and dismissed teachers and fixed their compensation, furnished all necessary supplies and apparatus, but could not expend more than fifty dollars for school furniture or repairs for any one school or school building, without first obtaining the consent of the city council. In like manner, the approval of the city council was required in fixing the boundaries of school districts. In April, 1868, another act was passed "to provide for the support and regulation of the public schools in the city of Cleveland," by which all restraints of the board of education on the part of the city council were removed, saving one whenever additional school room was necessary it became the duty of the board of education to recommend to the city council the "purchase of proper sites and the erection of suitable school houses thereon," and it was then required of the council that it should act on such recommendation without delay, and in case of approval, to "provide in such manner as shall seem most expedient such sums of money as may be necessary to carry the same into effect." This change of legal power gave the board complete control of the schools, giving it power to levy taxes without restriction by the council, and allowing the council power only in the purchase of real estate and the erection of school buildings. But in May, 1873, a general law was passed by the legislature whereby all special enactments pertaining to the management of schools in towns, cities and special districts were entirely superseded. This gave the city council no voice whatever in school

affairs and it is under that system that Cleveland is still at work. The members. of the first board of education elected. by the people were as follows: Charles Bradburn, Allyne Maynard, Charles S. Reese, William H. Stanley, Nathan B. Payne, W. P. Fogg, Lester Hayes, J. A. Thome, F. B. Pratt, Daniel P. Rhodes, and George R. Vaughn. The dawn of 1860 found the school system of the city in a shape that produced good results for the present, and offered larger rewards for the future. The schools on both sides of the river had been consolidated; a board elected by the people was in control; a superintendent gave his whole time to oversight; and a high school was in progress both on the east and on the west sides of the river. Music and drawing had both been introduced at previous dates, but were at this time suspended, because the hard times following the panic of 1857 had caused the authorities to retrench wherever it was in their power. During the War of the Rebellion, and running on up to 1865, the schools kept growth apace with the rest of the city, but little was done in connection with them which would be of general historical interest.

Mr. Andrew Freese held the position of superintendent from 1853 to 1860, inclusive, giving to the public a service which was of the highest character and a faithfulness and attention to duty that no man could have excelled. Mr. L. M. Oviatt was his successor, serving during 1861 and 1862. Rev. Anson Smyth was the next incumbent of the office, his term covering from 1863 to

1866. The men who were at that time in control of the educational interests of Cleveland were determined to secure the services of a man whose experience and ability were equal to the tasks to which he would be called; and after investigation and consideration Andrew J. Rickoff was elected and accepted. The wisdom of that choice was shown

Mr.

last twenty years to bring about the degree of perfection which has been attained in the present system of grading, than has Mr. A. J. Rickoff, now superintendent of the Cleveland schools. Mr. Rickoft's attention was called to this important subject when, in 1854, he was superintendent of the public schools of Cincinnati. Soon after he entered upon the duties of his office he made a report on the expediency of organizing grammar schools as a part of the school system, intermediate between the district and high schools. In this able report he defines classification ficiency and capacity for study, into grades, classes to be "the arrangement of pupils according to proor divisions. That system of schools is most nearly perfect which enables us to secure the nicest classification. It is at once the most economical and the most efficient-the most economical because it gives the greatest possible number of pupils to the teacher, and the most efficient because it gives to each pupil the greatest possible share of the teacher's time and labor." In accordance with this plan, which differed in many points from any plan previously adopted,

in the schools near Cincinnati; had charge of the schools of Portsmouth, Ohio, for five years, and was then called to Cincinnati, where he took his place. as teacher where he had been pupil only a short time before. He was promoted upward step by step and was superin tendent for five years. In 1867 he wa again elected superintendent of the Cin. cinnati schools, but refused the office to come to Cleveland, where he had been elected superintendent. His work here speaks for itself. As an educator he had always stood in the front rank and been considered a power in the educational world. In the History of Education in the State of Ohio,' published by authority of the general assembly of the state, in 1876, may be found this reference to him and the work he was able to do in this city:

No man in Ohio has studied more thoroughly the classification of schools, and done more during the

intermediate in the Cincinnati schools was established. So perfect was the grading and classification of these schools at this time, that few essential changes have since been found necessary.

Mr. Rickoff, to glance ahead for a moment, recommended the plan of organization that was so successfully carried into operation in this city. Though it differs from the one adopted in Cincinnati, it is thought to be better adapted to the requirements of the situation here. The firm touch of Mr. Rickoff's trained hand was felt from the moment he took charge of the public schools. In his first report to the board, for the school year ending August 31, 1868, it was seen that he not only had the needed knowledge and experience, but also the executive faculty that would enable him to make the best use of the materials at hand, and produce the desired results. His suggestions were to the point: "For the short time the chil

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dren are under our care," said he, "no pains should be spared to do for them all that can be done. The readiest tact, the widest experience, the noblest influence should be brought to bear upon them in the school room. We should not, must not, rest satisfied with merely instructing them in the rudiments of a common school education, but we must aim to implant in them a love of learning, inspire them with noble aspirations; we must labor hard to send them from our hands with impulses, at least, to become good scholars and good men." That report is replete with practical suggestions, many of which were put into action as soon as possible, adding vastly to the value and efficiency of the schools.

Glancing hurriedly over the several years succeeding Mr. Rickoff's connection with the educational interests of the city, these points of interest are brought to light In 1867 East Cleveland was annexed, and its schools came under control of the city. In 1868 supervising principals were appointed, to take immediate direction of the teachers in the grammar and primary departments. Consequent on this change ladies were placed in direct charge of the various school buildings, instead of men, as had been the custom at an earlier date. the beginning of the spring term in 1870, the study of German was introduced into the schools, nine teachers being at once employed for the purpose of teaching that language. The next year this number was increased to sixteen, while twenty-five were needed in 1872. "The demand for German instruction," writes

At

Mr. Rickoff, in his report in the year last named, "especially among those of English speaking parentage, is far beyond expectation. It has already become one of the most useful departments of school work, and is rapidly gaining in the esteem of the people. It was a great step to organize classes for the instruction of three thousand five hundred pupils in a foreign language, and within so short a time. That it has been done without friction, and without a word of opposition on the part of the teachers of the schools is somewhat remarkable." In 1874 the normal school 'was established, to instruct inexperienced applicants for positions in the oral work of teaching, before entrusting them with the entire management of schools. It was opened in the Eagle street building, with Mr. Alexander Forbes in charge. The results of the first year were so satisfactory that the board of education felt justified in continuing it, and it has been one of the effective educational forces of the city from that day to the present.

In 1876, Centennial year, the board of education issued an annual report that was filled with historical and statistical matter of the most valuable nature, tracing in outline the record and work of the schools, and filling in many details of an interesting character. I take the liberty of borrowing a number of points therefrom, and will not carry this record any nearer the present than that year. From President Watterson's report the following valuable table has been taken: