History of Santa Clara County California with biographical sketches, Part 38

Author: Sawyer, Eugene T
Publication date: 1922
Publisher: Los Angeles : Historic Record Co.
Number of Pages: 1934

USA > California > Santa Clara County > History of Santa Clara County California with biographical sketches > Part 38

Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).

"There remained but one thing more; the securing of the signature of Governor Gage who had strong objections to signing. Mr. Hill worked ceaselessly. The money given him by the Sempervirens Club had long been exhausted. His own personal funds were gone with the exception of money he had care- fully saved for the last big play of his cam- paign, that of telegraphing to organizations in all parts of the state to bring pressure on the governor.

"For days he had been living in a dingy back room with no running water or other conveniences. Day after day he ate 15 cent meals, some days only one of them and upon one occasion his only food during the day was an orange someone gave him.

"Mr. Hill arranged with the governor for a date upon which a public hearing was to be granted when reasons why he should sign the bill could be presented. The date of the hearing was flashed over the state and the meeting was crowded with interested advo- cates. Among them were Prof. William R. Dudley of Stanford ; Prof. Senger of the state university ; the grand president of the Native Daughters and the grand president of the Na- tive Sons, with J. Z. Anderson representing 14

the California Pioneers. There were many others making a determined stand for the measure.

"Then, as a master stroke, a thing which hitherto had been done upon but a small scale, Mr. Hill sent out his prepared telegrams to all parts of the state. Nearly all one day one man in the telegraph office worked on these. All the next day he received hun- dreds of telegrams from organizations and in- dividuals /directed to the governor, urging him to sign the bill.

"The plans were a success. Governor Gage signed the bill and in March, 1902, 3800 acres in the Big Basin, one of the most wonderful groves of trees in the world, passed into the hands of the people of California; a park in which they might find refuge from the rush and dust of the cities; where they might rest from their toil and where they might find themselves among the truly great things of nature-the mighty redwoods of the forest. And for this the people have, more than any- one else, to think Andrew P. Hill."

After Mr. Albee's article was written, more land was secured, so that now the park consists of 14,000 acres. The Sempervirens Club also secured a state appropriation of $70,000 for building a road into the park. The road was built and now thousands of people visit the great redwood forest every year. A hotel has been erected and also many cottages and there are fine tenting accommodations for campers. In 1919, as a fitting climax to their efforts, the members of the Sempervirens Club pre- sented a beautiful forest play which will live in history a monument to the artistic, literary and musical talent of Don W. Richards and Thomas V. Cator, the author and composer of the play. Over 5,000 people were present at the production. There was a natural audi- torium and the talent was among the best in San Jose and vicinity. Vocalists from oth- er parts of the state also participated. The theme of the play, "The Soul of Sequoia," was carried on by aesthetic dances, vocal num- bers and spoken words. The unique features were memorable. The play consisted of a pro- logue, four episodes, each presenting a differ- ent form of dramatic expression ; and an epi- logue. The first episode was in the form of a dance pantomime typifying the awakening of life. The second was in the cantata form. showing the sowing of the seed of forest life. Grand opera was the third-Indian in theme-which told of the death of Sequoia, the spirit of the forest. The last was the saving of the trees from the axe of the woods- man. Among the leading actors was one of the mountain deer, which, lured by the calls

210

HISTORY OF SANTA CLARA COUNTY

of the assistant park warden, had been tamed sufficiently for the appearance in the play.

The production of 1920, held on July 3, out- rivaled that of 1919, both as to performance and number of spectators. This out-of-door spectacle, which will be given annually, will make San Jose the Oberammergau of Amer- ica. At the 1920 performance Dean Han- son was the musical composer, Mr. Cator hav- ing retired.

The officers of the Sempervirens Club are as follows: President, Andrew P. Hill ; hon- orary presidents, Chas. Wesley Reed, Mrs. W. C. Kennedy: vice-president, Judge J. R. Welch ; secretary-treasurer, Dr. Charles Pease ; consulting attorney, Herbert C. Jones; de- pository. First National Bank. Directors- Judge J. R. Welch, H. L. Middleton, Rev. Z. Maher. Mrs. A. T. Herrmann, A. P. Murgotten, A. P. Hill, Judge J. E. Richards, Herbert C. Jones, W. R. Flint, Dr. James B. Bullitt, Mrs. S. A. Jones, Col. C. B. Wing, Judge Isaiah Hartman.

