HISTORY OF FAIRFIELD COUNTY
CHAPTER XXII.
LANCASTER SCHOOLS.
No records whatever of the primitive schools of Lancaster are in existence, and, therefore, a specific history in detail cannot be written. Their history is the same as that of all the schools of Ohio during the same year. The sites of some of the school-houses are pointed out, and a few of the early teachers are remembered previous to the year 1820. The primitive log-cabin school-houses of the early times, with their slab or rough plank benches, and common writing benches arranged along one side of the room, were then the only ones seen. They were lighted by paper windows, or eight-by-ten glass, where the scholars would sit by turns to write their copies with goose-quill pens. The first and second spelling classes stood in rows along the walls, intent on spelling the missed words and gaining the head of the class, while the schoolmaster stood out in the middle of the room with Web- ster or Dilworth in one hand and a hickory gad in the other, giving out the spelling lesson. The master sat on a split-bottom chair, with the rod in hand, or stood within easy reach and patiently took the little urchins by his side to assist them in saying over the a, b, c, or ab, eb, ib, &c.; and the larger scholars coming up, one at a time, to read their assigned lessons in the English Reader, Sequel to the English Reader, Introduction to the English Reader, American Preceptor, Columbian Orator, or, it may be, Weem's Life of Washington or Marion; after which he heard the Testament or Bible class. The big boys or big girls, who were learning to "cypher," came with their slates to the master to see if they " had done their sums right," or to ask for help if they were "stalled." Flora Butler taught school in 1812, in a little log school-house that stood where Dr. Turner's brick office now is, on Main street; James Hunter taught a school on Columbus street, where the old blacksmith shop of Stephen Smith stands. Andrew Hunter, still living, says he went to school to him when he was a little boy, and the first morning he either forgot to take off his hat, or did not know he should do so, and that the scholars laughed at him. This made him angry, and he never went back. The first advance to better educational facilities in Lancaster was in the erection of the brick Academy, on Wheeling street, by a number of the most wealthy citizens, and which is the present modernized resi- dence of Andrew Bauman. This building was erected shortly before 1820. It was the enterprise of Philomon Beecher, Elnathan Schofield, William Irvin, Robert F. Slaughter, John Noble, Thomas Ewing, Got- lieb Steinman, John Creed, Hugh Boyle, and a few others. Mr. Whit- tlesy was the first man to teach in it. After him, and about 1825, the late John T. Brazee taught a six months' term. After Mr. Brazee,146
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grading and classifications were very imperfect. Various modifications and changes in the course of study have been made from time to time. The schools are now divided into four departments, embracing nine grades below the high school, the work of each grade, requiring one year for its completion. 1. Primary Department, composed of four grades, A, B.C and D. 2. Intermediate Department, two grades, A and B. 3. Grammar Department, three grades. A, B and C. 4. High School Department, embracing a four years course of instruction. The course of study for the grades below the high school, included reading, spelling, writing, arithmetic, geography, English grammar, etymology, U. S. history and constitution, algebra, physics, drawing, composition, German and object lessons. First lessons in reading are taught by the object and word methods combined. Words used in the reading lessons, must be spelled by the sound, as well as the letters. In the reading lessons, in all the grades, practical atten- tion is paid to the articulation. In writing, script letters are used from the beginning. First lessons in numbers are taught objectively. Pupils who have passed through the first four grades, are able to write and read numbers readily, as high as hundreds of thousands; can add, subtract, multiply and divide correctly and rapidly. Arithmetic is completed and reviewed in the grammar grade. No text book is put into the hands of the pupils, until they have reached the B intermedi- ate grade; but in the grades below that, the subject is taught orally. Instruction in the correct use of language, is commenced in the D pri- mary grade, and is continued throughout the course. Technical grammar is taught through the grammar grades, and is reviewed in the fourth year in the high school. Political geography and arithmetic are also reviewed in the last year of the high school course. German is taught by a special teacher, in all the grades above the C primary. Drawing is alter- nated with writing in all the grades below the high school. Composition, declamation and object lessons receive attention throughout the course. Monthly examinations are held in all the grades; these examinations are both oral and written. During the last term of the school year, the various departments are examined by the superintendent. The grades received on this examination are averaged with the grades of monthly examinations, and on this basis the transfers are made. The monthly examinations are regarded as excellent incentives to study, and as best test of the knowledge of the subject possessed by the pupil. The report calls the attention of parents to the standing of their chil- dren in their studies, and secures for the teacher a more hearty co-opera- tion at home, than could otherwise exist. Transfers are made annually, the first week of the fall term; but pupils, who are found to be decidedly ahead of their classes, are promoted at any time during the year. Such promotions are frequent in the Lancaster schools. When the graded system was first adopted teachers, who had had experience in classified schools, could not be had at the salaries then paid, and the board, from a necessity, selected teachers of but little ex- perience, and to the most of whom the phrase, "Methods of Instruc-151
