Schoohyoftli&Sasiy
Legacy of Learning
Compiled by the Brown County, Ohio Historical Society The deed to this lot states that he "wanted to build a Methodist meeting house with a burial ground on said lot." He immediately set to work and by 1824 he had his brick meeting house—a one- story building with rock foundations, heavy sills of hand-hewed timbers, a rock wall extending across the cellar thus mak• ing two rooms in the edifice. The lath was of hickory, split evenly by hand and still in perfect condition. The front of the building was the usual center Grant's First door with two windows on either side, and it was placed on the tax duplicate at a val• School uation of $400. 'T'he first school that U.S. Grant at- The structure was used as a meeting JL tended is still standing today, at house until 1827 when the Methodists 208 Grant Avenue across from the Post built a church at the corner of East Grant Office in Georgetown. The history behind Avenue and Water Street, just east of the this building is unique and worth preserv• Grant homestead, which move resulted ing. The following slightly abridged ar• in the old meeting house being converted ticle about the school, written by Meryl B. to a subscription school. Rees apparently Markley, appeared in the News Democrat never lived in this building, but remained on November 27, 1975. on his farm. He sold the house and lot to Thomas U.S. Grant First Attended Jennings Jr. in 1833 for $427, Jennings School in the Old Rees Building later sold it to James Crawford and the in Georgetown property was ultimately bought by Adam Abel Rees with his wife and her par• Stigler to later become a part of the Chris• ents, Jeremiah and Sarah Purdum came tian Hurst property. It is now owned by to the area ofHillman Ridge very early in EarlPollitt. ... the 1800s. ... From Grant's "Memoirs" we learn They were Methodists and Rees helped that he attended subscription school build the log church erected on Hillman in Georgetown and in 1815. He also owned sections of land in that about half his ffkf^t ^ what is now Georgetown and in 1823 gave time was spent , an area to be made into lots for the new village. He requested that lot # 42 facing 66 feet on Grant Avenue and 99 feet on Water Alley, be reserved for his own use. at the school of John D. White, which is now Grant School on Dutch Hill "There has been general commitment a state memorial on South Water Street. in Georgetown in Deplorable among local people that the structure was He further says that he started to fast passing, owing to storm effects and Condition until the Community school somewhere between five and six general deterioration. Statement was made years of age. From his own statements we Leaders Formed a Grant that a few years more at the rate it declined can determine that he was in the subscrip• Memorial Committee last season and nothing could be done to tion school here for about nine years since "For many years the Grant memo• bring it back. This caused the action just he spent two years elsewhere before leav• rial committee headed by Maj. Frank X. taken by the Centennial Committee. ing for West Point in 1839. This leads us to Frebis and Harry I. Cahall, has preserved "It is now stated that immediate work believe that the time spent in each George• this building of historical significance as a will be undertaken. The brick work is to town school was about 4^^ years. ... shrine, financing all repairs, maintenance be replaced, even to the large fire place, ... That same Grant, ... holding the and employing a caretaker. which was originally along the south wall. highest command of a great army was "On June 28,1941, officials of the Ohio With the sale of mementos, which' Mr. once the chubby boy who left the hearth Historical and Archaeological Society and Moore owns. Local citizens have already of the Grant homestead, clambered up the other state officials came to Georgetown offered many articles in the building, Grant Avenue hill and entered the door• to visit the historic Grant Schoolhouse on which is to be converted to a historical way into the little brick building erected ' Dutch Hill, in south Georgetown, to take place that will be an attraction with few by Abel Rees, there to learn that "A noun over and convert it into a state memorial equals throughout the country. and shrine. During recent years more than is the name of a thing." "In this building John D. White once 70,000 persons from this nation and foreign Well, the doorway is still there, the lit• conducted a select school. The pupils were countries have visited the schoolhouse. tle brick building is still there, every stone composed of children from local families, "The state spent several hundred dol• of it! We wonder, are we fully aware of the and among them was "Lyss" Grant. Also, lars in repairs to the structure and convert• wealth of history this village of George• there were six other youngsters who came town holds? ing adjoining acreage into a state park. from the Civil War as Generals, Admirals, "It was here that Gen. U.S. Grant and Commodores. Probably no other pri• spent his boyhood and received in this vate place of learning has such a place in Dutch Hill School humble structure his early education." the history of the entire nation." (Publica• {News Democrat, July 28, 1938) 'T'he "Dutch Hill" school is at 508 tion and date unknown.) J. South Water Street in Georgetown. Dutch Hill School Damaged Ulysses S. Grant attended school here and "The little brick building on Dutch The Interior of the Grant Schobl the site is now a state memorial owned by Hill, in which U.S. Grant attended school, as Shown in 1941 the Ohio Historical Society and managed is to be retained in its present outlines. "Within the little brick house on Water by the U.S. Grant Homestead Association. This fact was established last week, (July Street—used for a period of nearly thirty The school was built by the residents 22, 1926) when Messrs. EX. Frebis and years—most of the influential men of of Georgetown in 1830 and served the G.W. McKibben, acting for the Grant Georgetown and vicinity, as well as many community until about 1852 when a new Centennial Committee, made purchase of others who have gone to other places, re• school was built on Grant Avenue. same from William Moore Jr. ceived their education. Dutch Hill School attended by U.S. Grant.
