Digitized by the Internet Archive in 2008 with funding from IVIicrosoft Corporation http://www.archive.org/details/educationalhistoOOburnrich 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 m /^ By JAMES J. BURNS HISTORICAL PUBLISHING CO. COLUM'BUS, OHIO 1905 i-A346 ''^^^> COPYRIGHTED 1905 To the Memory of My Wife 1 50f>20 PREFACE 'JTMM HAT this book contains, so far as the making of it was his, and what VjLM tlie writer's purpose was, had been written out with some degree of fuhiess when the reflection came that there woukl 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, determine 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 clubs, around the fireside and the evening lamp ; from the soiled volume in the old school library which unlocked the treasures of knowledge and culture for some humble pupil, so that, though his school days were over, his 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 Phaethon, 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 the 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 eye not armed with the lens of interest, but in the mass they picture scenes and conditions passed, or passing, out of sight. May they revive pleasant memories in one reader; comment upon the present to another; and for both, help to iUustrate 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 lives of some of those who were spent in the service, and are not. Dr. W. H. Venable, 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 and sent some lacking material with such prompt courtesy that it was a pleasure 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. 5";. Petersburg, Florida, February 25, 1905. CONTENTS CHAPTER I PAGE Introduction 3 CHAPTER II The Beginnings of Oliio 11 Advertisement 12 CHAPTER III Early Schools 21 Pioneer Schools of Washington County 23 CHAPTER IV School Lands and School Funds 41 The Irreducible Debt 45 CHAPTER V School Districts 5-^ CHAPTER VI The Akron Law 61 CHAPTER VII 1853: Before and After 6» Condition of the Schools Prior to the Act of IVoS as it appeared to County Audi- tors and Described in the Reports to the State Commissioner of Schools . 72 Condition of the School Laws Prior to the Act of 1853 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 VllI The College of Teachers 85 ft CHAPTER IX The Ohio State Teachers' Association ' . . 93 Sessions of the State Teachers' Association 99' CHAPTER X The County Institute 105 CHAPTER XI County and Local Examination of Teachers 119' CHAPTER XII Count> Supervision 131 Some Utterances from the Commissioner's Office 136 Opinions of County Examiners, 180 173 John A. Norris — 18(i(i-180!» 175 Wm. D. Henkle — 18(i!l-1871 175 Thos. W. Harvey— 1871-1875 175 Chas. S. Smart — 1875-1878 175 J. J. Burns — 1878-1881 177 D. F. DeWolf— 1881-1884 177 Leroy D. Brown — 1884-1887 177 Eli T. Tappan — 1887-1888 177 John Hancock — 1888-1891 179 Chas. C. Miller — 1891-1892 179 Oscar T. Corson — 1892-1898 179 L. D. Bonebrake— 1898-19(14 179 Text-Books 182 CHAPTER XV Academies and Other Private Schools 187 CHAPTER XVI The Passing of the Word "White" IM CHAPTER XVII The Township District "-^03 CHAPTER XVIII Graded Schools (1) 213 ^ CHAPTER IX Graded Schools (2) '-^'^S Schools for the Deaf '-"^4 CONTENTS Graded Schools (2) — Contiinitd. page Compulsory Attendance 2^4 Reading 228 Constitution of Cohuubus Educational Association 232 Columbus Branch of the O. T. R. C 232 CHAPTER XX Libraries and Educational Papers 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 Township 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 "261 Archjeological History of Ohio 261 CHAPTER XXII • Other State Educational Institutions 265 The School of the Sailors' and Soldiers' Orphans' Home 265 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 Trustees 274 Superintendent 274 The Boys' Industrial School 275 Girls' Industrial Home . . 276 Ohio State Reformatory 277 CHAPTER XXIII The Ohio Teachers' Reading Circle 283 Board of Control. May 13, 1905 283 Portrait of 284 CHAPTER XXIV The State Board of School Examiners 293 Portrait of 295 CHAPTER XXV The Slow Growth of the School System 301 C' 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 page 315 Private Normal Schools 316 City Normal and Training Schools 319 CHAPTER XXVII Universities of Ohio 321-323 The Ohio State University, Columbus, Fran'd fast of volume '\ all tables of contents all ads except in last Na all ads paged with vol SPECIAL INSTRUCTIONS bind colored page bet vols, bind clipped page(sj in front of volume bind back covers to front of each * for contents 874 NO BURNS EDUCATIONAL HISTORY OF OHIO ^ LA 346 B8 MAIN SCHOOL DISTRICTS SOMETIMES when speaking of a State the speaker means a great extent of land hounded 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 geography. The Legislature of Ohio, in 1803, April 15, enacted that the lands granted for the support of schools in the several parts of the State shall be let on lease for the jnirpose of improving the same and thereby rendering them productive, that the profits arising therefrom may be applied to the supjjort 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 a])plication of those electors, to fix the time and i)lace for the election of three trustees and a treasurer, who should by that act be incorporated and should hold their office for two years. These trustees were em]30wered to lay off 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 years passed, and a statute was enacted which embodied a faint resemblance to a system of public schools. In this law of 1821, "for the regu- lation and support of common schools," the trustees of the civil township were required to notify the electors that at the next township election they shall vote for or against the organization f f the township into school districts. If a ma- jority of the votes given by "householders" shall be in favor of organization the trustees must do this laying off, or part of it, within twenty 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 householders — no provision 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 township 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, but with a lung 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 must have pre- viously 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 be 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 been as uncertain in its results as it was disagreeable to both parties. The exemption would, human nature being a tolerably persistent thing, be less likely to hinge upon inability to pay than willingness to bear the unpleasant name arising from the matter. One 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 prevent the acceptance by the poor man of .school privileges which were grudgingly paid by his more prosperous neighbors." But if the lessees, and they must have been among these plain people of the townships, deserved the compliments they received from governors, me- morialists and school superintendents, motives, other than pride may have kept EDUCATIONAL HISTORY OF OHIO 55 their children from school. The writer's experience in dealing 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, of 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 townshijj trustees to the treasurer of the district. This possible sum, 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 community 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 printed 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. But 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 (jovernor Morrow's message to the legislature transmitted on the second dav of December. 1823, there is a passage relating to the law we have been con- sidering; "The act of the 22nd day of January, 182 1, 'for the regulation and support of common schools,' contains the general features of a system calculated for that purpose. P)Ut however well the provisions may be adapted to the ])ur- 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 should have a system in force — perhaps not perfect — for the regulation of common schools which could be further improved, as experience under it should point out its defects." To gain clear conceptions as to the evolution of school districts to what we see them at the present day, 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 say came by water, as it should not have arrived but for the aid of the canals. In his report accompanying the bill Mr. Guilford reminded the Assembly 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 offers to the poor tenants of every cabin the means of instruction. 56 EDUCATIONAL HISTORY OF OHIO But the speaker did not have Ohio in his mind. He continued : "In New England, where this system has prevailed ever since the first settling of the coun- try, it is extremely rare to meet with a person of either sex who can not read and write. A taste for reading 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 preamble to this new act points with solemn gesture to the state consti- tution, which repeats the exalted declaration of the Ordinance and lays a duty upon the legislature to give it effect: "It is provided by 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 denoted a sturdy stride, the words of the law affecting the formation of districts were very few. The other matters — tax- ation and examiners — shall fall into their own places. The householders are not called upon for "yea" or "nay." "It shall be the duty of the trustees of each incorporated township" — civil — "to lay off school districts." Joint districts are also provided for. each township to contribute in proportion not to the number of jjupils sent to the schools, but to the number of families belonging to its ])art of the district. "One 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 present it was a legal meeting. It must organize, choose a clerk, elect three directors for one year and until their successors are chosen, "determine upon the site of a schoolhouse and provide the means of building the same." The marked feature of this bill is the number of times the permissive "may" has withdrawn before the imperative "shall." But even when the "powers 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 township received no share of the money 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 consecutive years to employ a teacher, "and keep school," the auditor must divide its share of the school money among the other districts which did employ teachers and keep school. These involuntary contributions for the ben- efit of others would naturally beget a purpose to change their local managers. Supplementary legislation authorized a special ta.x 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 1838 required that a township school map 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 they must post public notices of the changes proposed in each of the districts to be affected. The "voters present" at a town meeting may transact all the EDUCATIONAL HISTORY OF OHIO 57 ordinary business of tlic district, including' the election of three directors to serve for the ensuing 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 governors — and with no ardent desire for an office with no pay or perquisites attached. The clerk must be 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 difTerent 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 study. 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 to qualify or discharge the duties of their office, and when the township superintendent may have appointed others to fill the vacancies, and thev 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 emjjloying 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 efifect, 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 planted 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. liy the mutual action ,8 EDUCATIONAL HISTORY OF OHIO of the directors and the trustees of the township territory adjoinina; the town district could be made part of it. This hint of movement in the right direction was not taken in a way 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 sub-district schools, each like the others, which is not praise to any. A French traveler in the United States reported that "all Amer- ican hotels are alike ; some are worse." Uy a statute passed the next year in a district which is, in whole or part, an incorporated town, it was made the duty of the directors to provide for a suitable number of evening schools for the instruction of such male youth over twelve years of age as are prevented by their daily vocations from attending day schools. A finely 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 branches taught shall be such as are generalh- taught in common schools." Again, from any district where the directors keep an English school and do not have branches taught in German, a pupil who desired to "learn in the Cierman language" was granted by statute the privilege of attending a German school in another district. Three years later — 1842 — the amendment was still further amended. The statute leads to the inference that there were districts wherein neither English nor German was taught, for it grants to youths in such a district who wish to be taught in the German language, the privilege of attending a school out of their own district, where such language was taugnt. It does not accord the same right of transfer from such district to youths who may desire to be taught in the English language. This followed the repeal of the law rec|uiring all Iiranclies to be taught in the English language, and branches were taught in German if the directors willed it, but they must be "the branches generally taught." The question concerning German schools and German instruction in the schools has called forth various bits of legislation, and. if collected, a cpiarto 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 German may be taught in connection with the English language if the school directors so order, yet it is impossible, in many places, to procure a teacher capable of teaching both German and English, or to procure an EuTjlisli teacher capable of teaching German children. The present plan of following the development of the organization of the Ohio school district and the powers of the directors will not be continuously fol- lowed. It has reached the time when city school districts came into s])ecial prom- inence and secured special and beneficial legislation. To it attention will now be given. The next stage in the rural district organization was a part of the law of 1853, which, while in theory it was a very pretty piece of work, tangled a skein that the next half century found it not easy to undo : ideal, but not suited to Jiuman nature in its present phase. CHAPTER VI THE AKRON LAW THE AKRON LAW CHE school 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 summer 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 was appointed, of which he was chairman, "to take into consideration our present educational provisions and the improvement, if any, which may be made therein." On the 2 1 St 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 committee urged in behalf of this plan, that it will secure a thorough classification of pupils, bring different 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 Akron 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 town council, and these directors, likewise their successors in ofifice were made a body politic under the name of "The Board of Education of the Town of Akron." The power con- ferred by this 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 six or more primary schools in which the rudiments of an English education should be taught, and a Central Grainmar 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 duty 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 power to make and enforce all needful regulations, employ and pay 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 official superior of the Board of Education, and the title to all school prop- erty was vested in the council. Moreover it was made the duty of the council 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 apply to them — no formality of meetings an- EDUCATIONAL HISTORY OF OHIO 63 nounced 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 intiuired 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 luatters 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 eflfected 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 numbered 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 followed, and grew general over the country ; there was little or nothing to hear, the ])en 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 be 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 due 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 on 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 citv authorties. 64 EDUCATIONAL HISTORY OF OHIO A few days after action upon the amendments just named an act was passed to extend the law to any incorporated town or city, exceptinsj Jjy name Cincin- nati, which city had for years enjoyed the benefits of a liljeral special law, and this extension was contingent upon the petition of two-thirds of the qualified voters. The law of 1849 was a statute rcgulatinq- the extension of the Akron law- over districts not already organized under some special law. It made also some changes. The town or village must contain two hundred 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 "ayes have it," there follows an election within twenty days, of six directors, who, properly organized, are a body corporate, with what that implies. When this body 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 majority vote determines the question of the building and the cost and the manner of payment : the moneys so voted must be certified to the county auditor and when collected be paid into the treasury of the district. The question of subjects taught in the primary and higher grades is left to the board, except that a two-third vote of the board is needed to place in the curriculum a language other than English or German. There being six 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 liorrow money. The schools must be kept open at least thirty-six weeks of each year : the rate of school levy for all expenses except 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 moiiey 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 quar- ter, by the text — not by persons appointed by 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 requiring public examinations was omitted. Plainly the board of education was getting upon its feet. The board 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 State is now or may hereafter be authorized to collect any such charge or ac- count." Hv a law passed in March, 1849. ^ ^^w days after the statute just outlined, the salient features of the latter may be adopted by the board of education of any district already under 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- Ijorated 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 1851 speaks of some speedy results of these school laws of 1847 ^^'-^ 1849. Of 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, * * * y^j jt should be remembered that there are at least one hundred and fifty remaining towns in the State, and in these towns there is a good missionary work to be done. '["he 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 : Rucyrus, Coshocton, Xorwalk, Fitchville, New Haven, Plymouth, 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. * * * If 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: "Now, 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 points 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 years before its modest outlines could be discerned near the center of the township. It is not to be credited that in every place ; probably, at first, in any place, where the system outlined in these laws was adopted, there sprang into existence full-fledged graded schools. Not, it has been claimed by 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 yVliiiost forty years after the inception of the movement, it was gratifying and encouraging to learn from the pen of the financial head of the county of its birth : "The cradle of the public school system of CJhio 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. But human nature is not outgrown and without any evidence whatever and with none but a priori reasoning it is readily accepted that at no time from the lowly 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 by its warmest friends when attempt- ing to spur the unresponsive public 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 1853: BEFORE AND AFTER 1853: BEFORE AND AFTER CHE placing of the School Law of 1853 upon the Statute books 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 committee and on the lioor, the radicalism of the measures proposed, adopted or rejected, the vigor of attack and defense, the advance and retreats, the extent to which the public was made an ex-ofificio 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 propiosed 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 effect 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 Ohio, 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 yo 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 continuity 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 provision for high schools. 4. That for school district libraries. 5. To recommit the bill, with instructions so to amend the same as to provide for the classification of the enumerated youth of the state, in such manner that all may be enabled to participate in the advantages of the schools without any interference with religions belief. The laws of 1847 and 1849 'i''*^' opened the door of improvement to the schools of cities and towns. That of 1853 had for 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 l^enediction : "Ne 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 do 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 history of the decline of this type of township district is given room elsewhere in the book and only mention of it is made here. Section 32, with a few succeeding sections, is a revision of the sections 33. and following, of the law of 1838, the changes being, (i) the limiting of the application to cities, and incorporated villages which, with the territory annexed for school purposes, contain not less than 300 inhabitants, and, ( 2 ) 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 from the township 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 distribution of tuition funds is not directed to be "equal" but "equitable," and to levy a tax to continue the school at least six months, a vote of the people is not required, but such levy must not exceed two mills on the dollar. In the earlier laws, at school elections, house- holders were voters. The act of 1839 added "resident tax-payers." In 1853 it is "qualified voters," that is, persons having the qualifications of a voter at the state and county elections. In the matter of evening schools the positive, "it is the duty of," of the act of 1839, is changed to "at their discretion." Xo doubt little attention had been paid to the imperative, and it was one of the things wiselv left to the judgment of some one who had at least a chance to know the local conditions, which would vary with the "dance of plastic circumstance." EDUCATIONAL HISTORY OF OHIO 71 The Auditor of State in his financial dealings 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 by the county auditors, to whom tlie 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 im])ortant part of educa- tional furnishing, a library, began its intermittent career with this statute. Though the action of the library 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. This 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, by 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 affording 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 of 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 now in mind, he is open more widely to an appreciation of the unction 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 thcv have been, goes as an excuse for being. This bit of human nature accounts for many things, great and small. The boy spoke well who answered the stranger's question: The window in the belfrey was raised because it always was raised. Rut 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 e.x])osed to unkind words from those who sat in the seat of the scorn- ful. That the manner of distributing the state's bounty should be 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 72 EDUCATIONAL HISTORY OF OHIO school was not an intuition ; it had to be learned. Education, free to all, not confined with other luxuries — for while the most urgent of political needs it is the finest charm of private culture — to the cities, where the means thereto are likely to abound, but following the pioneer in his march across the continent, blessing his family when he founded his humble home, is the surest safeguard, the cheapest defense of the state. But this safeguard and defen.se does not spring of its own motion from the soil, nor even drop down from the benevolent sky. It must be bought and paid for with money. To perpetuate itself the State must do something more than preach patriotism, even with the eloquence of Ohio'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 township: "It shall be the duty." But the state, the abstraction, ''the shape in each man's mind sacred from defini- tion," has no money. It must have it to direct the supreme work of defense, manned by the school master with his spelling book, and set a potential example for the smaller divisions, the miniature states, the districts, to follow. It must have it to make wealth possible by making it secure. It would be an impotent conclusion for the state to make sure the education of the wealthy family or the wealthy county. In a sentence, not primarily for the good of the child, but for its own good, does the state tithe the tithe of the "grand list," and distribute 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 ])ersonal equation of the writer, the degree of his scholarship and culture, his special besetment at the time, and the actual state of things. I. In speaking of the prospects of education in this county, there is one, and I am sorry to say, only one bright spot, and that is the Union School in this village, which is doing remarkably well. There is a good interest here on the subject of education, created mainly by the influence of this school. The right men are engaged in it and the right means are used. The other part of the county is too dark a subject to hold up to public view — 'tis impossible to get men to work 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 visible. Anv amendment, so-called, to the school law, short of a total and entire repeal of the old one, will do no good : the people will not touch it. 2. There are two schools in this county in which .students can be fully pre- pared for admission into college. The course of study is liberal and thorough. EDUCATIONAL HISTORY OF OHIO 73 even some of our District Schools would compare favorably with schools of a higher grade, while others are rather 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 townshi]) treasurers, having 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 erectioij. 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. I conceive that a county sujx'rintendent 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 public 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. Rut the greatest and most formidable hindrance to the most success- ful operation of our glorious common school system is the want of public funds to make all schools entirelv 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 by taxation, and in the receipts of interest on section 16 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 pleasins^ anticipations. 7- 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 appearance of substantial grandeur. * * * * Parents and scholars 74 EDUCATIONAL HISTORY OF OHIO seem to emulate each other in the advancement of this cause. This ilhistrates the important fact, that among- whatever people a good system of instruction is efficiently 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 sliould he repelled with indignation and contempt ; which we believe will be participated in by every high-minded teacher m Christendom. * * * * jjn, old draw-back, hanging like an incubus upon the back of the teachers — that of a want of punctuality 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 hindrance to the success of common schools in Ohio, is the complicated condition of our school laws. This is evidently the crying evil. It has formed the burden of nine-tenths of the complaints which have been made to this department, from every quarter of the state, during the last five years. The school law of 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 day to this. Hence, to know what the law is upon a given point, it is often necessary to trace its history down through these various enactments, until the last page of the last volume has been reached. Our present school laws are contained in so many different acts and volumes, and they are so amendatory, repealing and modifying — not to say conflicting — acts and clauses, that they are almost perfectly unintelligible to men of ordinarv capacity and research. It is frequently almost impossible to find what the law now is, on any given point. In reading any school law, other than that of last winter, the reader knows that he is reading what once was law ; but he is still left in doubt whether or not it is tio-a' law. 3- Although the Legislature condensed the school laws in said act, yet. at the same time, several things are left soiuewhat ambiguous as to their meaning. 4- Whilst the law clearly points out. and sham-like enjoins the various duties of the officers, it on the one hand fails to establish any practicable mode for the remuneration of many of their services, and on the other, fixes no penalty for disobeying its commands. Such laws, though thev were written in letters of gold, and gratuitously spread upon every man's table, would fail to secure the EDUCATIONAL HISTORY OF OHIO 75 objects for which they were enacted, and remain, as they ever have been, a slander upon our statutes. S- Since the previous school acts were combined in the j^eneral 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 Assembly, scarcely a session having passed without some new enactment on the subject. To collect and comprehend all these acts perfectly, would require a capacity of intellect and a profundity of research, which would entitle their possessor to the first honors of a German University. 6. This is the very 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 Ohio. 7- Owing to the very imjierfect condition of our school laws, there is not one school officer in ten, well enough acquainted with the duties of their office to per- form them correctly and ])n)niptly ; 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 effective and less com])licated one. 8. A law in relation to common schools, whose provisions are plain and easy to be understood, is much desired by 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 com])rehension to any other than an astute lawyer. 10. There is now an old school law book, in the possession of nearly all the districts, and school officers will be governed by those laws, however inconsistent 76 EDUCATIONAL HISTORY OF OHIO they mav be with subsequent enactments, until they are displaced by some other volume, containine; a better and more complete system. OPINIONS OF THE SCHOOL LAWS AFTER THE ACT OF 1853 I. The introduction of the school law into our county 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 in- stances, could we look for perfect unanimity, but the matter has been engaged in bv the people of this county, with a zeal that augurs the most favorable results. I submit to you the best I can do in the accompanying report for this year. .\nd it is to be hoped, if the present school law is to remain vmchanged long enough for the school officers to become familiar with it that we shall hereafter be able to give satisfactory reports. 3- I cannot conclude this report without expressing my approbation of the spirit and object of our new school law. By 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 oin'iate the necessity, so far as the educational requirements of practical life are concerned of sending our sons and daughters to colleges and seminaries, where their conduct and development of character are beyond the control of parents. 4- Much difficulty was experienced from the fact that there was no officer authorized to give construction to the law ; and many of its provisions are not easily understood, and the change from the old laws being so great, that the people seemed to be taken by surprise. 5- The law, as at present arranged, is very unpopular ; there is too much ma- chinery about it, too many irresponsible officers. The Town Clerk gives no bonds, and yet the law talks of fines for omission. There is a large amount of crude imdigested nonsense in the law. 6. If I am permitted to express an opinion, I would say that the ponderous "tozvnship board of education" be abolished, and substitute three men to manage the school matters, and adopt the "pay system," (Men will not work without pay, at least, not such a number as the law contemplates) then we might expect the work done. They will not work for mere patriotism, and many detest the EDUCATIONAL HISTORY OF OHIO ^^ 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 hope that the Legis- lature will give us a chance to test it fairly before it is amended. I 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 system that does not meet the wants or wishes of the people. I sincerely hope that the law may be so modified 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. There 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 be for the better. My motto is, the fewer persons to do the service, the better will it be done and cost less in the end ; men will not work these times without pay, and I say employ a few persons to do the business up right and pay them for it. 9- 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 eflfectually discharged. 10. 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. II. 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 of the new school law are plainly to be seen. 12. 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 right, and ought to be sus- tained. 13- Although the law is objectionable, because it provides no remuneration for services rendered, yet this objection is trifling compared with the great superi- ority of this over any other school law we have ever had in Ohio. 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 very 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 Ohio has ever had. AS TO THE CONDITION OF THE SCHOOLS AFTER THE ACT OF 1853 I. The introduction of the school law into our county 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 look for perfect unanimity, but the matter has been engaged in by the people of this county, with a zeal that augurs the best results. 2. The schools of this county were never in a more flourishing condition than at present, and probably at no period a greater interest manifested for the im- EDUCATIONAL HISTORY OF OHIO 79 provement of our common schools, but still, there is much dissatisfactipn ex- pressed ag^ainst some of the provisions of the present school law, and strong hopes are entertained that some improvements will be made this winter. 3- 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 very 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. 8. 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 changes should be made till the working of the law should be tested. The committee made a report stoutly defending the point of attack. Follow- ing are the opening paragraphs in which the case is stated : More than one-half of the petitioners virtually pray for the repeal of the entire law ; and nearly all desire the abolition 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 apparatus 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 independent 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 by 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 prayers 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, much 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 any of its essential provisions during the present session of the Gen- eral Assembly. The points upon which the petitioners seem to approximate 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. Barney, was ordered to be printed in the report of the Secretary of State in sufficient number to supply school officers throughout the State. EDUCATIONAL HISTORY OF OHIO 8l The "Act" of 1853 went into effect upon its passage in March, 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 Mr. 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 pubHc 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. M. ; also to articles written by Dr. W. H. Venable, and to his ■'I^>eginnings 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 Cincm- 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. At this meeting the principal address was made by Dr. Bishop, the presi- dent of Miami University. 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 teaching 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 anv one subject — these strolling teachers follow an occupation about as hon- orable to themselves and about as profitable to the community as the occupation of strolling beggars and strolling showmen is." Mr. Alexander Kinmont delivered an address, adorned, as was the fashion of the day, with classic quotations. Indeed the volume of published jiroceedings of this meeting bore in its front a passage from Cicero, in the original, extolling the patriotic 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. — Procul o procul este 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. Beginning 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 Jeffrey, 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, — Mans- 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. Venable 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 modem audience would think it well that the second part was delivered at the succeeding session. At one of the meetings of this body it was resolved, no one saying nay, "that the Bible be recommended as a regular text in every institution of educa- tion in the West." The men had the West, its present and future, especially in mind. Though much smaller than now, its name was then in all situations be- gun with a capital, — a custom, however, to which nouns were much addicted. The influence of the college had been gradually widening, and was the moving cause of educational associations in Ohio and Kentucky. in 1836 the first State convention of teachers in Ohio was held at Columbus, and presided over by Robert Lucas, the Governor. It called for the improvement of common schools, the estalilishment of school libraries, and the election of a State Superintendent of Education. Professor Calvin E. Stowe, recently home from his voyage to Europe, one of the fruits of which was his report upon the school system of Prussia, made EDUCATIONAL HISTORY OF OHIO 87 a notable discourse upon that theme, which discourse was published, along with Samuel Lewis's address, in a jjocket edition — "infinite riches in a little room." It did not need official approval, for few educational tracts excel it in the interest of its matter and its clear, incisive statement, but it is interesting that Governor Lucas addressed a comnnuiication "to the Honorable, 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 im]Mrtance and asking for it respectful attention. The strict regard of that elder day to etiquette in high places is shown in the governor's conclusion : "Having but one copy, I have thought it advisable to transmit that copy first to the senate." What is the further career of that copy is not known. It is to be hoped that the senators, in alphabetical order, read it, and that it was duly sent to the lower House. The delicate hint suggested by the courteous transaction brings out by 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 ])roximity of the State Library. A hurried journey into the printed discourse afifords an opportunity to gather some of its good things : "The rare spectacle of an absolute sovereign, Frederick William 111, exerting all his powers for the intelligence and moral improvement of his people. The government of I'russia, 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 by 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 voluntarily subject himself to an ignor- ant sovereign ? Yes, my fellow-citizens, you are the sovereigns ; and. like all other sovereigns, you are very much exposed to flattery. Those who have power 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 country : that the increase of popu- lation has far outstripped our ])resent means of education. * * * ^t 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? * * * The 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 jwpular freedom. One part of this great ex]ieriment 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 ])0])ular freedom can do more for the general happi- ness than absolute sovereignty, however benevolently directed. Shall this great experiment fail in our hands and tlespotism bear away the palm ?" Between these extremes the body of the lecture contains ( i ) a succinct de- scription bv analysis of the Prussian .system of public instruction, with a trumpet call to republicans to do for themselves what this absolute sovereign, this mem- EDUCATIONAL HISTORY OF OHIO ber of the holy alliance, 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 significantly that his audience knew to what extent these hopes had been realized. He denied that Ohio 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 people, steamboats, mills, factories, fields and flocks and four hundred miles of canals ! — but 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 public instruc- tion, its defects and failures, the means and possibilities of betterment, and a gloomy prophecy of the future, if the people, 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 report to the college upon the best method of "establishing and forming common schools and upon their jjresent conditions.'' Mr. Kinmont reported stoutly against the general reading of fiction, and another speaker placed even Sir Walter Scott's novels under lian. In 1837 Mr. Lewis, then newly chosen superintendent of the common schools of Ohio, claimed in a report that the public schools should be so expanded as to include all that was then taught in the best English schools ; and he favored not only district schools, but township schools of a higher grade. Another speaker urged the necessity of Xormal schools for the purpose of teaching teachers how to teach. One curious fact to be observed by the reader of these programs is that a woman's name seldom appears thereon, and when it does, the writer of the jiaper, so it is said, did not, in her own person, read it, but must imitate .Shakspere's great women. After the passing of three-quarters of a century the first one of these assertions, applied to the State Association, would need only a trifling mod- ification. One of the ladies named on these programs — 1838 — Mrs. .'\lniira H. L. Phelps, wrote an essay on female education, a well-written argument for its betterment. One of the things she would have diflferent was the boarding- school girl, whose education, in many cases, was summed up in her "piece of embroidery." The student of State Commissioners' reports may happen upon EDUCATIONAL HISTORY OF OHIO 89 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 number 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 absolute 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 hcl]) 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 by M. F. Cow- dery, Lorin Andrews and M. D. Leggett. The constitution requires th^t 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 afifairs 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 be accomphshed by addressing citizens pubHcly. and stating the importance, practicabihty 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, lastly, it was the wish of the committee, as far and as fast as practical)le, to pre- pare the public mind for a school system for our State uni)aralleled for the liber- ality of its provisions, the wisdom of its measures and the harmony and efficiency of its operations." The reader may wisely and well challenge himself for an answer. To what extent has the half century and longer since this excellent plan was laid seen it bodied forth in reality? In January, 1848, the executive committee of the Association made condi- tional arrangements for holding institutes in one-half of the counties of the State in the coming spring. Their propositions were accepted by the following comities : Ashland, Columbiana, Huron, Licking, Richland, Seneca, Stark, Washington and Wayne. 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, through its proper committee, pushed with all its eloquence and energy the cause of the county institute, sending experienced instructors to those counties where the teachers would raise a sufficient fund to pay their modest fees. In this day of instructors advertising for calls, competing for the honor and the fee, the following sentence from the report 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 impossibility of securing the services of a sufficient number of competent and experienced 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 public of the past half-century bear witness that he served it well. At a meeting of the Association the following July in Cleveland, ^Ir. An- drews's disinterested conduct was cordially approved, and a resolution was unanimously adopted to sustain him by the bestowment of something of a higher market value than words of ap])roval. A salary of $1,500 was voted him. Encouraged by the action of the Association and the favor shown his efforts by the people, Mr. Andrews threw himself with even more vigor into the work during the fall of 185 1, and the annual meeting in December at Columbus, bore witness to the value of his efforts in the increased number 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 year just passed. More than two hundred educational addresses had been delivered, appealing to the minds and hearts of not less than sixty thousand EDUCATIONAL HISTORY OF OHIO 95 citizens ; three thousand teachers had assemljled in institutes and had their love for their profession increased, and their zeal quickened for the improve- ment of common schools ; about seventy of the towns and cities have estab- lished free graded schools, more than fifty 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 the things done by the late Constitutional Convention had to do with this high hopefulness. Dr. Samuel Findlay, himself a near follower 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 of a meeting of the Association at Dayton in 1853: "Lorin Andrews, 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 ajipointed, 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. "On 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 expressed 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 Association proliably did not exceed $1,000. and not many exceeded $600. Such was the stuff of which these pioneers were made." We have seen that the Association 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 years ; and after the failure of an initial attempt to gain legislative action favorable to 96 EDUCATIONAL HISTORY OF OHIO normal schools, followed by trial after trial wherein the "Noes 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 they 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. Before the sessions of 1851 and 1852: I. The Teachers' Profession — W. D. Swan. Education — its Relation to the Individual and to Society — Geo. Willey. Esq. 3. Annual Address. The Qualifications of Teachers — Prof. Joseph Ray. 4. The Joint Education of the Sexes — Prof. J. H. Fairchild. .\ Report on District School Libraries — Prof. H. H. Bailey. 1859: i«7o: 1. The Diffusion of Knowledge — John Hancock. 2. Teachers' Meetings — A. Duncan. 3. .Al Course of Study for High Schools — I. W. Andrews. 4. Importance of an Efficient School System — H. Canfield. 5. Report on Twelve Requisites of a Good School — O. X. Hartshorn. 6. The Two Antagonistic Methods of Tuition, Instruction and Develop- ment — E. H. Allen. 1. Inaugural Address. Educational Progress — R. W. Stevenson. 2. Annual address. The Utility of the Ideal — W. H. Venable. 3. .\ Report on a Primary Course of Instruction — J. F. Reinmund, Chairman. 4. Moral Culture in Schools — Eli T. Tappan. 5. A Report on the Best Method of Conducting County Examinations — J. C. Hartzler. 6. Report of the Committee on School Legislation ■ — E. E. White, Chairman. 1880: I. Superintendents' Section. Inaugural .Address. Industrial Education — C. W. Bennett. 2. On Supervision Depends the Success of Our Schools — James J. Bums. EDUCATIONAL HISTORY OF OHIO 97 General Association. 3. Culture and Character — Prof. Judson Smith. 4. The Place and Time for Elementary Science in Our Schools — Prof. John Mickleborough. 5. Normal Schools and Institute Work — R. W. Stevenson. 6. Literature for School Youth ^ — John B. Peaslee. 7. The Quincy Method Not New- — H. M. James. i8yo: I. Superintendents' Section. Inaugural Address. Some Relations of the Superintendent to his Teachers and his Work — W. S. Eversole. 2. J he Use and Abuse of Methods — W. T. Jackson. 3. Truancy and the Truant Law — F. Treudley. 4. Memory Training — Prof. Gilbert White. 5. Report on Plans of Adjusting High School and College Courses of Study in Ohio — E. E. White, Chairman. General dissociation. 6. Inaugural Address. Fifty Years of Educational Progress — L. W. Day. 7. Scientific Temperance Instruction in the Public Schools — Mrs. Frances W. Leiter. 8. Value of a Library in Connection with .School Work — Miss Frances E. P.aker. 9. What Can be Done to Elevate the Profession of Teaching? — J. C. Hartzler. 10. Reading in Grammar (jrades — Miss Margaret Ikirns. .11. Rigid or Loose Government — J. C. Hanna. 12. Reverence and Respect for Law and Authority — T. H. Sonnedecker. 1900: I. Inaugural Address. The Present Status — Charles Haupert. 2. Primary Work — Mary Gordon. ; 3. Stages of Moral Culture — R. G. lioone. 4. College Entrance l^equirements in EnT;lish — Prof. J. V. Denny. 5. How to Secure College Entrance Requirements in English — R. H. Kinnison. 6. Safeguards for Adolescents — S. P. Humphrey. 7. State Normal Schools — John E. Morris. ,' 8. Township High Schools — -S. K. Mardis. 9. Annual .Address. The State and Education — W. O. Thompson. 10. High School Section. Chemistry in the High School — J. \V. Knott. 11. Self Training — .Mary Wilgus. 12. Electives in High Schools — S. Weimer. 13. Music Teacher.';' Section. The Method — John James. 14. Expression in Singing. 15. Benefit of Ear Cultivation. 98 EDUCATIONAL HISTORY OF OHIO i6. When Introduce Minor Scales? — B. C. Welgamood. 17. Is Individual Recitation Practicable in Sight Singing Work? — N. Coe Stewart. 18. Superintendents' Section. Inaugural Address. The Teacher's Eco- nomic Value — R. E. Rayman. 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. Any 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' Association 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 Ohio, we, whose names are affixed associate ourselves together under the following Constitution.' In all its history these two continue to be the purposes of the organization. In one revision the two are connected by a "thereby." 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 by their titles, and one function of the Executive Committee has never varied, — to provide for at least one meeting of the Association every year. Article ten is worth quoting: "Any teacher or active friend of education, male or female, ma\ 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 membership, by 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 the prominent women of the organization. The officers were chosen by ballot for one year. This provision remained permanent except as to the Executive Committee. EDUCATIONAL HISTORY OF OHIO 99 Tlie concluding Article, the thirteenth, provided for amendment by a major- ity 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 I0 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 inckules amendments of some vears 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) A 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 PLACE. D.^TE. PRESIDENT. Dayton June 1 and 2, 1848 Dec. 28 and 29 1848 A D T ord Vice Columbus Samuel Galloway Samuel Galloway Milo G. Williams, Vice Samuel Galloway Dec 26 and 27 1849 Springfield ... lulv .S anH 4 IS.'^O Columbus I)pr !?.T anH 9(i 1 S.^fl _ Cleveland July 2 and .3, 1851 Dec. 31, 1851, and Jan. 1. 1852. . . . July 7 and 8, 1852 Dec 29 and 30. 1852 Dayton Columbus Tuly 6 and 7, 18.53 Dec. 28 and 29, 1853 Rev. W. C. Anderson Joseph Ray lOO EDUCATIONAL HISTORY OF OHIO SESSIONS OF THE STATE TEACHERS' ASSOCIATION — Concluded Zanesville . Cincinnati . Cleveland .. Columbus . Mansfield .. Columbus Steubenville Delaware .. . Dayton Newark . . . , Elyria Mt. Vernon Cleveland . , Toledo Cincinnati . Zanesville . . Springfield Dayton Cleveland . . Columbus . Sandusky . . , Put-in-Bay , Put-in-Bay Cleveland Chautauqua, N. Y... Put-in-Bay Niagara Falls, N. Y. Chautauqua, N. Y... Lakeside Chautauqua, N. Y. . . Akron Sandusky Toledo Lakeside Chautauqua, N. Y. Cleveland Delaware Sandusky Put-in-Bay Toledo Put-in-Bay PRESIDENT. July 5 and (3, 1854. . . Dec. 27 and 28, 185L August. 1855. Lorin Andrews Lorin .'Andrews Lorin Andrews Dec. 2(i and 27, 1855 ; A. J. Rickoff July 2 and 3, 1850. Dec. 30 and 31, 185li. .. . July 8 and 9, 1857 July 7 and 8, 1858 July (J and 7, 1859 July 5 and 0, 18(iM July 2-4, 1801 July 1-3, 1862 July 2, 18G3 July 5, 1864 July 5, 1865 July 3-5, 1866 July 1-3, 1867 June 30 to July 2, 18(i-^. . July 6-8, 186!) July 5-7, 1870 July 5 and 6, 1871 July 8 and 4, 1872 July 2 and 3, 1873 July 1 and 2. 1874 June 2!) to July 1, 1875. Tuly 3-5, 1877 July 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 Tune 30 to July I, V^xr,. . June 28-30, 1887 June 26-28, 1888 July 2-4, 1889 July 1-3, 1890 Tuly 7-9, 1891 June 28-.30, 1892 June 2(i-29, 1894 Julv 2-4, 1895 July 1-3, 1896 June 29 to July 1, 1897.. June 29-July 1, 189S Tune 27-29, 1899 Tune 26-28, 1900 June 25-27, 1902 Tune 30-July 2. 1903 June 27-29, 1905 .•\nson Smyth .'\nson 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 Findley G. W. Walker H. M. Parker Reuben McMillan John Ogden J. J. Burns G. W. Walker E. F. Moulton Aaron Schuyler W. W. Ross W. G. Williams Alston Ellis C. W. Bennett L. W. Day G. A. Carnahan W. J. White E. A. Jones J. F. Lukens F. Treudlev M. E. Hard O. T. Corson Edwin B. Co.x Charles Haupert E. W. Coy Arthur Powell N. H. Chaney Counting;- bv years we call the mcetinef of 1903 the fifty-fifth. The semi- centennial was duly celebrated at the Toledo meeting in 1897, the charter meet- ing having been held in 1847. During the first decade there were several "semi- EDUCATIONAL HISTORY OF OHIO loi annual" meetings, held in the summer ; the "annual" meetings were held in the winter until 1857. In 1876, 1893, 1901, 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 point 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 location 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 sociabilitv runs purer? CHAPTER X THE COUNTY INSTITUTE THE COUNTY INSTITUTE INFORMATION that conventions for the instruction of teachers had "broken out" in New 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, the first teachers' insti- tute of the west was conducted in Sandusky, Ohio. The chief speakers were Salem Town, Asa D. Lord, and Al. 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. Nelson 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 by the earnest words of the speakers. It may be that the name. County Teacliers' Institute, needs no definition but it has a double signification, — an organization of the teachers of a county, 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 arc scant time, but the statute demands only four. Resuming our narrative, in 1846 institutes were held in Ashtabula, GeauTa. 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 following language: "Were this same instrumentality extensively adopted in Ohio, it would breatlie the spirit 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 responsibility of the teacher's vocation — ambi- tion to attain the highest 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 lo6 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, by 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, Cuyahoga, 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 county 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 which 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 but one board who voted any 'encouragement' to an institute during the past 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 siufticient 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 earne.stness 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, M. 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, M. 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 instiKites ; and the friends of education in each county, are hereby earn- estly requested to make the necessary arrangements for holdins^ an Institute. In any county in which there is a reasonable assurance that a sufficient number of teachers will be willing to attend an Institute, the County Examiners, or the lo8 EDUCATIONAL HISTORY OF OHIO Executive Committee of a County Educational Association, or a self -constituted body, ought to act as a Committee of preliminary arrangements." The 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. T* ^ ^ ^ In a large number 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 county 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 approval of these associations on the part of the State Legislature, and infers from it that the authorization of the county commis- sioners — "shall be, and they are hereby authorized" — should be understood by them as "almost purporting a command," when the sources of the before men- tioned one hundred dollars should from any reason fail, "to make up such sum from any moneys in the county treasury," and in case there are no moneys, "to levy a tax." Pertinent to this matter, or made pertinent by its reversal eleven years after- ward, was the negative provision in the law concerning teachers' .examinations : "No fee or charge shall be made for a certificate." The doctrine seemed to reign in the minds of many that if the law compelled teachers to undergo so unnecessary a process, and often so merely formal, as examination, it might have the grace to do it without price. An examination fee is a tax for the support of the institute. It is heaviest upon those most in need of the institute, but often by failure to attend, they fail to profit by their investment. If ambition be his tutor and study his habit there is a right honorable road which will lead the teacher out of this unwelcome land of examinations and taxes. In 1854, \h. Barney's table of institutes shows that forty-one were held, several for a fraction of a week, but nearly all for a week. Like preceding tables of institutes this gives no statement of the amount of funds raised and how distributed. We can not learn from it what branches were taught by the "instructors," and upon what themes the "lecturers" found freer scope 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 H.- H. Barney, Horace Mann, R. W. Stevenson. Daniel Vaughn, W. T. Coggeshall, A. J. Rick- oflf, C. R. Shreve, Alfred Holbrook, Isaac Sams, W. C. Catlin, Joseph Ray, Cyrus Knowlton, C. S. Royce, O. N. Hartshorn, J. Williams, and many more. I 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 lecturer? were Eli T. Tappan and James A. Garfield. No dividing line between instructors and lecturers. In the third, received from members, $1,591 ; from commissioners, $305, from other sources, $72.14. Names of instructors are not given, onlv the "I'rincipals." There were lecturers though, seventy-one, all "male," and Prof. James A. Cjarfield 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 public lecturers. In 1861, there were ten institutes held in nine counties, 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 concerning institutes was made, and none in 1863, beyond the statement of the commissioner that : "this year only twenty institutes have been held, attended bv 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 eflfect that proved a substantial aid to the cause of the county institute by 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 fund. This law has since been amended and the total of the fees from appli- cants for certificates goes into the institute fund of the county, 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 would be to go beyond the allotted space. Thus far so much of bare facts and figures has been given that the reader, interested in the present, may better no 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 years noted : 1858 $2,327 00 1868 9.274 09 1878 17.099 28 1888 23.836 45 1898 27.042 22 1903 28.089 74 Institutes in the great majority of the counties have been held yearly since the statute of 1864. Without reference to the ideal organization, the practiced observer sees that the Ohio institute has done and is still doing with full intent a two-fold work. The proportion of each in the mass and severally is con- stantly varying. In the early institutes, one would judge from the records which have tarried till our time, the work was general in its character, eloquent — for elcKiuence on all platforms more abounded then than now — the present is in too big a hurry to be eloquent — germane to the great theme of popular education and the public school as an instrumentality, and the imperative duty of the people and of the State. Here is a pretty broad program : 1. What is Education? Intellectual, Physical, Moral, Individual, Universal. 2. Progress and Triumph of Our 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 only 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, psychology. But the institute was and is in the hands of a committee who represent the teachers. The lecturer does not come from some superior headquarters with a message burning for utterance in this direction, or that. The committee has heard of him or from him, has written to him, has again heard from him, and again written to him, and even before the statute of 1864, in many counties, as is shown by the sums collected and disbursed, has l)ound itself to pay him a generous fee. So, the teachers, through their committee, have a very audible voice in selecting the meat upon which, like modern Caesars, they will feed. They have not forgotten the examination, that coming event that casts its shadow before, they visualize the place and the process, mindful that "we build the ladder by which we rise'' to the envied height of a certificate, out of arith- EDUCATIONAL HISTORY OF OHIO m metic, grammar, geography, history, — perchance reading and writing, and kin- dred academic rounds. One does not require any rare gifts to tell the result; but, 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 emphasis told his client : "They can't put you- in jail for that." "But I am in, though," through the grating, quoth 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. What 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 way 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 here, hundreds of teachers can recall a Harvev, teaching geography ; a Tappan, teaching arithmetic ; a Williams or a Henkle, teaching grammar. In another class of institutes there was solely review work ; in tlie 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 upon 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 bid for public good will, but there is a present tendency setting in strongly for even- ing lectures at all liours. The eminently fair-minded Commissioner Harvey once wrote : "They have been exceedmgly 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 imimportant 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 different 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 needs of the instructed grew' the citv institute. 112 EDUCATIONAL HISTORY OF OHIO Instead of the universal scarcity 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 reputation 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 problems 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. One 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; the 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 ]3resent to 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." An effort to better the instruction at the county institutes was made a few vears ago by the State Teachers' Association. This body requested the State Commissioner to select committees whose task it would be to prepare syllabi upon the different topics ; grammar, geography, and the other themes commonly discussed. The committees were chosen and they, in due time, completed their labors, the syllabi were printed at the cost of the Association and sent out by the Commissioner to the institute authorities. The use of these syllabi at the institutes could not have been general though many copies may 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 congregation desirous that he should. \'ery rarely would he be willing that the heads of the dis- course should be given him, feeling so confident of his own ability in that line. EDUCATIONAL HISTORY OF OHIO "3 One grievous defect of the county institute system, a remedy for which has been attempted 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 by 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 by 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 county examiners, and it lies there without any new legislation. Much of other things beside "virtue" lies in an "if" ; but if the people would elect a probate judge who would appoint no man county examiner 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 timely 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 may 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 but this institute will have gone far toward deserving it. Under the recent code, to have an institute it must be that at least thirty practical teachers, residents of the county, must declare their purpose to attend such session. The officers are a president and a secretary, elected by ballot for one year, and an executive committee of three members, one elected each year for three years. The president and secretary are members of the executive committee by virtue of their office. There is no treasurer. His occupation's gone since the executive committee give bond, manag? the financial aflFairs, 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 report 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. At 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 practicability ; criticism, 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 mav 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 wishes, a repeated welcome, and an end The historian's pen would not tell the whole truth did it not admit that the bidder of welcome sometimes takes his function o'er seriously ; 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 1 COUNTY AND LOCAL EXAMINATION OF TEACHERS IN 1821, January 22, 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 number of examiners came back to three, for the county, appointed by 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. I20 EDUCATIONAL HISTORY OF OHIO In 1S53, a q-ood moral character, orthography, reachng, writing, arithmetic, geography and Enghsh grammar, must be named in the certificate ; the time to run was still limited 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 by the General Assembly, amending the law of 1853 i" 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 year — it seems beyond 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 knowledge 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 year to fifty cents, from women. This fee was not the price of the certificate or the remuneration of the examiners ; it paid 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 1868, 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 shall have a certificate "to teach said branches," changed five years later to a requirement that all branches shall be taught 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 treasury, not from the applicants' fees, and the examiners' per diem was increased to $2.00. In the Commissioner's Report for 1874, in the Table of County Examiners, we find that the boards have been reorganized, and that the respective terms of the members, now three years, are to end, one each year, — a wise step taken vears before in the Akron law. The historv of the United States was added in 1882. EDUCATIONAL HISTORY OF OHIO 121 In 1884, county boards 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 hoard. 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 u])on certain contingencies of experience and renewable at the discretion of the board. After the coming Xew Year's physiology and hygiene 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 witnesse.-;, and examine them under oath. The oiTense 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 offenses 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 was 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 Iwards 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 city institutes, the others, to the support of the county institutes. 122 EDUCATIONAL HISTORY OF OHIO The act of 1853 excluded from its uniforming^ 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 1868 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. Fifty-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 to follow year by year the history of these boards but 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 for local boards in city districts of first class and second class, and villa.ge districts with a population not less than 2,500. Total number of applications, 4,175; rejections, 419; different applicants who received certifi- cates, 3587; paid examiners, $8514.75; paid for other purposes, $959.89; cer- tificates granted, 5 years, 1,263: three years, 794: two years, 912: i year, 1,114: total, 4.0P3. Unfortunately the occupation of each examiner is not given . The narration of the law as to examining boards, countv and city — as village boards are abolished in the code of 1904 — may properly be rounded out here by a look into the provisions of the code upon this subject. Two members of a county board must each have had at least two years' experience as teachers or superintendents, and within five vears have been actual teachers in the public schools. An examiner shall not teach in any school not supported in whole or in part by the State, or be employed as an instructor in a teachers' institute in his own county. He could render service, and. ofteii did, as Antonio lent out money, "gratis." He 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 number of applicants varies from sixty-one to one hun- dred or over. Examinations are held on the first Saturday of each month, unless a legal holiday 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 certiiicatcs 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 boards. 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 knowledge of the theory and practice of teaching, anrl 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 nuist be "(pialified to teach literature, general history, algebra, physics, physiology including narcotics, and, in addition thereto, four branches elected from the following branches of study : Latin, German, rhetoric, civil government, geometry, physical geography, 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- ency 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 api^licants 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 city 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 county boards. Thev mav, on occasion, call in the aid of 124 EDUCATIONAL HISTORY OF OHIO specialists, the superintendent must give information in reference to branches and special studies, and the board prepares its own questions. The first time since the era of certificates beg;an, the city examiners have a "'discretion" as to whether or not "teachers in elementary schools be exammed in drawing, music, or German, 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 payable from the contingent fund of the district. All manuscripts of an applicant, filed as answers to questions before either county or city 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 acted on. All 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 way was long from the certificate of the "three R's," and the one for "females." which demanded but two, to the eight year ]jrofessional certificate of 1904, but students of educational systems think it at most stations an upward way. Accounts of proceedings of educational meetings show that changes usually came after they were discussed and called for by men and women who were dealing with actual things, not spinning fine theories. In some instances, doubtless, this was not true. When the law was passed forbidding the appomt- ment of two members connected with the same school upon an examining board, 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 office of examiner was, in its initiation, aimed at a single mark. Probably the most radical feature of the present "Chapter XII — Boards of Examiners" — is that concerning the preparation of questions for the county exammations. What a State would do is part of its history, hence it mav, 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 ])rinting, their distribution, and their opening, and then: "No county board of examiners shall use any questions * * not furnished as herein provided, unless by action of the board they may determine otherwise." It may be possible that those legislators whose votes transformed this piece of humor into a law did it with a grave face. Ohio had a compulsory attendance law years ago of the same fashion. On the subject of uniform questions in the examination of teachers some- thing has been said on each side. Prophecy is not our present function, but so long as human nature is what it is, uniform questions 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 they are to be made where they should be made. EDUCATIONAL HISTORY OF OHIO 125 A commissioner of schools whose words on topics aUied to education were the result of varied experience, extended reading and careful, patient thought gave utterance in the Report for 1889, to something upon this subject: "It has been suggested lliat it would lie in the interest of the schools to have tilt questions uniform for all the counties, as is now done in some of the States. If what has been said above is true, entire uniformity is not wanted, for ever)- 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 change 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 tlie subjects they are to teach, might be sent out to county boards with profit." "While 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 ground in the same old way throughout their professional life-time. If it had been, 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 .say 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 of growth than all the re-e.xaminations in subjects he already 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, but 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 the)' 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 wav of thinking this claim is altogether convincing. Medical doctors do not examine lawyers, lawyers do not examine dentists, theologians do not examine lawyers, teachers do not examine druggists nor pilots — therefore teachers and teachers only, should examine teachers. Again, the doctor does not know the things he must test the lawyer in. He may know all that is known about the Materia Medica and nothing about Fearne on Contingent Remainders; the lawyer could 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 public ; 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. As a lawyer or other "layman" 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 board'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 tchat doctor, ivhat preacher, and with considerably more force what teachers? How may it be brought about that the probate judge shall offer 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 do that," and the query, "How can the people be got to do that?" Whether certificates should be granted readily for the longer periods, the elevation of the standard, the prime importance of judicial grading, the reliance upon per cents, and if anything 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 may 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. Frequent 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, three, four and five \ ears, 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 effort 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 any limit of time." 128 EDUCATIONAL HISTORY OF OHIO The copy-books used to contain a line al)out whose truth there was no con- tention : "Many men of many minds,' hut here is a bit of dogmatism about which the minds of observers who have had experience might agree. No ques- tion as to the length of time a certificate should run 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, are that day to be tested as to the competency of their knowledge of the long and lengthening list of required branches, to say nothing 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. I I CHAPTER XII COUNTY SUPERVISION I COUNTY SUPERVISION ONE who turns the leaves of old reports, but has not a long reach of mem- ory and experience into the times that tried school men's souls and who is aiming by 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 only did not then exist, had not before, has not since, but makes no promise. Still he 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 185 1 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 aflfair, but, the number of pupils over fifteen years of age who cannot pronounce readily, write legibly, and cipher through 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, by two corners : a total enrollment of 6,697 '" the one hundred ninety-two schools visited. The superintendent calls it his Fourth Annual Report as the Superintend- ent of Common Schools for .\shtabula 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 J. Tuckerman 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 by degrees. After six years of harmless desuetude, the right to deal out advice gratis was revoked by omission 132 EDUCATIONAL HISTORY OF OHIO though they might still examine schools. The law of 1838 calls these officials school examiners, hut adds to the function of licensing teachers, permission to examine text-books, when they think it advisable, to determine which were best for use in the schools and to recommend the same. The year of the Akron law, 1847, a bill was passed by the Ohio Legislature which authorized county school supervision in any county whose commissioners 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 upon 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 attempts made, attempts proposed, and gen- eral discussions upon the general necessity or the absolute futility of the thing would fill a very large book. This volume would contain earnest appeals in its favor by speakers at the various associations, by state commissioners on their official pilgrimages and in their reports, and by many others, who with tense muscles had their shoulders to the wheel of the car of educational progress ; on the other side of the question there were not lacking those who were not convinced of the wisdom or the necessity of the measure, and their strong allies, those opposed to all changes, and those who 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 by township clerks, and audibly praying for successors in this one line of their official duty, 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 Ceesar's triangular boast. The writer assumes that the failure on the part of the friends of this strengthening brace 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, though, as a preliminary confession, the story will lack continuity. State Commissioner John A. Norris. 1866-68. was the most untiring cham- pion that county supervision has had in Ohio. In each of his reports 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. * * * * Yhe 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 by 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 which 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 the sending out of petitions to tlie vice-presidents, of whom there was one for each congressional district, and then the report con- tinued. "If these can be presented to the people of the State, especially to those primarily interested — the residents of rural districts, with a few well chosen words showing the economy, the wisdom, the real necessity, of some such meas- ure as the one for which we ask ; and then, numerously signed, find their way to the representatives of the people in the General Assembly, I believe that Ohio can have County Supervision. But thus to argue our case in the halls of the Legislature with words made eloquent by the underwriting of tens of thousands of those who read and think and vote, the teachers of Ohio in city and country, must make a long pull, and a strong 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 brings it to pass that many teachers of the sub-districts are not in favor of it. They need to be convinced that a county superintendent with a heart and soul in him, must be the worthy teacher's best friend ; and he will do a lasting benefit to the schools, by showing the unworthy from whatever cause, that his proper path in life points away from the school-room door, and kindly urge him to stand not upon the order of his going." Then came an outline of the man and his work, as they appeared to the eye of true believers : "We do not expect a County Superintendent to remedy all educational ills, but we do expect him to collect statistics which shall be reliable, 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 number 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 essentia! matters 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 the 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 efficiency as training schools greatly increased by having this officer at their head. As 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 depend largely upon what they have done in the school-room, and are al)le to do again, not upon what they write down u])on a sheet of paper of what they know of books, and guesses at what they think they can do. A worthv incumbent of this office will be a competent inspector of schoc)ls; and this inspection is a condition precedent to an eflfective working of a system of schools, as it is to gettino good results from a cotton factory or a machine shop. The maxim in Holland is, 'As your inspection is. so is your school.' EDUCATIONAL HISTORY OF OHIO 135 By his daily walk and conversation 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 evening 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. .An 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 I)ody of educators was spoken in a report of the com- mittee on resolutions: Whereas, This convention hold these truths to be abi;olute 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 upon the morality and intelligence of its people. 