In the public schools In private Catholic schools In private Protestant schools In private German schools In orphan asylum Not attending any school

6,100 2,000 200 250 50 8,600 8,600 4,709

The classification of the pupils in the public schools was very unsatisfactory to Superintendent Freese; the buildings were too small; the largest would accommodate fewer than 500 pupils and some of the others only about 350 each ; the number of pupils in each school was too small to enable a proper classification. In the lower grades, boys and girls were taught separately even in the smaller buildings thus making necessary the maintenance of two classes doing the same work in a grade, work that could be done as well in one. In his annual report, the superintendent. said : "To establish, for example, two Intermediate schools is practically to divide classes that should recite together under the same teacher, into two sections, to recite the same lesson under separate teachers. If three schools of this grade be established, then the same classes are divided into three parts, and each has to recite to a different teacher. It is even [1860-61] - THE PUBLIC SCHOOLS - 359 worse than this in one or two of our districts, for we have four schools on an Intermediate grade, when there, should be but one, and in no district are there less than two." He favored the redistricting of the city for school* purposes and the erection of buildings that would accommodate at least 800 pupil's each. He further said : "I have no idea that the Board will deem it advisable to pull down and rebuild the school houses of the city, or make other radical changes to accomplish the objects which I have named. I think, however, while we are making alterations in our buildings from year to year, and erecting new ones, it would be well to look towards a more perfect union school system, such as I have endeavored to give in outline." At his own request, Mr. Freese was relieved of the duties of superintendent and again took up the more congenial work of teaching. After teaching for a time in the Eagle Street School he again became principal of the Central High School. In ,1868, because of ill health, he retired from school work. Well done, good and faithful servant. At the beginning of the school year, 1861-62, Mr. Luther M. Oviatt began work as superintendent of schools, in succession to Mr. Freese. He was a graduate of the Western Reserve College and for years had been principal of the Eagle Street School. In that year, Dr. Dio Lewis's famous system of gymnastics was introduced 360 - CLEVELAND AND ITS ENVIRONS - [Chap. XXII] into the schools. In October, a new building at the corner of State (West Thirty-fifth) Street and Ann Court was completed and immediately occupied by the West High School. After two years of service as superintendent, Mr. Oviatt was succeeded, in the summer of 1863, by the Rev. Dr. Anson Smythe who had served for four years as superintendent of the Toledo schools. He introduced a more rigid system of grading the schools that temporarily overcrowded the lower classes and led to much objection from the pupils therein, but it demonstrated the need of more primary schools and secured them. In the two years ending August, 1865, ten new primary and secondary schools were opened. At the close of the school year 1866-67, Superintendent Smythe retired from the schools. ANDREW J. RICKOFF Mr. Smythe's successor was Andrew J. Rickoff who had been superintendent of the Cincinnati public schools and was later at the head of a private school in that city. The coming of Mr. Rickoff opened a new era in the history of the public schools of Cleveland. Mr. Rickoff had a wonderful power of organization and a remarkable ability to secure the support of his teachers and of members of the board of education. He was a strong, able man, and was fully conscious of the fact. When he came to the city, Cleveland had two high schools and ten grammar schools. The grammar schools occupied the third or upper stories of the larger buildings and most of them had tributary schools located in the smaller buildings. Mr. Rickoff soon made the principal of each grammar school the principal of all the schools from which pupils were received, whether the tributary schools were in the same building or in some other. The schools were reclassified into three grand divisions, known as Primary, Grammar, and High School. Each division contained four grades designated as A, B, C, and D. Separate divisions for girls and boys were abolished. By consolidation, the number of grammar schools was reduced from ten to seven. The A-Grammar classes were consolidated into four and these were placed in charge of women who were also made principals of. the buildings in which they were. Heretofore, these positions had been held by men. The course of study was revised, a copy was given to every teacher, and each teacher was instructed how to do the work of her grade. Under the influence of Superintendent Rickoff, better school buildings came into being. Mr. Rickoff had clear ideas on the subject of school construction and was able to secure the needed action. On the first of [1867-70] -THE PUBLIC SCHOOLS - 361 September, 1868, and with appropriate formalities, the new school on Sterling Avenue (East Thirtieth Street) was opened—"the finest school building in the state of Ohio ;" it cost about $45,000. Three similar school buildings were put under contract. The Orchard, Rockwell, and St. Clair school buildings. were soon completed. The receipts of the board of education on account of the construction fund were $195,440.01, including $61,992.62 realized from the sale of bonds; the expenditures for buildings and equipment were $161,005.48. The school census of 1869 showed that there were in the city 27,524 persons of school age, of whom only 11,151 registered in the public schools. Male principals of A-Grammar schools were no longer appointed. Instead, the city was divided at first into four, then into three, and later into two districts, each in charge of a supervising principal whose duties were wholly those of general oversight. PUBLIC SCHOOL RECORD FOR 1867-72 In 1867, there were 118 teachers in the grade schools and ten teachers in the high schools. In April, 1868, the legislature passed an act "to provide for the support and regulation of the public schools of Cleveland." This act clipped the authority of the city council in school affairs and gave the board of education complete control of the. schools, with power to levy taxes without restriction by the city council, except that the city hall still had a voice in the "purchase of proper sites and the erection of suitable schoolhouses 362 - CLEVELAND AND ITS ENVIRONS - [Chap. XXII thereon." In May, 1873, the legislature passed a general law that superseded all special enactments pertaining to the management of schools in town, cities, etc. This left to the city council no voice in school affairs. In 1870, the supervising principals and the principals of grade schools, were : First District Supervising Principal, Henry M. James. Rockwell, Annie E. Spencer ; St., Clair, Etta M. Hays; Alabama, Eliza A. Beardsworth ; Case, Eliza E. Corlett ; Eagle, H. E. Gillett. Second District Supervising Principal, Lewis W. Day. Brownell, Cornelia H. Saunders; Sterling, Adda S. Bently ; Mayflower, Ellen G. Reveley ; Willson, Abbie E. Wood; Warren, Lucy A. Robinson. Third District Supervising Principal, Alexander Forbes. Kentucky, Bettie A. Dutton; Hicks, Lemira W. Hughes; Orchard, Emily L. Bissell; Washington, Abbie L. O. Stone; Wade, Susie L. Plummer; University, Libbie H. Prior. In 1870, there were more than 2,000 children of German parentage attending private German schools. On the first of March, 1870, a committee of the board of education recommended that a German-English department of schools be organized in the fourth, sixth, and eleventh wards, these having the largest German population. This report was adopted. In January, Mr. Louis R. Klemm was employed to teach German in the high schools and to give his Fridays to supervision of the teaching of that language in the grammar and primary classes. Mr. Klemm, who was Mr. Rickoff's brother-in-law, was very enthusiastic in his propaganda, and, before long, the study of German was extended throughout the entire city. Mr. Klemm was superintendent of the German department, and parents and pupils were systematically solicited to enter the German classes. In this year, 1871, the board of education adopted the policy of building small frame houses that would accommodate about 240 pupils each. They were called "relief schools," and were intended for temporary use. The reason for their being was that some sections of the city were growing so rapidly in population that it was impossible to tell with certainty just where permanent buildings should be erected. To this day, Cleveland schools need and utilize such "relief." 1871-72] - THE PUBLIC SCHOOLS - 363 The supervising staff in 1871-72 was as follows : Superintendent, Andrew J. Rickoff. Supervising Principal of 1st District, Henry M. James. Supervising Principal of 2nd District, Lewis W. Day. Special Superintendent of Primary, 1st Grade, Kate E. Stephan. Special Superintendent of Primary, 2nd and 3rd Grades, Harriet L. Keeler. Special Teacher and Supervisor of Music, N. Coe Stewart. Special Teacher and Supervisor of Penmanship, A. P. Root. Special Teacher and Supervisor of Drawing, Frank H. Aborn. EAST CLEVELAND SCHOOLS ANNEXED In October, 1872, the annexation of the village of East Cleveland to the city of Cleveland brought the village schools under the control of the Cleveland board of education and the supervision of Superintendent Rickoff. The western boundary of the village was Willson Avenue (now East Fifty-fifth Street) and its southern boundary was practically Quincy Avenue. The outlines of the annexed village appear in the map given on page 256. East Cleveland had a high school and the articles of annexation provided that "the high school now existing in the corporation of East Cleveland shall be continued and maintained as now established, until modified or changed by a vote of three-fourths of the members of the board of education, with the concurrence of one-half of the members from the territory comprised in the sixteenth and seventeenth wards as described in this 364 - CLEVELAND AND ITS ENVIRONS - [Chap. XXII agreement. Thus the East Cleveland High School became the Cleveland East High School. At the time of the annexation, the village