Fulton County, Ohio - Chapter 9: Educational Development, 1905

Chapter 9: Educational Development

THE first schools in what is now Fulton county were supported by subscription ot by assessment upon the patrons according to the number of children they sent to school. True, the law requiring the establishment of public schools in Ohio went into effect in 1825, but it was a good while after that before anything closely resembling the common school system of today had been evolved. But it should not be hastily concluded from this that education was entirely neglected. Parents who could afford it gave their children the advantages of good schools, as good as could be maintained, and among those who were very poor there was much self-sacrifice that the children might be educated and prepared for better success than theif fathers and mothers had attained in the struggle of life. Some very poor boys in Ohio, in that period when there were no common schools, supplemented the little schooling they could obtain by fire-light reading, and so beginning, became in later years the great men of the State, and a few of them the greatest men of the nation. The difference, comparing the present with the early days in Fulton county, is that now the schools are open without cost to boys and girls, without regard to their family importance or family wealth, and it is no disgrace to attend a free school. Then it was, and free schools were sometimes called "pauper" schools. So, it may be observed, we are more truly democratic today, in this, than the fathers were who considered themselves the special champions of human equality.

This1 clearly illustrates a point which is too often overlooked by those who pretend to think upon economic or social questions. The righteousness of the principle of human equality (not in mental or physical endowment, but as heirs to the blessings of Providence) is recognised inherently by all mankind. And we might say with considerable historical accuracy that there has never been a time when this principle was not advocated, more or less, and oftimes, by those who in practice encouraged the enslavement of their fellow-men. The individual is the creature of social conditions, and so long as conditions were such that only the poorest of the poor rejoiced over the introduction of the common school system, the more opulent ones, with a heartlessness which is too often a companion of wealth, sought to render the movement unpopular by stigmatizing those feeble institutions of learning. How great has been the change and how much we have improved in three-quarters of a century! With the record of the past before him, it would be a reckless man, it seems, who would attempt to limit the possibilities of the future. Socialism is, or should be, a growth or advancement towards better social conditions ; and those who meet the arguments of the over-zealous advocates of Universal Brotherhood with the time-worn expression, "It is impossible, Sir," base their reasoning and conclusion (unconsciously, however), upon premises that cannot be denied - their own unfitness for such an Utopian state. Altruism will not displace egoism as the result of a statutory enactment - the change must be evolutionary in its nature. And the common school system of America is a powerful factor in the onward and upward movement.

The first school taught in the western part of York township was by Mrs. Emily Spencer, wife of the late William Spencer (son of Rev. Uriel Spencer), and was kept in the house of Uriel Spencer, afterward owned by Samuel Biddle. This was in 1837. A. year or two later. Miss Sophronia Fluhart taught a winter term of six weeks and three days, at the same place, and received sixtytwo and one-half cents per week, boarding herself at home. These schools were kept near the York and Clinton line, east of Wauseon. The first schoolhouse built in York township stood upon the Willard Trowbridge farm, one mile west of Delta. There are, at the present time, thirteen subdistricts in that township, besides one graded school in Delta, all in a very flourishing condition.

The first schoolhouses were built of course in most instances ol logs, and considering the abundance of timber, they could well have been constructed much larger and more commodious. A description of one of them would doubtless answer for all. The desks were placed around the wall, and the seats were mostly made of basswood logs, split into halves. Upon these rude and uncomfortable seats, pupils of all ages and conditions were compelled to sit the six hours per day of school. These pioneer schoolhouses were in strange contrast with the light, airy and commodious school buildings in every district in the county today; and yet it is a fact that as much solid work was done by the pupils in those early school buildings as in 'the more elegant ones of the present. Wood was furnished by the patrons in proportion to the number of children sent. Often; it was drawn to the schoolhouse by the parents, in the log, and cut up by the pupils. Most of the pupils found their way through the woods to the schoolhouses, roads being comparatively unknown. Along these school trails they went to school, and at night to spelling schools, lighting their way, in the night time, with torches made from the bark of hickory trees.

