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CHAPTER XI.*
CITY OF AKRON—EDUCATIONAL HISTORY—THE EARLY SCHOOLS—PERFECTION OF THE COMMON
SCHOOLS—BUCHTEL COLLEGE—PRESIDENT AND FACULTY—ENDOWMENT, ETC.
Precepts and rules are repulsive to a child, but happy illustrations winneth him.—Tupper.
IN a history of Akron, its common schools and educational facilities occupy a prominent place. The following historical sketch of the schools of the city was written by Judge C. Bryan, and is so full and complete that we incorporate it almost bodily in this work. It is as follows : " In 1846, there were within the incorporated limits of the village of Akron, 690 children between the ages of four and sixteen years. 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, inconvenient and uncomfortable building, gratuitously furnished by Capt. 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. Reading, writing, spelling, arithmetic and grammar were more or less attended to in the private and public 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 16th 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 21st of November, 1846, there was an adjourned meeting of the citizens of Akron, at Mechanics' Hall, at which Mr. Jennings, on behalf of the committee, submitted
*Contributed by W. H. Perrin.
their report. It was a good, business-like document, clear in its statements, definite in its recommendations, and so just and reasonable in its views, that it received the unanimous approval and adoption of the citizens there assembled, and a committee, consisting of R. P. Spaulding, H. W. King, H. B. Spelman and L. V. Bierce. was appointed to secure the necessary legislation. The following is the plan of the committee : 1. Let the whole village be incorporated into one school district. 2. Let there be established six primary schools in different parts of the village, so as best to accommodate the whole. 3. Let there be one grammar school, centrally located, where instruction may be given in the various studies and parts of studies not provided for in the primary schools, and yet requisite to a respectable English education. 4. Let there be gratuitous admission to each school in the system, for the children of residents, with the 'following restrictions, viz.: No pupil shall be admitted to the grammar school who fails to sustain a thorough examination in the studies of the primary school, and the teacher shall have power, with the advice and direction of the Superintendent, to exclude for misconduct in extreme cases, and to classify the pupils as the best good of the schools may seem to require. 5. The expense of establishing and sustaining this system of schools shall be thus provided for : First, by appropriating what public school money the inhabitants of the village are entitled to, and what other funds or property may be at the disposal of the board for this purpose ; and, secondly, a tax to be levied by the Common Council upon the taxable property of this village for the balance. 6. Let six Superintendents be chosen by the Common Council, who shall be charged with perfecting the system thus generally defined, the bringing of it into operation, and the control of it when brought into operation. Let the six Superintendents be so chosen that the term of office of two of them shall expire each year.
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The plan was adopted by the Legislature, and embodied in the act for the support and better regulation of common schools in the town of Akron.' passed February 8, 1847. with a change in the name and mode of election of officers named in the sixth paragraph only, the the substance being retained. 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 superintendence and management. It will not only give the best schools. but the cheapest : for while such instruction as the youth of Akron now get costs about $2,200 a year. or $6.82 for each of the 375 who attend school. under the plan proposed 500 can be instructed for 81.700 a year. or 83.40 a scholar for cost of instruction. The interval between the meetings in May and November, 1846. was improved by Mr. Jennings in collecting information. maturing the plan and elaborating the report. 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. Others saw and felt the need of a system and of better methods of instruction and management. but in his practical and sagacious mind the subject took form and proportion as an organic whole, and under his presentation the plan looked so feasible. so admirable, that hostility was disarmed and the people were eager for its adoption.
Mr. Jennings was the father and founder of the Akron schools ; and, though he did not remain in Akron to see their operation, he gave them their first impulse and direction, and inspired their management and administration. His plan was flexible to the needs of thegrowth and enlargement, and in essential features remains as it first took form on the statute book. For actions less signal and beneficent, men have been honored and recognized as public benefactors. The first election under the law was in the spring of 1847, and L. V. Bierce, H. B. Spelman, James Mathews, William H. Dewey. William M. Dodge and Joseph Cole constituted the first Board of Education, which organized by choosing L. V. Bierce. President ; H. B. Spelman, Secretary, and William H. Dewey, Treasurer. The Town Council appointed J. S. Carpenter. A. B. Berry and H. K. Smith, Examiners. The work of the board for the first year was mainly that of organization. They divided the Akron school district into eight subdistriets, built two primary school-houses. 25x32 feet, at a cost of $370 each. purchased two and a half acres of land on Mill, Prospect and Summit streets, at a cost of $2,137.31. on which stood a dwelling-house, which, at an expense of $613.44, was fitted up for a grammar school. Mr. M. D. Leggett. late Commissioner of Patents, was employed as teacher and superintendent at a salary of $500. assisted by Miss Wolcott, at a salary of $200, and Miss Pomeroy, at a salary of $150. The primaries were taught by young ladies. at 83.50 per week. There were two terms of the grammar school, the first commencing in August, and enrolling 127, with an average daily attendance of' 112, or eighty-eight per cent ; the second term enrolling 188, and having an average attendance of 167, or eighty-nine per cent. The primaries during the year showed an average attendance of fifty-five per cent. and an enrollment during the first term of 641. During the second term, 880 was the number enrolled. Some of these were from without the district. Such was the state of opinion at the first annual report, made in March, 1848, that the board felt called upon to justify the employment of female teachers in the primaries on the ground, first, of economy, and, second, that the Superintendent was required to spend one hour each day in those schools, visiting them in rotation, which the Board believed secured all the advantages to be derived from the employment of male teachers.
"The Akron school law and the operations of the first board under it had a strong opposition from property-holders. The principle of free graded schools had not vet been recognized.
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These men felt it a grievance that their property should be taxed to educate the children of the village. An unlimited power of taxation for school purposes had been given the board which they felt to be dangerous, and made an objection to the system. As a peace-offering to this class and to disarm opposition, the first call was for but two mills on the dollar. But the board went farther, asking the Legislature to limit its power to five mills. The act was amended, fixing the limit at four mills a year for school purposes. This change was unfortunate. The State had just changed its rate of taxation for • school purposes, by which the amount Akron would otherwise receive was reduced over $300. Schoolhouses had to be built, lots purchased and paid for, and the board was compelled to an economy of management that bordered upon parsimony, and in the second year to lose the services of Mr. Leggett, who was doing well for the school. The board was able, however, to make a good showing in its first annual report in this, that the cost of tuition for each scholar was less than $2 a year—a saving to the town of from $1,340 to $1.776 a year on the common-school system. In the grammar school were taught orthography, reading, writing, arithmetic, geography, history, grammar, algebra, geometry, trigonometry, physiology, natural philosophy, mental philosophy, chemistry, bookkeeping, astronomy, phonography, and an hour each week given to composition and declamation. The board bears honorable testimony to the zeal and efficiency of teachers of grammar and primary schools, and to the Board of Examiners for ' efficient and valuable suggestions,' and in view of all the facts may be pardoned if it slightly magnified its work when it said it had given 'the benefits of a finished English education to all the children of the town at less than the average rate of tuition under the common-school system.' During the second year, ending March 31, 1849, two new schoolhouses were erected for the primaries, at a cost of $480 each, but the accommodations were still inadequate. The schools were crowded, and more room needed without the means to build. The average daily percentage of attendance in the primaries had risen to be 62 per cent, and that of the grammar fallen to 71 for the first term and 80 for the last. In the third year the subdistricts were increased to nine, the
primaries were graded, and the grammar school suspended from April 27 to September 3, 1849. At the latter date, Mr. C. Palmer took the charge under an engagement for two years, assisted by Mrs. Palmer and Mr. Graham. The suspension was a financial necessity, but the board was enabled to speak assuredly of the improvement in the public regard for the schools. ' The ardor of novelty had subsided, but the sober judgment of the people fully sustained the system.' ' We doubt,' the board say, ' whether at any time a motion to relapse into our former chaotic state would have been met by a more determined or numerous opposition than now. In truth, we think our school system may be looked upon as having passed the crisis, and as being fixed in the convictions and cherished in the conscious wants of the people.'
