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utility
of the Attempt to Establish
A Municipal University,
Under the Shadow of
A Great State University
and in a city with a population of
less than 200,000.
A Blunder and a Crime
The attempt to load a wretched and discredited Medical
College on the Taxpayers of Toledo, and the mis-
appropriation of certain benefactions,
held by the City, in Trust, is not
onlyx Plunder but a Crime.
The Toledo University—“An Educational Comedy” and
may become “An Educational Tragedy”
THE NATIONAL EDUCATION Association OF THE UNITED STATES.
In an address before the Section on Higher Education at the Chicago meeting, July,
1912, the representative of a leading State University (Addresses and proceedings of
the National Education Association, Chicago, Ill., 1912, pages 778, 779) said:
“In trying to discover the value of a municipal university it might be proper to
consider the burden of its maintenance.
“The experience of the city of Toledo in its effort to found a city university, if it
does not present an EDUCATIONAL COMEDY may soon develop an EDUC AL
TRAGEDY. . . . In a letter written a few days ago by a citizen of Toledo, he says?
“I beg to draw your attention to the diversion of public funds from sore needed public
utilities. Our board of education, as you well know, is making every effort to give Our
public school system the highest degree of efficiency. This can only be secured by large
financial resources. We are confronted by a pending danger that our Board of Education
must reduce its annual levy to make room for a university scheme.” -



Toledo in the State University District
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To the above institutions of higher education conveniently accessible to
Toledo should be mentioned the OHIO WESLEYAN UNIVERSITY at
Delaware, Ohio, and the MICHIGAN AGRICULTURAL COLLEGE at Lansing,
Michigan.
Toledo is not a pioneer country remote and inaccessible to advanced insti-
tutions of learning. Few cities are more favorably situated. Toledo is in what
has been called “The State University District’’; six leading state universities
and four great endowment universities are within from one to ten hours of
the City of Toledo.
State support and large endowment funds enable these institutions to
furnish all the facilties for higher education at a small per cent of the actual
cost. One-third of all the students in the above named institutions are self-
supporting in whole or in part. An Ohio State bulletin says:
It has seldom been known that any student of Ordinary energy and industry was
obliged to leave the University because of a lack of money for necessary expenses, after
having been on the ground one semester—or long enough to inform himself of the op-
portunities of securing employment.


535 |
- ,7-h a 7
Contents // ?_
Toledo in State University District....... . . . . . . . . . . . . . . . . Inside Cover Page
Relative Rank of Four Institutions. . . . . . . . . - * * * * * * * * * * * g º º Inside Cover Page
The University of Michigan. . . . . . . . . . . . . . . . . . . . . . . . . . . Outside Cover Page
The Ohio State University. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Outside Cover Page
Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . 3
The American Medical Association and Toledo University. . . . . . . . . . . . . . 4
Educational Quackery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
The Municipal Diploma Mill. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • 6
The Tale of Three Cities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Toledo University Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8, 9
What $25,000 Might Secure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Toledo University Everywhere Discredited . . . . . . . . . . . . . . . . . . . . . . . . . . 11
The Jesup W. Scott High School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
The Morrison R. Waite High School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Toledo High School Instruction in Advance of Many Sumall Colleges....12–13
The Inability of Toledo to Maintain a University. . . . . . . . . . . . . . . . . . . . . . . 14–15
The School Enumeration; Children Not in School. . . . . . . . . . . . . . . . . . . . . . 16
The Compulsory Education Law. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16–17
The Cost of University Instruction Above Tuition Fees. . . . . . . . . . . . . . . . . 17
Child Labor Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
A Stated Compensation for School Attendance. . . . . . . . . . . . . . . . . . . . . . . . . 19
The State University; The Heritage of the Future. . . . . . . . . . . . . . . . . . . . . 19
The Ohio State Medical Board and Toledo Medical College. . . . . . . . . . . . . 20–22
The Flexner Report on Toledo Medical College. . . . . . . . . . . . . . . . . . . . . . . . 23
The Cost of Medical Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
What the Examiners Found. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
The Tragedy of the Discredited Medical School. . . . . . . . . . . . . . . . . . . . . . . 26
Dr. Stockbridge in “World’s Work’’. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Illegal Advertising . . . . . . . . . . . . - - - - - - - - - - - - - - - - - - - - - - '• * * * * * * * * * * * . . 27
The Numerous Resignations in Toledo University. . . . . . . . . . . . . . . . . . . . . 28
The United States Bureau of Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29, 31
The Toledo Chamber of Commerce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
The Toledo Charter Commission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
The Toledo Municipal Law College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Governor Cox and the Ohio School Survey. . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
The Scott Manual Training School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33, 34, 35
The Humiliation of Toledo. . . . . . . . . . . . . . . . . . . . .... • * * * * * * * * * * * * * * * * * > . . 36
Legal Opinions . . . . . . . . . . . - - - - - - - - - - - - - ... • * * * * * * * * * * * * * * * * * . . . . . . . . . . 36
The University Director Who Resigned. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
The Humor of University Campaigns. . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . 37
The Mott Bequest, Not to a University. . . . . . . . . . . . . . . . . . , * * * * * * * * * * * * . 38
. No Municipal Universities in Germany or England. . . . . . . . . . . . . . . . . . . . . 39–40
The Only Municipal University in U. S. Is in Cincinnati. . . . . . . . . . . . . . . . . 31, 39
Edited and compiled by A. E. Macomber, Toledo, Ohio.
Press of Kraus and Schreiber, 124 Michigan street, Toledo, Ohio.
1
How $50,000 was Extorted From Public
School Funds; The Board of Education
Subjected to an Unparalleled Hold-Up
What the Scott Manual Training School has been in former years; what was the
purpose of its benefactors; what was the decree of the circuit court in the prolonged
litigation instituted by the so-called university directors, is fully shown on pages 33,
34, 35 and 36 herein, and in an accompanying pamphlet entitled “Dedicatory Exercises,
on the occasion of the completion of The Scott Manual Training School.” [On this oc-
casion addresses were given by ex-President R. B. Hayes, Dr. C. M. Woodward, Dr.
H. H. Belfield, Hon. C. H. Ham, Dr. Felix Adler, Col. Augustus Jacobson, Superin-
tendent John W. Dowd, and others. In these several addresses not a word appears
suggesting any university purpose or concept. The tenor of every address was the
enlargement and enrichment of Secondary School work, and the co-ordination of
technical and vocational instruction with the High School.]
The challenge which the nine men, appointed by Mayor Whitlock, threw at the feet
of the Board of Education, one week before the opening of school, the last days of
August, 1913—was this: -
Not a line shall be produced in the Drawing rooms; not a blow shall be
struck in the Forge room; not a saw, plane or hammer shall be used in the Pat-
term-making shop; not a wheel shall turn in the Machine shop; not a needle
shall ply in the Garment-making rooms; not an hours’ instruction shall be
given in the Cooking and Domestic Science rooms, of the Scott Manual Train-
ing School Building until an agreement is reached to pay us $35,000 from
Public School Funds in relinguishment of our possession of such building,
under the decree of the circuit court.
The ground upon which such claim was made, as shown herein, rested upon the
decree, that such appointees of the Mayor shall maintain manual instruction in said
building for high school pupils and others in place of the Board of Education, and in
conformity to the terms of the ground lease granted by the Board of Education, dated
April 4, 1885, for the land upon which said building was erected.
In the Mott will case the Circuit Court gave as an excuse for the award of the
bequest to the appointees of the Mayor, that as they were to conduct the school as
directed in a former decree, they could best use the bequest in the manner directed by
the will, “to increase the usefulness of the manual training school.”
But this duty, which constitutes the basis of such possession, the Mayor appointed
board or committee not only refused to perform, but refused to permit the Board of
Education to perform at its own cost in such building, until an outright purchase of
such building and equipments, at a full appraised value, and regardless of the equities
arising from over six years of non-performance of the conditions of such ground
lease, and which now amounts to much more than twice the value of such building
and equipments.
The Board of Education will have for the current school year over 300 pupils in the
Central High School for manual work. Many of these pupils will be boys and girls
returning to school under the new compulsory education act. For the benefit of such
special class work has been arranged, including full manual and technical instruction.
It is a vital and deeply interesting department of school work. It will be impossible
for the Board of Education to care for these pupils with the needed instruction without
the use of the Scott Manual School building. The Board of Education was willing to
pay a rental, as heretofore, for the use of such building, and maintain the school at
its own cost. This offer was met with a defiant refusal, either to perform the duty
imposed by the decree of the Circuit Court, or to permit the Board of Education to
perform such duty at its own cost. And this is called the amicable settlement of a
controversy. In the same way is the surrender of one's purse to a midnight burglar
the amicable settlement of a controversy.
Note—All this is done in the name of university promotion. The numerous publications
of the so-called “College of Industrial Science”, and “College of Arts, and Science,” do not
indicate the attendance. The best-available information, however indicates, that the total
attendance—eliminating transients—does not exceed thirty—of these less, than ten are boys
and approximately twenty are young women, a few of whom are teachers in , the public
schools, demanding from the board of education higher wages, and yet unwittingly part
of a conspiracy to deplete the public school funds. g
The class attendance is uniformably small—often as low as three, , two, one. All the
professors or instructors heretofore employed haye, become so disgusted at the fraudulent
misrepresentations which lured them to Toldo, that all have resigned save the three and
the ºf resident,” whose time is largly occupied in advertising the “University.”
Notwithstanding the above limited attendance, the city Council was asked to appro-
priate $1,500 for a Registrar” and, $500, for a, Tºrarian, to care for a few books of less
Value than $100; $2,500 for the President and $1,200 for his assistants.
2 &
*
zºº”
Foreword
- The nine men appointed by the mayor under the high sounding title of
university directors, were immediately confronted with the embarrassing fact
that there was no university to direct. The authority of the mayor to appoint
university directors was by statute limited to cities having already in exist-
ence a municipal university (Cincinnati was the only city in the state in this
class).
The following statutory definition of a municipal university added con-
sternation to the situation:
“A university supported in whole or in part by municipal taxation is de-
fined as an assemblage of colleges united under one organization or manage-
ment, affording instruction in the arts, sciences and the learned professions and
conferring degrees.” *
And again: “Taxes shall only be levied and assessed when the chief work
of such university, college or institution is the maintenance of courses of in-
struction in advance or supplementary to the instruction authorized to be
maintained in high schools by boards of education.’’
To further complicate the situation there came to the directors the Machia-
velian suggestion that by certain devices the state law could be evaded.
A university extension lecturer, employed by a local Society, was called in
consultation. In a letter written shortly afterwards he describes this inter-
view. “I advised them,” he wrote, ‘‘that to meet the requirements of the
new law some plan could be adopted, such as organizing a College of Letters, a
College of Science and perhaps a College of Commerce to make the group re-
quired. I would not favor it (this plan) if it were not necessary to meet the
legal requirements.’”
Still later this lecturer, having several years experience as a collegiate
instructor, was unhappily (as he subsequently found) induced to accept the
office of “President” of the enterprise, and to work out in some way an
evasion of the state law. Two months after he entered upon this venture the
North Western Ohio Teachers Association met in Toledo. The new ‘‘Presi-
dent’’ asked permission to address the Association in behalf of his enterprise.
In this address before an intelligent body of teachers familiar with the proper
meaning of words, he shrank from the use of the word “university’’ and ex-
plained that “An Institute would be the more fitting name of the school” over
which he presided, but said he “For legal and financial reasons it is necessary
to call it a university.” "
The story told in the subjoined pages discloses some of the methods, adopted
by the mayor’s appointees (from time to time replaced by new appointments)
in the effort to evade the state law. These methods, it is believed, have no
parallel in municipal government and in the misuse of public funds and trust
estates held by the municipality.
In the subjoined pages will also be found the opinions of lawyers, judges,
schoolmen, officials having large experience in the administration of institutions
of higher education; the American Medical Association; the Carnegie Founda-
tion for the Advancement of Teaching; the United States Commissioner of
Education and the Specialist in Higher Education, all relating to proper uni-
versity standards.
*Later a “university director appointed by the mayor”, unwittingly in a letter to the
Toledo Blade (May 18, 1906) made a public confession of the scheme. He said:
“In order to more fully conform to the requirements of the statutes of the State,
the trustees made a lease for a term of five years of th Toledo Medical College Building,
and created the enterprise a part of the Toledo University, and at the same time resolved
upon opening a college of Pharmacy. These things were done, so as to remove any doubt
doubt as to the standing of the Toledo University as such.”
In order to create the college of pharmacy mentioned above, the Chemical Laboratory
and many valuable microscopes, and including the valuable microscope belonging to the
Domestic Science Department were removed from the Scott Manual School building to
the Medical College building. These equipments with an approximate value of $2,000 were
never returned.
3
J
The American Medical Association and the
Toledo University
(From Toledo Times, May 18, 1913.)
For eight years the city of Toledo in its municipal capacity has maintained a
medical college. This municipal experiment appears, however, to be a failure, at least
such is the opinion of The American Medical Association, the most authoritative body
in the realm of medicine.
*
In its third survey of the medical colleges of the country a number were found
So unsatisfactory as to be unworthy of support or patronage. Prominent in this num-
ber appears the medical department of The Toledo Municipal University. Out of 116
medical colleges found in the country (the number eight years ago was 166) 31 are
classified as candidates for retirement and for which there is no excuse for existence,
and including The Toledo Medical College.
Since this third survey was first published five medical colleges have arranged
to go out of business, and the medical examination boards of twenty states, moved in
part perhaps by the classification of The American Medical Association and in part
by their own investigations, have announced that after 1913 they will not even accept
for examination for license to practice medicine any students from the medical depart-
ment of The Toledo University, and several colleges classified with it by the Council on
Medical Education of The American Medical Association.
The report also discloses that in twenty states having medical colleges, no medical
college was found ranking as low as the medical department of The Toledo University.
The report appears to be in entire accord with the investigation made by the Carnegie
Foundation for the Advancement of Teaching two years ago, wherein it was declared
that there was not a shred of excuse for the continuance of The Toledo Medical College.
Apparently the Council on Medical Education has abundantly fortified itself
against adverse criticism. THE JOURNAL of The American Medical Association
editorially says: g
“This classification is the result of seven years of study and investigation
Of conditions underlying medical education in this country, and is the third re-
port presented by the Council. Benefitting from previous inspections, the third
tour resulted in the Securing of complete data regarding all colleges. Special
Care was taken to obtain corroboratory evidence supporting all statements
made So as to make fully reliable the data obtained. This classification, there-
fore, is based, not on more guesswork or opinion, but on facts, and the Council
has on file an abundance of data showing the reasons for every rating given.”
“These classifications have done and are doing great good. Thousands of
prospective students now have the means of knowing the character of the medi-
cal school they choose to attend. Medical Colleges have the means of knowing
how they rank as compared with other institutions.” ar
What action the Council will take in the premises will be watched with interest,
not only in Toledo, but in all the educational institutions in the country. When the
medical college was taken on by the city many thousand dollars of public funds were
expended to make the building habitable and the two paid instructors in the medical
school are still on the city salary pay roll.
That the medical college is the dominant department of the so-called Toledo
University appears from the fact that all the degrees conferred have gone to medical
students save eight L. L. B.’s secured by students in the municipal evening law school
(the only municipal law school in the United States) and three honorary degrees be-
stowed upon two men and one woman, all in mature life and already in possession of
numerous collegiate degrees.
“Educational Quackery”
INFERIOR SCHOOLS bearing the name of UNIVERSITY and issuing all kinds
of collegiate degrees, have so increased in recent years that a vigorous protest has been
made by numerous institutions, representing the interests of higher education. Some of
the most active in this work are: THE DIVISION OF HIGHER EDUCATION, U. S.
BUREAU OF EDUCATION; THE GENERAL EDUCATION BOARD; THE AS-
SOCIATION OF AMERICAN UNIVERSITIES; THE COUNCIL OF MEDICAL
EDUCATION; AMERICAN MEDICAL ASSOCIATION; THE CARNEGIE FOUN-
DATION FOR THE ADVANCEMENT OF TEACHING. A few opinions follow:
PRESIDENT WM. R. HARPER, UNIVERSITY OF CHICAGO : $
It is probable that a careful examination of the colleges now ebartered in the United
States would show that at least twenty or twenty-five per cent, are doing work of a char-
acter only little removed from that of an academy. This means simply that the term
“college” has been misappropriated by these institutions; and yet it is probably true that
moré than one hundred so-called “colleges” belong to this category; institutions of this
kind are recognized at a distance, if not at home, at their true worth. * * * *
The college that has no endowment, or an endowment of a hundred thousand dollars,
seeks to do the same things which the institutions with millions of dollars of endowment
find it difficult to accomplish. The most poorly equipped college announces courses in
every department of human learning; and students are compelled, in self-defense, to dab-
ble in everything rather than do work in a few things. * * * *
The professional schools with low requirements for admission attract many students
who might otherwise take a college course. This multiplication of medical señools and
law schools of a low grade is one of the great evils in connection with educational work,
DR. K. C. BABCO CK. CHIEF OF THE DIVISION OF HIGHER EDUCATION, U. S.
