THE CITY'S LIFE - 975 of its founders while extending and enriching its instruction and range of interests. Among many innovations in keeping with the new age were the Department of Sociology made possible by gifts from the children of Selah Chamberlain and the Department of Political Science established through gifts made by friends of Marcus A. Hanna. These two departments particularly soon began interesting themselves in local affairs, engaging in practical work in connection with social settlements, boards of charities and other civic organizations. These forms of activity and the services of various other new branches of the University along practical lines were in response to the demands of a new age. Of this tendency, Dr. E. J. Benton, professor of history in Western Reserve University wrote in 1910 : "An era of utilitarian policies has begun in higher education throughout the country. This movement began in Germany, where it has gone farthest, and has developed in the United States under the lead of the state universities, particularly the University of Wisconsin, which is easily in the van. Such universities aim to serve the people in a wider sense, reaching the mature as well as the youth, offering practical courses as well as those in pure culture. The object is coming to be to serve all the people all the time. The practical application of this principle takes many forms, some-times in lending professors as experts in city and state government and in industrial problems, sometimes in sending advanced students out to apply classroom theories, and at others in extension lectures and correspondence courses. The result is a radical change in the attitude of the community, and an impetus to civic and industrial development. A uni-versity in a city like Cleveland becomes at once an organized body of expert workers for the common good, training the community in the class laboratories and libraries for the larger laboratories of the office, the shop and the factory." Referring to the extension of university activities previously mentioned, he added : "The same larger field for university activity was invaded in 1908 and 1909 when several departments at Adelbert College and the College for 976 - THIS CLEVELAND OF OURS Women repeated their college courses to evening classes teachers, office clerks and professional men and women. This was an attempt to carry the college to the people. The De-partment of Sociology is offering afternoon courses in various practical aspects of the subject at Goodrich House during the current year, 1909-1910. Members of the faculties are constantly appearing before clubs, societies and labor organizations for public lectures along special lines." Professor Benton lamented, however, that while the University had grown rapidly in buildings and laboratory facilities, the funds to maintain the libraries and to support an adequate body of instructors to keep pace with the newer tendencies in higher education had lagged behind. Adelbert College in 1910 had a productive endowment of $1,134,000 ; the College for Women, $451,000; the Medical School, $442,000; the Law School, $60,000; the Library School, $100,000; a total for the entire University of $2,088,000. Eight years later the situation was considerably better, with the University possessing real property and investments of about $10,000,000; but the demands made upon its services and the new opportunities arising still outran its financial powers. The enrollment of students in 1918 was 3,500, the total number of former students and graduates was 20,000. In all this work of developing a little country college into a university, adapting it to the needs of a new industrial and social age and fitting it into the current life of a great city, it is evident that President Thwing was the guiding spirit. Uncompromising in scholarship, with an antique reverence for academic life and tradition, precise in thought and speech, severe in self-discipline, and striving to apply his high ethical standards to those who came under his jurisdiction, he was at the same time tolerant of others' opinions, treating even a freshman's mental operations with respect, and extremely practical when called upon to function as a man of affairs. Thus it was that Western Reserve University grew to greatness as a loose federation of colleges, each operating almost autonomously, yet all bound together by ties of senti- THE CITY'S LIFE - 977 ment and practical advantage, coOperating under bonds no less strong because they were not asserted or felt. Thus it was that the minds and spirits of many thousand students in Adelbert College and the College for Women, and in less degree but still effectively in the other departments, were linked as nearly as such heterogeneous masses may be in a common purpose of knowledge, culture and service. Thus it was that all those who were educable at all emerged with a lifelong regard for learning and clear thinking, and respect for intellectual backbone, though they might not possess these treasures for themselves. But it was not the Spartan qualities of a mere college executive that won for their President the loyalty and affec-tion of those generations of students who filed through college halls in steady and changing procession for thirty-one years. It was the human understanding and kindliness of the man himself, the personal interest he took in every boy and girl, his intimate acquaintance with them and their problems, his unfailing sympathy and helpfulness. To this day he can call by name almost any man or woman who attended any branch of the University during his administration, and his door still opens to their knock as readily as ever. His friendly but tolerant advice is still available for "his boys," as is evidenced by the generous interest he has taken in this his-tory itself—would it were more worthy of the adviser! One of President Thwing's special talents has been his ability to make practical business men see his educational visions, both for the young people he sought to serve and for the future benefit of the community. The evidence of this is written in the college buildings, grounds and endowments, both past and