FUNDING FOR THE FUTURE

By Hope Ford Murphy ’73

At Laurel School, endowed scholarships not only make education in an independent school accessible to girls from all over northeastern Ohio, they allow the school to attract remarkable candidates who can flourish in an innovative, academically rich environment where students gain the skills needed to contribute to society. One might assume that Laurel was established for the daughters of the wealthiest residents of Cleveland but that was not the case. Founder Jennie Prentiss and her successors understood the challenges of not having the resources to pay for an independent school education. As the school grew and the distribution of scholarships became more complex, later Heads of School, supported by the Admissions Office, recruited candidates who offered not only socioeconomic diversity but also racial diversity.

Since her arrival two decades ago, Headmistress Ann V. Klotz has adopted policies to expand need-based financial aid and scholarships deeper in the school as well as to implement merit aid for highly-qualified candidates. Funding for both need-based and merit-based aid is possible thanks to generations of alumnae and friends of Laurel creating and or contributing to endowed scholarships.

The Seeds Are Planted

Jennie Prentiss founded Miss Prentiss’ Home School in 1896 during Cleveland’s Centennial, at a time when the city was flourishing as a result of a booming economy, producing wealthy industrialists who built extravagant mansions on Euclid Avenue, aptly known as Millionaires’ Row, and sent their children to independent schools including Miss Mittleberger’s. Other children in the surrounding neighborhoods attended Central High School, whose enrollment by 1895 had grown significantly. With a 48:1 student/teacher ratio at Central High, some families began to consider other options. Miss Prentiss, who had to work to pay her tuition, had graduated from Lake Erie Female Seminary in 1890 and had returned home, inspired by the work of progressive educator John Dewey, with plans to open her own school for girls.

After earning a reputation as an excellent tutor, she launched her school in her mother’s living room with a handful of students. In its first years, enrollment grew rapidly; both families who could afford the tuition, and those who could not, approached her. In her second year of operation she accepted three non-paying students because “it was essential for our work [to] become known as widely as possible” and “to make school life attractive.” (1) Concerned about the budget, she gathered a group of patrons to establish an endowment to generate additional annual funds. Needing to move to larger facilities due to increasing enrollment, she found a new location in a residence at 2165 Euclid Avenue and asked the students for suggestions for a distinctive new name. In recognition of the ancient Greek symbol of laurel leaves signifying achievement, student Irene Taft proposed the name the “Laurel Institute,” which the Trustees adopted in 1900. A little over a year later Jennie Prentiss resigned and eventually married and moved out of state. But her commitment to making academic excellence possible for girls carried on.

The Lyman and Lake Years

Sarah E. Lyman, named Principal in 1904, developed a remarkable vision for the institution she renamed Laurel School. In 1908, she built a new school at 10001 Euclid Avenue which she then purchased from the Board of Trustees, assuming the school’s financial management including discretionary control over the distribution of scholarships as was the case with Helen Potter Stuckey, Class of 1913, who was orphaned while a student and whom Mrs. Lyman invited to live in the dorm until she graduated.

Although she owned the Euclid Avenue campus outright, the move of the School in 1928 to Shaker Heights necessitated reinstating the Board to handle the financing of the purchase of the property and construction of the new building, including a dormitory. Perhaps the heavy responsibility of managing school finances led Mrs. Lyman to hand over the distribution of scholarships to the Alumnae Scholarship Committee. With funds from several named scholarships as well as one honoring her, the women could grant between two and four full or partial scholarships depending on the year.

The Alumnae Scholarship Committee reviewed the financial status of each potential recipient along with recommendations about academic and character strengths, and then invited the applicants to a tea whereupon the members made recommendations to Mrs. Lyman about the girls who should receive funding. This pattern of selection continued until her retirement.

During World War II, when the London Blitz led to the evacuation of many children to the countryside, the White family of Gates Mills, OH, invited their British nieces...to live with them, and Miss Lake did not charge them tuition as her part in the war effort.