Hi8Tory Op Fulton County

or in lasting benefit to the participants. The young people would go miles to attend one of these events. It was district against district, and it was wonderful how each would back their champions. The method was different at times in spelling down. Sometimes they would stand up and spell around, and the last one up was the winner. Another method, and by some thought to be a more thorough test, was to stand up two and two, and the one who was able to spell the whole crowd down in that way would carry off the championship. Those friendly mental contests were often very exciting and continued until late into the night. Webster's Elementary spelling book was used for many years, and finally gave way to McGuffey's. That the pupils in our common schools then were much better spellers than now is beyond all question.

There was a general uniformity of school books throughout the county, McGuffey's readers, the old edition, being introduced into the schools at an early period. Previous to that, other books were used as readers, the New Testament being prominent among them. No uniformity in regard to arithmetics was practiced until the adoption of Ray's series, and these have been in quite general use, since. His Third Part, or Practical, was the standard for many years, and there are many who think it has never been excelled for the purpose for which it was designed. No particular system of penmanship was ever taught, being as various and everchanging as were the teachers. Davies' algebra was at first used by the advanced pupils, but it was supplanted by Ray, who has ever since apparently held the ground.

Thirteen schoolhouses furnish the facilities for education to the children of Swan Creek township, and the average yearly attendance is about three hundred pupils. All these school buildings are frame. or brick, the old log houses having entirely disappeared. Educational interests were somewhat slow in developing in Swan Creek, especially in the southern part of the townshif where the people were very poor. The land was marshy, miasmatic troubles plagued the residents a great deal; and to add to these difficulties, a large part of the soil was owned by non-residents and speculators. These ills were all banished by the application of one treatment - ditching. Marvels were wrought in the increased productiveness of the land, the purification of the atmosphere to such a degree that it became as healthful as any other locality; churches and convenient schoolhouses made their apearance, and evidences of material thrift and mental cultivation were soon visible everywhere. It may be a slight digression, but as this is a chapter on Educational Development the writer can not refrain from calling attention to an object lesson which presents itself in this connection, local perhaps in interest, but widespread in application. The cost of ditching being charged as a tax on the land values of Swan Creek township, the speculators soon disposed of their real estate there, and it was then divided and sub-divided, going into the hands of resident owners, who have cleared, ditched and otherwise improved it. Could any argument be more potent than this in portraying the evils of land monopoly, or more convincing in showing the good results that follow the taxing of land values alone?

There are five school districts in Amboy township, located as follows : One upon the south side of section 4, one upon section 7, une upon section 16, one upon section 29, one upon section 26 , and a special district at Metamora. All of the districts have well built houses.

In the very first days of Chesterfield township there were no schools for a year or two, and the children were taught at home by the mother or elder daughter until such time as the population would warrant a school building. The first attempt of the people to levy a tax for school purposes failed at the first election, but at the second it was carried by a majority vote of the people, and soon thereafter provison was made for a school. Accordingly, the inhabitants hastily constructed i school house on section 16, on the northeast comer, just south of the Hawlev cemetery. Flavel Butler taught the first school in the winter of 1837, and this'was the first school ever taught in the township. At that time, Chesterfield included the greater part of Gorham, and the northern half of Dover, running to the Fulton line on the south. The township has no schools except the common schools of the state, of which it contains seven in sub-districts, in all of which they have improved structures, either brick or wood, and all are in a flourishing condition and the pride of the township.

The first schoolhouse built in Royalton township was on section 15, in 1837, and the first teacher was Olive Green. The second schoolhouse was on the farm of Amos Rathbun, who built the same. In 1858, Warren J. Hendrix built and taught for a number of years thereafter, a high school at Lyons. Royalton has now six sub-district schools and one special school.

