USA > California > A history of the new California, its resources and people; Vol I > Part 25
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This report closed by urging a military institute, and attached to the tabular statements, which were better arranged than those of any preced- ing report, were the reports of county superintendents.
In this report Mr. Moulder renewed several of the recommendations of his previous report; recommended the establishment of a state normal school; the organization of state and county boards for examining teachers; the increase of the maximum county school tax to twenty-five cents on a hundred dollars, an appropriation for paying the expenses of state in- stitutes, an appropriation for traveling expenses to enable the state superintendent to deliver lectures and visit schools throughout the state; that the township school funds should be consolidated into one common fund, which question he argued conclusively, supporting his position by let- ters from land commissioners at Washington, and from various state su- perintendents, and concluded by an elaborate argument in favor of a mili- tary institute to be established at Monterey.
Several important amendments were made to the school law by the legislature of 1860. The maximum rate of county school tax was raised from ten cents to twenty-five cents on a hundred dollars; the state super- intendent was authorized to hold a State Teachers' Institute annually, and an appropriation of $3,000 was made for payment of expenses; the state su-
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perintendent was authorized to appoint a State Board of Examination, with power to grant state teacher's certificates, valid for two years, and the school funds of any one year were required to be used exclusively for that year ; county superintendents were authorized to appoint County Boards of Examination, consisting exclusively of teachers, with power to grant teach- er's certificates, valid for one year; the State Board of Education was auth- orized to adopt a state series of text-books, and to compel their adoption, under penalty of forfeiting the public school moneys, to go into effect in November, 1861; and an appropriation of $30,000 made for building a state reform school at Marysville. This report opened as follows:
"It is apparent from an inspection of these statistics, that the amount contributed by the state to the cause of education is wretchedly insufficient. It is a pittance almost beneath contempt. It amounts to about one dollar and forty cents per annum for the education of each schoolable child in the state.
"With all the aid derived from local taxes, rate bills, and private sub- scription, it pays only an average of sixty-six dollars and seventy-two cents per month to each teacher in the state. A first-class bootblack obtains al- most as much.
"I am almost disposed to believe that no teacher at all is better than an ignorant or unlettered one; but how can we expect to secure the services of highly educated and accomplished teachers for the pittance of sixty-six dollars and seventy-two cents per month?"
He further urged a state normal school, and a direct state appropria- tion for common schools; again urgued in favor of consolidating town- ship funds, and closed by stating that he had already exhausted argument in favor of a military institute.
Early in the session of 1861, Hon. John Conness introduced a bill in the house, which was passed, providing for the sale of the sixteenth and thirty-sixth sections of school lands, and that the proceeds should be paid into the state school fund. Thus, after many years of impracticable legisla- tion, in which each successive legislature tinkered on a township land bill, a plain and practicable law was passed, under the provisions of which, in less than a year, nearly 200,000 acres were sold, and the proceeds applied to the state school fund.
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In his eleventh annual report State Superintendent Moulder asked for five thousand dollars for a state normal school; reported that the state insti- tute had been successful; asked the legislature to make provision for school libraries, and prophesied hopefully regarding the development of the school system.
The legislature of 1862 passed an act establishing a state normal school in San Francisco and appropriated three thousand dollars therefor.
In his twelfth annual report Mr. Moulder dealt with questions pertain- ing to school funds. During the legislation of that year the senate com- mittee on education referred the subject of revising and codifying the school laws to Superintendent of Public Instruction John Swett. Many useful pro- visions were incorporated in the act, particularly with reference to the as- sessment and collection of taxes for building purposes and for the support of free schools.
During 1864, still further supplementary and amendatory bills for strengthening the public school system were passed. In the report of the state superintendent following this legislation the position was taken that liber- ality in educating the people is the true economy of states.