3. That to prepare children for successful and useful lives, and for the just performance 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 Whereas, The truth last named is further supported In- experience and observation to the eflfect — 1. That while very great improvement has been made in the schools 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 tion 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 labor and with the best 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 wherever this subject has been thoroughly and impartially investi- gated by 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 above stated, be it Resolved, That this convention, composed 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 should 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 Assembly for consideration. But 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 plan, 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." S.\MUEL Lewis, Superintendent of Common Schools. "Without thorough and constant supervision on the part of the State, the .school system can never be made harmonious in all its proportions. .A rigorous and vigilant central influence must be brought to bear upon it, in order to insure concert of purpose and of action throughout the various members of the system. And this central influence must be exerted through 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 by 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." „ ^ Samuel Gallow.w, Secretary of 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. Barney, 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 the State School Commissioner, suliject to his instructions, and ready to aid him, both during his official visits, and upon all other occasions." But it appears to the undersigned that the attempt to carry this idea into execution, would be met by certain practical difficulties, which would to a great extent, thwart its purpose. The plan has been adopted in several of the States ; but in most instances it has failed to realize hoped-for results. And if every township was favored with an 'Acting Alanager of Schools,' there would remain little necessity for County Superintendents. For even hinting the idea of a County Superintendent, I received a sharp rebuke from a highly respectaljle newspaper in one part of the State ; while an able writer in another quarter of the State, earnestly coml)ated 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. One class is warmly in favor of, and the' other as warmly hostile to, the creation of this office." Anson Smyth, Comiiiissioiicr. "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 ; and 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 map out and personally 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, to set up a higher standard of work, and inspire all concerned therein with a progressive, earnest, educational spirit. "The experiment of conducting a system of education without vigilant, intelligent oversight has been often tried, but 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. The vital necessity of supervision for our country schools being settled, the practical question arises, how can it best be secured? I see but one feasible mode of accomplishing the result, viz : by organizing an efficient svstem of county supervision. The conviction is becoming well nigh universal, among those who have given the subject attention, that is the one thing now needed to perfect the excellent school system of Ohio. A competent superintendent in each countv of the State, dischargin'j with reasonable faithfulness and energy the duties incumbent upon such an officer would wonderfully enhance the effici- encv of our now uncared for and isolated rural schools." E. E. White, Coiiiini<;sioncr. 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 doubt, 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, by means of acting managers of schools, has proved a lamentable failure. Similar systems in other States have also uniformly failed. Any system of supervision for the country schools must necessarily fail, that does not make i)rovision 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. John A. Norris, Commissioner. "The demand for county supervision of schools is on the increase. The resolutions passed by educational associations and by numerous Teachers' Insti- tutes, and the assent to these resolutions of the intelligent friends of education, clearly 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 from the labors of efficient county superintendents." W. D. HiiNKLK, Commissioner. "To insure competency and efficiency in supervision, the plan of county sup- erintendency has been recommended in many reports of this department. It has been tried in many States with success. The State Commissioner has no hesitancv in repeating his recommendation for its adoption, believing that it will be an effectual means for the improvement of the schools in the rural districts. The field of labor for each superintendent will be large, and his duties arduous ; but earnest, enthusiastic men overcome seemingly insurmount- able obstacles, and those with whom they associate become imbued with a por- tion of their spirit. Under 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 excellence. 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 per- formed by other officials, for which they are allowed compensation, 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 mstruction 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 ]X)pular 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 may say 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, Commissioner. If a fact was ever established by the testimony of witnesses, it is proved that county supervision is a valuable part of the machinery for managing suc- cessfully a system of rural schools. If reasoning by analogy 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. Actual inspection by 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. James J. Bi'rns. Commissioner. 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 eflFective 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. Miller, Commissioner. The friends of supervision hava 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 lengthy discussion of the benefits of supervision. They are recognized in every department of business. Neither 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 investigating 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. Oscar T. Corson, Commissioner. As already suggested, there is need of better organization in our township schools. Ver\ much could be accomplished through some form of required supervision. A number 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 tendency, however, presents several drawbacks. It covers too small a territory. Financial considerations interfere. It is difficult 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 Union. If made operative in our state some difficulty would be 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 plan is a compromise between the small unit of the single township and 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 boards of education of the territory supervised. Lewis D. Bonkbrake, Commissioner. OPINIONS OF COUNTY EXAMINERS, i868 As to results : what our schools want most, and must have before they will accomplish a tithe of what they were designed to accomplish, is thorough County Supervision. Give this county (or any other in the State) a man for County Superintendenf. who is a live educator, to look in upon every school in the countv ; observe the manner in which our teachers impart what knowledge they possess ; how they govern themselves and their schools ; see what interest, if any, is manifested by the patrons of these schools in their progress; and. if possible, by evening talks with people at the schoolhouses awake an interest in educational matters that is not now felt — and we feel sure that the amount of money now expended in our county for school purposes would accomplish double OF THE ■ •JNIVERSITY EDUCATIONAL HISTORY OF OHIO \. r>a ,°^Sii^^ the good it does. County supervision is the one great want of our present school system. Finally, we 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 by 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 supervision. 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 zvaiit of our common school system, and the one thing necessary to the correction of all the abuses of the great privileges we might enjoy under our liberal educational appropriations. Very little is said in regard to county superintendency. We have no doubt but good would result from such an office, Init are not certain whether it would meet with the approbation of the people, as the creating of another official would add to the expenses of the county. True, the expense would be 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 easily 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 supervision to make it successful. But the thing most needed for the improvement of our 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 County Commissioner 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 man\- teachers and school patrons. Some of the former labor under the impression that supervision means for them loss of individuality or position, while not 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 more 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 would be promise of far better work in our ungraded schools than is now secured by 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 of 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 how. There is a lack of uniformity in text-books and course of study in our country 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 the employ- ment and re-employment of teachers, would, we believe, remedy many of the ills under which we now labor. Our 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 county superintendent has some friends and some enemies. Considering what human nature is, a sovereign, one-man power over the teachers and schools EDUCATIONAL HISTORY OF OHIO 145 of the county might be a great wrong, and the evils we might run into might be greater than those of which we complain. As 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 be 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. But 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. All 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 examiners, 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 ?-eal ability to teach 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, woidd be a better plan. A county superintendency, in my judgment would assist the auditor mater- ially in sending in prompt and suggestive reports, whatever bearing it might have on the general condition of the schools. Many of our best educators are in favor of county supervision, and never cease writing and talking to that end, yet the people seem slow to move in the matter ; but some kind of supervision is most imperativelv needed. One of America's genial essayists was of the opinion that the weather is the theme upon which there 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 voters. The lawmakers are not likely to take the lead. They are, and they should be, conservative. They may be students of I'acon : "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 ; whereas new things piece not so well." TOWNSHIP SUPERINTENDENTS The often mentioned law of 1838 declares that 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 tlie 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." He prepares a report about schools, schoolhouses, school moneys, which aids in calling forth from the auditor those despairing returns which he 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 who inspects his work and reports upon it for public inspection. Mishaps are said to be more than possible when the blind lead the blind. They are not well guarded against when the possibly blind lead the probably seeing or is there magic in the phrase, "elected and qualified f" No evidence remains of marked results from this law, as it would be very natural to expect. EDUCATIONAL HISTORY OF OHIO 147 After one year a section was ackled vvhicli 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 expert functions of a supervisor of schools the chosen one might possess it. Few things are impossible. But the right man must be a resident elector; must be elected a director of a sub-district and then chosen clerk ; finally, his fellow clerks must make him active manager. Little of good came from the possible acting managers. The legislation was only marking time, it was not progress beyond a tacit admission that something was needed. It looked like an improvement when, ten years later, the township board could appoint "any competent person." A 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 tlie people and the local directors. An 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 stili future, — mav be seen in the chapter on A Township District. CHAPTER XIII LOCAL OR SECTIONAL ASSOCIATIONS LOCAL OR SECTIONAL ASSOCIATIONS CUE State Association being 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 assemlDlies of teachers began to organize. The fine fever proved contagious beyond 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 hyphen and under that sign they would conquer; or three would do this, with a possible use of an additional hyphen. .-\fter 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 but a day or two, and the program, of platform lectures "all compact." While this process of addition was going on, so was its counter])art. 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 bafiled 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 surelv it is a word of too small content, "cribbed and confined," fitlv 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 story, with some is abundant : with 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 subjects or questions are ])rinted 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 Findlay ; in the "Eastern" by Dr. John McBurney 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 speakei'S 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 public 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, April, June, October, and De- cember. The earnest, zealous spirit of the charter members 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 dii¥er- 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 state. 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 political thinkers exerting a powerful influence in national affairs. 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 majiy problems 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 reports are contributions to education worthv of serious attention. The Association has 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, N. H. Chaney, 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 effort for better results, ever the movement toward the attainment of true ideals Probably the most dramatic debate upon any public school question that was ever listened to in Ohio was upon the stage of the Northeastern. 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 pages." At the session of 1877, held 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 r^al cjuestion 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, — Mr. A. J. Rickoff 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- 154 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 differentiated, a vast and powerful system, with which we feel great complacency." Against 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 by 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 them to the college door. Dr. Findley 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 by." Even Homer mourned the degeneracy of his time, and Professor Church's earlier students were giants. Mr. Rickoff's paper, which the editor did not hear, was read at the April meeting. "The discussion of the two papers was postponed 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. Klemm's paper on the Study of the German 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 up the claim that close grada- tion does really no harm to the bright boy, who must "slow up" ; that good, rather, comes from the union with slower travelers, he illustrated. The owner of Rarus was harnessing that famous racer with a plodding cart-horse for 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 you alone 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 admirable statement of his side of the question was made, December, 1877, by Mr. Rickoff. before the Cleveland High School Alumni Association. Before the Ohio State Teachers' Association, 1879, Hon. W. D. Henkle read a paper, which was discussed by Hon. T. W. Harvey, entitled "Lessons to be Learned from the Hinsdale-Rickoff Discussion." In 1 88 1. February 11 and 12, there was a meeting of the association and the reporter wrote "the inaugural address of President B. A. Hinsdale was upon Character Building, which he treated in his usual masterly way." In 1882, Mr. Hinsdale was superintendent of the Cleveland schools and Mr. Rickoff was superintendent of schools in Yonkers. New York. EDUCATIONAL HISTORY OF OHIO 155 THE CENTRAL OHIO TEACHERS' ASSOCIATION At a meetinjT of 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 upon 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. W. 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 Penmanship, and Primary Instruction, were treated in papers read by H. M. Parker, of Mansfield, J. !•". Reinmund, of 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." Skipping a year we look again and find a meeting at Delaware, "the largest yet held" ; and at Worthington, 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 .\pril ; and in November, at Lancaster, there were over one hundred teachers present, and Supt. G. W. Welch of Lancaster, "'read a .somewhat radical paper on geography ; and 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 subjectively 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 Graded 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 Mechanical College. It would seem that the vote "to be" was not ill-taken. The only meeting noted herein for 1874 was attested by the reporter "the most interesting and enthusiastic meeting ever held by the Association." This is a safer expression of eulogy than the well-worn county 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 the Deaf and Dumb Institution, and an "elegant banquet prepared by the teachers of Columbus." The Central Ohio Teachers' Association continued to be, and to be pros- perous. After a lapse of eighteen years the reporter finds it holding "one of the most successful meetings ever held." One of the elements of success was fur- nished the executive committee by the teachers of the capital city • — one hun- dred dollars. Over a decade ago, in 1894, this Association held a session of two days in Dayton. In his inaugural. Superintendent j. A. Shawan of Columbus, dis- coursed upon the kindergarten, the manual training school, free text-books, and the enforcement of the law for compulsory 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 to 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 ways. Many 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. On the other hand, there are those who take advantage of the situation and put in a spurious plea of poverty, thereby losing their self-respect, a quality 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 be wisely enforced. A boy should not be sent to the Reform School merely for truancy. We should hesitate to place upon any boy what may be regarded as a stigma later in life." Miss Anna L. J. Arnold, a Dayton principal, read well an excellent paper on Libraries and How to Use Them. Dr. T. C. Mendenhall delivered an even- ing lecture upon a theme of much interest to the American people. The Bering Sea Controversy. Superintendent L. H. Jones, of Cleveland, read a paper, the closing after- noon, entitled "The Touch of the Artist in Teaching." The teacher must know nature, must know literature, must know and love the child, and from this knowledge must put 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 writer's theme. EDUCATIONAL HISTORY OF OHIO 157 THE NORTHWESTERN OHIO TEACHERS' ASSOCIATION In 1858, in the period of peace and good will, December 24th and 25th, the fourth annual meeting of the Educational Association of N. 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, Wentworth, W. H. Ogden. .-\n address of welcome greeted the teachers, and expressed gratification over the opportunity afforded the citizens to entertain so large a number. Mr. 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 very 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 succeechnj; 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 Northwestern Ohio Teachers' Association at Clyde, October 13th of that year ; and, in assuring the school public that no harm is to come to the State Association from the growing grou]) of local associations, the editor incidentally writes: "A Northwestern Ohio Teachers' Association was organized in 1864, we believe, and several large and successful meetings were held. For some reason it was given up." This may be the society which has had our attention, the editor being out of the reckoning ten years, or it may be another one. However the fact may be as to its predecesor, this of 1870 was reported to have had fifty teachers at its launching. Mr. Cowdery, of Sandusky, o]X'ned a discussion on map-drawin r, a subject that for a time in Ohio occupied a front seat. School Government, Moral In- struction, and Essay Writing, then an adjournment to Sandusky in December. This association was to meet once in two months. No trace of it appears in the records of 1872, but in December, 1871. there was "a union institute," attended by ninety-five teachers of Allen, Hardin and Hancock counties, at Ada. The exercises were said to have given much satisfaction, and the adjoining counties were invited to unite with those already in the league. The foregoing affords a look, as through a glass darkly, at an example of the germination of the large educational societies that have their being in Ohio. One will spring up, and after while its decay makes more fertile the soil for its successor. It will be a tolerably fair jjiece of joining to introduce here a bit 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 obscure corner of its territory. In 1869 Joseph N. Baker, then a leading teacher in the Findlay public schools, now living at Bowling Green 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. There were present at that meeting Dr. H. S. Lehr of Ada and his assistants, Superintendents Ephraim Miller and T. H. Tufts of Fmdlay and their teachers, Supt. W. T. Fry 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-County Institute." The suggestion of a permanent organization was made by Dr. Lehr, who was for many years one of its most active and useful members. Dr. Lehr and Mr. J. N. Baker, with others, were selected as a committee on program and place of meeting, and to the wisdom and genius of these two men more than to anv others is due the enthusiasm, the educational spirit and aggressiveness that have ever characterized this now large and influential association. The first and second meetings were held in 1870- 187 1 in Carey. The third meeting was held at Ada. These meetings were replete with interest and ])rofit to the teachers. EDUCATIONAL HISTORY OF OHIO 159 Excellent papers were read on live cchicational topics, and lively discussions followed by 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 now K. 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 Findlay 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. About 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. W. 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 ])lace 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 opportunity 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 objects 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. V'an Cleve gave a lecture upon the Growing Boy, 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 association divided into two sections, a primarv and a high .school section ; in the former Reading and Primary Methods were the subjects considered : in 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. U., upon the Intellectual Life, Professor Scott, of the University of Mich- l6o EDUCATIONAL HISTORY OF OHIO igan, upon How to Use Practical Art in Teaching of English Composition, and Commissioner Edmund 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 Pleasant, Reuben McMillen of Youngstown and H. J. Gourly of Pitts- burg. These last two were of that much abused but 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. Myers, of Cadiz, was made chairman and John McBurney 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 McLaughlin, of McConnellsville, who could 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 psychological turn at its beginning. EDUCATIONAL HISTORY OF OHIO i6l "The officers elected were : President, W. J. Myers ; Vice-Presidents, John McBurney and A. M. Rowe.; Secretary, J. L. Robb; and there must have been some funds to look after, for J. A. McEwen was made Treasurer. Edwin Regal, D. W. Matlack 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 Educational Monthly, from which it appears that there was no meeting in January and the Steubenville meeting was the second. It was held May 4. Professor Edwin Regal presided. Commissioner Harvey gave an excellent address upon Emotional Culture: Rev. J. .A. Worden of Steuben- ville spoke on Professional Training; J. J. Burns, of St. Clairsville, gave a lecture on Reading and, in the discussion following, besides those already named, Alessrs. Forbes, of Cleveland; McMahon, of Wheeling; and Andrews, of Steubenville, engaged. Mrs. Devoir, of the Steubenville schools, conducted a very creditable class e.xercise. An excellent dinner was served by the teachers of the city. J. J. Burns was elected president for the next year. The time for the ne.xt meeting was SejJtember ; place, Bellaire. The record of the Bellaire meeting shows that one hundred and twenty teachers were ])resent ; that the inaugural address concerned Human Nature, or the Boy. President Hays, of Washington and Jefferson College, gave a fine lecture on Educated Failures, and valuable papers were read by Mr. McBurney, Mr. Andrews, and Miss Sutherland. Miss Greenwood, of the Bellaire schools conducted a class exercise in calisthenics. No 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 reported. J. M. Yarnell, of Barnesville was president. In 1877, December i and 2, there was a session at Steubenville of the S. E. O. T. .A. "hereafter," the report says, "to be known as the Eastern Ohio Teachers' Association," though the third meeting at Bellaire was announced under that name. Miss Delia A. Latlirop, of Cincinnati, read a paper on The Lady Teacher. Dr. Samuel Findley, of Akron, and D. P. Pratt of Bridgeport presented the Sources of the Teacher's Power. M. R. Andrews spoke upon Moral Culture, and J. T. Duff of Bellaire, upon Methods of Conducting Examinations. Miss Sutherland, of Steubenville, gave a lesson in English literature. In 1878, "the eighth annual meeting — E. O. 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. The 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 ; "Our auditor and probate judge are both ex-teachers and ex-county examiners. Our treasurer is an ex-teacher, and the judge of our courts is an ex-teacher and a 162 EDUCATIONAL HISTORY OF OHIO former principal of our high school. Ex-teachers constitute a large, influential and useful class of our fellow citizens ; still, I wish there were not so many of them. Their number indicates that much of our educational work has been done by tyros ; that there has been much experimenting and necessarily much good material spoiled or injured. If I could have my way there would not be so many ex-teachers. I would have every one, before entering upon 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 em])loyment 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 Wood County, W. Va., and Washington, Meigs, Athens, Mon- roe, Morgan, Noble, in Ohio, with such other counties as might come into the union. The topics presented were the School, the Soul of the Higher Life of the State, Ohio School Law, Human Nature, the High School Question, the Study of English, What is Success? A constitution was adopted and officers were elected. Dr. I. W. Andrews, Prof. O. M. Mitchell, and others of the college faculty were present and joined in the discussions. The second meeting was held at .Athens in 1879. Meetings followed at Parkersburg, Logan, Gallipolis, and other places to the present date. THE SCIOTO VALLEY TEACHERS' ASSOCIATION The 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, April 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 .\ddress, American Lit- erature, J. W. Longbon; Pedagogical Parade, Samuel J. Major: Brains, Pro- fessor Tuttle; 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 executive committee. As the meeting, 1879, May 9 and 10, with the same president as above, also adjourned to meet in Jackson, December 26, some historic doubt hovers, but there was a session in Ironton, 1882, 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. B. Wylie: 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. Alendenhall sjjoke 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, tlie ninth meeting of the "Soutliwestern" "was held at Cincinnati, October 28." The program follows. In the December number there is a brief history of the meeting. Substitutes were furnished for the president of the board oj 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 igo2. 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-Table has been multiplying upon the fair face of the .State and lapping over in courteous communion with other States. In these, all sorts and conditions of school questions 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. But 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, but the writer's only aim here as elsewhere is to aff^ord the reader a fair idea of the many educational agencies, those of which the law knows nothing as well as those that are at least under 164 EDUCATIONAL HISTORY OF OHIO the edge of lier protecting wing, lielieving they are all included in educational history. Whatever Ohio is or mav become in those things which constitute a State, these societies, organized and maintained by the zeal and the voluntary contribu- tions of the teachers, have aided, and will continue to aid, in bringing about. ( CHAPTER XIV STATE SUPERVISION: THE SUPERINTENDENTS THE COMMISSIONERS STATE SUPERVISION THE SUPERINTENDENTS Samuel Lev\is: Elected by the Legislature for one year, March 30, 1837; re-elected for a term of five years; resigned December, 1839. Office abolished March 23, 1840. William Trkvitt, Ex officio ....... 1840 John Sloane, "........ 1840-1843 Samuel Galloway, "........ 1843-1849 Henry W. King, " 1849-1851 William Trevitt, " 1851-1854 OHIO 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 election, 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," while 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 ])rejudice of the legislature, and it has trav- eled a "rough, uneven way." This example was not followed by Michigan, which came into the Union in 1836 under a Constitution which declared that the governor shall nominate, and by 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 two 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 ])ublic instruction; also "for a general system of education, ascending in a regular gradation from township schools to a State University, wherein tuition shall be gratis and equally open to all." i68 EDUCATIONAL HISTORY OF OHIO Waves 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 thev go. It was during 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 closely 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 offered, 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 the house of representatives by a vote of thirty-five to thirty-four. It may be not far from the subject to note 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 by resolution Samuel Lewis as the incumbent of the newly created office, 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, thirty-three of these officers having complied with the demand of the legislature to report concerning schools, school children and such other information as might be useful, and only upon the urgency of his personal friends accepted the office. Having accepted, all hesitation was be- hind him. The story of his 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 sparsely settled country. After averaging twenty-six miles a day, he spent, as he wrote in one of his letters, three or four hours in conversation on school matters, and frequently, in addition to all this, spoke to the public at night. There was no precedent to follow, and he had a large and uncharted territory for the exercise of his comprehensive interest and boundless energy. Mr. Lewis's first report to the legislature was made in January. 1838. In that legislature were a number of men of fine ability, several of them distin- guished for their eflforts at different times in behalf of some advance in school legislation, two of them governors in the after time. The rejwrt was carefully considered and the influence of Mr. Lewis's eloquent tongue given play, and the result was the school law of 1838. The opposition was determined, proposed EDUCATIONAL HISTORY OF OHIO 169 ingenious but radical amendments and attempted to postpone final action, but the leaders 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 prescribed, 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 youth 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 by misuser or nonuser :" require 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 road," and to prevent any flitting hour from passing without improvement stamped upon its wings. By authority of the 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 buildings; 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 imconsciously 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 his State without price. By his eloquence he aroused his audiences to a high pitch of interest, which often shrunk upon his departure. As C. B. Galbreath finely says: "When he could get the eye and ear of the opposition he won gloriously." He 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, in 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 much wrangling over the office, now emptied of its fir.st, and, under that title, only occupant, the legislature, I70 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 salary 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 superin- tendent. Then fell a motion to abolish and vest the power of State Superinten- dent in the township trustees, thus providing superintendents by the thousand, 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 committees 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 refused 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. Sloane made a .stout appeal for school libraries ; Mr. Galloway not only made seven reports 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. Por 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 Fund increased to $300,000 in 1849. I'l li's 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 s]K'aks in warm praise of the Ohio State Teachers' Association, 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 published as an appendix 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 imtiring in their attack? 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 school 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 afTairs 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. Governor Corwin, December. 1841, may be quoted as a worthy representative of these: "All 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 a.s 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, doubtless, the same embraced by the provisions of the Con- stitution. As the habits and opinions of our population touching the subject were exceedingly diverse, the system worked its way to favor in the public 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 Dayton 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 Su])erintendent 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 freely ])roffered 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 172 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 c.r 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 pretty 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 General Assembly. This body, in the school law of 1853, about which there is recorded such abundance of dis- cordant opinion, organized a separate school department at the seat of govern- ment and placed in charge of it a State Commissioner of Common Schools. THE COMMISSIONERS H. H. B.VRNEV, elected in 1853. Anson Smvth, elected in 1856 and 1859. C. W. H. C.\THCART, elected in 1862, resigned 1863. E. E. White, appointed in 1863. John A. Norris, elected in 1865 and i868, resigned 1869. W. D. Henkle, appointed i86g, resigned 1871. T. W. Harvey, appointed 1871, elected 1871. C. S. Smart, elected 1874. J. J. Burns, elected 1877. D. F. De Wolf, elected 1880. L. D. Brown, elected 1883. E. T. Tai'pan. elected 1886, died in 1888. John Hancock, appointed 1888; elected i88g, died in 1891. C. C. Mn.LiiR. appointed 1891 : resigned 1891. O. T. Corson, appointed 1891 : elected 1891 and 1894. L. D. BonebrakEj elected 1897 and 1900. E. A. Jones, elected 1903. The office having been created, naturally the first query in the minds of those who had waited with commendable impatience was, who should fill it? The man most prominent in their eye as the successor, after more than a decade, of Samuel Lewis, was Lorin Andrews. A very laudable notion pervaded the State Teachers' Association that it would be an excellent thing if this office could be kept "out of politics." Put- ting those two objects of their desire into tangible form, the Association passed a resolution setting forth the qualifications of Mr. y\ndrews. and earnestly recommending him to the people of Ohio as a fit person for State Commissioner of Common Schools. The matter was taken up in some of the institutes and resolutions passed in its favor. The Ohio Journal of Education published cir- EDUCATIONAL HISTORY OF OHIO '73 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 Peoples 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 ; but when an office is to be filled the curtain rises upon another scene. In the matter under consideration the edu- cational men were calling upon politicians to ignore politics. The call was not heeded. A commentary, startling in its luminousness, is written upon this eiTort by the composition of the State Board of Examiners before it was made bi-partisan by 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 him 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- buted ; make an annual report to the General Assembly, or the governor, 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. Barney to fill it, namely January, 1854. Mr. Trevitt, who was Secretary of State when the superintendency of schools was thrust upon that office, was elected as the first secretary under the new Constitution, and he reported that during that interregnum letters in great numbers came to him with inquiries about the interpretation of the new law. His answers were now unofficial, but it was his daily practice to reply, explain- ing provisions in apparent conflict and much oftener advising 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 asker of the question to read ihc law. He regretted that 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 .\pril, 1854, a few weeks after the Secretary's report just referred to, he submitted to the Senate at its request "copies of such opmions as he may have been called upon to give in relation to tlie 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 attorney by profession he was especially fitted for this work. Mr. Barney's term was a period of defensive warfare, for the opponents were persistent and untiring in their efforts to amend the law out of existence. He was indefatigable in his eft'orts to prevent the passage of these amendments, and by the aid of influential teachers, lined with petitions from all over the State, was entirely successful. The initiation of the library law added largely to the labors of the school department. Mr. Barney made careftd research into such important matters as the school lands, the irreducible school funds. His discussions of the ill condition of the common schools, their crying need of better houses and more competent teachers were pungent indeed. It is difficult to account for it, but it wears the same complexion as the low salary attached 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. Barney among Governor Medill's appointees, does not place Anson Smyth's name in the directory of Governor Chase's first year, and in the second, puts it below that of the Supervisor of Public Printing, and no successor of his appears either as an elected or an appointed oiiticer. Rev. Anson Smyth was elected and re-elected, spending this long period in earnest labors. The defensive warfare continued. These men did not fight for the continuance of the commissioner's office from personal motives. Be- lieving what they and the school men generally believed, their course was the dictate of pure patriotism. In his last report Mr. Smyth said: "1 have spent nearly four hundred days in this employment — duties calling for ten days annually 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 every one of our eighty-eight counties more than once, etc." In Mr. Smyth's reports the clergyman somtimes shows through the school officer, and, in no wise related to the statement just made, his love of humor, or fun, perhaps, led to this request in a circular to county school examiners, also in one to graded school examiners. "Anecdotes illustrative of the knowl- edge or the ignorance of teachers are requested. That they may be amusing or ludicrous, even, will be no objection to their reception." For some 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. Air. 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 too many studies at the same time. The discussion was very inter- esting. The answers are arranged in three classes. The first means "yes" ; 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 supijort of county institutes. Another 'signal act of his administration was the passage of an act by the legislature creating the .State Board of Examiners of teachers, March 18, 1864. The official work of Col. John A. Norris is treated at some length in his biographical sketch and in the chapter on County Supervision. Mr. Henkle turned his fiiie mathematical taste to a revision of the statistics. For instance he boldly says : "I have never believed that the enrollments here- tofore given in the State school rejjorts were correct." and taking a Union school which enjoyed every advantage which would draw pupils to it and keep them there, and noting the per cent of the enumeration to be about sixty, his belief is that the real enrollment is more than one hundred thousand fewer than the number reported. Mr. Henkle spent much time and labor upon a bill codifying the school laws. It did not have success before the legislature Init 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 every Commissioner the heavy correspondence of the office and the immense amount of travel and lecturing have continued. Mr. Harvey elaborated a plan for a Board 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 by truancy. He would have a truant marshal in every city, Init is in doubt about the policy of an immediate compulsory attendance law. Mr. C. S. Smart earnestly desired the success of the schools of Ohio and the improvement of the school system but was not in accord with the majority of school people upon supervision, the state association, high schools, and other matters. The great International Exposition at Philadelphia took place while Mr. Smart was Commissioner. He and four assistant commissioners had charge of the preparation and the care of the Ohio School Exhibit. As the high school discussion was at high tide when Mr. J. J. Burns began his work, he submitted to tlie Attorney General, Hon. Isaiali Pillars, the iwo 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 i8o EDUCATIONAL HISTORY OF OHIO 1st. Did the framers of the Constitution (Article VI, Sec. II), by the phrase "a thorough and efficient system of common schools throughout the State," intend to authorize the General Assembly to enact laws sustaining, by general taxation, any higher grade of schools than common schools: for in- stance, high schools with a collegiate course of studies, normal schools for training professional teachers ; and what did they mean by the phrase "common schools?" 2nd. Is a board of education, by the general school act ( Vol. 70, page 208, Sec. 50), authorized either by its letter, true spirit, or meaning, to establish anv otJier than diiterent or higher grades of common scho(jls in the constitutional sense of the term common schools ; or may 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 points involved led Judge Pillars to the conclusion expressed in this paragraj)h. "It may be safely asserted, that up to the time of the adoption of the constitution of 1851, so far as the general common school systein was concerned, no more than the primary or common branches were contemplated by any legislation to be taught. In fact, except as provided by 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. I do not, therefore, hesitate to say that, in my judgment, the common schools prior to the adoption of our present constitution, meant public schools for teaching the primary or common branches of learning." He then puts a question "more relative" to the phase of the matter then in contention, and answers it. "Was the adoption of the constitution of 185 1, and the general laws passed thereunder in 1853, intended to effect a change in the common school system?" "I conclude, therefore, after a full investigation of the question, that a board of education is authorized, by the letter, true spirit, and meaning of the law enacted in obedience to the requirements of Section 2, Article 6 of the Constitution, to establish such schools, with such grades, and with such courses of instruction 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. F. De Wolf devoted more attention than had been the custom to such topics as pertain to the sanitary conditions of school buildings and premises, and to the best care that science suggests to the pupils : the need for a knowledge of individual and social economy, and of elementary science. In his reports he discoursed also upon literary culture in the schools, and needed legislation for the improvement of the school system. He published a syllabus of lessons on the human body to be used for lectures at institutes and teachers' meetings. In Mr. De Wolf's term the State Board of Examiners were author- ized to issue ten-vear certificates. This, in the words of the next Commissioner EDUCATIONAL HISTORY OF OHIO i8l was "a just recognition of ]3rofessiona] teachers in primary and in country schools but it greatly increased the labors of the board." There is a historical connection, liut p .•' aps not a logical one, between this amendment and that of April, 1884, which increased 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 interest in the development of the township district was marked. Much time was given by him and liis assistant commissioners to the Ohio School Exhibit at the World's In- dustrial and Cotton Centennial Exposition, 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. Cox in this same report. A change for the better was made in the section of the law which estab- lished the office, and fi.xed the second Monday of July instead of the second Monday of January as the date for the beginning and closing of a Commissioner's term ; "until three years 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 oflF. The only topics 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 prejjaration of financial statistics, and some matters pertaining to the examination of teachers. He approves of a suggestion of the State 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 National 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 by his .skill in the art of putting things. Higher education was a .special theme with him. .\fter 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 eflfort 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 to Mr. Miller to serve as the first secretary of the School Book Board. In the appendix to this report is republished an inquiry into the com- parative merits of township and county supervision written by Dr. C. W. Bennett. From the days of Commissioner Smythe to the days of Commissioner Cor- son, every man's time in the office has been one term or less, but the political ship of State has been sailing in steady currents, the custom of renomination suffered no breach, the enemy who had for his own all seasons made lio more of his fateful calls, and for twelve years two incumbents have occupied the position of State Commissioner. Associations by 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. ]t would seem, that, although the harbor of an ideal system is far beyond the horizon, the educational ship is in motion and in the right direction. While Mr. O. T. Corson was Commissioner the Workman law and the Box- Avell law were enacted, two measures of vast possibilities; also the optional free text-book law and the woman's suffrage legislation. He looks with favor upon permissive legislation. For some years Mr. Corson served the State Reading Circle very efficiently as its Corresponding Secretary and Treasurer. .A.s a persuasive speaker upon educational topics before a popular audience he has had few equals. During Mr. Lewis D. Bonebrake's double 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 tlie establishing by the legislature of two State Normal Departments in two of the State universities. To assist in the desirable work 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 suffer no harm. One duty, new to the department, it confronts at the outstart, the monthly preparation of questions for the county examinations, and the pos- sible sitting as a court of appeal in cases where apjjlicants think their papers liave not been rated at their full value. TEXT-BOOKS That the text-books for use in the schools have kept up to the advance in ■other things, that thev have been full of good matter, arranged with excellent EDUCATIONAL HISTORY OF OHIO 183 taste and skill are two staleir.ents of one proposition about which there has been no wide disagreement, but whether the price was fair, or high, or extortion- ate, at tile time of the argument, was an "entering wedge" which would divide almost any little miscellaneous group of jjersons by two, if not three. It needs not now to be discussed and for this exemption the school people shouhl be thankful. On the hypothesis that prices were more than they should be various rem- edies 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 i)lan had been tried in some other States but its success, or failure of it, even from a business point of view, did not encourage ( )hio 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 ever 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-books 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, found 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 New 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 ado])ts 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. Why it is not "four-fourths," and why "at a regular meeting," are elementary questions in the science of human nature. It will be noticed that the School-book P>oard 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 purchasers 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 tlie condition of the common schools of Ohio during her first half century as described by the pens of many 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, by 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 ])ublic 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 ( )hio soil, some by the State, many more by the various religicnis denominations, while a multitude of academies and seminaries sprang u]:) 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 number of speeches and reports over the best way to bridge the space between them and the schools. What they want is not thanks of a grateful ])osterity, but students of the living present; and, some, tlie State's own, an appropriation: but the academies, where are they? Like the Indian, with apologies for the simile, before the jiale face, they retreated before the oncoming high school. Their closed doors were a language in which could be read the growing confidence of the jjeople 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, the visitor's attention will be drawn to some building which, he is told, used to he 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 l)ook training than the l88 EDUCATIONAL HISTORY OF OHIO common branches. Commonly the title was thus justified, but many times the school was but a subscription school with the euphemistic designation, "select." In speaking of educational work at Marietta prior to the college, Dr. I. W. Andrews at the semi-centennial celebration of Marietta College, discoursed interestingly of a still earlier period : "Even before the present century began and within the first decade after the first settlement here, steps were taken for the establishment of an academy. In April, 1797, a meeting of the citizens was 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 consisted of General Rufus Putnam, Hon. Paul Fearing, Griffin Greene, Hon. R. J. Meigs Jr., Charles Greene, and Joshua Shipman. This was the origin of the 'Muskingum Academy,' and the building was doubtless the first structure erected for such a purpose in the 'territory northwest of 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 Yale College in 1793. How manv others of the teachers had received a liberal edu- cation is not known. * * * It is probable that from the beginning of the century until the time when Marietta College was founded this town furnished almost uninterrupted facilities for instruction in the higher branches of an English education, and most of the time for such classical instruction as was required for preparation for college." The course of study at Muskingum .\cademy is not given. I'robably its range may be inferred from the last sentence. Unless the student of this interesting subject should traverse the State and visit the manv towns where these .schools once existed, and in each should find, among the people there, one who knew, remembers, and cared to 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 history of these institutions. But perhaps a sort of impressionist picture would arise from a slow reading over of items, though manv of them should be only 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 proper names, Browning's "Childe Roland to the Dark Tower Came,"' as extreme examples — are not written to give information, hut 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 Society 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 group of citizens. The preamble relates that a representation has been made to the General Assembly by certain persons associated under the name given above, that a number of proprietors of land within the county of Trumbull are desirous to EDUCATIONAL HISTORY OF OHIO 189 appropriate a i)art thereof to the support of a seminary of learnin;;;;. within such county. It was several years later when the legislature exempted from taxa- tion lands donated to this society for the purpose of erecting a college at Burton, and the apparent error or contradiction is removed by recalling that Geauga County was not "erected" from Trumbull till 1805. The latter county included in 1803 all of the Western Reserve, and its numlx-r of free white male citizens of the age of twenty-one years was 1,111. Other incorporations by special acts were Worthington Academy, Dayton Academy. Chillicothe Academy, New Lisbon Academy, Granville Religious and Literary Society, Steuben ville Academy, (lallia Academy, Wooster Literary Society, Lebanon Literary Society. In 1817 a general law was ]5assed under which this incorporating of companies to establish academies and also for the setting up of libraries, which latter work had been going on pari passu, 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 185 1 of the ex officio State Superintendent of Schools one may read tliere 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, vmder charge of excellent teachers. The Centennial volume of historical sketches is the authority for saying that the trustees of the Norwalk Academy, in 1826. purchased four lots, "the same lots now occupied by our high school building." and upon this ground erected a three-story brick build- ing. The first and second stories, though far from complete, were occupied Ijy the academy in December ; the principal and four assistants, all men ; two of them, ministers: "Miss Bostwick was scon after added, who taught ornamental branches, drawing, painting, etc." At the end of the first quarter there were ninety pu]Mls on the roll. The prices for tuition ranged from $1.75 to $4.00 per quarter witli a deduction of twenty-five or fifty cents "paid in two weeks." Besides the tuition, each pupil was required to furnish one-half cord of wood or twenty-five cents in money, toward warming the building. The course of study stretched from the primary school well-nigh to the college : reading, writing, spelling, arithmetic, English grammar, higher branchc.-; of English education, — very indefinite, Greek and Latin. The Academy ceased its separate existence and was consolidated with the public schools in 1829. 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 progressing in 185 1, was opened in 1846 by tlie Baptist denomination ; the "Seminary" had liecn 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 being then the vogue. 190 EDUCATIONAL HISTORY OF OHIO In the report for 1851 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 reported : Of three such institutions it is affirmed that two have not a rumshop in their vicinity. These schools speak well for the cause of educa- tion, or its eflfect. 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 proprietor of the town, donating in addition to his subscription, two lots and a bell. 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 Academy introduced the system, erecting a building especiallv adapted 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 other theories of education, 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 academv property was donated by the stockholders to the board of education, and the high school long was comfortably quartered in a house upon the site of the old academy. For some years it has 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 something of school law, will tend to trap the unwary. No data as to the Chillicothe .\cademy are at hand beyond tlie 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 agreed to lease permanently for school purposes a portion of the "Old Academ\- 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 especial efifort 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 chiefly upon a farm of orio-inallv four hundred acres, has been, until the present year, a distinctive fea- EDUCATIONAL HISTORY OF OHIO 191 ture of the Grand River institution." It further appears that the farm had 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 number of pupils enrolled was two hun- dred and ninety-seven. In 1848 the school-house was burnt and rebuilt. The library contained four hundred volumes. The Academy supplied 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. One promi- nent feature was the i)reparation of teachers. The ISarnesville Chissical Institute had an extended course in the classics, besides a variety of other courses. Fifty individuals left in one year to take charge of schools. The school at Pomeroy was established in 1849. School property, an acre of land, and a Iniilding thereon three-stories high, with school-rooms in the basement and on the second floor. The higher story 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 jilaced its management in the hands of twelve trustees. In the eight years of its operation it had enrolled 5.045- "J. A. Garfield, IVinciijal," states that its aim is to hold the rank of a first class collegiate seminary ; to train teachers for their duty in the pulilic 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 lo 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. At 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 mandatorv and was very often ignored. 192 EDUCATIONAL HISTORY OF OHIO What is here written makes not the smallest jiretense to he a history of even a part of these schools. Its aim was to aid, not the scliool man, hut the general reader, to see a little more clearly how it was. or at least catch a glimpse of one of the great instrumentalities, which prevented the hetter half of the active people of Ohio during a series of years from growing up in a state of ignorance. The "general file" of these schools are things of the ])ast hut theirs was not a lost cause. The good they did lives after them. For a plea.sant leaving of the suhject the reader may hark hack to a date nearly two decades before the birth of graded schools and hear a sage and gallant governor of Ohio in his farewell message, congratulate the people of Ohio upon the benign results of the law of 1825 : "Our common schools have gradually increased under the law for their regulation and sup])ort. Our num- erous academies and colleges are in a flourishing condition, and all are receiving a gradual accession of students. Our female seminaries are increasing ; and a deeper interest is felt throughout fhc State for the instruction of this most inter- esting part of our population." CHAPTER XVI THE PASSING OF THE WORD "WHITE" THE PASSING OF THE WORD "WHITE" IF the story of the negro in America should 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 book however our concernment is with the relation in which the colored people stood to education, the public schools, and the State. Turning 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, "tnale", human, doubtless, are being listed so that they may vote, fight, and do other things that "may become a man." But here in 1799 we find that all able-bodied single men who shall not have taxable property to the amount of two hundred dollars, * * * aU horses, asses, all bond-servants of the age of twenty-one years and upwards, within this territory, are hereby declared chargeable for defraying the county 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 by the people." If any 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 council, a sort of senate which was not elected by the people. This instrument interprets the word "people" with a diflference ; for "the representatives shall be chosen annually by the citizens, etc.," "the senators shall be chosen biennially by the qualified voters for repre- sentatives," "the governor shall be chosen by 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 fifty dollars. "He or she shall first produce 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 tide 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 experience. 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 affairs with the exceedingly small, still voice of a common voter, was the privilege only of the "white male" of twenty-one and upwards. It seems clear that in the eyes of those who formulated public thought and projected it into the future in Ohio's three constitutions — for the Ordinance was not less a constitution because 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 experience; they may not be among the fruits of his fireside travels into books ; 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 by inadvertence any tax for school purposes shall be levied on the property of any such ])erson the county treasurer is required "to abate said tax." The township clerk was required to take or cause to be taken "a list or enumeration, 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 sufficient, — that the qualified voters shall speak their mind about a tax, so that, if they think best, six months good schooling shall be provided all the white unmarried youth of the township. Here we learn of another disability, and it has lingered into the new century, while those fixed in our fundamental law and statutes on the basis of color have been removed. In the session of eighteen hundred thirty-three, thirty-four, a memorial was laid before the Ohio senate praying for the repeal of the "Black 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, Mr. 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, has a long and marked record on this general topic. In the House of Representatives, session of eighteen hundred forty-forty- one, concerning a petition to repeal the Black 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 for 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 way. The School Code of eighteen Inmdred fifty-three made some advance in tile direction of the education of the colored youth. The step is taken in section 31. Whatever may have been thought of this section at the time it was framed, sentiment outran it, and like the admirable "double-geared" town- ship system, it lived to be the theme of much unvarnished rhetoric. In substance this section authorized and required boards of education to establish within their rcsjiective districts one or more separate schools for colored children when the whole number by enumeration exceeds thirty, so as to afford tiiem 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 any 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 ])e 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 might show just fifteen names and with his withdrawal the school must cease to keep. It is almost amusing to study from this distance Commissioner Barney'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 stuff. Of this palmate array the Hibernian debater would declare that if one failed another would be equally effectual. "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 school may be employed to instruct them in an evening school, or at such other times as may be deemed expedient ; or they may be instructed during the vacation of the school for white youth ; or they may 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 "thirty" and the "fifteen" each to twenty, but it provided for a joint district where the aggregate of colored 198 EDUCATIONAL HISTORY OF OHIO youth in two adjoining districts is over twenty. These colored districts were pecuhar in that they had no directors, but 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 probably not on the verge of perfect accuracy, are worth attention. In eighteen hundred 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 year," in which phrase "during" is to be taken in its common but 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-two teachers. In eighteen hundred eighty-five, near the last scene of this strange but not eventful history, by 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 twenty 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 nth day of May eighteen hundred seventy-eight an act was passed 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 provide for the free education of the youth 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 which related to separate schools for the colored pupils 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 nor the fourteenth amendment to the constitution of the United 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 ; affirmed 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 boy, 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-house 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 already employed. In the fall they were installed in two rooms of that district and by dint of mixed grades, the problem was so far solved ; no colored schools, for they were contrary to the law. The board of education freely left the adjustment and the responsibility in the superintendent's hands. In some of 200 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 but 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 — 1787 to 1887 — and it had a long distance to come. Those friends of the negro, those ])ersons who desired him to 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 against the negro one of the very few doors through which he might hope to pass u])ward 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 vears since the law was passed there seems no way to determine. CHAPTER XVII THE TOWNSHIP DISTRICT THE TOWNSHIP 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 oflf 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 fifty 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 tlie 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." But he is, and has been, taking it, only it is in the manner in which, according 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 1853, seems almost without fault. It had a lofty model — a Union of States. In practice it has furnished for a half century an object for the school officer's and writer's finest gifts of 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 by the sincerest yearning for the good of a great cause, were pronounced by the Commissioner in charge : "The erection of each township into district, the sub-districts of which, while admin- istered by local directors, shall be 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 the right direction." The first budget of complaints came from persons who expected to continue or to become 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 poorer, though in these notions there was no unanimity, and then, as in later years, in some localities, the amount of service toward the gen- eral good tendered and done as a free-will ofifering 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 body 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 monthly 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, attempt at times to perform. Commissioner Henkle, in 1869, said to the legislature: "To our present system of township boards and local directors there are grave objections. A 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 moving along in harmony and taking pride in the success of all the schools in the township. "It is beli'eved that the present mongrel system should give place to the purely township system, in which all the schools of a township should be under the exclusive control of a board of education, chosen by the electors of th, township." 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 truly, 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. Built upon that idea was the plan to have a township high school and the princii^al of it be made inspector of the sub- district schools, and all this was provided for by statute, but it was permissive, and the people, only in rare cases, wanted the permission. It was permitted, 1873, a township district to become a village district with all the modern improvements ; township boards could change and consolidate sub-district boundaries, Ijut 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 accom])anies the carrying on of our school system becomes more and more apparent to every thoughtful man. .^nd 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 possible, 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 ceeding. 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 the 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 Ohio Teachers' Reading Circle. Several educational meet- ings were held ; first, to bring the schools together and cultivate a spirit of harmony ; second, to exhibit the methods of different 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. At the last general meeting pupils of the diflferent schools who had done the work creditably received certificates signed by the authorities. Much good evidently 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. For 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 county, 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 systems is because the people take an honest pride in these schools. The schools are carefully organized, with teachers' meetings held frequently to lay 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 uniform attendance and a better degree of punctuality. The course of study provides for five grades, each, after the first, requiring two years. It includes drawing and music. At the request of the writer Mr. A. B. Graham, 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 township there were twelve members of the board of education ; a few of these represented the long ago, the rest stood for progress. EDUCATIONAL HISTORY OF OHIO 207 There were nineteen teachers, and a teachers' meeting was held on the third 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 lihraries contained the books needed. The examinations of pupils were held twice a year. Each pupil had been 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 transported 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 daffodils 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 only in number, but 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, different 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. Our 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. We 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 jirincipal 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 recently 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-day 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 generally among the town- ships of Ohio to repeat its essential features. A step forward in township organization was taken when what is known as the Workman law was passed ; not the long stride the school men would have had taken, but still one of sensible length for the legislators, held back 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 townshij) clerk should constitute the board of education, each township still divided into sub-districts — that is, the great mass of the townships — had a board comprising the town- I ship clerk and one director from each sub-district. It can not be said that this |l director took the full place of the three whom he supplanted, for it was not the ¥ EDUCATIONAL HISTORY OF OHIO 209 intention that he should choose th.e teacher for his school. In jjractice, no doubt, the custom tended that way. The township board under this law is a full-fledged board of education. The law went into eflfect 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 very 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 by the cities and towns was traveled in 1892. It was called the Boxwell law. Its gist was an exainination, conducted by the county board of examiners, to •which might come pupils from the sub-districts and the special districts. It was to be "of such a character as shall enable the successful applicants to enter any high school in the county," or, rather, as shall test their qualifications therefor. To call public attention to the results and thereby stinuilate other pupils 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 pay his tuition at the high school. The chief good aimed at by 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 1896 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 11,341 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 ofiice the election of their teacher, but 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 pupils 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 of a mile from the public road ; 210 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 by 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— (I) II'' the gentle 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 ambitions 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 si>elling and arithmetic, 'i'hese are the intermediates, so to name them, there are, besides, the oldest and the youngest, with their individual needs. The time of the unfor- tunate teacher must 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 they may 1j€ aggregated into groups of somewhat near the same attainments, and 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. Hut suppose that only a short walk from this school there is a similar one, and the privilege is granted to teachers to exchange pupils. 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 breakinor ground upon the third, without any class being unduly large, and greatly reducing the number 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. .-Xnd so, varying somewhat in the quality of it, it will be with each year's work and the teacher thereof. But, 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 gratuitous 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 being the whole truth. An etfort will follow to expand it by giving the "practice." In whose mind, or in what city, town or country 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 building school- houses and supporting schools. Something of more force than the law alluded to was needed : "Not only vyere 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 the 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 off 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 Akron law of 1847, 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 any 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 "or any general law under which separate districts were organized, contained any provision expressly authorizing the employment of superintendents or supervisinQ- principals. 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. There 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 ab origiue, it were well to take the last named step first. The growth of the township schools from one to another of these several stations has been treated elsewhere. The cities and towns followed the lead of Akron, and in 1851 about seventy had established free graded schools, most of them by the adoption of the law of 1849. This was a portion of the gospel preached by Lorin Andrews and other educational evangelists, and their reports contain many notes of triumph over additions to the growing list. In the chapter on Early Schools there are at least a few examples instanced of schools out- growing their nonage and putting on the toga. It would be impracticable, even were it demanded by the conditions the writer is endeavoring to meet, to trace this growth from city to city, but a little local color again may enliven a very plain tale. 1. The place is Eaton; the time, 1859; the law, that of 1849; the superin- tendent, David M. Morrow, grandson of an Ohio governor; an additional build- 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 purposa of classification," and who found it, by his own admission, productive of "nuich weariness of the flesh ;" course of study, the common branches "and a few of the higher." The highest department was growing into a high school from 1S50 to 1872 ; at the latttr date it was fully recognized as such. In the progress of the .system a permanent snpcriiitcndency was attained in 1867. Previous to this time, though generally entitled su]X"rintendent, the principal teacher gave the greater portion of bis school hours to teaching. 2. "In the winter of i85o-"5i the Elyria Union School started on its career by securing the services of Jason B. Canfield as superintendent, at a salary of $30 per month, with two female assistants, with a comjjensation of $4 per week. This is a steady little sidelight upon the picture of a superintendent a half- century ago. No scale is available to weigh or :neasure 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 "compen- sation." The graded school and the high school were evolved duly and sue cessfully. 3. The town of fronton took a vote upon the adoption of tlie law of 1849 within the two years after the passage of the law ; thirty-seven yeas, one nay. The new board of education appointed Charles Kingbury "principal," which position he held and fully filled till 1865. At his death, soon after the close of EDUCATIONAL HISTORY OF OHIO 217 his career in the schools, the citizens gave their appreciation of his service the material form of a handsome monument. He 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 requiring the teachers "to spend a portion of each Saturday together to compare methods of teaching, and coun.icl with each other and the superintendent as to their work." Experience improved the plan, but it was good to begin. 4. The record runs that about this time — 1868 — Mr. Ephraim Miller, who had taken charge of the Findlay schools in i860; 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 through seven years. ' It thus appears that there is no method of forecasting in what order the three stages of progress named so frequently will appear. — which is the blade, which is the ear, and which the full corn. A 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 fovmd that a great many pupils were in grades for which they were totally unfitted, but he put 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." Of sterner stufiF there is none for Ambition to be made of. At 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 consideralile 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 ])upils to the ])articular 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 could be 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 economy. The superintendent was undoubtedly a man of rare ability as an executive, but 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 quarter-master." ff OF THE "^^ ■ '"'IVERSITY OF 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 : Third Year: Solid Geometry, Cjesar, Chemistry, Rhetoric, Plane and Spher- ical Trignometry, Greek, Mensuration, Surveying, Virgil, Logic, Astronom>, Meteorology. Fourth Year: Analytical Geometry, Virgil, 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 above curriculum had high hopes for the Union Schools. * * * i,^ several respects it is much more extensive than our present curriculum." The writer of this admission speaks a truth of general apjjlication, and his saying it will suffice for the State : "The Conuiience- 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 1851 : "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, topped out by a high school where Greek, Latin, algebra, geometry, chemistry, botany 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 113. The other schools were well reported, three of them having each a male principal 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 to 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, Nathan Guil- ford, elected by the board of visitors, under a special law. Canton is not named, though the schools were organized under the act of 1849, ^"^1 were graded and in charge of their first superintendent, but the high school was vet in the future, 1854. ■ In Commissioner Barney's report for 1854 there is material for an interesting section in this chapter. The City Council of Cleveland had passed an ordinance to amend former ordinances for the better regulation 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 ])inch of pedagogy in the board's report. It speaks of the n'ord 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 effectual 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 schoolhouscs 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 i)ublic by that very foolish one, "professor." 