The first school taught in Clinton township was by Erastus Briggs, and it was held in the cabin first put up by Elisha Williams. Hie first schoolhouse was built on the land of John Lozer, section 15, but was not used long. In 1840, one was built at the center of section 14, which was used about six years. Other parts of the township put up buildings and began schools about the same time. The house on section 14 had a brick fireplace and chimney, the brick being made by John Tigert. The present number of school districts of the township is twelve, added to which is one special joint district at Pettisville, the schoolhouse being located in Clinton township. Other than these there is one graded school in the village of Wauseon. All districts are provided with substantial, well built structures. In 1881, an institution of learning was established at Fayette, called the Fayette Normal, Music and Business College. It continued in operation at the above named place until 1888, when it was moved to Wauseon and con- tinued under the name of the Northwestern Collegiate Institute. A fine new building was erected and the school flourished during the six years of its existence in Wauseon, but at the close of the school year, in 1894, it ceased to exist and no more sessions were held. The building has since been used by the excellent high school of Wauseon.

The first organized school district in the township of Gorham was in the Cottrell settlement, in 1836, and a log school house was built upon the southwest corner of the northwest quarter of section 21. In 1842, another district was organized in the "Snow Settlement," and' a frame schoolhouse was built by R. S. Humphrey, it being the first frame schoolhouse in the township. At about this period another school district was organized in the east part, and a log schoolhouse was built. Oliver B. Verity taught the winter school of 1844 and '45, at fourteen dollars per month, and boarded around, which all teachers of that age did - a practice that never went out of date until the adoption of the free school system, -in 1854. Thus began school education in Gorham township, and the demand for other districts kept apace with the improvement and population. The township now has eight school districts, and one joint sub-school district in the southeast comer, besides a special school district for Fayette. Lucinda Rogers taught the first school in Gorham township, commencing in May, 1836, in the Cottrell district. She commenced her school under the jurisdiction of the territory of Michigan and ended it under the jurisdiction of Ohio. As the teacher got her wages by a "rate bill," the transfer did not interfere, as the bill was collected of the parents of those attending the school. This schoolhouse was used for about fifteen years for school and church purposes combined, and was standing as late as 1862. The first school in the southwest part of the township was taught in a log building, and was, in an early day, known as the Severance schoolhouse. It was situated in the southeast corner of section 26, but it had no legal organization and was supported by subscription. Elizabeth Freeman, afterwards the wife of Waldron Severance, taught there in the summer of 1842. In 1845, a frame schoolhouse was built on the northwest comer of section 35, and was painted red, as will be remembered by many of the inhabitants liming at the present time. Miss Minerva Cottrell, daughter of Asa Cottrell and later the wife of George Acker of Morenci, Michigan, was the first teacher in the red schoolhouse. It has since been changed, and the district center located on the south side of section 26. There are no small districts in the township, and it can boast of as good schools as any in the county. Fayette is a special school district. The public school building is a large and convenient brick structure, with four departments, and has an average attendance of about oiie hundred and fifty pupils. The establishment of the Fayette Normal, Music and Business College has already been mentioned, as has its removal to Wauseon, in 1888. Appreciating the value of such an educational institution, the peo- pie of Fayette immediately set about securing another school of like nature, and, in September, 1888, the Fayette Normal University was opened to students. This school flourished exceedingly for a number of years, but Anally the citizens of Fayette became convinced that its presence in their midst militated against the complete success of their graded schools. Consequently, they withdrew the necessary support from the institution, and at the dose of the school year, in the spring of 1905, the Fayette Normal University closed its doors and went out of existence. There are no schools now in Fulton county, other than those supported by public taxation.

The first school in German township was taught in the wintet of 1839-40, by Samuel B. Darby. The flrst schoolhouse built in the township was on the State road, one-half mile west of Burling1 ton, and the pioneer teachers were, besides Mr. Darby, Milton Zouver, Harriet Schnall, Miss Baker, Mis« Shipman, Mary Ann Prettyman, Miss Geesey, and Miss Darby. Wages of lady teachers at that period were all the way from one to two dollars per week and board; and for male teachers not less than twelve dollars per month and board. The township has at present flfteen sub-school districts, and one graded school for the village of Archbold.