When Edna F. Lake succeeded Sarah Lyman in 1931, she reclaimed discretionary control over scholarship distribution. Witnessing the painful impact of the Great Depression, she encouraged girls to remain at Laurel with tuition assistance. During World War II, when the London Blitz led to the evacuation of many children to the countryside, the White family of Gates Mills, OH, invited their British nieces, Hilbre Ferguson Hill ’45 and Auriol Ferguson Royds ’46, to live with them, and Miss Lake did not charge them tuition as her part in the war effort.

Increasingly aware of the need for funds to run the school as well as to make aid available, the Board of Trustees and the Alumnae Association called for the 50th Anniversary Fund of $250,000, which would pay off the school’s debts, guarantee working capital for emergencies and establish an endowment fund. This fund, overseen by alumnae volunteers, would later provide more generous financial assistance to girls.

A Changing Student Body

Miriam Waltemyer became Headmistress in 1958 and ushered in a new approach to scholarships. She advocated adding international students through the American Field Service Program (A.F.S.), founded after World War II with a mission to encourage peace among nations through individual friendships. By joining A.F.S., Laurel would host one student each year— providing housing and a scholarship— and send one student abroad for the summer. The school’s association with A.F.S. continued almost 30 years until the late 1980s.

Following Miss Waltemyer’s resignation in 1962, Daniel Jennings became the first Headmaster at a time when the Trustees contemplated a number of major changes that would transform the school, leading to an academically stronger and eventually more racially diverse student body. Admitting only college-bound applicants, the school’s college matriculation list changed, as four-year liberal arts colleges and universities crowded out junior colleges. In 1964, the first Black students enrolled after the school joined A Better Chance, whose mission was to guide students of color through the admissions process at independent schools. Over the next decade, the school recruited more students of color and supported the Black Unity Society, a student-led club offering a safe space for girls to share their experiences. A few years before Mr Jennings retired, as the number of residential students declined, the school closed the dormitory, enabling it to redirect funds for its maintenance to scholarships for more day students from urban schools.

A Professional Approach to Fundraising

Lynne Rossen Feighan ’55, Director of Development from 1974 to 1993, attended conferences and studied fundraising practices used by preparatory schools on the East Coast. Her research encouraged her to advocate for a larger Development staff to promote more strategic fundraising including taking over the volunteer management of the Alumnae Fund. Bringing this work in house could mean more ambitious fundraising for the school. When Mr. Jennings retired in 1977, Barbara Barnes became Head of School. The decision by Hawken School’s Trustees to admit girls shaped Mrs. Barnes’ seven-year headship as she recommitted the school to its mission of teaching girls and, with the support of the Development Office, focused on raising the salaries of the faculty.

One of Mrs. Feighan’s most delightful experiences was the result of a series of anonymous checks that started arriving from a lawyer in 1989. Curious about the source of the funds and hoping to connect then Head of School Leah Rhys with the donor, Mrs. Feighan contacted the lawyer, who told her that his client did not need thanks. As the checks continued to roll in, she reached out to the lawyer again. He explained that his client lived in a nursing home and could no longer communicate. Mrs. Feighan persisted and was finally allowed with Mrs. Rhys and an Upper School student to meet and thank the donor. By the time of the distribution of her estate, Harriet Buescher Lawrence ’30 had contributed more than $3,000,000 to the school for scholarships, the largest gift yet for this purpose.

Alumnae have continued to fund need-based scholarships, although occasionally they have designated specific talents they wish to honor in music, art or math. Other scholarships have supported alumnae or faculty daughters. During Leah Rhys’ tenure, the student body diversified further, thanks to recruiting by Timy McGoff Sullivan ’57, Director of Admissions, and new immigration patterns in the city in response to Cleveland’s rapid growth in biotechnology firms, hospitals, and universities. Charged with strengthening the athletic program when she was hired in 1992, Helen Marter oversaw the purchase of the Fairmount (now Butler) Campus and construction of state-ofthe-art fields and tennis courts. The investment in new facilities and coaches attracted more athletes which resulted in winning teams.

Making Dreams Possible

Under Headmistress Ann Klotz, new family- and alumnae-funded scholarships continue to promote diversity. The family of Mary French Conway ’46 provided scholarship funds for students from the urban charter Breakthrough Schools; Bill and Lynn Ondrey Gruber ’73 gave funds for Latina students in honor of their adopted daughters and in recognition that, for Lynn, Laurel “changed the trajectory of [her] life.” Mr. Sang Yeol and Dr. Jung Min Lee created a scholarship to support general diversity.