" In the winter of 1850-51, the board entered into a contract with Mr. Charles Brown for laying the foundation of a brick edifice, 70x 50 feet, and two stories high, for the grammar school, an undertaking for which there was pressing need on account of the entire unfitness of the building then in use for that purpose. The cornerstone of this edifice was laid with due ceremonies Aug. 18, 1851, and the walls finished before the commencement of winter. The grammar school was taught but six weeks during the fifth school year, and closed in consequence of the illness of Mr. Palmer, the Superintendent, not to be opened again until the new building was ready for occupation. The necessity of this suspension lay in the state of the finances and the limited powers of the Board for taxation. Mr. and Mrs. Olmstead were employed at $50 a month to teach a high grade primary school, which took the place of the grammar school. The salary of Mr. Palmer was $600. In the fourth annual report the term, ' High School,’ first appears in the transactions of the board. During the third and fourth school years, J. S. Carpenter, Esq., is President of the Board, and the reports deal more in certain general aspects, the methods, means and ends of education ; less external stimulation, and more of self-help in the school room. The fifth annual report shows the same aptness for comparative statistics as the first and second, and gives the cost of tuition for the whole year : Per scholar upon average enrolled, $2 ; per scholar upon average attendance,
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$2.80 ; per scholar upon average enumeration, $1.12, and believes an instance cannot be found where so thorough an education can be obtained at so small an expense.
" On the 13th of October, 1853, the new structure was completed and dedicated to the cause of education. The cost f the building was $9,250, and in its plan and appearance was creditable to the then village of Akron. Mr. Samuel F. Cooper was put in charge of the high school, assisted by Mrs. Cooper and Miss Voris ; Miss Codding, assisted by Misses Prior and Gilbert, had charge of the grammar school. A nucleus of a philosophical apparatus and geological cabinet was formed under Mr. Cooper. In April, 1856. the engagement f Mr. Cooper closed. In the October following, H. B. Foster. Esq., of Hudson, entered upon the office of instruction and superintendence, and continued until the following spring, when his engagement closed. He was assisted by Misses Bernard and Williamson, all able and competent teachers. with whom the board was loath to part. Mr. Foster declining a re-engagement, Mr. E. B. Olmstead was employed to take his place, and J. Park Alexander was put in charge of the grammar school at $35 per month. The primary teachers were paid from $3.75 to $5. per week. In 1855-56, the grammar school was in charge of Mr. George Root, assisted a part f the year by Misses Angel and McArthur. Mr. Root gave special attention to penmanship and bookkeeping in the high school, and his instruction in those branches was attended with marked results. The payroll of teachers for the year ending April, 1856, was $2,777.42, including superintendence. In the report made April, 1857, the estimated expense of running the schools for the next year was $4,200, ' including incidentals,' and it was in this report that claim was first made for compensation to members of the board for their services. It was in this report also that the first rule was laid down touching the reading f the Bible and religious instruction in the schools. The following is the rule : ' Teachers may open their schools in the morning by singing with the scholars, or reading a short passage of Scripture (the Lord's prayer, for instance), without note or comment, or without any general exercise, as they may think proper.' In this report also is laid down the rule f the board touching the qualifications of teachers. ' The board, as a general rule, have determined to employ no teachers in the Akron schools but those of ripe age, ample experience and successful tact in their profession, while it is entirely necessary and essential that a teacher shall have a fine education, and an ample fund of general knowledge, it is as important to possess tact also. Besides these, the teacher must have 'great goodness and kindness of heart, indomitable perseverance, good common sense, and last, but not least, the qualities, in a measure, of a successful military general.' It might excite our wonder that so rare and so fair a cluster of graces and acquirements could be had for the asking in the year 1854, and at so low figures as from $3.50 a week in the primaries to $65 a month to the principal of the high school and Superintendent of all the schools. The board hints at no difficulty in procuring teachers of ripe age, ample experience, successful tact. fine education, etc., or that the market is not full of that description of candidates for the office of instruction. The high school lot is being graded, and, when done, the grounds will be planted with forest trees, evergreens and shrubbery, such as will best conduce to the appearance of the place, and, in after years, to the comfort f the scholars.' A substantial stone wall has been erected on the west front. and on the other three sides a tight board fence.
" The Akron School District was, in April, 1857, divided into five subdistricts, in the first and second of which, primary and secondary grades of pupils were to be taught by the same teacher in the same room. In the other subdistricts, the primaries and secondaries were to be taught separately. A course f study is laid down. Reading and spelling run through the four grades, ' writing when desired,' in the secondary, and every day in the grammar and in the high school, ' so as to be able to write a fair hand.' The scholars in the grammar school shall be taught to read and spell the fourth reader fluently ; to master the first half of Stoddard's Intellectual Arithmetic ; the whole of Track's and Stoddard's Practical as far as interest ; the general definitions in grammar ; Colton and Fitch's Modern School Geography ; to practice writing every day ; map drawing ; declamation one hour each week, and general practical oral instruction daily. The high school course included, 3d, Stoddard's Practical
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Arithmetic, after which Greenleaf's Nation& may be taken up (one class), and the whole school practiced in mental arithmetic ; 4th, English grammar and parsing; 5th. map drawing and geography ; 6th, philosophy ; 7th, history ; 8th. physiology ; 9th, algebra ; 10th, chemistry ; 11th, astronomy ; 12th, botany and geometry. Declamation and composition to be practiced by each pupil every four weeks. These in their order, the 1st and 2d being occupied by reading. spelling and writing. The Superintendent is to be Principal of the high school and institutes, and spend two hours each week visiting the other public schools of the town, advising with the teachers, examining the classes with reference to their classification, progress and promotion, and to report monthly to the board.
" This outline closes the tenth year of the Akron schools. One f the features f this period is the : Specimen Schools or Teachers' Institutes'. held each Saturday morning in the presence of all the teachers. members f the board. etc. One teacher, by previous appointment, calls her school together on Saturday morning, and pursues her routine course for an hour and a half, and then dismisses it. After this, lectures, discussions, etc. These institutes, the board say. ' have worked admirably.' Teachers were required to attend them. It was in the seventh year of the schools (1854), that we first hear of these Specimen Schools or Teachers' Institutes.' They gave way in 1860 to teachers' meetings. which were designed for mutual improvement, and to enable the teacher to keep place with progress in the ' art of teaching.' When Latin and Greek were dropped does not appear, but here is the mind of the board upon the subject : ' The introduction of the study of languages into the high school has often been urged by a few f our citizens ; but, the board have been of the opinion that a good practical English education is all that any one has a right to expect or exact at the hands of a generous public.' The Akron schools have now been in operation ten years, and under five different Superintendents, three of whom, Leggett, Palmer and Foster, were capable. competent and valuable men for the place. Their work was mainly that of instruction in the department under their immediate charge ; the supervision of other schools being quite nominal, consisting chiefly in occasional visitation. In the existing state of opinion and resources of the board, this was the best that could be done. But the necessity permanence in the office of superintendence and instruction was being felt. The evils of frequent changes had become apparent. The schools had not at all times maintained the prestige they at first enjoyed, nor the preeminence to which they were entitled as the pioneer free graded schools of Ohio. In the eleventh annual report, the board declare their conviction that the ' lowest wages ' principle was not the best economy, and that such compensation should be paid for superintendence and instruction as would secure the best skill and ability in both departments. Acting upon these views, Mr. T. C. Pooler, a teacher f experience in the State 0f New York, was employed as Superintendent, at a salary of $1,000, assisted by Misses M. K. Parsons and H. A. Bernard in the high school. Mr. H. M. Ford, assisted by Miss Coffman, was made Principal of the grammar school. During a part of Mr. Pooler's first year, Misses Angel and Church were his assistants, Miss Bernard coming in the second year. Mr. Pooler retained the position three years, and declined a re-engagement. With him began superintendence and the practice of making annual reports to the hoard. At this point also begins a change in the school year from the 31st of March, to the 31st f August, consequently this report covers fifty-three weeks f the schools—fifteen in the spring and summer of 1857, and forty weeks from September, 1857, to July, 1858. Here after the school year will commence with September. The above statement that with Mr. Pooler, superintendence commenced, must be qualified, for if it commenced it did not continue to any valuable extent. Rule fifth, f the board, adopted September, 1859, provided that ' he shall visit each school at least once in four weeks, and advise and direct the several teachers in regard to classifying and disciplining their pupils.' His reports are practical, and relate to matters with which he is charged. The statistics of enrollment and attendance show an improving condition in these regards.
" The engagement of Mr. I. P. Hole as Principal of the high school and Superintendent commenced September, 1870, at a salary of $900 a year, and continued until September, 1868, during which period his salary was from time to time increased, until it reached $1,500.