"Ulysses S. Grant, twice elected to the lady of eighteen and the young man of they went over the same old arithmetic of Presidency of the United States, and serv• twenty, studying the highest branches which he knew every word. ing in that capacity during the years 1869- taught, the three Rs. Grant wrote that "The Grant Schoolhouse is now a 1877 frequently comments in his Memoirs he never saw an algebra in Georgetown well cared for museum, housing a large concerning his early Georgetown educa• while attending the subscription school. In and valuable collection of relics, many tion. He wrote that the schools were very 1836-37, Grant left Georgetown to attend of which belonged to the Grant family." indifferent and there were none in which school at Maysville, Kentucky. (From The Contributions of Georgetown, the pupils were classified. They were all "Later in 1838-39, he attended the pri• Ohio, Public Schools toward the Citizen• • supported by subscription. The teacher vate school at Ripley, Ohio presided over ship of its Community by Aaron B. Mur• would have thirty or forty scholars, from by the eminent abolitionist, John Rankin. ray, p. 17, at The Ohio State University.) the infant learning the ABCs to the young He wrote that at both of these schools U.S. Grant Writes of His Sciiool Days in Georgetown Interior of^ Dutch Hill School in 1941. Punishment at the "Dutch Hill" School prob• ably took several forms. Hickory, beech, or willow switches were likely the most popular according to Ulysses description of John D. White's school in his memoirs. The rod was freely used there, and I was not exempt from its influence. I can see John D. White— the teacher of the school- now, with his long beech switch always in his hand. It was not always the same one, either. Switches were brought in bundles, fi'om a beech wood near the school house, by the boys for whose ben• efit they were intended. Often a whole bundle would be used up in a single day. I never had any hard feelings against my teacher, either while in school, or in later years when reflecting upon my ex• perience. Mr. White was a kind-hearted man, and was much respected by the community in which he lived. He only followed the universal custom of the period, and that under which he had received his own education. (Ulysses S. Grant, Personal Memoirs of U.S. Grant)
^ Teacher's desk. Dutch Hill classroom
~- ^ •f^res-iWnJ. You have paid me as follows: nor Allen Trimble, considerable progress Early History and In cash $2.00 was made in establishing local taxation as 214 lbs. beef at 2 cents 4.28 a source of support for schools. In 1825, a Consolidation^ 1 bushel corn 25 new state law required county officials to nterest in public education in Ohio Flour 50 collect and distribute a one-half mill prop• Idates back to the Ordinance of 1787, Pork 50 erty tax to support schools. Each township which was, in effect, the constitution for 2 baskets corn 16 was responsible for establishing school the Northwest Territory^ of which Ohio $7.69 districts with at least twelve householders was a part. The Ordinance provided that and an area of two square miles. If no ac• "religion, moraUty, and knowledge being My acct.for 1826 is$ 7.55% tion was taken, the township lost its share necessary to good government and the hap• for 1827 is 8.00 of the property tax for five years. Respon• piness of mankind, schools and the means for 1828 is 4.22'/^ sibility for approving teachers passed to a of education shall forever be encouraged." 19.58'/^ county board of examiners. Before 1825 there were no public In 1849, following the pattern of a schools. Families who wanted their chil• This is for the time you sent and not plan adopted in Akron, Ohio, legislation dren to learn to read, write, and "cipher" according to your subscription. provided for elected boards of education had Umited options. The wealthy few Yours, etc. in haste in cities, towns, and townships. could hire a private tutor if they could find John D. White Another state law passed on March 14, someone who was qualified. Most families 1853, authorized a state tax of two mills who wanted an education for their children The Land Ordinance of 1785 provided for support of the schools and transferred either had to home-school or join with a that the lands of the Northwest Territory most of the administrative authority to a group of other parents in the neighborhood were to be surveyed into townships six new board of education for each township. to provide a building and the necessary fur• miles square. Each township was to be The old district school boards were left in nishings, books, and suppUes. Sometimes made up of 36 sections, each one mile place but with reduced responsibilities. a teacher with an entrepreneurial streak square. The land was to be sold at auction During this period, grammar, geogra• would initiate the process but more often for the benefit of the states, and one sec• phy, and history were added to the exist• the families had to recruit an individual tion in each township was reserved for the ing curriculum of reading, writing, spell• who was more or less qualified. In these support of schools. ing, and arithmetic. These subjects were "subscription" schools the parents paid Although Ohio became a state in taught in the one-room schools that dotted one or two dollars per child for a thirteen- 1803, no significant legislation in sup• the countryside after the Civil War and week term with six days of instruction per port of pubUc education was enacted until well into the 20th century. week. On the Ohio frontier, with cash in 1821, when the procedure for establish• From the 1850s to about 1900, Ohio's short supply, barter was a way of life so ing school districts was outlined. A dis• public education system expanded to in• the teacher often had to be satisfied with trict was required to have at least 12 but clude high schools, and from 1860 to 1880 whatever the parents had to offer in trade. not more than 40 householders who were the number grew from 161 to 567. Dur• The following "collection" letter writ• to choose a three-member school board. ing this same period teachers established ten by John D. White, Ulysses S. Grant's The board was responsible for managing professional organizations and pushed for teacher at the Dutch Hill School in George• the school's finances and hiring a teacher. improved training and standards. town, Ohio, illustrates the problem. They could also build a schoolhouse if Beginning in 1893, students who com• voters approved a tax for construction. Fi• pleted all eight years of elementary school District School House March 5,1829 nancial support was to come from rental could take the Boxwell-Patterson Exami• of the section of school land, from dona• nation to graduate. Passing this test meant Dear Sir: tions of land and cash, and from assess• the student could enter an aceredited high Justice to myself and family compels ments on the parents of students. The law, school. The test was an all-day affair and me to make out my accounts and endeavor however, was not compulsory and applied was sometimes admirustered at the county to collect them. I hope you will not be of• only where voters chose to form a school seat under the direction of the County Su• fended at my sending you this scribble, for district, so it had only limited success in perintendent's office. (See The Boxwell I have no time to run about and make col• promoting public education. Proficiency Exam later in this chapter.) lections. If I have got anything from you The idea that schools are an asset to The beginning of the end for small, that I have not booked, I am willing to the community was generally accepted in rural schools came in 1900 in the form settle for it. Ohio, and under the leadership of Gover- of a state law that gave elected township
