 honorable. 
 
 700 
 
H. B. GALBRAITH 
 
 This gentleman has officiated as principal 
 of schools at Uhrichsville since lOn-J, and un- 
 der his leadership great progress has been 
 made, the standing and efficiency of the 
 schools being developed along lines that have 
 been productive of the most substantial, grati- 
 fying results. 
 
 H. B. G.^LBRAITH. who is recognized as a 
 talented, skilled educator, was born in Guern- 
 sey County, Ohio, November 6, 1876, and may 
 be said to have come by birth into his present 
 profession, as his father, William Galbraith, 
 a native of Tuscarawas County, now deceased, 
 was also a public school teacher, principally 
 in the last named county, but also for some 
 time in Indiana. His estimable mother, Eliza 
 (Harding) Galbraith, also a native of Tus- 
 carawas County, is still living. His early 
 schooling was secured in a rural school in 
 Tuscarawas County, which he attended for 
 ten years, and then took a three years' scien- 
 tific course in the Ohio Northern University 
 at Ada, Ohio, graduating in the class of 1901, 
 with the degree of B. S. He also attended 
 two normals at Ada, 1902-3, and is a scholar 
 
 of profound learning, and high literary at- 
 tainments. 
 
 Mr. Galbraith first taught school in 1890 
 in a Perry Township rural school, and then 
 taught for two years at Westchester, in the 
 same county. He next became principal of 
 the school at Strawsliurg, Tuscarawas County 
 for one year, and in 1901 was invited to 
 Uhrichsville to become principal of the Main 
 Street Building, the duties of which were so 
 satisfactorily performed by him that in 1902 
 he was unanimously elected principal of the 
 high school. This is a school of the first 
 class, and has an average attendance of ninety- 
 five pupils. 
 
 Mr. Galbraith holds a five-year professional 
 certificate, and a three-year diploma for work 
 in the Ohio Teachers' Reading Circle, of 
 which he is an active member. He is also 
 a Royal Arch Mason, and a member of the 
 Eastern Ohio Teachers' Association and the 
 Tuscarawas Teachers' Institute. In 1903 he 
 was married to Miss Evelyn Westhafer, a 
 most estimably known young lady of Uhrichs- 
 ville. 
 
 701 
 
FRANK RAYMOND HARRIS 
 
 Among till- most successful of the younger 
 generation of educators engaged in the pubHc 
 school service of Ohio, must be included 
 Frank Raymond Harris, the popular prin- 
 cipal of the high school at Greenfield, Ohio. 
 He is an enthusiast in his work, thoroughly 
 progressive and up-to-date in his methods, 
 though not a "faddist," and the admirable 
 success that is greeting his efforts is an assur- 
 ance that he has not mistaken his vocation. 
 
 Mr. Harris is a Buckeye by birth, having 
 been born in Greenfield, Ohio, .^pril 19, 1880. 
 Our subject, who was reared amid pleasant 
 home surroundings, received his early educa- 
 
 tion in the public schools of Greenfield, grad- 
 uating from the high school in 1897. He 
 then took a full course in the Ohio Wesleyan 
 University, graduating in 1902 with the de- 
 gree of Bachelor of Arts, after which fol- 
 lowed a post-graduate course at Cornell Uni- 
 versity. Later in the same year, having re- 
 turned to Greenfield, he was elected to the 
 position of principal of the high school and 
 in this capacity he is fully demonstrating 
 that he is "the right man in the right place." 
 During the two years that Mr. Harris has 
 been principal, the high school has more than 
 doubled in attendance. 
 
 702 
 
LOUIS C. KLINE 
 
 In the pedagogical world, a "charmed 
 sphere" of itself, "ability" is the watchword 
 and "untiring efforts" the motto in order to 
 achieve success. There is in this vocation a 
 ceaseless demand upon the knowledge, judg- 
 ment and patience of the teacher. His work- 
 must be painstaking and thorough in order 
 to be efifective. To keep down that which is 
 destructive, and to awaken that which is nob- 
 lest and truest, and to fill the minds of the 
 young with useful knowledge must be the aim 
 and end of the teacher's ambition. 
 
 All these prerequisite qualifications are 
 possessed in a full degree by Mr. Louis C. 
 Kline, principal of the Commercial Depart- 
 ment in the Newark High School. This gen- 
 tleman was born in Newark, Licking County, 
 Ohio, April 27, 1866. son of Sarah F. and the 
 Rev. Michael Kline, a Methodist minister of 
 some prominence. Being afiflicted with poor 
 eyesight he did not attend public school until 
 his thirteenth year, but prior to that was 
 given private tutoring at home. From thirteen 
 to sixteen years of age he attended the com- 
 mon schools of Logan County, and then en- 
 tered upon a five years' course in the Central 
 Ohio College, from which he graduated in 
 1888 with the degree of Bachelor of Arts. 
 During his summer vacation he attended the 
 National Pen .Art Hall and Business College, 
 from which he graduated in the summer of 
 1886. In 1889 Mr. Kline was an instructor of 
 
 Latin and English in the Central Ohio Col- 
 lege, and then resigned on his being elected 
 president of the Northwood College, a Coven- 
 anter Presbyterian School, which he filled up 
 to 189-.'. In 1892-!I3 Mr. Kline took a theo- 
 logical course in Adrian College, Michigan, 
 followed by a year's study of Greek, Hebrew 
 and Science at the Ohio Wesleyan Univer- 
 sity. He taught two years in the Lima Col- 
 lege. From 1805 to 1900 he was actively iden- 
 tified with the Methodist ministry. In 1900 
 he united with the United Brethren Confer- 
 ence. While a pastor of the U. B. Church at 
 Ottawa, Ohio, he built a new church house 
 and also organized a Business College which 
 grew to be a strong school. He continued as 
 pastor and president until 1904, when he sold 
 the college and became connected with the 
 Newark High School, being elected principal 
 of the Commercial Department, a position he 
 is filling with signal ability. 
 
 Mr. Kline is a member of the Central Ohio 
 Teachers' Association, and the Ohio Teachers' 
 Reading Circle. Also a member of the "Mod- 
 ern Woodmen of America." He is the author 
 of a very practical system of bookkeeping, 
 and is one of the best penmen in the State. 
 He was married in 1892 to Miss Dot L. Creps, 
 a student of Heidelberg University. They 
 have one child an interesting Miss of eleven 
 years. 
 
 703 
 
CLARENCE M. BOOKMAN 
 
 Tlie splendid status upon which the pubHc 
 school system as carried out in Ohio rests, 
 is a magnificent tribute to the conscientious 
 and efficient efforts of the teachers in control 
 of that system. To becoine a successful 
 teacher one must embody the highest intel- 
 lectual and moral traits and qualities, to- 
 gether with a magnetism and honest aggres- 
 siveness that will make one's influence felt 
 and appreciated. 
 
 Mr. Clarence M. Bookm.^n, the popular 
 professor of English and Algebra in the New- 
 ark High School, is adapted by nature for the 
 teacher's calling, and this natural aptitude has 
 been further enhanced in strength and prac- 
 tical value by the thorough course of training 
 that has been undergone by him, and the vast 
 store of knowledge he has accumulated. 
 
 Mr. Bookman was born in Greenfield 
 Township. Fairfield County. Ohio, February 
 
 17, 1882. son of Fred and Catherine Bookman, 
 who had a prosperous farin in that section, 
 anil he was one of a family of three sons, 
 of whom two are now living. He attended 
 the Fairfield country schools for six years, 
 followed by a year in the Crawfis High 
 School, after which he took a two years' 
 preparatory course in Otterbein University, 
 and then entered upon a four years' colleg- 
 iate course, graduating June 15, 1904, with the 
 <legree of Bachelor of Arts. In 1904 he was 
 elected to the professorship of English and 
 Algebra in the Newark High School, and he 
 is filling the duties of his position in the most 
 efficient and creditable manner. Mr. Book- 
 man is a member of the Philomalhean Liter- 
 ary Lyceum, and he undoubtedly has a long 
 and promising future in store for the exer- 
 cise of his talents. 
 
p. E. MILLER 
 
 The above named has been engaged in 
 teaching for some ten years, during which 
 period he has clearly shown himself to be a 
 gentleman of rare scholarly attainments, and 
 an instructor of more than average ability. 
 
 Mr. Miller was born in Wayne county, 
 Ohio, December 1, 1872, where his father, 
 John Miller, who now lives in Holmes county, 
 conducted a farming business. He was a 
 scholar in the district school of his birthplace 
 for nine years, then attended the high school 
 at Shreve, five years, graduated with the class 
 of 1893, and he also took a term in the sum- 
 mer normal at Wooster. He first taught two 
 years in a Wayne county district school, be- 
 ginning his duties on April 1, 1895, and for 
 the succeeding eight years taught in other dis- 
 trict and village schools in the same county, 
 with the exception of one year spent in a 
 Holmes county school. After an absence of 
 
 four years from the Shreve school he again 
 returned on September 1, 1902, to assume- 
 charge of the granmiar school and is still 
 master of this departinent. 
 
 He has an average attendance of thirty- 
 eight pupils, and is held in high regard by air 
 his scholars. 
 
 Mr. Miller is a member of the Masonic 
 order, the Modern Woodmen of America, 
 Ohio Teachers' Reading Circle, Wayne County 
 Teachers' Institute, and the Disciples' Church. 
 Resigning from the Shreve schools at the- 
 breaking out of the Spanish- American war, he 
 was a member of Company H, Eighth Ohio. 
 National Guard, and he went to the front 
 with that organization, being among those 
 who saw service at Santiago. 
 
 In 1902 he was married to Miss Mary F. 
 Reynolds, of Wayne county, Ohio, and one 
 child is the result of that union. 
 
 705 
 
WILLIAM WALTER 
 
 For about a quarter of a century the above 
 named gentleman has taken active part as 
 one of Ohio's public educators, and he main- 
 tains a high reputation among his co-workers 
 and the public. As superintendent of the 
 Rnshville school he has made a distinct suc- 
 cess, bringing its various departments up to the 
 highest status of effectiveness and productive- 
 ness. 
 
 Mr. W.M-TER was born m Hocking county, 
 November 20, 18(U, son of Mathias and Lydia 
 (Rufif) Walter. The former a native of Ger- 
 many, came to the United States in the thir- 
 ties, and was an early settler in Hocking 
 county, Ohio. His family consisted of four 
 daughters and three sons all of whom are now 
 living in Hocking county, with the exception 
 of two sons, living in Fairfield county. Our 
 subject for ten years was a pupil in a district 
 school in Hocking county, afterward attending 
 the Ohio University at Athens for one year, 
 followed by three summer terms at Crawfis 
 Institute, near Lancaster, Ohio, and in 1883 
 received his first teacher's certificate. He 
 first took charge of a district school in Hock- 
 ing county for two years, and then was master 
 of an adjoining district school for three years, 
 and fnr the t'wi- years succeeding was master 
 of a Iviirfield county rural school. The fol- 
 lowing seven years he filled the principalship 
 
 of the Su;_;ar Grove High School, and in 11102 
 was promoted to a similar position in the 
 Rushville school, whose status he has raised 
 to a point reflecting the utmost credit upon 
 his tr;iining and ability. There are thirty pu- 
 pils in the third class, high school, and fifty- 
 five pupils in the other departments, and two 
 capable teachers assist Mr. Walter in the man- 
 agement of affairs. 
 
 Immediately after his first year's work as 
 principal of the Rushville High School, he was 
 elected superintendent of the Richland town- 
 ship schools in connection with his principal- 
 ship of the High School. 
 
 His work as superintendent of the town- 
 ship schools seems to have been entirely suc- 
 cessful. From many sources reports came to 
 him. both directly and indirectly, that the 
 schools under his supervision are now ex- 
 periencing a degree of success never before 
 attained. 
 
 Mr. Walter holds an eight year county 
 certificate, is a member of the county board of 
 examiners, also the Ohio Teachers' Reading 
 Circle, the Fairfield County Teachers' Insti- 
 tute, and the Lutheran Church. 
 
 In 1880 he was united to Miss Sarah Kull, 
 of Sngar Grove, Fairfield county. Ohio, and 
 they have a family of three bright children, 
 one of whnni is now attending school. 
 
 706 
 
R. H. ALLISON 
 
 A graphic commentary on the reason for 
 American progress is found in the eloquent 
 statistics compiled by the United States gov- 
 ernment and relating to our public school 
 systein. Last year one out of every five per- 
 sons in the total population attended school, 
 and every pupil cost the public $22. 75 for that 
 year's instruction. While the cost was high 
 the outlay was fully justified in the general 
 improvement achieved, and the enhancement 
 of the country's welfare and development, 
 these being far in advance of any other coun- 
 try. No State in the Union has more magnifi- 
 cent school organization than Ohio, and very 
 few are so generous in their expenditures in 
 this regard. 
 
 Among the representative teachers in the 
 Buckeye State army of educators must be in- 
 cluded jNIr. R. H. Allison, the genial and 
 highly efficient superintendent at Ashley, Ohio. 
 This gentleman was born at Sparta, Ohio, on 
 September 10, ISTH, the son of John Allison, 
 
 a prosperous stock dealer, and the family con- 
 sisted of four sons and a daughter, of whom 
 two sons and the daughter are now deceased. 
 After attending the school at Sparta for a 
 number of years, Mr. Allison entered the Ohio 
 Wesleyan University at Delaware, Ohio, tak- 
 ing a full college course, graduating with a 
 degree of B. S. from that famed institution in 
 1!HI3. It was shortly after this event that Mr. 
 .Allison was appointed principal of the school 
 at Ashley, and in 1904 he was further honored 
 !uid promoted by being elected superintendent, 
 the duties of which position are being met by 
 him in the most capable, highly satisfactory 
 manner, most creditable both to him and the 
 community of which he is such a valuable 
 member. 
 