school board consisted of Dr. 0. C. Kendrick, Liberty E. Holden, and V. C. Taylor. Mr. Taylor is still (1918) living. In the summer of 1871, this board had employed as superintendent of their schools Elroy M. Avery who had just been graduated at the University of Michigan. The report for the year ending on the eighth of .April, 1872, shows the following organization of the teaching force : High School—Mrs. E. M. Avery, principal; Frank H. Geer, Helen Briggs. Grammar School—Miss Frank I. Mosher, Mrs. J. W. Lusk. Central Intermediate School—Mary Ingersoll, Florence S. Consor, Dora House. The three schools above mentioned, occupied the Central (now the Bolton) School building, and were under the immediate supervision of the superintendent. The other schools occupied separate buildings. Church Street School—Mrs. O. A. Lukens, principal; Lucy Eastman, Ebbie S. Knowles. Euclid Avenue School—Mrs. E. A. Fox, principal ; Mary S. Holt. Madison Avenue School—Blanche Huggins, principal; Nellie S. Burns, Nettie B. House. Garden Street School—Olia A. Houtz, principal ; Lucy Adams, Jennie Cairns. Crawford School—Miss Frank C. Hovey. Dunham Avenue School—Julia S. Sabin. Special Teacher of Penmanship—A. P. Root. Special Teacher of Drawing—Frank Aborn. In his report, the superintendent said : As a general thing, our school buildings are comfortable. Their chief faults are an almost total lack of proper ventilation and respectable seats. . . . We have hardly a school-room in the village that is not over-crowded—some of them two or three fold. While our school-rooms are so crowded and ill-ventilated, we need not go further to find the causes of the listlessness and ill-nature, and other more active, though perhaps not more dangerous forms of disease, which are ever reaching out to take hold of school-children In this connection it may be proper to add that, at the Central Building the measures taken for a perfect ventilation were fully successful. In the matter of seats, most of our old schools are in a deplorable condition. The rickety, stained, whittled and crowded desks, remnants of an unmourned past, do little credit to this cultured and wealthy community. 1872] - THE PUBLIC SCHOOLS - 365 In the first two terms of 1871, the number of pupils enrolled in the village schools was 583 ; in the first two terms of 1872, the number was 764; a gain of thirty-one per cent. In contrast with this showing of the village schools in April, 1872, I give the following statement of the condition of the schools in the territory then annexed to Cleveland. This statement bears date of the eighth of April, 1918, and was kindly prepared for me by the Department of Reference and Research of the Cleveland schools:

School Elementary	Number of Teachers	Enrolment	Valuation, Including Land and Equipment
1. Bolton 2. Central 3. Doan 4. Dunham 5. East Madison 6. Giddings   7. Hough 8. Observation (in connection with Normal School.) 9. Quincy 10. Rosedale 11. Wade Park 12. Willson 13. Willson School for Cripple Junior High Schools 14. Addison 15. Fairmount Senior High Schools 16. Central Senior - Junior 17. East (new)—Senior - Junior 18. Normal	31 39 21 22 27 23 24 16 24 26 20 20 8 29 33 43 32 39 16 16 509	1,290 1,254 791 913 975 937 1,037 613 852 1,077 836 776 120 760 580 1,105 827 1,038 466 263 16,510	$ 159,008.66 245,395.74 129,097.84 104,441.47 127,747.69 207,148.41 115,566.94 233,424.83 85,856.74 91,828.30 118,724.31 128,330.45 8,474.07* 172,205.97 90,636.05 365,989.89 235,963.75 233,424.83 $2,854,265.94

After the annexation, Mr. Avery supervised what had been the village schools until the end of the school year, June, 1873. Then he became principal of the East High School (old) with his wife as his chief assistant, and during that year acted with Messrs. James * Equipment only. 366 - CLEVELAND AND ITS ENVIRONS - [Chap. XXII] and Day as supervising principal, having direct supervision of the East End schools. At this time, 1872, the principal of the Central High School was Samuel G. Williams and the principal of the West High School was Warren Higley. The courses of study and the monthly and annual examinations in the three schools were identical. Died, August 20, 1872, Charles Bradburn MUCH OF NEW BURG TOWNSHIP ANNEXED In 1874, much of Newburg township was annexed, thus adding four schools and 1,269 pupils to the city district. In the fall of 1874, the Normal School was established in the Eagle Street building with Alexander Forbes, a former supervising principal, as the principal thereof. The conditions prescribed for admission to the Normal School were a Cleveland high school diploma or an equivalent preparation as shown by examination. As a matter of fact, there were no male pupils. Miss Kate E. Stephan and Miss Julia E. Berger were appointed training teachers for the four primary schools in the building. In these four schools, the "Normal School Girls" were given practical training in teaching with an expert teacher overlooking their work, giving help as needed and correcting errors as they developed. At the end of the year, twenty-six pupils were graduated. All of these graduates were given positions as teachers in the Cleveland public schools except one who was employed in the "Colored High School" at Washington City. The position as special superintendent of the first grade primary schools, vacated by the transfer of Miss Stephan to the Normal School, was filled by the appointment of Miss Laura M. Curtis. TAX LEVY FOR BUILDING SCHOOLS INCREASED In this year, 1874, the board adopted a new policy in the matter of providing the necessary school buildings. In the three years, 1868-70, the bonds issued for such purposes amounted to $420,000. The annual report for 1875 said that the city had already paid $160,000 interest on these bonds, and that, before the bonds matured, $215,000 additional interest would be required. This total of $375,000 interest from issue to maturity would have sufficed "to build, furnish, and equip ready for occupancy six such buildings at the Outhwaite house—the best school accommodations for seven thousand children- 1874-78] - THE PUBLIC SCHOOLS - 367 the entire increase in daily attendance at the public schools for the past eight years." The board therefore increased the tax levy to raise sufficient money for the permanent additions for the 1,500 additional pupils that must be cared for each year. The new policy, wise at it was, has not always been followed but it had a good effect. In addition to the buildings made necessary by the rapid growth of the city, some of the old buildings burned and others fell into decay and desuetude and had to be replaced, the combination putting on the board of education a burden enough to press a royal merchant down. The new buildings needed were better than the old and were supplied as rapidly as possible. As most of them are still in use, I shall not attempt to mention them in detail, but refer any possible seeker for information to the statistical tables given in the latter part of this article. But mention should be made of one important change. The Central High School had become overcrowded, the advance of business had driven its patrons further eastward, its site had a high market value, the East High School was rapidly growing, and the per capita cost of the high schools was so great that it provoked unfavorable criticism. In 1876, the board of education bought land on Willson Avenue (East Fifty-fifth Street) and Cedar Avenue preparatory to building a new schoolhouse with ample accommodations for the pupils of the Central and of the East High schools. In 1878, the building was ready for occupancy and the two high schools were consolidated, the conditions of the East Cleveland 368 - CLEVELAND AND ITS ENVIRONS - [Chap. XXII annexation having been satisfied. The new school is still known as the Central High School and the old East High School was discontinued. It was a good while before there 'was another East High School. Just then Alexander Forbes retired from school work, thus opening the door for a satisfactory settlement of what had become a rather warmly contested issue ; Dr. S. G. Williams was continued as principal of the Central High School, and Elroy M. Avery was made principal of the Normal School. "Previous to the transfer of the Central and East High schools into the new Willson Avenue building, these schools had been seated in common assembly rooms, from whence they repaired to recitation or lecture rooms at times fixed for the school program. When the two schools moved into the Central High school, they were housed in 14 session rooms, accommodating from fifty to sixty pupils each. The students recited some of their studies in these session rooms, and repaired to other rooms for other recitations." The upper stories of the old Central High School building were fitted up for the use of the public library which had lately been committed to the charge of a library board of seven members chosen by the board of education. This first library board consisted of Sherlock J. Andrews 'who was made its president, the Rev. John Wesley Brown, W. F. Hinman, William Meyer, John Hay, W. J. Starkweather, and Dr. H. McQuiston. The lower story was fitted up for use as headquarters for the board of education. In the winter of 1877-78, the legislature reduced the maximum of the school levy from seven to four and a quarter mills ; it was subsequently raised to four and a half mills and, in 1881, the levy was up to that maximum. Owing to the consequent decrease in receipts and the simultaneous increase in the school attendance, the finances of the board were sorely pinched and the schools were very crowded. In the school year 1881-82, the school enumeration showed a total of 58,926 persons in the city between the ages of six and twenty-one years ; the number of pupils enrolled in the public schools was 26,990; the average daily attendance was 18,696 ; the number of pupils in the high schools was 1,005 ; the number of teachers was 472, of whom only twenty-nine were men ; the receipts on account of the school fund were $458,858.50; and the expenditures were $462,768.65. At the end of this year, and after a bitter campaign, Superintendent Rickoff retired from the Cleveland public schools. One of the most marked features of Mr. Rickoff's fifteen years of superintendence was the general elimination of male principals and teachers and the substitution of women therefor. The argument generally advanced in favor of the change was that "A thou- 1882-86] - THE PUBLIC SCHOOLS - 369 