Samantha Crandall taught the flrst school in the bounds of Franklin township, in the old cabin of Joseph Bates. She had to cross Bean Creek on a felled tree across the stream, evening and morning, and wade through swales and water to and from school. Her mother taught the next school.' Both of these ladies died about 1850. The time of Samantha Crandall's teaching was in the year 1836, and it was conducted as a private school for the neighboring families. This cabin stood on section a, on what is now known as the Shilling farm, and afterwards, Miss Jane Brundridge taught school there. The second schoolhouse was also a log cabin' and was erected by Samuel B. Darby, on the east bank of Bean Creek, near Darby's land, and the latter gentleman taught the first school there, in the winter of 1839. I°4S> a new frame schoolhouse was built on the same site/ The Asher Ely school district was organized in 1845, and a hewed log cabin was built for the district. The first teacher was Augustus Porter. The Methodists and Presbyterians used this house for a long time as a place of worship. Franklin now has seven school districts and one joint school district, formed from German and Franklin. Subdistrict No. 4 has the remarkable record of having produced over forty teachers, five doctors, three lawyers, three merchants, two jewelers, one minister, one professor, one editor, one portrait artist, one railroad conductor, one telegraph operator and one commercial traveler. This is a record, the equal of which few country schools can boast.

In November, 1837, the pioneers of Fulton township built a log schoolhouse in what was known as the Clark district. It was barren of desks, but Isaac Day, wishing his daughter to learn to write, put in a writing desk for her use. Gideon W. Raymond taught the first school in this house, in 1837, and afterwards taught the Ai school some four years. Joseph Babcock followed Mr. Raymond as a teacher in this district. He was a school teacher of the first class and took great pleasure in his school work. Samuel Durgin taught the Ai school for a number of years, and for a long time was county school examiner. The first school house built in Fulton township, however, was in 1836, on the southeast corner of the east half of the northeast quarter of section ten. It was built of logs, and was finished and furnished without taxing the land - all contributed. It was "chinked" and plastered with mud from the adjoining soil. It had a fire-place made of clay and sticks built up "cob house style," and cropping out just above the ridge of the roof, and plastered upon the inside with clay mortar. This formed a safe as well as a comfortable heating apparatus. The seats were made of logs about ten inches in diameter, and ten or twelve feet in length, and split into halves and hewed to smooth them upon the split side. They were then mounted, the split side up, on wooden logs of proper height for the pupils. For writing desks they bored holes into the logs about three feet from the floor, into which they drove pins, projecting in the room far enough to support a board or slab placed on the pins. For windows they would cut out one log the whole length of the building, and stop the opening with oiled paper. This would admit some light, and keep out the cold. Some were furnished with glass, 7 by 9, and when this schoolhouse was completed, with a good fire nearly the entire length of one end of the build? ing, it furnished a good and comfortable institution for training the young minds successfully in the elementary branches. Another schoolhouse, of the same character, was built the next winter as stated above, in the Clark neighborhood. Others of like description were "omit as the township was settled. In 1842, the first frame schoolhouse was built by David Springer, at Ai, which was afterward moved across the street and remodeled for a dwelling. Another schoolhouse was soon after built in the Dodge, or Witt district, and they rapidly became numerous. Miss Julia Chamberlain, with her sister (who became Mrs. Samuel Durgin) came to Fulton township in 1837, and taught the first school in a small, log schoolhouse, which stood where the present school building now stands, in the Ai district. The wages paid teachers from 1837 to 1850, was from twelve to fifteen dollars per month, and from one to two dollars per week allowed for female teachers boarding around among the families in the district. Miss Harriet O'Brien taught the first summer term in the Clark district, but being taken sick, Miss Huldah Merrill finished the term. Among the early teachers were Messrs. Reed, Luther Dodge, Miss Almeda Doughty, A. Sawyer, Samuel Durgin, G. W. Raymond, Miss Lucy Clough, Margaret Emery, Jonathan Woods, Joseph Babcock, Ezra

The first school taught in Pike township was in 1835, in an old log hut standing at a very early day upon the knob where the Salisbury cemetery is now located. It was afterwards removed to Thomas Silsby's corner, and Michael Handy taught there the first winter after he came to the county, in 1840. Caroline Trowbridge taught the first school. The township now contains six school districts, supported by good buildings, and an advanced step in education has been taken in this township.