 Mr. Allison is a member of the Phi Delta 
 Theta fraternity, also of the Knights of Pyth- 
 ias lodge and the Methodist Church, and at all 
 times keeps thoroughly in the van of educa- 
 tional progress. 
 
FRANK O. NORTON 
 
 In conformity witli the schools ni other 
 sections of the state, those at Loudonville are 
 in an admirably efficient condition, being under 
 the management of skilled public instructors. 
 Among these is I\Ir. Frank O. Horton, prin- 
 cipal of the high school. This gentleman is a 
 native Ohioan, born in Rockland, this State, in 
 1870, and may be said to have been born into 
 his present profession, as his father, Joseph H. 
 Horton, the present superintendent of schools 
 at Baltimore, Ohio, has long been engaged in 
 the public school service and sustains a high 
 reputation. Our subject, beside receiving an 
 excellent home training, early attended the 
 public schools of Fairfield county, later enter- 
 ing the Union Academy at Pleasantville, and 
 finally taking a course in the Ohio University 
 at Athens. 
 
 Mr. Horton's first experience began in 1899, 
 far away from home, the school being one on 
 the Pacific coast, in Oregon. He remained 
 but a year there, wlien lie returned to Ohio 
 and was appointed to a Washington county 
 school for a year, followed by a year in a 
 Fairfield county school. Next he served as 
 principal of the high school at Baltimore, 
 Ohio, for a year, then as superintendent at 
 Adelphia, Ohio, for one year, and in January 
 of the present year he was appointed to the 
 principalship of the high school at Loudon- 
 ville, Ohio. 
 
 Mr. Horton is a member of the Masonic 
 fraternity, and of the Ohio Teachers' Reading 
 Circle. In 1903 he was ui"ted to Miss Clar- 
 issa Myers, an estimable known young lady, 
 and they have a most pleasant home in Loud- 
 onville. 
 
 708 
 
FRANKLIN PAUL GEIGER 
 
 This gentleman, the efficient superintendent 
 of schools at Canal Dover. Ohio, is a public 
 school and college bred man in the full vigor 
 of manhood, possessed of the soundest judg- 
 ment and strongest executive ability, and 
 under his leadership the schools have been ad- 
 vanced to a plane of the highest, most credit- 
 able character. 
 
 Franklin Paul Geiger is of Ohio birth, 
 having been born on the farm of his parents. 
 John J. and Mary (Schory) Geiger, (both 
 native Ohioans and still living,") in Carroll 
 county, January 25, 1870. The family com- 
 prised six members, and one other son. Will- 
 iam H. Geiger, is also a teacher in Stark- 
 county. Our subject attended the rural 
 schools in his home county for ten years, the 
 Malvern High School one year, and in 1889 
 entered Mount Union College, at .-Mliance, 
 Ohio, for a five years' classical course. He 
 graduated in the normal course in 1892, in 
 the commercial course with the degree of B 
 C. S., in 1894, and in the classical course the 
 same year with the degree of Bachelor of Arts, 
 
 also wnnnng as captain of cadets, the highest 
 promotion possible. The State Board of Ex- 
 aminers granted him a common school life 
 certificate in 1899 and in 1901 he captured the 
 high school life certificate. He owes his splen- 
 did advancement almost entirely to his own 
 endeavors and is now working for the de- 
 gree of Master of Arts. 
 
 Mr. Geiger taught four years in the rural 
 schools in Stark county. After graduation 
 from college, he served one year as principal 
 of the high school at Carrollton, Ohio, then 
 he spent a year as assistant principal of the 
 Lancaster (Ohio) high school. In the fall of 
 1897 he went to Canal Dover as principal of 
 the high school and his work in this capacity 
 proved so satisfactory that in 1902 he was 
 unanimously elected to the superintendency, 
 in which higher position he has given the most 
 creditable services. There are three buildings 
 and thirty teachers under his supervision, and 
 the average attendance of pupils approximates 
 one thousand. This flattering showing is 
 made notwithstanding the fact that there are 
 
 709 
 
parncliial schools in the city which diminisli 
 the public school enrollment. 
 
 Superintendent Geiger is a member of the 
 Ohio Teachers' Reading Circle, the Tusca- 
 rawas County Teachers' Institute, the Ohio 
 Valley Superintendents' and Principals" Round 
 Table, the Eastern Ohio Teachers Association, 
 the Ohio State Teachers' Association, and the 
 National Educational Association. He is 
 school examiner, chairman of the executive 
 committee of the Eastern Ohio Teachers' As- 
 sociation, treasurer of the executive commit- 
 tee of the Allied Educational Association of 
 Ohio, a Knight of Templar in the Masonic 
 body, and member of the Eastern Star, the 
 
 Knights of Pythias, and the Tribe of Ben Hur. 
 .At college Air. Geiger was a member of the 
 .Alpha Tau Omega fraternity. 
 
 On June 17. 189(3, jMr. Geiger was married 
 to Miss Electa V. McConkey, daughter of Dr. 
 and Mrs. William J. McConkey, Canton, Ohio. 
 They have two children, Wendell Wellington 
 and Hazel Rowena, the former of whom is 
 now attending school. Mr. and Airs. Geiger 
 are regularly members of the Reformed and 
 Presbyterian churches but since these de- 
 nominations are not represented at Canal Do- 
 ver, they have affiliated themselves with the 
 Moravian Church. 
 
T. ELMER TROTT 
 
 That great and noble army of teachers in 
 Ohio, which comprises a membership of twen- 
 ty-six thousand, has doubly earned and is 
 most manifestly deserving of all the encomi- 
 ums that may be showered upon it. It is the 
 bulwark of the state, the rock-basis of its 
 greatness and the constant pride of all tlie 
 public-spirited citizens of the commonwealth. 
 
 A widely known member of this great edu- 
 cational fraternity is Mr. T. Elmer Trott^ 
 the popular principal of the school at Byes- 
 ville, Ohio. Our subject began his life work 
 at a phenomenally early age, having been 
 granted a certificate to teach when but thir- 
 teen years of age, but he did not begin teach- 
 ing until his seventeenth year. His education 
 was received in four years' study in the rural 
 schools of Guernsey county, seven years in the 
 Byesville school, and three years at Muskin- 
 gum College, New Concord, Ohio, from which 
 institution he graduated in 1902 with the degree 
 of Bachelor of Science. Mr. Trott began 
 teaching in 1890 in Byesville, and had charge 
 of the grammar school for one year. He then 
 became master of a rural school for a year, 
 presided over the village school at Robins" 
 Postoffice four years, ruled in a Pleasant City 
 
 school one year, taught in the Muskingum 
 College Normal Summer school for two terms, 
 and for five years was superintendent of the 
 Byesville school. At his own request in 1903, 
 he was appointed principal of the latter, a po- 
 sition he continues to fill with uninterrupted 
 success. There are fifty-five pupils under his 
 guardianship, and the special branches taught 
 by him are mathematics, science and physics. 
 
 Mr. Trott is a native of Ohio, having been 
 born in Cambridge, .-Kpril 18, 187.3, son of 
 Benjamin G. and Eliza J. Trott, and the 
 family comprised three sons and five daugh- 
 ters, all of whom are living e.xcept one daugh- 
 ter. 
 
 He has filled the position of township clerk 
 in Jackson township, Guernsey county, also 
 deputy clerk of the Probate Court, same 
 county, and is a member of the senior order 
 of the O. U. A. M., the Masonic order. Knights 
 of Pythias, Ohio Teachers' Reading Circle, 
 Guernsey County Teachers' Institute and the 
 Eastern Ohio Teachers' Association. 
 
 In 1897 Mr. Trott was married to Miss 
 Jennie Peters, of Byesville, and they have an 
 interesting family of three children. 
 
F. L. BERGER 
 
 The magnificent school system of Ohio has 
 long been a source of honest pride to its 
 public spirited citizens who recognize in this 
 system the foundation of their greatness as a 
 commonwealth in this great American union 
 of States, and tlieir expenditures have ever 
 been most lavish to maintain and improve this 
 branch of our well being as a community. 
 The number of teachers in Ohio approximates 
 30,000, and, with few exceptions, all of these 
 have been born in the Buckeye state. 
 
 A successful educator, who is making his 
 mark, and has a most promising future before 
 biiii. is jMr. F. L. Berger. granmiar school 
 teacher at Alexandria village, Ohio, who has 
 been in the profession seven years. I\lr. 
 Berger was born in Jersey township. Licking 
 
 county, this state, January 13, 1881, son of 
 Josiah W. and Louisa A, Berger. He first 
 attended school in a district school in Jersey 
 township and attended Jersey High School 
 four years. Further studies inchuled two 
 summer terms at Miami University. His first 
 work as teacher covered four years in a Jersey 
 township school, and then came a year's ser- 
 vice as teacher in Harrison township. Two 
 years ago he was appointed teacher of the 
 grammar school at Alexandria, and in this 
 capacity he has achieved success. Mr. Ber,ger 
 is a member of the Licking County Teachers" 
 Association, the Independent Order of Odd 
 Fellows and Modern Woodmen of America, 
 and has many friends in educational and social 
 
MAX ROTH 
 
 The ranks of that great civil army of Oliiij 
 — the public school teachers, who number 28.- 
 000 — are constantly being augmented by the 
 accession of new membei s, who bring with 
 Ihem new vigor and up-to-date methods to 
 infuse into the existing order of things and 
 aid in the general spirit of progress. 
 
 Among this younger generation of peda- 
 gogues is Mr. M.\x Roth, the present tal- 
 ented principal of the high school at Mingo 
 Junction, Ohio. He holds a hve years' high 
 school teachers' certificate, has had ample val- 
 uable experience in his profession, and is ful- 
 filling to the utmost all that was expected of 
 bim when he assumed his present responsible 
 position. 
 
 Max Roth was born January 8. b'<7!(, in 
 Tuscarawas county, Ohio, where his parents, 
 Cyrus Roth and Ellen M. (Kinsey) Roth, still 
 reside, the former being a prominent stock 
 dealer in that section, lie received his early 
 school training in Clay township and Denison. 
 Ohio, and was graduated from the Denison, 
 high school in 1895, He also studied one 
 summer term in JNIount Union College, Alli- 
 
 ance, Ohio; and twn ^unnuer terms at Scio 
 College. 
 
 In 1S!I,S when nintcen years of age he taught 
 school at Denison, remaining there up to l!lo-2, 
 when he went to Mingo Junction to accept the 
 office of principal of the higli school. He is 
 assisted by capable teachers and has an at- 
 tendance of sixty pupils, by whom he is held 
 in high favor. 
 
 Mr. Roth is a member of the Ohio Teachers' 
 Reading Circle, the Eastern Ohio Teachers' 
 .\ssociation, Jefferson County Teachers' Insti 
 tute, Ohio Teachers' Federation, the Ohio Val- 
 ley Superintendents' and Principals' Round 
 Table, the Junior Order of American Mechan- 
 ics, and the Daughters of .America. 
 
 On June 8. 1!MI4, be was married to Miss 
 Julia Tipton, of Denison, Ohio. National Sec- 
 retary of the Daughters of America, a young 
 lady prominent in social and club life of that 
 \icinity. Both are members of the Moravian 
 Church, Mr. Roth being directly descended 
 from the early Moravian settlers of the Tus- 
 carawas valley. 
 
SUE McLaughlin 
 
 Among tile nio'^t prominent and widely 
 known teachers of Columbus, is Miss Sue 
 McLaughlin, principal of the Sullivant 
 School, and resides at 663 Franklin Avenue. 
 
 She was born in Fayette County, Ohio, 
 near Washington C. H. Her father was 
 Judge John McLaughlin of Vinton County, 
 who also served as postmaster of McArthur, 
 the county seat of that county, under the ap- 
 pointment of President Lincoln. He served 
 as probate judge two terms. He died in Co- 
 lumbus in lOOi, aged «!> years. Two children 
 survive. Miss Sue and Robert, wdio reside 
 in New York State. 
 
 .Miss McLaughlin graduated from Dr. 
 Spcers' Female College, Natchez. Miss., in 
 1862, and took up her residence in Columbus 
 in 1-865. 
 
 She began teaching in Columbus in the 
 spring of 1865 at almost the precise time of 
 the assassination of President Lincoln. Her 
 first assignment was to a vacancy in the pri- 
 mary grade in the old Mound Street School. 
 A week later she was promoted to a vacancy 
 in a higher grade. 
 
 She continued to teach at the Mound 
 Street School until lady principals were chosen 
 to the city schools. Then she was elected 
 principal of the Spring Street School and 
 continued there until 1877. Li that year she 
 was promoted to the principalship of the 
 Sullivant School, which position she still fills. 
 
 She is a member of the Ohio Teachers' 
 Reading Circle, of the Teachers' Mutual Aid 
 Society and is an honorary member of the 
 Roister Club. She is a member of the Cen- 
 tral Preshvterian Church. 
 
BETTIE DUTTON 
 
 A wonderful record as a public instructor 
 must be accredited to tbe above named lady, 
 who has been in continuous service as teacher 
 and official in the schools of Cleveland for 
 forty-six years. 
 
 To her initiative are due many of the im- 
 proved methods now prevailing in the instruc- 
 tion and training of the young. Her early 
 education was that of the country school and 
 academy ; while from her New England par- 
 ents was received a training in habits of in- 
 vestigation and research and an absorbing 
 love for study, which have animated all her 
 educational work. 
 