sand-dollar-a-year woman is worth more to the schools than a thousand-dollar man," to which others added their contention that the real reason for the change was that, out of an equal number of teachers, male and female, the greater number of recalcitrants would come from the former class ; in other words, that the teacher who had a vote was more likely to feel a "little independent" and to "kick" against what he looked upon as an arbitrary exercise of authority than was the teacher who had no vote and but little or no political influence. Probably each side had something of right on its side. Although he was somewhat intolerant of a differing opinion, Mr. Rickoff was one of the greatest school superintendents that Ohio has produced ; he may have been imperious, but he also was imperial. SUPERINTENDENT HINSDALE'S ADMINISTRATION The next superintendent of the schools was Burke A. Hinsdale, who was well-known as president of Hiram College and as a writer on educational and historical subjects. He and Mr. Rickoff had lately been engaged in a war of polemic pamphlets relating to the efficiency of the common schools as compared with those of earlier years, as manifested by the tests made at the United States Military Academy at West Point. Mr. Hinsdale was a more scholarly man than his predecessor and made good use of his four years in the superintendency to better the class of teachers employed in the schools and to improve the instruction that they gave. The teachers were allowed a greater exercise of initiative and largely freed from the discouraging restraints and fear of "the office." By that time, the lack of school accommodations had become acute. On the sixteenth of October, 1882, the superintendent reported to the board that there were thirty schools in rented rooms, of which eleven were in churches, nine in saloon buildings, two in a refitted stable, five in dwelling houses, two in store rooms, and one in a society hall. The board immediately began an active campaign for more buildings. In 1884, branch high schools were organized. The night schools had reached such a place of importance that the board authorized the superintendent to open such schools wherever he found that they were needed. In 1886, corporal punishment, which had for many years been discouraged, was by action of the board of education definitely abolished. In August, 1886, Superintendent Hinsdale retired from the Cleveland public schools and soon became a member of the faculty of the University of Michigan, a position that he held until his death. Vol I - 24 370 - CLEVELAND AND ITS ENVIRONS - [Chap. XXII In his last annual report as superintendent of the Cleveland schools, he said: As this is my last report, I deem it but a matter of justice to all parties, and particularly to myself, to put on record a fuller statement than I have hitherto published of the leading ideas that have guided my administration of the office of superintendent. My acceptance of the superintendency of the schools of Cleveland, in June, 1882, was by some people construed to mean that numerous and important changes would at once be made in the schools, both in their mechanical organization and in methods of instruction. Nor can it be denied that many citizens were prepared eagerly to welcome such changes; the sooner they came the better, these citizens thought. These advocates of sudden and extreme measures made two great mistakes. First, they failed to see that even in case such changes were called for, no superintendent who came to the schools a stranger could at once or quickly tell what they were, or wisely order or recommend them; also, that no educator who really had any reputation to lose, would risk it on such an experiment. But, secondly, they made a more serious mistake as to the real nature of a school and of a system of schools. Such a school or system is not a frame-work that can be torn down and put together again according to another model, or even a machine that can be pulled to pieces and built over again; it is rather an organism that has been produced by growth or evolution, more or less alive, more or less fruitful, and that must be handled in harmony with its own nature and laws. What Sir James Mackintosh says of constitutions is true of school systems : "They 1886] - THE PUBLIC SCHOOLS - 371 are not made, but grow." What the laws of school systems are, need not here be made the subject of inquiry ; one differs more or less from another ; but this is one law of the schools of any city that have existed long enough to call for a fiftieth annual report: All changes, no matter how numerous, how important, or how radical, to be beneficent must be made opportunely and prudently, and must consume time. In the grave words of Bacon, found in his essay on "Innovations," "It were good, therefore, that men in their innovations would follow the example of Time itself, which indeed innovateth greatly, but quietly, and by degrees scarce to be perceived." Holding these views in 1882 as firmly as I hold them today, I came to Cleveland with no revolutionary schemes. . . . Accordingly, every consideration of sound policy recommended the course that I adopted from the first :—to visit the teachers and the schools as often as possible; to observe the organization, the discipline, and the instruction ; to analyze and compare the results; and then to direct such changes as seemed called for, remembering that time innovateth greatly but quietly, and remembering, also, that I must succeed in improving the schools, if at all, through the minds of the teachers,—their knowledge, views, ideals, and, spirit, and not by the use of mechanical methods. Proceeding in this way, I soon discovered that what the schools most needed was not revolution in external organization and system, but more fruitful instruction, a more elastic regimen, and a freer spirit. This path ran wide of all sensationalism ; it was quiet and unobtrusive; the man who should tread it could look for little in the way of noisy popular approval ; nevertheless, it would lead to some of the best fruits of education. In this path, I have steadfastly sought to tread. Concerning Superintendent Hinsdale's work in Cleveland, Mr. E. A. Schellentrager, the president of the board of education, said in his annual report : I regard the period of his administration as one of the most beneficent in the history of our schools. Qualified by thorough and comprehensive knowledge, and enthusiastically devoted to his calling as an educator, he succeeded in inspiring the faculty of teachers with enthusiasm for their difficult and responsible work and in inducing them to continue with avidity the development of their own attainments. Opposed to all superficiality of training, he strove indefatigably against all mere mechanism in school instruction, and though many of his efforts were for the first time apparently fruitless and unsuccessful, yet it is proper to attribute to him the merit of having sown seed which shall certainly spring up and bear beneficent fruit in the future. MANUAL TRAINING SCHOOL OPENED Mr. Hinsdale's successor as superintendent of the Cleveland public schools was Lewis W. Day who, as teacher or supervising 372 - CLEVELAND AND ITS ENVIRONS - [Chap. XXII principal, had been connected with the schools for many years. In the school year, 1886-87, the tax of one-fifth of a mill, authorized by the legislature, was collected for the purpose of training pupils in manual and domestic work. In February, 1886, the Cleveland Manual Training School Company opened a school on the north side of East Prospect Street (Carnegie Avenue) between Willson Avenue (East Fifty-fifth Street) and the Cleveland and Pittsburg branch of the Pennsylvania Railway. By arrangement between the manual training school company and the board of education, high school pupils were admitted to the school free; other pupils paid a tuition fee; the difference between the tuition fees received and the operating expenses of the school was paid by the board of education. At the opening of the school year, 1887-88, a cooking school department was opened as a regular branch of the manual training school—one of the first cooking schools organized in the country. About this time, the first truant officer was appointed under the provisions of the state compulsory school law. In his report for the year, 1888-89, Superintendent Day spoke of his efforts to broaden the thought, to cultivate the attention, and to systematize the work of the pupils, and mentioned two serious hindrances to success along such lines. The first was the employment of teachers "who have had little or no experience or training and who, consequently, are narrow and bookish." The other hindrance was the employment of teachers "who, notwithstanding their experience, are equally narrow and bookish, whose chief aim seems to be to 'drill' all the work into the little unfortunates committed to their care." Teachers of the first class should be "reduced by dismissal as rapidly as better teachers can be found to supply their places; the other class should not be employed." Wise Mr. Day! In September, 1890, the West Manual Training School was opened on the upper floor of the old West High School. At the end of the year (1892), Mr. Day retired from the Cleveland schools. GOVERNMENT OF SCHOOLS REORGANIZED In March, 1892, the legislature passed an act that reorganized the government of the Cleveland schools, the Federal Plan it was called. It vested all legislative power in a school council of seven members elected at large, and all executive authority in a school director who was elected directly by the people and whose powers were so great that many called him the school dictator. rfhe council and the director constituted the board of education; the duties of each 1892] - THE PUBLIC SCHOOLS - 373 department were clearly defined. In April, Mr. H. Q. Sargent was elected as school director, and the seven members of the council were chosen as provided by the new law. As successor to Superintendent Day, Director Sargent appointed Andrew S. Draper, a former school commissioner of the state of New York, an able educator, and a strong man. Mr. Draper promptly began many changes, prominent among which was an enlargement of the authority of the school principals. As an inheritance from the Rickoff regime, he found (to quote from his first annual report) that "all authority was exercised in the central office; none was delegated. The principals were such only in name. Aside from transmitting the directions of the superintendent and collecting and returning reports, they apparently had no higher or different function than had any other teacher. They were not charged with responsibility, nor even with knowledge, concerning the management or the methods of the teachers in their buildings. All details, no matter how remote, were managed directly from the office. . . . The principals were therefore directed to exercise a general care over their buildings and a general oversight of all the schools therein; to keep themselves in formed as to all details; to see that all the regulations and the directions of superior officers were fully complied with ; to aid associate teachers with suggestions and advice where practicable; and to report to the superintendent or a supervisor any unbecoming conduct or any inefficient work on the part of a teacher, or any other matter which they could not remedy themselves and to which, in the interests of the schools, the attention of the superintendent's office should be called." For what he considered a needed "energizing" of the teachers, Superintendent Draper organized "The Principals' Round Table" for the informal discussion of school work and school problems and framed a schedule of regular teachers meetings, four each year for the whole body of teachers and twice as many for teachers of each 'separate grade. These meetings were led by the superintendent or a supervisor and many of them were addressed by eminent educators brought to Cleveland for that purpose. The names of the common school grades from the D.