This is only one-fifth of what may be called the dependent poor. The remainder consists of what is called "out-door poor," all of whom, however, receive some public support. In all the infirmaries there are children and youth capable of instruction, and the State has wisely provided that boards of education may sustain schools for their instruction. How far this is done, we cannot tell; but it is done in some of them, and may be in all if the directors consent.

SUMMARY OF RESULTS.

Having now reviewed, and given the results of education and reform in the penal, reformatory, and benevolent institutions of the State, it may be useful to present the whole, as far as possible, in a tabular form, that we may see what has been done.

The following table gives the whole number of inmates received, and the present number in each of the institutions named:

This leaves out of view all the jails and lunatic asylums, and it includes the Penitentiary and the work-houses, in

which there is really no school education. Let us take then, what may properly be called the educational part of these institutions, and consider the result. Of these, eleven classes are enumerated above, giving this result: whole number received, 17,791; present number in institutions, 3,649.

Some of the institutions enumerated are of a recent date, and therefore present but a small number of inmates, but these are among the most promising. In all except the Penitentiary, schools are regularly sustained.

There are two remarks to be made upon this statement of facts, without which a complete knowledge will not be had. First, several institutions are omitted, from the want of information, which could not be had in time. There are, for example, in Toledo, Zanesville, and probably other places, orphan asylums and special institutes, generally founded by private beneficence, which provide for portions of the dependent class. There are Children's Aid Societies, which directly or indirectly aim both to help and to educate destitute children. Secondly, there are other provisions of law for the education of the poor and destitute, the effect of which cannot be exactly ascertained. For example, there is a provision of law, already mentioned, that boards of education may provide schools for youths in infirmaries. It is impossible to say how far this law has been executed, but from the poor condition of many of the infirmaries, there is reason to believe that it has not been very effective. Again, there is a law which enables the counties to provide homes for the poor and neglected youth, and also that any two or three counties may unite for such an object. This has been carried into effect in a few counties, and is likely to prove a most beneficent provision. In fact, it enables each county to do for itself what the State has done in its Homes." Washington county has such a home for its poor children, which has been a great success, and is a model school of its kind.

From this review and statement, it is evident that the State of Ohio, or some of its communities, has provided in various forms and in abundant measure for all the dependent class. It has provided education for all the youth, whether of the criminal or the unprotected class. Its schools for reformation are not exceeded by any in the world. These are the best results of Christian wisdom, civilization, and progress. In all this, the people of Ohio rejoice, and present these results as an offering of first fruits from the first State of the North-west.

CHAPTER XI.

BIOGRAPHICAL SKETCHES.

It has been a matter of some delicacy to decide who of the prominent educational men of Ohio, ought to appear in the list of those whose biographical sketches should be included in this volume. It would not do to draw the line between the living and the dead. To include all the able and deserving men now actively engaged in the promotion of education, would require a space beyond the limits of a single chapter. It will be observed that none of the State Commissioners of Common Schools appear in the list. It has not been the intention to include persons whose educational labors, although deserving of a grateful remembrance, have been confined to particular localities. The only exceptions that have been made, are Robert Steele, Esq., of Dayton, and Rufus King, of Cincinnati, whose long educational services and great prominence make it eminently proper that brief sketches should be allotted to them.

It is to be regretted that a full sketch cannot be given of Nathan Guilford, of Cincinnati. Efforts were made to secure the necessary personal facts, but without success. The few facts given are such as the writer happens to have at hand. The law of February 21, 1849, was adopted in so many towns of Ohio by special vote, that it is fitting that a sketch of its author, the Hon. Samuel T. Worcester, should be given. The Hon. Harvey Rice's connection with the school law of 1853 makes a sketch of his life also deserving a place with those who have promoted education in the State.

It is a source of regret that these sketches do not include Alexander Kinmont, Horace Mann, Andrew Freese, and many others. Mr. Mann, however, was more prominently connected with education in Massachusetts than in Ohio, although he is held in grateful remembrance by many young men and teachers in the State in which he passed the last years of his active and useful life. Unfortunately, the

sketch given of Albert Picket lacks details.

EPHRAIM CUTLER.

Ephraim Cutler was born at Edgarton, Martha's Vineyard, Mass., April 13, 1767. He was the son of Rev. Manasseh Cutler, LL.D. He came to Ohio in 1795, and lived a few years in Ames, Athens county, and afterwards removed to Warren, Washington county, where he spent the remainder of his life. His interest in the promotion, of education doubtless arose, in a measure, from the fact that his father was the author of the famous educational provision in the ordinance of 1797.

He was appointed, by the first territorial legislature, one of seven commissioners to lease all the ministerial and school sections in each township of the Ohio Company's lands. This was the first effort made by legislative authority to promote common school education in Ohio. In 1802, he was a member of the Constitutional Convention, and secured the adoption of the provision which imposes upon the General Assembly the obligation forever to "encourage schools and the means of instruction."

After nearly twenty years' retirement from active political life, he was elected in 1819, a member of the General Assembly. As chairman of a special committee of the House of Representatives, he prepared a bill providing for the division of townships into school districts, for the building of school-houses by money raised by levies upon the