tion in Cincinnati to become Superintendent
of the Boston schools, there was, on every hand, a feeling of loss and
of uncertainty among those most interested in the city's educational
problems. During those months which elapsed between Mr. Dyer's departure
for Boston and the election of his successor there was a feeling that,
after all, perhaps he was not replaceable.

Then the successor came,--a quiet man, with a constructive imagination
that enabled him to grasp, readily and completely, Cincinnati's
educational need. There had been an era of radical educational
adjustment in the city. The school system had been changed,--artfully
changed, it is true--but changed, nevertheless, in all of the essential
elements of its being. Some of the changes had been made with such
rapidity that their foundations had not been fully completed. The
brilliant school policy which Mr. Dyer had inaugurated needed rounding
out for fulfilment and completion. Randall J. Condon saw these things;
and he saw, furthermore, that in a community so awakened as Cincinnati,
almost any educational program was feasible, so long as it remained
reasonable.

The Cincinnati school people who went to Providence for the purpose of
inviting Mr. Condon to take charge of the Cincinnati schools, felt the
constructive power of his leadership. Providence had been educationally
transformed, and Mr. Condon was the man responsible for the
transformation.

The people of Cincinnati have every cause to congratulate themselves
upon the new school head. At the outset Mr. Condon said,--"I purpose, to
the best of my ability, to live up to and follow out the policies
inaugurated by Mr. Dyer." With the utmost fidelity he has kept his word.

There is far more in Mr. Condon's administration than a mere follow-up
policy. Everywhere he is building. In the face of a difficult financial
situation which compels a serious curtailment of expenses for the time
being, he is insisting upon additional kindergartens, extended high
school accommodations, a more intimate correlation of the elementary and
high school system, and an extensive system of recreation and social
centers. It is upon the latter point that Mr. Condon is laying the
greatest emphasis at the outset of his administration.

The Cincinnati policy which Mr. Condon has inaugurated with regard to
civic centers is admirably summed up in his statement of the case. "A
larger use of the school house for social, recreational an