 ^Iiss DuTTON is an enthusiastic member of 
 educational associations, — is a "charter mem- 
 ber" of the "Ohio State Teachers' Reading 
 Circle," and the "Northeastern Ohio Teach- 
 ers' Association," — having held the highest 
 offices in each ; and has been a member of the 
 "Ohio State Teachers' Association" from her 
 first year in the schools of Cleveland. She 
 is a life member of the "National Educational 
 Association" — active in its departments, pre- 
 siding at the annual meeting of the Element- 
 ary Department at Nashville, Tenn., at Sara- 
 toga, N. Y., Charleston, South Carolina, and 
 
 St. Paul, Minn. .\t the St. Paul meeting in 
 189(1 she was successful in securing a joint 
 session of the Elementary and Manual Train- 
 ing Departments, in order to obtain for the 
 latter more general recognition and to make 
 prominent its benefits as an educational fac- 
 tor. She was elected to membership in "The 
 National Council of Education" in 1891 at 
 Toronto, was its secretary for seven succes- 
 sive years, and as chairman of its Committee 
 on Elementary Schools read a paper before 
 the Council at the meeting in Denver, Colo., 
 in 189.5. Miss Dutton's teaching in Cleveland 
 Ijegan with the little children: and it is a 
 remarkable fact that with steady promotion 
 she taught these same pupils through every 
 grade of the primary and grammar schools, 
 when she was elected to the principalship of 
 the Kentucky school ; a position which she 
 has continued to fill most efficiently. 
 
 Miss Dutton is a member of the First 
 Congregational Church and has had for many 
 years the superintendency of the Primary De- 
 partment in its Sunday School. She is recog- 
 nized as a most valuable member of the com- 
 munitv. 
 
ELLEN G. REVELEY 
 
 One of the world's noblewomen among 
 those who have devoted their lives to the pub- 
 lic service, in the capacity of pnblic school 
 teachers, is the lady whose name forms the 
 caption to this sketch. For almost thirty- 
 eight years she was a valued factor in the 
 development of Cleveland's public schools. 
 Faithful and tireless she loyally labored for 
 the advancement of education's cause, and has 
 seen in her more than a generation of active 
 participation, the phenonienal growth of the 
 people's schools, a growth that is, perhaps, 
 the most gratifying of all the many proofs of 
 Cleveland's remarkable expansion. Ellen G. 
 Revelev was born in Verona. Oneida County, 
 New York, daughter of Thomas Reveley. a 
 native of Yorkshire, England, and Ann 
 (Green) Reveley, who was of Puritan descent. 
 She was educated in public and private 
 schools of central New \'ork and graduated 
 from the Albany State Normal School in 
 185!). Her professional career may be briefly 
 stnnmarized thus: teacher of a school in Ver- 
 ona, New York; taught school in Rome, New 
 
 York : mstructor in the Greylock Institute, 
 Mass. : taught in primary and grammar 
 schools, Cleveland ; principal of the Sterling 
 and Mayflower schools, Cleveland ; principal 
 of the Normal School at Cleveland : super- 
 visor of the public schools of Cleveland ; in- 
 structor of teachers' institutes under the Edu- 
 cation Department of New York State, her 
 present position. 
 
 From the New York State Normal Col- 
 lege, formerly the Albany State Normal 
 School, she received ■the degree of Doctor of 
 Pedagogy, a fully earned title. The major 
 portion of Miss Reveley's life-work was per- 
 formed in the schools of Cleveland, and much 
 of their present magnificent development is 
 due to her efforts. She was called there from 
 Rome, New ^'ork liy Superintendent Anson 
 Smythe. In lS(i!l Superintendent RickofF 
 made her principal of Mayflower School, 
 where she remained until 1871, when she was 
 appointed principal of Sterling School. 
 
 Mis^ Ke\eley remained in the latter school 
 se\ en years. ;uiil these were among the hap- 
 
piest years of her life. There she gained a 
 large circle of friends who to-day are among 
 Cleveland's foremost citizens as professional 
 and business men and as wives and mothers. 
 After leaving Sterling School, Miss Reveley 
 taught for two years in Greylock Institute, 
 tlien one of the finest boys' schools in the 
 United States. She was called from this 
 school to return to Cleveland as assistant in 
 the City Normal School, and in 1882 became 
 principal of this school, a position she held 
 for ten years. Under her regime several hun- 
 dred young women graduated from the school 
 and became teachers. Many of these now 
 hold important positions in the Cleveland 
 schools. When the federal plan went into 
 operation under Dr. Andrew S. Draper, he 
 called Miss Reveley to the office of super- 
 visor, a position she held for ten years with 
 signal ability. In fact, she has filled every 
 position to which she has been assigned with 
 rare tact and competency. With the highest 
 
 intellectual endowment, of liberal culture, and 
 of a tender and sympathetic nature, she ex- 
 emplified in her life and nature the noblest 
 type of American womanhood. Her whole 
 life has been devoted to the cause of popular 
 education : her single and controlling thought 
 how best to serve its ends. While her chief 
 work was with the public schools, her large- 
 hearted, self-sacrificing and benevolent nature 
 was active in other channels. In church and 
 Sunday School work and with many educa- 
 tional and benevolent organizations she was 
 prominently identified. She was ever a living 
 embodiment of those lofty principles and 
 teachings which she sought to inculcate in 
 others. Thus she became a help and an in- 
 spiration to all with whom she associated. 
 Hundreds of citizens, men and women in the 
 varied walks of life, gratefully testify to the 
 inspiration and the beneficent influence of 
 Ellen G. Reveley. 
 
 717 
 
MRS. W. A. INGHAM 
 
 For many years this lady, now living in 
 well earned retirement at Oberlin, Ohio, was 
 one of the foremost woman edticators and 
 literateurs in the United States : the influ- 
 ence of her life-work is still felt. She was 
 born at Mansfield, Ohio, March lU, 1832, her 
 maiden name being Mary Bigelow Janes, her 
 father, the Rev. John Janes, a clergyman of 
 prominence in his day, her mother, Hannah 
 B. (Brown) Janes, both now deceased. Her 
 education was received at seminaries of the 
 Western Reserve : Berea and Norwalk. Ohio, 
 and from study under private tutors, also at 
 the Woman's College of Delaware, Ohio, 
 where, she was, for four years, instructor of 
 modern languages, and in June, 1866, was 
 awarded a diploma from this college. She 
 was educated in four languages and is pro- 
 ficient in them all. Our subject had a sister, 
 a beautiful girl, one of God's noblewomen, 
 Miss Eliza R. Janes, an accomplished lady, 
 who ably taught in Cleveland's public schools, 
 but whose untimely demise occurred in 1859. 
 Mrs 1N(;ii;\m's first experience as teacher was 
 in a district school in Florence, Ohio; thence 
 
 she went to Cleveland, Ohio. After two years 
 in the schools of Norwalk, Ohio, as assist- 
 ant to D. F. DeWolf in the north grammar 
 school, returned to Cleveland, the Rockwell 
 Building; then to Delaware, Ohio, and Mc- 
 Gregor, Iowa. .A.t the latter place she graded 
 the public schools and became principa.l. The 
 major portion of her life-work was done in 
 Cleveland where she scored a reputation that 
 will long live in the annals of history. On 
 March 22, ISiiti, Miss Janes was married to 
 Mr. W. .\, In.ghani. then a prominent book- 
 seller and pulilisher of Cleveland. Mr. and 
 Mrs. Ingham traveled extensively in America 
 and Europe, bringing each season a wider 
 culture and better preparation for their useful 
 li\es. Their home was one of the must ele- 
 gant in Cleveland; a centre of hospitality and 
 good influences : theirs was the largest private 
 library in the city. Mr. Ingham was a con- 
 stant help and inspiration to his wife in her 
 work and. he himself foremost in all Chris- 
 tian endeavor. Since her retirement from 
 iniblic service she ha-, resided at No. bin 
 North Professor Street. Olterlin, Ohio, enjoy- 
 
ing her books and beloved by all her friends. 
 Mrs. Ingham's splendid record as church 
 worker, writer and speaker is widely known, 
 also as organizer of great missionary societies 
 of the Methodist Episcopal Church. She 
 formerly held a leading position among the 
 literary women of Cleveland. She was one 
 of the founders of the National Woman's 
 Christian Temperance Union, embracing Chau- 
 tauqua and Cleveland in 1874 : also one of 
 the founders of the School of Art at Cleve- 
 land — and for ten years, was secretary and 
 journalist of its Board of Trustees ; perhaps 
 her best work may be said to be that of the 
 organization and leadership of the Woman's 
 Temperance Crusade in Cleveland, in the last 
 named year. She was a member of the 
 Cleveland Teachers' Association from 1850 to 
 
 1857, and did much to perpetuate this form of 
 organization. As a writer her prominent pub- 
 lication was the "History of Woman's Work 
 in Cleveland,'' covering the period from 1830 
 to 1893, a most valuable contribution to liter- 
 ature, and to the history of Cleveland. In 
 1896 she was appointed president of the 
 Woman's Department of the Centennial of 
 Cleveland and the Western Reserve, and 
 under her skillful management every phase 
 and development of work done by woman in 
 that city was comprehensively lirought out. 
 Mrs. Ingham is a member of the Woman's 
 Press Club of Ohio, also of various other lit- 
 erary and social organizations, and enjoys to 
 the full the esteem and respect of all who 
 know her. 
 
MARY E. COMSTOCK 
 
 This lady is one of the veteran school 
 teachers of Cleveland and has given most 
 valuable services in promoting the develop- 
 ment of the schools of the Forest City to the 
 high status they have now attained. She has 
 been principal of the Walton School for up- 
 wards of thirty years, and it is recognized 
 as one of the best organized in the city. 
 
 Miss Mary E. Comstock was born in 
 Sandusky, Ohio, her father, Thomas Com- 
 stock, now deceased, having been superintend- 
 ent of a car manufactory in that city. Her 
 education was secured by studies in the 
 graded schools and high school of Sandusky, 
 and she graduated from the latter in 1859. In 
 18C0 Miss Comstock began her life-work, in 
 
 whicli .--lie was destined to make such a suc- 
 cess, as teacher of a school at Kelley's Island, 
 where she remained two years. Her next 
 charge was as teacher in a Sandusky school, 
 and after five years' services there she went 
 to Cleveland, Ohio, where, in 1872. after a 
 year's work in that city as teacher, her merits 
 were promptly recognized and she was pro- 
 moted to the principalship of the Walton 
 School, and has most proficiently served in 
 this capacity ever since. 
 
 Miss Comstock is a nietnber of the Ohio 
 State Teachers' Association the Northeastern 
 Ohio Teachers' Association, and the National 
 Educational Association, and is an attendant 
 of the Prcihvterian Church. 
 
 720 
 
MRS. SOPHIA ECKER 
 
 For the leiigtlu' period of tliirty years the 
 aho\c named lady has lieen a vakted teacher 
 in tile public schools of Toledo, and during 
 that time her services must have resulted i:i 
 an incalculable amount of good. She is an 
 instructress of the progressive school, not 
 given to fads or experiments, but ever keep- 
 ing fully informed and abreast of all advances 
 made in educational affairs. 
 
 Mks, EcKER is a native daughter of Ohio's 
 soil, having been born in Maumee. this State. 
 Her father, Henry Coninieger, who was an 
 attorney-at-law of some prominence in his 
 day, and also served the United State govern- 
 ment as inspector of internal revenue, took 
 part in the Civil War, and as a result of ill- 
 ness contracted in the field, died while in the 
 South. 
 
 Our subject received her education in the 
 public schools of Toledo, and then took a 
 course in the Ohio Wesleyan University at 
 Delaware, from which she made a most suc- 
 cessful graduation. For thirty years she has 
 been teaching the youthful mind in Toledo, 
 she was for four years supervisor of primary 
 schools of the city, until the office was abol- 
 ished, and for the past seven years has been 
 attached to the Newton Street School as sup- 
 ervisin.g principal. She possesses a magnetic 
 personality, and is held in fullest confidence 
 and esteem bv her pupils, colleagues and all 
 who know her. Mrs. Ecker is a member of 
 the Ohio State Teachers' Reading Club and 
 an attendant at the ^Methodist Church. She 
 has one child, a daughter of bright promise, 
 who is now studying music in New York 
 Citv. 
 
ANNA S. HUTCHINSON 
 
 The above named lady has Ijeen connected 
 with Cleveland's public school s\-steni for over 
 a third of a century, has, during that time 
 been identified with but two schools, and has 
 done much to advance the splendid status to 
 which the schools of the Forest City has at- 
 tained. 
 
 Miss Anna S. Hutchinson was born in 
 Springfield, Ohio, where her father, Ambrose 
 C. Hutchinson, was a master mechanic and 
 later a traveling business representative. He 
 is now deceased. Her education was received 
 in the common and high schools of Spring- 
 field, also in the Springfield Seminary, and 
 she began teaching when very young in a 
 private school. After a successful term of 
 service there she went to Bellefontaine, Ohio, 
 where a vacancy for a teacher having oc- 
 curred, seventeen applied for the position. 
 Miss Hutchinson submitted a written applica- 
 tion and had the honor of being appointed to 
 
 the vacancy. On concluding her work in 
 Bellefontaine she removed to Spring Grove, 
 a suburb of Cincinnati, where she officiated 
 as school principal for three years. While 
 there she met Mr. Rickoff, at that time sup- 
 erintendent of schools at Cleveland, Ohio, 
 and, on his invitation she went to the latter 
 city, where he appointed her teacher in the 
 lowest grammar grade of the Sterling school. 
 Merit won steady promotion, however, and 
 for ten years she officiated as assistant prin- 
 cipal of the Sterling building. In 1894, Miss 
 Hutchinson was proiuoted to the principal- 
 ship of the Miles Park School, and still re- 
 mains in this responsible position. 
 