tion," was a misunderstood expression. Many of these made the best teachers after becoming acquainted with the new system. A gentleman who had some experience in "keeping school," applied for a position as teacher soon after the adoption of the graded system. He was employed to teach a primary grade, consisting of about forty pupils. The second day after he took charge of the school the superintendent visited his room, and inquired how he was getting along. He replied, very well, only he found some difficulty in "getting around," with his recitations. Upon further inquiry, the superinten- dent learned that he had been calling up the pupils singly, and trying to hear as many recitations as he had pupils. His services were dispensed with. Teachers' meetings, county, district, and State teachers' associa- tions, educational journals, and a higher standard of qualifications, have been some of the means of improvement in the profession of teaching in the Lancaster schools. The aim has been, and still is, to encourage the teacher to be an earnest seeker for better methods, and for increased skill in the art of instruction. The buildings, erected in 1849 and 1851 for schools, were occupied ---the north building until the fall of 1875, and the south building until 1874. In 1867, the south building became so crowded with scholars, that the board found it necessary to furnish room for another school. The old Radical Church on Walnut street was purchased, and used for a primary school for a time. In the spring of 1870, the board of education procured a competent architect to examine and report on the condition of the north building. It was pronounced unsafe, and the schools were temporarily suspended. A public meeting was called to consider the propriety of abandoning the building, and for the further purpose of taking action towards erect- ing a more secure and better planned building. The board submitted to the qualified voters of the city the proposition of levying a tax of forty thousand dollars, payable in from one to ten years. It was approved by a large majority. The board was delayed for some time in securing a site, but at last four and three-quarters acres were secured on North Broadway. Plans were adopted, contracts awarded, and work on the new house commenced. The old north house was strengthened and rendered safe, and the schools reopened in it in 1871. In the spring of 1872, the south building was found to be so crowded with pupils, that the board was compelled to provide additional rooms for school purposes. The building known as the county building, located on Broadway, near Main street, was rented, and arranged for occupancy by the high school and south C grammer, and were so occupied on the first day of April, 1872. At a meeting of the board, held on June 21, 1873, the following resolution was adopted: "That the board deem it expedient for the welfare and accommoda- tion of the schools to be taught in the southern part of Lancaster, that the old school building should be removed, and a new and substantial one be erected." For the purpose of carrying out this resolution, a meeting, to vote on a proposition to levy a tax of thirty thousand dollars, was called,152
July 15, 1873. The tax was authorized, and plans for the new building adopted, the contract let, and work immediately begun on the old site. The new north house, a brick, three stories in height, containing twelve school rooms, chapel, hall, reception room, and superintendent's office, each school room provided with improved furniture, was ready for the schools at the opening of the fall term, September 1, 1873, the high school occupying two rooms on the third floor, the remaining rooms, on the first and second floors, being occupied by the lower grades. At the opening of the schools, September 1, 1873, the south schools were removed to the old north building, where they remained till the first of September, 1875, at which time the new south building, an elegant brick, containing ten large school rooms and a chapel hall, furnished, the same as the north building, was ready for the schools. This south building is modeled after the north, and is, also, three stories high. A separate school for the colored children was established in 1856, and maintained since that time. It is composed of two grades---a primary and a grammar grade, and being under the same supervision as the white schools, has the same advantages as the others. The north school grounds have been enlarged to about seven acres, and have been tastefully ornamented with flower beds, evergreens, and forest trees. The grounds of the south school, including over four acres, are similarly improved, though not equally, with the north. The schools are all provided with the necessary apparatus required to illus- trate subjects taught, among which are an excellent telescope, with three and a-half inch object glass, an improved air pump, a fine collec- tion of mineralogical and geological specimens, etc. No better evi- dences of the public appreciation of the school is needed than the readi- ness and cheerfulness with which the citizens generally support them, and consider nothing a burden that is deemed necessary for their greater success and advancement. At the opening of the schools in the north building, April 1, 1849, a high school was organized, in which algebra, geometry, philosophy, history, chemistry, and Latin were taught, by Mr. Whitwell, the super- intendent of the schools, assisted by Mr. Barker. In 1851, Miss Wil- cox was elected principal of the high school, which position she filled with ability. In the fall of 1857, she resigned, and was succeeded by Mr. Haskins, who remained one year. More room being required for use of the primary classes of the north district, the high school was changed to the south building in 1856. Since 1858, the principals of the high school have been: 1858-68---Miss Jane Becket. 