USA > California > Los Angeles County > Los Angeles > Los Angeles from the mountains to the sea : with selected biography of actors and witnesses to the period of growth and achievement, Volume I > Part 21
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In the year 1847 there was no school whatever in the town. The gold excitement two years later brought eastern young men, who left in passing through, at least a sentiment about schools. But the lure of the gold fields was strong and the population constantly dwindled in numbers.
However, the feeling grew that schools were necessary, and when in 1850 the ayuntamiento was merged into the city coun- cil, sentiment in favor of education crystallized into action, and under American rule on July 4, 1851, the first school ordinance was signed.
The first teacher's contract under American rule was signed by Abel Stearns, president of the City Council. It was with Francisco Bustamente, who naively agreed: "to teach the scholars to read and count, and in so far as he was capa- ble, to teach them orthography and good morals." The
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school year was to last four months and his salary was $60 a month.
Another teacher of the early American days was Hugo Overns, who condescendingly agreed to teach a school aided by city funds, but the city should only send six boys !
The Rev. Henry Weeks and his wife conducted one of these combination schools, city and private, for which they received $150 a month.
During the early '50s the school authorities and schools were much at sea. Such teachers as could be found taught as they saw fit, for there was no uniform course of study. They began the day when they were ready, and the school year lasted as long as the funds, which was usually about three months.
The schools, until 1852, when a tax of 10 cents per $100 valuation was made, were either private or partly supported by the city. The subsidies were withdrawn about this time.
With the increasing immigration of eastern people over the mountains and across the plains, and the occasional ar- rival of a well-trained teacher, the demand grew for an organ- ized system, similar to that in existence in eastern communi- ties, and in 1853, John T. Jones submitted an ordinance "for the establishment and government of city schools." A com- mittee was appointed consisting of J. Lancaster Brent, Louis Granger and Stephen C. Foster, with Mr. Brent, ex officio school superintendent.
To Stephen C. Foster, elected mayor of Los Angeles in 1854, is due the final and definite move to establish free edu- cation in this city. He himself was a man of education, was graduated from Yale College. In his appeal to the public at that time he says that "there is a school fund of $3,000 on hand; there are 500 children of school age, and there is no school house for them."
Three school trustees were immediately appointed: Man- uel Requena, Francis Mellus and W. T. B. Sanford. The mayor himself, Stephen C. Foster, was wisely chosen for the newly created office of superintendent of schools.
The year 1855 marked further progress in the erection of the first public school building in the City of Los Angeles,
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which stood at the corner of Second and Spring streets. It cost $6,000.
From this time on the school records become more and more interesting, for, connected with the development of the schools in administration and teaching are many names which are as honored now as they were then. The builders of our school system builded well, and their children and grand- children are reaping the benefits today.
Mr. Newmark, in his interesting history of Los Angeles, tells of the faculty of that little school on Spring Street. In charge of the boys' department was William A. Wallace, who had come out to study the flora of this coast. Miss Louisa Hayes, who was the first woman teacher here, directed the girls' department. Among the pupils, Mr. Newmark adds, "were Sarah Newmark, her sister Mary Wheeler who married William Pridham, and Lucinda Macy, afterwards Mrs. Foy, who recalls participating in the first school examination."
The population during the period of the Civil war num- bered many southern sympathizers, and sectional feeling was bitter at times. This affected the schools in many ways. The oath of allegiance was required at that time from the teach- ers of the state, and has been since then obligatory, before the issue of certificates. Many were called to the colors at the time, and the school attendance for that reason, and for economic reasons as well, dwindled to 350.
At the close of the war prosperity began, and Los An- geles grew rapidly, and the schools multiplied.
In 1868 the cause of education was quickened by the arrival of experienced instructors, several of whom became influen- tial in laying the foundation of our present school system. Among them were T. H. Rose, Wm. M. McFadden, Anna Mc- Arthur, J. M. Guinn, Prof. Wm. Lawlor and P. C. Tonner.
The first teachers' institute ever held in the County of Los Angeles was called in the year 1870. The school building on Bath Street was chosen for the meetings, as it was more central than the one on Second and Spring streets. William McFadden, who was at that time the first county superin- tendent of schools, was the president of the first institute. J. M. Guinn and W. H. Rose were vice presidents, and P. C.
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Tonner was the secretary. There were thirty-five teachers present, eight of whom taught in Los Angeles.
It was an interesting and enthusiastic meeting. It is pleas- ant to think of the members of this earnest little group hope- fully looking to the future. They donbtless knew that their world was changing and the foundations they placed were for others who would come over the plains in the tide of immigration to build on the foundations thus reared. Their dreams, however, conld not have pictured all that has come
OLD HIGH SCHOOL SITE OF THE PRESENT COURT HOUSE
to pass. Many of the little group lived to know that their achievement, in the day of small things, formed the corner stone of our present fine educational system.