 Miss Hutchinson holds membership in the 
 Presbyterian Church and the Northeastern 
 Ohio Teachers' Association, and is an ex- 
 member of the Ohio State Teachers' Associa- 
 tion and the National Educational Association, 
 
SARAH F. BROWNE 
 
 This lady, now retired to the well earned 
 repose of private life, was a public school 
 teacher in Steubenville, Ohio, for a half cent- 
 ury, and achieved a most flattering, commend- 
 able record. She was born at West Point, 
 Columbiana County, this State, July 25, 1835, 
 daughter of Henry Douglas Browne, who was 
 first a school teacher and latterly a bank teller, 
 and Margaret Harrison Browne. Her pri- 
 mary education was obtained in small private 
 schools in Steubenville, principally. 
 
 The public schools at that period were in 
 their infanc}', the teachers unavoidably meet- 
 ing with poor returns, as the rooms were 
 crowded with children of all grades, and the 
 instructors could only hope for meager results. 
 Miss Browne also took a course in the Steu- 
 benville Female Seminar}-, the Rev. C. C. 
 Beatty. Principal, and was graduated there- 
 from in 1853. Shortly afterward she began 
 tciching in the public schools of Steubenville, 
 
 and continued in active service up to Decem- 
 ber 19, 1902, gaining many promotions. Her 
 specialty being primary work in the first grade. 
 On Friday evening of the last named date 
 she was tendered a farewell reception in the 
 parlors of the Second Presbyterian Church, 
 upon which occasion a most interesting vocal 
 and literary programme was carried out. 
 
 Miss Browne, being a sufferer from Bron- 
 chial Asthina and unable to stand the rigors 
 of our northern climate, left Steubenville for 
 Florida, December 22, IfMrJ, and still resides 
 there. 
 
 The condition of her throat is such that 
 she never expects to live north again, at any 
 rate not in the winter season. Miss Browne 
 is a member of Stanton Post, No. 81, Woman's 
 Relief Corps, and at various times has held 
 membership in County and State teachers" 
 associations. 
 
 723 
 
MARTHA J. LESLIE 
 
 One of the licsl known wonicn cducalors 
 (if Ohio is the- aliove named lady, who was 
 in the pulihc serviec for fifty years, all of 
 the time in the schools at Steubenville, this 
 State. Mlss Leslie w-as born in Steubenville 
 on January ■22, 1838, her parents being Adam 
 J. Leslie, attorney, and Jane Finley Leslie. 
 Her education was given careful attention. 
 She first studied in private schools in her 
 home city and then took a three years' course 
 in the Steubenville Seminary, from which she 
 was graduated in 1S."]8. when lint fifteen years 
 old. 
 
 In May of that year she began her pro- 
 fessional career as a ])ublic instructor, in 
 
 which she was destined to continue for so 
 lengthy a period and to be a factor for so 
 much good. She taught continuously in the 
 public schools of Steubenville up to June, 
 1903, when- she retired to the well and nobly 
 earned rest of private life. 
 
 During her active career she attended 
 every meeting, save three, of the Jefiferson 
 County Institute, also many sessions of the 
 Ohio State Teachers' Association. Miss Les- 
 lie* is a member of the Woman's Relief Corps, 
 and has for many years been identified with 
 the temperance and charitable work in Steu- 
 benville. She is beloved by a host of friends 
 and former pupils. 
 
MRS. THANK ASHTON 
 
 Mrs. Ashton has been actively engaged 
 in school teaching for over forty years, and 
 is widely known in educational circles for 
 abihty and thorough interest in her work. 
 Her career has been uninterruptedly success- 
 ful from its outset, her work gaining her re- 
 peated promotions. 
 
 Mrs. Ashton was burn in Mercer County, 
 Pennsylvania, where her father followed the 
 vocation of carpenter. Her education was 
 secured in the public schools of New Castle, 
 and she began teaching in Lawrence County, 
 Pennsylvania, continuing there for three years, 
 when she removed to Ohio and for nine years 
 
 taught ni Portsmouth, this state. In 1874, on 
 the invitation of Dr. Rickofif, Mrs. Ashton 
 went to Cleveland, Ohio, as principal of the 
 old North School, and after five years' and 
 five months' service there, was, in 1880, ap- 
 pointed to the normal school, where she has 
 ever since been engaged in normal training 
 work. 
 
 Mrs. Ashton is a memlier of the National 
 Educational Association, a charter member of 
 the Ohio State Teachers' Reading Circle, and 
 her labors have done much to advance the 
 admirable status to which the schools of 
 Cleveland have attained. 
 
MISS LUCIA STICKNEY 
 
 This lady is a veteran among the schnol 
 teachers of the Buckeye State, her length of 
 service extending over a period of forty-five 
 years, and she has given invaluable services 
 to promoting the development of the school 
 system to the admirable degree of excellence 
 which it has now attained. 
 
 Miss Lucia Stickney was born on a farm 
 in Medina County, Ohio, her father, William 
 Henry Stickney, being now long since de- 
 ceased. When a child she first attended a 
 district school in Brooklyn, a suburb of Cleve- 
 land, Ohio, and after completing the course 
 of studies available there, entered the West 
 High School in Cleveland, graduating there- 
 from in 1858. Then followed a two years' 
 course at Oberlin College, from which college 
 she holds the degree of Master of Arts. In 
 1858 Miss Stickney began her professional 
 career in a district school in Medina County, 
 and on concluding her work there went to 
 Cleveland, where her services were imnie<li- 
 ately called into requisition. In 1S7T she went 
 
 to Cincinnati as teacher of Latin, and re- 
 mained in that capacity for twenty-two years. 
 Having well earned a respite from labor she 
 took a trans-Atlantic trip, and spent a year 
 in visiting, sightseeing and studyine the coun- 
 tries of Greece, Egypt, Italy, France and Eng- 
 land. Returning to Cleveland in 1900 Miss 
 Stickney was appointed teacher in the English 
 Department of the East High School, and 
 still retains this position. 
 
 In 10114 Miss Stickney made her third 
 voyage to Europe, and visited the principal 
 jjoints of interest in Germany. She has in- 
 vestigated philanthropical work in London and 
 Paris, visiting the schools for poor children, 
 and other special schools, gaining an insight 
 into their workings that has since been of 
 much benefit to her. 
 
 Miss Stickney holds memliership in the 
 First Congregational Church, the National 
 Educational Association, the Northeastern 
 Ohio Teachers' Association and the Ohio 
 State Teachers' .Association, likewise the Na- 
 ticinal Council, a select body of sixty members. 
 
MRS. CHARLOTTE FOBFS 
 
 This lady is one of the most widely known 
 of our public educators, and can point with 
 pride to a most remarkable record, that of 
 having taught school for thirty-two solid 
 teaching years of nine months each, or almost 
 a complete quarter century of years of twelve 
 months each. Although not born in Ohio, 
 yet she has resided here the greater part of 
 her career, and solemnized her marriage in 
 this State. 
 
 Mrs. Ch.\rlotte Fobes was born in New 
 England, being a native of Manchester, Ben- 
 nington County, Vermont, her parents being 
 Charles and Lucina \V. (Bassett) Smith. 
 There were two others in the family — two 
 sons — one of whom is deceased, while the 
 survivor is now a merchant at Manchester 
 Centre, Vertnont. 
 
 Our subject attended the rural schools of 
 Bennington County, Vermont, seven years, the 
 Burr and Burton Seminary at Manchester, 
 Vermont, four years, the normal school at 
 Ada, Ohio, three terms, the normal at Val- 
 paraiso, Indiana, one term, and local summer 
 
 normals at Mount Vernon, Ohio, two terms. 
 Her school teaching career began in 1870, in 
 Pennington County, Vermont, where she 
 taught for one term, and then, in 1871, re- 
 moved to Knox County, Ohio, where she con- 
 tinued to teach up to 1888, with the exception 
 of four years of her married life, viz.: 1873- 
 7!). In 1888 Mrs. Fobes went to Marmette, 
 Wisconsin, and taught the sixth grade school 
 for three years . Returning to Ohio in 1891 
 she asstuned control of the secondary depart- 
 ment in the school at Gambler, continuing in 
 that capacity three years, and for the three 
 following years she taught in Centerberg, 
 Ohio, having charge of the grammar grade. 
 Leaving Centerberg Mrs. Fobes returned to 
 Gambler, and for the past seven years has had 
 charge of the primary department there. The 
 a\erage attendance of pupils is forty-five, and 
 the school is maintained at an admirable 
 status of efficiency. 
 
 Mrs. Fobes is a member of the Ohio 
 Teachers' Reading Circle, the Knox County 
 Teachers' Association, the Protestant Episco- 
 pal Church. 
 
MISS SUSAN A. DILLIN 
 
 For more tliaii three decades ha> tlie pub- 
 lic scliool system claimed the services of the 
 above named lady, and during that period her 
 advancement has been steadily going on, until 
 now she occupies the envied though respon- 
 sible position of principal of the Broadway 
 Building of Cleveland, Ohio. Her success has 
 been won purely upon merit, industry and un- 
 ceasing perseverance, and her reward has been 
 fairly, thoroughly earned. 
 
 Miss Dillin was born in that grandly his- 
 toric country of Walter Scott and Robert 
 Burns — Scotland — but was brought to the 
 United States by her parents, in 1853, when 
 a mere infant. Her earlier education was 
 obtained in country ami village schools in 
 New Hampshire, after which followed a 
 course of studies in the Tilden Seminary, 
 from which she was graduated in 18l!0. Miss 
 Dillin's first professional experience was as 
 
 a teacher in a mountain school in the Granite 
 State. She remained hut a year there, her 
 next field of labor being Auburn, New York.. 
 .\niither year was spent there and then Miss 
 Dillin went to Cleveland. Ohio, which has 
 since lieen the busy scene of her life-work. 
 Her first appointment was as teacher of the 
 fourth grade, but good work gained repeated 
 promotions until, in 189"2, she was appointed 
 principal of the Broadway Building, over 
 which she still continues to most capalily pre- 
 side. 
 
 Miss Dillin keeps fully abreast of all ad- 
 vances made in the educational world. She 
 holds membership in the Ohio Teachers' 
 Reading Circle, the Northeastern Ohio Teach- 
 ers' .Association and the National Educational 
 .Association. Her place of worship is the 
 -Miles Park Presbyterian Church. 
 
MIES MARIE A. HIBBARD 
 
 This lady has had a noteworthy career in 
 the scholastic world, is one of the foremost 
 educators in Toledo, and a recognized author- 
 ity in all matters referring to education and 
 the instruction of the youthful mind. As a 
 teacher she has been eminently and uniformly 
 successful, pursuing the work of her profes- 
 sion with her whole heart, and with the most 
 highly sulistantial, satisfactory results. 
 
 Miss Hiiih.vkd is a native of this State, 
 having been born in Fulton County, Ohio, and 
 may be said to have inherited her predilection 
 for teaching, as both her parents were teach- 
 ers, while her father's father and grandfather 
 were also followers of the same vocation. 
 She likewise has three sisters and a brother 
 who are devoted to the "art pedagogical." 
 
 Miss Hibbard is a descendant of one of 
 the oldest families in the country's history. 
 She is descended from one great-great-grand- 
 father and four great-grandfathers, who par- 
 ticipated in the Revolutionary War, and she 
 
 holds membership in Ursula Wolcott Chapter 
 of the Daughters of the Revolution. 
 
 Miss Hibbard's first schooling was obtained 
 in a small town in Fulton County, Ohio. 
 Later she attended the Wauseon High School 
 and finally graduated from the normal class 
 at Wauseon. She then went to Toledo, and 
 after teaching school a year there, entered 
 Hillsdale College, where she remained for a 
 year. Returning to Toledo, she was appointed 
 to the Broadway School, and later became 
 principal of the St. Clair School. At the ex- 
 piration of a year she was elected principal 
 of the Erie Street School, which responsible 
 position she has filled honorably and accept- 
 alily for the past twenty-nine years. Miss 
 Hibbard is a member of the Ohio Teachers' 
 Reading Circle, also the National Educational 
 Association, and is a lady who commands 
 the highest respect and esteem of the entire 
 community. 
 
 729 
 

 MRS. HELEN WOLCOTT DIMICK 
 
 Of Ohio's splendid army ol piililic sclioul 
 teachers, the majority are of '"the gentler 
 sex." the ratio standing two to one in tlieir 
 favor. This is not surprising as the instruc- 
 tion of tlie young is woman's natural sphere, 
 one in which she is pre-eminently fitted to 
 shine. A lady who has won distinct success 
 in t!ii> field of labor is Mrs. Helen Wolcott 
 DiMiCK. whose \alua1)le services are being 
 given to Toledo, Ohio. Mrs. Dimick was 
 born in the East, and is a direct descendant 
 of one of the oldest New England families. 
 Her birthplace was in Windsor Locks, Con- 
 necticut, her father being Samuel W. Skinner, 
 M. EX, her mother. Dora (Fuller) Skinner. 
 Dr. Skinner was a nidst prominent pbvMcian 
 and surgeon of his day and widely known to 
 the medical profession. He was 
 of Yah and of Bellevue Hospital 
 and performed heroic services as 
 chief on Col. De Rus-.y's stafT — stationed at 
 Arlington Heights during the war of the 
 Rebellion. 
 
 a graduate 
 New Y<irk, 
 surgeon-in- 
 
 Mrs. Dimick received her education in the 
 private schools of Windsor Locks. Connecti- 
 cut, and at Mount Holyoke College, Mass. 
 Going to Toledo she became actively engaged 
 in school work, and for the past six years 
 has been attached to the Seger School as sup- 
 ervising principal. Here she has met with 
 excellent success, and enjoys the confidence 
 and esteem of all her pupils and colleagues. 
 
