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THE ELEMENTARY SCHOOLS 
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THE ELEMENTARY SCHOOLS 
 OF CALIFORNIA 
 
 BY JOHN SWETT 
 
A 
 
The Elementary Schools of California 
 
 By JOHN SWETT 
 
 California was admitted as a State (1850) without the usual pre- 
 liminary stage of a territorial government. The State Constitution, 
 framed and adopted by the people in 1849, provided for the election of a 
 State Superintendent of public instruction by direct popular vote, for a 
 term of three years; made it the duty of the legislature to "provide for 
 a .system of common schools by which a school should be kept up in each 
 school district at least three months in every year"; and that the proceeds 
 of all land grants made by the general government in aid of schools 
 should be "inviolably appropriated to the support of common schools 
 throughout the State/^ Thus was laid the legal foundation of common 
 schools in California. From the record of proceedings it appears that 
 the o})inion prevailed in the Constitutional Convention that these land 
 grants would prove to be of immense value; that the lands would l)e 
 located in mineral regions, and sold for fabulous sums; that the school 
 fund derived from such sales would be the most munificent in the world ; 
 that it would be more than sufficient to educate all the children in the 
 State and would eventually prove a source of corruption and speculation. 
 
 The land grant section of the Constitution, adopted in committee of 
 the whole, was carried by a majority of only one vote. As a matter of 
 I)lain fact the total amount of school money derived from the much 
 
 1 debated land grant of five hundred thousand (500,000) acres was only 
 about a quarter of a million dollars. 
 ..■ 
 thei 
 man 
 
 The Beginnings of Schools. 
 
 But before the adoption of the Constitutioii, before the assembling of 
 a State legislature, the people of American descent tooJc matters into 
 their own hands and began to establish schools of various kinds ;after the 
 manner of their forefathers in colonial times. AVhcrevcr a score of 
 
children could be gathered together, a private school was started by some 
 teacher who was jwiid by tuition fees. As soon as churches were organized, 
 denominational schools were opened in connection with them or under 
 tlieir auspices, and oftentimes taught by clergymen. Parochial schools 
 sprang up in San Francisco, Sacramento and other small centers of 
 population. Then a few public schools, established under no authority 
 of law except that of local town officers, began to make their appearance. 
 In the town of San Francisco (1847) a school committee of the 
 '*Town Council" built a small one-room school house on the town plaza, 
 and a number of townsmen held a meeting and elected the first "school 
 committee" in California, who proceeded to appoint Thomas Douglass, 
 from Yale College, as teacher, and the school opened with six pupils in 
 April, 1848. This was a school under public control, but supported by 
 tuition fees. Before the school was . fairly under headway, gold was 
 discovered at Colonia, schoolmaster Douglass joined in the general stam- 
 pede for "the diggings," and the school came to an end. In December, 
 1849, John C. Pelton opened a school supported by "voluntary sul)- 
 scription" but free to "the children of the poor." This school was made 
 a public school by ordinance of the common council, April 8, 1850, and 
 Mr. Pelton was appointed teacher in which position he remained until 
 September, 1851, when common schools were established in accordance 
 with State law. 
 
 The Evolution of State School Laws. 
 
 . The first State legislature (1849-50) held after the adoption of the 
 State Constitution, enacted no law whatever to carry into effect the 
 constitutional provisions relating to education. At the second legislative 
 session (1850-51) a very primitive school law was enacted providing for 
 the subdivision of counties into school districts; for a district board of 
 school trustees, three in number, elected annually for the term of one 
 year, by direct popular vote of school district electors. These boards 
 were given power to build school houses, but they had no power to levy 
 a tax for building purposes. They could examine teachers and issue 
 certificates "valid for one year"; appoint teachers for the "term of one 
 year," and pay their salaries when the money should come in from the 
 mythical State school fund. These boards were required to report 
 directly to the St-ate School Superintendent at the end of each school year. 
 Though as a matter of fact there wa.s no "State school fund" in existence, 
 this nebulous school law provided for the distribution of the interest on 
 said fund to the counties according to the num1)er of school census 
 children. Furthermore, this peculiar school law provided that the 
 
interest on the "State School FiincV^ should be apportioned not to public 
 schools onl^'j but also to "sectarian and denominational schools, orphan 
 ayslums and almshouse schools.*^ Over this latter provision there wa^a 
 running leoishitive warfare which was not ended until 1801. 
 
 This abortive school law made no provision whatever for district, 
 county or State school taxes, but left tlie schools dependent on rate bills, 
 tuition fees, and subscriptions, until the appearance of the dazzling 
 *' State School Fund'' to be derived from the future sales of congressional 
 land grants. 
 
 The succeeding legislature (1851-52) amended the school law by 
 authorizing counties to levy a school tax "not to exceed three cents on 
 a hundred dollars/' It also made the county treasurers ex-officio county 
 school si]])erinten(lents for the purpose of apportioning the beggarly 
 ))ittance thus obtained. These legislators evidently considered the com- 
 mon schools to be "charity schools" for the education of the children of 
 the poor. 
 
 The legislature of 1852-53 amended the school law by providing 
 that cities should have power to raise by tax whatever amount of money 
 was necessary for school purposes; that counties could levy a school tax 
 not to 'exceed five cents on a hundred dollars; and that religious and 
 sectarian schools should receive a pro rata share of the "school fund." 
 In 1852 the total number of public schools in the State was twenty (20), 
 with *'Aiv enrollment of 3,314 pupils. The number of school ct-nsus 
 children 'was reported as 17,821. In 1853 there were 111 schools with 
 an average attendance of 2,020 pupils. In 185-t there were 168 schools 
 with an' attendance of 4,635. 
 
 In 1854 there was no school legislation, but in 1855 the school law 
 was revised and materially improved. This law provided for the election 
 of County Superintendents by popular vote and defined their duties; 
 empowered incorporated cities to raise a school tax not exceeding twent}'- 
 five cents on a hundred dollars; provided by election or by appointment 
 for City Boards of Education and City School Superintendents, and 
 authorized counties to levy a county school tax not to exceed ten cents 
 on a hundred dollars. 
 
 This revised school law was a material advance on all previous school 
 bills. It provided that no school should be entitled to receive public, 
 school money unless it had been taught by teachers duly examined and 
 approved by legal authority; and that no sectarian books should be used 
 and no sectarian doctrines should be taught in any school under penalty 
 of forfeiting t]ie jniblic funds. 
 
 The legislatures of 1856 and 1857 made no school amendments worth 
 nu'utioning, l)ut in 1858 an advance was made which enal)led school 
 
6 
 
 districts by a vote of the electors, to levy district taxes for the support of 
 schools or for building schoolhouses, under the restriction that the district 
 should maintain a school four months in the year. A law was passed 
 providing for the sale of the remainder of the five hundred thousand 
 (500,000) acre land grant of the Congress, and of the seventy-two (72) 
 sections for a State IJniversity. 
 
 In 1860 the maximum fate for county school tax was raised from ten 
 cents to twenty-five cents on a hundred dollars ; the State Superintendent 
 was authorized to hold annually a State Teachers' Institute, and an 
 appropriation was made to pay the expenses of such institutes, and to 
 appoint a State Board of Examination with power to grant State certifi- 
 cates valid for two years. County Superintendents were authorized to 
 appoint county boards of examination, with power to grant certificates 
 valid for one year. These advances in school law were secured by Andrew 
 J. Moulder, who was elected State Superintendent in 1850, and re-elected 
 for a second term in 1859. 
 
 Thus ended the evolution of school laws for the first decade of com- 
 mon school history in California. It is evident from the preceding brief 
 statement of school organization that the general plan resembled that of 
 the State of Xew York rather than that of New England. Indeed, the 
 great area and the sparse and scattered population rendered town or 
 township organization impracticable in California. From the beginning 
 there were two distinct lines of development : one was that of incorpo- 
 rated cities with their local schools provided for by charter, and inde- 
 pendent of the State; the other that of rural schools in which the county 
 was tbe unit of control under direct State school law. In this protozoic 
 period of development the people in the centers of population were in a 
 stage of school evolution far in advance of State legislation, while the 
 rural schools in remote districts were kept up in a rude way for three 
 or four months in the 3'ear by means of tuition fees or rate bills. 
 
 In 1860, at the end of the first decade of school history, California 
 reported a Common school enrollment of 26,993 pupils, with an average 
 daily attendance of 14,750 pupils, in 593 public schools, taught by 831 
 teachers, and conducted at an expense of $474,000. The total amount 
 expended for common schools during this decade was in round numbers 
 $2,586,000. 
 
 The Making of City Schools. 
 
 From the beginning in California, as in the older States east of the 
 Rocky Mountains, the incorporated cities, by virtue of their special 
 charters, began and developed city schools independent, in some degree, 
 
of direct and particular State school law. San Francisco may be taken 
 as a type of all the larger cities of California, such as Sacramento_, JMarys- 
 Nille, Stockton, Oakland, San Jose, Los Angeles and San Diego: The 
 first city school ordinance passed under the State law of 1851 was the 
 San Francisco ordinance of September, 1851, which provided for city 
 board of education and city school superintendent and appropriated 
 $35,000 for school purposes. The city board appointed as superintendent 
 Kev. Tliomas J. Nevins, who came to California from New York City as 
 the agent of the New York Bible Society. The superintendent drew up a 
 code of rules resembling the regulations of the New York City schools 
 under the control of the "Public School Society." One of these rules 
 required the sc*liools to be opened on each Monday morning with the read- 
 ing of the Bible and with prayer by the teacher. This rule led to much 
 trouble in the embryo school department, and began a long continued 
 |)olitieal warfare. Teachers' certificates "were valid for one year only, 
 unless sooner revoked by the board," a rule handed down from New 
 England to New York and finally passed on to California. 
 
 One of the first teachers appointed under the school ordinance was 
 James Denman, of the New York State Normal School, at Albany, who 
 opened school on the 17th of December, 1851, and continued for six 
 years in the same school, now named the "Denman School." He was 
 subsequently three times elected City School Superintendent and in 
 1899 was appointed by the Mayor as one of the four members of a board 
 of education who were each paid a salary of $3,000 a year. 
 
 The average daily attendance in the city schools, in 1852, was 445 
 pupils, who were taught by 15 teachers. In 1853 the attendance rose 
 to 1,182 pupils taught by 16 teachers. In 1853 several additional 
 principals were elected, among whom were Ellis H. Holmes, Joseph C. 
 Morrill, and the writer of this monograph. Ellis H. Holmes subse- 
 quently became principal of the first high school in San Francisco, in 
 1856. Joseph C. Morrill, on tlie breaking out of the Civil War, became 
 a captain in the California volunteers and continued in service through 
 the war. The writer of this paragraph remained principal of the Eincon 
 Grammar School until 1862 when he was elected State Superintendent 
 of Public Instruction. 
 
 The period from 1853 to 1856 was a trying time for the public 
 schools. The city government fell into the hands of unscrupulous poli- 
 ticians, who retained their power by stuffing the ballot boxes. The school 
 appropriations were parsimonious. The common school spirit was as yet 
 undeveloped. The new city was full of parochial and other denomina- 
 tional schools, and of small private schools. The public schools were 
 looked down upon as "charity schools" for the children of indigent 
 
parents. It required heroic efforts to organize and maintain public 
 schools in the midst of a cosmopolitan population, drawn from the four 
 quarters of the globe. In 1856 the city government had become so cor- 
 rupt that the better class of citizens rose in rebellion, organized the 
 "Vigilance Committee," hanged a few murderers, banished from the 
 State several score of criminals of vsrrious kinds, and regained possession 
 of the ballot boxes. Under a new municipal government by honest and 
 capable officials, the public schools multiplied and grew strong. 
 
 In 1860 the average daily attendance was 2,837; the number of 
 teachers, 6S; the school revenue, $156,407. For the entire State in the 
 same year, the entire school revenue was $474,263; the average daily 
 attendance,- 14,750; the number of teachers, 831. 
 
 The Second School Decade, 1860-1870. 
 
 This second decade includes a period of general political upheaval 
 over our whole country, owing to the struggle against the extension of 
 slavery into the territories, followed by the Civil AYar and the period of 
 reconstruction. In California, it brought into the State legislatures and 
 official positions, men born in New England, New York, Ohio and the 
 States of the northwest, who came to this State deeply imbued with a 
 strong belief in American public schools. Men of this class constituted 
 a majority in tliree successive legislatures, and the result was arftotable 
 advance in school legislation. Among the body of common school men 
 who gave staunch support to the school bills passed in this decade, may 
 be mentioned the following: John Conness, afterwards U. S. Senator; 
 Governor Leland Stanford, Governor F. F. Low, B. B. Redding, Secre- 
 tary of State; John P. Jones, afterwards U. S. Senator from Nevada; 
 William J. Shaw, State Senator from San Francisco; State Senator 
 John S. Hagar of the same city; State Senator John E. Benton, of 
 Sacramento; State Senator C B. Porter, of Contra Cqstra, J. J. Owen, 
 of Santa Clara and others too numerous to mention. 
 
 During the four years of his administration (1864-68) Governor F. F. 
 Low earnestly worked for the passage of needful school legislation; he 
 aided the funding of the State indebtedness to the common schools; 
 he was influential in securing the establishment of the State University, 
 and he encouraged the State school superintendent in organizing the 
 common schools. The name of John Conness headed the great petition 
 of ten thousand electors and tax payers from each and every school 
 district in California, asking the legislature of 1864 to levy a State tax 
 of half a mill on the dollar for the better support of common schools. 
 John P. Jones, State Senator from one of the mining counties, was an 
 
9 
 
 enthusiast in school legislation. In the State legislature of 1861, John 
 (\uiness introduced a bill in the asscnihly of wliich lie was a nieiiiher. 
 which became a law, providing for the sale of the l()th and 86th sections 
 of school lands, the proceeds to be paid into the State School Fund. 
 Tlius, after many years of impracticable legislation in tinkering on town- 
 ship land bills, a practicable law was enacted by which, in less than one 
 year, 200,000 acres were sold. Another attempt was made in this legis- 
 lature designed to secure a pro rata of school moneys for certain classes 
 of schools not under State control, but it was defeated by the determined 
 stand taken against it by Mr. Conness. 
 
 A professional teacher, born in New England, was nominated by the 
 newly-formed "Union Party," and was elected State Superintendent in 
 1862. He secured the passage by the legislature at the session of 1862-63 
 of several important amendments to the school law, among which were 
 the following: making the term of office for district school trustees three 
 years instead of one year; authorizing the State Board of Education to 
 issue State educational diplomas valid for six years; certificates of the 
 first grade valid for four years; second and third grades, valid for two 
 years; -all certificates subject to renewal without examination; that county 
 boards of education should consist of professional teachers, exclusively, 
 and should bo authorized to hold examinations in writing, and to issue 
 and renew county certificates. An appropriation not to exceed ^150 
 annually for the expenses of each county institute, payable out of the 
 county general fund ; a State school record book, printed by the State 
 Printer and furnished to each teacher in the State; a provision requiring 
 the State Superintendent to travel throughout the State at least three 
 months in each year for the purpose of visiting schools and attending 
 teachers' institutes, his actual traveling expenses not to exceed $1,000 a 
 year to be paid by the State. 
 
 Tn his annual report (1863) to the legislature the State Superin- 
 tendent said : "The most important school measure that demands the 
 attention of legislators is that of a State school tax for the better maiu- 
 tenance of public schools. Our American system of free common schools 
 is based upon two fundamental principles or axioms; First — That it is 
 the duty of A republican or representative government as an act of self 
 preservation to provide for the education of every child; Second — That 
 the ])roperty of the State should be taxed to pay for that education." 
 
 At the session of the legislature of 1863-64, a sup})lementary and 
 amendatory school bill, prepared by the superintendent, was passed by 
 the legislature after a long and bitter figlit against it. This bill provided 
 for the levy of an annual State tax of five cents on each hundred dollars; 
 for the compulsory levy by county boards of a minimum county school 
 
10 
 
 tax equal to two dollars for each school census child; for a maximum 
 county tax of tliirty cents on each hundred dollars; for making it the 
 dut}- of district school trustees to levy a direct property tax, sufficient to 
 maintain a public school five months in each year, whenever State and 
 county school money should be insufficient for that purpose; and for the 
 annual subscription by county superintendents for a sufficient numl)er of 
 copies of some State educational journal, to furnish each board of scliool 
 trustees with one copy at an expense not to exceed one dollar a year. 
 
 Important school legislation was again secured in 1865-06 .by thi^ 
 passage of the "Revised School Law" — a law drafted by the State 
 Superintendent and passed almost without amendment. This law con- 
 tained liberal provisions for State, county and district taxation, and 
 marked the beginning of free common schools in every rural district in 
 the State. It fixed the rate of State school tax at eight cents on the 
 hundred dollars; the county tax at a minimum of three dollars for each 
 school census child, and the maximum rate of thirty-five cents on each 
 hundred dollars; authorized and required school trustees to levy a school 
 tax if necessary, to keep a free school for five months in each year. It 
 provided for a State board of education with power to grant life diplomas, 
 under specified conditions, to experienced teachers; for district school 
 libraries; for county teachers' institutes; for the election of district 
 school trustees for three years, one to be elected each year; for the pay- 
 ment of county boards of education; for establishing district school 
 libraries; for city boards of examination; for recognizing the normal 
 school diplomas of other States, and for many other minor details of a 
 modern public school S3-stem. During the remainder of this decade there 
 were only slight amendments to the school law, relating to minor matters. 
 In this decade the State University of California was established (1869) 
 as a free institution of learning, open to young men and young women 
 without tuition fees. The opening of the State University led to the 
 rapid development of union high schools in all parts of the State. The 
 State University and secondary education will be treated of in special 
 monographs, and they need no further mention in this monograph wliicli 
 is limited to elementary education. 
 
 At the end of the second school decade (1870) the common school 
 reports show an enrollment of 85,808 pupils; an average daily attendance 
 of 54,271; 1,492 schools; 1,800 teachers; and an expenditure of $1,529,- 
 046. The total expenditures for the whole decade amounted to $8,910,- 
 000. 
 
 The Third School Decade, 1870-1880. 
 
 In 1870 the original provision for State uniformity of text Imoks, 
 
11 
 
 wliicli extended only to rural district schools, was amended so as to 
 compel San Francisco and all other incorporated cities to adopt the State 
 series of text books. 
 
 In 1874 the only school legislation of importance was the increase 
 of the State school tax from eight cents on a hundred dollars to an annual 
 tax which should amount to seven dollars per school census child, and a 
 law requiring the county superintendent to make a minimum apportion- 
 ment of $450 to each school district, regardless of size — ^^the balance to be 
 distributed on the basis of school census children. 
 
 In 1879 a convention was called to revise the State Constitution. The 
 new ( •onstitution, adopted by popular vote, contained several articles 
 that required important amendments to the State school law. One section 
 established in each county a county board of five members, appointed 
 by the county board of supervisors, with power to adopt text books for the 
 schools of their respective counties; and to examine and certificate 
 teachers under prescribed State law. The term of office of county 
 suprintendents was made four years instead of two years. An iron- 
 bound section provided that no pu])lic school moneys should be appor- 
 tioned to sectarian or denominational schools of any kind whatever. 
 
 During the next decade, in 1884-85, an amendment to the State 
 Constitution was adopted which provided that the State Board of Educa- 
 tion should edit, compile and prepare a State series of text-books, to be 
 printed by the State Printer, pul)lished by the State, and furnished to 
 tlie pupils at cost price. 
 
 Later Legislation. 
 
 During the decade of 1890-1900, the chief amendments and additions 
 to the school law related to the organization of union high schools outside 
 of the larger cities, by the combination of rural school districts. 
 
 In 1901 elaborate amendments to the school law were passed whicli 
 raised the standard for teachers' certificates in various ways, specified in 
 detail near the close of this monograph. Provision was made for the 
 concentration of rural schools, and for the transportation of pupils 
 after the manner now coming into favor in States east of the 
 Rocky Mountains. Cities were authorized to establish truant schools. 
 This bill of amendments was drafted by a commission of one hundred 
 (100) citizens, teachers and educators appointed by the Governor, the 
 State Superintendent, and the President of the State University, who 
 acted through special committees. The work was well done and it re- 
 sulted in a great educational advance. 
 
 An amendment to the Constitution was adopted by popular vote, 
 
12 
 
 authorizing the k-gishitiire to levy a State property tax to aid in the 
 support of higli seliools, and tlie k'gislature provided for an annual tax 
 levy of one and a half cents on each one hundred dollars. 
 
 The ])articulars of school legislation have heen given in detail l)ecause 
 tlie liistorical treatnu^nt seemed to the writer the most effective way of 
 illustrating the making of a State school system. While this historical 
 method may he of little interest to the general reader, it may prove of 
 some value to educational experts. 
 
 A Statemkxt of Extstixg Conditions. 
 
 At the opening of the twentieth century the educational outlook of 
 California is most promising. We have a free State University, open to 
 both j'oung men and young women ; five State normal schools ; one 
 hundred and forty high schools and underlying these institutions of 
 learning, an efficient system of elementary schools. 
 
 The common schools of the State are under the executive supervision 
 of a superintendent of public instruction, and of county superintendents, 
 elected at general elections by direct popular vote, for the term of four 
 ye^nrs. City superintendents are, in general, appointed by city boarns 
 of education. The State Board of Education is composed of ex-officio 
 mend)ers, including the Governor, the State Su])erintendent, the Presi- 
 dent of the State University and the Professor of Pedagogy therein, and 
 the president of each of the five State normal schools — nine members 
 in all. This board has power to adopt rules and regulations, not incon- 
 sistent with State school law, for the government of the public schools 
 and the school district libraries; to prescribe by general rule the creden- 
 tials upon which persons may be granted certificates to teach in the high 
 schools of the State; to grant life diplomas of four grades valid through- 
 out the State, as follows: (a) Itigh school, authorizing the holder to 
 teach in any primary, grammar or high school; (b) Grammar school. 
 good for primary or grammar schools; (c) Kindergarten-primary; (d) 
 Special, good for such grades as are specified. 
 
 The State l>oard is further empowered to compile or cause to be 
 compiled a uniform series of school text-books for use in the common 
 schools of the State as required by the State Constitution, to contract 
 for or lease copyrights for the purix)se of being used in compiling, print- 
 ing and publishing school books, the books to Ix? printed in the State 
 printing office, and to be sold at cost price. 
 
 County boards of education must consist of the county superintendent 
 and four other members, a majority of whom shall be experienced 
 teachers holdino: not lower than grammar sfrade certificates. These boards 
 
13 
 
 are enipowercd to liold one annual examination to examine applicants 
 for <iraiiimar .school certificates; to issue high school certificates \ip(m 
 er((k'ntials as prescribed by the State board, good for their own county; 
 grammar school certificates good for the county; kindergarten primary 
 certificates and special certificates as prescribed by the State board. 
 
 City boards of education in general are elected by popular vote^ 
 except in tlie City and County of San Francisco, where the board at 
 present consists of four members appointed by the Mayor and paid a 
 salary of $3,000 a year. The powers of city boards vary with the 
 different city cliarters, subject to a fcAV general provisions in the State 
 school law. 
 
 Each district board of school trustees consists of three members 
 ( k'cted by popular vote at school district elections, for the term of three 
 years, one member being elected each year. These boards are empowered 
 to appoint and fix the salaries of teachers; to appoint census marshals; 
 to ])rovide school supphes authoi'ized by law; to keep the school houses 
 in repair and to enforce tlie general provisions of the State school law. 
 