During the work of 1866 and 1867 a large fund was raised and sub- stantial progress was made in developing the schools. The superintendent said in his second biennial report: "I am glad that in this, my last official report, I can say that a system of free schools, supported by taxation, is an accomplished fact." During the two years named the school law was again revised and improved. The school library system provided by the law of 1866 was soon in successful operation and has been a leading feature of the educational system of California ever since.
During the period from 1868 to 1872 considerable progress was made in unifying the system and the first provision for uniform text books was so amended as to compel San Francisco and other cities, as well as the country districts, to use the state series of text books that had been arranged under the earlier laws.
From 1872 to 1876 the chief efforts of the department were toward enforcing the laws already in existence and securing a better class of teachers than the state had been able to secure.
After 1876 the progress of the school system was toward uniformity,
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thoroughness and a high grade of teaching. Views of the state's liberality had by that time spread throughout the world and there was a large influx of competent teachers. From that time forward until today it has been the effort of all state superintendents of instruction and leading educators to produce results worthy of the state's liberal expenditure and far-reaching provisions. . In addition to the regular schools much encouragement has been given to the subject of caring for the feeble-minded, deaf, dumb and blind. Few states in the Union have been more generous and thorough in these directions. As will be shown hereafter, the educational leaders have consistently bent their energies toward embracing all classes of citizen- ship and enforcing compulsory attendance of children of school age.
As will appear hereafter, one of the chief concerns of the state's educa- tional authorities has been to develop a high class of teachers. To this end, as will be shown in detail later, a number of normal schools have been established and are flourishing throughout California. Every effort has been made to train native teachers to the highest possible point of efficiency.
A study of educational matters in the state shows that progress has been marked during the last few years. Superintendent Kirk says there has been marked progress in material equipment and fuller conception of the aims and possibilities of the public school system. All over the state many scores of new buildings have been erected and thoroughly equipped for school work. The friends of the public school system have never been more numerous than they are to-day.
With the advanced and advancing ideas and demands of the times for more skill and better training there is a greater desire for high schools of strong character, for they are needed as a link between the grammar schools and the university. There is no doubt that the state will soon recognize high schools as part of its educational system and that they will be better and more numerous than ever before.
California has done great things in many special lines of education. The school for the deaf and the blind, at Berkeley, has pursued its beneficent work successfully for many years.
The state has done much in the way of establishing and maintaining normal schools for the training of teachers. Though there are schools of this character at Los Angeles and San Diego, as well as in the northern part
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of the state, this work deals only with the north. The following brief his- tory of the State Normal School at Chico is by President C. C. Van Liew, president of the school.
"The California State Normal School at Chico was established by an act of the legislature in 1887. Before the location was decided upon, a committee was sent north to visit the various places competing for the school. Marysville, Red Bluff, and Chico were regarded as the three most desirable spots for its location. Chico seemed to be most centrally located and to possess the most attractive and healthful surroundings. These ad- vantages, combined with the gifts of its citizens, secured the location of the school at Chico.
"General John Bidwell gave the state eight acres of his best land, imme- diately adjoining the city of Chico, for the site, and the citizens gave $10,- 000 to be applied toward the building fund.
"The first board of trustees was composed of Governor R. W. Water- man, Superintendent of Public Instruction Ira G. Hoitt, John Bidwell, F. C. Lusk (president), T. P. Hendricks, A. H. Crew, and L. H. McIntosh. As soon as possible after the organization of the board, work was begun on the building. Though not completed, work was sufficiently advanced by September, 1889, to permit the opening of the school. The board had selected as president of the school E. T. Pierce, at that time superintendent of schools at Pasadena, California. Other members of the first faculty were M. L. Seymour, professor of natural sciences; Carlton M. Ritter, professor of mathematics; Emily Rice, preceptress and instructor in English; and E. A. Garlichs, instructor in music.
"At the opening of the school there were eighty students. The course at that time required but three years. Only two classes were formed, one beginning the work of the junior year and the other beginning the work of the second or middle year. At the end of the first year one hundred and ten students had been enrolled.