 Mrs. Dimick takes a great interest in or- 
 ganizations perpetuating the memory of her 
 forefathers. She is a member of the Colonial 
 Dames, ex-regent of Ursula Wokott Chapter, 
 Daughters of the American Revolution, is 
 fir-t vice-president of the Daughters of 1812 
 Ohit) Society and also holds membership in 
 the Daughters of the Mayflower Society. She 
 is likewise a member of the Ohio Teachers' 
 Reading Circle, attends the First Congrega- 
 li(in;d Church, and has a future bright with 
 promise before her. 
 
"%-- 
 
 THE LATE MRS. KATE Y. HERRICK 
 
 This lamented lady, who remains dear in 
 the memory of all who knew her, for to have 
 known her was but to esteem her, was for 
 over a third of a century an active member of 
 Ohio's grand army of public school instruc- 
 tors. She was a broad-minded, progressive 
 educator, possessing wonderful executive abil- 
 ity, good judgment, ripe scholarship and a 
 pleasing dignified personality that left its im- 
 press upon every school with which she was 
 connected. 
 
 .^s a teacher Mrs. Herrick was ambitious, 
 faithful and conscientious, untiring in her 
 efiforts to promote the welfare and advance- 
 ment of her pupils. Possessing in unusual 
 degree the magnetism so necessary to a suc- 
 cessful teacher, she was able to influence the 
 little ones through the love and confidence 
 she inspired. 
 
 Mrs. Herrick was born in New Philadel- 
 phia, Ohio, September 16, 1848, her maiden 
 name being Minerva Catherine Young, her 
 parents, William and Alvina (Carnahan) 
 Young, both of Tuscarawas County. For 
 eleven years she attended and was a member 
 of the first graduating class of the New Phil- 
 adelphia (Ohio) schools. This class gradu- 
 ated in the spring of 18(w, under the superin- 
 tendency of J. L. Mcllvaine, now editor and 
 
 publislier of the Tuscarawas .\dvocate. At 
 the age of seventeen. IMiss Young began teach- 
 ing at Trenton, now known as Tuscarawas, 
 and remained there up to 18G8, when she went 
 to Uhrichsville, Ohio, as assistant principal of 
 the high school there, later becoming principal 
 under Superintendent Frye. and her work con- 
 tinued for thirty years, or parts of terms, the 
 grades taught by her there being the A gram- 
 mar and the Junior High School. For three 
 years prior to her death she taught the sixth 
 and seventh grades in the Trenton .Avenue 
 Building. In the whole period of her service 
 she taught in thirty-one schools, and estab- 
 lished a splendid record. December 30, 187.3, 
 Miss Young was married to Mr. Matson J. 
 Herrick, and they made a home in Ravenna, 
 Ohio, where Mr. Herrick died in 1879, leav- 
 ing her with two children — Irma, now the 
 wife of R. E. Finney, of Uhrichsville, and 
 Volney W. Herrick, for years an attache of 
 the Evening Chronicle, a daily paper pub- 
 lished at Uhrichsville and Dennison, Ohio. 
 Mrs. Herrick's last day as a teacher was 
 February 5, 1004. On that day she was taken 
 ill : on Sunday, February 21, her demise 
 occurred, and her remains were interred in 
 Union cemetery, in the midst of universal 
 sorrow. 
 
 731 
 
ANNIE E. SIMS 
 
 AxNiE E. Sims was born in tlie village of 
 Gratiot, Muskingum County, Ohio. 
 
 She is the daughter of Mr. Simeon Sims, 
 the leading merchant of her native village. 
 
 Coming to Columbus she completed her 
 education and was graduated from the Co- 
 lumbus High School in ISlill. 
 
 Having thoroughly qualified herself for 
 the profession of teaching, she was assigned 
 to the Spring Street School in 1K71, where 
 she taught during her first school year. 
 
 .She then went to the Fieser School where 
 she continued to teach successfully for five 
 years. 
 
 .After nine years at Sullivant School, in 
 b"^77 she was promoted to principal and 
 placed in charge of the Franklinton School, 
 where >he remained for two and a half years. 
 
 aufl wa- then transferred to the Fieser School 
 nf which she has since been the greatly be- 
 loved princi])al. 
 
 She is the president of the Principals' As- 
 sociation of Columbus, being frequently re- 
 elected, she was the assistant superintendent 
 of the First Methodist Church Sunday School 
 for many years. 
 
 She was president of the Ladies' Aid So- 
 ciety for a number of years and for the past 
 three years she has been at the head of the 
 Literary Department of the Epworth League 
 I if the Methodist Episcopal Church, and con- 
 ducted its affairs most successfully. 
 
 She is identified and in hearty accord with 
 all the progressive movements along educa- 
 tional and literary lines. 
 
 732 
 
MATTIE SIMONTON 
 
 This lady is a veteran in the cause of edu- 
 cation in Columbus, her record as a disciplin- 
 arian is unexcelled, and in all lines of school 
 work she has shown great ability. Miss 
 SiMONTON was born in Milford, Clermont 
 County. Ohio, but has resided in Columbus 
 almost her entire life, and here her father, 
 Hiram Sitnonton, for years conducted the old 
 Buckeye House, a noted caravansary in its 
 day, and which stood on the site where the 
 Columbus Board of Trade is now located on 
 East Broad Street. Her education was ob- 
 tained in the public schools of the Capital 
 City, and beside being a graduate of the Cen- 
 tral High Scliool, she graduated with honors 
 from Heyl's Seminary. Her first experience 
 as a teacher was at the old Mound Street 
 School, where she taught through most of the 
 grades, and there she continued up to the time 
 when the law making women eligible for 
 
 principalship was passed, when she was ap- 
 pointed principal of the Rich Street School. 
 This position Miss Simonton retained until 
 18!)5. when she was appointed to the prin- 
 cipalship of the Ohio Avenue School, and 
 still retains this important incumbency. This 
 is one of the leading, largest schools in Co- 
 lumbus, there being some seventeen teachers 
 and sixteen school rooms, all of which are 
 under the immediate supervision of the prin- 
 cipal. Miss Simonton is a member of the 
 Ohio Teachers' Reading Circle and ex-mem- 
 ber of the old Chautauqua Circle, a former 
 president of the Principals' Association and a 
 charter member and ex-official of the Teach- 
 ers' Mutual Aid Association. Her successes 
 have been achieved by merit purely, as she 
 never at any time sought promotion, and the 
 schools of the city owe much to her life- 
 long, unselfish labors in their behalf. 
 
HELEN MILLAY 
 
 This lady's entire life has heen devoted to 
 the cause of education in Columbus, and her 
 services have been of inestimable value to the 
 community. Her birthplace was Newark, 
 Ohio, where her father conducted a merchant 
 tailoring establishment, later removing the 
 same to Columbus. Here Miss Miix.w began 
 her education in a convent school, afterward 
 spending a year in a similar institution in 
 Cleveland. Returning to Columbus she at- 
 tended the public schools, graduated from the 
 Central High School, and, in 1865, began 
 teaching in the old Long Street School, a 
 
 year later being transferred to' the Spring 
 Street School. Her next position was as 
 teacher of the grammar class at the SuUivant 
 School. Later Miss Millay was appointed 
 orincipal of the Fieser School, and for the 
 past thirteen years has been principal of the 
 Park Street School. Miss Millay holds mem- 
 bership in the Ohio Teachers' Reading Circle, 
 the National Educational Association, the 
 Central Ohio Teachers' Association, the Mut- 
 ual .-Xid Association, and the Cathedral, and 
 lier residence is at Xo. 118 Wilson Avenue. 
 
MISS LOUISE L. CAMPBELL 
 
 Of the many ladies who have achieved 
 distinction in the position of principal of 
 schools. Miss Louise L. Campbell has been 
 one of the foremost and most successful. Her 
 life's energies, her literary attainments, have 
 been devoted to the cause of popular educa- 
 tion for twenty-five years, greatly to the en- 
 hancement and development of the public 
 school system. 
 
 Miss Campbell is a native of this State, 
 having been born on the farm of her father, 
 Peter Campbell, near Wellsville, Ohio. Her 
 early schooling was obtained in Youngstown, 
 Ohio, and, on removing to Cleveland, she con- 
 tinued her studies there, graduating from the 
 Normal School. Her first position as teacher 
 was in the Mayflower Building, Cleveland, 
 where she continued for fifteen years. She 
 was then transferred to the Outhwaite Build- 
 
 ing for a year, thence to the Fremont Build- 
 ing for a year, and was then appointed assist- 
 ant principal of the Gordon Building, acting 
 in that capacity for three years, when she was 
 promoted to the principalship. She officiated 
 in this latter role in the Gordon school for 
 five years, or until January, lW\'i. when she 
 was made principal of the Orchard Street 
 Building, her present position. 
 
 Miss Campbell is a member of the Na- 
 tional Educational Association, the Northeast- 
 ern Ohio Teachers' Association and the Wood- 
 land Avenue Presbyterian Church. She has 
 always stood for enterprise and progress in 
 the various lines of school work has broad- 
 ened her views by extended travel in the 
 United States, having been from Maine to 
 California, and has enriched her work by two 
 trips to Europe. 
 
ELECTA P. BRADBURY 
 
 In the development and upbuildniK of the 
 public schools of Cleveland to their present 
 splendid degree of excellence, much valuable 
 work and assistance lias been given by the lady 
 whose name appears above. She has been ac- 
 tively engaged in teaching in the Forest City 
 for over thirty years, and has been miinter- 
 ruptedly successful from the outset, her inde- 
 fatigable labor resulting in giving her the 
 pleasure of seeing her school constantly gain 
 an increased attendance and popularity. 
 
 Miss Elect.x l\ ISk.xdhuio' is a native of 
 Ohio, her birthplace lieing in Gallia county, 
 where her father. Joseph Bradbury, was an 
 attorney-at-law of prominence. Her early ed- 
 ucation was received in the puljlic schools of 
 Gallia county an<l later her studies were con- 
 tinued in Franklin county. Ohio. In IST:! she 
 successfullv graduated from the Xornial 
 
 .School at W.irtbington. that county, and 
 sliortlv afterward, in the same year. Miss Brad- 
 bury took up a roidence in Cleveland and 
 was appointed principal in a small school 
 building, in which she was the only teacher. 
 Through her energy and interest the attend- 
 ance gradually grew until, inside two years, an 
 assistant teacher was appointed. Since then, 
 lunler her leadership, this growth has steadily 
 gone on, until to-day the Kinsman School is 
 one of the largest in the city. Miss Bradbury 
 now having twenty-seven teachers and eleven 
 hundred pupils under her supervision. 
 
 Miss Bradliury is an ex-member of the 
 Ohio Teachers' Reading Circle, and still holds 
 membership in the Northeastern Ohio Teach- 
 ers' .Association and the National Educational 
 .Association. She attends the New Church 
 and has m;niy friends in educational and social 
 circles. 
 
 736 
 
f. >^ 
 
 MRS. AUGUSTA McCLINTOCK 
 
 This lady is nnc of Cleveland's most emi- 
 nently successful educators. Pursuing the 
 work of teaching in a soulful, whole-hearted 
 manner, she possesses in a rare degree the gift 
 of knowing how to most lastingly impart 
 knowledge to youthful minds. As a principal 
 she has ever inbued her colleagues and assist- 
 ants with her spirit of earnestness and enthu- 
 siasm. 
 
 Mrs. Augusta McClintock is an Ohioan, 
 having been born in Hebron, where her father. 
 Henry Balthis, now deceased, was a merchant. 
 She was educated in the public schools and 
 afterward took courses of study in Granville 
 College, at Granville, Ohio, and the normal 
 
 school at Worthiiigton, Ohio. Mrs. Mc- 
 Clintock first taught school at London, Ohio, 
 and, after the demise of her husband, Warren 
 McClintock, went to Cleveland, where she was 
 appointed to the Brownell Building. There 
 she remained for five years, when she was 
 elected principal of the Fremont Building, and 
 has most ably and efficiently officiated in this 
 capacity for the past seventeen years. 
 
 Mrs. McClintock is a member of several 
 educational organizations, and she enjoys to 
 the fullest that respect and confidence of the 
 public which her long, faithful and consci- 
 entious work so justly entitles her. 
 
 737 
 
MISS MARY A. MORROW 
 
 'I'lic services of tliis lady, since the licKin- 
 nins (it lier career, have lieen enlisted n> he- 
 half of the schools of Cleveland, and she has 
 performed a noteworthy part in securing that 
 hi,gh degree of excellence to which these 
 schools have attained. 
 
 Miss Mary A. Morrow was born in Port 
 Hope. Ontario, Canada, hut has lived in the 
 Forest City since infancy. Her father, Thomas 
 B. Morrow, now deceased, was once a merch- 
 ant of some prominence. Her education was 
 obtained in the public schools of Cleveland, 
 Ohio, and she is a graduate of both the Cen- 
 
 tral High School and the Normal School, 
 graduating from the latter in 18TT. 
 