220 EDUCATIONAL HISTORY OF OHIO An attcm])t will be made to show in outline the present day graded school with at least a part of the things suggested by the term ])ut not yet named in this chapter, which will now give its conclusion weight with a liberal taking on of figures, not of speech, though they often talk, and loudly, "but the ten Arab signs." The report of the School Commissioner for 1903 presents the number of city districts, 71; village and special, 1,050; township, 1,133; subdivisions in township districts, 1 1, 016. Number of school houses: Townshi]5 districts, elementary, 10,964; high, 110; separate districts, elementary, 1,825; 'i'rIi- ^^'^■ Total value of school property, $50,006,648. Total number of teachers, 24,081. Total enrollment of pupils, 829,620. Number of persons attending colleges and universities 8.555 Pupils enrolled in private schools 34,288 State institutions 4,488 Schools for deaf children — common schools 654 Total 877,605 Number of high schools — Township districts 165 Sejiarate districts 621 Number of superintendents giving one-half or more of their time to supervision — Township districts 33 Average cost of tuition per pupil on the total enrollment — Township districts — Elementary $8 89 High 20 98 Separate districts — Elementary $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 be 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 surely 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 probably 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 ujxjn 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 sy.stem and 224 EDUCATIONAL HISTORY OF OHIO method which characterize a well regulated institution to the discouragement of individual effort — often failing to find the golden mean between supersystem 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 common is that Ohio, as a State supports the prevailing system of high schools. The interest on the irreducible 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 by 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 Abstraction 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-seeing: their servants often "play fantastic tricks'" in the name of government. SCHOOLS FOR THE DEAF A humane addition to the school system of Ohio in the recent years is a law providmg 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 of an inspection of these schools, of which there are several in the cities, by the Superintendent of the Institution for the Deaf, a function to which he had been very properly invited by Mr. Bonebrake. COMPULSORY ATTENDANCE Seventy years ago a book was published in New 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 -a'ant, and might be left to the natural demand and supply ; but as it is provided by the parents, 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 youth 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 by the people as a whole. The first law of Nature forbids, and history pointed out an example to follow. Pro- fessor Stovv's classic report, "classic" in its delightful style, says that "at this early period — 1700 — seminaries were established c.vf^rcsslv for the education of teachers, and laws were enacted, obliging parents to send their children to EDUCATIONAL HISTORY OF OHIO 225 school. Similar laws had been in force among the Puritans of New England, even before that period." In the office of the Superintendent of Schools in a given city — 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, chiefly, of the cities, 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 wlien tliat 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 im|)erious 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 may not come by Nature, 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, mildly at first, with no terrors for anyone, with loopholes for all sorts and sizes. Rut the public's large and solicitous eye looked with concern at the little children, robbed of their birth-right by 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 young "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 youth 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 he is clothed with police powers ; he can serve warrants, enter workshops and factories to obtain information which he 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 m a competent court wherein the said delinquent may be fined, but if the parent prove himself unable to control the boy, the truant officer must make complaint that said boy is a "juvenile disorderly per- son," and i)erhaps 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 inabilitv on the ]3art of the parent to support tlie child and send him to school, and he must: report tlie 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 become a man. Whether or not he has the equipment, is determined by trial. The law demands that the teacher who reported the "ca.^e" should have a certificate of qualification. The question whether the compulse -v law of 1889, amended 1890, virtually the same as the sections in the present code, be constitutional has been before the Supreme Court of Ohio, and has been answered in the affirmative. Attention 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 natural gifts and graces, his comprehensive accjuirements, his opportunities; to that more recent ally, the embodied connecting link between the unwilling boy and the place where he belongs ; between the impotent or the indigent parent and his source of relief. Some of the questions asked and answered, satisfactorily or otherwise, may be merely stated iii passing : whether the main purpose of a high school be to fit 3-oung people for college ; whether it is well to multiply courses of study or can one be so wisely selected that it will be best for all: is there an equivalent for Greek ; is it better to have recess ; is the manual training school to become a fixed and general part of the system, and so on with matters of greater moment and of less. The matter of examinations: how they should be conducted, if had at all, and what are the objects, has long been on the 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 pupil and teacher the former's progress and relative standmg : and the tabulated result of such examinations should be the chief but not the only basis of promotion to higher classes and grades : the pupil's previous deport- ment, efforts, and other circumstances being also duly considered." Whether the same body would give this pedagogic utterance a unanimous vote of approval at the present day may be doubted, but its having done so is a fact of history, and it might do it again : "history repeats." Pertinent to the body of high school doctrine was a high and mighty exam- ination, by letter, of the leading school men during the consulate of Commissioner Smvth. The probe applied was of this form: "Would it not be better greatly to reduce the number of studies and recitations for each day, and give time for longer and more carefully prepared lessons in the branches selected for a given time or term ?" This question was addressed to a number of gentlemen, twenty-five of whom responded, and their replies range from ready acceptance to prompt rejection. Dr. Smvth, however, placed them into three classes: those that EDUCATIONAL HISTORY OF OHIO warmly favor a radical change, greatly recluciiig the numl)cr of leading daily studies ; those admitting the desirableness of a limited change 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. Faircliild, 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 afiixed 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 quotation from each represent his position and his class. 1. "Every teacher knows the many and vexatious difficulties in the wav of securing full concentration of the juvenile mind upon prescribed 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 ix)werfully 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. Those high ]nirposes cannot be achieved without faithful compliance with intellectual law ; and that law is violated by demanding of the imdisciplined mind of child- hood concentration of thought upon a rapidly changing series of subjects." 2. "Since no one can read even the most interesting book for a whole day without a certain sense of fatigue, would not the minds of children, if confined to a single 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, by an experiment sufficiently exten- sive finally to settle its worth." 3. "I regard schools as intellectual gymnasia. Now in physical exercise, it is deemed necessary to develop the whole frame, and for that end a great variety of exercises is introduced, calling into play every part of tlie body. To select a single exercise and continue it, until the pupil is fully developed in that particular part of the body, would be as wise as to select a single study, occupy the time and attention of the pupil with that, until he is thoroughly master of it. Besides, by 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 people large freedom. It may aid the writer's plan, and add something to the general reader's conception of a system of city schools in its most evolved and complete form, to tear a leaf here and there from the "sources" in situ, and place them here, as the geologist breaks off and brings home his specimens. 228 EDUCATIONAL HISTORY OF OHIO While the high school was settling into a firm architectural upper story to the school system, the kindergarten was quietly building below. The following brief exposition is from the latest manual of the Cleveland schools : The Kindergarten programme, following the ideas of Frobel'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 community life about him. By learning of the bird family as well as of the human family, he feels his kinship with life in many 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 handwork the child reflects in his play these typical activities. The child's relation to the state and civic life is ne.xt 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 the thought of the Fatherhood of God is reached through a series of steps which, presented in simple 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 Frobel believed, 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 ])ublic school edu- cation in Ohio, with its courses of study of all the grades, from the Kinder- garten just left, to and through the Normal School, and including a course of manual training : and its syllabus, running with the grades, is a practical 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 which the most remarkable progress in all the best schools has been made in recent years from the stagnation of the years be- fore, here follows a page from the Cincinnati Manual. It is for the eighth grade. Spelling, grammar, language and composition are included with read- ing under the general hearl of English. READING Twenty selections from either the Seventh or the Eighth Reader, including the Deserted Village, Gray's Elegy, and Rip Van Winkle. Omit in the Seventh Reader the lessons selected for the Seventh Grade. The supplementary reading should include Snow- Bound, and either Julius Caesar 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 tikis. 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 Dreain, to be read at the close of the year to the pupils. The Founders of Ohio. The last three poems and others, by our own poet-teacher, are deserving of attention. In addition to the above, 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 incriasing 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 Caesar. Use also Lincoln's Getty.sburg 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 short portions at a 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 insisted 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 affectation. The syllabus on Physical Training gives exercises in breathing. Energetic drills should be given upon the consonant sounds. — giving fir.st 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 carrying power: as, "For- ward, the Light Brigade," etc. If all the above is done in a very simple 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" Institute has a large number of successful annual sessions behind it, and, in prospect, many more. Its financial basis is $400 a year, allowed by the board of education, to pay 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 members, 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 University of Cincinnati. Things are moving toward Manual Training and Kindergartens. With great propriety Toledo may be interviewed upon manual training. "Toledo has been a pioneer in public school manual training. Twenty years ago next March, by resolution of the Common Council, a public manvial 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 from the time pupils enter the kindergarten at four years of age until they graduate from the high school fourteen years later. "All branches taught in the elementary schools are classified into four gen- eral departments or divisions : language, 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 any way interfer- ing with the so-called essential subjects or with the subjects that are not in the same department with it. On manual training days there is no work given in the other manual culture subjects. Pupils 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 be claimed for Toledo's kin- dergarten department, unless it be the fact that its advantages are oflfered to all four and five year old children of the city alike. No elementary school is with- out its kindergarten, and, with the exce])tion of four school districts, two sessions are held dailv, one division attending in the morning, and the other in the after- noon. * * -:< :!« "Manual training in the first four grades goes hantl in hand with the draw- ing, and is under 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 manual 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 minutely and invalid cookery is introduced. "The manual training high school, known as the Toledo University, oflfers four courses in manual training: 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 fiowers but to the florists, would come of it. A glance at what is doing more and less in Ohio 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 promps 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 prodding, while the later need encouragement and restraint. "Our teachers as a body have always shown a fine professional spirit and are thoroughly interested in every good work and word. This is shown by their organized eflForts. 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 county 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 be 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. Article II. The officers of this Association shall be a President, a Vice-President, a Secretary, and a Treasurer who shall be elected annually by ballot 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 six. exclusive of the President, who shall be a member ex-officio. 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 shall be paid out by the Treasurer only on orders from the Secretary of the Executive Committee. Article IV. The regular meetings of this Association shall be on the third Saturday of each school month unless otherwise ordered by the Executive Committee. Article V. .'\ny person interested in educational work may become a memlier 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 tax not to exceed fifty cents per annum for each member, unless otherwise recommended by the Executive Committee. Article VII. This Constitution may be altered or amended by two-thirds of all the members present at any regular meeting, provided notice of such intended alteration or amendment shall have been given at a preceding meeting. Amendment. (Adopted February 19. 1898.) Rcsohcd. "That part of the Constitution and By-laws relating to the Executive ComiTiittec be amended to read as follows : — The Executive Coinmittee shall consist of the Superintendent, ex-officio chairman, one High School teaclier. one principal, and one teacher from each of the eight grades." COLUMBUS BRANCH OF THE O. T. R. C. During the year 1901-02 nine meeting.s of the Circle were held. At the first meeting- for the year i902-'o3, Mis.s Sutherland was elected president and Miss Millar, secretary. Columbus has always furnished a fair and often excellent showing as a friend of the State Reading Circle ; for a long time the only one of the larger EDUCATIONAL HISTORY OF OHIO 233 cities that showed an interest therein. At the present date they all — except one — give it substantial countenance: large numbers of the teachers are active members. In connection with the Columbus city schools there is also a Mutual Aid Association, a Princi])als' Association, and Associations of each of the Grades, Eighth, Seventh, and Sixth. The following opinion gives some "reasons why." The strongest ])oints that can be presented in favor of Grade organization are that it lirings 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 promotion. 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. Music, drawing and elocution may be pursued as extra studies, without special permission. x ;,, 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 see 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 of 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 early as possible, a study of the requirements for admission to the college which they expect to enter, and should consult the I'rinci])al 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, healthful games and physical exercises will be ehcouraged and pro- moted, but no pupil who allows his work to fall below the required standard will be allowed to plaj' on any team organized in the school." It will be a painful 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 description, of the plan of conducting the schools of a few cities, but, with the thought he has tried to exemplify else- where in the book, to interest readers not skilled in such matters, and make a little clearer the conception of the phrase, ''a city-district." CHAPTER XX LIBRARIES AND EDUCATIONAL PAPERS LIBRARIES AND EDUCATIONAL PAPERS "Of his gentlenesse, Knowing I loved my books, he furnished me ]^"rom mine own liijrary witli vohnnes that I prize above my dukedom." — Prospcro, in The Tempest. CHE Hbrary 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 by Colonel Israel Putnam at Belpre, Ohio, as early as 1795, and called the Putnam Family Liljrary. It afterwards bore the name of the Belpre Farmers" Library, and later, the Belpre 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, Arthur St. Clair being one of the shareholders. In 1878 or '79 Dr. Edward Orton, Attorney General 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 Library. 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 pictured in the experience of Amos Dunham as quoted by Superintendent J. A. Shawan in an essay upon the public library in Ohio: "Says -Amos 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 Beljjre Library, six miles distant. From this I prom- ised myself much entertainment, but another obstacle presented itself — I had no candles — however, the woods afforded me plenty of pine knots and with these I made torches by which I could read, though I nearly spoiled mv eyes. Many a night have I jjassed 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. .\s an appreciation of it Thomas Ewing declared: "It was well selected; the library of the Vatican 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 (Jhio Libraries, compiled by the State Librarian and published by the Board of Library Commissioners. Fn each of the largest cities of the State the public library is really an institution, and it would require a volume to describe it and its modes of operation and the story of its growth including the future it hopes for even if nothing be said about the "house which Wisdom hath budded for it." The book above named — 1900 — gives a list of one hundred and fortv- onc city libraries. SCHOOL LIBRARIES The searching vision of Samuel Lewis -seemed to take in the needs of the public school present and prospective. The school system in his mind's eye, in 1838, is still striving to realize itself : "If the State were to furnish annu- ally to each township, a small sum to be expended in books, on condition that the township should provide a suitable place of deposit, and furnish a like sum, it would produce in a very few years, excellent libraries in every township, and probably lead to more speedy organization for educational improvement." Mr. Lewis's temperament was too insistently sanguine to take notice of certain traits in human nature, otherwise his conlident "would i)roduce," 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. One year later Mr. Lewis said that the subject was one of deep interest throughout the State and that the public appeared to expect some action on the part of the legislature. When Samuel Galloway was Secretary of State, after citing what New York had done by her library law, which was based on the plan just noted, and produced five hundred and thirty thousand dollars in five years, exclamied : "There is no act of modern legislation, comparable to this in moral grandeur. It towers in importance, over all her schemes for internal improvement, and plants her upon a basis of moral and intellectual power from which she cannot be dislodged. '^ * * Shall Ohio, with her teeming resources, her rapidly expanding population, her giant strides in the march of general improvement, and her commanding position in the confederacy, be undistinguisbicd l)y the success of such a movement?" Hut a short time before the law of 1853 was enacted, and wi;en it may be presumed some matters of public interest were stirring in the m'nds of law- makers alwut to be, Henry W. King, Secretary of State, an ardent friend of the library cause urged his views upon the legislature, and along with other excellent things was this : "The eflfect of a well-selected library, not only upon the children of school age, but upon the older classes of the communities in which they have been established in the State of Xew York, is said by those who have had opportunities of observing it, to have been truly astonishing. In neighborhoods where books were a luxury rarely enjoyed, and where intelli- gence was at a very low ebb, the establishment of a school district library has, EDUCATIONAL HISTORY OF OHIO 239 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 public education. The code of 1853 embodied a statute wherein Ohio followed the wholesome lead of the Empire State and of other States. Air. 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 replv 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 ta.x of one-tenth of one mill on the grand list, for the purchase and sustaining of school liljraries and apparatus, under the direction of the Commis- sioner of Common Schools, only he must not purchase books of "sectarian or denominational character." The funds which accrued from the tax were paid over 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 distributed to the clerks of the township boards of education to be and to remain their property but not subject to "e.xecution, 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 e.xpend 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 already assigned to the said Librarian. The task that was thus officially written down 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. Rut Mr. Barney, 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 follower 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 comparatively useless, and will soon cease to be the means of knowledge or of culture. On the other hand, if it were possible to suppose that the schools of Ohio were struck down to the first rude design, when the pupil was taught little more than to read and to write, it would almost be a compensation for so 240 EDUCATIONAL HISTORY OF OHIO Sreat 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 leaps the gulf of its palmy years, and dwells with unutterable peace upon the delights and impressions of early youth." Between 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 libraries was suspended, each time for one year, and in i860 the school library 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 books among the f^ul^-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 l)y Commissioner 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 proportion of fiction ; to change to the township system ; to procure a set of books "got up for endur- ance" ; "in the future we want no novels, tales of fiction, love-sick ditties, but facts, solid facts." In 1867 a law was passed for the purpose of maintaining and increasing the school library of city districts. It authorized the board of education to levy, annually, a tax of one-tenth of a mill, and, in 1875, for the purpose of supply- ing their schools with books other than text-books, and with philosophical instru- ments, the board was empowered to appropriate money, the amount depending on the class and grade of the city. The report, 1902, of State Commissioner of Schools gives the names of fifty-nine city districts containing libraries ; thirty of these with over one thou- sand volumes, five with over ten thousand. Neither Cleveland nor Cincinnati is included. It names also 589 villages and special districts which contain libraries ; in each of these are over 200 volumes. THE STATE LIBRARY The following paragraph from a messaoe of (iovernor Worthington's is of lasting interest to the people of Ohio : "The fund made subject to ray control by the last General Assembly, besides paying the ordinary demands upon it, and for the articles mentioned in a resolution of the legislature of the 28th of January, 1817, has enabled me to purchase a small but valuable collection of books, which are intended as the commencement of a library for the State." The next sentence is the first line drawn in the preliminary sketch of a State library, its intention, what it should be to body forth that intention : "In EDUCATIONAL HISTORY OF OHIO 241 the performance of this act 1 was guided by what I conceived the best interests of the State, by placing within the reach of the representatives of the people, sucii information as will aid them in the discharg;e of the important duties they are delegated to perform." In 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 books contained "no novel, -talc of fiction, or love-sick ditty." There may be no official utterance thereon, but it is forced upon one that the mission of a State library in the 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 book ; and as the "people" can not come to the library, for the library to go a traveling to the people ; to be the helper of pupil and teacher, and the college of those pa])ils whose school-going does not lengthen beyond the primary grades. The (ieneral Assembly assumed its responsiliilitv in the matter, and, Janu- ary 29, 18 1 8, made some rules for the care and control of the State Library. The duties of the librarian are written down, some of which may 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 specifying the nature of the delinquencw * * * that before any senator or rejjre.sentative shall obtain leave of absence for the remaining ]jart of the session, it shall be the duty of the speaker of either House to ascertain, from the librarian, the state of such member's account, and in case such senator or re])resentative shall be delinquent, a sum shall be retained to cover the value of books or sets of books detained, and jjenalties incurred." The time during which, a book could be detained and the ])enalty for deten- tion beyond its date varied with its size. The use of the library was restricted to State officer.s and members of the (ieneral .Assembly, and their respective clerks. It was just .said the librarian's duties were specified in these rules, but the concei)tion of the relation of a librarian to his "collection of books." to his immediate i)ublic, to his profession, — for such it has grown to be, and a plain man, fresh from his quiet retreat among his bookshelves, is helpless beyond speedy relief, in an assembly of librarians, though he may know the contents of all their books, — has grown with his conce])tion of a library, and it would take a book to hold the tale of his duties. In the beginning the librarian of the .State Library was chosen bv the Gen- eral .Assembly though several executive officers, now chosen bv the people were. 242 EDUCATIONAL HISTORY OF OHIO under the old Constitution appointed by the governor. The Constitution of 185 1 made the Hbrarian an appointee of the governor's. In 1896 a Library Commission was established by law with full power to manage the library. The board consists of three members, the term of office is six years, one member appointed every two years by the governor by the consent of the Senate ; this, to give greater permanency in the management. No attempt was made to secure minority representation. The board appoints and may remove the librarian, with the consent of the governor. The Library Board has at command one thousand dollars annually for clerical assistance and incidental expenses, including traveling. The first Board of Library Commissioners was appointed by the governor in '\pril, 1896. The members were Rutherford P. Hayes, J. F. McGrew, and Charles A. Reynolds, who appointed the present librarian, C. B. Galbreath. A strong feature of the new plan was to give the library a larger sphere of influence, to set back the boundary from its position encircling, those connected with the "government," to the boundary of the State. It was time. The State Librarian, in 1900, thus put the case: "The books had a limited 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 library system, introduced in 1896 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 being the property of the people, let the people 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 CJhio set out unheralded on its way to a women s club in Mt. Vernon, Knox County, Miss Nora Mulvane, librarian. The details of the management of this business are such as to secure the safety of the books with as little inconvenience as is possible to those who wish these pleasant visitors. The system is easily adapted to smaller territories, as is shown by the fact that the free traveling libraries of Franklin County now reach almost every rural district. The following sentences are pertinent. The probate judge of the county, Mr. Tod B. Galloway, felt a deep interest in the rural schools and assumed in seriousness the duties relative to those schools which the law lays upon the office to which he was elected. He took into his counsels the board of county examiners : "The more I gave the subject attention the more I found out that in the families of farmers well-to-do, the stock of literature consisted mainly of the Bible, a hymnal or two, possibly Bunyan's Pilgrim's Progress, and some agricultural papers, — rarely anything more. * * * We began by send- ing out nineteen cases. Gradually these have been increased to the number of fifty-seven with the immediate prospect 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 ])opular im]mlse in the 19th century that the cathedral represented in the 13th. F)Oth stanil 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. Within the year ending November 15. 1904, there were added to the State Library 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 30,935 volumes : 468 of the libraries going to the common schools. THE OHIO LIBRARY ASSOCIATION The body of library workers was organized in Columbus, February 2'/, 1895, with a membership of thirty-three. It has steadily grown and now has three hundred and fifty members. The aims of the Association are to procure favorable library legislation, to encourage the establishment of new libraries, to increase the usefulness of those already established, to interest trustees in library matters, and to bring active librarians into touch with one another so as tc make possible a comparison of methods. The things accomplished for general library work in the State mainlv through its efforts have been the establishment of a Library 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. The yearly meetings are attended by library workers from all parts of the State, and the programs are of interest from every point of view. The meet- ings have been held at Cleveland, Cincinnati, Dayton, Toledo, Zanesville, San- dusky, Columbus, Elyria, and Findlay. The last session continued four days. The Ohio Association was one of the first in the country to organize. It must not be taken as a note in depreciation of this grand array of libraries, school, city and State if the writer should, in concluding, drop a moment into didactics. The great puritan who before 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 for each real reader's very own. They may stand upon the shelf where 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 dreary life must that teacher's be who from his loophole of retreat can not look throui^h the window of an educational paper. 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 but the fresh doctrines still on trial. The educational paper will fiirnisli him these new chapters. They are the "abstracts 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 Samuel Lewis became State .Superintendent of Common Schools, by authority of the General Assembly and at the cost of the State, he began the publication of The Ohio Common School Director. I'or some reason the needed api;ropriation was not made the next year and the journal was discontinued. July I, 1846, the first number of The Ohio School Journal appeared. It was published at Kirtland by Asa D. Lord. At this date there were but four 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 Columbus. It was not issued as a separate periodical after 1849, but was united with The Western Sclwol Friend, a paper which was started in Cincinnati by W . 1>. Smith & Company, publishers of the Eclectic 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 Journal — for such queer combinations as Friend-Journal were not yet in vogue — was, published in Cincinnati, the editorial department being unilcr the management of Dr. Lord, the superintendent' of the Columbus public schools, H. H. Barney, principal of the Cincinnati Central High School, and Mr. Cyrus Knowlton. The last number appeared in September. 1851. Another fruit of that fruitful period, the Free School Clarion sounded its initial note at Massillon in 1846, near the end of the year, by Dr. W. Bowen. Two years later, it passed into the hands of Lorin Andrews, of Massillon, and M. D. Leggett, of .\kron. It was discontinued after a year or two. The first journal to bear the name. The Ohio 'Teacher, had a number of places of issue, but did not long survive. Thomas Rainy, author of an aritli- metical treatise on cancellation, was editor. The periodical of the double name having quit without warnin'.^- in 1851. the Ohio State Teachers' Association, with the ambitions and the courage of youth determined to have an organ, and The Ohio Journal of F.ducation came into existence. The editorial board was an able one: A. D. Lord, Columbus: M. F. Cowdery, Sandusky : H. H. Barney, Cincinnati ; I. W. .Andrews, Mari- etta ; J. C. Zachos, Dayton ; Andrew Freese, Cleveland. Changes from time to time were made in this editorial staff and names of other men of deserved eminence as teachers and writers appeared. The first number prints the Constitution of the O. S. T. A., described else- where in this book, and the names of its officers from 1848 to 1852 inclusive. EDUCATIONAL HISTORY OF OHIO 245 In its "Introductorv" it piililishes a declaration of dependence: "Called into existence l)v the mandate of the . ( )hio 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 yet under efficient supervision. It is not broad daylight but there are many signs. There is much material yet for the "digesting." "Tt will advocate the jjropriety 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 very prom]3tly 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 prejiariiig 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 arc employed in the business of instruction, in such a manner that the experience and ini])rovements 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. D., 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. Co-Tgeshall, 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 a])peared u])on 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 Anson 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 Findley of Akron. In 1895 246 EDUCATIONAL HISTORY OF OHIO the Monthly was bought by O. T. Corson who took it hack to its former center of influence, Cohnnbus, where it still flourishes. For some years Miss Margaret W. Sutherland was assistant editor. At the opening of the present year. 1905, F. B. Pearson became managing editor. A large number of educational periodicals have had their day, a day which usually soon "fell a prey to a setting sun." Hon. VV. D. Henkle once remarked to the writer that an educational paper should take for its motto: "Born, to die." Thr Ohio School Journal of May, 1904, Vol. 1, Xo. i, is published at Columbus, edited by Geo. W. Tooill. The Oliiu Teacher, second of the name, Henry (i. Williams, editor and pro- prietor, is published at Athens. The issue for January. 1905, bears deep on its front eiT^raven \'ol. XXV, Xo. 6. This affords excuse for the inference that Vol. I, Xo. I, saw the light in August, 1880. After its first christening it was known as the Guernsey Teacher, its second name was The Eastern Ohio Teacher. It was founded and the founding seems to have been well, by John McRurney and published at Cambridge. M. R. Andrews and Henry G. Williams succeeded Mr. ^vlcRurney as editors and publishers, and transferred it to Marietta. Mr. Williams afterwards became editor in chief, with a corps of associates : Prof. Martin R. Andrews, Dr. Alston Ellis, Dr. John McBurney, Dr. Samuel Findley. all native to the editorial chair, and to the manner born. Ohio is fortunate in her educational papers ; honestly conducted, ably edited, loval 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-chapt',-r immediately following was prepared by a gentleman who knows his theme.) THE OHIO TEACHERS' FEDERATION BY S. K. M.\KI)lri. CHE Ohio Teachers" Federation is an organized movement to unite the teachers and patrons of the pubUc 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 system of public 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 unmindful 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 ]5ersons 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 normal schools, better compensation for teachers, pensions and more secure tenure of office. This wefs fully a year and 250 EDUCATIONAL HISTORY OF OHIO a quarter before the law establishing the normal schools of Ohio was enacted. He showed 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, by and through the active united work of the teachers and friends of education, he said, "For more than half a centurv the leaders among the Ohio teachers have been working for normal schools, and for more than a third of a centur\-, by fits and starts, they have been working for county or township supervision. * * * Thus while the leaders of educational thought have worked for normal schools and superintendents ; while the Slate Teachers' Association has annually appointed its legislative committee, and tl.e School Commissioners have, some of them, worked with the members of the leg- islature for the enactment of the desired measures, a guerrilla warfare has been quietly carried on by 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 ? "But suppose the 25,000 teachers of Ohio were thoroughly organized, and were to act in concert with such determination as the teachers of New York City have shown, do you not suppose the\- would get what they wanted?" "The fault, dear lirutus, is not in our stars. But in ourselves that we are underlings." "In conclusion," he said, "I have hastily considered three questions that are, at the close of this 19th century, enjoying the attention of many teachers. They are all vital. They all have for their ends the improvement of the conditions of the teachers, and through them, the improvement of the schools. That thev are not idle dreams is shown by what has been 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. No provision, however, had been made for the discussion of this subject. Superintendent S. K. Mardis wrote a note to the presiding officer, Superintendent Henry G. Williams, saying that it would be a great mistake not to discuss this paper. On the conclu- sion of the address. Superintendent Williams stated that he had received a note requesting the discussion of this paper, and, as Supt. Mertz now had the chair, Williams made a motion for discussion, which carried, and he was called upon to open it. The discussion proved to be an earnest one. in which Commissioner Bonebrake, Dr. Richard Boone of Cincinnati, S. K. Mardis, J. \'. McMillan, W. N. Beetham, W. H. Maurer, C. E. Oliver and others participated. By a motion of W. N. Beetham of Freeport and Geo. H. Stahl of Dennison. a committee was appointed to report on the advisability of a closer and more effective organization of the teachers of Eastern Ohio. Superintendents Henry G. Williams, of Marietta, and S. K. Mardis, of L'hrichsville, and W. H. Maurer, EDUCATIONAL HISTORY OF OHIO 251 Principal of Steubenville High School, were appointed on the committee. 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 <;oinmittee 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 reconmiended at the next meeting, which was held at Zanesville. that an Eastern Ohio Teachers' Federation be formed as a part of the Eastern Ohio Teachers' Association, and changing the word association to institute. Fortunately, the recommendation was not accepted. Th^ subject was referred back 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 i>y Laws and Constitution. The recommendation was accepted, and at the close of the session of the Eastern Ohio Teachers' Association, the Ohio Teachers' Federation was organized by electing the following per.sons as officers: President, Henry G. Williams, Dean of the Xormal College, Athens ; Secretary, Miss Anna B. Hill, Marietta; Treasurer, I'rin. Ross Masters, Canal Dover; Executive Committee, S. K. Mardis, Professor of Psychology and Pedagogy, Scio College, for three years ; Jesse V. McMillan, Superintendent of Schools, Mar- ietta, two years ; W. N. 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, O., 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, ()., was appointed to fill the vacancy. He was at this time acting editor of the Ohio Educational Monthly. The president was editor of the Ohio Teacher. Geo. W. Tooill, soon after, editor of the Ohio Journal of Education, was a mem- ber of the press committee. No one was elected to office at the first meteing who was not present. The Federation was organized for eflfective 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 Ohio 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. 252 EDUCATIONAL HISTORY OF OHIO There has heretofore not been a single association or organization of any kind planned specifically to educate public o])inion. There is not a single pajier published in the state for this purpose. Public education is the only iriiportant field of work so sadly neglected in this respect. Each political party has its party paper to educate public opinion on its peculiar belief or policy. The churches all have their denominational papers. So have the saloon and anti-saloon organ- ization.s. Hut no where are the educational interests of the state so represented. This is an unoccupied field, the importance of which is second to none. Public opinion is king in America, and this king must be educated or ruin will follow. This is the field the Ohio Teachers' Federation has chosen. It is specially organized to do this work. The state is the unit of soJnool legislation. The Federation aims to unite the teachers, and then the teachers and the people, on needed school legislation. To accom])lish 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 l<>deration has a small pro rata membership fee, to make a fund to defray the necessary expenses. Special committees are to make investigations, and then to distribute these to the people. The coimty and city branches of the State I'ederation, 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 i)eople 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'^deration advocates making teaching a ])rofession, recognized, pro- tected and justly compensated, by doing for teaching what has 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 they are admitted to take the examination for admission. It also advocates removing school elections from partisan politics by having the names of all candidates placed on the same ballot without party or other designation except "for hoard of education." It stands for the professional supervision of all schools, and for a more liberal state support of the public schools. The Federation commenced to solicit members in August, 1903, so it is less than two years old in membership. 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 booklets and circulars throughout the state and recommended many of the best features of the new school code. It has active committees at work the year EDUCATIONAL HISTORY OF OHIO 253 n)uiul. 'I'lic legislative committee diel good work during the last legislative ses- sion. The first annual conference discussed many features of the state school sys- tem. It had over fifty round table topics on the school system of the slate, each of which was opened by a prominent educator of the .state, whether member of Association or not. At this session, Dean Williams was re-elected as ])resident, Supt. W. E. Kershner was elected Secretary. W. N. Reetham 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 Prof: L. L. Paris was chosen member of Executive Committee for three years. The Ohio 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. Non-sectarian. non-])artisan public schools, in which are found professional teachers, receiving professional pay. schools of the whole people, by the whole people, for all the children, is the platform on which all are asked to unite with the Federation. 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 lobl)y ; and. allowing the word a broad range of signification, the observer with half an e\e 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 ca])ital of the state to promote, or to hinder, a piece of legislation, the evening pa]5ers 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 luoral question, — exam])les need not 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 ])ros]5erity ;" the training and the selecting of teachers for the i)ublic schools, that, speaking from the lowest ])lace, ca])ital may not cry out: "You are taking from me and giving nothing in return," then the ])atriot 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 November 12, 1885, Commissioner Brown issued 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 upon township organization as the one measure to be pushed, and upon some general plan of operation by which to carry this measure." The first sequel of this call was a meeting held at Columbus. December 30, 1885. In his opening remarks, Mr. Brown urged a permanent organization, and named Mr. A. B. Johnson as the temporary chairman. Mr. I>. T. Dyer read a paper upon one of the subjects named in the "call" — the amending of the statute so that none but practical and professional teachers should be eligible to the office of school examiner: not only persons of good theories, but of practice in the field. R. W. Stevenson thought that good comes from having other 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 pay 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, that all questions for examinations should be ]ire- pared by a state board of education. The fifth topic was introduced by R. W. Stevenson. He ofifered 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 adopt, as a standard in theory and practice, the books upon that subject' recommended by the Reading Circle. Samuel F. 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 committee was appointed to pre- pare bills embodying the propositions agreed upon, submit them to the legislature and urge their passage. The Constitution, prepared by Dr. Williams, W. J. White and Ceorge W. Welch, was read and adopted. It named the Association, provided for the usual officers, and for annual meetings. Article IV has been quoted. A session of this body was. without doubt, held each year, though oppor- tunity to search for all the results down to the present is not given the writer, nor to use them if found. What has already been said presents the salient points and illustrates the fine aggressive spirit in which it entered upon its career. Its skv was not so bright, at least its number was not so large, and only twenty counties were represented when, in December. 1889, President Shawan made his opening address. The results of the session summarized from the simi- mary were to the following effect : The Commissioner was requested to send out questions which examiners might use as suggestions. The legislature was asked to provide in some way for the recognition in Ohio of state certificates from other states ; 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 decade -;— 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 questions 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 elementary 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 by Commissioner Jones. OHIO TOWNSHIP SUPERINTENDENTS' ASSOCIATION An assembly of trolley line engineers would not have been possible soon after the founding of Ohio, or at any antecedent time since the Ancients that Mr. 256 EDUCATIONAL HISTORY OF OHIO Wendell Phillips used to speak of practiced all the "lost arts," which have been rediscovered, one by one, with such eclat by the Modems. The foregoing remark applies to an Association of persons named in the heading of this sub-chapter, also the reason of it. The first township superintendent, it is fair to i)resume, 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 possibility of company, and after a while meetings were held, and at one of these, at Springfield, in 1893. it was proposed to form a State Association. The notion was received with 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 ])lace for the pro- posed meeting. I'lUt how ascertain the name and address of each of the ]5ersons 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 history into the woods, mailed eighty-eight letters, "each containing a card to insure reply" giving the needed information. These letters were directed tc the clerks of the county boards of examiners. At the end of two weeks thirty- eight per cent of the cards came back, and brought the names and addresses of fifty superintendents. The call for this association named the place, and the lime. On December 2j. 1893, about thirty of these earnest gentlemen met at Co- lumbus aufl held three half-day sessions. Ira Filson presided, E. .\. Ballmer, of Wood county, 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 Supervision is growing rapidly." In the printed proceedings of the O. S. T. A. for 1895 is a page devoted to the "Township Superintendents Section," at is "first session." December 27 and 28, 1895, the State Association of Township Superin- tendents, in session at Columbus, congratulated itself upon its attendance "at least fifty" — and that "the discussions showed great intelligence and earnestness." Superintendent H. H. Shipton, of Groveport, Franklin county, was asked to write out in detail the plan of grading used in his schools, that it might be printed at the expense of the association and copies sent to the superintendents of the state. This was doubtless done. A sad note was .sounded at I he next meeting of this body — a resolution giving expression to the loss it had sustained in the passing away of this useful and estimable member. At this session. Dr. E. E. White spoke upon the living issue of Centralization. EDUCATIONAL HISTORY OF OHIO 257 "Meeting adjourned to meet in connection with tlie Ohio State Teachers' Association." There have been and there are other State Associations, whose story cir- cumstances prevent any 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, Tlie ( )hio State Colored Teachers' Association, The Ohio College Association, The Ohio State Association of Elocutionists, The Ohio State Association of County Institute Instructors, The Allied Educational Associations. These batteries, with those previously named, in the open, and a hundred others, somewhat under 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 by this early society is not known. It seems to have published nothing. Nine years later, February 11, 1831, an act was passed incorporating the Historical and Philosophical Society of Ohio. On the evening of December 21, 183 1, 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 committee was then appointed to prepare a code of by-laws, to report at the next meeting, December 31, 1831, when the 258 EDUCATIONAL HISTORY OF OHIO Society was formally organized, by-laws adopted and officers elected to serve lor the ensuing year. For eighteen years the Historical and Philosophical Society of Ohio, so begun, met in Columbus. Tho.se 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 Ohio, 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 laJjors of the Historical and Philosophical Society of Ohio, there were organized and published The American Pioneer, under the direct auspices of the Logan County Historical Society, and Pioneer History, by Dr. S. P. Hildrcth, under the auspices of the Cincinnati Historical Society. Among the historical papers prepared by members of the Society, is its Jonrual and Transactions, published in two parts, in the years 1838 and 1839, containing articles by Jacob Burnet, William H. Harrison, James McBride, Arius Nye, 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, however, until so late a date as 1875 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 1875, an Archaeological Society was formed at General Brinkerhoff's home in Mansfield, Ohio. The Society, through the efforts of General Brinkerhoff, received an appropriation from the Legislature of two thou.sand five hundred dollars, to be expended in making an exhibit at the Centennial Exposition at Philadelphia. Prof. John T. Short, of the Ohio State University, 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 twelfth day of March following, at Columbus, Ohio. In response to the circulars sent out, some sixty gentlemen from all parts of Ohio, representing the various departments 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 Archseological and His- torical Society, which was incorporated March 13, 1885. Hon. Allen G. Thurman 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 he The Ohio State .'\rchaeological and Histor- ical Society. 2. Said corporation shall he located, and its principal husiness transacted at, the City of Columhus, County of Franklin, and State of Ohio. 3. Said Society is formed for the purpose of promoting a knowledge of Archseology 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 museum 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 exercise 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 catalogvied and arranged in cases, and now occupies suitable quarters in the Museum Room of the Society, Page (Law College) Building, 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 A. M. and 5 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 archaeological research. No state in the Union is so rich in archaeological resources, consisting of mounds, forts, graves and monuments of pre- historic 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.ling 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 McKinu, 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 archsological 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 archaeological — 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 the entire proceedings of the celebration, held under the auspices of the Society at Chillicothe, May 20 and 21, 1903, of the admis.sion 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 compUte. The following table of contents will indicate the value of 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. Oper.ing Address. Governor George K. Nash. The History of the Northwest Territory to tlie Marietta Settlement. Hon. Judson Harmon. The History of the Northwest Territory from the Marietta Settlement to the Organiza- tion of the State. Prof. Martin R. Andrews. The Date of the Admission of Ohio 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 Goverrors of Ohio Under the First Constitution. Hon. David Mead Massie. The Governors of Ohio under the Second Constitution. Hon. James E. Campbell. Ohio in the United States 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 Unfortunate Classes. General R. Brinkerhofl. The Ohio Presidents. Thomas Ewing. Jr. Ethnological History of Ohio. General B. R. Cowen. The Pan Taken by Women in the History of Development of Ohio. Mrs. James R. Hopley. The Press of Ohio. S. S. Knabenshue. Ohio Literary Men and Women. Prof. W. H. Venabh. Religious Influence in Ohio. Bi.shop C. C. McCabe. Closing Addresses by Governor Charles Foster and Bishop B. W. Arnett. The Centennial Souvenir Volume is sold by the Society at $1.50, postage prepaid. EDUCATIONAL HISTORY OF OHIO 261 CLARK'S CONQUEST The Society has published the history of George Rogers Clark's Conquest of the Illinois and of the Wabash towns. From the British in 1778 and 1779. With sketches of the earlier and later career of the conquest, by Consul Wilshire Butterfield (.author of the "History of the Discovery of the Northwest by John Nicolet, in 1()34 ;" "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 $1.00, postage prepaid. ARCHAEOLOGICAl^ HISTORY OF OHIO The Society published m April, 1!)02, an "Archsological History of Ohio," by 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 resemblance in the features of their work and habits to the remains of the Mound Builders. This work is a large octavo volume of 760 pages of reading matter, and is fully illus- trated witb 300 maps, diagrams and reproductions of mounds, forts, etc. Ohio is the richest state in the Union in archKological 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 $2.00 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 obtamed only by pur- chase or by membership in the Society. Educators and others interested in the history and archseology of Ohio and the "Middle West" will find life membership in the Society an inexpensive and most satisfactory means of adding to their private libraries. 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 schools 869 pupils. 523 boys 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, 79 juniors, and 17 are post-graduates. The last named class is composed of pupils, who, at their own request, were given an extra year in order to continue their studies. An advanced course is given these pupils, consisting of solid geometry, higher algebra, Latin, advanced chemistry, English hi.story, 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 prepared for a position as teacher in one year. 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, Wittenberg, and Ohio Wesleyan University. 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 clioir 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 onl}- training the hand in executing, but also the mind in designing and planning. The first year's work in sewing includes prac- tice work and the making of under-garments. Tlie studv of fabrics is also taken up. In the second year the girls studv dressmaking and advanced drafting by the Storey Tailor system, each girl drafting all her own patterns. Refore a girl can be a graduate, she must complete in addition to her first year's practice 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 number 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 jnipils all forms of stenographic work, likely to be found in any kind of an office. The school of telegraphy enrolls 16 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 Ijrought into the school room. (Jur 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 17 dozens of stereographs and a dozen stereoscopes. The views are selected to supplement the work in geography, history, literature, etc. The Pupils" 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 hundred and sixty diplomas were given last year to pupils who had completed the full four years' course prescribed by the State Board of Control. The object of this organization is to secure for pupils a better class and a greater variety of readmg 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, while physical 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 suffered in either of these branches by the change. Educators recognize more and more that the hand should be 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 exhihition 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 opportvmity 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 up to our standard, necessarilv 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, bv searching out the best means of enlarging, vitalizing and enriching the work. The composition work ; the rhe- torical exercises in the grammar and high school grades ; the work 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 i^racticing 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. Edwards. Snperintcndent. THE OHIO STATE SCHOOL FOR THE BLIND The institution has for the past year been fulfilling the purpose for which it was founded. Sixty-six years of its history have passed. Two thousand two hundred and thirty-seven pupils have been connected with the school during these years. .\11 departments of the school have been in successful operation during the last term. We have searched the State over by every available means to find blind per- sons who ought to be in the school. I believe that we are securing the attend- ance of as large a proportion of blind persons, of school age and of sufficient mental capacity, 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 ready for distribution. We admitted seventy 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 been admitted this term, making 126 for the last term and thus far this term. Four pupils were graduated from the literary department last term. Quite a number 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 by a large number of the blind of Ohio will challenge a fair comparison with the character of an equal number of students sent out from the public schools of the State. In all education special attention should be given to training in four direc- tions, viz., the development of the perceptive powers, the judgment, the reason- ing faculties and the will. And in the education of the blind these special lines of training need to be kept in mind, because the blind are more dependent upon the helps and influence of others than are seeing students. The perceptive power of a blind person is lacking in the whole range of sight. The seeing have the five senses which naturally help each other in the application of the perceptive powers to external objects. The blind lack the sight and the perception of the whole range of qualities which the sight alone can give. The sight is the great educating sense, .hence the blind need a training which so far as })ossiblc shall make up for this deficiency. The\- should have a training of the ])erceptive 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 the remaining senses, the correction of bad physical habits and manners, teaching to sit erect, to stand erect, and to walk gracefully and independently — all these things concern the physical and mental training of our pu])ils m the line of their perceptive faculties, enabling them so to use their available bodily senses in physical action that they shall be free from awkward and unseemly motion, and at the same time have called out in the most efficient manner the power to know and to think through the senses. Another important department of education is the training of the judgment, or the power of estimating correctly the relative value of facts and principles. The practical business of life depends very much upon accuracy 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. Tf there is one thing lacking in the mental make-up of the human race it is in the power or disposition to draw correct conclusions, and the blind are not free from this failing. In schools for the blind the tendency is to memorize without thinking. True memory is necessary to the operation of the reasoning powers. We can- not reason without remembering the steps of the process: yet the memory should be the auxiliary of. not the substitute, for reasoning. Education is gaining power by means of acquiring and assimilating knowl- edge. As the athlete makes all his training lead up to one purpose of power to EDUCATIONAL HISTORY OF OHIO 269 do what must be done, so the student needs to use all his study, his work, his music, 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. Many blind persons have from the very tendency of their affliction the quality 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 ability and disposition to study, to think, to act, to do something worth while. True will power has a very close relation to character. "As a man thinketh in bis heart so is he." The heart is the bent, intention and purpose of the man, and that is the will 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 likely 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 which may sometimes be in the wrong direction. Wrong headedness and wrong hearted- ness are contagious in schools, and they increase the difficultv of giving right direction to the thought and feeling of the individual pupil as well as to the mass of the school. Also 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. Siiiead. Superintendent. 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 1821 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 Hoard of Trustees recommended that the Insti- tution be located at Columbus, Ohio, the most central point. 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. Gustavus Swan, Hon. Thomas Ewing, Rev. William Graham, Rev. William Burton, Hon. John H. James, Hon. Thomas D. Webb, 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 N. Hubble. He served in this capacitv 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 to 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 County, 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 lias always been supported by direct a])i)ro]3riations, as all other expenses of the state, are paid. The time of pupilage was originallv three years, hut has been gradually extended until now it is twelve years. The whole number of pupils enrolled in the first seventy-five years is 3,245. The annua! 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 number of teachers engaged in the school, including Principal and EDUCATIONAL HISTORY OF OHIO 271 special teachers of gymnasium and art, is forty. There are nine persons engaged 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 manv 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 ciiildren are now being educated by what is known as the oral method. In 1^61 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 Tov.'n 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 world, having besides fifty well lighted and well ventilated rooms, an art room, sewing room, gymna- sium, shower baths, swimming pools, cooking rooms, lavatory and laboratorx rooms. The following men have served as Superintendents : Horatio X. Hubble 1829- 185 t Josiah Addison Gary 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 William 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, comparativelv, 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 such old deaf and dumb persons as may be found there and brings them into this home where they can associate 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 exercises 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 Sunday 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 younger 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 boys and one for the girls, and one society for both boys and girls. Each society has its own library and librarian and the records are accurately and neatly kept. The sports connected with the school are such as are found in High Schools and colleges. Great interest is taken in base ball, football, basket ball and gym- nastic work. The 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 Ohio. The day school for the deaf in Cincinnati gives instruction to about forty children each year, and also the one in Cleveland to possibly fifty children. There is a small day school of four or five children at Dayton, and also at Elyria and Canton. These furnish an opportunity for these children to remain with their parents while young, and many of them, when they are older, come to the Institution for further educa- tion and to learn 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. JV. Jones, Superintendent. INSTITUTION FOR THE EDUCATION OF IMBECILE YOUTH The sum of material in reach for a sketch of this institution is a copy of the latest report thereof. There is no other educational institution which brings be- fore the reader's consciousness such questions as this. Its purpose in the present is humanity itself. Its appliances are the fruit of the best teachings of modern science. Its pedagogic methods are based on humanity's revelation of itself to- itself. Still, so far as the incurables are concerned, the questions do not down. EDUCATIONAL HISTORY OF OHIO 273 The number of inmates in the institution 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 l^eing the main object. The placing of the tile for the floors of the hospital group and the ciistodial 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, '\^' the General Assembly of the State of Ohio, and located near the city of Cohmibus. Its object is to furnish special means of improvement to that portion of our youth who are so deficient in mind or have such marked peculiarities and eccen- tricities of intellect as to deprive them of the benefits of other educational institu- tions and ordinary methods of instruction. The education proposed \\ ill not only include the simple elements of instruc- tion taught in common schools, where that is practicable, 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 and natural development of the mental and moral powers. Idiots and imbeciles are feeble in body as well as in mind. They are want- ing in muscular 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 treatment. 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 very feeble power of attention must be cultivated and increased by the most attractive means. The aiifections mu.st be nursed — the sjiecial senses trained and educated — vicious habits are to be corrected, and the idea of obedience and mora! obliga- tion nnist be planted and nourished. Some feeble-minded youth give evidence of slight chronic irritation of the brain, obscure delusions and other marks of partial insanity, or iiiciita! derange- 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 undeveloped 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, afifectionate, 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 to this afflicted class, they nnist 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, but only in some well-directed institution, arranged, furnished, and organized for the accomplishment of these special objects. Where there is partial insanity, 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 (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 friends of those in whose behalf applications are made for admission as pupils, are expected to make answers in writing to such ques- tions as the 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. All pupils will be expected to come provided with a supply of neat and sub- stantial clothing adequate for the first six months. A bond will be required in all cases to insure the clothing and removal of the pupil, when required by the superintendent, free of expenses to the institution. There will be a vacation during the months of July and August, unless otherwise directed by the Board, at which periods all jnipils must be removed by the parents or guardian, unless otherwise directed by the superintendent. BOARD OF TRUSTEES R. Meh-\ffev, Herring. W. E. H.wnks, Fremont. A. P. Baldwin, Akron. Boyd Vincent, Cincinnati. James J. Hooker, Cincinnati. SUPERINTENDENT GUSTAVUS A. DOREN. EDUCATIONAL HISTORY OF OHIO 275 THE BOYS' INDUSTRIAL SCHOOL A euphemism is sometimes a good thing and the present name is better than the old one, though the "industry," is at first likely to be involuntary. That, 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, Mr. Remelin went to Europe and inspected those of France and Germany, and was pleased best with the Colonic de Mettray, in the former country. It is on the cottage plan and in the hill country. The Boys' Industrial School was modeled after the Mettray institution, the first on that plan in the United 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 J 859 when he was succeeded by Mr. George Howe, who held the position for nineteen years. John C. Hite, Col. G. S. Innis, Charles Douglas, D. M. Barrett, C. D. Hilles and Col. C. B. Adams 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 elementary 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 the 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. Nature study 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 birds 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 by friends, additional demerits, and, finally, if there is need, corporal punishment follow misconduct in deliberate procession. A boy goes to this place on an indeterminate sentence and every induce- ment to well doing is presented that he may cancel the array of demerits with which he is indebted at his initiation. Games 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- vvhere in every human soul are not neglected. — Data mainly furnished by Henry V. Merrick, Superintendent. GIRLS' INDUSTRIAL HOME T. F. DYE, SUPERINTENDENT. According to the records here the Ohio State Reform and Industiral School for Girls was created by an act of the Legislature passed May 5, 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, Ohio, for the pur- poses of said school. The first trustees, appointed by Governor Hayes, were Rev. Dr. Merrick and A. Thompson, Esq., of Delaware ; Hon. Stanley Mathews, Cincinnati ; M. D. Leggett. Zanesville; and C. Wagoner, Esq., of Toledo. The purchase was efl^ected, and on August 31st, 1869, John Nichols was appointed Superintendent and Mrs. Mary Nichols matron. Superintendent Nichols and Mrs. Nichols arrived at the institution and began their work on October ist, 1869. On November 4th of the same year the first pupil 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 administration building, a ten room school building and a hospital. The object of this institution is to instruct, employ and reform evil-disposed, incorrigible and vicious girls. Girls 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 physically, mentally and morally. 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, music, stenography, and domestic science. The afternoon and evening are devoted en- tirelv to school work, all the girls being required to attend school every day. The schools are graded and compare favorably with the best in the state. Upon the EDUCATIONAL HISTORY OF OHIO 2^7 completion of our school course pupils are ready to enter the hest high schools of the state. The course of instruction is orthography, reading, writing, arithmetic, geography, grammar, U. S. history, vocal mufic, map drawing, physiology, lit- erature. We have an average enrollment 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. Myers 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 to above j^rovided 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 fronj 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 members, 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 Alansfield, and the day of the laying of the corner stone, November 4, 1886, was Mansfield'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 refunded, the board had a small sum to begin with. But only "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. One 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 coimty 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 botii 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. Brinkerhoff, and introduced by Senator W. S. Kerr, 'mssed 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: F. M. Marriott, B. F. Crawford, E. H. Keiser, George G. Washburne, 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 upon society." Lender 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 — 1903 — 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 industrial training shall induce skill in production and call taste into sane exercise. The man at work with his heart in it may 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 moral sanitarium, where things are shaped for his cleansing, not primarily for his punishment. Still, if he need its exercise the "hand" is strong: or. in the words of the Super- intendent, "those iron bars are painted white for the cheer of it, but they are just as strong." Stress is laid upon the custom of trusting an inmate by the carrying out of a system of paroling. Results seem to justify the practice. EDUCATIONAL HISTORY OF OHIO 279 "Since the opening of the Ohio State Reformatory ten hundred and ninety- four innjates have lieen paroled, and the best 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 blare of trumpet, is progressing at this institution, so fragmentarily described in these pages. Superintendent James A. Leonard reasons well : "While this system results in more efficient and economic cultivation of farm, and garden, the .mok.m. i;ain is the main consideration. The good that came to the 202 who overcame every 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 borders of the State. This system, under proper regu- lation, can be greatly extended." The average population for the year ending November 15, 1904, was six hundred and sixty-three. — Data furnished by Gen. R. Brinkerlwff and by reports 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 Makgaket W. Sl-i-heuland, Recording Secretary. f. s. coultrap, Charles L. Loos, Jr., S. T. Dial, Charles Haufert, Lewis D. Bonebrake. James J. Burns, Corresponding Secretary. Edmund A. Jones, ex-offi.cio. IN the huge ungathered vohime of addresses delivered, speeches made, and papers read, before the ( )hio State Teachers' Association in its nearly sixty years, there is none to compare in results with the one 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 wh.ose "results" are State Reading Circles in more than a majority of the States of the Union. Ohio's claim is only that, to use a phrase of Dr. Boone's, "Ohio pioneered the way," and that she has chosen a superior course of study. She admits with grace a more recent writer's statement: "An organization of similar name, but difTerent in plan, had been formed a year earlier, in Ohio." Miss R. P. Cooke, of Gallipolis 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. Rickofif. Dr. E. T. Tappan meanwhile had prepared, and at the close of the discus- sion offered the following resolutions : "Resolved, that the .Association heartily approves the suggestion made at the conclusion of the jjaper read by Mrs. Williams, concerning a Course of Read- ing for Teachers. "That Mrs. Williams, Hon. J. J. Burns, and Dr. John Hancock be appointed 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 next .Annual Meeting." These resolutions were adopted. 284 EDUCATIONAL HISTORY OF OHIO BOARD OF CONTROL EDUCATIONAL HISTORY OF OHIO 285 In 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 Cohunbus, W. W. Ross of Fremont. G. A. Carnahan of Cincinnati, Miss Kate S. Brennan of Cleveland, and E. A. Jones of Massillon. The I'oard organized 1)v electing Mrs. Williams, President : E. A. Jones, Cdrresponding 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 Haupert, O. T. Cor- son, and J. j. Burns succeeded E. A. Jones — Mr. Corson, as State Commissioner, being a member ex-officio. I'or 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 be true that the former "contemplated a variety of good reading for leisure hours." After the election of the first Board of Control in 1883, it was thought wise to name some books without delaj". One of these was a choice among Mailman's History of Pedagogy, Krusi's Pestalozzi, and Quick's Educational Reformers ; and anotlier, cither Longfellow, Whittier, or Lowell. To these some suggested reading in United States history. But, perhaps, here is "good reading," and, perhaps, here .? "variety." The Corresponding Secretary reported at the end of the year 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. .'Vn hour was given to hearing verbal reports from county secretaries, as, according to the slowly evolving plan, the Board had urged upon the county institutes each to appoint an O. T. R. C. secretary to attend to inatters vital to the success of the Circle in the county. The County Secretary, as experience has shown the way, appoints township secretaries, who are to be the conductors of the local clubs, "to teach and to preach" the gospel of the reading circle. They distriljute membership cards and collect the membership fees, and in other ways assist the county .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 sulmiit it to the Board and through it to the State Teachers' Associa- tion, and send it out to the institutes in number sufficient for all tlie teachers 286 EDUCATIONAL HISTORY OF OHIO of the State ; to be ready to answer on shortest notice hundreds of letters, even those 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 membf-r of the board means the free will offering of many hours of time, in the examination of books, in attendance upon the meetings, and in correspondence. Rut, to hark back before the trail runs too far away. The Course chosen for the second year was : I. Pedagogy : Currie's Common School Education, or Calderwood on Teaching. II. Literature: Shakespeare's Julius Caesar and Irving's Sketchbook. III. American History: The Revolution, and the Constitutional Period to the close of the War of 1812. IV. Natural Science : Brown's Physiology, or the Natural Science Primer of Physiology and Hygiene. It seems that the list of books in the twenty-three vears 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 Pestalozzi, Quick's Educational Reformers, Currie's Common School Education, Calderwood on Teaching, Payne's Lectures on the Science and Art 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, Putnam's Manual of Pedagogics, James's Talks to Teachers on Psychology, Roark's Method in Education, Schaeffer's Thinking and Learning to Think. Scott's Organic Education, Thorndike's The Human Nature Study Club, White's The Art of Teaching. Judd's Genetic Psychology, Hinsdale's Art of Study, Oppenheim's Mental Growth and Control, Sabin's Common Sense Didactics. Literature: — Longfellow, Whittier, Lowell, Shakespeare's Julius Caesar, Richard HI, Merchant of Venice, Hamlet, As You Like It, Henry VIII, Henry IV, Macbeth, Winter's Tale, Lear. Midsummer Night's Dream, The Tempest, Coriolanus, Twelfth Night, Richard II, Henry V, Henry VI, Part 1 ; Irving's Sketch Book, Scott's Ivanhoe. Tennyson's Ths 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. .3. Burroughs's Riverby. Mat- thews's Introduction to American Literature, Selections from Burns's Poems, Coleridge's The Rime of the Ancient 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, Shenian'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 .