Note: Many of the school sites mentioned in this publication can be seen easily from public roadways, but all are privately owned. Interested visitors should always ask permission from the landowner before entering private property. GEORGETOWN, OHIO, THURSDAY, FEBRUARY 17,1987 ville-Perry District, and Russellville when the 1935-36 school year began: and Jefferson became the Russell- Aberdeen-Huntington Mt. Orab Village ville-Jefferson District. These chang• Byrd Perry-Fayettville es reduced the number of districts to Clark-Hamersville Pike 21 in 1931. Eagle Ripley-Union In 1932 the Franklin District was Green-Sterling RussellviUe-Jefferson eliminated and divided among the Higginsport Sardinia Georgetown, Sardinia, Russellville- Jackson Scott Jefferson, and Jackson districts. This Lewis-Feesburg reduced the total number of districts In January 1937, the Brown County to 20. In 1933 Georgetown became Board of Education divided the Pike Town• an exempted village school," leaving ship District among the Mt. Orab, Clark, and 19 districts under county supervi• Scott districts. The area served by thejane- sion. The Aberdeen and Huntington room schools at New Harmony and Locust Township districts were consolidated Ridge became a part of the Clark Township in 1934. In 1935 the Sterling District District. The portion of the district served became a part of Green-Sterling; the by the Maple Grove school was transferred Washington District was eliminated to Mt. Orab and the Oakland school area by dividing the territory between the was absorbed by Scott Township. Sardinia and Scott districts; and the Ellis Grove in Huntington Township Glady Special District was transferred and Oakland and Shiloh schools in Pike to Fayetteville-Perry, which was re• Township were the last one-room schools named the Perry Rural District. to close. A letter from the state department One-room school closings. There indicates they closed in the spring of 1939. were 47 one-room schools in the For almost 20 years there were no county in 1931. In the four-year pe• further changes, but another round of school boards the option to replace district riod from 1931 to 1935, 41 of these consolidation was initiated in 1954 when schools with centralized schools, with schools were closed. Another was closed Lewis-Feesburg joined Clark-Hamersville transportation provided at public expense. in 1936, leaving only five in operation for to form the Hamersville Local School Dis• This same law made graded schools com• the 1936-37 school year. Four of these trict. Two years later, in 1956, the Green- pulsory for the townships.^ schools were in the Pike District while the Sterling and Scott Districts joined the Mt. The 1914 Rural School Code abol• fifth was in the Aberdeen- ished the old system of rural districts and Huntington District. The Clinton County replaced it with county-wide boards of board of education in the Pike District closed its St Martins education with a county superintendent • Brovm County, Ohio to manage all schools except those in cit• four remaining one-room Perry Townships ies and villages with a population of more schools after the 1935-36 •k FayettevUte than 3,000. school year. The board had planned to erect a The Bing Act, passed in 1921, required • Grsdtf School school attendance for all children up to 18 new building to accom• * Grade School >iid High School years of age. This meant the rural districts modate the children of Greea Sterling • Greenbush had to pay for tuition and transportation all of the closed schools but legal action prevented HigKland County to a high school, or provide a high school •H Mtonb for students who had completed the first construction of the pro• eight grades. posed building. Those students were reassigned Many small schools were closed in to Mt. Grab, Clark Town• the early 1920s due to a post-World War ship, and Scott Township. I drop in rural population and a state re• quirement that schools with less than ten Many of these one- students be closed. Even with these clos• room school closings in ings, records indicate that in 1925 there the early 1930s were due were 25 school districts in Brown County, to reduced property valu• all under county supervision. ations during the depres• School District consolidations. The sion. Their small enroll• first change after 1925 was the consolida• ments also made them tion of the Pleasant Township and George• ineligible to participate in town districts. In further consolidations the early state aid programs. Ripley and Union Township formed the These reductions left Ripley-Union District, Fayetteville and the following 15 school Perry were joined to form the Fayette- districts in the county Orab Village District to form the Mt. Orab WEDNESDAY, iSEPT&MBER 10719 '^1 " Local School District. Later in the same year Higginsport and Ripley-Union com• bined to make the Ripley-Union-Lewis Local School District. Last One-Rgom Schoolhouse In 1957 the Eastern Local School Dis• trict was formed when Sai^dinia, Jackson, In Brown County Opens Doors and Russellville-Jefferson Districts went together. A short time later the Byrd Dis• trict joined the Eastern District. In 1963 the Brown County Board of Education voted to allow the Aberdeen- Huntington School District to join the Ad• ams County School System and in 1971 the Hamersville and Mt. Orab School Dis• tricts joined to form the Western Brown Local School District. Finally, in 1989 Aberdeen-Huntington joined the Ripley-Union-Lewis School District to form the Ripley-Union-Lew• is-Huntington (RULH) School District, leaving the county with the five school districts we have today (2009). MT. ORAB. O., Sept;MO-^(Spe- County Superintendent West sait^ Fayetteville-Perry, Western Brown, ciaD—Pictured, abov©"is the' only that at one ..time nearly all schools in the county were one-room buijd- Eastern, and RULH districts are under one-room school building in , the ings.- ' , • • - the Brown County Board of Education. Brown/County-Mt, Orab" rural area, Various uses have been made of Georgetown is an exempted village school about forty pupils are attending and them. The majority are 'beirig used system and St. Michael in Ripley is a !%re transported by ,a bus~ and .pri• as homes. Some of them have been Catholic parochial school. vate cars. . remodeled into dwellings, IIM^™i>HW»«IPIIIIUIlliUI«l|l|l»t)WJlUII^^^ From The News-Democrat
