s a simple one, based on the idea of serving
a community which he had studied carefully, by providing for it an
education that met its needs. Though revolutionary from an educational
viewpoint, the plan succeeded because it was socially sound--because it
linked together the school and the community, of which the school is a
logical part.

IX The Spirit of Oyler

Oyler has a motto, a very shibboleth, "The school for the community and
the community for the school." Not only do its principal and teachers
believe that the school must center its activities about the needs of
the community in which it is located, but they put their belief into
practice, studying the community diligently and seeking to find an
answer for every need which it manifests. Out of this spirit of service
has grown up a warmth of feeling and interest among the teachers seldom
surpassed anywhere.

"When I came to Oyler I felt about it as Sherman felt about war," says
Mr. Voorhes. "Now I would not trade places with any school man in
Cincinnati. The teachers feel the same way. Never yet have we had a
teacher who wanted to leave. Each one has her class, that is enough. We
have no problem of discipline now. The children and their parents are
working for the school.["]

Sometimes people get the idea that Mr. Voorhes does not do very much.
One visitor spent half a day observing, and then sitting down in his
office she said:

"Mr. Voorhes, I have been here half a day and I haven't seen you around
at all. What do you do?"

"Madam," answered Mr. Voorhes, "I am a man of leisure. All I do is to
sit here at this desk, ready to get behind any one of my teachers, with
two hundred and fifty pounds from the shoulder, in order to prevent
anybody or anything from getting in the way of her work."

Small wonder that the teachers like to stay. Small wonder that the work
which the school does commands the respect of the people of Cincinnati.
In the school, as well as in the neighborhood, each person has a task
and a fair chance to do it well.

From its position as "the worst school in Cincinnati" Oyler has risen,
first in its own esteem, and then in the esteem of the city, until it is
looked upon everywhere as a factor in the life of the west end, and an
invaluable cog in the educational machinery of the city. Its tone has
changed, too. Mr. Roberts, who came, a total stranger, to assist in the
work while Mr. Voorhes was sick, says, "I have never heard a word of