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Besides this substantial approval by successive boards, Mr. Hole was cordially indorsed, as reports and resolutions f the Board abundantly show. His report as Superintendent was published during the first six years f his engagement, and are useful for the information they contain of the condition of the schools. The average attendance for all the schools is 91 per cent for the year 1866, while for the years 1863 and 1864 it is 78 per cent. The tables accompanying his reports show an increase in enrollment and attendance during this period, and they also show that the number attending the high school as steadily diminished. In 1860 and 1861, the total enrollment in that department was 141 ; monthly membership, 83, and average daily attendance, 63, while in 1865 and 1866, the total enrollment was 67 ; monthly membership, 44 : average attendance, 41. * * * The schools had become crowded. Six primaries taught (luring the fall f 1865, and seven during the winter and spring following, had an enrollment' of 724 pupils ; one secondary school. employing three teachers, enrolled 216, and the grammar school, with three teachers, enrolled 156 pupils. The high school, with an enrollment of 67, employed one teacher regularly. one about half of the time, and the Principal something over one-half. Of all these schools. except the high, he has words of unqualified praise, and f that he says. decorum seems to forbid that I should speak.' He makes honorable mention of Mrs. Coburn, who had been associated with him in that department six years, and had resigned, 'as deserving to be held in grateful remembrance by the people of Akron, and the hundreds f young persons whom she had served so earnestly and faithfully. Rule 13 of the Board, adopted September, 1859, defining the duties of Superintendents, says : 'He shall hold a meeting of the parents at the commencement f each school year, or oftener, and address them in reference to their school duties and obligations.' He did not restrain himself to such facts connected with the operation of our public school system as May be f general interest to the community,' but sometimes expressed himself at large on the duties of parent and citizen. In his report of 1863, he notices the assumption of parents and teachers that when pupils have memorized the textbooks put into their hands, .that their work has been well done.' This assumption he says, ' stops too short,' and he proceeds to elaborate his views of the processes of the mind in acquiring knowledge through eight successive and distinct operations. from impressions on one of the five senses. to reason. the most important characteristic of rationality.' The moral tone is always good. The report of 1864 contains the first notice of graduation from the high school. Miss P. H. Goodwin, of Akron, is the graduate of this year. We find no published reports of the board or of Mr. Hole. as Superintendent, for the last two years of his connection with the schools, and the history of his period of principalship and superintend, substantially closes with September. 1866. In February. 1868, he tenders his resignation. The board passes a resolution of confidence, earnestly invokes the confidence and support of the community as being eminently due to those having charge of our public schools, as Superintendent and teachers. and as at present advised, decline to accept the resignation.' In December. 1865, the board assumes the control of the Spicer Addition to the Akron School District. with about one hundred pupils. and in 1866. enters upon the enlargement of the high school building, by the addition of two wings, with two schoolrooms to each wing. and recitation rooms adjoining. An enlargement of school accommodations had become a necessity, and to meet this expense a loan of $15,000 was authorized by the board in May, 1867. and, in April. 1868, bonds in that amount were provided for by resolution of the board.
"Before entering upon a new period of management and administration of the schools, there are certain points of interest in the past which deserve to be noticed. In the second year of the schools, instruction was given in Latin and Greek languages, and in the fourth year, classes and teachers were commended for thoroughness of training in those branches, as well as for others taught in the high school. When these were dropped does not appear, but probably during the suspension of the grammar school. We have seen the stand taken by the board in 1858 in reference to these branches, but, in August, 1865, Latin and Greek were again admitted by resolution. Tardiness and irregularity of attendance are a grievance from the first organization of the
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schools—the refrain of every report down to 1865. Sometimes the remedy was supposed to be with the parents, and sometimes with teachers or pupils, or all combined. The expedient is tried of closing the doors against pupils a few moments after the hour for opening has arrived, and shutting them out until recess. This did not cure the evil. In 1864, three absences during one month were visited with suspension, and boards at succeeding meetings heard and granted restoration. This rule worked better. It put parents to inconvenience ; made them feel the power of the board, and to see that Boards of Education had rights. In 1847-48. the percentage of attendance in the primaries was 55 1/2; ; in the grammar school, 88 per cent ; while in 1866. the percentage of attendance reached 90 per cent for the schools. This improvement became a matter of gratulation with boards and Superintendents. In the report of the board for 1861. jets of humor for the first time appear in these documents. As a Board of Education of Akron, after fourteen years' experience, may be supposed to know something of boards and teachers in general, this board may be allowed to speak on the subject. Of the numerous applications for places as teachers in our schools, and the qualifications, or rather the want of them, which many of those applying exhibit the board says : . Without heads or hearts for the teacher's work. come the Jeremy Diddles. out at the elbows. and the Flora McFlimnseys. with nothing to wear. seeking the salaries of the schoolroom to mend their coats and failing fortunes, and to enlarge their scanty wardrobes. Teachers and boards are often sadly at fault in their anatomy of the soul and body of the young. They would define a pupil to be a boy or girl from five to twenty-one years of age, having no heart to make better or keep pure. no bones and joints to grow strong and shapely. no muscles to train and develop to flexibility, no taste for the beautiful to be cultivated, but only a head to be filled with syntaxes and prosodies, with ratios and quantities, with elegies and osophies—only this and nothing more. Herbert Spencer's work on Education" should be added to the library of all who give or accept this definition of a pupil.' Whether it was the expression of an abstract opinion by the board. or whether it was suggested by the state of things then
existing in the high school does not appear, but they say in substance that, inasmuch as the high school had taken the place of the academy and seminary, where attention was paid to ethics and the proprieties of social life, the high school 'should care somewhat for these things.' In 1859, a course of study was prescribed. For the grammar and high school it was a three-years course. There were to be exercises in singing daily by the pupils who could sing. Music was not a branch of instruction, but an exercise. Moral instruction and attention to manners are enjoined upon the first division of the secondary, and in the grammar school, oral instruction in manners and behavior was to be given daily. The board regards its work with favor, and says 'the prominence which it assigns to moral culture, to drawing and to music, heretofore much neglected, will meet with the approbation of all whose approbation is worth having.' Two years later, the course of study was revised—that for the high school enlarged to four years, and the same prescription as to manners and behavior in the grammar school continued. Why this discrimination does not appear, for the board, as we have seen, this year suggested that these matters were being neglected in the high school. To all that the board enjoins in regard to • morals, manners and behavior,' it may be objected that they stop too short.' Standards vary with persons and places, and what the ideal of this board was as to what constituted good morals and manners is left to conjecture. The ninth section of the act for the support and better regulation of common schools in Akron made provision for periodical visitation of the schools by persons to be appointed by the Council and Mayor. With thorough and systematic superintendence of the schools, there would be little or no need of these visitations ; but that period had not yet arrived. Rev. S. Williams was appointed school visitor under that section of the law, and made, in the years 1858 and 1859, his reports to the Council, which were published, and, so far as appears, were the first official visitations made. Mr. Williams was a man of culture and of much experience as a teacher, and competent for the work he undertook. He was too kindly and urbane in manners for trenchant criticism, but he discriminates with candor, and leaves the
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reader of his reports means of an opinion as to excellences and defects of particular schools. He marked the absence of historical studies from the grammar and high school, and, in the year following, we find history in the course of study for those departments. With the fifteenth annual report of the board is published the report of R. O. Hammond, Esq., as school visitor for that year. His report shows the value of independent criticism and observation of the conduct and management of the schools. He commends warmly and censures unsparingly. He says : ' The board say in their report that mental philosophy, political economy, moral science and evidences of Christianity are taught in the fourth year. But they are not taught. And yet there is no good reason why they are omitted.' He urges the cultivation of vocal music. . This. in my judgment.' he says. ' should be taught in our schools as a component part of daily instruction. I mean that the principles of music should be taught—taught as a science. In this way, at a small expense, singers with well cultivated voices, able to read music readily, may be fitted for the choir, the concert and the parlor.'