In 1872, where now stands the courthouse, a school build- ing was erected which for some years was used by the first high school. This was built under the benefit of the first school bond issne, which was for $20,000. This building was afterwards moved and is now the California Street School.
In 1873, for the first time in the history of the city schools, a professional teacher was appointed to the office of super- intendent of schools, Dr. W. T. Lucky, ex-president of the State Normal School. It was a most fortunate choice, and under his supervision the school system expanded rapidly
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into a fine and orderly arrangement of graded school follow- ing established systems in existence in other cities.
In the previous twenty years of the school system, super- intendents were never by chance teachers. Among them were men distinguished in other walks of life, lawyers, doctors, clergymen and merchants.
In 1875 the first graduating class from a high school in the city made its bow to the world in the old "Los Angeles High." The following named composed the graduating class: Henry O'Melveny, Henry Leck, Yda Addis, Addie Gates, Jessie Piel and Lillian Milliken.
From 1853 to 1866 the common council appointed the mem- bers of the board of education and the superintendent of schools. From 1866 to 1870 both the board and superintendent were elected by popular vote. In 1870 it was discovered that there was no provision under the existing law for electing a superintendent, so the office was abolished for a period of two years. Then, in 1872, by a special act of the Legislature, it was made legal to elect a board of education consisting of five members with power to appoint a superintendent.
It was the custom from that time until 1881 to elect the principal of the high school to the office of superintendent of schools.
In 1903 the city charter was changed to provide for a non-partisan board of education consisting of seven mem- bers to be elected at large from the city. The first board members to be elected were John D. Bicknell, Joseph Scott, S. M. Guinn, Jonathan S. Slauson, Charles C. Davis, Emmett H. Wilson and W. J. Washburn.
The first annual school report was published in 1881, under the superintendency of J. M. Guinn. Each year since then the record has been an eventful one. Every superintendent has matched with the progress of the schools in other states, and each one has left to the school system a wealth of organized ideas and fine ideals which have been followed. They have kept constantly in line with every advancement in ethics and science.
In 1884 the course of study in the high school, the only one at that time, was so graded that a graduate from the school
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could enter with full credits any department of the state university.
Until 1895 the only special branch taught was drawing. Many things are taught now from the kindergartens to the high schools, of which the philosophers of that day did not dream. Step by step they have been added as the progress of the world has made its demands.
The kindergarten was regularly established as part of the school system in 1889. Madame Severance, whose memory is still so highly venerated in the community, was instru- mental in bringing the first kindergartener to the city in 1871, a Miss Marwedel. She came at the request of Madame Sev- erance, and in her practice school was assisted by Miss Kate Smith, who afterwards became Mrs. Kate Douglas Wiggin, since a popular American author whose books are now on the shelves of all the school libraries.
Music was added to the list of recognized school assets in 1885. Today in every school of the city it has become an important branch of education. One has but to hear the or- chestras, the glee clubs and the chorus of any school to know the value of the department.
In many cases, probably in most cases, this musical train- ing is all that the children of many families are ever able to afford. This study is of economic value in affording joy in school work, recreation at all times, and often employment as the children grow older. The ever willing orchestra is pres- ent at every school function and aids much in the good fellow- ship. The study includes collaterally a knowledge of music, a familiarity with the great composers and much else of cul- tural value.
Night schools were established in 1887. The first idea in their establishment was, to some extent, philanthropic. It has expanded far beyond this, and today the plan as car- ried out has become a civic necessity.
From a philanthropic standpoint, the plan was to afford a chance of continuing school to those who had been obliged to interrupt their education or had neglected earlier oppor- tunities. It was soon found there were also many in the com- munity who wished to add to their working efficiency a knowl-
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edge which was along more scientific lines. Many who are at work at various trades have availed themselves of the privileges and opportunities of the night schools, and have appreciated the chance as perhaps only those can who realize what it means.
Among the many schools of this kind now in Los Angeles is one of special interest. It is called the Maple Avenue Eve- ning High School and is conducted in the Labor Temple. The course of study is a typical one and embraces art, American- ization, music, electricity, mechanical drawing, plumbing, sheet metal work, power machine operation, Spanish, vulcan- izing and welding. Those who avail themselves of this school are for the most part adults and fully alive to the democracy of the school and very much in earnest in the pursuit of their studies.
