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OHIO.

Second Annual Report of the State Commissioner (H. H. Barney,) of Common
Schools, to the General Assembly of Ohio, for 1855. 128 pages.

In 1853, the legislature of Ohio adopted a new school law, by which important alterations were made in the system of common schools, and the election of a State Commissioner by the people provided for. In 1852, H. H. Barney, at the time Principal of the Woodward High School, in Cincinnati, was elected to the office, and we have before us his Second Annual Report.

PLANS AND MEANS FOR THE MANAGEMENT AND IMPROVEMENT OF COMMON SCHOOLS. Prominent among the various means and plans for making our system of free schools more efficient, which have been fully tested, and received the sanction of enlightened educationists, may be enumerated the following, viz: 1. Each city, town, incorporated village, and civil township, should compose bat a single school district, and the schools thereof be confided to the management and control of a properly constituted Board of Education.

2. Properly constructed school-houses, occupying eligible sites, and possessing ample play grounds.

3. Well educated, efficient and devoted teachers.

4. Great care and thoroughness in the examination of teachers.

5. Normal schools organized and conducted with reference to the sole and definite object of instructing in the art of teaching.

6. Properly managed Teachers' Institutes, Teachers' Meetings, and the formation of Teachers' Associations.

7. Competent visiting agents charged with the important duty of organizing and superintending Teachers' Institutes, delivering educational addresses, and suggesting to teachers, in their own schools, the best manner of instructing classes. 8. A system of vigilant and thorough supervision.

9. Teaching but few subjects at one time, and teaching them thoroughly.

10. A judicious course of study and oral exercises for each class, department, and grade of the school.

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11. A uniform series of class or text-books, and a strict adherence to it for a reasonable length of time.

12. Judicious efforts on the part of teachers, parents and school officers, to induce all the youth of suitable age, resident within the district, to attend the schools.

13. Unremitting efforts to secure regularity of attendance.

14. The active and zealous co-operation of parents and school officers.

15. Maps, charts, diagrams, globes, and other illustrative apparatus, for common schools, and chemical and philosophical apparatus for high schools.

16. School district, or township libraries.

17. The introduction of the system of gradation to the greatest practicable

extent.

18. The establishment of high schools and high school departments.

19. The education of youth at schools in their own neighborhood or township. 20. The education of both sexes at the same school, provided they can board at home, while attending it.

ABOLITION OF THE OLD DISTRICT SYSTEM. The school law of 1853 constitutes each and every organized township in the State but one school district for all purposes connected with the general interests of education in the township, and confides its management and control to a Board of Education. The law also contains provisions for introducing a system of graded schools into every city, town, incorporated village and township in the State. In accordance with the same principles and for the purpose of accomplishing the same beneficent object, the legislature of Indiana, in 1852, enacted a school law abolishing all the school districts, and declaring each civil township in the several counties a township for school pur poses, and the trustees for such township, trustees for school purposes; and the clerk and treasurer, clerk and treasurer for school purposes; and that "the Board of Trustees shall take charge of the educational affairs of the township, employ teachers, establish and conveniently locate a sufficient number of schools for the education of the children therein," and that "they may also establish graded schools, or such modifications of them as may be practicable."

Whatever diversity of opinion may exist among educationists, as to the best manner of constituting township boards of education, there can be but one opinion as to the propriety of having a township school organization. Facts, experiments, the observations and opinions of those competent to judge, have fully settled this

matter. It is not, however, so clearly determined whether the school committees or boards of education of townships should consist of three or six persons; one-third to be elected, and the other third to go out of office, annually; or whether they should be elected by the township at large, or by the sub-districts. Nor is the principle fully settled, whether a township should be divided for certain specific purposes, into sub-districts or not. But it is fully settled that if a township is thus divided, the lines of the sub-districts should not in the least interfere with the proper classification, gradation and supervision of its schools.

It is thought by some that to provide the same amount of means and facilities for educating those who reside in the poorer and less populous portions of a township, as for those in the wealthier and more thickly settled portions, would deprive the latter of their rights; just as if the taxes for the support of schools were levied upon sub-districts, and not upon the State and townships.

If all the property of the State and of the townships is taxed alike for the purposes of educating the youth of the State, there is no principle plainer than that all should share equally, so far as practicable, in the benefits of the fund thus raised, whether they reside in sparse or populous neighborhoods.

SCHOOL ARCHITECTURE. In 1852 the legislature authorized the purchase and distribution of a copy of "Barnard's School Architecture," to every township board of education, and local directors. This distribution has been followed by the construction of many new houses and the thorough repair of old structures, on tried and approved plans of arrangement and furniture-over a half million of dollars ($518,000) having been expended for these objects in 1854.

