This was the clause in the Northwest Territory Ordinance of 1787 which says, “Schools and the means of education shall forever be encouraged.” They believed in education, these, for the most part, scantily educated men. Scantily, that is, if we apply the standard of what constitutes a fair education today. But are we, perhaps, somewhat too cocksure of our edu- cational “norms”? Many educators of authority seem to be stressing the belief that the purpose of education is to teach us how to live and that all the knowledge in the encyclopedias will not avail their possessor, should he or she fail to adjust education to life itself. Men and women who built the foundation of what is now the educational program of the State of Ohio—long one of the best of the entire country— knew little or nothing of educational psychology as it is crystalized and formulated today. But they knew, intuitively and instinctively, that edu- cation is something that must be used, as well as enjoyed. So they set to work with determination to acquire and to impart such knowledge as was within the academic scope of their day and age. In this the early teachers of Ohio were decidedly in advance of the average village schoolmaster or schoolmistress of their day and age. The basis for pedagogic selection throughout New England was still, tO' a large extent, not special fitness but general unfitness. The characteristic “dame school” was taught by a woman who had already failed to obtain what was then regarded as woman’s first objective in life — a husband. The average male teacher of a little school is typified by Washington Irving ’s ‘ ‘ Ichabod Crane ’ ’ — inefficient — disappointed — out of touch with his own time —No, the early Ohio teacher was not one who had already failed in other lines of human endeavor. On their part, Ohio pioneers realized that education to become general, must have general support. They approved heartily the first step in this direction in the contract made by Congress with the Ohio Company, whereby “Section 36” of every township was to be set aside for the support of schools. This provision was the beginning of public contribution to public education in what later was to become the State of Ohio. It was made 40 years before public education was really established.
FIRST PUBLIC SCHOOL OF THE NORTHWEST TERRITORY
Cincinnati has the distinction of having started the first public school of the entire Northwest Territory. This took place, as far as all available records show, early in 1829. The school stood on the Ohio River bank, just below what is now the junction of East Front and East Pearl Streets. The site is marked with a tablet, dedi- cated October 2, 1938 with ceremonies in special charge of a women’s organ- ization, the Daughters of America. These ceremonies, which called special