present. He was able to cultivate in men and women of large means a habit of cheerfully giving their money to the common purpose, just as he himself cheerfully gave from his own resources of time, energy and judgment. This habit persists. Cleveland is a city that gives to worthy purposes with a liberality and continuity probably not matched in America. In 1921 President Thwing decided to step aside. In a 978 - THIS CLEVELAND OF OURS public statement notable for its frank, impersonal quality, he explained that the University was at the beginning of a new era of expansion to meet the conditions of a changing order. Complete adaption, he foresaw, would be a lengthy process. He might continue and assume the new task, but could not expect to complete it. That was for a younger man. The younger man was found, and President Thwing became President Emeritus. But though withdrawing from collegiate authority, he did not retire. Indeed, he seems almost to have entered upon a more active life than ever. He has written more of the ripe books that have made him, long since, the country's foremost authority on higher learning and its administration, and a luminous interpreter of academic life. For a decade he has been a sort of counsellor and educator-at-large for the city as a whole, himself a public institution, serving the com-munity in a thousand ways. The intellectual and cultural center of Cleveland at the close of 1932 was still, as it had been for forty years in a book-filled study at No. 11109 Bell-flower Road, and the latchstring was out. The administration of Robert E. Vinson, who came from the University of Texas to Western Reserve University in 1921, has been one of vast expansion. If President Thwing may be characterized as a big educator who was also a good business man, it might be said that President Vinson has revealed himself as a big. business man who is also a good educator. President Vinson came immediately into an era of great building, in which he took a leading part. The University Group Plan was just beginning to take shape, and it was his congenial task to serve as a sort of Pericles for this East End Athens. It has been his lot to oversee the planning of the Medical Center, with its wonderful medical school, its group of hospitals, library, nursing school, dormitories and other structures, and to bring. it to completion within a decade. He has likewise helped to plan and build, on college property, Severance Hall, the finest temple of music in the world, on terms that make it virtually a part of the University. He THE CITY'S LIFE - 979 has seen the Mather Memorial rise on the campus of Flora Stone Mather College, and the School of Education to the south of University Circle, and many another fine building devoted to things of the mind and spirit, and in harmony with the academic atmosphere, even though not definitely connected with the University. He had a prominent part in creating the magnificent Cleveland Club which, though fallen on evil times, may yet realize its purpose as a valuable adjunct to university life. Some plans have failed to come to fruition because of the deep and prolonged business depression which fell upon the city in 1930. Chief among them are the new library needed by the University, and the Adelbert dormitory plan which would provide a home for out-of-town students on the college campus. That proposed quadrangle of living quarters, modeled on the English system, is expected to rise on the old Adelbert athletic field when business revives. It is recognized as the chief need of Adelbert College, to restore the old charm of academic life so easily lost in a big city. The educational policies and scope of the University have grown with its physical plant. President Vinson has reor-ganized the graduate work, establishing an independent Graduate School, with many professors who give their entire time to such work, instead of continuing to depend upon the undergraduate professors. Some endowment has been provided by the Cleveland Foundation. An increasing amount of research work is done and the Graduate School gains steadily in reputation and attendance. A conspicuous achievement of this period is Cleveland College, which has had such unusual success in popularizing higher education among adults. President Vinson brought to the directorship of this institution Dr. A. Caswell Ellis, a former colleague in the University of Texas, and the two men collaborated in this new field. Professor James Egbert, extension director of Columbia University, in a recent re-port, points to this institution as a model. Another accomplishment of this constructive decade is the linking of the University with the city schools in the training of teachers, through the School of Education. 980 - THIS CLEVELAND OF OURS The University's investment in land, buildings and equipment now runs into tens of millions of dollars. Its endowment in September of 1932 was $12,000,000 and its total enrollment 12,035. Medical The most conspicuous member of the Cleveland Educational Group so rapidly taking form at Wade Park is the Medical Group. Its functions are as notable as its architecture. It dominates the healing art in this part of the country as it dominates the neighborhood skyline. In the teaching and application of medical knowledge it ranks with the best institutions in the world. Before telling of the rise of this vast pile of buildings, and the services they render, it may be well to tell something of the larger plan into which they fit. The foundations of the general plan were laid, as Carlton K. Matson has written, half a century ago when Jeptha H. Wade, the elder, gave the land constituting Wade Park. That gift was made appropriately in 1882, the year after Adelbert College moved from Hudson to a wisely selected site just across Euclid Avenue from the park, and while Case School was starting to build a home for itself next door. Soon Gordon and Rockefeller Parks were added, and the city had the whole beautiful valley of Doan Brook, all the way from Cedar Glen to Lake Erie. There followed, at the end of the century, the notable land-scaping which created University Circle, improved the little lake north of it