USA > Ohio > Cuyahoga County > Cleveland > Cleveland, past and present; its representative men > Part 26
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But owing to the late day of the session in which the bill was introduced, though very favorably received by the senate, a motion was made to postpone it until the next session. In reference to this motion, without attempting to make a formal speech, Mr. Rice explained briefly the object contemplated by the bill. His remarks relating as they did to a subject of public interest, were reported and published. The bill, at a subsequent session, resulted in establishing the present Reform Farm School.
The eminent services which he has rendered the State in the promotion of her educational interests will be long and gratefully remembered by those of his fellow citizens who properly appreciate the true objects of life, and who wish to secure to themselves, to their
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children, and to the generations which will follow them, the social blessings which flow from a high degree of refinement, intelligence and moral virtue.
While a member of the City Council, in 1857, Mr. Rice took the lead in establishing the Cleveland Industrial School, and was chair- man of the committee that put it into successful operation. It has now grown to be one of the most important charitable institutions in Cleveland. Mr. Rice is still active in extending its usefulness.
In the same year he originated the project, and introduced the resolution into the Council, authorizing the erection of the Perry Monument which now graces the Public Park of the city. The cost of the Monument, by the terms of the resolution, was made to depend on the voluntary subscriptions of the citizens. Mr. Rice was appointed Chairman of the Monument Committee, and after three years of persevering effort, succeeded in carrying the object of the resolution into effect. The Monument was inaugurated with impos- ing ceremonies, on the 10th of September, 1860, the anniversary of Perry's victory on Lake Erie. Mr. Bancroft, the historian, delivered the Inaugural Address. As carefully estimated, not less than one hundred thousand people attended the inauguration. In carrying out the programme the battle of Lake Erie was reproduced, in a mock fight, on the Lake in front of the city. It was a proud day for Cleveland. Both the Monument and the inauguration were pro- nounced a perfect success.
In 1861, Mr. Rice, being elected to the Board of Education, was appointed President of the Board, and during his term of office rendered essential service in promoting the educational interests of the city. In fact, he has always been a zealous friend and advocate of popular education. In his literary career he has become widely known as the author of "Mount Vernon, and Other Poems"-a volume containing two hundred and fifty pages which has reached a fifth edition.
In 1862, Mr. Rice was appointed by the Governor of the State, with the concurrence of the War Department, a commissioner for Cuya- hoga county, to conduct the first draft made in the county during the late civil war. In executing this delicate task he acquitted himself with firmness, integrity, and discretion. While in the discharge of his duties he found his office one morning suddenly besieged by some five or six hundred excited citizens, who were armed with pistols and other weapons, threatening to demolish the office and destroy the records. They had been instigated to make this demonstration by
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false rumors regarding the fairness of the draft. Mr. Rice met the crisis firmly, sent to the military camp on the Heights for a detach- ment of soldiers, infantry and artillery, who came to his relief on the "double quick," and dispersed the riotous assemblage. To satisfy the disaffected that all was right and just in relation to the draft, Mr. Rice proposed that they should appoint a committee of their own to investigate the state of affairs in the draft office. They did so, and with his aid an elaborate examination was made, and the committee reported that the draft had been conducted fairly and justly in all respects. Mr. Rice then proceeded with the draft, and as Inck would have it, two of the committee, who had been ring-leaders in getting up the demonstration, were drafted on the spot, and every body seemed pleased with the result.