BUREAU OF EDUCATION : &
•
Stricter Federal and State laws are urgently needed to safeguard the public from im-
position, and to insure that only standard degrees receive recognition. * * * *
The public and the profession have the same right to demand that these degrees shall
at least approximate a widely accepted standard as they have to insist that coins in the
market shall be genuine and approximately full weight. The very fact that a degree has
real value encourages the multiplication of agencies for supplying the demand for de-
grees. * * * *
The practice of granting easy and unusual degrees and even absurd degrees by insti-
tutions legally chartered has been the source of strenuous protest and complaint in many
eireles for the last forty years. * * * *
The number of institutions conferring degrees of uncertain value has increased rather
than decreased in recent years. 43
smºssmºs”
BISHOP McLLV-AINE OF & HIO :
I consider the multiplication of institutions called colleges and empowered to confer
degrees exceedingly detrimental to the interests of general education. They divide pat-
romage and create competition, and instead of elevating the standard of education produce
precisely the opposite. The temptation is to lower the terms of admission, retain the
name, but lower the amount of studies, relax the discipline, confer degrees upon persons
shot fit to be sophomores, and to make the honor of graduation a miserable weed instead
of a classic laurel.
DR. ANDREW S. DRAPER, SUPERINTENDENT OF PUBLIC EDUCATION,
*x STATE OF NEW YORK,
Educational quackery is to be prohibited and punished; and educational quackery is
running riot; the frauds winch are imposing upon the credulity and taking the money of
the people under high-sounding educational names, should be closed up and punished with
a strong hand. All states may well follow the lead of New York in fining and imprisoning
people who use the title “college” or “university” or who presume to confer the time hon-
ored educational degrees, except with the approval of the constituted educational authorities.
The guarding of the gateway to the learned rofessions and of putting a stop to the
miserable attempts to build a professional expertness upon little or nothing, is a DUTY
which rests upon the state.
The Municipal Diploma Mill
Reputable institutions of higher education call attention to their facilities for
instruction, financial resources, teaching force, laboratories, libraries, etc.; the degree—
simply a certificate of prescribed faithful work—is rarely mentioned, and always as an
incidental factor related to work well done. *
*
&
In The Toledo Municipal University, in the absence of all the requisite appliance
for higher education, the stress is placed on the degree—a certificate for instruction
impossible to impart. *
*
The argument runs in a circle; because the institu-
tion “confers degrees” it is a university; and because it
is a university it has the right to confer degrees.
In an advertisement containing not over 136 words the following appears:
“Leading to the degree of A. B. /
“Leading to the degree of B. S.
“Leading to the degree of M. D.
“Leading to the degree of Ph. G.
“Leading to the degree of Ph. C.
“Leading to the degree of L. L. B.”
The advertising page of a leading State University, having an income approxi-
mately of $1,500,000, contains 800 words descriptive of its facilities for teaching in a
wide range of studies. Only two words appear relating to degrees. The emphasis is
placed upon the teaching facilities and not upon the degree.
Fulsome and “misleading university advertising” is receiving attention from
numerous organizations related to the work of higher education. The recent United
States Bureau of Education and the Carnegie Foundation for the Advancement of
Teaching comment upon this evil in no evasive terms.
THE DEGREE FETISH.
Professor William James of Harvard, commenting on the fetish of the higher
collegiate degrees, said: “It is no wonder if smaller institutions, unable to attract pro-
fessors already eminent, and forced usually to recruit their faculties from the relatively
young, should hope to compensate for the obscurity of the names of their officers of
instruction by the abundance of decorative titles by which those names are followed
on the pages of the catalogues where they appear. The dazzled reader of the list, the
parent or student, says to himself, “This must be a terribly distinguished crowd—their
titles shine like the stars in the firmament; Ph. D.'s, S. D.'s, Litt. D.'s bespangle the
page as if they were sprinkled over it from a pepper caster.’ Human nature is once
for all so childish that every reality becomes a sham somewhere, and in the minds of
presidents and trustees the Ph. D. degree is in point of fact already looked upon as a
mere advertising resource, a manner of throwing dust in the public's eyes.
“In reality it is but a sham, a bauble, a dodge, whereby to decorate the catalogues
of schools and colleges.”
Having secured $2,500 in 1909, a precedent was created; in 1910 the municipal award
was $3,800; in 1911, $5,000, and for 1913, $25,000 has been promised, notwithstanding the
limitation imposed by the statute on the aggregate city and school district tax levy. By
reason of such limitation and such unneeded award other dependent municipalities' func-
tions have correspondingly suffered. *~. *-.
Local tax revenues have a limit. An annual appropriation for a “university” (for
which ample provisions have been made by the state) necessarily limits to that extent
appropriations for imperative needs dependent upon local revenues.
6 }
The Tale of Three Cities;
CLEVELAND, BUFFALO AND TOLEDO.
- CLEVELAND–Under the vigorous compaign in behalf of modern medicine by
The American Medical Association, many inadequate schools read the handwriting on
the wall, and arranged to withdraw from the field. A notable and honorable example
was furnished by the trustees of The Ohio Wesleyan University. The medical depart-
ment of that institution was discontinued, and the buildings and equipment of its
medical college—quite considerable in value—were surrendered and merged with the
stronger medical college of The Western Reserve University. To bring this merger
of these two medical schools up to the requisite standard of teaching, laboratory and
clinical facilities, it was still necessary for certain citizens of Cleveland to provide an
endowment fund in excess of one million dollars. The school now stands in The
American Medical Association rating in “Class A plus.”
BUFFALO—In Buffalo a private medical school (less important than the sur-
rendered school of The Ohio Wesleyan University) bearing the imposing name of
“The University of Buffalo,” sought protection under an award of municipal funds and
the establishment of other collegiate schools under its pretentious name as a Municipal
University. The promoters were, however, honest enough to state with some measure
of reasonable accuracy the minimum sum under which the proposed municipal enter-
prise could be launched. The aldermen of the city were asked to guarantee at least
$250,000 per year for a period of ten years ($2,500,000). Under a well organized
scheme of advocacy some considerable support was created for the proposed adventure.
A strong sentiment of opposition developed. It was shown that medical schools in the
country existed far in excess of the demand, and that the Buffalo school was far from
the best; that the State of New York was already well supplied with institutions of
higher education; that every dollar of public revenue available for education was
needed to meet the increasing demands of the common schools of the city; that over
4,000 children in Buffalo between the ages of 14 and 18 years were not in school; that
most of such children were engaged in “blind alley” occupations; that approximately
one-third of the number had been compelled to leave school and find some kind of
work for a livelihood; that the welfare of these children demanded consideration before
any university scheme available only to those who had already been furnished with
14 years of free education and whose further opportunities were so amply provided
for elsewhere. The aldermen of the city gave the measure due consideration, listened
to the arguments on both sides, and rejected the schme.
TOLEDO—In Toledo the flotation of a weak, discredited medical college with a
few “colleges to make the group” was approached in a more subtle and skillful
manner. The cost of the adventure was disguised. Instead of asking for $250,000
per year for ten years—a minimum sum to float such a pretentious enterprise—“the
university directors appointed by the mayor,” with no consent or approval by the
council, were content to accept as the foundation of a university the appropriation
of $2,500 for one year. Whereupon they immediately issued in large editions bul-
letins for seven colleges containing pages of dummy professors and in numbers sur-
passing the teaching staff of many institutions having annual revenues of several hun-
dred thousand dollars.
Seven instructors for an Arts and Science college were secured, many of whom
had been, long waiting to -find a teaching position. These all left at the end of the
first year save the one whose salary was the smallest. This instructor had been re-
warded with the office of President of the University. Such had been the rapid retire-
ment of such instructors as could be secured that in the staff today four men are in
their first year at a salary less than that awarded to graduated student helpers in many
strong institutions; two are in their second year of service. These with the President
make up the teaching staff of the college.
C
Toledo Municipal University Statistics
In the late summer of 1909 a loquacious, peripatetic, stereopticon lecturer discov-
ered Toledo on his grand circuit. He paused in the city long enough to organize what
he called “a municipal university.” In pretentious bulletins and fulsome press reports
he announced an enrollment of thirteen hundred and eight pupils, widely distributed
through seven colleges. The accuracy of these figures was promptly challenged.
This adventurer found no difficulty in securing from “a board of directors
appointed by the mayor,” the approval of a code of by-laws, wherein he, and a small
group of men associated with him, were awarded life positions at a salary that was
extremely agreeable to them. When the enterprise was less than six months old he
reported to the United States Commissioner of Education that he was running a city
university in Toledo. He revised his enrollment, however, and—instead of 1,308 as
previously claimed—reported an enrollment of 760, admitting an error in the previous
contention of 548.
One year later his successor”—“The boy who stood on the burning deck, whence
all but he had fled”—reported to the United States Commissioner of Education that
the Toledo University was still running with six colleges, and again the enrollment
was revised; instead of 760, as claimed the year before, the total number was now
225, an admitted error of 535 in the former report. #
This new man, having limited experience in university work, committed the
mistake of printing the names of pretended students in the College of Arts and
Science.” The printed list—comprising 154 names—disclosed the methods adopted
in padding the enrollment. Men who occupied chairs in several colleges were also
enrolled as students—men and women engaged in the active duties of life, preclud-
ing university tasks, and including many married women, were found in the printed
list. The enrollment as published was swollen by names to which were attached
devices indicating the possession of the following collegiate degrees, to-wit: A. M.,
Ph. D., B. S., B. Ped., A. M., A. B., B. D., A. B., Ph. G., Ph. C., M. D., LL. D.
| Two later Annual Bulletins have been published, but no list of enrolled
students in any “College of Arts or Science,” or any “Industrial College” has appeared.
Apparently the attendance is so small—so fluctuating in character, so largely recruited
from young women of abundant leisure that an hour a day in class work breaks the
monotony of life—that it is deemed not helpful to disclose the names of those who
furnish patronage.
In 1909 the Toledo public was told that the College of Arts and Science enrolled
504 students—102 of these were candidates for degrees. The Toledo public now know
that the number of students enrolled at that time having adequate preparation for col-
legiate work and sufficient energy or enterprise to complete a course of four years’
study, was not 102 as stated but 3. These three young women received the degree of
Bachelor of Arts in June, 1913. These three A. B. degrees issued by the Toledo Univer-
sity cost the city $5,000 each, or a total of $15,000.
On the same University occasion a clergyman in this city, already having two
collegiate degrees—A. B., B. D.—from Heidelberg, anxious to increase the number—
even from the Toledo University—was awarded the degree of M. A. A graduated
student from Columbia with the degree of B. S. also received the degree of A. M. These
two Master of Arts degrees cost the city treasury $2,000 each, a total of $4,000.
*Note.—At the close of the first year of university instruction the president and the
group of instructors who had come to Toledo with him, silently folded their tents and
departed, leaving in the faculty the one instructor with least experience and lowest
salary. The loyalty of this man was later rewarded With the Office of president. It was
not until the spring of 1913 that these instructors were able to Secure full payment for
services rendered. For two and one-half years the city of Toledo was unable to pay the
professors who had taught in the university during the first year.
(2.
In the College of Pharmacy—Class of 1913—one student was graduated, receiving
the degree of Ph. G. The names of seven enrolled students were published in the first
year of that class. Were these names in part a fiction, or did six students find the in-
struction so irregular and inadequate as not to be worthy of prosecution to the end of
the course? The publications show that one student out of seven completed the pre-
scribed course of instruction. The incomplete and confused records make it difficult
to say how much this one student cost the city.
In the College of Law–Class of 1913—the only municipal College of Law in the
United States—the degree of L. L. B. was issued to two students. The enrollment in
this class as previously published was eight; six enrolled students did not deem it worth
while to give the necessary attention to class work to complete the prescribed course.
The Toledo University Law Bulletin publishes the names of twenty-two Professors
of Law. This number of professors of law as shown by the Bulletin of 1912-13 is
greater than is found in the Law School of the Ohio State University, with an at-
tendance of 200 students; as great as is found in the Law School of the University
of Michigan with its classes of 700 students.
No Law School in the United States has the like number of professors to grad-
uated students as the law department of the so-called Toledo University; eleven pro-
fessors to one finished student is a luxury the most heavily endowed institutions do
not indulge in. There is an impression—somewhat widely entertained, however—
that twenty of these widely advertised professors of law are dummies, performing no
active duties, and unconscious of the use made of their names. As only two of these
professors receive any compensation, the cost of the department to the city is not
heavy, but sufficiently large to have paid tuition and railroad fare for two students
to and from Toledo to Ann Arbor or Columbus, for a three years’ course of instruction
in an institution of accredited standing. *
In the same month that the so-called Toledo University conferred the degree of
A. B. upon three young women at the cost to the city of $15,000, there was conferred
by reputable institutions of higher aducation a like degree upon thirty young women
students of Toledo at a total cost for all—including tuition, books and railroad fare—
of a like sum of $15,000—an average cost of $500 each for the four years in institu-
tions of higher education, as superior to the so-called Toledo University as an arc
electric light is superior to a tallow candle. The schools selected with attendance in each
somewhat in the order named were: University of Michigan, Ohio State University,
Oberlin College, Ohio Wesleyan, Smith, Wellesley, Radcliffe, etc., etc. In the Ohio
State University—to the annual support of which Toledo contributes from $25,000
to $30,000—the cost of tuition (practically free), books, railroad fare, did not exceed
$200, for the four years of collegiate instruction; and in the University of Michigan—
45 miles distant from Toledo—the total cost of tuition, books and railroad fare for the
four years did not exceed $300. Some of these young women were self-supporting in
whole or part.
****
27A NTEETING-- OF THE FACULTY.
The Only Municipal College of Law in the United States.
Get a Degree While You Wait.

9
The $25,000 Appropriated by the City of Toledo for
the Year 1913 for an Impossible City University would
Provide for Some One of the Subjoined Imperative
Municipal Utilities.
TWENTY-FIVE THOUSAND DOLLARS would enable the Board of Education
to add fifty dollars to the salary of five hundred teachers in the elementary schools.
This advance in salary has been vigorously petitioned for, and the justice of the request
has been admitted by the Board of Education. The salaries are low. The appropriation
to a municipal university means reduced appropriations to the common school system
for teachers and school rooms, etc.
TWENTY-FIVE THOUSAND DOLLARS wisely administered would enable
200 children between the ages of 16 and 18 years, now compelled to labor in “blind
alleys” occupations for a livelihood, to return to school for at least a period of two
years and secure some measure of that birthright belonging to every child—freedom
from stunting child labor and at least a fair elementary education. To deny this and
provide for university training is an anomaly not to be long tolerated. }
TWENTY-FIVE THOUSAND DOLLARS would materially assist the Board of
Education in meeting the further duty imposed upon it by the law just enacted, under
which the school age has been advanced from one to two years—boys to 15 years and
girls to 16 years. To make this humane law effective further provision must be made
not only for more school rooms and teachers, but some method must be devised by
which a certain number of children under the prescribed ages shall receive some maa-
terial support to replace the stunting child labor wage upon which for a livelihood
such children now depend.
TWENTY-FIVE THOUSAND DOLLARS would enable the City Library Trustees
to double the efficiency of the public library. It would enable them to keep the library
better supplied with valuable books; and, above all, to maintain a series of lectures
upon literature, and the interpretation of books, directing attention to the best books,
and how and what to read. This aid now obtains in many public libraries. A compe-
tent scholar says: “A public library building without an adequate assembly hall for the
vocal interpretation of books, will soon be an anomaly. It will represent a case of
arrested development. It is a fundamental principle that a book distribution is in-
efficient that is not accompanied with a book interpretation activity.” Shall Toledo be
the last to take on this work? •
TWENTY-FIVE THôUSAND DOLLARS would furnish swings, vaulting bars
and athletic equipments for a play-ground on the East Side, and one in the congested
sections of the West Side, and provide a training director and assistant for each. The
city of Columbus furnishes an example worthy of emulation. The same is true of
Cleveland and Detroit.
TWENTY-FIVE THOUSAND DOLLARS would furnish the building and equip-
ment for a Parental School, including dormitories and manual traning school rooms,
for some of the delinquent boys whose problems now so perplex the Judge of the De-
linquent Court. Schools of this character (now in many cities) would save many an
unfortunate boy from a life of failure and crime.
TWENTY-FIVE THOUSAND DOLLARS would provide a loan fund which would
supplement the resources of energetic and ambitious students—graduating with credit
from our high schools but dependent upon self support in whole or part—to complete
a further course in The Ohio State University.
TWENTY-FIVE THOUSAND DOLLARS woull mend the conditions at the City Work
House, which Safety Director Mooney says are “a disgrace to the city,” and would reno-
vate and make more sanitary the prison at the Police Station, which one of our citizens
in the press said was worse than a dungeon of the dark ages, and which an investigator
of prisons declared that, out of 250 places of detention visited, this prison in Toledo was
the vilest.
\
10 *
The Pretense of a Municipal University by the City of
Toledo, not Recognized Abroad
THE UNIVERSITY OF MICHIGAN. The Registrar says: “The University of
Michigan has never recognized the work done at the Toledo University. This official
statement you may use as you may desire.”
THE UNIVERSITY OF CHICAGO. The Examiner of Colleges says: “So far
as I am aware Toledo University is not equipped to do the kind of work which we are
willing to credit towards a degree.” . And he adds that the advertisement published by
! the Toledo University that such credit would be granted, was unauthorized and should
‘be discontinued.
COLUMBIA UNIVERSITY. Dean Carpenter says: “I have written to President
Cockayne that his statement as contained in his advertisement of the acceptance by
Columbia University of work done in Toledo University is misleading and should be dis-
continued. We should not accept the student of Toledo University under any such
blanket provision.”
NORTH CENTRAL ASSOCIATION OF COLLEGES AND SECONDARY
SCHOOLS. The Chairman of the Executive Committee reports that “The application
of the Toledo University for recognition and membership was declined.” The Toledo
High School has for more than fifteen years been a member of this Association.
THE ARMOUR INSTITUTE OF TECHNOLOGY. President Gonsaulus was in-
vited to give an address in Toledo under the auspices of the so-called Toledo University.
His reply was: “No, I cannot afford to compromise my reputation on such a platform.
We have too many colleges and universities. We need more and better high schools.”