 The elementary schools of the State are classified as grammar and 
 ])riiiiary. All schools must be taught in the English language; in other 
 words, English must be the language spoken in school. The school 
 studies as prescribed by State law are as foUo^vs: Reading, writing, 
 orthography, arithmetic, geography, nature study, language and gram- 
 mar, with special reference to composition; history of the United States 
 and civil government, elements of physiology and hygiene with special 
 reference to the effect of alcohol and narcotics on the human system; 
 music, drawing, elementary bookkee})ing and humane education; pro- 
 vided that instruction in bookkeeping, humane education, physiology and 
 hygiene, music, drawing and nature study may be oral, no text-books on 
 tluse subjects being recpiired to l)e ])urchased by tlie ])upils. 
 
 Tlie school law provides that "Xo ])upil under the age of fifteen years, 
 in any primary or grammar school shall be required to do any home 
 study." ''In graded ])rimary schools in which the average age of the 
 l)upils is eight years, the daily session shall not exceod four hours a da}', 
 exclusive of the intermission at noon, and inclusive of the recesses. In 
 ungraded schools, all children under eight years of age shall be either 
 dismissed after a four-hours' session, or allowed recesses, for play, of 
 such length tliat the actual confinement in the school room shall not 
 exceed three liours and a half." 
 
 One of the most beneficent of many g0K)d ])rovisions in the California 
 school law is that relating to school libraries, incorporated into the 
 "revised school law" in 186G, and retained with sligiit amendment, on the 
 statute books, up to the present time. The school library law provides 
 
14 
 
 that in rural districts "the library fund shall consist of not less than five 
 nor more than ten per cent, of the county school fund annually a^Dpor- 
 tioned to the district; provided that should ten per cent, exceed fifty 
 dollars, fifty dollars only shall be apportioned to the district." In cities 
 not divided into school districts, the librarv fund consists of fifty dollars 
 for every one thousand school census children or fraction thereof, the 
 superintendent to apportion the fund annually to the several schools in 
 proportion to the average number of children belonging to each school. 
 The number of volumes in all the school libraries in California in 1902 
 was reported as 1,324,613 and most of these books were specially selected 
 to suit the taste and the needs of young children. Thus, year by year, 
 new books are added to the library, and worn out books replaced by new 
 ones. . Every school in California, however small or however remote, has 
 at least a few volumes of choice books used to cultivate in the pupils a 
 taste for reading. 
 
 School Eevp:nue. — The school moneys annually apportioned from 
 the State treasury for the partial support of common schools are derived 
 from various sources. The securities held in trust by the State Treasurer 
 for the support of common schools (July, 1902) consist of State bond^s 
 aggregating $1,726,500, together with bonds of various counties of the 
 State amounting to $1,598,700, making a total of $3,558,200, invested 
 in a permanent State School Fund, tho annual interest of which is ap- 
 plied for the support of schools The amount derived from the State 
 property tax of seven dollars per school census cliild, amounted in 1902 
 to $2,546,972.07. The amount derived from poll taxes, from tax on 
 railroads, from collateral inheritances, interest on bonds and school 
 bonds, combined with the State tax, makes a total of $3,588,626 of school 
 revenue derived from the State. 
 
 The second source of revenue is the county school tax, tlie minimum 
 rate of which is six dollars per school census chihl. In 1902 tliis tax 
 gave a school revenue of $2,538,000. Anotlier source of revenue is the 
 city or district tax, which in 1902 amounted to $270,577. The grand 
 total of all receipts for school purposes in 1902 was $8,125,490. 
 
 Comparative Rank With Other States. 
 
 It is said that Californians are given to boasting about their climate 
 and their resources, but California teachers and educators make only 
 the modest claim that their schools compare favorably with those of older, 
 wealthier, and more populous States that have a common school history 
 running back for more than two hundred years, into the colonial period 
 of the thirteen original States in the Union. The city schools in Cali- 
 
15 
 
 fornia closely resemble the good city schools of other States. The one 
 and two-room rural schools of California have some points of marked 
 superiority over the corresponding rural schools in the older States. 
 This is owing to the fact that the California school law provides that, to 
 districts having ten and less than twenty school census" children, the 
 County Superintendent shall apportion outright $400 and further, that 
 $500 shall be apportioned to each district for every teacher assigned to it. 
 All remaining moneys are apportioned to districts in proportion to the 
 daily average school attendance. This direct appropriation of $400 
 a year to the small, weak, or newly-formed school districts to which may 
 l)e added from one hundred to three hundred dollars by pro rata appor- 
 tionment, enables the smallest rural schools to secure competent teachers, 
 and continue school at least eight months in the year. The State^ in turn, 
 by means of a heavy State school tax. lends a helping hand to the weaker 
 counties, by apportioning the State school fund on the basis of the 
 number of school census children, thus compelling the cities where wealth 
 and population are concentrated, to aid the rural counties which have a 
 sparse population and a relatively smaller amount, per capita, of taxable 
 property. This plan is regarded by Californians as dictated by en- 
 lightened common sense. It has enabled the rural schools of the State 
 to challenge comparison with the best in the world. 
 
 The latest report of the U. S. Commissioner of Education, Vol. I 
 (1902), states that the average number of days schooling given to each 
 child between five and eighteen years of age in California is 99.7 — a 
 numlx^r exceeded only by Massachusetts (108.2) and Connecticut 
 (101.8). The amount of school money raised for each person between 
 five and seventeen years of age in California is $21.75 — an amount 
 exceeded only by Massachusetts ($22.37), Nevada $(25.17), Colorado 
 ($21.83), the District of Columbia, not properly a State, ($27.57). The 
 average number of days attended by each pupil enrolled on school records 
 in California is 125.9 — ^a number exceeded only by Ehode Island (141.6), 
 Connecticut (138), New York (133.2), and Illinois (131.5). Amount 
 expended per capita of total population, in California, $4.94 — an amount 
 exceeded only by New York ($5.00 approximately), and Massachusetts 
 ($4.96 exactly). The average of teachers' wages in California runs 
 higher than in most of the older States. According to the latest report 
 of the State Superintendent, the average monthly wages paid teachers of 
 grammar schools in the State as a whole, was in 1902: men $73.21; 
 women $66.12; paid teachers in primary schools: men $61.05; women 
 $62.92 ; in high schools: men $104.24; women $91.28. According to the 
 report of U. S. Commissioner Harris, 1902, the average monthly salaries 
 of teachers of all grades in California was for women $67.19 — a rate 
 
16 
 
 exceeded only by Arizona; for men the average was $87.01 — a rate 
 exceeded only by Massachusetts ($140.9^); llhode Island $116.01); 
 Xevada ($100.84). 
 
 Other Educational Statistics. 
 
 Accordinof to the latest report of the State Superintendent of Cali- 
 fornia, the niunbcr of school census children (5-17) was 373.999; attend- 
 ing public schools, 289,993; number of school districts. 3.288; number 
 of teachers, 7,466; average number of school days in the year, 165.8; 
 total of school receipts, $8,125,490; expenditures. $6,606,061. 
 
 The average daily school attendance at the end of each school decade 
 runs as follows: 1860, 14,750; 1870, 54.271; 1880, 100.966; 1890, 146,- 
 589; 1900, 197,395. 
 
 The following ta]jle shows the total amount expended in each school 
 decade from 1850 to 1900 :— 
 
 First Decade, 1850-1860 $ 2,486.331 00 
 
 Second Decade, 1860-1870 8,919,568 00 
 
 Third Decade, 1870-1880 25,117,240 00 
 
 Fourth Decade, 1880-1890 38,245,904 00 
 
 Fifth Decade, 1890-1900 57,373,047 00 
 
 Part of Sixth Decade, 1900-1902 12,981,291 00 
 
 Total amount .$145,123,381 00 
 
 The following table shows the increase, by decades, in the daily 
 average school attendance: — 
 
 At the end of the First Decade, 1860 14,750 
 
 At the end of the Second Decade, 1870 54,271 
 
 At the end of the Third Decade, 1880 100,966 
 
 At the end of the Fourth Decade, 1890. 146,589 
 
 At the end of the Fifth Decade, 1900 197,395 
 

 ?p^ 
 
 DQ=: 
 
 SECONDARY EDUCATION 
 L IN CALIFORNIA 
 
 A MONOGRAP 
 
 By J. B. M9CHESNEY 
 
 91 n> 
 
 (T 
 
 J 
 
 
 -J 
 
 PUBLISHED BY C'-- 
 
 department of education 
 California Louisiana Purchase Exposition 
 — ^ Commission — - ~ 
 
 SAN FRANCISCO, CAL., 1904 
 
 ^=^ 
 
 \X7^ 
 
 
 7 
 
Secondary Education in California 
 
 By J. B. MCCHESNEY 
 
Mission High School Building, San Francisco 
 
Secondary Education in California 
 
 I 
 
 By J. B. MCCHESNEY 
 
 Scoondary education received scant attention during tlie early hi.s- 
 tory of C^alifornia for two obvious reasons. First, the iwpulation was 
 composed almost entirely of men who came to the State for the purpose 
 of engaging in gx>ld mining, intending as soon as their fortunes were 
 made to return to their liomes and families. They had no immediate 
 use for schools of any kind, and they gave little thought to provisions 
 for their organization and maintenance. Secondly, the State was 
 spai-sely populated except in the mining camps, where for several years 
 it was ditfic'ult to carry on schools of a primary grade for more than 
 three or four uu)nths in a year. Fortune hunting was the supreme intent 
 of the early Californians; all other interests in which civilized society is 
 supj)()sed to 1)0 concerned were, for the time being, held in abeyance. 
 
 Mowever, the nuikers of the first Constitution realized that an instru- 
 m.-nt of that kind would be incomplete without some provision being 
 nuide for education, and consequently, we find Article IX, Section 3, 
 reading as follows: . 
 
 "The Legislature shall provide for a system of schools by which a 
 school shall be kept up and supported in each district at least thret^ 
 months in each year, and any school district neglecting to keep up and 
 support such a school may be deprived of its proportion of the interest 
 of the public fund during such neglect." 
 
 The expression "system of schools" is somewhat indefinite. At any 
 rate, it rested with the Legislature to determine the grades of schools 
 which they might constitutionally provide for. In the proceedings of 
 the Legislature of 1851, Article IT, Section 5, \y^ find the following: 
 
 ""Xot less than GO per cent of the anu)unt paid each district sliall be 
 expended iu teachers' salaries: the balance mav. at the discretion of the 
 
4 
 
 /'district, bo oxponrlrd in Iniildino: or repairing school houses, purchasing 
 ( a lil^rarv or apparatus or /"o/- ike support of a liif/k school." Thus we 
 see tluvt as early as 1851 legislative provision was made for the support 
 of a high scliooh 
 
 * But as far as I liave been able to learn, no higli school was organized 
 as a result of this i)erniission. In fact, there were no pupils of sufhcient 
 scholastic attainments to form a class, or if there were,- tlie "diggings'' 
 had such superior attractions that a school of any kind received litttle nr 
 no consideration. 
 
 The next Legislature, that of 1852, enacted a new school law, luaking 
 no mention of liigh schools. Whether the meuil)ers thought tlud the 
 time was not yet ripe for such schools, or whether they considered that 
 tlie entire school fund should be devoted to elementary instruction. I 
 am unable to state. 
 
 In 1855 the school law was enacted for a third time under the fol- 
 lowing title: "Act to establish, support and regulate common schools 
 and to repeal former Acts concerning the same.'' Section IT defin(<l 
 the duties and poweri? of district trustees as follows: 
 
 "They may cause the common schools within their res])ective juris- 
 dictions to he divided into Prinuiry, (}ramuuir and High Sehool l)ej)art- 
 ments. and to eiuploy competent teachers for the instruction of the dif- 
 ferent departments, whenever they may deem such division advisable, 
 proridcd. there be sufficient means for all such departuu'nts. and if not, 
 then in the order in which they are herein najued, the priuiary school 
 having preference." 
 
 This Act remained undisturbed on the statute boooks for eight years, 
 and during this period the first jiermanent high schools of California 
 were established. The San Francisco High. Scliool was organized in 
 January. 1858, being the first in California. It was attended by both 
 sexes, and deservedly enjoyed a high re})utation. 
 
 The school records of this period are exceedingly lueager. thus 
 making it difficult to collect accurate data concerning actual work done 
 in secondary education. Then, too, the term "high school'' was vaguely 
 used, there being no recognized authority to place a line of demarcation 
 between advanced grammar grades and high school grades proper. Pre- 
 vious to the formal organization of a high school in San Francisco in' 
 January, 1858, a class of advanced grammar school pupils was main- 
 tained. The school authorities of San Francisco did not call this a 
 high school, although it is quite prol)able that distinctively high school 
 branches were taught. 
 
 About this time a higli school was cornnu'nced in Sacramento and 
 another in ^larysville, but in the annual re])()rt of the State Su[)erintend- 
 
cnt for 18()() Init two h\g\\ 8chof)ls are recognized, one in San Francisco 
 and one in »Sacraniento. 
 
 During tlie decade coniniencing vvitli IHGO an increased interest in 
 secondary education was manifested in Californ? In Xoveml)efi-3rSXi2^_ 
 a iiigli school was organized in Nevada City, and-tit about the same time 
 another in Grass Yallev, hut four miles distant. These towns were at 
 that time the hirgest and most thriving mining towns in tlie State. 
 Tliev were the centers of trade for an extensive area occupied by valuable 
 (juartz mines and deep placer diggings. The inhabitants were prosper- 
 ous and they were desirous that tlieir growing families should enjoy the 
 l)est educational })rivileges possible. At this time the influence of the 
 mining counties predominated in State affairs, as they possessed both 
 the weahh and a hirge majority of the voting population. 
 
 The great valley extending from the Tehachapi ^fountains on the 
 south to the town of Eedding on the north afforded only a rich feceding 
 ground for immense numbers of cattle and sheep. Californians had not 
 yet learned the wonderful possibilities of this vast area for the produc- 
 tion of grain and fruit. The State was a mining State; the new arrivals 
 looked to the mines for investment and as. a field for operation. The 
 re])rest ntatives of the so-called "cow counties" were unwilling that the 
 more pros])erous mining counties should dietate a system of common 
 scliools which would give them an undue share of the school funds. High 
 schools could exist in thickly settled communities only, and these were 
 not found outside the cities except in the mining counties. This accounts 
 for the fact that until the close of this decade the high schools of (\ilifor- 
 nia were confined to the larger cities and to ns. 
 
 But the dawning of the next decade w nessed a change. The gold 
 liiines, which required little or no ca])ital fr their operation, were mostly 
 worked out, and thus uku of small means ^vere compelled to turn their 
 attention to other |)ursuits. Vast areas which early Californians consid- 
 ered worthless were found to he ca})able of sustaining unlimited grain 
 fields and orchards, and as a result, the land was taken up, trees and 
 vines were ])lante(l. and California soon becauu' noted for its l)road fields 
 of grain and extensive vineyards. 
 
 Thriving villages sprang into existence all through the State; the 
 despised "cow counties'^ so increased in po])ulation that they soon con- 
 trolled State le^gislation. This ine-ant among other matters that the 
 common school system must be acceptable to them, and as their centers 
 of ])0|)ulation were only in the formative period they had no use for 
 high schools. The primary and gramiiiar grades satisfic^d all their needs. 
 To keep these ojjen the reH|uisite number of months each year in order to 
 
draw tlu'ir share of the public funds imposed a burden whicli they were 
 scarcely able to bear. 
 
 In a general way, it may be stated that the decade from 1870 to ISSO 
 witnessed a gradual preponderance of population in the agricultural 
 counties over the mining counties, and with t^liis went a corresponding 
 influence in State atfairs. But this decade was not prolific in the organ- 
 ization of new high schools. One was opened in Oakland in 18()9, oni' in 
 Los Angeles in 1871; San Jose and Vallejo followed soon after. 
 
 On the whole, it may be stated that California did but little for the 
 cause of secondary education during the first thirty years of her history. 
 This can be said, however, although the high schools were limited in 
 nund)er, they were excellent in quality. The teachers employed in them 
 were men and wonu'n of superior al)ility and devoted to their profession. 
 Their schools took a deservedly high rank, and in their courses of study 
 and in their methods of teaching they were befitting models for the 
 high scliools which were to follow. This is all the more remarkable ])c- 
 cause the manner in which high school certificates were issued was some- 
 what lax, or ])erhaps, to state it more accurately, the rigorous and search- 
 ing methods which after w^ards prevailed were not used. 
 
 It would be interesting at this point to give a careful analysis of the 
 social and political conditions which ])revailed in California during the 
 decade above referred to because of the predominating influence tliese 
 conditions had upon the cause of secondary education. A complete dis- 
 cussion of this most interesting ])rol)leui would lead me far astray, and 
 I must content myself by a few bald statements which I think a careful 
 discu^ssion would confirm. 
 
 Many of the early Calif ornians were men of broad views. Their 
 investnuuits were in the mines, and from them they obtained their wealth. 
 Gold was an ex])ensive commodity and not suitable for making exact 
 change; early (Silifornians became indiff'erent to small coins and would 
 n>ot use them in their business transactions; their views of affairs gener- 
 ally were expanded, and it may be said that they despised the day of 
 small things. All this had its influence upon the character of the in- 
 dividual, and thus u])on the community as a whole. 
 
 This state of afl"'airs might do if the mines held out and the poor 
 as well as the rich could avail themselves of their use. But a ohanire 
 came; the cry was spread abroad that the mines were worked out; men 
 must adapt themselves to new conditions, must seek new fields of lalior. 
 ^lany engaged in agricultural pursuits, where the labor was severe and 
 the results doubtful. To give up the expensive habits of the miner and 
 to adopt the frugal ways of the farmer was a difficult lesson for the Cal- 
 if ornians of this decade. But some learned it; others, however, did not. 
 
lliey became restless, fault-finding and envious of those more fortunate. 
 J.a])or and capital became antagonistic, and a general condition of unrest 
 j)revailed throughout the State, ifgitators harangued crowds gathered 
 on vacant lots in San Francisco; they were exhorted to down the aristo- 
 crats and demand a more equitable division of wealth. Tbis agitation 
 spread throughout the State, and as a result of it all a constitutional 
 convention was called, a new constitution drafted and finally adopted 
 l)y a ])opular vote of the people. 
 
 The new constitution was a child of the transitional period and con- 
 s( (piently some of its sections were unwise, if not unjust. Its provisions 
 wvvQ presented and discussed by men laboring under strong prejudices. 
 During the decade there had been a growing depression among working- 
 men throughout the State. The trouble was considerably augmented 
 \)y a large immigration of Chinese, who by their industrious, plodding 
 ways and their readiness to work for small wages created a violent an- 
 tagonism toward them among white la])orers. A new political party 
 was organized called the Workingmen's Party, with a platform which 
 appealed to class prejudice and which was particularly opposed to 
 ('hinese laborers and those who employed them. It may readily l)e un- 
 derstood that a constitutional convention, called at a time of unusual 
 industrial depression, would reflect in its discussions and conclusions the 
 general trend of public thought. Then, as ever before, it was thought 
 tliat constitutional provisions and legislative enactments would remedy 
 conditions which could only be reached l)y changing the thought and 
 purjjose of the people. 
 
 Previous to the meeting of the Constitutional Convention, in October, 
 1878, secondary education had received little encouragement from the 
 people of California. The legislative enactment of 1855 provided for 
 primary, grammar and high school departments, but the primary and 
 grammar schools must receive the first consideration; then, if funds 
 reihained in the treasury, they might be appropriated to the support 
 of a high school. But. as we have already shown, this provision, although 
 remaining substantially unchanged until 1872, did not actively encourage 
 the cause of secondary education. On the contrary, the system of issuing 
 teachers' certificates at this time rendered it next to impossible to obtain 
 a high school certificate except from City Boards of Education; these 
 might be recognized by County Boards of Examination or not, as they 
 saw fit. 
 
 When all these conditions are fully realized, one can readily under- 
 stand that the fr'iends and active promoters of secondary education looked 
 forward to the action of the Constitutional Convention with intense 
 interest, and also with considerable anxiety. They had not met with 
 
8 
 
 (lisappoiiitmeiit.s and rebiilfs time and again without a pretty intimate 
 knowledoe of tlie general trend of pnblic sentiment toward tlie cause 
 tliev held so (har. and so, whiU^ they ]ioj)ed, tlu'y also feared. They luid 
 experienced apatliy. indifference and open liostility, hnt all this would be 
 forgotten if the new consti'tution wouUl recognize the high scb.ool and 
 make it an integral part of the State system of schools. 
 
 Space forbids my entering upon a detailed account of the labors of 
 this convention or of the discussions which took jdace concerning an 
 educational system for California. 
 
 ^r-he sui)ject received careful attention by men of large experience in 
 statecraft — nu^n who had an unbounded faith in the future greatness 
 of California and were animated by a desire to formulate the ])est con- 
 stitution ])()ssible. 
 
 The final result of these discussions providing for high schools was 
 embodied in Article IX, Section 6, which reads as follows: 
 
 "The public school system shall include primary and gramnuir schools 
 and such high schools, evening schools, nornuil schools and t(^chnical 
 sc1kk)1s as may be established by the Legislature or by municipal or dis- 
 trict authority; l)ut the entire revenue derived from the State school 
 fund and the State school tax shall be applied exclusively to the support 
 of ))rimary and grammar grades.'' 
 
 It will thus be seen that by the adoption of the new constitution by 
 the people of the State, high schools could not become a part of the State 
 system of schools. Tt is true, the Legislature might estaldish them, but 
 no one believed that any Legislature would pass an act so opposed to 
 our democratic ])rinciples as to require a community to support a high 
 schoool contrary to the wishes of its people. It would be ])uttting the 
 case very mildly to say that the friends of secondary education were 
 terribly disappointed. They believed that the public sentiment of the 
 State was prepared to make high schools an integral ])art of the school 
 svstem, and to bestow u|>on them a generous portion of the school funds 
 of the State. But the die was cast; high schools must get on in the 
 future, as in the ])ast, by the sole support of municipal or local taxation. 
 
 As one reviews the history of education in California for the quarter 
 of a century that has ela])sed since the adoption of the new constitution 
 he is inclined to take a more moderate view than high school men enter- 
 tained at that time. That Section of Article IX expressed the honest 
 and mature convictions of a majority of the framers of the constitution 
 no one has ever denied. Whether they were mistaken or not remained 
 for coming years of experience to determine. When the new Constitution 
 became operative nearly, if not quite, all the cities and larger towns 
 had organized high schools and were supporting them by local taxation. 
 
I 
 
 111 T fi mmi 
 
and they continued to do so after tliey learned that the State funds could 
 not be used to assist them. Sometimes a cause is beneiited by simply 
 securing the attention of the public. If it can only get itself^quai*^ 
 before the public eye, can get the people to thinking al)0ut it and talking 
 about it, then, if the cause possess merit, the public will not only discern 
 it. l)ut espouse it by voice and action. The high schools of the State 
 occupied a position somewhat similar to this during the first years of the 
 new Constitution. The attention of the public was early directed to the 
 situation and each community found that if it was to enjoy the advan- 
 tages of a high school it must support it. This led to an investigation 
 of the benefits which the community would gain, to nmking inquiries of 
 tliose who already enjojed the privileges of a high school, and in a gen- 
 eral way to obtaining an intelligent view of the situation. As a result 
 of it all the cause of secondary education did not suffer. No high school 
 was discontinued ; on the contrary, new ones were organized in many of 
 the growing districts of the State. And more than all this, as public 
 attention was directed toward them, the grade of the high schools was 
 raised, an element of competition between different communities was 
 introduced and improved methods of teaching were employed. The 
 high school took a prominent place on the programs of the county insti- 
 tutes and at the meetings of the State Association of Teachers special 
 sections were devoted to secondary schools, in which discussions were 
 held on all matters pertaining to their condition and nQcds. University 
 professors and prominent educators from other States took a prominent 
 part in these meetings and iinparted a new interest in the cause of high 
 schools. Hence taking a broad and temperate view of the entire high 
 school situation, of their growth, of their improved condition and of 
 the increased interest manifested toward them by the public, the. con- 
 clusion is evident that the blow struck at the interests of secondary educa- 
 tion by the Constitutional Convention of 1878 and 1879 was not as 
 serious as it was feared it would be, and that, on the contrar}^, it had its 
 redeeming features. 
 