" The school year beginning September 1, 1868, was the beginning of a new period in the history of the Akron schools. Akron had become a city. Its school population numbered 3.007. The growth and promise of the place had brought in new men. and with new business success and prosperity, larger and more liberal views had come to prevail. Akron had no institution or interest it cherished as it did its schools. They had acquired a sure footing in the regard and affection of the people. The report of the board by its President, Dr. Bowen, shows this by its tone of cheerful assurance. Mr. Hole and other teachers of the high and grammar schools had resigned. and it became the duty of the board to fill their places. ' They cast about for teachers who had attained a high rank in their profession, and were known by competent judges to have come honestly by their good reputations.' There were not many such, and the der and was large. ' Other Boards of Education were abroad as bidders, and having made selections, based, as was believed, on a full fitness for the work to be done, it remained for us to pay such prices as would take the teachers we wanted from other bids, and bring them to our schools, instead of allowing themto go elsewhere.' This is frank, free from tone of apology, and the board is to be commended for carrying out so good a programme. Mr. Samuel Findley, a gentleman of good scholarly attainments and ripe experience as a teacher, was secured as Superintendent ; Mrs. N. A. Stone. of Statewide reputation as a teacher and disciplinarian, was put in charge of the high school, and Miss Herdman, a teacher of much experience and rare excellence, was put in charge of the grammar school. At the close of the year, the board was justified in saying of the work done, that it was well done. Mr. Findley had shown rare executive ability. The leading features of an improved management of the high school, under Mrs. Stone. assisted by Misses Saunders and Trowbridge, ' were thoroughness in preparing the lesson. an animated. accurate and full recitation of it. and more of polite deportment.' The grammar school, under Miss Herdman. assisted by Misses Voris and Worthington. : has become a well-behaved room. where decorum prevails. and where lessons are thoroughly studied and well recited. Never in all its life has its order been so good and its teaching so thorough.' The primary schools also were well taught. The board makes a financial exhibit for the year ending September 1. 1869. showing a total of disbursements of $32.763. Of this amount, the salaries of Superintendent and teachers were $14,002.50 ; building sites. building and repairs, $15,752.60 ; fuel and other contingent expenses, $2.907.98 ; total receipts. $35.553.34. * * * * * For the work Mr. Findley has shown rare fitness and ability. With great firmness he unites courteous manners and an openness of mind to what is new and also good in school management and instruction. He found it necessary. early in the year. to reduce the eleven primary school districts to six, giving two schools to each district, except one, and making two grades of primary scholars. By this change, the teaching force was nearly, if not quite, doubled, without any increase in the number of teachers, or in expense. With this came a course of study for the primary and grammar schools, of four years in each department. Textbooks are excluded from the primaries, except readers, and the school hours of the lowest grade reduced to four. There are to be monthly written examinations in the high and grammar schools. English literature takes
CITY OF AKRON - 389
its place in the high school, and vocal music becomes a specialty of instruction in all departments of the central building. Drawing, heretofore neglected, has been promoted to the rank of a regular study, and runs through the grammar and lower grades. Morals and manners run through the three first years of the primary course in this specific form : ' Inculcate reverence and love for God as the Great Father of all, obedience to parents and teachers, and a kind, forgiving spirit toward brothers and sisters and schoolmates. Guard against rudeness of manners, and suppress profanity and other immoral practices.' This is a rule on the subject of moral instruction of all the schools : ' It shall be a duty of the first importance on the part of the teachers, to exercise constant supervision and care over the general conduct of their scholars ; and. they are especially enjoined to avail themselves of every opportunity to inculcate the observance of correct manners, habits and principles.' Results for the first year must be regarded as satisfactory. The percentage of punctuality in no school falls below 96, and in many of them reached 98 and 99. and the average for all was 98.4. The percentage of attendance on average number belonging, for all the schools, was 93.1, and but two fell below 90. How much of this was due to the steady toning up of the Superintendent, is best known to the teachers.
" Reports of the board and Superintendent. after the year 1869, are for the school years 1871-74-75. The board reports are plain and intelligible statements of the financial condition and transactions of the board and the general state of the schools. In 1870. there were paid for building, repairs, furniture. etc.. $17.4122 ; and, in 1874, for sites and buildings. S17.200. In 1871, the primaries are crowded, and the necessity pressing for additional accommodation for the present and increasing population of the city. The board has settled upon a plan of systematic enlargement of school structures, which is thus explained in the report of G. W. Crouse, Esq., President of the Board : In providing additional buildings, it is the present policy of the board that each additional school building erected shall be part of a general plan. which shall have for its object the supplying of each section of our city with a suitable school building, located centrally with reference to the part of the city it is designed to accommodate, and which shall contain not less than six rooms.' The estimated cost of such structures was $15,000, and, in pursuance of this plan, the North Broadway building has been enlarged to the capacity above named, and the school edifices known as the Perkins and Spicer, have been erected and occupied. The estimated value of all school property, in 1874, was $136,000. To this is to be added the Spicer Schoolhouse, since built, estimated at $25,000. In the report of this year, by Lewis Miller, Esq., President of the Board, attention is called to the fact that, about twenty-eight years ago, the experiment of free graded schools was authorized in Akron, by special act of the Legislature, and that about a year since the Legislature, by general act, had extended the principle to all the public schools of the State.
In the year 1872, Middlebury became a part of the Akron School District, bringing with it 163 pupils, and the Board of Education, from 1872, consisting of twelve members, instead of six, as formerly. The reports of the Superintendent that accompany these reports of the board are instructive reading. They relate to matters that come under his official supervision and are within the legislative sphere of the board. He carefully considers what he says, and gives trustworthy information and matured opinions on educational matters. The following summaries from the Superintendent's tables, contain evidences of good condition and healthfulness. The averages are so high that they leave little room for improvement in that line
1874--Number of youth between six and twenty one .....3.809
1875—Number of youth between six and twenty-one ....3.964
Number of schools:
High school..................................1
Grammar schools.........................8
Primary schools..........................24
Teachers in high school................4
Teachers in grammar schools ....13
Teachers in primary schools.......24
Music teacher................................1
Average number of regular teachers...40.3
Average number of pupils in daily attendance at
High school...................................111.8
Grammar schools..........................513.8
Primary schools .........................1,128.8
Total average daily attendance...1,754.4
390 - HISTORY OF SUMMIT COUNTY.
The percentage of average daily attendance on the
average number belonging
In the high school. . .. .............95.6
In the grammar schools ..........94.8
In the primary schools. ....... .. 95
In all the schools .....................94.9
" The number of graduates from high school prior to 1869, beginning in 1864. were 15 ; in
1869, 5 ; in 1871, 4 ; in 1872. 17 ; in 1873, 11 ; in 1874. 16 ; in 1875. 18.
" The course of study adopted in 1869 has been adhered to. The high school course has been cut down to three years. and the scholars of the A Grammar Grade, who have been hitherto included in the high school have been confined to their proper department. Written examinations are twice a term instead of monthly. and promotions twice a year instead of annually. School hours have been reduced to five. Musical instruction runs through all grades, and is in the hands of a specialist in that department. ' The lessons in music.' he says. ' are given daily. and occupy from fifteen to thirty minutes. according to the age of the pupil. The instruction is thoroughly graded, commencing in the lowest primary grade with the simplest exercises in distinguishing and making musical sounds, and advancing by regular gradations to the practice f classic music in the high school.' As Mr. Findley declares himself an original skeptic on the subject of musical capabilities. he may be allowed to state his conversion in his own words : ' Before investigating the subject and hearing the testimony of those who had made the experiment. I shared in the common belief that musical talent is a special gift. and that only the favored few have it in sufficient degree to make its cultivation desirable. That this is a fallacy has been amply proven. Nothing else in all my experience, in connection with the work of instruction has given me such enlarged views of what is attainable in the direction of the cultivation of the human powers. We can fix no limits to the possibilities of human culture.
" The competence of women for instruction and discipline has been fairly tried in the Akron schools, and the results thus stated in the report of 1874: ' The average number of regular teachers employed was thirty-seven—all women. I have no hesitation in saying, that the experiment we have made the last six years in employing none but women as regular teachers in our schools, has been eminently successful. Moral and religious instruction is a subject which undergoes discussion in these reports. The views entertained on this subject by successive boards and Superintendents may. so far as they have given them expression. be briefly stated. In the second year, the moral nature is recognized as of equal rank with the intellectual. But this cannot have been a sentiment rather than a conviction, though it led to no definite provision then and there for the moral nature. With teachers of the right ethical tone. the whole matter of morals and manners' in schools might. with safety. he left, and this is where the early boards seem to have left them. In the tenth year. came the rule for the qualified reading of the Bible as an opening exercise. In the twelfth year. moral culture, heretofore neglected. or but. little cared for. was assigned a rank with drawing and music: In the fifteenth year. Mr. Hole gave ' moral training ' a prominence. and introduced Cowdery's Moral Lessons.' but the board protested that nothing sectarian has been introduced into your schools—nor any sectarian practice permitted.' All Mr. Hole's convictions inclined him to do in the schools whatever could be done for the moral nature, and the twelfth board quotes this with approval : It has become quite evident that moral education. not occasional and irregular, but systematic and thorough. is entitled to a fixed position in every system of instruction.' We share the surprise and conviction of Superintendent Findley. as expressed in his report of 1869 : It seems strange that any attempt should be made to divorce intellectual and moral culture. The two are inseparable. Our moral and intellectual faculties are so closely allied as to be scarcely distinguishable to our consciousness : at least. life's intellectual activities and pleasures find their culmination and fulfillment in the moral. The moral is the pinnacle of our whole being. A man is whatever his heart is. His faith, his love, his purposes—these deter-mine his character.' He touches the keynote to the whole great question of the Bible in the public schools, in the above passage. and others in the same and subsequent report : ' It is not so much what the teacher says, as what he is and dues, which effects for good or evil the future lives and characters of his pupils. All the moral and religious influences of the school which is of any worth must come as an
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emanation from the teacher's character and life.'
