Oberlin Public Schools Records, 1834 (1859-1973)-2000 | Oberlin College Archives

The founding of the Oberlin Public Schools followed one year after the establishment of the Oberlin Colony and Oberlin College (the Collegiate Institute before1850).  A mass meeting of the citizens of the college voted to establish a school district, chose a school board, and elected to build a school building. Completed in 1836, the schoolhouse was quickly found to be not large enough to house the 236 children of school age.  The primary educational focus emphasized reading, elocution, writing, and arithmetic; a strong religious context dominated the teaching.  Although Ohio's "Black Laws" forbade integration of schools, all of Oberlin's children, black and white, male and female were offered an education side by side.  By 1860 the town population was 2,200.  The school population had grown to 624 pupils: 270 white males, 24 colored males, 318 white females, and 12 colored females.  There were seven teachers operating from two buildings.

            In 1860, at the recommendation of then school manager, John Mercer Langston, Oberlin joined the State of Ohio common schools system.  Between that time and the turn of the century, three additional school buildings were constructed to accommodate the continued growth in the number of students and, now, twenty teachers.  The influence of the community on the curriculum remained evident in the inclusion of temperance literature and strong religious interest expressed by the students in the schools.  By 1893, however, the more basic reading, writing and arithmetic had given way to "The New Education." Students now "Learned by Doing,"  which meant "hands-on learning" replaced rote memorization.     

            The first half of the 20th century saw continuous growth and great stability in the public schools.  In 1903 Oberlin High School added a fourth year, thus becoming a "first grade" school by Ohio State Standards. Superintendent Howard L. Rawdon served 29 years, from 1908 to 1937.  During his tenure additions were built at the Prospect and Pleasant Street Schools. In 1915 electricity was added to Pleasant Street School, funded by the P.T.A. which had formed in 1910.  A new high school was built in 1923 (redone as Langston Middle School in 1984) to accommodate 965 students and 28 teachers. In 1934 Centennial School was acquired.  Several years of night school for adults were offered by the staff, and cooking, sewing and shop classes were added to the regular curriculum after having been taught by the Oberlin Women's Club and the YMCA for a number of years.

            Between WWI and WWII Oberlin's public schools continued to meet new challenges.  After WWI, for example, young men returning to high school from active duty were given credit toward graduation for their service. During the Depression the B.O.E. found it necessary to participate in the Federal Aid Program for building financing due to the serious unemployment problem in the district and the continuing growth of the student population.  And, during WWII, the board granted leaves of absence for staff being called into service, while the student body and community did their part with war stamps and ration books.

            After 1945 Oberlin, like the rest of the country, experienced growth in the number of students enrolled and staff employed.  These patterns continued until 1968 when enrollment peeked at 2,415 students and 140 teachers. These developments necessitated the construction of an additional elementary school  (Eastwood, 1955) and the current Oberlin High School  (1962).  In addition to this growth and stability, two events transpired that changed the district significantly.  First, in 1949, teachers organized the Oberlin Ohio Education Association teachers' union.  This resulted in a growing degree of teacher control over their own working conditions.  And, second, in 1959, the district abolished the practice of having neighborhood schools. Because of Oberlin's residential patterns, this step eliminated the possibility of operating a segregated school system.  Since that time, students have been bussed across town and grouped by grades, guaranteeing a thoroughly integrated school district.

            In the past three decades school boards have faced an assortment of issues.  Since 1968 the district experienced a decline in student population to 1,231. The drop in enrollment was due to below average population growth in Oberlin, to families having fewer children, and to a growing number of students going to private and parochial schools. The accompanying decrease in state funding has made it more difficult to support sufficient staff to meet the community and state public school system's requirements.  At the same time, pressures have abounded for expanded curriculum, programs, and technology, especially in the higher grades. Well funded schools and quality education have always been an Oberlin trademark.  Thus community members have been involved in and vocal on many committees and groups working on curriculum, minority hiring; sports, music, and academic boosters; the Family Math and Reading with a Grandparent programs;  and, of course, passing school levies, to name a few.  (Only one levy has ever failed in Oberlin, and it passed on the second try.)  In the administrative aspect of the district, the balance of power among the board, the teachers' union, and the superintendent has become fairly even, providing a strong system of checks and balances.  And, very important in a town with Oberlin's racial background,  the district has established an Affirmative Action Policy and Minority Recruitment Committee to attempt to remedy the disproportionately small number of minority teachers relative to the 40% minority student population.

            At present (1998) the1,231 students are housed in four buildings and instructed by 70 certified staff members.  Teachers are challenged to create a balanced curriculum that will inspire many unmotivated young people to pass state-mandated and -created proficiency tests to graduate, as well as to stimulate a select group of very able, college-bound students. Oberlin High School regularly graduates more than one National Merit Scholar a year.  The school board ever labors to find funding for the upkeep of the physical plant and salaries, with ever shrinking financial support from the state.  Community participation continues strong as individuals and churches and businesses are working with the Oberlin Interagency Council and the schools to make Oberlin "An Asset Building Community."       

The PDF inventory for this collection contains a timeline of significant events, 1834-2006, a list of superintendents, and lists of principles from the following schools: Oberlin High School, Oberlin Junior High School, Pleasant Street School, Prospect School, and Eastwood School.