and laid out the adjacent drives, and the scene was ready for architectural development. The elder Wade died in 1890. His grandson of the same name, usually known to his friends as J. Homer Wade, carried forward the family plans and expanded them as opportunity arose. As early as 1892 he had conveyed property to trustees to hold for use by an art museum. His vision was realized by the erection of the beautiful Cleveland Museum of Art in 1916, on a fine site facing the park lake and University Circle. At that time President Charles F. Thwing of the Univer- THE CITY'S LIFE - 983 sity suggested the acquisition of adjoining frontage on East Boulevard, in the direction of the College for Women, for similar uses in the future, which area will soon be occupied by the Cleveland School of Art and the Cleveland Museum of Natural History. He likewise called attention to an exten-sive tract lying across the street from the college campus on Adelbert Road. This property was acquired shortly after-ward by Samuel Mather, William G. Mather, Howard M. Hanna, Leonard C. Hanna, Earl W. Oglebay and J. H. Wade, to hold for the development of a Medical Center. In 1918 there was organized the University Improvement Company, largely under the influence of Benjamin S. Hubbell, to acquire control of properties lying on the westerly side of Wade Park in order to protect the region from undesirable construction. The Wade Realty Company, owning much vacant property in the vicinity of the Museum of Art and the college buildings, kept it off the market for many years, at heavy expense for carrying charges, so that it would be available for cultural purposes when wanted. There were corresponding developments, in a smaller way, south of the Circle, where the Cleveland Public School authorities planned an ambitious project known as the John Hay High School. Other enterprises were proposed for the neighborhood, and there was danger from conflicting interests. It became evident that some cooperative organization was desirable. The Carnegie Corporation became interested, and provided the means for temporarily financing the Cleveland Conference for Educational Cooperation, organized in 1924. Many rapidly growing organizations, which would soon need new quarters, joined the Conference. It was instrumental in working out the problem to the general satisfaction of those concerned. By February, 1926, the Cleveland Educational Group Plan was evolved, inspired somewhat by the plan for the Civic Center with its Mall down town, which had been worked out by Daniel H. Burnham twenty years earlier, but necessarily much more flexible. It was approved by Mr. Wade just before his death in that year. The plan has now come to rich fruition, and there is room and opportunity for indefinite expansion hereafter. 984 - THIS CLEVELAND OF OURS Some of the first fruits of this cooperative movement were the construction of the John Hay High School project, the improvement of the tract between the Museum of Art and the Wade Park lake, and the furtherance of building plans on behalf of the Cleveland School of Art, the Museum of Natural History and the Western Reserve Historical Society, though actual building in these cases was still delayed for some years. One of the happiest results was the erection, in 1930, of Severance Hall, as a temple of music and home of the Cleveland Orchestra, at the intersection of East Boulevard and Euclid Avenue, opposite Adelbert College. The inspiration for several buildings of Case School, Adelbert College and Flora Stone Mather College probably came from the assurance given by the Group Plan against violation of an area sacred to cultural pursuits. Numerous churches, clubs and other congenial institutions have erected appropriate buildings in the vicinity, for the same reason. Some buildings in point are The Temple, Wade Park Manor, the Epworth Methodist Episcopal Church and Mount Sinai Hospital, all fronting on Wade Park. There are also Cathedral Latin School, Fenway Hall, the Cleveland Club, the Mechanical Engineering' Building erected on the Case campus, and the plans for a new Teachers' College to be built near the School of Education adjoining the John Hay High School site. Other institutions soon interested in building sites within the Group Plan area were the Cleveland Public Library, contemplating a branch library the Cleveland Institute of Music, which was housed in the old Samuel Mather home on Euclid Avenue after the owner's death, but would need permanent quarters and the Cleveland School of Architecture, temporarily is an inadequate building. Other structures, already built in the vicinity, conforming with the general purpose, are mentioned in the chapter on Art and Architecture. The chief fruit of the new movement was the Medical Group, plans for which had already been worked out by Mr. Mather and the University officials. Its location was ready. The philanthropists who had acquired the land years before acted now with promptness and vigor. THE CITY'S LIFE - 985 Samuel Mather had already built there, in 1924, a new home for the Western Reserve School of Medicine, which had been housed at the corner of East Ninth Street and St. Clair Avenue continuously, in two successive buildings, for eighty-one years. This school represented an amalgamation of the original Cleveland Medical College, founded in 1843 as a department of Western Reserve College, with Charity Hospital Medical College, absorbed in 1870; the medical department of Wooster University, in 1896; and the Cleveland College of Physicians and Surgeons of Ohio Wesleyan University of Delaware, Ohio, in 1910. It was obviously desirable that Lakeside Hospital, the teaching hospital for the medical students, should likewise be brought out from the smoke and noise to the quiet haven on Adelbert Road, for the good of the patients and the convenience of the students. Several collateral projects were in view. The whole enterprise was too gigantic for one man, how-ever wealthy and generous. With the help of friends, Mr. Mather started to build other units—schools of Nursing, Pharmacy and Dentistry, a Medical Library, a Babies' and Children's Hospital, a Maternity Hospital, a Rainbow