* * * * *
" In his report of 1874, the Superintendent called the attention of the board to the necessity of employing untrained and inexperienced teachers, as the greatest evil with which they have to contend, without, however, suggesting at that time any remedy. It is but one step from the discovery of an evil or want, to the invention and application of a remedy. The remedy in this case is simple, and consists in the conversion of the new Spicer building into a training or normal school. Young ladies, graduates of the high school, without experience in teaching, are employed, nominal salaries for the first year, and set to teaching. Over them is placed a teacher of tried skill and ability in the instruction and government of schools, who oversees and directs the work of the new teachers. It is an experiment which has been entered upon during the present year, and has the merit of originality and simplicity, with a promise of good results. * * * * * * * Certain results have been reached, which are a promise of good fruits in the future. One of these is a demand for a higher education. as shown by the increased attendance upon the high school. which amounts for the six years ending January 25, 1875, to 234 per cent. while the increase in all the schools has been 50 per cent for the same period. That the supply has kept pace with the demand, may be seen in the fact that. at the close of the spring and summer term of 1874. four boys of the Akron High School passed creditable examinations for admission to Western Reserve College. and three of them entered that institution the fall following. Three of the four were prepared wholly under Miss Oburn. assist-ant in the high school, and the fourth in part. Another gain is the punctuality of attendance, and the substantial cure of tardiness and irregularity. This subject is referred to in the report of 1871. which says : ' Irregular attendance and tardiness have become unpopular with the pupils themselves, and the majority of parents appreciate the importance of punctual and constant attendance.'
" Miss Herdman remained in charge of the Senior Grammar School with the same eminent success that marked her first year, until the spring of 1874, when she withdrew on accountf ill health, and died in the November following. Her Superintendent says of her : ' Her strength of character, combined with fervent affection and genial humor, gave her great power over her pupils. She governed by the strength of her own character, rather than by the inflictions of pains and penalties.' Miss P. H. Goodwin, for many years an assistant in the high school, paid a touching tribute to her memory in a paper read before the teachers' meeting : ' She has given to us an example of a true teacher, wrought out before our eyes in characters of light—a grand six years' object lesson that increases in significance as we study its harmony of parts.'
" Mrs. N. A. Stone continued in charge of the high school as Principal until the close of the school year, 1873, a period of five years, with the same success and ability which marked her first year, and then resigned for a year of rest and travel. She was succeeded by Miss Maria Parsons, who still holds the position, and is eminently faithful and successful in it. Many teachers in the Akron schools, not already named, have attained a high degree of success ; but for a long and faithful service of sixteen years. Mrs. M. L. Harvey deserves honorable mention. During the first ten years of the schools, the labor of supervision. now performed by the Superintendent, was thrown upon the Board and Examiners : and for the faithful and valuable services, the three first Presidents of the Board. Messrs. Bierce, Carpenter and Howard, and the three first Examiners, Messrs. Carpenter, Berry and Smith. deserve to be honorably remembered; especially Gen. Bierce, for eight years of service on the board—six of these as President ; and Judge Carpenter, for four years of service as member of the Board of Examiners—who gave to the schools in that period of construction and organization, the full benefit of their practical ability and generous public spirit.
" The first death that occurred in the board was that of Dr. Joseph Stanton, in the year 1855, of' whom the board of that year say : In his death the board has lost a valuable member, the State an honorable citizen, and the cause of education an earnest friend. The death of Houston Sisler, member and late Treasurer of the board, is announced in the report of 1861-62, and of him the board say : ' We can bestow no fitter eulogy upon him than to say that he
392 - HISTORY OF SUMMIT COUNTY.
was an honest, intelligent and conscientious man, just to himself, and just and generous to his neighbors.' The death of J. K. Holloway is recorded at a meeting of the board April 18, 1874, and in him the board ` mourn the loss of a valuable member, a congenial companion, an esteemed friend, and useful citizen. The following have been Presidents of the Board of Education of Akron for the periods named : Gen. L. V. Bierce, six years ; Judge J. S. Carpenter, two years ; Dr. E. W. Howard, two years ; C. B. Bernard, two years ; Rev. S. Williams, three years ; M. W. Henry, two years ; Dr. I. E. Carter, two years ; Dr. William Bowen, one year ; Judge S. H. Pitkin, two years ; George W. Crouse, two years ; Lewis Miller, two years ; Dr. Thomas McEbright, one year. There was fitness in the choice of these gentlemen as presiding officers of the board."
This closes the sketch of Judge Bryan, and but little more can be said of the public schools of Akron. In the foregoing, their history has been traced from a period when they were in a " chaotic state " to their present perfection. We will add but a few names and statistics. The following is from the last report of the Board of Education to the County Auditor :
Balance on hand September 1, 1879...........................$26,423 32
State tax ..........................................................................6,697 50
Irreducible fund..................................................................429 37
Tax for school and schoolhouse purposes.....................35.953 76
Amount received from sale of bonds...............................5,000 00
Fines, licenses. etc............................................................1,282 50
Total receipts ...............................................................$75.795 45
Whole amount paid teachers in
common schools................................$27,507 50
Paid manager or Superintendent,..........2,000 00
Paid for sites and buildings,... ..............9,641 25
Interest on redeption of bonds. ..........26.486 67
Paid for fuel and other expenses...........9,892 39
Total expenditures........................................................$ 75,527 81
Balance on hand September 1, 1880.................................$ 267 64
Total value of school property.,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,105,000 00
Number of teachers employed................................................56
Average wages paid techers per month.................................$49 00
Pupils enrolled :
Primary—males 1,448; females 1,417 ..........................2,865
High—males 61; females 129...........................................190
Total ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,3.055
Average daily attendance:
Primary—males 1.154: females 1.121............................2,975
High—males 48: female 102 ............................................150
Total ..........................................................................2,425
The following is the roster of teachers* for the present year (1880-81), according to the grade or department in which they are employed : Prof. Samuel Findley, Superintendent of Instruction. High School : Wilbur V. Rood, Principal ; M. J. O. Stone. Assistant ; M. A. Strong, Assistant ; M. E. Stockman, Assistant ; Ira Baird, Assistant. Grammar Schools. Grade A—J. A. Newberry, Principal ; M. M. Parsons. Assistant. Grade A and B—N. J. Malone, Principal ; Lizzie Bowers, Assistant. Grade B—S. A. Hillis. Principal: Estelle Simmons. Assistant. Grade C—Mary Baird. Principal ; Carrie Allen, Assistant. Grade C and D—Clara Hemmings. Principal; Carrie McMillan. Assistant. Broadway School : Sarah C. Lake. Principal. and teacher of D Primary ; M. C. Andrews. D Grammar ; Lida M. Dussell. A Primary : Lillie Rice, B Primary ; Lillian Walters, B and C Primary ; Libbie Fish. C Primary. Crosby School: Ida B. Foote, Principal, and teacher of C and D Grammar ; Rilla Boardman. A Primary ; S. P. Bennett, B and C Primary : Malana Harris, C and D Primary. Perkins School : S. I. Carothers, Principal, and teacher of D Primary ; Hattie A. Sill. D Grammar ; H. E. Applegate, A Primary ; M. A. Bennett, A and B Primary ; Helen Fisher, B and C Primary ; Mary A. Sill, D Primary. South School : Jennie E. McLain, Principal ; Alice V. Cliffsnell, D Primary ; N. E. Brown, C Primary ; Libbie Berg, B Primary- ; Carrie Jones, B Primary ; Addie Hamman. A Primary ; Anna Hollinger, D Grammar ; Mary Cochran, C Grammar. Spicer School : M. L. Macready, Principal, and teacher of C and D Primary ; Fannie Sisler, C Grammar ; Maggie T. Bender, D Grammar ; Kate L. Palmer, A Primary ; Julia L. Allyn, A and B Primary ; Nellie L. Wilcox, B Primary ; Lillian A. Randolph, C Primary ; M. Elma Campbell, C and D Primary. Sixth Ward School : Ada M. Kershaw, Principal, and teacher of C and D Grammar ; M. K. Pearce, A and B Primary ; M. E. Miller, B and C Primary ; Eliza Skidmore, D Primary. Bell School : Sarah J. Bardsley, C and D Primary. South Hill School: Clara Chisnell, C and D Primary.