The Case School of Applied Science has granted no immunity to the first and
second year students of the so-called Toledo university. If any such students should
ever apply for advanced standing, their qualifications will be determined by suitable
examination.
THE OHIO STATE UNIVERSITY. The Dean of a leading department in
Science wrote:
* “Knowing the facts in the case the Bulletin of the Toledo University was a sur-
prise to me. The people who are back of it and can get out such a bulletin ought to be
able to float a gold mine almost anywhere a hole could be found in the ground”
THE UNITED STATES BUREAU OF FOODS, SANITATION AND HEALTH.
The Director, Dr. Harvey W. Wiley, under date of May 20, 1912, wrote:
“I have investigated the standing of The Toledo University, especially the Car-
negie report thereon, and have cancelled my engagement to speak there on the 31st,
1912. After looking into the standing of the institution, I did not feel I could keep
my engagement.”
DR. HENRY H. BELFIELD, an eminent educator, in honor of whose services
BELFIELD Hall, Chicago University, was named, wrote:
“I had not heard of the attempt to obtain—is STEAL too strong a word?—
possession of the Scott fund. This seems to me a piece of impudence equaled only
by the effort to lead people into the belief that anything worthy of the name University
can be established without either an endowment of many millions, or a generous and
constant appropriation of public funds. I wonder whether the promoters of this scheme
imagine that they can persuade the people of Ohio, who feel the need of increased tax-
ation in order to put their State University in the front rank, that they desire to add
to their budget the expense of another University. Perhaps they think that the city
of Toledo wishes to furnish millions of money for University buildings and equipment,
and then tax themselves a half million for current expenses. For the city to pay board
and tuition for every citizen, old and young, who shall desire a University education, and
contribute also their traveling expenses to and from Columbus, would be far more sen-
sible than to build and maintain a first-class University in Toledo. It would certainly
be more economical. *
“We do not need more universities. We do need more first-class secondary
schools.
“I am somewhat acquainted with the financial condition of the two great Univer-
sities—Michigan and Chicago—and I know that they both could spend to very great
advantage much more money than they have.
sº “I trust that your citizens will be able to defeat this attempt to divert the Scott
fund from its original purpose. I cannot believe that your courts will lend themselves
to such injustice.” .*
11
The Jesup W. Scott High School, Toledo, O.
The site comprises a tract of ten acres.
Jesup W. Scott; an early citizen of Toledo who eviced a lively and in-
telligent interest in public education, and gave to this cause freely of his ma-
terial wealth. To him more than any other citizen is the city indebted for the
valuable property upon which is situate the Central High School.
Mr. Scott anticipated with almost prophetic vision the great movement
which today the country over, dominates the modern system of public educa-
tion, widening its scope to include instruction in industrial occupations. At
a time when throughout the United States there were but three technical
schools where practical training could be secured, he set aside a short time
before his death a valuable property to aid in the promotion of technical and
industrial training. This led to the first manual school in Toledo and in Ohio.
High School Instruction
High School Instruction in Ohio may comprise a four-year course as in Toledo, or
even a six-year course if so determined by the Board of Education. The branches of
instruction authorized to be taught stated in detail are as follows:
History—Comprising history of the United States, and other countries.
Language—Comprising English, Greek, Latin, French, German, Spanish, etc. Also
English and American Literature and the literature of other countries and periods.
Mathematics–Comprising arithmetic, higher arithmetic, algebra, plain geometry,
tigonometry, mechanics, etc.
Science-Comprising physics, physiology, chemistry, botany, zoology, biology,
physiography, geology, etc.
Industrial Arts—Comprising free hand, mechanical and architectural drawing,
stenography, typewriting, bookkeeping, clay modeling, etc. All shop work, including
carpentry, pattern making, forging, machine work, and domestic economy, including
cooking, sewing, dressmaking, household chemistry and sanitation.
Manual Training—The provision for manual training work in the Scott and
Waite High Schools is fully equivalent to that offered in many exclusively technical
schools. In all there are seventeen manual training rooms and shops. Five of these
are on the ground floor—the wood turning shop, forge, foundry, machine shop and
applied design room. All shops have special locker-rooms and lavatories in connection.
On the first floor are three rooms for free-hand drawing and design, and the joinery
shop. On the second floor are two rooms for mechanical drawing.
12

The Morrison R. Waite High School, Toledo, O.
The site comprises a tract of fifteen acres.
Morrison R. Waite: a pioneer citizen of Toledo, beloved for the purity of
his private character, his enlightened public spirit and the integrity of his
professonal and judicial career.
His upright character, his quiet and unostentatious manners, his legal
acumen and sincere love for his profession, won for him a leading position at
the bar, and in the esteem and love of his fellow townsmen. He was counsel
for the United States before the Geneva Arbitration Tribunal—1871-2. In 1874
he was appointed to the high office of Chief Justice of the Supreme Court of
the United States; this office he held until the time of his death—fourteen years
later in 1888.
Domestic Science Department is provided with a large kitchen, together with a
dining-room, pantry, bedroom and bath, arranged en suite, and designed to illustrate
all features in connection with the care of the home. On the second floor are two
rooms devoted to domestic arts—sewing and dressmaking.
Commercial work is amply cared for in three rooms—a large bookkeeping room
24x60 feet on the ground floor, a double room for stenography and typewriting 24x45
feet, also on the ground floor; and on the first floor a commercial geography room
24x30 feet. A four-year and a two-year commercial course will be offered.
Scientific Laboratories–These comprise Laboratories in Physics, Biology, Physical
Geography, Physiology, Chemistry and Botany. All six laboratories are located in the
right wing of the building, two being placed on each floor. Three of the laboratories
are 28x89 feet each, with a connecting demonstration room 27x32 feet; while the other
three are approximately 27x56 feet each, with a connecting demonstration room 27x30
feet.
Academic Work—There are twenty-three recitation rooms, most of which are 20x24
feet, designed to accommodate classes of thirty. Five of these are on the ground floor,
ten on the first, and eight on the second floor. Students prepare their lessons in the
study-room, of which there are two, one on the first and one on the second floor, each
having a seating capacity of 200.
13

The inability of the City of Toledo to maintain a Univer-
ity in competition with the State of Ohio is
disclosed in the subjoined table. . "
The council by ordinance July 14, 1913, made appropriations for the
ensuing year as follows:
General Fund . . . . . . . . . . . . . . . . . . . . . in a º A & tº º e a * * * * * * . . . . . . . . . . . . . . $ 36,638
Public Health ". . . . . . . . . . . . . . . * * * * * * * g º e º 'º & © º º e º º º . . . . . . . . . . . . . . . 25,614
Hospitals ". . . . . . . . . . . . tº t e A & © tº e º 'º a º • * * * * * a s e s e a s a & & © e º 'º e º 'º ºr tº e º ſº º 13,783
Parks and Boulevards ". . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30,392
Public Library *. . . . . . . . . . . . . . . . . . . . . . tº e º 'º tº e º e º e a tº us a e º e º e º e º 'º e º s -e. 27,367
Childrens Play Grounds 4. . . . . . . . . . . . * & e º e a tº a - e º a tº gº e . . . . . . . . . . . . . . 00,000
Detention School for Delinquent and Insubordinate Children ". . . . . . ... 00,000
To Mitigate “Child Labor’’ and enable 2500 children to escape ‘‘blin
alley” occupations, and to secure at least an elementary education” 00,000
Provision for Decent Workhouse remote from the city ". . . . . . . . . . . . . . 00,000
Provision for renovation of City Prison (now the Hole of Calcutta)*... 00,000
The City University, limited to less than one per cent of Toledo School
Population, discredited by institutions of higher education, and
refused patronage by High School students. . . . . . . . . . • * * * * * * * ... 21,737
Interest and Sinking Fund. . . . . . . . . . . . . . . . . . . . . . . . . . . & º e º º ºs e º gº tº º tº 801,489
Public Safety and Public Service. . . . . . . . . . . . . . . . . . . . . . . . & e º ºs º f is e s ºf 590,739
Note 1—Inadequate.
Note 2—Utterly inadequate.
Note 3—Half starved by reason of unlimited support; no branch libraries and no
book interpretation. Had Toledo made the same per capita award for the Toledo Public
Library that Cleveland made for the Cleveland Public Libraries the Toledo award . would
have been over $100,000 instead of $27,367. But then Cleveland has no university to main-
tain and in the words o f the Cincinnati Enquirer’s university correspondent, has that much
more money to expend for public libraries and public schools.
Note 4—The Toledo Federation of Women’s Clubs say: “To allow a child to grow up
without a place to play, is a crime against civilized society and Our armies of tranps, and
hordes of hoodlums are almong the just fruits of our educational system that slights this
most important part.”
And Jane Addams adds: “One of the first duties of a city as we now believe is to give
its º and girls, the future citizens—who are to make or mar the community—a place
to play.”
The City of Columbus has provided playgrounds for her children. Juvenile delinquency
has been reduced nearly one-half. The money expended in Toledo on a fake university—
the laughing stock of the country over—would go far to provide such opportunities for
the children of Toled O.
Detroit and Cleveland have followed the example of the City of Columbus.
Note 5—Of the Chicago Parental School Miss Jane Addams says: “We finally equipped
ourselves with a splendid parental school. We discovered that certain boys, who did not
get on very well in the ordinary schools, when they were sent out in the country to this
parental school, developed a taste for farming, for stock growing and for all sort" of
things, simply because they had something to do with their hands.” Such a place ºf
detention is imperatively needed as an adjunct to the Juvenile Court.
Note 6—In Cleveland the GOOdrich House Employment Bureau for Girls made an appeal
to the Federation of Women's Clubs, to contribute the equivalent of the wages of young
girls in homes absolutely dependent upon the toil of the little ones, while the children
remain in school. It was a part of the campaign to prevent the employment of girls be-
tween the ages of fourteen and sixteen. A personal appeal has been made to parents who
permit heir children to go to work at this early age and who are able to keep them longer
in School. t
The women's clubs in Cleveland will provide scholarships for those , who are entirely
forced to go to work at this tender age. . The money that the child would earn is paid to
the parent while the child will continue in school. Like aotion has been taken in Several
cities. The scholarships will yield from $2.00 to $3.00 per week equal to the average wage
of such children. - *
Note 7—Ask the Director of Public Safety. He has, plead in vain for funds, and de-
clares the present Work House building “a disgrace to the City.”
Note 8—Ask the Judge of the Police Court, or the Rev. Joseph H. Bethards, who has
made an investigation of this “Hole of Calcutta.”
Note. It is no reply to the above implied criticism, that some of the activities above
mentioned fall within the province of other local departments. . . The reckless use, of tax
revenue by one, impedes the discharge of vital duties by another. Wh9ever will read
the act of forty-nine pages, passed April 28, 1913, by the recent Qhio legislature upon the
conservation of child energies and opportunities, will discover that there are other im:
perative duties incumbent upon local government, transcending in importance municipal
universities. - ſº
14
The total appropriation for the year 1914 was $1,561,593, and $60,000 in
excess of the levies authorized by law. It will be observed that more than one-
half of the tax levy for the year 1914 will be required for Interest and Sink-
ing Fund. *
A “university” implies an institution in advance of a four years High
School. No student can use a “university” until the completion of 12 to 14
years of continuous work in the public schools including the full High School
work, (or the equivalent in private schools). The number of school children
who complete this course and enter upon university instruction is less than five
per cent of the children in the first grade of school work or less than one per
cent of total school population. When this stage of preparatory work is
reached the student “knows enough to know” that the state university or the
amply endowed private university will furnish the best instruction much below
the actual cost. ---
Why the council should be so utterly oblivious to the welfare of the 95 per
cent who do not complete the High School work, or of the 40 per cent who do
not go beyond the elementary grades, or of the 2500 children who by reason of
economic necessity are compelled to leave school and seek some “blind alley”
occupation, is a problem deserving the most serious consideration.
It is a widely accepted opinion in this city that the wave of “unrest” has
been unduly cultivated in Toledo and much political capital has been drawn
therefrom. In the promise to each cult of the ‘‘unrest’’ that the city “uni-
versity” will give prestige and promotion to the doctrines of that cult—from
Karl Marx all the way down the line — is found the explanation of such
approval as now obtains for the so called Toledo University.
No person conversant with the cost of university admiinstration; with the
abundant provision now extant for higher education; with the enlarged scope
of the modern high school or with the “system’’ of public instruction con-
templated by the-state constitution wherein the local High School and the
State University are made component and interrelated parts can give approval
to a local university scheme supported by public taxation.
THE OHIO STATE UNIVERSITY. President Thompson in his recent report to
the State Legislature says:
“A study of the foregoing table in connection with the facts set forth in the report
will suggest that an annual revenue of one million dollars is now needed to carry on
the work already established in the Ohio State University.”
THE UNIVERSITY OF MICHIGAN. President James B. Angell says:
“A university of the leading type cannot go on without a plant and endowment
of several million in value.” He explains how in Michigan
“A bill . . . . . frittering away the endowment, and the establishing a brood
of weak and impossible colleges was prevented.”
CORNELL UNIVERSITY. Hon. Andrew D. White, First President of Cornell Uni-
versity, in his autobiography observes:
“We have seen excellent small,colleges transformed into pretentious shams called
universities.”
The pretentious sham called the Toledo University did not have even the “excellent
small college” as a foundation.
In reply to the oft repeated assertion in this controversy that “all existing institu-
tions of higher education are for the pampered sons of the rich” and that relief for the
people must be found in The (Toledo) Municipal University, attention is drawn to the
well known facts in the premises as given by Dr. Twing of the Western Reserve
University and Dean Reed of the University of Michigan. Says Dr. Twing:
“We believe that accurate statistics would show that two thirds of the students
who in our own country have gone through college have been the sons of men in com-
parative poverty. To these has the main benefits of the university endowments inured.
The endowments (and now State aid) have prevented the monopoly of education by the
rich. The fees for tuition, now represents only a part of the cost of the tuition itself.”
Dean Reed of the Michigan University in an address before the Association of
Teachers in North Western Ohio in 1909 said that one-third of all the students in Ann
Arbor were self supporting in whole or in part. This is true and to the same extent
at the Ohio State University in Columbus.
- 15
The 1913 School Enumeration
The school enumerators in June, 1913, reported for the Toledo school dis-
trict, school children 6 to 21 years of age, 43,605. These were classified as
follows:
In Ward Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19,365.
In High Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,761
In Parochial Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7,585
In Private Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 658
In Colleges and Universities—
Local Business Colleges . . . . . . . . . . . . . . . . . . 300
Schools of Higher Education . . . . . . . . . . . . . 300
— 600
Not in School—
Reported at work . . . . . . . . . . . . . . . . . . . . . . . 9,768
Unclassified. . . . . . . . . . . . . . * - - - - - - - - - - - - - - 3,868
— 13,636
43,605
“20 30 *0 Jo 60 7.6 &o 30 ) su
5th Grade, Age 11
6th Grade, Age 12
7th Grade, Age 13
8th Grade, Age 14
H. S. 1st Year, Age 15
H. S. 2nd Year, Age 16
H. S. 3rd Year, Age 17
H. S. 4th Year, Age 18
The white shows the per cent of all the children in Toledo—ages ten to
eighteen—attending school.
The black shows the per cent of children—ages ten to eighteen NOT IN
SCHOOL,
The above table gives a definite picture of just what part of the whole
task of education the public and parochial schools are doing, and makes clear
that much remains to be done in elementary education and that we have only
made a beginning in the field of the high school.
Five thousand children in Toledo—between 14 and 18 years of age—are
not in school.
Two thousand children in Toledo—between 14 nd 16 years of age—are not
in school.
Three-fourths of these children left school in grade eighth or below, over 1,500
Two-thirds of these children left school in grade seventh or below, over 1,250
One-half left school in grade sixth or below, over, . . . . . . . . . . . . . . . . . . . . 1,000
The Compulsory Educational Law
The law now in force prohibits the employment of children under 14
years of age, and prohibits the employment of children between 14 and 16
years of age unless the child shall have a school certificate showing that the
Fifth Grade of school work has been completed and the age of fourteen
reached. § /

16
To remedy in some measure the social waste of child labor the recent
(1913) Ohio legislature passed a law—enforceable the next school year—which
raises the school age for girls to 16 years, and for boys to 15 years and requires
the completion of the Sixth Grade of school work. This grade of school work
the average child can complete in the twelfth or thirteenth year of age.
This new law, if strictly enforced as it should be, will increase the school
attendance in Toledo at least 1,500, and deplete the ranks of child labor to
that same extent. To properly meet this new demand approximately forty
new school rooms will be needed and a corresponding increase in the teaching
staff, and some material aid to the most needy.
In the opinion of state factory inspectors and local truant officers, the
parents of three-fourths of the children reported “at work” are financially
able with no unreasonable sacrifice to keep their children longer in school if
the wisdom of such effort was duly appreciated; it is also the opinion of such
factory inspectors and truant officers that fully one-fourth of the children “at
work” have been forced to leave school and swell the ranks of child labor by
economic necessity, that is, to abandon the opportunity of further education
and seek such work as they can get in order to live.*
We have been made familiar with the slogans “Education,’’ ‘‘Equality of
Opportunity,” as an argument for a city university for the favored few who
complete the enlarged high school course. Is it not pertinent to inquire
whether these 2500 children in this city have not some claim to “equality of
opportunity” in securing such further education as will give them an un-
hampered start in life? And should not such claim take precedence over the
fortunate few who have already secured twelve or more years of free educa-
tion in our public schools?
Among the children “unclassified” are those who elude the truant officer
and the delinquents who so tax the patience and judgment of Judge O’Donnell
of the Juvenile Court. A Parental School such as many cities now have for
the care of insubordinate children is a needed adjunct to the Juvenile Court.