-Primary up to the A-Grammar were changed to first grade, second grade, etc., up to the eighth grade, thus avoiding some confusion. Examinations for promotion in these grades were abolished. At the beginning of June, each teacher was to prepare a list of the pupils who, in her opinion, were prepared for promotion. Subject to the approval of the principal, the pupils thus recommended were advanced to the next higher grade. In the case of a pupil not thus advanced, the parent might ask for a written exam- 374 - CLEVELAND AND ITS ENVIRONS - [Chap. XXII illation of the child and, if the required standard was attained, the pupil was thus promoted. Promotions from the eighth grade to the high school were determined by a combination of the teacher's recommendation with a written examination, "fifty-fifty." In this year, manual training was introduced into the elementary schools and land was bought for a manual training school building on Cedar Avenue near East Fifty-fifth Street. COLUMBUS DAY OBSERVED The four hundredth anniversary of the discovery of America (Columbus Day, October 21, 1892), was fittingly observed by the pupils of the Cleveland public schools. The celebration was described by-Superintendent Draper in his annual report as follows: At nine o'clock in the morning the children were assembled in the yard at their several buildings and participated in unfurling the flag, and with uplifted hand all pledged loyalty and devotion to it. This was performed with a felicitous ritualistic ceremony and with the assistance of committees of the Grand Army of the Republic. Immediately after the flag raisings the several schools, in theirseparaate rooms, held exercises appropriate to the occasion which were of deeper interest because of the study all the schools had given to the life and character of Columbus and the history of his voyage and discovery during the previous weeks. The parents were invited to these exercises. At 12 o'clock, the students of the High schools and the children of the four upper grades of the Elementary schools assembled and either marched, or were brought on the street railway lines, to the center of the city, where great meetings were held in seven of the public halls and churches and addressed by prominent public speakers. At these meetings the children occupied the main part of the buildings, prominent citizens occupied the platforms, and the music and addresses were of a character calculated to enforce patriotic lessons suggested by the day's celebration. At the close of these meetings there was a mammoth street parade by all the boys of the High schools and the four upper grades of the Elementary schools. Each school was represented by a beautiful banner, and many wore uniforms specially prepared for the occasion. All carried flags. Music was plentiful and inspiring. The marching was so soldierly as to win the enthusiastic applause of such a multitude as Cleveland never saw on her streets before, and particularly of the veterans of the Grand Army whose efficient aid in preparing for and supervising the notable parade will be long and gratefully remembered. At the close of the parade the column was reviewed in front of the City Hall by Mayor William G. Rose, the grand marshal of the day, General M. D. Leggett and his staff, and by the school officials. 1892-94] - THE PUBLIC SCHOOLS - 375 The largest of these meetings was at Music Hall, on Vincent Street, where were assembled the teachers and pupils of the Normal School, the Central High School, the West High School and the pupils of the grammar grades from the following schools : Broadway, Miles Park, Outhwaite, Sibley, South Case, Sterling, and Woodland Hills. The program was as follows : Chairman, the Rev. Charles F. Thwing, D. D., President of Western Reserve University. Prayer - The Rev. Lewis Burton, D. D. Music - "America." Address - President Thwing. Music - "Columbus! Columbia!" Address - The Hon. George H. Ely. Music - "Star Spangled Banner." Address - Dr. Elroy M. Avery. Music: a. - "White and Blue." b. - "Battle Hymn of the Republic." Musical Director, Prof. N. Coe Stewart. THE SCHOOLS UNDER SUPERINTENDENT DRAPER An elaborate revision of the course of study was made, simple science was introduced into the lower grades, and a school for deaf mutes was opened in the Rockwell Street School. In 1899, this school was transferred to a leased building on East Fifty-fifth Street. In two years, Superintendent Draper retired nearly a hundred teachers for incompetency with the inevitable consequent criticism. In May, 1894, the supervisory staff was constituted as follows: Superintendent, Andrew S. Draper. Supervisor of 1st District, Edwin F. Moulton. Supervisor of 2nd District, Henry C. Muckley. Special Supervisor, Ellen G. Reveley. Special Supervisor, Emma C. Davis. Supervisor of German, Joseph Krug. Supervisor of Manual Training, W. E. Roberts. Special Teacher and Supervisor of Music, N. Coe Stewart. Special Teacher and Supervisor of Drawing, Frank Aborn. Special Teacher and Supervisor of Penmanship, Ansel A. Clark. In that month (May 10, 1894), Superintendent Draper tendered his resignation to take effect at the end of the school year ; he had decided to accept the proffered presidency of the state University of Illinois. 376 - CLEVELAND AND ITS ENVIRONS - [Chap. XXII EXPANSION OF SCHOOL SYSTEM Director Sargent appointed as successor to Mr. Draper, Mr. Louis H. Jones, then superintendent of the public schools of Indianapolis. Mr. Jones assumed his duties as superintendent of the Cleveland schools in the summer of 1894 and soon announced his "determination riot to make any radical changes." The villages of Brooklyn and West Cleveland were annexed (July, 1894), bringing four schools and 1,781 pupils into the city system. For years, the increase in the school population of Cleveland had outrun the increase of the revenues of the board of FIRST WOMAN ELECTED TO PUBLIC OFFICE IN OHIO In the school year, 1896-97, free "kindergartens" were opened as a part of the public school system; in the following year, eleven such schools were in successful operation. In that year, and under the provisions of a new state law, a woman was elected as a member of the Cleveland school council. She who thus blazed a new path was Catherine H. T. Avery (Mrs. Elroy M. Avery) ; her certificate of election states that she was the first woman chosen to an elective office in Ohio. In the following year, there were two women in the school council, Mrs. Avery and Mrs. Benjamin F. Taylor. Since that time there have always been one or two women members of the school council. Mrs. May C. Whittaker was installed in April, 1902, Mrs. Sarah E. Hyre in January, 1905, and Mrs. Virginia D. Green in January, 1912. When Mrs. Hyre resigned to become secretary of the board, Miss Emma Perkins was chosen to fill the vacancy. Mrs. Clara Tagg Brewer took office in January, 1918; she and Mrs. Green are members at the present time (August, 1918). MANY SCHOOL BUILDINGS ERECTED In 1899, the library building and its site on Euclid Avenue where the Central High School had stood was sold for $310,000, the board of 1899-1902] - THE PUBLIC SCHOOLS - 377 education. In the decade, 1882-92, school bonds had been issued to the amount of $1,021,200, the annual interest on which was sufficient to pay for a new 16-room school building. As the board of education was unwilling to issue more bonds and as more buildings must be provided, the legislature was led to authorize the levying of an additional tax of not more than one mill on the dollar for building purposes. In one year, thirty-three new school rooms were completed and occupied and the Normal School was transferred from its cramped quarters on Eagle Street to the Marion School building which was improved for that purpose. education reserving the right to occupy the building until 1901 Contracts for two high school buildings (East and Lincoln) were let; the buildings were completed in the fall of 1900. In the preceding decade, many school buildings had been erected but the schools were still very crowded. In June, 1900, Superintendent Jones made a special report giving his best judgment as to the location of ten buildings needed in the immediate future. "The exact location will be made more definite by the indications that will come to us on the opening of schools next September." Attention was directed to children who had defective eyesight and it was recommended that "the department of physical education and school hygiene be put upon a firm foundation." The enumeration of children of school age in 1900 showed a total of 106,453, with twenty-one more boys than there were girls. The number of pupils registered in the schools was 58,105 and the average daily attendance was 45,700. The number of teachers was 1,250, of whom 164 were teachers of German. The total value of school buildings was $4,619,676, and the bonded indebtedness of the board of education was $1,195,000. CONCLUSION OF