"The second year the faculty was increased to nine members, and courses in drawing, physical geography, and history were added. A train- ing school was also established, for a time under the supervision of Wash- ington Wilson. The legislature of 1889 appropriated $25,000 to finish the building (making a total, both by subscription and appropriation, of $130,-
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000 for the original construction and equipment), and a liberal sum was allowed to equip the library, science department, and museum.
"During the thirteen years of its activity the faculty of this Normal School has increased from five to twenty-one. At present (June, 1902), the work is organized in eight different departments, as follows: (1) Psychology, Pedagogy, and Education, including Kindergarten; (2) Eng- lish; (3) Mathematics; (4) Physical Science; (5) Biological Science; (6) History and Political Science; (7) Art and Handicraft; (8) Music.
"The total enrollment for each year since the opening is :
1889-90. .IIO 1893-94 . . .. 218 1896-97 . . . . 160 1899-00. . .. 377
1890-91 . . .. 137
1894-95 . . . . 232 1897-98. . . . 255 1900-01 .... 344
1891-92. 175 1895-96. . .. 216 1898-99 . . . . 327 1901-02. 369 1892-93 . . .. 196
"The number of graduates to July, 1902, is 457.
"During the past three years ( 1899-1902) the Training School has had an attendance of from 250 to 275. Four years ago a kindergarten was established in connection with the institution. Eight students have elected this course in addition to the regular normal course, and two have received kindergarten diplomas. The work of this department has steadily increased in popularity, and it is regarded not only as a department by itself, but also as an organic factor in the life of the whole school.
"The institution has had four presidents: Edward T. Pierce, four years; Robert F. Pennell, four years; Carlton M. Ritter, two years; and * Charles C. Van Liew, who has just completed his third year.
"The museum of this school is of unusual interest and merit. Most of its specimens have been prepared by students; many others have been donated. Under the supervision of Professor M. L. Seymour, who was for twelve years connected with the school, it reached a development and excellency rarely found in an institution of this size.
"The grounds belonging to the institution are among the most attrac- tive properties of the state. They contain a large athletic campus, and tennis and basket-ball courts.
"While the work at present requires considerable attention to the gen- eral academic equipment of its students, they are yet from the first brought to feel that all work is in the direction of the profession of a teacher. As
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will be seen from the catalogue of 1902, the instruction in general culture lines is shaped with a view to the needs of the teacher, who stands in the position not only of the trainer of childhood and youth, but also of an inter- preter of life's best. It makes more and more in the direction of professional training, which culminates finally in the practice work of the Training School. From the beginning and throughout the course the effort is made to eliminate all candidates for future graduation who give no promise of a fair natural fitness for the function of the teacher."
In 1857, just eighteen years after the first normal school in the United States was founded (at Lexington, Massachusetts, in 1839), the city of San Francisco established a normal school. It was called the Minns Even- ing School and its sessions were held weekly. All teachers in San Fran- cisco were required to attend. George W. Minns was principal and John Swett, Ellis H. Holmes and Thomas S. Myrick were assistants. The school continued until 1862 and turned out fifty-four alumni, all of whom were women.
From 1853 until 1857 the only approach to a normal school was in the form of a monthly meeting of principals for the discussion of school prob- lems. After 1862 there were monthly teachers' meetings, under the direc- tion of the San Francisco Board of Education, but these died out in 1869, but in 1872 the board of education established another evening normal school. This lived for two years.