Has the city of Toledo no duty to discharge for these unfortunate children?
Shall they be forever neglected for universities?
The Cost of University Students Above Tuition Fees
The statistics of leading State and Endowment universities show that the average
reputable university spends $5.00 to every $1.00 it receives from its students. This is
is particularly the case in the medical schools. The medical students at Michigan,
Cornell, Chicago, Harvard and Yale have expended upon each, above tuition fees, from
$500 to $800 annually.
This subjoined table was prepared in 1911 by the Michigan State University:
University Statistics 1910
Expended per Student. Income. Enrollment.
Yale . . . . . . . . . . . . . . . . . . $450 $1,453,811 3224
Harvard . . . . . . . . . . . . . . 446 2,421,221 5426
Columbia . . . . . . . . . . . . . 399 3,172,686 7938
Minnesota . . . . . . . . . . . . . 398 1,806,800 4548
Wisconsin . . . . . . . . . . . . 369 1,854,910 5015
Chicago. . . . . . . . . . . . . . . 367 1,980,668 5390
New York . . . . . . . . . . . . . 337 . 1,368,604 4055
Illinois . . . . . . . . . . . . . . . . 316 1,580,040 4923
Cornell . . . . . . . . . . . . . . . 315 1,769,669 5609
Michigan. . . . . . . . . . . . . . 262 1,431,064 5452
Ohio State . . . . . . . . . . . . 259 924,611 3224
$º This does not include interest or depreciation of the plant. The value of lands,
buildings, laboratories, libraries, etc., in each institution mentioned above exceeds five
million dollars.
*These children live “so close to the line that divides bare livelihood and sheer starva-
tion that a certain stark terror never leaves their souls! The how I of the wolf is ever at
their door.” *
17
Dr. Scott Nearing, in “Child Labor Problems ” says
“For national defense two schools are provided, one at Annapolis and one at West
Point. In these schools, food, clothing, and the most painstaking training are provided
for the boys who are expected to become the military defenders of the nation. It is
seldom that the nation is compelled to resort to the military in order to maintain
itself, but every moment of every day the nation is absolutely dependent upon industry
for that maintenance.
“Is it a necessary thing to give food, clothing, and training to the military de-
fenders of the nation ? How much more imperative that the necessaries of life should
be provided for its industrial defenders. The military struggle is an occasional one,
but the industrial struggle is a constant one, and far more depends upon it than upon
military events.
“Child labor is a process of mind stunting. First the child is removed from the
possibility of an education, taken from the school and placed in the factory where he
no longer has an opportunity to learn; and then he is subjected to monotonous toil, for
long hours, often all night, in unwholesome places, until his body and mind harden
into the familiar form of the unskilled workman. is tº º
“There can be little question that child labor is a social waste. It hurts the
children’s bodies, deprives them of needed education, and often places them in question-
able moral surroundings. Child labor is a social waste, and as such should be sum-
marily dealt with. fe
“It may be stated as a safe proposition that for every dollar earned by a child
under fourteen years of age, tenfold will be taken from their earning capacity in
later years. . . . . . -- g
“For the great majority of children who leave school and enter employments at
the age of fourteen or fifteen, the first three or four years are practically waste years
so far as the actual productive value of the child is concerned, and so far as increasing
his industrial or productive efficiency.
“The child goes to work through ignorance of the real conditions of life, and of the
good things sacrificed. A bright lad at school often becomes a stolid drudge in the
factory, never learning, never rising, condemned because of inefficiency to be a com-
mon drudge to the end of his days.
“Commissioner Andrew S. Draper, of New York State, says: ‘I confess it startles
me to find that certainly not more than two-fifths and undoubtedly not more than a
third of the children who enter our elementary schools ever finish them, and that not
more than one-half of them go beyond the fifth or sixth grade.”
“A school lunch should be provided and served at cost to those who choose to pay
for it, while in cases where children are underfed through parental neglect or ineffi-
ciency, the lunch should be free of charge. The widest European experience affords
a basis for the provision of lunches.”
And the Outlook magazine adds: “It is a lamentable fact that the child whose
early years ought to b of the greatest value is generally the child whose early years
are of the least value. For to the children of the very poor the end of childhood and
the cessation of education come early. Fourteen years Qf age to them is as eighteen
to those who can continue their studies through the hiº school, or as twenty-five or
thirty to the man who is preparing for a profession—it is the time when preparation
for the work of life ends, and the work begins. Hence the inestimable value of these
few early years.”
The editor of The Toledo News-Bee, N. G. Cochran, says: “Many thousands of
youngsters never get to high school or college; these by the pinch of necessity, are
forced from schoolroom to factory, mine or shop, to battle for a living with only a brief
acquaintance with books and very little fitting in handicraft.
They are quitting school just as the delights of learning are beginning to open
up to them. Some of them are quitting heavy-hearted because their ambition to
qualify for the so-called higher ranks must be waived under the mandate of necessity.”
18
Higher Ground
By Augustus Jacobson.
(A. C. McClurg and Company, Chicago, Ill., 1888.)
My proposition is that the manual training school shall be made a part of the
American public school system, as it already is in Chicago, Toledo, Philadelphia and
other places, and that to enable all children to get the benefit of the school, parents
or guardians shall be paid for keeping the children at school throughout the public
course, including the high school or manual training school. The compensation should
begin at the child’s twelfth and continue till his twentieth year; first year, $50; second
year, $75; third year, $100; fourth year, $125; fifth year, $150; sixth year, $175; seventh
year, $200; eighth year, $250.
The proposition includes boys and girls. In Toledo and Philadelphia, where
manual training has been introduced into the public schools, experiments are being
made which will eventually make the manual training as serviceable for girls as it
already is for boys. In Philadelphia and Toledo girls are being taught cooking, sewing
and many of the househould arts.
The first step towards a remedy for the poor condition of the world’s hand-workers
lies in raising the grade of their intelligence, the grade of their skill, the grade of
their work, and as a consequence the grade of their ability and power to earn money.
The first step toward a remedy for the poor condition of the world's hand-workers lies
in training their brains together with their hands, and letting the product of their
labor be the product of skilled hands and of trained brains. The first step lies in increas-
ing the earning capacity of the individual.
There is no earthly use in additional School facilities unless the children are Sup-
plied with the means of availing themselves of those facilities. The necessity is upon
the children to earn their livelihood; and of what use are School facilities to children
who must work for their daily bread from early morn till dewey eve?
[Colonel Augustus Jacobson, an eloquent advocate of industrial education, gave a
leading address in Toledo on the occasion of the dedication of the Scott Manual Train-
ing School. HIGHER GROUND was published in 1888. Since that date great advance
has been made. What was then regal aed as an experiment, has received the approval
of leaders in education in all the States. Leading cities are competing with each other
in the provision for industrial as well as cultural training. So much has already been
secured; there is abundant reason to expect that long before the expiration of the next
twenty-five years, such provision will be made as will secure to all children over four-
teen years of age, two to four years of further training under some scale of compensa-
tion not unlike that advocated by Colonel Jacobson. The cost will be far below that of
a reputable municipal university and will secure to the community the conservation of
its most valuable resource, the health and future welfare of its youth, now in a large
measure recklessly squandered in the “blind alley” occupations of child labor.]
The Heritage of the Future; The State University
President Harper is quoted as saying shortly before his death: “No matter how
liberally the private institutions may be endowed, the heritage of the future, at least
in the west, is to be in the state universities.”
The augmenting resources of the state universities of California, Minnesota, Illi-
nois (this year $2,500,000), Michigan, Ohio, Wisconsin, reaching now into the millions
annually, plainly indicate the future support for higher education.
And Dr. Draper voices the consensus of opinion among School men when he says:
“There is no doubt that higher learning will be centralized in great institutions. Modern
methods of instruction and the opportunities which the discriminating public demands
make this inevitable. * * * The universities which get the lead now will be likely
to hold it. Large attendance and excellence of work make this inevitable.”
19
Appendix A *
THE OHIO STATE MEDICAL BOARD AND THE TOLEDO MEDICAL COLLEGE
—A SIXTY DAYS REPRIEVE.
1. The drastic report on the Toledo Medical College by the Carnegie Foundation
for the Advancement of Teaching, wherein it was alleged that “there was not a shred
of excuse for its continuance,” so low and inadequate was it, in all that pertains to
modern medicine; the report of the Council on Medical Education of the American
Medical Association, wherein the Toledo School was remanded to the discredited
“Class C,” and prospective medical students warned against its patronage; the fact
that the medical boards of twenty states have announced that hereafter no student
from the Toledo Medical College—Department of the Toledo University (?)—will
be admitted by them for examination for license to practice medicine, created a situa-
tion that imposed upon the Ohio State Medical Board the necessity of taking some
action in the premises.”
2. Hence, on June 10, 1913, the following letter was issued from the office of
the Ohio State Medical Board: Columbus, Ohio, June 10, 1913.
Dr. E. I. McKesson, Secretary Toledo Medical College, Toledo, Ohio.
Dear Doctor McKesson:—At a called meeting of the State Medical Board on June
4th the Secretary was directed to notify you that the matter of the future recognition
to be given Toledo Medical College would come up for consideration at its next regular
meeting, July 1st. At that time the board will be pleased to have the executive
officers of the college to meet with it to discuss this matter. If you will be kind enough
to inform us of your intention we will arrange the programme accordingly.
Very sincerely yours, GEORGE H. MATSON, M. D.,
Secretary State Medical Board.
3. On the same date the Secretary of the Ohio State Board addressed communi-
cations to Dr. Colwell, Secretary of the Council on Medical Education—American Medi-
cal Association; to Dr. Means, Chairman of the Association of American Medical Col-
leges; to the Secretaries of the State Medical Boards for Pennsylvania, New York,
Michigan, Indiana, Wisconsin and Minnesota, requesting them to appear before the
Ohio State Board on July 1st, 1913, to furnish such information as they may possess
relating to the standing of the Toledo Medical College. *
4. The Secretaries of the several State Medical Boards mentioned above all
appeared by letters at the date mentioned, stating with more or less fullness the reasons
which obtained for the non-recognition of the Toledo Medical College. Dr. Colwell,
for the American Medical Association, and Dr. Means, for the Association of American
Medical Colleges, also appeared by letters.
The former president of the Ohio Medical Board, Dr. James A. Duncan, of Toledo,
presented the subjoined letter from Dr. George A. Todd, of Toledo, deprecating the
further recognition of the Toledo Medical College:
The Ohio State Medical Board, Columbus, Ohio. Toledo, Ohio, June 30, 1913.
Dear Doctors:—It was my intention to attend the meeting of your board to be
held in Columbus tomorrow afternoon regarding the continuance of the Toledo Medi—
cal College, but I find this will be impossible.
I have signed the petition to be presented to your boãrd advising that the in-
stitution be discontinued.
My reasons for so doing are: that the institution has not been and is not now
equipped with sufficient funds, or materials, either in a laboratory or clinical way, to
properly educate men to practice medicine; that many of the men who have graduated
from this school in the past have been compelled to do work in other institutions in
order to stand abreast with the graduates of other schools and acquire a thorough
medical education; that many of the men entering this Toledo school are not aware
and have not the means of knowing what are the requirements of a thorough medical
education, and the demands of a present day medical School; that the students enter-
ing are led to believe that it is better than the facts prove it to be.
This, I think, is a grave injustice to the men induced to enter this school, and who
are unprepared to judge of the character of the institution until it is too late.
For the past two years I have been catalogued as one of the instructors in surgery,
but I have never participated in any of the deliberations of the institution, either teach.
ing or signing diplomas or attending faculty meetings. . . . .
Sincerely yours, G. M. TODD, M. D.'
*In the 1912 report of the Ohio State Medical Board appear the names of “Medical
Colleges Outside of Ohio, Acceptable to the Ohio State Board.”
This list of Medical Colleges, outside of Ohio acceptable to the Ohio Medical Board,
does not contain the name of any Medical College designated in “Class C” by the American
Medical Association; The Qhio, Mºdigal, Board finds, all the “Glass C.” Colleges in, other
states, non-acceptable, and the Medical Boards of other states find the Class “C. Colleges”
in Ohio non-acceptable. Hence the “awful and embarrassing situation” in which the
gº." Medical Board finds itself in * further recognition to the Toledo Medical
O g
º
2
Dr. Duncan also presented the following petition signed by fifty-five Toledo
physicians:
o Toledo, Ohio, June 30, 1913.
To the Ohio State Medical Board.
It is the belief of the undersigned members of the medical profession in Toledo,
that the Medical Department of the so-called Toledo University has not been and is
not now adequately equipped for the education of medical students either in laboratory
or clinical opportunities, and in view of the present high standard of medical educa-
tion, it had better suspend operation: (*)
Jamés A. Duncan B. W. Patrick Anna G. Smith
H. H. Heath. J. E. Hunter Joseph R. Fitzgerald
Lewis F. Smead W. J. Stone F. J. Madden
C. E. Price W. G. Gardiner Gustavus F. Heinen
R. S. Walker W. W. Brand W. S. Loomis
James T. Lawless, Sr. N. N. Sallume J. D. Salvail
Todd Duncan James G. Cullen F. E. Coultrop
M. A. Jerome Elmer C. Unckrich R. W. Loor...is
C. M. Harpster J. L. Tracy Charles Louy
L. C. Grosh Thomas Hubbard C. H. Mills
Samuel S. Thorn -W. H. Snyder J. Lyttle Moore
B. B. Brim Otto Landman G. M. Todd -
G. L. Chapman C. L. Van Pelt Frank Jacobi
J. C. Reinhart C. N. Smith W. H. Fisher
H. B. Préston C. S. Ordway W. E. R. Schottstaedt
Charles Betts H. W. H. Nelles Theo Zbinden
H. E. Smead Sara Davies Horace N. Allen
J. Mortimer Bessey A. K. Jewell
Dr. Duncan also presented further letters and a petition signed by numerous
business men, citizens and taxpayers of Toledo, who (in the words of the petition)
“believe that Ohio should be relieved from the humiliation of giving official recognition
to a school so inadequate and unworthy as the Toledo Medical School,” and, further,
... that the pretended affiliation with an equally weak city university, for which there
is no need or adequate support, has brought ridicule and censure rather than help
—and support.”
It was also in evidence that the Toledo Medical College had been refused member-
ship in the Association of American Medical Colleges, and the so-called Toledo Uni-
versity, with which the Toledo Medical College claimed an affiliation had been refused
membership in the North Central Association of Colleges and Secondary Schools.
5. There was also before the Ohio Medical Board a letter from Dr. F. C. Waite,
Dean of the Medical Department of the Western Reserve University (Cleveland),
wherein it was stated that three students in the 1913 class of that department had
failed on certain topics, and had failed on a re-examination; that such students then
applied to the Starling Ohio Medical College, Columbus, for admission to the 1913
graduating class, where such request was declined; that such students then made a
like application to the Toledo Medical College, and were admitted to the graduating
class of 1913, and were awarded at the hands of the President of the Toledo University
the degree of Doctor of Medicine.
6. In behalf of the Toledo Medical College appeared the “President of the Toledo
University,” the Dean of the Medical College, and two practicing physicians, one a
professor in one college, and one a professor in four colleges of the so-called Toledo
University.
In behalf of the stand taken by the American Medical Association and the Medical
Boards of twenty states, including the states north, south, east and west of Ohio, there
appeared with Dr. Duncan three citizens of Toledo, including two practicing physicians
(W. J. Stone, M. D., and J. M. Bessey, M. D.)
7. In opening the session the President of the State Board recounted the volume
of testimony that had been placed before the members, relating to the standing of the
Toledo Medical College, and observed that “this has created an awful situation,” and
has placed this Board in a most embarrassing attitude. He called attention to the
communication from Dr. Waite, of Cleveland, and indicated that the facts therein set
forth were very serious and required an explanation.
T 8. It was significant that those who appeared on behalf of the Toledo Medical
College made no attempt to weaken the testimony on file with the State Board . It
was tacitly admitted that the Toledo School was not as strong as a medical school
should be, but the State Board was implored to take no definite action at this time
Note. ...*Laymen acquainted with the fearful consequences involved in cheap and inade-
quate medical schools will not, fail to acknowledge, a debt of gratitude to this group of
leading Toledo physicians; in this protest they reflect honor upon their profession and
devotion to the interests of the community. The number of names on this honor roll would
have been greatly increased had opportunity been given.
21
because conditions in the Toledo Medical School were going to be improved.
The President of the Toledo University, Dr. Cockayne, said the following things
were going to take place:
(1) A campaign was to be immediately instituted to raise an endowment fund
of $100,000–$50,000 of this to be secured before September 1st next, for the benefit of
the Toledo Medical College.
(2) The City Council was to be labored with, to the end that a larger tax levy
for the Toledo University (of which he was president) should be secured, and from
this increased levy $10,000 could be used for the Medical College.*
(3) The Medical College building, the president of the University explained, did
not belong to the University; it belonged to a private corporation known as The
Toledo Medical College Association. It was incumbered with a mortgage debt of $7,000,
interest $250 (unpaid sewer and paving assessments of $765). A resolution was pre-
sented from the owners of the Toledo Medical College building, adopted June 26, 1913,
agreeing to convey said property to the Toledo University subject to the incumbrances
thereon, and the further agreement by the City of Toledo to maintain for three years
a College of Medicine, and other conditions and burdens.”
9. The President of the Medical Board instantly noted the omission to make any
adequate defense of the Toledo school as it has heretofore been conducted, and directed
his questions to the probability or possibility of raising an endowment fund of $100,000,
and securing from the Council of the city such a tax levy as would enable the Uni-
versity Directors to award $10,000 to the Medical College. These questions trans-
ferred attention from the Medical College to the Toledo City University, and a some-
what heated debate followed.
