Summit County, Ohio - Chapter with an unread heading (no. 20 of those read), 1881

Chapter with an unread heading (no. 20 of those read)

| Ee 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 )uilding, gratu- | itously 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 at- . tend school at all. who ought to have been re- | ceiving the benefits of good school instruction. "Tt 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 re-organize 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. Jen- | nings, on behalf of the committee, submitted | 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.

_ there be established six primary schools in different parts of the village, so as best to accom- | 3. Let there be one gram- | mar 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 En- - glish education. mission 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 Su- treme 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 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 this village for the balance. 6. Let six Superintendents be chosen by the Common Council, | who shall be charged with perfecting the sys- : tem thus generally defined, the bringing of it | into operation, and the control of it when : 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 schodls. but the cheapest: for while such instruction as the youth of Akron now get costs about 32.200 a vear. or $6.82 for each of the 375 who attend school. under the plan proposed a scholar for cost of instruction. 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 grammarschool 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 the growth and enlargement, and in essential features remains :is 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 subdistricts, built two primary schoolhouses. 25x32 feet, at a cost of $370 each. purchased two anda half acres of land on Mill, | for a grammar school. Mr. M. D. Leggett. late Commissioner of Patents, was employed as teucher and superintendent at a salary of 3501). assisted by Miss Wolcott. at a salary of 3200, and Miss Pomeroy, at a salary of 2150. primaries were taught by young ladies. at 33.50 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 cent. The primaries during the year showed un 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 trom 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 maries on the ground, first, of economy, and, second, that the Superintendent was required to spend one hour each day in these 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 yet been recognized.

City Of Akron

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 31.776 a yearon the common-school system. In the grammar school were taught orthography, reading, writing, arithmetic, geography, history, grammar, algebra, geometry, trigonom- philosophy, chemistry, book-keeping, 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

'the benefits of a fin/shed English education to all the children of the town at less than the average rate of tuition under the commonschool system. During the second year, ending March 31, 1849, two new schoolhouses 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 oppo- | sition 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, | 70x50 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 corner-stone 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. Olm- | stead were employed at 350 a month to teach a high grade primary school, which took the place of the grammar school. The salary of | Mr. Palmer was 3600. 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 meth- | ods, 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,

$2.80 ; per scholar upon average enumeration, qualifications of teachers. - 'The board, as a $1.12, and believes an instance cannot be found | general rule, have determined to employ no

"On the 13th of October, 1853, the new structure was completed and dedicated to the cause of education. The cost of 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. Mr. Cooper closed. In the October following, H. B. Foster. Esq.. of Hudson, entered upon 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

: 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 | 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 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 of the year by Misses Angel and McArthur. Mr. Root gave special attention to penmanship and book-keeping in the high school, and his instruction in those branches was attended with marked results. The pay-roll 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 34,200, 'including incidentals,' and it was in this report that claim the board for their services. It was in this report also that the first rule was laid down touching the reading of 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 of the board touching the planted with forest trees, evergreens and shrub- , bery, such as will best conduce to the appear- | ance of the place, and, in after years, to the | teacher in the same room. In the other subdistricts, the primaries and secondaries were to be taught separately. A course of study is laid down. Reading and spelling run through secondary, and every day in the grammar and in the high school, 'so as to be able to write a fairhand.' The scholars in the grammar school shall be taught to read and spell the fourth reader fluently ; to master the first half of of Tra: '3 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

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Arithmetic, after which Greenleaf's National 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 of the features of this period is the 'Specimen Schools or Teachers' Institutes'. held each Saturday morning in the presence of all the teachers. members of 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, ete. These institutes, the board say. 'have worked admirably.' Tt was 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 of 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 super- the existing state of opinion and resources of the board, this was the best that could be done. But the necessity of 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 pre-eminence 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 of experience in the State of 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 board. At this point also begins a change in the school year from the 31st of March, to the 3lst of August, consequently this report covers fifty-three weeks of the schools - fifteen in the spring and summer of 1857, and forty weeks from September, 1857, to July, 1858. Hereafter 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, of 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.

