Spokane County, Washington - Chapter 20: The I'lblic Schools of Spok.^ne, 1900

Chapter 20: The I'lblic Schools of Spok.^ne

"To prepare us for complete living is the function which education has to discharge; and the only rational mode of judging of an educational force is to find in what degree it discharges these functions." - Herbert Spencer.

The citizens of Spokane have always e.xhibited a genuine interest in the pubHc schools. This is evidenced today in the magnificent school buildings and their complete equipment. From her infancy Spokane has not failed to see that the educational institutions should keep pace with its material growth. So far back as 1874, when all the white population within the present limits of Spokane county did not number but few, if any, over one hundred, the first school district between Spangle and Chewelah was organized here. During the summer of that year. Rev. H. T. Cowley had arrived as a missionary to the Indians. The first school was held in what was the mission house and dwelling of the Cowley family. In the fall of the year mentioned the first public school opened with four pupils. C. F. Yeaton, H. T. Cowley and Mr. Poole were the directors, and law- }er L. S. Swift, clerk. Mr. Cowley was the teacher. The growth was not rapid for the first few years. It w'as the summer of 1878 before it was found necessary to build a real public school house. The location of the first building to be used exclusively for school purposes and the first public building in Spokane is on the Northern Pacific Railroad right of way close to Lincoln street, about where the O. K. stable is now. It was a very ordinary frame building about twenty l)y thirty feet. The building was removed from its first location to near the corner of Post and Sprague, and after the new site for school purposes was secured, is was occupied by F. M. Dallam, and in it the Review was first published. The Spokane Times for April, 1879, has this item. "Miss \Miitehouse is the teacher and has twenty-two scholars." The issue dated September 1 8th. the same year, has the following:

"School was opened last Monday by Capt.-iin Tobias, who speaks very flatteringly of his pupils. We are pleased to learn that the Captain is favorably impressed with his school. He is the right man in the right place. He has had fifteen years' exfjerience in the school room." Honor roll of the Spokane public school for the first two months ending November 7, 1879: Marie Clark. Alice Post, 763/2; Willie Smiley, 76 ; Julia Post, 54^^ ; Nettie Piper. 81 '.<^ :Gracie Gray. 43; Charley Smiley,

$jy2 ; Edie Nesler, yj\ John Masterson, 65^ ; Katie Clark, 62 ; George Clark, 63 ; Gertie Goodlier, 43 : George Glover, 74 ; Hattie Warner, 61; Fred Lowery, 54; Sarah McGourin, 65. Whole number of days, 1,080; average daily attendance, 2~\ whole number of girls, 17 ; whole numljer of boys, 18; total number of pupils, 35.

In 1880-81 Rev. W. H. Stratton and Prof. A. J. Warren were the teachers. Mr. Stratton says, "I secured the pi^sition of teacher of the higher grade of pupils in this Spokane school at forty dollars a month. I had about fortyfive young men and women in my room, which was about si.xteen by twenty-two. We were so crowded that there was hardly room to seat the class reciting at the time. Prof. A. J- Warren, Airs. Lamona's Iirother, taught the lower grades in a somewhat larger room. Among my pupils were the Ellis girls, Ida, now Mrs. S. Heath, Ollie, who married A. E. Keats, since dead. Perry Lamcina and Winnie, she who is now Mrs. Fruit, Belle Dawson and her sister Eva, Ed. Whinery, Frank Waterhouse, JMinnie Morgan, now Mrs. Josie Clark, Mrs. Cannon's daughter. Judge Nash's son, Frank, E. Hyde, Julia A. Post, Alice P. Wagner and her sisters, Eva and Edith, James Stafford, Ed. Robinson, Louella, Zillah and Lue Parker. As a wh(ile, I think the school was a success and I have a very warm interest in everyone who was my pupil. The school continued to grow so that in the fall of 1883 there was an enrollment of two hundred scholars, necessitating four teachers.

The second public school building was erected in 1883 on the present site of the high school building, which has been referred to in another place. The first reliable records available are those of Principal Mattie Hyde, now Mrs. J. B. Blalock. residing near Medical Lake, who is referred to by early settlers as an excellent teacher. Teachers during fall and winter term, 1882-83, B grammar class, ist, 2nd, 3rd intermediate, Hattie Hyde; ist, 2nd and

3rd primary, Ella E. Davenport. School ended April 5, 1883. We have the private record of \\'. W. Johnson, principal, for the schor)l opening October 22, 1883. It opened with one hundred and seventy-four pupils and eight grades of study in the new four-room building on the present site of the high school. W. A\'. Johnson, principal ; teacher fourth department. Mattie Hyde; teacher third department, S. A. Mariner; teacher second department, Lizzie Haldeman.