 Miss Morrow's first position was as a 
 teacher in the Dvniham school, where she re- 
 mained for ek'\en years being principal of 
 Dunham school for the last five years of her 
 stay here when she was appointed to the 
 principalship of the Giddings Avenue school, 
 and has since officiated there with the most 
 efficient and productive results. 
 
 Miss Morrow attends the Methodist Epis- 
 copal Church, and lier record is one in wdiich 
 she may justly take pride. 
 
 738 
 
MARY L. PETERSON 
 
 The cause of education has a vahiable ally 
 in the above named lady, whose entire life has 
 been devoted to the public school service. 
 
 She is the Principal of the Denison School, 
 which is recognized as one of the best or- 
 ganized and most capably managed of the 
 many splendid schools of the Forest city. 
 
 Miss Mary L. Peterson was born in Salem, 
 Ohio, where in the public schools she received 
 her early education. At the age of fourteen 
 she began her teaching in a country school of 
 Stark county, but later returned to her native 
 town to take a special course in the High 
 School. She was soon, however, appointed to 
 fill a vacancy in the Salem schools caused by 
 the resignation of Mr. E. O. Vaile. who sought 
 a wider field of work. Here she remained 
 two and a half years having received three 
 promotions in that time. 
 
 In 1868, through Mr. Royce, State Commis- 
 sioner of Schools, she met Mr. Rickoff, who 
 was then organizing the Cleveland schools 
 into that splendid system they enjoy to-day. 
 
 Ever on the alert for young, enthusiastic 
 teachers, he invited Miss Peterson to Cleve- 
 land, where after securing her certificate, she 
 was given a school of boys in one of the 
 hardest sections of the citv. 
 
 l'i>ur teachers, in succession had found the 
 buys too strong for their control. Miss Peter- 
 son brought order out of chaos, and — respect 
 for her ability. 
 
 Since then she has served without inter- 
 ruption, in the Cleveland schools, having 
 taught in all the different grades, her excel- 
 lent work gaining steady promotion for her. 
 
 Miss Peterson claims that whatever suc- 
 cess she may have attained, is due to the in- 
 spiration she received from W. D. Henkle, 
 former superintendent of the Salem schools, 
 and Ohio State School Commissioner from 
 I8(i!) to 1871 — and one of the most efficient of 
 those who have held that position. For many 
 years her home was in his family, where the 
 aid and encouragement she received through 
 his advice and sugge.stions proved most valu- 
 able. 
 
 Miss Peterson is a member of the local. 
 State and National Educational Associations, 
 and has done some fine institute work. She 
 is an ex-member of the O. T. R. C, and has 
 organized and carried to success the Denison 
 Literary Club, directing the reading .-md stu<ly 
 of its members. 
 
 She has been a member of the Pilgrim 
 Congregational Church since IStSO. 
 
 730 
 
MARGARET HENRY MULLIGAN 
 
 The professional career of this lady has 
 been one that reflects the utmost credit upon 
 her ability as a public teacher, and her services 
 have been highly appreciable to the commu- 
 nity. Miss Mulligan was born in Belfast, 
 Ireland, but has lived in Columbus since three 
 years of age, and her father was a well known 
 wholesale merchant here. Her education was 
 obtained in the public schools, and the O. S. 
 U., Columbus, Ohio, and in 1891 she gradu- 
 ated from the Columbus Normal School. Her 
 career as teacher began in the Eighth Avenue 
 
 scliool, to which lier services were given for 
 four years, then live years at Douglas school, 
 after which two years were given to the East 
 Main street school, and, the Livingston Av- 
 enue school being opened about this time, she 
 was appointed its principal and still retains the 
 position, which has been filled by her with the 
 most successful, substantial results. Miss Mul- 
 ligan is a member of the Principals' and the 
 Teachers' Mutual Aid associations, and her 
 reputation is one in which she may justly 
 take pride. 
 
^^ 
 
 ANNA PFEIFFER 
 
 Miss Pfeiffer has given her life-time, 
 ability- and energies to educational affairs, and 
 her sersices have been of the most valuable 
 and appreciable character. A native of Co- 
 lumbus, she attended the public schools here, 
 and graduated from the Central High School 
 in 1879. Shortly after this important event. 
 Miss Pfeiffer was appointed a teacher in the 
 Fulton Street school, and continued there for 
 ten years ; later teaching in the Siebert Street 
 school three 3-ears. and the Stewart Avenue 
 school seven years. Then, recognizing her 
 
 merits, the Board of Education appointed her 
 principal of the Franklinton school, where 
 she remained in control three years and since 
 that period has been principal of the Fourth 
 Street school. 
 
 Miss Pfeiffer is an active member of the 
 Principals" Association, the Teachers' Mutual 
 Aid Association, and the Ohio Teachers* Read- 
 ing Circle, is interested in church work, being 
 a regular attendant of Grace Lutheran Church, 
 and she has an extended circle of friends in 
 the communitv'. 
 
-N^iU'^'' "'"' , 'M "^*-' ''ill ??]■■■ 
 
 ». 11 
 
 iv ^ ,1 *-,; ^j^f 
 
 MEDARY AVENUE SCHOOL, COLUMBUS. OHIO 
 
 SARAH A. SMITH 
 
 Miss Smith has devoted years uf valuable 
 service to the cause of education in Columbus. 
 Born in Jackson Township. Franklin County, 
 where her father. Daniel Smith, (deceased in 
 If^TS) was a respected farmer, she first at- 
 tended the local schools there, afterward re- 
 moving: to Columbus and attending the public 
 schools of that city, .^fter graduating from 
 the Central High School. Miss Smith was 
 appointed a teacher, in If^'d. in the Mound 
 Street School, remaining there a number of 
 years, when she was Ir.insferred to the Sidli- 
 
 \anl School. .Vfter holding this position two 
 years she was returned to the Mound Street 
 Scliool. teaching there up to 1801. when she 
 was made principal of the institution. In 1893 
 Miss Smith was appointed head of the Med- 
 ary Avenue School and still retains that posi- 
 tion. Her residence is at No. l!llt South Ohio 
 .\ venue and she holds meml)ership in the Prin- 
 cipals' Association, the Central Ohio Teach- 
 ers' Association, and the First Presbyterian 
 Church. 
 
MAUD IRENE MYERS 
 
 <)t llic \arioiis fields of labcir which have 
 been entered by women, there is none for 
 which she is better equipped by nature tlian 
 that of school teacliing. That she has fully 
 taken advantage of tliis fact is shown by statis- 
 tics : last year the ninnber of school teachers 
 and college professors was 44(j,iM)0 in the 
 United States, and of these, 3-28, tmO were 
 women, a most creditable record for the 
 "weaker sex," so inaptly called. 
 
 A lady who has achieved prominence in 
 Ohio's educational field is Miss Maud 1ri!NE 
 Myers, who is occupying the honored position 
 of principal of the High School at Delaware. 
 Miss Myers is a native of Darke county, Ohio, 
 her initial education was secured in the rural 
 schools of that county. After a few years' 
 residence in Bradford, Ohio, she came to 
 Delaware, and graduated from the Delaware 
 High School. The following year Miss Myers 
 
 entered the Ohio Wesleyan University, gradu- 
 ating in ISIt", with the degree of Bachelor of 
 .Arts. In 1898 this institution conferred upon 
 her the degree of Master of Arts. Her major 
 study was in literature and philosophy. While 
 at this university Miss Myers taught a class 
 in Latin, and in the fall of 1898 she went to 
 Howling Green, Ohio, having been appointed 
 assistant principal of the school there, and site 
 cnntinued in that capacity for two years. Re- 
 turning to Delaware she was assigned a po- 
 sition in the high school, her service proving 
 so efficient that, in 1904, she was promoted 
 to the principalship. a position she is filling to 
 the entire satisfaction of her pupils, tlieir 
 parents, and the public. 
 
 Miss Myers takes an active interest in mat- 
 ters pertaining to progress in education, is an 
 attendant of the Methodist Episcopalian 
 Church, and commands the highest esteem of 
 all who know her. 
 
MISS LIDA CRICKARD 
 
 In Ihe great nimkrn Ikld ,.f education the 
 most marked feature is the entrance of women 
 as teachers, and the magnificent work that has 
 lieen performed by them. There are now 
 tlirce females to every male teacher in the 
 United States, colleges and schools, and the 
 average in favor of the former is constantly 
 becoming augmented. 
 
 Among the successful lady teachers of 
 Ohio is Miss Lida Crickard, the popular 
 principal of the North school at Delaware. 
 Miss Crickard is a nativedf Oliio, her birth- 
 place being at Marion, where her father, James 
 Crickard, now deceased, was a retired farmer 
 and highly regarded citizen. She was edu- 
 cated in the public and high scliools of Dela- 
 ware, graduating from the latter in 1880, and 
 in the following year she assumed charge of a 
 
 rural school in Delaware county. In 1884 
 Miss Crickard was assigned to a school in 
 Delaware city, and her services were so mani- 
 festly efficient that, in a short time she was 
 promoted to the principalship of the North 
 school whose status she has raised to the very 
 highest point of excellence. 
 
 Miss Crickard comes from a race of teach- 
 ers, her parents having taught school in their 
 early life. All members of her family have 
 taught scliool at some period in their lives, 
 one sister being at present engaged in the pro- 
 fession in the Hawaiian Islands. 
 
 Miss Crickard is an ex-member of the Ohio 
 Teachers' Reading Circle, a member of the 
 Central Ohio Teachers' .Association, also the 
 Euterpean Fraternity club, and is an attendant 
 of St. Paul's Church. 
 
 744 
 
#' 
 
 MISS LAURA A. WOODWARD 
 
 The responsible position of principal of 
 the East Building, Delaware, Ohio, has been 
 held by Miss Woodward for the past three 
 years, and its duties have been filled in a 
 manner reflecting the utmost credit upon her. 
 She has long devoted her energies to the pub- 
 lic school service and has filled every position 
 to vifhich she has been called with rare tact 
 an'd ability. 
 
 Miss Laura A. Woodward is a native 
 Ohioan, having been born near Mount Gilead, 
 her parents being Ezra S. Woodward and 
 Mrs. Hannah (Boggs) Woodward, the former 
 a contractor and builder. Her education, a 
 most thorough one, was secured in the schools 
 of Mount Gilead, Chesterville and Delaware, 
 
 Ohio. In 1882 she graduated from the high 
 school in the latter city, and then followed a 
 short course in the Ohio Wesleyan University. 
 Her first work as teacher was done in a 
 school near Cardington, Ohio, and after a 
 term there she taught for several terms in a 
 school near Delaware. Her services were 
 ne.xt spent in the schools of Richwood, Ohio, 
 where she remained for seven years, when she 
 removed to Delaware, and has since been 
 located there. 
 
 Miss Woodward is a member of the Ohio 
 Teachers' Reading Circle, also an attendant 
 of the National Educational Association, and 
 her reoutation is one of enduring merit. 
 
 745 
 
MISS LORETTA STUBBINS 
 
 The success alt;iiiicil liy this lady has been 
 the sequence of splendid preliminary training, 
 of natural aptitude for her vocation, of sound 
 executive ability, and a personality that wins 
 the confidence and esteem of all lier pupils. 
 
 Miss LoKETTA Sriini'.iNs was born, reared 
 and educated in Smithlield, Ohio. Her mother, 
 Elizabeth (Foster) Stnbbins, was a native 
 of Tuscarawas county, Ohio. Her father 
 hail both a trade and a profession, being a 
 cabinet maker and a minister, and he was an 
 upright citizen with a host of friends. Miss 
 Stubbin.s's rudimentary education was ob- 
 tained by eight years' attendance at the pub- 
 lic schools in Smithlield, Ohio, followed by a 
 four years' course in the Smithtield High 
 School, from which she gradu.ited with the 
 class of 1884. Next came a year at review 
 
 work at Mount Union College. Alliance, 
 Ohio, and then a term's normal at the Ohio 
 Univer.-:ity, Athens, Ohio. In 1887 Miss Stub- 
 liins began teaching at Smithtield, and con- 
 linued at work there and vicinitv for four 
 years, when she received a call from Mingo 
 Junction, and since 18!.)^' this has lieen her 
 field of operations. The fciurth and hfth 
 grade--> are under her supervi--ion, and tlie 
 average number of pupils in attendance is 
 forty-two. 
 
 Miss Stnbbins is a member of the Ohio 
 Teachers' Reading Circle, the Eastern Ohio 
 Teacliers' Association, the Ohio Teachers' 
 Federation and the JefTerson County Teachers' 
 Institute, and she is a worshipper in the Pres- 
 byterian Church, 
 
MISS ALICE GRACE MATHENY 
 
 A sphere in wliich the natural aliilities ofl 
 woman sliine to exceptional advantage is that] 
 of the public school, and it is in the capacitVj 
 of a teacher that she is enabled to perform 
 the most creditable work. Of the 4-")0,noil 
 teachers employed in the schools of the 
 United States, 330,000 are women, and in 
 Ohio the percentage also holds good. 
 