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.

reports and resolutions of the Board abundantly show. His report as Superintendent was pub- . lished during the first six years of his engagement, and are useful for the information they | 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. * i * The schools had become crowded. Six primaries taught during the fall of 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 schvols. except the high, he has words of unqualified praise, and of that he says.*decorum seems to forbid that I should speak.' He makes honorable mention of Mrs. Coburn, who had heen 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 of young persons

' whom she had served so earnestly and faithfully. Rule 13 of the Board, adopted September, 1859, defining the duties of Superintendents, says:

_ facts connected with the operation of our public school system as may be of general interest | | to the community,' but sometimes expressed | himself at large on the duties of parent and

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 superintendence 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 clue to those having charge of our public schools. as Superintendent and teachers. and as at present advised, clecline 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 1366, 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 315,- 000 was authorized by the board in May, 1867. and, in April. 1868. bonds in that amount 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 ers 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 554; in the grammur school, 88 per cent; while in 1866. the percentage of attendance reached 90 per cent for the schools. This improvement became a intendents. 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 Diddlers, out at the elbows. and the Flora McFlimseys. 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 tive 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 ologies and osophies - only this and nothing more. Herbert Spencers work on * Education" should be added to the library of all who give or accept this definition Whether it was the expression of 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 regu- | lation 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 | 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 re- | port of R. O. Hammond, Esq., as school visitor ' for that year. His report shows the value of in- | dependent 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 taught in the fourth year. But they are not taught. And yet there is no good reason why they are omitted.' 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, ata small expense, singers with well cultivated voices.

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 | and the der _ad 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 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 State-wide 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 332.763. Of this amount, the salaries of Superintendent and teachers were $14,002.50; building sites. building and repairs, 315,752.60: fuel and other contingent expenses, $2.907.98 ; total receipts. $35.553.34. Bae eee) XS For. the work, Sir P ind ley 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. Text-books 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 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.

other immoral practices.' 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 inculeate 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 hoard 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.. 317.412; and, in 1874, for sites and buildings. 317.200. 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

| 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 :

"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 of 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 'Before investigating the subject and hearing the testimony of those who had made the experiment, I shared in the common that only the favored few have it in sufticient 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

Summit Cousin

' successful." Moral and religious instruction is a subject which undergoes 'discussion in these reports. The views entertained on this subject by successive bourds 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. be left. and this is where the early hoards 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 neyiected. or but little cared for. - was assigned a rank with drawing and music. In the fifteenth year. Mr Hole gave 'morul 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. Holes convictions inclined him to do in the schools whatever could be done for the moral nature, and the twelfth board quotes this with a)- proval: -It has become quite evident that moral education. not occasional and irregular, hut systematic and thorough. is entitled to a fixed position in every system of instruction. We share the surprise ant conviction of Superintendent Findley 1869: -I[t 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 tind their culmination and fulfillmentin the moral. The moral is the pinnacle of our whole being. A man is whatever his heart is. His faith, bis love, his purposes - these dletermine his character.' He touches the key-note 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 /s and «ves. 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 ec eae from the teacher's character and | ife. * x * * * * "In his report of 1874, the Superintendent | called the attention of the board to the neces- | sity 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 : 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,

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 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. assistant 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 'Trregular attendance and tardiness have become unpopular with the

"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 account of 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.' 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 ; mention. 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, dleserve to be honorably remembered ; especially (ren. Bierce, for eight years of service on the board - six of 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.

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 , en, 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."

"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 :

Clive. sete coe aati te te UU UD Paid for sites and buildings,... 9,641 25 Interest on redeption of bonds. 26,486 67 Paid for fuel and other ex- ployed : 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. Principal ; Lizzie Bowers, Assistant. (rade B - S. A. Hillis. Principal: Estelle Simmons. Assistant. (rade C - Mary Baird. Principal ; Carrie Allen, Assistant. (srade 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, Band 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: 8. I. Carothers, Principal, and teacher ot 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. Chisnell, 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 of C and D Grammar; M. K. Pearce, A and B Primary; M. E. Miller, B and C Primary ; Kliza Skidmore, D Primary. Bell School: Sarah J. Bardsley, C and D Primary. South Hill School: Clara Chisnell, C and D Primary.

The Board of Education at present (1880-81), comprise the following gentlemen : First Ward, Thomas McHbright, 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.

composed of the clergy of the State, and repre- | ' sentatives 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 unani- | vention 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 » 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 secure the location of the college in that city. John R. Buchitel 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 oun Education that the | 360,000 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, : Rey. Willard Spaulding, Rev. George Messen- | ger, 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 | ot 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 mainte- | nance of a college of learning for both sexes, to | be under the control of the Ohio State Con- | vention of Universalists,' was composed of | John R. Buchtel, Rev. J. 8. Cantwell, George | T. Perkins, Henry Blondy, Rev. George Mes- .