Soon after the organization of Dover township, in 1843, it was divided into two school districts, one at Spring Hill and the other at Ottokee. Soon after was organized another, called the Waid district, and next in order was a district in the northwestern part of the township; and still later, district No. 5, where all elections are held. The last district, No. 6, in the northeast part of the township, was organized about 1864. By an act of the legislature of Ohio, in 1876, Spring Hill district was set apart as a special school district, and a fine brick schoolhouse was built, suitable for all needs. The first male teacher who taught in Dover, it is said, had his pupils spell United States, commencing Y-o-u, but the township was soon after fortunate in securing a better grade of teachers. A. J. Canfield, Rev. J. R. Hibbard, Mortimer D. Hibbard, Michael Handy, and Miss Amelia Hibbard (who became Mrs. Derwin Butler) and many others taught as good common schools as were generally found at that day. Wages for males, ten to thirteen dollars per month and board around, and for females, six to eight dollars and board around. This was paid by rate bills.

Fulton county now has in the township districts 108 schoolhouses for the elementary schools; in the separate districts 10 elementary and three high, making a grand total of 121 school buildings, with 164 rooms. The value of the school property in the township districts is $96,750; in the separate districts, $107,500; making an aggregate of $204,250. One hundred and sixty-eight teachers are employed, teaching thirty-four weeks in the township schools and from thirty-four to thirty-six in the others, at salaries ranging from $30 to $68 per month. The enumeration ol . children of school age (between 6 and 21) is 6,490. The actual enrollment of pupils is 79 per cent of the enumeration in the township districts and 88 per cent in the separate districts. There are no high schools in the township districts, but there are nineteen in the separate districts. The average cost of tuition of the pupils enrolled is $8.32 in the elementary schools of the township districts, and $7.23 in the elementary and $19.38 in the high schools of the separate districts. The county received from the State, mainly from the common school fund, $13431.54 for the support of education in 1904; from local taxation, $62,955.25; from the sale of bonds, $34,865.74; from all other sources, $3,162.48; making the total receipts but little less than $114,500, to which should be added a balance on hand, September i, 1903, of $31,963.67, swelling the aggregate funds to $146,378.68. Out of this there was paid $38,888.11 to teachers in elementary schools, and $9,122.65 to teachers in high schools; $450 for supervision, $1,127.80 on buildings and grounds, $7,058.40 on bonds and interest, and $22,540.99 for all other purposes, making an aggregate expenditure of $79,- 187.95. On September 1, 1904, the close of the fiscal year, the balance on hand was $67,190.73.

In the county there are the village and special districts of Archbold, C. G. Mueller, superintendent, and school property valued at $20*550, annual expenditures, $5,390.38; Delta, G. R. Anderson, superintendent, property valued at $35,000, annual expenditures, $6,852.44; Fayette, G. J. Tripp, superintendent, property valued at $8,000, annual expenditures, $3,660.82; Lyons, E. F. Watkins, superintendent, property valued at $3,500, annual expenditures, $1,- 494.52; Swanton, C. O. Castle, superintendent, property valued at $4,000, annual expenditures, $8,902.90; and Wauseon, C. J. Biery, superintendent, property valued at $25,000, annual expenditures, $10,170.96.

The county examiners of teachers are C. J. Biery, C. O. Castle and W. H. Murphy. The teachers have a county institute annually, and two additional county meetings.