'' Corrected and revised by Prof. Findley.
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Teacher of vocal music (two days each week), N. L. Glover. Teacher of writing and drawing, Mary E. Bradley.
The Board of Education at present (1880-81), comprise the following gentlemen : First Ward, Thomas McEbright, W. B. Raymond ; Second Ward, S. M. Burnham, W. C. Jacobs ; Third Ward, A. M. Armstrong, Lewis Miller ; Fourth Ward, E. W. Wiese, N. N. Leohner ; Fifth Ward, F. L. Bishop, F. L. Danforth ; Sixth Ward, J. A. Baldwin, H. J. Griffin, with Thomas McEbright, President of the Board ; E. W. Wiese, Secretary, and W. B. Raymond, Treasurer. The term of service of the present board will expire in April, 1881, but not in time for any changes that may occur to be corrected for this work.
Buchtel College now claims our attention. The following excellent sketch was written by Rev. Orello Cone, D. D., President of the institution, at our special request, and is given in full. President Cone notices the founding of the college, and traces its history down to the present time. His sketch is as follows :
The founding and establishment of Buchtel College. in the city of Akron is due to a movement which originated with the Universalist Church of the State of Ohio. In the year 1867, the Ohio State Convention of Universalists. composed of the clergy of the State, and representatives from all its parishes, heard. a report from its Committee on Education in favor of establishing a Seminary for the education of the young of both sexes. At the next annual session of the convention, in June, 1868, a plan for the establishment of an academy was presented by Rev. Andrew Willson, and unanimously adopted. This plan was not, however, carried out, and, in 1869, the convention reconsidered its former resolution, and authorized the Board of Trustees and Committee on Education to take the necessary steps for the establishment of a college. The Board of the Convention then consisted of Rev. J. S. Cantwell, Rev. Andrew Willson, Rev. H. L. Canfield, Rev. J. W. Henley and O. F. Haymaker, Esq.; and the Committee on Education of Rev. E. L. Rexford, Rev. M. Crosley and Rev. B. F. Eaton.
In view of the near approach of the One Hundredth Anniversary of the Universalist Church of the United States. it was desired to make the new college the centennial offering of Ohio. Accordingly, at a joint meeting of the above-mentioned board and committee,held in November, 1869, Rev. H. F. Miller, of Indiana, was invited to become their Financial Secretary, to supervise and direct the raising of the money necessary for buildings and endowment. Mr. Miller accepted the invitation, and entered upon the duties of his office in January, 1870.
Petitions from several places praying for the location of the college were received and considered by the board, and finally at a joint meeting held in Columbus, February 16, 1870, the location was fixed in Akron on the condition that the citizens of Summit County legally secure $60,000 to the State Convention of Universalists. In pursuance of this offer, a prompt and vigorous effort was made at Akron to secure the location of the college in that city. John R. Buchtel led off with a subscription of $25,000 for the endowment fund and $6,000 for the building. He was followed by others so that on the 31st of May, 1870, the Financial Secretary was .able to report to the Board of Trustees and Committee on Education that the 860,000 necessary to secure the location of the college at Akron had been subscribed. This body then in a joint meeting on the above-mentioned day, passed a resolution locating the college which was then called the " Universalist Centenary School of Ohio," in the city of Akron, and named as corporators " to act in conjunction with itself, Rev. H. F. Miller, Rev. Willard Spaulding, Rev. George Messenger, Henry Blondy, Esq., and the following resident freeholders of Summit County : John R. Buchtel, Hon. N. D. Tibbals. E. P. Green, Esq.. Col. George T. Perkins. James A. Lantz and George Steese, Esq.
The steps prescribed by the laws of the State of Ohio for the organization of the corporation were then taken, and articles of association were drawn up and adopted. The association which took the name of "Buchtel College " and organized for the establishment and maintenance of a college of learning for both sexes, to be under the control of the Ohio State Convention of Universalists," was composed of John R. Buchtel, Rev. J. S. Cantwell, George T. Perkins, Henry Blondy, Rev. George Messenger, Rev. B. F. Eaton, N. D. Tibbals, Rev. J. W. Henley, E. P. Green, 0. F. Haymaker, Rev. Willard Spaulding, James A. Lantz and George Steese. It was made the duty of these to elect a Board of eighteen Trustees, five of whom
394 - HISTORY OF SUMMIT COUNTY.
should always be resident freeholders of Summit County, and who should be the directors of the college with power to make all necessary bylaws, erect suitable buildings, etc. It was provided that after the first election of Trustees by the corporators, the Ohio State Convention of Universalists should at each annual session nominate at least fifteen persons whom they may think to be suitable for the office of Trustees, and that the acting Trustees should from the persons so nominated make all elections and fill all vacancies.
The first board elected was composed as follows : For three years. John R. Buchtel. President. H. Blondy, Philip Wieland. J. D. Auger, E. P. Green, George T. Perkins ; for two years, Rev. H. L. Canfield, Rev. E. L. Rexford. Gen. James Pierce, J. F. Seiberling, Rev. J S. Cantwell, Hon. N. D. Tibbals ; for one year. O. F. Haymaker, S. M. Burnham. Secretary : J. R. Cochrane, Charles Foster. Rev. George Messenger, Avery Spicer. George W. Crouse, not a member of the board, was appointed Treasurer.
As early as the next meeting of the board, December 28, 1870, it was voted that the Financial Secretary be authorized to make contracts for perpetual scholarships at $ 1.000. and a committee was appointed to prescribe a form of contract for such scholarships. It was not. however, until November 19. 1872. that the report of this committee was made to the board, when the form of contract presented was adopted. According to this form, the donor agrees to pay at his decease the sum of $1,000 to found and secure for himself and heirs a perpetual scholarship in Buchtel College, and agrees to pay interest annually on this sum, at a rate per cent to be agreed upon when the contract is signed. This rate of interest has generally been fixed at 6 per cent. The privileges of these scholarships were limited, by action of the board, to the regular courses in the college and preparatory department, and may be used to defray the expenses of "tuition and room rent as defined by the catalogues," but do not "include any extras therein specified."
On the 28th of December, 1870, plans for the college building were submitted to the board by the architect, Thomas W. Lilloway, of Boston, and a building committee of seven was appointed to proceed with the construction of the edifice according to the plan adopted. The building was located on an eminence overlooking the city of Akron, and said to be one of the highest points of land in the State. On the 4th of July, 1871, the cornerstone was laid with appropriate ceremonies. and an address was delivered by Horace Greeley, on Human conceptions of God as they effect the moral education of the race." The address was a masterly advocacy and defense of Theism in opposition to the spirit and tendency of an atheistic materialism. At no time. probably, within the next half-century, will the following vigorous words of this great and good man be inappropriate in the contest between these conflicting and apparently irreconcilable forces of modern thought:
There are those who talk sonorously. stridently of law—of the law of development or progress—as though they had found in a word a key which unlocks all the mysteries of creation. But I am not silenced by a word ; I demand its meaning, and then seek to determine how far that meaning bridges the gulf which the word was invoked to overleap. To my apprehension law is the dictate of an intelligent will. or it is nothing. That it should please the Author of all these things to make each material body to attract every other in a ratio proportioned to their relative weight. and with an intensity corresponding to their distance from each other. I readily comprehend ; that such attraction should inhere in and be inseparable from matter as an unprompted impulse, an inevitable property. I cannot conceive. To my apprehension gravitation, magnetic attraction. electricity, etc.. are properties of matter which in themselves afford profs of creative purpose —of Omnipotent design. In short, whatever demonstrates the presence of law in nature attests the being and power of God."
