with the uncultivated a thing of necessity. Whatever untoward influences may reach these schools in the form of individual coarseness is under the restraint, not only of the teachers, but also of the better class of pupils, who have their individual and family character and their position in society to sustain, and who are seldom less refined at school than in their homes. Hence the history of high schools has never exhibited a tendency to demoralize the well bred, but their influence in improving the uncouth is well established and understood. This state of things, exhibiting an important gain without corresponding loss, every sentiment of patriotism leads our citizens to cherish.

10. While single private academies may be highly successful, it has hitherto been impossible, and in the nature of the case it must continue to be so, to bring them into such relations to each other as to secure concert of action and that harmony and progress in methods of instruction so desirable in a progressive age and among a people constantly changing their residences and even their occupations. No one can conceive that education could, under this system, become economical, thorough, and universal. These last two considerations show that public high schools are alone adopted to the genius of our republican institutions.

11. The argument regarding the education of their children under their own eyes, and under such circumstances as to secure to them the society of their children, has, to well constituted parents, practically but one side. Those who have sent to these schools have ceased to manifest nervous anxiety regarding the question of caste and social rank in them, or regarding the influence of such associations as their children are likely to meet in the public high school. They observe that their home culture, if such culture is imparted, is of avail to maintain excellence under any test ever applied in these schools. The pupils, living at home and passing immediately from their association with the teacher in the

study or class rooms to the society of their parents, are considered far more safe than in boarding schools, where the hours not employed in study are spent among people who have little personal interest in them, and among pupils who, though of wealthy parentage, perhaps, are as likely to be vicious as any who reach the high school, if not more so.

12. The subject of moral culture is strongly insisted on by the rules of all the boards of education, and is considered to be quite as attainable in these as in any other form of high school. In most places in the State no rule exists regarding the reading of the Bible at the opening exercises of the school; nor is any such rule considered necessary, long established precedent permitting teachers to do as they please in this particular, though no comment regarding the Scripture lessons would be tolerated, especially if of a sectarian character. Of moral culture, its importance and practicability, Mr. John Eaton, in a report printed by the Toledo board of education, and expressing, it is believed, the sentiment of that board, and substantially that of all Ohio boards of education, fitly remarks:

"That teachers should neither indulge, nor the people acquiesce, in neglecting this department of education, is painfully manifest. There is hardly an issue of the daily news that does not contain some record of the corruption of public or private virtue. We cannot expect honesty or uprightness in the State if they are not inculcated in the schools. The fallacy that makes all moral instruction sectarian, has too long held sway; the friends of man and of truth should free themselves from its power.

"The culture of the moral nature is not more sectarian than the culture of the intellect; the activity of conscience, than the activity of memory; nor is the law of love to God and man more sectarian than the law of gravity-to teach the law of right, than to teach that two and two make four."

13. It is believed that the settled existence of these schools practically carries with it the settlement of the important question regarding their relation to higher institutions of learning. In the same communities with these schools can

not, except in larger cities, exist other schools seeking to prepare pupils for the higher institutions. The practice of continuing pupils in these schools until their courses of study are finished, and then sending them to academies to complete a preparation for college, can not become general. The question of their leaving before the course is completed, involves the whole matter in issue. It remains for the colleges of necessity to provide the means of supplementing any demand they may make on pupils as requisites for admission. The interest of the colleges and of the communities alike require that this question shall be so treated by the colleges as to secure as large an attendance of our youth as possible in these higher institutions. The special knowledge and high culture of the professors in our first-class institutions of learning, should be made much more largely available in the cultivation of our youth. Every motive of patriotism and interest appeals to the true friends of higher education to cultivate the most affectionate relations to these schools, and to tax their wisdom to adapt all parts of our existing system of instruction to each other. The same generous enthusiasm which has secured the improvements already made, can realize all that remains to be done. Nothing is so much to be feared as the notion that the work of importance has all been accomplished.

Indeed, in proportion as the present public high schools usurp the place of the earlier academies, they will feel the need of that intelligent direction and warm-hearted advocacy for whose influence, in the days of less enlightenment and more popular prejudice the true friends of education can never be too grateful. No doubt can exist as to the superiority of a public graded school system, out of which shall naturally grow the high school, all under such management and systematic organization as will secure a logical order of sequence in classes and studies from the lowest to the highest grades, and that, indeed, all the intrinsic elements of

a good school can be made to subsist under these conditions much more certainly than in connection with the old plan. But it is a matter of great concern whether the State will ever be able to draw around its institutions that warm and enthusiastic individual support which nourished into life, against so many opposing circumstances, the higher schools of the earlier days. There is, just now, great danger that the popular ardor which originated under the glowing eloquence heretofore referred to in these pages, and which carried the community forward to the adoption of the system. which promised so much, and is capable of so much, may die out under the mistaken confidence that the system is good enough to run itself. Whenever it is forgotten that a correct and vigorous public sentiment is indispensable to success under any system of education, then laws and legislation will be powerless to secure an efficient system of schools. There is no strong hand in this country to enforce the best of systems. An earnest people alone can secure it; an apathetic people, never. It is of the nature of education itself to create this interest and to teach its importance. It would be a source of great mortification and real embarrassment, if, for the want of this vitalizing influence, our schools should lose their freshness and vigor of spirit.

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CHAPTER V.

HIGHER EDUCATION.

The first organized white settlement within the present limits of Ohio, was made in the year 1788. Two years before this, March 1, 1786, in response to a call in the public prints signed by Generals Putnam and Tupper, several citizens of Massachusetts gathered at the "Bunch of Grapes Tavern" in Boston and after consultation organized the Ohio Company of Associates.* The men connected with this movement were, for the most part, soldiers of the Revolution who had given long and weary years to the service of their country, and had found when victory and peace had come, the new nation bankrupt and themselves greatly impoverished.

These men had government certificates of indebtedness, or army warrants—but there was no money in the treasury with which to pay them. They were strong men, full of energy and hope, and they determined to invade the great wilderness northwest of the Ohio river, and build them new homes and plant a new State if the government would sell them land and take army warrants as payment in whole or in part.

Gen. Rufus Putnam, a man of great strength and worth of character, who had won and retained the esteem and confidence of Gen. Washington during the war, was the acknowledged leader of the movement. Rev. Manasseh Cutler, LL. D., aided by the Hon. Winthrop Sargent, was the

*The Bunch of Grapes Tavern stood on a site now occupied by the New England Bank, on the south side of State street and the upper or western corner of Kilby street.