 After the new condition had been in operation a few years a new 
 feature of advanced instruction in the schools of the State made its ap- 
 jiearance. There were many districts and communities throughout the 
 State which were unable to bear the financial burden which a fully 
 eqni])ped high school would impose. The residents of these districts 
 saw the advantages which were derived from the establishment of high 
 schools, and very naturally they desired to participate in them. They 
 conceived and carried into execution a plan whereby they might secure 
 ])artial if not the entire advantages which they would gain from the 
 organization and support of a high school in their midst. This was 
 
10 
 
 tho adoption of a course of study supplciuentary to the well established 
 .iiTamnuir ^Tades and was called the ^^grammar school course.'' The 
 branches taug-ht included a sufficient amount of mathematics, scicnc;>. 
 bistory and English language to enable the pupils taking it to enter 
 one of the scientific colleges or the agricultural college of the University 
 of California. This was claimed by its promoters to be not a high school, 
 but simply an extension of the grammar grade, and consequently, could 
 receive its quota of the State school fund. Thus districts in which the 
 grammar school course was taught were enabled to enjoy partial ad- 
 vantages which a fully equipped high school would confer without the 
 necessary local taxation. By an act of the State Legislature in March. 
 1887, the State Controller was authorized and directed to appro])riate 
 three dollars from the State school fund for each pupil enrolled in the 
 grammar school course in the several districts of the State. This phase 
 of the general question of State support of high schools did not remain 
 in operation for any length of time. The question as to whether the 
 State school fund or any portion thereof could be legally used to support 
 the so-called grammar school course was frequently discussed by the 
 public press and in teachers' conventions. The general consensus of 
 opinion finally was that the payment of any portion of the State school 
 fund for its support was a violation of the State Constitution, and the 
 legislative act recognizing it was repealed in 1891. 
 
 This brief episode in the history of secondary education in California 
 school training beyond what the ordinary grammar school offered, and 
 emphasized the fact that the people were conscious of the value of a 
 it paved the way for an amendment to the Constitution. 
 
 The difficulties under which sparsely po])ulated communities lal)ored 
 in not being able to support a high school was quite satisfactorily over- 
 (*ome by an act of the Legislature passed in 181)1, whereby contiguous 
 school districts could unite their efforts and establish a union high school. 
 As a preliminary to the organization of such a school a special election 
 must be held in the districts which proposed to join in the support of 
 a high school, and if it was shown by the result of said election that the 
 qualified voters of the districts interested desired the school and were 
 willing to be taxed for its support, then it became the duty of the Board 
 of Supervisors of the county in which the districts were located to levy a 
 tax upon the property thereof in sufficient amount to defray the expenses 
 necessary for the support of the school. As a result of this law quite a 
 number of union high schools have been organized and are in successful 
 operation. Their effect upon the general educational sentiment of the 
 State cannot be overestimated. Their influence in favor of an educa- 
 tion beyond the simple rudiments is exerted in the rural districts, where 
 
11 
 
 it is j)articiilarly needed; besides it adds an attraction to the country 
 which heretofore was enjoyed exclusively by the cities and larger towns. 
 The union high school is destined to exert a far-reaching and faiy^rable 
 influence upon the cause of secondary education in California. 
 
 • Another fact must not ])e overlooked in this connection. The intro- 
 duction of the union high school system in California brought, in a 
 vital way, the question of State support of high schools to a large num- 
 ])vr of people who heretofore had given it but little attention. They 
 w(Te led to see the incongruity of a State system of schools which fos- 
 ti^rt'd the two extremes, but left them without a connecting link. It pro- 
 \i(k'd for the support of schools which prepared for admission to the 
 liigh school and then stopped, refusing to render assistance in making 
 preparation for admission to the State TIniversity, an institution which it 
 lil)erally supported. The union high school has passed the experimental 
 age; its adequacy to meet the wants of rural districts desiring to secure 
 the l)enefits which a high school would confer has been ])ractically dem- 
 onstrated by a sucessful experience of twelve years. 
 
 In the early history of California the term high school was vague and 
 indefinite. Having no precise signification, it was frequently used when 
 tlie course of study failed to warrant it. Thus it very naturally came 
 to pass that several schools in which," in addition to the ordinary gram- 
 mar scliool studies, algebra and ancient history were added, were called 
 by their patrons high schools. Neither custom nor decisions by com- 
 petent school authorities had fixed a limit for a grammar school except 
 in a very general way. It is true that in several legislative enactments 
 it is stated that instruction must be given in the common English 
 branches, but prolonged discussions in the Constitutional Convention 
 of 1878-79 demonstrated conclusively that its members differed very 
 radically in their understanding of the term "grammar school.^' 
 
 The school law was repeatedly re-enacted during the life of the first 
 Constitution and the original definition of a grammar school was sub- 
 stantially modified. Subsequent legislative action providing for a State 
 Board of Education, and in defining its duties and powers, authorized 
 it to grade the schools of the State and to adopt a uniform series of 
 text books for the use of the different grades. Section 17 of an Act 
 passed bythe Legislature in 1855 authorized district trustees to divide the 
 schools in their respective jurisdictions into primary, grammar and high 
 school departments. In 18G3 County Boards of Education were estab- 
 lished, with authority to issue certificates of the first, second and third 
 grades, which would entitle the holders thereof to teach in schools of 
 the graminai', interuiediate or unclassified and primary grades, re- 
 spectively. The Legislature of 18(35 provided that "all schools, unless 
 
12 
 
 provided for by special law, shall be divided into three grades, viz. : First, 
 second and Jhird." Cities having a Board of Education governed by 
 special laws could grant certificates for teaching high schools. In an 
 act passed by the Legislature of 1869-70 the provisions of the preced- 
 ing act were substantially continued in force, and from this time on 
 to the meeting of the Constitutional Convention of 1878-79 the classi- 
 fication of the schools was directed by the State Board of Education. 
 
 During the entire life of the old Constitution no adequate provision 
 was made for the issuance of high school certificates. The entire num- 
 ber of high school teachers needed, in the State was so limited that 
 methods for their certification occupied but little attention by boards 
 of education or State Legislatures. It was the custom in some of the 
 larger cities at first to select high school teachers from those in the 
 grammar schools who had been successful and efficient. Then followed 
 a period during which the State Board of Education issu'ed educational 
 diplomas and life diplomas to teachers for service in high schools. City 
 Boards of Education were also authorized to issue high school certificates 
 u])on a satisfactory examination. But the methods used for certificating 
 high school teachers were more or less desultory and lacking in uni- 
 formity until 1895, when a committee from the State Teachers' x\sso- 
 ciation recommended that no one should receive a high school certificate 
 who had not had an equivalent of a College education, and this recom- 
 mendation prevails at the present time. 
 
 A movement was inaugurated by the University of California in 
 1884, which was destined to fix definitely and authoritatively the cur- 
 ricula for high schools. This was the adoption by the faculties of the 
 university of a plan by which those pupils who had maintained an ex- 
 cellent standard during their high school course might be admitted to 
 the State University without examination. This is known in California 
 as the "accrediting system,'' and as it has been an exceedingly important 
 factor in the history of secondary education in this State, it may l)e 
 well to give, in brief, its main provisions. 
 
 First, no high school could be placed on the accredited list against 
 its consent; as a prerequisite it must request the favor. This condition 
 having been complied with the university faculties deputized some mem- 
 l)ers of its body to visit the school and determine by a careful and thor- 
 ough examination whether its course of study and its methods of in- 
 struction entitled it to be placed on the accredited list.' The examiners 
 embraced representatives of the departments of ancient languages, math- 
 ematics, history and science, or as many of these departments as the 
 school desired to be accredited in, for ond feature of the system is, that 
 it admits of partial accrediting. The time at which these examiners 
 
Of THS. 
 
 UNIVERSITY 
 
s 
 
 6 
 
13 
 
 made their visit might or might not be known by the teachers of the 
 school; practically, it made no difference, as no amount of cramming 
 would sufficiently prepare the pupils for the examination. The Jixam- 
 iners then made a report of their findings to the faculties of the uni- 
 versity, who decided wliether the school should be placed on the accredited 
 list. If the decision was favorable the principal of the school was noti- 
 fied of the fact and for the next scholastic 3Tar those pupils of his, who 
 had completed its prescribed course of study and had received a diploma 
 certifying to that fact, were entitled to admission to the State Uniyersity 
 on his recommendation;" without this personal recommendation the pupil 
 must undergo an examination, whatever his standing in the high school 
 inigiit have been. Tliis feature of the accrediting system has been crit- 
 icised because of the ])()wer it places in the hands of the high school 
 principal, ])ut an experience of nearly twenty years has failed to pro- 
 duce a single instance, as far as my knowledge extends, wherein this 
 power has been abused. It is' customary for the principal to act on the 
 recommendation of the licads of the different departments of his school, 
 as they are most familiar with the attainments of the pupils. 
 
 . In 1885 but three schools in the State requested an examination for 
 accrediting, but tlie number gradually increased year by year, but not 
 as rapidly as miglit have been expected. One reason for this probably 
 arose from the fact that the aims and work of the university were not 
 generally understood by the people of California. But another move- 
 ment by the university authorities in the early nineties served to remove 
 largely this impediment and to bring their work directly before the 
 people. This was the inauguration of a system of university extension 
 lectures in the larger cities of the State. Lecture courses were given free^ 
 or, in some cases, for a small consideration. (See Appendix A.) These 
 lecture courses were well attended by the more progressive people and 
 they served to create a desire for a broader culture. 
 
 As one reflects upon the general attitude of the people of California 
 toward secondary and liigher education previous to the adoption of the 
 accrediting system and a systematized course of university extension 
 lectures and of the change which they wrought, he is not only highly 
 gratified, but is amazed at the result. Apathy pelded to a lively inter- 
 est; local pride was stimulated and a general inquiry was aroused as 
 to the l)est means for securing an entrance to the university. As the 
 secondary school was the only door through which one could pass to 
 reach the university, it will readily be perceived that an awakened in- 
 terest in the higher education had a stimulating effect upon the pros- 
 perity of the high school. This new interest dates from 1885, although 
 for a few years a change was scarcely perceptible. The seed was sown 
 
14 
 
 by the adoption of the accrediting system and the inauguration of courses 
 of university extension lectures a few years -lait»r. rendered it fruitful. 
 Beneficial result* were seen not only in the increased num])er and 
 efficiency of public high schools, but of a general awakening and im- 
 provement of private secondary schools anil seminaries. They found 
 it necessary to fall into line in order to hold their pupils, and as they 
 did so they enjoyed a generous sliare of tlie prosperity wliich befell tlie 
 public high schools. 
 
 At a meeting of the National Educational Association held in 1892 
 a resolution was adopted which directed particular attention to secondary 
 education throughout the whole country, and California sliared equally 
 with her sister States in this new awakening. This resolution was par- 
 ticularly directed toward an investigation of the requirements for col- 
 lege entrance and toward the possibilities of making them more imiform. 
 As a result of this resolution ten of the most proiuinent educators in the 
 United States were appointed a committee to make a careful study of 
 the question and report at a future meeting of the Association. 
 
 This committee entered u])on the work with commenda])le zeal; sub- 
 committees were appointed to investigate and report to the general com- 
 mittee on particular subjects; in fact, the entire scheme of education 
 previous to entrance to college was reviewed and reported upon. The 
 friends of elementary education became deeply interested in the labors 
 of the committees because they saw that their conclusions might have 
 an important bearing upon the scope of their work. 
 
 So deeply interested did the friends of education throughout the 
 whole country become that at a subsequent meeting of the National Ed- 
 ucational Association another committee, known as the committee of 
 fifteen, was appointed to continue the investigation already commenced. 
 This committee enlisted in its labors a large number of educational ex- 
 perts whose duty it was to make a careful and detailed study of those 
 subjects which pertained to their special lines of work. The different 
 reports were submitted and discussed and finally published in conven- 
 ient form for general distri])ution. Both State associations of teachers 
 and county institutes made these reports a bas-is for their deliberations, 
 and thus the entire educational field was exploited, with the important 
 result that the scope of the high school was fixed and a general under- 
 standing reached as to what the term secondary education really im- 
 plied. This alone would have been a sufficient recompense for the labors 
 of the committees, but practically it was a small portion only of the 
 good which followed. A new interest was taken in schools, particu- 
 larly in the subjects to be taught and the manner of their presentation. 
 All this coming as it did, just when California was rejoicing in an 
 
I 
 
 15 
 
 educational renaissance, gave a new impetus to the niovenKiit inaugur- 
 ated bv the accredited system and the university extension lectures. 
 
 Keference should be made to a clause in the new Constitution which 
 guaranteed the admission of women to all the collegiate departments 
 of the State Tniversity. Advantage- was not taken of this provision, 
 immediately, but when the full meaning of what it implied and the 
 means for preparation were multiplied, it was eagerly accepted as both 
 a wise and ju^t recognition of the claims of women to a share in the 
 benefits which a State institution afforded. This, it will be readily seen, 
 gave an* additional impulse to the cause of stcondary education and 
 rendered the multiplication of high schools necessary. The reaction 
 of this movement upon the high schools themselves was particularly 
 beneficial, in that young women, by the assistance of a thorough peda- 
 gogical department in the universitv, became equipped to render valuable 
 service in the high schools. 
 
 The following table shows the increase in public high schools from 
 1885 to 1903: 
 
 No. of No. Accredited. 
 
 Year. Schools. Public. Private. Total. 
 
 1885 12 3 . . 3 
 
 1890 2-t 11 2 13 
 
 1895 98 43 l-t 5-? 
 
 1900 105 87 23 110 
 
 1902 139 93 22 115 
 
 1903 143 99 19 118 
 
 In 1902 the number of high school teachers was six hundred and 
 six and the total high school enrollment was fourteen thousand four 
 hundred and fifty-nine pupils. To instruct this number $1,007,G4G.30 
 had to be raised by the several communities in which the high schools 
 were located. In addition to this remarkable increase in the number 
 of public high schools, private secondary schools and seminaries enjoyed 
 a corresponding share of the general prosperity. The number of those 
 accredited rose from one in 1888 to twenty4wo in 1902. But these fig- 
 ures only partially represent the remarkable impetus given to the cause 
 of secondary education during this golden period. There were large 
 numbers of students proper, some young, some in middle life and others 
 still who had passed the fifty-mile stone, who were enrolled as members 
 of the University Extension Lecture Courses, and by a regular attend- 
 ance, supplemented by home stud}", obtained a fair insight into their 
 respective subjects. 
 
 During all this period of prosperity there still lingered a feeling 
 among the friends of secondary education that the high school did nob 
 occupy that position in the State systems of schools which its importance 
 
16 
 
 demanded. It was not forgotten that State funds were used to support 
 elcnientary schools and the university, but the connecting link, the 
 high school, was left to be provided for by local taxation, which was, 
 to say the least, an uncertain quantity. If there wa.s a loud cry for re- 
 trenchment the high school fund was usually the one to be reduced to 
 ihe lowest possible limit. It could not be expected, under these cir- 
 cumstances, that a persistent effort would not be made to place the high 
 school where it could be a recipient of State bounty. After much dis- 
 cussion by the school people of the State the Legislature of 1901 passed 
 a resolution by which a proposed amendment to the Constitution might 
 be submitted to the electors of the State for approval or rejection. This 
 proposed amendment consisted of an addition to Article IX, Section 6, 
 and read as follows: 
 
 ''But the Legislature may authorize and cause to be levied a special 
 State school tax for the support of high schools and technical schools, 
 or eithei; of such schools, included in the public school system, and all 
 revenue clerived from such special tax shall be applied exclusively to the 
 support of the schools for which :SU0h-speciTil tax shall be levied.'^ ^ 
 
 This amendment was approved by a vote of the people and thus be- 
 came a part of the Constituti6iiv=^ •I'he long sought for condition thus 
 became a possibility, and it only needed the proper legislative action to 
 make it a reality. The Legislature of 1903 amended the school law by 
 the passage of an act providing for State support of high schools, whose 
 salient features are, that until 1906 an ad valorem tax of one and one- 
 half per cent of the taxable property of the State shall be levied for the 
 support of regularly established high schools, and after 1906 the State 
 Controller shall estimate the amount necessary to support the high 
 schools of the State and shall allow $15.00 per pupil in average daily 
 attendance; one-third to go to high schools, irrespective of the number 
 of pupils and two-thirds appropriated on average daily attendance. 
 
 Sufficient time has not elapsed since this legislative act became opera- 
 tive to determine whether the plan therein fixed upon is the best that 
 could ])e devised. It has received considerable adverse criticism by de- 
 Yoted friends of secondary education. All rejoice in the fact, however, 
 that the high school is a recognized part of the State system of schools, 
 and can constitutionally receive State funds for its support. 
 
 The intimate relations which necessarily existed betweeen the State 
 University and the high schools in consequence of the influences already 
 recounted, had the effect of definitely fixing the status of the high school 
 in California. Primary education closes with a fair knowledge of arith- 
 metic, English grammar and the use of the English language, history 
 of the United States and the elementary principles of physiology and 
 
or THE '^ 
 
 OF 
 
3 
 
 PQ 
 
 I 
 
 6£ 
 
17 
 
 hygiene, vocal music and drawing. The high school takes np a new line 
 of studies, each of which is limited hy university entrance requirements. 
 According to a recent university register, subjects are specified in which 
 accrediting may be given. * "^ ^ 'jijjg smaller liigh 
 
 schools are not able to take up so varied and extensive a range of sub- 
 jects as this, but in order to rank as high schools they must, at least, 
 ))repare tlieir pupils in all the subjects necessary for entrance to one of 
 the colleges. The larger high schools, by virtue of their number, both 
 of pupils and teachers, are enabled to offer for accrediting tlie entire 
 list of ■sul)jects submdtted by the university, by a system of electives, 
 which would be impracticable in a small school. 
 
 It will be readily gathered from the above that the State University 
 exercises a predominating influence over the high schools, both in their 
 courses of study and largely in the method in which the several subjects 
 are ])rescnted. It is quite natural that this condition should cause a 
 certain amount of adverse criticism. We are told that the high schools 
 should stand by themselves; should l)e free to choose that course of study 
 and the time to be devoted to each subject wliich the patrons of each 
 scliool preferred; that the industrial conditions of the State are so 
 varied that high school uniformity must work against the best interests 
 of many localities; that the pupils of high schools located in fruit grow- 
 ing districts should be taught how to plant and care for trees, and how 
 to destroy fruit pests ; in short, the school should be made practical. 
 Olher critics affirm that preparation for college or university is not the 
 l)est preparation for the duties of life; that there should be a differenti- 
 ation of subjects into practical and culture studies. Discussions on these 
 and kindred topics have occupied the public press and have been fruit- 
 ful sources for papers read at teachers' conventions. Several of the 
 most ])rominent writers for our educational journals have presented 
 arguments both pro and con, so that high school men in California are 
 (piite familiar with what has been said upon this important subject. 
 
 But in spite of all that has been said and written, the work of central- 
 ization moves steadily on. The university decides what the work of 
 the high school shall be and through the high school exerts an influence 
 upon primary education. To enter upon a discussion as to whether this 
 is the wisest arrangement or not is not pertinent to the purpose of this 
 paper. I simply refer to this question as having had its influence upon 
 the development of secondary education in this State, and also as being 
 an unsettled question. 
 
 The development of secondary education in California was substan- 
 tially along the same lines as those pursued in the older States. The 
 courses of study and the methods of teaching did not differ materially 
 
 1/ 
 
IS 
 
 from tliose adopted by the high schools of Massachusetts or Michigan, 
 still it ma_y be interesting to note particularly the changes which oc- 
 curred in the presentation of some of the subjects. In the earlier days 
 the courses of study embraced mathematics (algebra and geometry), the 
 ancient and modern languagCvS, science and English literature. 
 
 Probably the fewest changes in methods of presentation by the 
 teacher have been made in the languages, both ancient and modern. 
 There has been a decided improvement in text books, but nothing can 
 take the place of that accurate memorizing so absolutely necessary in 
 gaining the r-udiments of a foreign language. The teacher of mathe- 
 matics, however, ha-s materially improved upon the methods pursued by 
 his predecessors. The principal advantage to be gained by the prosecu- 
 tion of this study is the unfolding of the reasoning faculties, and if it 
 is made largely a memoriter e^xercise, as it was in the olden time, the 
 greatest good is not realized. This remark applies particularly to the 
 study of theorems in geometry. Teachers of mathematics in California 
 high schools, at the present time, give particular attention to original 
 demonstrations. A single step in reasoning at firs^t gives strength and 
 encouragement for others which follow, so that in time the pupil l)e- 
 comes able to give a complete original demonstration for a geometrical 
 thc^orem. By this training, as he meets with the difficult problems which 
 arise in his life work he is enabled to fortify his judgments by realizing 
 that they were reached by rational processes. 
 
 In none of the high school studies have greater changes taken place 
 in methods than in the entire range of the natural sciences. Up to the 
 present time there have been three stages of development. At first the 
 science was learned exclusively from a book. It is true there were some 
 illustrations of experiments to aid the comprehension of the pupil, but 
 the experiments themselves were few and far between. Whatever knowl- 
 edge the pupil obtained was at the expense of the power of the imagina- 
 tion, hence this may be called the imagination-developing period. This, 
 however, gave Way in time to a decided improvement in science teaehing, 
 for the pupil, instead of studying illustrations, was required to observe 
 carefully what the teacher did when he mixed the chemicals and mani])- 
 ulated the air-pump and the electrical machine. This was the observa- 
 tion period. From seeing the teacher perform the experiments to the 
 next step, in which the pupils themselves made the experiments and 
 took down in their note books whatever changes they observed, was a 
 natural transition, and it brings us to the experiment-making period. 
 This change involved a complete revolution in the equipment for science 
 teaching in the high schools, for there must be a complete laboratory 
 sufficiently extensive to accommodate all the pupils of the school. The 
 
19 
 
 chemical lahora'torv must be provided witli reafi:entF, tables, sinks, run- 
 ning water, gas and numberless other convenience's wliich would be re- 
 quired for performing tlie experiments in a course in chemis^'^^uf- 
 ficiently comprehensive for entrance to- the university. Another labora- 
 tory equally elaborate, but entirely different in the apparatus used, must 
 be provided for students in physics and still another with its microscopes 
 for classes in biology. The adoption of the laboratory methods in Cal- 
 ifornia for teaching the natural sciences was largely due to the influence 
 of the university. The change involved a large expense, but the ad- 
 vantages it possesses over the old methods are so apparent that fairly 
 well equipped laboratories are found in nearly all the high schools of 
 tbe State. 
 