The following excerpt is taken from the pre- lude to "The Soul of Sequoia." written by Don W. Richards: "Through countless ages these redwood trees have stood, sublime, mag- nificent, their utmost branches sweeping the very sky, their feet carpeted by the virgin soil from which in long-dead centuries they sprang. They rise like pillars of a majestic temple, dedicated to the worship of their Cre- ator ; a sacred grove, where mortals may, with

reverent hearts, draw near to the Father of the Forest.

"So we came wandering here in these Cathe- dral aisles, adventuring, seeking the Spirit of Romance, with wistful ear striving to catch the echo of some mystic melody from out the past. Here in this peaceful spot where dreams are born, strange fancies hovered to us. It seemed as if the spirit of the woodland whis- pered tales of immemorial lore. Perhaps it was the west wind sighing low in the branches. the stream weeping for days that are gone, the rustle of wood-folk in the thicket, but we heard-

"We shall try to lift the curtain for you, to people the woodland with nymphs and elves. to wake the Wild God and draw from him the ethereal strains that piped the dancers to Syl- van revelry. For you we have invoked the elements to reveal that solemn festival. the Ritual of the Sowers. From her long sleep Waona comes with Sequoia, her brave lover. her voice thrills through the forest but dies away in sadness o'er Sequoia's slain body. The Padres, intoning the Misericordia, enter in time to save the Indian Maid from self- inflicted death. And last. Brundel, the woods- man, meets his master, the destroying axe is broken and the forest is preserved for ages yet unborn. The spirits of the Forest gather to pay homage to the trees, and in song and in dancing to rejoice in their delivery from destruction."

CHAPTER XXI.

The Public and Private Schools of San Jose-The Growth of the High School-The State Normal School-College of Notre Dame-College of the Pacific-St. Joseph's School.

The first record of the establishment of pub- lic schools in San Jose is a document found among the old archives of the pueblo and purporting to be a contract made in 1811, be- tween the commissioners of the pueblo on be- half of the families thereof, and Rafael Villa- vicencio, for the instruction of the children of the pueblo. Having been sent to the com- mander at Monterey. it was returned with additions and modifications, and the document thus amended became the first school law of the city of San Jose. Following is the text: "I return to you, that the same may be placed in the archives, the obligation which the in- habitants of the neighborhood have made with the infirm corporal, Rafael Villavicencio, who transmitted it to me by official letter on the

thirtieth of last September, in which he obli- gated himself to teach the children of this pueblo and vicinity to read, write and the doctrine, and to be paid therefor at the rate of eighteen reals per annum, by every head of a family, in grain or flour. As in this obli- gation of both parties the conditions are not expressed, which I consider ought to be, I have thought proper to dictate them, that you may make it known to both parties in public, with their consent, and that it be signed by you. the Alcalde. the Regidores and the teacher, and registered in the archives. First, the pay, annually, of eighteen reals, by each and every head of a family, I think is quite sufficient for the teacher, and as it is all they can give, in virtue of which the commissioners

211

HISTORY OF SANTA CLARA COUNTY

will be obligated to collect the same at the proper time in order to deliver it to the teacher. The teacher, in virtue of the pay that is to be made to him, will also be obliged to perform his obligation with the greatest vigilance and strictness, without giving his attention to any- thing else but the teaching. As the hours are not expressed in which the attendance of the children ought to be at school, they will be these: Six in a day-three in the morning and three in the afternoon; in the morning from eight o'clock until eleven, and in the afternoon from two until five, it being the dutty of the commissioner to compel the fathers to make their children attend, and to see that the teacher in no instance fails. Every Thurs- day and Saturday afternoon the children will not write or read, but explanations will be given them these two afternoons, of the doc- trine (faith), at which the commissioner will attend and advise the teacher that he must answer for the much or little explanation which he may make. When the teacher ob- serves the absence of any of the scholars at the school, he will notify their fathers, who will give some satisfactory reason why they were absent on that morning or afternoon; and if they should be absent a second time, then he will notify the commissioner, who will compel the fathers to send their children, with- ont receiving any excuse or pretexts, partic- ularly from the mothers, because they will all be frivolous, since the children have sufficient time to do all that they are required to do. Lastly, during the time in which the children are at school, their fathers will be exempt from being responsible to God for them, and the teacher will be the one who is thus responsi- ble, as he will also, in consideration of his pay, be responsible for the education and teaching of the holy dogmas of the religion ; and the teacher is he who must be responsi- ble to God, the parish priest, and to their au- thority.

