Baltimore City Public Education at the Turn of the Century, 1900-1925

February, 1904, Baltimore was almost destroyed by fire. Damaged estimated at more than one hundred twenty-five million dollars included the destruction of seventy-three city blocks; one hundred forty acres of the trade center–where business houses, wharves, and warehouses were located–were completely ravaged. Fortunately, not one school building was destroyed by the calamity. Out of the ashes of a stricken city, a new and modern Baltimore emerged... more quickly and more splendidly than anyone had believed possible.

Steps were taken to make Baltimore a healthy city to live in. A proper sewage system and a disposal plant replaced the old cesspools and stinking gutters. The water supply was extended and improved, and a filtration plant erected. Along with harbor improvements came the gradual elimination of cobblestone streets as Baltimore geared itself for faster moving vehicles.

During World War I, Baltimore experienced rapid expansion and war prosperity. When the United States entered the conflict in 1917, this great industrial and shipping center marshalled its resources and played a vital role in the war effort. With the horrors of war came the influenza epidemic, which struck with great severity. The city attempted to return to its normal way of life, with the cessation of hostilities and, within a short time, it shared the booming years preceding the Great Depression with the nation.

The public schools, during the period 1900-1925, reflected the uncertainties of the times. Two decades of conflict provided the transition between the traditional school system of the nineteenth century and the modernization of the schools in postwar years. Although the Board of School Commissioners was hampered in its work by political interference, by 1925, it had achieved a degree of independence from municipal control that permitted the progressive development of the school system. Also, despite being hindered by dissension and crippled by inadequacies of plant, personnel, and financial support in this era, the progress of the schools was enhanced by the vision and leadership of Superintendent James H. Van Sickle and Superintendent Henry S. West.

Mr. Van Sickle, who headed the schools from 1900 to 1911, challenged the practices of the traditional school and, within a decade, introduced innovations designed to improve the administration of the system and the caliber of professional staff. More adequate supervision resulted in greater uniformity among the schools, and school services were expanded to meet the needs of pupils through kindergartens, preparatory classes, and manual training and cooking centers. Improvements in teaching methods and in grouping of pupils for effective instruction resulted from Van Sickle’s stimulation.

The administration of Dr. Henry S. West, 1920-25, was a notable chapter in the history of the schools. The Strayer School Survey furnished the basis for a long-range program of development, and, under Dr. West’s leadership, action was taken to implement many recommendations of the commission. The organization of the school system on a 6-3-3 basis and a general revision of the course of study in the schools was accomplished. The reorganization of the administrative and supervisory staff; launching of the new school building program; betterment of teachers’ salaries; and encouragement of teachers toward professional development were contributions to the progress of the system made during West’s superintendency.

In 1912, attendance laws raised the compulsory school age to fourteen years. In 1925, when the population of Baltimore rose to 800,055, the number of pupils grew to 96,630. Throughout the period, problems of overage and retarded pupils remained acute and the excessive number of dropouts was attributed primarily to economic factors. The schools were governed without corporal punishment, and ungraded classes were set up to deal with troublesome pupils. The extension of vocational education; the inauguration of junior high schools; and the institution of ability grouping indicated the increase of attention given to meeting the needs of individual pupils.

Although the professional staff was increased to more than three thousand teachers to man the one hundred-fifty schools in 1925, the problem of securing trained personnel plagued the administration throughout most of the period. The unattractive teaching salaries, however, did not dampen the enthusiasm of many who remained devoted to their positions and who fervently strove towards professional development.

Municipal and state funds continued to be the chief sources of revenue for operating the schools. Although the budget had increased seven times in the twenty-five year period and had exceeded $8 million in 1925, in caparison with other large cities, Baltimore’s expenditures for public education were exceedingly modest. It was not until the passage of the loans of 1920 and 1922 that sufficient funds became available to relieve the handicap of an antiquated and inefficient school plant.

The schools as a whole enjoyed the confidence and support of the public, even though the superintendents and commissioners were subjected to frequent criticism. The period marked an increase in the interaction between school and community. The community enjoyed the extension of school services, and the schools profited by the cooperation and assistance of individual citizens and community groups.

As this chapter in Baltimore’s educational history drew to a close, the community set its goal to provide “for every child in the city of Baltimore a full-day’s schooling, in a fit and properly equipped classroom, under a well-trained and adequately paid teacher.”