SUPERINTENDENT JONES' TERM An attempt to exclude from the Normal School several young ladies who had nearly completed the prescribed course, on the ground that they were not likely to make successful teachers, aroused great public interest. Some of these pupils had been given a few weeks' practice under training teachers and had been unfavorably reported upon by said training teachers, and were therefore dismissed from the school. There we no question as to the scholarship of any of them and, in at least one case, the brief practice had been taken under unfavorable physical conditions. When the present writer, by request of the girl's parents, brought this case to the attention of the superintendent with the request that she be given another two weeks' trial in the training school and with an assurance that, if she failed to secure a favorable report from her training teacher, no further effort would be made in her behalf, Superintendent Jones curtly remarked that the dismissal must be accepted as "a closed incident." The caller departed with the remark that sometimcs a closed incident was torn open. The cases were carried into court and the court reinstated the pupil in the school. In the next campaign, one of the young ladies spoke in many of the meetings, aroused much sympathy, and contributed largely to the defeat of Mr. Sargent as school director and to the election of his competitor, a gloomy omen for Super- 378 - CLEVELAND AND ITS ENVIRONS - [Chap. XXII intendent Jones. Soon after this, one of the daily newspapers published (September, 1901), a series of six articles on "Frills and Feathers" in the public schools ; these articles did much to intensify the opposition to the superintendent who was held to be largely responsible for the conditions of which complaint was made. The authorship of the " Frills and Feathers" articles was an open secret, the paper that printed them kept pounding away with argument, ridicule and cartoon, and other papers followed more gently, until in 1902, Mr. Jones accepted the presidency of a Michigan state normal school and left Cleveland. It is only fair to add the statement that Mr. Jones was recognized, even by those who longed for his leaving, as a very able man with a very satisfactory familiarity with up-to-date pedagogical methods, but it was felt that his disposition was unfortunate and that he had not the tact that is necessary in the position that he held. Since the departure of Mr. Jones in 1902, the changes in the superintendency of the Cleveland public schools have been so frequent and accompanied by so many unpleasant differences and, in some eases, by such bitter feeling, all of which are so recent that not all of the soreness caused thereby has yet disappeared, that it will be well to pass over them with little more than mere mention. Mr. Jones was succeeded by Mr. Edwin F. Moulton who had been assistant superintendent. On the first of January, 1906, came Stratton D. Brooks from Boston ; on 'the fifteenth of March, Mr. Brooks went back to Boston, ostensibly and probably because he was unwilling to endure for more than ten weeks the interference and attempted dictation of school board officials in matters that he felt belonged to him. From March to the middle of May, Mr. Moulton was again in the superintendent's office, and then he gave way for Mr. William H. Elson who had been called from the superintendency of the schools of Grand Rapids, Michigan. In January, 1912, Mr. Elson retired. WILLIAM H. ELSON'S RECORD Before going further down the line, I anticipate events for the sake of doing partial justice to a very able educator who deserved a better fate than was allowed by the adherents of an insubordinate teacher and the weak-kneed and unappreciative members of the board of education. In the Cleveland Plain Dealer (September 3, 1918) is printed a communication entitled "Educational Prophets," signed by the Rev. Arthur C. Ludlow, a former member of the school board. In this article, Mr. Ludlow says: 1902-12] - THE PUBLIC SCHOOLS - 379 Who can estimate the educational losses due to repeated crucifixions of educational prophets? Forty years ago Superintendent Rickoff substituted semi-annual promotions of pupils for the antiquated policy of annual advancement, thus giving backward children an opportunity every five, instead of ten, months to attain higher grades. From 1878 to 1890 semi-annual promotions continued, when strange to say there was a return to annual promotions and for twenty years that obsolete policy existed. In 1910 Superintendent Elson, believing that ten weeks were sufficient for the pupil failing to advance established his "quarterly promotions." Notwithstanding the sanity of this economy of time in the training of thousands of children, Mr. Elson 's successor abolished quarterly promotions and restored the Rickoff semi-annual policy. In a public document issued at that time the writer 'raised this question, "If it has taken two decades for local educators to rediscover the virtue of the Rickoff semi-annual promotions, how many decades will elapse before someone will providentially be compelled to restore the Elson quarterly promotions ?" Mirable dictu! In less than a decade the Elson policy of quarterly promotions has been restored by the Spaulding administration. If Tom. L. Johnson was a traction prophet, certainly Superintendent Elson, with his technical high schools, high schools of commerce and progressive policies, such as quarterly promotions, was a prophet in a higher realm. The latter, however, was stoned out of his educational leadership, not only by subordinate educators, but also the powerful papers of Cleveland. At the urgent request of the school board, Miss Harriet L. Keeler consented to meet the emergency by accepting the superintendency, ad interim.; for the rest of the school year she held the fort with marked ability and with general satisfaction 'and approval. At the beginning of the next school year (September, 1912), Mr. J. M. H. Frederick, who had recently been superintendent of the public schools of one of Cleveland's suburbs, entered upon a five-years' term, probably worse marred by angry dissention than was the term of any of his predecessors. As if in response to the general demand that the Cleveland board of education and its employes should set a better example to the pupils of the schools, a nation-wide search for a man who had the ability and the "nerve" to command peace and to secure the highest possible degree of efficiency in every educational branch of the public schools. was begun and continued until the school authorities were convinced that the right man had been found. THE EDUCATIONAL COMMISSION In 1904, the Cleveland board of health ordered a medical inspection of pupils in the public schools and the board of education or- 380 - CLEVELAND AND ITS ENVIRONS - [Chap. XXII ganized the division of medical inspection. In 1905, Mr. Samuel P. Orth, the president of the board, appointed an "Educational Commission" to investigate all departments of the public schools and to report their findings and recommendations to the board of education.. Mr. Orth, who as president of the board appointed this commission, subsequently wrote an extended history of Cleveland that was published in 1910. From this work I quote the following: The latest period of educational development may be said to date from the appointment of the Educational Commission. January 1, 1905, the president of the board of education, Samuel P. Orth, suggested that because of the great loss of pupils between the sixth grade and the high school; because the stress of earning a livelihood drives most of these pupils from the schools ; because of comparative overweight of expense and the underweight of attendance in the high schools, it might be wise to appoint a commission of citizens "to look carefully into the curricula of our grade and high schools and determine whether teacher and pupil are overburdened with subsidiary work and to make such recommendations as their finding of facts would warrant." Also to look into the advisability of perfecting our courses in manual training and of establishing a manual training high school, "to which school could resort such of our youth who desire to choose as their calling some branch of the mechanical arts." In February, the board empowered the president to appoint such a commission and the following gentlemen were named: Elroy M. Avery, Ph. D., LL. D., author of a well known series of school texts on physical science, and author of "A History of the United States and Its People ;" E. M. Baker, B. A., broker, Secretary of Federation of Jewish Charities; J. H. Caswell, assistant cashier, First National Bank; J. G. W. Cowles, LL. D., real estate, former President Chamber of Commerce; Charles Gentsch, M. D. ; Frank Hatfield, plate roller, Cleveland Steel Company ; Charles S. Howe, Ph. D., S. C. D., President Case School of Applied Science ; Thomas L. Johnson, attorney ; C. W. McCormick, assistant secretary Cleveland Stone Company ; James McHenry, dry goods merchant ; F. F. Prentiss, President Cleveland Twist Drill Company, and President Chamber of Commerce ; and Charles F. Thwing, LL. D., President Western Reserve University. On March 1st the Commission organized by selecting Mr. Cowles as chairman. R. E. Gemmel, secretary of the director of schools, acted as Secretary for the Commission. A comprehensive program was adopted, comprising eight groups of inquiry, each assigned to a committee. The committees made a very thorough study of their assigned subjects, and the commission held stated meetings at which their findings were discussed in great detail. On July 24, 1906, the last meeting was held and their report transmitted to the board of education. Thus for a year arid a half the problems of public education in Cleveland were carefully studied by an able and representative body of citizens, representing not alone the tax payer, but every phase 1904-06] - THE PUBLIC SCHOOLS - 381 of business and professional life. Their report comprises a volume of one hundred and twenty pages and outlines an educational program based upon the facts observed that would make the public schools not merely an educational machine, but a vitalizing force in our industrial civilization. The report at once became a document of pedagogical value and was sought for by all the larger cities in the country. Many cities have since followed Cleveland's example and have had their schools studied by citizen commissions. The recommendations