It can hardly be out of place in the history of the foundation of a college, to quote Mr. Greeley's estimate of the function of this class of public institutions :
" This, then, I apprehend, is the proper work of the college : To appreciate and measure, and undistrustfully accept and commend, the gigantic strides which physical science is making in our day, yet be not swept away by them ; to lend an attentive and unprejudiced ear to the bold- speculations four Darwins and Huxleys, leys, wherein they seem almost to lay a confident finger on the very heart of the great mystery of life, without fear that they will ever
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evict God from His universe, or restrict Him to some obscure corner thereof ; to welcome all that is true and beneficent in the impetuous currents of modern thought, but not to exaggerate their breadth and depth, nor accept their direction as authoritative and final ; to proffer . a genial and gracious hospitality to whatever is nobly new, yet hold fast. and from time to time assert, the grand old truths which are grounded in the nature of man and his relations to the universe, in the firm assurance that no discoveries in science, no advances in human knowledge, can ever invalidate or ever belittle the Golden Rule, and no conclusions of philosophy ever equal in importance that simple affirmation of the untaught Judean peasant. who long ago perceived and proclaimed that GoD Is LOVE.''
Rev. T. B. Thayer, D. D., of Boston. Mass., having declined a call to the presidency of the college. a call was extended to the Rev. S. H. McCallister, of New Hampshire. in March, 1872, which was accepted. The building was rapidly pushed to completion. and was ready for occupancy in the fall of 1872. On the 22d of September of this year, President McCallister was inaugurated. the college having been opened for the reception of students a few days before. The Faculty was constituted as follows : Rev. S. H. McCallister. A. M.. President. and Professor of Mental and Moral Philosophy ; N. White. A. M., Professor of Ancient Languages ; S. F. Peckham. A. M.. Professor of Natural Science : Carl F. Colbe. A. M.. Professor of Modern Languages ; Miss H. F. Spaulding, L. A.. Professor of Rhetoric and English Literature ; Alfred Welsh. A. B.. Professor of Mathematics ; H. D. Persons. Professor in Normal Department ; Gustavus Sigel. Professor of Music ; Miss Hattie L. Lowdon. Teacher in English.
The number of students registering the first year for the classical course was only seven. of whom six were classified as freshmen and one as junior. These entered for the regular college course of four years. For the short course of two years. called the philosophical course, thirty-nine registered. The academical or preparatory department, numbered 171. making a total of 217, of whom 119 were gentlemen, and 98 ladies. This was the greatest number in attendance at one time during the year.
The large number of ladies in attendance is worthy of notice. as showing the confidence ofthe public at this time in co-education. Co-education was, indeed, no longer a novelty in the West, the experiment having been pretty thoroughly tested in Oberlin, Delaware, Antioch College and other institutions. It is proper to add that the experience of Buchtel College up to this time (1881), has tended to confirm its officers in the opinion that the founders of the institution acted wisely in opening its doors on equal terms to both sexes.
At the opening of the college but two courses were established—a classical course of four years with three years of work in the preparatory department. and a philosophical course of two years with preparatory work of three years. The classical course corresponded with that usually pursued in colleges in the 'United States. and has continued substantially the same to the present time (1881), except that in 1879 it was considerably strengthened in the department of mathematics, so that it is now equal to that of the best colleges in the country.
The philosophical course of two years, with three years of preparatory study was extended to three years in 1874, with two years of preparatory work. and was called the Philosophical and Engineering Course. In 1876. the name was again changed to that of Philosopbical Course. when it was extended to four years. with two years of study in the preparatory department. Besides the regular English studies usually pursued in college, it contained the modern languages. and the usual course in natural science, and was especially strong in mathematics. In 1878, this course was discontinued, and. in 1879. it was restored as a four years' college course. with three years of preparatory study, and Latin was substituted in place of the higher scientific and mathematical studies which it had formerly contained. As such it remains to this time (1881). containing the modern languages (two years of German and one year of French). the usual English studies, a thorough course in the natural sciences and mathematics, and most of the Latin of the classical course.
In 1874. a scientific course of three years, with two years of preparatory work, was established, containing, in addition to the usual English, scientific and mathematical studies, all the Latin of the classical course. In 1876, this was made a four years' course, with two years of preparatory work. In 1877, the
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Latin work was reduced to Caesar, Cicero and one session of Virgil. In 1879, it was changed into a scientific course in the stricter sense of the term by excluding Latin, with the exception of one year's work in this language in the preparatory school, in which form it remains to the present time (1881). It has now four years of college and three of preparatory work, and is especially in English and mathematics, including studies in engineering.
It belongs to the history of the college to mention a course established for ladies in 1877 under the name of the Ladies' Literary Course. This was a course of four years, and the preparation required was the ordinary discipline in the common English branches. In 1878, it was made a three years' course. with two years of preparatory discipline, and, in 1879, it was discontinued.
It will be seen that the college courses, as now constituted. embrace (1) the ordinary classical course ; (2) a philosophical course, from which Greek is excluded, but which contains most of the Latin of the classical course, English studies, German and French. a thorough discipline in the natural sciences and the mathematics usually taught in colleges ; (3) a scientific course. which is without Latin or Greek, but contains French and German and natural science, and is especially strong in mathematics (including studies in engineering) and in English.
The college has been generally fortunate in its Faculty. The changes have been few, and some who began their work with the opening of the college are still, members of its Faculty. It has had three Presidents :
1. Rev. Sullivan H. McCallister, D. D., assumed the office at the opening of the college September 11, 18 72. He was ordained to the Universalist ministry in 1854; had filled several important pastorates, and been for some years principal of Westbrook Seminary, located at Pevens Plains, near Portland, Me. He won Stany friends during his administration, which mas distinguished by a singular disinterestedness, consecration and devotion to his duties. Dr. McCallister offered his resignation at the close of the college year, June, 1877. It was not, however, accepted until June, 1878, at the annual meeting of the Board of Trustees. He has resumed pastoral work, and is at present settled in Bellows Falls, Vt.
2. Everett L. Rexford, D. D. He graduated in 1865, at the Theological School of St. Lawrence University, Canton, N. Y., and settled as Pastor over the First Universalist Parish in Cincinnati. Ohio. Thence he moved to Columbus, accepting a call to the church in that city. The New Universalist Parish in San Francisco, recognizing his distinguished ability as a pulpit orator, soon after secured his services as Pastor, from which field of labor he removed in 1878 to Akron, and assumed the Presidency of the college. and the pastorate of the Universalist Parish in the city. After two years of service in this double capacity, he re-signed. and accepted a call to the pastorate of the New Universalist Parish, in Detroit, Mich., where his abilities as a preacher have won a striking success.
3. Rev. Orello Cone. A. M., D. D. He entered the Universalist ministry from a professorship in St. Paul's College. Palmyra. Mo., in 1862, and was ordained in 1864. as Pastor of a church in Little Falls, N. Y. He was called to the Chair of Biblical Languages and Literature in the Theological School of St. Lawrence University, Canton, N. Y., in 1865, and held this position for fifteen years, when. in 1880, he accepted a call to the Presidency of the college.
The professors and instructors who have served in the college are as follows :
1. Rev. Nehemiah White, A. M., Ph. D. He was a graduate of Middlebury College. Vermont, and was Professor of Mathematics in St. Lawrence University, Canton. N. Y.. from 1865 to 1869. He assumed the Chair of Ancient Languages in Buchtel College, on the opening of the institution, and served until the close of the fall session, in 1875. when he accepted a call to the Pesidency of Lombard University, Galesburg, Ill., which position he now holds.
2, S. F. Peckham, A. M. He was Professor of Natural Science from the opening of the college for one year, when he accepted a call to the Chair of Chemistry, in the University of Minnesota. where he remained until 1880.
3. Miss Helen F. Spaulding, L. A. She was Professor of Rhetoric and English Literature for one year from the opening of the college.
3. Karl F. Kolbe, A. M. Prof. Kolbe is a graduate of the University of Gottingen. and had already had considerable experience as a teacher of modern languages before he took this chair in Buchtel as a member of its first
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Faculty in 1872. He held this position until the close of the college year in 1877, when he assumed charge. for one year, f an academy in Pennsylvania, after which he returned to the Chair of Modern Languages. which he had left, where he has since remained.
5. Alfred Welsh, A. M. He was educated in Baldwin University and was the first professor of mathematics. He held this position for two years and was then made Professor of Natural Sciences, and served in this capacity for one year to the end of the college year in 1875, when he accepted a position as teacher in the Columbus High School. where he still is.
6. Elias Fraunfelter. A. M.. Ph. D. He was educated at Vermillion Institute, at Hayesville. Ohio. and was for a number of years instructor in Mathematics and English in that school. In 1866. he was made co-Principal of Savannah Academy, and Instructor in Mathematics. Natural Science and Modern Languages. He was called to the collage as Professor of Civil Engineering at the opening of the second year in 1874. The next year he was made Professor of Mathematics (his chair being made to include the instruction in Engineering) in which position he still remains completing this year (1881) his twenty-first year of service as an instructor.