Prof. L. H. Prather, now judge of the superior court, succeeded W. W. Johnson as principal and continued until 1886. The Judge took up a ranch six miles east of the city and often walked both ways from his place to the schoolhouse. During his principalship an addition was Iniilt to the school house, making it a si.x-room building. During the last year it became necessary to hire a separate room for the primary department. Miss Rose Rice, now Mrs. W. B. Turner, one of the Cheney Normal School faculty, taught the primary grades a part of the time in the Congregational church, on Sprague and Bernard, and also in a frame building on Post street near Second avenue. During the last year of Judge Prather's administration the ninth grade of study was pursued. .-\mong the early school directors after the ones already mentioned we find J. J. Browne, who served for about a decade, I. S. Kauffman and E. J. Webster.

In the fall of 1886 Prof. W. B. Turner, now principal of Cheney Normal School, became principal. At the close of the fall term there was an enrollment of five hundred and twenty-three pupils with seven teachers. In the following April the enrollment reached six hundred and forty-eight. L'nder Prof. Turner was inaugurated a monthly teachers' meeting for mutual consultation. At first it was informal, but gradually developed so that a program was carried mit. the teachers submitting papers on school subjects, followed by discussions. Prof. Jonathan Heaton, now residing in this city and in the employ of tlie Hypothee!': bank, succeeded Turner as principal in the fall of 1887. At the opening there was an enrollment of seven hundred and fifteen with thirteen teachers. The first teachers' meeting under Prof. Heaton was held November 8, 1S87. The record says, "All teachers present. The time was spent in arranging for relief in the crowded rooms." The population was increasing rapidly. The district was dix'ided. A school was opened on the north side and several churches were used. In the fall of 1888 Prof. Bruce Wolverton was elected superintendent of schools. The high school system having been fully inaugurated, Prof. Heaton was made principal thereof, with Miss Kate North as assistant. The number of scholars increased rapidl}', passing the (jne thousand mark before the close of the fall term. ]lut as one of the dailies put it, "But with the growth came trouble. Politics, selfishness and jjoorly concealed corruption crept into the pul)lic schools in those booming years of 1888 and 1889. Quarrels, plots, counterplots and startling charges cuhuinated at last in the open charge of bribery - the ])lain statement that teachers had bought their places and secured iiigh salaries by playing a commission to certain trustees. It was the first cry of "boodle," the beginning of that disgraceful era when extravagance, carelessness, fraud, theft and bribery ran riot in the public oflices of Spokane. The whole town was in ferment. Sides were taken. Charges and counter charges were made. Old pupils withdrew from the schools in disgust and new ones declined to enter till peace should be restored. The "system of study' went to pieces: the pupils lost interest ; the teachers were angry and discouraged ; the high school was so nearly deserted that soiue thought it might as well be abandoned as a needless expense."

We are compelled to confess that it took about a decade before the people began to exhibit genuine interest in educational -matters on school election day. As an illustration of this, we find that at the election on November 5, 1887, for one director for a term of three \'ears. and a clerk for a term of one year, twenty-eight votes were cast for director and ninetynine for clerk. P. D. Michael was elected director and W. F. Edwards, clerk. But the follow ing year there w'as a revival of interest and the election was a lively one. A number of conveyances were employed in carrying citizens to the polling place at the central school, \\here the high school is now located. The women availed themselves of their voting prerogative and turned out in large numliers, so that five hundred and eighty-one ballots were cast. F. M. Spain was elected director and Richard Miles, clerk. It resulted in a war with Spain, which has not been recorded in general history.

Spokane lost some of the best teachers it ever had at this time. It was well said that Spokane diil not need the great fire of 1889 to demoralize its public schools. Fortunately an experienced educator passed through this ; city, wiio was known to some of the teachers. F(e was called to the position of superintendent and accepted it. In the fall of 1889 Prof. D. Bemiss took charge of the schools Then was ushered in a period of reorganization, harmony and progress. There were many difficulties to Ix- faced and great obstacles to be surmounted. There were nearly two thousand pupils, with a seating capacity for about six hundred. The superintendent took hold of the work with commendable courage. The studies were systematized and made more thorough, and the corps of teachers increased. The needs increased with the population. Major E. A. Routhe, president of the board of education, in his 1890 report states the needs to be four large w^ard school houses and a large central building for the high school. It was found that two hundred and fifty thousand dollars over the tax le\y was needed to provide the necessary accommodations. The people voted to issue bonds for that amount. The central building for the high school, costing ninety thousand dollars, and six ward buildings, costing twenty-nine thousand dnllars each, were erected. They were all given historical names, the first ward, "Lincoln." second ward, "Franklin" antl "Logun," third ward. "Bryant" and "Bancroft." fciurth ward. "Ir\-ing." Scliool houses subse- (juently erected have been given the names of prominent American citizens, namely : Edison, Emerson. Longfellow. W'hittier, (irant. Lowell. W'ashington. Hawthorne, and (l;irfield.