 The fourth subject embraced in the high school curriculum was 
 formerly denominated Elnglish literature, but in university and high 
 school schedules of the present day it is known by the comprehensive 
 term of English. It is within the memory of many who may read this 
 paper that during their preparatory course for college they studied 
 English literature, at least that was the name given to the subject, but 
 in reality they gave little or no attention to literature per se, but to the 
 biographies of authors, together with the titles of their works. In 1876 
 the Oakland High School inaugurated a change whereby the produc- 
 tions of standard authors should be studied rather, than their biogra- 
 phies. "The Lady of the Lake" and the "Merchant of Venice" were 
 objects of discussion instead of the lives of Sir Walter Scott and 
 Sbakespeare. To the best of my knowledge this was the beginning of 
 a movement which in a few years produced a complete revolution in the 
 study of English literature, not only in California, but throughout thr- 
 wbole country. Henceforth the study was scbeduled as English by high 
 scbools and universities. 
 
 About this time a new professor came to the University of Califor- 
 nia as head of the department of English Literature, who l)y his labors 
 with his own classes and by calling together principals and teachers of 
 bigh scbocols for discussion, the new movement was not only approved, 
 but in a brief time it was adopted by most of the high schools of the 
 State. At the present time English occupies a prominent position in 
 the course of study of all secondary schools. This change is also largely 
 responsible for the elimination of formal rhetoric from secondary 
 schools. Attempting to understand the principles of the style of a given 
 literary production without a comprehensive view of several authors' 
 works is on a par with gaining a knowledge of the currents of the ocean 
 by studying a bucket of water. 
 
 In view of the changes effected in the metbods of teaching in the 
 
20 
 
 secondary schools of the State during the last quarter of a century and 
 in the additional fact that the schools are taught hy a hody of teachers 
 unsurpassed for intelligence and for devotion to their profession, Cal- 
 ifornia is ready to have her secondary schools compared with those of 
 any State in the Union. The discouragements and adversities of early 
 years did not dishearten the friends of secondary education in the cause 
 to which they were so thoroughly devoted, but, rather, they were fired 
 with a renewed zeal, confident that in time their efforts would be re- 
 warded. They fully realize also that constant change is both a condi- 
 tion and evidence of life; that without change there must come stagna- 
 tion and death. They also recognize the fact that the solution of 
 past problems only reveals new ones for the future. Perfection is still 
 a dream unfulfilled. 
 
 In the genera] strife to make each of the divisions of the State sys- 
 tem of schools complete there is danger in giving too much attention 
 to the perfection of the grade and too little to the interests of those for 
 whom the grades are organized. As at })resent constituted the ele- 
 juentary schools require eight years, four years for the primary and four 
 years for the grammar department, the high schools four years, the 
 university four years and the professional schoool four years, so that, if 
 a pupil enters the primary school at the age of six, the legal school age 
 in California, and "continues in regular course through the succeeding 
 departments, he will have reached the age of twenty-six years l:)eforc he 
 is ready to commence his professional work. This time may be reduced 
 one year for those who expect to engage in medical practice by taking a 
 ])rescribed course in the university. All will agree that there must be 
 something radically wrong in a system which requires so many of the 
 best years of one's life to get ready. This problem is too important to 
 be thrust aside; it touches life on too many sides; besides the educational 
 phase, there is the commmercial, and, more than all others combined, the 
 social aspect ; for any influence that has a tendency to loosen the bonds 
 which hold society together in organized families should receive the 
 ^trongest disapprobation. There must be an earlier differentiation of 
 studies, the work of the student must be more intensive, he must sooner 
 decide his life work and expend his efforts directly toward that goal. It 
 may be said that such a course will make him narrow minded, but this 
 objection will have little weight at the present day, when one's general 
 reading covers broad grounds. President Harper says : "The high 
 school is no longer a school preparatory for college. In its most fully 
 developed form it covers at least one-half the ground of the college fifty 
 years ago. It is a real college; at all events, it provides the earlier part 
 of a college course." But will the college grant diplomas in two years 
 
21 
 
 to those students who have taken a full four-year course in the hi^^h 
 school? Or will the high school reduce its requirements so that one 
 or two years nuiy l)e saved? These are vital questions for hoTh 17Tflfeg€t> 
 and high schools. The character of the future high school as well as 
 the sco])e of secondary education are prohleius re<|iiiriiig a wider experi- 
 ence for their solution than we now possess. 
 
22 
 APPENDIX A, 
 
 Extension Courses* 
 
 J89J-92. 
 
 With a view to the extension of the advantages of the University to 
 teachers and other persons whose engagements will not permit them to go to 
 Berkeley, courses of instruction will be offered during the year 1891-92 in' 
 San Francisco. It may he expected that other Courses will he added in sub- 
 sequent years. 
 
 Persons who ofl'er to do systematic work in the Extension Courses, and to 
 take examinationp in them will be enrolled as Attendants upon Extension 
 Courses. Attend^^nts who pass satisfactory examinations will l)e entitled to 
 receive, from the University, Certiticates of Kecord of the work done, which 
 may be accredited to then:, upon their scholarship records, if they suV>se- 
 (juently become siudents of the University. 
 
 Visitors may \yo admitted to Extension Courses at the discretion of the 
 professors in charge. 
 
 Persons desiring to enroll themselves for these Courses are requested to 
 communicate either with the professors in charge, or with the Recorder. 
 
 During 1891-92, Extension Courses will be ottered in San Francisco as 
 follows : 
 
 PHILOSOPHY 
 
 The Esseulial Problems <»f Pliilosoijliy and the Course of its 
 History from llescartes throuj^li Ivaiit. A Court-e of about twenty lec- 
 tures. Once or twice a week, at times to be determined. Professor Howisox. 
 
 HISTORY AND POLITICAL SCIENCE 
 
 The Ti*aiisitioii from tlic Kenaissaiice to the Reformation. J^ 
 
 Course of lectures once a week during the first term. First Unitarian Church, 
 corner Franklin and Geary Streets, Monday evenings, at eight o'clock. Asso- 
 ciate Professor Bacon. 
 
 Another Course on some suitable topic in history or political science may 
 be given during the second term by some other member of the Department. 
 
 ENGLISH 
 
 A. Shakepeare's Trag-eclies : Julius Cjvsar, Richard III , Hamlet, 
 Othello, Macbeth, King Lear, and Coriolanus. Fifteen lectures, accom- 
 papied by class essays and discussions, during the first term. Academy of 
 Sciences, Friday afternoons, 3:45-5:45. 
 
 Open to all adults (lualitied to perform the work of the Course Visitors 
 are admitted. Professor Gayley. 
 
 B. History of the Eiig-lish Laiig-uag-e. Two hours a week during 
 the second term. Assistant Professor Lange. 
 
 Or Historical and Comparative Englisli Grammar. One hour a 
 week of lecture, followed by one hour of conference and discussion, during 
 the second term Associate Professor Bradley. 
 
 MATHEMATICS 
 
 Propaedeutic to the Higlier Analysis. A knowledge of elementary 
 geometry, trigonometry, and analytic geometry is prerequisite for the Course. 
 Girls' High School building. Golden Gate Avenue, Saturday mornings, at 
 10:30. The Course will continue through most of the school j'ear. Professor 
 Strixgham. 
 
23 
 
 APPENDIX B. 
 
 State High School Fund< 
 
 County, 
 
 Name of School. 
 
 ■- J' 
 
 
 , 
 
 q3 
 
 C3 
 
 
 .2fi 
 
 
 c-«-^ 
 
 c 
 
 CO 
 
 Oi 
 
 e-oj 
 
 
 <; S 
 
 <! 
 
 
 ALAMEDA 
 
 BUTTE 
 
 COLUSA 
 
 CONTRA COSTA 
 
 DEL XORTE 
 
 FRESNO 
 
 Alameda 
 
 Berkeley 
 
 Oaklaiul 
 
 Oakland Polytechnie 
 
 Union No. 1 
 
 Union No. 2 
 
 Union No. 3 
 
 325 
 
 508 
 
 836 
 
 203 
 
 44 
 
 5(> 
 
 04 
 
 .$382 
 382 
 382 
 382 
 382 
 382 
 382 
 
 50 .$2,504 25 
 50 4,008 12 
 50 0,590 04 
 50' 2,075 07 
 50, 347 16 
 50 441 84 
 50 504 96 
 
 Total 
 
 Chico . . 
 
 Gridley 
 
 Oroville 
 
 Total 
 
 Colusa 
 
 Pierce Joint Union 
 
 Total 
 
 Alhambra L'nion ... 
 Mount Diablo I^nion 
 John Swett Union. . 
 Liberty Union 
 
 Total 
 
 Del Norte County 
 Total 
 
 Alta Joint 
 
 Clovis Union 
 
 Fowler Union 
 
 Fresno 
 
 Sanger T^nion 
 
 Selnia Union .... 
 Washington Union 
 
 Total 
 
 382 50 
 382 50 
 
 382 50 
 
 302 94 
 110 40 
 
 378 72 
 
 382 50 
 382 50 
 
 370 83 
 
 284 04 
 
 382 50 
 382 50 
 382 50 
 382 50 
 
 228 81 
 355 05 
 228 81 
 173 58 
 
 21 
 
 382 50 105 69 
 
 18 
 20 
 37 
 206 
 42 
 89 
 53 
 
 382 50 
 382 50 
 382 50 
 ?82 50 
 382 50, 
 382 50 
 382 50 
 
 142 02 
 205 14 
 291 93 
 
 2,098 74 
 331 38 
 702 21 
 418 17 
 
 .$2,946 75 
 
 4,390 62 
 
 6,978 54 
 
 2,457 57 
 
 729 65 
 
 824 34 
 
 887 46 
 
 .$19,214 94 
 
 745 44 
 
 402 9() 
 
 771 22 
 
 $1,999 62 
 
 753 33 
 
 666 54 
 
 $1,419 87 
 
 611 31 
 
 737 55 
 
 611 31 
 
 556 08 
 
 $2,516 25 
 
 548 19 
 
 $548 19 
 
 524 52 
 
 587 64 
 
 674 43 
 
 2.481 24 
 
 713 88 
 
 1,084 71 
 
 800 67 
 
 $6,867 09 
 
24 
 
 County. 
 
 OS C ' 
 
 Name of School. ©-a 
 
 Apportion- 
 ment on K 
 Basis. 
 
 Apportion- 
 ment on 
 Attendance. 
 
 a 
 
 o 
 
 GLENN 
 
 Glenn County 
 
 Orland Joint Union . . 
 
 Total 
 
 29 
 17 
 
 .11382 50| 1228 81 
 382 50 134 13 
 
 .1611 31 
 516 63 
 
 
 
 
 $1,127 94 
 
 619 20 
 1,092 60 
 
 HUMBOLDT 
 
 Areata Union 
 
 Eureka 
 
 30 
 90 
 
 382 50 
 
 382 50 
 
 382 50 
 
 
 
 382 50 
 
 382 50 
 382 50 
 
 382 50 
 
 382 50 
 382 50 
 382 50 
 382 50 
 382 50 
 382 60 
 382 50 
 382 50 
 382 50 
 382 50 
 382 50 
 382 50 
 382 50 
 382 50 
 382 50 
 382 50 
 
 236 70 
 710 10 
 
 181 47 
 
 1,167 72 
 
 899 46 
 
 
 Total . 
 
 
 .11,711 80 
 563 97 
 
 INYO 
 
 Bishop 
 
 23 
 
 148 
 
 114 
 20 
 
 47 
 
 29 
 34 
 56 
 32 
 20 
 34 
 59 
 'i60 
 
 
 Total 
 
 Kern County 
 
 
 KERN 
 
 .$563 97 
 
 1,550 22 
 
 .$1,550 22 
 
 1 981 96 
 
 KINGS . . 
 
 Total 
 
 Hanford Union 
 
 Lenioore ... 
 
 
 157 so' 540 30 
 
 
 Total 
 
 Clear. Lake Union .... 
 
 Total 
 
 Alhambra 
 
 Citrns Union 
 
 
 
 LAKE 
 
 370 83 
 
 228 81 
 268 26 
 441 84 
 252 48 
 157 80 
 268 26 
 465 51 
 
 $1,K22 26 
 753 33 
 
 LOS ANGELES... 
 
 .$753 33 
 
 611 31 
 
 650 76 
 
 
 Compton Union 
 
 Covina 
 
 El Monte Union 
 
 Glendale Union 
 
 Long Beach 
 
 824 34 
 (),34 98 
 540 30 
 6.50 76 
 848 01 
 
 
 Los Angeles 
 
 4 418 40i 4.8(M) 90 
 
 • 
 ■ 
 
 Los Angeles (Comiueroial) 
 Los Nietos Valley Union 
 Monrovia 
 
 105 
 50 
 29 
 288 
 110 
 25 
 34 
 44 
 
 828 45 
 394 50 
 228 81 
 2,272 32 
 867 90 
 197 25 
 268 26 
 347 16 
 
 1,210 95 
 
 777 00 
 611 31 
 
 
 Pasadena City 
 
 Pomona City 
 
 2,6.54 82 
 1,2.50 40 
 
 
 San Fernando Union . 
 Santa Monica City. . . , 
 Whittier . . . . 
 
 579 75 
 6.50 76 
 729 6() 
 
 
 
 
 
 Total ! 
 
 
 $18,026 01 
 690 21 
 
 MADERA 
 
 Madera 
 
 39 
 
 382 50 
 
 307 71 
 
 
 Total 
 
 
 
 $690 21 
 
25 
 
 County. 
 
 Name of Scliool. 
 
 P, OS 
 
 Apportion- 
 ment on i.j 
 Hasis. 
 
 Apportion- 
 ment on 
 Attendance. 
 
 T<ltal 
 
 Apportion- 
 
 mfent. 
 
 MARIN 
 
 San Rafael 
 
 70 
 
 .11382 50 
 
 382 50 
 382 50 
 382 50 
 
 382 50 
 382 50 
 
 382 50 
 382 50 
 
 5l?552 30 
 
 213 03 
 347 16 
 631 20 
 
 678 54 
 197 25 
 
 370 83 
 836 34 
 
 $934 80 
 
 
 Total 
 
 
 
 1934 80 
 
 MENDOCINO .... 
 
 Fort Bragg Union .... 
 
 IMendocino 
 
 Ukiali 
 
 27 
 44 
 
 80 
 
 559 53 
 
 729 66 
 
 1,013 70 
 
 $2,338 89 
 
 1,061 04 
 579 75 
 
 
 Total 
 
 MERCED 
 
 Merced 
 
 86 
 25 
 
 
 West Side Union .... 
 Total 
 
 
 $1,640 79 
 
 753 38 
 1,218 84 
 
 MOXTKREY 
 
 Pacific Grove 
 
 Salinas 
 
 Total 
 
 47 
 
 106 
 
 
 $1,972 17 
 
 NAPA 
 
 Napa 
 
 75 
 35 
 
 382 50 
 382 50 
 
 591 75 
 276 15 
 
 974 25 
 
 
 St. Helena Union 
 
 Total 
 
 658 65 
 
 
 $1,632 90 
 
 879 57 
 
 . 627 09 
 
 942 69 
 
 NEVADA 
 
 Grass Valley 
 
 IVIeadow Lake Union . . 
 Nevada City 
 
 Total 
 
 Anaheim 
 
 63 
 31 
 71 
 
 62 
 
 61 
 
 275 
 
 382 50 
 382 50 
 382 50 
 
 382 50 
 382 50 
 382 50 
 
 382 50 
 
 382 50 
 382 50 
 382 50 
 382 50 
 382 50 
 382 50 
 382 50 
 
 497 07 
 244 59 
 560 19 
 
 489 18 
 
 481 29 
 
 2,169 75 
 
 536 52 
 
 213 03 
 
 268 26 
 102 57 
 
 OR VNGE 
 
 $2,449 35 
 
 871 68 
 
 
 Fullerton Union 
 
 Santa Ana City 
 
 Total 
 
 863 79 
 2,552 25 
 
 
 $4,287 72 
 
 PLACER 
 
 Placer County 
 
 Total 
 
 68 
 
 919 02 
 
 
 $919 02 
 
 RIVERSIDE . . 
 
 Banning 
 
 27 
 34 
 13 
 26 
 14 
 252 
 20 
 
 595 53 
 
 
 Corona 
 
 650 76 
 
 
 Elsinore 
 
 485 07 
 
 
 Heniet Union 
 
 Perris Union 
 
 Riverside 
 
 205 141 587 64 
 
 110 46! 492 96 
 
 1,988 28j 2,370 78 
 
 
 San Jacinto 
 
 157 80 540 30 
 
 
 Total 
 
 
 
 
 $5,723 04 
 
26 
 
 Count 5', 
 
 Njimt' of School. 
 
 : OS fl 
 
 ! <v is 
 
 
 
 o ^h 
 
 SACRAMENTO 
 
 SAN BENITO 
 
 SANBERNARDI'O 
 
 SAN DIEGO 
 
 SAN FRANCISCO. 
 
 SAN JOAQUIN.. 
 
 SAN LUIS OBISPO 
 
 SAN MATKO 
 
 Elk Grove . 
 S:icramento 
 
 22 $382 50 
 303 382 e50 
 
 Totul 
 Hollister 
 Total 
 
 41 382 50 
 
 $173 58 
 2.390*67 
 
 Chino . . 
 
 Colton 
 
 Needles (fii'st year) 
 
 Ontario 
 
 Redlands 
 
 San Bernardino 
 
 Total 
 
 Cuyamaca 
 El Cajon Valley 
 F^scondido . . . 
 Fall brook 
 National City 
 
 Ram on a 
 
 San Diego ... . 
 
 10 
 
 36 
 
 9 
 
 88 
 
 220 
 
 172 
 
 14: 
 
 20 
 74 
 
 27 
 
 26 
 
 13 
 
 300 
 
 Total . 
 
 Girls 
 
 Humb(jldt 
 Lowell . . . 
 Mission . . . . 
 Polytechnic 
 
 Total 
 
 Lodi .... 
 Stockton 
 
 Total 
 
 527 
 509 
 604 
 279 
 239 
 
 I 60 
 1253 
 
 Arroyo Grande . 
 Paso Robles 
 San Luis Obispo 
 
 Total 
 
 282 50 
 382 50 
 3H2 50 
 352 50 
 382 50 
 382 50 
 
 382 50 
 382 50 
 382 50 
 382 50 
 382 50 
 382 50 
 382 50 
 
 382 50 
 382 50 
 382 50 
 382 50 
 382 50 
 
 382 50 
 382 50 
 
 382 50 
 382 50 
 382 50 
 
 San Mateo Union 
 Se(iuoia Union . . 
 
 Total 
 
 24! 
 87 
 
 382 50 
 382 50 
 
 $556 08 
 2,773 17 
 
 323 49 
 
 78 90 
 
 284 04 
 
 71 01 
 
 694 32 
 
 1,735 80 
 
 1,357 08! 
 
 110 461 
 
 157 80! 
 
 583 86| 
 
 213 031 
 
 205 14i 
 
 94 68i 
 
 2,367 OOJ 
 
 4,158 03 
 4,016 01 
 4,765 56 
 2.201 31 
 1,885 71 
 
 473 40 
 1,996 17 
 
 $3,329 25 
 705 99 
 
 $705 99 
 
 157 80 
 426 06 
 426 06 
 
 189 36 
 686 43 
 
 462 40 
 
 666 54 
 
 453 51 
 
 1,076 82 
 
 2,118 38 
 
 1,739 58 
 
 $6,516 15 
 
 402 96 
 540 80 
 966 36 
 595 53 
 587 64 
 477 18 
 2,749 50 
 
 $6,409 47 
 
 4,540 53 
 4,398 51 
 5,148 06 
 2,583 81 
 2,268 21 
 
 $18,939 12 
 
 855 90 
 
 2,378 67 
 
 $3,234 57 
 
 540 30 
 
 808 56 
 808 56 
 
 $2,157 42 
 
 571 86 
 1,068 93 
 
 $1,640 79 
 
27 
 
 County. 
 
 Name of School 
 
 SANTA BARBAKA 
 
 ANTA CLAKA . 
 
 AXTA CHVZ 
 
 IIASTA 
 
 SISKIYOU 
 
 SOLANO 
 
 SONOMA 
 
 STANISLAUS 
 
 I 
 
 « S 
 
 Q * i 
 
 Lompoc 
 
 Santa Barbaia . . . 
 
 Santa Maria 
 
 Santa Ynez Valley 
 
 Total 
 
 Campbell . . . 
 Gilroy . 
 Los Gatos . . 
 Mountian View 
 
 Palo Atlo 
 
 San Jose . 
 Santa Clara . . 
 
 Total , . . 
 
 .2 fl .2 c g 
 
 ^^§ 
 
 51 $382 50 
 
 1531 382 50 
 
 7l! 382 50 
 
 Ul 382 50 
 
 45 
 54 
 
 58i 
 
 22i 
 
 101: 
 
 482 
 117 
 
 382 50 
 382 50 
 382 50 
 382 50 
 382 50 
 382 50 
 382 50 
 
 •^anta Cruz '138 382 50 
 
 Watson ville 
 Total . 
 
 yO 382 50 
 
 I 
 Shasta Countv ! 85 782 50 
 
 Total . . . 
 
 Etna Union . . . 
 Siskivou Countv 
 
 Total 
 
 31 
 
 51 
 
 382 50 
 
 382 50 
 
 Arniijo Union 46 382 50 
 
 37, 382 50 
 
 291 382 50 
 
 86 382 50 
 
 382 50 
 
 Benicia 
 Dixon Union 
 Vacaville . . . 
 Vallejo 
 
 Total 
 
 Cloverdale . . . . 
 Healdsburg . . . 
 
 Petalunui 
 
 Santa Rosa . . . . 
 Sonoma Valley 
 
 Total . . . . 
 
 Modesto 
 Oakdale 
 
 Total 
 
 50 
 
 11 
 
 63 
 
 72 
 
 136 
 
 34 
 
 382 50 
 382 50 
 382 50 
 382 50 
 382 50 
 
 H02 39 
 
 1,207 17 
 
 560 19 
 
 110 46 
 
 355 05 
 426 06 
 457 62 
 1^3 58 
 796 89 
 3,802 98 
 923 13 
 
 1,088 82 
 710 10 
 
 670 65 
 
 244 59 
 402 39 
 
 362 94 
 291 93 
 
 228 81 
 678 54 
 465 51 
 
 86 79 
 
 497 07 
 
 568 08 
 
 1,073 04 
 
 268 26 
 
 382 50i 
 382 50i 
 
 489 18 
 291 93 
 
 .1784 89 
 
 1,589 67 
 
 942 69 
 
 492 96 
 
 )^3,810 21 
 
 737 55 
 
 808 56 
 
 840 12 
 
 556 08 
 
 1,179 39 
 
 4,185 48 
 
 1,305 63 
 
 $9,612 ^1 
 
 1.471 3-^. 
 
 1,092 60 
 
 $2,563 92 
 
 1,053 15 
 
 $1,053 15 
 
 627 09 
 
 784 89 
 
 $1,411 98 
 
 745 44 
 
 674 43 
 
 611 31 
 
 1,061 04 
 
 848 01 
 
 $3,940 23 
 
 469 29 
 
 879 57 
 
 950 58 
 
 1,455 54 
 
 650 76 
 
 $4,40i) 74 
 
 871 68 
 674 43 
 
'AH 
 
 County. 
 
 Name of School. 
 
 
 1? 
 
 51? 
 
 Total 
 
 Ai»portiou- 
 
 ment. 
 
 SUTTER 
 
 Sutter City 
 
 Total 
 
 Red Blutt' 
 
 Total 
 
 30 
 71 
 
 $382 50 
 
 $236 70 
 
 $619 20 
 
 
 
 
 
 $619 20 
 942 69 
 
 TEHAMA 
 
 382 50 
 
 560 19 
 
 
 
 $942 69 
 
 TULARE . . . 
 
 Dinuba 
 
 Porterville . 
 
 28 
 64 
 
 12-? 
 