\ Reader's History of American Literature, Ella May Corson's Glimpses 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 Fiske. 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, Adams 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, Mathews's The French Revolution, The Little Chronicle, Wright's Industrial Evolu- tion of the United States, Hosmer'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 AND Nature 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, lunge'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 American History, Scott's Story of a Bird Lover. This large number of titles has grown by the addition, in each vearlv 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 L'nited States, page 282. "No course was prescribed, the multitude 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 "multitude" 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. P>ut the author has clearly set out what the "professional" may cover, to which Ohio served as pioneer : familiarity with professional literature ; the liistoric systems and reformers of education ; something of philosophical doc- trine as a basis for one's theories ; current systeius 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 ; 1)ut 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 prol)al3ly neither buy nor read; and this '"interest" is the almost certain result of the association of a number 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 intiuence, 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 one of the essentials toward forwarding the work of popular education, be it property 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 body of evidence that the (). T. R. C. has wielded an influence in these directions and has amply justified its existence, has proved that it lias a right to be ; that if it and its results were suljtracted from the spir- itual output of the past quarter-century there would be an evident loss of much {hat is very good. One of the serious hindrances to the rapid extension of the Circle in Ohio is the lack of that arm of the school system which is in, force in most States, the county superintendent ; but as about all her advance has been made along the route of permissive legislation on the part of the resj^ective school commu- nities, and voluntary effort on the part of teachers, it is not an anomaly that the O. T. R. C. has to depend on the varying favor of the institutes to select its managers in the counties, and upon the county examiners to give it official countenance. This lasting force has been growing more and more potent. It was part of the plan at the outset to issue diplomas only after an exami- nation, to test the quality 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 County Secre- tary, presumably based upon the best information he could procure ; 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 ;" paid in the coin of the spiritual realm. It takes a pound to buy a pound. At the end of the first four-year period the president of the Board of Con- trol addressed a communication to the county secretaries. "The T$'oard wishes no honor conferred that has not been fairly earned, but would not willingly withhold any honor that is due. One step it would suggest, that you require a statement signed by each candidate, stating what he has read in each year's cotirse, this statement to be filed for reference. EDUCATIONAL HISTORY OF OHIO 289 In 1888, Secretary EdniuiKl A. Jones, in his annual re])ort 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 Ohio, while traveling from the thirty-seventh year of the nineteenth century to the fifth year of the twentieth century, will never be 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 my report isn't the last one in. please send it back, 1 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 ijublic, 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 were 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 paths. 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 affirmatively, 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 pupils' course. Mr. S. T. Dial has for years 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 of an executive head. Commissioner Corson yielded to the importunities of the Board of Control and accepted the position of Corresponding Secretary 290 EDUCATIONAL HISTORY OF OHIO and Treasurer. Like his predecessors in loyalty to the work, he had one great additional source of power in his abundant 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 i8g6 and was succeedetl by the present incumbent, J. J. Burns. The Pupils' Course was larepared f(jr certain grades and afterwards extended downwards, till, for some years it iias included all the grades above the first. The lines of reading are literature, history and nature. At first a membership fee of twenty-five cents was required, but after a trial of a few years it was abolished. Certificates for the several years' work, and diplomas, elementary and high school, are furnished readers in the Pupils' Circle by the Board of Control of the (). T. R. C. In manv schools the course is used as supplementary reading, a part of the school course of studv. The nmnber of readers is much greater than the number stated in the annual report of the Board which is about fifteen thousand. The diplomas issued by the board 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 book each year in the way of their vocation ; one which opens somewhat wider the "magic casement" that looks, not. upon "perilous seas in fairy lands," but liack and around over the broad and varied field where philosophy teaches by example : one of the volu mes that make up "Nature'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 IN 1864, while Sherman was marching 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 board. .Vccordingly, 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 bis satisfaction that "the assurance has not been withheld, that in en- trusting them with the organization of this new and 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 year (1865), and among them we find the names of Thomas W. Harvey and W. D. Henklc, both of whom afterwards held the office of Com- missioner. John A. Norris succeeded Dr. White as Commissioner and held the office from 1866 to 1869. Immediately after Mr. Xorris's entrance upon the duties of his high office the State Board resigned, and thus set an example which was followed for a number of years, 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 1871, 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. RickolT, 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. Rickoff. 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 Findley, 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 of its members, Dr. Thomas C. Mendenhall is to-day the most noted teacher and writer in the country upon the subject of electricity. For a ])eriod of three \ears he was instructor in science in the Imperial University of Tokio. and pcrhai)s the scientific depart- ment of Japan's army to-day rememliers his lessons. Commissioner Charles S. Smart (1876-1878) appointed .\lston Ellis. Henry B. Fumess, and John I>. I'easlee, members of the State Board in 1875. In 1877, Mr. I'urness resig^ned and W. W. Ross was appointed in his place. This board served four years and issued, in all, fifty-seven certificates, in the list of which are the names of R. H. Holbrook. Charles K. McV'ay, C. C. Davidson and Daniel !•'. DeW'olfe, commissioner ( 1881-1884). To this board belongs the honor of the first publication of the State Examination Questions, which was done by W. D. Henkle editor, in the Ohio Educational Monthlv for February, 1876. Upon the expiration of the time of this board, Commissi(jner I'urns (1878-1880) re-appointed W. W. Ross, who had served but a i)art of a term. The new members were Charles R. Shreve and Charles L. Loos, Jr. This board issued ninety-seven certificates, a much lartjer number than any previous board, showing' that the work was growing in interest among ( )hio's teachers. It also indicated a more extended study of the subjects rec|uired. This was considered a good omen and the results have been good. There was in 1880 and 1881 a growing feeling that there should be a pro- visional Ten- Year State Certificate. I'nMiiincnt among the leaders in this dis- cussion were Dr. Tappan. who opposed the jirovisional certificate, and Dr. Henkle. who favored it. The advocates of this ten-year state certificate carried the day and in 1881. the State Board, consisting of A. 1'. Johnson, Henry M. Parket and William G. Williams, appointed by Commissioner D. F. DeWolfe (1881- 1884), began the work of issuing two grades of certificates, viz.: Life and Ten- Year. The latter grew more and more unpo])ular. and soon became a menace to good scholarship. The above board had. in consequence of the ten-year cer- tificate, a large increase of work as is shown by the fact that they issued one hundred and twelve certificates, thirty-five of which were for ten years. This additional work led to the increase of the board (April 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 ])rovision, E. S. Cox, C. C. Davidson, Marcellus Manly, C. E. McVay, and W. W. Ross, as members of the board. On the death of Mr. McVay. Mr. Brown appointed Mr. Thomas A. Pollok to fill the unexpired term. In 1885, two important changes were made — the fee for examination was increased, by statute, from three to five dollars, and the names of successful applicants were published by the Commissioner under date of each examination, Julv and December. A larger number of appli- cants was examined and certificates granted by this I)oard than by any other in the history of the state board — the total numlier of certificates reaching three hundred and thirty-six. The board under Eli T. Tappan (1887-1888) was composed of the follow- ing school men : Alston Ellis, C. C. Davidson, John Hancock. E. E. White, and EDUCATIONAL HISTORY OF OHIO 295 > '^ I c X o i I > X a p p rE • r D r " w 00 X o z P! DO X > n ■ m ?=? s m PI ac B CO H > H P) CS o > o 1) Cfl n I o o r m X > g z w 50 ^*PHil^^^ If i"gipii' ^i«. V* 1 r "^"^ ^ sSf^ r ^ i i> 1 B^ ' S^B^^^^^^^v^^^w 296 EDUCATIONAL HISTORY OF OHIO Marcelius Manley. In 1888, the ten-year certificate was repealed by omission, and only life certificates were authorized. Of these, the statute said, "the board thus constituted may issue three grades" : but at its next meeting the board decided, "for the present, to issue but two grades, viz.: common school and high school." However, special certificates have at times been issued bv several of the boards. The expression "thus constituted" refers to the provision earlier in the Section — 4065 — 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 provision, which was the new portion, having been in force while yet unwritten, since the increase in the number of members. The term of office was lengthened to five years. In 1888, the board was changed in part, being composed of E. A. Jones, R. W. Stevenson. W. J. White. Alston Ellis, and Marcelius Manley. John Hancock was the Commissioner ( 1888-1891 ) 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 office. James W. Knott and Edward T. Nelson were appointed on the State Board by Dr. Hancock in 1889 in place of Mr. Manley and Mr. Stevenson. In the fall of 1889, Dr. Hancock was elected for the full term of three years. 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 important speeches and terse sayings, with a full ske ^^"VERs/Ty THE SLOW GROWTH OF THE SCHOOL SYSTEM CHERE is none to deny Ohio's claim to be the first born of the Ordinance, 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 opinion 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. Ohio made no persistent attempt to override the ordinance upon that ques- tion of questions, slavery. Al^ough 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 Valley. 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. But 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 pulilic education the issue was such that it has been a source of self-gratulation on tlie part of her younger sisters that they profited by the warning. Of her potential treasures for the maintenance of schools, she failed to pre- vent a waste that brought what would have been, at the average ai)praisement 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 $io,cxDO,ooo. 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 specimens of Ohio certain positions settled by families from States where the doctrine of the public school was part of the com- 302 EDUCATIONAL HISTORY OF OHIO mon school creed err greatly. Oi 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 Ohio's first state school law was in the main imported. New York and Massachusetts had vast tracts of land to sell and did not stififen their sinews to send buyers to the land ofiice of a rival. Sixteen of tliose members were from Pennsylvania, Virginia, and Kentucky: and it would be irrational to suppose that the many thousands of people whom they represented had left behind them the old home notions about the way to educate their children. This was not the free school way. 2. The peremptory demands of their environment, what shall we eat and drink, and wherewithal shall we be clothed, very largely occupied the hands and the minds of the great body of the early inhabitants ; and reading and writing did not come by nature. A campaign against ])erennial hardships was made greatly harder by the stress of war. 3. The promise, never realized, of munificent and effective aid. from the general government ; possibly even the actual aid itself, was, in the long stride of the years, 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 ijromise taught the people to look to the State rather than to themselves. The "actual aid" made it ]x>ssible 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 ([uiet the call of conscience for something better, of those who knew that there was something better. 3. The idea was still dominant that a scheme of education necessarily con- templated a fostering by governments of great institutions of higher learning, and letting some sort of blind gravity cause a little to find its way down to the common folk. 4. Great as was the influence for good of the church schools and the ^^rivate schools, it need not be asserted that their striving to possess the land was pri- marily 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 efforts 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 tax payers of a strange communistic 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 property of a district should educate the children of a district." 6. It may have been wise, it may have been necessary, to introduce nearly every forward measure with a "by your leave," but it served as a brake. The breechband is a useful part of the harness, but it does not assist on the way up hill. /. The most potent powers in the catiip of the op]50sition have been under the command of general apathy. EDUCATIONAL HISTORY OF OHIO 303 ■'( )iic 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 l^est 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 tlieir 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 part 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 cpiiet an uneasy conscience : it is an aj^parent solution of a ])erplexing parental problem. Here is a picture t(j which the brush of fancy has not added one faintest stroke. — A member of a l)oar• t- ■n 0! U > Z 3 X o I u o u J o o < s a o z < 1- 314b EDUCATIONAL HISTORY OF OHIO 315 "Section 1. That there he and are herehy created and estalilished two state normal schools to be located as follows : One in connection with Ohio University, at Athens, one in connection with the Miami University, at Oxford. "Section 2. The boards of trustees of said universities shall, not later than Sep- tember, 1903, organize at their respective universities a normal school which shall be co-ordinate with existing courses 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 normal schools, in each case, being under the general charge and management of the respective boards of trustees of said universities. "Section 3. To enable the Ohio University and the Miami University to organize and support said normal schools there shall be levied annually a tax on the grand list of the taxable property of the state of Ohio, which shall be collected in the same manner as other state taxes and the proceeds of which .■^hall be made a part of the 'Ohio and Miami University fund.' as already provided for (O, L.. Vol. 92, pp. 4(1-41). The rate of such levy shall be designated by the General Assembly at least once in two years, and if the General Assembly shall fail to designate the rate for any year, the same shall be for the said 'Ohio and Miami University fund,' one thirtieth (1-30) of one mill upon each dollar of the valuation of such taxable property. "Section 4. The said 'Ohio and Miami University fund,' as herein described, shall be distributed and paid annually, seven-twelfths (7-12) thereof to the treasurer of the Ohio University upon the order of the president of the board of trustees of the .said Ohio University and five-twelfths (5-12) thereof to the treasurer of the Miami University upon the order of the president of the board of trustees of said Miami University. "Section .5. The Governor is hereby authorized and required, within ninety days after the passage of this act, to appoint a board to be known as the State Normal School Commission, consisting of four judicious citizens of the state, not more than two of whom shall be of the same political party, who .shall serve without compensation, and whose duty it shall be to make investigation upon the need and advisability of the future estab- lishment by the state of one or more additional normal schools, and to consider in what manner and to what extent existing educational institutions other than those now supported by the .state can be made more active and effective in the better training of persons for service in. the public schools. "Section (i. The State Normal 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 Assemlily transmit to it said report with such recommendations as he may deem proper. "Section 7. This act shall take effect and be in force from and after its passage." It was in accordance with the ])rovisions of this law that state normal schools were opened at Athens and C)xford. September, 1902. The work of these two schools is of a hig;h order and it has very mtich in common, each offering two general courses. ( )ne course is designed to prepare teachers for the elementary schools, while the other 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 efforts of President Alston Ellis. With the passage of the Seese Rill 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 eighty-five 3l6 EDUCATIONAL HISTORY OF OHIO years of struggle and to the patience, self-sacrifice and hope of the teachers of (J)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. There remains the work of estab- lishing other schools of similar character, the work of creating a strong public sentiment in favor of professional teachers and of securing such legislation as will permit only the employment of teachers who have had especial academic and professional preparation for their given work. That already acconijjlished is great, that yet to be accomplished is even greater. Yet if we approach the work still to be done in the same sjjirit and with the same determination as have been evinced by the teachers of Ohio in the past, there is no reason to doubt that (3hio, with her abundant resources and her intelligent citizenship, may not be brought to insist that every teacher in her public schools be a professional teacher, be brought to supply adequate facilities for the professional preparation of all the teachers required for her schools, be brought to make teaching in Ohio a profession. The professionalization of teaching in Ohio is the work of the pres- ent, it is the work of the immediate future. To this end let every energy be directed. PRIVATE NORMAL SCHOOLS As was suggested above, the long delay of Ohio in providing state facilities for the preparation 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 by the score. A few have continued to exist and two or three are at the present time in a prosperous condition. Of those that died, the McNeely Normal School has the most intrinsic interest, while the schools at Lebanon and Ada are the best illustrations of those that have sur- vived. The McNeely Normal School was located at Hopesdale. Harrison county. The school as such was opened in 1852. It grew out of the theory that children, before they 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 proper co-operation of citizens adequate facilities for all the earliest education might be provided at home. A farm of about two hundred acres was devoted to this work, and a ten acre plot 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 open o])position and lack of co-operation of the citizens of Harrison county, however, doomed the school to failure from the beginning. Mr. Regal, who was in charge of the school, seeing the failure of the "anti-boarding school movement," resolved to carry forward the enterprise as a normal school and thereby make the school independent of the EDUCATIONAL HISTORY OF OHIO 317 local coniniiinity. A substantial boarding-hall, known as Puniphrey Hall, was erected in 1855, and other needed improvements were made to this end. In the meantime, the Ohio Teachers' Association, organized in 1847, lif"' 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 McXeely, 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 ap]X)inted 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 i>i Ohio. Dr. John Ogden was made principal, Mr. Edwin Regal was retained in the a-adcmic department, and Miss Betsey M. Cowles took charge of the model school. Within two years the Association, which was then supporting an educational journal and a field agent, as well as the McNeely Normal School, found itself heavily in debt. A strong appeal was made to the Ceneral Assembly to make the McNeely Normal a state school, but the appeal was made in vain. The Associa- tion, feeling unable to bear the financial responsibility any longer, tacitlv trans- ferred the school to Mr. Regal, and he carried it on as a private normal, though the Association continued to exercise a nominal control until 1875. Under the alternate control of Air. Regal and Mr. Rrinkerhoff the school was brought to a ccjnsiderable degree of excellence. Yet it always had its jieriods 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 circumscribed 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 University 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 ( )hio for a three weeks' institute. This institute was held in the buildings of Miami University. 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 Ohio a state normal school until aid could be obtained from the State. The trustees of the Association 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 the National Normal School and in 1883, to the National Normal University. Until about 1864, the work of the school was limited to secondary instruction and the training of teachers. Since then the training of teachers has come to be but a part of the work of the school. There has been added gradually a "College Course," "Business Course," "Engineers' Course," "Law Course," etc. Under the management of Mr. Holbrook, the school developed to enormous proportions 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 ideals of preparation and consecjuently a low conception of education. Though she has given to the world main- a strong man that perhaps would other- wise have been lost, she has also turned loose upon it many a "half-baked" product. The Ohio Northern University at Ada grew gradually out of the private endeavors of H. S. Lehr. In the spring of 1866, Mr. Lehr proposed to the school officials of Ada to teach their school for sixty dollars per month, providing he might have the use of the school building for a select school when the public schools were not in session, and providing that if he was successful in procuring foreign students, the citizens of the town and vicinity would help him erect a suitable building for normal school purposes. Notwithstanding a new brick structure had been built, by the fall of 1870 the foreign students numbered one hundred and twenty, and there was need of a new and larger building. By 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 Ohio Normal School, located at Fostoria, was consolidated with the Ada school. The work of the school was gradually broadened until it comprised, in addition to a Teachers" Course, a College Course, a Course in Pharmacy. Engineering, Law and ^lusic. The school continued under the general direction of Mr. Lehr until 1898, when it was sold to the Methodist Episcopal Church and its name changed to the Ohio Northern University. The school at the present time is in a prosperous condition ; it is rapidly increasing its facilities and offers the following courses : Literary, Musical, Fine Arts, Elocutionary, Stenographic, Pharmaceutical, Commercial. Engineering, Telegraphic and Electrical. EDUCATIONAL HISTORY OF OHIO 319 CITY NORMAL AND TRAINING SCHOOLS The city normal and training schools of Ohio grew out of the demand in the more jiopnlous. wealthy and progressive cities for hetter ])repared 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, 1893. 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 principal. 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 years 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. Upon 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 professional 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 par- ticipated. Out of this struggle have come at least two main thoughts: (i) that Ohio should establish two types of normal schools, one having as its object the training of elementary school teachers, the other seeking to educate voimg 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 Universities, 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. Alston Ellis. The failure of the State to meet its legitimate obligations and provide state facilities for the preparation of teachers opened the wav 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 much good, espe- cially in their immediate community, yet the\- have sown much bad seed. And, finally, city 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 V OF THE UNIVERSITY OF UNIVERSITIES OF OHIO [For the historical sketches of the colleges following we are indebted, by permission, to the Centennial Volume of the Ohio State Archaeological and Historical Society.] CJIE liistory of (Ohio's colleges and universities is a record of sacrifice, of devotion 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 hut we must recognize now that there was a lofty patriotism in those early founders and that their motives were as pure as their deeds were unselfish. These colleges reflect the s])irit of the state in its developinent. They have always lacked uniformity and have been the outgrowth of an attempt to meet local needs. Accordingly the spirit of individualism and of sou-govern- nient is everywhere manifest. Ohio has furnished a sample of nearly every variety of college known to the American people. As her citizenship has been of the greatest variety yet withal sturdy, patriotic and genuinely American, so her colleges have kept the Ohio idea in a state of vigorous activity. Tlie space allotted will permit but brief mention of the most characteristic features of these institutions. In order that we may discover their fotinda- tion and mode of government the following classification is made: — i. Col- leges founded on the Congressional reservations. 2. Colleges incorporated by private individuals with power to elect their own successors and control the properly and funds. 3. The denominational college. 4. The City University. 5. The State Cniversitv founded on the Morrill act in Congress and the statutes of Ohio. THE OHIO STATE UNIVERSITY, COLUMBUS, FRANKLIN COUNTY, FOUNDED 1870 This institution diflfers 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 numl)er, are appointed by the governor, for the term of sevo'^ years, and confirmed by the Senate. Their powers and duties are all prescribed by 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 be provided by the legislature the university 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. On the other hand, the limitations of the State University are such as to hinder it from meeting emergencies as they arise, or devising plans looking far into the future. There is a limit to the resources avail- able from tiie state, and this limits as well what may be undertaken. In origin the institution is unlike all others in the state, as will appear from the following sketch : What is now commonly 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 thirty thousand acres for each senator 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, without excluding other scientific and classical studies, and including military ■tactics, to teach such branches 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." Under 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 for the purchase of the scrip. The greater portion of the scrip sold at fifty-three cents an acre. The receipts amounted in all to $340,906.80. By law this became a part of the irreducible debt of the state, on which six per cent, interest is paid. .\s the school was not opened until 1873, the interest was from time to time added to the principal. In 1871 Congress gave to 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 sold from time to time, and the proceeds turned into the state treasury as part of the irreducible debt of the state, constituting an endowment fund for the univer- sity. The fund now amoimts to something more than $350,000. Governor Tod, 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 accept- ing it. This became a law February 9th, 1864, and pledged the faith of the state to the performance of all the conditions and provisions contained therein. In 1866 an act, introduced by Hon. J. T. Brooks, was passed, which provided for the establishment of the Ohio Agricultural and Mechanical College, but the pro- visions were not carried into effect, and a second act, introduced by Hon. R. P. Cameron, was passed in 1870, entitled "An act to establish and maintain an Agricultural and Mechanical College in Ohio." Under 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 day 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 designated 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 public 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, and 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 Arts, Bachelor of Philosophy and Bachelor of Science. After 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 ^Nlines, 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. 7"he Graduate School has been organized with a board 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 the 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 ])reparatory department was abolished in 1895. 326 EDUCATIONAL HISTORY OF OHIO The original luiikling has heen enlarged and the university now uses for in- struction sixteen huildings. In 1873 the faculty comprised a president and seven professors. In 1903 more than one hundred and thirty persons are engaged in the work of instruction. There are thirty-eight distinct departments of instruct- tion and the lahoratories for instruction in the several sciences are not surpassed in the Central West. The finances of the institution have not grown as rapidly as demands require. The sources of income are, first, the interest on the endowment ; second, the annual grants from L'nited States Congress under the provision of the second Morrill act ; t-hird. receipts from the fees of students ; fourth, miscellaneous receipts from rentals and incidental accounts ; fifth, the proceeds from the state levy. This last item is one-tenth of a mill on the grand dajjlicate, amounting to about $200,000 annually. For four years past the legislature has provided five one-hundredths of a mill additional, which has been used for the erection and equipment of needed buildings. THE UNIVERSITY OF CINCINNATI. CINCINNATI, HAMILTON COUNTY, FOUNDED 1870 The Universit}' of Cincinnati is unique among educational institutions in that it enjoys the distinction of being the only city university in the state. Although established by law as late as 1870, at least one of the colleges now incorporated by law with the university was organized as early as 1819. A charter for a uni- versity in Cincinnati was granted in 1818. Later, organizations were effected, and now these local movements have, in the main, been in some form consolidated with the University of Cincinnati. The university thus gathers up tradition and history united with present comprehensive plans, and looks to the future for the realization of long cherished desires. In carrying these forward generously dis- posed citizens have contributed toward buildings and equipment, and the city, as authorized by law, levies an annual tax for the support of the university in the same way it provides for the expenses of the public schools. The history- of the organization is substantially as follows : The general assembly of Ohio passed an act entitled "An act to enable cities of the first class to aid and promote education." This became a law April 16, 1870. On March 14, 187]. the common council of Cincinnati passed an ordinance to provide for the university. The first section, which refers to the transfer of control and management, is as follows : Sec. 1. Be it enacted, etc.. That the board of directors establi.shed by the ordinance passed December 12. A. D. 1859, entitled ".^n ordinance to provide for the devise of Charles McMicken to the city of Cincinnati," are hereby authorized and directed to transfer and .deliver over ail the estate, property, funds and claims held or controlled by them, and all books and papers, relating to the same, to, the board of directors established by said act, passed April 10, 1870, and elected by said common council December, I8T0, and the custody, management and entire administration and control thereof shall henceforth be entrusted to said last-mentioned 1)oard, suliject to the provisions of the last will of the said Charles McMicken and of the act afoiesaid. 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/'.:cJ 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 McMicken 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 for the university. In June, 1895, steps were taken looking to a medical dejjartment, 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 part of the university. Two other schools are affiliated with the university — the Clinical and Pathological School of the Cincinnati Hospital in 1887, and the Ohio College of Dental Surgery in 1888. The api)ointment of trustees by the act of 1870 was vested in the city council with the ])rovision that six should be appointed from persons nominated by the board of education. Some changes in the mode of appointment were made until on I'cbruary 18, 1892, an act was passed that provided for the appointment "by the judge or judges of the Superior Court of such cities where the same have such a court; otherwise, by the judge or judges of the Common Pleas Court of the county in which such cities are located.'' .\fter twenty years of occupancy of the building on McMicken avenue, it was found unsuitable for university purposes. It became necessary to remove if the pur])ose 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 removal was a matter of doubt, and a friendl}- suit was instituted to determine the ((uestion. 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. In 1895 Henry Hanna gave $50,000 for the erection of Hanna Hall for chemistry and civil engineering. In 1889 Mr. Ilriggs S. Cunningham erected Cunningham Hall for physics and biology at a cost of $60,000. In i8i)8 .•\sa \'an VVormer gave $50,000 for the Van Wormer Library. In 1901, through Hon. M. E. Ingalls, an anonymous benefactor gave $22,500 for the construction of a shop for the College of Engineering. Other benefactors have come forward with provision for needs. The endowment fund of $100,000 given by David Sin- ton is an encouraging fund. The property 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 six classes, for the term of six years. The mayor of the city is cx-oificio a member of the board. 328 EDUCATIONAL HISTORY OF OHIO MIAMI UNIVERSITY, OXFORD, BUTLER COUNTY, FOUNDED IN i8og Ten days after the adoption of the Ordinance of 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 to the north of the river Ohio. Pursuant to this John Cleves Symmes made a petition for a grant of land between 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 conmiittee 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 fixed in Ox- ford Township, Butler County. When the title had been made secure the legislature in 1809 passed an act creating a body ]5olitic and corporate to be known as. "The president and trustees of Miami University." A board 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 1818, 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 H. Bishop, D. D., was a sturdy Scotchman whose strong personality dominated the ideals of the new college. Associated with him were men equally attached to the classical education. 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 offered 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. From time to time some enlargement was proposed but did not succeed. A 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 conception. For seventy-five years it was a consistent and high grade small college of the classical type. The institution had suffered from lack of revenues and became so involved that the trustees closed the doors in 1873. In 1885 the University was re-opened. During this time the buildings were leased for a ])rivate school and the funds EDUCATIONAL HISTORY OF OHIO 329 were allowed to increase. In 1885 tlie state made the first appropriation to repair the l)uiklings and continued small apjiropriations from year to vear until 1896 when a levy was provided for the permanent support of the L'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 lev\- for the University. The annual income now is approxi- mately sixty-five thousand dollars. The institution is governed by a board of twenty-seven trustees appointed for 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 descriljed 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 refieve property devoted to education from taxation and thus encourage such institutions by a free o])portunity to carry 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 develo])e(l 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-]x'r]3etuating 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 tyjje 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, notably Oberlin and Western Re- serve, while others have languished. Christian people have graduallv 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. Other colleges of this class have sufifered in patronage and funds owing to the fact that their natural and original constituency has been steadily drawn to colleges of another type. Theif 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 growth is nevertheless threatened except in cases where tlie natural alliance is with denominations whose form of government does not in any formal and authoritive way assume the direction and control of educational agencies. In this group of colleges tmder private control their are eight. FRANKLIN COLLEGE, NEW ATHENS, HARRISON COUNTY Prior to 1825 there had been for some time a school known as Alma Acad- emy. In 1825 the name was changed to Alma College and in 1826 to Franklin College. The founders of this college were chiefly of the Scotch-Irish stock that settled in Western Pennsylvania and Eastern ( )hio. Many of the early trustees were of the Calvini.stic faith and belonged to the several branches of the Presbyterian communion. The college became involved in the slavery agi- tation and finally divided so that New Athens had the distinction of two col- leges — one proslavery and the other antislavery. Providence College which was proslavery soon languished and its property was liought by the other. These stirring days with their slavery debates produced some vigorous men. Able and learned men were in the faculty. We are not surprised therefore to see in the alumni roll such names as George W. McCook, John A. Ijingham, William Ken- non, member of Congress, friend and adviser of Jackson, John Welch of the Su- preme Court of Ohio, Joseph Ray. author of the arithmetics so long in popular use in Ohio and adjoining states, and many others of equally worthy character. The war, as in many 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 expand 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 days. The alumni have been useful citizens and many of them have risen to distinction. Its location is not liable to bring to it in the future more than a local patronage. WESTERN RESERVE UNIVERSITY, CLEVELAND, FOUNDED 1826 Western Reserve University at present embraces six organizations, all under the general management and control of the Board of Trustees. It will serve our purpose best to give separate accounts of these. ADELBERT COLLEGE This college, which in earlier days was \\'eslern Reserve College, located at Hudson, was of New England origin and type. As early as 1801 a petition by certain residents of the Reserve was presented to the Territorial Legislature asking for a charter for a college to be located in that region. This for reasons known only to the dead, was not granted. In 1803, after the admission of Ohio into the I'nion, the petition was renewed, and the "Erie Literary Society," with full College powers, was organized. Accordingly a building was erected and an academy opened in 1805 at Burton. During the early years of this academy EDUCATIONAL HISTORY OF OHIO 33 « the Presbyteries of Grand River and Portage had organized an Eckicational Society for the purpose of educating young men for the ministry. They made proposals to the Erie Literary Society to estabUsh a theological department. After a brief trial it was believed that Burton was not a suitable location in which to develop plans for education, and a request for a change of !f)cation was made. On account of property 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 Presbytery 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 incorj^orated 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 de])artment was opened. The organization was 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. reli;:;'ious 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 members of the Presbyterian and Congregational churches then co-operating under what was known as the "Plan of Union." At 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 Ix-en done in so many 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 from future decline," and "to ]:)repare competent men to fill the cabinet, the bench, the bar and the pulpit." The charter provided that the plan 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 any or all the lilaeral professions. The early founders were men who had been edu- cated in Xew England — chiefly at Yale — and were guided in their work by their own education. In 1828 Rev. Charles Backus 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 o£ 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 by the citizens of Cleve- land. The trustees decided to accept the proposition of Mr. Stone, and in Sep- tember, 1882, Adelbert College, so named in memory of an only son drowned while a student at Yale, was opened in Cleveland. The property at Hudson i^ 332 EDUCATIONAL HISTORY OF OHIO now used as Western Reserve Academy. Since the removal tlie gift of Mr. Stone has heen sup])lemented hy many others, and the college has entered upon a new and vigorous ilfe. THE MEDICAL COLLEGE In 1843 '^'''^ Cleveland Medical College was organized, and on February 23, 1844, the charter of Western Reserve College was so amended as to allow the establishment of the medical department in Cleveland. The relation was nominal for a long time, but in 1884 the medical school became an organic part of the university, and the graduates in medicine now receive their degrees from the university. This college has graduated more than two thousand physicians, and in 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 country. The course covers four years. THE COLLEGE FOR WOMEN Western Reserve College, without formal action one way or the other, had become coeducational. This was not the original intention or practice. Coedu- cation had become a fact through popular demand and the consent of the presi- dent. On December 7, 1887, the Honorable Samuel E. 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 university for the founding of a college of equal grade for women. On that same day the following resolution was adopted : Whereas, The tnistcus of tlie university are strongly impres.sed with the necessity of providing for young women facilities for higher education equal to those now furnished to young men, and the ahandonment of co-education by Adelbert College makes this especially an opportune tune for establishing here a college for women which shall ofTer advantages equal to tnose 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 assume responsibilities if there be hope of success in so laudable an undertaking; Resolved. That the president be requested to take such steps as shall seem to him expe- dient to ectablish 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 be applied to its establishment or support. Out of these resolutions grew the movement that resulted in the organization of what is now known as "The College for Women of the Western Reserve University." In September. 1888, the college opened in rented quarters, and for the first three years depended almost exclusively on the services of the faculty of Adelbert College, gratuitously offered as a contribution to the establishment of the new movement. The college now has a separate faculty : has received a number of gifts ; is provided with adequate buildings in a beautiful location, and has become one of the important factors for the education of women in Ohio. The degrees are granted by the university of which the College for 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 lietter 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 University, the degrees are granted by the Lniversity. 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 Valley. The name of Oberlin was selected in view of the devoted labors of a German pastor, John Frederick Oberlin, whose life had been spent in redeeming an ignorant and degrading population in his parish in Eastern France. 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 purpose of limiting the settlers to a desired class of people. Later it fell into disuse. Mr. Shipherd continued his efforts by soliciting for colonists and for money for students. When he returned to Ohio, in Sep- tember, 1833, Mr. Shipherd had secured a number of families, students, teachers, and a fund of nearly fifteen thousand dollars. If anyone doubts the enthusiasm and moral earnestness at Oberlin he should read the detailed account of John J. Shipherd. Meantime Philo P. Stewart had been giving general oversight to the enterprise in Ohio. Peter P. Pease, the first settler and a member of the first board 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 building for the school. This was in the heart of the forest. However great the under- taking was, the fact stands that the school was opened December 3, 1833, at which time there were eleven families in the center of the woods, and forty-foui students — twenty-nine young men and fifteen young women — at the school. No other such foundation has ever been laid in the West. It was inevitable that such a s])irit should bear fruit. In February, 1834, the legislature chartered the Oberlin Collegiate Institute, and in 1850 the name was changed to Oberlin 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 days as to the mission of the "Institute," and in a large measure the spirit of Oberlin has remained to this day. She is still inspired with an enthusiasm for humanity, 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 expense of health, of time, and money ; and to extend the benefit of such education to both sexes and to all classes of the comnumit)', so far as its means will allow. Its system embraces thorough in struction in every department, from the infant school up through a collegiarc and theological course. While care will be taken not to lower the standard of intellectual culture, no pains will be spared to combine with it the best physical and moral education. Prominent objects of this seminary are, the thorough qual- ification of Christian teachers, both for the pulpit and for schools ; and the eleva- tion of female character, by bringing within the reach of the misjudged and neg- lected sex all the instructive privileges which have hitherto unreasonably distin- guished the leading sex from theirs." EDUCATIONAL HISTORY OF OHIO 335 This declaration of principles definitely committed Oberlin 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 alumnse living for scholarship and good citizenship afford an evidence that cannot be 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 labor ; 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 afford 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 steadily 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 more cherished or where a sane and rational religious life is better exemjjlified. The admission of colored students was another feature that brought Oberlin into discussion. At the outset Mr. Shipherd stood for it on the broad ground of humanity 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 triumphed. In the days of the slavery agitation Oberlin was brought jjrominently into the discussions. It brought trouble, made some enemies and some friends. ( )berlin was 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 probably 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 every state. Oberlin fought his battle and the country approved the ])osition. 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 abroad 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 im]X)rtance. The Oberlin men have 336 EDUCATIONAL HISTORY OF OHIO stood for a free and progressive scholarship, always strongly attached to evan- gelical theology. Her preachers have been useful 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. Oberlin 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 lew 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 Erie Female Sem- inary, and this in turn is successor to Willoughby Female Seminary, founded at Willoughby, in 1847. For nine years a seminary for young ladies was conducted at Willoughby on the plan of Mt. Holyoke Seminary, as suggested by Miss 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. Willoughby Seminary was under the direction of Mt. Holyoke graduates and prospered greatly during its life. Unfortunately its buildings were destroyed by fire in 1856. At this juncture the plans for enlargement, previously dis- cussed, were taken up anew, and the question of location became involved. After full discussion, the trustees, by a majority of one, decided to locate at Painesville upon a slightly different 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. A building 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 placed, free from encumbrance, in the hands of trustees, who should be men of enlarged views and Christian benevolence." "Teachers to be secured possessing so much of # 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." Upon 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 hi.story 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 — Antioch — has a scriptural origin, since there the disciples were first called 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 May 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 worthy of mention : — 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 course. 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 h'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 then Xew School Presbyterians. That branch of the divided Presbyterian church did not establisii formally institutions of learn- ing, but its members proceeded upon the non-sectarian or close corporation plan. The Mt. Holyoke principles were the governing ones, and in later years the college has been conducted in harmony with the practices prevailing at Mt. Hol- yoke and Wellesley. 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 Presbyterian church until in recent years, when the roll has included a considerable percentage from other denom- inations. The college has a campus of sixty acres, three buildings. The resources approximate a quarter of a million of dollars. The institution has never had an indebtedness except when erecting buildings. The faculty has grown to twenty- five in number. The graduates number 657. This college and Lake Erie Col- lege represent a definite idea in the education of women, and more closely than anv others in the state follow the methods of the colleges for women in the East. THE NATIONAL NORMAL UNIVERSITY, LEBANON, WARREN COUNTY, FOUNDED 1855 The National Normal University is third in the series of attempts to estab- lish an institution at Lebanon. The Lebanon Academy was chartered March 7, 1843. After some years of history a movement among public 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 Xormal School Association." The object was to main- tain a school until state aid could be secured. The first trustees were .\. J. Rickoff of Cincinnati. Charles Rogers of Dayton and E. C. Ellis of Georgetown. 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 years to assist in maintaining the school. Alfred Holbrook was elected principal. The school under his management opened November 24, 1855, with ninety-five pupils. -At the end of the first year the management retired, and the school passed into the control of Mr. Holbrook. The second \ear saw an enrollment of two hundred and fifty-seven. As the school grew the curriculum was enlarged, and 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 Professor Holbrook the school was continued as a private enterprise so far as the financial features were involved. It was on a projjrietary 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. Under this company 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 projected by Professor Holbrook. The organization comprises colleges of Business. Teachers, Science, Liberal -Arts, Law, Oratory, Music, English and Classics. CASE SCHOOL OF APPLIED SCIENCE, CLEVELAND, CUYAHOGA COUNTY, FOUNDED 1880 In a deed of trust executed h'ebruary 24, 1877, Mr. Leonard Case gave the following directions to the trustees : — "To cause to be formed and to be regularly incori)orated under the laws of Ohio an institution of learning to be called Case School of .\pplied 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 Metallurgy, Natural History, Drawing and Modern Languages, * * * and ■such ether kindred branches of learning as the trustees of said institution may deem advisable. * * * ^nd, without intending to make it a condition or limitation of this conveyance, or any binding restriction upon the power of such trustees, the said grantor does hereby recommend to them to hold said property 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." .After the death of Mr. Case, January 6, 1880, steps were taken to incor- norate and articles filed. 340 EDUCATIONAL HISTORY OF OHIO Instruction began in 1881 in the Case homestead and continued until 1885 when the transfer was made to the new building readv for occu])ancy. Since that date several new laboratories have been erected. A large faculty is em- ployed. The students number nearly five hundred. The school is one of the best of its class in the country. They confer the usual scientific and technical degrees. DENOMINATIONAL COLLEGES KENYON COLLEGE, GAMBIER, KNOX COUNTY, FOUNDED 1825 Kenyon was not only among the first colleges in Ohio, but is the pioneer among what we term denominational colleges. The founder was the Right Reverend Philander Chase, first Bishop of Ohio in the Protestant Episcopal Cliurch. The first articles of incorporation were dated December 29, 1824, under the name of "The Theological Seminary of the Protestant Episcopal Church in Diocese of Ohio." On January 24, 1826, the charter was amended so that the president and professors should constitute a faculty with the usual collegiate powers. On March 10, 1839, the charter was amended so as to pro- vide for the establishment of a college, a preparatory department and the power io confer collegiate degrees was given to the college faculty and the degrees in theology to the theological faculty. In August, 1891, another change was effected liy which the corporate name was changed to "Kenyon College." The three heretofore independent institu- tions were consolidated into one of which the president of Kenyon College is the head. Kenyon College now includes three departments, viz : .\ Theological School, Bexley Hall ; A Collegiate School. Kenyon College ; and a Preparatory School, Kenyon Military Academy. In 1898 another amendment was made providing that the bishop and bishop coadjutator of any diocese outside of the state of Ohio may become members of the board by filing with the secretary a written acceptance of an oiTer by the board of such membership. And upon such acceptance by its bishop, one additional trustee may be appointed for the term of three years, by the diocesan convention of such diocese. Under 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 not he more completely or cordially united to its denomination. In the development of his plans Bishop Chase went to England with letters of introduction from Henry Clay to Lord Gambier, whom Mr. Clav had met as commissioner of the Treaty of Ghent in 181 5. Among the distinguished per- .sons met on this trip were Lords Gambier, Kenyon and Bexley, Sir Thomas Ackland, the Right Honorable Dowager Countess of Rosse, the Rev. George Gaskin, D. D., Henry Hoare, George W. Marriott and Mrs. Hannah More. Thirty thousand dollars was realized from this trip. He returned to Ohio in the autumn of 1824. The preparatory school was opened on the bishop's estate at Worthington a few miles north of Columbus. The choice of location was made by the purchase of a tract of eight thou- sand acres of land in Knox Countv at two dollars and twentv-five cents an acre. EDUCATIONAL HISTORY OF OHIO 341 Here with much hard labor, many trials, some disappointments and some contro- versy, the new college was started. The village was named Gambier and the chief building, Kenyon 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 1901 Hanr.a Hall now in process of erection for a dormitory the gift of the Honorable Alarcus A. Hanna, United States Senator from Ohio. 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 young women. The college department, the theological department and the Military Academy are organized with separate faculties for education but all are under the manage- ment of one board 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, 1831. The school was conducted under the name of the Athciiaeiiiit. It was the subject of varying fortunes for several years and in 1840 was transferred to the Fathers of the Society of Jesus by Archbishoj) I'urcell. 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 charter with all the usual collegiate and university powers. The Faculty serves without compensation and maintains well organized literary, commercial and preparatory courses. The college enrolls about four hundred students and is for boys only. There is no endowment and the manage- ment depends upon tuition for ordinary expenses. MUSKINGUM COLLEGE, NEW CONCORD, MUSKINGUM COUNTY, FOUNDED 1837 The origin of this college was due to local interests. The community 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 Old School. These people believed in an educated ministry and 342 EDUCATIONAL HISTORY OF OHIO in education alike for Ijoys and girls. 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 privileges 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 beginning the school was on rented quarters until the community had raised the money and erected the building. At the outset the management was purely local, as was also the patronage. It so continued until 1877, when the Board proposed to 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 presbytery of Mansfield. When this was agreed to a change of charter was secured to meet the new conditions. In 1883 the L'nited Presbyterian Synod of Ohio took formal control.. The board of trustees consists of twenty-one persons elected in three classes for three years. Thus the college became in the most direct waj' a denominational college. This simply widened its constituency. Its pat- ronage has always been chiefly from the United Presbyterian Church and the money has come from the same source. At the outset the college was for men, but in 1854 the Board decided in favor of co-education and the first woman graduate was in the class of 1855. The college participated in the benefits of the quarto centennial fund and since the transfer of its government has entered upon an era of new usefulness. OHIO WESLEYAN UNIVERSITY, DELAWARE, DELAWARE COUNTY, FOUNDED 1844 In 1840 Dr. Edward Thomson, principal of Xorvvalk Seminary, in a report to the North Ohio Conference said. "There is no Methodist college in Ohio. We blush to think that it contains no institution to which our youth can resort for collegiate instruction without imbibing ideas at variance with the religion of their fathers, and the church of their adoption. There is no state in the country in which the Methodist church is more in need of a college than Ohio." This is believed to be the first published utterance of the need of a Methodist college. From this point the discussion widened and finally look tangible form at Dela- ware. An attempt had Ijeen made to establish a watering place at the famous White Sulphur Spring, now on the university campus. This project had not been as successful as was hoped and the owner concluded to abandon. Rev. Adam Pee offered the suggestion of purchase and the establishment of a Methodist col- lege at the place. The proposal was received with favor and on September i, 184T, a joint committee of the North Ohio and the Ohio Conferences met and accepted the proposed location. March 7, 1842, the legislature granted a charter. A preparatory school was opened in 1841 and in 1842 Dr. Edward Thomson was elected to the presidency, but was not expected to enter actively upon his duties for some time. Meantime jDlans were matured for opening the college and efforts made to procure necessary funds. In 1844 the board proceeded to organize a faculty and the school was opened November 13, 1844, with a presi- EDUCATIONAL HISTORY OF OHIO 343 dent and four nienil)ers of the faculty. The early days of the college were, as usual in the western country, surrounded with discouraging features, but inspired by the devotion and loyalty of the faculty and friends. Ohio 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 Ohio 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 by Rev. William Grissell and wife. This movement was aljandoned two years later and in 1853 '^'"'c property of Mr. Gris- sell was bought and "The Ohio Wesleyan Female College'" was incorporated by twenty 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 policy. It was inevitable that the union should come and in 1877 the I-'cmale (.College which had acquired a fine prop- erty known as Monnett Hall with a body of more than four hundred alumnae, was united with the Ohio Wesleyan University, and then Ijegan the most vig- orous and progressive life in the history of the two movements. The government of the university is vested in a board of thirty-one trustees, the president of the university being ex-officio a member. The election of mem- bers is by five annual conferences and the .\ssociation of .\lumni and the term of office is fixed at five years. This keeps the management of the university entirely within the control of the church. In equipment the university ranks among the best in the Central West. The buildings 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 helpful 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 u.sed for the erection of buildings. A seminary had been in ojieration at Xorwalk. Mr. 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 "jz x 36, to be finished by September, 1845. In June, 1845, lie 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. Ten years later, acting upon the advice of the Conference, the name was changed to Baldwin University. 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 w-as organized with a view of meeting the needs of the German Alethodists. In 1863 it was organized as a separate institution and named German Wallace College, in honor of Hon. James Wallace, who gave the first building. By a cordial co-operation of the trustees of the two institutions no professor- ships are duplicated and the 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 German, Greek, and French. Efforts have been made at different times to w^iden the .scope of the uni- versity by organizing other departments, such as pharmacy and latest a school of law. These efforts have not met with sufificient success to make them form an important part of the history of the institution. The fact that Baldwin is one of the several Methodist colleges in the state makes its progress and growth more difficult than otherwise. MT. UNION COLLEGE, ALLIANCE, STARK COUNTY, FOUNDED 1846 JNIt. Union College, like so many other ( )hio colleges, was a growth. Rev. O. 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 11, 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 may economically obtain a thorough, illustrative, integral instruction in any needed studies. To enable anv persons of either sex to take any general course, or a special or elective course, or such study or studies in any department or course and for such time as their choice and life- character may need. To make the college a voluntary representative, patriotic, philanthropic, Christian and progressive institution — not compulsory, sectarian, antiquated, arbitrary or partial." Among the leading provisions were that the property should be held in trust : contributors were allowed to vote for trustees ; the college was to be conducted according to the principles of the Christian religion as revealed in the Bible ; the college was not to be a close corporation, but trustees were to be elected for terms of three years, and the college was to rely upon voluntary support for its needs. EDUCATIONAL HISTORY OF OHIO 345 Under these principles the school began its historv . Thousands of students have been in attendance, the majority, however, not continuing until graduation. As will be readily seen, the college aimed to be a public 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 by 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. Erom the beginning the men interested in organization and promotion have been predominatingly Meth- odist. The names of Lewis Miller, of Akron : his brother. Jacob Miller, of Canton : William McKinley. Bishops Cilbert Haven. Simpson. Warren and Vin- 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 dejjartment, the normal department, the department of oratory and physical culture, the commercial department, the department of music, and the department of fine arts. The patronage has come from many slates, but chiefly from Western Pennsylvania, West \ irginia and Ohio. OTTERBEIN UNIVERSITY. WESTERVILLE, FRANKLIN COUNTY, FOUNDED 1847 This institution, located at VN'esterville, Eranklin 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, ^'i^'' as proclaimed in its publications, the institution is owned and controlled by the Church of the United Brethren in Christ. The name was taken from Phillip \Mlliam Otterbein, the founder of the church. In 1845 the (icneral Conference resolved ( i ) that proper measures be adopted to establish an institvition of learn- ing; and (2) that it be recommended to the attention of the annual conferences. The Miami Conference was the first to act, March 3, 1846. Subsequently other annual conferences acted favorably. On October 26, 1846, the Scioto Conference decided upon the establishment of an institution, purchased the Blendon Young 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 University of Ohio." The following September the school was opened as an academy. In 1840 the charter was granted by the 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 which time no year has passed without a grad- uating class. In many ways Otterbein is a typical denominational college. Its origin was :n 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 tlie founding was h?artily approved, and the influence of the college upon the denomination has i)een 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. Xevertheless the early founders saw that ''regular communicants when they left their homes for the theatre of literary training were in a large majority of instances carried away by the force of surrounding influences, and either fell into the ranks of other denominations, or else made shipwreck of their faith, and were thus lost to the church." It is significant, also, that the founding of the college was followed by the more complete organi- zation of the church in its enterprises for missions, Sab1)ath Schools, theological education, church extension and other agencies for the promotion of the in- terests of the denomination. The direct and indirect benefits of the college to the denomination have been many times the value of its propertx- and endowment. a fact not clearly ajipreciated either by the church or the public. Like all other schools its influence has not been confined to the church. A creditable propor- tion of the alumni have entered the ministry, but with the growth of the college increasing numbers have gone into the various callings of life and have influ- enced their 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 ]5roject of removal from the present location, and meantime has ke])t its roll of students quite in 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, but a wise use of limited funds has ])roduced such results as to commend it most heartily to the church and to benevolently disposed citizens. HIRAM COLLEGE, HIRAM, PORTAGE COUNTY, FOUNDED 1850 In 1840 Alexander Campbell, of wide rejnite among the people known as the Disciples, had founded Bethany College, Bethany, West \'irginia. At 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 at a yearly meeting held at Russell, (ieauga County, Mr. .A. L. Soule, a leading member of the church, invited those interested to meet at his home on June I2th. A number of gentlemen met, and after discussion, agreed to take steps toward founding a school. Mr. A. S. Hayden, the secretary, was instructed to ])repare an address to the churches, and invite them to send delegates to a later meeting. This was done, and a nieeting held at North Rloomfield, .August, 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. Rival locations competed for the school. While the delegation was visiting Hiram, and attention was being- EDUCATIONAL HISTORY OF OHIO 347 called to tlie springs, the healtlifulness 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 May 7, 1850. The first building was erected during 1850, and the first session of the school began November 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 precepts of the Holy Scriptures." The late Dr. P>. 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 Scri])tural knowl- edge. 3. To educate young men for the ministry. One peculiar belief of the Disciples was that the llible had been obscured 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 em]:)hasizc 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 February 20, 1867, the name was changed to Hiram College, and the work of the college dates from .\ugust 31, 1867. In 1872 the charter was amended so as to increase the number of trustees to twenty-four. By provision of the charter the trustees are elected by 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 department and a conservatory of music. In recent years substantial development has been made in buildings, equipment and funds. The college is on a firm footing. A most satisfactory history is found in the semi-centennial volume — Hiram College — prepared by F. M. Green, of Kent, and published in 1901. URBANA UNIVERSITY, URBANA, CHAMPAIGN COUNTY, FOUNDED 1850 This institution was founded by the members and friends of the New 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 New Church and attached 348 EDUCATIONAL HISTORY OF OHIO to the principles thereof." The purpose is further declared to be that the university "shall be forever under the management 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 of 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 doctrines of the New Church. The university maintains a collegiate department, a ]jre])aratory department and a primary and grammar department. The university has some scholarship funds for needy students and some val- uable property. The constituency is not large in Ohio, and the attendance has been correspondingly small. Eight persons are engaged in the faculty. HEIDELBERG UNIVERSITY, TIFFIN, SENECA COUNTY, FOUNDED 1850 Heidelberg University owes its name and origin to the Ohio Synod of the Reformed Church in the United States. Its government is by a board of twenty- four regents elected in four classes for the term of four years by the Ohio Synod. The school was opened in rented rooms November, 1850. and the charter granted to Heidelberg College February 13. 1851. The first building was begun in 1850 and completed in 1853. In March, 1890, the articles of incorporation were amended, changing the name to Heidelberg University, 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. Many Ohio colleges have grown out of local needs. Heidelberg grew out of a conviction that the denomination should have an educational center where the churches might send their young i)eople. and where under church direction the needed education could be furnished. In developing the plan a theological sem- inary was also established as early as 1850. The charter was granted in 183^. and the seminary was moved from place to place until in 1850 it was permanently located at Tiffin. The interests of the college and the seminary are one : the constituency is largely the same. It is but natural that the relations should be close, cordial and mutually helpful. The present organization of the university provides for the college of liberal arts, the academy, the conservatory of music, the art department, the commercial department, the department of pedagogy and the department of oratory and art of expression. The university at the beginning had a comprehensive plan, looking toward classical, scientific, teachers' and farmers' courses, but gradually changed to meet the conditions as they arose. The idea of manual training and education for farmers did not long continue in any of the colleges where they were undertaken, chiefly because they were expensive and not in popular demand. The university has rendered valuable service to the church, and stands as the exponent of the best ideals in the Reformed Church in Ohio. EDUCATIONAL HISTORY OF OHIO 349 CAPITAL UNIVERSITY, COLUMBUS, FRANKLIN COUNTY, FOUNDED 1850 This university is the Hneal desceiulant of the Gerniaii EvaiigeUcal Lutheran Seminary, founded in 1830 by the Evangelical Lutheran Synod of Ohio, and incorporated January 30, 1834. Prior to this time but two other seminaries had been organized, the Hartwick Seminary, in Otsego County, New York, and the Gettysburg Seminary, in Pennsylvania. The rapid flow of settlement to the West led to tlie 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, Germany, liegan in his own house in Canton, Ohio, the instruction of six students. In the following year a board of management was elected. In 1831, in accordance with a resolution adopted by the synod, the seminary 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 be occupied. Here the seminary lived until in 1850, when a new location on the north side of the city, near (joodale Park, was secured for Cajjital University. Capital Uni- versity was incorporated March 2, 1850. This act also jirovided 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 seminary was not by this act repealed. Capital L'niversity thus began in 1850 as a literary and theological institution, and was under the patro- nage of the same church as the seminary had been. (Jn March 30, 1857. an act was passed by the legislature which changed the quorum of the board from twelve to seven members aiul 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 preamble of the said act, together with three citizens of Columbus, to be statedly chosen bv said trustees, shall from and after the passage of this act constitute the board of trustees of said Capital University ; 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 city, so that the control is completely in the hands of the synod tlirough 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, the institution seeks also to prepare men for other professions by offering 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 obligatory for those whose parents or guardians desire to have them excused. For practical reasons special attention is ])aid to German, the majority of the congregations of the 350 EDUCATIONAL HISTORY OF OHIO synod for whom the institution aims to prepare pastors l)eing entirely or partly German." WILBERFORCE UNIVERSITY, WILBERFORCE, GREENE COUNTY, FOUNDED 1856 The earliest effort toward higher education for the negro in Ohio was at Union Seminary, twelve miles west of Columbus, in {•"ranklin Countv. This movement began with the appointment of a committee Sei)tember 21, 1844. by the Ohio Conference of the African Alethodist Episcopal Church. One hundred and seventy-two acres of land were purchased and the seminarx- ojxMied. On September 28, 1853, the Cincinnati Conference of the \I. 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 Si)rings," a summer resort which had been improved at a cost of $40,000 was bought, and a location was fixed for Wilberforce L'niversity. By an agreement the M. E. and A. \1. 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 Octo- ber, 1856, the school was o])ened. It continued with commendable progress under this management until March 10, 1863, when ISisho]! D. A. Payne pur- chased the property for $10,000 and associated with him Rev. James A. Shorter and Professor John G. Mitchell, ISishop Payne becoming president. It was specifically stated in the transfer that these men were acting for the A. M. E. Church. The property of Union Seminary in I-"ranklin County was sold and efTorts concentrated at Wilberforce. The university was then incorporated and a charter secured. This provided that two-thirds of the Hoard should always be members of the A. M. E. Church. The charter was granted in the name of the A. M. E. Church. July 3, 1863, the school was reopened under the new management. In 1865, through the work of incendiaries, the building was utterly destroyed by fire. This was a calamity 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. Efforts 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 Unitarian Association gave $6,000, for lectures. The school steadil\- grew in numbers and property. In 1866 the theological department was opened, and on June 18, 1891, the reorganization took place which resulted in the Payne Theological Seminary of Wilberforce. The scientific department was opened in 1867 and the normal in 1872. In 1887 the legislature of Ohio established a combined normal and industrial department and made appropriations for its su])i)ort. This department is gov- erned by a board of nine trustees, five of whom are ai)pointed by the governor and four by the university board. In 1896 the legislature made the provision more permanent by placing the university on the state levy. So:iie new buildings ' >' OF THE UNIVERSITY of EDUCATIONAL HISTORY OF OHIO have been erected and additional land bought for the purpose of providing in- struction in scientific agriculture. The buildings and proix-rty are 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 literarv course and 259 from the industrial department. SCIO CO1.LEGE, SCIO, HARRISON COUNTY, FOUNDED 1857 This college began as Rural Seminary in 1857 at Harlem Springs, but was soon removed to \ew 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 University." This novel plan attracted attention and had some advantages not as readily recognized in the days before electives as would be at the present day. On the whole, how- ever, the plan 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. At this reorgan- ization the college passed under the control of the Methodist Episcopal Church. The organization includes the collegiate department, the department of pharmacy, 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 ]niblished statements and illustrated in its work, is "to give such a thorough Christian training as will amjily fit students to discharge creditably their duties in life, whether they intend to enter business or follow a i)rofession. ^lore than two hundred of the alunmi have entered the ministry. chieHy in the Methodist Church. THE UNIVERSITY OF WOOSTER, WOOSTER, WAYNE COUNTY, FOUNDED 1866 The Presbyterian Church was the last among the larger clenominations in Ohio to organize for higher Christian education. This was not in keeping with the historic position of the I'resbvterian Church with respect to education. The reasons for the delay in ( )hio are not easily discovered. It must be recognized that the division into (J)ld and Xew School parties in 1837 did not help the cause. This division remained until 1870. Prior to this time the need of a denomina- tional college was felt throughout the church. The war and the discussion look- ing to reunion were up]5ermost in the thought of the church. During these earlier years Presbyterians had affiliated and supjjorted Western Reserve College in the Xorth, Marietta and Miami in the South, and in other instances had local attachments. To this day the.se 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 Old and Xew Schools should be the o])ening year of the university that was in the future to be the strongest bond among all the churches. In 1866 the synods of Ohio. Cincinnati and Sandusky united in an action founding the L'niversitv of Wooster. The charter was dated December 18. 1866. 352 EDUCATIONAL HISTORY OF OHIO When the reunion came, in 1870, the then existing sj'nods of l)oth 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 efTect 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- versity was located. In 1882 the four synods were consolidated into the Synod of Ohio, 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 sufficient endowment 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 board of self-perpetuating trustees, but in 1901 a new charter was adopted which provides that the election of trustees shall be by the Synod of Ohio. 