The Buildings

The high school building is one of the handsomest in the state. The location is admirable and the architecture in accordance with the most modern and approved ideas. It is well lighted and ventilated, heated with steam and thijroughly furnished and equipped. There is a large auditorium in the third story and also a spacious room filled with the hand-work of the pupils in drawing, coloring, woodwork, botanical and conchological collections, etc. Among all the treasures found in this room the most highly prized, i)erhaps, are three great medals l)earing the name of Spokane public schools and the seal of the great Columbian exposition; and with them is this letter - the greatest treasure "f all:

I bird. - Original designs in oil cloths and wall i)aper: sujierior carving from native wood: superior relief maps and maps in black and white; and two superior pieces of work representing the high school building and the ship "Santa Maria." Mrs. E. P. Farr,

Progress

All school buildings, seventeen in number, have been erected within the last thirteen years. They would be considered an ornament to any metroplis and can hardly be paralleled in any other city of the size in the land. Nearly five years ago the superintendent, directors and teachers inaugurated a movement to ])rovi(le libraries for the different school buildings. Since that time some thousands of books have been gathered, nearly all the schools having a collection of standard works which prove especially profitable to the scholars. In the year 1898 the free text-book system was adopted, which gives, we believe, universal .satisfaction. It is gratifying to be alile to record that the people of this city as a whole have been in favor of everything that tends to promote educational interests. Accordingly, the superintendent, directors and teachers have had the heartv support of the people in doing their utmost in order that the schools may keej) pace with the progress of the city, in facilities, buildings and courses of study. The natural result has been that the methods of instruction and discii)line have been constantly improving. Spokane is recognized to-day as having superior educational advantages. The rising generation can commence their education in the kindergarten, which was iiUroduced three years ago. and recei\e thorough preparations for college und.cr the public school system.

The Spokane higli school is not to be compared with those of smaher towns. It is no exaggeration to say that it will compare favorably with those of the larger cities, such as Salt Lake, Seattle and Portland. This is the testimony of President Penrose, of Whitman College, and President Graves, of State University, and others who have made careful investigation. The graduates are granted admission without examination into the best colleges and universities. Some of them have taken high l^laces in Whitman College, Pullman Agricultural College and School of Sciences, Leland Stanford, ^Minnesota and Harvard Universities. It is to-day, with its five hundred students and faculty of fourteen well selected teachers, a great institution whereof the citizens can justly be proud.

Although the primary object of the school is never lost sight of. the discipline and training of the mind, nevertheless the teachers are not unmindful of the importance of healthy and \igorous bodies. The athletic tendency is encouraged. Physical culture is promoted by a system of calisthenics. The spirit of patriotism is promoted by the floating of the United States flag from the tower of every school house. The Chronicle well said : "Neither energy nor time is wasted on useless and foolish experiments ; nor is there any hesitation to adopt an improved idea or method simply because it is new. The same wise judgment has been exhibited in the selection of the corps of teachers. While no needless changes are made and many of the present instructors have been engaged in Spokane's public schools for five, six and seven years, the standard of excellence is constantly advancing, and all are required, by hard work and constant study, to keep fully abreast of the times. There is no difficulty in securing the best of talent. Hundretls of applications for positions are received each year, coming from all portions of the land - sometimes twenty ormore for every vacancy."

During the superintendency of Prof. Bemiss the teachers pursued a course of professional study under his direction covering nearly the full course of pedagogy.

Under the superintendency of Prof. Bemiss genuine harmony existed in the board of education, and his efforts to improve conditions were heartily approved. Robert Abernethy, as president of the board, in his report for 1892, says: "We have reason to feel proud of the schools of our city, and what they are accomplishing. Our corps of teachers are doing good work, and cannot be excelled by a like number aiiyw here. Superintendent Bemiss is up with the times, and has placed our educational course in the front rank where it keeps pace with all modern improvements in the line of education." It is also pleasant to note that the superintendent was always ready to give due credit to the teachers, as in the 1892 report :

"The improved tone of the school room, the increase in attendance on the number enrolled, and the higher grade of scholarship secured attest the efficiency of their work.