The One-Room tion was simple. These small schoolhous- available. The roof was usually wood shin• Schools^ es were built to accommodate the number gle or tin, and a stone or brick stoop pro• of students in the area and measured any• vided access to the front door. Stone foun• hio's earliest schools were un• where from 16 by 18 feet to 30 by 50 feet. dations were common and some schools Ocomfortable, makeshift affairs Generally, the school was rectangular with had large windows with exterior shutters. and it was not unusual for abandoned three large windows on each side and a Before electricity, tall windows provided buildings to be pressed into service. Most door at the front. The floor was either pun• natural light which could be supplemented were log structures with puncheon^ or cheons or wood planks. Heat came from by lard lamps (small bowls with a knotted bare dirt floors and windows covered with fireplaces and later from cast-iron potbel• rag in lard, grease, or vegetable oil) and cloth or greased paper. Students sat on lied stoves. With little or no insulation, the after 1850 by "coal oil" (kerosene) lamps. rough-hewn log benches with no back to buildings were cold in the winter and one Many schools built in the early 1800s did lean on. During cold weather a large fire• of the older boys was likely to be assigned not have porches, cloakrooms,' or bell place with a stick and mud chimney at one to sit near the fireplace or stove to keep towers. Rural communities, however, end of the building held logs that burned the fire going. Parents supplied firewood were proud of their schools and amenities all day, roasting one side of the students cut to size and the child of a parent who were often added later if finances allowed. who sat nearby and leaving those at a dis• did not fulfill his obligation might wind Wooden plank floors were treated with tance to shiver. up sitting furthest from the heat. The boys oil to help preserve the wood and keep After 1825, most of the first genera• carried in the day's supply when they got down dust. Because most of the students tion schools were replaced with frame to school. Usually a wood-shed or lean-to went to school barefoot, they often went or brick buildings, often located on lots was provided to keep the wood supply dry. home with their feet black from the oil. which were donated for the purpose. In The teacher arrived early to see that The blackboard behind the teacher's many cases, the school was named for the fire was built and usually stayed af• desk could have been slate, but more the family who had contributed the land. ter school to make sure it was out. Some• likely was made from pine boards coated They might also be named for the closest times the teacher would hire one or two with layers of egg white and carbon from community, the road on which the school students to get the fire started in the morn• charred potatoes. Painted blackboards was located, or for some nearby physical ing and to take care of cleaning and other could be used with chalk but had to be re• or geographic feature. maintenance work. surfaced frequently. The blackboard could The families who helped build the The school was normally painted also be an instrument of punishment. The schools had very little money, so construe- white, which was the least expensive paint young miscreant would place his nose in a circle on the blackboard, and remain in spring or creek. As ideas on health and Lura McGohan Richey, my mother, that position until the teacher felt that jus• personal hygiene advanced, the water sup• was born in Hamersville, Ohio on July tice had been served. ply came only from wells or springs and 14, 1889. Her schooling started in Ham• Soon after tax support became avail• students brought their own drinking cups ersville and later her family moved to a able, school desks replaced the log benches. from home. The older boys were assigned farm on Loudon Road in Pleasant Town• Ink was used by the older students, so an the job of carrying water when needed. ship. She finished her grade school edu• "ink well," a hole designed to hold an ink Two essential structures, the "outhous• cation at Loudon School on Loudon Road bottle, would be found in the upper right- es" or "privies" stood behind the school. near Shaw Road and Big Run Road. On hand comer of the desk. A groove across the Often, two girls went together so that one completing the eighth grade, she stayed sloped top of the desk kept pens, pencils, could stand lookout, since mischievous at home for one year, then returned to and chalk from rolling away. In the early boys sometimes locked the girls inside. Loudon School for one year to help pre• years students used goose-quill pens and The playground was whatever open pare her for teaching. She first taught at home-made ink while the younger children space there was around the school and of• Loudon School in 1908-1909 and returned used a small slate with slate pens^ or chalk. ten included the fields and woods beyond. for the 1909-1910 school year. Those two The schookoom walls were decorated With a full hour for lunch, and a 15-min- summers she attended Miami University by the students with their own art and with ute recess in the morning and afternoon, in Oxford, Ohio. good papers showing current work. Most the playground got a workout. There was The years 1910-1911 and 1911-1912 schools had a flagpole and the day started always a ball game going on, but there she taught at Four's on Graybill Road east and ended with raising and lowering the were also many other popular games in• of Free Soil Road. The years 1912-1913 flag. A flag might also be in the school• cluding marbles, mumbly peg, hide and and 1913-1914 she taught at Camp Run on room on a staff or hung on an inside wall. seek, ante ante over the shanty, and when Camp Run Road near and across the road Portraits of George Washington were com• it snowed, fox and geese. (See "School• from Henize Road. The next two-and-one- mon before the Civil War and Abraham yard Games" below.) The girls usually half years she taught at Georgetown. Lincoln was often added after the war. played separately from the boys, jumping My education started in Jackson Books were purchased by the parents, rope, bringing their dolls from home, or Township at Canada School in 1924. Our and as the children advanced they could playing house in the trees or around some farm was 1.9 miles from the school and be handed down to a younger brother or rocks. The teacher's hand bell signaled the many mornings mother took me to school sister, or sold to another family. Education end of lunch and recess. in the buggy with old Topsy. This school was so important in many homes that chil• Children's clothing prior to the 1900s was located east of the Russellville-Win- dren who were unable to go to school were was often made at home from cotton ma• chester Turnpike on Cherry Fork Road. taught from the Bible or, in later years, the terial. If there were several children in the My teachers were Zoa Bennett Schatzman, Sears Roebuck catalogue. family, everyone wore hand-me-downs. Ella Mae Shaw Alexander, and the third Coats were hung on pegs or nails on Clothes were very simple in style since year until November, Mary Wood. At that the wall. Lunch pails and bags were kept sewing machines were not available in aU time we moved to a farm one mile west of on shelves or hung on pegs with the stu• homes. The girls wore long dresses and Russellville on SR 125 in Jefferson Town• dents' coats. Lunch was whatever mother many layers of clothing to keep out the ship. Our school was Fairview (still stand• had available at home. Students brought cold on the long walk to school. In warm• ing, and located one-and-one-half miles biscuits to school with home-made jelly er weather, they went barefoot to avoid west of Russellville, Ohio, on SR 125). or apple butter and in later years, peanut wearing out expensive shoes. The styles My teachers here were Charlotte Pindell butter. Ham, sausage, scrambled eggs, and prior to 1900 included bloomers, long Rainey and Charles McKinley. com bread with soup beans and onions stockings, and ankle-high lace-up shoes. The Russellville School became