 130 
 
 33 
 
 82 
 
 133 
 
 11 
 17 
 
 75 
 
 103 
 
 382 50 
 382 50 
 382 50 
 382 50 
 
 382 50 
 
 382 50 
 382 50 
 
 3ft2 50 
 382 50 
 382 50 
 
 382 50 
 
 220 92 
 
 504 96 
 
 962 58 
 
 1,025 70 
 
 ....... 
 
 260 37 
 
 646 98 
 
 1,049 37 
 
 86 79 
 134 13 
 591 75 
 
 812 67 
 
 60)] 42 
 
 
 887 46 
 
 VENTURA 
 
 YOLO 
 
 Tulare 
 
 Visalia 
 
 Total 
 
 Oxnard 
 
 Santa Paula 
 Ventura 
 
 Total 
 
 P^sparto 
 
 Winters Joint . . 
 Woodland 
 
 Total 
 
 Marysville 
 
 Total ... 
 
 1,345 08 
 1,408 20 
 
 $4,244 16 
 
 642 87 
 1,029 48 
 1,431 87 
 
 $3,104 22 
 
 469 29 
 
 
 516 63 
 974 25 
 
 YUBA . 
 
 $1,960 17 
 
 1,195 17 
 
 $1,195 17 
 
 
 Total number of High Schools entitled to receive State aid June 
 
 30, 1903 143 
 
 Total average daily attendance in such schools 13,860 
 
 Rate per school on the one-third basis $ 382 50 
 
 Rate per child on average daily attendance 7 89 
 
 Amount apportioned on one-third basis 54,697 50 
 
 Amount apportioned on average daily attendance 109,355 40 
 
 Amount remaining unapportioned 40 48 
 
* 
 
 DO.-. 
 
 The California System of Training 
 V Elementary Teachers ^=^ 
 
 A MONOGRAPH 
 
 By C. C. van LIEW 
 
 President of State Normal School, Chico, Cal. 
 
 /^'- 
 
 PUBLISHED 
 
 DEPARTMENT OF 
 
 education 
 
 California Louisiana Purchase Exposition 
 - Commission - 
 
 SAN FRANCISCO, CAL., 1904 
 
The California System of Training 
 Elementary Teachers 
 
 By C C VAN LEW 
 
The California System of Training 
 Elementary Teachers 
 
 I 
 
 By C C* VAN LIEW 
 
 ('MJifornia possesses five Normal Schools. Named in the order of 
 their establishment, they are the State Normal Schools at San Jose, 
 Los xVngeles, Chico, San Diego, and San Francisco. These five schools 
 represent a system which presents at once two unique and, in the light 
 of the State's educational needs, effective features, unity and individu- 
 ality. It will be necessary, therefore, to consider them both collectively 
 and individually. Tlie local autonomy which the law has permitted and 
 t]ie conservative standards which the law has required, combined with 
 llie widely different local conditions which have surrounded each school, 
 inade these schools first markedly individual. More recently they have 
 l)egiin to represent a better unity, by becoming more cooperative and 
 iiu^re conscious of common issues and interests. We turn first, therefore, 
 to their individual histories. 
 
 HISTOEICAL EESUME. 
 
 - ^ In point of fact the first normal school work undertaken in 
 ^ the State was initiated by San Francisco and under the leader- 
 >]iip of such men as George W. Minns, p'rincipal; John Swett, Ellis H. 
 Holmes, and Thomas S. Myrick. They conducted a city normal school, 
 which met weekly; at first on Saturday, then Monday evenings. All 
 the city teachers were required to attend. The school was estahlished 
 in 1857 and ran until 1862. Another similar school was established in 
 1873 under the principalship of John Swett; it lasted two years. 
 
 It was undoubtedly these early efforts which contributed to the 
 agitation in behalf of a State normal school, resulting in its establish- 
 
ment in Mar, 1862, and in an appropriation of $3,000 for five months' 
 support. 
 
 The school first opened on Powell Street:, in San Francisco, with 
 six pupils, this number being increased to thirty-one before the end of 
 the first term. In order to keep the school in touch with the entire 
 State, the attendance, though limited to sixty, was distributed so as to 
 gi\x' every county the right to at least one representative. From the 
 first the pledge to teach in the State was exacted of all free students, 
 $5 per month being charged all others. From the first also the idea 
 of practical training was enforced by the establishment of a training 
 school in October, 1862, but three months after the opening of. the 
 school in July of the same year. In the highest division, students were 
 required to conduct classes in the presence of an examining committee. 
 The first examining committee was made up of such educational notables 
 as S, I. C. Sweezey, John Swett and George Tait- Later, June 14, 1871, 
 the school was removed to San Jose. "The second period of growth 
 and expansion commenced with the principalship of Charles H.- Allen,'' 
 who gathered about him a strong corps of teachers, men and women of 
 fine personality and thorough sympathy with normal school work. 
 Among those worthy of special mention here were: Mary J. Titus, 
 Cornelia Walker, Lucy M. Washburn, J. H. Braly, Helen S. Wright, Ira 
 ]\Iore, Mary Wilson, Mary E'. B. N'orton, Lizzie P. Sargent, C. W. Childs, 
 George R. Kleeberger, A. H. Randall, and "the nuignetic Henry B. 
 ]^orton." The course, in opening at San Francisco, was of one year. In 
 1870 it was changed to- two years. 
 
 A new building soon made possible larger numbers of students and 
 the abolishment of competitive examinations for entrance l)y County 
 Boards. In 1874-75 there were three hundred students. The training 
 school was made a tuition school and soon became self-sustaining. In 
 1876-77 the course was extended to three years, though after the com- 
 pletion of two year students were still granted an elementary 
 diploma, in force a second grade certificate. In 1880 this diploma 
 was discontinued. In 1896 the course for all State normal schools was 
 lengthened to four years. 
 
 On Februar}^ 10, 1880, the San Jose building w^as destroyed by fire, 
 a part of the library and furniture only being saved. A new building 
 was at once erected at a cost of $149,000, and in 1891-92 the State 
 supplied a special training school building at a cost of $47,500. 
 
 This school first introduced manual training into its course. It was 
 at first elective; later it became a required subject and so remained 
 down to 1902, when it became elective again. In 1888 the school year 
 was divided into three terms and the three normal schools of the State 
 
(the schools at Los Angeles and Chico having been established) were 
 ])laced under a uniform curriculum; and some element of uniformity 
 has remained in the system down to the present time. In 1894_this 
 school, with the two others, returned to the two semester plan of dividing 
 the year. At one time the attempt w^as made to institute a one year's 
 postgraduate course, hut it failed of development owing to the fact that 
 no effective credential accompanied its completion. The idea, however, 
 may be regarded as .the precursor of the four-year course which came 
 for all the schools in 1896. 
 
 This school, the pioneer in State normal school development on this 
 Coast, has been under the direction of the following principals: Ahira 
 Holmes, George W. Minns, George Tait, Wjlliam T. Lucky, H. P. Carl- 
 ton, ('harles H. Allen, C. W. Childs, A. H. Eandall, James McNaughton, 
 and ^Forris Elmer Dailey, the present incumbent. 
 
 ITnder President Dailey the school has taken certain decisive steps 
 (which we shall discuss later in a general way), viz.: (1) In the face 
 of consideral)le local adverse criticism, the school not only advanced in 
 1901 to a high school basis, that is, admitted only those who have com- 
 pleted an accredited high school course or its equivalent, but it has also 
 demonstrated its ability to maintain its work on such a basis. This year 
 not less than four hundred students will have been enrolled who are 
 graduates of high schools or have equivalent training. (2) It has 
 instituted with marked success a summer vacation term for both teachers 
 of experience and students; the attendance at its first summer term was 
 ITT). (3) Finally the entire faculty has been brought to a more or less 
 direct supervision of the training school, so that this work expresses 
 tbe training ideas of the entire body, and the amount of practice teach- 
 ing has been increased from one-half to one year. 
 
 In 1899-90 the total attendance for the year had reached 768, and 31 
 teachers were employed. Since that time there has been a gradual falling 
 off, owing to the exclusive high school ])asis, the present course covering 
 bu.t two years. 
 
 Los Much that lias been said, historically, of the State normal 
 
 Angeles school at San Jose is also true of the four other normal 
 schools of the State. This holds especially for that at Los Angeles 
 which ranks second in order of institution. 
 
 For some years the question of an additional normal school had 
 becm agitated, before final provision was made by the Legislature in 
 1881. Fifty thousand dollars were appropriated for construction and 
 furnishings, and the school was at once located upon a hill commanding 
 a beautiful view of the city. The building was completed in the summer 
 of 1882, and the school was organized on August 29th of that year 
 
() 
 
 under the principalsliip of Charles H. Allen, who was also head of the 
 San Jose school, the Los Angeles school heing at first regarded as a 
 branch. There were three members in the first faculty: C. J. Flatt, Miss 
 Emma L. H'awks, and J. W. Eedwa}-. As vice-principal, Mr. Flatt 
 liad immediate cliarge of administration the first year. The school 
 opened with sixty-one normal pupils. A training school was organized 
 from the first and numbered 126 pupils before the end of the first term. 
 
 The second year opened with Ira More as principal. Mr. More was 
 a man of decisive character and high aims in life. His advent in the 
 State Xormal School at Los Angeles was especially fortunate as lie had 
 i)een connected with normal school work for many years in Massachusetts, 
 Illinois, Minnesota and California. In the years immediately following 
 there was a decided increase in the number and strength of the faculty 
 and in the size of the student body. 
 
 Tn 1890 a new feature in normal school work in this State, if not in 
 the country, was introduced by the erection and furnishing of a gymna- 
 sium. From this time ph3'sical culture became a peculiarly strong 
 feature of this school. 
 
 In 1893 Edward T. Pierce was chosen to succeed Ira More as prin- 
 cipal, the latter having voluntarily retired. Mr. Pierce came to his work 
 with four years' service in the normal field, as organizer and principal 
 of the State Xormal School at Chico, and several years' experience as a 
 practical school man. Among the closing official efforts of Mr. More 
 as principal had been the appeal to the Legislature for additional build- 
 ing. Seventy-five thousand dollars had been appropriated for this pur- 
 pose and the labor of directing the expenditure fell upon Mr. Pierce. 
 A year later the school moved into its new additional quarters. Good 
 science laboratories and manual training equipment were among the 
 new features. Still more recently (1901-3) further appropriations have 
 rendered possible larger and superior quarters for the training scliool, 
 for manual training and domestic science and the beautifying and rela- 
 tively elaborate furnishings of both buildings and grounds, until the 
 school presents, interiorly, the most commodious, attractive and tasteful 
 quarters of any normal school in the State. 
 
 In 1894-5 the development of this school was marked by the estab- 
 lishment of a department of pedagogy and psychology, so organized 
 as to be one with the supervision and conduct of the training school. 
 The first incumbent in this coordinative position was F. B. Dresslar, 
 who had just received his doctor's degree at Clark University. The 
 second was Charles C. Van Liew, who was called from the State Normal 
 ITniversity, at Normal, Illinois. The former entered the Department 
 of Education at the University of California after three years' service; 
 
I 
 
I 
 
 I 
 
 the latter became president of the State Normal School at Chico after 
 two years' service. 
 
 The State Normal School at Los Angeles was the first ta institute 
 liberally the State training of kindergarteners. The Department of 
 Kindergarten Training was inaugurated in 1897 under the direction of 
 Miss Florence Lawson of the Chicago Kindergarten College, Its 
 graduates have gone chiefly into the public school kindergarten work 
 of the State. 
 
 Men and women of strength and high training have been constantly 
 souglit for leadership in the diiferent departments of the school. Among 
 the many wlio might be mentioned are B. M. Davis, in biological science, 
 Lsal)el Pierce, Emma Breck, Agnes Crary and Josephine Seamans in 
 Knglisli; Harriet Dunn and Agnes Eliot in history; Ada Laughlin in 
 art; James T. Chamberlain in geography; Sarah J. Jacobs, physical 
 culture; and Charles Hutton and Mellville Dozier in mathematics. 
 These are but a few of a faculty which has always possessed an unusual 
 numl)er of strong and inspiring teachers. 
 
 The training school of this institution is nominally one of the city 
 schools of Los Angeles, its teachers being paid the regular city salaries. 
 In addition to this they also receive a salary from the State. This arrange- 
 ment has, especially under the principalship of Mrs. Frances Byram, 
 ])roved a very successful one for many years. A sufficient amount of inner 
 freedom lias been attainable, despite the nominal connection with the 
 larger city system. The institution, as a whole, aims at close connection 
 with its training school work, either through occasional supervision 
 or regular conferences. 
 
 From a school of three teachers and sixty-one students at the opening 
 in 1882, it lias become one of twenty-six teachers and four hundred and 
 sixty-two (total enrollment) students in 1902. For some years past the 
 enrollment of new students has been made up preponderantly of high 
 school graduates. 
 
 In brief, the policy of the ])resent administration has been to main- 
 tain thoroughly trained and effective leadership in each department, to 
 incorporate into the life of the school as a whole all those phases of 
 jnodern education which unquestionably reflect the spirit of the times, 
 to maintain high standards of entrance, scholarship and graduation. 
 -, , The State Normal School at Chico was established by act of 
 
 Legislature in 1887, Before the location was decided upon, 
 a committee was sent north to visit the various places competing for the 
 .school. Marysville, Ived Bluff and Chico were regarded as the three 
 most desirable spots for its location. Chico was most centrally located 
 for the northern section of the State, and seemed to possess the most 
 
8 
 
 attractive and healthful surroundings. These advantages, combined 
 with the gifts of its citizens, secured the location of tlie school at Chico. 
 
 Crcneral John Bidwell, one of California's ablest and most sterling 
 pioneers, gave the State eight acres of his best land immediately adjoin- 
 ing the city of Chico for the site, and the citizens gave $10,000 to be 
 applied to the building fund. 
 
 The first Board of Trustees was composed of Governor E. 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. Two of these men have been identified with almost the entire 
 history of the school. The one is John Bidwell, whose interested support 
 of the school, coml)ined with that of his wife, Annie K., endured long 
 after he retired froui the Board. F. C. Lusk has served on the Board 
 nearly thirteen years, and is at present chairman, and has 'brought to 
 its work stability anl legal sagacity. 
 
 Although the building had not been completed, it was sufficiently 
 advanced by September, 1889, to permit the opening of the school. 'J'he 
 Board had already selected as principal E. T. Pierce, at that time super- 
 intendent of schools at Pasadena, California. Other members of the 
 first faculty were M. L. Seymour, natural science; Carlton M. Ritter, 
 mathematics; Emily Rice, preceptress and instructor in English; and 
 E. A. Garlichs, music. Eighty students enrolled at the opening of the 
 scbool. Tbe course required at that time but three years. Two classes 
 were organized, which began the work, respectively, of the junior and 
 middle years. Before the end of the first year 110 students had been 
 enroUed. 
 
 The second year the faculty was increased to nine members and 
 courses in drawing, physical geography and history were added. A 
 training school was also established and was for a time under the super- 
 vision of Washington Wilson. In 1889 the Legislature appropriated 
 $25,000 to finish the building (making a total, both by subscription and 
 appropriation, of $130,000 for original construction), and a liberal sum 
 was allowed for the equipment of a library, science department and 
 musuem. 
 
 Tbe institution has grown steadily in size and efficiency and has had 
 a marked efl^ect upon the educational tone of Northern California, where 
 its graduates are chiefly found in service. In 1898 was established its 
 department for the training of kindergarteners, under the management 
 of :\[rs. Clara M. McQuade. 
 
 At present the institution has in prospwt an addition to its building 
 which will provide a modern gymiiasium, new and su])orior la])oratories 
 in physical science, and additional room in its assembly hall. 
 
9 
 
 Owing to the fact that the State Xormal School at Chico is situated 
 in a section of the State not strongly nor liherally supplied with high 
 schools, it has been forced to offer a curriculum particularly efficient 
 on the academic side. At present its work is organized in eight depart- 
 ments, as follows: 
 
 1. Psychology, pedagogy and history and philosophy of education, 
 including kindergarten. 2. English, including literature. 3. Mathc^ 
 matics. 4. Physical science. 5. Biological science. 6. History and 
 political science. 7. Art and handicraft. 8. Music. 
 
 During the fourteen years of its activity the size of the faculty lias 
 increased from five to twenty-one, and the number of students (total 
 enrollment) from 110 to 377, the enrollment for 1899-1900. The insti- 
 tution has had four presidents: Edward T. Pierce, four years; Robert 
 F. Pennell, four years; Carlton M. Eitter, two years; Charles C. Van 
 Liew, present incumbent, five years. 
 
 The training school of this institution has always been a private 
 tuition school. Its present enrollment ranges from 250 to 275. It is, 
 in fact, under the direction of the faculty, which prescribes the course 
 of study and the methods of instruction, and to some extent, supervises 
 tlu" practice teaching. The immediate execution of the work is in the 
 bands of a supervisor of training and four assistant training teachers. 
 San ^^^*-' -^^^ creating the State Normal School at San Diego and 
 
 Diegfo appropriating $50,000 for building and maintenance was ap- 
 ])roved March 13, 1897. The first Board of Trustees, W. R. Guy, chair- 
 luan, accepted the offer of the College Hill Land Association, of San 
 Diego, of sixteen and one-half acres on what were known as University 
 Heights, overlooking the Bay of San Diego. The plans finally adopted 
 l)y this Board for the building, a part of which was erected at once (the 
 rest being at present in process of completion) were such as will render 
 this institution externally the most artistic and attractive in the State. 
 "Tbe predominant principle in the architecture is Corinthian Greek, 
 Tuodificd l)y the Oriental dome," and the building as a whole with its 
 large central portion and east and west wings, is in imitation of the 
 Art Building of the World's Fair, Chicago. The building, since it is 
 most modern, is also the best in point of sanitation. 
 
 The first president of the school and the present incumbent is Samuel 
 T. Black, who at the time of his selection, was State Superintendent of 
 i'ublic Instruction and a school man of wide practical experience. His 
 faculty was from the start a strong one, composed almost entirely of 
 University graduates who were also people of experience, nine in number. 
 Th(> school opened with an enrollment of ninety-one students, which 
 became a total enrollment of 135 before the end of the vear. 
 
10 
 
 In many respects the school is one of the most fortunate in the State 
 in point of location. Though San Diego is in the extreme southern 
 ])or(ler of the State, its climate is the most equable, its people average 
 liigli in culture, and its proximity to the ocean and the beautiful Bay 
 of San Diego adds to its charm and beauty. One of the athletic features 
 of the school for both men and women is boating in an eight-oared l^arge 
 on the bay. 
 
 The training school, consisting of the nine grades of the California 
 elementary school system, has enrolled on the average a little over one 
 hundred pupils. The practice teaching in the school and its develop- 
 ment are significant, as they are indicative of the general trend in the 
 State and of a general awakening to the prime significance of training 
 school work. The renaissance of this phase of normal school work has 
 been felt since the establishment of this school, and was, therefore, early 
 reflected in its growth. During its first two years of development, the 
 school had no other means of practice for its candidates for graduation 
 other than could be furnished by the distant city schools. Its training 
 school was created in 1900-01. The time originally required in this 
 work was 250 hours; this has been increased to 300 hours for seniors, 
 plus 100 hours preliminary teaching in the second or third years. 
 San The State Normal School at San Francisco was established 
 
 Francisco by Act of Legislature, March 22, 1899. At the time of 
 the organization of this school there seemed to be a large supply of 
 teachers in the State. This fact, together with the small appropriation 
 of $10,000 per year for support, helped to determine the policy of the 
 new school. The Board chose Dr. Frederic Burk for its president. Mr. 
 Burk had received his broad training at the University of California 
 and at Leland Stanford Jr. University, in newspaper service in San 
 Francisco, in public school work in the State, especially as superintend- 
 ent at Santa Eosa and Santa Barbara, and had, but one year previous to 
 his election to his present position, achieved the degree of Doctor of 
 Philosophy after two years' work at Clark University. Mr. Burk at 
 once saw in the above conditions opportunity to emphasize the training 
 of teachers on higher standards of admission and to superior efficiency 
 A resolution of the Joint Board of California Normal Schools, July, 
 1899, immediately after the organization of the San Francisco Board, 
 made it possible for this school to organize upon a purely high school 
 basis, and to receive only graduates of accredited high schools. The 
 requirements of admission, therefore, were from the start the same as 
 the requirements for admission to the State University. "Thus the 
 San Francisco Normal School stands for a sharp distinction between 
 general or academic scholarship and the technical or professional train- 
 
11 
 
 in^U" special to toacliors. No courses whatever arc given in purely academic 
 shidies, and the school centers its energies exclusively upon the profes- 
 sional training, in which term are included studies in the grojipijig^nd 
 adaptation of tlie material of the various suhjects to the special uses of 
 the class room.'' 
 
 One phase of the brief history of this school can best he had by 
 directly quoting its President and Board as follows: 
 
 "In the matter of administration of the affairs of the school, the 
 appointment of its faculty, and its internal management, the Board in 
 June, 1901, after two years' experience, upon motion of Trustee F. A. 
 Hyde, reduced to written form its policy of management in resolutions 
 which were unanimously adopted, as follows: 
 
 "resolutions defining policy. 
 
 "Wjiereas, state Xormal Schools are supported and should be con- 
 (hicted for the sole purpose of supplying public schools with teachers of 
 the highest efficiency; 
 
 "And Whereas, The Trustees of the San Francisco State Normal 
 School desire that the school shall be so conducted that a certificate of 
 graduation therefrom shall be esteemed an honorable distinction by the 
 holder tliereof, as being a certain guarantee of thorough training and 
 ])r()ficiency as a teacher, and so recognized l)y school officials; 
 
 "Xow Therefore, be it Resolved, 
 
 "First — That it is the determined policy of this Board that the 
 facultN-" shall be selected, as heretofore, upon a basis of merit alone, 
 wlioUy uninfluenced by personal or ^)olitical interference or considera- 
 tion, and the Trustees therefore require that all applications for posi- 
 tions in the faculty be first submitted to the President of the School, 
 wlio will nominate to the Board those whom he may deem most compe- 
 tent and meritorous. 
 
 ''Second — That the President shall continue to maintain the present 
 liigh standard of admission to the school, and his judgment and deci- 
 sion in individual cases shall be final; and where, after a fair trial, it 
 shall aj)pear to him that a student shows an incapacity to become a 
 thoroughly efficient teacher, it shall be his duty to discourage the student 
 from further attendance at the school. 
 
 ''Third — That the President shall certify to the Trustees for gradu- 
 ation only those students who can be confidently and honestly recom- 
 mended to school trustees, superintendents, and Boards of Education, 
 as teacliers of undoubted capability. 
 
 "Under these conditions, the internal management of the school was 
 
12 
 
 intrusted to the faculty by the Trustees. A new school, free from ham- 
 pering traditions and conditions, whose Trustees are resolved to main- 
 tain it strictly upon an educational basis possesses by birthright certain 
 advantages/^ 
 
 The work of the school is built about the idea that efficiency in 
 teaching involves three essentials: (1) A teaching personality. (2) 
 General culture and scholarship. (3) Ability in the teaching arts. As 
 already indicated this school looks to other general culture schools, i. e., 
 elementary and high schools, for the accomplishment of the work indi- 
 cated under 2. Teaching personality, a somewhat which cannot be 
 taught, is secured in this school, as a matter of prime duty, by iigid 
 selection. "Twenty per cent, of the students who enter the normal school 
 later drop out by reason of these judgments of unsuitable personality." 
 Yet this consummation has been brought about without formal dismissal 
 of any student, because such a measure has not yet proved necessary. 
 