Hospital (for crippled children)—and planned an Institute for Pathology. With these under way, early in 1927 he inaugurated a money-raising campaign to complete them and construct the other necessary buildings. He and Stephen Harkness each put in $1,000,000. Fourteen others each gave $100,000 or more, and the community in general showered donations until the total exceeded $8,000,000. Among the chief donors, aside from Messrs. Mather and Harkness, were H. M. Hanna, J. H. Wade, Edward S. Harkness, Mrs. Dudley S. Blossom, Mrs. Windsor T. White, and Mr. and Mrs. W. S. Tyler. A Nurses' Dormitory was provided by Mrs. Chester C. Bolton. The General Education Board contributed $750,000 for the Institute of Pathology. Lakeside Hospital, of which Mr. Mather had been president for nearly thirty years, was then started, together with Leonard C. Hanna House for private hospital cases, and Mather, Harvey and Lowman houses, nurses' dormitories. 986 - THIS CLEVELAND OF OURS These six buildings were dedicated in June, 1931. The ceremonies were simple. Mr. Mather never liked oratory. His lifelong friend, Reverend James D. Williamson, said: "Samuel Mather, today we dedicate to the service of mankind an institution that reflects your vision, devotion, sacrifice and generosity." And Mr. Mather replied, still more simply: "I am thankful for the many blessings that have come to me and for the friends who stood loyally behind me through life." The Medical Center, now almost complete, will represent a total investment of perhaps $30,000,000. It is said to be an undertaking unique in America, more complete in some respects than the famous medical groups at Johns Hopkins University in Baltimore, the Harvard group in Boston and the Presbyterian Medical Center in New York. The idea is still new. It involves necessarily a medical school, several connected hospitals, research institutes and other adjuncts. Cleveland as yet has hardly begun to appreciate the greatness and value of this possession. It is so huge and complex that it can only be comprehended after long study. The casual beholder is dazed by the buildings crowded together on their big campus, confused by the interminable halls, stairways, elevators and passages overhead and underground, the entrances and exits, the driveways and parking places and courtyards, the lobbies and offices and reception rooms and operating rooms and lecture rooms and libraries and labora-tories and store-rooms and kitchens and dining rooms and patients' rooms—apparently thousands of them—and the hundreds of people coming and going. It is almost a city in itself, a City of Health. It is a collection of temples—Temples of Medicine. Aesculapius reigns there. Unfortunately it is impossible here to tell any adequate story of how many minds and groups met in this big under-taking, surrendering their prejudices and their individuality for the good of the whole; how the wonderful buildings were built, how they operate; the ultra-modern equipment they contain, the novel methods they represent, the high hopes based on them, the men and women trained there, and the discoveries that will be made there, for the benefit of the city THE CITY'S LIFE - 987 and mankind. The reader who wants to understand a group of buildings more worth studying than Egyptian pyramids or Roman ruins or Greek temples is referred to the fascinating pages of The Modern Hospital for September, 1931, published in Chicago. The issue is devoted entirely to "University Hospitals, Cleveland." Not the least interesting part of the account is this comment: "Cleveland holds an enviable reputation in the country at large for the wonderful community spirit of its citizens, and for their inclination to submerge personal welfare to the best interests of the community as a whole, and there is no more outstanding example of this elimination of personal desire than the development of the University Hospitals. It has not been an easy matter to take four institutions, each rich with individual traditions, and to a measure submerge their entity. The results are a tribute to the fine guidance on the part of a few individuals and to the unselfish devotion of a large group of trustees of the individual hospitals. "Cleveland is a city in which lay groups participate actively in all phases of social endeavor. Not only is this participation expressed by boards of trustees that actually function, but by the acceptance of responsibility for continuous work by a larger proportion of lay members than is perhaps true in any other community." The Medical Center is there because Cleveland thought is centered in the bettering of Cleveland, and the Educational Group Plan is successful because Clevelanders are able to work in groups. Cleveland College Perhaps the most remarkable and characteristic educational institution in Cleveland is the one which so appropriately bears the city's name. Thirst for knowledge has been characteristic of this community ever since the first pitiful little effort to satisfy the craving was made in the front room of Lorenzo Carter's log cabin on the river bank. The schools did their part through the years, and the colleges did theirs, with ever increasing effectiveness. Almost any modern edu- 988 - THIS CLEVELAND OF OURS cational institution is as far ahead of its pioneer prototype in equipment, scope and effectiveness as the automobile is ahead of the horse and buggy or the steel plant is ahead of the primitive forge. Yet it took a strangely long time for educators and for the public to appreciate certain facts. One such fact was the inadequacy of an educational system which limited instruction to a few daylight hours. Another was the absurdity of the assumption that formal education was necessarily limited to childhood and youth. A great deal of scholastic fog was blown away by the discovery of psychologists, within a few years, that middle-aged men and women have almost as much capacity as young people for learning new things, and that in practice they often mas-ter new subjects more rapidly, because they have a better groundwork of information, a better sense of values, more endurance and self-control. The new attitude of educators began