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 cx-ofRcio a member of the board. The title to the property now vests in the synod, thus making the ownership and control completely in the ecclesiastical body having jurisdiction over the enire state. The object of the university, as set forth in the charter, is : "the promotion of sound learning and education under religious influences." At the first meeting of the board of trustees the following resolutions showing their .spirit were adopted : — Resolved. That we enter upon the work of estahlishing the University of Wooster with the single purpose of glorifying God and promoting sanctified education, and thus furthering the interests of the church and its extension over the whole earth. Resolved. That we will in every way possible strive to imbue all our operations with the spirit of Christianity and bring religious influence and in^truc^ion to bear earnestly upon all who may be connected with the institution. In October, 1870, a medical department was opened in Cleveland and con- tinued 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 have completed their work. The nuisical department was organized in 1882 and the school of art in 1895. The great trial came December 11. 1901, when the original main building was burned. This was regarded a great calamity, but proved to be an unmeas- ured blessing, as it made friends and aflfection not known before. In twelve months to a day the university had raised over four hundred thousand dollars and completed five buildings, making one of the most modern and complete college plants, with the chapel and library that remained from the fire, to be found in the Central West. The university is now well organized in buildings, faculty and equipment to do the work assigned to it. But one thing remains EDUCATIONAL HISTORY OF OHIO 353 — to furnish added endowment and grow up with the demands of the future as the)' come. OHIO NORTHERN UNIVERSITY, ADA, HARDIN COUNTY, FOUNDED 1871 The founder of this institution was its first president, H. S. Lehr. In 1866 he came to Ada to teach in the village schools, and made a provision by which he might have the use of the school buildings during the vacation period. If his venture in securing a constituency proved successful the vicinity was to aid in the erection of buildings suitable for normal school purposes. After four years 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 May 21st of that year it was incorporated under the laws of Ohio as an institution not for profit as the "Ohio 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 1901-02, after forty years of service as a teacher and leader in education. The institution has grown u]) around the idea of President Lelir that a person should have an opportunity to begin improvement whenever he is ready. 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 ( )hio Normal University an open door when other schools were closed to them. The enrollment has gone beyond three thousand difl^erent 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 Northern University. BUCHTEL COLLEGE, AKRON, SUMMIT COUNTY, FOUNDED 1870 The Ohio State Convention of Universalists 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 lieen taken, Ikichtel College, named in honor of Hon. John R. Uuchtel, whose generons gifts had made the college possible, was incorporated. The organization provided that the original incorporators should elect a board of eighteen trustees, five of whom should always be residents of Summit County, and that after the first election of trustees the Ohio State Con- vention of Cniversalists should annually nominate at least fifteen persons, from whom the acting trustees should fill vacancies. The board at ])resent consists of eighteen members in tliree 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, 187 1, the principal address being delivered by Horace Greeley. On September 22, 1872, Rev. S. H. Mc- Callister was inaugurated the first i;)resident and the college opened with an enrollment in all departments for the year (jf 217. hVoni 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 music and a school of art. Hon. John R. ISuchtel repeatedly expressed his faith in the college by large gifts of money and real estate. Other friends have followed in his course gen- erously. The college announces six endowed professorships, fifty-two perpetual scholarshi])s and other memorial funds. In 1889 the college sufifered severe loss by fire, but new and more modern buildings soon replaced the old ones. The college now has six buildings and is well equipped for collegiate instruction. WILMINGTON COLLEGE, WILMINGTON, CLINTON COUNTY, FOUNDED 1870 Wilmington College was the outgrowth of a movement to establish a college at Tuppers Plains, Meigs County, to be known as Franklin College, which was afterward removed to Wilmington. The meeting to establish I'^ranklin College in Meigs County was in January, 1863, where a constitution was drafted. In 1863 Franklin College was incorporated under the auspices of gentlemen repre- senting the Christian denomination. In 1865 a proi)osal 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 February. 1896, the present site of Wilmington College was purchased for the sum of $3,881.25. By the following December the building was so near completion that ])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 1868, when the managers, unable to complete the building, were obliged to let it go to sale to meet the indebtedness. At this point some friends of the Center Quarterly Meeting having been interested in the movement, proposed to purchase the property and establish a college under the management of the three quarterlv meetings, constituting the Wilmington Yearly Meeting. This resulted in the purcliase of the property, the repair of the buildings and the appointment of three trustees by each of the three quarterlv meetings, viz. : Fairfield, Center and Miami, and a board of EDUCATIONAL HISTORY OF OHIO 355 managers of six from each of the above quarterly meetings. The board of man- agers were to have charge under the direction of the quarterly meetings, and have ]jo\ver to employ teachers and have general oversight of the school. At 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. At present the college is under the government of the l)oar(l of managers and the board of trustees as a joint board of control. Although Wilmington Yearly Meeting has no legal relation, nevertheless the reports of the college are read and the interests considered at the animal meeting, which gives its cordial supjjort to the enterprise. The college is free from debt and has accumulated some endowment. RIO GRANDE COLLEGE, RIO GRANDE, GALLIA COUNTY, FOUNDED 187& This institution owes its existence to the benevolence of Mr. Nehemiah At- wood and his wife, Parmelia .Atwood. These people married in 1819, spent their entire lives in the vicinity of the college which 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. Atwood, 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. On \ovember i, 1875, a 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 Grande, in (Jallia County, and State of Ohio, and having received pledges from Mrs. Parmelia Wood to the amount of over $50,000 and the positive payment of over $20,000 from the same party, do hereby adopt the following articles of association."' Another article declared the college was 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 w-as 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 August 15, 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 opened September 13, 1876. The attendance has never been 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 institution is Ashland University, although for some years the catalogue has been issued as of Ashland 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 by a board of twelve trustees, provision being made that Ash- land County shall have three members and any supporting conference in a state entitles the state to a representation on the board much after the plan of Witten- 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 into 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 Church of God and incorporated Jan- uarv 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 the college has lived within its income and added to its endowment until it has reached $100,000, while the debt is merely nominal. The 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- tunate and it gives promise of large usefulness. EDUCATIONAL HISTORY OF OHIO 357 DEFIANCE COLLEGE, DEFIANCE COUNTY, FOUNDED 1884 The legislature of Ohio chartered Defiance Female Seminary March 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 Annual Announcement and Catalogue of De- fiance College." It further states that it was chartered hy 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, oratory, art, and theology. ST. IGNATIUS COLLEGE, CLEVELAND, CUYAHOGA COUNTY, FOUNDED 1886 St. Ignatius College, like St. Xavier's, is conducted by the Fathers of the Society of Jesus. It was opened for scholars on September 6, 1886. The incor- poration was December 29, 1890. The institution at this time offers only 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 1 901 -1902, that "It has been found by long experience that this is the only course which harmo- niously and fully develops all the faculties of the mind, exercises the memory, cultivates a habit 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, (Sreek and English languages; rhetoric, poetry, elocution and English literature; mathematics, ]5hysics and chemistry; history and geography; book- keeping and penmanship. LIMA COLLEGE, LIMA, ALLEN COUNTY, FOUNDED 1893 Lima College 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 years, 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 .■\s,sociation," formed and incorporated under the laws of Ohio in 1889. The membership of the as.sociation consists of pastors and laymen of Ohio, Indiana and Western I'ennsyivania. The facult\- 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. An efifort to raise funds was made, and about ten thousand dollars sub- scribed. Little more was done until May, 1894, when the General Synod elected Rev. David McKinney, D. D., of Cincinnati, 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 Synod in May, 1896. The students now number 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 v^'ith the avowed purpose of confining itself to the work of a small college, and with the purpose of emphasizing the importance of Christianity in education. The denomination in the country is small but active, and the constituency of the college is largely from the church and the immediate vicinity. This is the only college of the denomination in .America. OHIO UNIVERSITY, ATHENS, OHIO isv ED(;.\R i-;u\ix. ftem) acie.vt The history of the Ohio L'niversity is set among matters and events of great moment. Contemporaneous with its origin, we find the master intellects of our ancestors bringing forth the great Ordinance of 1787 and our su])reme law of the land embodied in the Constitution of tlie United States. I^'rom this ancient institution have emerged eminent executives, masters of feeling and sentiment, and intellects of priceless worth, like the fabled spirit of 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 Northwest Territory. Founded by the Ordi- nance of 1787, incorporated in the territorial act of 1802, it was brought into definite existence by the provisions 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 departed souls of its founders and supporters. The great Daniel Webster said of the ordinance establishing the Ohio Uni- versity as follows: "We are accustomed to praise the lawgivers of antiquity; we help to perpetuate the fame of Solon and Lycurgus ; but I doubt whether one single law of any law-giver, ancient or modern, has ])roduce(l effects of more distinct, marked, and lasting character than the Ordinance of 1787. We see its EDUCATIONAL HISTORY OF OHIO 359 PI 2 O X > r r S > CD c r o z p o G Z < CO H 360 EDUCATIONAL HISTORY OF OHIO consequences at this moment, and we shall never cease to see them, perhaps, while the ( )lii() shall flow." To His Excellency, The President and Honorable Delegates of the United States of America, in Congress Assembled. 'I'lic i'ctilion of the Subsciih^TS, OiKccis in the Continciilal Line of the .Idiiv. hiiinbly sh o'tK'eth : Thai. l)y n resolution of the Honoral)le Congress, passed Septeniher 20, 177(i. and other subsequent resolves, the officers (and soldiers engaged for the war) of the American Army who shall continue in service till the establishment of Peace, or, in case of their dying in service, their heirs are entitled to receive certain Grants of Lands, according to their several grades, to be procured for them at the expense of the United States. That your petitioners are informed that that tract of country, bounded north on Lake Ene, east on Pennsylvania, southeast and south on the river Ohio, west on a line beginning at that part 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 Erie, 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 quality, and situation such as may induce Congress to assign and mark it out as a Tract or Territory suitable to form a di.stinct Government (or Colony of the United States ) in time to be admitted one of the confederated States of America. Wherefore your petitioners pray that, whenever the Honorable 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 American Empire. .'\nd your petitioners, as in duty bound, shall ever pray. (Signed.) By two hundred and eighty-eight officers in the continental line of the army. The chief source of the Ordinance of 1787 was contained in the Land Ordi- nance of 1785. .\t this time, both State and Federal treasuries were depleted by the ravages of the Revolutionary War, and this fact of commercialism prompted both State and I-'ederal authorities having control of western public lands to dispose of thorn and discharge a portion of the burdensome debt imposed bv a long period of war. When the question of raising revenue confronted them, naturally, they first determined to dispose of their waste lands. These lands had never brought any revenue, 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 public lands, but was never able to collect it : and later vast tracts, now the homes of millions, were disposed of without affording any appreciable public revenue : yet while the public doiTiain 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 replenishing their treasuries, or rather of discharg- ing a portion of the war indebtedness to soldiers and officers by giving them grants of these over-mountain lands to relinquish their claims ; it was an act not more of desperation than repudiation ; and this choicest of territory was EDUCATIONAL HISTORY OF OHIO 361 considered as waste lands 1)\- debtors, while the creditors were left no alternative in the matter, and their claims must either be laid on this virgin territory as full satisfaction of their debts, or they would be left with a mere claim on a bank- rupt government, which had neither currency nor credit and which was loath to renew even the promise of ]5ayment. Both creditor and debtor were viewing this territory as practically worthless, and it became the rejectrd stone 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 refused 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 Ordinance of 1787. Some of the most basic historic jjrinciples of our government are interwoven in its provisions, 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 by would-be reformers and fanatics, we rejoice that its magnanimity was ever preserved and unhesitatingly look upon it a- one of the "Three Title Deeds to American Constitutional Liberty." Bancroft, in prophetic language, thus de- scribes the grandeur of its origin : "Before the Federal Convention had referred its resolutions to a committee of detail, an interlude in Congress was shaping the character and destiny of the United States of .\merica. Sublime and humane and eventful in the history of mankind as was the result, it will take not many words to tell h.ow it was brought about. For a titne wisdom and peace and justice dwelt among men, and the great Ordinance, which could alone give continuance to the Union, came in serenity 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 Xo wither by the wayside: whatever was needed for the happy completion of the mighty work arrived opportunely, and just at the right moment moved into its ])lace." That the great Northwest has "shaped the character and destiny of our republic" goes without demonstrating. Its early settlement secured it imreserv- edly for the Union. Tlic laws by which it was to be governed made it forever free territory and dedicated it to the ])rinci]3les of morality, education, and re- ligion. In times of peace or war. its ])olicy has been always in su])]Kirt 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 of Ohio, with an Ohio University 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 troops were placed in the field, Ohio furnishing 30,000 of this number. It is acknowledged that the authorshij) of the clause ])rohibiting slavery belongs to the Rev. Dr. Cutler. .After the first draft of the Ordinance was pre- sented to him, he returned it stating that better terms of purchase could be had 362 EDUCATIONAL HISTORY OF OHIO of several of the states and announcing' his intention to cease the negotiations for the Ohio Company and the possibiHty of presenting his proposition to Massa- chusets for territory now in Maine. A committee from Congress waited on him with the original draft asking him to make such clianges or amendments as he desired. It is authoritatively known that when the Ordinance, corrected by Dr. Cutler, was again presented to Congress, the clause ])rohibiting slaverv was in it, and in this manner it was passed. To the claims of the various persons con- nected with this clause, in the first Ordinance presented, 1 Bancroft makes the fol- lowing statement : '"Tliomas Jefferson first summoned Congress to prohibit slavery in all the territorv of the United States: Kufus King lifted up the measure when it lay almost lifeless on the ground, and sugtjested the immediate instead of the pros- pective prohibition : a Congress composed of five Southern States to one from New England and two from the Middle States, headed by William Grayson, supported by Richard Henry Lee, and using Nathan Dane as scrilie, 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 ]:)ropose(l, ])laced it under the sanc- tion of an irrevocable compact." We can scarcely comjirehend the extent of the inlluence of this clause. Well do we know, that its existence foiled the attempt of anxious ix)liticians to intro- duce slavery, and the records 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 Ohio wa^ being framed. It has stood the test of several assaults, and this article of the Inviolable Compact is now a ])art 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 history but repeats itself when the latter either Ijy amendment or judicial interpretation adorns itself with some new cardinal principle or maxim, thus giving it greater brilliancy and making it to shine with an increased luster. THE COON-SKIN LIBRARY The early settlers of ( )]iio being entirely isolated and remote from schools and libraries felt keenly the absence of means for mental imj^rovement. Co- ordinate with the establishment of schools and the erection of churches was the tendency of our ])ioneers to establish libraries. Possibly the earliest was the "Relpre Farmers' Library." established at Helpre in 1796. .Another went into operation at Cincinnati in 1802. In 1803, at a pul)lic meeting held in .Ames town- ship, Athens county, the policy of estal)lishing a public library was discussed. It soon developed that the greatest obstacle in promoting this enter])rise was the scarcity of money. The pioneers' wealth consisted chiefly in "coon skins." and it was difficult to find a market for even these, their sole article of commerce. They collected quite a number of pelts and sent Esquire Samuel lirown to Boston with them. The proceeds of these skins were to be invested in a i)ublic library, and called in the original record the "Western Library .Association," which was founded at Ames, February 2, 1804. The Rev. Dr. Manasseh Cutler accompanied EDUCATIONAL HISTORY OF OHIO 363 him and made the selection of tlie purchase. Thomas Ewing, probably, was accountable for its name, he contril)uting all his accumulated wealth at that time, "ten coon skins," for this purpose. Senator Ewing- in his autobiography says : '"About this time the neighbors in our and the surrounding settlements met and agreed to purchase books and to make a common library. They 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. Brown, of Sunday creek, wlio was going to iioston, was charged with the ])urchase. After an alisence of many weeks he brought the books to Capt. Ben. Brown's in a sack on a ]3ack-liorse. i was present at the untying of the sack and pouring out of tlie treasure. There were about sixty volumes, I think, and well selected; the library of the Vatican was nothing to it, and there never was a library l)etter read." The remnant of this library is now merged in the spacious library of the Ohio University, 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. yel 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 ]3eo])le have received the whole or a part of their educa- tion at this Institution. Space will not permit the names of even the alumni. ■Ohio University now has a faculty of 44 members, an enrollment of more than 1,000 students, and an annual revenue of about $125,000. Connected with it is the State Normal College, established by act of the legislature |)assed in i(j02. On the beautiful campus of the L'niversity mav be seen the first building in Ohio 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. Ohio University now includes the College of Liberal Arts, the State Normal College, the Commercial College, College of Music, the Department of Electrical Engineering, the Dejjartment of Civil and Mining Engineering, the Department of Drawing and Painting, and the State l're])aratory School. The summer school of 1904 at the Ohio L^niversity was the largest in the state and numbered 557 students. The indications are that the ]5rospective summer term beginnig Jnue 19, 1905, will be even greater in numbers. The increased ap- propriation 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 institution in which every friend of liberal culture can have just pride. Dr. Alston Ellis is president of ( )hio University. During his administration, the enrollment has rapidly increased, and two new liuildings have been erectecl. Dr. Ellis is possessed of strong executive ability, and every department of the institution reflects his energy, enthusiasm, and infinite resourcefulness. THE FIRST GRADUATE Thomas Ewing was the first graduate of the Ohio University, and he best illustrates the excellence of that intellectual strength, which prompted and directed Z^A EDUCATIONAL HISTORY OF OHIO our governmental movements for tlie major part of the Nineteenth century. A noted contemporary of this eminent jurist, said of Mr. Ewing : "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, but admonishing to fix his ambition high, and to gratify it only in the i)ath of virtue, integrity and honor, and thus to win that reputation that abides and outlasts the corrosive rust of time." Ewing was the son of an early pioneer and his early life was one of industry and hardship. He received a common school education, and by teaching and working in the Kanawha salt works, he managed first to see his father's family out of debt and later to attend the Ohio University, from which he graduated in 1815. Certainly from the richness of his future career, the knighthood of the Fourth commandment, "Honor thy father and mother," was never more exquis- itely revealed and its promises more copiously filled than in the later life of Mr. Ewing. What magic is there in the light of hickory bark, and what a charm or enchantment in the glow of the pine-knot and the feeble flicker of the tallow candle! To be born in a log cabin, to be reared amid hardships, to be educated with great difficulty form a combination of qualities, which designate fame, fortune, power, and prestige as is instanced almost universally in the lives of our early Ohio statesmen. This is our political doctrine of manifest destiny. It is like the "open sesame" of the Arabian Xights, bv whose magic command, all resistance immediately vanished ; or like the loosening of the Gordian knot, the secret of which our aspiring vouth, would give their futures in exchange to know. What a criterion! In logic, how absurd, yet in fact how true. But when we penetrate more deeply into the lives of these moiiarchs of mind, we learn that they were truly able, home loving, patriotic, and righteous, and they thus pos- sessed all the marks of nature's noblemen. After graduating from the University. Thomas Ewing studied law in Lan- caster, 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 brought 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 masterly presentation of facts, he was called the "Great Logician of the West." "SUNSET" cox Samuel Sullivan Cox was born at Zanesville in 1824. He received his early training in the common schools, and after taking such high school work as was then afforded he attended the Ohio L'niversity for a period of years. He left the institution during the presidency of Dr. W. H. McGuffey, entering Brown University, from which he graduated in 1846. Cox was a wit, an humorist, and a writer of great ability. He was indeed a bundle of nerves, and was keenly alive to everything about him. He was an example of fine sentiment and feeling, and his tender sympathy for all the humanities endeared him to his fellow-men EDUCATIONAL HISTORY OF OHIO 365 and at once made him a veritalilc 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. Party 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 l)oys 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 si.x- 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" Cox, a man who was destined to live not only in immortal ty])e, but in the hearts of a grateful posterity as well. JOHN BROUGH In the same year in which the Ohio University was founded 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 re])resentative of a strong and determined will, and it is in this particular that he distinguished himself in early 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 eariy 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 effort 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 Athens, tradition has it, that he accomplished his greatest feat by kicking a football over tlii^ niain building of the university. AN OUTLINE HISTORY OF DENISON UNIVERSITY liV DR. KMORY W. HUNT. The first movement among Ohio Baptists on behalf of collegiate education was doubtless a ]3art 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 tlie Ohio Ijaptist Education Societ}' was formed in 1816 at Youngstown, Ohio, whose 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 /824 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 May 30, at the house of Ichabod 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 be 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-six trustees for the college and named committees to solicit funds and proposals for its location. Rev. Geo. C. Sedwick, of Zanesville, one of the leaders in the movement, was appointed principal of a preparatory school to be opened in Zanesville pending the establishment of the college itself. His ]nib- 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 ])lans 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. Among a number of offers, the Society accepted one from Granville, at the center of the State, em- bodying an offer of a farm valued at $3,400. and secured mainly through the intiuence 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 Dr. Jonathan Going, of Worcester, Mass., afterward president of Denison, but then on the memorable visit to the Mississippi Valley which resulted in the founding of the American Baptist Home Mission Society. The first subscription paper resulted in the raising of forty-three dollars from thirty persons, and from this modest beginning the Granville Literary and Theological Institution was opened, Dec. 13. 1831, in the Baptist Church of Ciranville. Only a preparatory school could at first be organized, and the sole teacher for the first session was Professor John Pratt, a graduate of Brown University, who remained a member of the faculty until 1859. Thirty-seven students were enrolled at the first session, and in the second seventy-two. In 1837 ^J"- Jonathan Cioing was called to the pres- idency, the institution having by this time assumed its collegiate type. Dr. Going continued in the strenuous foundation work at Granville until his death in 1844, when he was succeeded by Dr. Silas Bailey, also an alumnus of Brown, which institution furnished a proportion of presidents and faculty such as gave in the early life of the college a preponderating and invaluable influence. This New England heritage is augmented by the fact that Granville itself was the result EDUCATIONAL HISTORY OF OHIO 367 of a colony which came from (Iraiiville, 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 terriffic blow. Gifts were small, and expenses of agency, high interest rates on borrowed money, and the use of principal for building purposes and current expenses ab- sorbed contributions as fast as they were made. The excessive valuation ])ut upon relatively small gifts is seen in the standing offer in the early years 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 Adanisville, in 1853. The college was located for its first twelve years one mile southwest of the village. In 1853, at the close of Dr. Bailey's administration, extreme discour- agement prevailed, teaching was discontinued for a few months, and teiupting offers came for the removal of the school to Lebanon, where the movement had originated. But Dr. Jeremiah Hall, ])astor of the ISaptist 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 .\merica. 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 only a hand-to-mouth method of meeting salaries and other expenses. The second generation may, in a general way, 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 be considered as beginning with the administration of Dr. Samson Talbot, the first alumnus of the college to serve as its jiresident. The depletion of attendance and sup])ort 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 probal:ily 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, after an administration of ten years, 368 EDUCATIONAL HISTORY OF OHIO left tlic college in the administrative care of Professor l\ ( ). Marsh as acting president until the election of Dr. E. Benjamin Andrews in 1875. whose four years' presidency was marked by the vigor and ins])iring qualities which have since made him so prominent a figure in American education. He was suc- ceeded from 1879 to 1886 by Dr. .Alfred Owen in years of quiet, steadv growth, his successor from 1887 to 1889 being Dr. Galusha .Xnderson, formerly president of the first University of Chicago. In 1890 came Dr. D. IS. I'urinton. who broke the continuity of the line of ministerial succession, and conducted a successful administration until called to the presidency of the University of West \'irginia in 1901. During his administration Doane Academy Hall and P.arney Science Hall of the University and King Hall of Shepardson College were erected: the endowment movement of 1900 resulted in the addition of more than $250,000 to the endowment ; and Shepardson College became formally consolidated with Denison University, with which it had since 1887 been closely affiliated. In 1901 Dr. Emory W. Hunt, pastor 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 Gymnasium and Y. M. C. A. building ; a central heating and lighting plant, 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 pipe organ in Recital Hall, are results of the move- ment thus far, with three other buildings wholly or partly provided 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 throughovit 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. At 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 always been large numbers of ministerial students in the college. Attempts were made also to establish an Agricultural Department, and lectures and experimentation werf provided for during the winter weeks, but this feature never became thoroughly established and was soon eliminated. Denison has had an unusual record among denominational institutions of collegiate type for the quality and extent of its scientific work. This element began to be prominent with the appointment of Professor L. E. Hicks in 1870, who was elected to "the Chair of Natural 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 differentiation 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 Coinf^arative 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 other 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. Paschal 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, ^^^ 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 Greek for a decade before his call to the important chair which he still holds in Rochester Theological Seminary. Dr. William 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 Greek 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 lor 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 year 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- k 370 EDUCATIONAL HISTORY OF OHIO ardspn 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 1900, as has been stated, the consolidation was formally effected, 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 Music, and the School of Art complete the organization of the University as it stands in 1905, after three quarters of a century. MARIETTA COLLEGE BV PKOF. H. L. WARREX. This 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 put their ideas into practical form by erecting the old Muskingum Academy, 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 Academy. The year 1830 saw established, by the Rev. Luther G. Ring- ham, the Institute of Education. It embraced four departments, the two higher being known as the "High School" and the "Ladies' Seminary." In 1831 Mr. Mansfield French became associated in partnership with Mr. Bingham, and in 1832, after the high school had been in operation about a year and a half, at the instance of Messrs. Bingham and French, an advisory board 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 the name of the "Marietta Collegiate Institute and Western Teachers' Seminary," the charter being obtained December 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 defective, as it gave no power to confer degrees, and in having a clause allowing the legislature to repeal it. In February, 1835, ^ "^w 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 Church, Boston, Massachusetts, was elected to the presidency. Thus, when the fall session of the institution was opened as Marietta College in 1835. the faculty consisted of five members : a president, who had charge of the depart- ment of Moral and Intellectual Philosophy ; a profesor of Greek and Latin : a EDUCATIONAL HISTORY OF OHIO 371 professor of Mathematics and Xalural l'hilos()])liy : a professor of Rhetoric and Political Economy, and a principal of the Preparatory Department. The colkfje was founded in the interests of religion as well as education. The trustees in their first statement, issued August, 1833, said : "The board wish it to l)e distinctly understood that the essentia! doctrines and duties of the Christian religion will he assiduously inculcated, hut no sectarian peculiarities of belief will be taught." This Ijroad Christian attitude has been maintained ever since. The college is distinctly non-sectarian ; four different denominations are reijresented in its board of trustees, and four in its present Faculty. On the other hand the Christian ideal is held most firmly and endeavor is made to influence positively the young people who study there. The college buildings are of the most completely a]5pointed character. The present dormitory building was begun by Messrs. IJingham and I'rench in 1832, and completed by the trustees of the College Institute in 1833. Until 1850 it served all the requirements of the institution and it has been in continuous service up to the present time. The original cam])us consisted of a strip 150 feet wide, running from Fourth to Fifth streets. There were then three dwelling houses on the I'ourth street side of the square, besides an adjacent brick mill. In the winter of 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. when it was demolished. The lots south of the original college yard, together with a lirick dwelling house built in 1817, were bought in 1836. This house was used by the Preparatory Department from 1870 until the erection of .'\ndrews" 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. ^^■'*s first occupied by the college in 1850. The Library or Alumni Memorial building was erected in 1870. .Andrews' Hall in 1891. .All of these buildings were constructed almost e.xclusivelv with home funds. What money was obtained abroad was used for the support of the pro- fessors and for kindred purposes. The college property was further enlarged by the purchase of the athletic field in i8yo, and of the observatory and connecting lots on Fifth street in 1892. The house on Fifth street, forme-ly occupied b)- e.\-President .Andrews, after being used for some years as a boarding house for young men, was, in 1901, transfonried into a home for the young women students from out of town. In 1882. William Chamberlain CJurley 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 library since its foundation. In 1838 it contained 3.000 volumes, and the growth of the college has been 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 by 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 many journals and letters, belonging to the pioneer days. 372 EDUCATIONAL HISTORY OF OHIO Financially, the college was never in so adequate a condition as at present, though 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. Although there have been no Presidents of the United States among her alumni, there are two governors, William Irwin, gov- ernor of California, 1875-79; A. B. White, governor of West Virginia. 1901. Four have been members of Congress and ten members of State legislatures. Goshorn, "54, Director-Cieneral of the Centennial Exposition: Loomis, "83, Min- ister to \'enezuela ; Dawes, '84, Comptroller of the Currency, are illustrations of high political advancement in 'other lines. Two hundred and seven graduates have become ministers, twenty of them foreign missionaries: 117 lawyers, 68 physicians, 104 teacliers, among them eight college presidents and 36 college pro- fessors. Marietta was represented in the Civil War by 93 alumni, 40 of whom won commissions. The college has two literary societies, formed in 1839, the Alpha Kappa and Psi Gamma. In 1890, Rev. John L. IMills, for many years a professor in the college, estab- lished the Elizabeth College for Women. It was 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 beginning it has been necessary to have a preparatory department connected with the college, because the schools do not give adequate preparation for a college of this high grade, and for this purpose the Academy was instituted. The progress of Marietta has been substantial and steady, its traditions are good, its customs sober and cultivated, and those who studv there receive a cor- responding elevation of spirit and morals. WITTENBERG COLLEGE BY DR. CH.ARLES G. HECKERT. The first step toward the founding of Wittenberg College was taken by the East Ohio Synod of the Lutheran Church in the fall of 1842, when a committee was appoined to suggest a name and place for such an institution. The decision as to the place finally rested between Wooster and Canton, Ohio, the former at last being selected. A charter was secured from the State, and the work of building up a college was entrusted to the Rev. Ezra Keller, who was at that EDUCATIONAL HISTORY OF OHIO 373 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 promptly begun. Instruction, however, was started at once in the First Lutheran Church of this city, the total enrollment for the first day being nine. By 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 s])lendid fundamental work done by President Keller, who, at the early age of thirty-six, had accomplished all of his earthly work. For twenty-five years the destiny of the institution was controlled bv 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 tb.e field of battle that culture does not thin the blood or dull the edge of resolution." The year 1874 brought the introduction of co-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 F'resident Sprecher, who yet remains, after thirty years, professor emeritus of systematic divinity. For seven years Dr. J. B. Helwig guided the afifairs 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 determined effort for the erection of the new Recitation Hall. This movement was not completed until after the resignation of Dr. Helwig, who was compelled, because of ill health, to retire from his office. During the incumbency of Dr. S. A. Ort, the fourth President of Witten- berg, buildings of modern equipment were erected in ])leasing succession. In 1886, Recitation Hall was dedicated; in 1887, I-'erncliff Hall, for the accommo- dation of the young ladies; in 1889, Hanna Divinity Hall, for the work of the theological school; also, in 1889, the Ciynmasium ; in 1892, 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 Ruthrauiif was a very lirief one. extending through but little more than a year of actual service. His death, in £902, was sudden and greatly regretted by all. The sixth jiresident. Dr. Charles (]. Heckert, has just closed the second year of his administration. It is his purpose to carry out along conservative lines the wise and progressive methods of his predecessors. There have already been 374 EDUCATIONAL HISTORY OF OHIO additions to the teacliini;- force and a very large addition to the endowment through the bequest made by a friend of the college. The Faculty is composed of men who are thoroughly modern in their methods, many of them graduates of the best universities of this country and Europe. In addition to the regular classical and scientific courses, there are schools of music and art efficiently organized. The attendance is slowly increasing. The Theological School in connection with Wittenberg College prepares men for the preaching of the gospel in accordance with the doctrines of the Evangelical Lutheran Church. There are usually from twenty-five to thirty students in attendance. This school of the prophets has been a very efficient helper in the work of the church throughout the State of Ohio. Indiana, Ken- tucky, Illinois and Michigan. Indeed, the graduates are to be found in many of the states of the union, as well as in foreign lands. Another is responsible for the following sketch of the physical Wittenberg: "The campus comprises about forty acres. It is delightfully and picturesquely billowed with wooded slopes. From Ferncliflf avenue the main walk mounts abruptly to the stately old dormitory. A carriage road diplomatically avoids the slopes, and, flanking the dormitory, describes a wide arc past professors' residences to the Hanna Divinity Hall, a beautiful modern structure, poised like an archi- tectural benediction on the loftiest knoll overbrooding the campus. About one hundred yards south sits the Zimmerman Library, the gem of the group. To the right is the gymnasium, unpretentious but serviceable. About half way down the slope looms Recitatioii Hall, much the most stately structure on the ground! At the foot of the hill FernclifT Hall, for the accommodation of the young ladies, flanks the Conservatory of Music, and the circle is coni])lete." CHAPTER XXVIII PUBLIC SCHOOLS PUBLIC SCHOOLS PUBLIC SCHOOLS OF CLEVELAND 11 Y PROK. H. L. WARREN. CHESE schools have long had not only a national, InU 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 beauty 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 forty years previous private schools of various degrees of merit were the only sources of education 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 pojjulation had 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 SpalTord's daughter Clara taught in Alonzo Carter's log cabin, the number 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 Mr. 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 Fairmount street, another, a big log house (built 1822), on Giddings avenue. In 18 16 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 projjerty 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 private school. There were 24 scholars in attendance the 378 EDUCATIONAL HISTORY OF OHIO first session, and the first teacher was Luther M. Parsons, who was paid $190.00 for six months" service, and boarded by the inhabitants. In 1821, a higher grade school becoming necessar}-, the citizens built a t\"0- story brick building, 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 by a bell tower. This school was opened on June 26. 1832, the Rev. William AIcLane being the first teacher. His tuition charges were : Reading, spelling and writing, $1.75 per term of twelve weeks: grammar and geography. $1.00; Greek, Latin and mathematics, $4.00. Private schools were conducted in the academy for some fifteen years, and there were also quite a number of private primary schools in the town. Cleveland's first public school was conducted in the old Bethel Chapel, corner Diamond and Superior street hill, in 1836, and was the outgrowth of a Sunday school which had been established by Sarah Van Tyne. in an old basement in the slums, near the river. The school was for the poor only, and supported entirely by charity. Cleveland becoming chartered as a city in 1836, the Common Council, under that charter, was authorized to establish a school system. It was provided that each ward should constitute a school district until such time as the City Council made a division of any ward into two or more school districts. The Council was given right to purchase or secure by donation a lot of land in each school district as sites for school houses, and to erect in each district a substantial schoolhouse. .\ Board of School Managers was created, which was required to cause a school to be kept 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 .should be proper and expedient. The members should examine and employ teachers ; fi.x the teachers' salaries, subject to the approval of the Council : make repairs on schoolhouses and pur- chase supplies, but subject to the consent of the Council, when the supplies or repairs exceeded ten dollars a year. At the close of each year they were required to certify to the Council the expense incurred in the sup]5ort of the schools. To raise money for the schools the Council was authorzed to levy a tax of one mill for Iniildings and sites, and one mill for the expenses of operating the schools. During the first quarter, ending September 22. 1836, 229 children received instruction at an expense of $131.12. An important action in the history of the schools was taken by the Council October 5, 1836, when the first Board of School Managers was appointed, the members being John W. Wiley, Anson Hayden, Daniel Worley. From this time on great attention was given to and constant progress made in the ]niblic school system of the city, though for some years the buildings were inadequate to accommodate the numbers that clamored for admis- sion as pupils. On March 29, 1841, the Council elected as School Managers for the ensuing year: Charles liradburn, Ceorge Willey, Charles Stetson and Madison Kelley, The two first named have had more to do with the upbuilding of the public schools of Cleveland than any others who have ever been associated with the schools in any way, and Charles Bradhurn is known as "the father of the Cleveland schools." The two men worked in tmison. Mr. liradburn attended to the business interests EDUCATIONAL HISTORY OF OHIO 379 of the schools, and. more lliaii any one else, must be given credit for the school buildings erected and the wonderful i)rogress the schools made during the twenty years he devoted to them. .Mr. Willey gave more attention to the educational side, and his reports to the Council as acting manager are full of recommendations for improving the work in the several schools. Charles Jlradburn, to whom the schools owe so much, and who founded the first free high school in the West, was born in .Attleboro, Massachusetts, July 16, 1808, his father being a cotton manufacturer; his mother died when he was but seven years old. .\t the age of 16 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 the classical school of Professor Coffin, at Ashfield, Mass. On leaving there he returned to his trade, and also began manufacturing. Later he conducted a store in Lowell. In 1836 he migrated with his family to Cleveland, where he engaged in the wholesale and retail grocery business. His trade increased rapidly, and in 1840 he built a large warehouse at the foot of St. Clair street, and gave up the retail end of his business. .At the same time he established a distillery on the west side of the river. He filled many important ]mblic offices, and to his efforts, made in the face of ])ersistent, powerful opjiosition, the Central High School owes its early estalilishment. He died August 20, 1872. In the early sixties he wrote: "After a life almost as long as is allotted to man, the only thing I find to glory in is having been able to render some service to the cause of popular educa- tion ; to be called by so many of our ablest educators 'the father of our public schools is glory enough and amjilc compensation for many years of hard labor and the expenditure of much money in the cause." Mr. liradburn's colleague, (leorge Willey, was born in I'oston, Mass., son, of Xewton Willey, a prominent iron merchant and ship owner. He attended the Boston public schools uj) to his fourteenth year, and on the death of his father studied at Jefferson College, Pennsylvania, under the guardianship of his uncle, Judge John W. Willey. ( )n graduating he went to Cleveland, and studied law with Judge Willey, later .going into the law office of IJolton & Kelley. .-\dmitted to the ba"- in 7842 he formed a partncrshi]) at once with John E. Carey, with whom he was associated for many years. .-\n able jury lawyer, and an eloquent speaker, a profound scholar, his career was a most prominent one. Under Pres- ident (irant Mr. Willey served as U. S. District .\ttorney for the Northern Dis- trict of Ohio, for eight years. He died December 29, 1884. In 1842 there were fifteen schools in Cleveland, with 1,200 pupils, and. in some instances, 100 scholars were crowded together in one room. Male 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 jniblic high school in Ohio. Rooms for the purpose were rented in the liasemcnt of the Universalist church, and .Andrew Freese, of the Prospect school, was made jirincipal, 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, November i, 1816. His father, a farmer, was unable to give his son a college education, and the latter, therefore, entered 38o EDUCATIONAL HISTORY OF OHIO upon the work of teaching in order to raise money for that purpose. He con- tinued to teach 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 by 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 ])osition in 1861, and after teaching in the Eagle street school for a time, he again became principal of the high school in 1868, resigning in 1869 owing to ill Iiealth. The schools of Cleve- land owe much of their present excellence to his labors, which covered a quarter of a century. The school year of 1850-1 was a prosperous one for Cleveland's public schools. New buildings were erected, the schools were graded, a library started, additional teachers employed, and the number of ))upils 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 Primary 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 90 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 1855, there being ten members in the class. ( )n Deceml)er 24. 1856. the council authorized the establishment of an indus- ,trial school, and soon after this school was started. In 1859 the State Legislature passed a law "to provide for the regulation and support of the common schools in the city of Cleveland." and. among other things the new law jjrovided that the schools should be in charge of a "Board of Education." to l)e elected by the people. The first Board, elected April 5, 1859. was conijxysed of Charles Brad- burn, Alleyne Maynard, Dr. Charles S. Reese, William H. Stanley. Xathan Payne, W. P. Fogg. Lester Hayes, Rev. J. .A. Thome, T. B. Pratt, Daniel P. Rhodes and George R. ^"aughan. The Dr. Lewis system of gymnastics was introduced into all the schools during the year of 1861-2, and the teachers employed a professional instructor and equipped themselves to teach the system. During the summer of 1863 the P)Oard of Education elected the Rev. Dr. Anson Smyth superintendent of the schools. ISefore going to Cleveland he was for four years superintendent of the Toledo schools, for six years State school commissioner, and later editor of the magazine known as the ( )hio School Journal. As superintendent he introduced many reforms and valuable improvements. At the commencement' of the school year of 1864-5 W. W. Partridge was employed as a teacher of vocal nuisic. He instructed the pupils of all the schools, except 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 compulsory. Instructions were given in regard to teaching and discipline, and directions and notices respecting 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 princijjals 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, a"^' there was considerable trouble in obtaining a new superintendent. The Ijoard finally elected Andrew J. Rickoff 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 su])erintendent 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 public schools in the I'nitcd States. He was regarded by many as the leading public school man in the country. He thoroughly revised the course of studv. and cor- rected many evils in the grading of the schools. The course of study for the high school in Cleveland was com])lctely revised in August, 1867. Cp to 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. I>y 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. .\ new school law was enacted in 1868, which resulted in great benefit to the public . schools. The new law gave the Board of Education absolute control of all moneys raised for school purposes. Under 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 previous 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 commencement exer- 382 EDUCATIONAL HISTORY OF OHIO cises of the high schools for tlie \far closing- June 30. 1874, were a special feature of the school year. They were attended by over 10,000 poe])le. The music was furnished by a chorus of 800 of the best trained voices of the grammar and high schools. A normal school for the training of teachers was organized in the Eagle Street School building in the fall of 1874. Under the direction of Super- intendent Rickoflf a very creditable exhibition of the work of the Cleveland schools was sent to the Centennial Exposition, in i'hiladelphia, 1876. The exhibition attracted a great deal of attention, and received favorable comment from educa- tors all over the land. Several medals were awarded the schools. An important action taken by the Board of Education with reference to the normal school during the school year ending in 1877, was the adoption of the principle '"that inasmuch as the existence of the normal 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 who have no natural aptitude for teaching." The rule thus adopted by the board was followed for over twenty years, and no one questioned the right of the board to enforce such a rule, until Miss Minnie Brown, in 1899. denied the authority of the superintendent to exclude her from the normal school on the ground that she was not likely to make a successful teacher. Miss Brown 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 comr pleted during the school year of 1877-78, and was dedicated 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 29,517 to 46,239. In 1882, on the retirement of Andrew J. Rickoff. 15. .V. Hinsdale became his successor. Mr. Hinsdale was well known as President of Hiram College, and a writer upon educational and liistorical subjects. During the four years he served as superintendent he made no radical changes in the schools. In June, 1884, the Board of Education elected the su])erintendent, the supervisors, the principals of the high schools, and the principals of the training school, for terms of two years, instead of for terms of one year as theretofore. In 1886 A-Ir. L. W. Day succeeded B. A. Hinsdale as suijerintendent of schools. He had been con- nected with the schools for many years as teacher and as one of the supervising principals. The Cleveland Normal Training School Company was incorporated June 2, 1885, for "the promotion of education and especially for the establishment and maintenance of a school of manual training, where pupils shall be taught the use of tools and materials, and instruction shall be given in mechanics, physics, chemistry and mechanical drawing." The first truant officer under the compulsory school law, was George E. Goodrich, who was elected in May, 1888. In 1892 Superintendent Day resigned and was succeeded by Andrew S. Draper, of New York, who entered upon his work with great enthusiasm, and introduced a large number of changes in the methods of doing vv'ork. 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. O. 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 exhibit at the World's Columbian Exposition at Chicago, 1893, and 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 country 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 way 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. At 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 year by .\lr. M. S. Hagar and Miss R. .Vnna Morris, the former having charge of the grammar departments, the latter of the primary and normal departments. The present superintendent is Edwin l-ranklin Moulton, A. M., a sketch of 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 ])Ian of school government which would secure a businesslike ad- ministration, and keep the schot^ls out of politics. Movements were on foot in Xew York, lioston, lirooklyn, Philadelphia, Chicago, and other cities, looking to reform in school administration along the lines first established in Cleveland. Two years previous the National Educational .\ssociation had appointed a com- mittee of fifteen to rejiort a ])lan for the reorganization of the school systems in the large cities. The committee reported in favor of all the important features of the Cleveland plan. Free kindergartens, as a part of the public school system, were formally opened in Cleveland during the school year of 1896-97, and a year later eleven of these were in operation. In 1900 the total number of pupils re. 18.50, it appeared obvious to the members of the State Teachers' Association that publig 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 liis services but such as a voluntary organization of teachers, not legally responsible for any debt it might create, covild 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 in.stitutes was largely increased, and wher- 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 was then receiving, and this promise was re- deeined 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 first 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 1849, 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 eiubodied 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 work 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 VVorks, 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 with 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 Schools." 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 office of Commissioner, without reference to party preferences. After the election, in which he was not the successful candidate, the tru.s- 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 404 J service of the State Association. After ma- ture deliberation, he has decided to accept the presidency of Kenyon College. VVe 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 different course, would he 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 cominittee will be glad to receive their contributions, however generous, and apply them on his salary for the current year. When the call for volunteers was 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 Gambier, on the 18th of September, 18(51, uni- versally beloved and deeply lamented. DR. I. W. ANDREWS From one point of view, the life 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 18-38, Professor of Math- ematics in 1830 and President in 1855. In 1885 he resigned the presidency but continued to give instruction in Political Philosophy. 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 .Xmcrican teachers, Mark Hop- kins, in 1867. "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 difliculties which he mcet.s, 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 in.stitution 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. Andrews was 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 Examiners from 1866 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 UDon 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 405 have I wavered in niv opinion as to what was the learned professor's errand to the window." As associate editor of the Ohio Journal of Education, in the first six volumes (18o2-7), and afterwards as contributor to its successor, the Educational Monthly, he showed his lively interest in elementary education. In 18.52, 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 representative said: "His life and character have been to me an inspiration. I found 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 one 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 indebted for the deservedly good reputation 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 beyond his immediate circle of friends, the chair of political phdosophy. His political creed must he 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 »aid 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 wliich 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 niade very useful men." One intimate with him, seeing him going on unfalteringly with his labors though affliction's hand was sore upon 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 stormy weather : — "I have prom- ised to go." M.MiTIN R. .\NnRE:ws. HIRAM HOWARD BARNEY HiR.AM How.\Ri) B.M1 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, 18.50, and 1852, Mr. Barney was a member of the executive committee of the State .'\ssociation, and was one of the editors for the association, of the Ohio Journal of Education. Mention, eksewhere, is made of the effort of the school men to prevent the office of Commissioner, established in 1853, from hav- ing 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. 406 It is entirely possible tliat 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 18.5;), 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 predeces.sor, Mr. Barney. The editor of the Manual mentions the fact there were nearl" 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 exceedingly 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." .•\ very difficult branch of the commission- er's duty was the carrying out of the law relating to libraries. Elsewhere in this vol- ume the efforts to do away with the best features of the law of 18.58, 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 six 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 18li0, when he again returned to Cin- cinnati. .\s 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. BROWN Lekov D. BkowN was liorn in Noble county, Ohio, November 8, 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 1866-1867 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. .\mos, now editor of the Cambridpe Jefltersonian, 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 intiinate 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 norma! 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 lime 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, 407 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 Commissioner 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^:io, Nevada, to accept the oresidency 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 him. MARCELLUS F. COWDERY M. F. CowDERY was born in Pawlett, Rut- land county, Vermont, in 1815. He spent his early life in western New York. After an attendance for several years at a di.strict 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 1836, Mr. Cowdery 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 nipt 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 the earlier institutes, meeting with others at Akron, in 1847, to organize the State Teach- ers' Association, instructing in the normal 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 about 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 Iirought 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 witli 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 he 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 di'ssipation 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 inore 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 to engage in that work with tlie 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. Thoma.s VV. H.vrvev. EPHRAIM CUTLER Ephbaim Ct'TLER 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 ITflo. and lived a few years in Ames, 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 Constitutional 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." .'\fter nearly twenty years' retirement from active political life, he was elected in 18Ifl, a member of the General .'\ssemb!y. 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 'JO, 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 tlie 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 inten.se earnestness with which Mr. Cutler followed up his favorite ineasure, cannot be properly appreciated. The imperfect law of 182.') 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 Ames, Athens county, he induced a younger lirother, 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. Mr. Edwards was born in Pittsfield, 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, 18()7. 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 ineeting, 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 409 long be remem1)cred with gratitude by the pupils trained under his guidance, and with the highest respect 1)y his fellow teachers. H. SAMUEL GALLOWAY The State Teachers' Association of Ohio was founded in 1847. Samuel G.\llo\vay, the subject of this brief sketch, was the first presi- dent. He was born in Gettysburgh. in 1811. He removed to Oliio 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 cm])loynient. 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-oflficio State Superintendent of Com- mon Schools, and brought him into direct association with 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 untnindful 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 Nathan Guilford, 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 unique way ; he issued "Solo- mon Thrifty's ,-\lmanac." 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 crops, and every page had something on it about education and free schools. Mr. Guilford was active in the movement that brought about the .school law of 1821, and was a member of the committee of seven appointed by Governor Trimble "to devise and report 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 paragraph 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, cither 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 right to compel every individual, by a tax. to bear his proportionable share of the expense. .\nd if the means are not otherwise provided, it becomes the duty of the Legislature to ex- 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 mind appealed their ca.se 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 1825, and Mr. Guilford returned to his con- stituents determined that there should be one place where this law would not fail. A 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 gentlemen present. In due time the bill became a law. It authorized the city council to levy a tax. An indignation meeting — the .\nglo-Saxon's. safetv valve — was held and the Hamilton 410 Couniy nicnibcrs of t!ic Legislature were M'vercly rebuked. The city council halted. Mr. Guilford then .iiuioiniccd hiuLscIf 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 Stale Librarian VV. T. Cog- gcshal! that ".X loan of $4(l,(l("l was obtained and tlic first school-house site was purchased. A substantial building was immediately ericted 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 tlie 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 ar.d music, while all the church bells rang out in dangerous sympathy. The procession marched to a church, where addresses were made and the band played, and the newspapers prai ed the demonstration — all to cause the p'eople to "talk school." >,fr. Rufus King, in a report to Commis- sioner Smyth, pertinent to tJie 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 effect. The great mass of the citizens were 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 tl;e neatne,-s, 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-"), — 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 18.")(> tlie peoole 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. Under a new law, in 1853. the Board of Trustees and Visitors elected Mr. A. J. Rickoff. JOHN HANCOCK John H.\NC(>rK 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 inpiiry concerning his family. On being told by the young lieutenant that his great-grandfather, Henry Hancock, 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 be- 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 was 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 ripnle with smiles at the mirthful sallies of the boy she called her own, long since grown to manhood. .^fter acquiring wdiat the county district school of his native county afforded, 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 l)Ooks. 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 tastes and habits wdiich continued to grow to the end of his life. His love for good books was one of his ruling 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 thai 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 18.50, 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 Upper 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 18()8. and heard a recita- tion in graiTiniar conducted by hiin. which made a lasting impression on my mind. It 411 was characterized by a degree of intellectual life and thoroughness 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 18()7 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- twefn 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 excuse 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 community 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(>. 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 28, 1888, he was called by Gov- ernor Foraker to tTie 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 1889 he was duly elected to that office for the full term of three years, beginning on the second Monday of July, 180(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 185ii. 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(i4. a number of Cincinnati teachers belonging to the National Guards, among tliem Dr. Hancock and Mr. Rickoflt. were called into service at Washing- ton. The July number of the Ohio Educa- tional Monthly for that year contains 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 ooints 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. I am afraid, however anxious they may 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 smells to heaven in the nostrils of red tape." In the institute work of the State, Dr. 412 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 work 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 work before a body of teachers. The storj* 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." Samuel Findley. JOSHUA C. HARTZLER JosHU.A C. Haktzi.er was born near Lewis- town, Pennsylvania. November 27, 1832. His parents came to Ohio in 1839, settling near Lancaster. An account of his early life would be 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 18l<- shop and school-room, and thus won to bis 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. KIRKWOOO Samuei, J. Kirk WOOD received his early education in the rural schools, and graduated from the Indiana University. For two score years 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.c 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 difficuhy, 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. Kirkwood was always recognized by his colleagues as a most valuable counselor in conmiittee and faculty. His keen mind often saw through difficulties which befogged the intellectual atmosphere of all others, and bis 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 Club nf Woosler. 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 bim. But, the "summons" came, and him, "The all-beholding sun shall see no more. In all his course." June 24, 1901. Charles Haiipert. 423 MRS. ELIZABETH W. RUSSELL LORD Of the many educators who have attained distinction in Ohio, and at the same time acquired a lasting reputation in the educa- tional world, probahly few are better known or held in more affectionate remembrance than Mrs. Elizabeth W. Russell Lord, whose 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 husband, Asa D. Lord, M. D. ( deceased. 187.5), one of the nation's greatest public educa- 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, 18-59, and a life-long friend of Mrs. Lord.) Elizabeth W. Russell was born in Kirtland, Ohio, April 28, 181it, her parents, who came from New England, being among the early settlers of the Western Reserve, and she shared all the experiences and hardships of their 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 mud. At Oberlin she was un- tiring in her studies, and in 18411 was re- ferred to as "the indefatigable Miss Rus- ?ell." About 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 at Oberlin, but in IMUl was given the honorary degree of Master of .\rts. 424 in recognition of her services as an ednca- tor. In 184'J Miss Rnssell was married at Oberlin to Asa I). Lord, M. D.. and returned to Kirtland to sliare 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 first 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 than any other in the world, and these blind pupils remember her motherly sympathy with the deepest affection. In 1884 Mrs. Lord responded to a call from Oberlin ColUege to serve as Assistant Prin- cipal of the Woman's Department. From 18!)4 to 1900, 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 Young 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 : "My 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 j'oung 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 Mrs. 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 Horace.Mann was born in Franklin, a seacoast town in Massachusetts, on !\Iay 4. 179t), when the United States was but twenty years old. The town was named for Dr. Ben- jamin 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. Until fifteen he had only from eight to ten weeks a year of the district schooling of the town And it was a meager diet to which his hun- gry and thirsty sou! 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 425 often 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 pedagogne. The 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 University, in six months, under a Mr. Barrett, appa- rently his first real teacher, and entered Brown as sophomore at the age of twenty. But his new Jordan was a weary road. His poverty was extreme. He writes to his 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 Timothy's in the primer." After graduation he spent a while in Brown University as tutor in Latin and Greek, and thence went at the age of twenty- five to the law school at Litchfield, Connecti- 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 acliieved 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 ho.stile camp. In 1824 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 1827, 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 183.3, at the age 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 wonderful 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- 426 lights of scholarship and foreign travel into the great service in the canse of freedom that ended only with the close of the civil war. Jonathan Phillips, Edmund Dwiglit, and George Darrow were tine types of the eminent citizenship in which the New England cities have always been so rich — men of affairs who make leisure days and nights for the building of a city which sliall 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, wliich is one of the most certain tests of genius, it is hardly po.ssible that Horace Mann could ever have deeply sympathized with the new 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 affairs would be an unmanageable factor, not to be put aside. His place was found when on July 1, 18.37, 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 coining 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 he given a chair and desk. He had a modest office 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 apply a Hcsh brush to the hades of the peo- ple" [Of Horace Mann's service as Secretary of the Massachusetts 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 April 15, 18.5'i, the crisis came. Mr. Mann was nominated by the "Free Democ- racy" of Massachusetts for governor of the State. He received the ofTer of the presidency of Antioch 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 offer 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 commanded by this its fir.st 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 con.stituency he hoped to attract than any locality beyond the Alleghanies. Good living was very cheap, the climate genial, the natural conformation of the country attractive by its scientific interest 427 to the geologist and the botanist, easily acces- sible to the city of Cincinnati, still, in 1853, 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 Ea.st. 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 higher education of the orig- inal thirteen states 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 in 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 obligation. 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 systeiu 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 welcome him to the leadership in the revival of the higher education in the states tributary to Antioch. He was inaugurated as president in October. 18.53. His inaugural address, of which Thomas Starr wrote him from Boston, "There is vitality enough 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 different 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 utilize! 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 Eng- 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 "scholarshios." 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 .•\llcghanies as an object lesson in the revival of the higher education. Suffice to say that, after herculean efforts, 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 1850. A new board of trustees was chosen, undenomina- tional in its character, thoueh 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. A. D. M.\yo. ALEXANDER H. McGUFFEY Alex.xndkk H. McGuffev was born in northeastern Ohio, near the border of Peiui- sylvania. August 13. 1816. His parents, of Scotch extraction, as the name indicates, were cultured and refined people. The result of the intellectual atmosphere of the McGuffey home was first seen in the career of Alex- .''nder's elder brother, the Rev. William Mc- Guffey. who, in 1835. was the President of Miami University, and afterwards became Professor of Philosophy in the University of Virginia. It was this brother who assumed •■harge of his education, when .\lexander was but nine years of age. His naturally brilliant powers 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 remarkably 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 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 les.sons" was devised, together with 447 an elaborate course in "Manners and Morals," and changes were introduced in modes of teaching. By far the most signilicant 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 grade to 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 made 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. White'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. "The fact has too often been overlooked, that the possession of a position by a teacher, is of itself a claim to re-appointment, if there be no good reason against it. But neither pos- session nor length of service can be urged as a claim in the face of inefficiency or incom- petency, or moral 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 expected from any school, primary or advanced. So va.st did Dr. White find the field of his labnrs, and so various the demands upon his time and strength, that in his Report for 1888, he declares, "No one man can fully 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 1891, 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 lfi3'2, and settled in Weymouth. Massachusetts. Dr. White's father, Jonas White, was one of many New Englanders who sought fortune on the Western Reserve. W. H. Venable. MILO G. WILLIAMS MiLo G. Williams was born in Cincinnati April 10, 1804. His parents were natives of New Jersey. His father, Jacob Williams, came West in 17.95, 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 1840. Mr. Williams commenced his pedagogical career in 182U, 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 es.say 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 opened a private school in Cincinnati. Pupils came in gradually, and at the openii'g 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 constitutionai 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 ^f 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 prir.cipal 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 1840, when the property passed into the hands of the Metho- dist Episcopal Church. Mr. Williams, from 1829 to 1852, was ac- tivelj' engaged in promoting the cause of edu- cation. In 1829 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 1830. In the convention of 1838 he made a report on the diversity of text-books, in which he opposed state uniformity, and a report on normal schools in which he recommended the establishment of one in each Congressional district. He was an active member of the State Teachers' Association luvil 1852. when his duties at the Urbana University made regular attendance impracticable. H. 448 WILLIAM GEORGE WILLIAMS The subject of this skclcli was born in Cliillicothe, Ohio, February -Joth, 18-i2. His parents, Samuel Williams and Margaret Troutner, were pioneers of the State. In 18'Ji) the family moved to Cincinnati, and Will- iam was put in school under John L. Talbot, author of a well-known arithmetic. In lKi4- 'f!.")-'8ti, he attended Woodward College. In li'<;i7-f' he was as-ist;int 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 Novendicr following b.clped to organize the first clas.