 .\niong our successful lady teachers is 
 Mis.s Alice Gr.vce M.\thenv, who is in charge 
 of the primary department of the school at 
 Sugar Grove, Berne Township, Fairfield 
 County. This lady was born in this township, 
 her parents being Elizabeth and J. S. Matheny, 
 the latter a prosperous farmer and the present 
 capable postmaster of Sugar Grove. For 
 eleven years Miss Matheny was a pupil in the 
 Blue Valley. Berne Township district school, 
 securing a well grounded elementary educa- 
 tion, and then she took a four years' course 
 at the Crawfis Institute, graduating in 1899 
 
 and being awariled a diploma f<ir excellence 
 in Latin. Her first experience as a public 
 instructor was a teacher of the Blue Valley 
 district school for a term of two months, 
 and for the next two years she remained dis- 
 engaged, when she was appointed teacher in 
 the third grade in a school at Lancaster. Ohio, 
 retaining that position for two years, when 
 she retired for a year for private study and 
 recreation. In the fall of 190-1 Miss Matheny 
 was assigned to the position of teacher of the 
 primary grade in the Sugar Grove school, and 
 her department has an average attendance of 
 forty pupils. Lender her management the 
 scholars are manifesting increased interest in 
 their studies and the most satisfactory results 
 are being attained. 
 
 Miss Matheny is a member of the Fair- 
 field County Teachers' Institute, attends the 
 Methodist Episcopal Church, and is most 
 popularly known in Ijotli public and private 
 life. 
 
MISS DAISY McCULLOUGH 
 
 The public school system of the UnitcLl 
 States has rightly been termed the "bulwark 
 of the nation," and to show that this system 
 is fully taken advantage of it is but necessary 
 to state that last year one person in every 
 five in the total population attended the pub- 
 lic schools. Ohio is foremost among the ad- 
 vanced states in its educational expenditures 
 and equipment, and every Buckeye takes just 
 pride in the perfection attained in the school 
 system as here elaborated and exeniplitie<l 
 
 Among the capable lady teachers of Fair- 
 field County must be included Miss Daisy 
 McCuLLOfCH. who is in charge of the inter- 
 mediate grades in the school at Bremen, Rush 
 Creek Township. Miss McCuIlough was born 
 in Perry County, daughter of John and Mary 
 McCuUough. and other members of the family 
 are two brothers and two sisters, all living. 
 Her father is also a public school teacher of 
 extended experience, and consequently she had 
 the advantage of an early home training that 
 has proven of great practical value in lier 
 
 professional work. Miss McCuIlough attended 
 the village school at Dickson, Perry County, 
 for nine years, and then took a two years' 
 course in the Bremen High School, graduat- 
 ing from the latter in 1898. Her first teachers' 
 certificate W'as received by her in Perry 
 County, 189o, and she first began active work 
 in her profession in the fall of 1897, as teaclier 
 of the district school near Bremen. The year 
 following was devoted to private study, and 
 for two years after that Miss McCuIlough 
 was in charge of a district school in Rush 
 Creek Township. In 1901 she went to Bremen 
 and has since remained there in successful 
 management of the intermediate grades. She 
 holds a year county certificate, has about 
 fifty pupils, and her <lepartment is maintained 
 at a most creditable state of efficiency. 
 
 Miss McCuIlough is a member of the Ohio 
 Teachers' Reading Circle, the Southeastern 
 Ohio Teachers' Association, the Fairfield 
 County Teachers' Institute and the Methodist 
 Episcopal Church, and is a young lady of ex- 
 ceptional merits and indisputable popularity. 
 
MISS JANE ADRIAN 
 
 Witli tliis lady, teacliing i^ a lalior of love 
 as well as a profession and means of liveli- 
 hood. Her heart is in her work, and her 
 kindly tact has endeared her to all her pupils. 
 As an educator she has most amply demon- 
 strated her ability. 
 
 Miss Adrian is a native daughter of Ohio, 
 having been born at Fair Play, JefTerson 
 county, where her parents Jacob and Eve 
 (Betz) Adrian, were comfortably situated on 
 their own farmstead, and where her early 
 childhood was happily passed. Her rudi- 
 mentary education was secured in the country 
 school of Oak Grove, after which studies 
 were continued at Scio College from which 
 she made a most creditable graduation in 1898, 
 
 in the teaclnTs' or normal course. At the be- 
 ginning of her professional career Miss Adrian 
 took charge of a school at Unionport, Ohio, 
 and then went successively to Bowerston, 
 Ohio, Cadiz, Ohio, and Mingo Junction, Ohio, 
 at which last named place she is still sta- 
 tioned and performing work that greatly re- 
 dounds to her credit. 
 
 Miss Adrian holds membership in Rebekah 
 Lodge, in the Ohio Teachers" Reading Circle, 
 the Teachers' Federation and the Eastern Ohio 
 Teachers' Association, and is most popularly 
 known in the town where she is performing 
 such commendable work for the cause of edu- 
 cation. 
 
 749 
 
MISS JENNIE HARMON 
 
 The vast army nf teachers iii ihc I'liiieil 
 States, made up of the liest and iiK.st intelli- 
 gent classes of our citizens, is comprised prin- 
 cipally of "the gentler sex." there heins; two 
 women to every male teacher. The position 
 of instructor to the young and of child train- 
 ing seems to he woman's own peculiar natural 
 sphere, and she has performed much note- 
 worthy work therein. 
 
 Among the lady teachers of t)hio who have 
 won distinguished success is iMiss Jennie 
 H.^RMON. whose tield of labor is at Mingo 
 Junction. Miss Harmon is a native of Ohio, 
 having been born at Steubenville. and all her 
 intere.sts are centered in the Huckeye State. 
 Her earlier education was obtained in the 
 public schools of Steubenville, followed by ;i 
 course in the bi.gb school at Toronto. ( )hio. 
 from which she "r.idu.itrd in lSX(t She ako 
 
 lock si,\(.r.il terms of study in the National 
 L'ni\-ersity of Leh;inon, dhio, and in the Uni- 
 \ersily nf Wnostcr. Ohio. 
 
 Shortly after this she began her profes- 
 sional career, her lirst charge being a school 
 at Costonia, Ohio. From thence she went to 
 Toronto, Ohio, and on concluding her ser- 
 vices there, was assigned to Mingo Junction, 
 Ohio, where she still remains, and where her 
 work has given pre-eminent satisfaction. Since 
 her election in the Mingo schools, eight years 
 ago, she has ably filled the position of assistant 
 principal of the high school. 
 
 Miss Harmon holds menihersbi]) in the 
 Ohio Teachers' Reading Circle, the Teachers' 
 Institute and Teachers' Federation, and is :\ 
 l.idy whose ability and pleasing personality 
 have "ained her friends everywhere. 
 
 750 
 
MISS EDMONA BLIZZARD 
 
 Tliis lady is inilnifd with an uanu-st natiiif, 
 has had thorough iM'fliiiiinary traiuiiiK. and, 
 with close application to the discharge of ht-r 
 duties, has achieved a distinct success as a 
 disciple of the Art pedagogical. She has 
 made an intent study of child-life, of the 
 youthful budding brain, hoiv to nurture, cul- 
 ture and develop it along the most correct 
 lines, and is well qualified to "leach the young 
 idea to shoot." 
 
 Miss Blizz.ard is a native of Frazeysburg, 
 Ohio, where she was born on the farm of her 
 parents, Howard Edgar and Amelia C. Bliz- 
 zard, who arc most reputably known in the 
 comnumity. She attended the Frazeysburg 
 scliool for seven years, graduating from the 
 
 latter m lSlili-7, ;ind ni the spring uf the fol- 
 lowing year was granted a first teachers' cer- 
 tificate. Soon after she was assigned to the 
 Frazeysburg school, being given charge of 
 the seventh and eighth grades, and under 
 her able management, these departments have 
 been developed to a most conuiiendable state 
 of efficiency and usefulness. 
 
 Mi.ss Blizzard is a member of the Ohio 
 Teachers' Reading Circle. Her work is pains- 
 taking, thorough and effective. To keep down 
 that which is destructive, to awaken that which 
 is noblest and truest, and to fill the minds of 
 the young with useful knowledge is the end 
 anil aim of her ambitiDU. 
 
 751 
 
MISS ETHEL V. ROPP 
 
 There is iki iiistitiUinn in the wtIiI thai 
 lias s(i early and sn strongly recognized tlic 
 cc|uality of woman witli man as tlie ]uihlic 
 school. From the hesfiiming. when slie was 
 employed for the reason that it was conceded 
 that the pnlilic school was merely an append- 
 age to the home, and woman's training there 
 had especially fitted her to teach in the schools, 
 this institntion has hcen woman's friend and 
 aid in her broadening sphere of action, for. 
 as a teacher, woman's ability to control chil- 
 dren was not only recognized, but her intelli- 
 gence and scholarship also. And it must be 
 remembered that tliese early school boards 
 were composed exclusively of men. Since her 
 initiation into public life as a school teacher 
 she has surged away ahead of man, and the 
 approximate number of public teachers to-day 
 is 330,000 women and ll'll.OOO men. This av- 
 erage holds good in Ohio as elsewhere, and 
 every year is increasing more rapidly in favor 
 of women teachers. 
 
 .Among the lady teachers of Fairfield 
 
 Cfiimty wlio are meeting with marked success 
 is Miss Ethel Ropp, in charge of ibe primal)' 
 department of the schocjl at .Amanda, t)luo. 
 Miss Ropp was born in Berkeley county. West 
 Virginia, where her parents, Jacob L. and 
 Eliza Ropp conducted a farm until their re- 
 moval to l-'airfield county, Ohio, where they 
 are also engaged in fanning. Miss Ropp's 
 primary education was secured in four years' 
 attendance upon the scliools of Berkeley 
 county, followed by six years study in the 
 rural schools of Fairfield county, and then a 
 course of four years at the Lithopolis Higli 
 .School, from which she graduated in l!li>4, [n 
 Septemlier of the latter year Miss Ropp was 
 given charge of the primary department of the 
 school at Amanda, and is meeting with excel- 
 lent success in her chosen field of labor. 
 
 .Miss Ropp holds membership in the Fair- 
 field County Teachers' Institute, is an attend- 
 .iiit of the Fairlield County Teachers' Institute, 
 and is most favorably known in eilucational 
 and social circles. 
 
 752 
 
INDEX TO PORTRAITS AND BIOGRAPHIES 
 
 Adams. C. B 
 
 Adrian, Jane 
 
 Allen, O. E 
 
 Allen, Oliver E 
 
 Alley, Frank S 
 
 Allison, R. H 
 
 Andrew, M. F 
 
 Andrews, Dr. I. W 
 
 Andrews, Lorin 
 
 Andrews, Martin R 
 
 Armstrong. Chas. A 
 
 Asliton, Mrs. Tliank 
 
 Atwell, W. L 
 
 B 
 
 Ball. Sheldon F 
 
 Bancroft, Harriet E 
 
 Bankhardt, Lena M 
 
 Barnes, E. K 
 
 Barney, Hiram H 178, 
 
 Barrett, Chas. S 
 
 Beck, Bergener & Or 
 
 Beechy, A. D 
 
 Belt, Leroy A 
 
 Bennett, C. W 
 
 Berger, F. L 
 
 Biery, C. T 
 
 Black, David E 
 
 Blair, Frank D 
 
 Bliss. J. J 
 
 Blizzard, Edmona 
 
 Bookwalter, Lewis 
 
 Beyer, Charles L 
 
 Bonebrake, L. D 
 
 Bookman, Clarence M 
 
 Bradbury, Electa B 
 
 Eraun, George F 
 
 Bratten, C. E 
 
 Britton, Chas. J 
 
 Brock, R. S 
 
 Brown, Abrani 
 
 ' Brown, Chas. I 
 
 Brown, Edwin N 
 
 Brown, Gilbert L 
 
 Brown, J. Clifton 
 
 Brown, Leroy D 
 
 585 
 749 
 (!48 
 497 
 543 
 7117 
 4(i(i 
 -1(15 
 404 
 51)1) 
 454 
 
 521 
 518 
 55-2 
 406 
 008 
 47i» 
 .51 ;o 
 472 
 499 
 712 
 CM 
 (ilO 
 497 
 59i) 
 751 
 481 
 561 
 179 
 7(14 
 73(3 
 566 
 669 
 592 
 640 
 511 
 48(3 
 494 
 678 
 ii34 
 4(17 
 
 Browne. Sarah F 
 
 Burns. James J 17 
 
 Burril!, Alcid C 
 
 C 
 
 Calhoon. Milford G 
 
 Campbell, Louise L 
 
 Carr, James M 
 
 Carrick, C. M\ 
 
 Carson, John H 
 
 Cassidy, Henry .K 
 
 Chalmers, Wni. W 
 
 Chambers, George A 
 
 Chancy. N. H 
 
 Childs, Edward P 
 
 Church, .Augustus B 
 
 Clark, Reed P 
 
 Coates. C. T 
 
 Cochran, Sadie 
 
 Cole, James E 
 
 Comings, W. R 
 
 Com stock, Mary E 
 
 Coons, C. D 
 
 Corlett. Bessie M 
 
 Corson, Oscar T 
 
 Coultrap, Fletcher S 
 
 Cowdery, Marcellus F 
 
 Co.x. Edwin B 
 
 Crall. Ivan L 
 
 Creager, J. Oscar 
 
 Crickard. Lida 
 
 Cully, H. H 
 
 Cummins, James P 
 
 Cutler. Ephraim 
 
 D 
 
 Dabncy. Charles William 
 
 Davis, Charles M 
 
 Davis, John M 
 
 Dearness, Frederick W 
 
 Deigbinn, Ida M 
 
 Demoi-est, L. B. .. 
 
 Denham, G. H 
 
 DeLong, George W 
 
 DeWolf, D. F ■. 
 
