until 1871, since which time it has been regularly filled. At first, in none but the larger cities, such as Cincinnati and Cleveland, was the whole time of the superintendent given to supervision. Indeed, in some of the smaller towns, but very little of it was thus directed--not more than an hour or two each day at most-the remainder being given to instruction in the high school department of the schools. But as the value of supervision became more manifest to school authorities, more and more of the superintendent's time was set apart for the special duties of his position. The practice, however, still prevails in the smaller towns. for the superintendent to devote some part of his time to the work of teaching classes, the amount being determined by the number of pupils in the schools and by other exigencies. In some cities, as Cleveland, Columbus, and Dayton, one or more assistant superintendents, under the name of supervising principals, came to be employed to aid the general superintendent in his work. At an early period of Mr. Rickoff's administration in Cincinnati, the principals of schools were relieved of the charge of a room of pupils, and were put at supervisory work, under such a rule that they were required, in all except some of the smaller schools, to give their whole time to it. In Dayton, at the present time, the principals give a part of their time to supervision, the rest being devoted to the instruction of the highest class in the school. Nothing could more plainly exhibit the low estate of the school system, when town and city supervision first began to obtain a foothold in the State, than the meagre salaries paid superintendents. The first salary paid Mr. Leggett, at Akron, was $500; that paid to Mr. Guilford, at Cincin nati, $700; and $800 was about the outside limit paid anywhere. In conclusion, it may be said that not alone is the superintendent felt in the power he exerts in the organization, inspection, and supervision of the schools under his charge, or in the influence he wields over their teachers and pupils, but "wherever there is a superintendent who is active, efficient, and wise, there is a more appreciative public sentiment, and a higher standard of excellence." Such a superintendent not only helps to form the character of his pupils, but he is to some extent the educator of the town in which he labors. If he be a man of large attainments and lofty character, his influence will tend to promote a higher ideal of living throughout society. CHAPTER IX. TEACHERS' ASSOCIATIONS. The present liberal school system of Ohio is largely due to conventions and associations held in the interest of education. These agencies have enlarged the views of teachers, enlightened public sentiment, and indicated and secured legislative action. They have also done much to improve school instruction and management. A history of these agencies is, therefore, an important part of the history of educational effort and progress in the State, and the writer much regrets that he has neither time nor space for more than a brief account of the more important of them. WESTERN LITERARY INSTITUTE AND BOARD OF EDUCATION. In 1829, some twenty teachers in Cincinnati met and organized a society, with the above title. Its objects, as stated, were to promote harmony, co-operation, and the diffusion of knowledge among its members, and to discuss subjects conducive to the advantage of education generally. Elijah Slack was elected president, Milo G. Williams, corresponding secretary, John L. Talbot, recording secretary, and Albert Picket, president of the board of control. In addition to these officers, the active members of the society included Alexander Kimmont, Caleb Kemper, Nathaniel Halley, C. B. McKee, Stephen Wheeler, Thomas J. Mathews, David L. Talbot, and C. Davenport. Meetings were held monthly, with a good attendance, and the more important duties of the school-room were freely and fully discussed. At the anniversary meeting held in June, 1831, Rev. C. B. McKee gave an address advocating the co-operation of parents and all other citizens in the education of the young, and Rev. R. H. Bishop, D. D., presented the advantages of the common school system, and advocated the grading of schools and the employing of well qualified teachers. The proceedings of this meeting were published in a neat pamphlet. At the meeting held in 1831, steps were taken which resulted in the organization of THE COLLEGE OF TEACHERS. At the meeting referred to, Milo G. Williams offered a resolution proposing a correspondence with prominent teachers in the West and South to obtain their views on the question of calling a convention of the friends of education, at some point to be determined by the correspondence. The resolution was adopted and Mr. Williams, as corresponding secretary, conducted the correspondence. The measure was heartily approved by those addressed, and Cincinnati was designated as the place of meeting. Arrangements were made and the convention called. It opened October 3, 1832, and continued in session four days. On the first day of the session, John L. Talbot moved the appointment of a committee to take into consideration the expediency of forming a western society of teachers, and, if approved, to prepare and report a constitution for its government. The committee was composed of M. Butler and H. Bascom, of Kentucky, M. A. H. Niles and M. M. Bingham, of Indiana, and Albert Picket and Milo G. Williams, of Ohio. The next day the committee reported in favor of forming a permanent society and submitted the draft of a constitution, which, with slight alterations, was adopted. It declared the object of the society to be "to promote, by all laudable means, the diffusion of knowledge in regard to education, and especially by aiming at the elevation of instructors who shall have adopted instruction as their regular profession." Thomas J. Matthews was elected president, Milo G. Williams, corresponding secretary, David L. Talbot, recording secretary, and Timothy Hammond, treasurer, and "the Western Literary Institute and College of Professional Teachers" was thus organized. The society held annual meetings in Cincinnati until 1845. The session opened on Monday and continued through the week, and the largest churches in the city were required to accommodate the audiences. It was attended by the leading teachers and friends of education in the Mississippi Valley, but it was chiefly directed by Albert Picket, Alexander Kinmont, Milo G. Williams, W. H. McGuffey, Samuel Lewis, Dr. Joseph Ray, Nathan Guilford, Prof. Calvin E. Stowe, and other Ohio members. The College of Teachers contributed largely to the advancement of education in Ohio, and the West generally. In the fourteen years of its existence over three hundred addresses and reports were made before it, discussing education in all its phases and grades. The seven volumes of "Transactions" published contain an amount of educational experience and information not found in the same compass in any early publications. It also instituted important measures and agencies for the improvement of schools. As early as 1833 it recommended the organization of teachers' associations, and it early contributed to the development of what is now known as the teachers' institute. It advocated the grading of schools and the importance of supervision, especially urging the creation of the office of State Superintendent of Public Instruc |