the were common lunches. With luck, an ap• The boys wore plain, long-sleeved Russellville-Jefferson School in 1929, ple or other frait might be included during shirts and pants or bib overalls. Suspend• with the Fairview School and the school the winter months. Sometimes the teacher ers were a necessity to hold up the trou• located at Hockman Road near Conn made soup or stew on the potbellied stove sers. The boys also went barefoot in sum• Road. We were bussed to Russellville and from ingredients brought by the students. mer and bundled up in several layers of Charlie McKinley was my seventh grade Mother always made sure there was a clothing in the winter. After the 1920s, teacher. During that year a contract was piece of gingerbread, apple stack cakes, or when manufactured clothing became more let to build a new school by adding on and sorghum cookies for dessert. In hot weath• popular, styles changed more frequently. surrounding the present four-room build• er, some put theu- lunch pails in the creek ing. The new addition included modern to keep them cool and nearly everyone ate rest rooms and an auditorium-gymnasium. outside. A lunch pail could have been any Some One-Room This school system continued in kind of tin box with a lid and a carrying 1930 by centralizing the rest of Jeffer• handle. During the summer, the pail was School Memories son Township which included schools on: By John T. Richey used when picking blackberries. Gooselick Road near Laycock Road, one- On a bench near the door there was a ohn T. Richey submitted the fol• and-one-half miles north of Red Oak on large bucket for drinking water. In the ear• Jlowing information about his moth• US 62, George Miller Road east of US 62, ly years everyone drank from the commu• er, Lura McGohan Richey, and her teach• one mile east of Eagle Creek on SR 125, nity dipper, sometimes made from a gourd, ing careerr in Brown County, along with his Russellville-Winchester Turnpike at Mc- and drinking water came from a nearby own memories of one-room schools. Noun Road. In 1931 Franklin Township started knife handle, and the loser has to pull the eliminating one-room schools and at that peg out of the ground with his teeth. The School and the time they were bussed to our school from Hopscotch. A course, consisting of the Honey Run School on Honey Run single squares, side-by-side squares, tri• Community Road and the school at the Grange Hall angles, and a "safe" or "home" square is TP he school was a center for social on Arnheim-Day Hill Road. laid out in dkt, or in chalk on pavement. A X hfe in die mral community and was Memory also can add other schools, marker stone is tossed into the first square often the only building suitable for public in Jackson Township one mile north as and the player hops through the course, gatiierings. The doors were open for voting, well as one mile south of Ash Ridge and skipping the squai'e with the marker. tax coUection, and political meetings, as well on Kendall Road. In Pleasant Township, Side by side squares are straddled, single as for local clubs and organizations. Various Hillman Ridge near the church and on SR squares are hopped on one foot, and the rehgious denominations held services in the "home" square can be used to turn around 125 just east ofHillman Ridge Road. school until a church could be built. for the return trip to the first square. The Learning was made much easier with Local people generally recognized the player picks up the marker on the way the bench up front and learning as other importance of thek schools and provided back, then tosses it into square number classes were conducted, the use of the support by participating in many school- two and repeats the pattem through each blackboard, the helpfulness of the teach• related events even if they had no children. square. A player who steps on a line, miss• ers, and the competitiveness made possi• es a square, or loses balance loses her turn. At Christmas a five tree, usuaUy a young ble by all being together. It was the begin• The first player to go through aU squares cedar, was cut from the woods and brought ning of a fulfilling life. successfully is the winner. in by the older boys. The younger children decorated the tree witii popcorn, cranberries, Jacks. The game can be played in• orange peels and colored paper. Names were Schoolyard Games doors or out on a smooth surface with 10 exchanged and gifts might be pocket knives jacks and a small rubber ball. (A "jack" is hildren usually played outside, or marbles for boys and handkerchiefs or in• a six-pronged metal piece.) To begin, the regardless of the weather, and expensive dolls for the girls. The community C player tosses the jacks onto the playing games were an important part of their was often entertained with a Christmas play, surface. She then tosses the baU into the Uves both at school and at home. All were poems, and stories written and performed by air and picks up a single jack, catching the competitive, but some emphasized coop• the children. The event closed with Christ• ball on the first bounce and in the same eration and teamwork, while others helped mas carols and refreshments. hand. This is repeated, with the player develop individual skills. The following picking up two jacks on the second try, Picnics, spelling bees, foot races, and are brief descriptions of several popular three jacks on the third try, and so on until other competitions were common and one children's games. she picks up all 10 jacks on the last try. or more of the nearby schools might par• Ante Ante Over the Shanty. The A player who misses, loses her tum and ticipate in special meets. name is often shortened to Andy over, picks up at the same number on her next Other events included pie or box sup• handy over, or Annie over. One team tum. The winner is the first to pick up all pers. The ladies and older girls prepared throws a ball over the roof of a building to ten jacks on a single bounce of the ball. food, which was sold at auction to the men a team on the other side. The team catch• and boys to raise money for school supplies Marbles. There are many games that ing the ball runs around the building and or for some special project. The successful can be played with marbles. "Ringer" is the one with the ball tries to tag members played using a circle 10 feet in diameter. bidder then ate with whoever had prepared of the other team. Tagged players switch Players "lag" to see who shoots first by the meal. In theory, no one knew who the sides and the team with the most players tossing or shooting a marble at a line on cook was until the item was purchased when the game ends is the winner. the opposite side of the circle. Closest to and the box was opened, but a young lady Fox and Geese. A wheel (20 feet or the line wins the first shot. Thirteen mar• might drop a hint or two to a special boy. more in diameter) with spokes is tramped bles are arranged in a cross in the center Transportation was never an issue for in the snow. The fox stands at the hub with of the circle. The first player may shoot teachers or students. You eitiier walked or the geese around the rim. Players can only from anywhere on the circle and tries to rode a horse. In bad weather, father might run along the rim or the spokes. When the knock one of the marbles in the cross out make the horse and buggy available, pick• signal to start is given, the fox tries to tag of the ring. If he succeeds, he keeps the ing