Ms. Klotz has introduced innovative approaches to expand diversity. A dramatic change introduced financial aid awards to students entering the Primary School when, previously, these were not given before Seventh Grade. Other independent schools in Cleveland followed suit. In 2004 then Director of Admissions Tom Wilschutz discovered that some current schools in the Cleveland Council of Independent Schools (CCIS) consortium were offering merit aid to candidates; he recommended that Laurel do the same for Ninth Grade applicants who exhibit exceptional talent and promise through the Dream. Dare. Do. Scholarships.

The highly selective Sarah Lyman Scholarships provide full tuition and fees for all four years of the Upper School...

In the intervening years, additional merit and endowed scholarships have become available. The highly selective Sarah Lyman Scholarships provide full tuition and fees for all four years of the Upper School to five outstanding rising Ninth Graders (open to current Laurel students as well as to new ones) who have achieved excellence in academics and have demonstrated, through their classroom work and extracurricular activities, a true commitment to the school’s values. They must exhibit extraordinary character, demonstrated leadership and academic excellence.

Under the leadership of Director of Enrollment Management Abbey Jones Steinberg ’06, the school added R.I.S.E. Scholarships for girls who are Resilient, Intellectual, Spirited, and Ethical. All applicants for Kindergarten-Grade 11 are considered for these awards, which are given to those demonstrating excellence in academics and cocurricular activities and exhibiting passion, spirit, and integrity. In addition, candidates recognized for their ability to contribute substantially to the school community while adhering to the mission of the school may receive the Head’s Scholarship.

Finally, with the launch of the Environmental Justice (EJ) Semester, the school offered Changemaker Scholarships to qualified girls from other private, public, and parochial schools to join a small cohort of Laurel students for an interdisciplinary study of environmental issues in northeastern Ohio. Intentionally drawing students with different perspectives, the goal is to create a diverse group to address injustices across the region in a solution-based approach. Interning with nonprofits focused on these issues, the girls will develop skills that will serve them in college and beyond.

My Class of 1973, having grown up during the 1960s when the Cuyahoga River burned and Lake Erie was declared “dead,” were inspired by the innovative EJ Semester as we planned for our 50th Reunion and looked to identify a program to support with a special 50th Reunion class gift. Classmate Grayson Alexander ’73 helped to crystalize our thoughts. She reflected that as “a shy smart girl who was determined to be a scientist” her public school would not have served her well. She continued, “I would never have been able to attend Laurel without scholarships I truly am very grateful for the financial assistance the school was able to give me.” Our generous class gift supported these Changemaker Scholarships. These students along with their peers will form an intellectual community with diverse points of view. Trained in experiential units using design thinking practices and interning with nonprofits, these girls, like those who have gone before them, will fulfill the school’s mission.

Through the dedication of alumnae, families and friends of the school, financial barriers that limit opportunities continue to be dismantled.

The legacy of scholarships at Laurel School, rooted in the vision of our founder Jennie Prentiss, has continued to evolve and expand, ensuring that a diverse range of students can access a transformative education. Alumnae, such as the late Florence Scafe Seymour 1931, have expressed deep gratitude for their time at Laurel, recognizing how their schooling helped them “understand the great value of an excellent education and the interest in helping someone else to have the privilege of a Laurel education.” (2) Through the dedication of alumnae, families and friends of the school, financial barriers that limit opportunities continue to be dismantled. The ongoing commitment to both need-based and merit-based aid demonstrates Laurel School's enduring goal to foster academic excellence and leadership in a diverse and inclusive environment. As new generations of students benefit from these opportunities, they carry forward the values of resilience, intellectual curiosity and ethical leadership, equipped to make meaningful contributions to society.

• (1) Hope Ford Murphy, Educating the Independent Mind: The First Hundred Years of Laurel School (1998), p. 14

• (2) Florence Scafe Seymour ’31 alumnae questionnaire, 1994