In 1867, Mr. Rice, wishing to express his regard for the cause of Missions, as well as for the college where he graduated, erected at his own expense, and with the approval of the college authorities, a beautiful marble monument in Mission Park, at Williamstown, Mass., commemorative of the origin of American Foreign Missions. The park is a part of the college domains, and within it there is a maple grove where a few pious young students of the college, in the summer of 1806, held occasional prayer-meetings. At one of these meetings a shower of rain compelled them to seek the shelter of a neighboring haystack, where they continued their exercises, and where one of their number, Samuel J. Mills, first suggested the idea of a mission to foreign heathen lands, as being a religious duty. In this noble and philanthropic thought his associates all concurred, and there, while at the haystack, consecrated themselves in solemn prayer, to the great work. From this circumstance originated Amer- ican Foreign Missions. The monument was planned by Mr. Rice. It is erected on the spot where the haystack stood, is twelve feet in height, and surmounted with a marble globe three feet in diameter, and cut in map lines. The face of the monument has the inscription, "The Field is the World," followed with a haystack, sculptured in bas relief, and the names of the five young men, who held the prayer- meeting, and the date 1806. The monument was dedicated July 28th, 1867, at the maple grove, in the park. A large audience was present. Mr. Rice, by special request, delivered the dedicatory address, which was received with a high degree of satisfaction, and afterwards published, with the other proceedings, in pamphlet form.
Mr. Rice has accumulated a reasonable share of " this world's goods ;" has been twice married-first in 1828, and afterwards in 1840.
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He has a wife, three sons and three daughters still living, and now leads, comparatively, a retired, yet not an idle life.
He still has the appearance of a well preserved gentleman. Ile is six feet in hight, erect and of good proportions, and his general personal appearance is pleasing. In manner he is a true gentleman, -modest and kind, but prompt and decided. Two of his sons, Capt. Percy W. Rice and James S. Rice, are settled in business at Cleve- land. The youngest son, Harvey Rice, Jr., resides in California. The three daughters are married and settled-one in California and the other two in Cleveland. Mrs. Rice is a lady of refinement, exem- plary, and much beloved and respected. As a family, but few have been more highly favored, or lived in more perfect harmony.
ANDREW FREESE.
The name of Andrew Freese will always hold a place of honor in the scholastic records of Cleveland. No educator in the city is held in such affectionate esteem by a large class of former pupils, and none better deserves the grateful tributes paid to his abilities as a teacher and his worth as a citizen.
Mr. Freese was born in Levant, Penobscot county, Maine, on November 1st, 1816. His father was a farmer, but Andrew was of such slender frame and weak constitution that he was completely unfitted for farming life. His father destined him to be a printer, and took him to the nearest printing office to show him how types were set and newspapers printed. The boy was not favorably impressed with what he saw, and begged to be allowed to enter college. This was ' considered out of the question, his father being too poor to provide the necessary funds. But the boy's heart was set upon it, and he thought that by teaching school for a time he could obtain money enough to complete his own education. This idea he carried into execution, and had no sooner entered on the business of teaching than he realized that he had found his true vocation. He continued to teach and study until his collegiate course was completed, and then he resolved to fit himself for the business of teaching by study- ing the best systems of education, as laid down in the most approved
andrew Freeser theese
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books and practiced in the most successful schools. He examined the best school buildings, and brought away plans of construction, and models of their furniture. The most thorough teachers were consulted as to the results of their experience, and when he had thus acquired a thorough mastery of the whole science of teaching, in- stead of setting out as an educational empiric, he resolved to seek the West, as a better field for turning his knowledge to account, than was the East, where educators were far too numerous to make the business profitable.
Mr. Freese came to Cleveland in 1840, and offered his services to the Board of School Managers as a teacher. His rare ability was appreciated, he was immediately engaged, and was at once recognized as the head of the schools. There was then only the general school law to work under. The law as then understood, made it almost a crime to give instruction in the higher branches of even an English education. There was then no high schools, or graded schools in the great State of Ohio. To Cleveland, and to Mr. Freese, belong the honor of establishing the first free high school in the State. The scholars from that school may now be found in almost every State in the Union, eminent in all departments of life. They have been met with as Governors, jurists, mechanicians, and artists, and the first inquiry from them all has been, "Is Mr. Freese still with you ? All I am, and all I have, I owe to him ; may God forever bless him."