up other children on the way to school. the geese and keep them away from the marble he hit and gets to try again. If his In later years the Model T Ford became a center of the wheel. A goose who is tagged "shooter" marble stayed in the ring, he conunon form of transportation and some is out of the game. The first goose who shoots from where it stopped. If the target of the first school buses were built in a lo• reaches the center of the wheel without marble is not knocked out of the ring and cal barn on the frame of the dependable getting tagged gets to be the fox. the shooter stays in the ring, the next play• little "flivver." Mumble the Peg. Also called mum• er gets to shoot at any of the marbles in the The school year accommodated the bly peg or mumblety peg, the object is to ring including the shooter If the shooter is agricultural calendar because children stick a jack-knife in the ground by flipping knocked out of the ring, the player keeps were needed to help with spring plant• it from the hand, wrist, elbow, shoulder, both the shooter and all of the majrbles the ing and with the harvest in the fall. Four head and other positions. The last to suc• other player has taken. If the game is "for months of school during the winter and ceed in all positions loses. The winner fair" all marbles are returned at the end of two months during the summer were then drives a two-inch peg into the ground the game, if "for keeps" players keep the typical.' Many of the boys who planned as far as he can with three blows of his marbles they win. to farm with their fathers only attended school long enough to learn basic reading, a barber shop will give good rea• could be accepted anywhere in the state. writing, and arithmetic. son to suspect his worth, inten• The state board's responsibility for teach• There was always sickness and the tion, integrity and honesty. er certification was increased in 1914 and common diinking water supply was often • The teacher who performs his la• again in 1935 as standards for education the culprit. By the 1920s, water fountains bor faithfully and without fault and experience were raised. began to replace the communal water buck• for five years will be given an Before formal requirements for teach• et and indoor toilets eliminated the privy. increase of twenty-five cents per er education were established, students Smallpox, cholera, whooping cough, mea• week in his pay, providing the who had passed all eight grades were sles, and chicken pox were serious prob• Boai^d of EducatiDn approves. sometimes hked to return to their school lems in the early schools and an epidemic (Compliments of One Room Schools of Ohio) as teachers with no additional training. In could close the school for several weeks. some cases, the teacher was younger than When a child was sick or injured, ringing Teachers were highly respected and some of her students. the school bell would alert a neighbor that well-liked in the community, although To provide extended training for help was needed and the child would be their status was never reflected in thek teachers, local institutes were organized taken home or to the doctor. pay. Discipline seldom seemed to be a by counties, villages, and cities beginning problem. Parents generally accepted the in the 1840s. These institutes continued teacher's word without question, and a into the early 1900s and provided several The Teachers student who was punished at school might professional kaining sessions each year. I "'he most important element in any expect something worse at home. The institutes were held in specified lo• JL school was the teacher. The teacher was often the student's cal school buildings which led to some of Though some men taught school, best friend, patching up emotional as well those buildings being referred to as a "col• most teachers were unmarried women. as physical wounds, wiping away tears, lege." (See Columbia College and Maple Male-dominated school boards thought it healing friendships, and providing sound College in Green Township and Bloom unseemly if not disgraceful for a married advice and a sympathetic ear when there Rose College in Sterling Township.) woman to be working for pay outside the was no one else to listen.'" home, so as soon as a female teacher mar• Teachers were responsible for the ried, she was out of a job. maintenance and upkeep of the school To set an example for the children and building but the students helped. Girls to satisfy the school board and the com• kept the floors swept and the windows munity, a teacher was expected to be a clean while the boys carried in the drink• paragon of virtue as indicated in the fol• ing water and firewood. The teacher some• lowing list of rules. times paid the older students from her own pocket for such jobs as cutting wood, Rules for Teachers starting the fire every morning, and emp• • Teachers each day will fill lamps tying ashes. A student who stayed after and clean lamp chimneys. school to help with the chores, however, • Each teacher will bring a bucket of could become a "teacher's pet," a reputa• water and a scuttle of coal for the tion male students were eager to avoid. day's session. Teachers who lived some distance • Make your pens carefully. You from the school often boarded with a fam• may whittle nibs to the individ• ily nearby, helping with the chores, and ual taste of the pupils. sometimes using the family's horse and • Male teachers may take one eve• buggy for transportation. ning each week for courting pur• poses, or two evenings a week if they go to church regularly. Teacher Training • After ten hours in school, the teachers may spend the remain• ost early teachers were not well ing time reading the Bible or Meducated. Anyone with a good other good books. reputation who was competent in read• • Women teachers who marry or ing, writing, and general arithmetic could engage in unseemly conduct will usually get a teaching contract in a rural be dismissed. school. In the early years, however, it was • Every teacher should lay aside from often difficult to find applicants with even each pay a goodly sum of his these minimum qualifications. earnings for his benefit during his The hiring process became more uni• decUning years so that he will not form in 1853 when legislation established become a burden on society. boards of examiners in each county. A fur• • Any teacher who smokes, uses li• ther advance came in 1864 when a state quor in any form, frequents pool board of examiners was appointed. This or public halls, or gets shaved in board issued teaching certificates that SUPPLEMENTARY OUTI BROWN COUNTY COUHSE OF STUDY FOI MENTARY SCHOOLS DAILY COUNTY TO BE USED I YEAR PUBLIC SCHOOLS '^33-34^ I93I TION WITH ETC. -32,
County Outlines Published and State Course of OUTLINES OF COURSE OP STUDY i ^J!2*^ FOR THE ELEMENTARY SCHOOLS PnpsRd .nd loucd / iOSS MAHY CAHAIi, ^ DtCiC surm. comity S •« uw teache_-„r seej oi neethed gnOetof It. are ralMUit more tin
TBXT BOOKS USEO IN BEO^VH COOSTV PUBtlO SCHOOLS