with increasing provision of night schools for young men and women who had left school prematurely, or for immigrants who had never received any schooling. The age of the students rose. Courses were extended and enriched. Yet this movement, on the whole, and excepting such institutions as night law schools and a few Y. M. C. A. classes, was confined to com-mon and high school work, or to the simpler bread-and-butter forms of teaching. The institutions of higher learning, except for some pioneer experiments made by Adelbert College, still held aloof in academic dignity. The colleges were not yet democratized and given double shifts of work. The situation changed with startling suddenness. The Cleveland Foundation, one of the city's wisest philanthropic institutions, in 1932 called attention to the general need of improved facilities for education in the late afternoon and evening hours, especially for courses ordinarily taught only in colleges. In the same year the Y. M. C. A. started its day cooperative College of Engineering, and Adelbert College began offering "University Evening Courses in Chemistry" under the direction of Dr. Harold S. Booth. The former innovation was for young men, (with the Y. W. C. A. THE CITY'S LIFE - 989 rendering parallel services for young women) ; the latter was for chemists and engineers seeking graduate and research work. Eight or nine advanced college courses were given accordingly. After two years more of observation, the Cleveland Foundation's Survey Commission in 1925 urged the establishment of a standard college down town, giving both day and evening courses, declaring that "the demand for collegiate and professional education at night in cities of some size is far in excess of the demand for similar education by day." Immediately this demand was met by the establishment of Cleveland College. The result was that in five years the city had a school for adults teaching almost everything taught in any of the other colleges in Cleveland, and many things never attempted by them, operating day and night, utilizing the best educational talent in the city, with an attendance greater than that of any other institution of higher learning. It was not competing with the others, either, but occupying a field outside of theirs, and succeeding with their generous help. It was started by friends in Adelbert College and Case School of Applied Science, and had from the first the active cooper-ation of those institutions. It was soon adopted by Western Reserve University as an "affiliated" college, with all its engineering work still supervised by Case School. Since 1930 it has occupied the old Chamber of Commerce Building on the northeast corner of the Public Square, one of the most acces-sible spots in the city. The meteoric rise of this institution, and its present status, are best described by an article published in the Journal of Adult Education in April, 1931, written by A. Caswell Ellis, its Director during this period, and the man chiefly respon-sible for its success. AN ADVENTURE IN ADULT EDUCATION By A. Caswell Ellis Cleveland College was set up in rented downtown quarters in 1925 by President R. E. Vinson of Western Reserve University, as a separate degree-granting college for adults, with 990 - THIS CLEVELAND OF OURS the cumbersome name, "Cleveland College in Affiliation with Western Reserve University and Case School of Applied Science." The "affiliation" meant that five members of the Board of Trustees of Western Reserve University and four members of the Case Board were placed upon a newly organized Cleveland College Board of fifteen members, and that Reserve and Case agreed to allow the use of their laboratories during the evening free to Cleveland College classes, and to permit members of their faculties to be employed for part-time extra teaching in the afternoon or evening, at Cleveland College. A year later Western Reserve took Cleveland College into full membership as one of its twelve (now thirteen) colleges and schools, but allowed it to retain its composite Board of Trustees and its affiliation with Case. The college began with an acting director, one full-time instructor and about forty part-time instructors, teaching during late afternoon and evening hours about ninety semester classes a year. Last year, the fifth, there were 187 instructors teaching 7,182 students in 559 semester classes, all but 13 being of college grade-347 in the arts and sciences, 127 in business administration, 63 in engineering, and 25 in library science, journalism and parental education. Of the faculty, 24 were full-time members of the Cleveland College faculty, 81 were from the faculties of the other colleges of Western Reserve and of Case, while the remainder were from the staffs of the School of Art, the public schools, the muse-ums, the Child Guidance Clinic, the newspapers, large business establishments, and other organizations. The quality of the student body is even more surprising than the quantity. Of the 7,182 students last year, 813 were college graduates, many not merely with Bachelor's degrees, but with Master's and Doctor's degrees ; 1,674 others had from one to three years of college education before entering; 3,123 were high school graduates; while only 1,572, or 22 per cent of the whole, were the "special" students—adults who were allowed to enter without having completed a high school course. In spite of the fact that these special students are allowed no credit toward a degree for courses that they pass, THE CITY'S LIFE - 991 half of them take the final examinations. Fifty-three per cent of their grades last year were A's and B's, the highest grades given at the college. Approximately three-fourths of the students take the final examinations. Practically every occupation, social rank and degree of wealth are represented in this Cleveland College student body. There were about 1,300 professional men and women—artists, architects, chemists, college professors, deans, dentists, doctors, engineers, journalists, laboratory technicians, lawyers, librarians, metallurgists, ministers, statisticians, teachers, supervisors and principals; 289 presidents, vice presidents, managers, and