The high school was established in July, 1846, and Mr. Freese at once placed at its head. Those unfriendly to public schools, and especially to this department, offered him large inducements to engage in a private school, but Mr. Freese had faith in the success of the experiment, and was determined not to abandon it until its success was insured. The pay given by the city was but a beggarly pittance, and his labors inside and out of the school room were exceedingly arduous, but no discouragement could daunt his zeal, and he resisted blandishments as he treated opposition, with indifference. The nnex- pected and severe labors imposed upon him shattered his health, but with him love overcame all other considerations, and he persisted. In June, 1853, the office of Superintendent of Instruction was created, and tendered to Mr. Freese, who held it until 1861, when his failing health admonished him to retire. Recently he was summoned from his retirement to take the position of principal of the Central High school, now grown to proportions its founders scarcely dared hope for it. It was with extreme reluctance that. Mr. Freese consented to resume his old profession, but he finally did so, working with great
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zeal and success until the close of the Summer term of 1869, when. immediately after re-election by a highly complimentary vote, he was compelled, by the condition of his health, to resign his position and bid a final farewell to the profession he so much loved. The proceedings of the Board of Education in relation to the resignation of Mr. Freese are of interest, as showing the high value set upon his services to the cause of education.
The following communication was presented to the Board :
To the Honorable the Board of Education of the city of Cleveland :
GENTLEMEN : I have to subut herewith the resignation of Mr. Andrew Freese, who has for the past year acted as principal of the Central High school.
On account of ill health it was with great reluctance that Mr. Freese went into this position. In accordance, however, with the advice of friends, he finally yielded to per- suasion and entered upon the discharge of its duties with the well known earnestness of his character. The result has been marked in the earnestness with which his able corps of assistants associated with him have co-operated to promote the highest interests of the school, and of each and all its pupils. It has been specially marked, too, by the increased devotion of all the scholars to their studies, and the ready acquiescence with which they have obeyed all the rules and regulations of your Board.
In taking leave of Mr. Freese it is due to him that I should thus formally and earnestly record my high appreciation of his services. Furthermore, it may not be inappropriate for me testify to the fact, that much of the hearty earnestness of the corps of teachers with which I am now laboring, is due to the influence of this gentleman when he held the office which I now hold.
ANDREW J. RICKOFF, Superintendent of Instruction.
The Board of Education having received and accepted the resignation of Andrew Freese, Esq., principal of the Central High School, Mr. Perkins offered the following resolutions, which were adopted :
/ Resolved, That the thanks of the Board are hereby tendered to Mr. Freese, for the valuable services he has rendered in the various relations he has sustained to the public schools of this city during the last quarter of a century. In every position he has been called to fill, he has proved himself faithful to the trust committed to his keeping. To him more than any other are we indebted for the deservedly elevated character of our system of graded schools.
Resolved, That the president and secretary of the Board be requested to communicate to Mr. Freese the feeling of regret occasioned by his withdrawal from our service, together with a certified copy of its action this evening.
Mr. Freese was the originator of the celebrated outline maps. Many years before any were published by Mitchell, they were in use here, and may still be found on some of the walls and floors of our old school houses, where they were placed by Mr. Freese. What Horace Mann and William Colburn did for the schools of New England, Andrew Freese has done for the schools of the West. Almost imme-
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diately after commencing his labors he began to protest to the Board of School Managers against our school laws ; under them he could do no justice to himself or his scholars. His efforts were aided by the Board of School Managers, and after a hard contest with city and State authorities, the laws were altered so as to give us one of the best school systems in the world. The first free high school in the State was started by Mr. Freese, in the basement of an old church, at a rent of fifty dollars per annum, and this was regarded by some of our largest tax payers as so great an outrage that they threatened to resist the payment of their taxes. The school now enjoys the use of a palatial building, and our grammar schools have the use of the most elegant and convenient structures for educational purposes in the State. Many of our citizens devoted their time and money to bring about this great change, which has done and is doing so much for the welfare of our city. But perhaps no one man has done so much as Mr. Freese.