SPELLLVQ ' (BJ Readera-Hew Eduntton-BoA (Jne, Book Two, Bo<* Three, a be in tundi of pupib duru/ ol the waids learn Ed will be tn txaiatsui (•t Baldala and Bender-nnt Keader, Second ReMler. Third Laniuate. Peuwui uul SiwalJol Eaeni ie«. The flnt iwentjr mn o( Ihl* t/ Reader, nwtUi Reader and iVth Reader. SlxU), SetenUi and Bifmh ieatnsd by pupllj iurwt the ftiw two :^ wiQ be done most efflctently whea the U iuwrtsu the puplU in the taMunu wbei/ (»J Oifettwv* Penwai Srefene. bcok H prepand so (bat ooly L»o new; COUNTY BOARD OF EDUCATION but (Ince Qrulu Three and Pour «m / Stx. abo CTSdci Seven and Bight, tfaf two l«ri wort: in one jreir, It may ( Bords daJj-. la n« caM wUI a Ue ntf (Xluuini- Noiaial puplU Oould then U 1«J Peaiion add SLUchmra EMntlata lb> HMnr- ' "WIT =«t«n of WriUnJ i Bteo I" ^OrortB Plrs* ttttm pacei W3 to W. Socnnd Term p^ei W to B their Lthe« ABlTtlMBTIC Plim and 5lwh years wia rcdte tofcilnr doLne slrth srade wwk Ui We yam im-ll. IKII-M. etc FIRST AKO SECOND yZAItS-Si«Ccltlona fof work to be done in IheM giada hi this study «IU be (ound ta the 1»» Outline of tba Couisa of Study, pagca 4 and t. Ho Uxt b needed the pupU* -a 8SVBKTK YKAIt—Pearjon and Klrehmr'i EsKntb^ of Emllsh, thcM gradet. -Pint Aiumeya In Wumberland" or tome rtmltar primary ,™iBsho«WI" E^tKT Gndei. Firat TeiM pates I to 131. Second Term pate* ia u> beak should be In the hands of the teacher. In Wt ftcit halt yeat the popU wlU have lltile or no uaa for numberi abon 30. Dnlb in comw- 5, IWW «>« " nalioni ahouU be Umttod l» a very tew minutes each dny. Avoid haw- EfOHTS YKAR-PeUMd and KtrCbwaiF-* Buentlsb of Eneinh. lilt the pupU* e( the Rntt two grade* attempt viork at the bhcUMOrd Higher OrMee. nrat Teiw pagti ai to Ml. Second Terai page* Ml oe THIRD rSAS-WentwoTttvSiDlth-t Btientiels of ArtthnwUC Pvt. The worn in dnunotuation. «oa-teHlng. leWer-wrtUng. ete.. oflhe mary Boot Ptrst Tttm, Obapter Two, Second TWt. Chapter Three, pre*lE(U grada ahould dearly ihov Its eSecU In tdpta iKUatlon, ei- •CMt Of the time U redtallon Aould be clv«> to on) wort Eondaunt »ya, OMBti. report on current emua, buaUen Icttcif, etc ot drills in addltlOB, nbtracttoo. miUUi^lcattDn and vUcn. The aym- U may be difficult to hare giadei uvan Md eight raclle together pathetle. sklWol leMher «t Arithmettc it, Otades Three and P«uc h»» in thu bnneh. but It rUI bo lauikd pg«riU« tf the caapoiltlon maCcrtil an opportunity to do iwJ Uachhig. lecalMa the attcnUon It snould and the Kh grade only, reitulred to do the mart diffleolt eoniKivcllon* in grvnmar. POURTK YKAB-eame text aa abora. Eeery month or peihapa oneoer, each pupil nf the «*enth awl ntit Turn. Chapter IV. Second Term, taiapter V, ThM grathj. elshth gndca ahould be atpeded to poWute a mltea pnduct that » however. wUl geaeraUy recite with the tWiiJ grade and will ihuj bqr'n 3SVSKm nUB~Site:tioa> tarn BaUoti uid BtaMr. BbWs worth wWle,erTora In the use of capital lallm. tMnctuaUoo, and the work in Chapter Two. Won rapid work In the nuiltiptlcation tat»<^. othw porta of speech, ejtpnssloas iwftttig (oi«, tto., marked br "» in amuon and Hbtnctlon, etc. mittt be eipectM of the mora advanced teacher and dtKOsted -ith the papW. returned to the puptli to be re- grade of pupUv Thta may be dose mott advuKkgemMly by having more wrttleo and later coUeeted by the teacher to be loed lor exhibit work. niM^^W^Uooe by Kune of the pupUa using JBMM text as Onl Arlib- Unlen Hme method la uied. the nine ermr* an eontlnaaliy made. Pirra YSAR—Wentwonii-smlth^ euentUb of Anthmetk-Oram- mar School Boot First Term, peges 1-1>. Second Term, page* 78- The «o(k m leehiUeal g«imm«r that U moat hefpfol In teaching one Ml. liS uaa twreet ant loreelul B«fih ahoiid be moot atreased. Soma that la known to gin Uttle help mJght be ooUted ac gtten lmi« attwtton. Leo time ahootd be glMn to the oW torn a( pwrtng n SeconEtOHTd TennH. pageYSAEt-Sama til to een texd 0t( aboot above,Flitt t Term, pagei ]9B-4s:. in Arllhmetle we tave the most dilltoult poiblera at eomblRiog the grades, but the *illfH» leacher wU be aUe b> do It aucecutnlly. Pre- .^Montgomery^ ^^Jf^ ' quentlr. too: much time is devoted to puplU' woiklng probMn* at th< ^"^^STSTT^I""^ 5econdTer«.l«« b»a<*Board and not enough time to drtlla, niitniTiInn nf niM n,--- etc eefo.-e imlauj up • niht.M - Term, beginning-Kh «.v.nth«-WtahOr^«"of each« dj,. Tueaday m FW lively taught. Attention thould be given to iLindIng and fitting posl- lUidy ihi tloni of ail puplli: aaMUtlon at to eatbq. drinking, breathing, olc. uc maitera ^ much immrtonee and deaerve arelul CMislderaUon here. The te«her thouid atwayi be toterealed In tba health of h« pupUa and careful to n >a ol contagUMa or other dUeasei. Uso ttuWsattooa of any tnuble with the can w SUCGESTfOKS ON DAILZ PBOCRAM Tba Lvaer Oradcs aook « SlXrB YEAR—S a i^im»Jlr«t Term, pagei i; FIFTH TEAR-caapler I, Pteat Term, seoond Term. Chapter IL Second Term, pagea n alXTl£yBA«-Chapterni,niaTe»m WcondTtem,Chapter IV, n mMM « Hill, ,l,u, id. b. mS, The Iftddla Ondei Dook coten tha aark ol UM mth and Sixth t^iSL^'XJrVlS"' ^rdS,^:S 8S7EKTK »*AB-<3»pter I. Ptott Tsna. Second Term. Chapler ta .11 taxpt Antlanclls. In Eh. odd jetn ISJl-M. UU-St. rtc-roort BOflTH YSAR-Cbapter HI, mt Ttrm. Sccood Ttm, Chapler TV. «d »«« o»» "JS Monday, T^enlay and Wednesday o( each weA doing eUith irade The Hisher Gndei Bock conn the wt for thi serenlh and wort to mi and other odd ^-n; beghS^ naWlS 2dSo!S^ elebthyean. I^Jj^iSIr^S^'^"*'** Sn^^worlTSllTSSL to the ei«fl numbered years IMJ. im, rtc. The t««her ahould read cmcs one or man of the excellent books on means of datocUnz dimae. etc 3EVBMTH YEAR-ntat Tena. pages 1 to », Second Tern, pajei "iS. to with her pupil, in regardTSiTSI's^ ginniot wtth page m aod eompWe the text SerMiOi and Oghlh Ortdea «lA lecita tagethar ia Clirtci on Thun- pupto acgliinen' Aawteaft fUa- -MialM. u— Pttrt ten*. t^V ^ m to 191- StKOf" tog part of Uwletl. The aeventh and dghth grades wtll recite tojether hjtha br-nch on Thj™i«- and PrMay of «:h wtrit. doing tlghlhS Brown County School w«k to the year U)i. beginning with page 1<] at the beginning of the ^ care of teeth. «»«.^ lerm. The material of the text shoukt be rapplementrt wtthHiwIcui: Curriculum. (Courtesy of the Ripley Museum.) onto HISTORY AND GBOCRAPirr Tile scvmth tad t^hUi iradra dwuld recfU (.gctlur. doinc el.lifi Education and Race rown County—and the state of BOhio—seem to have been split nearly 50/50 on the issue of abolition and the rights of African-Americans. Ohio did not permit slavery but many Ohioans dis• liked the idea of living and working with blacks. Even those who had freed their slaves and moved to Ohio because free• dom was guaranteed here had difficulty extending more rights to the black com• munity. In 1804 Ohio enacted the "Black Laws" that prohibited African-American males from voting and serving in the mi• litia or on a jury. They could not testify against a white in court, send their children to public school, or receive assistance from the "poor house." Many Ohio villages and towns used the power of the "black laws" to limit or prevent blacks from living in their communities. Blacks were required to post a $500 bond to insure their good conduct. Gov. Tiffin and his brother-in- law Thomas Worthington (a future gov• ernor) had both freed their slaves before they moved to Ohio but cast the votes that passed the "Black Laws" by just one vote. Even with all these restrictions, 37,000 blacks lived in Ohio by 1860, preferring limited freedom to living in the South. Under an 1853 law, school boards were required to establish separate col• ored schools in districts where there were more than thirty African American chil• dren. Integrated schools were permitted if no parents objected. After 1878, school boards were allowed to keep segregated schools but had to provide a free educa• tion for all children. A law passed in 1887 eliminated separate schools, and students of all races were required to receive the same educational opportunities. A number of one-room schools in Brown County are referred to as "colored schools" but most became integrated over a period of years and photographs often show both colored and white students. The Boxwell Proficiency Exam oncerns that Ohio's school chil• Cdren were underachieving led MAY 18, 1912 ^^118^1912 to the controversial implementation of _ ^ H«To»y. ^A„«„. -^fT^ERNOON a ninth grade proficiency test in the late 1880s. Legislators reasoned that only with some type of exit exam could both students and teachers be held ac• countable. Along with this concept went the assumption that schools would be forced to model on those of a past era when teaching the "three Rs" was given proper emphasis. 