 Dial, Stephen T 
 
 PAGE 
 
 723 
 , 453 
 
 563 
 
 735 
 600 
 587 
 569 
 584 
 493 
 597 
 515 
 516 
 4i)6 
 554 
 544 
 591 
 675 
 540 
 720 
 661 
 596 
 179 
 531 
 408 
 495 
 647 
 487 
 744 
 655 
 568 
 409 
 
 463 
 
 683 
 4(19 
 574 
 521 
 547 
 ■)76a 
 538 
 177 
 535 
 
Dick, Linneiis C 
 
 Dilger. E. C 
 
 Dillin, Susan A 
 
 Diniick, Helen W 
 
 Dutton, Bettie 
 
 Dyer. F. B 
 
 E 
 
 Ecker. Sopliia 
 
 Edwards, William Xi)rri- 
 
 Eichenbaum, Samuel 
 
 Elder, David C 
 
 iillis. Alston 
 
 Ervin. Edgar 
 
 Evans, Ed. A • 
 
 Evans. Mary 
 
 Everett, L. E 
 
 Eversull. W, S 
 
 F 
 
 Fassig, Alice 
 
 Flannery, M, Jay 
 
 Flinn, W. S....'. 
 
 Fobes, Charlotte 
 
 Foster. C. J 
 
 Frazier, Harry H 
 
 Frazier, R. L 
 
 French, May 
 
 Fries, Albert C 
 
 Froendhoff, Dr J. E 
 
 Furbay, R. K 
 
 G 
 
 Galbraith. H. B . 
 
 Galbreath. Charles B 
 
 Galloway, Samuel 
 
 Gantz, Arthur L 
 
 Garvin. Richard .\ 
 
 Geiger. Franklin P 
 
 Glenn, Fannie S 
 
 Glenn. S. M.. Jr 
 
 Gorrell. Enos V 
 
 Grady. Aaron 
 
 Graham. George J 
 
 Gnerr. W. W. 
 
 Guilford. Nathan 
 
 H 
 
 Hall. H. E 
 
 Hancock, John IT!), 
 
 Hannum, Alva D 
 
 Hard, Miron E 
 
 Harmon, Jennie 
 
 Harmount. Robert S 
 
 Harris. Frank R 
 
 Hartzler. Joshua C 
 
 Harvey. Thomas W IT-V 
 
 PAGE 
 
 504 
 497 
 728 
 730 
 715 
 491 
 
 7-21 
 
 4on 
 
 03S 
 fi08 
 459 
 • ;314a 
 680 
 406 
 087 
 667 
 
 521 
 
 550 
 
 671 
 644 
 514 
 549 
 490 
 516 
 588 
 
 701 
 512 
 410 
 
 518 
 681 
 633 
 551 
 565 
 652 
 410 
 
 691 
 411 
 612 
 527 
 75(1 
 621 
 702 
 413 
 41.3 
 
 Hauer, John S 
 
 Haughey. Cora B 
 
 haupert, Charles 
 
 Ha\vkin>. Wilson 
 
 Heckert. Chas. G 
 
 Heiehel. W. E 
 
 Hcilman. William T 
 
 Henkle. Wm. Downs 17 
 
 Henson. Morris A 
 
 Herrick. Mrs. Kate Y 
 
 Heywo(,d. John C 
 
 Hibhanl, Marie A 
 
 Hine, Ada G 
 
 Hines, Dclbert L 
 
 Hinsdale, Burke A 
 
 Hobson. H. Z 
 
 Holbrook. .Alfred 
 
 Holcombe. Liela C 
 
 Holden. L<;>uis E 
 
 Horton. Joseph H 
 
 Horton, Mrs. Joseph H 
 
 Horton, Frank O 
 
 Hotchkiss, E. A 
 
 Howe Charles S 
 
 Howell, Zona B 
 
 Hewlett, Mary E 
 
 Hudson. John I 
 
 Humphrey, Sardine 
 
 Hunt, Emory W 
 
 Hutchinson, .\nna S 
 
 Hutchinson, Xorman E 
 
 Hyde, S. B 
 
 I 
 
 Ingham, Mr.. W. A 
 
 . J 
 
 Johnson, Lilian W 
 
 Johns, William 
 
 Jones, Benjamin T 
 
 Jones. Edmund A 
 
 Jones. J. W 
 
 Jones, John W 
 
 Jones. Joshua H 
 
 Juergcns. .\rthur 
 
 K 
 
 Keller. William X 
 
 Kendall. F. H 
 
 Kennan, J. R 
 
 Kershner. W, E 
 
 Kiefer, Richard J 
 
 King, Henry Cliurchill.. 
 
 King, Rufus 
 
 Kinnisou, James E 
 
 Kinnison. R. H 
 
 Kirby. Carrie M 
 
 Kirkpatrick. E. E 
 
 533 
 
 65S 
 477 
 (.53 
 595 
 415 
 003 
 731 
 541 
 729 
 50i! 
 (i9<l 
 419 
 ti92 
 503 
 523 
 4811 
 664 
 
 i:l3 
 476 
 529 
 (iOil 
 559 
 536 
 478 
 722 
 5li4 
 693 
 
 468 
 (iii'.l 
 470 
 455 
 
 466 
 ii4S 
 
 .'>53 
 i:24 
 558 
 
PAGE 
 
 Kirkwood. Samuel J 423 
 
 Kline. Louis C 703 
 
 Krout. Charles A 599 
 
 L 
 
 Laird, Ada E 521 
 
 Lake, Chas. H 690 
 
 Lash, W. D 456 
 
 Lasley, James L 539 
 
 Lawrance. Chaiuicey 67l) 
 
 Lawrence, Stanley 674 
 
 Layton, Samuel H 602 
 
 Lemert, Mary C 518 
 
 Lerch, Dr. A. V 695 
 
 Leslie, Martha J 724 
 
 Lewis, Samuel 173. 420 
 
 Locher, Cyrus 689 
 
 Locke, J. H 454 
 
 Logan, Samuel T 57(i 
 
 Long, B. D 579 
 
 Loos. Jr. Chas. L 534 
 
 Lord, A-sa D 422 
 
 Lord. Elizabeth W. Russ-1 424 
 
 Loving, Starling 502 
 
 Lynch, Charles P 581 
 
 Mc 
 
 McCay. Marian O'Kellie 694 
 
 McClintock, Augusta 737 
 
 McCord, Jesse 501 
 
 McCullough. Daisy 748 
 
 McCune. Edward L 628 
 
 McGuffey, Alexander H 428 
 
 McGuffey, Wilson H 429 
 
 Mclntire, Benj. B 648 
 
 McLaughlin. Sue 714 
 
 McReynolds. Peter W 488 
 
 M 
 
 Maharry, Samuel H 562 
 
 Main, Henry T 656 
 
 Mann. Horace 425 
 
 Martin, B. 617 
 
 Martzolff, Clement L 590 
 
 Matheny. Alice G 747 
 
 Matheny, William A 682 
 
 Matlack, D. W 548 
 
 Mayer, Clara 529 
 
 Meek. Wm. H 524 
 
 Means. Charles S 637 
 
 Merrick, H. V 586 
 
 Millay. Helen 7.34 
 
 Miller. Charles C 179. 526 
 
 Miller, Charles E 474b 
 
 Miller, Charles H 646 
 
 Miller, P. E - 705 
 
 Minnick. S. A 458 
 
 Mitchell, William H .525 
 
 P.VOE 
 
 Mohler Jerome B 662 
 
 Moore and Brock 640 
 
 Moore, Charles T 660 
 
 Moore. G. W 640 
 
 Morris, W. A 690 
 
 Morrow. Mary A 738 
 
 Moulton. Edwin F 489 
 
 Mulligan. Margaret H 740 
 
 Murney. Lillian T 549 
 
 Myers. John 546 
 
 Myers. Maud Irene 743 
 
 N 
 
 Norri.s, John A 1 15, 431 
 
 O 
 
 O'Donnel. C. J 516 
 
 Old State Street School .\s<ocia- 
 
 .tion 391. 392 
 
 Ormsby. George S 50.) 
 
 P 
 
 Parker. James K 433 
 
 Patterson, E. W 594 
 
 Paugh, Isaiah C 484 
 
 Parrish, L. A 632 
 
 Pemberton, Carl G 676 
 
 Perry. Alfred T 482 
 
 Peterson. Mary L 739 
 
 Pfeiffer. Anna 741 
 
 Pickett. Albert 433 
 
 Powell. Arthur 522 
 
 Prince. Benj. F 578 
 
 Puckett. Chilton A 618 
 
 R 
 
 Randall. E. 457 
 
 Raschig, Herman H 642 
 
 Ray. Joseph Dr 4.34 
 
 Rayman. Robert E 519 
 
 Rebert. Theo. J 648 
 
 Remley. W. H .571 
 
 Reveley. Ellen G 716 
 
 Rice. Harvey 440 
 
 Richardson. E. A 686 
 
 Richardson, Wm. H 626 
 
 Riker. .\lbert B '. . 474a 
 
 Rickoff, Andrew J 437 
 
 Rickoff. Rebecca D 438 
 
 Rinehart. Frank E 673 
 
 Roberts. Edward D 641 
 
 Rogers. George B 479 
 
 Roney. Virginia 591 
 
 Ropp, Ethel V 752 
 
 Ross. Mary Alice 532 
 
 Ross. W. W 496 
 
 Roth. Ma.x 713 
 
 Rothenberg. Louis 567 
 
Riietenik. (iusiav A 
 
 Russell. Rnfn- (; 
 
 S 
 
 Sams. Isaae 
 
 Sark. Samuel M 
 
 Sarver, John M 
 
 Scliaefer, Daniel J 
 
 Schreyer, Ernestine 
 
 Schuh, Louis H 
 
 Sehnmaclier, Wm. M ......;... . 
 
 Sehurr, D. J 
 
 Seagreaves. John F 
 
 Seeman, John C 
 
 Selby, J. L 
 
 Sewall. Willis F 
 
 Shawan, Jacob A 
 
 Shoemaker. Carrie () 
 
 Shimp, Thomas W 
 
 Silverthorn. Harvey T 
 
 Simkins. J. n 
 
 Simonton. Matlie •. 
 
 Sims. .Annie E 
 
 Smart, Charles S 
 
 Smead, G. L 
 
 Smith, Charles H 
 
 Smith. Sarah A 
 
 Snioek. E. E 
 
 Smyth, .\iisoii 17 
 
 Snyder, Darlingtcni J 
 
 Snyder, J. H 
 
 Steele, Robert W 
 
 Stephens. .\da 
 
 Stevenson. Robert W 
 
 Stickiiey. Lucia 
 Stokes.' Horace A, 
 
 Stowe, Calvin E 
 
 Straehan, Mary (j 
 
 Stuhbins, Lorctta 
 
 Sutherland, Margaret W 
 
 Suart;<. J. W 
 
 T 
 
 Talbot. Jnbn H 
 
 Ta[)paii. Eli T 17 
 
 Thompson, Wm. O 
 
 Thvving, Charles F 
 
 Tope, Richard E 
 
 Trauger, John L. 
 
 PAGE 
 
 604 
 679 
 
 440 
 619 
 651 
 456 
 518 
 483 
 684 
 625 
 677 
 601 
 615 
 (i05 
 492 
 532 
 598 
 542 
 555 
 733 
 732 
 175 
 508 
 636 
 742 
 462 
 441 
 649 
 575 
 443 
 549 
 442 
 
 746 
 53(1 
 583 
 
 444 
 446 
 iiu 
 471 
 
 
 IWGE 
 
 Tnitt, T. Elmer 
 
 "11 
 
 Tuckerman, Jacob 
 
 441 
 
 V 
 
 
 Van Cleve, Edward .M 
 
 526 
 
 Van Dyke, Augustus M 
 
 577 
 
 
 523 
 
 Vining, J. B 
 
 700 
 
 W 
 
 
 Wakefield. Edmund B 
 
 475 
 
 Walker. Hattie E 
 
 549 
 
 Waller. Alta M 
 
 59(5 
 
 Walter, William 
 
 70i) 
 
 Waltermire. W. M 
 
 663 
 
 Ward, F. D 
 
 654 
 
 Ward John I. . . . 
 
 573 
 
 Weir. Wilbur O 
 
 6(i8 
 
 West. Edwin P 
 
 637 
 
 Weaver, John S 
 
 498 
 
 
 474 
 
 Wheeland, Nettie 
 
 6-'(l 
 
 White. Emerson E 
 
 ^ 173. 417 
 
 While. William M 
 
 51(1 
 
 Whitlock. William F 
 
 473 
 
 Wicks. A. H 
 
 (!22 
 
 Wilc.ix. J. A 
 
 631 
 
 Williams. C. L 
 
 639 
 
 William^. Delia L 
 
 528 
 
 Williams. Homer B 
 
 517 
 
 Williams Milo G 
 
 448 
 
 Williams. William G 
 
 449 
 
 Wilson. Jennie R 
 
 532 
 
 Winters. T. Howard 
 
 (i72 
 
 Wnlfe. S. I 
 
 611 
 
 W..o<lward. Laura A 
 
 745 
 
 Wiircestor, Sanniel 
 
 4511 
 
 Wright. J..natbaii B 
 
 545 
 
 Y 
 
 
 Yarnell, James E 
 
 697 
 
 Yeardlev, Nelson B 
 
 6(1" 
 
 York, L. E 
 
 614 
 
 Vounians, Fred M 
 
 643 
 
 Young, lames F 
 
 523 
 
 Y.iwell, Kicbanl C 
 
 5(11 
 
 Z 
 
 
 Zeller, John W 
 
 513 
 
 Zentmever, Nellene 
 
 591 
 
1205 
 
 U 
 
/ 
 

 
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