It would be difficult, if not impossible, to overrate the services of Mr. Freese to the cause of education in Cleveland. It was the sole business of his life, and he entered on it with utter unselfishness. With him the cause was everything, self nothing. He traveled far, spent his own slender funds freely, and labored assiduously in the endeavor to secure the best of everything in plan and machinery, for the city schools. He had no ambition outside or beyond the school room, and his shrinking modesty prevented him claiming the credit justly due him for the unintermitted and successful labors performed within the school walls.
ANSON SMYTH.
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Among the citizens of Ohio, few are more worthy of mention than Rev. Anson Smyth. There is not a township in the State in which his influence has not been felt, nor a school district in which his name is not honored. He has labored to uplift the intellectual, social, and moral status of our great commonwealth, and his impress is left on the highest and most sacred interests of the people.
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Though born in Pennsylvania, Mr. Smyth is none the less a New Englander. His parents and older brothers and sisters were natives of New England. There many of his early years were spent, and there he received both his collegiate and his theological education. There for two years he taught school, and for three, was pastor of a church. Thus it is seen, that while his birth makes him a Pennsyl- vanian, his blood and education make him a Yankee.
Mr. Smyth is a self-made man. By his unaided energies he surmounted the difficulties that stood in the way of his advancement and has achieved distinction by a career of great usefulness. His father was a man of high respectability, and most excellent character. He was a farmer in moderate circumstances, and being well advanced in life, and declining in health, when his youngest son, the tenth of twelve children, determined to acquire a liberal education, he was unable to do anything for his assistance. But the boy had a brave heart, and he went forward, strong in the idea that " there is nothing impossible to him that wills." At first by manual labor, and after- wards by teaching, he contrived to secure funds for meeting those expenses which demanded ready payment. When he left the theo- logical seminary he owed several hundred dollars, all of which he paid from his first earnings.
After preaching for three years at the East, Mr. Smyth accepted a call to the pastoral charge of a church in Michigan. It was a village of a few hundred people, in a new and wild region. Society was in a chaotic condition, and there were but few who had either the ability or the disposition to do much for the young pastor's support or encouragement. The locality was unhealthy, and Mr. Smyth suffered severely from prevalent diseases. But during a ministry there of four years, he was eminently successful, and he left the church four times as strong as he found it.
In 1847, Mr. Smyth came to Ohio, and, after spending a few months in Cleveland, received and accepted a call to the pastorate of the Presbyterian church in Toledo. He entered upon his new charge with zeal and energy. He labored faithfully for the advancement of the cause of Christ in that rising town, but owing to chronic alien- ation among the members of his church, from the beginning he felt the need of that degree of co-operation and sympathy necessary to insure the full benefit of his labors. Still, the condition of affairs greatly improved under his ministry; the membership of the church being nearly doubled, and the congregation largely increased. At the end of three years he resigned his charge and entered upon
yourstruly Anson truth
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that department of public service in which he has acquired most honorable distinction.