other senior business executives; 845 cashiers, tellers, auditors, treasurers, general agents, buyers and other junior executives; 2,334 salesmen, clerks, stenographers and secretaries; 525 homemakers ; with the remainder scattered over a hundred or more other occupations, including about 250 who were bricklayers, bus and truck drivers, butchers, carpenters, chauffeurs, dishwashers, dressmakers, doormen, elevator operators, hairdressers, icemen, janitors, day laborers, maids, messengers, milkmen, pages, porters, seamstresses, switchmen, telephone operators, waiters, and waitresses. The ages of the students range from 16 to 76 years. During the last year there were 1,322 under twenty years of age, 3,710 between twenty and thirty, 1,480 between thirty and forty, 670 over forty, 189 over fifty, 21 over sixty and 1 over seventy. Two developments have come about that were not contemplated in the original plan for Cleveland College : a Division of Informal Adult Education and a full-time day college, which follows the general plan of operation of a continental European university, rather than that of the usual English or American college. Registered in the morning courses are between three and four hundred young high school graduates who are full-time students, working for the B. A. and B. B. A. degrees, and about two hundred married women, mostly socially prominent and well-to-do, who are usually part-time students. The 992 - THIS CLEVELAND OF OURS total registration is increasing at the rate of about a hundred a year. The Governing Boards of the Adult Educational Association, of the Red Cross Teaching Center, the Social Hygiene Association and the Committee on Child Training have turned over their staffs and their work in informal adult education to be administered by a newly established Division of Informal Adult Education of Cleveland College. These governing boards, or their representatives, function as lay advisory, promoting and supporting boards for the Division of Informal Adult Education. This new division, although not yet completely organized, is already reaching literally tens of thousands in all parts of Greater Cleveland with its short-unit courses—usually of about six lectures—group-study courses, discussion groups, institutes, exhibits, radio courses, etc., dealing with health, hygiene, dietetics, child welfare, parent education, sex education, history, civics, international affairs, current social problems, literature, music, art, and other fields. If this work continues to be as successful as it now promises to be, the experiment may offer a valuable sug-gestion to other cities in which there are numerous uncoordinated and overlapping educational efforts. During its first five years, Cleveland College succeeded in paying out of its fees about eighty per cent of its total expenses, including the high downtown rent and the amortization of the cost of equipment, furniture, and expensive building alterations. The deficit has been made up by gifts. During these years several endowments, totaling about $600,000, have been received. The budget for last year, 1929-1930, was $379,710. The average student-semester-hour cost was $10.19, of which the students' fees paid $8.16, leaving $2.03 to be pro-vided by philanthropy. If no rent charge were included, as is usually the case in college statements of expense, the deficit would be only seventy cents for a student-semester-hour. This is about a tenth of the usual cost to philanthropy for providing similar first-class college instruction in standard day colleges. Some progress has been made in developing more vital THE CITY'S LIFE - 993 and appealing subject matter for adult courses. The fine arts have been made to function more effectively in the curriculum as an integral part of general education for both youths and mature adults, not merely as a training for artists. Many hundreds of professional and business men and women, busy housewives, young clerks, and workmen are each year studying with great enthusiasm various aspects of the history of art and are. vitally interested in their own, often surprisingly successful, amateur efforts at sculpture or sketching. General culture courses in music appreciation, composition, choral singing, orchestral playing and conducting, and in dramatic production are equally popular. Other new courses have been successfully launched that are aimed at meeting a definite human need rather than at giving a well-rounded view of some field of human learning. Several courses in parental education, for example, cut across the lines of physiology, psychology, psychiatry, dietetics, sociology, and government, and select out of the bewildering masses of knowledge in these fields only those facts and principles that educated and intelligent mothers and fathers can appreciate and utilize under home conditions. A plan has been prepared for developing in each of the great fields of human learning a type of survey course that is adapted primarily to the needs and interests of adults who do not expect to be experts in these fields. To avoid the lack of unity and the academic stiffness of the type of composite survey courses lately developed in many of our best colleges to meet the need for introductory courses suited to laymen, it is proposed to bring to Cleveland for one semester the one outstanding representative in each of the major fields of human learning who has shown his ability to discriminate essentials from details, to recognize the significant human bearings of his subject, and to present it in non-technical language and vivid manner. It is also planned to have these sets of lectures, after they have been rewritten in the light of actual use at Cleveland College, printed as texts, with references and topics for discussion, for use later with survey courses under instructors less gifted in the art of popular presentation. 