10. On the one hand, it was alleged that the resources of the so-called Toledo
University were not sufficient for a small country academy; that such so-called Uni-
versity had no standing with the reputable colleges of the country; that its faculties,
as advertised, were largely made up of dummy professors (Dr. W. J. Stone and Dr.
G. M. Todd told the State Board that their names had repeatedly appeared as pro-
fessors in the bulletins of the Toledo Medical College, when in fact no permission had
been given for such publication and no service rendered); that its legal standing had
been questioned by many of the ablest lawyers in Toledo; that no ruling had been se-
cured in the courts validating a tax levy for its use; that a taxpayer's suit was now
pending in the Court of Appeals questioning the power of the City of Toledo to make
such levy.
It, ºs shown that a small trust estate accepted by the city to establish a Manual
Training School had been seized by the directors of the pretended University and un-
lawfully diverted from the uses contemplated by the benefactors; that Toledo was a
part of the State of Ohio and contributed its quota to the maintenance of the State
|University; that the taxpayers in Toledo were in no mood to duplicate such taxation
to gratify the vanity of the small group of men interested in the discredited Medical
College and the inconsequential schools which it is now proposed to have allied with it.
The opinion was advanced that the expectation of raising an endowment fund of
$100,000 for the Toledo Medical College was purely visionary, and that the attempt
would inevitably lead to failure. tº
11. The four men who appeared for the Toledo Medical College presented no
evidence showing that the school was able to comply with the demands of modern
medicine; the time that could have been used for Such purpose (had any facts been
available) was devoted to impugning the motives of all who adopted the views of the
Carnegie Foundation Report and the more recent report of the American Medical As-
sociation.
12. At the close of the conference the Ohio State Medical Board postponed action
till September 1st next, then to consider whether, the resources of the Toledo Medical
College had in fact been so increased as to meet the requirements of a present day
medical education, and especially to learn if the promised $100,000 endowment fund
had been secured, and to learn if the Council of the city of Toledo had appropriated
$10,000 for the Medical College for the ensuing year and an agreement to make a like
annual appropriation in succeeding years.
This action was interpreted by a shrewd observer as “A Sixty Days Reprieve for the
Toledo Medical College.”
*Notwithstanding this promise of the “President”, the Toledo council made no appro-
priation for the Medical College and the directors of the so-called Toledo University—a
jody without legal status—made no application for such allowance.
Note: *The city council in 1910 after a prolonged, Campaign refused to purchase the
Toledo Medical College building at the price of $12,000—the incumbrance, then., on the
building. It is now proposed by the owners to , force, such property upon the city by a
convoyance to the so-called university board subject to the incumbrance and the agree:
ment to maintain therein a medical School for three years, and such university board
indicates a willingness to be a party to such scheme. In 1911 the building in question
was nearly destroyed by fire; from the insurance fund $5,000 was applied in reducing the
mortgage debt and the remainder was used in restoring the building and replacing some
of the equipments.
22 *
Appendix B.
A.
THE PRESIDENTS OF CERTAIN LEADING UNIVERSITIES DIRECT AN IN-
WESTIGATION OF THE TOLEDO MEDICAL COLLEGE
AND OTHER MEDICAL SCHOOLS.
In 1908 President Schurman, of Cornell; President Hadley, of Yale; President
Butler, of Columbia; President Thwing, of Western Reserve; President King, of
Oberlin; President Van Hise, of Wisconsin; President Jorden, of Stanford; President
Seelye, of Smith; ex-President Pritchett, of Massachusetts School of Technology, and
other well known and influential men directed a survey to be made of the Medical
Colleges of the United States, including the Toledo Medical School. Mr. Abraham Flex-
ner was selected to make a personal examination of each school and make an impartial
report thereon. The expense of the investigation was met from a generous fund sup-
plied by Andrew Carnegie in his endowment for the Advancement of Teaching.
More than one year was devoted to this investigation. The final report of 350
pages was published in a large edition for free distribution to all applicants in 1910.
Later a like study was made and published covering the Medical Schools in Europe
with the view of securing a knowledge of the standards and methods of medical edu-
cation in those countries. These reports have received the unqualified endorsement of
the promoters, the press and the general public.
President Pritchett in his recent report says: “In the medical bulletins already
published, the work was done in co-operation with the most distinguished scholars in
both America and Europe. The results that have been published, therefore, have been
by no means merely the pronouncement of a single individual or of a small group of
individuals; they have endeavored to express, on the other hand, the results of a con-
census of opinion on the part of the best authorities upon the subject.”
President Schurman, of Cornell University, in his 1911 report to his trustees,
faculty and student body, said: “There is now available a wealth of data, suggestions
and recommendations in the exhaustive, illuminating and absolutely trustworthy re-
port on medical education in America published last spring by the Carnegie Founda-
tion, and which immedately took its place as the standard authority on the subject.”
The Educational Review, New York (Dr. Nicholas M. Butler, editor), said: “No
educational inquiry that has ever been made produced so sudden and startling an
effect. Ill equipped and unnecessary medical schools began to go out of existence.”
The report on the Toledo Medical College follows:
“Toledo Medical College—The medical department of Toledo University, a munici—
pal institution of uncertain status and without substantial resources.
“Entrance Requirement—A four years' High School education or its equivalent.
“Attendance, 32. r
“Teachers' Staff—48, of whom 16 are professors, 32 of other grades. No one gives
entire time to medical classes. •
“Resources Available for Maintenance—Fees only, amounting to $3,240, as esti-
mated.
“Laboratory Facilities—The school has nothing that can be fairly dignified by the
name of laboratory. Separate rooms, badly kept and with meager equipment, are pro-
vided for chemistry, anatomy, pathology and bacter" Mogy. The class rooms are bare;
no charts, bones, skeleton or museum are in ev; ence. There is a small library in
the office.
“Clinical Facilities—These are entirely is adequate. The school has access to two
hospitals; in one of them it holds a small number of clinics both medical and surgical;
in the other it conducts a surgical clinic twice a week. In neither of them can such
material as exists be thoroughly used for teaching purposes. There is a wretched
little dispensary in the college building.
\
28
*
“General Considerations—Of the eight medical schools in Ohio one has already
won a permanent place (Western Reserve University Medical Department in Cleve-
land), and two more have possibilities (Columbus and Cincinnati). The present ad-
ministration of the state law is tightening about the other five, and there is every
reason to suppose that they will all shortly have to submit to the inevitable.* Just
why the law should be tenderly applied is not clear. The state is rich, prosperous and
well supplied with secondary schools . . . ;s and two or three doctors now
contest every field capable of decently supporting one . . . .
“There are in the United States and Canada 56 schools whose total annual avail-
able resources are below $10,000 each,-so small that the endeavor to do anything
substantial with it is of course absurdly futile; a fact which is usually made an excuse
for doing nothing at all, not even washing the windows, sweeping the floor, or pro-
viding a disinfectant for the dissecting room. THERE IS NOT A SHRED OF JUSTI-
FICATION FOR THEIR CONTINUANCE; for even if there were need of several
thousand doctors annually, the wretched contributions made by these -poverty-stricken
schools could well be spared. Among them may be mentioned the California Eclectic
(Los Angeles), estimated income $1,060; Pulte Medical College (Cincinnati), esti-
mated income $1,325; TOLEDO MEDICAL COLLEGE with $3,240; Willamette Uni-
versity with $3,580, and Southwestern Homeopathic College, with $1,100.”
The Cost of Medical Education
The expenditure per capita upon medical students in the leading medical col-
leges exceeds tuition fees from $400 to $800 annually. In recent years the annual
expenditure upon students in the medical colleges of Harvard and Cornell have not
been less than $1,000 per capita; Columbia, $700; Michigan, $500. The financial re-
port of Columbia University for 1910-11 says: “The average of the six leading
schools in Germany, as reported in the Carnegie Investigation, gives $565 as the cost
in Prussia for the annual education of each medical student. . . . . It is not
economical to conduct a medical school for less than 300 students.”*
The annual per capita cost of medical education will fluctuate with varying at-
tendance; thus the lower per capita cost at Michigan University means larger attendance.
The total income of the Toledo Medical College is less than $4,000.
Dr. Arthur Dean Bevan, chairman of the Council on Medical Education—American
Medical Association—in his annual report June 16, 1913, said:
“While the cost of teaching medicine has been greatly increased, the cost to the
individual student has been only moderately increased. The cost to the student in
some of the Class C medical schools is much greater than in some of the best uni-
versity schools. Some of the state university medical schools charge fees as low as
$50 to $80 per year, where on the other hand, some Class C Colleges demand that the
student pay fees as high as $100 to $175 per year. Any plea for ‘the continued ex— -
istence of low grade colleges in the interest of the ‘poor boy,' therefore, 1s apparently
more for the boy who is poor in scholarship rather than for the boy who is poor in
purse. There is no reason why any student should spend his time and money in a
low grade college, the diplomas of which are not now recognized in many states, when
in the same time and for even less money he can get a thorough medical training in
one of several of the best equipped colleges in the country.
“The facts just given emphasize the sheer folly of starting new medical colleges
unless those colleges are sufficiently well endowed or are otherwise adequately financed
and equipped as thoroughly as the best of the colleges now existing.”
The financial records of the city show that from $10,000 to $15,000 of public
school funds and property have already been diverted to keep alive this Toledo Medical
College, now widely advertised as the medical department of the Toledo University,
and furnishing the “Regular Courses, in Medicine to the Degree of M. D.”
In the words of the late Bishop McIlvaine, such degrees “are a miserable weed in-
stead of a classic laurel,” and Toledo stands indicted before the civilized world as the
only city in its municipal capacity to engage in such misdirected business.
*Two retired in 1911 and the two named in “Class C” in the American Medical Associa-
tion Report are expected to retire before the close of 1913.
* A Regent of the so-called Toledo University in a published address said: “The
Medical College and the Pharmacy College have a really fine record to look upon, and
what is most gratifying, is that they are both self-supporting. Can the largest in the
world say more?” and in a burst of Sophomoric eloquence he exclaimed: "When we as a
people shall have learned that our greatest possible benefaction is to raise to highest
iife the buried, intellect of Toledo's youth, we will then have opened to ourselves the path
of truest municipal glory.”
.* 24 s $
*
What the Examiners of the American Medical
f Association Found.
“9n this inspection,” said Dr. Bevan, chairman of the Council on Medical Educa-
tion, “we found schools, which were absolutely, worthless; nothing more than Diploma
Mills. . . . . . . . Many of them were little more than quiz classes in which men
are drilled for the purpose of passing state board examinations.
“A student can be prepared in a quiz class in a comparatively short course to pass
a written examination before a state board and yet be absolutely ignorant of labora-
tory work, dispensary or hospital work, and utterly incompetent to begin the practice
of medicine. ". . . . No physician should under any circumstances retain or
accept a connection not capable of teaching modern medicine. . . . . . . . . . Those
of us who have had much experience with the catalogues of medical schools know
that the imagination is not carefully restricted in the preparation of the catalogue.”
Dr. W. T. Councilman, Medical Department Harvard University, said: “I have
recently examined a book entitled ‘State Board Questions and Answers.” With the
aid of this book it ought to be possible for a good student, well versed in examination
methods and with expert tutoring, to pass any written state board examination after
three months' close study. Certain of the poorer medical Schools, knowing that their
men must pass the state board or they must close their doors, have adapted their in-
struction to this end with great success.”
“The efficient teaching of modern scientific medicine,” says Dr. F. C. Waite,
Medical Department Western Reserve University, “demands a tremendous equipment
in laboratories, dispensaries and hospitals. . This represents a large investment and
makes it impossible now—as was the case in former day—for a small group of men
to establish a medical school if they can get a lecture table and a few chairs. The
second great change is that the introduction of scientific methods in teaching medicine
demands from the student a preparatory knowledge in the fundamental sciences of
physics, chemistry, and biology that was unthought of in those days, when a student
was required simply to listen to lectures and look wise.” And, Dr. W. G. Gott, of In-
diana, adds: “I do not believe the undertaking to teach medicine should be entered
into by small institutions. The reason is that the conduct of a medical college today
is a different proposition.from what it was twenty-five years ago. It takes more money
to equip laboratories and to conduct a medical college with salaried professors than
the faculties themselves can supply. . When the state gets behind an institution, how-
ever, we have well equipped laboratories, and, in my judgment, we have medicine taught
as it should be taught.”
The new Standard Encyclopedia (1912) says:
“That the supply of doctors is ample is shown by the fact that there is in the
United States one doctor to 568 persons, and in many of the smaller towns as many
as three to a population of 200 while in Germany there is one doctor to 2,000. Thirty-
one schools, it has been estimated, would amply supply the needs of the country, while
the number advertising for students is found to be 128. * * *
“The criticism levelled against the examinations held by the state boards of
examination and licensure, has been that by emphasizing written examinations they
have encouraged cram work from ‘quiz compends' to the neglect of practical work and
efficiency. But this type of examination is being rapidly improved and the deficiency
is being remedied.”
* A Plague Spot. Investigators have found, in Centers, where medicine is taught as it
should be, that the Toledo Medical College is regarded as a plague spot in the profession.
“I have no use for such a school”; “Such inadequate teaching is a farce”; “To send
out men so ill taught to practige, 9n human life is criminal”; “Such schools are the resort
of men who seek the Degree of M. D. for a career of Patent Medicine and Dope Fakers”;
are some of the observations made by men eminent in the profession and connected with
the medical schools of high rank.
It has been reported, that men frequently intoxicated in the class room; ... men
arraigned before the police court for misconduct, have frequented the glass rooms Of the
Toledo Medical College and have secured the Degree of Doctor of Medicine. , Students Who
tºmiserably failed” in schools of high, standing come to Toledo and in a residence of a few
months dévoted to a “quiz-compend” and “Questions, and Answers in Medical Board Ex-
jºiniations” receive at the hands of the “President” of the Toledo Municipal University (?)
the Degree of Doctor of Medicine. , These men with the aid of a good memory Sometimes
pass the examination of the State Medical Board, and claqueurs for the “Toledo Municipal
Üniversity” on street corners and in council chamber, iterate and reiterate Such fact as
conclusive evidence that the discredited “Class C.” Toledo Medical College holds high
rank in the Medical Profession.
25
*
The tragedy of the discredited Medical Schools
It is one of the crying evils of the cheaper grades of medical schools in this coun-
try that the students enter with neither the maturity of mind nor the intellectual
training nor the knowledge that is required as the basis for the study of medicine.
In Germany no young man is admitted to the medical schools until after he has grad-
uated from a “Gymnasium,” which he leaves at an educational stage corresponding
to the end of the sophomore, in many cases junior year, of the American college.
The raw graduate in medicine in this country, often without any hospital ex-
perience between his graduation from the school and his entrance upon his own prac-
tice, has in his hands our most precious possessions—health and life itself—but we do
not demand of him any demonstrated ability to deal skilfully with our bodies, or to
show that he possesses the degree of judgment and resources that we demand of the
most ordinary engineer.
In the opinion of competent experts, the loss of life arising from the practice of
inadequately trained physicians is annually greater than the aggregate loss of life
arising from violence by the criminal classes. There is not a street in any consider-
able town where at least one family does not sit in mourning over the loss of a dear
life that could have been saved had the attending physician been properly educated.
Dr. Henry S. Pritchett, President of The Carnegie Foundation for the Advance-
ment of Teaching, in his report for the year 1907 said:
“Under the methods and conditions which still exist, there is scarcely a person
so ignorant that he cannot gain admission to a score or more of medical colleges in
ithis country, and he can find some “examiner’ who will grant him a “certificate’ which
is supposed to represent the ‘equivalent’ of a four year high School education. So long
as an applicant can pay the required fee, there are still colleges which are only too
glad to accept him, regardless of his lack of preliminary education. With some few
exceptions, such colleges are also deficient in regard to expert teachers, laboratory
equipments and clinical facilities. In fact, if they could and did offer a modern medical
course, the majority of their students would be incapable of profiting by it. .
“At present * the examination as conducted in a majority of states can be easily
passed by the student whose preparation has been based largely on questions asked
by state boards and who may have undergone merely a cramming in a quiz-
compend. g is tº
“The duty still remains to protect the public against the practitioner who is seek-
ing to practice without adequate training, and this protection can never be made
effectual until the inferior schools disappear. So long as such schools offer medical
degrees on commercial terms, the public will endure the injustice of having prac-
titioners who have not been taught the fundamentals of their profession sent out
to make a living upon the public.
“For twenty-five years past there has been an enormous over-production of un-
educated and ill-trained medical practitioners. This has been in absolute disregard
of the public welfare and without any serious thought of the interests of the public.
Taking the United States as a whole, physicians are four or five times as numerous
in proportion to population as in older countries like Germany.
“The existence of many of these unnecessary and inadequate medical Schools has
been defended by the argument that a poor medical School is justified in the interests
of the poor boy. It is clear that the poor boy has no right to go into any profession
for which he is not willing to obtain adequate preparation; but the facts set forth in
this report make it evident that this argument is insincere, and that the excuse which
has been put forward in the name of the poor boy is in reality an argument in behalf
of the poor medical school.”
Note. *This was in 1907. Since that date the Situation has greatly improved through
the efforts of The American Medical Association and the trustees of the Carnegie Founda-
tion for the Advancement of Teaching.
26
[From The World's Work, August, 1913.]
Dr. F. P. Stockbridge
“In 1904 the United States contained 166 medical schools—nearly half the world's
supply. In June, 1913, there were only 118 in this country, and by January 1, 1914,
there will be only 110.