"It is also understood that the fathers are obliged to examine their children at home as to the advancement which they may make, and to complain to the commissioner when they see no advancement, in order that he may remedy the matter, if necessary. As the teacher is responsible in the divine presence for the education and good examples of his scholars, and as he must answer to the state for the fulfillment of his obligations, he has the right to correct and punish his scholars. with advice, warning and lashes, in case of necessity ; and particularly he ought to do it for any failure to learn the doctrine, for which he ought not to accept any excuse, nor to par- don anyone from punishment who fails to learn it, or who does not commit to memory the lesson which may be given him."

At the present day the parish schools of one hundred years ago have developed into such institutions as the College of Notre Dame and St. Joseph's School, presided over by men and women who have abandoned the world to devote their lives to this work.

The first American school teacher was Mrs. Olive M. Isbell. In February, 1847, she taught the children of families at the Santa Clara Mission.

The first Protestant school of which there is any record was opened by Rev. E. Bannis- ter in 1851, and was called The San Jose Acad- emy. In it were taught not only the English branches, but the classics. At first it was a private enterprise, but in the same year it was incorporated with a board of nine trustees.

In 1853 a school for young ladies, called the Bascom Institute, was opened. It was under the auspices of the Pacific Conference of the M. E. Church and was managed by nine trus- tees. Mrs. R. C. Hammond was the first prin- cipal. She was succeeded by Samuel Lea, with Orrin Hinds as assistant. The institut- tion prospered until 1859.

The first common school was organized by a committee of citizens in March, 1853, and was taught by Rev. Horace Richardson. In June of the same year the committee opened another school in the Baptist Church and em- ployed Orrin Hinds as teacher.

Of those whom the discovery of gold brought to this coast, a large proportion were men of liberal education, many of them col- legians and fit to take the highest rank in the various professions. By reason of their in- telligence and mental culture these men were put to the front in public affairs. They deter- mined that the new state should have every facility for popular education that could be afforded. Legislation on the subject com- menced early and was characterized by a spirit of liberality which was met with enthusiasm by the people at large. As a result of this legislation Santa Clara County was, in 1855. divided into sixteen school districts. Having a large number of educated men to draw upon for a supply of teachers, the schools from the start became wonderfully efficient. The lib- eral salaries paid teachers attracted the best educational talent from the older states, and

almost from the beginning the common schools of California took rank with the very best in the Union. Especially was this the case in Santa Clara County, where the lib- eral appropriations of the state were supple- mented by equally liberal ones from the county funds.

The San Jose Schools

From an interesting history of the San Jose high school written by Judge Perley F. Gos-

212

HISTORY OF SANTA CLARA COUNTY

bey, himself a former teacher and president of the board of education, the following ex- cerpts are taken :

The first mention of a high school in the city of San Jose appears in the minutes of the board of education under date of December 12, 1865, when the superintendent of schools was instructed by the board to purchase five chairs for the use of the high school. At this time the public schools of the city were held in various parts of the city, in small houses. They were located in St. James Square, Wash- ington Square, on Thirteenth Street, and on Market Street. There was also a one-room building. The school which gradually grew into and was finally named a high school, was located on the Fourth Street side of Wash- ington Square, where the Normal grounds now are, and faced San Antonio Street. It con- sisted of one room, but there were no certifi- cates of graduation or diplomas issued to those who completed the course of study. There was another school, consisting of two rooms. located in the second story of a block on the north side of Santa Clara Street, between Sec- ond and Third streets, in what was known as Armory Hall.