11; In 1877 a new law made school attendance compulsory, but the wirriNo. legislation seems to have had little effect. So haphazard was its en• '"ITHMETio forcement that when the general as• sembly provided for enforcement by truant officers twelve years XC- I later, the editor of the national «' ai«»„,, ""I Ui. „ journal Education heralded the action as if it was the state's first compulsory measure. This 1889 law es• ful Boxwell exams were held in Warren tablished minimum periods of instruction tween fourteen and sixteen could be ex• County. for both city and rural children (less was cused if they had a job. Clearly the bill's The law's provisions were simple. Any required for country students) between the focus was on elementary education. A rural student who had completed the eighth ages of eight and fourteen. Children be- primary education was widely held to grade could take an examination on orthog• be adequate for most, raphy (spelling and language study), read• The Boxwell-Patterson Examination: Some Answers and not for thirty years ing, writing, arithmetic, geography, physi• Althou^ tb£ state conunissioner of educadoa prixited the coiiq)lete text of bDth the April and May would the norm include cal geography, English grammar, United examinations in his annual report for 1912, he did not include the "official' answers used for scoring. These answers, therefore, were leaned torn relerences dating approximately to that time period. an elementary and high States history, and physiology". Blftoiy school education. The first 65 percent of the students 1. In 1681 iheQuakerWlUiwoPennwasgivenagramw Gtsography Penjuyivaiua by Che Eo^sh crown to ntde n debt owed to 1. Icebergs are Qoatlngislandsafice broken oS&om ice taking the Boxwell exams passed and re• hisEunOy. ?hllsdelphiiLWu foundedth e tvoo yew. P«Da pada and glacier E»ces where th^ eater a sea. But even as the law cune to the colony a year liter, enacted a peace trea^ 2. AtideisapertodicfiuctuationinashoreliQewater with the Indians, and establisbed a Ubend gov«( level, highest when at Bood and lowest when at ebb. was amended in 1890, ceived their certificates at commencement chaiur diat attnt^ laige numben of setden, especiaUy Irish. Scotch-Irish, and Gi 3. Distinctive South American animala Included llamas. Rtonk^. vampire hats, anteaten. sitrths, armadillos, fine-tuning some of its ceremonies set up by the county examiners. Z, The American KcM^on be^an with tba battles of q)eclall2ed birds and fish, snakes and liiards. Thechief Lexington and Concord on Aijcil 19,1775. The conflict animal exports of South Atneric* were leattwr hides and provisions and perhaps Strong voices of dissent among tum- resutud hitMn differences over governmental cfaatterii^ wool. and ttade privileges between the American adonics and Great Britain. 4. London, Liverpool Marseilles, Stockholm, Naples, and responding to employ• of-the-century educators questioned the Hamburg. Bn^and tapped coUon and wool textUes to 3. Tlta Conscitubon was Ebrmed by a cooveniitai of stale the United States. delegates held in Philadelphu in 1737. The Constitution ers who feared being intrinsic value of "examinations." Gradu• was of&iall)' adtqjted after the ninth state. New 5. Thelcadingwheal^producingstatesinl91Swere Hampshire, ratified it is June 1788. Nordi Dakota, Soudi Dakota, Minnesota, Nebraska, and Kansas. robbed of their youthful ally Ohioans raised the standards of rural 4. The legislative braiKh of gownmesL 6. la 1909, Ohio's largest agricuhural Industries were 5. HK Washington administration was characterized slaughter^g-and meat-paddng, Qour milling, tobacco laborers, thought was schools in the early twentieth century. by iotenial political division between ^uue vrfio would manufactures, and liquor production. oqiafld the Eedecal govenuneof, known as Fedetallsts, being given to making Districts were consolidated, curricula and ^mce wiio souglit to limit it, labeled as Democratic 7. Adam CounO> was named fo-John Adaou:ArArafru/(i 1c Initiatives were under• County takes its name &om the river of the same name, an taken with England and SJuin, and military action was bidlan w<»d fiir ^BA': Behnoni County's name comes high school part of ev• were standardized, and better transpor• taken Itgoinst rdwUlous bnners in weatem Pennsylvania from two Ftwch words meaning fine mountain; Brawn and the Indians in the Northwest Teiriioiy. The Union County was nai&ed for Jacob Brown, a War of 1812 ery Ohioan's education. tation was provided. New, more modern vni alio expanded by three states, ofBcec; Ridjaid Buder of Indian War fame provided die name Ebr fiullerCoimiy ; Camlf <^>unty was named after 6. Meriwedier Lewis and WlUiamClaikweie sent by Dedaraliiin of Independeac* signer Charioa Carroll of The most serious road• high schools were erected in the counties. President Thomas JefE»«»i to explcve the for Northwest Bflaryladd: Ctatk CouAty was named for George Rogers and report on Uie get^t^y, inh^tanU, animal and dark, genera] durinfthe ELevolution; Qinton County was block was the short• Sweeping education reform legisla• idant lf&, and mlnenU resources. In addition to scientific named &»* George ClInKHi, vic^-presldent in 1810 upon data, Ihe expeditioa gave die United Stales a major daim the orgaidxatioi^ CoihotMm Count/s name is on tba r^ion bqond the Rxky Moimtains, an area not taken &tni a Delaware Indian village at the tame site; age of high schools. tion, known as the Rural School Code, induded in the original Louisiana Puidiase. William Crawford, ill-bted RevoliUionaiy odonel, pro• 7. Gold was discovered at Suuei's Mill on January 24, vided the name for Cntx^ord Cototty; Cuyahogti County is Many, if not most, was passed in 1914, establishing graded, 1S48, but the first goU seekers did not arrive until over a derived from an Indian name ftw the "crook^" river that year later. Thousands fr»n the U.S. and distant nations runs diiough its center; Daike County's name comes from rural districts had no consolidated schools under county super• went to Halifomia seddng their fortune, sweBing the pop* Indian Wap officer William Darke; Fnmklin County takes ulattonandleadingtoapeUtioa^K-statehood. Ttuspred- Its name from Benjamin Aanldin; Alexander Hamilton pitated the pcdltical coo4tct over its fret or dave status provaad ths ii»il>« fee jhmi/Kui Counlj.; Mid Wojn. high school building or vision with curricula for each level, and and led to the Congtvssional Coa4)roinise of 18S0. Countr (Obtained iu tume ham M'ajor Genend Anthony 8. Io.J5I.2M>eseiWBWilliamHenryHMrison,Zachary program. The Boxwell requiring teachers to be graduates of col• Taylor. Abnihabi lincolo. Jamey A. Garfield, and William S, H)«.te9Jiirg