State Superintendent Moulder recommended a state normal in his report of 1859 and again in 1860, but the truth is legislators did not know much about the subject, so they paid little attention to the recommendation. Presi- dent Morris E. Dailey, of the San Jose Normal School, thus gives the his- tory of that institution, and incidentally of the growth of normal schools in general :
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"In May, 1861, at the first State Teachers' Institute, at the suggestion of State Superintendent Moulder, a committee of three reported in favor of a state normal school and asked the legislature to appropriate $5,000 for such a school. The legislature in May, 1862, established the school and ap- propriated $3,000 for five months' support. The State Board of Education and the city superintendents of schools of San Francisco, Sacramento, and Marysville were made, by the enacting measure of the legislature, an ex-
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officio board of trustees. The members of this board were Governor Leland Stanford, Surveyor-General J. F. Houghton, State Superintendent A. J. Moulder, City Superintendent George Tait of San Francisco, City Superin- tendent G. Taylor of Sacramento, and City Superintendent Fowler of Marys- ville.
"The school was opened Monday, July 21, 1862, in a room on the ground floor of the high school building on Powell street. Six pupils were present. Ahira Holmes, of San Francisco, was principal. From the first, a great amount of care was taken to keep the school in close touch with the entire state. The school was limited in attendance to sixty, though it was pro- vided that each county could have at least one student. The opening of the school was advertised in San Francisco, Sacramento, and Marysville papers. Those who would not certify to an intention to engage to teach permanently in the common schools of the state were charged a tuition of $5 per month.
"At the end of the first term thirty-one students were registered. Of these a number were deficient in the common branches and had been admitted on probation. Another source of difficulty was irregular attendance. A model class, the germ of our present training department, was organized October 31, 1862. At the end of the first year, in May, 1863, a class of four, all young ladies, graduated. These were Bertha Comstock, P. Augusta Fink, Nellie Hart, and Louisa A. Mails. Three of the class engaged in teaching. The fourth, Miss Mails, died soon after graduation.
"Of the faculty of the school, the principal, Ahira Holmes, taught 'all the solid branches'; G. W. Minns taught natural philosophy. Besides these there were special teachers: Professor Elliott, teacher of music; Professor Burgess, of drawing; and M. Parot, of calisthenics. Dr. Henry Gibbons gave, without charge, lectures on botany. There was an examining com- mittee, consisting of S. I. C. Swezey, John Swett, and Superintendent George Tait. This committee conducted a final oral examination previous to gradua- tion. The students belonging to the first, or highest, division were required to conduct exercises before the committee in the model school.
"Such were the beginnings of the State Normal School at San José. The early period of the normal school, running up to the time when the school was removed to San José, was a formative period. There were many changes in the principalship. Ahira Holmes was succeeded by George W.
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Minns. The latter held the place but a short time, as he took a leave of absence at the end of his first year of service. While absent, Mr. H. P. Carlton acted as principal. Principal Minns having resigned in 1867, Mr. George Tait succeeded him. Mr. Tait, however, did not serve the year out, but resigned in February, 1868, Mr. Carlton being elected principal to serve until the end of the year. In 1868 William T. Lucky became principal of the school. He served until he was succeeded by Professor Charles H. Allen, in August, 1873.
"The second period, the period of growth and expansion, commences with the principalship of Charles H. Allen. He straightway began to gather about him a strong corps of teachers, men and women of strong personality and in thorough sympathy with normal school work. Among those who, during this second period, devoted the best part of their lives to the training of teachers for the California schools were: Mary J. Titus, Cornelia Walker, Lucy M. Washburn, J. H. Braly, Helen S. Wright, Ira More, Mary Wilson (now Mrs. Mary W. George), Mary E. B. Norton, Lizzie P. Sargent, C. W. Childs, George R. Kleeberger, A. H. Randall, and, standing next to the principal himself, who worked as a veritable steam engine, the magnetic Henry B. Norton.
"The Normal School opened at San José with as many students as it had in San Francisco, and with a two years' course.
"In 1873-74, with Charles H. Allen as principal, the faculty consisted of J. H. Braly, vice-principal; Miss E. W. Houghton, preceptress ; Miss Lucy Washburn; Miss M. J. Titus, principal of the Training School. Miss Cornelia Walker was elected in November, 1873.