All the evening high schools are largely vocational schools, although not receiving state aid, as the day schools under the Smith-Hughes Act. Los Angeles in the field of these schools is unique in the localizing of vocational education. For example, the practical study of the oil industry as a vo- cational possibility, and the study of sugar chemistry, the production, and economic side of the raising of sugar beets and the commercial possibilities of the same.
The night school at Polytechnic High School is a beehive of varied industries. An infinite variety of subjects is taught to the classes, the members of which are either acquiring a vocation technically and academically or availing themselves of the opportunity to strengthen the weak places in their trades and vocations.
This is true, similarly, in the other evening schools which are adapting the course of study to the needs of the com- munity.
The elementary evening schools are also most interesting. These schools are really community centers where a chance is given to adults to acquire an elementary education. The course of study in these schools is necessarily simple and elastic, adapted to the foreigner who does not speak English nor understand the laws of his adopted country. The teach-
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ing is a friendly step-by-step teaching of simple things and is, of course, the beginning of Americanization.
In addition to the classes held in the schools, many of them are in labor camps, laundries, factories and in large boarding houses of men.
Another feature of the Los Angeles schools is the well developed and scientific treatment of the various types of the backward child. Each child under this system who fails to fit in with the school's scheme of work is taken out of the regular grade and put in a special grade in a room some- times called an "opportunity" room, for here the backward child, the timid child or the child who is developed along one line and not another, may be brought into normality. These children vary in degree from a slight subnormality to the so- called "defective." Each one has a chance, and by careful study and treatment the children frequently advance to their grades in the schools and become useful, normal members of the human family.
The first class in this department was started in Septem- ber, 1900, and was called an "ungraded" class. There are now about 150 of these ungraded classes. There are also about ten classes of what come under the head of "defective" children. These are taught according to individual capacity and developed as far as possible. In this line of the care of children modern scientific tests are applied and the exact grade of mentality is ascertained. The teaching follows the grading of normality and subnormality in the most careful and considerate manner.
There is also the truant child, who is often a lover of ad- venture and a rebel against conventions. The restraint of schools, with the necessary rules, irritates him into a state of absolute resistance to all law. If this quality can be cor- rected before it becomes chronic and develops into lawless- ness, a fine member of human society may be saved.
There are others who need special moral teaching and for whom particular classes are arranged. These children are by no means bad children, but they go through a time when the slant is not quite right, and when proper advice and sympa- thetic treatment and new outlook are necessary. Over 90 per
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cent of these children make good and are able to go on with school work, associating with other children and obeying the law which they have learned to respect.
In 1905 a class was started for deaf children. There are about seventy children in the city at this date needing this special education. There are a number of classes for them, where they are taught the oral system along the most up-to- date lines. It is gratifying to know that these children keep up with their grades and often reach the high schools, pur- suing the course of study as effectively as the normal child.
There are also classes for the blind where the children are tanght by the latest methods and develop as rapidly as their handicap permits. All the teachers of these handicapped classes must, and do supplement their ability as teachers with rare sympathy and understanding.
In September, 1899, what is called "domestic science," which includes cooking and sewing, was introduced into the schools. This has grown into one of the important branches of modern educational work in all the schools of the country. The plan is carried out from the lower schools to the higher, where in its scientific development it emerges into commer- cial application when desired, and at all times into the sci- entific management of the home. Every department of house- keeping is scientifically taught. The larger housekeeping, the economic questions in buying for the home, and outdoor work connected with the household, come under this study. Beau- tifying the home and interior decoration also belong in this department. The study of textiles, the prices and the prin- ciples underlying the clothing of the family, is incorporated also.
In 1907 the health and development department of the public schools was fully organized. As the name suggests, this department is concerned in the physical welfare of the children. A competent staff of physicians and nurses is maintained, whose duty it is to observe and care for defects of eyesight, hearing, breathing, posture and anything else that may not be normal.
Formerly a near-sighted child would fall behind for many school terms, because he had never been able to see properly.
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Adenoids and faulty posture prevented right breathing and there was a consequent loss of force. This department is one largely of reclamation. There are many children whose de- fects might never be discovered but for the watchfulness on the part of the doctors and nurses of this department, and the majority of cases are easily remedied. The children are thus given an opportunity to be normal and to pursue their studies under average conditions instead of below average.
Morally this medical and nursing staff is of great aid to the schools, for it is a vital necessity at times to interpret problems along scientific, pathological and medical lines.
During the influenza epidemics of the years 1918-19, the medical department of the public schools rendered great as- sistance to the city health officers.
Possibly growing out of this department, and certainly working with it, is the physical training department of the public schools, which was established in 1909. This extends from the grades to the high schools in an ascending scale of application from simple gymnastics to the more elaborate work of the upper schools. Physical training directors with the older boys and girls are able to do much in the way of forming healthy minds as well as healthy bodies. Their work has decided ethical value in the making of a healthy citizen- ship.