During the year, 740 school-houses have been erected, and several of them are models of taste and convenience. And it is most gratifying to state that nearly two-thirds of the school-houses in the State are reported "good," and more than one-half of the remainder are represented to be in a tolerable condition.

If he

If any one doubts the intimate connection between good school-houses and good schools, let him consider how difficult it generally is to induce a good teacher to go into a district where the school-house is too small, badly constructed, improperly seated, unpleasantly located, without the requisite means of ventilation, destitute of playgrounds and out-buildings; and, more important still, how difficult it is to secure regularity of attendance, and render the school attractive. still doubts the indispensable agency of good school-houses in creating good schools, let him, as he travels through the State, stop and contemplate the forlorn, gloomy and repulsive aspect of some of those ancient "squatters" on the public highway; let him enter them and note their diminutive size, rough and filthy floors, low ceilings, dilapidated desks, slab seats, dingy walls, and their unhappy and cheerless inmates; and after he has observed the slovenliness, disorder, coarseness, vulgarity, and the marks of obscenity on the very walls of the building, let him listen to the recitations, and observe how perfectly they correspond with the condition of things already noticed. Then let him pass on till he comes to one of those tasteful, attractive, elegant school-houses, with which the State is beginning to be honored and blessed; and after viewing its fine proportions, pleasant site, and ample play-ground, let him enter it and examine its superior facilities for the successful prosecution of study, its excellent arrangements for promoting the convenience, health and comfort of the teacher and pupils, for forming in them habits of neatness, order, taste and purity, and for exciting them to make high attainments, and aim at honorable distinction. Let him extend his observations still further, and he will find not only the building located and constructed with special reference to the laws of health, mind and morals, replete with everything that can delight the eye and gratify the taste, and admirably adapted to cultivate courteous manners, to inspire refinement of feeling, and to promote habits of study and thought, but he will actually find neatness and order among the pupils, skillful teaching, prompt and accurate recitations, refined manners, and good

morals.

EXAMINATION OF TEACHERS. From a few counties, complaints have been made to this department, that schools, in some cases, have been deprived of teachers, owing to the high order of qualifications which the examiners demanded of the candidates for certificates. But every experienced school examiner, or other school officer, knows full well, that the demand for good teachers has never long failed to bring the proper supply. It is a fact with which most are familiar, that, in every township, some of the schools have been almost uniformly excellent, while

School Architecture: or Contributions to the Improvement of School-houses in the United States. By Henry Barnard. Sixth edition. Cincinnati: II. W. Derby & Co.

others have been as uniformly inferior. The reason is apparent. In the former, the demand has always been for good teachers and no others; but in the latter, the proclamation has been, “our school is backward, therefore a poor teacher will answer the purpose."

NORMAL SCHOOLS. Wherever public opinion has become fully enlightened on this subject, "it is admitted that teaching is an art to be learned by apprenticeship like any other art, and that special training for the business of teaching is as indispensable as for any pursuit or profession; and the time, it is believed, is not very distant when intelligent parents would think it no less absurd to place their children in charge of a teacher, who had not been trained in the principles and methods of instruction, than to employ a surgeon who has never made himself acquainted with the science of human anatomy."

Mr. Cyrus McNeely, of Hopedale, Harrison county, has donated buildings admirably adapted for school purposes, and thus occupied hitherto, to the endowment of Normal Schools. The gift includes spacious and beautiful grounds; has been appraised at $11,600, but is subject to the condition that the State Teachers' Association shall raise the additional sum of $10,000. An effort is now making to comply with this condition; and no worthier object for the aid of the State is likely to be presented for the consideration of the General Assembly.

The McNeely Normal School was organized by the election of eleven trustees, who have appointed Cyrus McNeely, President, Asa D. Lord, Secretary, and George K. Jenkins, Treasurer. The regular course will occupy two years, to enter upon which, with profit, the students should already be familiar with the branches usually taught in schools.

A similar enterprise has been undertaken at Lebanon, Warren county, under the designation of the "Southwestern State Normal School." Mr. Alfred Holbrook, with five assistants, are announced as teachers. The organization resulted from a general concert of action among those engaged in the instruction of youth, and is auxiliary to the Ohio State Teachers' Association-a very favorable location, and commodious buildings have been already secured-the first session has elapsed with seventy pupils in attendance, and all the indications of future usefulness are very satisfactory. The terms are so arranged that while some young persons can pursue a regular course of training, study and practice in an experimental school, others, already engaged as teachers, can, during the interims of their own schools, attend a session of eleven weeks, more or less, without interfering with those pursuing a regular course of study the latter being not unlike what is prescribed at the McNeely Institution.