NUMBER 1000. 1601 1902
OF -
COLLEGE8
}903 4904, 1906 1900 1307 1908 1969 1010 1911 1012 *Ruwaea
Of
COLLEGE8
160
120
110
WEEDING OUT THE USELESS MEDICAL SCHOOLS
SHOWING THE RAPID DECLINE IN THE NUMBER OF MEDICAL COLLEGES IN THE UNITED STATES SINCE
The AGGREssive cAMPAIGN of THE AMERICAN MEDICAL Association For A HIGHER STANDARD of EFFl-
ciency BEGAN to Take EFFECT IN 1907
“These are only a few of the milestones that mark the recent progress in medical
education in America—a progress which the United States Bureau of Education
recently referred to, as the most marvelous chapter in the history of educational stand-
ards. It is by all odds the most important fruit of the warfare against quackery,
patent medicines and medical frauds that the American Medical Association is waging
ceaselessly, with ever-increasing vigor and efficiency.
“Behind every type of medical quackery, ‘medical institutes’ and similar frauds, are
men holding medical degrees, but the striking fact is that hardly any of these medical
fakers, is a graduate of any of the honorable group of medical colleges that have long
maintained the highest standards of medical education.
“In twenty-one states diplomas issued by colleges rated by the Council on
Medical Education as in ‘Class C’ are not recognized. There are still nearly thirty
‘Class C’ medical colleges in existence—just as there are quacks and patent medi-
cine advertisers. But the powerful forces of reform working through the American
Medical Association are rendering its reasonably certain that the next generation will
be freer from the wiles of quacks and patent medicine frauds than ours has been.”
(The Toledo Medical College is a low grade “Class C” college, for whose
“miserable existence,” says Mr. Flexner, the able investigator for the group of univer-
sity presidents mentioned on another page, “there is not a shred of justification.”)
Illegal Advertising
REVISED LAWS OF MASSACHUSETTS, CHAPTER 208, SECTION 75. “Who-
ever in a book pamphlet, circular, advertisement, or advertising sign . . . . . and
whoever without the authority of a special act of the general court granting the power
to give degrees, offers or grants degrees as a school, college . . . . . alone or
associated with others, shall be punished by a fine of not more than one thousand dollars
or by imprisonment for not more than one year or by both such fine and imprisonment.”
Other states, notably New York and Pennsylvania have laws of like import.
In Ohio the following prohibitive measure has become half a law, having passed
the House of Representatives—91 yeas to 3 nays. It has not yet reached the Senate:
“Be it enacted by the General Assembly of the State of Ohio:
Section 1. Whoever, either alone or associated with others, falsely holds out to be
operating, maintaining or conducting an incorporated college, university, or other in-
stitution of learning, or who falsely holds out himself or themselves to be Operating,
maintaining or conducting a college, university, or other institution of learning, shaîi
be fined not less than one hundred dollars nor more than five hundred dollars, and for
each subsequent conviction the maximum penalty shall be imposed.”
The drastic provisions of the law, against Fraudulent and Untruthful Advertising
passed by the recent Ohio legislature will go far “to restrain the imagination” in the
preparation of a class of so-called collegiate bulletins.





27
The testimony of twelve out of the sixteen in-
structors employed by the
Toledo University
Four years comprise the life of the so-called Toledo University. During this
period 16 different persons have been employed on a salary as instructors; 12 have
already resigned—10 at the end of one year, and 2 at the end of the second year's
service. The president and three instructors on a salary remain (August, 1913) to
constitute the faculty of “The College of Arts and Science, and the College of Indus-
trial Science.”*
It was in 1909 that J. H. Raymond accepted the office of President and began
to organize a group of colleges “to comply with the law.” At the end of the first
year he resigned and with him withdrew six salaried instructors, leaving behind one
man at the salary of $83.33 per month, a remnant of the university adventure.
The Bulletin of the Arts and Science College of that year was decorated with the
names of over 40 persons, advertised as professors and instructors, who were not
formally employed, received no salary, and performed no duties, save in a few
instances where a brief course of lectures was given, mostly in the evening to such
few students as could be rallied; the aggregate work of all did not equal the work
of one full time instructor. wº
The 1912–13 Bulletin of “the College of Arts and Science” and “the College of
Industrial Science” gives the names of seven instructors formally employed and
receiving a salary. Three of these have now resigned. This bulletin was also deco-
rated with the names of 20 persons advertised as “Professors” and “Instructors,” who
were not formally employed, received no salary, and performed no duties, save as
mentioned above.
The 1912-13 Bulletin of “the College of Law” is illuminated with the names of
22 “Professors of Law.” Two of these gave some instruction in evening classes, and
divided the fees collected from students for pay; the remainder received no pay and
did no work in the law school, save possibly in a few cases, an isolated lecture or talk.
Why any person snould allow his name to be so used has been a matter of some
curiosity. The replies have been varied. Some said: “We gave no consent to such
use and were surprised when we saw the name in print”; “We wanted to help the
university”; “It was suggested to us that if we would help the university now in this
way, an inviting salary might be given us later when the institution became stronger”;
“We did not teach because no student appeared for the work advertised” (a condition
just as well known, before the advertisement as afterwards).
Many things which a few years ago were thoughtlessly assumed to be permis-
sible are now clearly seen to be wrong. As an example, “A comparatively few years
ago a banker, manufacturer, merchant, judge or lawyer would have felt humiliated
if he were found traveling in the west with a railroad ticket in his pocket. Today he
would feel chagrined if any one but the conductor saw him produce a pass.”
Hereafter it will be deemed as reprehensible to permit one's name to be so used
in an adventurous school enterprise as it now is for a clergyman to publicly endorse
a patent medicine fraud.
*In September, 1912, aided by the fulsome and pretentious bulletins, four new men were
secured to replace the annual resignations. Immediately appeared huge advertisements in
the press, announcing, that now the “university” had a faculty comprising men “from such
well-known institutions as the University of Edinburgh, University of Leipsic, University
of Bonn.” After eight months of painful experience, three of these men shake the dust of
the Toledo Fake from their feet never again to be so caught through a misinformed.—
Teachers’ A gency.
28
The United States Bureau of Education
Dr. K. C. Babcock, chief of the Division of Higher Education (report published
in 1913), quotes with approval President’s Harper’s estimate “that 20 to 25 per cent
of the chartered colleges in the United States are doing work of a character but little
removed from that of the academy. * * * By all such the term college has been
misappropriated.”
, Dr. Babcock gives emphasis to the above charge of misappropriation of the term
college by the presentation of the following statistics. He says: “A study of the
reports presented to the Bureau of Education for 1910-11 show that there are in
the United States 187 colleges with no endowment; 75 colleges with a working income
between $20,000 and $29,999; and 91 colleges with a working income between $30,000
and $49,999.”
Dr. Babcock holds that a definition of “college” and “university” is absolutely
necessary if an institution is to deal honestly with the great public to whom it appeals,
and with the students whom it receives into its classes. * * * Self-hypnotism or
Self-deception is not uncommon among institutions taking a high and honorable
name. * * * There is no denying that the degrees granted by such institutions
represent in reality a debased educational currency.”
The attempt to furnish adequate collegiate instruction upon incomes so small is
utterly futile and has drawn severe criticism from the Association of American Univer-
sities, the Carnegie Foundation for the Advancement of Teaching, the United States
Commission of Education, and the leading educational journals of the country.
Dr. Babcock calls attention to the law “in the state of New York (and Penn-
Sylvania) requiring a collegiate institution to have at least $500,000 of property.
* * * Even this minimum requirement is not a guarantee that the college will
maintain itself on an approved level with its richer and more vigorous rivals for
patronage and support.”
As to universities Dr. Babcock says: “Only occasionally nowadays does one find
a small or middle-sized college taking the name university; even Harvard, Columbia
and Princeton did not take their present names until a comparatively recent date.”
Certain examples are found, however, “illustrating the various elusive, elastic and
accommodating qualities of the name “university.’”
In bulletin No. 4, 1913, of the Bureau of Education is reproduced the definition
of “college” adopted by the Ohio legislature as evidence of the pronounced tendency
to give the word college a well defined meaning, and Dr. Babcock in his report
reproduces in full with marked commendation Section 7923 of the Codified Laws of Ohio
wherein the declaration is made that it is “the distinct and fixed policy” of the state
to maintain only one state university “to the end that the state may build up one
university worthy of it as now begun at the Ohio State University.”
In contrast with the above wise determination of Ohio, to conserve the educa-
tional resources of the state in maintaining one institution worthy of the state, appears
in Toledo a pretentious institution dependant upon taxes collected from one twenty-
fifth of the population of the state, claiming under the elastic and elusive use of the
word university, the same number of colleges, and the same degree conferring power
as the Ohio State University, with its annual income much over one million dollars,
and its plant of a value exceeding $5,000,000.
In 10,000 bulletins printed at the expense of the city and presumably for the
edification of the mayor and council, the President of the so-called Toledo University
publishes the names of 50 colleges with a working income between $30,000 and
$100,000 as evidence that a local university with six colleges can be maintained on a
small municipal pittance diverted from the elementary and secondary schools of
the city.
29
Animadversions on the So-called Toledo University
THE TOLEDO CHAMBER OF COMMERCE: In November 1909 the Toledo
Chamber of Commerce was petitioned to endorse and commend to the public the
so-called Toledo University. The committee to which this petition was referred, re-
ported that it would be unwise to comply with this request; that the facts in the
. did not warrant such action. The report of the committee was unanimously
approved.
THE TOLEDO CHARTER COMMISSION: During the term of Mayor Jones, a
Charter Commission composed of representative citizens and members of the several
departments of the city government devoted several months to preparing a new
charter for the city of Toledo. This commission did not approve of a city university
and recommended state legislation that would place the administration of the Scott
Manual Training School under the board of education. This legislation was granted
and later approved by an ordinance of the city council.
sk Sk Sk >k Sk
MR. HARVEY W. COMPTON, a ripe scholar with large experience in school ad-
ministration, said in the Toledo Times, March 29, 1910:
“I have looked with considerable care into the resources and facilities of the institu-
tion in our midst which passes under the sounding title of the University of Toledo, and
I have come irresistibly to the conclusion that it is not a university, at all. It is
scarcely a healthy germ worthy of cultivation. It is rather a loosely articulated aggre-
gation of private enterprises some of them in a moribund condition, combined by some
moving , and active spirit with , a good deal of cunning and ingenuity, , too,) in order
to acquire control of money raised by public taxation, and a small trust property held
by the city. It may be safely asserted that this institution (with the , exception of a
printed curriculum) has not one of the essentials of an efficient university.”
A Recipe for a Great University *-*.
A correspondent of The Toledo Times, March 29, 1910, said: g
“I have discovered a fine recipe for a great university. To make a university by this
recipe is as easy as chocolate fudge or scrambled eggs in a Ghafing dish. Ingredients:
one good fat city, just emerging from the chrysalis state, a little ignorant, a little Vain;
one ambitious young fellow out of a permanent job; one long, soft lead pencil, , and one
long unsized scratch pad; course of study from Yale, Columbia, etc., plenty of them for
clipping and pasting. >k >k :k :: :k >k
An administrative office of large experience, and dean in the Department 9f
Engineering of a leading University of the middle-west analyzed the 1909-10 bulletin
of the so-called Toledo University as follows: . tº
“As to the paper University so bravely proclaimed by President Raymond, I can
see, on its own showing, that it is so thin as to be transparent. With 1000 bona fide
students of college grade doing full work and a working faculty of 43 people, not
counting physical culture instructors and absentees—the income ought to be at least
$200,000. But Raymond's own program shows that room 30 is used by ten different
teachers, each of whom has a single class. Qne acting Professor teaches, a section in
algebra (the only one) from 7 to 8 p.m. twice a week, and that is all that he does!
Another in the same room has a Geometry section from 4 to 5 p.m., four times per
week and that is all that he does, and so on. A third does an equal amount from 5 to
6, and he does no more. The entire work scheduled in Mathematics is not enough for
one full Professor of ability. There is no physics, no Greek- and only one section in
Latin. It is so evident that on its face, the University is still on paper. e
“I do not wish to speak ill of people, I do not know, nor do I choose to discourage
people who are striving for better things, but I think innocent young people, should not
be misled by a sounding oration on the Function of a University yet to be.
An executive officer of a leading State University Wrote: ... g
*Relative to the supposed existence of a University in the City of Toledo, I think:
if the Announcement, Bulletin No. 4, 1909-10 were to be taken at its face value, it would
demand an income of not less than three hundred thousand dollars, certainly not less
than two hundred and fifty to three thousand dollars per year.” º
The President of the so-called Toledo University reported to the United States
Commissioner of Education that the total income of his, university from all sources
for 1909-10 was $11,400. His successor in office reported for 1910-11 a total income
of $11,000. Having secured temporary control of the Scott trust property and rented
the Scott Manual Training School” building to the Board of Education, the total
i.ome for 1911-12 was augmented to $14,139 as reported to the National Bureau of
Education, and the Toledo Medical College building and ground (owned by a private
corporation) and the Scott Manual School property (held under the order of the Court
F.” Manuai'School uses) are reported as university property; even the library of the
Medical College composed in most part of reports, of Medical Societie; and juperseded
text books and of little or no value is reported as “University Library” of great
value. 30
$
The United States Commissioner of Education in an official report—Decem-
ber 9, 1912—says: *
“For many years there has been carried on in the United States by various
national and state organizations a vigorous agitation for a clearer definition
and improvement of standards in higher and professional education. These re-
ports have been published and given wide circulation. The history of the work
of the American Medical Association, and the Carnegie Foundation for the
Advancement of Teaching, for example, in elevating the standards of Medical
education, is illuminating for all who are concerned with the process of better-
ing educational standards.
“Among the organizations, laboring for this definition and improvement
of standards, are the National Association of State Universities, the Associa-
tion of American Agricultural Colleges, the Association of American Universi-
ties, the Association of American Medical Colleges, the North Central Associa-
tion of Colleges and Secondary Schools.”
This report contains a commendatory review of the work of the Council
on Medical Education of the American Medical Association and concludes with
the declaration that: “No more marvelous chapter in the history of educa-
tional standards can be found than in the review of the work of these con-
ferences, as shown by the reports for the first five years.”
The Juggling With Words.
In his last bulletin (March, 1913) the President of the so-called Toledo Univer-
sity makes this remarkable statement:
“The development of manual training in the elementary and secondary schools
of the country in the last quarter of a century led, however, in 1906 (?) to the intro-
duction of this line of work in the public schools of Toledo” Thus what at one time
was regarded as strictly collegiate work was made a part of the regular high school
curriculum.”
It is pertinent to inquire when was manual training instruction furnished to boys
and girls of the secondary grade “regarded as strictly college work” 2. The answer
is that never was such the case, at no time and under no circumstances.
This juggling with words and definitions has been the chief capital stock of the
promoters of this fake enterprise, and it is upon such absurd pretense that the argu-
ment for legal existence and claim to the Scott trust properties rest. For confusion
of thought and inaccuracy of statement commend us to the promoters of the municipal
university who have here in Toledo entered upon a new and unique field of political
manipulation.
The Unkindest Cut of All
The Cincinnati City Directory (1912) says: “Cincinnati is the only city in the
United States owning a university.”
The chairman of the Finance Committee of the Cincinnati University, in an appeal
for more money naively said in excuse: “No other city has to support a university.
Other cities—as Cleveland and Columbus—have therefore that much more to use
for streets, police, fire, hospitals and other regular city departments than we have.”
The Ohio University Bulletin in its educational statistics says: “The Cincinnati
Dniversity is the only municipal university in the state.”
The 1913 Encyclopedia of Ohio Statistics (O. K. Shumaskz, editor, Columbus)
says: “The University of Cincinnati is the only city university in Ohio,” and the
editor might have added in the United States.
>k Sk Sk Sk Sk :k
The problem of the Toledo University is the problem of a man with an income of
$1,000 and pressing family needs, attempting to build a dwelling costing $100,000; it
is the problem of reckless promoters, able to construct ten miles of strap iron railway,
then soliciting through travel to distant points and issuing lured circulars promising
all the facilities and conveniences of the New York Central, Pennsylvania and Wabash
Railway lines.
*Manual instruction had been furnished in the Toledo public schools for more than
twenty years prior to 1906. 31
{
The Toledo Municipal Law College
What emergency obtains in Toledo requiring the maintenance of a Municipal
College of Law has never been explained. No other city in the United States main-
tains in its municipal capacity a college of law.
~ The opportunities for instruction in law in Toledo are abundant. A great school—
a department of a state university—can be reached in an hour's journey on the north.
The state of Ohio maintains a law school of high repute—a department of the Ohio
State University. St. John’s College in Toledo maintains an excellent school of the
evening school grade. If any extraordinary emergency obtains, save “to make the
group” in the hopes thereby to float the discredited Medical College, the explanation
has not been given to the taxpaying citizens of the city. The council did not authorize
it. The Chamber of Commerce never approved of it, and no Federation of Woman’s
Clubs ever adopted a resolution commending it.
# * * * * * *
In 1910 the then President of the so-called Toledo University testified in the
Circuit Court as follows:
“The work of the College of Law is carried on in the Y. M. C. A. building in
evening classes.
“We haven’t much of a library at present. What little library there is, is devoted
to medicine and pharmacy. All the laboratories we have are those in the College
of Medicine and Pharmacy. (About 2,000 volumes of old superseded text-books and
medical reports that would not sell on the market at an average of five cents each.)
“The Carnegie Foundation for the Advancement of Teaching is now regarded as
the authoritative body in the matter of recognition of colleges and universities.”