"Changes took place rapidly. Regular practice work for students was begun in the Training School. Rooms were fitted up for the museum. Stu- dents from other states and territories were the following year received without tuition. The new building, being ample in size, competitive exam- inations for entrance given by county boards were abolished.
"In 1874-75 there were at one time three hundred students in the nor- mal classes. The Training School was made a tuition school, and soon be- canie self-sustaining.
"In 1876-77 the course was extended to three years. Students who suc-
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cessfully completed the second or middle year were granted an elementary diploma (second grade certificate). This diploma was abolished in 1880.
"In 1876-77 the legislature increased the appropriation to meet the running expenses of the school to $24,000 annually.
"On the morning of February 10, 1880, the beautiful building took fire from a defective ash chute, and burned to the ground. A large part of the library and a portion of the furniture were saved. Books of reference, the museum and herbarium, and furniture, valued altogether at $18,000 were lost. The total loss to the state was estimated at $304,000. Through the courtesy of San José citizens, the school at once took up temporary quarters in the San José high school building (now the Horace Mann Grammar School) on Santa Clara street. In a short time the present substantial brick building was erected by the state on the site of the burned building, at a cost of $149,000. In 1891-92 a well-equipped building, at a cost of $47,500, was erected for the accommodation of the Training School.
"In 1888 important modifications were made in the course of study. The school year was divided into three terms instead of two. The courses were made uniform in the normal schools throughout California. A grad- uate course of one year was also introduced, but as the student received no substantial credential on its completion it did not develop.
"In 1887 a room was fitted up for manual training, and the instruction given by the regular teachers. In 1888 a regular teacher was employed. The work was at first elective, but later it was required, and has so con- tinued down to 1901.
"C. W. Childs, who succeeded Charles H. Allen as principal in 1889, was succeeded by A. H. Randall in 1896. Professor Randall remained at the head of the school for three years, and in 1899 was succeeded by James McNaughton, who, after an administration of one year, was succeeded by Morris Elmer Dailey, the present head of the school.
"The demand for a higher standard of scholarship among teachers was met in the year 1901 by placing admission to the San José State Normal School upon a university basis. In September, 1901, none but high school graduates and teachers were admitted. At that time the course of study was made largely professional, and two years' practice teaching and observation work were required.
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"Since the organization of this Normal School 3,219 students have been graduated. More than 1,200 of these are now teaching in the public schools of California."
The State Normal School at San Francisco was established by act of the legislature on March 22, 1899. Its work has gone on without interrup- tion ever since, and there are those who say that its efficiency is as great as that of any school in the United States. It has been the aim of the founders and instructors to do good work, and much attention is given to the person- ality of those it selects as teachers who are to go forth with its credentials. President Frederick Burk thus outlines the purposes and methods of this institution.
"The faculty determined, in the first place, that the school should give no courses in general scholarship, to do which is already the function of the public school system, but should direct its energy exclusively into the chan- nels of technical preparation for teaching. A normal school is a technical school, ranking in character with schools of medicine, engineering, law, and trade-learning. The public school system is expected to provide pupils with that kind of general knowledge, culture and training which concerns life common to all people, whatever their occupations may be. The technical school obtains students after this general education and training are accom- plished, and its only concern should be to determine the stage of academic instruction at which students may be recruited into its special service; or, in short, to set a standard of academic knowledge requisite for admission.
"The San Francisco Normal School is located in the midst of a large number of the best high schools in the United States, and therefore the re- quirements for admission were made identical with those for admission to the State University. These requirements demand graduation from an ac- credited school with a special recommendation from the high school principal. Thus the San Francisco Normal School stands for a sharp distinction be- tween general or academic scholarship and the technical or professional training special to teachers. No courses whatever are given in purely aca- demic studies, and the school centers its energies exclusively upon profession- al training, in which term are included studies in the grouping and adaptation of the material of the various subjects to the special uses of the class-room."
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