7. Sarah M. Glazier. A. M. She graduated from Vassar College. and immediately accepted a call to the Chair of Natural Science in 1874. After serving in this capacity for one year, she accepted a call to a chair in Wellesley College.
8. Charles M. Knight. A. M. After graduating from Tuft's College he took the Chair of Natural Science in 1876. which he still holds.
9. I. B. Chote. A. M. He was called to the Chair of Ancient Languages in 1876. which he occupied until the close of the college year in 1878. He is at present studying in Harvard.
10. G. H. G. McGrew. He graduated from Harvard and occupied the Chair of Modern Languages during the absence Porf. Kolbe in 1878.
11. Rev. George A. Peckham. A. M. He graduated from the college in the class of 1875, and was made a Tutor in Ancient Languages and Mathematics in 1876. which position he held for two years. After an absence of one year, as Pastor of a Disciples' Church, he was called to the Chair of Ancient Languages, which position he filled until 1880, when he accepted a call to the Chair of Mathematics in Hiram College.
12. Benjamin T. Jones, A. M. He was educated at Bethany College, where he was after-ward for some years instructor in Ancient Languages. He was for a number of years Superintendent of Public Schools in Millersburg and Ashland. In 1880, he accepted a call to the Chair of Rhetoric and English Literature, and was the next year transferred to that of Ancient Languages, of which he is still the incumbent.
13. Miss Maria Parsons. She graduated from Putnam Seminary in 1857, in which institution she afterward taught two years. She has been employed for some twenty years in the high schools of Zanesville, Mansfield and Akron, in which last she was Principal for seven years. In the fall of 1880, she accepted a call to the Chair of English Literature in the college.
14. H. D. Persons was, during the first year. a Professor in the Preparatory Department and afterward entered the profession of journalism in Union City, Penn.
15. Miss Hattie L. Lowdon. She was teacher of English in the Preparatory Department during the first year.
16. Wallace Mayo, A. M. He graduated from Tuft's College, Boston. Mass. in 1873. and accepted a call to the Preparatory Department. as instructor in Latin. Greek and other branches, in 1874. He continued until 1876. when he left and went into business in Akron.
16. Miss Mary E. Stockman. L. A. She was called from a chair in Westbrook Seminary. Maine, in 1874. as teacher of Latin and English in the Preparatory Department, and continued until 1876, when she was called to a position in the Akron High School, which she still holds.
17. Miss Susan E. Chamberlain, M. S. She is a graduate of the college. in the Class of 1873, and was appointed teacher in English, in 1874, in the Preparatory Department. In 1879, she was made Professor of Mathematics in the same department, and, in 1881, she was engaged as a teacher of English branches.
18. Miss Jennie Gifford. She is a graduate of the Normal School at Lebanon, Ohio. In 1875, she was engaged as instructor in English branches in the Preparatory Department, and was made Principal of that department and
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Professor of Science and Normal Studies, which position she still holds.
19. Miss Mary B. Jewett, A. B. She graduated from the College in the Class of 1876. and was appointed tutor in Latin in the Preparatory Department, in which position she remained until 1878. when she accepted a call to a chair in Hiram College, where she still remains.
20. William D. Shipman. A. M. He graduated from the college in 1877. and became Professor of Ancient Languages iii the Preparatory Department in 1878, which position he still occupies.
21. Miss Lizzie N. Slade, A. M. (now Mrs. E. F. Voris) was a graduate of the college in the Class of 1877. and became a tutor in the Preparatory Department during the year 1878.
22. Inez L. Shipman. M. S. She graduated from the college in 1876. and. in 1878. was made a tutor in the Preparatory Department. in which position she remained only during that year.
23. James H. Aydelott. B. S. He graduated from the Normal School in Lebanon in 1878. and became tutor in Mathematics in the Preparatory Department in 1879, entering, at the same time. the Junior Class, and graduating with the same. In 1881. he was made Professor of Mathematics in the Preparatory Department, which position he still holds.
24. Gustavus Sigel was made Professor of Music at the opening of the college. and held the position until 1879.
24. Mrs. E. L. Rexford was made Director of Music in 1879. and held the position until the close of the college year of 1880.
25. Arthur S. Kimball. a graduate of the Boston Conservatory of Music. was made teacher of Vocal Culture and Harmony in 1881.
26. Miss Ella H. Morrison, a graduate of the Musical Department of the Ohio Wesleyan College. was appointed as teacher of instrumental music in 1881.
Buchtel College, it will be seen, is yet comparatively a young institution. It has, however. enjoyed a large share of patronage, and is now thoroughly organized and equipped for complete college work. Its courses of study are equal to those of the oldest institutions in the State, and it has all the usual apparatus . and appliances for instruction in its several departments. Among its present Faculty it reckons instructors of large experience, ripe scholarship and rare skill in teaching and discipline. Its aim is thoroughness and exact knowledge, which it seeks to secure by requiring faithful application and conscientious work of all its students. The results of its training already appear in many of its graduates. who are rising young men in several of the professions. The authorities insist on a strict classification, and aim to encourage and promote the class spirit—the esprit de corps—in all the classes, believing that in this way alone can the permanent success of a college be secured, though it may sometimes lead through difficulties. and require the sacrifice of such students as are destitute of strength and resolute purpose. No student is allowed to graduate who has not faithfully completed the course which he has chosen.
The college is under the auspices of the Universalist Church. but is not sectarian in its teaching. nor does it attempt in any way to exert upon its students a doctrinal influence. It aims to maintain a high standard of morals, and insists on dignified. refined and genteel deportment on the part of all under its control. Devotional exercises, conducted by some member of the Faculty, are held in the assembly room at the opening of every day on which college work is done, and students are required to attend every Sunday the church of their choice, or that which may be designated by their parents or guardians. No excuses from attendance at church are granted to minors, except on request of parents or guardians.
Special facilities are offered by the excellent courses in the Preparatory Department for Normal work. and many young ladies and gentlemen intending to follow the profession of teaching in the common and high schools here, pursue the studies preparatory to that work. The Principal of that department is a graduate of a normal school, and has had a large experience in training teachers.
The study of ornamental branches has been provided for, and especial attention is given to vocal culture and instrumental music. Instructors in these dcpartments are permanently connected with the college, and pianos are furnished for practice.
The property of the college, including building, grounds, philosophical and chemical apparatus, furniture. etc., cost originally about $175.-
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000. It has two endowments of $25,000 each given, one by Mrs. L. A. E. Messenger, in memory of her deceased husband, Rev. George Messenger, and one by John H. Hilton, of Akron. There are also two endowments of $20,000 each, one of which was given by the women of Ohio and Pennsylvania, to endow a Woman's professorship. Of this amount, $10,000 were given by Mrs. Chloe Pierce, of Sharpsville, Penn., and the professorship has been called by her name. The other was endowed by J. R. Buchtel, in the name of his wife, Mrs. Elizabeth Buchtel. There are thirty scholarships of $1,000 each, of which those already productive are paying six per cent per annum. Of these, two were endowed by residents of Summit County—John K. Smith and Mrs. John H. Hilton.
The students have organized three literary societies—the Bryant and Everett, composed of gentlemen, and the Cary, composed of ladies. They all have well-furnished halls, and two of them have already made a good beginning in the accumulation of libraries.
The Greek-letter societies, or inter-collegiate fraternities are represented by two chapters. Buchtel College is named after its most munificent benefactor and real founder, Hon. John , R. Buchtel. It will appear from his biography, which is given in another part of this volume, that he has devoted himself to the college with singular consecration from its foundation to the present time. He has come to its assistance in every time of need, and has already bestowed upon it more than $75,000. To its maintenance and endowment he has consecrated his tireless energy and his whole fortune.
Among those who were active and prominent in the foundation of the college, and in its direction down to the present time, are deserving of especial mention Rev. George Messenger, whose counsel was of great value amidst the difficulties attending its establishment; Rev. J. S. Cantwell, whose services as editor of the in West were unremitting in its behalf, and who has often spoken for it with great effect in public assemblies ; S. M. Burnham, for many years 'its Secretary ; Avery Spicer, Hon. N. D. Tibbals, E. P. Green, Gen. A. C. Voris, Joy H. Pendleton, F. Schumacher, Henry Blondy, George T. Perkins, James Pierce, and Rev. E. L. Rexford, D. D., active and efficient member of its Board f Trustees, Executive Committee and Committee on Teachers.