Until 1850, the facilities for education in Toledo were all in the future. While pastor of the church there, Mr. Smyth felt keenly the need of establishing a good system of schools ere the town should become confirmed in the habit of neglecting so important an interest. A few of the citizens took hold of the business with energy; the "Akron School Law" was adopted, and a Board of Education elected. Mr. Smyth was placed at the head of the movement. This was a position he had never expected to fill, but, regarding it as a field of usefulness, a field in which to serve God and society, not less sacred than that of the pastoral office, he went to his new work without a doubt that thereby he was doing the will of God. In many particu- lars the business Mr. Smyth found upon his hands was new and strange to him. He had had no experience in organizing schools upon the graded plan. Eighteen years ago there were very few good schools in Ohio. Lorin Andrews, at Massillon, Dr. Lord, at Columbus, M. F. Cowdery, at Sandusky, Andrew Freese, at Cleveland, and II. II. Barney, at Cincinnati, were the leaders in the educational reforma- tion, then rising into notice. Not till three years afterwards was our noble school law enacted. But Mr. Smyth took hold of the great work entrusted to him with characteristic energy. He read much and thought more upon the best plan of organizing a school system for the city, and when he left there, in 1856, the schools of Toledo had gained a most enviable character. They were regarded as among the best in the country, and their Superintendent had acquired the reputation of being one of the wisest and most successful educators in America. The Board of Education committed the entire management of the schools to him. The selection of teachers, the classification and discipline of the schools, the course of study, and the examinations were just what Mr. Smyth was pleased to make them. He gathered around him a corps of teachers equal to the best in the State, and the sohools were the pride of the citizens. When he resigned, in closing an article upon the subject, the Blade remarked: " We regard the retirement of Mr. Smyth as no less than a public calamity."
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At a meeting of the State Teachers Association, in December. 1855, Mr. Smyth was unanimously elected President of that body, also editor of the Journal of Education. In the following February he removed to Columbus, and entered upon his editorial duties. Ilis success in his new field was most satisfactory to all who were inter- ested in the cause which he represented.
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In May, 1856, the Republican State Convention nominated Mr. Smyth for the office of State Commissioner of Schools. This was an honor as unexpected by him as it was satisfactory to the people. He was elected by a large majority, and in February, 1857, entered upon the discharge of the duties of his new office. In this high position he remained six years, having been re-elected in 1859.
Mr. Smyth was not disheartened when he found his post at the head of the educational forces of the State, environed with most serious embarrassments. The general school law had been in operation three years, encountering the hostility of a large portion of the people, who were persistent in their efforts to secure its repeal. or extensive modification. It was regarded as doubtful whether it could much longer survive in the face of the antagonism which confronted it. But when Mr. Smyth turned the office over to his successor, in 1863, the law had become popular, and strong in the regards of nearly all the people. The changes which it had experi- enced were improvements, and it was everywhere working out its own praise.
In this sketch, Mr. Smyth's labors and successes in the Commis- sionership can not be detailed. He spared no pains in promoting the interests which the State had confided to him. Whether looking after members of the legislature who were working against the law, or performing ordinary office duties, or traveling and addressing the people, he showed untiring industry and enthusiastic devotion to the good cause. When he declined another nomination, the State Teachers' Association, at their meeting in Mount Vernon. passed a resolution highly approving his administration. David Tod, then Governor, wrote of him to a friend: "The most faithful manner in which Mr. Smyth has discharged the arduous duties of School Com- missioner of our State for the last six years, involving, as it did, the expenditure of millions of money, without the loss of a dollar, has won for him my fullest confidence and profound respect. He is an excellent business man, and a Christian gentleman." No man ever left an office stronger in the confidence and esteem of the people.
Mr. Smyth did not propose to continue longer in the educational field, and declined many invitations to positions at the head of institutions of learning. But, very unexpectedly to him, he was elected Superintendent of Instruction for Cleveland. A strong inclination to reside here, and the urgency of friends, secured his acceptance. He removed to this city in July, 1863, and was warmly welcomed by the people.
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At that time, the Board of Education was in many things subor- dinate to the City Council, and these two bodies not always working harmoniously, prevented the adoption of many reforms advocated by the Superintendent. Still, Mr. Smyth's administration was a period of great prosperity and advancement with the Cleveland schools. The gradation and classification were improved ; modes of teaching were introduced which greatly promoted the purposes of education. Through his influence the use of the rod in the schools was to a great extent discontinued, while better order was secured. His success in the selection of teachers was remarkable. He seemed to have an intuitive knowledge of character, and next to none of those he placed in charge of schools proved failures. His power over teachers was very great. While he was exacting in his demands, never excusing negligence, he knew how to temper authority with kind and courteous manners.
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