-es. In 1847 he was elected adjunct professor of .Vncient Languages. In 18.')0, full professor. In 18(>4, 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 180(i-7 he was Dean and -"Xcting President. In 184.5 he was secretary of the Board of Trustees. In 18.50 he was re-elected, and re- tained the position 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 18ii8 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, ta.xing 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 jjrescntation in statement 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 personal 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 not in the fullness of his acqui- sitions ; but in all the many years of his his- tory he added strength to strength and knowl- edge to knowledge. H" 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 nieni could be named who have read as widely, though they are few, but it would be difficult: 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 inental 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 minutice 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 tlie world. Iir 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 dififerent 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 philosophy of great beauty and significance. Under his guidance, Greek para- digiiLS 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- 449 dents as to his mastery of what he undertook to teach. A member of the class of 18G1, in presid- ing over a banquet sriven a few years ago in Dr. Williams'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 niany 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 central thought, but compelled recognition of the smallest and most in ignificant particulars. The attention of the pupils dare not lag, 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 luaster 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 standard 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 sessioiv^ of the State Teachers' A.ssociation, 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 soiue tall mountain citicd to the top Crowded with 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 must close in like effects ; Loftily lying Leave him still loftier than the w^orld sus- pects Living and dying." WiLi.i.VM F. Whitlock. SAMUEL T. WORCESTER Samuel T. Worce.ster was born in Hollis, N. H., August 30, 1804. He entered Harvard College in 1S2(>. and graduated in 1830, in the class of which Charles Sumner was a metnber. After leaving college he taught a little more than a year at Weymouth, ^lass., and after- wards, for nearly a year, conducted a private academy at Cambridge. He then began to study law at Hollis. and continued the study at the Harvard Law School. In the spring of 1834 he removed to Norwalk, Ohio, where, after residing the legal time, one year, he was admitted to the bar, in 183o. Mr. Worcester remained a citizen of Nor- walk until 1867, 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 coiidition of the schools in that place and vicinity. In conseciuence of his known desire to have the school laws of the State made more efficient he was elected Senator in 1848. Upon the meeting of the General Assembly in December of that year, he was appointed chairman of the Senate committee on com- mon schools. He drafted the bill, which af- terward became a law, February 22, 1849. and which was not repealed until the passage oi 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 without 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 to adopt the law of 1849. H. 450 CHAPTER XXXII BIOGRAPHICAL SKETCHES (4) BIOGRAPHICAL SKETCHES (4) JAMES J. BURNS If the writer were left free to be guided by 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 nnist tell it himself. His father was John Kurns. 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 Burns, a woman of com- petent .scholarship and most devout religious belief, who died ere she had numbered forty- nine years. His first, also bis last, school going in the blissful capacity of a pupil, was done in Sten- 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 sul)stantial and ex- ceedingly regular diet. For his teachers there, 453 AVarreii J. Sage and Joseph Bucliaiiaii, he ha fek a life long appreciation. The example of some brilliant class-mates served him a good .turn. His first school teaching was practiced in the siinmier of 1857 upon the school youth of the village of Tiltonvillc, 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" Jin- uary, '58, was in.stalled as principal of the academy at Union Church, Jefferson County, with pupils ranging from the Latin first reader to INIcGuffey's first reader. The State fur- nished a part of the "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 twentv double eagles about his person, he went back to Nat- chez and began reading in a law ofiice. In a few weeks a situation was offered him to teach in the city public schools, the Natchox Institute. In this city he married Miss Kate E. Lyle, and they walked together life's com- mon way for over two-score ycjirs. 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 TMr. Burns filled was that of i)rincipal of the schools of Washington, Guernsey county, for four years. At the institutes of this countv he made the acquaintance of Messrs Harvcv. Norri.s, 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- mom county, at a salary of $1,500 in a town of about eleven hundred people, was followed ty bis 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 bouquet which still ■"smells sweet and blossoms." While still in Washington, he had been admitted to the bar, and the same year, 1807, received a State certificate countersigned bv John A. Norris. Of the seven men who took their degree together those warm July days, three have gone away. .After his term of office as Conmiissioner of Schools, he was one year in the Chillicothe High School, two years Superintendent at Lan- ca.ster, 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 young was very heaven." If one single sclf-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 whicii "there is no end." PROF. CHAS. ALEXANDER ARMSTRONG A most successful educator of Canton, Ohio, was born in Wheeling, West Virginia, in 18(J5, 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 1893 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 Kentuckv. Returning to Ohio he became principal of 'a Ward Building at Canton in 18!l.'i, and in 18,05 was appointed a teacher in the Canton Higii School, continuing in that capacity up to 1901, 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 1893 he was married to Miss .Alice E. Hershey, and they have a family of three chil- dren — two boys and a girl. J. H. LOCKE Principal of the Garfield Schf)ol, Cincinnati, was born in Miami county, Ohio, in 18.5'J, son of William and Susan Locke, the former a school teacher. His father served in the Civil War a.s lieutenant in the lloth Ohio Volun- teer Infantry, and took part in the battles of the Wilderness, 'Gettysburg, Fredericksburg and Cedar Creek. At 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 high school at New Richmond, Ohio, and took a special course in the normal school at Fos- toria, Ohio. He began teaching in country schools of Clermont county, and thence taught in several schools in Hamilton county. Eight years ago he was elected principal of the Garfield School, and still officiates in this position. Mr. Locke is a Mason, a member of t'- Ohio State Teachers' Reading Circle, and all the local educational organizations of Cincin- nati. In December, 1875, he was married to Miss Mary Davis, and they have one child, a daughter, a graduate of the Wyoming High School. 454 EDMUND A. JONES Ohio, as a state, has contributed most nol)Iy 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 the.se 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 office must cer- tainly be due to inherent merit. Upon such a basis and upon such founda- tion was returned Mr. Eumond A. Jones on November 8, 1903. 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 high office which he now so efficiently fills. 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 .-Xcadeniy, in 18t)0 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 455 first battle in which he was engaged, at Bayou La Fourche, in June, 18G3, 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()8, 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 1805. Both be- fore and after his military service, he was president of his class in college, having this tionor at the time of his graduation. Mr. Jones" career as a teacher began in Illinois in 18()5, where he taught in an acad- emy, to the prinicpalship of which he had been promoted before leaving Ohio in 18fi9. In October, 18(i!1, 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 teen elected by the people of the State. In proof of this, when the city of Cleveland, in 188!), 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 1903, 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 Mr. Jones enters upon a task he is well qualified to fill and the confidence of the people is with him. W. D. LASH There is no calling, vocation or profession more exacting in its demands, or that re- quires more varied c|ualifications, 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, beside 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. L.\sh, 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, 184(). 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 .Athens in his early youth, and after passing through the various grades entered the Ohio University, from which institution he successfully graduated in 1871. 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 capacity that he was promoted superintendent before the exoiration 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 refiecting the highest credit upon his judgment and ability. Mr. Lash is a member of the National Educational .Association, the Ohio State Teach- ers' .Association, the Ohio Teachers' Reading Circle, and is affiliated with the Royal Ar- canum. My.stic 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. 187:5. 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, Schaefer 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. tiee Willey, of Gratiot, Ohio. The latter's brother w;is treasurer of Muskingum County from 1880 to 1890. The family consisted of two sons and three daughters, of whom those living are two girls and the subject of this sketch. As 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, 1891- 1890, graduating from the latter and recciv- in.o the degrees of Bachelor of Arts in 1896 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 years), 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 Muskin- gum County Teachers' Reading Circle, is County Examiner, and holds member.ship in the Eastern Ohio Teachers' Association, the Masonic Order and the Odd Fellows. 456 EMILIUS OVIATT RANDALL For this sketch we are iiidehted mainly to the "History of the Republican Party in Ohio," edited by the late Joseph B. Smith, State Librarian. Emii.ius O. Randai.i. has wielded an unmistakable influence in literary circles and has Ijeen a potent factor in the educational development of the capital city. He was born in the village of Richfield, Sum- mit county, Ohio, October "28, 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. Both his paternal and maternal great-grandfathers were soldiers in the .'Ameri- can Revolution. Mr. Randall acquired his preliminary education in the public schools of Columbus, Ohio ; afterwards he continued his preparatory studies in Phillips Academy, An- dover, Mass. ; he entered Cornell University in 1870, and was graduated at that institution in the Class of 1S74 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 1S7S 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, 18y(), and was graduated at the College of Law of the Ohio Sta'e LIniversity in 1802 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 18i)4 when he was elected to a professor- ship in the above institution, which position he still retains. On the 14th day of May, 1895, he was appointed Reporter for the Ohio Su- preme Court by the Judges of that court, who recognized his eminent fitness for that posi- 457 tion, 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 "'rhe Ohio Law of Negotiable Paper." He was associate editor of the "Bench and Bar of Ohio," '1 vols., Chicago (18!)7). 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 Mr. Randall is a man of resourceful ability and unusual business capacity. He was President of the Columbus Board of Trade in 18X7, and at the same time was efficiently acting as a member of the Board of Education, holding that office from 1887 to 188!). 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 190.S, when the new Municipal 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 conmiittee of seven chosen by the city (Co- lumbus) constitutional convention (1891) 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 .'\rchreological and His- torical Society, and in February, lOO.S. was appointed by Governor INIcKinley, 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, 1894, and has edited and published ten volumes of the .So- ciety's historical publications. In 1899 he visited and made a scholarly study of the famous coiumunal Separatists society of Zoar and wrote a "History of the Zoar Society. .X Sociological Study." which production has been credited with being 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 coinpletely 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, ]\Iay 20 and 21, 1903; 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 American Revolution." ?Ie edited and pub- lished in volume form the proceedings of the centennial. For many years Mr. Randall has been a frequent 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 2il and 21, 1904. He is a mem- ber of the American Bar Association, .Ameri- can Historical .Association, .American Library .Association, National Society of .American .Authors. He has been a prominent member of the Society of the Sons of the American Revolution and was President of the state society in 1902, and was Delegate-at-Large from the Ohio Society to the national conven- tion held at St. Loui's, June 10 and 17, 1904. He is a member of the Delta Kappa Epsilon college and Phi Delta Phi law school Greek letter fraternities. On October 28, 1870, Mr. Randall married Miss Mary 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 has 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 tiie conmnmity have been productive of an inestituable amount of good. Mr. ^Iinnick 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 Medina 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. .After graduating Mr, Minnick returned to Montgomery county and prac- ticed medicine here for three years, when, about 1887, his love for his old vocation caiue back to him and he returned to .school teaching. In 1892 Mr. Minnick was appointed Principal of the Fifth District School, Day- ton, and this position he has filled with con- sutrimate ability. Among the institutions with which Mr. Minnick is identified are the Knights of Pythias, the Central Ohio Teach- ers' Association, and the Teachers' Relief As- sociation. 458 ALSTON ELLIS Alston Eli.is. \vell-kn:)\vn in educational circles, son of Absalom and Mary (Ellis) Ellis, was born on a farm in Kenton county, Kentucky, January Jfj, 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 long 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 scliool 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 sum 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(54, 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 birthday. Soon after he graduated he was married, July 23, 1867, to Miss Kathar- ine Ann Cox, who -as born in Westchester, 459 Butler county. Ohio, a daughter of Captain Aliram P. and Elizabeth Cox. In September, 18(j7, 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 January, 18(39, 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 efficiency for over seven years, resigning in March, 1879, 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 Oliio 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(). 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 1872. 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 societies to deliver the annual address. He received the degree of Doctor of Phil- osophy from VVooster 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 188(1, he was made a memlier 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 member of this fraternity during his college course. From 1880 to 1887. Dr. Ellis was superin- tendent of the Sandusky, (Ohio,) public schools and brought them to a high state of efficiency. In 1887, he 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 ers' institutes and his services as normal ir,- structor have been in demand ever since. For some years he devoted a portion of the winter months to work in Ohio fanuers' institutes, midcr the authority of the Ohio State Board of -Agriculture. When the Ohio .Agricultural 4(i0 and Mechanical College was made, by legis- lative act. the Ohio State University, he be- came a meml)er 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' Association, 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 1891, 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, 189-2, he accepted it for a term of five years, at an annual salary of six thousand dollars. On the departure of Dr. Ellis from 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 tlie 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 Jttidcnts was more than trebled (from 100 to ■W ) while the material prosperity of the col- lege was shown 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 $.5(».()00 was expended for scientific and technical apparatus, the number of voluiues 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 made him a prominent figure in the intellect- ual life of that commonwealth. In December, 189:1 he delivered the annual address before the Colorado Teachers' Association 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 ihat during the period of his residence in Colorado he luade more public addres.ses than :'.ny other man in the state. In 1893, he was commissioned Colonel and .Aidc-de-Camp on the staff of Governor Davis H. Waite, Coinmander-in-chief of the militia of Colorado, and was reanpointed bv Ciovernor -Albert W. Mclntire. While in Colorado. Dr. Ellis was also a prominent member of the -American -Association of .Agricultural Col- leges and Experiment Stations, and, at the Minneapolis meeting of 18i>T. was chairman of the college section and vice-president of the general association. In February. 1901, Dr. Ellis returned to Hamilton. Ohio, and occupied his elegant home on " Ihe 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 Xcw Bremen. Ohio, and at Covington, Kentucky. On July \H. llXll. he was 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 tojuly 1900 and his salary increased to $0,000' per annum. The Republican-News, of Hamilton, referring editorially to Dr. Ellis's election to the presidency of Ohio Universitv spoke as follows : "The election of Dr. Alston 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 pnb- lisbinc houses, he has established a reputation much wider than that of the county and state which now claim him with pride. By the call from .Athens. 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- Ixrs 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 sy.stem 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 which 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 hi.story — 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 u.se 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 afford 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 frequently thrown open to the member^ 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. F'aculty 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 similar address before the B. P. O. E. of Wellston. Ohio, December fi, 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^, iilanned as they are by the president and frequently conducted by him. are 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 unrebukcd, 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 both 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 differ- 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 the 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 riglit 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 greatest effectiveness and usefulness. Mr. Smock is a native Ohioan, having been born in Spencer Township, Guernsey Comity, son of -Abraham and .\nna Sinock, 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, altogether, he was a pupil for twelve years. He then entered Muskingum College, his course of studies ex- tending over a period 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 becotne one of the prominent members of the coinmunity, 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 1893 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, 18()5, 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 eight rooms. He was next transferred to Broadway, a sixteen room school, as Prin- cipal, 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 America, Ohio Teachers' Reading Circle, National Educational Association, Ohio State Teachers' Association, and the North Central Association of High Schools. 462 CHARLES WILLIAM DABNEY, A. B. Charles William Darnev, A. B., of Hampden-Sidney College, Virginia ; Ph. D. of Gocttingcn ; LL. D. of Davidson, Yale and Johns Hopkins, is a man of virile stock. Huguenot, English, Welsh, Scotch, and Scotch-Irish blood flows in his veins. The character of his i)Iood 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 1855. His father, Robert Lewis Dabney, ■ a man of great intellectual and moral worth, was at one time Professor of Theology in Union Seminary and later of Philosophy at the Uni- 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 county. Virginia. She comes of a North Carolina family and is a cousin of the wife of "Stonewall" Jackson. .^fter being prepared for college by his father, Charles entered Hampden-Sidney Col- lege, where he graduated in 187^. He taught school for a year and then entered the Uni- versity of Virginia in the fall of 1874. 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 University 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, Mr. Dabney went to Germany in 1878, and studied under Woch- ler, Hnebner, Listing and Klein at Goettingen, and under Hoffman, Helmlioltz, 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 Annalen der Chcmic. Before he left Europe, Dr. Dabney was elected Profesor of Natural Science at Cen- tral LIniversity, 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 463 he accepted in preference to the professorship because it offered ampler facilities for scien- tific work. He 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 E.xpositions, 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, 1881, Dr. Dabney had married Mary Brent, daughter of Major Thomas Y. Hrent, 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 1887 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 ne.xt 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 125 students and an incoine of about $311,000. This had been the condition of its affairs for scores of years, but during Dr. Dabney's connection with the institution the attendance grew steadily until now it numbers from Toil 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 begin- ning of his second term for the position of Assistant Secretary of .Agriculture. The Board of Trustees of the University .gave Dr. Dabney a leave of absence for four years on condition that he should continue to look after the general affairs of the University, and should come back to them at the end of that time. .As .Assistant Secretarv of .Agriculture of the United States, Dr. Dabney helped to put the scientific bureau.x of the Department of .Agriculture under civil service, established the Bureau of Soils and that of Agro.stolofv. and did much to develon 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 office of Director of Scien- tific Bureaux was made for him. IJut being under obligations to return to Tennessee, Dr. Dabney accepted this position with the under- standing tliat he would resign on January 1, 18118. four years from the date of his entry into the Department. He was enabled thus to assist the new secretary in further or- ganinng the scientific work of the Department. During his residence in Washington, he made a special study of the scientific work of the government departmeiUs and published a num- ber of papers in which he pointed out the value of this work 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, which 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 inember of the jury of awards in agronomic at the Paris Ex- position in llloO. Returning to the University of Tennessee in 181)8 Dr. Dabney again took up the work of the presidency and devoted much tiine 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. At an educational meeting at Winston- Salem in 1(101, 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 bure-iii 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 li102. and which he originated, planned, and carried through at a cost of $15,000.00. It was attended by thousands of southern people and by 2,019 registered students. Subsequent sessions of the summer school have been even nermanently 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 takin.g place in the South. Dr. Dabney was selected 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 464 South." He had already received the degree of LL. D. from Davidson College and from Johns Hopkins University on the occasion of its quarter centennial. In lHO-t Dr. Dabney became president of the University of Cincinnati. His inauguration into the office, which was the most 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 Ijcen 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 influenCL' 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 Soutli. 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. After having, to a certain extent, real- ized, in the University of Tennessee, his ideal of the true .American 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 Wasli- 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 As.sociation 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- versity of Tennessee Record, the Reports of the United States Department of Agriculture, the Reports of the Paris Exposition of IPOd, 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 1900 — 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, 1807; "the College and tlie National Defense," proceedings of the As- sociation of American Colleges, 1890; "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- nadian .Agriculture," for the last edition of the Encyclopedia Brittanica, etc. He now has in nreparation for Macmillan and Company, a History of Education in the South. 465 JOSHUA H. JONES, A.M., D. D. President of Wilberfoixe 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 liavc been productive of last- ing good. The Reverend Doctor was born at Pine Plains, South Carolina, June 15, 18.5G, son of Joseph and Sylvia Jones. His father was a farmer by vocation and a man of much moral worth. On completing his public school studies he entered Claflin University, at Orangeburg, South Carolina, and graduated therefrom in 1874, with 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 .'\rts and Doctor Divinity. He first taught school at Fort Mott, South Carolina, and then entered the ministry of the A. 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 -'icreastd 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 d^ce^se 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 Buchtel College. .'Vkron, 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, .A.fter studying in his home district school he became a student in tlie Sherburne Union School, and on leaving there entered Clinton Liberal Institute at Fort Plain, New York, thence .going to St, Lawrence Univer- sity at Canton, New York, He was graduated from the Clinton Liberal Institute in 1882, and from the St. Lawrence University in 188(3 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 tuember of the Masonic fra- ternity. In September, 1889, he was married to Miss Anne Atwood, of Canton, N. Y., and they have a family of four children. MISS MARY EVANS The above named lady is one of the best known educators in Ohio. Her professional career began in 18(50, and her life has been one continued round of usefulness, of study for the advancement of the human race. Miss Ev.ANs was bor:i 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 she became a student in Mount Holyoke Sem- inary, South Hadley, Massachusetts, gradu- ating in July, 180(1, and was then appointed instructor in Latin and History at that insti- tution, continuing in that capacity up to 18G8. In the latter year slie 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 lias been accom- plished. Miss Evans is a member of the Ohio College Association and has a legion of friends in both professional and social circles. M. F. ANDREW Principal of the ■25th District School. Fair- mount, Cincinnati, has been engaged in edu- cational work for upward of a quarter cent- ury, and his circle of acquaintances in the edu- cational world is probably more extensive than that of anyone else in the State. ]\Ir. .Andrew is a Buckeye by birth, having been born near .'^mesville. Athens county, in 18-58. son of John R, and Elizabeth Andrew, 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 Cincinnati Princi- pals' Association, and the Masonic Order, In 1885 he was married to Aliss iMelissa 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, lOO.S, he was again mar- ried to Miss Elizabeth Willson of Jasper, Pike county, Ohio. 466 WILLIAM OXLEY THOMPSON William Oxlev Thompson, the honored Prcsiflent of the 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 been 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, Guernfey County, Ohio. Novem- ber o, 1855, his parents being David Glen and Agnes Miranda Thompson. His first school- ing was oljtaincd 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 hcjnor of graduating at the head of his class, and of securing tlic 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 in 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 l)y 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 wdiich period he was iiresident 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 tlie 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 University, a position he continues to fill with marked dis- tinction. 467 MISS LILLIAN WYCKOFF JOHNSON, Ph. D. President of the Western College for Women, at Oxford, Butler County, Ohio, was born in Memphis, Tennessee, June Iti. 18(i4, her parents being John Gumming Johnson, manu- facturer, and M. Elizabeth (Fisher) John- son. Dr. John.son was educated in private schools in Memphis until 1878 when, refugee- ing in Dayton from the yellow fever, she attended the Cooper Academy of that city during the session of 1878-79. 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 Arts in 1891. 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. Y. Her professional career began as a teacher in the Hope Night School, Memphis, after which she taught in the Clara Conway 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 Medie- val History. In 1902 she was called to the University of Tennessee as Professor 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 University Educa- tion, and is an honorary member of the Vas- sar Alumnae Historical Association. 468 JOHN M. DAVIS There are many institutions of learning in Ohio, hut none tliat is surrounded with a greater degree of revered distinction hy its alumni 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." .\nd of these of the pres- ent sreneration, all have graduated under the regime of the now President, Pkokessok John M, D.'Wis, who has held this honored incum- bency since IHHl. but who has been idcntitied with the College for over a quarter of a century. John M. Davis, a typical "self made" American, is a "Buckeye," his birth having occurred Noveml)er l(i. 1840, 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 mtivc county, and, at the ape of sixteen, he also studied in Frank- lin College, .'Mbany. Ohio, for twelve weeks. It was also at this age he had one of his life's most interesting e.xpL-riences. It was while the nation was plunged into that awful inter- necine strife — the War of the Rebellion. In 1803, 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. ."Xt the age of eighteen he enlisted as a private in Company E.. 188th Ohio Volunteer Infantry, and was in active service for over .■•even months, his regiment operating in mid- dle Tennessee from >larch !) until September 22. 18(i5, 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 .A.pril 1, 18ti8. he entered the Ohio University at Athens, Oliio, and was gradu- ated June 20, 1873. In 1880. 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- osophy. Professor Davis also studied theol- ogy and is a minister in the Free Bapti.st Church, having been ordained at Ridgeville, Indiana, in 1875. He has done much ininis- 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, 1883: Lowell, Mass., October, 1892: and at Hillsdale, Michigan, October, 19(M. .^t the conference held in Lowell in 1892 he had the distinction of de- livering the opening sermon, and his handling 469 of tile subject in hand gaiiud Iiini much coni- phmentary 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 IStU lie 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 principal of the preparatory department of the Ohio University ; 1874-78, acting president of Ridgeville College, In- diana: 1878-79, principal Wilkesville Acad- emy, Ohio. In August, 1879 he became a teacher in Rio Grande College, was appointed president of that institution in June, 1887, and still ably fills that honored position. On June 22, 187(;, 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 diploma from the hands of Rutherford B. Haves, president of the United States. BENJAMIN T. JONES Has had a lengthy, active and most interesting career. He was Ijorn February 11, 1843, in Wayne county, Ohio. His 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 1802, 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. Through faithful performance of his soldierly duties he was made Sergeant- Major, in 18(33, was further promoted to a first lieutenancy, and in 1864 was made cap- tain of Company G, 120th 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 18G4, and in 180o, he was mustered out of service by rea.son of the consolidation of his regiment with another. He then en- tered Bethany College, West Virginia, and was graduated from that institution in 18(38 with the degree of Bachelor of Arts, later having the degree of Ma.ster of Arts conferred upon him. He was given the position of assistant pro- fessor 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. Thence he went to Ashland. Ohio, as superin- tendent for three years, and then to Buchtel 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 Wadsworth, 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, where he has since continued as instructor of English and Latin C.'^PT.MN Jones was first honor man in the graduating class of '(58, Bethany College. He is a member of the Grand Army of the Re- public, and his record is one in which he may justly take pride. BECK, BERGENER & CO This is the second oldest book house in Columbus in length of continuous existence, and is one of the first in the favor and patron- age of the public. One of the specialties of the linn 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 years ago by I-'rederick Uhlmann. This gentle- man's career was ended in a most melancholy manner, he being lost at sea from the steam- ship Schiller, while en route to a visit to his native country — Germany. The changes in the firm name from the foundation of the hou.se were as follows ; Frederick LThlmann ; L'hlmann & Glock ; Clock & Son ; Glock & 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 specialties, 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 exhau.stively complete that the hardest to please can here have their wants satisfactorily filled. 470 CHARLES FRANKLIN THWING The Western Reserve University, founded in 1826, 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 Fr.\nklin Thwing has 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 Collcpc, from which 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. t 471 LEROY A. BELT, A.M., D. D. i In the annals of education in Oliio, in which so many distingnished names appear, a position of prominence is occjipied by the snbject of this sketch. His career has been distinctively a most successfnl one, replete with beneficent work and professional tri- umphs. Though imobtrusive in his methods, yet his untiring energy, conscientious efforts, and persistent labors have been resultant 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 attainments, 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 cau.se of mor- alitv 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 his worthy parents, Alvin T. and Barbara Belt, both now deceased, 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 Wesleyan University at Dela- ware, Ohio, whither his parents moved when he was at the age of 13, and after taking a full course of studies, was graduated from that institution with honors, in ISlil. 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. .As pastor and pre- siding elder he has 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 18Tti. He retired from the ministry four years ago to become president of the Ohio Northern University at ."^da, Ohio, a position for which his e-xperience 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 -'0, 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. 472 WILLIAM FRANCIS WHITLOCK, D. D., LL. D. Dr. Whitlock is one of the oldest and best known of Ohio's educators and divines, and has a splendid record to liis credit. He was born west of Dayton, in Montgomery county, Oliio, on the farm owned by his parents, Elias Bai, and ordained in 1887. From 1871 to Western College, 1878 he was treasurer of his Alma Mater, and in 187.3 was appointed Professor of Ancient La"guages in that institution, resigning in 18i!) to occupy a similar position in Westtield Cciilege. Westtield. Illinois, which he held up to 1881, when he removed to Greenville, Fast Tennessee, where he became Principal of Kd- wards Academy. In 1888 the professor was appointed President of Westtield College, Illi- nois, retaining this office two years, and re- signing in 188.") to enter Union Biblical Senn'- nary at Dayton. Ohio. He founded the Oak Street United Brethren Church in Dayton and was its pastor from 188(1 to 1888. Fronr 1888 to 18!)4 he was pastor of the First United Brethren Church. Dayton, and in the last named year was offered and accepted the presi- dency of Western College. Toledo. Iowa. This latter position he continued to till with dis- tinguished ability up to September 1, liKI-l, when he was tendered the presidency of Ot- terbein L'niversity. Westervillc. 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. J-Ie received the degrees of Master of .'Vrts, in 187.5. and Doctor of Divinity, in 181)0. from his .Mma 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 will 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 Ohio, 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 Arts, and in 1901 the further degree of Doctor of Divinity. His professional career began in 188(5, when he was appointed assistant pastor of the Memorial Church nt Springfield, Mass.. and a year later he was chosen pastor of the East Congregational Church at Ware, Mass., con- tinuing in this capacity up to 1891, when he resigned to become a professor in the Hart- ford Theological Seminary. There he labored until 1000, when he was elected president of Marietta College, a position he has filled with dignity, scholarship and marked ability. Profes.sor Perry is commissioner in Ohio for the Rhodes' scholarship and holds mem- bership in the National Teachers' Association, the Ohio State Teachers' Association, the Eastern Ohio Teachers' Association, and the Ohio Valley Round Table. In 1887 he was married to Miss Anna Morris, of Hartford, Connecticut, and they have two sons, now aged fifteen and eight years, respectively. 482 » REV. LOUIS H. SCHUH The above named gentleman has been pres- ident of Capita! University, Columbus, Ohio, since 1001. This institution was founded in 1850, and has been a power for good in the educational world. The Rev, Mr. ScHfH is a native of Ohio, having been born at Gallon, this state, July 7, 18o8, son of Mclchior and Christina (Zim- merman) Schuh. 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 1883. 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 CapiLa! University, and in li)01 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 16, 1884, he was married to Miss Loy, and they have a family of seven children. 483 REV. ISAIAH PAUGH, A.M., Ph.D., S. T. D. Dr. P.\ugh has long been known in edu- cational and ecclesiastical circles, and is rep- uted as a scholar of the highest attainments. All of his honors have been won by in- dustry 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 priine 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 fartn. He received his earlier education in the common schools of his native State, at- tended normal school, and tlien took courses, severally in the West Virginia University, .Xl- legheny College, the University of Chicago and Taylor University. He holds college and university diplomas for the following degrees : Ph. B., A. B., A. M., Ph. D., and S. T. D., all earned by hard work. He first taught in the public schools of West Virginia 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, 1!I(I3, he was appointed pas- tor of the .Methodist Episcopal Church at Scio, Ohio, by Bishop W. F. Mallalieu. and on ,\ugust 18, ]I)h4, he was elected president of Scio College. Scio, Ohio, where he also of- ficiates as Professor of Moral Philosophy and Evidences of Christianity, positions his schol- arship and experience have amply etpiipped him for. Dr. Paugh served the Methodist congrega- tion in Poland, for three years, after which he came to this city and accepted the pastorate of the Wilson Avenue ^Iethodist church. Subsetiuently he accepted a call froiu Scio. Miss Eaye 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 .^da McFarland. 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 Oberliii College, which was first opened December 8. 1883. 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 1870, 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, ju.stly 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 sons. Rev. Henry 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, 1883; D. D., Oberlin College, ]8i(7. Western Reserve University, 1901, and Yale 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. 18911-91 ; Professor of Philosophy, Ober- lin College, 1891-97; Student, L'niversity of Berlin. 1893-94; Professor of Theology and Philo.sophy. Oberlin Seminary and College, 1897—; Dean of Oberlin College. 1901—; President of Oberlin College. 1902—. 485 CHARLES. I. BROWN President of Findlay College, at Findlay, Ohio, was born in Woodbury, Pennsylvania, on December 11, 18(il, his parents being Abrani 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 1888. Later he performed post-grad- uate work at Findlay College. Prior to 1884 he taught in public schools, but from 1888 to 1!)()4 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 Brown. 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. (Banfiekl) Creager, at South Whitley, Indiana, September 3, 1872, and obtained his early education in the country schools of Preble County, Ohio. Later he studied in the National Normal University, at Lebanon, Ohio, graduating in 1890, 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- versity, 190O-1. Professor Cke.\ger first taught in country 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 .'\cademy, 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 College. Defiance, Ohio, is widely known as a profound scholar and an educator of distinguished ability. He was born in Kokomo, Indiana, on March 16, 1872, his parents being Raven McReynolds. a stock raiser, and Nancy Oren McReynolds. His education has been a most thorough •one. complete in every respect. After 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 Chris- tian College. Indiana. Next he took a course in Hillsdale College at Hillsdale. Michigan, and afterward a course at Hiram College. Hiram. Ohio, from wliicli Ic graduated in 18il.5. with the degree of Bachelor of Arts. He also took a special course in the Uni- versity of Chicago, so that his studies, alto- gether, have been of the mo.st comprehensive character. In Ifxrj he was elected Dean of Defiance College, and served with marked dis- tinction in this capacity. One year later he was elected president, in which capacity he is acting at the present time. Mr. McReynolds was married on June -C. IH!)."). to Miss Cora Mae Kennedy, a lady of high personal attrib- utes, and they reside in a pleasant home at Defiance, esteemed by the entire community 488 EDWIN FRANKLIN MOULTON Mr. Moin.TON who now tills ihe position of Superintendent of the Cleveland Pnhlic Schools, represents that strong type of profes- sional men who hy close stndy and application. have not only advanced from the beginning of his profession, bnt one who has made it his aim and ideal to promote the canse of his chosen profession to that perfecting plane where the child is not only edncated in hooks hnt in the nobler and higher attainments of good citizenship. Those who have been closely identified with Snpt. Monlton bi'ar testimony of his never tiring zeal to gain for the child and nltiniBtel' for the state, those cmalilications of manhood and womanhood which will insnrc the noblest character and prepare tliein for civic dnties and nsefiil lives. Edwin I'Vanklin .Monlton was born in the conntry of onr bordering neighbor, Canada, on a farm. Monlton Hill, belonging to his father, and originally owned by his grand- fatlier, Calvin Monlton, from which the hill derived its name. Mr. Monlton's ancestors were of New England stock, having settled in Massachnsetts 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, bnt when nine years of age his father. Calvin Monlton, moved to the states and settled in Illinois, near Beloit. .Advantages for an edncation were meagre and in bis early years he was thrown upon his own resources. Determined upon an edu- cation and seekin.g better opportunities f>f learning, in the fall of IH'u be came to Ohio and began preparation for college at Grand River Institute in .\nstinl)urg, Ashtabula county. .\fter graduating from there, he entered .■\ntioch College but at the close of his sopho- more year, he decided to go to Oberlin and 489 graduated from that College in 1865 with the degree of Bachelor of Arts ; later he received the degree of A. M. ^Ir. Moiilton began his professional career as teacher in Rnssellviile, Ohio, leaving there one year later he took charge of the New Eng- land Christian Institute— 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 m his conduct of the Cleveland schools. Since early manhood he has belonged to the Masonic Body and for manv 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 vears 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. Although a Republican, he has served both Republican and Democratic School Boards and received his present position through the appointment of a Democratic director. A leading characteristic is his great ability to hear both sides of a question with the same interest and to make his 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 tvpe of the gentleman, recognizing tlie 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 excellence." In early manhood Mr. Moulton married Miss Ellen Margaret Reed, who died in 1892, and to whom were born two daughters — Maud and Margaret. The former having died in 1883 while a student at Oberlin — the lat- ter is tlie wife of Dr. George H. Ormeroid now living in Warren. In 18!>4 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 9, 18<)7, son of Peter Fries, who con- ducted a blacksmith shop in that city. He first attended country schools also the high school at Frazcysburg. and took a course at Ada Normal School, from which he graduated in ]i. 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 Muskingum county five years when he went to Franklin county and taught country schools there two years, and next was in charee of the grammar school at FrazeysDurg for a year. In 1800-1 Mr. Fries taught school at VVashoe, 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 tlie 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' .'\ssociation. the Ohio Teach- ers' Federation. State Teachers" Association, and- is also affiliated with the Order of Odd Fellows, and an attendant of the Methodist Episcopal Church. In 1891 he was united to Mi.ss Ada L. Perry, of Muskingum county, Ohio, and their happy marriage has borne fruit in two lovely children Izola Fries, aged twelve years, and Vesta, aged seven. 490 I 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 fatlier 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 Maineville 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 also 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. After serving in a similar capacity at Batavia and Madisonville, Ohio, he was elected assistant superintendent at Cincinnati. His next posi- tion was as Dean of the Ohio State Norma! School at Oxford, Ohio, where he remained up to li)03, 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 the state. 491 JACOB A. SHAWAN Ohio, with its grand army of 28.llliii public instructors, presents to the world one of the greatest spectacles in the way of an object 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 sy.stem 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 lie is a man pos- sessed of more than ordinary ability. Of such calibre is built tlie present super- intendent of .schools of the city of Columbus. Ohio, Mr. J. A. Shawan, 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 judg- ment has excr been acknowledged among the wisest. J. .'\. Shawan was born in Wapakoneta. Ohio, and shortly 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 the 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 Arts, and, three years later, the .same institution granted him the degree of Master of Arts. In ISl'M he received the degree of Doctor of Physics from Muskingum College, and from 188(1 until 188:! he officiated as superin- tendent of schools at St. Marys. Subsequentlv he became superintendent at Mount Vernon, and then, in 188!l, was honored by being elected superintendent of schools in Columbus, Ohio. In l!ln-'i Mr. Shawan was proposed as can- didate for the position of Commissioner of Schools, but owing to political combinations declined to allow his name to go before the state convention. 402 WILLIAM WALLACE CHALMERS The above-named geiitleniaii 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. Chalmers was born November i. 18(i]. He is the son of Andrew Chalmers, a farmer, and his earlier education was re- ceived in the district schools of Kent county. Michigan. Later he continued his studies at tlie 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 Michi- gan State University at .'\nn Arbor, and grad- uated in 1887 with the degree of A. B. Then followed a course at Eureka College, Illinois, in 1889. In ]il04 he was honored by having the degree of LL. D., conferred on him by the Heidelberg University. Dr. Chalmers first taught when but si.xteen 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 18il0 he be- came superintendent of schools at Grand Rap- ids, Michigan, and continued there for eight years. In 18;)8 he was elected superintendent of instruction in Toledo, Ohio. Dr. Chalmers is a member of the Ohio Teachers' Reading Circle, the Northwestern Ohio Teachers' .'\ssociation, 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 -Wd degree. In 1880 he was married to Miss Eugenia Powell, and they have two children — Stella, aged twelve, and Andrew B., aged ten. 493 DR. EDWIN N. BROWN One of the most scholarly among the popu- 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 1800, 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 of 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 Brown 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 tlie famed University 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 I^octor of Philosophy was conferred upon him by his Alma Mater. On returning to the United States he spent some time in literary work at Ann Arbor, Michigan, and then, in 19i("2, 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 ^letliodisl Church. In 1889 he was married to i\Iiss Lura C. Corbett, of Hillsdale, Michigan, and they have an interesting young daughter. Miss Florence Brown. 494 i 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. Mythology, 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 demon.stration. 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 hack 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 .'\ssociation 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 alone. 495 WILLIAM WALLACE ROSS The above-named gentleman has been one of the most valued members of Ohio's great army of pnblie echicators for upward of a lialf century, and the num1)er 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 unitpie is the fact that of these years forty-one have passed as superin- tendent of schools at Fremont, Ohio. Wii.i.iAM VV.M.i.ACE Ros.s was born at Se- ville, Medina county, Ohio, December '24, 1834, and that being Christmas eve he certainly must have been a most 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 eight years during Pierce's and Buchanan's admin- istration was postmaster of the same village. His ancestry came from Rosshire, Scotland, his grandfather having served as an officer in a Highland regiment with Wolfe on the Plains of .Abraham receiving a grant of land near Picton, Ontario for meritorious service. The maternal grandfather of Mary Hark- ness, the mother 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 taught in the acad- emy at Seville. He next took charge of a school at Wadsworth, Medina county, and went thence to Clyde, Oliio, in 18()-2 as super- intendent. He remained at the latter place two years, or until 18(i4, when he was ap- pointed superintendent at Fremont and there he has continued his benign rule of schools ever since. He 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 18(>1 having studied law during his summer vacations at Seville, Medina and Cleveland. Clrowing up in that storm center 496 of American politics before tlie war, tlic Con- necticut Western Reserve, lie has always taken a deep interest in all that pertains to citizenship and has written and spoken ninch on political and economic subjects. lie has been an active worker and lecturer at teaclicrs' institutes and other educational as- sociations. In the seventies he received the honorary degree of A. M. from the Western Reserve University. Mr. Ross is a member of the Oliio Teach- ers' Reading Circle, the Nortliwcstern Ohio Teachers' .\ssociation, the Ohio State Teach- ers' Association, of which he was once presi- dent, and the Methodist Episcopal Church. He has served on the State Board of Exami- ners for three terms, and in \^~'-\ 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 If^tiT Mr. Ross was married to Miss Julia T. Houghton, of Wellington. Ohio, and they have had three children — W. D. Ross, Clara J. Ross and Harry H. Ross — all of whom are living, the first named having been for twelve years a successful teacher and principal of the Fremont High School. FRANK D. BLAIR This gentleman has 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 existing conditions, and he has ever commanded the fullest confidence and esteem of his colleagues and pupils alike. Fr.\nk D. Blair was born in Greene countv. in March, 1862, and has always lived in this state. His father. Josephus Blair, a minister by profession, was also a public school 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 honors from that institution. Returning to teaching he became an instructor in Wilmington College, continu- ing 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 Fellows. He likewise holds membership in the Ohio Teachers' Reading Circle and the Southwestern Ohio Teachers' .■Association. In 1801 his marriage with Miss Emma C. Lewis occurred, and tliey have a winsome daughter, Rutli. now in 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 educational world. Mr. I^ii.cjer is a native of Fairfield county, Ohio, born on January In, 1871, his father be- ing M. J. Dilger, a successful blacksnfith now living in Pleasant township, with his wife. Maggie Oilger, 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 home section. Fairfield county, 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 18.01. In 1887 he received his first teacher's certificate, and taught in Pleasant township school No. (i, 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. 15 for one year, and school No. 12 for two years, both in Wahnit tovynship, and next was master of the Thornville grammar school for five years. After being in charge of Walnut township school No. 1 for two years. Mr. Dilger went to West. Rushville. Richland township. Fair- field county, in lIMi.S having been appointed superintendent of the school there, and he continues to most 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 Fairfield County Teachers' Associ- ation and the Ohio Teachers' Federation. In 1802 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 Oliver E. .-Kllen. born 18(i0. at -SO Mound St.. Springfield, Ohio, attended Wittenberg College, and taught school for twenty-five years in the county and city. On November 21. 10(14, he was appointed principal of the Jefferson School, which has just been completed for the accommodation of the three hundred or more children of the K. P.. and I. O. O. F. Homes. 497 JOHN S. WEAVER The gentlemen represented in the above caption has been identified with cdncational 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.wer is a Buckeye by birth having been born in Warren county, Ohio, in 184ti, and is one of six children, the parents being Amanda and John S. Weaver, the latter a well known Presbyterion divine of his day. After passing through the common schools, Mr. Weaver entered Monroe Academy, Monroe, Butler county, Ohio, and after a course there went to Wittenberg College, from which time- honored institution he was graduated in 18C7, 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 Cit}', 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. Mr. Weaver was united, in 187G, to Miss M. Bur- lingame, an estimably known lady, and they have two fine children as a result of that 498 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 186G with the degree of B. A., — three years later the same institution conferred upon him the de- gree of ^I. A. In 1866 Dr. Bennett was elected professor of Mathematics in Moore's Hill College, Ind., which position he held for eight years. In 1ST4 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 187t), 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 Examiners- for nineteen years. Dr. Bennett has been a representative man in educational affairs for many years, as a member of the National Ed- ucational As.50ciation, 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 recognised and his opin- ions and methods sought for. 499 J. J. BLISS J, J. Bliss is of Ohio birth, liaving been born at Russell, Geauga County, in 1854, but the family soon removed to Bainbridge in the same county. His father was Olney R. Bliss, a farmer by vocation, whose father Otis B. Bliss came from North Adams, Mass. Three sons and two daughters con- stituted the family and of these one of the latter is deceased. "In 1086 the first of the Bliss family came from Devonshire, England and joined tlie Plymouth Colony. Mr. Bliss is a descendant through his paternal grand- mother of Roger Williams, and his mother was a McFarland. descended from the famous Highland Scotch Clan of that name. Five of his direct ancestors fought for independence in the revolutionary war." Our subject attended the district schools of Bainbridge, Geauga County for some years, also a village select school, and after acquiring all they had to impart, he entered Hiram College for preparatory work, where he re- ceived in.struction 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 .'Krts, and in 1880 the college con- ferred upon him the further honorary degree of Master of .A.rts. Mr. Bliss taught winters and attended college the other three terms, Oberlin at that time having a reeular college term in the summer. After graduating he 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 the schools at Crestline. In 180.5 he was recalled to Bucyrus, and since that year has Iieen the efficient sup- erintendent of schools in that city. Mr. Bliss has a large library which has grown with his varied reading, and he has traveled quite ex- tensivelv in the historic sections of the 500 United States ami Canada. .Mr. Bliss is a member of the Knights of Pythias, the Ohio Teachers' Reading Circle, the National Edu- cational .Association, Ohio State and the Xorthwcstern Ohio Teachers' .Associations, and a memher of the Congregational Church, and president of the Y. M. C. A. and .secre- tary of tlic public library board. He was married to Miss Ella May Fuhr- man 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 ju.st, industrious and thrifty ; make the world better for your liav- ing been in it." The above is the motto of Mr. Yowei.i,, and right nobly has he carried it out. He has been a principal in the Ea.st End .since 1870. En- thusiastic ever, his heart and soul are in the best interests of these schools, and he has al- ways endeaviired to have his boy and ,ei |)upils turn out to be good, honarable, intelli- gent men and women, good citizens of the Republic, a most praiseworthy effort. Richard C. Yowell was born December 81 , 188.S, in Petersburg, Boone county, Kentucky. His father, Kertley Yowell, a native of Vir- ginia, was an engineer and a coast trader : liis 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 Petersburg ; then came a course in the .Academy, same place, from which he graduated in 18.58. While there it was his good fortime to have as in- structor a live, keen, accomplished school- master from N'ew England. Nelson AI. Lloyd, father of Professor J. W. Lloyd, and the Lloyd brothers of Cincinnati. Mr. Lloyd's in- dividuality was strong and his impress luade upon the characters of the young men that at- tended the academy was lastingly beneficial. Mr. Yowell first began teaching in a country school in Indiana, in Switzerland county, that State, in the winter of 1 SoS-.')!). On January 2, 18(i(», he became principal of the district school, Cincinnati, which then stood on the site of the present Hyde Park Scliool. In 18(iS he was appointed first assistant in the Thirteenth Dis- trict School, Cincinnati, now the Webster school. From this position he was jiromoted to the head of tlie Twenty-fourth District School in 1870. where he remained until the comple- tion of the Lincoln public school building, 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, bein.g Past Master of Yeatman lodge, F. & A. M., and Past Grand of Spencer lodge, I. O. O. F. He is a member -uid e.\-president of the Principals' .\ssociation of Cincinnati, iilso member and e.x-president of the Teachers' Club. He is likewise a director and trustee of the Teachers' Annuity and .Aid .Association, as we!! ■ its linancial 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 I. and Effle 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 gentleman 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 exponents of the great public school .system as exemplified in tlie 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. MrCoRD is a son of Ohio's soil, hav- ing been born at Washington Court House, this state, .August l-"), 1872 and his early life was 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 daughter. For some years our subject at- tended the country schools near the place of his birth, and finally, in 18!)0. graduated from the Normal School at Washington Court House. His career as a teacher began in I8.i:S 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. McCord 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 Springs schools, the duties of which position have been filled by him with mifailing suc- cess. Air. McCord is president of the Green County Teachers' As.sociation, the Board of County Examiners, the Ohio Teachers Read- ing Circle, the Odd I'ellows, and Modern Woodmen of .America. On .August 15, 180.5, he was married to Miss Leatha Patton, and they have a pleasant home at Yellow Springs. 501 STARLING LOVING, M. D. Dean of the Starling Medical College, Co- lumbus, Ohio, and one of the foremost phy- sicians and surgeons in the United States, was born in Russellville, Kentucky, in 182d, son of Willis Loving, a merchant, and Susan- nah Loving. He became a student in the Russellville Academy, now known as Bethany College, and was graduated in 1840. Later he entered Starling Medical College at Co- lumbus, and, after a highly successful course of studies, graduated in 1849. Then followed a post-graduate course at Bellevue Hospital, New York, and graduation with honors in 1853. On the breaking out of the Civil War he was commissioned surgeon in the Sixth Ohio Volunteer Infantry, and performed in- valuable services throughout the whole of the internecine struggle. In 1875 Dr. Loving was appointed an instructor in medicine in the Starling Medical College, and in 1884 was elected Dean of that institution, a position he has since continued to hold with an efficiency that has given him a widespread reputation. In 1882 he served as president of the Ohio Medical Society, and in 1893-4 was first vice- president of the American Medical Associa- tion, an organization with a membership of eO,^)^). 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 membership in the Association of American Physicians, the American Clinical Society, the Columbus Medical Society, the military order of the Loyal Legion, Mount Vernon C6m- mandery, F. & A. M., and since 1866 has been Physician-in-chief to St. Francis Hospital, Columbus. Dr. Loving has been a frequent contributor to medical publications, and is a recognized authority in his profession. 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, five 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. 17), 1816, 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 larsie educational establishment, chiefly for the education and training of teachers." This book appeared in the early 70's, con- sequently Mr. Holbrook had not accomplished his prreat 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. .\s early as 184"2 we find him organizing classes for the study of the Theory and Prac- tice of teaching, during the summer vacation. The first Summer Normal of which we can find any account was conducted by Mr. Holbrook in Hillsboro, Ohio, during the summer of 18-3'i. 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 503 ■during the term. Every student had a cab- inet of minerals with collections of botanical specimens, pressed and properly labeled for examination by visitors. Many addresses were made by students 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 : students were on their honor as ladies and gentlemen. Before this time Oberlin 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 where they could do the best work. Boarding and room rent were put at such a price that many a young man spent a year in school for less than $lo(*. Boarding clubs were formed l)y students, they electing one of their number for steward and hiring a woman for cooking. Board cost on this plan less than one dollar per week. Students were requested to make a pro- gram for tile 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 summer, thus 50 weeks were used for college courses. The discipline of irregulars and offenders was conducted entirely in private. No example was ever made of discipline. .\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 such as made it un- necessary. Finals and publics at General Ex- ercises by scientifics and classics occasionally. Daily prayer meeting was conducted entirely b" students though sometimes attended by the teachers. Sotuetimes they, individually, were invited. In 18(i") the entire four year college course was arranged to occupy two years and by the use of fifty weeks in a vear and more hours in a day, it was found there were more hour long recitations in the Normal college course than in that of the regular college of four years. Students graduating in the Normal courses were accredited at Vale, the same as those coming from any of the established col- leges and they luaintaincd the reputation of their college work : often winning any prize offered by the college to which they were competitors. Many other incidental improved practices and usages were introduced and worked successfully. Graduate students from the classical course at the Lebanon Normal School — now known as the National Normal University — are ad- mitted to the senior year at Yale without examination.. President Holbrook now in his ninetieth year, is spending his days in the old town, that has been his home for so many years. His mind is seemingly as bright as it was twenty-four years ago, when the writer first met him. His work for elucation has never been appreciated, but in the years to come hundreds will rise up and call him blessed. M. F. Andrew. LINNEUS C. DICK This gentleman enjoys the distinction of havin.g 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. Djck was born near the village of Rushville, Fairfield county, Ohio, October II, lM5i), 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 contiiuied in active service as a public instructor up to 11)01, when old age compelled him to retire from school room generalship to private life, after a most extended, useful and honorable career. Our subject, beside his home training, re- ceived hjs first instruction in country and vil- lage schools, after which he took courses in [•"airfield 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 Jefiferson for over twenty years, gained gradual promotion here, and in 18:i]l was deservedly rewarded for faithful services by 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' .As.sociation, Ohio Teachers' Reading Circle, and is also one of the Madison County Board of Exam- iners, and an attendant at the Methodist Epis- copal Church. He was married to Miss Cora A. Ingalls, a graduate of the West Jefferson School in 18H(i, and a native of Jefferson county. Ohio, and the- have a chanuing daughter, Gladys E. Dick. 504 GEORGE S. ORMSBY A short distance cast of the liistoric viHagc of Concord, Mass., is a meadow througli which flows westerly a small brook, which enters a timnel and runs down under a por- tion of the village heneatli a street which is now called "the dam." Emerging from the tunnel it .soon empties into the Concord river just above. "The rude bridge Where once the emiiattlcd Farmers stood, And lired the shot heard Round the world." For more than a hundred years this brook- has borne the practical name of "Mill Brook," along the line of the street now called "Th- Dam" was once a mill dam and above 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 l!)th of April, U~^i when, un- invited, they made an early call on the farmers of Middlesex. On the north bjrder 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 tile south border, and about the same distance from the brook, there once stood an mipretentious humble cottage, in which George Stcplien Ormsby was born on Sunday the first day of October, ]8-i(l. 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, w."s 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 Xew 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 Henry, Charles White. George Ste- phen. Francis Elliott and Edward Blanchard. 505 Except the subject of this sketch all these nave passed into the sphere beyond. Before lie 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 m the front entry of the house and was eating a piece of "lection cake" which his father aiid 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 Hoating on their backs. He remembers while m Bolton that Lafayette, in 1S2-1. passed his lather s house; he thinks he is one of very few now ivmg (1005) who ever 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 hrst day, when he could not read when he knew not a single letter. How manv weary months he sat on the low hard fron't 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 i he says It was not all a blank; for one day the mmi.ster 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 bixty-four years glide away, and Mr. Ormsbv returns to the place of his old home in Bolton He goes into the church not knowing what he may see withm 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 Mr. Allan the kind preacher who with outstretched hand on tha far off day drove all the little children into the house, as he would have driven a lot of lambs into the fold. Query. Is there anv way of making impressions on the mind o'f young childhood that will be lasting? At this school he became the possessor of the hrst spelling book he ever owned. A part of this IS still preserved. In the early autumn of 1827, when Dam- son plums w-ere 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 day.s he learned to spell some of the linger ^■?L \l"u '"' .^l"^"'ng book, and nearlv all 1 he Abbreviations" .so-called as A, A S A B., A. D., etc. He learned also the various 500 arts of punishment that could be inflicted by a handsome man six feet and two inches high \yith muscular proportions who did not fear that his larger pupils would throw him out ot 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- tended. He is required to stand on a seat 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 tmgers, his legs below the knee onlv 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 again to his punishment. Another offender holds a book on his open palm and stretches his arm ma 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 limber 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 18M, 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. 1820, on 1 hanksgiving, 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, about four miles, then they took tlie 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. 18211. 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 again was he the recipient of the care of any of his own kindred. At this time a gentleman by the name of Young, George M. Young of Lyme, N. H., tile father of E. S. Young, who became one of the first lawyers in the Dayton, Ohio, Bar, and subsequently was the grandfather of George R. and William H. Young, who at this time (1U05) constitute the law firm of Young & Young, Dayton, Ohio, became in- terested in this boy; and in June, 1880, took him with him to Lyme, New Ilampshirc. Here he did all kinds of farm work that a boy could do and attended school three months in the year till 183o. In this year the Young family emigrated to Ohio. He was then fifteen years old and chose rather to come West with this fannly than to remain in New England, as he was urged to do. They left Lyme. ^L'ly 15, and reached Burlington, Vermont on the 10th. On the eastern slope of the Green Mountains they crossed a heavy snow drift, on the road. From Burlington they passed up Lake Champlaiii 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 May 29. The next day at evening they boarded the steamboat General Pike for Cleveland, Ohio, sailing in the early morning of May 31, arriving in Cleveland and stopping at the old Franklin house about 1 o'clock Sun- day morning, June 1, 18.35. On the same morning they embarked on the canal boat Ohio, and reached Newark. Ohio, the end of their journey on June 3, 18-35. 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 wliat 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 off three acres of land for the same man 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 six 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(11. In August of that year he was appointed to the super- intendency of tlie Xenia pulilic schools, Xenia, Ohio, a position which he held until 187'J. 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 Men's College. All teaching in this institution is done without pay or reward. In 18i)0 he again visited London returning in 1891. This voyage luaking ten times that he has crossed the Atlantic. In 1806 Professor Orm.sby wrote a school l)ook on Geography called "Ormsby's Guide to Geography,'' published by E. H. Buttles & Co. In 1877 was published his "Primary Mathematical Geography and Guide to Nich- ol's Geographical Models,'' also his "Terres- trial Globe ^lanual." 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 ne plus ultra. It is impossible to make a better one. Some time prior to the year 1871, Richard Grant White wrote an article on what he called the "Granunarless Tongue." To this article Professor Ormsby luade a brief reply, and, subsequently he wrote a scries of six papers on the subject of Grammar whicli were published in the Ohio Educational Monthly, edited at the time by Hon. E. E. White. The first appears in Vol. I'i. No. 1. January, 1871. The subsequent numbers appear in the order as follows: in March. .-Vpril. May. June and the last in January. 1872. The thought chiefly emphasized in these papers is that English Grammar is a study difiicult to learn because the exact truth is not seen in the definition. The learner cannot understand the definition because it is not true. Prof. Onusby is the author of an unpublished Granunar. 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. Rickofif, Thomas W. Harvey, E. E. White, Stevenson, Hancock, Tappan, and others. He is at this time (1005) 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. 507 G. L. SMEAD That most bfiielicent of institutions — tlie Ohio State School for the Blind — has been in existence since 1837, 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 otlier in the country devoted to this purpose. The following are the names, in tlie order of their succession, of the six superintendents who have given the institution faithful service : A. W. Penniman, William Chapin, George Mc- Millen, R. E. Harts, Dr. A. D. Lord and G. 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 its present efficiency is due to his efforts. Mr. Smead is a native of the Old Bay State, having been born in Greenfield, Mass., in 1834, 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. He fitted himself for a collegiate course at Westminster 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. Mr. Smead first taught in a country school in 18.51 to 185'i, and then in select schools in Clrecnhcld in 185.")-.")(i-.57. In 18.")9 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 Gospel, 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 away from the institution the following gen- tlemen served, consecutively, as superintend- ents: Henrv Snyder, Dr. H. P. Frieker. C. H. Miller. Dr. S. S. Burrows and Dr. R. D. Wallace. Mr. Smead was married to Miss Sarah E. Emer.son, 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 Johns F-|-ipkins Medical College. 508 PROF. MARTIN REGISTER ANDREWS Many of tlic professors at Marietta Col- lege have won a national repntation throngii the excellence of their work there, and their long length of service, and among the number is the above named, who has been connected with the institution for over a quarter cent- ury. Professor Andrews was born 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 1859. 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 Harniar, 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 liccamc attached to Marietta College, where he has continued for twenty-si.K years, first 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 Army of the Republic and the Masonic fraternity. He is also a member of the P'irst Congregational Church of Marietta, one of the oldest in the State, which was organized in 1T9(). Their church l)uilding begun in 1806 was destroyed by fire early on the morn of February 13, 1905. Professor Andrews has been twice mar- ried, first to Miss Amanda Laughlin, of Mc- Connelsville, and latterly to >liss 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 husband, until his death in lOO.-?. - 509 WILLIAM M. WHITE In February, l!H>o, the above 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. WiLU.\M M. White is a Buckeye by birth, the oiTspring of early pioneers. He was born February 21, 1830, 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 Smithfield, Ohio, and later took a course at the McNeely Normal school, from which he was graduated in 1856. Prior to this in 1854 he began the professional ca- reer in the public service that was destined to extend over so lengthy a period. His first school was in the Kearney district, Smithfield township, Jefferson county, Ohio, and after- ward he taught in other district schools near Smithfield. He then returned to Smithfield 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 February, of the present year. Mr. 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 VV. 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 pupil in the public schools of \rount Pleasant. 510 ABRAM BROWN Instructor of the Departinent of Languages at the East High School, Cohimbus, 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 lirst 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 186". Mr. Brown first taught school at Westfield Academy, New York, for two terms, and from there went to Columbus, Ohio, in ^larch 1808. 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 Charles Burleigh Galiikeath was born in Fairfield township, Columbiana County, February 25, 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 187!) 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 188:1 Four years later this institution conferred upon him the degree of A. 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 pro- moted to the presidency of that institution. While in East Palestine he was for two vears editor of The Reveille, now The Reveille Eeho. While teaching he frequently did institute work. He was school examiner of Columbi- ana county, 1885-180,3. He holds a life cer- tificate from the State Board of Examiners. In 1896 he was elected State 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 State. .\ sys- tem of traveling libraries has been organized and these collections of books have been sent to patronizing communities in every county of Ohio. Among all the states of the Union, 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 American Library Association and the Na- tional Association of State Librarians. Of the last named organization he was president in li)00. Under the direction of Col. Ethan Allen, of New York, Mr. Galbreath, in 18!)7 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 just before the Si)anish-.-\nierican War. Mr. Galbreath is author of the followi books and monographs : "Sketches of Oliio Libraries;" "F'irst Newspaper in Ohio:" "Dan- iel Decatur Emmett, author of Dixie": "Samuel Lewis, Ohio's Militant Educator and Reformer :" ".Alexander Coffman Ross, au- thor of Ti/ypeeaiioe and Tyler too:" "Benja- min Russel Hanby. autlior of Darling .Vc//y Gray." He has written other sketches and has contributed to library and educational iournals. 