 For tlie rest the San Francisco Normal School limits itself to 
 tliorough preparation in the details of class teaching. This work is 
 undertaken with the ideas that skill in teaching is a matter of ha])it 
 and the product of practice, that time is needful to this end, that the 
 entire course of two years should be this time, that theory as to methods 
 and aims is quite di-stinct from habit and practice and that the two are 
 not interchangeable. Accordingly the force of the entire school is 
 tlirovvn on the work in the training school, which is organized under a 
 principal and a corps of supervisors who constitute the body of the 
 faculty. The work is rendered purposeful and increasingly effective l)y 
 a conference system. Technical and theoretical knowledge along the 
 lines of psychology, pedagogy, and history of education is reduced to 
 from three to five hours per week for two years, and is made to bear as 
 directly as possible upon practical school problems. The special method 
 work is carried on in the system of supervisor conferences already 
 alluded to. 
 
 The school is located at present in an old and condemned building, 
 belonging to San Francisco's school buildings, on Powell Street, near 
 Clay. Xo legislative appropriation has as yet provided for permanent 
 quarters. This school is, therefore, in comparison with the others, very 
 j)oorly housed and furnished. On the other hand the recognition of its 
 work has been worthy and substantial. Not the least satisfactory of its 
 results is the series of Bulletins (at present six) which have been pre- 
 pared by different nu^nd)ers of the faculty, and are published and sold 
 at a nominal price to cover cost and mailing. These set forth the re- 
 s(-arches and, better still, experiences of the school in special method 
 lines. 
 
Such is, in brief, the history of the individual schools. There remains 
 to the present task some discussion of the schools collectively as regard.«^ 
 (a) the work accomplished, (b) phases of organization and -a<1minis- 
 tration under the present laws, including the present course of study, 
 (c) ponding issues and problems. 
 
 THE WORK DONE. 
 
 Taken together the work of the five State Normal Schools of Cali- 
 fornia represents a sum total, at present writing (February 1, 1904), of 
 ninety-two and one-half years devoted by the State to the work of train- 
 ing its teachers. In the fortj'-two and a half years since the oj^ening of 
 the work of the San Jose institution there have been graduated: San 
 Jose, 3271; Los Angeles, 1506; Chico, 533; San Diego, 127; San Fran- 
 cisco, 95; total, 5532. 
 
 This total has of course been decreased at the usual rate by death, 
 marriage or change of profession. Yet a very large jiercent of tlie 
 number still remains in service. They represent unquestionably a sterl- 
 ing body of teachers, and constitute, together with the teachers trained 
 at the Universities, a highly effective educational force produced by the 
 State itself. 
 
 The following statistics will perhaps give some further idea of the 
 work being accomplished from the viewpoint of attendance and expendi- 
 ture. They are based on the report of the Superintendent of Public 
 Instruction for 1902, the latest year for which full returns are available. 
 In 1902 these five schools were employing 107 teachers. They enrolled 
 a total for that year of 1783 students, about 200 less than the preceding 
 year, owing, chiefly, to the establisment of higher entrance requirements 
 in two of them. The average daily attendance in 1902 was 1474-. Their 
 training schools enrolled a total for the 3^ear of 1406 children and main- 
 tained an average daily attendance of 960. The total expenditures for 
 the maintenance of these schools in 1902 was $209,140.46, distributed 
 as follows: San Jose, $55,999.10; Los Angeles, $75,696.73; Chico, 
 $32,657.88; San Diego, $29,201.02; San Francisco, $17,585.93. The 
 total appropriations for these schools for 1903-4. and 1904-5 were 
 $497,400, including $106,500 for buildings and special improvements. 
 The total valuation of normal school property for 1902 was $756,102.07. 
 The libraries of these schools contained about 33,616 volumes. 
 
 Tt should not be understood, however, that the establishment, develop- 
 ment and maintenance of these five normal schools constitute Cali- 
 fornia's only provision for her supply of trained teachers. As will be 
 sliown hereafter, her laws also provide for the accrediting by the State 
 Board of Education of the normal schools of other States which are of 
 
14 
 
 equal rank. This opens California to trained Eastern teachers without 
 examination. By this means the State has again added to the nund)er 
 of trained teachers now in service. 
 
 This emphasis which it lias ])een the poJiey of the State to place on a 
 trained teaching service has wrought a rapid revolution in educational 
 efficiency in the State. Counties which once supplied their teachers 
 almost wholly hy recruiting through examination from their own gram- 
 mar school graduates are now seeking trained teachers froin ahroad and 
 are sending their quotas of representatives to the normal schools. The 
 old frontier system of educational hreeding-in had many haneful effects, 
 was hard to hreak, and in some localities is not yet wholly hroken. But 
 it would l)e difficult to overestimate the influence California's normal 
 schools have had in liheralizing the educational ideas of the State, es- 
 pecially in frontier mountain districts, and in paving the way for the 
 still greater University li1)eralization. In 1901 it was possihle for the 
 State LegisUiture to pass a law still further restricting certification l)y 
 examination. Under thi'S law all granting of certificates except of high, 
 i. e., first or grammar grade, has heen aholished and examinations have 
 heen reduced in nund)er to one a year. But few applicants have applied 
 for examinations in any county, and in some counties not one has 
 a|)peared at the appointed time. The law may justly he regarded as a 
 decisive concession to the average superiority of the trained over the un- 
 trained teachers, other things heing equal. 
 
 In conclusion, the idea and practice of a trained teaching service 
 were early injected into the educational system of California. Their 
 influence has continued in force and development until it can hci fairly 
 claimed to he the dominant element in shaping puhlic school practice 
 in the State. Whenever a young State provides as lil)erany as Q^aW- 
 fornia has done for the training of its own elementary teachers, sup- 
 })orted its own work hy giving such teachers the prefernece under its 
 hiws and made its field more readily accessihle to trained teachers from 
 other States than to others, it is going to do just what California has 
 done, advance its educational interests to keep pace with the hest in the 
 country at large. 
 
 FEATURES OF ORGANIZATTOX AXD ADMINISTRATION. 
 
 As has been already noted the organization of the California normal 
 schools presents two distinct ideas, local autonomy for each school and 
 a limited joint administration. 
 
 The governing ])oard of each scliool is composed of the Governor of 
 the State, the State Superintendent of rul)lic Instruction, and five mem- 
 bers, appointed by the Governor and coniirmed by the State Senate. 
 
15 
 
 These five appointees hold offiee frtr four years. Their terms overlap in 
 that not more than two meinlxTs retire or receive appointment each 
 year. The seeretarv of the Board has nsually heen the presiclen^at* the 
 school, thonoh any memher of tlie Board or anyone not a memher of tlie 
 Board may hold this offiee. 
 
 It lies within the powder of the local Board to prescribe rules for the 
 .government of the school, for the reports of its officers and teachers, and 
 for the visitin<r of other institution's; to provide for the jnirchase of 
 necessary siipfdies and to control all expenditures in behalf of the school ; 
 to g-rant dijdonuis to students eom])leting the course upon reeommendfi- 
 tion of the faculty; to revoke diplomas for cause (drunkenness im- 
 morality, dishonesty) and to elect a president of the school. (P'ormerly 
 the lattei- was elected by the Joint Board.) The faculty is elected by the 
 Board ujjon nomination by the President, in whose hands solely lie 
 the power and right of selection. After two years' honorable service 
 members of the faculty may be elected for four years. 
 
 The Board is required to rej^ort its transactions to the Governor of 
 the State annually, includino- the annual report of the pre«?ident of the 
 school; to keep open records of all transactions; to meet regularly at 
 least twice a year. Jn attending meetings members are allowed mileage 
 and hotel expenses. 
 
 Three features commend themselves particularly in the above cita- 
 tions. First, the presence of the Governor and State Superintendent of 
 Tiiblic Instruction on every local Board insures some cognizance on the 
 part of the central authorities of the State of the affairs and conduct 
 of each institution. Second, it is possible for the local Boards, made 
 lip as they are of nu'n of business and affairs, to enter into the life, 
 interest and needs of their several widely separated institutions far more 
 intimately and intelligently than could a single Board of Eegents in a 
 State of so vast territo/ial extent. Experience is showing that intelligent 
 direction of such institutions can be secured wherever the governing 
 board is given opportunity to study at first hand the school it seeks to 
 administer. It has been the policy of Governor Pardee to secure on the 
 |)art of these Boards some more intimate touch with the real issues 
 which confront the schools which they operate. The local board feature 
 is peculiarly adaptable to California which still often prc^sents in its 
 different sections widely varying cultural, as well as industrial condi- 
 tions and ideals. 
 
 Fniformity in tlie system is secured through the floint Board. This 
 Pxiard is nuide up of the Governor and Su])erintendent of Public In- 
 struction of the State, the j)residents of the normal schools, the chair- 
 men of each local Board and two other members sekM?ted by the local 
 
16 
 
 Boards to represent them. It meets anniiall}^ at one of the normal 
 schools, the Governor hein^^ ex ollicio chairman. 
 
 This Board must prescribe and enforce a uniform series of text- 
 hooks, a uniform course of study, a time and standard for graduation, a 
 uniform standard of admission and of transfer of pupils. It may sit as 
 a l)oar(l of arbitration in the adjusment of matters pertaining to any 
 State normal school, ])ass regulations affecting the well-being of all such 
 scliools. Tliey receive mileage while in attendance at meetings. The 
 State Superintendent is secretary of the Joint Board. 
 
 Ft will ap])ear at once that it is the fimction of tliis Board to olfer 
 the needful balance to the various local Boards. AVhatever the needs 
 and interests of the schools, locally, or of the sections, may be, there are 
 stilt certain fundamental ideas which must characterize the system as 
 a whole. Were it not so, no definite or uniform policy relative to the 
 training of teachers or the standards of its teaching force could be pur- 
 sued by tlie State at large. The problem of this Joint Board, therefore, 
 is so to regulate the system as to secure uniformity of aim and result 
 witliout unwisely infringing iipom the needful local autonomy of eacli 
 seliool. That this has beeiiVucGessfully accom])lished will appear below 
 in tlie statement of the way each school sha))es its own work. In no 
 regard has tlie freedom been left to tlie individual schools more fittingly 
 than in ])reserving to each its educational touch with its sections of the 
 State. The life and influence of such a school are vitally dependent upon 
 the character of the schools from which it draws its students. The 
 [)reservation of any vital contact already attained between the other 
 scliools of the State and its normals, has, therefore, been a wise policy. 
 
 One difficulty with the Joint Board has been its inability at times 
 to find serious occupation, when once its general policy was established. 
 It is not altogether advisable to maintain a large Board which has no 
 more vital purpose in convening than the formal establishment of a few 
 regulations, the adoption of a few texts, and the enjoyment of a gratui- 
 tous trip. The present Governor of the State, George C. Pardee, realized 
 this difficulty. At the last meeting in April he brought about a decisive 
 renewal of the official conscience of the Board, secured a general interest 
 in the most vital modern problems of training teachers, and set a numl)er 
 of committees about the preparation of reports upon the new issues. 
 This movement, kept up, must react beneficially upon both the adminis- 
 tration and instruction of the schools. 
 
 Another difficulty for which nothing has been done because it has not 
 yet received sufficient recognition lies in the fact that the personnel of 
 the Board may change greatly from year to year. This status will 
 
\BR 
 
 or 
 
 THE 
 
 UNIVERSITY 
 
"i i--K 
 
 PQ 
 
 
17 
 
 greatly impede good committee work, at least in the line of investigation 
 and reports. 
 
 Xo acts of the Joint Board prior to July 12, 1899, now-^seiiously 
 affect tlie normal scliool policy of the State. We shall, therefore, con- 
 sider organization only as it has been shaped in the last five years. At 
 that time the State normal school at San Francisco had jnst been 
 created, and $10,000 per year appropriated for its support. This 
 uieager appropriation for support was the incident which set on foot 
 tlie present movement for advance in normal school standards. Tlie 
 San Francisco contigent came to the special meeting of the Joint Board, 
 July 12, 1899, determined to secure a ruling which should enable them 
 to operate their school on a safe yet high standard. A compromise was 
 necessary. It was effected in the following requirements (of sufficient 
 interest to l)e quoted in full) which became at once a basis for the work 
 of alt schools and which are still in effect, having been reaffirmed on 
 April 10, 1903: 
 
 1. Tlie course of study shall cover a period of four years; provided, 
 tliat the State normal schools shall accept as equivalent of the first and 
 second years of this course, (a) graduation from any of the schools ac- 
 credited by the University of California on the same basis as would 
 govern admission to the University, or (b) a proficiency shown by exami- 
 nation to be the equivalent of the courses pursued in these accredited 
 schools; and. provided furtlier, that State nonual schools which may have 
 suitable and sufficient accommodations for no pupils, other than those 
 who offer the equivalents above stated, may omit the instruction of the 
 first and second years of this course of study until such accommodations 
 are ])rovided. 
 
 2, The requirements for admission shall be: 
 
 (a) Those who furnish satisfactory evidence of having received a 
 thoi'ough grammar school education. 
 
 (b) A proficiency shown by examination to be equivalent to that 
 r('|)resented by the diploma of graduation from the, ninth year, or 
 
 (c) A diploma of graduation from any school accredited by the 
 University of California on the same basis as would govern admission 
 to the University, or 
 
 (d) A proficiency shown by examination to be the equivalent of the 
 courses ])ursued in accredited schools, or 
 
 (e) A valid teacher's certificate from any county or city and county 
 in \\]() State of California; provided, that in the admission of students 
 to any of the State normal Schools the classes of applicants described 
 by the clauses lc4;tered "c," "d," and "e" shall have precedence in en- 
 
18 
 
 roUment, and only after these are fully provided with accommodations 
 shall classes be organized in the first and second years of the course for 
 the classes of applicants represented by the clauses "a'^ and "b." 
 
 3. The course of study, the minimum numl)er of recitation ])erio(ls 
 in each topic of study being stated, shall be as follows: 
 
 1. For the first and second years — English, 350 periods, including 
 grammar, composition, word analysis, literature, reading, and rhetoric; 
 science, 400 periods, including biology, physics, geography, chemistry, 
 physiology (geology and astromony elective in place of chemistry), 
 domestic science; mathematics, 400 periods, including arithmetic, 
 algebra, geometry, and bookkeeping; miscellaneous, 400 periods, includ- 
 ing drawing, manual training, penmanship, music, physical culture, 
 history, and civics; provided that there shall be accepted as the equiva- 
 lent of this course for the first and second years, (a) graduation from 
 any school accredited by the University of California, when diploma is 
 accompanied by a recommendation from the principal of the school, or 
 (b) proficiency shown by examination to be the equivalent of the courses 
 pursued in these accredited schools. 
 
 2. For the third and fourth years of the course, general psychology, 
 IGO periods; general pedagogy, 150 periods; practice teaching, 250 
 periods; pedagogy of reading, English and literature, 250 periods; 
 pedagogy of history, 80 periods; pedagogy of science, 400 periods; peda- 
 gogy of mathematics, 100 periods; pedagogy of manual training, 240 
 periods; pedagogy of music, 160 periods; pedagogy of physical training, 
 WO periods. 
 
 Although the prescribed course of study, it will be observed, creates 
 two distinct divisions of work of two years each, the one so-called acade- 
 mic, and the other strictly professional, each individual school is allowed 
 to work out and arrange its curriculum in its own way, and local initia- 
 tive and originality in work are preserved. This is an advantage for 
 two chief reasons: it brings a greater variety of experience and 
 originality into the normal school work of the State, by which in the 
 end all profit, and it permits each school to adapt itself freely to the 
 prevailing needs of its own locality and students. 
 
 How variously these courses of study work out can be seen by a 
 comparison of the course of study issued by each school for the year 
 1903-4. Such a comparison will show that Chico and San Diego still 
 deem it necessary and expedient to offer graduates of the ninth grade 
 four-year courses, covering a relatively large amount of academic work 
 and at the same time maintaining a high grade of professional work. 
 
19 
 
 Both of these schools also offer the two-year course of chiefly profes- 
 sional work for graduates of high schools. Their grounds, in brief, for 
 their present position, are the relatively few strong high schools__\vhich 
 can at present feed them, and the beneficent touch which they are 
 maintaining under the present ])lan with rural and isolated communi- 
 ties. Yet they have felt and responded to the demand of the past five 
 years for higher standards. San Francisco and San Jose, it will appear, 
 rest solely on the two-\'ear course for graduates of high schools. Their 
 work may justly be regarded, therefore, as exclusively professional. Los 
 Angeles still maintains the four-year course for a few. The great 
 majority of her entering students for the past few years, however, 
 liave been graduates of good high schools. The high school basis for these 
 three schools is easily possible, since they are located in those sections 
 of the State where high school development has been best and strongest. 
 In justice it should be noted, also, that although all these schools 
 have to occupy themselves in a measure with the academic fitness of the 
 student for teaching, such Avork, even when devoted liberally to positive 
 general culture as at Chico and San Diego, is still made to rest directly 
 ii[)()n fitness for teaching. The study of any subject of general interest 
 from the teacher's point of view can no longer be the same, in a live 
 normal school, as the pursuit of the same subject for merely cultural 
 purposes. Arithmetic, literature, English, science, e. g., may all be 
 made specially significant to the one who is to become a teacher of them. 
 "Thou that teachest another, teachest thou not thyself?" Xor is the 
 teacher's point of view, so far as she goes, any narrower than the purely 
 cultural. Indeed, it comprehends the latter, and adds to it the teacher's 
 interests in the child as aifected by culture, as growing under its in- 
 fluence, and in educational and cultural aims in the broadest sense. In 
 a true sense, therefore, all of the work of the California normal schools 
 is making directly for the professional efficiency and breadth of their 
 graduates. In a true sense, no line of work is either conceived or 
 executed from a cultural point of view alone. 
 
 PENDING ISSUES AND PROBLEMS. 
 
 The work of the past five years, covering also the period of the 
 activity of the two new schools at San Diego and San Francisco, gives the 
 key to the current problems in normal school work. Without a doubt the 
 great issue to-day is the standard of admission. Should they all advance 
 soon to the requirement that all candidates for admission be graduates 
 of accredited high schools on a basis which would admit to the Univer- 
 sity, or have equivalent preparation as is the case at present with San 
 Francisco, San Jose and practically also Los Angeles ? In addition to their 
 
20 
 
 two-year courses for such candidates, Chico and San Diego still main- 
 tain four-year courses for graduates of the ninth grade. But the question 
 l)efore the State at present is: How is our normal school work heing 
 affected hy the new^ standard which has heen coming in? Tlie old culture 
 courses of the noruial schools kept in view the practical as well as liberal 
 cultural demands of the teacher. The high schools cannot do this, for 
 they are dominated still by the classic element as a necessary propa- 
 deutics to University work. Latin may be tery essential to this end, 
 but it is hard to justify its dominance of a work which should serve the 
 general cultural interests of a people more than the high schools are 
 doing at the present time. The equipment of numy pupils in our high 
 schools with meagre Latin which they will never have a chance to study 
 in the University, is cutting them otf from many things they have a 
 clear right to, and unfitting them for entrance into anything but the 
 T'niversity. The relative value of certain culture for elementary school 
 teachers, is a problem in the training of teachers which cannot be over- 
 looked. 
 
 The present writer undertook some investigation a year ago of this 
 question among the normal schools of the United States, the results of 
 which may be summed up as follows: The high school graduate does 
 not in all respects represent that general culture and training which 
 many years of normal school experience have shown to be prerequisite 
 for the teacher. It appears that a normal school, by virtue of its pro- 
 fessional aspect, is a good place in which to discover how much one 
 knows and how effectively he knows it. These schools find the high 
 school graduates deficient in most of those lines of general infonnation 
 which are to-day the common stock in trade, in the power readily and 
 effectively to use the English language and the principles of arithmetic, 
 in scientific knowledge, in power of independent thought and interpre- 
 tation. They are stronger on the side of higher mathematics, the formal 
 side of classical studies, and in the power to memorize and get assigned 
 lessons from texts. The comprehensive defect is absence of culture so 
 far as it relates to the realities of life. It is being felt more and more 
 in the State that the high school should not aim primarily to prepare 
 for entrance to the University; that is its incidental function. It should 
 rather make for the many-sided development of the adolescent in the 
 direction of more effective and worthy manhood or womanhood along 
 lines of general culturcj with -some specialization along the line of special 
 l)ent. Wlien the high. schools are permitted to give greater prominence 
 to real literary and English training, to the social and natural sciences, 
 to arithmetic, music and art, and by methods that shall more generally 
 provoke real thought as well as exercise memory, their graduates will 
 
21 
 
 be in mneh l)etter connitiori to iiTidtTtakc normal school work proper. 
 Xorinal sclioolf^ uiiist not hv understood to l)e in the position of making 
 any demands npon the constitution of the high schools; for the latter 
 have already been too mncli liampered by such purely external con^dera- 
 tions as that of ]n'eparation for the universities. But the truth remains 
 that when the high school graduates stand closer to the demands of 
 ])resent day citizenship, character and mental equipment, it will be 
 possil)le for the normal scliool to undertake their ]jrofessional training 
 far more effectively. Most of the remaining defects in culture will be 
 those arising from the new or more perfect viewpoint which a teacher 
 must always bring to the subject matter, and from lack of skill in 
 execution; and these defects can hest be met in connection with, and 
 under the stimulus of the teacher's professional problems. Moreover, 
 wherever secondary training in such lines as social and natural science, 
 p]nglis]i composition, literature and mathematics, has dealt with the 
 function of tliought as well as that of memory, the student's* grasp of 
 luethod should enal)le him readily to do what every teacher in practice 
 should be able to do — to supply his own lack of information and to do 
 so accurately. 
 
 Anotlier issue now before our normal schools may be said to grow out 
 of the al)ove. The emj^hasis of professional work^ which in some cases 
 has monopolized the time of the two-year course, has entailed also a 
 very great emphasis, especially at San Francisco, of practice work. The 
 relative merits of theoretical pedagogics and practice teaching are not 
 viewed alike by these normal schools. The experience of the future 
 may be expected to have something of practical value in store, for some of 
 these schools place great emphasis on theoretical professional training, 
 e. g.. Los Angeles and Chico; otliers reduce it to a minimum and. rely 
 almost solely on the formation of teaching habits in practice work, e. g., 
 San Francisco. 
 
 At the last Joint Board meeting, San Diego, April 12-13, 1903, 
 (lovernor George C. Pardee, chairman, succeeded in bringing new life 
 and interest into its work, by raising a number of issues and securing a 
 new attack upon normal problems peculiar to this State. 
 
 It a])pears that uiale attendance in the California normal schools 
 is rapidly falling off. Yet it is eminently desirable that men receive 
 this training and infuse the spirit and life of men into elementary school 
 work. The falling off is due to two chief causes: the revival of industry 
 on this Coast which offers a superior financial field for young men of 
 intelligence, and the preference of men for University training, which 
 leads tliem to seek the University more readily and directly by way of 
 the High Schools. It is, therefore, a matter of concern as to how to 
 
22 
 
 stimulate male attendance at the ^'onnal Schools, in order that those 
 3'oimg men who ultimately enter the University with a view to more 
 advanced educational work, shall have first received the practical train- 
 ing for elementary teachers, the best possible fore-school for supervisory 
 work. 
 
 This introduces a new problem, that of the relation of the Normal 
 Schools to the University in the State system. What recognition should 
 the Latin-less Normals receive, if their best graduates ultimately desire 
 to enter the University? This is a laudable ambition in elementary 
 teachers. Yet at present there is no way by which they can enter upon 
 such w^ork and receive a just equivalent standing for past experience 
 and training, or specialize freely and without reference to certain pre- 
 liminary but unrelated work they may never have had. 
 
