Great Scott! - A School's History at the Crossroads

Leadership. It was always about leadership. Whether from teachers, principals or the students themselves; it's always been there.

From the moment of its dedication on June 6, 1913, Jessup W. Scott High School in Toledo, Ohio was destined to be first. The school's students would make their mark in business, in community service, in the arts, in education and on the athletic field. In doing so, they would create a legacy of leadership that continues to this day.

Early in the 1900's, city leaders determined that four new high schools should be built. Scott in the western quadrant was first and its innovative design departed completely from the original "academics only" concept of high school then in place. The "I" housed the academic section at its center, while one wing held 6 science labs and the gym. The other wing contained the manual training classes and the auditorium.

Not only could a student follow a course that would prepare him for college in one part; but those not on that track could, in the same building, learn vocational skills vital to the growing manufacturing demands of the Toledo area,. Students, who would be future leaders of industry, could also experience what it was like to be on the shop floor.

Designed in the modified English Gothic style, the $400,000, fire-proof, steel-framed, reinforced concrete structure rose on Collingwood Blvd. Brick with terra cottta, white window frames and a green tile roof rounded out the material used. However, it took more than just a building to create the kind of leadership the city would need over the years.

The task began with the principals, all of whom measured the community's needs and went about devising a way to meet them. For example, Ralph Demorest, Scott's first principal, envisioned a school that would "produce disciplined minds and hands." To that effect, he creamed teachers from some of the best colleges and universities in the country. Subjects taught ranged from English, math, science and social studies, to German, French, home economics, woodworking and physical education. Curriculum paths were college preparatory, general, scientific, commercial, elective and manual.

Others, like Richard Langstaff, noted the changes brought about by World War II, when families moved en masse to the suburbs. Alterations in school policy made him much more responsible to the community at large and he felt his role to be as much political as anything else. With dwindling student numbers, yet an increasing percentage of African- Americans, Langstaff still encouraged students to take part in the various clubs and student organizations. He also modified the curriculum in hopes of creating a better path to success for his heterogeneous school. Between them both, Demorest and Langstaff stayed a total of 55 years!

Another, Flute Rice, Scott's the first African-American principal, stepped in after the 1967 riots. He was determined to make Scott "the best black high school in Toledo." Rice hired a nearly all African-American staff and obtained financing for college scholarships. He found funds for the first Skills Center in the city, instituted remedial classes and built a resource center. Scott qualified for Model Cities money as well. Rice's aspirations for the students and emphasis on African-American heritage matched the hopes and expectations of that community. He identified "Black Pride" with Scott pride.

Then, there was Jimmy Dew, who trained as an educator; but also completed a successful career with the Detroit Pistons. At nearly seven feet, his presence as principal calmed troubled waters that had arisen. Avey Dixon, a 1964 graduate and teacher at Scott until 2007, says that, "he re-instituted home visits to draw in parents, began Visiting Day for incoming students, obtained college scholarship money from Fifty Men of Toledo and created a new job training program. Scott also became the first high school in the city to have its own radio station, WAMP."

Of course, a school cannot function without dedicated teachers. Scott is no exception. Marjorie Broer wrote in The Scottonian for 1926. "We owe you more than we can ever express. You have helped us to develop our minds and to build our characters." Teachers stayed for years, affording a continuity and tradition of mentorship that demonstrated what leadership entailed.

Charlotte Bissell (French) began work when the school started and taught until she passed away; likewise, Ada Ritchie, who established and developed the Scott Library. Both taught years beyond today's retirement age.

More recently, Old West End residents, Edward and Avey Dixon completed 37 years in the school system. Edward, who came from Jacksonville, Florida, took over the reins of the Scott band and created a powerhouse organization, with such events as Dixon Band Day. Although only three bands took part in the first one, the word soon spread and bands from Illinois, Cleveland and Michigan wanted a piece of the action. The Dixons also traveled with the band, taking them to Orlando at one point for competitions there.

Another Old West End resident, Red Stanley, revived the Scott golf team. Knowing his students needed equipment, he spoke to members at Inverness County Club. As a result, they donated the clubs and bags they no longer needed so Scott's team could compete. Examples of leadership like these encourage students to emulate their teachers.

From the start, leadership and community service served as Scott's goals. Student involvement in Student Council and clubs, like Hi-Y (YMCA), Fasces (Latin Club), Glee Club (music) and Band, meant working with classmates on fund-raising, as well as organizing outings, dances and working with rules of order any board chairman might use. Students worked as volunteers tirelessly.

Bill Sala, Student Council President from the class of 1942, says he "remember(s) rolling bandages at The Red Cross on Collingwood after school several times a week. It seems we were always doing some sort of project then." Posy Huebner, class of 1940, who with her late husband, Bob, class of 1940, have been generous benefactors to the Toledo Museum of Art, The Toledo Public Library and helped establish the Blair Lithophane Museum at the Toledo Botanical Garden, states, however, that "the hours of work were often followed by a sandwich or a sundae at the El Pinto Grill in the State Theatre building on Collingwood". Life was not total drudgery.

Finally, athletics encouraged leadership of another kind. Sports for boys and girls were strong from the beginning. It was felt that a sound body developed a keen mind and a good self- image. Competition on the field instilled competition in the classroom and, later, in the boardroom or in the workplace. This concept may have been behind Scott's football team, which in the early years, became a winning sensation, often posting scores of one hundred! In later years, it would mean regional and statewide titles.

Scott students excelled individually, as well: Brenda Morehead (1975) was an 1976 Olympic Trials gold medalist in the 100 and 200 meters; Odell Barry, Jim Parker, Earnest Wright (1953), Willie Harper (1968) and "Mean" Joe Green (1964) played pro football; Dr. Wilbur McClure was an Olympic gold medalist in middle weight boxing.

Today, Scott leads in a different way by adhering to the "small school" concept. With money from the Gates Foundation, there are now four schools in one building: Allied Health, for those interested in the medical field, Arts and Media, for broadcasting, visual and performing arts, Businesss Technology and Industry, for the business minded, and Human Services, for education, law and social work. Each has its own principal and a teacher leader.

However, uncertainty overshadows the school. Scott sits in the last phase of Toledo Public School's rebuilding project. There are strong opinions on what should be done. Some favor tearing the school down and building a new one like the others in Toledo - even though the site of the new facility would not be the Scott campus. Others would like the faÁade to stay. Then a new building would be created within the old walls, using the most advanced technology as its energy sources. Partnership with the University of Toledo, First Energy or Xunlight could help defray the cost.

A third group would do nothing, leading to worries that, by "mothballing", the school would eventually need demolition due to neglect. Projected dwindling student population also plays a role in the amount of money Toledo Public Schools will be allotted by the Ohio State Facilities Commission to complete any of these projects.

In all cases, a new curriculum with innovative offerings will be needed to attract students back to this historically important central city school. For example, a magnet program offering the International Baccalaureate would prepare them for the globalized world they will inherit. Career Tech programs will be needed, which concentrate on high tech skills demanded by today's market place. To take up unneeded space, one wing or the ground floor could house a senior center or community service agencies where the students could serve internships by volunteering their services for school credit.

No matter what the choice, Harriet Grier, the current school leader for the Arts and Media Academy has it right: " Our students deserve better," she said. In fact, Scott's students and its community deserve a school that will again be first among the city schools for producing productive leaders and citizens in an environment that encourages the highest form of learning. We all hope that this goal will be achieved.

*This article written with thanks to Sam R. Snyder's, From Learning's Font, 1988.