512 JOHN W. ZELLER SuPT. Zeli.er first saw the light in that section of Northwestern Ohio known as the "Black Swamp" region. His father and mother came from VVurtemburg, Germany, and became pioneers in the settlement of Hancock Connty. Reared on the farm in a ronnd 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 SCOOr, 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 be?n 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 EDUC.\TI0NAL 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 1,000" 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 thjrd time when tendered him 513 at its recent session in this city. He has 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 INSTRUCTOR AND RELATION TO RURAL SCHOOLS. As institute instructor he has served two terms in half of the counties of the state, and at these meetings'many ot 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. Schaeffer, 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 passmg 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 ot 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 county schools. WORK IN THE FIN3LAY SCHOOLS. No comments need be made on his efficient 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 900 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 mucli money. In four years Find- lav 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 eighty-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 administration an extraordinary task, and j'et despite this unavoidable, unfavorable circum- stance Findlay city schools rank with the best in the state. During all these years Supt. Zeller has been fortunate in securing an able corps of teachers, and being a hard and etTec- tive worker, he has inspired his teachers to do hard and effective work. EMINENTLY QUALIFIED. 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 in the admirable condition in which his schools are to be found. R. L. Frazier was born in Wheeling. West Virginia. February 1."), 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 Fdgington, We.st 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 1!)03. and took a year's scientific course (1900-1) at the Ohio State University. In 1896 Mr. Frazier taught his initial school, 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 1904. be 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 16."). 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 Eggenberg. of Gnadenhutten, an amiable lady of excellent attainments, and they have a girl baby to en- liven their hearthstone. 514 N. H. CHANEY The subject of this sketch is a native of Highland County, Ohio, and was born March 4, 1850. He is the third of a family of six children, whose parents were John A. and Mary C. Chancy. 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. Chanev 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 classes and to teach in their absence. This early work has always been regarded liy 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 special study, and after four years of hard work passed the required examinations and secured the coveted honor. Later he entered upon an extensive studv of English Litera- ture and speculative philosopiiy as a post- graduate student at the Ohio Wesleyan Uni- versity, which conferred upon him in 180'i 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 Certificate, 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 I8811 to Miss Anna R. Roiish, of Sabina. Ohio, and has a family of three engaging daughters. His school motto is "First a man then a scholar," and he insists that public education should take care of right living as well as right thinking. J. E. FROENDHOFF In Dayton, as elsewhere, there are a inmi- ber of citizens who, althougli 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 gentleman is "native to the manor born," his birth- place being Dayton, where he first saw light on August 14, 1805. He was the only off- spring of his parents Louise and .Anthony FroendhoflF, the latter a well-known whole- sale liquor merchant of this city, and a most estimable citizen. Dr. Froendhoff'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 1895. 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. Froendhoflf 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 Quartette, and also in the Elks and Order of Eagles. EDWARD P, CHILDS This gentleman has liad a very varied and extended experience in the educational world, and the many years so actively passed in his profession have eminently fitted him for the duties of the responsible position of which he is the present incumbent — that of Prin- cipal of the High School of Newark, Ohio. Mr. Child.s 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 .•\nn Arbor, Michigan, graduating from which a college course was taken at Dennison Uni- versity, Dennison, Ohio. A further course was taken at Ann Arlior, when Mr. Childs returned to Dennison University and gradu- ated therefrom with honors. In 1891 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 University two years, and then went West again, where, for three years, he was a teacher in the High School at Pueblo, Colorado. Thence Mr. Childs sojourned to ."Mbuquerque, 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 Ma.sonic 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 conmiunity are of the highest. C. J. O'DONNELL Principal of the Jackson School, Cincinnati, has been 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 1845, 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 1860, with the degree of- Bach- elor of .■\rts. Later he studied law in Brook- lyn and was admitted a member of the Bar there in 1809. In 1870 he came West, 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 .■\ssociations. and a worshipper in the Catholic Church. .After 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. 516 HOMER B. WILLIAMS State Commissioner of Schools Jones, gracefully and most creditably inaugurated his regime by the appointment of Homer B. Wii.i.iAM.s 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 he extended him. Homer B. Williams is a Buckeye by birth, having been born near Mount Ephraim. Noble County, Ohio, October I(i, 18(1."), 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- ecayille 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 graduatmg 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 higU 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. 32!), F. & A. M., Sandusky City Chapter No. 72, R. A. M., Sandu.sky City Council, No. 2(i, R. & S. M., and Erie Commandery, No. 28, Knights Templar. He is a memljer of the Methodist Episcopal Church. On June 12, 180(1, Mr. Williams was mar- ried to Miss Cora B. Brewer, of Marion, Ohio, and they have a family of three lusty sons. Of the appointment of Mr. Williams as State E.xaminer 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 the schools of the State." MISS LENA M. BANKHARDT The above named lady is the popular prin- cinal 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 Bankh.\rdt is a native of Cleveland, daughter of John M. Bankhardt, a leading commission merchant of that city. She was 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' ."Vssociation, attends the Woodland Avenue Presbvterian Church, and is most favorably known in educational circles. FANNIE S. GLENN The leading factor in the advancement of civilization — to use a well-known truism^ has been education, and the best educational system is to be found in .'\meriea. 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 !^Iiss F.\nnie S. Glenn, 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 (188-i) she was given a department in the Sullivant School, Rich St. School and Ohio .Aveneue, and continued in successful service there up to 1!I02, when her strong merits being recognized by the Board as deserving of a higher held 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 luember of the Central Ohio Teach- ers' .'\ssociation. Teachers' Mutual .Aid .Asso- ciation, Teachers' Reading Circle and the Principals' Association, and is 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 ScHHEVER was born in Columbus, where her father, G. Schreyer, was a prominent iijventor, 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 187it 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 Profes.sor Chalmers, holds mem- bership in the Principals' Association, is an at- tendant of the Universalist Church, and she has a pleasant home at No. 105 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 qualifications requisite in order to become a public school teacher, that is, one of the suc- cessful kind. These numerous qualifications, combined with a winning womanhood, are possessed 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 Frazeysburg, 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 189(5 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 County Teachers' Institute and the State Teachers' A.ssociation, and is most favorably known to a wide circle of friends and acquaintances. 518 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. Rayman first taught school in District No. 5, Madison Township, Fairfield County, Ohio, and, following 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 .\ssociation, 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 University, and Esther Marie, a junior in the East Liverpool High School. •519 EDWARD M. VANCLEVE Edward M. Van Cleve was born in the citv of Urtiana, Champaign County, Ohio, February 7, 18(i7, 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 todies of Ohio, and was of a ripe age when, his death occurred in 189'J. He was for 44 years a minister of the Gospel in the Metho- dist Episcopal Church, being most of the time a member of the Cincinnati Conference. His grandfather. John Van Cleve. a native of Peimsylvania, 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 Charles 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 B. Stears, wife of the editor of 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- uated in the class of I881!. He then took a four years' classical course at the Ohio Wes- leyaii University, graduating in the class of 188(i, and later had conferred upon him the degree of Master of Arts. He has also taken post-graduate courses 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 time. He has served terms on the Board of County E.xaminers of Clark County. City Poard of Examiners at Barnesville, and Greenville, and is at present on the City Board in Steubenville. In 1887 Mr. Van Cleve began teaching 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. Barnesville, 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 1903, in response to a unanimous call, he went to Steubenville to become superintendent. Un- 520 der his supervision arc sixty-five teachers, and the ntiinbor of pupils in attendance is 2,300. Superintendent Van Cleve has been a mem- ber of the Ohio Teachers' Reading Circle since 1890, is a memlier 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 189'J Mr. Van Cleve was married to Miss Carrie E. Brown, of South Charleston, Ohio, and they have one child, a bright daughter. MISS IDA M. DEIGHTON The entire life of this lady has been de- voted to the cause of popular education; her sole controlling thought how best to promote its development, and to this end her tnergies and intellectual attainmL-nts have all been directed with most gratifying results. Miss Ida M. Deighton is a native of Clev,.dand, 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 excellent public schools, graduated from the West High School in 188tj, 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 six and a half years in the Gordon Street Building;, and, in 1890, she was promoted to the principal.diip 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. . HARRIET E. BANCROFT Miss B.\NCR0FT has long been 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 liav- 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 .'Vvenue School, going from there to the Douglass School in 188(1, re- taining this position eleven years, during which time she was appointed Principal. In 1891, on the opening of the Fair Avenue School, Miss Bancroft became its Principal, and has filled this position with honor ever since. Miss Ban- croft resides at No. 159 North ^lonroe ./Av- enue, Columbus, and holds membership in the State .'\udubon Society, the .American Ornitho- logical Union and several educational associa- tions. MISS ALICE FASSIG This lady has been engaged in 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 18ti5, 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 engaged 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 188'2. She then took a two years' course in the Normal School, graduating therefrom in 188-1, 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 neiv building, equipped with all modern improvements. MRS, ADA E, LAIRD This lady, principal of the Waverly Build- ing, Cleveland, is a veteran exponent of the "art pedagogical," and has a credital)le record for strong executive ability and the com- mendable character of her nietliods. She has tried to induce each teacher under her leader- ship to gain a per.-onal 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. .\da E. Laikd 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 18()9. 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 Ijuildings — the Kentucky and the Wav- erlv. 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 .•\ssociation for the past fifteen years. Slie is also a member of the Northeastern Ohio Teachers' Association and a worshiper in the First Congregational Church. 521 PROF. ARTHUR POWELL Professor Powell, the talented Superin- tendent of the Schools at Middletown, Ohio, is a broad-minded, progressive educator, pos- sessing reniarkalile executive ability, sound judgment, ripe scholarship, and a sterling per- sonality that never fails to impress those with whom he conies 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. .Among 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' Association at Put- in-Bay, July, 1900, when he was superintend- ent of schools at Marion, Ohio, and "Some Problems in Education," his inaugural ad- dress as president of the O. S. T. Association, at Put-in-Bay, June 30, 1903, when he was sup- erintendent at Middletown, the position still occupied by him. Both papers were replete with valuable information and practical ideas, and made a deep impression upon his hearers. .Arthur 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 .America and settled in Virginia, vvhere 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, and up to the age of sixteen received but a district school education. Being ambitious for something 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- 522 tcred Oberlin College. In I8811 he graduated with 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 cour.se, 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 hi^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' .'\ssociation, 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- wortli 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, the Professor was united in marriage to Miss Ada E. Franks, a lady of intellectual attainments, and they have two children — Stanley 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 Ci-AiRE HoixoMBE 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 six years were spent at this famed institution of learning : In VJi*l Miss Holcombe began her life work as a teacher, her first school lieing 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. W. De Long, superintendent of the High School. Thfs 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 best, 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, .\mong these an honored position is occupied by Miss H.xTTiE Van 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. Andrew 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 pa.st five years. Three years ago, she received the recognition her ability deserved, and was pro- moled to the principalship of the Woodside School, which position has since been filled by her in the most credital)le 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. 52.3 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 laurels 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 1888. Later on he held the principalship of the Kent High School for two years, relinquishing it to enter the Ohio VVesleyan University, and simultaneous with the pursuit of his studies there he was em- ployed as an in.structor in Mathematics. He graduated in 1804 with high honors, the de- gree of Bachelor of Arts being conferred upon him. In 1804-") he was principal of the high school at Sidney. Co'itinuing his schol- astic pursuits Professor Meck also gained recognition from the Miami University, which in 18il8 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, by Connnissioner 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 Put-in-Bay, wes elected presi- dent of the High School Section of the Ohio State Teachers' As.sociation, 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. 524 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, lOiU, 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 public schools of Gallipolis, and after completing the studies there, took a course in Marietta College, from whicli 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 Gallipolis 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 efficiency. While at Gallipolis, Mr. Mitchell served as a meniber 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 Examiners for five years. He has done and is still doing much val'.'able 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 student at Woo-tcr University. 525 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 1856, son of Enos S. Miller, carriage maker by vocation. After completing studies in the country schools, he entered ^'airfield Union Academy at Pleasantville, Ohio, gradu- ating from the latter institution in ISld. 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 1883 with the degree of A. B. Professor Miller has always been a hard student, and has paid his tuitions by his own labor. In 1903 he had conferred upon him the degree of Doctor of Philosophy from the Ohio University at Athens, Ohio. Professor Miller began his pedagogical career in 1874 as a teacher in the country schools. His fir.st work as superintendent of schools was at Eaton, Preble county, Ohio, 1884-1886. On resign- ing from that position he went to Ottawa, Put- nam county, 1886, and then to Sandusky. Ohio, as superintendent. He was then elected at Hamilton, Ohio, 18.92. 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 1891 to 1892. He was appointed State exami- ner in 1901 by Hon. L. D. Bonebrakc. He likewise had the honor to be the first graduate of the Ohio State University appointed on the Board of Trustees of that institution. Mr. Miller has done a larg^ amount of institute work in Ohio, Indiana and Peinisylvania, 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 Gamma Delta Fraternity, the Knights of Pythias, Ohio Teachers' Reading Circle. Ohio State Teachers Association. 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 and a daughter. In regard to Professor Miller's standing, etc.. we quote the estimate of a clergyman of prominence 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 geinune manhood, and not a stilted affectation, nor a cold, haughty pride. He is unassuming in manner, and invites confidence rather than repels. 526 MIRON E. HARD. MiRON E. Hard was horn December 0, 1849, near Elmwood, Franklin county. Ohio, on the farm of his father, Albert Hard, and received his earliest education in the country schools of that day. Next he took a seven years' course at Central College. Ohio, and at the same time taught in district schools in Perry township in order to defray his expenses. At the expiration of that period he entered the Ohio Wesleyan University at Delaware, and, upon successfully graduating in 1873, was appointed principal of the high school at Gal- lipolis. Ohio. Two years later he resigned to accept the prinicipalship of the high school at Wasliington 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, Ohio, where another ten years were passed as superintendent. The three years following this saw Mr. Hard installed as superintendent at Bowlinp Green. He was re-elected there, but resigned to become superintendent at Sidney for two years. In 1002 he accepted a call from Chil- licothe to become superintendent there, and this office he still continues to hold, to the eminent satisfaction of his assistants, pupils, and the public. Mr. Hard has long since been prominent in educational circles. He was a candidate for the position of State School Commissioner in 18!I7, was State Examiner for five j'ears, and has served as president of the Ohio State Teachers' Association. He has been a mem- ber of the Ohio Teachers' Reading Circle for the past twenty years, and is also a member of the Central Ohio Teachers' Association and the Masonic fraternity. The first meet- ing of the Ohio State Teachers' Association attended by him was in 187.3, and since then he has missed but one gathering of that or- ganization. In 1874 Mr. Hard was married to Miss Catherine Shallcross, and they have 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 the Ohio Wesleyan University, while Miss Nora E. is now studying inusic at Sidney, Ohio. 527 MRS. DELIA LATHROP WILLIAMS In the long roll of Ohio's successful teach- ers, the name of the subject of this brief sketch stands, by common consent, in a high place. An assembly of all her immediate pupils 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 ojf righteous- ness, would be a vast multitude. Delia Lathrop. daughter of Philemon and Sophia Shurtleff Lathrop, had her early edu- cation in the schools of Syracuse, N. Y., her 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 18.57, she was gradu- ated with honor, and later took a course in the Oswego Normal School. Teaching, the profession she was to serve long and well, was resumed by her. in 18.59. 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 had 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 wbic'i afterwards devel- oped into the Worcester State Normal. In 18(iT, Miss Lathrop was invited by the Cincinnati board of e.lucation to the principal- ship of the City Normal School, which posi- tion she held and lilled for many years, prov- ing by concrete example that, of the schoof system of any large city, a normal department is an essential factor. In 1877, Miss Lathrop and Professor Will- iam George Williams married. 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 collesie 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 "Voung Teachers and their Calling," for a theme. ."kfter a pleasant preface which disclosed 528 the tenet that all true teachers are young, 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 management 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 been a close student all throughout her career, has ever kept in con- stant touch with modern educational ideas, and ever quick and eager to adopt new meth- ods when they were clearly demonstrated to be an improvement 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 years 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, al.so 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 Cora B. Haughey, the popular 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 Zona B. Howell, schoolmistress of the First Primary Department, 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 1903, 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 tlie most creditable character. 529 MARGARET W. SUTHERLAND One of the foremost, most prominentiv known Ohio educators, was born November 2.5, 18')(». in Steubenville, 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, caine from a leading family of Phila- delphia. Her father served with distinciton in many city and county offices. Miss Suth- erland'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 Steuben- ville. graduating from the high school in June, 18(i(i. For the six 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 high school at Mansfield, Ohio, a position which she retained 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 Executive Committee of the Ohio State Teachers' Association, and the only 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 body, the year she officiated in this capacity being 1898. the citv, — Washington, D. C. Miss Sutherland has traveled extensively for pleasure and study, and for the past eight years lias performed valuable work as a lecturer before county institutes 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. Mr. 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 1875. In 1878 he received the degree of Master of .'^rts 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 annua! 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 which 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 Nclsonville 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- supcrintcndency of the schools at .Athens, Ohio, and still holds that position. Durinpf the period of distress in the Hocking and' Sunday Creek Valleys in 1803. Mr. Coultrap was asked by the people to serve as chair- man of a general relief connnittee 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 distributed through tlie various relief com- mittees. Since 1882, 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 sliortly after graduating from the Central High School in 187.3, she was appointed a teacher in the Case School Building. She continued there for ten years, performing such excellent 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 the 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 Spring Street School. In this more extended sphere of usefulness her abili- ties and experience were fully equal to the de- mands made upon them, and she was further nromoted by being appointed Principal of the Franklinton School, which position is still held by 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 conmiands the esteem of all who know her. CARRIE O. SHOEMAKER This lady is Principal of the Hubbard Avenue School, and has been 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 u.seful devices. Miss Shoem.\ker first attended school at Washington Court Hou.se, Ohio, and later in Lancaster, thence removing to Columbus, where she graduated from the Central High School in 1878. In 1880 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 189.5 she was appointed Principal of the Hubbard Avenue School and still retains this position. The school is one of the largest in the city, having between COO 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 Carrie M. Kirbv. 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, George 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 18P() 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 ho.>^t of friends. 532 CHARLES HAUPERT SUPERINTENDENT PUBLIC SCHOOLS, WOOSTER, OHIO 533 CHARLES L. LOOS, JR. Principal of the High School at Dayton, Ohio, and a well-known educator of unques- tioned merit, was born at Wellsburg, W. Va., August 5, 1849. His father, Charles L. Loos, Sr., was a college professor and president, and famous in his time i6r his erudition and mas- terly scholarship. His mother's name was Rosetta A. 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 the elementary knowledge of scholarship. Then he entered Bethany Col- lege, West Virginia, took a full course, and was graduated in 1800. Mr. Loos first began 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 Millersburg, Ohio, retaining the position for four years. From Millersburg he went to Dayton, Ohio, as Prin- cipal of the First District School, and served in that capacity for. thirteen 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 membership 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 25. 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 has been actively engaged in educational work for twenty years and is an enthusiast in his profession. Not only is he a fine scholar and executive 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 bear upon the studies they are pursuing. Stephen T. Dial was born April Ifi, 18.5'i, 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 1880, 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 Mason and a Knight of Pythias. On May 2'), 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. 535 SARDINE P. HUMPHREY For upward oi a quarter of a century the above named has been engaged in Ohio, his native state, as a public school instructor, and has achieved distinction as a master adept in his profession. Sardine P. Humphrey was born in Meigs county, this state, February 2, lf<(>2, on a farm owned by his father, William G. Humphrey, 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 18;)5, thus rounding out an excellent education. He began teaching when but sixteen years of age in district schools, and by study and application steadily forged to the front. In 188(i he was elected principal of the High School at Middleport, Ohio, continuing in this capacity until 18!)(i, when he was pro- moted to the superintendency, and in this wider field he remained up to 1807, when he resigned to accept the superintendency of the public schools at 1 ronton, Ohio, in which position he still continues to demonstrate his ability and perform excellent service in the public's behalf. From 181(0 to 18:(7 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 Examiners of Iron- ton. He has held a high school life certificate in Ohio since 1889 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, the Lawrence County Teachers' Insti- tute, the Southeastern Ohio Teachers' .\ssocia- tion, and the National Educational .\ssocia- 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 wdiom is now a student in the Ohio University. 536 EDWIN P. WEST In his present responsible posi;i -n of sup- erintendent of schools at Wihnington, Ohio, Mr. West has ample opportunities 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 opportunities 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 was that of sup- erintendent of the schools 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 oiTer was accepted, and he is now successfully installed in this respon- sible oosition. He has fine exjcutive ability, is well informed along educational lines, 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 188G. 537 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 almost 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 W. De Long was born on a farm in Harrison Township, Ohio, September 9, 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 Athens, Ohio, and graduated with honors from that institution in 1894. He has been a teacher of schools since his eighteenth birthday 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 .^pril 8. 1884, he was united in marriage to Miss Addie M. Moore, and they have a family of three — two sons and a daughter — named respectively, Juanita, Dwight Moore and Vaughn 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 ability, influence, and most commendable methods. His experience ex- tends over a long period and has been of the most valuable character. Mr. L.x.slev was 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 18f!4, and then studied for a year at Marietta College. Next he entered the Ohio Wesleyan University at Delaware for a four years' cour.se. 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 187C, when he was appointed principal of the high school at Pomeroy, 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. A. 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 occurred in 1883. 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. 539 W. R. COMINGS A scholar of admiraljle attainments, an in- structor of progressive 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. Comings is a New Englandcr by birth, having been born in Berkshire, Vermont, February 10, 1851, and his early life was passed on the farm of his father, A. C. Com- ings. The latter came to Oberlin Ohio in lS(i.") 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 city, 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 fronton, and, resigning because of ill health, went to Spri.igfield, Missouri, and followed newspaper work there for five years. Coming back to Ohio he worked at journal- ism in Lorain up to March, 1001, when he was appointed superintendent of schools at Elyria, the position he still continues to fill with such manifest ability. Mr. Comings has contributed much valu- able 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' As.sociation, 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 Sophomore class at Oberlin College. 540 JOHN CARLETON HEYWOOD Principal of the Sixteenth District and Inter- mediate Schools, Cincinnati, is an educator of experience and well known ability, and is most infliientially 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 & Kuhn'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 18(57 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 Jo.sephine D. McElwee, his present wife. 541 OFTHE 5>X ifORNli. 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, where his father, Thomas Silverthorn, was a successful farmer. He was educated in country schools, and later took courses at the Ohio Wesleyan University at Delaware, and the Ohio North- ern University at Ada, and from the latter he secured the degrees of Bachelor and Mas- ter of Science. He first began teaching in a country school in Marion County, Ohio, 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 experience at Ada, and after graduating he was elected superintendent at Iberia, Ohio, for two years. His 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. After 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 Ma.sonic fraternity, Knights of Pythias, and the Methodist Episcopal Church. In 1879 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 pubHc 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 .'Mley, 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, when 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 inuch 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. Next he took a course in the Brookville College, Indiana, following it with a course in ^Ioore'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 187C 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, next 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 1!I(I3 he received a call to the superintendent- ship at Greenfield, Ohio, and he still continues to successfully discharge the duties of this position. Superintendent Alley holds an Ohio State Life Certificate, date of 1890, and is a member in the Ohio Teachers' Reading Circle, the Cen- tral Ohio Teachers' Association, the Ohio State Teachers' .Association, the National Edu- cational Association, the Four-County Associ- ation, the Masonic body. Odd Fellows, and IMethodist Episcopal Church. In 1880 he was united to Miss Lydia M. Riker, since de- ceased, and they had a family of four sons and two daughters. In 18fl-'S Mr. .-Mley 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. COATES This gentleman has heen in active service as a pubHc educator for almost forty 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 from Charleston to Fayetteville in Kana- wha Valley and then with his regiment, the 3(ith Ohio Volunteer Infantry, from February 1864 until it was mustered out in July, 1865. After 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 1809 and has ever since been located in Meigs County. Seven years ago he was elected sup- erintendent at Pomeroy, and still continues to most efficiently preside in that capacity. Mr. Coates has been County Examiner in Meigs County for the past eight years and has served on the Meigs Co§)ity Committee on Institute work for some yventy years. He holds membership in the Ohio Teachers Reading Circle, the Southeastern Ohio Teach- ers' Association and the Methodist Episcopal Church. In 1809 he was married to Miss Janette A. Maupin 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 Mexi- can-American 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 employed 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 Trust Company, at Columbus, Ohio. 544 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 tlie caption to this sketch, and he is widely, most reputably known to his co-workers and the public. Jonathan B. Wright is a product of Ohio and was born in Highland county, April 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 proinoted 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. Weight 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 .school in Warren county. Ohio. 545 JOHN MYERS OLDEST LIVING SCHOOL TEACHER IN 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 covmtry schools of his birthplace. When a young man he worked his way West and settled in Illinois. About 1840 he came to Ohio, earning his way by assisting in driving a herd of cattle to the eastern market for Abram 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.'' Mr. 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. 546 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, 1855, 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, .\fter pass- ing through the various grades he entered for a course at the Ohio Wesleyan University at Delaware, from which institution he gradua- atcd in June 187(i. 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 Marysville in 1876, 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. Mr. 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' .\ssociation, 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 1870 Mr. Demorest was mar- ried to Miss Sallie ^larshall, 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 electetf as assistant instructor to Professor Lord of O. S. U. The daughter, Madge 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. 547 D. W. MATLACK For almost two-score years the above- named has been an active, valued factor in the pubUc 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 (Winkelplech) 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 bitter 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- instruction. In 1868 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 been filled by hitri with honor and ability ever since, with the exception of a year in which 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 1808 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 number 550. 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 Ohio Teach- ers' Reading Circle, and is a member of the Grand Army of the Republic. He has been a member of the Jefferson County Board o* 548 Examiners ten years, and is clerk of that body. in 1873 Mr. Matlack was married to Miss Laura E. Wolcott, and tlie union lias proved a most felicitous one. They have two sons and a daughter, now grown to maturity. The ol(le.2, 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 the National Educational Associa- tion, also the Masonic body. Knights of Pyth- ias and Odd Fellows. In 1874 he was married to Miss Mary A. McClelland, and both are .'ittendants of the Methodist Kpiscopal Church. 554 J. D. SIMKINS This gentleman has heen actively identitied with educational affairs for almost a quarter century, and is one of the most competent and experienced of public instructors. Jlr. Simkins is a native of the Buckeye State, having been born near Fallsburg, Lick- ing county, Ohio. March 2it, I806, his parents being Benoni and Mary 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 IMartinsburg 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 LTniversity. 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 Athens, 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 188il. 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 IIHIO, but failed of election with the rest of the ticket. He is a member of the Masonic Order, and of the M. E. Church. 555 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. Kinnison was born in Middleton, Jackson county, Ohio, in February, 1840, 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 excellent 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 taught fourteen terms in country and village schools. His first experience as a teacher in 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 1879 he went to Wellington, Ohio, as su- perintendent, and has continued in that capacity np to the present time, his ser- vices ever giving the utmost satisfaction and being productive of the best results. Mr. Kinnison holds membership in the O. T. R. C, the O. S. T. Association, the Beta Theta Phi fraternity, the Methodist Church, the Masonic body and the Royal Arcanum. In 1875 he was married to Miss Eliza Woodworth and they have a family of two sons and a daughter. Mr. KinnLson has a brother, J. E. Kinnison, who is superintendent of the schools at Jackson, Ohio. 556 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 University, 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 University 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. Home 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 Iiim 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 creditably. His training has been 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, .^da, 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 sixteen, in the capacity of teacher, his fir.st charge being a county school near his birthplace. Thence he was promoted to the principalship of the school at Attica^ 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 active 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 Luella Sanford, and they have an interesting family of three sons and a daughter. 558 JOHN IMBODEN HUDSON John Imboden Hudson is a native of the "Old Dominion," having heen born in Staun- ton, Virginia, April 17, 1803. His father, Georfc 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 granunar 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, 188o, 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 K 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, liecoming 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 two years, al.so Chief Engineer of the Mt. Sterling, Ky. Waterworks System. For the succeeding three years he tatight civil engineering, the sciences, and military tactics at the Ohio Military Institute and Belmont College, College Hill. Ohio, 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 princioal 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 1904. On September 3, 1891, he was married to Miss Lizzie Howard Doty, and they have a family composed of four bright boys and a daughter. 559 A. D. BEECHY A. D. Beechv was born in Berlin. Holmes county, Ohio. April 11, 1852, son of David Beechy, farmer, still living. His early youth and young manhood were spent on the old farmstead and in attending the common schools, 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 became a pupil in the Hayesville Academy. From thence he went to Mount Union College, Alliance, Ohio, and after a successful course of studies, grad- uated with higli honors, in 1880, with the de- gree of Bachelor of Arts. 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 for this purpose his evenings, or so much of them as could be 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 180-1. 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 ably 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 Teacliers' As- sociation, and he is affiliated with the Masonic body and Odd Fellows' fraternity. In 1882 Professor Beechy was united to Miss Theresa Burman. and they have an en- gaging daughter, Ada, who is now Mrs. H. M. Wells of Canton, Ohio. 560 CHARLES L. BOYER In Chas L. Boyer 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 10, 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 years Mr. Boyer was schoolmaster at Lithopolis, Ohio, and for the succeeding four years he taught in the Lutheran College at Lima. He next was ap- pointed superintendent at Logan, Ohio, for two years, at the expiration of that period becoming superintendent at Circleville, and' for the past six years he has ably performed the duties of this incumbency. In 188!) 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. 561 SAMUEL HENDERSON MAHARRY Ohio's educational army has a widely 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 Maharry 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 18i<6 Mr. Maharry resigned this position and acepted the appointment of superintendency of 'schools at Millersburg, Ohio, and in March this year was elected to the superintendency at Shelby, Ohio, where he entered upon his duties March 15th, where he receives a handsome increase of salary. Mr. 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. 562 ALCID C. BURRELL For the past quarter century the above- named gentleman has been actively engaged in educational affairs, and has held many im- portartt 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 •_'■.', 18.5S1, 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 188.5, with the degree of Bachelor of Arts, afterward re- ceiving the degree of Master of Arts from 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 next 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. Mr. 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 ISil.S he was united to ^liss Grace J. Webb, and they have a family of three engaging daughters. 563 NORMAN EDWARD HUTCHINSON Superintendent of schools at Kenton, Ohio, has been a public educator for some thirty years, and his merits and sound executive ability are widely recognized. Norman Edward Hutchinson was born August 10, 18-54, at Jasper. New York, son of Osgood Hutchinson, carpenter by vocation, but has lived in Ohio almost his entire life. He first attended school in the village at Worth- 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 1875 with the degree of Bachelor of Arts. Later in the same year he began 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 town Mr. Hut- chinson was called to Toledo, Ohio, where he remained for thirteen years — five years 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, l!)il.5, he was elected superintendent of schools at Kenton, 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 Ohio Teachers' .Association, the Ohio State Teachers' Association, the Na- tional Educational .Association, the Masonic fraternity and Knights of Pythias. In 1888 he was married to Miss Opelia Head, and they have a daughter. Miss Florence Hutchinson, now a student at the Ohio State University. 564 GEORGE J. GRAHAM Mr. Graham was born near Plymouth, Washington County, Ohio, November 7, 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 .'■chool at the early age of four year.s, he still retains very vivid recollections of the old log schoolhouse with its large, open fire- pface, 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 18G(). in the meantime, having attended also, Bartlett 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 1866, he be- gan his work as a teacher, in his home school, teaching two successive winter terms of three months each at $28J and $;^5 per month, re- spectively. In the fall of 1868, he went to Sangamon County, near Springfield, Illinois, where he taught four fall and winter terms, receiving $60 per month for his first year's work and $70 per month 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 which were in Plymouth. 565 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. Mk. Braun holds a diploma as Doctor of Medi- cine, having gradviated 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 have 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, and is a lady of much culture and refinement. 366 LOUIS ROTHENBERG Amung the many excellent schools of Cin- cinnati that of the Fifteenth District has long been 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 1800, became a private tutor. In 18ri!1 he left the Old World for the New, and on arriving here went direct to Cincinnati, Ohio, which has ever since had the benefit of his services. He first taught in the 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 sons is now a successful practicing physician. Ot)( JAMES P. CUMMINS Principal of the '2'^d District School, 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 184II, 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, graduating in 1871. Mr. Cummins first taught in the country schools of Warren county, Ohio, and next took charge of the school at Riverside, near Cincinnati. Eight years ago, after having taught at Clif- ton, on leaving Riverside, Mr. Cummins went to Cincinnati, and has since officiated there as principal of the 22d District School, which he has brought to a high state of excellence and efficiency. 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' As- ciation and the Principals' Association. In 188(i he was married to Miss Mary Albach, of Cincinnati, and they have two bright chil- dren, a son and daughter. Mr. Cummins' father. Dr. Cummins, served for over three years in the Civil War, as captain of Company I, 83d Regiment, Ohio Volunteer Infantry, and this fact entitles our subject to membership in the Loyal Legion, he having been the eldest son. 568 JOH'Ki H. CARSON Principal of the Warsaw school in Cincinnati, has been a teacher in the public 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 I80II his father died, and the widowed mother removed lier family to the village of Fairlield, Greene county, Ohio, where Mr. Carson received his €arly education and training in the village schools of that place. In 18t)8 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 married 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, when in the fall of 1886, 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 peeing the school grow from an enrollment of (iO pupils in 1880 to an enrollment of 2'iO pupils in 100.5, an increase of nearly 4oO 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, Mr. Carson was married in 1888 to INIiss 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. 569 W. S. FLINN Principal of the W. H. Morgan School, Cin- cinnati, was born in Hamilton County, Ohio, in 1845. His mother, Priscilla, was one of Ohio's pioneer educators, having been a public school teacher in the early 'forties. Her worth as a woman, her influence as an in- striKtor, left a lasting impression upon her scholars. His father, A. S. Flinn, was a farmer by vocation, and at one time deputy sheriff of Hamilton County. A most worthy man, his memory is still revered by all who knew him. W. S. FuNN was educated in country schools and the high school at Newtown, Ohio. He first taught .school in 180."), at In- dian Hill, near Madisonville, Ohio, and re- mained there until 18(ii). Thence he went to the Corryville School, now the Twenty-third District for three years, and then to the Third 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 been principal of the W. H. Morgan School, known, otherwise, as the Third District School. Mr. Flinn is a member 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 two 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 lias one of the finest school libraries in Ohio, embracing over 3,0l)() 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 sister, Elizabeth Flinn, had the distinction of being the first white child born in Ohio, the event occurring on Decem- ber S. 1788. 570 W. H. REMLEY Principal of the TweiUy-ciglitli District School, Cincinnati, has been engaged in edu- cational work in the Queen City for upward of a quarter century, and is well known for his executive ability and sound, efficient methods. He was born in Cincinnati in 1855, son of Jacob A. and Sarah A. Reiuley. 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 A, 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 18l)8. Our subject was educated in the public schools of Cincinnati and graduated from the Hughes High School in 18T(J. 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 judgment and most satisfac- tory results. Mr. Remlev 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' .\ssociation and the Ohio Teachers' Reading Circle. He was married in 1888 to Miss Anna Cora Mc- Hugh, and they have two children, a son, now aged 19, and a daughter, aged 15. 571 JOHN S. HAUER Principal of the Sixth District School, Cin- cinnati, has long heen engaged in the public school service, and is widely known in edu- cational circles. He was born at Dent, Ohio, in 1808, son of John and Catherine Hauer, and 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 school. His early educa- tion was secured in the village school at Dent, also the high school, and in later years he per- formed an extensive amount 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 1897 he was married to Miss Bonnie E. Dunn, and they have a pleasant home in VVestwood, a beautiful suburb of Cin- cinnati. JOHN IRVIN WARD One of the leading school instructors in Toledo, and a recognized authority in all matters pertaining to matters educational, is the gentleman whose name appears above. Mr. Ward has been actively identified with school affairs since early youth and has ever keot 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 childrtn, 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 Auburndale, then a suburb of Toledo, and was superintendtnt of same for seven years. When Auburndale was annexed to Toledo, Mr. Ward was appointed principal of the Washington Street School, holding that posi- tion six and a half years, when for six months he 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 20, 1897, Mr. Ward was united to Miss Hattie Elizina Cochran, and the result of their marriage is a winsome "son and heir." 73 FREDERICK WILLIAM OEARNESS Principal of the Twelfth District School, Cincinnati, was born in Mohawk Village, Co- shocton County, Ohio, in 1869, 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 1866. 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 Eigliteenth District School ; and four years ago was elected prin- cipal of the Twelfth District School, (the various departments of which, 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 1800 he was married to Miss Minnie Frehse, and they have two children, Donald Frederick, aged 11 years, and Jean Elizabeth, aged 2 years. 574 J. H. SNYDER, A. Wl. State Commissioner Jones is fortunate in having selected such an able assistant to aid him in his important work as Mr, Snyiier. 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 Snj«ler, a physician of note in his time. His mother was Eliza Snyder, and both parents are now decea.sed. 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- ckr was principal of the Crestline High School for some time and was elected to the superintendency of the Mount Gilead schools in 1884. which position he held until 1800, when he was elected to the superintendency of the Tiffin schools, where he remained un- til 1900. 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, 1902. He returned to 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 move- ments. 575 SAMUEL T. LOGAN Principal of the First District School, Cin- cinnati, was born in Brown County, Ohio, in 1855, son of Lewis A. and Serepta T. Logan, and is descended from one of the oldest and most prominent Pennsylvania 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 Army 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 singing-school teacher who with violin or cello gave the rising generation "before the war" opportunity to master the intricacies of vocal music. Four members of the mother's family had experience 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 lias developed to a high state of efficiency. Mr. Logan has been president of the South- western Ohio Teachers' As-ociation, secre- tary of the Ohio Teachers' Association and president of the Cincinnati Principals' .Asso- ciation. He has long been a member of the Ohio State Teachers' Reading Circle. Mr. Logan is Past-Master in the Masonic Order. In 1889 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. 576 G. H. DENHAM Principal of the Hyde Park ScIkidI, formerly known as the "Morington School," Cincin- nati, has had a most comprehensive experi- ence as an educator, and is one of the most progressive of the up-to-date developers of the modern school system, particularly that of the Ohio public school system, than which there is no better. Modest as he is energetic and painstaking, praise of his labors would be vain, his work and record speak for them- selves. G. H. Denh.wi was born in Cincinnati, in 1845 : his parents were Josiah and Isabella Dcnhani, his father a carpenter and builder by vocation. Naturally an apt pupil he took advantage of the opportunities offered by the schools of his home city, and suburban schools, but 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. Denhani taught his first school in Indiana ; but left the schoolroom for the ser- vice of his country, eidisting as a private m Co. H., 151st I. V. I. After 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()7 he again tu.rned 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." But 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 are 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 576a scourge of grasshoppers came, bringing with them their tremendous appetites. The appall- ing devastation discouraged tlie young wife, who for the first time began to long for the home of her cliildliood, where the grasshopper as a terror is unknown. So a return to Ohio it was. In the summer of 1875, Mr. Denham was again enrolled among the teachers of Haitiilton 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. Yowell in the 24th Dis- trict of the Cincinnati schools, (now known as the William McKinley School.) This .service continued through a period of more than sixteen years ; and in 1898 Mr. Denham was transferred to tlie principalship of the Hyde Park school. While connected with the 24th District. Mr. Denham had the misfortune to lose his wife. In 188.") she died, leaving him with three little children. Bertha, Grace, and Robert, of whom the last two are still living. In 1892 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. Mr. 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. o76b AUGUSTUS M. VAN DYKE Principal of the Woodward High School, Cincinnali, was bom 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 Antietam he went on staff duty, and served as adjutant-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 Albany, 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. 577 BENJAMIN F. PRINCE For almost a half century the above named gentleman has been identified with educational 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. Pro- fessor Prince was born December 12, 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 1809, and his •grandfather was one of the patriots of the war of 1812. Our subject was reared upon a farm, and received the usual schooling that the limited educational facilities of the time afforded. In 1860 when nineteen years of age he entered the Preparatory Department of "Wittenberg College, Springfield. Ohio, pur- suing his studies there until 1865, when he graduated with honors. Being offered a posi- -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 Archaeological 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 1891 he received the degree of Doc- tor of Philosophy from his Alma Mater, and the honor was one he had tlinrou.ghly earned and deserved. 678 B. D. LONG This gentleman lias 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. Mr. 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 be 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, 186fi, 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- itv for three years, when he was elected prin- cipal of the high school at Painesville, and in 1902 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' Association, the National Educational Asso- ciation, and the Methodist Church. In 1893 he was married to Miss Sarah Harvey, daughter of Thomas W. Harvey, former school commissioner of Ohio, and who also was superintendent of schools at Painesville for a number of years. 580 CHARLES P. LYNCH, Ph.D. This gentleman has been in tlie educational field as instructor for upward of thirty years, ajid 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 1858, 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 1870 to 1881 he taught in country and village schools.' Decid- ing to make teaching his profession, he en- tered Allegheny College, and graduated in 1880, 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 1902. The years 1894-1807 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 pubHc schools at New Comerstown, Ohio, has from his earliest youth been associated with affairs 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 born at Oak Hill, Jackson County, Ohio, April 15, 180(5, 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 Mr. 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 nnisic at Oak Hill. Our subject has had a most thorough educational school- ing and training. For fourteen years he at- tended the public schools of Oak Hill, and followed this lengthy term by two years at the Oak Hill High School, two years at the Morgan Academy, one year at the Jackson High School, two years at the Ohio Northern University at Ada, and two years at the Ohio University at .\thens. In 1888 he received the degree of Bachelor of Arts from Ada, and in 18i>7 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 VVellston High School, eight years at Hamden, two years at VVesterville, five years at Cadiz, being superintendent at the three last named places. In 1904 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, 1900. 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. .j8-2 J. W. SWARTZ Among the successful educators of Ohio, Mr. J. W. 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 13, 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 1896. His profes- sional life began as a teacher in country schools, taught in village schools at Uniopolis, Ohio, and after graduating from college wa& 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. 583 HENRY A. CASSIDY Henry A. Cassiuy was born in Ireland, November 4, 180(3, 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 in 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 1889, and shortly after his arrival became principal of the High School at Bellefontaine, Ohio, an appointment he retained for thirteen years. In 190'2 he went to Lancaster, Ohio, being elected principal of the High School in that town, and in 1903 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 1903 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 humanitarian institutions con- nected with education that is worthy of all praise, is that of the Boys' 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 1863, 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. .\dams was Professor of Military Science and Tactics at the Ohio Wesleyan University, and was duly commended for his excellent service there. In^ his present position 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. 585 H. V. MERRICK For over a quarter of a century Mr. Mer- rick lias 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 18.5.") in Columbiana county, Ohio, son of William and Jane Merrick, both now deceased. He was educated in the country schools of his home county, and took a course at Mt. Union Col- lege, .Mliance, Ohio, from which be was grad- uated in 1880, with the degree of Bachelor of Arts. He first taught school in Columbiana county, serving in that capacity for five 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 ia this service and then came a call to Cadiz, Ohio, as superintendent, which incumbency 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 Eastern Ohio Teachers' As.sociation and the National Educational .'\ssociation. 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 with the Hoth Ohio Volunteer Infantry in the Civil War. His mother's antecedents were Quakers. He was married in 1880 to Carrie Parmelee Chapman, since deceased. 6fc(3 PROF. C. M. CARRICK Inclination 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 1866, on the farm conducted by his father J. M. 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 1891 with the degree of Bachelor of Arts, afterward having conferred upon him by the same institution the cov- eted degree of Master of Arts. Shortly after his graduation, he began 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 1901 ; 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 of 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' As.sociation, and the Ohio State Teachers' Association. •587 R. K. FURBAY The Uhrichsville public 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 and 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 promi- ent among these. R. K. FuRB.Av was born April 5, 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 deceased, 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 high school, from which he most creditably grad- uated in 1892. After be had begun teaching, Mr. 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 1893 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, who has occupied this position twelve years ; Miss Anna E. Hetter has been teaching for ten years. Mr. Furbay was married in 1893 to Miss Clemmie M,illiken, of TusoaraWas 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 Church. 588 W. L. ATWELU 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 scholarship and ability are indis- putable. Mr. Atwell is a native Buckeye, having been born in Newton township, Muskingum county, April 15, 1868, his father being Jesse H. Atwell, a native of Montgomery county, Ohio, who was also a school teacher, while his mother, Elizabeth (Lyle) 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, Monroe 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 210. 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 1890 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. 689 CLEMENT L. MARTZOLFF This gentleman 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. Professor M.\rtzolff is a native Ohioan, born in IStiO in Perry county, and his child- hood was passed on the farm of his father, Jacob Martzolff, 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 1889, 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. From Circleville he was called to the Buchtel School in Athens county, Ohio, and appointed 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 Le.xington, Ohio, in li)01, and he still continues to most efficiently dis- charge the duties of this responsible posi- tion. Professor Martzolfif is a trustee of the Ohio Archaeological and Historical Society, a mem- ber of the Ohio Teachers' Reading Circle, the American 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 1002 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 590 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 perseverance in a line of work that is very valuable." Copies may be had from the author, postpaid, for twenty-five cents. Professor Martzolff 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 over her. ]\Iiss Cochran 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 si.K 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 lfl08 from the West La- fayette Norma! 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 1902 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 club. NELLENE ZENTMEYER This lady has a natural l)ent 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, pos.sessing 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 Zentnieyer'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 arc 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 1903. 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 fiftv 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. 591 CHARLES J. BRITTON The above named gentleman, whose Hfe has been wrapped up in, and actively con- nected with affairs educational, as a public educator of the successful type, is widely known to his colleagues and to the public. He conies 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 subject of this sketch was born near Williamsburg, Ohio, July 3. 18fi8. 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 OIney Illinois. After a short experience in the grades at that place he attended the 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. His next field of operation was at Galli- polis, where he served as sitperintendent of City Schools for four years, 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 pul)lic 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. 592 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 horn 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. After 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 membership 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 chil.dren, a daughter, Lucille, and two sons, Charles and Edgar. 593 EZEKIEL WALLACE PATTERSON Valuable is the work that has been done in the educational field by the above named gentleman, and, being comparatively young, he still has a wide future for further useful- ness and distinction. EzEKiEL Wallace Patterson was born September 23, 1859, 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 the district schools of his home, and on completing the studies they had 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 began his professional career. His first school was at Burlington, New Jersey, whence, after two 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, when, 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 character, and they reride in Wellston. 594 WILLIAM T. HEILMAN This gentleman was born in Eaton, Preble County, Ohio, May 2, 1801, 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 teaching 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. Heilman 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 mi 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 accomplishments, 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, who 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 1890. 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 187() — 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. MINE 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. Hike 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 1870 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 higli 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, was Miss .Alt.a M.\bel Waller, a popularly known young lady, who has beer* 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 1!). 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 Teachers' Institute, and her present success presages auspiciously for the future. 596 GEORGE A. CHAMBERS The present efficient Superintendent of schools 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 born 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 become 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 Lucindu Bigley, and they have a pleasant home in Columbus, Ohio. 597 PROF. THOMAS W. SHIMP This gentleman has l)een active in the pub- 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 accomplish when properly directed. Professor Shimp was born in Jay County, Indiana, in 1867, son of Jesse B. Shimp, 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- tendent of schools at Sciotoville, Ohio, and on 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 to his present position of superintendent of schools at Delphos, Ohio. Profes.sor 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 Ohio State Teachers' Association, the Northwestern Ohio Teachers' Association and the Presbyterian Church. On December 26, 1893. 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 work, and he is most favorably known in educational circles. 598 CHARLES A. KROUT This gentleman's active experience as 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. Ch.\rles a. Kroi't was born in Morrow County, Ohio, March li, 1862, 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. Gunsauhis was president of the Board of Education, and graduated therefrom in 188'2. After teaching for a year in Knox County, Ohio, Mr. Krout entered Wittenberg College, graduating in 1887, and receivin.g tlie degree of Master of Arts in 1890. On leaving college he was ap- pointed superintendent of the New Burling- ton. Ohio, .schools, holding that position two year.s, when he went to Tififin, 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 honored by being elected superintendent, an honor fully earned and well deserved. In 1894, it may here be mentioned, he took a special summer course at Harvard University, and spent the summer of 1895 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. .\side 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. •m JAMES M. CARR Another worthy son of Guernsey couiify who has devoted his life to school lahors 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 <:onntry in the sixties. The father, after niarrymg 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 years' course at Muskingum College, graduated with the degree of Bachelor of Arts in 1901. He also did work in the teachers' training course at Ada Normal University. In 188.5, before go- ing to College, I\rr. 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 Washington 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 proficiency. 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 oOO pupils each are a just source of pride to the men who created them and are ever watchful of their interests. Mr. Carr married Miss Annie Mendcnhall of Frazeysburg in 189.'), 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 asso- 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. 600 PROF. JOHM 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 efforts to the development and progress of his pupils. Be the standard ever so high he has sought to place it still higher, John C. Sf.e.m.vnn was born at Berlin, Holmes county, Ohio, May 14, 18fi3, and was reared on the farm of his father. Charles See- niaim. He attended the village schools of Berlin, and later a cour.se of studies at the Ohio Normal University, Ada, Ohio, graduat- ing from that institution in 18!K) with the degree of Bachelor of Science. Previous to that Professor Seenian 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 18IM) he assumed the duties of superintendent of schools at Republic, Seneca county, Ohio, which position he held for five years, and dur- ing the summer of 18!)3 he was connected with the summer normal school at Bloomville, Ohio. On resigning from Republic in 1895 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 Seeniann has also officiated as super- intendent of Sunday schools. In 1901 Professor Seemann was appointed a member of the Erie County Board of School Examiners, and still serves on that body. He was 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 Masonic 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- bie Eastman, and they have a bright boy, who lias been named Herman E. Seemann. 601 PROF. SAMUEL HERRICK LAYTON In the above named gentleman the city of Gallipolis possesses one of the best tinaHfied superintendents in the State, one who has achieved marked success in his work. Pro- fessor Layton is of Ohio birth, having been born in Licking County in 1866, 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 Delaware. He pursued a thorough course in pedagogy in the Ohio Normal University at Ada, 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 Layton first began teaching at Jacksontown, Ohio, and before leaving was promoted to the superintendency. Thence he went to Dublin, Ohio, as superintendent, then to Worthington, Ohio, in the same capacity. Subsequently he was superintendent consecu- tively at Mechanicsburg and Barnesville, Ohio, and, two years ago, was elected superin- tendent at Gallipolis. During his last year at the Ohio Wesleyan University, 1896. he was an instructor in English. Professor Layton holds a high school life certificate with very liigh grades, and has membership 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 United 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 1896 he was married to Miss Minnie M. Brashares, and both hold membership in the Methodist Episcopal Church. Prof. Layton is now president of the Epworth League of this 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, 1864, son of Andrew Hen- son, bookkeeper and furnaceman, and his fir.st education was obtained in a furnace school. Later he went to the high school at Jackson, Ohio, graduating in 1883. On leav- ing school he taught for four years in a country school, and then entered Ohio Uni- versity at Athens, for a pedagogical course. On graduating in 1892 he was elected superin- tendent at McArthur, Ohio, and continued there eleven years, or up to 1903, 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- ers' 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, 603 GUSTAV A. RUETENIK The magnificent status 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. Gustav 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 Ruetenik. 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 18i)4 he was appointed principal of the South High School, and still fills tliis 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- tends the Congregational Church. 604 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, 1886, 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 follovvmg 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- acy. From June, 1904, to June, 1905, he was engaged at the Bryn Mawr 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- 605 vice it became prudent for him to resign. He returned to Livermore Falls, Maine, his former home 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 mo.st 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, 1894, 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, 1890. 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, where 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 Mary 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 1892. Shortly afterward she became a teacher in the Brownell Building, continu- ing there for three and a half years when she was transferred to the Gordon Building, taught for a year there, and for the succeed- ing 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 ability 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 which 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. Strachan. who for the past four years has been principal of the Warner School Building. Miss Strachan is of alien birth, 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 Miles Park Presbyterian Church, and she has filled every position to which she has been called with marked executive ability. 606 NELSON B. YEARDLEY Music, that "sweet dissembler." has 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. Yeardley, 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 25, 1863, 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 Norma! 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 1892. 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. 607 CHARLES SUMNER BARRETT Charles S. Barrett was born on his fa- ther's farm near Cadiz, Harrison County, Ohio. His ancestors were English, 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 when 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 New South High School of Columbus, and this position he now holds. After entering the Columbus schools. Mr. 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 habits, and has always given his best energies to the work of his profession. He is a member of the National Teachers' As.sociation, Ohio State Teachers' Association, Central Ohio Teachers' Association, City Teachers' Association and Central Ohio Schoolmasters' Club. He was at one time President of City Teachers' .'Vssociation, and was the first secretary of Central Ohio Schoolmasters' Club. 608 PROF. WILLIAM JOHNS Much of the efficiency of the schools of Massillon is due to the services of the above named, who has been engaged as a public educator in tliat 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. Pkofessor 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. As a teacher he first took charge of a school in Cumberland, Allegheny Coimty, Maryland, and after two years' initial service there he went to Mount Savage, Maryland, for a year, and thence to Chester Springs, Penn,sylvania. where for two years he as- sumed charge of the school for soldiers' or- phans. From there he went to Massillon, Ohio, as an assistant, performing such satis- factory services that in 1896 he was promoted to the principalship, in which capacity he still ably continues to discharge his duties. Professor Johns holds membership in the Masonic Order, the Junior Order of American Mechanics, Tribe of Ben Hur, the Ohio Teachers' Reading Circle, 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. 609 \ PROF. C. J. BIERY Superintendent of schools at Wauseon, Ohio, was born near North Georgetown, Columbi- ana County, in 1866. His father. Rev. John Biery, is a minister of the Reformed Church, and now has a pastorate at St. Joseph, Mo. Professor 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 after three years' service there became superintendent at Oak Harbor, Ohio, remaining there for nine years, when he 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 Lyon, and they have three fine children — Marguer- ite, Rosa, and Leland Calvin Biery. 610 S. J. WOLFE The above is one of the l)est 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."). 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 Gallon and Bucyrus. In 1871 he was appointed prin- cipal of the North Building in Lancaster, and from that year until tlie 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 conmiittee 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- cational work, relaxing no energy in his chosen 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 pubHc instructor is permanent and secure. Alva D. Hannum is a native of Ohio's soil, having been born at Long Bottom, this State, March 8, 1868, on the farm owned by liis 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 the 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 188G, when he began teaching in the idistrict school near Long Bottom, continu- ing there for three years, after which he taught at Portland, Ohio, two years, then principal at Readvillc. Ohio, three years, and at Tuppers' Plains, Oliio. five years, and then for a year he served as superintendent at Grove 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 1893 he was united in marriage to Miss Emma R. Hawley, and they have one child, a boy of ten. 612 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 and 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 McConnclls- 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, l!)0(i to 1002. He was then appointed super- intendent at Mechanicsburg, Champaign County, Ohio, serving in that capacity from 1!)02 to 1904, when he was called to St. Marys 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 Eastern 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. 613 L. E. YORK Although now but thirty-five years of age, Mr. York has been an active factor in Ohio's pedagogical fraternity for nearly twenty years, having received his lirst teacher's certificate at the phenomenally youthful age of fifteen, when he taught a winter's term in a Portage county district school. Mr. York is a native Ohioan, born in Portage county, October 2, 1869, 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 mo.st thorough oTie. 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 sixteen terms of three months each in !Mount Union College. Alli- ance. Ohio, graduating from the latter in 18!I4. 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, Pittsburgh. Pa., in 18il6. and spent a year in a post- graduate course in Clark University. Worces- ter, ^lassachusetts. Mr. York first taught district schools for three 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 officiated most creditably as superintendent of the Barnesville schools. !Mr. York holds both common and high school state life certificates, was president of the Christy School of Pedagogy at .