The early records show that the board of education was composed of six members, who were elected from two districts. District No. 1 was located in the southern part of the city, while District No. 2 was in the northern part. Each district elected three trustees.

In January. 1867, the board took the first steps for purchasing six lots on the north side of Santa Clara Street, between Sixth and, Seventh streets, for the location of a new schoolhouse, and during that year the mayor and common council, together with the board of education, purchased the site and adopted plans for building the Santa Clara Street schoolhouse, which was subsequently called the Horace Mann School. This building was occupied by both the high and grammar schools, and on August 18, 1868, the board of education prescribed the first course of study for the high school, which was as follows: Wilson's Fifth Reader, Russell and Murdock's Vocal Culture, Robinson's High Arithmetic, Robinson's Elementary Algebra, Korles' Grammar, Warren's Physical Geography, Quackenbos' Philosophy. Quackenbos' His- tory U. S., Wilson's Larger Speller, Cutler's Anatomy. Wood's Botany. Porter's Chemis- try, Robinson's Elementary Geometry, Pay- son and Dutton's Bookkeeping. The high school course of study was for two years. On January 17. 1870, the board of education au- thorized the teaching of Latin in the high school. In 1871 the board of education pre- scribed as a course of study for the high school

the following: Reading, spelling, English grammar, physical geography, arithmetic, al- gebra, physiology, U. S. history, natural phil- osophy, bookkeeping, rhetoric and astronomy. There were then but two years in the high school course, and in 1873 the first formal graduating exercises took place, diplomas be- ing awarded the graduates. In this class there were eight who received diplomas. Their names were: Kate Tower. Mary Bowman, Belle Churchill, Frances Freeman, M. C. Har- ris. Angelo Heinlen, William Lucky and Charles Moore. In 1877 the course of study was increased from two to three years, and in 1897 it was extended to four years.

In 1897 a new school building was erected on Washington Square to meet the demands and requirements which were so urgent at that time. This was a three-story building. constructed of brick and stone, which was shaken down and demolished by the earth- quake of April 18, 1906. The destruction of the building made it necessary to accommo- date the high school in the Lincoln school building, which was done by holding half-day sessions for the grammar and primary school and a half-day session for the high school. From and after the destruction of the high school building in 1906 to the end of the school year 1907-08, work in the high school was ar- cuous and unsatisfactory, both on the part of the teachers and students, but by hard, per- sistent and patient labor, the school was kept well together, and for the year 1907-08 the largest class in the history of the school was graduated from it.

After the high school building had been wrecked by the earthquake the board of edu- cation immediately began to make its plans for building a better and more up-to-date high school to meet the demands and needs of the times. They resorted to a bond election and the citizens of San Jose, by an overwhelming vote, bonded the school district of San Jose for $175,000 in the first issue for bonds for the building, and an additional $20,000 for furnishing and equipping said building, as well as laying out the grounds and sidewalks. The board was particularly fortunate in the selec- tion of Mr. F. S. Allen of Pasadena as archi- tect of this new building. The plans, arrange- ments and equipment are very elaborate and complete, and the citizens of San Jose may rightfully boast of now having one of the best high schools in California. On Thursday. June 18, 1908. the first exercises were held in the new building, when a class of one hundred students were graduated from the high school, the exercises being held in the new auditorium.

During the summer months the finishing touches were put upon the building; furni-

213

HISTORY OF SANTA CLARA COUNTY

ture, apparatus and appliances were installed, and on the opening of the school in Septem- ber, 1908, there was a finely equipped high school for the education of the boys and girls of the city of San Jose.

Within the last decade the people of Cali- fornia have come to recognize the expediency of perpetuating this early style of architecture and to see in it many advantages not found in the types of construction requisite in more se- vere climates. Many buildings, both public and private, are now patterned after the ideas of the Mission Fathers. This is particularly true of the public schools, which, with their large rooms and the necessity of wide and ex- tensive passages, lend themselves most admir- ably to this manner of building.