for changes were numerous, too numerous to be even outlined here. Many of them were on minor matters, but some of them were of the greatest importance. Among them are the following : That high school functions be differentiated and separate manual training and commercial high schools be established ; that the elementary course of study be entirely revised, eliminating many of the decorative appendages ; that there be more effective supervision in writing; a reorganization of the drawing department and better correlation of the physical culture work in the elementary schools; that the night school be reorganized and that the schools be utilized as neighborhood centers; that a complete system of medical inspection be inaugurated under the supervision of a medical expert ; that radical changes be made in the promotion of teachers, not on the basis of length of service, but upon merit and that the salaries be raised and the inefficient teachers be dropped ; that the normal school be reorganized, the course lengthened to three years, a new and amply equipped building be erected and the faculty strengthened, but that it would be more ideal if Western Reserve University would establish a Teachers' College and the city send its pupils thither; that the superintendent be given full executive powers in educational matters ; that the method of supervision be changed and that the principals be given more supervisory authority ; that German be discontinued in the lower grades ; that textbooks be adopted only on the recommendation of the educational department ; and that there should be an extension of cooking and manual training in the seventh and eighth grades. Increased efficiency and the readjustment of the schools to the problems of the breadwinners were the heart of the commission's findings. Many of the minor suggestions were immediately made effective by the board of education, and the larger problems were promptly attacked. The committee on the elementary course of study consisted of Messrs. Avery, Baker, and Gentsch. When the appointment was made, Chairman Cowles addressed Dr. Avery saying: "You have the butt end of the log"—and so it proved. The entire teaching force in the elementary schools was interrogated under assurance that their replies would be held by the committee as confidential, and much valuable, first-hand information was thus secured. Written examinations in spelling, arithmetic and one or two other of the " essentials" were conducted in the seventh and eighth grades and the results tabulated. The report of the committee was approved by 382 - CLEVELAND AND ITS ENVIRONS - [Chap. XXII the commission, printed in full in the Cleveland Plain Dealer and several educational magazines, and in abstract by many others. The publishers of the Webster dictionaries printed thousands of copies for gratuitous circulation at teachers' institutes and other educational meetings, and Mr. Orth wrote the following hitherto unpublished letter (probably one for each member of the commission) : BOARD OF EDUCATION Cleveland, Ohio, August 8, 1906 Mr. Elroy M. Avery, City. DEAR MR. AVERY : As President of the Board of Education, I appointed you last year a member of the Educational Commission, and inasmuch as that Commission has now completed its work I feel that I ought, personally, to thank you most sincerely for the earnest, faithful and efficient work which you have done as a member of the Commission. You have done a real service to the city. Your reward will be twofold ; the appreciation which the thoughtful people of the community bestow upon unselfish and efficient public service, and also the quickening of the life of our public schools by infusing into them new and vitalizing energy. As you know, already a number of the suggestions of the Commission have been carried into effect, and the Board is giving their thoughtful consideration to all of the suggestions you have made, and we hope, before our term expires, to have pretty well covered the new work which the Commission has outlined. It is the sympathetic cooperation of men of high ideals that make public service worth while, and it has been a very great pleasure to me personally to be associated in some measure with the Commission in their investigation, and I beg of you hereby to accept my sincere thanks for your generous gift of time and thought to the work of our public schools. Very truly yours, SAMUEL P. ORTH. In his History of Cleveland, Mr. Orth further says that "with characteristic energy and courage, the new superintendent [Elson] set himself the task of solving the greater problems presented by the commission. Of the many results already achieved [1910], five may be taken as indicative of the new forward movement in education." These he enumerates thus: 1. The establishment of the Technical High School. 2. The establishment of the Commercial High School. 3. The reorganization of the Normal School along the lines suggested by the Educational Commission. 1906-17] - THE PUBLIC SCHOOLS - 383 4. An entire revision of the course of study in the elementary schools. 5. The establishment (1910) of a vocational school for boys under the high-school age, the "Elementary Industrial School." The teachers' pension fund was established in 1906, and the first dispensary with nurses was opened at the Murray Hill School. Dental clinics were inaugurated in 1910, semi-annual promotions were reestablished and a second technical (West) high school was established in 1912. In 1915, "Junior High Schools" were provided for pupils in the seventh, eighth, and ninth grades. In 1918, the teaching of German was abandoned, the teaching force was combed for disloyalty, and military training for all high school boys was prescribed. SUPERINTENDENT FRANK E. SPAULDING In September, 1917, Mr. Frank E. Spaulding, lately superintendent of schools at Minneapolis, became superintendent of the public schools of Cleveland. His election followed extensive inquiry of prominent educators in all parts of the country and numerous "junket trips" by committees of the board of education. Mr. Spaulding knew his worth and wants and so his salary was fixed at $12,000 a year (the largest salary paid to any school superintendent in the United States) and he was given full assurance that he should be superintendent in fact as well as in name—a very important compliance with one of the recommendations of the commission of 1905-06. At this, the close of his first year in Cleveland, it is only truth to say that Superintendent Spaulding treated the teachers and the public with courteous consideration and full fairness and that they, in return, gave their confidence, and support. The long continued friction between the office force and the schoolroom force and the heat generated thereby disappeared, and the almost chronic wrangling in the board of education came to an end. The latter elimination had long been devoutly wished by all friends of the schools, and the credit for it must be shared with the president of the board, Mr. Mark L. Thomsen. At the end of the school year, there was a revivified era of good will and the superintendent might justifiably have written on the cerebral tablet avicigned by phrenologists to "Self Esteem," the Caesarian legend, veni, vicli, vid. At all events, the verdict of the general public was that though he was high priced he was the right man in the right place and that he was worth what they had to pay for him. In the summer of 1918, Mr. Spaulding was 384 - CLEVELAND AND ITS ENVIRONS - [Chap. XXII given leave of absence, he having been chosen chairman of a commission of three to take charge of the education of American soldiers in France in preparation for their return to civic life after demobilization at the end of the great World war. PRESENT SCHOOL ORGANIZATION In the fall of 1918, the members of the board of education were Mark L. Thomsen, president ; Mrs. Virginia D. Green, F. W. Steffen, Mrs. Clara Tagg Brewer, E. M. Williams, Robert I. Clegg, and Bertram D. Quarrie. Mrs. Sarah E. Hyre was clerk and treasurer of the board ; Frank G. Hogen was director of schools (chief executive officer) ; headquarters in the old school building on Rockwell Avenue at the corner of East Sixth Street. Here also were the offices of members of the educational department : F. E. Spaulding—Superintendent. R. G. Jones—Deputy and Acting Superintendent. A. C. Eldredge—Assistant Superintendent. F. E. Clerk—Assistant Superintendent. Catherine T. Bryce—Assistant Superintendent. Jennie D. Pullen—General Supervisor. Florence A. Hungerford—General Supervisor. Eva T. Seabrook—General Supervisor. Olive G. Carson—General Supervisor. Clarence W. Sutton—Director of Division of Reference and Research. William E. Roberts—Supervisor of Manual Training. Adelaide Laura Van Duzer—Supervisor of Domestic Science. Helen M. Fliedner—Supervisor of Art. J. Powell Jones—Supervisor of Music. C. A. Barnett—Supervisor of Penmanship. R. B. Irwin—Supervisor of the Blind. Alexander McBane—Truant Officer. F. E. Spaulding, Harriet E. Corlett, Clarence W. Sutton, and Charles W. Rice—Board of School Examiners. Dr. Ervin A. Peterson—Assistant Superintendent in. Charge of Medical Inspection. Walter R. McCornack—Chief Architect. In the following list of schools, the enrolment given is that for June, 1918 Normal School—Stearns Road, S. E. and Boulevard. Ambrose L. Suhrie, principal ; 17 teachers. Enrolment, 263. (See Observation School.) 386 - CLEVELAND AND ITS ENVIRONS - [Chap. XXII HIGH SCHOOLS Central—East Fifty-fifth Street, near Cedar Avenue. Edward L. Harris, principal ; 45 teachers. Enrolment, 1,102. (See Central Junior High.) East—East Eighty-second Street, cor. Decker Avenue. Daniel W. Lothman, principal ; 42 teachers. Enrolment, 1,041. (See East Junior High.) Glenville--Parkwood Drive cor. Everton Avenue, N. E. H. H. Cully, principal; 40 teachers. Enrolment, 1,065. Lincoln—Scranton Road, eon Castle Avenue, S. W. James B. Smiley, principal ; 27 teachers. Enrolment, 600. (See Lincoln Junior High.) South—Broadway opposite Fullerton Avenue, S. E. I. Franklin Patterson, principal ; 25 teachers. Enrolment, 584. (See South Junior High.) West—Franklin Avenue, cor. West Sixty-ninth Street. David P. Simpson, principal; 28 teachers. Enrolment, 666. East Technical—East Fifty-fifth Street, cor. Scovill Avenue. Charles H. Lake, principal ; 102 teachers. Enrolment, 2,301. West Technical—West Ninety-third Street, cor. Willard Avenue. E. W. Boshart, principal; 52 teachers. Enrolment, 1,044. (See West Technical Junior High.) High School of Commerce—Bridge Avenue, cor. Randall Road, N. W. Solomon Weimer, principal ; 41 teachers. Enrolment, 1,071. High School of Commerce (East Branch) ---East One Hundred and Twentieth Street, cor. Moulton Avenue. Solomon Weimer, principal; 11 teachers. Enrolment, 244. Collinwood (Glenville Annex)—St. Clair Avenue and Ivanhoe Road, N. E. Frank P. Whitney, assistant principal in charge ; 11 teachers. Enrolment, included in that of Glenville High School. Central. Manual Training-5805 Cedar Avenue, S. E. W. H. Lambirth, director in charge. This is a branch of the Central High School. JUNIOR HIGH SCHOOLS. Addison—Hough Avenue and Addison Road, N. E. B. W. Taylor, principal; 21 teachers. Enrolment, 765. Brownell—East Fourteenth Street, cor. Sumner. George E. Whitman, principal; 30 teachers. Enrolment, 603. (See Brownell Elementary.) 