994 - THIS CLEVELAND OF OURS A great deal has been accomplished in the development within the student body of an extra-curricular, semi-social life that is educational and is centered around the intellectual life instead of around athletics, fraternities, and the frivolities of youth, as is customary in the standard colleges. The students have now very active student clubs, devoted to the writing of poetry; to the production of magazine material; to the preparation and the presentation of debates on questions of current interest; to the practice of after-dinner speaking; to the study of psychology, of the symphony, of social prob-lems, of current business conditions, of the French language and life, and of the German language and life. For example, the French Club, which is one of the most active, meets regularly for tea or luncheon, sometimes at a French restaurant, sometimes in the home or country club of one of the socially prominent members. The conversation is all in French; at times French readings or French plays are put on by members of the group; at other times well-known speakers lecture in French to them. The Poetry Club holds monthly luncheon or dinner meetings, with readings or criticism of the poetry of members, and with talks from outside poets or literary critics. Each year for three years the Poetry Club members have selected the best of their poems and printed these at their own expense in artistic volume of about one hundred pages. In one year the poetry-writing group and the magazine-writing group succeeded in having accepted and published in newspapers and magazines of the country in open competition ninety-four poems, sixteen feature stories, and six short stories. One of the short stories handed in as a class exercise by a Cleveland College student, and later published, appears in O'Brien's "Best Short Stories of 1930." Adult education needs, possibly above all else, a fund that will enable selected colleges for adults to be provided with bureaus for the planning and execution, in cooperation with the faculty and dean, of experimental studies. Methods of college teaching of adults, procedures for choosing for the curriculum subject matter better adapted to the needs of adults, administrative procedure, the relations of the adult THE CITY'S LIFE - 995 college to standard colleges for youths, plans for continuous education of faculty members in service, and so on, all need to be investigated and tested. The Cleveland College Faculty Committee on Educational Research has compiled this year a list of ninety problems of the adult college in the study of which various members of the faculty have declared their willingness to cooperate. As soon as a few thousand dollars can be found for such a bureau, further steps of great importance in the progress of adult education can be taken. Naturally, the first five years of an adult college have disclosed far more problems than they have solved. Space limitations preclude further discussion of the many challenging questions that experience at Cleveland College has thus far uncovered. Adult Education Association The local movement for adult education expressed itself not only in Cleveland College, but in the less formal organization known as the Adult Education Association which began at the same time. Its purpose was to make men and women not necessarily well educated in the collegiate sense, but well informed, especially on social, political and economic questions. It developed from the Open Forum Speakers Bureau of Cleveland, formed in 1925. This bureau served the city and its environs by fostering lecture courses and forum meetings and organizing discussion groups. There were already numerous forums in Cleveland, some merely public speaking places like that on the Public Square, carry-ing on the traditions of Tom L. Johnson, and others in vari-ous neighborhoods, in churches and halls ; some conducted by labor groups and others by social, political and religious groups. The new bureau sought to work through these in-stead of creating one large central forum. From this it proceeded the second year with a more aggressive program of its own, passing from mere discussion to regular study. Classes were organized, with Institutes meeting for short periods in various neighborhoods, dealing 996 - THIS CLEVELAND OF OURS with such subjects as health, family budgeting, racial prejudices and national and foreign affairs. The name was changed to Educational Extension Council and Reverend Joel B. Hayden became president. In the third year came a contribution of $22,000 from the Carnegie Foundation, which meant both recognition and opportunity. The organization again changed its name, this time becoming the Adult Education Association of Cleveland. It had quarters provided for it by Western Reserve University, working with the Cleveland Council for Educational Cooperation, a research group, which also had a Carnegie grant. Newton D. Baker, former mayor and war secretary, became president. A director was appointed, Mildred Chadsey, and a three year plan was adopted. Vigorous efforts were made to interest the public in the Adult Education movement and its processes. In January, 1927, appeared the Journal of Adult Education. In the fall of 1928 the Association moved into quarters in the downtown business area. It was handling a steadily increasing volume of work and making itself more and more an influence for popular education, through its lectures, discussions and multiplying study classes and its stimulation of similar efforts among women's clubs and other bodies throughout the city. In 1929 it was welcomed into Cleveland College on the Public Square, and given free quarters. In an other year the Extension Division of Cleveland College was formed, of which the Adult Education Association, preserving its organization and identity, became a department. With the new arrangement informal adult education, working through many agencies, has an ever-widening influence on the cultural life of the city. Adult education in general is, and probably will continue, mainly the function of the newspapers. Most people, after leaving high school or college, depend on them more than on any other agency for new information and mental growth. A recent survey by the American Newspaper Publishers' Association shows that the American people spend twice as much time reading newspapers as they do magazines, and THE CITY'S LIFE - 997 read papers five times as much as they do books. The average time