"The ability to interest and instruct, to furnish the right kind of aid at the proper time, to lead the pupil to master his own difficulties, to awaken a desire for better and higher attainments, is the mark of the competent workman.

"That a good degree of success in the above lines has Ijeen attained, is evidenced by the character of the work developed and placed on exhibition in the different school buildings, and by the increased interest manifested by the patrons of the school."

"Conchology. - Mrs. Mary P. Olney, residing on Ninth a\enue, has arranged and generously donated to the high school, five hundred specimens of mollusca. This fine gift has been placed in the exhibit room of the high school building. Mrs. Olney is an expert conchologist herself, having been formerly connected with the Rochester Society of Natural Sciences, and a corresponding member of all the leading eastern academies of science, including the Smithsonian Institute. Under her leadership and instruction, a number of the teacliers of Spokane schools have formed themselves into a class for the study of shells." Mrs. Olney is not able to do as much now as in past years on account of advanced age, but her interest is as genuine as ever it was.

During 1893-94 manual training was introduced and developed in quite a satisfactory nianner under Prof. E. J. Faust. In his report he says : "I take pardonable pride in reporting on the work done in this department during the year past. At the beginning of the year, the large spacious apartment in the basement of the high school building was fitted up into a wood-working shop, a section of which was utilized for a draughting department. Working benches have been put up to accommodate sixteen boys at a time, while a number of girls enlisted themselves for a course in wood-carving. The board of education deserves much praise in showing itself so liberal in the cause of manual training, for the generous provisions it has given to its furtherance. The shop has been amply equipped with the best of tools, to which subsequently has been added a combination lathe with circular saw and scroll-saw. All the pupils supplied themselves with drawing boards, set-squares and draughting instruments, and the work was beguii. Instruction in mechanical drawing, shop instruction, and work at the bench alternated throughout the year. The work at the bench consisted in light carpentry and joinery. Lessons were given on the structure of wood, the principles of the different tools and their action, lining and measuring, the framing-square and its uses, all of which was practiced in graded exercises and in preparing wood for use. In mechanical drawing the pupils were taught the principles of working-drawings, their technicalities and conventionalities until they could readily read and execute working-sketches and working-drawings. The time spent by the boys in the work shop was devoted by the girls' class to wood-carving. The pupils first went through a series of graded exercises, and after acquiring a knowledge of the handling of the tools, passed on to the carving of frames and panels in oak and walnut, and articles of use - designs being taken either from plaster casts or cuts, or originating their own. So great has been the love for work, that it was almost ? daily occurrence to find them busy long after hours." It is to be regretted that lack of funds has necessitated the discontinuance of this important department of work for some time. But it is well known that the superintendent and directors are hearty believers in its utility, and that it will be resumed as soon as the treasury will justify it.

Scientific Society

The superintendent's report for 1894 refers to the organization of the "Spokane Scientific Society," for the purpose of prosecuting the study of the sciences. Though not a part of the school work the membership is largely made up of the teachers of the public schools. The society was organized primarily through the efforts of Mrs. Mary P. Olney, the conchologist. The following were the first officers and leaders : D. Bemiss, president ; Miss Elizabeth Hawley, vice-president; Roy H. Clarke, secretary; Mrs. E. L. Hard, treasurer; Mrs. Mary P. Olney, custodian. Leaders of subsections are : Conchology, Mrs. Mary P. Olney; botany, Miss Kate B. Reed; physics, J. B. Walker ; entomology. Miss Maggie C. Brown ; geologv, Roy H. Clarke. The members of the sub-sections meet for study and investigation and the entire body holds monthly sessions, when lectures are delivered on scientific subjects. This society has not been as active during recent years as it once was. This is attrib-

Tlie report of Superintendent D. Bemiss. at the close of the scliool year in 1898, is so much in the nature of a reveiw of the progress of the city schools during his administration of nine years, that we deem it advisable to submit herewith copious extracts therefrom. He saj^s:

"The past year has been the most prosperous one in tlie history of our schools smce my connection with them as superintendent, now in my tenth year of service.

"Nine years ago a six-room frame building and a four-room brick building were the only school houses within the then city limits. A church basement and two or three rented store

"Today there are ten brick and three frame school houses with a seating capacity for four thousand five hundred children. A corps of one hundred and four teachers is employed to give instruction, and more will be needed in the immediate future.