1918] - THE PUBLIC SCHOOLS - 387 Central—East Fifty-fifth Street, near Cedar Avenue. Edward L. Harris, principal; 32 teachers. Enrolment, 833. Collinwood—St. Clair Avenue and Ivanhoe Road, N. E. Frank P. Whitney, principal; 28 teachers. Enrolment, 707. Detroit—Detroit Avenue cor. West Forty-ninth Street. Anna M. Christian, principal; 21 teachers. Enrolment, 498. East—East Eighty-second Street, cor. Decker Avenue. Daniel W. Lothman, principal; 16 teachers. Enrolment, 466. Empire—Empire Avenue, near East Ninety-third Street. Clayton R. Wise, principal; 36 teachers. Enrolment, 869. Fairmount—East One Hundred and Seventh Street, north of Euclid Avenue. J. A. Crowell, principal; 31 teachers. Enrolment, 579. Lincoln—Scranton Road, cor. Castle Avenue, S. W. James B. Smiley, principal; 23 teachers. Enrolment, 572. South—Broadway, opposite Fullerton Avenue, S. E. I. Franklin Patterson, principal; 12 teachers. Enrolment, 323. West—Franklin Avenue, cor. West Sixty-ninth Street. D. P. Simpson, principal; 16 teachers. Enrolment, 523. West Technical—West Ninety-third Street, cor. Willard Avenue. E. W. Boshart, principal; 26 teachers. Enrolment, 672. ELEMENTARY SCHOOLS Alabama—St. Clair Avenue, cor. East Twenty-sixth Street. Mary Hanrahan, principal; 10 teachers. Enrolment, 404. 388 - CLEVELAND AND ITS ENVIRONS - [Chap. XXII Almira—Almira Avenue, between West Ninety-seventh Street and West Ninety-eighth Street. Ida M. Deighton, principal; 28 teachers. Enrolment, 803. Barkwill—Barkwill Avenue, cor. Dolloff Road, S. E. M. Emma Brookes, principal; 18 teachers. Enrolment, 645. Bolton—East Eighty-ninth Street, near Carnegie Avenue. Harriet A. Hills, principal; 31 teachers. Enrolment, 1,296. Boulevard—Kinsman Road, cor. East Boulevard, S. E. Eva E. Sheppard, principal; 24 teachers. Enrolment, 1,026. Boys'—West Twenty-ninth Street, cor. Clinton Avenue. H. 0. Merriman, principal; 14 teachers. Enrolment, 740. Broadway—Broadway, cor. Worley Avenue, S. E. Mary G. Strachan, principal; 22 teachers. Enrolment, 772. Brownell—East Fourteenth Street, cor. Sumner, George E. Whitman, principal; 16 teachers. Enrolment, 687. Buhrer—Buhrer Avenue, near Scranton Road, S. W. Hattie E. Walker, principal; 17 teachers. Enrolment, 735. Case—East Fortieth Street, cor. Cooper Avenue. Jennie A. Gleeson, principal; 21 teachers. Enrolment, 804. Case—Woodland (Training School)—Woodland Avenue, cor. East Fortieth Street. Annie J. Robinson, principal; 26 teachers. Enrolment, 896. Central—Central Avenue, cor. East Sixty-fifth Street. Lora Henderson, principal; 37 teachers. Enrolment, 1,052. Chesterfield—Chesterfield Avenue, cor. East One Hundred and Twenty-third Street. Christine A. Ringle, principal; 21 teachers. Enrolment, 781. Clark—Clark Avenue, cor. West Fifty-sixth Street. Sarah Raines, principal; 19 teachers. Enrolment, 799. Collinwood—East One Hundred and Fifty-second Street, cor. School Avenue. Clara Stewart, principal; 16 teachers. Enrolment, 663. Columbia—Columbia Avenue, near East One Hundred and Fifth Street. Alla C. Sloan, principal; 33 teachers. Enrolment, 1,500. Corlett—Corlett Avenue, cor. East One Hundred and Thirty-first Street. Charlotte Norton, principal; 15 teachers. Enrolment, 829. Dawning—Dawning Avenue, near West Thirty-fifth Street. Anna Claus, principal; 26 teachers. Enrolment, 1,051. Denison—Denison Avenue, near West Twenty-fifth Street. Katherine Lang, principal; 27 teachers. Enrolment, 1,106. Detroit—Detroit Avenue, cor. West Forty-ninth Street. H. E. 1918] - THE PUBLIC SCHOOLS - 389 Beatley, principal; Anna M. Christian, co-principal; 5 teachers. Enrolment, 201. Dike---East Sixty-fourth Street, cor. Outhwaite Avenue. Bessie M. Corlett, principal; 27 teachers. Enrolment, 1,100. Doan—East One Hundred and Fifth Street, cor. Boulevard Court. Laura K. Collister, principal; 19 teachers. Enrolment, 797. Dunham—East Sixty-sixth Street, cor. Lexington Avenue. Martha A. Stewart, principal; 20 teachers. Enrolment, 920. Eagle—Eagle Avenue, near East Ninth Street. Sara E. Slawson, principal; 23 teachers. Enrolment, 770. East Boulevard—East Boulevard, cor. Woodland Avenue. Effie A. Van Meter, principal; 31 teachers. Enrolment, 1,111. East Clark (Collinwood)—East One Hundred and Forty-seventh Street, north of St. Clair Avenue. Elizabeth I. Corris, principal; 22 teachers. Enrolment, 1,043. East Denison—Denison Avenue, near West Fifteenth Street. Bridget L. Gafney, principal; 22 teachers. Enrolment, 842. East Madison—Addison Road, corner Carl Avenue, N. E. Mary A. Whelan, principal ; 29 teachers. Enrolment, 999. Euclid Park—Stop 4, Euclid Avenue. Edna G. Connolly, principal ; 4 teachers. Enrolment, 121. Fowler—Fowler Avenue, near Broadway, S. E. Eva Venderink, principal; 20 teachers. Enrolment, 607. Fruitland—West One Hundred and Sixteenth Street, cor. Locust Avenue, N. W. Ella B. Money, principal ; 11 teachers. Enrolment, 426. Fullerton—Fullerton Avenue, near East Fifty-seventh Street. Florence E. McEachren, principal; 25 teachers. Enrolment, 824. Giddings—East Seventy-first Street, between Cedar and Central Avenues. Mary A. Morrow, principal ; 32 teachers. Enrolment, 952. Gilbert—West Fifty-eighth Street, near Storer Avenue. Nelie L. Coleman, principal; 31 teachers. Enrolment, 1,264. Gordon—West Sixty-fifth Street, south of Lorain Avenue. Lucia C. Wilcox, principal; 13 teachers. Enrolment, 654. Halle—Halle Avenue, near West Eighty-second Street. Carrie E. Broadwell, principal ; 17 teachers. Enrolment, 710. Harmon—Woodland Avenue, cor. East Twentieth Street. Lena C. Albinger, principal; 19 teachers. Enrolment, 732. Harvard—Harvard Avenue, near East Seventy-first Street. Elizabeth Messenger, principal ; 22 teachers. Enrolment, 827. Hazeldell—East One Hundred and Twenty-third Street, south of St. Clair Avenue. Emma L. Shuart, principal; 38 teachers. Enrolment, 1,733. 390 - CLEVELAND AND ITS ENVIRONS - [Chap. XXII Hicks—West Twenty-fourth Street, between Bridge and Lorain Avenues. Belle Bolton, principal; 28 teachers. Enrolment, 1,111. Hodge—East Seventy-fourth Street, between St. Clair and Superior Avenues. Augusta C. Thompson, principal; 26 teachers. Enrolment, 860. Hough—Hough Avenue, near East Eighty-ninth Street. Annie E. Salter, principal; 24 teachers. Enrolment, 1,059. Huck—East Forty-ninth Street, cor. Chard Avenue. Nellie D. Knight, principal ; 13 teachers. Enrolment, 478. Kennard—East Forty-sixth Street, south of Scovill Avenue. Codelia L. O'Neill, principal; 34 teachers. Enrolment, 1,158. Kentucky - West Thirty-eighth Street, near Franklin Avenue. Emma R. Hinckley, principal ; 20 teachers. Enrolment, 741. Kinsman—Kinsman Road, cor. East Seventy-ninth Street. Ellen R. Scrogie, principal ; 37 teachers. Enrolment, 1,471. Lake (Watterson Relief)—Lake Avenue, near West Eighty-third Street. Elizabeth Whitney principal ; 2 teachers. (See Watterson.) Landon—West Ninety-sixth. Street, between Detroit and West Madison avenues. May French, principal; 18 teachers. Enrolment, 741. Lawn—Lawn Avenue, between West Seventy-third and West Seventy-sixth streets. Estelle B. Orr, principal ; 14 teachers. Enrolment, 591. 1918] - THE PUBLIC SCHOOLS - 391 Lincoln—East Eighty-third Street, near Platt Avenue. Jennie R. Ho: ton, principal; 25 teachers. Enrolment, 1,009. Longwood—East Thirty-fifth Street, between Scovill and Woodland Avenues. Selda Cook, principal; 23 teachers. Enrolment, 743. Marion—Marion Avenue,. cor. East Twenty-fourth Street. Christine F. Walker, principal ; 23 teachers. Enrolment, 833. Mayflower—East Thirty-first Street, cor. Orange Avenue. Morton L. Dartt, principal; 38 teachers. Enrolment, 1,147. Memorial—East One Hundred and Fifty-second Street, near Lucknow Avenue. Anna E. Latimer, principal ; 31 teachers. En: rolment, 1,374. Memphis—Memphis Avenue, cor. West Forty-first Street. Estelle M. Pinhard, principal; 17 teachers. Enrolment, 761. Meyer—Meyer Avenue, cor. West Thirtieth Street. Relief for Mill ; 2 teachers. Miles—Miles Avenue, cor. East One Hundred and Eighteenth Street. Hettie J. Davis, principal; 24 teachers. Enrolment, 1,091. Miles Park—Miles Park Avenue, cor. East Ninety-third Street. Bertha M. Kolbe, principal; 20 teachers. Enrolment, 827. Milford—West Forty-sixth Street, cor. Eichorn Avenue. Clara Mayer, principal ; 35 teachers. Enrolment, 1,403. Mill—Walton Avenue, cor. West Thirtieth Street. Cathrine D. Ross, principal; 17 teachers. Enrolment, 617. Moulton—Bosworth Road (West One Hundred and Twelfth Street) south of Lorain Avenue. Flora McElroy, principal; 9 teachers. Enrolment, 351. Mound—Mound Avenue, opposite East Fifty-fifth Street. Justine M. Ansman, principal ; 22 teachers. Enrolment, 728. Mt. Pleasant—Union Avenue, cor. East One Hundred and Sixteenth Street. Lillian S. Newell, principal; 33 teachers. Enrolment, 1,493. Murray Hill—Murray Hill Road, near Mayfield Road, S. E.. Lillian T. Murney, principal ; 57 teachers. Enrolment, 2,282. North Doan—East One Hundred and Fifth Street, north of St. Clair Avenue. Zula L. Bruce, principal ; 21 teachers. Enrolment, 929. Nottingham—Nottingham Road, cor. Waterloo Road, N. E. Dora M. Nourse, principal ; 18 teachers. Enrolment, 811. Observation (Normal Training)—Stearns Road, near University Circle, S. E. Georgie Clark, principal; 16 teachers. Enrolment, 605. 