spent on newspapers is found to be forty-five minutes a day. The newspapers fill an even larger place in education, as they themselves improve and as people learn how to read them. Perhaps some time Cleveland College will have a class in the art of newspaper reading. Technical Schools At the head of technical education in Cleveland stands Case School. It was founded by Leonard Case, Junior, whose father had been one of the ablest and most successful of the city's business men, but who himself cared only for education and culture and, as he said, "could not afford to waste his time making money." This scholarly idealist in 1877 executed a trust deed setting aside valuable lands to endow an institution to be called "The Case School of Applied Science," for the teaching' of such practical things as mathematics, physics, mechanical and civil engineering, chemistry, economic geology, mining and metallurgy, natural history, drawing, modern languages and other branches of learning as the trustees might determine. His death occurred three years later. The following year, 1880, the institution was incorporated by James D. Cleaveland, R. P. Ranney, Levi Kerr, Reuben Hitchcock, J. H. Devereux, A. Bradley, Henry G. Abbey, W. S. Streator, Samuel Williamson, T. P. Handy, J. H. Wade, E. B. Hale, H. B. Payne, James W. Tracy and Joseph Perkins. The interest of such representative citizens, added to the liberal endowment and the prestige of the Case name, was a virtual guar-antee of success. In 1881 the school opened, using as temporary quarters the Case homestead on Rockwell Street, in the rear of the present Public Library, with sixteen students and a faculty of six men. J. H. Wade, Dan P. Eells and W. S. Streator, acting as trustees for the plot of land already referred to as bought by public subscription for Adelbert College and Case School, set aside 25 acres of it, immediately south of the Adelbert portion and fronting on Euclid Avenue, for the 998 - THIS CLEVELAND OF OURS use of the scientific school. There the school trustees proceeded to erect a substantial building for instruction and laboratory work. It was completed and occupied in 1885, in which year five men were graduated. It was an ambitious undertaking. There were at the time only three independent institutions of higher technical education in the United States. The school therefore may be rated as one of the pioneers in this important field. Almost immediately it was visited with disaster. In October, 1886, one month after the arrival of its first president, Cady Staley, the new building was burned with a loss of nearly all its equipment. Classes were resumed the following week in the basement of Adelbert Hall, across the campus, and continued there until the building was restored three years later. This was but one of many friendly services the two neighbors have been able to render each other through the years. Soon chemical, mechanical and electrical laboratories were built, with corresponding growth of equipment and personnel, and the school began to take rank with the eastern institutions of its type. Excellent work was done in those first years. The first mathematics professor was Dr. John N. Stockwell of Cleveland, a distinguished astronomer who had been a protege and close friend of Mr. Case. The first professor of physics was Dr. Albert A. Michelson, one of the world's great scientists, who with Professor Edward W. Morley of Adelbert College, scarcely less noted, performed the famous ether drift experiments on which Dr. Albert Einstein later based his theory of relativity. John Eisenman, who subsequently gave Cleveland its first adequate building code, was the first civil engineering instructor. Friends provided new funds for expansion. When President Staley retired in 1902, there was a faculty numbering twenty-two and a student body of three hundred and fifty-three. Under Charles Sumner Howe, who became president in 1904, the school made rapid growth, though aiming at excellence of equipment and instruction rather than numerical size. By the year 1918 there was a faculty of fifty, with THE CITY'S LIFE - 999 graduating classes averaging around one hundred and the total enrollment five to six hundred. During the war the faculty and students rendered notable service to the national cause. Several other laboratory buildings were added during this administration. There were the physics and mining buildings, provided by John D. Rockefeller and other Cleveland philanthropists; and later, in 1928, the fine three-story building for the Department of Mechanics and Hydraulics given by the late Worcester R. Warner, and the Bingham Laboratory of Mechanical Engineering, given by Charles W. Bingham and his son William Bingham, Second. This latter gift, representing. $1,000,000 in building and endowment, is one of the most complete educational units of its kind. Mention should be made also of the observatory on Taylor Road, the joint donation of Worcester R. Warner and Ambrose Swasey, lifelong partners in the construction of astronomical machinery. The school's sphere widened, meeting with its enlarged facilities the increasing demand for engineering instruction. This is particularly true of its cooperative work in Cleveland College, all of whose technical instruction is cared for by the Case faculty. There also developed a cooperative arrangement with Adelbert College, whereby students entering Adelbert may combine cultural with scientific work, and complete courses in both colleges, obtaining degrees from both, in five years. There are always considerable numbers of students entering Case from other colleges. The spirit of the institution is to emphasize scientific training not only as practical preparation for engineering. pursuits, but as mental discipline. The active head of the school since 1929 has been President William E. Wickenden, who has labored to fit it into the life of the community and adapt it to new conditions. "The big task before engineering educators," he has said, "is not to keep the boys longer in college, but to hand over a larger part of their training to the realm of adult education. Experience the world around shows that most engineers ought