The rapid development of our school system is best exhibited by the following table of comparative statistics covering a period of nine vears. from 1880 to June, i8q8:

During the previous year there had been a change in the principalship of the high school. Prof. J. W. Walker, a teacher of good parts, after seven years of efficient service, was sticceeded by Prof. C. S. Kingston. The superintendent refers to the new principal in the following commendable terms: "Prof. Kingston and his corps of assistants have ably discharged the duties assigned each, and unitedly liave made for our high school department the past year, an enviable record."

He refers to the Normal Training School as follows: "Inorder to afford opportunities for professional work, and to open the way for the employment of more of our graduates, as well as to secure experienced workmen, the training school was established at the beginning of the l)resent school year. We must either shut our doors altogether against the employment of our graduates, or take them without professional training and develop them at the e.xpense of the pupils, or afford the means through the training school for their proper equipment. The board chose the last plan, and we believe wisely. A two years' course of study and practice has been established for this school. The first year the graduate, or junior cadet, observes the work of other teachers, takes charge of occasional classes, and is assigned such other practical duties as may from time to time arise. In addition to this practice work, the junior cadet receives special instruction from the training teacher in metlinils, and in school management, also work along the lines of music, drawing, and other special studies. The junior cadet receives no compensation. After the graduate has served one year as junior cadet, or if a graduate of a normal school, without other experience, he is ranked as senior cadet, and is placed in charge of a room on half salary. Advanced instruction in methods and school management continues. The history of education and other pedagogical studies are required. A training teacher is given in charge of six cadets, a junior and senior cadet being placed in each scho(jl room."

Another forward mo\-ement is referred to. \iz. : the Kindergarten : '"The present year has marked another onward step in the educational progress of our schools. The board, at the solicitation of the ladies of the kindergarten associations, and other patrons, voted to adopt the kindergarten as part of the school system of the city. Tv.-o schools were opened. It was somewhat in the nature of an experiment - the future development of the plan depending on the degree of success attained by the initial schools." Later reports will show that the movement met an urgent need.

In his report of 1892 Superintendent Bemiss urged the importance of providing school libraries at the earliest possible time. Here are some of his wholesome expressions: "If you can direct the reading of the rising generation you control in a large measure their future. One of the most powerful forces exerted through the schools, when they are properlyequipped with books, is that exerted through the selection of elevating and inspiring literature." In his report for 1898 he is able to say: "This year Spokane has made an effective beginning in the matter of securing libraries for nearly all of our school buildings. Prof. J. Heaton, chairman of the library committee, and member of the board of directors, secured the passage of a resolution by the board early in the school year offering to duplicate any and all sums of money raised by any school in the city for the purchase of books for a library. Stimulated by this offer, the dift'erent schools arranged various plans for raising funds. The result has been that all our larger schools and two of the small ones have a nucleus of a library already collected in their resjiective buildings. The teachers in each building made out a list of desirable books and sent said list to the committee on library appointed by the board.

"This committee went over these lists carefully in revision and ordered selections from them for the dift'erent schools. Commodious book cases have been placed in each building for the proper preservation of the books. A librarian was chosen by the teachers for each school and a system of drawing similar to that used in the city library was adopted, and the books put in circulation." The total number of books in all the school libraries at that time \\ere 2.075. The number at present, as estimated by Secretary Thomas, is 3,500.

After a decade of efficient ministration Prof. Bemiss resigned the superintendency of the city public schools in the spring of the year 1899. The board was especially fortunate in being alile to secure as his successor a man of broad culture, extensive experience and high ideals, in the person of Prof. J. F. Saylor, of Lincoln. Nebraska. He has already exhibited a tact and wisdom that has elicited general satisfaction. In one of his latest reports he says: 'T fintl that the i)rincipals are growing more careful in the direction of close supervision.

They are rendering the superintendent greater aid by being able to inform him on more definite points of information wliicli he asks continually, touching the work of various rooms. The plea that I made last fall when I asked for larger time for supervision by the principals was that, being in the building they could get closer up the work of each teacher, and be more helpful to the teacher, and at the same time more helpful to the superintendent than if he had an assistant in the office. I have been pleased with the work so far done, and the willingness of the principals to assume responsibility, and I feel sure I shall be able to report growing efficiency in these directions in the future as experience comes to them. Generally speaking, the instructional work of the teachers is good, and the work of discipline satisfactory."