392 - CLEVELAND AND ITS ENVIRONS - [Chap. XXII Orchard—Orchard Avenue, opposite West Forty-second Street. Harriet Reichert, principal; 31 teachers. Enrolment, 1,069. Outhwaite--Outhwaite Avenue, near East Fiftieth Street. Julia Mulrooney, principal; 48 teachers. Enrolment, 1,677. Parkwood—-Parkwood Drive, cor. Tacoma Avenue, N. E. Bessie Perley, principal ; 18 teachers. Enrolment, 774. Pearl—Pearl Road, opposite Memphis Avenue, S. W. Myrtle L. Benedict, principal ; 10 teachers. Enrolment, 463. Prescott—West One Hundred and Fifth Street, near Lorain Avenue. Relief for Moulton School; 2 teachers. Quincy—Quincy Avenue, near East Seventy-seventh Street. Nettie J. Rice, principal; 22 teachers. Enrolment, 862. Rawlings—Rawlings A venue, near East Seventy-fifth Street. Clara E. Lynch, principal ; 24 teachers. Enrolment, 907. Rice—Buckeye Road, cor. East One Hundred and Sixteenth Street. Helen A. McHugh, principal; 45 teachers. Enrolment, 1,958. Rockwell—Rockwell Avenue, cor. East Sixth Street. Fannie Marshall, principal; 2 teachers. Enrolment, 65. (Also school headquarters.) Rosedale—East One Hundred and Fifteenth Street, between Wade Park and Superior avenues. Elizabeth Sprague, principal; 25 teachers. Enrolment, 1,081. St. Clair—St. Clair Avenue, near East Twenty-first Street. Margaret A. Mulhern, principal; 20 teachers. Enrolment, 848. Sackett—Sackett Avenue, near Fulton Road, S. W. Martha, A. House, principal; 29 teachers. Enrolment, 1,167. Scranton—Scranton Road, cor. Vega Avenue, S. W. Ida M. Edgerton; principal; 23 teachers. Enrolment, 731. Sibley—Carnegie Avenue, near East Fifty-fifth Street. Emily Shaw, principal ; 23 teachers. Enrolment, 953. South—St. Clair Avenue and Ivanhoe Road, N. E. Frank P. Whitney, principal; 8 teachers. Enrolment, 304. (See Collinwood Junior High.) South Case—East Fortieth Street, cor. Central Avenue. Maude Burroughs, principal ; 28 teachers. Enrolment, 986. Sowinski—Sowinski Avenue, near East Seventy-ninth Street. Margaret McCarthy, principal ; 28 teacher's. Enrolment, 890. Stanard—Stanard Avenue, near East Fifty-fifth Street. Jennie R. Wilson, principal; 22 teachers. Enrolment, 822. Sterling—Cedar Avenue, cor. East Thirtieth Street. Laura A. Johnston, principal; 21 teachers. Enrolment, 804. 1918] - THE PUBLIC SCHOOLS - 393 Tod—East Sixty-fifth Street, cor. Waterman Avenue. Mary E. Howlett, principal; 16 teachers. Enrolment, 561. Tremont—Tremont Avenue, cor. West Tenth Street. Hannah Handler, principal ; 44 teachers. Enrolment, 1,834. Union—Union Avenue, near Broadway, S. E. Ida B. Malone, principal ; 26 teachers. Enrolment, 925. Wade—Wade Avenue, cor. West Thirtieth Street. Relief for Mill School ; 3 teachers. Wade Park—Wade Park Avenue, near Addison Road, N. E. Harriet E. Chase, principal ; 20 teachers. Enrolment, 845. Walton—Walton Avenue, cor. Fulton Road, S. W. Mary I. Walker, principal ; 22 teachers. Enrolment, 886. Waring—East Thirty-first Street, near Payne Avenue. Katherine M. Grayell, principal ; 19 teachers. Enrolment, 760. Warner—Warner Road, near Jeffries Avenue, S. E. Eva L. Banning, principal ; 17 teachers. Enrolment, 739. Warren—Warren Avenue, near Dille Avenue, S. E. Lena M. Bankhardt, principal; 26 teachers. Enrolment, 1,064. Washington Park—Alpha Avenue, near Washington Park Boulevard, S. E. May G. Swaine, principal ; 10 teachers. Enrolment, 359. Watterson—Detroit Avenue, cor. West Seventy-fourth Street. Elizabeth Whitney, principal ; 16 teachers. Enrolment, 563. Waverly—West Fifty-eighth Street, near Bridge Avenue. Elizabeth Keegan, principal ; 17 teachers. Enrolment, 615., Willard—Willard Avenue, cor. West Ninety-third Street, N. W. Eva Hutchins, principal; 19 teachers. Enrolment, 738. Willson (Training School)—East Fifty-fifth Street, near White Avenue. Harriet E. Corlett, principal ; 19 teachers. Enrolment, 791. Woodland—Buckeye Road, near Woodhill Road, S. E. Sara M. Horton, principal ; 35 teachers. Enrolment, 1,414. Woodland Hills—East Ninety-third Street, cor. Union Avenue. Emily G. Wheatley, principal ; 25 teachers. Enrolment, 1,056. Wooldridge—Grand Avenue, cor. Kinsman Road, S. E. Rose L. McCoart, principal; 37 teachers. Enrolment, 1,346. SPECIAL SCHOOLS School for the Deaf—East Fifty-fifth Street, opposite Quincy Avenue. Grace C. Burton, principal ; 15 teachers. Enrolment, 122. School for Crippled Children—at Willson School, East Fifty-fifth Street. Alice Christianar, principal ; 6 teachers. Enrolment, 118. These pupils are carried to and from school at the expense of the board of education. 394 - CLEVELAND AND ITS ENVIRONS - [Chap. XXII In addition to the special schools just mentioned there are manual training and domestic science classes (William E. Roberts, supervisor) at forty schools; classes for the blind (Robert B. Irwin, supervisor) at eleven schools; classes for defectives at twenty-five schools; classes for backward children at nineteen schools; a class for tubercular children at the Warrensville Farm (city) sanatorium; open air classes at six schools; one school at the Children's Fresh Air Camp and Hospital; one for epileptics at Brownell School ; "steamer" classes for foreign-born pupils beginning English at four schools; and "kindergartens" at eighty-nine schools. The number of persons employed by the board of education in the educational department (superintendent, supervisors, teachers, etc.) in June, 1918, was 3,198; the value of property owned, including lands, buildings, and equipment, was approximately $17,000,000. In September, 1918, the Longwood High School of Commerce was opened in the building of the Longwood Elementary School on East Thirty-fifth Street, between Woodland and Scovill avenues, with Harry A. Bathrick as principal. In a new building on East Forty-ninth Street, between Gladstone and Wellesley avenues, the Glad- stone Elementary School was opened with Clara E. Lynch as principal. The continued growth of the Cleveland public schools, in spite of the great demand for labor occasioned by the World war, is shown in the enrolment for the opening month (October) of 1918 as compared with that of the corresponding month of 1917. The increase is shown in the following official report :

	1917	1918
Elementary schools Kindergartens Special elementary classes Special schools Junior high schools Senior high schools Normal schools Totals	77,022 7,511 2,343 550 4,757 8,959 270 101,412	76,613 8,002 1,513 584 10,335 9,619 196 106,862

The falling off in the elementary schools was only apparent, it being due to the transfer of seventh and eighth grade classes to junior high schools. The only decreased attendance was in special classes and at the Normal school. There were,. in October, 1918, 4,904 pupils in academic high schools, 1,459 in commercial high schools, and 3,256 in technical high schools. CHAPTER XXIII OTHER EDUCATIONAL INSTITUTIONS Broad as are the activities and strong as are the influences of Cleveland's public schools, there are other educational agencies in operation to meet the needs and aspirations of many of her citizens. Thus we have private and parochial schools; colleges and universities; public, professional, and other libraries; historical and scientific societies, etc., all opening wide their doors and persuasively inviting to participation in the opportunities that they offer. Institutions of this character are so numerous in Cleveland that not all of them may be mentioned in these pages. This chapter is devoted to a brief consideration of some of the most important. WESTERN RESERVE UNIVERSITY By Dr. Charles Francis Thwing, President Western Reserve University had its origin in the foundation made in the year 1826, at Hudson, Ohio. This foundation represented what became known as Western Reserve College. It was laid to give educational facilities, under the auspices of the Congregational and Presbyterian churches, to the young men of Northern Ohio. The history of the college for the next years following its founding was the history of most home missionary colleges—high scholarly ideals hampered in their attainment by the lack of pecuniary resources. But the high scholarly ideals were, in the old Western Reserve, higher than in most institutions of its character. For the college numbered among its teachers, Charles Backus Storrs, of whom Whittier wrote some noble verses, Laurens Perseus Hickok, Samuel C. Bartlett, Clement Long, philosophers and theologians, Elias Loomis, the mathematician, Nathan Perkins Seymour, Thomas Day Seymour (father and son), the Hellenists, Charles A. Young, the astronomer, Samuel St. John, the scientist, and Edward G. Bourne, the historian. All these scholars are dead, but their places have been taken by worthy successors. - 395 - 398 - CLEVELAND AND ITS ENVIRONS - [Chap. XXIII In this period, the Cleveland Medical School, situated in Cleveland, became connected with the college largely for the purpose of granting degrees. In the year 1882, however, the college was moved to Cleveland. In 1880, Amasa Stone of Cleveland offered the college $500,000 upon the condition that the institution be transferred to Cleveland, that it occupy a suitable site to be given by the citizens, and that its name be changed to "Adelbert College of Western Reserve University." This name represented a memorial to Mr. Stone's only son, Adelbert Stone, who had been drowned while a student at Yale College. The offer was accepted. In 1882, Adelbert College received its first students in Cleveland. The new campus consisted of twenty-two acres, opposite a park which had been given to the city by Jeptha H. Wade. Two buildings were erected. One building served for the purposes of instruction, with central offices, chapel, library and museum, the other for a dormitory and refectory. In 1884, a formal charter was granted to Western Reserve University. With the grant of that formal charter, a new and enlarged era for the university obtained. To the university thus established there have been added, in the successive years, the following departments: The College for Women, established in 1888 ; The Graduate School, established in 1892 by the Faculties of Adelbert College and the College for Women; The Franklin Thomas Backus Law School, established, in 1892; The Dental School, established in 1892; The Library School, established in 1904; The School of Pharmacy, established in 1882 as the Cleveland School of Pharmacy, and made a part of Western Reserve University in 1908; The School of Education: Summer Session, established in 1915; The School of Applied Social Sciences, established in 1915. The amount of property, real and invested, of the University now amounts to ten million dollars. The number of all former students and graduates is about twenty thousand. The annual enrolment of students is thirty-five hundred. CASE SCHOOL OF APPLIED SCIENCE By Professor A. S. Wright, Case School Case School of Applied Science was founded in 1880 by Leonard Case, Jr. In the year 1864, he had entered upon the inheritance of the estate of his father, Leonard Case, Sr. A graduate of Yale and