 Continuous sessions of the Normal Schools, especially for the pur- 
 pose of placing them at the service of teachers in practice, is another 
 problem which the San Jose School has already taken steps to meet. 
 
 Three of California's Normals have undertaken to train Kinder- 
 gartners; but recent discussion has called this work in question, owing 
 to the fact that Kindergartens, maintained at public expense, have not 
 yet become popular, except in a few localities. 
 
 Finally there is evidence that the further protection of tire standard 
 of the State for the training of its teachers will be agitated along the 
 line of the German "Probejalir,'' or year of probation. At ])resent the 
 Normal diploma is in effect a life certificate to teach, and there is no 
 effective means of protecting it after the graduation of the candidate. 
 The probation year would be a step in this direction. 
 
 Such then are the issues now before the Normal Schools of our 
 State: Whence and under what conditions sliall we draw our candi- 
 dates for the teaching profession ? What is the real value of theoretical 
 pedagogical training and what relation does it bear to practice training 
 in teaching habits? In what should the theoretical training consist 
 to be most effective? By what means can male attendance be increased? 
 What should be the standing of the Normal-trained teacher on entering 
 the University? Shall continuous, especially summer, sessions be insti- 
 tuted? Shall the Normal Schools train Kindergartners at State ex- 
 pense? Shall the Normal diploma be made a permanent basis for cer- 
 tification only after satisfactory evidence has been furnished, under 
 special supervision, of practical success in the teaching service? 
 
 Charles C. Van Liew. 
 February, 1904. 
 
 *I am indebted to the presidents and faculties of the State normal 
 
23 
 
 schools of California for much raluable and helpful information. I 
 have also made use of the reports and catalogues of the various institu- 
 tions, of the reports of tlie State Superintendent of Public Instruction, 
 of the Joint Board minutes, the bulletins of the San Francisco Normal 
 School and the Los Angeles Normal Exponent, Vol. XI, No. 5. 
 
 C. C. V. L, 
 
 
 Or 
 
 
o a — — 
 
 THE UNIVERSITY OF 
 CALIFORNIA 
 
 A MONOGRAPH 
 
 BY HARRY ALLEN OVERSTREET 
 
 o 
 
 ^ 
 
 
 /F" 
 
 & 
 
 JJ PUBLISHED BY U 
 
 DEPARTMENT OF EDUCATION 
 CALIFORNIA LOUISIANA PURCHASE EXPOSITION 
 — COMMISSION ^ 
 
 SAN FRANCISCO, CAL., 1904 
 
 ^=^ 
 
 XXS 
 
 4 
 
The University of California 
 
 By HARRY ALLEN OVERSTREET 
 
•v3 B R A 
 or THE 
 
 UNIVERSITY 
 
 »£S£-/roRNNL 
 
c 
 
The University of California 
 
 By HARRY ALLEN OVERSTREET 
 
 It is significant of the place which the University of California 
 holds in tlie political organization of -which it is a part, that its date of 
 l)irth, in organic idea, is one with the birth-date of the State. The very 
 first Constitution of the incipient commonwealth prescrihed measures 
 for tlie protection and })roper disposition of lands granted for the sup- 
 })()rt of a university of the State and made it a duty of the Legislature 
 to ^'provide effectual means for the improvement and permanent security 
 of the funds of said university."^ 
 
 But altlioiigh a university of the State was thus called for by the 
 Constitution of 1849, it was not until 1868 that the University of Cal- 
 ifornia was founded. Tlu^ intervening years were years of preparation, 
 witli tlieir many uncertainties as to the character of the new institution, 
 their tentative suggestions and rejected plans, and often their periods 
 of gloouiy doubt as to the whole affair. Throughout them all, however, 
 are found the traces of steadfast effort on the part of a small body of 
 earnest men toward the accomplisliment of the wished-for end. These 
 men in public and private utterances made the vo-ters of California alive 
 to the vital need of an adequate university, and 1)y the educative influence 
 of their arguments kept the public pressure on the Legislature suf- 
 ficiently firm. 
 
 The Constitution of 18-1:9 had not been able to make definite pro- 
 vision for the support of the proposed university, but the Constitutional 
 Convention had prayed Congress to adopt such measures that "seventy- 
 two sections of the unap])ropriated lands within the State should be set 
 apart and reserved for the use and support of the university, which, 
 together with sucli further quantities as might be agreed upon by Con- 
 gress, should be conveyed to the State and appropriated solely to the use 
 
4 
 
 and sTipporl" of the ■university/^ Congress responded aflRrmatively in 
 IHi)',] with a grant of forty-six tlionsand and eighty acres for a "seniinary 
 of Icnrnijig."' 
 
 With tlie income from these lands assured, the support of some kind 
 of an institution ap})eared a certainty, and resohitions were passed in 
 successive Legislature^ looking to the organization of a State university. 
 One of the plans proposed at this time is remarkable as an indication 
 of what higher education in California did not suffer from its friends. 
 As recounted by Professor William . Carey Jones, in his ''History of iln' 
 Univcrsiiy of California/' "Bev. Sam. B. Bell, representing Alameda 
 and Santa Clara counties, had meanwiiile introduced an extraordinary 
 bill into the Senate ^for organizing the University of the State of Cali- 
 fornia under the name of the Regents of the University of the State 
 of California.' . . . The bill was introduced on March 23, 1858, 
 went through the usual course, was at one time laid on the table, was 
 then called up through the/urgency of Mr. Bell, and on April IG passed 
 the Senate. It was then sent tor the Assembly, where it was referred 
 to the Committee on Education. The report of this committee was one 
 of crushing destruction to the prc>ject. The pro])osition of the bill was to 
 establish a body of regents, with various salaried officers appointed by 
 tbem, including a chancellor, • vice-chancellor, treasurer and sccretarv ; 
 to unite under this board all the colleges then established and thereafter 
 to be established in the State, with whatsoever faculties tliey might have, 
 and wberesocA^er situated; and to distribute among thc^ scattered in- 
 stitutions the funds that were designed for the university. Tbe com- 
 mittee declared that ^such a heterogeneous combination for a uniyersity' 
 would be ^impolitic, impracticable, and not the institution contemplated 
 by the Act of Congress.^ " 
 
 In 1858 the Legislature ordered the sale of the public lands and 
 directed that the proceeds be held by the Treasurer of the State as a 
 special fund to be devoted to the uses of the '^seminary." But notwith- 
 standing the official urgings of Superintendents of Public Instruction, 
 and of legislators, plans and resolutions in these years still came to 
 nothing. 
 
 Clearly, the great difficulty in the way of establishing a university 
 was the inadequacy of the funds at hand. With the income assured, a 
 very small college might have been maintained, or perhaps a polytechnic 
 school ; but the men who were earnest for the university looked for some- 
 thing better than this. Hence the great s'timulns to effort that came with 
 the passage of the Morrill Act in 1862. In pursuance of this Act. the 
 United States granted to California one hundred and fifty thousand 
 acres for the endowment of a college which should have for its main 
 
OF the" 
 
 UNIVERSITY 
 
 i 
 
object the teaching of agriculture and mechanics. Here at last seemed 
 ;ui adequate provision for the technical branch of a university. With 
 tbis assured^ the State miglit now devote its original funds to tbe nTrriTite- 
 nance of other faculties. And thus the question, so anxiously debated in 
 former years, wbether the State should divert its small funds to aca- 
 (hanic education or to technical training seemed answered even l)eyond 
 tlic hopes of thase years, by the possibility of combining both functions 
 in one university. 
 
 Ccmsequently, in 1863, a commission w^as appointed to report a plan 
 for tliL' founding of a "seminary of learning.'' The commission's report 
 was decisive in favor of a single institution, but to the chagrin of the^ 
 advocates of academic education, it recommended that tbe proposed 
 institution should, for the time being, be simply a polytechnic schooh . 
 
 J.argely pursuant of this re|)ort, the Legislature of ISGG passed an 
 Act to estal)lish an AgricuUural, Mining and Mechanical Arts College. 
 A Board of Directors was appointed, to serve for two years, which was 
 to effect plans for the new institution. Fortunately for the State, how- 
 ever, before? active operations were begun, Governor Low, in reconsid- 
 ering the whole matter, detected the unwisdom of diverting all the 
 State moneys for higher learning to a purely technical training, and 
 in his address of December 2, 1867, urged a more far-sighted policy. 
 
 J^ut it is difficult to say whatwould have been the fate of the higher 
 institution had there not occurred at this time an act remarkable for 
 its giMu-rosity and its line ])ublic spirit. At a meeting of the Board of 
 Triisteis of the College of California, of Oakland, on October 9, 1867, 
 it was resolved that all the lands and buildings of the college be oflfered 
 as a gift to the State, on thCvSole condition that the State permanently 
 maintain in its proposed university a college of letters. It was further 
 resolved, in pursuance of this, that the College of California should 
 disincorporate so soon as the State should accept its offer and make pro- 
 vision for the continuance of a college of classical learning. Here was 
 tbe third great good fortune of tho State greater and more touching 
 than the others, in that it represented the deliberate sacrifice of a body 
 of public-spirited men. For the College of California was no weakling 
 product, glad to make itself over into something stronger and richer. 
 Founded in 1853 by a high-minded minister of N'ew England, Henry 
 Durant, it had grown from a strugghng private, school into a college of 
 recognized worth and academic dignity. It was religious in its char- 
 acter, but non-sectarian; in fact, its inceptirn had been in the ideal 
 of Henry Durant to establish on the new western coast a college that 
 should be Christian in a more fundamental sense than the ordinary 
 sectarian seminaries. Under the efficient administration of its founder, 
 
 I 
 
it had come to hold in California a place of leading influence among 
 Protestant institutions: Hence it was a matter of no small sacrifice 
 when it magnanimously withdrew from its field of earned success in 
 order that the State might have no rival in its high effort. 
 
 This generous action of the College of California solved the proh- 
 h^m that was heing so anxiously debated. Through the co-operative 
 effort, now, of the Board of Directors of the proposed College of Agri- 
 culture, Mines and ^Mechanical x\rts, and the Board of Trustees of Cal- 
 ifornia College, a system of university organization that made provision 
 both for the teclmical education required by the Morrill Act, and the 
 chissical training called for by the conditions of the gift of California 
 CoHege was devised. Governor Haight, in his inaugural address, recom- 
 mended the passage of a law establishing the university. A bill to 
 "create and organize the University of California" was introduced on 
 ^farch' 5, 1868, by Hon. John W. Dwinelle. On March 21 it passed 
 botli houses of the Legislature, and on March 23 was signed by Gov- 
 ernor Haight. Thus was the period of tentative planning at an end. 
 The university was now virtually an accomplished fact. 
 
 "A State university is hereby created," reads the first section of the 
 Charter, "pursuant to the requirements of Section 4, Article IX, of the 
 Constitution of the State of California; and in order to devote to the 
 .largest purpose of education the benefaction made to the State of Cal- 
 ifornia" by the Morrill Act of 1862. "The said university shall be 
 called the University of California, and shall be located on the grounds 
 heretofore donated to the State" by the College of California. . . . 
 "The university shall have for its design to provide instruction and 
 complete education in all the departments of science, literature, art, in- 
 dustrial and professional pursuits, and general education, and also 
 special courses of instruction for the professions of agriculture, tlie 
 mechanic arts, mining, military science, civil engineering, law, med- 
 icine and commerce." Thus did the State assure its youth not only an 
 adequate training in preparation for material activities, but also a real 
 cultivation of character. 
 
 In accordance with its Charter, drawn up almost entirely by Hon. 
 John W. Dwinelle, the government of the university was vested in a 
 board of regents, an academic senate, and the separate faculties. The 
 board of regents was to consist of ex officio members, viz., the Governor 
 of the State, the Lieutenant-Governor, the Speaker of the Assemhly, 
 the State Superintendent of Public Insitruction, the President of the 
 State Agricultural Society, the President of the Mechanics' Institute of 
 San Francisco, and the President of the university; eight members ap- 
 pointed by the Governor, and eight honorary members, elected by the 
 
appointed and ex officio members. By a later provision, all the posi- 
 tions on the board, with the exception of those officially held, became 
 appointive. The following provision was expressly made in the Charter : 
 "No sectarian, political or partisan test shall ever be allowed or exer- 
 cised in the appointment of regents, or in the election of professors, 
 teachers, or other officers of the university, or in the admission of 
 students thereto, or for any purpose whatsoever. Nor at any time shall 
 the majority of the board of regents be of any one religious sect, or of 
 no religious sect; and persons of every religious denomination, or of no 
 religious denomination, shall be equally eligible to all offices, appoint- 
 ments and scholarships." Regents were to hold their office for a term 
 of sixteen years. The members first appointed were to be classified by 
 lot, so that one member should go out of office at the end of every suc- 
 cessive two years. By this important plan, whereby the board changed 
 its membership gradually, and whereby each term of office covered a 
 number of gubernatorial administrations, as well as by the special pro- 
 vision already noted with regard to sectarian influence,, the board of 
 regents was secured against the pressure both of political and theological 
 considerations. Unlike many provisions of this kind, this one has been 
 eminently successful in its operation, for it is a recognized fact that the 
 board of regents, as it has gradually changed its complexion with the 
 years, has never in any sense been subjected to illegitimate pressure. - 
 
 The original constitution of the University provided for four classes 
 of colleges: (1) College of Arts, including agriculture, mechanics, 
 mines and civil engineering; (2) a College of Letters, or classical 
 course; (3) professional colleges, including medicine and law; (4) other 
 colleges incorporated into or affiliated with the university. 
 
 On September 23, 1869, the new university opened its doors. They 
 were the doors, to be sure, of the College of California, in Oakland, for 
 there had not yet been time to plan and bring to completion the build- 
 ings of the new institution; but those doors were opened now, not under 
 private endowment, but under the auspices of the State. The university 
 began its work humbly, indeed, with a class of forty students and a 
 teaching force of ten members. Yet there was power in this simple 
 beginning, for the university had in three of its teachers, at least, men 
 who were to prove of inestimable worth to its future life — Henry 
 Durant, the first president of the university; John LeConte, professor 
 of physics and later president of the university, and Martin Kellogg, 
 professor in the College of California, professor in the University' of 
 California, many times chairman of its faculties, and later president 
 of the university. The last of these has only just passed away, in ripe 
 old age and the honor of approved scholarship. 
 
8 
 
 The iiL^truction begun in the College of California buildings in 18G9 
 was continued there until the summer of 1873. On July 16, 1873, the 
 commencement exercises of the first class to graduate — a class of twelve 
 — were held in Berkele}^, and the university then made formal entrance 
 upon its new home. 
 
 The university was from 1870 to 1872 under the presidency of 
 Henry Durant. Upon his resignation, Professor Daniel Coit Gilman 
 accepted the call to the position. President Gilman remained with the 
 university until 1875, when the fascinating offer extended to him ])y 
 tlie incipient Johns Hopkins University successfully tempted him from 
 the western coast. The executive office was then filled by Professor 
 .lohn LeConte. 
 
 In the first two years of the university's existence, two important 
 steps were taken that have not since been retraced.. In 1809 all ad- 
 mission and tuition fees were abolished, and in 1870 the university was 
 opened to women on terms of complete equality with men. The latter 
 j)rovision was made part of the State' Constitution of 1879, \vhere it 
 was expressly stated that no . pers^iq. .ahou'ld "be debarred admission to 
 any of the collegiate departments' of the university on account of sex.'' 
 President LcC.onte resigned his office in 1881 and was succeeded 
 by William T. Peid. The latter held office until 1885, when he was 
 succeeded by Professor Edward S. Holden. The new president was to 
 fill the vacancy only until the completion of the Lick Observatory, when 
 be was to assuuu^ the position of its director. Upon the completion of 
 the observatory in 1888, Hon. Horace Davis was elected to the presi- 
 dency, remaining in office until 1890. Upon his resignation, the office 
 was for some years unfilled, Professor Martin Kellogg meanwhile per- 
 forming its duties as chairman of the faculties. On January 24, 1893, 
 Professor Kellogg was elected to the presidency, administering his office 
 with efficiencv until 1899. With the resio^nation of President KelloffiT 
 and the election of his honored successor. President Benjamin Ide 
 Wheeler, we are brought to the present, and may now retrace our stejis 
 for a consideration of some of the determining events in the life of the 
 university during the years recounted. 
 
 Bitwicn 18G9 and 1903, the growth of the university has been noth- 
 ing less than marvelous. Beginning with a total registration of 24. and 
 graduating a first class of 12, the university has grown in numbers, until 
 in 1903 the official registration sliowed a total of 2GG9 students enrolled 
 in the aeadeuric colleges alone; while in the university, inclusive of the 
 Affiliated Colleges of Law, Medicine, Pharmacy and Art, and the Lick 
 Observatory, there was a total of 3275. The instructing force has in- 
 creased from 10 in 18G9 to a total in the academic colleges, of 24.iJ 
 
or THE 
 
 WW/VER8ITY 
 or 
 
 ■JEORH^ 
 
 I 
 
is 
 
9 
 
 in 1903, and in the whole university of 434; From a first graduating 
 class of 12, the university has grown until, in 1902, it graduated a^enior 
 class of 280 in the academic colleges, and in the whole university a class 
 of 417. 
 
 But this remarkable growth would hardly have been possible had not 
 ihe State in 1887 generously placed at the disposal of the university a 
 permanent income from the State moneys. In 1887, the Yrooman Act, 
 introduced into the State Senate by the Hon. Henry Vrooman, and 
 into the Assembly by the Hon. C. A. Alexander, provided that the uni- 
 versity should jeceive annually the proceeds of a tax of one cent upon 
 every one hundred dollars of taxable property in the State. Hardly 
 could a law more vital to the university have been enacted, for by plac- 
 ing the university's support upon a constitutional and not a legislative 
 basis, it i)eTmanently freed the institution from the dangers of political 
 variation. 
 
 Thus with an assured income, and with the pledge given by the 
 State in its Constitution of 1879, that the maintenance of the university 
 should be perpetual, the University of California was able, for a time 
 at least, to free itself of the more distressing material anxieties and to 
 address itself to its essential business of providing a culture and a 
 training that should be adequate. 
 
 But a great difficulty lay in its pathway in the early years, a diffi- 
 culty that for some time threatened to bring all its efforts to naught. To 
 educate, it must have students, and to be a university, it must have 
 students trained up to matriculation standards of a university. The 
 success of the university, then, was one with the success of the high 
 schools of the State. It may be imagined, therefore, how severe was the 
 blow to the university when, by the Constitution of 1879, all State aid 
 was withdrawn from the high schools and all the State's moneys for 
 common schools were diverted to the schools of elementary grade. For 
 a time it seemed as though the university must go under for lack of 
 proper material. But after a period of dark uncertainty, the communi- 
 ties throughout the State bestirred themselves to a manful local support 
 of high schools. Thus was this really grave danger averted. 
 
 But a second danger lay in the complete separation of high schools 
 and university. The high schools pursued their work as best they knew 
 how, with no indication as to the university's standards; the university 
 pursued its work irrespective of the kind of training given in the high 
 schools. The result was inevitable friction and loss of energy on both 
 sides. It was soon realized by the university that if it was to be suc- 
 cessful, there must be a unified high school system in the State that 
 should join properly with the system ^of higher training. Hence the 
 
10 
 
 university set to work to evolve a plan whereby secondary and higher 
 Tcducation might be brought into more harmonious conjunction. 
 
 The result was the system, since then become permanent^ of accredit- 
 ing high schools. Before this plan was adopted students were admitted 
 to the university only upon examination. It was now agreed that 
 students who should graduate from high schools approved by the uni- 
 versit}', and who should have, in addition to their diploma, a recom- 
 mendation of their principal, showing their work to have been af su|>e- 
 rior character, might enter the university without examination. The 
 effect of the accrediting system upon the education of the State lias 
 been of the very best. In order to determine the character of the various 
 high schools, the university found it necessary to send men of its facul- 
 ties to examine the work done. This at once brought about intercourse 
 between the two systems of education; the high schools learned the re- 
 quirements of the university; -the university became aware of the needs 
 and the obstacles of the high sehoals. The result was an increasingly 
 greater unifying of the whole ^ System of secondary and higlier educa- 
 tion throughout the State. Aiad. the effect has at the' present penetrated 
 even to the grammar schools, so that the next years bid fair to see the 
 triple system of education in California, with all its past waste and 
 friction, rationally and uniformly organized. That the accrediting 
 work has met with real success may be seen from the fact that from 
 three accredited high schools in 1884, the list has grown until, accord- 
 ing to. the last report (1903), the accredited schools of the State now 
 number 118. 
 
 The years that we have recorded witnessed many important acqui- 
 sitions by the university. The Colleges of Law, Pharmacy, Dentistry and 
 Medicine were established in San Francisco and affiliated with the State 
 institution. The munificent bequest of $700,000 made by James Lick, 
 in 1876, for the founding and equipment of an astronomical observatory 
 gave the first great impetus to the adequate support of scientific work 
 in California. In 1872, Mr. Edw. Tompkins, by a grant of land in 
 Oakland, established the first endowed chair in the university, the 
 Agassiz professorship of Oriental Languages and Literature. In 1878, 
 Mr. J. K. P. Harmon responded to a much felt want by building and 
 equipping a students' gymnasium on the campus. The nucleus of one 
 of the most important of all the university's funds, the library fund, 
 was established by Michael Reese; while the founding of an art gallery 
 was due to the generous gift of Hienry D. Bacon. In 1881, Mr. D. 0. 
 Mills, by a gift of $75,000, established the second endowed chair in 
 the university, the Mills Professorship of Intellectual and Moral Philos- 
 ophy and Civil Polity. This endowment has proved of inestimable worth 
 
>[Ts R A/T? 
 
 OF THE 
 
 \ 
 
 UNIVERSfTY 
 
 ;FORHiL 
 
m 
 
 * "^" >^^:^;*M^! CALIFORNIA 
 
 
 ¥1 
 
11 
 
 to the higher life of the university. In 1893, Mr. Edw. Searles trans- 
 ferred to the university the land and buildings in San Francisco now 
 known as the Mark Hopkins Institute of Art "for the exclusive liseT and 
 purposes of instruction and illustration of the fine arts, music and 
 literature." In 1898, Miss Cora Jane Flood made over to the board of 
 regents tlie Flood mansion, near ^Menlo Park, tosfether with certain 
 lands and shares. 
 
 In 1891, Mrs. Phoebe A. Hearst laid the foundations of a scholar- 
 ship system in the university. In a letter to the board of regents, of 
 the date Septeml)er 28, 1891, she expressed her aims as follows: "It 
 is my intention to contribute annually to the funds of the University 
 of California a sum sufficient to support eight three hundred dollar 
 scholarships for worthy young women. ... I bind myself to pay 
 this sum during my life time, and I have provided for a perpetual fund 
 after my death. The qualifications entitling students to the scholar- 
 ships shall be nol)le character and high aims, it being understood that 
 without the assistance iiere given, the university course would in each 
 case be impossible. . . . The award shall be made by a vote of the 
 faculty, l)ut I do not wisli any scholarship to be given as a prize for 
 honors in entrance examinations.'^ 
 
 Six years later, when the doubling of the university's income was 
 assured by the State Legislature, the university appropriated three 
 thousand and five hundred dollars "to be distributed equally among the 
 eight Congressional districts of the State, for the purpose of aiding poor 
 and deserving students to attend the State University." These scholar- 
 ships were to be known as the "State of California Scholarships;" they 
 Avere not to exceed twenty-eight in number and were to yield to each 
 holder one hundred and twenty-five dollars per annum. Immediately 
 this appropriation was made, Mr. Levi Strauss of San Francisco gen- 
 erously offered to duplicate it, the scholarships to be of exactly the same 
 character with regard to income and award as those provided by the 
 State. 
 