TEACHERS' INSTITUTES. The usefulness and efficiency of properly organized and well managed Teachers' Institutes, no longer admit of a reasonable doubt. For sixteen years their utility has been thoroughly tested. This indispensable agency in the cause of popular education, originated in the State of Connecticut; and the first body of teachers was assembled for the purpose of being taught how to teach, in Hartford, in 1839, at the instance and on the recommendation of Henry Barnard, one of the distinguished pioneers of educational reform in this country. Very soon thereafter, it was introduced into all the New England States, and has now found its way into every State which enjoys the priceless privilege and blessing of a good system of public instruction. This instrumentality has proved eminently successful, not only in directing the attention of the people to the importance of education, and of diffusing among them correct and enlarged views on the subject, but in bringing the teachers together; awakening in them a proper appreciation of the responsibilities of the work in which they are engaged; giving them much valuable information in regard to the best means and plans of organizing, instructing, and disciplining their schools; exciting in their minds greater zeal for their important vocation; in short, imparting to them that which is the paramount and pressing want of our common school system-the theory and art of teaching. These institutes are capable, if rightly managed, of being rendered instruments of great power and efficiency; and they should, therefore, receive at the hands of teachers, school officers, and the people at large, that encouragement and support which their importance in the economy of the system, demands.

In the absence of any State provision, Teachers' Institutes have been held under the auspices of State Teachers' Associations, and other voluntary efforts, originally put forth in Ohio by Dr. Lord, Pres. L. Andrews and others. According to the Report of the Agent of the Association for 1853, thirty-eight Institutes were held with an aggregate attendance of 3738 teachers. Mr. Barney recommends that “a small portion of the amount annually collected for school purposes be applied to the encouragement of Teachers' Institutes, or Normal Classes."

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COMPETENT VISITING AGENTS AND LECTURERS. To three important instrumentalities for the advancement of public education, namely, Visiting Agents, Teachers' Institutes and Normal Schools, is Massachusetts greatly indebted for the present proud elevation of the character of her public schools. And equally is Ohio indebted to the eminently efficient services rendered by Lorin Andrews, Esq., now President of Gambier College, and to Dr. A. D. Lord, while acting as the Agents of the "Ohio State Teachers' Association." Wherever they went, whether into the schools, before Teachers' Institutes, educational assemblies, new life and vigor were infused into our educational system. The cause of popular education rose in public estimation, teachers were rendered more competent to instruct and more powerful to influence, and those methods of imparting instruction and securing good discipline, which the most enlightened and experienced teachers had found by actual practice, to be most successful, were more widely disseminated. Valuable suggestions were made respecting the art of teaching and conducting schools, the structure of school-houses, the union of districts for the purpose of grading the schools, the classification of scholars, and the most successful means for elevating the profession of teachers.

It is a high and a well deserved compliment to the teachers of Ohio, that, at their own expense, they so long sustained in this important sphere of operation, two gentlemen of great practical experience and untiring zeal. The effect of such efforts in the noble cause of public education, will long be felt and appreciated throughout the entire State. The result of such labors is seen in the numerous union and graded schools which are rapidly springing up in almost every county in the State, in the improved methods of organizing and instructing schools, and in the deep interest which is manifested by the people in these educational improvements. With such efforts, such zeal, and such persevering endeavors to incorporate into our school system, whatever long experience and careful observation has demonstrated to be of practical utility, Ohio is destined to excel in learning and true wisdom, as well as in her physical greatness and prosperity.

SCHOOL SUPERVISION. An intelligent and efficient system of school supervision should be regarded as of vital importance to the welfare and success of our common schools. Let such a system be established and it will work a cure of nearly every unsoundness which now impairs and cripples the efficiency of so many of the schools in the State; for it is one of those vitalizing elements in a school system, which is capable of eradicating from it a thousand defects and evils. If school visitors, school officers, and parents would faithfully and intelligently discharge their duty in this regard; if they would prescribe suitable rules and regulations for the management and discipline of the schools under their supervision, fix upon a proper course of study, select a good series of text-books, report unfaithful and incompetent teachers, carefully observe the plans and methods of instruction adopted in the schools, impart proper advice and directions, inculcate in the scholars a spirit of obedience and subordination to authority, and an earnest love of study, encourage and stimulate parents to visit their schools and co-operate with the teachers-if school visitors and the friends of popular education would faithfully do these things, a new and important era in school reform and improvement would at once be ushered in.