W. Henley, E. P. Green, O. 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 - by-laws, erect suitable buildings, etc. 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 Trust- | ees, 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 fol- _ lows: For three years. John R. Buchtel. Presi- _ dent. H. Blondy, Philip Wieland. J. D. Auger, E. P. Green, George T. Perkins ; for two years. | Rev. H. L. Canfield, Rev. E. L. Rexford. (ren. | Janes Pierce, J. F. Seiberling, Rey. J 8. Cantwell, Hon. N. D. Tibbals; for one year. 0. 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 i report of this committee was made to the board, when the form of contract presented was udopted. According to this form, the donor agrees to pay at his decease the sum of 31,000 | 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 overlook- should always be resident freeholders of Suming 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 corner-stone 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 Tam 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 au intensity corresponding to their distance from each other. [ 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 proofs 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 of our Darwins and Huxleys, wherein they seem almost to lay a confident finger on the very heart of the great mys- , _ tery of life, without fear that they will ever |

CITY OF 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 discov- | eries 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 |

Rey. 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. 8. H. McCallister. of New Hampshire. in March, 1872. which was accepted. The building was rapidly pushed to completiou. and was 'ready for heme' 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 : §. 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 nies and English Literature ; Alfred Welsh. A. B.. Professor of Mathematics : sor in Normal Department: (rustayus 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. ealled 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.

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

At the opening of the college but two courses were established - a classical course of four years with three years of work in the preparatwo 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 In 1876. the name was again changed to that of Philosophical Course. when it was extended to four years, with two years of study in the preparatory department. Besides the 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 Grerman 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 yeers. 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

Latin work was reduced to Cesar, 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 prepa- | ration 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 clas- - sical 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 mathe- _ matics usually taught in colleges ; (3) a svien- _ tific course. which is without Latin or Greek, ' but contains French and German and natural : science, and is especially strong in mathematics 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, 1872. He was ordained to the Universalist ministry in 1854 ; had filled several important pastorates, and been for some years wrincipal ot Westbrook Seminary, located at Pevens Plains, near Portland, Me. He won Stany friends during his administration, which mas distinguished by a singular disinterested- | ness, 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

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 resigned. 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 trom a profes- | sorship in St. Paul's College. Palmyra. Mo., in | 1862, and was ordained in 1864. as Pastor of a eburch 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 tor tifteen years, when. in 1880, he accepted a call to the Presidency of the college. |

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.

4. 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

Faculty in 1872. He held this position until the close of the college year in 1877, when he ' assumed charge. for one year, of 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.

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 En-

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 aca)

12. Benjamin T. Jones, A.M. He was educated at Bethany College, where he was afterward 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 inthe | college.

14. H. D. Persons was, during the first year. . a Professor in the Preparatory Departmen& and afterward entered the profession of journalism ° in Union City, Penn.

16. Wallace Mayo, A. M. He graduated from Tutt's College, Boston. Mass.. in 1875. 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. 4. 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 KE. 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 en- - gaged 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 |

| Professor of Science and Normal Studies, which - : position she still holds. 19. Miss Mary B. Jewett. A. B. She grad- - uated from the College in the Class of 1870. ; 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 in the Preparatory Department in 1878. which position he still occupies.

Pe Miss Lizzie Noslade, A] Mo (now Ars: E. F. Voris) was a graduate of the college in the Class of 1877. and became a tutor in a AES asad: Department during the year 15

. Inez L. Shipman, M.S. She ete trom 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. Avdelott. 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.

27. Miss Ella H. Morrison, a graduate of the Musical Department of the Ohio Wesleyan College. was appointed as teacher of instrumental music in 1881.

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 sey eral of the professions. The authorities insist on a strict classification, and aim to encourage and promote the class spirit - the expr/t 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 otfered 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 departments 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 3175.- given, one by Mrs. L. A. E. Messenger, in mem- | ' ory of her deceased hushand, Rev. George | | Messenger, and one by John H. Hilton, of ' There are also two endowments of |

_ women of Ohio and Pennsylvania, to endow a_ _ Woman's professorship. Of this amount, $10,- | 000 were given by Mrs. Chloe Pierce, of Sharps- | ville, 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

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.

ficent 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.

rection 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 | Star 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, K. 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 ot Trustees, Executive Committee and Committee on Teachers.