1868-69---Miss Holbrook. 1869-70---C. Wilkinson. 1870-73---C. F. McCoy. 1873-74---Mr. Manly. 1874-75---G. F. Moore. 1875---Mr. Halderman, six weeks. 1875-77---Rev. E. B. Cartmill. 1877-78---Miss Ella Trout. 1878-79---Mr. Waldo Dennis. 1878-81---E. Burgess.153Miss Mary Hamilton entered the high school, as assistant teacher, at the fall term of 1875, and still holds the position. The first graduate was Miss Mattie Connell, in 1853. The second class graduated in 1855, and was composed of the following young ladies; Mary Brazee, Lillian Williams, Louisa Hoffler, and Ellen Williams. Since that time sixteen classes have graduated, varying in numbers from five to twelve. In 1878 the high school course of study underwent some change from the previous courses, and that which is now used was established, which is likely to be permanent. There is an English course, and a classical course, optional with pupils and parents. The following have been the superintendents of the schools, with duration of service: 1849-51---John Whitwell. 1851-56---John Williams. 1856-57---W. Nelson. 1857-61---Rev. Daniel Risser. 1861-62---Mr. E. F. Fish. 1862-68---Rev. Jacob Reinmund. 1868---W. R. Spooner, six months. 1869-79--- George W. Welch. 1879-81---Samuel Knabenshue. Geo. W. Welch was elected in 1881, and now holds the position. The Board of Education consists of the following gentlemen: Rev. G. W. Meckling, President; John Gravitt, Secretary; John D. Martin, Treasurer; Kinnis Fritter, H. G. Trout, Thomas Cox. The following gentlemen have, at various times since the inception of Lancaster free schools, served on the board of education, with possibly two or three names omitted: H. C. Whitman, William Slade, John Reber, Robert Reed, John C. Rainey, William Kinkead, Mahlon Smalley, Newton Schleich, O. H. Perry, E. C. Kreider, Jacob Hite, Jesse Vandemark, Wm. Vorys, Henry Gabelein, and Gen. Thomas Ewing. To the devotion and diligent attention of many of these gentlemen just named, the achievement of the schools in arriving at their present success and completeness, is due. Some of them, more than others, have found time to frequently visit the schools, and give personal attention to the promotion of their general welfare. Few cities or municipalities of Ohio excel Lancaster in the completeness and general efficiency of her schools. During the year 1880 a school building was erected on the north school grounds, for the use of the colored schools, at a cost of $1,300. It is a neat brick of one story, divided into two compartments. The colored school has two grades---a primary and a grammar grade. The present enrollment of colored children is about sixty-five, with an outside number not yet enrolled. The school capacity is to be increased, when the attendance will reach one hundred pupils. Pre- viously, and from the first organization of the free school system, the colored school was kept in the basement of their church. For the purpose of raising the necessary funds to meet the154
expenses of the erection of the public school buildings of 1849 and 1851, and of the more costly edifices of 1870 and 1874, seven per cent. bonds were sold by the city authorities. The aggregate amount of bonds, sold for the erection of school buildings, has been about $100,000. The total cost of the buildings of 1870 and 1874 was about $70,000, viz.: north building, $40,000; south building, $30,000. To provide a contingent fund, a levy of ten mills was made on the general duplicate of the city, which, together with the city's portion of the state school fund, has proved adequate to meet the current ex- penses of running the schools, and to meet the interest on the school bonds, with a constantly increasing surplus; so that in April, 1881, the levy was brought down to seven mills. The indebtedness of the board had, at the same time, been reduced from $100,000 to $13,000. The old north school grounds, on the northeast corner of Broad and Mul- berry streets, were, in about 1879, sold to the St. Peter's Lutheran con- gregation, for $6,000. The present north school building stands on the east side of North Broadway, within two squares south of the fair- grounds, and the south building is situated on a four-acre lot, in the southeast part of the city, fronting on Walnut street. The total value of the school property within the incorporate limits of the city, at the present time, will not vary much from $l13,000; possi- bly a few hundred dollars more. The contingent expenses for running the schools, including salaries, light, fuel, and janitor's salary, for the year 1880, was $22,000. The salaries of teachers have been increased with the growing pros- perity of the schools. At this time, the salaries are: superintendent, $1,400; principal of high school, $1,000; assistant in high school, $600; grammar schools, $800; two female teachers receive, each $500, and all female teachers below receive, $375; principal of colored schools, $800.155