In this State, a competent superintendent for each judicial district, would, for the present, answer the purpose full as well, if not better, than one for each county. COURSE OF STUDY. Township boards of education are empowered "to determine the course of study to be pursued in the several schools under their control." This duty is much more important than is generally supposed; for, upon its prompt and judicious performance, the progress of the scholars, and the general prosperity of the schools most materially depend. A course of study and of oral exercises, adapted to the ages, capacities, and attainments of the pupils in each grade or class, would essentially aid in giving steadiness and efficiency to all the operations of the school; assist the teacher in systematizing his business, and economizing his labors; encourage a hope of promotion in the pupils, by enabling them to see at once what amount of work they must perform in order to be advanced to a higher class or grade.

It is earnestly hoped, then, that no board of education will allow another year to elapse without attending to a matter of such vital interest to the schools under their charge. By conferring with the most experienced and successful teachers in their respective counties, by taking the advice of their county examiners, and other enlightened friends of education, they will find no difficulty in fixing upon a proper course of study for the schools in their respective townships.

TEXT-BOOKS. No evil connected with the present condition of our schools calls more imperatively for immediate correction, than the great variety and frequent change of text-books.

Among these disadvantages are the following, viz:

1. It tends to multiply the labors of the teacher by compelling him to divide his pupils into as many classes as there are kinds of books on the same subject in the school; for at each change some of the former books will still remain.

2. It shortens the recitations of each class, and thus prevents that careful and deliberate hearing of recitations, which is indispensable to thorough scholarship and proper mental discipline.

3. It prevents the teacher from making that due preparation for each class and each recitation, which is necessary to excite in his own mind and in the minds of his scholars a lively interest in the study. Even an experienced teacher cannot use a new work with the same advantage that he could the one with which he had long been familiar.

4. It prevents the formation of large classes, and the stimulating effect which such classes always have upon both pupil and teacher.

5. It renders it necessary to keep the scholars much longer on each subject of study than would otherwise be necessary, and thus abates their interest in it, and induces many to abandon the study entirely.

6. It subjects parents to a needless expense, tends to bring our whole school system into disfavor, and uselessly consumes much valuable time.

7. Where boards of education neglect to adopt for the schools under their supervision, a uniform series of text-books, the matter is too often subject to the dictation of teachers; and the teachers, especially in the country schools, being frequently changed, and it being the interest of each new teacher to introduce such books as he has been accustomed to use, the schools soon become filled with a multiplicity of books on each subject of study, the number of classes becomes too great for thorough instruction, and the pupils, in many instances, continue stationary from year to year.

8. It adds to the cost of education, not only by increasing the expense for textbooks, but also by protracting the period required to make the scholar master of a study. It holds out a continual and direct invitation to book-makers, publishers and agents, to be constantly pressing teachers and school officers for new changes, and thus tends to perpetuate and extend these various evils.

The prompt removal of these injurious consequences is, we repeat it, the imperative duty of boards of education. And to this end they should determine at the earliest practicable day, what text-book shall be used in each study, and how long it shall continue to be used in the schools of their respective townships.

NON-ATTENDANCE AT SCHOOL. It is obvious that something ought to be done to secure the education of those whose parents, either from defective education in themselves, or from the pressure of immediate want, or from ignorance of the great privileges which our public schools offer, or from the selfishness which is encouraged by finding profitable employment for their children, do not avail themselves of the means offered by the State to secure a proper education for their children. To induce the people to act as becomes their duty and true interest in this matter, several distinguished friends of education, including several State Superintendents of public instruction, have recommended that the State school funds be apportioned among the counties, townships and school districts, not according to the enumeration of youth of school age, but according to the average yearly attendance of scholars in the several common schools; thus making it the interest, as it is the duty, of every inhabitant of the district to urge the constant and regular attendance at school of all the children residing therein. While we have among us so many children of foreign parents, recently arrived in our country, or speaking a different language from our own, or engaged in our manufactories and on our public works, and while we have among us so many parents who are too indifferent, or too reckless, or too poor to send their children to school, all who are 'charged by the State with the care and supervision of our common schools, and all who feel that as individuals they owe something to their country and the world, should see to it that these children are trained up for intelligence, virtue and future usefulness. They are destined to be our fellow-citizens, perhaps our judges and rulers, and therefore every dictate of enlightened patriotism and humanity demands that we should make all reasonable efforts to put them in a way to become intelligent and upright members of society.

IRREGULARITY OF ATTENDANCE. The annual school reports from county auditors disclose the fact that the average yearly attendance of the scholars in our common schools is less than two-thirds of the average number enrolled or belonging to the schools.

Hence it is easy to see that, in consequence of irregular attendance, not only one-third of all the school funds annually raised and distributed for the payment of teachers, is lost, actually thrown away, but one-third part of the time allowed for the cultivation of the minds of the youth of the State, is also lost. To the ac

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