The San Jose high school is perhaps the first high school building constructed on the university plan. It consists of five separate and distinct buildings, so grouped and con- nected as to form one general whole. The administration building, with its massive tow- ers, is the central feature ; on either side are the classical and science buildings ; at the rear of these are the domestic science and manual arts buildings. They are all of the same type of architecture, with rough cement plaster ex- teriors and red tile roofs, and are connected by three cloisters. One of these runs through the towers between the east and west en- trances and is crossed by the other two which extend from the classical and science build- ings to the rear end of the group. Each of these two side cloisters leading to the side en- trances of the assembly hall in the main build- ing. The east cloister also passes an open court around which are located the various departments of the manual arts building.

Beyond the front gateway is a patio about 150 feet square, with broad concrete walks leading to the front buildings. The three great arches between the towers form an entrance to the main cloister, which stretches away to the right and left, nearly 150 feet in either direction. From this cloister a stairway ascends to the offices of the department of ed- ucation in the west tower. The location of these offices is so arranged that they in no way connect with the high school proper.

From the main entrance three large double doors open into the assembly room. This room is 112 feet in length and 97 feet in ex- treme width; it has a slanting floor one-half its length and is capable of seating 1200 peo- ple in opera chairs. It has seven pairs of outside double doors, two exits from the ends of the stage and one through the library con- necting on the right through a large archway. Five hundred of the opera chairs have tablet arm rests for study purposes and the room is

provided with reference reading tables and chairs. The 200 ceiling lamps are so arranged next to the arches as to shed a soft, mellow light toward the stage, permitting no light to shine directly in the eyes of the audience. The floor of this room, as well as of all the other rooms in the first story, is a peculiar kind of asphaltum imported from Germany, and is laid upon a heavy concrete base. It is water, fire and vermin proof, is easier to walk upon than wood or concrete, and embodies the high- est points of sanitation. The rooms of the sec- ond story are floored with polished Michigan hard maple.

In the principal's office stands a large, espe- cially designed Frick master clock, which au- tomatically rings the bells for class changes and operates the secondary clocks in the vari- ous rooms, affording synchronized time throughout all buildings. This clock auto- matically silences all bells from Friday even- ing until Monday morning and controls the current for charging the storage battery from which the energy is obtained for operating the clocks and bells. The storage battery is charged from the 110-volt alternating lighting service by means of a Sirch rectifier, and is the first installation of this kind ever used for this purpose.

This building, though only one story in height at first, was so planned that a second story was added, thus giving six additional class rooms. It contains the sewing and cook- ing rooms, with their special furniture ; kitchen, pantry, storeroom, a girls' dining- room fitted with tables and chairs, a girls' locker room fitted with steel lockers, and toi- lets, also a shower bath room with seven show- ers and ten dressing rooms. The walls and ceilings of these rooms are all finished in white enamel.

Besides numerous recitation rooms, the classical building contains the women teach- ers' room, the girls' rest room and the offices of the principal. The two stairways are of re- inforced concrete, while the interior walls are of steel studding, metal lath and plaster, thus making the building practically fireproof. However, at numerous places in the hallways are located fire hydrants and a fifty-foot length of fire hose. They are connected with the ar- tesian well and an electric pump. All class rooms are provided with closets for books and other necessaries, while the special rooms have many supply closets and storerooms.

The laboratories are equipped with chests of thirty-two small drawers for sundry sup- plies, and each instructor's laboratory and the principal's office has a sectional filing case for students' papers, letters, catalogues, etc.

214

HISTORY OF SANTA CLARA COUNTY

The manual arts building is located in the rear of the science building, and, like the do- mestic science building, was at first one story in height, but was raised an additional story. adding nine more class rooms. It contains an office for the department, a bench and lathe room for wood working, metal and machine room for metal working, two recitation rooms and a supply room; also the boys' locker and bicycle room, with toilets, and a shower bath room with twelve showers and twenty dress- ing rooms, which, like those of the girls' side, have their walls and ceilings done in white enamel. Here also is located a small office for the use of the school paper published by the student body, and a boys' lunch room with a long lunch counter running from end to end.

Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.

History of Santa Clara County California with biographical sketches, Part 38

Author: Sawyer, Eugene T Publication date: 1922 Publisher: Los Angeles : Historic Record Co. Number of Pages: 1934

Author: Sawyer, Eugene T
Publication date: 1922
Publisher: Los Angeles : Historic Record Co.
Number of Pages: 1934