 In addition to these sixty-two scholarships, single scholarships have 
 been established by various persons and institutions. In 1899, Mrs. 
 Cornelius B. Houghton, in memory of her husband, made provision for 
 an annual scholarship. The San Francisco Girls' High School, the 
 Haywards, the San Jose and the Los Angeles High Schools have main- 
 tained scholarship funds which they apportion to the meriting members 
 of their schools. Besides these, scholarships are awarded out of the 
 William and Alice Hinckle}' fund and the Joseph Bonnheim memorial 
 fund. For the encouragement of graduate work, the university awards 
 the LeConte Memorial Fellowship, established by the Alumni Association, 
 
12 
 
 in memorv of Professors John and Joseph LeConte, three University 
 Fellowships at the Lick Observatory, two Whitin? Traveling Fellow- 
 ships, maintained out of a bequest of $20,000 made by the will of Harold 
 Whiting, formerly associate professor of physics in the university, two 
 Emanu-El Fellowships in Semitic languages, established by the Congre- 
 gation Emanu-El of San Francisco; the Harvard Club scholarship, and 
 the Yale Alumni Fellowship, founded and maintained by graduates 
 of these universities. In addition, the university has two loan funds, the 
 Frank J. Walton Memorial Loan Fund, established by the Class of 1883, 
 and the loan fund of the Class of 1886. 
 
 We have already mentioned the State's grant to the university in 
 1887 of an income of one cent on every one hundred dollars of taxable 
 property. For a few years the funds thus accruing were, economically 
 administered, adequate to the needs of the university. But then came 
 a period of unprecedented growth. Within five years — from 1891 to 
 1896 — the enrollment of the university increased by a full . three-fold, 
 while the funds at its disposal remained practically unaltered. The in- 
 stitution was in direst straits, not only because it had no means to aug- 
 ment its teaching force sufficiently to meet the larger needs, but also 
 because it was unable even to provide room for the ever-increasin'g 
 numbers. 
 
 Determined action was necessary. In a report' to the board of 
 regents in May, 1896, the Ways and Means Committee, consisting of 
 Regents Reinstein, Black, and Rodger s, made a statement of the uni- 
 versity's distress that became a basis for an appeal to the State Legis- 
 lature. . 
 
 "The provision made by the State of California for the constantly increas- 
 ing wants of the State University is embodied in the Act of the Legislature 
 of 1887, and consists of a tax of one-tenth of a mill on the dollar, 
 
 "At that time the number of students in the University was 288, while 
 now it is 1336 (at Berkeley), The provision then made by the Legislature 
 was considered just SiUfficient for the then needs of the University, and it was 
 anticipated that the taxable wealth of the State would increase in just about 
 the proportion that the University would grow, and thus meet and provide for 
 the constantly increasing demands of the University through the enlargement 
 of the number of its students. This expectation seemed then to be well founded, 
 and was justified by the groA^h of the University for the succeeding four years, 
 but since the year 1891, the number of students at the University, which was 
 then 450, has increased to" a degree as remarkable as it is gratifying. 
 
 "Within the last four years the number of .students at the State L'niversity 
 has trebled, and is at the present writing 1336, while in the entire University, 
 including its affiliated colleges, the number is 2047, while the indications are 
 that the next Freshman class will outnumber all before it. The income of the 
 University from this Act, however, so far from doubling, has increased only 
 

% t 
 
 1/3 
 
 2 
 
 PL. 
 
 £ 
 
 ^f 
 
 "fl 
 
13 
 
 an insignificant amount within the last five years, and is actually less in 1895 
 than in 1894 or 1893. 
 
 "Under these circumstances alone, it is hut reasonable to believe- that the 
 next Legislature will take such steps as will be commensurate with the imwer, 
 the pride, and the dignity of a sovereign State, when it realizes that the pro- 
 vision for the support of the University made by the Legislature in 1887 is 
 entirel}' inadequate to the present quadrupled demands of the University, and 
 still less adequate to maintain that constantly- increasing prosperity of the 
 State's highest institution of learning, which is a jus<t source of State pride 
 and an essential condition of State dignity and prosperity." 
 
 In response to this statement of needs a bill was, in 1897, introduced 
 l)y Hon. F. S. Stratton into the Senate, and into the Assembly by Hon. 
 Howard E. Wright, which provided that the university's income sliould 
 be increased to two cents on every hundred dollars of taxable property. 
 To the great relief of all friends of the university, the bill passed ])oth 
 Houses witliout opposition and was signed by Governor Budd on Feb- 
 ruary 27, 1897. Thus did the State a second time prove her deep and 
 abiding interest in the welfare of her university. 
 
 To one who has visited the university, nothing can l)e more strikingly 
 obvious than the painful contrast between the character of its site and 
 its l)uildings. Situated on the foothilU of the Contra Costa range, and 
 looking westward out through the Golden Gate, its natural placing is al- 
 most unmatched. Yet with this remarkd^le beauty of location is 
 coupled an equally remarkable ugliness of makeshift buildings. The 
 ])ressing ditficulty that the university faced in the years of its rapid 
 growth was that of finding, not the best room, but any kind of room for 
 its students; and in attempting to solve this difficulty with an inade- 
 quate income, the only resort was in hastily constructed temporary 
 buildings. The sole virtue of these was their cheapness and their capac- 
 ity. As a result, the succeeding years saw the beautiful campus crowded 
 more and more with homely buildings, scattered about with hardly a 
 thought of present or future plan. That this haphazard construction 
 was unwise and ruinous to the beauties of the university's site was 
 felt by many, l)ut two men especially put their convictions into serious 
 and concerted effort. Mr. B. E. Maybeck, instructor in architectural 
 drawing in the university, had long felt the need of a permanent plan 
 for the i)lacing and style of the university buildings, and he was active 
 in making known his views. They were heartily seconded by Mr. J. B. 
 R{ instein. a regent of the university, so heartily that as a result of a 
 communication addressed to the board of regents on April 29, 189G, 
 the ])oard voted that there should be prepared a programme "for a per- 
 nuuient and comprehensive plan, to be open, to general competition, for 
 a system of buildings to be erected upon the grounds of the University 
 
14 
 
 of California in Berkeley." Before the resolve of the board had been 
 put into effective operation, however, it came to the notice of Mrs. 
 Phoebe A. Hearst, who had herself long been deeply concerned in the 
 architectural beautifying of the university. Mrs. Hearst, with a gen- 
 erosity, spontaneous and admirable, wrote at once to the board of re- 
 gents, expressing her great interest in the project and her desire to con- 
 tribute wholly the expenses of the proposed competition. Needless to say 
 tliat the offer so totally unsolicited and so magnificent l)eyond expecta- 
 tions was gratefully accepted by the board. 
 
 It is impossible in this cursory history of the university to give more 
 than the barest outline of the course of the "Phoebe A. Hearst Archi- 
 tectural Competition.'^ That contest of the work?s known artists has 
 ))ecome so internationally famous that it hardly needs more than men- 
 tion to have its whole story recalled. In preparing for the competition, 
 the two men who liad been most zealous in the cause were commissioned 
 to canvass the leading architects of the world to the end of enlisting 
 adequate interest and of preparing a just plan of contest. After careful 
 consideration a programme was drawn up, providing for two competi- 
 tions, a preliminary one, to be held in Antwerp, and a final one, to l)e 
 held in San Francisco. The committee of award was to consist of 
 Messrs. R. Xorman Shaw, J. L. Pascal, Paul Wollot, Walter Cook and 
 J. B. Reinstein. Owing to *the illness of Mr. Shaw, Mr. John Belcher 
 was substituted in his place. The preliminary competition opened on 
 January 15, 1898, and closed July 1, 1898. Of the 105 plans received, 
 eleven were selected by tlie.jury to stand for the final contest. As a 
 help toward the further preparation of their plans, the winners in the 
 first award were invited, at the expense of Mrs. Hearst, to visit the uni- 
 versity town. The second contest, in San Francisco, on September 7, 
 1899, resulted in the following award: first prize, Mons. E. Benard, 
 Paris; second prize, Messrs. Howells, Stokes and Hornbostel, New York: 
 third prize, Messrs. D. Despradelle and Stephen Codman, Boston; fourth 
 prize, Messrs. Howard and Cauldwell, New York; fifth prize, Messrs. 
 Lord, Hewlett and Hull, Xew York. 
 
 This is but a bare statement of the essential facts of the contest. 
 But if one would know the reality of the Phoebe A. Hearst architectural 
 competition one must read into the skeletal bones of these facts, all the 
 h)yal enthusiasm, the ardor of hope, the fire of great purpose awakened 
 by the project. If the plan had meant merely an embellishing of the 
 outer life of the university, it would have signified little indeed.; but 
 ostensibly a remedy for the outward, it called forth in the State and in 
 the university the firm determination that the inner life should not be 
 unworthv. 
 
v,^ 
 
 BRA 
 or THE 
 
 UNIVERSITY 
 
o 
 
15 
 
 Yet it must not be thought that it was ever in the intent of the 
 donor that tlie plan should serve merely as a means to outer embellish- 
 ment. Mrs. Hearst has lono: felt that beauty serves an essenttal-nerfl of 
 the soul, that in placing beautiful objects before the maturing student 
 one helps to develop pure, strong character as surely as with the spoken 
 truth. Mrs. Hearst has for some years l)een proving the strength of 
 her conviction ])y providing the students of the university with best 
 examples of the fine arts. With art collections and concerts of a superior 
 kind, she has opened the eyes and the ears of the student to beauty. The 
 work has been none the less great that the refining ami purifying in- 
 fluence has been all unconscious. 
 
 In this recital of the university's growth, we have made no reference 
 to its attempts to fulfill one of the main purposes of its establishment. 
 The grant of the Morrill Act of 1862 was made, as we have seen, on 
 condition that an institution be founded that should have primarily 
 in view a training in agriculture. The university has attempted to 
 meet this requirement to the full; and there can be no doubt that as the 
 years have passed its efforts have been successful. Up to 1891, work in 
 agriculture was entirely within the university confines. In that year, 
 however, was inaugurated the custom of holding Farmers' Institutes 
 throughout the State. By this means the university canje into touch 
 with the farmers of California, with a success that is indicated by the 
 yearly increase in the number of institutes held. In 1897, so important 
 had this work beyond the university's doors become, that a new depart- 
 ment was created, a Department of University Extension in Agriculture- 
 By means of the information disseminated at these institutes, as well as 
 through its frequent bulletins, the agricultural department of the uni- 
 versity has enabled the State not only to increase in very large degree 
 its present agricultural earnings, but also to make sure the permanent 
 fertility of its soils. 
 
 On July 18, 1899, the university entered upon a new stage of its 
 development in the election to its presidency of Professor Benjamin Ide 
 Wheeler, of Cornell University. The four years and a half of President 
 Wheeler's administration have witnessed a remarkable growth in tlu^ 
 university's prosperity, both in the inner life that is more properly its 
 concern and in the material resources that must ever be indispensable. 
 Those years have proved most especially the deep love of Californians, 
 rich and poor alike, for their university. In 1900-1902. the gifts to the 
 university, from private sources alone, amounted to about $900,000. 
 As we are writing this, word has just been received of a l)equest of soine 
 $r)00,000 to $000,000 by one of San Francisco's leading business men, 
 Mr. Charles F. Doe, for the building of a new university library. But 
 
16 
 
 it is not in the public-spirited wealthy alone that the university is be- 
 o-inning to find lier strength. In coiintbss ways donations are being 
 made l)y those of more modest income, from the live dollars that comes 
 as an annual gift from an anonymous alumnus, or the scholarship money 
 returned by another graduate^ to the inore substantial gifts for library 
 or departments. It is of deepest significance that California's Alumni 
 feel tlie impulse to give of their own, for in this abiding love for their 
 university lies the real promise of hcv permanent and increasing great- 
 ness. 
 
 It will be fitting at tliis point to mention some of tlie leading l)eTu^- 
 t'actions to tlie uaiversity in the years of President Wlu'eler's adminis- 
 tration. Only a bare handful may be recounted in this brief history. 
 Significant of his concern for the higher life of the university .was the 
 gift, in 1902, by Mr. D. 0. Mills, of $50,000 for the furtherance of the 
 work of the Department of Philosophy. This was in addition to j\Ir. 
 anils' original gift of $75,000 for the establishment of a chair of pliilos- 
 opliy. The endowment of another important chair — in classics — is dui' 
 to tlie generosity of Mrs. J. K. Sather, ^-ho has given $75,000 for that 
 purpose. Mrs. Sather has also made over to the university real ])rop~ 
 erty of great value for the establishment and support of a law library, 
 and has, in addition, made important gifts of liooks. The construction 
 of a Physiology l)uilding, at an expense of $25,000, has been made pos- 
 sible by the generosity of Mr. Eudolph Spreckels, and its thorough 
 (Hpii[)ment })y Dr. Max Herzstein's gift of $8000. A most important 
 addition to the library of political science, finance, and history has been 
 made by Mr. Claus Spreckels' gift of $11,675.82. Mr. H. Weinstock 
 lias presented the university with $5000 as a foundation fund for the 
 "Barbara Weinstock Lecture on the Morals of Trade.'' One of the sorest 
 needs of the university has been met in the construction of a great o})en- 
 air theater, built on the model of the Greek Theater, and seating some 
 7000 people. Mr. W. R. Hearst contributed the $40,000 necessary for 
 the building of this unique structure. An assemblage place, not only 
 capacious but singularly beautiful, it will prove a source of stimulation 
 in ways that have heretofore been beyond the university's power to 
 realize. 
 
 When we attempt to recount Mrs. Hearst's gifts to the university 
 the pen fails. They are numerous beyond any possible listing, because 
 many of them are known only to Mrs. Hearst herself. We have already 
 recounted Mrs. Hearst's assumption of the expenses of the architectural 
 competition. Mrs. Hearst is now erecting, in accordance with tlie ac- 
 cepted ])lans, a mining building as a memorial to her hus])aiRl, Senator 
 Hearst. The minimum cost of this building will be lialf a million of 
 
kTbJJ 
 
 or 
 
 
I 
 
 17 
 
 dollars.. She isTnnintaiiiin.i^^ tlio (lopnrfnu'nt nf anthropology, expend- 
 ing $1().()(K) a y(!ar for five years for excavations and research in Egypt, 
 i^'AMH) a year for five years for the lil<e work in South Ameriea^lO^OOO 
 a via I' for two years for rosea rcli in Greece, and $G000 a year for antliro- 
 j)ological work in California, Mexico and New Mexico. The mainte- 
 nance of this department alone for 1900-1902 was at a cost of $103,040. 
 Slie has contributed over $0000 for a iniiseinn building, has presented 
 tlie university with Hearst Hall, valued at $50,000, has supported the 
 Hearst Domestic Industries at an annual cost of over $15,000, has pro- 
 \ided over $27,000 for the equipment of the medical department, 
 $13,000 for a mining laboratory. $8400 for the equipment of gym- 
 nasiums. The president's hiennial report of 1898-1900 gives the fol- 
 lowing figures for the two years recordcMl : '^The total of gifts for which 
 ligures have been given in the foregoing list (exclusive of the support 
 of archaeological expeditions of about $30,000 a year) is $271,566.05. 
 'J'his amount is. however, far less than wliat Mrs. Hearst has actually 
 expended for the benefit, direct or indirect, of the university." 
 
 But to write a list of Mrs. Hearst's gifts to the university is all un- 
 satisfactory, for the real significance of them- lies not so much in their 
 juagnificcnce. if one may use the word, but rather in the fine insight of 
 the giver, the sympatlu'tic touch with younger lives, the personal de- 
 liglit in discovering the deepest and the most real needs. And though 
 great beyond reckoning has been the tale of her free-will offerings, 
 greater, after all, and more lasting in worth for the university has 
 been the fine idealism of her character, her unswerving faith in th(.' 
 beautiful and the true and the good, and her high efforts toward their 
 realization in her chosen children. 
 
 And yvi. v\vi\ with tin's generosity of her friends, the univei'sity has 
 not been wholly free of embarrassment. Ahm)st, it might he said, it 
 has suffered from too mueli good-will. In 1898-99. the totaV registra- 
 tion of students, inclu(!ing those in tiu- professional colleges, was 2439; 
 in l!?02-03 it had leaped to 3275. In 1898-99 tlie total registration in 
 the acpdemie colleges ah:ne was 1717; in 1902-03 it had increased by 
 more than one-half, being in that year 2669. Meanwhile the two-cent 
 tax. which, in 1899 had been just sufficient to meet the university's 
 needs, yielded an income that increased only very slightly from year to 
 year. Between 1899-1900 and 1901-1902 it grew by but 4.4 per cent. 
 Had it not been for the generous aid of its private friends, writes Presi- 
 dent Wheeler in his re])ort of 1900-02, "the university would have been 
 crip])led and well-nigh helpless." But though there may be temporary 
 end)arrassnu'nts. the history of the past and the interest of the present 
 have taught the university to fear no permanent distress. The last State 
 
18 
 
 Legislature proved itself alive to the university's needs by granting, 
 in addition to otlier lesser a])propriations, $250,000 for tlie erection of 
 an administrative building. 
 
 Altlioiigh numbers are hardly a criterion of a university's worth, it 
 will be interesting, nevertheless, to refer to the table of comparative 
 sizes of American universities, prepared by Professor Albert Bushnell 
 Hart for the Harvard Graduates' Magazine in 1900. "The list shows 
 tluit in the number of undergraduates the University of California is 
 exceeded only by Harvard; in the grand total -of students, including 
 undergraduates, professional students and summer school students, it 
 is exceeded only by Harvard, Columbia, Michigan and Minnesota, in the 
 order named." 
 
 During President Wheeler's administration, important changes have 
 been made in the internal structure of the University. In 1899, a sum- 
 mer school was systematically organized, with an attendance of 101 
 students. In 1900, the records showed 433 students registered; in 1901, 
 799; in 1902, 830, and in 1903, 859. The success of the work has been 
 so marked, especially in the intercourse which it establishes with the 
 leading men of Eastern and European Universities, that the summer 
 school promises to be permanent. 
 
 As in its examination of schools and its Farmers' Institutes,, the Uni- 
 v(>i\^ity aijned to come into closer touch with the ])e()ple of the State, so. 
 in 1902, it prepared to meet the more popular needs for instrnctiim and 
 stimulus by the organization of a De})artment of University Extension. 
 This Department, planned largely on the lines of the English system, 
 has established centers of extension work throughout the State, which 
 are visited by a corps of lecturers whose duties lie entirely or mainly in 
 the extension field. The success in this work, too, promises permanence. 
 
 Important for the professional teaching of the University has been 
 the wise reorganization of the Medical Department. In the past years, 
 the Medical College was perforce compelled to resort almost entirely 
 to practicing physicians of San Francisco for its instructing body. 
 While the efforts of the men who, in the midst of their medical labors, 
 gave of their time and strength to the College, may not be too highly 
 praised, it is nevertheless obvious that, excellent as these efforts were, 
 they could not be made adequate for a medical school of highest scholarly 
 rank. President Wheeler, in his first report to the Board of Eegents, 
 called attention to the need for better organization of the Medical Depart- 
 MU'nt, and it is due to his efforts that the succeeding years have witnessed 
 an increasingly better equipment and disposition of the medical work. 
 
 Graduate work in the University has in the last few years been or- 
 ganized with growing success. Not only has the number of gracliiate 
 
19 
 
 students increased with great rapidity, as indicated by an enrollment of 
 244 students in 1903 as against 64 in 1893, but the work has come to be 
 of a more distinctly advanced kind than in the years of its in^ejition. 
 The departments now recognize a radical dift'erence in aim and methods 
 between undergraduate and advanced work, so that the higher degrees 
 now signify not a mere prolonging of the period of resideijce, but the 
 successful completion of work of a thoroughly graduate nature. 
 
 A factor of great importance in the University's life is its functicm 
 as a training school for prospective teachers of the S-tate. By a law 
 of the State, Boards of Education and Examination have authority to 
 issue certificates of high school grade, without examination, to graduates 
 of the University who are recommended by the Faculty. The operation 
 of this law has been of utmost benefit to California, in that it has en- 
 couraged the University to send forth trained students into the higli 
 school field. The result has been not only a bettering of the tone and 
 scholarly character of secondary teaching, but also a securer and more 
 sympathetic drawing together of the University and high school forces. 
 The coming years bid fair to witness the long-desired establishment of 
 a Teachers' College. 
 
 The University has established a regular series of publications in 
 each of the following departments : Botany, Geology, Education, 
 Zoology, Graeco-Roman Archaeology, Egyptian Archaeology, American 
 Archaeology and Ethnology, Anthropolog}', Physiolog}', Pathology, 
 Astronomy, and Agriculture. It also issues, every quarter, the Uni- 
 versity Chronicle, which is an official record of University life. 
 
 The University now comprises the following Colleges and Depart- 
 ments : 
 
 College of Letters, College of Social Sciences, College of Xatural 
 Sciences, College of Commerce, College of Agriculture, College of 
 Mechanics, College of Mining, College of Civil Engineering, College of 
 Chemistry, Lick Astronomical Department, Mark Hopkins Institute of 
 Art, Hastings College of the Law, Medical Department. Post-Graduate 
 Medical Department, Dental Department, California College of Phar- 
 macy. 
 
 In this very brief account of the University's life, it has clearly been 
 impossible to trace out, with the explicit detail that their importance 
 warrants, the factors and forces that have made the institution what it 
 is. But bare as the outlines are, they may, if nothing more, serve to 
 suggest the peculiar conditions amid which a State L"ni versify is placed, 
 the difficulties of its development, the boundless scope of its oppor- 
 tunities. The University of California has not made its way without 
 struggles peculiar to an institution that finds, its support in the suffrage 
 
20 
 
 of the people. It is of the deepest import to the eanse of puhlie higher 
 education that it has won its support without truckling, that it has never 
 h)wered its ideals to temporary ])uhlic wishes, hut has lield high tlie 
 standard of pure scholarship. The University of California is to-day 
 witliout douht a permanent factor in the life of the State, and 
 as such, the outgoing of its influence may not be measured. With its 
 sister University, it stands for the development of the very liighest in 
 the character of California. It may he extravagant to predict, as some 
 are pleased to do, that in California a new note in world thought and 
 feeling is to be sounded — a new literature, art. ])hilosophy. Yet it is 
 luirdly extravagant to feel convinced that California is immense in 
 possibilities of culture, that her birth to a richer life is even now Init 
 just accomplished, while the greatness of her days may scarcely be 
 foretold. In the midst of this youtliful promise, the two vigor6us 
 Universities stand as nurturers of the best. If the life of the past is 
 promise of the future, California is assuredly secure in the liigh 
 character of her University guides. 
 
 The LeConte Oak 
 
 Courtesy of Needham Bros., Berkeley 
 
 \ B R A ^ 
 ^ or THE 
 
 UNIVERSITY 
 
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 14 DAY USE 
 
 RETURN TO DESK FROM WHICH BORROWED 
 
 LOAN DEPT. 
 
 This book is due on the last date stamped below, or 
 
 on the date to which renewed. 
 
 Renewed books are subject to immediate recall. 
 
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 INTER-LIBRARY 
 
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 APR 1 2 1967 
 
 LD 21A-60m-7,'66 
 
 (G4427sl0)476B 
 
 General Library 
 
 University of California 
 
 Berkeley 
 
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