* + 4 + 4 +
The Division of Educational Inquiry—of the Carnegie Foundation for the Advance-
ment of Teaching—has instituted an inquiry relating to the number and quality of
the law schools in the United States. The country will soon have under this study
and investigation—now well under way—the same body of information relating to
schools of law that it now has relating to schools of medicine. The funds at the
command of the Division of Educational Inquiry are ample, and will make permanent
the studies of collegiate efficiency in other fields and will result, as in the schools of
medicine, in elevating the standard of many, and in the elimination of the unworthy.
Governor Cox and the Ohio School Survey
In an important message to the state legislature Governor Cox called attention
to the following mandatory provision of the State Constitution:
“Provision shall be made by law for the organization, administration and control of
the public school system of the state supported by public funds.”
This constitutional provision the Governor urged “imposes upon the legislature
a grave responsibility.” In his opinion many departures have been made from a wise
and comprehensive system of public instruction, and the legislature was advised to take
measures to correct, so far as may be the waste of energy and unproductive cost inci-
dent thereto. He said: “A complete school survey of the state should be made by
competent experts. This plan has been followed by a number of states in the last few
years with surprising and beneficial restilts. Such a survey for Ohio followed by
appropriate legislation will elevate the entire school system of the state, and remedy
the disorder and incongruity of our present archaic structure.”
This message from the Governor was followed by appropriate legislative action.
The commissioners were to be appointed by the Governor. The appointments have
been made and the Ohio School Survey Commissioners are now engaged in their
important work.
One of the grave departures from the constitutional system of public education,
overlapping the high school on the one hand and the early years of the state univer-
sity course on the other, diverting and absorbing local revenues from elementary and
secondary schools, will be found in the pretentious municipal university.
32
Appendix C
(From The Journal of Industrial Education, Chicago, Illinois, September, 1900.)
THE SCOTT MANUAL TRAINING SCHOOL.
Ida M. Condit.
Passing along one of the chief avenues in the City of Toledo, near the site of the
Court House, one is attracted by a large, straw-colored brick structure of pleasing
architecture, its walls pierced by many windows. Other than the simple inscription
above and across the entrance, “Scott Manual Training School,” there is nothing in
its outward appearance to indicate the dedication of this noble pile of buildings to an
unusual purpose. To the novice, the inscription is the key to its use, for this school,
standing in the center of an elevated, grassy square, shaded by splendid forest trees,
is the representative manual training school of the age, and the representative school
of all future schools. It is the school that Locke dreamed of, that Bacon longed to see,
that Rousseau desired, and that Commenius, Pestalozzi and Froebel struggled in vain
to establish. The city of Toledo owes the inception of her Manual Training. School to
the munificence of a family within its own borders, a family distinguished alike for its
sterling integrity and loyal appreciation of the demands of true citizenship.
In 1871 Jesup W. Scott, a citizen of Toledo, gave some property, and secured a
charter for the purpose of establishing what he designated as The Toledo, University
School of Arts and Trades." The plan of this was connived in imitation of the L'Escole
des Arts of Metiers, the School of Arts and Trades of Paris. Mr Scott designated the
trustees, among them his three sons. After his death in 1874, his widow and sons
added to his previous donation city property to the amount of $60,000 for the purpose
of starting the work. For many years after, the property was unsaleable and the
project languished.
*Mr. Scott's purpose, as clearly set forth in his deed and charter, was to encourage
industrial training. The word “university” in the name given his board of trustees, was
simply a synonym for "school” or “institute,” a use of the word quite common sixty and
seventy years ago.
Mr. O. W. Nelson, the attorney for the "claimants” in the Supreme Court, not only
recognized this, but urged it upon the attention of the Court, in the interpretation of the
city ordinance relating to this trust. He said: “The word university is not material;
the council selected the name, but any other name would have answered the purpose . . .
The rights of all the parties would be the same had the name chosen been the ‘Scott
School' or "The Lake Erie Academy. '" 33



After Prof. Woodward’s Manual Training School in St. Louis became known, Mr.
A. E. Macomber, one of the trustees, brought this school to the notice of the board
of trustees and they immediately set to work to institute a work of the same kind.
Mr. J. W. Scott's original deed of trust prohibited the use of any fund derived through
his donation from being merged with the funds used by the City Board of Education;
shortly before his death, influenced by his son, Frank J., a gentleman of culture, of
wide sympathies and of broad philosophical philanthropic tendencies, Mr. Scott signed
an addendum deed freeing the trustees from this restriction.
Through the efforts of Mr. Macomber, who has been one of the most prominent
and faithful allies in establishing the school, there was such an adjustment of the funds
donated by Mr. Scott and his family as to allow the erection and complete equipment
of the Manual Training School. October 1, 1884, the sessions of the manual training
department commenced in rooms in the High School building, and to Mr. J. W. Dowd,
at the time superintendent of the public schools of Toledo, the trustees of the Scott
fund are indebted for their earliest success, by reason of his assignment to them of
the commodious rooms in which this educational experiment was tested; its useful-
ness was rapidly demonstrated, the more so by reason of the conspicuous position given
to the novel school, and by this action of Mr. Dowd. The formal opening of the “Scott
Manual Training School” in the new building occurred in December, 1885. It forms
the east wing of the High School group of buildings and will accommodate four hun-
dred pupils. The course of instruction covers four years, and the school time of the
pupils is equally divided between mental and manual exercises. One hour per day is
given to drawing and two hours to laboratory work. Pupils of the Toledo public schools
are entitled to enter the manual training department when they reach , the senior
grammar grade; there are but three years in the High School course (now four years).
The work of the manual department is extra, and no studies are optional in either
course except the languages—Latin, French and German. The school day is length-
ened and all the book studying of the manual training pupils must be done at their
homes. Pupils are not compelled to take the work of the Manual School, and that
so many do voluntarily take upon themselves the extra labor speaks volumes for the
cause of the “new education,” which needs only to be placed within the reach of the
youth of our land to secure a sincere and enthusiastic support. . The result of the
training of the manual students is entirely satisfactory and a positive gain; it proves
with abundant evidence that the training of the hand assists in ways that are manifold
the development of mind and character; it points with significant finger to the honor
pupils of the graduating classes, two-thirds of the ten being manual training pupils.
If one is searching for a school in which the union of thought and action is com-
plete; or if he is merely investigating the practical results of manual training, an
effect which is of great import to the American citizen in these latter days of the
nineteenth century; if he is probing either or all of these questions, let him turn to
the Scott Manual Training School. There he will find, a satisfactory solution of the
vexed question of “what shall the public schools teach 2’”
The practical effect of the work of the High and Manual Training School of To-
ledo is to enlarge the Scope of instruction so as to include instruction in the practical
arts, domestic economy, together with free hand and mechanical drawing. The tool
instruction includes carpentry, wood turning, forging, soldering, pattern making and
machine work in iron.
It has always been the intent of the founders of the Scott Manual Training School
to give equal facilities to girls and boys for the acquirement of a practical education
adapted to each. Through the efforts of Mr. Frank J. Scott and Mr. Macomber, a
cooking school was established in the autumn of 1885. These gentlemen insisted that
cooking was the most essential form of practical education for girls in the Manual
Training, School, and from the beginning to the present time it has so emphatically
and conclusively demonstrated its usefulness, that all who have visited the school have
been satisfactorily convinced of the desirableness of cooking in the common schools.
The year following the beginning of the cooking classes, a department in garment
cutting and making was organized; these have been full and extremely popular from
the start. The manual training addition to the High School adds much to the at-
tractive appearance of the great building among the trees, while its economy of space
speaks well for the practical intelligence of the architect. The school is four stories
in height; a main hall extends up through the four floors, on either side of which are
located the several departments for School work. Entering the hall on the main floor,
the whirr and buzz of machinery falls on the ear with a pleasant, music. It is hardly
possible to realize that this is a School and not a shop. Through the door we catch
glimpses of shafts, belts, and pulleys and of classes of boys in long aprons and caps,
busy as bees at the wood-turning lathes, deftly managing with an intense and absorb.
ing interest the piece of wood which, under the watchful eyes of the lad and the cun-
ning fingers on the lathe comes out a thing of beauty. Turning from the wood turning
department with its interesting processes, we hear the inspiring clink of the sledge
hammer, and following the Sound the forging room is reached. A class of manly,
34
º
*
•
earnest looking boys, with smoke begrimed faces, are making the anvils ring with
their quick, sharp and well directed blows, the furnace fires glow, the red hot sparks
whizz through the air and pale smoke wreaths creep along the ceiling and hide in
corners, and circle about columns in fantastic shapes. º
In the carpentry department boys and girls work side by side at the twelve double
work tables. Here, each school day throughout the year, three classes of twenty-four
students each saw and plane and hammer and carve in this novel and delightful
school room.
On the fourth floor of the building are two drawing rooms, for classes in mechanical
and free-hand drawing, admirably lighted by side and skylights and conveniently fitted
up with every necessary and modern appliance for the study of these branches of art.
Opposite the drawing rooms, on the same floor, occupying the whole of the west half
of the building, are the cooking class and textile fabric rooms. In the cooking room
is a large range, two gas cooking stoves and five double tables, each accommodating
four pupils, each one of whom has her own table space for work and a small gas stove
on the table between each two pupils. Each table space has a drawer and cupboard
below for all essential untesils, and each girl must personally go through every process
taught. At one end of the room are pantry closets for stores, dish pans and large
cooking utensils. The girls enter into the spirit of the cooking lessons with an en-
thusiastic ardor born of a natural aptitude to cook, but which, alas, is so rarely intel-
ligently developed. Each girl must go through all the ordinary details for preparing
dishes; they peel potatoes, they break eggs, they chop meats ,they weigh, they measure,
they bake, they stew and broil, and when the delicious dish is done the cook eats it.
The teacher of this most important department is a graduate of the “Scott Manual
Training School.” She is a young woman possessing in a marked degree those quali-
ties which make her work an influence far reaching and definite in results.” House-
keeping comes to be a fine art, and into the lives of the girls it is instilled that the
kitchen is the center of the home; that the beauty and symmetrical character of our
family life is preserved in a large degree by a wise and orderly adjustment of our do-
mestic economy, and that the shipwrecks of so many lives has been on the shoals and
quicksands of incompetency and mismanagement in the home.
In the textile fabric room plain sewing is taught, the cutting and making of gar-
ments, upholstery, hand and machine sewing. The pupils cut by a model and learn to
fit each other beautifully, because scientifically.*
Thus the days spent in this school are replete with profitable results; the union of
head and hand, the employing of every energy and the directing of native talent into
its proper channel, the reflex action of this training upon character, the learning of
the lessons of patience, of perseverance and conscientiousness are the anchors by which
men and women are held in the paths of worthy living.
In grafting the manual training department upon , the public high school, Mr.
Scott proves himself to be an ideal American citizen, a citizen of whom Ohio is justly
proud. He argues that the public schools are the temples of liberty, that they should
embrace the best methods that thoughtful, progressive minds can discover. * * *
The public schools are the strongholds of our national defense, the basis of our na-
tional character; it is their duty, it is their business to gather and hold within their
jurisdiction every child of the American citizen until he reaches the age of maturity,
and the course of study must comply with the demands of this industrial age, an age
which is not to be put off with idle and vague speculation, but which demands an
equal share of the culture of the mind, the skill of the hand and the emotions of the heart.
The Manual Training School is not a place given to the memorization of dead
formulas; it is replete with life and motion, there is no divorcing of mind and hand,
it develops character; it makes of our youth valiant and self-reliant men and women
able when they pass from the door of their. Alma Mater to take up directly and with
iº and enthusiasm that work of life for which they have found themselves
est, fitted.
It is thus that the “Scott Manual Training School”, is accomplishing its mission
as an aggressive force toward solving social questions which loom up so ominously in
these uneasy times, on broad, intelligent lines, in perfect harmony with the noble pur-
pose of its founder. It is the typical school of our American Commonwealth.*
(The influence of this school has been felt in many cities in the introduction of
this hº *...*.* º l
n the belief that its usefulness would be enlarged and its perpetuit
the founders, the Scott trustees, the directors in charge and tº: 3. 8...i.
. *: º, * º of the school, with its buildings
equipments and properties, to the Board of Education, and th :
ducted and maintained by such board since 1906. e School has been con
*This teacher, Miss Campbell, has in press a text book entitle
Publishers, Macmillan Company, Boston, Mass. d Household Eeonomies,
*The teacher in this department, Miss Adams, has recently been draw
organize work of like character in connection with the public schools of ºkane to
35
•º.
The example of this school led to the introduction of domestic science and manual
training in the grammar schools of the city, and in the two new High Schools, where
ample provision has been made for advanced work in domestic science and manual
training, including carpentry, wood turning, pattern making, foundry, bench and
machine tool work in metals, free hand and mechanical drawing. The laboratories
and equipments will be so complete that each building will rank with the best Technical
High Schools in the country.)
The Humiliation of Toledo
The Litigation Over the Scott and Mott Benefactions.
The Scott family gifts and the Scott Manual Training School were co-ordinated
with the City High School as stated in the foregoing reprint from the Chicago Journal
of Industrial Education. The attempt to secure possession of the Scott trust gifts and
the Mott bequest constitutes what is known in Toledo as the “university controversy,”
a controversy instituted by the so-called University Directors, “appointed by the
Mayor,” and under a statute which able lawyers and jurists say has no application to
the city of Toledo.
For more than six years litigation waged to wrest this modest trust property from
the Board of Education and divert it to wasteful uses under the pretence of an im-
possible university. Possession was secured, but with the limitation that the property
must be used in the maintenance of the Scott Manual Training School as it had there-
tofore been conducted and in compliance with the terms of the ground lease for the
land upon which the building stands. No university powers or functions for such
so-called university board were recognized by the courts.
No attempt has been made to comply with the final orders of the court; a paper
alliance was made with a weak and discredited medical college; the Manual Training
School properties have been rented, and bulletins in vast numbers have been issued
announcing impossible courses of collegiate instruction, placing especial emphasis upon
the collegiate degrees to be issued from six pretended colleges, not omitting the hon-
orary degrees to be awarded to students from the Ohio State University and the Uni-
versity of Michigan.
The literature of “Sham Universities” has been much enlarged in recent years, and
the city of Toledo has the unfortunate record in its municipal capacity of making
large contributions thereto.
Legal Opinions
Judge Kinkade (Circuit Court)
(Toledo Blade, April 9, 1910.)
Judge Kinkade in his opinion said: (1) “In my judgment Mr. Scott had no such
notion in mind in using the term “University of Arts and Trades,’ as the university
that is now contended exists in the city of Toledo.” (2) “I think the university as it
is now contended exists in the cty of Toledo in no wise meets the requirements of the
definition of a university as laid down in the statute.” (3) “I have no trouble at all
in reaching the conclusion that the legislature had full and ample power to do all that
it attempted to do in sections 4095 to 4105 . * * * , and this property is, and
should be all of it, clearly within the control of the Board of Education of the city
of Toledo.”
And Judge Kinkade further added: “I think the position taken in this case and
the authorities cited to support the position of the counsel of the Bourd of Education
and the counsel representing the Scott heirs has not at all been met by the other side,
and I agree entirely with , the position taken by counsel representing the Board of
Education and the Scott heirs in this case.”
Judge Julian Tyler (Common Pleas)
(Legal News, January 24, 1907).
“The legislature has not attempted to confer authority upon any municipal cor-
poration to establish a university and its power so to do may well be doubted.
“The city of Toledo has accepted and is the owner of certain property given and
granted by Jesup W. Scott and others in trust for specific educational purposes. It
never has been, and, in view of the expressed purposes for which such gifts and grants
were made, it is safe to assume that it never will, be judicially determined that said
property is held by the city of Toledo in trust for a university >k ×
“It seems quite clear that by Section 4105, R. S., the custody, management and
administration of said property is vested in the Board of Education.” . * * *
36
Judge John H. Doyle, (in an address to the City Council)
“I have already given an opinion that Section 217, limiting the appointment of a
university board to cities maintaining a university in fact, supported by public tax-
ation and omitting the words “or other educational institutions” never applied to To-
ledo because Toledo never had and has not now “a university supported in whole or in
part by taxation” within the meaning of the word “university” as defined in the act.
“No tax can be levied now to support this so-called university for any work it is
now doing under the act of 1904, and no tax can be levied or any part of it given to
the trustees of the university to maintain this Manual Training School.” “ * *
Henry W. Ashley
“I resigned from the Board of University trustees because the cost of modern fire-
proof school buildings, modern pavements kept clean and maintained, boulevards,
parks, public swimming pools, and modern sanitary conditions, seemed to me more sane
requirements on our tax budget—because any and all of these—it seemed to me, should
precede any expenditure, however small, for an institution of higher education, which,
in our wildest flights of imagination and in our fondest hopes, could only duplicate the
one now supported by our own taxes and located only about one hundred miles distant.”
—Toledo Blade, January 23, 1909.
“I am not only not in sympathy with—but entirely opposed to the proposed Toledo
University—if it must be built and maintained in whole or in part by taxation.
“I assure the gentlemen who differ with me concerning the policy which they favor
that I resigned from the board of trustees because I would not pretend to be in har-
mony with its purposes immediately they were made evident to me, and I beg that they
recall the statement attributed to President Andrew D. White: ‘To call names,” he
says, “is the last resource of a man supporting a weak and discreditable cause.’”—
Toledo Blade, June 29, 1909.
The Humor of Toledo University Campaigns
The devices resorted to by the university directors and “professors” to make
their scheme look attractive to the Toledo public are not wanting in humor. A few
examples follow:
The press on a certain “university” occasion, reported the chairman as saying: .
“Ann Arbor makes $1,500,000 annually out of the five thousand students attending
the university in that town. Why should not Toledo secure five thousand students and
make annually out of them $1,500,000 2°
On another “university” occasion the chairman told his hearers, as reported by
the press, that “in ten years Toledo had paid $5,000,000 for collegiate education in
other cities; that this sum could be saved if the Toledo University could be sustained.”