In 1910 the manual training which had been introduced in the schools in 1896 was extended to include elementary schools. It now embraces all the grades from the very young children to those in the high school. An infinite variety of hand work is taught from very simple things to articles which might have a trade value. The wide range from cooking to carpentry includes all ages, and both boys and girls.
Manual training has definitely proven that a human being is never fully rounded out until he can co-ordinate both the brain and hands. To do hand work or brain work only is to do neither completely. There is a definite relation between hand and head which modern systems of education recognize.
The several neighborhood schools in our city are exactly what their name implies. Each school is a social center, a community house, and a place from which the American idea
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must radiate. The activities of each center might be called a "continuous performance"-all day and every day and dur- ing the vacations with the work of the supervised playgrounds.
These schools belong to all the people, including the fam- ily from the baby to the father and mother. Fathers come in the evening to learn the elements of reading, writing and arithmetic, mothers come in the daytime with their babies, if they wish, and learn to speak English, as well as how to take care of the baby, and how to make American clothes for the children and take care of the little homes.
Day nurseries are maintained where the mothers may leave the children, and where the "little mother"-the little girl who has to take care of brother or sister-may be relieved of care while she is at school. The studies are adapted to community needs, and the school becomes a kindly socializ- ing agent.
In each school is a chart showing the housing conditions of the neighborhood, in all the details. These are guides in many ways and explain the conditions under which the school may often solve its problems. Cafeterias in these schools, in addition to the scientific feeding of the children, provide food at under minimum cost. There are open air rooms for the benefit of tubercular and other delicate children, where they are fed three or four times each day. A careful record of the weight of a child is kept, and often by the feeding and care, it is restored to strength. There are, too, the ungraded rooms in which the individual development of the child is care- fully considered.
These schools afford much in the way of community recrea- tion in the parties, festivals, their own "movies" and the playgrounds.
Home teaching comes under the head of these neighbor- hood schools. The teacher is really a sympathetic visitor who goes to the home, enters into the problems of the father, mother and children, assisting them often in the complexities of life in a new and strange city. To bring all the family to the school is her main object. It is so often the case that a bright child who easily acquires a language and a knowledge of the country before the parents (especially the hard-working
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mother), has a sophisticated contempt for them. One of the great pleasures of the work is to realize the joy it gives a mother to stand well in the sight of her quickwitted children.
These schools are cosmopolitan to the last degree, and are the great "melting pots" of our Los Angeles.
In speaking of these special departments one does not for- get that they are the modern improvements on the old aca- demic system. The academic side of the schools has been correspondingly developed and always emphasized. Founda- tion principles are the things that come first, and education and training of the mind is always the first consideration, as the courses of study so carefully arranged for each school amply testify. All other things follow.
To the elementary schools have come many improvements working out the theory of modern education. There is a growing conviction that the time to begin the work of making a good citizen is the first day the child goes to school. This day is a prophecy and promise of an all-around education which our democracy offers. The elementary teacher, there- fore, and the elementary school are becoming more important each year.
Los Angeles is one of the first cities to have intermediate schools. To these schools, children of the seventh, eighth and ninth grades go. The plan was an educational experiment which has worked successfully. The concensus of opinion among educators is that it has broadened the school and increased the activity. Fewer children, as a result, have dropped out of school at the end of the eighth grade. It is obviously much better that a child at the age which is average in the eighth grade should remain for another year with younger children. This bridges over the wide disparity be- tween the grade child and the high school student.
Children of the usual ninth grade age require careful con- sideration which is somewhat easier when they are with younger children rather than older. From the standpoint of the adolescent child the school as adopted in Los Angeles embracing the three grades has been a marked success.
There is no city in the United States where so large a per- centage of young people go to the high schools and finish the
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course as in Los Angeles. This has always been true here, but since the war there has been a marked increase in enroll- ment, due not only to the revelation of the draft showing the illiteracy prevailing in the country, but to the conviction now universally recognized, that the man or woman with an edu- cation is much more efficient.
Los Angeles may well be proud of the beautiful high school buildings and the work accomplished in the wide range of subjects in the various courses of study. The courses vary in the different schools, owing somewhat to their localities. For instance, the course in shipbuilding is included in the San Pedro High School, at Gardena agriculture is specialized in, at the Polytechnic there is a wide range of technical sub- jects, while Los Angeles High and Hollywood pay special at- tention to academic work.
Even before the development of the vocational work which now exists in our public schools under the Smith-Hughes Act, the courses of study in the high schools had been worked out, which in a measure tended to lead up to the business of life both technically and academically.
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