-Xshtabula. Ohio, and in September. 1004 was appointed school examiner for Belmont county. .Among 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 Association, and the Methodi.st Episcopal Church. In 1897, Mr. York was married to Miss Grace May Williams, of Braceville. Ohio, and their union has borne fruit in two promising children. 614 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 Jin, ISiit], 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 18it5 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 higb school as first assistant in which position he served for seven years. In 1900 he was elected principal of the high school, and this position still claims his valuable services. In the spring of 1900 Mr. Selby was ap- pointed County School Examiner to fill an unexpired term, .^fter serving the time for which he was appointed he was re-appointed in 1901, 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 infiuence, 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 al.so 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, 1904, ^Ir. 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 .\ugust 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 visit. 615 DAVID E. BLACK As an instructor of public schools the above named has had a most successful career, extending over a period now closely approach- ing a quarter century, and his name and repu- tation are most favorably known in educa- tional circles. David E. Black was liorn in Ricliland County, Ohio, February 14, 18(52, son of Hugh H. Black, farmer, and his early educa- tion was secured in the country schools of his birthplace. Later he took a course of studies at the Gayley Seminary, Lexington, and afterward entered the Ohio Northern University at Ada, Ohio, from which he grad- uated in 1885. Mr. Black's career as a teacher began in 1881, when he took charge of a country school in Richland County. .After leaving there he taught for three years in the Marion Normal School, and on the completion of that period was 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 lil04 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 1889 Mr. Black was united to Miss Mary Bower, of Morrow County, Ohio, and they have two bright sons, who have been named Dale W. an:l John H. Black. 616 B. O. MARTIN As a public educator the career of B. 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(i7, son of William Mc- Guffey Martin, farmer, who was named for 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 of thirteen when he entered the High School at Greenville, remaining three years. His college education was secured at the Ohio Northern University and afterward 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 1H:)4 he was elected principal of the .\rcannm High School and in 1897 as super- intendent at Gettysburg, Ohio, resigning in liKlo 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 tilled until his election in his present position, July 1904. Mr. Martin is an active member of the order of Knights of Pythias, of the North- western Ohio Teachers' Association, and of the Ohio State Association. He has been a mcmljtr of the Teachers' Reading Circle for fifteen years, and served for six years on the Darke County Board of School Examiners. He is an advocate of a thorough, practical education and believes in boys. In 1887 he was married to Miss Anna C. Moist, who has been a very valuable help in his vi-ork. Zoe Geraldiue, a bright little daugh- ter blesses the home of Mr. and Mrs. Mar- tin. 617 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. Plckett 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 1882, 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, tlirte years. Mr. Puckctt was appointed principal of schools at Lynchburg, Ohio, and four years later was promoted to the superintendency, which position he has since continued to till with iminterrupted success. ]Mr. Puckctt 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 America. 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 whom the former, George C, alone survives. CIS SAMUEL M. SARK For more than a score of years, Mr. Sam- uel M. Sark has been an active factor in Ohio's great public school system, and he is well and most reputably known in the edu- cational world for the excellent work that has been performed by him, and for the enthu- siasm he has ever manifested in his vocation. He has held many responsible positions and filled all of them most creditably. Mr. Sark was born February 11, 186-j, 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 187'2, left him a home- less orphan, and he was "bound out" among strangers in Fairlield county. His first school- ing was secured in District School No. 6, Wal- nut township, Pickaway county, which he at- tended two years, and he subsequently pur- sued his studies for two years in Ridge School, Fairfield county. For seven years he attended irregularly about '2 months each year in District School Xo. !•. .\manda town- ship, I'airficld county ; one year in the Mad- ison township High School of Pickaway county, and law and scientific courses at the Ohio Northern University, from 188(5 to 1800, graduating with the degrees of "LL. B." and "B. S.." and in 18II3 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 by a year as master of the Van Meter school, Jackson township, Pickaway county. Subsequent schools presided over by Mr. Sark were District School No. S>, Walnut town- ship, Pickaway county, one year; Deer Creek township, Pickaway county, two years ; Su- perintendent of Grover Hill School, Paulding county, one year ; Superintendent Lockbourne Schools, Franklin county, one year; Superin- tendent Harrisburg Schools, I'ranklin county, two years ; School Fxaminer of Pickaway county from 1889 to 1802, and for the past 619 ten years he has most ably officiated as Su- perintendent of the 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 !•. 18i)3, 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 18i)3. 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 most original 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 shows 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. Miss Wheeland is a native Ohioan, having been born 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 School was taken. In June, 1003, 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 Miss 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 whom 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 justilied the expenditure. Among the successful public educators of the Buckeye State must be included Mk. Roh- ERT S. Harmount, 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. Mr. 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 which 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 188i> began his professional career, his first charge being District School No. 0, Union township, Ross county, Ohio, and subsequent places taught in by him were, in sequence. District School No. 11, Concord township, District School, No. (i, Deerfield township : District School No. 10, Concord township ; thence to Clarksburg, and from the latter charge he came to the superintcndency of the Spring Valley schools in 19U'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. Mr. 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 boy and girl, born February '24, 1!H>.3, and "both doing well." 621 A. H. WICKS The experience as a public instructor that must be accredited to .Mr. Wick.s extends over a period of twenty jears, 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 I'i, It^To, 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 .'\shland, and going thence to Polk, Ohio, entered the high school, from whence he graduated in 188-"). Later on he took a course at Baldwin University, Berea, Ohi^'. 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 charge 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 country districts and then was for three years superintendent of tlie schools at Rocky River, a suburb of Cleveland, Ohio. In 181)5 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. Under his charge, the Clyde Schools have reached a high de- gree of efficiency. Mr. 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. & A. M., a mem- ber of Clyde Chapter, No. 90 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 1897, Mr. Wicks was married to Miss Nellie Hutchins, a popular teacher and daugh- ter of a leading physician of Clyde, Ohio, and they have two sons. 622 JAMES FINLEY YOUNG James Finley Young was born in Xiible county, Ohio, January '14, 1803. Mis father, Henry J. Young, was one of Ohio's earliest settlers, having come to Ohio from Rhode Island in 1825. 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 he 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 1905, 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 gentleman 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. 623 W. E. KERSHNER Mr. Kekshner has had a successful career as a pubHc school worker, and all his promo- tions have been fairly earned. He is an Ohioan by birth, having been born in Darke County, in 18(i8. 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 tlie country schools of that countv. Thence he went to the New Bremen High School and afterward to the N. N. U. at Lebanon, Ohio. He began his work as a teacher in the country schools of 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 movements to improve the country schools and his work as a town- ship superintendent received many favorable comments in educational circles. In 1898 he was 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 years 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. Schurr is the son of one of Oliio's early pio- neers, George Schurr, 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 Schurr, a native of Ohio, died in 1900. D. J. Schurr was born in 1866, 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. Mr. Schurr 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. Schurr 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. Schurr is also a member of the National Educational Association, the Central Ohio Teachers' Association, and the Ohio Teachers' Reading Circle. He also hold* 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- listed he has won the regard of pupils and parents, and the reputation of being one of the most thorough teachers the schools had ever had. William H. Richardson 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 he 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 Efiie T. Munn, who was a successful teacher, and they have had two bright children to bless their union, a son and a daughter. JOHN W JONES In 1829 the Instiuition for the Education of the Deaf and DumI) was estabHshed 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 administration 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 cotmtry 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- ^igned to accept his present position. During this ten years he conducted summer norma! schools 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' Association, 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. 627 EDWARD L. McCUNE The above named gentleman was born at Columbus, Ohio, March 27, 1855, and has re- sided there continuously since. He is the son of Jonas M. McCune, a retired 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 affairs, 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, 1905. 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 1870 he was married to Miss Eva E. Black, and they have had six children of whom three daughters and two sons survive. 1 6-28 JOHN L. TRAUGER MEMBEX THE COLUMBUS BOARD OF EDUCATION John L. Traugek was born September 5, 1847, in Westmoreland Countv, Pennsylvania, his mother. Anna (Rnmbaugh) 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 conple have long since pas.-ed away to their reward. Onr subject attended the public schools of his home district, and then studied for seven years in the old Seweckley Academy, an insti- tution wdierc they prepared one for any pur- suit in life. From the age of 10 to ^(l he taught country schools, and al.so taught in Seweckley Academy the last year of his stay there. In 18(i() 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 187:?, and, entering the ministry the same year; he accepted a call from St. John's Lutheran Church, Petersburg. Mahoning County. Ohio. where 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 years. He then became manager of the Daily Westbote, an influential German 'laper of the capital city, and remained such until V.M-2, when the Westbote was consoli- dated with the E.xpress. Mr. Trauger is now editor of the Semi-weekly Westbote. In 1002 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 188.5 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- ary, liW."i. On September 'Jo. 1877. Mr. Trauger was married to Miss Mary E. Smith, a lady of attainments, and they have three talented c'.aughters, Clara, Bertha and Anna 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 nnich to promote and elevate the cause of education. WiLLi.wi Nelson Keller was born in Bloonifield, Jefferson County, Ohio, July 17, 1865, 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 which he has at- tained. In his early youth he 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- quiring a thorough knowledge of the trade he worked for ten years 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 a number of years. From Westerville Mr. Keller went to Columbus, Ohio, and became interested in the jo!) print- ing industry there. In 1900 he was elected president of the New Franklin Printing Com- pany, whose admirably equipped plant is at Nos. 6.5 to 69 Fast Gay street. The company execute high grade half-tone, catalogue 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 Akron. 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 which he 630 was first elected, in the spring of 1899, from the old Ninth Ward, and has served continu- ously since. On Novemher 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 of the Fidelity Building, Loan and Savings Company. PROFESSOR J. A. WILCOX At three o'clock, Thursday morning, March "2, 190.J, died at his home in Columbus, Ohio, Professor J. A. Wiixox, 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 efforts, nuich of his success was due. But, too enthu- siastic in his work, he overdone himself in the public service, encoimtered disease thereby, and died a martyr to the cause be loved so well. .\11 the principal instructors in Ohio knew him personally, and as a warm, genial, valuable friend. J. A. Wilco.x was born in Sunbury, Ohio, December 28, 18-')0, son of Crandall and Mary Wilcox, who had moved to that village from Pennsylvania. His father was a dry goods mercliant and also at one time a hotel keeper. Both parents died when he was a mere child and lie was thus thrown upon his own re- sources. Remarkable it is to state, that at the a.ee 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 Blommingburg, Ohio, for three years, and went thence to Baiiibridge 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 mathematics of the Central High School, and most ably officered this position up to within a few short weeks of his death. .-\t one time, while a rural school teacher in Franklin county, 'i-t 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 E.xam- iners for some years, and President of the Franklin County Listitute. Professor Wilcox was prominent in the Masonic Order, having attained the 32d degree. As 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 traveling li- braries in the public schools of Franklin county. On August 24, 1883. Professor Wilcox was married to Miss Mollie Mackev, of Sedalia, Ohio, a daughter of Rev. Isaac Mackey, and a lady most estimably known in society. The relatives of Professor Wilco.x, residing in Co- lumbus are Mrs. D. F. Jacoby, wife of a prom- inent physician : Cornelius Wilcox, a brother and retired business man; Mc.Mlister Wilcox, attorney, a nephew : Mrs. Clyde Crane, a niece, and !\Iiss Carrie Cook, niece. 631 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 by anybody, and in no coun- try in the world are such lavish expenditures made in the cause of education as arc shown in the great American Republic. That this outlay is a profitable investment is exhibited in the marked intelligence of our citizens, and their inventive progressiveuess 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. Lawrence A. Parrish is of Ohio birth, having been born near Dresden. Muskingum county, February 5, 18G0. His 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 complet- ing the studies oflfercd there, he took an aca- demic cour.se 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 Meek & Reach 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 road,'' to become a reporter and later tele- graph editor on the Ohio State Journal, Co- lumbus, Ohio, and was on the staff of that paper 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- 632 ishnient. Leaving tlu- Journal four years ago, lie was appointed on tlie staff of the Press- Post, Columbus, and has since been doing gen- eral reportorial work on that popular paper. On November 8, 1!MI4, Mr. Parrish was elected member at large on the Columbus Board of Education, entering upon bis duties January 2, lilOo. 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' ITnion 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, I). C, .August, 1004, appointed him international or- ganizer. He is secretary of the Columbus .Anti-Compulsory Vaccination Association, of which Or. 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 (i, 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. SHHEVE, OHIO 633 J. CLIFTON BROWN This gentleman is a member of the new Board of Education of Columbus, elected No- vember 8, 1904, from the Eleventh Ward with a splendid majority. He has ever taken nn active interest in matters educational, and is admirably qualified to give most satisfactory services as a member of the board. Mr. Brown is a native of Ohio, having been born in Hocking county in January, 18()9, 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 1820 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 his primary education in the district school, later attending the public schools at Logan, after which he attended the Zanesville Business and Commercial College of Zanesville, Ohio, graduating from that in- stitution. Professor F. E. Strough, formerly president of Roclicster University, was presi- dent of the Zanesville Business and Conmier- cial College at the time Mr. 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 1890 when The Columbus Railway Company 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 634 1903 The Coluinhiis Railway and Light Com- pany was incorporated, which leased for a period of fifty years The Columbus Railway Company and The Columbus 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 different 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. 44"2 West First .•\venue, Columbus, Ohio. OHIO COMPANY'S LAND OFFICE AT MARIETTA Built 1788 Oldest House in the State of Ohio CHARLES H. SMITH Among the best known of the repntable business men of Columbus. Ohio, is ^Tr. Charles H. Smith, the manufacturing jew- eler. Not only is he well known in his line of business, 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 community of wliich he is a member. Mr. Smith was born in Pike county, Ohio, January 16, 1858 son of the Rev. Nathaniel J. 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 profession necssitated much traveling and so our subject who accompanied him secured his earlier education in the pub- lic schools of whatever section his parents might be located. Thus he attended school in twelve different counties of Ohio. When nineteen years of age he entered Otterbein University at VVesterville, 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 Mr. Smith was nomi- nated as candidate for the position of mem- ber of the Board of Education to represent the old 19th ward, was elected by a handsome majority and performed such excellent ser- vice that in November, 1904 he was renomi- nated from the new 12th ward and re-elected without opposition. He began his services on the present board in January, 1905, and is one of the most valued members of that mu- ricipal organization. Mr. Smith is a member of the Presbyterian Church, Odd Fellows, and prominent in the various Masonic bodies of his city. On May 28, 1885. he was married to Miss Ida Huddleson, an estimable lady of Colum- bus, Ohio, and as a result they have a happy •family of four children comprising three boys and one girl. e36 CHARLES S. MEANS, M. D. Member of the present Board of Education in Columbus, Ohio, and a prominently known physician, was born at Valier, Pemisylvania. in 18(35. His father, Joseph Means, carpenter and builder, and mother, Margaret Sutter, are both deceased. The family comprised two daughters and four sons, and all have, at various 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 have attended the Lebanon Normal College, at Lebanon, Ohio. Their father, Joseph Means, 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 McClellan. 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 1880. He then began the study of medicine. in the Columbus Medical College, graduating in 1891, and next followed a course in the Hahnemann .Medical College at Philadelphia, and graduation in 18i>i. Dr. Means then took a post-graduate course in New York, graduat- ing in 18!I3; 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 University, chief of Dispensary Staff, 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 10th 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 been the means of raising the school 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. Mr. 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, remaining there until 18T3, 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 teacliers, 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 be 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 32d 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 1856, 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 years 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 oi Perry county from 18P3 to 1899. He is a member of the Ohio Teachers' Reading Circle, the Southeastern Ohio Teachers' Association, the Masonic 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 ^lessrs Moore & Brock, situated at No. 172 South High street. The firm en- joys an enviable reputation for the superiority of the merchandise 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, Smith & Barnes, Schiller, Strohber, Story & Clarke, Melville, Clarke, Bachman, Willard, Brinkerhoff, Mathusek and the Hoffman, and they also hold the agency for the Boston and Edna organs. For business purposes the firm 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 house to have dealings with. The members of the firm, Messrs G. W. Moore and R, S, Brock, are native Ohioans, Mr, Moore having been born in Roseville, Muskingum county, and Mr, Brock was born in Jackson county, Ohio, and they have had extended experience in catering to the wants of the 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 the musical world. 640 EDWARD DODSON ROBERTS Has the unique honor of being the 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 18itf>, and took his degree at the University of Cincinnati, graduating with Phi Beta Kappa honors in 18!l!l. His first pedagogical experience was in the fourth intermediate and the night High Schools. He was next located in the Third Intermediate school. Later he was appointed first English assistant of the Whittier 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 the Tenth District school, Cin- cinnati, is one of the oldest educators in the public service, having been engaged therein for almost half a century. He was born 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 18fi3, and his .subequent engagements were as fol- lows : Fifth District school, 1803-4 ; Wood- ward High School, six months; assistant principal the Tenth District school, one year; Principal of the latter school, 1805-7 ; teacher of German in the Hughes High School, 1807- 187J : 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 Miss Alice Roll- wagen, 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. Youmans, who had recently moved there from Ohio. His ancestry includes strains of Dutch, English, Scotch, Welsh and Irish. making it typically American. The last of these ancestors to come to America 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 188.3. 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 years, 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 1902. 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 !Miss Annie Mc- Lean Marsh and they have one daughter, Elizabeth. 04.3 HARRY HOUSEMAN FRAZIER Harry Houseman I-'raziek wa^ Iiorii at Zanesville, Ohio, September 15, 1870. His father was John A. Frazier a merchant of tliat city. Both parents died in childhood and Wr. Frazier was raised by his grandfather. John- son Houseman, on a farm, .^t sixteen he entered Muskingum College. After three years' work there he entered Ohio Normal University at Ada, graduating in the class of 1892, classical course. Mr. Frazier became principal of the New Washington High School in September, 1892, serving three years in that capacity when he was promoted to the supcr- intendency of the village schools and remained in that position five years. In 1900 he com- pleted the classical course at Heidelberg Uni- versity. TiflSn, 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 High School Life Certificate in 1895 and has 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 1902. Mr. Frazier is a memiier of several fra- ternal orders and is an active worker and a member in the Methodist Episcopal Church. 644 i 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 pulilic educators he has achieved a success tliat greatly redounds to his credit. Richard A. Garvin was born in Hamp- shire county, West Virginia, in August, 1871, 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 e.xperience as a teacher in country schools, he wer.t to Bucyrus, Ohio, in l!tlll, as prinicpal of t'le West Side school. His sound scholarly merits and executive abil- ity becoming duly recognized, he was promoted to be assistant principal of the high school, and now has entire charge of the sophomore 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 18!)7 to Miss Anna Barney, and they have an interesting family of three bright girls. 645 ^.r. CHARLES HENRY MILLER The cause of education has an able ex- ponent in the above named gentleman, whose success as a public educator has been of the most pronounced character. He is possessed of the most scholarly attainments, and is favor- ably known to all his colleagues and the pub- lic. Charles Henry ^Iiller was born in Craw- ford county, Ohio, in July, 1805, and his early youth was spent on the 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 next took a teachers' com- mercial and scientific course at Leban m, Ohio, following 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 Wyandot county, Ohio, for one year, and later he taught in Crawford county schools. From 1897 to 1900 i\lr. Miller was superintendent of the Sul- phur Springs schools, and in 1901 he was elected principal of the high school in Bu- cyrus. a position he still continues to rill with dignity, ability and efficiency. ^Ir. 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 Brethren Church, and gives them all a cordial, influential support. 640 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 ;: country school, which he directed for four years with narked ability. In 1903 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 increasing 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 Teachers' Reading Circle, and the Methodist Episcopal Church, and he is popularly known in both educational and private circles. 647 ARTHUR JUERGENS Superintendent of Music, Springfield, Ohio BENJ. B. MCINTIRE Principal Washington Street School, Springfield, Ohio O. E. ALLEN Principal Jefferson Street School, Springfield, Ohio THEO. J. REBERT Principal dibert Avenue School, Springfield, Ohio 648 DARLINGTON J. SNYDER, A. B., M. A., M. D. To delve deep into science, to form anil)i- tioiis desires and attain tlieni. 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 wdiose name heads this brief sketch. .\s 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 substantial 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 wdio lia\e worked for and made Ohio famous for the magnificent school sys- tem which it now possesses. D.\Ri.i.\GT0N' J. Snvdek was born in New Salem, Fairfield County, Ohio, November 1.'?, 1H43, 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 .'\cademy of Fairfield County. He then took an art course in the Ohio Wesleyan University, and was graduated in 18(i8 with the degree of Bachelor of Arts. In 1871 the university conferred upon him 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, Columbus. 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 E.xaminer of Franklin County by Judge John M. Pngh, and served in that capacity for over eight years. In 1904 he was re-appointed by Judge Samuel L. Black, and in Septeml)er 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 649 scientific subjects in educational lines and on general medical tojMcs. He has been a member of tbe Beta Tbeta Pi Greek letter fraternity since lf, 1805. His father. Michael Sarver, was a teacher, afterward an attorney- at-Iaw. His mother's maiden name was Eliza J. .'\ndirson. Superintendent Sarver attended the Canton schools ai:d was graduated from t'le Canton high school. He then entered the Ohio Northern University and graduated from that institution in 188(>. In 188!) 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 protnoted 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 memlier 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 Pythias and American Mechanics. 651 PROF. W. W. GUERR To the disciples of Terpsichore in Colum- bus the above gentleman is most familiarly and popularly known, and his services arc 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.rccllcncc to impart this knowledge. Walter Warren (jlerr was born in Buff- alo, New York, January Hi, 187-S. 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 that capacity nine years. Having always been an expert dancer he now e,stab- lished a dancing school, but did not altogether relinquish railroad work until December, 190.'?, when his classes liad 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, which has been admirably fitted up for his 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 efi^ects, 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, liML', 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. Professor Guerr is soon to have a new academy on Front street, between Broad and Gay streets. It is to be equipped with an automatic walk- ing stairway, and will be opened in Septem- ber. 1!I<15. 652 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, 1804. 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 ( Hanimett ) Heichel, were both born and bred in .-Xshland 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 .\shland 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 di.strict school in Ashland County, and remained in that county five years, 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, this being a high school for Sullivant Township. In lltdl 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 225 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, and 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 1800 he was married to Miss Alice Brandt, of Ashland County, and they have one child, a son, now in his eleventh vear. 653 F. D. WARD The schools of Lorain are accounted as heing among the best in Ohio, and the greater part of this condition of excell nee is due to the efforts put forth by Mr. F. D. Ward since he assumed the superintendentship in 1890. 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 1879 with the degree of B. S. Mr. Ward first taught in a country school at the same time he wa.^ prosecuting his own .-tudies. 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 holds membership in the Northeastern Ohio Teachers' Association, 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. 654 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 been 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. Willi 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, 18(51, son of John Cully, farmer, and was fir.st educated in the district schools, and then came study in and graduate from the high school at IDalton. Next followed a course at Mount Union College, Alliance, Ohio, and graduation in 1887 with the degree of Bachelor of Arts. In 18!tO 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 tuonths 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. .\fter 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 Iiuilding 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 Northea.stern Ohio Teacliers' Association, of which he has had the honor to be at one time president. In December 31, 1801, 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- ru'aintances. and have a very pleasant and commodious home on Doan Street, near Gor- don Park. 655 HENRY T. MAIN This gentleman is widely and most favor- ably 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. Main is a native son of Ohio, having been born on July 5, 1865, in Delaware County, and he was reared on the old homestead of his father, Mr. A. Main, together with his three 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, .cerving 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 has borne most substantial fruit. Mr. Main is a memlier 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- tion two years, has been instructor 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 1888 he was married to Miss Hallie Buck, and they have a family of three bright daughters. 656 RICHARD E. TOPE The proficient superintendent of schools at Oak Hill, Ohio, was born December 19, 1875, at Lincohi, 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 1902, and that of Master of Arts in 1904. He fir.st taught in the rural schools of Lin- coln for two year.?, then in the township high school for two years, and then was appointed superintendent at Thurman, 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. PR0FES.S0R Tope is a member of the South- eastern Ohio Teachers' Association, the Allied Educational Associations of Ohio, the Ohio State Teachers" Association, the Masonic body and the Knights of Pythias, also president of the County Examiners' 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 .SO, 1903, he was married to Miss Elizabeth Jones, a lady most estimably known' in the social world. Mrs. Tope was educated: in the Oak Hill schools and at Oberlin and' she is deeply interested in the school systemi and in educational progress. 657 WILSON HAWKINS In the above 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 connty, May 14, 1874, his parents being William and Eliza- beth A. (Bettis) Hawkins, both of whom were also natives of Carroll connty and de- scendants of early English and Scotch-Irish settlers. His youth 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 either as a student or 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 181)0 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 has 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 600 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 Site of Campus Martius, Marietta, Ohio, Built in 1791 659 CHARLES T. MOORE "Education" has been the magic word, the ■"open sesame" to the wonderfnl progress that 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 effective excellence in this commonwealth, and Ohio is a recognized leader and power in the educa- cational world. Among our successful "lords of learning" must be enrolled the name of Ch.ari.es T. MooREj the popular superintendent of schools at Pataskala, Ohio, who is a thoroughly pro- ficient in.structor and a disciplinarian of sound judgment. Mr. Moore was born on July 26, 1874, 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 Muskingum 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, Ohio, 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 1!108 he was promoted to the Superintendency, an honor won by sheer merit and ability. Mr. Moore was married on December 25, 1901, to Miss Bessie ,A.mspoker, a lady most estimably known in social circles. He is a member of the National Educational Associ- ation, the Ohio State Teachers' As.sociation, the Ohio Teachers' Reading Circle and the Licking County Teachers' Institute, and is a member of the Presbyterian Church. 660 C. D. COONS The chief pride of Ohio rightly lies in her magnificent scliool system, no State excelling her in this respect, and the grand results are shown in the high average degree of intelli- gence exhibited by the citizens of this 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 23. 187fi, 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 1895, assuming charge of a district school in Union township. Licking county, Ohio, 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 ther?, in 1809, and after filling this office up to 1001 he was elected superintendent of the Granville public schools, a well deserved elevation. All 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-member of the Ohio Teachers' Reading Circle, holds membership in the Masonic order and Knights of Pythias, and he is popularly known in both educational and social circles. 661 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 profovmd scholar and a public instructor of exceptional ability. Jerome B. Mohler was born in Miami county, Ohio, April 14, 1851, and has lived almost his entire life in th-. Buckeye State. His father, Ephraim JMohler, 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, 1904. His mother, Anna Mohler, nee 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 Covington, 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 1808, in a district school of Darke county, and taught in that and other rural schools of Darke and Miami counties up to 18711, 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 Carrollton, Carroll county, four years ; then as superin- tendent at Gallipolis five years and for the remainder of the time, or since 18f((), he has been superintendent of schools at Orrville. Mr. Mnliler has under his supervision two school buildings, has eleven assistant teachers, and the average number of pupils reaches four hundred. Mr. Mohler was one of the organizers of the Ohio Teachers' Reading Circle, is chair- tuan 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 Examiners, 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 Kuights 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 was united to Miss Mary -X. Hill, of ^liami county, and they have had a fatuily of ten children, six sons and four daughters. 662 W. M. WALTERMIRE For some twenty-five years Ohio has had the advantage of the services of the above named gentleman in its public school system, and he has done much to advance the cause of education in the Buckeye State. W. M. Wai.termire was born in Morrow county, Ohio, January '21. 18-58, 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 Baltiinore, 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 l!l(l8 he has officiated as superintendent of schools in Centerberg, Ohio. He has Wvq capable as- sistants, and an average attendance of 'JOO pupils, with 70 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, iii a member of the National Edu- cational Association, the Knox county Teach- ers' Institute, and the Methodist Episcopal Church. He was married in 188fi to Miss .Mlie Van Horn, of Mount Blanchard, Hancock county, Ohio, and they reside in a pleasant home in Centerberg. JOSEPH H. NORTON At the age of twenty the above named received his 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 fidlest confidence and highest regard of his colleagues and scholars. Joseph H. Horton was born in Belprc, Washington Coimty, Ohio, February "2-t, 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 next assumed charge of the school at West Rushville for three years, and then taught in Rushville three years, both being in Fairfield County. In 1901 Mr. Horton went to Balti- more, Fairfield County, Ohio, having been 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 130 pupils, and an average attendance of 120. In ISIOJ he was appointed county examiner by Judge Kiefaber and is now president of the Board of Examiners. 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 19U"2 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 two children by his first marriage, a son and daughter. His son, Frank O. Horton, who is now studying in the Ohio University at .\thens, 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 daughter. Laura Horton, is teacher of the primary school at Pickerington. Ohio, and has a promising future before her. 664 MRS. J. H. HORTON The public schools at Thurston rank among the best in the State and tlie 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 ^leda Snoke, was born in Fairfield 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 sex. 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 t\vo summer terms, and summer normal at Rush- ville for one term. She received her first teacher's certificate in 18!'0, and began teach- ing in 1801 in the graded school at Su.gar Grove. In 18i)2 she went to Berne 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. -'\. 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 grannnar school at Sugar Grove next claimed her services for a year, and then West Rushville for another year. In IIMI-J she was united in marriage to Mr. Joseph H. Horton, school superintendent at Baltimore. Ohio, and a prominent educator. In lOO.S Mrs. Horton went to Thurston as teacher of the intermediate school, and almost immediately was promoted principal of the higli 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' .As.sociation. and the Fairfield County Teachers' Institute, and she and her husband are worshipers in the Grace Re- formed Church at Sugar Grove. 665 MILFORD G. CALHOON Aclciiowledgedly the greatest factor in hast- ening the world's progress on to the dreamed of niillcninm. 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 Mr Mii.FOKU G. Calhoon, the popularly known superintendent of the Roseville school, lie has been in active service as a teacher for some twenty years and is known as a thoroughly experienced, competent instructor. Mr. Cal- hoon was born in Prairie City, Illinois, on Feliruary 'Jli, 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 Normal School at Ada, Ohio, follow- ing his 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. Mr. 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 Kxaminers of Perry county. He holds a professional certificate in his own and ad- joining counties. 666 W. S. EVERSULL For more than twenty years the public 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 2!'. 18t!o, and was the son of John C. Eversull, a prominently known surveyor and civil engineer of Hamil- ton county. He attended the common schools and high schools of Hamilton county, graduating from the latter in 1883. In the same year he was given clarge of a district school in Colerain township, Ohio, and taught there until 1885, 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 e.Ncellence. Mr. Eversull is a member of the Hamilton County Teachers' Institute, of the Hamilton county and of the Southwestern Ohio Teachers' .'Associations and is also active in the Masonic order. November 20, 1890, 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. 667 WILBUR O. WEIR For the past score of years the above named has been an active factor in the educa- tional world of Ohio, and during that period bis progress and advancement have been unin- terrupted, while be has ever maintained a repu- tation of the most creditable character for scholarship and executive ability. Mr. Weir is of Obioan birth, having been born near Forest, this state, October 16. I860. He was reared on his father's farm, and at- tended the nearest district school. After com- pleting all the advautaoes 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 180.S with the degree of Bachelor of Arts, and in 1896 the same institution conferred upon him the degree of Master of Arts. As a teacher Mr. Weir's career hea;an in I880. when he assumed charge of a country school, remaining there up to 1807 when he was appointed super- intendent of the school at Ridgway, Ohio, and there he remained in control for three years. His next position was as principal of the high school at Sycamore, Ohio, and after two years' incumbency there, he in 1002, was invited to accept the school superintendcncy at Dunkirk, Ohio, and this responsible po- sition he contimies to 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 al.so one of the county school examiners. He secured a state certificate in December, 1899. In 1894 he was married to Miss Anna O'Brien, and they have one boy, named Paul Virgil Weir. 608 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 the 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. Bratten, the popular and highly regarded superintendent of the Wayncsville school. This gentleman is a native Buckeye, born on the farm of his father, John C. Bratten, in Brown County, in ISfiO, 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 1889. Mr. Bratteti's first professional charge was at Henning's Mills, where he taught for five years, leaving there to take charge 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 1899, when he was appointed principal of the Lelan School which position he held for three years. Then he was elected superintendent of VVaynesville 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 likevvi.se affili- ated with the Masonic and Odd Fellows or- ders, and member of the Methodist Church. He was in 1892 united to Miss Cora Mace, also a teacher and they have an interesting family of four sons and two daughters. 669 CHAUNCEY LAWRANCE While the methods employed by the in- structors in the grand educational system of Ohio are of the most advanced character, "faddism" 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 Mr. Chauncey Lawrance, the tal- ented superintendent of schools at Waverly, Ohio. This gentleman was born in Spring- field, Ohio, February 22, 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 Mr. Lawrance took charge of his first school. This was in Springfield Town- ship, and after two years' successful work 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 6, 1902, he was mar- ried to Miss Olive M. Parthemore, of Spring- field, Ohio, and they have a pleasant home in Waverly, where both are attendants of the Methodi.st Episcopal Church. 670 C. J. FOSTER Superintendent of schools at Caldwell, Ohio, is a native Buckeye, having licen born in Van Wert County, this State, in 18(i.), His father, Josiah Foster, was a farmer, and our subject 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 schools he entered the Normal School at Portland, Indiana, and went thence to the Normal School at Leba- non, Ohio, and then to the .\da 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 : Venedocia, Van 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 member of the Ohio Teach- ers" Reading Circle, the Eastern Ohio Teach- ers' Association, the Ohio State Teachers' Association, 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. 671 ^w^ T. HOWARD WINTERS When the above named gentleman chose teaching as his life-vocation he made no error, as his subsequent record has shown ; but, on the contrary, he has demonstrated that he is an educator of marked ability and thorough efficiency. T. Howard Winters is an Ohioan by birth and has always lived in this State. He was born at fronton, 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. After completing his studies in the pub- lic schools of fronton our subject took a course in the Ohio Wesleyan University at Delaware, Ohio, and, at his graduation in 1896, had secured a sound, thorough educa- tion. Shortly afterward he was assigned to the high school in fronton as a teacher, and by 1900 had so well established his merits that he received and accepted a call to be- come teaclier in the high school at Canton, Ohio, After remaining there a year he re- turned to fronton 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. 672 FRANK E. RINEHART Was born in Preble county, Ohio, May "20, 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 1890, Mr. Rinehart 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 ySars 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 member of the Masonic order and the Knights of Pythias, also the Ohio Teachers' Reading Circle, the N. E. A., and the Southwestern Ohio Teach- ers' As.sociation, 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 cheer their home. 673 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 the village of Amanda. After at- tending the schools of his native village, Mr. Lawrence 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 taught 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. J,\MES 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 1892 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:o to July, .1894. For the succeeding year he was instructor of physics and chemistry at the hieh school in Akron, Ohio, and since !89.") 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, 189(). 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. Carl 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 from the high school. In the fall of 189'2, 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 the 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 Mr. John Franklin Seagreaves, 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 qualities. 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 Fre- mont for a number 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 1899. 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. 677 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; Vifithout these qualifications in a more or less pronounced degree, success is impossible. These necessary requirements are possessed in marked degree by Mr. Gilbert 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- vancement in his professional career is but natural and legitimate. Mr. Brown was born in Crooksville, Oc- tober 27, 187(), son of Alexander Brown, a representative potter 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 1807. He proved so suc- cessful in his chosen vocation that his merits were not allowed to pass unrecognized, and so, in 19ol, 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 birth, having been born at Aid. Lawrence county, April 17th, 1872, • on the farm of his parents, George and Julia A. Russell, a most estimable couple. His early education was received in the public schools of his 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 the Campbell Building at Iron- ton, Ohio, and is continuing to most success- fully administer the duties of t^iis 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- msn, who was also a teacher, on August 29, 1894, and they have three bright boys to cheer their home. 679 "^^j ED. A. EVANS A most successful Ohio educator, now super- intendent of schools at Chicago, this state, was born at St. Louisville, Ohio, in 1867, 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, Ohio, 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 he or- ganized the high school, became superintend- ent, and had the honor of graduating the first class turned out by that institution. Thence he went to Pataskala as principal of the h'lph 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 state. Mr. 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 ex-member 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 Teacher.s' 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 he 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 generation of school teachers who have made their mark as public educators of signal ability, 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 field of labor is at Wooster, Ohio. 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. Immediately 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 the Ohio Teachers' Reading Circle, the North- western Ohio Teachers' Association, the Ohio State Teachers' Association and the Ohio Teachers' Federation, is affiliated with the Masonic order, and is a worshiper in the Pres- byterian Church. 08 1 WILLIAM ALDERMAN MATHENY Although but a recent acquisition t!) the great army of active workers in Ohio's edu- cational system, yet the above named gentle- man brings to bear in his labors a thorough equipment in training and natural aptitude for school teaching. Mk. Mathenv is a native Ohioan, bDrn in Athens county, February 20, 1882, 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 ^latheny attended the rural schools of his birthplace for eight years, received his first teachers' certificate at the age of eighteen, and in 1901 began teaching in his home school, being master of the same for a year. He then entered the Ohio University at Athens, Ohio, for a five years' course, grad- uating in the class of '00 with the degree of Bachelor of Philosophy. During 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 prominent 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 1SI02, was also catcher on the O. U. baseball team the same year, manager of the basket ball team in 1903, president of his class in 190.S, class orator, V.Ht:\ and president of the Athenian Literary Society, llW.i. He was delegate to the Na- tional Convention of the Beta Theta Pi, the Greek letter national .society, held at St. Louis, 1904, in 1902 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 120. Under his regime the schools have greatly increased in efficiency, and his ability and popularity are indisputable. 682 CHARLES M. DAVIS Superintendent of schools at Berlin Heights, Ohio, was born May 10, 187«v" CALIF^ ^}> 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.ardson was born in Shanesville, Tuscarawas county. Ohio, May 28, 1808, 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 took 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 1904. Mr. Richardson began teaching in 1888 at Shanesville, Tuscarawas county, Ohio, re- maining there until 1800, when for a year he officiated as instructor of penmanship in the Coshocton public schools. He then became superintendent for four years of the township school 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 lit()3. 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 2(i0 pupils. Mr. Richardson is a member of the Pres- byterian Church, president of the Bi-Valley 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' As.sociation, and the Ohio Teachers' Reading Circle on an eight year diploma. In 1889 Mr. Richardson was united in marriage to Miss 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. Allen and Eddie are now attending school at Shreve. 686 L. E. EVERETT The above named is a gentleman of broad experience, sound 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- huttcn, 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 Mr. 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 1898 to 1901 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 1,060. Mr. Everett has served on the executive com- mittee of the Tuscarawas County Institute for the past three years, is a member of the dif- ferent local educational associations, as well as the Ohio State Teachers' Association, and the National Educational Association. He is a member of the M. E. Church, and is prominently connected with the Ma.sons. 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. 687 ARTHUR L. GANT2 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. Gantz, 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 Harrisburg, this State, March 30, 1877, 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. In 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 l!Xi::i 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, 1900, 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., Arthur 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 1903 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 Ohio State Teachers' Association, the Eastern Ohio Teachers' Association. 689 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 bom 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 both 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 1902 he reached promotion by being elected princinal of the Main 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. Morris 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, Rathbone Sisters and the Daughters of Poca- hontas. In 1901 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. 690 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.\LL was born near Weston, Ohio, on a farm owned by his father, Lewis Hall. His early education was secured in country schools, in which 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 of- tlie 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.- 691 H. Z. HOBSON The above named has l)een 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. HoB.soN is a native of Ohio, his birthplace being New Ale.xandria, Jefferson County, his natal day April 18, 1867. Both his parents — James A. and Henrietta (Bet- ton) Hobson, were born in Jefferson 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 school life certificate, and a four- year diploma in the 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 loo 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 years at Portland Station, a two-room school, superintendent at Empire Village, three years, and superintendent at Salineville two years. In 18!I0 he went to Dennison, Ohio, having been elected superin- tendent of schools there, and under his lead- ership 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 000. Mr. Hobson is a member of the National Educational .'\ssociation. the Ohio Teachers' Reading Circle, the Tu.-carawas 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 Jeffer.son County, and has now a family of two girls and a boy, two of whom are now attending school. 692 S. B. HYDE Mr. Hyde is well known among his co- workers in the educational fields in Ohio, especially so in Fairfield county, where he has resided his entire life. He was born in Rushville, Richland township. 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 year and began teaching in a district 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 member 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- (593 MARIAN O'KELLIE McCAY Our subject was born January .jth. 1883. 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. McCay a salesman in Sun- bury, Ohio, two other brothers, and the sub- ject of this .sketch, who 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 y?ars, and is now working his way through college hy teaching school in winter and attending college during the summer having already spent three summers at the Ohio Northern University at .^da, 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. McCay 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. He 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. 694 DR. A. V. LERCH 111 eiuimerating tlic educational advantages of Pleasantville, the fact must be mentioned that, in the spring of 1!'II4, was created here a special school district, and five 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 : K. R. Wooley. grain merchant, Henry Hoffman, farmer. T. H. Henry, merchant, J. A. Keller, hardware merchant. The subject of this sketch. Dr. A. V. Lerch, was born in Morrow. Ohio, Septem- ber "2, 18li0, 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. VV. Lerch, a physician, died at 2."). Our subject's youthful education was ob- tained in the district schools of Morrow county, which he 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 18112 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 Ma.sonic order, the Knights of Pythias, and the Methodist Epis- copal Churcli. In 18it.S Dr. Lerch was married to Miss Lida C. Chick, of Chattanooga, Temiessee, and they have one child — a son — who is now at- tending school. 695 •ii i 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. Lake 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 Univer- sity. He has taken one term in the Chicago University, gaining several major credits from there. Li 1889 he was granted his first certifi- cate to teach a rural school in Licking county. After a year in that capacity Mr. 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 the 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 145. Superintendent Lake is a member of the Presbyterian Church, the Ohio Teachers' Read- ing Circle, the Licking County Teachers' In- titule, the Masonic order and Knights of Pyth- ias, and he possesses a genial personality that commands for him the esteem of all who know him. 696 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 the onward progress attained in the growth of Ohio's splendid educational system. His methods of teaching are based on a common sense platform and arc productive of the most beneficial results. James E, Yarnei.l 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 J-!t3 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 18i>.5 to 1900 he was actively iden- tified with the Methodist ministry. In 1900 he united w-ith 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 The splendid status upon which the public school S3'stem as carried out in Ohio rests, is a magnificent tribute to the conscientious and eflScient efforts of the teachers in control of that system. To become 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. Bookman, 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 IT, 1882, son of Fred and Catherine Bookman, who had a prosperous farm in that section, and 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 degree 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 Philomathean Liter- ary Lyceuin, and he undoubtedly has a long and promising future in store for the exer- cise of his talents. 704 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 grammar school and is still master of this department. He has an average attendance of thirty- eight pupils, and is held in high regard by all 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 thc brcaking 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 Rushville school he has made a distinct suc- cess, bringing its various departments up to the highest status of effectiveness and productive- ness. Mr. Walter was born in Hocking county, November 20, 1804, son of Mathias and Lydia (Ruff) 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 for the five years succeeding was master of a Fairfield county rural school. The fol- lowing seven years he filled the principalship of the Sugar Grove High School, and in 1902 was promoted to a similar position in the Rushville school, whose status he has raised to a point reflecting the utmost credit upon his training 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 1889 he was united to Miss Sarah Kull, of Sugar Grove, Fairfield county. Ohio, and they have a family of three bright children, one of whom 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 system. 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 Mr. R, H. Allison, the genial and highly efficient superintendent at Ashley, Ohio. This gentleman was born at Sparta, Ohio, on September 10, 1879, 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 1903. It was shortly after this event that Mr. Allison was appointed principal of the school at Ashley, and in 1004 he was further honored and promoted by being elected superintendent, the duties of which position are being met by him in the most capable, highly satisfactory maimer, 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. 707 FRANK O. NORTON In conformity with the schools in 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 Mr. Frank O. Horton, prin- cipal of the high school. This gentleman is a native Ohioan, born in Rockland, this State, in 1879, 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, when he 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 1880 entered Mount Union College, at Alliance, Ohio, for a five years' classical course. He graduated in the normal course in 1802, 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 winning as captain of cadets, the highest promotion possible. The State Board of Ex- aminers granted him a common school life certificate in 1809 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 1807 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 parochial schools in the city which diminish 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 Mr. Geiger was a member of the Alpha Tau Omega fraternity. On June 17, 1890, Mr. 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 Mrs. 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. 710 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 the 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, April 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 except 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. 711 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 their 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 him, is Mr. F. L. Berger, grammar school teacher at Alexandria village, Ohio, who has teeh in the profession seven years. Mr. "Berger was born in Jersey township. Licking county, this slate, 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 included two summer terms at Miami University. His first work as teaclier 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. Berger 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 circles. MAX ROTH The ranks of that great civil army of Ohio — the public school teachers, who number 28.- 000 — are constantly being augmented by the accession of new menibei s, who bring with them 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. Max Roth, the present tal- ented principal of the high .school at Mingo Junction, Ohio. He holds a live 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 him when he assumed his present responsible position. ^lax Roth was born January 8, 18TU, in Tuscarawas county, Ohio, where his parents, Cyrus Roth and Ellen M. (Kinscy) Roth, still reside, the former being a prominent stock dealer in that .section. He 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 Mount Union College, Alli- ance, Ohio : and two summer terms at Scio College. In 1898 when ninteen years of age he taught school at Denison, remaining there up to 1902, when he went to Mingo Junction to accept the office of principal of the high school. He is assisted by capable teachers and has an at- tendance of sixty pupils, by whom he is held in higli favor. Mr. Roth is a member of the Ohio Teachers' Reading Circle, the Eastern Ohio Teachers' .Association, 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!I(I4, he 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 vicinity. Both are members of the Moravian Church, Mr. Roth being directly descended from the early Moravian settlers of the Tus- carawas valley. 713 SUE McLaughlin Among the most 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 1902, aged 86 years. Two children survive, Miss Sue and Robert, who reside in New York State. Miss IMcLaughlin graduated from Dr. Speers' Female College, Natchez, Miss., in 1862, and took up her residence in Columbus in 1865. She began teaching in Columbus in the spring of 1865 at almo.st 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. In 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 Bolster Club. She is a member of the Cen- tral Presbyterian Church. 714 BETTIE DUTTON A wonderful record as a public instructor must be accredited to the 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. Miss 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 fiepartmcnt at Nashville. Tenn., at Sara- toga, N. Y., Charleston, South Carolina, and St. Paul, Minn. At the St. Paul meeting in 18iHl 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 1895. Miss Dutton's teaching in Cleveland began 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 Scliool. 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 public 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 phenomenal 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. Reveley 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 York and graduated from the Albany State Normal School in 1859. Her professional career may be briefly summarized thus : teacher of a school in Ver- ona, New York : taught school in Rome, New- York ; instructor in the Greylock Institute, Mass. : taught in primary and grammar schools, Cleveland ; principal of the Sterling and Mayflower schools, Cleveland ; principal of tlie 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 tlicir present magnificent development is due to her efforts. She was called there from Rome. New York by Superintendent Anson Smythc. In 1809 Superintendent Rickoff made her principal of Mayflovi-er School, where she remained until 1871, when she was appointed principal of Sterling School. Miss Reveley remained in the latter school seven years, and these were among the hap- 71(i 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, then 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 .'\merican 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 educators and literateurs in the United States ; the influ- ence of her life-work is still felt. She was born at Mansfield, Ohio, March 10, 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 Ingham'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. At 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, 1866, Miss Janes was married to Mr. W. A. Ingham, then a prominent book- seller and publisher of Cleveland. Mr. and Mrs. Ingham traveled extensively in America and Europe, bringing each season a wider culture and better preparation for their useful lives. Their home was one of the most 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 public service she has resided at No. 160 North Professor Street, Oberlin, Ohio, enjoy- 718 ing her books and beloved l)y 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 brought 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. 719 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. Com stock 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 1860 Miss Comstock began her life-work, in which she 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 member of the Ohio State Teachers' Association, the Northeastern Ohio Teachers' Association, and the National Educational Association, and is an attendant of the Presbyterian Church. 720 MRS. SOPHIA ECKER For the lengthy period of thirty years the above named lady has- been a valued teacher in the public schools of Toledo, and during that time her services must« have resulted in 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. Mrs. Ecker is a native daughter of Ohio's soil, having been born in Maumee, this State. Her father, Henry Commeger, who was an attorney-at-law of some prominence in his day, and also served the United State govern- ment as in.spector 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- ervising 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 City. 721 ANNA S. HUTCHINSON The above named lady has been connected with Cleveland's public school system 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 Hutchin.son 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. Rickofif, 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 promoted 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. 722 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 infancy, 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 Seminary, the Rev. C. C. Beatty. Principal, and was graduated there- from in 1853. Shortly afterward she began teaching 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 Asthma and unable to stand the rigors- of our northern climate, left Steubenville for Florida, December 22, 1902, 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 hek! membership in County and State teachers' associations. 72S MARTHA J. LESLIE One of the best known women educators of Ohio is the above named lady, who was in the pubHc service for fifty years, all of the time in the schools at Steubcnville, this State. Miss Leslie was born in Steiibenville 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 Steubcnville Seminary, from which she was graduated in 1853, when but fifteen years old. In May of that year she began her pro- fessional career as a public 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 Steubcnville 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 Jefferson County Institute, also many sessions of the Ohio State Teachers' Association. Miss Les- li.; is a member of the Woman's Relief Corps, and has for many years been identified with the temperance and charitable w'ork in Steu- bcnville. She is beloved by a host of friends and former pupils. 724 MRS. THANK ASHTON Mrs. Ashton has been actively engaged in school teaching for over forty years, and is widely known in educational circles i6i ability and thorough interest in her work. Her career has been uninterruptedly success- ful from fts outset, *her work gaining her re- peated promotions. Mrs. Ashton was born 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 in 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 member 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. 725 MISS LUCIA STICKNEY This lady is a veteran among the school 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 availa1)le 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 immedi- ately called into requisition. In 1877 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 1004 Miss Stickney made her third voyage to Europe, and visited the principal points 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 membership in the Fir.st Congregational Church, the National Educational Association, the Northeastern Ohio Teachers' Association and the Ohio State Teachers' Association, likewise the Na- tional Council, a select body of sixty members. 726 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 Fohes was born in New England, being a native of Manchester, Ben- nington County, Vermont, her parents being Charles and Lucina W. (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, Vermont. 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 "^ennington 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 assumed 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 average 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. 727 MISS SUSAN A. DILLIN For more than three decades has the pub- lic school 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 and village schools in New Hampshire, after which followed a course of studies in the Tilden Seminary, from which she was graduated in IStiO. Miss Dillin's first professional experience was as a teacher in a mountain school in the Granite State. She remained but a year there, her next field of labor being Auburn, New York. Another year was spent there and then Miss Dillin went to Cleveland, Ohio, which has since been 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 1892, she was appointed principal of the Broadway Building, over which she still continues to most capably 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. 728 Mies MARIE A. HIBBARD This lady lias 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 ofc her profes- sion with her whole heart, and with the most highly substantial, satisfactory results. Mi.s.s HiuBARD 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 VVolcott 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 VVauseon 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- ably 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 connnunitv. 729 MRS. HELEN WOLCOTT DIMICK Of Ohio's splendid army of public school teachers, the majority are of "the gentler sex," the ratio standing two to one in their favor. This is not surprising as the instruc- tion of the young is woman's natural sphere. one in which she is pre-eminently fitted to shine. A lady who has won distinct success in this field of labor is Mrs. Helen Wolcott DiMicK, whose valuable 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. D., her mother, Dora (Fuller) Skinner. Dr. Skinner was a most prominent physician and surgeon of his day and widely known to the medical profession. He was a graduate of Yale and of Bellevue Hospital, New York, and performed heroic services as surgeon-in- chief on Col. De Russy's staff — stationed at Arlington Heights durinig the war of the Rebellion. 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 Wolcott Chapter, Daugliters of the American Revolution, is first vice-president of the Daughters of 1812 Ohio 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- tional Church, and has a future bright with promise before her. 730 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. As 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 nlember of the first graduating class of the New Phil- adelphia (Ohio) schools. This class gradu- ated in the spring of 1865, under the superin- tendency of J. L. Mcllvaine, now editor and publisher of the Tuscarawas Advocate. At the age of seventeen. Miss Young began teach- ing at Trenton, now known as Tuscarawas, and remained there up to 1868, 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 80, 1873, 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 IJhrichsville and Dennison, Ohio. Mrs. Herrick's last day as a teacher was February 5, 1904, 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 731 ANNIE E. SIMS Annie E. Sims was born in the 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 18()f1. Having thoroughly . qualified herself for the profession of teaching, she was assigned to the Spring Street School in 1871, 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 1877 she was promoted to principal and placed in charge of the Franklinton School, where she remained for two and a half years, and was then transferred to the Fieser School of which she has since been the greatly be- loved principal. 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 of 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 Simonton, for years conducted the old Buckeye House, a noted caravansary in its day. and which stood on the site where the Coluinbus 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 School, 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 1895. 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. 7*3 OF THE " NIVERSITY OF *;^^'iT!?SC^.^ts HELEN MILLAY This lady's entire life has been 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 Millay 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 Sullivant 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 Aid Association, and the Cathedral, and her residence is at No. 118 Wilson Avenue. 734 ^ 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, 1905, 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 upbuilding of the public schools of Cleveland to their present splendid degree of excellence, much valuable work and assistance has 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 uninter- 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 Electa P. Bradbury is a native of Ohio, her birthplace being in Gallia county, where her father, Joseph Bradbury, was an attorney-at-law of prominence. Her early ed- ucation was received in the public schools of Gallia county and later her studies were con- tinued in Franklin county, Ohio. In 1873 she successfully graduated from the Nonnal School at Worthington, that county, and shortly afterward, in the same year. Miss Brad- bury took up a residence 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, under 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 Bradbury 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 Churcli and has many friends in educational and social circles. 736 MRS. AUGUSTA McCLINTOCK This lady is one 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. Augu.sta 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 Worthington, 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 ])ublic which her long, faithful and consci- entious work so justly entitles her. 737 MISS MARY A. MORROW The services of this lady, since the 1)egiii- ning of her career, have hceii enlisted in be- half of the schools of Cleveland, and she has performed a noteworthy part in securing that high degree of excellence to which tliese schools have attained. Miss Mary A. Morrow was born in Port Hope, Ontario, Canada, but 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 Higli School and the Normal School, graduating from the latter in 1877. Miss Morrow's first position was as a teacher in the Dunham school, where she re- mained for eleven 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 her record is one in which she may justly take pride. 738 MARY L. PETERSON The cause of education has a valuable 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 licr 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 till a vacancy in the Salem schools caused by the resignation of Mr. E. O. Vailc, who sought a wider field of work. Here she remained two and a half years having received three promotions in that time. In 181)8, 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 tlic city. Four teachers, in succession had found the boys 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, Ilenkle, former superintendent of the Salem schools, and Ohio State School Commissioner from 18(i!l 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 suggestions proved most valu- able. Miss Peter.son 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 and study of its members. She has been a member of the Pilgrim Congregational Church since ISfiO. 739 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 school, to which her services were given for four years, then five years at Douglas school, after which two years were given to the Ea.st 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. 740 ANNA PFEIFFER Miss Pfeiffer has given her life-time,' ability and energies to educational affairs, and her services 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 years, 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 community. 741 A... M^ ■• MVil^^^^ ^~ij|- ' ^^^11 *«< m PB ^ ^^#it:> IJiit ' llf^^ m ppMjg-T-- -'',:'<'i^^.M;?7-^^g:^..'f^^i:^s^- ^ :- : ' - ■ ■*;:--j MEDARY AVENUE SCHOOL, COLUMBUS, OHIO SARAH A. SMITH Miss Smith has devoted years of valuable service to the cause of education in Columbus. Born in Jackson Township, Franklin County, where her father, Daniel Smith, (deceased in 1878) 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. After graduating from the Central High School. Miss Smith was appointed a teacher, in 1870, in the Mound Street School, remaining there a number of years, when she was transferred to the Sulli- vant School. After holding this position two years she was returned to the Mound Street School, teaching there up to 1891, when she was made principal of the institution. In 1893 Miss Smith was appbinted head of the Med- ary Avenue School and still retains that posi- tion. Her residence is at No. 199 South Ohio Avenue and she holds membership in the Prin- cipals' Association, the Central Ohio Teach- ers' .Association, and the First Presbyterian Church. 742 MAUD IRENE MYERS Of the various fields of labor which have been entered by . women, there is none for which she is better equipped by nature than that of school teaching. That she has fully taken advantage of this fact is shown by statis- tics : last year the number of school teachers and college professors was 44li. U, C. BERKELEY LIBRARIES DSfit33Dt.O