This statement was more absurdly inaccurate if possible than the Ann Arbor story of
yearly profits of $1,500,000. No such sum was ever expended or is expended by Toledo
citizens for collegiate education. In the patronage of the great State universities so
near at hand for every $100 expended cost values of from $400 to $600 are received, as
shown by the tables heretofore published. The actual sum so expended annually by
Toledo collegiate students, including all living expenses does not much exceed $100,000.
In a bulletin published before the invasion of the itinerate schoolmasters, and in the
absence of teachers or any frame work for a school, peculiar emphasis was placed upon
local opportunities for recreation and relaxation from exhaustive university studies.
In this bulletin the information was disclosed that:
“Good fishing and wild fowl shooting may be found a short distance from the city.
Golfing in beautiful Ottawa Park, Country Club and Inverness is one of the many sports
enjoyed by thousands. . . . . Healthful pastimes may be found in canoeing and rowing
on the historic and picturesque Maumee River; yacht racing on the Maumee Bay and
Lake Erie in the summer and Skating and boat racing in the winter.” . . . . “In the
city a half dozen or more theatres are always open to the lowers of the drama.” *
This bulletin gave the names of two leading breweries in Toledo and intimated
that young gentlemen from distant provinces seeking a university would find in
“Toledo, Ohio, U. S. A.” a broad continental administration. To such the assurance was
given that “the climate is moderate in summer and winter;” it is not too severe for
those reared in a lower latitude and not too enervating for those accustomed to a
more arctic temperature.
Fifteen thousand copies of this bulletin were published with Manual Training
School funds. This bulletin contained the names of 448 high school students, (many
of whom had left school) as collegiate “matriculates” in the “Toledo University.”
37
Appendix D
(From The Toledo Blade, February 10, 1913.)
The Mott Bequest -
Toledo, O., February 5, 1913.
Editor Blade—In your issue of the 1st inst. you drew attention to the pending
litigation in the supreme court involving the Anna C. Mott bequest to the Manual
Training School. You correctly stated that “the dispute involves the question whether
the bequest was intended for the Toledo University or for the Manual Training School,”
and further, “if these (Scott) trustees win, the bequest will go to the Manual Train-
ing School as it is now conducted by the board of education” and that “the bequest
with interest now amounts to about $8,000.”
That any issue could arise in the premises under the plain and specific words of
this will is the wonder of wonders. Miss Mott in her will executed in 1901 named the
Scott trustees, of which her father had been a charter member, as the legatee of the
bequest in question, with direction that it should be used to “increase the usefulness of
the Manual Training School.” It is true that in order to augment the usefulness of the
Scott Manual School and with the approval of the Scott family and the Scott trustees,
the control of such school and its trust properties had become vested in the board of
º and later this control was confirmed by state legislation and an ordinance
of the city.
The Scott trustees were incorporated and their legal existence as a corporate
body has not been terminated.
Following the probate of Miss Mott's will these trustees by resolution directed
that the bequest immediately on the payment of the same should be transmitted to the
board of education to be used as directed by the testatrix.
In 1903, one year after the probate of the will, there was created for the first time
by appointment of the mayor under a recent law which able lawyers deem has no
application to Toledo, a new body called the university directors, the successors of
which are now conducting what they call a university and it is this body not in exist-
ence in the life time of Miss Mott, who are demanding to be recognized as the legatee
under her will, and the power to divert her bequest from the uses which she directed.
Judge Doyle in a carefully prepared opinion made at the request of the Scott and
Mott families held that the so-called board appointed by the mayor had no right of
control of the Scott Manual School or of the Scott trust estate and in fact no lawful
existence. Judge Julian Tyler on the common pleas bench, and Judge Kinkade on the
circuit court bench held to the same opinion. - -
The circuit court ruled, however—Judge Kinkade dissenting—that the mayor ap-
pointed board could be recognized not as a board having powers to conduct a university
—but as an administrative agency of the city to administer the Scott trust estate and
conduct the Manual Training School as it had theretofore been conducted, in place of
the board of education; then later the same court said, since we have given the
Manual School to this mayor appointed board to conduct we will change the legatee
named in Miss Mott's will and direct that the bequest be paid to a board not in exist-
ence in her life time, but with the specific injunction that the bequest should be used
as directed by the testatrix, “in increasing the usefulness of the Manual Training
School,” and in this way secure the application intended. . . . . Under this decree
these nine men have taken possession of the Scott trust estate; refused to conduct the
Manual School; under the pretense of control have rented the Manual building. The
board of education has been compelled to continue the school and meet now the full
cost of the same from its own fund, and actually to pay a lent to these intruders. Such
rents demanded from the board of education and other revenues from the Scott trust
estate have been used in violation of the decree of the court, in the support of a small
language school in rented rooms on Jefferson Street, which they are pleased to call a
university. In like manner will every dollar of the Mott bequest be spent unless a
restraining order is obtained.
Underlying all this entanglement is the gravest of grave questions. Can a bequest
in Toledo be left in trust for some charitable use with the assurance that it will minister
to the purpose contemplated and directed 7 Ten years have gone by since the death of
Miss Mott. During that time not a dollar has come to the city government in trust
for any charitable use. . The risk is too, great, and many another like period will go
by before the disaster in this case will be forgotten. . . The honor of the
city of Toledo has been and is at stake, and this is of far greater moment than the
money value of the bequest in question. ~
Six or eight bequests in approximately like amounts were made by Miss Mott to
other charitable uses in Toledo. These have all been received and used as directed.
That this attack should be made upon the Manual School bequest, and be taken up by the
legal department of the city will lead the next generation of Toledo citizens to look
back upon this period with wonder and amazement. A. E. MACOMBER.
38
Appendix E
wºmmºmmy
No Municipal Universities in Germany or England; or
in the United States except in Cincinnati, Ohio
Archbishop Whately in his Treatise on Fallacies says: “The skillful sophist will
avoid a direct assertion of what he means unduly to assume; because that might direct
the reader's attention to the consideration of the question whether it be true or not;
since that which is indisputable does not so often need to be asserted. It succeeds
better therefore to allude to the proposition as something interesting and significant;
just as the Royal Society were imposed upon by being asked to account for the fact
that a vessel of water received no addition to its weight by a live fish put into it;
while they were seeking for a cause they forgot to ascertain the fact; and thus admit-
ted without suspicion a mere fiction.”
"Ambiguity in the use of terms and the fallacy of allusion are closely related in the
propaganda of the idea of Municipale Universities. Such institutions are alluded to as
existing in Germany, England and now to a growing extent in the United States. What
are the facts 2 Where are such institutions found 2 First we need a definition of a
Municipal University. In Ohio a statutory definition of a municipal university obtains,
thrice re-enacted by the State legislature. In Ohio a municipal university is a depart-
ment of the city, maintaining a series of colleges of such rank that its degrees are
acceptable in the world of letters; owned, controlled and directed by the city and main-
tained by municipal taxation except so far as assisted by trust estates given to the
city for that purpose. This power of taxation cannot be exercised to create such uni-
versity, and can only be imposed to assist an institution of the requisite rank already
in existence.
It will be seen that it is quite inaccurate to allude to the Syracuse Uuniversity
(an institution of the Methodist Church in no way related financially to the city of
Syracuse) as a municipal university. The same is true of the University of Rochester
(Baptist Church); the University of New York (Congregational); the Boston Uni-
versity (Methodist). The foundation of the University of Chicago is too fresh in
the minds of all to need explanation here. The fact is, there is but one municipal
university in the United States.
Nevertheless we are told that: “The Municipal University first established in
England and Germany is now an institution in America.” Is that true? Here again
it is pertinent to get at the facts. Says Mr. A. Flexner in his authoritative report
on the institutions of higher education in England and Germany: “There are now as
there have been for almost a century past twenty-one universities in the German
Empire.” Says the American Encyclopedia: “The German Universities are state
institutions. The German nation takes for granted that the higher education is a
matter for the State. The State appoints the professors, determines their salaries and
their functions and determines the requirements for the state examination. All the
expense of the university, salaries, pensions, buildings and equipments, figure in the
state budget.” . The State appropriations for the universities have been in recent
years upwards of ten million dollars, or an average of half a million dollars each.
The Encyclopedia Britanica says: “In Germany seventy-two per cent of the
cost of the universities are paid by the State. * * * The political storms which
marked the close of the eighteenth century gave the death blow to not a few of the
ancient universities of Germany. These had for the most part fallen into a perfunctory
and lifeless mode of teaching and with wasted and diminished revenues and declining
numbers had long ceased worthily to represent the functions of the university; but
few were much missed or regretted.” (Fifteen institutions were closed, including the
ancient university of Cologne in 1798.)
Nelson's Encyclopedia in its article on Germany says: “The country is well pro-
vided with universities—twenty-one—under state control.”
The International Encyclopedia says: “The universities of Germany were all
chartered by both King and Pope and often by the Emperor as well. * * * At
present the German universities are strictly state institutions, and are subject to the
Minister of Education of the respective states in which each is situated.”
The March, 1913, Educational Review says: “Approximately three-fourths of the
expenditures of the Prussian Universities are provided at present by the State, the
balance being secured through tuition and various endowments.”
- 39
Through a slip of the pen or an ambiguous concept of the term, municipal uni-
versity, a distinguished scholar, one who has served well the cause of higher educa-
tion in officially calling attention to the large number of weak and inadequate schools
parading as colleges and universities, has referred to the University of Leipzig as
a municipal university, and is being repeatedly quoted as an authority on this point.
The University of Leipzig is a state institution and celebrated its 500th anniversary
in 1909-10. It is the oldest and third largest in the German Empire. The Encyclopedia
Britanica says: _*Its large revenues, derived to a great extent from house property
in Leipzig and estates in Saxony, enable it, in conjunction with a handsome state
subvention, to provide rich endowments for professional chairs.” The International
Encyclopedia gives the budget for 1905 as $710,000, and adds “A new governing body
for the University—subject to the Minister of Education—called the Syndicate, was
established in 1903.” Leipzig has a population of 600,000, but it does not own or
control the University.
The proposed University of Hamburg when established will be a state, not a
municipal, university. Hamburg has a population of over one million.
Germany in its support and control of its twenty-one universities represents the
opposite extreme from England and Scotland, ifi which countries these institutions
rest in the main on private endowments.
Mr. A. Flexner in his exhaustive Carnegie Foundation Report upon Higher Edu-
cation in Europe, gives the most available statistics for Scotland and England. In
Scotland there are four institutions of collegiate rank, erected in the 15th and 16th
centuries.
In England, in addition to Oxford and Cambridge—with numerous colleges ancient
and rich—there are seven institutions of higher education created in the last half of
the nineteenth century resting upon private endowments, with moderate incomes
augmented by local and parliament subventions. A few examples will explain the
sources of revenue. In 1907-8 the income of the University of Glasgow was $385,000,
derived from parliamentary grant, $70,000; local grant, $43,000; and the remainder
from fees and ancient endowments. In the same year the income of the University
of Edinburgh was $465,000; of which $75,000 was a subvention from parliament;
$54,000 from the City, and the remainder from ancient endowments
In 1908.-9 the budget of the University of Manchester was $400,000; derived from
parliamentary subvention, $100,000; City of Manchester, $25,000; and the remainder
from fees and endowments. In the same year the income of the University of Birming-
ham was $275,000, and derived from the following sources: From parliamentary
gift, $75,000; municipal gift, $35,000; the remainder from fees and endowments. For
the same year the total income of what is called the University of Bristol was $75,000,
and derived as follows: $25,000 from Parliament, $10,000 from endowments and gifts,
$4,000, from the city of Bristol, and the remainder from fees and other sources. Neither
parliament nor the municipalities claim any ownership, or exercise any control in
the management of these institutions, and this is true of the remaining institutions
of a collegiate character. They are not municipal universities and should not be
quoted as such. The population of Glasgow is 800,000, Edinburgh 325,000, Manchester
720,000, Birmingham 850,000, Bristol 450,000.
President Schurman of Cornell University in his last annual report says: “Look
again at a German University; the State furnishes the funds for maintenance and
development.” In Toledo the President of the so-called Toledo University reads
papers before Women’s Clubs extolling the municipal universities in Germany and
England, which do not in fact exist.*
('
*The President of the so-called Toledo university has just republished as a “bulletin”
the inaugural address of the new Chancellor of the University of Bristol. The purpose
manifestly is to make it appear that municipal universities obtain in England. The
customary congratulatory tone characterizes this address. The Chancellor said:
“It is a characteristic development of our time, that the great cities of England should
have asked for and in rapid succession obtained (from Tarliament) the concession of
their own universities.”
This does not mean municipal universities, for such is not the fact; it means that
Parliament granted to certain individuals the authority to incorpora ' - ur, J. & the name of
“university” and to merge in several cities, Small local collegiate sch, ools. Thus the
Dniversity of Bristol was under the authority of Parliament incorporated in the last
decade, and two local schools were merged with it. ' The sources of income are indicated
above. Bristol has no High Schools comparable with the Toledo High Schools. In
quality and extent of teaching efficiency these surpass, the University of Bristol. The
fatal defect of the Toledo High Schools, in the mind of the Toledo, “President”, is that
they do not bear the name “university.” Whether he does not understand, or whether
his purpose is to mislead, opinions widely differ.
40
*
Relative Rank of the Following Institutions Based on
Value of Plant, Financial Resources, Laboratory
º and Teaching Efficiency
Michigan Ohio State Oberlin The Toledo
University University College University
3
}
No. 1. MICHIGAN UNIVERSITY. Founded in 1837. Liberally supported by
a three-eighths mill tax on the Grand Duplicate of the State; was endowed with two
townships of public lands by the General Government.
No. 2. OHIO STATE UNIVERSITY. Thirty-five years the junior of the Mich-
igan University, but growing rapidly. Endowed with thirty townships of public lands
by the General Government. Receives liberal sums annually from the State and the
General Government. The State of Ohio in recent years has adopted a policy towards
the “Ohio State” which will speedily place it in the front ranks of State Universities.
No. 3. OBERLIN COLLEGE. Oberlin College in value of Plant, Endowment,
Laboratory and Teaching Efficiency ranks with Williams College (Mass.) and Dart-
mouth College (N. H.) It is one of the oldest institutions of higher education in the
Northwest. It has been content with the honest designation of “College” and has never
advertised what it could not perform.
No. 4. THE TOLEDO UNIVERSITY advertises the same number of “Col-
leges” as does the University of Michigan (the College of Dental Surgery excepted);
it advertises the same number of “Colleges” as does the Ohio State (the College of Agri-
culture and Veterinary Medicine excepted), but out rivals the “Ohio State” in a “Col-
lege of Medicine;” it advertises five collegiate courses of instruction not attempted by
Oberlin.
The City Council for the year 1913 set over to The Toledo University $25,000 to oper-
ate its six colleges. Had this sum been Secured by the Toledo Board of Education it would
have enabled that board to advance the low salaries of 500 ward school teachers $50.00
each. Thus does the cost of a “Municipal University” fall upon those least able to bear it.
The cost of a municipal university means a corresponding loss to the revenues of the
common school system, to be felt in teachers' salaries, cheaper buildings and poorer
laboratory equipments.

THE UNIVERSITY OF MICHIGAN
Michigan early assumed a position of importance in maintaining a strong
State University. The present plant represents a value of more than $5,000,000,
and the annual income, largely from State funds, of $1,500,000, is equal to the
revenue from an endowment of thirty million dollars. Students are offered
the exceptional advantages resulting from this liberal income at very low cost.
The actual fees, from $40 to $50 yearly in most departments, including use
of library, athletic field and admission to all games, cover only about one-fifth
the real cost of instruction.
The University maintains seven departments: Literature, Science and
Arst; Graduate Department; Department of Medicine and Surgery; Engineer-
ing; Law; Pharmacy; Dental Surgery and Summer Sessions.
Thirty buildings are devoted to the instructionäf work of the University.
The library contains 317,000 volumes; 1,500 periodicals are regularly taken;
the scientific and enginering laboratories are extensive and costly. In all
departments 432 professors and assistants are employed.
Graduated students. of Toledo High are admitted without examination. Last year
414 Ohio students ended the U. of M., of which 64 were from Toledo. In the last
50 years about 1,000 students have enrolled at Michigan from Lucas County.
For full information, catalogues, illustrated booklets, etc., address SHIRLEY
W. SMITH, Secretary of the University, Ann Arbor, Michigan.
\ THE OHIO STATE UNIVERSITY
With a yearly income of $1,000,000; a plant valued at $5,000,000; a student
body of 4,000; 210 professors, and seven colleges, Ohio State University offers
to graduates of the Toledo High School at merely nominal cost the advantages
of a thoroughly modern and completely equipped university.
Last year 60 students attended ‘‘ Ohio State’’ from Lucas County—mainly
from Toledo. The taxpayers of our city pay annually $30,000 to the support
of the University. This provides in reality for graduates of Toledo High a
four years’ scholarship worth $250 a year and costing each student only $20
a year, payable in half-yearly installments, (excepting the College of Law,
where a slightly increased fee is charged).
“Ohio State” has a commanding position among the universities of the
Middle West—not only in facilities, and in practical value of instruction
afforded, but also by reason of the character of the student body, and of its
various activities.
Graduates of Toledo High are received without examination in any of the
colleges of the Unisersity, as follows:—Agriculture, Arts, Philosophy and
Science; Education; Engineering; Law; Pharmacy; Veterinary Medicine. Bul-
letins describing in detail the work of the colleges of the University and
the requirements for admission, may be obtained by addressing W. E. MANN,
University Editor, Columbus, Ohio.
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